Module 5 A Lesson in a Lab(外研版高一英语必修五教案教学设计)（集锦13篇）由网友“wengsong”投稿提供，下面就是小编给大家整理后的Module 5 A Lesson in a Lab(外研版高一英语必修五教案教学设计)，希望您能喜欢！
篇1：Module 5 A Lesson in a Lab(外研版高一英语必修五教案教学设计)
Period Two Reading and Vocabulary
山东省宁津一中 黎桂华 方先英
Tel：0534-5233421（宅电）13791375752（移动）
Teaching aims and demands（教学目的和要求）:
⒈ To learn about some vocabulary and knowledge related to science and experiments
⒉ To know about some metals and get to know their main uses in our lives
⒊ To make the students know how to do a simple experiment and write the report about it in English
⒋ To deal with all the activities1-6 about passage A and passage B on page 44-45
⒌ To develop students’ expression ability as well as reading ability by practicing these two passages
⒍ To raise students’ interests in science and form the rigorous scientific attitude.
Teaching key points（教学重点）:
⒈ To make the students understand and grasp the vocabulary and knowledge related to science and experiments
⒉ To enable the students to know how to read some passages about simple scientific experiments
Teaching difficulties（教学难点）:
To make students learn how to write an experiment report in English
Teaching methods（教学方法）:
⒈ Communicative Approach
⒉ Task-based Approach
⒊ Aural-oral Approach with the help of the multi-media computer and the recorder
Teaching aids（教学辅助手段）:
Multi-media computer; Software; PowerPoint; Recorder
Teaching procedures（教学流程）:
Step 1: Lead-in
At first show the students the picture of a lab with the help of computer
Then design the following questions and ask the students to discuss them in groups:
1. Are you interested in doing scientific experiments?
2. Suppose you want to do a chemical experiment about some metals, do you think it is necessary to know about how they react with other substances?
3. In order to carry out an experiment successfully, what should you prepare for it?
This step is to warm up the students and raise their interests to speak English in class. Because all these questions are very close to the students’ daily life and studying
Step 2：Pre-reading
Teacher: Since you are interested in doing scientific experiments, now let’s get to know some vocabulary and knowledge related to science and experiments.
At the same time I can type out some pictures about some metals on the screen with the help of the computer as follows:
⑴potassium(钾) ⑵sodium(钠) ⑶calcium(钙) ⑷magnesium(镁)
⑸aluminium(铝) ⑹zinc(锌) ⑺iron(铁) ⑻copper(铜)
As I type out each of the above pictures, I can ask the students like this: What’s this? And what can it be used for?
At this moment the students’ interests are probably approaching a climax. So I further ask them like this: Do you want to know more about these metals? And do you know how we can use these metals better? Well, this is what we’ll study very soon.
This step is employed to create a language environment for students’ communication and arouse their interests in reading passage A and passage B on page 44-45
Step 3: Reading
Passage A
T: Well, let’s read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2 on page 44 and give your reasons.
Next, ask the Ss to read passage A very carefully to find out the answers in Activity 3 on page 44. Finish this activity by multi-media computer. It can be designed as follows:
1. Which of the metals in the table reacts the most with oxygen and water?
Potassium, calcium and sodium.
2. What happens when you heat calcium in oxygen?
It burns to form an oxide.
3. Which metals react with steam?
Magnesium, aluminium and zinc.
4. Does iron have a slow or fast reaction with steam?
It has a slow reaction.
5. Does copper react with water?
No, it doesn’t.
Passage B
T: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know how we can carry out a chemical experiment in a lab successfully? And what is the correct order to describe a scientific experiment?
Ask the Ss to look at Activity 1 on page 44 and give them about 2 minutes to discuss it. Then collect the answers from them. At the same time type out the correct answer on the screen with the computer as follows:
T: Now, let’s come to see “ A simple scientific experiment”!
Then play the tape of passage B for the students and ask them to read the passage with the tape quickly and finish Activity 4 on page 44.
In order to lead the students to read the text very carefully, the following task-based questions can be signed to ask them to answer:
⑴Can you guess the meaning of the word “apparatus” through the context? Have you known all of the apparatuses of this experiment?
⑵In the second part of the experiment, why must you boil the water? And then why do you add some oil to the water?
For Question 1, some students maybe feel strange to some apparatuses. If so , the following pictures can be typed out with the help of computer to help Ss to know about:
Then in order to make the Ss consolidate what they read in passage B and check if they have understood the experiment very well, Activity 5 on page 46 can be typed out on the screen with the help of computer as a task-based activity。
Step 4：Discussion
⒈Do you think it is easy or difficult for you to carry out a scientific experiment well? And can you describe how to do it successfully in simple words?
⒉If you want to learn science subjects well, what qualities do you think you should have? (Possible answers: We should be careful / serious / diligent /patient /thoughtful/ etc. )
This step is to consolidate what Ss have learnt in this lesson, in addition to penetrating the moral education to love science and form the rigorous scientific attitude.
Homework
Since we have known about how to do a scientific experiment, please write a complete scientific experiment report in simple English?
Teaching summary（教学小结）:
⒈We’ve learnt about some vocabulary and knowledge related to science and experiments
⒉We’ve finished studying passage A and passage B on page44-45.
⒊We’ve known how to carry out a scientific experiment in a lab successfully and write a complete scientific experiment report in simple English
附》使用注意事项特别说明：
我认为英语教师在新课教学改实验中应增强英语教学的开发性和灵活性，更新教与学的方法，让教材为我所需，为我所用，所以我适当调整了教材中的教学素材安排；并且为了让教学直观和情景化，易于大家效仿，提高可操作性，我特意在本教案中插入了一些图片。另外，我还专门为本教案设计了配套的多媒体课件。
篇2：外研新标准book1 module 2 period 6 教案(外研版高一英语必修二教案教学设计)
Period 6
Teaching Contents: Task + Module File ＋ (WbP: 75 Reading)
Teaching aims:
1.review the whole module
2.finish the task
3.finish the reading on page75
Important Points:
1.ing-forms
2.adjectives describing people
Teaching Process:
I. Introduction: (prepare for the task)
1.In our text “my new teachers” ,we have learned something about three teachers. Do you still remember them?
Which teacher do you like best? Tell me your reason.
(students may have different answers) eg:
I like Mrs Chen because her teaching is so well organized and clear.
So “ organized and clear” is called a criterion for a teacher.
Do you have more critera(plural form) ? ( sts can understand this word)
( the teacher can collect their answers ) eg:
A good teacher should be patientintelligent kind…..,and so on.( write these critera on the Bb)
2.Choose 3-5 critera for the students to write.( I think it’s not necessary to write 10 critera) . Allow them a few minutes.
3.Then choose two students’ passages and make comments before the whole class.( 可以用实物投影现场点评)
II. WB P75 Reading
1.Leading in: Now as we know,more and more foreign teachers are working in China . What are their life like? Lets read the passage written by Tom Wood on page 75.
2.Before reading: See the 4 questions above
3.Students read it once ,then check the answers to the 4 questions above.
4.Students read again and do the “True or False” on page76
5.If time permits,explain some words or sentences in the passage.
III. Module File:
1.Leading in : Now we have nearly finished module
2.What have we learned ? I think we’d better review the whole module,ok? As we know,if we want to learn English well ,we should often do some revision. Have you got that? Excellent. Now lets look at the Module File on page 20)
3. Allow the students a few minutes to read the module file.
4.Then have a competition like this: Students close their books. The teacher divide them into groups. Then answer the questions by catching chances.
Part one: (words): do translation (English to Chinese and Chinese to English.1 score for each word)
Part two (Function and Everyday English): Ask them to make some sentences using them. Eg:
Teacher: I told you to read the module file, have you got that?
Students:Yes.
( review others with them,1 score for each one.)
(At the end of the competition, compare the scores of each group and find the winners to reward)
5.Review the grammar rules:
(1).Verbs often used with –ing forms:
admitavoiddelaydislikeenjoyfinishimaginekeepmindpractisesuggestgive uplook forward toe used to e good atcan’t help
(2).often used with “to do”:
wantdecidehopewishpromisepretendfailplanefusemanageexpect
6.Can be used with both “-ing” form and “to do”:
rememberforgetegret rystopgo onmean
(Study the following sentences and try to find the differences)
I remember posting the letter for you.
Please remember to post the letter for me.
I regret not having accepted the invitation.
I regret to tell you that you are not chosen.
He tried to speak English to us.
He tried speaking English to us.
You can’t start your car?Try filling the tank with hot water.
This means setting out at once.
He really meant to come.
IV.Homework:
1.Review the grammar: verbs used with –ing forms
2.Prepare for the new module. ( preview the new words in module
3.Multiple choices (do it after class, print and hand out the papers to the students )
1. ______ to hospital in time, the wounded soldiers were saved at last.
A. Taken B. Taking C. having taken D. To take
2. –How did you get to the airport?
--I got Charlie ______ me there.
A. drove B. drive C. driving D. to drive
3. I’ve got a terrible headache. I tried ______ some medicine but it didn’t help.
A. to take B. having taken C. taking D. to have taken
4. –Why did you sell this old TV at such a low price?
--I did it only because I was made ______ it.
A. do B. to do c. doing D. to doing
5. –What did Vicky think of your decision?
--She ______ to believe that I meant it.
A. found that impossible B. found impossible C. found which impossible D. found it impossible
6. –Would you join us tonight?
--I ______ but I have to prepare for tomorrow’s test.
A. would love to B. would love so C. would love it D. would love
7. The road ______ the two villages is very narrow.
A. joining B. joined C. to join D. to be joining
8. He now regrets ______ harder when he was at school.
A. not study B. not studied c. not studying D. not to study
9. It’s a pity we didn’t visit Tom. I would like ______ him again.
A. seeing B. to see C. see D. saw
10. They now have a good government, ______ by all the people.
A. having supported B. supporting C. supported D. to be supported
11. He let me repeat his instruction ______ sure that I understood what was ______ after he went away.
A. to make, to do B. making, doing c. to make, to be done D. making, to do
12. Once your business becomes international, ______ constantly will be part of your life.
A. you fly B. flying C. your flight D. flight
13. She can’t help ______ the house because she’s busy making a cake.
A. to clean B. cleaning C. cleaned D. being cleaned
14. –What do you think made Mary so upset?
--______ her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
15. ______ book of this writer is East and West.
