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人教版高二Unit 6 Life in the future

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篇1：S2A-Lesson38(人教版高二)

作者：魏荣华作者单位：无简介：一:此课件适合课堂教学和学生自学.

二:参考书目和参考课件在本课件最后一张幻灯片上.

三:如果影片放映完后，点击鼠标不能进入下一张幻灯片.请按键盘方向键(下键)2次.

篇2：人教版高二unit2

The First Period Listening Teaching time : Sep.9

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 media, reliable, fire, face, difficulty

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words, expressions & sentences

The Second Period Speaking Teaching time : Sep.13

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.

Step Ⅱ Leading in

After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Sep. 14

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the

lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.

It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.

After listening to the tape, ask students to answer the questions. Then show the

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint

2. Write Exercise 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Sep. 15

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Sep. 19

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻

主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词

示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物

词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，

作结束”之含义。

1）作表语表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。

The window is broken. 窗户碎了。

He’s gone. 他走了。

Don’t get so excited. 别这么激动。

2）作定语单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：

There are many fallen leaves on the ground.

地上有许多落叶。

Some of them, born and brought up in rural villages, had never been to Beijing.

他们中的一些人，在农村出生并长大，从没去过北京。

过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：

The books, written by Guo Jingming, are very popular with teenagers.

这些书是郭敬明写的，深受青少年的喜爱。

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time : Sep. 20

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

S1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Sep. 21

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.

Writing on Page 93

Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to Write a Good News Story!

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.

Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .

The proofread paragraph:

It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.

The edited paragraph:

I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)

Big ideas

Beware of the boxes.

Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.

篇3：人教版高二unit5

The First Period Listening Teaching time : 10.18

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 consist, powerful, state, confusing, mistaken

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Step Ⅳ Listening

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

Chuck Tetzlaff

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

My friend does

not want to see

me tonight. They don’t

care about

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words in the last step.

The Second Period Speaking Teaching time : Oct. 19

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

Step Ⅱ Leading in

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Oct. 20

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

After listening to the tape, ask students to answer the questions. Then show the

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Oct. 21

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Oct. 22

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time :Oct. 23

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Oct.24

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Writing on Page 93

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to describe a landscape

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

The proofread paragraph:

The edited paragraph:

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Big ideas

Beware of the boxes.

篇4：人教版高二unit3

白山市高二英语教学观摩课教案

9月23日于抚松一中

Teacher Li Shujuan

School Fu Song No.1 Middle School

Type Warming up / Listening

Aims

and

Demands knowledge 1. To learn more about art and literature.

2. To encourage Ss to activate the relevant vocabulary

ability 1. To widen Ss’ range of knowledge.

2. To develop Ss’ listening abilities.

moral To arouse the Ss’ interest in art and literature, and to get the Ss’ to appreciate them.

Key points To know about art and literature.

To master and practice listening skills

Teaching aids computer and tape recorder

Teaching procedures

Step I Lead in :

To show some pictures about Modern Buildings and Traditional Buildings and ask Ss to express their ideas about them. Then to come out come words to help to introduce the listening methods

No. 1

Step 2 Present situation 1:

To listen to an unfamiliar listening material.

Procedure:

Teacher’s tip: Enable Ss to focus on specific words to finish Ex.1 and Ex.3

1. Take the listening text for example to explain how to get the specific information.

2. Instruct Ss to listen to the text. methods

Listening

Specific words

Step 3 Present situation 2:

To listen to a unfamiliar listening material.

Purpose:

To practice how to get unfamiliar sentences in the listening material.

To listen to the text and do EX.2 Listening

Specific sentences

Step 4 Present situation 3:

To Determine Context (听取大意)

Purpose:

To encourage Ss to summarize the main idea of the listening text .

Procedure: Listening

Summing up

Get the Ss to summarize the listening by filling the table.

Names Likes Dislikes

Amy

Danny

Step 5. Access:

To have a quiz on the workbook to access the teaching effect.

Step 6. Homework:

1. To listen to I-IV on the Extensive Reading Book.

2. To read the comprehension texts on Buildings in the Entrance Examination paper of and 2oo2.

postscript

No.3

篇5：人教版高二unit6

Unit6 Teaching Plan

The First Period :Vocabuary

1. prediction n. predict v. predictor n. 预言者

He predicted that our team will win.

His prediction came true.

