Module 8 Unit two全单元语言点(新课标版高二英语选修八教案教学设计)（共13篇）由网友“清染”投稿提供，下面是小编为大家整理后的Module 8 Unit two全单元语言点(新课标版高二英语选修八教案教学设计)，供大家参考借鉴，希望可以帮助到有需要的朋友。
篇1：Module 8 Unit two全单元语言点(新课标版高二英语选修八教案教学设计)
Unit 2
Reading
1 witness n.目击者;见证人[C][(+of/to)]
I was a witness to the argument.我是那场争论的见证人。
证词[U] She was punished for giving false witness.她因作伪证受到惩处。
证据,证明[C][(+to)]
vt.目击I witnessed the traffic accident.我目睹了那次交通事故。
作...的证人;连署
The two servants witnessed Mr. Smith's will.两个仆人在史密斯先生的遗嘱上签名作证。
是...的发生地点
The year 1849 witnessed a great war in Hungary.一八四九年匈牙利发生了一场大战。
vi.作证,证明Several people witnessed against the accused.几个人作了不利于被告的证明。
2 star n.[C] (电影、体育等的)明星,杰出人物
His wish to become a football star has come true.他想当足球明星的愿望实现了。
vt. 使成明星,由...主演
Yesterday we saw a film starring Charlie Chaplin.昨天我们看了一部查理卓别林主演的电影。
vi.当明星,主演She has starred in some thirty films.她主演过大约三十部影片。
表现出色He didn't star at that job.那份工作他干得并不出色。
3 cast vt.投,掷,抛,扔,撒
He cast a stone into the river.他向河中投了一块石子。
投射(光、影、视线等)[(+at/on)]
I just cast a glance at the headlines.我只是看了看标题。
选派...扮演角色,为(戏剧、角色)选派演员[(+as/in)]
Ann was cast as the wife. 安妮被选派扮演妻子的角色。
4 take on呈现
The insect can take on the color of its surroundings.这种昆虫能随环境而变色。
承担（任务、职责），He is unwilling to take on heavy responsibilities.他不愿承担重任。
开始雇佣; [口]流行, 风行; 受欢迎
take off 脱下;移去
He took off his raincoat and took out the key.他脱下雨衣,拿出钥匙。
起飞The plane will take off soon.飞机马上就要起飞了。
休假He took two weeks off in August.他在八月份休假了两个星期。
take up 开始从事;着手处理
When did he take up football?他是什么时候开始踢足球的?
占用;化去The work took up all his time.那工作花费了他所有的时间。
对...发生兴趣; 继续
take down 拿下, 取下;记[录]下来;拆掉
take ... for ...以为(某人或某物)是
take in 装入, 收容, 接待;缩短; 改小; 收(帆);领会, 理解; [口]欺骗
take over接收[管, 任]
take to爱, 喜欢;嗜好, 沉迷于, 养成...的习惯
5 desperate a.情急拼命的,铤而走险的
A desperate man will stop at nothing to get what he wants.
一个亡命之徒为了达到自己的目的什么事都做得出来。
危急的;绝望的
He was desperate when he lost all his money.当他丢了所有的钱时,他绝望了。
极度渴望的 [(+for)][+to-v]
He was desperate for work to provide for a large family.
他渴望有个工作,挣钱供养子女众多的家。
6 torture n.拷打,酷刑;拷问[U]
Many of the POWs died under torture.许多战俘被折磨致死。
折磨,痛苦[C][U][(+of)][+to-v]
suffer torture from因...受痛苦
She suffered tortures from a toothache.她受牙痛的折磨。
The sight of his sick brother was torture to him.
看到他生病的哥哥那副样子令他非常痛苦。
vt.拷打;拷问[OThe police tortured him to confess his crime.警察拷打他,逼他招供。
折磨;使为难 [(+with/by)]
He was tortured with anxiety.他为焦虑所苦。
7 stage vt. 把...搬上舞台,上演
The city was staging Hamlet.该城市正在上演《哈姆雷特》。
筹划;举行,发动They decided to stage a general strike.他们决定举行总罢工。
vi.(剧本)适于上演The script staged pretty well.这剧本舞台演出效果甚好。
8 There could not be a better setting!的意思是“不可能有比这更好的场景了。”否定词never/ no/ not /nothing等与比较级连用，往往表达最高级含义。
世上没有比那些书更有价值的东西了。
Nothing in the world is more valuable than those books.
=Those books are the most valuable in the world.
He said he had never watched a more exciting game before.
=He said the game was the most exciting one he had ever watched.
9 decorate … with … 用（装饰物）装饰/修饰…… be decorated with
furnish … with… 为（房间或房屋）配备（家具） be furnished with
equip … with … 用（仪器、设备等）装备（工厂、车间、实验室等）be equipped with
Her living-room is furnished with a comfortable new sofa.
The workshop is equipped with many modern machines. (It is a well / fully equipped workshop.)
They always decorate their classroom with balloons and flowers when Christmas comes.
对应名词分别为decoration(装饰，装饰品); furniture(家具); equipment（装备，设备，器材）
10 shortly ad.立刻,马上,不久
She's going to New York shortly.她不久将去纽约。
简短地,扼要地；不耐烦地,简慢地
“You ought to be in bed,” Mother said shortly.妈不耐烦地说道:“你该上床去了”。
Afterward ad.之后,以后,后来
You left before eleven. What did you do afterward?你十一点之前离开后做什么去了?
Afterward they had lunch in the garden.然后他们在园子里吃午饭。
11 leave vt.离开(某处)[(+for)]
Mr. Smith left the room at two o'clock.史密斯先生两点离开房间。
离开(某人)的身边;遗弃,离弃Her husband has left her.她的丈夫把她遗弃了。
辞去(工作等);脱离(组织等)
Mary left school last year and she is working in a shop now.
玛丽去年退了学,现正在一家商店工作。
遗忘;丢下I left my keys behind.我忘了带钥匙了。
听任,使处于某种状态He left the windows open.他让窗子开着。
留给He left me a few books.他留给我几本书。
把...交给;委托[(+with/to)][+v-ing][O2]
You can leave your case with me.你可以把箱子交给我。
剩下I felt I had little energy left.我感到我一点劲也没有了。
vi.离去;动身[(+for)]We will leave for London next week.我们下周动身去伦敦。
12 be drunk with 醉心于、、、，对、、、痴迷，陶醉于、、、
He is drunk with success
Ex: translate:不要沉迷于网络。___________T
13 exercise control over 对、、、实施控制，控制
We should think of a way to exercise control over our expenses.
Ex: 1）The pilot _______ _______ ________ (失去控制)the plane.
2)She managed to ________ _______ _______(控制住)her car on the ice.
3)She may be old ,but she is still _____ _____ (掌管)
Ex:翻译1）He exercise his right as a citizen._____________
2）Teachers exercise authority.___________
14 terrify vt.恐吓，使感到恐怖
The thunderstorm terrified the child.大雷雨把这孩子吓坏了。
terrified adj.害怕的，吓坏了的
The animals were terrified by the storm.动物被风暴吓坏了
They were terrified by his sudden appearance.他的突然出现，把他们吓了一跳。
The children were terrified of being scolded.那孩子害怕挨骂。
15 condemn vt.判刑，处刑；声讨；谴责
Most people are willing to condemn violence of any sort as evil.
任何人都愿意把任何暴力行为视为恶行加以谴责。
Ex: The judge _______ him for fraud.
A. denounced B. condemned C. charged D. accused
Grammar and task
1 privilege n.特权;优特[C][U]
He enjoys diplomatic privileges.他享有外交特权。
(个人的)恩典,殊荣
It is a great privilege to know you.认识你真是莫大的荣幸。
vt.给予...特权(或优待)
This pass will privilege you to attend the closed hearings.
有了这张通行证你便可以出席不公开的听证会。
2 desire vt.渴望;要求[+to-v][+that][O]
He desired us to leave soon.他希望我们尽快离开。
She desired to marry a rich man.她很想嫁个富翁。
People desire peace.人们渴望和平。
n.欲望,渴望[C][U][(+for)]
I have no desire to discuss the question.我不想讨论这个问题。
3 put up建造
They put up a tent by the fire.他们在火堆旁搭起了一个帐篷。
供给...住宿
We can put all of you up for the night.我们可以安排你们所有人过夜。
举起(推荐,提高); 张贴；公布
We want to put you up for club treasurer我们想请你担任俱乐部的司库
My landlord's threatening to put the rent up by 10 a week我的房东要挟说要把每周租金提高10英镑
I don't know how she puts up with him/his cruelty to her. 我不明白她怎麽能 [忍受他的虐待].
put up a tent架起帐篷
to put up a notice
4 apply vt.涂,敷;将...铺在表面[(+to)]
The nurse applied the ointment to the wound.护士把药膏敷到伤口上。
应用;实施[(+to)]
We should apply both theories in the language classroom.
我们应把两种理论都运用到语言教室中去。
使适用 [(+to)]
This rule can not be applied to every case.这条规则并不是在每种情况下都能适用的。
(后常接oneself)使致力(于),使专心从事[(+to)]
He applied himself to learning French.他致力于学习法语。
vi.申请,请求[(+for/to)][+to-v]
He has applied for a post in England.他已申请在英国供职。
起作用;适用[(+to)]
5 participate vi.参加,参与[(+in)]
No professionals participated in the contest.没有职业选手参加这一比赛。
Everyone can participate in this game.每个人都能参加这游戏。
含有,带有[(+of)]
His poems participate of the nature of satire.他的诗带有讽刺性
6 voyage n. 航海旅行
指点迷津：
1） voyage指不论路程长短的水上或空中的旅行
2） journey一般指时间和距离都较长的陆路旅行，不含有回到原出发地的意思
3） trip指短距离的旅行，常回到原出发地
4） tour指周游或巡回旅行，常常是访问一系列地方后又回到原出发地
5） travel泛指旅行这一行为过程。指具体的旅行时常用复数，用单数一般表示旅行的抽象概念
练习：
用voyage, journey, trip, tour或travel填空。
1） His parents are on a____ by ship now.
2） He made a __ around the Greek Island.
3） ____ in the mountains can be slow and dangerous.
4） Did you go to Pairs during your____?
Project
1 evolve vt.使逐步形成;发展,展开
How did you evolve this very personal and original style?
你是怎样逐步形成这种很有个性且具独创性的风格的?
引申出,推断出[(+from)]
We had to evolve the truth from a mass of confused evidence.
我们不得不从大量庞杂的证据中推断出事情的真相。
vi.逐步形成;发展;进化;成长[(+from/into)]
Scientists think that birds probably evolved from reptiles.
科学家认为,鸟很可能是由爬行动物进化而来的。
The simple plan evolved into a complicated scheme.这个简单的计划发展成了一项复杂的规划。
2 anchor vt.抛锚使(船)停泊;使固定,系住
We anchored the tent with pegs.我们用桩子固定帐篷。
主持(广播节目等)
She anchors a 45-minute news show at noon.
她每天中午主持四十五分钟的新闻广播。
be anchored in… 扎根于…之中
be at anchor 在停泊中
come to (an) anchor抛锚, 停泊; 停下来
完成句子：
The large ship ___ ____ ____(停泊在) Huangpu River.
3 improvise vt.即兴创作(诗歌、乐曲等);即兴表演(或朗诵等)
If an actor forgets his words, he has to improvise.
演员要是忘记台词,那就只好即兴现编。
临时做;临时提供;临时凑成
He improvised a bookcase out of crates.他用板条箱临时做成书架。
4 essential a.必要的,不可缺的[(+to/for)]
Hard work is essential to success.成功必须努力工作。
本质的,实质的;基本的
There is no essential difference between the two drafts.两份草稿没有本质上的不同。
n.[P]要素,要点;必需品
Our course deals with the essentials of management.我们的课程讲述管理的基本要点
5 decline vi.下降,下跌;减少;衰退,衰落
As one grows older one's memory declines.人的记忆力随着年龄增长而衰退。
Unemployment declined to 4 percent last month.上个月失业率降至百分之四。
婉拒;谢绝
vt.婉拒;谢绝[+to-v]
She declined their invitation.她婉拒了他们的邀请。
She declined to have lunch with her friend, saying that she wasn't feeling well.
她说她身体不舒服,婉拒了与她的朋友共进午餐。
n.下降;减少There is a decline in real wages.实际工资有所减少。
用法拓展：
decline sth. 谢绝…..
decline to do sth. 谢绝做…
on the decline 衰退中，走下坡的
完成句子：
There has been___ ____ ____(逐渐减少) in the population of the town.
He___ ____ ____(拒绝回答) my question.
6 intend vt.想要;打算[+to-v][+v-ing][+(that)][O2]
He intends his son to manage the company.他打算让他儿子经营该公司。
I intend studying abroad.我打算出国留学。
Let's ask her what she intends us to do.让我们问她要我们做什么。
打算使...(成为);(为...而)准备[(+for/as)][O2]
That trap is intended for you.那个圈套是为你而设的。
意指,意思是I intend that you shall take over the business我有意让你接管公司.
用法拓展：
intend to do sth.
intend sb. to do sth.
intend + that 从句（从句用虚拟语气）
intend for打算供...使用; 打算送给;打算使...成为; 想让...从事某事
2) intended to have done 本来打算做
7 fame n.[U]声誉,名望
He cares very little for fame and gain.他对名利很淡薄。
come to fame成名
vt.使闻名,使有名望 [(+for)]
The king was famed for his cruelty.那个国王以残暴出名。
8 draft n.草稿,草图[C]
He had painfully written out a first draft.他辛苦写出了首稿。
vt.起草;设计I had to draft a cable home.我得写一份发往家里的电报稿。
选派
【美】征(兵);征集[(+into)]
Her brother was drafted into military service.她哥哥应征入伍。
a rough draft草稿
the first draft初稿
Draft out起草，草拟
9 appeal vi.呼吁,恳求[(+to/for)][+to-v]
He appealed to me for help.他向我求援。
He appealed to his friends for support.他请求朋友支持。
诉诸,求助[(+to)]
We will appeal to a great variety of sources of information.我们将求助于多种资料来源。
有吸引力,迎合爱好 [(+to)]
The idea appealed to Mary.这主意正合玛丽的心意。
【律】上诉[(+to/against)]
He appealed against the five-year sentence he had been given.他对被判五年徒刑提出上诉。
n.呼吁,请求[C][U][(+to/for)]
He made one last appeal to his father to forgive him.他最后一次恳求父亲宽恕他。
吸引力,感染力[U]
These subjects have lost their appeal for most students.对多数学生来说,这些学科已经失去了吸引力
用法：
1) appeal to sb. to do sth. 恳求某人做某事
appeal to sb. for为...向某人呼吁[请求]
appeal to 诉诸…
用适当的介词填空
1)The idea appealed___ Mary.
2)These subjects have lost their appeal___ most students.
3)He made one last appeal___ his father to forgive him.
10 break up v. 分解，拆散
短语归纳：
break out （战争，火灾）爆发
break in 闯入，插入
break off 使终止，打断
break into 闯入，打断（带宾语）
break through 出现；突破
break down 分散，拆散；坏了；身体垮下来
单选：
1)You will___ sonner or later if you keep working like that.
A break off B. break down C. break into D. break out
2) Can he___ away from old habits?