A. known to be the best B. It was the best known C. Known as the best D. The best known
16. On his way home he suddenly heard his name ______.
A. calling B. called C. to call D. call
17. He didn’t keep on asking me the time any longer as he had his watch ______.
A. to repair B. repaired C. repairing D. repair
18. The writer was made ______ to the guest.
A. apologize B. apologizing C. to apologize D. to be apologizing
19. As soon as she entered the room, the girl caught sight of the flowers ______ by her mother.
A. buying B. being bought c. were bought D. bought
20. Who is the man ______ now?
A. operating on B. operated on C. being operated on D. to be operated on
21. He hung up the phone, ______, with a smile on his face.
A. having satisfied B. to be satisfied C. satisfying D. satisfied
22. She looks forward every spring to ______ the flower-line garden.
A. visit B. paying a visit C. walk in D. walking in
23. The little girl has a habit of having her hands ______ before meals.
A. wash B. washed C. washing D. to be washed
24. The little time we have together we try ______ wisely.
A. spending it B. to spend it c. to spend D. spending that
25. Seeing the sun ______ above the surface of the sea, we let out a shout of joy.
A. to rise B. to raise C. rising d. raising
1-10 ADAADABCBC
11-20ABACCBBCDC
21-25DDBCC
篇3：外研版高一英语Module 1 课文阅读理解题(外研版高一英语必修一教案教学设计)
课文理解
(Passage 1)
1. Li Kang’s hometown is __________.
A. the capital city of China
B. not far from Shijiazhuang
C. the capital city of Hebei province
D. not far from Hebei province
2. In Li Kang’s Junior High school, _________.
A. the teachers were not friendly at all
B. the teacher’s method of teaching were boring
C. there were more students in his class
D. there was not so much technology in the classrooms
3. Li Kang thinks that __________.
A. Ms Shen’s teaching method is not good
B. Ms Shen is not so good as his previous teacher
C. he has a lot of fun in his English class
D. they should write much in the English class
4. Li Kong will _______ after he finishes the school diary.
A. go to school again
B. do his homework
C. go to bed
D. do reading practice
(Passage 2)
5. Rob Marshall wrote Li Kang to ________.
A. tell him something about American school system
B. say hello to him
C. talk about Chinese school system
D. ask him something about his new school
6. American primary school usually covers _______.
A. three years B. seven years C. four years D. six years
7. The American students need _________ if they want to go to college.
A. to work seven years in secondary school
B. a high school diploma
C. to work eleven years in secondary school
D. take all kinds of after-class activities
8. In the U.S. the new school year begins _________.
A. In September B. In December C. In May D. In January
Keys: 1-4 CDCB 5-8 ADBA
篇4：外研新标准book1 module 2 period 3 教案(外研版高一英语必修一教案教学设计)
Period 3
Teaching Content:
(Reading and vocabulary for revision, Grammar and Writing)
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
3. Writing: punctuation usage in writing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
3.Learning how to punctuate a paragraph.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
1． Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.
2． Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).
3． Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13.
Ⅱ. Grammer learning
Lead in the study of grammar by carrying out the following activities.
1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?
(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)
2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.
(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. )
3． Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”
(The students may work in pairs.)
4． Collect the answers from the students.
( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)
5．Help the students to sum up the words they’ve learned which can be followed by V-ing.
Ⅲ. Language use
Help students to learn to use the verbs followed by V-ing as object.
1. Activity 2 P14.
2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.
And then ask several pairs to act it out in class.
3. Activity 3 P14.
( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)
IV. Writing
1． Ask the students to read any paragraph in “Reading and Vocabulary” again first.
2． Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.)
3． Get the students to discuss why they punctuate the passage like this by asking some questions.
a) Why do you punctuate your passage like this?
b) Why are punctuations important in writing
c) What is also important besides punctuations in writing?
( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
V. Practice
1． Ask the students to punctuate the passage on P18.
(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)
2. If time is allowed, Teacher may prepare another passage without punctuations or capital letters to give the students more practice.
3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.
( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)
VI. Summary
1． Give the students some time to recall what they’ve learned in this class.
( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)
2． Ask the students to call out as many verbs as possible which can be followed by V-ing.
3． Get the students to say the adjectives used to modify a person.
VII. A test
1．To check the verbs followed by V-ing.( Maybe a blank-filling.)
2． To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)
3． sage without punctuations
Homework
1． Prefer to the dictionary and try to get more adjectives used to modify a person.
2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.
3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.
(Provided by Ms. Sun Jihua from Qingdao No.1 Middle School.)
篇5：外研新标准book1 module 1 知识精讲(外研版高一英语必修一教案教学设计)
1．The teacher is a very enthusiastic woman called Ms. Shen.
这个非常热情的女老师是沈老师。
called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句who/that was called Ms. Shen。 如：
We visited the new library built three weeks ago.
我们参观了三周前建成的图书馆。
The first textbooks written for teaching English as a foreign language came out in the 18th century.
最早为外语教学而写的英语课本出现在十八世纪。
Most of the artists invited to the party were from South Africa.
被邀请来参加聚会的大多是南非艺术家。
2．And we have fun. I don't think I will be bored in Ms. Shen's class!
我们上课上得很开心，我认为我不会对沈老师的课厌烦的。
（1）have (great) fun 玩得开心
=have (a lot of) fun
= have a wonderful time
=enjoy oneself 如：
The children were having a lot of fun with the building blocks.
孩子们玩搭积木玩得很开心。
You're sure to have some fun tonight.
今晚你一定会玩得很开心。
They had a lot of fun chatting on the net.
他们在网上聊天聊得很开心。
fun/,是不可数名词，常用于be fun 结构中，相当于interesting。如
Seeing monkeys in the zoo is great fun.
在公园看猴子非常有趣。
What fun it is to play a game after work!
工作之余活动一下多么有趣！
注: 此处的what fun不能用how funny代替，因为“funny”是“滑稽的，好笑的”的意思。
［拓展］for fun=in fun 开玩笑地
make fun of 嘲笑，取笑。如
I'm not saying such a serious thing for fun.
我说如此严肃的事情绝不是开玩笑。
It's bad manners to make fun of the blind.
取笑盲人是不礼貌的。
（2） 我们要注意本句英汉表达的区别。英语中有些动词，如think, believe, expect, suppose, feel, guess, imagine 等，当它们后面接一个具有否定意义的宾语从句时，通常要把主句的动词变为否定式，而宾语从句中的谓语动词用肯定形式。这种现象称为否定的转移。如：
We don't think there is anything interesting in your pictures.
我们认为你的画并没有什么有趣的地方。
I don't believe what he said is true.我认为他说的不是真话。
I don't suppose they will object to my suggestion.
我想他们不会反对我的建议。
He didn't imagine that she would go abroad.
他料想她不会出国了。
I don't feel the food can last us through the winter.
我认为这食物是不够我们过冬的。
注：在反意疑问句中，若陈述部分是第一人称，think等词用一般现在进，则疑部部分需与从句中的主语和谓语保持一致，否则要与主句的主语和谓语保持一致。如：
I don't think it's going to rain tomorrow, is it?
我认为明不会下雨，对吗？
You don't think I have made mistakes, do you?
你并不认为我犯了什么错误，是吗？
（3）辨析: boring/bored 词均为形容词，但有区别
boring 意为“令人厌烦的、令人讨厌的”，常指事情的性质，指人时，意为“烦人”。
bored 意为“厌倦、讨厌”，主语常为人，指人具有的感受。
be bored to death/d厌烦的要死
be bored with 对……厌烦，厌倦
I found the book rather boring. 我发现这本书真令人讨厌。
Those relations of his are boring people.
他的那些亲戚们真烦人。
I was never bored with his stories. 他讲的故事我怎么听也不厌烦。
I'm getting bored and homesick, 我感到厌倦了，想家了。
知识精讲(二)
1.In other words, there are three times as many girls as boys.
换句话说，女孩是男孩的三倍。
（1）in other words 意为“换句话”，在句中用作插入成分。如：
In other words, she must give up singing.
换言之，她必需放弃唱歌。
I'm not used to the way you speak to me. In other words, I don't want to continue our conversations.
我不习惯于你对我谈话的方式。换句话讲，我不想继续我们的谈话了。
Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.
贝多芬写过许多世界著名乐曲。换句话讲，他是一位伟大的音乐家。
①A + be+倍数 +as+ adj. +as+B
Asia is four times as large as Europe.
亚洲是欧洲的四倍大。
②A+be+倍数+ 比较级+than+B
Asia is three times larger than Europe.
亚洲比欧洲大三倍。
③A+be+倍数+the size/length/height/depth/width+ of+ B
Asia is four times the size of Europe.
亚洲是欧洲的四倍大。
注: time 表示倍数，一般只限于表示基数词在内的三倍或三倍以上，若表示两倍可用副词twice 或形容词double。 time 表示的倍数也可以用分数，百分数或某些表程度的副词替换。
The street is twice the length of that one.
这条街是那条街的两倍长。
Ten is double five.十是五的二倍。
This pencil is a quarter as long as that one.
这枝铅笔是那枝的四分之一长。
Our room is 60％ the size of theirs. 我们房间的面积是他们房间面积的60%。
知识精讲(三)
1.I'm looking forward to doing it！我非常渴望去做。
look forward to sth./doing sth. 意思是“期待着某事/做某事”，其中“to”是介词。
I look forward to hearing from you as early as possible.
我期待着早日收到你的来信。
Boys and girls are looking forward to Children's Day.
孩子们期盼着儿童节的来临。
I'm looking forward to his return just as much as he himself seeing me.
我期待他的归来同他盼望见到我的心怀一样强烈。
［链接］动词＋介词to构成的常用短语有：
look forward to 盼望…… turn to 求助于；转向；翻到……
pay attention to 注意…… stick to 坚持
get down to 开始认真干…… object to 反对
belong to 属于 refer to 谈到，涉及，参阅
point to 指向 see to 处理，料理
come to 共计；苏醒 reply to 答复
agree to 同意 add to 增加
devote…to… 贡献……给…… compare…to…把……比作……
2.And what do you think of? 你认为……怎么样？
（1）What do you think of…? How do you find…? How do you like…? What be…like? 都用于询句对方对某人或某事物的评价与看法，意思是“你觉得……怎么样？”“你认为……如何？”如：
How do you find the speech by Mr. Johnson?
你觉得约翰逊先生的演讲怎么样？
-What do you think of the film? 你觉得这场电影怎么样？
-Very disappointing.
非常令人失望。
（2）What be…like? 表达“……怎么样？”，用于对人和事物的性质，尤其是对持久特性的提问。也可以像 How do you like…? How do you find…? What do you think of…? 一样，询问人们对所经历的人、事有什么反应。How…?一般可和 What be…like? 通用，但询问变化的情况，暂时的情绪等。
What was the weather like in Beijing yesterday? (= How was the weather in Beijing yesterday?)
北京昨天的天气如何？
-What are Brown's family like?
布朗的家人如何？
-Oh, they are all kind and gentle.
啊，他们都很友好和蔼。
What's the educational system like in your country? (此时不宜用How…代替。)
贵国的教育制度怎样？
注:How much do you like…? 你有多么喜欢……?用来询问对方喜欢某人或某物的程度。回答时可用Very much. (非常喜欢) What do/does…like…?……喜欢什么？用来提问主语喜欢的人或事物。以上句型不能混淆。
知识精讲(四)
1.Secondary school in the U.S. usually covers seven years, grades six to twelve.
美国的中学有七年，从六年级到十二年级。
cover 此处意为“包含”=include。 cover 是个多义词。下面来看一下它的用法。
cover vt.
（1）用东西覆盖、遮盖，常与with搭配。如：
She covered her face with her hands. 她以手掩面。
The mother covered the baby with a blanket.
用毛毯盖着她的婴儿。
（2）行走一段距离，通常不用被动语态。如：
The Red Army covered 25 000 li on the Long March.
红军长征时走了两万五千里。
She covered 1 000 metres in less than 4 minutes.
她在不足四分钟内跑完了1 000米。
（3）看完若干页书。如：
How many pages have you covered? 你已读了多少页书？
（4）新闻记者的采访、报道。如：
Many journalists were sent to cover the medical conference.
许多记者被派去采访医学会议。
He used to be sent to cover the battles during the war.
他曾经被派去做战地采访。
（5）谈到、涉及，相当于 deal with, include。 如：
The discussion covered a wide range of subjects.
这次讨论涉及内容广泛。
What are the chief points you are to cover in your talk?
