模块5 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语必修五教案教学设计)

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【简介】感谢网友“冬儒酝”参与投稿，下面是小编给大家带来的模块5 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语必修五教案教学设计)（共15篇），以供大家参考，我们一起来看看吧!

篇1：模块5 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语必修五教案教学设计)

Title: welcome to the unit

教学目标：

1. 引入有关地点和交通的话题。

2. 讨论参观访问和交通方式。

3. 辨别方位。

课前自主学习。翻译下列词组。

1. 知道路 2. 确信 3.下去 4.恐怕

5.必须 6.上去 7.在的北面 8.在西北面

课堂解疑

1.Follow me ,Eddie.

Follow 在这里表示“跟随”，是及物动词。形容词为following “接下来的，下一个的” ，the following week , the following day

He followed her up the hill.

词组follow sb. to do sth. 跟随某人做某事

Eg. 学生们经常跟随老师去购物。_______________________________________

Follow 有时做不及物动词，意为“随后就来”

You go first and I’ll follow. 你先走，我随后就来。

2. Are you sure ,Hobo?

在 be sure 中，sure 是形容词，“有把握，肯定”，做表语，后面还可以跟

（1）从句：I am not sure why he wants it.

(2) of 或about 引起的短语。I am not sure of that. Are you sure about it ?

(3)to do sth. “一定会，肯定会“

我们一定会赢得那场足球比赛。

3．Let’s go down here .

句中let’s 是let us 的缩写形式。“让我们----”，包括“听话者”在内，既提出建议，劝说对方一起做某事，疑问句尾用shall we ?

Let’s go home, shall we ?

咱们一起上学，好吗？_________________________________

Let us “让我们”，不包括“听话者”，既提出请求请对方允许，而对方不做，只有我们做，疑问句尾用 will you ?

Let us go home ， will you ?

让我们休息一下，好吗？__________________________________

4．They want some ideas about where to go and what to see.

句中where to go 与what to see是疑问词加不定式结构，在句中做介词about的宾语用。这种结构可以与should 构成的宾语从句互换。

He didn’t know how to get there. =He didn’t know how he should go there.

你能告诉我何时动身去北京吗？__________________________________________

注意，这种结构做主语时，谓语动词用第三人称单数形式。

How to learn English well is a problem for us.

5. Let’s go on an outing.

句中go on “去”方向，旅行等。后接名词或 v-ing 形式。

They are going on a trip to the Great Wall next year.

词组go on with sth . =go on doing sth . 继续做同一件事

May I go on with my homework? = May I go on doing my homework?

Go on to do sth . 继续做另一件事

After he finished his homework, he went on to watch TV.

6. Look at the map and find the places they plan to visit .

句中they plan to visit 是一个省略了that 的定语从句，对前面的名词places 进行修饰。

This is the book I like very much.

你参观的地方是我的家乡。____________________________________________

7. The zoo is north of Beijing Sunshine Secondary School.

句中north of 表示“在的北面”指“一个地方在另一个地方的北面”。也可用to the north of 结构表示。

Japan is east of China. = Japan is to the east of China.

当表示在一个大范围中的“北方，北面”时，要用“in the north of ” 结构。

北京在中国的北方。________________________________________________

英语中表示方位的词有：

east 东 west 西 south 南 north 北

southeast 东南 northeast 东北 southwest 西南 northwest 西北

north of = to the north of 在……北

The zoo is to the north of our school. 动物园在我们学校的北面。

[辨析] A在B东

A is in the east of B （A地包括在B地的范围内）

Taiwan is in the east of China. 台湾在中国的东部。

A is on the east of B （A地和B地相连）

Korea is on the east of China. 朝鲜在中国的东边。

A is to the east of B （A地不包括在B地的范围内）

Japan is to the east of China. 日本在中国的东面。

[拓展] eastern 东部的 western 西部的 southern 南部的 northern 北部的

in the north of = in the northern part of

The Great Wall is in the northern part of China. 长城在中国北部。

Exercises for this period

一．选择填空

1.He _______ hand in his homework today.

A. haven’t B. don’t have to C. hadn’t to D. doesn’t have to

2. Do you know the answers to the _________ questions?

A. follow B. to follow C. following D. followed

3. Can you help me find _________ the museum?

A. the way B. the way to C. to the way D. the way to get

二．用所给单词或词组的适当形式填空

1. It’s too late. Millie __________ (have to) go home quickly.

2. Don’t ________ (follow) me all the time. I’m too busy.

3. Daniel ________ (be) very afraid, because he can’t find the key to his house.

4. Let’s go _________ (shop) together.

5. _______(not be) late for class.

三．对下面句子的画线部分进行提问

1. The Class 1, Grade 7 students are planning a trip.

_______ _______ the Class1. Grade 7 students _______?

2. They like climbing the hills.

_______ _______ they ________ _______?

3. There are three boys on the playground.

______ _______ the playground?

4. He has lots of good friends in Beijing.

______ _____ good friends _______ ______ ______ in Beijing?

四：句型转换练习

1. Let’s enjoy Beijing opera here. (改为同义句)

__________________________________

2. Be late for school .（改为否定句）___________________________________

3. I think we can go there by understand. （改为否定句）

_________________________________

4. She goes to the zoo by bus .（对划线部分提问）_______________________________

5. The Sunnyside Garden is north –west of the zoo.（改为一般疑问句）

_______________________________

6. Siman walks to the supermarket. (改为同义句)_________________________________

7. They go to the restaurant by bike. (改为同义句)

_________________________________

The second period

Title: Reading

【课前自主预习】

一、翻译下列词组：

1) walk to school 2) go out of

3) live near each other 4) turn left

5) push … into 6) jump out of

7) in the end 8) get a call

二、根据课文内容判断正（R）误（W）：

( ) 1. Justin, Paul and Susan lived in the same building.

( ) 2. Justin and Paul ran to Hill Building at once.

( ) 3. Three men in police uniform told them about the robbers.

( ) 4. Paul opened the door of the van with a knife.

( ) 5. They took different routes.

( ) 6. Justin went along 6th street.

( ) 7. They met at the police station at last.

( ) 8. The robbers tried to run away but failed.

【体验与实践】

一、预习情况交流：同学们，让我来看看你们的预习工作完成得怎么样：

1. 写出下列单词或词组：

1) 住在.…..附近_______________ 2) 出小汽车__________________

3) 立刻_______________________ 4) 开走______________________

5) 尽力开门___________________ 6) 乘汽车____________________

7) 沿着6号街直走_____________ 8) 向右拐进4号街___________

9) 停在交通灯处_______________ 10) 最后_____________________

2. 回答下列问题：

1) How Justin and Paul know there were robbers in Hill Building?

2) Who are the three men in police uniform? What did they do when they saw the twins?

3) How did the twins get out of the van?

4) Why did the three robbers get to the police station before Justin and Paul?

5) What do you think of the two boys?

课堂解疑

1. It is their friend, Susan.

句中Susan 是前面名词friend的同位语。一个名词或代词后面有时可跟一个名词，或起类似作用的其他东西，对前者作进一步解释。说明它指的是什么，是谁等，叫做同位语。

This is Mr. Zhou, principal of our hospital.

布莱克先生，我们的英语老师，很爱我们。

Mr. Black, _____________________, loves us very much.

2. Let’s drive to Hill Building.

drive to Shanghai = go to Shanghai by car/ in a car 开车去上海

[拓展]ride to school = go to school by bike/on a bike 骑自行车上学

fly to England = go to England by air/plane 坐飞机去英国

walk to school = go to school on foot 步行去学校

take a bus to school = go to school by bus 乘车去学校

3. They get out of their car at once.

At once “立刻，马上”，意思与 right away 相同。

You must stop talking at once.

他立刻告诉了我那个消息。He told ______________________________.

从火车，大汽车，船，飞机获马上下来多用get off, 而从出租车或小汽车上下来常用 get out (of),其反义表达分别为get on 和get in (into)

他上了小汽车，然后在出租车停靠站下了车。

He ______________the car, and ________________it at the taxi rank.

4. Three man in police uniform are running out of the building.

In police uniform 是介词短语做定语修饰three man ,译为“穿警服的三个人”

当表示某人穿什么衣服显得怎么样可用以下两种形式。You look cool in the red coat. 或

The red coat looks cool on you.

in后接表示服装或颜色的名词，表示“穿，戴”

The girl is in a sweater today.

The woman in white is Mrs Green.

[拓展]wear 动词，意为“穿，戴”，表示状态。

put on 动词词组，意为“穿上”，表示动作。

He is wearing a red coat.

他穿着红外套。（强调穿着的状态）

Please put on your coat. It’s very cold outside.

请穿上你的外套，外面很冷。（强调穿上的动作）

5．Paul tried to open the door but fails.

Try (not ) to do sth.试图（不）做某事

We try to learn English well.

他们试图不向窗外看。_____________________________________

Fail 在句中表示“没有成功”“失败”，是不及物动词。词组 fail in sth .(在某事上失败)，fail to do sth. (未能做某事)。He failed in the English exam. = He failed to pass the English exam.

6．It works.

句中work是不及物动词，“。。。。行得通，有效，起作用”

It’s a good idea, but it won’t work.

This medicine really works and I feel much better. (这种药很有效，我感觉好多了)

7．Shall we take different routes?

句中route “路线”，是名词。 Take different routes “走不同的路线”

Which route do I take to Beijing?

8.I will turn right into Seventh Street and turn left into Park Road.

（1）Turn left ,向左转。Turn right ,向右转。这里left ,right 都是副词。也可以说成turn to the right /right.

Turn left at the traffic lights.

（2）left 也可以用作名词，“左边”或用作形容词“左边的”

He sits on my left.

Most people write with their right hands, not their left ones.

9. Paul stops talking.

Stop doing 表示停止做某事，指停止正在干的事

我必须停止看电视了，因为我有许多家庭作业要做。____________________________________________

Stop to do sth. 表示停止正在做的事去做某事。

He stopped to watch TV.

当他看到他的朋友时，他停下来和他说话。

____________________________________________

10. He is surprised to see the three man in the police station.

Surprised 是过去分词做表语。“感到惊讶的，震惊的”，be surprised to do sth. /be surprised at sth.

I’m surprised to hear the bad news. = I’m surprised at the bad news.

Surprised “感到震惊的，惊讶的”，用于修饰人，表示因…… 而震惊，惊讶，含有被动意义。Surprising “令人震惊的，使人惊讶的”，用于修饰物，含有主动意义。类似的还有interested-interesting, excited-exciting, bored-boring

The surprising news made us surprised.

We are excited to hear the exciting news.

Exercises for this period

一．翻译下列词组

1. at lunchtime________________ 2. walk to school_________

3. go to work by bike______________ 4 . go out of__________

5. live near each other_______________ 6. try to remember___________

7. turn left___________ 8. jump out of_________

9. stop crying___________ 10. be surprised___________

11. at last_________ 12. make a telephone_________

二．翻译下列句子

1．这个盗贼从大厦里跑了出来。

The robber _______ ______ ______ the building.

2．我们走不同的线路，好吗？

_______ _______ _______ the different routes?

3．看到他们的父母，这些孩子很惊讶。

The children _______ _______ to see their parents.

4．两个盗贼跳下公共汽车逃走了。

The two robbers _______ _______ _______ _______ ________ and ran away.

5．他们停止了工作，休息了一下。

They _______ _______ and had a rest.

三、单项选择：

( ) 1. I don’t like this coat. Would you please show me ________.

A. other B. the other C. the others D. another

( ) 2. The earth goes ________ the sun.

A. over B. across C. from D. around

( ) 3. My clock doesn’t ________. Can you mend it for me?

A. more B. walk C. use D. work

( ) 4. Jack, with his friends, _________ see Mr Li tomorrow.

A. is going to B. are going to C. go to D. will goes

( ) 5. After he heard the _________ news, he was very __________.

A. surprised, surprising B. surprised, surprised

C. surprising, surprising D. surprising, surprised

The third period

Title: Read (Part C) Vocabulary

1. 重点词汇: straight, zebra crossing, entrance, correct, corner, road, hotel, cross

2. 语言目标: Turn left. Cross the road. The entrance is on your left.

【课前自主预习】

一、翻译下列公共场所的标志用语：

1.Zebra crossing 2.Straight on

3.No smoking 4.Dangerous

5.Turn left 6.No parking

7.Slow 8.No photos

课堂解疑

1.I tell the police about the robbers.

Tell sb. about sth. 告诉某人关于某事

He told me about his country.

Tell sb. sth . 告诉某人某事

I told him my name .

Tell sb.（not） to do sth. 告诉某人(不)做某事

我们的老师经常叫我们上课要认真听讲。

____________________________________

2.straight on 直行

straight adv. 直的，径直地 sit straight 坐直

go straight along the street

adj. 直的 a straight line 一根直线

on adv. 意为“继续”，一般可放在动词后，表示动作的延续

walk on 继续走 move on 继续移动 work on 继续工作

3..cross the road 穿过马路

cross v. 穿过 = go/walk across

across prep. 穿过 go across the street

[辨析] across 强调在事物的表面横穿过

go across the bridge 过桥

through 强调在事物的里面穿过

go through the tunnel /door/forest 穿过隧道/门、森林

4.the corner of the road 路的拐角

at the corner of the road 在路的拐角处

in the corner of the street 在街道的角落里

round the corner of the street 绕过街道的拐角

Exercises for this period

一．用适当的介、副词填空

1. Millie and I live _______ each other in a building.

2. The thief pushed the door and ran _______.

3. Every morning, my grandma walks _______ the street in the park.

4. You want to go to the office? OK, just turn right _______ the Park Road, then you can see it.

5. The car stopped _______ the traffic lights, because the red light is on.

6. Don’t jump ______ ______ the window, it’s too dangerous!

二．根据所给中文写出句中所缺的单词

1. When the light is green, you must cross the road _______ (赶快)

2. _______ (突然), a boy rushed out, the driver had to stop the car.

3. Walk _______ (沿着) the road, and turn right. On the _______ (另一个) side of the road, you can see the hospital.

4. Did you _______ (收到) your father’s letter last month?

三、根据中文或括号中词的暗示完成句子：

1． To get to the park, turn left when you come to the __________(十字路口)。

2． Don’t ______________(横穿) the street.

3． This sign tells us that we can go ______________(径直) on.

4． My brother works in Sunshine _______________(宾馆).

5． Walk down the road, you can find the office ___________(easy)

篇2：模块7 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修七教案教学设计)

高二年级英语备课组集体教案

Module 7

Unit 1 Living well

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I．单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II．目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词汇 1. 四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III．教材分析与教材重组

1. 教材分析

本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 课型设计与课时分配

Period 1 Word study &Warming up

Period 2 Reading

Period 3&4 Reading (Language points)

Period 5 Grammar

Period 6 Exercises

Period 7 Listening & Speaking

Period 8 Using language

Period 9 Writing

IV. 分课时教案

Period 1 Word study &Warming up

Teaching Aims:

1. To present the topic of this unit -- disabilities

2. To heighten students’ awareness of the challenges facing people with disabilities.

3. To learn some words and useful expressions in order to express their own feelings.

4. To promote the notion that students with disabilities have similar wishes and desires to non-disabled students.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Difficult Points:

How to make the students gain enough information to express themselves.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities

2. Discussion to make every student express himself freely.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure:

StepⅠGreetings

T: Good morning, students!

Ss: Good morning, Miss Huang!

StepⅡWord study

Learn the words and expressions.

StepⅢPresentation

1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.

2. What do the following words mean?

disabled: unable to use a certain part of one’s body

disability: the state of being disabled

disabled people : people with disability

( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)

3. How many different types of disabilities do you know?

A .physical disability

deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…

B .mental disability

depression, learning difficulty, brain injury, phobias (恐惧症) …

StepⅣWarming up

1. Do you know?

1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities?

2).Do you know any famous people who are disabled? What do they do?

(Show some pictures of some famous people who are disabled.)

Steven Hawking (1942- , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller.

Helen Keller(1882-1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”

Franklin Roosevelt (1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.

Beethoven (1770 – 1827, Germany) Deaf, famous musician

Vincent Van Gogh(凡高), Epilepsy(癫痫症), painter

Zhang Haidi: writer, paralytic, in a wheelchair

Hu yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art Group

Sanglan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid Olympic Games and helped organize the Paralympics（残疾人运动会）

Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.

2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.

mental disability learning difficulty hearing problem

difficulty with eye sight brain injury loss of an arm or leg

severe illness deafness walking difficulty

Rada is mentally disabled.

Barry is vision impaired.

Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around

Gao Qiang has diabetes (糖尿病）.

StepⅤDiscussion

What do you learn from these disabled?

They’re broken in body but firm in spirit. （身残志坚）

StepⅥ Homework

1. Try to talk to disabled people and know more about them.

2. Preview “Marty’s story”.

Afterthoughts

Period 2 Reading

Teaching goals

1. Target language:

a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points

How positive stories about the people with disabilities inspire others.

Teaching difficult points

How to help student understand the difficulties the disable have to overcome.

Teaching methods

Discussing, explaining, reading and practising

Teaching aids

Multimedia computer

Teaching procedures

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Task 1 Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

Task 2 Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Task 3 Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but if they keep in mind they can also live well, even achieve great success. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

Afterthoughts

Period 3&4 Reading (Language points)

Teaching Aims:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Teaching Important Point:

The usage of some useful words and expressions.

Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedures:

StepⅠGreeting and revision

T: Good morning, girls!

Ss: Good morning, Huang!

StepⅡLanguage points

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

Words and expressions:

1. disability n.伤残;无力;无能

disabled adj.伤残的 the disabled(指代一类人)伤残人士

disable vt.使丧失能力;使伤残 disablement n.残废;伤残

选词填空: disability, disable, disabled, disablement

1) He gets money from the Government because of his ____________.

2) The ________ are to receive more money.

3) She managed to lead a normal life in spite of her ___________.

4) Many soldiers were ___________ in the war.

5) The insurance(保险) policy covers sudden death or _____________.

2. ambition n. 野心;雄心

ambitious adj.有雄心的;野心勃勃的

be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望

ambitiously adv.野心勃勃地

Eg: A boy who is ambitious/filled with ambition usually works hard.

完成句子:

1) Mothers are often highly _____________(怀有热切的期望) their children.

2) I am ____________________(热切希望能成功) in life.

3) His ________________________________(要做首相的雄心) is likely to be realized.

3. beneficial adj.=having a good or useful effect有益的;受益的

be beneficial to… 对…有益; 对…有利

beneficially adv.受益地; 获利地

beneficiary n.受惠者;受益人

benefit n.益处;帮助 vt.有益于;有助于

翻译:

1) 新鲜空气和优良食物有益于健康.(beneficial)

Fresh air and good food are beneficial to the health.

2) 他的休假已产生了有益的效果.(beneficial)

His holiday has had a beneficial effect.

3) 旅游业对该地区的经济将有裨益.(benefit)

Tourism will benefit the economy of this district.

4) 这本书对你没有多大益处.(benefit)

The book isn’t of much benefit to you.

4. in other words=that is to say换句话说

in a/one word简言之;总之

翻译:

1) 他们叫他离开----换句话说,他被解雇了.

They asked him to leave----in other words he was fired.

2) 总之,我不喜欢这份工作.

In a word, I don’t like the job.

3) 换句话说,他成了英雄.

He became, in other words, a hero.

5. adapt vt. 使适应;改编

adapt (oneself) to使(自己)适应

adapt sth for使某物适应;使某物适合;改编某物

adapt sth from根据…改编某物

adaptable adj.能适应的;可改编的

adaptation n.适应;改编本

adapter/adaptor n.适应者;改编者

介词填空:

1) The play is adapted _______ a novel.

2) This book is adapted _______ beginners.

3) When you go to a new country, you must adapt yourself ____ new customs.

4) Novels are often adapted ______ the stage, television and radio.

6. breath n.呼吸;气息

out of breath上气不接下气

catch one’s breath喘息;歇口气

hold one’s breath不出声;屏息

get one’s breath (again/back)喘过气来;恢复过来

lose one’s breath喘不过气来;呼吸困难

take a deep breath作一次深呼吸

take breath歇口气;歇会儿

take sb’s breath away使某人大吃一惊

breathe vt.呼吸

breathing adj.呼吸(着)的

breathless adj.屏息的

1. I was all_____ when I got to the top of the mountain.

A. held my breath B. out of breath C. taken a deep breath D. taken my breath away

2. We _____ while Mr Evans read the exam results.

A. took a deep breath B. out of breath C. got our breath back D. held our breath

7. absence n.缺席;不在(某处)

absence of mind心不在焉;神不守舍

absent adj.缺席的;不在的 vt.使缺席;使离开

be absent from缺席;不在

presence n.出席;到场

present adj.出席的;在场的;现在的

完成句子:

1) Mr Green will be in charge __________________ (在我离开期间).

2) Why were you __________________(旷课) yesterday?

8. annoy vt.使…不悦;惹恼

annoyed adj.颇为生气的 annoying adj.恼人的;讨厌的

annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;使人烦恼的事情

单句改错:

1) It’s annoyed to miss a train.

2) He was annoyed with the boy’s rudeness. (at/about)

3) I felt annoying when he refused to help.

4) To his annoy, he discovered they hadn’t waited.

9. all in all总而言之

above all首先;最重要的是

after all毕竟;终究

first of all首先

not at all根本不;别客气

for all虽然;尽管

in all总共;总之

选词填空:all in all, above all, after all, for all, in all

1) He is a poor musician _________ his training.

2) You must, _________, be loyal to your country.

3) There are five hundred books on the shelf ______.

