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篇1：Unit15 The Necklace
Period 1
一、Teaching Content
Unit 15 Words and phrases; Warming up;
二、Teaching Goals
1. Let the students learn and master the use of the new words and phrases.
2. Try to improve the students’ ability of description by using their imagination.
三、Teaching Important Points:
1. Master the new words and some useful expressions
2. Train the students’ speaking ability, cooperating ability and self-studying ability.
四、Teaching Difficult Points
1. How to develop the students’ cooperating ability and self-studying ability.
2. How to finish the task of speaking or description.
3. How to master the words
五、Teaching Methods:
1. Individual, pair or group cooperation before showing their own achievements.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Words study (see Page164)
Step2 Greetings and lead- in
T: Good morning! My boys and girls!
T: Sit down, please!
1unit15.1(2)
T: When I was a little boy, I always asked my mother to tell me a story before I went to bed. I was deeply attracted by some stories, especially which were full of fun and imagination. What about you? Would like to listen to stories?
S: Yes.
T: Well. However, today I will not tell you a story. I‘d like you to tell me a story.
Step3. Warming up
T: Please open your books and turn to p 15. There are three pictures on
P15. Now, look at the pictures for a minute carefully.
(T asks the students some questions about each picture)
Picture 1: 1) what can you see in the picture?
2) What do you think they are talking about?
Picture 2: 1) In your opinion, what happens in the picture?
2) What do the boy and the girl look like?
Picture3: What are they doing?
T: Do the pictures have something with one another? What’s the clue for the pictures? Please use the three pictures to make up a story by using your imagination and then try to share your story with others. Let’s see whose story is most attractive. You’d better write your story down if you find it’s difficult to do orally.
(T could supply some useful words and expressions on the screen, such as guide, a secret cave, and treasure box)
Step4. Speaking
T: S1. Would like to share your story with us?
What do you think of his story? (Let’s clap for him)
Here‘s a sample story, please read it carefully and correct some mistakes in yours. (Let the Ss to read the story on the screen)
Ss1: …
Ss2: …
Ss3: …
Step5 Listening and dictation
T: Now write down your name, number and date. We’ll have diction.
T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.
1unit15.1(3)
Material:
One day, Tom and his son went on a short journey. Tom walked along holding a rope. The rope was tied to a donkey. The son was riding on the donkey’s back. When they passed, some people said: “The son rides on the donkey while his poor old father walks.” Then, the son told his father: “You ride on the donkey. I will walk beside you.” After a while, some people said: “There is a strong man riding on the donkey while his poor little son has to walk.” How should they do?
Step6 Summary and Homework
1.Review the new words and phrases in Unit 15
2.Preview the Listening and Speaking on Page 15
3.Do the exercise of Listening on Page 83.
八．黑板板书设计Blackboard:
Words and phrases explaining
九、Evaluation
篇2：Unit15 The Necklace
Period 2
一、Teaching Content
Unit 15 Listening; Speaking;
二、Teaching Goals
1. Improve the students’ listening ability.
2. Improve the students’ speaking ability by describing and discussion.
3. Let the students learn and master the use of the new words and phrases.
三、Teaching Important Points:
1.Master the new words and some useful expressions
2.Train the students’ speaking ability, cooperating ability and self-studying ability.
3.Train the students’ listening ability, and catch important information ability.
四、Teaching Difficult Points
1. How to develop the students’ catching important information ability in the part of Listening.
2. How to finish the task of speaking, discussion and reporting.
3. How to master the useful expressions
五、Teaching Methods:
1. Individual, pair or group cooperation before showing their own achievements.
2. Explanation and inductive methods to make the students master catching important information ability and master the useful expressions.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
1unit15.2(2)
Step2 Listening
(1) Pre-Listening
T: Yesterday we’ve listened to some stories and master some new words and phrases.
T: In the class, some students told their favorite stories. Their stories make us know there are many interesting things in the world.
T: Today, we will go to listen other stories.
T: Ok. Look at the screen
T: 1) Do you have the experiences of losing something valuable?
2) What did you feel at that time?
3) What shall we do when we find something lost?
(No correct answers to the question, any different and creative answers should be encouraged, such as “ we should not be nervous.” “ We should calm down”. “ Try to look for some clues and think carefully.” “ Call the police “)
(2) Listening
T: Please listen to the following dialogues and finish the according exercises on p 15.
(After listening to Part 1)
T: Whose footprints are there on the floor?
(Encourage the Ss to guess by using their imagination)
(After listening to Part 2)
T: Who has the thick red hair?
Are you sure it must belong to a man?
(After listening to Part 3)
Step3. Talking
T: Can Mary get her necklace and cellphone back? How can she get it back? If you were John, what advice will you give Mary? Please make a dialogue between Mary and John .The dialogue is about how to get the necklace and cellphone back. Try to make it out with your partner.
(Let the Ss to revise the expressions for advice)
(Read and explain the expressions)
Ss1: …
Ss2: …
Ss3: …
T: You all did very well.
1unit15.2. (3)
Step4 Summary and Homework
T: In this class, we’ve learnt something about dialogue by Listening and talking, so we’ve got much information about these stories, and I am sure you’re your listening and talking abilities have been improved.
T: At the same time, we’ve learnt some useful expressions and words, such as…
Homework
1.Review the new words and phrases in Class.
2. Do the listening exercises in the workbook..
3.Tomorrow, we will have a dictation Word (1).
4.Preview the part of reading and underline the new words and give the meanings below.
八．黑板板书设计Blackboard:
(L)
The Secret of the Black Tower
The Mysterious Box
A Funny Thing happened on the way to School
(M)
Ask for permission
Could we I.?
Maycan I..?
Shall we …?
Is it possible …?
Do you mind …?
(R)
Talk about possibly
It can’t be …
It could…
He might….
They must…?
九、Evaluation
篇3：Unit15 The Necklace
Unit15.1.(1)
课题：《Unit15 The Necklace 》
Period 1
一、Teaching Content
Unit 15 Words and phrases; Warming up;
二、Teaching Goals
1. Let the students learn and master the use of the new words and phrases.
2. Try to improve the students’ ability of description by using their imagination.
三、Teaching Important Points:
1. Master the new words and some useful expressions
2. Train the students’ speaking ability, cooperating ability and self-studying ability.
四、Teaching Difficult Points
1. How to develop the students’ cooperating ability and self-studying ability.
2. How to finish the task of speaking or description.
3. How to master the words
五、Teaching Methods:
1. Individual, pair or group cooperation before showing their own achievements.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Words study (see Page164)
Step2 Greetings and lead- in
T: Good morning! My boys and girls!
T: Sit down, please!
1unit15.1(2)
T: When I was a little boy, I always asked my mother to tell me a story before I went to bed. I was deeply attracted by some stories, especially which were full of fun and imagination. What about you? Would like to listen to stories?
S: Yes.
T: Well. However, today I will not tell you a story. I‘d like you to tell me a story.
Step3. Warming up
T: Please open your books and turn to p 15. There are three pictures on
P15. Now, look at the pictures for a minute carefully.
(T asks the students some questions about each picture)
Picture 1: 1) what can you see in the picture?
2) What do you think they are talking about?
Picture 2: 1) In your opinion, what happens in the picture?
2) What do the boy and the girl look like?
Picture3: What are they doing?
T: Do the pictures have something with one another? What’s the clue for the pictures? Please use the three pictures to make up a story by using your imagination and then try to share your story with others. Let’s see whose story is most attractive. You’d better write your story down if you find it’s difficult to do orally.