A. do B. put C. take D. break
11 cut away切除, 剪掉
cut back(on)减少; 剪短; 倒叙; 缩减;
cut down on减少..., 缩减...
cut in插进来说, 插嘴
cut off 切断, 停掉；隔绝, 挡住；使电话中断；切[剪]下来
cut out删掉；停止
cut through穿过, 穿透;
cut up 切[破]碎；
cut short缩短He had to cut his trip short.他只得缩短自己的旅程。
篇2：新课标模块8 Unit 1 A land of diversity 教学设计(新课标版高二英语选修八教案教学设计)
第一部分
教学设计说明
About the topic and the structures
单元话题和结构 本单元主要围绕具有多元文化的美国这一主题展开，重点介绍了加利福尼亚的多元文化特征，使学生对加州移民有深入了解并认识到“美国是民族的熔炉”。通过本单元学习，培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好基础。通过本单元的语言技能训练，要求学生掌握书面表达中如何使用“方向和位置（direction and position）来介绍一个地方或描述一个事件，以及鼓励别人说话的方法。
本单元语言功能项目是：激励、方向和位置。
本单元语言结构项目是“复习名词从句作主语、宾语和表语”。
本单元还要求学生学习写作“非时间顺序报道：地点描写”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1
Reading
阅读课 Warming Up 课本用一幅美国地图启发学生运用他们已有的知识，以看图填充形式引导学生对美国的地理位置有个全面的认识，同时有助于学生弄清楚加利福尼亚州在美国所处的位置，美国西部山脉、五大湖、最长河流及主要城市等。让学生通过英文释义得出具体地名然后填图，有利于培养学生用英文思维的能力。教师也可以采用本书提供的Warming up by talking about California进行热身活动。
Pre-reading 通过Pre-reading by discussing，学生观察图片（包括“阅读”部分的图），叙述加州的土著人、金矿工和中国城的情况，进行讨论，为后面的阅读做铺垫。
Reading 介绍了加利福尼亚州的美洲土著人、西班牙人、俄罗斯人、金矿工人、后来移民、最近移民与未来移民，使学生进一步认识到加州是一个多民族、多文化的地方，并对加州的变化、发展过程有了更深的了解。教师可以参考使用本书提供的下列程序：Reading for forms; copying and making sentences; transferring information; reading the text again to draw a diagram of it and retell the story in your own words; closing down by writing a history account 帮助学生从形式到内容两方面掌握课文、活用课文。
Period 2
Learning about language
知识课 Learning about Language 课堂辅导应该贯彻讲练结合，精讲多练的原则，教师的讲解应该帮助学生比较确切地了解语法规则的概念、结构和用法，要突出语法现象中的难点、疑点和重点。适量的练习可以帮助学生在语言实际的实践中逐步掌握符合语法规则的语言表达方式。教师可以参考使用本书提供的下列程序: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie
Period 3
Using language
运用课 Using Language课本围绕加利福尼亚州这个话题设计练习。”Listening and speaking”练习形式活泼多样，有听录音、填写明信片、填写表格、讨论、问答活动等，容易使学生产生身临其境之感。此外，练习还要求学生变换角色编对话，增强语言的交际性。“Reading and writing”部分以“George’s diary”为主线设计了丰富多彩的练习，使人目睹加州美丽的自然风光和人文景观，领略加州文化。本部分把读、写有机地结合在一起，并注重培养学生的语篇意识，注重学生综合语言运用能力的提高。建议教师参考使用本书提供的下列程序进行教学: Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of Noun Clauses ; Closing down by reading and writing travel diaries。
实际教学过程课时划分建议
Period 1
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1
Background
背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2
Explanation
解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3
Vocabulary
词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Period 1 A sample lesson plan for reading
(CALIFORNIA)
Introduction
In this period, after the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.
Objectives
To help students understand the text’s forms and contents and learn about a land of diversity
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words illustrate, indicate, swap, slip, hire, insert, react
Collocations by means of, occur to, team up with, mark out, take in, a great many
Patterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.
2. However, in 1846 the United States declared war on Mexico and after it lost the war, Mexico had to give California to the United States.
3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s.
4．Now that you have read the text, you know a lot more about the pictures on pages 1-3.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by talking about California
California is a state located on the west coast of the United States. It is by far the most populous state in the U.S., as well as the most physically diverse, with the highest and the lowest points in the lower 48 states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is “The Golden State” in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.
2. Pre-reading by discussing
Look at the pictures on page 1. Discuss them in pairs.
The famous Hollywood sign, a symbol of the city's world famous entertainment culture.
Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.
3. Reading for forms
Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
4. Copying and making sentences
A collocation is two or more words that often go together. These combinations just sound “right” to native English speakers, who use them all the time.
Then how to learn collocations?
Be aware of collocations, and try to recognize them when you see or hear them.
When you learn a new word, write down other words that collocate with it.
Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.
Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Useful collocations from CALIFORNIA
the third largest state in the USA美国第三大州, have the largest population人口最多, the most multicultural state in the US 美国最具多元文化的州, know the history of California了解加州的历史, at various times 在不同的时代, attract… from… 吸引了来自……的…, it is likely that… 很有可能……, at least fifteen thousand years ago 至少在15,0以前, by means of… 通过……, a land bridge 大陆桥, exist in prehistoric times史前时期曾经存在过， in the 16th century 在16世纪，after the arrival of … 在……来到……之后, force… into slavery 迫使……成奴隶, in addition 此外, die from… 死于……, survive the terrible times 经历着些恐怖时期而活了下来, be ruled by… 被……所统治, in the early 16th century 在16世纪初期, fight against…与……打仗, take the land 夺去了土地, two centuries later 两个世纪以后, along the northwest coast of… 在……西北沿海地区， religious men 宗教人士, teach the Catholic religion to… 向……传授天主教， gain one’s independence from… 从……获得了独立, declare war on… 向……宣战, lose the war 战败, a strong…influence in… 在……仍保持……的影响, over 40% of … 有40%多的……, speak…as a first or second language 把……作为第一或第二语言, in the early 1800s 在19世纪初期, live in and around… 住在……及附近， the dream of becoming rich quickly 发财梦, achieve one’s dream of becoming rich 圆了发财梦, make a life for oneself 过自己的生活， become the thirty-first state 成为第31个州, a multicultural society一个多元文化的社会, during the Gold Rush Period在淘金热时期, from the west to the east coast 从西海岸到东海岸，bring even larger numbers to…吸引了更大批量的……到……， a large percentage 很大比例， stay in the “Chinatowns” of…… 住在……的“中国城”, establish a town of one’s own建立了他们自己的城镇, keep up one’s culture 保持着自己的文化, establish the film industry 建立的电影行业, have the second largest Jewish population 拥有第二大的犹太人口, at the beginning of the 20th century 在20世纪初期, work in the ship and aircraft industries 在船厂和飞机厂工作, in more recent decades 在最近的几十年里, since its beginning in the 1970 从20世纪70年代开始， the mix of nationalities 多种国籍的混合, major racial or cultural groups主要的种族或文化群体, a mixture of many races and cultures多种族、多文化的混合体
5. Transferring information
Now you are going to the text again to note down the most important events in the California history.
CALIFORNIA
Native Americans Native Americans living in California at least fifteen thousand years ago; crossing the Bering Strait from Asia to Alaska by
means of a land bridge; in the 16th century the native People suffering greatly
The Spanish In the18th century, California being ruled by Spain; first arriving in South America in the early 16th century; two centuries later, the Spanish having settled in most parts of South America and along the northwest coast of what we now call the Untied States; there being still a strong Spanish influence in the state
Russians In the early 1800s, Russian fur trappers settling in California; today there being about 25,000 Russian-Americans living in and around San Francisco
Gold minors In 1848, gold being discovered in California; the nearest, and the first to arrive being were South Americans, and people from the United States; adventurers from Europe, then later from Asia and even the Pacific Islands arriving soon after; California becoming the thirty-first state of the United States of America in 1850, being a multicultural society
Later arrivals the building of the railway from the west to the east coast bringing larger numbers of Chinese to California in the 1860; Italians arriving in California in the late 19th century; in 1911 immigrants from Denmark establishing a town of their own; by the 1920s the film industry being well established in Hollywood，California; today California being the second largest Jewish population in the United States; Japanese farmers arriving in California at the beginning of the 20th century; people from Africa living in California since the 1800s
Most recent arrivals In more recent decades, California having become home to people from Asia, including Cambodian, Koreans, Vietnamese and Laotians
The future People from different parts of the world still immigrating to California
6. Reading the text again to draw a diagram of it and retell the story in your own words
Most texts have a three-part structure-introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.
Type of writing and summary of CALIFORNIA
A expository writing of CALIFORNIA
Part 1:Native Americans ● Native Americans living in California at least 15,000 years ago
Part 2:
The Spanish ● In the18th century, California being ruled by Spain;
● The Spanish first arriving in South America in the early 16th century
Part 3: Russians ●In the early 1800s, Russian fur trappers settling in California
Part 4:
Gold minors ●In 1848, gold being discovered in California
Part 5: Later arrivals ●Chinese coming to California in the 1860;
Italians arriving in California in the late 19th century
Part 6:
Most recent arrivals ●In more recent decades, California becoming home to people from Asia
Part 7:
The future ●People still immigrating to California
7. Closing down by writing a history account
To end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.
The brief history of Guangzhou
Guangzhou is the third largest city in China. And it not only has the third largest population in the country, but also is the most multicultural city. Few people in the North know the history of Guangzhou. At various times, people have been attracted from all overt China to this beautiful city. The first people arrived here the pre-history years. It is likely that, at least fifteen thousand years ago, the northern people had crossed the Changjiang River to come to this city by means of small boats which had been existing in prehistoric times. In the 16th century，people here suffered greatly from both flooding and drought. Many of them were forced into slavery. In addition, many died from terrible illnesses. But the strongest survived the terrible times.
…
…
Period 2 A sample lesson plan for Learning about Language
(Revise Noun Clauses )
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and learn to use the following useful structures: noun clauses . The following steps of teaching may be taken: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie.
Objectives
To help students Revise Noun Clauses
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by talking about Hollywood
Hollywood is a district of the city of Los Angeles, California, U.S.A., situated northwest of Downtown. Due to its fame and identity as the historical center of movie studios and stars, the word “Hollywood” is often used colloquially to refer to the American film industry. Today much of the movie industry has dispersed into surrounding areas such as Burbank and the Westside, but significant ancillary industries (such as editing, effects, props, post-production, and lighting companies) remain in Hollywood.
2. Revising Noun Clauses
We have leaned about Revising Noun Clauses before. Before we do the four grammar exercises on page 5 let’s revise Noun Clauses first.
English Grammar:名词性从句
一、主语从句
1. It 作形式主语和it引导强调句的比较
It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人是也可用who/whom。例如：
It is a pity that you didn’t go to see the film.
It doesn’t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主语的结构
(1) It is ＋名词＋从句
It is a fact that … 事实是…… It is an honor that ……非常荣幸
It is common knowledge that ……是常识
(2) it is ＋形容词＋从句
It is natural that… 很自然…… It is strange that… 奇怪的是……
(3) it is ＋不及物动词＋从句
It seems that… 似乎…… It happened that… 碰巧……
(4) it ＋过去分词＋从句
It is reported that… 据报道…… It has been proved that… 已证实……
3. 主语从句不可位于句首的五种情况
(1) if 引导的主语从句不可居于复合句句首。
(2) It is said, (reported) …结构中的主语从句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Hu will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 结构中的主语从句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn’t matter how/whether …结构中的主语从句不可提前。例如：
It doesn’t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn’t matter. (wrong)
(5) 含主语从句的复合句是疑问句时，主语从句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 与that 在引导主语从句时的区别
What 引导主语从句时在从句中充当句子成分，如主语、宾语、表语，而that 则不然。例如：
1) What you said yesterday is right. 2) That she is still alive is a consolation.
二、宾语从句
1. 作动词的宾语
(1) 由that引导的宾语从句（that 通常可以省略）,例如： I heard that be joined the army.
(2) 由what, whether (if) 引导的宾语从句，例如： 1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 动词＋间接宾语＋宾语从句。例如： She told me that she would accept my invitation.
2. 作介词的宾语
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容词的宾语
例如：I am afraid (that) I’ve made a mistake.
That 引导的从句常跟在下列形容词后作宾语：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
4. It 可以作为形式宾语
It 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如：
We heard it that she would get married next month..
5. 后边不能直接跟that 从句的动词
这类动词有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。例如：I admire their winning the match. (right) I admire that they won the match. (wrong)
6. 不可用that从句作直接宾语的动词
有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的转移
若主句谓语动词为Think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
I don’t think this dress fits you well.（我认为这件衣服不适合你穿。）
三、表语从句
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四、同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。
1. 同位语从句的功能
同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如：
1) The king’s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位语在句子中的位置
同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位语从句与定语从句的区别
(1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。
(2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如：
1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语）
2) The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）
Now you may turn to page 5 and finish the four grammar exercises in pairs.
3. Closing down by watching The Incredibles, a Hollywood movie
Plot Summary for The Incredibles
Mr. Incredible is a superhero; or he used to be, until a surge of lawsuits against superheroes submitted by the people they've saved forced the government to hide them in witness protection programs so they could lead normal, anonymous lives. Now known exclusively by his secret identity, Bob Parr, he lives with his wife Helen, formerly Elastigirl, and their three children Violet, Dash, and Jack Jack. He works as an insurance claims specialist, and he's fed up with his pushy boss and his immoral profession, but his wife's worked too hard to build a normal life for her family to abide his nostalgia for heroism. When Mr. Incredible's offered the chance to play the role of hero again by a mysterious informant, he jumps at the opportunity, but when it turns out to be a trap set by an old nemesis he had a hand in corrupting, the whole family must reveal themselves to save Mr. Incredible and countless innocents.
Period 3 A sample lesson plan for Using Language
(GEORGE'S DIARY 12-14 JUNE)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The teacher may follow these steps: warming up by listening and reading aloud, reading for forms, copying and making sentences, making sentences of noun clauses , closing down by reading and writing travel diaries.
Objectives
To help students read the passage GEORGE'S DIARY 12-14 JUNE
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 2 and read the text aloud while listening to the recording. Watch your pauses between the thought groups.
2. Reading for forms
Read the text GEORGE'S DIARY 12-14 JUNE on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying and making sentences
You are asked to copy all the underlined collocations into your notebook after class as homework. You may make your own sentences with these collocations.
Useful collocations from GEORGE'S DIARY 12-14 JUNE
arrive early this morning 清晨抵达， go straight to… 直赴……, drop one’s luggage 放下行李, a ride on a cable car 乘缆车, get spectacular view of… 看到了……的壮丽景色, find a better form of transport 找到一种更好的交通方式, see a terrible accident 看到一次可怕的事故, slip down the hill 滑下山去, have late lunch 午饭吃的很晚, in the late 19th century 在19世纪末, begin the fishing industry 开始了捕鱼业, a tourist area 一个旅游区, catch the ferry to… 乘渡船去……, do much exploring at… 在……看了这么多东西, feel like doing… 想要做……, team up with… 和……做伴, hire a car 租了一辆小汽车, drive around city 驱车游览城市, a great drive 一种特棒的驾车活动, mark… out for… 专门为……选定的……, have blue and white sign 有蓝白两色相间的标记, with…on… 上边标有……, a 79 km round-trip 一次往返79公里的旅行, admire the view 欣赏风景, take photographs照相, have really good idea of… 对……有了一个很好的了解, settle in… 在……定居, look like…看上去像……, a number of… 大量的……, a great many… 大量的……, have a delicious meal 吃了一顿可口的饭菜, walk back down… to… 沿着……步行回到……, have a good view of… 观赏了……, keep prisoners 关押囚犯, freezing cold 冰冷, be pulled out of…被从……拉了上来
4. Making sentences of Noun Clauses
To revise Noun Clauses you are next to make sentences with the useful collocations from GEORGE'S DIARY 12-14 JUNE.