4) Everyone makes mistakes, and _________, he is only a child.

5) The book has some weak spots, but _________ I consider it a success.

10. independent adj.独立自主的

be independent of 不依赖;独立于

independence n.独立;自主

independently adv.独立地;自主地

完成句子:

1) It was the first time that she _had lived independently_ (独立生活).

2) If you have a car, you _will be independent of_(不依赖) trains and buses.

3) I quite like living alone, because it _makes me more independent (使我更独立).

11. make fun of=laugh at 取笑

for fun/in fun为了玩乐;开玩笑地

have fun玩乐

选词填空: make fun of, in fun, have fun

1) The kids at school used to ____________ Jill’s clothes.

2) Don’t get upset. He said it was only __________.

3) We ________ in camping last week.

4) It’s cruel to _____________ the disabled.

12. encouragement n.鼓励;奖励

encourage vt.鼓励;激励;支持

encourage sb in sth在某事上鼓励某人

encourage sb to do sth鼓励某人做某事

encouraged adj.受到鼓励的;被鼓励的

encouraging adj.鼓舞人心的;鼓励的

encouragingly adv.鼓舞人心地

选词填空:encouragement, encourage, encouraged, encouraging

1) My mother _encouraged_ me to apply for the job.

2) She felt _encouraged_ by the many letters of support.

3) Praise acts as an _encouragement_ to the young.

4) The results of the survey have been very encouraging.

5) She was given _encouragement_ to try something new.

13. conduct n.行为;品行 vt.指挥;管理

conduct oneself为人;表现

conductor n.管理人;指挥;售票员

完成句子:

1) The guide conducted the visitors round_(带领游客参观了) the museum.

2) I’m glad to see _your conduct at school_(你在校的行为) has improved.

3) The reporter was criticized for _unprofessional conduct_ (不专业行为).

Phrases and sentence structures:

1. She was proud to have recently represented her country in an athletics competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.

1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___

1>I am sorry _____ you waiting for such a long time.

A. keeping B. having kept C. to keep D. to have kept

2>He is said ______ a new book about business English.

A. to write B. to have written C. writing D. having written

2) “where”=__________, 引导的是_______从句,修饰的是________________________.

2. Other disabled people find the website beneficial…其他残疾人认为这个网站很有益…

“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

单句改错

1) We found playing tennis interested.

2) He finds necessary to carry out this plan.

3) The little girl found it difficult understand her parents.

4) I hoped to find her being in better health.

3. My motto is: live one day at a time.我的座右铭是:过好每一天.

“at a time”在此表_____________, 它还表_____________.

篇3：模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计)

高二年级英语备课组集体教案

Module 6

Unit 1 Art

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I. 单元教学目标：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Writer a letter to give suggestion

II. 目标语言

1．功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2．词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3．语法: the subjunctive mood

if I were you…./ I wish I could…

4．重点句子

1. There are so many different styles of western art it would be impossible to describe all of them in a short text.

2. People became focused more on human and less on religion.

3. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. At the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. It is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析。

本单元以ART 为主题，主要介绍了西方绘画简视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。

3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。

IV．课型设计与课时安排

1st period reading

2nd period language point

3rd period grammar

4th period listening and talking

5th period using language

6th period speaking and writing

Period 1 Welcome to the Unit

Word study, Warming up & Pre-reading

Teaching aims

1 .Knowledge Aims

1) Learn something about some famous scientists in the world.

2) Know about the outstanding discoveries, inventions and theories from some well-known scientists.

3) Try to understand and learn the important words and expressions.

2. Ability Aims

1) Develop the students’ ability of speaking.

2) Encourage the students to give more information about the great scientists.

3. Emotional Aims

1) Encourage the students to learn more about the great scientists and learn from them.

2) Help the students to form the good habit in learning and encourage the students to take part in social practice.

3) Help the students to realize that it is scientific spirit that makes those scientists successful.

4) Encourage the students to develop their love.

Teaching Important Points

1 .Have the students discuss great scientist.

2. Understand and learn the new word and expressions.

Teaching difficulties

1. What can we learn from the scientists?

2. What should we do in our daily life to develop our interest and love for science?

Teaching Aids

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Learning Goals

Get Ss to go through the summing up form on Page 8 in order to have a general idea of the learning goals of Unit 1

StepⅢ Word Study

1. Read the new words aloud, and pay attention to the pronunciation

2. Use the correct form of the words in this unit to fill in the chart.

n. v. adj.

abstract/abstraction

believe

value

religion

possess

convince

exhibit

reality

aim

civilize/se

attempt

symbolic

prediction

consequently

aggressiveness

3. Match some new words in column A with the correct English meanings in Column B.

A B

a. abstract 1. accurate

b .existence 2. state or fact of existing

c. detailed 3. being in thought but having a physical or practical existence

d. religious 4. lifelike, true to life

e .traditional 5. classical, of old beliefs

f. realistic 6. sincere to believe in a god or gods

StepⅣ Brainstorm

StepⅤ Pre-Reading

1. Show some paintings to students to put forward the topic ---paintings

2. Let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da Vinci.

StepⅥ Summary

StepⅦ Homework

Afterthoughts

Period 2 Reading

Teaching aims

1 .Knowledge Aims

Have a good understanding of the text by doing the exercises.

2. Ability Aims

1). Grasp some reading skills.

2). Develop the ability to describe some famous scientists.

3. Emotional Aims

Encourage the students to work hard at their lessons in order to devote themselves to science.

Teaching Important Points

1. Have a good understanding of the text by doing the exercises.

2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.

Teaching Difficulties

1. Know the meanings between lines and beyond lines.

2. Learn different reading skills for different reading purposes.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

StepⅡ Lead in

StepⅢ Fast Reading：

Read the passage as quickly as you can to find out the answers to the questions on the screen

1. What were the artists interested in from 5th to 15th century AD?

Creating _respect_ and _love_ for God.

2. How did Masaccio paint his paintings?

He drew things in perspective_, which makes pictures very _realistic.

3. Why did the impressionists have to paint quickly?

Because the natural light _changes_ quickly, they had to _paint_ quickly.

StepⅣ Careful reading:

Deal with exe.2 on page 3

True or False

1. Western art has changed very little over the last seventeen centuries. F

2. Painters in the Middle Ages painted mainly religious subjects. T

3. Paintings in the Middle Ages were very realistic. F

4. Renaissance painters tried to paint things in a realistic way. T

5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T

6. Impressionists painted their pictures mainly indoors. F

7. At first people did not like the impressionists’ paintings. T

8. Modern art began with the impressionists. T

StepⅤ Discussion

Go through the passage and analyze the characters of each period.

Ages Time Artist Feature

Middle Ages 5th to 15th century AD Giotto Religious, realistic

Renaissance 15th to 16th century AD Masaccio perspective, realistic

Impressionism Late 19th to early 20th not mentioned Not detailed, ridiculous

Modern 20th century to today not mentioned controversial, abstract, realistic

StepⅥ. Summary

The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______.

During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God.

In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______.

Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene.

In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters.

Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________.

StepⅦ. Homework

1. Underline the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

3. Disscuss the questions in Ex 3 on page 3.

Afterthoughts

Period 3&4 Language Points

Teaching aims

1 .Knowledge Aims

To learn the useful expressions and sentence structures in Warming up and Reading.

2. Ability Aims

To enable the students to use these language points both orally and in the written form.

3. Emotional Aims

Develop the students’ sense of loving English.

Teaching Important Points

1) Learn the useful expressions and sentence structures.

2) The usage of “suggest & in addition”

Teaching Difficulties

How to let the students learn to use these phrases and sentence structures in written and oral English

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

Step II. Expressions & phrases

StepⅣ. Language Points

1. Art is influenced by the way of life and beliefs of the people. 艺术受人们生活方式和信仰的影响。

He is interested in the beliefs of the Christian Church.

He has lost his belief in god.

The story of his miseries is beyond belief.

1我们有相同的政治信仰。

We share the same ______ _________

2我非常信任医生。

I have_______ _______ in doctors.

2. Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。

The bank refused to help the company; consequently, it went bankrupt.

She overslept and, consequently, she was late.

consequently adv. =as a result ,therefore

adj. consequent

It rained that day and___ the baseball game was called off.

(however, still, consequently, so)

A. As a result of her mother’s illness, she left school.

B. Her mother became ill; ______________ she left school.

3. During the Middle Ages, the main aim of the painters was to represent religious themes.中世纪，画家们的主要目的是表达宗教主题。

aim

take aim at 瞄准

Ex.

1这些措施旨在削减政府的开支。

These measures are ______ _______ government costs.

2他没有瞄准就开枪。

He fired _______ _________.

3他的人生没有目标。

He has________ ___________ in life。

4. In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。

value n .价值

v.重视，估价

价值观pl. values to be of value 有价值

1他的意见没有价值。

His opinions are_____________________

2她重视你的忠告。

She ___________________________

3那幅画被估计为一万美元。

The painting was ____________________ $ 10 000.

5. People became focused more on humans and less on religion.人们变得多关心人，少关心宗教。

Focus your attention on your work.

focus on sth. focus sth on sth.

focus on 集中精力，注意力 =concentrate on

focus on无宾语时，focus on

Ex.

We must focus on this question.

We must _________________ this question.

他的目光集中在她身上。

His eyes __________________ her.

focus on 聚焦于，使…成为兴趣的焦点

我要把镜头对准那儿的一群重要人物。

所有的目光都集中到他的身上。

6. They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。

possession n.

1私有财产 [c]

2占有，拥有 [u]

sb be in possession of sth. 某人拥有某物

sth be in the possession of sth.. 为某人拥有

When her father died, she came into possession of a large fortune.

The people had to gather up their few possessions and escape to the hills.

1那幢房子为我所有。

The house is_____________________________

2他已经失去全部财产。

He has lost______________________________.

7. When people first saw his paintings, they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。

他使我确信他的真诚。

He convinced me of his sincerity.

你的错误使我确信你没有学习功课。

Your mistakes convinced me that you hadn’t study your lesson.

convince vt. 使确信

convince sb. of sth convince sb. that

be convinced of sth be convinced that

1我们说服她搭火车去。

We__________ her_____________ by train.

2她试图使我们相信她的清白。

She tried to ______________her innocence.

8. attempt vt. =try

attempt to do/doing=try to do /doing

attempt n.

Step V. Practice

Step VI Homework Assignment

Afterthoughts

Period 5 Grammar

Teaching Aims

1 .Knowledge Aim

Help the students to use the subjunctive mood correctly in different situations.

2. Ability Aim

To learn the subjunctive mood freely and properly in speaking and writing.

3. Emotional Aims

1) Encourage the students learn more about the grammar.

2) Help the students to form the good habit in learning.

3) Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

Enable the students to use the correct form o f of the subjunctive mood

Teaching Difficult Point

To know the differences between the attributive and the predicative.

Teaching Methods:

Summarizing, comparative method; practicing activities

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Dictation

StepⅢ Homework checking

StepⅣ Grammar

虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反

I:虚拟条件句:

1. 虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。

If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。

2. 虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。

If he had known your address yesterday,he would have telephoned you.

3. 虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should/could/ might +动词原形。

If he were to leave today, he would get there by Friday

4. 省略if 采用倒装语序的条件句。有时可以把含有助动词、情态动词、be或have的虚拟条件句中的连词if省去，而将had , should, were 等词提到主语之前，即用倒装结构。

Had he worked harder, he would have got through the exams.

Were he to leave today, he would get there by Friday.

Were I in your place, I wouldn’t do that.

5混合虚拟语气

有时主句和从句的谓语动词指不同的时间，这时需要用混合虚拟语气。一般来说，在这种情况下，主从句谓语动词指代的时间不同，所以我们又可以错综时间条件句，在这种虚拟情况，动词形式应根据实际情况灵活使用，在做这些题目时候尤其要注意每道题目的提示语：时间状语。绝大多数情况下，从句或者主句都有相关的时间状语，这是我解题的关键。

If you _____ that late movie last night, you wouldn’t be so sleepy.

A. haven’t watched B. didn’t watch

C. hadn’t watched D. wouldn’t have watched 答案选C。

Had Paul received six more votes in the last election, he would be our chairman now.

混合虚拟语气还有一种情况就是事实和虚拟假设的混合句，这样的句子不仅仅是时间的不同，而重要是事实和假设的混合。

I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week.

该句前半部分是假设虚拟，而后半部分是事实的陈述。

Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time.

该句前半句用的是假设虚拟，后半句主句也用的是假设虚拟（如果你去并且解释的话），但是后半句的从句用的是事实语气，因为“父母病了”是客观事实，故不需要用虚拟形式had been。

6. 含蓄虚拟条件句

含蓄条件句是指句中没有明显的虚拟条件句，而是利用其他手段来暗示存在虚拟条件。但是这类隐含式虚拟条件句往往都可以转化为if引导的条件句。常来表示含蓄虚拟条件的手段有：

（1）介词或介词短语，如but for, but that, without, in case of, under more favorable condition等。

Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today.

A. In spite of B. But for C. Because of D. As for 答案选B。

(2)连词，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯恐)，in order that, on condition that, if only(要是……就好了)等。

She listened carefully in order that she might discover exactly what he wanted. =if she listened carefully, she might discover exactly what he wanted.

If only I had more money, I could buy a car.

(注：lest, for fear that 和 in case 引起的从句中谓语动词多用should+动词原形，但可以不用虚拟语气，而用动词的陈述语气形式。)例如：

The foreign teacher spoke slowly in case we misunderstood him. 这位外籍教师说得很慢以免我们听不懂。

Care must be taken in using this method lest overflow should occur.在使用此法时要小心谨慎，以免会发生溢流现象。

II: wish 后的 that 从句中:

1. 表示现在或将来的愿望,从句中过去式.

I wish I knew his address.

I wish I were young.

2. 表示过去没有实现或不可能实现的愿望, 从句用过去完成式或would, could, might + have + 过去分词.

I wish you had written to him.

I wish I could have slept longer this morning, but I had to get up and come to class.

3. 如果将wish改成wished, 其后that 从句中的动词形式不变.

4. 如果that 从句中用would , 一般表示对现状不满或希望未来有所改变或请求

I wish he would answer my letter.

I wish prices would come down.

I wish you would help me.

I wish you would stop asking silly questions.

StepⅤ Exercises

Ex.1----4 in using structures on page 43.Then check the answers.

Prepare for the Listening and Talking on page 41.

StepⅥ Homework

Prepare for the Listening and Talking on page 41

Afterthoughts

Period 6 Exercises

Teaching aims

Encourage the students learn more about the grammar.

Help the students to form the good habit in learning.

Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

To learn about the past participle used as the attributive and the predicative

Teaching difficulty

To know the differences between the attributive and the predicative

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class as usual.

StepⅡ Reviewing Grammar: The Past Participle

T: In this unit, we have learned a lot about the past participle. Now let’s do some exercises about this grammar.

虚拟语气专练

1.--Did you submit(递交）your application for a Master’s degree(硕士学位）？

--Not yet. If I_____ to see my father, I would have.”

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

2.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I ____.

A. Do B. would C. will D. had

3.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe _____broken the living room window.

A. would he have B. he had C. he would have D. he has

4._______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I know it D. Should I know it

5. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

6.--It is raining, and I have no umbrella.

--Here’s mine, and I insist ____it.

A. you to take B. that you take C. that you taking D. you taking

7. The professor gave orders that the test ____before 5:30.

A. be finished B. will finish C .will be finished D. shall finish

8. I must go there earlier. John has suggested that I _____an hour before the discussion begins.

A. go B. shall go C. will go D. would go

9. I didn’t go to the party, but I do wish I ____there.

A. was B. were C. had been D. went

10. She speaks as if she ____on the spot.

A. was B. were C. had been D. is

11. If I ______ten years younger, I _____ very happy.

A. were, would be B. am, shall be C. were, shall be D. am, would be

12.-- You can ask your brother for help.

-- He is not at home. If he ____, I _____.

A. is, would B. were, would C. is, will D. were, will

13. If you ____the doctors advice, you would have already recovered.

A. follow B. followed C. would follow D. had followed

14. If he had not missed the train, he _____by then.

A. might get B. might have got C. got D. had got

15. What would you have done last night, if you _____to write your homework.

A. hadn’t B. haven’t had C. didn’t have D. hadn’t had

16. -- Did you catch the plane?

--No. if I had hurried, I ______.

A. would B. would have C. could D. did

17. Why didn’t you tell him the truth? If I _____you, I would have.

A. were B. had been C. am D. would be

18.--How do you like the party?

--Wonderful. If you had come with us, you ____a good time.

A. had B. had had C. would have D. would have had

19. If I _____out of my ink, I would have finished writing the paper.

A. didn’t run B. shouldn’t run C. haven’t run D. hadn’t run

20. If you _____early tomorrow morning, you would be there by noon.

A. have started B. were started C. were to start D. had started

21.--Did you hand in your application for a league member?

--Not yet. If I _____to see my father, I would have.

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

22.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I _____.

A. do B. would C. will D. had

23.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe ____broken the living room window.

A. would he have B. he had C. he would have D. he has

24.______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I known it D. should I know it

25. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

Keys: 1-5 DDCCA 6-10 BAACB 11-15 ABDBD

16-20 BBDDC 21-25 DDCCA

StepⅢ Homework

Master the grammar

Preview Listening & speaking.

Afterthoughts

Period 7 Listening

Teaching aims

1 .Knowledge Aims

1).Let the Ss know about some scientists and their life and conditions.

2).Get the Ss to learn to learn how to talk about scientific wok and how to describe a person..

2. Ability Aims

1).Train the Ss’ speaking ability by describing, talking and discussing.

2).Train the Ss’ listening ability.

3. Emotional Aims

Encourage the students to learn from scientists to show interest in scientific exploration and research.

Teaching Important Points

1. Train the Ss’ speaking ability by describing, talking and discussing.

2. Help the students to improve their listening ability.

Teaching Difficulties

Train the Ss’ listening ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡListening

Listen and answer the questions in Exercise1&2

Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.

StepⅢ Discussion

So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41

Look at some sentences structures:

I ’d prefer…

I ’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or

Sample dialogue 1

S1: Who are your favorite Chinese artists?

S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.

S1: Would you like any western artists?

S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension

Sample dialogue 2

S1: Which style would you prefer, two –dimensional or three-dimensional?

S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.

S1: I’d rather like three dimensional style. I like pottery very much

Sample dialogue 3

S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?

S2: I enjoy paper cutting very much. The crafts use simple materials.

S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.

Task 2:

Do some listening practice on page 44.Keys

1 What about visiting some art galleries?

3There’s even a section on Chinese art .I’d like to see that.

4 Well, the Frick Collection is quite small, and it has a beautiful garden.

5 Oh no. It’s too big and crowded.

6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.

7 Metropolitan stays open until 8:45 on Friday evenings.

7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...

2 Listen again and then answer the questions.

P41

3 book 1vase

4wall hanging 2paints and brushes

P41 2

1Xiao Wei. 2It was too expensive.

3Mrs Hang would probably have known What to get Mr Wang.

4At first he liked the book but later he thought the wall hanging would be the best.

5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.

P44 Listening task

1 discuss :In what period do you think they were?

2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.

3 5 2

6 1 4

Learn new words pottery陶器

Buddhism 佛教 Architecture 建筑

Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法

Answer key for Ex.2

15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century

6 20th century

Key for Ex 4

1. Painted pottery.

2. Religious theme, organized system of drawing focused on the use of brush strokes.

3. The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.

4. Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.

5& 6

Painters have become influenced by Western art, both abstract and realistic art painted.

StepⅣSummary and homework

Afterthoughts

Period 8 Reading

Teaching aims

1 .Knowledge Aims

Get the students to know about The Best Of Manhattan’s Art Galleries.

2. Ability Aims

1). Master the skill of gist reading.

2). Develop the students’ reading ability, such as skimming and scanning.

3). Improve the students’ writing ability.

3. Emotional Aims

Arouse the students’ interest in science and devotion to science.

Teaching Important Points

1. Help the students know about Copernicus and his theory.

2. Develop the students’ reading ability.

3. Improve the students’ writing ability.

Teaching Difficulties

Develop the students’ reading ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡWarming up

Talk some background of the best of Manhattan’s art galleries.

StepⅢ Fast Reading

Read the passage quickly and match the number on the map with the names of the museum.

Number on map Museum

Metropolitan Museum of Art

Whitney Museum of American Art

The Frick Collection

Museum of Modern Art

Guggenheim Museum

Step IV Detailed Reading

Complete the chart with the information from the reading passage.

Name Address Type of Art

Which centuries? What countries?

Whitney Museum of American Art 945 Madison Avenue (near 75th St.)

Museum of Modern Art

Metropolitan Museum of Art

Guggenheim Museum

The Frick Museum

Step V Homework

Afterthoughts

Period 9 Speaking & Writing

Teaching Aims:

Help and Enable the students learn how to talk about environment.

Help the students learn how to write a letter asking for permission.

Difficulty and importance

Teach the students learn how to write a letter asking for permission

Teaching methods:

Fast reading; careful reading; discussion

Teaching aids

A computer a projector, and a recorder

Teaching Procedures & ways

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

Fast reading

1. Why do they become worried?

2. What do they hope the headmaster to do for their project?

Careful reading: suppose you were the president of the high school council and you received the letter. Prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

A sample letter:

Dear Mr. Wang,

As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a

chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.

First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.

Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.

Finally, we can also protect ourselves against polluted water. We should take

measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.

We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.

