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篇1：unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)
I. Useful words and phrases
1.be on fire for 对……充满热情 2.a promising graduate student有发展前途的研究生 3.Work on 继续工作 4.go by 过去，走过
5.get engaged to 和……订婚 6.dream of 梦想
7.on the other hand 一方面……另一方面 8.turnt out 生产，制造，证明是
9.use up 用尽，用完 10.take measures to do 采取措施做某事
11.the crime scene 犯罪现场 12 .make a difference 与众不同，有影响
13.be satisfied with 对。。。满意 14.take a closer look at 进一步观看
15.be described as被描述为 16.from season to season 从一季到另一季
17.believe in 信任，信仰 18.the other way around 相反地，从相反方向
19.be similar to 与……相似 20.reach one’s goal 达到目标
II. Useful sentences
1.There is no doubt that…毫无疑问……
2.There did not seem much point in working on my PHD.
There is no point in doing sth .
3.Instead of giving up, Hawking went on with his research, got his PHD, and married Jane.霍金没有自暴自弃，而是继续从事研究工作，取得了博士学位，和那位姑娘结了婚。
4.We were pleased and surprised to find that a scientist could write about his work in a way that ordinary could understand. 我们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的工作。
5.Even the best theory can turn out to be wrong.即使最好的理论都可被证明是错误的。
6.If knowledge is power, as Sir Francis Bacon wrote in 1597, then perhaps creativity can be described as the ability to use that power. 如果象培根1957年曾写的：知识就是力量，那么创造力就是运用那种力量的能力。
7.It was only later that the world recognized his greatness.直到后来世人才承认他的伟大。
8.Only by discovering what we do best can we hope to reach our goals and truly make a difference.只有发现自己的专长，我们才有希望达到自己的目标。
9.He found it difficult to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。
10.It is not necessary to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。
Unit2 News media知识点回顾
1. 面临困难 face difficulty 2 不再 no longer / no more
3 上升,增长,攀登 go up 4 使烧成平地, 烧毁 burn down
5 就那一次 for once = for just once = just for this once = this once
6 沉溺于 be /get addicted to 7 遭受 suffer (from )
8 对表示注意 draw attention to 9在各方面到处 on all sides =on every side
10 改变主意 change one’s mind 11 尊敬 look up to
12 爱上 fall in love with 13 通知某人某事 inform sb of sth
14不仅仅，不只是 more than 15 而不是 rather than
16 从某人或某地抢走某物 rob sb/ some place of sth
17 做某事有困难 have difficulty /problems /trouble (in) doing sth
18 第一次做某事 this /that /it is/was the first time that sb have /had done sth
19 与…..有关 relate to 20 即使 even if /though
21 时事 current affairs 22 对….负责 be responsible for
23 用武装自己 arm oneself with 24 适应 adapt to
25 对…..关心 be concered with /about
26 给某人带来麻烦 cause trouble for
27 在….集中注意力 focus one’s attention on
28 探索生活的奥秘 explore the mysteries in life
29 确信 make sure 30 同意转换角色 agree to switch roles
31 努力做某事 make an effort to do sth
32 有经验的编辑 experienced editors
33 展开故事 develop the story
34 保持报纸的平衡协调 keep the newspaper balanced
35 联系被采访者 contact the people to be interviewed
36 带来，导致，结果是 lead to
37 十分之九 nine out of ten nine in ten nine tenths
38 精心采写的文章 carefully-written articles
39 对作出评论 make comments on
40 勇敢而坚强的活跃人士在公司外与工人进行对话，并就保护地球提出了积极的建议。
Brave and strong , tha activists talked to workers outside the factory and left a positive message about protecting the earth.
Unit Three Art and architecture 知识点回顾
I. Useful words and phrases
1.preference n . prefer v .
prefer +n ./to do sth ./doing sth .
prefer +n ./doingsth .+to(prep .) n ./doing sth .
prefer to do sth . rather than do sth .
2.be made of/be made from/be made out of/be made up of/be made into/be made in/be made by
3.would rather(not) do sth . /would rather do sth . than do sth .
excited(about) (对……)感到兴奋（激动）
lost迷路
married(to)（同……）结婚
used to习惯于
4.get tired累了
dressed穿好衣服
paid付工资
drunk喝醉了
caught in困在……，陷进……
5.take examples from模仿
follow (copy)the example of以……为榜样
set an example to为某人树立榜样
take … for example以……为例
for example例如
6.impress…on把……印在……上
impress sth . on sb .=impress sb . with sth .使某人牢记某事
be impressed by/at/with被…..所感动
be impressed on one’s mind /memory被印在脑海里
7.fill up with…用……装满
fill up (fill in)填写，装满
fill…with… 用……把……装满
be filled with(=be full of ) 装满……的
8.decorate…with…
be decorated with
9.compare …with…
compare …to…
compared with/to…
don’t/can’t compare with
interest(=very interesting)
value(=very valuable)
help(=very helpful)
10.of great importance(=very important)
use(=very useful)
benefit(=very beneficial)
II. Useful sentences
1. If you were free to design your dream house, what would that house look like?
2. What words and phrases do you think will be used when you talk about art and architecture?
3. Architecture looks at the man-made living environment.
4. When you look around at buildings, streets squares and parks, you will find them designed planned and built in different styles.
5. Modernism was invented in the 1920s by a group of architects who wanted to change society with buildings that went against people’s feeling of beauty.
6. Seen from the top, it looks as if the stadium is covered by a gray net of steel, and it looks just like a bird’s nest made of branches.
7. A nest is to a bird what a house is to a man.
8. These buildings are pulled down after having stood empty without use for many years.
III. Grammar
want/order/see/hear/find/notice/have/keep/make/leave+宾语+宾补（p.p）
1. They wanted their buildings constructed in a way to look unnatural.
2. My family heard my article broadcast by the BBC.
3. Don’t leave such an important thing undone.
篇2：3A Unit 9(人教版高三英语上册教案教学设计)
Aims and demands:
1. Develop the Ss’ listening ability .
2. Grasp the usage of the language points:
at the doctor’s , take a look,, knock into fell over
It feels a bit tense .
That sounds very interesting.
Difficulty: Ask the Ss to make a dialogue between the doctor and a patient.
Teaching methods: listening, speaking, practicing
Learning method: How to listen smartly
Teaching aids: tape recorder, some slides
Procedure:
Step 1. New words:
Step 2. Introduction
T: How many gold medals did the Chinese players win?
There are a lot of international champions in China in the Olympic Games.
The two of whom are gymnasts . Who are they ?
Ss: They are 李小鹏 and 刘璇 .
T: Li is an international champion on the double bars.
Liu is an international champion on the beam.
And also the whole Chinese gymnastic team have won the gold prize.
T: Today we are going to learn “ Gymnastics” .
Do you know what pieces of equipment are used in gymnastics ?
( Picture talking )
rings , beam, high bar, high-and-low bars, double bars, beam, “horse”(side horse / pummelled horse（鞍马） , vaulting horse（跳马）)
T: Do men and women , boys and girls do the same kinds of exercises?
------- Men perform on the rings, on the double bars, on the high bar, and on a type of “horse” with our legs which has two handles fixed to the top surface.
While women perform on the high-and-low bars, one of which is higher than the other, and the beam, which is a length of wood only four inches wide which is fixed at a height of 1.20 meters above the ground.
Step 3. Listening
Listen to the tape and choose the correct answers:
1. Sharon is a gymnast. She is ______.
A. at the teacher’s B. at the doctor’s C. at her friend’s D. at home
2. Something is wrong with Sharon’s ______.
A. left leg B. right shoulder C. left shoulder D. right leg
3. Sharon hurt herself when she was _____.
A. doing some exercises B. finishing some exercises
C. on the high-and-low bars D. jumping
4. The change between ___ temperatures makes the blood move and the damaged parts begin to repair themselves.
A. hot and cool B. warm and cool C. cold and cool D. hot and cold
5. At the end of the week, throw the frozen peas away. They _____ to eat.
A. will be fit B. won’t be fit C. would not like D. would like to
BCADB
Step 4. Read by themselves and answer the questions;
1. Who was Sharon? ---- gymnast
2. What’s wrong with her? ---- Something is wrong with her left shoulder.
3. How did she hurt her shoulder? ---- While she was doing gym.
4. What kind of treatment did the doctor advise her to use? ----- to use the hot-cloth-and-frozen-peas treatment.
5. How often does she have to take this treatment? ---- twice a day for a week
6. Do you think that this interesting treatment is effective? ----- Yes.
7. Have you ever used the hot-cloth-and-frozen peas treatment? ---------
What treatment does the doctor tell her to do?
---- To use the hot-cloth-and-frozen-pea treatment.
Step 4. Reading and find out the language points
1. at the doctor’s
at my uncle’s
at the tailor’s
2. take a look at : have a look at
3. It feels a bit tense.
4. knock into sb.
Can you knock the nail into the wall?
The boy ran for the ball and knocked into a man.
He walked in the dark and knocked into a tree.
5. fall over
He slipped into a banana skin and fell over.
6. so on and so on : repeatedly
7. That sounds very interesting.
8. fit to eat:
Step 5. Practice
Make up a dialogue between the two---- one is a doctor and the other is a patient
Doctor: Asks a question
Patient: Says what the problem is
Doctor: Makes one or more comments and then gives some advice
Example:
D: Can I help you?
P: Yes, I can’t sleep well.
D: How can I help you?
P: Can you give me some medicine so that I can have a good sleep?
D: What can I do for you?
P: I’ve got a pain here. My left shoulder hurts.
D: Let me have a look at it.
P: Oh, I feel terrible.
D: Mmn, I see. It feels a bit tense, but it’s nothing serious.
P: Shall I take any medicine?
D: Yes. Take this medicine, two pills a time, three times a day. And try to use the hot-cloth-and-frozen peas treatment.
Step 6. workbook----- Ex 2
Homework : read two passages
At the doctor’s
When a patient comes in what will the doctor say?
What can I do for you?
How can I help you?
What seems to be the matter?
Can I help you?
What will the patient say?
I’ve got a pain…
I’ve got a headache and a cough day and night.
I’ve got a temperature and all my bones ache.
I feel terrible.
I hurt my leg while I was….
I don’t feel well.
Then what will the doctor say?
Let me take a look at it / you.
Let me feel your pulse.
Left me take your temperature.
Oh, I see. It’s nothing serious.
Have a good rest and you’ll ..
You’ll be all right / well better soon.
Take this medicine / two pills a time, three times a day.
Unit 9 Lesson 34~35 Gymnastics
Aims and demands: Develop the Ss’ reading ability and have a good understanding of the text
Difficulty and importance: Have a deeper understanding of the text
Teaching methods: Reading and listening and discussion
Learning methods: How to read fast
Teaching aids: a tape recorder and some slide shown
Procedure:
Step 1. Presentation
What kinds of equipment are used in doing the gymnastic exercises?
As we know from the dialogue , Sharon hurt her left shoulder while doing some exercises on the high-and-low bars. So while you are doing gym, you should be more careful.
Now look at the pictures and tell :
Where are the gymnasts doing exercises / performing? ( P 51)
Ss: He is performing on the high bar.
He is performing on the double bars.
He is jumping / performing on a “horse”.
She is performing on a beam.
Step 2. Listening
Listen to the tape of Lesson 34 and tell whether the following statements are true or false.
1. Olympic competitions started in Greece. T
2. Modern gymnastics began in the 18th century. F
3. If you want to become a top gymnast, it is important to start when you are 14 or 15 years old.F
4. Boys win Olympic gymnastics medals usually between the age of 19 and 25. T
5. Both boys and girls perform on the rings, on the double bars, on the high bar and so on. F
6. Only girls perform on the high-and-low bars. T
7. Only boys do floor exercises on the mat. F
8. Make sure you put on some watches, rings, and necklaces before you start. F
9. Ww simple safety measures to follow while ( you are ) training.
8. Follow : a) to take or accept 遵守,采纳,听从
follow the safety measure
follow the teacher’s instructions
follow one’s advice
b) understand 领悟
You are speaking too fast and we can’t quite follow you.听懂
c) go along 沿..而行
Follow the path and you will see the cinema.
d) come or go after
She followed me into the classroom.
e) following can be used together with “the” , it means “next”
in the following year=== next year
9. …… can be highly dangerous
highly: to a high degree 高度的,非常的
eg: Advertising is a highly developed twentieth-century industry. 高度发达的
He is a highly skilled worker. 非常熟练的
固定词组:
Speak highly of 高度赞扬
Think highly of 高度评价
Sing high praise for 高度表扬
Hold one’s head high 头抬得高高地
1. be content to do sth. 满足干…… 满意做……
be content with sth. 对……满意
2. each used as an
They each have a computer on the desk.
Each of them has a computer on the desk.
3. in all
in a word 总之
all in all
4. glance at : look quickly at / give a quick at
5. be busy doing sth.
They are busy training in the gymnastic.
We had been bus preparing for the mid-term examination.
6. gain points 得分
gain mark 得分
win the medal 得奖牌
7. drills
The first thing …. . was to go up her trainer and thanked her.
句中两个作表语的不定式 go up to 和 thank her for 都省略了 to ,这是因为主语有定语从句 she did 来修饰的缘故.
一般地说,解释 do 的精确意思的分句,可以用不带 to 的动词不定式.
我们现在想做的就是躺下来休息.
What we want to do now is ( to ) lie down and rest.
我所做的就是推了他一下.
What I did was ( to ) give him a little push.
字典的作用是帮助学生查生字的词义和用法.
What a dictionary does is ( to) help the students to find out the meaning and the usage of new words.
Agreement.
Correct the mistakes if any. ( Lesson 34~35)
1. It was in Greece where the Olympic competition started. ( that )
2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin. (that)
3. There are also records of gymnastics performing in China. ( being performed/performed)
4. My bike is repairing . ( being repaired)
5. He didn’t mind leaving at home alone . ( being left )
6. Being lost can be a terrifying experience. (true )
7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics. ( them )
8. The students are preparing the exam. ( add for )
9. In competitions women perform some of their exercises with music. ( to )
(We do eye exercises to music.)
10. Men usually gained Olympic gymnastics medals between 19 to 25. ( won, between…and)
11. The gymnasts should hold a position steady, keep their balances while doing a handstand. (balance)
(steady adj, adv. Steadily adv. )
12. Training by yourself in a gym can be high dangerous. (highly )
Highly : to a high degree
广告业是二十世纪高度发达的行业.
Advertising is a highly developed twentieth century industry.
他是个非常熟练的工人.
He is a highly skilled worker.
Speak highly of
Think highly of
Sing high praise for
Hold one’s head high
Replace the following underlined phrases with the phrases in L35.
13. She is satisfied with her present job.
be content with sth.
be content to do sth.
14. In a word , she gave a good performance and landed neatly and steadily. (In all / all in all)
15. She gave a quick look at the judge. ( glanced at )
16. What we want to do now is lie down and rest. ( true )
字典的作用是帮助学生查生字的词义和用法.
What a dictionary does is ( to) help the students to find out the meaning and the usage of new words.
Correct the mistakes if any. ( Lesson 34~35)
1. It was in Greece where the Olympic competition started.
2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin.
3. There are also records of gymnastics performing in China.
4. My bike is repairing .
5. He didn’t mind leaving at home alone .
6. Being lost can be a terrifying experience.
7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics.
8. The students are preparing the exam.
9. In competitions women perform some of their exercises with music.
10. Men usually gained Olympic gymnastics medals between 19 to 25.
11. The gymnasts should hold a position steady, keep their balances while doing a handstand.
12. Training by yourself in a gym can be high dangerous.
Replace the following underlined phrases with the phrases in L35.
13. She is satisfied with her present job.
14. In a word , she gave a good performance and landed neatly and steadily.
15. She gave a quick look at the judge.
16. What we want to do now is lie down and rest. ( true or false ?)
Exercises for Unit 9 ---3A DCABB CBB
1. ___ him and then try to copy what he does. (99)
A. Mind B. Glance at C. Stare at D. Watch
2. The little boy runs for the football and ___ a man standing there.
A. knocks down B. knocks at
C. knocks into D. knocks
3. I cheered do loudly at the match that I completely ___ my voice.
A. lost B. missed C. forgot D. left
4. --- Do you think the Stars will beat the Bulls?
--- I don’t know. But this is the last time. The fans ___ them to win whole – heartedly.
A. hope B. require C. prefer D. demand
5. It was how the young man had learned five foreign languages ___ attracted the audience’s interest.
A. so that B. that C. what D. in which
6. It was for this reason __ her uncle moved out of New York and settled down in a small village. ( S)
A. which B. why C. that D. how
7. It is the ability to so the job ___ matters not where you come from or what you are. (2000)
A. one B. that C. what D. it
8. It was not ___ she took off here dark glasses ___ I realized she was a famous film star. (92)
A. when; that B. until; that
C. until; when D. when; then
Correct the mistakes: (for Unit 9 --- 3A )
It was Sunday and Zhou Lan was going 1.____
to take part in the first gymnastic compe-
tition. As soon as her competition started, 2.____
she tried her best and did good in per- 3.____
forming on three pieces of equipments 4.____
as well as on the floor. Now the time came
to her performance on the high -and-low 5.____
bars. She stands below them and waited. 6.____
When the judge nodding, she began . 7.____
She jumped upwards, caught the high bar
in two hands and did a neat circle . 8.____
Altogether,she performed wonderful and 9.____
landed nearly and steadily on the floor. Then
came the results. Victory for Zhou Lan!
She was the one. 10.____
1. true 2. her--- the 3. well 4. equipment 5. to – for 6. stood 7. nodded 8. in – with
9. wonderfully 10. first
篇3：Unit 6 经典教案(人教版高三英语上册教案教学设计)
Words and expressions
1. perseverance n. steady persistence in adhering to a course of action, a belief, or a purpose; steadfastness 毅力；坚持
Great works are performed, not by strength, but perseverance.
伟大的作品不是靠力量而是靠毅力来完成的。
2. quit
vt. to give up; abandon 放弃；to depart from; leave 离开；to cease or discontinue 停止；中断
He has not quit smoking, but is holding down to three cigarettes a day.
他并没有戒烟,但是已减到每天只抽三支烟了。
You and I are on the point of quitting the theater of our exploits.
你我正在离开我们辉煌业绩的舞台。
The teacher asked them to quit talking. 老师要求他们不要说话。
vi. to leave, to move, to stop
Time to quit. 该收手了。/该下班了。
3. apply (…) to … use; put into practice 应用；运用 n. application
We should apply theory to practice. 我们应当把理论运用到实践中去。
apply to 适用
What you have said doesn’t apply to this case.
apply for 申请
apply for a position/a patent
4. add up find the total of 总计；加起来
Add up 6,7 and 8 and you'll get 21. 把六、七、八相加，总数是二十一。
add up to 合计达
add to 增加
add … to 把…加到… add fuel to the fire 火上加油 add color to 增色
Add up all the numbers.
The cost of the party added up to 2,000 yuan.
The sudden rain added to our trouble.
Add some salt to the soup.
5. circumstance n. a condition or fact attending an event and having some bearing on it 环境；情况(常用复数形式)
Force of circumstances led us to give up our project. 环境的力量使得我们放弃了我们的方案。
It depends on [upon] circumstances. 这要视情况而定。
under/in no circumstances 决不，无论如何都不
under/in the circumstances 在这种情况下，既然这样
Under no circumstances should you step out of the house.
6. lose heart become discouraged 沮丧；灰心
Don't lose heart at any failure, but try again. 失败时不要灰心，要再接再厉。
lose one’s heart (to) sb. = fall in love with sb.
7. assessment n. the act of assessing; appraisal 评估；估价
environmental assessment 环境影响评估
vt. assess
1.) (为征税)估定(财产)的价值[(+at)]
The value of this property was assessed at one million dollars. 这财产的价值估定为一百万元。
2.) 确定(税、罚款、赔偿金等)的金额
assess damage after an accident 事故后确定损害赔偿金额
3.) 对...进行估价,评价
It is too early to assess the effects of the new legislation. 现在来评价新法规的效果为时尚早。
8. take it easy 放松些；别紧张
When the teacher found some of his students get nervous at the examination, he told them to take it easy. 老师发现一些学生考虑时焦急不安，就叫他们不要紧张。
归纳：take it 猜想, 以为；断定 take it for granted 视为当然
take it ill 见怪, 介意某事 take it or leave it 要么接受要么放弃
take it out on sb. 向某人出气 take it seriously 认真对待
9. keep up retain(one's spirits, strength, etc); (one's spirits, strength, etc.)not decline 维持；保持
The mountaineers' spirits kept up against heavy odds.
在非常不利的条件下，登山运动员们仍然情绪高涨。
归纳：keep up appearances 装门面 keep up one's spirits 振作精神
keep up to date 使记到最近时期；使跟上时代 keep up with 跟上
10. survival n. the act of surviving; continuance of life 幸存；存活
He stayed eight days in an open boat with no food, and he was still alive; his survival was a miracle. 他在无遮档的小船上呆了八天，又无食物，还活下来了，这真是个奇迹。
survive ①vi. 幸存，活下来 His parents died in the accident, but he survived.
②vt. 比…或活得长；经历…之后还存在 survive sb. / survive the fire
survivor n. 生还者, 残存物
11. beyond
prep. ①on the further or other side of 在较远的一边；在另一边 ②(of time)later than; more advanced than（时间）晚于；超过 ③out of the reach of; outside one\'s understanding 为…不能及；超出…理解力之外 ④(negative and interrogative) except 除…之外
The post office is beyond the bridge. 邮局在桥的那一头。
Some shops keep open beyond midnight. 有些商店营业到半夜以后。
He was beyond the help of the teacher. 他使老师束手无策。
I know nothing beyond this. 除这之外，我什么也不知道。
adv. farther away 在远处 look beyond 向远处看
12. lose one’s way become lost 迷路；迷失
Lily lost her way in the woods. 莉莉在森林里迷了路。
feel one’s way fight one’s way make one’s way push one’s way wind one’s way
13. burden n. something that you carry; a heavy load 负担；包袱/a duty which is hard to do well 责任
It is a burden to the people. 这对人民是一种负担。
The burden fell on me. 责任落在我身上。
vt.
1.) 加重压于，加负担于，烦扰[(+with)]
The government burdened the nation with heavy taxes. 政府使国民负担重税。
2.) 加负荷于，使载重[(+with)]
He was burdened with a large bundle of magazines. 他吃力地捧着一大捆杂志。
14. desperate adj. having no hope and ready to do any wild or dangerous thing 绝望的；不顾一切的/ very serious 极严重的；危急的
The prisoners became desperate in their attempts to escape. 那些囚犯拼命企图逃亡。
The country is in a desperate state and we must work hard.
国家处于危急关头，我们应当努力工作。
15. accustomed adj. being in the habit of习惯[于…]的 [to doing]
I am not accustomed to walking long distances. 我不习惯于长距离的步行。
be accustomed to working/to work hard习惯于苦干
16. thirst n. [U] wanting to drink something; a strong desire 渴；渴望
I drank a cup of tea to relieve my thirst. 我喝了一杯茶止渴。
The artist thirsted for fame. 艺术家想出名。
17. starvation n. suffering or death caused by extreme hunger 挨饿；饿死
The cat died of starvation. 那只猫饿死了。
starve v. (cause to) suffer or die from great hunger 使挨饿，饿死/ (cause to) suffer from not having sth. 使得不到某物而痛苦
They lost in the desert and starved to death. 他们在沙漠迷路而饿死了。
The school is starved of resources. 学校缺乏财源。
18. anxiety n. [U] worry and fear 忧虑；担心；焦急 [C] something that makes you worried and afraid 担心的事；焦虑
We waited with anxiety for our examination results. 我们焦急地等待考试结果。
He has been relieved of his anxieties. 他已消除了忧虑（事）。
19. came to an end stop 结束；终止
All good things must come to an end. 一切好事迟早都会结束。（天下没有不散的宴席。）
at the end of 在...结尾,在....末端 in the end 最后，终于
bring to an end 使…结束 on end on end 竖着, 连续地
make an end of 终止，除掉 end (up) with 以――告终
put an end to 结束，终止 make ends meet 收支相抵
20. tax n. money that the government takes from your pay or from the sale of some goods 税
There is a large tax on cigarettes. 香烟的税很重。
pay taxes on sth. (taxpayers) 纳税 charge/impose/levy taxes on sth. 征税
v. 对…征税，向…课税 Imported wines are heavily imported in China.
21. anniversary n. the annually recurring date of a past event, especially one of historical, national, or personal importance 周年纪念；周年纪念日
a wedding anniversary the 20th anniversary of our country’s independence
22. relief n. ①the removal or ease of worry, pain ,etc. 解除；减轻
The medicine brought me relief. 这药减轻了我的痛苦。
Hearing the news, he breathed a sigh of relief. 一听到消息,他如释重负地松了口气。
②help given to people in poverty of trouble 救济
They are in need of relief. 他们需要救济。
Relief was flown to the flood-hit areas. 救济物品被空运到洪水泛滥区。
23. deliver vt. (delivery n.)
