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篇1：高二（上）全套教案(人教版高二英语上册教案教学设计)
Unit 1
A brief of Stephen Hawking
Stephen Hawking ; born , 1942 Oxford,England.
High School: St Albans School
College: Oxford University
Cambridge University: Do research
Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics
Scanning
Why did Stephen Hawking need a PhD?
When did Hawking become famous ?
When did Hawking visit Beijing ?
True or false statements:
1.Hawking was told that he had an incurable disease when he was just 21 years old. T
2.Finally Hawking had to give up PhD and his research
3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T
4.“A Brief History of Time” is too difficult for people to understand.
5.Science is about true facts that never change.
6.When Hawking gives lectures, he always speaks through a computer.
Choice
1. Which of the following best express the main idea of the passage? ______ d
A. Hawking is famous for his new discoveries.
B. People should come to terms with their fate.
C. A scientific theory is always wrong.
D. Anyone with great determination will achieve his success.
2. Hawking became famous in the early 1970s because _____. D
A. he was disabled B. he was a PhD
C. he was sitting in a famous chair D. he made new discoveries about universe
3. According to the passage, what does “an American accent” mean? ______ C
A. Hawking’s accent. B. Hawking’s voice.
C. Sounds translated by computer. D. Accent of some British people.
4. From the passage, we can infer that _____. D
A. Hawking got married to Jane Wilde before he fell ill B. science is always true
C. Hawking is an American D. great scientists always want to know more
Questions
1. What did Steven Hawking do when he was told that he had an incurable disease?
2. How would most people feel when they were told that they had incurable diseases and may not live long?
3. What did Hawking do when visiting China?
4. What did Hawking write in 1988? And what did he explain in the book?
5. According to Professor Hawking, how do people misunderstand science?
6. What is that Hawking does not like about his speech computer?
7. What are the basic steps of the scientific method?
Discussion
How can we grow rice where there is little water?(using the scientific method )
Integrating skills
What’s the characteristic of Galileo Galilei?
Curious creative
Why could Stephen Hawking make contributions to science work? Want to know more
What can be described as the ability to use knowledge? Creativity
Read for the information to complete the table:
Scientists How they make a difference Characteristics
Stephen Hawking Always want to know more;
Never satisfied with a simple answer… Curious
Galileo Galilei Used a microscope and telescope… Curious Believe in what you do
the earth moves around the sun
Zhang Heng Built a model…show how the
position of the stars changed…. Creative..imagination,believe in what you do
Invented seismograph
Unit 2
Step1 Lead in
Do you know what they are?
And do you know how they are made?
Step 2 Pre-reading
The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.
_____ How does a reporter decide what to write?
_____ How much does a newspaper cost?
_____ Why do people read newspapers?
_____ How do newspapers report what happens?
_____ Where do people read newspapers?
_____ How do newspapers help us understand the world?
Topic sentence :Newspapers and other media do more than simply record what happens
How do you decide what you are going to write?
Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting
Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…
Which of the articles that you have written do you like best?
Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story
Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique
Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.
Step 3 Careful reading
Now please read the text carefully and try to find out the answers to the following questions.
1.Who were asked to be interviewed?
2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?
3.Is interviewing someone difficult? What must a reporter know?
4.Which of the articles that they have written do they like best? Why?
5.What could they write about if they could write any article? Why?
6.What is the basic task for a reporter?
7.What result can TV programmes and printed articles bring to us?
Post reading
1.Which of the Pre-reading questions are answered in the text?
2. If you were a reporter, what would you like to write about?
3. It is important to be a critical reader. How would you “read” the following media messages?
True or false
1.Newspaper and other media just record what happens.
2.The reporter has to discuss with the editor before he/she decides what to write. T
3.Much has been done before the reporter starts writing. T
4.Chen Ying’s favourite story is about an ordinary young woman.
5.The media can often help solve problems and draw attention to situations where help is needed. T
Discussion:
Do you believe these media ?
Unit 3
Scanning
1.When was Modernism invented?
2.Who invented Modernism?
A group of architects who wanted to change society with building that went against people’s feeling of beauty
3.Why did they invent Modernism?
Modernism … in the 1920s by …who …
that went against people’s feeling of beauty. They wanted their buildings…to look natural.
Skimming
Sum up the main idea of the text:
Paragraph 1 Architecture looks at the man-made living environment.
Paragraph 2 Modernism
Paragraph 3 Modern architecture
Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.
Paragraph 5 Ancient architecture shows us many beautiful buildings.
Paragraph 6 Antonio Gaudi was an architect inspired by nature.
Paragraph 7 There are other modern architecture inspired from nature
Paragraph 8 The new Olympic Stadium.
Part 1(1 para.) Architecture looks at the man-made living environment.
Part 2(2-4 para.) Modernism and modern buildings
Part 3(5 para.) Ancient architecture
Part 4(6-8 para.) Some modern architecture takes examples from nature.
Part 1: Every great culture in the past had its own ideas expressed in art and architecture.
Part 2 How and when modernism came into being?
Part 3: The difference between traditional and modern…, and why ancient architecture…
Part 4: Examples of famous architects and great buildings that take examples from nature.
Answer the following questions
1.Who is Antonio Gaudi?
He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.
2.Who is Lloyd Wright ?
He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.
3. What the materials of modern architecture and the ancient architecture?
Careful reading
1. Every great culture has the same styles for buildings, streets, squares and parks
2. Modernism wants the buildings constructed in a way to look natural.
3. Earth, stone, brick and wood are used in modern architecture.
4. Compared with ancient architecture, modern architecture stands much closer to nature.
5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T
6. The Olympic Stadium in Beijing looks warm and friendly . T
Compare ancient architecture with modern architecture
Shape material feeling example
ancient architecture Nature does not earth,stone, beautiful Taihe Dian
have any straight lines. brick,wood natural the Temple of heaven
Cathedral
modern.. Huge,like boxes with flat steel, glass,
roofs,sharp corners and concrete, hard and Most of modern buildings
glass walls unfriendly look the same
Post reading
Answer the questions on Page20: What do the words in bold refer to?
You do not feel invited to enter them modern buildings
Antonio Gaudi, a Spanish architect, was the first to understand that.
Nature doesn’t have any straight lines.
He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s
Scan the text and find two architects whose work was inspired by nature. What inspired them.
Antonio Gaudi: eyes, bones, fish and a dragon
Frank Lloyd Wright: Japanese seashells
Answer the following question
1.Which two architects were inspired by nature when they designed?
Antonio Gaudi and Frank Lloyd
2. Into which two groups can we divide those materials mentioned in the text?
Traditional materials and modern materials.
Discussion
What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?
Share your design for the 2008 Olympics!!
Unit 4
Scanning
Scan the text and answer the questions.
1.Whose poetry reminds us of Su Dongpo?
John Donne reminds readers of Su Dongpo.
2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?
Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.
3.Can you name some famous Chinese poets?
Li Bai, Du Fu, Wang Wei, Bai Juyi etc.
4.Write down 5 key words that you would expect to find in a text about poetry.
Poem, poet, rhyme, style, image (literature, language, form, line)
Fast-reading
Questions
1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
William Wordsworth
George Gordon Byron John Donne
John Keats
Careful-Reading
Para. 1 The characters of poetry.
Para. 2 Chinese ancient poets and poetry.
Para. 3 Early English poets.
Para. 4 English poets of the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 Why more people are interested in English poetry.
Divide the text into 4 parts
Part 1 Para 1 Brief introduction to poetry
Part 2 Para 2 Chinese poetry and poets
Part 3 Para3,4.5 History of English poetry
Part 4 Para 6,7 Poems can be bridges between the east and the west
Choose the best answer
1.Modern English came into being from about the middle of the ____ century. A
A.16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poems by ____. C
A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo
3. Byron’s “Isles of Greece” is an example of _____. B
A. a sonnet B. romantic poetry C. nature poetry D. modern poetry
4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D
A.17th B. 18th C. 19th. D. 20th
5. The advantage of reading English poetry in Chinese translation is ____. D
A.that you have more advice B. that something of the spirit is lost
C. that you understand it better D. that you learn how to express yourself in new ways
True or False
1.The wider public in China discovered English poetry at the beginning of the 19th century. F
2. Modern English came into being from about the end of the 17th century.
3. The advantage of reading English poetry in Chinese translation is that you understand it better.
Further-understanding
1. When did modern English start ?
Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .
2. Why do modern poets have their special attraction?
Because they stand closest to us both in the language and images they use .
3. When did Chinese readers start reading more foreign poetry?
Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .
4. What are the differences between poetry and other forms of literature?
① Poetry plays with sounds, words and grammar
② Poetry is difficult to write,but interesting to read
③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.
Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…
------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poets
Para. 7 They can help us to understand each other better,…------poems and literature
Discussion
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life.
2. Poems help us to understand life, virtues, beauty and romance…
3. Poems make us know, we are here,we can make our life and the world more colorful!
Unit 5
Lead-in
1.What places are they?
River Thames Oxford university British Museum Thames and Big Ben London Bridge
Listen to the tape and answer the following questions.
1.How countries is the Great Britain made up of?
Three,England,Scotland and Wales.
2.Is there much rain in the Britain Isles?
Yes,there is much rain
3.When did England and Wales make up the Union? 1536.
4.What is the warmest months in the British Isles? July and August
Skimming:
Skim the text and find out the top sentences for each paragraph.
Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)
Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)
Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)
Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)
Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)
Para 6: The United Kingdom has a long history. (History)
Para 7: In modern times, people throughout the British Isles speak English. (Language)
Read the passage carefully and decide whether the following sentences are true or false:
( )1.Many people around the world study English, and they know a lot about British culture.
( ) 2.Great Britain is made up of four countries.
( T ) 3.The island of Britain is separated from France by the English Channel.
( ) 4.Scotland is colder throughout the year, but receives less rain.
( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( T ) 6.The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Scanning:
Read for details and fill in the form:
Headings Details
Idea Fact unknown: Made up of three kingdoms
Cultural diversity: Different country, common language
Geography Position of Britain: Off the west coast
England: In the east
Scotland: In the north
Wales: In the west
Position of Ireland: West of Britain
Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland
Position of the Channel Islands Southeast of Britain
Climate The British Isles: mild
The Channel Isles: Warmer and sunnier
Scotland: cold
England and Wales: Rains a lot
Culture Influenced by the European mainland
French Influence The reason why many English words end up with French words: ruled by French in 1066
History 1536: England and Wales formed the Union
1707: Scotland joined the union
Ireland used to be: Part of the UK
And now is: An independent republic
Northern Ireland: Part of UK
The Isle of Man and Channel Islands: Ruled by the King of England
Language English, Welsh, Scottish, Gaelic and Irish
Scan the text and answer the following questions
1.What are the most important facts about the United Kingdom?
The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.
2.Which countries make up the British Isles?
Great Britain, Ireland, the Channel Islands and Isle of Man.
3.What are the most important facts about Ireland?
Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.
Questions
1. What is the UK?
The UK is really a nation of different countries held together by a common language and culture.
2.What’s the weather in the British Isles like?
The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.
3. From where did the culture of the people in the British Isles receive many influence?
The European mainland
4. Who ran over the Great Britain in1066? What’s the result of French influence?
The French. The result was that there were many French words in the English language.
5. Which are the first two countries that joined in the UK?
England and Wales.
6. What do people throughout the British Isles speak now? English
Unit 6
What are mentioned in the article?
Travel online shopping Smart credit cards education health medical science sports
Pre-reading
Scan the text to find out in which paragraph you can find answers to the questions.
1.How will people shop in the future? Para 3
2.How will people travel in the future? Para 2
3.What will schools be like in the future? Para 5
4.What will the future be like in generals? Para 1、6
Transportation
1.Compared with the past, what is the most important thing in future transportation?
No pollution is the most important thing.
2.Why will the maglev train be popular in the future?
Maglev train Environmentally friendly
energy –saving
Amazing speed---430 km/h
Controlled by an advanced computer system.
Health and medicine
What makes it possible for people to enjoy a longer life?
People will pay attention to ….
People are careful about….
Advances in medical science allow us….
New discoveries in …and … may lead to….
Education and knowledge
1.How will the schools of the future be different from what they are today?
There may be more “schools on the air” and “e-schools”.
2.How will the way we view learning and knowledge change?
We will become lifelong learners
Conlusion
What should we do to make sure we will have a bright future?
If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.
Main idea of each paragraph
Para.1 . Computers are already being used in agriculture and industry.
Para. 2. People will also use computers more and more in their personal lives.
Para. 3. It’s possible that people will work at home.
Para.4.Computers will be used more and more in transport.
Para. 5.Space travel will become much cheaper
Para. 6.In the fields of education, health and research,computers will continue to play an important part.
Main idea of two parts
Part 1: The prediction of the life in the future.
Part2: Future transportation/ education/business/ health and medicine
True or false
1. Public transportation is already well developed in most areas of China.
2. Scientists are developing new fuels and engines that are environmentally friendly. T
3. People can combine shopping with fun in the future. T
4. E-commerce will not be so popular as it is not very safe.
5.We will still prefer using cash instead of cards in the future.
6. In the future distance education will play an important part. T
1.What is one way to catch a glimpse of the future ?
One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.
2.What’s the advantage of on-line shopping?
For companies, the internet makes it easier to keep in touch with customers and companies in other countries.
For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .
3.What kinds of schools will be there in the future?Why are they useful？
They are “schools on the air” and “e-schools”.
Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.
Post-reading
Advantages disadvantages
future transportation clean, fast, safe, without pollution high cost, expensive
online shopping convenient saving time no insurance of quality
future life longer and healthier
e-schools Interesting, convenient, saving time no face-to-face coach
Summary
Fields What will be used? Results
Transportation New technology ;new fuels and engines Cleaner, faster and safer.
Business E-commerce;mall; smart cards. Convenient, fun.
Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;
advances in medical science. remain active
Education and E-schools; distance education Can study at home; lifelong learners.
Knowledge
Note-making
AREA USE
Farms control the growing conditions of plants
Banks change money ;pay bills
Houses central computer to control heating and hot water recognize some’s voice
Transport work out the best distance between trains operate trains
Education Store texts
Unit 7
Step1 : Leading-in
They are all living with HIV
Step 2: Skimming
1.In what ways does AIDS spread?
AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.
2.How many children were infected in the world in ?
As a result, 3.2 million children were infected in 2002.
Step 3 Intensive Reading
Find out the main points of each part
Para.1 Xiaohua is a person living with AIDS
Para2 what is AIDS.
Para.3 How do people get AIDS
Para.4 Many children become infected with AIDS.
Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.
Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.
Part1 Para.1
Part 2 Para.2
Part 3 para.3
Part 4 Para.4
Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?
Main idea:
This passage mainly tells us what we should do toward AIDS and Aids patients
Step 4 Scanning
Please read the text carefully again and add more questions to your list.
1.What kind of disease is AIDS?
AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.
2.Where is the disease spreading faster?And why?
In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education
3.Which kind of people suffers the most? The young.
4.What did Xiao Hua decide to do after she know she got AIDS?
She decided to use the limited time she has left to do something to help others.
5.Is the disease the only thing that AIDS patients have to suffer from?
No,they also have to deal with people’s fear of the disease
6.What is the best way to show you care about AIDS patients?
Giving an AIDS patients a hug.
Step 5: Listening and reading
1.People will die immediately after they get AIDS.
2. Xiao Hua has hardly any hope to survive. T
3. In 2002, 3.2 million children in the world were infected with HIV. T
4. We should avoid any contact with AIDS patients.
5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.
6. Giving an AIDS patient a hug is the best way to show that you care him / her. T
Step 6 Post-reading
1.Find out the difference between AIDS and HIV.
HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.
2. How should we act towards people who have HIV / AIDS? What can we do to help them?
We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.
Uni 8
Step 1 Lead-in
1.What should you do if you find a person whose leg is bleeding? Why?
2.What would you do if a person has drunk poison by mistake? Why?
Step 2 Skim the text and complete the table
Letter Represent Meaning
D Danger The accident scene is no longer dangerous
R Response To know that he/she is conscious and can breathe.
A Airway To make sure a person’s airway is open and it is easy to breathe.
B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.
C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.
Step 3 Fast- reading
What’s the topic of the paragraphs ?
Para. 1. First aid is very important
Para. 2 The most important is to stay calm.
Para. 3-4 When we have to think fast,we must remember DR ABC to give first aid
Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.
Step 4 Scanning
1). Is it vital to learn some knowledge about first aid? Why?
Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.
2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?
We must stay calm, for only in this way will we be able to consider what to do and make better decisions.
3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?
(Answers on Page 60.)
a…
b…
c…
Step 5 Listen to the tape and answer the question.
Para. 1 First aid is very important
Why is first aid important in our daily life ?
Para. 2 What is the most important thing to remember when dealing with an emergency ?
Para. 3-4 What do the hospitals recommend ?
What do the letters DR ABC stand for ?
What are three important things?
1.Check that the person can breathe.
2.If the person is not breathing, you must try to start his breathing at once.
3.If the person is bleeding badly, you must try to stop the bleeding.
Para. 5 What should we do when we have checked the DR ABC ?
Para. 6 Can we do first aid correctly after reading this passage?
Step 6 Comprehension
1. By saying “ Seconds count in an emergency, ” the writer means ________.
A time is very important B you can count numbers by the second
C time is life D to be calm down, in an emergency, just say numbers by the second
2. What should you do if you want to do first aid correctly ?
A.Learn with a teacher. B Remember the letters DR ABC
C Stay calm D All of the above
3. According to the passage, people in the accident_______.
A. can be helped by anyone who’d like to do so
B. Should be waken up as soon as possible
C. should be put in the recovery position when having been given first aid
D. can be given first aid even without checking the DR ABC
4. Which of the following sentences best expresses
the main idea of the passage?
A. DR ABC should be remembered
B. Remembering the letters DR ABC is enough forfirst aid
C. Why first aid is important and what the letters DR ABC stand for in an emergency
D. What the letters DR ABC mean
5. In the passage., the author seems to be _________.
A.explaining the meaning of the letters DR ABC B. telling us the importance of the first aid
C. giving some basic information about first aid D. showing the importance of DR ABC
Step 7 True or false
1. We can do nothing but call an ambulance or the police when someone is hurt.
2. If you don’t know about first aid, never try to revive the wounded person. T
3. We can check blood circulating only by looking for eye movement.
4. If the person is not breathing , we must start her breathing in ten minutes.
5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.
6. When the accident happens, go to save the wounded people immediately.
Step 8 Post-reading
Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are
doing in the pictures.
Picture 1
The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.
Picture 2
If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.
Picture 3
If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.
Step 9 Retelling
Retell something about DR ABC according to the table in pairs.
Step 10 Group discussion
What are some of the most important things to do at the scene of an accident?
Firstly, we should keep calm, make better decisions and call an ambulance or the police.
Secondly, we should check the DR ABC and then give first aid if we know how to do it.
Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.
Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.
Unit 9
skimming
When and where was the first Earth Summit held? What did they do then?
It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.
step1. Fast reading
Try to find the main idea of each Para.Match them.
Para.1 A brief introduction to 1972,2002 Earth Summits.
Para2 The big three and the results caused by them
Para.3 The responsibilities of the richer countries
Para.4 How to save the earth
Para.5 Small changes make big difference
Para.6 Sts’ better understanding of he environment and their willingness to act are important
Para.7 One of the solutions to the problems---education
Listening
1. Listen to Para 1 and find one of the main themes of the summit.
Sustainable development
2. Listen to Para 2& 3 and find what topics are talked about by the speakers.
1)What are “The Big Three”?
Contaminated drinking water
Poor sanitation Air pollution
2) Poverty, War, Violence
What’s the present problem with the global development?
Richer people get richer while the poor get poorer.
3.What should rich counties do to solve this problem?
Rich countries have a responsibility towards poor countries and must do whatever they can to help others.
Scan the text and see which of the following best express the main idea of the passage? C
A．Different countries have different opinions about development.
B．Equality and fairness are badly needed in the today’s world.
C．The Earth Summit, a way to save the earth.
D．Sustainable development, the future for the world.
1.“Sustainable development ” was brought forth _______. B
A. at the Stockholm Summit B. at the Johannesburg Earth Summit
C. by the World Health Organization D. by China's former Premier Zhu Rongji
2. Which of the following is the main cause of millions of deaths in rural areas ? C
A. Lack of drinking water B. Poor sanitation
C. Air pollution D. Freezing cold
3. Which is the best way to make developing countries prosper ? D
A. Holding conferences like the Earth Summit
B. Richer countries offer much help
C. A better understanding of the environment
D. International cooperation
4. Which of the following best expresses the main idea of the passage ? C
A. Different countries have different opinions about development
B. Equality and fairness are badly needed in the today's world
C. The Earth Summit , a way to save the earth
D. Sustainable development , the future for the world
5. Which of the following statements is true according to the passage ? D
A.The Earth Summit was once of great help to China
B. The Earth Summit is the best way to solve all kinds of problems
C. Without poverty , war or violence we can develop the world successfully
D. Our willingness to take action is necessary for the protection of our environment
Compare with your partner and decide what you think each part of the text will be about
Introduction (para 1) Introduction of the Earth Summit
Body (para 2-6) Major problems facing the world
Conclusion (para 7) What we can do to solve the problem
Introduction (Para 1)
Fill in the form
The Earth Summit
Time Place Theme
1972 Stockholm The Human Environment
2002 Johannesburg Sustainable Development
Step2.Read the text carefully.
Para.1 Read it quickly,and answer the questions.
In 2002, the Earth Summit was held in Johannesburg in
South Africa. One of the main themes of the summit was Sustainable development
What does “sustainable development” mean? D
A.Developing the nature. B.Developing economy.
C.Taking better care of the earth. D.Developing the world without damaging the environment
Para2. Listen to the tape .
What does the “big three” refer to?
Contaminated drinking water, poor sanitation, air pollution.
Try to find these sentences true or false.
The three big killers in the world are poverty, war, and violence.
Air pollution is a big problem only in rural areas,especially in developing countries.
20% of the people on earth have no clean drinking water.
Read Para.4---Para.6. Do the following exercises.
1.What one of the visitors said shows that____. C
A.There exist serious problems at present.
B.It is difficult to save the earth.
C.The earth summits make people understand the environment.
D.All of us have realized the importance of protecting the environment.
2.What’s the earth summit? C
A.It’s a place to find problems.
B. It’s a place to discuss how to develop economy.
C.It’s a place to find solutions to how to develop without damaging the environment
1.Which of the following statements is not true according to the passage? B
A. Farmers are increasing the numbers of their cattle.
B. Farmers are limiting the numbers of their cattle.
C. Heavy rains and strong winds are destroying the valuable soil.
D.Fewer trees are left to hold the soil in place on the hillside.
2.Air pollution doesn't cause _______. D
A. the destroying of forests B. the killing of fish in lakes
C. illnesses and injuries to people D. the spreading of clouds of radiation
3.What is the possible reason why the Mediterranean can’t clean itself? D
A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.
C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.
4. The 1st part of the passage is mainly about ________. A
A. the reasons why the area of desert is growing
B. the numbers of cattle farmers should keep
C. the valuable soil strong winds blow away
D. the damage rains and winds bring about
5. If people change their habits, pollution _______. B
A. can be completely stopped B. will become less and less
C. can do less damage to people D.will do no harm to people
6. According to the text _________ are the worst enemy of nature. B
A. cattle B. humans C. deserts D. chemicals
Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.
1 .What are the “big three”?
The “big three” refers to contaminated drinking water, poor sanitation and air pollution.
2 . Why are conferences like the Earth Summit important?
Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.
3 .What issues are discussed at the Earth Summit?
Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.
4．What is the key to the problem according to the text? Why?
Education 1. To build a better society and put an end to the death and suffering caused by the big three
2. To wipe out much of the poverty.
3. To see less violence and fewer wars.
summary
Accidents I. Time : 1986
Place : at a nuclear power station in Russia
Results : 125,000 die
Accidents II Time : 1984
Place : at a factory in the town of Bhopal in India
Results : 2500 be killed; many lose sight
Fact causes results
Earth desert grow every year cattle ; trees be cut down have less farm land
Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;
do harm to people
water be polluted; diseases waste from ; accidents living things be killed ; have less
drinking water ; nowhere to swim
Discussion
If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?
Unit 10
Step 1 Lead in
1.What’s the weather like today?
2.Do you often care about the weather?
3.How do you hear about it?
4.Have you ever heard of typhoon?
5.What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm roaring thunder
Also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.
6. What will you feel in such kind of weather?
frightened, scared, terrible, happy (why?)
7. What about the hurricane? Have you everheard about it?
8. What about volcano?
9. Look at the picture. Find out as much as you can to describe it.
Eruption lava
10. How is a volcano formed?
The rocks under the earth becomes hotter and hotter and erupted from the mountain.
11. Where is the most possible place that a volcano may erupt? Near the oceans
12. Do you know how a volcano works,if you do, describe it?
Gas vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid bits of rock and volcanic ash, etc.
Liquid lava
Step 2 Pre reading
the town of Pompeii (relics) two thousand years ago 18 hours
Skimming
Main idea of each part:
Para.1 General introduction to the letter.
Para.2 When and where the volcano erupted?
Para.3-6 What Pliny did when the volcano erupted?
Para.7 Conclusion to the letter.
Decide whether the following sentences are true or false.
1.A volcano erupted on the 24th of August in 79 BC in southern Italy.
2.My uncle planned to save his friend’s wife Rectina.
3.My uncle went to rescue Pompy after saving Rectina. T
4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
5.They decided to try the open air instead of staying in the house. T
6.It was night when the volcano erupted
Divide the text into several parts and tell the main idea of each part.
Step 3 While reading
Scan the text and answer the following questions.
1.What did Tacitus ask the author to do?