Yours sincerely,

Liu Wei

StepⅣHomework

1 Revise the composition and hand it in tomorrow.

2 Revise the language points for tomorrow’s quiz.

Afterthoughts

篇4：高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)

Teaching Goals

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

2.Listening-and-answering activity to help the students go through the listening material.

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

1.Review the new words appearing in the last periods.

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method to help the students finish the task of writing.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

3.Pair work or group work to make every student active in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

篇5：高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)

Teaching Goals

1.Talk about water and the ocean.

2.Practise communicative skills.

3.Review Modal Verbs.

4.Write an explanation paragraph.

The First Period Warming up& Listening & Speaking

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

Teaching Methods:

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss :Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

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

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it. (a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)

T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.

S: The part above is vegetable oil and the part below is water.

T: Good. Do you know why?

S: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?

Ss :Because oil can’t dissolve in water, but milk can.

T: Very good. Would you like to watch another experiment?

Ss: I’d love to.

T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2.come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

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

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

The Second Period Reading

The Properties of Water

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, add…to, mix with, take advantage of, manage to do

2.Improve the students’ 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 students’ reading ability.

2.Master the following phrases:

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

Teaching Difficult Points:

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 they’ve learned better.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

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 can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s 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-conditioner-the 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, let’s 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-conditioner-the 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 can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t 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 water’s density, the water in the ocean is always moving.

Step Ⅲ 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 let’s 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 molecule…

e.g. I don’t 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 hotel’s facilities.

She took advantage of my generosity.

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

e.g. She is very sensitive to other’s words.

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

Step Ⅳ Listening and Reading Aloud

T: Let’s 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.)

Step Ⅴ 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!

The Third Period Grammar

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:

Step Ⅰ Greetings and Revision

Step Ⅱ 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.

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 0℃ and into a g_____ when heated above 100℃.

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

Step Ⅲ Grammar

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

Ss: 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. Let’s 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 classified 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 function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、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. Who’d 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 A、B、C 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. It’s turn to do the fourth one. Who can try?

S7:I’m 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 don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m 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 let’s 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 doesn’t 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 John’s 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: Who’d like to answer the first question?

S10:I want to have a try. In my opinion, John’s 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:I’d like to answer the question. I don’t 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 didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t 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 John’s problem. It’s 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

Step Ⅳ Summary and Homework

T: Today, we’ve 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. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Fourth Period Integrating skills

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

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

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike? -Yes, of course you ______.

3.The ground is wet. It ______ have rained last night.

4.A machine ______ think for itself. It ______ be told what to do.

5.Tom,don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4:Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases. Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2.have an opportunity to do something

e.g. I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

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

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15 2.The way she deals with the problem

3.that is 4.took advantage of

5.is very sensitive to temperature 6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

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:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ 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 didn’t 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 didn’t happen, or which we’re not sure about.

Step Ⅲ 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, let’s 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, let’s 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.can’t 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 doesn’t 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.-______I use your phone?

-Yes, 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 o’clock.

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

4.You needn’t 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,“don’t need to”,“needn’t” or “don’t 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 needn’t 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 can’t 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 let’s 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 let’s 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 didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, 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, it’s turn to review modal verbs expressing “advice”.Who’d 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 don’t agree with any of the candidates.

T: Well done. What about “should”?

S6:Let me try. You should see “Hero”-it’s 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 don’t 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:You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ 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. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

篇6：Unit 11 全单元教案(新课标版高二英语必修五教案教学设计)

I．单元教学目标

技能目标Goals

▲ Talk about science and scientific achievement

▲ Practise expressing intentions and wishes

▲ Learn about Word Formation (1)

▲ Write a persuasion essay

II．目标语言

功

能

句

式 1．Talk about science and scientists

2. Practise expressing intentions and wishes

If I got the money, I would……

My plan is to…….

I hope that…….

I want/ wish/hope/intend/plan to……

I’d like to……

I’m thinking of……

词汇 1. 四会词汇

Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer

2. 认读词汇

Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid

3. 词组

set foot (in), rely on, put forward,

4．重点词汇

significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,

breakthrough, announce

结构 Word formation

重

点

句

子 1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.

2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

The First Period Warming up &Listening& Speaking

Teaching Aims:

1.Learn and master the following.

(1)New words: engineering, solar, significant, mankind, constitution

(2)Everyday English:

If I got the money, I would…

My plan is to…

I hope that…

I want/wish/hope/intend/plan to…

I’d like to…

I’m thinking of…

2.Train the students’ listening and speaking abilities.

3.Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.

Teaching Important Points:

1.Finish the task of listening to train the students’ listening ability.

2.Practise expressing intentions and wishes to train the students’ speaking ability.

Teaching Difficult Points:

1.How to help the students talk in English about science and scientific achievement freely.

2.How to help the students finish the tasks of listening and speaking smoothly.

Teaching Methods:

1.Listening and speaking to train the students’ ability to use English.

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

Teaching Aids: a tape recorder, a projector and a computer

Teaching Procedures:

Step I Warming up

Show the pictures of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.

T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)

1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?

2. What are some other scientific achievements that you think are important?

3. Do these achievements have anything in common? If so, what?

Five minutes later ask some students to speak out their opinion.

T: Ok. Please stop here. I’d like to listen to your opinions.

S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.

S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.

S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment…

T: Good! Do these achievements have anything in common?

Ss: These great achievements have changed the world.

S8: And all these great achievements were made by westerners/ foreigners.

T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.

Step II Listening

T: The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success. Can you follow me?

Ss: Yes.

T: Well, now look at the chart in Exercise 1 at the top of Page 2 quickly. Then I’ll play the first part of the tape for you to complete it. After that, I’ll check your answers.

(After checking the answers to Exercise 1,teacher goes on to deal with Exercise 2)

T: Well done. Now, listen to Part 2 and complete the sentences in Exercise 2.If necessary, I’ll play it twice for you to finish or check your answers. OK?

Ss: OK.

T: I’ll play it. Listen carefully!

(At last, teacher deals with Exercise 3.)

T:OK. So much for the tape. Now imagine you were the first person on Mars, or the first cloned human being or the first person to travel in time, what would you say? Any volunteer?

S1:If I were the first person on Mars, I would say “I’m here from the earth.”…

S2:…

T: Wonderful. If you want to do research about something, besides hard work, what else do you need?

Ss: Modern equipment and money, especially money. You get enough money, and then you get the equipment you need. Funds are essential for doing research.

T: You are right. Now, please look at the Speaking part.

Step III Speaking

T: Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, I’ll put you in groups of five to have a discussion. Four group members represent scientists; one member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why. Is everything clear?

Ss: Yes.

T: And following the situation, there are some useful expressions. You can use them to express your intentions and wishes. Let’s go through them together before your discussion.

(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class.)

Step IV Summary and Homework

T: In this class, we’ve mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we’ve learnt more about science and scientific achievement. Moreover, we’ve learnt some useful expressions to express intentions and wishes, such as “If I got the money I would…;My plan is to…;”(Teacher writes them on the blackboard.)After class, try to practise using them and preview the reading part. So much for today. Goodbye, everyone.

Ss:Goodbye, Mr/Ms…

The Second Period Reading

Teaching Aims:

1. Target Language:

a. 重点词汇和短语

likely zone, private, grasp, master, perfect, arrange, rely, failure, locate, valley, set foot in, rely on

b. 重点句型

①Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.

②Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

2.Ability goals: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.

3. Learning ability goals: Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points

The development of Zhongguancun and great achievements China has made in recent years.

Teaching difficult points

How to analyze the text and grasp the main idea of the text.

Teaching methods Listening, reading, discussing

Teaching aids a tape recorder, a projector and a computer

Teaching procedures:

Step I Revision

Check the homework..

Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.

Ask some students to read words and expressions in Unit 11.

Step II Pre-reading

Deal with the questions in the pre-reading part.

T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?

S1: I think I will need support from academies of science.

S2：I think I will need support from the government, i.e. special policy to support my company.

S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.

S4:……

T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?

S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.

S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.

S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.

S11: Scientific achievements also change our way of thinking…

T: So scientific achievements are very important. Then you will good answers to this question:

Why do scientists spend so much time trying to achieve something?

S15: Because they like to do something valuable.

S16: Then they turn their wishes into reality.

S17: They are doing something to strengthen the social development.

T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.

Step III Leading in

Help students to learn something about the symbol of Zhongguancun..

T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the PowerPoint.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.

Step IV Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.

T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.

Show the form on the PowerPoint.

Zhongguancun is located in Northwestern Beijing

What is it? China’s Silicon Valley

In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone

Zhongguancun is home to A growing number of overseas Chinese;

A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More that 8,000 hi-tech companies

Its effect On business& science

Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.

Zhongguancun is located in Beijing’s Haidian District Northwestern Beijing

What is it? New center for Chinese science and technology China’s Silicon Valley

The science center got started In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry

Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies

Its effect positive On business & science

T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.

Skimming

Ask students to skim the text and then finish the post-reading questions.

T: Look at the post reading questions first. Then skim the text to find the answers.

Then check the answers with the whole class.

Suggested answers: 1. A.B.C.D 2. D 3.C.D 4.B 5. C.D

Sum up the main idea of each part.

Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.

In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.

(Cooperative learning)

T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.

After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.

T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.

(Show the suggested answers on the PowerPoint.)

The main idea of each part

Part1 (Paragraph1-2)

General introduction of Zhongguancun.

Part2 (Paragraph 3-7)

Why Zhongguancun attracts more and more overseas Chinese.

Part3 (Paragraph 8-9)

The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.

T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.

Step IV Explanation

T: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape for you .Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.

T: Do you have any difficulties with the text？

S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?

T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.

E.g. The train is likely to be late.

She is not likely to come next month.

S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?

T: No, “not all” means” some”.Do you have any other questions?

Ss: No.

T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.

Step VI Homework

Surf on the internet and find more about Chen Chunxian and Zhongguancun.

The Third Period Grammar

Teaching Aims:

1. Learn the Grammar--- Word formation (I)

2. Study the ways of forming a word and enlarge students’ vocabulary.

3. Enable students to use context clues and what they know about word parts to guess the meaning of new words.

Teaching important points:

The ways of forming a word.

Teaching difficult points:

How to guess the meaning of a new word.

Teaching methods: Explaining and practising

Teaching aids: 1. a projector 2. a computer

Teaching procedures:

Step I Lead in

T: Good morning afternoon, class!

Ss: Good morning afternoon,Mr/Ms…

T: This week we are learning Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?

S1“Scientific”is the adjective form of” Science”.

S2:“Achievement “ is the noun form of “achieve”.

T: Observe them carefully; can you explain how they are formed?

S3:” Science” is a noun, if we add –fic to it, then we get its adjective.

S4: “achieve” is a verb. If we add –ment to it, we get its noun.

T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)

Step II Grammar

Ask students to observe the given words carefully and find out how words are formed.

T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)

affix

infix

prefix

suffix

Teacher explains the following.

T: What do these words (nouns) have in common?

Ss: All of them contain the root “fix”.

T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get

af + fix

in + fix

pre + fix

suf + fix (These will be shown on the PowerPoint)

T: What does 'fix' mean?

Ss: Fix means attach to, fasten, stick, glue.

T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?

'in' a room, 'in' a sentence, 'in' a word.

'pre' means before like in pre-war, pre-school, premature.

So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)

What about 'af' and 'suf'?

That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.

'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).

Why have the d in 'ad' and the b in 'sub' changed into f?

The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .

So what do affix and suffix actually mean?

Ss: affix - to attach something to (a word)

suffix -to attach something at the end of (a word)

T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word

There are three kinds of affixes:

added inside the word - infix

added at the beginning of the word - prefix

added at the end of the word – suffix

Ss: What's this good for then?

T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.

The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.

If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)

(away) abstain, absent, absolve

(to) adverb, advertisement, advance, adjoin

in /il-/im-/ir-

(not) incapable, indecisive, intolerable , illegal, impossible, irrugular

inter

(between, among) international, interaction interdependent, interprovincial

pre

(before) prerecorded, preface prefer

post

(after) postpone, postscript, postwar

sub

(under, not quite) subsoil, subscription, suspect ,subway, subnormal

trans

(across, to a changed state) transfer, transit, translate, transport ,transform

Step III Practice

T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).

international= inter-+national telephone= tele-+phone

mankind=man+kind broadband= broad+band

extremely=extreme+-ly manned= man+ -ed

hi-tech= high+technology email= electronic mail

IT= information technology CSA= Chinese Space Agency

S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.

T: Good! What about the others?

S2: Mankind and broadband are formed in the same way. Each is made up of two words.

S3:Extremely and manned are formed by adding a suffix.

S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.

S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.

T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.

Deal with the rest of exercises in the same way.

Step IV Exercises( workbook)

T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.

Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.

The Fourth Period Integrating Skills

Teaching Aims:

1. Target language

a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward

b. 重点句型In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.

2. Help students to learn about scientific achievements in different fields made by Chinese.

3. After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.

Teaching important points

Help students to learn about scientific achievements in different fields made by Chinese.

Help students to realize scientific achievements rely on science and education and knowledge will

help them to achieve their goals.

Writing: Write a persuasion essay.

Teaching difficult points

How to write a persuasion essay.

Teaching methods: Task-based teaching method

Teaching aids: 1. A recorder 2. A projector 3. A computer

Teaching procedures:

Step I Leading in

T: Though the scientists had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.

Step II Integrating skills

Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.

T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.

Field Achievements Importance

Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight

Genetic research A new kind of rice which allow farmers to increase production；

Completed part of the international human genome project in A leader in the field of genetic research;

Proving that Chinese scientists are among the world’s best

Computer engineering A new high-speed broadband network was recently started;

Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.

Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.

After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.

Step III Writing

T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.(After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.)

Step Ⅳ Homework Finish writing your essay.

篇7：book5 unit4 making the news全单元教案 (新课标版高二英语必修五教案教学设计)

单元教学目标

talk about jobs in a newspaper

talk about the basic qualities and skills a journalist should have

learn about the writing and printing process for an article and what is the primary source and the second source

learn how to use Inversion correctly

learn how to make an appointment

write a newspaper article

教材重组及课型设计

1st period Reading

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

2nd period words & expressions

(整合Learning about Language 中的 Discovering useful words and expressions与 Workbook中的 Using words and expressions)

3rd period Grammar

(整合Learning about Language 中的 Discovering Structures与 Workbook中的 Using Structures)

4th period Extensive Reading

(整合Using Language 中的 Reading与 Workbook中的 Reading Task)

5th & 6th period Speaking and Writing ((整合Workbook中的 SPEAKING TASK and WRITING TASK)

7 th period Listening and Speaking

(整合Using language 中的Listening and Speaking 与 Workbook中的 Listening, Talking）

The 1st Period Reading

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

Teaching Aims:

1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. Enable the students to learn some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Learn about how to be a good reporter

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

II. Prediction (pre-reading):

Task 3: Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 4: Read the text quickly to get a general idea of the text.

Task 5: Divide the passage into three sections and match the following main ideas to the three sections：

How to get an accurate story

How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

Work in a team

Task 6 Read quickly to find out the information to fill in the form below

Task 7: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

A reporter A photographer

IV. Summarizing

Task 8: Write a summary of the text

V. Assignment

Read an English newspaper and retell the main idea of one article in it.

The 2nd Period Words & Expressions

Teaching Aims:

Get the students to know how to use some words and expressions correctly and appropriately

Important Points and difficult points

Use some words and expressions correctly and appropriately

Teaching methods

Demonstrating and summarizing; practicing

Teaching procedures:

1. occupation n.

1). Teaching is my occupation. 职业

2). Swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

He is looking around for .

: artist

He is out of .

She chose teaching as her .

She’s a lawyer by .

He’s a carpenter by .

2. assign v.

assignment n.

She gladly accepted the assignment. (分派的任务;工作)

The English assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

We should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

Who is experienced in cooking in your home?

5. The first/last time + 时间状语从句

The first time I came here, I was not used to the climate here.

Cover n. 封面,掩盖(物) ；

1). Tom will covered the outbreak of the disease.

2). The road was covered with snow.

3). She laughed to cover her worry.

4). The red army covered about 30 miles a day.

5). Is the money enough to cover the cost of a new shirt?

7. Be eager for sth. (sucess)

to do sth.

that clause

He is eager to see his daughter.

We are eager that the project should be started early

be anxious about =be worried about

8. Concentrate on sth./doing sth.

We should concentrate on our study.

Tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

The meeting is of great importance.

Each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). I sat in the front of the bus to ___ _ a good view of the countryside.

2). Gradually we _______ experience in how to do the work.

3). They _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

She has an ear for music. 有鉴赏能力

She has an eye for color and style in clothes. 有眼光

12. Meanwhile=in the meanwhile

=in the meantime

=at the same time

Mother went shopping; meanwhile, I cleaned the house

13. trade n. v.

1). Japan does lots of trade with the United States.

2). He is a shoemaker by trade.

3). She trades 3 apples for some bananas.

14. Trick

1). 窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). He got into the building by a trick (诡计,花招)

15. Challenge

1).He challenge my view on that matter.

2).To finish the job in 2 days was a real challenge.

16. Support

n. 1).I need your support.

v. 1)为…提供证据,证实

2) The old man entered the room supported by his grandson.

3). He has always supported the weaker party.

4). He has a large family to support.

17. Case

1).He thought he had solved the problem , but that was not the case.

2).Here is a case of being careless.

3).We will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句以防;可能；倘若

Take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

Tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

I got up at five so as to catch the train

19. admit

admit doing /having done

admit sb. Into/to (the university)

Lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

Finish Ex 3 on Page 29

Assignment

Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)

Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.

The 3rd Period Grammar

Teaching Aims:

Get the students to use “Inversion” correctly and appropriately

Important Points and difficult points

Use “Inversion” correctly and appropriately

Teaching methods

Task-based method; Demonstrating; discussion; summarizing; practicing

Teaching procedures:

I. Presentation

Task 1: Comprehend the following sentences

Only then did I begin my work on designing a new bridge.

=I began my work on designing a new bridge only then.

2. Not only was there a Christmas tree, but also exciting presents under it.

=There was not only a Christmas tree, but also exciting presents under it.

Inversion: 起强调作用

II. Analyzing & summarizing

Task 2: Find 4 examples of inversion in the reading passage

1. Never will Zhou Yang forget his first assignment at the office of China Daily.

2. Only when you have seen what he or she does, can you cover a story by yourself.

3. Not only am I interested in photography, but I took a course at university.

4. Only if you ask many different questions will you acquire all the information you need to know

Task 3: Analyze the sentences above and summarize the rules

1. Why can these sentences use inversion ?

2. How are these inverted sentences made?

※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。

※ 部分倒装:只把谓语的一部分(如助动词情态动词)等放到主语前，或把句子的强调部分提前。

Task 4: Analyze more sentences below and summarize the rules

1) Only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

As she was exhausted

If she was exhausted

Exhausted as she was

Now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

3) . I often go out for a walk after supper. So does she.

4). If you don’t wait for him, nor shall I.

※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

III. Practice

Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)

IV. Analyzing & summarizing

Task 6: Analyze sentences below and summarize the rules

1). There appeared a man in black in the distance.

2). Under the tree sits a beautiful girl.

Inversion(倒装) → 部分倒装

↘ 完全倒装

※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※ 完全倒装:把整个谓语动词放到主语之前

3)The teacher came in and the class began.

=In came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

A. Jumped down the thief

B. Down the thief jumped

C. The thief jumps down

D. Down jumped the thief

5). Here we are.

※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

V. Assignment：

Do Exercise 1 on Page 64 (“Using Structures” in Workbook)

The 4th Period Extensive Reading

Teaching Aims:

1. Enable the students to know writing and printing process for an article and what is the primary source and the second source

2. Enable the students to consolidate some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Enable the students to know writing and printing process for an article and what is the primary source and the second source

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task1.Review the types of jobs in a newspaper

Task2. Talk about the process of making a newspaper? (Group discussion)

Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

II. Skimming and summarizing

Task 3: Read and fill in the form

Task 4: Learn some words and expressions

1. Accurate 准确，精确

1) Is this watch accurate?

2) His information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

1). As soon as I got home, I set to preparing supper.

2). They’ll set to the project, as soon as it is approved.

※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).Your parents won’t approve of your going there. = agree on

2).I cannot agree to this plan. =approval of

4. process v. 加工,处理

1) The street is in the process of repair

2). They are using a new process to make glass.

process food adj. 加工过的,处理的

Task 5: Retell the main process of making a newspaper

III. Read the passage on page65 (“Reading Task) and answer the following questions

IV. Assignment

Read an English newspaper and retell the main idea of one article in it.

The 5th & 6th Period Speaking and Writing

Teaching Aims:

1. Enable the students to express opinions of their own and do news-writing

2. Improve the students’ writing

Important Points and difficult points

Help the students learn how to express their own opinions and write the news clearly

Teaching methods

Cooperative learning; Task-based method

Teaching procedures:

I. Present the task: making a newspaper

Make a newspaper for your schoolmates

The best newspapers will be put up on the “English Corner”.

II. Speaking

Skim & scan the main columns of the sample newspaper:

The Columns of the newspaper

The articles of the newspaper

Task 1: Discuss how to make a popular newspaper for your schoolmates

(elect the best designer of a newspaper in the end):

What columns will the newspaper have?

What topic will each column talk about?

How to do it cooperatively in a group?

Task 2: Discuss the form of a newspaper article by reading the model article on Page 68)

List the facts and the opinions that go with them

Clear structure:

State the situation of a story in Paragraph 1;

Set out what happened clearly in paragraphs 2 and 3;

State how the story ended and your opinion on what happened in Paragraph 4.

