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篇1：unit9
一新教材教案 unit9
Period 1
I Lead in
Talk about the first Chinese astronaut who first was sent into space..
Who was the astronaut ?
What time is it ?
II Games
Prepare something like a pair of chopsticks /glasses to let the Ss guess what it is,using these expressions:
What does it look like?
Where can it be found?
What is it used for?
Can you think of the new uses of the thing?
III Listening
Listen to the tape.What is being described ? What can the things be used for?
Then check the answers.
IV Speaking
I want to buy a cellphone .But I’m not sure about it. Can you give me some advice on it?
Encourage the Ss to use the these phrases:
1. keep /stay in touch with ….wherever….
2. surf the Internet
3. call for help…in case of an emergency
4. be convenient
5. listen to music ,take photos /be used as cameras and radios
6. send short messages
7. remind sb. some important appointments.
8. be used as a watch /tell the time
disadvantages:
1. be expensive
2. do harm to /be bad for /have bad effects on
3. disturb somebody
Talk about computers in groups of four.
V Sum up
Cellphone and computer are just some represents of the development of science and technology. But one coin has two sides. They can make our life easier and more comfortable ,they can also do some harm to us. We should have a good knowledge of them and try to avoid their bad sides.
Period 2
重难点
life on the go = a busy life
Modern people are living ____ ___ ____ ___ _____.现代人都过着忙碌的生活。
2 take out 拿出，拔掉；带某人出去；申请获得
Have you _____ _____insurance?
Take after 相似 She takes after her mother.
Take for 当作，误认为
Take off 脱掉，模仿（别人的神态），起飞，成功
3Cell phones make it possible for us to talk to anyone from anywhere.
Make it adj. To do/that有；think find feel believe suppose consider
George made it clear that he disagreed.
I find it important to talk to you.
4 throughout: all over /all through
Computers will be used more and more in the future ______ _____ ______.将来计算机将在整个世界杯越来越多的使用。
5 New functions are being added to the phones.电话被不断的加以新的功能。
Add to =increase If you add 2to3,you get 5.=2added to 3 is/makes 5.=2and /plus 3is /equals 5.
Add up 把。。。加起来 add up ten figures
Add up to 数目总计达 The expenses ______ _____ _____95 yuan.
现在进行时的被动语态 be+being +past participle
计算机正在处处被使用_________________________________.
6 remind 提醒，使想起
remind sb. To do Please remind me to post the letter.
Remind sb. +从句 Would you please remind him that our meeting has been put off.
Remind sb. Of /about 使想起，提醒某人
Thank you for ________ ______ ______ the meeting I have to attend.
谢谢你提醒我去参加那个必须参加的会。
7agree to do 同意做某事She agreed to get everything ready before I come.
Agree +从句At last ,the boss agreed that I should do the work.
Agree with 同意，赞成某人的意见/话，适合（气候，实物）
Agree to 同意，赞成（提议，安排，计划）（plan ,proposal,arrangement,suggestion）
Agree on 对。。。取得一致意见
I quite agree ______ what you said.
Spicy food does not agree _____ me.
They agreed ______ going there the following day.他们一致同意第二天到那里去。
8 stay in touch with /keep in touch with 与。。。保持联系。（表状态）
be in touch with （表状态） get in touch with 和。。。取得联系（表动作）
We have been _____ ___ _____ ______each other since we left school.
Do ______ _____ ____-____me after you settle down.要联系我。
Call for 邀请，邀约
The occasion ______ _____a cool head.这种场合需要冷静的头脑。
Call at (some place ) call on sb. 拜访某人call on sb to do 号召
Call off 取消 call up 召集，动员
10 in case of :for fear that should happen.以防
if should happen 万一
We had better insure the house ______ _____ _____ ______.以防火灾
In case the fire ,you can break the house.万一发生火灾
In this /that case 若是这样/那样的话
_____ ____ ______,the war between them will break out.
11 Wang Mei is one of many Chinese teenagers who live life “on the go” and use cellphones.
从句中的先行词是teenagers ,谓语动词为复数。
The only one of …,the same one of…位于动词为单数。
He is one of the boys who _______ good at playing football.
This will be the only one of the factories that _____to be moved.
Man 人（包含男女在内） 人类（仅用单数，不加冠词）
Man will conquer nature. 人定胜天。
12 come up with 赶上提出，拿出。
I don’t know why he would _____ _____ _____ such silly questions.
Come down with 得病，患病
13 succeed vi 成功，发达
succeed in doing eg. He succeeded ______ ______ ________.通过考试
succeed vt 随后紧跟着，继承。A silence succeeds his words .
14 no matter what =whatever ,no matter where =whereverno matter how =however no matter when =whenever.
__________ ____________ _________I meet you, you are always wearing the old hat.
_________ ____________ __________ expensive the cellphone is ,I’ll buy it because I need one badly.
With the money ,you can buy _________ you want.
You may choose ___________ you like.不管你喜欢那个，都可以
15 seem+abj. She seems ( to be ) sad.
It seems (to sb.) that…… It seems that everything is going on well.
Seem to d o I ______ ______ ________ _____him somewhere.我好像在那见过她
It seems as if ….. It seems as if it is going to rain.
15 seem +adj.
Teaching steps.
I Read the text as fast as possible, then say True or False to the following sentences.
1. Wang mei will be bake home 10 minutes later.
2. We may talk to anyone who also has a cell phone in his pocket.
3. Now cellphones can be used as cameras,but not to send email or surf the Internet.
4. Some important days can be reminded about by the earliest cellphones.
5. Some SS disobey the rules and using their phones in the classroom.
6. John’s parents gave him a cellphone as a Christmas gift , but don’t let him use it in school.
7. Wang Mei calls her best friend at least once a day.
转自:高老师英语教学资源网
篇2：新视野Unit9
试题预览
新视野Unit 9
一、Translation
1. 长达七个月
2. 这是违法的
3. 如果一只幼仔无法找到袋子，他就会死。
二、Fill in the blanks with the proper words.
1. ---How do people in western countries c Christmas?
---They have a lot of c .
2. Pandas are not allowed to be killed. We have l to stop people from doing such illegal things.
3. When exams come, we are often as busy as a b .
4. This lesson is so boring. It seems .When is the ? I wish it could be over right now.
三、Sentence transformation
1. If it does not rain tomorrow, we can go hiking up the mountain.
If it does not rain tomorrow, we go hiking up the mountain.
2. Bicycles are easily stolen. The government should find ways to put an end to this.
Bicycles are easily stolen. The government should find ways to this.
3. To quit the job is too hard for him. (改为同义句)
4. I bought the book yesterday. (该被动语态)
5. He paid 5 dollars for the shirt. (用cost改写)
6. Tell us about Koala bears, Abby, ? (反意疑问句)
7. They are not bears, are they? (作否定回答)
8. It is against the law now. (改为一般疑问句)
9. The next day after landing, he went to the public library to search for the information he needed. (改为同义句)
The next day after landing, he to the public library to search for the information he needed.
四、Fill in the blanks with the proper phrases.
arrange sth. for sb. , be over , go on strike ,work overtime, make one ’s way into
1. ---When the meeting ？
---In half an hour.
2. The tour guide has a special animal show the tourists.
3. Last year he often in order to get good grades in his lessons.
4. It was very cold, so the baby koalaits mother’s pouch.
5. The workers has decidedbecause they haven’t been paid for a long time.
五、Multiple choice
1. You can get Mexican food and many things in .
A. are made, Mexican B. made, Mexico
C. made, Mexican D. are made, Mexico
2. Which is not stated by the guide Henry Goto?
A. Mexican foodB. Japanese holiday
C. Chinese signs D. American people
六、Cloze.
1. A hadB polite C cold D careful
2. A helpB hurt C hit D watch
3. A know B understand C meet D like
4. A play with B fight with C talk with D catch up with
5. A cry B shout C noise D laugh
6. A morning B afternoon C eveningD night
7. A go to work B get upC go to sleep D open the shop
8. A breakfast B lunch C supper D meal
9. A clothes B bags C books D food
10. A receive B to receive C receiving D received
11. A phone B photo C clock D picture
12. A minutes B days C weeks D months
13. A friend B husband C brother D father
14. A go home B go to bed C go shopping D have a rest
15. A hello B goodbye C sorry D nothing
七 Reading comprehension
八Fill in the blanks with the proper words.
One day, my wife and I went shopping. Because my brother and his family w 1 going to spend the weekend with us, we had a lot of things to b 2 . So we took the car. We s 3 the car in front of the shop. An hour later we came back to the car. B 4 of us carried a lot of things, and then the t 5 started. We could not o 6 the car door.
“Oh dear,” said my wife, “What are we going to do?”
“Let’s ask that police man,”I said.
The policeman was very k 7 and glad to help us. A few minutes l 8 he got the door open. Just at that moment an angry man came up and shouted， “What are you doing w 9 my car?”
We looked at the n
篇3：高二 unit9
I. Teaching focus
1.Realize the damage caused to the world and figure out the reasons.
2.Find ways to stop the earth from being polluted by discussing in groups.
II.Teaching approaches
Elicitation, Mutual Interaction
III.Teaching aid
Interactive multimedia teaching
IV.Teaching process
Step 1 Revision
1. Check note-making
Earth: not enough rain, too many cattle, cutting down trees, strong winds
Air: smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories
Water: waste from factories and cities
Step 2 Presentation
1． Present a series of images depicting the natural beauty of the earth, then the pollution. Highlight the sharp contrast between them. Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
2． Study the map on the textbook, then scan the passages to figure out where on the world atlas the damage has happened. Encourage the students to give out their point of view toward the pollution issue.
Step 3 Audiovisual Learning
The students watch a video on the text, then do the following true or false questions.
1. Many parts of the world with large population and plenty of crops have become deserts. T
2. Land may become poor if farmers do not limit the numbers of their cattle. T
3. Good soil is gradually lost these days as trees are being cut down. T
4. Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts. F
5. Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain. F
6. After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged. F
7. The writer to explain how water is polluted uses the examples of the accidents in both India and Russian. F
8. Once oceans are polluted, they are not able to clean themselves. F
Step 4 Intensive Reading
Read the passages again for some detailed information
1.To say something about the damage that is caused to the world by pollution, using the information from the text. Try to present possible ways to help solve the problems.
Phenomena
Causes
Suggestions
E
A
R
T
H
The area of desert is growing every year.
Cattle eat grass.
Limit the number of the cattle.
Good soil is gradually lost.
Trees being cut down; strong winds blowing the valuable soil away.
Plant more trees and try to protect them.
AIR
Air is being polluted.
Factories, power stations and cars produce a lot of waste.
A lot of things have to be done to reduce pollution. New laws should be passed and people should realize how serious the problem is.
A lot of people died from polluted air in both Russia and India.
There were serious accidents that polluted the air.
Trees in the forest are destroyed and fish in the lakes are killed.
Chemical rain.
WATER
In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
Factories and cities produce a lot of waste.
Same as above.
Lake Baikal, which used to be cleanest I the world, s now polluted.
Waste produced from a chemical factory.
2.to summarize the text by giving the main idea of each passage.
Earth:
The area of desert is growing and good soil is gradually lost.
Air:
Chemicals in the smoke cause a lot of damage and serious accidents took place from time to time.