Ask him to write him sth about the death of his uncle Pliny.
2.From whom was the letter which the author’s uncle brought?
From his friend’s wife Rectina.
3.Where was Rectina’s house?
At the foot of Vesuvius.
4 What did the captain urge the author’s uncle to do?
He urged the author’s uncle to turn back.
5 Why did the author’s uncle ask to be taken to the baths?
Because he wanted to help the other to calm down.
6 When was the author’s uncle’s body found?
When daylight came again two days after he died.
7.What is described in the following passage?
The eruption of the volcano called Mount Vesuvius.
8.When and where did it happen?
On the 24th of August in 79 AD in southern Italy.
9.Who is the writer of the letter?
Pliny, the younger.( The author of the letter is Pliny’s nephew.)
Read the text carefully & fill in the following form.
Date: On the 24th of August in 79 AD in southern Italy.
What happened: The eruption of the volcano called Mount Vesuvius.
First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.
Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.
Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people
Finally My uncle wanted to get out of the danger but failed. He was dead.
Arrange the following statements according to the right order.
1.He decided to rescue his friend Pompy.
2.Some people watched an unusual cloud rising from a mountain.
3.Rectina begged him to save her.
4.He ordered a boat made ready.
5.Two slaves helped him stand up and immediately he fell down dead.
6.He bathed and had dinner.
7.A rain of rocks was coming down.
2 4 3 1 6 7 5
Read the text again and explain what the words in bold refer to.
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
The eruption of Mount Vesuvius
Time What happened
on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain
afterwards some of the cloud was white and dark
after dinner broad sheets of flame were lighting up many parts of Vesuvius
the next day shower of rock, darkness
This passage mainly tells us________. C
A To tell sth about Volcano happening in 79AD
B To tell sth about the death of Uncle Pliny
C To help Tacitus to recall what happened to Uncle Pliny
D To be in memory of Uncle Pliny
篇2：高二11单元教案 (人教版高二英语上册教案教学设计)
Unit 11 Scientific achievements
I． 单元教学目标
技能目标Goals
▲ Talk about science and scientific achievement
▲ Practise expressing intentions and wishes
▲ Learn about Word Formation (1)
▲ Write a persuasion essay
II． 目标语言
功
能
句
式 1．Talk about science and scientists
2. Practise expressing intentions and wishes
If I got the money, I would……
My plan is to…….
I hope that…….
I want/ wish/hope/intend/plan to……
I’d like to……
I’m thinking of……
词 汇 1. 四会词汇
Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer
2. 认读词汇
Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid
3. 词组
set foot (in), rely on, put forward,
4．重点词汇
significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,
breakthrough, announce
结构 Word formation
重
点
句
子 1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
III． 教材分析与教材重组
1. 教材分析
通过学习了解人类的科学成就，帮助学生认识到这些成就深刻地改变了人类生产和生活的方式及质量，同时也深刻地改变了人类的思维观念和对世界的认识，改变并继续改变着世界的面貌，极大地推动了社会的发展。激发学生学科学，爱科学，把科学知识转化成科技成果，报效祖国, 为祖国的繁荣富强贡献自己的力量。
1.1 WARMING UP 通过讨论一些科学成就，帮助学生认识到这些成就怎样改变了我们生存的世界，对我们又将有什么样的影响以及所有科学成就的共同之处是什么。
1.2 LISTENING是一些科学发明的具体事例。
1.3 SPEAKING是一个任务型教学活动。提供了4种科研项目，让4位同学做为代表发言，通过介绍和辩论，说明自己的项目最重要，从而学会表达自己的意图和希望。
1.4 PRE-READING是开放性问题，要求学生开动脑筋，勤于思考，小组讨论找出问题答案。
1.5 READING是关于中关村科技园的介绍。通过学习了解中关村的发展，激发学生的民族自豪感。教育学生要以振兴民族产业为己任，为改变中国这个拥有13亿人口的大国的科技面貌产业，为由“中国制造”向“中国创造”迈进而努力学习。
1.6 POST-READING第一个题是5个选择题，目的是训练学生的事实核对能力；第二题是开放性问题比较中关村-中国的硅谷和美国硅谷的异同，此题可以很好的培养学生自主学习的习惯，还可以训练学生的概括能力，训练学生开放性思维，要求学生学会多角度的去思考问题，更能开阔学生的思路，丰富学生的视野。
1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。Grammar构词法知识介绍。本单元的语法训练设计是从易到难，呈阶梯状，由构词法知识介绍到篇章中的猜词义连习，设计得非常科学，可操作性强。
1.8 INTEGRATING SKILLS中的Reading介绍了近十几年来中国在不同领域取得的一些重大成就。WRITING部分要求学生给《现代科学》（Modern Science）杂志写一篇关于最伟大科学成就的文章，说明原因并且解释为什么你认为它是最伟大的。
1.9 TIPS 介绍了怎样写persuasion essay。
2. 教材重组
2.1将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。
2.2把WARMING UP 作为SPEAKING的热身练习，将WARMING UP与SPEAKING整合在一起，通过谈论科学成就，讨论最重要的科学成就，练习表达自己的观点和愿望，上一节“口语课”。
2.3将LISTENING 和 WORKBOOK 的LISTENING 结合在一起，上一节“听力课”。
2.4把PRE-READING, READING 和POST-READING 放在一起上一节阅读课。
2.5 将INTEGRATING SKILLS 设计为一节“综合实践课（一）”。
2.6将WORKBOOK 的INTEGRATING SKILLS设计为一节“综合实践课（二）”。
3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）
1st Period Grammar
2nd Period Warming up, Speaking
3rd Period Listening
4th Period Reading
5th Period Integrating Skills (1)
6th Period Integrating Skills (2)
IV. 分课时教案
The First Period Grammar
Teaching goals 教学目标
1. Target language目标语言:
Learn the Grammar--- Word formation (I)
2. Ability goals能力目标: Study the ways of forming a word and enlarge students’ vocabulary.
3. Learning ability goals学能目标：Enable students to use context clues and what they know about word parts to guess the meaning of new words.
Teaching important points教学重点
The ways of forming a word.
Teaching difficult points 教学难点
How to guess the meaning of a new word.
Teaching methods教学方法
Explaining and practising
Teaching aids教具准备
1. a projector 2. a computer
Teaching procedures & ways教学过程与方式
Step I Lead in
T: Good morning afternoon, class!
Ss: Good morning afternoon,Mr/Ms…
T: In this class, we are going to start Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?
S1“Scientific”is the adjective form of” Science”.
S2:“Achievement “ is the noun form of “achieve”.
T: Observe them carefully; can you explain how they are formed?
S3:” Science” is a noun, if we add –fic to it, then we get its adjective.
S4: “achieve” is a verb. If we add –ment to it, we get its noun.
T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)
Step II Grammar
Ask students to observe the given words carefully and find out how words are formed.
T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)
affix
infix
prefix
suffix
Teacher explains the following.
T: What do these words (nouns) have in common?
Ss: All of them contain the root “fix”.
T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get
af + fix
in + fix
pre + fix
suf + fix (These will be shown on the PowerPoint)
T: What does 'fix' mean?
Ss: Fix means attach to, fasten, stick, glue.
T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?
'in' a room, 'in' a sentence, 'in' a word.
'pre' means before like in pre-war, pre-school, premature.
So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)
What about 'af' and 'suf'?
That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.
'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).
Why have the d in 'ad' and the b in 'sub' changed into f?
The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .
So what do affix and suffix actually mean?
Ss: affix - to attach something to (a word)
suffix -to attach something at the end of (a word)
T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word
There are three kinds of affixes:
added inside the word - infix
added at the beginning of the word - prefix
added at the end of the word – suffix
Ss: What's this good for then?
T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.
The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.
If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.
Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)
ab
(away) abstain, absent, absolve
ad
(to) adverb, advertisement, advance, adjoin
in /il-/im-/ir-
(not) incapable, indecisive, intolerable , illegal, impossible, irrugular
inter
(between, among) international, interaction interdependent, interprovincial
pre
(before) prerecorded, preface prefer
post
(after) postpone, postscript, postwar
sub
(under, not quite) subsoil, subscription, suspect ,subway, subnormal
trans
(across, to a changed state) transfer, transit, translate, transport ,transform
Step III Practice
T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).
international= inter-+national telephone= tele-+phone
mankind=man+kind broadband= broad+band
extremely=extreme+-ly manned= man+ -ed
hi-tech= high+technology email= electronic mail
IT= information technology CSA= Chinese Space Agency
S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.
T: Good! What about the others?
S2: Mankind and broadband are formed in the same way. Each is made up of two words.
S3:Extremely and manned are formed by adding a suffix.
S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.
S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.
T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.
Deal with the rest of exercises in the same way.
Step IV Workbook
Step V WORD FORMATION EXERCISES
(If there isn’t enough time, please print it out and give the handouts to students as homework)
T: I’m very glad you’ve done the exercises quite well. Would you like to try some difficult ones?
Now look at the following exercises. You are given 8 minutes. Then we will check the answers together. If you have any difficulty, you may work with your partner or refer to a dictionary.
( Show the following exercises on the powerpoint.)
Use the word at the end of each gap to form a new word with which to fill the gap. While doing this exercise, look for clues which tell you what kind of word is missing (adjective, noun, verb, adverb). Make sure to take into consideration forms using various prefixes and suffixes, as well as negative forms.
EXERCISE # 1
This text was taken from “The Picture of Dorian Gray ” by Oscar Wilde
In the centre of the room, clamped to an upright easel, stood the full-length portrait of a young man of _____(ORDINARY) personal beauty, and in front of it, some little _____(DISTANT) away, was sitting the artist himself, Basil Hallward, whose sudden _____(APPEAR) some years ago caused, at the time, such public ______ (EXCITE), and gave rise to so many strange conjectures. As the painter looked at the ______ (GRACE) and comely form he had so _______
(SKILL) mirrored in his art, a smile of ______ (PLEASE) passed across his face, and seemed about to linger there. But he ______(SUDDEN) started up, and, closing his eyes, placed his fingers upon the lids, as though he sought to _______(PRISON) within his brain some curious dream from which he feared he might ______(WAKE).
EXERCISE # 2
This text was taken from “The Time Machine”, by H(erbert) G(eorge) Wells
`It is simply this. That Space, as our ______(MATHS) have it, is spoken of as having three dimensions, which one may call ______(LONG), Breadth, and _______(THICK), and is always definable by _______(REFER) to three planes, each at right angles to the others. But some philosophical people have been asking why THREE dimensions _______ (PARTICULAR) --why not another direction at right angles to the other three?--and have even tried to construct a Four-Dimension geometry. Professor Simon Newcomb was expounding this to the New York Mathematical Society only a month or so ago. You know how on a flat surface, which has only two dimensions, we can represent a figure of a three-______ (DIMENSION) solid, and ______(SIMILAR) they think that by models of thee dimensions they could represent one of four--if they could master the _______(PERCEIVE) of the thing. See?'
Keys to EXERCISE # 1
Extraordinary, distance, disappearance, excitement, gracious, skillfully, pleasure, suddenly, imprison, awake
Keys to EXERCISE # 2
Mathematicians, Length, Thickness, reference, particularly, dimension, similarly, perspective
Eight minutes later check the answers.
Show the answers on the PowerPoint so that students can have a better understanding of word formation.
T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.
Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.
The Second Period Warming up & Speaking
Teaching goals 教学目标
1. Target Language目标语言：
a. 重点词汇和短语
solar energy, breakthrough, organ
b. 交际用语
Practise expressing intentions and wishes.
If I got the money, I would……
My plan is to…….
I hope that…….
I want/ wish/hope/intend/plan to……
I’d like to……
I’m thinking of……
2. Ability goals能力目标: Enable students to talk about scientific achievements. Help them learn to express intentions and wishes.
3. Learning ability goals学能目标：Talk about great scientific achievements that have changed the world. Practise expressing intentions and wishes by talking about which scientific project is the most important .
Teaching important points教学重点
Talk about great scientific achievements. Learn the patterns used to express intentions and wishes.
Teaching difficult points 教学难点
How to express intentions and wishes.
Teaching methods 教学方法
Group work Discussing (cooperative learning)
Teaching aids 教具准备
a tape recorder, a projector and a computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework. Check the answers on the workbook with the whole class.
Ask some students to name some great achievements.
Step II Warming up
Show the photos of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.
T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)
1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?
2. What are some other scientific achievements that you think are important?
3. Do these achievements have anything in common? If so, what?
Five minutes later ask some students to speak out their opinion.
T: Ok. Please stop here. I’d like to listen to your opinions.
S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.
S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.
S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment.
……
T: Good! Do these achievements have anything in common?
Ss: These great achievements have changed the world.
S8: And all these great achievements were made by westerners/ foreigners.
T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.
Step III Speaking
T: Ok. Suppose we are in the year of . You are scientists. You are working on different projects. All of you need money and want to get money to complete your project. You will introduce your project and explain why it is the most important. One member will listen to all the scientists and ask questions .At the end of the discussion, he or she must decide who will get the money and why .Now turn your books to Page 2, look at the Speaking part and work in groups of five .Please don’t forget the useful expressions. You are given five minutes to do it. Then I will ask some groups to act it out.
Show the useful expressions on the PowerPoint.
If I got the money, I would……
My plan is to…….
I hope that…….
I want/ wish/hope/intend/plan to……
I’d like to……
I’m thinking of……
Five minutes later, some students are asked to act it out
Sample of the speaking:
Official: I know all of you have your own reasons. Now I’d like each of you to state your reasons and answer my questions truthfully so that I can decide who will get the money.
Dr Wilson: Ok. I’ll speak first. Our team is working on a cure for AIDS. As everyone knows, this is an issue for everyone. AIDS as a disease is not affecting only minority groups - gay men, drug users and prostitutes. The latest figures from the World Health Authority and UNAIDS show that HIV infection is now the fastest-growing serious health condition in many countries around the globe, where women are particularly at risk of becoming HIV-positive. It's clearly no longer the 'minority' disease it once was. I hope to find a cure as soon as possible. So our research is extremely important.
Official: We’ve spent a lot of money on many programs which help people fight AIDS in poor countries.
Dr Wilson: That’s true. But our research is to find a cure for this deadly disease. If we got the money, we would do more experiments and find a solution sooner. Then we would save thousands of lives.
Official: OK. Let’s listen to what Dr Jones will say.
Dr Jones: Our research project is about cloning and how to use the new technology to cure disease. The main reason to clone plants or animals is to mass produce organisms with desired qualities. Other reasons for cloning include replacing lost family pets and repopulating endangered or even extinct species. And we are thinking of using the new technology to cure diseases.
Official: Could you give us an example?
Dr Jones: The number of pandas is becoming smaller and smaller. Even though the Chinese government has been trying hard to provide pandas a suitable environment, the number remains samll. If we find a way to clone pandas, they won’t die out. We can help to keep the balance of the world. So I think our group should get the money.
Official: Ok. I think it’s Dr Smith’s turn.
Dr Smith: Without water, man cannot live. Water is very important to us. But many areas are short of water. In some places, people cannot have enough drinking water. So I want to develop new technology that will make it possible to grow food in areas where there is very little water. This new technology would help us save the natural resource.
Official: How are your experiments going?
Dr Smith: The experiments are going as expected, but at present we are short of money. I need your support.
Official: Let’s listen to Dr Winfrey’s explanation about his project.
Dr Winfrey: Once the moon has been reached, Mars seems the next obvious destination. We are working on sending a manned spaceship to Mars. It would be very difficult for one country to carry out such a program. A mission to Mars would require funding.
Official: Neil Armstrong's “One giant step for mankind” defined a generation. The project is very interesting and I am not turning it down. I support it, and it should be further developed. The money goes to Dr Winfrey’s group. Congratulations!
Dr Winfrey: Thanks. You will be proud of us.
T: Well done. Many of you can express intensions and wishes very well. After class please practice these useful expressions more often.
Step IV Workbook
Step V Homework
Surf on the internet or use the library to find some information of Neil Armstrong, Alexander G Bell, Ray Tomlinson and more about scientific achievements in groups.
The Third Period Listening
Teaching goals 教学目标
1. Target Language目标语言：
constitution, Neil Armstrong, Alexander G Bell, Ray Tomlinson, eureka
2.Aility goals 能力目标:
Introduce some great scientists and their achievements to students by doing some listening exercises.
3. Learning ability goals学能目标：
By listening to the introduction of some scientists and their achievements help students learn more about scientific achievements. Improve their listening ability by doing listening exercises.
Teaching important points教学重点
Listen to materials about some great scientists and their achievements.
Teaching difficult points教学难点
How to improve their listening ability
Teaching methods教学方法
Listening, speaking, discussing
Teaching aids 教具准备
a tape recorder, a projector and a computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework.
Ask some students to express their intensions and wishes using the patterns learned in this unit.
Ask students to say more about scientific achievements.
Step II: Leading in
After students talk about some great scientific achievements, show the pictures of Neil Armstrong, Alexander G Bell, Ray Tomlinson. Ask students to say something about the three great men.
T:Do you know anything about Neil Armstrong？
S1: He is the first man to land on the moon.
T: Good! What about Alexander G Bell?
S2: He was the inventor of telephone.
S3: Ray Tomlinson invented e-mail.
T: Quite good! Now let’s listen to some materials about them and then finish the exercises on page 2.
Step III: Listening
Part 1
Play the tape for students to listen and give students several minutes to finish the exercises. If students have any difficulty in listening, explain the difficult points and play the tape again where necessary. Then check the answers with the whole class.
T: Well done! I would like to learn more about Neil Armstrong, Alexander G Bell, Ray Tomlinson. .Which group will introduce Neil Armstrong to us?
S1: Our group has found something about Neil Armstrong.
T: Good. Please introduce something to us. Let’s read together. (Ask students to show the following on the PowerPoint or print them out)
In 1969, Neil Armstrong made history by becoming the first man to walk on the moon, uttering the immortal phrase, “One small step for man, one giant leap for mankind.”
NAME: Neil A. Armstrong
NASA Astronaut (former)
PERSONAL DATA: Born August 5, 1930 in Wapakoneta, Ohio. Married. Two sons.
EDUCATION: Bachelor of Science degree in aeronautical engineering from Purdue University; Master of Science degree in aerospace engineering from University of Southern California. He holds honorary doctorates from a number of universities.
SPECIAL HONORS: He is the recipient of many special honors, including the Presidential Medal for Freedom in 1969; the Robert H. Goddard Memorial Trophy in 1970; the Robert J. Collier Trophy in 1969; and the Congressional Space Medal of Honor, 1978.
EXPERIENCE: From 1949 to 1952, he served as a naval aviator; he flew 78 combat missions during the Korean War. During 1971-1979, Armstrong was professor of aerospace engineering at the University of Cincinnati, where he was involved in both teaching and research. Currently serves as Chairman, AIL Systems, Inc. Deer Park, N.Y.
NASA EXPERIENCE: Armstrong joined NACA, (National Advisory Committee for Aeronautics), NASA's predecessor, as a research pilot at the Lewis Laboratory in Cleveland and later transferred to the NACA High Speed Flight Station at Edwards AFB, California. He was a project pilot on many pioneering high speed aircraft, including the 4,000 mph X-15. He has flown over 200 different models of aircraft, including jets, rockets, helicopters and gliders.
In 1962, Armstrong was transferred to astronaut status. He served as command pilot for the Gemini 8 mission, launched March 16, 1966, and performed the first successful docking of two vehicles in space.
In 1969, Armstrong was commander of Apollo 11, the first manned lunar landing mission, and gained the distinction of being the first man to land a craft on the Moon and the first man to step on its surface.
Armstrong subsequently held the position of Deputy Association Administrator for Aeronautics, NASA Headquarters Office of Advanced Research and Technology, from 1970 to 1971. He resigned from NASA in 1971.
As a young man, Alexander Graham Bell taught deaf students in schools and universities and tutored them privately to help them communicate. He was trained in this work by his parents.
In 1862, Bell enrolled as a “student teacher” at a boy's school near Edinburgh, Scotland. There he taught music and elocution in exchange for instruction in other subjects. Later, he became a full-time teacher, using Visible Speech in teaching a class of deaf children. In April, 1871, Bell went to Massachusetts, where he met with great success.
As a teacher of the deaf, Bell was determined to help deaf people speak, so that they could take part in the speaking world, rather than be isolated and alone. To do this, he tried to find a way to make sound visible. Bell got his idea for making sound visible from his knowledge of how the ear hears.
Ray Tomlinson Inventor of Email
Email has become one of the most commonly used forms of communication, yet its invention passed with little note. Unlike some other communications breakthroughs, like the telegram or phone, nobody thought that email would grow as big as it has. Even the inventor of email, Ray Tomlinson, didn't know he was creating something important. But despite its humble beginnings, email has become an important part of our world. Whether it is used by a business for important messages, or by a disabled person simply to communicate, email is definitely here to stay.
After learning something more about the great people, go on dealing with the rest of listening exercises.
Part 2
Play the tape for students to listen and give students several minutes to finish the exercises. If students have any difficulty in listening, explain the difficult points and play the tape again where necessary. Then check the answers with the whole class.
Part 3
Students are encouraged to think creatively and give different answers.
Step IV: Workbook
Deal with the listening exercises on workbook.
Homework: Remember the three great men and their achievements.
Learn words and expressions in the text.
The Fourth Period Reading
Teaching goals 教学目标
1. Target Language目标语言：
a. 重点词汇和短语
likely zone, private, grasp, master, perfect, arrange, rely, failure, locate, valley, set foot in, rely on
b. 重点句型
1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.
2.Aility goals 能力目标: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.
3. Learning ability goals学能目标：Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点The development of Zhongguancun and great achievements China has made in recent years.
Teaching difficult points教学难点
How to analyze the text and grasp the main idea of the text.
Teaching methods教学方法
Listening, reading, discussing
Teaching aids 教具准备
a tape recorder, a projector and a computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework..
Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.
Ask some students to read words and expressions in Unit 11.
Step II Pre-reading
Deal with the questions in the pre-reading part.
T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?
S1: I think I will need support from academies of science.
S2：I think I will need support from the government, i.e. special policy to support my company.
S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.
S4:……
……
T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?
S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.
S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.
S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.
S11: Scientific achievements also change our way of thinking.
…….
T: So scientific achievements are very important. Then you will good answers to this question:
Why do scientists spend so much time trying to achieve something?
S15: Because they like to do something valuable.
S16: Then they turn their wishes into reality.
S17: They are doing something to strengthen the social development.
T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.
Step III Leading in
Help students to learn something about the symbol of Zhongguancun..
T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the powerpiont.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.
Step IV Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.
T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.
Show the form on the PowerPoint.
Zhongguancun is located in Northwestern Beijing
What is it? China’s Silicon Valley
In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone
Zhongguancun is home to A growing number of overseas Chinese;
A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More that 8,000 hi-tech companies
Its effect On business& science
Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.
Zhongguancun is located in Beijing’s Haidian Distric Northwestern Beijing
What is it? New center for Chinese science and technology China’s Silicon Valley
The science center got started In the early 1980s Chen Chunxian opened a private research and development institute
Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry
Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;
Many IT companies
The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies
Its effect positive On business & science
T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.
Skimming
Ask students to skim the text and then finish the post-reading questions.
T: Look at the post reading questions first. Then skim the text to find the answers.
Then check the answers with the whole class.
Suggested answers:
1. A.B.C.D 2. D 3.C.D 4.B 5. C.D
Sum up the main idea of each part.
Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.
In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.
(Cooperative learning)
T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.
After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.
T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.
(Show the suggested answers on the PowerPoint.)
The main idea of each part
Part1 (Paragraph1-2)
General introduction of Zhongguancun.
Part2 (Paragraph 3-7)
Why Zhongguancun attracts more and more overseas Chinese.
Part3 (Paragraph 8-9)
The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.
T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.
Step IV 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: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape 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.
T: Do you have any difficulties with the text？
S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?
T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.
E.g. The train is likely to be late.
She is not likely to come next month.
S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?
T: No, “not all” means” some”.Do you have any other questions?
Ss: No.
T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.
Step VI Homework
Surf on the internet and find more about Chen Chunxian and Zhongguancun.
The Fifth Period Integrating Skills (1)
Teaching goals教学目标
1. Target language目标语言:
a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward
b. 重点句型
In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.
2. 能力目标: Help students to learn about scientific achievements in different fields made by Chinese.
3. 学能目标: After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.
Teaching important points教学重点
Help students to learn about scientific achievements in different fields made by Chinese.
Help students to realize scientific achievements rely on science and education and knowledge will
help them to achieve their goals.
Writing: Write a persuasion essay.
Teaching difficult points 教学难点
How to write a persuasion essay.
Teaching methods教学方法
Task-based teaching method
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures & ways教学过程与方式
Step I Revision
Check the homework.
T: Yesterday I asked you to find more about Chen Chunxian and Zhongguancun. Have you done your homework?
S1: Chen Chunxian was called “Father of “China's Silicon Valley”. He died on August 9, in Beijing.
S2:He was China's Silicon Pioneer, but he had had many failures.
S3: He is publicly recognized as the first mover in China’s IT industries in the 1980s. He was born in 1934. In 1953, he entered the University of Moscow to study physics. At the time of his study, it was the heyday of Russian research and development. Sputnik, the first satellite, was launched in 1957. After he finished his degree in 1958, he started his career as a researcher at the Institute of Physics in the Chinese Academy of Science (CAS), the most preeminent research institute in China.
S4: Chen Chunxian, along with 10 fellow CAS scientists took academic tours to the U.S. soon after the Open Door Policy was established in 1978.