①take something to the place where it must go 投递；送交
Every day the milkman delivers milk to our house. 每天送牛奶的人都把牛奶送到我家。
②give forth in words 发言
He delivered a speech at the meeting. 他在会上讲了话。
③help in the birth of 接生
she delivered the child. 她接生了这孩子。
④save, set free, release 解救;解脱;释放[(+from)]
Education delivered him from ignorance. 教育把他从无知中解救出来。
24. Arctic adj. of the north polar regions 北极的
n. the regions round the north pole 北极；北极圈；北极地方
the Arctic Ocean 北冰洋 the Arctic Regions 北极地区
25. tough adj. able to withstand great strain without tearing or breaking; strong and resilient 坚韧的 demanding or troubling; difficult 困难的 physically hardy; rugged 强壮的 showing strong determination 强硬的，不妥协的
a tough guy 硬汉 tough meat 老肉 tough attitude 强硬的态度 a tough task 棘手的任务 a tough customer 难缠的顾客 a tough neighborhood 治安很差的住宅区
26. wrap vt. to cover completely with 包裹；缠绕
I wrapped the present in red paper. 我把礼物用红纸包了起来。
n. [C] an article of dress to be folded round a person 披在身上的衣物
Don't forget your wraps, when you travel in winter. 冬天旅游时，不要忘带外套、围巾等。
27. tie up put a piece of string, rope, etc. round something to hold it firm 捆；拴；系
I tied up the parcel. 我捆好包裹。
28. stake n. [C] strong post of wood or metal that stands in the ground 桩；柱桩
The farmer tied the bull to a stake in the field. 农民把公牛拴在田里的桩子上。
at stake: at risk; in question 在危急之中
29. ray n. line or beam of light, heat, etc. 光线；辐射线 v. 放射，射出光线
A ray of sunlight fell on the sleeping boy. 阳光照射着睡着的男孩。
This afternoon I will have my son x-rayed. 今天下午我带儿子去X光透视。
30. bark n. the short, sharp sound a dog makes; a sound like this, esp. a cough 吠声；似犬吠的声音 v. 吠, 咆哮, 剥树皮
The bark of a dog sounded in the night. 在夜间听到狗叫声。
Barking dogs seldom bark.
31. memorial n. [C] building or statue to remind people of someone or something 纪念馆；纪念碑（物） a memorial to people’s heroes
32. retell vt. tell again; repeat 重述；复述
retell what happened on the island one early morning in autumn.
复述一个秋天的清晨在那个岛上发生了什么。
33. go for to put a lot of effort into sth, so that you get or achieve sth. 为……去；努力获取
It sounds a great idea. Go for it. 这听起来是个极好的主意。努力去实现吧！
Reading
Step 1 Lead in
1. Talk about legendary journeys in China.
Journey to the West: The story is known in China. The hero Monk Tang in the story went through 81 difficulties. Finally he got the Buddhist Scripture.
The Long March: If there had not been the long march, we could not have lived the happy life. They went through starvation, coldness and so on.
Climbing Mount Qomolangma: They have to face difficulties like coldness, avalanche and snowstorm. It’s not only a personal achievement but also a pride for the whole nation.
2. China’s “Go West” policy.
3. The process of developing the west in America:
1748年 弗吉尼亚的俄亥俄州土地公司的组建（开始）。
1784，1785，1787 年制定三个土地法开发西部的纲领。
1895年 工业总产值跃居世界第一位
西部开发的三个阶段：
农业开发阶段（1750－1850） 工业开发阶段（1850－1950） 科技开发阶段 （1950－至今）
Step 2 Reading
1. Skimming
The main idea of the text:
The text related a story that the hero’s family and many other families moved to the West. They ran into many difficulties on the way to the West. Faced with the difficulties, they didn’t give up. Finally they got to the West and started a new life.
Part 1 (1) The cause and the beginning of the journey
Part 2 (2) The first destination of the journey
Part 3 (3-5) The most trying part of the journey
Part 4 (6) Reaching the promised land (The end of the journey)
2. Scanning
①When did we decide to move to another place? 1845,10
②How long did the journey last? About a year
③What is our first destination? India Greek in Kansas
④Is the journey hard? Can you make some examples about it?
Yes, it is hard. You can make many examples.
3. Detailed reading
Fill in the chart:
Time Events
October, 1845 set off for the journey
April ,1846 continued the journey westward
November, 1846 entered the desert and lost the way
For many weeks travel in the Death Valley
Christmas Day reached the promised land
Choose the best answers:
1. The reason why my father wanted to go to California is that . 答案：C
A. California was in desert B. California was far away
C. California was a wonderful land described in a book
D. California was the largest state in the USA
2. People moving to the west would meet in . 答案：A
A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert
3. On which day did the author enter the Salt Lake Desert? 答案：B
A. April 12. B. November 4. C. October 15. D. December 25.
4. Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D
A. Because the landscape was dry and barren. B. Because water was salty and not drinkable.
C. Because their water supply was so low. D. All of the above.
5. After the travelers burnt their wagons, they had to go on their feet with another miles to go. 答案：B
A. 2 500 B.500 C.90 D.45
6. Why didn’t the author stay behind with the children and wait for help? 答案：A
A. Because that meant he/she would die.
B. Because he/she knew that children were tiresome.
C. Because he/she knew that there was a wagon waiting for him/her.
D. Because he/she felt he/she could get a prize by his/her father.
7. The animals almost ran when the travelers reached the edge of the desert, why? 答案：C
A. Because they were tired and weak. B. Because they had no burden.
C. Because they must have smelt the water. D. Because they went back to their home.
8. How long did the author spend finishing the journey? 答案：A
A. More than 40 months. B. About 2 months.
C. About a year. D. About a year and a month.
9. From the text, we can infer . 答案：D
A. the author and the travelers had to go all day and all night long
B. there was no oxen left when the travelers reached California
C. many travelers died when their days of hardship came to an end
D .it’s a long way to travel from the author’s hometown to California
10. The best title of the text is . 答案：B
A.A Journey to California B. Long Drive
C. The Salt Lake Desert D. Enjoy Your Life
3. Post-reading
1. What the writing techniques of this text are?
A. Use of the chronological order to narrate the story.
B. Use many participles to make the text readable and concise.
C. The landscape of the Salt Lake Valley sharply contrasts with that of the Salt Lake Desert. The scenery of the Salt Lake Valley is very beautiful, however, that of the Salt Lake Desert is dry and barren. Use the sharp contrastive scenery, expressing the hero’s optimism about the life he dreamed of in the West and coming across the difficulties on the way to the West.
2. What can we learn from this text?
When we come across problems, we shouldn’t try to escape. Instead , we should learn to face reality and solve the problems. As long as we overcome the difficulties and never give up, we will achieve our goals and succeed. More over, we all have dreams in our heart. As long as we insist and keep making great efforts, I believe we will make our dreams come true one day.
4. Consolidation
In the ______ of 1845, after his father read a book about _________, he decided to _____ there. His family and many other families ________ for their journey by the middle of October. After traveling through _________, they had to spend __________ in Kansas. Until ____________ , they wouldn’t leave. They traveled by day. On November4, 1846, they entered __________ and soon lost their way. Due to lack of ______________, the oxen had no strength to pull the wagons and were burnt. People had no choice but to cover another 500 miles ________. At last, they _________ all the difficulties and got to the west on the morning of _____________. They started their new life there.
Keys: spring, California, move, 4 states, the winter, April 12, 1846, the desert, water and grass, on foot, overcame, Christmas Day
Language points
1. believe in 信仰
2. stand for 代表，代替
3. adapt to 调节，适合
4. lose heart 灰心，泄气
5. be cast away (被)抛弃
6. give up 放弃 give in 投降，屈服，让步，交上
7. less than 少于;不足
more than 看似简单，含义丰富，主要用于以下情况：
（1）比…更（多、大等），用于比较结构。
He always asks more than he gives. 他总是索取多于给予。
（2）超过，多于，相当于over。
I have known David for more than 20 years. 我认识大卫20多年了。
（3）岂止是，不仅是； 非常， 十分
Can’t you sense the hidden meaning? It’s more than a joke.
难道你没听出言外之意吗？这不只是一个笑话。
more than happy/sorry 特高兴 / 特难过
（4）是…不能，非…能力所及，其后跟从句，从句中用can或could。
This is more than I can understand. 这是我所不能理解的。
归纳：more …than… 与其说…不如说， 不是…而是
He is more brave than wise. 他有勇无谋。
no more than 强调少，意为“只有，不过，仅仅”
not more than 客观叙述，意为“不超过”
He has no more than five dollars on him.
他身上仅有5美元。(强调少)
He has not more than five dollars on him.
他身上带的钱不超过(仅有)5美元。(强调数额少于5美元)
8. set off for 开始(旅程；赛跑)；出发
set off 出发、引爆
set about doing = set out to do
set aside 留出, 不顾, 取消, 驳回
set foot in/on
set fire to sth. =set sth. on fire
set in开始, 到来； 上涨；插入, 嵌入；开始,涨潮 / be set in 以…为背景
set up 设立, 竖立, 架起, 升起, 装配, 创(纪录), 提出, 开业
set an example to sb.
set back (set back the project 使受挫/ set my watch back 2 minutes往后拨)
9. move on 继续前进
10. by day 在白天
11. lose one’s way 迷路
12. most of the way 大部分路程
区别：most & most of 在most+名词结构中，名词是不定的，因此不能most the students, most us，而在most of +名词结构中，名词是指定的，它必须带有定冠词或物主代词等限定词。
12. hang out 伸出
13. in desperate need of 在极度需要的(时候)
14. on our feet = on foot 步行
15. be accustomed to doing sth. (通常用于被动语态)习惯于
16. suffer from 患病;遭受……之苦
17. hurry on to do sth. / (with) 赶紧办理;急急忙忙地去做某事
18. stop to do sth. 停下来去做某事
19. go on all fours 用四肢 lie one’s back/stomach
20. reach the edge of 达到了…的边缘 on the edge of 濒于, 几乎, 在边缘
21. stare at 瞪视; 凝视 glare at 瞪着，怒视
23. come to an end 结束;终止
Integrating Skills
1. the eightieth anniversary of sth. …80周年纪念日
2. a race against time 与时间赛跑，抢时间
3. save…from 挽救……免于
4. there was widespread relief 足以令人欣慰
5. Every minute counted/counts. 没分钟都非常关键。
6. up to 一直到,等于
7. at stake 在危险中；关系重大
8. the golden rays of the dawn 黎明的第一道曙光
9. a memorial to sb. / sth. 的纪念馆
10. risk one’s life to do/doing 冒险去做某事 risk doing
11. diseases of that kind 那样的病
12. a historical event 历史事件
篇4：unit 5 reading and grammar(人教版高三英语上册教案教学设计)
Period 2 Language Points & Grammar
By XiaoShan No.10 High School Han Miao
Teaching goals
1. Deal with the language points of this reading to help students understand the text better.
2. Try to understand and use the Object Complement.
Teaching important points
1. Try to master some important words and phrases. Eg. available, illegal, hand in hand, accuse of, take into consideration,…
2. let students understand the types of the Object Complement and use it.
Teaching difficult points
How to explain the Object Complement clearly to help students understand it.
Teaching methods
1. Question-and-answer method to go through with the language points and grammar.
2. Check their homework to make every student work in class.
Teaching aids
A computer
Teaching procedures & ways
Step I Greetings
Greet the students as usual.
Step II Language points
We have divided the text into three parts. Let’s check your homework part by part.
1) Part 1 Tick the right answers.
Advertising is a ( highly developed / high developed) industry. The development of media has gone (hand to hand / hand in hand) with its development. In order to influence the choices customers make, advertising tries to associate the product ( to / with) the customers’needs. As people see many ads every day, advertisers must work hard to get their message ( across / across to) .For that reason, companies spend ( large amounts of / large amount of) money employing advertisers who can produce
wonderful ads to(appeal to / appeal for) customers’emotions.While people (react to / react on) abvertisements in different ways. Some people think it useful and entertaining .( On the one hand / On the other hand), some accuse companies ( of / by) using ads to mislead us.
Explain some important points:
1. highly developed
2. hand in hand
3. get across
4. large amounts of
5. accuse sb. of sth.
2.) Part 2 Complete the following sentences with the proper form of the words. The first letter is given.
1. Ads help people in a v_______ of ways.
2. First of all, it can help consumers make right choices to choose among all the a_________ products.
3. There are many things we need to take into c___________ before we buy a new product.
4. Ads a_______ customers to compare prices and quality by explaining the new product to them.
5. A______ with the facts and figures given by advertising, customers are better able to deal with the product.
6. However, not all ads are used to p_______ a product or to increase a company’s profits
7. Many governments use ad campaigns to make people a______ of social problems and government policies.
Explain some important points:
1. a variety of
2. take into consideration
3. arm with
3. not all
3) . Part 3 Find out some mistakes in the following sentences, then correct them.
There are also some bad ads to use legal ways to mislead consumers. It is not always easy to spotting a bad ad. But there are a few things we can look out. First of all, we should always keep a eye out for “hidden information”. Then we should be careful of a trick used in so-called “bait-and-switch” ads. Good ads make it is possible for companies to introduce new products and increase sales. Advertisements should provide accurate information to help consumers to find the right product in the best price., We consumers should learn to analyse ads to protect ourselves from false advertisements and make ourselves to believe this product.
Explain some important points:
1. look out for sth
2. keep an eye out for
3. make it possible
Step III grammar
1. Let students analyse the structure of a sentence:
The ads make ourselves believe this product.
Believe is the Object Complement.
The Object Complement 是位于宾语之后，说明宾语的行为、身份、状态、特征的成分
2. Let students analyse the types of Object Complement by finish the sentences.
1. We call her Linda.(我们叫她琳达) → 名词2. The coat keeps us warm.( 大衣让我们保暖) → 形容词
3. He ordered them away. （他命令他们离开）→ 副词
4. Make yourselves at home. (请随便一点) → 介词短语
5. They wish you to go with them.(他们希望你和他们一起去) → 动词不定式6. I heard you singing.(我听到他正在唱歌) → 现在分词
7. Speak louder to make yourselves heard.(说大声一点，让他们听到你) → 过去分词
要点：
1． 动词不定式作宾补时要注意的地方。
2． 现在分词与动词不定式作宾补的区别。
3． 现在分词和过去分词作宾补的区别
3.Let students do some exercises about the Object Complement.
3. check their answers and explain them if necessary.
Step IV. Homework.
1.Finish the exercises on page 180-181
2.Preview Integrating Skills
.10.11
篇5：Unit 10 American Literature (人教版高三英语上册教案教学设计)
单元教学目标
(一) 语言知识和语言技能
1． 掌握下列单词和词组
garbage, maid, prince, outcome, penny, grocery, bakery, weep, furnish, shabby, mailbox, bell, rag, rare, garment, worn, carpet, barbershop, haircut, anecdote, booklet, mutton, stove, baggage, pale, prayer, approve, anyhow, shave, comb, tortoise, flash, simplify，attend to, take pride in, do up, let down, fix sth on / upon sb, at length
2． 复习动词时态，能较为准确地使用各种时态。
3． 学会谈论美国文学和评价文学作品。
4． 学习写故事摘要并加以简单评论。
（二）情感目标
1． 体会真挚的爱情，学会多为别人考虑。
2． 观察体会身边周围发生的各种关于爱的事情，并与他人分享。
（三）学习策略
1． 听力策略。如：预测，归纳，抓关键词，听后讨论等。
2． 阅读策略。如：跳读，寻读，预测，猜词，概括，与他人讨论等。
3． 资源策略。充分利用、学习课本资源，适当利用课外及网络资源。
参考网站：www.english.uiuc.edu/maps/poets/m_r/randall/life.htm
iteslj.org/
www.xieying.net/orin/ShowArticle.asp?ArticleID=983
www.en8848.com/Article/Class9/Class10/-10-26/436.html
www.4english.cn/
www.englishcat.com/
a4esl.org/q/h/vm/verbtense.html
（四）文化意识
1． 了解美国主要的文学家及他们的主要作品。
2． 通过故事情节，了解了圣诞节在西方人的生活中的重要性。
II. 教材分析
本单元以美国文学（American literature）为中心话题,通过诗歌欣赏，讨论美国文学的主题和阅读文学名著等学习方式，使学生对美国文学的特点以及发展历史和现状有一定的认识和了解，并能学会判断和描述一部文学作品的主题、内容梗概和写作方法；能够运用所学的语言知识和技能听懂以对话形式对文学俱乐部举行的某些活动的评论，如成功和失败之处、优点和缺点所在等；并能用英语谈论美国文学作品，包括判断主题、分析写作特点、讨论作品主人公的个性、总结中心思想，描写故事情景等，并对作品加以评论。
WARMING UP部分用美国黑人诗人达德利兰德尔（Dudley Randall）的一首小诗 “Ancestors”激发学生了解美国文学的兴趣，并使学生对美国黑人的诗歌有一个初步认识。它既呈现了本单元的中心话题-American literature，又以回答问题的形式帮助学生以这首小诗为线索去探究美国文学的特点,列举美国文学的主题和故事类型，为以后关于“American literature”的进一步听、说、读、写的学习打下基础。
LISTENING是一篇对话，Ben, Ann and Lily正在为俱乐部组织一次英语活动，活动的内容也有关美国文学，但听力的重点是了解阅读俱乐部的优越性。该部分设置的问题是：分析本次活动成功的原因和一些英语角活动不成功的原因，题目设计有一定难度。但是通过这项任务的完成，能够培养学生抓住听力材料中的要点信息、同时加以分析和总结的能力。
SPEAKING 是一项对话练习，要求学生就美国文学的主题进行讨论。文学是一面镜子，往往能反映一个国家重要历史时期和重要事件。这部分给出四幅图片，运用已有的关于美国的历史知识去判断每幅图片有可能表达的一部文学作品的主题是什么。这项设计的特点是：①让学生使用有关谈论文学作品的特点、人物以及故事发生的时间、地点等方面的语言交流自己对某些文学作品看法和观点；②丰富学生谈论文学作品的语言，包括词汇和句型等；③激发学生对美国文学的兴趣，并加深对美国文学的了解，为今后喜爱阅读更多的美国文学作品的原著打下初步的基础。
PRE-READING是READING的热身活动。设计了两个任务供学生实践和完成。第一项任务是：通过略读的方法快速获取信息并推断故事情节的进一步发展。第二项任务是：用浏览的方式在课文中快速找出特定的信息用以回答问题。
READING 是一部短篇小说，改编自美国著名短篇小说家欧亨利的著名短篇小说《麦琪的礼物》。文章讲述了一对穷困的年轻夫妇为互赠圣诞礼物而忍痛卖掉引以自豪的长发和祖传金表，却换来了不再起作用的发梳和表链的故事，反映了美国下层人民生活的艰难和辛酸，赞美了主人公善良的心地和相濡以沫的爱情。文章情节生动，构思巧妙，文笔简短而精练，结局出人意料。
POST-READING 部分设计了三类任务，其中第一类是针对文章的理解，评价学生对文章理解的程度 (Exx.1-4) ；第二类是要求学生以根据课文做出的正误判断题为线索写一篇描述德拉的短文 (Ex.5) ；第三类任务要求学生根据已知的故事情节推断小说后半部分的故事情节将会怎样发展 (Ex.6) 。后两项任务具有很大的灵活性和挑战性,同时又能激发学生的兴趣和想象能力。
LANGUAGE STUDY 分为词汇和语法两项。词汇部分帮助学生学习用适合的形式和意义使用重点词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词的各种时态。在这部分练习中，学生同时能了解和学习有关作者O Henry 的生平。
INTEGRATING SKILLS 包括读和写两部分。该部分是READING的续篇。在这部分中，小说的故事情节有了戏剧性的发展和出乎意料、却又在情理之中的结局。该部分的教学重点是分析文章的写作特点和表现手法并启发学生细心体会作者是如何以文学作品为载体去表达一个深刻的思想内涵的。写作部分的任务有两项：一是根据所给出的四幅图片描写本篇小说的故事情节；二是写一篇这部小说的摘要并对此加以评论以提高学生的写作能力。
III. 教材内容处理
根据本单元的特点要求和我校学生的具体情况，我将本单元的教材做以下处理：
从话题内容上分析，warming up 和speaking 的内容关系密切; listening 部分虽然与单元话题有关，但如果它置于warming up 和 speaking之间，不利于话题的衔接。所以，我从英语学习引入，先上listening，讨论英语俱乐部活动的内容、优点，到warming up 的关于控诉奴隶制的小诗，再讨论其它的文学形式和主题，即speaking的内容，三者组成第一课时。打破了常规，但更有利于课堂上话题的衔接，课堂环节的衔接更加自然。
Reading部分和Integrating skills部分都是关于欧亨利的短篇小说《麦琪的礼物》，为了故事的完整性，我将两课阅读整合，但还是用两个课时来处理。第一节课，主要是整体阅读，通过问题的回答了解故事的主要内容及部分细节，两部分之间让学生“预测”来连接。因为故事中对女主人公的内心世界，行为进行了详细地描写，而对男主人公给描写给读者留下了很大的空间，所以阅读完成之后，我让学生展开想象，想象男主人公打算买礼物，回家路上，见了妻子后，知道妻子为他所做的一切之后等一系列思想活动。第二课时，主要对故事进行细的处理，从小说的三要素引入，复习故事的主要内容，然后对人物的语言、情感进行分析，探讨作者的写作技巧。之后，让学生创造性地想象故事的继续发展：主人公Della如何筹钱赎回丈夫的金表。接着，呈现课后的四幅图片，看图说话，复习故事的主要情节，口头叙述故事，为写作做好准备。最后，用作者欧亨利的原话来进一步归纳主题，并让学生讨论除了夫妻间的爱，人世间还有什么其它的爱，进一步深化主题。
Language Study 也用两个课时。第四课时，处理两阅读课中的难句和语言点，包括word study,并让学生任选五个或五个以上的短语编故事。（这个练习能促使学生积极主动使用学过的短语进行富有想象力的创作，从而提高学生的综合利用语言的能力，有利于培养学生的想象力和创造力。）
Grammar单独一节课作为第五课时，内容是复习所有动词时态，内容多，并且重要。先让学生自己课前进行归纳，上课检查复习，然后用一个含有多种时态小故事复习各种时态名称、结构及用法。再用一个Flash巩固各种时态的用法。
语法训练是这节课的重点。根据教学大纲、高考考试说明和平时掌握情况，复习应该侧重动词时态在具体语言环境中的运用。因此，所有的练习材料都应该围绕动词时态的运用来设计。根据高考题型及学生认知特点，由易到难我设计安排了四个练习题：单项选择、完成句子，语篇填空和短文改错(选做)。 最后用近几年有关动词时态考察的高考题来作为家庭作业，进一步提升巩固时态的用法。
其中单选题直接用网站 the Internet TESL Journal For Teachers of English as a Second Language，语言地道，题目简单，但包括所有的时态。在课堂上用竞赛的形式快速完成；完成句子和语篇填空均利用课本上的语法练习。短文改错自己改编。
Workbook中的练习处理。删减了Listening部分和Talking 部分。vocabulary 中的练习1和练习2作为词汇复习的作业。练习3作为学生复述的例子，也可作为课堂练习巩固课文内容的检测。语法练习作为语法课作业的补充。Integrating Skills中的阅读作为泛读补充。
即：
1st Period Listening, warming up & speaking
2nd Period Reading (I)
3rd Period Reading (II)
4th Period Language points & Word Study
5th Period Grammar
（注：经教材分析，根据学情，本单元可以用5课时完成，但我校通常再加2节练习课，或复习课以完成一些配套练习。）
IV. 单元教学设计的亮点：
1. Listening内容的改编，降低难度。Warming up 和Speaking相连，浑然一体。
2. Reading 的第二课时处理灵活巧妙，并有意识地培养学生对外国文学的鉴赏能力。通过形式多样的课堂活动，训练了学生的口头表达能力、想象力和创造力。
3. 语法复习时，让学生自己归纳，主动学习。课上将语法用在情景语境中学习，并用了Flash, 激发了兴趣，活跃了气氛。语法练习的设计安排由浅入深。
4．Speaking部分由于学生程度的关系，处理较为简单，但在后面的设计中学生的口头练习机会多，而且有话可说，弥补了不足。
V. 分课时教案
Period 1
Teaching Objectives:
1. Learn and master the following:
leave…behind, be proud of, garbage, maid, prince,
2. Do some listening and practise some listening strategies, like summarizing, predicting etc.
3. Learn a poem and understand the meaning of it and learn something about American literature.
Teaching Important Points:
1. Train the students’ listening strategy--predicting.
2. Understand the listening material and the poem.
Teaching Difficult Point:
How to improve the students’ listening 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.