Logical(coherent)

Connecting Words and Phrases:

※ Illustration or example: I think, I suggest, in other words, for example, in fact, that is

※ Addition: Besides, moreover, in addition, again, also, and, finally, first, further, furthermore, last, next, second

※ Comparison: also, in the same way, similarly

※ Contrast: but, however, otherwise, although, but at the same time, even though, in contrast, in spite of, instead, nevertheless, on the contrary, on the other hand, though

※Summary: in short, in a word, in all, in brief, therefore, as has been said, in conclusion, in summary, on the whole, to summarize

※Emphasis: certainly, indeed, in fact, of course

III. Writing

Task 3: Write an article for your group’s newspaper

Task 4: Evaluation of writing

Criterion Excellent

(20-25分) Good

(15-20分) Average

(10-15分) Poor

(5-10）

Point of view

Organization

Language

Overall Impression

Task 5: Evaluation of Your Work in Class

The best co-operating groups

The best editors

The best writers

IV. Assignment

Finish making the newspaper in a group.

The 7 th Period Listening and Speaking

Teaching Aims:

1. learn how to make an appointment

2. Improve the students’ listening and speaking skill

Important Points and difficult points

Learn how to make an appointment

Teaching methods

Task-based method

Teaching procedures:

I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)

II. Listening

Task 2: Listen and circle the correct summary of the listening passage.

This is about a young man who is refused an interview with Liu Ming.

This is about a young man who is trying to arrange in interview with Liu Ming.

This is about a young man who wants to ask Liu Ming about how to work abroad.

Task 3: Listen to the tape again and answer questions on Page 32.

Task 4: Listen to the tape again and try to note down the dialogue (pair work)

Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)

III. Speaking and Listening

Discuss the phrase that may be used in making appointments (input)

Shall we make an appointment? How about…?

When are you free? When do you think is convenient for you?

Is it possible to…? I shall be busy at… and… but I can be free at…

Where is the best place? Maybe we can meet at…

Task 6: Make an appointment according to the situation in Ex3 on Page 32

Task 7: Listen to the tape and do Ex 1 and Ex2 (LISTENING)) on Page 62.

IV. Assignment

Work in pairs. Make an appointment according to the situation in Ex 1 (TALKING) on Page 62

篇8：模块5 Unit 2 全单元语言点详备教学案(译林牛津版高二英语必修五教案教学设计)

Reading: The economy or the environment----must we choose?

1. a television debate on environmental issues

debate vi. 辩论，争辩，考虑，思考 debate (about) sth

debate + wh + to do

①The government is debating the education laws. _______________________

②______________________________________________________________

他在考虑去散步还是去访友。

n. 讨论，辩论会

①Who opens the debate? _____________________

②It is _____ _______ about __________ _____________ for criminals.

这是一场关于惩治罪犯的争论。

beyond debate _无可争辩___ hold a debate _举行辩论会

a warm/heated debate_激烈的辩论____debate sth. with sb. __与某人争论某事

debate with oneself 仔细考虑，盘算

2．we will open the floor for discussion.

floor n. 发言权

have/ get the floor 取得发言权

take the floor 起立发言或演讲

1) 他没有取得发言权。___________________________________

2) 现在请总统讲话。 ___________________________________

3. the way large areas of the world are damaged by industrial waste.

the way to do

the way of doing

the way that/ in which/ 省略 + 句子

1）I don’t know the way _____________________ (solve) the problem.

2）The way ___ you thought of _____ the problem is excellent.

a. in which; solving b. that; solving

c. /; to solve d. in which; to solve

3） ______ matters is not what you said but the way _____ you said that.

a. that; what b. that; / c. what; how d. what; in which

4. Other types of waste flow into our water.

flow vi. 流动，漂浮

①The Yalu River flows between China and Korea. ____鸭绿江介于中国和朝鲜之间

②我姐姐的长发自然地飘垂在背后。

__My sister’s hair flowed down her back._

n. 流动，流量，流畅

①There was a heavy flow of traffic on the road. _____________________________

②The government is trying to stop the increasing flow of refugees entering the country.

__________________________________________________________________

flow away __流走___________ flow from ___从…中产生__________

flow into __流入___________ flow down_流下____________

5. In addition, many sea creatures are being wiped out by fishing boats.

in addition 另外，加之 in addition to sth 加之……；除了……之外。

When he fell off his bike, he hurt his arm and, ______________________ his glasses.

他从车上摔下来，摔伤了胳膊，还有眼镜。

There was an earthquake and, ________________, (另外) there were huge waves.

He speaks French _________________________ English. （除了英语以外）

in addition 的近义词组：____________________________________________

wipe out 彻底消灭，摧毁，除去，取消

几年的辛苦劳动之后，他们终于还清了所有的债务。

_________________________________________________________________

wipe sth away/ off/ up 擦净/ 掉

wipe sth from sth 把........从........上擦掉

1) The whole village was ________________ in the battle.

2) Wipe the writing _____________the blackboard.

3) “Men don’t cry,” she _____, ______ the tears from my eyes.

a. said; wiped b. said; wiping c. saying; wiped d. saying; wiping

6. This will have a lasting effect upon the number of fish left for us to eat.

have an effect on/ upon … / have an influence on 对.........有影响

put/ bring sth into effect 使.........生效，实施

come into effect 生效，开始实施

take effect 开始起作用，见效

1) The book ___________________________________________(对我有很大影响)

2) The plans will soon be __________________________________ (即将付诸实施)

3) New controls __________________________________ next month.（开始实施）

4) The medicine soon ________________________________________. （见效）

5) ______ by the traditional ideas, people often consider ______ unsuitable to wear white on the wedding ceremony.

a. affected; that b.affected ; it c. effected; that d. influencing; it

left for us to eat 过去分词短语做fish 的定语。过去分词做定语表示动作的完成，现在分词做定语表示动作正在进行，不定式做定语表示动作没有发生。

1) There were many people ___________ (play) outside.

2) The bridge ___________ next year is just between the one ______ last year and the one ____________ now. (bulid)

3) Hopefully, the government will treat the ___________ (pollute) water.

7．While we damage our environment, we keep...............

While

1．当..........时候，指一段时间（=when）不能用来表示点时间。

_______________ I was sleeping, a thief entered the house.

We were about to go shopping _________ John dropped in.

2．并列连词然而

Some people waste food while others haven’t enough.

3．引导让步状语从句 = though/ although

尽管我们意见不一致，我们仍然是朋友。

____________________________________________________

4．只要，既然

It doesn’t matter what you do _while____ you are happy.

用作名词，表示一段时间

for a while _______________ in a while _____________

once in a while ______________

8. The world’s population has grown to more than six times what it was in 1800.

1) There are more than 40 students in this class. (more than + number )

2) When I asked them for help, they were more than glad to come. (more than +adj)

3) This dictonary is more than a dictionary. It’s like a grammar book. (more than + n )

4) What she said is more than he can understand. (more than +主+ can/ could + 谓语 )

5) She is more shy than unfriendly. (more…than…与其说.......不如说)

6) A boy of no more than six got on the bus.

A boy of not more than six got on the bus.

7)The book is not more expensive than that one.

__这本书没有那本书贵___________

The book is no more expensive than that one.

___这本书和那本书都不贵_____

表示倍数的三个句型

这个房间是那个房间的三倍大。

1) This room is ______________as _________ as that one.

2) This room is twice _________ than that one.

3) This room is 3 times __________________ that one.

注意：The output of cars in is 7 times _that___(the output ) of .

The output of cars in 2006 is 7 times _what____it was in 2000.

9. The figure is now approaching 6.5 billion people!

approach vt. 接近，靠近n. 方法，入口，通路

①圣诞节快到了。______________________________________

②他是一个难以接近的人。______________________________

③该题有多种解法。 ___________________________________

10. we should try to cut back on production..............

cut back (on) 削减，缩减 cut down 砍倒，

cut off 切断，隔绝，停止供应 cut up 切碎

The doctor advised him to____________foods containing too much sugar.

King Charles had his head ______________.

If you don’t pay the gas bill, it will be _______________.

More and more trees are ____________________.

______________ apples into small pieces before feeding it to the baby.

11. It would be beneficial to expand..............

beneficial adj. 有益的 be beneficial to 对……有益=be of benefit to

n.利益，好处，受益 v. 有益于 benefit from

① 好朋友对你一生有益。____________________________ all your life.__

② His words benefited me a lot. ___________________________________

③ 每天锻炼对我们有益。_______________________________________

12. It is obvious that you are very concerned about the present situation..........

It is obvious that............= Obviously.......

It is apparent that...........= Apparently......

concern vt 与..........有关，引起.........的关心

这封信与你无关。______________________________________.

The result concerns everybody. ______________________________.

公主的结婚引起国内所有人的关心。

The princess’s marriage _____________________________________.

n. 关心，担心，所关心的事，关系

have no concern with 与…无关

show concern for sb. 关心某人

I have no concern with the company.

She showed a great deal of concern for her son’s illness.

My greatest concern is the economy of China.

adj. be concerned about/for/over 关心/担心

be concerned with 关注, 涉及

I’m concerned _________ her safety.

The story is concerned __________ fairies.

Concerned parents discouraged kids from surfing websites concerning games.

______________________________________________________________.

prep concerning 关于

so/as far as sb(sth) be concerned 就............ 而言

13. I’m often seen as being against the environment.

see…as将..........视为，把...........看作

look on/ consider/ treat / regard/ think of........…as

他的朋友把他视为将来的流行歌手。

_____________________________________________

我决定把他的话当作戏言。

_____________________________________________

14. economic development is bad for the environment

economy n. 经济 national economy 国民经济

economic adj. 经济的 economical adj. 节俭的，节约的

economics n. 经济学 economist n. 经济学家

environment n. 环境

environmental adj. 环境的，与环境有关的

environmentally adv. environmentalist n. 环境保护论者

篇9：模块5 Unit 2 全单元语言点详备教学案教师版(译林牛津版高二英语必修五教案教学设计)

Reading: The economy or the environment----must we choose?

1. a television debate on environmental issues

debate vi. 辩论，争辩，考虑，思考 debate (about) sth

debate + wh + to do

①The government is debating the education laws. _政府正在就教育法进行辩论.___

②__He was debating whether to go for a walk or to visit a friend

他在考虑去散步还是去访友。

n. 讨论，辩论会

①Who opens the debate? 谁先发言

②It is ___a___ __debate_ about ___the _______ _punishment___ for criminals.

这是一场关于惩治罪犯的争论。

beyond debate _无可争辩___ hold a debate _举行辩论会

a warm debate_激烈的辩论____ debate sth. with sb. __与某人争论某事

debate with oneself 仔细考虑，盘算

2．we will open the floor for discussion.

floor n. 发言权

have/ get the floor 取得发言权

take the floor 起立发言或演讲

1) 他没有取得发言权。____He didn’t get the floor_____

2) 现在请总统讲话。 ___I now invite the president to take the floor________

3. the way large areas of the world are damaged by industrial waste.

the way to do

the way of doing

the way that/ in which/ 省略 + 句子

1）I don’t know the way _to solve/ of solving (solve) the problem.

2）The way _C___ you thought of _____ the problem is excellent.

a. in which; solving b. that; solving

c. /; to solve d. in which; to solve

3） ___D___ matters is not what you said but the way _____ you said that.

a. that; what b. that; / c. what; how d. what; in which

4. Other types of waste flow into our water.

flow vi. 流动，漂浮

①The Yalu River flows between China and Korea. ____鸭绿江介于中国和朝鲜之间

②我姐姐的长发自然地飘垂在背后。

__My sister’s hair flowed down her back._

n. 流动，流量，流畅

①There was a heavy flow of traffic on the road. __那条路上车水马龙.

②The government is trying to stop the increasing flow of refugees entering the country.

__政府正在设法阻止越来越多的难民流入中国

flow away __流走___________ flow from ___从…中产生__________

flow into __流入___________ flow down_流下____________

5. In addition, many sea creatures are being wiped out by fishing boats.

in addition 另外，加之 in addition to sth 加之……；除了……之外。

When he fell off his bike, he hurt his arm and, _in__ _addition__ __to___ his glasses.

他从车上摔下来，摔伤了胳膊，还有眼镜。

There was an earthquake and, __in__ addition___, (另外) there were huge waves.

He speaks French __in___ _addition_____ ___to____ English. （除了英语以外）

wipe out 彻底消灭，摧毁，除去，取消

几年的辛苦劳动之后，他们终于还清了所有的债务。

__They finally wiped out all the debts after years of hard work.___

wipe sth away/ off/ up 擦净/ 掉

wipe sth from sth 把........从........上擦掉

1) The whole village was _wiped out______ in the battle.

2) Wipe the writing __from____the blackboard.

3) “Men don’t cry,” she _B____, ______ the tears from my eyes.

a. said; wiped b. said; wiping c. saying; wiped d. saying; wiping

6. This will have a lasting effect upon the number of fish left for us to eat.

have an effect on/ upon … / have an influence on 对.........有影响

put/ bring sth into effect 使.........生效，实施

come into effect 生效，开始实施

take effect 开始起作用，见效

1) The book __has a strong influence on me__________(对我有很大影响)

2) The plans will soon be ___put into effect___________________ (即将付诸实施)

3) New controls _come into effect____________ next month.（开始实施）

4) The medicine soon __took effect___________. （见效）

5) _B_______ by the traditional ideas, people often consider ______ unsuitable to wear white on the wedding ceremony.

a. affected; that b.affected ; it c. effected; that d. influencing; it

left for us to eat 过去分词短语做fish 的定语。过去分词做定语表示动作的完成，现在分词做定语表示动作正在进行，不定式做定语表示动作没有发生。

1) There were many people _playing______ (play) outside.

2) The bridge _to be built______ next year is just between the one _built______ last year and the one __being built_______ now. (bulid)

3) Hopefully, the government will treat the __polluted_____ (pollute) water.

7．While we damage our environment, we keep...............

While

1．当..........时候，指一段时间（=when）不能用来表示点时间。

__While / when_______ I was sleeping, a thief entered the house.

We were about to go shopping _when__ John dropped in.

2．并列连词然而

Some people waste food _while__ others haven’t enough.

3．引导让步状语从句 = though/ although

尽管我们意见不一致，我们仍然是朋友。

__While we don’t agree, we continue to be friends.___

4．只要，既然

It doesn’t matter what you do _while____ you are happy.

用作名词，表示一段时间

for a while _一段时间_________ in a while __一会儿后 ____________

once in a while ___偶尔,间或_____

8. The world’s population has grown to more than six times what it was in 1800.

1) There are more than 40 students in this class. (more than + number )

2) When I asked them for help, they were more than glad to come. (more than +adj)

3) This dictonary is more than a dictionary. It’s like a grammar book. (more than + n )

4) What she said is more than he can understand. (more than +主+ can/ could + 谓语 )

5) She is more shy than unfriendly. (more…than…与其说.......不如说)

6) A boy of no more than six got on the bus.

A boy of not more than six got on the bus.

7)The book is not more expensive than that one.

__这本书没有那本书贵___________

The book is no more expensive than that one.

___这本书和那本书都不贵_____

表示倍数的三个句型

这个房间是那个房间的三倍大。

1) This room is _three times _______as __large____ as that one.

2) This room is twice _bigger____ than that one.

3) This room is 3 times _the size of_______________ that one.

注意：The output of cars in 2006 is 7 times _that___(the output ) of 2000.

The output of cars in 2006 is 7 times _what____it was in 2000.

9. The figure is now approaching 6.5 billion people!

approach vt. 接近，靠近n. 方法，入口，通路

①圣诞节快到了。_The Christmas Day is approaching.__

②他是一个难以接近的人。_He is a man hard to approach._____

③该题有多种解法。 _The question has many approaches.__

10. we should try to cut back on production..............

cut back (on) 削减，缩减 cut down 砍倒，减少

cut off 切断，隔绝，停止供应 cut up 切碎

The doctor advised him to_cut back on____foods containing too much sugar.

King Charles had his head ___cut off________.

If you don’t pay the gas bill, it will be __cut off_________.

More and more trees are __cut down____________.

__Cut up_______ apples into small pieces before feeding it to the baby.

11. It would be beneficial to expand..............

beneficial adj. 有益的 be beneficial to 对……有益=be of benefit to

利益，好处，受益 v. 有益于 benefit from

① 好朋友对你一生有益。_A good friend is beneficial to you all your life__

② His words benefited me a lot. __他的话让我受益匪浅

③ 每天锻炼对我们有益。_We benefit from daily exercise___

12. It is obvious that you are very concerned about the present situation..........

It is obvious that............= Obviously.......

It is apparent that...........= Apparently......

concern vt 与..........有关，引起.........的关心

这封信与你无关。_This letter does not concern you_________.

____这结果关系着每一个人。_ The result concerns everybody.

公主的结婚引起国内所有人的关心。

The princess’s marriage ___concerns all the people in the country____.

n. 关心，担心，所关心的事，关系

have no concern with 与…无关

show concern for sb. 关心某人

I have no concern with the company.

She showed a great deal of concern for her son’s illness.

My greatest concern is the economy of China.

adj. be concerned about/for/over 关心/担心

be concerned with 关注, 涉及

I’m concerned _about____ her safety.

The story is concerned _with_____ fairies.

prep concerning 关于

so/as far as sb(sth) be concerned 就............ 而言

Concerned parents discouraged kids from surfing websites concerning games.

__忧心忡忡的父母阻止孩子上关于游戏的网站___.

13. I’m often seen as being against the environment.

see…as将..........视为，把...........看作

look on/ consider/ treat / regard/ think of........…as

他的朋友把他视为将来的流行歌手。

_His friends see him as a future pop star________

我决定把他的话当作戏言。

_I decided to treat what he said as a joke.______

14. economic development is bad for the environment

economy n. 经济 national economy 国民经济

economic adj. 经济的 economical adj. 节俭的，节约的

economics n. 经济学 economist n. 经济学家

environment n. 环境

environmental adj. 环境的，与环境有关的

environmentally adv. environmentalist n. 环境保护论者

篇10：模块5 Unit 3 全单元语言点详备教学案(教师版)(译林牛津版高二英语必修五教案教学设计)

1. Science is developing so fast that it is beyond our imagination.

科学发展如此之快，以致于超出了我们的想像。

beyond prep. （表范围）越出（某事物）范围;超越:

（表位置）在或向（某物）的远处:

*beyond one’s power非某人能力所能及的

*beyond praise 夸不胜夸的

*be beyond sb. 使人无法想像/理解/做等

①自行车没法修理了。The bicycle is beyond repair.

②We can’t see anything beyond the river because of the fog.

由于有雾，河的那边我们什么也看不见。

③ The beauty of the West Lake in Hangzhou is _________ description.

A. with B. in C. beyond D. on

Reading : The perfect copy

1. A recent announcement by scientists that …

announcement n. 宣告，通告

*make an announcement

announce v.宣布; 宣告; 发表

*announce sth. (to sb.)

*announce (to sb.)that

①She announced the winner of the competition to an excited audience.

她向激动的观众宣布了比赛的冠军。

②宣布比赛什麽时候开始了吗?

Have they announced when the race will begin?

比较declare v. 正式宣布（某事）; 表明:

declare sth./that/ sb. (to be)

① declare `war (on/against sb) 向… 宣战

② declare the meeting open/closed 宣布会议开始/结束

③ She was declared (to be) guilty. 已宣判她有罪.

2. …has caused much debate and has shocked many people around the world.

shock v [尤用於被动语态] 使（某人）震惊;

*sth. shock sb.

*sb. be shocked at/by sth./ to do

*sth. be shocking 令人震惊的

① He was quite shocked to hear the shocking news.

② 她所说的真的让我很震惊。

What she said really shocked me./

I was really shocked at/by what she said.

n. [C] 震惊; 震骇; 惊愕; 强烈的冲击或震动

①I felt the shock as the aircraft hit the ground.

飞机着陆时我感觉到震了一下.

②听说他的病很严重, 我吃了一惊.

It gave me quite a shock to be told he was seriously ill.

3. On the other hand, some scientists point out that if you clone an embryo…

on the one hand, on the other (hand) 一方面，另一方面

我不想去那里。一方面因为我没时间，另一方面我没钱。

I don’t want to go there. On the one hand, I have no time and on the other hand, I have no money.

与hand 有关的短语：

give/lend sb. a hand 帮某人一个忙 by hand 用手工

hand in hand 手拉手 at hand 在手头上

hand in 上交 hand over ... to… 移交

hand out 分发 hand sth down …to 把… 传递给

hand on… to sb. 把… 转交/送交… 某人

point out 指出

point at/to point … at

make a point 证明论点正确 to the point 切题，中肯

be on the point of doing 正要做某事

There is no point in doing 做某事无意义

off the point 离题，偏题

4. …if mankind interferes with nature in this way…

interfere v.

*interfere (in sth); ~ (between sb and sb)干涉; 介入; 干预:

*interfere with sb/sth. 干扰或妨碍某人/某事

①他工作的时候不要打搅他.

Don't interfere with him while he's working.

②Don't interfere in matters that do not concern you!

不要干预与你无关的事!

Translation:

I advise you not to interfere in his affairs.

我劝你别干预他的事

交通噪音干扰了我的睡眠。

The noise of traffic interfered with my sleep.

n. interfere vi. 干涉，干预

5. …on their way to producing a real-life Frankenstein’s monster.

On the way to doing sth 即将做

by the way 顺便问问 by way of 经由，取道

in a way 在某种程度上 in the (one’s)way 挡道，妨碍他人

in this way 以这种方式，这样 on one’s (the ) way to….去某地的路上

① The tree is ____ the way. We must chop it down.

