高二英语Unit 16(全)(人教版高二英语下册教案教学设计)

高二英语Unit 16(全)(人教版高二英语下册教案教学设计)（通用15篇）由网友“李承振”投稿提供，下面是小编为大家整理后的高二英语Unit 16(全)(人教版高二英语下册教案教学设计)，仅供参考，大家一起来看看吧。

篇1：高二英语Unit 18(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

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

Ⅱ.Teaching Goals

1.Talk about inventions.

2.Practise expressing and supporting an opinion.

3.Review the Attributive Clause.

4.Write a process essay.

Ⅲ.Background Information

1.Practical Computer English

Cannot open list file(不能打开清单文件)

Cannot open run file(不能打开运行文件)

Compare process ended(比较处理结束)

Compare more files(Y/N)(还作文件比较吗？)

Copy complete(拷贝完成)

Copy another(Y/N)（还要拷贝另一个吗？）

Under finded line number(未定义行号)

Directory entries adjusted(目录页已调整)

Disk boot failure(磁盘自举失败)

Disk not compatible(磁盘不兼容)

Data record too large(数据记录太大)

Entry error(登记项错误)

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

File sharing conflict(文件共享的冲突)

Files are different sizes(文件大小不同)

Files compare OK(文件比较成功)

Incorrect parameter(参数不正确)

Insufficient disk space(磁盘空间不足)

Insufficient memory(内存空间不足)

Can’t continue(不可能继续)

Device fault(设备故障)

Device I/O error(I/O设备错)

Device timeout(设备超时)

Disk full(磁盘满)

Disk write protect(磁盘写保护)

Disk not ready(磁盘没准备好)

Division by zero(除数为零)

Duplicate definition(重复定义)

File already exists(文件已经存在)

File already open(文件已打开)

File not found(文件没找到)

FOR without NEXT(For语句中没有对应的next语句)

Illegal direct(非法的直接使用)

Illegal function call(非法函数调用)

Incorrect DOS version(不正确的DOS版本)

Internal error(内部错误)

out of data(数据不够)

out of memory(超内存)

out of paper(打印纸不够)

overflow(溢出)

Path not found(路径没找到)

String too long(字符串过长)

Subscript out of range(下标范围不够)

Syntax error(句法错误)

Too many files(文件过多)

Type mismatch(类型不匹配)

Access denied(存取被拒绝)

Backup file sequence error(后备文件顺序错误)

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

Bad partition table(非法的区分表)

Bad unit(非法的装置)

Batch file missing(批处理文件丢失)

Cannot execute FORMAT(不能执行FORMAT)

Cannot find system files(找不到系统文件)

Cannot open overlay(不能打开覆盖段)

2.TV of the Future

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

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

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

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Improve the students’ listening ability.

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

3.Learn and master some useful words and expressions.

Teaching Important Point:

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

Teaching Difficult Points:

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

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

Teaching Methods:

1.Discussion to make students talk about inventions.

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

3.some cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Warming-up and Discussion

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

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

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

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

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

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

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

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

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

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

T:OK.Let’s watch the short video.

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

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

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

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

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

① ②

③ ④

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

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

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

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

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

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

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

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

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

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

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

Sample dialogue:

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

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

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

…

Step Ⅲ Preparation for Listening

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

Step Ⅳ Listening

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

Ss:Yes.

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

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

Step ⅤSpeaking

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

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

Useful Expressions:

This invention can help people…

What does it look like?

What’s it made of?

This is a new way of…

How does it work?

How would people use it?

This new invention will make it possible for people to…

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

Sample dialogue:

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

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

A:Yes,that’s right.

P:What does it look like?

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

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

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

P:Does it cost more?

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

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

B:My invention is a flying bicycle.

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

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

P:How does it work?

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

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

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

P:How would people use it?

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

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

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

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

A:Thank you,sir.

Step Ⅵ Summary and Homework

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

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The First Period

① ②

electric shoe inflatable bicycle

③ ④

edible chopsticks nose-top computer

The second period

Ⅰ Teaching Aims:

Learn and master some new and important language points;

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

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

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

Ⅳ Teaching Aids:

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

Ⅴ Teaching Procedures:

Step 1 Lead - in

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

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

Step 2 Pre-reading

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

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

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

By good thinking strategies.

Step 4 Careful-reading

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

Part 1: general idea.

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

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

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

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

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

Game 2:

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

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

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

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

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

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

Game 3:

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

Two faces!

Part 4: Make connections

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

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

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

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

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

1) Most inventors have high IQs.

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

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

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

5) Inventors try to avoid failure.

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

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

3.Reading comprehension.

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

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

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

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

C. To be successful needs many trials and errors.

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

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

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

Step 6 Discussion (Groupwork):

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

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

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

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

Step 7: Homework

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

Ⅵ Bb writing

On slides. No writing on the Bb

The Third Period

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Learn the derivatives of some words.

3.Review the Attributive Clause.

Teaching Important Points:

1.The useful expressions learnt in this unit.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to help students master the Attributive Clause.

Teaching Methods:

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

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

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

3.some pictures and cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Grammar

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

Ss:Yes.

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

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

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

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

Ss:Yes.

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

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

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

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

T:Do you agree with them?

Ss:Yes,they’re quite right.

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

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

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

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

Suggested answers:

Across:

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

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

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

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

5.…,who died in a plane crash in .

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

7.…,who discovered the Law of Gravity.

Down:

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

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

3.…,who was Adam’s wife.

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

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

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

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

Suggested answers:

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

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

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

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

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

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

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

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

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

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

Suggested answers:

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

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

3.…businesses are busy.

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

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

6.…invents things.

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

Step Ⅲ Word Study

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

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

Fill in the blanks with correct prepositions.

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

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

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

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

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

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

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

Suggested answers:

1.of(be tired of doing sth.)

2.from(break away from…)

3.into(break into tears/a house)

4.for(allow for…)

5.for(exchange A for B)

6.by(get stuck by…)

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

(Show the following on the multimedia.)

Change the form of the following words.

trial→__________(v.)

application→__________(v.)

produce→__________(adj.)

fail→__________(n.)

involvement→__________(v.)

eraser→__________(v.)

inspiration→__________(v.)

possible→__________(n.)

deep→__________(v.)

awareness→__________(adj.)

Suggested answers:

trial→try(v.)

application→apply(v.)

produce→productive(adj.)

fail→failure(n.)

involvement→involve(v.)

eraser→erase(v.)

inspiration→inspire(v.)

possible→possibility(n.)

deep→deepen(v.)

awareness→aware(adj.)

StepⅣ Summary and Homework

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

Ss:See you tomorrow!

Step Ⅴ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Third Period

Walt Disney Albert Einstein

Abraham Lincoln Newton

John Denver Charlie Chaplin

Word puzzle:

The Fourth Period

Teaching Aims:

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

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

3.Learn some useful words and expressions.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to improve the students’ integrating skills.

Teaching Methods:

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

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step ⅡLead-in and Reading

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

(Some students put up their hands.)

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

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

T:Does anybody do anything else with it?

S:I sometimes draw pictures or type something.

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

S:I listen to the music.

S:I watch football matches.

…

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

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

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

S:I can watch football matches on TV.

…

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

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

Technology Usage

Computer Used as a typewriter

--------

--------

The Internet Used as a library

--------

--------

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

--------

--------

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

Suggested answers:

Technology Usage

Computer Used as:

a typewriter

a projector

a video game player

a drawing board

The Internet Used as:

a library

a TV

a telephone

a radio

Used to:

send e-mails

read news from home and abroad

Cellphone Used as:

a telephone

a telephone directory

a video game player

a watch/calendar

an alarm clock

Used to:

send information to others

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

(The following questions are shown on the screen.)

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

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

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

Suggested answers:

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

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

Step Ⅲ Explanation

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

(The multimedia shows the following.)

Language Points:

1.sb. be said to be…

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

2.A be similar to B

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

3.be different from

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

4.now that

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

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

Step Ⅳ Listening and Reading Aloud

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

Ss:Yes.

T:OK.Let’s begin.

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

Step ⅤWriting

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

Ss:No.

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

Ss:Yes,I wish I could have one.

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

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

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

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

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

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

Sample description:

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

Step ⅥSummary and Homework

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

…

Suggested answers:

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

2.Convenient,environmentally,friendly,automatically,…

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fourth Period

Language Points:

sb. be said to be…

be different from

A be similar to B

now that

Computers:

The Fifth Period

The Attributive Clause

Teaching Aims:

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

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

3.Expand the knowledge of the Attributive Clause.

Teaching Important Point:

The usage of the relative pronouns and adverbs.

Teaching Difficult Point:

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

Teaching Methods:

review,explanation,inductive methods

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step ⅠGreetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

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

1.He is a famous scientist.

2.Who’s that girl in red?

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

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

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

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

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

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

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

Ss:The Attributive Clause.

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

(Teacher shows the following on the screen.)

Complete the sentences with suitable relatives.

1.I know the reason__________he came late.

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

3.The house__________colour is red is John’s.

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

5.That is the town__________he worked in 1987.

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

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

T:Yes.How about the second sentence?

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

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

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

Suggested answers:

3.whose 4.that 5.where

Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause

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

(Show the following on the screen.)

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

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

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

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

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

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

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

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

Form 1:

the relative pronouns referring to function in the clause

who people subject/object

whom people object

that people/thing subject/object

which thing subject/object

whose people/thing(of whom/which) attribute

Form 2:

the relative adverb referring to function in the clause

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

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

why(=for which) reason adverbial of reason

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

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

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

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

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

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

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

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

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

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

The shop which I bought is big.

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

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

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

(Show the following on the screen.)

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

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

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

4. All that they told me surprised me.

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

6. Who is the comrade that was there?

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

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

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

(Show the following on the screen.)

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

(1)After ordinal number and superlatives.

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

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

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

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

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

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

(1)After prepositions.

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

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

Step Ⅵ Practice

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

(Show the following on the screen.)

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

2.Who is the girl__________is speaking there?

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

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

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

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

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

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

Suggested answers:

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

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

Step Ⅶ Test

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

(Show the following on the screen.)

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

A.as B.that

C.which D.by which

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

A.that B.who

C.from whom D.to whom

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

A.what B.which

C.that D.it

4.All__________is needed is a supply of oil.

A.the thing B.that

C.what D.which

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

A.these B.those

C.that D.which

6.She spoke about the books and writers__________she remembered.

A.that B.who

C.which D.whom

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

A.in which B.through which

C.at which D.on which

Suggested answers:

1.B 2.D 3.B 4.B 5.D 6.A 7.B

Step Ⅷ Homework

Review the Attributive Clause

Step Ⅸ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fifth Period

The Attributive Clause

Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause

Ⅱ.The use of the relative words:

1.relative pronouns:who,whom,whose,that,which

2.relative adverbs:where,when,why

Ⅲ.The differences between“that”and “which”

Record after Teaching

篇2：高二英语Unit 17(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

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

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

Ⅱ.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

Ⅲ.Background Information

1.Will Inspired Life

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

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

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

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

2.Helen Keller

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

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

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

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

If I were blind,I would need a/an…

2.Train the students’ listening ability.

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

Teaching Important Points:

1.Train the students’ listening ability.

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

Teaching Difficult Point:

How to improve the students’ speaking ability.

Teaching Methods:

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

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

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

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

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

T:How can you get there?

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

T:Now please look at the screen.

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

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

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

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

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

T:Who has different answers?

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

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

Step Ⅱ Warming up

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

First let’s look at some words.

(Show the following on the screen)

disability n.

ability n.

sidewalk n.

escalator n.

elevator n.(=lift)

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

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

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

(Write them on the blackboard)

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

Ss:Yes.

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

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

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

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

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

(Or:There are some blocks.)

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

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

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

2.(1)deal with

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

(2)overcome the difficulties

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

T:Now.Any volunteer?

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

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

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

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

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

Step Ⅲ Listening

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

S:Yes.

T:OK.Let’s begin.

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

Step Ⅳ Speaking

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

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T:OK.Please begin to discuss them.

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

Who can describe Situation 1?

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

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

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

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

Step Ⅴ Summary and Homework

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

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

2.(1)deal with

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

(2)overcome the difficulties

The Second Period

Teaching Aims:

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

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

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

Teaching Difficult Points:

Master the following sentence structures:

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

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

Teaching Methods:

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

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

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

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

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

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

S:I’ll try.…

(All the others listen carefully.)

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

Step Ⅱ Lead-in and Pre-reading

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

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

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

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

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

Suggested answers:

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

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

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

They should get some extra help in their everyday activities.

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

Step Ⅲ Reading

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

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

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

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

5.How does Zijie like the magazine?

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

Suggested answers:

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

2.She uses a wheelchair to get around.

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

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

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

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

Step Ⅳ Study for Language Points

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

(Show the following on the screen.)

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

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

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

e.g.Man has the ability to speak.

c.make a contribution to

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

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

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

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

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

Living with disability is frustrating and challenging.

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

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

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

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

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

T:(After explaining the language points.)

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

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

Step Ⅴ Listening and Consolidation

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

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

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

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

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

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

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

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

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

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

Step Ⅵ Summary and Homework

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

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

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

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

2.Difficult Sentences:

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

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

The Third Period

Teaching Aims:

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

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

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

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

Teaching Difficult Point:

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

Teaching Methods:

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

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

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

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

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

Ss:Yes.

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

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

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧limit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

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

(Show the following on the screen.)

1.请把盐递给我。

2.请给我们演奏一些民间乐曲。

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

S1:Pass me the salt,please.

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

(Write the two sentences on the blackboard.)

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

S2:Play us some folk music,please.

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

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

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

S4:I’ll try.They are send,buy,get…

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

(Show the following on the screen.)

Common verbs that take indirect objects:

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

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

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

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

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

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

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

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

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

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

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

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

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

4.√Give me the check,please.

√Please give the check to me.

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

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

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

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

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

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

I suggest a way out to her.

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

e.g.I asked John.

I asked a question.

I asked John a question.

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

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

Ss:Yes.

T:OK.Let’s deal with Part 2.

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

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

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

Suggested answers:

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

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

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

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

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

Step Ⅳ Practice

(The teacher shows the following on the screen)

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

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

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

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

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

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

Suggested answers:

1.I’ll lend some to you.

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

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

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

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

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

2.Compare:

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

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

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

The Fourth Period

Teaching Aims:

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

2.Review the common verbs that take indirect objects.

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

Teaching Important Points:

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

2.Improve the students’ writing ability.

Teaching Difficult Point:

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

Teaching Methods:

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

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

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

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

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

S2:And “make,buy,do,get…”.

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

Step Ⅱ Test

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

S:Yes.

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

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

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

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

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

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

3.How shall we__________(处理) the problem?

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

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

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

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

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

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

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

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

Step Ⅳ Reading

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

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

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

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

4.Where was the first Special Olympics held?

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

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

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

(A few minutes later.)

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

S1:1.Every two years.

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

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

S4:4.In Chicago.

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

S6:6.In .

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

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

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

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

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

He has more than twenty yuan with him.

3.fail vi. & vt.

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

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

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

e.g.They considered themselves very important.

5.participate=take part vi.

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

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

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

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

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

Step Ⅴ Listening and Reading Aloud

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

S:Yes.

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

Step Ⅵ Practice

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

S:Yes.

(A few minutes later)

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

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

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

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

S5:take part/participate

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

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

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

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

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

S9:…

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

Suggested writing:

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

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

Step Ⅷ Summary and Homework

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

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

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

Record after Teaching

篇3：高二英语Unit 16(全)(人教版高二英语下册教案教学设计)

一. 教材分析

㈠. 教学内容

本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开, 让人感受美国的变迁过程. 本单元有助于培养学生跨文化交际意识,进一步拓宽视野,为终身学习奠定良好的基础.

“热身”(Warming up)部分, 给我们提供了三幅画面,有利于我们从宏观上和微观上把握美国地理特征.练习题引导学生从美国的历史渊源,经济等方面认识美国,有利于学生的探究学习.

“听力”(Listening) 部分设置了三个练习,由浅到深,层层深入. 练习1不仅有利于我们了解纽约市,而且有利于培养学生在听力中快速捕捉信息的能力. 练习2 和3有助于学生了解美国的背景知识,丰富学生的文化内涵.

“口语”(Speaking)部分要求学生根据提示描述一个场所.题目设置贴近学生生活. 教师除了课本所提示的说明处,还可以引导学生描述自己的学校.

“读前”(Pre-reading) 部分设计了两个练习.练习1要求学生列一份自己家乡的年表,并列出重要的事件以及变化过程,讨论其前因后果. 练习2 要求学生在年表上填写美国历史上发生的五件大事, 这有利于训练学生的逻辑思维能力,为阅读有关美国历史的课文做准备.

“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史, 同时也是一部充满成功与希望的历史.文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化. 着重阐述了反对种族隔离制度斗争的美国民权运动, 及其杰出的领袖马丁.路德.金的斗争精神. 通过阅读这篇文章可以了解,美国是个多民族的多元文化国家. 由于文章涉及美国历史的变化, 城市的发展, 需要对比的手法描写, 本篇文章可称得上是一篇对比性写作的范文.

