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高二英语教案Unit 17 Disabilities3(人教版高二英语下册教案教学设计)

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高二英语教案Unit 17 Disabilities3(人教版高二英语下册教案教学设计)（共15篇）由网友“柠檬水”投稿提供，以下是小编为大家准备的高二英语教案Unit 17 Disabilities3(人教版高二英语下册教案教学设计)，希望对大家有帮助。

篇1：高二英语教案Unit 17 Disabilities3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review the words and phrases learned in the last two periods.

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

1.How to guess the missing word according to the given sentence.

2.Master the interchanges of position on direct and indirect objects in the sentence.

Teaching Difficult Point:

Master the changes of the prepositions in the interchanges of direct and indirect objects.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.

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

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?

Ss:Yes.

T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.

(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧limit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

T:Now I want you to translate two sentences into English.Look at the screen.

(Show the following on the screen.)

1.请把盐递给我。

2.请给我们演奏一些民间乐曲。

T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.

S1:Pass me the salt,please.

T:Good,sit down,please.Now we can also say:Pass the salt to me,please.

(Write the two sentences on the blackboard.)

Now the second one.Who wants to try?OK.Peter,you try,please.

S2:Play us some folk music,please.

S3:We can also say:Play some folk music for us,please.

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?

S4:I’ll try.They are send,buy,get…

T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

T:But not all the indirect objects can be replaced like this.

e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”

OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.

(After students finish it,teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favour.Please lend me one 珁uan.

3.√Please take these exercise-books to my office.

4.√Give me the check,please.

√Please give the check to me.

T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

e.g.Could you explain your point of view to us?

I suggest a way out to her.

2.Some verbs are followed by either direct object or indirect object,or both of them.

e.g.I asked John.

I asked a question.

I asked John a question.

The similar verbs are:teach,tell,owe,pay,show

As to this,you should remember them.Is that clear?

Ss:Yes.

T:OK.Let’s deal with Part 2.

(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)

Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.

(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)

Suggested answers:

1.This summer,I want to make my parents less trouble by staying at home.

2.This summer my grandpa wants to buy some books for me.

3.This summer my friends want to send short messages to me.

4.This summer my aunt and uncle want to bring candy to me when they come to visit.

5.This summer I want to teach English to my 6-year-old niece.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

3.We’re going to sing some songs for the heroes.

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.

(Give the students several minutes to practise them,then teacher may check their practice.)

Suggested answers:

1.I’ll lend some to you.

2.He gave a camera to his wife for Christmas.

3.We’re going to sing the heroes some songs.

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

2.Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

Step Ⅶ Record after Teaching

篇2：高二英语教案Unit 17 Disabilities2(人教版高二英语下册教案教学设计)

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

Step Ⅷ Record after Teaching

篇3：高二英语教案Unit 17 Disabilities4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

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

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

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In .

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Step Ⅹ Record after Teaching

篇4：高二英语Unit 17(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.

The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.

Ⅱ.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

Ⅲ.Background Information

1.Will Inspired Life

The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.

One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.

But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.

Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!

2.Helen Keller

Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.

Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

If you were in a wheelchair,you wouldn’t be able to…

If I were blind,I would need a/an…

2.Train the students’ listening ability.

3.Improve the students’ speaking ability by describing,talking and discussion.

Teaching Important Points:

1.Train the students’ listening ability.

2.Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the students’ speaking ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening materials.

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?

Ss:Yes.(Students may have different answers.)

T:How can you get there?

Ss:We can get to…by bus/by train/on foot…

T:Now please look at the screen.

(The teacher shows a picture of a wheelchair on the screen.)

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

Ss:People with disabilities/who couldn’t stand up.

T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?

Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.

T:Who has different answers?

S1:I can go to…with the help of my friends.They can carry me up there.

S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.

Step Ⅱ Warming up

T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)

First let’s look at some words.

(Show the following on the screen)

disability n.

ability n.

sidewalk n.

escalator n.

elevator n.(=lift)

(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)

T:OK.Now I want you to discuss the first four pictures using the following sentences.

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

(Write them on the blackboard)

Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?

Ss:Yes.

T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)

T:Now time is up.Who wants to say first?

S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.

S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.

(Or:There are some blocks.)

S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.

S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.

T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

(After a while,teacher asks some students to talk about the last four pictures.)

T:Now.Any volunteer?

S1:We should provide an entrance suitable for wheelchairs on the ground floor.

S2:We should build a special sidewalk for the blind,and fix some feeling equipment.

S3:We must provide suitable toilets for people with disabilities,fixing two handrails.

S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.

T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.

Step Ⅲ Listening

T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?

S:Yes.

T:OK.Let’s begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T:OK.Please begin to discuss them.

(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.

S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.

I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.

S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.

Step Ⅴ Summary and Homework

T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

The Second Period

Teaching Aims:

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

The Third Period

Teaching Aims:

1.Review the words and phrases learned in the last two periods.

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

1.How to guess the missing word according to the given sentence.

2.Master the interchanges of position on direct and indirect objects in the sentence.

Teaching Difficult Point:

Master the changes of the prepositions in the interchanges of direct and indirect objects.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.

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

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

Ss:Yes.

T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.

(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧limit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

T:Now I want you to translate two sentences into English.Look at the screen.

(Show the following on the screen.)

1.请把盐递给我。

2.请给我们演奏一些民间乐曲。

T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.

S1:Pass me the salt,please.

T:Good,sit down,please.Now we can also say:Pass the salt to me,please.

(Write the two sentences on the blackboard.)

Now the second one.Who wants to try?OK.Peter,you try,please.

S2:Play us some folk music,please.

S3:We can also say:Play some folk music for us,please.

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?

S4:I’ll try.They are send,buy,get…

T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

T:But not all the indirect objects can be replaced like this.

e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”

(After students finish it,teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favour.Please lend me one 珁uan.

3.√Please take these exercise-books to my office.

4.√Give me the check,please.

√Please give the check to me.

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

e.g.Could you explain your point of view to us?

I suggest a way out to her.

2.Some verbs are followed by either direct object or indirect object,or both of them.

e.g.I asked John.

I asked a question.

I asked John a question.

The similar verbs are:teach,tell,owe,pay,show

As to this,you should remember them.Is that clear?

Ss:Yes.

T:OK.Let’s deal with Part 2.

Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.

Suggested answers:

1.This summer,I want to make my parents less trouble by staying at home.

2.This summer my grandpa wants to buy some books for me.

3.This summer my friends want to send short messages to me.

4.This summer my aunt and uncle want to bring candy to me when they come to visit.

5.This summer I want to teach English to my 6-year-old niece.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

3.We’re going to sing some songs for the heroes.

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.

(Give the students several minutes to practise them,then teacher may check their practice.)

Suggested answers:

1.I’ll lend some to you.

2.He gave a camera to his wife for Christmas.

3.We’re going to sing the heroes some songs.

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

2.Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

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

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

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In 2007.

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

Step Ⅵ Practice

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S9:…

Suggested writing:

Step Ⅷ Summary and Homework

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Record after Teaching

篇5：高二英语教案Unit 15 Destinations4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following new words:

budget,rate,visa,arrangement,passport,cheque,currency,sight,seasoned,accommodation

2.Train the students’ integrating skills,especially reading and writing skills.

3.Get the students to learn how to make a plan for a travel.

Teaching Important Points:

1.Get the students to understand the text exactly,especially the following words and phrases:

rate,make one’s own arrangements,seasoned,travel light,sights

2.Help the students write a travel brochure well.

Teaching Difficult Point:

How to help the students master the ways of writing a better descriptive essay/paragraph.

Teaching Methods:

1.Asking-and-answering activity to check the students’ understanding of the text.

2.Inductive and imitative methods to train the students’ writing ability.

3.Individual,pair or group work to finish each task.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

T:Yesterday,we reviewed the use of Non-finitive Verbs-to do,-ing,-ed.Now,let’s do an exercise to see if you have really mastered them.Look at the screen.

(Shows the following on the screen.)

Complete the sentences using to do,-ing or -ed according to the meanings of the first sentences.

1.It is important that you should decide where to go.

→It is important___________________.

2.You didn’t give up the opportunity of going abroad for further education.I think you are wise.

→It is wise___________________.

3.Since he could not find his passport,he could not go on the trip.

