Unit 9 lesson 33-36(人教版八年级英语上册教案教学设计)(（共19篇））由网友“兜兜”投稿提供，下面是小编为大家整理后的Unit 9 lesson 33-36(人教版八年级英语上册教案教学设计)，仅供大家参考借鉴，希望大家喜欢，并能积极分享!
篇1：英语2 Unit 9 The memory robot Lesson 33(人教版八年级英语上册教案教学设计)
Period: The first Period
Content: Lesson thirty-three
Lesson type：new lesson
Teaching tools : Tape recorder, multi-media computer
Teaching target:
I. knowledge target (知识目标):
Go on learning the simple past tense and enable Ss to
Remember the past form of regular and some irregular
Verbs.
Talk something about robots.
Language Focus: go on a trip
robot/′rbt/
start doing
finish doing
II Technical ability target（技能目标）
Develop the four skills of listening, speaking, reading and writing
III Emotion target
培养学生热爱科学的思想
The writing on the blackboard design
Teaching steps:
Step one :on duty （3 minutes）
1.Ask the students to get ready for class.
2.Greeting and a duty report.
Step two. Revision （5 minutes）
1.Suppose a students were the businessman in Lesson 32,say something about himself.
2.Dictate the words in Unit 8.
step three . Leading-in ( 8 minutes)
1.In the nowadays world ,science and technology are developing faster and faster.
Can you say some latest and most sophisticated technology?
Have you ever imagined that one day, a memory robot can be taken with you and do many things for you? What can they do?
2.(With the help of multi-media) show some pictures of robots if possible.
Step four : . Presentation (5minutes)
1.Today,we’ll meet Mr. Mott, his wife Susan and his memory robot.
You’ll see what the memory robot can do for Mr. Mott.
2.Describe picture in the book.
3.Describe the robot.
4.What can a robot do and what do you want a robot to do for you?
step five : Reading (10 minutes)
1.Listen and repeat the two dialogues in the book.
2.Ask the Ss the question:“what can the memory robot do for Mr.Mott?”
3.Ask the Ss to give the past form of the verbs in the dialogue.
(1)do (2)pack (3)get (4)go (5)buy (6)read (7)come (8)start (9)finish (10)teach
Keys:(1)did (2)packed (3)got (4)went (5)bought (6)read (7)came (8)started (9)finished (10)taught
4.Go over the language points
So he asks his robot for help.
句中ask sb. for sth.意为向某人要某物
eg. He always asks his father for money.
他总是向父亲要钱。
I read the morning paper at breakfast.
句中the morning paper. 意为晨报
句中at breakfast 意为早餐时
They came to say goodbye to me.
句中say goodbye to意为“告别，告辞”
eg. It's hard to say goodbye to good friends.
好朋友之间难说再见。
You got up at 6:45.
句中get up意为起床
eg. She always get up early.
她总是起得很早。
5.Listen and read after the tape.
Step six: Practice ( 4 minutes)
1.Group work: ask the Ss to work in groups of three. Mr. Mott, Susan and the robot and act out the first dialogue
2.Pair work: ask the Ss to work in pairs. Mr. Mott and the robot act out the second dialogue, add something to continue the dialogue.
Step seven: Exercises in class (8 minutes)
Dictation
Mr .Mott is very busy. He often has a lot to do, but his memory is poor. He always can’t remember many things. The memory robot really helps him a lot.
Last week, Mr.Mott went to Beijing on business. He asked his robot for help. The robot remembered all the things he did, when he got up, what he did before and after breakfast, whether he packed his things and so on.
Mr. Mott thanks his memory robot a lot.
Step eight: Homework (2 minutes)
1.Wb
2.Writing:A Robot Designed By Me
Write a short article about the robot you design. It’s appearance. What can it do. Why is it useful and anything you like.
You can draw a robot for your teacher.
篇2：英语2 Unit 9 The memory robot Lesson 34(人教版八年级英语上册教案教学设计)
Period: The second Period
Content: Lesson thirty-four
Lesson type：new lesson
Teaching tools : Tape recorder, pictures
Teaching target:
I. knowledge target (知识目标):
Read a passage about the memory robot invent.
Language Focus: bad memory
all the time=always
watch sb. do
II Technical ability target（技能目标）
Practice reading
III Emotion target
培养学生热爱科学的思想
The writing on the blackboard design
Teaching steps:
Step one :on duty （3 minutes）
1.Ask the Ss to get ready for class.
2.Greetings and a presentation.
Step two. Revision （5 minutes）
Ask the students to recall Mr. Mott’s robot: its appearance, functions etc.
step three . Leading-in (8 minutes)
1.In the last period, we learnt something about Mr. Mott’s robot, today we’ll know more about it.
2.Talk about students’ writings. In the last period, Ss were assigned a writing. After correcting, the teacher summarizes the Ss’writings.
What can robots do and why are they useful?
Step four : . Reading (15 minutes)
1.Ask Ss to read the text by themselves and finish Ex.2
2.Check the answers
3.Chain reading the text again
4.Language point
The memory robot followed Mr Mott all the time.
① the memory robot中的memory是名词，作定语用，
在英语中，名词作定语的一种发展趋势。
eg. There is a book shop. 那儿有一间书店。
② all the time意为一直，总是
eg. She is waiting all the time.
她一直在等。
It listened to everything he said.
句中he said是定语从句，修饰everything。
eg. I like everything you do.
我喜欢你所做的一切事物。
invent与discover
invent意为发明，即发明以前从未存在的东西；而
discover意为发现，即发现原已存在而未被人知晓
的东西。
eg. Madam Curie discovered radium.
居里夫人发现了镭。(radium本来变存在的，居里
夫人只是通过实验才发现存在的)
The compass was invented by a Chinese.
指南针是中国人发明的。(世上本无指南针)
step five : Exercises in class (10 minutes)
The Memory Robot
Susan 1 the memory robot, because her husband, Mr. Mott 2 a very 3 Memory. The memory robot followed Mr. Mott 4 .It listened to everything he 5 and saw everything he 6 It watched him 7 to his students, 8 his meals, and 9 at night. In a word, the memory robot know 10 about Mr-Mott, so did Mr. Mott’s wife.
1.A.invents B.invented C.inventing ( )
2.A.have B.had C.having ( )
3.A.good B.bad C.well ( )
4.A.all the time B.at times C.sometimes ( )
5.A.says B.said C.saying ( )
6.A.does B.did C.doing ( )
7.A.talk B.talked C.talking ( )
8.A.eat B.ate C.eating ( )
9.A.sleep B.slept C.sleeping ( )
10.A.nothing B.anything C.everything ( )
Key:B B B A B B A A A C
Step six :Homework ( 5 minutes)
1.Wb
2.Retell the lesson
篇3：英语2 Unit 9 The memory robot Lesson 35(人教版八年级英语上册教案教学设计)
Period: The third Period
Content: Lesson thirty-five
Lesson type：new lesson
Teaching tools : Tape recorder, overhead projector
Teaching target:
I. knowledge target (知识目标):
Talk about past experience. birth, living place, moving,
life and work.
Language Focus: be born enjoy sth./doing sth
Where were you born? I was born on (February 18,1981)
Where were you born? I was born n (England)
How long did you live there? We lived there for about…
years.
Why did you move to … /come here? Because…
II Technical ability target（技能目标）
培养学生口语交际能力
III Emotion target （情感目标）
培养学生委婉代人的优良品质
The writing on the blackboard design
Teaching steps:
Step one :on duty （3 minutes）
Greetings and a duty report.
Step two. Revision （5 minutes）
A Revise past form of some verbs.
step three . Presentation （10 minutes）
Draw a time line across the Bb and say some key words
May 18,1987
Was born Moved to France Came to China Now
England Father found work wanted to work enjoy living here
in Paris in China
Let me tell you about Ann. She lives in China now. In 1996,she lived in France. In 1995,she lived in England. Now she is enjoying living in China.
Step four : . Listen and read ( 10 minutes)
1.(Books closed)Listen to Mott and Ann.“when was Ann born? When did she move to France?”
2.(Books open)Listen and repeat.
3.Point out.
I was born on May 18,1987 in England.
句be born on(日期)/in(地点)意为出生于某时／某地。
eg．I was born on Aug 9,1979 in Changsha.
Do you enjoy living here?
句中enjoy doing意为喜欢做某事。enjoy后还可接名词，代词，不跟不定式。
eg. Did you enjoy yourself tonight? 你今晚玩得尽兴吗？
I enjoyed speaking English. 我喜欢说英语。
At first I found it hard.
句中at first意为首先，起先。
eg. I even didn't know his name at first. 开始我连他的名字都不知道。
4.(Books closed) Consolidation
Ask the Ss about Ann, and use their answers to draw a time line on the Bb.
When was Ann born? When did he move to France/China?
Where did he live in 1996? Where does he live now? etc.
step five : Read and act (5 minutes)
Let the Ss practices reading and acting out the whole dialogue
Step six: Exercises in class (8 minutes)
live, he, move, come, find, work
Ann born in England on May 18,1987.She there for about nine years and then to France with her parents, because her father work there. Two years ago, they to China because her parents wanted to in China. They enjoy in China very much.
Key: was, lived, moved, found, came, work, living
Step seven: Homework (3 minutes)
1.Ex.2 on Page 43
2.Make dialogues
篇4：人教版Unit 9 Lesson 33教案[]
JUNIOR ENGLISH FOR CHINA
STUDENTS’ BOOK 3
Unit 9 Lesson 33
TEACHING PLAN
Language Focus:
Words: brush, bamboo, pan, jacket, metal, stamp, wool, wood, lock, store
Phrases: be made in, be made of, writing brush, be used for
Sentences: What’s it made of? It’s made of…
What’s it used for? It’s used for…
Grammar: Passive voice
Teaching Objectives:
1. Learn to talk about some products. Ask about its materials and use.
2. Master the Passive voice usage.
3. Master the new language materials
Properties: Multi-media, recorder.
Teaching Procedures:
I. Organizing the class.
II. Revision
III. Presentation
A:Teach: What’s it called in English? What’s it made of? Be made of
It’s made of… What’s it used for? Be used for It’s used for…
Use some other things to ask and answer.
Teach: stamp, jacket, metal, wool, wood
B. Part 1
Listen to the tape and answer the following questions
What is it? What is it made of? What is it used for?
Then teach: writing brush; brush ; a shoe brush; a tooth brush; brush shoes; brush teeth. Bamboo
Read and act it.
Then use the words in the box to make new dialogue
Teach: pan，store store books; store money
C.Part 2
Ask and answer in pairs
Then ask some to do it in class.
Teach: be made in
D. Conclusion
What’s it made of? What’s it used for? Where is it made?
Passive voice ( be done) 被…
IV. Teaching grammar
At first, tell the students the grammar:
The Active and Passive Voice.
Then, give some examples.
Tell the students the Passive Voice structure. And ask the students to make some sentences and change them into Passive Voice.
V. Practice
Practice the useful expressions: be made of and be used for in groups and in pairs.
VI. Workbook
Ask the students to open their books, look at Exercise 1 and ask them do it in pairs.
VII. Homework.
返回
篇5：Lesson plan of Unit 9 When was he born? 教案教学设计(人教版英语八年级)
Lesson plan of Unit 9
When was he born?
(第4课时)
一、教材内容分析
新课改要求英语课教学应以学生为主体,以训练为主线,以能力培养为宗旨.学生是学习活动的主人,教师是学习活动的组织者和引导者.教师要努力创设多种多样的方式和机会让学生通过自主合作,探究等学习方式进行学习,注重教与学的互动性和生生互动.
1、教材分析
本节课的教学内容是Go for it八年级上册Unit9 When was he born? 本单元.主要语言功能项目是谈论自己崇拜的名人以及名人的职业生涯.以人物简历为线索展开语言交际和语言实践活动。Section B的第一课时，在掌握Section A部分内容的基础上学会使用描述性形容词 talented, outstanding , unusual, creative…etc来描述自己崇拜的人以及名人。并通过听力练习的训练,学生可以了解成功人士的生活及成长经历,并且能够熟练的使用英文介绍名人及成功人士的职业生涯。
2、学情分析
通过对本单元Section A的学习,同学们对学习本节课的新知识奠定了认知基础.他们热爱并崇拜乔丹,邓亚萍,贝克汉姆，姚明等名人。对他们的人生历程充满好奇.因此在教学中,教师可充分利用学生这一心理特点,利用他们已有的知识，引导学生深入探究,自主地解决问题。
二、教学目标
1. 语言技能目标
(1) 能对别人的身份进行问答：Who’s this/that? She is Den Ya ping. She is a great Chinese ping-pong player. Who do you admire? I admire Michael Jordan.
Why do you admire him/her？ Because he/she is a famous/ an outstanding basketball player.
(2) 能对别人的出生年月进行问答,如:When was he/she born?
He/She was born in/on…
(3) 能对别人的经历进行询问,如:When did he/she start playing ping-pong/basketball?
How long did he/she play ping-pong/basketball?
2. 语言知识目标
(1) 词汇:
(2) 句型Who do you admire?
I admire Den Yaping/....
Why do you admire her/him?
Because she/he is a famous/an outstanding …player.
Who is that?
That’s Zhang Yiling. She is a great ping-pong player.
When was she born?
When did she start/stop…?
How long did she start…?
(3) 掌握由Who/ Why /when 引导的状语从句和由how long/when 引导的特殊疑问句.
3、教学重难点
根据本节课的教学内容和学生对知识的理解程度,结合教学目标,确定重点:
1、Who’s this/that? Who do you admire？Why do you admire him/her? When was he/she born? When did he/she start…? How long did he/she…? 难点为重点句型的实际运用及when引导的状语从句和特殊疑问句.
2.能听懂录音中的语言材料并利用录音材料讲述名人故事。
三、教学过程
按照上面的教学思路,结合中学英语的教学特点,我们倡导构建任务式的学习,努力运用学生的主动参与,感知体验,探究发现,交流合作的学习方式,让学生在语言实际运用中感受成功的喜悦,使课堂真正形成“乐说、会说、能交际”的氛围。本节课教学设计分以下五个环节：
Step 1：Preparation : (Warming-up and revision) （8 minutes）
1. Greetings and sing an English song.
2. A guessing game (Get the students to review how to describe some famous people )
T: The whole class , please. She is Chinese .She plays table tennis very well. She is short .She was born in 1973.She is very great and famous . Do you know who she is？
S：Is she Den Ya ping ?
T: Yes, you are right. When did Deng Yaping start playing ping-pong?
S: She started playing ping-pong in 1978.
T:When did she stop playing ping-pong?
S:She stopped in .
T:How long did she play ping-pong?
S:She played for 19 years.
T: Yes, great. Now please try to describe the famous persons .
3. Teacher can have a few Ss describe some famous persons and let other Ss guess who he/she is .
. 【设计说明：课前教师简单的问候能拉进师生之间的距离，歌曲热身将学生的心收之于课堂。利用猜一猜这一游戏环节，使学生在轻松的交流中复习学过的句型： Who...? When did ...? How long...? When was she /he born? 再现SectionA 中有关名人的生平简历 ， 为教学新课做好铺垫，通过多媒体呈现人物进行操练，形象生动，激发学生兴趣。】
Step 2 Presentation （10 minutes）
This activity introduces the difficult points. Teacher can Use flashcards to present the next:
1. A: Who’s that?
B: that’s Zhang Yining .
A: When did Zhang Yining start playing ping-pong?
B:She started playing ping-pong in 1986.
A:When did she stop playing ping-pong?
B:She stopped in .
A:How long did she play ping-pong?
B:She played for 23 years.
1)Ask the students to practice the sample conversation, then make up similar conversations.
2) Ask several pairs of students to perform their conversations.
【设计说明：此环节也通过多媒体的辅助，呈现给学生更多的语言练习素材，突出本节课的教学目标，并设定一个情景进行对话，使学生融于真实的交际环境中，给学生利用目标语言表达交流的机会，在学中用，在用中学。复习、巩固、加深SectionA中所学知识，达到学以致用之目的。】
3. Teacher continue talking about Zhang Yining and ask:
(1) A: Do you admire Zhang Yining?