“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点. 练习2 要求学生进行两人小组讨论或者多人小组讨论, 题目强调了语篇意识,设置层次性强,有利于培养学生的思辨能力.

“语言学习”(Language Study)部分包含词汇和语法两部份. 词汇学习涉及构词法知识,设计新颖,看似简单,其实灵活, 有助于学生留意某些词加后缀时意义的变化, 有利于避免负迁移. 语法练习2考察学生在语篇中使用非限定动词的能力, 注重学生综合素质的提高.

“综合技能”(Integrating Skills)部分包含阅读和写作. 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛,破坏美洲草原生物链的教训. 写作部分要求学生写一封电子邮件, 帮助美国学生了解中国.这就需要学生在理解教材的基础上,从面积,人口,语言,民族,重要城市等方面比较美国于中国的区别.这项任务有利于提高学生的语言运用能力.特别是语言概括能力.

“学习建议”(Tips)部分指导要求学生开展写对比分析文章,以及学生写作时要注意的相关事项.

“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结,并对要求学生对描述处所的词汇进行一次小结,有利于培养学生的自学能力.

㈡. 教学目标

1． 语言知识

词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn

语法：复习非限定动词

I don’t mind his being invited.

He hate being laughing at

She enjoys being interviewed.

It is important for lost time to be made up.

功能：描绘场所

What does your hometown look like ?

What does the landscape look like ?

Are there ? There is in the north.

How long/wide/high/tall is the….?

It’s .. metres / feet long /wide/high/tall.

It looks like …….

2． 语言技能

听：听两段有关NY的短文，捕捉信息，改正错

说：用恰当的语言描述一个地方

读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章

写：采用对比性手法写一段文章。

㈢. 教学重点和难点

重点：课文中出现的重要单词和词组的用法如：

insist on / leave alone / supply / be determined to do / be forced to do/resist

非谓语形式的用法

难点：采用对比性手法写作

非谓语形式用作定语的区别

二．课时安排和教学思路

本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市（纽约和 Ellis Island），南部城市（Atlanta），和西部大草原（bison）来了解美国， 感受美国的变迁过程。。

Period 1 Warming up &speaking

本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片（包括著名的城市和人物），目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..

Period 2 Listening &Reading

本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文（从高三阅读文章中摘出3小段），增加信息量。通过几个对错判断来检查学生的理解程度。

Period 3&4 Reading

首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。

Period 5 Language study

由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。

Period 6 Integrating Skill

由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛,破坏美洲草原生物链的教训.。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。

三．教学反思

本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。 尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。

四．教学程序

Teaching plan for Unit 16

Period 1 Warming up & Speaking

Goals:1. Learn about the USA

2.Practise describing places to train the speaking ability

Step 1 Lead-in

T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?

Ss: Yes. The USA.

Step 2 Warming up

1. Show the map of the U.S.A and help the Ss to get a general idea of her.

Full name

Location

Capital city

The largest city

When was founded

population

2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?

(George Washington . The first president

Martin Luther King the leader of non-demonstration was killed in 1968

New York the largest city nick name

Atlanta in the south the host of the Olympic Game in

Ellis Island Island of Tears)

3. What else have you known about her ? A quiz (Ex1.)

4. What do you want to know ?

Step 3 Speaking

1. Learn the useful expression. Make a sentence with each pattern.

How long /wide/high/tall is ….?

It’s …metres/feet long/wide/high/tall.

There is …in the north/south/east/west.

It looks like….

2. Write a short passage to describe a place.

3. Play the Guess game.

One student read his short article , the others guess where it is.

Home work: Search the internet to find information about New York.

Period 2 Listening &Reading( about New York and Ellis Island )

Goal: 1.Do some listening to improve the listening ability.

2. Learn more about New York

Step 1 Lead-in

Show a picture of NY.

T: Can you guess when the picture was taken?(it was taken before the date September 11,.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)

Step 2. Listening

1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.

Do EX1

2.T:OK.Now let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)

3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)

Step.3 Reading

Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)

New York

New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.

The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….

New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.

True or False

1.New York is built on an island on the east coast of the USA.

2.These islands were first discovered by an Italian explorer in 1524.

3. New York became the capital of the USA for a short time after Washington, D.C.

4.About a century ago the building of skyscrapers began in New York.

5.Skyscrapers were mainly built on Manhattan Island.

6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.

Home work: Search the internet to find information about the south of the USA

Period 3&4 Reading.

Goal: 1.learn about the American south.

2. Improve the reading ability

3. Learn and master the following:

suffering unemployment depression reconstruction burn down

aim at in honor of in vain take a chance overcome

be determined to do

step 1 lead-in

1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south

2.Play another video about the city of Atlanta, show the modern and rich of the south

3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south

step 2 Pre-reading

Put the events below in the correct place on the timeline.

30,000 years ago 1600 1861 1930s 1960s

1. the American Civil War 2.The great Depression

3.The Civil Rights Movement 4.The arrival of Native American

5.The arrival of European settlers

Step 3 Skimming(get a general idea of the passage)

Ask the Ss to answer the following questions.

1. What kind of story is the story of the south?

2. Which city is the typical southern city.?

Step 4. Scanning (Get specific ideas )

Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.

Try to finish the chart below

Why Atlanta is a typical southern city ?

The past In the war

The difficulties the people of Atlanta had to overcome after the war 1. economical _________________

2. political __________

today The success in 1996

Modern Atlanta

Step5 Listening and consolidation

Ask Ss to listen to the tape to get more information

After that, work in pairs to make up a dialogue.

.Task:

A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.

Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?

Homework : Read the passage again and try to

Period 5 Language study.

Goal: 1.Review the new words appearing in the last period.

2.Do some exercises using the rules of word formation

3. Review Non-finite Verbs

Step 1 Word study

1. have a dictation.

( former, greedy, mental, physical, wide spread, chief )

Then do Ex3on page 45

2. About the word formation

Do Ex 2& EX1

Step 2 Grammar---Review Nonfinite Verbs(2)

1..: look at the sentences on the screen.

(Teacher shows the following on the screen.)

It is impossible that lost time can be made up.

2.Rules are made so that they can not be broken.

3.I don’t mind their inviting him.

4.She enjoys their interviewing her.

Try to Rewrite the sentences on the screen using the correct non-finite passive form.

2. Before doing them, review non-finite verbs together.

(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”.(Teacher writes them on the blackboard.)

动词--ing形式 不定式

形式 主动 被动 主动 被动

一般式 writing Being written To write To be written

进行式 To be writing

完成式 Having written Having been written To have wtitten

3. Do the exercise and check the answers..

Suggested answers:

1.It is impossible for lost time to be made up.

2.Rules are made to be broken.

3.I don’t mind his being invited.

4.She enjoys being interviewed

Step3 Do Ex1&2

Step4. Choose the best answers

(B) 1. I learned a lot _________ in the countryside.

A. working B. while working C. when worked D. to work

(A) 2. It is well known that a tiger looks very ____________.

A. frightening B. frightened C. being frightened D. to frighten

(B) 3. The little boy got too _________ to move.

A. frightening S. frightened C. frighten D. to be frightened

(C) 4. It was getting dark. I found a car ______in a pool by the side of road.

A. stick B. sticking C. stuck D. to be stuck

(C) 5. I have collected the money __________.

A. deeding B. need C. needed D. to need

(B) 6. The glass of water is too hot. I prefer some cold ________ water.

A. boiling B. boiled C. having boiled D. to boil

(A) 7. It’s a good idea _______ to the front of the line.

A. to push B. of pushing C. pushed D. to be pushed

(B) 8. I won’t have you ________up and down all day.

A. ran B. running C. run d. to run

Home work: Search the internet to get some information about the south

Period 6 Integrating Skill

Goal: . 1. Learn about the American plain and the bison

2. Write a short passage about your home town

3. Lear and master the following:

live by doing in huge numbers make a agreements with die out

wide spread be forced to do cut off as a result

Step 1 Lead-in

Show the picture on the screen. And ask Do you know what the animal is called?

(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)

.Would you like to know more about the bison?

Step 2 Fast-reading

Answer the two questions

1.In what ways did the settlers treat the Native Americans unfairly?

2.What caused a big change in the wildlife on the plains?

Step 3 Careful reading

Tick the sentences that are true and correct the false ones.

1.( )The first settlers on the plains were farmers.

2.( )Native Americans willingly gave up land to the settlers.

3.( )The settlers did not deal honestly with the native Americans.

4.( )Settlers ended up with better land than the native Americans.

5.( )Later settlers made use of the bison in the same way as the native Americans.

Step 4 Post reading

Use what your have learned from the text to complete the diagram below

Step 5 Writing

Imagine that your American pen friend has sent you an e-mail asking for help.

He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.

The past today

Area and population

City building

Transportation

Education and school

The people’s living conditions

Homework: Finish the writing work.

篇4：高二英语unit11全套教案(人教版高二英语下册教案教学设计)

I. Teaching Goal

1. Talk about science and scientific achievement.

2. Practise expressing intentions and wishes.

3. Learn about word formation (1).

4. Write a persuasion essay.

The First Period

Teaching Aims:

1. Learn and master the following.

(1)New words

engineering, solar, significant, mankind, constitution

(2) Everyday English s

If I got the money，I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……“

I'm thinking of……

2. Train the students' listening abilities.

3. Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.

Teaching Important Points;

1. Finish the task of listening to train the students' listening ability.

2. Practise expressing intentions and wishes to train the students' speaking ability.

Teaching Difficult Points;

1. How to help the students talk in English about science and scientific achievement freely.

2. How to help the students finish the tasks of listening and speaking smoothly.

Teaching Methods;

1. Listening and speaking to train the students' ability to use English.

2. Individual, pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings and Lead-in

Greet the Ss. Then teacher turns on the multimedia. First, show the students a recorded programme in which the students can see the hard life people lived in the past. Then show them a programme in which people live a happy and modern life. After that, teacher asks some Ss up to describe what they saw in the programmes. Last, write the following on the boackboard.

(Bb: Unit 11 Scientific achievement)

First, let's learn some new words. Please look at the screen. (Teacher shows the screen and deals with them with the whole class.)

engineering／ / n.工程，工程学，设计，建造

solar / ／adj.太阳的，日光的

significant // adj.意义重大的，重要的；有意义的

mankind／/ n.人类

Neil Armstrong／ /尼尔 阿姆斯特朗（美国宇航员）

Alexander G Bell／bel / 亚历山大贝尔（美国发明家）

Ray Tomlinson／ / 雷 汤姆林森（美国计算机工程师）

constitution / / n．宪法

:Aeureka /ju'ri:k/ interj. 我找到了！

Step II Warming up

Ask some Ss to tell us what scientific achievements they think have changed the world?

(Teacher writes all the scientific achievements mentioned above on the blackboard and says the following. )

Step III Listening

The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success.

Look at the chart in Exercise 1 at the top of Page 2 quickly. Then play the first part of the tape for the Ss to complete it. After that, check their answers. (After checking the answers to Exercise 1, teacher goes on to deal with Exercise 2)

Now, listen to Part 2 and complete the sentences in Exercise 2, If necessary, play it twice for Ss to finish or check their answers.

At last, teacher deals with Exercise 3.

Step V Summary and Homework

T. In this class, we've mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we've learnt more about science and scientific achievement. Moreover, we've learnt some useful expressions to express intentions and wishes, .such as ”If I got the money, I would……; My plan is to…… (Teacher writes them on the blackboard. ) After class, try to practise using them and preview the reading part.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The First Period

I . Scientific achievement:

electricity, cars, aero planes, radio and television, the Internet, cloning, genetic engineering, the Theory of Gravity，nuclear science, solar energy

II. How to express intentions and wishes:

If I got the money, I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……

I'm thinking of……

The Second Period

Speaking

Ss work in pairs and discuss their intentions and wishes..

The following structures are helpful to students:

1. My plan is to…….

2. I hope that…..

3. I want/wish/hope/intend/plan to…..

4. I’d like to,,,,

5. I’m thinking of ….

6. It is likely that…

Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, the teacher put the students in groups of five to have a discussion. Four group members represent scientists tone member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why..

(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class. )

A sample dialogue;

Organizer: Now, everybody is here. Who'd like to be the first to make a statement on this project? Dr Wilson: I and my team are working on a cure for AIDS. As you know, the number of people

infected with AIDS is keeping increasing at an astonishing speed. Some of them are facing death. As a result, we have to find a way to solve this problem as soon as possible. But, right now, the lack of money is a big problem. If we got enough money, we would complete the first stage of our project in the near future.

Organizer: I see. Dr Jones, how about you?

Dr Jones: At present, we are also facing the same problem of lacking money. My research project is about cloning and how to use new technology to cure disease. Today, more and more patients are expecting to get organ transplant in order to prolong their lives. I wish what I am doing could help them.

Organizer: I understand. Dr Smith, could you please give me your opinions on your project?

Dr Smith: For humankind on the earth, food is a fundamental factor, and as the population keeps growing, per capitation resource of people is becoming less and less. My plan is to develop new technology that will make it possible to grow food with very little water. However, currently, the shortage of money prevents my work from further going. I hope you can give me a hand on my project,

Organizer: It sounds a good idea. Dr Winfrey, it's your turn now.

Dr Winfrey: It’s ceaseless for human beings to explore the universe. That's why we are urgent to know what the Mars looks like and if there is any life on it. I'm thinking of sending a manned spaceship to Mars. Nevertheless, this huge project will surely cost a large sum of money. And I don't think we can get to the aim without your support.

Organizer: So, everyone has finished their statements on their own project. Frankly speaking, they all sound tempting to me, but I'm more inclined to the project suggested by Dr Smith. From my point of view, it's more closely related to the daily life of people and in accord with the actual condition of our country. I'd like to pour money into his project.

The Third Period

Teaching Aims:

1. Learn and master the following words and phrases.

likely, zone, private, grasp, master, perfect, arrange, set foot (in), rely on, failure，locate，valley

2. Train the students' reading ability.

3. Get the students to learn about Zhongguancun - China's Silicon Valley.

Teaching Important Points;

1. Learn to use the following:

(1) Phrases:

in store, set foot in(on), rely on, come to life, put forward

(2) Sentence patterns;

It is likely that……

……makes it clear that……

2. Improve the students' reading ability.

Teaching Difficult Point:

How to help the students understand the reading material exactly.

Teaching Methods;

1. Discussion before reading to make the students interested in what they will read.

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

3. Careful reading to get the detailed information.

4. Pair or group work to make every student take an active part in class,

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings

Greet the whole class as usual.

Step II Revision and Pre-reading

Yesterday, we talked about science and scientific achievement. We know scientific achievements can not only make our life better, but also change the world. Science makes the world become a smaller place. Science and scientific achievement promote the development of mankind and society. However, to achieve success in science research is not easy. It needs to work whole-heartedly. It also needs support and good environment. Now, please look at the questions on the screen and work in pairs or groups to discuss them. Let's go through them first. (Teacher shows the following on the screen. )

1. If you wanted to do research or start a company, what kind of support and environment would you need?

2. What is it that makes a scientific achievement important?

3. Why do scientists spend so much time trying to achieve something?

Teacher shows the new words on the screen and deals with them as usual.

likely / / adj. 很可能的, 合适的, 可靠的, 有希望的

economic / / adj. 经济的；经济学的，有实用价值的

zone / / n．区；区域．地带

hi-tech／‘haitek/ n．高科技，高技术（=high technology)

private／ / adj. 私立的；私人的；非公开的

technological / / adj.技术（学）的；工艺（学）的

overseas／ / adj.（在）海外的; (在）国外的

adv. 在海外；在国外

grasp / / vt．掀住。抓牢，理解

master／／n．硕士；（男）主人；能手

perfect／ / adj.完美的，理想的．绝对的

arrange／ / vt．安排书筹划；整理；布置

set foot (in) 到达；进人．踏上

IT /ai 'ti:/ abbr.（= information technology)信息技术．信息产业

Lenovo / li 'nuv / n．联想公司：

Founder／ / n．方正公司：

rely / / vi．依靠;依赖; 信赖; 指望：

rely on依靠；依赖，信赖，指望

failure / / n．失败，失败的人（事）；

locate／ / vt．（常用被动语态）把……设置在．使……坐落于；指出……的位置：

silicon／ / n. 硅；

valley／ / n．低凹处（尤指波谷）; 山谷；溪谷

Step III Reading

Page 3, Read the passage-Zhong-guancun quickly in four minutes and find out the answers to the following two questions!

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park? (Teacher writes the two questions above on the blackboard. Four minutes later, teacher checks the answers. )

1. It is the spirit of creativity and scientific skill that has made Zhongguancun a success.

2. One is “Relying on science, technology, and knowledge to increase economic power.” The other is “Encouraging pioneering work and accepting failure.”

Work in pairs to finish the first exercise in Post-reading.