(T could supply some useful words and expressions on the screen, such as guide, a secret cave, and treasure box)
Step4. Speaking
T: S1. Would like to share your story with us?
What do you think of his story? (Let’s clap for him)
Here‘s a sample story, please read it carefully and correct some mistakes in yours. (Let the Ss to read the story on the screen)
Ss1: …
Ss2: …
Ss3: …
Step5 Listening and dictation
T: Now write down your name, number and date. We’ll have diction.
T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.
1unit15.1(3)
Material:
One day, Tom and his son went on a short journey. Tom walked along holding a rope. The rope was tied to a donkey. The son was riding on the donkey’s back. When they passed, some people said: “The son rides on the donkey while his poor old father walks.” Then, the son told his father: “You ride on the donkey. I will walk beside you.” After a while, some people said: “There is a strong man riding on the donkey while his poor little son has to walk.” How should they do?
Step6 Summary and Homework
1.Review the new words and phrases in Unit 15
2.Preview the Listening and Speaking on Page 15
3.Do the exercise of Listening on Page 83.
八．黑板板书设计Blackboard:
Words and phrases explaining
九、Evaluation
Unit15.2. (1)
课题：《Unit15 The Necklace 》
Period 2
一、Teaching Content
Unit 15 Listening; Speaking;
二、Teaching Goals
1. Improve the students’ listening ability.
2. Improve the students’ speaking ability by describing and discussion.
3. Let the students learn and master the use of the new words and phrases.
三、Teaching Important Points:
1.Master the new words and some useful expressions
2.Train the students’ speaking ability, cooperating ability and self-studying ability.
3.Train the students’ listening ability, and catch important information ability.
四、Teaching Difficult Points
1. How to develop the students’ catching important information ability in the part of Listening.
2. How to finish the task of speaking, discussion and reporting.
3. How to master the useful expressions
五、Teaching Methods:
1. Individual, pair or group cooperation before showing their own achievements.
2. Explanation and inductive methods to make the students master catching important information ability and master the useful expressions.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
1unit15.2(2)
Step2 Listening
(1) Pre-Listening
T: Yesterday we’ve listened to some stories and master some new words and phrases.
T: In the class, some students told their favorite stories. Their stories make us know there are many interesting things in the world.
T: Today, we will go to listen other stories.
T: Ok. Look at the screen
T: 1) Do you have the experiences of losing something valuable?
2) What did you feel at that time?
3) What shall we do when we find something lost?
(No correct answers to the question, any different and creative answers should be encouraged, such as “ we should not be nervous.” “ We should calm down”. “ Try to look for some clues and think carefully.” “ Call the police “)
(2) Listening
T: Please listen to the following dialogues and finish the according exercises on p 15.
(After listening to Part 1)
T: Whose footprints are there on the floor?
(Encourage the Ss to guess by using their imagination)
(After listening to Part 2)
T: Who has the thick red hair?
Are you sure it must belong to a man?
(After listening to Part 3)
Step3. Talking
T: Can Mary get her necklace and cellphone back? How can she get it back? If you were John, what advice will you give Mary? Please make a dialogue between Mary and John .The dialogue is about how to get the necklace and cellphone back. Try to make it out with your partner.
(Let the Ss to revise the expressions for advice)
(Read and explain the expressions)
Ss1: …
Ss2: …
Ss3: …
T: You all did very well.
1unit15.2. (3)
Step4 Summary and Homework
T: In this class, we’ve learnt something about dialogue by Listening and talking, so we’ve got much information about these stories, and I am sure you’re your listening and talking abilities have been improved.
T: At the same time, we’ve learnt some useful expressions and words, such as…
Homework
1.Review the new words and phrases in Class.
2. Do the listening exercises in the workbook..
3.Tomorrow, we will have a dictation Word (1).
4.Preview the part of reading and underline the new words and give the meanings below.
八．黑板板书设计Blackboard:
(L)
The Secret of the Black Tower
The Mysterious Box
A Funny Thing happened on the way to School
(M)
Ask for permission
Could we I.?
Maycan I..?
Shall we …?
Is it possible …?
Do you mind …?
(R)
Talk about possibly
It can’t be …
It could…
He might….
They must…?
九、Evaluation
篇4：高二下unit15
§2.1词句贯通
1.every now and then/again不时地
Write me a post card every now and then.
请不时地给我写张明信片。
Every now and then a plane would take off.
不时会有一架飞机起飞。
He only comes to London every now and then.
他只是偶尔来趟伦敦。
Every now and again she wiped her eyes with a handkerchief.
她不时地用手帕擦一擦眼睛。
2.downtown adv.往城里，往市中心
Let’s go downtown this afternoon.
咱们今天下午去闹市区吧。
I went downtown to do some shopping today.
今天我到商业区购物去了。
They moved downtown last year.
他们搬到城里去了。
He lives downtown.他住在市区。
downtown adj.商业区的，闹市区的
He was born in downtown Tianjin.
他生在天津闹市区。
I work in a downtown office.
我在市区的一家公司上班。
The downtown traffic is very bad.
闹市区的交通很差。
3.surrounding n.（常用复数）环境，周围的事物
I’d like to bring up my child in healthy surroundings.
我想在健康的环境中养育我的孩子。
The hotel stands in picturesque surroundings.
宾馆四周的环境优美如画。
surrounding adj.周围的，附近的
the surrounding country近郊
the surrounding scenery四周的风景
surround v.包围；围绕
be surrounded with/by…被……环绕着
A crowd surrounded him.一群人围着他。
The school was surrounded by/with a fence.
学校四周围着篱笆。
Mystery surrounds the actress’s death.
女演员之死笼罩着神秘的气氛。
4.feast n.(感官、精神等的)享受；盛宴
The flower exhibition was a feast for the eyes.
看花展是件赏心悦目的事。
The classical music is really a feast for the ears.
这首古典乐曲令人大饱耳福。
a wedding feast喜宴
give/make/hold a feast举行宴会，设宴
There are no feasts in the world which do not break up at last.
天下没有不散的筵席。
The Queen invited them to a feast.
女王邀请他们参加庆宴。
The King made a great feast to his ministers.
国王大宴群臣。
5.dip n.(在江、河、湖、海中)洗澡，游泳
take a dip in the lake在湖里游泳
I will have a dip in the sea.
我要洗个海水浴。
dip v.浸泡，沾水
He dipped the pen into ink.
他把笔浸到墨水里。
The little girl dipped a piece of bread into her soup.
小女孩把一块面包泡到汤里。
dip into把手伸入；浏览，稍加研究
He dipped into his pocket to get his key out.
他把手伸进口袋掏钥匙。
I haven’t read that book carefully.I’ve only dipped into it.
我没有认真读过那本书，只是随便翻阅过。
I have been dipping into ancient history.
我一直在研究古代史。
6.shore n.滨，岸
They kept walking along the shore.
他们一直沿着岸边走。
There was an old house on the shore.
岸上有栋老房子。
They found a ship about 2 miles off the shore.
他们发现在离海岸2英里处有一艘轮船。
off shore在离岸的海里，在离海岸不远处
The boat is two miles off shore.
那艘船在离海岸两英里的海里。
on shore在岸上，在陆上
In the storm,many seamen wished they were on shore.
有暴风雨时，很多水手都希望在岸上。
They went on shore the moment the ship reached the harbor.
轮船一到港口，他们就上了岸。
7.budget n.预算(常与介词for连用)
a family budget家庭预算
the government budget for the coming year
下年度的政府预算
an advertising budget of $8000
八千美元的广告预算
introduce/open the budget提出预算方案
She made a monthly budget for her family.