S5: In 1980 he started up the Advanced Technology Service Department, a technology-consulting firm in the Zhongguancun area of Beijing, with 15 staff members from CAS. Many scientists and researchers followed Chen’s example in the early 1980s
……
T：I’m glad to share your information. You’ve done very well. Here’s a piece of news on his death. Please read it. (Show the following on the PowerPoint.)
Father of ”China's Silicon Valley“ Dies
Chinese scientist Chen Chunxian, founder of Beijing's Zhongguancun hi-tech area, has passed away at the age of 70.
The physicist died Monday morning. He made his last contribution to society by donating his corneas to a medical institution.
In 1980, 46-year-old Chen Chunxian tabled the proposal of building Zhongguancun into China's ”Silicon Valley“.
He left Chinese Academy of Sciences the same year to establish the first private scientific institution in the country, the precursor of China's hi-tech enterprises.
Chen Chunxian's efforts to develop China's hi-tech industry have given him the name ”father of Zhongguancun“.
(CRI August 11, 2004)
Step II Leading in
T: Though he had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.
Step III Integrating skills
Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.
T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.
Suggested answers:
Field Achievements Importance
Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight
Genetic research A new kind of rice which allow farmers to increase production；
Completed part of the international human genome project in A leader in the field of genetic research;
Proving that Chinese scientists are among the world’s best
Computer engineering A new high-speed broadband network was recently started;
Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.
Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.
After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.
Step V Writing
T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.
After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.
Step VI Homework Finish writing your essay.
The Sixth Period Integrating Skills (II)
附 件
I.本单元课文注释与疑难解析
1. Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.无论中国将来会有什么样的伟大成就，很有可能其中很多就诞生在北京的西北部。
1. whatever conj. regardless of what , no matter what 引导让步装语从句。
Eg. Whatever happens, the first important thing is to keep cool.( Whatever happens= No matter what happens)
不管发生什么事,头等重要的是保持冷静。
Whatever you do, I won't tell you my secret. (Whatever you do= No matter what you do )
不管你做什么, 我都不会把我的秘密告诉你。
注意：当whatever 引导名词性从句时， 不可用no matter what 替换, whatever= anything that 。
You may do whatever you want to do.（whatever= anything that）
无论你想做什么事，你都可以做。
Whatever can be done has been done. （Whatever= Anything that）已经做了能做的一切。
2. likely adj. probable可能的
1.) sb be likely to do sth
sth be likely to happen
2).. It is likely that ……
Eg. The train is likely to be late.这趟火车很可能晚点。
She is not likely to come next month.她下月很可能不来。
They are likely to become angry with him.他们可能会对他发怒
It is very likely that he will not consent.
很可能他不会同意。
like possible probable
意思都含“可能的”。
likely 系常用词, 指“从表面迹象来看很有可能”, 如:
It is likely that she will ring me tonight.(= She is very likely to ring me tonight.)很有可能她今晚给我打电话。
possible 指“由于有适当的条件和方法, 某事可能发生或做到”, 强调“客观上有可能”, 但常含有“实际希望很小”的意思, 如:
It is possible to go to the moon now.
现在有可能登上月球。
probable 语气比 possible 强, 指“有根据、合情理、值得相信的事物, 带有‘大概’、‘很可能’”的意思, 如:
l don't think the story is probable.
我觉得那故事不大可能。
2．In1995， the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education” and it has helped Chinese scientists make many breakthroughs.
1995年中国政府提出“科教兴国”的规划，帮助中国科学家取得了许多突破性的成就。
1. put forward 1）提出（意见、建议）
”In 1860, a better plan was put forward by an Englishman, William Low.“
”1860年,一个名叫威廉.娄的英国人提出了一项更好的计划。“
2）推荐；提名；推举
Shall we put Mr Willinton forward as the candidate for chairman of the committee?
”我们提名惠灵顿先生作为委员会主席的候选人,好吗?“
2. rely（与on, upon连用）依靠；依赖；信任；信赖
rely on one's own efforts依靠自己的努力
You may rely on me.你可以信赖我。
rely depend
都含“信赖”的意思。
rely 指“在过去经验的基础上, 依赖、相信某人或某事物, 希望从中得到支持或帮助”, 如:
He can be -lied on to keep secret.
相信他能保密。
depend 指“出于信赖而依靠他人或他物, 以取得其支持或帮助, 这种信赖可能有过去的经验或了解为根据, 也可能没有”, 如:
He can depend on his wife for sympathy.
他相信妻子会同情他。
2. breakthrough n..1) 突破，冲破防线
a military breakthrough军事突破
2)突破性的发现，成就
a scientific breakthrough科学成就
Surgeons have made a great breakthrough in the kidney transplantation.
外科医生们在肾移植方面取得了重大突破。
II. 文化背景知识
Ray Tomlinson(born 1941) Inventor of Email
Frequently Asked Questions
Did you send the first network email?
Why did you do it?
Why did you choose the at sign?
What was the first message?
Did you receive any rewards, patents, etc.?
What were the early uses of email?
Did you send the first network email?
As far as I know, yes. However, there are a few qualifications. Network should be included because there were many earlier instances of email within a single machine. Computer networks, in any real sense, didn't exist until the ARPANET was built starting in 1969. Dick Watson proposed a form of email in July 1971 (RFC 196). I don't think that was ever implemented. It differed in that the mail was directed to numeric mailboxes. RFC 196 also suggests that the final product would be a printer output (i.e. ink on paper). SNDMSG sent messages to named individuals (computer users).
________________________________________
Why did you do it?
Mostly because it seemed like a neat idea. There was no directive to ”go forth and invent email“. The ARPANET was a solution looking for a problem. A colleague suggested that I not tell my boss what I had done because email wasn't in our statement of work. That was really said in jest because we were, after all, investigating ways in which to use the ARPANET.
________________________________________
Why did you choose the at sign?
The primary reason was that it made sense. at signs didn't appear in names so there would be no ambiguity about where the separation between login name and host name occurred. (Of course, this last notion is now refuted by the proliferation of products, services, slogans, etc. incorporating the at sign.) The at sign also had no significance in any editors that ran on TENEX. I was later reminded that the Multics time-sharing system used the at sign as its line-erase character. This caused a fair amount of grief in that community of users. Multics used IBM 2741 terminals which used EBCDIC character coding. They did not have a ”control“ modifier key and didn't have many (any?) non-printing characters beyond space, backspace, tab, and return. The designers of Multics were constrained to using printing characters for line-editing.
________________________________________
What was the first message?
The first message of any substance was a message announcing the availability of network email. The exact content is unknown, but it gave instructions about using the at sign to separate the user's name from his host computer name.
________________________________________
Did you receive any rewards, patents, etc.?
Not unless you consider the current interest in the origins of email a reward.
________________________________________
What were the early uses of email?
The early uses were not terribly different from the current uses: The exceptions are that there was only plain text in the messages and there was no SPAM.
A Conversation With The Inventor Of Email
By Sharon Gaudin
Ray Tomlinson gave society one of the greatest communication tools in history. He invented email back in 1971 -- essentially fostering global business communication and turning the Internet into a digital kitchen table for far-flung family members.
The MIT grad is one of the forefathers of the Internet, working on ARPANET, the forerunner to the Internet, along with workstations, super computers and a slew of protocols.
But email may be his greatest legacy -- if not the toughest project he's ever worked on. Alexander Graham Bell became a household name -- someone children learn about in school -- because he invented the telephone. But consider that in this high-tech era there are more emails sent every day than telephone calls. That definitely gives Tomlinson his own place in history, if not a life of fame and fortune.
In this Q&A, the man who was honored earlier this year for a lifetime of innovation by Discover magazine, says he's irked by spam and hopes for a technical solution. He also talks about his vision for the future of email, dismisses claims that he's changed society and updates us on the distributed computing project he's working on today at BBN Technologies in Cambridge, Mass., where he's worked for the past 35 years and is their much-lauded principal engineer.
Q: What was your vision for email, and has the reality of it lived up to your expectations?
I'm not sure there was a vision there. It was a hack -- a neat thing to try out. ...It probably took four, five, six hours to do. Less than a day spread over a week or two -- when I had a spare moment. The idea was this facility had proved its usefulness sending messages to the same computer. What about when someone was on another computer, maybe across the country? It would be like the telephone but they wouldn't have to be there to answer the phone.
Q: When did you realize how big email was going to be?
It never seemed big at the beginning because there weren't many computers. It was only as big as the network. It depended upon having people with access. As an idea, it caught on right away, but there were so few people on the network... We didn't call it email. If we called it anything we called it mail or messages. The contrast with snail mail wasn't necessary then... I never documented the creation of the program. In 1993, someone started to ask where email started. I knew I had done the program... but later various people came along and there were a lot of additional ideas that went into it.
Q: How many email addresses do you have?
I have three that I use and three that I don't. They're three come-along-for-the-ride email addresses that you get from an ISP.
Q: How do you feel about spam and what should be done about it?
I get irked when I get spam. It's a tough problem and I'd like to see a solution come along. So far the solutions aren't working. Either they filter too much or they're not effective when they should be. They don't do what humans would do. Why did that email come through? And why didn't that legitimate one get through? No, I don't think legislation will work. I hate legislative solutions. It just doesn't sit well. I'd like to think people have the common sense not to spam, but obviously they don't. It's still possible we may have a technological solution for it. I would like to see that. I'm not spending any time on it myself. The other stuff I'm working on now is more interesting to me. I didn't have any association with email after the late '70s. I watched it from afar but I didn't participate.
Q: How do you see email evolving? What will it look like 10 years from now?
If it doesn't get killed off from spam, it probably won't be a lot different. You may see it more closely integrated with other forms of communication, though, like instant messaging. Once email is answered, you could continue the conversation more immediately, like with instant messaging. Simultaneous correspondence is a lot better than a few emails in a few hours. Or maybe you'll get an email and press a button and make a phone call... not with Verizon, but over the Internet. People would like more seamless interaction between the tools. They don't like being in a particular mode and having to switch to another. I want to specify what I want to do. I don't care how it happens... Bandwidth will go up. DSL is becoming more common. Cable modems are more common. Technology there will improve those services.
Q: What do you think of instant messaging?
I don't use it myself. I got turned off when I installed some browser that insisted with cluttering my screen up with instant messaging. The closest I've come to IM is some chat services. They were not fast enough. They weren't instant to me. I think people who use it are very happy with it. It fills an important niche.
Q: What can be done to make email more secure and cut down on the distribution of viruses and worms?
The insecure part of email is not something you can fix with technology. It's just so convenient. You can have an attachment in an email that does something for you. The attraction with that tempts people to click on an application... and get a virus. Anything you can think of to tag that as a virus is not going to be used. You'd have to have the cooperation of the hacker for that to work. And if your ISP threw away every attachment, that wouldn't work because email would lose its utility as a communication tool.
Q: A lot of people say email has changed society. Do you buy into that?
I think there will never be an answer to that. It's had an effect. I don't think people are fundamentally different now than they would have been. They simply communicate more. Maybe they've made friends and maintain relationships that they wouldn't have. But bad guys are still bad guys. Good guys are still good guys. Friendly people are still friendly. Just because they can be friendly over email and not a telephone [isn't that much of a difference]. You just have a larger community to draw from. If you have problems or are looking for answers, you have additional opportunities to find those answers. It's like having a library in your hometown or not. If it's not there and you have to make a trip to another town, you might not do it. You can tap into resources more readily. People have found answers to questions and email has been part of that solution.
Q: Is high-tech research as exciting to you now as it was back in the late '60s and early '70s when you were working on ARPANET and email?
Yeah, the subjects are different. This may be more exciting because there's so much happening all at once. We have this wonderful tool - the Internet. It's been around in one form or another since about '74. That's when the first networks were hooked together. It's just a wonderful resource. Think of ways to hook things together. Think of ways to get information.
Q: What are you working on now?
Distributed systems that use tools in various places around the country and work out solutions to problems. Trying to get it to happen is a challenge, but getting it to happen is tremendous. The system is based on agents, which are software applications that have certain expertise to work out solutions, like scheduling. Other agents know how to take a problem and break it down into smaller problems. They talk with each other and give each other answers. One agent will have access to specific information so it will be able to answer specific questions. We're actually working on solving the Department of Defense's logistical problems. We have a particular focus, but the overall techniques are general and could be adapted to other scenarios... We're working on both Linux and Windows and it's written in Java so it's relatively platform independent.
Q: Does it bother you that Ray Tomlinson is not a household name despite the contributions you've made?
No, it doesn't bother me. It's a geek thing. Computer nerds know that I've done this. I've gotten emails from individuals who've run across this fact. They say, 'It's great what you did. Why don't you do something about spam?' I'm not a household name. I wouldn't say it has brought me no fame and fortune, but it's not what most people think of when you say those words. It's kind of neat to have people talking about what you did and have people interested in it. It's not the center of my life.
Q: What is the center of your life?
I'm not sure I have a center. I just do what I do. I play around with computers and do some music and a little golfing.
Q: Was email the biggest thing that you've worked on?
I think there were bigger things -- things that took more effort. The workstation that I designed and built back around 1980 -- that was the biggest single thing I've done. It was a two-year effort. And it worked and it was useful. We never tried making a product out of it but it did serve our researchers... It was fun playing around with the super computer design. It didn't pan out, but it expanded my own knowledge. Everything has been interesting. I can't single out any one thing.
Q: What else interests you right now?
I read about anything I can get my hands on, from biology to archeology. I see none of these as something I'll directly work on... but biological computing is intriguing. And I'm interested in quantum computing too.
Chen, China's silicon pioneer, dead at 70
By Mike Clendenin
EE Times
August 11, 2004 (8:00 AM EDT)
TAIPEI, Taiwan - Chen Chunxian, the scientist credited with setting up China's ”Silicon Valley,“ died Monday (Aug. 9) at the age of 70, according to state media reports.
In 1980, four years after the death of Communist Chinese leader Mao Zedong and the opening of China, Chen walked away from a coveted position at the national Chinese Academy of Sciences to launch a high-tech development company in the Zhongguancun area of Beijing.
Chen, a Soviet-trained scientist and one of China's top plasma researchers at the time, was apparently inspired to set up the firm after a visit to California's Silicon Valley. Although his company eventually failed, his pioneering effort is credited with helping other tech-minded entrepreneurs.
Sitting on the northwest outskirts of Beijing, Zhongguancun eventually transformed from a sleepy academic district into a bustling electronics bazaar, with a mlange of privately funded retail shops driving its growth. In 1988, the city government officially established the Haidian Science Park within the Zhongguancun area and about a decade later the central government created the Zhongguancun High-tech Zone, encompassing about 100 square kilometers and making it Beijing's largest tech-oriented zone.
Considered the cradle of China's fabless industry, Zhongguancun also houses more than half of the countries Internet firms and the park administration believes some 6,000 companies - 70 percent of which are tech firms - have offices within its borders. In 2000, the park's revenue of $14 billion accounted for 60 percent of Beijing's industrial growth, according to the park administration.
More than a decade after Chen's pioneering endeavor, the failure of his company still registered more with Chen then the IT legacy he had been a part of. He was quoted as saying: ”I don't consider myself a hero. A true hero should be rewarded with success.“
State media did not report the cause of Chen's death.
Zhongguancun, China's Silicon Valley
A statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden.
The numerals 0 and 1 represent the idea that Zhongguancun will rely on computer technology to develop itself.
The Chinese Academy of Sciences, as well as a dozen famous colleges and universities, including Beijing and Qinghua Universities are located in Zhongguancun in Beijing's Haidian District. The area has a dynamic economy that focuses on the knowledge and information industries. The average age of the several hundred thousands of employees in Zhongguancun is about 30; and the area of Zhongguancun is popularly known as the Silicon Valley of China.
Since 1978, when China started to implement the policies of reform and opening-up, various special economic zones were established, such as the city of Shenzhen in Guangdong Province in the 1980s, the new district of Pudong in the Shanghai Municipality in the 1990s, and Zhongguancun in Beijing in the late 1990's. It has been forecasted that Zhongguancun will become the leader of China's hi-tech industry in the 21st century.
Similar to Silicon Valley in the United States, Zhongguancun is a product of the development of the market economy. Twenty years ago, the Chinese government decided to focus its attention on economic development, and so began the nationwide implementation of reforms. On October 23, 1980, Chen Chunxian, a researcher at the Chinese Academy of Sciences, founded a technological development service department under the Beijing Society of Plasma Physics in Zhongguancun. It was the first civilian-run scientific and technological institution in the area. By the end of 1986, 100 non-governmental scientific and technological enterprises, specially engaged in the development and marketing of electronic products, were set up along the sides of a street which was later called the Zhongguancun Electronics Street.
An office of a large enterprise in Zhongguancun.
Wang Xuan (second from left) is one of the most famous scientists in Zhongguancun. He has developed the technology of laser photo-typesetting of Chinese characters and has made contributions to the technological revolution of China's printing industry.
Cultivating Chinese kale for bioengineering research. Bioengineering will become Zhongguancun's next important area of economic growth.
In order to accelerate its development, the densely populated Zhongguancun Garden designed a new development pattern and established five subsidiary scientific and technological gardens. The Haidian Garden, where the Zhongguancun Electronics Street is located, is responsible for the research and development of hi-tech products. It has set up the 1.8-square-kilometer Shangdi Information Industry Base and the 4-square-kilometer Yongfeng Experiment Base. The other four subsidiaries are the Fengtai Garden, the Changping Garden, the Yizhuang Scientific and Technological Garden in the southern suburb, and the Electronics Garden in the nort
篇3：人教版高二上册考点透视(人教版高二英语上册教案教学设计)
作者：武汉市第一中学 陈金凤 浙江省富阳市新登中学 胡君祥
联系电话：13083971266 邮编：311404
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稿费寄到浙江省富阳市新登中学
《高二上册考点透视》
红色部分供调换
1. A better understanding of the environment is necessary, as is the willingness to act. (Page 68)
[考点] a＋形容词比较及＋名词
[归纳] “形容词比较及＋名词”前的冠词既有用定冠词也有用不定冠词，表示两者当中的较怎么样的一个用定冠词，用于否定句中表最高级的含义时用不定冠词。
[高考链接]
1). Your story is perfect; I’ve never heard before. (06 全国卷II)
A. the better one B. the best one
C. a better one D. a good one
2). Of the two sisters, Betty is one, and she is also the one who loves to be quiet. (06 安徽)
A. a younger B. a youngest
C. the younger D. the youngest
3). I don't think this film is by far the most horing. I have seen_______.
(06 江西)
A. a better B. a worse C. the best D. the worst
人教版高二（上）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高二（上）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。
1. Yet two years had gone by and I was not that much worse. (Page 3)
[考点] go的常用短语
[归纳] go on意为“继续”；go by意为“消失；经过”； go away意为“离开”；go over意为“复习”； go out意为“出去”；go through意为“经历；仔细检查”。
[高考链接]
--- Didn't you have a good time at the party?
--- Of course I did. As a matter of fact, I had such fun that time seemed to ______ so quickly. (07安徽)
A. go by B. go away C. go out D. go over
2. Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong. (Page 4)
[考点] turn的常用短语
[归纳] turn on意为“打开”；turn out意为“证明是；结果是”； turn off意为“关闭”；turn over意为“翻转”； turn down意为“调低；拒绝”；turn up意为“调高；出现；到场”；turn to意为“向...求助”。
[高考链接]
1). The dictionary is being printed and it will soon ________. (05 福建)
A. turn out B. come out C. start out D. go out
2). She’s having a lot of trouble with the new computer, but she doesn’t know whom _______. (07 重庆)
A. turn to B. look for C. deal with D. talk about
3. It is not necessary to be a great scientist to make a difference, but there are things we can learn from the best minds in this world. (Page 7)
[考点] make＋名词
[归纳]近几年高考对熟词生义的考查较多，复习时要加强这一方面的知识扩展，例如make后接表示某一类人的名词时意为“发展成为…”。
[高考链接]
Someone who lacks staying power and perseverance is unlikely to _____ a good researcher. (06 山东)
A. make B. turn C. get D. grow
4. Newspaper and other media do more than simply record what happens. (Page 11)
[考点] more than用法
[归纳] more than后常接名词、动词、句子。
[高考链接]
---Do you need any help, Lucy?
---Yes. The job is _______ I could do myself. (07 福建)
A. less than B. more than C. no more than D. not more than
5. And I like the way the fans look up to them. (Page 14)
[考点] look的常用短语
[归纳] look out意为“向外看；当心”； look up意为“向上看；查阅；
尊重”； look down意为“向下看；轻视”；look for意为“寻找”；look into意为“调查”；look on意为“认为；看待”；look through意为“浏览”。
[高考链接]
1). “Goodbye, then,” she said, without even _______ from her book. (07 全国卷1)
A. looking down B. looking up
C. looking away D. looking on
2). I have ______ all my papers but I still can’t find my notes. (07 全国卷II)
A. looked through B. looked for
C. looked after D. looked out
6. Often, these buildings are pulled down after having stood empty without use for many years. (Page 23)
[考点] stand词意拓展
[归纳] stand作动词可意为“站, 立, 站起, (使)竖立, (使)位于, 维持不变, 持久, 经受”，多用于否定句、疑问句，不用于进行时，可后接动名词。
[高考链接] I can’t stand with Jane in the same office. She just refuses ______ talking while she works. (06 北京)
A. working; stopping B. to work; stopping
C. working; to stop D. to work; to stop
7. They are decorated with small round windows that remind you of ships,
bent roofs and twenty foot high walls of glass that make them special when compared with other architecture from the same period. (Page 23)
[考点] remind的常用短语
[归纳] remind构成的短语有：remind sb. of sth., be reminded to do。
[高考链接] In our childhood, we were often _______ by Grandma to pay attention to our table manners. (05 江苏)
A. demanded B. reminded C. allowed D. hoped
[考点] compare的常用句式
[归纳] compare的常用句式有：1. (when) compared with… 2. (when)
compared to… 3. (when)comparing sb.(sth.)。
[高考链接] When ______ different cultures, we often pay attention only
to the differences without noticing the many similarities. (06 浙江)
A. compared B. being compared
C. comparing D. having compared
8. Seen from the top, it looks just like a bird’s nest made of tree branches. ( Page20)
[考点] 过去分词作状语
[归纳] 过去分词作状语要满足的条件是：1. 为及物动词的，分词的动作与句子的主语构成被动关系；为非及物动词的，分词的动作已完成 2. 分词的动作与句子谓语的动作同时或几乎同时发生。
[高考链接] ______ by a greater demand of vegetables, farmers have built more green houses. (07 浙江)
A. Driven B. Being driven C. To drive D. Having driven
8. Wales had already been conquered by England in 1283, but it was not until 250 years later that they formed a single state. (Page 36)
[考点] not until 的强调句型
[归纳] not until 的强调句型结构为：It was not until…that…。注意强调句型里不用倒装。
[高考链接]
1). It was not until she got home Jennifer realized she had lost her keys.（06全国卷II）
A. when B. that C. where D. before
2). It _____ we had stayed together for a couple of weeks ____ I found we had a lot in common. (07 浙江)
A. was until; when B. was until; that
C. wasn’t until; when D. wasn’t until; that
9. There could be as many as six hundred sheep fed within six miles of Salisbury, measuring every way round and the town in the centre. (Page 39)
[考点] 过去分词短语作后置定语
[归纳] 过去分词短语作后置定语时分词动词与它修饰的名词构成被动关系。
[高考链接] The Town Hall ______ in the 1800’s was the most distinguished building at that time. (07 上海)
A. to be completed B. having been completed
C. completed D. being completed
10. The schools of the future will probably be quite different from what they are today. ( Page 46)
[考点] what引导名词性从句的特殊含义
[归纳] what引导名词性从句可表示很多含义：1. “... 的人”，相当于the person that；2. “... 的地方”，相当于the place that； 3. “… 的时间”，相当于the time that；4. “… 的事情”，相当于the thing that。
[高考链接] _______ matters most in learning English is enough practice.