3. Reading aloud.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching procedure:
Step 1 Lead in
T: We’ve learned English for a few years. Which do you find most difficult, listening ,speaking, reading, or writing?
In your opinion, what can we do to improve our spoken English? Or what kind of activities can you think of to practise English in a way that makes it fun?
Collect the students’ answers.
T: Have you ever taken part in an English Corner? What do you think of it?
Have you heard of reading club? Can you guess what people can do in a reading club?
Collect the students’ answers.
Step 2 Pre-listening
Go through the questions in Listening on P83,and try to guess what the listening material is about, and get the students to guess the answers.
Step 3 While-listening
1. Play the tape and try to get the answer to the question: What activity are Ben, Ann and Lily organising?
2. Listen to the tape and try to fill in the gaps.
1) Besides, it is more and more difficult to find _________________ to come and talk to us. In an ________ ____________ , the topics are always ______ _______. You often don’t know what else to talk about. So we got together and decided to _______ another kind of ________. (Who?____________)
2) The last story we read together was the ______ of _____ ______, by Jack London and before that we read a few _________ stories by Mark Twain. I am just reading for _________. I think the Club ______ me to read more and ______ more. (Who?____________)
3) I would recommend everyone to join a ______ ______. It’s an _________ and ____________ way of speaking English. You also _______ more about life and literature in ______________ countries.(goal: get the students to catch the key words, making the question answering easy.) (Who?____________)
Step 4 Post-listening
Why is this activity successful, while the English Corner is not ? At least two reasons.
T: Now there is a chance for us to experience it .
Step 5 A poem
1. Skimming
Skim the poem with the question: What kind of text is the one you have just read?
2. Reading
Read the poem and try to answer the following questions:
1) What is it about and what does it mean?
2) Can you guess who wrote the poem, a white poet or a black one?
3) Is this American literature or English literature? Could it be written by a poet from another country? What makes you think so?
Introduce some information about the writer. Get the information on the Internet.
www.english.uiuc.edu/maps/poets/m_r/randall/life.htm
Or give the Ss a reading material about Dudley Randall, do a fast reading with several sentences to decide True or False.
Poet, publisher, editor, and founder of Broadside Press. Dudley Randall was born 14 January 1914 in Washington, D.C. His first published poem appeared in the Detroit Free Press when he was thirteen. Randall worked in the post office while earning degrees in English and library science (1949 and 1951).for the next five years he was librarian at Morgan State and Lincoln(Mo.) universities, returning to Detroit in 1956 to a position in the Wayne County Federated Librarian and poet in residence at the University of Detroit, retiring in 1974.
When “Ballad of Birmingham,” written in response to the 1963 bombing of a church in which four girls were killed, was set to music and recorded, Randall established Broadside Press in 1965, printing the poem on a single sheet to protect his rights. Following the 1967 riot in Detroit, Randall published Cities Burning(1968),a group of thirteen poems. In all his life, he was regarded as a pioneer in independent African American book publishing and he is sure to be remembered for his poems as well.
( )1.Dudley Randall was a British poet and he liked to write for blacks.
( )2.When he was fifteen, his first poem appeared in the Detroit Free Press.
( )3.His family was rich enough so that he didn’t have to work as a librarian while he was studying English degree in college.
( )4. “Ballad of Birmingham” was written in response to the 1963 bombing of a church in which four girls were killed.
( )5.Dudley Randall was thought to be both a great publisher and an outstanding poet.
4) Deal with some key words: kings and queens, the common people, pigs, the Old Country .
5) What’s the theme of the poem?
T: After class,try to read some other poems of Dudley Randall. E.g: Ballad of Birmingham
Step 6 Discussion
T: Slavery is one of the major themes in literature of America. Think about the history and life in the United States. What special themes and sort of stories would you expect to find in American literature?
Look at the pictures and guess what theme each of them would be about.
Can you name some famous writers and their works?
Get the students to have a short discussion and try to report their answers.
Step 7 Summary and Homework
T: In this class, we’ve done some listening and read a poem. We’ve also talked about the magor themes in literature of America.
Try to find some good English poems or some short stories and share with your classmates next period.
Try to find as much information as you can about O Henry.
So much for today .Goodbye, everyone!
Period 2
Teaching objectives:
1. To enjoy O.Henry’s classical works.
2. To learn how to read short stories
6) To retell the story in their own words.
7) To learn some new words and phrases
8) To train the students’ reading strategies, such as skimming, scanning, summarizing.
Teaching Important Points:
1. To train the students’ reading strategies, such as skimming, scanning, summarizing.
2. Enable the students to understand the story and try to retell it.
3. How to get the students to master the useful expressions.
Teaching Difficult Points:
Retell the story in the very period.
Teaching Methods:
1. Fast reading to get the general idea of the text.
2. 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 1.Revision
1.Get the students to share their findings, such as short poems, stroies.
2. Guide the students to get to know some famous American writers and their works by matching the books with the writers.
The Adventure of Tom Sawyer ---- Mark Twain
The Beast in the Jungle ----Henry James
A Farewell to Arms ----- Ernest Hemingway
The Old Man and the Sea ----- Ernest Hemingway
Adventures of Huckleberry Finn ----Mark Twain
The Gift of the Magi ---- O Henry
The Call of the Wild ----Jack London
The Scarlet Letter ---- Nathaniel Hawthorne
3. What do you know about O Henry?(consult Appendix III)
Step 2. Scanning
T: The gift of the Magi is retitled by the editor as A Sacrifice for Love. After reading the story, you will know the reason.
Read the passage and try to answer the questions:
Who are the main characters in the story?
What’s the relationship between them?
What are Jim’s wages?
What kind of flat do they live?
Were they rich? Find the sentences to support your ideas.
What are the couple’s two most precious possessions?
What price does Della pay to buy her present?
How does she get the money?
Does Della think having a haircut will make Jim happy? How do you know?
Step 3. Predicting
What do you think will happen?
Get the students to use their imagination and guess the ending of the story.
Step 4 Reading
Read the second part of the story with the question: What was Jim’s reaction when he saw Della?
Then try to finish the following questions.
1.How did Della expect Jim to react when he saw her?
A. happy B. angry C. disappointed D. both B and C
2. What did Jim buy for Della ?
A. a shampoo B. a hat C. A comb D. A new overcoat
3. Which of the following is NOT true according to the story?
A. The day before Christmas Della was worried because she had only saved one dollar and eighty-seven cents for Jim’s Christmas present.
B. The young couple lived a hard life but they loved each other deeply.
C. Della was very nervous and worried before she heard Jim’s step when he came back home from work.
D. When Della saw her present, she was so happy to get the expensive combs that she burst into tears.
4.Which of the following is true according to the story?
A. The Christmas day was coming. Della was very happy and she was looking forward to it.
B. Jim and Della were both cried when they saw each other’s present.
C. Jim didn’t love Della any more when he saw that she had her hair cut off.
D. Jim sold his gold watch out of his love for Della.
5. What does the story mainly tell us?
A. How to celebrate a happy Christmas for a young and rich couple.
B. How to choose Christmas presents for couples.
C.A love story between a young and poor couple.
D. Money is love.
Step 5 Paraphrase some difficult sentences
Find the sentences in the passages and try to explain in English.(tell the students how to “Paraphrase” sentences.)
1.Pennies saved…until one’s cheeks burnt.
2. In the hall below was a mailbox into which no letter would go.
3. Twenty dollars doesn’t go far.
4. Expenses had been greater than she had calculated.
5. Many happy hours had she spent planning for something nice for him.
6. Down flowed the brown cascade.
7. There was no other like it in any of the stores, and she had turned all of them inside out.
8. Jim might be properly anxious about the time in any company.
9. Della doubled the chain in her hand
10. The dull precious metal seemed to flash, as if reflecting her bright spirit.
Step 5 Summary
What’s the clue of the story?
What do the main characters do to show their true love?
What’s the main idea of the story?
What’s the meaning of the title?
Retell the story briefly in your own words.(Pair work )
Then get several students to retell the story.
Step 6.Imagination
Imagine what Jim was thinking about in the following four periods. One group one topic,and discuss in small groups of four.
1 How he decided to buy his wife a gift
2 On his way home
3 The moment he saw Della with short hair
4 After he knew what Della had done for him
( Goal: 1.To develop the students’ imagination
2. To understand their love more deeply and sublime the students’ feelings.)
Step 7 Homework
1. Try to finish the exercises in the Post-reading on Page85 and Page 89.
2. Finish the exercises in Word Study on Page 86.
3. Which character speaks the following lines and what do these lines tell us about their character?
1) And now I think we should have our dinner.
2) Will you buy my hair?
3) I sold the watch to get the money to buy the combs.
4) You've cut off your hair?
5) Isn't it perfect, Jim?
6) What could I do with a dollar and eighty-seven cents?
7) Don't you like me now?
8) You won't care, will you?
Re-tell the story by putting the lines in order.
Period 3
Teaching objectives:
1. To understand the story better.
2. To learn how to read short stories
3. To learn to respect other’s love and think of others more than themselves
4.To develop imagination and creativity
Teaching Important Points:
1. To analyze the feelings of the main characters.
2. To learn the writing style of O Henry.
Teaching Difficult Points:
To analyze the feelings of the main characters.
Teaching Methods:
1.Questioning-and-answering activity to help the students understand the story better
2. Group work to make sure every student can take part in the activities
Teaching Aids:
1. A tape recorder
2. A multimedia
3. Teaching procedures:
Step 1 Revision
Talk about the elements of a story.
Setting
What is the setting of the story? Think about time and place.
Character
How many characters are in the story?
Can you name them?
Which character speaks the following lines and what do these lines tell us about
their character?
And now I think we should have our dinner.
Will you buy my hair?
I sold the watch to get the money to buy the combs.
You've cut off your hair?
Isn't it perfect, Jim?
What could I do with a dollar and eighty-seven cents?
Don't you like me now?
You won't care, will you?
Re-tell the story by putting the lines in order.
Answers
1 And now I think we should have our dinner.
Jim: He doesn't want either of them to worry or think too much about their new gifts and lost
possessions. He just wants them to enjoy Christmas together.
2 Will you buy my hair?
Della: She is willing to sacrifice her beautiful hair to be able to buy a nice gift for her husband.
3 I sold the watch to get the money to buy the combs.
Jim: He is willing to sell his most prized possession, his watch, to buy Della a nice gift.
4 You've cut off your hair?
Jim: He realizes that Della will not need the combs he bought her for a while.
5 Isn't it grand, Jim?
Della:She really wants to make Jim happy.
6 What could I do with a dollar and eighty-seven cents?
Della: She doesn't have very much money and she is worried that she can't buy a nice present for Jim.
7 Don't you like me now?
Della: She is worried that Jim will not like her with short hair.
8 You won't care, will you?
Della: She is worried that Jim will not like her with short hair.
In what order are the lines spoken in the story? (2, 6, 8, 4, 7, 5, 3, 1)
Plot
What is the climax of the story?
What is the end of the story?
What are the characteristics of the story?
The ending of the story is surprising.
Step 2. Analyzing the feelings
T: What’s the clue/chain of the story?(Repeat the structure of the story)
--------- LOVE
T: How does the writer describe the deep love of the main characters?
Eg: Jim loved Della deeply .
Find out sentences showing his love to Della.
Conclusion: By way of words and actions.
T: Another example.
Della didn’t have enough to buy Jim a gift. She was sad.
Get the feelings of Della from what she said and did.(find the sentences in the passages)
Collect the students’ sentences and explain something difficult.
T: Find another example and try to analyze it in the same way.(homework)
(goal: To learn to analyze the feelings of the characters by his or her actions and words.)
Step 3 Creativity
Jim gave up his watch to buy a gift for Della, and Della thought of him more than herself. So she really wanted to buy back Jim’s watch. How could she raise the money?
( Goal: to develop the students’ creativity)
Step 4 Discussion(group work)
At the end of the story, O.Henry seems to be saying two different things. Read the following paragraph and answer the questions
“And here I have told you the story of two children who were not wise. Each sold the most valuable thing he owned in order to buy a gift for the other. But let me speak a last word to the wise of these days: Of all who give gifts, these two were the most wise.”
Who are the two children?
Jim and Della
Why does O' Henry refer to them as “children”?
Although they are both young adults, they are simple like children in many ways.
How were they unwise?
They sold valuable things to buy gifts that they didn't really need to buy in the first place, because they were truly in love.
How were they wise?
They thought only of the other person and not of themselves when they gave their gifts.The main theme of the short story: Love is the greatest gift of all.
(Goal: to understand the story better.)
Step 5 Reading aloud
Play the tape for the students to follow.
Step 6.Writing
T: Well, now you’ve learned the story,and I hope you can recommend it to your friends. You can describe the plot to make them interested in it; or you can write a summary of the story and give your own opinion about the story.
1.Get the students to describe the pictures on Page 89
Picture1:Della, poor, bargained when buying necessities in daily life to save money for the present for Jim.
Picture2: Proud of her beautiful hair, fought with her own mind before finally decided to sell it to get some money.
Picture3: Jim, sold the watch to get the money to buy the combs for Della.
Picture4: Both of the presents couldn’t be used, but they got real love.
2. Then describe the plot of the story and give your opinions on it to each other orally.
3. Write it down as your homework.
Step 7.Summary
T:The proverb “Love is the greatest gift of all” best describes the main theme of A Sacrifice For Love (The Gift of the Magi) .this is the love beween husband and wife.Besides Love between husband and wife. Can you name some other kinds of love?
There are other kinds of love. Love between parents and children, friends, classmates, teachers and students. There’s even love to a stranger , animals and to the whole world. Think of your own story about love or the story you have heard or read about love and share them tomorrow.
( Goal: To further understand the theme----love)
Step 8 Homework
1. Write the plot down as homework.
2. Try to share with classmates your own story about love or the story you have heard or read about love.
3. Try to read another short novel of O Henry, “The Last Leaf”, for example.
Period 4
Teaching objectives:
1. Review the story .
2. Learn the use of some words and useful expressions.
Teaching Important Points:
1. How to guess the missing word according to the given sentence or passage.
2. Learn the use of some key words and useful expressions
Teaching Difficult Point:
Master the use of the key words and useful expressions.
Teaching Methods:
1. Grammar method.
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
Step 1 Revision
Check some students’ writing orally.
Step 2 Phrases
Have a competition to find all the phrases.
Live in a furnished flat
attend to her cheeks
be worthy of
take pride in
search for
do up
be covered with
take a second look at
double the watch chain
Step 3. Language points
Deal with some of the phrase above in detail and make sure the students can use them.
1. Pennies saved one or two at a time by bargaining at the grocery, at the bakery and the butcher’s until one’s cheeks burnt....
句中的at a time 是“一次”的意思。 其同义词是once. 但once还有“曾经”的意思.
e.g. We can’t do two things at a time.
注意 at a time和以下这些短语的区别:
at one time: (过去)有个时期, 一度
at any time: 无论何时, 随时
2…Della finished crying and attended to her cheeks with the powder rag. (Para3)
Translate the following sentences.
Doctor Manette attended to a young peasant boy and girl, who had been wounded … P197
The nurse attended to the wounded day and night.
Are you being attended to, sir?
Could you attend to this matter immediately?
3. Expenses had been greater than she had calculated. (Para3)
Learn some phrases about “ expense”
at great/considerable/vast expenses
at the expense of sb / sth.
at one’s / one’s own expense.
Travel/medical/living expenses
4. Something fine and rare --- something worthy of the honor of owned by Jim. (Para3)
It was a gold watch chain. It was worthy of the Watch. (Para8)
5.. It reached below her knee and made itself almost a garment for her. And then she quickly did it up again. (Para5)
6.. Della doubled the watch chain in her hand ….
What does double mean in the following sentences:
A. She got double scholarships
B. Double the carpet, and cover it on the baby.
7.. Poor fellow, he was only twenty-two ---- and to be burdened with a family!
and to be burdened with a family → He was to be burdened with a family
8.. His eyes were fixed upon Della, and there was an expression in them that she could not read.
be fixed upon →__stare at__
in them → in his eyes__
eg:
She was _____ frightened that she could not _____ her thoughts on anything.
A. so; fix B. so; spend C. such; fix D. such; spend
9. I have my hair cut off and sold it because I couldn’t have lived through Christmas without giving you a present.
have one’s hair cut have sth done
couldn’t have lived through Christmas without giving you a present →
If I __________ you a present , I couldn’t have lived through Christmas.
Eg:
今天下午我要去修理我的自行车。
10. However, she hugged them to her breast, and at length she was able to look up and smile and say: “My hair grows so fast, Jim!”
Step 4 Word study
Correct the answers to the exercises in Word Study and make sure the students can understand them.
Step 5 Homework
Revise the words and phrases learned in this period and choose at least five of them to make up a story . Share your stories tomorrow.
Write out the forms of different verb tenses.
Period 5. Grammar
Teaching objectives:
To revise all the verb tenses and learn how to use them correctly.
Teaching important points:
The usage of all the verb tenses.
Teaching difficult points
How to teach the students to master the usage of all the verb tenses.
Teaching methods
Concluding, summarizing and practice
Teaching aids
A projector and a computer
Teaching procedures:
Step 1 Revision
1 Get some students to read their stories aloud and give a short comment.
2 Show one student’s homework about the tenses.
Step 2 Presentation
1 Show a short passage on the screen:
Get the students to read through the passage and line out the different tenses in the short passage.
Tom is my good friend. Last Sunday, I asked him, “Dare you break the school rules?” “Certainly. I’ll make you a great surprise.” The next day at 8 o’clock., I found Tom was riding a bike in the schoolyard, which broke school rules badly. Now, Tom has been punished. He has been sweeping all of the six floors in the Teaching Building for three days. Now I’m helping him because I had promised him before that whenever he was in trouble, I would share with him together.
2 Lead the Ss to review the tenses and the Ss answer with the teacher’s adding and correcting.(Write the verb/ verb phrases on the blackboard, then the name of the tense, at last , the form of the verb, for example: asked, 一般过去时，did)
3 Play a flash about the usage of the tenses and get the students to consolidate it.
Step 3 Exercises
1.Multiple choice :An extra exercise on Internet.(in a way of competition)
a4esl.org/q/h/vm/verbtense.html （This exercise is easy and covers the main verb tenses and can be done on the Internet, which interest the Ss.）
1) By the end of the year, she ___ with a degree in business.
a. already graduates
b. will have already graduated
c. has already graduated
Answer b
2) As soon as I ___ home, it started to rain heavily.
a. get
b. got
c. will have gotten
Answer b
3) We ___ the chance to visit many museums in Paris last vacation.
a. had
b. had had
c. have had
Answer a
4) I ___ on this project for days without success.
a. have been worked
b. have been working
c. had being worked
Answer b
5) Don't worry. She ___ by herself.
a. is used to living
b. is used to live
c. used to living
Answer a
6) I ___ hard until I pass the TOEFL.
a. will study
b. study
c. have studied
Answer a
7) Next month we ___ our 5th wedding anniversary.
a. will be celebrated
b. will have been celebrating
c. will be celebrating
Answer c
8) If you ___ it, give it a go.
a. didn't try
b. haven't tried
c. hadn't tried
Answer b
9) I wish I ___ a millionaire so I could travel all over the world.
a. was
b. had been
c. were
Answer c
10) He ___ to class this morning because he was sick.
a. didn't come
b. hadn't come
c. hasn't come
Answer a
11) He ___ it on purpose.
a. denied having done
b. denied have done
c. denied done
Answer a
12) Children ___ to free education.
a. should entitle
b. should be entitled
c. should to be entitled
Answer b
13) ___ a UFO?
a. Did you ever see
b. Do you ever see
c. Have you ever seen
Answer c
14) Whenever I ___ talk to my boss, I get butterflies in my stomach.
a. had to
b. will have to
c. have to
Answer c
15) They ___ together for five years when they decided to get married.
a. had been
b. have been
c. were
Answer a
16) While the reporter ___ the policeman, the robber escaped.
a. interviewing
b. was interviewing
c. had been interviewing
Answer b
17) She ___ extremely quiet since her husband died.
a. is
b. has been
c. was
Answer b
18) If he ___ with his girlfriend, he ___ now.
a. hadn't broken up / wouldn't be suffering
b. hadn't broken up / wouldn't suffer
c. didn't break up / wouldn't be suffering
Answer a
2.Complete sentences and a passage. Get the students to do some exercises for consolidation. P87-88
Try to correct each other’s answers in pairs first and then give them the correct answers.
Step 4 Summary and homework
Today we have reviewed eight kinds of verb tenses.(Write them on the blackboard.) And we have also done some exercises to consolidate them. After class, you need to do more exercises and try to read a grammar book about verb tenses to master them better.
Homework:
1. P220-221 Ex1-2
2. An exercise about verb tenses(近几年高考题)
3. Make up a story and try to use as many tenses as possible.
篇6：Unit 2 Crossing limits教学设计及教案(人教版高三英语上册教案教学设计)
I．单元教学目标
技能目标Skill Goals
▲Talk about exploring the world
▲Practise judging situations and making decisions
▲Review the predicate
▲Write a persuasive essay
II．目标语言
功
能
句
式 Expressions to judge situations and make decisions:
a. Expressions used to judge situations:
1. From my understanding, I find it possible that…
2. In my opinion, nobody has the right to…
3. For the sake of…, I believe…
4. In respect for…, we should…
5. Everything has two sides, but I …
6. By no means should we sacrifice people’s life in the name of science…
b. Expressions used to make decisions:
1. It’s hard to decide… however,
2. Take everything into consideration, I …
3. In spite of…, I still believe…
4. I am likely to think… because…
5. My choice will be…
词
汇 1. 四会词汇
evaluate, various, key, origin, equip, puzzle, wealthy, Asian, African, ambassador, wander, motherland, existence, accurate, navy, treasure, command, royal, embassy, zebra, volunteer, radium, dam, suggest, accomplish, sickness, unable, sacred, refer, aircraft, arise, evidence, chairman, praise
2. 认读词汇
Christopher Columbus, endeavor, Marco Polo, spice, Ceylon, Arab, westernmost, Roman, empire, rhinoceros, horn, Shanga, awareness, fleet, symbolic, sum, horizon, navigation, Korea, the Himalayas, Sherpa, Tibet, honesty, dedication, ideal, technological
3. 词组
in the name of, in exchange for, set sail, in return, bring up, apart from, refer to, run out
4. 重点词汇
various, key, wealthy, accurate, wander, suggest, accomplish, arise, praise
语
法 Review the Predicate:
1. A team of scientists discovers an important ancient grave near the village of native people.
2. I was reading a book about Marco Polo when you called.
3. We can send robots equipped with cameras and other tools to do observations for us.
4. The world map was a great puzzle to people of early civilizations.
5. A small bronze statue of lion has been found in the Swahili town of Shanga.
重
点
句
子 1. Trade and curiosity have often formed the foundation for mankind’s greatest endeavor.
2. The Arabic contacts to the African coast led to the next meeting between black people and a Chinese.
3. The contacts between China and Africa over the centuries had led to the awareness of each other’s existence, but still no accurate maps of the countries around the Indian Ocean existed.