B: Yes, I do.
A: Why do you admire her?
B: Because she is a great and famous Chinese ping-pong player .She is also a talented player. So I admire her.
A：And except Zhang Yining who else you admire
B: Michael Jordan.
A: Why?
B：Because he is an outgoing and talented basketball player. He is very famous in the world. He is talented in basketball.
A: What else do you know about him?
B:I know he was born in America in 1963.
(2) Get the Ss to talk about other famous persons in pairs and then have some pairs perform their conversations.
(3)Then choose some individuals to introduce some famous persons he/she knows.
【设计说明：通过师生问答式的交流，既能对SectionA 中内容进行复习与巩固。锻炼语言思维，提高语言表达流畅度。实际上SectionB中的内容就是对SectionA中知识的延伸于拓展，让学生在实际的语言操练中，不仅学会使用描述性的形容词，而且会把描述性的形容词放到一段话中去描述名人或成功人士。让语言与实际生活紧密的联系在一起，这样语言才真实，才具有实际魅力。】
Step 3 Practice （10 minutes）
1.Now we are going to talk about some unusual people.
Look at these pictures in 1a and talk about these persons
T: Look these persons. Are they usual?
Ss: No, they are unusual.
T: Why? Now please write one or two words to describe the persons with the words given in 1a. (1 minute)
T: Who’s this/that?
S1: This is Arthur.
T: Do you admire him?
S1: Yes.
T: Why?
S1: I admire him because he is loving and kind. He is a loving grandfather. He always spends all his free time with his grandson. He is kind and he loves his grandson very much. So He is loving. ( help the student answer)
2. Repeat with other persons in the same way.
3. Imagine you know the persons in the pictures in 1a. Tell your partner about each person like this: (1b)
A: Sarah is a beautiful girl. She is a famous tennis player. She plays tennis very well. She is outstanding in tennis.
4. Get some individuals to report their answers to the class.
【设计说明：本环节通过小组合作交流的方式，培养学生的合作精神和探究意识。在合作与沟通中让学生学会使用这些描述性的形容词，并能理解这些词的真正含义。把词放到句子中记忆，做到词不离句。实现对词的真正意义上的理解和把握。同时，也为后面教学作好了铺垫。】
Step 4 Production (12 minutes)
1. In our daily life ,there are lots of people that we admire .Next, We will hear a conversation .There are two people talking about people they admire, Please listen and circle the words in the list in 1a that you hear. Then answer the question “ Who are the two people the two persons are talking about?”
2. Check the answers with the class.
3. Listen the recording again and write “M” or “L” on the lines in 2b
4. Check the answers. Then listen again and let two students talk about Midori and Laura like this: Midori is a famous violinist. She was born in 1971. I saw her play when I was eight. She toured the U.S. when she was fourteen years old.
【设计说明：通过反复的听力练习，提高学生的听力水平，注重跟读模仿语音语调。同时通过反复听，让学生扑捉录音稿中的语言信息。让学生带着思考、带着问题听，然后把扑捉的信息合理的组合成一段文字。为落实写的教学打下基础。】
Step 5 Progress（5 minutes）
1.Ask the students to take out the photos about the famous people they have prepared and introduce them
2. Ask some students to report their answers to the class.
3. Sum-up : Think about what we have learned today
4. Write down a list of famous TV/ movie/... stars about their ages、 birthdays、,hobbies and achievements an4d then write a short passage about them.
5. Make a survey about famous people around you and learn more about them.
【设计说明：这个环节检查了学生对课堂任务掌握的情况，让学生用自己准备的资料来介绍名人的职业生涯，增进生生互动，用所学的语言去解决实际问题，促进了学生的自主学习，达到语言教学的真正目的。作业是课堂的巩固与延伸，课堂所涉及的东西是有限的，学生课后可以做适当的拓展。学生通过查阅资料对优秀人物有所了解，同时增长他们的课后知识，使所学知识不断地延伸。】
四、教后反思
本节课在多媒体的辅助下，直观生动地呈现给学生学习语言需要的材料，为学生搭建了一个很好的语言练习近平台。在导入环节中，通过唱英语歌曲和猜一猜，营造了轻松愉快的氛围，学生积极参与，作为教学前奏，为后面的学习作了很好的铺垫。我们不难看出，在课堂教学中，如果教师设计了一个轻松愉快的接近生活的语言环境，创造一个学生没有心理压力，不受任何约束，又能充分展现自我的课堂氛围，这就自然地使他们放松，激起他们开口说英语的欲望。通过多种形式的听、说、读、写语言实践活动 让学生体味到了英语语言的真正魅力所在。因此，有目的，有乐趣的课堂活动不失为一种鼓励学生大胆说英语的好方法。施之以教，贵在引导”。教师通过自己的主导作用发挥学生的主体作用通过丰富多彩的任务情境调动学生的学习积极性，主动地投入学习。
篇6：3A Unit 9(人教版高三英语上册教案教学设计)
Aims and demands:
1. Develop the Ss’ listening ability .
2. Grasp the usage of the language points:
at the doctor’s , take a look,, knock into fell over
It feels a bit tense .
That sounds very interesting.
Difficulty: Ask the Ss to make a dialogue between the doctor and a patient.
Teaching methods: listening, speaking, practicing
Learning method: How to listen smartly
Teaching aids: tape recorder, some slides
Procedure:
Step 1. New words:
Step 2. Introduction
T: How many gold medals did the Chinese players win?
There are a lot of international champions in China in the Olympic Games.
The two of whom are gymnasts . Who are they ?
Ss: They are 李小鹏 and 刘璇 .
T: Li is an international champion on the double bars.
Liu is an international champion on the beam.
And also the whole Chinese gymnastic team have won the gold prize.
T: Today we are going to learn “ Gymnastics” .
Do you know what pieces of equipment are used in gymnastics ?
( Picture talking )
rings , beam, high bar, high-and-low bars, double bars, beam, “horse”(side horse / pummelled horse（鞍马） , vaulting horse（跳马）)
T: Do men and women , boys and girls do the same kinds of exercises?
------- Men perform on the rings, on the double bars, on the high bar, and on a type of “horse” with our legs which has two handles fixed to the top surface.
While women perform on the high-and-low bars, one of which is higher than the other, and the beam, which is a length of wood only four inches wide which is fixed at a height of 1.20 meters above the ground.
Step 3. Listening
Listen to the tape and choose the correct answers:
1. Sharon is a gymnast. She is ______.
A. at the teacher’s B. at the doctor’s C. at her friend’s D. at home
2. Something is wrong with Sharon’s ______.
A. left leg B. right shoulder C. left shoulder D. right leg
3. Sharon hurt herself when she was _____.
A. doing some exercises B. finishing some exercises
C. on the high-and-low bars D. jumping
4. The change between ___ temperatures makes the blood move and the damaged parts begin to repair themselves.
A. hot and cool B. warm and cool C. cold and cool D. hot and cold
5. At the end of the week, throw the frozen peas away. They _____ to eat.
A. will be fit B. won’t be fit C. would not like D. would like to
BCADB
Step 4. Read by themselves and answer the questions;
1. Who was Sharon? ---- gymnast
2. What’s wrong with her? ---- Something is wrong with her left shoulder.
3. How did she hurt her shoulder? ---- While she was doing gym.
4. What kind of treatment did the doctor advise her to use? ----- to use the hot-cloth-and-frozen-peas treatment.
5. How often does she have to take this treatment? ---- twice a day for a week
6. Do you think that this interesting treatment is effective? ----- Yes.
7. Have you ever used the hot-cloth-and-frozen peas treatment? ---------
What treatment does the doctor tell her to do?
---- To use the hot-cloth-and-frozen-pea treatment.
Step 4. Reading and find out the language points
1. at the doctor’s
at my uncle’s
at the tailor’s
2. take a look at : have a look at
3. It feels a bit tense.
4. knock into sb.
Can you knock the nail into the wall?
The boy ran for the ball and knocked into a man.
He walked in the dark and knocked into a tree.
5. fall over
He slipped into a banana skin and fell over.
6. so on and so on : repeatedly
7. That sounds very interesting.
8. fit to eat:
Step 5. Practice
Make up a dialogue between the two---- one is a doctor and the other is a patient
Doctor: Asks a question
Patient: Says what the problem is
Doctor: Makes one or more comments and then gives some advice
Example:
D: Can I help you?
P: Yes, I can’t sleep well.
D: How can I help you?
P: Can you give me some medicine so that I can have a good sleep?
D: What can I do for you?
P: I’ve got a pain here. My left shoulder hurts.
D: Let me have a look at it.
P: Oh, I feel terrible.
D: Mmn, I see. It feels a bit tense, but it’s nothing serious.
P: Shall I take any medicine?
D: Yes. Take this medicine, two pills a time, three times a day. And try to use the hot-cloth-and-frozen peas treatment.
Step 6. workbook----- Ex 2
Homework : read two passages
At the doctor’s
When a patient comes in what will the doctor say?
What can I do for you?
How can I help you?
What seems to be the matter?
Can I help you?
What will the patient say?
I’ve got a pain…
I’ve got a headache and a cough day and night.
I’ve got a temperature and all my bones ache.
I feel terrible.
I hurt my leg while I was….
I don’t feel well.
Then what will the doctor say?
Let me take a look at it / you.
Let me feel your pulse.
Left me take your temperature.
Oh, I see. It’s nothing serious.
Have a good rest and you’ll ..
You’ll be all right / well better soon.
Take this medicine / two pills a time, three times a day.
Unit 9 Lesson 34~35 Gymnastics
Aims and demands: Develop the Ss’ reading ability and have a good understanding of the text
Difficulty and importance: Have a deeper understanding of the text
Teaching methods: Reading and listening and discussion
Learning methods: How to read fast
Teaching aids: a tape recorder and some slide shown
Procedure:
Step 1. Presentation
What kinds of equipment are used in doing the gymnastic exercises?
As we know from the dialogue , Sharon hurt her left shoulder while doing some exercises on the high-and-low bars. So while you are doing gym, you should be more careful.
Now look at the pictures and tell :
Where are the gymnasts doing exercises / performing? ( P 51)
Ss: He is performing on the high bar.
He is performing on the double bars.
He is jumping / performing on a “horse”.
She is performing on a beam.
Step 2. Listening
Listen to the tape of Lesson 34 and tell whether the following statements are true or false.
1. Olympic competitions started in Greece. T
2. Modern gymnastics began in the 18th century. F
3. If you want to become a top gymnast, it is important to start when you are 14 or 15 years old.F
4. Boys win Olympic gymnastics medals usually between the age of 19 and 25. T
5. Both boys and girls perform on the rings, on the double bars, on the high bar and so on. F
6. Only girls perform on the high-and-low bars. T
7. Only boys do floor exercises on the mat. F
8. Make sure you put on some watches, rings, and necklaces before you start. F
9. Ww simple safety measures to follow while ( you are ) training.
8. Follow : a) to take or accept 遵守,采纳,听从
follow the safety measure
follow the teacher’s instructions
follow one’s advice
b) understand 领悟
You are speaking too fast and we can’t quite follow you.听懂
c) go along 沿..而行
Follow the path and you will see the cinema.
d) come or go after
She followed me into the classroom.
e) following can be used together with “the” , it means “next”
in the following year=== next year
9. …… can be highly dangerous
highly: to a high degree 高度的,非常的
eg: Advertising is a highly developed twentieth-century industry. 高度发达的
He is a highly skilled worker. 非常熟练的
固定词组:
Speak highly of 高度赞扬
Think highly of 高度评价
Sing high praise for 高度表扬
Hold one’s head high 头抬得高高地
1. be content to do sth. 满足干…… 满意做……
be content with sth. 对……满意
2. each used as an
They each have a computer on the desk.
Each of them has a computer on the desk.
3. in all
in a word 总之
all in all
4. glance at : look quickly at / give a quick at
5. be busy doing sth.
They are busy training in the gymnastic.
We had been bus preparing for the mid-term examination.
6. gain points 得分
gain mark 得分
win the medal 得奖牌
7. drills
The first thing …. . was to go up her trainer and thanked her.
句中两个作表语的不定式 go up to 和 thank her for 都省略了 to ,这是因为主语有定语从句 she did 来修饰的缘故.
一般地说,解释 do 的精确意思的分句,可以用不带 to 的动词不定式.
我们现在想做的就是躺下来休息.
What we want to do now is ( to ) lie down and rest.
我所做的就是推了他一下.
What I did was ( to ) give him a little push.
字典的作用是帮助学生查生字的词义和用法.
What a dictionary does is ( to) help the students to find out the meaning and the usage of new words.
Agreement.
Correct the mistakes if any. ( Lesson 34~35)
1. It was in Greece where the Olympic competition started. ( that )
2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin. (that)
3. There are also records of gymnastics performing in China. ( being performed/performed)
4. My bike is repairing . ( being repaired)
5. He didn’t mind leaving at home alone . ( being left )
6. Being lost can be a terrifying experience. (true )
7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics. ( them )
8. The students are preparing the exam. ( add for )
9. In competitions women perform some of their exercises with music. ( to )
(We do eye exercises to music.)
10. Men usually gained Olympic gymnastics medals between 19 to 25. ( won, between…and)
11. The gymnasts should hold a position steady, keep their balances while doing a handstand. (balance)
(steady adj, adv. Steadily adv. )
12. Training by yourself in a gym can be high dangerous. (highly )
Highly : to a high degree
广告业是二十世纪高度发达的行业.
Advertising is a highly developed twentieth century industry.
他是个非常熟练的工人.
He is a highly skilled worker.
Speak highly of
Think highly of
Sing high praise for
Hold one’s head high
Replace the following underlined phrases with the phrases in L35.
13. She is satisfied with her present job.
be content with sth.
be content to do sth.
14. In a word , she gave a good performance and landed neatly and steadily. (In all / all in all)
15. She gave a quick look at the judge. ( glanced at )
16. What we want to do now is lie down and rest. ( true )
字典的作用是帮助学生查生字的词义和用法.
What a dictionary does is ( to) help the students to find out the meaning and the usage of new words.
Correct the mistakes if any. ( Lesson 34~35)
1. It was in Greece where the Olympic competition started.
2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin.
3. There are also records of gymnastics performing in China.
4. My bike is repairing .
5. He didn’t mind leaving at home alone .
6. Being lost can be a terrifying experience.
7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics.
8. The students are preparing the exam.
9. In competitions women perform some of their exercises with music.
10. Men usually gained Olympic gymnastics medals between 19 to 25.
11. The gymnasts should hold a position steady, keep their balances while doing a handstand.
12. Training by yourself in a gym can be high dangerous.
Replace the following underlined phrases with the phrases in L35.
13. She is satisfied with her present job.
14. In a word , she gave a good performance and landed neatly and steadily.
15. She gave a quick look at the judge.
16. What we want to do now is lie down and rest. ( true or false ?)
Exercises for Unit 9 ---3A DCABB CBB
1. ___ him and then try to copy what he does. (99)
A. Mind B. Glance at C. Stare at D. Watch
2. The little boy runs for the football and ___ a man standing there.
A. knocks down B. knocks at
C. knocks into D. knocks
3. I cheered do loudly at the match that I completely ___ my voice.
A. lost B. missed C. forgot D. left
4. --- Do you think the Stars will beat the Bulls?
--- I don’t know. But this is the last time. The fans ___ them to win whole – heartedly.