你的报告主要有哪些内容。
（6）占地多少，面积多大。如：
Our orchards cover 1 000 mu. 我们的果园有1 000 亩面积。
China stretches across a vast area covering the cold, temperate and tropical zones.
中国幅员辽阔，包括了寒带、温带和热带。
（7）掩护、保护、庇护。如：
Their planes covered their tanks which were attacking the enemy.
他们的飞机掩护他们的坦克向敌人进玫。
知识精讲(五)
1.The school year is divided into two semesters, the first of which is September through December, and the second is January through May.
一学年有两个学期，第一学期从九月到十二月，第二学期从一月到五月。
（1）be divided into “把……分成……”。如:
Our class is divided into four groups. 我们班分成四组。
America is divided into over 30 stales. 美国分成50多个州。
（2）the first of which…是定语从句，修饰 semesters. 如：
We live in a house, in front of which is a small river.
篇6：高二英语必修5 animals in danger 教案教学设计(外研版英语高二)
Teaching contents: Reading and Vocabulary of Module 6
Teaching goals:
1. Learn some new words about animals in danger.
2. Train the skills of reading for information and have a rough idea of text.
3. Develop the sense of protecting the endangered animals.
Teaching keys:
1. New words and their use.
2. The rough idea of the passage.
Teaching difficulties:
1. Training of the reading skills.
2. Cultivation of the sense of protecting the endangered animals.
Teaching methods:
1. Cooperative learning.
2. Task-based learning.
Teaching procedures:
Step1. Lead-in (4’)
● Ask Ss to say the animals in danger as many as possible.
● Give some pictures of some endangered animals Ss may not know, and teach the new words by the way.
● Question: Do you know any other words related to endangered animals?
Step2. Presentation Ⅰ---WORDS (5’)
● Read the words together on P51, Textbook.
● Do the exercise: Match the meanings with the words.
● Group work：Fill the following blanks with the words.
1. The Chinese government has created the _______ to help save the Siberian tiger’s ________.
2. Many _________ _________ are becoming less and less, and some are even _______.
3. We need to do something to help the endangered animals in their _______for _______.
Step3. Presentation Ⅱ--- READING (29’)
● Pre-reading: (5’)
1. Show a video and the picture of ANTELOPE, and give some basic information about it.
2. Have a look at the picture on P52, and lead the Ss to make a prediction about what the passage is about. The questions can be:
◆ What can you see in the picture?
◆ What are these people?
◆ Where is the story happening?
◆ What’s going to talk about in this text? (A story about antelopes? Why people kill them? Does the government take any measures？)
● While-reading: (5’+5’+7’+5’)
1. Fast reading: to find out the main idea of each paragraph, underline the words you don’t know, and then read the main idea together.
Paragraph1. Jieshang Suonandajie gave his life to save the Tibetan antelope.
Paragraph2. A large number of antelopes have been killed for their wool.
Paragraph3. The business of antelope wool is illegal but it is not easy to be stopped.
Paragraph4. The Chinese government began to take active part in protecting the antelopes.
Paragraph5. Progress has been made in protecting the antelopes.
2. Listen and follow to read, correcting your pronunciation.
3. Group work: Detailed-reading and find out the following numbers, and then discuss.
◆ The number of antelopes left by the 1990s.
◆ The price of a shawl made from ‘shatoosh’.
◆ The year when the trade ban on ‘shatoosh’ shawls were started.
◆ The number of ‘shatoosh’ shawls found in a London shop.
◆ The percentage of the antelope population those shawls represented.
◆ The number of poachers caught in ten years.
◆ The height of the Qinghai-Tibetan Plateau.
◆ The year when the antelope population started to grow again.
4. Read again and do activity 2 on P52.
● Post-reading: (2’)
1. Question: What can we do to help antelopes, or other endangered animals?
Step4. Homework (1’)
● Read the passage by yourself.
● Do part 4 on P53, textbook.
篇7：Module1 Vocabulary and Listening Grammar第二课时 教案教学设计(外研版必修五)
姚家承 商南县高级中学
[教材版本]
外语教学与研究出版社第五册（必修五）
[设计理念]
遵循“以人为本”的教育理念，以学习者的年龄和认知能力为基础，努力培养与提高学生的听力理解能力，学会正确运用一般现在时等时态表达意义，辨别不同时态的用法，提高学生分析问题和解决问题的能力。
教材分析
1、知识结构分析
本节课主要完成Vocabulary and Listening、Grammar两部分内容。复习常用词汇：ask，exist，happen，give，live等，通过材料内容获取信息；辨别动词一般现在时，现在进行时，现在完成时的用法。
（Ⅰ）复习常用词汇：ask，exist，happen，give，live等，通过这些词汇的运用，进一步了解英美英语的区别对生活学习的影响。
（Ⅱ）听录音。听一段有关交流学生在国外学习生活的录音进一步体会英美英语的区别。
（Ⅲ）复习以下语法项目：
i、Present simple，Present continuous Present Perfect and Future Reference。
ii、for and since with Present Perfect。
Ⅱ、知识发生发展过程分析
在原有知识和本模块前几课时学习的基础上，进一步深入学习，在实践练习中掌握知识和技能，培养学生语言综合运用能力和创造性技能。
Ⅲ、知识学习意义分析
帮助学生学习语言知识，提高语言运用能力。识别所学词语和结构，听懂意思并获取信息，辨别动词一般现在时等各种时态的基本用法。
Ⅳ、教学建议与学法指导说明
采用多媒体课件形式组织教学，按照“呈现-操练-小结-巩固”的思路组织教学，以学生为主体，教师加以指导，充分体现师生互动，生生互动。
Activties1-4
方法一（程度较高的班级或学生）
第一步：学生独立完成Activity2填词练习，然后两人活动，互相回答下列问题：
Who is the speaker？
What program is it？
What does the program usually discuss？
What is today’s Topic？
Who are the people the speaker’s going to talk to？
第二步：Activities 3 and 4：教师简单介绍录音的部分内容，并提出一些问题，引起学生注意。例如：Now we are going to an interview in the radio program，The first interviewee is an American exchange student. Pay attention，please，what will they talk about？what is the student＇s name？where does the American student come from？etc，听录音的后部分；全班活动，请几位同学根据听到的内容，用自己的话说出大意，或者就教师提出的问题逐一回答。
第三步：分若干组讨论，要求学生从所听到的材料中找出一般现在时，现在进行时和现在完成时的句子，并各举2-3例子。请个别同学重复这些句子。例如：Later on we are going to ask you to phone in and give your views on the subject。We are going to speak to two young people。One American and one British，Who have spent time on an educational exchange。I＇d tike to speak to our American guest first etc。
第四步：全班分六组活动，每一组结合听力材料中的内容讨论Activity 1中列举的国际交流学生可能遇到的问题；各组选代表汇报组内讨论结果，相互交流。
第五步：结合学生从材料中找出的例句，复习归纳一般现在时、现在进行时和现在完成时的用法。
[学情分析]
Ⅰ、原有认知发展分析
学生对本模块的Vocabulary，Grammar 有初步的了解，listening帮助学生对British and American English这一主题更全面的理解。通过本节课的学习，进一下培养了学生对基本语言的运用能力。
Ⅱ、原有知识结构分析
学生有一定的语言知识和认识水平。
Ⅲ、非认知因素分析
从传统的教学理念到新课程理念的转变，加强学习的积极性和主动性，采用互动讨论式的学习方法，要求学生积极参与课堂活动。
[教学目标]
Ⅰ 知识与技能
Ⅰ）、识别所学词语和结构，听懂它们在句子和段落中的意思并获取信息。
Ⅱ）、正确运用一般现在时、现在进行时、现在完成时等各种动词时态表达意思。
Ⅱ 过程与方法
按照“呈现-操练-小结-巩固”的思路组织课堂教学，以学生为主体，老师加以指导，充分体现师生互动，生生互动，采用教师讲授，学生讨论和练习实践相结合的教学方法。
Ⅲ 情感态度与价值观
Ⅰ）、从学习知识获取过程中，体验学习的乐趣，充分发挥个人的主观能动性；
Ⅱ）、通过开展小组活动，培养学生的团队精神；
Ⅲ）、对英国英语、美国英语、澳大利亚英语甚至是世界各地的英语抱有一种开放的接受的态度，参与各种英语活动，克服困难，学好英语；进一步认识自己的母语，激发对祖国的热爱。
[重点难点]
Ⅰ 教学重点
Ⅰ）、Present simple，Present continuous，Present perfect and future reference。
Ⅱ）、for and since with present perfect。
Ⅱ 教学难点
Ⅰ）、英美英语的区别
Ⅱ）、区别现在完成时与现在完成进行时的用法
[教学环境]
多媒体教室，多媒体课件，录音机磁带，课本。
[教学方法]
采用教师讲授，学生小组讨论和练习实践相合的教学法
[教学思路]
按照“呈现-操练-小结-巩固”的思路组织课堂教学，以学生为主体，老师加以指导，充分体现师生互动，生生互动的教学模式。
[教学过程]
环节1
老师活动1：听录音，导入新课，打开首页课件，引导学生学习本节课的主要内容。
学生活动1：集中注意力，听录音，跟着教师思路了解本节课内容。
环节2
教师活动1：让学生完成屏幕上的练习
学生活动1：认真听录音，做笔记，思考分析
教师活动2：让学生与同桌讨论合作学习
学生活动2：讨论小组活动
教师活动3：提问，帮学生得出答案
学生活动3：回答问题，认真听讲，做笔记
教师活动4：引导学生完成练习，得出答案
学生活动4：认真听讲，完成词汇和听力理解练习
设计意图: 通过听力练习，识别所学词语和结构，辨别和找出动词一般现在时，现在进行时，现在完成时的基本用法，通过小组合作学习，培养学生合作能力和团队精神。
环节3
老师活动1：结合材料和任务，让学生观察屏幕上的句子，注意划线部分的内容。
学生活动1：观察屏幕内容，思考对比分析。
老师活动2：把学生分成若干组讨论三种时态的用法。
学生活动2：小组讨论
老师活动3：教师提问，点评，帮助学生归纳小结三种时态的基本用法。
学生活动3：认真听讲、思考。
老师活动4：让学生完成屏幕上练习。
学生活动4：思考分析、讨论。
教师活动5：让学生观察屏幕上的表格，让学生同桌之间讨论。
学生活动5：讨论、思考、归纳。
教师活动6：提问、引导学生填写屏幕上的表格。
学生活动6：
设计意图：通过呈现句子，培养学生理解能力；通过练习，掌握时态的用法；通过小组合作学习，培养学生合作能力。
环节4
教师活动：引导学生回顾、总结本节课的内容。
学生活动：认真听讲。
设计意图：巩固教学内容，利用掌握知识。
环节5
教师活动：布置作业。
学生活动：认真听讲，做记录。
设计意图：使学生巩固本节课内容，提高语言运用能力。
篇8：Module 1 School Life 教学设计(外研版七年级英语必修一教案教学设计)
首都师范大学附属桂林实验中学 陈艳华
Topic/Theme: School Life
Grammar: 1. Present simple tense: There are fifty students in the class.
2. Questions with ‘How’: How many students are there in the class? How long are the lessons? How long does the journey take? How do you go to school?