4. In the years between 1405 and 1433, seven large treasure fleets sailed westwards on voyages of trade and exploration.
5. The fleet made several expeditions before the exploration was stopped, probably for economic reasons.
III.教材分析与教材重组
1． 教材分析
本单元的话题是Crossing limits，话题涉及的历史和地理知识庞杂，给学生理解文章带来了较大难度。Pre-reading, Reading和Post-reading部分涉及了许多背景知识，这会给学生精读文章带来障碍。Warming Up, Listening和Integrating Skills部分涉及到Exploration话题的空间跨度很大，因此解决好中外、过去和现在Exploration的关系可以促进学生理解话题--跨越极限。Speaking和Writing以判断和劝诱为主题，旨在通过理解和学习话题，发展学生理解观点和形成自主判断，促进学生的自主决策能力。
1．1 WARMING UP 以4位中外航海家的图片为引线，引出了本单元人物和话题。4个任务设计层层深入，首先由人物事迹逐渐导向单元话题--Exploration。最后一个任务把话题引向具体的单元话题的目标语言。
1．2 LISTENING包括Pre-listening, While-listening和Post-listening三个部分。Pre-listening的目的是培养学生听前预测的能力，这就使得听的过程目的性很强。Post-listening的两个任务设计各有侧重，任务1强调对听力内容的整体理解，任务2则侧重对话题思想的理解，重在培养学生解决问题的能力。整体上来看，Listening的设计旨在培养学生预测、选择、判断和深层加工信息的能力。
1．3 SPEAKING 部分包括三个Situations。三个Situations都是以科学发现和探测为主题，提出问题情境，旨在培养学生对问题情境的判断能力和运用语言解决问题的能力。问题的情境设计具有思辨性特征，学习者只有对问题情境的深刻理解，才能做出准确的判断，在此基础上形成决策。
1．4 READING部分包括Pre-reading, Reading 和Post-reading三个部分。 Pre-reading以Silk Road为主题，输入背景知识，促进学生对Reading的深刻理解。Reading讲述了海上丝绸之路开辟的背景、发展和繁荣，文章的后半部分重点记叙了郑和下西洋的过程和意义。Reading的主题内容明确，此主题是培养学生民族自豪感的好材料。Reading的语言材料不难，但是由于文章所记叙的内容时间跨度很大，关系略显复杂，学生不易把握文章的结构。教学中处理好背景知识输入和读懂文章整体结构的任务设计，就基本可以很好地完成教学任务。Post-reading是对Reading内容的熟练和主题的拓展，最后一个任务升华了主题。这些任务设计都要求学生跨越段落寻找信息，因此教学设计中要适当补充和重新设计Tasks，以使得大多数学生都能读透文章。
1．5 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study的前两个练习序列性很强，两个练习设计注重词性拓展和运用。任务中基本涉及到本单元重点词汇和常见词汇，但是对学生而言，仅依靠这样两个任务设计是不能够达到熟练的目的，因此应该适当的在Homework或者Integrating Skills部分运用恰当的任务设计来达到使学生能够熟练运用这些词汇的目标。Word Study的第三个练习训练学生在语境中运用词汇的能力，材料内容补充了本单元话题的背景知识。Word Study基本上呈现出了本单元的重点词汇，任务形式以训练为载体，强调了语言知识的运用能力，因此教学中要细处理。Grammar 则分成两个Parts. Part 1要求学生要学会识别和判断Predicate；Part2强调了Predicate在语篇中的运用。由于是复习内容，所以两个Task的内容设计显得简单，可以适当补充一些Tasks来强化学生在写作过程中准确运用Predicate的能力。
1．6 INTEGRATING SKILLS分为2部分：Reading 和Writing。Reading记叙了中外Pioneers爬越珠穆朗玛峰的过程，文章的语言内容不难，不会对学生构成整体的阅读障碍，但文章中涉及到的一些细节知识需要学生细读才能准确把握，因此可利用本篇阅读材料重点培养学生细节理解能力。阅读材料后的四个任务设计都是围绕细节理解展开，任务设计采用口头回答和Paraphrasing的形式，目的是训练学生的口头表达能力。Writing部分的内容以阅读材料为背景，以爬山是否应该带氧气为主题形成讨论，分为两种观点。题目设计同前面Speaking话题相同，训练学生的思维辨析能力，提高其运用笔头形式表达观点的能力。写作要求学生要拓展话题，了解更多的Mountain-climbing事实或实例来支持观点。因此写好文章的关键重在于事例和事实的采集、整理和分析。
1．7 Tips的主题内容是阅读指导，指导学生对于不同文体和主题的阅读材料要选用不同的阅读方法。阅读策略训练一直都是阅读指导的重点，因此可选用报刊选载、小说和科技说明文来指导学生利用Tips的建议阅读，强化阅读策略训练。
1．8 Checkpoint 2是本单元语言知识的反馈和强化。分为谓语形式和单元话题词汇与句式复习两个部分，此项内容可以作为反馈练习来强化单元知识。
2． 教材重组
2．1 教材的Warming Up和Listening两部分内容相关性很大，Warming Up的材料不仅可以导出单元话题，而且可以利用Warming Up的内容为Listening铺垫必要的语言准备。Workbook部分的Listening practice可以被用来补充更多的单元信息和训练学生的听力能力。因此可以整合这3部分内容，上一节听力课。
2．2 Speaking的内容以Exploration为题，重在培养学生运用思维辨析、判断和决策的能力，组织语言材料的难度较大。但可以借助Warming Up的内容和听力材料为辅助材料，运用Mind-Map教学策略来帮助学生收集材料，降低难度，上一节口语课。
2．3 Pre-reading, Reading和Post-Reading三个教学环节序列性很强，互为补充。Integrating Skills的Talking部分同教材Reading部分内容有很大相关性，整合这4个环节，可以设计一节文化背景输入→阅读→读后反思→读后讨论的流线形精读课。
2．4 LANGUAGE STUDY重在语言知识复习和强化，教学中通过合理设计任务，分类组合，设计一节以语言训练为载体的语言知识学习课。
2．5 INTEGRATING SKILLS 的Reading的内容相对简单，但是在单元教学中作用很大。其内容不仅是对单元话题的拓展，也是对后面写作内容的铺垫。通过精处理，拓展话题理解，训练语言知识，就可以起到承前启后的作用。
2．6 INTEGRATING SKILLS 部分的写作设计是对单元话题的总结。语言的输出方式以Essay载体，以单元主题为话题，既呼应了SPEAKING，又升华了主题。
2．7 Work book 的Integrating Skills分为Reading和Writing两部分内容，Reading的内容同教材部分Reading的内容的文章结构有相似之处，都是对历史事件和历史人物的记叙和评价；Writing以Essay writing 为主题，呼应教材Speaking和Writing部分。因此可以这两部分为载体，上一节综合实践课来强化本单元读写技能的实践运用。
3． 课型设计与课时分配（经教材分析，根据学情，本单元可以用7课时教完）
1st Period Listening
2nd Period Speaking
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing
7th Period Integrating skills
IV.分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment
2. Ability goals 能力目标
Enable students to learn that exploring in the past and present are quite different.
3. Learning ability goals 学能目标
Enable students to learn how to compare between the past and present exploring.
Teaching important points 教学重点
Enable students to fully understand the “problem-solution” part in Warming Up and Listening materials.
Teaching difficult points 教学难点
By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening.
Teaching methods 教学方法
1. Team work learning
2. Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision (Give reading materials before class)
T: First, let’s check your homework to see how well you have prepared for the class. Now please do the quiz.
Quiz:
1. Who was the first person that mapped the Indian coast?
2. Who was the first person that discovered the “New World”?
3. Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?
4. What was James Cook’s purpose of his voyage?
Key:
Zheng He
Columbus
Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during his exploration.
Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.
StepⅡ Warming Up
Task one: World map exploration
T: Look at the map and tell me how many continents there are in the world. What are they?
Show a world map through slide.
S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North America, South America and Antarctic.
T: Observe the map carefully and find their separate positions. Tell me which ocean separates Asia from Oceania, and which separates Europe from America. Then tell me which oceans we have to cross if we take the shortest route from China to the east coast of Africa by sea.
S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe from America. We have to cross the Pacific Ocean and the Indian Ocean.
Task two: Discuss and answer
T: Work in pairs and discuss the following question?
Question: What were the dangers and challenges that explorers had to face in the past while exploring the world? You can find answers in your reference handout or recall them from your memory.
S: There were a lot of dangers that made their exploration difficult. First, they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly natives.
Task three: List words and expressions
T: Since we have known a lot about exploration at sea, now please recall the words and expressions we just used in talking about exploration. You can also think out these words and expression by using mind-map strategy.
Students recall the words by using mind-map strategy and make the following list.
Item
Language
Words with the meaning
exploration and discovery Make a discovery, expedition,
explore the unknown, exploration
Purposes and experiences in the course of an expedition Do scientific research, map the coast, find a new landmass, discover an island, hit a rock, meet with storms, fight against the natives, land, hide in a harbor
Transport and communication
set out for, set sail for, on board, by sea, on deck, by radio, by flag language, by telephone
Step III Pre-listening
Task one: Prediction
T: Now we are going to hear an interview between a reporter and a professor about exploring in the past and at present. Before listening, please think what sort of questions the reporter will ask and list at least three questions.
S: He may ask the following three questions. 1. What communicating tools did they use in the past? 2. How did they store enough fresh water? 3. How did they deal with sickness in the course of exploration in the past?
T: If the reporter raises the above questions, what examples will the professor give to answer the questions?
S: He may give an example of a great explorer and explain the questions.
Task two: Question and answer
T: What modern means can explorers make use of today?
S: They can send messages by radio and take pictures with advanced cameras in space travel. They can also use robots and other advanced equipment to accomplish some dangerous tasks.
Step IV While-Listening
Task one: Listen for the first time and fill in the chart
T: In the tape you are going to hear the differences of communication and transport used in the past and at present. Listen to the tape and fill the chart of exercise 2 on page 11.
Students listen and do the excercise.
Task two: Do shorthand
T: Listen to the tape for the second time and fill in the chart below. Before that you had better read the questions of exercise 3 carefully.
Students listen to the tape and do shorthand.
Risks in the past
Solutions for modern explorers having no map
Similarities between the past expeditions and trips to Mars
Step V Post-listening
Task one: Discussion
T: Exploration means advancement. It was Armstrong’s first step on the moon that enables people to know what the real moon is like. Meanwhile, explorations are not without dangers and challenges. Recall your early experiences or choose one topic from the teacher’s list to discuss what dangers or difficulties you may have in the course of exploration. Work in groups of four and list all the possible dangers or difficulties. After that, please find out possible solutions to the problems.
Teacher’s list:
Situations
Exploring an uninhabited (无人居住的) island
Going through a cave
Discover a special plant
Students discuss in groups and try to find out possible solutions.
S: Take exploring an uninhabited island as an example, we may meet the following dangers and difficulties and we have found out possible solutions to them, as is shown in the below.
Dangers and difficulties Solutions
We may meet with big waves on the voyage Prepare a boat strong enough and listen to weather forecast before hand
We may get lost in the island Take a compass and make marks along the way
We may find it difficult to make meals Prepare enough food and fresh water and take some matches
We may be attacked by the snakes Prepare a safe sleeping bag and some medicines
Step Ⅵ Listening practice
Task one: Choose the best answers
T: Listen to the tape for the first time and do exercise 2 on page 153.
Students go through the requirement before listening and listen to get the answers.
Task two: Listen and answer questions
T: Listen to the tape for the second time and do exercise 3 on page 153.
Students go through the requirement before listening and find answers to the questions.
Step VII Homework
Task one: Use the following words to make short phrases (eg: evaluate-evaluate the situation)
Words and expressions: evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available
Task two: Interview some of your classmates and find out if they would like to take part in “A Trip to an Uninhabited Small Island”. Then write a small passage showing different opinions and their reasons. At the end of the passage, you should express your own reason and opinion.
Sample key:
Yesterday I made a survey among my classmates to see if they would like to take part in a trip to an uninhabited island. Their opinions are divided.
About 60% of the students agree to take apart in the exploration. Some believe that exploration will build up their courage. Some girls think the exploration will make their experience richer. And most students are curious about it and take it a good chance to test their ability of independence.
About 40% of students disagree with the idea. The main reason is that it is too dangerous. The rest of the students take no interest in such activities.
From my point of view, I think life means to experience. And we can be more independent only when we take a positive attitude towards everything. Therefore, I will take part in it.
The Second Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available
b. 交际用语
Expressions used to express opinions:
From my understanding, I find it possible that…
In my opinion, nobody has the right to…
For the sake of…, I believe…
In respect for…, we should…
Everything has two sides, but I …
By no means should we …
From my point of view, …
2. Ability goals能力目标
a. Enable students to properly express ideas and opinions.
b. Enable students to collect facts or examples to support their opinions.
3. Learning ability goals学能目标
Teach students learn how to express their opinions and ideas in daily life.
Teaching important points 教学重点
Learn to collect enough information for speaking by brainstorming.
Teaching difficult points 教学难点
How to prepare for a debate.
Teaching methods 教学方法
Task-based learning
Debating strategy
Co-operative learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
Task one: Read and review the words and expressions
T: First let’s check your homework and read the following phrases.
evaluate the situation, various solutions, make a decision, in the name of the Chinese emperor, solve the energy problem, be rich in all kinds of resources, take possession of the land, damage the relic, disturb the sleeping child, everything is available
Students read and consolidate the words and expressions.
Step II Lead-in
Task one: Get familiar with the topic
T: Read the third topic of Speaking on page 11 and find what is talked about in the situation.
Students read the third situation carefully and find the topic.
S: The topic should be: Can We Use Robots to Take the Place of Human Beings?
Step III Language preparation
Task one: Collect information (brainstorm)
T: After knowing what the topic is, let’s find enough information to carry out our talk on the topic. Now please look at these questions and show your opinions.
Questions:
1. Can robots do all the jobs that human beings can do?
2. Can human beings live like robot on the planet of the Mars?
3. Why didn’t the scientists of the USA send robots instead of Armstrong and his two co-workers to the moon?
4. What possible dangers will human beings meet on the Mars?
5. Is the sacrifice worth doing for the sake of scientific advancement?
6. Are there any space disasters that you have known?
Sample keys:
1. No. Robot can not completely replace the work of human beings.
2. No. Human beings can only live in certain environment with air, water and proper weather, while robots can live in extreme conditions.
3. Because robots couldn’t meet the requirements of scientist at that time.
4. Lack of air and the weather is extremely cold or hot on the surface of the Mars. (All of these may endanger people’s lives.)
5. Science means sacrifice, so it is worth doing for the advancement of science.
6. Russian spaceship crashed and killed several astronauts.
Task Two: Present opinions
T: Work in groups (four in one). Each student presents your opinions to the other three. You are required to use the following phrases in the box below.
1. From my understanding, I find it possible that…
2. In my opinion, nobody has the right to…
3. For the sake of…, I believe…
4. In respect for…, we should…
5. Everything has two sides, but I…
6. By no means should we sacrifice people’s life in the name of science…
Students express their opinions to their group members.
Task Three: List examples or facts
T: Work in pairs and list your reasons to support your opinions. You can do the practice following the sample below.
Sample:
In my opinion, robot can not replace human’s work because of the following reasons. First, … Second, … Third, …
Step IV Discussion and oral practice
Task one: Discussion
T: Work in groups again (four in one). The group leader counts the positive and negative opinions in your group. Then the whole group vote to decide to take only one opinion as your group’s opinion (positive or negative).
Students work in groups and make a decision.
Task two: Collect information
T: Work in groups and try to collect enough information for a debate. You had better list as many examples as possible.
Students work together as a team to collect enough information for a debate.
Step V Debate
Task one: Presentation
T: Now the whole class will be divided into two large groups. One is to take the positive stand and the other is to take the negative stand. Those who take the positive stand will be in group A. And those who take negative stand will be in group B. Next you should take the following process to do the debate. Look at the chart below and see what the whole process is.
Process Ⅰ
1. Each group chooses a representative and a sectary to do shorthand.
2. The representative from group A (positive group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute）
3. The representative from group B (negative group) presents the entire group’s opinions and reasons.（each student is limited to 1 minute）
Students do presentation by following the process above.
Task two: Debate
T: Two groups debate with each other by using the examples and facts you have collected just now. But each debater has to be brief and come to the point.
Students debate with each other.
Process Ⅱ (the sectary do shorthand)
1. Debater A states opinion and presents examples or facts.
2. Debater B states opinion and facts to argue with debater A.
Task three: Conclusion
T: In the course of debate each debater did a good job. Now each group is required make a conclusion speech.
Each group chooses a person to make a conclusion speech.
Process Ⅲ
1. The representative from group A makes conclusion speech.
2. The representative from group B makes conclusion speech.
Sample conclusion speech:
Group A:
Science means to explore and research, while on the other hand, only those who are devoted to science can make great achievement in the scientific field. As part of scientific research, exploration is dangerous and it challenges people’s courage, endeavor and spirit to sacrifice. It was the braveness of the early explorers that made people discover “the New World”. But in their course of expeditions, many people lost their lives because of the storms, sickness and lack of fresh water. In space travel human beings are making progress day by day. But if there were no Armstrong, we would not know what the real moon is like. In conclusion, robots can help people do a lot of things, but they can not completely replace human’s courage and wisdom.
Group B:
Robots are ideal alternatives to replace human beings to accomplish the task on the Mars. First, the extreme condition makes it impossible for humans to land on it. Therefore, it is not ripe for human to land on the Mars. Second, lives are always valuable, and we should avoid unnecessary sacrifice since robots are perfect alternatives. We should make full use of it. Third, robots can do better jobs in photographing and data analysis. All in all, it is foolish to cause unnecessary deaths since we can avoid it.
Step Ⅵ Homework
Task one: Preview the following words
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition
Task two: Read the handout and remember as much background information of Reading as possible.
Reference: The other two topics can also be designed to follow the process below.
Language preparation
Discussion
Debate/solution
Design of topic 1:
Topic: Can space explorers of the future take possession of other planets or resources on those planets?
Language preparation:
1. Can we use “first come, first served” principle in space exploration?
2. Is space exploration very expensive?
3. What should we do first if we colonize other planets?
4. Will exploration lead to fierce competition among countries?
5. Will opening up the planet spoil their natural appearance?
6. Is it equal for all the countries on the earth if only a few countries can take possession of the planet just because they are the first to land on it?
7. If so, will fierce competition cause wars?
Keys:
1. It is true, because there is no international law for us to adhere and we have to use natural principle.
2. Yes, space exploration research costs a lot. And the first country has to invest large sums of money before they land on the planet.
3. They have to spend great effort to open up it and make it possible for human beings to live in it.
4. Yes. However, competition among those able countries may lead to greater progress.
5. Yes, it surely will.
6. No, it is unequal.
7. Yes, it will cause wars just as it did when Europeans began their exploration on the sea.
Discussion: …
Conclusion speeches:
Sample one:
First come, first served. So I believe the first country who has reached the land has the right to take possession of the planet and its resources.
For one reason, the first country has to invest large sums of money on the project on the research before they can send human beings to the Mars or other planets. It’s reasonable for the first country to make up for their expense. For another, if space explorers take possession of the land, it will take them great effort to open up and colonize it. If they are not allowed to take possession of the land, they will lack interest in the work. Lastly, if space explorers are encouraged to own the land, this will lead to competitions among countries. Thus space exploration will become prosperous and lead to greater discoveries.
Sample two:
The earth is ours, so are the planets of outside space. From the ancient time human beings had begun to explore the knowledge about the outside space and now we come to know more and more about space. We can’t make it if it were not for the world people’s joint endeavor. Without the accumulated knowledge from the ancient people of the world, the few developed countries would not make it possible to master the technology to land on the Mars. Therefore, it is the world people’s wisdom that makes today’s achievement. If the first country is allowed to take possession of the land on the Mars, it will not be fair other countries that don’t have the technology to explore space. Therefore, it is not right to take possession of other planets or resources on those planets. Besides, if the “owners” begin to open up these planets, they may destroy the natural beauty of these planets. Also it is possible that fierce competitions among countries may lead to wars as they happened before.
The Third Period Reading
Teaching goals 教学目标
1. Target language目标语言
a.重点词汇和短语
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition
b.重点句子
Trade and curiosity have often formed the foundation for mankind’s greatest endeavor. (p12)
Over the next few hundred years, the Swahili kingdoms and the islands off the African coast developed into the world’s trading centre for ivory, spices, rhinoceros horns, shells, animal skins and sugar. (p12)
The Arabic contacts to the African coast led to the next meeting between black people and a Chinese. (p12)
In the eleventh century, the Africans made several voyages to the court of the Song Dynasty. (p12)
2. Ability goals能力目标
a. Enable the students to know Chinese contribution to world exploration in the 15th century.
b. Develop students’ ability of basic reading strategies of bottom-up and top-down.
3. Learning ability goals学能目标
a. Students will understand the great contribution Zheng He had done to the world, thus they may take these national heroes as example and follow them.
b. By using the strategies of bottom-up and top-down, students will learn to generalize and collect information.
Teaching important points 教学重点
The explorers’ great contribution to world trade and economy.
Teaching difficult points 教学难点
Guide the students to pick out the main clue of the passage and the development method of the text.
Teaching methods 教学方法
Team work learning.
Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
Task one: Check words and expressions
T: Let’s do a mini cloze test and see how well you prepared for the lesson. (show a slide)
Cloze test:
1. Trade and ____(好奇) have often formed the foundation for mankind’s greatest endeavor.
2. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea route to the distant, ____(富有的) Asian lands.
3. Silk from China found its way over land along the Silk Road to India, the middle east and Rome, ____(来交换) spices and glass.
4. Ceylon, with its ____(中央位置), was the place where Chinese merchants met with Arab merchants and heard about the westernmost lands.
5. Gan Ying, a Chinese ____(大使) went to the east Roman Empire over land.
6. The contacts between China and Africa over the centuries had led to the awareness of each other’s ____(存在).
7. Still no ____(精确的) maps of the countries around Indian Ocean ____(存在) before Zheng He.
8. By the beginning of 15th century the time was ____(成熟).
9.Under the ____(统帅) of Zheng He, the fleets set sail from the south China Sea across the Indian Ocean to the mouth of the Red Sea.
10. Zheng He ____(重建) relations with the kingdoms of the East African coast.
11. The fleets made several ____(远征) before the ____ (探险) was stopped.
Keys: curiosity, wealthy, in exchange for, central position, ambassador, existence, accurate, existed, ripe, command, renewed, expeditions, exploration
Task two: Know about Silk Road
T: Let’s see how much you know about Silk Road. Next please fill the following blanks with suitable words. (show a slide)
Students try to fill the blanks by recalling from memory or referring to the handout.
Exercise:
1. The Silk Road, which is regarded as the greatest ____ (东西贸易通道), was first traveled by Zhang Qian when he was sent on a diplomatic mission to the____ (西方地区) in the Han Dynasty (206 BC-AD 220). The Silk Road was not only for____ (货物) but also for the transmission of ____ (知识和观点) between east and west.
Keys: East-West trade route, Western Regions, goods, knowledge and ideas
Step Ⅱ Lead-in
Task one: Know about great explorers
T: Today we are going to learn a lot about the great explorers in the world. Now let’s have a quiz to check your knowledge about them. Please look at the quiz and tick true or false after your reading. (show a slide)
Students look at the quiz and make judgment.
Quiz:
1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87 years later than Columbus’s exploration to the Atlantic Ocean. (false)
2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was to seek treasure. (true)
3. Marco Polo’s traveled from Italy to China and they stayed in the Ming court for a long time. After that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco Polo's accounts that they began searching for sea routes to China, Japan, and the East Indies. (false)
Step Ⅲ Pre-Reading
Task one: Background information input
T: Now please turn to page 12 and look at question 2 and 3 of Pre-reading. Discuss the two questions with your partner, and then I will call three students to come to the front to make three presentations.
Students discuss the two questions in pairs.
Ask three students to make presentations in the front.
Sa: In the Ming Dynasty, the passage to the west, where now the central Asia stands, was controlled by Mongols. When the Mongols’ court was overrun by the Ming government, the two powers were unfriendly to each other. As a result, it was almost impossible for the merchants or ambassadors to cross the passage to the west.
Sb: Gan Ying, a great explorer and ambassador of the Han Dynasty, took the route of the Silk Road over land to accomplish a mission given by the Han emperor. He reached many countries along the Silk Road, though he was not able to arrive at his estimated destination-Da Qin (the west Roman empire).
Sc: Zheng He, a national hero, was famous for his seven voyages across the Indian Ocean, which established China’s rule of the sea in 15th century.
Step Ⅳ While-Reading
Task one: Predicting according to the title (Top-down)
T: Please look at the title of the reading material (Reaching Out Across the Ocean) and guess who reached out across the ocean.
S: Maybe they were China and countries along the Indian Ocean.
T: Why did China reach out across the ocean?
S: They wanted to trade with western lands and show friendship to them.
Task two: Predicting according to the thesis sentence
T: Read the first paragraph carefully and answer the following questions.
Students read quickly and try to find information to answer the questions.
Questions:
1. What formed the foundation of mankind’s interest in exploration?
2. What was Columbus’s purpose of searching for the wealthy Asian lands?
3. Which ocean does the world “western ocean” refer to?
4. Guess who explored the Western Ocean before Columbus.
T: Now I will ask some students to answer these questions.
Sa: Trade and curiosity formed the foundation of mankind’s interest in exploration.
Sb: His purpose of searching was to seek treasure.
Sc: It referred to part of the Pacific Ocean west of Brunei and part of the Indian Ocean along the coast.
Sd: Many people explored the Western Ocean, among whom Zheng He was the most famous.
Task three: Predicting the main idea of the whole passage
T: Work in pairs and predict the main idea of the whole passage according to the title and the first paragraph.
S: My prediction is: The passage is mainly about the explorers from China and other lands who explored the Indian Ocean before Columbus.
Task four: Survey
T: Read paragraph 2 to paragraph 5 and answer the following questions.
Students read carefully and find the information to the questions.
1. In the Han Dynasty, who traveled over land to the East Roman Empire?
2. Between the Han and early the Tang Dynasty, Which part of Africa developed into the world trade centre?
3. During the Tang Dynasty which traveler wrote Record of My Travels?
4. Before the Song Dynasty which means of transport did Chinese travelers mainly use?
5. In the eleventh century, who made several voyages to the court of the Song Dynasty?
Keys:
1. In the Han Dynasty, Gang Ying traveled over land to the East Roman Empire.
2. Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre.