A. hope B. require C. prefer D. demand
5. It was how the young man had learned five foreign languages ___ attracted the audience’s interest.
A. so that B. that C. what D. in which
6. It was for this reason __ her uncle moved out of New York and settled down in a small village. ( S)
A. which B. why C. that D. how
7. It is the ability to so the job ___ matters not where you come from or what you are. (2000)
A. one B. that C. what D. it
8. It was not ___ she took off here dark glasses ___ I realized she was a famous film star. (92)
A. when; that B. until; that
C. until; when D. when; then
Correct the mistakes: (for Unit 9 --- 3A )
It was Sunday and Zhou Lan was going 1.____
to take part in the first gymnastic compe-
tition. As soon as her competition started, 2.____
she tried her best and did good in per- 3.____
forming on three pieces of equipments 4.____
as well as on the floor. Now the time came
to her performance on the high -and-low 5.____
bars. She stands below them and waited. 6.____
When the judge nodding, she began . 7.____
She jumped upwards, caught the high bar
in two hands and did a neat circle . 8.____
Altogether,she performed wonderful and 9.____
landed nearly and steadily on the floor. Then
came the results. Victory for Zhou Lan!
She was the one. 10.____
1. true 2. her--- the 3. well 4. equipment 5. to – for 6. stood 7. nodded 8. in – with
9. wonderfully 10. first
篇7：Unit 9 When was he born? 教案教学设计(人教版英语八年级)
☆教学基本信息
课题 Unit 9 When was he born?第一课时
作者及工作单位 西城中学 蔡满芳
☆指导思想与理论依据
利用多媒体展示一些名人照片，让学生谈论自己崇拜的名人，并学习一些有关职业的英文表达方式。通过教师创设的外部环境，学生立刻领悟到本课的主题，很快进入学习状态。
☆教材分析
围绕sports stars这一话题展开思维（ 1a）、听力（1b）、口语（ 1c）训练。课前让学生搜集世界体育明星的照片和资料。上课时老师从简单提问导入新课题，由易到难，自然过渡。利用多媒体课件中的图片内容进行教学活动。
☆学情分析
学生在第3单元已学过了 when 和 how long 特殊疑问句，这样学生就能初步接触 when 和 how long 在一般过去时态的应用。（让学生回忆 when 对时间点进行提问，而 how long 是对时间段进行提问）从而为学生掌握 when 和 how long 从句做好铺垫。
☆教学目标
1. 谈论自己崇拜的名人。
2. 学习一些有关职业的英文表达方式。
☆教学重点和难点
用英语表达自己崇拜的名人。
☆教学过程
教学
环节 教师活动 预设学生行 为
设计意图
一、复习(revision)：复习月份、日期以及一般过去时，让学生翻译两个句子并就划线部分提问。
二、新课导入（lead-in）
课前让学生搜集世界体育明星的照片和资料。上课时老师从简单提问导入新课题，由易到难，自然过渡。
三、教学SectionA -1a,1b：
利用人教版媒体资源课件，进行下列教学活动。
1.比赛游戏：将学生分组，比比哪组学生说出的体育明星最多。
2.老师呈现以上图片提问：How old is he? And do you know who's that? What's he/she? Where is he from? 学生对这些明星的很多情况都很熟悉，可是不太熟悉他们的出生时间。提出以上一系列问题后，就可引起学生的好奇心，这时，让他们听录音，写下明星们出生的年份，完成2b。
四、教学SectionA -1c
活动 Pairwork: 学生用 How old … When … 来操练并进一步引出其他人称的运用。
1．利用2b的信息内容，填空，完成 2c。
2.学生分角色朗读 part 1c, 然后对话。
3.看课件上明星的图片，问题或提示语在适当的时候显示出来。学生在老师引导下对话：
例:
Teacher: “Who's that?”
Students: “That's Michael Jordan.”
Teacher: “He is a …?”
Students: “He is a basketball player.”
Teacher: “When is he from?
Students: “America.”
Teacher: “He is an American basketball player.”
“When was he born?”
Student: “He was born in 1963.”
通过教师引导，降低学习难度，让学生体会学习的成就感，以此形成学习的良性循环。学生按小组用他们自己准备的有关明星的材料自主对话
课前让学生搜集世界体育明星的照片和资料。上课时老师从简单提问导入新课题，由易到难，自然过渡。 利用多媒体课件中的图片内容进行下列教学活动。
学生按小组用他们自己准备的有关明星的材料自主对话。最后请几组同学演示
有些学生会有语言障碍，有的学生会羞于开口。
帮助他们克服困难，增强学生的自信心
学生对这些明星的很多情况都很熟悉，可是不太熟悉他们的出生时间。
提出以上一系列问题后，就可引起学生的好奇心。
通过教师引导，降低学习难度，让学生体会学习的成就感，以此形成学习的良性循环。
☆板书设计
Unit 9 When was he born?
hiccup Who's that?
sneezeThat's Michael Jordan.
hold the record He is a …
He is a basketball player.
......When was he born
He was born in 1963.
☆学生学习活动评价设计
1.英语表演“我能行”。我在课堂上，经常让学生进行角色扮演，对话表演，召开英语表演“我能行”展示会。学生除了表演课堂及课外所学的对话材料外，还自编、自演了小对话，通过开展表演“我能行”活动，提高语言交流的能力和英语学习的兴趣。
2.争当小老师。让学生做一回老师。通过争当小老师活动，学生们多方面的能力得到提高，增强了学习英语的自信心。
3.每日一词。由专人负责每天在黑板上写一个英文单词，让学生记下来，教师定期对这些单词进行检查。
4. 评价不采用记分的形式，而是分为A(Excellent)、B(Good)、C(OK)、D(Come On)四个等级。学习行动(包括：学习态度、课堂参与、合作学习等内容)、学习情况(包括：听、说、读、写等内容)、评价形式分自评、互评、师评、总评。此外评价表上还列有“我眼中的自己、同伴眼中的我、老师眼中的我”几个栏目，由教师、同伴、家长以及该学生本人分别写上评语，让学生通过这种无声的评语感受到老师、家长以及同伴的爱和希望，感受到同伴的关心和支持。最后学生自己再在表上制定出下一步的学习目标。
☆教学反思
活动的设计要符合学生的实际生活。教师应该引导学生学会客观地评价自己和他人。教师要引导学生把精力放在与学习有关的资料收集上，不要搞花架子。学生是各具特色、动态多变的个体。教师不能用一把尺子去衡量每一个学生。要注意学生的差异性，充分发挥其自身优势，让每一个学生都参与整个教学过程。有些学生还是不够积极，还要多引导，多督促。
篇8：Unit 9 When was he born? 教案教学设计(人教版英语八年级)
Unit 9 When was he born?
教学目标
1、语言技能目标
(1) 能对别人的出生年月进行问答,如:When was he born?
He was born in/on…
(2) 能对别人的经历进行询问,如:When did he start hiccupping?
How long did he hiccup?
2、语言知识目标
(1)词汇: achievement; record; violinist; start; stop;
pianist; creative; outstanding.
(2)句型: Who is that?
That’s Deng Yaping. She is a great ping-pong player.
When was she born?
When did she start/stop…?
How long did she start…?
(3)掌握被动语态以及由when 引导的状语从句和由how long/when 引导的特
殊疑问句.
3、情感目标
(1)通过谈论体育明星的成就,培养学生吃苦耐劳的精神.
(2)在谈论自己和别人的经历的同时,树立远大的理想.
教学重点:
When was he/she born? When did he/she start…?
How long did he/she…?
教学难点:句型的实际运用及when引导的状语从句和特殊疑问句.
教学过程
Step 1 Warming-up and revision
(1) Intercourse
(2) A guessing game
Get the students to review how to describe the famous people.
T:. Let’s play a guessing game. I will tell you something about
a famous woman. Please listen to me carefully, and try to guess who she
is. She is Chinese. She was born in 1973.
She plays ping-pong very well. She is short. She is very great.
Do you know who she is ?
S: Is she Deng Yaping ?
T: Yes, you are right . Now please try to describe the famous persons
Step 2 Presentation
This activity introduces the difficult points.
A: When did Deng Yaping start playing ping-pong?
B: She started playing ping-pong in 1978.
A: When did she stop playing ping-pong?
B: She stopped in .
A: How long did she play ping-pong?
B: She played for 19 years.
1、 Ask the students to practice the sample conversation, then make
up similar conversations.
2、 Ask several students to perform their conversations.
3、Learning the new words.
Step 3 Practice and listen
Now we are going to talk about two unusual people.
Look at this picture in section A 2a and the chart.
T: What are their names ?
S: The man is Charles Smith and the woman is Donna Green.
T: What are they doing ?
S: Charles Smith is hiccupping. Donna Green is sneezing.
(Help them answer)
T: What kinds of world record did they have ?
S1: Charles Smith had a world record for hiccupping.
S2: Donna Green had a world record for sneezing.
T: How long did Charles Smith hiccup ?
S3:He hiccupped for 69 years and 5 months.
T: How long did Donna Green sneeze ?
Let students listen to the tape and fill in the “How long” column in
the chart.
Let students listen again and fill in the “started” and “stopped”
columns.
Get the students listen and write ,then check the answers.
Step 4 Drill
Ask some pairs of students to perform the conversations.
T: You got all the answers right now. Let’s come to section A 2c pair
work. Please fill in the blanks with information from the listening.
Ask two pairs of students to Practice the conversations.
T: You did very well.
I’d like you to work in pairs and make the same kind of conversation
about Donna.
S1:How long did Charles Smith hiccup?
S2:He hiccupped for 69 years and 5 months.
S1:How long did he start hiccupping?
S2:He started in 1922.
S1:When did he stop hiccupping?
S2:He stopped in 1990.
Ask several pairs to act it out.
Step 5 Sum-up
Think about what we learn today
Step 6 Homework
1)Write down a list of famous stars about their ages, birthdays, hobbies
and achievements
2)Ask your parents birthdays and help them do something.
板书设计：
Unit 9 When was he born？ He was born in/on…
When did he start hiccupping? How long did he hiccup?
Who is that?
That’s Deng Yaping. She is a great ping-pong player.
She started playing ping-pong in 1978.
篇9：Unit 9 必会习语(人教版高一英语上册教案教学设计)
1.be used for 被用于… be used as 被用作…
2. It depends. 要看情况而定。
LIFE ON THE GO
3. live life on the go 过着忙碌的生活
4. on the go 忙忙碌碌的； 四处奔走
5. make it possible for sb to do sth 使得某人做某事成为可能
6. throughout the world 遍及世界
7. more than 不仅， 多于；
no more than 仅仅； 只不过
not more than 少于， 不足
8. add to 增添；增加 add…to… 给…增加…
add up 加起来 add up to 加起来总共是
9. remind sb of/about sth 提醒某人某事
remind sb to do sth 提醒某人做某事
remind sb of doing sth 提醒某人已做过某事
remind that...
10．have an appointment with sb. 和…有预约
keep /break one's appointment 守约／违约
make an appointment with sb. 和…约定
by appointment 按约定
11. obey /break the rules 遵守／违反规定
12. agree (not) to do sth
agree that sb can/will do sth
agree with; agree to; agree on
13. dare not do = don't dare to do 不敢作…(同need)
14. take sth/sb away from… 把….从….带／拿走
14. stay/keep in touch with sb.; /keep track of
be in touch with 与…保持联系
get in touch with 与…取得联系
lose touch with 与…失去联系
be out of touch with
15. call for help 求救
16. in case (of an emergency) 万一； 以免
in case +从句 万一
17. do whatever he wants to do 想干什么就干什么
whatever 和 no matter what 区分
LANGUAGE STUDY
18. according to 根据
19. the negative/positive effect of ….的负面/正面影响
INTEGRATING SKILLS
20. take over 接管
21. (in) the way that/in which… …的方法
The few surviving human beings are being used (in) the way (that) we use machines today.
22. break down 出故障
23. dream of/ about 梦见；梦想
24. fail to do sth; fail in doing sth 没能做到…
succeed in doing sth 成功的做某事
be successful in doing sth
25. force sb to do sth 强迫某人做某事 oblige sb to do sth
by force 靠武力
26. come up with 想到； 提出
27. take steps /measures/action to do sth 采取措施
28. look up the words in the dictionary 在字典上查单词
29. go for a job interview 去面试找工作
30. unite as one 团结一致
31. hand in one's homework 交作业
32. suffer a serious defeat 遭惨败
FUTURE TRAVEL：TELEPORTATION
33. be based on 以…为基础
34. take …apart 把…分解 =separate
put…together
35. on the way 在路上 on one’s way to 在去...的路上
in the way 妨碍；挡道 in a way 在某种程度上
by the way 顺便问一下 （in）this/that way 这样
in the same way 用同样的方法
in different ways 用不同的方法
in no way 决不；一点也不
the way to do/of doing sth 做...的方法
the way (that/in which)定语从句
make one’s way to 朝...走去
all the way 一路上；从头至尾
by way of 经由；通过...的方法
way of life 生活方式
36. so far 到目前为止
37. We are still a long way from being able to do sth.
=It will take us a long time to be able to do sth.
38. It is possible (for sb) to do sth
It is likely/possible/probable that...
Sb is likely to do sth.
39. The more we know, the more we can imagine.
越..., 就越....
The more you listen to English, the easier it will become.
The longer you live in this place, the less you will like it.
篇10：unit 9 备课要点(人教版高三英语上册教案教学设计)
I. Phrases:
1. be diagnosed with
2. to make matters worse
3. take a bank loan
4. at half the cost
5. lay off
During the recession they laid us off for three months.
The doctor told him to lay off a couple of days.
He will lay off smoking.
6. get rid of
I’ve tried all sorts of medicine to get rid of this cold.
How can we get rid of all these flies?
7. put pressure on
8. aim…at
9. receive treatment
10. meet needs
11. make ends meet
He lost his job and what was worse, his wife was seriously ill, so he could not make both ends meet.
12. keep a healthy diet
13. be effective in
14. belong to
The developed countries should help the countries belonging to the third world.
15.take measures to do sth.
II. New words
abuse insurance income pressure 见优化设计
1. thanks to
owing to
because of
Thanks to your advice, I am keeping a healthy diet now.
Owing to the rain ,the match was cancelled.
2. as a result of （造成某种结果的）原因
as a result 结果是
result from 因…的结果发生
result in 结果是
She won the scholarship as a result of her hard work.
Illness often results from poverty.
I’m sure the government’s efforts to stop the spread of AIDS will result in success.
3．despite =in spite of 尽管；不管；纵使
Despite the bad weather we enjoyed our holiday.
Sir Fleming remained modest despite his achievements.
4. as is (was) the case with… 与…情况一样
He is late again this morning, as is often the case.
III Important sentences:
1. Three months later, however, Wang Lin was told about a health care project that provides treatment at half the cost or less, depending on the needs of the patient.
2. The project that saved Wang Lin’s life is one of the many government programmes aimed at improving the situation for the poorest people in China.
3. The government’s efforts to fight poverty and improve health care cover several aspects, reducing poverty, helping sick people get treated properly and providing medical insurance for the poor.
4. It was not until World War II that the importance of Fleming’s discovery was
篇11：unit 9 saving the earth(人教版高二英语上册教案教学设计)
Lesson 34
(the first period)
PART 1 Understanding of the teaching material
STATUS AND FUNCTION
1. This unit is about pollution. It is a focus of the whole world. This lesson is the second one of Unit 9. It is a passage about some serious problems the earth has. It is related to our daily life.
2. This lesson is very helpful for the Ss to improve their reading comprehension ability and spoken English.
TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know that now the earth has a lot of serious problems and people are causing a lot damage to the earth. And if people don’t stop polluting the word and pay more attention, the whole situation will be more and more serious.
2. To give a reinforced practice in the use of the past participle and some useful expressions, such as be fit for; turn … into… ; in place and so on.
Ability objects
1. Make the Ss the real masters in class while the teacher himself acts as the director
2. Train them with some effective learning methods to optimize the students' learning results.
3.To improve their reading comprehension ability.
4.To improve their written English.
Moral objects
1.Enable the students to love our earth and the nature.
2.Encourage the students to do something to save and protect the earth and our environment.
TEACHING AIDS:
computer; OHP(overhead projector);software: PowerPoint
TEACHING KEY POINTS
1. Input the passages as a whole
Make the Ss grasp and understand the general idea of the passages as a whole.