3. Questions with ‘What’: What’s your favourite…? What time is break?
4. Answer the questions above。
Functions: 1. Introducing others
2. Talking about your school life
3. Discussing favourite things
New words: of course, journey, very(much/nice/kind), each(day), school life, Spring Festival, the same as…, some, usually, break, history, best, teach, lesson, excellent
Real-life task: Talking about your school life
一、教学内容分析
本模块以校园生活为话题进行日常交际，并且继续学习和巩固一般现在时的用法。
第1单元：通过苏姗和菲菲的对话来体现菲菲的校园生活：There are 50 students in the class. The lessons are forty-five minutes long. The teachers are very nice. Her favourite subject is English. 通过对话学习，开展听、说、读、写的教学活动。
第2单元：接 Unit1 的Part 1，菲菲介绍苏姗认识顾明后，苏姗与顾明的谈话更增强了彼此间的了解。学生通过对话学习进行各种形式的听力、朗读和口语训练。
第3单元：通过萨拉与苏姗的对话学习，进一步强化学生的听、读训练，也巩固前面所学的词汇和句型。通过Part 2的听力练习，获取Sam在美国的校园生活信息，让我们对中美两国的教育有所了解，培养学生的跨文化意识。
第4单元：主要是练习和巩固有关校园生活的交际用语，通过第4部分的学习，让学生简单地了解日本、美国、印度、英国等国的教育现状。
二、教学目标
通过教学内容和教学活动的实施，实现知识、能力、情感等各项具体目标。
1. 知识目标：
能认读并且准确运用of course, journey, very(much/nice/kind), each(day), school life, Spring Festival, the same as…, some, usually, break, history, best, teach, lesson, excellent等生词和How many students are there in the class? How long are the lessons? How long does the journey take? How do you go to school? What’s your favourite…? What time is break? 等句型及回答。
2. 能力目标：
1)能流畅地朗读课文；
2)能运用所学的句型流畅地进行口头和笔头的交流；
3)能准确使用一般现在时进行交际；
4)能大胆参加角色表演，讨论，评价等活动。
3. 情感目标：
1)培养学生用英语与人沟通、交流的好习惯；
2)让学生体会学英语的乐趣，快乐地参加各种英语实践活动；
3)培养学生与人合作，互相帮助的良好品德；
4)让学生了解并尊重异国文化。
三、教学重点、难点
1．教学重点
1）掌握of course, journey, very(much/nice/kind), each(day), school life, Spring Festival, the same as…, some, usually, break, history, best, teach, lesson, excellent等生词。
2）掌握How many students are there in the class ? How long are the lessons? How long does the journey take? How do you go to school? What’s your favourite…? What time is break? 等句型及回答。
2.教学难点：准确运用生词和句型。
四、教学准备
电脑、课件、录音机、磁带、图片
五、教学时数
4课时
Unit 1 There are fifty students in the class.
Step 1 Warming-up
T: Nice to meet you! S: …
T: Do you have a good Spring Festival? S: …
T: What do you do in Spring Festival ? S: …
(从生活入手，就学生熟知的 Spring Festival，引出话题，活跃课堂气氛。师生进行一对一的口语操练，鼓励学生大胆表达。)
Step 2 Listen and read. Then say.
Books closed. Get the students to try to answer the question: How many students are there in Feifei’s class?
Play the tape again. Check the answer: Fifty.
Teach: Spring Festival, of course, lesson, the same as… journey, take, subject. Have the students open the SB and listen to the tape once more, then answer the next questions: How long are the lessons? How does Feifei go to school? How long does the journey take? What’s Feifei’s favourite subject? Check the answers: forty-five minutes/by bus/30 minutes/English.
Listen to the tape and repeat the dialogue.
(让学生模仿语音、语调，感受语言的节奏。)
Let the students practice the dialogue in pairs. Ask several pairs to act out the dialogue for the whole class.（在两人小组的角色扮演中，老师给予适当的鼓励，让学生感受成功，增强自信心和求知欲。）
Step 3 Pronunciation
Tell the students to close the books and repeat.
Listen and repeat again. Make sure they put the stress in the right place and pronounce the words correctly.
(请学生跟读录音，注意句子中重读的单词和两个元音/ i /和/i:/的准确发音。)
Step 4 Listen to the tape and complete the table.
Step 5 Work in pairs.
Make up a dialogue in pairs according to the next questions:
How many students are there in your class?
How many lessons do you have each day?
How do you go to school?
How long does the journey take?
How do you like your school?
Ask several students to make dialogues in front of the class.
(学以致用，两人小组进行对话练习，培养学生主动学习、大胆合作的精神。)
Step 6 Homework
对网友或笔友的校园生活进行调查，写一份简单的调查报告。
Unit 2 What’s your favourite lesson?
Step 1 Lead-in
Get some students to make reports according to their surveys.
(部分学生汇报自己的调查结果，要求其他学生通过听他人汇报也学会收集信息。
鼓励更多的学生积极参与英语实践活动。)
Step 2 Listen and read. Then say.
Books closed. Listen to Part 1. Get the students to try to answer the questions: How many lessons do they have each day? Do they have break in the morning?
Teach: lesson, break, favourite, history, best, usually, teach, teacher
Books open. Listen again and answer the questions: what time is break? What’s Gu Ming’s favourite lesson? What’s Susan’s favourite lesson? Who’s Gu Ming’s favourite teacher?
Let the students practice the dialogue in pairs. Ask several pairs to act out the dialogue for the whole class.
Discuss in groups: what’s your favourite lesson?
Step 3 Pronunciation
Tell the students to close the books and repeat.
Listen and repeat again, make sure they put the stress in the right place and pronounce the words correctly.
(请学生跟读录音，注意句子中break, favourite, history, English等单词的重读和两个元音/e/和//的准确发音。)
Step 4 Work in pairs.
（根据答语完成问句，并且两人小组进行对话练习）
The answers are: How many students are there in your class?
How long are the lessons?
How do you go to school?
How long does the journey take?
How many lessons do you have each day?
What time do we have morning break?
What is your favourite lesson?
Who is your favourite teacher?
Do more practice.
(把第二人称换成第三人称再进行对话。)
Step 5 Homework
给英语报刊写一篇短文，介绍你们的校园生活。
Unit 3 I love basketball.
Step 1 Lead-in
Show the students a picture of school/class and get them to describe it. Then ask: Do you like your school/class?
（真实的生活照片，激发学生强烈的表达欲望。）
Step 2 Listen and read. Then say.
Listen to the tape and try to answer the questions: how does Susan like her new school? Are the teachers nice? Are the classes big? How does Susan go to school? How long does the journey take?
Listen again, then check the answers: She likes it very much. / Yes, they are. /She goes to school by bus./The journey takes twenty minutes.
Read the dialogue in pairs, then get some of them to act out in front of the class. (听音，跟读，模仿)
Step 3 Listen and complete.
Tell the students that Sam is a student in America. Let’s get something about his school life. Books closed. Listen to the tape and try to answer the questions: how old is Sam? Does he like his school? How many students are there in his class? What’s Sam’s favourite lesson? How does he go to school? How long does the journey take? What does Sam love?
(老师把问题写在黑板上，请学生带着问题听录音)
Listen to the tape again, then check the answers.
Books open. Listen to the tape and fill in the blanks in the passage. Check their answers.
Step 4 Read and write.
According to the questions, ask the students to read and write down the answers about their school life.
（根据实际情况填写）
Step 5 Listen and read. Then sing.
Step 6 Homework
给以前的老师或好朋友写一封信，谈谈自己的校园生活。
Unit 4 It’s nice to meet you.
Step 1 Revision
Revise how to introduce others.
Revise how to describe your school life.
Step 2 Read and complete.
Fill in the blanks with the right words in the boxes. The answers are: meet, our class, nice, this, pleased.
Step 3 Work in pairs. Discuss the questions in Part 2.
First, the students must work in pairs. If it is possible, they can ask some more questions. E.g: what time do you get up ?What time do you go to bed ? Then some of pairs should ask and answer the questions in front of the class.
Step 4 Read and guess. Then listen and write.
Get the students to read the questions and sentences below. Have them guess the missing words and try to write them down on a piece of paper. Then listen and write down the right answers in the blank. At last check the answers together.
(画笑脸, 分别用Excellent, Very good, Good, Try harder进行评价激励。)
Step 5 Look and write
Ask the students to work in groups. Look at the table, according to the pictures, write down two or three sentences for each picture.
Get some students to read their sentences aloud.
Step 6 Homework
Get the students to write a short composition about his/her ideal school life.
（写一篇题为“理想的校园生活”的小作文）
篇9：start module3 教案教学设计(外研版英语七年级)
Starter Module 3 练习
Unit 1
Ⅰ． 请根据句意及首字母提示写出单词。
1. -What c__________ is the flower?
-It’s blue.
2. Look! It’s a b_______ bird. The bird is a crow (乌鸦).
3. Look at that tree! It’s g__________ .
4. Those are y_______ bananas.
5. The man is very old. His hair is w_________ .
Ⅱ. 请根据括号内的要求完成下例句子，每空一词(含缩写)。
1. The bird in the tree is black. (改为一般疑问句)
___________the bird in the tree __________?
2. The flowers on the desk are blue. (改为否定句)
The flowers on the desk__________________ .
3. The orange is orange. (对划线部分提问)
__________________is the orange?
4. It is a green apple. (改为复数句子)
They are______________________.
Unit 2
Ⅰ. 请根据汉语句子完成下列英语句子，每空一词。
1. 我的帽子在哪里？
____________ is my____________?新课|标第|一|网
2. 你的鞋在床下。
Your________ are _________ the bed.
3. 那支钢笔在桌子上的包里。
The pen is ___________ the bag _________ the desk.
4. 玲玲和她的老师在教室里。
Lingling and her teacher _______ _______ the classroom.
Ⅱ． 请根据例句、图片及提示词写出句子。X-k-b-1.-c-o-m
提示： apples, on, tree
例句： The apples are on the tree.
1. 提示: shoes, in, box
2. 提示: cat, on, desk
3. 提示: car, under, tree
新-课-标-第-一-网
Unit 3
Ⅰ． 请根据图片提示写出相应的单词。
1. 2. 3.
4. 5.
1. _______ 2.________ 3. _________ 4. _________ 5. __________
Ⅱ． 请根据括号内的要求完成下列句子。
1. I like fish best. （改为同义句）
My ________ food __________ fish.
2. My favourite food is eggs.
(对划线部分提问)
__________ is your __________ food?
3. favourite, his, food, rice, is (连词成句) ww w.x k b1.co m
_______________________________________________ .
Ⅲ. 请根据对话内容在横线处填入所缺单词，使对话完整、通顺（含缩写）。
A: Hi, Bill. (1) _______________ colour is the apple?
B: (2)______________ red.
A: What about the flowers?
B: (3) _________________yellow.
A: What’s this, Bill?
B: Oh! It’s a (4)_______________ .
A: How do you (5) ____________ it?
B: B-I-R-D.
答案
Unit 1
Ⅰ． 1. colour 2. black 3. green 4. yellow 5. white
Ⅱ. 1. Is; black 2. aren’t blue 3. What colour
4. green apples
Unit 2
Ⅰ. 1. Where; cap 2. shoes; under 3. in; on 4. are in
Ⅱ. 1. The shoes are in the box. www.xkb1.com
2. The cat is on the desk.
3. The car is under the tree.
Unit 3
Ⅰ. 1. cake 2. pear 3. fish 4. bananas 5. rice
Ⅱ． 1. favourite; is 2. What; favourite
3. His favourite food is rice
Ⅲ. 1. What 2. It’s 3. They’re 4. bird 5. spell
篇10：高一英语外研版必修2module2 语法:动词不定式的用法教案
高一英语外研版必修2module2 语法:动词不定式的用法教案
外研版 必修2 模块2 语法不定式作状语
不定式作目的状语：
He broke into the house to steal something.