Sentences made with useful collocations from GEORGE'S DIARY 12-14 JUNE
1. When she arrived this morning is still unknown.
2. I have now idea whether he would go by bus or go straight there on foot.
3. Where you are to drop your luggage is a question.
4. How you will take a ride on a cable car has nothing to do with me.
5. The fact is that he needs to get spectacular view of the city first.
6. Finding a better form of transport is what we are considering at the moment.
7. Whether he saw a terrible accident or not in the street is of no importance to me.
8. Slipping down the hill, he dragged with him what he could reach on the way down.
9. After having his late lunch, he began studying what is called the fishing industry science.
10. In this tourist area, people are doing much exploring for what was left by the Japanese invaders.
5. Closing down by reading and writing travel diaries
Kids, have you ever kept a journal of your trip?
Not only is it fun to write but it is a great mement when the special time has passed. Now start writing and sending your travel diaries to us!
Foot tour of Tonsville
This morning we sent on a short foot tour of Tonsville to get our bearings for the next couple of days. It’s nice to be back in a town that is big enough to have good facilities, and in a picturesque setting. Our hostel is located next to the marina, a short stroll into the heart and soul of townsville town centre, which at night reminded me of something out of Miami with all the neon pink and blue street lighting, pretty and alluring.
Having spent the morning taking photos and acquainting ourselves with the town settled down for a swim at the hostel pool and catching up on some reading and work emails...
Mike
Home, Home Again
By pummel
March 15th
Our final breakfast on the Nimrod was more basic than the others, perhaps reflecting that we had run out of food, or perhaps more likely that two of the crew had been throwing up all night thanks to the storm. We took a bus from Port Douglas, where we moored down to Cairns and being thoroughly exhausted did little but drink coffee, and go to the cinema. This is something that I had no intentions of doing, but the thought of two hours in a comfy chair that wasn’t rocking and rolling was very appealing to me.
I ended up going for a few drinks that evening with people I met at my hostel, and at the start of the night I couldn’t decided if they were boring, shy or that there was some sort of language barrier. After several hours out on the town including Sohos and the Legendary Woolshed I decided that they were in fact boring, and went home, leaving them like Pilchards amongst Potato Cod(I think Potato Cod is a type of Grupper Shawna).
篇3：模块8 Unit 3 Words and expressions(新课标版高二英语选修八教案教学设计)
patent n./adj/.v.
The patent runs out in three years’ time. 这项专利为期三年。
Try some of this new patent medicine. 试试这种专利药品吧。
If you don’t patent your invention, someone else will steal the idea. 如果你不为这个发明申请专利，别人可能会剽窃其构思的。
call up =ring up 打电话给…/ bring back回忆/ 征召入伍
I called you up yeasterday but noone answered the phone.
I was called up three months after the war broke out.战争爆发三年后我被征召入伍。
The music called up my memory of the childhood. 音乐引起我对童年的回忆。
其他短语：
call for 需要，要求 去接某人或取某物 call on 号召，拜访 call in 收回 call off 取消
call at 拜访某地 call sb’s name 叫某人的名字 call sb names骂某人 call out 大叫
ex. The football match was called off because of the bad weather.
I called on Mr. Green this morning.
The president called on the whole nation to work hard to make the country stronger.
Let’s go to the meeting together and I wil call for you. 我们一起去开会，倒是我来接你。
This problem calls for careful thinking.
now and then = at times/ sometimes/ from time to time/ once in a while/ occasionally 有时，偶尔
I wrote to him now and then but not often. 我时不时给他写信，但不经常。
distinguish vi./vt. 显示…区别、使…不同
Speech distinguishes man from the animals. 语言使人区别于动物。
A person with good eyesight can distinguish distant objects. 视力好的人可以看清远处的物体。
You should be able to distinguish between right and wrong. 你应该能够明辨是非。
Lang Lang has already distinguished himself as a pianist.作为钢琴家，郎朗已享有盛名。
distinguish A from B. 使…有别于….
distinguish between A and B 分辨….的不同
distinguish oneself as 使…与众不同
distinguished adj. 出名的，与众不同的
be distinguished for…=be famous for…
merciful---mercy n. 仁慈、怜悯、慈悲
beg for mercy乞求怜悯、宽恕 have/show mercy on…对….表示同情
at the mercy of… 任…摆布 without mercy 毫不留情地
注意：pity通常只是内心感到难过或同情，少给予帮助
Sympathy 指同情心或恻隐之心，强调共同分担，或引起共鸣等
Mercy 仁慈或怜悯，含主动帮助别人脱离困难
It is a pity that such a talented man should be killed by the car.
He was moved with sympathy.
The criminal pleaded with the jury for mercy.
product-production n.---produce v./n. ---producer n.
set about (doing sth) 开始、着手 = set out to do sth
set down 记下，放下 set down to sth 开始做某事
set up 成立 set off （for） 出发 （=set out 出发）； 引爆
set aside 放在一边、节省 set fire to 点火
convenient-convenience---inconvenience n.方便，便捷
(be) convenient for sth 对某事方便
It/sth. is convenient to/ for sb. 对某人方便
It is convenient for sb to do sth.某人做某事方便
注意：convenient不以人作主语
This is a convenient tool for hair-cutting.这是一种便利的理发工具。
Come and see me whenever it is convenient to you. 方便的话就来看我。
Our home is convenient to the shop. 在…附近
The shop is at a convenient distance from our home.
expectation n. 期待，期望；所希望的东西；前程；希望
in the expectation that… 预料着，指望着
in expectation of 预料着，指望着 beyong one’s expectation
against / contrary to all expectations 与预料相反
meet/live up to/come up to the expectation 不负众望
expect v. expect sth/ to do sth
seize v. 抓住、抢夺
seize sb by the arm 抓住某人的手臂 seize power/ cotrol 夺取权利或控制权
seize the chance/ opportunity
be seizde with 受（疾病、情绪等）侵袭或困扰
注意：seize 不用suddenly修饰也不用再加by force
file v./n. 文件、文件夹/ 提交，归档
file letters/ an application/ complaint
bear-bore-borne/ born 忍受，负担；生育
bear a heavy burden / a loss 负重荷、承担损失
bear a person/ hardship/ pain 忍受某人/忍受艰难困苦/痛苦
bear love for …/deep feelings 怀有爱慕之情/怀有深厚感情
bear a boy/ fruit
bear the sign/ an expression of….具有标记/ 带着…的表情
注意：表示忍受时，可以和can、could的否定式连用，
过去分词borne 可以表示生育，且多用于完成体的主动态；born主要用于形容词，作表语或定语，解释为“出生”；“天生的”
He is born in 1790/ into a poor family/ of French parents/with a good memory
他出生于1790年/在一个贫穷的家庭/父母都是法国人/生来记忆力好。
She has borne 6 children.
All the costs of the repairs will be borne by our company. 我们公司负担所有修理费。
jam n./ v.
get out of the jam 摆脱困境
be in/ get into a jam 陷入困境
jam in/ into/ with 挤进/ 使…挤满 I jammed my clothes into a small suitcase.
jam up 把事情搞糟、搞乱 The accident jammed up the traffic for half an hour.
篇4：模块8 Unit 2 Cloning(新课标版高三英语选修八教案教学设计)
warming up and reading
汕头市六都中学 陈秀君
1.Ability goals:
Enable the Ss.to describe cloning:
What is the advantages of cloning?
What is the problems or dangers of cloning?
What is your opinion of cloning?
2.Learning ability goals:
Help the Ss.learn how to describe cloning.
(1)Teaching important points
How to describe cloning.
(2)Teaching difficult points.
Help the Ss. analyze the writing techniques of the article.
(3)Teaching methods
Skimming,task-based method and debate method
(4)Teaching aids
A recorder, a projector ,multi-media.
Teaching procedures and ways
Step 1 lead in
T:Do you know what is cloning?
Let the Ss. look at pictures:
Which ones are natural clones and which ones are man-made.
Explain how they differ.
Step2 pre-reading
What benefits can humans gain from cloning？
What problems may arise when humans are cloned？
Step 3 reading
skimmimg
What’s the text mainly about?
scanning
para 1
How do gardeners clone plants?
Main idea:
Para 2
What two major uses do cloning have?
How many femal sheep participate in the cloning of a new sheep.
Main idea:
Para3
What problems do Dolly have?
Main idea:
Para4
What the effect of Dolly?
Main idea:
Para5
Main idea:
careful reading
(1)give the order of procedure.
(2)fill in the chart
Problems or dangers of cloning
Advantages of cloning
(3)discuss
What is your opinion of cloning?Give reason.
Step 4 Language points
1． Firstly ,gardeners use it all the time to produce commercial quantities of plants.
quantities of 许多，大量的。既可修饰可数名词又可修饰不可数名词。
拓展：a large /good/great number of+可数名词复数
a great /good deal of+不可数名词
a great /good many +可数名词复数
many a +单数名词（谓语用单数）
more than one +单数名词（谓语用单数）
2.cloning scientists were cast down to find that Dolly’s illnesses ……
cast down ：discourge 使沮丧
be cast down:feel discourged 灰心，沮丧
词汇：cast about/around for 到处寻找，试图找到
cast away 抛弃，遭船难
cast aside 抛弃，丢一边
cast off 放弃，脱掉
3.On the other hand,Dolly’s appearance raised a storm of objections and …….
objection:不赞成，反对，异议
have an objection to (doing) sth. 反对干某事
raise /voice an objection 提出反对意见
object vi. 不赞成，反对
object to sth./doing sth.反对做…
4．It suddenly opened everybody’s eyes to the possiblility…..
open one’s eyes to sth.使某人明了，对…开了眼界。
5.The fact that she seemed to develop normally……
that 引导同位语从句，说明fact 的内容，that不做成分。
6．Then came the disturbing news that Dolly had become seriously ill.
倒装句型：表方位或方式的副词或介词短语，如：here,there
,now,then,up,down,in,away,off,out,in the room,on the wall等，置于句首时，句子倒装。
将下列各句变为倒装句。
1． The plane flew away.
2． Thousands of Ss.waited in the lecture hall.
3． Your turn to recite the passage comes now.
Step5 summary (2m)
综合评价意见
本课是阅读课，在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力。教学过程中以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。
陈秀君老师在教学过程中谈笑风生，时常与学生开展对话讨论，表现了良好的师生关系，表现了她良好的教学组织能力和灵活机智。
本课主要亮点：执教者能结合新课标理念、结合高考要求、结合学生实际水平，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。
篇5：Module 8 Unit 3 Grammar(译林牛津版高二英语选修八教案教学设计)
Grammar and usage
Teaching aims:
Learn how to make an inversion and in what cases inversion is used.
Teaching Important and difficult point:
When and how to use an inversion.
Teaching procedures:
英语的正常语序是“主语 + 谓语”。 即主语在前，谓语在后。 有时有于句子结构的需要或表示强调，就要采去倒装形式。将谓语动词完全移到主语之前称为完全倒装；只将助动词或情态动词放到主语之前，称为部分倒装。如：.
The teacher came in. (正常语序)
In came the teacher. ( 完全倒装)
I have never seen a film so moving before. (正常语序)
Never before have I seen a film so moving.(部分倒装)
倒装结构通常用于下列情况：
㈠ 完全倒装
1. 用于there be句型。
如：There are many students in the classroom.
2. 用于“here (there, now, then) +vi +主语”的句型中，或以out, in, up, down, away 等副词开头的句子，以示强调。
如：Here comes the bus. There goes the bell.
Now comes your turn. Out went the children.
请看试题：
①--can you tell me where my uncle is?
--Yes, of course,________.
A. here your uncle comes B. here comes your uncle.
C. comes your uncle here D. your uncle here comes
注意： 代词作主语时，主谓语序不变。如：Here it is . In he comes.
请看试题：
② --Where is the report?
--________.
A. There is it B. There it is
C. There the report is D. Is there the report
3. 有时为了生动，或为了强调表语或状语，或使句子平衡而倒装。
如：
1) At the head of the queue was an old woman.
2) On the ground lay an old sick goat.
3) Also present will be a person who thinks up an idea for an advertisement.
4) Gone are the days when they could do what they liked to the Chinese people.
5) Among the goods are Christmas trees, flowers, candles and toys.
请看试题： ③In each room _____.
A. are ten students B. ten students are C. ten students there are D. ten are students
4. 用于so, nor, neither开头的句子，表示重复前句部分内容。原句的谓语应与前句谓语的时态、形式相一致。
如： He has been to Beijing. So have I.
Li Wei can’t answer the question. Neither can I.
请看试题：
④ --I’d met Philip several times before. -- ________.
A. So did I B. So had I C. I did, either D. I met, also
⑤ --Are you going there with us? --If Mary wants to go, ______.
A. I also go B. so do I C. so I will D. so will I
⑥ --Do you know Jim quarreled with his brother? -- I don’t know, _____.
A. nor don’t I care B. nor do I care C. I don’t care neither D. I don’t care also
注意：如果so 不含“也”的意思，即使打头，也不倒装。如：
---- It was cold yesterday. --- So it was.（天确实冷）
㈡ 部分倒装
1. Only修饰的状语提前时。
如： Only then did I begin to know her.
Only in this way can you learn English well.
请看试题：
④Only when he started to explain ____ the reason for this.
A. she realized B. did she realize C. she had realized D. had she realized
2. 某些表示否定意义的词,如: never, hardly, seldom, little, few, at no time, by no means, nowhere, not a bit等在句首时。
如:
1) Seldom in all my life have I met such a determined person.
2) Never shall I forget it.
3) Hardly can I believe that.
请看试题：
⑦Little ___ about his own safety, though he was in great danger himself.
A. does he care B. did he care C. he cares D. he cared
⑧Not for a moment ____ the truth of your story.
A. did he made B. he made C. did he make D. he makes
3. 当not only … but also, not until, no sooner… than, hardly… when 在句首时，要倒 装。注意在这些句型中倒装的位置。
not only… but also…句型中，前一个分句倒装，后一个分句不倒装。
如：
Not only was he forcing to stay at home, but he was also forbidden to see his friends.
Not until … 句型中，复合句的前面从句不倒装，后面的主句倒装。
如：
Not until she saw the present did she feel happy.
Not until the teacher came did he finish his homework. 。
No sooner … than…, hardly…when的句型中，后面从句不倒装，前面主句倒装。
如：
No sooner had he finished the talk than a man stood up and put forward a question. Hardly had I enter the army when I felt very proud.
请看试题：
⑨Not until his father was out of prison ____ to school.
A. can John go B. John can go C. could John go D. John could go
⑩No sooner ____ asleep than she heard a knock at the door.
