当前位置：首页 > 实用文档 > 其他范文> NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)

NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)

时间：2023-11-02 07:49:35 其他范文收藏本文下载本文

NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)（集锦9篇）由网友“lingfen2000”投稿提供，下面是小编为大家带来的NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)，希望大家能够喜欢!

篇1：家块11 Unit 3 单じ毙(璣语㏄报)Welcome to the unit(译狶瑉┌T英语毙妆学设计)

Teaching and learning plan for

M11U3 The secret of success

The first period----Welcome to the unit

Teaching aims:

1. Train the studentsˇ ability of speaking.

2. Get the students to discuss success.

Teaching Important Points:

Finish the task of talking about how to become a successful person to train the studentsˇ speaking ability.

Teaching Difficult Point:

How to help the students finish the task of speaking.

Teaching Methods:

1. Free talk, discussion and speaking to train the studentsˇ ability to use English.

2. Individual, pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

兂Step ⒐ Greetings and Lead-in

Many people Work very hard to become successful in their chosen career. Look at the following pictures of successful individuals and discuss the questions below with a partner.

兂Step II Listening

兂Step III talk about welcome to the unit:

1. What qualities do you think each person above has that made them successful?

2. Do you know any successful people? What did they do?

3. Do you want to be successful? How do you think you could achieve success?

兂Step V: Homework

Preview the reading text.

篇2：NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)

Teaching Aims:

1.Review Modal Verbs.

2.Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2.Individual work or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned a passage about water and now who can retell the passage in your own words?

S1:Let me try.

T:Well done.Thank you for your performance.

兂Step ⒑ Word Study

T:Now please turn to Page 21.Look at the first part of Word Study.There are some words learnt in the last period,but the letters of these words are in the wrong order.Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later,teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students.Finally teacher writes the correct words on the blackboard.)

1 otmas atoms

2 tanomu amount

3 sdlio solid

4 oasbrb absorb

5 cgrnetidea centigrade

6 sag gas

7 nhroygde hydrogen

8 yoxgen oxygen

9 assm mass

10 fatol float

T:Good work.Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words.The first letter has been given and some words can be used more than once.If you need,you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1.The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature,but it turns into a s_____ when the temperature drops below 0J and into a g_____ when heated above 100J.

3.An a_____ is the smallest part of any living or nonliving thing.

4.Places by the sea often have a s_____ climate that is never too hot or too cold,because water can a_____ and release a lot of heat.

5.Soil can a______ water,so it helps keep water from flowing away.

6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7.Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers:

1.hydrogen,oxygen 2.liquid,solid,gas

3.atom 4.steady,absorb

5.absorb 6.relationship

7.freezing 8.float

兂Step ⒒ Grammar

T:Up to now we have learnt many modal verbs.Who can tell me what they are?

Ss:K

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

can/could,may/might,will/would,be able to,must,should,have to,need,shall,ought to,had better.

T:Very good.Then do you know how to use them?

S2:I know ¨should〃 can be used to give others some advice.

S3:I know when I want to borrow a book from my friend,I can use ¨may〃.

T:Your answers are very good.There is a conclusion about modal verbs on the screen.Letˇs look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility:can/could,may/might

Ability:can/could,be able to

Requests:can/could,will/would,would like

Necessity:must,have to,have got to,need

Certainty:must,will,should

Permission:can/could,may/might

Suggestions:could may/might,shall

Advice:should,ought to,had better

T:From the chart we can see modal verbs can be classfied into eight groups by their usages.Are you clear about the classification?

Ss:Yes.

T:OK.Now look at the first part in Grammar.Finish the exercises according to the class fication of modal verbs.If you need,you can discuss with your partner.In addition youˇd better make it clear why you choose ABBBC,or D.Are you clear about the requirements?

Ss:Yes.

(Teacher gives students enough time to finish the exercises.Then deals with them with the whole class.)

T:Are you ready?

Ss:Yes.

T:OK.Whoˇd like to tell me the answer to the first one?

S4:I think ¨A〃 is right.

T:Can you tell us the reason why you choose ¨A〃?

S4:Because the speaker wants to express his/her request.Among ABBBC and D,only A can be used to express request.

T:Very good.What about the second one?

S5:¨May〃 is right,I think,because the sentence is used to ask for permission.

T:Congratulations!Who can answer the third one?

S6:The phrase ¨wants to〃 express a state of being necessity.So I think ¨C〃 is right.

T:Well done.Itˇs turn to do the fourth one.Who can try?

S7:Iˇm not sure,but I want to have a try.Is ¨C〃 right?

T:Why did you choose ¨C〃?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I donˇt think so.Because ¨must〃 canˇt be used in negative sentences to express guess.

S8:Oh,Iˇm sorry.I forgot it.I see,the correct answer is ¨D〃.

T:Excellent!

(Teacher encourages students to show their opinions about each one,and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T:You have finished the first part successfully.Now letˇs go on with the second part.Do you have confidence to finish it?

Ss:Yes.Of course we have.

T:OK.This is a letter from Mary to John.Maybe John met some problems,so Mary wants to write a letter to help him.But Mary doesnˇt know how to use the modal verbs correctly.She wants you to help her finish the letter.Before you finish the letter,read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Can you tell from the letter what Johnˇs problem is?

2.Do you agree on the advice that Mary gives to him?Why?What would be your advice?

(Teacher gives students a few minutes to read the letter,and then checks their answers to the questions.)

T:Whoˇd like to answer the first question?

S10:I want to have a try.In my opinion,Johnˇs problem is that his manager suspected him of stealing something at the meat factory.

T:Well done.Do you agree with him?

