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高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)

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篇1：高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)

A Taste of English Humor

单元教学目标

Talk about different types of humor；a taste of English humor

Learn how to express one’s emotions

Learn the –ing form as the Predicative, Attributive and Object Complement

Learn to write humorous stories

目标语言

话题 Different types of humor; a taste of English humor

词汇 1. 四会词汇：

slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,

homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 词组：

be content with, badly off, pick out, cut off, star in, knock into

功能情感 ( Emotion )

I enjoy this very much because… It surprises me that…

I laugh at that kind of thing because… I felt happy because…

This is fun because… I’m pleased we were both amused at…

How wonderful / surprising It’s amusing that…

语法动词的-ing 形式作表语，定语和宾语补足语的用法

Their job is “panning for gold”.

That was the problem facing Charlie Chaplin.

Do you find it funny to see someone sliding on a banana skin?

课时分配

1st Period Reading

2nd Period Speaking

3rd Period Grammar

4th Period Listening

5th Period Writing

6th Period Summary

分课时教案

The First Period

Teaching aims: Enable students to talk about some types of English humor and Chinese humor.

Key points: Help students learn how to understand and enjoy English humors.

Difficult points: Help students know the differences between English and Chinese in humor.

Teaching aids: pictures

Teaching procedure:

Step 1: Lead-in

Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.

Questions: 1) Do you know who these comedians are? What makes them funny?

2) Do you know other comedians who are funny in the same way?

3) Have you seen any of these comedians or programmers? What do you think of them?

Step 2: Warming up

Task 1. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季，姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Task 2. Talking

Ask students to talk about some funny stories, any English or Chinese humors they know.

Task 3. Reading on P22

The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.

Joke 1:

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Joke 2:

Garcia: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank God.

Garcia: Then I will pay the fees to God.

Step 3 Homework

Ask each student to give a joke and present it in class next period.

The Second Period Reading

Teaching aims: Enable students to learn what humor means and what is nonverbal humor.

Key points: Help students divide the text into several parts according to the meaning.

Difficult points: Divide the paragraphs and give the main ideas.

Teaching aids: A recorder and a projector

Teaching procedure:

Step 1. Revision

Check homework: ask students to present their jokes in class.

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.

The main idea of part three: it gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun?

(2 ) Why did people like Little Tramp?

(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Language points

1. content (adj.): satisfied, happy, not wanting any more

phrases: content with sth; content to do sth

e.g. (1) She is quite content to stay at home looking after her children.

(2 ) Are you content with your present salary?

Content (n.): that which is contained in sth

e.g. I like the style of her writing but I don’t like the content.

2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.

e.g. His speech inspired us with hope.

3. badly off: in a poor position, esp. financially

The opposite is “ well off”

e.g. (1) They are too badly off to have a holiday.

(2 ) In fact most people are better off than they were five years ago.

Step 5 Practice

Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 6 Homework

Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.

The Third Period Grammar

Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.

Key points: Let students know the structures of the sentences with the –ing form

Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.

Teaching aids: A computer

Teaching procedure:

Step 1. Revision

Check homework: the exercises on page 20 and 21.

Step 2. Word formation

Suffix Example

-able valuable lovable comfortable

-ing amusing misleading neighboring

-ful hopeful cheerful useful

-less endless homeless harmless

-ed excited interested moved

-ish Irish childish selfish

-ive active attractive expensive

-ate fortunate affectionate passionate

-ant important pleasant ignorant

-ly friendly orderly costly

There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.

Step 3. Discovering useful structures

Task 1. Revision

Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:

(1) Talking to him is useless.

(2) Smoking does harm to your health.

(3) Walking is my sole exercise.

(4) Collecting stamps is my hobby.

(5) I suggested bringing the meeting to an end.

(6) He admitted taking the money.

(7) I couldn’t help laughing.

(8) Your coat needs washing.

Task 2. New usage of the –ing form

Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.

Teacher checks the answers and give the explanations.

(1) A cooking pot: A pot that is used for cooking.

(2) A drinking horse: A horse that is drinking water.

(3) The man sitting on the sofa is a friend of my brother’s.

Here the –ing form are used as attribute.

(4) I saw the man sliding on a banner skin yesterday.

(5) Did you notice the man picking up that broken bottle and putting it in his bag?

Hear the –ing form are used as object complement The structure of the sentence with an object complement is:

Subject + Predicate + Object + Object complement

(6) Her job is looking after babies.

(7) What he likes is playing chess after supper.

Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.

(1) Her hobby is painting.

(2) Her favorite sport is skiing.

(3) This was very disappointing.

(4) The test results are very discouraging.

(5) She was very pleasing in her appearance.

(6) His concern for his mother is very touching.

(7) The photograph is missing.

(8) The article was misleading, and the newspaper has apologized.

In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.

(9) It is snowing hard.

(10) She is teaching in a night school.

In these two sentences, the –ing form are used as the predicate in the present continuous tense.

Step 4. Using Structures

Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.

Step 4. Homework

Finish all exercises on page 56.

The Fourth Period Listening

Teaching aims: Enable students to understand the humor in the listening material.

Key points: Train the students to get the key wards by reading the questions before listening.

Difficult points: Get the main idea from the listening materials while listening.

Teaching aids: A recorder

Teaching procedure:

Step 1. Revision

Check homework: (1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2. Listening ( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2. Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.

Step 3. Listening ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.

Step 4. Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period.

The Fifth Period Writing

Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.

Key points: Teach students to write according to the writing of the writing steps.

Difficult points: Help students make up a dialogue, using the target language.

Teaching aid: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask several students to read their funny stories in class.

Step 2. Writing ( page 23 )

Give students some instructions on writing a funny story.

1) Writing down your story in a logical order.

2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.

3) Then write out your story using these interesting words.

4) Read through your story.

5) Then show it to your partner. Let him/ her suggest some new and exciting words.

6) Write out the story and put it into a class collection of stories.

Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.

Step 3. Talking

Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.

Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.

Step 4. Speaking and writing task

This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.

Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.

Step 5. Homework

1) Finish Exercise 5 on Page 20.

2) Make a summary about what has been learnt in this unit.

The Six Period Summary

Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.

Key points: Sum up what we have learnt in this unit.

Difficult points: Sum up what we have learnt in this unit.

Teaching aids: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask students to present their dialogue in class.

Step 2. Reading

This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)

Give students some time to read the passage, then answer some questions and retell the whole story.

Questions: 1) What do children usually do on April Fool’s Day?

2) Why did people believe the programme Panorama?

3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..

4) What would you do to find out whether a story like this was true?

Step 3. Project

Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.

Step 4. Summing up

This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.

功能句式：

1. I enjoy this very much because….

2. I laugh at that kind of thing because…

3. This is fun because….

4. How wonderful / surprising！

5. It surprises me that…

6. I’m pleased we were both amused at…

7. I felt happy because…

8. It’s amusing that…

语法：

1. Word formation

2. The –ing form of the verb used as predicative, attribute and object complement.

重点句子：

1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.

2. Perhaps it makes us feel more content with our life…

3. He became famous for using a particular form of acting, including mime and farce.

4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.

5. Imagine you are hungry and all there is to eat is boiled shoe.

6. He solved it by using nonverbal humor.

7. Their job is “panning for gold”.

8. This was the problem facing Charlie Chaplin in one of his most famous films.

Translate the following sentences into Chinese and pay attention to the use of the –ing form.

1. The two comedians performing on the stage are from Liaoning Province.

2. Who is the girl walking by the river.

3. The children playing the violin will give a performance next week.

4. The man with sunglass standing near the car is a cross talk artist.

5. The old lady talking to the children is a famous musician.

6. I saw a group of policemen coming out of a green jeep and running to the building.

7. I saw a dog carrying a piece of meat entering your garden.

8. I heard her singing a beautiful song at the party last night.

9. I got frightened when I saw a man playing with a snake in the park.

10. There were some boys shouting and crying under my window, so I could not fall asleep.

Step 5. Check yourself

1. Do you find it difficult to understand English humor? Why?

2. What role do you thing humor plays in your life?

3. What language points have you learned in this unit?

4. How well have you done in the exercises on the –ing form?

5. Did you have any problems in understanding this unit? How did you solve them?

Step 6. Homework

Do some preparations for unit 4.

篇2：新课标模块4 Unit 2 Working the land 全单元教案(新课标版高一英语必修四教案教学设计)

教学过程： 1、组织教学（导言）

I.Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly

II. Discovering useful words and expressions

In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.

2.复习提问：

3、讲授新课：

III. Learning about grammar

1. Read and identify

Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.

In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.

It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.

2. Consolidating by do exercises

To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.

III. Ready used materials for The –ing form as the Subject & Object)

语法学习--动名词

1. 动名词作主语

1）名词直接放在句首作主语。例如：

Using the right hand to shake hands is a convention in many countries.

用右手握手是许多国家的一种习俗。

2）动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：

It is no good writing to him; he never answers letters.

写信给他不妥，他从来不回信。

It is no use your complaining; the company won’t do anything about it.

抱怨是没有用的，公司是不会管的。

3）动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：

It is good playing chess after supper.

晚饭后弈棋挺好。

It is useless speaking.

光说是没有用的。

4）动名词在“There is(was) no + doing”结构中作主语。例如：

There is no denying that she is very efficient.

她效率高是不容否认的。

There is no telling what he is going to do.

他要做什么一点消息都没有。

2. 动名词作宾语

1）有些动词后面要求跟动名词作宾语。常这样用的动词有：

admit 承认； excuse 原谅； postpone 拖延；anticipate 期望； fancy 想象

practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；

forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；

delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；

resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；

understand 理解； escape 逃避；permit 允许

例如：

I recommend buying the dictionary.

我建议买这本词典。

I don’t anticipate meeting any opposition.

我估计不会遇到任何反对意见。

Will you admit having broken the window?

你承认不承认打破了窗户？

2）有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：

can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；

give up 放弃； put off 推迟

例如：

He put off making a decision till he had more information.

在获得详情之前，他没有急于作出决定。

Do you feel like taking a walk?

你要不要去散步？

3）动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。

例如：

We are looking forward to coming to China.

我们期待着来中国。

We succeeded in getting over all the difficulties.

我们终于克服了所有的困难。

4）在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：

The children are busy doing their homework.

孩子们忙于做作业。

There is no point (in) making the simple experiments once again.

再做一次这种简单的实验是毫无意义的。

5）在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：

I consider it a waste of time arguing about it.

我认为辩论这事是很浪费时间的。

6）在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：

We can imagine there being a lot of fuss about it.

我们可以想象到人们对此大惊小怪。

Were you disappointed at there not having been more gifts?

你对没有更多的礼物感到失望吗？

3. 动名词的被动式

1）动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：

The watch needs repairing. (=The watch needs to be repaired.)

这块表需要修理。

The problem deserves thinking about. (=The problem deservers to be thought about.)

这个问题值得考虑。

2）在（be）worth后面只能用动名词的主动态来表示被动意义。例如：

His suggestion is worth considering.

他的提议值得考虑。

IV. Closing down by doing a quiz

4. 课堂练习

巩固练习: 动名词要点单项选择测验

1. While shopping, people sometimes can't help ________ into buying something they don't really need.

A. to persuade B. persuading C. being persuaded D. be persuaded

2. -How do you deal with the disagreement between the company and the customers?

-The key ________ the problem is to meet the demand ________ by the customers.

A. to solving; making

B. to solving; made

C. to solve; making

D. to solve; made

3. How about the two of us ________ a walk down the garden?

A. to take B. take C. taking D. to be taking

4. -What do you think made Mary so upset?

- ________ her new bicycle.

A. As she lost B. Lost C. Losing D. Because of losing

5. -We don't allow anyone ________ here.

-Well, I hate to say it again. We don't allow ________ here.

A. to smoke; smoking

B. smoking; to smoke

C. to smoke; to smoke

D. smoking; smoking

6. They thought there is no trouble ________ their favorite brand from other brands.

A. to tell B. telling

C. tell D. told

7. Some birds finally reach home by accidentally ________ landmarks which they recognize.

A. to come across B. coming around C. coming across D. to come around

8. Millions of pounds have been spent ________ the free state education system in Britain.

A. to improving B. in improving C. to improve D. to have improved

9. A large glass of water before you eat may help ________ too excited before delicious foods.

A. to keep you from getting

B. to carry you from getting

C. to prevent you to get

D. to stop you to get

10. ________ for school once in a while often makes Mr. Smith angry.

A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late

Key: 1-5 CBCCA 6-10 BCBAD

5、布置作业：

Finish Ex1,2,3 on P13

6、课堂总结：

Some verbs that can follow –ing form as object should be learnt by your heart.

板书设计： admit 承认； excuse 原谅； postpone 拖延；anticipate 期望； fancy 想象

practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；

forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；

delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；

resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；

understand 理解； escape 逃避；permit 允许

教学反思：

篇3：Unit 5 Music 全单元教学设计(新课标版高一英语必修二教案教学设计)

Unit 5 Music

广东省广州市第43中学黄小红

【教学内容分析】

本单元的话题是音乐（music）。音乐是学生熟悉而喜爱的话题。但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。

热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。

读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。在学课文前拓展学生的思维，为学课文做好准备。

阅读（ Reading）部分介绍了知名乐队Monkees 的相关情况。这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。

理解（ Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。

语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。

语言运用（Using language）部分，编者安排了一篇青蛙乐队的故事让学生进行听力理解和阅读训练，随后又围绕此话题进行听、说、读、写的活动，其中“说”的部分布置了两个有趣的任务：组建乐队，写关于音乐的“名言警句”。

学习建议（ Learning Tip）部分建议学生学习英语歌曲，从歌曲中学习英语语法与词汇，培养语感和节奏感。

总之，通过本单元系统的学习，让学生了解音乐，体验音乐，从而更加热爱生活，同时感悟语言知识，提高语言运用能力。

【教学重点和难点】

1、介词＋关系代词引导的定语从句；

2、与音乐相关的词汇；

3、有关“提建议”表达“个人喜好”的句型、结构；

4、对各种形式的音乐作品的了解和理解。

【教学设计】

【教学目标】

理论依据：《新课程标准》

根据《新课程标准》关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定位为：

1．语言知识

1.单词

1）理解、内化以下的单词：extra, advertisement, attractive, instrument, saying, reputation, unknown, reunite, supporter, compose, loosely, clap, classical, passer-by, form, actor 等

2）重点掌握几个词汇：earn, hit, dream, stick, perform, sort ,afterwards, ability等

2.词组

dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to, above all, 等

3.功能句式

①建议（Asking for advice and giving advice）

Let’s …

What about…?

What if…?

What do you think…?

Should we go…?

If we…

I think we should…

We/ You could …

②偏好和爱好（Expressing your preference）

I prefer…

I like…best because…

My favorite music is…

I am fond of…

I don’t like… very much

I hate…

4、语法

学习和运用介词＋which（whom）的定语从句(The Attributive Clause with the preposition ahead of the relative clause)

1.The musicians of whom the band was formed played jokes on each other…

2.However, after a year or so in which they became more serious about their work…

3.The musicians for whom they worked were very popular.

4.The guitar with which “The Beatles” played their first hit was lost while they were touring.

5.话题

Music，different types of music

2．语言技能

1、听：培养学生集中注意力，捕捉特定信息的能力。

2、说：鼓励学生能就“音乐”这一话题表达自己的观点和看法；掌握有关“建议”与“偏好”的表达方式。

3、读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词。

4、写：学会用e-mail的形式向别人咨询建议或提建议。

3．学习策略

1）培养学生有效使用网络的资源策略。

2）培养学生乐于和老师、同学在交流与合作中学习，在自我反思中学习

的调控策略。

3）培养学生的认知策略：能总结介词＋关系代词引导的定语从句的结构规律，并加以应用；在学习中借助音乐作品、图片等非语言信息进行理解或表达。对所学内容能主动复习并加以整理和归纳; 注意发现语言的规律并能运用规律举一反三。

4．情感态度与文化意识

1.了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养。

2.通过学习有趣的寓言故事，启示学生形成正确的价值观与人生观。

3. 在小组合作互动中，增强团队协作精神。

4、通过学习、了解世界各地不同形式的音乐文化，培养世界意识。

5、通过中外音乐文化的对比，加深对中国音乐文化的理解。

【教学方式】

根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前教学改革和课程改革等先进理念，为达成以上教学目标，运用任务型语言教学途径(Task-based Language Teaching)来设计及实施本单元的教学。

1）引趣激趣策略。创设多种情景激发学生的兴趣，让学生真正有参与的欲望，点燃他们的思维火花。

2）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。在做中学，在做中练，在做中巩固，使课堂教学事半功倍。

3）循序渐进和尊重差异的策略。由易到难，为有困难的学生搭好梯子，让有能力的学生跳一跳摘到桃子。

【教材处理】

将 Warming up 部分与 pre-reading, Reading, Comprehending 部分放在同一课时教学，设计成一节阅读课。

将Learning about language及WB中的Using words and expressions和Using Structure 放在一起教学，上一节词法、语法课。

将Using language 中的Listening部分， WB 中的Listening和 Listening Task 结合在一起，设计成一节听力活动课。

将Using language 中的Reading部分， WB 中的Reading Task 结合在一起，设计成一节泛读课。

将Speaking and Writing 中的Speaking部分， WB 中的Talking与 Speaking Task 结合在一起，设计成一节口语活动课。

将Speaking and Writing 中的Writing部分与 WB 中的Writing Task 结合在一起，设计成一节写作评价课。

根据教材分析，学时安排，本单元可以用六课时完成。

1st period Warming up & Reading

2nd period Vocabulary & Grammar

3rd period Listening

4th period Extensive Reading

5th period Speaking

6th period Writing & Assessment

【教学构思】

Period 1 Warming up & Reading

Focus: Reading

Teaching Goals

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

Important points

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Teaching Procedures

Step 1 Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not familiar with.

Classical rap

Rock and roll

folk

pop

Jazz

Hip-hop …

Step 2 Listening and Matching

1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

Information Box: Knowledge about music

Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。

Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。

Classical Music 作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。

Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。

Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。

R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues,但是加入了强劲的低音节奏，让人心跳加快。

Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。

Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）Task :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4 While-reading

1) Task: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) Task : Memory Challenge Task (Scanning)

(Students are given the complete pieces of the article-ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

Q: What is the main idea of each paragraph?

The main idea of each paragraph

Paragraph 1 Dreaming of being a famous musician or singer.

Paragraph 2 How musician form bands.

Paragraph 3 How the Monkees got their start.

Paragraph 4 How the Monkees became serious about the music business.

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)

篇4：必修2 Unit 2 the Olympic Games全单元教案(新课标版高一英语必修二教案教学设计)

The Olympic Games

Teaching aims:

1. Topic

Ancient and modern Olympic Games; physical education

2. Useful words and expressions:

honest ancient compete competitor medal host Greece Greek magical interview athlete admit set (n.) slave stadium gymnasium replace prize silver physical root relate sail poster advertise foolish promise golden

take part in a set of as well as one after another

3. Functional items:

I. Talking about interests and hobbies

What are your hobbies?

What do you like doing in your free time?

How do you become good at them?

What is enjoyable about this hobby?

What have you learned from this hobby?

II. Agreement and disagreement

I think that….

I don’t think that ….

I agree…

I don’t agree…

I’m sure that ….

I’m not sure whether…

Do you think that…?

There is no doubt that….

4. Structures

The future passive voice

When and where will the next Olympic Games be held?

The 2008 Olympics will be held in China.

Teaching procedures

Period 1 (Reading)

Step 1. Warming up

1. Show the Ss the video of the opening ceremony of the 28th Olympic Games held in Athens on August 14th, .

2. Ss say something about the Olympic Games.

3. Ss finish the chart on page 9.

Step 2. Pre-reading

1. Let the Ss discuss the three questions in pre-reading.

2. Collect answers from the Ss.

Step 3. While-reading

1. First listen to the tape, paying attention to pronunciation and intonation, and try to get the general idea of the passage.

(It tells us the differences and the similarities about the ancient and modern Olympics.)

2. Ss read the passage and answer the following questions:

1). What upsets Pausanias about the modern Winter Olympic Games?

2). What amazes Pausanias about the modern summer Olympic Games?

3). Why does Pausanias think Athens, Greece and Beijing, China should feel proud?

4). Why does Pausanias think people may be competing for money in the modern Olympic Games?

5). What makes Pausanias happy about the modern Olympic Games?

3. Ss read the whole passage and fill in the table on page 11.

Step 4. After-reading

1. Ss discuss what they have learned.

篇5：M4 Unit3 全单元教案(译林牛津版高一英语必修四教案教学设计)

Part One: Teaching Design

第一部分教学设计

Aims and requirements

Read a formal proposal and summaries of three science fiction novels.

Listen to facts and opinions and an interview about computer use.

Discuss your views on technology and interview a classmate about his or her computer use.

Write a proposal for a computer room and a short science fiction story.

Procedures

● Welcome to the Unit

Step 1: Brainstorming

1. As is known, most people love reading science fiction stories. These stories allow people to use their imagination and think about what life will be like in the future. What do you like most about science fiction stories? In order for all of us to have a good understanding of the text, try to design and make a poster for one of the science fiction stories you were asked to brought to class. How did you feel when you were reading the story? Draw several pictures which highlight the main characters and scenes in the story. You may also choose one scene in the story that you liked the most and draw one picture of this scene.

2. Please tell your science fiction story in groups of four. Then I’ll ask a few students to tell your stories in front of the class.

3. Now I’d like to ask you some questions which will help you to find out the main characteristics of science fiction stories.

What do you like most about science fiction stories, the characters, plot or the language used?

Why do you think so many people are interested in science fiction stories?

( Because they allow people to use their imagination and think about what life will be like in the future.)

4. Now look, here’s a stick in my hand. This stick is a ‘magic wand” and it can be used to make things happen in the future. Please have a discussion about the following questions and express your opinions freely.

What will life be like in the year 2080?

What would you like to happen by 2080?

What would you not like to see in 2080?

If you could use the magic wand to make one thing happen in the future, what would it be?

5. Read the instructions and focus on the four pictures. Discuss the pictures in pairs. (P41)

Picture 1:

What is the robot doing in this picture? (Serving dinner for the master.)

What else can a robot do?

Do you think robots can do everything for humans? Why or why not? (Robots can do a lot of repetitive or tedious things for human beings, for example, they can help people do housework; with the help of robots, more high-tech products can be produced, which will make people’s lives more convenient; what’s more, robots can help people do boring or dangerous work so that people can have time to relax.)

Do you think you will have a robot at home in the future?

Picture 2:

Where are the passengers going? (To the Moon or to Mars.)

Do you believe that one day traveling to the Moon or to Mars would be just like traveling to another city? Why or why not?

If you had a chance, would you like to fly to the Moon or another planet?

Picture 3:

What are the people in this picture doing? (Having a birthday party.)

How old is the man? (200 years old.)

What do you think a 200-year-old man would look like? Do you think the man in the picture looks that old?

Do you think people can live that long in the future? Why or why not? (With the development of genetic research, scientists can find out the secret of living longer. In the future, human beings can live much longer than we live today.)

Picture4:

Can you tell where these “people” are and what they are doing there? (In the office.)

Can you tell who these “people” are and what they are doing there? (Apparently some of the people sitting in the office are not human beings. They are aliens from outer space. The aliens and the human beings are discussing something in the office.

What problems are the aliens and the people probably talking about? (They are probably discussing peace issues in the Galaxy or trade affairs between other planets and the Earth.)

What is the relationship between them? (Workmates.)

Step 2: Sharing information

1. Form your own groups and discuss the three questions listed under the four pictures first.

2. Express your opinions freely and report your responses back to the whole class.

Sample answers

1. Yes. With the development of science and technology, human beings could travel wherever they want in the future. The Moon and other planets could eventually become tourist destinations. Travelling to the Moon or to another planet might be as easy as traveling to another city. You might just have to book a ticket, get packed and think about what present you would like to bring back to your friends on the Earth.

2. In my point of view, robots could do almost everything in the future. With the development of science and technology, they may be designed almost the same as humans. They could help people do boring and dangerous work. For example, it would be possible for robots to be lowered to the ocean floor and left to explore the ocean; robots could play an important role in exploration missions to other planets; they could also be the companions of humans and assist humans physically and psychologically, that is, they could perform more useful functions than just entertainment. All in all, robots could do much more in the future than we can imagine today.

3. New technology seems like magic, it can do a lot of amazing things that we could never imagine before, I’d like to see that a virtual world could be created with the help of technology so that people could live in both a real world and a virtual one. We could not only play games, travel or experience excitement in the virtual world, but also we could do whatever we can do in reality.

3. More questions for you to answer:

Do you think robots will replace human beings in the future?

What things do you think robots can’t do?

Resources

Robots

One high-tech industry that is growing quickly in the 21st century is robots. Nowadays scientists are doing research and trying to build humanoid robots with arms and legs that can move freely. It has been reported that modern robots can even have thoughts and facial expressions. Robots can do a lot of work autonomously for humans. For more information about robots, you may check the following website:

www.frc.ri.cmu.edu/~hpm/project.archive/robot.papers//SciAm.scan.html

●Reading Not just watching a film

Resources

Virtual reality cinema

A virtual reality cinema is one where computer graphics, sound effects, chemically produced odours and electrical sensors are used to create a complete environment, giving people the opportunity to have an enhanced interactive experience by exciting all five of their senses. Sensors that are triggered by movement are used to make the participant feel as if they are moving through this artificial environment. If you need more information, you can visit the following website:

www.crystalinks.com/virtual_reality.html

Step 1: Leading-in

1. The reading material is a business proposal about RealCine, a virtual reality cinema which is supported by extraordinary technology. You are required to learn some information about how this product works, why it is better than ordinary cinema, and how it can be used in many other ways.

Ok, now some questions for you:

Do you like reading novels?

What kind of novel do you like best? What about science fiction novels?

Why do you like them or not?

2. Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination. Let’s watch the extracts from the film Alien.

What kind of feelings do you have after watching it?

Maybe you can strongly feel the rapid development of science and technology after watching the film. We will sense more advanced technology in the film industry.

Step 2: Fast reading for general ideas

1. The article in this section is a business proposal which introduces a new business idea. Skim and scan the proposal and try to find answers to the three questions in Part A. Focus on the most important information needed to answer the questions. Pay attention to the structure of the passage.

Answers

1. A virtually reality cinema called RealCine.

2. All five of our senses.

3. My ninety-year-old grandfather.

2. Read the proposal carefully and complete Part C1. Questions in Part C1 are to check your ability of locating specific information.

Answers

1. The proposal is about a virtual reality cinema: RealCine.

2. The technology behind this product is virtual reality.

3. They wear special VR headsets and gloves.

4. A straw sensor delivers the special food and drink chemicals into the viewer’s mouth.

5. He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. He was asked to sign his name for his fans.

6. Because VR is not real.

7. They could be trained using RealCine without the risk of being sent into a burning building.

3. Discuss the article and analyse the structure. Conclude the main idea of each part of this article.

Structure

Main idea

Introduction

(Para1) The abstract of the proposal

Main body

(Paras2-7) How RealCine works;

Why RealCine is better than ordinary cinema;

How it can be used in other ways.

Conclusion

(Para 8)

Conclusion of the proposal

Step 3: Detailed reading for important information

1. Do Part C2. You can refer to the chart you analyzed before.

C2 1. Paragraphs 3and 4.

2. Paragraphs 2, 5 and 6.

3. Paragraph 7.

2. Answer the following question and fill in the chart according to the proposal.

How can RealCine excite the viewers’ five senses?

Sense Things needed Effect in RealCine

Sight Special VR headsets Viewers can see a world of 3D animation all around them.

Sound Special VR headsets Viewers can hear the sounds clearly all around them.

Smell Small openings in the headset Smells are given out.

Touch Special gloves Viewers can touch people and objects in the film.

Taste A straw sensor Special food and drink chemicals are placed into the viewer’s mouth.

3. Read the following sentences and think about the characteristics of the language used in this article.

I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary technology that must be developed further.

Viewers will be surprised at how real it feels.

RealCine works by making the viewers feel that they are actually in the film.

I am sure you will agree that RealCine provides a fantastic opportunity for the film-maker industry.

What do you think of the language used in these sentences? Don’t you think that the language used here is quite attractive and persuasive and clear as well?

As a decision maker, do you think you would finally be persuaded to invest or develop RealCine? Why or why not?

The purpose of a business proposal is to plan or suggest a new idea. The goal is to help the customers or the investors make their decisions. Therefore, clear and persuasive language is often used.

4. Read the Reading strategy. See if you will learn something from it. A is often the case, a successful business proposal needs to be objective and that detailed information and convincing facts or examples together with the passive voice are frequently used to achieve this purpose. Therefore, when reading a business proposal, you can focus on these features.

5. Read the article again and underline the sentences using the passive voice in the passage. Give some explanations why the passive voice is used.

6. Complete Part D, referring to the text.

Answers

D 1g 2f 3d 4c 5h 6a 7b 8e

7. Part E is a reply to the proposal, which serves as a summary of the article about RealCine. Please complete it individually.

Answers

E (1) virtual reality (2) viewers

(3) character (4) low

(5) via (6) football

(7) thrilled (8) adventures

(9) fantastic (10) risk

Step 4: Post-reading activities

1. Now I’d like you to hold a group discussion. Imagine what special effect you hope to have if you can see a popular film like “Harry Potter” in RealCine.

Do you think watching a Harry Potter film in RealCine is more exciting and interesting than in an ordinary cinema? Why or why not?

Please make an advertisement poster for this imaginary virtual reality film. Then make an oral presentation of your advertisements in class. You can vote and choose the best one from all the ads. State your reasons for your choice.

Write an introduction to RealCine. In the introduction, you may state your own opinions on RealCine.

Here’s two opinions, what do you think of them? Let’s hold a debate activity in two groups. Please State your reasons freely.