2. Language communication
A. Tell the main idea of the passages
B. Practise the main idea of the passages
C. tell their own stories related to the daily life
TEACHING DIFFICULTIES
1. The general idea of the passages especially the causes and results of different problems
2. Telling their stories about pollution
3. Thinking of some ways to save and protect our earth especially in our daily life
PART 2 Teaching Methods
Five Steps Method,
Communicative Method.
Aural-oral Method with the help of the computer
* A lot of pictures and short videos about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
PART 3 Studying Ways
1. Teach the Ss how to be successful language learners.
2. Teach the Ss how to master the general idea and structure of a passage by reading it .
3. Teach the Ss how to write similar stories according to what they’ve learnt in this lesson.
PART 4 Procedure
Step 1 Revision
Check the homework exercises
Step 2 Lead-in
1. A song about the topic we’ll learn today.
“ Earth song ” by Michael Jackson (Because it is too long ,play it before the class begins.)
2. Some pictures.(show them to the Ss on the screen)
Picture 1: an earth with a smiling face (she used to be happy)
Picture 2: an earth with a crying face (she is sad now)
And ask the Ss why she is sad now.
3. Some more pictures in pairs as comparison .
Pair 1: the sea used to be clean and the beach is beautiful but now they are seriously polluted.
Pair 2:green grass and thick forests but now only deserts left
Pair 3: the sky was blue and clear but now there are a lot of smoke in it and it is no longer blue and clear.
4. Some short videos about different kinds of problems the earth has, including the three mentioned in the lesson – earth problem , air pollution, and water pollution.
Step 3 Presentation
The teacher's brief introduction
Today we will deal with the three most serious problems the earth has --– earth problem , air pollution, and water pollution.
1. Pre-reading silently
Give the Ss a few minutes to go through the passage as quickly as possible and try to find out the causes and results of the problems.
2. while-reading
Passage1:
a. Show the Ss a picture and ask what can be found in it.
(The area of the desert of the world is very large and it is growing every year.)
b. a short video about desert
c. Question: What are the causes of the problem?
Show some pictures to help the Ss to answer the question
too many cattle eat all the grass nothing can grow
trees be cut down no trees left to hold… blow …; wash…
Passage2:
a. Show the Ss the following pictures.
b. Questions : What can you see in the pictures?
Why do these things happen?
c. a short video about chemical rain
d. Ask the Ss to explain the causes and results of chemical rain according to the video and with the help of the following pictures.
how does chemical rain form?
smoke from factories smoke from cars
e. another reason for air pollution --- serious accident
Ask the Ss to tell the stories about the two most serious accidents.
Passage3:
a. Show the Ss two pairs of pictures.
Pair 1: One is a picture of a beautiful beach and people are enjoying the sunshine on it; while the other is of the polluted sea.
Pair 2 : In one of them there are a lot of fish in the river; in the other one there is nothing in the water but rubbish flowing here and there.
b. Give the Ss a few minutes to find the reasons/
c. Show some pictures to help them.
Waste from factory waste form cities
d. Another reason for water pollution – accidents
Show them the picture
a sinking oil tanker
tell the story mentioned in the passage.
3. after-reading
1. Summarize the passage . Fill in the following form.
Fact causes results
Earth problem
Air pollution
Water pollution
2.Choose the best answers.
4. Fill in the blanks.
Step 4.Furthre discussion
1. Ask two students to tell their stories .(ask each of them to get ready for one before the class.)
2. Think of the question : Are we causing damage to the earth?
3. What should we do or what should we pay attention to in order to protect and save our earth?
4. Collect their answers and form a propose as following.
A PROPOSAL
1) Don’t use one-off chopsticks , lunch-boxes and cups.
2) Don’t use paper tissue when you sneeze,use handkerchief
instead.
3). Don’t send post-cards.Send electronic cards by e-mail.
4). Don’t throw rubbish at will.
5). Don’t make a lot of noise.
6). Don’t waste water
7). Don’t waste electricity.
8). Don’t destroy trees and grass.
Step 5 Homework
Write a letter
篇12：人教版高一Unit 9 学案(人教版高一英语上册学案设计)
Unit 9 学案
The First Period
一、Words and Expressions
1. agree vi. 同意，答应
我要他帮我的忙，他答应了。 I asked him to help me, and he agreed.
(1) agree with (sb. ,one’s idea, one’s opinion, what one said…)
同意…; 赞成…；与…一致；（天气、食物、气候等）适合某人
①我很同意你所说的话。 I quite agree with what you said.
②他言行不一致。 His words don’t agree with his action.
③她不适应这里的气候。 The weather here ___________________ .
④那种事物我不适应。 That kind of food ___________________ .
(2) agree to (the plan, the proposal, the agreement, the suggestion…) 同意、赞成（计划、提议、协议、建议等）
eg. 你同意这个提议吗？ Do you agree to the proposal?
(3) agree on 对…取得一致意见，协商（主语通常是复数）
eg. 他们最后就工作计划取得了一致意见。
Finally they agreed on the plan of work.
(4) agree (not) to do sth
eg. 这些学生同意在教室里不使用电话。
These students agreed not to use cellphones in the classroom.
(5) agree that
eg. 他承认安是获胜者。 He agreed that Ann was the winner.
(6) disagree vi. ( disagreed; disagreed; disagreeing )
不同意；不一致,不符
①Our answers to the problem disagreed.
②We disagreed on which movie to see.
(7)agreement n. come to / arrive at / reach an agreement 达成协议
be in agreement with 同意 ; 与……意见一致
Practice
①你同意我的计划吗? Do you___________ my plan?
②I couldn't agree with you more. 汉意:______________________
③We couldn't ___________________ a date/when to meet .
关於日期[什么时候见面], 我们未能取得一致意见.
④If you don't _____________ (同意做这件事), I will ask another .
⑤ We are ______________ their decision .
⑥ Finally we______________ ( 达成协议 ) .
2. depend v. dependent adj. independent adj.
1) That depends. = It depends. = I’m not completely sure.
2) depend on 依赖，信任，取决于
①His family depends on him.
②We’re _____________ ( 依赖你 ) to finish the job by Friday.
③Happiness often _________ ( 取决于) your attitude to life.
3. add v.
1) 添加，增加，补充
① I should like to add that we are pleased with the result.
②“我不相信”他补充到. _________________________.
2) add…to…把…加到…上
① Add a few more names to the list.
② Please add my name to the list.
③他往咖啡里加了一些糖。______________________ .
④If you ____________ ( 三加七) ,you will get ten .
3) add to = to increase something
① The rise in electricity costs has added to our difficulties
② Ibelieve this trip will add to our understanding of your country.
③ These high buildings _________________________ (增加了北京城的美丽。)
④ His illness __________________________ ( 他的生病增添了家里的麻烦。)
4) add up 加起来 Add up all these figures and tell me the result.
5) add up to = amount to总计…，加起来达…（不用被动语态）
① How much does the bill add up to ?
②这些数字加起来总共是100。 _________________________ .
4. remind v.
remind sb to do sth.
of sth.
that –clause
①Remind me to write to Dave.
②This hotel reminds me of the one we stayed in last year.
③She reminded me that Sue was in Paris.
④有人提醒我不要忘了自己的承诺。I was reminded of my promise.
⑤明天提醒我吃药。_____________________________________+ .
⑥请提醒我一下，以免我忘记。 __________________________ .
⑦他提醒我还没有浇花。 _________________________________ .
⑧The story __________ (让我想起) an experience I once had.
5. touch n.
get in touch with sb. 与…取得联系
keep in touch with / be in touch with / stay in touch with 与…保持联系
lose touch with sb. / be out of touch with 与…失去联系
①We often ______________ ( 彼此保持联系 ) by cellphone.
②Try to _____________ ( 和她取得联系 ) and ask her to come back .
③We ____________ ( 与他失去联系) because he went abroad last year.
6. call v.
call for = to demand sth. , to collect sb. 要求 , 需求 ，邀约
call at some place = visit some place拜访某地
call on sb. = to visit sb., to ask sb. to do sth. 拜访（某人），号召
call in = to ask sb. to come in . 请来 ( 专业人员 doctor,engineer…)
call back 回电话 call up 打电话，回响起
① Students are _________ ( 要求) more spare time and less homework.
② I'll________ (邀约) you at 8 o'clock.
③ I think we'd better ________(请来) a doctor.
④ I _______________ ( 拜访我叔叔) while I was in London.
⑤ we can call for help in case of a emergency .
⑥It ________ ( 需要 ) a cool head.
7. case n.
in case以防，以备万一。（后接条件状语从句，或作副词单独使用。）
in case of + n./pron 假如 ； 如果发生 in any case无论如何
in this/that case假如这样／那样的话
in no case = never决不，在任何情况下都不（位于句首要倒装）
Practice
The meeting will be put off _______________ ( 以防下雨)
__________(假如) he arrives before I get back, please ask him to wait.
_______________(如果发生火灾), ring the bell.
I don't think I need any money, but I'll bring some ___________(以防万一).
__________(在任何情况下)should we give up dreaming about a better future.
8. according to 根据…所说；按照
① I did it according to experience.
② Spend according to your income.
③ ______________________ (根据这些数字), our company is doing well
④ Please do _________________ (根据我所说的) what I said
9. particular
1) in particular 特别,尤其,
① What did he like in particular?
② I like one of the magazines in particular .
③Why did you ________________________ ( 特别选了那个 ) ?
④ The whole meal was good but__________ (尤其是白酒 ) was excellent.
2)be particular about 对...讲究 ;过分挑剔
①She is particular about clothes .
② ____________________________ ( 这孩子挑食 ) 。
③You don't have to ______________every little detail (在每个小细节上面那麽斤斤计较 )。
10. interview
1)n. 面谈,访问,接见, 面试
①I have an job interview next week.
②Are you here for the interview?
do an interview with sb 对…进行采访
have an interview with sb.: 会见某人
interview sb/ have an interview with sb: 采访某人 ; 访谈某人
11. take over 接受，接管
①The firm has been taken over by an American group .
②I'll never let you take over the company.
③I will take over your work in our department .
④He wanted to _____________ (接管这工作)
⑤Who will ___________________ (代替他的位置 position )?
⑥Would you like me to _____________(接替你开车)for a while?
12. break down 损坏 ; (健康等)垮掉，崩溃 ; 出故障 ; (谈判等)失败
① Her health broke down under the pressure of work
② 它第一次坏是什么时候呢？ When did it first _________ ?
③ He ________ and wept when he heard the news . 他听到这个消息时,精神垮了
④ Suppose the machine should _________________ ( 再次坏掉 )
⑤ The peace talks between the two countries _____________ (已经失败了) .
13. need n. [U] 缺乏； 需要 [C] 需要得东西； 必需品
in need of sth. I am in need of some fresh air.
There is no need to do sth 做某事没有必要
There is no need to teach a fish to swim .关公门前耍大刀
There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if you’re in need of help.
There’s no need for you to say sorry to me.
The Second Period
二 . Language points
1. If you turn a left-hand glove inside out it will fit on a right hand. 如果你把左手套翻过来，
它会很合适地戴在右手上．
(1) turn…inside out 翻出 turn one’s pocket inside out 把口袋翻出来
(2) fit vt.& vi. (fitted, fitted)
1)（服装等）合身
①这件大衣我穿不合身。 The coat doesn’t _____ me.
②这条裙子我穿非常合身。 The dress _____ me very much.
2) 使合适，使符合 言行一致 fit one’s actions to one’s words
(3) be fit for适合 , 胜任
①He turned out to ____________ ( 胜任) the position .
②He is fit for the office.
(4) be fit to do sth. 适合做……
① She is fit to do the job .
② She is fit to be a nurse .
2 . too … to …
1) 太。。。。。。以至于不。。。。。。He was too excited to say a word .
She is too tired to walk any longer .
2) too ready /anxious / eager /glad / willing / apt (易于)/ …to do sth. 表肯定意义
eg . She is too easy to suspect ( 怀疑 )
Practice
Beginners ________________ make mistakes .
She is ___________________ ( 太乐于嫁给他了) .。
He was ____________________ ( 太急于离开了)
3. Life on the go : a busy life 繁忙的生活。本课做“移动人生”解。
on the go : working all the time 忙碌，（整天）奔忙；爱动
他们总是忙碌。 They are always on the go.
妈妈被迫整天奔波。 Mum has to been on the go all the time.
我很累，我从八点一直在忙。I’m feeling tired out. I have been _______ since 8 o’clock.
现代人都过着忙碌的生活。Modern people are living a life ___________.
你不能让孩子静下来，他们总是爱动
You can’t keep small children still; they are always _____________.
4.Cellphones make it possible for us to talk to anyone from
anywhere.
可用于这种句型的有 think, consider, feel, find.
①乔治明确表示他不同意。 George made it clear that he didn’t agree.
②I think it necessary for her to stay in touch with her parents.
③Our school makes it a rule for us to have an English Corner every Friday.
④Your laziness makes it possible for you to fall behind them.
⑤He found it possible for them to improve the working conditions.
Practice
①I think it important to study English ._________________________________ .
②We found it hard to work with him. __________________________________ .
③我觉得学英语很有趣。 ___________________________________________ . .
④我们认为早点出发好些。__________________________________________ . .
⑤我们认为掌握两门外语是必要的。__________________________________ .
5. Modern cellphones are more than just phones. 现代手机不只是电话。
more than 不只是
①我的北京之行不只是观光。 My trip to Beijing is more than sightseeing.
②姚明不仅仅人高马大。 Yaoming has more than just size.
③有些故事实在难以令人相信。 Some of the stories were really more than could be believed.
more than连用表示“不只是”，后接名词、数词、分词、动词等；而more…than…用在同一主语身上，是对两种性质进行比较，“与其…不如说…”这一句型中，形容词只能用more+原级，不能用比较级。
①与其说他傻，不如说他疯了。 He is more mad than stupid.
②这孩子的伤倒算不了什么，只是受惊了。 The boy was more frightened than hurt.
6. We have a need to stay in touch with friends no matter where we are or what we are doing.
(2) no matter
“no matter+特殊疑问词”构成连词词组，引导让步状语从句。表示“无论…，不管…”
no matter what=whatever 无论什么
无论你说什么，没有人相信你。No matter what you say, no one believes you.
no matter when=whenever 无论何时
无论你何时去，你都能见到她。No matter when you go, you can see her.
no matter who=whoever 无论谁
无论谁叫都别开门。No matter who tells you to, don’t open the door.
no matter how=however 无论如何，不管怎样
不管我怎样努力都赶不上你。
I’m still behind you no matter how hard I have tried to catch you up.
no matter where=whevere 无论在（到）哪里
无论我走到哪里，我总会想起我的学生们的。
I’ll remember my students no matter where I go.
注：前者只能引导让步状语从句，而后者还可以引导主语从句或宾语从句。
eg. ① She says that her cellphone helps her do whatever she wants to do.
② Whatever he said was right. 他所说的都是正确的。
Practice
①Nobody believed him ______________________ ( 无论他说什么 ) .
②____________________ ( 无论小偷走到哪儿) , the thief can’t escape being caught.
③She always goes swimming __________________________ ( 无论多冷).
④I don’t mind _______________________ ( 她所说的任何话) .
⑤She is always satisfied with _____________________ ( 儿子所做的任何事情) .
7. Having a cellphone also makes us feel safer, since we can call for help in case of a emergency. 有手机也使我们感到更安全，因为在紧急情况下我们可以呼救。
(1) make sb. + adj.
音乐有时使我开心。 Music sometimes makes me happy.
make sb. + n.
All work and no play make Jack a dull boy. 只工作不玩耍，聪明孩子也变傻。
make sb.+ v.
妈妈让我在家做家作。
Mum made me _____________ ( 做作业) at home.