→___________________,he could not go on the trip.

4.If they had been given better attention,the cabbages could have grown better.

→___________________,the cabbages could have grown better.

5.As they were influenced by his example,they performed countless good deeds.

→___________________,they performed countless good deeds.

6.When he saw those pictures,he couldn’t help thinking of those memorable days they spent together.

→___________________,he couldn’t help thinking of those memorable days they spent together.

(Teacher allows the students a few minutes to prepare.Then check the answers orally with the whole class.)

Suggested answers:

1.for you to decide where to go

2.of you not to give up the opportunity to go abroad for further education

3.Not finding his passport

4.Given better attention

5.Influenced by his example

6.Seeing those pictures

T:Besides,we’ve learnt a lot of words to describe an international trip in this unit.Which words in the text can help you describe an international trip?

Ss:Beautiful/modern/cultural/historical/perfect/attractive/paradise/breath-taking scenery /

a world-class resort/challenging and exciting/a feast for eyes…(Bb:beautiful…)

T:Yes,so many.Today,we’re going to read another passage about travel.It will provide you some useful travel tips and practical advice.First,let’s learn the new words in this period.

(Teacher shows the following on the screen and deals with the words as usual.)

budget/′bdt/ n.预算；预算案

rate /ret/ n.价格；费用；速度；效率

visa/′v:z/ n.签证

arrangement/′reindmnt/ n.安排；准备工作；整理

passport/′pa:聅p凯聇/ n.护照；过境通行证

cheque/tek/ n.支票

△photocopy/′futukopi/ n.&vt.复印（件）

currency/′krnst/ n.货币；通货

sight/sat/ n.景象，情景；视力，视觉

seasoned/′siznd/ adj. 有经验的

accommodation/km′den/ n.住处；膳宿

Step Ⅲ Reading

T:Well.Now please open your books at Page 38.Read each paragraph quickly and try to find out what tips and advice the writer gives us.See what I mean?

Ss:Yes.

(The students begin to read.A few minutes later,teacher begins to check their understanding of the text.)

T:OK,everyone.Are you ready now?

Ss:Yes.

T:Now,I’ll collect the tips and advice the writer gives us.One student,one tip or one piece of advice,OK?

Ss:OK.

T:Who’d like to be the first?

S1:Find out more about the destination you have chosen before you go to save money and avoid problems.

S2:Consider when and how you want to travel and you’d better ask travel agents for help.

S3:Bring some cash besides credit cards.

S4:Keep your passport and money in a safe place and make photocopies of all important documents before you leave.

S5:Buy foreign currency at home.If you must exchange money during your vacation,do it in banks not on the street or with strangers.

S6:Plan a pleasant,interesting and comfortable trip.Travel light if possible.

T:Very good.Thank you,boys and girls.Now,please re-read it carefully and further understand it.Then work in pairs to finish the Exercises 1~3 after the text.

(The students begin to re-read.Several minutes later,teacher checks the answers.)

Suggested answers:

1.save money and avoid problems

2.experienced

3.travel with as little luggage as possible

Step Ⅳ.Listening and Reading Aloud

T:Very good.You’ve understood the text exactly.Now,I’ll play the tape for you.First,listen and repeat,paying attention to the pronunciation and intonation.Then read it aloud for a while.

Step Ⅴ Consolidation

T:OK,everyone.Stop reading.Now you’ve been very familiar with the text.Here is a question for you to discuss.Listen carefully!Which travel tip do you think is the most useful?And why?Are you clear about that?

Ss:Yes.

T:Work in groups of four and discuss for a few minutes.Then I’ll ask some students to say your opinions.You can begin now.

(A few minutes later.)

T:OK.Are you ready now?

Ss:Yes.

T:Who’d like to be the first to talk about your opinions?Any volunteer?

S1:I think the tip about money is the most useful.It reminds travellers of avoiding bringing too much money.Instead,credit cards could be a better choice.In particular,travellers should not forget to have all important documents photo copied before leaving in case you might lose them.

S2:I think planning and packing is the most useful.For any thing,well-prepared is half of success.You’d better plan it in advance in order to avoid problems and save money or time.

S3:…

Step Ⅵ Writing

T:Well,in order to have a pleasant and interesting trip,you’d better have the tips and advice in mind.Now,please read the travel brochure in writing quickly and find out what information it describes.

(The students begin to read it quickly and answer the teacher’s question as soon as they finish reading it.)

Ss:It describes transport,accommodation,attractions and activities for travelling to Thailand.(Bb:…)

T:Quite right.Now you’ve known how to write a travel brochure.Work in pairs.Choose your favourite destination and write a travel brochure in which you describe the place,suggest activities and provide travel tips.Can you follow me?

Ss:Yes.

T:When you finish your brochure,show it to the rest of the class and try to persuade them to visit your destination.Is everything clear?

Ss:Yes.

(The students begin to work.Teacher may give them advice to help them write a good travel brochure while going among the students.)

Step Ⅶ Summary and Homework

T:In this class,we’ve not only got some travel experience by reading the travel tips and the practical advice,but also learnt how to write a descriptive essay like a brochure.After class,please review what we’ve learnt in this class and preview the next unit.That’s all for today.See you next time.

Ss:See you next time.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 15 Destinations

The Fourth Period

Ⅰ.Words to describe an international trip:

beautiful/modern/cultural/historical/perfect/attractive/paradise/breath-taking scenery/

a world-class resort/challenging/exciting/a feast for eyes…

Ⅱ.How to write a travel brochure:

transport,accommodation,attraction,activities,pictures

Step Ⅸ Record after Teaching

篇6：unit 17 disability reading(人教版高二英语下册教案教学设计)

Reading

Disabled? Not me?

Teaching Aims:

1 Learn and master the following words and expressions: disability, guidance , gifted, assist, cooperate, etc.

2 Train the students’ reading ability.

Teaching important points:

1 Improve the students’ reading ability.

2 Enable the students to understand the text better.

3 How to master the useful expressions.

Teaching difficult points:

Let the students understand the real meaning of “disability”.

Teaching Methods:

1 Use multi-media to help the teaching.

2 Fast reading to get the general idea.

3 Competitive activity to get the detailed information.

4 Pair or group work to make every student work in class.

Teaching Procedures:

Step 1 Lead –in

Show the students the programme“Qian Shouguanyin”(a video) 3 minutes before class.

Enjoy and ask: * Are they dancing well?

* Can they hear people’s warm welcome?

(transition) They are disabled, “Disabled people” mean the people who can’t see/hear/speak/walk. etc.

Step 2 Pre-reading

Two simple questions to lead them.

Q1: Do you know of any famous people who are disabled?

( show the students a video about Zhouzhou and Steven Hawking )

Q2: How many kinds of disabilities do you know in your daily life?

( transition ) Now let’s move on to the next picture-a girl sitting in a wheelchair. Ask the students to guess who she is.

Step3 While-reading

① Questions to get the general idea.

Q1: What’s the trouble of Zhong Xiaowen?

Q2: How does she get around?

Q3: What’s the teacher’s aim in the special college?

Q4: How does Ye Zijie like the magazine?

② Games-playing

In this part, there are 3 rounds. Give each group his name and let them have a competition.

Round 1 Word-guessing

Show clues ( the explanations and paragraph numbers ) about the words.

* that may happen , possible ( para 2 ).

* guiding or being guided ( para 3 ).

* feeling of pity ( para 3 ).

* having a talent / an ability ( para 3).

* damaged or weakened ( para 5 ).

* inspire , lead to do sth ( para 5 ).

Round 2 Listening and note-making ( para 4-5 ).

A magazine

name

inspiration

content

writer

best-known reader

Round 3 Choice-making

There are 5 exercises in this part.

( transition ) Give congratulations to the winner and go on to the next period- Post-reading.

Step 4 Post reading ( pair work ).

Read again and discuss in pairs about the following questions.

Q1: What are some of the difficulties Xiaowen and other disabled students have to overcome?

Xiaowen and others

people’s attitudes

their bodies

Q2: Compare Xiaowen’s case with the other two pictures. What do you think of them?

( transition ) Anyhow, we should show our love and care to the disabled people. Since they have so many difficulties, let’s move on to the designing part.

Step 5 Designing

& Ask them to design products for helping disabled people and show them their love to them.