Suggested answers: l. ABC 2.D 3.CD 4. B 5.CD

Explain some phrases and sentences. Please look at the screen. (Teacher shows the following on the screen and explains them to the students.)

1. in store (for sb. / sth. ) : coming in the future; about to happen

e. g. There is a surprise in store for you.

I can see trouble in store.

2. set foot in /on sth. : enter or visit (a place) ; arrive

e. g. Don't ever set foot in this house again!

Who was the first man to set foot on the moon.

3. rely on/upon; depend on……

e. g. Nowadays we rely increasingly on computers for help.

You can rely on it that it will rain this week.

4. come to life: back to normal state, esp. of mind

e. g. As soon as the mother came to life, she cried for her daughter.

After three hours' saving, the injured man came to life,

5. It is likely that--- (Note：likely→ probable)

e. g. It is very likely that she'll ring me tonight.

It isn't likely to rain.

She is very likely to ring me tonight.

6. ……make it clear that……

(Note: make→ cause to be or become……)

e. g. She made it clear that she objected to the proposal.

She made clear her objections.

Step IV Listening and Reading Aloud

Listen to the tape of the passage, paying attention to the pronunciation and intonation. Then read it aloud by themselves and try to understand the phrases and sentences learnt just now.

(Teacher begins to play the tape. )

Step V Summary and Homework

T: In this class, we've learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is said that it is called “China's Silicon Valley”. After class, use a library or the Internet to find out more about Silicon Valley and then compare the two areas. How are they similar or different? Besides, we've learnt some useful phrases and sentences. Remember to review the use of them.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Third Period

I, Zhongguancun

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park?

II. Phrases:

in store, set foot in/on, rely on/upon, come to life

III. Sentence patterns:

1. It is likely that…… :

2. ……make it clear that……

The Fourth Period

Language points.

1．constitution

1) 宪法the Constitution of the United States / the American Constitution

2) 体格，体质He has a weak constitution

3) 构造，构成the constitution of starch (淀粉的构成)

2．achievement (U)取得，完成（C）成就，成绩（V）achieve

development government movement equipment

vt 完成 达到（目的），得到

1） By hard working we can achieve anything.

2） We have achieved success in developing the product.

3．Mankind 人类 manmade (adj) Manly 有男子气概的；刚强的

4．in store(for sb./sth.):coming in the future;about to happen

e.g.There is a surprise in store for you.

I can see trouble in store.

5．Likely 1) be likely to do sth 很可能（发生某种情况）Our team is likely to win the game.

2) it is likely that + 从句

It is likely that we’ll go on a picnic in the forest tomorrow.

辨析：likely, possible与probable

Likely 常用词，指“从表面现象看很有可能”

Possible 指“由于有适当的条件和方法，某事可能发生或做到”，强调“客观上有可能”，但“实际希望很小”。

Probable 语气比possible 强，指“有根据、合情理、值得相信的事物，带有大概，很可能的意思”

Likely 之后常跟不定式（be likely to do sth） 而possible与probable之后通常不跟不定式；

Likely 的主语可以是人，而possible与probable的主语不能是人。

6．set up

1) 建立，成立 Set up home

Edison set up a chemical lab of his own at the age of ten.

2) 树立起来Let’s set up the tent first.

3) 使（自己或他人）从事某职业（as）

He has set himself up as a bookseller. 他开始经营书籍。

set about doing sth 着手做 set out to do sth Set an example

set fire to 点火；放火Set off 出发，动身Set foot in (on) 登上；涉足；访问

set foot in/on sth.: enter or visit(a place);arrive

e.g. Don’t ever set foot in this house again!

Who was the first man to set foot on the moon.

7．Private adj 私人的；私立的；不公开的

Private property Private school

a private door 便门in private 在私下，秘密地in public 公开地

8．grasp vt

1) 抓住 grasp sb by the arm

2) (= understand ) 掌握， 领会

Grasp sb’s meaning

3) n (常用单数) 紧握；把握；理解；理解力

Beyond sb’s grasp 力量达不到 Grasp all, lose all. 样样都要，全数失掉。 Within sb’s grasp 力量达得到

9．Master n 硕士；（男）主人；能手；雇主；大师

Mistress n 女主人 Masterless adj 无主的

Mastermind n 非常聪明的人 Masterkey n 万能钥匙

Masterpiece(masterwork) n 杰作 The master of the house 家长

Master and man雇主与雇工 A master in literature 文学大师

Master of Arts (MA) 文学硕士 Master of Science (MS) 理学硕士

Bachelor 学士 doctor 博士

vt 掌握；精通；控制；统治

Master a foreign language

Man can master nature.

10. perfect adj 理想的；完美的；绝对的；完全的；（动词的）完成的

His reading is perfect.

He is a perfect stranger to us.

The perfect tense

vt 使完美

They worked hard to perfect their dance.

Practice makes perfect 熟能生巧

Be perfect in English 精通英语

11．arrange

vt 安排，筹划；整理，布置

1） We have arranged a party.

2） He arranged the books on the shelf.

n arrangement

(C pl) 安排；准备工作 （U，C）整理；排列；布置

12. have an effect on 对……产生影响

Take effect 开始生效；开始实行

In effect = in fact 实际上

13. rely on / upon : depend on…依赖，依靠；信赖，信任

We should rely on our own efforts. 我们应该自力更生。

You may rely on it that she won’t be late.你可以放心，她不会迟到的。

14．make it clear （that）…表明，讲清楚

e.g. She made it clear that she objected to the proposal.

She made clear her objections.

15．Failure (v fail) 失败(U)，失败的人或事（C）

Failure is the mother of success.

He is a failure as an artist, but a success as an art teacher.他不是一个成功的艺术家，但是个成功的美术老师。

16．come to life: back to normal state, esp. of mind苏醒过来，恢复生气，活跃起来

After three hours’ saving, the injured man came to life.

When I mentioned our plans for a trip abroad, the kids came back to life at once.

17. mark

n 痕迹；符号；商标；分数；特征

an ink mark a question mark full marks make a mark 作标记

vt 做标记；留痕迹于；表明；批分数，评成绩

a dirt road marked with footprints 留有脚印的泥路

be marked with 标着……；(人、动物等身上)具有

Her face is marked with sadness. 她面露悲哀。

mark examination papers.

18. outstanding

1) 杰出的，突出的 （ stand out ）一名杰出的学生 an outstanding student

2) 未完结的；未清的；未付的

Outstanding debts 未付清的欠款

19．Breakthrough n 重大突破，突围；突破性的发现，成就

A military breakthrough 军事突破A scientific breakthrough 科学成就

20．enable

en-使+able能……的

enrich enlarge

strengthen strength(力量)+ en (使) vt 加强，增强 vi 变强

they strengthened the city wall..

the wind strengthened.

deep--deepen

Sharp-sharpen

Wide--widen

21. organ n 器官；风琴；机构，机关

The eyes are the organ of sight.

state organs

a government organ

adj organic 有机物的；有机体的

n organism (C)生物，有机体，有机组织

vt organize 组织

N organization 团体，机构，组织

22. put forward 提出（建议、意见）；推荐，提名

He put forward a better plan.

We put her forward as chairman of the committee.

23. aim (sth) at sth/doing sth (把……)瞄准；目的在于；企图

He aimed his gun at the target.

Those girls worked out every morning, aiming at losing weight.

知识点讲解

1． You and your team are working on a cure for Aids. 你和你的队员正在从事艾滋病的治疗工作。

（1）work on “从事于（某项工作）”；“设法说服” eg:

They worked on the old car late into the night. 他们修这辆旧汽车一直修到深夜。

What are you doing? We are working on some wood-cuts. 你们在干什么呀？我们正在创作一些木刻。

Can you work on him to change his mind?你能说服他改变主意吗？

（2）work at “学习，研究，致力于……” eg:

They have worked at this subject for many years. 他们研究这门科学好多年了。

（3）work out 做出；算出；设计出 eg:

This problem will not work out. 这道题算不出来。

They have worked out a method of sending a spacecraft to Mars.

他们已经设计出一种向火星发射宇宙飞船的方法。

2．extremely adv. to a very high degree 极端地；极度地 eg:

It was an extremely difficult and dangerous task. 这是一项极度困难和危险的工作。

extreme adj. reaching the highest degree 极度的 eg:

extreme patience/kindness 极度的耐心/仁慈 in extreme pain 在极度痛苦中

3． cure (1)n. ①[C] curing or being cured 治疗；治愈。 eg:

His cure took six months. 他的病花了六个月治疗。

②[C]substance or treatment which cures 治疗的药物；治疗法 eg:

Is there a certain cure for cancer yet? 迄今对癌症有治疗方法吗？

（2）vt. & vi. bring sb. back to health; get rid of one’s illness/habits eg:

This medicine will cure your headache. 这药可以治好你的头痛。

A few days’ rest will cure you. 休息几天你就痊愈了。

③（词组） cure sb. of one’s illness or bad habits 治愈疾病，改掉坏习惯 eg:

Moving to the country cured her of asthma. 搬到乡下她的哮喘病就好了。

He was cured of his habit of smoking. 他改掉了吸烟的坏习惯。

4． You are working on sending a manned spaceship to Mars. 你正在从事向火星发射载人宇宙飞船的工作。

（1）manned adj. (of machines esp. in space) having men on board （飞船等）载人的 eg:

the development of manned from unmanned space craft从无人向载人飞船的发展

（2）man-made adj. produced by the work of men; not found in nature 人造的 eg:

The lake is a man-made one. 这是个人工湖。

We have sent up many man-made satellites. 我们发射了多少颗人造卫星。

生词和词组

1．likely adj. (1) that is expected 很可能发生的；有希望的 eg:

Is he likely to win? 他有可能获胜吗？

The most likely result is a draw. 最可能的结果是不分胜负。

(2)that seems reasonable, suitable or right for a purpose 似乎合理的 eg:

That’s a likely excuse. 那似乎是个合理的借口。

(3)be likely to do… 很可能会……

It’s likely that… 可能会（有，发生）…… eg:

He is not likely to succeed. 他大概不会成功。

It is likely that he will be late. =He is likely to be late. 他可能会迟到。

2． grasp vt. , vi. & n.

(1)v. ①seize firmly with hand(s) or arm(s) 抓住；抱住；紧握 eg:

The boy grasped his mother’s hand firmly. 那个小男孩紧握住妈妈的手。

He grasped the rope and pulled it. 他抓紧绳子用力拉。

②understand with the mind 领悟；理解 eg:

I couldn’t grasp the teacher’s meaning. 我没领悟老师的意思。

(2)n. firm hold or grip; power of grasping 紧握；抓紧；领悟力 eg:

He doesn’t have a thorough grasp of the problem. 他没有彻底理解这个问题。

(3)短语：beyond/within a person’s grasp 为某人所不能/能抓到的；为某人所不能/能理解的。

3． master vt. , vi & n.

(1) vt. ①become the master of; overcome 成为……的主人；征服；控制

eg: master one’s temper/feelings 控制脾气/感情

It’s difficult to master nature. 征服大自然是困难的。

②gain as a skill 精通；熟练 eg:

master English 精通英语 master foreign affairs 精通外交事务

He never mastered the art of the public speaking. 他从未掌握当众演讲的艺术。

(2)n. ①man who has others working for him 主人，雇主

②male head of a household 家里的男主人

③captain of a merchant ship 商船的船长

④male teacher 男教师 eg:

the master of the house 一家之长

the maths master 数学教师 a master’s degree 硕士学位

4．arrange vt. & vi.

(1)put in order 安排；排列；布置 eg:

She is good at arranging flowers. 她擅长插花。

Before going away, he arranged his business affairs. 他离开之前，他把业务都安排好了。

(2)make plans in advance 预做计划 eg:

The Tourist Bureau arranged everything for our journey to Rome. 旅游局为我们去罗马的旅行准备了一切。

(3)arrange+ n. +for +n. 为……安排…… eg:

Mother arranged an appointment for me with the dentist. 母亲替我向牙医预约挂号。

(4)arrange sb. to do … 安排某人做…… eg:

I have arranged him to meet her. 我安排他和她见面。

(5)arrange with sb. to do … 约定与某人做…… eg:

We arranged with his team to play a game of baseball. 我们约好和他们队打一场棒球。

(6)arrange that … 商定，安排。 eg:

He arranged that the meeting (should) be put off for a week. =

He arranged for the meeting to be put off for a week. 他安排把会议延后一周召开。

5． failure n.

(1)[U] failing; lack of success 失败；不成功 eg:

Failure is the mother of success. 失败乃成功之母。

(2)[C] instance of failing; person, attempt or thing that fails 失败的事例；失败的人，企图或失败的事物 eg:

He was a failure as a teacher. 他不是个好老师。

Success came after many failures. 失败多次之后终于成功。

6． locate vt. & vi.

(1)discover, show the locality of 找出……的位置，指出……的位置 eg:

locate a town on a map 在地图上找出一城市的位置

(2)establish in a place 在一地点设置 eg:

a new school to be located in the suburbs 将设置在郊区的一所新学校

(3)be located 位于 eg:

Our school is located in the center of the town. 我们学校坐落于市中心。

(4)比较location n.

[U] locating or being located 指定位置

[C] position or place 位置；地方 eg:

The hill is a good location for the new church. 那山丘是建筑新教堂的好地点。

7． organ n.

(1)any part of an animal body or plant 动植物器官 eg:

the organs of speech, the tongue, teeth, lips, etc. 语言器官（如舌、牙、唇等）

(2)organization 组织，机构 eg:

Parliament is the chief organ of the government. 国会是政府的主要机关。

(3)musical instrument from which sounds are produced by air forced through pipes, played by keys pressed with the fingers and pedals pressed with the feet 风琴

同、近义词辨析

1．likely, possible 与probable

（1）三者均表可能性，但意思有别。possible指客观上有可能性，但往往含有希望很小的意味；probable比possible可能性稍大，有“较为可能、大概”，指有实际依据；likely是从外表迹象判断有可能发生的事。 eg：

It’s possible, though not probable, that he will come tomorrow. 他明天可能来，但也不一定准来。

She is likely to ring me tonight. 今晚她很可能给我来电话。

（2）possible 不能用人做主语。possible 常用于下列句型：

It is possible to do sth. It is possible for sb. to do sth.

It is possible that … eg:

Is it possible to say so?可能这样说吗？

It is possible for me to do it. 我可能做那件事。

（3）probable 也不能用人做主语。一般只用于下面句型中：

It is probable that … eg:

It is probable that he will come. 他很可能要来。

（4）likely 既可用人作主语，也可用物做主语。通可用于“It is likely that …”句型中。 eg:

He is likely to come. = It is likely that he will come. 他可能要来。但不能说：It is likely for him to come.

（5）impossible, improbable, unlikely 用法与上述类似。

2．catch, grasp, seize 与snatch

catch是普通用语，用“设法抓住，捉住”的意思； grasp表示牢牢地“抓住”；seize指“突然用力抓住使不逃脱”；snatch 表示迅速的拉扯动作、出其不意地“抓取”。 eg:

The police caught the thief as he ran. 小偷逃跑时被警察抓住了。

He grasped his gun and rushed out. 他抓起枪就冲了出去。

He seized the gun from the enemy soldier. 他从敌人士兵手中夺过了枪。

The thief snatched her handbag and ran off. 小偷抢走了她的手提包就跑了。

知识点补充

1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. 无论中国将来会有什么样的成就，其中许多可能就诞生在北京的西北部。

（1）in store 就要到来，必将发生 eg:

Who knows what the future has in store for us? 谁知道我们将来注定如何？

（2）in store 也有储存着，备用的意思 eg:

The runner kept some energy in store for spurting at the end. 那名赛跑的人为最后冲刺贮存精力。

2． Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. 在20世界90年代末中关村作为高新科技特区被创立并迅速成为中国高科技工业的先锋。

（1）set up-establish 建立 eg:

The government has set up a working party to look into the problem. 政府成立工作组调查此问题。

（2）in the late 1990s 又可写成in the late 1990’s 二十世纪九十年代末

in the early 1980s 二十世纪八十年代初

（3）hi-tech= high technology 高科技，高技术

3． When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. 当我获得硕士学位时，我想回到家乡，可是我没能找到学有所用的公司。

（1）本句是一个复合句。When I got my master’s degree 为时间状语从句，修饰主句谓语动词wanted。wanted和couldn’t find为并列谓语动词，由并列连词but连接。where I could use what I had learnt为定语从句，修饰先行词company。what I had learnt 为宾语从句。

（2）a master’s degree 硕士学位 a doctor’s degree 博士学位a bachelor’s degree 学士学位

又如：Master of Arts 文学硕士 Doctor of Law 法学博士Bachelor of Science 理学学士

4．I will never forget how happy I was when I set foot in China again and was back with my friends and family. 我永远不会忘记当再次踏上中国土地和我的朋友及亲人团聚时，那种感觉有多幸福。

（1）本句是复合句。How happy I was …为宾语从句。when I set foot in China again and was back with … 为时间状语从句。

（2）set foot in/on 进入，踏进 eg:

She said she wouldn’t set foot in the room until it had been properly cleaned.