她为家庭做了每个月的预算。
budget v.编制预算
He budgeted for buying a house.
他为买房子编制预算。
He saves a lot of money by careful budgeting.
他通过精打细算节省了大笔钱。
8.rate 价格；费用；速度；效率
The room rates at the hotel range from $10 to $35 per day.
那家宾馆的房间价格从10美元到35美元不等。
What’s the letter postage rate to foreign countries?
往国外寄信的费用是多少？
The train was going at a rapid rate.
那辆火车高速行驶。
They are walking at the rate of 4 kilometres an hour.
他们以每小时4公里的速度行进。
She can read at the rate of 100 words a minute.
她的阅读速度是每分钟100词。
The birth rate is under control in this country.
这个国家的出生率已得到控制。
The divorce rate is very high in the United States.
美国的离婚率很高。
at any rate无论如何，不管怎样；至少
At any rate I will come.无论如何我都会来。
She didn’t work very hard,but at any rate,she passed the test.
她不很用功，但至少她通过了考试。
at this/that rate如果是这样的话，如果这样继续下去的话
At this rate we won’t be able to buy a house.
照这情形来看，我们可能买不起房子。
9.sight n.情景，景象[C]；目光，视力，视野[U]
The sunset is a beautiful sight.
落日是很美的景象。
What a sad sight!多么悲惨的景象啊!
She has good/poor sight.她视力好(差)。
Keep out of my sight.不要让我看到你。
I watched him until he disappeared from sight in the distance.
我望着他直到他消失在远方。
a/the sight of看到，见到
The crowd waited for a sight of the Queen passing by.
人群等着看王后从这里经过。
The sight of a snake frightened her.
看到蛇把她吓坏了。
10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)
Please phone the hotel for accommodations.
请打电话给旅馆订房间。
This hotel has accommodations for 2 000 guests.
这家旅馆有容纳名客人的设备。
Can we find accommodations at a hotel for tonight?
我们今晚能找到旅馆住宿吗？
It would be an accommodation to me if you could come.
你若能来，对我而言真是好极了。
§2.2发散思维
1.disappointed adj.失望的，感到失望的
They were disappointed about/with/at/in the results.
他们对结果感到失望。
She was disappointed at not being invited to the wedding.
她由于未获邀请参加婚礼而感到失望。
She was disappointed of her purpose.
她因没有达到目的而感到失望。
I was disappointed that she was not able to come.
她不能来，令我很是失望。
disappointing adj.令人失望的；扫兴的
What disappointing news it is!
多么令人失望的消息!
It was disappointing not to be able to see her.
不能见到她真令人失望。
disappoint vt.使失望，使沮丧
The result disappointed me.
结果使我失望。
Her lack of success disappointed Mary.
她未能成功使玛丽很失望。
disappoint vt.使(计划、希望等)落空，受挫，辜负
The accident disappointed our plans.
这次意外事件使我们的计划落空。
disappoint a person’s expectation辜负某人的期望
2.guarantee vt.保证……免受损失或伤害；确保
guarantee sth.保证……
They guarantee this clock for a year.
他们对这个钟表保修一年。
I guarantee the success of the show.
我保证这场表演会成功。
guarantee sb.sth./guarantee sth.to sb.保证某人……
Buying a train ticket doesn’t guarantee you a seat.
买到火车票并不保证你有座位。
They guaranteed their workers regular employment.
他们保证长期雇用他们的工人。
guarantee to do sth.保证做某事
I guarantee to pay off his debt.
我保证付清他的债务。
I guarantee to be here tomorrow.
我保证明天来这里。
guarantee sth.(to be)…保证……是……
The art dealer guaranteed the picture (to be) genuine.
那个工艺品商保证这幅画是真品。
guarantee that…保证……
I guarantee that you will be satisfied with the result.
我保证你会对结果感到满意。
Who can guarantee that he will keep his word?
谁能担保他说话算数？
篇5：新教材高一下unit15教案(人教版高一英语下册教案教学设计)
By Flora, Michell
Teaching procedures:
Period 1. Warming up, listening and speaking
New words: mystery, mysterious, footprint, ladder scary, dormitory
Teaching process:
Step 1:leading and lead-in
T: Morning class!
Ss: Morning, Miss Liang, (zhang)
T: What do you like doing in your spare time?
Ss: Playing computer games, seeing a film, watching TV/play?
T: Where do you watch a play?
S1: At the theatre.
T: What do e call the person who writes a play?
S: A playwright.
T: Do you like to be a playwright?
S2: Yes.
T: A playwright must be good at making up stories, is that so?
Ss: Yes.
T: Do you like making up a story?
S3: Yes, I do.
T: If you want to make up a story, what will you tell others?
S4: Who are the hero and heroine.
T: Yeah, so you mean the main character. Anything else?
S5: When and where does the story take place.
T: Good, time and place belong to the setting. Others?
S6: Why does the story happen?
T: You’re right. And the last point is the most attractive. So do you know what it is?
S7: How does the story come about?
T: Yeah, clever! This is about the plot, ××, why do you think plot is the most attractive?
S8: Exciting and interesting.
T: What’s your opinion?
S9: Mysterious.
T: Great, so if you want to be a good story teller, your story should include who--character, when, where--setting, why, how--plot. Besides, the plot ought to be mysterious. Would you please turn to page 15, look at these three pictures and use them to write a good story. You can work in group of four.
T: What can you see in picture1? Can you guess what the old man told the two to do?
What do the two young meet? What happened at last?
Step 2: Warming-up
T: Who will be willing to share your story? ××, will you have a try?
S10: ……
S11: ……
S12: ……
T: which group give us the best story? Why?
S13: ××’s group, because the story made up by them is mysterious.
T: I do agree. If you want to solve the mystery, what is the most important the to you?
S14: Clues.
T: Clues are important, especially to policemen and detectives.
Step 3: Listening
T: So let’s listen to the tape. Try to find out the mysteries and the clues.
T: Listen again and finish the exercises.
1. What is missing? (B)
A. A necklace and some money
B. A necklace and a cellphone
C. A necklace and a wallet
2. What did they find? (A)
A. footprints B. shoe prints C. fingerprints D. A shoe
1. What did John and Mary discover? (D)
A. The door is open B. The window is broken
C. The door is broken D. The window is open
2. What did John and Mary find on the floor? (C)
A. A shoe B. A key C. Some hair D. Broken glass
1.What did John and Mary find in the garden?
A. A ladder B. A banana peel C. A knife D. A necklace
2. Can you solve the mystery?
……….It’s monkey.
T: Suppose you’re the detective, a report from cow is going to interiors you. Could you show us the dialogue?
Ss: Well done. It seems that you’re not only good at telling stories but also excellent Performa. Just now we’ve mentioned that a playwright must be a good story teller. A play also indwells who, when, where, why .But is there anything difference between the story and play?
S15: Play is in the form of dialogue, but story is not.
T: Yes, story is usually narrated. Play has something with dialogue and also has several scenes.
Step 4: Speaking
T: Cat’s move to speaking on page16, first, we’ll have a look at situations. Find out who, when, where or ever why, how.
Character: three pieces
Time: dark night in April
Place: in the mountain
S16:
S17: Character: Four classmates
Time:
Place: in the dormitory
S18: Character: Four students
Time:
Place: on the way to school.
T: Adorning to the situations and the information given above, four in one group, try to create a short play. It can be more than one scene if necessary. Then act it out.
Step 5: homework
T: Time is up. So this is as your homework. Tomorrow we will hold a competition and see who will be the best playwright, who will be the best cotter and actress.