Many drug addicts are now in treatment centers to stop taking drugs.
He’s saving up to buy a new car.
He uses a computer to send emails.
2) 有时候在不定式前面加上in order to 或 so as to, 否定式为 in order not to 和so as not to:
Let’s hurry so as to go to school in time.
Let’s hurry so as not to be late for school.
She studied very hard in order to catch up with others.
She studied very hard in order not to lag behind.
Mom opened the door for Jane and Betty to come in.
We are now using the series “ New Standard English” for students to make great progress.
It is so kind of you to come and helps us.
(这时, you 既是to come and help us 又是kind的逻辑主语）
不定式还可以作结果或原因状语表结果：
What have I done to get all this?
She went abroad never to return.
He was so late ad to miss half of the lecture.
She is such a good student as to be respected by all her classmates。
The house is large enough to hold two hundred by all her classmates.
The house is large enough to hold two hundred people.
He is too young to do the job.
表原因：
She was surprised to see us in the street.
He laughed to hear the news.
The old lady rejoiced to learn that her son was the champion of the match.
2. so… that… 和such (a, an) … that …
引导的.结果状语从句
1) so…that… 和such (a, an)…that…都引导结果状语从句，例如
Some of them behave so badly that people call the police.
It was such a dangerous drug that he nearly died.
It was such loud music that we couldn't hear ourselves speak.
2) so 的后面跟形容词或副词：
The night scene of the night was so beautiful that we didn’t want to come back at all.
They played so happy that they forgot the time.
2) such (a, an) 后面跟名词
They were such dangerous drug dealers that people had to ask the police for help.
It is such an interesting story that all of them like it.
Summary:
such+a+adj.+n.(可数)+that 从句
such+adj.+n.(不可数)+that从句
so+adj+a+n.(可数)+that从句
so+many/few+n. (可数) +that从句
so+much/little+ n.(不可数) +that从句
4) 不定式做状语和结果状语的转换
He was so late as to miss half of the lecture.
He was so late that he missed half of the lecture.
She is such a good student as to be respected by all her classmate
She is such a good student that she is respected by all her classmate
The house is large enough to hold two hundred people.
The house is so large that it can hold two hundred people.
He is too young to do the job.
He is so young that he can’t do the job.
篇11：高二英语模块5-8教案集(新课标版高二英语必修五教案教学设计)
Unit1 Module 5 Great Scientists
本单元教学内容分析:
本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。本单元所涉及的要点是：
（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、希望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.
The 1st Period
Teaching Aims:
1. Learn some new words and expressions.
2. Know some great scientists and their achievements.
3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.
Difficult and Important Points:
1)Word study
2)Discuss in groups the stages in examining a new scientific idea.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Word Study according to the situations given (Do exercises)
Teaching Procedures:
Step I Warming up
1. What do you know about great scientists?
Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)
2.Check the answers with the whole class.
1).Archimedes (an ancient Greek mathematician & physicist)
2).Charles Darwin (British, author of The Origin of Species )
3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )
4).Gregor Mendel (Czech)
5).Marie Curie (Polish and French, won two Nobel Prizes)
6).Thomas Edison (an American inventor)
7).Leonardo da Vinci (a famous Italian artist)
8).Sir Humphry Davy (British)
9).Zhang Heng (Chinese, invented seismograph)
10).Stephen Hawking (a British astronomer)
Step II. Word Study
1.Read the new words after the tape.
2.Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I will tell him the good news ____________ I see him. (immediate, immediately)
8) I suggest _______(to have, having) a rest after working for such a long
time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.
1.Who _______________ a theory about black holes?
2.What ______________ did you draw?
3.The car went out of ___________ and crashed.
4.SARS is a terrible _____________ disease.
5.He _____________ a difficult argument skillfully.
6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7. Everyone was silent as he ___________ the winner of the match.
8._____________ visiting the zoo, we went to the museum.
Step III. Practice (using inductive method)
Use the correct form of the words to fill in the blanks.
Infection
examination=exam
Science /scientist
Conclude
Analysis
Defeat
Value
announcement /announcer
Instruction
Calculate
contribution /contributor contributive
Instructor/instruction
Move
Rejection
Create
Completion
Persuader Persuade
n. adj. adv.
Certain certainly
co-operation X
Revolution X
Privacy隐私；隐居 Private
X backward
Enthusiasm enthusiastically
Logic logically
Step IV. Pre-reading
Discussion:
1.What five most important qualities do you think a scientist should have? Give the reasons.
generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful
2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary
After reading the following passage, put the correct stages into the reading about research into a disease.
Step V. Summary
Step VI. Homework Assignment
1.Read the passage John Snow Defeats “King Cholera”.
2. Learn the new words by heart and prepare for tomorrow’s dictation.
The 2nd Period
Teaching aims:
1. Learn some new words and expressions .
2. Improve the students’ reading skills.
3. Know how to prove a new idea in scientific research.
Difficult and Important Points:
1）Reading comprehension
2）What did John Snow do to prove a new idea in scientific research?
Teaching Methods:
1. Group work
2. Competition
3. Illustration
4. Deductive Method
Teaching Procedures:
Step I Warming up
Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)
Step II. Pre-reading
1.Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.
Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.
2.Make up a questionName of illness cholera (霍乱)
Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)
Aftereffect Die quickly from a loss of liquid
What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)
Step III. New words study
Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.
Step IV. Reading
Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854 Another outbreak hit London.
500 , 10
More than 500people had died in 10 days.
16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.
7
These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
Careful reading
Read each paragraph and find out what evidence or approach is John
Paragraph Stages in an experiment Example in this investigation
1 Find a problem What causes cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where they got their water.
4 Collect results Plot information on a map to find out where people died or did not die.
5 Analyze results Analyze the water to see if that is the cause of the illness.
6 Repeat if necessary Find other evidence to confirm your conclusion.
7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.
Snow used in the stage of experiment, then fill in the chart below.
Step V. Discussion
1.What’s the significance of Snow’s famous cholera map ?
2.If you were John Snow, how would you investigate the cholera?
Step VI. Summary
Step VII. Homework assignment
1.Finish Ex.1 on P42.
2. Retell the story.
3. Prepare for tomorrow’s dictation.
The 3rd Period
Teaching Aims:
1. Learn expressions & phrases
2. Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “suggest & in addition”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
Check the answers of yesterday’s homework (P42.Using Words and Expressions)
Step III. Expressions & phrases
Expressions & phrases (1)
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth. 对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将….和….联系起来 (be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth. 阻止某人干某事
29. deal with… 处理……30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……4.apart from… 除…..之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:by the way 顺便说 、
by way of … 通过……的方法，经，由
lose one’s way 迷路
no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事
on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
May I put your name forward as our monitor?
我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造
put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.)
deadly
adj. (1).dangerous; likely to cause death 危险的;致命的
a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的
a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的:
a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发
He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:
I will give the letter to him immediately I see him.我一见到他就把这封信给他.
I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
Use the cloth to absorb the spilled ink. 吸干撒的墨水
We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Mary kept her valuables in a safe.
玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
The 4th Period
Teaching Aims:
1. Teach grammar (The Past Participle as the Predicative & Attribute)
2. Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2.Please classify the words that you identify into groups and explain why you divide them into these groups.
angry beautiful young
worried excited terrified
3. Now use a different past participle/adjective in each sentence to change the mood of the sentence.
4. Discovering Useful Structures P4
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known doctor in London. (Attribute)
2) John Snow told the astonished people in Broad Street. (Attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (Predicative)
(2). Complete the table with phrases that have the same meaning
Step III. Listening P5 Using language
Step IV. Discussion
In pairs discuss what scientific job each of you would like to choose in the future.
(Refer to the questions &expressions on P6 that may help you)
Step V. Exercises
Finish Ex. 2 on P42. (Translation)
Finish Ex.1&2 on P44.(Using structures)
Step VI. Summary
Step VII. Homework assignment
The 5th Period
Teaching Aims:
1. Improve the students reading skills.
2. Learn something about Copernicus and his Revolutionary Theory
3. Learn how to accomplish a persuasive writing.
Difficult and Important Points:
1)Reading Comprehension
2)Persuasive writing.
Teaching Methods:
Comparative method
Teaching Procedures:
Step I Warming up
1.Do you know what is the center of the solar system?
2.Can you name the nine planets in the solar system?
Mnemonics (记忆术)
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.
Step II. Reading
Title of the passage: Copernicus’ Revolutionary TheoryFast reading
Listen to the tape, and find out the answers to the questions.
1. What did Copernicus think was the center of the solar system?
2.When did Copernicus publish his theory?Careful reading
Why didn’t Copernicus publish his theory before he died?
Step III. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its centre
Step IV. Persuasive writing (Please refer to P8 Learning Tip)
Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.
First you need to collect your ideas. For example:
He believes his new theory is true.
There are problems with the present theory.
He has done many years of observations to prove his new theory is true.
Science can’t develop unless people publish their ideas.
Time will show if his theory is true or not.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
Zhang Hua
Step V. Summary
Step VI. Homework assignment
1. Surf the Internet and get more information about Copernicus.
www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from www.library.rdg.ac.uk/colls/special/featureditem/copernicus
The 6th Period
Teaching Aims:
1. Improve the students’ listening skills.
2. Improve the students’ speaking skills.
Difficult and Important Points:
1)Listening
2)Help Ss overcome the difficulties in listening material.
Teaching Methods:
Class activities to help motivate the Ss’ interest of learning English.
Teaching Procedures:
Step I Warming up
1.Which plant and animal do you like best? Can you classify them into a system ?
2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.
Step II. Listening P41
1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.
A. This is about a man who wants to name a flower.
B. This is about a man who finds a flower and wants to own it.
C. This is about a man who finds a flower and wants to know if it is a new species of flower.
2. Listen to the tape again and try to complete the following passage.
To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals.
Step III. Talking P41
Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call)
How will I recognize you?
What special features do you have?
What will you wear?
How will I know you?
What do you look like?
You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…
Step IV. Play a game: Can you guess who he/she is?
One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.
Step V. Summary
Step VI. Homework assignment
The 7th Period
Teaching Aims:
1. Improve the students listening and reading skills.
2. Learn something about topology.
Difficult and Important Points:
Reading
What is Euler path?
Teaching Methods:
Use Puzzle & Diagram to make the passage clear and easily understood.
Teaching Procedures:
Step I Listening
Listening task P44
Step II. Play a Puzzle game
Can you go over it without missing any points or going over a line twice?
A A A
D D E
B C B C B C
Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”
Step III. Reading ( P45 ) Finding The Solution
1. Background
Leonhard Euler (1707-1783)
Born: 15 April 1707 in Basel, Switzerland
Died: 18 Sept 1783 in St Petersburg, Russia
Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.
2.Reading
What is Euler path?
Step IV. Work out the following Puzzles on P45&46.
Step V. Summary
Step VI. Homework assignment
The 8th Period
Teaching Aims:
Improve the students’ writing & speaking skills.
Difficult and Important Points:
1)Writing & “Peer response”
2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)
Teaching Methods:
Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.
Teaching Procedures:
Step I Warming up (5mins)
Talk about “Great”.
What thing or person do you think is great? Give an example.
Step II. Writing Task (P47) (20mins)
Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.