3. During the Tang Dynasty Du Huan wrote Record of My Travels.
4. Before the Song Dynasty Chinese travelers mainly traveled over land.
5. In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.
Task five: Generalize the main idea of each paragraph
T: Read paragraph 6 to paragraph 9 and generalize the main idea of each paragraph.
Students read paragraph 6 to paragraph 9 and try to get the main idea of each paragraph.
T: Since you have finished the task, I will call some students to tell which sentence showing the main idea of each paragraph.
S: In paragraph 6, the second sentence shows the main idea of this paragraph. From paragraph 7 to paragraph 9, the first sentences show the main idea of each paragraph.
Task six: Read and build the schema chart of the passage.
T: Read the whole passage again and build the schema chart as below.
Students read the whole passage and build the schema chart.
Schema chart
Title Reaching Out Across the Ocean
Thesis sentence Many great explorers made expeditions across the Indian Ocean long before Columbus, among whom Zheng He was the most prominent.
Main idea
(before Zheng He) P2 China had contacts with countries along the Indian Ocean from the early time, and during ancient time explorers had begun to contact with each other.
P3 Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre and attracted merchants from the world.
P4 During the Tang Dynasty, Du Huan, who traveled to many lands, wrote the book Record of My Travels.
P5 In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.
Main idea
(after Zheng He) P6 By the beginning of the fifteenth century the time was ripe for a grand meeting.
P7 In the years between 1405 and 1433, under the command of Zheng He, seven large treasure fleets sailed westwards on voyages of trade and exploration.
P8 Zheng He renewed relations with the kingdoms of the East African coast.
P9 The fleet made several expeditions before the exploration was stopped.
Step Ⅴ Post Reading
Task one: Questions and Answers
T: Look at Post-Reading part and answer questions of exercise one and two.
Sa: Traveling stories and trade made people know about far-away civilizations. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea routes to the distant and wealthy Asian lands. People of Han Dynasty knew about Africa through the mouth of merchants.
Sb: They are east, west, westernmost, eastern and so on. Theses words are used to suggest that the topic of the passage is the communication between the west and the east.
Task two: Fill in the chart
T: Read the requirement of exercise 3 and 4 carefully and fill in the two charts.
Key to exercise 3:
Period Name Way of travel Goods
Han Dynasty Gang Ying Over land Rhinoceros horns
From Han Dynasty to the early Tang Dynasty Ivory, Rhinoceros horns, spices, shells, animal skins, sugar
Tang Dynasty Du Huan Over land and by boat
Song Dynasty By sea A bronze statue of a lion
Ming Dynasty Zheng He By sea Zebras, giraffes, Ivory, Rhinoceros horns, shells
Key to exercise 4:
Goods Africa Africa and Asia
Zebras √
giraffes √
Ivory √
Rhinoceros horns √
shells √
Task three: Paraphrasing (Exercise 5)
T: Paraphrase the phrases and sentences from the text in English using your own words.
Sa: The Africans left the African land and came for a visit to China by sea.
Sb: In the Ming Dynasty both China and the eastern coast countries became very prosperous, and there came the great need for state-to-state contact.
Sc: The part of ocean where the Red Sea meets the Indian Ocean.
Sd: For a short period of time, China held the power of sea for she had large navy, experienced sailors and an excellent admiral-Zheng He.
Task four: discussion
T: Read the requirement of exercise 6 of Post reading, and discuss it with your partner. After that I will call some students to show your opinions.
Students discuss with their partner and come to a conclusion.
Sa: The symbolic meaning is that by trading they built friendly relations. The peaceful communication led to the mutual understanding of each other beyond the basic knowing of each other’s existence.
Sb: Before the USA and China renewed their diplomatic relationship in the late 1970s, China invited the American table tennis delegation to visit China for a friendship match. After the event, the USA expressed her willingness to establish diplomatic relationship with China. Later the event was called Ping-Pang diplomacy.
Step Ⅵ Discussion
Task one: Read and discuss
T: Turn to page 154 and look at Talking. Read the short passage and find out the topic to be talked about.
S: The passage is about the development and influence of Zheng He’s achievement.
T: History develops in two ways, and different choices may result in different outcomes. Discuss with your partner and find out what are the two different outcomes. Then please raise some questions following the examples below.
Students discuss and think out different outcomes.
1. What if China was the first to discover Australia?
2. What if Chinese first settled in Australia and America before the westerners?
3. What if Chinese continued trade with the western world in a large scale after Zheng
He’s expedition?
4. What if Chinese began to run restaurants in Europe in 1800s?
5. What if in most part of the world people can speak Chinese?
6. What if Chinese set up Chinese clinics in Europe after Zheng He’s exploration?
Task two: Discuss and explore
T: Look at the second topic and find out more possibilities.
Students read the requirement and find more possibilities following the sample.
Possible answers:
1. If China had continued to sail further down the African coast, China might have discovered the way to the west Europe. Through continuous contact with the west, China could have established embassy relationship with the westerner.
2. If China had continued to explore to the south and across the Pacific Ocean, she might be the first to discover Australia and America. This way, Chinese might be the dominant language around the world.
3. If China had opened her door earlier as in 1400s, she might have suffered greater loss and have been invaded by the westerners earlier.
Step Ⅶ Homework
Do a project: Before the Song Dynasty, most of Chinese explorers went to other lands over land. But since the Song Dynasty, people began to seek routes to other lands by sea. Make use of the Internet or other resources to find out the reasons.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
discover, original, equipment, correct, inspect, evaluate, possess, contribute, ignore, competition, existence, wealthy, accurate, royal
b. 语法
Review the predicate
2. Ability goals 能力目标
Review the predicate and let students be exact in the use of the Predicate.
3. Learning Ability Goals 学能目标
Teach students learn how to distinguish different types of Predicate and how to use them properly.
Teaching important points 教学重点
Different types of Predicate.
Teaching difficult points 教学难点
By reviewing the predicate, get students to establish a sense of exactness in using the voices and tenses.
Teaching methods 教学方法
Team work learning
Task-based learning
Repetition and practice
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
T: Good morning/afternoon. Homework first! Have you searched on the Internet or consult other sources? Who’d like to give us the reason?
Sample key:
The Silk Road was the most important route that connected Asian and European countries. It began to exert its function in the Han Dynasty. After the Tang Dynasty, it began to fall partly because the later courts in China were not strong enough. In Song Dynasty, her relationship with other minority governments was very tense, and they always made wars with Song Dynasty. Because of her weakness in power and the continuous wars, most Han people migrated to the south to seek a well-being life. As a result, the economic centre began to slowly transfer from the north to the south since then. During this period, the main passages to European countries were controlled by other minority powers and it was difficult for Song’s people to travel by road. The need to find a route by sea was urgent, thus the Sea Silk Road gradually took the place of the old Silk Road over land.
StepⅡ Word Study
T: Now please turn to page 14 and do exercise one.
After students finish the exercise, check the answers with the whole class.
T: Next, let’s look at exercise two. Before you do it individually, let’s read all the sentences and see what part of speech is needed in each blank. Then please fill in the blanks with the right form of the word.
After students finish the exercise.
T: Let’s check to see how well you have done it. Next we will move to exercise 3. Exercise 3 is a short passage about Zheng He’s voyage to the western Ocean. Choose the appropriate words or phrases from the box to fill in the blanks.
After students finish the exercise
T: Let’s check together.
Deal with exercise on workbook.
T: Please turn to page 156 and look at exercise 4 of Word Study. Translate the following sentences into English, using the phrases in brackets.
After students finish the exercise
T: Let’s check it one by one. The first one, any volunteer?
…
Step III Grammar Study
Task one: Underlining and explaining
T: Look at exercise 1 of Grammar on page 15. Please underline the predicate in the following sentences and explain what type of predicate it is.
Students underline the predicate in each sentence and distinguish what voice and tense is being used in each sentence.
Task two: Complete the passage with proper form of the verbs.
T: Exercise 2 is a passage about the height of the Silk Road in the Tang Dynasty. Try to get as much information as possible while filling in the blanks with the proper forms of words in the bracket.
Students finish the task in required time.
Task three: Complete the following answers by adding the Predicate.
T: Look at exercise 1 of Grammar on page 156. Work in pairs and complete the following answers.
Students work in pairs and finish the exercises.
Step IV Homework
Task one: Finish exercises 1 to 3 on page 155 and exercises 2 to 3 on page 157.
Task two: Preview Reading part of Integrating Skills.
The Fifth Period Extensive reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
conquer, accomplish, apart from, unable, survive, sacred, strength, expedition, contain, run out, aircraft, arise, attempt, evidence, praise
b. 重点句子
All that was left to be conquered was the “third pole”, the highest mountain on earth, Mount Qomolangma.
Climbing at such high altitudes requires great skill and is not without risk.
Sherpa’s strength skill, honesty and dedication have made them ideal companions on the mountain.
One of the first foreign expeditions to climb Mount Qomolangma arrived in Tibet in 1921, but at the time they had no idea what they were up against.
The Chinese made their first successful attempt in 1960.
2. Ability goals 能力目标
Enable students to learn about the exploring of the Mount Qomolangma home and abroad.
3. Learning ability goals 学能目标
Understand the real meaning of exploring and mountain-climbing and learn to challenge oneself in real life.
Teaching important points 教学重点
How to answer question 3 of Post reading.
Teaching difficult points 教学难点
Generalize the whole passage by picking out key information.
Teaching methods 教学方法
Team work learning
Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision (Check homework-task one and two)
T: First I will check your homework. First, let’s deal with exercises on workbook.
Check the answers with the whole class.
…
StepⅡ Lead-in
Task one: Discussion
T: Before we study the passage, we will have a discussion. The topic is: What difficulties and dangers will a person face when he climbs Mount Qomolangma?
Students work in pairs and come to a conclusion.
S: The climbers will face the cold, thin air and low oxygen levels. Besides, continuous bad weather may endanger the climbers’ lives. Worse still, they may meet with snow collapse, which is fatal. Lastly, there will be no chance to survive if the oxygen runs out.
T: You are right. Even if there are so many dangers and difficulties, pioneers were courageous and many of them have conquered Mount Qomolangma.
Step III While-reading
Task one: Predict the content
T: Before reading the text, tell me what are needed to conquer Mount Qomalangma.
S: Besides all the necessary equipment and preparations, it needs the climber’s skill, courage, strong will and wisdom.
T: Look at the title and answer the questions.
Questions:
1. What does “going high” mean?
2. What is the passage going to talk about? The pioneers or the third pole?
Sa: In my opinion, going high means climbing the mountains.
Sb: I think the passage is going to talk about the pioneers.
Task two: Read and check information
T: Please read the first two paragraphs and answer the 3 questions of exercise 1 on page 17.
After a few minutes
Sa: “The third pole” means that Mount Qomolangma can be compared with the North Pole and the South Pole for its extreme conditions.
Sb: First, both the North Pole and the South Pole lie in the southernmost and northernmost points of the world, while Mount Qomolangma is the highest mountain in the world. Second, like the North Pole and the South Pole, people find it hard to conquer because its extreme conditions.
Sc: Tibet is rich in high mountains and to this point there are hundreds of mountains that can be called the third poles. All these mountains are high and difficult to conquer because of their extreme conditions.
Task three: Questions and answers
T: Read from paragraph 3 to paragraph 5 and answer the following questions.
1. Why can the Tibetans live at ease in such extreme conditions?
2. What makes Sherpas the most reliable guide in every attempt to climb Mount Qomolangma?
3. What might have been the possible reasons that made British expeditions fail in 1922 and in 1924?
4. Why could Edmund Hillary and Tenzing Norgay make it to the summit of Mount Qomolangma?
5. How do you understand the sentence “Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievement”?
6. After the first successful climbing, why did so many people still want to climb Mount Qomolangma?
Sample keys:
1. Tibetans can live at ease in such extreme conditions because they have lived in Himalayas for centuries and have adjusted to the conditions at such a height.
2. Sherpas’ strength, skill, honesty and dedication have made them the most reliable guide.
3. They were not prepared to many unexpected difficulties and they were not very familiar with Mount Qomolangma.
4. After World War Two, technological advances in clothing and equipment had been made and more was known about the mountain itself.
5. Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.
6. Different people represent different countries and different “number ones”.
Task four: Survey
T: Read from paragraph 6 to paragraph 7 and finish the following cloze.
Cloze:
The Chinese ___(首次成功攀登) in 1960. The team members ___(包括) Gongbu, Wang Fuzhou and Qu Yinhua. It was dark when they ___(到达顶峰). Thus they ___(没能够拍到照片) to produce evidence. On their return, they ___(被颂扬为) as national heroes. On May 27, 1975, another team ___(到达顶峰) of Mount Qomolangma from its northern side. Over the past 40 years, 29 other Chinese people___(已经攀登) Mount Qomolangma.
Keys: made their first successful attempt, included, reached the summit, were unable to take photos, were praised, arrived at the peak, have climbed
Step IV Scanning
Task one: Build the schema chart
T: You are required to build the schema char according to chart below.
Students scan the text and build the schema chart.
Sample chart:
Title
P1
P2
P3
P4
P5
P6
P7
Keys:
Title Going High: the Pioneers of the Third Pole
P1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.
P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.
P3 Sherpas prove to be the ideal guide since the first attempt.
P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.
P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.
P6 The Chinese successfully reached the summit of it in 1960.
P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.
Step V Post Reading
Task one: Paraphrasing
T: Please turn to page 17 and look at exercise 2. Explain the following phrases and sentences from the text in English. (pair work)
Sa: Going to Mount Qomolangma was regarded as difficult as going to the moon.
Sb: The death zone means that people find it almost impossible to live in the area.
Sc: They didn’t know what conditions were to be faced with.
Sd: English air refers to oxygen.
Task two: Questions and answers
T: Look at exercise 3 and 4, and find answers to the two questions.
Sa: In spite of the first successful attempt, there still exist many other “first attempts” to be proved and other scientific work to be done.
Sb: They left behind an iron container with the national flag and a portrait of Chairman Mao Zedong.
Step Ⅵ Homework
Task one: Recite the important sentences. (refer to Target Language)
Task two: Do a project.
Requirement: List the advantages and disadvantages that the Internet has brought to us by referring to the sample chart.
Sample chart:
Advantages
Disadvantages
Writer’s opinion
The Sixth Period Writing
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
possibility, achievement, characteristic, argue, struggle against, have nothing to do with, rely on, natural process, compare, spoil, the use of technology, lower the value of, instead of spoiling, the value of
b. 交际用语
Expressions used to make decisions:
It’s hard to decide… however.
Take everything into consideration, I …
In spite of …, I still believe…
I am likely to think… because…
My choice will be…
2. Ability goals 能力目标
a. Enable students to master two kinds of useful strategies used in writing: Opinion → examples; Opinion → facts.
b. Get students learn to write a persuasive essay by following the following process: language preparation ( presenting opinions → list facts or examples) → writing → improvement.
3. Learning ability goals 学能目标
Learn how to write a persuasive essay by following a certain process.
Teaching important points 教学重点
By using stimulation strategy (language preparation), collect the needed sentence structures and words.
Teaching difficult points 教学难点
Intensify students’ ability to use mind-map strategy to collect information.
Teaching methods 教学方法
a. Team work learning.
b. Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
Check recitation of important sentences. (Homework-task one of the 5th period)
Check the project（homework-task two of the 5th period）
T: Every coin has two sides. Take the Internet as an example, it brought both advantages and disadvantages. On one hand, it brought us a lot of benefits and has made our life more exciting. On the other hand, it has brought problems if people don’t make proper use of it. Like the Internet, technology brings us not only good, but also controversial problems. Hope you can make proper use of Internet in your daily life.
Sample keys:
Advantages 1. Since there is a lot of information on line, you can surf the Internet for any information you need in a short time without working hard in the library.
2. It is also very convenient to communicate with others by using the Internet.
3. The Internet makes our life more colorful and exciting.
Disadvantages 1. There is some information on line that is not good for the students.
2. Spending too much time playing games on line will not only have a bad effect on study but also do harm to our health.
3. Cybersex and on-line gambling have become drugs for many lonely people.
Writer’s opinion Make proper use of the Internet and learn to separate good plants from wild weeds.
Step II Language preparation
Task one: Fact and conclusion
T: Look at the fact box and discuss with your partner. First get familiar with the two facts and try to think hard to find what opinion the two facts support. After discussion, please come to a conclusion and show different opinions that the two facts support.
Fact box:
1. The Tibetans have lived in the Himalayas for centuries and they have adjusted to the extreme conditions.
2. In 1924, two British men were lost when their oxygen ran out.
Students discuss with their partners.
T: Since you have discussed it for some time, you may have come to different opinions. Now you are required to use the following phrases to present your opinions that you have concluded from the two facts.
Expressions used to make decisions:
It’s hard to decide … however.
Take everything into consideration, I …
In spite of …, I still believe…
I am likely to think… because…
My choice will be…
Sa: Mountain climbing is dangerous and climbers have to face a lot of other dangers besides the cold and thin air. But according to my knowledge, people can only survive above the death zone for a few days even with extra oxygen. In spite of fact that Tibetans have survived in such extreme conditions for centuries, I still believe it is almost impossible for the climbers from other regions to climb Mount Everest without extra oxygen.
Sb: Since Tibetans have lived in Himalayas for centuries. It is possible for other people to adjust to such high attitude if they follow a natural process of training. Take the fact into consideration, I think that two British men were lost because they were not well prepared before their climbing.
Task two: List facts and examples
T: Here is one topic for us to list the positive and negative examples or facts. “In space travel should we use robots to take the place of human beings?” Our class will be divided into two groups. Group A will list the positive examples or facts and group B will list the facts or examples to support the negative opinions.
Sa: I think we should use robot to take the place of human beings for the following reasons. First, robots can make the job easier. Second, robot will make the exploration safer without risking people’s lives. Third, robots do better job than human, because they can be more exact in collecting and analyzing data.
Sb: I think we should not use robots to take the place of human beings because space travel explores human’s possibilities. Space travel tests people’s courage, endeavor and ability. If we use robots we will become too dependent on them and lose courage in space exploration. Take Apollo’s landing on the Moon as an example, if it were not Armstrong and his co-workers, we would not know what the moon is really like.
Step III Pre-writing
T: Read the narrative part of writing on page 18 and try to get very familiar with what the two different opinions are. Then I will call two students to tell me what they are?
Sa: One opinion supports that the use of equipment spoils or lowers the value of human achievement in sports and exploration.
Sb: The negative opinion is that the use of equipment doesn’t spoil or lower the value of human achievement in sports and exploration.
List facts or examples to support the positive or negative opinion (pair work)
T: Work in pairs and list facts or examples to support the positive or negative opinion by using the mind-map strategy.
Students discuss and list facts and examples.
Student’s mind-map chart:
Task three: presentation
T: I will show two students’ works to the whole class. You can check if their examples or fact support their opinion.
Use two slides to show one positive chart and one negative chart.
Step IV While-wring
Task one: Write opinion sentences by following the chart.
T: Now please write at least three sentences showing opinions by following the chart.
Positive opinion
Negative opinion
Writer’s opinion(student)
After a few minutes
T: Next please write down the facts and examples to support your opinions. You are required to organize the passage by using a three-paragraph pattern.
Sample
Does the Use of Equipment Spoil or
Lower the Value of Human Achievement
With the advancement of social development, technology has become more and more important in every field of society. In science exploration, the use of all kinds of equipment has become so widespread that it causes heated discussion among people. Some experts argue that the wide use of equipment lowers people’s achievement in exploration. They believe that technology will take away the fun of risk in exploration. It is the fun which lies in exploration that continuously stimulates people’s curiosity about it. And the curiosity always impels the advancement of science development. Besides, in the course of exploration, there will be the unknown and challenges. All these that lie ahead test human’s courage and endeavor. If science exploration is too dependent on equipment, people will lose the pleasure of showing their courage and endeavor in exploration. Therefore, the use of equipment minimize people’s ability and makes people fell unable in face of the advanced equipment. And all the advancement achieved seems to be from the equipment, not by the effort of human beings.
On the other hand, some experts argue that, instead of lower human’s achievement, the use of equipment makes human achieve greater progress. With advanced equipment, many dangerous jobs will become safe and possible. What’s more, some equipment can make many kinds of work easier and faster. Owning to oxygen, the climbers made it possible to reach the summit of Qomolangma. Taking all these reasons into consideration, we can not walk faster in the field science exploration without the use of advanced equipment.
In my opinion, we live in a world with technology all around us. We can
篇7：Unit 5 Getting the message(人教版高三英语上册教案教学设计)
Period 1 New words and expressions
Teaching aims and demands:
(1) To learn some words and expressions .
(2) To use the words and expressions correctly
1 advertise ___________
advertisement ___________
advertising ____________
advertiser ____________
advertise a soap _____________
advertise for a new secretary _____________
eg: (1) Amy saw _____in a local newspaper a teaching post at a high school close to where she lived.
A advertised B advertises C advertising D advertisement
(2) Nowadays,some stars like _____because they can _____a lot of money.
A advertisements;bring B advertising;make C to advertise; earn D making advertisements make
2 consider v ___________ 考虑干-----
____________ 认为-------
consideration n ________
considering prep__________
eg (1) 你应该考虑到你的健康状况.___________________________________
(2)______ he has only just started ,he knows a lot about it.
A Considering B Considered C To consider
consideration n
(1). 考虑[U][(+for/to)]
That matter is_____________________________那件事正在考虑之中。
Before writing your answers please give careful consideration ___the questions. 请在回答之前仔细考虑一下问题。
(2.) 需要考虑的事;动机,原因[C]
Price and quality are the two chief considerations.
价格和质量是两个主要考虑的问题。
(3). 体贴;关心[U][(+for)]
He __________________________________his wife. 他不体贴他的妻子。
词组： in consideration of=in return for/ on account of/ because of ______________ take---into consideration=take account of/ take…into account ___________
under consideration___________ on no consideration ___________ out of consideration for________________
You take quality into consideration. 您必须要考虑到质量问题
We must take into consideration our ability to pay when we import goods.
我们进口必须考虑我们的支付能力。
I always take fuel consumption（消耗） into consideration when buying a car. 我买汽车时总要把燃油消耗量考虑在内.
We may take into consideration accepting government-to-government or non-government loans（ 贷款）only if the conditions permit. （注意宾语后置） 只要条件合适，我们可以考虑接受政府间贷款或非政府间贷款。
under consideration在考虑中，在研究中
3 charge (1) 使---充满 a voice _______with tension
(2) 控告,指控 charge----with
(3)要价,收费 charge--- for
(4)记在 ---帐上
(5)使承担：使承担任务、责任或义务：charge sb to do/charge sb with
They charged him with the task of watching the young swimmers.
他们让他承担起看护年轻游泳者的任务
n (1) 主管,看管 _________________(由----掌管)
___________________(在---掌管下)
(2) 费用,价钱 _____________________(免费的)
(3) in charge 最常见用法是作后置定语，也作表语；表示主管的，负责的：
the person__________负责人；
the officer__________ 主管警官；
Who is in charge here? 这里谁负责？
eg (1) How much did the hotel charge you _______a room for the night?
(2) The police charged him ______careless driving.
(3) It is said that he is the manager of the company.In other words ,the company is ______________him.
4 blame blame sb for sth
blame sth on sb
be to blame
eg (1) ---Who is ______for the accident?
A to blame B to be blamed
(2) Don’t blame it_____,___________.别怪他,该怪我。
They __________________________George.他们把失败归咎于乔
(3)They blamed the secretary for the delay of the plan.
他们怪罪秘书造成计划延误。
5 appeal v (1)恳求,呼吁 appeal to sb for sth /to do
(2) 对---有吸引力,感兴趣 sth/sb appeal to sb
(3) 上诉 appeal to ----against
eg: (1)对露营这种想法我从来不感兴趣________________________
(2) 他不服判决而向高级法院上诉_________________________
政府呼吁每个人要节约用水________________________________
appeal n 呼吁,请求；上诉
He made one last appeal___ his father___ forgive him.
他最后一次恳求父亲宽恕他。
an appea_____ forgiveness
恳求原谅
The teacher listened to his appeal.
老师倾听了他的要求。
6 keep an eye out of ___________
keep an eye on ___________
keep watch ____________
keep back _____________
keep out _____________
keep off ______________
keep up _______________
keep up with ______________
keep---from doing _______________
eg (1) The boss _________100$ from my salary with no good reasons.
(2) It is important for us to _________a good state of mind when we take an important exam.
(3)_______the dog ,It might bite you.
7 attach---to ---- 系在,附在; 与---有联系
be attached to 迷恋,依恋
eg (1) He bought a house with a garage ______at a low price.
(2) Do you attach any importance _____what he said?