Period 2 Reading
The necklace
New words: Jeanne Mathilde Loisel, recognise, surely, diamond, explain. Pierre, ball, jewellery, franc, continue, call, lovely, being back, day and night, pay off, debt, precious, at most.
Teaching Process
Step1: Check the homework and lead-in
T: Yesterday, I asked you to create a play, would you please share your play with us?
Ss: ……
T: Well done. ××, what do you think of the role you’re played.
S1: ……
T: Next group.
Ss: ……
T: Great. The whole clan, what kind of play do you like: funny plays, serious plays or sad plays?
Ss: ……
T: Yes, I think so. Last chance, who will catch the last chance?
Ss: ……
T: Wonderful! ××, which script is the best one?
S2: I think ……
T: Who is the best actor and actress in your opinion?
Ss: ……
T: You think ×× and ×× performed really well. The same goes for me. And it seems that you know a lot about plays. Do you know any play in and out of China? Who is the playwright?
Ss: ……
T: Today, we are going to read a story written by Maupassant. Who was Maupassant? Was he an English writer or a French writer?
S3: A French writer.
T: Yes. He was a famous French short-story write in the 19th century-born in 1850 and died in 1893. Most of his works were about the everyday life of the simple people. His style was direct and simple with attention is realistic detail. All these can be seen from the story we are going to learn. What’s the title?
Ss: The Necklace.
T: Can you guess why the playwright chose. The Necklace as title?
S4: The play must talk about it.
T: I’m sure you will get a better understanding after reading it. Anyhow, let me introduce you the characters.
Pierre Loisel: a government worker (P)
Mathilde Loisel: P’s wife (M)
Jeanne: M’s good friend (J)
But ten years later, J couldn’t recognize her good friend M, why?
Please read the story quickly and see if you can tell me why.
Ss: She looked much older.
Step 2: Reading
T: Why did M look older than her age? What had happened to the couple? Let’s read the play carefully and then I’ll give you some information about it.
1. One day J was sitting at home and M went to see her. (F)
T: Where did they meet each other?
S4: In a park.
2. J didn’t recognize M because she was ill. (F)
T: Why did she look older than her age? What kind of life did she live?
S5: She looked older than her age because of ten years of hard work. Times were hard for M-Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.
3. M married a man with a lot of money. (F)
T: Where did M’s husband work?
S6: He worked in a government office.
4. Ten years ago, the couple were invited to an important meeting.(F)
T: What were they invited to do?
S7: They were invited to a ball.
T: Did they accept the incitation? Why?
S8: Yes, they did. Because P was the only person in his office who was invited.
5. M didn’t think they could go because she had no evening dress or jewellery. (T)
6. P decided to buy some jewellery for his wife. (F)
T: What did he decide to buy for his wife?
S9: An evening dress.
T: How much was it?
S10: Four hundred francs.
T: Why did he decide to spend so much money on an evening dress?
S11: After all, the ball was very important.
7. At last, M decided to go to the ball with a flower. (F)
T: Why couldn’t she do that?
S12: Everybody else would be wearing jewellery. She couldn’t be the only woman who wasn’t wearing jewellery.
8. M would go to see J on Friday. (T)
T: Why did she want to see J on Friday after she got a new dress?
S13: Because J married a man with a lot of money. She could lend M some jewellery.
9. M called J and asked if she could borrow some jewellery. (F)
T: Was J kind?
S14: Yes.
T: How do you know?
S15: She brought out all her jewellery and she told M that she could take anything she liked.
T: What kind of necklace did M choose?
S16: She chose a lovely diamond necklace with a big blue store in the center.
10. M looked pretty and happy. (T)
11. M and P have been happy since the ball. (F)
T: What made their life change?
S17: They lost the necklace.
12. M and P bought a new necklace. (T)
T: How can they afford it?
S18: They borrowed the money. During the next ten years they both worked day and night to pay for it. At last, they paid off all their debts.
T: How much did the necklace they bought cost?
S19: It cost them thirty-six thousand francs.
T: Was J’s necklace as precious as this one?
S20: No, it was made of glass. It was worth five hundred francs at most.
Step 3: Task
1. If only M and P had found the necklace.
Can you imagine what happened when they returned to the ball and tried to find the necklace?
2. What would M do after she returned home from the park. Would she tell her about the real story? What would P say?
So would you please work with your group members, choose one of them and write a short play, then act it out.
* Post reading for reference.
Sample of task 2
M=Mathilde P=Pierre
M: You’ll never guess whom I met today in the park.
P: Oh, was it some important?
M: Why , yes, you could certainly say that. (looking at him.) I met Jeanne.
P: No, you don’t say!
M: Yes, she was sitting there when I walked by but she didn’t know it was me.
P: How could she forget? ( He sees his wife putting her hands to her face.) Oh, I’m sorry.
M: That’s all right. Anyway, we both know I did it to myself.
P: Did what, dear?
M: Made a fool of myself. I simply to be the lowest lady at the ball and look what it cost me -and you, I’m sorry.
P: Forget it, dear. What’s past is past. You mustn’t keep blaming yourself.
M: But you don’t know the worst part. Oh, I still can’t believe it! She told me that the diamond necklace wasn’t real!
P: What do you mean?
M: It wasn’t real. I was only worth a few hundred francs.
P: Oh, my goodness! And we worked so hard to pay for that necklace. Our whole life. But as least we did the right thing. We must forget about the past. At least we still have each other.
M: (not listening.) And to think she gets to keep the necklace now! (She shakes her head many times.)
P: Forget the necklace. It can only bring you as much as trouble as the old one.
Step 4: Homework
I’m for know a lot about M, P and J. Can you use one adj to describe each of them?
M: Pretty, vain.
P:
J: Vain, honest.
1.Rewrite the whole play in the time order. From boring the necklace. Losing the necklace looking for necklace, returning the necklace to knowing the tooth. Then act it out.
II. Discursion
1. Why did M have to borrow a necklace from Jeanne?
If you’re M, will you wear the flower instead?
2. What would Jeanne do after she met M in the park? Would that change M and P’s life?
3. Why did the another chose “The necklace” as title?
4. What do you think of M’s life? In your opinion, what made her life like that?
Period 3
Step 1. Check the homework
T: Today, we’ll go on to talk about=The necklace. What quarters did M, J and P have?
Ss: ……
T: So let’s have some discussion. I’m sure you can have better understanding of M, J and P, the title, or even the society after discussion.
1. Why did M have to borrow a necklace from Jeanne? If you’re M, will you wear the flower instead? Why or why not?
2. What would J do after she met M in the park? Would that change M’s life again?
3. Would M’s life be happy again? What do you think M’s life? In your opinion, what made M’s life miserable?
Step 2: Act out the play
T: You know better about M, J and P, and I asked you to retort the whole play, I have faith in you and you can do well. Any volunteer to have a performance?
Ss: ……
Step 3: Comment on the play
T: Which group give us the best performance? Which group has the best script? Who is the best actor? Who is the best actress?
Ss: ……
T: How to create a successful play?
Step 4: Homework
T: 1. I’m afraid time’s up, let’s leave it until tomorrow. Think over how to create a successful play? You can have a look at learning to act on page 86, it will help you. So will integrating skills on page 20.
2. Tomorrow we will have the programme “the life of Art”. One acts as Mr. ZhuJun. ×× and ×× are the best actor and actress we’ve chosen, so they will invited to the programme as distinguished guest. Others are the audience live. The main topic is “How do you two become famous actor and actress.”