Water:
Water pollution is caused by man’s waste. The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil.
Step 5 Discussion
Appoint one student to host the discussion. The rest of the class fall into groups of 4, changing ideas on the following question.
(1)What kind of pollution can you think of?
(2)Why trees are important?
(3)What are the causes of water pollution?
(4) What can be done to stop land from becoming into desert?
(5) What else do we know about the problems that the earth is facing?
6) What steps should we take to save the earth?
Step 6 Role play
The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g. A papermaking factory) which are seriously polluting air and/or water. Record the interviews and compose a report.
Step 7 Assignment
（1）Read the additional materials about pollution and do the reading comprehension exercises.
（2）Finish the report.
篇4：Unit9 How was your&nb
Unit9 How was your weekend ?section A(1a-1c) 教学反思
本节课围绕“How was your weekend?”来开展，让学生用一般过去时来对发生在过去的事情，如上个周末等进行谈论。内容与学生的日常生活非常贴切，因此教学的选材也较丰富。课堂通过词组学习，听力练习，同伴对话，小组互动以及作报告等学练相结合的多种方式让学生掌握并灵活运用一般过去时。
虽然一般过去时学生在小学阶段已进行过学习，但较多学生仍未能熟悉地运用一般过去时态，特别是在课堂教学中，学生对某些动词过去式较为陌生，致使在句子中使用了错误的动词形式。动词过去式的读音也是该节课的教学难点，学生在朗读时容易忽略了-ed的读音，以及一些特殊情况下要改变读音等。因此在下次教学中可以把音标也展示在幻灯片上教学生识读。当在一个句子中用到时间状语时，特别是具体的某一天要用介词“on”。在输出部分，除了设置访问活动这样的任务外还可以进行更具开放式的活动。
本节课是一节听说课，先让学生回顾学过的重点句型和词组，并通过对话练习用一般过去时谈论发生在过去的事情。新课教授上在通过“猜一猜”游戏，听力练习，同伴对话，书面练习等多种教学方式相结合让学生掌握并灵活运用一般过去时。从谈论last weekend拓展到last holiday.
学生在口头练习和书面练习时容易出现时态用错以及未能掌握动词过去式等问题。部分学生会把实义动词的过去式和be动词was/were同时用在一个句子中。也有些学生在做复合式填空练习时整篇文章的时态不一致。因此在今后的教学中会更加关注细节，要让学生在掌握一般过去时动词的变形规则外，把这些知识再充分地运用到实际交际和笔头练习上。
讲解完这一课后感慨颇多,发现自己有些许的进步,当然许多的问题依然存在.首先先谈谈自己有所改进的地方:
教师的'上课风格有所改变,比较随和和有激情,逐步地在引导学生.
表现在以下方面.
例如:在导课部分先提出了What do you ususlly do on weekends ?目的是引出周末这个单词,因为本章有关过去时态的主要时间状语就是last weekdend .学生回答出了一些短语.他们就会在之后的学习中发现,当时间状语是last weekend 时这些句子的谓语动词发生了变化.
为了强调在提问过去做了某事的问句What did you do last weekend ?教师将这个句子和What do you ususlly do ?做了比较.学生理解了因为时间状语的不同选用的助动词也有所改变.
不足之处有很多:
第一:由于课件内容较多,学生的反应有些慢,教师过与急躁,没有给学生思考的时间,没有耐心听学生的回答.
第二,教师应该根据学生的情况适当删减课件,使课件量少但内容丰富,学生就可以做大量不同的练习.
第三,教师应该更加充分地准备这堂课,使各个流程顺畅.
篇5：初二英语Unit9
Unit 9
Lesson 33
Teaching Objectives
掌握动词过去时态的一般疑问句和特殊疑问句形式；
掌握the past form of regular and some irregular verbs.
Properties: Tape recorder, multi-media computer, flash动画。
Language Focus: go on a trip robot start doing finish doing say goodbye to
Teaching Procedures
Step 1 Revision
Revise the past form of the verb do.
Did you do your homework last night?
Did you play the computer game last Sunday?
Did you go to visit your grandmother yesterday?
Step 2 Presentation
1. In the nowadays world, science and technology are developing faster and faster.
Can you say some latest and most sophisticated technology?
2. Have the students to look at the picture. Say This is a robot. It can help Mr. Mott with his memory. So it is a memory robot.
3.Have you ever imagined that one day a memory robot can be taken with you and do many things for you? What can they do?
4. (With the help of multi-media) Showing some pictures of robots if possible.
让学生谈谈他们对robot的了解，说说他们都能干些什么。教师也可以介绍一些现代机器人的作用。
What can a robot do and what do you want a robot to do for you?
Step 3 Read and act
Play the tape for the students to listen. Ask Where is Mr. Mott going?
Play the tape again for the students to listen and repeat. Find out What can the memory robot do for Mr. Mott?”
Explain the new words and phrase
go on a trip: Mr. Mott will go to a trip tomorrow.
Have the students practise reading the dialogue and acting it out in pairs. Choose several pairs to perform their dialogue for the class.
Step 4 Read and say
Play the tape for the students to listen. Teach the new word paper. It’s short for newspaper.
Ask the Ss to give the past form of the verbs in the dialogue.
do pack get go buy read come start finish teach
did packed got went bought read came started finished taught
Have the students work in pairs reading the dialogue. Encourage them to play with the robot’s voice and intonation.
出示动画：Did you pack …，让学生模仿动画中robot的形象，根据本课两个对话，表演memory robot如何帮助Mr. Mott记忆的。
Choose several pairs to perform their dialogue for the class.
Step 5 Exercises in class
Complete the sentences according to the Chinese.
1. Mrs. Mott is making _____________. （一个记忆机器人）
2. They are going ________ （去旅行）to Qingdao.
3. Please take ________ （你的伞）with you when you go out.
4. Mr. Mott _________ （装好每件东西）last night.
5. It’s too late. I have to _________ （向你们告辞）now.
6. It’s much ___________（干燥）today than yesterday.
7. The students usually __________（开始学习）at eight at home every night.
8. He _________（写完了）a letter just now.
Answers: 1.a memory robot 2.on a trip 3.your umbrella 4.packed everything 5.say goodbye to 6.drier 7.start studying/ to study 8.finished writing
Step 6 Homework
1. Finish off the workbook exercises.
2. Writing: A Robot Designed By Me
Write a short article about the robot you design. It’s appearance. What can it do? Why is it useful and anything you like.
You can draw a robot for your teacher.
The design of the blackboard
Lesson 33get – got go – went buy – bought read – read come –came pack -packedWhere is Mr. Mott going? (He is going to Beijing. )paper newspaper
Lesson 34
Teaching Objective:
Learn about the memory robot.
Improve the ability of reading.
Properties: Tape recorder, pictures
Teaching Procedures
Step 1 Revision
Revise the past tense of the verbs learned so far.
get –got do –did go -went buy -bought read -read come -came teach -taught
pack –packed start -started finish -finished
Step 2 Presentation
Teach useful and invent.
Divide the class into small groups and have them discuss What can robots do and why are they useful?
让每个小组讨论他们认为robot能够干些什么，并记录下来。并让学生谈谈他们认为现在的robot有哪些需要改进的，他们理想中的robot应该是什么样的。假如让他们当个发明家，他们以后发明的robot应该有哪些先进的地方。充分发挥学生的想象力。有时间的话可以让学生讲讲他们看过的有关robot的故事。
Step 3 Reading
Play the tape for the students to listen. Ask Why did Mrs. Mott invent the memory robot? Check the answers
Teach the words always and everywhere.
Explain the words and phrases:
1.invent v - invention n.
Light is invented by Edison. Light is Edison's invention.
2.all the time = always
eg. It seems that she's studying all the time.
3. watch sb. doing
eg. Every morning, I can hear my neighbour sing in the kitchen.
All the students watched their chemistry teacher doing the experiment carefully in the lab when the bell rang.
Have the students read the passage.
Step 4 Ask and answer
Have the students ask and answer the questions in pairs.
Writing in the missing words as they ask each other the questions.
Check the answers by choosing several pairs to read their answers for the class.
Step 5 Exercises in class
The Memory Robot
Susan 1 the memory robot, because her husband, Mr. Mott 2 a very 3 memory. The memory robot followed Mr. Mott 4 . It listened to everything he 5 and saw everything he 6 It watched him 7 to his students, 8 his meals, and 9 at night. In a word, the memory robot know 10 about Mr. Mott, 80 did Mr. Mott’s wife.
1. A. invents B. invented C. inventing
2 .A. have B. had C.having
3. A. good B. bad C. well
4. A. all the time B. at times C. sometimes
5. A. says B. said C. saying
6.A.does B. did C. doing
7.A.talk B. talked C. talking
8. A. eat B. ate C. eating
9. A. sleep B. slept C. sleeping
10. A. nothing B. anything C. everything
Key: B BBABBAAAC
Step 6 Homework
1. Finish off the workbook exercises.
2.Revise the irregular past tense forms of the verbs.
The design of the blackboard
Lesson 34The Memory RobotWhy did Mrs. Mott invent the memory robot?invent v - invention n.all the time = always
Lesson 35
教学目的
1. 使学生熟练掌握一般过去时一般疑问句和特殊疑问句的句子结构，并能进行口头和笔头练习。
2. 使学生能够掌握课文内容，并能回答课后的问题。
3. 使学生熟练掌握重点词组和单词，能够模仿课文对对方的基本情况进行介绍。
教具：教学录音磁带和图片
教学过程
Step 1 Revision
（1）写出下列单词的过去式：live, move, find, come, want
（2）Role play：组织学生表演第33课read and act .
Step 2 Leading- in.
Question
（1）What kind of machine is memory Robot?
（2）Who invent memory Robot?
（3）Why did she invent memory Robot?
今天我们看一看Mr. Mott是如何采访Ann的.
Step 3 Presentation
（1）Draw a time line across the Bb and say some key words.
May 18,1987
Was born Moved to France Came to China Now
England Father found work in Paris wanted to work in China enjoy living here
Let me tell you about Ann. She lives in China now. In 1996, she lived in France. In 1995, she lived in England. Now she is enjoying living in China.
（2）学生朗读课文并找出自己不懂的地方，教师就本课的知识点进行讲解。
（3）Listen to Mott and Ann. “When was Ann born? When did she move to France?”
（4）Ask the Ss about Ann, and use their answers to draw a time line on the Bb.
When was Ann born? When did he move to France/China?
Where did he live in 1996? Where does he live now? etc.
（5）Let the Ss practise reading and acting out the whole dialogue.
Step 3 Listen to the tape and complete the sentences on page 121.
（1）学生第一遍听大意。
（2）学生听第二遍填空。
（3）学生听第三遍检查。
（4）学生阅读句子并连句成段。
（5） 教师找部分学生向大家讲述这个故事。
Step 4 Drills
模拟采访
情景：Zhao Lan is a Chinese girl. She is studying English in American now. The reporter of CNN is going to take a review with her.
教师用投影仪出示采访提纲：Where were you born?
When were you born?
How long did you live there?
When did you come to American?
Why did you come to American?
Do you enjoy living here?
Do you like English?