Ss:Yes.

T:What about the second one?

S11:Iˇd like to answer the question.I donˇt agree to the advice that Mary gives to him.Because if he finds another job,maybe it means that he really stole something at the meat factory.I think he should tell the manager that he didnˇt do it and advise the manager to call in the police to make it clear.

S12:In my opinion,heˇd better try to find out who is the real thief to prove that he didnˇt do anything wrong.

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem.Now you are clear about Johnˇs problem.Itˇs your turn to help Mary finish the letter.Maybe there are more than one answer for some blanks.If you have some difficulties,you can discuss with your partner.Five minutes later,I will check your answers.

Suggested answers:

can/will/should,may

not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will

兂Step ⒓ Summary and Homework

T:Today,weˇve reviewed some new words learnt in this unit.In particular,we have reviewed the usages of modal verbs.After class,do more exercises to master them better.Time is up.Thatˇs all for today.See you tomorrow.

Ss:See you tomorrow.

兂Step ⒔ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Third Period

Words:

atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float

Modal Verbs:can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better

兂Step ⒕ Record after Teaching

篇3：NSEFC2B Unit 13 单じ毙5(H毙┌G英语U册毙妆学设计)

The Fifth Period

Modal Verbs

Teaching Aims:

1.Review the important usages of modal verbs.

2.Sum up the different situations of modal verbs.

Teaching Important Point:

How to use modal verbs correctly.

Teaching Difficult Point:

How to choose modal verbs correctly.

Teaching Methods:

1.Review method to master the important usages of modal verbs.

2.Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision

T:In this unit,we have done some practice about modal verbs.As we know,modal verbs have several points in common which make them quite different from other verbs.Now,please discuss the points in common among modal verbs in groups of four.After a while I will check your answers.

(Teacher gives students enough time to discuss,and then collects their answers and sums them up.)

Modal Verbs:

1.Modal verbs are used when we say that we expect things to happen or that things are possible,or necessary,or impossible,or improbable,or when we describe things that didnˇt happen,or that we are not sure whether they happened.

2.Modal verbs have no -s on the third person singular.Questions and negatives are made without ¨do〃.

3.Modal verbs have no infinitives.

4.Modal verbs have no past forms.¨Could〃 and ¨would〃 are used with past meanings in some cases.

5.Modal verbs can be used with perfect infinitive to talk about things which didnˇt happen,or which weˇre not sure about.

兂Step ⒒ Revision of the Important Usages of Modal Verbs

T:Good work.As we all know,modal verbs can be classified into eight groups according to their usages.Today we will review some important usages of modal verbs.Firstly,letˇs review the modal verbs that can be used to express ¨possibility〃.Please tell me which modal verbs can be used to express ¨possibility〃.

Ss:Can/could/may/might all express ¨possibility〃.

T:When they express ¨possibility〃,they are not quite the same.¨Can〃 is used to talk about theoretical possibility.If we want to talk about the actual chances of something happening,or being true,we use ¨could/may/might〃.Besides,¨can〃 is sometimes used to talk about present ¨possibility〃,but only in questions and negative sentences.Is that clear?

Ss:Yes.

T:Now,letˇs do some exercises to master them better.Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1.Would you like to answer the phone?It ______ be your sister.

2.The part of the country ______ be very warm in September.

3.______ it be Lily?

4.It ______(not) be true.

5.You ______ be right.

Suggested answers:

1.could/may/might 2.can 3.Can 4.canˇt 5.may/might/could

T:Besides ¨possibility〃,can/could/may/might are also used to express ¨permission〃.Yes?

Ss:Yes.But we are not sure about how to use them.

T:It doesnˇt matter.I will give you some explanation.¨Can〃 is the commonest one of the four,and ¨could〃 is rather more hesitant than ¨can〃.¨May〃 and ¨might〃 are used in a more formal style.They often suggest respect.¨Might〃 is more hesitant and is not very common.Besides,when we give permission,we usually use ¨can〃 and ¨may〃,but not ¨could〃 and ¨might〃.When we report permission,¨may〃 is not usually used.Are you clear about it?

Ss:Yes.

T:Then try to finish the following exercises,please.

(Teacher shows the exercises on the screen.)

1.X______I use your phone?

XYes,of course.You ______.

2.______ you come into the meeting room without showing a passport?

3.Mary said that I ______ borrow her car.

Suggested answers:

1.Can/Could/May/Might;can/may

2.Can

3.might/could]¨Might〃 and ¨could〃 can be used after a past verb.)

T:Next,which modal verbs do you think are necessary to review?

Ss:The modal verbs expressing ¨necessity〃.They are very important.

T:Yes,I agree with you.We can use ¨must/have to/have got to/need〃 to express ¨necessity〃.But about how to use them,I want you to review them by understanding the following sentences by yourselves.Look at the sentences on the screen.

(Teacher shows the sentences on the screen,and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 oˇclock.

3.You have (got) to go and see the manager.

4.You neednˇt work on Sundays.

T:From the sentences,who can tell me the difference between ¨must〃 and ¨have to〃?

S1:I want to have a try.When ¨must〃 is used,the necessity comes from the speaker.If the necessity comes from ¨outside〃,¨have (got) to〃 is more common.

T:Congratulations!Do you know how to use ¨need〃?

S2:I think in negative sentences,¨donˇt need to〃,¨neednˇt〃 or ¨donˇt have to〃 is used to say that there is ¨no necessity〃.

T:Please give me an example.OK?

S2:I know the reason why you were late.You neednˇt try to explain.

T:Thank you.In addition,I want to tell you ¨have got to〃 is used instead of ¨have to〃 in informal English.Is that clear?