A. she had fallen B. had she fallen C. she fell D. did she fall
4. 以as 引导的让步从句，谓语动词以后的部分倒装（提前到as 之前）。
如：
1) Fine as it is, I shall not go out.
2) Hard as he worked, he made little progress.
3) Child as he is, he knows a lot.
5. 省略了if的条件句中，were, had 或 should 可提前句首构成部分倒装。
如：
Were I not so busy, I should go with you.
Had he been here yesterday, he would have come to watch the football match.
Should there be a flood, what should we do?
6. 在so…that（如此…以致于）句型中，若so…提前到句首构成部分倒装。
如：
So carelessly did he drive that he almost killed himself.
So loudly did he speak that people in the next room could hear him.
7. 用于某些表示祝愿的句子。
如：
1) May you succeed! 2) Long live China!
8. 用于疑问句。如： Do you speak English?
篇6：Book 7 Unit 1 全单元教案(新课标版高二英语选修七教案教学设计)
I． 单元教学目标
技能目标Goals
▲ Learn about Disability and Life of disabled people
▲ Talk about Disability and Life of disabled people
▲ Practise Introduction and Wishes &congratulations
▲ Revise the Infinitive
▲ Write a letter of suggestion
II． 目标语言
功
能
句
式 1. Introduction
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2.Wishes &congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performances.
You have my best wishes.
I’m very pleased for you.
I Hope it goes well for you.
That’s wonderful/amazing.
词 汇 1. 四会词汇
disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare
2. 认读词汇
Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community
3. 词组
in other words, out of breath, all in all, make fun of , all the best, in particular
4．重点词汇
disability, disabled, adapt, annoy, conduct, congratulate, accessible
结
构 Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
重
点
句
子 I have learned to adapt to my disability.
Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
III． 教材分析与教材重组
1. 教材分析
本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。
1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。
2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。
2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言:
a. 重点词汇和短语
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
b. 重点句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目标
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals学能目标
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help student understand the difficulties the disable have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practising
Teaching aids教具准备
Multimedia computer
Teaching procedures & ways教学过程与方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.
Step IV Homework:
Retell Marty’s story according to the mini bio.
Surf the internet to learn more about the life of disabled people.
The Second Period Learning about language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all
b. 重点句型
Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use both the useful words and expressions and structures freely.
3. Learning ability goals学能目标
By doing the related exercises in the textbook.
Teaching important points教学重点
The useful words and expressions and structures.
Teaching difficult points 教学难点
How to use them properly.
Teaching methods教学方法
Explaining and practising
Teaching aids教具准备
The multi-media computer
Teaching procedures & ways教学过程与方式
Step I Revision
Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?
……
Step II Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its function.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish
For example:
I can't afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund or the Infinitive
Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise They advise walking to town.
They advise us to walk to town.
allow They do not allow smoking here.
They do not allow us to smoke here.
encourage They encourage doing the test.
They encourage us to do the test.
permit They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend They recommend walking to town.
They recommend that we walk to town.
Some verbs have different meaning. (when used with Gerund or Infinitive)
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog? I tried to run after the dog, but I
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Using Language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
b. 重点句型
Expressions used to offer congratulations and best wishes.
2.Aility goals 能力目标
Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.
3.Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important points教学重点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing
Teaching aids 教具准备
A multi-media computer
Teaching procedures & ways 过程与方式
Step I Leading in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step II Listening and speaking
T: Do you think it easy to climb it?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.
Step III Wishes & congratulations
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.
A sample of offering wishes and congratulations
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 Your friend is going to take part in the “CCTV Cup” English Speaking Contest
Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest
Step IV Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Step VI Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Mr.Xue Sun Lei
Chief architect 18 Hongyang street
Supermarket design Yuquan County
211 Kangwei Road
Yuquan County
18 March
Dear Mr Xue,
I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:
1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.
2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.
3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.
4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.
Yours sincerely,
Sunlei
The Fourth Period Reading and listening
Teaching goals 教学目标
1. Target language目标语言:
Patterns used to make introductions.
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2. Ability goals能力目标
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions..
3. Learning ability goals学能目标
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important points教学重点
How to make an elegant introduction.
Teaching difficult points 教学难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practising
Teaching aids教具准备
The multi-media
Teaching procedures & ways教学过程与方式
Step I Leading in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)
Ss: The Chinese is Dao Mang Quan-Xiao Q
T: What’s the movie about?
Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.
Step II Reading
Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.
Stage Age Training
The first stage: 1-12 months The puppy lives with a sighted family
The second stage: 13-18 months It begins five months training at a guide dog school.
The third stage: 19-23 months When it is trained, it meets its new owner and the two live at
the guide school for a month to learn to work together.
The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing Ex2-3, play the tape again to do Ex4.
T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
(After the performance)
T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.
Step III Talking
Tips on how to introduce people
First give students some advice on how to introduce people.
Show the following on the PowerPoint.
Here's how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'
5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.
Demonstration
Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.
A sample of formal introduction
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.
Step IV Homework
Surf on the internet to learn about Braille.
The Fifth Period Reading and Writing
Teaching goals 教学目标
1. Ability goals 能力目标:
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals学能目标：
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.
Teaching difficult points教学难点
How to improve their writing.
Teaching methods教学方法
Reading and writing
Teaching aids 教具准备
The multi-media computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step II Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step III Reading and writing
After learning something about Braille, deal with reading and writing task on Page51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng. A writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),“ taking its example from Helen Keller's remarkable story ”Three Days to See.“ Now let’s read his story on P51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
The sample of the mini bio
A Mini Bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Preparation for writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.
Writing:
When students finish the opening sentences, they will be asked to write the rest of the text.
A sample of the writing
Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.
He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.
Step IV Homework
Speaking task on P52
Answer the questions on checking yourself on P53.
I.本单元课文注释与疑难解析
1. I have learned to adapt to my disability. 我已经学会适应这种生活。
adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合
He adapted himself to the cold weather.
他适应了寒冷的天气。
He tried hard to adapt himself to the new conditions.
他努力使自己适应新的情况。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.
every time每次, 每当 引导时间状语从句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence.不在,缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence.
她从不乘人不在时说别人的坏话。
He has many absences from class. 他经常缺课。
3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：
particular adj.
1.值得注意的；特别的；不寻常的
There was nothing in the letter of particular importance.
这封信里没什么特别重要的内容。
The story happened on that particular day.
故事就发生在那一天。
The teacher showed particular concern for the disabled child.
老师特别关心那个残疾儿童。
2. 独特的；单独的；某一种的
Her particular way of smiling left a good impression on me.
她特有的微笑给我留下了美好的印象。
”I don't like this particular scarf, but the others are quite nice.“
”我不喜欢的就是这一种围巾,其他的都很好。“
3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)
I'm not particular about my clothes; I don't mind what I wear.
我不怎么讲究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃东西很讲究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。
special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。
especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。
specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。
particular侧重不同于普遍性的个性或特殊性。
exceptional指不同于一般，本身是特别的或异常的事物。
extraordinary语气比exceptional强，指极大地超过一般或正常情况。
peculiar强调指与众不同或独特的意思,古怪的,不寻常的.
specially, especially, particularly这些副词均可表示“特别地”之意。
specially着重为做某事而“专门地、特意地”，相当于on purpose。
especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。
particularly用来指同类中特别突出的一个
II. 文化背景知识
Understanding The World's Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say ”No,“ don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be ”different“, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these ”differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!
Here are some interesting people with different disabilities:
“We keep moving forward, opening up new doors, and doing new things, because we're curious...
and curiosity keeps leading us down new paths.”
---Walt Disney
-Hans Christian Anderson (Famous Author) - Dyslexia
-Ludwig van Beethoven (Famous Musician) - Deaf
-Alexander Graham Bell (Great Inventor) - Learning Disability
-Winston Churchill(Prime Minister of England) - Dyslexia
-Walt Disney (Animator/ Movie Producer) - Dyslexia
-Thomas Edison (Great Inventor) - Dyslexia
-Albert Einstein (Great Physicist) - Dyslexia
-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute
-John Milton (Famous Author) - Visually Impaired
-General George Patton (War General)-Dyslexia
-Franklin D. Roosevelt (President of the United States)- Polio
-Leonardo daVinci (Famous Painter)-Dyslexia
-George Washington (President of the United States) - Dyslexia
-Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.”
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”
“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don't worry about other peoples' expectations.”
Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.
Invisible disabilities
Name: Lynda Appell
Email: fennel@visto.com
Date: 14 Oct 2005
Time: 20:28:20
Remote Name: proxy.iad4.netsetter.com
Remote User:
That's Funny You don't Look Like You Have a DisABILITY
Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.
Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.
I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.
To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.
What is a learning disability?
LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
Developmental speech and language disorders
Academic skills disorders
“Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.
篇7：Unit 1 of Module 8 Words and Expressions (译林牛津版高二英语选修八教案教学设计)
Unit 1 of Module 8 Words and Expressions
Class Name No. Time Assessment
Learning Aims:
1. Learn some phrases by heart.
2. Master the usage of some important words and expressions.
Learning Important and Difficult Points:
Learn the usage of some important words and expressions such as fortune, have prejudice against, at the sight of and so on.
Learning Methods:
Learn the usage of some words and phrases through self-study and practice.
Learning procedures:
Part One－Self-exploration
I. Key phrases to remember
1. be prejudiced against 对……有偏见 2. be bent on (doing) sth.一心想要，决心要
3. make the acquaintance of 和……相识，结实 4. brand new 崭新的，全新的
5. at the sight of 看到，一看到 6. from beginning to end 从头至尾
II. Self-study of the usage of some important words and phrases
1. pity: vt. 同情，怜悯
［原句回放］He pities Oliver, takes him home, and tries to reform him. 句中pity是 ___vt.___ （词性），意思是 _同情，怜悯_ ，相当于have/take pity on sb.。而另外两个固定句式It’s a pity that...; what a pity that…却表示 __遗憾_ 意思。
1）他总是同情那些处于困境中的人，而且尽力帮助他们。
_He always pities people in trouble, and tries his best to help them_
2）她不能来是多么遗憾啊！
_What a pity that she can’t come!__
2. resist: vt. & vi. 抵抗，反抗，抵制
［原句回放］They force him back into a life of crime by pressuring him with the threat of violence if he resists. 句中 resist 的含义是 抵制，抵抗 ，它的常用句型是 vt. + n.(pron.) / doing…，常见短语是can’t resist doing…，该词组含义是 禁不住 。
小试牛刀！
1) 许多青少年禁不住沉溺于电脑游戏。（resist）
Many teenagers can’t resist being addicted to computer games.
2) I didn’t mean _A__ anything, but those apples looked so good that I couldn’t resist _____ one. （B级）
A. to eat; trying B. to eat; to try C. eating; trying D. eating; to try
4. tend : vi. 趋向，倾向；vt. 照料，看护
［原句回放］The poetry of this period is not only about love, although Romantic themes tend to be more emotional. 句中 tend to do sth. 的意思是倾向于……，往往…… 。小试牛刀！
1）据说，她在冬天往往睡得较早。（tend）
It’s said that she tends to go to bed earlier in winter.
2）疲惫的时候，人就倾向于犯错。(tend)
_When people are tired, they tend to make mistakes.__
3）请用tend的常见短语的正确形式完成下列句子：
tend to do sth.倾向于，往往；tend to/towards sth. 趋向，倾向；tend (to) sb./sth.照料
Many people _tend to_ judge things by their appearances.
Doctors and nurses _tend (to)_ the injured.
His views _tend to/towards_ the extreme（极端）.
5. stress: vt. 重读；强调，着重指出
［原句回放］The first and third lines of each section have four stressed syllables（音节）. 句中 stressed 是 _过去 分词，做 _定语 成分，意思是 _重读的_ 。
1）请辨别下列句中stress的含义：
The official stressed the importance of international trade. _强调，着重指出_
You should stress the first syllable in “happiness”. _重读___
2）必须着重指出，这项任务应当在周末之前完成。
_It must be stressed that the task should be finished before the weekend._
［拓展］stress还可用作n.，除了表示“强调，重要性；重音”之外，还可表示“精神压力，紧张”。常用搭配：under stress 类似于短语 _under pressure，意思是处于压力之下。
6. prejudice: n. 偏见
［原句回放］Money and education have changed him, and before long he develops the shortcomings of being shallow and having prejudice, even against his old companions.句中用到prejudice的短语是 have prejudice against , 意思是 _对…有偏见 。试翻译整句话，注意before long和develop的意思。
1）We must treat every naughty student ______ . （B级）
A. without doubt B. without prejudice C. without difficulty D. without mercy
2）As a teacher, you should not be prejudiced against students with low marks.=
As a teacher, you should not have prejudice against students with low marks.
3) ______ his death in 1886, the poet had become a success in his country. （B级）
A. It was before long B. Before long C. When long before D. Long before
7. be bent on doing sth.: 一心想要，决心要
［原句回放］Pip is bent on becoming a gentleman and winning Estella’s love. 句中 is bent on becoming的含义是 _一心想要成为 ，可以用相同意思的短语 _be determined to do 替换。 小试牛刀！
1) The boy student bent ______ tricks has much talent ______ painting. （B级）
A. in; in B. on; of C. in; of D. on; for
2) 她一心想长大后当一名影星。
She is bent on becoming a film star when she grows up.
3) 在演讲比赛中我击败了汤姆而赢得一等奖。
I defeated Tom in the speech contest and won the first prize.
4) Philippine president Gloria Macapagal Arroyo _____ another term in office, _____ her closest rival（对手）, film star Fernando Poe Junior. （C级）
A. won; beating B. got; winning C. got; won D. won; beat
9. at the sight of: 看到，一看到
［原句回放］Kevin was filled with sorrow at the sight of his old soccer ball, and he let out a sad sigh. 句中at the sight of的意思是 _看到，一看到 , let out a sad sigh的意思是_伤心地叹口气 。小试牛刀！
1）一看到地上躺着的蛇，那女孩惊叫了一声。（let out）
At the sight of the snake lying on the ground, the girl let out a cry of surprise.
2) ______ the pair of brand new sneakers, Tom jumped with joy. Which of the following is wrong? （C级）
A. Seeing B. At the sight of C. On seeing D. Caught sight of
3）试用sight的常见短语完成下列句子。
at the sight of; at first sight; catch sight of; lose sight of; in sight; out of sight
(1) I have been known to faint（昏倒）_at the sight of of blood.
(2) He fell in love with her _at first sight_ and believed that she was the most beautiful girl in the world.
(3) I saw her for a moment but then _lost sight of her in the crowd.
(4) I _caught sight of_ my old friend in town today and then we talked to each other.
(5) Peace is _in sight_ . （和平在望）
(6) _Out of sight_ , out of mind. （眼不见，心不烦）
4) ______ with strength for the moment, the young man raised himself completely, ______ me to stand up, too. （C级）
A. Filled; forcing B. Filled; forced C. Filling; forced D. Filling; forcing
Part Two－Self-assessment
I. Translate the following into English by using the words or phrases in the brackets
1. 他自始至终对年轻人有偏见。(prejudice/prejudiced)
He has prejudice against the young throughout.
2. 我是在一次聚会上认识他的。（make the acquaintance of）
I made the acquaintance of him at a party.
3. 决心要通过考试，大卫周末一直在学习。(bent)
Bent on passing the test, David has been studying at the weekend.