How is your English? 让学生先进行讨论：如果你是：Zhaolan，怎么回答。然后有两个学生进行角色表演。
Step 5 Exercises in class
I live, be, move, come, find, work
Ann____ born in England on May 18, 1987. She ____ there for about nine years and then ____ to France with her parents, because her father ____ work there. Two years ago, they ____ to China because her parents wanted to ____ in China . They enjoy ____ in China very much.
Key: was, lived, moved, found, came, work, living
Choose the right answer.
( )1. May I ask you ______ questions?
A. some B. any C. a D. all
( )2. Jim’s father was born______ January 18,1940.
A. in B. on C. at D. of
( )3. Last year the man went to Nanjing and found ______ work there.
A. a B. an C. the D./
( )4. My family came to Yangzhou three years ______.
A. before B. later C. ago D. after
( )5. Do you and your family enjoy _______ here?
A. live B. lives C. to live D. living
( )6. I can understand ______ of your words.
A. the most B. most C. the more D. more
( )7. You're new here. Good luck ______ your English.
A. to B. with C. for D. in
Answers 1. A 2.B 3.D 4.C 5.D 6.B 7.B
Step 6 Homework
（1）Copy the new words and the phrases.
（2）Ex.2 on Page 43
（3）Make dialogues.
The design of the blackboard
Lesson 35When were you born?I was born on May 18th, 1987.How long did you live there?We lived there for about mine years.
教案点评：
本设计的一个最大特点是以时间线的方式，理清了对话的主人公在过去不同的年限中所经历的事情，并设置模拟采访活动，这样处理既使本课的重点教学内容简单易懂，又能紧紧抓住学生的兴趣。
Lesson 36
Teaching Objectives:
Develop the four skills of listening, speaking, reading and writing.
Revise the language points of the whole unit
Grape the usage of the Simple Past Tense.
Properties: Tape recorder, Overhead Projector
Teaching Procedures
Step 1 Revision
Ask Where were you born? When? Ask the students to talk about themselves in the Simple Past Tense.
Step 2 Spelling and pronunciation
Play the tape for the students to listen and repeat.
Ask the Ss to summarize the rules of letter combinations with the sounds/k/ /kw/ and /f/and give some examples
Practise the individual sounds, the show flashcards with more words and get the students to pronounce the words.
Step 3 Word puzzle
Have the students individually complete the puzzle.
Step 4 Listening Wb Lesson 36, Ex.2
Read through the questions with the students.
Play the tape for the students to listen. Ask the students the questions and see if they can answer form memory.
Play the tape more two times and have the students write down the answers.
Step 5 Study
Read Mr. Mott’s diary by the Ss themselves. Ask Why does Mr. Mott write the way he does.
Retell what happened to Mr. Mott from Apr. 10 to Apr. 13.
Teach the new words.
Ask: What do you think of Mr. Mott? Do you think a person like him can be a successful person?
Step 6 Reading and Writing
Have the students fill in the blank. Then check the answer.
Get the students to read the passage. Then talk about What did Mr. Mott do according to the diary.
Step 7 Exercises in class
Finish the dialogue between Mr. Mott and his wife according to Mr. Mott’s diary of Apr. 11 and 12.
S: What did you do on the morning of April 11?
M: 1 .
S: What’s the name of the place?
M: 2 .
S: Did you meet a lot of teachers?
M: Yes, I met a lot of teachers from 3 , but 4 .
S: How about April. 12? What did you do?
M: 5 .
S: What did you talk about?
M: 6 .
S: How about other teachers? Do you still remember what they said?
M: 7 .
S: Oh, what did you attend the meeting for? Didn’t you want to learn something from others? You still need the robot to remember everything for you.
M: Oh, __8__.
Keys:
1. I went to a place.
2. I forget/I can’t remember.
3. England, America, Canada and Hong Kong.
4.I can’t remember their names.
5. We had a meeting all day.
6.I talked about English teaching in Japan.
7. NO, I can’t.
8. (Open answer) I hate that machine. /terrible…
Step 8 Homework
1. Finish off the workbook exercises.
2. Write a diary.
The design of the blackboard
Lesson 36/k/ /kw/ /f/leave – left hate doing sth. get – got fly to sp. buy – bought fly – flew
篇6：高一英语unit9
湖南省 涟源市私立行知中学 曾省初
.Unit 9
一、重要词语
1. information/news/message/notice. 2. although/though/even though/as though 3. waste/a waste of time/money//waste…on sth. /waste…in doing sth. 4. improve/remove/prove
5. complete/ finish/end 6. greatly 7.change … for…/change into
8. make a decision/decide to do sth./determine 9. make a plan for sth/intend to do sth./plan to do sth.10. bring down/～ in/～ up/～out
11. thanks to/because of/as a result of /owing to/due to. 12. at one time / at a time/ at the same time./at times./on time/in time./in no time/from time to time
13. take up too much time./take up arms /take up English / take after /take along/take the enemy for one's own people./take away/take down/take off/take on more people/take on a new look/take over the new company/ 14. at home and abroad
15. go up /go abroad/go ahead/go all out/go away/go bad/go mad/go out/go by/go over/go through/go on doing sth. 16. keep a record (of)…/make a record/set the record/keep the record/break the record/better a record 刷新记录
二、句型及交际用语
1.主＋used to do sth./ 主＋didn't use to do/usedn't to do/ be used to doing sth./be used to do sth.
2. I don't think/ believe…
3. It would be a waste of money to do ….
4. You might not be able to buy your ticket until three days before you travelled.
5. Can you try to get them to bring down the price?/get sth.doing/get sb to do sth./get sth.done./
如何表达自己的观点
三、语法复习
现在完成时态的被动语态 疑问词＋不定式的用法
Unit 9
Exercises:
1. By now we have nearly stopped writing to each other. But __ we kept in touch regular ly.
A.. all the time B. at times C. at one time D.. in no time
2. The price of computers_____ while that of color TV sets __ only to. over 1,000
yuan.
A. is going up; has been brought down B. has go ne up;are being brought dow n
C. is being gone up;has brought down D. has been gone up /is bringing down
3.I tried to get them to __ the price of the TV set. but they refused to. So I didn't buy
it.
A.. go down B. go up C. bring down D. bring up
4. Tom regretted that he had __ too much of his spare time playing cards.
A. spent B. spared C. saved D. wasted
5. If the work ___ by the end of the month is delayed,the sports meet will have to be put
off'.
A. to he completed B. will be completed C. has been completed D. completed
6. Important people don't have much free time as their work _________ all their time.
A.. takes away B. takes up C. takes over D. takes in
7 They ought to attend the meeting,for they __ several times of it.
A. have been invited B. have been informed
C. were asked D. have told
8.I've been looking for the lost key at least for half an hour. but it_________yet.
A. hasn't found B. hasn't been found
C. hasn't looked D. hasn't been looked for
9.--What do you think of the film?
--I_____ think it's worth_______.
A. don't; seeing B. don't ;watching it C. do; not seeing D. do; watching it
10.--I believe we've met somewhere before.
--No,__________________.
A. it isn't the same B. it can't be true C. I don't think so D. I'd rather not
11. I don't suppose any will volunteer, ______________?
A. do I B. don't I C. will they D. won't they
12. I want to learn more about the American political stystem but I don't know where to get the ________________.
A. idea B. information C. situation D. article
13. The thief __________ when he was stealing the wallet from a woman.
A. happened to notice B. was happened to be noticed C. was taken place noticed D. happened to be noticed
14. Short sight can be _________ by the use of suitable glasses.
A. fixed B. improved C. reduced D. corrected
篇7：NSEFC-II Unit9 Saving the earth
Unit 9 Saving the earth
1．Brief Statements Based 0n the Unit
In this unit，Ss will do some listening speaking，reading and writing practice．Also, they will learn to use the Inversion．In the first period，Ss wi1l improve their speaking ability by talking about nature ecology and the environment and they will listen to some listening material about our environment．After the study of this period，they will improve their speaking and listening abilities and also know something about the problems facing the earth．In the second period，Ss will read a passage about the Earth Summit．From the passage Ss will know more about the importance of protecting our earth．In the third period．Ss will study the grammar item：Inversion．After doing some exercises provided in this period．and with the help of the teacher，Ss will know how to use the Inversion．Teacher may provide more exercises for Ss to consolidate if necessary．In the last period，Ss will listen to two speeches from the Earth Summit and finish the practice provided in the first part．Ss will know more about the Earth Summit and improve their listening ability．In the writing part, Ss will improve their writing ability by writing an evaluation paragraph with the help of some given expressions．After the study of this unit．Ss will know how to support an opinion，and they will know more about environment protection．They will know that if all of us make small changes．we could make a big difference．They will do more to protect our earth．
II．Teaching Goals
1．Talk about nature ecology and the、environment．
2．Practise supporting an opinion．
3．Learn to use inversion．
4．Write an evaluation paragraph．
III．Teaching time：Five periods
IV．Background Information
1．Protect The Ozone Layer
In the middle of winter，when snow is falling in many parts of the United States,
scientists have sounded a warning to people who plan to spend many hours in the sun this summer．The warning：The sun's summer-time rays are more dangerous than once
thought．
A team of scientists from 80 nations recently reported to the United Nations that a layer of ozone in the atmosphere, which protects humans from harmful levels of ultraviolet radiation，will be thinner over the United States this summer．The thinner 1ayer allows more ultraviolet rays from the sun to reach the earth．The extra amount of ultraviolet radiation could cause an increase in the number of cases of skin cancer．
Scientists first became concerned about the ozone layer in the mid-1980s when a hole was discovered in the layer above Antarctica during the winter．The hole was caused by chemicals used in refrigerators and air conditioners．When these chemicals are sent out into the atmosphere, they produce gases that destroy the ozone．
Concern about the protective ozone layer rose more recently when data from satellites and ground stations showed that ozone levels were dropping over areas other than Antarctica．Low ozone levels were recorded in the spring and summer over the United States and over other populated areas in the world．
Although many countries have already begun stopping the use or ozone-destroying
chemicals, the new findings are expected to advance the timetable for a total ban of the chemicals．
2．Pollution
People today all over the world are beginning to hear and learn more and more about tile problem of pollution．Pollution is caused either by the release(排放)of completely new and often artificial substances into the environment, or by releasing greatly increased amounts of a natural substance．such as oil from oil tankers into the sea．With the development of modern industry，many of the goods and machines we need and use in our daily lives are creating a number of waste products which upset the environment balance．Many of these waste products can be prevented if people pay more attention，but clearly while more and more new goods are produced and made complex，there will be new dangerous wastes to be thrown away，for example，the waste products from nuclear power stations．Many people，therefore, see pollution as only part of a larger and more complex problem．
There is no doubt that much of the pollution caused could be controlled if only companies, individuals and government would make more efforts．In the home there is an obvious need to control litter and waste．Food comes wrapped up three or four times in packages that all have to be got rid of；drinks are increasingly sold in bottles or times which cannot be reused．This not only causes a litter problem，but also is a great waste of resources，in terms of glass，metals and paper．
Advertising has helped this process by persuading many of us not only to buy things we neither want nor need．but also to throw away much of what we do buy．Pollution and waste combine to be a problem everyone can help to solve by cutting unnecessary buying, over consumption and careless release of the products we use in our daily lives．
The First Period
Teaching Aims：
1.Train the students’ listening ability．
2.Improve the studens’speaking ability by talking about nature ecology and the environment．
3.Learn and master some useful expressions for supporting an opinion．
4.Help the students to know something about the pollution．
Teaching Important Points：
1．Improve the students’speaking ability．
2．Improve the students’listening ability．
3．Help the students to learn to support an opinion．
Teaching Difficult Points：
1．How to improve the students’speaking and listening abilities．
Teaching Methods
1．Listening-and-answering activity to help the students go through the listening material．
2．Discussion to make the students practice supporting an opinion．
3．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．the multimedia
2．a tape recorder
3．the blackboard
Teaching Procedures：
Step I Greetings
Greet the whole class as usual．
Step II Warming up
(Show the pictures on the screen．)
T: Look at these pictures. How beautiful they are! Do you want to pay a visit to
these places?