(07 全国卷II)
A. What B. Why C. Where D. Which
11. People in the future will be able to enjoy a longer and healthier life and remain active even in old age. (Page44)
[考点] remain用法
[归纳] remain高考主要考查其作联系动词与实意动词的用法。作联系动词，意为“仍然、保持”，无被动语态，可后接不顶式、形容词、分词等。作实意动词，意为“留下、剩下、呆”。
[高考链接]
1). It remains ________ whether Jim’ll be fit enough to play in the finals. (06 浙江)
A. seen B. to be seen C. seeing D. to see
2). It was already past midnight and only three young men in the tea house. (06 安徽)
A. left B. remained C. delayed D. deserted
3). Please remain until the plane has come to a complete stop. (07 山东)
A. to seal B. to be seated C. seating D. seated
12. AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness. (Page 51)
[考点] break的常用短语
[归纳] break down意为“使崩溃；毁坏”； break off意为“绝交”； break
in意为“强行进入，非法进入”；break out意为“猛地爆发”；break into意为“破门而入；突然开始”； break up意为“把…分裂成碎片；分解”；break through意为“突破，穿过”。
[高考链接] The computer system suddenly while he was
searching for information on the Internet. (06 辽宁)
A. broke down B. broke out C. broke up D. broke in
13. They helped me find the strength I needed to recover and they kept me from feeling sad and lonely. (Page 55)
[考点] strength的用法
[归纳] strength意为“力量、力气、强度、优点、强项”。
[高考链接] To make members of a team perform better, the trainer first of all has to know their and weaknesses. (06 湖北)
A. strengths B. benefits C. techniques D. values
14. We should never try to revive a person unless we know how to do. (Page 60)
[考点] unless引导状语从句
[归纳] unless引导状语从句为表否定的条件状语从句。
[高考链接]
1). you’ve tried it, you can’t imagine how pleasant it is. (06 北京)
A. Unless B. Because C. Although D. When
2). We don’t keep winning games _____ we keep playing well. (06 浙江)
A. because B. unless C. when D. while
15. Since then, several Earth Summits have been held and much progress has been made. (Page 67)
[考点] since then句式
[归纳] since then意为“从此”，表示从过去某时刻起一直到现在，要求句子使用现在完成时。注意比较：from then on也意为“从此”，但句子要使用一般过去时。
[高考链接] The book was written in 1946, the education system has witnessed great charges. (07 山东)
A. when B. during which
C. since then D. since when
16. If we are to develop the world successfully, we must make sure that everyone is able to take part in the new world we create. (Page 68)
[考点] “be＋动词不定式”句式
[归纳] “be＋动词不定式”常用于：1.表命令 2.表将来时，指按约定、计划、职责、义务要去做的。
[高考链接] In a room above the store, where a party_______ , some workers were busily setting the table. (06 湖南)
A. was to be held B. has been held C. will be held D. is being held.
17. Among the speakers was China’s then Premier Zhu Rongji, who
stressed the need for equality and fairness in the world. (Page 68)
[考点] 全部倒装句
[归纳] 全部倒装句的情况有： 1.表地点的介词短语放句首； 2.表地点或方位的副词放句首。
[高考链接]
1). Just in front of our house ______ with a history of 1,000 years. (06上海春季)
A. does a tall tree stand B. stands a tall tree
C. a tall tree is standing D. a tall tree stands only
2). At the foot of the mountain _______. (06 四川)
A. a village lie B. lies a village
C. does a village lie D. lying a village
18. And if poverty is less of a problem and people are better educated, there is a good chance that we will see less violence and fewer wars. (Page68)
[考点] “There is …that…”句式
[归纳] “There is …that…” 句式常见的有There is a chance that…， There is no doubt that…， There is no possibility that…，There is no need等，注意比较：It is no wonder that。
[高考链接] He hasn’t slept at all for three days. _______ that he is tired out. (05 湖北)
A. There is no point B. There is no need
C. It is no wonder D. There is no wonder
19. Flames lighted up many parts of Vesuvius; their light scared people but my uncle told them that the flames came from the home of farmers who had left in a panic with the kitchen fires still on. (Page 76)
[考点] with＋宾语＋宾补
[归纳]“with＋宾语＋宾补”在句中可作状语和定语，作状语可表方式、伴随、原因等。宾补可以是分词、介词短语、副词等。
[高考链接]
1). I couldn’t do my homework with all that noise ______.
(05北京)
A. going on B. goes on
C. went on D. to go on
2). John received an invitation to dinner, and with his work ________, he gladly accepted it. (07 安徽)
A. finished B. finishing C. having finished D. was finished
20. You can pick out the important bits, for it is one thing to write a letter, another to write history, one thing to write to a friend, another to write for the public. (Page 76)
[考点] for作并列连词
[归纳] for作并列连词意为“因为、由于”，它所说的理由是一种补充说明，语气较弱，因此它引导的并列分句不可放在句首。
[高考链接]
1). He found it increasingly difficult to read, his eyesight was beginning to fail. (06 北京)
A. and B. for C. but D. or
2). A man cannot smile like a child, __ a child smiles with his eyes, while a
man smiles with his lips alone. (06 湖南)
A. so B. but C. and D. for
篇4：英语教案－At the shop(人教版高二英语上册教案教学设计)
Teaching Aims and demands
本单元通过学习马克吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。
Teaching important and difficult points
1．单词
run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited
2．词组
shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to
3．交际用语
There seems to be something wrong with it.
I would like you to change this blouse.
You sold me a blouse that I can’t use any more.
I am afraid I can’t do that right now.
Why can’t you do something about it?
Is anything the matter?
4．语法
学习as if和no matter的用法。
教学建议
课文建议
在Lesson 38课，建议教师应组织学生1）以节目的形式演出这段对话。2）教师可选取录像或多媒体形式完成此课的教学任务。3）教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4）教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
对话分析
本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。
教学重点难点
1.serve的用法
1)serve(sb.) as sth.表示“为（某人）工作，（尤指）当佣人”。
He served as a gardener and chauffeur.他做园艺工人兼司机。
2)serve还可表示“供职，服役”。
He has served his country well.他为国尽职。
3)serve sb. (with sth.). 表示“将（饭菜）端上桌。”
Four waiters served lunch for us.有四位服务员招待我们吃午饭。
4)serve 还可用于“（在商店等处）接待（顾客）或为顾客取货物”的意思中。
Are you being served?有售货员接待您吗？
He served some sweets to the children.他为孩子们拿来了他们想要的糖。
5)serve 还指“（一份饭）够……”。
This packet of soup serves two.这包汤料够两个人食用。
2.judge的用法
1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。
We judge that they have finished.我们估计他们已经干完了。
We judge them to have finished.我们估计他们已经干完了。
She judged him about fifty.她估计他在五十岁左右。
The committee judged it better to start the investigation at once.委员会认为最好立即开始此项调查。
From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。
2)judge用作“判断，断定”解时，还可接wh-分句或wh-加不定式结构。
I can’t judge whether she was right or wrong.我不能断定她是对还是错。
3)judge还可表示“评判，评价”，可说judge sb. / sth.
Don’t judge a man by his looks.勿以貌取人。
4)Judging by / from…（从……来看，据……来判断）是惯用短语，可用来引导独立分句。
Judging from his looks ,he may be sick.从外表看，他或许生病了。
Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。
3.get off的用法
1)get off意为“脱下”。
It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。
2)注意：get off还可作“下车”；“离开”；“出发”；“起飞”解。
As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。
We must get off at once or we II be late我们必须马上走，否则要迟到了。
We got off immediately after breakfast.我们一吃过早饭就出发了。
The plane got off on time. 飞机准时起飞。
4．favor的用法
1）in favor (of )表示“赞成、主张”，常用作表语或后置定语。
The students were in favor of reform. 学生赞成改革。
2）do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是 “给某人以恩惠，帮某人的忙”。
Would you do me a favor? 帮我一下好吗？
Do me a favor by turning off the radio. 帮我把收音机关掉。
Do me the favor to come. 务请光临。
注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。
5．put down的用法
1）意为“写下；记下”。
Put down your name and your telephone number.写下你的名字和电话号码。
Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。
2）可作“镇压；扑灭”。
The fire was finally put down by the firemen.大火最后终于被消防队员扑灭了。
6.as if的用法
as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：
It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。
It looks as if it is going to show. 看来，要下雪。
It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。
除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。
The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。
7. no matter 的用法
no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。
由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。
No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。
No matter之后可用what以外的关系代词或关系副词。例如：
No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。
No matter which…无论哪一个……
No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。
No matter where…无论何处；不管在哪里……
No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。
No matter when …无论何时，不管什么时候……
I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。
No matter how..不管……如何；无论……多么……
No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。
8．drop in, drop in on 与drop in at的区别
drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。
drop in on 后接人意为“顺便拜访某人”。
She dropped in on me yesterday.
drop in at后接表示地点的名词意为“顺便来（去）某处看看”。
Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。
Jane used to ____ the tailor’s on her way home from work.
A. drop in B. drop in on C. drop in at D. drop at
詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。
9．run的用法
1）表示“跑，奔跑，赛跑”。
The boy ran off as soon as we appeared.我们一来，孩子们都跑了。
She used to run when she was at college.在大学时她经常练跑步。
2）run还可表示“（火车、汽车、轮船等）往来行驶”
Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。
The trains don’t run on Christmas Day.圣诞节火车停驶。
3）run可用业表示“（液体）流动”。
Could you run me a hot bath?你给我放盆热水洗澡好吗？
Your nose is running.你又流鼻涕了。
4）run表示“（衣服上的染料或颜色）掉色，扩散”。
I’m afraid the color ran when I washed your new skirt.很遗憾， 我洗你那条新裙子的时候它掉色了。
5）run可表示“融化”。
It was so hot that the butter ran.天太热，黄油开始化了。
The wax began to run. 蜡开始融化了。
6）run还可表示“负责、经营、管理”。
He has no idea of how to run the successful business.他不知道把企业办好的方法。
Stop trying to run my life for me.我的生活用不着你来管。
10．Come, come. Get him his change. Tod. ( =Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。
句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：
Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。
本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：
Here is your change. 这是找给你的零钱。
change还可以用作及物动词，作“零钱”，“换钱”解。
Could you change a 10-yuon note, please? 你能换开10元钱吗？
教学设计方案Lesson 37
Teaching aims
1. Practise in pairs talking about buying clothes in a shop.
2. Study the language points in lesson 37.
Teaching procedures
StepⅠRevision
1. Check the homework exercises.
2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.
Questions for the teacher to ask the students:
1) What words have you learned about clothes ?
trousers, coat, jacket, shirt, overcoat……
2) What color do you like best if you buy a blouse ?
a gray one, red one, blue one, black one, yellow one, white one ……
Step Ⅱ Warming-up
Look at the picture on P 55.
1. Ask the students to say something about the picture. Let the students know a new word: blouse.
Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.
2. Ask the students how different clothes are washed. Make a table on the blackboard if you like
as follows:
HOT WASH white cotton
WARM WASH coloured cotton
COLD WASH silk , wool
Step Ⅲ Listening and reading
Let the students listen to the dialogue once or twice and then answer same questions.
1. What did the customer buy last week?
… She bought, a blouse last weds
2. Whats wrong with the blouse?
… When doe washed the blouse, the color ran.
3. What did the customer ask the assistant to do?
…She asked the assistant to change the clothes or give the money back to her.
4. Did the assistant give the money back to the customer ? Why ?
…No, because the manager of the shop wasnt in. And the assistant couldnt decide whether to give it back to her or not.
Step Ⅳ Practice
Let students fill in the blanks of the dialogue.
SA: Good afternoon. Can I 1 you ?
C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use it.
SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or__ 7_?
C: Of 8 not. How can I be 9 foolish ?
SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.
C: You may 13 it back to the factory, but I would like my money 14 .
SA: I’m 15 I cant do that.
C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back.
SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?
Answers:
1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have
Fill in the blanks.
1．这台收音机有问题吗？
Is there ______ _______ ________ the radio?
2．请把借我的书还我。
Please give me _______ the book that you _______from me.
3．天看上去要下雪了。
It _______ as if it’s going to_______.
4．他坚持要明天去那儿。
He _______ that he _______ there tomorrow.
5．别让孩子站在太阳底下。
Don’t _______ the child stand ________ the sun.
6．我想让汤姆的弟弟去做那项工作。
I would _______ Tom’s brother ________ do the work.
Answers
1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to
StepⅤ Language points
Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.
1. There seem (s) to be…
2. like常见的句型是
like sb. to do sth./ like to do sth./ like doing sth.
3. I’m not that foolish =I am not so foolish.
4.It looks as if + 句子 =It seems as if + 句子
5. insist + that - clause + ( should ) + v
Step Ⅵ Further practise
1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.
2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.
1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.
2) You have just bought a tape-recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..
Step Ⅶ Exercise
Do exercises Ex 1--3. on Page 118.
A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.
Key:
ran, something, assistant, instructions, customer, that (so), insisted, fault, for
StepⅧ Homework
1.Do exercises Ex 2--3. on Page 118.
2.Get the students to do the vocabulary preparation in Lesson 38 .
教学设计方案Lesson 38
Teaching Aims
1. Learn lesson 38 to get brief idea of the story.
2.The students are required to answer some questions.
Step I Revision
1）Check the homework exercises.
2）Oral practice.
1．你的手表有问题吗？ 2．我想让你去做这件事。
3．似乎看来这本书被他看完了。 4．我坚持让他把钱还我。
5．对不起，是我的错。 6．你为什么让他一直在田里工作。
Answers:
1. 1s there anything wrong with your watch?
2. I’d like you to do the work.
3. It seems as if the book has been finished reading by him.
4. I insisted that he (should) give me my money back.
5. Im sorry. Its my fault.
6. Why did you have him working in the fields?
StepⅡ Warm---up
Talk about Mark Twain.
1. What is Mark Twain?
Mark Twain is an American writer.
2. In our middle school text books. What articles were written by Mark Twain?
“Run for a Governor.” “A Million Pound Note”
Step Ⅲ Listening and talking
Today we are going to learn a dialogue, which is a part from A Million Pound Note. Listen to the tape and then talk about the pictures on P. 56 & P. 57.
Picture 1: A customer came into a tailors shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.
Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.
Step ⅣReading
Read the dialogue quickly and try to answer the questions.
1. What did the customer want?
2. How did the customer Tod?
3. What did the shop assistant show the customer?
4. How did the customer want to pay?
5. What made the manager fed excited?
6. What can we learn from the story?
Keys:
1.The customer wanted to buy a suit.
2.He looked poor. And his clothes were old.
3.He showed the customer the cheapest clothes
4.He wanted to pay with a large note.
5.The million pound note made the manager feel excited.
6.We should never judge a person by his clothes.
Step ⅤLanguage points
1.no matter + wh ---引导让步状语从句
2.Is anything the matter? 怎么回事？the matter =wrong
3. do sth. a favour =do a favour for do 帮某人一个忙；答应某人的要求
4.drop in on + 人/ drop in at + 地点
Step ⅥOral practise
Divide the Ss into a few groups to practise a play according to the text.
Step Ⅶ Exercise
Do Exercise 3 on Page 119
A customer went into a tailors shop to buy a new ______. All he had in his pocket was a million - pound ______. His wearies (衣服) were so worn - wit that the shop assistant looked ______ upon him and ______ him the cheapest clothes. In his mind, that was the best ______ for such a poor man.
When the customer ______ him the million - pound note, the shop assistant felt very ______ and didnt know what to do. Just then the manager went ______ to him and asked what was happening. Seeing the note, he got so _______ that he asked the customer to do him a ______ to get those cheap clothes ______ and ______on much better ones. Then he ______the gentleman and picked out nice _____for making a suit ______this mans own measure. The man said that he couldnt ______ the clothes unless they would wait or ______ the note. The manager promised to wait ______ his life. Finally, he told the assistant to ______ down the mans address. The gentleman said it was not necessary because he would drop ______ and leave his new address ______ he found another hotel.
Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when
Step Ⅷ Homework
1. Retell the story in your own words.
2.Prepare the next text.
探究活动
教师根据对话内容，可让学生设计买其它东西的场景，for example: You have just bought a recorder. But it does not work as soon as you get home. So you go back to the shop and you didn’t want it. 教师让学生自己进行复述发生的经过同时教师给学生提供部分的语句和提示：1）buy a recorder last week 2) It didn’t work 3) either change it or get money back 4)persuade you to change it for another one.
篇5：NSEFC-II Unit08(人教版高二英语上册教案教学设计)
I. Brief Statements Based on the Unit
In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.
Ⅱ.Teaching Goals
1. Talk about first aid and medicine.
2. Practise talking about what you should and should not do.
3. Learn to use the Subjunctive Mood (2).
4. Write a process paragraph.
Ⅲ. Teaching Time. Five periods
IV. Background Information
1. First Aid (I)
First aid is emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, an unobstructed airway, and breathing. In minor emergencies, first aid may prevent a victim's condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life.
First aid measures depend upon a victim's needs and the provider's level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis.
Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. The victim, if conscious, should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking other people or the injured person's family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating a victim’s condition is known by the acronym ABC．which stands for：
A-Airway：is it open and unobstructed?
B-Breathing：is the person breathing?
Look．1isten．and feel for breathing．
C-Circulation：is there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems．
Once obvious injures have been evaluated, the injured person’s head should be kept in a neutral position in line with the body．If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position．Positioned on one side a victim can vomit without choking or obstructing the airway．
2．First Aid(Ⅱ)
First aid means what it says：the aid，or held that can be given to an injured person first，which is before any other help．Nowadays，there is usually a telephone not faraway and the first thing we should do if a serious accident happens is to telephone for an ambu1anee．But sometimes quick actions by us may save someone’s 1ife．Even when it is not so，there is often much that we can do to help．
Shock：people often suffer from shock after receiving an injury；sometimes even the injury is a small one．The face turns grey, and the skin becomes damp and cold．They breathe quickly．They should be kept warm. Cover them with a blanket and give them a warm drink．
Broken Bones：Don't move the person．Send for an ambulance at once．Treat for shock if necessary．
Poison：A person who has swallowed poison should be taken to hospital at once．With some poisons, sleeping pills，for example, it is a good thing to make the person sick by pushing your ringers down his throat．But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make the person sick．by pushing your fingers down his throat. But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make him sick. The poison would burn his throat as it cane up. It is, therefore, best to take the person to find out what the person has taken so that they call to tell the doctor.
Suffocation：This means not being able to breathe．For example．a drowning person will have his lungs full of water. Lay him down with his head lower than the rest of his body so that the water will drain out. If a person has something stuck in his throat, try to remove it with your fingers, or by hitting him on the back.
When a person has stopped breathing because of drowning，electric shock，breathing in a poisonous gas，etc，you can help him to begin breathing again．You can not learn t his from a book．Ask someone to show you how to do it．Many Boy Scouts Will be able to show you．
Remember：When an accident happens，send someone to telephone for an ambulance at once．Keep the injured person warm and quiet．Give him plenty of air．Do not let other people crowd around him．If you see an Injured person who is being looked after，keep away．
The First Period
Teaching Aims
1．Train the students’ listening ability．
2．Help the students to improve their speaking ability by talking about first aid and medicine．
3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire
Teaching Important Points：
1. Improve the students’ listening ability．
2. Train the students’ speaking ability.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. how to help the students finish the speaking practice.
Teaching Methods：
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual, pair or group work to make every student work in class．
Teaching Aids
1．a tape recorder
2．a projector
3．the blackboard
Teaching Procedures：
Step I Greetings and Warming up
Greet the whole class as usual.
T：(Go to one student．) How do you come to school every day，Li Hua?
S：I come to school by bike．
T：You must be very careful。because there’re so many cars。motorbicycles，bikes and also walkers on the road every day．If you are not careful enough。you may have an accident．Have you ever seen an accident?
S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．
T：RealIy? Was the boy hurt?
S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．
T：The boy was so lucky．But we must be carefully future．Now，look at the picture on the screen，please．
(Show the picture on the screen．)
T：Do you see the woman? She’s not so lucky．I think she is hurl badly．Maybe her leg is broken．What can we do to help her?
S：I think we should call for a doctor or an ambulance．
T：Yes，I think you’re right．But before the doctor comes, what can we do to help her? Do you think we should pull her out of the car?
S：No，I don’t think that’s correct．Because we may make her even more hurt．I think we should find enough people to lift the car safely and take the woman to hospital at once．
T：I agree with you．So do remember to be careful when you’re riding your bike．OK．Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out what you should do in these situations and what we could do to prevent these accidents．
(Give the students a moment to prepare and then ask some pairs to report their results．)
Suggested answers：
Picture l
I think if we see someone drowning，we should first check to see if he／she is breathing．If not, we must try to start his／her breathing．If this is not done within five minutes，the person may die．
To prevent such an accident，we should nor go swimming alone or go swimming in unsafe places．
Picture 3
When we see a house on fire and someone is burnt，we should call 119 first and tell them the exact address on the phone．And we should also call 120 to ask for an ambulance to help．If the person is badly burnt, or if a child has been burnt，we should do nothing but wait for the doctor．If the person is not badly burnt, we can cool the area of skin under the cold tap for several minutes and then put a piece of dry clean cloth over the area of burn. To prevent this, we should not play with fire, be careful with gas and make sure that all the electric wires are safe.
Picture 4
If someone is bleeding badly, we must try to stop the bleeding first. If a person loses one third of his/her blood, he/she may die. We can press a handkerchief onto the bleeding point and hold it there. If possible, hold up the part of body which is bleeding. We must be very careful what ever we do.
Picture 5
If a person is cut, we can wash the area of the cut, dry it and cover it with a piece of dry clean cloth. But if the person is badly cut, we should wait for the doctor. When we're working, we must pay more attention to safety.
Picture 6
If a person chokes, what we should do is to make him/her spit by patting him/her on the back. To avoid this, you shouldn't talk or laugh when eating.
T: Very good. You've known much about first aid. In this unit, we'll learn more about first aid. What new words do you think should be useful when you talk about accidents and first aid?
S: I think we may use ”calm, conscious, chest, revive" and so on.
T: Good. Now, please turn to Page 111. I'll teach you the new words in this period. Please read after me.
(Students read the words after their teacher twice and then they have a few minutes to read by themselves. At last, the teacher may ask some students to read the words to see if they can read them correctly. )
T: I think you all can read them very well. Now, please look at the screen. I'll explain something to you.
(Show the following on the screen to the students.)
1. drown vt./vi, die in water/sound be louder or stronger than …
e. g. He drowned the kitten.
Cheers drowned his voice.
Do cats drown easily?
2. bleed vi. (bled; bled) lose blood
e. g. His nose bled last night.
The cut on his leg was bleeding badly.
3. choke vi./vt, cause (sb.) to stop breathing by squeezing or blocking the windpipe e. g. He choked when he ate his food too quickly.
The smoke almost choked me.
4. prevent yr. stop or hinder sb./sth.
e. g. Bad weather prevented me (from) starting.
Your prompt action prevented a serious accident.
5. catch fire., begin to burn be on fire. be burning
e. g. The house caught fire last night.
The house is on fire.
6. electric adj. using electrical power electrical adj. of /concerned with electricity
e. g. I want to buy an electric fan.
This machine has an electrical fault.
(Explain the language points to students and help them to master the important words and phrases. Write them on the blackboard. )
Step Ⅱ Speaking
T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Please look at the screen. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do. The useful expressions below may help you.
(Show the following on the screen. )
Dos
l. Make sure that electric wires are safe and that children can't reach them.
2. If a pan of oil catches fire, turn off the gas and cover the pan quickly.
3. Make sure that everyone in your family knows how to call 110.
4. Learn more about first aid.
Don'ts
1. Don't put poisons into other containers, for example empty bottles.
2. Never leave small things on the floor or table which a baby can put in its mouth.
3. Don't play with electrical equipment.
4. Never use ladders on a wet floor.
Useful expressions
You should always…
You should not…
You ought to/should…
You should never…
You must…
You must never…
You have to…
Please don't …
Make sure that…
(A moment later, ask some students to act out their dialogues. )
Sample dialogue:
A: To be safe at home, you should always make sure that electric wires are safe and that children can't touch them.
B: Right. And we shouldn't play with electrical equipment.
A: We should never leave small things on the floor or table which a baby can put in its mouth.
B: Yes. You should never use ladders on a wet floor. You must have someone hold it for you
A: Remember not to put poisons into other containers, for example empty bottles.
B: If a pan of oil catches fire, turn off the gas and cover the pan quickly.
A: You should also make everyone in your family know how to call 110.
B: I agree. We have to learn more about first aid, which is very helpful to us.
Step Ⅲ Preparation for Listening
T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?
S: I can see a boy, a nurse and a man.
T: What do you think has happened?
S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.
T: Good. Now, look at the second picture, please. What do you see in the picture?
S: I can see a little girl and her mother, and there's also a nurse.
T: What do you guess has happened?
S: From the ink bottle I guess the little girl may have drunk some ink.
T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.
(Give Ss a few minutes to prepare. )
Step Ⅳ Listening
T: Now, you've known what to do. Let's listen to the tape to see what has happened in each story. Listen carefully. The first time, I play the tape, you should get the general idea. The second time, you should try to finish the exercises. And the third time I play the tape, you should check your answers. Are you clear?
Ss: Yes.
T: OK. Let's begin.
(Play the tape for Ss and pause the tape when necessary for Ss to write down their answers. Finally, check the answers with the whole class. Give explanations or play the tape once more if necessary. )
Step V Summary and Homework
T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all for today. See you tomorrow!