1) Those who support virtual reality believe that, with this technology, people can do almost everything, even things that cannot be realized in normal life. We don’t need to travel any more or spend so much time with friends any more. Virtual reality can provide any necessary features that we need in our life.

2) Others insist that, real life and interpersonal communication should never be replaced by imaginary scenes. People should take off the headsets and experience the real life themselves.

2. Do Parts A1 and A2 on page 96 in your workbook.

3. Read the instructions for Part F and discuss with your partners the questions closely related to new technology. Share your opinions and report your answers to the class.

4. Read Part A first and then do Part B in the writing section of this unit on page 103 in your workbook.

●Word power

Word power deals with different expressions related to computers. By learning rules of word formations, such as adding suffixes to verbs, and adjectives to form abstract nouns, you’ll increase your vocabulary more easily.

Brainstorming

1. Revise the common suffixes that are used to form adjectives learnt in Unit 1.

2. Compare the following two groups of words. You need to decide which part of speech each word is, and think about the similarities and differences between the two groups.

Group1: house, milk, driver; game

Group2: revision, preparation, decision, difference, information,

All the words are nouns, but words in Group1 refer to physical things and those in Group2 refer to ideas, actions, and qualities. The nouns in Group2 are called abstract nouns, and we always use them to say something we cannot see or touch directly.

For reference (www.usingenglish.com/glossary/abstract-noun.html)

A concrete noun refers to objects and substances, including people and animals that exist physically. They can be either an uncountable noun or a countable noun.

eg: Clocks and watches exist physically and are Concrete Nouns. Time is a concept that has no physical existence; it is not a Concrete Noun but an Abstract Noun.

An abstract noun refers to states, events, concepts, feelings, qualities, etc. that have no physical existence.

eg: Freedom; happiness; idea; music are all abstract nouns that have no physical existence.

An abstract noun can be either a countable noun or uncountable noun. Abstract nouns that refer to events are almost usually countable: a noise; a meeting.

For reference (www.arts.uottawa.ca/writcent/hypergrammar/nouns.html)

Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of a abstract noun.

Abstract Nouns

An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns:

Vocabulary learning

1. Think about more abstract nouns you know. You may use a dictionary if necessary.

For reference Abstract Nouns

friendship peace civilization romance humor

hate liberty love charity hope

faith bravery comfort talent memory

childhood impression success failure law

skill feelings humor happiness sadness

loyalty joy strictness belief pride

honesty truth calm sympathy sleep

principle thrill wit sensitivity power

2. Read the words on the blackboard carefully and try to find the rules of forming abstract nouns from verbs and adjectives. You may notice that a suffix is used at the end of each word.

Nouns Adjectives suffix

activity

loyalty

cruelty

popularity active

loyal

cruel

popular -ty

illness

carelessness

darkness

happiness

tiredness ill

careless

dark

happy

tired -ness

Nouns Verbs Suffix

confusion

impression

invasion revision confuse

impress

invade

revise -sion

association

attention

attraction

civilization

destination

direction

explanation

imagination

operation

preparation

production

promotion

suggestion associate

attend

attract

civilize

destine

direct

explain

imagine

operate

prepare

produce

promote

suggest -tion

argument

development

judgement

requirement

treatment argue

advertise

develop

judge

require

treat -ment

dependence

difference depend

differ -ence

assistance

entrance assist

enter -ance

failure pleasure fail

please -ure

cooking

feeling

fencing

filling

mailing

opening

packaging

programming

smoking

running

warning

wrestling

writing cook

feel

fence

fill

mail

open

pack

program

smoke

run

warn

wrestle

write -ing

3. Read the instructions on page 46. Compare the words on the blackboard with the words in the tables. Pay attention to the usage of abstract nouns. Most abstract nouns are uncountable. Only a few of them are countable, e.g., a hope, an idea, and a situation.

4. Do exercise on page 46 individually.

Answers

(1) development (2) popularity (3) failure (4) connection

(5) improvement (6) presentation (7) achievement (8) admiration

Vocabulary extension

1. Look at the pictures of different parts of a computer. Please identify words about computers and understand the functions of different parts of a computer.

2. Read carefully the picture on page 47 and name the different parts of the computer on the blackboard. Describe the functions of each part of a computer.

Part Function

floppy disc a flat piece of plastic for storing information

CD-ROM/DVD-ROM a CD or a DVD on which large amounts of information, sound and pictures can be stored

keyboard a set of keys for typing

printer a machine that puts the words and pictures onto paper

mouse a small device moved by hand to move the cursor on a computer screen

mouse mat a small square of plastic that is the best kind of surface on which to use a computer mouse

hard drive this can store more information than a floppy disc

monitor a screen that shows information from a computer

screen a part where you can see the words and pictures

speaker a part of the computer where the sound comes out

3. Read the instructions and do the exercises on page 47.

Answers

(1) keyboard (2) mouse (3) data (4) floppy disks (5) CD-ROMs

(6) CPU (7) connect (8) e-mails (9) information (10) Web

● Grammar and Usage

The grammar in this unit deals with the passive voice. You are expected to learn the basic verb forms of the passive voice and some special passive patterns

Step 1: Relative knowledge presentation

1. Passive Voice

The passive voice is used when focusing on the person or thing affected by an action.

The Passive is formed: Passive Subject + To Be + Past Participle

It is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.

If the agent (the performer of the action) is important, use “by.” For Example:

Tim Wilson wrote The Flight to Brunnswick in 1987.

The Flight to Brunnswick was written in 1987 by Tim Wilson.

Only verbs that take an object can be used in the passive.

Tense or Model Passive Sentence

Simple Present The TOEFL exam is given every six months.

Simple past The TOEFL exam was given last month.

Simple Future The TOEFL exam this year will be given on October15.

Present Continuous The TOEFL exam is being given every year.

Present perfect The TOEFL exam has been given every year since 1950.

Past perfect The TOEFL exam had been given before the Vietnam War occurred.

Simple Modal The TOEFL exam should be given to every Foreign student.

Past Modal The TOEFL exam should have been given to all to enter US colleges.

The following chart includes sentences changed from the active to the passive in the principal tenses.

Active Passive Time Reference

They make Fords in Cologne. Fords are made in Cologne (科隆). Present Simple

Susan is cooking dinner. Dinner is being cooked by Susan Present Continuous

James Joyce wrote Dubliners. Dubliners was written by James Joyces. Past Simple

They were painting the house when I arrived. The house was being painted when I arrived. Past Continuous

They have produced over 20 models in the past two years. Over 20 models have been produced in the past two years. Present Perfect

They are going to build a new factory in Portland. A new factory is going to be built in Portland. Future Intention with Going to

I will finish it tomorrow. It will be finished tomorrow. Future Simple

2. Passive Verb Formation

The passive forms of a verb are created by combining a form of the “to be verb.” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”

Tense Subject Auxiliary Past Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive

(Present continuous) The car/cars is being are being designed.

Past progressive

(Past continuous) The car/cars was being were being designed.

3. The passive Voice of phrasal verb

Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.

But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:

At last they put out the fire. At last the fire was put out.

They will put up a notice on the wall. A notice will be put up on the wall.

Have you sent for a doctor? Has the doctor been sent for?

I have never heard of such a thing before. Such a thing has never been heard of before.

We must take good care of the children here. The children must be taken good care of here.

His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.

Step 2: Detail explaination

You’ve learned the basic verb forms of the passive voice. Please pay attention to some of the rules when using the passive voice and some special passive patterns.

1. Look at some sentences on the blackboard. Point out the verb, the subject and the object in each of these sentences.

We keep food in the fridge. (The verb in this sentence is keep. The subject is we, and the object is food.)

The boy broke the glass. (The verb in this sentence is broke. The subject is the boy, and the object is the glass.)

You must close the windows and the door. (The verb in this sentence is close, and must is a model verb. The subject is you, and the object is the windows and the door.)

The three sentences can be used in the passive voice. In the three sentences, the subjects are the doers of the actions, and the objects are things that are affected by the actions. Change the three sentences into the passive voice.

Food is kept in the fridge.

The glass was broken by the boy.

The windows and the door must be closed.

Here we use the auxiliary verb be+ the past participle of the verb to form the passive voice. As different tenses are often used, the auxiliary verb be is used in the same tense as the active verb.

2. Read Part 1 on page 48 to find out the difference between the active voice and the passive voice.

3. Read the article Not just watching a film in the Reading section again and point out the sentences in the passive voice. Work out in what tenses these passive sentences are, and how the different tenses are formed.

4. Go over Part 2 and make a list of the passive voice in different tenses.

5. Go over the six points in Part 3 one by one.

Point 1

Usually the doer of the action needn’t be mentioned in the passive sentence, but if it is needed, we use by to introduce the doer of the action. Point out the passive sentences without mentioning the doer in Not just watching a film and say why the doers of the actions are not used in these sentences. For example,

…How it can be used in other ways. (It is difficult to say who the doer is.)

Upon reaching the top of the mountain, a feeling of happiness and a sense of achievement will be experienced. (It is not necessary to mention the doer.)

Point 2

When a verb is followed by two objects, either of the objects can be used as the subject in the passive sentence. However, you should know the difference between using the person and the thing as the subject. Read the two sentences in this point and identify the difference. Change the sentences on the blackboard into the passive voice, using both objects as the subjects. For example,

Our teacher often tells us some interesting stories in English.→

We are often told some interesting stories in English.

Some interesting stories are often told to us in English.

My friends gave me some nice presents on my birthday.→

I was given some nice presents on my birthday by my friends.

Some nice presents were given to me on my birthday by my friends.

My mother will make us a cake this Saturday.→

We will be made a cake by my mother this Saturday.

A cake will be made for us by my mother this Saturday.

In the first sentence of each group, the emphasis is on the person, whereas in the second sentence the focus is on the thing.

Point 3

When an infinitive is used as an object complement after some verbs, such as make, see or hear, in the active voice, the infinitive maker to should be omitted, but if the sentence is changed into the passive voice, to should be used before the infinitive. More examples:

I often hear the girl play the piano in the afternoon.→

The girl is often heard to play the piano in the afternoon.

The teacher makes his students write a composition every week.→

The students are made to write a composition every week.

Point 4

get/become can also be used in the passive voice instead of be. For example,

get broken, get burnt, get dismissed, get hurt, get killed, get lost, get married, get injured, get attacked, get paid

My bike got stolen last night.

You’d better get changed quickly, for the party will begin soon.

This window seems to have got broken.

Point 5

Some verbs used in the active give a passive meaning. For example,

This sweater washes well.

The pen writes smoothly.

This kind of English dictionaries sells well.

Point 6

Some transitive verbs cannot be used in the passive voice, for these verbs indicate states not actions. For example,

I like pop songs and often listen to them.

He has a big house near the river.

You can depend on her to deal with the situation.

6. Go over Part 4 and the tip box here. You will find out that there are two special sentence patterns which can be used in the passive voice. More examples for you:

It is hoped that he will be better soon.

It is reported that another manned satellite will be sent into the moon next month.

It is believed that the three missing sailors have drowned.

It was once thought that the sun traveled around the Earth.

Use the other patterns to say the above sentences.

He is hoped to be better soon.

Another manned satellite is reported to be sent into the moon next month.

The three missing sailors are believed to have drowned.

The sun was once thought to travel around the earth.

7. Read the four pieces of information about the top four exhibits on page 49. Tell which sentences in it can be changed into the passive voice. Underline the sentences and put them into the passive voice.

Complete the report. When doing it, you should pay attention to the different tenses used in the passive voice and complete the report according to the given information.

Answers

(1) are being (2) Electric Wear (3) been developed (4) teenagers

(5) was invented (6) are used (7) been completed (8) will be produced

(9) will be (10) was announced (11) was shown (12) are cleaned

Step 3: Modal verbs and the passive voice

We’ll learn how to use modal verbs in the passive voice to express ability, possibility, duty, permission, etc., and also learn to use modal verbs in the passive voice in the present and the past tenses.

1. Go over Parts 1 and 2 on page 50 and tell how to form the passive voice with modal verbs. Read the example sentences in Part 2.

2. Read the first report in the exercise and you should know what the report is used for. Complete the second report by referring to the information in the first one.

Answers

(1) can be reduced (2) must be taken (3) should be made (4) must be worn

(5) may become (6) ought to be reduced (7) might be cured

3. Do C1 and C2 in your workbook.

Step 4: Verbs often used in the passive voice

Some of the verbs that are often used in the passive voice function as adjectives.

1. Complete some sentences by choosing one of the two words given.

The children are getting ____ about the coming holiday. (exciting; excited)

Don’t you get ____ of arguing about the same thing all the time? (tiring; tired)

Joan isn’t very good at Physics, so everyone was ___ when she passed the exam. (surprising; surprised)

All of us were very ___ last Saturday because our team lost the game. (disappointing; disappointed)

My parents are quite ___ with my best results. (pleasing; pleased)

Both of them are ___ with the arrangement. (satisfying; satisfied)

The correct answer for the blanks are the words ended in –ed, all of which functioned as adj., expressing one’s feeling about something.

2. Read the instructions of the exercise on page 51 and the timeline. Complete the article with suitable verbs in their proper forms.

Answers

(2) bored with (3) interested in (4) was written by (5) was set up

(6) were employed (7) was surprised at (8) was accused of (9) was questioned by

(10) was closed down

Resources

1. Intransitive verbs cannot be used in the passive voice because they do not have objects. However, some transitive verbs cannot be used in the passive, either. These verbs usually refer to states, not actions, such as have, fit, want, like and lack. For example,

At least he had the good sense to turn the gas off.

That jacket fits you perfectly.

Do you want me to take you to the station?

He just lacks a little confidence.

I like it when a book is so good that you can't put it down.

The box can hold all your clothes.

The trip will cost you $1000.

2. Not all prepositional verbs, that is, verb + a preposition, can be used in the passive voice.

For example,

We all argued about it for hours and eventually arrived at a decision.

All of the people at the meeting agreed with me.

The dog belongs to my cousin.

After getting off his car, he walked into the house.

The Princess was photographed shaking hands with AIDS victims.

She doesn't usually take part in any of the class activities.

3. In some situations, a past participle should be used after be. (When we want to say how we feel about something, we use the past participle; when we want to talk about someone or something that makes us feel something, we use the present participle.) For example,

I’m tired of doing the same thing day after day. The job is really tiring.

I didn’t think the story was frightening, but Helen was frightened by it.

A: I think the film is really interesting.

B: That’s why so many people are interested in it.

3. Consolidation

I. Relative items in recent years’ college entrance examination:

1. All the employees except the manager _____to work online at home. （04广东）

A. encourages B. encourage C. is encouraged D. are encouraged

2. The number of deaths from heart disease will be reduced greatly if people _____to eat more fruit and vegetables. （04上海）

A. persuade B. will persuade C. be persuaded D. are persuaded

3. The mayor of Beijing says that all construction work for the Beijing Olympics _____by . （04 北京)

A. has been completed B. has completed

C. will have been completed D. will have completed

4. -Why did you leave that position?

-I _________ a better position at IBM. (05北京)

A. offer B. offered C. am offered D. was offered

5. More patients _____in hospital this year than last year. （04江苏）

A. treated B. have treated C. had been treated D. have been treated

6. The crazy fans______ patiently for two hours, and they would wait till the movie star arrived.（04重庆）

A. were waiting B. had been waiting C. had waited D. would wait

7. More than a dozen students in that school _______ abroad to study medicine last year.（05上海卷）

A. sent B. had sent C. were sent D. had been sent

8. ---George and Lucy got married last week. Did you go to their wedding? (04湖北)

---No. I _______. Did they have a big wedding?

A. was not invited B. have not been invited

C. hadn’t been invited D. didn’t invite

9. When and where to go for the on-salary holiday ____ yet. (03上海春)

A. are not decided B. have not been decided

C. is not being decided D. has not been decided

10. By the end of last year, another new gymnasium ____ in Beijing. (03上海春)

A. would be completed B. being completed

C. has been completed D. had been completed

11. No permission has _________ for anybody to enter the building. (MET88)

A. been given B. given C. to give D. be giving

12. The police found that the house ________ and a lot of things___________. (MET90)

A. has broken into, has been stolen B. had broken into, had been stolen

C. has been broken into, stolen D. had been broken into, stolen

13. ---Have you moved into the new house? (MET91)

---Not yet, the rooms _________.

A. are being painted B. are painting C. are painted D. are being painting

14. If city noises _________ from increasing, people ________ shout to be heard even at the dinner table 20 years from now. (MET 92)

A. are not kept; will have to B. are not kept; have to

C. do not keep; will have to D. do not keep; have to

15. I don’t know the restaurant, but it’s _____to be quite a good one. (MET95)

A. said B. told C. spoken D. talked

16. --____the sports meet might be put off.

--Yes, it all depends on the weather. (MET95)

A. I’ve been told B. I’ve told C. I’m told D. I told

17. Cleaning women in big cities usually get _____by the hour. (NMET98)

A. pay B. paying C. paid D. to pay

18. The hero’s story _______ differently in the newspaper. (NMET05)

A. was reported B. was reporting C. reports D. reported

19. Sarah, hurry up. I’m afraid you can’t have time to _______ before the party.（NMET 04全国）

A. get changed B. get change C. get changing D. get to change

20. According to the art dealer, the painting _______ to go for at last a million dollars. (NMET04)

A. is expected B. expects C. expected D. is expecting

II. Translation:

1.我很困, 因为我被蚊子搅了一整夜。

2. 任务的所有准备工作已经就绪，我们已经准备开始。

3. 我有十分钟来决定是否拒绝那个提议。

4. 据报道，到去年年底又一个体育馆在北京竣工了。

5. 一般说来，没人喜欢在众人面前被捉弄。

6. 昨天的会议一定被推迟了，因为恶劣的天气使得许多专家无法及时赶到。

Keys: 1-5 DDCDD 6-10 BCCDD 11-15 A DAAA 16-20 ACAAA

1. I am sleepy becauseIwas worried by mosquitoes all night

2. All the preparations for the task have been completed, and we're ready to start.

3. I was given ten minutes to decide whether I should reject the offer.

4. It was reported that another new gymnasium had been completed in Beijing by the end of last year,

5. Generally speaking, no one likes being made fun of in public.

6. The meeting must have been put off yesterday because many specialists could not arrive in time because of /due to the bad weather.

●Task writing a proposal

This section consists of a series of activities which provide us opportunities to learn and practice our language skills of listening, reading, speaking and writing. It is divided into three steps and each step is preceded by a skills building activity. You are expected to learn how to distinguish between facts and opinions, and how to ask for information and how to write formally. Besides, you are expected to complete a note sheet, to find out more about the computer room and write a proposal for a new computer room.

Skills building 1: distinguish between facts and opinions

In this part you will learn how to distinguish facts from opinions in order to make good judgements and draw safe conclusions. You will first learn to tell what a fact is and what an opinion is.

1. Read the guidelines and the two parts in Skills building 1 on page 52. You will know what a fact or an opinion is.

2. Read the seven sentences in Part A on this page and decide whether they are facts or opinions and say why you think so.

Answers

A 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion 7. Fact

3. Listen to the recording and finish Part B. Give your reason why you think the speaker is expressing a fact or an opinion.

Tapescript

1. The technology behind RealCine is virtual reality. This is a new way of filming that makes people and things appear real and lifelike.

2. RealCine excites all five of our senses, but especially they senses of hearing and sight. That is a new way to make us feel part of the film.

3. It seems that virtual reality can help us achieve our goals. We can be anything we want to be in the film, from a famous footballer to a character from history.

4. Experiments have shown that virtual reality can make teenagers work harder. They will work harder because they can see and feel their studies and their results get better.

5. I would like to see more films made with virtual reality as they would be exciting and full of wonderful sights and sounds.

6. It looks like virtual reality could be the most important technology in the world. I imagine that the new computer software for ReadCine will be really wonderful to use.

Answers

B. 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion

Step1: Completing a note sheet

You will read a letter concerning problems with the school computer room. In the letter, the writer expressed her opinions first and then she used some examples to support her opinion. You are asked to complete a note sheet according to what you have read in the letter.

Read the letter and underline the sentences which show the facts of the computer room and the opinion of the writer. Complete the note sheet below.

Answers

Name of Student: Cao Ying

Class: Senior High 1

Date of visit to computer room: Sunday, 2nd March.

Time: 10 a.m.- 2 p.m.

Computer number: PC No. 7

Problems with computer: the keyboard had letters missing, the mouse wouldn’t move the cursor around the screen property, would not print.

Solution tried: tried other PCs, but they were in worse condition.

Other problems: Old and slow, often crash, not connected to the Internet, can only run one programme at one time, many keyboards with missing letters, mice not working properly.

Comments: need to have new computers.

Skills building 2: asking for information

Here you will learn how to ask for information when carrying out an interview. You can also practice using suitable wh-words to ask proper questions.

1. Read the guidelines and the first five points on page 54, so you will know what information is usually needed when you are interviewing someone. Make up some questions to ask for information about the five points.

2. Read the questions given in this part to check whether you have asked your questions correctly and properly.

3. Finish the exercises on page 54.

Answers 1. When 2. How often 3. Why 4. What problem 5. What

Step 2: finding out about the computer room

Here you will first listen to an interview, and then you will use this interview as a model and try to find more information about the computer room by interviewing others.

1. Listen to the recorded interview in Part A and finish the interview form on page 54. You should pay close attention to the questions the editor asks to get prepared for the interview you are to conduct later while you listen to it again.

Tapescript

Editor: Good afternoon, I see you have just finished working in the computer room. Would you please answer some questions about the computers?

Student: With pleasure. What would you like to know?

Editor: How many times do you use the computer room a week, and at what time?

Student: Oh, I usually come here in the afternoon, three times a week, on Monday, Thursday and Friday.

Editor: Why do you use the computer room? Is it for personal use or for school work?

Student; Always for school work. I do my homework and I use programmes to make pictures for Art class. This week, I made a picture and wrote a speech for next week’s English project.

Editor: So, you’re quite good with computers then?

Student: Yes, I am. My parents would like to see me use computers more so I can get a good job in the future.

Editor: Would you tell me what problems you have had in the computer room?

Student: Wow! There are so many. Well, the keyboards need to be replaced and the CPUs need to be updated along with the RAM, and we should have DVD-ROM drives.

Editor: Keyboards, CPUs, RAM, DVD-ROM drives, anything else?

Student: Yes, the hard drives are too small. It would also be good if we had the Internet to do some research and send e-mails, and a sound card because some websites have listening programmes. Also the PCs are very slow and they look ugly.

Editor: Really? What do you think should be done about the computers so that you would use the computer room more often?

Student: I think we should buy new machines to replace the present computers. We should buy some new software too.

Editor: Well, thanks for all your comments. Goodbye.

Student: Bye.

Answers

1. in the afternoon

2. three times a week: Monday, Thursday, Friday

3. for school work

4. keyboards, CPUs, RAM, no DVD-ROM drives, too small hard drives, no Internet connection, no sound card, slow and ugly PCs, very old software

5. buy new computers and new software

2. Read the instructions of Part B on page 55. This part is designed for you to practice your spoken English and improve your interviewing skills. Go over the vocabulary listed on page 55, which will help you carry on your interviewing.

3. Practise the dialogue in pairs.

Look at the picture. Suppose one of you is a student who has just used the computer in the computer room and feels quite disappointed at the present state of the computer room. And the other is a reporter for school newsletter who wants to find out more about the computer room to support his opinion that computers should be changed for new and better ones. Now the reporter is interviewing the student.

4. Fill in the interview form below according to the information you get from your dialogue.

Sample answers

S1：I know you often go to the computer room. How often do you go there? And what type of activities do you do there?

S2: I usually go there four times a week. I like to do my homework and some revision work there. Sometimes I surf the Internet to search for information. I’m interested in, such as sports news and pop music. I also send and receive e-mails. I have some e-pals in the USA and Australia.

S1: When do you usually use the computer room?

S2: We have computer lessons twice a week, when I can use the computer there. I sometimes go there at lunchtime or after school.

S1: Since you often go there, what problems have you found with the computer room?

S2: The computer room is always busy since there are not enough computers. And it is closed too early. The worst thing is that the computers there are too old and work too slowly. There is something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives. And the printer doesn’t work well.

S1: You certainly want the computer room to be improved. How do you think it can be improved?

S2: I think the school should buy more and better computers, replace keyboards and mice, and buy and install new software. The computer room should be open for longer hours.

Answers

1. in computer lessons, at lunch time or after school

2. four times a week

3. for homework and revision work, surf the Internet, send and receive e-mails

4. too busy and there are not enough computers; closed too early; the computer are too old and work too slowly; there are something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives; the printer doesn’t work well.

5. buy more and better computers; replace keyboards and mice, and buy and install new software; the computer room opening hours should be longer

Skills building 3: formal writing

When you write a business proposal, a report or a letter to a stranger, you should follow some general rules.

1. Read the general rules for formal writing on page 56 and also the eight sentences below and decide which ones are formally written and which ones are informally written. Give the reasons why you think so.

Answers

Formal: 2, 4, 6

Informal: 1, 3, 5, 7, 8

2. More example sentences for you to have a better idea of the difference between formal and informal writing.

Formal Informal

1 It gave much pleasure to inform you. I’m pleased to tell you.

2 Every consideration will be given to your request. Your request will be carefully considered.

3 Mr Brown informed me of your decision. Mr Brown told me that you had made up your mind.

4 We are writing with reference to… We are writing about…

5 We do not anticipate any increase in prices. We do not expect prices to rise.

6 We would like to take this opportunity to… We are pleased to…

Step 3: writing a proposal for a new computer room

Complete the summary of the survey, and then write a proposal by using the information you have got from steps 1 and 2.

1. Read the guidelines in Part A on page 56 and complete the summary of the survey according to the given information.

Answers

Problems Suggested solution

1. Because of impractical design, It should be redesigned.

students do not want to study there.

2.The monitors, keyboards and mouse They should be replaced.

are too old.

3. There are not enough computers. More should be bought.

4. There is only one printer. More should be bought.

5. Software is outdated. It should be updated.

6. There is no Internet access. Computers should be connected to the Internet.

7. The RAM and hard drives are They should be updated.

too small.

8. It is too hot in summer in the room. Air-conditioning should be installed.

9. The room closes too early. Opening hours should be extended.

2. Read the guidelines in Part B on page 57, so you can learn what you need to write in the proposal to your principal. Pay attention to the writing style you should use in the proposal.

Possible example

Dear sir,

Recently, a survey about the school computer room was carried out in our school. The students find the design of the computer room impractical. They are not interested in studying there because of this. I’m writing this proposal to you to voice our opinion that the computer room needs improving.

There are not enough computers in our computer room. The computers that we use at the moment are old and slow, and they often crash, which wastes a lot of time. The computers there are not connected to the Internet, so we cannot get the information that we need for our homework. There is only one printer in the room, which always goes wrong. In addition, the room is too hot in summer. As more and more subjects involve IT, the computer room is playing a more important role in our studies nowadays. We are encouraged to use computers to do our homework and get information from the Internet. Now many factories and companies cannot work without computers, so those who have computer skills are easier to find a job. In order to get ourselves well prepared for the future, we need a well-equipped computer room. I am sure that most parents would agree with our proposal that our school should improve the computer room.

The government says we should have more IT in all subjects, and more subjects are developing rapidly with the help of IT. Computer skills are becoming more and more important in further studies. We will not keep up with the development of society it we are not good at using computers. So we really need to have a new computer room and hope that you will seriously consider our request.

Best wishes,

Senior High1

( student’s own name )

Project-Writing a science fiction story

This section here is designed to help you improve your English through doing a project. In Part A, you will read three summaries of the science fiction stories written by some famous science fiction writers. You will learn what a science fiction story is like and how to write a science fiction story. The purpose of this section is to let you use what you have learnt to finish a project by working together. Use your imagination to think about what will happen in the future with the rapid development of science and technology. You can work in groups to discuss what kind of story you are going to make up. You are expected to know how to cooperate and how to fulfill each part of the work.

Reading

1. Read the first summary of the science fiction story. Answer the following questions:

Where do the German professor and his nephew travel to? (They travel to the centre of the Earth.)

What do they see during their journey? (During the journey, they see a big underground ocean, a beautiful forest, ancient animals that have already disappeared in the world above.)

How do they come back to the world above? (A volcano in southern Italy brings them back to the Earth’s surface.)

2. Read the second summary of the science fiction story. Find out answers to the following questions:

What has the scientist invented? (He has invented a machine that can take him into the future.)

What does he find when he travels to year AD 802,701? (He finds two kinds of creatures---the Eloi and the Morlocks. The Eloi are gentle and lazy people who are served by the Morlocks. The Morlocks are a group of people who work very hard and come out in the evening to eat the Eloi.)

What is the world thirty million years into the future like? (The sun no longer shines in that world, so it is cold and scary.)

3. Read the third summary and answer the following questions:

What has happened to the three young people? (They are trapped in a lost spaceship which is traveling towards the planet Centaurus, at a speed of 40,000 kilometres per second.)

How do they come back to the Earth? (They reach themselves astrophysics and with the help of force from a black hole, they are able to guide the lost spaceship safely back to the Earth.)

4. Read the book review in Part A in your Workbook on page 100 and the essay in Part B on page 101 to know more about science fiction stories.

5. Do Parts B1 and B2 on page 97 in your workbook, so you will be more familiar with the usage of some prepositions and the same words in different parts of speech.

6. Do Parts D1 and D2 on page 99 in their Workbook as homework.

Writing a science fiction story

Planning

Discuss the four questions given in this part in groups of four, especially the third and fourth questions. Decide which topic from the list you are going to choose and write about.

Preparing

You can sit together and brainstorm on the topic first and try to make the plot as interesting as possible. You can also surf the Internet to get much information as you can on this topic. You can discuss the information and decide the setting, storyline and characters of the story you are going to write. One of the group members can make an outline of the story, and each member of the group will be responsible for a part of the story.

Producing

Write the science fiction story based on the outline. After you have finished your part, put your parts together. Then you can proofread the story together and make necessary changes.