Ss：Yes．
T：But in some places，it’s not so beautiful Look at the pictures．please．
(Show the following pictures on the screen．)
T：What can you see in the pictures?
S：1 can see a river，which is polluted．The river water is very dirty．
S：I can see smoke coming from many chimneys，and the air is dark．The air is polluted．
T：Good．Which problem do you think is the biggest one facing the earth?
S：I think it is the water pollution．
T：Why do you think so?
S：Because if water is polluted．People will not be able to get clean water to drink；
therefore，many people will get sick．It’s terrible．
T：Very good．Who has a different opinion?
S：I think the air pollution is the biggest problem．Because if the air is polluted， there will not be clean air for us to breathe．Everybody will get terrible diseases．
T：Quite right．Now，who can tell us what causes these problems?
S：I think it is because people pay no attention to our environment．They pour
waste water into rivers，1akes and seas without cleaning it．
S：The air pollution is caused by the factories．People build factories to develop
the industry，but they never pay attention to controlling the pollution．The
harmful smoke should be made harmless before it goes into the air，but few
factories would like to do so because this will cost much．
T：Very good．Now，who knows what we can do to solve these problems?
S：I think our government should pay more attention to environmental protection．They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t let
harmful smoke go into the air．
T：Good idea．Now，please open your books and turn to Page 65．There are six pictures in Warming up．We have just talked about two of them．Now，work in groups of four to talk about the other pictures．Answer the questions below the pictures．
(A while 1ater，ask some students to act out．)
Step III Preparation for Listening and Listening
T：Very good．I think you’re known something about our environment.
Now，please turn to Page 66．Look at the picture in Listening．What can you see?
Ss：A person is making a speech to the audience．
T：Can you guess what speech she is giving?
Ss：Maybe about our earth．
T：OK．Now，let’s listen to the tape．I’ll play it twice for you．Listen carefully
to answer the questions in Part 1．
(Play the tape twice for Ss to listen and write down their answers．Then ask some students to read out their answers．Check with the whole class．The teacher says the following．)
T：Good．You’re done very well． But from the passage we know that she hasn’t finished her speech．What do you think she wi1l say next? Have a short discussion in pairs．please．(Ss have a short discussion and then the teacher asks one or two pairs to say their answers．)Well done．Now．1et’s listen to the second part．Listen carefully to outline the speaker’s two arguments. Fill in the table in Part 2．Are you ready?
Ss：Yes．
T：OK．Let’s begin．
(Play the tape twice for Ss to Listen and write down their answers．Pause the tape if necessary. Then ask several students to read out their answers．)
T：Now，let’s listen to the tape again to check your answers．(Play the tape once more and then check the answers with the whole class．)Good．P1ease think a bout what the speaker will say next．You call use what you have heard on the tape to predict what will come next．Make an outline like the one in the table and then write down what you think the speaker will say．You can work in pairs or groups of four as you like．
(A moment 1ater，ask some students to read out their paragraphs and compare different speeches to choose the best one．)
Step Ⅳ Speaking
T：Well done! We’ve talked much about pollution．We know that pollution is a big problem facing the earth．But why can’t we stop the pollution? Why doesn’t our government shut down the factories that pollute the environment badly? Who knows?
S：I think our government must have its own opinion．Maybe they think the factories are more important than the environment．Because the government can get lots of money from factories．If they shut the factories down ,it will not be able to get so much money．And this is not good for the development of the city or town.
T：Yes．Different people have different opinions．They may not agree with one another．So sometimes it’s very hard to make a decision and to make a change．For example，we know that coal is a valuable resource that can be used to produce energy，but it also causes serious pollution．What should we do with it? (Ss may have various answers．) You see，you don’t agree with each other．Now，we need to have a meeting to discuss this problem．Please work in groups of five．You should play different roles：a businessman．a scientist. a local citizen，an environmentalist and a local leader．Different people have different opinions．
(Every person has his／her own opinion．) Please discuss the issue first and
then the local leader should summarise and make a decision．You can have a look at the table and the useful expressions in Speaking Part before you begin your discussion．They’re very helpful．
(Give the students enough time to have a discussion and then ask the students who play the role of the local leader to read out their decisions．Compare them and choose the best decision．)
Sample dialogue：
A：Today we are here to decide whether we should burn the coal．Please tell us
whatever you think．
B：I think we should burn the coal．1f we don’t burn it now，maybe it will be
useless in the future，New energy wi1l be used instead of coal，such as．solar energy．
C：But burning coal causes too much pollution to our environment．1t pollutes the air badly. If nothing is done to stop its pollution to our earth，then we will
Have no fresh air to breathe．
D：Yes，I quite agree．I think we shouldn’t burn the coal now. It would be better
if we spend more money on science to find a better way of using the coal．Once
we know how to burn it with out polluting the environment ,we can make full use of it．
E：That sounds quite reasonable，but it’s clear that if we want to develop our area as soon as possible，we need money．How can we get money? We can only burn the coal to make the factories work to make money．If we stop using the coal now ,how shall we continue our production and development?…
A：OK．All that you said are reasonable．I believe that we must try our best to
find a better way to use the coal．Meanwhile ,we must make sure that the factories which burn the coal take measures to stop polluting the environment．
Step V Summary and Homework
T：Well done．After class，please write down your dialogue in your exercise book．Today．we’ve talked about our environment．We know that there are some big problems facing our earth．We must try to do what we can to protect the earth．Besides．we’ve practiced supporting an opinion．Who can come to the blackboard and write down the useful expressions we’ve practiced just now?
(A student writes them down on the blackboard．If this student can't write all of them，the teacher may ask another student to write the other expressions．)
T: Very good．After class, you need practise more to master them better。That’s a11 for today．See you tomorrow!
Ss：Se you tomorrow!
Step VI The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The First Period
Useful expressions：
We must make sure that…
It’s clear that…
I believe that we must…
I’m all for…
If nothing is done…，then…
I can't imagine that…
Sure／Certainly／Absolutely．
It would be better if we…
Is there a better way to…
Step Ⅶ Record after Teaching
The Second Period
Teaching Aims：
1．Improve the students’ reading ability．
2．Learn some useful words and expressions．
3．Learn something about the Earth Summit to help the students know the importance
of protecting our earth．
Teaching Important Points：
1．Improve the students’ reading ability．
2．Master the useful words and expressions.
Teaching Difficult Points：
1．How to help the students master the usage of the useful words and phrases in the passage.
2．How to improve the students’ reading ability．
Teaching Methods
1．Fast reading and reading to get the general idea and the detailed information of the passage and to improve the students’ reading ability．
2．Explanation to help Ss master the usage of the important words and phrases．
3.Individual or pair work to make every student work in class．
4．Listening and repeating method to improve the students’ pronunciation．
Teaching Aids：
1．a tape recorder
2．a projector
3．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
Greet the whole class as usual．
T: In the first period of this unit，we talked about our environment．We know that our environment is in great danger．It’s being seriously polluted．
What can we do to protect the environment?
S：We can help more people to know the importance of protecting our earth．
S：We should not use the things that pollute the environment，such as plastic bags，air-conditioners and so on．
S：…
Step Ⅱ Pre-reading
T：Very good．Today we’re going to read the passage “Welcome to the earth summit”．It is about the earth summit and some of the major problems facing the world．Before reading the text，try to predict its content．Work in pairs and write down what you think each part of the text will be about．
(Allow the students a few minutes to finish the task．Then ask some students
to say their answers．Compare the answers and choose the best of them．)
Step III Reading
T：Well done．Now, please read the passage quickly make the outline of the text．Compare it with the outline you made just now，Find out how they are different from each other，Which one do you think is better? Are you clear?
Ss：Yes．
(Give Ss enough time to read the text，make the new outline and compare it with the one made in the Pre-reading．Finally, ask some students to answer the questions．Students may have various answers．)
Sample outline：
Introduction：Introduce the Earth Summit to the readers．Tell readers when and where it is first held and what it is about．
Body：Give more detailed information about the problems discussed at the meeting．
Conclusion：Tell readers what we can do to protect our earth．
T：Good．Now, please read the passage carefully．This time you should pay attention to some detailed information in the passage．After that，I'll ask you ,some questions．OK，you can begin．(Ss read for a while．) Have you finished?
Ss：Yes．
T：OK．Now，I’ll ask you some questions．
If you know the answer to each question，please stand up．Are you clear?
Ss：Yes．
T：OK．Listen to my first question．What are the “big three”?
S：I know the “big three” refers to contaminated drinking water，poor sanitation and air pollution．
T：Do you agree with him／her?
Ss：Yes．
T：OK．Who knows of any others?
S：I know．People hunt too many wild animals and birds and they cut too many trees．too．
T：Right．Why are conferences like the Earth Summit important?
S：Because they help people understand that there exist serious problems and that there’s still time to take action．They can tell us what we can do to help, too
T：Very good．Next question．What issues are discussed at the Earth Summit?
S： Contaminated drinking water，poor sanitation．air pollution，poverty．wars and violence．
T：Which do you think is the most important? Why?
S：I think the war is the most important, because wars not only cost too much money, destroy too many buildings，make people homeless，but also they make it difficult for the countries to develop further．Thus，life will be hard for people．especially for the poor．If people lire in peace，the development will continue and people’s life wil1 get better and better day by day．
S：But l think the protection of the environment is more important than wars．
Because if the environment is polluted，even if there’s not any war in the
world，people can’t live a happy or healthy life，either．
S：…
(Ss may have different opinions．)
T：OK．We know that the issues discussed at the Earth Summit are a11 very important．We should 1earn something from this passage and try to do what we can to protect our earth．Do you agree?
Ss：Yes．
Step Ⅳ Explanation
T：OK．Now，please look at the screen．I’11 explain something to you．Listen carefully and take notes．
(Show the following on the screen。)
1．representative
n. people chosen to present another or others.
adj．serving to s}low a class or group.
e．g．He was the first representative to Japanese．
This painting is representative of his work．
2．access
n.(to)①means of entering a place
②opportunity or right to use something or approach somebody
e．g．The only access to the farmhouse is across the fields．
Students must have access to a good library．
3．alone adv．(following a n．or pron．)
only，exclusively
e．g．The shoes alone cost$100．
4．stress
vt．put stress or emphasis on(sth．)
n. special emphasis or sigmficance
e．g．I stressed the importance of coming early．
My parents lay great stress on honesty．
5．take action：
do sth．in response t0 what has happened
e．g．Immediate action must be taken to stop the fire spreading．
6．in harmony with…;
agreeing, matching
e．g．His tastes are in harmony with mine．
7．put an end to…：
stop sth．from happening any more
e．g．We must put an end to this foo1ish behaviour．
8．wipe out：
clean the inside of sth．by rubbing it with a cloth．
e．g．Have you wiped out the bath after using it?