4. 当别人反对他的计划时他往往会生气。(tend)
He tends to be angry when others are opposed to him.
II. Multiple choice
1. Experts predict that all these changes will lead to ______ strong and powerful China, ______ country that will give the world a big surprise.
A. the, a B. a, / C. a, a D. a, the
2. The company is ______ to improve pay and conditions.
A. under construction B. under threat C. under pressure D. under repair
3. We watched the train until it ______ gradually.
A. lost sight B. caught sight C. came into sight D. was out of sight
4. ______ these things, he began to think over the next subject.
A. Settling down B. Having settled C. Settled down D. To settle down
5. Seeing the toy, she couldn’t resist ______ to catch it.
A. being reached out B. reaching out C. to reach out D. reach out
6. What worried me most was ______ to go abroad alone.
A. my not allowing B. having not allowed
C. my being not allowed D. my not being allowed
7. The manager is a(n) ______ of mine, so I can introduce you to him.
A. acquaint B. acquaintance C. familiarity D. friendship
8. The teacher was so angry at all ______ he was doing ______ she walked out and closed the door behind her.
A. that, that B. what, what C. that, what D. what, that
8. ______ society ______ a university, I think, is quite reasonable.
A. Comparing; to B. Compared; to C. Comparing; with D. Compared; with
9. I ______ at a party held in honor of our new major.
A. made his acquaintance B. made my acquaintance
C. made an acquaintance D. made the acquaintance
10. China is ______ building a harmonious society, in which the interpersonal credibility（诚信） will serve as the basis.
A. supposed to B. based on C. called on D. bent on
11. It is said that Oliver Twist, ______ work by Charles Dickens, was performed on ______ stage before Dickens even completed the novel.
A. the; the B. 不填；不填 C. a; 不填 D. a; a
12. I made the ______ of Mr Blake at a conference on climate change.
A. friend B. companion C. best D. acquaintance
篇8：Unit 2 Module 8 Words and expressions (译林牛津版高二英语选修八教案教学设计)
Unit 2 Module 8 Words and expressions
班级 姓名 学号 时间 评价
Learning Aims: to learn the meanings and usages of the following words and expressions.
Learning important points: the usages of the words and expressions
Learning difficult points: the usages of the following words: star, cast, dare, desire, appeal to, exercise control over, etc.
Learning Procedures:
1. star (1) vt. 由……担任主演，由……担任主角。 （B级）
The performance was splendid. It _________ some of the world’s greatest opera singers.
演出很精彩；几位世界级顶级歌剧演唱家担当主演。
(2) vi. （在电影中）任主角、主演
Gong Li ________ ______ the film Curse of the Golden Flower directed by Zhang Yimou.
巩俐在张艺谋导演的《满城尽带黄金甲》中担任主角。
(3) star n. （娱乐或体育的）明星，名角。
There are many pictures of NBA __________ __________ on the walls of my son’s bedroom.
我儿子卧室的墙上有很多NBA篮球明星的照片。
与名词star常见的搭配：
pop music star __________________ big star ____________________
super star __________________ rising star ____________________
shining star __________________
拓展： 表示“扮演……的角色”的表达有：
___________________/___________________/____________________/_______________
2. cast (1) vt. 选派……扮演某角色，为（戏剧、角色）选派演员，（常与______连用）。
常用结构：cast sb. as/ sb. be cast as （B级）
Many great Chinese musicians, actors and singers _______ _______ ________.
许多杰出的中国音乐家、演员和歌手也参加了演出。
The director ________ ______ ________ a newly-married princess in the new film.
在新片中，导演让我 扮演一个新婚的公主。
(2) 投，掷，抛。
As soon as they reached the fishing area, the fishermen _______ _______ ________ into the sea.
渔民们一到捕鱼区就把鱼网撒进了大海。
3. dare （C级）
(1) vi. 后接不定式，可用于任何句式中。
He _______ _______ accuse me of dishonesty. 他胆敢控诉我不诚实。
I ________ _______ ________ move then. 那时我一动都不敢动。
_______ ________ ________ _______ compete against me? 你敢跟我竞争吗？
(2) aux. v. (情态动词) 过去式为 ___________。 后接动词原形，通常用于否定句、疑问句和条件状语从句中。
I ___________________think of it. 我几乎不敢想它。
_____________________ speak of it. 没有人敢说起这件事。
___________________ ask him? 你敢问他吗？
___________________________________(如果你再敢那样对我说话), you will be sorry.
(3)习语 I dare say 意思是“我猜”、“可能”、“大概”等。
我猜他会来。 ___________________________________________
我敢说今天会下雨。 ___________________________________________
4. direct vt. & vi. 导演；指导，指挥；命令，指令；负责，管理，监督
写出下列句子中direct的含义： （C级）
○1A policewoman stood in the middle of the street, directing the traffic. ________________
○2The mayor directed the crowd to move back for safety. _________________
○3Who do you know directed the American famous movie Gone with the Wind? ______________
○4Steven was asked to direct the project of designing a tunnel under the English Channel.
________________
拓展：○1 director n. _____________ ; direction n. __________________
○2direct adj. & adv. 径直，直接
Will you ________ ________ _______Hong Kong or stop in Shanghai first?
你是直飞香港，还是先在上海停一下？
比较：direct 和directly
这两个副词都有“直接地”之意。
direct: 指行路中不停步、不绕道、直奔目的地；直接地(不经过中间环节)。
directly: 指以一种直接的方式。表示时间的时候，指立刻，不拖延之意。
同义词或词组有：immediately, instantly, directly, shortly, soon, at once, right away
即时练习：用direct和directly 完成下列句子 （B级）
○1I will deal __________ with the manager of the supermarket.
○2Johnson will see you ___________ after the conference.
○3__________the manager came into the office, everyone became quiet.
○4He answered me very __________and openly
5. desire （B级）
(1) n. 愿望，心愿，要求
尽管他很贫穷，他对财富无欲望。Poor as he is, he ___________________________________.
(2) vt. 渴望，欲望
我们希望每一个中国人都幸福和健康。
We ____________________________ to all the people in China.
人们期望照管某个东西，因此他们养些自己宠爱的动物做伴侣。
People ____________________________something so they keep pets for companion.
我的女朋友希望今年她生日时我去见她。
My girlfriend _________ ________ _________ go to see her on her birthday this year.
=My girlfriend desired that _______ _______ go to see her on her birthday this year.
(3) 搭配：
have a strong desire to do sth. ________________________________
do sth. at sb’s desire _______________________________
desire sb. to do sth. ________________________________
desire to do sth. ________________________________
6. hire vt. & n. 雇佣，雇用；租用
我们委托一家广告公司替我们推销产品。
We _________________________________ to help us promote the sales of the products.
他儿子在市中心开一个汽车出租公司。
His son runs __________________________ in the center of the city.
搭配： hire and fire _________________ for hire ______________________
hire out _________________
辨析：hire/employ/rent
hire通常指短期雇用人或租用物(汽车、服装、音乐厅等)。雇用人时hire强调受雇者纯粹是为了工钱而被雇佣。
employ一般表示工业、企业、政府机构或其他方面长期雇用人，强调被雇用的人不仅看重工钱，而且还看重工作的稳定性。
rent指长期租用物品，如：租用房屋、土地等不动产。
即时练习： 用hire, employ, rent的适当形式填空 (C级)
○1This motor plant is ______________ three thousand workers.
○2We have ___________a villa in the south of France for the summer.
○3Because of poverty, I have to ________a suit for the wedding.
7. appeal (B级)
(1) n. 吸引力，感染力。为不可数名词，常与介词for连用。
这部电视连续剧对中国年轻的观众有巨大的吸引力。
This TV series ____________________________young viewers in China.
(2) n. 呼吁，恳求。为可数名词。
利比亚总统在联合国大会上呼吁发达国家给予援助。
The president of Liberia ________________________ the developed countries for aid in the UN conference.
每每有困难就伸手求援并不是个好办法。
译：___________________________________________________________________________
(3) vi. 吸引，引起兴趣（常与to连用）；呼吁，恳求
你有没有兴趣到大公司去工作？Does the idea of working for a big company _______________?
象《哈利波特》这样的书很吸引年轻学生。
译：___________________________________________________________________________
政府呼吁每个人节约用水。The government is ________________________________________.
appealing adj. 吸引人的，引起兴趣的
搭配： popular/wide appeal ________________ appeal to sb. _________________________
(make an ) appeal to sb. for sth. / to do sth. ____________________________________
8. exercise control over 对某人或某事实施控制 (B级)
The national Entrance examination is coming; I need to exercise more control over myself!
译：____________________________________________________________________________
Because of the bad injury in my arms, I couldn’t exercise control over the car on the muddy road.
译：___________________________________________________________________________
搭配：in control of ___________________ in the control of ______________________
under control ___________________ out of control _______________________
under the control of ________________ beyond sb’s control ______________________
get out of control _________________ lose control of sth. ______________________
have /gain/take control over/of sth. _______________________________
have /bring/keep sth. under control _______________________________
9. be condemned to death 被处死 （C级）
The Chinese government made a promise that if Lai Changxing is sent back to China from Canada,
_________________________________. (他将不会被处死)
搭配：put sb to death __________________ sentence sb. to death ______________________
starve to death __________________ bleed to death _______________________
fight to death ___________________ burn to death _______________________
当堂检测： 单词拼写
1.Gongli,who is a very famous actress, has s_________ in many films directed by Zhang Yimou.
2.The director c______ me a newly-married princess in the new film.
3.I d________(敢) say it will rain today.
4.Having been running for such a long time made him b__________.
5.In almost every fairy tale, there is a very h __________ prince who marries a princes.
6.Every mother has _____________( 感情 )for her children.
7.His grandfather finds music and painting very a____________ in his life.
8.You must take some o__________ activities so that you can pick up your health.
9.In 1945, the Japanese invaders surrendered ______________(无条件)
10.It is d_________ that you (should) be present at Mary’s wedding party on Sunday.
篇9：Module 8 Unit 1 The Written World (译林牛津版高二英语选修八教案教学设计)
班级 姓名 学号 等第
Module 8 Unit 1 The Written World
Reading Language points
Learning Aims: 1) to learn some language points in this text to enlarge the vocabulary
2) to use the language points when doing the exercises.
Learning important points: to analyze some long and complicated sentences
Learning difficult points: how to analyze the lone and complicated sentences
Learning Procedures:
1【原句回放】They are novels, plays and poems that were written a long time ago and were so well written and well received that people still read them today.（page 2, lines 3-4）
他们是很久以前创作的小说、戏剧和诗歌，写的很好，很受欢迎，直至今日人们仍然在阅读这些作品。
【句子结构】句中第一个that 引导的是定语从句；第二个that引导的是结果状语从句。
【语言点】be well received (by …) 深受（…）欢迎 = be popular with…
在网上深受好评的那部小说很快就要出版了。
The novel well received online is coming out shortly after.
【拓展】received adj. 被承认的； receive v. 收到；接待；承受
receiver n. 电话听筒；接受者 reception n. 接纳；接待；招待会；服务台
receptionist n 招待员，接待员 reception desk 接待处
【练练看】用receive 的同根词填空
① The works of the young novelist are well received by the students.
② At the reception they are going to serve Chinese food.
③ When I picked up the receiver, the caller rang off suddenly.
2【原句回放】Many people do not read them because they think they are old-fashioned and boring, and have nothing to do with life today.(page 2, lines 8-10)
许多人不读经典文学作品是因为觉得他们过时了，枯燥乏味，与今天的生活没什么关系。
【语言点】have nothing to do with…= be nothing to do with… _与…没有关系_
他的成功与他的财富没有任何关系。
His success has nothing to do with_ his wealth.
【拓展】①have/ be something to do with…_与…有关系_
have/ be little to do with… 与…没有多少关系
这可能与他告诉琼妮真相的方式有关系。
This may have something to do with the way he told Joni the truth.
②do with 处理 He didn’t tell us what we could do with an urgent matter.
③do away with 摆脱；废除，取消 在大会上他们终于废除了过去的规定。
At the conference, they eventually did away with_ the out-of-date regulations.
3【原句回放】 They have not disappeared and still have a place in the world today.(Page2, line12) 他们并没有消失，在当今世界仍占有一席之地。
【语言点】have a place in…. 在 ….有一席之地
运动在我们的生命中应该占有非常重要的地位。
Exercise should have a very important place in our lives.
【拓展】in place 在适当的位置 in place of… 代替
in the first place_首先；第一 take the place of 代替…
take one’s place _代替某人的位置_ take place 发生___
lose one’s place 地位不保
【练练看】用place 的短语完成句子
①With everyone taking his place, the chairperson announced the opening of the ceremony.
②She is a precise(细致的) person, and likes everything in place.
③He couldn’t have eaten too much.. In the first place, he had little food at home.
④Two wood sticks were used to take the place of chopsticks at that moment.
⑤If you are absent from training once again, you might lose your place in the team.
⑥When he is absent, his son usually takes his place in the store.
4【原句回放】He died in 1870 and his tomb reads, “By his death, one of England’s greatest writers is lost to the world.(Page2, lines 24---25).
狄更斯于1870年去世，墓碑上这样写着:“他的去世令世界失去了一位伟大的英国作家。
【知识点】1) read = say 显示; 标明
She happened to see on the desk a half-opened notebook, which __①A___ “In order to keep the secretaries ___②C___, the company has decided that every Monday morning a bunch of fresh flowers should be put on each secretary’s desk.
① A. read B. was said C. written D. signed
② A. at home B. on time C. in high spirits D. in low spirits
2) by his death 由于他的死 by chance = by accident 出于偶然
【拓展】by (表示位置)在…近旁; 在身边; (表示时间)不迟于; 在…时候; (表示方向)从…中经过; (表示方式)搭乘, 通过; 抓住…; 靠, 采取; 就…而论; 按照; 凭着; (表示环境)借着…光亮; (表示程度)以…之差
①All of the applicants are supposed to be here by four o'clock. __不迟于___
②On a cold evening it is pleasant to sit by the fire. 在…近旁
③The eggs are sold by weight not by the dozen. 按照____
④We lost the match by one goal. 以…之差____
⑤They were playing cards by electric light 借着…光亮_
⑥Are you to go there by bike or by bus? 搭乘__
3)be lost to…不再属于…..所有
His losing the game means that the championship will be lost to him.
5【原句回放】Great Expectations is set in the early 1800s.(Page3, line 27).
《远大前程》以19世纪初的英格兰为背景。
【语言点】be set in… 以…为背景
那部根据狄更斯小说改编的电影是以18世纪的伦敦为背景的
The film adapted from Charles’s novel was set in London in the 1700s.
【拓展】set about doing 开始做某事，着手做某事 set off 引爆；引起；出发
set up=found; establish 建立 set out to do着手做某事
set out a plan 制定出一项计划 set out for 启程…去
set sb. free from 把某人从…中释放 set sth aside 把…放到一边，留出
【练练看】①Thanks to the new education policy, we are set free from the learning load.
②He was achieved what he _ set out _ to do two years ago.
③We set about finding the truth behind the mystery.
④The family album set off my homesickness.
⑤Two days later, they set out/ off for Spain.
⑥The director particularly enjoyed their sketch(素描) set in a small farm court.