Step III. Peer Response
Group work: Peer Response (3 pluses and 1 wish) (15mins)
Peer Response
Class ________ Name:________ Date:________
Peer 1. Name:_________ Title:_______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? _____________________________________________
Peer 2. Name:_________ Title:______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? ______________________________________________
Step IV. Homework assignment
(1) Revise the composition and hand it in tomorrow.
(2) Review for tomorrow’s test.
Unit2 Module 5 The United Kingdom
教学内容分析:
本单元主要话题是“英国”。 通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
本单元所涉及的要点是：
（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。
（2）了解伦敦的一些著名景观。
（3）学习过去分词作宾语补足语的句型。
（4）掌握与人交流语言理解有困难时请求别人重复的几 种表达方式。
The 1st Period ( Reading )
Teaching Aims:
Enable the students to know the UK in geography and history.
Teaching Important Points and Difficult Points:
How to understand the geographic puzzle of the UK.
Teaching Methods:
Skimming and task-based activities.
Teaching Procedures:
Step I Warming up
1. Background knowledge:
Name: The United Kingdom of Great Britain and Northern Ireland
Countries: England, Scotland, Wales, Northern Ireland
Capital: London
Location: Western Europe
Population: 60,441,457 (July )
Language: English, Welsh, Scottish
Ethnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,
Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8%
Area: Total 244,820 sqk.
Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcast
Natural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)
Task 1: Describe briefly the UK according to the map.
1.The UK is surrounded by water in all sides.
2. On the west of the Great Britain lies the Irish Sea .
3. On the south of England lies the English Channel .
4. On the northeast lies the North Sea .
5. On the north is the North Atlantic Ocean .
Task 2
Ss do the quiz on page 9.
Step II. Pre- reading
Task 3. Ss discuss and answer the following questions.
1. Can you name the capital cities of the countries of the UK?
2. England can be divided into three main areas. Do you know what they are?
3. What do you know about any cities or towns in the UK?
Step III. While-reading
Task 4. Read the title and predict what the text will tell you.
Task 5. Talk about the different flags of the countries of the UK
Task 6. Skimming
According to the text, join lines to the right answer.
Para. 1. Explains the joining of England and Wales.
Para. 2. States topic to be examined in the reading.
Para. 3. Explains the importance of London as a
cultural and political centre in the UK.
Para. 4. Explains what the term “Great Britain”
means and how it came about.
Para. 5. Explains differences in the four countries.
Para. 6. Explains how England is divided into three zones.
Task 7. Answer the questions
1. The Union Jack flag unites the three flags of three countries
in the United Kingdom. Which country is left out? Why?
__________________________________________________
2. What three countries does British Airways represent?
1. ________ 2. ________ 3. __________
3. Which group of invaders did not influence London?
________________________________________________
Task 8. Ss read and get the general idea of the parts
Step IV. After-reading
Write a short summary of the passage.
The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.
Step VI. Homework assignment
1. Read the whole passage and retell.
2. Go to the net to get more information about UK.
The 2nd Period (Language points)
Teaching Aims:
3. Learn expressions & phrases
4. Learn language points
Teaching Important Points:
Language points
Teaching Difficult Points:
Have /get sth. Done
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Retell the passage.
Step II. Expressions & phrases
Expressions & phrases (1)
1. consist of 由…组成
2. divided into 分开
3. There is no need (for sb.) to do…
4. debate about sth. 为…争辩（争论）
5. refer to 提及，谈到
6. connect to /link to 连接
7. as well (as ) 也，还有
8. to one’s (great) surprise 使…吃惊
9. find sb./ sth. done (doing) 发现某人（物）处于某种状态下
10. get sb. / sth. done
11. break away (from) 挣脱
12. break down （机器、车辆）坏
13. for convenience 为了方便
14. be known as/ for /to /by
15.keep one’s eyes open 睁大眼睛
16.make sth. worthwhile 使… 值得
17.leave out 省去；遗漏；不考虑
18. find out 发现
19. on the phone 在电话里
20. be on holiday 在度假
21. in memory of 为了纪念
22. leave for 动身去某地
23. ring out 发出响声，响起
24. make a list of 列出…的清单
25. pass through 通过
26. be on show 在展出
27. take the place of 代替，取代
28. remain doing 仍然在做…
29. on (special) occasions 在（特殊） 场合
30. feel / be proud of 为…而自豪
31. fall asleep 睡觉
Step IV. Language Points
1. consist of ＝ be made up of 由….组成 (没有进行时）
eg: The UK consists of Great Britain and Northern
Ireland.
＝Great Britain and Northern Ireland make up the UK.
The soup consists of tomatoes, meat and peas.
consist in = lie in 存在与；在于(无被动形式)
eg: The beauty of air travel consists in its speed
and ease.
consist with: 一致
The report consists with facts.
2. 区别:
separate …from (把联合在一起或靠近的人或物分离出来）
divide…into 把…分开 （把整体分为若干部分）
eg: The teacher divided the class into two groups.
eg: The Taiwan Strait separates Taiwan from Fujian.
As we joined the big crowd, I got ______ from my friends.
A. separated B. spared C. lost D. missed
3. There is no need to do sth 没必要做某事
eg: There is no need for you to help him.
There is no need to worry at all.
4. debate about sth.
eg. They debate about the proposal for three days.
debate /argue/ quarrel
5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了
eg. I hope what I say will clarify the situation.
Can you clarify the question?
6. be linked to = be connected to /be joined to
This wire connects _____ that one.
A. with B. to C. of D. on
7. refer to
1) 提及，指的是…
eg: When he said “some students”, do you think he
was referring to us?
2) 参考；查阅;询问
eg: If you don’t understand a word you may refer to
your dictionaries.
Please refer to the last page of the book for
answers.
3) 关系到；关乎
eg: What I have to say refers to all of you.
This rule refers to everyone.
It was foolish of him to _____ his notes during that
important test, and as a result, he got punished.
A. stick to B. refer to C. keep to D. point to
reference: n. reference book
8. join A to B /link A to B 把A和B连接
eg: The Channel Tunnel will join Britain to Europe
by road.
9. included /including
10. name: n. v.
11. to one’s surprise
(prep)
“to one’s +名词” 表 “令某人…”
常见的名词有 “ delight, disappointment, enjoyment;
astonishment 等
eg: I discovered, to my horror, that the goods were
entirely unfit for sale.
To John’s great relief they reached the house at
last.
12. …found themselves united peacefully
“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；
不定式）”
eg: A cook will be immediately fired if he is found
smoking in the kitchen.
You’ll find him easy to get along with.
They found themselves trapped by the bush fire.
When I woke up, I found myself in hospital.
I called on him yesterday, but I found him out.
13. get sth done =have sth done 使某事被做
eg: I'll just get these dishes washed and then I'll
come.
get + n. + to do
get + n. + doing
eg. You’ll get her to agree.
l’ll get the car going.
get done: 用于意想不到、突然或偶然发生，意为“被….”
Be careful when you cross this very busy street.
If not, you may _____ run over by a car.
A. have B. get C. become D. turn
14. break away (from sb / sth) 脱离；破除…
eg: It is not easy for him to break away from bad
habits.
The man broke away from his guards.
break down (会谈)破裂，失败；(汽车等)出故障;
(人的健康状况)变得恶劣；（情感）失控
eg. His car broke down on the way to work this
morning.
His health broke down under the pressure of work.
He broke down and wept when he heard the news.
Talks between the two countries have completely
broken down.
区别：break in 闯入;打岔 break off 中断，折断
break into 闯入 break out 爆发;发生
break up 驱散;分散,拆散
News reports say peace talks between the two
countries_____ with no agreement reached.
A. have broken down B. have broken out
C. have broken in D. have broken up
15. as well as 不仅…而且; 既…又…
eg: He is a teacher as well as a writer.
The children as well as their father were seen
playing football in the street.
16. relation: 关系；亲戚
eg. The cost of this project has no relation to the
results.
He is a close relation of mine.
17. convenience: n.方便；便利
We bought this house for its convenience.
convenient: adj.
be convenient to sb.
come and see me whenever ___________.
A. you are convenient
B. you will be convenient
C. it is convenient to you
D. it will be convenient to you.
18. be known as 作为…(身份)出名
be known for 因…而出名
be known to 为…所知
be known by 根据… 得知
eg: Fu Biao is known to everyone as a good actor.
He was known for his frankness.
19. attraction:
un. 1). 吸引；引力
cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目
Eg. attraction of gravitation 重力
He can’t resist the attraction of the sea on a hot
day.
A big city offers m
篇12：新课标高二必修5教案集(新课标版高二英语必修五教案教学设计)
设计教师：黄敏丽
Unit 1 Great Scientists
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2.Discussion methods to make the Ss understand what they’ve learned in class.
3.Pair work of group to get every student to take part in the teaching-and-learning activities.
4.Competition and role-play method to arouse the Ss’ interest
Teaching process:
Period 1 Word study, Warming up, pre-reading
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2 Word Study
1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair
2. Practice Use the correct form of the words to fill in the blanks.
n. v. adj.
infection Infect Infectious
examination=exam examine X
science /scientist X scientific
conclusion conclude X
analysis analyse X
defeat defeat X
value Value(估价，评价) valuable
instructor/instruction instruct Instructive(有益的，教育性的)
contribution /contributor contribute contributive
creation create creative
calculation calculate X
movement move movable
completion complete completive(完成的，完全的)
enthusiasm X enthusiastic
Step 3. Warming up (Group competition and introduce the great scientists)
1.Check the answers to the quiz to find out which group know the most .
2.Introduce the great scientists.
1) Archimedes (287-212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
“Give me a place to stand on, and I can move the earth.” ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822-1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.
Step 4 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex2, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question
1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary
Step 5. Summary
Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.
learning without thought is a labour lost; thought without learning is perilous(危险的)
3. To know the disease is half the cure. 找出病根等于医治了一半。
Step 6 Homework
1. Preview the reading passage John Snow Defeats “King Cholera”(p2)
2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
3. Read notes ①--⑨ to Unit 1, p76-77
4. Listening exercise P41,Ex 1&2
Period 2 Fast Reading (P2)
Step 1 Homework checking p41 Listening
Step 2 Lead in
1.Invite 2-3 Ss to introduce the scientists they admire most to the class
2. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.
3.Give information of the deadly disease cholera
1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)
2) What kind of disease is it ?
Name cholera
Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)
Aftereffect(后果) die quickly from a loss of liquid
Step 3 Fast Reading：
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.
1）What was the cause of this disease ? 2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 4 Discussion
1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.
Para. Stages in an experiment Examples in this investigation
1 Find a problem What cause colera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where to get water
4 Collect results Plot information on a map to find out where people die or didn’tdie
5 Analyse results Analyse the water to see if that was the cause of the illness
6 Repeat if neccessary Find out evidence to confirm you conclusion
7 Draw a conclusion The water is to blame
2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.
Step VI. Homework
1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one’s way to, make up one’s mind, make sure, make room for)
2)Find out the phrases according to the Chinese (part 1 on the paper for language points)
3)Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1
4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text
Period 3
1.Learn expressions & phrases
2.Learn.language points ：Difficult and Important Points:
1）Language points 2）The usage of “suggest & in addition”
Teaching Methods: Presentation & Practice
Teaching Procedures:
Step I Homework checking.
Step II. Expressions & phrases
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes
提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea
验证一个新的科学思想
9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth.对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事
20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将…和…联系起来
(be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…
26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth.阻止某人干某事
29. deal with… 处理……
30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……
4.apart from…除…之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb.专致于.; 关心;挚爱…
17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
2)Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Eg.Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
Eg.I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说 by way of … 通过……的方法，经，由
lose one’s way 迷路 no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.) deadly (adj.)
adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.