Ss:Yeah.

T:Now look at the blackboard.(Write the following on the blackboard.)

1.It must have rained last night,for the ground is wet.

2.You canˇt have seen him yesterday,for he is still in Australia.

3.You could have told me he was coming.

4.She is very late.She may have missed the bus.

T:These sentences have something in common.Who can tell me what it is?

Ss:The modal verbs in these sentences are used together with perfect infinitives.

T:Very good.Then letˇs review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T:When we talk about the past,we can use the structure,but it has a special meaning.It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss:Yes.Thank you.

T:Now letˇs do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there,but perhaps I ______for her.

A.had to write it out

B.must be have written it out

C.should have written it out

D.ought to write it out

2.You didnˇt let me drive.If we ______ in turn,you ______ so tired.

A.drove;didnˇt get

B.drove;wouldnˇt get

C.were driving;wouldnˇt get

D.had driven;wouldnˇt have got

3.XI want to know why she is late.

XShe ______ the early bus.

A.could miss

B.can have missed

C.may have missed

D.might miss

4.XI stayed at a hotel in New York.

XOh,did you?You ______ with Barbara.

A.could have stayed

B.could stay

C.would stay

D.must have stayed

5.The light is still on.He ______ to turn it off when he ______ the room.

A.may forget;leave

B.must have forgotten;left

C.may forget;have left

D.could have forget;left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T:Now,itˇs turn to review modal verbs expressing ¨advice〃.Whoˇd like to tell me which modal verbs we can use to express ¨advice〃?

S4:I think we usually use ¨should/ought to/had better〃 to give ¨advice〃.

T:Yes.In most cases,both ¨should〃 and ¨ought to〃 can be used with more or less the same meaning.However,there is a very slight difference.When we use ¨should〃,we give our own subjective opinion.¨Ought to〃 had a rather more objective force,and is used when we are talking about laws,duties and regulations.Are you clear about that?

Ss:Yes.

T:Who wants to give us an example using ¨should〃 and ¨ought to〃 expressing ¨advice〃?

S5:People ought to vote even though they donˇt agree with any of the candidates.

T:Well done.What about ¨should〃?

S6:Let me try.You should see ¨Hero〃Xitˇs a great film.

T:Thank you for your good performance.Do you know how to use ¨had better〃?

Ss:Yes.When we use ¨had better〃,we donˇt usually mean that the action recommended would be better than another one.We simply mean that he/she ought to do it.

T:Please make up a sentence using ¨had better〃.

S7:Youˇd better hurry up,if you want to get to the factory on time.

T:Good example!

兂Step ⒓ Summary and Homework

T:Up to now,we have reviewed modal verbs which express possibility,necessity,permission,advice and modal verbs used together with perfect infinitives.They are all very important.After class,try to do more exercises to master them better.Thatˇs all for today.See you tomorrow.

Ss:See you tomorrow.

兂Step ⒔ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fifth Period

Modal Verbs

1.It must have rained last night,for the ground is wet.

2.You canˇt have seen her yesterday,for she is still in Australia.

3.You could have told me he was coming.

4.She is very late.She may have missed the bus.

兂Step ⒕ Record after Teaching

篇4：NSEFC2B Unit 13 单じ毙2(H毙┌G英语U册毙妆学设计)

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,addKto,mix with,take advantage of,manage to do

2.Improve the studentsˇ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the studentsˇ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will learn.

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what theyˇve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil canˇt be dissolved by water.

兂Step ⒑ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we canˇt live without water.But do you know what makes water so important to all the living things?

Ss:No,we donˇt know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first letˇs learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditionerXthe ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T:Good work.Next,letˇs read the passage carefully to get more information about water.While you are reading,try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T:Very good.What about the questions on the blackboard?

S5:I think I can answer the first one.The answer is that the properties of water are chemical structure,salinity density,heat capacity and ocean motion.

S6:In my opinion,the answer to the fourth question is that the ocean can be compared to a great place to live in.

T:Do you agree with them?

Ss:Yes.

T:What about other questions?

S7:I think plankton,sharks and whales are examples of species in the ocean.

S8:The answer to the second one is that the earth looks like an ocean planet.

T:You are quite right.Any volunteers?

S9:Dear teacher.Can you tell us the meaning of the special air-conditionerXthe ocean?

T:Maybe it means that there are some similarities between air-conditioner and the ocean.

S9:Thank you.I got it.

T:Then,who can answer the question?

S10:Because the ocean can keep the temperature of the earth steady,some students compare the ocean to a special air-conditioning.I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T:Well done.There is only one question left.Who wants to try?(Nobody answers the question.)

T:Do you think it is a question that the text canˇt answer?

Ss:Yeah.We think so.

T:OK.Maybe you are right.But I want to know the reason why you think the passage canˇt answer the third question.

Ss:Because there is not any information about the different parts of the ocean.

T:Then,are there any questions you would need to add to ¨cover〃 all the information in the text?

S11:I have a question.Why is the water in the ocean always moving?

S12:Since changes in salinity and temperature affect waterˇs density,the water in the ocean is always moving.

兂Step ⒒ Further Understanding and Language Study

T:Well done.I think you are very familiar with the passage.In the passage there are some words and expressions we should master.Now letˇs look at the screen.I will give you some explanations about the words and expressions.

1.incredibly adv. (extremely or unusually)

e.g.The water is incredibly hot.

2.available adj.(that can be used or obtained)

e.g.Tickets are available at the box office.

The book is available to all the students.

3.range vi.

range from A to B

e.g.Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water moleculeK

e.g.I donˇt like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5.that is (to say) (which means)

e.g.A week later,that is,May 1 is her birthday.