6【原句回放】Pip’s sister seldom has a kind word to say, but Joe is a kind and simple man, who would rather die than see any harm come to Pip.(Page3, lines29---31)
Pip的姐姐几乎没有什么善言好语，但Joe却是一个淳朴善良的人，他宁愿死也不愿意看到受到伤害。
【语言点】1) simple adj. simply adv. simplify vt.
①He turned on the television _simply__ to kill time.
②She ate a _simple_ dinner of rice and some steamed buns.
③If simplified_, the problem would be fairly easy for the beginners.
2) would rather… than… 宁愿…而不… would do…rather than do…
prefer to do… rather than do… Rather than do…, prefer to do
prefer (doing) sth…to (doing) sth
Miss Zhu宁愿待在办公室备课也不回家休息。(用各种不同句型翻译)
略_（没有固定答案）_________________.
___________________________________________________________________________
___________________________________________________________________________【拓展】1) rather than “而不是”，后接名词，动名词，介词短语，动词，或句子
instead of… “而不是”，“代替，取代”， 后接名词，动名词，介词短语
in place of … “代替，取代” 后接名词
Some students go to school with the purpose of wasting time rather than/ instead of learning knowledge.
She left rather than remained to help the trapped worker.
You can use milk rather than/ instead of/in place of cream in this recipe.
2) or rather 更确切地说 He came home late last night,___________ early this morning.
A. rather than B. would rather C. or rather D. or else
7【原句回放】Money and education have changed him, and before long he develops the shortcomings of being shallow and having prejudice, even against his old companions. (Page3, lines41---43)
金钱和教育改变了他，不久他养成了浅薄、偏见的缺点，甚至歧视昔日的同伴。
【语言点】1) before long 不久以后 long before 很久以前
We will get away from our parents before long, which we have been longing for.
It’ll be not long before the couple go abroad for further study.
2) develop the shortcomings (of…) 养成…缺点
cure sb of the shortcomings (of...) 改掉…缺点
你应该改掉考试作弊的缺点
You should cure yourself of the shortcoming of cheating in the exam.
3) 对….有偏见 have prejudice against _=be prejudiced against…
Some companies _____________ taking on female employees.
A. have prejudiced against B. are prejudice against
C. are prejudiced against D. have prejudice for
8【原句回放】The best part of the story is when Pip make the acquaintance of the man who gives him his fortune.(Page 5, last line)这个故事最好的部分是Pip认识给他钱的人的时候。
【语言点】acquaintance n. 相识，熟人
make the acquaintance of…认识，结识…=make one’s acquaintance
be acquainted with… = be familiar with 熟悉…_
At the seminar(研讨会)，our English teacher _________________ many foreign experts.
A. was acquainted with B. made the acquaintance of
C. was familiar with D. acquainted
Reading 重点短语
1.be well received 受到好评 2.have a place in…在…中占一席之地
3. be made into…被制成… 4. at a time 曾经，一度；一次
5.have nothing to do with… 与…无关 6. be lost to…对…来说失去了
7.be set in… 以…为背景 8. would rather … than… 宁可…也不…
9. free from 不受…的伤害 10.be prejudiced against…对…有偏见
11. make an abrupt decision 突然决定 12.a constant reminder of…不断提醒…
13.can hardly wait to do 迫不及待做… 14.develop the shortcomings of…养成…缺点
15.be bent on 决意要，一心想要 16.a persuasive essay 有说服力的文章
17.convince sb to do 说服某人做… 18.make the acquaintance of…结识，认识
随堂训练
选择所给短语填空，并注意所给短语的适当形式。
have a place in, make …into…, at a time, set…free from, have nothing to do with,
have prejudice against, make the acquaintance of, be set in, be bent on, be lost to
1.The driver claimed that the accident had nothing to do with him.
2.The doctor _has a very important place in curing heart disease.
3.Her old dress was made into a skirt so that her daughter could were it to the party.
4.I’m so pleased that I made the acquaintance of the famous writer at the meeting.
5.Nowadays an increasing number of young men are bent on becoming famous overnight.
6.The movie set in an ancient China was adapted from his novel.
7.Because of financial crisis, my parents were out of work at a time.
8.All the other wild animals were finally set free from their cages.
9.His mother’s death meant his only loved one was lost to him for ever.
10.We shouldn’t _have prejudice against the people with disability.
篇10：Module 8 unit 3 language poingts(译林牛津版高二英语选修八教案教学设计)
Module 8 Unit 3 Language points
Period 1 welcome to the unit
1. be around 存在，起作用，流行
Mobile phones have been around for some time. 手机已流行很长时间了。
There’s a lot of flu around at the moment. 这一阵子流行流感。
I'll be around if you should want me. 你如需要我，我就在附近。
have been around 还有走红，阅历丰富的意思
He’s been around a lot. 他谙熟世故。
Life often makes fun of those who haven’t been around. 生活常常捉弄涉世不深的人。
2. earn money =make money 挣钱
She's working hard to earn money. 她为了挣钱而努力工作。.
earn one's living 谋生
Period 2 Reading
Words and phrases：
1. talented adj. 有才能的，能干的
talented players/ youngsters 天才运动员/神童
talent n. 天资, 才能, 禀赋;
literary talent文学才能
special talent特殊才能
have a talent for n./doing = have a gift for对...有天赋
He has a talent for music. 他有音乐天赋。
[集合词]人材, 有才干的人
He is a great talent. 他是一个伟大的天才。
There is a wealth of young talent in British literature. 英国文学年轻一代人才辈出。
2. architecture n. 建筑, 建筑学
She studies architecture in America. 他在美国学习建筑学。
architect 建筑师；设计师
An architect is a person who designs buildings.
3. amaze 使惊奇；使吃惊
Her knowledge amazes me. 她的学识令我吃惊。
be amazed to do / at (by) / that 对...大为惊奇
We were amazed to hear the news.
I was amazed at/by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。
I was amazed that he had made such rapid progress in English.
amazed / amazing adj.
4. represent vt. ①表现；描写；描画
This painting represents a storm. 这幅画描绘暴风雨。
②代表；象征; 代理；
A dove represents peace. 鸽子象征和平。
On this map what does a star represent? 这地图上的星号代表什么？
We chose a committee to represent us. 我们选出一个委员会来代表我们。
③声称 represent + n +as/ to be
He represented himself as a philosopher. 他声称自己是哲学家。
representative n.代表； 代理人（与of连用） / adj.典型的, 有代表性的
a representative of a company 公司的代表
a representative collection of ancient Greek art 古希腊艺术代表作品集
5. historic adj. 有历史意义的,有历史影响的
【注意】
historic和 historical尽管在意义上有重叠的地方，但用法上有区别。
historic指历史上有重要意义的，产生重要影响的：
a historic spot古迹
a historic event 历史性事件
historical指不管重要与否而在过去存在的所有事物,和历史有关，一般和知识有关
a historical novel 历史小说
historical research 历史研究
6. calculate vt. ①计算, 考虑, 计划, 打算
calculate the cost of a journey 计算旅行费用
You need to calculate hou much time the assignment will take.
你需要计算一下要花多少时间才能完成被分配的任务。
It is calculated that... 据计算..
It is calculated that at least 47000 jobs were lost last year.
据计算，去年至少丧失了47000个工作。
②推测, 预测
It is possible to calculate what influence he had on her life.
现在无法估计他对她的生活产生过多大的影响。
be calculated to do/for sth 为适合...而设计的; 适合于
This advertisement is calculated to attract the attention of housewives.
这份广告是为引起家庭主妇们的注意而设计的。
calculate on (upon) 指望着, 期待着
We can’t calculate on having fine weather for the sports meeting.
我们不能指望着有好天气开运动会。
7. range vi. (在一定范围内)变化, 变动 range from A to B/ range between A and B
Prices ranged from 5 dollars to 10 dollars. 价格自五美元至十美元不等。
n. 行列, 范围, 射程
in the range of 在... 范围内; 在射程内 / out of [beyond] range 在射程外
a wide range of knowledge 广博的知识
the annual range of temperature每年的温度变化范围
range over v. 涉及, 包括，射程范围
The discussion ranged over various problem. 那次讨论涉及到种种问题。
The gun ranges over five miles. 这次枪的射程可达五英里多。
8. float vt. /vi. 漂浮[流], 浮起; 飘动
The ship was floated by the tide. 船被潮流冲走。
The boat floated down the river. 小船沿河漂流。
The smell of roses floated around. 玫瑰花的芳香在四周飘荡。
9. weep vi. (wept, wept) 流泪; 哭泣（常与for, over连用）
weep for the dead 哀悼死者
She wept when she heard the bad news. 当她听到这个坏消息时哭了。
He wept over his sad fate. 他为他的悲惨命运而哭泣。
10. scare vt ①恐吓，惊吓；使受惊；惊恐（常与of, to连用）
I was scared of the big dog. 我害怕这条大狗。
be scared to death 吓得要死
②把…吓跑（常与away, off, up连用）
The dogs scared the thief away. 那些狗把贼吓跑了。
11. devote vt. 献身；专心于…（与to连用）
devote …to…把...献给; 把...专用于
He devoted his life to literature. 他专心致志于文学。
He has devoted his whole life to benefiting mankind.
他为全人类的利益献出了自己的一生。
devote oneself to 致力于, 献身于; 专心于
After he has retired, he will devote himself to gardening.
退休后,他将要致力于园艺。
be devoted to 忠诚于…
Everybody knows that our director is very devoted to his wife.
从都知道我们的厂长对妻子十分忠诚。
12. distribute vt.分发, 分配, 散布, 分布
distribute sth. to/among 把某物分[配, 发]给...
to distribute books to students 给学生发书
The firm distributed its profits among its workers. 公司将利润分给工人。
distribute...over ... 把...配给到[分配到, 散布于]..
distribute seeds over a field 在田间播种
distribution n 分发，分配, 分布，散布
They couldn’t agree on the distribution of profits 他们对于利润的分配意见不一致。
13. negotiate vi, vt 谈判；协商；商谈；达成协议（常与with连用）
The government will not negotiate with them. 政府不会和他们谈判。
They negotiated a peace treaty. 他们通过谈判达成和平协议。
negotiation n. 谈判；协商；商谈
carry on negotiation with sb. 与某人进行谈判
The issue is still under negotiation. 这个问题还在商讨之中。
14. adore vt 崇拜；喜爱；爱慕
adore doing喜爱做某事
He adores the cinema. 他非常爱看电影。
She adores going to the volleyball match. 她非常喜欢看排球比赛。
15. abstract adj. 抽象的，理论上的, 深奥的, 难以了解的
abstract noun 抽象名词
Astronomy is an abstract subject.天文学是一门深奥的学科。
16. subjective adj. 主观的 反义词是objective
man’s subjective initiative 人的主观能动性
Everyone’s opinion is bound to be subjective. 每个人的意见都必定是十分主观的。
17. appetite n. 食欲, 欲望，嗜好
have an appetite for
She has an appetite for learning 她有求知欲(嗜好学习)。
to lose one's appetite 食欲不振
He has a good / poor appetite. 他胃口很好/不好。
18. assistance n.协助, 援助, 补助
financial assistance 经济资助
Can I be of any assistance to you? 我能帮你什么忙吗?
with the assistance of 在某人的帮助之下
come to sb.'s assistance 援助某人
give [render] assistance (to) 给以援助
assist v
assist sb with sth/ in doing sth/ to do
19. abandon vt 抛弃；舍弃；离弃
abandon one's home 离弃家园
He abandoned his wife and went away with all their money.
他抛弃了妻子还带走了两人所有的钱。
abandoned himself to陷入，沉湎于…
He abandoned himself to despair. 他自暴自弃。
abandoned adj. 被遗弃的
an abandoned house 被遗弃的房子
20. start from scratch从头做起, 白手起家
It was years since I’d learned any German, and I really had to start again from scratch.
我好多年没学德语了，真的要重新从头开始了。
Sentences：
1. （Line 7）I was amazed to learn that…just a painter.
我惊讶地得知，毕加索一生创作了两万多件艺术作品，而且他不仅是一位油画家。
“that” 后面的整个句子做“learn”的宾语，其中，第二个宾语从句中“that he wasn’t just a painter”中的引导词“that”不可省。
2. （Line 16）In the Louver Museum is the … artist Leonardo da Vinci.
卢浮宫里有意大利画家奥纳多﹒达﹒芬奇著名的油画《蒙娜﹒丽莎》。
本句是一个倒装句，主语the famous Mona Lisa painting 放在谓语动词is 之后，在有些句子中，由于没有宾语，而主语又比较长，可将主语放句末，将谓语放在主语前面，而将状语或表语放句首，这是一种完全倒装形式，不需要借助助动词，本句就是这种类型的句子。如：
At the top of the mountain stands a temple. 山上有座寺庙。
From the distance came occasional shots. 远处传来零星的枪声。
3. （Line 19）This painting is so valuable that … wanted to sell it.
这幅画如此珍贵，如果博物馆想卖了它，都很难为它估价。
①“so … that … ” 如此 … 以至于… 如对“so”后面的成分进行强调，放句首， “so”后面的从句要用部分倒装，即把助动词提前。
②“that”后面的从句使用的是if 引导的虚拟语气，表示与客观事实相反的情况。
4. （Line 23）Besides the works of Da Vinci, … to the 19th century.
除了达﹒芬奇的作品，卢浮宫里还藏有其他欧洲画家从13世纪到19世纪创作的六千余件作品。
① 复习一下“works”的用法
② “range from … to … ”意思是“从 … 到 … ”，“在 … 和 … 之间”
Prices ranged from 5 dollars to 10 dollars. 价格自五美元至十美元不等。
5. （Line 44）The sad thing is that although … he died in 1890.
令人可悲的是：虽然凡﹒高把自己都奉献给了绘画，但在他1890年去世前他仅卖出了一幅画。
① “devote … to … ”
② “that”后面的整个从句是is的表语，“that”引导的是一个表语从句；其中，表语从句中又是一个“although”引导的让步状语从句。
Period 4 Grammar and usage
1. Having twisted her ankle, our tour guide had to be taken to the hospital.
twist n. 一扭, 扭曲 v. 拧,扭曲
twist one's ankle 扭伤了踝骨
The papers twisted everything I said. 报纸把我的话全都歪曲了。
2. reservation n. 保留; (旅馆房间等)预定, 预约
make reservations定座, 定房间(等);
without reservation 毫不保留地
I’d like to call the restaurant and make a reservation. 我要给饭店打个电话预定座位。
Some members of the committee expressed reservations about the proposal.
委员会一些成员对这项提议持保留态度。
reserve v. 预定，预约，保留
I’ve reserved a room in the name of Jones. 我已经以琼斯的名字预定了一个房间。
These seats are reserved for special guests. 这些座位是留给贵宾的。
3. However, that hotel was booked full.
book v. 预定，预约
Book early to avoid disappointment. 及早预约，以免失望。
The performance is fully booked up. 这次演出的票全预定出去了。
4. a couple of 两个, 几个
I have a couple of things to do. 我有几件事要做。
5. hardly … when … “一 … 就 …”
通常when 前面的动词用过去完成时，后面的用过去时；
Hardly had we begun when we were told to stop. 我们刚开始就被叫停。
当否定副词hardly放在句首时，主句的主谓用倒装语序，类似的结构还有No sooner … than … ； Scarcely … when … 等，如：
Scarcely had we gone out when it began to snow. 我们刚一出来就下起雪来了。
No sooner had she reached the station than the train left. 她刚到车站火车就开走了。
Period 5 Task
1. considering prep.鉴于,考虑到,顾及
Considering his age, the little boy reads very well.