& Show the students one example.

Step 6 Doing gestures together.

Students can show their love to disabled people.

Step 7 End with quotations.

① We should love our body, love our life.

② It is not frightening if you are disabled in body, but it is so if you are not healthy in mind.

篇7：unit 17 reading公开课(人教版高二英语下册教案教学设计)

余杭高级中学范艺

Goals:

1. To get to know something about a famous woman named Helen Thayer.

2. To develop some basic reading skills.

3. To understand the importance of courage and determination.

Teaching aids: Multimedia

Teaching procedures:

Step1. Warming up

1. Show some pictures of Antarctica.

Q: Is it beautiful? Where is it?

Q: What’s the weather like there?

Q: How is the living condition there? What animals live there?

Step2. Pre-Reading

1. Work in pairs and discuss the following questions:

1). Imagine you are traveling alone to the South Pole, what will you take with you? Why?

2). Do you know the names of three countries that are part of the North Pole?

3). Which animals live on the North Pole? And which on the South Pole?

4). Why do polar bears never eat penguins?

2. Group work:

Study the title and try to guess what the person who was alone in Antarctica is would be like?

----The person must be very strong.

----The person must be very young.

----The person must be healthy.

----The person must have great courage and determination.

----The person must have a strong will.

Q: Can you imagine such a woman of 60 years old making an expedition alone in Antarctic?

Q: What difficulty might she meet in Antarctica?

Step3. Reading

It’s clear to see that being in Antarctica alone is a journey of challenge and danger.

1. Ask the students to listen to the text and make a decision about whether the following statements are true or false.

( ) 1. She spent her 50th and 60th birthday in Antarctica.

( ) 2. During her expedition in Antarctica, the weather was very good though the wind was icy.

( ) 3. Every November there was bright sunshine 24 hours a day.

( ) 4. Her birthday fall on the 22nd day when she began her journey to the South Pole.

( ) 5. She had got self-rescue training before the expedition.

( ) 6. She will never forget her solo travel in the South Pole.

2. Ask the students to read the text and answer the questions.

1). What’s the weather like during the first few days of her expedition?

2). Where did she stay when the wind grew stronger?

3). How did she spend the day of November12?

4). What happened when she was moving forward over a slope?

5). What happened on the 22nd day of the expedition?

3. Finish Post Reading Ex1. on P32

4. Read each paragraph again to pick out the sentence or key words which help you get the main idea of each paragraph.

Find out main idea and detailed information of each paragraph.

5. Language points

Step4. Post- reading

Interview: (If time permits)

Work in pairs. One is newspaper reporter, and the other is Helen Thayer. After the expedition the reporter is interviewing Helen.

Homework:

1. Finish the exercise about Vocabulary and Grammar.

2. Finish English Weekly Proof reading.

篇8：Teaching Plan For Unit 17 Reading(人教版高二英语下册教案教学设计)

一、I Teaching Aims:

1.Learn and master the following words and expressions: get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

II Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

III Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

IV Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

V Teaching Aids:

1.a tape recorder

2.a multimedia

二、Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life. Imagine you are disabled. Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S: I’ll try.…

(All the others listen carefully.)

T: Well done. No matter what difficulties he may meet with, we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T: Yeah. We know people with disabilities may have lots of difficulties in their lives, but many of them are determined. They can overcome any difficulty. Please look at the three questions on the screen and discuss them in groups.

(Teacher gives students five minutes to discuss and collects their answers.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled? What do they do?

3.Should disabled students be allowed to go to college? Should they get any extra help? Why or why not?

Suggested answers:

1.Yes.I know a person with disability. He has learnt to do many things without help. He can take care of himself at home, but getting around in the city in a wheelchair is often frustrated. He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do. Beethoven was a great musician, Helen Keller was a great American writer, and Zhang Haidi is also a writer.

3.Yes,they should. Because there are many gifted disabled students, they can make a contribution to the society.

They should get some extra help in their everyday activities.

No, they shouldn’t. Because they need recognition, more than sympathy and help.

Step III Reading Tasks:

1. Choose the best answers according to the text

1).The disabled ,in the author’s opinion , need all EXCEPT________.

A. recognition B. sympathy and help

C. discrimination D. inspiration and encouragement

2). The articles in Literature of Chinese Blind Children are often about _______.

A. ordinary people B. famous writers C. science and technology D. Disabled people

3). In order to help the disabled ,we should ________.

A. do everything for them B. give them money, food and clothing

C. Help them understand their valuable role in society

D. ;earn how to teach them knowledge

4). The disabled people mentioned in the text are all _________.

A. hardworking and clever B. lazy and poor

C. optimistic (乐观）and pessimistic(悲观） D. foolish and doing nothing at all

5). We can infer from the text that ___________.

A. The disabled are useless B. We should look down upon the disabled

C. The disabled can do something as well as or better than normal people if they are helped

D. There is no opportunity for the disabled to make a contribution to society

2. Answer the following questions.

1).What’s the trouble of Zhong Xiaowen?

2).How does she get around?

3).What’s the teachers’ aim in the special college?

4).What do the articles in Literature of Chinese Blind Children talk about?

5).How does Zijie like the magazine?

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

Step III Post- reading

Questions in text

Step IV language points in the text

1. award & reward

award n. 奖，奖品，奖金；赔偿费

This year the award for best actress went to a foreigner.今年的最佳女主角奖颁给了一位外国人

Those who were injured in the explosion were given an award of $6000.那些在爆炸事故中受伤的人被裁定给予6000美元的赔偿费

She received a bike as an award. 他得到了一辆自行车作为奖品。

Reward n. 酬金、报偿、报答

I don’t expect anything in reward; I did it because I enjoyed it. 我不指望得到什么报答，我做这件事只是因为我喜欢干。

一般有功劳功绩才能得到award; 而reward则通常指对所提供的服务或所做的好事给予的酬劳或报答

v. award 判给、授予、颁发指经过评审鉴定之后颁奖给某人或裁定判给谁什么。

reward 酬报、报答、回报指对所提供的服务或所做的好事给予的酬劳或报答。

How can I __________ your kindness. reward

He __________ the boy with ten pounds for bringing back the lost dog. rewarded

The chairman _________ LiNing the highest prize. awarded

The referee [7refE5ri:] ________ a free kick. 裁判员裁定罚一个任意球。 awarded

present award 颁奖 win/ gain/ obtain/ receive a award for ….得…的奖

2. launch vt. 使(船)下水, 掷(标枪等), 发射(导弹、火箭等), 开办, 发动, 发起

①launch a man-made satellite

②launch a new enterprise(企业, 事业, 计划, 事业心)

③launch attack 发起攻击

4) launch a ship 使船下水 / launch one’s son into the world 把儿子送到社会上

3. get around 四处走动；消息传开；回避，绕过困难

Bad news gets round quickly.

Some people try to get round the tax laws. 有人想逃避税法

A little girl usually gets round her father. 小女孩往往会逃避自己的父亲

4. while

Their country has plenty of oil, while ours has none. but

While I was out, my son began to make trouble. when

While I admit his good points, I can see his bad ones. though

While there is life, there is hope. So long as/ since

While I like the colour of the hat, I don’t like its shape. though

Some people waste food while others haven’t enough. But

The WTO can not live up to its name ________ it does not include a country that is home to one fifth of mankind.

A as long as B while C if D even though

While/ as long as 只要强调唯一条件，此处欠妥

5. a matter of 大约，实际上

It is a matter of ten li from here to there.

A matter of course 理所当然的事

A matter of minutes 仅仅几分钟就

Step Ⅵ Summary and Homework

T: Today we have learned the passage-Disabled? Not me! From the success of the disabled student-Zhong Xiaowen,we learn something important. There is nothing difficult in the world if you stick to it. When you meet with difficulty in your life and study, please don’t lose heart. On the other hand, we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases. After class, you should work hard and master them.

高考真题：

(上海春)We need to consider what__________we will be using for language training.

A.abilities B.appliances

C.facilities D.qualities

简析：选C。进行语言训练，就需要有设施或设备，因此选facilities(设施、设备)，其他选项不合适。

(2004上海春)Words__________me when I wanted to express my thanks to him for having saved my son from the burning house.