(3) We have grown _____to the old house and would hate to move.
8 convey vt. -veyed, -veying
(1). 运送,搬运,转运[(+from/to)]
Passengers are conveyed by bus to the air terminal.
用公共汽车载送旅客前往航空站。
The truck conveyed machinery across the country.
这辆卡车在全国各地运送机器。
( 2.) 传播(声音等)
A wire conveys an electric current.电线传导电流。
Wires convey electricity.金属线导电。
(3). 传达,传递,表达[(+to)][+(that)][+wh-]
I found________________________________ 我觉得难以用言语表达我的感情。
I will convey the information to him.我将把这消息通知他。
If you'll leave a message, I'll convey it to him. 如果你愿意留下口信，我会转告他的。
(4). 转让(财产等)[(+to)]
老农夫将其农场转让给儿子________________________________________.
比较：convey， carry， transport， transmit
这些动词，当它们指人或物从一个地方向另一个地方运动时，可相互比较。
convey 常常含有持续、有规律地运动或流动的意思。
carry 适用范围很广，但常常表示运动时支撑着某物：
The train carries baggage, mail, and passengers. 火车运送行李、邮件及乘客。
transport 主要限于人或有形物体的常常是长距离的运动：
Huge tankers are used to transport oil.用巨型油轮来运输石油。
The city uses buses to transport students to school.这城市用公共汽车载送学生去学校。
transmit 指经过、发送或传播某物：
Please transmit the stock certificates by special messenger.
请通过特种邮件投递将股票票证寄来。
The cost of transmitting books by air is very high.空运书籍的费用很高。
Period 2 Warming up
Teaching aims and demands:
(1)To improve the Ss’speaking and listening skills
Teaching procedure:
Step 1 Disscussion
SB p37 Let the Ss disscuss the questions in the text then check the answers with the Ss.
Step 2 Listening
Listen to the tape and finish the exercise on page 38
Step 3 Speaking
Divide the Ss into several groups to disscuss and let them report their ideas to the class
Period 3 Reading
Teaching aims and demands:
(1)To get general ideas of the passage
(2)To improve the Ss’ reading skill
(3)To learn some knowledge about advertising
Teaching procedue
Step 1 Pre-reading
Disscussion : Disscuss the advantages and disadvantages of advertisements.
How can we make good use of good ads?
Fill in the form on page 39
Step 2 While reading
Read the text quickly and try to get general idea of each paragraph
Paragraph 1________________________________________________
Paragraph 2________________________________________________
Paragraph 3_________________________________________________
Paragraph4-6 _______________________________________________
Paragraph 7_________________________________________________
Paragroph 8_________________________________________________
Step 3 Careful-reading
Questions:
(1) How do people react to ads?And why?
___________________________________________________________
(2) what is the basic principle of advertising?
___________________________________________________________
(3) What are the advantages of advertising?
____________________________________________________________
(4) How bad ads mislead consumers?
____________________________________________________________
(5) How can we protect ourselves from false ads?
§1.1细枝末节
1.The development of media has gone hand ___ hand____ the development of advertising.
A.by;by B.by;with C.in;with D.in;by
2.People react to advertisements in different ways.Because .
A.ads are useful and entertaining to some people while annoying to others
B.ads are useful and entertaining
C.ads are annoying
D.ads are not only useful and entertaining but annoying
3.When we buy an expensive product, can help us make the right decision.
A.sellers B.ads C.our friends D.defenders
4.“Not all ads are used to promote a product or to increase a company’s profits” means .
A.all ads are used to promote a product or to increase a company’s profits
B.few ads are used to promote a product or to increase a company’s profits
C.no ads are used to promote a product or to increase a company’s profits
D.all ads are not used to promote a product or to increase a company’s profits
5.In order not to become easy target for ad makers,we must .
A.distinguish between fiction and facts B.watch TV more often
C.believe all the ads D.never believe any ads
6.The best chance to reach customers for the advertisers is to .
A.appeal to their emotions B.make interesting pictures
C.give customers proper prices D.send messages to customers
§1.2主旨大意
7.Paragraph 4 is mainly about .
A.ads must increase the production
B.ads must reduce the price of the production
C.ads must help companies and customers
D.ads must make a product more expensive
8.Which sentence tells us the main idea of Paragraph 5?
A.The most important function of advertising is to introduce the prices of the products.
B.The most important function of advertising is to introduce the types of the products.
C.The most important function of advertising is to introduce new products.
D.The most important function of advertising is to introduce the company where the products come from.
9.Why is advertising popular?
A.Because ads are found in newspapers.
B.Because ads are found on the Internet.
C.Because ads are found on TV.
D.Because ads are found everywhere.
§1.3推理判断
10.We can infer from the last sentence of the text that .
A.we must learn to believe ads B.we must learn to accept ads
C.we must learn to analyse ads D.we must learn to accuse ads
Step 4 Post-reading
Answer the following questions
1 Why is advertising popular?
2 How dose advertising help consumers and companies?
3 Why do advertisers often have to work to attract people’s attention?
4 What is a “bait-and-switch” ad?
5 Make a list of advantages and disadvantages.
Period 4 Language points in reading
Teaching aims and demands:
(1) To learn and grasp some important phrases in the text
(2) To learn some important language points
Learing the following points
1 hand in hand
(1)手拉手地
(2)密切联系
小男孩和他母亲手拉手地走______________________________________
肮脏与疾病是密切相关的。______________________________________
权和钱密不可分。 _______________________________________
by hand __________
on one hand,on the other hand __________
give/lend sb a hand __________
hand in ___________
hand down ___________
hand out ___________
eg: The custom is handed _____from generation to generation.
2 react
react to 作出反应,反应
react on/upon 影响,起作用
react against 反抗，反对
react with/on 发生化学反应
eg How did she react____ the news?
How did your mother react___ the news? She reacted by getting very angry.
The two react upon each other. 这两者互相影响。
Children tend to react_______ their parents by going against their wishes.
How do acids react on metals?
酸对金属会起怎样的化学反应?
An acid can react ____a base to form a salt.
酸和碱反应会产生盐。
3. annoy
(1). 惹恼,使生气;使烦恼 be annoyed with sb/be annoyed at sth
eg His mother ____him___ being so rude to their neighbors.
A annoyed with;for B annoyed for;for
C was annoyed with;f D was annoyed for ;with
We’re annoyed____ his impolite treatment of his old friends.
他用这种不礼貌的态度对待老朋友,我们都感到气愤。
The sound of footsteps on the bare floor ______the downstairs neighbors. 楼上地板的脚步声吵得楼下住户心烦。
(2) 困扰,打搅
These flies are annoying me. 这些苍蝇一直在打搅我
4 accuse---of 指控,指责
eg She______________________ her watch. 她控告他偷她的表。
He accused his boss of having broken his word. 他指责老板不守信。
He was accused of murder. 有人指控他谋杀
6 by+n/Ving=by means of
Some ads mislead us _____(show)pictures that are only partly true or have been changed better.
7 associate v n___________.
(1.) associate----with 联想,把...联想在一起
They associate turkey with Thanksgiving.他们把火鸡和感恩节联系在一起。
这样一场大雪你有什么联想?____________________________
(2)使联合,使结合[+with]
(3). 使有联系 I didn't want to________________ it at all.我根本 不想与这事有牵连。
(4) 结交,交往[+with]
He___________________________________他与各种各样的人交往。
Never associate with bad companions. 千万不要与坏人为伍
8 get across
(1). 使...被理解,为人理解
I couldn't get my point across in the debate.
在辩论中我无法清楚地表明自己的观点。
He found it difficult to_______________ them.
他发现他难以使他们了解他的想法。
(2) 使信服：使有说服力或可了解：
How can I get across to the students? 我怎样才能让学生心服口服
(3). (使)越过;(使)渡过 I can't get across the river.
9 frequent adj.常见的；频繁的frequency n频率 frequently adv经常地
I enjoyed his________ visits.
我喜欢他经常来访。
Frequent failures did not affect his morale（士气）.
屡次失败都没有使他泄气。
Rains are______ here in early summer. 这儿在初夏季节常下雨。
10 not all/both/every/everything/everyone /everywhere/always----并非
=all--- not/both---not/not---every/---
eg:All the anwers are not right.=___________________________
None of the answers are right.__________________________
It is not always easy to spot a bad ad._____________________
11 be better able to
12 be aware of 熟悉---- 了解------
学生们应该了解认真学习的重要性____________________________
13 figure
(1) 外形;体形;人影
I saw a figure in the darkness.我看到暗处有一个人影。
(2) 体态;风姿 保持身材________________
She has an attractive figure.
她有迷人的曲线。
She has a slender figure.
她身材苗条。
(3) 人物;名人
He has become a figure known to everyone.
他已成了一个知名人物。
(4)数字
Where did you get those figures?
你从哪儿得到那些数字的?
(5)图表;图解;插图
14 distinguish---from
distinguish---bet ween A and B
Translation:
一种高速发展的产业
对广告的反应
作出明智的选择
一方面,另一方面
将产品与消费者的需求联系起来
将信息阐述清楚
投合-------情感
考虑成本
拥有事实和数据的武装
保持体形
手拉手
负责,掌管
留心,注意-------
他因为考试作弊被指责
辨别真伪
让公众了解社会问题和政府政策
认真思考,谨慎思考
Period 5 Word study and Grammar
Teaching aims and demands
(1) Consolidate the words that has been learned
(2) Rerview grammar:the Object Complement
Period 6 Integrating skill
Teaching aims and demands:
(1) To improve the students’ abilities of reading and comprehension
(2) To learn some language points
Step 1 Reading comprehention
(1) How does the language used in ads differ from ordinary languages?
(2) How do companies choose names for their products?
(3) What are the advantages and disadvantages of using a story as an advertisement?
(4) What is strange about the phrases “a free gift” and “an added bonus”
Step 2 Language points
make sense
1 mke sense of
in a sense
eg: The manager has got a good business_____, so the company is doing well.
A idea B sense C thought D thinking
No matter how I tried to read, the sentence ____________________(我还是不懂这个句子)
You are right _________but you don’t know all about the fact.
2 bargain for/on sth 期望;预备
bargain with sb about (over/for) sth 与---讨价还价
It’s a bargain ______________
A bargain price=at a low price
Eg;After much _____,the shop owner agreeed to cut down the price by 2 0%.
A debating B talking C disscussing D bargaining
3 with the purpose of ______________
on purpose ______________
4 partly---and partly----一方面----另一方面
我去那儿既是工作需要,有是为了娱乐
_______________________________________
Exercise
篇8：Unit 2 Integrating skills(人教版高三英语上册教案教学设计)
After discovering the American land, people went on exploring. Read the text on P 158 and find out what the unknown southern land refers to, Australia or Antarctica? ( Antarctica.)
Read more carefully and answer more questions.
1. Who was the first to put the land of Antarctica, as we know now, on the map?
2. What did they think of the land? How did Captain Cook prove that there was no southern continent like that?
3. Did Captain Cook reach Antarctica? Did he discover it? What did he put on the map instead?
1. A Greek map maker.
2. It was surrounded by a ring of fire with a mild climate and wealthy people.He saw icebergs on 10 December, 1772 and for the next two summers, he sailed between iceberg.
3. Yes, he did. No, he didn’t. He put Australia on the map istead.
Now, time goes to the 1920s. By the middle of the 1920s, the farthest corners of the earth had already been explored. That is the seven continents and the four oceans had been mapped. Then what did people explore? Turn to P 16 and have a look at the title. Going high: The Pioneer of the third pole. Can you guess the meaning of going high? (climbing the mountains) So where is the third pole? Mount Qomolangma or Antarctica? (Mount Qomolangma)
Read the text quickly and find out the answer to this question: Who was the first to reach the summit of Mount Qomolangma? When and what nationality were they?
Scanning
Title Going High: the Pioneers of the Third Pole
P1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.
P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.
P3 Sherpas prove to be the ideal guide since the first attempt.
P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.
P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.
P6 The Chinese successfully reached the summit of it in 1960.
P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.
Read the text and answer the following questions.
Why do you think the writer call Mount Qomolangma the third pole?
(First, the North Pole and the South Pole lie respectively in the southernmost and northernmost points of the world, while Mount Qomolangma stands the highest in the world. Second, like the North Pole and the South Pole, it is hard for people to conquer because of the extreme conditions.)
Why can the Tibetans live at ease in such extreme conditions?
Because they have lived there for centuries and have adjusted to the condition.
What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?
Because they are strong, skillful, honest and dedicative.
What might have been the possible reasons that made British expeditions fail in 1922 and 1924?
They were not prepared for many unexpected difficulties and they were not very familiar with Mount Qomolangma.
Why could the two Newzealanders make it to the summit of Mount Qomolangma?
After World War 2, technological advances in clothing and equipment had been made and more was known about the mountain itself.
When did Chinese first reach the summit of Mount Qomolangma? Who were they?
On May 25 of 1960. Gongbu, Wang Fuzhou, and Qu Yinhua.
What evidence does the Chinese team have to prove that they really reached the summit of Mount Qomolangma?
An iron container with the national flag and a portrait of Chairman Mao Zedong.
By now, how many Chinese have climbed Mount Qomolangma successfully, 29, 32 or more than that?
More than 32.
How to understand these sentences and phrases?
Going to Mount Qomolangma was like going to the moon.
Going to Mount Qomolangma was regarded as difficult as going to the moon.
The death Zone
People find it impossible to live in the area.
They had no idea what they were up against.
They didn’t know what conditions they were going to face.
English air
Oxygen brought by the British expeditons.
Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievment.
Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.
Language points
1. suggest vt.
建议,提议[+v-ing][+(that虚拟)][+n]
I suggested a visit.
I suggest our going to the park on Sunday.
我建议我们星期天去公园。
The dentist suggested that she (should) come another day. 牙医建议她改天再来。
暗示; 启发[+(that陈述)，不能接不定式],
Her expression suggested pleasure./that she was pleased. 她面露喜色。
使人想起,使人联想到[(+to)]
That cloud suggests a boat to me. 那朵云使我联想到船。
2. accomplish vt.
完成,实现,达到
They didn't accomplish the purpose desired. 没有达到预期的目的。
They have accomplished their mission successfully. 他们成功地完成了任务。
走完,度过
She has accomplished 95 years of her life. 她已达九十五高龄。
The journey was accomplished in five weeks. 花了五个礼拜走完全部旅程。
3.apart from 除了，≈besides
Apart from Beijing, they have visited Tianjing,Nanjing,Jinan and Qingdao.
4.adjust to
The foreignners have adjusted to life in Beijing.
5.refer to
查阅，参阅
A person refers to a dictionary to find the meaning of the words.
指……而言，指的是
I knew the lady was referring to Bill when she spoke of a bright young boy.
把……称作(as)
Don’t refer to your sister as a silly cow!
refer…to
指导；让……找
Our teacher refers us to many good books.
If he needs any further information, refer him to me.
归功于；归咎于
He referred his success to the good teaching he’s had.
6. make it be successful in one’s career
He had never made it as a film star but he at last made it as a president.
7.arise (arose, arisen) vi.
升起,上升
A heavy mist arose from the lake. 湖面起了浓雾。
产生,出现,形成[(+from/out of)]
Unexpected difficulties arose in the course of their experiment.
在他们进行实验的过程中,出现了意想不到的困难。
Between the copartners serious disagreements arose.
合伙人之间产生了严重分歧。
8. be praised as =be honored as
The athletes who won medals in the Olympics are praised as national heroes.
篇9：unit 7 A Christmas Carol(人教版高三英语上册教案教学设计)
(Teaching paper)
--Warming up/ listening / speaking
Step I. Introduction of Charles Dickens & his works on the following questions:
1. Have you read any novels by Charles Dickens? What are they?
2. Which of his books do you like best? What's it about?
3. Do you know sth about “ A Christmas Carol”?
( You may refer to your English Coaching paper Issue 7 for the answers to the questions above.)
Step II. Listening comprehension:
(1) Listen to the tape and find the best answers to the following:
(2) Listen again and fill in the blanks in the following passage:
III. Speaking
(1) Read the two paragraphs on P. 56 and answer the following the questions:
*What kind of person is Ebnenezer Scrooge?
*What is he interested in ?
*Does he have any friends?
*Does he care about his employees?
*What will happen if some business people only think about making money and profits?
*Why do some people make and sell unsafe products?
IV. Explanation of some language points:
Neither Scrooge nor Marley cares for other people .They don' t care about their employees......
*care for/care about
care for 1)在意，放在心上（常用于否定句，疑问句和条件句中）
One shouldn't act without caring for public opinion.
（一个人的行为不能不在意公共舆论）
If you care for my advice, I don't think you should go.
（如果你愿意听我的话，我认为你还是别去。）
2）想要，喜欢（常用于否定句，疑问句和条件句中）
Would you care for a cup of coffee?（来杯咖啡好吗？）
I don't care for riding on a bike very much; I'd rather go on foot.
（我不太喜欢骑自行车，宁愿步行。）
3）关心，照料，照顾（肯定句）
She has a baby to care for; she can't go with us.
（她孩子要照顾，不能和我们一起去）
The patients are well cared for in the hospital.
(病人在医院里得到很好的照顾)
care about 感兴趣，在意
I don't care much about music. (我对音乐不太感兴趣)
She thinks only of herself; she doesn't care about other people.
( 他只想到自己，不关心别人)
She didn't care about when he would leave.
( 他什么时间离开她都不理会)
V. useful expressions and words:
dream about
by the end of
care for / care about
fake food product
make profit / make money
safety measures
food polluted with poisons and bacteria
VI. Home assignment:
Write a passage about the responsibilities of business people towards both their employees and their customers, using the words and phrases on P. 56.
Reading material:
---Reading Comprehension
Step I. Read the story and then find the best answer to the following questions:
1.What kind of man is Mr Ebenezer Scrooge?
A. He is mean. B. He is cold-hearted
C. He is a man with big heart. D. A and B
2.What is Fred like?
A. He looks down upon the poor. B. He is kind-hearted
C. He hates rich people D. The passage doesn't say
3.We can infer from the text that_________________.
A. no rich people want to help the poor.
B. there are still many people poor in the country.
C. Mr Scrooge hasn't given Bob a day off in the end.
D. Fred hates his uncle very much.
4.Why does Lisa want to leave Scrooge ? Because__________.
A. she loves money more than anything else
B. Scrooge pays more attention to money than to her
C. Scrooge' character has changed and differences arose between them.
D. Scrooge no longer loves her.
5.Who makes Scrooge change his attitude toward the poor?
A. Bob B. Fred. C. Santa Claus D. The passage doesn't say
Keys: DBBCC.
Step II: Listen to the tape and paraphrase some difficult sentences and phrases;
1. In the sentence on p. 57 Line 5 “Frost stands on the window.”
The underlined means_________?
A. remains B. rise C. raise D. arise
2. You’ll want all day off tomorrow, I suppose. The underlined means__________.
A. take a holiday B. ask for a day’s leave C. be on duty D. both A and B
3. The sentence “That’s a poor excuse for picking a man’s pocket every twenty-fifth of
December!” on p. 57 really shows_________.
A. Scrooge was a mean but an honest man.
B. Scrooge was a generous and mean person
C. Scrooge was a mean and greedy man
D. Scrooge was a generous and honest man
4. The correct translation for the sentence on p. 58 Line 11 “ Let me leave it alone.” is___.
A. 那我就把它放到后面去吧。
B. 那我就由它去吧。
C. 让我单独谈谈这个问题。
D. 那我现在就不谈这个问题吧。
5. The phrase “badly off” in the sentence on p.58 Line 31 means_________.
A. rich B. poor C. bad D. worse
6. According to the dialogue, the sentence “Alone is what you are, and what you have been.”
really means________.
A. You are always alone without anyone around you.
B. You always like to do things without anyone present.
C. You will always live alone.
D. You are too greedy and mean to have true friends around you.
Answers: ADCDBD
Step II. Language points:
1. I'm freezing, Mr scrooge. Frost stands on the window. My hands are too cold to write.
(Line 5 p.57)
freeze ( froze frozen) vt 结冰 vi使......结冰
Water freezes when the temperature falls below zero centigrade. (结冰 )
Two of the men froze to death.（冻死）
If this frost lasts, the ships in the harbor will be frozen in.（被冰封住）
封存，冻结（财产，存款）稳定（价格，工资等），僵住
Smiles froze on his face.
freeze prices freeze his account
freezing 冰冷的,极冷的 frozen 冻了的，冰冻的
It was freezing last night.
What freezing weather!
Is there any frozen food in the fridge?
It's fun to skate on the frozen lake.
2.stand (p.57. Line 5)
1) vi 持续/持久/保持不变
The house will stand another century. (这房子还可以持续一百年)
The law still stands in force. 这条法律仍然有效）
2） vi 处于（某种状况）
The temperature stood at 0℃ yesterday. (昨天是0摄氏度)
Who stands first on the list? （谁名列第一？）
3）忍受/承受
Can you stand the horrible weather there?
（你受得了那儿可怕的天气吗？）
She can't stand having nothing to do. 没事干她受不了
3. Anyway, I suppose I will have to let you have it. But make sure to be early in the office the day after. ( p. 57. Line 17)
anyway 1) 此处副词用来转变现有话题，回到先前所说的一个话题上，或将话题转移到 一个令人感兴趣的点上，常译为“不过，话又说回来”
It was nice of you to offer anyway.
(话又说回来,你主动提出总是好事)
Anyway, in the end I didn't wear your jacket.
不过,我结果并没有穿你那件上衣
2)=anyhow 无论怎样,至少
The house was empty and I couldn't get in anyway/anyhow.
房子是空的,但我无论都进不去
Anyway/Anyhow you can try, even if there is not much chance of success.
至少你可以试试,即使没有多少成功的机会
I'm not sure what time I'll arrive, maybe half past seven or a quarter to eight. ________, I'll be there as early as possible.
A. However B. Thus C. Anyhow D. Therefore (C)
4.Let me leave it alone. ( p.58. Line 11)
leave ...alone
1)=leave as sb/sth is.别管，别惹，别碰
Her father died when she was sixteen, and left her all alone.
（她十六岁时父亲去世了，留下她孤单一人）
Leave me alone. I'm hopeless. （别管我，我没希望了）
I've told you to leave my things alone.
(我已经告诉过你别碰我的东西)
2)让一个人呆着
Why can't you just leave me alone?
(你怎么就不能让我清静一会儿？)
On account of his illness, he was never left alone.
（由于生病，他身边总留人）
let alone至于......更不用说
They had not enough food to eat, let alone send their children to school.
(他们没有足够食物吃，更谈不上送孩子上学了)
leave sb/sth +形容词/副词/介词短语/分词/不定式（做宾补）“让......处于某种状态
填空 That'll leave the whole morning free, won't it?(有空)
He left the room, leaving the lights burning/on.（亮着）
They walked off and left me sitting there all by myself. （坐）
I'm sorry to have left some of your questions unanswered .（没回答）
We mustn't leave it to take its own course.
5. At this festival season of the year, Mr Scrooge, when many of us enjoy abundant comfort, we would like to ask you to open your heart to the poor, whose sufferings are great. Many thousands are in want of basic needs; hundreds of thousands are in want of basic comforts, sir.
(p. 58 Line 25)
斯克罗先生，在一年的这个欢宴的季节里，当我们享受许多舒适，我们想要你向穷人敞开胸怀，他们所遭受的痛苦太大了，上万人需要基本的需求，上万人需要基本的舒适条件。
1) abundant(=plentiful/rich) 丰富的，充裕的 be in abundant
We have abundant proof of his guilt. 我们有充足的证据证明他有罪。
They had an abundant year last year. 他们去年是个丰收年
Iraq is a country abundant in oil. 伊拉克是个石油丰富的国家。
The country is abundant in minerals. 这国家矿产丰富。
Abundance .n.“丰富““充裕” in abundance
They live in abundance. 他们过着丰衣足食的生活。
There is food and drink in abundance 有丰富的饮食。
2). want 1) n.[U] 需要；缺乏；贫困
in want of（=in need of）需要 for(from) want of 由于缺少......
He is in want of exercise. 他需要运动
We may one day be in want. 我们将来可能过贫苦的生活
The grass died from want of water。 那些草由于缺水而枯死
2）[cn] 常用复数，意为“需要的东西，必需品；欲望”
He is a man of few wants. 他是个欲望很少的人。
We only have simple wants. 我们只是需要些简单的东西。
联想 in honor of, in memory of, in face of, in time of,
in praise of, in need of, in favor of, in search of
in case of, in hope of,
in charge of/in the charge of, in possession of/in the possession of,
in spite of , at sight of, at thought of
6. be badly off 贫穷 ( p. 58. line 31)
cf. be well off 富裕
My parents were badly off when we were young. 我们小时侯父母很穷
They were worse off than us those years.