Ss: See you tomorrow
Step VI The Design of the Writing on the Blackboard
Unit 8 First aid
The First Period
Words and expressions:
drown vt./vi, catch fire
bleed vi. be on fire
choke vt./vi, electric
prevent vt. electrical
Step Ⅶ Record after Teaching
篇6：NSEFC-II Unit07(人教版高二英语上册教案教学设计)
I．Brief Statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS，cancers，
etc．A11 the activities，including Warming up，Listening，speaking，reading and writing，center on this topic．Through this topic，the students not only get more information about diseases，but also learn how to keep a right and positive attitude towards diseases and people with diseases．
In addition，the students can 1earn some useful language points through the materials provided in each part，especially a lot of words and phrases，which are very helpful for the students to build up vocabulary about diseases．The Grammar--the Subjunctive Mood is also important．The given materials and exercises give the students an opportunity to learn grammar by using it．It helps the students learn to talk about things t}lat are not certain to happen as well as imaginary or unreal events and situations．
All of the activities are helpful for the students to improve their knowledge about 1anguage and their skills to use language．
Ⅱ．Teaching Goals
1.Talk about deadly diseases and attitudes towards AIDS，cancers，etc．
2.Practise talking about imaginary situations．
3.Practise supporting and challenging an opinion．
4.Learn to use the Subjunctive M00d(1)：lf 1 were you，…I Wish I could…
5.Write a personal narrative．
Ⅲ．Teaching Time：Four periods
Ⅳ．Background Information
1．Health Officials Struggle to Understand SARS Sever acute respiratory syndrome (SARS) has terrified the world．The question on everybody’s mind is whether SARS will become a global epidemic．
Researchers worldwide have galvanized to combat SARS．The challenge for public
health is to determine the nature and potential of any viral threat and to frame a battle plan．
“We are in an evolutionary stage of this epidemic，”said Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases in Bethesda，Maryland. “It could plateau，go up and down，disappear of explode．This virus is highly virulent，potentially lethal and highly transmissible--it has the potential to cause a really bad epidemic．”
A Deadly Combination
SARS is a so-called hybrid virus-the kind that always triggers a red alert．Traditionally a virus affects a single species．But sometimes two viruses combine their genetic material and form a new virus that“ jumps” to another species altogether．
Hybrids are dangerous because the body has never encountered them before，and the immune system is unprepared．
“From studying the sequence we see that the SARS virus is derived from a mouse coronavirus and an avian coronavirus，”said Michael Lai，a pioneer in coronavirus genetics at the University of Southern California in Los Angeles．
If the virus exists in a wild widespread host--like the West Nile virus carried by mosquitoes-then SARS could be a perennia11y recurring problem, according to Lai．
If the host is a domestic animal一like the chicken responsible for the Avian F1u virus of --then the source of the virus could be eliminated．The Avian Flu effectively stopped after the Hong Kong government ordered the slaughter of chickens in the area．
Lai suspects that the SARS virus lurks in a wild animals. “It probably doesn’t bother domestic animals or we would have come across it before，”he said．
1f people are the only carriers of SARS，“honest reporting of SARS cases and stringent quarantines could stop the virus in its tracks ,”Lai said．
Knowing a Virus，Predicting an Epidemic
“Making a vaccine could be quite straightforward，if it is needed。”Lai said．
Vaccines already exist for swine and chicken coronaviruses. But it isn’t easy to gauge whether SARS，or any virus．can trigger an epidemic．
“We’ve been working with influenza for over 50 years and it can sti1l evade our best attempts．”
“In many cases of the influenza virus we don’t understand the molecular properties that cause high mortality，”said Nancy Cox， chief of the influenza branch at the CDC．
“Outbreaks are like wildfires，”Morse said．“Some fires smolder and are easily extinguished．Others rage out of control，destroying everything in their path．The WHO and the CDC are like the fire department and they need to investigate all outbreaks because you never know which way they could go．”
Morse points out our long history with influenza．SARS is only a few months old．
Tracking and containing viruses，and predicting what they will do，Morse said，“It is as much an evolving science as an evolving art．”
2．Fight Continues Against HIV／AIDS
A picture，a calendar or even a balloon may be the best way for millions of people living in China’s vast country areas to learn about AIDS，one of the biggest threats to public health in the world today．
China has decided to use user-friendly methods including exhibitions, VCDs and TV programmes to spread knowledge of the disease across the nation to try to keep it in check．
Educating people nationwide about AIDS is the top priority(优先权)to prevent
the disease from getting out of hand．The farmers wil1 be given knowledge in the easiest way that they can understand．
A recent survey from the commission(调查团)of more than 7 OOO people in China
showed that nearly 20 percent of them had never heard of AIDS before．Just over 71 percent said they knew AIDS was highly infectious(传染的),but most of them had no clear idea of how the disease could be spread．Just over 62 percent said they knew they could do things in advance to prevent them catching AIDS but they didn’t know what these measures were．
The month-long survey，carried out last December，talked to people in seven counties and cities across China including both developed coastal areas and the less-developed in-land areas．The interviewees changed from 15 to 49 years old，and country residents were about 63％ of the total surveyed．
Chinese residents，especially those in the country，have very little knowledge about what AIDS is all about，not to mention prevention and treatment．By the end of last year, there were 22 517 known HIV／AIDS cases in China．However，more than 6000000 people in China have been infected．
Since 1985，China has discovered 880 patients with AIDS一466 of them have died．
Sharing needles，prostitution(卖淫)and contaminated blood transfusions are major ways for HIV to spread．A lack of education has been the biggest difficulty against nationwide efforts to prevent AIDS，especially in the countryside．
The First Period
Teaching Aims：
1．Learn and master the following：
(1)Words：virus，via，mosquito，prevention, persuade
(2)Everyday English：
a．Supporting an opinion
I think that…，because…
First．…
One reason is that…
For example，…
If we／they were to…．we／they could…
b．Challenging an opinion
Perhaps．but what if／about…?
Have you thought about…?
What makes you think that…?
could you please explain…?
If 1 were you, 1 would…
2．Train the students’ skill to use language．
Teaching Important P0ints：
1．Master the use of the following words and phrases：via，persuade，try to persuade
2．Train the students’ listening and speaking abilities．
Teaching Difficult P0ints：
1．How to help the students understand the listening material exactly．
2．How to help the students finish the task of speaking．
Teaching Methods：
1．A quiz to check the students’ knowledge about AIDS．
2．Listening-and-answering activity to check the students’ understanding of the listening material.
3．Oral practice to train the students’ speaking ability．
4．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．a tape recorder
2．a projector
3．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
T：Good morning／afternoon, everyone.
Ss：Good morning／afternoon, teacher,
T：Sit down，please．We often see programmes on TV and read stories in newspapers and magazines about persons who fight against diseases．What do you think of them?
Ss：They are unlucky but great．
T：Who do you think so? Li Ying，give us your opinion．
S：They are unlucky because the life is hard for them with diseases．and they may die earlier if they get some serious or even deadly disease．They are great because they have courage to fight against the diseases and sti11 try to make their life meaningfu1．
T：Very good speech．Sit down，please. How many kinds of deadly diseases do you know?
Ss：AIDS，cancers…
T：Yes．AIDS and cancers are two kinds of serious diseases．Today，we are going to 1earn Unit 7 Living with disease．
(Bb：Unit 7 Living with disease)This unit will help us know more about diseases and people living with disease．First，let’s learn some new words in the first period．Look at the screen．
(Teacher shows the screen and then deals with the new words．)
△deadly／′dedlI ／ adj．
△infect／In′fekt／vt．
△transmit/traenz′mIt/ vt．
△route／ru:t／n.
△donation／d u′neI n／n.
prevention／prI′ven n／n.
△cocaine／k u′keIn／n.
△imaginary／I′maed3In遰I／adj.
virus／′vaI r s／n.
via／′vaI ／prep．
mosquito／m s′ki：t u／n．
△stacy／′steIsI /
persuade／p ′sweId／ vt.
△heroin／her uIn／n.
(Bb：via，persuade／try to persuade)
Step II Warming up
T：As we a11 know，AIDS is a kind of deadly disease．The government has paid special attention to its prevention and treatment．And some ways to spread the knowledge about AIDS have been used across the country．How much do you know about AIDS? Now，open your books on Page 49. Here is an AIDS Quiz for you to check your knowledge about AIDS．First finish it individually。Then I’ll provide the right answers for you．You can begin now．
(A few minutes later，teacher shows the following on the screen and checks
the answers with the whole class．)
AIDS QUIZ
Decide which of these statements are true and which are false．Tick the
correct box．
True False
1.Only bad people get AIDS. □ □√
2.I can become infected with HIV by swimming in a pool，sitting in a bath， holding hands or kissing someone with HIV □ □√
3.In ，there were 42 million people living with AIDS in the world．□ □√
4.People who have not infected drugs do not need to get tested for HIV．
□ □√
5.1f I had HIV，I would know because I would feel sick． □ □√
6.HIV / AIDS is incurable． □√ □
7.People who have H1V look different from everyone else. □ □√
8.It is safe to be friends with people who are living with A1DS．□ □√
T：Wel1，now look at the pictures below the AIDS QUIZ．What information do they tell us about AIDS? Liu Yang, you try，please．
S：The pictures tell US that the AIDS can- not be transmitted via the following
routes；cups，glasses，toilet seat，swimming poo1s, mosquitoes or blood donation．
T：How do you know about that?
S：That has been shown by medical studies．
T：Well done．Thank you．Sit down, please．
Step Ⅲ Listening
T：Next，1et’s come to the listening part．The listening material will tell us
about a disease detective at the Centre for Disease control and Prevention．Now，please turn to Page 50．Let’s 1ook at the instruction and the questions in Part 1 first．Then I'll play the tape．At the end，I’ll ask some of you to answer the questions and we’ll check them together．Are you clear about that?
Ss：Yes．
(Teacher goes through the instruction and questions first．Then play the tape．Finally check the answers．After that, teacher asks the students to do
Part 2．)
T：Well，now please listen to the tape once again and take some notes of what you hear．Then use your notes to tell your partner about how stacy works，how she feels about her job，and what advice she gives. Are you clear about that ?
Ss：Yes。
T：And if you were a disease detective. What would you do to learn more about a new disease ? Talk about it with your partner at the end．Do you remember?
Ss：Yes．
T：OK．Now, please listen carefully．Remember to take notes．
(The students listen and make notes first. Then talk about the questions with their partners．At the end，teacher may asks some students to report for the rest of the class．)
(Bb：a disease detective．the Centre for Disease control and Prevention．)
Step Ⅳ Speaking
T：At the beginning of the class，we talked about some deadly diseases, and we also had a quiz on AIDS．We know AIDS is not only one of the deadly diseases but also a most serious social problem today．Could you please explain why? Guo Li，you try, please．
S：One reason is that it is incurable，another is that people know little about health care, prevention and education．
T：Well done．Besides AIDS there are some other most serious social problems such as drugs，smoking and drinking．Which do you think is the most serious one? Now let’s come to the speaking part．Choose one of the problems listed below or think of an- other serious problem．Prepare a role card on which you write down reasons why you think your problem is the most serious．Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one．Are you clear?
Ss：Yes．
T：And I'll show you some useful expressions on the screen to help you with your discussion．
(Teacher shows the screen．)
Supporting an opinion
I think that…，because…
First…
One reason is that…
For example，…
If we／they were to…, we／they could…
Challenging an opinion
Perhaps，but what if／about…?
Have you thought about…?
What makes you think that…?
Could you please explain…?
If I were you, I would…
(Teacher and the students go through the expressions together. Then the students begin to discuss in groups．At last．Teacher may ask some students to report for the rest of the class．)
Step V Summary and Homework
T：You all did very well in this class．Now let’s look at what we’ve done in this period．First，we’ve had a quiz to check your knowledge about AIDS，which helps us know more about AIDS．Second，we’ve listened to the tape about a disease detective at the Center for Disease Control and Prevention，which helps us get some knowledge about disease detectives and their work. Third，we’ve discussed what is the most serious problem today．This not only makes us care more about social problems，but also train our speaking ability．What’s more，we’ve learnt some useful words and phrases．After class, please practise more and prepare for the next period．So much for today. Class is over．See you tomorrow．
Ss：See you tomorrow．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 7 Living with disease The First Period
1. via
e. g. We can send him a note via the internal mail system．
2．persuade sb．to do sth．；try to persuade sb．to do sth．
e．g. The salesman persuaded us to buy his product．
He tried to persuade him to change his mind．
Step Ⅶ Record after Teaching
篇7：unit1-5 revision(人教版高二英语上册教案教学设计)
(revision)
Step 1: Go over the words and expressions once again by a dictation or sentences making:
work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,
media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,
Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
Step 2: Come to the following topic and ask the Ss to say something about each topic:
Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography
Step 3: Review the new Grammar Items:
The Past Participle and Noun Clauses
The Past Participle
1. My friends sent me some used stamps.
2. Books written by Cai Zhizhong are well received.
3. We are all interested in English.
4. He seemed confused at what I said.
5. Everybody thought the battle lost.
6. With my watch lost, I didn’t know what time it was.
7. He found two of the windows broken.
He found a number of people working there.
Greatly surprised, he couldn’t say a word.
8. When completed, the canal will connect the river with the lake.
9. Coated with sugar, bananas will taste better.
10. Even if invited, I wouldn’t go.
11. He stared at me, astonished.
Noun Clauses
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
Step 4: Some exercises on the Grammar.
Step 5: Review Functional Items in the Units1-5
Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement.
A. use the following sentence structures:
That’s correct /true.
There is no doubt that ……
It’s clear that…..
It’s hard to say.
I doubt that … …
Well, maybe, but … …
What’s your idea ?
Have you thought about … …
B. Practise expressing opinions, using the following sentence structures:
I would rather choose … ….
I don’t think we could choose … …
Maybe it would be better to choose… …
What do you think of … ….
What’s your opinion ?
Why do you choose… …?
C. Express preferences:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about…
D. Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
E. Practise expressing agreement and disagreement
a. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
b. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
Step 6: Some additional exercises.
篇8：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)
课 时 6-1 备课人 万兴安 授课时间 .12
教学目标 1. Learn something about volcano through reading.
2. The students can use what they have learned to describe volcanoes.
3. The students realize that human beings can overcome any hardship.
4. The students will improve the ability to solve problems.
教学重点 1.Try to master the useful new words & expressions in this period.
2.Understand the text well.
教学难点 1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
教、学具 a computer, a tape recorder & a projector, some slides.
预习要求 Read new words in Unit 10.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Warming up
Questions:
1. What’s the weather like today?
2. Do you often care about the weather?
3. How do you hear about it?
4. Have you ever heard of typhoon?
5. What words can you think of to describe the typhoon weather?
6. What will you feel in such kind of weather?
7. What about the hurricane? Have you ever heard about it?
8. What about volcano?
9. How is a volcano formed?
10. Where is the most possible place that a volcano may erupt?
11. Do you know how a volcano works, if you do, describe it?
Step 2 Pre reading
Show a picture
(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).
Show another.
(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)
Step 3 While reading
Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)
roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)
Q9: 1). Show a video about the eruption of a volcano.
2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.
Task 1 Skim the text and answer the following questions.
Q1: What is described in the following passage?
Q2: When and where did it happen?
Q3: Who is the writer of the letter?
Task 2 Decide whether the sentences are true or false.
1. A volcano erupted on the 24th of August in 79 BC in southern Italy.
2. My uncle planned to save his friend’s wife Rectina.
3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.
Task 4 Scan the text & fill in the following form.
Task 5 Arrange the following statements according to the right order.
1. He decided to rescue his friend Pompy.
2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.
4. He ordered a boat made ready.
5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.
7. A rain of rocks was coming down.
Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they
Homework.
1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.
2. Refer to the website to know more about the volcano.
www.fsyz.com.cn/yanjiu/gta
www.cpus.gov.cn/zlg/huoshan
Ss answer:
The eruption of the volcano called Mount Vesuvius.
On the 24th of August in 79 AD in southern Italy.
Pliny, the younger.
Check answers: 3T,5T
Ss read the text again and rearrange the order：
2431675
Check answers:
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
Ss finish their homework.
课 题 SEFCB2Unit 10 课 时 6-2 备课人 万兴安 授课时间 2004.12
教学目标 1. The students can use what they have learned to describe volcanoes.
2. The students realize that human beings can overcome any hardship.
3. The students will improve the ability to solve problems.
教学重点 1.Try to master the useful new words & expressions in this period.
2.Understand the text further
教学难点 1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
教、学具 a tape recorder , a projector, some slides.
预习要求 Read the text of Unit 10.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Go over the text
Get Ss to listen to the recording of the text.
Step 2 Revision
Check their homework
Step 3 Post reading
Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.
Task 2 Further understanding
1. How does nature form a danger to people in the world and how can science help reduce that threat?
2. What’s the relation between human beings and nature?
3. What should we do to protect the environment that we live in?
5R policy.
Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.
Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.
Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text
Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.
Answer:
1. He wrote a report about all he observed during his trip.
2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.
3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
1. Reduce: Reduce the amount of waste by every possible means.
2. Reuse: Reuse the useful things before getting rid of them.
3. Recycle: Recycle the waste things if possible.
Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.
Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.
Step 4. Language points.
1. draw one’s attention to sth. 吸引某人的注意力
eg. She drew my attention to a mistake in the report.
catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to
2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.
3. urge 催促, 极力主张; 强烈要求
eg. The U.S.A urged Iraq to give up.
4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…
5. bath n. 洗澡；浴缸
bathe v. 洗澡
6. He looked more asleep than dead.
eg. The pig looks more lovely than stupid.
eg. The boy looks more stupid than angry.
Step 5 Homework
Finish Exercise 2 at Page 77 in SB..
Bb design:
4. Recover: Make use of good parts while getting rid of the bad ones.
5. Repair: Repair the broken things.
Ss listen and take notes when necessary.
Finish the homework
Check answers next time.
课 题 SEFCB2Unit 10 课 时 6-3 备课人 万兴安 授课时间 2004.12
教学目标 1) Understand the listening text in the workbook.
2) The Ss can express emotion, anxiety and fear properly.
3) Know more about typhoon.
教学重点 To master the useful new words and expressions.
教学难点 How to use what the students have learned to describe a nature disaster.
教、学具 a computer, a projector & a tape recorder
预习要求 Nothing but to read the new words.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1 Revision
Check homework.
Other questions:
1 What kinds of disasters does nature give us?
2 What kinds of disasters does man give us?
Step2 Pre-listening
Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.
Step3 Listening
Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?
Step4 Lead-in
Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:
1 What happened in the typhoon?
2 What else do you know will happen in a typhoon?
3 What was people’s emotion?
4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?
Step5 Speaking
Give the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.
Check homework
Answer the questions.
Look at the picture.
Discuss Exercise 1.
Listen for main ideas.
Read the dialogue to find out the answers.
Make a similar dialogue.
Model:
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible!
Step6 Pre-talking
Ask: What do you need to do when you are trapped in a typhoon?
Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.
Step7 Talking
Get the students to read the roll cards and make similar dialogues.
Step8 Homework
Make a dialogue with your partner about a disaster. It should include the following:
1) What was it like?
2) What happened?
3) What was people’s emotion and what about yours?
4) What safety measures should be taken?
Bb design:
Hand out the material for Ss to read.
Get the students to read the dialogue at Page144 and make up a new dialogue.
Read the roll cards and make similar dialogues.
Make up a new dialogue.
课 题 SEFCB2Unit 10 课 时 6-4 备课人 万兴安 授课时间 2004.12
教学目标 1.Learn the text “typhoon” and master the detailed information in it.
2.Learn useful words and expressions
3. Write a passage about how the story will end.
教学重点 1. To train Ss’ reading skills and writing skills
2. To master the usages of the new words and expression of this period.
教学难点 1. To write a passage about terrible weather---- typhoon
2. To understand the difficult words, phrases and sentences
教学具及
教学方法 Teaching Aids: a computer, a projector, a tape recorder
Fast reading and careful reading: to get the Ss to grasp the detailed information
Writing practice: to get the Ss to learn how to describe something terrible
Pair work or group work: to get the Ss to be active in class
预习要求 Read useful; words and expressions.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Teaching Revision
1.Check the homework
2.Retell the story ( if the teacher likes )
3.Review the words and expression for talking about weather.
Step 2 Lead in
In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )
If it happens in USA, what do people call? (A hurricane)
In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.
1. What does the hurricane bring in?
2. How long will it usually last?
Step 3 Pre-reading
We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves,
we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please!
First talk with your partner and then tell the whole class what you have discussed.
Step 4 While reading
Fast reading: skim the passage and try to get the general
idea of the text.
Careful reading: Ss finish two tasks after reading.
Check homework
Retell the story
(Ss watch the video and give the answers. If it is necessary, play it twice.)
Talk with their partner 3.(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)
Task1.Scan the passage and find the answer to the following questions.
1. Where did the ship meet the typhoon?
2. What was the weather at first?
3. Why did the capital say that it looked as if a typhoon was coming on?
4. Where were they when the full force of the hurricane struck the ship?
5. What should they do in such terrible weather?
6. What does the sentence “ Another one like this, and that’s the last of her” mean?
7. Why did the capital strike a match? What did he see?
Task2. Try to explain the difficult sentence in bold in English.
1. It was fine, for there was no wind and the heat was close.
2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge.
4. They could only move the ship over the high sea and into the very eye of the wind.
5. It was the lowest reading he had ever seen in his life
Step 5 Deal with language points after that.
Step 5 Discussion
Extended discussion:
We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?
Step 6 Homework
1.Oral homework:
Suppose you are a newspaper reporter and are interviewing the captain. Make up the dialogue.
Think it over: What questions will the journalist ask?
2. Written homework
Write the end of the passage on your exercise book.
Bb design:
( Ss answer the main elements of a story: who, when, where, how)
( pair work for two minutes and then one or two Ss report )
(This activity is to motivate the Ss to talk in English and cooperate well with each other.)
( Then the teacher introduce the background information )
Ss explain the difficult sentence in bold in English.
Ss discuss in pairs or in groups and then report what they discuss.
Finish the homework.
课 题 SEFCB2 Unit 10 Listening (Wb) Integrating skills & Writing (Wb) 课 时 6-5 备课人 万兴安 授课时间 2004.12
教学目标 1.The Ss can understand the listening text.
2.The Ss can get the general idea of each paragraph.
3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.
4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.
5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.
教学重点 1.Learn the useful words and expressions in this period.
2.Learn to write about a natural disaster.
教学难点 1.Know how to use the words and expressions in this period.
2.Know the structure of writing about a natural disaster.
教、学具 a tape- recorder a computer & a projector
预习要求 Try to learn the new words in this unit.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Stage 1 Listening
1.Read the information about the exercises.
2.Listen to the tape and do Exercises 1,2 & 3.
3.Listen again and finish all the questions in this part.
(If necessary, play the tape again.)
Stage 2 Reading
1.Lead-in
Ask the Ss to describe a kind of weather and what people do in such weather.
Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.
Volcano & Earthquake
The Coming Storm: Extreme Weather and Our Terrifying Future
Hidden Big Island of Hawaii: Including the Volcanoes National Park
Sudden Sea: The Great Hurricane of 1938
2.Pre-reading tasks
Read through the book descriptions and match them with the following book titles.
Read the information about the exercises.
Listen to the tape and do Exercises 1,2 & 3.
Describe a kind of weather and what people do in such weather.
Read through the book descriptions and match them .
Volcano & Earthquake Under the Volcano: A Novel
Disaster! The Great San Francisco Earthquake and Fire of 1906
3.While-reading tasks
Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:
1. Which books on the list interest you? Give reasons why you might want to read them.
2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.
4.Post-tasks
Group work.
Imagine your teacher asks you to write an essay about human experiences and how people suffer during natural disasters. Which books would you choose to help you write your essay? What information do you think you could use from them?
Stage 3 Writing
Brainstorming
What natural disasters do you know?
2. Writing
Divide the class into six groups. Each group discuss a topic and writes a composition together. After they finish the writing, they should do peer-revision. Then the teacher will post the compositions on the wall. Each composition should contain the following parts:
1.How is the disaster formed?
2.What happens when the disaster comes?
3. What is the damage after the disaster?
4.What do people do after that?
5. What lesson have you learn?
Stage 4 Homework
Read more passages about natural disasters. They can refer to the following websites:
www.aoml.noaa.gov/general/lib/hurricbro.html
www.aaets.org/arts/art38.htm
www.iwaynet.net/~kwroejr/violent.html
disaster.fsa.usda.gov
theepic.ruiwen.com/howto.html
This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.
(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)
(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)
Ss will be happy to do this exercise.
课 题 SEFCB2Unit 10
Grammar & word 课 时 6-6 备课人 万兴安 授课时间 2004.12
教学目标 1. Learn and master Grammar: Ellipsis
2. Review the usage of the present participle & past participle.
教学重点 1.Learn about Ellipsis of different types.
2.Enable Ss to learn how to choose the present participle & the past participle.
教学难点 How to use Ellipsis to make a sentence brief and clear.
教、学具 a computer & a projector
预习要求 Read grammar items in a Grammar book.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1: Word Study
1. Check the answer to Exercise 1 at Page 77.
2. The Present participle & the past participle
Look at the 2 sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving” & “moved” ?
Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.
Step 2: Grammar - Ellipsis
Look at the 2 sentences on the blackboard.
Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
Then came a smell of sulphur, and then (?) flames.
Read them and decide which words were left out at each place of the question marks.
In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence.
A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind that
we should not omit words necessary for clearness. Are you clear about that? Now I’d like to some more about “Ellipsis”.
简单句中的省略
1) 省略主语 祈使句中主语通常省略；
The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning.
Read the sentences and fill in the blanks with the proper forms of the words.
I think in the 1st sentence the subject “he or my uncle” was left out.
In the 2nd sentence I think “came” should be at the place of the question mark.
其它省略主语多限于少数现成的说法。
2)省略主谓或主谓语的一部分
3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:
4)省略表语
5) 同时省略几个成分
主从复合句中的省略
1) 主句中有一些乘法被省略
( I’m ) Sorry to hear you are ill.
2) 主句中有一些乘法被省略
并列句中的省略
两个并列句中，后一个分句常省略与前一分句中相同的部分。
其他省略
连词的that省略
(1) 宾语从句中常省略连词that，但也有不能省略的情况。
(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。
2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分
不定式符号to的省略
并列的不定式可省去后面的 to.
help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.
3）介词but前若有动词do,后面的不定式不带 to.
(4) 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后面作宾语补足语的不定式一定要省去 to, 但在被动语态中须将to 复原。
(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。
(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。 但如果是不定式 to be，则不能省略。
7)连词if在部分虚拟条件句中可省略，但后面的语序有变化。
8) 主句和从句各有一些成分省略。
The sooner (you do it), the better (it will be).
Step 3: Homework
Finish all the exercises about “Ellipsis” in your book. (I）Thank you for your help.
(There is) No smoking .
–Are you going there?
--Yes, I’d like to (go there).
–Are you thirsty?
--Yes, I am (thirsty).
–-Have you finished your work ?
---(I have) Not (finished my work) yet.
–Is he coming back tonight? --I think so.
My father is a doctor and my mother (is) a nurse.
When (he was) still a boy of 10, he had to work day and night.
I told him to sit down and wait for a moment.
I will help (to) do it for you.
The boy did nothing but play.
I saw the boy fall from the tree.
All we can do now is (to) wait.
We found him (to) work very hard at the experiment.
She found him to be dishonest.
(1) Had they time, they would certainly come and help us.
(2) Were I you, I would do the work better.
(3) Should there be a flood, what should we do?