A.failed B.left

C.discouraged D.disappointed

简析：选A。表示“不知说什么来表达自己的想法”时，常用句型“words fail sb.”来表达。根据本题句意，应选A。

篇9：高二英语Unit 18(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.

Ⅱ.Teaching Goals

1.Talk about inventions.

2.Practise expressing and supporting an opinion.

3.Review the Attributive Clause.

4.Write a process essay.

Ⅲ.Background Information

1.Practical Computer English

Cannot open list file(不能打开清单文件)

Cannot open run file(不能打开运行文件)

Compare process ended(比较处理结束)

Compare more files(Y/N)(还作文件比较吗？)

Copy complete(拷贝完成)

Copy another(Y/N)（还要拷贝另一个吗？）

Under finded line number(未定义行号)

Directory entries adjusted(目录页已调整)

Disk boot failure(磁盘自举失败)

Disk not compatible(磁盘不兼容)

Data record too large(数据记录太大)

Entry error(登记项错误)

Error loading operating system(装入操作系统的错误)

File sharing conflict(文件共享的冲突)

Files are different sizes(文件大小不同)

Files compare OK(文件比较成功)

Incorrect parameter(参数不正确)

Insufficient disk space(磁盘空间不足)

Insufficient memory(内存空间不足)

Can’t continue(不可能继续)

Device fault(设备故障)

Device I/O error(I/O设备错)

Device timeout(设备超时)

Disk full(磁盘满)

Disk write protect(磁盘写保护)

Disk not ready(磁盘没准备好)

Division by zero(除数为零)

Duplicate definition(重复定义)

File already exists(文件已经存在)

File already open(文件已打开)

File not found(文件没找到)

FOR without NEXT(For语句中没有对应的next语句)

Illegal direct(非法的直接使用)

Illegal function call(非法函数调用)

Incorrect DOS version(不正确的DOS版本)

Internal error(内部错误)

out of data(数据不够)

out of memory(超内存)

out of paper(打印纸不够)

overflow(溢出)

Path not found(路径没找到)

String too long(字符串过长)

Subscript out of range(下标范围不够)

Syntax error(句法错误)

Too many files(文件过多)

Type mismatch(类型不匹配)

Access denied(存取被拒绝)

Backup file sequence error(后备文件顺序错误)

Bad or missing command interpreter(非法的或缺少命令解释程序)

Bad partition table(非法的区分表)

Bad unit(非法的装置)

Batch file missing(批处理文件丢失)

Cannot execute FORMAT(不能执行FORMAT)

Cannot find system files(找不到系统文件)

Cannot open overlay(不能打开覆盖段)

2.TV of the Future

Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).

“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.

You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Improve the students’ listening ability.

2.Talk about some topics about inventions and practise supporting an opinion.

3.Learn and master some useful words and expressions.

Teaching Important Point:

Train the students’ listening and speaking abilities by talking about and listening to some materials.

Teaching Difficult Points:

1.How to help students to improve their listening ability.

2.How to help the students to learn to express and support an opinion.

Teaching Methods:

1.Discussion to make students talk about inventions.

2.Individual or pair work to make students practise their speaking ability.

3.Listening practice to improve the students’ listening ability.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Warming-up and Discussion

T:(Walk to one student.)How do you come to school every day,Wang Jing?

S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.

T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?

S:I come to school by bike.It takes me about 15 minutes to get to our school.

T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?

S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.

T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?

S:I think the new type of bike can be folded up and carried about so that it will not be stolen.

T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?

S:No,it isn’t.What should it look like then?Please tell us.

T:OK.Let’s watch the short video.

(Play the video for explaining how an inflatable bicycle works.)

T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?

S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.

T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.

(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)

① ②

③ ④

T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?

S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.

T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?

S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.

T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?

S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.

S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.

T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?

S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.

T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.

(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)

Sample dialogue:

A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.

B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.

C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.

…

Step Ⅲ Preparation for Listening

T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.

Step Ⅳ Listening

T:(A few minutes later.)Are you ready?

Ss:Yes.

T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.

(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)

Step ⅤSpeaking

T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.

(Hand out the role cards and show the useful expressions on the multimedia.)

Useful Expressions:

This invention can help people…

What does it look like?

What’s it made of?

This is a new way of…

How does it work?

How would people use it?

This new invention will make it possible for people to…

(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)

Sample dialogue:

(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)

P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?

A:Yes,that’s right.

P:What does it look like?

A:It looks like an ordinary car.Here’s the picture.Please have a look.

P:Oh,it looks beautiful.What’s it made of?

A:It’s made of a new kind of alloy,which is much lighter.

P:Does it cost more?

A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.

P:Sounds great.Thank you.And what’s your invention,sir?

B:My invention is a flying bicycle.

P:A flying bicycle?How would people use it?

B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.

P:How does it work?

B:It works like a small plane.It has a special engine.

P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?

C:My invention is a machine that makes it possible for people to know the future.

P:How would people use it?

C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.

P:That’s interesting.Thank you.(To D)What’s your invention,please?

D:It’s a pen that can automatically translate what you write into a foreign language.

P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.

A:Thank you,sir.

Step Ⅵ Summary and Homework

T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The First Period

① ②

electric shoe inflatable bicycle

③ ④

edible chopsticks nose-top computer

The second period

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1．A multi-media computer 2．A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

1) Most inventors have high IQs.

2) The things we know can sometimes make it more difficult for us to understand.

3) It’s impossible to learn how to be creative.

4) The best way to find a good solution is to look for one good answer.

5) Inventors try to avoid failure.

6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.

7) Most good ideas are the result of a long process of trial and error.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

The Third Period

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Learn the derivatives of some words.

3.Review the Attributive Clause.

Teaching Important Points:

1.The useful expressions learnt in this unit.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to help students master the Attributive Clause.

Teaching Methods:

1.Review method to consolidate the useful expressions learnt in the last two periods.

2.Practise to help students master the derivatives of some words.

3.Different kinds of practice to help students master the Attributive Clause.

4.Pair work and individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some pictures and cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Grammar

T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?

Ss:Yes.

(Teacher hands out some cards on which are the sentences in Word puzzle.)

T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.

(Students prepare for a moment and then they begin to match the cards with the pictures.)

T:Have they matched the cards with the pictures correctly and got the correct names?

Ss:Yes.

(If there’re any mistakes,teacher may ask some students to correct them.)

T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.

(Stick on the blackboard a piece of paper with the word puzzle on it.)

(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)

T:Do you agree with them?

Ss:Yes,they’re quite right.

T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?

S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.

T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.

(A moment later,ask some students to say their answers.)

Suggested answers:

Across:

1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.

2.…,who was born in Germany but spent his last years in the USA.

3.…,among whose big inventions are electric lighting and the motion picture camera.

4.…,whose many great films were City Lights and Modern Times.

5.…,who died in a plane crash in .

6.…,whose famous songs include Blowing In The Wind.

7.…,who discovered the Law of Gravity.

Down:

1.…,who lived in China before the Liberation.

2.…,who fought for the freedom of slaves in the USA.

3.…,who was Adam’s wife.

4.…,whose ideas about the future have often become reality,…

5.…,who later bravely fought against the British invasion and saved her country and people.

T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.

(Allow the students a few minutes to finish it and then check the answers.)

Suggested answers:

1.The wires with which the machines were connected were very old.

2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.

3.The pilot with whom we had dinner told us stories about his travels.

4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.

5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.

6.The photos are kept in that cupboard in which/where we found our parents’ old photos.

7.The country from which this news report is coming is on the other side of the world.

8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.

T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.

(A few minutes later,ask some students to read out their answers.Students may have various answers.)

Suggested answers:

1.…can be used at home or in an office.

2.…it is not convenient to use a desktop computer.

3.…businesses are busy.

4.…you can obtain a patent for your invention.

5.…we need something more useful or more convenient to satisfy the needs of people.

6.…invents things.

7.…are both delicious and environmentally friendly./can be eaten.

Step Ⅲ Word Study

T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.

(Show the following on the multimedia and allow the students a couple of minutes to finish it.)

Fill in the blanks with correct prepositions.

1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.

2.You’ve got to break away__________old thought patterns in order to develop creative thinking.

3.She was telling us about her sick mother when she suddenly broke__________tears.

4.The students like physics classes because the way their teacher teaches allows__________creativity.