② He is _____ the way to becoming a good lawyer.

③ I’ve just heard a warning on the radio that a storm might be ____ its way.

④ The work is well done ____ a way. （ in, on, on, in）

6. However, in general the scientists were praised for their wonderful scientific breakthrough.

1) praise vt/vi/n 表扬，赞扬，表彰

praise sb for sth

in praise of 极力赞美，称赞

sing high praise for 高度赞扬

2） `breakthrough n 防线;重大的发展, 发现, 突破（尤指科学知识方面）:

a major breakthrough in cancer research 癌症研究方面的重大突破

a breakthrough in negotiations 谈判的重大进展.

break through有重要创见; 突破

Scientists say they are beginning to break through in the fight against cancer.

科学家们说, 他们在防治癌症方面开始有所突破

More phrases related to break:

break up 瓦解，解散，崩溃，打碎，分开

break down （因机械﹑ 电力等故障）停止运转, 失灵；分解（改变某物的化学成分）；（身体）垮掉

break away (from sb/sth)突然逃脱, 挣脱（束缚）

break in强行闯入/break into…强行闯入某地

break out （指激烈事件）突然发生

Ex.（1）Scientists say they are beginning to break through in the fight against cancer.

(2) Fire broke out during the night.

(3) They decided to break up the partnership.

(4)Her health broke down under the pressure of work.

(5)When he returned home, he found his house broken into.

(6)The prisoner broke away from his guards.

7. His intention has never been to create copies of humans.

Intention n. [C, U]意图; 意向; 目的; 打算

*have intention of doing sth/to do/ that...有…打算

*With the intention of 有…打算

*have every intention of …一心想…

intend to do/plan to do/mean to do 打算做…

be intended/meant/designed for sb./to do sth

intentional prep.故意的， intentionally adv. 故意地

Practice:

① I came with the/every intention of staying, but now I've decided to leave.

我来时一心想留下, 但现在我已决定离开.

② 她不是要故意伤害你。

She had no intention of hurting you.

③ The performance of the host, _____ to please the audience and draw their attention, was greeted with a cold silence, though.

A. had intended B. intended C. intend D. to intend

④ Those flowers were ______ for your mother on her fiftieth birthday.

A. devoted B. produced C. intended D supplied

⑤ The street in our village ______ heavy trucks.

A. never intended for B. never intend to

C. is never intended for D. is never intending for

(B, C, C)

8. desperate 1)拚命的; 不顾一切的:绝望的，不顾一切的

2) 极需要（某事物[做某事]）be desperate for sth./ to do sth. 非常渴望

①为了救小女儿他急需钱

He was desperate for money to save his little daughter.

②我非常想见到经理并告诉他这个好消息。

I was desperate to see the manager and tell him the good news.

③ 当他丢了所有的钱时，他绝望了。

He was desperate when he lost all his money.

Adv. desperately 拚命; 不顾一切; 不顾死活

9.If I had the chance, I would have a cloned baby tomorrow.

本句为if引导的非真实条件句，叙述与将来事实相反。

if 引导的非真实条件句

（1）叙述与现在事实相反，主句用：would/should/could/might do, if 从句用：v-ed/were

（2）叙述与过去事实相反，主句用：would/should/could/might have done, if 从句用：had done

（3）叙述与将来事实相反，主句用：would/should/could/might do, if 从句用：v-ed/should do/were to do.

①If I ____ (have)time, I would _____ (go) to see her next week.

②He would _______(pass) the test if he _______(listen)to the teacher attentively.

③If you _____(tell) me earlier, I would _____(know) the news now.

(had/should have/were to have, go; have passed had listened; had told, know)

注意:（1）条件句中有were, had, should时，可把if省略，而把were, had, should 放在主语前，用倒装结构。

（2）有时，主句与从句的动作发生时间不一致，主句的动词和从句的动词要根据各自所指的不同时间选择适当的动词形式。

④ ______ the present unemployment continue, the society would face a more troublesome situation.

A. Would B. Should C. Might D. Could

⑤What could have happened _____ , as far as the river bank.

A. Bob had walked farther B. if Bob should walk farther

C.had Bob walked farther D. if Bob walked farther

⑥If you were to do it, the result _____ different.

⑦Yesterday, Jane walked away from the discussion. Otherwise, she _____ something she would regret later.

A. had said B said C might say D. might have said

(B, C, would be, D)

10.Some scientists are already pushing ahead with research so as to deliver a cloned human baby.

deliver v. (1)助产; 接生

(2) 递送, 传送（信件﹑ 包裹﹑ 货物等）

(3)授（课）; 讲（话）

deliver a baby –be delivered of 生下孩子

deliver a message 带话，传话

deliver a speech at a meeting 在会上讲话

deliver sth (over) to sb. 把…交付给某人

①Her baby was delivered by her own doctor.

她的婴儿是由她自己的医生给接生的。

②你把我的信息传给我父亲了吗?

Have you delivered my message to my father?

③她生了一个健康的男婴。

She was delivered of a healthy baby boy.

11. … research ways in which cloning can benefit mankind.

benefit *vt. benefit sb. 使（某人[某事物]）受益;

*vi benefit from/by sth从…得益 .

* n. 利益，好处 for the benefit of sb.=for sb.’s benefit 为了某人的利益

be of benefit 大有好处

*beneficial adj. 有好处的，有帮助的

be beneficial to sb./sth.

①These facilities have benefited the whole town.

这些设施使全城受益.

②新规章将使所有相关人员受益。

The new rules will be of benefit to everyone. / beneficial to

③他虽有体验却无长进.

He hasn’t benefited from his previous experience.

④别为我费功夫。

Don’t go to any trouble for my benefit.

12. … or even a superman race that could one day end up replacing us.

end up 以…告终

△end up + adj/doing/prep/

①最终他不得不向父亲道歉。

At last, he had to end up apologizing to his father.

②如果他继续这样开车，总有一天会送命的。

If he carries on driving like this, he’ll end up dead.

③If you go on like this, you’ll end in prison.

end in sth 以…结尾，以…告终

come to an end 告终，结束

bring sth to an end 使…结束

from beginning to end 从头到尾

13. comment n&v. 评论，注释, 解释;

Comment on/upon

make/ have comment(s) on/upon

①对于这本书他作了若干评论。

He made several comments on the book.

②This is the first draft of the book, please feel perfectly free to comment on it.

这是本书的初稿，请随意给予评论。

14.I think the scientific advances mentioned in your article are fantastic.

advance n. 前进，进步；改进，改善

vt/vi.(使)前进，(使)进步，（使）增进

in advance 预先，事先

pay in advance 预先付款

stop the enemy’s advance 阻止敌军前进

recent advances in medical science 医学上的新进展

① Our troops have advanced two miles. 我们的部队已经前进了两英里.

② 本世纪文明有所进步吗? Has civilization advanced during this century?

advanced adj. 先进的，高等的

advanced workers 先进工作者

advanced maths 高等数学

篇11：牛津版高二模块6 Unit 2 全单元教学案(译林牛津版高一英语必修二教案教学设计)

Unit 2 What is happiness to you?

Part One Teaching Design

第一部分教学设计

Aims and requirements

Read an interview and two essays about happiness

Listen to friend talk about problems and solutions

Talk about the gymnast Sang Lan

Write an article for a website offering advice

Procedures

● Welcome to the Unit

Step 1: Brainstorming

A flash appreciation

Boys and girls, good morning (good afternoon). Are you in a good mood today? Let’s enjoy a flash together. What kind of sports can you see in the picture? How do you find the flash?

(In the flash, we can see people of different ages take weightlifting exercise and some funny or interesting mistakes or accidents happen during the course of exercise. They make us burst into laughter)

Picture-talking

What are people doing in each picture? How do they feel? (excited, happy, thrilled) What is the definition of happiness? What are the things that make one happy?

Different people have different understanding of happiness. To some people, it means an easy life, a good job, money; to some, it may be helping others, contributions to one’s country......

How do you understand happiness? What are your hobbies? And what do you do when you feel unhappy?

Step 2: Sharing information

Open your books to Page 17. Let’s share information about each picture on this page with each other.

1. Study the six pictures

Picture 1 Being creative

Do you like drawing? When and how did you begin to develop this interest?

What does this hobby bring to you? (Whenever I feel upset and want to escape from everything, I like to go into my bedroom and take up my paints and brushes. It's so wonderful--all my thoughts and ideas can be expressed in my pictures.)

What other things mean 'being creative' to you? (Thinking of different solutions to solve problems, expressing myself in my own ways and making new things.)

Picture 2 Doing exciting things

What are exciting things to you? (like white-water surfing or bungee jumping.) Why do people like exciting things? They bring lots of fun and help people forget all the troubles and worries.

Picture 3 Reading

Do you like reading? Does reading make one happy? Why? It is really enjoyable when reading especially in a peaceful and quiet environment. Sometimes we are so absorbed by the characters in the book and their stories that we forget all about the outside world. Through reading, we gain knowledge and our horizons are broadened.

Picture 4 Playing sport

Which are your favorable sports? It's a really good way to make friends, keep fit and relax.

Picture 5 Spending time with family

Do you enjoy spending time with your family? When you feel happy or unhappy, do you talk to them about your problems and achievements? Family is important to everyone. It's a perfect time to talk to your family about your problems. They can give you good advice and make you confident. They are also happy for the achievements you made.

Picture 6 Learning new things

Have you ever been to a natural history museum? Why do people like museum? In a museum, we can find out more information than we can just through reading books. Visiting these kinds of places can give us a real insight into history.

What other ways do you think may help you learn more new things? (Surfing the Internet and talking to different people.)

2. Talk about each picture and exchange opinions with your partner.

Which things do you often do and like to do? Why do you feel happy when doing these?

Step 3: Discussion

Work in groups of 4 to discuss the three questions and then report the answers to the whole class.

1. What are things that make everyone happy?

There are some things in life that make us feel happy. For example, as a small child, something as simple as getting some sweets is enough to make him or her into a happy child. As a student, passing an exam can make him or her feel on top of the world. For an adult, getting a great new job or traveling to different parts of the world are some of the happiest times.

2. What are the things which make you happy?

Eating a hearty meal, getting some new clothes, having enough money for something I really want, reading a great book, watching a really good film, making a new friend or making up with my friends after an argument.

3. If you had a friend who was unhappy, how would you try to help him or her?

In this case, I will try to be a good listener and understand what has made him or her so upset. Offer some advice if necessary. Invite him to go outside for a walk or go shopping together to cheer him up

Step 4: Homework

Read the two articles on P112-113.

Prepare the reading part.

●Reading The search for happiness

Step 1: Lead-in

Let’s enjoy a video. It can make us feel very happy and in good mood. And we can see most ordinary healthy people around us live a happy, meaningful and colourful life. We work and live with smiles every day. But how do you know disabled people stay happy in their life? Today we are going to talk about a special girl named Sang Lan, who used to be a successful gymnast. What do you know about this girl?

1. Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?

Do you think Sang Lan has a happy life now?

What would you do if you had the same problem?

2. Suppose you had a chance to talk face to face with Sang Lan, what would you like most to ask her about?

The following are suggested answers:

--- childhood and school education

--- things or experiences that had left her the deepest impression before the accident

--- reasons for learning gymnastics

--- things that encourage her during hard times

--- current physical condition

--- expectations for future

--- future career plans

--- attitudes towards life, success and failure

Step 2: Fast reading for general ideas

The reading text is an interview from a TV programme about happiness. Dr Brain, a psychologist who studies happiness, is interviewed in a television talk show and tells a story about a brave girl called Sang Lan.

Go through the passage quickly to find answers to the three questions in Part A.

Answers

1. Happiness

2. Dr Brain.

3. In Ningbo, China in 1981.

Step 3: Careful-reading for detailed information

1. Read the passage again and complete Part C1. Questions in Part C1 are to check your reading comprehension by making correct judgments of the statements.

2. Listen to the tape and complete C2. Questions in Part C2 are for students to note some specific information according to the time sequence.

Answers

C1 1 F 2 T 3 F 4 F 5 T 6 F 7 T 8 F

C2 2 b 3 f 4 e 5 a 6 d

3. Ask students to describe Sang Lan's personality.

1. More relevant information in the interview which shows Sang Lan’s personality

Before going to hospital

being successful in her sport when she was young

being described as energetic, happy and hard-working

working towards something special

trying to make her parents proud

While staying in hospital

being in good spirits

thinking about what she could do to get better

being proud of the things she had accomplished

feeling happy to be alive, and lucky to have the rest of her life to learn new things

After leaving hospital

studying journalism at Beijing University

hosting a sports show about the Beijing Olympics

looking forward to playing table tennis in the special Olympics for disabled people in 2008

thinking about positive things and staying optimistic

believing that keeping busy helps her stay positive

Step 4: Practice

1. Complete Part D

Find these words and expressions in the interview. Guess their meanings from the context. Then match them with the correct definitions.

2. Complete Part E

Read this newspaper article about Sang Lan. Complete it with the words below.

3. Let’s read the Reading strategy on page 19. Do you know what an interview means? An interview is a formal meeting at which one person asks another person a series of questions on a topic. When reading or watching an interview, you should pay attention to the topic, the opinions related to the topic, the questions asked and the answers to the questions.

Step 5: Post-reading activities

1. Think about the following questions again.

What is happiness?

What is the real value of being alive?

Does being healthy and wealthy mean happiness?

Does being respected and well-liked mean happiness?

2. Have a debate. The topic is “Sang Lan was happier before the accident than she is now.”

3. Go over Part F in pairs and continue the dialogue after the example.

Step 6: Language Points

Vocabulary

Words injure, struggle, disability, psychologist, gymnast, tournament , dedicated, energetic, specialist, severe, injury, hopeless, overcome, accomplish, journalism, positive, admirable, rebuild, unbearable, disabled, optimistic

useful expressions in hospital, devote …to…, apart from, cheer up, in good spirits, rush sb. to, be proud of, stay positive

sentence patterns 1. In case some of our viewers don’t know her story, can you tell us a little bit about Sang Lan and who she is?

2. While she was injured and in hospital, the world was amazed by the way she remained cheerful.

3. In , a small accident during one of her practice vaults at the Goodwill Games could have cost her her future happiness.

Step 7: Homework

1. Finish Parts A1 and A2 on page 108 in Workbook.

2. Go over the reading passage.

●Word power

Step 1: Brainstorming

In this section we’ll learn the words and idioms used to describe emotions and feelings. Now I’d

like you to answer the following questions:

What words do you know can express happiness?

Apart from happiness, what other types of emotions do you know?

Can you think of some words that can express these kinds of feelings?

(love joy excitement hate fear jealousy delight surprise astonishment frustration depression contentment satisfaction concern worry fury curiosity )

Step 2: Vocabulary learning

1. Read the instructions on page 22 and study the examples listed in the table.

2. Write the adjective forms of other nouns related to emotion.

Reference

Nouns Adjectives

astonishment astonished

delight delighted

fury furious

curiosity curious

satisfaction satisfied

depression depressed

amazement amazed

disappointmemt disappointed

Step 3: Practice

1. Let’s focus on Part A. Circle the right word according to each different situation.

2. Do the exercise in Part B.

Step 4: Competition

How many emotional words do you know? Now I’ll divide you into several groups. You’ll have a competition to see which group has the most words. In the end you need to group emotional words into three different categories: happiness, sadness and anger.

Words describing happiness:

Noun forms: joy, happiness, delight

Adjective forms: joyful, happy, delighted

Words describing sadness:

Noun forms: sadness, depression

Adjective forms: sad, depressed

Words describing anger:

Noun forms: anger, fury

Adjective forms: angry, furious

Step 5: Vocabulary extension

1. Choose the correct word to complete each sentence.

① I'm not_____(satisfied, satisfaction) with what I've done. I can't get_____ (satisfied, satisfaction) from it. (satisfied; satisfaction)

② I was _____ (amazed, amazement) by the change in his appearance. All of us looked at him in_____ (amazed, amazement). (amazed; amazement)

③ The boy is _____ (curious, curiosity) about everything. His burning_____ (curious, curiosity) inspires him to learn more. (curious; curiosity)

2. Do part C. In the English language, there are some idioms about emotions. Guess their meanings.

3. Reading comprehension

There are some very good things about open education. This way of teaching allows the students to grow as people, and to develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom.

But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools.

You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.

1. Open education allows the students to ___________ .

A. grow as the educated B．be responsible for their future

C. develop their own interests D．discover subjects outside class

2. Open education may be a good idea for the students who__________.

A．enjoy learning B．worry about grades

C．do well in a traditional classroom D．are responsible for what they do in life.

3. Some students will do little in an open classroom because_________ .

A．there are too few rules B．they hate activities

C．open education is similar to the traditional education D．they worry about the rules

4. Which of the following is NOT mentioned in the passage?

A．Some traditional teachers do not like it.

B．Many teachers do not believe in open education.

C．Teachers may have problems in open classrooms.

D．The teacher’s feelings and attitudes are important to the students.

5. Which of the following best summarizes the passage?

A．Open education is a really complex idea.

B．Open education is better than traditional education.

C．Teachers dislike open education.

D．The writer thinks that open education is a good idea in practice.

Answers 1-5 CBADA

Step 6: Homework

1. Part C on page 114 in the Workbook.

2. Prepare Grammar and usage.

● Grammar and usage

Step 1: General introduction and explanation to past and future tense

Past tense

I. The simple past tense:

It is often used to talk about something that happened in the past and is now finished.

e.g. She worked late into night yesterday.

II. The past continuous tense:

The tense is to talk about something that happened in the past and continued for some time.

e.g. She knew that as a famous dancer she was making her parents proud in those years.

III. The past perfect tense:

1. The past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used.

e.g. Upon entering the tomb, Carter’s lucky pet bird , which had led him to the place, was eaten by a snake.

2. The past perfect tense is sometimes used in reported speech

e.g. “We emptied the tomb of everything it contained,” said Carter.

Carter said that they had emptied the tomb of everything it contained.

3. The use of the past perfect tense simply indicates that an action comes before another past action, used with time expressions such as when, after, before, as soon as, until, by, for and already

e.g. I had done my homework this morning before I went to the museum.

Future tense

I. The form and usage of the simple future tense：

1. will/shall do:表示将来发生的动作或出现的状态,shall仅与第一人称连用

2. be going to do:表示主语计划打算的行动或看来就要发生的事情

3. be doing:表示计划或安排好的动作（go, come, leave, begin 等动词）

4. be to do:表示客观上计划或安排好的动作

5. be about to do:表示即将发生的动作,一般不带时间副词或短语

6. do:表示与安排，计划或时刻表有关的动作；或用于if, when等状语从句中代替will do.

II. The usage of the future continuous tense:

1. Talk about something that will be in progress at a certain time or over a period of time in the future. (讨论将来某个时间点或时间段正在进行的动作)

e.g. Toby will not be in London next Tuesday. He will be climbing in the Himalayas.

Toby will be climbing in the Himalayas all next week.

3. Express future without intention. When it is used in this way, we want to indicate that something will happen naturally. It doesn’t imply that the speaker has arranged the action.

（表示不包含说话者主观意愿的纯粹将来。使用这种方式，我们想表达某件事会很自然地发生，说话者并不参与安排或计划。）比较下列各句：

e.g. Tom won’t cut the grass.（Tom refuses to cut the grass.）Tom won’t be cutting the grass.

（The sentence is only a statement of fact, giving no information about Tom’s intention. Perhaps Tom is away, or ill, or will be doing some other job.）

3. Make polite enquiries about other people’s future plans. (委婉地询问对方的未来计划，比用will do听起来更有礼貌。)

e.g. What will you be doing tomorrow?

Will you be working all day?

III. The usage of the future in the past is to talk about an event which was in the future at the time when it was discussed.

Step 2: Practice(语法练习)：

I. 用所给动词的适当的过去时或将来时的形式填充。

1. Let's keep to the point or we ______ never_______ (reach) any decisions.

2. My mind wasn't on what he was saying, so I'm afraid I______ (miss) half of it.

3. I don’t think Jim saw me; he _____ just ______ (start) into space.

4. I ____ (ask) you not to move my dictionary--now I can't find it.

5. Sales of CDs have greatly increased since the early 1990s, when people ______ (begin) to enjoy the advantages of this new technology.

6. --George and Lucy got married last week. Did you go to their wedding?

--No, I ______ ______ ______(invite). Did they have a big wedding?

7. Shirley _____ (write) a book about China last year but I don’t know whether she has finished it.

8. John and I have been friends for eight years. We first got to know each other at a Christmas party. But we _____ ______(see) each other a couple of times before that.

9. His wife _____ ______ (hope) to catch the first train but she was too late.

10. I _____ ______ (catch) in the heavy rain on the way to the cinema.

11. I found the sentence _____ ______ (not read) smoothly.

12. What he had said at the meeting _____ (prove) true.

13. ---Did you see Tom at the party?

--- No. He _____ _____ (leave) by the time I arrived.

14. --- How time flies! It’s already 10 o’clock.

--- Oh, I _____ _____ (not realize) it at all.

15. --- I’m sorry that I shouldn’t have been so rude to you.

--- You did_____ (lose) your temper but that’s OK.

II.用所给动词的适当的过去时或将来时的形式确翻译下列各句：

1. The thief tried to break away from the policeman who _____ _____(一直抓着) him but failed.

2. --What were you doing when Tony phoned you?

--I had just finished my work and ____ _____(正准备开始)to take a shower.

3. --You were out when I dropped in at your house.

--Oh, I_____ _____(在等候)for a friend from England at the airport.