篇9：高二新教材上Unit4教学设计(人教版高二英语上册教案教学设计)
厦门市五显中学 叶梅芳
教学课 题 SEFC BookII, Unit4 A garden of poems, The third period
(高二英语上册第四单元第三课时)
课程类 型 阅读课 授课地点 小多媒体教室
教理
学论
设依
计据 英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。
教
材
分
析 本课是高二英语第4单元的第三课时，是一篇介绍诗歌的文章，内容包括了英文诗歌的发展历程，简要介绍了几个时期为中国读者所熟知和喜爱的著名英美诗人、作品特点、英文诗歌传入中国的历史以及英语诗歌的赏析 ，我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量。
学
情
分
析 在高一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教
学
重
点 1. 对全文大意作整体理解。
2.掌握本课的重点单词与词组：
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
3.找出各段的主题句并归纳出本文的中心思想，提高运用英语的综合能力。
教难
学点
教
学
难
点
1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技
形成阅读策略。
2. 如何帮助学生运用阅读策略，促进学生自主学习。
3. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
4. 掌握本课的重点单词与词组，指导学生借助工具书进行适当的辨析与拓展，
提高实践能力。
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
教
学
目
标 (一) 认知目标
1． 词汇和语言点（见教学重点第2点）。
2． 充分理解课文大意并完成所给的任务。
3． 用所学的词汇和语言点复述课文。
4． 用所学的知识与伙伴进行交流、沟通，学会交际。
（二） 情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。
（三） 智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
教
学
方
法
教
学
方
法 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法：
1、活动教学法：
“活动教学法”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据澳大利亚ALL Guidelines( Scarino Angela, etal, )一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(Target language)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（Activity Approach）是交际法家族的后起之秀。 它一出现，就引起了外语界的高度重视， 迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。
2、任务型教学法：
任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。
3、交际法：
交际法起源于功能法(Functional Approach)，是70年代在西欧兴起的外语教学法科学的一个学派。它主张在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。功能法把交际或交流作为全部教学的出发点，因此又叫交际法或交流法(Communicative Approach)。美国人类学家海姆斯在《论交际能力》一书中认为交际能力包括：①形式上是否可能，即语法要正确；②实际是否可行，人们是否这样说；③语言是否得体，这包含语境、对话者的身份、性别等因素；④语言的可接受性如何、结果怎样。
学
法
渗
透 本课我将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。
合作学习（cooperative learning）是指促进学生在异质小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习起源于60年代社会心理学家对学生集体动力作用的研究。在70年代中期，合作学习兴起，80年代中期逐步发展为一种课堂教学的策略。这一策略目前已广泛的用于50多个国家的中小学课堂。各个国家的合作学习的理论与实践有较大的差异，有的侧重相对结构化的方案，着眼于技能、概念、信息的掌握，有的注重非结构性的讨论或小组设计，着眼于社会化、高水平的思维或问题解决的技能。
合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。
教
学
手
段 1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。
2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
教学过程设计
教学步骤 活动内容 设计意图
Step1
Warming up
（热身-
英语诗歌
朗诵竞赛） Hold an English poem recital competition. Divide the whole class into a number of groups. They need to collect English poems they like and practise before this competition. Each group asks one student to act as the competitor.
评价工具（选票）：
Name Title Score
Correctness 5 4 3 2 1
Rhythm 5 4 3 2 1
Feelings 5 4 3 2 1
Translation 5 4 3 2 1
Language 5 4 3 2 1
任务型活动：课题的引入采用诗歌朗诵竞赛形式(课前十分钟完成)，学生小组活动，收集适合朗诵的中外诗歌包括中英文译文，既锻炼了学生的动手收集材料的能力，又激发了参与学习过程的热情和竞争意识，学习了翻译、欣赏原文及其译作并学习体验了诗歌朗诵的美感。最后由全体同学对各组参与代表投票进行非测试性评价。
Step2
Presentation
（导入） Give two famous poems. One is Chinese and the other is English with their translation for the students to compare with. (Teacher shows on the screen.)
七步诗
曹植
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“O, while since we sprang from the selfsame root,
Should you kill me with anger hot?”
Dust of snow
By Robert Frost
The way a crow
Shook down on me
The dust of snow
From a hemlock
Has given my heart
A change of mood
And saved some part
Of a day I had rued.
雪尘
罗伯特.弗罗斯特
铁杉树上
一只乌鸦
抖落雪尘
撒我一身
我的心情
因此变化
一天的懊丧
已不再留下。
紧扣上一环节的英文诗歌朗诵竞赛，课件展示两首中外著名的诗歌及其译文，引导学生初步了解东西方诗歌，古典诗歌和现代诗歌的异同，为后面的快速阅读和讨论环节作铺垫。
Step3
Fast reading
（泛读） 1. Jigsaw (拼图游戏): The teacher cuts each paragraph of the text into a little strip, shuffles the strips, and gives each group a strip. The goal is for students to determine where each of their paragraphs belongs in the whole context of the story, to stand in their position once it is determined, and to read off the reconstructed story..
2. Let the students skim the text quickly and then answer these questions below, see if they can catch the main idea of the text.
Read the text carefully and choose the best answer for each of the following questions:
1. Modern English came into being from about the middle of the _____ century.
A. 16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poem by ______.
A. Du Fu B. Li Bai
C. Su Dongpo D. Gou Moruo
3. Byron’s “Isles of Greece” is an example of ________.
A. a sonnet B. romantic poetry
C. nature poetry D. modern poetry
4. The wider public in China discovered English poetry at the beginning of the _____ century.
A. 17th B. 18th C. 19th D. 20th
5. The advantage of reading English poetry in China translation is __________
A. that you have more advice
B. that something of the spirit is lost
C. that you understand it better
D. that you learn how to express yourself in new ways 小组活动：
任务一是一个有趣的阅读活动，学生在完成拼图游戏（把打乱的课文的各个段落的顺序排列好）的同时，对课文的大意实际上就有了一定的了解。任务二是快速限时阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便学困生也能完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。
Step4
Careful reading
（精读）
Step4
Careful reading
（精读） 1. Get the students to read the reading passage reading passage again more carefully and find the main idea of each paragraph.
Items Main idea
Paragraph1 Why we need poetry
Paragraph2 Chinese poets and poetry
Paragraph3 Early English poets
Paragraph4 The 19th century English poems
Paragraph5 Modern English poets
Paragraph6 The introduction of English poetry into China
Paragraph7 Why more people are interested in English poetry
2．Make a timeline that shows which poets were living during which century. Put all the foreign poets named in the reading passage on the timeline.
1600… 1700 1800 1900
Keys:
①Shakespeare ②John Donne ③John Milton
④Alexander Pope ⑤Byron ⑥John Keats
⑦William Wordsworth ⑧Robert Frost 小组活动：在快速阅读环节对课文表层理解的基础上，进行定段落大意、填写时间轴等对课文的深层理解。同组的学生互相配合，分工合作，交流意见，最终确定各段的大意，理清文章的内容。在阅读过程中，教师鼓励学生自己发现文章中的疑难点（包括部分生词），并通过小组合作，解决疑难点。
Step5
Discussion
（讨论）
Step5
Discussion
（讨论）
Get the students to discuss the differences between traditional poetry and modern poetry according to what they’ve learnt in the reading passage and the information they collect for the English poem recital competition before class.
Traditional poetry Modern poetry
fixed form and number of lines
usually had rhyme
has a fixed rhyme pattern
only some topics could be seen form of the poem an number of lines is free
usually doesn’t have rhyme
has free rhyme pattern
can be about common topics
小组活动，利用课文所学内容和为英文诗歌朗诵所收集的材料以及已经掌握的中文诗歌，运用任务教学法对古典和现代诗歌作进一步的研究、探讨。相互交流，彼此双方的意见达到最终一致而完成自己的任务。人人都有均等参与的机会。充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。把他们的表现欲充分调动起来，敢于表现自己，敢于运用所学的语言表达自己的观点、看法和思想。调动学生的创造性思维，开发学生的智力潜能，提高学生的创造思维能力。把教学活动变成了真正的交际活动，并将课堂活动推向高潮。在教学过程中学生之间的交流和相互启发、帮助和鼓励，学生从获得知识过渡到对新知识的理解、掌握和运用，激发学生的学习主动性和积极性，使学生变被动为主动，变浅层次的参与为深层次的参与。通过交际发现问题，修正错误，得到提高。伙伴间融洽的气氛使相互间的纠错容易接受，免却了学生的畏惧心理。学生深刻地理解、掌握课文后，通过这一活动强化了记忆的效果，使知识逐步转化为技能和能力。学生将所领会到的知识、技能运用到另一个情景中去，通过交际学会交际。使学生能鲜明地感受到学习的意义，显示了学以致用的功效。
Step6
Assignment
（作业） 1. Use the following guide to write a report for the poetry competition held in this lesson.
（利用下列提示，写一篇关于本节课英文诗歌朗诵比赛的小作文。）
Report for the poetry competition
Paragraph1 Write a short first paragraph in which you say a few things about all the poems.
Paragraph2 Tell which poem won the first prize and explain why. Write something about the form of the poem and whether it was well written.
Paragraph3 Do the same for the poem that won the second prize.
Paragraph4 Do the same for the poem that wins the third prize.
2. If you want to know more about English poetry, you can search the internet，www.enpizza.com/sbpage/
poem.htm（要进一步了解英文诗歌，可根据所提供网址上网查询。）
3.小组课堂评价表（课后完成）
非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。
姓名
小组合作工作量
组内活动创意
查找资料量
班级活动参与情况
提出问题个数
参与活动进步情况
任务型活动：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法，学生需要用所学的语言讨论自己感兴趣的话题，表达自己的思想，与同伴交流各自了解的信息，达到了形成和提高写作能力与技巧的目的。
Blackboard design (板书设计)
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
Reflection after teaching（教学反思）
本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和重组课文段落的拼图游戏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。
由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。
篇10：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)
I. Brief Statements Based on the Unit
Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,
a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.
II． Teaching Goals
1. Talk about English poetry.
2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.
4. Write about a poem.
III. Teaching Time: Five periods
IV. Background Information
1. Shakespeare
For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!
Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.
It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.
However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.
Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2. About Shakespeare's Plays
William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.
Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)
1590--Henry VI, Part I.
Henry VI, Part II.
1591--Henry VI, Part III.
1592--Richard III.
The Comedy of Errors.
1593--Titus Andronicus.
The Taming of the Shrew.
1594--The Two Gentlemen of Verona.
Love's Labour's Lost.
Romeo and Juliet.
1595--Richard II
A Mid-summer Night's Dream.
1596--King John.
The Merchant of Venice.
1597--Henry IV, Part I.
Henry IV, Part II.
1598--Much Ado About Nothing.
Henry V.
The Merry Wives of Windsor.
1599--Julius Caesar.
As You Like It.
1600--Twelfth Night.
The Second Period( 1601～ 1608) :
1601-- Hamlet.
1602--Troilus and Cressida.
All's Well That Ends Well.
1604--Measure for Measure.
Othello.
1605--King Lear.
Macbeth.
1606--Antony and Cleopatra.
1607--Coriolanus.
Timon of Athens.
1608--Pericles.
The Third period(1609～1612) :
1609--Cymbeline.
1610---The Winter's Tale.
1612--The Tempest.
Henry VIII.
The First Period
Teaching Aims:
1. Talking about poems to raise the students' interest in poems.
2. Listening to improve the students' listening ability.3. Making up dialogues to improve the students' speaking ability.
Teaching Important Points:
1. How to get the students to grasp the main idea of a passage by listening.
2. How to improve the students' speaking ability.
Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Teaching Methods:
1. Pair work or group work to make every student join in the class activities.
2. Discussion to make every student express himself freely.
Teaching Aids:
1. a tape recorder
2. a computer
3. a projector
Teaching Procedures:
Step I Greetings and Revision
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr × !
T: Sit down, please. Have you finished your homework?
Ss: Yes.
T: Please take out your exercise-books. Let's check your homework. Wu Dong, …
(Teacher checks the students' homework. Then the teacher and students learn the new words of this period together. )
Step II Warming up
T: Do you like poetry, SA?
SA: Yes, I do. I like it very much.
T: Why do you like it?
SA: I learn a great deal from poetry. When I was a small child, my mother taught
me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.
T: How about you, SB ?
SB: I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.
T： What English poems, song words or rhymes have you read? Can you recite any?
Sc：I've read some English poems when I was in Junior Middle School. And it is
like this:
I Love the Sun
I love the sun,
I love the spring,
I love the birds,
That gaily sing.
I love my school,
I love my play,
And I love all,
That is nice and gay.
SD: I remember I've read a poem about the names of the months. It is:
Thirty days have September.
April, June and November,
All the rest have thirty-one,
Excepting February alone,
And that has twenty-eight days clear,
And twenty nine in each leap year.
T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?
In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.
(Students read the poems together and at last two students are asked to read them.)
T: What is the pattern of each poem? “pattern” means “格调”.
SE: It's funny. It is written just to make others laugh, I think.
T: Now, please answer the last question on Page 25.
SF :To talk about poets and poetry, we often use the words ：“good, bad,
interesting, funny, dull, meaningful, meaningless, etc”.
Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.
T: What phrases do you think will be useful when you express your intentions
and reach decisions?
SH :When we want to express our intentions, we often say: I'm going to…; I
intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I'd like to… ; I'm ready to…; I would rather not…etc.
SI：When we want to reach decisions, we often use: In my opinion, we should…;
What's your opinion? I think/believe/suppose we should…;I don't think it's
necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.
Step III Listening
T： Now let's do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )
T: Do you know what you should do after you listen to the tape?
Ss: Yes.
T： Now I'll play the tape. When I play it for the first time, do Ex. 1, please.
When I play it for the second time, do Ex. 2. If you have anything you don't
hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?
Ss: Yes.
Step IV Speaking
T: Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.
(Teacher shows the screen.)
Useful expressions
I'm interested to…but…
I think it will be too difficult to…
I think I might want to…
I think it will be boring…
I want to…
I'm very interested in…so…
I'd like to…
I'm not very interested in…so…
I've never heard of…so…
I hope to find…
I've never read any…so…
I don't know much about…
but…
T :( After a few minutes. ) Have you finished?
Ss: Yes. T: Now who will tell us your opinions? Volunteers?
Sa: and Sb : (Standing up. )We'll try. …
Sample dialogue: Sa--A; Sb--B
A: What kind of poetry do you like to read?
B: I like to read poems about nature.
A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.
A: What kind of poems are you not interested in?
B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?
A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.
T: Very good. Who else will do this?
Sc and Sd : We'll try. …
Sample dialogue:
Sc-A; Sd--B
A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?
B: I like the poems by Li Bai, especially the ones to describe nature.
A: For what reason do you like them?
B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.
A: What kind of poems are you not interested in?
B: Poems about broken hearts. They make me sad. What's your opinion?
A: I like the poems about the sea and I don't like the noes about death and broken hearts.
B: Just like me!
Step V Summary and Homework
T: In this period, our topic is about poems. We have talked a lot about
poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That's all for today. Class is over
Step V The Design of the Writing on the Blackboard
Unit 4 A garden of poems The First Period
Useful expressions:
I'm interested to…but…
I think I might want to…
I want to…
I'd like to…
I've never heard of…so…
I've never read any…so…
I think it will be too difficult to…
I think it will be boring…
I'm very interested in…so…
I'm not very interested in… so…
I hope to find…
I don't know much about…but……
Step VII Record after Teaching
____________________________________
____________________________________
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篇11：高二上unit8-10词组(人教版高二英语上册教案教学设计)
1. 拯救地球 save the earth
2. 地球面临的最大问题是什么？
What is the biggest problem facing the earth?
3. 一个有价值的资源 a valuable resource
4. 造成严重的污染 cause serious pollution
5. 讨论该问题 discuss the issue
6. 烧煤 burn the coal
7. 用一个比较好的方式 in a better way
8. 做笔记 take notes of…
9. 得出结论 draw a conclusion
10. 支持/反对 be for/ against
11. 交换意见 share ideas
12. 取得进步 make much progress
13. 主题 main theme
14. 可持续发展 sustainable development
15. 谈论 speak about/ of
16. 在不破坏环境的情况
without damaging the environment
17. 出席国际会议
attend the international conference
18. 做了一个很重要的演讲
make a very important speech
19. 根据世卫组织的意思
according to the World Health Organization
20. 愿意做某事 be willing to do
21. 参加活动 take part in
22. 自由利用 have free access to
23. 与。。。和谐 in harmony with
24. 结束死亡和苦难
put an end to the death and suffering
25. 擦干净 wipe out
26. 对。。。有影响 have an effect on
27. 劝说某人做某事 advise sb to do
28. 尽所能去做某事 do whatever one can to do
29. 在农村地区 in rural areas
30. 采取行动 take action
31. 采取措施 take measures to do
32. 有大的成效/有所不同 make a difference
33. 空调 air conditioner
34. 改变现状 improve the situation
35. 对。。。有更好的了解
have a better understanding of
36. 对。。。掌握；熟悉 have a good knowledge of
37. 找到解决办法 find solution to the problem
38. 教育是未来的关键
Education is the key to the future
39. 上学 attend school
40. 对学习满意 be content/satisfied with
41. 偶然 by chance
42. 充分利用时间 make full use of time
43. 以。。。的速度 at a speed of
44. 防御 defend oneself against/from
45. 因。。。表扬。。。 praise sb for sth
46. 强调保护水资源的重要性
stress the importance of protecting
the water resources
47. 对。。。负责 be responsible for
48. 刚。。。就。。。 hardly/ barely/ scarcely… when
no sooner…than
49. 照顾；护理 attend to
50. 与某人有共同的信仰/信念
share one’s belief/faith
51. 一个备用轮胎 a spare tire
52. 在空闲时间 in the spare time
53. 递给我一个婚礼请柬
hand me a wedding invitation
54. 加强；增强 build up
55. 消息传开 Word got around.
56. 一位著名的教育专家
a well-known educational expert
57. 有意义；行得通；有道理 make sense
58. 在危险中 at risk/ in danger
59. 与其说。。。不如说 more… than…(分开)
60. 不仅仅 more than （不分开）
61. 面对激烈的竞争 face fierce competition
62. 受益于 benefit from
63. 店员 a shop assistant
64. 受到压力 under pressure
65. 带某人参观 show sb around sp
66. 展览 on show
67. 名胜古迹
a place of interest/ places of interest
68. 过得高兴 have a wonderful time
69. 为你的观点辩护 defend your argument
70. 插嘴 cut in / break in
71. 插队 jump the queue
72. 令我惊讶的是 to my surprise
73. 收到某人的来信 hear from sb
74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out
75. 别无选择只能 have no alternative but to do
篇12：高二英语新教材Unit11单元教学设计(人教版高二英语上册教案教学设计)
浙江省文成中学 吴媛媛
一、教学分析
1、教材内容分析
本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。
2、教学重点、难点:
本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。
本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。
二、教学目标
1、语言知识目标
1） 要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…It’ likely that…, make it possible for sb to do sth…,etc.
2） 掌握一定量的表达“wishes and intentions”的交际功能用语。
3） 同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。
2、语言技能目标
通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。
3、情感目标
1）激发学生并提高学习英语的兴趣， 乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。
3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法
三、教学策略
1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。
4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。
四、学习策略
引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。
五、单元教学设计
依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。
Period 1 Warming-up & listening
Goals: 1. Get the Ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.
2. Cultivate the students’ ability of listening for information.
一、Warming up
Task 1.Greeting: Have a free chat with the Ss about their holidays to present the topic scientific achievements
Task 2. Match the scientists and their scientific achievements （group work）
Alexander Bell electricity
Thomas Edison the First telephone
the Wright Brothers‘ the electric Lamp
Madame Curie black holes in Universe
Franklin Theory of Gravity
Steven Hawking the First Plane
Elbert Einstein Radium
Isaac Newton the Theory of Relativity
Task 3. Talk about scientific achievements
1) How have the scientific achievements changed the world?
2) Which one do you think is the most important? Why?
3) What are some other scientific achievements that you think are important?
4) Do these achievements have anything in common? If so, what?
Task 4. Discussion (pair work)
Is this an easy job to achieve success in science research? What makes a scientist?
二、Pre-listening
Task Get to know Neil Armstrong, Alexander Gramham Bell, Ray Tomlinson and Armchimedes.
三、Listening
Task 1. Listen to part 1 and complete the chart below.
Words Speaker Achievement
“That’s one small step for a man , one giant leap for mankind Neil Armstrong
“Mr Watson, ______________;
I want you.” Alexander Graham Bell
“QWERTYUIOP” Ray Tomlinson
Can you explain Tomlinson’s message?
Task 2 .Listen to part 2 and complete the sentence below.
1.The word “ “ are famous because they are the
of The Constitution of the United States of America.
2.Eureka is a word from the language and means
3.If you ask a father, he might say : “ “
If you ask a mother, she might say : “ “
四、Post-listening (group work)
Language input: As what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. If you are lucky enough to be the first person…., what would you say?
Task: Choose one situation and then share with your partners.
A the first person on Mars
B the first cloned human being
C the first person to travel in time
五、Homework
1 Listen to the tape, finish the listening part on WB (p81).
2 Preview the reading passage.
Period Two Speaking
Goals:1.Learn and master the useful expressions
2.Train the students’ listening and speaking abilities.
3.Talk about scientists and scientific achievement, urging the students to further understand the significant of science and scientific achievement and encouraging them to work hard at their lessons.
一、Pre-task
Another new year began. Have you got any wishes/ plans? What are they? With your plan made, what intentions have you got? In this way the following expressions are aroused.
Useful expressions
If I got the money, I would…
My plan is to…..
I hope that…
I would rather….
How I wish… I want / wish/ hope / intend/ plan to…
I’d like to…
I’m thinking of…
I’m going to….
I have decided to…
二、Speaking (group work)
Situation: Four scientists ,each of whom is working on an important project, want to get money to complete their project. Each scientist will introduce his or her project and explain why it is the most important. The organizer will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why.
Dr Wilson
You and your team are working on a cure for AIDS. Your research is extremely important because . Dr Jones
Your research project is about cloning and how to use the new technology to cure diseases. Your project is important because .
Dr Smith
You want to development new technology that will make it possible to grow food in areas where there is very little water. This is important because . Dr Winfrey
You are working on sending a manned spaceship to Mars. This is a very important project because .
三、Post task
1.Just now you did a very good job in acting as a scientist. Do you want to be a scientist? If so, which field are you interested in? If not, what do you want to be? Use the expressions of wishes and intentions to talk about your dream.
2. Imagine you are a reporter who is going to report the space hero about his wishes and intentions. Take turns acting as interviewer and interviewee.
四、Homework
1. Interview your parents about their wishes and intentions using the expressions we learent.
2. Preview the reading passage.
Period 3&4 Reading
Goals: 1.Learn and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.
2.Train the Ss’ reading ability.(Read for general information and detailed information.)
3.Get the Ss to learn about Zhongguancun--China’s Silicon Valley.
一、Pre-reading
1.Are scientific achievements important? How do they improve our daily life? How do they improve society?
2.Why do scientists spend so much time trying to achieve something?
3.As is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. So I want to run a hi-tech company, what should I arrange for? What kind of support and environment would I need?
4.What if I set up my company in Zhongguancun ? How much do you know about Zhongguancun?
5.Do you know the sign “Lenovo”? Where is it located?
二、While-reading
1. Fast reading
Task: Read the text quickly and try to find information about Zhongguancun to finish the chart below.
Item Zhongguancun
Locating
Brief history
Spirit/culture
Educational institutions
Hi-tech companies
2、Careful reading
Task 1 : Get to know the outline of the text
1.Does this article have a topic sentence? What is it?
2.What are the supporting ideas?
be home to
Zhongguancun: Center be home to
be home to
Task 2: Get to know detailed information
1.Why did Xiang Yufang study abroad and work abroad for a few years？
2.What made it possible for Xiang Yufang to return to China?
3.How does Zhongguancun affect business?
4..What are the two mottos mentioned in the text for the park?
三、Listening & Questions
Task: Listen to the tape and finish the True or Fasle.
1. Zhongguancun is the new center for Chinese science and education
2. Within the next ten years, more than a hundred scientific and hi-tech companies moved into Zhongguancun.
3. Xiang Yufang studied abroad because he felt comfortable abroad.
4. More than 8,000 hi-tech companies in Zhongguancun. More than half of them are IT companies.
5. Zhongguancun park is home to Lenovo and Founder and more than 20 famous national companies.
6. The researchers and scientists know that the spirit and creativity they represent are no more than money.
四、Post-reading
Choose the correct answers. There may be more than one correct answer.
1.According to the author, Zhongguancun is home to .
A. some famous research institutes and universities B. many IT companies
C. more and more returned overseas Chinese D. a number of science parks.
2.What is NOT true about Zhongguancun?
A. It is located in Haidian District, in northwestern Beijing.
B.It was set up as a special economic zone in the 1990s.
C. Most of its companies are doing IT business.
D. It is not a good place for new companies.
3.According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because .
A. he wanted to see more of the world
B. he enjoyed working with the best scientists in his field
C. he could enjoy his work and contribute to his country at the same time
D. he missed his friends and family
4.According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?
A. 25,000 B. 30,000 C. 35,000 D. 180,000
5.How is ‘failure” understood in Zhonguancun?
A. There are fewer failure in Zhongguancun
B. Many of its researchers and scientists will try hard not to fail.
C. Failure is a necessary part of being successful.
D. The best thing about failure is that you learn every time you fail.
五、Discussion (group work)
Language input: In this class, we’ve learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is sometimes called “China’s Silicon Valley”. Do you know “Silicon Valley”? Where is it? When was it set up? Why was it set up?
Task: Work in groups of four to compare these two science parks and find out in which ways they are similar and different. You can refer to the following chart.
Hi-tech Park Silicon Valley Zhongguancun
When was it established?
Why was it established?
Where is it?