那些年他们生活得比我们更糟
He doesn't know when he is well off. 他不知道他什么时候富裕
We are better off now than ten years ago. 我们现在比十年前富裕
7. occupy（occupied）(=to take up; to hold ;to cover; to seize) ( p.58. Line 31)
占（空间，场所，地位）；居住于（家， 房间）；占去（时间）；（军队）占领，占据
Tall bookcases occupy a lot of space in his room.
几个高书橱占了他房间的好多地方。
All the rooms of this hotel are occupied.
这个旅馆的所有房间都客满
The dinner and speeches occupied three hours.
宴会和演说共用了三个小时
He occupied an important position in the French Government.
他在法国政府中担任要职
The enemy soon occupied the fort. 敌人很快占领了这座要塞
*be occupied in doing/with sth = occupy oneself with/in
正从事于 ...... 忙于......
I have been occupied in reading history books. 我一直专心念历史
He occupied himself with various projects. 他从事种种项目
8. admit( admitted)
1) 承认
admit sth/ doing sth/that...
admit sb/sth to be +adj
我承认我的错误 I admit my mistake
我犯了错误 I admit making a mistake.
我错了 I admit that I was wrong.
我们大家都承认他傻 We all admit him to be foolish.
他承认打坏了窗户 He admitted having broken the window. =He admitted that he had broken the window.
2）准许进入场所等，准许......的入场（入学，入会），接纳
admit sb/sth into/to
She opened the door and admitted the guests into the house.
(她打开门让客人进屋)
Children under 18 are not admitted to the film.
（未满18岁的孩子不得看此电影）
be admitted to school/hospital
She had a bad headache and was admitted to hospital this morning.
（她患重感冒，今早被许入院）
My sister was lucky to be admitted to Beijing University.
（我妹妹幸运地被北大录取）
3）（场所等）可容纳
The hall admits (seats/holds) 1200 people.
9.That dates back to the time when we were both poor and content to be so.
那得追溯到我们俩受穷并且很满足的时候
content adj.满意/满足/甘愿
be content with sth
be content to do sth
content oneself(n) with sth
Are you content with your present salary?
I'm content to remain where I am now.
We should never content ourselves with book knowledge only.
He contents himself with a simple but peaceful life in the country.
to one's heart 's content 尽情地
以下为自习内容：
1. care for 1)在意，放在心2）想要，喜欢3）关心，照料，照顾
2. care about 感兴趣，在意
3. freeze prices 稳定价格
freeze account 冻结帐户
freezing weather 寒冷的天气
frozen food 冰冻食品
4 .leave ...alone. 别管，别惹，别碰
5. open one’s heart to 向某人敞开胸怀
6. be abundant in minerals.矿产丰富 in abundance 丰富
7. in want of（=in need of）需要
for(from) want of 由于缺少......
in honor of, in memory of, in face of, in time of,
in praise of, in need of, in favor of, in search of
in case of, in hope of,
in charge of/in the charge of, in possession of/in the possession of,
in spite of , at sight of, at thought of
8. be badly off 贫穷 be well off 富裕
9. be occupied in doing/with sth = occupy oneself with/in 正从事于 ...... 忙于......
10. admit sth/ doing sth/that...
admit sb/sth to be +adj
admit sb/sth into/to准许进入场所等，准许......的入场（入学，入会），接纳
be admitted to school/hospital
11 be content with sth 对……满足
be content to do sth 满足于做……，甘心地做…….
content oneself(n) with sth 使……满足
to one's heart 's content 尽情地
12. close up （暂时）关闭 close down （工厂，企业等）倒闭；停播
13. have an eye for有…… 的眼光，鉴赏
14. toast to 为……干杯
15. A Christmas Carol 圣诞欢歌
16. take one’s place （take the place of） 取代，就位
17. of late(recently, lately)近来
18. go about one’s business 从事某人的事业
19. keep sth in one’s mind 牢记
20. on the contrary 相反
21. terrible fate 可怕的命运
22. have an ambition for/to do sth(power/to come to power)心怀……的野心
a man of ambition 有抱负的人，野心家
be full of ambition 充满野心
be ambitious for/to do sth对(做)……有野心
23. noble aspiration崇高的抱负
24. fall in love with sb be in love with 爱上某人
25. be thrown into prison be put into prison be sent to prison 被关进大牢
26. sentence sb to death 判处某人死刑 beat sb to death starve to death
篇10：Unit 5 Getting the message(人教版高三英语上册教案教学设计)
The First Period
Ⅰ. Words and Expressions
1. convey ---- To take or carry from one place to another; transport. 运送；运输
---- To communicate or make known; impart通知；通报；传达
The truck conveyed machinery across the country. 这辆卡车在全国各地运送机器。
Wires convey electricity.金属线导电。
I will convey the information to him.我将把这消息通知他。
2. advertise ---- To make public announcement of, especially to proclaim the qualities or advantages of (a product or business) so as to increase sales. 做广告
---- To warn or notify告诫，告知
The company advertised for a new secretary.公司登广告招聘一名新秘书。
We should advertise for someone to look after our children.
我们该登个广告聘人来照管孩子们。
3. advertiser 广告商
The report gives advertisers a new picture of women today.
这份报告使广告商对今日妇女有了新的认识。
4. brand ---- A trademark identifying a product or a manufacturer
商标；牌子；烙印
What brand of soap do you like?你喜欢什么牌子的肥皂？
（常与of连用）特殊类型
his own brand of humor 他独特的幽默感
These cattle have my brand on them. 这些牛身上都有我打的烙印。
5. consideration ---- Careful thought
Please give the problem your careful consideration. 请你仔细考虑这个问题。
短语：
in consideration of 报答；由于
take … into consideration 顾及，考虑到
under consideration 在考虑中，在研究中
6. charge ---- Expense; cost 费用；花费
---- The price asked for something 价格，收费
a charge for the use of the telephone 使用电话的费用
The charge for a front-row seat is $3. 前排座位票价每张三美元。
---- Management 监督；管理
---- A claim of wrongdoing 指控；控告
a charge of stealing 偷窃罪的指控
The charge carries a possible sentence of three years.这项控告可能要判三年徒刑。
短语：
in charge of 负责
The chief engineer was in charge of directing the building of the subway.
主任工程师负责指挥地铁的建造工程。
I was in charge of my sister. 我在照看我妹妹。
In the charge of / in one’s charge 归某人负责；由某人监管
The factory is in the charge of a special committee. 这家工厂现在由一个特别委员会监管。
7. loss ---- The act or an instance of losing; something that is lost; people lost in wartime or an accident.损失；丧失；遗失。
The loss of my watch meant that I had to buy a new one.
我的手表丢了就意味着我得买只新的。
Have you reported the loss of the technical papers about the new product to the police? 你们把丢失新产品技术文件的事向警方报告了吗?
His unfortunate death was a great loss to the firm.
他的不幸去世对他的商行来说是个重大损失。
The losses are computed at $1000. 估计损失1000美元。
短语：
at a loss ①低于成本的：
sold the merchandise at a loss.
赔本卖出货物
②迷惑的；不解的：
I am at a loss to understand those remarks. 我不理解那些话
8. blame ----To hold responsible. 负责
---- To place responsibility for (something) 归咎：把（某事）责任归于…
Blame it!(美) 该死!
Don't blame it on him, but on me. 别怪他,该怪我。
They blamed the failure on George. 他们把失败归咎于乔治。
Blame me if I don't. 我要是不这样做,随你怎么办好了。
They blamed the secretary for the delay of the plan. 他们怪罪秘书造成计划延误。
短语：
be to blame 应受谴责
The children were not to blame. 孩子们不应受到谴责。
The driver was not to blame for the traffic accident.那次交通事故不应该责怪司机。
I am to blame.是我不好。
9. broadcast ---- To transmit (a radio or television program) for public or general use. 传播：传播（电台、电视节目），供大众使用
---- To send out or communicate, especially by radio or television.
播放：尤指通过电台、电视，播出，发送：
The agency broadcast an urgent appeal for medical supplies.
代理商通过电台紧急呼吁要求药品供应
to broadcast the gossip 传播流言蜚语
The BBC broadcasts every day. 英国广播公司每天广播。
Radio Beijing broadcasts on a dozen different frequencies.
北京电台以十几种不同的频率进行广播。
The news broadcast will be at 7.00. 新闻广播将在7点开始。
She made an interesting broadcast about the origin of modern music.
她在广播/电视节目
10. post ---- To display (an announcement) in a place of public view.
贴布告：在公共场所贴（布告）
---- To cover (a wall, for example) with posters.
贴海报：用海报张贴
The names of the members of the team will be posted up today.
队员名单将于今天张榜公布。
The ship was posted missing. 该船宣告失踪。
11. hand in hand手拉手, 联合
go hand in hand with与...共同行动；与...相配合；与...一致；与...结合在一起
The development of agriculture should go hand in hand with that of industry.
工业和农业应共同发展。
12. react ---- Chemistry To undergo a reaction【化学】 起化学作用：产生化学反应
---- To act in response to 反应；反抗
How did your mother react to the news? She reacted by getting very angry.
你妈妈对这个消息的反应怎样？她的反应是非常生气。
An acid can react with a base to form a salt. 酸和碱起化学反应成盐。
13. annoy
annoy with 生…的气
annoy at 讨厌某事
These flies are annoying me. 这些苍蝇真让人讨厌。
We're annoyed at his cavalier treatment of his old friends.
他用这种傲慢的态度对待老朋友,我们都感到气愤。
14. annoying
an annoying cough. 一声恼人的咳嗽
15. accuse ---- To charge with a shortcoming or an error. 指责：因缺点或错误而指控
---- To charge formally with a wrongdoing. 指控：正式指控某一错误行径
The police accused him of murder. 警方指控他谋杀。
The police accused him of stealing. 警方控告他犯有盗窃罪。
16. associate ---- To connect or join together; combine. 联合，结合：连或接在一起；合并
---- To connect in the mind or imagination 联想：在心里或想象中联系：
联想
What do you associate with such a heavy snow? 这样一场大雪你有什么联想?
17. get across使)越过, 通过, 被理解
18. appeal ---- An earnest or urgent request, entreaty, or supplication. 呼吁，恳求：热切或急切的要求、请求或恳求
The government is appealing to everyone to save water.
政府呼吁每个人节约用水。
The victims' families of the murder have appealed to the Supreme Court to have a definitive answer. 谋杀案的被害家属已经请求最高法院作确切的答复。
---- The transfer of a case from a lower to a higher court for a new hearing.
上诉：把案件从低一级法院向高一级法院移交以进行重新审理
appeal a decision to a higher court 不服判决提出上诉
He appealed against the judge's decision. 他不服法官判决而上诉。
an appeal for aid 恳求援助
an appeal for forgiveness 恳求原谅
The teacher listened to his appeal. 老师倾听了他的要求。
19. appeal to呼吁, 要求, 诉诸, 上诉, 有吸引力
20. frequent ---- Occurring or appearing quite often时常发生的, 频繁的
I enjoyed his frequent visits. 我喜欢他经常来访。
Frequent failures did not affect his morale. 屡次失败都没有使他泄气。
Rains are frequent here in early summer. 这儿在初夏季节常下雨。
21. figure ---- A written or printed symbol representing a number. 符号，数字
---- A pictorial or sculptural representation, especially of the human body.
---- A diagram. 图表
---- An amount represented in numbers 价格：用数来表示的价值
sold for a large figure 以高价出售
a figure of speech. 形象化的说法
She has a five-figure income. 她有五位数的收入。
短语：
figure in 包括：包括，如在计算数量中
figured in travel expenses 包含在旅行费用当中
figure on ①依靠
We figured on your support. 我们就指望你的支持了
②把…估计在内；期望：
I figured on an hour's delay. 我估计要延迟一小时
③计划
We figure on leaving at noon. 我们计划中午走
figure out ①发现或决定：
Let's figure out a way to help. 让我们来找出帮助的办法吧
②解决或破译：
Can you figure out this puzzle? 你能找到谜底吗?
We must figure out how to solve the problem.我们必须想出解决这个问题的办法。
I couldn't figure out who the lady with the sunglasses was.
我想不出那位戴墨镜的夫人是谁。
22. salesman ---- A man who is employed to sell merchandise 男售货员
23. saleswoman ---- A woman who is employed to sell merchandise 女售货员
24. profit ---- An advantageous gain or return; benefit. 得益：得利或回报；收益
---- To make a gain or profit. 创利润：创造收入或利润
make a penny profit on each orange 要每只橘子盈利一便士
This new invention will bring you great profits like a goldmine.
这项新发明会像一座金矿一样给你们带来利润。
I have read it to my profit. 我读了它大有收益。
All his wealth did not profit him. 他所有的财富于他无益。
I don't think it will profit you anything to do that.
我以为那样做对你不会有什么好处。
We hope our criticisms and suggestions will profit you.
我们希望我们的批评和建议将对你有所裨益。
You can profit by making mistakes. 你可以从错误中得到教益。
The students do hope to profit by / from the teacher's comments on their compositions. 学生们真心希望从老师对他们的作文的评语中获得益处。
25. campaign ---- series of operations taken to accomplish a purpose 战役；计划
a campaign to stop people smoking 一项阻止人们吸烟的运动
Did you take part in either of my last two campaigns? 你有没有参加我（指挥）的上两次战役？
a fund-raising campaign 一项筹措资金的计划；
26. policy ---- A plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters 政策：一个计划或行动路线，如政府、政党或企业的计划或行动路线，意在影响和确定决定、行动和其它事情
It is the policy of the government to improve education. 改进教育是政府的政策。
It's bad policy to smoke too much. 吸烟太多并非明智之举。
27. spokesman ---- A man who speaks on behalf of another or others. 发言发言，亦可指女发言人
28. spokeswoman ---- A woman who speaks on behalf of another or others. 女发言人
29. illegal ---- Prohibited by law or official rules.违法的，非法的；犯规的
An illegal immigrant. 非法移民
It is illegal to steal things. 偷东西是违法的
30. keep an eye out for sb / sth 当心；警惕
31. target ---- Something aimed or fired at. 目标
---- An object, such as a padded disk with a marked surface, that is shot at to test accuracy in rifle or archery practice. 靶子
The hunter's target was a wild animal. 这个猎人的目标是一只野兽。
A target market 目标市场
32. sneaker ---- A sports shoe usually made of canvas and having soft rubber soles. Also called tennis shoe 帆布胶底运动鞋：通常由帆布制成，有软的塑料胶底的运动鞋也作 tennis shoe。
常用复数sneakers
33. nowadays ---- During the present time; now 现在，当今
Nowadays people travel by plane. 如今人们乘飞机旅行。
Nowadays, advertisements can be found everywhere in any big city.
现在,在任何一个大城市里,到处都可以看到广告。
34. nephew ---- A son of one's brother or sister 侄子，外甥
35. waitress ---- A woman who serves at a table, as in a restaurant. 女侍者
36. hostess ---- A woman who receives or entertains guests in a social or official capacity.女主人
---- A woman who is the emcee or interviewer on a radio or television program. 女主持人
37. bridegroom ---- A man who is about to be married or has recently been married. 新郎，即将结婚的男子：将要结婚或新近结婚的男子
bride ---- A woman who is about to be married or has recently been married. 新娘，即将结婚的女子：将要结婚或新近结婚的女人
38. attach ---- To fasten, secure, or join. 系，贴或连接
attach label to parcel 给包裹贴标签
attachment附件
短语：
attach to ① 加入，参加
Pro. Smith was attached to the medical college as a guest professor for two years.
史密斯教授在医学院当了两年的客座教授。
② 加于…之上
No blame attaches to him for the accident. 这个事故他没有受到责备。
We should attach primary importance to the development of economy.
我们要把发展经济的工作放在第一位。
be attached to
认为重要；特别喜爱
Mary was attached to her brother. 玛丽很喜爱她的弟弟。
I am very attached to that old picture. 我很喜欢那幅旧画。
39. point out 指出
Point out the man who beat you yesterday. 把昨天打你的人指出来。
He pointed out that we might have made great mistakes.他指出我们或许已经犯了很大的错误。
40. discount ---- To deduct or subtract from a cost or price.减少；打折
The old model worker's rich experience is not to be discounted.
老劳动模范的丰富经验不可小看。
短语：
at a discount 打折扣；不值钱的；不受重视的
41. make sense 有意义的；有道理的
It doesn’t make any sense to grow economic plants in such a poor country.
在如此贫困的国家种植经济作物是毫无道理的。
42. bonus ---- A sum of money given to an employee in addition to the employee's usual compensation. 奖金；分红，意外的好处
The workers got a Christmas bonus. 工人得到圣诞节奖金。
The win on the pools was a real bonus.
We like our new house and it's a real bonus that there is a swimming pool nearby.
我们很喜欢自己的新房子,加上附近有座游
Ⅱ. Homework:
Page 42 Word Study 1, 2 & 3
Page 178 Vocabulary 1 &2
Unit 5 Getting the Message
The Second Period Reading
Teaching goals教学目标
1. Target language目标语言
a．重点词汇
broadcast，post，react，annoy，annoy，accuse，associate，appeal，frequent，figure，salesman， saleswoman，profit，campaign，policy，spokesman，spokeswoman，i11egal，target
b．重点短语
hand in hand，react to，On the Other hand，associate…with，get across，appeal to，be aware of，look out for，keep an eye out for
c．重点句式
The development of radio, television and other media has gone hand in hand with…
By introducing a brand name to potential customers, and by associating the product with the customers’ needs, companies are able to influence the choices customers make.
The best chance to reach customers is to appeal to their emotions.
First of all, we should always keep an eye out for “hidden information”.
2．Ability goals 能力目标
Enable the SS evaluate advertising and advertisements.
3．Learning ability goals 学能目标
Help the students learn how to evaluate the advantages and disadvantages of ads and protect themselves from misleading ads.
Teaching important points 教学重点
HOW to evaluate advertising and advertisements．
Teaching difficult points 教学难点
The definition, principle and functions of advertising.
Teaching methods 教学方法
1．Skimming method；
2．Task-based method；
3．Discussion method．
Teaching aids 教具准备
A computer, a project and some pictures．
Teaching procedures & ways 教学过程与方式
Step I
1. Greetings
2. Lead-in
T: Dear class, have you ever noticed we are living in a world of advertisements? Wherever we are, we can find different forms of ads in newspapers, magazines, over the radio, on TV, on the buses and so on. Then would you like to know how to make an advertisement? What their functions are? And what attitude should we have towards advertising and advertisements? Today let's come to ADVERTISING.
Step II Pre-reading
1. Work in pairs and fill in the chart
This part is to get the students prepared for the theme reading by listing advantages and disadvantages of ads.
T: Now please look at Pre-reading, Part 1. Read the instructions and try to think up more creative ideas for this topic. Share it with your partners after you finish it.
Suggested answers:
Advantages Disadvantages
1. Provide information about latest products. 1. Mislead customers or cheat them of money.
2. Increase sales by repeated advertising. 2. Give false or incorrect information.
3. Cut costs of newspapers and make them cheaper. 3. Take too much time or space on TV or newspapers.
4. Make the public aware of social problems. 4. Raise the price of products.
… …
Step III Reading
1. Fast reading
This step is designed to train the students to scan the textto get the main idea.
T: Please read the whole text quickly and find the main idea for each paragraph.
Several minutes later.
T: Now time is up. Let's try to find out the main idea fm
each paragraph. Now Paragraph 1, Volunteer!
S: I think the first sentence is the topic sentence. That is,
”Ads are found almost everywhere.“
T: Well done! Now Paragraph 2.
Suggested answers:
1. Ads are found almost everywhere.
2. People react to advertisements in different ways.
3. The basic principle of advertisements is to influence customers' choices.
4. Ads help companies and customers in a variety of ways.
5. The most important function of advertising is to introduce new products.
6. Governments and other organizations use ads to make people aware of government policies and social problems.
7. Customers should be careful of illegal ads.
8. Customers should learn to protect themselves from false ads and make smart choices.
Careful reading
This step is designed to get the students to read the text carefully to find out more details about the whole text.
T: Now please read the text again and try to answer the following questions.
1. Where can people advertise?
2. Why do some people find ads very annoying?
3. How do companies get their message across?
4. How do ads help customers?
5. In what way do ads introduce new products?
6. why are some well-known persons named as spokesmen or spokeswomen?
7. What are ”bait-and-switch“ ads?
8. How can we be smart customers?
After a few minutes:
T: Now let's discuss the questions above one by one. Volunteer!
Sa: Ads are broadcast on IV and over the radio, posted on the Internet and printed in newspapers and on posters in our cities.
Sb: Because they accuse companies of using ads to mislead us by giving false information.
Sc: To get their message across, companies employ advertisers and appeal to customers emotions.
Sd: Ads reduce the price of products and help customers choose among all the available products.
Se: Truthful ads introduce new products by providing good information, explaining features, functions and costs of a product or service.
sr' These famous people are named as spokesmen or spokeswomen to make the programmes of governments or organizations known to the public.
Sg: ”Bait-and-switch“ ads means that the customer is shown one product (the bait) and then given another.
Sh: We can be smart buyer if we can distinguish between fiction and fact and protect ourselves from false ads.
3. Deal with the important language points by using the slides or the computer.
T: Here are some difficult language points. Now please look at the screen.
Show the following on the screen.
1. hand in hand
The two girls left the classroom hand in hand.
2. accuse ... of
He accused the man of having committed a crime.
3. associate ... with
They are associated with him in business.
4. appeal to
The new comer appeals to me.
5. Not all ads are used to promote a product or to increase a company's profits.
=Some ads are used to promote a product or to increase a company's profits and some are not.
6. get.., across
This is the message that we want to get across to the public.
We tried to get our point across, but he just wouldn't listen.
7. keep an eye
Keep an eye on the crowd for your teacher.
Will you keep your eye on my suitcase while I go to get the tickets?
Step IV Post-reading
This step aims at getting the students to further understand the text by doing the Post-reading exercises.
T: Now let's deal with Post-reading exercises. First, the questions in Exercise 1.
T: Why is advertising popular? Volunteer!
Sa: Because advertising can help to promote a product or increase a company's profits.
T: Very good. How does advertising help consumers and customers?
Sb: Frequent ads increase product sales and reduce their prices. At the same time, they help consumers choose among all the available products.
T: Quite right. What is the basic principle behind advertisements?
Sc: I think the basic principle behind ads is that they can influence the choices customers make.
T: Thank you. Then why do advertisers often have to work hard to attract people's attention?
Sd: Customers see so many ads every day and they have to get their message across to them.
T: Well, what is a ”bait-and-switch“ ad?
Se: When the customer is shown one product (the bait) and then given another, that's a ”bait-and-switch“ ad.
T: Well done. Then how can we protect ourselves from misleading ads?
Sf' We should be careful when reading ads, distinguish between fiction and facts and make smart choices.
T: I think you have understood the text quite well. So much for this. Next, we are going to make analysis of two ads on P 41. Read the ads carefully and answer the questions above them.
Help:
1. Divide the class into four groups or more.
2. Each student tries to work out his or her answers first.
3. Check the answers with the other group members.
4. Collect answers from the class and make final decisions.
T: Which of the techniques described in the reading passage are used to sell the product?
Sa: I think the ad on the left provides accurate information and helps consumers make correct choices. But the one on the right is trying to mislead us by giving false or incorrect information.
T: Thank you. Then which of the claims in the ads may not be truthful?
Sb: I think the ad on the right may not be truthful. It says BIGBRAIN is the only nutrition supplement that has been proved to improve a child's performance in school. I don't think the word ”only“ is properly used. Besides, it says 9 out of 10 mothers choose BIGBRAIN. That can't be true. So I think such ads shall be unpop ular with customers. It does no good to the company.
Step V Analysis of the text
T: What are the writing skills Of this text? Look through the text and give me your answer. You may discuss with your partners.
Suggested answer:
1) Topic sentence makes the main idea easy to get.
The topic sentence is used to summarize the main idea of the paragraph or the whole passage, which usually falls at the beginning or end of the paragraph. So when reading a passage, esp. a describing or science one, we'd better pay more attention to the first paragraph or the first sentence. In this passage ADVERTISING, topic sentence can be found in most paragraphs.
2) Use conjunctions and phrases when necessary.
When writing a passage, we can make full use of various conjunctions and prepositional phrases so that the sentence sounds more reasonable in logic, coherence and so on. In this passage, we can find such phrases as on the other hand, for that reason, thus used to list different facts and truths. We should learn to put them into practice.
T: Make an outline of the text in form of a chart. Get the main ideas for each paragraph and list key words and points in each paragraph.