2. exact adj. exactly adv.

What are his exact words? 他的原话是怎样说的?

The work is finished in less than one day -- six hours , to be more exact. (更确切地说)

-- Do you mean he disagrees with us? -- Not exactly (不完全如此)

This is exactly what I am looking for.

3. glimpse n. ( a quick look at)

a glimpse of a glimpse of the morning paper 对早报粗略的看一眼

catch/get/have a glimpse of 瞥见 I caught a glimpse of our new neighbor.

glimpse v. (to have a quick view of) I glimpsed her in the crowd.

glimpse&glance: glimpse强调看的结果（瞥见）了glance强调看的动作。类同于look&see的区别。 take a glance at …的结果便是catch a glimpse (of)… 。

4. indicate vt. indication n. 迹象，指示

1) to suggest the possibility or probabilityof; be a sign of 有。。。的可能性；象征

In this map, the towns are indicated by a red dot.

2) to show or point to sth. 指给。。。看，指示

With a nod of her head she indicated to me where I should sit.

5．ensure vt.

1) ensure +名词

His last jumping ensured the victory /champions/ fame.

2) ensure sb. sth.

This pill will ensure you a good night’s sleep.

3) ensure sb. against/from sth. 保护某人免受。。。 ensure sb. against/from danger

We should ensure ourselves against all possible risks. 我们要保护自己，以防止任何危险。

4) ensure that clause

I can’t ensure that he will be choosen as mayor.

6. reform vt. reform oneself 改造自己，改过自新

reform n. land reform social reform

reformer n. 改革家 reformation n. 改革，改造

7. keep / be in touch with … 与… 保持联系(状态) They keep in touch with each other by writing.

get in/into touch with… 与…接触(与…联系上)（动作） I want to get in touch with your parents.

in touch with = in communication with 同。。。联系

lose/be out of touch with sb. 与某人失去联系 I have been out of touch with them for years.

out of touch 失去联系

8. goods n. (pl.)商品, 货物 Half his goods were stolen.

good [U] 好处 ,善良，利益 Social workers do much good. 社会工作者做了许多善事。（行善）

9. 1) remain vi 剩下;遗留;逗留(通常没有进行时与被动语态)

a. 留下, 逗留 They all left, but I remained

b. 剩下 All the food was eaten up. Nothing remained.=Nothing was left

2) remain link.verb. 保持，仍然是+

3) remain + to do sth. 常用做 sth. remains to be done sth. 有待于去做

Much work remains to be done.

4) It remains to be seen… ……还要看情况的发展

Whether it will do us harm or good remains to be seen.

Having a trip abroad is certainly good for the old couple, but it remains_______ whether they will enjoy it. (NMET ) (B)

A. to see B. to be seen C. seeing D. seen

5) remain in one’s memory 留在某人记忆中

The visit will always remain in my memory.

6) remaining “剩下的”做定语

剩下的时间： the remaining time =the time left

The boy ate up the remaining food.

10.purchase

1) n. [C] (pl.通常作复数)=something that you buy 所购买的物品 I have some purchases to make in town.

2) n. [U] the act of buying things 购买 We began to regret the purchase of such a small house.

3) v. to buy 买，购买 Employees are encouraged to purchased shares in the company.

4) purchase sth. with sth. 以某物换（买）某物

11. deal with

1). 与…相处 I found her quiet hard to deal with.

2). 处理 How shall we deal with these problems?

3). 对待 Teachers should deal fairly with their students.

4). 论述 Tom’s new book deals with difficult points in the study of English.

5). deal with 常用how 提问，而do with常用what提问。

He doesn’t know how to deal with the matter.

He doesn’t know what to do with the matter.

12. 1) cure vt. The doctor can cure the pain in my shoulder.

cure sb./sth.

cure sb.of… 治愈某人的…病;改掉某人的…恶习The doctor cured him of his illness(cancer).

cure a patient/ disease 治愈病人/疾病

2) cure n. 治愈,治疗法 Aspirin is a wonderful cure for colds.

a cure for a disease 治病的疗法/药剂

3) curable adj. 能治愈的 incurable adj. 不能治愈的

13. distance 距离

1) There is a boat in the distance. in the distance 在远处 (means far away)

2) The picture looks better at a distance. 这图画远看比较好看.(隔一定距离) (means not too near) 不太近

14. in store

1)将要发生,就要出现

There’s a shock in store for him. 他会遇到一件使他震惊的事.