Presenting

Each group orally presents the general idea of your story to the whole class. Type your stories and make them into a book of science fiction stories, which will be the first book of your own and everyone in the class can share the interesting and exciting stories. After reading all the stories, you will have a discussion about the stories. Decide which story is the best.

Resources

Jules Verne (1828-1905)

As a popular French writer, Jules Verne is regarded as the father of science fiction, whose famous science fiction stories, such as Journey to the Centre of the Earth, Twenty Thousand Leagues Under the Sea, Around the World in Eighty Days, Five Weeks in the Balloon and From the Earth to the Moon, are liked by not only children but also adults all over the world. For more information, you can visit the following website:

www.online-literature.com/verne/

H G Wells (1866-1946)

As an English novelist, H G Wells is well known for his science fiction stories, among which are The Time Machine, The Invisible Man, The War in the Air and The War of the Worlds. For more information, you can visit the following website:

www.online-literature.com/wellshg/

20,000 Leagues under the Sea

Zheng Wenguang (1929-)

Beginning to write science fiction stories in the 1950s, Zheng Wenguang is regarded as the father of Chinese science fiction. For more information, you can visit the following website:

21stcentury.chinadaily.com.cn/article.php?sid=9765&q=Zheng%Wenguang

●Self-assessment

The self-assessment section aims to let us determine what we have achieved, and what else we can do to improve our study. In Part A, some items are presented to us so that we can check how well we think we have developed these skills. Each item corresponds with one or more parts in this unit. For example, by doing Parts A and B on pages 56 and 57, we will know whether we can use the information we have collected to write a proposal in the formal writing style. We have the opportunity to evaluate our own skills and abilities in English. If we feel very confident about one item, we will give ourselves a score of 5. If we feel only slightly confident about another item, we get a 2. After going over all the items in this part, we need to add all the scores and divide the total amount by the total sum. We will get a percentage, which shows our level.

If we feel there are some items we are not confident of or just slightly confident about, we can think about how to improve on them. In Part B, we will make an action plan, so we will know what to do and take some effective measures. Teachers can also have a better understanding about their students, enabling them to help students study English more effectively.

Part Two Teaching Resources

第二部分教学资源

Section 1: A text structure analysis of TOMORROW’S WORLD

I. The summary of the text

Main idea of the passage This is a business proposal about an extraordinary technology, RealCine. It works by making the viewers feel that they are actually in the film. It may provide a fantastic opportunity for the film-making industry.

Main idea of 1st paragraph The abstract of the business proposal about RealCine, an extraordinary technology.

Main idea of 2nd paragraph By using the technology of VR, RealCine can excite all five of our senses and bring the viewers surprisingly real feeling while seeing the film.

Main idea of 3rd &4th paragraph Wearing some special instruments, such as VR headsets and gloves, the viewers feel that they are actually in the film.

Main idea of 5th paragraph VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true.

Main idea of 6th paragraph Unreal as it is, VR will help people do some things that could never be achieved in real life.

Main idea of 7th paragraph Besides films, VR might be used to in other fields, such as training firefighters or teaching students different subjects.

Main idea of 8th paragraph A persuasive conclusion of the proposal, proposing RealCine be used in future films.

II. A tree diagram of the text

Not just watching a film…

amazing VR cinema technology

VR cinema excites all five of our senses

sight hearing smell touch touch

VR cinema makes the viewers feel they are actually in the film

special VR headsets special gloves a straw sensor

encourage teenagers do sth. never achieved in real life other uses

burning buildings classrooms

VR-a technology to be used in future films

III. A retold version of the text

RealCine is virtual reality cinema which, unlike ordinary cinema, excites all five of our senses. Viewers will be surprised how real it feels. To make the viewers feel that they are actually in the film, special VR headsets are designed to enable the viewers to see a world of 3D animation and hear the sounds clearly all around them. Special gloves are also worn so that people and objects in the film can be touched. Both the headsets and the gloves are connected to the RealCine computer system.

In scientific studies it has been shown that VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true. Unreal as it is, VR will help people do some things that could never be achieved in real life.

Besides films, VR might also have some other uses, such as training firefighters, teaching students.

RealCine provides a fantastic opportunity for the film-making industry. It is a technology which should be used in future films.

●Section 2: Background information

I. The 10 Greatest Scientist-fiction Movies Ever Made

A Space Odyssey (2001太空漫游)（1968）. The movie tells the story of a crew of people going on a dangerous mission in space, but soon their highly intelligent computer becomes a threat to them.

Alien （异形）. The story is about a team of people going to a strange planet to do scientific research, but soon they find themselves surrounded by terrible aliens.

Back To The Future （回到未来）（1985）. The movie is about a time machine invented by a crazy scientist. A boy goes in time to change the present, and on the journey, he faces all sorts of exciting adventures.

Blade Runner (银翼杀手)（1982）. Blade Runner deals with the relationship between men and robots. The story is set in the future, where highly intelligent robots do most of the physical work for us. A cop goes on a mission to get rid a few bad robots, but as the story develops, he finds out more than he expected.

E.T.（ET外星人）（1982）. A great scientific movie that is suitable for both child and adult audiences. When an alien spaceship crash-lands on Earth, a young alien gets lost. Through the help of a kind boy on Earth, E.T. (extra-temestrial) successfully goes back home in the end.

Jurassic Park（侏罗纪公园）(1993). This movie is not just an excellent scientific movie, it is also a milestone in the history of movie making!

Planet Of The Apes （人猿星球）(1968). This movie has the greatest ending in all scientific movies. After an astronaut wakes up in his spaceship, he lands on a strange planet. The whole planet is ruled by apes that keeps humans as slaves. After fighting against the apes he escapes at last, but in the end he finds an unbelievable truth.

Stars Wars（星球大战）(1977). Set in an imaginary universe, the movie tells the classic story of good against evil. Already six Stars Wars movies have been released.

Terminator2: Judgement Day （终结者2）(1991). The story is about a terminator being brought back in time to kill john Conner, who will be the leader of mankind in the future.

The Matrix（黑客帝国）(1999). In the future, humans are energy sources for machines. People lie in big glass boxes and dream of a world just like we now live in. But some people have found out the truth and they want to fight the machines and free mankind.

II. An Introduction to Around the world in 80 days.

This version of the classic novel set in 1872 focuses on Passepartout, a Chinese thief who steals a valuable jade Buddha and then seeks refuge in the traveling companionship of Phileas Fogg. An eccentric London inventor, Fogg has come up with the secrets to flight, electricity, and even roller-blades, but the world has dismissed him as a crackpot. Desperate to be taken seriously, Fogg makes an outlandish bet with Lord Kelvin, the head of the Royal Academy of Science: to circumnavigate the globe in no more than 80 days! Joining them is Monique (De France), A young French artist who decides that a trip aro

篇6：module4 unit2 全单元教案(译林牛津版高一英语必修四教案教学设计)

教案（牛津版）Module 4

Unit2 Grammar and usage

南京市人民中学毛文斌 04 22

Teaching Aims:

1、Learn that modal verbs can be used to talk about ability,obligation,certainty or permission, to make requests, suggestions, offers and to give advice.

2、Enable students to learn that some modal verbs can be used with the continuous form and the perfect form to talk about current affairs or past actions.

Teaching Important Points:

1、Develop the students’ ability of using modal verbs.

2、How to make students master the usage of modal verbs.

Teaching Difficult Points:

Develop the students’ ability of using modal verbs and how to make students master the usage of modal verbs.

Teaching Methods:

Explanation and exercise

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures:

Step1 Warming up

Say some sentences to warm up students: Can you drive ? He can jump 2 meters.

You must work hard ,or you have to live a hard life.

Step2 Lead in

Let students say sentences including modal verbs as many as possible.

Step3 Activities: (1)Introduce modal verbs with the following: Now, many of us can speak English quite well, but a few years ago, we couldn’t. If we talk about the ability someone has now , we use “can”. If we talk about the ability someone had in the past, we usually use “could”.

Ask students: If we talk about the ability in the future, what modal verbs do we use ?

( will, shall, be able to )

(2) Ask students to make sentences using these words to talk about ability.

Show the usage of the modal verbs on the screen.

(3) Talk about obligation of the modal verbs “should, ought to, have to, must ”,

Show the usage of the modal verbs on the screen.

Step4 Write the following sentence on the blackboard :

I might/may/could/should/ought to/will/must watch the TV programme tonight.

Explain the usage of these modal verbs, showing more examples on the screen.

Step5 Explain the usage of permission of the modal verbs “Can, could, might”

Show the examples on the screen

Step6. Ask students to read Part 1 on page 28 to find out how modal verbs are used to talk about ability, obligation, certainty and permission, showing more examples to the students and explaining the usage to the students.

Step7 Ask students to read Part 2 about the modal verbs of making requests, suggestions or offers, and give advice.

Step8 Ask students to read the instructions for the exercise on page 29, complete the article individually, and then check the answers in class. Ask students to give reasons for each choice they make.

Step 9 Ask students to read Part 4 on Page 28. Make sure that they understand why the continuous form or the perfect form is used in the example sentences.

Homework: Part C1 on page 100 of the workbook

篇7：高一必修4Unit1教案包(新课标版高一英语必修四教案教学设计)

Warming up

Teaching aims:

To introduce six great women and their achievements.

Teaching key points and difficult points:

To explain some words: Quaker, China Welfare Institute, campaign, etc.

Teaching procedures:

Step 1 Lead-in

1. Do you know any great people or important people? (Show some pictures to Ss)

2. What qualities make a great person?

(clever, brave, determined, confident, hard-working, unselfish, kind, active, generous…)

Step 2 Warming up

1. Pictures and Questions (Page 1)

Ask Ss read the introduction of six women and answer the following questions:

Elizabeth Fry: What did she do to help the prisoners?

Soong Qingling: Who is she? What’s her great achievement?

Jane Goodall: What’s her achievement in the study of Chimps?

Jody Williams: What did she get in ?

Joan of Arc: Do you know the name of the girl in ancient China whose experience was similar to her?

Lin Qiaozhi: What’s her major?

Step 3 Talking

1. Which of these women do you think is a great woman?

2. To be a great woman, what qualities do you think should she have? Look at the list of qualities that were discussed when we examined a great man. Are there any other qualities that you would like to add?

(intelligent, determined, generous, kind, modest, unselfish, hard-working, brave, confident,

considerate, thoughtful, energetic, imaginative, honest, decisive, sensible…)

Step 4 Discussion

1. Do you know a woman who really inspires (encourages) you? Describe her and explain why.

Tips: What does she look like? Why did she choose to …?

What do you think about..? What are her reputations?

Why do you admire her? What are her contributions?

How would you describe her?

2. Is it harder for women to become famous or get jobs in high positions? Why?

Step5 Language points

1. achieve vt./vi.

1) to get sth. done by working hard / as the result of an action or effort 完成；实现

The reason I achieve good results is because I work hard-and so could you.

我取得好成绩的原因是因为我学习努力。你也能够做到。

2) vi. succeed 成功；达到

He achieved because he was a hard worker. 他成功是因为他工作努力。

△achievement n.

As we climbed the final few metres, we felt a sense of achievement.

当我们爬完最后几米时，我们感到一种成功感。

2. condition n. [C/U] 条件；状况

The astronauts soon got used to the condition of weightlessness.

宇航员们很快就适应了失重的状态。

My computer’s a few years old, but it’s in really good condition.

我的电脑用了好几年了，但是性能还是很好。

3.concern onself with sb./sth. 关心某人/某事；为…担忧/烦恼

A teacher should love his students, and concern himself with their needs and desires.

老师应该爱护学生，关心他们的需求。

4. connection n.联系

connection between A and B A与B 的联系

Is there a connection between smoking and lung cancer? 吸烟和肺癌有联系吗?

connection with / to sth. 与…有联系

His failure has no connection with the quality of his work.他的失败与他的工作性质没有联系。

5. drive… out (of) : to force someone or something to leave 把…赶出去

The Chinese fought hard for 8 years and drove the Japanese aggressors out of China.

中国人民抗战八年,把日本侵略者赶出中国。

6. campaign n.战役；（政治或商业性）活动；运动

The plan of campaign had been made long before the war broke out.

作战计划早在战争爆发前就制定好了。

Bush’s campaign succeeded and he won the election again.布什竞选成功，再次当选总统。

Europe has started a campaign to stop people smoking.欧洲发起了一场戒烟运动。

△war, campaign, battle, fight/fighting 都与战争有关，但其规模排序为：

war >campaign >battle >fight/fighting

Gulf War 海湾战争 Huaihai Campaign 淮海战役

Pingxingguan Battle平型关大战 Battle of Waterloo 滑铁卢战役

△campaign, movement, activity 都与“活动”有关。campaign指为了达到某一目的而采取的一项或一系列积极有力的措施。如：an election campaign 竞选活动。

movement指社会或政治运动，如：the movement for national liberation 民族解放运动。还指移动、动作、姿势等。

activity多指消遣活动或教育活动，如：

Too many out-of-class activities take up too much of our precious time for study.

7. devote vt. to use all or most of your time, effort, etc. 献身；致力于；专心于

devoted adj. [to] loyal; caring a great deal; fond of 忠诚的；挚爱的

△devote sth. to sth. / doing sth. 献身于/致力于/专心于（做）某事

devote oneself to sth./ doing sth.

be devoted to sth. / doing sth.

△be devoted to sb. 对某人忠诚/喜爱某人

Soong Chingling devoted all her life to the Chinese revolution and construction.

宋庆龄一生致力于中国的革命和建设事业。

a devoted wife / friend / father 忠诚的妻子/忠实的朋友/关怀备至的父亲

Step 6 Assignments

1. Revise the new words.

2. Discuss the two questions in “Pre-reading”.

3. Preview “Reading”.

Unit 1 Women of achievement

The First Period Reading

Teaching goals 教学目标

1． Target language 目标语言

a. 重点词汇

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to

b. 重点句子

Watching a family of chimps wake up is our first activity of the day. P2

Everybody sits and waits while the animals in the group begin to wake up and move. P2

But the evening makes it all worthwhile. P2

... we see them go to sleep together in their nest for the night. P2

Only after her mother came to help her for the first few months was she allowed to begin her project. P2

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2

2． Ability goals 能力目标

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like and so on.

3． Learning ability goals 学能目标

Teach Ss how to describe a person.

Teaching important points 教学重点

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points 教学难点

Let everyone believe that all of us can become Jane Goodall.

Teaching methods 教学方法

Inspiration, Questioning and Discussion.

Teaching aids 教具准备

A computer, a projector and a recorder.

Teaching procedures & ways 教学过程与方式

StepⅠLead-in

T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?

S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.

S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.

T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.

Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.

A sample summary:

As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.

StepⅡReading

There are four tasks in this step:

a. Pre-reading to find the main idea of each paragraph.

b. Making a chart of the text structure.

c. Language points.

d. Comprehending.

Task 1 Pre-reading

There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.

T: How many paragraphs are there in the text?

Ss: Three.

T: What are the main ideas of theirs?

S1: The first paragraph is about a day in Combe National Park.

S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.

S3: The third one tells us her influence to the world.

T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is about a day in the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her.

Ss: That’s right.

T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.

Task 2 Making a chart

A protector of African wildlife

↓

① ② ③

│ ∣ ∣

A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals

↓

④

She has achieved everything she wanted to do.

Task 3 Language Points

T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?

S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?

T: Who’d like to help her?

S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。

T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.

S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.

T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there are several same structures in this text. Please look at these sentences.

Show the sentences on the screen:

1. ... where we left the chimp family sleeping in a tree the night before.

2. ... we see them go to sleep together in their nest for the night.

3. But the evening makes it all worthwhile.

4. ... was she allowed to begin her project.

5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let’s translate these sentences to taste the meaning and usage of Object Complement.

Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.

I heard the teacher call my name.

I will let you know the result of the voting as soon as possible.

We watch the children diving into the water from the top diving board.

Let’s go, let him alone.

S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.

T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?

Ss: No.

Task 4 Comprehending

T: Do you still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.

Give students some time to do this. After that, check the answers with the whole class.

Step Ⅲ Discussion

When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.

Ask students to work in groups of four and discuss the following questions:

1.What made her a great success?

2.What should we learn from Jane Goodall?

T: I think, there is not a single person who doesn’t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your opinions to all the class.

Give students some time to discuss.

T: Boys and girls, have you finished your discussion? How about your group?

G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.

T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everything is equal, no matter what they are. It isn’t because we are human being that we are superior to the other living thing. We don’t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?

G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.

StepⅣ Listening

Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.

StepⅤ Homework

T: I’m very glad to hear what you said. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today’s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.

Ss: See you.

Grammar

Teaching goals

1. Target language

a. Important phrases.

achievement, inspire, worthwhile, observe, institute, respect , condition, argue, entertainment

b. Key sentences.

Our group are all going to visit the chimps in the forest

Our group includes six boys and five girls.

2.Ability goals

a. Enlarge vocabulary by learning word-formation.

b. Learn to use Subject-verb agreement correctly.

3.Learning ability goals

Teach students how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important points

Noun Suffix in word-formation.

Subject-verb agreement of collective nouns.

Teaching difficult points

Enable students to use collective nouns correctly, by understanding their meanings in certain situations.

Teaching methods

Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.

Teaching aids

A projector.

Teaching procedures & ways

Step I Revision

Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.

Step II Word-formation

There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.

Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.

T: Just now we reviewed some words in the text. Now please look at these words on the screen and say the meanings of them.

Organize Organization State Statement

Discuss Discussion Entertain Entertainment

Direct Direction Consider Consideration

Decide Decision Agree Agreement

Prepare Preparation Achieve Achievement

Inform Information Treat Treatment

Deter- Determination Improve Improvement

Express Expression Encourge Encouragement

Examine Examination Enjoy Enjoyment

Educate Education Govern Government

Feel Feeling Find Finding

Begin Beginning Mean Meaning

T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Exercise 1 in Page 4.

Let students finish Exercise 1. Check their answers with the whole class.

T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix

-er(fighter) -or(sailor) -ist(artist)

-ant(assistant) -ee(employee) -ian(librarian)

-tion(attention) -ment(government) -dom(freedom)

-ness(carefulness) -ism(socialism) -ship(friendship)

-ure(pleasure) -ty(society) -ence(reference)

Let students do it, and then check the answers with the whole class.

Step III Discovering useful structures

Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.

T: Do you have any questions?

Ss: Sometimes it's difficult to decide whether the meaning of the subject tends to single or plurality. T: This is a good question. Although we know that if the word refers to different members, use a plural, and if the word is considered as a whole, use a singular verb, we still find it is difficult to use this in our practice. I think what we should do is to practice again and again. Try to experience the meaning of the word in the situation. That's the way to solve this problem. Ok, let's finish Exercise 2 on Page 5.

Let students do it. They can have a discussion to check the answers. After that, check with the whole class, to fact teacher should enlarge this structure for students. Die grammar chart in the reference book on Page 5, is a good one to let students know more about subject-verb agreement. If possible teacher could show all the grammar knowledge to students. This is especially useful for those who would like to learn English Grammar.

1．两个或两个以上做主语的单数名词用and连接，谓语用复数．

Tom and Dick _______ (be) good friends.

但若表示一个集合体时则用单数。

A singer and dancer ______ (be) present at the party.

The worker and writer ___ (be) talking to the students.

Bread and butter ________ (taste) good.

(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)

2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单数。

No bird and no beast ______ (be) seen in the bare island.

Many a boy and many a girl ______ (have) made such a funny experiment.

At Christmas each boy and each girl _____(be) given a present.

3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语动词与第二个主语保持一致．

Either he or I _____ (be) to go there.

______ (be) either you or he going to attend the meeting?

4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．

A professor, together with some students, _____ (be) sent to help in the work.

No one but the teachers _____ (be) allowed to use the room.

5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，

但people, police, cattle等只能用复数．

My family _____ (be) a big family.

My family _____ (be) listening to the radio.

The police ____ (be) trying to catch the thief.

6.通常作复数的集体名词

有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词。例如：

Domestic cattle ______(provide) us with milk, beef and hides.

7.通常作不可数名词的集体名词

有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数。例如：

The merchandise _____(have) arrived undamaged.

All the machinery in the factory ____ (be) made in China.

8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数。

Five minutes ______ (be) enough.

One dollar and seventy eight cents _____ (be) what she has.

9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般看作单数。

All that I want _____ (be) a good dictionary.

All ______ (be) silent. 人人都缄口无言。万籁俱寂。

All ______ (be) out of danger.

10．形容词加定冠词 the 表示一类人时，谓语动词用复数。

What a life the poor were living!

The young _____happy to give their seats to the old.

11．who, which, that 作定语从句的主语时，其谓语取决于先行词。

Those who want to go should sign your names here.

He is one of the students who have passed the exam.

He is the only one of the students who has passed the exam.

12. 以-ics结尾的学科名称

某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用。例如：

13. 其他以-s结尾的名词

英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。这一类名词，如果不带“一把”、“一副”、“一条”等单位词而单独使用，通常作复数。例如：

如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。例如：One pair of scissors isn't enough.

14.以-s结尾的地理名称

某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：

The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.

The Straits of Gibraltar have not lost their strategic importance.

15. 英语中还有一些以-s结尾的名词，如:

arms(武器), clothes(衣服), contents(内容，目录) fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，

通常作复数。

16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用。例如：

The clippings of the hedges are usually burnt.

The sweepings of the godown(仓库) have been disposed of.

17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数。例如：

A headquarters was set up to direct the operation (指挥作战).

Their headquarters are in Paris.

The only means to achieve success is to appeal to arms (诉诸武力).

18. remains用于“遗体”意义时，随后的动词通常作复数：

His remains lie in the churchyard.

The martyr's remains were buried at the foot of the hill.

但作“遗迹”或“剩余物”解释时，可作复数或单数用：

Here is the remains of a temple.

The remains of the meal were/was fed to the dog.

19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定。例如：

Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).

Over sixty per cent of the city ____ (be) destroyed in the war.

Thirty-five per cent of the doctors ______ (be) women.

20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：

Most of the money _____ recovered by Deputy Player.

Most of the members ______ there.

All of the cargo ______ lost.

All of the crew ______ saved.

21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。例如：

Forty minus fifteen (40-15) leaves twenty-five.

Forty divided by eight (40/8) is five.

Seven and five (7+5) makes/make twelve.

Five times eight (5+8) is /are forty.

22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数。例如：

This kind of man annoys me.

但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：

These kinds of men annoy me.

Those types/sorts of machines are up to date.

23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：

Many a man has done his duty.

More than one game was lost.

24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数。

2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数。例如：

What caused the accident and who was responsible for it remain a mystery to us.

3). 以what-分句作主语的SVC结构

在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数。

25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式。例如：

Joan is one of those people who go out of thier way to be helpful.

2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数。例如：

Selfishness is the one of her many faults which defeats itself.

Listening

Teaching goals

1. Target language

Men have more chances to get to the top of their career than women.

Why did Joan have to dress up as a man to become a solider?

2. Ability goals

Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.

3. Learning ability goals

Help students learn how to get required information by listening.

Teaching important and difficult points

Train to get the key words by reading the questions before listening.

Teaching methods

Instruction and practice.

Teaching aids

A recorder.

Teaching procedures & ways

Step I Revision

T: Pleased to meet you again!

Ss: Me, too.

T: Zhao, why do you look so tired?

S; He stayed up yesterday.

T: Why?

S: Don't listen to him. I just have had a cold.

T: You'd better, have some thicker clothes. The weather is rather cold these days.

S: Thank you, Miss Wu.

T;: Now, let's begin our class. Have you finished your homework?

Ss: Yes.

T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step.

Step II Listening to the material on Page 7

There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.

Task 1 The first listening

T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as

men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether they

are some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.

Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.

Task 2 The second listening

There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.

Task 3 The third listening

This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.

If they still have some difficulties, play the tape for the fourth time to meet their needs.

Step III The listening material on Page 41

Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.

Step IV Listening material on Page 44

This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.

Step V Homework

T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.

Ss: Bye, teacher.

For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class.

篇8：模块一第一单元 (新课标版高一英语必修一教案教学设计)

模块一第一单元

词汇过关

1.重点单词拼写

1) She is 70 years old, and the skin has become l .

2) It is a idea to play football all day without a break.

3) We usually use g , such as waving, nodding our heads, to talk to people who is far away.

4) To avoid this pollution disaster in the future, we should not i it anymore and please try to pay more attention to our atmosphere.

5）Thank you for your c about the matter of the hawkers in Tak Tai Street.

6) The Smiths are tired of moving now and then and when they got to this little town of California, they finally s down.

7) Most of the farmers in my hometown go out to work at dawn and get back at d .

8) Unlike the grown-ups, most of the t in middle schools are more sensitive than rational.

9) Sorry, I’m not so sure. If you could give me some t , perhaps I could know the answer.

10) “Oh, Sam, I’m only having you on. No need to be u .” said

Frodo.

2. 重点词词形变换

1）It would be to demand of a person who is lack of power of

to become a detective. That’s one of the why I think he is more suitable to be a worker. (reason)

2) Joanna is quite angry that she was by the boss in this task. But in fact I think if she thinks so, she is merely for she is completely in of this task. (ignore)

3) No man can imagine the he got when he lost the game. In fact he was a . He had the ability to win, but he was forced to lose the game. It was for him. (suffer)

4) All the members came to an that Kitty had an voice and that only when she to, should we ask someone else to represent our school to take part in the speech contest. (agree)

5) The doctor asked the patient to be confident in his from the disease, for this kind of disease is , and he was strong enough to from it soon. (recover)

6) The new-born baby was an to the family. “And it brings some

cost to the family.” the mother. (add)

7) Though Tom and John are not very , they can in sign language, which is a common method of between the blind. (communicate)

8) Though Shella tried her best to win the praise of the master on , she still failed it. She was so upset that she wandered in the street . (purpose)

9) As far as I’m , the accident is no of mine, but it my friend. (concern)

10) The two claimed to be born in , and that they knew no other language but . (German)

1.短语积累

add up把某物加起来

get sth done 让某事被做

calm down 安静下来；让某人安静下来

be concerned about 关心；担心

go through 经历；遭受；检查；讨论；被通过

set down 放下；记下；让某人下车

a series of 一系列

to do with 处理

on purpose 故意地；有目的地

at dusk 黄昏时

face to face 面对面

no longer 不再

take no notice of 不注意

suffer from 受某事之折磨

get tired of 对某事感到厌烦

have trouble with 做某事有麻烦

at the moment 目前；现在

get along with 与某人相处

fall in love with 爱上某人

make friends with 与某人交朋友

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) When you these numbers, you will see how many points you have got.

2) Although he is 20 years old now, he still living alone. He even doesn’t know how to wash clothes.

3) Because he of what the teacher said, he didn’t know what he should do.

4) When John and his wife had some arguments, they would sit down together and discuss the problem .

5) Sorry. I didn’t mean to hurt you . I had wanted to throw at the dog.

6) Our parents us all the time while we children seldom take care of them.

7) He was too scared and didn’t know what the accident.

8) At the first sight the boy the pretty girl although he didn’t know whether she loved him.

9) You are a little baby. You must learn to look after yourself now.

10) I too much bad luck. I don’t care to have one more.

重要句型

1. But your friend can’t go until he/she finishes cleaning his/her bicycle.（P1）

not...until……句型：“直到……才”，主句动词一般需要用短暂性动词，如：finish, hand in, die, go, begin等等。

【词汇网络】not...until可以变化为更加地道的英语句型：

Not until...did/will sb do sth

It was/is not until...that sb did/will do sth

即时强化练习：

用not until翻译下列句子，每句至少用三种句式。

1）直到我去到百货商店我才发现没带钱包。

2）直到她的先生消失在她的视线范围之外，她才痛哭失声。

2. It /This/That is (was) the first/second/third/last time that...某人第一（二，三，最后等）次做某事

在此句型中，若主句时态是一般现在时，即用is，以that引导的定语从句常用现在完成时态。若主句时态是一般过去时，即用was，以that引导的定语从句常用过去完成时态。

This is the first time that I have ever enjoyed this kind of food.

这是我第一次吃这种食品。

It was the third time that he had been informed of the change of the meeting.

这是他第三次被告知会议作了改变。

即时强化练习：

翻译下列句子：オ

1) 那已经是我第五次离开家到广州去学习。

2) 这是我第一次有机会跟你们面对面地交流。

目标解读

1. Ignore the bell and go somewhere quiet to calm your friend down.(P1)

calm v. & adj.

1) vt.使平静，使镇静

The nurse calmed the little boy by giving him some candy.

保育员给那小男孩一些糖果，使他安静了下来。

He took a deep breath to calm himself.

他深吸了一口气以使自己平静下来。

2) vi.平静下来，镇静下来

The excited football fans calmed down at last.

激动的足球迷最终平静了下来。

3) adj. （心境）平静的，镇静的，沉着的; (天气)平静无风的；

（时代）和平安宁的

The sea was calm after the storm.

经过这场风暴后，大海平静下来了。

After the storm it became calm again.

暴风雨过后，天气又恢复了平静无风。

He was calm when I told him the bad news.

当我告诉他这个坏消息时，他很平静。

【词语辨析】calm, quiet, still与silent

calm平静的，沉着的。指无风浪的或人心情不激动的。

quiet平静的，安静的。指不吵闹的或心境不烦躁的。

still 静止的，不动的。指（人体等）不运动的。

silent 沉默的，缄口的，寂静的。指不讲话或没有声音的。

【拓展】calm down平静下来，镇定下来（既可作不及物动词短语也可作及物动词短语）

The crying child soon calmed down.

哭闹的小孩不一会就安静下来了。

It was difficult to calm down the football fans.

要使足球迷们平静下来是有困难的。

(注意：前例句的calm是不及物动词，后例句的calm是及物动词。)

2. Add up your score and see how many points you get.

add vt. & vi. 增加：添加；（数字等）加（起来）；补充说

Add more hot water, please. 请多加点热水。

If you add 4 to 3, you’ll get 7. 四加三得七。

Add up these figures, please. 请把这些数字加起来。

I should like to add that we are pleased with the test result.