她说直到这屋子收拾好了她才住进去。

No man has ever set foot on that deserted island. 没有人曾光顾过那个荒芜的岛。

5． “Relying on science, technology, and knowledge to increase economic power”- makes it clear that science and business can and must work together to build the future. “依靠科学，技术，知识发展经常”，它阐明了科学和商业能够且必须结合在一起共创未来。

（1）此句为复合句。it为形式宾语，代表that引导的宾语从句。

（2）rely on/upon信赖，依赖 eg: He can always be relied upon or help. 他的帮助是永远可依赖的。

You may rely on my early arrival. 你放心好了，我会早到的。

（3）make…clear 表明，讲清楚 eg:

Have I made myself clear? 我讲清楚了吗？

They wanted to make it clear that they did an important and necessary job. 他们想说明他们做着一项重要且必要的工作。

6． …but we are excited about all the new technology and great ideas that are coming to life in Zhongguanzun. 但是我们为所有这些在中关村富有活力的新技术和卓越的想法而感到激动。

（1）that are coming to life in Zhongguancun 为定语从句，修饰先行词ideas。

（2）come to life 苏醒；恢复生气 eg:

We all thought he was drowned, but after an hour’s artificial respiration he came back to life.

我们都以为他淹死了，但经过一小时的人工呼吸后，他又苏醒了。

When I told the students the good news, they all came to life.

当我告诉学生们这个好消息时，他们都活跃起来了。

The Fifth Period

Teaching Aims:

1. Learn and master the following words: brand , luggage , achieve , organ

2. Review the words appearing in the last two periods.

3. Learn about Word Formation.

Teaching Important Points;

1. Learn some words which are closest in meaning,

2. Study the ways of forming a word.

3. Study the meaning of some affixes and stems.

Teaching Difficult Point;

How to help the students master some knowledge of Word Formation,

Teaching Methods;

1. Doing exercises to review the learnt words.

2. Studying and practising to master the ways of forming a word.

3. Pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures :

Step I Greetings

Greet the whole class as usual.

Step II Revision

In the last period, we read the passage Zhongguancun and learned much about it. Now, who can tell me something about it? Get some Ss to try it.

Zhongguancun, in Beijing's Haidian District, is the new centre for Chinese science and technology. The centre itself got started in the early 1980s and was set up as a special economic zone in the late 1990s. Then it quickly became the leader of China's hi-tech industry. A growing number of overseas have returned to China and grasped the opportunity to develop their ideas at Zhongguancun. Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8 000 hi-tech companies in Zhongguancun, more than half of which are IT companies. What has made Zhongguancun a success is the spirit of creativity and scientific skill.

We all know Zhongguancun is the leader of China's hi-tech industry as Silicon Valley in the USA. So sometimes it is called China's Silicon Valley. In the last class, I asked you to use a library or the Internet to find out more about Silicon Valley and then compare the two areas. Now who'd like to tell us how similar or different they are?

Both Zhongguancun and Silicon Valley are home to Internet industry as well as hi-tech companies, most of which are founded by students, faculty and staff members from the surrounding universities. However* as a fledgling hi-tech community, Zhongguancun has many differences from Silicon Valley. Silicon Valley has evolved a culture that is tuned to market-driven innovation, while in Zhongguancun, innovation is still largely driven by technology. In addition, investors in Silicon Valley are frequently an integral parts of companies day-to-day operations. While in Zhongguancun. Investors has been used only as a source of financing.

Let's do an exercise.

Please look at the screen.

(Teacher shows the following on the screen.)

Find the right explanation for each word.

1. zone 2. significant 3. institute 4. achievement 5. announce

6. grasp 7. giant 8. perfect

A. something you have worked hard for and done well

B. to say something in public

C. to take hold of something firmly

D. a group of people who want to study a special thing, or the building used by such a group

E. without any fault or bad points

F. large and important; having a special meaning

G. unusually large person, animal, plant, business organization, etc.

H. area or region with a particular feature or use

Suggested answers: l.-H 2.-F 3.-D 4.-A 5. -B 6.-C 7. -G 8. -E

Step III Word Study

Page 5. We'll deal with Word Study. First, Word Study. Then, Word Formation. Look at the exercise in Word Study now. Choose the answer that is closest in meaning to the underlined part. First, do it by yourself. Then check the answers with your partner. In the end, collect the right answers.

Suggested answers:

LA 2.B 3. C 4. B 5. C 6. A 7. B 8. C

Step IV Word Formation

Word formations

1. introduce the main ways of word formation: (the following may be of help during your teaching)

The main Processes of English Word-formation:

a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;

c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.

d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,

The minor processes of English word-formation:

e. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);

f. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);

g. Blending: branch, motel, Eurasia,

h. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.

i .Forming new words by analogy:

Moonrise is derived from the word sunrise by analogy.

j. Onomatopoeia:

Bark, giggle, bang, murmur.

2. Ss study examples on p6 and see if they can tell the processes of the words.

Study Word Formation. First, look at the words on the screen. (Teacher shows the following on the screen.)

international = inter-+ national

telephone = tele- + phone :

mankind = man+ kind

broadband= broad + band

extremely = extreme + ly

manned = man+ -ed

hi-tech= high + technology

e-school = electronic school

IT=information technology

CSA = Chinese Space Agency

The Ss are given two minutes to study the words and find out the ways of forming a word. Then ask some students to explain how they are formed.

Look at the stems and affixes on the screen. Match each of them with the right meaning on the

right.

(Teacher shows the following on the screen.)

trans-

-graph

tele-

super-

co-

vis-

bio-

Sub-

-port- carry

see

below

life

together/with

more than usual

far

across

writing

The Ss are given two minutes to prepare. Then check your answers.

Suggested answers:

trans- = across tele- = far co- = together/with bio- = life vis- = see -graph= writing -port-= carry sub-= below super-=more than usual

Please look at the screen. Let's do another exercise.

(Teacher shows the following on the screen.)

Use context clues and what you know about word parts to guess the meaning of the underlined words.

1. ____ Many countries import most of the oil they use.

2. ____ He studied biophysics at college.

3. ____ It is very important to learn how to cooperate with others.

4. ____ All your luggage will be transported to the destination by train. 5. ____ My cousin has an excellent voice. Her dream is to become a

superstar.

(Teacher asks some students to do it. One student, one sentence. )

Suggested answers :

1．进口 2.生命物理 3.合作 4.运输 5.超级歌星

Step V Consolidation

Page 6 and look at Part 4. Read the news article and tell how the words in bold are formed. First, look at the given example to make sure you know how to do it. Then work in pairs to finish it. After a few minutes, check your answers.

Suggested answers

showcase= show+ case breakthrough= break + through

bioengineering = bio- + engineering outstanding = out + standing

enable= en- + able restore = re- + store

indirectly = indirect+-ly strengthen= strength+-en

Step VI Summary and Homework

T. Well. Let's see what we've learnt in this class. First, we've reviewed the words learnt in the last period. Then, we've learnt about Word Formation CD. We've learnt some ways of forming a word, such as derivation, compound and short form. This way, we know how to guess new words according to the meanings of the stems and affixes as well as the context clues. After class, please review what we've learnt in this class and preview the next part in this unit - Integrating Skills.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Third Period

Word Formation

Ways of forming a word

a. derivation: international, telephone, extremely, manned

b. compound: mankind, broadband

c. short form: hi-tech, e-school, IT, CSA

The Sixth Period

Teaching Aims;

1. Learn and master the following words and phrases:

boom, put forward, breakthrough, agency, announce, evolution, supercomputer

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

Teaching Important Points:

1. Help the students understand the passages exactly and master the following words and phrases: put forward, aim at, announce, map out

2. Learn to write a persuasion essay to train the students' writing ability.

Teaching Difficult Point:

How to help the students finish the task of writing.

Teaching Methods:

1. Fast and then careful reading to improve the students' reading ability.

2. Learning tips to help the students learn to write a persuasion essay.

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

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures-

Step I Greetings

Greet the whole class as usual.

Step II Revision and Lead-in

(Show the following on the screen. )

Study the sentences and guess the meaning of each underlined word. Explain how the word is formed.

1. The average output of the factory is 20 cars a day.

2. She has written good essays before, but this one is substandard.

3. He is a kind of intellectual superman.

4. The lack of a common language made it very difficult to intercommunicate (with each other).

5. Transplant the seedlings into peaty soil,

6. Have you read an e-book?

7. When did China join the WTO?

8. They helped us to map out a long-term plan.

Suggested answers

1. output = out+ put产量

2. substandard = sub-+ standard低于标准的，不够标准的

3. superman = super-+ man超人

4. intercommunicate= inter- + communicate互相联系

5. transplant=trans-+plant移植

6. e-book = electronic +book电子图书

7. WTO＝World Trade Organization世贸组织

8. long-term=long + term长期的

Today, we've going to read about some scientific achievements in China. First，let's learn the new words.

(Teacher shows the screen and deals with the new words.)

boom /bu:m/.n. (经济、工商业的)繁荣（期），迅速发展期；（营业等的）激增，

put forward提出，建议；推荐’

△rejuvenate / / vt. 繁荣昌盛；使返老还童；使恢复（青春）活力，

breakthrough／/ n．（知识或技术领域的）重大突破；重大进展（发现）

（军事上的）突围；

△impressive / / .adj. 激动人心的；感人的．给人深刻印象的：

agency／ / n.（行政或职能）机构；代理机构

announce／ / vt. 宣布．宣告

△genome／/ n:基因组；染色体组

△element／ / n．元素；要素，组成部分：

evolution, / / n．发展，展开：进化

△byte /bait/，．［计〕字节．比特，

supercomputer / / n．超级计算机‘：

△humanoid／ / adj. 具有人的形状或特点的；类人的。

Step III Reading

Page 7. Look at Reading and Writing. Read each passage quickly and find out the answers to the following two questions on the screen. (Teacher shows the following on the screen.)

1. What plan has helped Chinese scientists make many breakthroughs?

2. Which scientific fields are mentioned in the text?

( After a while, teacher checks the answers. )

1. The plan for “rejuvenating the nation by relying on science and education”.

2. Exploring space, genetic research, computer engineering and medical science.

(Teacher writes the answers above on the blackboard.)

Read the passages again carefully, trying to understand them more exactly and pay attention to some detailed information. After that, work in groups to complete the chart after the passages according to what is tearnt from the text. After four minutes, check answers.

Suggested answers:

Exploring space

Achievements: The Chinese space Agency has developed the highly successful Long March rocket series.

Importance: The rockets are used to prepare for the nation's first manned space flight.

Genetic research

Achievements: Chinese scientists have completed mapping out their part of the international human genetic project,

Importance; It has proved that Chinese scientists are among the world's best. It helps to solve the mysteries of life.

Computer engineering

Achievements: Chinese computer engineers have developed the supercomputer Shenwei.

Importance: The nation's first humanoid robot has been built.

Medical science

Achievements: Scientists have been able to create a chemical element that can fight cancer cells.

Importance: The breakthrough makes the cure of deadly disease possible.

(After that, teacher deals with the language points. )

Now, let's learn some useful words and expressions. Please look at the screen. (Teacher shows the following on the screen and gives brief explanations to make sure the students understand how to use them correctly.)

1. put forward: advance, propose or suggest sth. for discussion

e. g. He is putting forward radical proposals for electoral reform.

2. aim at: intend or try to do sth.

e. g. We must aim at increasing exports.

3. announce : make (sth. ) known publicly

e. g. They announced their engagement to the family.

Have they announced when the race will begin?

4. map out: present sth. in detail

e. g. He mapped out his ideas on the news project.

Step IV Listening and Reading Aloud

Play the tape for the Ss to listen. The first time, listen and follow. The second time, listen and repeat.

(Teacher begins to play the tape. )

Step V Writing

Writing part. The Ss have been asked by the magazine Modern Science to help them choose the greatest scientific achievement ever. Write a short essay, telling them which achievement you

have chosen and explaining why you think that it is the most important. In order that they can write your essay better. They’d better read and study the tips at Page 8 carefully before writing.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Fourth Period

I . Areas

exploring space

genetic research

computer engineering

medical science

II. Words and phrases

put forward

aim at

announce

map out

The Seventh Period

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Zhongguancun Science Park is China's biggest science park with a high concentration of scientific and technological institutions and intellectual resources. Located in this area are 39 institutions of higher learning represented by Beijing University and Tsinghua University. There are 213 research institutions as exemplified by the institutions of the Chinese Academy of Sciences (CAS) and the Chinese Academy of Engineering (CAE) and 37% of the academicians of both the CAS and CAE are living and working in this area. Each year, thousands of sophisticated research discoveries emerge in this area and pour out to all places throughout China. Many state-level laboratories and important engineering and technology centers are concentrated in this area too. Zhongguancun Science Park is the largest software development and production center in China.

Zhongguancun Science Park in fact is composed of five science zones like Haidian Zone, Fengtai Zone, Changping Zone, the Electronic City Zone and Yizhuang Zone. Some ten thousand new and hi-tech enterprises, such as Legend, Stone, Founder, Zhongguancun Science and Technology, Tsinghua Tongfang, Netease, are all doing their business at Zhongguancun. In addition, there are some 1500 R&D centers and hi-tech companies set up by or invested by renowned overseas transnational companies like IBM, Microsoft, Mitsubishi in this area as well as 40 overseas listed companies. At present Zhongguancun has become the most important growth point in the economic development of the capital which makes a contribution of 60% of the total industrial growth of the city. The business income generated from the industry, trade and technology of Zhongguancun Science Park in 2001 accounted for 18% of the total income of all the 53 national new and hi-tech parks.

In June , the State Council of China officially approved the “Note of Request to Expedite the Building of Zhongguancun Science Park for the Purpose of Implementing the Strategy of Rejuvenating the Country through Science and Education” by the Beijing Municipal Government and the Ministry of Science and Technology and instructed the Beijing Municipal Government and the Ministry of Science and Technology to speed up the construction process of Zhongguancun Science Park in order to build it into a comprehensive reform trial base for implementing the strategy of rejuvenating the country through science and education and the two essential changes, a model base of international technical innovation with competitiveness, an incubator and radiating center for its scientific and technological achievements with its footing in the capital city of Beijing but facing the whole country and a base for training innovators and a first-class science park in the world. This is the most important trans-century decision made by the central government after its decisions of establishing the Shenzhen Special Zone in 1980s and opening up Shanghai's Pudong area in 1990s.

Beijing People's Municipal Government promulgated “Regulations of the Zhongguancun Science Park” on January 1, 2001, which provides the legal basis and guideline for its future development. The Park is now moving on at vigorous strides in promoting technology innovation in accordance with the principle of “Bold innovation in the areas not banned by the law” with the ambition of achieving great changes every year and make the Park a first-rate science park in the world within 10 years.

Zhongguancun is indeed a place full of opportunities and challenges as well as bright hopes. All domestic and overseas companies and individuals are welcome to Zhongguancun for business development.

篇5：NSEFC2B Unit 16 全单元教案1(人教版高二英语下册教案教学设计)

Unit 16 The United States of America

Ⅰ.Brief Statements Based on the Unit

The United States of America is a developed country and also a booming country,which has a history of only 200~300 years.After the USA was founded,the American Civil War broke out in 1861,which brought suffering to the people of the USA,especially those in the South.Rebuilding the South became an essential task at that time.This unit mainly talks about the rebuilding and development of the American South.And Atlanta is a good illustration.It also deals with the bison on the plains of America.Because the bison was killed in huge numbers by European settlers,the balance of the whole wildlife was destroyed.After learning the unit,we let the students learn about the early history of America.Besides,some useful expressions and phrases should be mastered,and Non-finite verbs need to be reviewed,especially their passive forms.

Ⅱ.Teaching Goals

1.Talk about the USA.

2.Practise describing places.

3.Review Non-finite Verbs(2).

4.Write a comparison essay.

Ⅲ.Background Information

1.The American Civil War

The war of 1861~1865 between the northern states (the Union) and the southern states (the Confederacy) is also called the War between the States or the War of the Rebellion.There were many causes,of which the most important were disagreement over slavery,and the quarrel concerning Federal control and States’ Rights.The direct cause of the war was the election of Lincoln as President;this was followed by the secession of the southern states from the Union and the founding of the Confederacy,with Jefferson Davis as its President.The North had many advantages,a far greater population,more railway lines,and more factories.But the Confederates fought hard and were at first successful:they won the battles of Bull Run and Fredericksburg;but then Lee was defeated at Gettysburg and the Union army led by Grant won control of Mississippi.Admiral Farragant forced New Orleans to surrender:Texas,Arkansas and Louisiana were cut off from the rest of the Confederacy.After the Union won the Vicksburg campaign,Sherman made his march through Georgia to the sea,and Lee surrendered to Grant at Appomatton Court House,Virginia,on April 9,1865.Lincoln was assassinated in the same month.Slavery was declared unconstitutional.The period after the war (Reconstruction),when the South was occupied by the Worth,left bitterness that has not yet entirely vanished.During Reconstruction the southern states were admitted back into the Union.