There was another accident in store for him that day. 那天还有另一个灾难在等待着他.

Who knows what the future has in store for us?

2)储备着,准备着

we have a lot of food in store for the winter 我们储存了大量食物过冬。

The runner kept some energy in store for spurting at the end.

have/keep/hold… in store

15. require vt.&vi. 要求,需要

1) require sb. to do sth. We required him to keep it secret.

2) require (that) sb. (should) do sth. We required ( that) she (should) make an apologize to us.

3) sth. require doing The room requires repairing.

=needs / wants

The Second Period: Warming up & Speaking

Step 1 Warming up

Now let the students first have a discussion about the future of the world．There are eitht topics, so ask each group discusses one. Then ask some students to give us their opinions.

Step 2 Speaking

T: There are two boys in the pictures. One boy is doing his homework. The other is palying piano. Can you find any different between them?

T: No, they aren’t twins. One of them is coned. Work in groups. Your group has to decide whether the new technology should be used.

(Give 3-5 minutes to the students to have a discussion. Then ask them to say something about it.)

Step 3 Laguage Points

1. What’s…..like? ……像什么/怎么样/什么样子？

What’s the weather like today?

What will human beings look like in the future?

2. Twice as good or double trouble?

twice为副词，修饰比较级。double形容词. His parents are ill, and he has to do double work.

倍数表达：1）as…as… 2) 倍数+比较级+than 3) 倍数+th e+n.+of…

3. What will the future be like in general?

in general = generally Women in general like to shop. People in general like her.

The Third Period: Reading

Step 1 Post reading

1. Discuss the four questions before they read the text.

Step 2 Fast reading

Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．

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

1．How will people shop in the future?

Paragraph 3

People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．

2．How will people travel／in the future?

Paragraph 2

We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment

3．What will schools be like in the future?

Paragraph 5

In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．

4．What will the future be like in general?

Paragraph 1

In general，the future will be brighter and our life will be more convenient．

Step 3 Intensive reading

1. Listen to and read the second paragraph. Find out the topic sentence(first sentence) and give the examples of how to protect the environment in the future transportation.(maglev train; new fuels)

2. Listen to and read the third paragraph. Find out the topic sentence(first sentence).And answer:

1)What is E-commerce?

2)How will people pay for their purchases?

3)What will be a mall like in the future?

3. Listen to and read the fourth paragraph. What will happen in the field of health and medicine in the future?

4. Listen to and read the fifth paragraph. Explain the meaning of “school on the air”.

Step 4 Language points

1.catch a glimpse of = catch a brief sight of I caught a glimpse of Meg at the station this morning.

2. contemporary society contemporary adj. 无比较级、最高级

1) belonging to the same time Dickens was contemporary with Thackeray.

2) of the present time contemporary events/style

3. do business (with…) (与…)做生意 We are doing a lot of business with foreigners now.

5. instead of doing/n.(=in place of/ rather than) prep.

If you can’t go, he’ll go instead of you.

6. search sb./sth. for…搜查,搜索…

He searched all the bags for the missing book.

They searched the man all over for money.

6. combine… with… 把…与…结合起来

We should combine theory with practice.

7. pay attention to

pay attention to 中的to是介词，后接名词和动名词。 attention是不可数名词该词组可用于被动语态

He paid much attention to his pronunciation.

draw (one’s) attention to 对…表示注意；令…注意某事物

She drew attention to an error in the report.

catch one’s attention/eye =attract one’s attention 吸引某人的注意

A newspaper headline caught his attention.

8. With a better understanding of the human body, scientists and physicians will be able to cure more diseases.

1) With prep. at the same time 随着 Good wine will improve with age.

2) understanding of …

9. on the air 在广播中,被广播 We’ll be on the air in five minutes.

in the air 在空中,在传播中,尚未决定的 Some kites are flying in the air.

10. 1) hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money.

2) hopefully Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turn out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

The Fourth Period: Grammar

The Fifth Period: Intergrating skills

Read the text and answer the questions:

A. T or F

1. Life in the year 3044 is only a little different from life in the 21 st century.

2. An e-friend is a machine that looks like a dog.

3. The e-friend can do homework, clean up the room and send message but it can’t talk.

4. The writer feels safe because the e-friend is programmed to take care of her.

5. Although the writer can have lots of fun with the e-friend, she still feels lonely sometimes.

B. Answer the questions

1．What friends do people have on the Mars?