He is a local government administrator,that is,he is a Civil Servant.

6.take advantage of (make use of something well/make use of somebody unfairly)

e.g.They took full advantage of the hotelˇs facilities.

She took advantage of my generosity.

7.be sensitive to something (affected easily by something)

e.g.She is very sensitive to otherˇs words.

(Teacher writes the words,phrases and sentences on the blackboard.)

兂Step ⒓ Listening and Reading Aloud

T:Letˇs listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about that?

Ss:Yes.

(Te teacher plays the tape for the students to listen.After listening,the teacher goes among the students and corrects any mistake the students make in pronunciation,stress and intonation.)

兂Step ⒔ Summary and Homework

T:Today,we have read a passage about water.As we know,it is very important to all the living things.So we should do all we can to protect water from being polluted.In addition,try your best to retell the passage in your own words.Is that clear?

Ss:Yes.

T:See you tomorrow!

Ss:See you tomorrow!

兂Step ⒕ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Second Period

Questions:

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditionerXthe ocean work?

6.What are some examples of species in the ocean?

Words:incredibly,available

Phrases:range from A to B,that is,take advantage of,be sensitive to

Sentences:But the way the water moleculeK

兂Step ⒖ Record after Teaching

篇5：蔼T13单じ毙住]ycy^(H毙┌T英语W册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about the mystery

冨 Read a detective story

冨 Practise giving advice

冨 Integrative language practice

冨 Write an informal or a formal letter

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: garment, stain, loss, splendid, assist, vital, tension, suspect, reception, astonish, elegant, prescription, religious, enquiry, suspicion, guilty, roundabout, innocent, assume, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

The Moonstone (P112-113)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p111.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading: Passage Analyzing:

Analyse the structure of the passage:

Part 1 ---- Paragraph 1 : How Rachel gets the Moonstone as her present.

Part 2 ---- Paragraph 2: Rachelˇs happy life before her eighteenth birthday party.

Part 3 ---- Para 3-4: What happens at the party.

Part 4 ---- Para 5: the Moonstone is missing and Sergeant Cuff is asked to investigate the case.

Part 5 ---- Paras 6-9: how Sergeant Cuff analyse the case

Part 6 ---- the last paragraph: Sergeant Cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.

Step 4. Post-reading

Exercise 3 on p113

Suspects Reasons for suspicion

The Indians They are not real entertainers but the followers of the moon god. They came to the party only for an opportunity to take the Moonstone back to India.

Dr Candy He stole the diamond in revenge for loss of the diamond at the party.

Godfrey He took the diamond in revenge for Rachelˇs refusal when he asked her to marry him or only for a large amount of money.

Rosanna She stole the diamond only either from force of habit or to cause a disagreement between Franklin and Rachel.

Franklin It seems as if he was too enthusiastic to help Mr Cuff to detect the case.

Rachel She was so stubborn in resisting Sergeant Cuffˇs enquiries about the diamond. There must be a secret about the Moonstone.

Task 3: What are the main clue of the story?

The detective story develops completely following the structure: the appearance of the Moonstone (receiving from Rachelˇs uncle) ---- the loss of the Moonstone ---- the investigation of the Moonstone (and the person who might have stolen it )---- discovery of the truths or facts.

Step 5 Homework

Finish all the exercises on Language Practice on p114-115.

Period 2. Integrating Reading Skills

Solving the Mystery of the Moonstone (P115-117)

Step 1. Revision

1. Check the Ss how further they understand the 1st part of the story.

2. Check the homework.

Step 2. Scan the passage and make out how the story develops:

Part 1---- Paras 1-2: how puzzled Sergeant Cuff was at the case before he knew the truth.

Part 2---- Paras3-7: the things that happened after the diamond had been stolen.

Part 3----Paras 8-9: the result of the case: Sergeant Cuff discovered the thief.

Part 4----: the feeling and thoughts Sergeant Cuff has about the case.

Step 3.Extensive reading:

Period 3. Integrating Reading and Writing Skills

3 Passages on p 243-246

Step 1. Warmming-up

冨 Do the oral pratice on p111, and enable the students to practise giving advice.

Step 2. Reading

Task 2: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p117,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

勏 When he died he left the Moonstone to his sisterˇs daughter, in an act of revenge, passing his bad fortune to her.

勏 His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.

勏 Is it coincidence or is it the Moonstoneˇs bad luck that causes the tension and strange things that happen during the rest of the evenings?

勏 Franklinˇs reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.

勏 The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.

勏 Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.

勏 I was convinced that she had taken her own diamond, and that Rosanna had assisted her.

Step 2: Testing your skills on P242

Step 3: Cloze Test on p246-247

Step 4: Translating on P 247

篇6：unit 6 Life in the future warmingup & listening(H毙┌G英语W册毙妆学设计)

Teaching aim: talk about life in the future / Develop studentsˇ ability of listening

Focus: train studentsˇ listening and speaking ability and develop their imagination

Teaching aids: a tape recorder and multi-media

Teaching procedures

1. Raise a general question to draw studentsˇ attention to the topic

What will Life be like in the future?

2. Show students two pictures and ask them to describe the life at present .

劔 What do we use as transportation?

劔 What do we use to light up?

劔 Do you know what people used at ancient time?

劔 Can you imagine what people will use in the future?

3. Things have changed a lot in many fields , can you give more examples?

4. In which fields do you think things will change in the future ? Please make a list.

5. Ask students to discuss the future of their chosen area in pairs or groups.

Listening Pre-listening Discussion: what would life be like to be a student in the future?

Part one First listening : listen to part one and answer the following questions.