Period 4
Step 1. Greeting and lead-in
T: Morning class. It’s time for us to entertain ourselves. The like of Art will begin soon. Who will be Zhujun? You can begin like this________ Hello, everybody, I’m your old friend Zhujun. Welcom to …… our programme______The life of Art. Today we’re lucky enough to invite the best acter and actress ×× and ××. Welcome! ……
S1: ……
S2 &S3:
Ss: ……
Step 2: Presentation (Fast reading)
T: Wonderful! They talked a lot about how to act well, how to be a successful performer. Do you want to know more?
Ss: Yes.
T: So let’s turn to page 86 skills “learning to act”. Look through the whole passage and find out: What is the first thing an actor or actress should do?
Ss: The first thing an actor must have is the desire to become an actor and the belief that he or she can act well.
Step 3: careful reading
T: Self-confidence, self-determination are of great important. But many skills need learning. Read carefully and tell me how do actors prepare for a performance besides self-confidence.
I. Learning how to act
1. The teacher asks students to image that they are a certain thing, close their eyes, concentrate on the object they have chosen and use their both to show their feelings.
2. The teacher may also ask student to think about a general topic and list situation or actions that belong to the topic.
eg: If the topic is friendship, students may list “a handshake”, “laughter”, “meeting” and so on.
II. trust each other and communicate
eg: one stud it may close his or her eyes and have another student lead him or her around.
III. learn the lines of the play, how to move, where to stand or walk and what expressions to us.
IV. understand the character they pay.
1. from appearance
2. from quality and character.
skill
Remember lives
speak clearly
understanding feelings
Team work On stage
Remember what to say
Speak to the audience
Playing a character
Act together with other actor In real life
Study, take exams
Give a speech, read poetry
Understanding our selves and our friends
Study together, work together
Step 4: Reading and writing (page 20)
T: The actors themselves are the most important. But if an actor wants to perfume successfully, what else will be needed?
Ss: A good director.
A good script.
T: Yeah, a good script plays an important in a successful play. So let’s learn to write and perform a short play. Would you please turn to page 21, and read the tips together?
Ss: ……
Step 5: listening
T: So I’d like you to listen to the tape, follow it and finish exercises on page 21.
1. The teacher says that TV shows and computer games are a bit like plays. Can you think of more similarities? What are the differences?
2. The text above has several roles in it --the teacher and the students. What other “roles” in real life can you think of? Do you “act” in different ways when you’re a “student” and when you are a “son or daughter” or a friend?
3. Life is like theatre, and theatre is like life. Do you agree? Compare life and theatre and try to think of similarities and differences.
Step 6: homework
1. Find out five beautiful sentences in this unit.
2. Go through what we have learnt and try to find something important and difficult.
篇6：Unit15 Healthy Eating
一、教法建议
【抛砖引玉】
单元双基学习目标
Ⅰ. 四会单词和词组：
pain , in (the) future , be rich in , contain , fat ( n . ) , soft drink , score , scores of , discuss , discussion , at the end ( of )
三会单词和词组： examine , ripe , advise , patient , energy , weight , put on weight , westerner , cause , unhealthy , lose weight , suggestion
Ⅱ. 交际英语：
人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐。那么，生病就在所难免。万一人生了病就需要去医院诊断出出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：
1. What can I do for you ? / What was the matter ? / What‘s the trouble ?
2. Does it hurt here ? / It’s nothing serious . / Let me examine you . / Take this medicine three times a day . / And I advise you not to do …
3. Drink plenty of water and have a good rest . / You‘d better have a good rest . / You’ll be well soon .
4. Show me your tongue . / Stick out your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You‘ll have to be hospitalized (住院) .
5. How long have you been like this ? / Well , let’s see . Open your mouth and say “ah ”. / Keep warm and don‘t catch cold .
病人用语：
1. I’ve got a pain ( cough , headache , toothache ) . / I don‘t feel well . / There’s something wrong with … . / This place hurts . / I feel a great pain here . / I feel dizzy (头晕) . / I took some medicine last night , but they didn‘t help . / Doctor , please give me an examination .
2. I’ve had my temperature taken . I indeed have a fever . / I was hot and cold by turns .
3. I don‘t feel well , doctor . / I hope it won’t last long . / I don‘t feel like eating anything .
4. I have a sore throat ( 喉咙痛) and my chest hurts . / It started bothering me yesterday afternoon . / I feel hot and feverish . / I’m aching all over .
5. I‘ve been losing sleep . / My whole body feels weak . / I’ve lost my voice . / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .
Ⅲ. 语法重点：进一步学习提出建议和忠告的句型。
1. I advise you (not) to do … / you‘d better (not) do … / I suggest that you (should) do … / Why not do … / Why don’t you do …
2. It‘s better to be absolutely sure , even if it does take a bit more time and trouble .
3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .
4. Let me give you a bit of advice , if you don’t mind . Stop smoking or at least cut down on it . Watch your diet and …
5. How / What about doing some shopping here ?
6. I think we‘d better send for a doctor .
7. Well , if you go on the way you have , you’re only going to make things harder for yourself .
8. Yes , I suppose so . / Yes , I certainly will . / That‘s a good idea . / Yes , but don’t you think … ?
【指点迷津】
单元重点词汇点拨
1. contain 作及物动词是“包含；包括；能容纳，能装入”
Sea water contains salt .
This auditorium will contain 3,000 people .
〖点拨〗(1) contain 和 include 虽然都有“包含”的意思，但 contain 可用于表示包含所含之物的全部或部分，而 include 则只是包含一部分。试对比：
The parcel contained a dictionary . 那包裹里装的是一本字典。
The parcel included a dictionary . 那包裹里也包括了一本字典。
The tour includes a visit to Paris . 这次旅行包括游览巴黎。
The basket contains a variety of fruits . 这篮子装有各种水果。
(2) including 可以作介词连接介词短语。试比较：
Many women were waiting to buy that kind of cloth , including my mother .
Many women were waiting to buy that kind of cloth , my mother included .
可以这样说，include 着重“被包含者只是整体中的一部分”。contain 着重“内有”。
2. advise 作及物动词是“忠告、劝告、建议”
The doctor advised a soft diet . 医生建议进软食。
〖点拨〗(1) advise + doing
He advised getting plenty of sleep and eating good meals .
(2) advise sb to do 建议某人干……。advise sb not to do sth = advise sb against doing 建议某人不要干
The teacher advised us not to read carelessly . = The teacher advised us against careless reading .
对比：The teacher advised our reading carefully . (动名词复合结构)
(3) advise that + 主语 + (should) do
She advised that he spend his holidays in Heinan .
对比：（误）Sharon suggested me to ask Dr Yang for help .
（对）Sharon advised me to ask Dr Yang for help .
（对）Sharon suggested / advised that I should ask Dr Yang for help .
（对）Sharon suggested / advised my asking Dr Yang for help .
（对）I was advised to ask Dr Yang for help by Sharon .
(4) advice 是不可数名词，表达“一条建议”用：a piece / bit / word of advice 。
3. score (比赛的) 得分；（单复数相同）二十
The score at the end of the game was 5 to 4 against the visiting team . 比赛结果为 5 比 4 ， 客队败北。
What‘s the score now ? 现在比分是多少 ？
〖点拨〗(1) scores of 许多，大批
The exhibition has scores of visitors every day .
(2) score 前有数词时，score 用单数，其后的 of 常省略。但在代词或者起定语作用的指示代词及物主掉次前的 of 不能省略。
Three score of them are League members .
Three score of those eggs are his .