2．Do they think about the world and reality in the same way we do either?

3．What are the differences between their computer programmes and ours?

C. Choose the proper words and phrases from the following to fill in the blanks.

keep sb company, imitate ,absurd, have lots of fun, clean up, old-fashioned. download, more than, digital, lifelike,

1.We now have e-friends to help us and __________us __________.

2.My e-friend is a lot like me and we _______________together.

3.She can also send me messages, just like _____________ e-mail.

4.You can _________ information from the computer.

5.You use computer programmes to _________the real world.

6.This may sound ___________ to you.

7.We can see ___________ just a picture.

8.I send my e-friend to _________my room.

9. I have a ____________ phone.

10. We see a ______________ model of the person.

Unit 6 Phrases

开始 get started 做生意 do business

生病 get sick 储藏in store

大的趋势 the major trends 处理 deal with

与往常一样as usual 一瞥catch a glimpse of

生活必需品 basic goods 在医学上in medical science

保持联系 keep in touch with 保持活跃remain active

公共交通 public transportation 迟早 in time

实现 come true 治愈某人的病 cure sb of sth

空中学校 school on the air 终身学习者lifelong learners

接受变化accept change 为…充分准备be well-prepared for

在天空中 in the air 在广播中，被广播 on the air

前途光明have a bright future 银行卡a bank card

双倍get double 数字电话a digital phone

虚拟现实virtual reality 当前的趋势 current trends

打扫 clean up 智能卡smart card

微型芯片a tiny chip 保护某人免于 ensure sb against sth

预报天气 forecast the weather 向某人保证某事 ensure sb sth

新型的磁悬浮列车the new maglev train

为了保证安全to ensure safety

以每小时430公里的惊人速度行使travel at an amazing 430 km/h

在中国大部分的城市地区 in most urban areas of China

先进的电脑系统an advanced computer system

网上购物的好the advantages of online shopping

对未来的发展进行预测 make forecasts about future development

一种娱乐的方式 a form of entertainment

把购物与乐趣相结合combine shopping with fun

随着对人体了解的深入with a better understanding of human body

在健康与医药领域in the field of health and medicine

对大众医药提建议give advice on general medicine

按要求去做…..be required to

陪伴某人keep sb. company

模仿现实世界imitate the real world

在遗传学和生物化学方面 in genetics and biochemistry

注意做某事 pay attention to sth/ doing sth

在当代社会 in contemporary society

使人迷惑 make people confused

当代文学contemporary literature

Language points

1. keep sb. company 陪伴某人

1) company: [U] 伴侣，伙伴。 companion [C] 伙伴。

I have no company on the journey.

fall into company with 偶然和。。。结识 in the company of… 在。。。的陪同下

2) [U] =companionship 伙伴关系。

3）v. 伴随。

2．In the year 3044, we can see more than just a picture…

more than: 1）+ 数词（冠词a/an）+名词：以上，不止 I have known David for more than 20 years.

2）+ 副词

3）+ 形容词

4）+ 句子

3．clean up 收拾干净，清理，清除。He cleaned up his desk after school.

clean clear

篇6：人教版高二化学教案

一、学习目标

1、掌握原电池实质，原电池装置的特点，形成条件，工作原理

2、了解干电池、铅蓄电池、锂电池、燃料电池

3、了解金属的电化学腐蚀

二、知识重点、难点

原电池原理、装置特点、形成条件、金属的电化学腐蚀

三、教学过程

引入：你知道哪些可利用的能源?电池做为能源的一种，你知道

是怎么回事吗?它利用了哪些原理?你知道金属是如何生

锈的吗?

新授：原电池原理及其应用

实验：4-15：①将锌片插入稀硫酸中报告实验现象。

②将铜片插入稀硫酸中报告实验现象。

③将与铁锌铜片相互接触或用导线连接起来插入稀硫酸中报

告实验现象。

④在③中把锌片和铜片之间连上电流计，观察其指针的变化。

结论：①锌片能和稀硫酸迅速反应放出H2

②铜片不能和稀硫酸反应

③铜片上有气体生成

④电流计的指针发生偏转，说明在两金属片间有电流产生

结论：什么是原电池?(结论方式给出)它的形成条件是什么?