1.What year is Mekanila living in?

2.Where does she live?

3.What happened to the people on the earth?

4.Why is she writing you this letter?

Second listening : listen to part one again and tick the sentences which are true.

劔 About one third of the earthˇs population was left back home.

劔 The earth is getting worse now.

劔 Mekanika has ever been to earth several times.

劔 They can send messages to the past through their schoolˇs time machine.

Third listening

Fill in the blanks

劔 We call it the year 58AL.Al means ¨________ ________〃.You see,58years ago,people on the earth decided that they had to do something to save the people_______________.There were so many people on the earth , and there was so much pollution,that the only way to keep the planet from dying was to__________________ _______. My family was one of the chose ones.About one third of the earthˇs population was left back home,and _______________went into space .

劔 Weˇre now living in a new city on the planet Mars.Life here is very nice ,and we are happy in our new home.We still ___________________the people on earth and some of us go back for short visits. The earth is better now, and the people back home are __________________to clean up the planet.

Part two First listening : listen to part two and answer the following questions.

1.What time does she get up? 2.What food do people on Mars eat?

3.How does she go to class ? 4.Do they schools and classroom?

Second listening : listen to part two again and tick the sentences which are true..

劔 Time system on the planet mars is the same as that of the earth.

劔 The food that they eat is also different from present.

劔 They solve problems together with their learning guides instead of teachers.

劔 They can read about our life on the history book.

Third listening

Fill in the chart

Time

food

school

transportation

Mekanikaˇs life

One day is divided into eight parts.Two oˇclock in the morning on Mars is like six oˇclock on earth. People eat pills and drink juice. There are no schools or classrooms. Students meet their learning guides in different places and solve problems together. Mekanika flies to class in the school spaceship.

Our life

One day is 24 hours.

We eat meat,

fruits and vegetables

We study in schools and classrooms and we learn from books and teachers We go to school on bikes or by bus.

Listening material of part two

Every morning , I have to get up at two oˇclock. That probably sounds very strange to you ,but ,you see ,we have a different time system here. We divide the day into eight parts.two oˇclock in the morning here on Mars is almost like six oˇclock on earth. I eat breakfast with my family before I go to school.the food here is different from your food:we eat pills and drink juice to stay healthy. My history book says that you ate something called bread and even ate meat from other animals!that sounds very strange to me .we donˇt eat any animals here and Iˇve never even seen bread. At three thirty I catch the school spaceship and fly to class.we donˇt have schools and classrooms. We meet our learning guides(you called them teachers)in different places and solver problems together.I love school. My friends are wonderful and I like to think about the world in new ways. I also like creating things with my mind box(you called it a computer).Iˇm very interested in what you call ¨painting〃and ¨singing〃.can you please tell me more about what they are?Iˇve heard about your life in my history book,but itˇs difficult to understand how you lived such a long time ago.could you please write to me and tell me about your life?thank you ,I have to get back to work.I have a test in Mars geography next week, so I need to prepare for it .

篇7：NSEFC2B Unit 17 单じ毙(H毙┌G英语U册毙妆学设计)

Unit 17 Disabilities

⒐.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face.The text¨Disabled? Not me!〃shows us a middle school studentXZhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please donˇt lose heart.

The teacher should train the studentsˇ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of ¨being stronger,independent and equal to normal people in activities〃.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.

⒑.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

⒒.Background Information

1.Will Inspired Life

The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.

One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely dieXwhich was for the best,reallyXfor the terrible fire had devastated the lower half of his body.

But the brave boy didnˇt want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.

Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasnˇt in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himselfXand thenXto run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to runXthis determined young man,Dr. Glenn Cunningham,ran the worldˇs fastest mile!

2.Helen Keller

Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.

Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including¨The Story of My Life〃(1902).

⒓.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

If you were in a wheelchair,you wouldnˇt be able toK

If I were blind,I would need a/anK

2.Train the studentsˇ listening ability.

3.Improve the studentsˇ speaking ability by describing,talking and discussion.

Teaching Important Points:

1.Train the studentsˇ listening ability.

2.Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the studentsˇ speaking ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening materials.

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?

Ss:Yes.(Students may have different answers.)

T:How can you get there?

Ss:We can get toKby bus/by train/on footK

T:Now please look at the screen.

(The teacher shows a picture of a wheelchair on the screen.)

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

Ss:People with disabilities/who couldnˇt stand up.

T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?

Ss:I can go toKby myself,because thereˇs no step.Itˇs easy for me to get there.

T:Who has different answers?

S1:I can go toKwith the help of my friends.They can carry me up there.

S2:I canˇt go toK,because itˇs high on the top of the hill.What a pity!I can only look at it from far away.

兂Step ⒑ Warming up

T:Today weˇre going to learn Unit 17¨Disabilities〃.(Bb:Unit 17 Disabilities The First Period)

First letˇs look at some words.

(Show the following on the screen)

disability/,㈧IⅪ兊‖㈥IⅣIⅫI/n.鶭

ability/兊‖㈥IⅣIⅫI/n.鶭

sidewalk/‖Ⅺ㈤I㈧@兟儶Ⅲ/n.鶭

escalator/‖㈨ⅪⅢ兊Ⅳ㈨IⅫ兊 (r)/n.鶭

elevator/‖㈨ⅣI㈨IⅫ兊 (r)/n.鶭(=lift)

(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)

T:OK.Now I want you to discuss the first four pictures using the following sentences.

1.Sentence Patterns:

(1)If I were in a wheelchair,I wouldK

(2)If I were blind,I wouldnˇtK

(Write them on the blackboard)

Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?

Ss:Yes.