【派生词】addition n. 增加，附加物；adder n. 「计」加法器

【词汇网络】与add 有关的词组：

add sth. to sth. 把……加到（进）……

add to(=increase)增加

add up to共计（无被动语态）；意味着，等于说

add sth. up/ together把……加起来，合计

3. Tell your friend that you concern about him/her.

concern v. & n.

1) vt. to have sth. to do with or relate to 涉及，关系到（一般不用于被动时态）This concerns the healthy growth of children deeply.

这事对孩子们的健康成长关系极大。

2) vt.使担心（挂念），使忧虑（常用于被动语态）

We’re rather concerned about father’s health.

我们相当担心父亲的健康。

3) n. 所关切的事，关心，担心，担忧

It’s no concern of mine. 这事与我无关。

His mother’s only concern was how to make him study even harder.

他妈妈心里想的全是如何使他学习更刻苦。

【词汇网络】有关concern 的短语还有：

with concern 关切地

show concern for sb. 对某人表示关心

have no concern for 毫不关心

as/so far as...be concerned 就……而言

of much concern 很重要，很有关系

of no concern 无关紧要，没有意义

it is no concern of mine/yours. 这不关我（你）的事。

be concerned about (for) 关心，挂念

We are all concerned for (about) her safety. 我们大家都担心着她的安全。

我们需要注意，在这里从中文角度考虑，应该是主动，但是英语中却必须用被动，类似这样常用被动来表示中文的主动意义的词组还有：

be associated with 与……联合、联系

be attached to 附加于、隶属于……

be based on 以……为基础

be composed of 由……

be connected with 与……连结、连接

be divorced from 和某人离婚

be educated from 从学校等毕业

be employed in 从事于……

be engaged to 和某人订婚

be exposed to 暴露于……，面临于……

be faced with 面对……

be fed up 吃得过饱，对……极其厌倦

be honored with／to瞓e（phr．）被授予……；因做……而感到荣幸

be involved in 卷入、陷入……；专心于

be married to 和某人结婚

be prepared to do sth 准备好了去做某事

be rooted in 扎根于……

be set in 以……为背景

be used to＋v－ing（phr．）习惯于……

be hidden in 藏在某地

be dressed in 穿着

be seated 坐在

另外还有表示情感情绪的动词，当表示“感到……”时，用过去分词，这类动词有：amazed，amused, annoyed，astonished，concerned，confused，delighted，disappointed，discouraged, disgusted，distressed，excited，frightened，interested, irritated，moved，pleased, puzzled，relieved，shocked，touched。

4. It was the first time in a year and a half that I had seen the night face to face. (P2)face to face 面对面地，类似的“名词+介词+名词”的结构还有：

hand in hand，手牵手地 arm in arm 手挽手地，

side by side 肩并肩地 mouth to mouth 嘴对嘴地

back to back 背靠背地，背对背地，一个接一个，连续地；

see eye to eye 看法完全相同，完全同意，面对面看着(与see连用)；face to face 面对面地，当面地，对立地；

front to front 面对面地；

hand to hand 短兵相接地，逼近地，肉搏地；

head to head 头对头地，面对面地，促膝地，交头接耳地；

heart to heart 开诚布公地，心连心地，贴心地，推心置腹地，坦率地，诚恳地；knee to knee 膝靠着膝地，促膝地；

man to man 个人对个人地，一对一地，人盯人地，私下地，坦率地，真诚地；nose to nose 面对面地，迎面(相遇)；

shoulder to shoulder 肩并肩地，齐心协力地，互助，一致，团结；

5. I stayed awake on purpose. (P2)

stay vi. & link v.

1) vi. 停留；逗留

The doctor told him that he would have to stay in hospital for another two weeks. ひ缴告诉他，他还得在医院住两个星期。

2) link v.保持，持续不变 (=keep)

How can you stay so cool and calm after such a hot argument?

这样一场激烈的争论过后，你怎么还能保持如此冷静沉着呢？

【词汇网络】系动词的分类记忆：

“变化”类：become，turn, go, get, grow, fall, run, come

“感官”类：feel, smell, taste, look, sound

“显现”类：look, appear, seem

“状态”类：keep, stay, remain, stand, sit, prove

on purpose 故意地；有意地；有目的地

I don’t think he did it on purpose, for he is really a kind person.

我认为他不是故意这样做的，因为他真的是一个好人。

on 在这里表示处于某种状态或在某个方位，类似的短语还有：

on board 乘（车,飞机） on call 听候召唤

on duty 值班 on earth 到底

on fire 着火 on foot 步行

on guard 在岗 on hire 雇用

on holiday 度假 on leave 休假

on one餾 knees 跪下 on one’s way 在……的路上

on purpose 故意 on sale 待售

on shore 在岸上 on time 准时

on the move 行动 on the other hand 另一方面

on the spot 当- on the tip of one’s tongue 快要说出口 on top of 在……的顶部 on watch 值班

6. Make a list of reasons why friends are important to you. (P2)

reason n. & v.

1) n. 「C, U」原因，理由，动机，理性，理智

The reason why (that) she was ill was that she had eaten bad meat.

【提示】reason后的定语从句的引导词是关系副词why 或that，也可以省略。I have a good reason for doing that =I have a good reason to do that.

我那样做是有充分的理由的。

【提示】reason 后的定语常是介词短语for (doing) sth., 或不定式to do sth.

【词汇网络】①for this (that) reason 因为这个/那个原因

②by reason of由于，因为

2) vt. & vi.推理，推究，劝说

We reasoned that he was lying. 我们推断他在说谎。

Finally I reasoned him into /out of accepting the invitation.

最终我说服他接受（拒绝）邀请。

【词语辨析】reason 与cause

reason 侧重指做某事的理由；cause指导致不良后果的起因。

--What’s the reason for your absence?

你为什么缺席？

--The reason for it is that the traffic was heavy.

我缺席的原因是交通拥挤。

The cause of the big fire was his carelessness.

大火的起因是他的粗心大意。

【派生词】reasonable adj. 合情合理的；reasonably adv. 合情合理地；reasoned adj. 合乎逻辑的

其它写出单词意思

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose

in order to face to face according to get along with fall in love

join in

1、add vt./vi

add up sth. =add sth. up 把…加起来add to sth. 增添、加某事物

add…to… 把…加到…里 add up to=amount to 共计，总计

① If you ____ 5_____3 you will get 8.

② This bad weather ________ our difficulties.

③ His whole school education _______________ no more than one year.

2、point n./v.

There is no point （in） doing sth. 做…没用，无意义

at/on the point of … 就要…的时候point at/to…指向… point sth. at/ towards sb./ th

① 我们正要离开这时你们来了。 We were __________________ leaving when you came.

② 我们赢（输）了5分。We won (lost) the game ____ 5 _________

③ Can you tell us the main _______ of the story?

④ “That’s the man who did it,” she said, ________________ me.

⑤ The robber _______a gun ________ the bank clerk.

3、concern vt./n.

be concerned about/for 关心 as concerns=concerning (prep.)关于

as/so far as…be concerned 就…而言 concerned adj. 有关的担心的

① 就英语而言，他是我们班最好的

_______________________________, he is first in our class.

② I am living in school, and mother _____________________me.

③ He doesn’t bother about things that don’t ____________ him.

④ Present at the meeting were leading members of the departments ____________.

⑤ This book deals with questions _________Anti-Japanese War.

4、share v/n

a) Let Tom play with your toys as well, Clare---you must learn to__

A. support B. care C. spare D. share

b) Culture refers to a group or community ___we share common experiences that shape the way we understand the world.

A. with which B. that C. which D. what

c) 我不得不与家里人共用一个浴室。I have to ___________ the bathroom _________ the rest of the family.

d) 他是唯一的一位与我的观点相同的人。 He is the only person who __________my opinion.

5、reason n.+ for/to do sth. for the reason of….

a) This is the reason ____he explained to me just now.

A. why B. which C. because D. about which

b) The reason _ he is late is _ there was a breakdown on the railway.

A. why; why B. because; that C. that; because D. why; that

c) Give your reason _____changing the plan.

6、go through sth.经历忍受或遭受…；被正式通过或接受;仔细检查；（书）发行次数；用光或消耗…

get through 穿过；（使）通过；使（读）完;接通

a) Two months later, the law _________________.

b) I rang you several times but couldn’t ______________.

c) I have ____________ all my pockets but I can’t find my keys.

d) The dictionary has ____________________ ten editions.

e) When you _____________ with your work, let’s go out.

7、join ; join in ; take part in; attend

a) Will you ________ the lecture on science?

b) Would you like to _______ us ___ playing football?

c) After ____________ the League, he often helps others.

d) She ______________ the music competition.

e) We _______ a country club that year.

f) We’re going to visit the flower show tomorrow. Will you ____ us?

g) The boy ________ the English Evening and had a good time.

h) He didn’t _________ school yesterday because of his illness.

8、Put away the tools after work, will you? ________________

He puts away part of his wages each month. ________________

She put away the idea of going home. ________________

He put away his wife without good reasons. ________________

9、① --- Is it high time we ______ to school?

---Oh, it’s seven o’clock. Let’s go.

A. will go B. shall go C. went D. would go

② 这是她第一次跟英国人交谈

③每次我见到他，他总是在备课。

10、It is/was + 被强调部分+that/who+其他成分

a) It was 8 o’clock _____ I went back home last night.

A. that B. when C. which D. what

b) __________you missed such a fine lecture? A. How it was that B. It was how that C. How was it that D. Was it how that

c) I just wonder _______ that makes you so excited.

A. why it does B. what he does C. how it is D. what it is

d) It was not until she got home __ Mary realized she had lost her keys. A. that B. when C. where D. before

第二单元

词汇过关

1.重点单词拼写

1) I have got three days’holidays I New Year’s Day.

2) She’s busy at p and can’t speak to you.

3) The captain c his army to attack the enemy at night.

4) Don’t respond to any e-mails r personal information, no matter how official they look.

5) I r him as soon as he came in the room， though I hadn’t seen him for years.

6) The new g is made up of ten officials.

7) H difficult the task may be, we’ll fulfill it in time.

8) It is I to turn your back on someone who is speaking to you.

9) He was last seen heading in the d of Miami.

2. 重点词词形变换

1) Everybody laughed, the teacher . (include)

3) Do you like the films by Zhang Yimou?

He is a well-known Chinese . (direction)

4) The police only interview a child in the of an adult. (present)

5) We should study hard for the of China. (modern)

6) These are the world’s leading industrial . (native)

7) Dean’s a really person to have around when things go wrong.

Only Jack is of great at that time.(use)

8) The bag is -it has a hole in it. (use)

9) I’ve known Barbara for years， since we were babies, . (actual)

10) It was a period of population growth. (rapidly)

1. 短语积累

play a role / part in 在……中起作用

be based on 以……为依据

because of 因为

such as 例如，像……这样的

come up 走近

the number of …… 的数量

a large number of 许多

make good full use of 充分利用

2. 用所给短语将下列句子译成英语

1) 运气在他的成功中起了重要作用。(play an important part in)

2) 这出戏以真实故事为基础，很有教育意义。(be based on)

3) 约翰没有出席会议，因为他病了。(because of)

4) 充分利用你所拥有的每一个机会练习讲英语。(make good use of)

5) 今天缺席的学生有五人。(the number of)

重要句型

1.... than ever before 比以往任何时候

即时强化练习：

翻译下列句子：

1) 受到老师激励，我比以往任何暑假都要更加努力工作。

2) 今年的冬天比以往任何时候都冷。オ

2. This is because ……这是因为……

翻译下列句子：

1) 他今天没有来上学，这是因为他病了。

2) 我不要求你按时完成, 这是因为我不想给你太大压力。

3. even if / even though... 即使，尽管

即时强化练习：

翻译下面句子：

1) 即使你不喜欢他，也可客气一点。

2) 即使你不想去，你也应该告诉他一声。

目标解读

1. They are called world Englishes and they include Canadian, British, American and Indian English. （P9）

include vt. 包括，包含

The bill includes tax and service. 账单中包含了税金和服务费。

Your duties include checking the letters and sorting them out.

Ten students took part in the competition, including three girls.

Ten scientists, six women scientists included, were present at the meeting.

【重要提示】including一般位于名词或代词的前面，included则位于名词或代词的后面

【词语辨析】include / contain / hold

include 强调“包括，作为整体的一部分”，侧重范围或整体。

contain 着重“其中包含有”，指在一定范围或容器内容纳某物，侧重包含的内容或成分。

hold 指“能容纳”

The bok contains ten chapters, including American Literature.

This kind of fruit contains lots of vitamin C and B.

这种水果富含维生素C和B。

The hall holds 200 people. 这个大厅能容纳200人。

2. World Englishes come from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language.（P9）

because of 是复合介词，表原因，意为“因为”，后接名词、代词、或宾语从句。because 作连词，后跟句子。以原因状语从句形式表明主句的根本原因。

He was late not only because of his illness but also because he missed the train.

【词汇网络】表示“由于”的短语还有：

thanks to “多亏，由于”，只能作状语

Thanks to your advice, much trouble was saved.

due to 可以作表语，状语，不可位于句首

The accident was due to the storm.

owing to 可以作状语或表语，作状语时常用逗号隔开，作表语相当于due to.

Tom’s failing in the exam was owing to his carelessness

Owing to his careless driving, the accident occurred.

as a result of “由于”，作状语

on account of “因为”，作状语

. Would you please come up to my flat for a visit?(P9)

come up 上来，过来；

A child came up to me and showed me the way to the station. (走近，上来)

The sky was dark blue and clear when the moon came up. (升起)

Your question came up at the meeting. (被提出讨论)

【词汇网络】come up with 想出（计划，答案）

come out 出来，（花）开，出版；结果是

come about 发生

come across 偶然遇见

come along 一起来，一道走；进展；进步

come to 共计，达到

. English is also spoken in many other countries in Africa and Asia, such as South Africa, Singapore and Malaysia.(P10)

【词语辨析】such as, for example

such as 意为“例如，诸如……之类的”，用来列举同类人或事物中的几个。如果要把同类人或事物全部列举出来，用that is或namely。

A lot of things can be recycled, such as waste paper, waste plastic bags, and old batteries.

for example举例说明，列举同类人或事物中的“一个”，作插入语，且用逗号隔开，可位于句首、句中或句末。

Most boys in my class like physics. Tom, for example, shows a special interest in it.

5. Believe it or not, there is no such thing as standard English.(P13)

such与all, no, some, any, few, little, many, much, several, one等词连用时，应位于它们的后面。

There is no such thing as a free lunch.

世上没有免费午餐之类的好事儿。T

here are three such mistakes in your composition.

你的作文中有三个这样的错误。

6. Today the number of people learning English in China is increasing rapidly.(P10)

the number of...表示“……的数量”

a large number of 相当于a good / great many或many，表示“许多的，大量的”其后跟可数名词的复数形式，不可跟不可数名词。如：

The number of trees on the deserted mountain is over 200,000.

在那片荒山上种植的树木数量已超过二十万棵。

A great many (A number of) visitors come to the Palace Museum every year.

每年有大量的游客故宫参观。

其它写出单词意思

elevator, petrol, gas, official, because of, native, apartment, actually, be based on, at present, gradually, Danish, vocabulary, make use of, spelling, fluent, fluently, Singapore, Malaysia, such as, frequent, frequently, usage, African, Spanish, play a part, recognize, accent

be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

1. recognize be recognized as 被承认为 recognize sb. to be 承认某人是…

① --- oh, it’s you! I ______ ________ you. ----- I’ve just had my hair cut, and I’m wearing new glasses.

② Though they hadn’t met for many years，they ______ each other at first sight.

③ Lincoln is recognized ____ one of the greatest presidents in America.

2. direction

in all directions 朝四面八方 under the direction of sb = under one’s direction 在某人的指导下 in the direction of 朝着…方向 from the direction of 从…方向 follow/ obey /listen to one’s direction 听从某人的指导

①． The diretion ____ which the president would go was kept secret ____ safety concern.

A.for; over B. from; about C. in; for D. at; as

②． Generally speaking, when ____ according to the directions, the drug has no side effect.

A. taking B. taken C. to take D. to be taken

③. she ______ (问了方向) and then tells her friends.

④. Tom went off _____ ______ _______ and Harry in another.

⑤. He did the work ____ _____ _______.(在我的指导下)

3．Command

Command sb to do sth 命令（要求）某人做某事 have a good command of … 对…精通

Command that … (should) + 动词原型

He commanded that all the gates __________.

A. should shut B. would be shut C. shut D. be shut

4． Request

Request sth of/ from sb. 向某人请求某物 request sb to do sth 请求某人做某事 at one’s request 应某人之请求 request that … (should) + 动词原型

①．Visitors ____ not to touch the exhibits.

A. will request B. request C. are requesting D. are requested

②. The old pianist wouldn’t listen to our repeated request that he ____ in public again.

A. play B. played C. would play D. was going to play

③. He came here ____ A.at my request B. by me request C. by the request of me D. for my request

5. contain, include, cover 区别：

Contain 整体包括部分 A contains B A与B 是不同类事物或者一个容器中容纳的东西

Include A includes B A与B是同类事物，常用两种表达方式：including sth/ sb= sb’sth included

Cover 钱够...之用；足以支付

①．---- How come a simple meal like this costs so much?

-----We have ____ in your bill the cost of the cup you broke just now.

A. added B. included C. contained D. charged

② We all went, ______ Mary.= We all went, Mary _______.

③ ----- Will $200 ____ the cost of the damage? ----- I’m afraid not. I need at least 100 more.

④ He was worried, because he lost his bag ______ his passport, ID card and a lot of money.

6. present

at present= at the present time 目前；现在 be present at the meeting 出席会议 present sth to sb 把...赠给某人 present sb with sth 赠给某人某物

①All the people _____ at the party were his supporters.

A. present B. thankful C. interested D. important

②. They ______ a sum of money ____ (赠与) the college in memory of their son.

7. more A than B (A/B: adj.原级/n.) 与其说B不如说A

no more than + num. = only 仅仅

①．More than one ___ the people heart and soul.

A. officials has served B. officials have served C. officials has served for D. officials have served for

②.---- Tom is very stupid. He failed to pass the exam once again. ----- He is ____ than stupid.

A. lazier B. no lazier C. more lazy D. lazier rather

8Come up 上升；上来；被提出 come up with （人）找到或提出（答案或方法等）

Come about 发生 come up to 达到 come across （偶然）遇见；碰到

用come有关短语填空：

①. Would you _________ my flat for a visit?

②. The question _______ at the meeting whether we had enough money.

③. She ____________ new idea for increasing sales.

④. I ________ children sleeping under bridges.

⑤. Can you tell me how the accident _________?

9. because of/ due to（不可放于句首）/ thanks to/ owing to 由于 + n./ pron. /动名词/名词性短语

because + 句子 as a result of 因为...的结果 result in 导致 result from 由...导致填空：

① I didn’t attend the meeting, _________ I was ill.

② He is absent _________ his illness

③ He was ill, __________, he didn’t attend the meeting.

④ His illness ____________ his absence from the meeting.

⑤ His absence from the meeting _______________ his illness.

10. make use of/ make good use of/ make full use of

①If better use ___________ of your spare time, you will make great progress in it.

②she wondered uneasily what use she would ______ ___ this opportunity.

11. the same... as 表示同类的事物 the same ... that 表示同一个事物 the same ... which/ who/ when /where 和...相同的...

①.This pen is not very good; I’d like the same one ______ you are using now.

②.He went back to the same place ______ he had found the ring.

③.The explorer took only such men and things ______ he really needed into the thick forest.

④.I’m lucky enough to find the same knife _____ I lost yesterday.

12. 用because/ why/ that 填空：

① She didn’t study hard. That was _______ she failed in he exam.

② she failed in the exam. That was ________ she didn’t study hard.

③ What caused the accident was _____ the bus was driven too carelessly.

④ The reason _______ he hasn’t come is that he has to send his mother to the hospital.

⑤That is _____ she left her hometown at the age of nine.

第三单元

词汇过关

1.重点单词拼写

1) His paper will be published in the British Medical J next month.

2) We can’t goods in railways.

3) I knew you would be too s to listen to my advice.

4) I I that you go to the hospital immediately; you are very ill.

5) Are you doing the task in the p way?

6) The size of your feet d the size of your shoes.

7) What is you’re a to the idea, agree or disagree?

8) He has a gift for language, and he is f with three languages.

9) He broke the r in high jump in the Asian Games.

10) I was very busy that day, but he p me to take part in the party.

2. 重点词词形变换

1) The of live animals is forbidden. (transport)

2) They scored in the minute of the game. (finally)

3) After a little gentle , Mr.Brown agreed to let us in.(persuade)

4) Her to do well made her keep on studying. (determine)

5) The are all from China. (cycle)

6) The woman showed great in going into the burning building to rescue the trapped child. (brave)

7) The events have been the of conversation for weeks. (topic)

8) The young lady wanted to buy a pair of tennis . (short)

9) Make sure the job is done .(proper)

10) The tourists were caught in the snowstorm in the area. (Tibet)

1.短语积累

keep a travel journal 写旅游日记

see the world through one’s eyes 透过眼睛看世界

agree to sth 同意

on the/one’s journey 在旅途中

as usual 照例；像往常一样

stay awake 保持清醒

keep asking sb. 不断问

one way fare 单程票

at an altitude of 5,000 meters 在海拔5000米的地方

dream about/ of (doing) sth. 梦想做……

graduate from college 大学毕业

persuade sb. to do sth. 劝说某人做某事

get sb.interested in doing sth. 使……对……感兴趣

care about 关心;考虑

a determined look 坚决的表情

change one’s mind / change one’s attitude

change our minds 改变想法

make up one’s mind

make up our minds 决定

give in 投降; 上交

give in to sb. / sth. 屈服；同意……

pass through 穿过

flow through 流经……

make camp 扎营

put up the tent 支帐篷

for one thing,... for another,... 一方面……另一方面……

familiar to sb. 为……所熟悉

in detail 详细地

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) She being famous one day.

2) The only thing he seems to is money.

3) O’Neil was to pressure from London to hurry the reform.

4) How can we him politics?

5) Kate didn’t want to buy that skirt., it was very expensive;

its style was out of fashion.

重要句型

1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.(P18)

此句包含英语中的强调句型：it + is/was + 被强调部分 + that/who + 原句其余部分。要注意：被强调部分表示“人”的话，用that/who, 其他情况下都用that.

It was Jack who/that broke the window yesterday.

即时强化练习:

用强调句型翻译下面句子

1) 我是在那棵树下面捡到这只钱包的。

2) 是他把窗户的玻璃打破的吗？

3) 你是因为什么而没有参加会议的？

2. Are you working this evening?(P21)

此句用现在进行时 are working 来表示按计划进行的将来的动作。

I’m writng the composition at night.お

即时强化练习：

翻译下面句子

今天下午一位美国来宾将在礼堂举行一场英语讲座。

目标解读

1. I have dreamed about taking a great bike trip.(P18)

dream about: 做梦；梦见

I dreamt about you last night.

dream of/about: 梦想，幻想

We dream of buying our own house.

【词汇网络】dream away 虚度（光阴）

dream up 虚构出

have a dream 做梦

2. When we graduated from college, we finally got the chance to do it.(P18)

graduate from : (大学或中学)毕业

Wang Ming graduated from Beijing University with a degree in law.

finally: adv. 最后，终于

final: adj. 最后的，决定性的 n.决赛

【词语辨析】finally, at last, in the end，eventually

finally: 可以表示时间位置，相当于at last / in the end; 还可以表示时间的先后顺序，如同first(ly), second(ly), then, last。

at last: 只指时间位置，强调经过周折、等待、耽误的“最后、终于”出现所期待的结果。

in the end / eventually: 只指时间位置，强调经过周折、等待、耽误的“最后、终于”出现所期待的结果（相当于at last）或者出现非期待的结果。

3. Then she persuaded me to buy one.(P18)

persuade: vt. 说服; 信服

persuasion: n. 说服

persuasive: adj. 有说服力的

persuade sb. to do sth/ into doing sth. 说服某人干某事

persuade sb. not to do sth/ out of doing sth 说服某人别干某事

persuade sb. of sth. 使某人信服

I finally managed to persuade Mary to go out for a drink with me.

Don’t let yourself be persuaded into buying things you don’t really want.

He persuaded me not to go there. / He persuaded me out of going there.

We finally persuaded Ben of the wisdom of this decision.

4....she insisted that we find the source of the river and begin our journey. (P18)

insist: v. 坚持宣称/认为（宾语从句的谓语用陈述语气）；

坚决要求，一定要（宾语从句的谓语用虚拟语气should + v.）

Mike insisted that he was right.

They insisted that everyone (should) come to the party.

【词汇网络】insist on （doing）sth. 坚持

if you insist 如果你一定要这样

Her parents insisted on speaking to the headmistress.

He kept insisting on her innocence.

--Why don’t you call them up today?

--Oh, if you insist

【词语辨析】insist on, stick to

前者表对“要求、意见、看法等”的“坚持”；后者表对“愿望、原则、决定、诺言或某种理论”的“坚持”

5. She gave me a determined look-the kind that said she wouldn’t change her mind. (P18）

1) determine: v. 确定；决定，支配；（官方）确定，规定

determination: n. 决心，（官方）决定

determined: adj.

determine to do sth. 决定做.……

be determined to do sth.有决心干……

We determined to leave at once.

I am determined to find out who is responsible for this.

Determined that his son would do well, Mr.Smith sent him to a private school.

2) change one’s mind（about）改变主意/决定

Try and get her to change her mind about coming with us.

【词汇网络】make up one’s mind (to do sth.) 下定决心做……

be in two minds about 拿不定主意，犹豫不决

set one’s mind on (doing) sth. 下定决心要┳觥…

come to mind 突然想到

put one’s mind to 专心于……

keep one’s mind on 专心于……

keep / bear sth. in mind 记住……

bring / call sth. to mind 回想起……

其它写出单词意思

journal, fare, transport, prefer, disadvantage, fare, flow, cycle, persuade, graduate, finally, schedule, fond , be fond of , shortcoming , stubborn, care about , make up one’s mind , determine, give in , valley, pace, altitude, bend, boil , forecast, parcel, reliable, organize, journey, insurance, wool, as usual, view , pillow, midnight, at midnight, flame, beneath, temple, cave, change one’s mind,

1 imagine

imagine +v-ing

我难以想象我与那种女子结婚后的情形。

I can’t ______ my ______ a girl of that sort。

2 choose （chose ，chosen）

have no choice but to do sth 除了干某事别无选择

She had no choice but ______away 。

A go B to go C going D to have go

3 persuade

Persuade sb to do=persuade sb into doing 说服某人做某事；

persuade sb not to do=persuade sb out of sth/doing 说服某人不要做某事；

Persuade sb of sth =persuade sb 。+that 从句使某人相信；

① While shopping ，people sometimes can’t help ______ into buying sth。 They don’t really need。

A to persuade B persuading C being persuaded D be persuaded

② Alice trusts you，only you can ______her to give up the foolish idea 。

A suggest B attract C attempt D persuade

③猎人劝阻我们不要独自穿越茂密的丛林。

The hunter ______us ______through the thick forest alone 。

4 insist

Insist 表达“坚持主张”时，所跟的宾语从句使用虚拟语气；表达“坚持一种说法，看法或事实”时，宾语从句使用陈述语序和相应的时态。

① I insisted that a doctor ______ immediately。

A has been sent for B sends for C will be sent for D be sent for

② He came to my class every week ，but his attitude ______that he was not really interested。

A expresses B described C explained D suggested

5 determine

Determine + n。/determine to do/ determine +从句

Be determined to do 决心做

determined a。已下决心的（不在名词前）；断然的，决然的

①______ to train his daughter in English， he put an ad like this in the paper。“______ ，an English teacher for a ten-year-old girl ，”

A Determined ，Wanted B Determined ，Wanting C Determine ，Wanted D Determining ，Wanting

②她坚定不移要上大学。

She ______ ______ ______ go to university。

6 fun Make fun of 取笑 for fun 为了高兴，为了好玩

①______ at the seaside ！

A How fun the children had B What a fun the children had C How fun had the children D What fun the children had

② 独自一个人去参加聚会没什么意思。

It‘s not much ______going to a party alone

7 awake

①When do you usually ______ up？

② I s he ______or asleep？

③ He lay ______ all night。

④ They were making enough noise to ______ the dead 。

8 give in屈服投降让步

give away不小心透露，赠送，免费给予 give off 放出，散发（光，热，烟，气，味）give up 放弃，认输 give out vt。分配，分发 Vi。（食物，燃料，电力）用光，精疲力竭

① Never ______ ______ the stugy of English

② Jane tried to keep up a calm appearance ，but her trembling voice ______her ______

③ He may ______to my view

④ It is always the husband who ______ first when quarrel breaks out between the young couple 。

⑤ Her patiece finally ______ ______

⑥ The teacher ______ ______ the exam paper 。

9 for one thing 。。。for another （thing）/besides； on （the ） one hand ，on the other （hand）

for one thing 首先。。。一则。。。，陈述两方面的情况常一致，常与for another （thing）/besides（再者，另一方面）呼应； on （the ） one hand ，on the other （hand）常表达相矛盾的两方面

①______ she‘s well eduacated ，______ she is pretty 。

A On the one hand ，on the other hand B for one thing ，for another

C On one hand ，but also D On the one hand ，on another hand

②Tom works very hard。His brother ，______，does‘t do much at all。

A what‘s more B on the contrary C for one thing D for another

③ ______ ， the hotel is near the sea，but ______it costs a lot。

A On the one hand ，on the other hand B for one thing ，for another

C On one hand ，but also D On the one hand ，on another hand

10 care about 关心，对。。感兴趣；在乎

care for 喜欢，愿意，照顾

① I don‘t ______ what others think

② She doesn‘t ______ skating 。

③ I wonder whether they will ______ us all to go there

④ The captain ______ the safety of the crew。

11 用 cost spend pay take 填空

①It ______ us two hours to finish the work。

② Tom ______a lot of money on books。

③ The new bicycle ______ him 100 dollars

④ Mary ______ 200 dollars for the evening dress

⑤ I‘m ______much more time in listening now

⑥ The money I ______ for the service added up to1000dollars every year 。

⑦ It will ______ you 5dollars to fly to London

⑧ The car ______all his savings

⑨ The man got what he wanted ，which is at a ______of his own life and his family‘s happiness。

第四单元

词汇过关

1.重点单词拼写

1) Before the earthquake, you can notice that the wells have c in them.