I was made ___________ ( 做作业 ) at home.
make sb. + done He made himself understood at last. 他终于让大家理解他了。
8. come up with = to think of or suggest an idea
想出办法，提出建议
①She came up with a new idea for increasing sales. 她想到一个增加销售量的新主意。
②I don’t know why he came up with such silly questions. 我不知他为么会想出这么笨的问题。
③He couldn’t ______________ （想出答案）.
④How have you ________________ (想出这么个好主意)?
9． have success in
Be sucessful in
succeed in doing sth. fail to do sth.
e.g. ①We had no success in finding a new flat.
②Jane finally succeeded in passing the her driving test.
篇13：Unit 14 Festivals(人教版八年级英语上册教案教学设计)
Teaching aims:
(1) Learn to use functional sentences, key structures, and words.
(2) To know something about the festivals of different countries and try to express their ideas about them by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Festivals.
Talking about festivals and customs.
2. Functional Sentences: Expressing and supporting an opinion.
(1) In my opinion, we should….
(2) I believe we should…
(3) I don’t think it’s necessary to…
(4) We must decide…
(5) I hope we can make a decision…
(6) If we do this, we can…
(7) I think that…should…
3. Vocabulary:
(1) Words: theme parade holy Easter symbol conflict argument opinion major probably honour ancestor principle nation purpose creativity faith commercial joy light similar generation salute kiss cheek nod celebration respect gift cycle fool invitation.
(2) Phrases: dress up in one’s opinion play a trick on sb. take in
4. Grammar: modal words--- must, have to and have got to
Period 1 Warming up and listening
Teaching aims:
1. To get students to know something about festivals, customs and habits.
2. To train students listening ability for catching specific information.
Teaching aids: multimedia, recorder, and tape.
Teaching procedures:
Step1 Pre-task (Warming up)
Look at the pictures of these festivals on page 8 and answer the questions:
(1) Do you know the Chinese names of the festivals?
(2) Do you know which countries the festivals come from?
(3) What are the people in the pictures doing? Why are they doing this?
If students can answer these questions, that’s OK. If not, ask the students to read the following description and match.
On October 31st westerners celebrate Halloween which children like best, because they can enjoy themselves on that day. When night comes, they wear all kinds of strange costumes and masks as bad men, witches, ghosts or goblins, then they ask for candies from door to door, shouting: “Treat or Trick? Happy Halloween…”
The Day of the Dead is an ancient festival celebrated in Mexico. The festival honors both the living and the dead. On this day, people light candles for prayers to the dead and give sugar skeletons to each other as gifts. It is not a sad day, but rather a time to celebrate the cycle of life.
Obon is an ancient festival celebrated in Japan. The Japanese float paper lanterns in memory of the dead.
Step2 While task (Listening comprehension)
(1) Before listening, ask the students to have a competition to match the festivals with the given information.
1. Mardi Gras A. It’s much like Halloween in the US.
2. Ramadan B. People celebrating the festival will not eat or smoke.
3. Easter C. The name of the festival is “Fat Tuesday”.
(2) Martin Gras
1. Go through the three items with the students and make sure what to listen before the teacher plays the tape.
2. Play the tape for 3-4 times and finish the multiple choice.
3. Let students check their answers in pairs and then with the whole class.
(3) The teaching procedure of Ramadan and Easter: the same as Martin Gras
Step3 Post task (Comparative study of Chinese and foreign festivals)
1. Show some pictures about the Chinese festivals to the students and have them try to identify the festival. Whether they can identify the festival or not, ask them to read the short description in English and share it with class.
(1) The Spring Festival
The Spring Festival is celebrated on the 30th day of the 12th lunar month. It’s an ancient Chinese festival and it is the most important one for Chinese. On that day, people will get together to have a reunion dinner on Chinese New Year’s Eve no matter how far he is. And children often get new clothes and money from their parents or relatives
(2) The Dragon Boat Festival
Chinese celebrate the memory of a great poet Qu Yuan on the 5th day of the 5th lunar month. On this day, the people eat some pyramid-shaped dumplings which are made of glutinous rice wrapped in bamboo or reed leaves and they often have a dragon boat race and throw some pyramid-shaped dumplings into the Yangzi River so that the fish or animals in it wouldn’t eat Qu Yuan.
2. Brainstorm: How many foreign and Chinese festivals do you know through today’s study? Can you compare them in details? Please work in pairs and compare a Chinese festival with one from another country.
A Chinese festival A foreign festival
The name of the festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, for example “family” and “peace”?
How old is the festival?
Step4 Homework:
Task: Comparative study of Chinese and foreign festivals.
Period 2 Speaking
Teaching aims:
1. To train students’ speaking ability through practicing their expressing and supporting an opinion.
2. To train students’ creative ability.
Teaching procedures:
Step1 Pre-task (Leading in)
1. Instruction: This class we will learn four new holidays, which new holiday do you like best and why? Please read and decide what a new holiday should be about.
2.Ask the students to read the message about the four new holidays on page 10 and decide what a new holiday should be about.
Step2 While task
1. Brainstorm: Ask the students to try to remember festivals as many as possible.
Instruction: What foreign festivals did we learn from last class? How about Chinese festivals? Among the foreign and Chinese festivals and four new festivals, which one do you like best and why?
2. Activity: Before the students tell their partners which one they like best, ask the students to write down their favourite festival and then have a game according to the instructions on page 30 of the teachers’ book.
3. Instruction: Then I’ll show you how Tom thinks. (Show the sample to the class) What sentences can express and support an opinion in English? Let’s see the useful expressions on page 10.
4. Ask the students to read the useful expressions.
5. Instruction: Please discuss in group of four and tell your group members why your holiday is the best one or why you like it best. (Then have students discuss in groups.)
6. Ask some groups to report in class.
Step3 Post task
(1) Ask the class to finish the following task.
Task: Create a new festival or holiday.
When would you celebrate it? Why would you celebrate it? How would you celebrate it? What theme would you use?
1.Name of the festival (holiday):
2.Date:
3.Meaning:
4.Themes:
5.How is the festival celebrated?
6. What is the symbol of the festival?
Ask the students to discuss and then ask some groups to tell the class why their festival or holiday is the best one.
(2) Divide the class into three groups and each group finish one of the following three tasks.
Situation1: Create a class festival
1. Show the key words to the students: honor, purpose, faith, respect, fix, on the day, in honor of, sing high praise for, in memory of…
2. Show the functional sentences to them.
1) Fix the festival on that day in memory of…
2) Celebrate the festival by…
3)Do this to play respect to…
Situation2: Work in groups. Imagine that you and three of your classmates are going to celebrate a festival. Please decide
1.when you will celebrate the celebrate
2. what you will do
3.where you will celebrate
4.what you will buy
5.what guests you will invite ……
Situation3: Work in groups. Imagine that you and three of your classmates are going to spend a holiday together. Please decide where you will go and what you will do.
*Show the functional sentences to them:
1. I think that we should go to the park and have a picnic because…
2. I think that the best way to celebrate is to have dinner at a restaurant and then go
to a karaoke bar because…
3. I think we should go on a trip to …and …because…
4. I think we should…
Step4 Homework
Project work: Work in group of four to create a new festival or holiday.
Period 3 Reading
Teaching aims:
1. Let students know about the history and culture of the festival.
2. Ask students to understand and respect other countries’ costumes.
3. To train students’ reading ability.
Teaching procedures:
Part I--------Pre-reading.
I. Task : Ask students to search the information about the Spring Festival in groups before the class:
II. Show students some pictures of festivals of China and other countries and ask them to guess what festivals they are.
Part II-------.While-reading
Step 1: I. Show students some pictures of Kwanzaa and ask them if they know this festival.
Show the word “ Kwanzaa” on the blackboard.
II.. Ask students what they want to know if they come across a new festival.
Ask students ideas then write their questions on the blackboard.
What…
When…
Who…
Why…
How…
(T: So today we are going to read an article, then you will get the answer)
Step 2. Ask students to read the passage as quickly as possible and then answer the following questions:
1. What is Kwanzaa?
2. When is the festival celebrated?
3. Who celebrate it?
Step 3. . Listen and read for the detailed information and finish True or False statements.
( 可参考目标练习册)
1. Kwanzaa is a very old festival. ( F)
2. People celebrate Kwanzaa from December 25 to January 1. (F)
3. The word Kwanzaa means first fruit in Swahili. ( T)
4. Kwanzaa is celebrated by all the Americans. (F)
5. Many things of the African first-fruit are the same. (T)
6. People celebrate it by lighting seven candles each day and discussing one of the seven principles of Kwanzaa. (F)
7. The holidays and festivals help us understand who we are, remember where we come from, and share our hopes for a happy future. (T)
Step 4. Dealing with difficulties in understanding the words and sentences.
I Ask students to read the text with the tape on and find out some difficulties in understanding the text.
II . Help students understand the following words and match them.
unity make decisions by oneself
nation strengthen , help (sth. sb.) to continue
self-determination country
support harmony(和睦), arrangement of aims of feelings
purpose that which one means to do.
creativity trust; strong belief; confidence
faith the ability of creating or making things.
III. Help students understand some long sentences:
1. Kwanzaa was born in 1966, when people created a new festival so that African Americans would be able to celebrate their history and culture.
Q: (1) When did African Americans create the new festival?
(2) Why did they create the new festival?
( If students still can’t understand, help them to translate it into Chinese.)
2. The festivals were a way to celebrate history and culture, as well as the new year.
Q: (1) Which festival, only Kwanzaa or all the first-fruit festivals?
(2) What do the festivals celebrate?
( If students still can’t understand, help them to translate it into Chinese.)
3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.
Q: (1) Is Kwanzaa a time for joy? Is it a time for learning?
(2) What does ‘since’ mean here?
(3) What do people do in Kwanzaa?
( If students still can’t understand, help them to translate it into Chinese.)
IV. Ask students to discuss two questions.
1. How did this festival come about ?
2. How to celebrate it?
( Give students some candles and other things. Ask them to act how to celebrate it. During the action, teacher can help students understand the principles.)
Part III. Post-reading
Step 1. Ask students to discuss one question:
What’s the meaning of creating a new festival?
Step 2.
task1: Ask students to fill in the form according to the text and the information they have got about the Spring Festival.
Name of the festival The Spring Festival Kwanzaa
When is the festival
Who celebrate it
Why do people create it
The principles of it.
How to celebrate it?
Step 2. task 2 : Ask students to compare the Spring Festival and Kwanzaa, then show the differences in groups.
Homework:
Task: Ask students to write an article about a festival which they are interested in.
Suggestions:
1. When and where is the festival celebrated.
2. The birth of the festival.
3. How to celebrate it.
Grammar
Teaching aims: Grasp the modal verbs---must, have to, and have got to
************************************************************************
Teaching procedure:
Step 1 Lead in
Fill in the blanks with ought to, should, had better do.
1. You should see a doctor about that.( It’s a good idea.)
2. You had better go to school tomorrow.(If you don’t go, something bad will happen.)
3. Teacher to student: if you want to pass this class, you had better finish all you assignments.
4. Students to teacher: if you come to my country, you should visit Kyoto.
5. You must try to get to work on time. (I want you to.)
When you trying to advise someone something, you can use should ,ought to, had better do. but make sure their degrees of strength are different. In this class, we’ll focus on “must”. It’s more forceful to express ideas.
Weak
(-------- )
(should/ought to )
(had better )
(must )
Strong
Open books
Step2: Ask Ss to look at the examples and find out the differences in meaning. (p12)
I. Summary for affirmative forms
1. You use must when you think it is necessary.
2. You use have to when someone else thinks it is necessary.
3. In informal English, you can use have got to instead of have to.
II. Fill in the blanks.
1.You must be back by 2 o’clock. ( I want you to do some cleaning)
. 2. He had to wait for his wife to come back at the door if he had lost his key.
3. I must phone my parents tonight.(I think they’ll be worrying about me.)
4. His sister is ill, so he had to stay at home to take care of his sister.
5. I’m tired. I must stop working to have a good sleep.
6.His parents have gone to visit his grandfather. He has to make dinner himself.
Step 3. Discuss the forms of must and had to.
1. We must go now.
We must go tomorrow.
2. I have to go to hospital.
Have you ever had to go to hospital?
I might have to go to hospital.
3.What do I have to do to get a driving licence?
Why did you have to go to hospital?
Karen doesn’t have to work on Saturdays.
Step4: Summary for negative forms: must not , do not have to
I. Examples:
You mustn’t tell George.(= Don’t tell George.)
You don’t have to tell George.(= You can if you like but it isn’t necessary).
II. Finish the sentences with mustn’t or don’t/doesn’t have to.
1. I don’t want anyone to know. You mustn’t tell anyone.
2. He doesn’t have to get to wear a suit to work but he usually does.
3. I can stay in bed tomorrow morning because I ___________________go to work.
4. Whatever you do, you _________________touch that switch. It’s very dangerous.
5. There’s a lift in the building, so we __________________ climb the stairs.
6. You_______________ forget what I told you. It’s very important.
7. Sue ________________ get up early. She gets up early because she wants to.
8. Don’t make so much noise. We ________________ wake the baby.
9. I _________________ eat too much. I’m supposed to be on a diet.
10. You _______________ be a good player to enjoy a game of tennis.
Step 5: Finish off the exercises on page 12,13
I. Look at the table and decide which is necessary and which is not. Make sentences using “must, mustn’t, have to, have not to” (p12)
II.Complete the sentences with have got to (p13)
Step6: Homework:
Workbook p79-80
Type of lesson: language study
Teaching aims: help the students to understand and use the following words and phrases.
hear about, believe, light, support, so that, take in gift symbol faith
Teaching aids: work sheet
***********************************************************************
Teaching procedures:
Step 1. Review the whole text.
Listen to the sentences and fill in the blanks. All the sentences are from the text.
1. Have you heard about Kwanzaa?
2. they used to honour their ancestors, celebrate their past, and the group or society they lived in.
3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.
4. We should build and support our factories and shops.
5. Whatever the trick, if a person is taken in, he or she is called “April Fool!”
Step 2. Word study.
1. light
1）Understand the following sentences and find out the different property of the word “light”
a. A soft light came into her eyes as she looked at him. ( n.)
b. He was lighting the candle.(verb)
c. He ‘s lost a lot of weight: he’s three kilos lighter than he used to be.(adj)
d. Marriage is not something to be undertaken lightly.(adv)
e. Her eyes lit up with joy.(verb)
2) Summarize
2. support v&n
1). Read the sentences in Column A and find out the different meaning of the word in the sentence situation in Column B.
Column A.
1) Is this bridge strong enough to support heavy lorries? (d)
2) Will you support me in my campaign for election?(a)
3) This evidence supports my argument that she is guilty(e).
4) I was supported by my parents when I was studying.(b)
5) Such a barren (荒脊的) desert can support very few creatures.
Column B
a. to help sb/sth by one’s approval
b. to provide sb with the necessary money
c. to provide enough food and water to keep alive
d. to bear the weight of sth/sb
e. to help to show that a theory is true
2). Ask the Ss to make up sentences according to the given pictures
3.gift
ask the Ss to read the sentences and sum up the meanings of the word “gift”
1) Officials are not allowed to receive gifts from the public.( )
2) I have no gift for foreign languages. So I have to study English very hard to catch up with other students. ( )
Though John is very lazy in his study, he is a gifted boy, isn’t he? He always gets No.1 in the exams in his class. ( )
4. honour
1)ask the Ss to read the sentences and sum up the meanings and structures of the word “honour”.
it is an great honour to be invited.
May I have an honour to dance with you?
Will you honour me with a visit?
2)summarize
5. take in
1)Read the following sentences and get the different meaning of “take in” in each sentence by discussing with their partner.
a. She was homeless, so we took him in.( allow sb to stay in one’s home)
b. She took me in completely with her story.(deceive, delude or fool sb)
c. Fish take in oxygen(氧) through their gills（鳃）.（absorb sth into the body by breathing）
d. This dress need to be taken in at the waist.(make narrower or tighter by altering its seam)
e. The tour took in six European capitals.(include or cover sth)
f. I hope you can take in what I’m saying.(understand or absorb sth that one hears or heads)
2)Ask the Ss to translate the following sentences into Chinese.