She has two score (of) eggs . (这种情况下最好不用 of )
4. discuss 作及物动词是“讨论，议论”。名词形式是 discussion 。
I’ve something of great importance to discuss with you .
After careful discussion the two parties reached an agreement on this matter .
〖点拨〗(1) discuss 后直接接名词、疑问词 + to do ，不接 about / on 。但discussion 后可以接about 。
（错）We have discussed about the problem .
（对）We have discussed the problem .
（对）We have had a discussion about the problem .
(2) discuss sth with sb 和某人讨论……
We will discuss the changes of our school with them later .
(3) discuss freely 自由讨论，discuss fully / thoroughly 充分讨论，discuss keenly 激烈讨论，under discussion 在讨论中，have a long discussion about / on sth 对……进行长时间的讨论， a heated / hot discussion 热烈的讨论。
5. suggestion 建议
Your suggestion is very helpful .
〖点拨〗(1) 含有suggestion 的主语从句、表语从句、同位语从句、定语从句中主句谓语用 should 型虚拟式。
We agree to his suggestion that the book (should) be published once more .
(2) suggestion 的搭配有：make a helpful / timely suggestion 作出有益（适时）的建议。act on / at one‘s suggestion = act on / at the suggestion of sb 按照某人的建议做。
(3) suggestion , advice 和 opinion
advice 多指根据自己的学识和经验提出来的供人参考的意见。suggestion 指为改进工作、解决问题而提出的建议，比 advice 委婉。opinion 是日常用语，指对某事的观点、想法。另外，advice 是不可数名词。
Advice is seldom welcome . (谚语) 忠言逆耳。
In our opinion , these trees must be cut down at once .
We have decided to pay more attention to their suggestions .
单元词组思维运用
1. at the doctor’s 在诊所
At the doctor‘s you can have your eyesight tested .
2. visit a doctor = see a doctor 看医生，看病，就诊
He had to visit a doctor because of his heart trouble .
3. a piece of bread 一块面包
4. a bit 有点儿（修饰形容词）
These apples are a bit green . 这些苹果有些生。
5. have a good rest 好好休息一下
6. in four hours’ time 四小时后，四小时内
Take two pills now and two more in fours‘ time .
They will arrive in two hours’ time .
7. a diet of 一种……的食物
Every person needs water and a diet of healthy foods .
8 . different kinds of 不同种类的
There are different kinds of moon cakes on Mid-Autumn Day .
Different kinds of book ( = Different kinds of books = Books of different kinds ) are on show in the book fair .
9. in calories 以卡来计算
The energy is measured in calories . 这种能量以卡来计算。
10. be asleep 睡者（强调状态）。fall asleep 睡着（强调动作）
11. burn up 烧掉，烧毁；消耗掉。
While you are walking , your body is burning up 100 calories an hour .
If the satellite returns to the earth too fast , it burns up on the way .
The house burned up before the firemen got there .
12. as much as 像……那样多；多达；到达……的程度。as much as 用于不可数的物体，而 as many as 则用于可数的物体。该结构还可以变化为：as much + 不可数名词 + as 或者 as many + 可数名词 + as 的形式。
Here is a bottle of ink . You may use as much as you need .
The average distance of the sun from the earth is as much as 150 million kilometres .
太阳与地球的平均距离达一亿五千万公里。
You should rest as much as possible .
In the countries of Black Africa , there are as many as 700 languages .
When working there , she could earn as much as 500 dollars a week .
He is strong enough to carry as much as 200 jin .
13. be considered (to be ) + 名词或者形容词“被认为是……”
14. be rich in 含有大量的；充满
This kind of fish is rich in vitamins A and D .
A large stretch of land rich in coal is called a coal field .
注意其反义词组是：be low in 含量低。be high in 含有大量的……
15. too much 过于多的（修饰不可数名词、作主语、作宾语、作表语）。而much too修饰形容词和副词。
She gets up much too early , because she has too much work to do every day .
16 . take exercise 运动；锻炼
You need to take more exercise if you want to keep healthy .
She ate too much and did not take any exercise .
17. put on weight 增加体重；发胖。lose weight 减少体重。
Too many sweets and not enough exercise will make you put on weight .
To the great joy of her , she has lost much weight .
18. in the form of 以……的形式
He made the suggestion in the form of a question .
All sounds travel in the forms of waves .
Water exists in the form of ice , snow , steam , etc.
19. one person in ten = one-tenth = one person out of ten 十分之一的人
注意区别：ten to one 十有八九，有可能
20. by the age of 在……岁前；不超过……岁。by 在这里相当于 before 。
She had had three children by the age of 35 .
He had been in the army for two years by the age of 18 .
注意：at the age of 在……岁时。试对比：
She married at the age of 30 .
She had been married by the age of 30 .
21. put … in order 把……按照顺序排列好
22 . value for money 合算，花钱值得
23 . scores of 几十的，大量的，许多的（修饰可数名词）
24 . value of money 合算，花钱值得
25 . lose weight 减少体重
26 . die from heart illnesses 死于各类心脏疾病
二、学海导航
【学法指要】
单元句型思路明晰
1. Even when + 从句
Even when you are asleep , you are using energy . 甚至在你睡觉时，你也在消耗能量。
〖明晰〗even 作为副词放在由when引起的时间状语从句的前面起加强语气的作用。
Even when it is in August , the weather there is very cold .
Even when he was taking a holiday he was worried about his work .
2 . 主语 + be considered + to be + 主语补足语
The Chinese diet is considered to be the healthiest in the world . 中国饮食被认为是世界上最健康的饮食。
〖明晰〗consider 做“认为”时可以带不定式的复合结构，即：主语 + consider + 宾语 + 不定式（主要是 to be 做宾语补足语）。如果将宾语变为主语，则 consider 用被动语态，原来作宾补的不定式便变成为主语补足语。注意：to be 常常被省略后成为：consider + 宾语 + 名词（或者形容词）。
He considered the task to be the most difficult one . → The task was considered to be the most difficult one by him .
We all consider his suggestion to be reasonable . → His suggestion is considered to be reasonable .
We consider this (to be) a useful book . → We consider this book useful .
单元难点疑点释疑
1 . When playing football or basketball , you might be using 400 calories an hour . 踢足球或者打篮球时，你每小时可能要消耗 400 卡能量。
〖释疑〗连词 when , while 引起的时间状语从句，如果从句中的主语与主句中的主语是同一人或物时，则可以省略主谓语，变成“When / while + ing”这中结构。
While he was doing the experiment , he noticed something strange . = While doing the experiment , he noticed something strange .
2 . In some parts of Britain , one person in ten , by the age of thirty , has no teeth left . 在英国有些地方，十分之一的人年方三十，牙齿就掉光了。
〖释疑〗 one person in ten 即 one person in ten persons 的省略，其意思为“十个中有一个人”。与 one person in ten 类似的结构有：one person out of ten , one out of ten persons 。但是，ten to one 是“十有八九，很可能”。
Two teachers in ten are against this plan .
Three out of four people (= Three fourths of the people ) went there to have a look .
It will rain tonight ten to one .
另外，left 为过去分词作定语修饰 teeth ，其意思是“剩余的”。
There is but one chance left . 只剩下一个机会。
3 . scores of people went there in the first few days after its opening . 开张的头几天，许许多多人到那家餐馆去就餐。
〖释疑〗after 为介词，其后的物主代词所有格 its 及名词 opening (开张，开幕；开放)构成介词短语作状语。in the first few days “在头几天里”，这里，the first 不是“第一”，当其后接复数名词时，意思是“头几个，第一批”。
I was one of the first people to visit the newly built factory .