2) Before the earthquake the chickens and even the pigs are too n to eat.

3) Two-thirds of the people died or were （受伤）during the earthquake.

4) Older students were having difficulty in studying and o themselves.

5) A great part of the city was d in the earthquake.

6) I felt everything s during the earthquake so I couldn’t sit still.

7) She c her face in her hands and cried loudly.

8) Seeing a baby crying in the burning house, the firemen r her from the house.

9) She is always healthy. Whenever I see her, she looks f .

10) J from his appearance, the manager can’t be over 60.

2. 重点词词形变换

1) Whether the can be separated is not an international affair, but a one. It is up to the people to decide. (nation)

2) Please wipe the off the table. The room looks with

the table. (dirt)

3) Most people protect themselves fromto their self-esteem, for they think if their self-esteem wasgreatly, they will feel. (injure)

4) from the result, the of the match must have controlled the match quite well. Do you agree with my ? (judge)

5) can be found everywhere. Sometimes one’s hair seems . Some equipment can be . (electricity)

6) As , some were wounded when they were trying to find out something of the government .(report)

7) We visited the of Yuanmingyuan last summer. It by the foreign invaders. Seeing the palace we feel very pitiful. (ruin)

8) Taste and are closely connected. If you can’t the food, you can’t taste it either. (smell)

9) The felt happy that they were able to the accident and joked that it was because of the of the fittest. (survive)

10) We all felt to be invited to take the action and we promised on our that we would do it bravely, even if we died . (honour)

1.短语积累

shake hands with 握手

as usual 像往常一样

break out 爆发

right away 马上；即刻

a number of 许多；大量

to the north of 在……北面

put up 举起；张贴

be proud of 对……感到自豪/骄傲

judging from 根据……判断

be known as 作为……而出名

come out of 从……出来

too...to... 太……而不

give out 用完；出故障；分发；宣布

be trapped under the ruins 陷在废墟下

instead of 代替

in honour of 纪念

tens of thousands of 几万

more than 超过；不仅仅

fall down 倒下

at an end 结束；终结

dig out 挖出；查明

wake up 醒来

in ruins 严重受损；破败不堪

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) A terrible earthquake hit the city and in a few seconds the whole city lay .

2) It’s a custom others when they meet in China, while in Japan they bow to each other.

3) following his father’s advice, Jack did just the opposite, which made his father angry.

4) from his expression, he must have won a prize.

5) The whole class the boy student who won the first prize in the English Contest, for he was the honor to their class.

6) The children were busy a tent and it would be completed before dark.

7) Meizhou the Capital of Hakaees, for there are most Hakaees living there.

8) The monument (纪念碑) was set up those who died in the terrible disaster.

9) The monitor helped the teacher the graded test papers.

10) The terrible shaking of the building all the people who were sleeping.

重要句型

1. What do you think may happen before an earthquake? (P25)

疑问词 + do you think/suppose + 陈述句语序的句子？

When do you think he will arrive here?

你认为他什么时候能到这里？

シ译下列句子：

1) 你认为是谁拿走了我的雨伞？

2) 你想我们什么时候来制定计划？オ

2. It seemed that the world was at an end! 似乎是世界末日！（P26）

It seems/appears/happens + that从句 “似乎/碰巧……”

=Sb/sth seem/appear/happen+to do sth 某人似乎/碰巧要做某事。

Sb/sth seem/appear/happen+to be doing sth 某人似乎/碰巧在做某事。

Sb/sth seem/appear/happen+to have done sth 某人似乎/碰巧做过某事。

It seems that we will have a hard time. = We seem to have a hard time.

似乎我们将要过一段艰难的时光。

翻译下列句子：

1) 似乎他从未思考过这样的问题。

2) 碰巧当时大家都在室外干活。

目标解读

1. For three days the water in the village wells rose and fell, rose and fell. (P26)

rise：

1) vi. 上升

The sun rises in the east and sets down in the west.

起立；起床

Knowing that she wouldn’t help, he rose and set off for home.

知道她不帮忙，他站起来回家了。

增长

The cost in supporting a family is rising quickly recently.

维持一个家庭的费用近来迅速地增加。

2）n. 上升；上涨；升起

a rise in price 价格的上涨

give sb. a rise 给某人提工资

at the rise of the sun 日出之时

【词语辨析】rise与raise

(1) 两者都可表示“升起”之意，这时rise是不及物动词，而raise是及物动词。The price of meat has risen sharply lately.

最近肉价上涨很快。

The butchers will raise the price of meat in a few weeks.

肉商几个星期内将提高肉价。

(2) 表示“起立、起床、增长”时只能用rise。

Although very tired, when hearing the alarm, he rose from the bed quickly.

虽然很累，当听到闹钟响起时，他迅速地从床上爬起来。

(3) 表示“饲养、提出”时要用raise。

He is just the person who raised such a good plan.

正是他提出了这么好的计划。

2. Two thirds of the people died or were injured during the earthquake. (P26)

injure 受伤；伤害

He was badly/seriously injured in the accident.

他在事故中严重受伤。

Drinking too much surely will injure one’s health.

喝太多酒当然会伤害到一个人的健康。

injured adj. 受伤的

injury n.伤口；受伤处

【词语辨析】injure: 受伤

wound: 受伤（一般强调外伤）

harm: 意指无形的伤害，“对……有害”

hurt: （肉体或精神上的）伤害，强调疼痛

Don’t often listen to the loud music. It will harm your hearing.

In the modern war, not many soldiers were wounded or killed.

Your words really hurt him a lot.

He fell from the second floor and was badly injured /hurt.

3. In the farm yards, the chickens and even the pigs were too nervous to eat. (P26)

too...to... 太……以至不能……。例如：

The boy is too weak to lift the heavy box．

这男孩太虚弱，举不起那个重箱子。

当too...to...跟少数形容词（如ready,glad,pleased,apt,willing,inclined，eager, easy, satisfied等）搭配时，不定式无否定意义。例如：

He is too ready to promise．他轻于许诺。

Beginners are too apt to make mistakes．初学者极易出错。

He is too much inclined to give himself airs．

他太喜欢装模作样了。

需要注意的是，too... to... 的否定形式not too... to... 的意思是“不是太……而不能”。例如：

He is not too young to dress himself．

他不是小得连衣服都不会穿。

It is never too late to learn．活到老，学到老。

too还因此形成一类特殊而重要的用法，具体如下：

cannot（或can never）... too... 表示“怎么……也不会过分”、“越……越好”的含义。如：

One can never be too careful in one’s work．工作越细越好。

One cannot be too careful in making the decision as it was such a critical case．

因为这是一个如此重要的问题，所以在做出决定时无论怎样谨慎都不过分。 You cannot praise the play too highly．

这出戏你无论怎样称赞都不会过分。

4. But one million people of the city, who thought little of these events, went to bed as usual that night. (P26)

think little of 不重视；认为没价值

It is wrong to think little of everything. 对什么都不在乎是不对的。

She thought little of my work. 她不看重我的工作。

【词汇网络】类似词组：

think much of 认为某人很重要

think better of sb. 对某人印象好；看重某人

think better of sth. 改变……念头；打消主意

think highly of 看重；器重

think well of 重视

think little of 看轻；看不起

think poorly of 不放在眼里；轻视

think nothing of 轻视；认为无所谓；认为没什么了不起

as usual 照例；和平常或习惯一样：

As usual, I slept late that Saturday morning.

和平时一样，那个星期六早晨我起得很迟

5.Sand now filled the wells instead of water. (P26)

instead adv

1) 替代；更换

If you cannot go, let him go instead.

如果你不能去，让他替你去。

2) （与of连用）代替

We’ll have tea in the garden instead of in the house.

我们将改在花园喝茶，而不在屋里喝。

6. Describe your feelings about the city, which is known as the “Brave City of China”. (P29)

1) be known as +身份

2) be known for... 因……出名

The area is known as a green tea producing places.

这个地方是以绿茶生产地而闻名的。

The town is known for its fine park.

这个小镇以它精致漂亮的公园而闻名。

3) be known by 根……而得知

A person is known by the company he keeps.

根据他经营的公司可知道他这个人。

4) be known to 被某人所了解

It is known to all that theory comes from practice.

大家都知道理论来自实践。

7. One other thing to remember. (P31)

one other :应该注意限定词顺序,

“限定词”包括：冠词、物主代词、指示代词、或数词，它位于各类形容词前。它本身分为三位，即：前、中、后。前位限定词有all、half、both、分数和倍数；中位限定词有冠词、指示代词、物主代词等；后位限定词有基数词和序数词，但序数词位于基数词前。如:both my hands、all half his income等。

8. An outline will prepare you to write a better story. (P31)

prepare

1) prepare “准备；预备；筹备；制作；配制”

①prepare + 名词或代词。例如：

He has prepared his lessons. 他已备好课了。

②prepare + 双宾语（间接宾语和直接宾语）。例如：

The secretary has prepared the president a long report.

= The secretary has prepared a long report for the president.

秘书已为董事长准备好了一份长篇报告稿。

③prepare + 动词不定式短语。例如：

They are busy preparing to go on vacation.

他们正忙着准备去度假。

④prepare + for （或 against ）引起的短语。例如：

The students are busy preparing for the mid-term examination.

学生们正忙于为期中考试作准备。

The peasants are preparing against the drought.

农民们正在为抗干旱作准备。

2) prepare“使（人）作好准备；叫（人）作准备”：

①prepare + sb/oneself + for sth.例如：

He was preparing himself for the marathon race then.

他当时正在为参加马拉松比赛而作准备。

②prepare + sb/oneself + 动词不定式短语。例如：

He prepared himself to take out a license for a driver.

他为取得汽车驾驶执照作了准备。

3) 过去分词 prepared 用于系表结构，意思为“为……做好准备；打算”：

①be prepared + for （或 against ）引起的短语。例如：

They were prepared for the worst.

他们已准备好应付最坏的情况。

② be prepared + 不定式短语。例如：

I am not prepared to listen to all your weak excuses.

我不愿听你那些不成借口的借口。

其它写出单词意思

earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist

shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.crack, survivor, miner

right away, at an end, dig out, give out, thousands of

重点句子

1. Farmers’ wives noticed that the well walls had deep cracks in them.

2. It seemed as if the world was at an end!

3. Bricks covered the ground like red autumn leaves.

4. The army organized teams to dig out those who were trapped and to bury the dead.

5. Workers built shelters for survivors whose homes had been destroyed.

shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

② 短语：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

选词填空

dream of , make up one’s mind, change one’s mind,

give in, give up, insist on, stick to, determine to

John is a mountaineering-lover, who has _________conquering the Alps, a mountain with an altitude of 4804 meters since he was a middle school student. However, his mother thought that mountaineering was such a dangerous sport that she always tried to persuade him to _________. It is his deep love for climbing that made him __________ realizing his dream.

One day, John got the chance to climb the Alps. His friends __________ form a team to pay a visit to the Alps and of course John joined them happily. In order to do the trip properly, they examined every detail. Feeling his son’s great determination, John’s mother knew that he would not_____________. Finally, John and his friends succeeded in conquering the Alps.

第5单元

词汇过关

1.重点单词拼写

1) We should pay more attention to the q as well as the quantity.

2) He is always w to help anyone who is in t .

3) Whatever difficulty you meet, I hope you will never lose h .

4) Everything needs to be done according to a certain (原则,原理)

5) People in Iraq are dreaming of living a p life, that is they hope to live in p .

6) The thief was caught and was s in p for 3 years.

7) During the p when I was in my university, I studied l myself and became a l after graduation.

8) The final examination is coming. Our teacher a us to go over

our lessons carefully.

9) If it c to rain for some days, the crops would be destroyed.

10) If he gets that (职位），I think he can do it well.

11) He received a sum of money, but he didn’t want to a it.

12) They don’t want to solve the problem with v . Instead, they hope to solve it in a peaceful way.

13) In some countries, especially in some poor countries, women are not

really e to men.

14) If you feel cold while sleeping, you can add a b on your quilt.

15) As a well-e person, it’s hard for us to imagine that she treat the boy with such (残忍).

2. 重点词词形变换

1) The pupils got to know that Liu Hulan was a and died and they were moved by her deeds. (hero)

2) They were so that they cut the man into pieces . We all felt sure that they would be punished by their . (cruel)

3) He is really a man with many , but do you think you are

enough to do the work? (quality)

4) Let him do what he . He is not to do that if it is against his . (will)

5) pay for work. That’s our rule. If we can’t treat every client , we will break the in our company. (equal)

6) We all enjoy the of the countryside, for we can live with the nature and live a life there. (peace)

7) You are not allowed to commit any , or you will become

a and be sentenced to prison for the act. (crime)

8) The big waves beat the coast . The wind blew with great , which caused a storm. (violence)

9) If this proposal is to you, you must it. In this way the proposal will meet with general . (accept)

10) She is always having the of snakes. She finds it to come across a snake, which will her very much. (terror)

1.短语积累

put...into prison 把……投进监狱

in fact, as a matter of fact事实上

fight against 与……作斗争

come to power 上台执政

break the law 违反法律

without pay 没有报酬

lose heart 灰心；泄气

be active in 积极参加；活跃

be willing to do something 愿意做某事

be out of work 失业

be stopped from doing something 被阻止做某事

answer violence with violence 以暴制暴

be in good health 健康良好お

blow up 发脾气；爆炸

ask for 索-

be in trouble 处于麻烦中

die for 为……而死

advise somebody to do something 建议某人干某事

in reward for 作为……的回报

set up 建立

be sentenced to 被判处……

worry about 为……担心

be free from 免去……之苦

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) Whatever great difficulty we meet, we’ll never .

2) If you can’t finish the work on time, you’ll be .

3) Your parents are you: do make a phone call to them.

4) She has been for a year and is looking forward to being in work again.

5) People expect to pollution and live in a pleasant environment.

6) -- I thought you wouldn’t mind.

--Well, I don’t; but you should have asked me first.

7) Several people were killed and many were hurt when a bomb at the busy street.

8) As soon as he arrived in Paris, he for the wrongs his family had done.

9) As a Jew, Einstein was forced to leave his homeland after Hitler .

10) The government has a working party to look into the problem of drug abuse.

11) He death because of killing someone on purpose.

12) The women workers should the men in pay since they do the same work.

重要句型

1. The last thirty years have seen the greatest number of laws stopping our rights and progress. (P34)

拟人用法：时间、地点 + see/eyewitness + 事件。

1949 eyewitnessed the foundation of the People’s Republic of China.お

即时强化练习：

翻译下列句子：

1) 我们学校是1993年成立的。

2) 在这个村庄曾经发生过一次灾难。

2. Only then did we decide to answer violence with violence. (P34)

Only+状语+部分倒装句

Only in this way can we find the correct answer.お

即时强化练习：

翻译下列句子：

1) 只有当你遭遇过这样的事情后你才会相信。

2) 只有在这样的一个家庭你才有这样的好生活。

目标解读

1. Will you help others with their work if they ask you? (P33)

help sb with sth 帮助某人做某事

Would you please help me with my homework?

help的其它用法：

1）help sb. (to) do sth. 帮助某人做某事。

Can you help me to learn English?-

2）help oneself （ to sth ）自用（食物等）；随便拿

Help yourself to the fish. 请随便吃鱼。

3）help sb. into/ out of 搀扶某人进入 / 走出。

He helped the patient out of the hospital.

他搀扶病人走出了医院。

Can you help the patient into the hospital?

你能搀扶病人进医院吗？

4）help sb. out 帮助某人克服困难，渡过难关、解决问题、完成工作。 When I’m in trouble, he always helps me out with money.

每当我处境困难时，他总是用金钱帮助我渡过难关。

Please help me out with thi

篇9：M5U2 The environment Reading(新课标版高一英语必修四教案教学设计)

课前导学

1.预习：Part A

2.重要短语：

1). 消减；缩减；减少___________ 2) 自由发言___________

3）原材料___________ 4）用尽___________

5）对…担心___________ 6）只要___________

7）砍到___________ 8）四处打听___________

3.根据课文内容完成下面的表格：

Speakers Lin Shuiqing

( a1._________ from the

Green Society ) Qian Liwei

( a business development

2.______________)

Points

Economic development is bad for the 3.___________

A healthy environment and development should be 4._________ at the same time.

5._______________

Large areas of the world are damaged by chemical 6.______________.

People suffer from air and water pollution.

Much sea life being 7._________ by fishing boats.

Many factories and industries control the amount of pollution they produce.

They are careful to spend money 10.__________ any damage they cause.

The people 11.__________ these factories are concerned about the environment.

Suggestions

8._______ back on production and reducing the amount of things people make and buy.

Thinking more about 9.__________ our waste.

Teaching people ways of living that do not harm the environment.

Producing more things from

12.________ that have been recycled.

Better 13._________ to preserve the environment.

Paying higher 14.________ for polluting the environment.

4. 根据Reading部分的课文内容选择正确答案：

(1)Mr. Qian Li wei approves of the following points except _________.

A.large amounts of fish are being caught by fishing boats before they can lay eggs.

B.People are more important than fish and trees.

C.We should produce more things from recycled products.

D.We need more effective laws to preserve the environment, which still allow the economy to grow.

(2)Which of the following statements can suggest that we can achieve a balance between the economy and environment ?

A.Many people are willing to pay slightly higher prices for things that are environmentally friendly.

B.Many people, old and young, are doing their best to protect their surroundings.

C.Our country has passed the law that factories which pollute the environment should have to pay higher taxes.

D.All of the above.

教学过程

词汇讲解

1. debate vi./n. 辩论，争辩，争论

debate with sb. about/on sth._____________ hold a debate ___________

beyond debate ______________ under debate ___________

1)We are _______________or not to have a trip this summer. 我们盘算着今年夏天是否去旅游。

2) She debated with herself for a while, and then picked up the phone.

辨析debate/ argue/ discuss

debate 指正式辩论，着重双方“各抒己见”

argue 着重“说理，争论”和“企图说服”

discuss 着重“讨论，磋商”

3) We ____________with the waiter about the price of the meal. 我们跟服务员争执那顿饭的钱。

4) Have you _________ the problem with anyone? 你与谁商量过这个问题？

5) We _________ the proposal for three days. 那个建议我们辩论了三天

2. operate

The doctor operated on the baby’s throat.

What skills are needed to operate this machine?

Illegal drinking clubs continue to operate in the city.

Soldiers cannot operate effectively without good food.

拓展：

operating system _____________ operating table_____________

perform an operation on _____________ in operation _____________

put/ bring sth into operation _____________ come/ go into operation _____________

3. credit 荣誉，赞扬；信用，信赖;名声，信誉;赊账，信用贷款；学分

He deserves credit for what he has done for the city.

Your honesty does you great credit / does great credit to you.

We gave credit to his story.

George has credit with his teacher.

He is a man of great credit in our town.

Greatly to his credit, he won the prize.

I bought the dishwasher on credit.

He hasn’t enough credits to get his degree.

4. responsibility

We have responsibility for protecting them.

You must take responsibility for what you have done.

Mike is responsible for the whole project.

5. cut back on

To save money, we should cut back on our spending.

Many companies are cutting back on staff at the moment.

If we cannot sell more, we will have to cut back on production.

6. use up / run out/ run out of

Don’t use up all the milk. We need some for breakfast.

Her money soon ran out.

She is always running out of money before payday.

难句分析

1.With me are Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant.(P22 Line5)

【句式研习】该句是一个______句，由于主语 “Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant” 较长，为了避免句子___________，往往把介词短语或其他成分提到句首。

【归纳拓展】

1）当句首状语为方位词，且谓语动词为go,come等表示位置转移的动词时句子须倒装。

翻译：飞机飞高了。______________________________

翻译：主席进来了，会议开始了。________________ and the meeting began.

2) 当句首状语为表示地点的介词词组时，句子须倒装。

翻译：一个身材高大的警察从拐角处走来。__________________________________

2. The world’s population has grown by six times what it was in 1800. (P22, Line 19)

【句式研习】倍数表达法

This box is four times as light as that box.

The cotton output was four times greater than that of .

The Earth is 49 times the size of the Moon.

3. As a business development consultant, I’m often seen as being against the environment. (P23, Line 29)

【句式研习】本句中as 是______词，用来谈论________________________________.

As an interviewer, you ought to sit back and listen.

She spoke of him as her dearest friend.

比较：

As I left the house, I remembered my keys.

It is very difficult for us to know what to do, as we are not his parents.

I did as he asked.

Poor as he was, he was happy.

4. What I’m here to say is that having worked with many environmental consultants, I know that a healthy environment and development should be possible at the same time. （P23 Line34）

【句式研习】本句中what 引导一个________从句作__________,第一个that引导的______从句；在_______从句中，know后的that 引导了_______从句，而现在分词短语having worked with many environmental consultants作________状语。

5. The people operating these factories are deeply concerned about the environment. (P23, Line 37)

【句式研习】本句中operating these factories作________, 用来_________________，相当于一个________从句。

There is a piano standing （= which ________）in the corner.

A man respecting others (= who _______________) will himself be respected.

Can you see the star moving (=that _____________) in the sky?

6.Asking around, I find many people willing to pay a little higher prices for things that are friendly to the environment. （P22 Line51）

【句式研习】本句中asking around 为现在分词短语作_______， willing to pay…things 为形容词短语作___________, that 引导________从句，修饰________,其中that 在______从句中作 _______。

反馈矫正

1. It’s here that the river f__________ down into the see.

2. The company is famous for the p__________ of small cars.

3. As we all know, he is g_________ for money.

4. It is his r_______ to make arrangements for the meeting.

5. Are you w________ that he should be admitted into our club?

6. He deserves c__________ for what he has done for the city.

7. He stated his b_________ that evolution occurred through natural selection.

8. I paid $1,000 in t________ last year.

9. I’ll c________ my teacher about the problem.

10. These fish are often eaten r_______.

迁移创新

1. The top leaders of the two countries are holding talks in a friendly __________.

A. atmosphere B. state C. situation D. phenomenon

2. Peter’s jacket looked just the same as Jack’s, but it cost ________ his.

A. as much twice as B. twice as much as

C. much as twice as D. as twice much as

3. I was just talking to Margaret when Jackson _________.

A. cut in B. cut down C. cut out D. cut up

4. It’s helpful to put children in a situation ______ they can see themselves differently.

A. that B. when C. which D. where

5. I would appreciate _____ if you come to my grandma’s birthday party and say “Hello” to her.

A. that B. it C. you D. one

6. - I’m still working on my project.

- Oh, you’ll miss the deadline. Time is ________.

A. running out B. going out C. giving out D. losing out

7. As these new products are not selling well, the members of the board have decided to _______production.

A. cut down B. cut down to C. cut back on D. cut off

8. ________ we move the picture over there? Do you think it will look better?

A. If only B. What if C. As if D. Even if

9. The grandfather, much to the surprise of the doctors, won’t want his granddaughter _____ this week.

A. to operate on B. operates C. to be operated on D. operating

10. He is easy to get along with. that, he is a determined boy. Which of the following is wrong?

A. In addition B. Besides C. In addition to D. Apart from

课前导学

1. cut back on 2. open the floor 3. raw material 4. use up

5. be concerned about 6. as/so long as 7. cut down 8. ask around

A D

引导梳理

1. 倒装头重脚轻

After the banquet came a firework display in the square.

Up went the plane.

In came the chairman

Round the corner walked a tall policeman.

2. 结果限制性定语从句先行词chemicals ,定语，chemicals

3. 表语定语，things 虚拟should+动词原形虚拟 be punished help

4. 名词性主语表语表语宾语原因

5. 状语宾语补足语定语 things 定语主语

6. What if you fall sick?

What if she forgets to bring the book we need?

If I say I won’t go with you,so what?

What’s more

反馈矫正

1. flows 2. production 3. greedy 4. responsibility 5. willing

6.credit 7.belief 8. taxes 9. consult 10. raw

迁移创新

1-5 ABADB 6-10 AABCA

（小周）

篇10：Phrases for unit 1 Module 1 (新课标版高一英语必修四教案教学设计)

Phrases for unit 1 Module 1

Unit 1 School life 35.the best way to do / of doing sth

1.tell the differences between…and 36.achieve high grades/ success

2.know of / about sb/sth 37.a bit challenge

3.(be) at ease with 38.at first

4.be happy with sb / sth 39.spend… (in) doing

5.on (the ) average 40.at the end of this month

6.used to do sth 41.miss doing

7.be used to doing sth 42.as well (as )

8.for free 43.word by word

9.such as 44.at the beginning of …

10.encourage sb to do sth 45.according to…

11.introduce A to B 46.first of all

12.pass sth on (to ) sb. 47.do like eating desserts

13.be available for 48.think of

14.(be) far ( away) from 49.learn about

15.make sure that…. 50.the quickest way to get to the canteen

16.graduate from 51.go straight on

17.upon/on doing 52.be late for…

18.surf the internet 53.get/be/become interested in

19.donate sth to sb 54.develop an interest in

20.forget to do sth 55.miss the chance to do sth

21.forget doing sth 56.instead of (doing) sth

22.inform sb of sth 57.pay attention to

23.prepare for 58.as… as possible

24.make preparations for 59.finish doing

25.in preparation for 60.compare …with

26.do… for preparation 61.regret to do

27.be responsible for 62.regret doing

28.be made up of 63.songs sung by the students

29.consist of 64.stop to do / doing

30.come up with 65.read …out aloud

31.mean to do 66.have something done

32.mean doing

33.than usual / as usual

34.attend assembly

Unit 2 Module 1

36.keep … in mind

1.turn up 37.get … tidied up

2.force sb to do sth 38.clean …up

3.an unpleasant experience 39.either…or

4.can’t wait to do… 40.not…. at all

5. be supposed to do 41.ask for sth

6.be gong/ missing /lost 42.at the moment

7.do with… 43.refuse to do …

8. deal with 44.insist on doing

9.leave sb in charge 45. be to do …

10. be in charge of 46.at present

11.act like an adult 47.prevent doing

12.expect sth from sb 48. prevent … from doing

13.go unpunished 49.allow sb to do…

14.go out 50.keep doing

15.have sth done 51.help …with

16.not … any more 52.shout at

17.deserve to do 53.like crazy

18.be hard on… 54.every time

19.be rude to … 55 forbid …from doing

20.be different from… 56. search for

21. than ever (before ) 57.waste .. doing

22.make sb do 58.invite sb to do…

23.even if 59.now that…

24.without being punished 60.feel like doing

25. should have done 61.in the form of…

26.explain to sb sth/ that… 62.suggest doing

27.on one’s holiday / vocation

28.argue about sth with sb

29. a little bit expensive

30. be proud of

31.stay up

32.after all

33.mix…up with…

34.in fact

35.keep doing

Unit 3 Module 1

1.by doing …

2.keep sb doing…

3.cause sb to do ….

4.hear from

5.for weeks

6.three times a week

7.work out

8.stay slim

9.be ashamed of…

10.lose weight

11.keep doing

12.regret doing

13.follow sb’s advice

14.be amazed about

15.go on diets

16.learn from

17.in secret

18.keep fit

19.side effect

20.unlike what Jeff said

21.by the way

22. join sb in sth

23.help do …

24.be surprised to do…

25.prepare sb for…

26. as a matter of fact

27.in no time

28.along with

29.come cross

30.in the long term

31.give out

32.be dying for sth/ to do sth

Unit 1 Module 2

page 1 Page 7.

1. a sunken ship 31. dream of

2,run into 32.come true

3. reason for building the pyramids 33 separate…from…

4. believe in 34..take off

page 2 Page 11

5.step up 35.so far

6. search for 36.get…done

7.go missing page 18---19

9.due to 37.be said to be hairy

10.because of 38.run after

11.stay out late 39.on average

12.show up=turn up 40.footprints made by men

13.the next day /next day 41.cause ...to do

14.in fact 42.could have done

15. did return home 43.become convinced

16.see/hear/… doing/do 44.make one’s way to…

17.go straight home 45.have the chance to …

18.put on Sentences’ structures:

19.according to… 1.Mr Foster was surprised that his son did not

20.outside the window tell anyone that he was staying out late.

Page 3 2. However, police found that Justin did in fact

21.full moon return home on Friday night .

22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.