4. --- Why haven’t you asked her to come here?

--- She ________(正在做工) an important experiment when I found her and she hasn’t finished it.

5. --- What were you up to when she dropped in?

--- I_____ _____(刚玩了一会儿)for a while and _____ _____ _____ _____(正打算看书) some reading.

6.Turn on the television or open a magazine and you ______often_____(会看到) advertisement showing happy families.

7. --- What place is it?

--- Haven’t you seen that we are back where we _____(回到了原地)?

8. --- Tomorrow is my birthday. I’d like you and Jane to come.

--- I’m not sure if she _____ _____ (将)free.

9. The crazy fans ______ _____ ______(一直在等)patiently for two hours and they would wait till the movie star arrived.

10. You_______ _______(要求你ask) not to move the desk--now it is broken.

Keys

I. 1. will never reach 2. missed 3. was; staring 4. asked 5. began

6. hadn't been invited 7. wrote 8. had seen 9. had hoped 10. was caught

11. didn’t read 12. proved 13. had left 14. didn’t realize 15. lose

II. 1. was holding 2. was starting 3. was waiting 4. was doing 5. had played; was going to do 6. will; see 7. were 8. will be 9. had been waiting 10. was asked

●Task Writing a website article to give advice

Skills building 1: identifying negative emotional language

In this part, we’ll learn what words, phrases or structures are used to express negative emotions. These words will help discuss the problems.

1. Read the guidelines to know what negative emotions are.

Example words: hopeless, unhappy, disappointed, sad, regretful and lonely.

2. Make some sentences using the structures given on page 26.

I felt like crying when I knew I would never see my grandma again.

Failing my Maths test again made me feel rather depressed. I want to have a talk with my Maths teacher.

He left school under a black cloud after causing a serious accident.

Since her husband got ill, she seemed very down in the dumps.

Step 1: identifying problems

This part is designed to help develop your reading and listening skills. First read a letter and find the problem described in it according to what you have learnt in Skills building 1. Then complete the notes after listening to a student talk about his problems and suggest some good solutions.

1. Read the letter in Part A on page 26 and underline the negative language used to describe the problem in the letter.

Answers:

① I don’t know what to do.

② I’ve been very sad

③ I feel caught between

④ They make me feel like I’m a bad son

⑤ I feel guilty

⑥ I’m so confused.

⑦ I’m really tired of feeling worried

⑧ I wish I knew

2. Go over Part B on page 27 to find out what you should do next. Then listen to the recording and finish the notes in this part. Check answers with the class.

Tapescript

Ma Jie : When I’m at school, I’m often very tired. I have to stay up very late at night to finish my homework because I spend all afternoon with my basketball coach. I know that I’m not doing my best at school. That makes me feel sad because I like to try my hardest at everything. When I play basketball, I sometimes make mistakes, and don’t play well because I’m thinking about my studies, and I feel worried that I’m falling behind.

I want to be good at my studies and be good at basketball---I want to do both things well. I feel confused and sad because I don’t know how to do both. Lots of people play a sport and do well at school. I want to learn to balance both of these activities. My coach says that I have a special ability, and that it would be wrong not to use it. He says that very few people can play basketball as well as I can---I should be willing to give up other things in my life so that I can focus on playing. But my parents tell me that sport cannot take the place of a good education. They say that I could get injured; also, you can’t be 100% sure that you will be able to play basketball like Yao Ming in the future. They believe that it is more important to study hard and prepare for a job in the business world.

I agree with both of them. I’m lucky to be so good at basketball. It would be silly not to try and become the best I can be, but I also think a good education is one of the most important things there is. I know that even if I become very good at basketball, there might be a day when I’m too old or injured, and I will need a good education to help me find a good job.

Answers

1. sad 2. make mistakes 3. play well 4. studies

5. falling behind 6. studies 7. basketball 8. talent

9. willing 10. focus 11. education 12. injured

13. Yao Ming 14. important 15. business world 16. agree

3. Go over Part C, then listen to the recording and complete this part.

Tapescript

Ma Jie: The first thing I tried was just working harder at evening. I thought that maybe I could just try harder, and then I could do well at school and get better at basketball at the same time. But that idea didn’t work because both things take a lot of time, and there are just not enough hours in one day to do my very best at both things.

Then I thought I could focus on school, and just play basketball at the weekend. But my coach is right when he says that two days a week is not enough training if I want to become very good.

For a few weeks I studied less. I thought that maybe I could still get average marks, even if I did not spend much time studying. That was a huge mistake, because I failed two exams and my parents were very disappointed.

I’ve thought about quitting basketball too. Lots of people don’t play a sport and they are happy, right? But not me. If I don’t play basketball, I’m not happy. What do you think I should do?

Answers

1. Both things take a lot of time.

2. Two days a week is not enough training.

3. I failed two exams and my parents were very disappointed.

4. If I don’t play, I’m not happy

Skills building 2: breaking a big question into smaller ones

In this part, we will learn how to break a big question into smaller ones.

1 I’ll write a question on the blackboard. Do you know how to answer it?

How can I improve my grades?

It is difficult for us to simply answer the question with one or two sentences because it is too big.

2 Go over the guidelines in this part. Then read the big question and smaller questions given in this part as an example.

3. Work into groups of four to divide the question on the blackboard into a few smaller questions.

Sample questions:

What subjects do you find hard and need to improve on?

What is your problem in these subjects?

Is that because you have not spent enough time on them?

What have you done to improve on these subjects? Did you use good study methods in these subjects?

What are your short-term and long-term goals in these subjects? Have you set proper goals?

I want all of you participate in the discussion. All possible answers are welcome.

Step 2: discussing solutions

This part is designed to help use what you’ve learnt in Skills building 2 to practise asking questions and discussing solutions.

1. Work in pairs to discuss Ma Jie's problems. Try to divide the big question 'What do you think of Ma Jie's problem?' into smaller ones.

Sample conversation

--- You know Ma Jie is my good friend. Recently he has been worried a lot. I want to help him solve his problem. What do you think I should do?

---OK. Let's see what we can do to help him, but first let's make things less complicated

We'd better divide the big question into some smaller ones. Tell me what his problem is.

2. Write down the smaller questions in speech bubble

3. Work in pairs to make up a dialogue with the help of speech bubble 2 and speech bubble 3. Then two or three pairs are required to present your dialogues to the whole class.

Skills building 3: giving advice

In this part, you will read some guidelines of how to make advice clearer and more helpful to people who need it.

Read the three points and put on the blackboard the following table to help the students understand the guidelines.

Guidelines What to do Why

1 avoid judging Use positive, helpful language

do not say, 'It's wrong for you to .. People want help but not judgement of their previous behaviour.

2 give examples Mention a similar situation where your advice works. People will know how to use your advice.

Step 3: writing an article

In this part, you’ll write an article about how Ma Jie solved his problem with the help of his parents, teachers and coach.

1 Read the guidelines in this part to find out what to do.

Ma Jie's problems

the possible solutions Ma Jie has thought of and the reasons why they didn't work

the advice you gave to Ma Jie

the advice his parents, teachers and coach gave him and why it works

your opinion about the best way to solve problems that students have

2. Work in groups of four to write the article. Each member of the group writes one part. After each of you has finished your part, your group should put the four parts together to form the article and present it to the whole class.

3. Homework: write a passage according the guidelines in Part B on page 115 in workbook.

●Project Making a happiness handbook

Part A

1. At the beginning of this class, let’s appreciate two poems. After reading, try to say something about them.

What is happiness

(1) Thursday, 14. September , 09:55:30 by Moonriver

Happiness

Is the moment

When I happen to kiss the forehead of angel cloud so gracious

Said the wind

Happiness

Is the instant

When I drench a thirsty heart by coincidence

Said the rain

Happiness

Lies in the second

When rainbow paints me with colorful clothes so generous

Said the sky

For me

Happiness falls

The moment you perch in my heart so zealous

And render it smile

(2) 2006-9-14 18:34:49 By troublemakerl:

Happiness is a cup of water when dying of thirsty.

Happiness is a loaf of bread when starving to death.

Happiness is a feel of hunger when find nothing tasty.

Happiness is a look of smile when taking the last breath.

Happiness is the sweet smile blooming on the child's face for a tiresome mother

Happiness is the oasis in the desert for an exhausted traveller

Happiness is the warm feeling dancing in the heart of lover

Happiness is an unchanged melody that never alter

Ok. From the two poems, we can find they are both about the theme HAPPINESS. We dare say different people have different ideas of happiness and the idea of what is happiness lies in people themselves.

Today we’ll read two essays on the theme of “the happiest days of your life” and then you will write an essay about your ideas of happiness and make your own happiness handbooks.

2. Come to Part A. Read the essay GOLDEN DAYS by yourselves and then try to answer some questions.

1) Is the writer old or young? How do you know that?

2) What time does the writer consider to be the happiest of his life?

3) Why does the writer think those days were happy?

4) What does the writer think young people can do while old people can’t?

3. Read the second essay and then judge whether the following statements are right or wrong.

1) The writer is a teenager because she will be an adult in the future.

2) She thinks her happiest days will be in the future with new technology and without war, pollution or hunger.

3) The writer thinks that teenagers can’t do things like adults because they have to work hard at school, doing or learning things.

4) The writer feels very nice each time she thinks of her happiest days ahead of her.

5) From the essay, we can conclude that the writer is a hardworking girl, because she is always motivated to work hard for her future life by herself.

4. Have a discussion about the advantages and disadvantages of teenagers and old people.

Advantages of being young: active, full of energy, creative, strong, modern, easy to keep up with the times, easy and eager to learn new things

Disadvantages of being young: impatient, immature, inexperienced

Advantages of being old: experienced, mature, patient

Disadvantages of being old: lack of energy, stubborn, easy to be tired or to fall ill

5. Do Parts B1 and B2 on page 109 in workbook to practise using some words and phrases in this section.

Answers

B 1

1. encouragement 2. independent 3. assist

4. motivation 5. accomplishment

1. look back upon 2. stay 3. ached 4. imagine

5. allowing 6. simplify 7. focus on 8. fix

Part B

You are asked to make a handbook about happiness of each group. Work in groups and follow the outline below to design a handbook.

Planning

Each group divide different tasks and decide who will check the English in the essays, who will illustrate the handbook, who will put all the essays together and make the cover of the handbook.

Preparing

Review what we’ve learned about happiness in this unit and then discuss the following questions on page 31.

Each one should come up with the idea of happiness of your own.

Producing

Make a draft, get the approval of the group and finalize the handbook.

Presenting

Present your group work to others and wait to be judged.

● self-assessment

This section aims to help you see the progress you have made, how much you have improved your skills, and also what else you can do to improve your study.

In Part A, some items are presented to you and you are asked to check how well you think you have developed these skills. These items cover the main study targets in this unit, including skills in listening, speaking, reading and writing, and the usage of vocabulary and grammar items as well as doing activities in English. Through assessing yourselves as learners, you will realize whether you have achieved the goals in this unit. Each item corresponds to one or more parts in this unit. For example, after finishing Step 2 on page 28, you will know whether you can break a big question into smaller ones so you can answer them easily. You have the opportunity to evaluate your own skills and abilities in English. The color bar with 5 levels rates how confident you feel about what you have learnt in this unit. If you feel very confident about one item, you get yourselves a score of 5. If you feel slightly confident about another item, you get a score of 2. After going over all the items in this part, you need to add all the scores up and divide the total amount by the total sum. Thus, you will get a percentage, which shows your level.

If you feel there are some areas in which you are not confident or just slightly confident about, you can think about how to improve on them. In Part B, you are asked to make an action plan, so you will know what to do and take some effective measures.

Part Two Teaching Resources

第二部分教学资源

Section 1 A text structure analysis of The search for happiness

I. Type of writing and summary of The search for happiness

Type of writing This is a talk show.

Main idea of the passage It tells about how to find happiness

Topic sentence of 1st and 2nd paragraph Greet the viewers. And an introduction to the topic-how happiness means to different people

Topic sentence of 3rd and 4th paragraphs A brief introduction to Sang Lan to show how she enjoys her life.

Topic sentence of 5th and 6th paragraphs More details about Sang Lan-her life, her personality and her accident.

Topic sentence of 7th and 8th paragraphs How she overcame all the difficulties and remains a cheerful and happy person.

Topic sentence of 9th-12th and paragraphs How she adapted to her new life.

Topic sentence of 13th paragraph Conclusion-how to search for happiness in our life.

Ⅱ. A tree diagram of the text

interview

Ⅲ. A retold version of the text

The search for happiness

Host: Dr Brain, welcome to our Talk Show. You are a very famous psychologist who has written several books about happiness and the things people do to keep themselves happy.

Dr Brain: Thank you for inviting me. Today, I will take Sang Lan, a former gymnast in China, for example to talk about how to find happiness.

Host: I see. You often use the example to show how people get happiness even in difficult time.

Dr Brain: Yes, as we all know, she used to be successful in sport but one day got badly injured. As a result, she had to stop her career and sit in armchair all the time. But the whole world can see her remain cheerful and happy.

Host: She must have suffered a lot from her severe injuries and must have been sad.

Dr Brain: Though it must have been difficult, yet she was encouraged not only by her parents and friends but also herself. She was always in high spirits after her accident. She took pride in her past and felt happy to be alive and lucky to learn new things.

Host: That must be why her story so special. And how has Sang Lan adapted herself to her new life?

Dr Brain: I think it is her strong will and perseverance that work. She says she likes thinking about meaningful things and keeping herself busy to stay optimistic and positive.

Host: How great she is! I hope all of our viewers can be inspired by her.

IV. Translation of reading and project.

Reading

寻求幸福

主持人：我们今天来谈论幸福这个话题。对某些人来说，幸福就是有家人和朋友陪伴在自己身边。对另-些人来说，幸福意味着在某个方面取得成功，比如说实现一个目标。对那些受伤的人或者是身体有残疾而行动不便的人来说，幸福可能仅仅意味着过-天没有疼痛的日子，或者仅仅是活着而已。我们今天的嘉宾是布莱思博土。布莱思博土是一位心理学家，写过好几本有关幸福以及人们为保持幸福采取什么手段的书。布莱思博土，谢谢您参加我们今天的节目。

布莱思博士：谢谢你的邀请。今天，我来谈谈如何寻找幸福。

主持人：我知道，你经常拿体操运动员桑兰为例子来告诉人们：即使遭遇逆境，也能找到幸福。

布莱思博士：有些人为自己的人生感到幸福，甚至在大家以为是悲伤的时候也感到生活幸福。在这方面，桑兰是-个很好的例子。在她出事故之前，我们都知道桑兰是-个年轻快乐的姑娘，在体育方面有骄人成绩。她受伤住院期间，世人都为她依然开朗的样子感到惊讶。如今，她在实现较小目标的过程中、从周边人对她的爱中找到了幸福。

主持人：嗯，或许我们有些观众还不知道桑兰的故事，您能跟我们简单介绍-下桑兰吗?

布莱思博士：当然可以。桑兰1981年出生在中国的宁波市，六岁时就开始学习体操。来，直到角逐纽约友好运动会的体操锦标赛时，桑兰-直是-个专心致志的体操小将。桑兰最拿手的项目-向是跳马。她自1991年就开始获得奖牌，并且-直刻苦训练。根据队友的描述，她精力充沛、精神愉快、勤奋刻苦。参加训练意味着她不能和父母住在一起，但尽管如此，她还是乐意奉献于体操。在那些年里，桑兰知道，自己正朝-个特别的目标而奋斗，她让父母为她感到骄傲和自豪。然而，在友好运动会上进行跳马练习时的一个小事故原本可能把她未来的幸福化为泡影。桑兰在她多年来都能完美表现的项目--跳马--上犯了-个错误。她栽了下去，折了脖子。她被紧急送往纽约市的一家顶级医院。世界各地的专家都说，由于伤势严重，她将永远无法行走了。

主持人：这个事故对她来说想必无法承受，她肯定是非常伤心。

布莱思博土：并非如此，这正是她的故事显得特别的地方。见过她的每个人，从医院的护士，到像前往医院探访、给她鼓励的名人，如电影《泰坦尼克号》主演莱昂纳多迪-卡普里奥等，都说她精神状态良好。桑兰懂得，对很多人来说，幸福的秘诀在于思考美好的事情，集中精力实现自己的目标。所以，桑兰并没有为失去的一切呼天抢地，并没有感到绝望，她想到的就是，为了改善自己的状态，自己能做些什么。她住院期间，队友们继续比赛。队友们前往医院看望她，跟她讲述各自的成功时，她为队友们感到喜悦。她的父母穿越国界，从中国飞到美国去照看她，见到父母时桑兰感到很幸福。当医生告诉她，她再也不能当体操运动员了时，桑兰能够克服失落感，为她已经取得的成绩感到骄傲和自豪。她为自己仍然活着感到幸福，为她自己还有余生可以学习新东西感到庆幸。

主持人：这真让人惊叹，布莱思博士。这个事件发生时她多大?

布莱思博土：她当时只有17岁。

主持人：那桑兰是怎样适应新生活的呢?

布莱思博土：她适应得非常好。她之后回到了中国，在北京大学读新闻专业。她目前还在主持一档有关北京奥运会的体育节日。她甚至希望能在20为残疾人举力、的特别奥运会上参加乒乓球比赛。她告诉人们，她愿意考虑事物的积极面，始终保持乐观的态度。她相信，忙碌有助干保持积极的状态。

主持人：我希望我们所有的观众都从桑兰的身上得到了启发和鼓舞!我觉得她的勇气令人钦佩。我知道，以后每当我感到生活难以承受时，都会想一想桑兰是如何重建生活的。

Project

黄金岁月

回想在英格兰乡村上学的岁月是一件愉快的事。那时候，我身边都是自己的朋友，家人时时给我鼓励和指导。我整个的生活还都在前面等着我。在人生的那个阶段，我本可以干任何事、成为任何人。我觉得上学的那些黄金岁月是我一生中最幸福的时光。

我记得有时候能够感觉到恨不得一下子就长大并且独立的冲动，但我仍然非常开心。我生活中没有任何烦恼。我可以整天都呆在外面，和自己的朋友在太阳底下玩耍，和朋友们没完没了地谈有趣的事情。在家里，我的父母管所有的大事。我要做的事就是上学，以及回家后再学习几个小时。到了周末，我可以去看朋友、到我爷爷奶奶家、读书或者进行体育锻炼。我那时还是个天真的孩子，不必思考工作上的各种问题，也没有必要为收入而担忧，或者担负照顾家庭的重任。我要做的一切就是享受我的少年时光。

年轻人要切记，健康的身体是幸福的重要组成部分。当你生了病，年纪大了、身子骨疼痛，这时候你就很难感到幸福和开心了。年轻的时候，我可以跑上好多公里也不觉得累。我觉得自己什么都能做。如今，我上了年纪，动不动就觉得累，我还必须小心翼翼，以免自己受伤。我真希望我还能进行体育活动，因为体育活动能够让我感到非常愉快。

我过了精彩的一生，想到这一生中自己所取得的成就我感到骄傲。在我这-生中，不同阶段我所做的不同的事情我都为之自豪，但在我脑海里印象最鲜明、记忆最幸福的时光还是我求学的那些日子，所以我觉得那是我一生中最幸福的时光。

未来的幸福

想象自己的未来，我看到的是自己工作成功，家人围绕身边共享天伦之乐的情景。我认为，到那个时候新的科学技术可让人更加长寿、更加健康。正因为如此，我认为我最幸福的日子是在将来。

未来的科学技术会保证我和家人身体健康，从来就不为生病烦恼。没有人会感到忧伤，因为到那时人类已经学会解决目前还在影响着我们的许多问题，如战争、环境污染和饥荒。人们彼此之间将会更好地沟通和交流。未来科技将保证所有人都能拥有健康和幸福!我想象着，在未来每天只需要工作四个小时，而且每个人都可以做各种有趣的兼职。至于那些枯燥无味的事情，将有机器人和电脑来帮助我们处理。这会大大简化我们的生活。甚至说不定还有自动厨房来给我们烹煮快餐。这样，每个家庭就可以花最多的时间和家人相伴，花最少的时间来做家务。

我感到幸福的原因还因为到那时我已是成人了。青少年时期，你很难专注于幸福!我们住学校里需要刻苦学习，-旦抽空放松一下时，总有人告诉你应该做这个、应该学那个。到了将来，我会更加成熟，能够自己做决定，做自己喜欢做的事情。我会有-份稳定并且自己喜欢的工作，我会因为工作成功而找到幸福。

想想自己最幸福的日子还在前头，这感觉真的很好。这样一想，我就有了刻苦学习以享受未来生活的动力。

● Section 2 Background information about the Goodwill Games and Sang Lan

The Goodwill Games

The Goodwill Games are another important sports event where the world's best athletes have another opportunity to come together and prove their abilities on the world stage. They were first held in Moscow in 1986. In , Brisbane, Queensland, Australia successfully held the Games. It was the first time that the Goodwill Games were hosted by a city outside of the USA and the former USSR. If you would like to know more about the Goodwill Games, you can visit the following website:

www, goodwillgames.com

Goodwill Games Ceases Operations

After 16 years, encompassing five Summer and one Winter Goodwill Games that included nearly 20,000 athletes from 100 countries, dozens of world records and countless memories, the Goodwill Games have ceased operations.

The brainchild of founder Ted Turner, the Goodwill Games began in 1986 in the host city of Moscow, Russia as a way to ease tensions during the Cold War through friendly athletic competition between nations. With the end of the Cold War, the Games' focus shifted toward youth initiatives. Using sports as a way to better young people's lives, the Goodwill Games raised millions of dollars for charity.