(Bb：words：representative，access，alone, stress expressions：take action，in harmony with…，put an end to…，wipe out)
Step V Listening and Reading
T：Now you’ve understood the passage well．Let’s listen to t}1e tape twice．The first time I p1ay the tape．you should listen carefully. The second time the tape is played, please read after the tape. Pay more attention to your pronunciation and intonation.
(Play the tape twice for Ss to listen and repeat. Then ask some students to read the text. One student, one paragraph. Help them with their pronunciation and praise the student who reads the best.
Step VI Summary and Homework
T: In this period, we've read a passage about the Earth Summit. We know we can do things to protect our earth. And we should help more people to know about the Earth Summit. Besides, we've learnt some useful words and expressions in the passage. After class ,try to make sentences with them so that you can use them freely. Don't forget to preview next period, the Language Study. OK. That's all for today. See you tomorrow!
Ss: See you tomorrow!
Step VII The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The Second Period
Useful words :
representative n. /adj.
access n.
alone adv.
stress yr./n.
Useful expressions:
take action
in harmony with …
put an end to …
wipe out
Step VIII Record after Teaching
The Third Period
Teaching Aims :
1. Revise and master some useful words, learning how to remember English words.
2. Learn the Grammar: Inversion.
Teaching Important Points:
1. Learn to use some derivative words.
2. Learn to use Inversion.
Teaching Difficult Points:
How to help the students use partly and fully inverted sentences correctly.
Teaching Methods :
1. Practising to master the language points.
2. Elicitation and inductive methods to help the students master Inversion.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a projector
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision and Lead -in
T: Yesterday we read a passage about the Earth Summit and some of the major
problems facing the world. Through the passage we know at the Earth Summit, representatives from more than one hundred countries discussed some of the most important problems facing our planet. Up to now, several Earth Summits have been held and much progress has made. Can you tell me in which city the Earth Summit was held?
Ss: Johannesburg in South Africa.
T: Do you remember one of the main themes of the 2002 Earth Summit？And what was it?
Ss: Yes. It was sustainable development, or the question of how we can continue
developing the world without damaging the environment.
T: What are the three biggest killers in the world?
Ss: Contaminated drinking water, poor sanitation and air pollution.
T: What other problems did the speakers speak about?
Ss: Poverty, war and violence.
T: What did China's then Premier Zhu Rongji stress?
Ss: The need for equality and fairness in the world.
T: How can we save the earth?
Ss: By changing the way we live.
T: What is the key to the future?
Ss: Education.
T: Quite right. The Earth Summit is not just about problems, but also a place to find solutions for the future. We should believe that the future of our planet must be more and more beautiful with the whole world's effort, Today, we'll learn to use the language points appearing in the passage. First, word study. Then Grammar-Inversion.
Step III Preparing for Word study
(Teacher shows the following on the screen. )
adj. n.
lonely _______
willing _______
responsible _______
fair _______
equal _______
poor _______
v. n.
kill _______
represent _______
suffer _______
adj. adv.
real _______
absolute _______
successful _______
T: Now, please look at the screen and write down the other forms of the given words
in each group. Work in pairs first. Then I will check your work.
(After a while, teacher checks the students' answers and shows the right ones on the screen.)
Suggested answers :
loneliness; willingness; responsibility; fairness ; equality; poverty
killer; representative; suffering; really; absolutely; successfully
Step IV Word Study
T: Well, now please open your books at Page 69. Look at tile first part in Word
study: Complete the sentences with the words in brackets. Change their form if necessary. First, let's study the example.… Now please complete each sentence and discuss your answers with your partner. At the end, we'll check the answers together.
Suggested answers :
1. killer 2. alarming 4. citizen 5. responsibility 6. representatives 7. suffering 8. willingness
(Then go on with the second part.)
T: Now, let's do the second part. First, you should study the words in the box
carefully. Then put them into two categories. At the end, state your reasons. Are you clear?
Ss: Yes.
T: You can begin now. Work in pairs.
(After a while, teacher checks their work. )
Suggested answers:
Adverbs: really, unfortunately, absolutely, especially, successfully
Adjectives: lonely, lively, ugly, lovely, friendly
Step V Presentation
(Teacher shows the following sentences on the screen. )
1. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.
2. Among the speakers was Chinas then Premier Zhu Rongji, who stressed the need for equality and fairness in the world.
3. Not until we know more will we be able to improve the situation.
4. Only by changing the way we live can we save the earth.
5. Had I known that air conditioners cause so much pollution, I would never have bought one.
6. A better understanding of the environment is necessary, as is the willingness to act.
7. Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.
T: Now, please look at the sentences on the screen and pay attention to the word order of each sentence. In what way are these sentences different from the usual sentences?
Ss: The word order is not “Subject + Verb” but “Verb + Subject” or “Auxiliary/ Modal + S + V”.
(Teacher writes the structures on the Bb.)
T: Yes. This kind of sentence is called Inversion, which happens in questions and in a number of other cases. Look at the sentences carefully again, paying attention to the underlined words. In the first sentence, “exist” is used after
“there” to express a state for existence like“there be” structure; the second
sentence begins with a preposition phrase. In these two sentences, the whole predicate verb comes before the subject. The third sentence begins with a negative adverb; in the fourth sentence, “only” is placed at the beginning of the sentence with an adverbial. In these two sentences, part of the predicate comes before the subject. In most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there is no auxiliary or modal, do, does or did should be added. Can you understand?
Ss: Yes.
T: Then look at the fifth sentence and change it into another sentence with the same meaning, which begins with “if”.
Ss: If I had known that air conditioners cause so much pollution, I would never
have bought one.
T: Quite right. In some special forms of unreal conditional clauses, when “if” is left out, part of the predicate like had, should, were should conies before the subject. That is to say, inversion can be used instead of “if”. Are you clear about that?
Ss : Yes.
T: Next, look at the last two sentences, To avoid repetition,“as” and “ nor” are placed at the beginning of the sentences which say that people(or thing or situation) are the same as others that have been mentioned. In this case, the structure “as/nor+ auxiliary/modal/do(does, did) + subject” should be used. Besides,“neither” and “so” can be used like “nor”and “as”. Is that clear?
(Bb: as/so; neither/nor + aux./mod. / do( does. did) + subject )
Ss: Yes.
T: OK. Now， let's change them into the usual word order sentences. Wang Xia ,you try the first.
Ss: It is a special sentence pattern like“ There be” structure. “exist” can only
come after “there”.
T: Yes. Sit down, please. Then the next sentence.
Ss: China's then Premier Zhu Rongji was among the speakers, who stressed the need for equality and fairness in the world.
T: …
S3: We will not be able to improve the situation until we know more.
S4: We can save the earth only by changing the way we live.
S5: If I had known that air conditioners cause so much pollution, I would never
have bought one.
S6: A better understanding of the environment is necessary, and the willingness to act is necessary, too.
S7: Without international cooperation, developing countries can't prosper. Sustainable development will not be possible either.
Step VI Grammar Practice
T: Well, now please turn to Page 70. Look at the first part ,Grammar: Rewrite the
following sentences, beginning with the underlined part. First study the example, and then complete each sentence below. A few minutes later, I'll check
your work. Begin now.
Suggested answers:
1. Not until we stop polluting our lakes and rivers, will we have enough drinking water
2. Only by learning to live in harmony with nature can we save the earth.
3. Only after the meeting did 1 know that air pollution causes almost three million deaths every year.
4. Only with international cooperation can sustainable development be possible.
5. Not only is the Earth Summit a place to talk about problems, but also a place to find solutions for the future.
6. Only with better education will people be able to build a better society in harmony with nature.
7. Seldom do we think of the small changes that we can do to make a big difference.
8. Never have I realised that water is so precious.
(Then teacher deals part in Grammar.)
T: All right. Now let's come to the second part. Complete the following sentences
using the words in the box: so, neither, nor, as. At the same time, you should pay attention to the verb form before the subject. First do it individually. Then check your answers with your partner. At the end, I'll ask some of you to read the whole sentence.
Suggested answers:
1. so/as have 2. neither/nor should
3. so/as do 4. so/as am 5. neither/nor do
6. so/as is 7. neither/nor 8. neither/nor can
9. so/as can
(After checking the answers, teacher says the following. )
T: From these sentences, we know the verb-form after “so, neither, nor, as”
should be the same as the verb-form after the first subject. The person and
number should agree with its own subject. Is that so?
Ss: Yes.
Step VI Summary and Homework
T: Now, let's look at what we've learnt in this period. At the beginning of class, we revised the contents of the last class. Then we did some exercises to further
study some learnt words in the text. At the end, we learnt the usage of Inversion. To master it better, we also did some exercises. But that's not enough. I hope you can practise more after class. The more you practise, the greater progress you will make. So much for this period. See you tomorrow.
Ss: See you tomorrow !
Step VIII The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The Third Period
I. Word study
II. Grammar: Inversion
1. There exist/be...
2. Not/Never/Seldom...
3. Only + adverbial…
4.…so, neither, nor, as+ V +S
Step IX Record after Teaching
The Fourth Period
Teaching Aims:
1. Learn and master the following words: defend, incorrect, affect, advise
2. Train the students listening and speaking abilities.
3. Learn to write an evaluation paragraph.
Teaching Important Points:
1. Master the useful words and phrases appearing in this period.
2. Learn to support an opinion both in speaking and writing.
Teaching Difficult Point:
How to help the students finish each task and improve their skills to use language.
Teaching Methods :
1. Oral practice to train the students' speaking ability.
2. Written work to train the students' writing ability.
3. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a projector
4. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision and Lead-in
T: Yesterday, we learnt the use of Inversion and did some exercises. Can you
tell me the difference between inverted sentences and usual sentences? Wu
Li, would you like to have a try?
Sl: Yes. In an inverted sentence, part of the predicate or the whole predicate
comes before the subject. In a usual sentence, the predicate comes after the
subject.
T: Quite right. Sit down, please. Then for what reasons do you think Inversion is
used? Any volunteer?
S2: I think Inversion is used for two reasons. One for the need of the grammatical structure of a certain type of sentence the other for emphasis of a certain part of a sentence.
T: Quite right. Now, let's do an exercise, Look at the screen and write your answers on a piece of paper. Then I'11 check the answers with the whole class.
(Teacher shows the following on the screen. )
Rewrite the following sentences using Inversion.
1. We can finish the work on time only by seizing every minute.
______ ______ _______ _______ ________ _______ _______finish the work on time.2. I have never heard such nonsense in all my life.