5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.

6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.

(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)

Suggested answers:

1.of(be tired of doing sth.)

2.from(break away from…)

3.into(break into tears/a house)

4.for(allow for…)

5.for(exchange A for B)

6.by(get stuck by…)

T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.

(Show the following on the multimedia.)

Change the form of the following words.

trial→__________(v.)

application→__________(v.)

produce→__________(adj.)

fail→__________(n.)

involvement→__________(v.)

eraser→__________(v.)

inspiration→__________(v.)

possible→__________(n.)

deep→__________(v.)

awareness→__________(adj.)

Suggested answers:

trial→try(v.)

application→apply(v.)

produce→productive(adj.)

fail→failure(n.)

involvement→involve(v.)

eraser→erase(v.)

inspiration→inspire(v.)

possible→possibility(n.)

deep→deepen(v.)

awareness→aware(adj.)

StepⅣ Summary and Homework

T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅴ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Third Period

Walt Disney Albert Einstein

Abraham Lincoln Newton

John Denver Charlie Chaplin

Word puzzle:

The Fourth Period

Teaching Aims:

1.Learn a reading passage to improve the students’ reading ability.

2.Do some writing practice to improve the students’ writing ability.

3.Learn some useful words and expressions.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to improve the students’ integrating skills.

Teaching Methods:

1.Reading and understanding to improve the students’ reading ability.

2.Writing practice to improve the students’ writing ability.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step ⅡLead-in and Reading

T:How many of you have a computer at home?Please put up your hands.

(Some students put up their hands.)

Good.Most of you have a computer.What do you do with your computer?

S:I search for information on the Internet.And sometimes I play games with it.

T:Does anybody do anything else with it?

S:I sometimes draw pictures or type something.

S:For me,I sometimes send e-mails to my friends.

S:I listen to the music.

S:I watch football matches.

…

T:Do you think the computer is really useful to you?

S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.

S:I can listen to the music on a tape recorder.

S:I can watch football matches on TV.

…

T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.

(Show the following on the screen and give the students a moment to have a discussion.)

Technology Usage

Computer Used as a typewriter

--------

The Internet Used as a library

--------

------ --------

--------

(After a few minutes,ask several students to say their answers.Students may have various answers.)

Suggested answers:

Technology Usage

Computer Used as:

a typewriter

a projector

a video game player

a drawing board

The Internet Used as:

a library

a TV

a telephone

a radio

Used to:

send e-mails

read news from home and abroad

Cellphone Used as:

a telephone

a telephone directory

a video game player

a watch/calendar

an alarm clock

Used to:

send information to others

T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.

(The following questions are shown on the screen.)

1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?

2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?

(A moment later,check the answers with the whole class.Students may have various answers to the second question.)

Suggested answers:

1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.

2.Words like:copy,file,delete,lock,enter,return,store

Step Ⅲ Explanation

T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.

(The multimedia shows the following.)

Language Points:

1.sb. be said to be…

e.g.He is said to be a good basketball player when he was young.

2.A be similar to B

e.g.His new bike is similar to mine.

3.be different from

e.g.Our life is different from what it was ten years ago.

4.now that

e.g.Now that you’ve grown up,you must stop this childish behaviour.

(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)

Step Ⅳ Listening and Reading Aloud

T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?

Ss:Yes.

T:OK.Let’s begin.

(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)

Step ⅤWriting

T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?

Ss:No.

T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?

Ss:Yes,I wish I could have one.

T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?

S:I guess it must have been a very big one.

T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?

S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.

T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.

(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)

Sample description:

Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!

Step ⅥSummary and Homework

T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.

…

Suggested answers:

1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…

2.Convenient,environmentally,friendly,automatically,…

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fourth Period

Language Points:

sb. be said to be…

be different from

A be similar to B

now that

Computers:

The Fifth Period

The Attributive Clause

Teaching Aims:

1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2.Revise the use of relative pronouns and relative adverbs.

3.Expand the knowledge of the Attributive Clause.

Teaching Important Point:

The usage of the relative pronouns and adverbs.

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.

Teaching Methods:

review,explanation,inductive methods

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step ⅠGreetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

(Teacher checks the homework exercises first and then shows the following on the screen.)

1.He is a famous scientist.

2.Who’s that girl in red?

3.I’ve read all the books that you lent me.

4.I have lost my pen,which I like very much.

T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?

Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.

T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?

S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.

T:You are right,what do we call the sentences put after the noun?

Ss:The Attributive Clause.

T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.

(Teacher shows the following on the screen.)

Complete the sentences with suitable relatives.

1.I know the reason__________he came late.

2.Do you know the woman,__________son went to college last year?

3.The house__________colour is red is John’s.

4.This is the best film__________I’ve ever seen.

5.That is the town__________he worked in 1987.

T:Who’d like to tell me what should be filled in the first sentence?

S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.

T:Yes.How about the second sentence?

(Teacher goes to another student and asks her/him to answer.)

S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.

T:Right.Sit down,please.Now let’s look at the third sentence.

Suggested answers:

3.whose 4.that 5.where

Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause

T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.

(Show the following on the screen.)

1.I have two brothers,who are both soldiers.

2.Next week,which you’ll spend in your hometown,is coming.

3.I’ve tried two pairs of shoes,neither of which fits me well.

T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.

Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs

T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.

(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)

(Teacher collects them first and then shows the following.)

Form 1:

the relative pronouns referring to function in the clause

who people subject/object

whom people object

that people/thing subject/object

which thing subject/object

whose people/thing(of whom/which) attribute

Form 2:

the relative adverb referring to function in the clause

when(=at/in/on which) time adverbial of time

where(=in/at which) place adverbial of place

why(=for which) reason adverbial of reason

(Teacher explains the two forms separately and adds the following with examples on the screen.)

T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.

e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.

He who doesn’t reach the Great wall is not a true man.

2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.

e.g.2.She is the only one of the girls who has been to Beijing.

He is one of the boys who have seen the film.

3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.

e.g.3.The time when/that I went to Tokyo is in 1982.

I’ll never forget the time which/that I spent at college.

The shop which I bought is big.

The shop where/in which I bought the book is big.

Step Ⅴ The Difference Between “that”and “which”

T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.

(Show the following on the screen.)

1.This is the second article that I have written in English.

2.It is the best film that he has ever seen.

3.This is the very book that I want to read.

4. All that they told me surprised me.

5.They talked about the teachers and schools that they had visited.

6. Who is the comrade that was there?

7.There is a bed in the room that is still vacant.

8.Our village is no longer the place that it used to be.

T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.

(Show the following on the screen.)

1.In following cases,“that”is often used.

(1)After ordinal number and superlatives.

(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).

(3)After two or more antecedents,referring to both people and things.

(4)After interrogative pronouns“which”or “who”.

(5)When the relative pronoun is used as a predictive in the clause.

(6)When the main clause begins with “There be”.

2.In following cases,“which”is always used.

(1)After prepositions.

(2)To introduce a Non-restrictive Attributive Clause.

(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.

Step Ⅵ Practice

T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.

(Show the following on the screen.)

1.Tell me the reason for__________you were late for class.

2.Who is the girl__________is speaking there?

3.This is Mr Smith,__________has some thing interesting to tell you.

4.The computer__________CPU doesn’t work has to be repaired.

5.This kind of computer,__________is well-known,is out of date.

6.This is just the place__________I’ve been longing to visit for years.

7.His mother is an engineer,__________makes him very proud.

8.The old man has four sons,three of__________are doctors.

Suggested answers:

1.which 2.that 3.who 4.whose

5.which 6.that 7.which 8.whom

Step Ⅶ Test

T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.

(Show the following on the screen.)

1.I don’t like the way__________he talked to his mother.

A.as B.that

C.which D.by which

2.In the dark street,there wasn’t a single person__________she could turn for help.

A.that B.who

C.from whom D.to whom

3.The weather turned out to be very good,__________was more than we could expected.

A.what B.which

C.that D.it

4.All__________is needed is a supply of oil.

A.the thing B.that

C.what D.which

5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.

A.these B.those

C.that D.which

6.She spoke about the books and writers__________she remembered.

A.that B.who

C.which D.whom

7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.