23.so that/ so …that…

24.do research on

25.rule out

26.look into

27.make up

28.take charge of=be in charge of/ in the charge of

29.look at…

30.give up

Unit 2 Module 2

p 22 -23 an animal to sit on make a fire

be busy doing… lose one’s way

spend… (in) doing run out

be ready to do… a piece of equipment

on camels/ by camel when needed

be the size of … P 28 over a period of time

sleeping bags p 31 be disappointed at…

so that (conj) in total silence

on clear nights (prep) at dawn

in the dark (prep) p33 look out for …

in case (conj.) at the foot of…

in case of …(prep) p35 up to $ 2,000

in that case (prep) in total

turn upside down P 38

get turned join together

including cows’ blood reach to the sky

close to…. stay young

as …as possible be covered with…

worry about…. feed on…

refer to…. in harmony with

p 25 can’t wait to do… provide …with…

sound like…

look forward to doing…

be worth doing…

P 27 as well

1. I’ll bring a torch with me so that I’ll be able to see in the dark.

2. You have to wear special clothing just in case your raft gets turned upside down or sinks.

3. We’ll try to get as close as possible to the animals, even though they’re dangerous.

4. The weather report says that it will be raining when we arrive in London.

5. As you can see, my schedule for June is full and I cannot go to London for the festival.

6. Lakes , surrounded by vast grasslands, look like jewels.

Unit 3 Module 2

p 41 within seven years

of all time have something/nothing to do with…

have an effect on… at the age of

p42 result in/ result from

during one’s lifetime in advance

teach sb to do … based on…/ base…on

be curious about p 45

at the age of … pay off/ back/for…

set sail (for….) make a great contribution to…

search for later on

be known as… p50

a city called Luxor set foot on…

as well as /as well at full speed

by the 1920s pay (little/ much ) attention to…

right away P58

upon doing… in orbit

fall ill not only….but also

lead …to / lead to win somebody something

P45 in control

fall ill with a fever be proud of

at the moment of… look up to …

hear of… manage to do...

the following day

die of…

shortly after….

Sentences :

p42.By the time we left, it was empty.

Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.

p43 If breathed in, the viruses can result in illness or even death.

What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.

P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.

The team spent the next five years being trained.

It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.

Unit 3 Module 3

be known as

take over

continue to do…

turn to …

be covered with/by

a pair of binoculars

be off to …

by the time…

together with….

prevent …from….

be involved in…

brush away

prepare oneself to do…

in good condition

carry out

lead to…

on board

in memory of….

be in use

in return for….

once again

no more

in the following hundred years

arrange for…

go on a cultural expedition to….

run through

refer to….

pay attention to…

have the chance to do/ of doing….

throughout the world

focus on….

in history

Unit 1 Module 3

page 2-3 that far lose sight of…

glance at continue doing

in sight sweat with fear

set off all of a sudden

by the time ring out

feel a rough hand brush her face page 16---17 work out a plan

feel here heart beating with fear be used to do …

wish for according to…

hold her still a chair to sit on

reach out ( for …) fall asleep

stare (up) at look up (at …)

rest on … bang into

watch out (for…) in a beautiful dress

be off offer sb sth

a fog this bad page 18 mainly because

pay back the chance of being attacked by a shark

get across the road feed on..

except in a fog like this be known as

have … in common find out

page 5 follow one’s advice be fit to do…

weather that bad the latter type of attacks

be frozen with be likely to do…

believe in over a long distance

page 6 go hungry be attracted to sth

page 9 be related to… the following tips

be linked to… hit… on the nose

a question to be answered stick sb in the eye

page 11 have something/nothing to do with..

overall health as well sign language even if

make the most of at lunchtime sleep deeply manage to do..

rather than +V in the distance be grateful to…

make one’s way to… in the near future

can’t help doing/do 名词性从句：主语从句宾语从句

warm ..up 表语从句同位语从句

get close to

Unit 2 Module 3

p 22-23 throughout history due to…

so many confusing rules differ from

be made up of as a whole

a language called Celtic turn into

mix…with… combine …and/with …

be different from

consist of…

pick up

lift up

contribute to…

take control of…

despite the fact

have an impact on…

result in..

by the latter half of the 14th century

mother tongue

because of…

continue doing…

P 24 take the place of…

p 25 depend on…

p26.a lauge number /amount of…

in addition

take my concerns into consideration

have a word with…

right away

sort out

p 28-29 dream of…

come tre

look up the word

a waste of…

what if.

keep changing

disagree about sth

agree with sb

care about…

keep their language pure

Unit 1 Module 4

page 1. be aware of, be tired of…

be similar to... be available to….

Project Hope on sale

page 2 encourage sb to do.. be popular with…

be used to +N/Ving ( V) of high quality/ importance/help..

in a day p 8 the following day

do research on… the previous day

share sth with sb over and over (again)

believe in an idea p 13 consider doing

for free be attractive to sb

be intended to do… p 16 regret not having done…

protect ….from…. up to 6 hours

even if/ even though be bored with….

be proud of… Page 18

connect ….to…. get sb to do…

fall for …. be concerned with

play tricks on … care about

the public get …across

be meant to do…. depend on…

lead better lives appeal to

Knowledge changes life

deal with….

live healthy lives

Smoking is committing suicide slowly

follow the advice

be smart about….

be supposed to do…

warn...against…

page 5 offer sb sth

be satisfied with…

trick….into…

take drugs

keep away from….

persuade sb into doing….

page 6 at low price

Unit 2 Module 4

save time for 词汇拓展

in honour of honour n adj adv

from around the world delight n adj adv

come to one’s attention significance n adj

under the name of brief adj adv

recognize …as… athlete n adj adv

get sth doing marry v adj n

be designed to… compete v n adj

come up with peace n adj adv

look out for contribute v n

enter…into… absence n adj

be of great use excite v n adj

call an ambulance Asia n adj

meet the requirements move v n

(keep …)under control glory n adj

make way for attract v n adj

hope for orgin n adj adv

take part in act v adj adv n

side by side require v n

break the record practise v n

make contributions to associate v n

play a role in support v n

be popular with… involve v adj n

at least

plenty of

no matter wh-…

be delighted to do

look forward to doing

hope for + N

every two years

compete for…

the opening ceremony

across the world

realize one’s dream

Unit 3 Module 4

come true end in failure

virtual reality make money

not only…but aslo P 49

pass on at the moment

thousands of last but not least

be connected to on display

give out throughout the week

put forward P 51

depend on set up

last but the not least concertrate on

set up be bored with

be accused of…. accuse …of be disappointed at /by

close down be impressed at/by/with

concentrate on be situated in/ on

in my opinion be surprised at/by

come across P 53

instead of at one time

P 42---43 in my opinion

pass on in worse condition

be connected to P 59

thousands of come across

give out tell of…

add to… recognize …as

upon doing… at a speed of…

not only …but also with the help of….

provide …with…

play the role of ….

put forward

in reality

bring…alive

P 45

take the risk of….

P 46

make a profit

篇11：必修4 unit4 body language(新课标版高一英语必修四教案教学设计)

Pre-reading

1. What is the purpose of language?

2. What do you think “Body language” means?

3. How can you tell if someone is sad even if they do not speak?

Reading

Task1: Answer the questions on P26 to P27

Task2: Fill in the blank.

Country / Area Ways to greet each

Britain Shake hands. Do not stand very close to others or touch strangers as soon as they meet.

Canada Shake hands.

Japan Bow.

Spain、Italy、South American countries Approach others closely and are more likely to touch them.

France Shake hands and kiss each other twice on each cheek

Middle East, some Muslim countries Shake hands and stand quite close to other men. Nods to women and do no shake hands with them.

Language points

Reading

1，They will be meeting at a major hotel with local business people and people who represent the Chinese government.

will be meeting “将要会见”

will / shall be doing 表示“预料将要发生的动作”，在现代英语口语中用得很多，口气往往比较婉转，随便。

(1)你什么时候再来看望我们？

When will you be visiting us again?

(2)我就要去参加一个国际会议了。

I shall shortly be attending an international conference.

major

adj. more important, great(er) 较大的，较重要的，主要的

a major road 干路

这辆车需要大修。

The car needs major repairs.

vi. specialize in a certain subject( at college or university) 主修，专攻

major in 攻读，专修，主修

黛西是法语专业的。

Daisy is majoring in French.

n. 专业，陆军上校

local adj. 地方的，本地的，地区的

当地的医生 the local doctor

本地新闻 the local news

这是头本地羊。 This is a local sheep.

represent vt.

1). 表现，描绘，描画

这幅画描绘了亚瑟法庭的一个场面。

This picture represents a scene at King Arthur’s court.

2) 代表，

秃鹰象征了美国。

The bald eagle represents the United States.

3) 想象 represent sth. to oneself 想象出某事物

2.Four people enter looking around in a curious way.

curious adj. eager to learn or know 富于好奇心的，有求知欲的，感兴趣的

be curious about 对……好奇

be curious to do 急于做

curiosity n. 好奇心 curiously adv. 好奇地

(1)她还是个小女孩儿时，就对人类的起源发生了兴趣。

As a girl, she was curious about the origin of human beings.

(2)The tourists were surrounded by the curious children.

游客被好奇的孩子们围起来了。

3. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.

disappoint v. 使（某人）失望

disappointed adj. 失望的，失意的，受挫的

disappointing adj. 令人失望的，扫兴的

(1)如果我考试不及格，我的父母会失望的。

My parents will be disappointed in me if I fail the exam.

(2)结果令我们所有人都很失望。

The result disappointed all of us.

(3)多么令人失望的消息啊。

What disappointing news!

(4)比赛输了，这令她很沮丧。

She was deeply disappointed about losing the game.

standing watching and listening V-ing形式作状语表伴随

4. Mr. Garcia approaches Ms. Smith, touches her shoulder and kisses her on the cheek.

approach ① n. (UC) 靠近，临近，接近

② n. (C) 通路，入口；方法，步骤(method)

③ v. 靠近，走近

（1） We heard the approach of the train. (火车开过来了。)

（2） All approaches to the town （所有通往城镇的道路）are blocked.

（3） Do you know the best approach （最佳方法）to study a foreign language?

（4） He approached （靠近）the bird quietly.

5．These are examples of learned or cultural “body language”.

learned adj. having much knowledge acquired by study 有学问得，博学的

learned man 学者

他很有学问，但是非常自负。

He’s very learned but rather proud.

6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.

1）not…nor… 既不。。。，又不。。。

nor 常置于句首、助动词或连系动词之前，表示 and also not. 此时也可以用neither 代替。

(1)我不喜欢这部电影，她也不喜欢。

I don’t like the film. Nor / Neither does she.

(2)我今天不去上班，梅西也不去。

I’m not going to work today and nor / neither is Maisie.

touching … or being … 都用作状语，相当于 while ( they are ) touching… or

2）nor are they 。。。含有否定意义的副词或连词（如not ,seldom, little, hardly, never, rarely, nowhere等）放在句首时，需用倒装。

(1)他一个英语单词也不会说。

Not a single word of English can he speak.

(2)我从来没有见过他。

Never have I seen him before.

(3)Not for a moment ______what he said. B

A. I believed B. did I believe C. I would believe D. I believe

(4)No where else in the world ___ a place so beautiful. C

A. you can find B. find you C. can you find D. do you find

7. People from places like … and are more likely to touch them.

be likely to 很有可能，有希望。。。

possible , probable, likely

possible 表示可能的可能性不大，强调客观上有可能性，但也常常暗自“实际上希望很小”.常用于固定结构中，如：as…as possible, if possible, It is possible that…, It is possible for sb to do sth.

probable 表示可能性很大，主要用来指有根据，合情理，值得相信的事物，译为“很有可能地，大概” It is probable that…

likely 表示可能性很大，但比probable弱，侧重从表面看，某事很有可能发生，当指某人或某事充当主语，其后用不定式，只能用likely ，而不用possible ,probable,即，sb./sth.be likely to do. 句式：It is likely that…

(1) It’s nearly ten o’clock and father ____ walk in at any moment. C

A. is possible to B. is maybe to C. is likely to D. is able to

(2) Look, dark clouds are gathering. It is ____ to rain soon. C

A. probably B. possibly C. likely D. perhaps

(3) ___ there likely ___ anyone to meet us at the airport? D

A. Does, to be B. Is, being C. Has, that D. Is, to be

8. It is an interesting study and can help you avoid difficulty in communication.

avoid vt. 避开，躲避（某人/某事物）；防止（某事）发生，预防

avoidable adj. 可避免的 avoidance n. 逃避，避开

avoid( driving in ) the center of city 避开市中心(行驶)

(1)做为一个驾驶新手，琳达尽力避免发生事故。

As a new driver, Linda tries her best to avoid accidents.

(2)I quickly walked to the other side of the road to avoid ___ him. C

A. to meet B. having met C. meeting D. to have met

Using language

1. Some body language is similar everywhere.

1) some 后面有时可跟可数名词的单数形式，意为“某种，某个”(a certain)

(1)他没通知我们就走了，他一定有他的理由。

He left without telling us. He must have some reason for this.

(2)你能给我推荐个旅馆吗？

Could you recommend me some hotel there?

2) be similar with 类似的，相像的

e.g. 玛丽的帽子和简的差不多。

Mary’s hat is similar with Jane’s.

2.A smile is the universal facial expression –it is intended to put people at ease.

facial expression 面部表情

intend v. 打算，想要，企图

intend to do/doing sth. 打算做……

intend sb. to do 打算让某人做

intend that = intend +n.+to do 打算做。。。

be intended for 为。。。而。。。（表示目的）

be intended as 作为。。。

(1) He intends to study abroad (到国外留学)next year.

(2) He intended his son to manage （打算让他的儿子经营管理）the company.

(3) The movie is intended for （为。。。而。。。）adults only.

(4) It is intended as （作为）a joke.

ease n. 安心，安逸，容易，轻易； v.减轻，放松

at ease 舒适，不费力气 with ease （军队口令）稍息

put/ set sb. at (his) ease 使某人感到轻松自在

ease out （使）悄然离开 ease off （病）减轻，缓和，放松

ease one’s mind 心情舒畅 take one’s ease 使自己轻松一下，休息

(1) His words put me at ease. (使我感到轻松)

(2) He is at ease （放心）about the matter.

Ex.

1. _________dogs seldom bite. D

A. Bark B. To bark C. Barked D. Barking

2. To get here in time, they came ________ all the way. A

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

3. He sat there ________, with his head on his hand. B

A. and think B. thinking C. thought D. being thought

4. The wolf spoke in a _______ voice and Mr Dongguo felt _____. A

A. frightening; frightened B. frightened, frightened

C. frighten, frightening C. frightening, frightening

5. They set out ______ for the ___boy. B

A. searching, losing B. searching, lost

C. to search, lost D. searched, losing

6. It’s a pleasure to watch the face of a ____ baby. C

A. asleep B. sleep C. sleeping D. slept

7. The student sat there, _________ what to do. D

A. doesn’t knowing B. didn’t knowing

C. not know D. not knowing

8. The secretary worked late into the night, __________ a long speech for the international conference. C

A. to prepare B. prepared C. preparing D. was preparing

9. European football is played in 80 countries, ____ it the most popular sport in the world. A

A. making B. makes C. made D. to make

10. The _____ Prime Minister expressed his satisfaction with his talks, _____ that he had enjoyed his stay here.. C

A. visiting, add B. visited, adding

C. visiting, adding D. visited, added

篇12：模块一 1-5单元练习答案一单元 (新课标版高一英语必修一教案教学设计)

模块一 1-5单元练习答案

一单元

单词过关

1）Loose 2） crazy 3）gestures 4） ignore 5） concern

6 settled 7）dusk 8）teenagers 9）tips 10）upset

重点词汇转换

1）unreasonable; reasoning; reasons 2）ignored; ignorant; ignorance

3）sufferings; sufferer; insufferable 4）agreement; agreeable; disagreed

5）recovery; recoverable; recover 6）addition; additional; added

7）communicative; communicate; communication

8）purpose; purposelessly concerned; 9）concern; concerns 10）Germans; Germany; German

词组积累

1）add up 2） has trouble 3） took no notice of 4）face to face 5）on purpose

6）are concerned about 7）to do with 8）fell in love with 9） no longer 10） have gone through

重要句型

1) I didn’t find out that I forgot to bring my wallet until I got to the department store.

Not until I got to the department store did I find out that I forgot to bring my wallet.

It was not until I got to the department store that I found out I forgot to bring my wallet.

2) She didn’t burst out into tears until her husband went out of sight.

Not until her husband went out of sight did she burst out into tears.

It was not until her husband went out of sight that she burst out into tears.

1) That was the fifth time that I had left for Guangzhou for study.

2) This is the first time that I have had the chance to talk with you face to face.

其它

1 add … to / added to / added up to

2 on the point of / by…points / pointing at /pointed …at

3 As far as English is concerned / is concerned about / concern / concerned / concerning

4 D / A / share … with / shares 5 B / D/ for

6 went through / get through / gone through / gone through / get through

7 attend / join…in / joining / took part in / joined / join / attended / attend

8 把…收起来 / 储存 / 放弃 / 抛弃

9 It is the first time that she has talked with an English man / Every time I see him ,he is always preparing his lessons. 10 B / C / D / A

2单元

单词过关

1）Including 2） present 3）commanded 4）requesting 5）recognized 6）government 7） However 8）Impolite 9）direction 10） modern

重点词汇转换

1）Included 2）directed, director 3）presence 4） modernization 5） nation

6）useless, 7） use 8）Useless 9）actually 10） rapid

词组积累

1）Luck played an important part / role in his success.

2）The play, (which is) based on a true story, is very instructive.

3）John didn’t attend the meeting because of his illness.

4）Make good use of every chance (that) you have to practise speaking English.

5）The number of the students (who are) absent today is five

重要句型

1) Inspired by the teacher, I work harder than ever before.

2) This winter it is colder than ever before.

1) He is absent from school today. This is because he is ill.

2) I didn’t oblige you to finish it on time. This is because I didn’t want to put too much pressure on you.

1) Even if you don’t like him, you can still be polite.

2) Even if you don’t want to go, you should tell him that.

其它

1 didn’t recognize / recognized / as 2 C/ B / in one direction / under my direction 3 should be shut / D 4 D / A / A

5 B / including… included / cover / containing 6 A / presented …to

7 A/ C 8 come up to / came up / came up with / came across / came about 9 because / because of / as a result / resulted in / resulted from

10 is made / make of 11 as / where / as / that/ 12 why / because / that / why / why

三单元

单词过关

1）Journal 2） transport 3）stubborn 4）insist 5）proper

6）determines 7）attitude 8）familiar 9）record 10）persuaded

重点词汇转换

1）transportation/ transporting 2）final 30persuasion 4）determination

5）cyclists6）bravery 7）topics 8） shorts 9） properly10）Tibetant

词组积累

1）dreams about 2）care about 3）giving in 4）get, interested in

5）For one thing, for another

重要句型

1) It was under the tree that I picked up the wallet.

2) Was it he who/ that broke the glass of the window?

3) Why was it that you didn’t attend the meeting?

An American guest is giving English lecture in the hall this afternoon.

其它

1．imagine …marrying 2 B 3 C / D / persuaded … not to walk

4 D/ D 5 A / was determined to 6 D / fun

7 wake / awake / awake /awake

8 give up / gave away / give in / gives in / gave out / gave out

9 B/ B /A 10 care about / care for / care for / care about

11 took /spent / cost /paid /spending /paid / cost / cost /cost

四单元

单词过关

1）cracks2）nervous 3）injured 4）organizing 5）destroyed 6）shaking 7）covered8）rescued 9）fresh10）Judging

重点词汇转换

1）nation; national; national 2）dirt; dirty 3）injury; injured; injured 4）Judging; judge; judgement 5） Electricity; electrified; electric; electrified

6）is reported; reporters; report 7） ruins; was ruined; ruined smell; 8）smell; smelly

9）survivors; survive; survival 10）honoured; honour; honourably

词组积累

1）in ruins 2）to shake hands with3）Instead of4）Judging from

5）are proud of6）putting up7）is known as8）in honour of

9）give out 10）woke up

重要句型

1) Who do you think has taken my umbrella?

2) When do you think we should make our plan?

It seems that he has never thought about such a problem.

He seems not to have thought about such a problem.

It happened that all of us were working outdoors.

All of us happened to be working outdoors.

其它

1）dreamed of 2）give up 3）insist on 4）determined to 5）change his mind

5单元

单词过关

1）Quality 2）willing, trouble3）heart4）principle 5）peaceful, peace

6）sentenced, prison7）period, law, lawyer8）advises 9）continued

10）position 11）accept12）violence 13）equal 14）blanket

15）educated, cruelty

重点词汇转换

1）heroine; heroicly; heroic 2）cruel; cruelly; cruelty 3）qualities; qualified

4）will; willing; will 5）Equal; equal; equally; equality

6）peace; peacefully; peaceful 7）crime; criminal; crime

8）violently; violence; violent 9）acceptable; accept; acceptance

10）terror; terrible; terrify

词组积累

1）lose heart 2）in trouble 3）worrying about 4）out of work 5）be free from

6）as a matter of fact 7）blew up 8）was put in prison 9）came to power

10）set up 11）was sentenced to 12）be equal to

重要句型

1) 1993 saw the foundation of our school.

2) This village has ever seen a disaster.

1) Only after you’ve met with such a thing will you believe it.

2) Only in such a family can you live such a happy life.

其它

一单元

1. After the serious poisoning of Sanlu milk powder was exposed to the public, parents become even more concerned about what their children could eat.

2. A best friend is someone who can share happiness and sorrow with you.

3. I’m grateful for your advice, which has helped me get along well with my classmates.

4. This is the first time he has used e-mail to communicate with his pen pal.

5. While we were playing at the swimming pool, the naughty boy pushed me into the water on purpose.

6. A hobby is something that you never get tired of-the more time you devote to it, the more fun you have.

7. Computer makes it possible for people to talk face to face even if they are in different parts of the world, which has entirely changed our life.

8. Every time I met a series of difficult problems in the exams, the first step I took was to ask myself to calm down.

9. According to the news report, it is the weather that will determine the exact launch time of Shenzou Seven.

10. In order to realize his dream of being a champion, he has suffered great hardship over the past ten years.

2单元

1. At present, more than one million visitors travel to Guangzhou every year.

2. Their relationship was based upon years of open communication with each other.

3. We must make good use of the resources we have now.

4. We should take an active part in community service, which can enrich our life.

5. Believe it or not, we have gradually become able to express ourselves fluently in English.

6. Actually, there are a number of ways to learn English well, such as by recitation and reading.

7. Even if it takes me six weeks, I am determined to finish the job.

8. Because of the heavy rain, there are traffic jams everywhere.

9. The government should come up with a better solution to the problems caused by the high price of petrol.

10. All students are requested to attend the meeting to be held tomorrow and to get there on time.

三单元

1 .Jack gave me a determined look, which showed me that he would neither change his mind nor give in.

2. John, think of ways to get this room tidied up.

3. He kept persuading me to take him for company if I had a tour.

4. Although she was not fond of paintings, she insisted that she (should) go to the exhibition with me.

5. It took one week to transport the food, clothes and medicine to the disaster-hit area.

6. We thought that Paul was a reliable man, but actually he only cares about himself.

7. It was your cousin who first had the idea to cycle along the river from where it begins to where it ends.

8. Because his car was damaged he received RMB1000 from the insurance company.

9. My sister is so stubborn that she won’t listen to any suggestion.

10. Please be patient. The train is arriving in ten minutes.

四单元1. It seems that his career is at an end.

2. It is reported that the number of smokers in our city has reached one million.

3. I wondered how the survivors were rescued.

4. Sixty percent of the travelers prefer to live in the rooms whose windows face south.

5. His job was gone but not all the hope was lost.

6. The school will organize the students to dig out a channel and plant trees around the playground.

7. The firefighters thought little of their personal safety and as usual rescued the people who were trapped in the fire.

8. China , with a population of 1.3 billion, faces the Pacific on the east.

9. The rescuers were too tired to move and fell asleep in the ruins.

10.He burst into tears, rushing out of the door to seek help.

5单元

1. Some people managed to escape from the burning building by breaking down the doors.

2. Since I was better educated, I got a job working in an office.

3. After getting up, he always drinks a glass of water, which he believes is good for his health.

4. I knew him when we were in primary school- as a matter of fact we were in the same grade.

5. Mother Teresa has devoted all her life to caring for the poor.

6. The house , in front of which there are two trees, was the place he used to live in.

7. After Mandela came to power and became president, his government did their best to change the unfair situation for black people.

8. He is begging me to let him join the club we have just set up.

9. As this couple were out of work, they had to turn to their relatives for help.

10. John wanted to give 100 yuan as a reward to the taxi driver who had found his wallet.

Unit One Friendship

1. add up add up to add sth. to sth. 2. calm down 3. be concerned about 4. have got to (do sth.) 5. go through 6. hide away

7. a series of 8. set down 9. suffer from

10. get along (well) with 11. fall in love 12. be crazy about / on

13. be crazy for 14. according to 15. join in

16. so … that… 17. face to face 18. on purpose

Unit 2 English Around The World

1. play an important part/ role in 2. because of 3. in some ways

4. native language 5. even if/though 6. communicate with sb

7. be based on 8. be present at 9. come up

10.get/be close to 11.make use of 12.a large number of

13.the number of 14.such as 15.believe it or not

16.have fun 17.make a request 18.give commands

19.solve problems 21. an English- speaking country

Unit 3 Travel Journal

1. dream of/about doing sth 2. graduate from… 3. persuade sb to do sth

4. persuade sb not to do sth 5. arise one’s interest in sth 6. the best way to do sth

7. insist on doing sth 8. insist (that) sb (should) do sth 9. change one’s mind

10. at an altitude of… 11. make up one’s mind to do sth

12.give in to sb 13. pass through deep valleys

14. as usual 15.encourage sb to do sth 16.make camp

17.put up a tent 18.can hardly wait to do sth

19.For one thing,…..For another,…. 20.be familiar with … 21.be familiar to sb

22.set a record 23.break a record 24.record sth

25.say “Hello” to sb 26.see the world through somebody else’s eyes

Unit 4 Earthquakes

1. shake hands 2. as usual 3. break out

4. right away 5. a number of 6. to the north of

7. put up 8. be proud of 9. judging from

10.be known as 11.come out of 12.too---to---

13.give out 14.be trapped under the ruins 15.instead of

16.in honour of 17.tens of thousands of 18.more than

19.fall down 20.at an end 22. dig out

Unit 5 Nelson Mandela-a modern hero

1. put …into prison 2. in fact, as a matter of fact, 3. fight against

4. come to power 5. break the law 6. without pay

7. lose heart 8. be active in 9. be willing to do something

10. be out of work 11. be stopped from doing something

12. answer violence with violence 13. show somebody over some place

14. be in good health 15. blow up 16. ask for

17. be in trouble 18. die for 19. advise somebody to do something

20. in reward for 21. set up 22. be sentenced to

一单元

单词过关

重点词汇转换

词汇积累

重要句型

其它

篇13：模块一 1-5单元练习答案一单元 (新课标版高一英语必修一教案教学设计)

模块一 1-5单元练习答案

一单元

单词过关

1）cultural 2） remains 3)belonging 4)search 5)designed, style

6)gift, return 7)mirror 8)wonder 9)doubt 10）furniture

11）property, secretly 12）considered, evidence, proved 13）opinion, apart 14) pretend 15)highly

词组积累

1.To tell the truth 2.in search of 3.think highly of 4.in return

5.be taken away 6.were at war 7.insisted on 8.agree with

9.look into 10.was made into

重要句型

1) Surely it will take you much time to master English.

2) It took him nearly 3 years to collect their criminal evidence.

1) Some researchers believe that there is no doubt that a cure for AIDS will be found.

2) There is no doubt that he is qualified for the job.

2单元

单词过关

1.honest 2.ancient, compete 3.interview 4.admitted 5.stadium

6.gymnasium 7.replace 8.physical 9.relate 10.advertise

11.foolish 12.promised 13.athletes, gold, medals

词组积累

1.to take turns 2.every four years 3.had no chance 4.take part in

5.Make sure 6.one after another 7.plays an important role

8.Related to 9.have heard of 10.was admitted into

重要句型

1) He used to be addicted to stories about martial arts. However, he has mended his ways and studies hard now.

2) My mother used to ask me what is the most important part of the body.

1) They said goodbye, little knowing that they were never to meet again.

2) You are to do your homework before you watch TV

三单元

单词过关

1.common 2.calculators 3.simple瞞inded 4.artificial, intelligence

5.advantages, disadvantages 6.choice 7.Personally, disagree

8.materials 9.coach 10.wander

词组积累

1.After all 2.make up 3.with the help of 4.deal with

5.have made a decision 6.was watching over 7.In my opinion

8.In fact 9.in a way 10.going by

重要句型

1) He works so hard that he can finish the work on time.

2) We got up so early as to catch the first train.

=We got up so early that we caught the first train.

=We got up early so that we caught the first train.

1) There were times when Brian called on his grandpa.

2) There were times when my sister who was 10 at the time, had to look after us.

四单元

单词过关

1.protect, enemies 2.stomachs 3.apply, government, permission

4.suggested 5.contains, including 6.Mosquitoes, insect

7.affected 8.attention 9.butterflies 10.powerful

词组积累

1.is dying for 2.be applied to 3.at a loss 4.hunted for

5.result in 6.in danger of 7.were concerned about

8.comes into being 9.in peace 10.have a bad effect on

重要句型

1) With the boy leading the way, we had no trouble in getting to

the station.

2) The weather was even colder with the wind blowing.

1) I have to move to different classrooms for different classes. As a result, it is difficult to remember all the faces and names.

2) The wall had caused great losses on the wealth and human life of the country. As a result, an angry population rose up in rebellion against the Qin Dynasty.

5单元

单词过关

1.dreamed, clapping 2.honest 3.formed 4.passers-by, earn, extra

5.jokes 6.loosely 7.advertisement 8.attractive, fans

9.instruments 10.broke 11.performance 12.saying

13.stick 14.reputation 15.ability

词组积累

1.be honest with 2.have gone wrong 3.has formed the habit

4.play jokes on 5.came up with 6.by chance

7.be confident in 8.sort out 9.based on 10.Above all

重要句型

1) It is curious that she left without saying goodbye.

2) Lots of students are already doing it without realizing it.

1) You must solve the problem at once before it becomes too serious.

2) Grandpa passed away before he had time to tell me the secret.

一单元

单词过关

重点词汇转换

词汇积累

重要句型

其它

篇14：高一新课标第三模块人教版教案(新课标版高一英语必修三教案教学设计)

1. Unit 1 Festivals around the world

2. Teaching aims of this unit

Talk about festivals and celebrations

Talk about the ways to express request and thanks

Learn to use Modal verbs

Write a similar story with a different ending

3. Sentence patterns:

Request:

Could/ Would you please…?