如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发 eg.He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.
每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,
eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.
2)I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水
2)We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
eg.I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…
eg.The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
2. Ss raise Qs on some difficult points they found while reading the text
Deal with the Language points exercises with the help of the notes on the paper
Step 3 Homework
1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1
2. Finish P4, “Discovering useful structures” Ex1 (explain)
3. Preview the notes of Grammar on the paper for language points
4. Review the words for tomorrow’s dictation.
Period 4
Step1 Dictation
Step 2 Homework checking
P42, Ex 1, P43, Ex 3, P44 Ex1
Step 3 Grammar
1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Discovering Useful Structures ( P4 )
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (attribute)
2) John Snow told the astonished people in Broad Street. (attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (predicative)
(2).Teach how past participle used 过去分词(The past participle)用法总结
1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。
3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.
5)People from all countries are respected and different views and opinions are tolerated.
2.作定语：1）Polluted air and water are harmful to people’s health.
2）A broken cup is lying on the ground.
3）This is one of the houses built last year. =which was built last year.
4）I want to write about people addicted to drugs.
5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.
3.作宾语补足语：可以带过去分词作宾语补足语的动词有：
1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词
1） He found his hometown greatly changed when he came back from abroad.
2）He once heard the song sung in German.
3）Every thought the match lost.
4）Frnk Lloyd Wright found himself inspired by Japanese seashells.
2) make, get, have, keep 等表示“致使”意义的动词：
1. He’s going to have his hair cut.
2. She had her foot injured in the fall.
3. When you talk, you have to at least make yourself understood.
4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)
5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.
3）表示“希望” “要求”等意义的动词：
1） He won’t like such questions (to be ) discussed at the meeting .
2） I want this letter (to be ) typed now.
3）They ordered the film banned.（禁演）
4） They want their buildings constructed in a way to look unnatural.
4.作状语：
The trainer appeared, followed by six little dogs.
Once seen, it can never be forgotten. =Once it is seen,
Seen from the hill, the park looks very beautiful = When it is seen from the hill,
Given more time, we could do it much better. = If we were given more time,
Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.
Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.
(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning”(in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)
(4) Exercises
Period 5
Step 1. Warming up
1.Get 1-2 Ss to report to the class information of Copernicus
( Who is he? What achievement did he make? When? …)
2. Background Supplementary: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.
3 Get Ss to give the names of the nine planets of the solar system .
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?
My Very Easy Method: Just Set Up Nine Planets
Step 2 Reading ----Copernicus’ Revolutionary Theory (P6-7)
1. Fast reading: Listen to the tape, and find out the answers to the questions.
1). What did Copernicus think was the center of the solar system?
2). When did Copernicus publish his theory?
3) Why didn’t Copernicus publish his theory before he died?
2. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its center
Step 3. Homework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow’s quiz.
Period 6 Exercises & Summary
Unit 2 The United Kingdom
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Period 1
Step 1. New words study.
Get Ss read the new words from P93-94 by themselves.
Ss read the new words together.
T correct some mis-pronounciation for the students.
Step 2 Introduction of the UK.
Area: 244,820sq.km.
Population: 59,113,439
Languages: English, Kymric, Gaelic
Religion: Catholicism
Composing countries: England Wales Scotland Northern Ireland
Capitals: London Cardiff Edinburgh Belfast
Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.
Step 4 Pre-reading.
Q: England can be divided into three main areas. Do you know what they are?
The south, the Midlands and the north
Step 5 Fast reading.
Ss read the passage within 4 minutes to find the answers to comprehending 1.
1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?
The country left out is Wales. It is usually assumed to be part of England
2 What three countries does British Airways represent?
1 England 2.Scotland 3 Northern Ireland
3 Which group of invaders did not influence London?
The Vikings didn’t influence London, it influence the vocabulary of the North.
Period2
Step1: Intensive Reading.
Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.
Part1(Para.1-4): what England includes; about Great Britain; the UK.
Part2 (Para.5):the geographical division of England into zones; their similarities and differences.
Part3(Para.6): the cultural importance of London.
Step2. Teaching new words and structures
1.consist vi.组成；在于；存在于
常用搭配：consist of =be made up of 由……组成；由……构成
Eg. The team consists of four Europeans and two Americans.
The committee consists of seven members.
consist in=lie in在于； 存在于
eg.What does happiness consist in?
The beauty of Venice consist in the style of its ancient buildings.
2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）
a Chinese puzzle（中国玩具）【比喻】复杂难懂之事
a cross-word puzzle（纵横填字游戏）
常用搭配：be in a puzzle about对……大惑不解
I am in a puzzle about the matter.我对这件事大惑不解。
2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解
The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。
3)vi. puzzle over苦思……
I puzzled over the question for quite a while.这个问题我想了好半天。
3.clarify vt., vi.解释；澄清；阐明
clarify matters澄清真相
The government has time and again clarified its position on equal pay for women?
政府已经反复阐明政府对男女同工同酬的立场。
His mind suddenly clarified.他的头脑突然清醒了。
4.convenience n.适合；方便
We bought this house for its convenience.
我们买下这所房子为的是它方便。
When and where will it suit your convenience for our next meeting?
“我们下次见面什么时候,什么地点对你方便?”
Please come at your convenience.请在你方便的时候前来。
常用搭配：for one’s convenience为 ……方便
for convenience’s sake为方便起见
at one’s convenience在……方便的时候
拓展：convenient adj. 方便的；便利的
Our house is convenient for the shops.
常用搭配：be convenient to sb. 对……方便
It is convenient for sb. to do sth.某人做……是方便的
Is it convenient for you to come tomorrow? 你明天来方便吗？
5.attraction n.吸引, 吸引力;吸引人的东西;引力
The idea of working for state-owned enterprises has little attraction to young people nowadays.
现时去国营企业就职的想法对年青人没有多大吸引力。
The tides are caused by the attraction of the moon for the earth.
潮汐是由月亮对地球的引力引起的。
A big city offers many and varied attractions.大城市有多种多样吸引人的东西。
拓展：attract v. 吸引
attractive adj. 有吸引力的
常用搭配：have attraction for sth. 对……有吸引力
attract one’s attention吸引某人的注意力
be attracted to sth.被……所吸引
6.influence 1) n.（常与on连用）影响力；感化力
My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。
Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。
2) n.（常与over, with连用）权力；势力
Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？
3).vt. 影响
My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。
常用搭配：under the influence of受到……的影响
influence on/upon对……的影响
注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.
I was deeply affected by the news
我深深被这消息所感动.
7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。
解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。
He found the room open.他发现房间是开着的。
The rain made the ground wet.雨使地面浸湿了。
2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。
I don’t think it is worthwhile.我认为不值得做这件事。
It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。
注意：worth, worthy 和worthwhile的区别
worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。
worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或 be worthy to be done 结构。
This book is well worth reading.这本书很值得一读。
This dictionary is worth ten yuan.这本字典值10元。
The place is worthy of a visit/ being visited.这个地方是值得参观的。
This suggestion is worthy to be considered.这个建议是值得考虑的。
Step5.Exercise
单句改错
The foreigner tried his best to make his point be understood.（删去be）
They found a piece of rope with one end tying in a circle.（tired）
They both spent t he night locking in the room.（locked）
What kept you so exciting? （excited）
I noticed the traffic holding up after a bad accident.（held）
It is a great c_______ to have a cell phone.
Generally speaking, students are i__________ by their teachers in world ands actions.
Don’t interrupt me！I am doing a word p________.
I must _________（澄清） my reasons for not having attended the meeting.
To be honest, I can’t tell what the a________ of this famous painting has.
convenience2.influenced3.puzzle4.clarify 5.attraction
Step6.Homework
Write a short summary of the passage.
Period 3 learning about language and Grammar
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1. What impresses you most in the passage ?
The fact that impresses me most.
2. What have you already known before reading the passage ?
I have known the fact that
3. Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
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 may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
Period 4 Using language (Reading: Sightseeing in London)
Step1 Revision：What is London famous for?
Big Ben , London Tower Bridge, Hyde Park, etc
Step 2 New words study.
Step 3 Read the passage and answer these questions
1 Who built the Tower of London? When was it built?
2. Who guarded the Queen’s jewels? What kind of clothes did they wear?
3.What interested her most? What kind of line is it?
4.which places did she visit on the last day?
5.What seemed strange to her?
Step 4 Make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.
sites of London comments
Day 1 1. Tower delight
2.St Paul’s Cathedral splendid and interesting
3.
Westminster Abby interesting
4 Big Ben famous and very loud
Day 2 Greenwich
famous and interesting
Day 3 Karl Marx’s statue
famous and interesting
British Museum
thrilled
Step 5 Language points
1. sightseeing n.& a.观光的 go sightseeing 观光 游览
sightsee v. 观光 sightseer n.观光客 游客
2. available adj.
1) (sth.)that can be used 可用的；可得到的
This was the only available room.
2)(sb.) be free to seen 可会见的
I am available in the afternoon.
He was not available for the interview.
3. delight n.&v. 愉快，乐趣，快乐
to one’s delight 令…感到愉快的是 delight sb. with sth. 用某物使某人高兴
delight in 喜欢，嗜好 take delight in 乐于，爱好
delighted adj. be delighted to do
1)I took delight in books.
2)To his delight, he passed the driving test.
3)She delights inbeing surrounded by admirers.
4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。
It looked splendid when first built!
当第一次建的时候它看上去很辉煌！
When first built=When it was first built
When asked why he was late , he went red.
Unless invited to speak, you should remain silent at the conference.
5.in memory of=in honor of 为了纪念
in celebration of 为了庆祝
eg: The museum was built in memory of the great writer – Lu Xun.
6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）
e.g:You can’t imagine that a well-behaved gentleman (should) be so rude to a lady.
It is strange that he know so much about me.
7.display n. & v. 陈列，展示，表露
on display 展览 on show 展示 =on exhibition
eg.The seller displays all kinds of fruits in the shop.
display one’s true feelings 表露自己真正的感受
8.thrill vt excite The film thrilled the audience
thrilling exciting a thrilling experience
thrilled excited
9.feel/be proud of 自豪（褒义） feel/be proud about 骄傲（贬义）
do sb proud 给人面子，待人客气 take pride in 以……为自豪
He takes a pride in his success.
He is proud of his success
Unit3 Life in the Future
Teaching Goals:
1. Predicting the good and bad changes in the future.
2. imagine the alien creatures.
Functions：
1. 做出预测（Making predictions）
Do you suppose that…?
Suppose that… I wonder if…
Do you imagine that…? I imagine that…
2. 猜测未来（Making conjectures about future）
Is it likely/ unlikely that… Possibly …
It is possible that … Most likely …
I’m sure… Probably…
Suppose that … Perhaps … Maybe …
Grammar:
1.过去分词作定语（The past participle as the attribute）
I followed him to collect a hovering carriage driven by computer.
Tomorrow you will be ready for some visits organized by computer.
2.过去分词作状语（The past participle as the adverbial）
Worried about the journey, I was unsettled for the first few days.
Confused by the new surroundings, I was hit by the lack of fresh air.
本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report
本单元所涉及的要点有：
1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。
2）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
（4）学习写好“report”,以训练学生的逻辑思维及写作能力.