A.in which B.through which

C.at which D.on which

Suggested answers:

1.B 2.D 3.B 4.B 5.D 6.A 7.B

Step Ⅷ Homework

Review the Attributive Clause

Step Ⅸ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fifth Period

The Attributive Clause

Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause

Ⅱ.The use of the relative words:

1.relative pronouns:who,whom,whose,that,which

2.relative adverbs:where,when,why

Ⅲ.The differences between“that”and “which”

Record after Teaching

篇10：Unit 17New words(人教版高二英语下册教案教学设计)

1, disablity n.无力, 无能, 残疾the state of being disabled

disable______ able_____ ability________

I do not doubt your ablity to do the work.

He is a man of many ablities.

2,get around/about

be able to move from place to place

it is difficult for my grandpa to get around without a walking stick.

Bad news gets around quickly.

3,potential adj.潜在的, 可能的n.潜能, 潜力

a potential problem.潜在的问题

4,guidance n.指导, 领导help or advice

with the guidance/help/ aid of sb.

He did the work with his teacher's guidance. 他在老师的指导下做了这件工作。

under sb.'s guidance 在某人指导下

take sb. under one's guidance置某人于自己的庇护之下

guide n.领路人, 导游者指南vt.指导, 支配, 管理, 带领, 操纵

a Guide to English Grammar 英语语法指南

They guided us to the office. 他们带领我们到了办公室。

5, gift n.赠品, 礼物, 天赋, 才能

gifted adj.有天才的

gifted child n.天才儿童

a birthday [Christmas] gift生日[圣诞]礼物

a person of many gifts多才多艺的人

have a gift for/in poetry [art, language]有诗[艺术, 语言]的天才

talent n.天才, 才干, 才能

talented adj.有才能的

6,assist v.援助, 帮助

assistance n.协助, 援助, 补助,

We all assisted in mending the roof. 我们都帮助修理屋顶。

assist sb. with sth.帮助某人[做某事]

assist sb. to do sth.帮助某人[做某事]

assist sb. in doing sth.帮助某人[做某事]

assistant n.助手, 助教

7, sympathy n.同情, 同情心

I have been a prisoner, so I have a lot of sympathy with other people in prison.

我曾经是个犯人，因此我对其他在监狱里的人深表同情

to be in sympathy with a plan 赞成一项计划

be out of sympathy

a letter of sympathy 慰问信

in sympathy（常与with连用）同情

express sympathy for(对...表示)慰问

8, encourage vt.鼓励, 怂恿

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励[鼓舞]

encouraging adj.鼓励的, 给予希望的,

discourage

courage

9, visual

adj.看的, 视觉的, 形象的, 栩栩如生的

visual arts 视觉艺术

visibility n.可见度, 可见性, 显著, 明显度, 能见度

invisible adj.看不见的, 无形的

invisibility n.看不清, 看不见的东西, 难看见

10, motive n.动机, 目的adj.发动的, 运动的to provide someone with a stong reason for doing sth.

motivate v.激发

to motivate the child to learn new words 激励小孩子学习新词

Examinations do not motivate a student to seek more knowledge.

考试不能促使学生去追求更多的知识。

11, adjust vt.调整, 调节, 校准, 使适合adapt /get used to /

adjust my watch 校准我的表

adjust oneself in the school 适应学校生活

He adjusted himself very quickly to the heat of the country.

他使自己很快适应了这个国家炎热的气候。

adjust oneself to...使自己适应于

adjustment n.调整, 调节

make adjustment to适应

12, ceremony n.典礼, 仪式, 礼节, 报幕员

perform the opening [closing] ceremony举行开幕[闭幕]式

The marriage ceremony took place in the church. 婚礼在教堂举行。

13, victory n.胜利, 战胜, 克服

narrow victory很勉强的胜利, 险胜

gain [have, obtain, win] a (the) victory over战胜...; 击败...

14, dignity n.尊严, 高贵

Although she is very poor, she has not lost her dignity.

她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act with great dignity.

太太先生们的举止应该总是十分端庄体面的。

stand on one's dignity保持尊严；

15, participate vi.参与, 参加, 分享, 分担

participate in v.参加, 参与, 分享

participate in a discussion参加讨论

participate in profits分享利润

participant n.参与者, 共享者adj.参与的

16, facility n.容易设备, 工具

facility charge设备费

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words.他言行不一。

Your children conduct themselves well.你的孩子们品行良好。

Metal conducts electricity. 金属导电。

My aunt conducts her business very successfully.我的婶婶把企业经营得很成功。

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.他的妻子通情达理,为此他引以为豪。

This novel seems to me among the most inaccessible.这本书对我来说是最难懂的小说之一。

Access n.通路, 访问, 入门vt.存取, 接近

There is no access to the street through that door. 穿过那个门没有通向大街的路。

The only access to the town is across the bridge.到镇上唯一的通路是经过一座桥。

Citizens may have free accessto the library.市民可以自由使用图书馆

Unit 17 new words

1, disablity n.无力, 无能, 残疾

disable______ able_____ ability________

I do not doubt ______________________(你的做这个工作的能力)

He is a man of many ablities._____________________

2,get around/about

it is difficult for my grandpa to get around without a walking stick.

坏消息传播迅速。

3,potential adj.潜在的, 可能的n.潜能, 潜力

a potential problem_______________

4,guidance n.指导, 领导

He did the work with his teacher's guidance.

在……的帮助下___________________________________(3)

under sb.'s guidance ___________

take sb. under one's guidance_________________

_____________n.领路人, 导游者指南vt.指导, 支配, 管理, 带领, 操纵

________________ 英语语法指南

They guided us to the office. _______________

5, gift n.赠品, 礼物, 天赋, 才能

gifted ________

______________天才儿童

a birthday [Christmas] gift________________

_____________________多才多艺的人

have a gift for/in poetry [art, language]_________________

talent n.天才, 才干, 才能

talented adj.有才能的

6,assist v.援助, 帮助

assistance n.协助, 援助, 补助,

assist sb. with sth.帮助某人[做某事]

assist sb. to do sth.帮助某人[做某事]

assist sb. in doing sth.帮助某人[做某事]

____________________________我们都帮助修理屋顶。

assistant n.助手, 助教

7, sympathy n.同情, 同情心

I have been a prisoner, so I have a lot of sympathy with other people in prison.

a letter of sympathy __________________

in sympathy（常与with连用）___________

be out of sympathy________________

express sympathy for____________

____________________________赞成一项计划

8, encourage vt.鼓励, 怂恿

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励[鼓舞]

encouraging __________________

discourage__________

courage________________

9, visual adj.看的, 视觉的, 形象的, 栩栩如生的

visual arts ______________

visibility n.可见度, 可见性, 显著, 明显度, 能见度

invisible_______________

invisibility n.看不清, 看不见的东西, 难看见

10, motive n.动机, 目的adj.发动的, 运动的motivate v.激发

to motivate the child to learn new words ________________

____________________________________考试不能促使学生去追求更多的知识。

11, adjust vt.调整, 调节, 校准, 使适合

adjust my watch______________

adjust oneself in the school ___________________

adjust oneself to..._________________

____________________________________他使自己很快适应了这个国家炎热的气候。

adjustment n.____________

make adjustment to_______________

12, ceremony n.典礼, 仪式, 礼节, 报幕员

perform the opening [closing] ceremony__________________________

_____________________ took place in the church. 婚礼在教堂举行。

13, victory n.胜利, 战胜, 克服

a narrow victory_________________

gain [have, obtain, win] a (the) victory over________________

14, dignity n.尊严, 高贵

_________________________________她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act ___________________

太太先生们的举止应该总是十分端庄体面的。

stand on one's dignity_________

15, participate vi.参与, 参加, 分享, 分担

participate in __________________

____________________参加讨论

participate in profits_______________

participant n.参与者, 共享者adj.参与的

16, facility n.容易设备, 工具

facility charge_________

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words._____________

____________________你的孩子们品行良好。

Metal conducts electricity. ______________

My aunt conducts her business very successfully.

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.

This novel seems to me among the most inaccessible.

access n.通路, 访问, 入门vt.存取, 接近

There is no access to the street through that door. 穿过那个门没有通向大街的路。

____________________________________到镇上唯一的通路是经过一座桥。

__________________________________市民可以自由使用图书馆。

篇11：高二英语Unit 16(全)(人教版高二英语下册教案教学设计)

一. 教材分析

㈠. 教学内容

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

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

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

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

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

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

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

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

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

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

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

㈡. 教学目标

1．语言知识

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

语法：复习非限定动词

I don’t mind his being invited.