2.The War of American Independence

(Also called the Revolutionary War 1775~1783)

The struggle of the thirteen British colonies in North America for independence ended in the forming of the USA.The main causes of the war were taxes imposed by the British government,e.g.the Stamp Tax of 1765 and the Tea Tax.The colonies rebelled in 1775;the first shots were fired at Lexington,and the First battle was faught at Bunker Hill.The continental Congress appointed General Washington as leader of its forces,and issued the Declaration of Independence on July 4,1776.General Burgoyne led a British army down from Canada but was forced to surrender at Saratoga (Oct.1777).He was supposed to meet the army of General Howe,who managed to occupy Philadelphia.Washington spent the hard winter of 1777~1778 at Valley Forge,and had difficulty in keeping his men together,France (1778),Spain (1779)and the Netherlands (1780)joined the war against Britain.British forces under Cornwallis won victories in the South where Britain had some popular support,but Cornwallis was defeated at Yorktown,Virginia,and forced to surrender (Oct.19/1781),which practically brought the war to an end.At sea,Britain had to fight to keep her naval supremacy,but after Yorktown the American ports were lost one by one.The war was ended by the Treaty of Paris,1783,which recognized the independence of the USA.

3.Slavery in the United States

The African ancestors (祖先) of today’s black Americans were brought to the US as slaves in the seventeenth,eighteenth,and nineteenth centuries.They worked on farms,especially the large farms in the southern states.Slowly they became a necessary part of the economic (经济) system (体制) of the South.

Slaves did not have the right of people;according to the law,they were a “thing” which belonged to the person who bought them.They had to obey the orders of their owners without questions.They were not allowed to learn to read;their owners feared the educated slaves would begin to think about the injustice of the system and would learn to struggle for their freedom.Slaves had to work long hours in very unhealthy conditions.Their owners had complete power over them.They could be bought and sold like animals.At the slave markets,black children were separated from their parents and never allowed to see them again.Slave owners had the right to punish the slaves who broke the law or was against the system.Slaves were often beaten or even killed by their owners.After the Civil War,one free slave reported that his owner killed an older slave who was teaching him to read.In theory an owner who treated a slave badly could be punished.In practice,however,the law meant nothing.

Opposition to slavery began very early in the history of the US-in 1671-but little progress was made until the beginning of the nineteenth century.By 1804 slavery was illegal (非法的) in the northern states.But it continued,and even grew,in the southern states,which depended on cotton for their economic wealth.Slavery,ended in the South only after the Civil War.For blacks,however,the end of slavery was only a beginning,the late beginning of a long and difficult struggle for true justice.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn about the USA.

2.Do some listening.

3.Practise describing places to train the students’ speaking ability.

Teaching Important Points:

1.Train the students’ listening ability.

2.Improve the students’ speaking ability by practising describing places using the following useful sentence patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help the students carry out the task of speaking.

Teaching Methods:

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

2.Discussion to help the students learn about the US.

3.Individual,pair or group work to make every student have a chance to work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：Now,let’s begin our class.First,I’ll give you some information about the history of a country.Please guess which country it is.Listen carefully.It is a very young country in the world,which has only a history of 200~300 years.Most people in the country are immigrates The head office of the UN was set up there.Two World Wars didn’t take place there.Now it is the strongest country of the world.Can you guess it?

Ss:Yes.The USA.

Step Ⅲ Warming-up

T:You’re right.Today we’re going to learn Unit 16 The United States of America (Bb:Unit 16 The United States of America).Now,let’s have a quiz to see how much you know about the USA.(Teacher shows the following on the screen.)

Decide if the following sentences are true or false.Write“T”or“F”in the brackets.

1.New York is the largest state in the US. ( )

2.Most state names come from Spanish or English. ( )

3.Atlanta is known as the“Big Apple”. ( )

4.The Constitution was written in 1779. ( )

5.There are 52 stars on the American flag. ( )

6.George Washington was the first American President. ( )

7.The first settlers arrived in North America about 30 000 years ago. ( )

8.The Mississippi River is the longest river in the world. ( )

T:Well,please do it by yourselves.After a while,I’ll check your answers.Is that clear?

Ss:Yes.

(After a few minutes,teacher checks the students’ answers.)

T:The first one,true or false?

S1:False.

T:Please correct it.

S1:New York is the largest city in the US.

T:Good.The second one?

S2:True.

T:What about the third one?

S3:False.New York is known as the “Big Apple”.

…

Suggested answers:

4.F The Constitution was written in 1787.

5.F There are 50 stars on the American flag.

6.T

7.T

8.F The Mississippi is one of the important rivers in the world.

T:A good job!Now,open your books and turn to Page 41.Please look at the map of the USA and find out the following cities and states:New York,Washington,Florida,Taxas, California,Alaska.

(A few minutes later,teacher says the following.)

T:Please look at the first picture.What place is it?Any volunteer?

S4:It is the famous White House,where the president of the US works and lives with his family.

T:Do you know how it got its name?

S4:No.

T:Who knows?

S5:At first,it was made of gray stone and called the President’s Palace.During the war of 1812,it was burned by British soldiers.Afterwards,it was rebuilt.The walls were painted white to cover up marks left by the fire.Then people began calling the President’s Palace the White House.The name caught on and has remained in use ever since.

T:Wonderful!Next,let’s look at the second picture.It is a famous city,which is it?

S6:New York.

T:Right.Can you guess when the picture was taken?

S6:I think it was taken before the date September 11,.

T:How do you know?

S6:Because in the picture,we can see many skyscrapers.Among them,the World Trade Centre and the Empire State Building are most famous,but now the World Trade Centre has already gone.It was exploded by terrorists.

T:Oh,What a pity!Do you know anything else about New York?

Ss:No.

T:New York is America’s cultural capital,where there is the statue of Liberty,the skyscrapers,了the beautiful shops on Fifth Avenue,and the many theatres on Broadway.Manhattan,the smallest island in New York,is the real centre of the city.When people say “New York City” they usually mean Manhattan.In 1605,the first Europeans came to Manhattan from Holland.They bought the island from the American Indians for a few glass necklaces,worth about $26.The most crowded part of New York is perhaps Harlem,where most Black Americans live.The crime rate is among the highest in the Western world.I hope one day some of you will have a chance to visit it.Do you have enough confidence?

Ss:Yes.

T:OK.Now,work in pairs or groups.Make a list of things you know about the USA and what you’d like to know more about.(Teacher may encourage the students to make a chart.Several minutes later,teacher collects their charts.)

Sample diagram:

Step Ⅳ Listening

T:OK.We have talked more about the USA.Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes.Turn to the next page.Let’s look at Ex.1 in the listening part.Here are the notes taken by Wang Xiao after he listens to a radio programme about New York.First read it by yourself.Then I’ll play the tape for you to listen.After that,please correct his errors.

(Teacher plays the tape for the first time.After playing it,teacher gives the students one or two minutes to do Ex.1.At last,teacher checks the answers with the whole class.)

T:OK.Now let’s listen to the tape again and then answer some concerned questions.Before listening,you need to go through with the questions.(Teacher gives the students one minute to read the questions.Then play the tape for the second time.After that,give the students enough time to discuss the answers and check them.)

T:Well done.Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way.If necessary,play the tape again.)

Step Ⅴ Speaking

T:Everyone loves his own hometown,which is beautiful in their hearts.Now,let’s talk about our hometown.Tell me where your hometown is,Wang Kai.

S7:My hometown lies on the plain of North China.

T:Are there any mountains,rivers or forests?

S7:Yes.There is the famous Mount Taihang to the west,Fenhe River in the centre and a railway from Datong to Fenglingdu across my hometown.

T:What does the landscape look like?

S7:Very beautiful.There are thick forests,clean rivers and pleasant climate.Resources of minerals are also rich,which is called “the Sea of Coal”.Many places of interest,like the ancient city Pingyao,Yungang Rock Cave and Mount Wutai are famous in the world.

T:Well done!Now,look at the last part-Speaking at Page 42.Let’s do some speaking.Choose one of the cards and ask each other questions.You can use a map to help you.Before speaking,please look at the sentence patterns on the screen.They may be of great help to you.

(Teacher shows the following on the screen.)

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Can you make a sentence using each sentence pattern on the screen?

Ss:Yes.

T:Who can try the first sentence pattern?

S8:How tall is the building?

T:Yes.Answer the question,please.

S8:It’s about 100 feet tall.

T:Very good.Make a sentence with the next sentence pattern.Any volunteer?

S9:There is a famous mountain in the north.

T:OK.Sit down,please.The last one?

S10:It looks like a bird’s nest.

T:Good job!Now,work in pairs to talk about your hometown.Ater a while,I’ll ask some students to act out their dialogues before the class.Are you clear about that?

Ss:Yes.

T:Begin,please.

(Teacher goes among the students and joins them.)

T:(After a few minutes)Are you ready?

Ss:Yes.

T:Who’d like to act out your dialogue in front of the class?

(Two students stand up and act out their dialogue before the class.)

Sample dialogue:

A:Could you tell me where your hometown is?

B:My hometown is on the plain of North China,which has a population of 5 000.

A:Is it beautiful?

B:Yes.It lies to the east of Mount Taihang and west of Haihe River.The railway from Beijing to Guangzhou crosses it.There is fertile land,rich resources,simple people and developed trade.It is a brilliant pearl on the plain.

A:Very beautiful!Would you like to take me to visit your hometown if possible?

B:Of course.I’m glad to act as your guide.What about your hometown?

A:On the Loess Plateau lies my hometown.

B:The Loess Plateau?It must be very inaccessible and backward.

A:No.My hometown is not far from the Yellow River,which is more than 5 000 metres long.The traffic is convenient,four seasons clear,climate cool and resources of minerals rich,like coal,iron…I believe my hometown will become more beautiful in the near future.

Step Ⅵ Summary and Homework

T:In this class,we’ve mainly learnt something about the USA by speaking and listening.Besides,we’ve talked about our hometown using the useful sentence patterns,such as:How long/wide/high/tall is the…?It’s…metres/feet long/wide/high/tall.…(Teacher writes them on the blackboard.)After class,surf the Internet to get more information about the USA,such as the history of the USA.At last,don’t forget to preview the reading passage.That’s all for today.Class is over.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 16 The United States of America

The First Period

Useful Sentence Patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Step Ⅷ Record after Teaching

篇6：NSEFC2B Unit 14 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Read the text and grasp the main idea of it.

2.Do some exercises to master what they’ve learnt.

3.Learn to write an essay.

Teaching Important Points:

1.Improve the students’ reading ability by reading a text.

2.Improve the students’ writing ability by reading and writing.

Teaching Difficult Points:

1.How to improve the students’ integrating skills.

2.How to write an essay.

Teaching Methods:

1.Practice to make the students master what they’ve learnt.

2.Asking-and-answering method to help the students grasp the main idea.

3.Discussion to make every student understand the topic clearly.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T:(Greet the whole class as usual.)In the last period,we’ve learnt some useful words and expressions.Now,let’s do an exercise to revise them.Look at the screen,please.You may have a discussion,if you like.

(Show the following on the screen and let the students prepare for a moment.Finally,ask some students to say their answers and correct their mistakes,if any.)

Choose the proper words to complete the following sentences,using the proper forms:

prison housing peaceful march murder forbid set a good example demand

1.Too many people are living in bad ______ conditions.

2.If some people are on a ______,they walk together in a large group through the street to express their ideas.

3.Black people in Alabama ______that the bus company should not separate blacks from whites.

4.Lei Feng ______ to us in serving the people heart and soul.

5.In the American history,two former presidents Abraham Lincoln and John F.Kennedy were ______.

6.Smoking is ______ in our school now.Our school is a non-smoke school.

7.The man who robbed a bank of our city was caught last Sunday and put in ______now.

8.When I arrived in Qingdao,the sea there was ______ and beautiful.Many people jumped into it and had a bath.

Suggested answers:

1.housing

2.march

3.demanded

4.set a good example

5.murdered

6.forbidden

7.prison

8.peaceful

Step Ⅱ Fast Reading

T:Well done!(Show the questions on the screen.)Now,we’ll begin a new text.Please turn to Page 30 and read the passage fast and find answers to the questions on the screen.)

Answer the following questions:

1.Which country was the first in the world to give women the right to vote?

2.Who wrote two chapters about the rights of animals and vegetables in a novel?And when?

(Three minutes later)

T:Who can answer the first question?

S:I’ll try.The answer is that New Zealand was the first country to give women the right to vote.

T:Do you agree with him/her?

Ss:Yes.

T:Good.Now,who knows the answer to the second question?

S:Let me have a try.Samuel Butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872.

T:Very good.Please sit down.

Step Ⅲ Reading

T:(Show the questions on the screen.)Now please read the text again and discuss the questions on the screen with your partner.Later we’ll check the answers together.

Discuss the following questions:

1.“Each age has its own struggle for right.”What does the word “age” mean?

2.What were the main ideas of the famous books about the rights of men and women,which were published in the late 18th to the 19th century?

3.Please describe the rights to vote for women in the 19th and the 20th century.

4.What is the purpose of the organizations that fight for equal rights in modern times?

5.Do you think we should fight for the rights of robots and machines?

(The students read the text and discuss the questions.Then the teacher may ask some of the students to say their answers.)

Suggested answers:

1.The word “age” means “time”,for Chinese “时代”.

2.The main ideas of these books were that all people are brothers and sisters,and that all people should be equal.From then on,a struggle of more than 200 years for equal rights of men and women of all races began.

3.There was a time when women had no rights to vote.In the 19th century,women all over the world began to ask for equal rights.It is New Zealand that is the first country in the world to give women the right to vote in 1893.By 1920,the US,Canada and most European countries allowed the women to vote.

4.They fight for the rights of black people,women,children,people with AIDS/HIV and prisoners.Their purpose is that they ask to be treated with respect,share the rights to work,good housing conditions and education and to be treated equal to other people in all ways.

5.I don’t think so.We should protect all the living things,including plants and animals,because all of them are part of nature.If one of them is not well protected,the balance of nature will be destroyed.That will perhaps cause another living thing to die out.No matter which of them dies out,our nature will lose some of its color.Robots and machines are made by man.We can decide how many of them will be needed,according to their use.If we need more,we can make more.That will not affect the balance of nature.And I think we should protect our oceans and earth,too.

T:That’s a very good topic.You can continue discussing it after class,if you like.It will be very interesting.

Step Ⅳ Reading Aloud and Practice

T:Now,let’s listen to the tape.I’ll play it twice.The first time I play the tape,listen carefully.The second time I play it,you can read after the tape.After that,you read the text aloud,paying much attention to the pronunciation and intonation.

(Play the tape for students to listen and repeat.Then give them several minutes to read aloud.At last,ask a couple of students to read the text.)

T:Very good.(Show the phrases on the screen.)Now,please look at the screen.Make sentences with the phrases shown on the screen.You can do it in pairs.

Make sentences with the following phrases:

in modern times believe in

start with a time

have…in common with respect

in all ways ask for

Sample sentences:

in modern times:

In modern times many peasants are very rich.

believe in:

You can believe in him;he’ll never let you down.

start with:

The school started with 300 pupils;now there are double that number.

a time:

I don’t care for the place at first,but after a time I got to like it.

have…in common:

Real friends should have everything in common.

with respect:

We should treat everybody with respect.

in all ways:

All the people should be treated equally in all ways.

ask for:

She entered it,asked for a cup of tea,and sat down.There’s been a gentleman here asking for you.

Step Ⅴ Writing

T:Now,let’s do some writing practice.First look at the information on Page 31.Read it and then work out the details for King’s action in Birmingham after the example.Pair work.A few minutes later,we’ll check the answers.

(Students begin to prepare and after a while,the teacher says the following.)

T:Have you finished?

Ss:Yes.

T:Who would like to give us the answer?

S:I’ll try.King wanted new civil rights law to give blacks equal rights.What is wrong now:Only 25% of the blacks can vote.How should it be improved:All the citizens can vote,no matter what race they are.

S:King wanted the right of free marriages for blacks.What is wrong now:Mixed race marriages are forbidden by law.How should it be improved:All the people can choose their marriages by themselves.

S:King wanted the right of receiving equal education.What is wrong now:Black children are taught in separate schools,and the money spent on educating a black child is much less than that spent on a white child.How should it be improved:Black children and white children can in the same school to have their classes.

…

T:Well done!Now,read the second information and discuss what we should do with your partner.

(A moment later,check the answers.)