Mrs. Brown is a kind old lady. One day when she was walking along the street, she saw a homeless boy begging(乞讨). Mrs. Brown tried to speak with him, but the boy seemed not to take in ( ) what Mrs. Brown was saying. He was so poor that Mrs. Brown decided to take him in ( ). Then she took the boy back home. Her neighbors advised her not to take in ( ) a stranger or she might be taken in ( ). But Mrs. Brown believes that virtue is its own reward(好人有好报).
6. so that
Rewrite the sentences
1) I got up early today . I could catch the first bus.
A.________________________________________.
B _________________________________________.
2) Mary worked very hard . Her classmate could not catch up with her.
A____________________________________________________.
B____________________________________________________ .
7.hear
1) Understand the following sentences and summarize the structures.
Have you heard the news? ( hear sth )
You are not to go – do you hear me! (hear sb.)
I heard that she was ill. (hear that …)
Through the wall ,I heard someone laughing. (hear sb. doing )
He was heard to groan. (be heard to do )
2) Ask the students discuss in groups and then choose correct prep. to fill in the blanks.
from of out about
I have only just heard about his remove.(听到关于某事的消息)
How often do you hear from your sister?（收到某人的来信）
I have never hear of the place / her.（听到或知道某事某人）
3) Practice: translate the following sentences into English.
1. 我们留心听，但什么也没听见。
We _____but could _____ nothing.
2. 我们还是听听他们要说些什么吧。
We’d better hear __________________.
Step 3. Write a passage
Write a short description of your favorite festival. Or you can create your own festival. You ctan use “hear about, gift, support, take in, faith, share, honour…”
Period 6 Integrating skills
Teaching aims: Get the information of festivals by reading.
Get Ss to know how to write an invitation.
************************************************************************
Teaching procedure:
Step 1. Fast reading
Read about these festivals and choose the correct pictures.
Step2. Detailed reading
Ask Ss to fill in the chart.
Festival Earth Day Martin Luther
King, Jr Day Day of the Dead April fool’s Day
When is the festival celebrated?
Where is it celebrated?
Why do people celebrate it?
How do people celebrate it?
Step3 Post-reading
Discuss these questions with partners.
1) Since most Chinese are more concerned about losing face than most westerners, would April Fool’s Day be so easily accepted? Why or why not?
2) What do you think “ the first of April is the day we remember what we are the other 364 days of the year.”
3) Why do so many festivals honor our ancestors?
4) What do you think “ a day on, a day off!” means?
Step 4 Extension
Ask the students to look at the four pictures and describe what they see in the pictures.
Possible answers:
1. Easter : It is the most important holiday in spring, especially for Christians(n.基督徒). It can be any Sunday between March 22 and April 25. Many people celebrate it by buying new clothes. Children celebrate by hunting for colored eggs that their parents have hidden around the house. People also give Easter baskets filled with candy and other good things to one another to celebrate the day.
2. Thanks Giving Day: It is a national day in the U.S.A. which is celebrated on the fourth Thursday in November. It is a time for remembrance and for giving thanks. The family eats many kinds of delicious food, such as turkey and pumpkin pie.
3. Mother’s Day: About 100 countries in 5 continents now have this festival. In the United States it celebrated on second Sunday in May. Many people follow the custom of wearing a carnation on that day and children honor their mothers with cards, gifts, and flowers.
4. Halloween: At the end of October Americans will celebrate this holiday. The stores have been full of pumpkins, costumes, and candy for weeks. On October 31, children dress up, go to their neighbors' homes, say “Trick or treat”, and receive a lot of candy.
Step5: Writing
I. Give Ss the sample writing.
1.Formal Letters of Invitation
Mr. and Mrs. Andrew K.K. Wang
request the pleasure of your company
at a dinner
in honor of their parents
Fiftieth Wedding Anniversary
on Sunday, the fifth of July
at eight o'clock
New Asia Hotel
100 Deep Water Bay Road
Hong Kong
R. S. V. P. 谨订于七月五日星期日晚八时在香港深水湾道100号新亚洲大酒店为我们父母的金婚纪念举行晚宴，敬请
光临
王楷康夫妇敬约
敬请回复
2. Informal Letter of Invitation
Dear Miss Smith,
I would like to invite you to my house this coming Sunday. My brother Peter will be staying with us for a few days during the Christmas holidays and my wife and I have planned for him a family dinner so that he can meet some of our friends. We should be delighted if you could join us. I hope you will let me know that you can come.
Yours
Peter
II. Ask Ss to list things to include in an informal invitation. (见目标练习)
1. What?
2. When?
3. Who?
4. Why?
5. Where?
6. Pictures and colors.
III. Get the Ss to write their own invitation.
篇14：Teaching Plan Lesson 1 Unit 1 Book 2(人教版八年级英语上册教案教学设计)
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and phrases
Teaching aids: a tape recorder,some slides for shows,
exercises for Lesson 1,pictures
Teaching Procedures:
Step 1: A Free talk
Step 2: Introduction
Greet the students by saying“Good morning,class! Welcome back to school!”
Then say to each of them “Good morning! What’s your name? How are you?”
Get the students to greet each other.
Step 2: Presentation
Say “Good Morning,class.Welcome back to school! Teach this dialogue :
Step 3 : Practice
Play the first dialogue. Students listen and repeat
Practise using their own names
Step 4: Presentation
Teach the dates and repeat the days of the week
Play the tape and ask the students to find the answer
Ask : What day is September 10th ?
Step 5: Make a card
Point out the form of the card
Ask the students to make a Teachers’ Day card for their teacher
Step 6: Important phrases
1. welcome back to school 2. have fun doing sth.
3. With one’s best wishes 4.Thank you for doing sth.
5 date,day
date指日期，即“几月几日”。如：--What's the date today?--It's October 15.--今天是几号？--10月15号。day指24小时的一整天；也单指白天，与night相对；也表示“星期几”；还可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期几？--星期二。They worked hard day and night.他们日夜辛勤劳动。Children's Day儿童节。
Step 7: Assignment
Make a dialogue asking for and giving directions.
Blackboard Design
Lesson One
the first lesson
welcome back to school have fun doing sth.
Call one’s name It doesn’t matter
on time on duty
Teachers’ Day Happy Teachers’ Day
With one’s best wishes Thank you for doing sth.
篇15：Teaching Plan Lesson 2 Unit 1 Book 2(人教版八年级英语上册教案教学设计)
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and some important drills
Teaching aids: a tape recorder,some slides for shows,
exercises for Lesson 1,pictures
Teaching Procedures:
Step 1: Revision
Greet the class. Ask “What’s the date today?”
Check the homework
Revise some questions in pairs
Step 2: Presentation
Talk about one student from the class. Teach “full name”
Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese names
Step 3 : Practice
Tell the students that Jim is giving a talk tomorrow.
Ask “What is Jim thinking about?
Play the tape for the ss to find the answer
Practise the dialogue in pairs
Step 4 : Reading
Ask “How many names do English people usually have?
Discuss Chinese names: What do Chinese people call each other for short?
Step 5: Exercises in class
根据句意及所给首字母完成下列句子
1．The t _____ must stop when the lights are red．
2．This afternoon's meeting is very i_____ ．Everyone must be at the meeting．
3．Can you tell me the d_____ between Chinese and English names？
4．He's going to give us a t_____ on how to learn English well．
5．I think the s_____ lesson is very interesting．
Step 6: Important words
1.Call 1) call sb / give sb. a call
2) call one’s name 3) call him Jim
2. be short for… / for short 3.give a talk /talk about
4.be different from…/the difference between A and B
5.mean (v.) meaning (n.)
Blackboard Design
Lesson Two
the second lesson
give a talk think about
for example full names
given name be different from
be short for for short
the difference between Chinese and English names
篇16：江苏省启东中学初二英语教案book4 lesson 9(人教版八年级英语上册教案教学设计)
Word Study
bridge
n.
桥
a bridge across the river架在河上的桥
Don't cross the bridge until you come to it.(谚)不要杞人忧天。;莫自寻烦恼。
the Nanjing Changjiang River Bridge
cross the bridge
n.
桥牌, 一种纸牌游戏
play bridge打桥牌
It takes four persons to play bridge.桥牌要四个人玩。
field
n.
田地
a field of maize一块玉米地
活动场地
矿物产地
an oilfield油田
领域
the field of politics政治领域
Our field of vision is limited by that tall building.我们的视野受到了那座高层建筑物的限制。
现场
traffic
n.
交通
Traffic police are sometimes very polite.交通警察非常有礼貌。
来往的行人、车辆等
The city streets are full of traffic.城市的街道上满是行人车辆
traffic jam交通拥塞
a traffic in ideas意见的沟通
the unlawful traffic in drugs非法的毒品买卖
The bridge is open to traffic.此桥可以通车。
kilometre
build
vt., vi.
built, building
建筑；建造；盖
He built a model ship out of wood.他用木头造了个模型船。
The Crystal Palace was built in Hyde Park for the Great Exhibition of 1851.`水晶宫'是为1851年的`世界博览会'在海德公园建造的。
The ancient temple was built of wood.这所庙宇是木结构的。
They are building in that area now.他们正在那个地区建房子。
The wind began to build.风力开始增大。build
rise
vi.
rose, risen, rising
（太阳、月亮、星星）升起，出现
The sun rose at seven o'clock.太阳七点钟升起。
升高
The river is rising after the rain.雨后河水涨了。
The plane was then able to rise and it cleared the mountains by 400 feet.“这时飞机能上升了,并在距山头400英尺的高度飞越了山头。”
The steps of the palace rise in easy flights.宫殿台阶上升的坡度不大。
Prices have risen steadily during the past decade.过去十年间物价一直在上涨。
起床；立起；站起来
（河流）发源于
The river Rhine rises in Switzerland.rise from table
rise above the ordinary level超出一般水平
The flood has risen two feet.洪水上涨两英尺。
His voice rose in excitement.他激动得声音提高了。
Prices[Funds] rose sharply.价格[资金]急剧上涨[增长]。
Our confidence rises.我们的信心增强。
His colour rose.他气色好起来了。
The tower rises 40 feet.这塔高40尺。
My gorge [stomach] rises at it.我一看见这东西就恶心。
The river rises in the mountains.这河发源于群山之中。
The quarrel rose from a mere trifle.争吵由小事引起。
The assembly will rise next Friday.大会将在星期五闭幕。
They rose to the occasion.他们能应付那情势。
n.
兴起
the rise of the Roman Empire罗马帝国的兴起
The decrease in the number of bicycles and cars might give rise to another new set of problems.自行车和小汽车数量减少会造成一些新的问题。
升高
a rise in prices物价上涨
The rise in the house rent has added to our difficulties.房租涨价增加了我们的困难。
at rise of sun太阳升起的时候
the rise and fall of the tide潮之涨落
a rise in prices物价升高
have a rise in wages提高工资
a rise in the ground一个向上的斜坡
flow
vi.
流，流动；流过
The stream flowed rapidly.溪水畅流。
The cars flowed in a steady stream along the main road.汽车在干道上不停地驶过。
Her tears flowed fast at the bad news.“她一听到这伤心消息,眼泪就一涌而出。”
The river flowed over its banks.河水泛滥。
（衣服、头发）飘拂
流入
Rivers flow into the sea.江河流入海中。
Time flows.光阴流逝。
The river flowed over its banks.河水泛滥。
Our motherland flows with natural resources.我们祖国蕴藏着丰富的天然资源。
among
prep.
在…之中
They live among the mountains.他们住在群山之中。
Share the fruit among your friends.把水果分给你的朋友们。
I was among the crowd.我处身在人群中。
…之一
She is among my most welcome visitors.她是我最欢迎的来访者之一。
She is among the best of our typists.她是我们最好打字员之一。
a village among hills群山环抱的村庄
among the children在孩子们中间
among the trees在树丛中
among ourselves严守秘密, 只可你我知道
from among从... 中
one among a thousand千里挑一的人
You are only one among many who need help.你不过是许多需要帮助的人之一。
Shenyang is among the largest industrial cities in China.沈阳是中国最大工业城市之一。
They fought among themselves.他们互相残杀。
among -between
都含有“在...中间”的意思。 较正式、标准的用法是:
among用于“三者或三者以上之间”, 如:
He often went among the masses.
他经常深入群众。
而 between 则用于“两者之间”, 如:
Between the peoples of China and the Soviet Union there is a profound friendship.
中苏两国人民之间存在着深厚的友谊。
mountain
n.
高山；山岳
Rocky Mountains落基山
Qomolangma is the highest mountain in the world.珠穆朗玛峰是世界上最高的山峰。
大量；极多；多数
overcome mountains of difficulties克服重重困难
mountains of work大量工作
The waves were like mountains.波浪象群山。
west
n.
西; 西部
[the West ]西方, 欧美; 美[英]国西部; 【史】西罗马帝国
西风
go to the West到西部去
He lives in the west of England.他住在英国西部。
Korea lies to the west of Japan.朝鲜位于日本西边。
adj.
西方的; 西部的; 在西的; 朝西的
(风等)从西方来的
the west end of the island岛的西端
a west wind西风
West Point(美国)西点军校
West Pointer(美国)西点军校学员或毕业生
rush
vi., vt.
仓促；匆忙
The driver was rushed to casualty after the car accident.“车祸后,司机被迅速送到急救室抢救。”
He rushed headlong into marriage.他仓促轻率地结了婚。
猛进；猛冲
rush up the stairs猛冲上楼
She rushed into the room to tell us the news.她冲进房间告诉我们这个消息。
They had rushed up to her and tried to steal her handbag.“他们向她冲来,并且企图夺取她的手提包。”
village
till
prep., conj.
直至，直到…为止
wait till ten o'clock一直等到10点钟
Wait till I return等到我回来！
till then到那时止, 在那时以前
from morning till night从早到晚
He didn't return till ten o'clock.他到十点才回来。
Walk till you come to a white house.走下去, 一直走到一座白房子为止。
People do not know the value of health till they lose it.人们直到失去健康, 才知道健康的可贵。
【说明】①till 与 until 的意义和用法相同, 但句首一般不用 till 而用 until。②两者皆可用作介词和连词, 但两者都不能没有宾语, 因此都不是副词。③要注意在使用 until 或 till 表示汉语“直到...才”的时候, 常常要把汉语的肯定句改为否定句。
east
n.
东，东方
Our building faces east.我们的大楼朝东。
“The room faces East, so we get the morning sun.”“这个房间朝东,所以早晨的太阳照到我们房间里来。”
The sun rises in the east.红太阳在东方升起。
东风
a strong east wind一股强劲的东风
an east wind东风
east China华东
adv.
在东方; 从东方来; 向[往]东方
travel east向东方 旅行
face east朝东
Down East[美口]新英格兰(指美国东北部缅因州一带)
China is in the east of Asia.中国位于亚洲东部。
China faces the Pacific on the east.中国东临太平洋。
Japan lies to the east of China.日本在中国之东。
useful
adj.
有用的，有益的
useful life使用寿命
That is a useful knife.那是把有用的小刀。
a pretty useful performance相当精采的演出
She makes herself generally useful.她能干各式各样的工作。
He's a useful member of the team.他是该队的一名强手。
His wife is very useful at cooking.他的妻子擅长烹调。
gentle
和善的；温和的
柔和的；和缓的
a gentle wind和风
future
n.
将来；未来
Our future seems very uncertain.我们的未来似难预测。
The ability to do this will be necessary in future flights to distant planets.“在将来向遥远的行星飞行的时候,需要这样的能力。”
前途；远景
I wish you a happy future.祝你前途美好。
There's no future in trying to sell furs in a hot country.在气候炎热的国家里做皮货生意是不会有前途的。
adj.