He hate being laughing at

She enjoys being interviewed.

It is important for lost time to be made up.

功能：描绘场所

What does your hometown look like ?

What does the landscape look like ?

Are there ? There is in the north.

How long/wide/high/tall is the….?

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

It looks like …….

2．语言技能

听：听两段有关NY的短文，捕捉信息，改正错

说：用恰当的语言描述一个地方

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

写：采用对比性手法写一段文章。

㈢. 教学重点和难点

重点：课文中出现的重要单词和词组的用法如：

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

非谓语形式的用法

难点：采用对比性手法写作

非谓语形式用作定语的区别

二．课时安排和教学思路

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

Period 1 Warming up &speaking

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

Period 2 Listening &Reading

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

Period 3&4 Reading

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

Period 5 Language study

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

Period 6 Integrating Skill

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

三．教学反思

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

四．教学程序

Teaching plan for Unit 16

Period 1 Warming up & Speaking

Goals:1. Learn about the USA

2.Practise describing places to train the speaking ability

Step 1 Lead-in

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

Ss: Yes. The USA.

Step 2 Warming up

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

Full name

Location

Capital city

The largest city

When was founded

population

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

(George Washington . The first president

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

New York the largest city nick name

Atlanta in the south the host of the Olympic Game in

Ellis Island Island of Tears)

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

4. What do you want to know ?

Step 3 Speaking

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

How long /wide/high/tall is ….?

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

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

It looks like….

2. Write a short passage to describe a place.

3. Play the Guess game.

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

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

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

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

2. Learn more about New York

Step 1 Lead-in

Show a picture of NY.

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

Step 2. Listening

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

Do EX1

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

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

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

Step.3 Reading

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

New York

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

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

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

True or False

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

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

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

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

5.Skyscrapers were mainly built on Manhattan Island.

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

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

Period 3&4 Reading.

Goal: 1.learn about the American south.

2. Improve the reading ability

3. Learn and master the following:

suffering unemployment depression reconstruction burn down

aim at in honor of in vain take a chance overcome

be determined to do

step 1 lead-in

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

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

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

step 2 Pre-reading

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

30,000 years ago 1600 1861 1930s 1960s

1. the American Civil War 2.The great Depression

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

5.The arrival of European settlers

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

Ask the Ss to answer the following questions.

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

2. Which city is the typical southern city.?

Step 4. Scanning (Get specific ideas )

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

Try to finish the chart below

Why Atlanta is a typical southern city ?

The past In the war

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

2. political __________

today The success in 1996

Modern Atlanta

Step5 Listening and consolidation

Ask Ss to listen to the tape to get more information

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

.Task:

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

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

Homework : Read the passage again and try to

Period 5 Language study.

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

2.Do some exercises using the rules of word formation

3. Review Non-finite Verbs

Step 1 Word study

1. have a dictation.

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

Then do Ex3on page 45

2. About the word formation

Do Ex 2& EX1

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

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

(Teacher shows the following on the screen.)

It is impossible that lost time can be made up.

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

3.I don’t mind their inviting him.

4.She enjoys their interviewing her.

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

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

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

动词--ing形式不定式

形式主动被动主动被动

一般式 writing Being written To write To be written

进行式 To be writing

完成式 Having written Having been written To have wtitten

3. Do the exercise and check the answers..

Suggested answers:

1.It is impossible for lost time to be made up.

2.Rules are made to be broken.

3.I don’t mind his being invited.

4.She enjoys being interviewed

Step3 Do Ex1&2

Step4. Choose the best answers

(B) 1. I learned a lot _________ in the countryside.

A. working B. while working C. when worked D. to work

(A) 2. It is well known that a tiger looks very ____________.

A. frightening B. frightened C. being frightened D. to frighten

(B) 3. The little boy got too _________ to move.

A. frightening S. frightened C. frighten D. to be frightened

A. stick B. sticking C. stuck D. to be stuck

A. deeding B. need C. needed D. to need

(B) 6. The glass of water is too hot. I prefer some cold ________ water.

A. boiling B. boiled C. having boiled D. to boil

(A) 7. It’s a good idea _______ to the front of the line.

A. to push B. of pushing C. pushed D. to be pushed

(B) 8. I won’t have you ________up and down all day.

A. ran B. running C. run d. to run

Home work: Search the internet to get some information about the south

Period 6 Integrating Skill

Goal: . 1. Learn about the American plain and the bison

2. Write a short passage about your home town

3. Lear and master the following:

live by doing in huge numbers make a agreements with die out

wide spread be forced to do cut off as a result

Step 1 Lead-in

Show the picture on the screen. And ask Do you know what the animal is called?

(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)

.Would you like to know more about the bison?

Step 2 Fast-reading

Answer the two questions

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

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

Step 3 Careful reading

Tick the sentences that are true and correct the false ones.

1.( )The first settlers on the plains were farmers.

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

3.( )The settlers did not deal honestly with the native Americans.

4.( )Settlers ended up with better land than the native Americans.

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

Step 4 Post reading

Use what your have learned from the text to complete the diagram below

Step 5 Writing

Imagine that your American pen friend has sent you an e-mail asking for help.

He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.

The past today

Area and population

City building

Transportation

Education and school

The people’s living conditions

Homework: Finish the writing work.

篇12：Unit 18 知识点(人教版高二英语下册教案教学设计)

1.allow for 顾及，考虑到

[举例]

It will take you half an hour to ge to the station, allowing for traffic delays.

把路上的耽搁算进去，你要用半小时才能到车站。

We must start early, to allow for finding their house.

我们必须早点动身，考虑到我们还要寻找他们的家。

We should allow for every possible delay.我们必须考虑到任何可能的延误。

Inventors often rephrase a problem to allow for creative solutions and also try “impossible” or “crazy“ solutions.

发明家常常重新定义一个问题为创造性的解决方案做准备，同时也偿试“不可能的”或“疯狂的”解决方式。

[联想]

allow sb. to do sth允许某人做某事 allow (doing) sth允许(做)某事 allow that承认

My parents don't allow me to stay out late. 我父母不允许我在外呆的太晚。

We don't allow smoking here.我们不允许在这儿吸烟。

I allow that he is a able man.我承认他是一个能干的人。

2. reject vt.拒绝；排斥；抛弃

[举例]

He rejected my suggestion.他拒绝了我们建议。

If people are unkind to a person, then the person will feel rejected.

如果人们对一个人不支好，这个人就会有一种被排斥感。

Choose the good apples and reject the bad ones.拣出好苹果，丢掉烂苹果。

[拓展]

rejection c.n. 拒绝

I have had so many rejections I've stopped offering to help her.

被拒绝了很多次，我现在已不再主动提出帮助她了。

3. get/be stuck 遇到困难，陷进去

[举例]

He got stuck in the mud.他陷进泥里了。

His finger got stuck in the hole.他的手指卡在洞里了。

We were stuck in a traffic jam for an hour.我们因交通阻塞而受阻了一个小时。

I got stuck on the second question.我在第二个问题上卡住了。

If the bank won't lend us the money, we'll really be stuck.

如果银行不借钱给我们，我们就真的麻烦了。

[拓展] get stuck on 非常喜欢 get stuck with 与不喜欢的人在一起 get stuck in(to) 开始积极地做某事

[举例]

The students are really stuck on their new teacher.

学生们非常喜欢他们的新老师。

I am stuck with the naughty boy for the whole day.我一整天都让那个淘气的小男孩缠住了。

He got completely stuck into that book you gave him; we could hardly get him to say a word!

他完全被你给他的那本书迷住了，一句话也不话。

4.break away from 摆脱，脱离

[举例]

The pickpocket broke away from the policeman who had been holding his arm.

那个小偷从警察手里挣脱逃跑了。

He broke away from the organization in .他在与那个组织脱离了关系。

[拓展]

break away 断开；剪掉（树枝等） broke down 捣毁，镇压，（机械等）出故障，（计划等）受挫 break into 强行进入，破门而入 break off 折断，断绝关系，中断 break out （战争，火灾等）突然发生，爆发 break up 粉碎，结束，与某人分手

5. otherwise (adv)不同地，另外地: (conj.)否则，要不然; (adj.)不同的，别样的

[举例]

He seems to thinks otherwise.