Period 1
Teaching Aims:
1. Learn some new words and expressions.
2. Help the students to talk about life in the past, at present and in the future.
3. Enable the students to describe the life in the past, at present and in the future.
Difficult and Important Points:
Compare life in the past, at present and in the future
What is life in the future like? What changes will take place?
Teaching Methods:
1. First and careful reading,
2. Asking and answering question activity
3. Individual, Pair work & group work
Teaching Procedures:
Step 1 warming up
Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years
Step 2: pre-reading
1.Can you tell what problems people are facing today?
2.what problems do you think people in the future will have overcome?Which ones will still be there or even
worse in AD3005?
Key: 1The problem of population will be solved,have begun to Control the birth rate.
2The problems will be still there,and will even worse.
3I don’t think so.Now scientists are trying their best to
develop new resources that human beings can make use of ,such as solar energy.In my opinion……
step 3： fast reading
Read the text for the first time and tell what the text is about?
It’s an e-mail written by a man Who has taken up a trip to the future.
2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping’s home and everything in his house made me surprised.
C.I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
Step 4 careful reading
1.why did I have the chance to travel to the year AD3005?
2. What is a “ time lag”?
3. How did I feel when I was in the capsule?
4who guides my trip?
5.why did my guide give me some tables?
6.who transported us to the future?
Key 1. I took up the prize I won the year before.
2. “Time lag”means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain
6. Wang Ping’s parents’ company transported us to the future.
1How did I feel as soon as I was transported to the future?
After the writer was transported to the future,he was hit by the lack of fresh air.
2.how did Wang Ping solve this problem?
Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.
3.what do you think has caused this kind of problem?
Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.
1 What did Wang Ping’s house look like?
His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .
2 What was the green wall made of? What’s the purpose of building this kind of green wall?
The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.
3 How can you produce a TV set in Wang Ping’s house?
You can just flash a switch on the computer screen and a TV set will rise from the floor.
Good changes
Bad changes
Time travel Can travel to
Different times
as you wish After-effects of travel
transport .can move swiftly Disorganized, difficult to
find way
houses save living space Short of space
Towns Busy, look like
markets Easy to get lost
Air quality Own family
oxygen supply Poor quality in public places
Sample answers Ex.2
I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,
The 2nd period
Teaching aims:
Learn expressions & phrases
Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “take up and sweep”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
1)eck the answers of yesterday’s homework (P42.Using Words and Expressions)
Step three language point
1. I still can’t believe that I am taking up my prize that was won last year
Take up 开始做，占用， 选修
a.When does the manager take up his job?
b.he has take up art in college
c.He decided to take p photography as his career.
开放思维：
Take off 脱下， 起飞 Take over接管
Take to 喜欢上， 对…产生好感
a. Helen always helps her mother even though going to school____most of her day
A.Takes up B.makes up C.saves up D.puts up
2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005
我得不断擦拭自己的眼睛来提醒自己， 我已到了公元30
Remind: to make someone remember something that they must do
Remind sb about sth提醒某人某事
Remind sb to do sth
Remind sb that/ where/how
3. As a result, I suffered from ‘time lag”
As a result: because of something that has happened结果，由于…的结果
e.g He worked hard, and as a result, he got promoted quickly.
Suffer from: to experience 患有…为…所苦。
he suffer from headache.
发散思维：
suffering n. 痛苦，劳苦 sufferance n.容忍， 忍耐
4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.
这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样， 所不同是是， 它意味着你的脑海里不停地从以前的时间断地直往回闪去
Similar /Be similar to: 与…相似
A cat is similar to a tiger in many respects.
similarity n.类似，相似 similarly: adv 相似地， 同样地
b. Keep doing something: 继续做某事
It kept raining for a week
c. Flashback:闪回， 倒叙
The event in his happy family life are shown in flashback.
5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.
Sweep up:本意是打扫， 清扫，经常引申为“横扫， 掠过”等意思
The leaves were swept up into the air by the wind
6.Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.
王平的妈妈出现了， 电脑荧屏上的开头闪了一下， 于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来
Switch:n 开关 where is the light switch?
vi. 转换， 改变：
he got tired of teaching and switched to writing stories
开放思维： switch off 把…关掉， 不听， 不理睬
switch on: 接通， 把开关打开
Switch out: 关上
As if by magic= like magic
He jumped so high as if by magic
发散思维： magical: adj 魔力的， 不可思议的
Magically adv 迷人地， 不可思议地 magician n:魔术师
7. You may find it difficult as this is your first time travel trip
当你第一次做这样的时间旅行时， 可能会感到有些困难
Find it difficult: 结构为 “ find+宾语+宾补”
宾补可以是形容词， 不定式， 动名词， 从句
I found him to be much younger than I expected
Do you find him very bright?
I find it hard to talk with him
I find it very easy to learn English well.
Sentence patterns
Worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
Confused by the new surroundings, I was hit by the lack of fresh air
Arriving home, he showed me into a large bright, clean room.
Exhausted, I slid into bed and fell fast asleep
Homework
Do ex 1 in page 19 in the book
Do ex 2 in your exercise book
The 3rd period
Teaching Aims:
Teach grammar (The Past Participle as the adverbial and attribute)
Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
Grammar
past participle used as adverbial and attribute
Complete the following sentences with the words given, using their proper forms.
1, I like reading the novels______ (write) by him
2. The girl ________(write) a letter is my cousin
3. There is something wrong with my bike and I have to get it __________(repair).
4.He spoke loudly in order to make himself ____ (hear)
Sentence patterns
Worried about the journey, I was unsettled for the first few days
As I was worried about the journey, I was unsettled for the first few days
Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.
His parents’ company was well known for their expertise …
3. Confused by the new surroundings, I was hit by the lack of fresh air
When I was confused by the new surrounding, I was…
Arriving home, he showed me into a large bright, clean room.
When he is arriving home, he showed me into…
Exhausted, I slid into bed and fell fast asleep
As I was exhausted, I slid into bed and fell fast asleep.
过去分词作状语，意义上相当于状语从句， 表示时间， 条件，原因， 伴随状况等
Whenever praised, he blushed
United, we stand, divided, we fall
Written in a hurry, the book is full of errors
Although born in Germany, John lives and works in U.S.A
PAGE 20, EX 2
1. Frightened by the loud noise, I went to see what was happening.
2. Hit by the lack of fresh air, he got a bad headache,
3. Tired after the long journey, I still enjoyed meeting the aliens on the space station
4. Frightened by the noise outside, the little girl dared not sleep in her bedroom.
5. Built in 1910, the museum is almost 100 years old.
6. Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
Pick out two more sentences from the reading with pp used as the attribute.
1. His parent’s company named “future tours” transported me safely into the future in a time capsule.
2. Tomorrow you will be ready for some visits organized by the company
3. He became inspired when he thought about helping ordinary people exposed to cholera.
Ex 4
1.Soon we lost sight of that famous astronomer called Li Qiang
2.I am going to buy a painting copied from Vincent van Gogh
3.I like that old private house built of wood and mud
4.The room connected to the rest fot he house by a long passage is completely empty
5. The queen was sitting in a royal carriage drawn by four horses.
6. The vehicle mentioned in the book is unknown to me
7. The castle built in 1432 is under repair
Page Ex1
1.Well-known for his books about South, JM Coetzee won the Booker Prize
2.A princess once owned a magical chair made of gold and silver
3.On his birthday he received a mysterious present wrapped in gold silver
4. Interrupted by the bell, he was unable to finish his speech
5. Awakened by a noise at midnight, she saw a thief in her room
6.Supposed to be locked, this door is now wide open and the room is empty.
Ex 2.
Called
Endangered pointed
Known
Fallen
Supported
Terrified
The 4th Period
Teaching Aims:
Improve the students reading skills.
Learn something about I have seem amazing things
Difficult and Important Points:
1)Reading Comprehension
2) write a report
Teaching Methods:
Comparative method
Teaching Procedures:
Step1 xtensive reading
Name of creature Mu-mu Dimpods
Size Tall and thin Small
appearance
Black and white face,
a pointed head,
shell-covered leg Like a little cat
colour Black and white face Blue or purple
personality Very friendly Interesting and lively
Numbers of arms Six Too many to tell
Numbers of legs One long leg
covered by shell To many to tell
How it moves Slowly and
from side to side Skip around fast
voice Whisper shout
Food Mixture of carrot
juice and cocoa Lemonade with herbs
Step2 group work
Create a new alien and fill in the blanks then draw it out
Name of creature Moddock
Size Small child when grown
Appearance Very large nose and hairy body
Color grey
Personality Slow and shy but friendly once approached
Number of arms Six
Number of legs six
How it moves Rolls over and over like a ball
Voice Uses sign language
food oil
With your partner, draw a picture of your alien.
Then write a description based on your drawing and the notes in the chart.
Step 3 extensive reading 2 Rising to a challenge
Paragraph 1
Silver adventure:
Advantages:
Paragraph 2:
Problem existed in the past:______________________________________________
____________________________________________________________________
Now solved by________________________________________________________
____________________________________________________________________
What can Saturation City provide?
Paragraph 3:_________________
Paragraph 4:_________________
Paragraph 5:_________________
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb 告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework 留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb 利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own 属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on 专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup . (一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
篇13：高二英语外研版必修五作文
When talk about the sport, I will feel very excited, because I like sport so much, I love playing tennis, it is my favorite sport. I remember one day when I came home after school, I opened the TV and watched a tennis match. At first, I was caught by the beautiful tennis women players, they wore the beautiful outfits, when I had been watching for ten minutes, I found the match was so excellent, from then on, I started to watch tennis match. I have learned the tennis, I will call my friends to play with me when I have time. Now I am a big fan of the tennis match, I will watch the tour matches once I am free. My love to tennis is more than I could express, I am so lucky to have some friends who share the same interest with me.
当谈到运动的时候，我会感到很兴奋，因为我很喜欢运动，我喜欢打网球，这是我最喜欢的运动。我记得有一天当我放学回家后，我打开了电视机，看到了一场网球比赛。刚开始，我被美丽的女选手吸引，她们穿着美丽的球服，看了十分钟以后，我发现比赛很好看，从那时候起，我开始看网球比赛。我已经学习了网球，我会在有空的时候叫上朋友，一起打网球。如今我是一名网球的超级粉丝，我会在有空的时候看网球巡回赛。我对网球的爱无法用言语表达，我很幸运能有和我一样对网球有幸福的伙伴。
高二英语外研版必修五作文4
Last week, our school arranged a camping for us, so I went to camping for a two days. On the first day, I had a good time with my classmates, we played some games, we shared our funny life experience. When my friend talked about her mom, suddenly, I thought of my mother’s birthday, today was her birthday, I almost forgot about it, I wanted to send her my best wishes, but it was nearly 10 pm, it seemed too late. My friend suggested me to call my mom, she said though it was late, it was better than not to do. So I called my mom, I sent my wishes, she was so happy. I made the right decision.
上周，学校给我们安排了一次露营，因此我去露营两天。在第一天，我和同学们过得很开心，我们玩了很多游戏，并且分享我们有趣的生活经历。当我朋友谈到她母亲的时候，突然，我想到了妈妈的生日，今天是她的生日，我差点就忘记了，我想要给她送上我最好的祝福，但是时间已经接近晚上十点，已经很晚了。我的朋友建议我给妈妈打个电话，她说虽然迟，但是比不做好。因此我打电话给妈妈，她很开心。我做了正确的决定。
★ 外研新标准 Module 3(外研版高二英语必修三教案教学设计)
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