将来的；未来的
We're leaving this city; our future home will be in Paris.“我们就要离开这座城市了,我们未来的家将在巴黎。
a future life来世
park
停放（车辆）； 停车
Don't park the car in this street.不得在这条街上停车。
Please park your car in the parking lot and hike in.”请把车停在外面停车场,步行进去。“
放于；置于；藏于
Don't park your books on my desk! (喻)不要把你的书堆放在我的书桌上!
He parked himself in an easy chair.他坐在安乐椅中。
安顿下来；留置
He parked his baby at his aunt's.他把婴儿寄放在姑母处。
No Parking on the bridge
get on
be open to traffic
the East China Sea
bank
n.
岸；堤
That big tree on the bank of the river might afford us shelter from the rain.河岸上那棵大树也许可供我们避雨。
There are many trees on both sides of the river
from place to place
make good use of
the Yellow River
the Bohai Sea
dry
vt., vi.
dried, drying
弄干；变干
The clothes dried quickly outside.衣服在外面干得快。
She dried her hair in the sun.她在太阳底下把头发晒干。
脱水保存（食物）
dried fruit水果干
dry up
deep
深的
a deep river一条很深的河
deep seas深海
纵深的；内部的
远离中心的
a deep border遥远的边境线
深…；延深至…
a hole two feet deep两英尺深的洞
深奥的；难解的
He's a deep one.他是个深不可测的人。
神秘的；奇异的
a deep dark secret高深莫测的秘密。
a deep question一个深奥的问题
聪明的；老谋深算的；富有理解力的
a deep mind高超的思想
深浓的；强烈的；不易改变的
deep feelings强烈的感受
Her love for the child was very deep.她对孩子的爱是很深的。
颜色深浓的；浓重的
He has deep brown eyes.他有一双深棕色的眼睛。
声音低沉的
He has a deep voice.他的嗓音低沉。
deep in debt债台高筑
deep red深 红
a deep drinker酒量很大的人
be deep in work埋头工作
be deep in thought沉思着
Cheer up
cheer
n.
words of cheer鼓励话
Christmas cheer圣诞佳肴
Let's give three cheers for the visitors.让我们向来宾三次欢呼。
A good meal brought cheer to our hearts.一顿美餐使我们心中愉快。
vt.
cheer the victory为胜利而欢呼
The boys cheered their football team.男孩子们为他们的足球队喊加油。
Everyone was cheered by the good news.每个人都为听到这个消息而高兴。
understand
vt., vi.
-stood, -standing
懂得；熟悉
I can't understand classical literature.我不懂古典文学。
Do you understand Spain?你懂西班牙语吗？
The porter, however, could not understand me.可是,那个搬运工人听不懂我的话。
Then he spoke slowly, but I could not understand him.接着他说得慢了,但是我听不懂他的话。
The English understand each other, but I don't understand them!英国人彼此间听得懂,可我就是听不懂他们的话!
了解
A good teacher must understand children.一个好的老师应该了解孩子们。
知道；获悉；听说
I understand you're coming to work for us.我听说你要到我们这儿来工作。I don't understand you.
我不懂你的话。
A good teacher must understand children.一个好的教师必须了解孩子。
It is understood that you will come.相信你会来的。
What did you understand him to say?你认为他说的是什么意思呢?
In this case the verb may be understood.在这种情况下这动词可以省略。
No Photos
as
当；正值
He dropped the glass as he stood up.他站起来时，把杯子摔了.
He was watching TV as we were busy doing our homework.
favourite
adj.
心爱的；中意的；喜爱的
my favorite book我爱读的书
Oranges are my favorite fruit.柑橘是我最喜爱的水果。
Baked apples are his favourite dish.烘苹果是他爱吃的菜。
特别喜爱的物；特别喜爱的人
David's a great favourite with his teacher.大卫是他的老师最为喜欢的学生。
These novels are my favourites.这些是我最喜欢的小说书。
过分受宠爱的人
A teacher shouldn't have favorites.一个教师不应过分宠爱某些学生。
set
（星星、月亮、太阳）落下，沉没
The moon is setting.月亮正在落下(日, 月等)落, 下沉
The sun sets in the west.日落西方。
It will be cooler when the sun has set.太阳落后, 天就会凉爽些。
His star has set.[喻]他的好运已过去了。
放[装, 设, 布]置, 竖立, 贴, 靠, 铺, 砌; 安置, 安排
set a pot on the fire把锅放在火上
set a ladder against the wall把梯子靠在墙上
set a receiver to the ear把(电话)听筒放到耳边
set the table for dinner在桌上摆设餐具准备开饭
He set the stake in the ground.他将桩子竖在地上。
Please set the box on its end.请把这箱子竖着放。
致, 使; 使处于某种状态, 使(某人)做某事
A spark set the woods on fire.星星之火使整个森林燃烧起来。
I must set my affairs in order.我必须使我的事情搞得井井有条。
Why didn't you set the boy right？你为什么不纠正那孩子的错误呢？
A good night's rest will set you right.酣睡一夜将使你的精神得到恢复。
My jokes set the whole table laughing.我说的笑话使全桌人大笑起来。
Set a thief to catch a thief.[谚]以贼捉贼; 以毒攻毒。
倾注; 使下决心
set one's heart on the common good一心为公
set one's hope on becoming a teacher渴望成为一名教师
He has set himself to learn from her.他决心向她学习。
Nothing in the world is difficult for one who sets his mind to it.世上无难事, 只怕有心人。
使(鸡)孵卵, 使(卵)受孵
set a hen使母鸡孵卵
set eggs把蛋给母鸡孵
种, 播, 植, 栽
set seeds播种
set plants栽植物
set a tree植树
点燃; 放(火)
set a match to old papers擦火柴点燃旧报纸
set fire to the enemy's ammunition dump放火烧敌人的弹药库
Forests are sometimes set ablaze by lightning.森林有时因雷击而起火。
镶嵌; 点缀
set a diamond in a ring在戒指上嵌钻石
The tops of the walls were set with broken glass.墙顶嵌上碎玻璃。
The sky seemed to be set with diamonds.天空似乎镶嵌了钻石。
The sky was set with myriads of stars.无数星星点缀着夜空。
使凝结[固]; 使牢固; 使固定; 使(骨等)复位; 使(头发)成波浪形
set a butterfly把蝴蝶固定住作标本
set a broken leg接合断腿
She had her hair set.她把头发做成波浪形。
指定, 规定(日期, 价格, 限度等); 制定(规则等); 颁布; 估计; 评价
set a price on sth.定价格
set a date for a meeting确定会议日期
set the targets of production定生产指标
set a price on sb.'s head悬赏捉[杀]某人
set a rule制定规则
set a limit定一限度
set a distance定距离
签(字); 盖(印); 印上(痕记), 写, 记录
set one's hand and seal to a document在文件上签名盖章
The years have set their mark on his brow.年岁在他的额上打下了印记。
树立(榜样), 创造(纪录)
set a new production record创造新的生产纪录
The heroes set us a noble example.英雄们给我们树立了崇高的榜样。
分配, 提出(任务), 指定(作业), 出[命](题目, 试题)
The manager set the clerks various tasks.经理向职员们分配各项任务。
Who will set the papers for the examination？这次考试由谁来命题？
调整, 校正(仪器); 拨准(钟表); 锉(锯齿), 拨(锯路); 磨快, 修平(剃刀等)
set the camera lens调整照相镜头
set a plough调整犁头于待用位置
set the alarm-clock拨好闹钟
set one's watch by the time-signal on the radio按收音机报时信号对表
set a saw拨锯路
为...谱曲, 改写乐曲; 为...布景, 以...为背景
set words to music为词谱曲
set piano music for the violin将钢琴曲改写成小提琴曲
set new words to an old tune set为旧调配新词
set the stage为舞台布景
The story is set in the early days of World WarⅡ. 此故事是以第二次世界大战初期为背景的。
设(陷阱); 张(罗网); 扬(帆), 钩住(鱼颚)
set a trap for a mouse放置捕鼠器
set sail扬帆
排(铅字), 排版
综合能力训练
Ⅰ. 翻译下列短语
1. 更好地利用 ______________ 2. 禁止拍照！ ___________
2. 5，000米长 ______________ 4. 第三大国家 ___________
5. 在将来 __________________ 6. 起先 ________
7. 奔腾不息 _______________ 8. 从一处到另一处 _________
9. 数百公里 ___________ 10. 太多的食物 _____________
make better use of No photos 5000 metres long the third largest country in the future at first rush on and on from place and place hundreds of kilometers too much food
按要求写出下列单词
1. build (名词) ________ 2. rise (过去式) _______
2. rush (第三人称单数) _________ 4. till (同义词) ________
5. use (形容词) ________ 6. carry (第三人称单数形式) _______
7. gentle (副词) ________ 8. deep (副词) _______
9. twelve (序数词) ______ 10. high (比较级) _______
building rose rushes until useful carries gently deeply twelfth higher
根据句意和中文提示写出英文
1. There are some ______ (桥) over the river.
2. The workers are ______ (建造) a high building in our school.
3. The sun ______ (升起) in the east every morning.
4. There’s a sign, it says “No _______ (停车) on the bridge!”
5. He often ______ (运送) water for the old man.
6. I will drive you over the _______(桥).
7. It was open to _______ (交通) in March, .
8. The Changjiang River Bridge 2100 ______ (公里) long.
9. The river flows down from among the ______ (山脉) in the west of China.
10. Let’s go and tell the _______ (其余的) to join us.
Bridges building rises parking carries
Bridge traffic kilometers mountains others
用所给词的适当形式填空
1. Helen always drives _______ (care).
2. Changjiang is the _______ (three) longest in the world.
3. It is a very ______ (use) river.
4. People have done much to make _______ (good) use of the water.
5. Those _______ (America) don’t like Chinese food.
6. I’ve never seen such high ______ before. (build)
7. The teacher often says to us ______. (gentle)
8. This book is very ______, you’d better read it. (use)
9. We are learning the ______ Lesson. (twelve)
10. The Nile is the ______ river in the world. (long)
Carefully third useful better Americans
Buildings gently useful twelfth longest
用所给动词的适当形式填空
1. No _______ (swim) in the river.
2. He _____ (park) his car and went out.
3. The workers _______ (build) some bridges over the river so far.
4. The teacher said the sun ______ (rise) in the east.
5. The teacher told me _______ (not watch) TV in the evening.
6. We _______ (not begin) the meeting till the teacher comes.
7. When I saw him, he ______ (write) a letter.
8. Are you interested in _______ (fish)?
9. Be careful _______ (not do) this in the sunlight.
10. He is tired, but he doesn't stop _________ (work).
11. The teacher said the earth ______ (go) around the sun.
12. How many English words ______ you _____ (learn) by now?
13. I haven’t seen the film. I _____ (see) it with you.
14. Don’t talk! They ______ (have) a meeting.
15. When _____ they _____ (arrive) here? Just two days ago.
16. Do you enjoy _______ (watch) TV?
17. The doctor asked him ______ (take) the medicine three times a day.
18. He _______ (write) a letter when I came in.
19. You must try your best ______ (learn) English well.
20. _______ (not talk) in class, please!
Swimming parked have built rises not to watch won’t begin was writing fishing
Not to do working Goes have learned will see are having did arrive watching to take was writing to learn Don’t talk
根据要求转换句型
1. The park is very beautiful. (感叹句)
______ _______ the park is!
2. The river is about 7,000 metres long. (对划线部分提问)
______ _______ is the river?
3. They will come here in a week. (同上)
______ ______ will they come here?
4. Remember to send the letter for me. (同义句)
_______ _______to send the letter for me.
5. He knows nothing about it. (改为反意问句)
He knows nothing about it, ______ ______?
How beautiful How long How soon Don’t forget does he
下列各句各有一处错误，请选出并改正
1. My home is about five lis far away from our school.
2. English is becoming more important and more important,you can’t give it up.
3. The Changjiang River is the longest river in China and the third longer in the world.
4. English an useful subject, you must learn it well.
5. – How long have you joined the League? -- For about a year.
6. The man is very fat, he eats much too food every day.
7. What an interesting news it is! I’ve never heard of such one.
8. The boy is the second taller student in our class.
9. The teacher said the sun rose in the east.
10. I won’t go to bed till I will finish my homework this evening.
Li more and more important longest a been in Too much an去掉 tallest rises finish
Ⅱ. 选择最佳选项
( ) 1. _____ wide the river is!
A. What B. What a C. How D. How a
( ) 2. The street is about _____.
A. thirty metre wide B. thirty metres longer
C. thirty metres widely D. thirty metres wide
( ) 3. Now get _____ the bus. I'll drive you ______ the bridge.
A. on, over B. off, over C. into, on D. out of, on
( ) 4. ______ will they finish the work? In about two hours.
A. How long B. How soon C. How often D. How
( ) 5. They're going to build _______.
A. a little more bridges B. a few more bridges
C. more a few bridges D. a little bridges more
( ) 6. My home is about _____ from here.
A. ten lis far B. ten li far away
C. ten lis away D. ten li away
( ) 7. -- Can you see that sign?
-- Yes. It _____. ”No swimming here!“
A. writes B. says C. read D. written
( ) 8. The Changjiang River is _____ river in the world.
A. the longest B. the longer C. the third longest D. the long
( ) 9. He knows nothing about it, ______?
A. does he B. doesn't he C. is he D. isn't he
( ) 10. When I saw him in the street, I stopped ______ with him.
A. to talk B. talking C. talk D. talked
( ) 11. There's a desk _____.
A. among him and me B. between he and I
C. among he and I D. between him and me
( ) 12. I won't go home till he _____ here.
A. will come B. comes C. came D. would come
( ) 13. He is clever, _____ he doesn't study hard.
A. and B. then C. but D. because
( ) 14. I ______ the Party for about five years.
A. have joined B. have taken part in
C. have joined in D. have been in
( ) 15. There's _____ ”u“ in the word ”use“.
A. an B. the C. a D./
( ) 16. There is ______ water in the river.
A. much too B. too much C. more D. very much
( ) 17. I ______ think you ______ right.
A. don't, aren't B. don't, don't C. /, don't D. don't, are
( ) 18. There are ______ people in the square (广场).
A. thousand B. thousands C. thousands of D. thousand of
( ) 19. The boy is getting ________.
A. higher and higher B. taller and taller
C. more and more high D. more and more tall
( ) 20. He writes ______ than I.
A. much carefully B, much more careful
C. much more carefully D. more more carefully
( ) 21. Shanghai is __________ China.
A. in the east of B. to the east
C. in the west of D. to the west of
( )22. _______ big fish it is!
A. How B. How a C. What D. What a
( )23. Would you like ______ a cup of tea?
A. drinking B. drink C. to drink D. drinks
( )24. He likes football. So ______ I
A. does B. do C. like D. like
( )25. He
篇17：人教版高一上英语教案Unit 9 Technology(人教版高一英语上册教案教学设计)
I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
2.function功能:
Agreement and disagreement 同意和不同意:
Absolutely. I disagree. / Well, yes, but …
That’s exactly what I was thinking. I’m afraid I don’t agree.
That’s a good point. You can’t be serious.
That’s just how I see it. Well, it depends. That’s worth thinking about.
I would have to disagree with that. Well, I’m not so sure about that.
3.vocabulary词汇:
toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip
stay in touch with, call for, in case (of…), according to, take over, break down
4.grammar语法:
The Present Continuous Passive Voice (3) 被动语态:
1>用英语描述事物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as camera and radios.
2>用英语描述人物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：
The new student is being introduced to the class.
Look! The children are being led into the garden.
5.language usage语言运用
运用所学语言，围绕新科技、新技术和新发明这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Life on the go” 并联系生活中的实际，书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction This activity provides a good opportunity to talk about creativity and to practise problem-solving skills.
Instruction When the students have solved the problems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.
Answers:
Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conventional sense, the emphasis here is on having students explain why / how it will be useful.
Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the ”right“ answer.
True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.
Extension Ask the students to come up with more creativity tests.