他似乎有其它的想法。

You must work hard, otherwise you will fail the exam.

你必须努力学习，否则你将考试失败。

Some are creative, some are otherwise.

有些人有创造力，有些人则不然。

I don’t care whether he is rich or otherwise.

我不在意他富不富。

[知识归纳]

(1). otherwise做形容词用时通常置于系动词后作表语

(2). or otherwise或相反，或用别的方法

6. be aware of 知道，意识到

He wasn't aware of the danger.他没有意识到危险。

He said that the government was acutely aware of the problem.

他说政府非常清楚这个问题。

[拓展] be aware that/wh

They are well aware that this is a risky investment. (=They are well aware how risky it is.)

他们清楚地知道这是一个有风险的投资。

7. after all 毕竟，终究；别忘了

[举例]

I am so sorry. I can't come after all.对不起，我终究还是不能来。

It's not surprising you've got stomachacher. After all, you've eaten too much.

你的胃疼并不令人惊讶，别忘了，你吃的太多了。

[拓展]after all 作介词短语时，意为“虽然......，但仍然.....”

After all his efforts, he also failed this time.虽然他很努力，便这次还是失败了。

8. keep track of 跟踪，保持联系

[举例]

It's difficult to keep track of all the new ideas and developments in education.

要与教育上的最新思想和发展保持同步是很困难的。

He keeps track of all his old school friends.他与中学时所有的老校友都保持着联系。

[拓展] lose track of 与......失去联系

篇13：unit 11 reading(人教版高二英语下册教案教学设计)

Step I Greetings

Step II Lead-in

Step III Pre-reading

Work in pairs or groups and discuss the following questions:

1. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?

A person who wants to do research or start a hi-tech company may need the following: money, schools, libraries, scientists and experts, ideas, inspiration, etc.

2. Why are scientific achievements important?

Because they help people understand the world better / improve our life / help advance science / lead to new discoveries and achievements, etc.

3. Why do scientists spend so much time trying to achieve something?

Because they are curious and enthusiastic about new things and new ideas / they want to understand the world better / they want to contribute to society / they want to be famous.

Step IV Reading

Fast-reading:

Say True or False to the following sentences.

1. Zhongguancun is located in the southwest of Beijing. (F)

2. Zhongguancun was set up in the nineteenth century. (F)

3. Xiang Yufang didn’t want to return to China because he wanted to work with the top scientists in his field. (F)

4. Later his friends persuaded him to come back . (F)

5. Zhongguancun has a positive effect on business. (T)

Read the text again and find out the main idea of each part:

Part 1 (para 1--- 2):

General introdution of Zhongguancun

Part2 (para 3--- 7):

Why Zhongguancun attracts more and more overseas Chinese

Part3 (para 8 --- 9):

The positive effect Zhongguancun has had on both business and science; the spirit of Zhonguancun

Step V Post-reading

Careful-reading:

Choose the best answer.

1. According to the author, Zhongguancun is home to ___A___.

A. some famous research institutes and universities

B. every Chinese

C. all of the graduates

D. all private research institutes

2. The science park got started __B__.

A. in the late 1990s B. in the early1980s

C. in the early 1990s D. in the late 1980s

3. What is NOT true about Zhongguancun ? (D)

A. It is located in Haidian District, in northwestern Beijing.

B. It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

4. According to the reading, Xiang Yufang returned to China and opened

a company in Zhongguancun because ___D____.

A. he wanted to see more of the world

B. he enjoyed working with the best scientists in his field

C. he felt really comfortable

D. he could enjoy his work and contribute to his country at the same

time

5. According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above? (B)

A. 25,000 B.30,000

C. 35,000 D.180,000

6. Today there are ___C___ IT companies in Zhongguancun.

A. more than 8,000 B. less than 8,000

C. more than 4,000 D. less than 4,000

Work in pairs or groups. Zhong guancun is sometimes called “China’s Silicon Valley”. Use a library or the Internet to find out more about Silicon Valley in the Us and then compare the two areas. In which ways are they similar or different?

Answers on P 19.

Step VI Homework

Preview the language points in the text.

篇14：高二unit 17 Disabilities 说课教案(人教版高二英语下册说课)

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

一、教材分析

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

二、教学目标：

1．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。

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

3．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。

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

三、教学的重、难点：

重点：1．如何提高学生的阅读理解能力

2．如何提高学生的写作能力

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

难点：1．如何进行课文的分析理解

2．如何用英语谈论并清楚地表达观点。

3．如何提高学生写作能力

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

四、学情分析

1.课堂气氛较活跃 2.英语基础薄弱 3.学习依赖性强 4.课后复习得少

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

五、教学方法

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

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

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

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

4、总结提高法根据高中英语课程标准，重复原则是英语学习应遵循的原则之

一，重复是人记忆的最重要途径，使学生深刻的理解课文。总结提高就是通过

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

六、教学程序

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

1．新课的引入和启动

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

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

3．新课的输入

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

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

播放磁带让学生边听边快速阅读，通过对文章有大致了解，完成以下任务：

① 给出四个句子，让学生判断正误。

② 通过填写表格来对特奥会的历史有所了解。

Task 2 : Detailed reading:（细节阅读）

让学生再次仔细阅读文章，完成以下三个任务：

① 回答以下问题：

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

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

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

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

② 比较特奥会与一般奥运会的异同：

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

（2）Retelling：（复述）

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

（3）Further discussion:（讨论）

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

“What can we learn from the disabled athletes?”

（4）Writing：（写作）

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

4 课后作业

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

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

篇15：高二Unit 17 Alone in Antarctica 教案(人教版高二英语上册教案教学设计)

OPEN CLASS

By Fu Xiaoyan

Class：Class 15 Grade 1

Time: April 12th 2006

Subject: Unit 17 Period 2 Alone in Antarctica

Unit 17

Period 2 Alone in Antarctica

Teaching Aims

1. Train the students’ reading ability.

2. Learn and master the new words and phrases.

3. Make students know the greatness of Helen Thayer.

Teaching Important Points

1. Improve the students’ reading ability.

2. Enable the students to understand the text better.

3. Let the students have strong wills and determination by learning this passage.

Teaching Difficult Points

1. How to improve the students’ reading ability.

2. Make the students learn something about will and dertermination from this passage.

Teaching Methods

1. Fast reading to get the general idea of the text.

2. Careful reading to answer some detailed questions.

Teaching Aids

1. Multimedia 2. Blackboard

Teaching Procedures

Step 1. Greetings

Greet the whole class as usual.

Step 2. Lead-in

Tell students something about Antarctica, it is the highest, driest, coldest and windiest continent on earth. The weather conditions in Antarctica are extreme. But there is a woman called Helen Thayer who travelled to Antarctica alone when she was 60.

Step 3. Pre-reading

Ask students to discuss something more about the South Pole and the North Pole.

1. Imagine you’re travelling alone to the South Pole, what will you take with you?

2. Which animals live on the North/South Pole?

3. Why do polar bears never eat penguins?

Step 4. Reaing

Play the tape of this passage, and then ask them to think about the question:

1. Why could she travel to Antarctica alone?

2. What kind of person do you think she is?

Step 5. Careful Reading

Play the tape again and try to get the detailed information about Helen Thayer’s journey to Antarctica. Fill in the chart below.

Time Weather Activities

The first day Fine, icy, not strong wind Began the journey

The third day Stormy, windy ╱

Nov. 12th Storm died down Celebrate her birthday

A few days later ╱ Fell into a hole, got out

The 22nd day ╱ Increase her workday

The next morning ╱ Bad accident, hurt leg

Ask students to answer the following questions:

1. Did she finish the journey?

2. What kind of woman is Helen Thayer?

3. Do you admire her? Why?

Step 6. Exercise

Turn to workbook to do the exercises about reading.

Step 7. Summary

In this period, we’ve learned a passage about a special woman-Helen Thayer. From this passage, we know that Helen Thayer is a special woman, she is brave, active and optimistic.

Step 8. Homework

1. Review the words and phrases in this part.

2. Read the passage after class.

3. Recite some useful sentences.

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