Could I have…?

Could we look at…?

I look forward to…

May I see…?

Thanks:

It’s very kind of you…

Thank you very much/ Thanks a lot.

I’d love to.

It was a pleasure…

Don’t mention it.

You are most welcome.

4. Modal verbs:

May might, can could will would shall should must can

The first period Speaking

1. Teaching aims:

Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up

Phrases: Would you like … Could I have…?

Might I offer help…? May I see…?

You should try…Could we like at…?

Can you suggest…? We might take…

Teaching Procedures

Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?

Ss. Yes. Of course!

T: When did you feel most happy and excited?

Ss: At the Spring Festival.

T: Who can tell us why? Any volunteers?

S1: Because it is the most important festival in our country.

S2: Because I got a lot of lucky money from my parents.

S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.

S4: Because I met my cousins and friends who I hadn’t seen for a long time.

T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?

Ss: New year, Yuan xiao festival…

:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?

Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…

T: You have done a good job, boys and girls! .

Step ⅡWarming –up

Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.

Festivals Time of year/date What does it celebrate What do people do

Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends

Step Ⅲ Pre- reading

Discuss in groups of four

1. What’s your favourite holiday of the year? Why?

2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?

Step ⅣAssignment

1. Consolidation

2. Listening to the material again after class to be familiar with it.

3. Homework: Collect as much information about festivals as possible.

The second period Reading

Teaching Aims

1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily

2.To enable the students to know the earliest festivals with reasons for them and four

different kinds of festivals that occur in most parts of the world

3.To enable the students to master some English expressions and phrases about festivals.

4. Teach the basic reading skills: skimming and scanning.

5. Try to compare and make conclusion s of different festivals.

Step ⅠRevision

1. Greetings.

2. Review the new words of this part.

3. Check the students’ homework---festivals

Step ⅡReading

1.Scanning

T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.

( Ask the student to look through the questions and then read the text silently.)

( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)

2.Intensive reading

( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)

T: Read the text loudly for a second time and them try to tell if these sentences are True or False.

1. The ancient people needn’t worry about their food. ( F )

2.Halloween used to be a festival intended to honor the dead. ( T )

3.Qu Yuan was a great poet who people honor a lot in China. ( T )

4.Mid-autumn Festival is held to celebrate the end ot autumn( F )

5.Easter celebrates the birth of Jesus. ( F )

3.Reading and discussion

T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.

( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)

4.Explanation

(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)

T: Now I will discuss some important sentences and phrases in the passage.

a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.

b. In memory of

c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.

d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.

e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.

f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.

The suggested explanation:

a. An attributive clause.

The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.

b. in memory of … serving to recall sb, to keep him fresh in people’ minds.

He wrote a poem in memory of his dearest wife, who died in an accident.

in honor of ( showing great respect or high public regard)

in hopes/the hope of (hoping)

in defence of (defending)

c. a noun phrase followed by an attributive clause as the appositive

d. two clauses for reason

e. energy→energetic adj. ( full of or done with energy)

look forward to ( to is a preposition here.)

devote to, be/get used to, get down to , stick to

e.g. I’m looking forward to hearing from you.

Step Ⅲ Listening

T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).

The third period Learning about language

Teaching aims:

1. Let the students know the usage of modal verbs.

2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.

Step Ⅰ Greeting and Revision

( Ask some students to retell the text we learned .)

StepⅡ. Practicing the useful words and expressions

T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?

Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.

T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.

S1. I’m looking forward to hearing form my friend

S2: We are talking about verbs.

S3: Would you like to talk with me?

S4: Who can think of an effective solution to the problem?

S5: Please think about my proposal.

Step Ⅲ Useful Structures

T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94

Step Ⅳ Summing up and home work

T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.

Homework

1. Practice of WBP42EX.1,2,3.

2. Please find out10 sentences with modal verbs, and try to get their meanings.

The fourth period Listening

Teaching aims:

1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes

2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.

Step Ⅰ Revision

After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.

Step Ⅱ Warming up

T: By the way, what’s the topic of this unit?

Ss: Festivals around the world.

T: Would you like to know something more about festivals around the world?

Ss: Of course.

T: Now I will show you several pictures. What’s the festival called?

Ss: Carnival.

T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.

Step Ⅲ Listening

T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.

( It’s important to encourage the students to adapt their present knowledge any

skill to a variety of situations wherever they can. Make sure to allow various

expressions of the answers. Do not demand the same words form all students.)

Step Ⅳ Speaking

This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.

Step Ⅴ Listening task

T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43

and look at the pictures. They have something in common. Can you find it out?

Ss: They are all about festivals bout the dead.

T: That’s right. I will play the tape for you. For the first time you should try to

write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.

The fifth period Extensive reading

Teaching aims:

1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,

2. Learn to compare the festivals in China and in western countries.

Step ⅠRevision

Check homework

Step ⅡReading (1)

T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.

The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)

Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)

Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)

Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.)

T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.

Some language points:

1. turn up: appear

2.keep her word: keep her promise

3.hold his breath: wait without much hope

4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow

5.remind sb of sth: make sb think of sth

Step Ⅲ Discussion and writing

T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.

Step Ⅳ Reading(2)

T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.

Added material:

Thanksgiving Day

Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.

Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.

Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.

Halloween

The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.

Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.

They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.

This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.

According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.

Easter

On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.

Hot Cross Buns

Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.

The Easter Egg

As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.

From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.

Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.

O-bon Festival

Bon Dance

During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.

Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.

Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!

Unit2 Healthy eating

Teaching Aims of this unit

1. Talk about healthy eating

2. Making suggestions or giving advice on diet

3. Distinguish the meanings of Modal verbs

4. Make a balanced menu

5. Vocabulary:

6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on

7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice

seeing the doctor.

8. The use o f ought to

The first period Warming up and reading

Step Ⅰ Warming up

Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.

Step Ⅱ Pre-reading

Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.

T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer

Sugar Chocolate or grapes

Cakes or bananas Chocolate

Cakes

Fat Cream or rice

Chocolate or chicken Cream

Chocolate

Fiber Peas or nuts

Pork or cabbage Nuts

Cabbage

protein Potato crisps or ham

Eggs or cream Ham

eggs

Step Ⅲ Reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.

a. The two restaurants supplied the healthy diet.

b. The reason why Yong Hui’s restaurant was so popular with customers.

c. Wang Pengwei found out why he had lost his customers and decided to win them back

2. Careful reading

T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.

a. Usually Wang Pengwei’s restaurant was full of people. (T )

b. Yong Hui served a balanced diet. ( F)

c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)

d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)

e. Yong Hui’s menu gives them energy foods. (F )

f. Wang Pengwei’s menu gives tem foods containing fiber. (F )

g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )

h. Wang Pengwei decided to copy Yong Hui’s menu. (F )

Step Ⅳ Comprehending

By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.

T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages

Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods

Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?

S1:…

S2:…

S3:…

T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?

Ss: Yes.

T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:

a. Wang Pengwei sat in his empty restaurant feeling very frustrated.

This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.

b. Nothing could have been better.

This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.

c. He couldn’t have Yong Hui getting away with telling people lies!

This sentence means that he will punish Yong Hui for her telling lies.

Step Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

The second period Language study

Step ⅠRevision

1. Check the students’ homework.

2. Ask some of the students to retell the text.

Step Ⅱ Word study

This part is a consolidation of the words in the text. Ask the students to do the exercise individually.

T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.

…

Step Ⅲ Grammar

The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.

T: Please pick out all the sentences containing modal verbs in the text.

a. By lunchtime they would have all be sold---It indicates possibility.

b. His restaurant ought to be full of people.---It indicates possibility.

c. What could have happened?--- It indicates possibility.

d. Nothing could have been better.--- It indicates possibility.

e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.

f. He could not believe his eyes. ---It indicates intension.

g. He wonder if he should go to the library to find out ---It indicates duty.

h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.

…

Step Ⅳ Homework

1. Review the rules of word formation and the meanings of modal verbs.

2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

The third period Listening

Step Ⅰ Revision

1. Check the using structure on page 50.

2. Ask the students to make a short dialogue in pairs.

Step Ⅱ Listening( using language)

The students will hear what Wang Pengwei did after leaving Yong

Hui’s restaurant. Ask the students to finish the chart and answer the questions.

T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.

( Play the tape. Students write down the answers and check the answers with their partners.)

T: Now listen to it again and try to make sure your answers are right.

Energy-giving Body-building Protective

Rice Meat Fruit

Noodles Fish vegetables

Nuts Tofu

butter

Step Ⅲ Listening (WB P48)

The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.

T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.

Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)

Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)

Step Ⅳ Homework

1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.

2. Find some information about healthy eating on the Internet.

The fourth period Extensive reading

Step ⅠRevision

1. Check the homework

2. Share the information the students have got form the Internet.

Step Ⅱ Pre-reading

Ask the students to read some proverbs and translate them into Chinese.

T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.

a. You are what you eat.

b. An apple a day keeps the doctor away.

c. First wealth is health.

The students discuss with their partners.

a. 人如其食.

b. 一天一个苹果,医生不来找我.

c. 健康是人生的第一财富.

Step Ⅲ Reading

The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.

T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.

Ask the students to report their work.

What did they do? Result

Combine their menu and provide a balanced one

1. raw vegetables with hamburgers

2. the boiled potatoes, not fried

3. fresh fruit with ice cream 1. cut down the fat

2. increase the fibre

3. a big success

Then find the words from the text to match the definitions.

Definitions words

Stare angrily or fiercely Glare

Take a long deep breath Sigh

Keep alive in a certain style Earn one’s living

Advantage or profit Benefit

Join or mix together to form a whole Combine

Owe a lot of money In debt

Step Ⅳ Homework

1. Collect eating attitudes from the Internet

2. Practice presenting reasons to support your ideas.

The fifth period Speaking

Step ⅠRevision

Check the students’homework.

Step Ⅱ Warming up

T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.

First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.

Step Ⅲ Talking

If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.

( Divide the class into two groups: team A and team B.)

T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.

Doctor Patient

What’s the matter? What should I do ?

How long have you been like this? What seem to be the trouble?

I think you ought to.. Do you think you could give me some advice?

Perhaps you should…

I suppose you had better…

Step Ⅳ Speaking task

This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.

T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.

I don’t agree That’s a good idea.

I’m afraid not Certainly/ Sure.

Of course not. All right.

I don’t think so. No problem.

Yes, I think so.

Step Ⅴ Homework

1. Review the sentence structures, new words and expressions.

2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

The sixth period Writing and re-viewing

Step ⅠRevision

Check the homework and take a dictation.

Step Ⅱ Writing

This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.

T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.

1. Describe the new design

2. Draw a plan

3. explain the advantages of your ideas

Unit Three The Million Pound Bank-Note

Teaching aims:

1. Talk about short stories and dramas.

2. Learn how to act out a play

3. Learn how to request and order food

4. Learn noun clauses as the object and predicative

The first period Intensive reading

Step I.Warming up

1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

T: Do you know something about the American writer Mark Twain?

Ss: A little.

T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.

3. Students read the passage about Mark Twain and answer the questions given in the form on page 23.

a. What’s the real name of Mark Twain?

b. When was he born and when did he die?

c. Do you know all the places where he lived?

d. Can you name three of his famous stories?

T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.

Step ⅡPre-reading

Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.

T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?

( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

…

T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.

Step Ⅲ While reading

1. Scanning

Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions

a. How did Henry Adams come to England?

b. Where did Henry work before? How much did he have?

c. What did the two gentlemen give Henry?

d. When can Henry open the letter.

2. After the students discuss the questions and then check the answers with the whole class.

T: Listen to the tape and try to find out the characteristics of the whole passage.

Ss: This is part of a play. So, the narration is written in the present tense.

T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.

Step Ⅳ Post-reading

Do comprehending exercises and explain :

a. a large amount of: a large quantity of; a great deal of

e.g. They bought a large amount of furniture before they moved their new house.

b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

e.g. We made a bet on the result of the match.

c. permit sb to do something: allow somebody to do something

e.g. My mother doesn’t permit me to ride in the street after it rained.

d. by accident: as a result of chance

e.g. I only found it by accident.

e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

f. to be honest: to tell you the truth; to be frank

e.g. To be honest, I don’t think we have a chance of winning.

Step Ⅴ Homework

1. Review the key sentences in this part

2. Preview the words in the second period.

3. Act out the play in groups

The second period: Acting

Step I Acting

T: Are you ready to act out the play now< class?

Ss: Yes.

T: Good. Let’s welcome the first group and the second group please get prepared.

…

T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?

Ss: Yes, of course.

Step II Homework

Review what we learned in this unit

The Third period Watching the movie The Million Pound Banknote

Unit 4 Astronomy: the science of stars

Teaching aims:

1. Talk about the science of stars

2. Practise giving instructions

4. Learn to use noun clauses as the subject

5. Learn to write an essay to show your problems and the way to overcome them.

6. Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out

The first period Intensive reading

Step Ⅰ Presentation

T: Hello, everyone! Today we will come to Unit 4, Astronomy. Before that I have a question: where do we come from? Or we can say: Who are our ancestors?

S1: Monkeys!

S2: Beijing Ren who lived many years ago.

S3: dinosaurs

…

T: Very good! Do you know what it was like before life appeared on earth?

S4: Full of water…

Bs: I don’t know.

T: Do you want to get more information?

Ss: Yes, we do.

T: Today we will learn something about how life began on earth. Turn to page 25. Let’s come to Warming up first.

Step Ⅱ Warming up

5. Read the three questions, while the students listen and follow.

6. Give the students several minutes to discuss the questions.

7. Collect answers from the class.

8. Check answers while discussing.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.

T: Now discuss these questions with your partners. Then I will ask some of you to tell us your stories. Are you clear?

Ss: Yes.

a. Do you know each religion or culture has its own ideas about the beginning of the universe? Give an example if you know.

b. Do you know what a scientific idea is?

Read some stories to the students.

Pangu separates the sky from the earth;

The Biblical Account;

India;

Japan;

Europe;

…

Step Ⅳ Reading

1. Scanning

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look throuth the whole passage. Tell them to read silently and then ask some detailed questions about the text. Encourage them to express their ideas.

T: We are going to learn a passage about how life began on the earth. Now read the text quickly and then answer my questions.

a. What was there on the earth before life began?

b. Why do scientist think there has never been life on the moon?

c. Why do animals first appear in the sea?

d. Why do green plants help life to develop?

e. Why were mammals different from other animals?

Discuss the answers with the whole class.

2. Skimming

In this part, students will read the text again and finish part 1,2,3

T: Now skim the passage fast to finish part1,2,3,4 Then we will check the answers together.

Key to part 1: DBIGEHACFJ

Discuss the rest with the students.

Step Ⅴ Listening

Listen to the tape for the students to follow and have further understanding of the passage.

T: Read after the tape, then answer me some questions with your book closed.

a. How did water come into being on the earth?

b. Why is water important on earth?

Step Ⅵ Language points

T: Turn to page 25. Let’s look at the sentences:

a. It exploded loudly with fire and rock, which were in time to produce the water vapour.

Which leads non-restrictive attributive clause.

in time: sooner or later; eventually

I will see him in time.

In time ( for sth/to do sth): not late

She will be back in time to prepare dinner.

In/out of time: in/not in the correct time

The audience clapped in time to the music.

b. Nobody knew that it was going to be different from other planets going around the sun.

Be different from: not like someone or something else in one or more ways

City life is quite different from country life.

c. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

To come: serves as attributive

She is the last person to do such a thing.

Depend on: something might only happen or be true if the circumstances are right for it

Our success depends on whether everyone works hard or not.

d. Walking does need a bit of practice now that gravity has changed.

Now that: because of the fact that

Now that I am free, I can enjoy music for a while.

Now that you have grown up, you can decide it by yourself.

Step Ⅶ Homework

1. Retell the passage

2. Remember important language points

The second period Language study

Step Ⅰ Revision

1. Check retelling of the passage

2. Translate the following sentences.

a. 你迟早会成功的.

b. 我的车与你的不一样.

c. 站在门旁边的那个人是谁?

d. 他总是第一个来,最后一个走.

e. 既然你已经长大了,你自己决定吧.

Suggested answers:

a. You will succeed in time.

b. My car is different from yours.

c. Who is the person standing by the door?

d. He is always the first to come and the last to go.

e. Now that you have grown up you can decide it yourself.

Step Ⅱ Word study

This part is a consolidation of the words learnt in this unit. Ask the students to do the exercises individually.

a. Page 27. First let students finish part 1,2

b. Check the answers with the whole class.

c. Give students 3minutes to finish part 3.

d. Let the students read part 4 for a while and finish it.

e. Turn to page 63. First let the students finish 1and 2 and check the answers.

Step Ⅲ Preparation

Show some sentences on the blackboard.

a. A tree has fallen across the road.

b. You are a student.

c. To find your way can be a problem.

d. Smoking is bad for you.

e. “How do you do?” is a greeting.

f. What she said is not yet known.

g. That we shall be late is certain.

h. It’s certain that we shall be late .

T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.

Step Ⅳ Grammar

1. Give the students some time to find the sentences in the passage. The collect answers from the class.

2. Show typical examples of how to make a subject clause. Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. Teacher shows the example and Ss write down the sentences.

3. Turn to page 64. Read the following passage quickly and finish the eight sentences.

4. Have a discussion in pairs. The topic is My dream. One talks about the problems in his study or life, another gives some advice. Remind the students to use the following structures

a. My problem is…

b. My trouble is…

c. The question is…

d. My advice is…

e. What I think about it is…

f. The fact is…

g. My suggestion is…

Step ⅤHomework

1. Finish part 3(P23)

2. Finish part 3(P64)

Added material:

什么是黑洞？

就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。因此任何进入这个范围的物体都无法再逃出来，就是说，没有任何信号能够从这个范围内传出，因此这个范围的界限被称作视界，里面的情形人类无法看到。所以科学家给它起了个名字叫黑洞，英文就是black hole。一颗燃烧尽了的恒星由于自身的重力而不断坍缩，最后就会形成黑洞。

历时30年霍金改观点称黑洞能“吸”能“吐”

从事宇宙黑洞研究近三十年的世界天体物理学泰斗斯蒂芬霍金在前不久承认“黑洞悖论”有误之后，21号，他在爱尔兰都柏林举行的一个学术研讨会上终于就自己的新发现向外界进行了详细阐述。

黑洞是宇宙中引力极强的区域。19世纪70年代，霍金首次提出黑洞能够辐射能量的理论，但是在引入这一理论的同时，霍金也制造了物理学上的一个巨大难题，因为他认为

黑洞辐射不包含以前吸入物质的相关信息，而且随着黑洞的消失，曾经存在的黑洞的相关信息也会消失于无形。这与量子力学中认为物质信息不会完全消失的理论相矛盾。对此，过去近30年来，霍金的解释是：黑洞中的量子运动是一种特殊情况，这种说法受到了许多科学家的质疑。

如今，霍金终于改变了观点，在当天召开的学术研讨会上，霍金说，根据他的最新发现，黑洞并非只是吞噬物质。除了会在星系形成的过程中扮演重要角色外，在经过一段相当漫长的时间后，黑洞也会把一些曾被它吸入的物质信息向外界释放出来。

霍金的最新阐述被不少人称为黑洞理论的一个重要逆转。美国加州理工学院的理论物理学家约翰普雷斯基就是其中之一。20多年前，霍金提出黑洞辐射理论时，普雷斯基就一直坚持物质信息不会完全消失，当时两人还因此打赌。所以，在当天结束演讲后，霍金将一本百科全书赠予普雷斯基，作为打赌输了的代价，而普雷斯基则获得了全场的热烈掌声。

Black holes

(1) What is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape---- not even light. So we can't see a black hole. A black hole experts a strong gravitational pull and yet it has no matter. It is only space ---- or so we think . how can this happen?

(2) The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. Form earth , a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star--- a star , whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the “ event horizon.” We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.

(3) For example , if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena , so that there is no “ absolute” time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought t be in the Milky way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes.

(4) The most convincing evidence of black holes comes from research into binary star systems. Binary stars, as their name suggests ,are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a “partner” to the one which we can see in the sky. Matter from the one we can see is being pulled towards the companion star. Could this invisible star, which exerts such a great force , be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.

(5) The story of black holes is just beginning . Speculations about them are endless. There might be a massive black hole at the center on our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers .they show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.

Read the passage carefully and choose the best answer for the following questions

1) Black holes are related to ____

A. geography B. astronomy C. physics D. economic

2) A black hole is ____

A. a dark star B. a large heavenly body

C. a region of space D. a great mass of matter

3) what causes some stars to explode, theoretically speaking ?

A. their density B. their gravity. C. their movement D. their light

4) Scientists call the area around the black hole ____.

A. a White Dwarf B. a supernova

C. the event horizon D. the star of Bethlehem

5) according to Einstein's relativity theory, there is no “absolute ” time and space. Is it true or false?

A. true B. false

6) which of the following statements is not true? The story of black holes in space____

A. is accepted by many serious scientists and astronomers

B. has to some extent been proved by research into binary star system

C. is questioning our basic idea of space and time

D. Sounds like science fiction

7) according to the passage , our earth may be swallowing by the black hole one day, is it true or false ?

A. true B. false

8) according to the passage , the human being one day may make use of the energy of black hole by advanced technology. Is it true or false?

A. true B. false

Unit 5 Canada---The true north

Teaching aims:

1. Talk about the basic information about Canada.

2. Learn how to read a traveling report and use maps.

3. Learn to express locations and directions.

4. Master the noun clauses--- appositive clause

5. Vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than

The first period

Step Ⅰ Revision

1. Check the students’ homework

2. Check the assignment.

Step ⅡLead-in and warming up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: What continent is Canada in?

Ss: In North America.

T: How large is it?

Ss: It is the second largest country in the world.

T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(Show a map of Canada to the students)

T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.

( Give the Ss one minute to finish the quiz.)

T: OK. Time is up. Let’s check the answers.

1.C 2.D 3.A 4.B 5.A

Step Ⅲ Pre-reading

T: Now I want to ask you a question: Do you like travelling?

Ss: Yes.

T: I know most of you do. So have you ever been abroad?

Ss: Yes/No.

T: What’s the longest trip you have ever taken?

…

T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.

a. If you take a trip to Canada, what do you expect to see?

b. What three words would you use to describe Canada?

(Ask some pairs to tell their ideas to their classmates.)

Step Ⅳ Fast reading

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.

T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss 5 minutes for reading.

a. What the passage is mainly about?

b. What are the main places mentioned in the text?

c. Draw the traveling route of the two girls on the map.

T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.

Step Ⅴ Homework

1. Remember the underlined sentence.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

The second period

Step ⅠRevision

1. Have a dictation.

2. Ask two students to write on the blackboard.

3. Ask one student to make a short report.

Step Ⅱ Lead-in

T: Li Daiyu and Liu Qian were on the train yesterday. The train rushed across the top of the Lake Superior. Which is the next city it runs towards?

Ss: Toronto.

T: Toronto is an important city. It is the finance center of Canada. It has rich popular arts and culture. How much do you know about Toronto?

Ss: There are Chinatowns where you can buy Chinese medicine.

T: Quite right. Do you want to know more about Toronto?

Ss: Yes.

Step Ⅲ Reading

T: Read the passage on 38. In this passage, you can learn a lot about Toronto, and Montreal, which is Canada’s second largest city. I will give you four minutes to read the passage, then answer the questions on 37-38.

Four minutes later, check the answers with the class.

Step Ⅳ Intensive reading(reading task)

T: Read the passage and fill in the chart using the information of the text.

Points in the passage What Beth thought Information in passage

The temperature

How to travel

Holidays

How people live

What the Inuit do

Daylight hours

T: You can have a discussion with your partner.

Step Ⅴ Discussion

T: We have known a lot about Canada. Now let’s compare China with Canada.

Same as China Different from China

Large land Six time area

Weather is different from area to area, long and hard winter No places as hot as south china

Different people speak different languages Canada has two official languages, smaller population

Many rivers and lakes World famous rivers and lakes

Much coal, oil gas and other natural resources Much fresh water, a lot of forest

Step Ⅵ Homework

2. Read the two passages again and find the main characters of Toronto, Montreal and Iqaluit.

3. Read fun reading by yourself.

篇15：高一第六单元全单元 (新课标版高一英语上册教案教学设计)

教学目标

1．知识目标

1)重要词汇：

interrupt apologize introduce culture manner manners impression behave cloth custom course raise advice drink to start with leave our stare at make jokes about sb

2)句型：

1. He apologizes for losing it by saying …

2. Having good table manners means knowing, for example, how to use…

3. When drinking to someone’s health, you raise your glasses, but…

4. They make me think of the happy days we spent together.

3)语法

定语从句( the Attributive Clause )

1. 能够用英语描述人物、事件、时间、地点、原因等-- 使用限制性定语从句：

I spent the whole afternoon with the teacher who was very helpful.

2. 能够用英语对特定的人物、事件、时间、地点、原因等作补充说明--使用非限制性定语从句：

I spent the whole afternoon with the teacher, who was helpful.

道歉与致谢( Apologizing & Expressing thanks)

Excuse me. Forgive me.

I’m (very/so/terribly) sorry.

That’s all right. /That’s OK. /No problem.

I apologize for …Oh, well, that’s life.

I’m sorry. I didn’t mean to …

Oops. Sorry about that.

Thank you. It’s beautiful.

能力目标

1. To teach the students how to behave well and write thank-you letter correctly.

2. To develop the students’ ability of expressing themselves and thinking in English.

情感目标

1. To get the students to understand the differences between Chinese and western table manners and learn how to self-discipline in social activities.

2. To make the students know the importance of being polite and how to make themselves behave properly in communication with others.

Period 1 Listening

Teaching aims:

1. To improve the students’ listening ability by listening to the information on the usage of informal and formal ways of apologizing.

2. To improve the students’ listening ability by listening to the given listening passage.

Suggestions for teaching:

1. Important and difficult points:

1. Getting the most important information of the dialogue on the topic of apologizing.

2. Getting the general idea of the given listening passage.

2. Suggested teaching methods:

Activity 1 Lead-in

The topic is to talk about good manners in our daily life. The teacher may begin this activity with these words: In our daily life, it is very important to be polite in communicating with others. Whether in China or in foreign countries, we should pay attention to our manners. But what are good manners in your opinion?

Encourage the students to express themselves freely in class.

Activity 2 Free talk

Collect the students’ opinions about good manners in different situations. The teacher may design some situations previously for the students to practise what they should do or say to show their politeness. First make some pairs act our their dialogues in class and then discuss in class whether they have good manners or not.

Suggested situations:

1. How to ask the way when you come to a new place?

2. What can you say if you want to interrupt others when they are talking?

3. You want to join a party that has begun.

Activity 3 Warming up

The teacher may begin this activity with picture description. Ask the students to look at the pictures carefully and complete the dialogues given. Give the students chances to discuss and act out the dialogues in class.

Activity 4 Listening

This activity may be performed this way:

1. Play the tape for the students to listen and let the students make sure what has happened in the dialogue.

2. Play the tape once again. This time ask the students to pay attention to how Bill made apologies to Cliff and how Cliff answered.

Activity 5 Role-play

This activity is a productive one. Suppose one student is Bill and the other is Cliff. Give the students chances to express themselves in the same situation. Encourage the students to act out their dialogues in class after a few minutes’ preparation.

Activity 6 Discussion

Topic for discussion: What are good manners in this situation?

This is productive work. The students should be encouraged to express themselves freely in class. At the same time discuss what are good manners at school?

HOMEWORK:

1. 预习课文。

2. 背诵生词

3.《课课练》配套练习

教后小记

Period 2 Speaking

Teaching aims:

1. To improve the students’ speaking ability by talking about how to practise making apologies in different situations.

2. To make the students learn to express themselves correctly and freely, using the polite expressions, such as , “I’m sorry”, “Thank you”, “Excuse me, but…” and so on.

Suggestions for teaching:

1. Important and difficult points:

1. Understanding the ways of making apologies by performing speaking activities.

2. Learning to use proper expressions for making apologies freely.

2. Suggested teaching methods:

Activity 1 Discussion

Topic for discussion: What are good manners or bad manners in our daily life?

The teacher may begin this way: We often say or hear “He is a good boy because he has good manners. / She is a girl with good manners so everyone likes her.” What do you think good manners are? Please give some examples of good manners in your life.

Hints: behavior at school; greeting; talking with parents; eating at table; etc.

Activity 2 Discussion

Ask the students to practice useful expressions of making apologies.

Hints for teachers: This activity should be a free activity. The purpose is to revise what we have learned in Period 1. Encourage the students to express themselves freely in class. No given situations this time

Activity 3 Language study

It is a summary to Activity 2. Make sure the students grasp the basic usage of the following expressions.

Ways of making apologies Forgive me. I’m very sorry.

I apologize for…

I’m sorry. I didn’t mean to…

Oops. Sorry about that.

Possible answers Oh, that’s all right.

Oh, well, that’s life.

It’s OK.

No problem.

Collect other ways of making apologies and possible answers from the students.

Activity 4 Role play

This activity is a controlled one. The students are encouraged to make up their own dialogues based on the given situations. Before practicing, make sure the students are quite clear about each situation. In situation 1, three persons are required to get involved.

Activity 5 Extension

This is productive work. The students can create and practice their own dialogues. They may design any other situations in which they may use the words of making apologies in their daily life or studies, especially the situations that may take place at other parties. Encourage some pairs to act out their dialogues in class.

HOMEWORK:

1.《课课练》配套练习。

2.整理笔记

教后小记

Period 3 Part one Reading comprehension

Table manners at a dinner party

Teaching aims:

1. To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.

2. To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.

Background knowledge:

China dining custom &Table manners

The main difference between Chinese and Western eating habits is that unlike the West, where everyone has their own plate of food, in China the dishes are placed on the table and everyone shares. If you are being treated by a Chinese host, be prepared for a ton of food. Chinese are very proud of their culture of cuisine and will do their best to show their hospitality.