Suggested answers:

Rights People Animals/Plants Robots/Machines

Housing big enough house big enough room big enough room

Nutrition enough nutrition enough nutrition keep in good repair

Work eight hours can’t be made to work too long can’t work too long

Health and care keep healthy keep healthy take good care of

Respect treat with respect treat with respect ×

Vote have the right to vote × ×

Step Ⅵ Summary and Homework

T:In this class,we’ve learned a text “No voice,not heard…” and done some exercises.There are some useful expressions in the text.Can you remember them?Li Jian,can you tell us?(The student tells the useful expressions to the class and the teacher writes them on the blackboard.)Good.After class,you should make sentences with the expressions on the blackboard and finish Exercises 3,4 and 5 on Page 32.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Sample essay:

People,animals and plants are all living in one home-our earth.People are in charge of everything.They should live comfortable.That is to say,they should have big enough house to live in and have enough nutrition to keep them healthy.Besides,they should have regular medical care.People should respect each other and help each other.They should not work too long or too tired.They should have the right to vote.So it is with animals and plants,though they don’t need the right to vote.Our earth is beautiful and full of vigor,owing to all the animals and plants.We should take care of them,and let them live comfortable and freely.Some of the animals can help us work or do other things for us.We should treat them with respect.For example,we should not make them work too long or make them too tired.Let’s live together with our animals and plants happily!Suppose what a sad world our earth would be if there were no animals and plants at all!We should be friends with them forever.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 14 Freedom fighters

The Fourth Period

Useful expressions:

believe in start with

ask for in modern times

have…in common with respect

in all ways

Step Ⅷ Record after Teaching

篇7：NSEFC2B Unit 20 全单元教案1(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.This unit mainly talks about two important archaeological discoveries:the King of Stonehenge in England and the Jinsha Ruins and the Sanxingdui Ruins Site in Sichuan Province.The discovery of the King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe.While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan.They all have a historical significance on the study of the history and culture of the two countries.Besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.

Ⅱ.Teaching Goals

1.Talk about archaeological discoveries.

2.Express curiosity.

3.Review the use of “It”.

4.Create a flow chart.

Ⅲ.Background Information

1. Underwater Archaeology

The year was 1960.The eight team members were divers and scientists.The ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off Turkey.Underwater archaeology was about to be born.

Archaeology is the study of ancient life,or how people lived thousands of years ago.The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.

The archaeologists on the team that found the ancient wreck usually worked on dry land.They knew the scientific methods used in dry-land archaeology.By adapting,or changing,these methods,the archaeologists could use them under water.After diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.Next,they drew maps on plastic tablets to show where each object was located.Then,they used a tool that gently sucked the sand away from the treasures.Large objects were placed in baskets,which were brought up to the surface.Very heavy objects were pulled up with the aid of a balloon.

The recovered objects were put in a museum in Turkey.Archaeologists then brought the photos,drawings,and maps to the United States for further research.After seven years of study,the scientists learned that the wreck was 3 200 years old.

2.Spanish scientists dig up a monster of a bone

Spanish researchers digging in a semi-desert part of eastern Spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.The upper leg bone measures 1.85 metres and weighs 150 kilograms.This indicated that it came from the equivalent of a male elephant.

Scientists believe the bone came from a Sauropod,a lizard-like dinosaur that lived from 145 to 65 million years BC.

If these guesses are confirmed,it would be the largest dinosaur discovered in Europe.

It could possibly be as big as a champion heavy weight like Argentinausorus,found in South America,which from the evidence of a foot and three ribs,was probably longer than 35 metres.

The four-legged Sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the following words:

archaeology archaeological archaeologist curiosity decoration unearth spear artefact

2.Do some listening.

3.Learn to express curiosity.

Teaching Important Points:

1.Improve the students’ listening ability.

2.Train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Looking at some pictures to arouse the students’ interest in archaeology.

2.Listening-and-answering activity to help the students go through with the listening material.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?

S1:Reading books.

S2:Watching TV.

S3:Learning from the teacher in class.

S4:Surfing the Internet.

…

T:Anything else?

Ss:No.

T:We can also go to the museum to visit the unearthed cultural relics,can’t we?

Ss:Yes.

T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.

(Teacher shows the screen.)

S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.

T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.

Step Ⅲ Warming up

T:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.

(Teacher deals with the new words with the whole class.)

T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.

S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.

T:Right.How about the second one?

S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.

T:Good.The third picture.Li Ping,try please.

S8:This is a painting on silk of the Han Dynasty.

T:Yeah.The last one?

S9:I think the last picture is a work of China made in the Tang Dynasty.

T:Anything else about the last picture?

S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.

T:Well done.We know that the life of people is different during the different periods.Now let’s describe the life of people during the periods mentioned above.You can describe it according to the questions on the screen.

(Teacher shows the following on the screen.)

1.What did they eat?

2.Where did they live?

3.What did their homes look like?

4.What kind of tools did they use?

5.What objects have we found from their age?

6.What kind of entertainment did they have?

First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?

Ss:Yes.

T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.

T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.

T:OK.Who’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?

Ss:…

Suggested answers:

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine

Housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces

Home

Decoration Bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk

Tools

stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks

iron objects,ploughs,hoes

Quyuan ploughs,tools used to lift water by water-wheel

Artefacts

necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the Tang Dynasty,China

Entertain-ment

shouting and dancing with rhythm singing,dancing,drinking wine

playing the instruments acrobatic show

having a swing,boat race,playing polo

T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?

Ss:Yes.

(Teacher shows the four pictures on the screen.)

1 3

2 4

T:Liu Qian,talk about the first picture,please.

S11:…

Suggested answers:

Picture 1:The picture shows the serials bells of the Warring States,which was unearthed in Sui County of Hubei Province.If you want to see it,you can go to Hubei Province.

Picture 2:This is the famous Dunhuang frescoes,which lie in Dunhuang of Gansu Province.They were painted in the Tang Dynasty.We can go to Dunhuang of Gansu Province to enjoy them.

Picture 3:This is a skull of a Peking ape-man,living in the Stone Age.Archaeologists found it in Zhoukou of Beijing.We may go to the Chinese History Museum to see it.

Picture 4:This is a work of coloured pottery.The persons were performing acrobatics.It was made in the Han Dynasty and unearthed in Luoyang of Henan Province.Luoyang is the place where you can enjoy the work of coloured pottery.

Step Ⅳ Listening

T:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.

(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)

T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.

(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4 in groups of four and check them.)

Step Ⅴ Speaking

T:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.

(Teacher shows the following on the screen.)

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

(Teacher goes through the useful expressions with the whole class.)

T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.

(Teacher plays the tape for the students.After that,teacher says the following.)

T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences used to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?

Ss:Yes.

T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?

S12:I’d like to know more about…

I wonder what…

I’d love to know…

What I’d really like to find out is…

T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?

Ss:Yes.

(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)

T:Thank your for your excellent performances.

Step Ⅵ Practice

T:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.

One possible dialogue:

A:Hi!Jack.Have you heard of the Sanxingdui Ruins Site?

B:Yes.It’s in Guanghan of Sichuan Province.

A:I want to know when it was discovered?

B:In the spring of 1929.

A:Can you tell me who found it?

B:Yes.It’s a farmer’s son who found it.

A:I’m curious about how he found it.

B:He found it by chance.When he and his father were working in the field,he dug up a round piece of jade.Then they found a hole filled with more than 400 jade objects.

A:Oh,so strange!What I’d really like to know is what effects its discovery will have on the study of Chinese history and culture.

B:I think it must have important effects.It is said that it has become one of the cultural relics of the world.

A:Great!I’d like to know more about it.

B:You can surf the Internet or go to visit it yourself.

Step Ⅶ Summary and Homework

T:In this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare for the next period.OK.That’s all.Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 20 Archaeology

The First Period

Useful Expressions:

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

Step Ⅸ Record after Teaching

篇8：NSEFC2B Unit 20 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review some new words appearing in the last period.

2.Review the use of “It”.

Teaching Important Points:

1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…

2.Master the use of “It”.

Teaching Difficult Point:

The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:

It is said/believed/reported/thought/known…that…

Teaching Methods:

1.Revision to help the students consolidate the words learnt in the last period.

2.Practise to help the students review the use of “It”.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?

S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?

Ss:Yes.

T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.

S2:Emperor.

T:Yes.No 2:the clothes that people wear.

S3:Clothing.

T:Good.No 3:a long stick with a sharp point,used as a weapon.

S4:Arrow.

T:No.Think it over.

S5:Knife.

T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?

S6:I think the word is “pot”,isn’t it?

T:Yes.No 5:a thin weapon that you shoot with a bow.

S7:Arrow.

T:Right.The last one:the amount of space between two places.

S8:The word should be “distance”.

T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)

T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.

T:OK.Time is up.Have you finished?

Ss:Yes.

T:Well.The first one.Any volunteer?

S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

T:Do the sentences A and B in each pair have the same meaning?

Ss:Yes.Both of the two sentences in each pair have the same meaning.

T:Are there any differences?Who’d like to try the first pair?

S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?

T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.

S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.

T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?

S12:Let me try.It is dangerous to go out alone at night.

T:Good.Wang Wei,make a sentence with the structure.

S13：It is natural that a child should love its mother.

(Teacher writes the two sentences the students made on the blackboard.)

T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.

Suggested answers:

1.It is a great honour for me to be able to join in the archaeological research project.

2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.

3.It is still unknown whether the man organised the construction of Stonehenge.

4.It is a mystery how early men constructed Stonehenge without the use of modern technology.

T:You all did very well.Now,please look at the screen.

(Teacher shows the following on the screen.)

In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?

Ss:Yes.It is:It be+p.p.+that-clause.

(Teacher writes it on the blackboard.)

T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?

Ss:Yes.

T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.

Suggested answers:

1.It was said that it was an important archaeological discovery.

2.It was reported that this man had been called the King of Stonehenge.

3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.

4.It is thought that European culture and techniques were brought to Britain through trade instead of war.

5.It has been proven that the copper knives came from Spain and Western France.

6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.

Step Ⅴ Consolidation

T:Now,please look at the screen.Translate the sentences into English using “it”.

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

1.It was reported that dozens of children died in the accident.

2.Is it possible that computers can take the place of human beings?

3.It is important that the experiment result should be checked.

4.It is difficult for you to deal with such a problem.

5.It is dangerous to go to swim in the sea alone.

6.It is well known that China is a country with an ancient civilization.

Step Ⅵ Summary and Homework

T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

e.g.It is dangerous to go out alone at night.

It is natural that a child should love its mother.

Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.

(=People say/report/believe/think…that-clause.)

Step Ⅷ Record after Teaching

篇9：NSEFC2B Unit 20 全单元教案5(人教版高二英语下册教案教学设计)

The Use of “It”

Teaching Aims:

Revise and sum up the use of “it”.

Teaching Important Point:

Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.

Teaching Difficult Point:

How to master the use of “it”correctly.

Teaching Methods:

1.Having a little quiz to revise the common use of “it”.

2.Inductive method to go through some important sentence patterns with “it”.

3.Practice to consolidate the use of “it”.

Teaching Aids:

1.a projector and some slides

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Test

T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)

Tell what the word “it” refers to and its functions:

1.It’s difficult to remember all their names.

2.It’s very quiet in the cafe.

3.It rained for three days.

4.He made it clear that he didn’t want to speak to me.

5.It was nice seeing you.

6.It was on Tuesday that Mrs Smith came.

7.It’s three miles to the nearest garage.

8.A tall man stood up and shook hands.It was Captain Lawie.

9.I hear you bought a new bike.Can you show it to me?

10.It was five o’clock when we got back home yesterday.

T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.

(Ss can exchange their papers for comment and correction.)

Suggested answers:

1.a preparatory subject for an infinitive

2.refer to the present situation

3.refer to weather

4.a preparatory object

5.a preparatory subject for an “-ing” form

6.emphasize the adverbial of time

7.refer to distance

8.refer to a person when we are identifying somebody(saying who somebody is)

9.refer to the word “bike” mentioned earlier

10.refer to time

Step Ⅲ Revision and Induction

T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.

Complete the sentences,paying attention to the structures of them and the use of “it”.

1.______(据报道)that dozens of children died in the accident.

2.______(真遗憾)that he can’t swim at his age.

3.______(很可能)that they will beat us tonight.

4.______（看来）that he enjoys pop songs very much.

5.______（仍然是一个问题）when we shall have our sports meet.

6.______(还不确定)whether he can attend this conference or not.

7.______（不要紧/没关系）whether we go together or separately.

8.It’s up to you ______（决定是否接受这项工作）。

9.It is important ______（我们学英语）.

10.It is kind ______（你们帮助我）.

11.It took me five days ______（解决这个问题）.

12.It’s no use ______（与她争论）.

T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)

Suggested answers:

1.It was reported…

［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］

2.It is a pity…

［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］

3.It is likely…

［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］

4.It seems…

［It seems/appears/happens+that-clause］

5.It is still a question…

［It be+n.+wh-/how-clause］

6.It is uncertain…

［It be+adj.(not decided,uncertain)+wh-/how-clause］

7.It doesn’t matter…

［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］

8.…to decide whether to take the job or not

［It’s up to sb.to do sth.］

9.…for us to learn English

［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］

10.…of you to help me

［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］

11.…to solve the problem.

［It takes(took)sb.…to do sth.］

12.…arguing with her

［It’s no use(no good,useless)doing sth.］

(Teacher writes the structures on the Bb one by one while checking the answers.)

T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?

Ss:Yes.Infinitives,-ing forms and clauses.

T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.

Complete the sentences

1.______(已经有三年了)since his father passed away.

2.______(不久)the police arrived.

3.______(已经八点了)when we got home.

4.______（该……的时候了）she wrote a letter to her boyfriend.

5.______(这是第一次)that these Europeans have visited the Great Wall.

6.______（我们该）to go to school.

(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)

Suggested answers:

1.It is/has been three years…

［It be+some time+since…］

2.It was not long before…

［It be(not)+long(days,weeks,months…)before…］

3.It was already eight o’clock…

［It be+definite time+when…］

4.It is(high)time(that)…

［It be(high)time+(that)…］

5.It is the first time…

［It be+the first(second,third…)time+that-clause］

6.It is time for us…

［It be time for sb.to do sth.］

T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.

Rewrite the following sentences,using“it”as a preparatory object.

1.To make others laugh is difficult.(I found…)

2.To help him is my duty.(I consider…)

3.That we should keep calm is important.(I think…)

4.That he objected to the proposal is clear.(I made…)

T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.

S1:I found it difficult to make others laugh.

T:The second one,Wang Hua.

S2:I consider it my duty to help him.

T:…

S3:I think it important that we should keep calm.

S4:I made it clear that he objected to the proposal.

T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?

Ss:Yes.

(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)

T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?

Ss:Yes.It is “It be+the emphasized part+who/that…”.

(Teacher writes the structure on the blackboard.)

T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)

Correct mistakes if there are any.

1.It is he that I want to see.

2.It is I who is leaving for London next week.

3.It was on Tuesday when Mrs Smith came.

T:Who’d like to do the first one?Any volunteer?

S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.

T:Quite right.The second one?

S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.

T:…

S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.

T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)

1.It is my turn.

2.Let’s call it a day.

3.If the teacher sees you doing that,you will catch it.

4.Go ahead,we’ll make it in the end.

5.-I will study hard in the future.

-That’s it.

6.Take it easy.

T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?

S1:轮到我了。

S2:今天就到这里吧。

S3：如果老师看到你这么做，你就会挨批评。

S4：继续干吧，我们最终会成功的。

S5:-今后我会努力学习的。

-这就对了。

S6：别着急。

T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?

Ss:Yes.

T:Well,now let’s do more exercises to further master the use of “it”.

Step Ⅳ Practice

(Teacher shows the following on the screen.)

Choose the best answers:

1.Is______necessary to complete the design before National Day?

A.this B.that C.it D.he

2.She heard a terrible noise,______brought her heart into her mouth.

A.it B.which C.this D.that

3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.

A.he B.which C.she D.it

4.______is a fact that English is being accepted as an international language.

A.There B.This C.That D.It

5.I hope there are enough glasses for each guest to have______?

A.it B.those C.one D.them

6.-Why don’t you take a little break?

-Didn’t we just have ______.

A.that B.this C.one D.it

7.I don’t think ______ possible to master a foreign language without much memory work.

A.this B.that C.its D.it

8.-He was nearly drowned once.

-When was ______?

-______was in when he was in middle school.

A.that;It B.this;This C.this;It D.that;This

9.The weather turned out to be very good,______was more than we had expected.

A.what B.which C.that D.it

10.Was ______ that I saw last night at the concert?

A.it you B.not you C.you D.that yourself

(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)

Suggested answers:

1~5 CBDDC 6~10 CDABA

Step Ⅴ Summary and Homework

T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?

Ss:Yes.

T:So much for today.Bye.

Ss:Bye.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fifth Period

The Use of “it”

Ⅰ.Preparatory Subject

1.It be+p.p./n./adj.+that-clause

2.It seems/appears/happens+that-clause

3.It be+n./adj.+wh-/how-clause

4.It doesn’t matter(It’s no wonder…)+wh-/how-clause

5.It’s up to sb.to do sth.

6.It be+adj.+for/of sb.to do sth.

7.It takes sb.…to do sth.