Suggested answer:
Para-
graphs Main ideas Key words or points
1. Ads can be found almost everywhere. 1. TV, radio, Internet, newspaper, posters
2. hand in hand with the development of media
2 People react to advertisements in different ways. 1. defenders, useful, entertaining, make informed choices
2. critics, accuse, mislead
3 The basic principle of advertisements is to influence customers' choices 1. introduce brand, associate products with our needs
2. get message across
3. appeal to customers' emotions
4 Ads help companies and customers in a variety of ways. 1. frequent ads increase sales, reduce the prices
2. choose among the available products
3. make the right choices
5 The most important function of advertising is to introduce new products. 1. truthful, information, help, decide
2. compare, features, functions and costs
3. deal with, arguments
6 Governments and other organizations use ads to make people aware of government policies and social problems. 1. campaigns, aware, social problems, government policies
2. name their spokesman or spokeswoman
3. spread knowledge, change attitudes, improve society
7 Customers should be careful of illegal ads. 1. keep an eye out for ”hidden information“
2. show pictures that are partly tree or changed
3. ”bait-and-switch“ ads
8 Customers should learn to protect themselves from false ads and make smart choices. 1. good ads, introduce products, increase sales
2. accurate, average, right product, best price
3. distinguish between fiction and facts
4. analyze ads, protect ... from false ads
T: With the outline, you will get a clear idea of what the passage is about and how it develops. Now retell the text by using the chart above. Try to use proper prepositions and conjunctions.
One possible version:
Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.
However, people react to ads in different ways. Defenders think ads are useful and helpful and help consumers make informed choices. But critics accuse companies of using ads to mislead us. Advertising influences customers' choices by introducing a brand name and associating products with customers' needs. There are so many ads for customers, so advertisers try to get their message across by appealing to their emotions.
Ads help companies and customers in a variety of ways. They can help companies increase sales and reduce the prices. Meanwhile, they help customers choose among all the available products. In fact, truthful ads provide good information, and help customers compare features, functions and costs. Some governments name their spokesman or spokeswoman to make people aware of their social problems and policies.
Customers should protect themselves by keeping an eye out for bad ads, distinguishing between fiction and facts and making good choices.
Step VI Language Points
1. People react to advertisements in different ways.
react vt.作出反应，对抗
eg.1>When John’s mother made him stay at home, he reacted by behaving noisily.
2>Dogs react to kindness by showing affection.
3>When I punished him he reacted by bursting into tears.
拓展:react vt. 产生化学反应
Hydrogen reacts with oxygen.
Acids react on metals.
用于短语：react against作出反抗的反应，反抗
react on/upon 对――产生影响，反过来影响
reaction n. 1>反应（可数）2>反对（不可数）3>反作用，相反的倾向。（不可数，可加不定冠词）4>化学反应，核反应。
2. …and by associating the product with the customers’ needs,…
associate vt.把――和――联系起来
e.g. He associated himself with this campaign. 他把他自己与这次战役联系起来。
I didn’t want to be associated with it at all. 我根本不想参与这件事。
拓展：associate 还可以作不及物动词使用，“和……来往，和……共事（与with连用）解。
e.g. There he associated with working people. 在那里他与劳动人民来往。
Never associated with bad companions.永远不要与坏人来往。
Associate n.共事的人，同伙，伙伴
可用作定语，表示“副的”
3. Customers see so many ads every day that advertisers must work hard to get their message across.
get sth. across 使某事被理解（领会）
4. The best chance to reach customers is to appeal to their emotions.
appeal to 投合（兴趣或心意）
5. There are many things we need to take into consideration before we buy an expensive product,…
take into consideration加以考虑
e.g. You must take his illness into consideration before dismissing him. 在解雇他之前你必须对他的病情加以考虑。
6. Armed with facts and figures, customers are better able to deal with the often powerful arguments given by a salesman or saleswoman.
Armed with facts and figures这里是过去分词短语作状语，相当于When customers are armed with facts and figures,--
7. Not all ads are used to promote a product or to increase a company’s profits.
该句为不完全否定。相当于All ads are not used to promote a product or to increase a company’s profits.
意思为：并不是所有广告都被用来推销产品或提高公司的效益。
似句型还有：
Not every…=Every…not…
Not both… =Both…not…
8. Many governments used ad campaigns to make people aware of social problems and government policies.
Make… aware of 使……意识到
9. First of all, we should always keep an eye out for “hidden information”.
Keep an eye out (for…) 当心，警惕
e.g. Keep an eye out, we’re close to Joe’s house.
Homework
1. Consolidation
T: Please go over the new words and expressions you just learnt after class and translate the following sentences into English:
1) 广告公司总是想方设法推销产品。
(advertise，promote)
2) 我要刊登广告让人来打扫房屋。(advertise)
3) 这些不实广告报纸该受责备。(be to blame)
4) 广告商一定不能给人留下欺骗性印象。
(advertiser，misleading)
5) 她听到我的建议时反应如何?(react)
6) 火车晚点又没有解释真是很惹人生气。
(annoy，explanation)
7) “这不是我的过错呀。”“别担心，我没有谴责你。”
(fault，accuse)
8) 报纸从所干U登的广告获取利益。
(make a profit of )
9) 他们卖掉它赚了一千美元。(at a profit of)
10) 在英国喝醉了酒开车是违法的。(illegal)
2. Preview the new lesson
3. Preview LANGUAGE STUDY after class.
Unit 5 Getting the Message
The Third Period Language Study
Teaching goals教学目标
1．Target language目标语言
a．重点词汇
nowadays，nephew，waitress，hostess，bridegroom
b．重点短语
blame…for，only to find，broadcast live，in charge of
2．Ability goals能力目标
Try to understand and use Object Complement correctly．
3．Learning ability goals学能目标
Put Object Complement in practical use．
Teaching important points教学重点
When and how to use Object Complement．
Teaching difficult points教学难点
How to use the Object Complement．
Teaching methods教学方法
1．Question-and-answer method；
2．Pair work and group work．
Teaching aids教具准备
A computer and a projector．
Teaching procedures＆ways教学过程与方式
Step I Revision
1．Greetings
2．Revision
T：Now first lets check the homework．Volunteer!
Students volunteer to do the translation orally．
Suggested answers：
1．Advertising companies always try every means to think up new ways to promote products．
2．I’m going to advertise for someone to clean my house．
3．Newspapers are to blame for the untruthful ads．
4．Advertisers must not give others misleading impression．
5．How did she react to my suggestion when she heard it?
6．It’s really annoying when a train is late and there’s no explanation．
7．”It wasn’t my fault．“”Don’t worry．I’m not accusing you．“
8．Newspapers make a profit out of the advertisements they carry．
9．They sell it at a profit of one thousand dollars．
10．In Britain，it is illegal to drive when you are drunk．
T：Well done．Thank you．
3．Lead-in
T：In this unit we’ve learned quite a few useful words and phrases．Do you know how to use them properly? Now let’s have a try．
Step II Word study
1．Word-guessing game
This step is designed to test how well the students have grasped the words learnt in this unit．Besides，this game is sure to make the class more lively and interesting．
T：First let’s play a word-guessing game．One student reads the sentence and the other fills in the banks with a proper word from the text．Remember to use the correct forms．Now volunteer!
Sa：The local newspaper reported that poor safety measures were to______for the fire in the supermarket．
Sb：I think that is“blame”．“to blame for…”is a set phrase．
T：Got it!
Sa：How did Anna______ when she heard she had failed the exam?
…
Possible answers:
Blame, react, broadcast, posted, annoyed, advertised, appeals, associate
2．Word formation
This step is meant to get the students to tell the opposite of the given words．
T：“Wife”is female, then what about the male?
Sa：I think“wife…is female．while“husband”must be male．
T：Quite right．Then,“grandfather”?
SB：Well．“grandfather”is male while“grandmother”is female．
…
Possible Answers:
Husband, grandmother, granddaughter, brother, girl, uncle, niece, bride, chairwoman, lady, sir, queen, hero, actress, host, waiter, saleswoman, god
3．Passage reading
T：Please read the given words and phrases first to understand their meanings．Then read the passage carefully and fill in the blanks with the words or phrases, using their proper forms．Finally check the answers．
Sc：Professor Stone is in charge of the Department of Advertising of an English newspaper in China….
Possible Answers:
In charge of,
Step III Grammar
1．Introduce the usage of Object Complement．
T：In English there is an important sentence pattern. that is ”verb+object+object complement“ Usually the verbs can be think，find，see，get and so on．Object Complement can be noun，pronoun，adjective，adverb，infinitive，present participle, past participle, prepositional phrase and so on. Now let's see some examples. Turn to P43 and look at Exercise 1. Complete each sentence with the right word or phrase from the box. OK. Let's see the first sentence. Some people find advertisements ______.
Sa: I think the answer should be E.
T: Got it. Thank you. What about next one?
2. Practical use of Object Complement.
T: Let's come to Exercise 2. Read the passage quickly to get the general idea, then fill in the blanks with the proper form of the verbs in brackets.
Sb: ...
T: Well done. Now can you find the Object Complement and underline them one by one?
Sc: ...
Step IV Practising (Workbook on P178)
1. Vocabulary
This part is designed to get the students to learn to guess the meaning of a specific word in a context. The teacher should try to encourage them to think and express freely.
T: In English sometimes a word has more than one meaning in a sentence. For example, (on the screen or on the blackboard)
This ad campaign used Yao Ming to show the right attitude towards people with AIDS.
T: We look it up in Cambridge Advanced Learner's Dictionary and find the two meanings:
1) a planned group of especially political, business or military activities which are intended to achieve a particular aim (政治性或商业性)活动，竞选运动
2) a group of connected actions or movements that forms part of a war 战役
T: So in this sentence, when we use the first meaning, it is just a planned activity, but when we mean the second, it compares the activity to a large and important part of the whole ”business war“. Are you clear?
S: Yes.
T: Then what about No 2?
…
2. Choose the best answer
This part is to test how well the students have grasped some key words learned in this unit. Get them to give their own answers first and then check the answers with the class.
…
3. Complete the dialogues
This part is meant to train the students to use the key words properly in specific language situation. The students should be encouraged to give their own answers, and the answers may be varied.
T: Now let's study the example carefully and know how to do it correctly.
A: Who do you think is to blame if you find the product recommended by a movie star in an ad unsatisfactory?
B: I think the movie star is to blame for misleading customers in the ad.
T: Then what have you got from this example?
Sa: First we'd better make sure what kind of sentence pattern we'll use, then decide which part should be repeated in the first sentence.
T: Very good. Then who can complete the first dialogue?
Sb: Let me try. What do you think of the role of advertising nowadays?
T: Quite right. Thanks. Next?
…
4. Translation
This part is to provide the students with more chances to consolidate the language points learned in this unit. So get them to study the English sentences and try to know how to use the italicized phrases correctly. Then try translating each sentence one by one. Finally check the answers with the class.
T: Who can translate the first sentence into Chinese?
Sc: Let me have a try.
买车的时候你应考虑哪些重要因素？
T: Well done. From this sentence we can find this useful phrase ”take ... into consideration“. OK, let's use this useful phrase to translate the following two sentences.
Who would like to have a try?
Sd: When entering a college, what should you take into consideration?
Se: When buying a car, safety is the first thing that you should take into consideration.
T: Wonderful, thank you. Now next?
...
5. Identify the Object Complement (Exercise 1 of Grammar)
This part is to get the students to identify the Object Complement in a specific sentence.
T: Whether it's a ”verb+ object+ object complement“ structure or not, the verb is very important. For example:
1) I bought her a new MP3 player as a birthday present.
2) She considered the new MP3 player I bought very precious.
T：In the first sentence。“her”is indirect object while“a new MP3 player”is direct object．In the second sentence，”very precious“ is the object complement．Now study the sentences carefully and tell me which sentences contain the object complement．
S?…
6．“Verb+sb．to do sth．’’structure Practice
T：Look at Exercise 2 on P181．Make sentences using the verbs in Column A and the phrases in Column B．
S：…
7．Fill in the blanks
Let students do Exercise 3 on P181 individually and then check the answers with the whole class．
8．Describe an ad using the Object Complement
Ask the students to discuss the picture on P181 carefully and then describe the ad using the given sentence patterns．
Show the following patterns on the screen/blackboard．
I find the ad…
I see somebody…
I consider it…
I believe the cellphone can make…
1 would have it…r
After a few minutes．
T：Now what do you think the ad is about?
Sa：In my opinion, it’s promoting a latest type of cell phone which has new functions．
T：Very good．Then who can describe the picture using the given sentence patterns?
Sb：I find the ad interesting and persuasive．From the ad, we know the cell phone can be used to phone，send fax, listen to MP3，take photos and so on．
Sc：l see somebody taking photos with the cell phone．If the picture is clear enough and easy to develop，the cell-phone must be very popular．
Sd：Jf consider it a new trend of cellphone in the future．It is more than a phone．It has many more new functions．
Se：I believe the cellphone can make our球easier and more comfortable．
Sf：I would have it become a symbol of my position if I worked in a large company．
T：Great. Thanks．
Step V Homework
Preview the new 1esson．
Unit 5 Getting the Message
The Fourth Period Integrating Skills
Teaching goals教学目标
1．Target language目标语言
a．重点词汇与短语
attach，discount，bonus，attach…to，point out，make sense，differ from，a series of, in the 1960s，refer to
b．重点句式
A good ad uses words to which people attach positive meaning．
A good slogan should be“catchy”or easy to remember．
People read advertisements partly for information and partly because they are interesting．
Nobody bought the product，however，because when translated it meant“X puts living things into dry hair．’’
2．Ability goals能力目标
Get the students to know more about wording in ads．
Enable the students to appreciate advertisements．
3．Learning ability goals学能目标
Help students learn how to write ads．
Enable students to learn how to distinguish false ads when reading advertisements．
Teaching important points教学重点
Get the students to find the techniques in choosing words in ads．
Teaching difficult points教学难点
Learn about the techniques in choosing words in ads．
Teaching methods教学方法
1．Fast reading method；
2．Pair work or group work．
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
1. Greetings
2. Revision
3. Lead-in
T: We can find different ads all around us everyday everywhere, but have you ever noticed the texts of the ads, that is, what the ads are about. Today let's talk about the words used in ads, that is, the technique in choosing words in ads.
Step II Reading
l. Fast reading
This step is to train the students to skim the whole text for main idea.
T: Now please read the whole passage quickly and find out the answers to the following questions:
1. What makes a good slogan?
2. What should be paid attention to when selling products abroad?
After several minutes.
T: Now volunteer!
Sa: A good slogan should be ”catchy“ or easy to remember, and should convey a message that will make consumers form a positive image of the company and product.
Sb: The translation must be correct.
2. Careful reading
This step is to get the students to fully understand the text by detail reading.
1. How does the language used in ads differ from ordinary language?
2. How do companies choose names for their products?
3. What are the advantages and disadvantages of using a story as an advertisement?
4. What is strange about the phrases ”a free gift“ and ”an added bonus“?
After a few minutes.
T: Now time is up. Volunteer!
Sc: I think ad-makers choose words and brand names that can create a positive image of the product they are promoting.
T: Very good. What about Question 2?
Sd: Companies choose names for their products in different ways: telling the advantages of the products, making the products easy to remember, choosing a funny or unusual name, choosing names from old stories or legends or inventing new words.
Se: I think the advantages of using a story as an advertisement are that it may be humorous and attract readers' attention. And the disadvantage is that readers or viewers can't remember the name of the product.
Sf: That means sometimes we pay more than its real cost. In other words, it is not a free gift at all.
T: Well done. Thank you.
3. Group work. List famous products and brand names.
Help:
1. Divide the class into four groups or more.
2. Each student tries to work out his or her answers first.
3. Share the answers with the other group members.
4. Collect answers from the class and give prizes to the best ones.
T: In fact if we watch CCTV every day, we'll notice some interesting products and brand names. Who can give your comment on them and share them with us?
Sa: Let me try. I like Lenovo. It is the proud of our national brand in IT industry. It is also an important sponsor for Beijing Olympic Games. More important, it takes over part of IBM and promotes the position of the company. In a word, I like Lenovo and it makes me proud of our country.
T: Wonderful, thank you. Anyone else?
Step III Language points
This step is to make some important language points easier to learn by explaining them to students.
T: Do you have any sentences difficult to understand? Before you raise your questions, I will explain some important language points to you.
1. differ from
His views differ considerably from those of his parents.
2. attach ... to
I attached a photo to my application form.
She attaches great value to being financially independent.
3. easy to remember
His strange ways made his lessons lively and easy to remember.
4. a series of
She gave a series of lectures last year on contemporary British writers.
5. When translated ...
When translated, this sentence has several meanings.
6. in the 1960's
The buildings were built in the 1960's.
7. refer to
You can refer to your notes when you are speaking.
This is not the dictionary which I referred to.
8. make sense
It makes sense to buy a large packet because it works out cheaper in the end.
T: OK, your questions please!
Deal with the questions students raise.
Step IV Reading (Workbook on P182)
1. Fast reading
This step is to train the students to read fast to get the target information. Allow the students to read the whole text for a few minutes and underline some important points.
T: When an advertising company begins planning the ad campaign, they will hold a meeting. Now let's see who work in an advertising firm and what they do.
Sa: The first person is in charge of the whole project.
Sb: The second one will think up an idea for the ad.
Sc: The third one will go to buy space in newspapers or time on TV.
Sd: The fourth person is a writer to write the text for the ad.
Se: There is another one, a designer to design the ad, using pictures, or photos and the text.
T: Well done. Thank you.
2. Detail reading
Advantages and disadvantages of different media
This step is to train the students to obtain useful information from the material and make comparisons.
T: Different media has different advantages and disadvantages, compare the five types of media on P 183 (Exercise 2) and list their advantages, disadvantages and what they are suitable for.
After a few minutes.
T: Now time is up. Please report your work.
Suggested answers:
Media Advantages Disadvantages Suitable for.
Posters/Billboards Attract new customers Seen from a distance, last for a short time Inform customers about a new product
Printed media Provide detailed information Have to be bought; Have limited consumers Introduce new products
TV and radio Reach large audience; Have powerful influence Very expensive; Have to be seen or heard Promote a product or persuade consumers
The Internet Being ”interactive" Carry untruthful ads Provide latest information
Movies Carry ads unnoticed Have to be seen Provide hidden information
Step V Homework
Learn by heart the key words and phrases learnt in this part.
补充：Slogans
Some famous slogans used by companies in their advertisements.
1. Good to the last drop.滴滴香浓，意犹未尽。--麦斯威尔咖啡
2. Obey your thirst.服从你的渴望。--雪碧
3. The new digital era.数码新时代。--索尼影碟机
4. We lead. Others copy我们领先，他人仿效。--理光复印机
5. Impossible made possible.使不能变为可能。--佳能打印机
6. Take time to indulge.尽情享受吧！--雀巢咖啡
7. The relentless pursuit of perfection.不懈追求完美。--凌志轿车
8. Poetry in motion, dancing close to me.动态的诗，向我舞近。--丰田汽车
9. Let’s make things better.让我们做得更好。--飞利浦电子
10. Take TOSHIBA, take the world.拥有东芝，拥有世界。--东芝电子
11. Just do it.只管去做。--耐克运动鞋
12. Ask for more.渴望无限。--百事流行鞋
13. The taste is great. 味道好极了！--雀巢咖啡
14. Feel the new space.感受新境界。--三星电子
15. Intelligence everywhere.智慧演绎，无处不在。--摩托罗拉手机
16. The choice of a new generation.新一代的选择。--百事可乐
17. We integrate, you communicate.我们集大成，您超越自我。
18. No business too small, no problem too big.没有不做的小生意，没有解决不了的大问题--IBM公司
篇11：unit 9 备课要点(人教版高三英语上册教案教学设计)
I. Phrases:
1. be diagnosed with
2. to make matters worse
3. take a bank loan
4. at half the cost
5. lay off
During the recession they laid us off for three months.
The doctor told him to lay off a couple of days.
He will lay off smoking.
6. get rid of
I’ve tried all sorts of medicine to get rid of this cold.
How can we get rid of all these flies?
7. put pressure on
8. aim…at
9. receive treatment
10. meet needs
11. make ends meet
He lost his job and what was worse, his wife was seriously ill, so he could not make both ends meet.
12. keep a healthy diet
13. be effective in
14. belong to
The developed countries should help the countries belonging to the third world.
15.take measures to do sth.
II. New words
abuse insurance income pressure 见优化设计
1. thanks to
owing to
because of
Thanks to your advice, I am keeping a healthy diet now.
Owing to the rain ,the match was cancelled.
2. as a result of （造成某种结果的）原因
as a result 结果是
result from 因…的结果发生
result in 结果是
She won the scholarship as a result of her hard work.
Illness often results from poverty.
I’m sure the government’s efforts to stop the spread of AIDS will result in success.
3．despite =in spite of 尽管；不管；纵使
Despite the bad weather we enjoyed our holiday.
Sir Fleming remained modest despite his achievements.
4. as is (was) the case with… 与…情况一样
He is late again this morning, as is often the case.
III Important sentences:
1. Three months later, however, Wang Lin was told about a health care project that provides treatment at half the cost or less, depending on the needs of the patient.
2. The project that saved Wang Lin’s life is one of the many government programmes aimed at improving the situation for the poorest people in China.
3. The government’s efforts to fight poverty and improve health care cover several aspects, reducing poverty, helping sick people get treated properly and providing medical insurance for the poor.
4. It was not until World War II that the importance of Fleming’s discovery was
篇12：Unit 1 That must be a record 教案(人教版高三英语上册教案教学设计)
Reading ( 1 )
I Teaching aims and demands
1. Improve the students’ reading ability.
2. Grasp the key words, phrases and important sentences in the reading firmly.
3. Make sure the students can understand the text well.
II Key words , phrases and important sentences
1. Words
conclude, hire, inspect, confirm, recently, familiar, delight, equip, fade, attempt, suitable, gradual, enthusiastic, bid, fascinate, permission, cautious, outgoing.
2. Phrases
send in , set down, in a row, in the first place, apply for, burst into, centre on/ upon, concentrate on, keep track of, stand out.
3. Important sentences
1)The Guinness company hired two Englishmen to write what later became the Guinness Book of World Records.
2)We want to know what is possible and find out just how far we can push ourselves.
3)You can learn that the oldest………………………………
4)Impressive as the record is , it fades next to the story………..
5)No records that are dangerous to the person who is attempting it or to others are allowed.
6)There are, however, some records that…………………..
III Teaching steps
Step 1 Lead-in
When we talk about the world records of Guinness, we must be very excited, can you give us some exciting records?( Let them tell us), let’s read a text about it.
Step 2 Fast Reading
Scan the text and answer the following questions on page 3.
Step 3 Grasp the topic sentence in each paragraph
Step 4 Let the Ss read the text loudly
Step5 Post –reading( T or F )
1. Sir Hugh Beaver decided to write the book as the result of an argument with a friend. T
2. The Guinness Book of World Records are put into different categories. T
3. There are not many Chinese records in the Guinness book F
4. That Lance Armstrong was diagnosed with cancer meant the end of his career, maybe even his life. F
5. The Guinness book accept all kinds of records. F
Step 6 Vocabulary and sentences
1. Find out some key words and phrase
2. Analyze the important sentences
Impressive as the record is, it fades next to……..
Adj / adv/ n + as/ though +S+ V,
Tired as they were, they went on working.
Strange as it seems, it is so. Much as he tried, he still failed.
A child as he is, he knows a lot. ( ? )
We want to know what is possible and find out just how far we can push ourselves.
Our hometown is no longer what it used to be ten years ago.
The new museum is built in what was the old temple.
Reading ( 2 )
Step 1 Answer the following questions on Page 8 . 1
Step 2 Listening to the tape and read them for a few minutes.
Step 3 Find out some words and phrases
head down to, centre on, concentrate on,
Step4 Translate some sentences
1. Skateboards have been around since the 1970s, but they have recently become popular again.
2. These new spots are called” extreme sports ”and all centre on the “ X-factor”---the pure joy of doing something that you didn t think you could do and overcoming your fears.
3. Watching Lin Yong and his friends fly through the air makes you wonder whether the sport is too dangerous.
4. Once you are Xperienced, your life will truly change.
Step 5 Homework
Do two reading comprehensions and one cloze test.
Language study
1. conclude ( vt ); draw a conclusion( 得出结论 )
2. be familiar with sth / be familiar to sb
The English is familiar ___ us; We are familiar __ the song
3. attempt / try to do sth
4. to one’s delight / be delighted by
5. burst into sth( tears / laughter) / burst out crying/ laughing
6. gradual ____, he knew how to communicate with others.
7. make for 有好处， 可成为， 可造成
Does early getting up make for good health?
Reading English in the morning can make for improving English.
8. fade: to lose colour or disappear gradually
The strong sunlight faded the curtain.
Will the colour in this material fade?
The colour of my shirt ran.
The sound of the cheering faded away in the distance.
9．head down to : head for
We are heading down to Hannan to enjoy the sunshine on the beach.
10. centre on / upon , concentrate on
Our thoughts all ___________________the new idea.
If you _________________your work, you shall solve the problem.
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