T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)

T:Now time is up.Who wants to say first?

S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.

S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as itˇs not flat.

(Or:There are some blocks.)

S3:Picture 3.If I were disabled,I wouldnˇt go to the toilet,for the equipments are not fit for the disabled.

S4:Picture 4.If I were in a wheelchair.I couldnˇt ring in public places,because the public telephone is too high for me to reach.

T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Letˇs see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

(After a while,teacher asks some students to talk about the last four pictures.)

T:Now.Any volunteer?

S1:We should provide an entrance suitable for wheelchairs on the ground floor.

S2:We should build a special sidewalk for the blind,and fix some feeling equipment.

S3:We must provide suitable toilets for people with disabilities,fixing two handrails.

S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.

T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.

兂Step ⒒ Listening

T:Now please turn to Page 50.Letˇs do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?

S:Yes.

T:OK.Letˇs begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)

兂Step ⒓ Speaking

T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldnˇtK

Iˇm sure I would be able toK

If IK,I would be able toK

I would need help toK

It would be difficult toK

I would try toK

T:OK.Please begin to discuss them.

(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

S1:Iˇll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.

S2:Situation 2.If I were deaf,I would not be able to hear other playersˇ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.

I think Iˇm more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.Iˇm sure I would learn English well.

S3:Situation 3.If I were in a wheelchair,Iˇm sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.Iˇm sure I would be able to get there and have a good time.

兂Step ⒔ Summary and Homework

T:In this class,weˇve done some listening and speaking.Weˇve also talked about the situations of the disabled.Of course,weˇve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material¨Disabled?Not me!〃.So much for today.Goodbye,everyone!

兂Step ⒕ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I wouldK

(2)If I were blind,I wouldnˇtK

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

兂Step ⒖ Record after Teaching

篇8：NSEFC2B Unit 16 单じ毙2(H毙┌G英语U册毙妆学设计)

The Second Period

Teaching Aims:

1.Learn and master the following:

deal with,burn down,aim at,in honour of,in vain,proud of,be determined to do,once again

2.Train the studentsˇ reading ability.

3.Help the students learn about the American South.

Teaching Important Points:

1.Improve the studentsˇ reading ability.

2.Master the useful phrases appearing in the reading passage correctly.

Teaching Difficult Points:

1.How to help the students understand the reading material better.

2.How to make the students finish the concerned exercises after reading.

Teaching Methods:

1.Fast-reading to help the students get the general idea of the text.

2.Careful-reading to get some detailed information about the passage.

3.Discussion to help the students finish the concerned exercises.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Lead-in

T:In the last period,we talked about our hometown.I have felt that everyone loves his/her hometown,but do you know what your hometown looked like 20~30 years ago?

S1:I have ever heard about it from my Dad.

T:Please tell us about your hometown in the past.We are glad to learn about it.

S1:Thirty years ago,my hometown was very poor.People lived a hard life.There was not enough food and clothing.The living conditions were also very bad.At night,they had to light up the oil lamp to give light.There was almost no entertainment for them then.

T:It seems that they did live a hard life.Now we have said ¨Goodbye〃 to the times.Happy life does not come easily,so we should value it.Meanwhile,we shouldnˇt forget the past.

兂Step ⒒ Pre-reading

T:Now,please turn to Page 43 and look at Ex.1 in Prereading.Make a simple timeline of your cities or villages.Make a list of important events and changes and discuss causes and effects in groups of four.While discussing,you may consider the following areas:employment,education,

population,buildings and streets.Five minutes later,Iˇll ask some students to report their answers.Is that clear?

Ss:Yes.

T:OK.You can begin.

(Teacher goes among the students and joins them in their discussion.)

T:(Five minutes later)Are you ready?

Ss:Yes.

T:Whoˇd like to report your result of your discussion?

S2:(The student first shows his timeline to the class and then says the following.)

Kbefore 1945K1945K1958K1978Know

Before the year 1945,our village was very poor.Most people there were illiterate persons.They lived in old and shabby houses.They worked for landlords.In 1945,the village was liberated.They had their own fields and had the right to receive education.In 1958,an agricultural producersˇ cooperative was founded.They built houses made of earth and wood.Their life improved.The population began to grow.The land reform system was carried out in 1978.Some of them began to open up factories and do business.Life was becoming richer and richer.They moved into new houses made of bricks and tiles.Now people there have become much richer.They build villas and buy their own cars.Mud roads have been replaced by cement roads.Their factories are doing well,attracting people from different places.Among the young,college students are becoming more and more.Some of them have returned to the village to work.

T:Well done!What do you think are the reasons for the changes?

S2:The leadership of the Party and the Reform and openning Policy.

T:Quite right.Now letˇs turn our attention to the USA.Yesterday I asked you to surf the Internet to get some information about the history of the USA.Have you finished it?

Ss:Yes.

T:OK.Letˇs do an exercise to see whether youˇve learnt about the history of it.Please look at the screen and put the events in the box in the correct place on the timeline.

(Teacher shows the following on the screen.)

K30 000 years agoK1492K1861K1930sK1960sK

1.The American Civil War

2.The Great Depression

3.The Civil Rights Movements

4.The arrival of native Americans

5.The arrival of European settlers

(Teacher allows the students a few minutes to prepare.Then check their answers with the whole class.)

Suggested answers:

K30 000 years agoK1492K18611K1930sK1960s

4 5 1 2 3

T:Good.Now letˇs learn more about the American south,which is important to the USA.

兂Step ⒓ Reading

T:Now,open your books and turn to Page 43.Letˇs learn the passage about the American South.Before reading,Letˇs learn the new words in this passage.