_________ _________ _________ heard such nonsense in all my life.
3. A piece of paper was folded in the pocket.
______ ______ ______ _______ _______ a piece of paper.
4. He little realizes how important this heart operation is.
______ _______ _______ _______ how important this heart operation is.
5. Churchill was not only a statesman but also a poet.
______ ______ _______ Churchill a statesman but also a poet.
Suggested answers:
1. Only by seizing every minute can we
2. Never have I
3. Folded in the pocket was
4. Little does he realize
5. Not only was
T: Well done. Besides, we've read a passage in this unit about the Earth Summit and environmental problems and solutions. What words we've learnt in this unit can help us describe environment problems and solutions?
Ss: Sustainable development, contaminated drinking water, poor sanitation, air
pollution, killer, poverty, war, violence, equality, fairness, take action, make changes, education, in harmony with nature...
T: Oh. So many. I hope you can remember and use them. We know the Earth Summit mainly talks about environment problems and solutions. Experts from all over the world are welcome to the Earth Summit, speaking about different topics and discussing new ways to solve old problems. Today we are going to listen to the voices of the
Earth Summit. And we'll talk about the environment problem again. First, let’s learn the new words in this period.
(Teacher shows the new words on the screen and gives brief explanations.)
( Bb: alternative-alternate; defend against/from; incorrect--correct; affect/effect; advise sb. (not) to do sth. ,advise doing sth. )
Step III Listening and Speaking
T: Well, now please open your books at Page 71. Look at the first part in Listening and Speaking: Listen to the speeches from the Earth Summit and complete the outlines below, I'll play the tape twice continuously. Listen carefully and finish your task. At the end ,I'll check your answers.
(After listening, teacher introduces the next task.)
T: Well done. You've understood the speeches exactly. Do you agree with what they are saying? Work in pairs to talk about this question. Write down your thoughts, comments, opinions and questions about what they said. Prepare for a few minutes. Then we'll go on with the next task. (A few minutes later.)
T: OK. Now you have a chance to make your own speech. Use your notes and think about what you would like to say. First, write an outline, and then give the speech in class. Make sure that you are ready to answer questions and defend your argument. Are you clear?
Ss: Yes.
T: You can begin to prepare tot it now.
(Another few minutes later.)
T: Are you ready?
Ss: Yes.
T: OK. Now let's begin our speech. Each student should listen to your classmate's speeches carefully and get ready to ask them questions. Who'd like to be the first to give your speech? Any volunteer7
S:…
(One of the students stands up and gives his speech. The others go on. After the speeches, teacher shows the following on the screen. )
Tips for preparing a speech:
Knowing how to give a good speech is a useful skill. If you want to give a good
speech, there are a few things you need to consider.
I. Think about your audience
a. Who will listen to your speech?
b. What are they interested in?
c. What do they want to know?
d. What do they already know?
Outlines like these will help you decide what you are going to say.
II. Prepare and practise
a. Research your topic carefully and organise the material,
b. Before you give the speech, practise in front of a mirror or together with a friend.
T: Your speeches were all made successfully, but in order you can make a better speech, I give you some advice on preparing a speech. Look at the screen. Let's study together.…
Step IV Writing
T: As we all know, environment problems are becoming more and more serious with the development of modern agriculture and industry. Among all the problems, which do you think is the most serious one? Why do you think so? What do you think should be done to solve it? Now write a paragraph to tell your reader about these questions.
(Teacher writes the questions on the Bb. )
T: You can prepare your paragraph as follows: First, write a sentence that states
your opinion, for example,“I think that air pollution is the most serious problem because it does great harm to our health. ”Then list as many reasons as possible. Finally, use the sentences to organise your paragraph. Are you clear?
Ss: Yes.
T: Well. I'll show you some words and phrases on the screen. You can refer to
them. After finishing your paragraph, use the check list in Unit 2 to check it
for errors and mistakes. Are you clear?
Ss: Yes.
(Teacher shows the following on the screen and the students begin to work.)
Many products are bad for the environment.
It is wrong to buy products that are harmful to the environment.
To think that there is nothing we can do is incorrect.
What we do is important because it affects the environment I suggest that we do something about these problems.
I would advise people not to buy products that harm the environment.
I recommend that all of us should think about what we do and what we buy.
Step V Summary and Homework
T: You all did very well in class. Now let's see what we've done in this period. First. we've revised the previous contents, including the text and the grammar. Second, we've done some listening and speaking. Then we've learnt to write an evaluation paragraph. All these activities center on the subject “environment problems and absolution ”. Everyone should make an effort to take care of our
planet. Do you think so?
Ss: Yes.
T: Besides, we've learnt some useful words and phrases, such as… After class, please practise more to improve your ability to use language. So much for today. See you tomorrow!
Ss: See you tomorrow!
Step VI The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The Fourth Period
I. Words and Phrases:
alternative--alternate
incorrect--correct
defend against/from
affect/effect
advise sb. (not) to do sth.
advise doing sth.
II. an evaluation paragraph
What do you think is the most serious one?
Why do you think so?
What do you think should be done to solve it?
Step VII Record after Teaching
The Fifth Period
Inversion
Teaching Aim:
Learn and master the use of inversion.
Teaching Important Point:
Help tile students to make a summary of all kinds of inversion.
Teaching Difficult Point:
Help the students know in which cases full inversion is used and in which cases partial inversion is used.
Teaching Methods :
Revision; summary; explanation and inductive methods.
Teaching Aids:
a projector and the blackboard
Teaching Procedures :
Step Greetings
Greet the whole class as usual.
Step II Revision and Lead-in
T: In Unit 9, we've learnt some sentences in inverted word-order. Now, I'll show
you some sentences on the screen. Please tell which are in natural or normal word-order and which are in inverted word-order. Look at the screen and compare them carefully.
(Show the following on the screen.)
Out rushed the boy.
The boy rushed out.
Only in this way can we lose weight.
We can lose weight only in this way.
T: Who can tell us which are in normal word-order?
S: I know. The second sentence in each pair is in normal word-order.
T: How do you know?
S: If the predicate comes after the subject, it is in normal word-order.
T: Very good. So the first sentence in each pair is in inverted word-order. In the first pair, the whole predicate of the first sentence comes before the
subject, in the second pair, part of the predicate of the first sentence comes
before the subject. Now, please look at the screen.
(Show the following on the screen and make brief explanation if necessary. )
Word-order
natural word-order : S+ V
inverted word-order V+S
Auxiliary/Modal + S+V
Step HI Summary and Explanation
T: If the predicate verb is placed before the subject, the sentence is said to be
in inverted word-order. Such a word-order is called inversion. We use inversion for two reasons. One for the need of the grammatical structure of a given type of sentence, the other for emphasis of a certain part of a sentence. Inversion happens in questions, and in a number of other cases. There are two main kinds of inversion. In some cases the whole verb comes before the subject. This kind of inversion is called full inversion. And in most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there's no auxiliary or modal verb, “do”“does” or “did” should be added. This kind of inversion is called partial inversion. Now, let’s make a summary of the inverted cases. Please look at the screen. In these cases, the whole predicate comes before the subject.
(Show the following on the screen.)
1. In the construction there be for existence e. g. There are some books on the table.
There's a boy in the classroom.
Note: Some other verbs can be used with “there” besides “to be”, such as: live, exist, remain, come, arise, appear, enter, follow and so on.
e. g. There came shouts for help from the river. '. There remains nothing to be done.
2. When the sentence begins with one of the adverbs, such as here, there, now, then, out, away, up, down, off, back, over.
e. g, There goes the bell!
In rushed the children.
Note: When the subject is a personal pronoun, inversion can't be used.
e. g. There he comes.
Out he ran.
3. When the sentence begins with “such” for referring back, which means personor thing of a special kind.
e. g. Such was Albert Einstein.
Such are the facts.
Note: The predicate must agree with the subject after it in person and number.4. When the sentence begins with a long adverbial expression of place, especiallya prepositional phrase denoting place.
e. g. Between the two buildings stands a tall tree.
South of the city lies a steel factory.
Note: Some intransitive verbs like “come”“lie”“stand”“walk” often follow
after the adverbial expressions of place.
5. The whole or part of the direct speech is placed at the beginning, followed by
verbs of reporting like “answered John”“said the old lady”, which tell you who spoke or how they spoke.
e. g. “Help!” shouted the boy.
“I've had enough ,”said John.
Note: ①When the subject is a pronoun, the verb normally comes after it.
e. g. “You are,”I answered.
②When the verb of reporting is followed by an indirect object or an adverbial, the verb normally comes after the subject, inverted word-order is impossible
e. g. “Why?” the teacher asked him.
“Both, sir.” he answered proudly.
6. To balance the sentence structure or to link the sentence closely.
e. g. They reached a farmhouse, in front of which sat a small boy.
Inside the pyramids are the rooms for the bodies of the kings and queens. Note: Pay attention to the “agreement”.
T: In the following cases, part of the predicate comes before the subject.
Look at the screen.
(Show the following on the screen.)
1. To avoid repetition, “so, neither nor” can be placed at the beginning of a sentence which says that people (or thing or situation)are the same as others that have just been mentioned.
e. g. (1)--My mother is ill this week.
--So is my sister.
(2)--I can't speak French.
--Nor can I.
(3)--My husband never touches a drying-up cloth.
--Neither does mine.
Note: “So” can also be used in a different sense, to introduce surprised agreement with what has been said, which means “ Yes, indeed! You're quite right. ”In this case, the same subject is mentioned. Inversion is not used.
e. g. --That's Isabel, look!
--So it is.
2. In sentences beginning with negative expressions like never, seldom hardly, scarcely, barely, rarely, little, not, nowhere ,by no means, in no way, at!
no time, neither… (nor).
e. g. Hardly do I think it possible.
By no means shall we give up.
Neither will theory do without practice; nor will practice do without theory.
Note: When “little” which does press negative is used as an adjective before the subject, natural word-order is used.
e. g. Little Franz often played truant.
3. In sentence structures like “Not only…, but (also) …; No sooner…than…; Hardly/Scarcely…when…; Not until…;So…that…; Such…that…”.
e. g. Not only did we lose all our money, but we also came close to losing ourlives.
Hardly had I arrived when I had a new problem to cope with.
No until all the fish died in the river did the villagers realize how
serious the problem was.
So fast does light travel that it is difficult for us to imagine its
speed.
Note: In all these sentences, inversion happens in the main clause, not in the subordinate clause.
4. When “only” is used to modify an adverbial which is placed at the beginningof the sentence.
e. g. Only in this way can you succeed.
Only then did I realize that I was wrong.
Note: When “only” is used for emphasis of a subject, normal word-order is
used.
e. g. Only John knows the answer.
5. In some special forms of unreal conditional clauses, when “if” is left out, the structure “Were (Should, Had) I (you/he ,etc)” are used instead of “If I (you/he, etc.) were (should, had)”.That is to say, inversion can be used
instead of “if”.
e.g. Were he (= If he were) here now ,could ask him.
Should he (= If he should)
come, tell him to ring me up.
Had you (= If you had ) not helped me, I’d have failed.
Note: If there's no：“were” “had” or“should”in the unreal conditional
clauses, inversion can't be used.
6. In questions
e. g. Have you seen John?
Note: Inversion is not always used in questions. Like the following cases: (1) In a special question, if the subject is expressed or modified by an
interrogative word ,the subject comes before the predicate.
e. g. What happened to Mary?
How many people are listening to the lecture?
(2)In some other cases:
e. g. You've seen John?
I wondered whether he'd seen John.