原电池定义:把化学能转化为电能的装置叫做原电池.

形成条件:①两个电极

②电解质溶液

③形成闭合电路

讨论：1、Zn|H2SO4|Cu形成装置后有电流产生，锌片上发生了什么

反应?铜片上发生了什么反应?(可以取锌片周围的溶液

用NaOH溶液鉴别;取铜片上生成的气体检验。)

结论：在锌片周围有锌离子生成;铜片上生成的是H2

讨论：可能造成此现象的原因?俩金属片上的反应式的书写。

结论：在Zn上:Zn–2e-=Zn2+

在Cu上:2H++2e-=H2

Zn失去电子?流出电子?通过导线--?Cu--电解质中的离子获得电子

我们把：流出电子的一电极叫负极;

电子流入的一极叫做正极

两极反应的本质：还是氧化还原反应，只是分别在两极进行了。

负极失电子被氧化,发生氧化反应

正极得电子被还原发生还原反应

实验：分别用两个铜片和两个锌片做上述实验④。

结论：两种情况下电流计不发生偏转，说明线路中无电流生成，铜

片上无气体生成。即两电极必须是活泼性不同的金属与金属

或金属与非金属(能导电)

篇7：人教版高二化学教案

知识与技能:过程与方法:

⑵通过反应中的能量变化的活动探究,体验定性实验在化学研究中的应用。

情感、态度与价值观:

本节课是人教版化学必修Ⅱ第二章第一节第一课时的教学内容,是化学学科重要的原理性知识之一。初中化学已经从燃料的角度初步学习了“化学与能源”一些知识,在选修“化学反应原理”中,将从科学概念的层面和定量的角度比较系统的深入的学习化学反应与能量。该节内容既是对初中化学相关内容的提升和拓展,又为选修“化学反应原理”奠定必要的基础。另外本节内容是在学习了“物质结构元素周期律”之后,应用物质结构理论来指导化学反应原理的学习,是对第一章内容知识的深化。该部分内容在初中化学,高中必修和选修模块中均有安排,既有学习的阶段性,又有必修、选修的层次性,在具体内容上前后还有交叉和重叠,学生概念的形成和发展呈现一种螺旋式上升的形态。同时化学反应释放的化学能是现代能量的主要来源,这一节知识在工农业生产,科学技术研究和日常生活都有广泛的应用,与我们每一个人息息相关。因此,本节在全书中占有重要地位,是整个高中化学的重要内容之一。

【温故知新】

(回忆、思考)在初中你学过哪些能量变化较大的反应?

(回忆、思考)化学反应的本质是什么?

【课堂研讨】

(自学、思考)化学反应总伴随着热量变化吗?通过课本p32,请从化学键的断裂与形成的角度分析什么是放热反应?什么是吸热反应?

(自学、思考)通过分析课本p32的图2-1,请从反应物与生成物的总能量的高低角度分析什么是放热反应?什么是吸热反应?以能量为纵坐标,画出吸热反应和放热反应的简单示意图。

(观察、思考)通过观看实验2-1,表述现象,得出结论,完成下表。

实验步骤实验现象得出结论将铝条打磨光,插入装有3ml 6mol/l盐酸的试管中反应方程式:

该反应为热反应用手触摸试管外壁用温度计测量溶液的温度

(观察、思考)通过观看实验2-2,表述现象,得出结论,完成下表。

实验步骤实验现象得出结论将ba(oh)2·8h2o晶体研细后与nh4cl晶体一起放入烧杯中,放在滴有几滴水的玻璃片上,立即用玻璃棒快速搅拌混合物。反应方程式:

该反应为热反应用手触摸烧杯下部用手拿起烧杯 (思考、讨论)中和反应是吸热反应还是放热反应?举例说明什么是中和热?如果要通过实验测定盐酸与氢氧化钠反应的中和热,你认为在设计实验装置和操作时应该注意哪些问题?

(讨论、归纳)举例说明常见的放热反应有哪些?(多多益善)

⑤多数化和反应。

(讨论、归纳)举例说明常见的

吸热反应有哪些?(多多益善)

(自学、交流)化学能与热能的相互转化在生活、生产、工业与科研领域有何应用?