(Teacher deals with the new words with the whole class.)

T:Please read the passage quickly and then answer the question:Atlanta is a representative of the American South.Why?

(A few minutes later,teacher checks the answer.)

T:Whoˇd like to have a try?One student only needs to find out one point.

S3:Like many of its sister cities in the South,Atlanta was burnt down in the Civil War.When rebuilt,the city had only $1.64.

T:Anything else?

S4:In only five years,most of the city had been rebuilt and Atlanta began to grow.

S5:In Atlanta,Dr. Martin Luther King organised non-violent demonstrations and in the end segregation disappeared.Atlanta was becoming a successful city proud of its cultural diversity.

S6:Modern Atlanta is becoming a booming business centre and the home of the largest and most successful companies in America.

T:Yes,youˇre right.Now,read the passage carefully and finish Ex.1 in Post-reading.After that,Iˇll check your answers.

Suggested answers:

1Xb 2Xc 3Xd 4Xe 5Xa

T:Well.Youˇve understood the text better.Next,please look at the screen and finish the exercise.

(Teacher shows the following on the screen.)

Fill in the blanks with the right phrases.

deal with burn down aim at in honour of in vain proud of

once again be determined to

1.We are______ ______our great socialist motherland.

2.We______ ______ ______fulfil the task.

3.They have learnt to______ ______various problems.

4.Washington,a state in the United States,was named______ ______ ______one of the greatest American presidents.

5.All our work was______ ______.

6.She took exercise every morning,______ ______losing weight.

7.Many houses______ ______ ______in the big fire.

8.Please read the passage______ ______.

Suggested answers:

1.proud of 2.are determined to 3.deal with 4.in honour of 5.in vain 6.aiming at 7.were burnt down 8.once again

兂Step ⒔ Listening and Consolidation

T:OK.Now youˇve been familiar with the passage,so close your books and letˇs listen to the tape.After that,finish the exercise on the screen.

(Teacher shows the following on the screen and turns on the recorder.After listening,teacher gives the students a few minutes to do it and then checks the answers with the whole class.)

The information below is from the reading passage.Read them and decide if they are true or false.Write the letter ¨T〃 if the sentence is true.If it is false,write ¨F〃 and correct the error.

1.( )Ever since the Civil War,the South has struggled to find ways to deal with its troubled past.

2.( )In 1864,when the new mayor of Atlanta started working,the city had a lot of money.

3.( )In 10 years,most of the city had been rebuilt and Atlanta began to grow again.

4.( )After segregation disappeared,Atlanta was becoming a successful city proud of its cultural diversity.

5.( )Atlanta is a representative of the new South,a place where fear and doubt have replaced hope and faith.

6.( )Today,the South is known for its beautiful scenery.

Suggested answers:

1.T

2.F In 1864,when the new mayor of Atlanta started working,the city had only $1.64.

3.F In only five years,most of the city had been rebuilt and Atlanta began to grow again.

4.T

5.F Atlanta is a representative of the new South,a place where hope and faith have replaced fear and doubt.

6.F Today,the South is known for its hospitality.

兂Step ⒕ Post-reading

T:Well,letˇs discuss some questions.Turn to Page 45 and finish Ex.2 in Post-reading by discussing in groups of four.After that,Iˇll ask some of you to report the results.Is that clear?

Ss:Yes.

T:(Several minutes later)Whoˇd like to answer the first question?

S7:K

(The question is similar to the one asked at the beginning,so the answer to it is omitted.)

T:Good.The second one,who can try it?

S8:In the Civil War.Atlanta was destroyed.Rebuilding the city needed a lot of money,but at that time it had only $1.64.During the time the city was being rebuilt,the people of it met with the Depression.In the 1960s,Atlanta saw a series of fierce fights against segregation.

T:Youˇre right.The last question?

S9:K

篇9：NSEFC2B Unit 20 单じ毙2(H毙┌G英语U册毙妆学设计)

Teaching Aims:

1.Learn and master the following:

(1)Words:emperor,pin,find,clay,arrow,bow,cushion,spare,technical

(2)Phrases:date back to,have a hand in,in terms of,in the eyes of

(3)Sentence Patterns:It is certain thatK

It is thought thatK

2.Train the studentsˇ reading ability.

3.Let the students learn about the King of the Stonehenge discovered by archaeologists.

Teaching Important Points:

1.Improve the studentsˇ reading ability.

2.Help the students learn about the King of the Stonehenge by reading the passage.

Teaching Difficult Point:

How to help the students understand the passage exactly.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will read.

2.Fast reading and careful reading to understand the passage correctly.

3.Pair or group work to make every student take an active part in the activities in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Discussion and Lead-in

T:In the last period,we spoke of terracotta warriors and horses of Emperor Qin.Do you know why Emperor Qin built it?Any volunteer?

S1:To continue being emperor.They are also funerary objects.

T:Youˇre right.Now,please look at the two questions on the screen.

(Teacher shows the following on the screen.)

1.Describe the kinds of objects kings and emperors in China were buried with.

2.Why were dead kings given these objects after they died?

Discuss the questions in groups of four.Five minutes later,Iˇll ask for your answers.

T:(After five minutes)Are you ready?

Ss:Yes.

T:OK.Whoˇd like to do the first one?

S2:There are weapons,tools,clothing,money and articles for daily life.

T:Anything else?

S3:Jade articles,silk,jewellery,pottery and china.

T:Very good.Is there anything to add?Think it over.

S4:Servants,warriors,wives of emperors and kings and animals.

T:Great!The second one?

S5:To show off their power and wealth.

S6:To continue their luxurious life in the nether world.