The Goodwill Games would take place in Seattle, WA (1990), St. Petersburg, Russia (1994), New York City, NY (1998), Brisbane, Australia (2001) and a Winter Goodwill Games in Lake Placid, NY in .

The athletes that have appeared in the Games over the years are a who's who of international stars in their respective sports. They include the likes of Carl Lewis, Sergei Bubka, Marion Jones, Felix Savon, Oscar de la Hoya, Tim Duncan, Oksana Baiul, Jackie Joyner-Kersee, Michael Johnson, Ian Thorpe, and the list goes on and on. The camaraderie and friendships developed at this multi-sport event, as well as the memories of a great sporting competition will last a lifetime.

友好运动会活动结束

友好运动会在后，历经了5个冬季友好运动会和1个夏季友好运动会，吸引了100个国家的近20,000名运动员参加，创造了许多世界纪录和无数的回忆后，宣布结束。

创始人特德特纳设想，始于1986年的友好运动会的主办城市莫斯科是为了通过国家之间友好体育竞赛缓和冷战带来的紧张局势。随着冷战的结束,比赛的焦点转移到对青少年活动。为了更好地提高青少年的生活,友好运动会提供了万元善款。

友好运动会又在西雅图分会(1990年),圣彼得堡,俄罗斯(1994),纽约(1998),澳大利亚的布里斯班(2001)举行，在纽约普莱西德湖城举行了冬季友好运动会。

多年以来，多少运动员出现在赛场上，有来自各国的国际体育明星。包括象Carl Lewis, Sergei Bubka, Marion Jones, Felix Savon, Oscar de la Hoya, Tim Duncan, Oksana Baiul, Jackie Joyner-Kersee, Michael Johnson, Ian Thorpe,等等。不胜枚举. 充满友谊、友爱的运动得到了发展、人们对重大体育比赛的回忆也将持续永远。

Sang Lan, former member of the national women's gymnastic team, suffered severe spinal injuries in a competition at the Goodwill Games held in Long Island in New York in the United States in 1998 and has been bound to a wheelchair ever since. She captured the hearts of Americans while undergoing surgical treatment in the U.S. Sang hopes that she will compete in the National Games for the Disabled as a table tennis player.

Sang Lan Captured the Hearts of Americans

On July 21, 1998, 17-year-old Sang Lan was injured while attempting a practice vault. According to doctors, she had a fracture-dislocation of C-6 on C-7. This had resulted in an injury to her spinal cord. At that time, she could not move her legs. She had minimal motion of her arms. She could not feel from her mid-chest down.

Despite her disability, Sang Lan determined not to allow herself lapse into despair. She did believe that she would walk again one day. While Sang Lan was undergoing rehabilitation in New York, she captured the hearts of Americans. Many people called her a “brave and incredible young lady”. She had become an international symbol of courage and was very popular in United States.

Sang Lan Enrolled in Peking University

The optimistic and adamant girl has been admitted to the School of Journalism and Communication of Peking University. Her long-cherished desire to go to college has been realized.

Sang's mother said that before the vaulting accident, Song had always busied herself with trainings and contests. After she returned from New York, she became very enthusiastic in study and worked very hard. She even can use a computer skillfully now.

“Get up from where you fall is the most ordinary thing for a gymnast. And it's my motto,” Sang said. “I'll arrange my time scientifically and work hard on my studies so as to be a winner in life.”

As a former athlete, Sang keeps winning the honor for the nation in mind. “If I can get better, I'll play table tennis and get ready to compete in the Beijing 2008 Paralympic Games,” she said.

Sang Lan May Appear in Pingpong Games

Sang Lan has lately expressed the desire to take up table tennis as her second sport profession and hopes to take part in 2008 Paralympic Games.

“I will return to competition in 2008. A gold medal in Beijing Olympics is all I want,” Sang said.

In the past Paralympic Games, those who have lost their hands still have the ability to play with an arm. So long as she has the will to take up pingpong games, according to Sang Lan, she may join in like matches with opponents of her same grade, according to Paralympic medical classification.

Sang Lan's Facts

Birth date/Place: June 11, 1981

Hometown: Ningbo, Zhejiang Province, China

Began Gymnastics: 1987

Major Accomplishments:

1998 Chinese Nationals--2nd vault;

Chinese National Vault Champion;

Chinese Nationals--2nd vault

Hobbies: Playing video games, watching “Tom and Jerry”

Food: Kentucky Fried Chicken

●Section 3 Words and expressions from Reading

●Welcome to the unit

1. These people are all doing things that make them happy. (P17) 这些人都在做让他们高兴的事件。

make+宾语+宾语补足语:

其中宾语补足语可以由名词，形容词，非谓语动词充当。

My father wants to make me a doctor.

He made London the base for his revolutionary work.

It'll make me so happy if you'll accept it.

Washing machines make housework easier.

He had a strange way of making his classes lively and interesting.

I can't make this machine go.

He was made to repeat it.

He could not make himself understood.

相关高考试题

1. European football is played in 80 countries, ______ it the most popular sport in the world. （NMET1998）

A. making B. makes C. made D. to make

2. Helen had to shout _____ above the sound of the music. （广西）

A. making herself hear B. to make herself hear

C. making herself heard D. to make herself heard

3. - Are you still thinking about yesterday’s game?

- Oh, that’s ____________. ( 北京春季)

A. what makes me feel excited B. whatever I feel excited about

C. how I feel about it D. when I feel excited

答案及解析：

1选 A.分词引导结果状语。其中it做make的宾语，the most popular sport充当宾语补足语。

2选 D 动词不定式充当目的状语。其中herself做make的宾语，heard充当宾语补足语; herself与heard之间是被动关系。

3选 A what引导的表语从句。其中me做make的宾语，feel excited充当宾语补足语。

●Reading--- The search for happiness

1. To others, happiness means achieving success in something, such as meeting a goal. (P18) 对其他人来说，幸福意味着成功，比如达到一个目标。

mean

vt. meant, meant

1) to express or represent sth. such as an idea, thought, or fact: （指字句等）意谓

What does this word mean?

[+ that] These figures mean that almost 7% of the working population is unemployed.

What do you mean by that remark?

She's quite odd though. Do you know what I mean?

2) used to add emphasis to what you are saying: 意指

I want you home by midnight. And I mean midnight.

Give it back now! I mean it.

3) to have a particular result: 预示

Lower costs mean lower prices.

[+ that] Advances in electronics mean that the technology is already available.

[+ ing form of verb] If we want to catch the 7.30 train, that will mean leaving the house at 6.00.

4) to have an important emotional effect on someone: 意味

It wasn't a valuable picture but it meant a lot to me.

Possessions mean nothing to him.

5) to intend: 打算

I'm sorry if I offended you - I didn't mean any harm.

The books with large print are meant for our partially sighted readers.

[+ to infinitive] I've been meaning to phone you all week.

Do you think she meant to say 9 a.m. instead of 9 p.m.?

[+ object + to infinitive] This exercise isn't meant to be difficult.

They didn't mean for her to read the letter.

相关高考试题

1. In some parts of London, missing a bus means______ for another hour.（上海春）

A. waiting B. to wait C. waitD. to be waiting

2. The owner of the cinema needed to make a lot of improvements and employ more people to keep it running, _________ meant spending tens of thousands of pounds. ( 2006江苏)

A. who B. that C. as D. which

3. If you think that treating a woman well means always_______ her permission for things, think again. （2006湖南）

A. gets B. got C. to get D. getting

答案及解析：

1选A. mean doing 表示“意味着”；mean to do表示“本打算”。

2选D. which 引导的非限制性定语从句，修饰的先行词是前面整个句子。

3选D. mean doing 表示“意味着”；mean to do表示“本打算”。

2. Sang Lan is very good example of someone who is happy with her life, even when people expect her to be sad. (P18) 桑兰是享受生活的一个很好的例子，尽管人们认为她会悲伤。

expect

vt. 1) to think or believe sth. will happen, or someone will arrive:

We are expecting a lot of applicants for the job.

[+ (that)] I expect (that) you'll find it somewhere in your bedroom.

I expect (that) he'd have left anyway.

[+ to infinitive] He didn't expect to see me.

The financial performance of the business is fully expected (= almost certain) to improve.

We were half expecting you not to come back.

2) to think that someone should behave in a particular way or do a particular thing:

I expect punctuality from my students.

[+ to infinitive] Borrowers are expected to (= should) return books on time.

相关高考试题

1. Mum is coming. What present ___________ for your birthday? （福建）

A．you expect she has got B．you expect has she got

C．do you expect she has got D．do you expect has she got

2. According to the art dealer, the painting ______ to go for at least a million dollars. （2004四川）

A. is expected B. expects

C. expected D. is expecting

3. I've worked with children before, so I know what______ in my new job. （2000全国）

A. expected B. to expect C. to be expecting D. expects

答案及解析：

1选C. 此句中do you expect为插入语，由于do you expect已用疑问语序，主句用陈述语序，故选C。

2选A. 油画与价格之间是被期待着的关系。此句应用被动语态。

3选B. what, which, how, when, where等特殊疑问词后一般接动词不定式，与疑问词一起充当宾语，表语。

3. Well, in case some of our viewers don’t know her story, can you tell us a little bit about Sang Lan and who she is? （P18）好的，或许我们有些观众还不知道桑兰的故事，您能给我们简单介绍一下桑兰吗？

1) in case：because of a possibility of sth. happening, being needed, etc. 以防

I don't think I'll need any money but I'll bring some just in case.

Bring a map in case you get lost.

I left for the office earlier than usual this morning in case of traffic jam.

相关高考试题

1. I always take something to read when I go to the doctor’s __________ I have to wait. (2005全国II)

A. in case B．so that C．in order D．as if

2. How can you expect to learn anything ____ you never listen? （2006全国II）

A. in case B. even if C. unless D. when

3. We always keep ________ spare paper, in case we ran out. （2006浙江）

A. too much B. a number of C. plenty of D. a good many

答案及解析：

1选A. in case表示“以防，万一; so that “以便”,引导目的状语从句；in order后可以接不定式，也可接that引导目的状语从句；as if 表示“好象”。

2选D. when引导的条件状语从句，此句意为，“你从来不听，怎么能学到东西”。

3选C. 此句意为，“我们总是保留充足的纸，以防用光”。

2) a little bit：副词短语，一点

相关高考试题

1. I wish you’d do ________ talking and some more work. Thus things will become better. （2006江苏）

A. a bit less B. any less C. much more D. a little more

答案及解析：选A. 此句意为，“我希望你少说一点，多做一点，因此，事件会变的更好”。

4．Even though her training meant that she had to live apart from her parents, she was happy to devote herself to gymnastics. （P18）参加训练意味着她不能和父母住在一起，但尽管如此，她还是乐意奉献于体操。

1) even though/if：although 尽管

Even though he was tired, he helped me with my work.

I shall go even though it rains.

It is better to ask him even though he (should) refuse.

even/as if：used to describe how a situation seems to be 好象

She looked as if she'd had some bad news.

I felt as though I'd been lying in the sun for hours.

They stared at me as if I was crazy.

相关高考试题

1. Allow children the space to voice their opinions, ____they are different from your own. (2005湖南)

A. untilB. even if C. unless D. as though

2. Your uncle seems to be a good driver; _________, I wouldn’t dare to travel in his car. （2005江西）

A．even so B．even though C．therefore D．so

答案及解析：

1选B. 此句意为，“即使小孩有不同的意见，也要让他们说出来”。

2选A. even so“尽管如此”；even though“尽管，即使”；therefore“因此”；so“因此”。

2) devote …to…：to give all of sth. especially your time, effort or love, or yourself, to sth. you believe in or to a person:奉献于…

He left government to devote more time to his family.

She has devoted all her energies/life to the care of homeless people.

[R] At the age of 25, he decided to devote himself to God.

相关高考试题

Our Party has always devoted great attention to raising the living _____ of the working people. (2004上海)

A. cost B. situation C. level D. standard

答案及解析：选D。此句意为，“我们党一直很关注提高人民的生活水平”。

5. That must have been difficult for her. She must have been very sad. （P19）那对她肯定很困难，她一定很难过。

must

modal verb 1) used to show that it is necessary or very important that sth. happens in the present or future:

Meat must be cooked thoroughly.

I must get some sleep.

You mustn't show this letter to anyone else.

Luggage must not be left unattended (= it is against the rules).

FORMAL Must you leave so soon?

FORMAL “Must I sign this?” “No, there's no need.”

2) if you say that you must do sth. you mean that you have a definite intention to do sth. in the future:

I must phone my sister.

We must get someone to fix that wheel.

I mustn't bite my nails.

3) used for emphasis:

I must say, you're looking extremely well.

I must admit, I wasn't looking forward to it.

4) if you tell someone else that they must do sth. pleasant, you are emphasizing that you think it is a good idea for them to do that:

You must come and stay with us for the weekend.

We must meet for lunch soon.

5) used to show that sth. is very likely, probable or certain to be true:

Harry's been driving all day - he must be tired.

There's no food left - we must have eaten it all.

When you got lost in the forest you must have been very frightened.

“You must know Frank.” “No, I don't.”

相关高考试题

1. -Is Jack on duty today?

-It ____ be him. It’s his turn tomorrow. （2006四川）

A. mustn’t B. won’t C. can’t D. needn’t

2. There's no light on - they______ be at home. （2006全国I）

A. can't B. mustn't C. needn't D. shouldn't

3. This cake is very sweet. You __________ a lot of sugar in it. (2005辽宁)

A．should put B．could have put C．might put D．must have put

4. I was on the highway when this car went past followed by a police car. They ______ at lease 150 km an hour. (2006重庆)

A. should have been doing B. must have been doing

C. could have done D. would have done

答案及解析：

1.选C. 表示肯定的推测用must; 否定的推测用cannot. 意为，“不可能是他”。

2.选A. 表示否定的推测用cannot. 意为，“他们不可能在家”。

3.选D. 表示肯定的推测用must; must have put用的是完成式，表示的动作发生在主句表示的动作is sweet之前，意为，“你肯定放了好多糖”。

4选B. 表示肯定的推测。

6．Instead of crying about what she had lost and feeling hopeless, Sang Lan thought about what she could do to get better. (P19) 她没有对她失去的而哭泣或感到无望，相反，桑兰想到的是自己能做什么来改变自己的状态。

instead of：in place of someone or sth. else 代替;而不…

There's no coffee - would you like a cup of tea instead?

You can go instead of me, if you want

I'll go instead of him.

I can go to the meeting instead of my sick brother.

I can't go, she'll go instead of me.

She went to school instead of staying at home.

7. And how has Sang Lan adapted to her new life? (P19) 那桑兰是怎样适应新生活的呢？

adapt

vi. 1) to become familiar with a new situation:

The good thing about children is that they adapt very easily to new environments.

It took me a while to adapt to the new job.

2) to change sth. to suit different conditions or uses:

Many software companies have adapted popular programs to the new operating system.

The recipe here is a pork roast adapted from Caroline O'Neill's book 'Louisiana Kitchen'.

[+ to infinitive] We had to adapt our plans to fit Jack's timetable.

The play had been adapted for (= changed to make it suitable for) children.

Davies is busy adapting Brinkworth's latest novel for television.

8. I know I will think about how she rebuilt her life whenever my life feels unbearable. (P19)我知道，以后每当我感到生活难以承受时，都会想一想桑兰是如何重建生活的。

whenever

adv. conj. 1) every or any time:

I blush whenever I think about it.

Whenever I go there they seem to be in bed.

I try to use olive oil whenever possible.

“Will it be okay if I do it tomorrow?” “Sure, whenever (= then or at any other time).”

Do it in a spare moment at the weekend or whenever - it really doesn't matter.

I'm talking about last July or whenever it was that you got back from India.

2) used instead of 'when' to add emphasis to a phrase, usually expressing surprise:

Whenever do you get the time to do these things?

相关高考试题

1. In peace，too，the Red Cross is expected to send help _______ there is human suffering. (2006江西)

A. whoever B. however C. whatever D. wherever

2. The old tower must be saved, _________the cost. （2005浙江）

A. however B. whatever C. whichever D. wherever

3. --- Could you do me a favour? (2006北京)

--- It depends on ______ it is.

A. which B. whichever C. what D. whatever

答案及解析：

1选D. 此句相当于send help to the place where there is human suffering。Wherever引导定语从句。

2.选B. whatever意为“无论什么”。此句意为，“那座古塔必须修，无论花什么代价”。

3.选C. what引导的宾语从句。意为，“看看是帮什么忙”。

9. Reeve could not walk either, due to an unfortunate horse riding accident. (P21)由于一次骑马时不幸的事故，Reeve也不能走路了。

due to

caused by; attributable to 由于

This accident was due to his carelessness.

His illness was due to overwork.

The accident was due to bad driving.

The stove smokes, that is due to the pipe being stopped.

His success was due to hard work.

The wages due to him will be paid tomor

篇12：高二上英语培训单元教学设计M5 Unit 2 United Kingdom(新课标版高二英语必修五教案教学设计)

Unit 2 The United Kingdom

I. 教学目标

通过本单元的学习，使学生了解英国的地理位置、国家的构成、发展历史及伦敦的名胜古迹，感受异域文化，提高跨文化意识；此外，还要学会使用地图和网络查询有关英国的资料，培养学生的资源策略和自主学习的能力；掌握35个新单词和6个短语，熟悉过去分词作宾语补足语的用法。

II. 教材分析

Warming Up部分提供了一个关于英国概况的小测试，目的是激活学生已有的背景知识，调动学生的积极思维，激发学生的学习动机。

Pre-reading部分通过三个问题进一步激活学生有关英国的知识，使学生产生深入了解英国的欲望和兴趣,为阅读做好铺垫，起到了承上启下的作用。

Reading部分全文分为6个自然段，从地理、历史、政治、文化等多角度向我们介绍了英国的发展史，伦敦的人文景观，并侧重介绍了England的区域划分。学生通过学习课文不但对英国有了详实的了解，拓宽了知识面，而且可以掌握新的词汇、句型，了解作者的写作手法，提高学生把握文章主脉的能力。

Comprehending部分由三部分组成：回答问题、画出England和Wales的区域划分图、给文章分段，写出各段的main idea 和全文的summary。此部分不仅检查学生对细节的把握，而且检测学生对课文内容进行整合归纳的能力以及读图画图能力，更有助于学生抓住文章的篇章结构。

Learning about Language部分突出通过语境运用单词的理念，设计了短文填空和与动词say同义或近义的单句填空练习，旨在提高学生活用词汇的能力。语法部分通过从课文中找样句让学生初步认识过去分词作宾补的用法，然后采用句子填空的练习形式加深印象，最后以游戏的形式实际运用该结构，体现语法习得方式的多样性，提升语法学习的趣味性。

Using Language部分综合训练听说读写的能力。读与听，读与说，读与写独立呈现但又相互交融。阅读部分读者随Zhang Pingyu一起走近伦敦著名而历史悠久的古老建筑，充分感受到伦敦独特的建筑风格和深深的文化底蕴。写作部分要求学生参考所给的形容词和动词，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。

Summing Up部分要求学生就本单元所学知识进行反思，总结自己对词汇语法和英国文化历史的把握情况，了解自己的不足之处。

Learning Tip 给出了一些写作后的建议，要求学生养成在写作后大声朗读自己的文章的良好习惯，以便检查文章是否通顺，是否有时态、语态或拼写错误，不断提高英语写作水平。

III. 教材整合

建议本单元用5课时完成。

第一课时：

将 Workbook中的reading（P51）和listening(P52)整合成一节课。上该单元时恰逢中国的教师节，借此引出英国一个很特殊的节日-Guy Fawkes Night，了解该节日的由来、庆祝时间和庆祝方式。再从阅读文章过渡到听力，倾听Guy Fawkes和 King James之间的故事。

第二课时

将Listening(P15)和Reading(P9-10)设计成一节课。从前一节课King James的故事引出英国历史上其他的kings和 queens, 画出两棵family tree帮助学生理清他们之间的关系，为学生听懂听力材料和了解The Tower of London的历史作好准备。然后过渡到阅读，随张萍雨一起去游览伦敦的其它历史名胜。

第三课时

将Warming up， Reading 和Learning about Language中的Discovering useful words and expressions（Exercises1-2）设计成一节精读课，让学生全方位多角度地了解英国，提高学生的阅读能力和活用词汇的能力。

第四课时

将Learning about Language中的Discovering useful structures和Workbook 中的Using structures 结合在一起，设计成一节以语法教学为主的语言学习课，帮助学生真正掌握过去分词作宾补的用法。

第五课时

借助网络及其它学习渠道广泛收集有关英国的信息并在课堂上呈现，帮助学生优化英语学习方式，充分发挥自己的学习潜能，提高自主学习的能力。同时关注学生与人沟通和合作的能力，学会与人分享。在大量的信息储备之后，要求学生写一篇短文，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。

IV. 教学流程

Period One

Teaching goals: To enlarge the Ss’ knowledge about Guy Fawkes Night.

To improve the Ss’ speaking and listening.

Step1 Warming up

1. Have a chat with the Ss.

Q1. What kind of special holiday is it today?

Q2. How do you usually celebrate Teachers’ Day?

Q3. What other festivals do you still remember? (Get the Ss to go over what we have learned about festivals.)

2. Lead the Ss to the reading passage on P51

Q1. Have you ever heard of a festival called “Guy Fawkes Night”?

Q2. What do you want to know about it?

[ Possible Answers] Where and when is it celebrated? How is it celebrated today? How did the festival come about?