就他的年龄来说，这小孩读得算挺好的。
You managed the project well, considering your inexperience.
考虑到你缺乏经验，对你来说，这个方案你已处理得很好了。
2. bargain n ①廉价货; 廉价买到的东西
This jacket is a real bargain at such a low price. 这件夹克衫这么便宜,真划得来。
It's a real bargain. 真便宜。
②交易，合同交易，协议
make a bargain with sb （与某人）订立合同
He made a bargain with his wife 'You take care of the children and I'll cook.'
他跟妻子讲条件'你看好孩子,我做饭。'
vi讲价；谈条件
bargain with sb for/over/about sth 就 … 与 … 讲价
bargain with sb. about/for/over the price 与某人讨价还价
If you bargain with them they might reduce the price.
你讲讲价,他们可能会把价钱降低。
3. admit vt. admitted; admitting ①承认；供认
He admitted his crime. 他招认了罪行。
He never admits that he is wrong. 他从不承认自己错了。
John has admitted breaking the window. 约翰已承认打碎了窗子。
②容纳, 容许
The cinema admits about people. 这座电影院大约可坐 2000 人。
His illness admits of no delay. 他的病不容拖延。
The rules and regulations admit of no other explanation.
这些规章制度不容许有其他解释。
③许可进入，准许进入
This ticket admits two people to the football match.
这张票可供两人入场看足球赛。
admit sb. into the university 获准入大学
4. reflect vt, vi ①反射，表达；反映
A mirror reflects a picture of you when you look in it.
当你照镜子时，镜子映出你的形象。
Does this letter reflect how you really think? 这封信是否表达了你真实的想法？
②仔细考虑（常与on, upon连用）
He reflected before answering my question.
他在回答我的问题之前仔细考虑了一下。
He has to reflect on what to answer。他得考虑如何答复。
5. collection n收藏品，收集物；募捐
a large collection of stamps 大量的邮票收藏
The total collection of last week amounted ﹩250. 上周的捐款总额达250美元。
6. go back to v. 回去；重新开始；重操旧业（to是介词）
She’s decided to go back to teaching. 她已经决定重新执教。
7. present vt. ①赠送, 给予; 呈献
present a book to sb. (= present sb. with a book) 送给某人一本书
②提出; 交出
present reasons 提出理由
You must present your passport to the customs officer. 你必须把护照交给海关人员。
③介绍, 引见
Allow me to present Mr Black to you. 请允许我向您介绍布莱克先生
Period 6 Project
1. be made (out )of由…制成 /make sth. out of
The box is made out of cedar wood. 这盒子是用杉木做的。
He made a model plane out of wood. 他用木头做了一架模型飞机。
make out of... 与 make of ...的意思相同。make out of 常用于口语
They make bottles out of glass. 他们用玻璃做瓶
be made from由……制造(与 from 连用，from 后接的名词侧重指加工，(原样起化学变化)。
These wines are made from grapes. 这几种酒都是葡萄酿造的。
Bread is made from flour. 面包是由面粉加工而成的。
make sth. into 把……做成……
They make glass into bottles. 他们把玻璃制成瓶。
We made the material into a skirt. 我们把那块料子做成一条短裙。
2. serve as 可当……用；产生……效果
The sofa will serve as a bed for a night or two. 沙发可以当成床凑合一两夜。
The judge said the punishment would serve as a warning to others.
法官说这种惩罚将起到警示他人的作用。
3. cut up①切碎 ②使受苦
His mother has to cut up all the food for him.
他的妈妈不得不为他将所有的食物切碎。
Jean was really cut up when her husband left her. 在丈夫抛弃她之后，简痛苦极了。
cut out (of) 剪除；切掉；割掉
to cut out a dress 裁剪衣服
I cut the advertisement out of the newspaper. 我从报纸上剪下这则广告。
4. lay vt, vi laid, laying ① 放，置
Lay it on the table. 把它放在桌上。
Don't lay your coat on the bed. 不要把你的外衣放在床上。
②摆放好
to lay the table 摆好餐桌（摆好餐具）
Will you please lay the table for dinner? 请你摆好餐具准备吃饭好吗?
③产，下（蛋）
The hen laid three eggs. 母鸡下了三个蛋。
注意：区别lie和lay的不同点
5. disgusting adj.令人厌恶的
The dirty street was disgusting.
disgust n. 作呕, 憎恶, 反感/vt. 使厌恶, 令人作呕
to one's disgust 可厌的是; 令人作呕的是
The food disgusted me. 这食物使我感到恶心。
His behavior disgusted everybody. 他的行为遭到众人的唾弃。
6. stick vt. vi. stuck, stuck ①粘贴, 张贴
stick a stamp on a letter 把邮票贴在信上
②阻塞, 卡住, 陷在...里
The bus was stuck in the mud. 公共汽车陷在泥里动不了了。
stick to 遵守，坚持
stick to a post 坚守岗位
stick to one's words遵守诺言
7. dip vt, vi -pp- ①蘸；浸
She dipped her hand in the sea to find out how cold it was.
她把手放入海水中看看它有多凉。
②下降，下落
The sun dipped below the western sea. 太阳沉落在西方大海里。
（与into连用）翻阅，浏览；提取（存款），掏钱包
I haven’t read the report properly. I’ve only dipped into it.
我还没有好好阅读这份报告，我只是浏览一下。
She dipped into her pocket for money. 她在钱包里掏钱。
8. have a go at 试一试，尝试做，其中go是可数名词
---I can’t open the jar. 我打不开这个罐子。
---Let me have a go. 让我来试试/
篇11：人教版模块7、8 词组短语(新课标版高二英语选修八教案教学设计)
Unit 1
1. 换句话说 in other words
2. 上气不接下气 out of breath
3. 总而言之 all in all
4. 取笑 make fun of/ laugh at
5. 特别 in particular
6. 从……中受益 benefit from
7. 没有参加，不在 be absent from
8. （做）……有困难 have difficulty/trouble in (doing) sth
9. 生气 get annoyed
10. 适应 adapt to
Unit 2
11. 考验 test out
12. 打电话给 ring/call up
13. 转向，回转 turn around
14. 不管，让……一个人呆着 leave alone
15. 将……放在一边，节省或保留 set aside
16. 对感到尴尬get /feel embarrassed about
17. 与……有风流韵事have an affair with
18. 严肃对待take …seriously
19. 同情 have sympathy/ pity for
Unit 3
20. 在前面 ahead of
21. 帮助（摆脱困境或危难） help out
22. 对……知道，意识到be/ become aware of
23. 上下翻转过来的，颠倒的 upside down
24. 在此期间，与此同时in the meantime/ meanwhile
25. 思考reflect on
26. 吓死了 (be) scared to death
27. 分类整理 sort out
28. 害怕 be terrified/afraid of
29. 正要，即将 be about to do
Unit 4
30. 接到……的信hear from
31. 极想，渴望 (be) dying to do
32. 偶然遇到或发现 come across
33. 伸出 stick out
34. 完全变干，干透 dry out
35. （河流，井）干涸 dry up
36. 在困难中，在危急中 in need
37. 与……有关 be relevant to
38. 参与…… participate in
39. 确定 for sure
Unit 5
40. 适应，调节 adjust to
41. 保持优秀成绩，继续干下去 keep it up
42. 相适应，相融合 fit in
43. 对……适应，习惯 get/ be used/ accustomed to
44. 就……而言 as far as one is concerned
45. 感觉自在，无拘束 feel at home
46. 安顿下来 settle in
47. 忙于 be occupied in doing sth/ with sth
48. 代替，替换 substitute for
49. 惊呆了be numb with shock
50. 与......平行run parallel to
51. 向......推荐 recommend…to…
52. 值得deserve to do
Book 8 Unit 1
53. 许多； 很多 a great / good many
54. 包括； 吸收 take in
55. 划线标出…. 界线 mark out
56. 与…合作或一起工作 team up with…
57. (某人)想到 occur to …
58.习惯于新的生活方式、工作等; 谋生 make a life
59. 用…办法; 借助… by means of….
60. 大部分 the majority of
61. 很可能…… be likely that
62. 对……宣战 declare war on
63. 继续,保持 keep up
64. 人们相信…… it’s believed that …
Unit 2
65. 得到好结果; 取得成功; 偿清 pay off
66. 使复生 bring back to life
67. 不时; 偶尔 from time to time
68. 一定, 注定(做)… be bound to do
69. 赞成; 支持 in favour of
70. 大众传播媒体 the media
71. 反对 object to
72. 使沮丧 cast down
73. 和……一样 be identical with
74. 适合……be appropriate to
75. 对……有很大的影响 have a (great) impact on
76. 禁止某人做某事 forbid sb to do
77. 在……之后不久 shortly/ soon after
Unit 3
78. 挂断电话 ring off
79. 回复电话 ring back
80. 设法联系上; 做完; 通过 get through
81. 次序颠倒; 发生故障 out of order
82. 不挂断; 紧紧握住; 稍等 hang on
83. 的确; 事实上 in truth
84. 开始(做) set out to do
85. 迅速把手伸入; 一心投入 dive into
86. 踩出来的路; 常规; 惯例 beaten track
87. (以防)万一 in case
88. 开始; 着手 set about
89. 偶尔; 有时 now and then
90. 给… 打电话 call up
91. 申请 apply for
92. 表现自己 distinguish oneself
Unit 4
93. (声音、画面)逐渐模糊、渐淡 fade out
94. 需要… in need of …
95. 再一次 once more
96. 带走; 取走 take away
97. 几天前 the other day
98. 带或领…进来 show…in
99. 就…来说; 从…角度 in terms of
100. 一般来说 generally speaking
101. 惊愕地 in amazement
102. 结识; 与…相见 make one’s acquaintance
103. (某人)冒充… pass… off as…
104. 伪装的; 假扮的 in disguise
105. 说服某人…… convince sb of/ that
106. 避雨 shelter/ hide from the rain
107. 对……失望 be disappointed with/ at
108. 使……处于困境 condemn sb to…
109. 深谈 deep in conversation
110. 自命不凡 fancy oneself
篇12：高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about science fiction.
2.Learn to express beliefs and doubts.
3.Learn about Word Formation2.
4.Practise creative writing.
The First Period Warming up& Listening& Speaking
Teaching Aims:
1.Learn about some scientific facts by doing a small science quiz.
2.Train the students’ listening ability.
3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
Teaching Important Points:
1.Train the students’ listening ability.
2.Master the useful expressions for beliefs and doubts.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to finish the task of speaking.
Teaching Methods:
1.Free talk to arouse the students’ interest in science fiction.
2.Listening-and-answering activity to help the students go through the listening material.
3.Discussion to make the students finish the task of speaking.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: Do you like reading novels?
Ss: Yes.
T: What kind of novel do you like best?
S1: I like reading detective novels.
T: Why do you like novels of this kind?
S1: Because this kind of novel is full of suspension and the end of it is often surprising.
T: Very good. Does anyone have a different opinion?
S2:I enjoy reading about science fiction.
T: Tell us why, please.
S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.
T:A good job. Sit down, please. Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy)
Step Ⅲ Warming up
T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)
T: Have you read them?
(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)
S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.
S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.
T: You’re wonderful! Have you read any of his books besides these two books? What are they about?
S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.
T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.
(Teacher uses the multimedia to show the following.)
1.What is the highest mountain on earth and how high it is?
2.What is the deepest point in the ocean and where is it?
3.Which is the longest river on earth and how long is it?
4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?
6.How high are the temperatures near the centre of the earth?
7.What is the longest distance around the world?
8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?
T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?
Ss: Yes.
T: Now check your answers. (Show the answers on the screen.)
Step Ⅳ Listening
T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?
Ss: Yes.
T: Now, let’s listen to the tape carefully and finish the task.
(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)
T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?
Ss: Yes.
(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)
T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.
(Students do as the teacher says.)
Step Ⅴ Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?
Ss: Yes.
T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m(not) certain… I can’t imagine… It could be…but…
It’s likely… It would like… I’m sure that…
T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)
T:(A few minutes later) Are you ready?
Ss: Yes.
T: OK. Which group would like to act out your dialogue?
(Two students stand up and act out their dialogue before the class.)
T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?
(Another two students stand up and their topic is about life in 3098.)
(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)
Step Ⅵ Summary and Homework
T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Second Period Reading
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn about the French writer Jules Verne and his two famous science fictions.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the useful phrases.
Teaching Difficult Points:
1.How to make the students understand the passage better.
2.How to help the students finish all the exercises in Post-reading.
Teaching Methods:
1.Discussion before reading to make students learn more about some scientific facts.
2.Fast-reading method to get the general idea of the passage.
3.Careful-reading method to get the detailed information in the text.
4.Discussion after reading to help the students finish the tasks in Post-reading.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
StepⅠ Lead-in and Pre-reading
T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.
(Show the following pictures on the multimedia.)
T: Here are three great inventions. Who can say when the inventions in the pictures were made?
S1:Electric railway was invented in the early years of the 20th century.
S2:Thomas Edison invented the light bulb in 1879.
S3:Steam-powered boat was made in 1807.
T: You’re quite right
StepⅡReading
T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?
Ss: Jules Verne.
T: Good. Do you remember the books written by him and talked about by us in the last period?
Ss: Yes.(Students say out the titles of the books together.)
T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?
Ss: Yes.
(Students begin to write eight key words. After they finish, teacher says the following.)
T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.
(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)
T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.
(Show the following on the multimedia.)
1.To make a living, what did Jules Verne have to do?
2.What will many of the instruments in his novels remind the readers of?
3.How did Verne lay the foundation of modern science fiction?
4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?
5.How does the story “Journey to the Centre of the Earth” begin and end up?
(A few minutes later, teacher asks some of them to answer the questions one by one.)
Suggested answers:
1.To make a living, Jules Verne had to write and sell stories.
2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.
3.By taking the scientific developments of his day one step further.
4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.
5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.
Step Ⅲ Language Points
T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.
(Show the following on the multimedia.)
1.make a living(=earn one’s living)
e.g. She made a living by singing in a nightclub.
2.lay the foundation of
e.g. Four-year college life laid solid foundations of his career.
3.come true
e.g. The boy’s wish to become a PLA man has come true.
4.set out
e.g. They set out to look for the lost child.
5.turn out(to be)+adj./n.
e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.
To everyone’s surprise, the fashionable girl turned out to be a thief.
6.defend…against/from
e.g. We should defend our country against attacks.
7.be dressed in
e.g. The girl was always dressed in red.
Dressed in uniform, he looks handsome.
Step Ⅳ Post-reading
T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.
(After a while, teacher checks their answers with the whole class.)
Suggested answers:
2.During the time they do all they can to continue to live…
3.They realize that they come to the surface of the monster
4.his long-term guests
T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.
(After a while, teacher checks their answers. Students may have various answers.)
T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.
Suggested answers:
Differences SUBMARINE SPACESHIP
Speed slow fast
Landscape under water landscape space landscape
Number for people a lot of people a few people
Food common food special space food
Clothes diving suits space suits
Similarities Demand for skills is high.