T:Youˇre all right.Sit down,please.

兂Step ⒒ Reading

T:Well,I think everyone must have heard of the Stonehenge in England.Would you like to learn more about it?

Ss:Yes.

T:OK.Now,letˇs read a passage about the mysterious Stonehenge and the King of Stonehenge.It must give you an unexpected surprise.Before reading the passage,letˇs deal with the new words together.

(Teacher deals with the new words with the whole class.)

T:Now,please open your books and turn to Page 75.Scan the passage and write down which objects were found in the grave of the King of Stonehenge.A few minutes later,Iˇll ask some students to make a list of the objects found in the grave.Is that clear?

Ss:Yes.

T:(After a few minutes)Have you finished?

Ss:Yes.

T:OK.Whoˇd like to write down the objects found in the grave of the King of Stonehenge on the blackboard?

Ss:(One student comes to the front and write his answers on the blackboard.)

(Bb:tools,a bone pin,two copper knives,a cushion stone,two gold earrings,a bow and arrows,two pots)

T:Now,please look at the blackboard.Is he right?

Ss:Yes.

T:OK.Read the passage carefully and then finish the two word webs at Page 76.

(Teacher goes among the students and help them deal with some problems they may meet with while reading.)

T:Well,have you finished them?

Ss:Yes.

T:OK.Iˇll check your answers.Wang Lin,read out the materials discovered in the grave.

Ss:The materials are:stone,clay,copper,gold,pottery,bone and fur.

T:Quite right.Zhang Li,read out the found objects,please.

S10:The objects are:two copper knives,a cushion stone,two gold earrings,tools,arrows,a bow,two pots and a bone pin.

T:Very good.Youˇre very careful.When reading,you must come across some sentences and phrases you donˇt understand.Now,please look at the screen.I hope theyˇre of great help to you.

(Teacher shows the screen and explains them to the students.)

1.date back to:date from

e.g.In China,the needle treatment dates back to ancient times.

2.It is certain thatK

e.g.It is certain that your team will win.

3.Buried with him were the tools of a hunter or warrior.

(=The tools of a hunter or warrior were buried with him.)

4.have a hand in

e.g.He had a hand in composing songs for children when he was young.

5.in terms of

e.g.In terms of money he is quite rich,but not in terms of happiness.

6.It was thought thatK;People thought thatK

e.g.It is thought that the news is not true.

7.in the eyes of sb.

e.g.Youˇre only a child in the eyes of him.

(Bb:date back to,have a hand in,in terms of,in the eyes of,It is certain thatK;It is thought thatK)

T:Now weˇve been familiar with the passage.Letˇs do an exercise according to the passage.Please look at Ex.2 at Page 77 in the Post-reading part.Work in groups of four to discuss first,and then finish the chart.After a while,Iˇll ask some of you to read out your answers.Do you understand?

Ss:Yes.

T:OK.Please begin.

(Teacher goes among the students and takes part in their discussion.)

T:(After the students discuss for a while,teacher asks some students to talk about their opinions.)Whoˇd like to be the first to have a try?

Ss:K

Suggested answers:

Country or part of Europe Material or object of trade

West Wales stone

European mainland copper,bronze

Spain and Western France copper knives

Europe gold jewellery

some places far from England artifacts

T:Good.Read the passage again and then go on with Ex.3.Before reading,you need to go through with the requirement in Ex.3 first and know what to do.After reading,work in groups of four to talk about the inventions and kinds of science they must have had at that time.They should be based on the reading passage.Is that clear?

Ss:Yes.

Suggested answers:

Activity Knowledge,science,inventions and tools

1 Travel to Scotland Roads,maps,hotels,geography

2 Construction of Stonehenge Architecture,physics

3 Hunting Experience,weapons,bows and arrows

4 Trade with Europe Maps,ships,languages,geography,skills,markets

5 Make copper knives Skills,copper,models

6 K K

兂Step ⒓ Listening and Consolidation

T:Now,close your books and listen to the tape.After that,finish the exercise on the screen.

(Teacher shows the screen and turns on the recorder.)

Decide if the sentences below are true or false.Write the letter ¨T〃 if the sentence is true.If it is false,write ¨F〃 and correct the error.

1 ( )When the King of Stonehenge died,he was about 50 years old.

2 ( )From tests on his teeth,it is certain that he spent his childhood in England.

3 ( )The most amazing find was two gold earrings

4 ( )Stonehenge was begun around 2300 BC.

5 ( )In terms of technical development,people were going from the Bronze Age to the Stone Age at that time.

6 ( )It has been proven that the copper knives came from Spain and Western France.

Suggested answers:

1 F When the King of Stonehenge died,he was about 40 years old.

2 F From tests on his teeth,it is certain that he spent his childhood in central Europe,perhaps Germany.

3 T

4 F Stonehenge was begun around 3 000 BC.

5 F In terms of technical development,people were going from the Stone Age to the Bronze Age at that time.

6 T

兂Step ⒔ Summary and Homework

T:In this class,weˇve learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns.After class,you need to do more exercises to master them freely.Studying archaeological discoveries can help us learn about the life of people during different periods,so if you have time,go to visit the local museums or surf the Internet to learn more about archaeology.At last,donˇt forget to prepare for the next periodXLanguage Study.So much for today.See you next time!

Ss:See you next time!

兂Step ⒕ The Design of the Writing on the Blackboard

Unit 20 Archaeology

The Second Period

I.Objects found in the grave:

tools,a bone pin,two copper knives,

a cushion stone,two gold earrings,

a bow and arrows,two pots

⒑.Useful Phrases and Sentence Patterns:

date back to

have a hand in

in terms of