What kinds of companies are located there?
What are some famous companies?
Why do people want to work there?
六、Homework
1. Pick out some sentences you enjoy most, & try to recite them as possible as you can .
2. Consult the following websites.
www.zgc.gov.cn/
www.siliconvalley.com/mld/siliconvalley/
Period 5 Language Study
Goals: 1.Learn some words which are the closest in meaning.
2.Study the ways of forming a word.
3.Study the meaning of some affixes and stems.
一、Revision.
Task . Introduce Zhongguancun
二、Word study
Task 1. Use the clues below to guess the words
1.the opposite of “public” 2.a synonym of “depend”
3.the lowest or bottom part 4.of the sun
5.an organization for educational or research purpose.
6.unusually large person, animal, plant.
7.area or region with a particular feature or use.
8.without any fault or bad points.
Task 2. Choose the answer that is closest in meaning to the underlined part of each sentence.(P5)
三、Presentation
Task: Study the words on the screen and find out the ways of forming a word. (class work)
International=inter + national telephone= tele + phone
Mankind=man + kind broadband=broad + band
Extremely=extreme + ly manned=man + ed
Hi-tech=high + technology e-mail=electronic mail
IT=information + technology CSA=Chinese Space Agency
affixation: international, telephone, extremely, manned
Compounding: mankind, broadband
clipping: hi-tech, e-mail
abbreviation: IT, CSA
四、Practice
Task 1. Finish the Exx2-4 to understand how the words are formed.(P6)
Task 2. Get to know the meaning of stems and affixes. (pair work)
. Look at the stems and affixes on the screen. Match each of them with the right meaning on the right.
Trans- carry
-graph see
tele- below
super- life
co- together/with
vis- more than usual
bio- far
sub- across
-port writing
Task 3. Word formation makes it easy for the Ss to guess the meaning of words using
context clues.
Use context clues and what you know about word parts to guess the meaning of the underlined words.
a.Many countries import most of the oil they use.
b.He studied biophysics at college.
c.It is very important to learn how to cooperate with others.
d.All you luggage will be transported to the destination by train.
e.My cousin has an excellent voice. Her dream is to become a superstar.
五、Consolidation
Read the news article and tell how the words in bold are formed (pair work)
Homework:
1. Finish off the exercises on the workbook.(p83-84.
2. Preview integrating skills
Period 6 Integrating Skills
Goals: 1.Learn and master the new words and phrases
2.Train the Ss’ integrating skills, especially reading and writing skills.
一、Revision
1. Ask the Ss to find some examples for each way of forming a word?
2. Guess some new words with the help of word formation.
a. The average output of the factory is 20 cars a day.
b. She has written good essays before, but this one is substandard.
c. He is a kind of intellectual superman.
d. The lack of a common language made it very difficult to intercommunicate .
e. Transplant the seedlings into peaty soil.
3.Lead in: Human beings are creative, and many scientific achievements have been made in our history. What great inventions do you know in China’s history? What red hot achievements do you know?
二、Fast reading
1. What plan has helped Chinese scientists make many breakthroughs?
2. Which scientific fields are mentioned in the text?
三、Careful reading (group work)
Work in groups of four . Use what you have learnt from the text to complete the chart below.
Field Achievements Importance
Exploring space
Genetic research
Computer engineering
Medical science
四、Writing
1. Which words in the text can we use to describe scientific achievement?
2. Situation: Do you know Modern Science? They are thinking of writing an essay about the greatest scientific achievement but they find it difficult to decide . Write a short essay in about 150 words, telling them which achievement you have chosen and explaining why you think so. The following outline may be helpful to you.
Introduction: state your view
Outline body : give your reasons (at least 2)
Conclusion: summary
五、Self-Assessment
Using the assessing part on P.87, Ss are helped to review what they have learned or done in this unit learning. In this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).
教学反思
本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：
1． 学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。
2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。
3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。
4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。
篇13：高二unit 6知识点教案(人教版高二英语上册教案教学设计)
1. What will life be like in the future? 未来的生活是什么样子？
in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。
Who knows what will happen in the future? 谁知道将来会发生什么事？
I'd like to be a teacher in the future. 将来我想当一名教师。
(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。
Don't do that in future. 以后别再干那种事了。
Be more careful with your spelling in future. 今后多注意你的拼写。
(2) for the future表示“为将来”，在句中作定语或状语。
We'd better lay up some money for the future. 我们最好为将来攒一些钱。
It's necessary to plan for the future. 对未来进行规划是有必要的。
用上述短语填空：
①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.
(Keys: ①in future ②in the future)
2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气
Pre-reading
3. What will the future be like in general? 将来整体上是什么样子？
in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：
I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。
I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。
in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答
用上述短语填空：
① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.
③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)
Reading
3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。
4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。
* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time
一眼瞥见; 大致看; 很快地看一眼
.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到
I caught a glimpse of her as she got into the car.
She caught a glimpse of Meg at the station this morning.
5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代
contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学
Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。
Keats and Shelley were contemporaries. 济慈和雪莱是同代人。
6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)
7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.
新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。
* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。
* environmentally friendly = not damaging the environment
environmentally friendly washing powder 环保洗衣粉
energy-saving节约能源的 paper-making造纸的 English- speaking说英语的
* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.
e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.
I bought the books at the price of 10 dollars each.
8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全
9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革
10. * in touch with ＝ in communication with 同…联系
e.g. Let’s keep in touch. Let’s keep in touch with each other.
We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。
* out of touch 失去联系
We have been out of touch with Lillian.
keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离
由keep构成的词组
keep back; keep in mind; keep one’s balance; keep on; keep up with;
keep doing; keep sb/ sth doing; keep sb/ sth from doing
11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入
12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题
remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人） 逗留 remain/ stay in hospital
13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。
14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展
15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。
16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变
17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实
18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。
be hopeful + of / about / that从句
We are hopeful of getting your support.
We are hopeful about their future.
She was hopeful that her job would bring in more money. hopefully
Mary said hopefully, “I’ll find it.” (怀着希望地)
Hopefully everything turns out well.
Hopefully we’ll arrive before dark. (如果顺利地话，但愿)
19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。
in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物
We have a lot of food in store for bad weather.
There will be a shock in store for him.
language study
20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。
(1)…倍数+the size(weight／height／width／length．．．)of+…
eg：That house being built there is 3 times the height of this old one．
正在被修建的那个房是这所旧房的三倍。
The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。
(2)…倍数+比较级+that+…
The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。
(3)…倍数+as +adj／adv．(原级)+as+…
Asia is 4 times as large as Europe．亚洲是欧洲的四倍大。
(4)…倍数+as+many+n．(可数名词复数)+as...
We got 3 times as many people as we had planned．我们买的书是我们原先 计划的3倍之多。
(5)…倍数+as+much+n．(不可数名词)+as…
The book cost me 3 times as much money as the one I bought in Beijing last year．这本书的价钱是我去年在北京买的那本的3倍之多。
Integrating skills
21. Company n．(1)友谊，交情，陪伴[U]
We will be glad of your company 0n the journey．旅行中有你陪伴我们会很高兴。
(A) in company(with)陪伴某人，和……在一起
(B) keep sb．company=keep company with sb．陪伴某人，和……在一起
He kept me company．他陪伴我。
(2)伴侣，同伴[U]
eg：I have company this evening．今晚我有客。
公司[c] We organized a publishing company．
【拓展】 part company(with)和某人分手，断绝来往in the company of在……陪同下
篇14：unit5 whole unit(人教版高二英语上册教案教学设计)
The British Isles
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about British Isles---- the UK and Ireland.
2. Vocabulary and useful expressions:
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
3. Function:
Practise expressing agreement and disagreement
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
4. Grammar:
Noun Clauses (1)---- subject/ object/ predicative/ appositive
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
5. Using the language:
Write a description of a town and the countryside
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.
b. Use a map to let the Ss know the location of the British Isles.
2. Following the steps of the warming-up on page 33.
Step 2. Pre-reading
1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.
2. group work: describe the pictures.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What are the most important facts about the United Kingdom?
How many countries make up the British Isles?
What are the most important facts about Ireland?
2. Ss read and get the main ideas of each paragraph.
Step 4. Post-reading:
Finish the three questions on P 36.
Step 5. Assignment
surf the internet and get more information about the topic.
Period 2.
Step 1. Warming up
Divide the Ss into a few groups to do group work.:
Choose one of the following topic to discuss: history / geography /culture / language
(after the discussion each group elect a speaker to report their result to the whole class.)
Step 2. Learning about the language
Teacher explain some language points in the text on page 19--20.
1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.
That 引导同位语从句。More examples:
I made a promise that if anyone sent the bag back to me, I would share the money with him or her.
比较同位语从句和定语从句：
Mother made a promise that excited all her children.
2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.
Make the most of 充分利用
You have only a short holiday, so make the most of it.
3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.
介绍或复习倒装句。
Step 3. Practice
1. Ss finish the Word Study by themselves.
2. check the answer.
3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Read the passage on P113-114, and finish the related exercises..
Period 3
Step 1. Revision
Check the comprehending Ex on P114
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Noun Clauses.
Let Ss themselves find the functions of the Noun Clauses.
2.Ss study more examples .
3.More exercises to consolidate the Grammar.
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
4. finish EX1-4 on p38 for consolidation.
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 110
2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
3. Ss show their result to the class.
Step 4. Assignment
Finish Wb Ex 1and 2 on page 112.
Period 4. (Listening & speaking)
Step 1. Listening
1. Ss finish the listening task on page 33.
2. Ss listen to the tape again and check the answers.
Step 2 Speaking
Do the speaking practice as ususal, focusing the following expressions:
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
Step 2. dealing with the Ex 1-2 on p 109 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Period 5 (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.
2. Ss exchange their writing and correct the mistakes.
3. Ss rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Step 4. assignment
Ss in group 3-5, make an plan to travel around the British Isles.
Period 6.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.
篇15：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)
Unit 3 Art and architecture
I. Brief Statements Based on the Unit
In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they
will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.
II .Teaching Goals
1. Talk about art and architecture.
2. Learn to express preferences.
3. Learn about the Past Participle(2) : used as Object Complement.
4. Write a review of a painting.
III. Teaching Time: Four periods
IV. Background Information
1. The Great Wall of China
In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.
The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.
About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.
The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.
To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor's builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.
Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.
2. The Yellow Crane Tower
On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.
The rebuilding of the tower took four years and cost 15 million yuan.
This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.
Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?
There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.
Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.
In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.
In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.
However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.
In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.
Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.
The First Period
Teaching Aims:
1. Improve the students' listening ability.
2. Improve the students' speaking ability.
3. Learn and master some useful words and expressions.
Teaching Important Point:
Train the students' listening and speaking abilities.
Teaching Difficult Points:
1. How to help students to improve their listening ability.
2. How to help students to learn to express preferences.
Teaching Methods:
1. Discussion to make the students talk about art and architecture.
2. Individual or pair work to make the students practise their speaking ability.
3. Listening practice to improve the students' listening ability.
Teaching Aids:
1. a tape recorder
2. a projector
3. the blackboard
Teaching Procedures:
Step I Greetings and Warming-up
Greet the whole class as usual.
T: (Walk to one student)Wang Jing,
where do you live?
S: I live at No. 26 Zhonghua Street.
T: What kind of house do you live in? A traditional house or an apartment?
S: I live in an apartment.
T: Do you like living in an apartment?
S: Yes.
T: Can you tell us why?
S: It's clean and safe, and it's easy to keep warm in winter, since it has the
heating system.
T: What's the disadvantage of living in an apartment?
S: It's not convenient for you to carry things home and it's not easy for you
to get sunlight.
T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house
do you live in? Do you live in an apartment, too?
S: No. I live in a traditional house.
T: Do you like living in a traditional house?
S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It's very interesting.
T: Good. I must pay a visit to your house one day. Now, look at the questions on
the screen and have a discussion in pairs.
(Show the following on the screen.)
Questions:
If you were free to design your own dream house, what would your house look like? What materials would you use? Explain why you made certain choices about your dream house.
(After the discussion, collect their answers.)
S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.
S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.
And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.
S5:……
T: All your designs are wonderful. You're all good architects. This unit is about
art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?
S6: I think“pattern, style, modern, material, traditional, be made of, be covered
by” are useful.
T: Good. Who can tell us more?
S7: Let me try. High, low, steel, be famous for, look like, and so on.
T: Very good. Now, work in groups of four and find out the history of art and
architecture, names of artists and architects, famous buildings and works of art in the world.
(A moment later, teacher may ask some students to say their answers.)
Step II Speaking
T: Now, please open your books and turn to Page 17. Look at the two pictures.
What do you see?
Ss: Modern buildings and a traditional house.
T: Just now, we talked about their advantages and disadvantages. Now, please
work in pairs to make a short dialogue. Tell each other which you prefer
and try to explain why you prefer one thing to the other.
(Students prepare for a while.)
T: Are you ready?
Ss: Yes.
T: Which pair volunteers to act our your dialogue?
Ss: Let us try....
(The pair acts out their dialogue. Teacher then shows the following on the screen. )
T: Very good. Now, please look at the screen. What beautiful chairs they are!
Do you like them?
Ss: Yes.
T: Which do you like better?
(Ss may have different answers.)
T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.
(A moment later, ask some students to act out their dialogues.)
Sample dialogue:
A: Do you prefer classical chairs or do you like modern chairs better?
B: I'd rather have modern chairs.
A: Can you tell me why?
B: In my opinion, modern chairs are lighter and more colorful. ] don't like the
hard wooden chairs which I think are uncomfortable.
A: I really prefer classical chairs. I like seeing something old and classical and
I like the different designs of the chairs.
Step III Preparation for Listening
T: OK. We've talked much about art and architecture. And we also designed our
own dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.
(Allow the students a few minutes to prepare for the dialogue and ask one or
two pairs to act out if time permits. )
Step IV Listening
T: Well done. Now, we'll do some listening practice. You'll listen to a talk
between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.
(Help Ss to know what to do and make them guess the answers. )
T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.
(Play the tape twice for Ss to listen and finish the exercises and then play
it a third time for students to check their answers. At last cheek the answers with the whole class. )
Step V Summary and Homework
T: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?
S: Let me try. (Write some on the blackboard. )
T: Good. Who has anything else to add?
S: I'll try. (Write some other expressions on the blackboard. )
T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!
Ss: See you tomorrow!
Step VI The Design of the Writing on the Blackboard
Unit 3 Art and architecture
The First Period
Useful expressions:
I'd rather…
I don't get excited about…
I'm much more interested…
If you ask me, then…
In my opinion…
I prefer something that…
I really prefer…
I like seeing something…
I wouldn't feel happy if…
What I like is…
I'm not very interested in.…
I can't stand…
Step VII Record after Teaching
篇16：unit 13 the water planet 教案(人教版高二英语上册教案教学设计)
课题：《Unit 13 The Water Planet》
一、Teaching Content
The First Period
Warming up& Listening & Speaking
二、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.
三、Teaching Important Points:
1.Make the students be free to talk about water.
2.Improve the students’ listening ability by listening.
四、Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to improve the students’ listening ability.
五、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.
六、Teaching Aids:
1.the multimedia
2.the blackboard
3.an empty glass, a bottle of water and a bottle of vegetable oil
七、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!
八、The Design of the Writing on the Blackboard
Unit 13 The water planet
The water is being used to/for…
We should/could…
If we…we can…
It would be better…
九、Record after Teaching
2 Unit12.3.(1)
课题：《Unit 13 The Water Planet》
Teaching Content
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.
八、The Design of the Writing on the Blackboard
Unit 13 The water planet
Words:
atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float
Modal Verbs: can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better
九、Record after Teaching
2 Unit12.4.(1)
课题：《Unit 13 The Water Planet》
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.
八、The Design of the Writing on the Blackboard
Unit 13 The water planet
Phrases:provide…for,have an opportunity to do,a variety of,contribute to
九、Record after Teaching
2 Unit12.5.(1)
课题：《Unit 13 The Water Planet》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?
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?
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?
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.
八、The Design of the Writing on the Blackboard
Unit 13 The water planet
Modal Verbs
1.It must have rained last night,for the ground is wet.
2.You can’t have seen her yesterday,for she is still in Australia.
3.You could have told me he was coming.
4.She is very late.She may have missed the bus.
九、Record after Teaching
篇17：SEFCB2 Unit10 Frightening Nature(人教版高二英语上册教案教学设计)
一、教材分析
1．教学内容分析
本单元的中心话题是自然灾害，由于earthquake, flood在高一已有涉及，所以本单元主要围绕volcano, typhoon, hurricane等进行听说读写，表达自己的情感体验，使学生在参与、体验中完成语言活动任务。
Warming up 部分设计了四幅图画和五个问题，要求学生讨论并描述他们所观察到的事物。这四幅画分别是关于地理、气象、天文和生物。让学生直观地感受到这几门功课的研究对象，引起学生联系日常生活的思考，认识到自然灾害的危害，激发学生学习知识探索科学的欲望，自觉承担社会的使命。
Listening部分是一则美国夏天的天气预报，包括是否下雨、温度、沿海地区的飓风。要求学生结合听力材料和所给的地图，抓住关键的信息，在完成练习中发展学生的听力。
Speaking 分三部分，第一部分设计了谈论台风的对话，供学生进行机械性的操练，为下面的创造性交际打基础。第二部分提供了六幅图画：thundering and lightening, volcano, earthquake, seeing deadly snakes, in SARS-affected area.第三部分提供了表达焦虑、畏惧的useful expressions,使学生能用这些句子和词组展开有意义的操练和交际性操练，表达自己的情感。
Reading部分分为pre-reading, reading和post-reading. pre-reading部分呈现两幅图画关于在多年前在意大利崛起的一座著名的火山Vesuvius和被火山埋葬的两个小城镇，激发学生的想象力和科学探究能力。Reading围绕作者叔叔的死Vesuvius火山爆发的真实情景，展示了当时的人们在巨大的灾难面前恐惧的心情，并赞扬了他叔叔从容不迫，舍己救人的高尚品质。整篇文章用第一人称，文章内容多取材于主人翁自己的记载，因此文章有很强的感染力，使人有身临其境的感觉，令人信服。本文又是以书信形式写的娓娓道来，使人有一种亲切感。文章格式正确，开头结尾完整，自然，语言材料地道。Post-reading部分有四个问题，旨在巩固和加强学生对课文的理解，词汇及相关语言知识。
Language study 包括词汇和语法两部分。词汇第一个练习中提供了一则新闻，引导学生使用所学主题词汇填空，第二个练习设计五个具有一定情境的句子，让学生练习使用表达感情的词汇及词性转换。语法部分学习省略句的用法，具体包括例句、机械操练、有意义的操练，使学生有易到难，循序渐进的掌握语法知识。
Integrating skills中的文章是关于一艘轮船在船长的带领下同可怕的台风做斗争的情景，文章没有结尾，要求学生在阅读的基础上进行大胆、合理的想象续写故事结局。体现了以读导写、以读促写、读写有机结合的教学指导思想。不仅提高了他们的读写技能，也有利于学生创造性思维能力的培养。
Tips部分提供了一些学习气象知识的方法和技巧。
Checkpoint 部分总结了本单元的语法重点--常见的省略结构。同时通过一个问题引导学生自己对本单元所学词汇进行归纳、小结。
2．重点和难点
重点：1. 本单元中出现的一些重要单词和词组的用法
2. 省略句的用法
3. 用一些本单元所写的词汇表达自己的感情
难点：展开想象力续写故事的结局
二、教学目标
1．语言知识
词汇：form a danger, scored to death, get into a total panic, on end, draw one’s attention, urge, calm down, knock about, all of a sudden, aware, at hand…
话题：talk about natural disasters: volcano, typhoon, hurricane
功能：表达情感、焦虑和畏惧：
how terrible!
It makes my hair stand on end.
She’s scared to death.
What terrifies me is…
He gets into a total panic when…
I’m frightened to death by…
What’s really scary is…
语法：学习常见的省略句
2．语言技能
听：能听懂天气预报，掌握天气预报的要素，获取关键信息。
说：能用有关词组和句型表达自己的感情
读：掌握记叙文的阅读技巧，能用五个W、一个H和first, next, then, finally复述课文。
写：学会续写故事结局。
3．学习策略
利用网络搜集资料并加工处理信息；自主合作探究学习能力和英语思维能力
4．情感态度
在英语学习中培养协作、互助精神，体验英语学习的乐趣；了解自然灾害的危害和科学的重要性，努力学习，加强对社会的责任感。
三、教学方法和教材处理
1． 教学方法
根据本校全体教师的教学经验和学校学生的实际情况，结合任务型教学和合作学习，建立模式为“设置任务--小组分工合作--大组竞争”。教师把班级分成四大组，然后把大组又分成几个小组，不改变学生座位，前后两排4个学生成一小组，每小组围绕任务进行讨论，小组四人自己分工合作，确定4个角色：组织者（本组开展活动的核心人物）；记录员（记录本组的意见和观点）；计时员（确保本组人员在规定的时间内完成规定）；记者（作为本组的发言人，活动结束后向全班汇报讨论的结果）。引进大组竞争，形式有，
1)每大组设置不同任务，讨论完成后，小组的记者汇报，同一大组的其他小组的记者补充完善，讲出几点，该大组就得几分，但不能重复；2）每大组同个任务抢答赛，该大组成员能抢答出正确答案，该大组得几分。3）记者招待会或辩论赛。以大组为单位记分，以小组为单位讨论。每节课的竞争形式并非单一的，可以自由组合，individual work, pair work的得分归在大组得分中，一节课结束后，得出大组总分记下，每一个月算出积分，和学校的品德分挂钩。这样，每个学生都会参与，都有机会作答，在相互合作的过程中，培养了合作能力。
课时安排和教学思路
period 1:warming up &listening
本节课从复习unit9的内容，talk about the problems and disasters because people destroy the environment导入，从而引出natural disasters,呈现四幅图片通过individual work, group work展开话题,然后提问学生可以从哪里得知台风或火山信息，学生自然联想到电视和报纸，导入到听力材料-天气预报。听力材料的难度在于材料的语言特色和大信息量，因此，在pre-listening中1）以中央电视台的天气预报图片用brainstorming形式处理天气预报的有关词汇：shower, thunderstorm snow, fine, sunny, cloudy, windy, rain, temperature…尤其是温度的单位国内外不同，中国用摄氏度℃，国外用华氏℉，30℃=86℉，2)出示美国地图，让学生猜测在夏天东南西北哪里可能有飓风，哪里多雨水，哪里少雨水，哪里可能最热，哪里比较凉快，再让学生听材料答题，降低难度。Listening的练习设计如下
weather forecast (time:_______________)
place Rain(yes/no) Temperature(F)
The northwest
The Midwest
The northeast
The East
The southeast
The South
根据学生的程度，可再听一次。听完后group work讨论：what advice can you give people when a hurricane hits the coast?
增强学生的安全意识，也为下一课speaking做准备。作业布置：搜集温州十四号台风“云娜”登陆情况。
period 2:speaking
本节课先复习types of natural disasters,再呈现温州今年8月份十四号台风“云娜”登陆的视频（在google 键入视频 台风可搜索到），talk about danger of typhoon and feeling,从而引出example,进行听、读、问答、机械性操练，再呈现四幅画：thundering and lightening, volcano, earthquake and SARS-affected area,各大组各分不同主题进行小组合作讨论。If time permits, do Ex2 on page145.作业布置：1）完成书本其他两幅图片；2）上网查找台风、火山爆发成因和易发区。
period 3&4:reading
从复习上节课引出volcanoes的有关知识，情形、成因和易发区，导出讨论课文前面两幅图画和两个城镇及火山的地理位置地图（在yahoo键入a map of Vesuvius and Pompeii可得）再进入reading:
skimming
when where What disaster who The end
scanning
Action of uncle volcano
first
next
then
finally
在处理文章的脉络过程中，还要解决一些细节理解和篇章理解，讨论两个问题后，召开记者招待会， 假设uncle还活着，他 在his friend’s wife Rectina, his friend Pompy的陪同下，接受记者采访，选三个学生做被采访者，其他学生为记者。
period 5:language study
从retell the text 导入另一篇关于火山的报导，进入word study的第一个练习，就所学单词完成文章。做完第二个练习，由口语“Beg your parden?”导入省略句，通过pair work, group work学习省略句。
period 6:integrating skill
学完了speaking中的台风对话，学生对于台风有了一定的认识，因此问“but have you ever experienced typhoon when you are at sea?引出话题，通过skimming,了解地点、人物、轮船、事件，而scanning的三个问题分别涉及到bad weather, what did the captain do? What happened to the ship?为下面的续写做铺垫，学生可以从这三个方面续写结尾。其中第二个问题又可以利用图片解决飓风风眼和气压的关系。关于续写，假如时间或者班级学生成绩不是很好，引用阅读老教材高三Unit6 a person with great determination 这篇文章，降低学生的难度。
Period 1 warming up & listening
Goals:
1. Train the student’s ability of listening
2. Get some nature disasters
3. Learn weather forecast
4. Know the importance of science
Step1 lead in
1. Review unit9 saving the earth, talk about the problems and disasters because people destroy the environment.
2. Talk about types of natural disasters (volcano/typhoon/hurricane…
Step2 warming up
1. Brainstorming: four pictures given in warming up (individual work)
Q: what natural disaster is described in the picture1/2?
What can you see when a volcano yphoon happens?
What can you see in the picture3/4?
What subject is about it?
What instrument do we use to observe P3P4?
2. Discussion (group work)
Q: How do these disasters or phenomenon form a danger to people?
How can science help reduce threat?