8.It’s no use doing…

Ⅱ.Structures to express “time”

1.It be+…+since…

2.It be(not)+long(days,weeks…)+before…

3.It be+…when…

4.It be (high)time(that)…

5.It be the first(second…)time+that-clause

6.It be time for sb.to do sth.

Ⅲ.Preparatory Object

Subject+vt.+it+adj.+to do sth./that-clause

Ⅳ.The Emphatic Use

It be+…+who/that…

Step Ⅶ Record after Teaching

篇10：NSEFC2B Unit 20 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following:

root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to

2.Review the language points and the use of “It” in this unit.

3.Train the students’ integrating skills,especially writing skill.

Teaching Important Points:

1.Useful expressions:

dig up,remind…of,belong to

2.Learn to create a flow chart.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to create a flow chart.

Teaching Methods:

1.Revision to help the students consolidate the language points of this unit.

2.Fast reading and careful reading to help the students understand the passage exactly.

3.Discussion to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.

(Teacher shows the following on the screen.)

Complete the sentences,paying attention to the use of “it”.

1.______(据说)that this book has been translated into many different languages.

2.______(很可能)that your team will win.

3.______（很遗憾）that he can’t pass the English test.

4.It is important ______（我们学好英语）.

5.______(直到250年后)that they formed a single state.

6.______(是1990年)that I graduated from the university.

Suggested answers:

1.It is said

2.It is possible/likely

3.It’s a pity

4.for us to learn English well

5.It was not until 250 years later

6.It was in 1990

T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?

S1:Here “it” is used for emphasis.

T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)

Can you give another example?

S2:It was in the street that I saw Li Ping yesterday.

T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?

S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?

T:Yes,you’re quite right.

Step Ⅲ Reading

T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?

Ss:We don’t know.

T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.

(Teacher deals with the new words with the whole class.)

T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)

1.Why did Jinsha village became famous all over China in ?

2.How did Sanxingdui first discovered?

(A few minutes later,teacher checks the answers.)

T:Who’d like to answer the first question?

S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.

T:Anything else?

S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.

T:Very good.The second one,any volunteer?

S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.

T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.

(Teacher shows the questions on the screen.)

1.Who was the first to discover the Jinsha Ruins and when?

2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?

3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?

4.What do archaeologists hope to discorer in the future?

T:(Some minutes later.)Are you ready?

Ss:Yes.

T:OK.Who’d like to answer the first question?

S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.

T:Good.The second one,Who can try?

S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.

T:OK.How about the third one?

S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.

T:Well done.The last one,Zhang Jun,please.

S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.

T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)

1.The photo reminds me of childhood.

2.At the Jinsha Ruins,archaeologists dug up many precious relics.

3.The house doesn’t belong to me.

4.It looks like rain.

5.He must have been there before.

6.They may not have caught the train.

(Bb:remind…of,dig up,belong to,look like,must have done,may have done)

T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.

(Teacher shows the picture on the screen.)

This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)

Step Ⅳ Writing

T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?

Ss:Yes.

T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?

S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.

T:Good.Anything else?

S12:Learn about cultural relics.

T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?

Ss:Yes.

A suggested flow chart:

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.

c

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fourth Period

Ⅰ.The use of “it”used for emphasis

It is/was…that/who…

Ⅱ.Useful expressions:

remind…of,dig up,belong to,look like,must have done,may have done

Step Ⅶ Record after Teaching

篇11：NSEFC2B Unit 17 全单元教案2(人教版高二英语下册教案教学设计)

Teaching Aims:

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

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

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

Teaching Difficult Points:

Master the following sentence structures:

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

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

Teaching Methods:

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

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

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

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

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

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

S:I’ll try.…

(All the others listen carefully.)

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

Step Ⅱ Lead-in and Pre-reading

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

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

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

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

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

Suggested answers:

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

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

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

They should get some extra help in their everyday activities.

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

Step Ⅲ Reading

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

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

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

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

5.How does Zijie like the magazine?

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

Suggested answers:

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

2.She uses a wheelchair to get around.

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

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

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

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

Step Ⅳ Study for Language Points

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

(Show the following on the screen.)

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

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

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

e.g.Man has the ability to speak.

c.make a contribution to

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

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

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

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

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

Living with disability is frustrating and challenging.

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

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

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

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

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

T:(After explaining the language points.)

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

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

Step Ⅴ Listening and Consolidation

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

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

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

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

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

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

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

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

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

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

Step Ⅵ Summary and Homework

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

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

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

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

2.Difficult Sentences:

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

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

Step Ⅷ Record after Teaching

篇12：NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and phrases:

justice,murder,go down on knees,punishment,immediately,order,sword,conflict,complex

2.Train the students’ reading ability.

3.Train the students’ ability to write a play.

Teaching Important Points:

1.Help the students understand the text exactly and master the following words and phrases:

shall,at the mercy of,go down on knees

2.Help the students finish the task of writing a play.

Teaching Difficult Point:

How to help the students write a play.

Teaching Methods:

1.Listening before reading to get the general idea of the text.

2.Asking-and-answering after reading to make the students understand the detailed in formation.

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

4.Performing to make the class lively and interesting.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

T:Yesterday,we read the first part of 玊he Merchant of Venice.獳ntonio’s trial was taking place at the court.Do you still remember what happened at the court?Wang Hai,could you please retell the story in the first part?

S1:Yes.At the court,the Duke tried hard to persuade Shylock to have mercy on Antonio,but Shylock insisted on having a pound of his flesh.Even if Bassanio would pay him double the money Antonio had borrowed,Shylock would not change his mind.While the Duke was wondering what to do,Portia arrived,pretending to be a famous lawyer.At first,Portia also tried to persuade Shylock to have mercy on Antonio and take more than three times his money.But Shylock still refused to give up his demand for a pound of flesh from Antonio,so Portia said he might take his knife to prepare to do the deed.

T:Well done.Sit down,please.Will Shylock get his pound of flesh?Let’s go back to the court.First,listen to the tape of the second part of the play.Try to find out what will happen to Antonio and Shylock at last.Begin to listen!

(Teacher plays the tape and checks the answer at the end.)

T:Have you found out the answer?

Ss:Yes.

T:Who’d like to have a try?

S2:Shylock will not get Antonio’s flesh.He has to give half of his money to the city of Venice and promise to leave the other half of his money upon his death to his daughter and her husband.

T:(To the other students)Is that right?

Ss:Yes.

T:OK.Now let’s learn the new words.Then read the play.Look at the screen,please.

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

justice/dstIs/ n. 公正；正义

murder/′m：d/ vt. 谋杀

go down on knees 跪下

punishment/′pnImnt/ n. 惩罚

immediately/I′mi：dItlI/玜dv. 立刻；马上

order/′：d/ vt. 命令；下令

sword/s：d/ n. 剑；刀

conflict/′knflIkt/ n. 冲突；战斗

complex/′kmpleks/ adj. 错综复杂的；难解的

△tragedy/′trddI/ n. 悲剧

Step Ⅲ Reading

T:Now,please open your books at Page 71.Read the second part of the play carefully and find out the answers to the questions on the screen.

(Show the screen.)

1.How does Portia stop Shylock from cutting Antonio’s flesh?

2.What does Portia say when Shylock finally agrees to take three times more than Antonio borrowed from him?

3.What is the result of the trial?Does the story have a happy ending?

(Teacher allows the students some time to read the play and prepare for the questions.At the end,ask some students to answer the questions.)

Suggested answers:

1.Portia allows Shylock to take exactly one pound of flesh from Antonio,no more,no less.She also tells Shylock that he must not let one drop of his blood fall.So Shylock gives in.

2.She says that Shylock must give half of his money to Antonio and the other half to the city of Venice according to the law.

3.Antonio is saved.Shylock gets punished.The story has a happy ending.

(After checking the answers,teacher deals with some language points.)

T:Well done.You’ve understood it better.Now let’s learn some useful words and phrases in it.Look at the screen.(Show the screen.)

1.shall

e.g.We shall start for Beijing tomorrow.(future use)

You shall have a nice present for your birthday.(promise)

You shall be sorry for what you have done,I tell you.(warning)

When he comes in nobody shall say a word.(order)

Nothing shall stop us from carrying out his plan.(decision)

2.at the mercy of

e.g.They were lost at sea, at the mercy of the winds and the waves.

3.go down on one’s knees

e.g.They will never go down on their knees before the oppressors.

4.beg…for

e.g.The prisoner begged (the judge) for mercy.

(Bb:shall,at the mercy of,go down on one’s knees,beg…for)

Step Ⅳ Writing

T:Well,we’ve read The Merchant of Venice.It has a happy ending.Can you tell me whether it is a tragedy or a comedy?

Ss:Comedy.

T:Why do you think it is a comedy?

Ss:Because the Good wins,and the Bad loses.

T:You are right.Now,please turn to Page 72 and look at the tips of getting the main point of a play.

(Teacher and the students read through the tips and writes some key words on the blackboard.After that,teacher says the following.)

T:Today,another trial took place between two women.They are arguing about a baby.How did the story occur?And what would they do?Please read the passage in Writing at Page 71 and find out who wins the trial,the Good or the Bad?You can begin now.

(After the students finish reading the passage.Teacher checks the answer.)

T:OK.Everyone,have you found out the answer?Who wins?

Ss:Yes.The Good wins.

T:Quite right.Now,please work in groups of four or five to write a short play based on this story.Give names to the King,the two mothers and the children.There is also a character to play the role of the soldier.If you like,you can also have a few other characters who are friends of the two mothers.Can you follow me?

Ss:Yes.

T:Besides,find a good title for your play.Do you remember?

Ss:Yes.

T:OK.Begin to prepare now.Five minutes later,I’ll ask one group to act out your play before the class.

A sample play:

Clever King Charles

Characters:

Sarah(Sa):the woman whose baby is living

Deborah(D):the woman whose baby is dead

Charles(C):the King

Emma(E):a friend of the two women

Simon(S):a soldier of the King

(Inside King Charles’ palace)

C:What is your quarrel?

Sa:O King!I have a baby.And Deborah has a baby.One baby is dead.The dead baby looks like Deborah’s baby.I think Deborah took my baby when her baby died.

D:O King!Sarah is angry because her baby is dead.She came to see my baby.When she saw my baby she wanted it because her baby is dead.

E:O King!I saw the two babies.I think the dead baby is Deborah’s baby.I think Deborah took Sarah’s baby in the night,when Sarah was asleep.

C:Call the swordsman.Tell him to bring his sword.

(A man comes in.He has a big sword in his hand.)

S:O King!Here is the swordsman.

C:Bring the baby here.(A servant takes Deborah’s baby and brings it to the King.)I am a just King.I do not know whose baby this is.I do not know if this is Deborah’s baby or Sarah’s baby.But I must be just to each of you.I will take this baby and cut it into two halves.Then Sarah can have half of the baby,and Deborah can have half.

D:Yes,yes,the King is a good King.Cut the baby in halves.

Sa:But the baby will die!

C:Yes,the baby will die.But you shall each have one half of the baby.So you will not quarrel any more.

Sa:O King!Save my baby.Do not cut the baby.Give the baby to Deborah.Let the baby live.

C:Give the baby to Sarah.Sarah wants the baby to live.So I know that Sarah is the mother.Deborah is a bad woman.She took Sarah’s baby.

(Two men take Deborah away.)

E:The King is a just King.O good King Charles!Clever King Charles!

Step Ⅴ Summary and Homework

T:In this class,we read the second part of The Merchant of Venice and learned to write a play.By doing this,we’ve learned some useful words and phrases,and our skill in using language has be well developed.After class,practise more and revise what we’ve learnt in class.That’s all for today.See you next time.

Ss:See you next time.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 19 The Merchant of Venice

The Third Period

Ⅰ.Words and phrases:

shall,at the mercy of,go down on one’s knees,beg…for

Ⅱ.Tips of getting the main point of a play

a conflict between the Good and the Bad

→complex problems and relationship

→struggle between them

→a higher,wise character to find the solution

→the Good wins,and the Bad loses

→a comedy

Step Ⅶ Record after Teaching

篇13：NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)

The Third Period

Teaching Aims:

1.Review the words appearing in the last two periods.

2.Review Non-finite Verbs(1):-ing,-ed,to do.

Teaching Important Points:

1.Help the students guess the missing word in a sentence to improve their ability to master new words.

2.Help the students finish each exercise correctly to revise Non-finite Verbs.

Teaching Difficult Point:

Master the uses of the three kinds of Non-finite Verbs correctly.

Teaching Methods:

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

2.Practising to make the students master the Non-finite Verbs correctly.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Word Study

T:Yesterday,we read the text about Rio de Janeiro and Kitzbuhel.Do you still remember something about them?

Ss:Yes.

T:Well,now please look at the statements on the screen and tell whether they are true or false according to the text.If theyˇre false,correct them.

(Teacher shows the following on the screen and checks the answers with the whole class.)

1.Rio de Janeiro is Brazilˇs second largest city.

2.Copacabana,perhaps the most famous of all beaches,is far away from downtown.

3.The best time to visit Rio is in March,but the biggest tourism season comes around June or July.

4.Cariocas are well known for their big heart and friendliness.

5.Rio de Janeiro is a paradise for skiers.

6.The good weather and breath-taking scenery make Kitzbuhel a world-class ski resort.

7.The worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.

Suggested answers:

True:1,4,6

False:2.far△only a few bus stops

3.March△June or July;June or July△March

5.Rio de Janeiro△Kitzbuhel

7.twice△once

T:Well done.Besides,weˇve learnt some useful words in the text.Have you really mastered them?Please open your books at Page 37.Look at the first part of Language StudyXWord Study.Letˇs do Exercise 1 first.Fill in the blanks with words from the text.Youˇre given three minutes to do it.Then check your answers with your partner.At the end,Iˇll collect the right answers from you.See what I mean.

Ss:Yes.

Suggested answers:

1.altitude 2.avenue 3.reminds 4.feast 5.dip

T:Well done.Next,letˇs do Exercise 2.Read and understand the following passage carefully to see if there is a mistake in each line.If there is,find it and correct it.You can begin now.Five minutes later,Iˇll check your answers.

Suggested answers:

1.bring△brought

2.construction△constructions

3.itˇs△its

4.≡

5.returns△returned

6.visit△visitors

7.Much△Many

8.≡

兂Step ⒒ Revision of Grammar

T:OK.So much for Word Study.Letˇs revise the GrammarXNon-finite Verbs.Look at the sentences on the screen.

(Teacher shows the following on the screen.)

to do

1.The first thing would be to decide where to go.

2.The most important thing would be for you to decide where to go.

-ing

1.Every now and then we get the itch for travelling.

2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.

3.Few visitors leave Rio feeling disappointed.

-ed

1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.

2.Known as Carnival,the festival attracts visitors from all over the world.

Study the sentences and tell the functions of the Non-finite Verbs.Wang Xia,try the first pair of sentences.

S1:¨to do〃 is used as Predicative in both of them.

T:You are right.Sit down,please.Are there any other function of ¨to do〃?And what functions?

Ss:Yes.Subject,Object,Object Complement,Attribute and Adverbial.

T:Quite right.Yang Xia,what about ¨-ing〃?

S2:In these three sentences,¨-ing〃 is separately used as Object,Attribute and Adverbial.

T:Do you agree with her?And do you know some other functions?

Ss:Yes.Subject,Predicative and Object Complement.

T:Very good.Shi Hui,the last pair.

S3:¨-ed〃is used as Adverbial in both sentences.Besides,it can be used as Predicative,Object Complement and Attribute.

T:Well done.Sit down,please.

兂Step ⒓ Practice

T:Next,letˇs do some exercises.Look at the sentences on the screen and point out the function of the¨-ing〃form in each sentence.

(Teacher shows the following on the screen and deals with the exercise orally with the whole class.)

Point out the function of the -ing form in each sentence.

1.Doing nothing is doing ill.

2.Be careful!The falling stones might hit you.

3.When you hang wet clothes near a fire,you will see steam coming from them.

4.Not knowing much English,I found it hard to understand them.

5.While walking along the shore,we saw that the water was very dirty.

6.Playing tricks on others is something we should never do.

7.Babies like tearing paper into pieces.

8.They went out of the club,talking and laughing loudly.

Suggested answers:

1.Subject,Predicative 2.Attribute 3.Object Complement 4.Adverbial 5.Adverbial 6.Subject 7.Object 8.Adverbial

T:Well done.Now,please open your books at Page 38 and do Exercise 2.First,do it by yourself after learning the examples.Then,check the answers with your partner.At the end,Iˇll collect your right answers.

Suggested answers:

1.Being very brave,he went into the cave alone to look for his friend.

2.Being quite ill,she could not visit her friend in England.

3.Being an experienced traveller,he knows how to plan a trip.

4.The girls attending the sick all come from the countryside.

5.When hearing the music,he began to miss his hometown.

6.Seeing the flame on top of the mountain,they knew that another war would begin soon.

7.When driving to the airport,he hit a boy on a bike.

8.Having got married,he lived separately from his parents.