篇7：Unit15 A doctor for animals
Teaching Aims:
1.Master the useful expressions and words.
2. Learn the new grammar:the Infinitive.
3.Make the SS understand the importance of a doctor for animals with the development of the society.
Lesson57.
Properties: Recorder, overhead projector; pictures and some real objects
Language focus:
Useful expressions:like being a…; play with; a lot of fun.
Teaching Procedures:
Ⅰ. Showing aims:
1. Master some useful expressions.
2. Learn the grammar: the Infinitive
3. Learn some dialogues.
Ⅱ. Revision
1.Check homework.
2.Revise Get the Ss to revise the so that and so… that… sentence patterns. Get the SS to make up some sentences and share the sentences in class.
Ⅲ.Leading in:
Get the Ss to look at the pictures, Ask:
What do you want to be when you grow up?
Let the SS discuss the question. Then give them the second question:
What do you want to be, a doctor for animals or for human beings?
Why?
Ⅳ.Presentation
Look at Picture in L 57. The boy is sitting on the sofa. His father is talking with a dog in his hand. What did they say?
Get the SS to listen to the tape, try to find the answers.
Play the tape for the class to listen and find the best answers by themselves. Check the answers with the whole class. Make sure they can answer correctly. See if the SS can make sentences with them. Play the tape again for the Ss to repeat.
Ask the students to make up a similar dialogue, and share with the class.
Go through the dialogue and explain some language points.
ⅤRead and say:
Just get the SS to to understand the dialogue, do not pay more attention to the new knowledge. Look at the books, read the dialogue with the whole class.
Get them to read and say the sentence without reading it.
Ⅵ..Practise:
Ask the SS to find the infinitive sentences.
1. To be a doctor for animals is very rewarding.
2. To help animals is helping people.
Ask the S to pay attention to the infinitive. Give them more examples to understand better. Then
get the SS to practise Part 2.. Get the SS to make sentences with the phrases in the box., ask the class to read it by themselves. Choose some of the SS to read in class.
Ⅷ.Workbook:
1) Do Exx 2 orally in pairs. Have the Ss ask and answer in pairs. Get the SS to make a new dialogue.
2) Do Exx 3 in the exercise books. Have the ss do it by themselves, then discuss in pairs. Let them put the sentences into Chinese.
Summary.
Homework:
Finish the exercises in the workbook..
Make up a new dialogue.
Ask the Ss to write a passage about what they will be when they grow up.
Lesson 58.
Properties: Recorder, overhead projector; pictures and some real objects
Language focus:
Useful expressions: mind doing sth; mostly, most and almost; before long and long before.
Teaching Procedures:
Ⅰ. Showing aims:
1. Understanding the text.
2. Learn some useful expressions.
Ⅱ. Revision:
1.Check homework.
Revise Lesson 57. Practise the dialogues of Lesson 57 in front of the class.
Revise the Past future Tense and the Infinitive. Have the Ss make sentences in groups of four, then get some groups to give out their ideas.
Ⅲ. Presentation:
Ask the SS to look at the pictures and describe it in English. Ask the SS this question:
There is a famous doctor in England. He wrote many books about animals, what’s his name?
Let the SS read the text and answer the question. Then open the workbook, look at Ex. 1. Read through the questions first, let the SS read the passage quickly and answer the questions in the Workbook orally. After that, give them correct instructions. Ask them to find the answers in pairs.
Play the tape, get the SS to listen and read after the tape sentence by sentence.
Then ask two or three Ss to read the passage for the class.
Ⅳ. Teaching Language Focus:
Explain some useful expressions in the passage. Let the SS understand them.
Deal with any grammatical or lexical problems that arise.
1. make up one’s mind to do sth;
He has made up his mind to study English well.
2. go on with sth;
Let’s go on with our lesson.
3. regard…as
He regards his teacher as his mother.
Ⅴ. Read:
Speech cassette. Play the tape for the Ss to listen and try to find the answers to the questions. Check the answers with the class.
Books open. Get the Ss to read the passage in pairs. Give them a few minutes for them to discuss, then ask some of the SS to give their reports to share with the class.
Ⅵ. Practice:
Have the ss make sentences with the useful expressions, See if they use them freely.
Then play the tape again for the Ss to repeat.
Ask the SS to listen carefully. Then stop the tape while the SS are listening, and ask them to go on reading. It can test the SS’ abilities to follow the passage as it is read on the tape.
Read the passage individually and help them to retell the story.
.Ⅶ.Workbook:
Do Exx 2 orally in class. Write down the answers as quickly as they can. Have the Ss read the dialogue in pairs, then check in class. And write down their own ideas in the exercise books.
The answers are:for; grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, on, regarded.
Do Ex 3. in class. Pay attention to the grammar. Let them make up more sentences.
Ⅷ. Summary.
Homework:
Finish off the exercises in the workbook..
Shorten the passage in five sentences about James Herriot.
Lesson 59.
Properties: Recorder, overhead projector; pictures and some real objects
Language focus:
1.The infinitive
2.to get an injection and to get sb an injection.
Teaching Procedures:
Ⅰ. Showing aims:
1.Master some useful expressions.
2.Go on revising the grammar: the infinitive.
Ⅱ. Revision:
1.Check homework;
2.Revise the passage of Lesson58. First get the Ss to ask and answer some questions about the passage, see if they can understand the passage correctly. Get one of them to retell it. Try to use the drills freely:
Have the SS to make some sentences to master the Infinitive. Make up some sentences.
Ask some SS to read their sentences. Then ask some of them to read them out to the SS.
Ⅲ.Presentation:
Tell the Ss they will learn a dialogue about a children’s doctor. Ask them to use the following dialogue in Ex 1 to help them. Then wok in pairs, then do Ex 1.
Get the SS to pay attention to the structure. Let them make up some sentences with to do sth…
Ask the SS to tell the structure. Point out the position of so that in the middle of the sentence again. Make sure they can use the infinitive.
Ⅳ. Free Practice:
Suppose that your friend is a doctor for… Interview her or him about her or his job. Using the dialogue Lesson 59 to help you, make up a new dialogue, work in pairs, then do Ex 1. in the workbook. Read through the phrases in the boxes, and make up more new dialogue by themselves. Divide the class into small groups. Have the ss to share their dialogues in groups. Ask some of them to share with the whole class. Pay attention to the positions of the infinitive.
Pay attention to the phrases: go over; make a mistake; get wet in the rain.
Ⅴ. Presentation:
Make up some examples:
1. To be a doctor is very interesting.
2. To be a sick is very painful.
3. To do as the doctor tells you is important.
Change these sentences beginning with: It is + adj + to do sth.
Get them to repeat the sentences. Point out the use of to do sth is adj. Then help the SS change the sentences into It’s +adj+ to do sth… and make sure they can understand the difference between Doing sth is and To do sth is…
Ⅵ. Practice:
Get the SS to finish sentences using the sentences in the box. Do Ex 2 and 3. First do the first one as an example, then let the SS work in pairs to make up sentences. Collect some examples from the whole class.
Workbook:
1.Do Exx 3 orally with the whole class. Discuss the answers with the partner. Have two students read the answers , then check the answers in class.
Ⅹ. Summary.
Homework:
Finish the exercises in the workbook..
Lesson60.
Properties: Recorder, overhead projector; pictures and some real objects
Language focus:
Checkpoint 15.
Teaching Procedures:
Ⅰ. Showing aims:
1. Train the SS’ listening ability.
2.Revise all the contents of Unit 15.
3.To train their writing abilities.
4.Go through Checkpoint15.