7. In sentences expressing “blessing” or“concession”.
e. g. May you succeed!
May you gain still greater success!
Cost what it may, I'll stick it out.
Note: In “Long live the people!”, inversion is used with the whole verb fore
T: Now, let's look at the screen, there's another kind of inversion you should
remember.
(Show the following on the screen.)
In an adverbial clause introduced by“as” or “though”.
Structure:
predicative
adverbial +as(though) +subject +…
verb
e. g. Much as I like it, 1 will not buy it.
Try as she might, she failed.
Child as he was, he had to make a living.
Note: (1)When the adverbial clause is introduced by “though”, inverted and natural word-order are both possible.
e. g. Though she is young, she knows a lot.
Young though she is, she knows a lot.
(2)When the predicative is a countable noun in singular, “a” or “an” should be left out.
e. g. Hero as he is, he has some shortcomings.
Step IV Practice and Consolidation
T: Now, let's do some exercises. Please look at the screen. Finish them by yourself first and then check your answers in pairs.
(Show the following on the screen.)
I．Choose the best answers:
1. If you don't go there,________.
A. so won't I B. nor do I
C. neither shall I D. so don't I
2.--He has passed the exam.
--_____________.
A. So have I B. So I have
C. I have so D. So did I
3. Hardly the bus station when the bus started.
A. has she arrived at
B. had reached she
C. did she arrive at
D. had she reached
4. it rain, the crops would be saved.
A. Were to B. Would
C. Should D. Could
5. Listen!______________.
A. There the bell goes
B. The bell goes there
C. The bell goes there
D. There goes the bell
6. At no time_________ beat student.
A. teachers can't
B. I will teachers
C. teachers will not
D. can't teachers
7. Not until 7:00________.
A. he got up
B. he didn't get up
C. did he get up
D. didn't he get up
8. the film,1 would have told you something about it.
A. Have I seen B. Had I seen
C. Should I see D. I had seen
9. After that we never saw her again, nor from her.
A. did we hear B. we heard
C. had we heard D. we have heard
10. He is unhappy,________.
A. so is she B. neither is she
C. so isn't he D. nor isn't she
(A moment later, check the answers with the whole class.)
Suggested answers:
1~5 CADCD 6~10 BCBAA
II. Choose the best answers:
1.--Do you know Jim quarreled with his brother?
--I don't know,
A. nor don't I care
B. nor do 1 care
C. I don't care, neither
D. 1 don't care also
2. Not until I began to work __ how much time I had wasted.
A. didn't 1 realize B. did I realize
C. I didn't realize D. I realized
3. Little about his own safety, though he was in great danger himself.
A. does he care
B. did he care
C. he cares
D. he cared
4. Not only polluted but __________ crowded.
A. was tile city; were the streets
B. the city was; were the streets
C. was the city; the streets were
D. the city was; the streets were
5. So that no fish can live in it.
A. the lake is shallow
B. shallow the lake is
C. shallow is the lake
D. is the lake shallow
6. “It was careless of you to have left your clothes outside all night.”“My God!____________________”
A. So did I B. So I did
C. So were you D. So did you
7.--David has made great progress recently.
-- , and______________
A. So he has; so you have
B. So he has; so have you
C. So has he; so have you
D. So has he; so you have
8. Only by practising a few hours every day______ be able to master the language.
A. you can B. can you
C. you will D. will you
9. Not until all the fish died in the river ________ how serious the pollution was.
A. did the villagers realize
B. the villagers realize
C. the villagers did realize
D. didn't the villagers realize
10. , he doesn't study well.
A. As he is clever
B. He is as clever
C. Clever as he is
D. As clever he is
(A moment later, check the answers. )
Suggested answers:
1--5 BBBCC 6--10 BBDAC
Step V Summary and Homework
T: In this class, we have revised and summarized all kinds of different inversions. After class, please go over what we've learnt about inversion. Besides, you should do more practice to master it better. So much for today. See you tomorrow.
Ss: See you tomorrow.
Step VI The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The Fifth Period
Inversion
I. Full inversion: V+S
II. Partial inversion: Aux/Mod + S + V
III.
predicative
adverbial + as(though) + subject +…
verb
Step VII Record after Teaching
篇8：八年级英语unit9课件
八年级英语unit9课件
Unit 9 Have you ever been to a museum?
教材解读
本单元的话题是谈论好玩的地方，使学生在此语境下继续学习现在完成时以及本单元的目标语言。Section B 部分的话题则拓展到旅游景点，通过更加丰富的材料来学习been、ever和never 的用法，最后通过写作达到笔头落实的目的。
单元目标
一、知识与技能
1. 会用现在完成时谈论过去的经历。
2. 正确使用现在完成时表示是否曾经去过某地或曾经做过某事。
3. Master some important words and phrases：camera，unbelievable; progress; rapid; unsual; toilet，encourage; social，peaceful，a couple of，thousands of，on the one hand…on the other hand，all year ound.
4. Improve the listening，speaking，reading and writing ability.
二、过程与方法
1. 采用直观教学法、情景教学法、讨论、角色表演等方法，学习知识，培养能力，养成好习惯。
2. 通过上下文、词性和构词法等分析词义。
三、情感态度与价值观
To be interested in taking part in all kinds of activities in English class，以及了解各类博物馆、主题公园和名胜古迹
教法导航
采用直观教学法，情景教学法，遵循以学生为主体的原则。
学法导航
采用自主学习、小组合作、分角色表演等学习策略。
课时支配
第1课时：Section A 1a-2d
第2课时：Section A 3a-4c
第3课时：Section B 1a-2e
第4课时：Section B 3a-Self Check
课时教案
第1课时 Section A 1a-2d
教学目标
一、知识与技能
1. Key vocabulary：amusement; neither.
2. Listening practice.
3. Target language：
Lets’ go somewhere different today.
Have you ever been to…? Yes，I have./ No，I haven’t.
How about/what about…?
How are we going to get there?
We can take the subway/…
4. To train students’ listening and speaking skills.
二、过程与方法
采用直观教学法，情景教学法，小组讨论与交流来认识并掌握目标语言。
三、情感态度与价值观
To be interested in taking part in all kinds of activities in English class.
教学重点
1. Key vocabulary in this period.
2. Target language in this period.
教学难点
Make conversations freely using the target language.
教法导航
1. Scene teaching method.
2. Listening and speaking methods.
学法导航
Pair work.
教学准备
多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Lead-in
1. Guess the places of the pictures; they are the British Museum，space museum， history museum，water park，zoo，amusement park while leading in sentence patterns：“Have you ever been to …？”
2. Speaking
Get students to work in pairs to practice the conversation：“Have you ever been to…”
“Yes，I have”/ Not，I haven’t.
Step 3 Pre-listening
1. Section A 1a
T：OK. Now open your books on Page 65. In Part 1a，6 places are given. Please read the names of these places. Which of these places would you like to visit? Rank them from 1 to 6.
S1：Amusement park ______，water park ______，zoo ______ art museum ______ space museum ______, history museum .
S2：Space museum ______，art museum ______，zoo ______，water park ______， amusement park ______, history museum .
S3：…
2. Talk about the picture
Step 4 Listening
Listen and choose the best answer.
Listen and check the boxes. Have these students ever been to these places?
Science museum | History museum | Art museum | Nature museum | Space museum | |
Claudia | |||||
Sarah | √ |
Step 5 Speaking
Ask and answer in pairs：
A：let’s go somewhere different today.
B：OK. Where do you want to go?
A：Have you ever been to the space museum?
B：No，I haven’t. How about you?
A：…
Step 6 Listening 2a 2b
1.Listen and circle the places that you hear.（首先让学生浏览图片，明确题目要求）
2.Listen again and circle T for true or F for false.
Conversation 1
1. Tina went to the space museum last year. T/F
2. John has never been to the space museum. T/F
3. They are going to take the subway. T/F
Conversation 2
1. Linda has been to the amusement park. T/F
2. Linda went to the amusement park yesterday. T/F
3. Linda is going to the amusement park again by bike. T/F
Conversation 3
1. Frank had a great time at the water park. T/F
2. Frank’s friend has never been to the water park. T/F
3. Frank and his friend are going skating. T/F
Answer：T F T T F T F T T
Step 2 Pair Work
1. Speaking
Look at the map in 2a and make conversations about the places.
A：Have you ever been to the space museum?
B：Yes，I have. How about you?
A：No，I haven’t.
B：Oh，it’s fantastic. Let’s go tomorrow.
A：OK. How are we going to get there?
B：We can take the subway.
Give the students a few minutes to practice the conversation and let a few pairs to present their conversations.
2. Speaking
Role-play the conversation in 2d.
A：I went to the film museum last weekend. Have you ever been there? …
B：Yes，I have. I went there back in April. …
If they have difficulty，the teacher can help them deal with the difficult points.
课堂作业
Practice the conversation by themselves.
教学反思
本节课一定要充分利用课本上的对话交流环节，使目标语言在交际中得以运用和巩固，这样有利于培养学生的综合能力。
第2课时 Section A 3a-4c
教学目标
一、知识与技能
1. 掌握重点词汇和短语：unbelievable，progress，rapid，unusual，toilet，encourage， social，peaceful，performance，perfect，itself，collect.
2. Learn to use the present perfect tense.
3. To train students’ reading ability
4. To get students know some knowledge about many kinds of museums.
二、过程与方法
1. Explanation method.
2. Reading for comprehension.
3. Exercise methods.
三、情感态度与价值观
To raise students’ interest of learning English.
教学重点
1. 掌握重点词汇和短语：unbelievable，progress，rapid，unusual，toilet，encourage， social，peaceful，performance，perfect，itself，collect.
2. Learn to use the present perfect tense.
3. To train students’ reading ability.
4. To get students know some knowledge about many kinds of museums.
教学难点
To understand and use the present perfect tense.
教法导航
创设情景，为学生营造一个尽量真实的语言环境，鼓励他们多阅读，多思考。
学法导航
多看，多听，多思考，多说，多实践，小组多沟通，交流，合作。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings and Revision
Look at the pictures and make conversation：
A：Have you ever been to…?
B：Yes，I have./ No，I haven’t.
Step 2 Pre-reading
Brainstorm：think of the kinds of museums that you can name.
Watch a video. About the International Museum of Toilets.
Talk about the video.
Step 3 Fast reading
Match the words with their meaning and learn some new words.
True or False.
( ) 1. American Computer Museum only has information about different computers there.
( ) 2. Ken thinks computers will do more work in the future.
( ) 3. International Museum of Toilets is a very unusual museum.
( ) 4. India has the most advanced toilet.
( ) 5. Linlin didn’t know why her grandpa loved drinking and collecting tea set.
Step 4 Detailed reading
Read the passage again and answer the questions：
1. Which three museums do the students talk about?
2. What does Ken say about the American Computer Museum?
3. What can we learn at the International Museum of Toilets?
4. Why is the Hangzhou National Tea Museum a nice place to enjoy tea?
5. What do you think is the most interesting thing about each museum?
Students read the passage and try to answer the questions.
Check the answers.
Step 5 Explanation
Read the passage again and underline the difficult points.