They’re both exciting.
Tourists must be trained by experts.
They’re expensive.
T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?
Ss: Yes.
T: OK. You can begin.
(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)
Suggested answers:
Preparation: Tools and things to bring Risks: Dangerous and things that could happen
food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured
Step Ⅴ Summary and Homework
T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.
The Third Period Grammar
Teaching Aims:
1.Review the new words appearing in the last periods.
2.Learn to use the rules of word formation to guess the meaning of the word.
Teaching Important Points:
1.Learn to choose proper words according to the contexts of the given passage.
2.Learn to guess the meaning of the words by the meaning of some stems and affixes.
Teaching Difficult Points:
1.Master the meanings of the following stems and affixes:
mis-=wrong extra-=outside inter-=between sub-=under
under-=below over-=too much dis-=not -marine=sea
2.How to guess the meanings of the words according to these stems and affixes.
Teaching Methods:
1.Review method to consolidate what we’ve learnt.
2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)
T: Very good. It seems that you’ve read the passage again and again.
Step Ⅲ Word Study
T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?
Ss: Yes.
T: OK. Let’s begin.
(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)
T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?
Ss: Yes.
T: OK. Who’d like to make a sentence using the first word “collision”?
S1:The plane crashed after a collision with a tall building, killing all the passengers on board.
T: Very good. Next word “permanent”.Who will try?
S2:Love is a permanent topic for us all.
S3:Next month, he is going to go on a voyage across the English Channel.
S4:A thief robbed the young lady of her handbag and escaped.
S5:All passengers on board are not from the same country.
S6:He is fond of science fiction.
S7:Not all fantasy can be realized in the future.
T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.
Step Ⅳ Word Formation
T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.
(Teacher shows the following on the screen.)
rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical
mis-=wrong
extra-=outside
inter-=between
sub-=under
under-=below
over-=too much
dis-=not
-marine=sea
T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?
S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…
(Teacher writes these words on the blackboard.)
T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.
T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.
Step Ⅴ Consolidation
T: Look at the screen, please.(Teacher shows the following on the screen.)
Add a proper affix to each of the following words to form another word.
1.______curricular 2.______ dependent 3.______patient
4.______stop 5.______judge 6.______tired
7.______heading 8.______clothing 9.______advantage
Suggested answers:
1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-
Step Ⅵ Summary and Homework
T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.
Ss: See you next time.
The Fourth Period Integrating Skills
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Review some word formation.
3.Train the students’ writing ability by practising creative writing.
Teaching Important Points:
1.Consolidate word formation learnt yesterday.
2.Help the students finish the creative writing.
Teaching Difficult Points:
1.How to help the students practise creative writing.
2.How to improve the students’ reading ability.
Teaching Methods:
1.Revision method to help the students consolidate the useful expressions.
2.Question-and-answer activity to help the students understand the reading passage better.
3.Discussion method to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?
S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.
T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.
(Teacher shows the following on the screen.)
1.submarine=______+______
2.disappear=______+______
3.overturn=______+______
4.Internet=______+______
5.underwater=______+______
6.prisoner=______+______
(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)
T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.
Suggested answers:
1.潜水艇 sub+ marine sub-=under
2.消失 dis+ appear dis-=not
3.打翻 over+ turn over-=too much
4.因特网 Inter+ net inter-=between
5.在水下的 under+ water under-=below
6.囚犯 prison+er -er=person who carries out the action of the verb
Step Ⅲ Reading
T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.
(Show the following on the screen.)
1.What did Dr Frankenstein want to do when he was young?
2.After he was sent to university, what did he think of the things taught at university?
3.What attracted his attention?
4.Did he discover the cause of life?
5.Although he knew how to create life, what remained a difficult work for him?
6.Why did he decide to create a larger human being than man about eight feet in height?
(Teacher gives them five minutes to read them. After that, check their answers.)
Suggested answers:
1.He wanted to learn the secrets of heaven and earth when he was young.
2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.
3.The structure of the human body and any animal that was alive attracted his attention.
4.Yes.
5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.
6.Because the small size of the parts slowed down his speed.
T:Now,let’s do an exercise.(Teacher shows the following on the screen.)
1.The boy ______ becoming a pilot.
2.______ before you reach the crossroads.
3.He shouted to ______.
4.The fire ______.
5.Can you ______ the problem?
6.He ______ meat with a sharp knife.
7.Her skin is ______.
T:Fill in the blanks using the proper phrases on the blackboard.
Suggested answers:
1.dreams of 2.Slow down 3.draw people’s attention 4.burn not
5.throw any light on 6.cut up 7.as white as snow
Step Ⅳ Listening and Reading Aloud
T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.
(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)
Step Ⅴ Designing and Writing
T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.
(Teacher shows the following on the multimedia.)
1.How does your doctor create a life form that looks like a human being?
2.Describe your doctor’s efforts to do that.
3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.
(Teacher goes among the students to help them finish the word web.)
Suggested answers:
1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.
2.My doctor takes the following steps to create the human:
First, choose the cells of human body and fur and features of animals as materials.
Second, use the test tube and medicine to cultivate cells in the lab.
Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.
Fourth, a superman is born.
3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.
(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)
The Fifth Period Word Formation
Teaching Aims:
1.Review all the methods of word formation the students have learned and summarize them.
2.Do some exercises to enable the students to master what they’ve learnt.
Teaching Important Point:
How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.
Teaching Difficult Point:
How to apply what they’ve learned about word formation to guess the meaning of an unknown word.
Teaching Methods:
1.Explanation to make the students understand what they’ve learned clearly.
2.Practice to enable the students to master what they’ve learned.
3.Pair work or group work to make every student active in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Greet the whole class as usual.
(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)
Step Ⅱ Lead-in and Discussion
T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.
Complete the following sentences:
1.These gold rings are ______ while those glass ones are ______(value).
2.We all like the report given by the famous scientist yesterday. It is ______(encourage).
3.Mary’s daughter is old enough to ______ and ______ herself.(dress)
4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.
5.______(self) is a virtue of the Chinese people.
6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)
7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).
8.That plan was a waste of money. We ______(agree) with it.
(Teacher goes into the students and has a discussion with them. After a few minutes.)
T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.
S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?
Ss: Yes, you are right.
S2:The second answer is “encouraging”,I think.
S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.
S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?
S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.
T: Which is right,S4or S5?
S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.
T: Is he right?
Ss: Yes, he is right.
T: Please go on!
…
Suggested answers:
5.Unselfishness
6.careless;careful
7.unfair
8.disagreed
Step Ⅲ Further Discussion
T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?
S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.
S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN
T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?
Compare the following sentences:
1.a.It has not much taste.
b. The bread tastes delicious.
2.a.They had a quarrel yesterday.
b. They quarrelled for half an hour last night.
3.a.I’ve got an interview with National Chemicals.
b. We interviewed 20 people for the job.
S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.
T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation
Step Ⅴ Test
T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.
Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.
1.The hall can seat a thousand people.
2.The train slowed down.
3.They helped us bridge over the difficulties.
4.We must better the life of the people.
5.His holiday was ruined by a series of misadventures.
6.There is often subzero temperature in winter here.
7.I disbelieve every word Tom says.
8.He is extra-thin.
9.The article has a subtitle.
Suggested answers:
1.坐 2.慢了下来
2.度过 4.改善
5.不幸事件 6.零度以下
7.不相信 8.相当瘦
9.小标题
Step Ⅵ Summary and Homework
T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!
Ss: Good-bye!
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.
Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.
Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.
篇13：高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)
Teaching Goals
1.Talk about water and the ocean.
2.Practise communicative skills.
3.Review Modal Verbs.
4.Write an explanation paragraph.
The First Period Warming up& Listening & Speaking
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, entertainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2.Learn something about water by doing experiment.
3.Do some listening.
4.Improve the students’ speaking ability by talking.
Teaching Important Points:
1.Make the students be free to talk about water.
2.Improve the students’ listening ability by listening.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to improve the students’ listening ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening material.
2.Individual, pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.an empty glass, a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T: Hello, everyone.
Ss :Hello, teacher.
T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it. (a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3:I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)
T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.
S: The part above is vegetable oil and the part below is water.
T: Good. Do you know why?
S: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?
Ss :Because oil can’t dissolve in water, but milk can.
T: Very good. Would you like to watch another experiment?
Ss: I’d love to.
T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2.come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1.How is the water being used?
2.Is this a good way to use water?
3.Why do we use water in this way?
4.Who benefits from using water in this way?
5.What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
The Second Period Reading
The Properties of Water
Teaching Aims:
1.Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do
2.Improve the students’ reading ability.
3.Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the following phrases:
all the way, that is, mix with, take advantage of, manage to do
Teaching Difficult Points:
How to make the students understand the reading passage better.
Teaching Methods:
1.Discussion before reading to make the students interested in what they will learn.
2.Fast reading to get a general idea of the text.
3.Discussion after reading to make students understand what they’ve learned better.
4.Careful reading to get the detailed information in the text.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?
S1:I learned that water is very important to all the living things on the earth.
T: OK, can you give me the reason why it is important?
S2:Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.
T: Anything else?
S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?
Ss: No, we don’t know.
T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1.What is/are ______?
2.What does ______ look like?
3.What are different parts of ______?
4.What can ______ be compared to?
5.How does ______ work?
6.What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)
1.What are the properties of water?
2.What does the earth look like?
3.What are different parts of the ocean?
4.What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6.What are some examples of species in the ocean?
T: Well done. Who can tell me the general idea of the text?
S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T: Very good. What about the questions on the blackboard?
S5:I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.
S6:In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.
T: Do you agree with them?
Ss: Yes.
T: What about other questions?
S7:I think plankton, sharks and whales are examples of species in the ocean.
S8:The answer to the second one is that the earth looks like an ocean planet.
T: You are quite right. Any volunteers?
S9:Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?
T: Maybe it means that there are some similarities between air-conditioner and the ocean.
S9:Thank you. I got it.
T: Then, who can answer the question?
S10:Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)
T: Do you think it is a question that the text can’t answer?
Ss: Yeah. We think so.
T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.
Ss: Because there is not any information about the different parts of the ocean.
T: Then, are there any questions you would need to add to “cover” all the information in the text?
S11:I have a question. Why is the water in the ocean always moving?
S12:Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.
1.incredibly adv. (extremely or unusually)
e.g. The water is incredibly hot.
2.available adj.(that can be used or obtained)
e.g. Tickets are available at the box office.
The book is available to all the students.
3.range vi.
range from A to B
e.g. Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g. I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5.that is (to say) (which means)
e.g. A week later, that is, May 1 is her birthday.
He is a local government administrator, that is, he is a Civil Servant.
6.take advantage of (make use of something well/make use of somebody unfairly)
e.g. They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7.be sensitive to something (affected easily by something)
e.g. She is very sensitive to other’s words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step Ⅳ Listening and Reading Aloud
T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)
Step Ⅴ Summary and Homework
T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?
Ss: Yes.
T: See you tomorrow!
Ss: See you tomorrow!
The Third Period Grammar
Teaching Aims:
1.Review Modal Verbs.
2.Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5.Soil can a______ water, so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb
5.absorb 6.relationship 7.freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7:I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8:I think the first sentence expresses some necessity and the second one expresses guess.
S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Can you tell from the letter what John’s problem is?
2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Fourth Period Integrating skills
Teaching Aims:
1.Review the useful expressions learnt in this unit by practising.
2.Improve the students’ reading ability by reading the material.
3.Improve the students’ writing ability.
4.Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Inductive method to help students write a paragraph successfully.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike? -Yes, of course you ______.
3.The ground is wet. It ______ have rained last night.
4.A machine ______ think for itself. It ______ be told what to do.
5.Tom,don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1.can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3:An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4:Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases. Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2.have an opportunity to do something
e.g. I had no opportunity to discuss the problem with her yesterday.
3.a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4.contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Why does an ice cube float?
2.What will happen to a piece of metal if you put it in water?
3.Why do so many species live in estuaries?
4.Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______（也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1.range from 5 to 15 2.The way she deals with the problem
3.that is 4.took advantage of
5.is very sensitive to temperature 6.made him respected
7.managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
The Fifth Period Modal Verbs
Teaching Aims:
1.Review the important usages of modal verbs.
2.Sum up the different situations of modal verbs.
Teaching Important Point:
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:
1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
Ss: Yes.
T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1.Would you like to answer the phone? It ______ be your sister.
2.The part of the country ______ be very warm in September.
3.______ it be Lily?
4.It ______(not) be true.
5.You ______ be right.
Suggested answers:
1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss: Yes. But we are not sure about how to use them.
T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?
Ss: Yes.
T: Then try to finish the following exercises, please.
(Teacher shows the exercises on the screen.)
1.-______I use your phone?
-Yes, of course. You ______.
2.______ you come into the meeting room without showing a passport?
3.Mary said that I ______ borrow her car.
Suggested answers:
1.Can/Could/May/Might;can/may
2.Can
3.might/could（“Might” and “could” can be used after a past verb.）
T: Next, which modal verbs do you think are necessary to review?
Ss: The modal verbs expressing “necessity”.They are very important.
T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.
(Teacher shows the sentences on the screen, and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T: From the sentences, who can tell me the difference between “must” and “have to”?
S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.
T: Congratulations! Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T: Please give me an example. OK?
S2:I know the reason why you were late. You needn’t try to explain.
T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?
Ss: Yeah.
T: Now look at the blackboard.(Write the following on the blackboard.)
1.It must have rained last night, for the ground is wet.
2.You can’t have seen him yesterday, for he is still in Australia.
3.You could have told me he was coming.
4.She is very late. She may have missed the bus.
T: These sentences have something in common. Who can tell me what it is?
Ss: The modal verbs in these sentences are used together with perfect infinitives.
T: Very good. Then let’s review the modal verbs used together with perfect infinitives.
S3:When should we use modal verbs together with perfect infinitives?
T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss: Yes. Thank you.
T: Now let’s do some exercises to consolidate the usage of the structure.
1.I told Sally how to get there, but perhaps I ______for her.
A. had to write it out
B. must be have written it out
C. should have written it out
D. ought to write it out
2.You didn’t let me drive. If we ______ in turn, you ______ so tired.
A. drove; didn’t get
B. drove; wouldn’t get
C. were driving; wouldn’t get
D. had driven; wouldn’t have got
3.-I want to know why she is late.
-She ______ the early bus.
A. could miss
B. can have missed
C. may have missed
D. might miss
4.-I stayed at a hotel in New York.
-Oh, did you? You ______ with Barbara.
A. could have stayed
B. could stay
C. would stay
D. must have stayed
5.The light is still on. He ______ to turn it off when he ______ the room.
A. may forget; leave
B. must have forgotten; left
C. may forget; have left
D. could have forget; left
(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1.C 2.D 3.C 4.A 5.B
T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?
Ss: Yes.
T: Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5:People ought to vote even though they don’t agree with any of the candidates.
T: Well done. What about “should”?
S6:Let me try. You should see “Hero”-it’s a great film.
T: Thank you for your good performance. Do you know how to use “had better”?
Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.
T: Please make up a sentence using “had better”.
S7:You’d better hurry up, if you want to get to the factory on time.
T: Good example!
Step Ⅳ Summary and Homework
T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
★ 教导处工作职责
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