四大组各分一个主题，小组合作讨论。
Step 3 listening
1. Pre-listening
Brainstorming (individual work): show a picture of weather forecast
Talk about the contents of a weather forecast
temperature (30℃--86℉)
rain
wind
shower
thunderstorm
snow
sunny
Match signs with weather
Guessing: show a map of America
Q: What’s the weather like in the east/south/west/north?
Is there any rain in the west/southeast?
Is it very hot in the north in summer?
Are there any hurricanes in America?
Where can there be hurricanes?
2. While-listening
weather forecast in America (Time______________)
time Rain(yes/no) temperature
The Northwest
The Midwest
The Northeast
The East
The Southwest
The South
3. Post-listening
Discussion (group work):
What advice can you give people when a hurricane hits the coast?
Homework:
1.Search some information about “Rananim” typhoon attacking Wenzhou.
2. Preview speaking
Period 2 speaking
Goals:
1. Train the students’ ability of speaking
2. Get students to express emotion: anxiety; fear…
3. Learn some useful expressions
Step1 presentation
1. Talk about natural disasters and danger to people
2. Show a video about the 14th typhoon “Rananim” attacking Wenzhou, ask students what they see and the feelings.
Step2 example
1. Read the example and find description for typhoon/emotion
Suggested answer:
typhoon: tops of trees moving in circles
sand and pieces of wood were swept into the air
the typhoon pulled the roofs off their houses
and cars went up in the air
destroyed most of houses
emotion: It was a bit scary, but I wasn’t really afraid
It was very frightening
He was scared to death
Get into a total panic
2. Drill (pair work)
First ask students to listen to the tape, paying attention to useful expressions above, then read and act out the dialogue.
Step 3 practice
1. Present 4 pictures in the book (thundering and lightening/ volcano/ earthquake/ SARS-affected areas)and ask what happen in the pictures.
2. Use useful expressions given in the book to make dialogues (pair work): each group is given one topic,
e.g. group1: thundering and lightening
group2: volcano
group3: earthquake
group4: SARS-affected area
Step4 practice
If time permits, ask students to do Ex.2on page145
Homework:
1. Make dialogues for the rest two pictures with your partner and write down.
2. Search in the Internet to find
Where can volcanoes usually happen?
How does a volcano work?
Period3 & 4 reading
Goals:
1. Learn some useful words and expressions: draw one’s attention, at hand, call for, urge, upon arrival, calm down, light up, in a panic, more than
2.Get the general idea of the text and master some detailed information in it.
3. Learn some from his uncle
Step 1 Pre-reading
Brainstorming (individual work):present pictures in the text and a map of Vesuvius
Q：Do you know any volcanoes in Asia?
What’s the name of this volcano? Where is it?
Around the volcano, what city or town can you see?
When the volcano erupted, what happened to Herculaneum and Pompeii?
Step2 Reading
1. Skimming
when where What disaster who The end
On the 24th of August in 79 AD In southern Italy Moutain Vesuvius erupted Pliny, his mother, his uncle, other people His uncle died in the disaster
2 Scanning (pair work)
volcano uncle
first A cloud rising from the mountain
Decided to go and see it from closer at hand
next Ash and bits of rock, darker and more, the closer they went Sailed to rescue his friend’s wife
then Flames lighted up many parts of Vesuvius Went to help his fiend Pompy
finally Shower of rocks
darkness Died in the disaster
3. Further understanding
1) What’s the main idea of Passage1?
A. To tell sth. about Volcano happening in 79AD.
B. To tell sth. about the death of Uncle Pliny
C. To help Tacitus to recall what happened to Uncle Pliny.
D. To be in memory of Uncle Pliny.
2) We can infer from Passage that _________.
A. Uncle Pliny was a seismologist
B. Tacitus was Uncle Pliny’s friend
C. Tacitus would copy the whole story to the public
D. Pompy also died in the earthquake
3) He paused for a moment wondering whether to return back as the captain urged him.
Which following words are used with the same meaning as they have used in the sentence
A. She urged I apologize to him
B. He urged her to rest
C. When my old friend urged me to accept a cigarette, it was more than I could bear.
D. She urged her pony into an energetic trot.
Answers to questions(1-4): CAB
Step3 Post-reading
Discussion (group work)
Q: What quality does his uncle have?
Is it worth risking his life doing research or rescuing his friend like this?
Step4press conference: choose three students as uncle, Rectina, Pompy, others act as journalists, you can ask any question like this:
1. Was his uncle afraid of what was happening? give examples
2. What did his uncle do to calm down Pompy?
…
Homework:
1. Retell the story
2. Remember new words and phrases
3. Do exercise 1& 2 on page77
Period5 Word study & Grammar
Goals:
1. Get students to complete a passage according to the information given
2. Get the students to review the usage of the present participle and the past participle
3. Get students to learn some word formations
4. Get students to learn and master Grammar: Ellipsis
Step 1 revision
Ask students to retell the story using information given.
Step2 word study
1. Let’s read another story about volcano, fill in the blanks with words we’ve learned, the first letter of the words is given.(pair work)
2. Do exercise 2 then tell the reason
3. Do exercise 2 on page146
Step3grammar
1. Say “Beg your pardon? I can’t hear you clearly”, then ask what is left out in this sentence, and explain.
2. Practice: exercise 2 (pair work)
3. Practice: exercise 3(group work)
Step4 practice
1. _______ time, he’ll make a first-class tennis player.(北京)
A. Having given B. To give C. Giving D. Given
2-Susan, go on. Your sister is cleaning the yard.(NMET20030)
--Why _____? John is sitting there doing nothing
A. him B. he C. I D. me
3. Generally speaking,_____ according to the directions, the drug has no side effect.(2003 上海)
A. when taking B. when taken C. when to take D. when to be taken
4. Unless_____ to speak, you should remain silent at the conference.(2003上海春)
A. invited B. inviting C. being invited D. having invited
5. ---The boys are not doing a good job at all, are they ?(2003北京春)
---________________.
A. I guess not so B. I don’t guess C. I don’t guess D. I guess not
6. The man we followed suddenly stopped and looked as if ____ whether he was going in the right direction.(2003春)
A. seeing B. having seen C. to have seen D. to see
7. When______, the museum will be open to the public next year.(上海春)
A. completed B.completing C. being completed D. to be completed
8. The director gave me a better offer than _____( 上海)
A. that of Dick’s B. Dick’s C. he gave Dick D. those of Dick
9. –Does your brother intend to study German?(上海)
-- Yes, he intends _______.
A. / B. to C. so D. that
10. –Alice, why didn’t you come yesterday? ( MET)
--- I ________, but I had an unexpected visitor.
A. had B. would C. was going to D. did
Answers 1-5 DDBCD 6---10 DACBC
Homework:
1. Do exercise 4
2. Do exercise 1 P146 & grammar P147
Period 6 integrating skills and writing
Goals:
1. Read a passage about typhoon
2. Learn and master the new words and expressions in this passage on board, knock down, all of a sudden, swear, live through…
3. Write a passage about how the story will end
Step 1 revision
1. Check the homework
2. Review something about typhoon and say:
Maybe you have experienced typhoons on land, but have you ever experienced a typhoon when you are at sea?
Step 2 reading
1. Brainstorming: show 2 pictures and ask:
Q: what’s the weather will like at sea?
How about waves when a typhoon happens?
What happens to the ship?
What will you do?
What will the captain do in your opinion?
2. Skimming
If you don’t know, lets read a passage “typhoon”, and find the answers
captain ship disaster place
Mac Whirr Nanshan typhoon From the south to Fuzhou
3. Scanning
1) Find out some words and expressions to describe the bad weather
2) What should the captain do in such bad weather?(explain the very eye of the wind and the barometric pressure of it using a picture)
3) What does the captain mean by saying “Another one like this, and that’s the last of her”
A. that will be the last storm that the ship meets
B. the ship will be destroyed by that storm
C. that will be no other storm
D. that will be the last waterfall
Answer: B
Step3 Discussion and writing
1. Discuss in groups, when a second storm hit fell on the storm, what happened to the ship? How did the captain do to live through it?
2. Write a passage to end the story using your imagination, you can think in three ways: bad weather, ship, action of the captain
3. If your class is not good enough, first read a passage “a person with great determination ”before writing, this may help you.
Sample writing:
Before the captain could finish his words, a mountain of wave rushed to the ship. How big it was! It’s hard to see its top! The captain and the engineer were so frightened that they both closed their eyes. It came so violently with a crash. After that, they were all wet. The captain could not find his cap and the engineer couldn’t find his glasses. The Nanshan was full of water and began to sink.” Pumps! All at pumps!”
The captain cried out. All the passengers joined in them. They used all that could be used to get rid of the water. Some minutes later, there suddenly came the engineer’s voice, “The barometre!” The captain hurried to the bridge. There, they saw clearly that the barometre rose steadily,” My God!” The captain hugged the engineer, crying with tears dropping from their eyes!
ASSESSMENT
1 小组活动记录表（A 积极 B 尚积极 C 一般 D 不参与）
记录员： 组长_________
日 期 组 别
组 员 等 级 回答次数 形式(individual/pair/group)
2 大组积分表（以自然组四大组为单位）
记录员：课代表________
第________周
组别 日积分 日积分 日积分 日积分 日积分 日积分 周积分
一大组
二大组
三大组
四大组
篇18：unit 5 The British Isles(人教版高二英语上册教案教学设计)
I. Brief Statements Based on the Unit
The topic of the unit is about the British Isles.
The whole unit is arranged to be taught in six periods. In the first period, we will deal with Warming up and Listening. In warming up, by talking about English cities, food, sports, places of interest, school education, geography, famous people ,etc. the students' desire to know more about Britain can be raised. The listening material provides detailed information about Dublin University for the students to catch. While listening, the students' ability to listen will be improved. Speaking will be dealt with I the second period. It includes three topics: Is English easy or difficult to learn? How can we learn geography well? What's your opinion about the development of a country?, and the students can express various opinions freely. Each topic can be discussed from different sides. The students can reach an agreement on the points. Meanwhile, their ability to speak English can be greatly improved. The whole text, including Pre-reading, Reading and Post-reading, is dealt with in the third and fourth periods. The students will learn some useful information which may perhaps be unknown to them before. The students are required to read the text and do different kinds of exercises, in the course of which their reading ability will be improved. In the fifth period, Word Study and Grammar Noun Clauses ( 1 ), are arranged for the students. They can practise using some useful words and get a good command of the noun clauses, among which Appositive Clauses should be paid more attention to . If more exercises can be given in addition, the result will be much better. Integrating skills, including Reading and Writing, are arranged in the sixth period. Reading is about Daniel Defoe's visit to Salisbury in southern England. At last, students are required to imitate the passage and describe his hometown, introducing the landscape, cultural relics, people's life, trade etc. They can use what they've learned from the text to describe what they want to say so as to improve their writing ability. Besides, the students will learn plenty of useful words and expressions from the unit.
Besides, the materials provided by Workbook enable the students to know more about Wales ,Ireland ,Oxford and Cambridge University.
II. Teaching Goals
1. Talk about the UK and Ireland.
2. Practise expressing agreement and disagreement.
3. Learn about Noun Clauses (1).
4. Write a description of a town and the countryside.
5. Improve students’ ability in listening, speaking, reading and writing
III. Teaching Key and difficult points:
1. Master the expressions for agreement and disagreement.
2.Learn and master the following words and expressions:
words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish
phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with
3. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.
4. Master the differences between the appositive clause and the attributive clause.
IV Teaching Approach: Task-base; student-centered; equipment-aided
Learning Approach: Exploration Study; Co-operation
V Teaching Aids: a computer, a courseware , a projector, a tape recorder
VI Teaching Procedures:
Pre-Unit Task:
Task 1: Exploring The British Isles
Before class, present students the following subjects about Britain :geography (including important cities/rivers/names of countries),history, language, culture, sports and arts , architecture, literature, film food, famous people and life .Divide them into several groups and each choose one to do some exploring study. Ask them to do as follows: First , surf the internet to find out as much information as you can and then sort out the information collected. Finally, make CAIS and get a leader to report the results.
Task 2: Investigate Your Hometown
Get the same groups to investigate their hometown, by interviewing experts, going to visit some places of interest and government offices related (eg. The weather station), and colleting information. Then fill in the chart:
Name of my hometown Location Weather Places of interest The life of residents Population or history
The First Period
Teaching Aims:
1. Refresh the students’ memory about ‘New Zealnd’which they learned last term.
2. Remind them useful ways of expressing direction
3. Develop the ability at doing exploration study .
Teaching Procedures:
Step1 Lead-In
Show the class the maps of China and New Zealand. Have them talk about these two countries. Teacher says ‘ As a Chinese, there’s no doubt that everyone here knows China very well. Besides, in last term, we have learnt a lot about Newzealand. Can you tell me something about them’.
Step 2. Warming Up
After talking about China and New Zealand, shows them the national flag of the UK while playing the national anthem‘God save the Queen’
T: You have really known much about China and New Zealand .Listen !what’s the song? Look! Which country’ national flag is it? Do you also know a lot about The UK and Ireland? Today we'll learn a new unit--the British Isles. In the last period, I told you to search for as much information as possible about the UK and Ireland through the Internet. I'm sure you've got a lot. Now can the leaders report your exploring study?
Get the leaders to report and add extra information
References for teachers:
Food and dishes: roasted beef, steak kidney pie, English fish chip, chicken ala king, sandwich and so on.
Sports. walking, swimming, playing football, playing tennis, bicycling, skating, hiking and so on.
Way of life: DIY. They often fix up a house, plant their gardens, and make furniture by themselves. Even they build their houses themselves.
Important cities are: London, Liverpool, Manchester, Birmingham, Edinburgh, Dublin, Cardiff, Belfast and so on. London is the biggest city and the capital of England. It lies on the River Thames. London is also a cultural and political center. In it there are many world-famous places of interest.
Places of Interest: St. James Park, Hyde Park, Big Ben, Tower Bridge, the Houses of Parliament, Buckingham Palace. National westminster and so on.
Geography : four parts. They are England, Wales, Scotland and Northern Ireland. There are many kinds of natural resources, such as coal, iron, oil and natural gas.
Languages: English is the official language in the UK. It is also widely used in the world.
Rreligion & beliefs : People in the UK mostly believe in Christ. Some of them believe in Islam, and Buddhism.
Schools :Two kinds. One is private school and the other is public school. Schooling is free of charge in public schools while it costs much in private ones. There are many world-famous universities in the UK, like, Cambridge University, Oxford University, London University and so on.
Famous people Shakespear / Franscis Bacon
Step 3.Listening
1. Presentation: So far, we have known so much about the UK and Ireland . Imagine this, today you have a chance to go to study in a famous university in Ireland-Dublin University, experiencing the school life. (Shows a picture of Dublin University )The teacher is telling us the course schedule, including the time, courses and teachers.
2. Play the tape for the first time for general ideas.
3. Play the tape many times for them to tick the sentences which are true ,answer the questions in Ex.3 and fill in the timetable on P 34.
Extensions: Ask to talk about their own school activities.
Step 4. Summary and Homework
T: Today we learned so much about the UK and Ireland. We’ve also get to know Dublin University. Most of you have done good jobs . After class, please exchange information you have collected.. Besides , carry out the task of listening in Workbook.
The Second Period Speaking
Step 1.Lead-in
T：As far as we know, today people in the world are paying more attention to the spirit of team work. We almost need to discuss together when we do everything. And more and more views and points are tolerated . By the way, if we agree or disagree to do something, what can we use to express ourselves?
(Teacher writes students’ answers and some other expressions on the screen.)
Useful expressions：
Don't you think that…?
I don't think that's right…
I don't think so.
You must be mistaken…
No, you are wrong thinking that…
I'm afraid you are wrong…
I believe that you've got it right. I'm not so sure about that…
Surely it must be…
Yes, you are right, but…
Aren't you confusing… ?
Yes. I agree with you.
Step 2. Make up dialogues
Ask the Ss to use these expressions to make up a dialogue in pairs in the following situation:
In October, the school meeting will be held. Some students who will take part in 3000-meter-race think that they need sports shoes to run faster and that our class should pay the bill instead of themselves because they can make contributions to our class. What do you think about it?
Step 3 .Debate
T: Now open your books at Page 34.
Go through the three statements together , while dealing with some words and phrase (consist of /statements/power/advantage/have advantage over)at the same time. Ask them to summarize these statements into three topics. Then divide the class into three groups and each group will discuss one topic and debate which point of view is reasonable.
Group Topics Why?
1 Is English easy or difficult to learn for Chinese people?
2 Can we learn the geography more easily by going there?
3 Which countries have more chances to become rich, small , big or island countries?
(Then teacher asks three pairs to present their dialogues.)
Sample dialogues:
1. A: How are you getting on with your English?
B: Very badly. I find it difficult to learn.
A: Why do you think so?
B: As you know, we have to learn a lot of words and phrases by heart every day. And there are many grammar rules we have to follow.
A: But I can't completely agree with you. In my opinion, it's easy to learn. As long as we master the basic grammar and speak it as often as possible, we can learn it well.
B: I don't think you are right. Personally, I think we have fewer chances to speak English. What's more, English and Chinese have little in common.
A: But I think we should find more chances to speak, just as we learn Chinese. If you speak, read and listen as much as possible, you can find it easy to learn. B: That's a good idea. Thanks for your advice. I'll do my best to study it wall.
A: I'm sure that you will.
2. A: What are you doing?
B: I'm reading the geography book.
A: I think it is difficult to learn if you can't go to that country.
B: I don't think so. You often look at maps carefully and remember all the names of cities and provinces.
A: I'm afraid I don't agree with you. I think those names are very confused and we can learn it easily by going there.
B: Certainly visiting some places is better in learning geography. But we can't go to all places of the world. That's too expensive and we don't have enough time, too.
A: Of course you are right. Now computers are used in many fields. You can get as much information as possible about the countries you want to know through the Internet.
B: That's a good idea. I'll try it.
3. A: Hello. Can you tell me which are the countries that make up the Group of Eight?
B: Yes. It consists of eight richest countries in the world. They are Britain, France, Germany, Italy, Australia, Japan, America and Russia. Five of them are quite small and two of them are island countries.
A: Do you think small countries have better chances than big ones to become rich?
B: I don't think so.
A: Why?
B: First small countries have few natural resources. They're very important for a country. Second, their labour force is limited. As a result, that prevents their economy developing fast.
A: I can't quite agree with you. In fact many small countries are very rich.
B: Yes. Though some countries are small, people of these countries can get good education and make their countries become powerful by developing science and technology. For example, Japan has few natural resources, but it can develop its education and use other countries resources as many as possible to develop its economy.
A: It may be true. Do island nations have more advantages than other countries?
B: Certainly. Island countries have more convenient traffic and they also have more sea resources.
A: I agree with what you said.
Step VI Summary and Homework
T: Today we've practiced speaking English a lot. We've also learnt many useful
expressions to express our own opinions. (Pointing to the blackboard and the screen. )After class, write a short paragraph about what you have debated in class and carry out the task in Talking Part on P109 .
The Third & Fourth Period
Teaching Aims:
1. Learn and master the following words and expressions:
words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish
phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with
2. Further develop the students' reading ability and reading skills.
3. Get the students to know more about the British Isles.
Teaching Procedures:
Step 1. Lead-in
T: In the first period, we talked much about the UK and you know a lot about it. (Teacher shows pictures of Big Ben, The Speaker’s Corner in Hide Park, Buckingham Palace, Tower Bridge, Stonehenge, Shakespear, national flags of Scotland, Ireland ,Wales and England on the screen for them to enjoy and describe.)
Step 2.Pre-reading
T: Now open your books at Page 35. Look at the questions in Pre-reading(Shows these questions on the screen) and have a discussion about what you know about these questions.
(A few minutes later, teacher asks three students to answer them.)
Step 3. Reading
1. Listening Practice:
Play the tape for the students to listen to get the general idea.
2. True or False Statements:
1) The tower of London is very famous in Britain.
2) The UK is made up of Britain Island and Ireland Island
3) Scotland is warmer throughout the year.
4) The European mainland has had a great effect on the culture of the people in the British Isles.
5) French was considered a noble language in the 12th century in Britain
6) Ireland has been an independent republic since the ancient time.
7) The Welsh have the language of their own besides English.
3. Choose the best choices :
1).According to the passage, what do you know about the Isle Man?
A. It lies between Britain and Ireland.
B. It’s run over by the king of Uk.
C. The king of England is in charge of it.
D. Both A and C
2).How many spoken languages are considered as native language in the British Isles?
A. 2 B. 8 C. 1 D. 6
3).What’s the main idea of the text?
A. Britain was once in the charge of the Frenchmen
B. The UK is made up of 3 countries.
C. The author delivers some more information about the British Isle.
D. It’s about the history of the country.
4).What can you conclude from the passage?
A. The UK is made up of 4 countries
B. The British Isles lies of the west coast of Europe
C. The culture of the UK is a mixture of different countries in the world.
D. The climate of the British Isles is mild with a lot of rain.
Answers: DBCA
4. Skimming
Get the Ss to skim the text to find out the topic sentence of each paragraph.
Paragraph Main idea
Para1 General idea about England
Para2 Position of the British Isles
Para3 climate
Para4 culture
Para5 The influence of French
Para6 history
Para7 Languages
5.Questions in details:
(Teacher shows the questions on the screen.)
Answer the questions:
1. What is the UK?
2. What's the weather in the British Isles like? What about in Scotland?
3. Has the culture of the people in the British Isles received many influences? From here?
4. Why do so many English words end u with the French words
5. How many countries are here in Britain ?Which are the first two countries that joined in the United Kingdom? Does the Ireland Island belong to the UK?
6. What do people throughout the British Isles speak now?
6. Language points:
While dealing with the above activities, it’s good time to explain some important language points.
Step 4. Post-reading Activity
Task1: Locate the places in the map
(Teacher shows a blank map of England on the screen. Ask them to locate the position of some places . Ex.1 on P 36)
Task 2:Discussion
T: Now you've known much information about England. It's known to all of you that England is separated from European mainland by the English Channel. Is it possible to swim across the channel? Where is the best place to do so? How far is it? Please have a discussion in groups of four.
(Suggested answers: It's possible to swim across the English channel though it is very difficult. Now there are many people in the world who have swum across the channel. Last July, Zhang Jian in our country was also successful in doing so. The best place where they swim across the channel is from Dover in England to Gallet in France. It is 33.8 kilometers. …)
Step 5. Summary and Homework
T: Today we've read a passage and learnt more about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relice, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going?
Today's homework: Imagine yourself to be an experienced guide in Britain. You have been asked to arrange a four-week tour of Britain for a group of tourists. You introduce your travel plan ,beginning with ‘Hello everyone, I’d like to tell you about…’and ending up with ‘I hope that everyone can enjoy staying here and have an unforgettable travel experience. Thank you for listening.’
The Fifth Period
Teaching Aims:
1. Improve the ability of defining words in English
2. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.
3. Master the differences between the appositive clause and the attributive clause.
Teaching Procedures
Step 1. Word Study
T: In this unit, we've learnt many important words. Now look at the words on the screen. Try to think of their meanings. Then finish the exercise on the screen to check if you can use them correctly. After finishing it, you can check your answers with your partner.
(Teacher shows the following on the screen.)
Complete each sentence with the words in the box.
View, narrow, kingdom, consist, mild, influence, basis, upper, union, republic
1. A group of trade_______ leaders met to discuss questions about job safety.
2. The official name of our country is the People's________ of China.
3. More and more young people go abroad to study when they graduate from high school. What's your________ on it?
4. Generally speaking, the_______ classes don't have a clear idea of the common people's lives.
5. Our class________ of twenty-five boys and thirty-two girls.
6. The weather is________ today; it is neither hot nor cold.
7. The street is too________. It doesn't allow two cars to pass each other.
8. Because of her teacher's_________, she chose to study English at college.
9. Don't judge a person only on the_________ of appearance.
(After three minutes, teacher may ask some students to say their answers .Teacher corrects the mistakes if any and gives some explanations. )
Step 2. Grammar: Noun Clauses
1. Lead-in
Show a picture of Pierce Brosnan, the current 007and have a free –talk about him together by asking and answering ‘Who is this man? What does he do? What’s his first film? What else do you know about him?’ etc. Then present the description on the screen:
Pierce Brosnan was born on May 16, 1953. Few people know that he is in his fifties,(OC) because he looks much younger than his age. And also that he is Irish is unknown to many people(SC). His wife died of cancer in 1991. It’s reported that he met his present wife in 1994 and married again(SC). The fact that he was offered the job as 007 in Golden Eye (1995) is not new to everyone(Appositive Clause). His second film is “Tomorrow Never dies”. Besides his career in films, he has a production company with a long-time friend . Another important fact for which we should show him respect is that he has raised a lot of money to help research into breast cancer(PC).
2. Get the students to pay more attention to the underlined sentences and with their help explain the functions of Noun Clauses respectively.(To make sure every student can be clear about this grammar points, Chinese can be used instead while explaining.
3. Drill: To help the students to have a further understanding of the functions of the Noun Clause.
(Teacher shows the screen.) T: Now look at some other sentences on the screen and decide which part the clauses act as. (On P 39-40)
.
Choose the correct part from the box to match with the sentences.
A. subject B. object C. predicative D. appositive
1. The idea that England stands for Fish & Chips, the Speaker's Corner and the Tower of London is past.
2. The fact that the mainland of Great Britain is made up of three Kingdoms is still unknown to many people.
3. The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4. Some people feel that Wales is an ancient fairy land.
5. That most of these are now threatened and many disappear is a serious matter to the people in Britain.
6. They realise that it is of great value to record and teach them to the younger generation.
Answers:
1. D 2. D 3. C 4. B 5. A 6. B
4. Comparison between the Appositive Clause and the Attributive Clause
(1) Presentation:
Present three groups of sentences for the students to compare fi
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