1. The old computers were much bigger.
much可修饰形容词比较级，表示…得多。如：much richer，a little，even，a bit也可以修饰形容词比较级。
2. I wonder how much more computer will be able to do in the future.
不知道将来电脑还能够做些什么事情呢。
wonder 表示“(对某事)感到疑惑;想要知道;想弄明白;琢磨”，后面常接由what，how，who 或者if/whether引导的宾语从句。
e.g. ①wonder how they’re getting on. 我想知道他们现在过得怎样。
②I just wonder if they’ve arrived safely. 我就想知道他们是否安全抵达了。
3. It also encourages governments and social groups to think about ways to…
encourage sb. to do sth. 鼓励某人做某事。
e.g. My father encouraged me to take part in the sports meeting.父亲鼓励我参加运动会。
Step 6 GrammarFocus
Ask students to read the sentences of Grammar focus aloud.Then let them learn the Present Perfect Tense(和学生一起总结出现在完成时的用法)
1. 用法
肯定式 | 否定式 |
I/You/We/They have finished the work. He/She/It has finished the work. | I/You/We/They have not finished the work. He/She/It has not finished the work. |
疑问式 | 回答 |
Have I/you finished the work? Has he/she finished the work? | Yes，you/I have. No，you/I haven’t. Yes，he/she has. No，he/she hasn’t. |
2. 构成：
have(助动词) + p.p
has(第三人称单数助动词) + p.p
have not 常缩略为haven’t；has not 常缩略为hasn’t。
3. have been to & have gone to区别
比较：He has been to Beijing.
他曾去过北京。（人已回来，可能在这儿）
He has gone to Beijing.
他已经去北京了。（人已走，不在这儿了）。
have / has been (to) 表示“曾经到过某地”，说话时此人不在那里，已经回来。侧重指经历。
have / has gone (to) 表示某人“已经去某地了”，说话时此人可能在路上或已到那里，不在这里。
4. 一般过去时与现在完成时的区别
比较：I have seen the film..
我看过这部电影。（我了解这部电影的内容）
I saw the film last month.
我上个月看了这部电影。(只说明上个月看了这部电影，不涉及现在情况）
① 一般过去时只强调过去的动作；现在完成时强调过去的事情对现在的影响。
② 一般过去时通常与表示过去的时间状语连用；现在完成时则不能与表示过去的时间状语连用。
③ 一般过去时单纯表示过去的经历；现在完成时表示过去的动作或状态延续到现在并可能持续下去。
一般过去时的时间状语有：yesterday，last week，…ago，in1980，in October，just now…
现在完成时的时间状语有：for，since，ever，never，just，already，yet，in past years， …
共同的时间状语有：this morning，tonight，this summer，before，already， …
Then let the students read the above aloud.
Step 7 Exercises
Ask the students to do the exercises by themselves and then check the answers. Make sure the students understand the passage.
If necessary，the teacher helps the students deal with the difficult points.
课堂作业
Sum up what they have learned in this lesson.
教学反思
阅读能力是英语学习的一个重点，因此教师在授课时一定要遵循学生的认知特点和学习规律，合理安排阅读训练；对于语法项目，本着多训练的`方法，让学生在训练中得以提高，知识在训练中得以巩固。
第3课时 Section B 1a-2e
教学目标
一、知识与技能
1.Key vocabulary：the Terracotta Army，the Great Wall，the Bird’s Nest，the Palace Museum，Singapore，population，southeast Asia，western food，Indian food，Night Safari…
2. To train students’ listening，speaking and reading abilities and skills.
二、过程与方法
1. Listening and speaking methods.
2. Reading methods.
3. Practice method.
三、情感态度与价值观
1. To raise students’ interest of learning English.
2. To make students get to know cultures of other countries.
教学重点
1.Key vocabulary：the Terracotta Army，the Great Wall，the Bird’s Nest，the Palace Museum，Singapore，population，southeast Asia，western food，Indian food，Night Safari.
2. To train students’ listening，speaking and reading abilities and skills.
3. 阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点
1. Improve students’ listening skills.
2. Improve students’ reading skills.
教法导航
为学生创设熟悉的环境，帮助他们更好地掌握所学内容。
学法导航
了解多种形式的才能展示活动。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Pre-listening
1. Look at the pictures and learn the new words：
thousand num. 一千 thousands of 数以千计的
safe adj.安全的 fear v.& n.害怕；惧怕
Indian adj.n. 印度人；印度的 spring n.春天
Japanese adj.n. 日本人；日本的 fox n.狐狸
equator n.赤道
2. Look at the pictures and review the sentence pattern：Have you ever been to…?
3. Finish exercise 1a on textbook. Match the pictures with names.
_________ the Terracotta Army.
_________ the Great Wall.
_________ the Bird’s Nest.
_________ the Palace Museum.
Keys：c，a，d，b
Step 3 Listening
1. Listen to a student interviewing a foreign student. Check (√) the question you hear.
1. _______ Have you visited the Palace Museum?
2. _______ Have you been to the Great Wall?
3. _______ Have you been to the Bird’s Nest?
4. _______ Have you seen the Terracotta Army?
5. _______ Have you tried Chinese food?
Keys：1，3，5
2. Listen again and take notes.
Name：_____________________________________
Country：___________________________________
How long in China ________________________
Places visited：____________________________
Food：__________________________________
Keys：Peter，Australia，two weeks，the Palace Museum，the Great Wall，the Bird’s Nest，the Terracotta Army，Beijing Duck.
Step 4 Speaking
Work in pairs to ask your partner where she/he has been to?
Have you visited …?
Have you been to …?
Have you seen …?
Have you tried …?
Then let some pairs report their conversation.
Step 5 Reading
1. Introduction of Singapore.
1) Look at some pictures and watch some videos about Singapore.
2) Talk about the symbol of Singapore.
2. Fill in the blanks according to the article.
Singapore’s geographical position | A small island (1) ____________ |
Language(s) people speak in Singapore | (2) ______________________ |
Food we can find in Singapore | Chinese food， (3) __________ and Japanese food. |
Name of the night zoo in Singapore | (4) _________ |
Temperature in Singapore | It is (5) _________ _____ all year round. |
Keys：(1) in Southeast Asia (2) Putonghua and English (3) Indian food，western food (4) Night Safari (5) almost the same
Work on 2c. The statements below are false. Use information from the article to correct them.
1. Most people in Singapore only speak English.
2. It is not easy to get many different kinds of good food in Singapore.
3. It’s better to see lions and tigers during the daytime because they will probably be awake.
4. It’s best to visit Singapore in the autumn.
Keys：1. both English and Chinese 2. very easy 3. at night 4. whenever you like
Work on 2d：Fill in the conversation about Singapore using the information from the article.
A：I am going to Singapore next week. _____ you ever ____ there before?
B：Yes，I’ve ____ to Singapore many times. It’s my favorite country in ____ Asia.
A：What languages do people ______ there?
B：Mostly Chinese and _______.
A：What about the food? Is it good?
B：It’s excellent! _____ you ever tried Indian food? Indian food is really good in Singapore.
A：I see. Have you ____ heard of the Night Safari? Someone told me to go there.
B：Yes! I ____ been to the Night Safari. It was really exciting to ___ the animals in the dark.
A：And it is always _____ in Singapore?
B：All ____ round! It’s always summer there!
Keys：Have，been，been，Southeast，speak，English，have，ever，have，see，warm， year.
Give the students a few minutes to read the exercise aloud.
Step 6 Language points
Help the students deal with the difficult points：
1. on the one hand… on the other hand 一方面…另一方面…
e.g. On the one hand， she taught English，on the other hand she learned Chinese. 她一方面教英语， 一方面学习汉语。
2. …more than three quarters of the population are Chinese…
quarter n. 四分之一；一刻钟
e.g. I’ve got to go in a quarter of an hour... 一刻钟以后我就得走了。
three quarters 四分之三
3. A lot of animals only wake up at night…
wake v. 醒来；唤醒 (woke woken)
e.g. She went upstairs to wake John. 她上楼去叫醒John。
4. seem的用法
1) “好像、似乎” ，其后加形容词。
e.g. He seems unhappy today. 他今天好像不高兴。
She seems very sad. 她似乎很伤心。
2) seem + (to be) + n.
e.g. They seem (to be) doctors. 他们好像是医生。
3) seem + (to be) + 介词
e.g. It seems like years since I last saw her.
从上次遇到她，好像已过了许多年。
4) seem to do something.
e.g. He seems to be happy. 他好像很高兴。
My mother seemed to know that. 我妈妈好像知道那件事。
5) It seems that + 从句
e.g. It seems that he is happy.
= He seems (to be) happy. 他好像很快乐。
Then let the students read the passage again.
Step 7 Homework
Make some notes about Singapore. Write down anything that you remember.
课堂作业
Translate the following phrases.
1. 在东南亚 _________ 2. 四分之三人口 _________ 3. 做某事有困难 ________ 4. 在白天 _________ 5. 睡醒 ________ 6. 处于一个自然的环境中 ________ 7. 一年到头，终年 _______
参考答案：1. in southeast Asia 2. three quarters of population 3. have problems doing sth. 4. during the daytime 5. wake up 6. in a natural environment 7. all year round
教学反思
本节课不仅培养了学生的听说能力，而且在阅读材料的基础上进一步提高了学生的阅读理解能力，教师在授课时要注重发挥学生的积极主动性，遵循以学生为主体的原则。
第4课时Section B3a-Self Check
教学目标
一、知识与技能
1．掌握目标语言：Have you ever tried/seen/been…? If you…，you will/can… You should… One great thing about …is…
2．To train students speaking and writing abilities.
二、过程与方法
Writing methods.
三、情感态度与价值观
培养合作精神，了解其他国家。
教学重点
1．掌握目标语言：Have you ever tried/seen/been…? If you…，you will/can… You should… One great thing about …is…
2．To train students speaking and writing abilities.
教学难点
Improve students’ writing ability.
教法导航
启发学生开动大脑。
学法导航
反复练习，勤于动脑。
教学准备
1. A computer for multimedia use.
2. Survey papers.
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Revision
What do you know about Singapore?
position：Where is Singapore?
position：in Southeast Asia.
Population：
More than three quarters of the population are Chinese.
Language：
Chinese and English.
Food：
A lot of food from China，such as rice，noodles and dumplings.
Indian food，western food and Japanese food.
Zoo：
Singapore has a special zoo called the “Night Safari”. A lot of animal only wake up at night，so this is the best time to watch them.
Weather：The temperature is almost the same all year round.
Step 3 Writing
3b Write an article to advertise your hometown or a place you have been to.
句型：
Have you ever tried/seen/been…? If you…，you will/can…
You should… One great thing about …is…
学生独立完成写作任务，然后同桌间互评，互改；最后找两名同学展示自己的文章。
Step 4 Self Check
Get the students to do the exercises by themselves. Do the first one together as an example and then get the students to do the rest. Check the answers together.
Step 5 Review what they have learned in this unit.
Step 6 Homework
修改完善自己的写作。
课堂作业
Sum up what they have learned in this unit.
教学反思
写作对于很多同学来说是个难点，但本课在设计上采取了步步深入的方法，先通过阅读熟悉要写作的内容，再通过朗读，讨论，分析，掌握重点的词汇和句型，为学生的写作做了铺垫；另外一定注重学生在课堂上的复习和训练。
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