And sometimes the Chinese host use their chopsticks to put food in your bowl or plate. This is a sign on politeness. The appropriate thing to do would be to eat whatever it is and say how yummy it is. If you feel uncomfortable with this, you can just say a polite thank you and leave the food there.

Eating No-no’s

Don’t stick your chopsticks upright in the rice bowl. Instead, lay them on your dish. The reason for this is that when someone dies, the shrine to them contains a bowl of sand or rice with two sticks of incense stuck upright in it. So if you stick your chopsticks in the rice bowl, it looks like the shrine and is equivalent to wishing death upon a person at the table!

Make sure the spout of the teapot is not facing anyone. It is impolite to set the teapot down where the spout is facing towards somebody. The spout should always be directed to where nobody is sitting, usually just outward from the table.

Don’t tap on your bowl with your chopsticks. Beggars tap their bowls, so this is not polite. Also, when the food is coming too slow in a restaurant, people will tap theirs bowls. If your are in someone’s home, it is like insulting the cook.

Drinking

Gan Bei !(Cheers!)

Alcohol is a big part of eating in Beijing. Especially when dining with Chinese hosts, you can expect the beer to flow freely and many beis to be ganed. (Gan Bei literally means “dry the glass”.) Besides beer, the official Chinese alcoholic beverage is bai jiu, high-proof Chinese liquor made from assorted grains. There are varying degrees of bai jiu, and some are quite good. The Beijing favorites is called Er Guo Tou, which is a whopping 56% alcohol. More expensive and less formidable are Maotai and Wuliangye, which go far about 300-400 yuan per bottle. In comparison, Er Guo Tou costs a modest 4 or 5 yuan per bottle. If you are not a drinker, or don’t feel up to the challenge, just say “wo bu hui he jiu”(I don’t drink.) It is generally acceptable to use coke or tea as an alcohol substitute.

Suggestions for teaching:

1. Important and difficult points:

To enlarge the students’ knowledge about politeness and impoliteness at table.

2. Suggested teaching methods:

A. Pre-reading

Activity 1: Lead in

Revise how to make apologies in different situations. Make the students know how to use

polite expressions properly.

Activity 2: Discussion

Discuss how to be polite in the following situations in Chinese culture:

Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s house

Discuss how to be polite at a dinner party.

During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, the teacher may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.

B .Reading

Activity 1 Skimming

Ask the students to skim the text to find the main idea of each paragraph.

Para. 1: What are included in table manners in Western countries.

Para. 2: How people start their dinner party.

Para. 3: Information about the main course.

Para. 4: How to communicate with others at the party.

Para. 5: The way of drinking.

Para. 6: The importance of table manners.

Activity 2: Scanning

Ask the students to read the text carefully and do questions and answers. This time they should pay more attention to details.

Questions:

1. What are the devices for eating at a Western dinner party mentioned in the passage?

Knives, forks, napkins, glasses, bread roll and spoons.

2. Where do we put the napkin?

On the lap.

3. What does the dinner start with?

Starter.

4. Is it good manners to eat before others start eating?

No, it isn’t.

5. How much soup can we drink after the starter?

One bowl, no more.

6. What is considered to be the best part of the main course in Western countries?

Chicken breast with its tender white flesh.

7. How much shall we eat at a dinner party?

Not more than we need.

8. What’s the difference of toasting in China and in Western countries?

In Western countries people sip each time, while in some parts of China people finish the whole drink each time.

9. Do we have to follow these rules whiles dining with family members of friends?

No, we don’t have to. We can be more causal.

Activity 3: Quiz

Decide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.

( )1.Use the knife with your right hand.

( )2.Put your napkin on your lap.

( )3.Start eating as soon as your food is served in front of you.

( )4.Ask for a second bowl of soup.

( )5.Use your fingers when eating chicken.

( )6.Finish eating everything on your plate.

( )7.Talk loudly while eating.

( )8.Make other people drink more than they can take.

C. Post-reading

The teacher may design the following activity for consolidation:

Activity 1: Retelling (Individual work)

Ask the students to retell the basic table manners in the Western countries, especially how to place and use knives and forks.

Activity 2: Discussion

Questions: In what order will the following dishes be served at a Western dinner party? Put the proper number in the box.

dessert drink main course starter soup

Make the students to number them according to what they have learned in the text: 4-5-3-1-2

Activity 3 Consolidation

Ask the students to give examples of how Chinese table manners change over time. Mainly let them talk about the local table manners at the present time. If possible, compare table manners in different parts of China.

Part two Structure analysis

体裁: 说明文

结构分析

Western dinner party Chinese dinner party

Things napkin, glasses, two pairs of knives and forks,

plates a hot damp cloth, chopsticks, bowl, cup, plate

Serving order starter-soup-main course cold dishes-soup-main course

Drink white or red; take a sip alcohol; finish at once

Rules (not) 1. Ask for a second soup

2. Touch meat on bones

3. Take more food than need

4. Laugh all the time

5. Touch each other’s glasses

6. Drink too much

寓德于教

这是一篇介绍西方餐桌礼仪的说明文。该文分别从对餐具的摆放、餐前礼仪、餐中礼仪、餐桌上的谈话礼仪、饮酒礼仪、餐桌礼仪变迁等几个方面来介绍，比较全面地介绍了西方的餐饮文化。该文不但有利于培养和训练学生的阅读能力，也有利于培养学生跨文化交际的意识和学习英语的兴趣。

写作技巧

该篇文章在写作上具有如下特点：

1. 环环相扣，中心明确

文章第一段先给出餐桌礼仪的定义，然后就中西文化中餐桌礼仪的不同进行了较为详细的对比，并于文章最后说明我们为什么要了解餐桌礼仪作为结论，层次分明，环环相扣。每段的最后一句都给出明确的餐桌礼仪注意事项，但在结尾时对作者提出忠告：不要墨守陈规。

2. 由浅入深，通俗易懂

课文以教人们认识最基本的西餐 “table manners” 为目的，以简洁的文字、直接的表述向人们展示了东西方餐桌文化的区别。文章从最基本的餐具摆放开始，接着介绍了进餐的顺序，中间穿插着相关的餐桌礼仪，还说明了进餐中对言行举止的要求，如：举杯、饮酒等。最后宽慰人们 “table manners”在与时俱进，不断变化。如不懂，没关系，直接模仿主人好了。

HOMEWORK:

1. 复述课文。

2. 准备默写

教后小记

Period 4 Language learning

Teaching aims:

Encourage the students to use these language points both orally and in written form.

Important and difficult points:

1.Word study

1).impression 名词，在句中作“印象”解，也可表示按压所留下的“印痕、痕迹”

如：What is your impression of our city?

First impressions are half the battle. (最初的印象最深)

常见词组：make a good impression 留下好印象

give sb. a good impression 给某人以好印象

give one’s impressions of 陈述自己对……的印象

make an impression on sb. 给某人留下印象

make no impression on sb. 对……无影响

2). unfold 由表示否定的前缀un+fold 组成。表示否定意义的前缀还有：

dis- (disappear, discourage, disappoint)

in-, il-, im-, ir- (independent, informal, illegal, impolite, impatient, irregular)

un- (unknown, unlock, unhappy, unfair)

mis-(mistake, misunderstand, misspell)

non-(nonsmoker, nonstop)

3).finish及物动词，其宾语可以是名词、代词或动名词，不能跟不定式作宾语。

如：She’s finished practicing the piano for today.

类似的有: mind, miss, enjoy, practice, excuse, dislike, suggest, consider, keep, avoid, allow, risk, resist, finish, imaging 等。

如：We suggested having a picnic in Xuanwu Lake this Sunday.

4).follow常用作及物动词，主要表示“跟、跟随”等意思。

如：The students followed the professor into the classroom.

Spring follows winter.

He came into the office, following the boss.

He came into the office, followed by the teacher.

另外，有“遵循，听从，仿效”等意思。

如：You’d better follow the teacher’s advice.

Follow the instruction on the bottle.

The football team will be as follows: Smith…

5).not all/both/every 表示部分否定。其意思为“并不都是”“并不是所有的”

如：Not all birds can fly. 并不是所有的鸟都能飞。

Not both of the answers are right. 并不是两个答案都对。

Not everyone likes the film. 并不是所有的人都喜欢这部电硬。

在部分电影否定句中，not 的位置并不影响句意。如上句也可说成：

Everyone doesn’t like the film.

若表示全部否定要用 none, neither, no 等表示。

如：None of the birds can fly. 这些鸟都不能飞。

Neither of the answers is right. 两个答案都不对。

6).beside/besides

beside 为介词，意思为“在……的旁边”，等于at/by the side of.而besides作介词时意思为“除了……之外”或作副词用，意思是“此外还有。”

如：Put the case beside mine when they are ready.

I have quite a few friends besides you.

It’s too late to go out now, besides, it’s starting to rain.

7).manners/polite

manners 是名词，当作为“礼貌、规矩、礼节”解时，应该用复数形式。

如：Remember your manners; thank your friend when you leave the party.

It is good manners to say hello to each other when we meet.

但作为“方式、方法”解时，只用单数。如果是复数，只是用ways.

It is no use talking about it in this manner.

Nobody likes to talk to him; because he has a very rude manner.

polite则是形容词，意思为“有礼貌的、客气的、有教养的”等

如：Americans are busy; they have no time to be polite.

8).mean to do /mean doing

mean to do 为“打算干某事”

mean doing 的意思则是“意味着、意思是（做某事）”

mean sb to do sth

如：I mean to have a good talk with you about it.

Smoking means buying death with money.

I don’t mean you to punish him this way.

Means 意思是“方法、手段”单复数同形。

常用短语有：

by this means = in this way = with this method

by means of 用……的方法

by no means 决不, 一点也不

by all means = of course = certainly

9).drink to /drink a toast “为……干杯、为……祝酒”,其中to为介词。

如：Let’s drink to your success.

Let’s drink to the happiness of the new couple.

drink a toast 的意思为“祝酒、敬酒”等于动词toast

如：Let’s drink a toast to your health! = Let’s toast to your health.

10).start/start with

start & begin 用法相同，start doing sth = start to do sth

如：He started learning / to learn English when he was only three.

但在下列三种情况下只能用start to do sth.

（1）当主语是物而不是人时；

（2）当start后面的非谓语动词表示心理状态时；

（3）当start 用于进行时态时

如：The water started to boil.

She started to wonder who it would be.

She is starting to prepare for the party.

start with表示“从……开始”

如：A Western dinner usually starts with a small dish called a starter.

We can’t go. To start with, it is too cold. Besides, we don’t have enough time.

2.Analysis of difficult sentences

1. There are two pairs of knives and forks on the table, forks on the left and knives on the right of the plate.

该句是由 “there be + n.”构成的句型，表示“某地有某物”。其用法具有以下两个特点：

1．谓语动词的单复数形式是根据离其最近的主语的单复数而定。

2．常用句型有：

There is no need /reason /time to do sth

2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.

该句中的however 是副词，表示转折，需要用逗号将其和句子隔开。

如：I feel a bit tired. However, it’s probably just the weather.

如作连词使用，后面需用形容词和副词的原形形式，引导一个让步状语从句。

如：However late it is, his mother will wait for him.

However rich people are, they always want more.

Feedback

1.Complete the following sentences:

1).The speech _______ _______ _______ _______ on the House.

2.)My home _______ _______ _______ our school.

3).I feel _______ _______ _______tired.

4).His illness _______ _______ a slight cough.

5).He ________ ________ at the meeting yesterday.

6).He _______ me _________help.

7).They were ________ ________when we called.

8).I looked all over the house for that letter, and it was in my pocket _______ _______ _______, while I was searching.

9).Let’s _______ _______ your success.

10).Don’t eat _______ _______, or you’ll get fat.

2.Translate the following sentences into English:

1).他留给我的印象就是他没说实话。

2)人们一般认为抽烟是一种坏习惯。

3)那节课是以一首著名的流行歌曲开始的。

4)他们正在桌子那儿打牌。

5)让我们为彼此的健康干杯。

6)这部车属于史密斯先生，另外他还有两辆车。

Suggested answers:

1. The impression he made on me was that he was not telling the truth.

2. People generally think that smoking is a bad habit.

3. That class started with a well-known pop song.

4. They are at the table playing cards.

5. Let’s drink to each other’s health.’

6. This car belongs to Smith, and he has two others besides.

HOMEWORK:

1．整理笔记，消化巩固。]

2．《学英语》报的配套练习

教后小记

Period 5 Language study

Teaching aims:

1. To review the words and expressions learned in the reading to make sure the students master them.

2. To get the students to master the word formation rules of changing the meaning of a word to its opposite by learning some negative prefixes.

3. To understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.]

Suggestions for teaching:

1. Important and difficult points:

1. Mastering the word formation rules to improve the students’ ability to enlarge their vocabulary.

2. Mastering the Restrictive Attributive Clause and the Non-restrictive Clause.

2.Suggested teaching methods:

1)Word study

Activity 1 Questions and answers

This activity is used as a revision to the reading passage. Tell the students that one of their classmates wants to go abroad to study. Before he leaves, he has some questions to ask us in order to make his stay in a foreign country comfortable.

Questions:

1. When drinking, is it proper to look over or into the cup or glass?

When drinking, look into, not over, your cup or glass.

2. Is it acceptable to smoke at the dining table?

It is unacceptable to smoke before or during a meal.

3. Should I blow on my soup when it is too hot?

Don’t blow on food that is hot. Wait until it cools.

4. Is there a proper way to cut meat?

Stroke the knife toward yourself while cutting meat.

5. Should I use my fingers when I’m eating beef or other meat on bones?

Never use your fingers unless you are eating chicken or other birds.

6. What is appropriate when the meal is finished?

Place your fork and knife parallel diagonally across your plate and don’t push your plate away from you.

When performing this activity, the students are asked to close their books. Collect the answers from the students. If necessary, the teacher may give some hints.

Activity 2 Lead-in

Learn rules of word formation by adding a prefix to the beginning of a word to change its meaning.

A prefix is a group of letters added to the beginning of a word that changes the meaning of the word. The prefixes in-, im-, non-,and un- mean “not” or “the opposite of.’

e.g. Informal means “not formal” and unfair means “not fair”.

Activity 3 Practice

1. Learn the word formation rules first and then finish the exercise below.

Suggested answers:

nonstop; unfold; incorrect; unlucky; impossible

2. Read the passage in the second part about table manners in China and fill in the blanks.

Suggested answers:

damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast

2).Grammar: the Restrictive Attributive Clause and Non-restrictive Attributive Clause

Activity 1 Game-playing

This activity is used as a revision to the attributive clause learned before. When performing this activity, students are asked to close their books. Ask the students to practice attributive clauses in oral.

e.g. A: Please give me the book.

B: Which book?

Make sure that every student gets involved in this activity. Encourage some pairs to act it in class.

Activity 2 Sentence analyzing

Write the two sentences on the blackboard:

1. The man who greeted me is my teacher.

2. John, who greeted me, is my teacher.,

Let the students find out the differences between the two sentences. The teacher may tell the students what restrictive clauses they are in the two sentences.

Activity 3.Grammar teaching

Brainstorm question:

What is the restrictive attributive clause and what is a non-restrictive attributive clause?

Answer:

Restrictive Attributive Clause: The information is necessary to identify which person or something is being described or talked about.

Non-restrictive Attributive Clause: The information isn’t necessary to identify which person or something is being described or talked about. It is extra information that is added to the sentence. Commas are used before and after a non-restrictive attributive clause.

1. Analyze the sentences and information in the part of grammar.

2. Practice the sentence below the form. Remind the students to add commas to sentences with non-restrictive attributive clause.

Suggested answers:

1. I read five pages in the book which is about how to study English every evening.

2. The car which my uncle bought two weeks ago was stolen.

3. Paula, whose parents have gone abroad, lives alone on the fourth floor?

4. My sister Ellen, who is warm-hearted, is a nurse.

5. This morning, Andrew, whose old teacher retired, told me about his new teacher.

6. The meeting will be held in the dining hall, where we often have parties at weekends.

7. My father works for a company which produces computers in a big city.

8. Lisa will always remember her childhood, when she stayed with her grandparents.

Activity 4 Consolidation

1. Practice

Underline all the attributive clauses in the reading passage

2. Summary

Repeat the differences between the restrictive attributive clause and the non-restrictive clause in oral.

Extension:

限制性定语从句和非限制性定语从句的区别

1.限制性定语从句在形式上不用逗号与句子隔开，是先行词不可缺少的定语。如去掉，主句则失去意义或意思表达不完整。翻译时译成先行词的定语“……的”

如：Her brother who is now a soldier always encourages her to go to college.

All the books that have pictures in them are well written.

2.非限制性定语从句在形式上用逗号与主句隔开，是对先行词意义的补充说明。如去掉，主句仍能表达完整的意思，通常译成主句的并列句。

如：Her bother, who is now a soldier, always encourages her to go to college.

All the books, which have pictures in them, are well written.

3.在关系词的使用上，有以下三个区别：

1. 在限制性定语从句中做宾语时可以省略,而在非限制性定语从句中则不可省略;

2. 在限制性定语从句中可用that, 而在非限制性定语从句中不可用that;

3. 在限制性定语从句中可用who代替whom,而在非限制性定语从句中不可用who代替whom;

Feedback

1. 将下列各组句子改写成一个含定义从句的复合句.

1. The car belonged to Paul. It crashed into me.

2. We are moving to Manchester. Manchester is in the northwest.

3. The woman is very friendly. She lives next door.

4. She was engaged to a soldier. She had met him at Dartmouth.

5. We have only told the people. Their work is relevant to this project.

6. This happened in 1977. I was still a baby at that time.

2. Translate the following sentences into English:

1. 他是个对什么都不在乎的人。

2. 她就是卖花的那位姑娘吗？

3. 这是我第一次上学迟到。

4. 你随便什么时候来都行。

5. 我们后来搬到巴黎，在那儿住了六年。

6. 他们邀请我到他们家，这使我非常感谢。

Suggested answers:

1. The car that/which crashed into me belonged to Paul.

2. We are moving to Manchester, which is in the northwest.

3. The woman who/that lives next door is very friendly.

4. She was engaged to a soldier, whom she had met at Dartmouth.

5. We have only told the people whose work is relevant to this project.

6. This happened in 1977, when I was still a baby.

1. He is a man who doesn’t care about anything.

2. Is she the girl who/that sells flowers?

3. This was the first time I had been late for school.

4. Come any time you like.

5. We then moved to Paris, where we lived for six years.

6. They have invited me to visit their home, which is very kind of them.

Homework

1.背诵生词、词组，准备默写。

2.《课课练》的配套练习。

教学小记

Period 6 Integrating skills (Reading and writing)

Teaching aims:

1. To get the students to master what they have learned in this unit.

2. To enable the students to learn how to write thank-you letters.

Suggestions for teaching:

1. Important and difficult points:

1. To know about how to express gratitude by writing thank-you letters.

2. To enable the students to improve their reading and writing abilities.

2. Suggested teaching methods:

A. Reading

Activity 1 Brainstorm

Talk about good manners in Chinese culture. Collect the students’ opinions about good manners in China.

Some basic ones:

1. Get up and give your seat to older people on the bus.

2. Don’t laugh at, stare at or make jokes about disabled people.

3. Don’t start smoking before a dinner is finished.

4. Speak politely, say “please” when you ask for something and “thank you” when you are given something.

5. Say hello to your teachers when you meet your teachers.

Collect more from the students.

Activity 2 Lead-in

Talk about what good manners are if one has enjoyed oneself at a dinner party.

Question: You were invited to a dinner party by David and his wife. You enjoyed yourself very much at the party. What shall you do the next day or some time later?

Collect answers from the students.

篇16：英语必修四第五单元教案 (人教版英语高一)

Unit 5 Theme parks

The fifth period Words and expressions

I. Words for Reading (THEME PARKS -FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …, be amused at [by, with]…

amusement n. find much amusement in…, an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.

make big profits (on sth.), sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students., the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE-EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a “creature.” The term literally means “a created thing,” and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year was the International Year of the Volunteer. is the UK Year of the Volunteer

People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.

篇17：高一英语牛津版必修4 Unit2 全单元教案

高一英语牛津版必修4 Unit2 全单元教案

牛津高中模块4全单元教案 Unit 2 Sporting events Period 1 Welcome to the unit教案 Teaching Aims: 1. Participate in a discussion to find out why sports are popular around the world. 2. Develop students’ speaking ability by expressing their opinions in the discussion. Teaching Important Point: Develop students’ speaking ability. Teaching Methods: Individual, pair or group discussion to make every student work in class. Teaching Aids: 1. The multimedia 2. The blackboard Teaching Procedures; Step 1 Greeting and Lead-in 1. Do you like sports? What sports can you play?2. What sports do you know?Who is your favorite sportsperson? 4. Do you like playing sports? How much time do you usually spend exercising or doing sports every week? Stpe 2 Welcome to the unit Sport plays a very important role in our lives. We see or do sports almost everyday. Look at the following pictures. Are you familiar with these sports? 1. table tennis Can you play table tennis? Do you like it? Is it your favourite sport? Why? 2. Wrestling How much do you know about wrestling? (a short introduction of wrestling) 3. Boxing Do you like watching it? (a short introduction of boxing) 4. In your opinion, do you think these Sports are too violent?5.Kung fu is a traditional sport in China? Are you interested in it? 6.Which do you prefer, Kung fu or boxing? 7.Itroduction of gymnastics and diving. Step 3 Pair Work 1. To become a professional gymnast or a diver, you have to sacrifice(牺牲) a lot. What do you think these sacrifices would include?(group discussion) 2.basketball and football, which do you prefer? 3.No matter what kind of sport you take part in ,what are the basic qualities you need to possess in order to be successful in that sport?) (video of Jordan) Step 4 Group Work1. Why do you think sport is so popular?2. How often do you play sport? What sports do you usually play?3. What is your favourite sport? Why?Step 5 Homework 1.Find more information about the business of sport. 2.Preview reading text. Unit 2 Sporting events Reading Period 1 Teaching Aims: 1. Check and enhance students’ reading abilities. 2. Train Ss to gain an overall understanding of the article and learn to adopt different reading strategies. Teaching important points: 1. Help Ss know some background knowledge about the history and the development of the Olympic Games about. 2. Help them learn some language items. Teaching difficult points: 1. how to read a speech 2. how to grasp the new words. Teaching methods: 1. Improve the students’ reading comprehension. 1. Practice to get the students to master what they’ve learnt. 2. Discussion to make every student work in class. Teaching aids: 1. the multi-media 2. the blackboard. Teaching procedures: Step 1.lead in 1. Talk about the Olympics: ask some questions. 2. Encourage the students to share their information they have already know and to express their opinions freely.. Step 2. Reading 1. Ask Ss to skim the article and answer the three questions in Part A. 2. Ask Ss to reread the passage and do C1 individually. 3. Get Ss to scan the article again and do C2. 4. Help Ss to get the idea of the reading strategies. 5. Ask Ss to answer four questions: 1).What characteristics do the ancient Olympics and modern Olympics share? 2).What are the differences between the ancient and modern Olympic Games? 3).Muhammad Ali and Michael Jordan are mentioned in the passage. What do these two sports people have in common? 4).Do you think Chinese athletes such as Deng Yaping and LiuXiang are as great as Muhammad Ali or Michael Jordan? Step 3. Language items. 1. Do D in class. 2. Do E in class Step 4. Homework. 1． Do Part E. 2． Prepare for the language items. Period 2 Language Focus Teaching aims: 1. To understand new words, phrases and sentence patterns in the reading passage; 1. To learn how to use them. Teaching Important Points: 1. To help the students to understand the text better. 2. To help the students master the use of some important language points. Teaching Difficult Points: 1. The usage of some words, phrases and sentence patterns. Teaching Procedures: Step 1.Lead-in Discuss the following questions: 1.Do you think the Olympic Games help countries and people live peacefully side by side? 2.Who do you think are the greatest Olympic athletes and why? 3.What kind of example do you think athletes like Liu Xiang and Muhammad Ali have set for young people around the world?Step 2 Words and phrases to be learned Delighted, significance, briefly, compete, allow, honourable, no matter what, separate, side by side, light, be recognized as, record, contribution, absence, attempt Step 3 Practice Do PartA1and A2 on page98 Step 5 Assignments: 1. Keep in mind the useful words, phrases and sentence patterns and know how to use them. 2. Finish some additional exercises Brief teaching plan Teaching Objectives: 1. To enlarge students’ vocabulary by applying the rules of making compound words. 2. To get students to learn some words and expressions related to Olympic sports. 3. To improve students’ speaking ability. Teaching Important and Difficult Point: To master the formation rules of compound words. Teaching Approaches: Task-based approaches Form of Activities: Individual, pair or group work .. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step 1. Lead-in Ask the students to read the following dialogue: A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre hurdles in the Olympic Games? B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner. Let the students study the italicized words and ask them two questions: 1. Do you know the meanings of the words? 2. Do you know how the words are made? Give them a few minutes to think. They may discuss with their partners if necessary. 110-metre(n.)--- 110 (num.), meter (n.) hard-working (adj.)--- hard (adv.), working(v-ing) sportsperson (n.)--- sports(n.), person(n.) well-trained (adj.)--- well(adv.), trained (v-ed) Step 2. Compound words 1. Tell students that the above words are called compound words. Ask them to give the definition of a compound word: A compound word is made when two or more than two words are joined together to form a new word. 2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words. 3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns. To form compound adjectives: Formation Compound (adj.) adj.+n.+-ed warm-hearted, cold-blooded adj.+v-ing easy-going, ordinary-looking adv.+v-ing hard-working, long-lasting n.+adj. tax-free, world-famous n.+v-ed air-conditioned, man-made adj.+ v-ed Soft-boiled, well-paid adv.+ v-ed Well-educated, well-paid To form compound nouns: Formation Compound n.+n. handbag, bookmark, website, motherland n.+ v-ing sightseeing, window-shopping, house-keeping 4. Ask the students to match the words in column A with the ones in column B. A B 1.black a. room 2.broad b. eyed 3.every c. cast 4.bed d. case 5.blue e. where 6.suit f. board . 7.radio g. ground 8.bus h. throw 9.reading i. driver 10.passer j. by 11.play k. paper 12.over l. active 13.news m. room 5. Ask the students to translate the words into Chinese. Explain that some English wo

篇18：短歌行四(高一必修) 教案教学设计

短歌行四(人教版高一必修) 教案教学设计

【时间】 12月1日上午第二节

【班级】 &&&&高一（1）班

【执教】％％

【课型】新课程观摩课

【三维目标】

一、知识与能力

1、了解汉魏晋诗歌的基本特征，体会曹操诗歌慷慨悲凉的风格，感悟诗人的思想感情，感受诗歌政治性与抒情性相交融的艺术特征；

2、提高学生的古诗词鉴赏能力，培养学生穿透诗文把握文章内涵的能力，丰富学生的'文化积淀。

二、过程与方法

反复诵读，疏通诗意；小组合作，讨论鉴赏。

三、情感态度与价值观

体会一个政治家身处**时代的人生感受及求贤若渴的情怀，教育学生自觉珍惜时间，树立远大志向。

【教学重难点】

1、体会诗人曲折表达自己渴望招纳贤才以建功立业的心情。

2、运用典故及比兴手法表达感情的技巧。

【教学方法】

1、诵读法:反复诵读,逐步加深对诗意的理解

2、点拨法:以点带面,抓住关键诗句进行点拨

3、合作探究：设问质疑，自主学习

【课时安排】一课时

【教学步骤】

一、创设氛围，导入新课

有句公益广告语说得好：“心有多大，舞台就有多大。”说的是一个人要想成就大事业，就必须有远大的目标和开阔的胸襟。在中国历史上，曹操是一个具有远大目标和开阔胸襟的人吗？从电影、电视剧和文学作品中，我们了解的曹操是一个怎样的人呢？

学生活动：自由谈论对曹操的印象

教师引导：有道是“文如其人”。让我们从曹操的诗文中感受一下，他到底是一个怎样的人。板书课题、作者。

二、诵读与感知

学生活动：反复诵读全诗，互相点评。齐读一遍。

教师点拨：板书疑难字词，提醒注意其形、音、义。

互助学习：分组疏通诗句意思，并提醒同学积累语言。

三、对话作品

合作学习：

①、你认为本诗的诗眼是哪一个字？简述理由。

②、作者“忧”什么？为什么“忧”？

③、从课文哪些地方可以看出，曹操不是一个心胸狭窄的人？据此从整体看，本诗抒发了怎样的情感？

成果展示：学生分组讨论，筛选原文语句，自主得出答案并展示。

拓展延伸：同学们还能从曹操的其他诗作中找到论据，印证“曹操不是一个心胸狭窄的人”吗？

四、梳理探究

本诗运用的最突出的技法是用典和比喻。

教师点拨：什么是“用典”？

布置研讨：

①、诗歌中哪些句子用典？运用什么典故？表达了怎样的意思？②、哪些句子运用了比喻手法，有什么好处？

学生活动：研讨探究，合作学习，自主解决以上两个问题。

五、课堂小结

六、布置作业

①、背诵并能默写本诗以及曹操其他诗歌中的名句。

②、课后讨论：诗中作者说“何以解忧？唯有杜康”，表示要“借酒解忧”，这是否显得太消极？结合其他诗歌中有关“酒”的描写的诗句谈谈自己的看法。

篇19：人教版高一英语必修四教案

(1) 课题：English around the world (2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解;Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动; Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目(祈使句及其间接引语);Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English

The third period: Reading (Language points)

The forth Period：Learning about Language

The fifth period: Using Language

The sixth period: Listening

(4)教学目标： ① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法; 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。

② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 ③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。

(5) 教学重点和难点：

词汇 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block

短语： play a role (in) because of come up such as play a part (in)

重点语法项目：祈使句及其间接引语

难点 Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中

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