3. LISTENING
Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move beyond the obvious uses of the objects described.
Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the objects in addition to the ”normal“ uses.
Extension Ask the students to think about other objects that either fit the description or can be used for the same things.
LISTENING TEXT:
1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food.
2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.
3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.
Answers to Exercise 1:
Object described Possible uses
I Chopsticks Eating, opening a bottle. Students can think of more creative uses.
2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.
3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.
Answers to Exercise 2:
Various answers are possible.
4. SPEAKING
Introduction This group discussion is an opportunity for the students to practise their ability to express, support, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.
Instruction Divide the students into groups and explain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the ”rules“ of the discussion to the students and remind them of the basic classroom rules.
1 Decide who will play which role. The student who plays Jane will be the group leader.
2 Give the group enough time to prepare the role cards.
3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opinion as outlined in 4 and 5.
4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks everyone to help her make her decision.
5 Each group member introduces himself / herself and states his or her opinion and reasons.
6 When all the group members have introduced themselves and stated their opinions and reasons, the students can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.
7 Remind the students that each group member must try to make the others agree with him or her.
Possible answers:
Jane
1 I can use a cellpho_e to call my parents if I am late.
2 I can use a cellphone to call for help.
3 I can use a cellphone to stay in touch with my friends. Jane's best friend
1 we don't really need cellphones.
2 we are not allowed to use cellphones in school.
3 it is better to use the money for something more important.
Jane's mother
1 cellphones are too expensive.
2 Jane should not spend too much time on the phone.
3 Jane is too young to have a cellphone. Jane's father
1 if Jane has a cellphone, I can always find out where she is.
2 a cellphone will help Jane feel safe.
3 Jane can use a cellphone send messages to her friends.
Sample discussion:
JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.
DAD: OK, why don't you start and then we will all tell you what we think.
JANE: Thanks, Dad. I think a cellphone is very useful, because I can use it to let you know where I am and when I will be back home. For example, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .
MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.
CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!
DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.
JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.
Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some inventions are more popular than others.
Extension Ask the students to think about what ”big“ inventions have in common. Encourage students to think more about question 3. What are the consequences of ”popular“ science - will it lead science in the wrong direction?
3. READING
LIFE ON THE GO
Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to science and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .
Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.
Instruction
1 Ask the students to read the rust paragraph quickly to get the main idea of the text.
2 Ask the students to do the following (without reading the text).
A Try to guess what the next paragraph will talk about.
Ask the students what they think and why they think so. Compare different answers.
B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.
3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.
4 Let the students read the whole text. Ask them to compare their outline with the text and note any differences.
4. POST-READING
Answers to Exercise 1:
1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2 The text lists a couple of reasons: cellphones can distract students in class, cellphones may make students spend more time talking on the phone than doing homework.
3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.
4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.
Questions 2 and 3 can be answered by skimming or scanning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.
2 Sample Outline
1 Wang Mei is an example of Chinese teenagers who have cellphones.
2 Cellphones can be used for many things.
For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keeping appointments
3 Cellphones also cause problems.
1 In school, cellphones may disturb lessons.
2 At home, students may spend too much time and money on phone calls.
4 There are several reasons why teenagers like cellphones.
1 Cellphones help us stay in touch with friends and family.
2 Cellphones make us feel safer.
3 Cellphones are fun and cool.
5 Wang Mei explains why she likes her cellphone and what she uses it for.
3 Various answers are possible.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
（Omitted.）
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1G 2C 3B 4A 5F 6I 7E 8D 9H
4. GRAMMAR
The Present Continuous Passive Voice:
To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.
e.g.: Money is being collected for the broadband project.
A report is being written about the negative effects of 'Cellphones in school.
Answers to Exercise 1:
1 Money for the broadband project is being collected.
2 A report about the negative effects of cellphones in school is being written.
3 A computer center for the students is being built.
4 The test-tube baby is being taken good care of by its parents.
5 Human cloning is being studied by some scientists.
6 The laws to protect the rights of women and children are being revised.
Answers to Exercise 2:
1 How much money a month is being spent on their cellphones?
2 What is being produced by this company?
3 Who is being interviewed for the job?
4 What is being sent to his friend's phone?
5 Whom are some programmes being developed for?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with examples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced essays should use the expository parts to support a persuasive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.
Sample writing:
April 3 2374
Dear Q 12,
My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.
Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love someone outside your family.
Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.
Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.
Your friend,
Xiao Hong
The words ”chelyabinsk“ and ”Irkutsk“ may be new to us, but the sentence tells us that they are examples of large Russian cities.
CHECKPOINT
Answers to Checkpoint 9:
A computer centre is being built for the students.
The phones are also being used as cameras and radios. The phones are being used everywhere.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.
LISTENING TEXT:
The International Space Station
As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct experiments and learn more about space and the earth. The sixteen international partners are the United States, Russia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contribution to the ISS.
The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful one small mistake could be deadly! A total of 46 flights
will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.
Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Netherlands, Belgium, Denmark, Norway, Sweden and the UK.
Answers to the exercises:
1
What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.
How many countries are building the station? 16
How big will the ISS be when finished? About the size of two soccer fields.
How many parts are needed? What will they be used for? More than 100.
Some parts are laboratories, some are for power sources and others are for people to live in.
How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.
How many flights are needed to connect the parts? 46.
When will the project be finished? In a few years.
2 Various answers are possible.
3. TALKING
Instruction Help the students prepare the lists of advantages and disadvantages. You can use one of the examples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two ”turns" in the debate.
Technology Advantages Disadvantages
Cellphones ●Cellphones help us keep in touch withour friends and family.
●Cellphones help us send e-mails.
● Cellphones help us send photographs and messages.
. ● Cellphones help us… ●Using a cellphone is expensive.
●Overusing it may disturb our work.
●Spending too much time making phone calls. . Cellphones ...
Robots
●Robots can work in dirty and dangerous places.
●Robots can do boring things that humans do not want to do.
● Robots can work without sleep and food. ●Robots can't think or make decisions.
● People may become unemployed if robots are used instead of humans.
●Robots need electricity.
Computers
●Computers help us work faster.
●Computers can help us study and learn.
●Computers can help us solve difficult problems. ●Computers are expensive.
●Computers can't think or make decisions.
●Computers are sometimes difficult to use.
Sample Dialogue:
A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.
B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.
A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.
B: ...
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency
7 interview 8 planet
2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)
7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)
13 defeat (n) 14 touch (v)
3 1 C 2C 3B 4A. 5A
4 1 You may do whatever you want to do.
2 I'll teach whoever wants to learn.
3 We can start whenever you're ready.
4 Life won't be easy whichever road you take.
5 He makes friends wherever he goes.
6 It rained throughout the night.
7 In case of rain, they usually go travelling with an umbrella.
Grammar
Answers to the exercises:
1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted
2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is being painted and its roof is being repaired...
3. INTEGRATING SKILLS
Reading
FUTURE TRAVEL: TELEPORATION
Introduction The text states that the concept of transportation has remained the same despite advances in science and technology. However, recent discoveries suggest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human beings does not seem possible.
Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel reading in the student's book as an example of another conceptual change.
Answers to the exercises:
1 1 Teleportation is a combination of sending information through telephones or the Internet and transportation.
2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,
3 Teleporting a human being would be very difficult since there are so many parts in a human body.
4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.
2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.
Teleportation
Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.
The text emphasizes the mix of telephone and transportation and the students can use this to conclude that tele has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.
Photons
Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).
The explanation is given in brackets in the text (particles that carry light).
Apart
Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.
The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.
3 1 People used to think it was impossible to use machines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.
2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.
3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the abacus and the computer. In the future, we may even be able to use machines that can think.
4. WRITING
Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam engine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.
Sample writing:
The Thinkuter
I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas
but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.
If we have thinkuters, we can do things that used to be impossible. For example, today, with normal computers, only a few very smart people can solve important problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.
With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
篇18：高二上Unit 9 语言点教案(人教版高二英语上册教案教学设计)
1. You'll attend the meeting and discuss the issue. 你将出席这个会议并讨论这个问题。
1) attend用作及物动词，意为“出席；参加; 上(学, 教堂)；陪伴”，用作不及物动词，构成下列短语：
attend on/upon服侍, 照料; 陪, 随从; attend to倾听, 注意, 留心
attend a meeting /lecture/school 出席会议/听演讲/上学
May good luck attend you! 祝你幸运!
2) n. issue 1)论点, 问题, the issue of something …的问题
raise an issue 提出问题complex issue 复杂问题sensitive issue 敏感问题
2) 出版, 发行, (报刊等)期、号, issue of
the January issue of Newsweek the current/latest issue Have you seen the latest issue?
3) [transitive]官方的发布命令，警告等
Silva issued a statement denying all knowledge of the affair.
attend，join，join in，take part in用法辨析：
(1) attend是正式用语，一般指参加会议、典礼、婚礼、葬礼及去听课、听报告等。
(2) join指加入某党派、某组织或某社会团体，以及参军等，还可表示参与某种活动。如：
(3) join in通常指参加某种活动，尤其指和其他人一起参加某项活动。如：
(4) take part in指参加群众性活动、会议、劳动、游行等，往往指参加者持有积极的态度，起一定作用，有时与join in可互换。如：
Will you take part in the English evening? 同我们一起参加英语晚会好吗？
如：a. I will never forget the day when I _______ the Party.
b. Will you_______ us for dinner? 请你和我们一起吃饭好吗？
c. May I _________ the game? 我可以参加这个游戏吗？
d. I hope you'll all ________ the discussion. 我希望你们大家都参加讨论。
e. Would you ____ (和我一起去散步)?
f. We should ____ (积极参加) school activities.
g. She didn't come to the party because she had to ____ (出席一个会议).
a. joined b. join c. join in/ take part in d. take part in/ join in e. join me in a walk f take an active part in g attend a meeting )
2．Summarize v.概述, 总结 The authors summarize their views in the introduction.
3. content: 1). n. 内容，目录 (常作 ~ s ) ; 容量，容积
the contents of a book a table of contents Look up the contents at the beginning of the book.
a bucket of more than usual content
2). Adj. 满足的，满意的
be content to do sth be content with sth content oneself with sth
He is quite content to watch TV for hours. I’m very content with my life at present.
As there’s no butter we must content ourselves with dry bread.
4．representative cn. 1）代表
a union representative 协会代表 representative of …的代表 an elected representative of the people
2） typical of a particular group or thing 典型的；有代表性的
representative of The latest incident is representative of a wider trend
a representative collection of ancient Greek art 古希腊艺术代表作品集
5．have access to access用作名词，意为“通路；访问；接近；入门”，常与to连用。
1）have access to a car/a computer etc 有可供使用的车，电脑等
2） gain/get access (to something) t能够得以见到某人/某物或进入某地
The police managed to gain access through an upstairs window.
6．Violence 暴力
physical violence 身体暴力 domestic violence 家庭暴力 racial/ethnic violence 种族暴力 use/resort to violence 使用暴力
7．All too 意为“实在太… ” “太过… ” 后常接形容词或副词，主要用来表达遗憾之意。
Eg. It was all too early when we reached the top of the hill. The sun hasn’t risen yet.
Only too + adj./adv. 也含有此意。表示“极为”“非常”“遗憾地”
eg. I’d be only too pleased to help, but I’m busy now
8．Stress vt. 1)着重，强调 也可说为lay/place/put stress on sth 2) 重读
The report stressed that student math skills need to improve.
Crawford stressed the need for more housing downtown.
She stressed the importance of a balanced diet.
The word 'machine' is stressed on the second syllable.
9．equality [uncountable] 同等，平等
equality of 。。。的平等，均等 All people have the right to equality of opportunity.
equality with 与…平等 Women have yet to achieve full equality with men in the workplace.
equality between 在… 之间的平等 equality between men and women
racial/sexual equality 种族/性别平等 The government must promote racial equality.
10．responsibility （plural responsibilities）1）un. 责任，责任感
Kelly's promotion means more money and more responsibility.
responsibility for (doing) something
The Minister will have responsibility for coordinating（调整）childcare policy.
with responsibility for something 具有，带有对… 的责任
a manager with responsibility for over 100 staff
it is somebody's responsibility to do something 做某事是某人的责任。
It's your responsibility to inform us of any changes.
take responsibility for (doing) something 负责某事
Who do you trust to take responsibility for Britain's defence?
Be careful you don't take on too much responsibility
claim responsibility (for something) 声称对… 负责
No one has yet claimed responsibility for yesterday's bombing.
11．take action 1) 采取行动 2）开始生效
The government must take action now to stop the rise in violent crime
They took action to stop him.
The police took action to deal with this thing immediately.
The medicine will not take action for several hours.
使用take 的其他短语
take notes: 作笔记，记录
Eg: Do you takes notes of the lectures?
He sat quietly in the corner taking notes carefully.
takes effect 开始起作用，见效，生效
The pill takes effect as soon as you swallow it.
take turns 轮流 take measures/steps 采取措施
take place 发生 take care 照顾
take medicine 吃药 take time从容进行 take cold感冒， 受凉， 伤风
take notice 注意 take sides 偏袒
12．willing to do something
How much are they willing to pay?
13. put an end to 结束，毁掉
Eg: Winning the competition put an end to his financial problems.
The discussion was put an end to by his sudden arrival.
The wind put an end to the pier.
Sth come to an end 结束了 make an end of终止, 结束, 除掉
bring sth to an end 结束, 完成, 终止
on end 1）直立，竖立 2）连续地 They argued for two hours on end
His hair stands on end.
14．harmony （plural harmonies）
in harmony with意为“与……和谐相处”、“与……协调”。如：
My cat and dog live in perfect harmony. 我的猫和狗相处得十分和睦。
We must ensure that tourism develops in harmony with the environment.
我们必须确保旅游的发展与环境相协调。
be out of harmony with与。。。 不相和谐
15. put an end to意为“结束”、“终结”。如：
How can we put an end to the fighting? 我们如何才能结束这场战斗呢？
16．wipe out phrasal verb 彻底的除掉，除去，抹去
Whole villages were wiped out by the floods.
Nothing could wipe out his bitter memories of the past.
2）wipe somebody out 使某人感觉非常的疲劳 The heat had wiped us out.
17．alternative 1） [only before noun]选择性的, 二中择一的
alternative ways/approach/methods etc alternative approaches to learning
Have you any alternative suggestions?
2）Alternative cn. 可供选择的办法，事物。常指在两者之间做出选择。 choice 常指一般意义上的选择
alternative to Is there a viable alternative to the present system?
have no alternative but 除...外别无选择; 只有; 只好
I had no alternative but to report him to the police.
18．defend vt./vi. 保护，防卫
a struggle to defend our homeland
defend something against/from something 使某物免受侵害
the need to defend democracy against fascism（法西斯主义）
defend yourself (against/from somebody/something) 是某人免受侵害
advice on how women can defend themselves from sex attackers
defend against 抵抗，防卫 We need to defend against military aggression.
2）vt. 辩护 She was always defending her husband in front of their daughter.
Students should be ready to explain and defend their views.
19．Affect vt. 1)影响 2）感动
the areas affected by the hurricane a disease that affects the central nervous system
decisions which affect our lives We were all deeply affected by her death.
20．advise somebody to do something 建议某人做某事 advise doing ;
Evans advised him to leave London.
You are strongly advised to take out medical insurance when visiting China.
advise somebody against (doing) something 建议某人不做某事
I'd advise you against saying anything to the press.
advise that 接虚拟语气
Experts advise that sunscreen be reapplied every one to two hours.
篇19：Unit 9 Technology整单元教案(人教版高一英语上册教案教学设计)
作者：贺 莉 转贴自：本站原创 点击数：581 文章录入：helen
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely= Definitely= Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post-reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post-reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. = It depends. = I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to = to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to = amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that –clause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for = to demand sth. , to collect sb.
call at some place = visit some place
call on sb. = to visit sb., to ask sb. to do sth.
call in = to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case = never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with = to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from normal transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
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