篇8：人教版高二化学教案

(一) 学习目标确定的依据

能列举合金材料的重要应用

1、能列举铝合金材料在生产和生活中的重要应用

2、了解铜合金在工业生产和高科技领域的应用

认识金属与合金在性能上的主要差异,知道生活中常见合金的组成

1、认识金属与合金在性能上的主要差异

2、知道生活中常见合金的组成

(二) 学习目标

1. 知识与技能目标

(1)能列举铁合金材料在生产和生活中的重要应用

(2)了解铜合金在工业生产和高科技领域的应用

2.过程与方法目标

(1)运用合金材料在生活中的应用创设学习情境,引导学生自主学习。

(2)对和教师给出的合金进行分类归纳概括,引导学生信息加工。

(3)体验科学知识和社会生活的互相影响的过程。

(4)通过完成小论文,体验科学研究和收集整理信息的过程。

3.情感态度与价值观目标

(1)通过多种多样的活动,鼓励学生积极提出问题,培养学生敢于质疑、勇于创新的精神。并通过相互交流、角色扮演的活动,增进感情,培养合作的精神。

(2)通过金属材料在生产、生活中的应用实例,提高学生学习知识的热情和求知欲,激发学生的爱国热情和服务社会的责任感和使命感。

二、教学重难点分析

材料发展的从生产力的侧面反映了人类社会发展的文明使,鉴于金属材料在一个国家的国民经济中占有举足轻重的位置和日常生活中的广泛应用,所以本节主要学习合金的性能、常见合金的组成和重要用途、如何正确选用金属材料等。此外金属材料自身还在不断发展,传统的钢铁工业在冶炼、浇铸、加工和热处理等方面不断出现新工艺。新型的金属材料如高温合金、形状记忆合金、储氢合金、永磁合金、非晶态合金等相继问世,大大扩展了金属材料的应用范围。所以介绍金属材料面临的挑战,激发学生的社会责任感。

基于以上观点确立教学重点为:

(1)生活中铁合金及铜合金的主要成分及性能定为本节的知识重点;

(2)培养学生的获取和整理信息的能力,提高学生实践能力是教学的重点;

(3)解决怎样调动学生积极参与、自主学习是教学重点

难点为:

调动学生积极参与、自主学习

三、教学内容安排

(一)本节内容在教材中的地位

本节内容是在初中介绍的金属和金属材料的基础上,进一步加深和提高。金属种类选了“钠、铝、铁、铜”,具有代表性:除钠外,其他三种金属都是常见金属,学生有感性的认识,能与日常生活中金属的应用相结合。鉴于金属材料在国民经济中占有重要的地位和日常生活中的广泛应用,编写一节金属材料的内容,以体现教科书内容的时代性,反应教学与生产、生活实际的联系。

(二)教学内容分析

本节课是人教版化学1第三章第三节教学内容,是金属知识的应用,密切联系生产、生活实际。教学分为两部分:

第一部分:通过实物、图片、录象等展示,让学生对金属材料形成一个初步概念再学习合金的性能、常见合金的组成和重要用途。

第二部分:再通过金属材料及有关知识的学习,使学生初步认识合理使用金属材料的意义。

合金以及金属材料的内容学生在初三已有一定知识基础,课标要求也仅为“能列举铁合金材料在生产和生活中的重要应用,了解铜合金在工业生产和高科技领域的应用”故不应过多介绍各种合金材料组成、性质、用途,以致过多使用课堂资源。应该着力开展实践活动(小论文要延伸至课外,做好动员和指导即可),组织好关于选用材料的讨论。这些教学内容充分体现了过程、方法、情感、态度、价值观的教学目标,理应获得相应的重视和教学资源。

(三)学时安排:1课时

四、教学资源建议

(一)利用大量的图片信息和视频材料用途广泛的金属材料的教学中,可展示常见铁和铜金属材料的实物,以增强学生的感性认识;展示多种金属材料的图片或视频,以帮助学生加深对合金等金属材料的认识。

(二)引用大量的生活中的事例

(三)可充分利用相关网站

五、教学方法、学习指导策略

这节课在“知识与技能”上要求不高,教学的重点是如何在课堂教学中以知识为载体落实“过程与方法”实现“情感态度与价值观”。

在教学过程中建议灵活地应用多种学习方式,把教学方式和学习方式有机结合起来,组织多样化的学习活动。

1.独立思考

2.交流讨论

3.展示交流

4.学生小结