T:You did a good job.Now,please look at the two groups of words on the blackboard.

(Teacher writes the following on the blackboard:

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.)

T:Can you tell the different usages of these two groups of words?Any volunteer?

S4:Yes.I can.We use the first group of words to say how we feel about something and use the second group of words to talk about the person or thing that makes us feel interested,surprised,etc.

T:You are right.Sit down,please.Both of the two groups are used like Adjectives to refer to a state or a quality,not an action.Do you agree with me?

(Teacher writes two incompleted sentences on the blackboard again.

It is important______us to learn English well.

It is clever______you not to tell him the news.)

T:Now,look at this pair of sentences and fill in the blanks.Yao Yue,you try,please.

S5:The first one is¨for〃;the second one is¨of〃.

T:Can you explain why?

S6:The first sentence talks about something people do;the second sentence talks about people who do something.

T:How do you know what the sentences talk about?

S5:According to the adjectives as Predictive in the sentences,such as important and clever.

T:Quite right.Thank you.Now,please look at the screen and do the exercise on it.

(Teacher shows the following on the screen and allows the students enough time to prepare.At the end,check the answers with the whole class.)

There is one mistake in each of the following sentences.Point it out and correct it.

1.Having travelled a lot in China this year,I am getting tiring of travelling now.

2.We had to waiting three hours to get the ticket to Harbin.

3.Although the unboiling water looks clean,I prefer not to drink it.

4.Iˇm sorry to tell you that none of the banks I spoke to were interesting in this project.

5.It is tired to climb to the top of the mountain.

6.It is not enough to simply decide where you want to go.It is also important of you to consider when and how you want to travel.

Suggested answers:

1.tiring△tired 2.waiting△wait 3.unboiling△unboiled 4.interesting△interested 5.tired△tiring 6.of△for

兂Step ⒔ Summary and Homework

T:In this class,weˇve reviewed the new words in the text.In addition,weˇve revised Non-finite Verbs(1)X-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.After class,do more practice.The more you practise,the better you will master them.Thatˇs all for today.See you next time.

Ss:See you next time.

兂Step ⒕ The Design of the Writing on the

Blackboard

Unit 15 Destinations

The Third Period

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.

for/of:It is important for us to learn English well.

It is clever of you not to tell him the news.

兂Step ⒖ Record after Teaching

篇14：NSEFC2B Unit 17 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

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

2.Review the common verbs that take indirect objects.

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

Teaching Important Points:

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

2.Improve the students’ writing ability.

Teaching Difficult Point:

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

Teaching Methods:

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

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

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

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

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

S2:And “make,buy,do,get…”.

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

Step Ⅱ Test

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

S:Yes.

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

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

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

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

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

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

3.How shall we__________(处理) the problem?

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

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

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

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

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

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

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

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

Step Ⅳ Reading

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

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

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

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

4.Where was the first Special Olympics held?

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

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

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

(A few minutes later.)

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

S1:1.Every two years.

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

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

S4:4.In Chicago.

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

S6:6.In .

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

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

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

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

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

He has more than twenty yuan with him.

3.fail vi. & vt.

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

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

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

e.g.They considered themselves very important.

5.participate=take part vi.

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

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

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

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

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

Step Ⅴ Listening and Reading Aloud

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

S:Yes.

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

Step Ⅵ Practice

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

S:Yes.

(A few minutes later)

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

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

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

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

S5:take part/participate

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

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

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

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

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

S9:…

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

Suggested writing:

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

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

Step Ⅷ Summary and Homework

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

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

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

Step Ⅹ Record after Teaching

篇15：NSEFC2B Unit 19 全单元教案1(人教版高二英语下册教案教学设计)

Unit 19 The Merchant of Venice

Ⅰ.Brief Statements Based on the Unit

The Merchant of Venice is the most outstanding “romantic” comedy written by William Shakespeare, the greatest British playwright and poet of Renaissance. This play is mainly about the process of a story that Shylock, a cruel and greedy moneylender, is punished by Antonio, a merchant of Venice, with the help of his friends-Portia and Bassanio. The central theme of the play is the triumph of love(between Portia and Bassanio)and friendship(between Antonio and Bassanio)over insatiable greed and brutality(as presented by Shylock).A happy ending is brought about when Shylock is punished.Here we can see the true progressive significance of The Merchant of Venice and of its author:consistent hatred for the oppressors and sympathy for the oppressed.Meanwhile,it provides us an opportunity to learn some language points as well as revising Direct and Indirect speech.

Ⅱ.Teaching Goals

1.Talk about Shakespeare and his plays.

2.Learn to recount detail in conversation.

3.Review Direct and Indirect Speech.

4.Write a short play.

Ⅲ.Background Information

1.William Shakespeare

For any Englishman,there can never be any discussion as to who is the world’s greatest post and dramatist（剧作家）.Only one name can possibly suggest itself to him,that of William Shakespeare.Every Englishman has some knowledge,however slight,of the work of our greatest writer.All of us use words,phrases and quotations（引用语）from Shakespeare’s writings that have become part of the common property of English-speaking people.Most of the time we probably don’t know the source of the words we use,rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-known proverbs and quotations!

Shakespeare,more perhaps than any other writer,made full use of the great resources of the English language.Most of us use about five thousand words in our normal employment of English;Shakespeare in his works used about twenty-five thousand! There is probably no better way for foreigner to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare uses it.Such a study is well worth the effort,even though some aspects（方面）of English usage,and the meaning of many words,have changed since Shakespeare’s Day.

It is paradoxical that we should know comparatively little about the life of the greatest English author.We know that Shakespeare was born in 1564 in Stratford-on-Avon,and that he died there in 1616.He almost certainly attended the Grammar School in the town,but of this we cannot be sure.We know he was married there in 1582 to Anne Hathaway and that he had three children,a boy and two girls.We know he spent much of his life in London writing his masterpieces.But this is almost all that we do know.

However,what is important about Shakespeare’s life is not its products,the plays and the poems.For many years scholars have been trying to add a few facts about Shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing（理论化）about the plays.Sometimes,indeed,it seems that the the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare’s poetry and Shakespeare’s people (Macbeth, Othello, Hamlet, Falstaff and all the others)have long delighted not just the English but lovers of literature（文学）everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2.Hamlet

The play Hamlet is considered to be the summit of Shakespeare’s tragedies（悲剧）.It was written in 1601~1602 and first published in 1603.

The action of the play is laid in medieval（中世纪的）Denmark.The King suddenly dies.Gertrude,Queen of Denmark,within two months marries the new king,Claudius,brother of her husband.

The son of the late king,Hamlet,returns from the university,where he has received his education.Heavy is the heart of the young man.The country is in a state of unrest.There is said to be war.He thinks his father was murdered but he does not dare to tell others.One night Hamlet dreams of his father.He talks to his father,who tells his son he has been murdered by his brother Claudius.Hamlet hates the murderer very much and he decides to kill Claudius.

The ghost made a sign to Hamlet

that he should go with him

The struggle between Hamlet and Claudius is increasing.Claudius pays close attention to Hamlet.Hamlet pretends to have gone mad.

To expose Claudius,Hamlet thinks of a plan:a group of actors are engaged to perform a play which recalls his father’s murder.When Claudius appears deeply affected by the performance and leaves the hall before the play is ended,Hamlet knows he is right.To get rid of Hamlet,Claudius sends off Hamlet to England with his two men,who used to be Hamlet’s friends and now are ordered to spy on him and kill him.

While at sea,Hamlet discovers a letter,in which Claudius orders the two men to kill him.Hamlet manages to escape from the ship and returns to his homeland,Denmark.

In the end,Claudius is killed by Hamlet.His mother is poisoned and dies.If you want to know whether Hamlet is alive or not,Please read the play or see the film.

But soon Laertes made

a deadly stroke at Hamlet

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the following:

(1)Words and phrases:

merchant,duke,masterpiece,mercy,enemy,pay back,as well as,after all

(2)Everyday English:

Correct me if I’m wrong,but…

One of the most important facts is…

As far as I know,…

You shouldn’t forget that…

You could,for example,say…

After all,…

What shouldn’t be forgotten is…

The way I would go about it…

But in this particular case…

2.Train the students’ listening and speaking abilities.

Teaching Important Points:

1.Improve the students’ listening ability.

2.Improve the students’ speaking ability and learn some useful phrases as well as everyday English.

Teaching Difficult Points:

1.How to help the students get the general idea of the listening material and find the answers to the listening exercises.

2.How to get the students to finish the task of speaking.

Teaching Methods:

1.Talking,speaking and listening to improve the students’ ability to use English.

2.Individual,pair or group work to make the students finish each task.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.Class begin.First,please tell me if you are interested in plays,especially some of the world-famous plays.

Ss:Yes.

T:There was a great British playwright and poet in the world’s history of literature.He wrote about 37 plays and a large number of poems in his life.Here’s a picture of him.Do you know who he is?

(Teacher shows the picture.)

Ss:William Shakespeare.

(Bb:William Shakespeare)

T:Quite right.He lived from 1564 to 1616(Bb:1564~1616).He is considered to be the greatest playwright and poet of the Renaissance(14th~16th centuries)in Europe.As a playwright,he wrote tragedies,comedies,historical plays.As a poet,he wrote narrative poems and sonnets.Can you follow me?

Ss:Yes.

T:Today,we are going to learn Unit 19.The Merchant of Venice (Bb:Unit 19 The Merchant of Venice).In the first period of this unit,we’ll learn something more about his plays as well as 玊he Merchant of Venice.獸irst,Let’s learn some new words and phrases.Look at the screen.

(Teacher shows the screen and deals with them as usual.)

merchant/′m/ n. 商人

△Venice/′vens/ n. 威尼斯（意大利港口城市）

△Bassianio/b′snI/巴萨尼奥（男子名）

△Portia/′p/鲍西娅（女子名）

△Antonio/′t/安东尼奥（男子名）

△Shylock/′a /夏洛克（男子名）

pay back 偿还；报答

△ducat/′d/ n. 古时候在欧洲通用的金币

duke/dju:k/n. 公爵

masterpiece/′mstpis/ n. 杰作；最佳作品

mercy/′msI/n. 怜悯；仁慈

△revenge/rI′vend/ n. 复仇；报复

enemy/′enmI/ n. 敌人

as far as 到目前为止；就某种程度或范围而言

after all 毕竟

Bb:pay back,as far as,after all）

Step Ⅱ Warming up

T:Well.Now please open your books at Page 65.Look at Warming up.Look at the pictures and read each quotation one by one.Try to understand each one of them.Then tell from which plays,of which the titles are below the pictures,they come.Work in pairs to prepare for a few minutes.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Who’d like to have a try?Any volunteer?

S1:The first one and the third one are from Hamlet; the second one from/King Henry Ⅳ;the fourth one Romeo and Juliet;the last one Troilus and Cressida.

T:You did a good job.Sit down,please.Then what do you think these famous words mean?Can you explain them in English?

Ss:Yes.But not clearly and exactly.

T:So,let me explain them to you.Listen carefully and tell which one I am referring to.Do you see my point?

Ss:Yes.

T:No.1:Why must you be the son of my family’s greatest enemy?Refuse your family for my love.

Ss:“Romeo,Romeo,why are you Romeo?Deny your father,and refuse your name…”

T:No.2:That is a question whether to live on in this world or to die,that is,to take action or to do nothing.

Ss:“To be or not to be;that is a question.”

T:No.3:It is best not to lend(money) to others and not to borrow from others.When we lend something.We risk losing both the thing we lend and the friendship with that other person.

Ss:“Neither a borrower nor a lender be.”

T:No.4:A person who has great responsibilities,such as a king,is constantly worried and therefore doesn’t sleep soundly.

Ss:“Uneasy lies the head that wears a crown.”

T:No.5:Empty words,not real thoughts or ideas from the heart.

Ss:“Words,words,only words,no matter from heart.”

T:Great.However,I still want to suggest you find these plays,from which the quotations come from,to read or watch them if you haven’t before.Do you think so?

Ss:Yes.

T:What other plays of Shakespeare do you know?

Ss: Twelfth Night; King Lear; Othello…

(Teacher writes them as well as those talked about just now.)

T:Can you explain what they are about?Choose one of them and have a try.Any volunteer?

S2:I’d like to talk about Othello.Othello,a dark-faced Moor,serves as a capable general in Venice and wins the love of a beautiful,strong-minded girl Desdemona,daughter of a senator.Her father objects to her secret marriage with the Moor,but Othello is just then much needed as commander to lead troops to a war with the Turks,and so the senator’s protest is overruled by the duke and Othello goes to war on the island of Cyprus,accompanied by his new bride.After their arrival there,the Turks have already met with destruction in a sea storm and the war is over,but one of the officers under Othello hates the general for placing another man above him and therefore tries to destroy the Moor’s happiness by convincing him of Desdemona’s illicit relations with the man above him.Othello falls into the trap,kills Desdemona,and finds out the truth at last and kills himself.The officer under Othello is shipped back to Venice after his villainy is exposed to await fit punishment.

T:Anybody else?

S3:I’d like to talk about…

Step Ⅲ Listening

T:Well done.We’ve talked much about Shakespeare and his plays.Next,let’s listen to the introduction to The Merchant of Venice,the most outstanding “romantic” comedy.It will tell us how the story takes place and helps us learn about the main characters in it.Can you follow me?

Ss:Yes.

T:OK.Now please look at the Listening part at Page 66.First,read through the questions in Exercise 1.Then listen to the tape to find the answers.

(Teacher allows the Students a few minutes to prepare,and then plays the tape.After that,teacher checks the answers.)

Suggested answers:

Ex.1 1.Venice

2.three months

3.three thousands ducats

4.a pound of his flesh

T:Well done.Now please read through the requirements of Exercise 2.Then I’ll play the tape again for you to finish the following chart.

(After the Students prepare for a while,teacher begins to play the tape.At the end,check the answers with the whole class.)

Suggested answers:

Step Ⅳ Speaking

T:Up to now,we’ve learnt much about Shakespeare and his plays.Can you tell me what makes his play a masterpiece,Han Mei?

S4:The ideas behind the play are about problems which are still important to people of different ages in modern times.

T:Can you give some examples shown in The Merchant of Venice?Any volunteer?

S5:Mercy versus revenge and love versus money.

T:Quite right.Now,please read the two situations in Speaking first.Then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong.Are you clear about that?

Ss:Yes.

T:And behind the situation,there are some useful expressions.Study them first,then use them in your dialogue if possible.Do you remember?

Ss:Yes.

(The students begin to work.Teacher goes among them to see how they are going on with the work.A few minutes later,teacher asks some pairs to act out before class.)

Sample dialogues:

Situation 1

A:In The Merchant of Venice,Shylock gets the chance to kill Antonio,and he would.What’s even more,he refuses the Duke’s persuasion to have mercy on Antonio.But when the the roles are turned around,the Duke shows mercy to Shylock despite the fact that nobody really likes Shylock.What would you do if you had your worst enemy in your power?

B:In my opinion,people should be kind and mercyful.The punishment on my enemy should depends on the situation.If he tries to correct his fault and is able to get along well with me in future,I will forgive him.After all,a friend is better than an enemy.

A:I agree with you.What shouldn’t be forgotten is that all the things has a limited line.

B:How do you like the play The Merchant of Venice?Have you read any other plays of Shakespeare?

A:It’s worth reading.The ideas behind it are still important to today’s people.Besides,I’ve read Romeo and Juliet, King Lear and so on.

B:Great!Would you like to tell me the stories some day?

A:No problem.

Situation 2

A:You know,in The Merchant of Venice,Bassanio cann’t marry Portia because he doesn’t have enough money.What a pity!And this happens everywhere around the world.What do you think about a situation like that?

B:From my point of view,love is more important than money.If money is lost,we can earn it by our hands.However,if love is lost,it can never be back again.

A:Money is necessary,but not the most important.Money can bring you many things,but it can not buy you happiness.

B:Yes.Great minds think alike.

Step Ⅴ Summary and Homework

T:In this class,we’ve mainly talked about Shakespeare and his plays.While we were doing each task,we’ve learnt some useful expressions,such as pay back,as far as,after all.After class,I hope you can practise using them again.Besides,remember to preview the Reading part in this unit.So much for today.Goodbye.

Ss:Goodbye.

Step Ⅵ The Design of the Writing on the

Blackboard

Unit 19 The Merchant of Venice

The First Period

Ⅰ.William Shakespeare (1564~1616)

King Henry Ⅳ/Hamlet/Romeo and Juliet/Troilus and Cressida/Twelfth Night/King Lear/Othello

Ⅱ.Phrases:

pay back,as well as,after all

Step Ⅶ Record after Teaching

★ 高二英语教学计划

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

★ 高二英语组备课组工作计划

★ 高二15单元Destinations教案(人教版高二英语下册教学案例)

★ 高二教学计划

★ 英语下学期教学工作计划

★ 高中英语教学计划的

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

★ unit 13单词讲解详案(新课标版高二英语下册教案教学设计)

★ 备课组计划精选合集

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