5.Write a short passage to train the SS’ writing abilities.
Ⅱ. Revision:
1.Check homework.
2. Revise the Infinitive. Have the Ss make sentences using the infinitive and get the ss to discuss in groups. Make sure the Ss can use the Infinitive.
Ⅲ.Listen
Listening cassette. Go through the Ex1 in WB with the Ss. Play the tape for the ss to listen and finish Ex 1 in WB . Play the tape again, Get the SS to check their answers. Then check with the whole class. Make sure that they can understand.
Ⅳ.Reading:
Listen to the text, then repeat after the tape. Get the Ss to read the text themselves.
Ⅴ.Read and act
Let the SS open the books and read the passage more carefully and answer the questions. Then check the answers with the SS. Play the tape for the sS to listen and repeat, then read it in pairs. Explain some language points. Ask the SS to practise this dialogue in pairs without looking at the books.
Ⅵ. .Presentation:
Part 3. Get the SS to write down their answers into the table and report to the class.
Ⅶ. Writing
Get the Ss to write a short story about their friend who is a doctor.
Checkpoint 15.
Go through Checkpoint 15 with the Ss. Solve any problems that the Ss may have. Make sentences with the useful expressions, and make sure that the Ss can use them freely. Get the Ss to go over the grammar notes.
Ⅷ. Workbook:
1) Do Exx 2 and3 orally in class. Do it in Ex book. Pay attention to the stress.
Ⅹ.Summary.
Homework:
Finish off the exercise4, 5 and 6 in the workbook..
ⅠⅡⅢⅣⅤⅥⅦⅧⅨⅩⅪⅫ
篇8：高一下学期工作总结
新的一个学期开始了，工作也翻开了新的一页，根据学校、政教处和年级处的安排及班级的小细节初拟一个计划，使得日后的工作更具规范性与效率性。
一、班级情况分析
从上学期的各方面情况来看，本班总体还是不错的——班风积极健康向上，学生思维活跃，班干部的工作能力有很大提高，大部分学生已经逐渐养成良好的学习习惯，但是仍不排除少数一些自控力较差的学生。本学期仍应进一步培养学生良好的学习习惯，争取引导个别学生有明显进步，顺利完成本学期教学任务，大胆放手让学生自己干力所能及的事，并做好组织引导工作，最大限度的营造一个团结、积极、先进的班集体。
二、本学期目标：
1。进一步培养良好的行为习惯和学习习惯。
2。巩固良好班风，完善班级管理制度，做到“人人有事做，事事有人做”，凝聚挖掘班级各方力量，提高班级整体水平。
3。加强学风建设，培养学习兴趣，明确学习重要性，注重学法指导，提高学习效率。
三、具体措施：
1、加强班干部、班级管理
经过一个学期的了解，我对班上所有学生的基本情况都掌握清楚，所以这个学期开学第一次班会课我就调换某些班干部，做到不漏每一个对班上有贡献的同学，要尽可能发挥他们的潜在能力和创新能力。为高一（16）更好的明天做铺垫。使学生的实践能力、社会责任感得到提高。
2、加强学生自我管理
建设管理小组，由学习委员带头、课代表、组长为骨干，全面负责班级学习工作；开展一帮一活动；开展“学习结对，共同提高”的互帮互助学习活动。
3、加强师生交流
建立师生联系制度，实行面对面、实话实说；对学生进行一对一的学习和心理辅导，争取一个学期每个学生谈话两次以上，对于个别不爱上学的学生抓住一切机会引导他们，让他们回到我们这个班集体中；建立师生结对活动，让学生走近老师、了解老师、激发热爱老师的热情，让老师走近学生，指导学生树立更远大的理想、提供更科学地学习的方法、养成更好地生活态度。
4、加强学生心理教育，促进健康成长
对心理严重的学生，给予更多的关心和指导；对全体学生进行心理上的辅导、教育，引导学生心理的健康发展。
5、加强学法指导，培养主动自觉的学习习惯，养成当天的学习任务当天完成的习惯。
6、开展形式多样的班会课。
7、细致关注和跟踪学生思想变动，做好记录。
四、各月具体安排：
二月份
1、适当调整班干部组织，每半个月举行一次班干部会议并做好记录。鼓励班干部积极主动并创造性地处理班内事务，培养工作能力。，落实职责，商议班级管理机制。
2、对学生加强学法指导，使他们能尽快掌握适应自己的有效的主动的学习方法，改变以往一些不良的学习习惯。
3、强化班级纪律。
三月份
1、出好学雷锋墙报，加强安全教育。
2、话题班会：有关集体感话题。
3、积极准备期中考试，以优异成绩向家长汇报。
四月份
1、对上半学期进行总结。
2、开展一定形式的心理训练（以自信、成功为主题或其它）。
3、挖掘特长生。
五月份
1、开展学习竞赛，举行一定形式的学习比赛。
2、开好主题班会。
3、发动期末考试动员。
六月份
1、学生德育考核，操行评定初定。
2、加强备考复习指导，以积极的心态迎战期末考试
3、完成学期末各项工作及暑假的布置。
篇9：高一下学期工作总结
高一下学期工作总结
回顾这一学期的走过的路程，我在自己的工作岗位上辛勤耕耘，刻苦学习，认真研究教材教法，阅读相关书籍，上网浏览他人的教学杂记，跟着老教师听课，和学生勤沟通，力求走进学生的内心世界，期望自己不仅是做知识的传播者，更是学生人生道路上的领路人。
台上一分钟，台下十年功，要想课堂精彩，教师课下必须认真钻研教材和教法。一千个读者就有一千个哈姆莱特，说明要不同的人对同一事物会有不同的见解，所以教师必须认真研究教材内容，多问自己几个为什么，每学习一篇课文我都努力问自己：这篇文章的内容自己彻底清楚吗；为什么要把这篇文章选到课本中；学生学习这篇文章有何意义，通过这篇文的学习我期望学生学到什么；如何让学生通过这篇文章的学习收获更多。只有这样才能让自己的课堂出彩，才能形成自己的教学风格，才能为自己的人格魅力锦上添花，进而赢得学生对语文课的喜爱。
要把知识最大限度的传授给学生，老师必学研究教学方法，切要不断的`改进教学方法，教学方法必须灵活，不但自己开动脑筋多看多想，同时要多向他人取经，课下我总是找学生向他们征求意见，跟所老教师听课，不仅听内容，更主要的是听教法，比较自己的课堂与他们存在的差距，取长补短，同时我还经常上网浏览他人的博客，了解别人的教法，汲取有用之处完善自己的课堂。
知己知彼百战不殆，要想让学生达到自己预期的教学目标，那么老师必学了解学生，所以我利用业余时间不断找学生谈话，不仅聊学习方面的，还要聊生活方面的，全面了解学生的内心世界，做到了这些，在教学中才能更好的指导他们，帮助其树立正确的人生观，世界观，引导他们学习更多的知识。教师对待学生必须一视同仁，尤其是差生，更要多关注他们，与他们谈话，耐心教导，发现他们的长处，我总是从他们的长处入手，循循善诱，引导他们走出迷途。
要给学生一碗水，教师须有一桶水，利用业余时间，我广泛阅读书籍，以使自己知识渊博，从而在课堂上能够侃侃而谈，用自己渊博的知识来感染学生，提升自己的人格魅力，在潜移默化中让学生感受的语文的美丽及重要性。
在工作中虽然努力探索，认真研究，担仍有很多不足之处，在今后的工作中，我将努力改正，提高自己的能力，让学生收获更多，让桃李芬芳。
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