Step 2 Reading

With the questions above in mind, the Ss begin to go through the whole passage quickly to find out the answers.

[ Suggested Answers] It is celebrated in Britain on November 5th. People will have firework parties and burn cloth dolls of Guy Fawkes on a bonfire.

In the 17th century, there were two kinds of Christian in Europe, Catholic and Protestant, and they were often at war with each other. Guy Fawkes was a Catholic, but the government of England usually supported Protestant. So Fawkes and his Catholic friends decided to blow up the Houses of Parliament and kill King James. But before they could do anything, their plan was discovered. Guy Fawkes was caught and killed. And King James made November 5th into a yearly celebration so that people will not forget this “disaster”.

Step 3 Post-reading

Pair work: Ten days before the plan, Fawkes and Catesby met to discuss their plan in detail. Make up a dialogue between them; one acts as Fawkes and the other as Catesby.

[Suggested Dialogue]

F: How can we enter the Houses of Parliament?

C: Maybe we can buy a house close to it. These days houses usually have cellars. If we get the cellars connected with the Houses of Parliament, it will be convenient for us to get into it.

F: Good idea! Then we can store a lot of gunpowder in the cellar. When the king and his advisers are in the Parliament for a meeting on November 6th, we will light the gunpowder to start the fire.

C: That’s it. Let’s go to look for such a house at once. We don’t have much time left.

F: I agree with you. Let’s go.

The Houses of Parliament

Step 4 Listening on P52

Who are the two main characters in the story?

There are more stories about them. Listen to the tape and decide which statements are true and which are false.

1. King James was a Catholic.

2. King James was frightened of Catholics.

3. King James supported Protestants.

4. He punished Guy Fawkes.

5. Guy Fawkes talked to King James.

6. The king thought the Catholics wanted to kill him.

7. The king rewarded Guy Fawkes.

8. The king thought there were too few Catholics.

9. The king’s friends abroad were Protestants.

After checking the answers with the whole class, let the Ss listen to the tape again to find out King James’ problems.

Step 5 Discussion

Who will you feel most sympathy for, Guy Fawkes or King James? Give your reasons.

Step 6 Homework

1. Read the text aloud after class, paying attention to your pronunciation and intonation.

2. Surf the Internet to find out some stories about other kings or queens in British history.

Period Two

Teaching goals: To get the Ss’ to know more about British kings and queens so that

they can understand British history and culture better.

To learn about some historical sites in London.

Step 1 Warming up

Guy Fawkes Night has something to do with King James. Do you know any other kings or queens in British history?

Show the Ss 2 family trees:

Step 2 Pre-listening

1. Practise the pronunciation so that the Ss will recognize them when they hear the names in the tape.

2. In ancient times, what is the palace called where kings and queens lived?

[Suggested Answer] The Tower of London

The Tower of London was home for the kings and queens for many years. Can such a royal palace be a prison? Zhang Pingyu, a Chinese girl is talking with a local guide about it. Let’s listen to their conversation to get the answer. (Yes)

Step 3 Listening

1. Listen to the tape again to find out: Who had been prisoners in it?

[ Suggested Answer] King Edward V and his brother; Elizabeth I

2. What happened to King Edward V and his brother?

As a prisoner, how could Elizabeth be the queen?(顺着前面问题的答案自然发问)

[Suggested Answers] Their uncle, Richard, had them killed and he made himself King Richard IV.

Because her brother and sister had no children.

3. Listen to the conversation again and fill in the blanks in the following passage.

A. These two princes were ______ and ______ six hundred years ago. They had come to London for the older brother to be crowned ______ after his father, King Edward IV, ______. He was only thirteen years old. His wicked uncle, Richard, was supposed to ______them both, but instead he had them ________ while they were _________.

B. In the 1550s when queen Elizabeth I was still a ______, her sister, Queen Mary, brought her to the Tower as a ______ because she thought Elizabeth was a traitor. She __________ through a special gate __________“Traitors Gate”. That only __________to very bad people.

[Suggested Answers] brothers, lived, King, died, look after, killed, asleep, princess, prisoner, went in, called, happened

Step 4 Pre-reading

Nowadays the tower of London has been standing there for one thousand years, which attracts a lot of tourists every year. As a matter of fact, there are many famous old buildings in London. Zhang Pingyu is visiting London and she plans to see some historical sites.

Step 5 Reading

1. Scanning

Read the passage quickly to find out the historical sites that she visited.

Places to visit/see Comments

The Tower of London

St Paul’s Cathedral

Westminster Abby

Big Ben

Buckingham Palace

Greenwich

Karl Marx’s statue

The British Museum

2. Careful reading

Read the passage carefully to get detailed information about these places.

[Suggested Answers]

The Tower of London, built by Norman invaders of AD 1066, a solid, stone, square tower which remained standing for one thousand years.

St Paul's Cathedral, built after the terrible fire of London in 1666, looked splendid;

Westminster Abbey, splendid, interesting, contains statues in memory of dead poets and writers;

Greenwich, old ships and famous clock, the longitude line;

Big Ben, the famous sound of the clock ringing out the hour

Buckingham Palace, the Queen’s house in London, look at the outside

Karl Marx’s statue in Highgate Cemetery, strange, the great man lived and died in London, worked in the famous reading room of the Library of The British Museum

The British Museum, thrilled to see many wonderful treasures from different cultures, beautiful old Chinese pots, proud of her country

Step 6 Language points

1. available: adj. (物) 可用的，可得到的;（人）可会见的，可与之交谈的

These tickets are available today.

The doctors are available now.

be available for 有空做……；可供……利用

2. make a list of 列……的清单

3. delight n. 高兴，愉快v. 给人乐趣，使愉快; 引以为乐

He laughed with delight.

I was delighted to be invited to her party.

She delights in cooking.

delighted: adj. 高兴的

delightful: adj. 令人喜悦的，令人快乐的

be/feel delighted at/with/by 因……而高兴

to one’s delight /joy 令人高兴的是……

4. remain doing sth

remain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然……

Much work remained to be done.

I'll remain to see the end of the match.

The door remained closed.

It remained raining.

5. on special occasions 在特殊场合

6. in memory of ... 纪念……

He founded the charity in memory of his late wife.

7. ring out: 发出响声，响起

8. It seemed strange that ... should have lived...

He seems to be...

There seems to be...

Step 7 homework

Read the passage again to get familiar with the famous buildings.

Period Three

Teaching goals: To help the Ss to learn more about the United Kingdom.

To improve the Ss’ reading comprehension.

To encourage the Ss to describe the UK with the help of pictures and maps.

Step 1 Warming up

Get the Ss to answer the following questions to see how much they have already known about the United Kingdom.

1. What does UK stand for?

2. How many countries does the UK consist of?

3. What is the longest river in England?

4. What do you know about any cities or towns in the UK?

5. What is their national flag like? What does it stand for?

Cross of St George (England) Cross of St Patrick (Ireland)

Cross of St Andrew (Scotland) Union Jack or Union Flag

The Union Jack flag unites the flags of three countries in the UK. Which country is left out? Why?

[Suggested Answers] Wales is left out, because it is usually considered as part of England.

Step 2 Prediction

It seems that you have known something about Britain, but there is still something that puzzles you. It doesn’t matter. Today we are going to read another passage about the UK. What do you expect the writer will tell us?

[ Possible Answers] geography, history, climate, national flag, culture, natural resources, cities, sports, politics, literature and so on

Step 3 Reading

1. Scanning

Have a quick look at the whole passage to find out: Which of these are talked about in the text?

[Suggested Answers] geography, history, national flag, culture, cities

2. Group work

Read the passage carefully and then discover in groups to divide the text into 3 parts. Summarize the main idea of each part.

[Suggested Answers] Part 1( Para1- Para4): How the UK developed into 4 countries.

Part 2(Para5): Division of England into 3 zones, which have different characteristics.

Part 3( The last Para): Culture and history of London.

3. Individual work

Write a summary of the passage.

[Suggested Answers] The writer tells us how the UK developed from one country to four countries, and it also shows how England is divided into 3 zones and why London has become such an important historical treasure.

Step 4 Post –reading

As we all know, there are so many attractions in the UK. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.

Suppose you are paying a visit to the UK, and a guide( your partner) is answering your questions. Make up a dialogue with your partner with the help of the pictures and maps. You may exchange your roles if you like.

Queen Elizabeth II Michael Owen Big Ben

the River Thames London Tower Bridge National Flag

Step 5 Homework

1. Read the text and try to find out some important or difficult language points.

2. Explore the Internet to get any information that you are interested in about the UK and get ready to present your report in class.（学习小组活动，6-7人一组）

Period Four

Teaching goals: To enable the Ss to use the new vocabulary properly.

To get the Ss to have a knowledge of past participle used as object complement.

Step 1 Check the homework exercises

Teacher may pick out some general difficult points from the students and have a thorough explanation.

1. consist of ＝ be made up of 由……组成 (没有进行时）

The UK consists of Great Britain and Northern Ireland.

＝Great Britain and Northern Ireland make up the UK.

The soup consists of tomatoes, meat and peas.

consist in = lie in 存在与；在于(无被动形式)

The beauty of air travel consists in its speed and ease.

consist with: 一致

The report consists with facts.

2. 区别:

separate ... from (把联合在一起或靠近的人或物分离出来）

divide...into 把…分开（把整体分为若干部分）

The teacher divided the class into two groups.

The Taiwan Strait separates Taiwan from Fujian.

As we joined the big crowd, I got ______ from my friends.

A. separated B. spared C. lost D. missed

3. debate about sth.

They debate about the proposal for three days.

debate /argue/ quarrel

4. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了

I hope what I say will clarify the situation.

Can you clarify the question?

5. be linked to = be connected to /be joined to

6. refer to

1)提及，指的是……

When he said “some students”, do you think he was referring to us?

2) 参考；查阅；询问

If you don't understand a word you may refer to your dictionaries.

Please refer to the last page of the book for answers.

3) 关系到；关乎

What I have to say refers to all of you.

This rule refers to everyone.

It was foolish of him to _____ his notes during that important test, and as a result, he got punished.

A. stick to B. refer to C. keep to D. point to

reference: n. reference books

7. to one's surprise (prep)

“to one's + 名词” 表 “令某人……”

常见的名词有 “delight, disappointment, enjoyment, astonishment 等

To my horror, I discovered the goods were entirely unfit for sale.

To John's great relief, they reached the house at last.

8. break away (from sb / sth) 脱离；破除…

It is not easy for him to break away from bad habits.

The man broke away from his guards.

break down (会谈)破裂，失败；(汽车等)出故障；(人的健康状况)变得恶劣；（情感）失控

His car broke down on the way to work this morning.

His health broke down under the pressure of work.

He broke down and wept when he heard the news.

Talks between the two countries have completely broken down.

区别：break in 闯入；打岔 break off 中断，折断break into 闯入 break out 爆发;发生

break up 驱散；分散，拆散

News reports say peace talks between the two countries _____ with no agreement reached.

A. have broken down B. have broken out C. have broken in D. have broken up

9. as well as 不仅…而且；既…又…

He is a teacher as well as a writer.

The children as well as their father were seen playing football in the street.

10. convenience: n.方便；便利

We bought this house for its convenience.

convenient: adj.

be convenient to sb.

Come and see me whenever ______.

A. you are convenient B. you will be convenient

C. it is convenient to you D. it will be convenient to you.

11. attraction:

1). 吸引；引力(不可数 n.)

2). 吸引人的东西；喜闻乐见的东西；精彩节目(可数 n.)

attraction of gravitation 重力

He can't resist the attraction of the sea on a hot day.

A big city offers many and varied attractions.

What are the principle attractions this evening?

attract: v. attractive: adj. unattractive: adj. attractively: adv.

12. influence

1) v. 对…产生影响

What influence you to choose a career in teaching?

2)可数n. 产生影响的人或事

He is one of the good influences in the school.

3) (不可数n.) 影响

A teacher has great influence over his pupils.

Step 2 Learning about language

Finish Ex. 1 on Page11 and Ex. 2 on Page 12

Step 3 Discovering useful structures

1. Ask students to find out the sentences with past participles used as object complement.

1) Now when people refer to England you find Wales included as well.

2) To their surprise, the three countries found themselves united peacefully instead of by war.

3) However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of…

2. Ask students to read the examples and draw a conclusion and some general usages of past participle as object complements. Teacher gives necessary explanations and how to use past participles as object complements.

一、作宾语补足语的过去分词与宾语之间的关系

1. 及物动词（短语）的过去分词用作宾语补足语时，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系。例如：I want the letter posted. 我想把这封信寄出去。

2. 少数不及物动词如 go, change, fall 等的过去分词作宾语补足语时，仅表示动作完成。因此，宾语与过去分词之间不存在逻辑上的被动关系。例如： She found her necklace gone on her way home. 在回家的路上，她发现项链不见了。

3. 动词 seat, hide, dress 等的过去分词作宾语补足语一般表示状语而不表示被动的意义。因此，虽然宾语与它们存在逻辑上的主动关系，但也只能用它们的过去分词作宾语补足语。例如：When I came in, I found a strange girl seated in the corner. 我进来时，发现一个陌生的女孩坐在角落里。

二、需用过去分词作宾语补足语的情况

1. 表示“意欲；命令”的动词如 like, want, wish, order 等，可用过去分词作宾语补足语。

The father wants his daughter taught the piano. 这位父亲想让女儿学钢琴。

2. 感官动词 see, hear, notice, observe, watch, feel, find 等后，可用过去分词作宾语补足语。

eg：I saw an old man knocked down by a car just now.刚才我看到一位老人被车撞倒了。

3. 使役动词 have, get, make, leave, keep 等后，可用过去分词作宾语补足语。

Have you got your films developed? 你拿胶卷去冲洗了没有？

4. “with ＋宾语＋过去分词”结构中，过去分词用作介词 with 的宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。例如：

The murderer was brought in, with his hands tied behind his back.

凶手被带进来了，他的双手被绑在背后。（表方式）

With water heated, we can see the steam. 水一被加热，我们就会看到水蒸气。（表条件）

With the matter settled, we all went home.事情得到解决，我们都回家了。（表原因）

注意：在这一结构中，当宾语为某一身体部位，且作宾补的动词是及物动词时，身体部位通常是过去分词的逻辑宾语，因而过去分词不可换用现在分词。

She stood in front of him, with her eyes fixed on his face. 她站在他面前，眼睛注视着他（ fix one's eyes on 为固定短语，因此，不可将句中 fixed 换为 fixing ）

He stood for an instant with his hand still raised.他仍然举着手站了一会儿。

当用某些不及物动词的分词形式作身体部位的宾补时，用现在分词的形式。

She felt her heart beating fast.她觉得心跳很快。（beat 意为“心跳”，是不及物动词）

三、掌握“使役动词 have + 宾语＋过去分词”的几种含义

在“ have ＋宾语＋过去分词”结构中，过去分词作宾语补足语，have 也可用 get 。这一结构具有以下几种含义：

1. 意为“主语请别人做某事”。例如：

He wants to have his eyes examined tomorrow.

他明天想去检查眼睛。（“检查”的动作由医生来进行）

2. 意为“主语遭遇、遭受某一不愉快、不测的事情”。例如：

Be careful, or you'll have your hands hurt. 当心，否则会弄伤手的。

3. 意为“使完成某事”，事情既可以是别人做完，也可以由主语参与完成。例如：

He had the walls painted this morning. 他今早把墙漆了。（主语自己可能参与）

四、区分过去分词作宾语补足语与现在分词作宾语补足语

一般说来，过去分词作宾语补足语时，宾语是动作的承受者；现在分词作宾语补足语时宾语是动作的执行者。试比较：

I found him lying on the grass just now. 我刚才发现他躺在草坪上。

I found him knocked down by a car. 我看到他被车撞了。

五、过去分词与不定式，现在分词作宾语补足语的区别

三者与宾语逻辑上都是主谓关系,但是过去分词强调他们之间的被动关系,不定式强调动

发生的全过程,现在分词强调它们之间的主动关系.

I saw her come into the classroom.

I saw her coming into the classroom.

I saw her taken out of the classroom.

The missing boys were last seen near the river.

A. playing B. to be playing C. play D. to play

Step 4 Using structures（四人小组活动竞赛）

Exercise 1 on Page 50.

1. Ask students to work in pairs of four.

2. Give them five minutes to finish the work and ask each group to choose the best answers. Let the leader of each group read the best sentences they have written.

3. Ask students to choose the best sentences.

Exercise 2 on Page 51.

1. Give them five minutes to finish the work.

2. Two in pairs exchange and talk about their answers.

3. Teacher gives the keys.

Step 5 Homework

Choose the best answers.

1. With trees, flowers and grass ______ everywhere, my native town had taken on a new look.

A. planting B. planted C. to plant D. to be planted

2. Is this the recorder you want______?

A. to have repaired B. to repair it C. to have it repaired D. it repaired

3. She was glad to see her child well ____________ care of.

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

4. He found them ______at a table chess.

A. sat; to play B. sitting; to play C. seated; playing D. seat; play the

5. I can make you _______ w hat I say, but you can't make yourself________ in English.

A. understand; understand B. understand; understood

C. to understand; understand D. understand; to be understood

6. John rushed out in a hurry, the door__________________ .

A. leaving; unlocked B. leaving; unlocking

C. left; unlocked D. to leave; unlocking

7. I have had my bike _________, and I'm going to have somebody______ my radio tomorrow.

A. repair; to repair B. repairing; to be repaired

C. repaired; repair D. to repair; repairing

8. ______________the room ,the nurse found the tape recorder_____________.

A. Entering; stealing B. Entering; gone

C. To have entered; being stolen D. Having entered; to be stolen

9. We are pleased to see the problem_____________ so quickly.

A. settled B. settling C. be settled D. having been settled

10. I have often heard the ABC Song________, but I have never heard Alice_________ it.

A. to be sung; to sing B. being sung; sang C. sung; sing D. sang; singing

11. -Good morning. Can I help you?

-I'd like to have this package_____________.

A. be weighed B. to be weighed C. to weigh D. weighed

12. Mrs. Brown was much disappointed to see the washing machine she had________ went wrong again.

A it B. it repaired C. repaired D. to be repaired

13. The murderer was brought in, with his hands ____________behind his back.

A. being tied B. having tied C. to be tied D. tied

14. With a lot of difficult problems________, the newly-elected president is having a hard time.

A. settled B. settling C. to settle D. being settled

(keys: BACCB，ACBAC，DCDC)

Period Five

Teaching Goals: To encourage the Ss to cooperate with others, to learn to collect useful information in various ways and to improve their spoken English.

To develop some writing skills.

Step 1 Presentation

Ask each study group to present what they have discovered about the United Kingdom.

Step 2 Writing

There is no doubt that the United Kingdom is beautiful with many natural and historical places of interest. How about your hometown? Some visitors have come to your hometown or home city for the first time. Please introduce a historical site or a cultural site to them. The following words and expressions may help you: smart, excellent, exciting, beautiful, famous, grand, special, unusual, outstanding, fantastic, stand, lie, remain, sound, appear

Step 3 Group work

让学生相互交换所写的小文章，注意描述语言的准确性和生动性，选出本组最佳文章、好词好句，然后老师收集、整理，进行张贴，大家共享、共赏。

篇13：模块5 Unit 1 全单元教案Reading 1(译林牛津版高二英语必修五教案教学设计)

Module 5

Unit 1 Getting along with others

Objectives:

1.To help Ss get a general idea about the text.

2. To make Ss become familiar with the detailed information about the text.

3. To help Ss master Reading Strategy.

Teaching important point:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises.

3.How to help the students develop their creative, comprehensive and consolidating abilities.

Interaction Patterns: Teachers -class, individuals, pairs

Procedures for teaching:

Step 1 lead-in

Discussion

1. Do you have any important events or unforgettable experiences with your close friends?

2. Please share something with us and tell us what to do when meeting with difficulties in friendship.

(1). If your friend tells others about your secrets, how will you feel and what will you react?

(2). When your friendship is in trouble,will you stop talking with your friend and make a new friend?

Conclusion

1. We should keep our promise and keep friends’secrets. Honesty is one of the most important factors in the friendship.

2. Friends should unite and help each other when meeting with some difficulties both in study or in other fields of life.

In other words, we are supposed to take honesty and union as glory. But what are the shameful behaviors or the glorious?

Next let’s learn something about it.

以热爱祖国为荣以危害祖国为耻

以服务人民为荣以背离人民为耻

以崇尚科学为荣以愚昧无知为耻

以辛勤劳动为荣以好逸恶劳为耻

以团结互助为荣以损人利己为耻

以诚实守信为荣以见利忘义为耻

以遵纪守法为荣以违法乱纪为耻

以艰苦奋斗为荣以骄奢淫逸为耻

Step 2 Comprehension of the text

First reading

By using these two rules, let’s go over the two letters for the first time and try to answer questions below.

1. What did Sarah think about the surprise Maths test?

She thought it was quite easy.

2. What did Sarah tell Hannah in the girls’ toilet?

She told Hannah how badly she had done in the Maths test.

3. Why did Sarah tell Hannah that they weren’t going to be friends any more?

Because she thought that Hannah had told everyone how badly she had done in the Maths test.

4. Why did Andrew shout at Matthew after the match?

He thought Matthew played badly and did not try hard enough. As a result, they lost the game.

5.What did Matthew think about losing the match?

He thought it was his fault.

6. What kind of boy is Matthew? Is he usually a quiet boy?

He is usually cheerful and out going.

Second reading

Read the article again and finish part C2. Try to identify how Sarah and Andrew felt and why they felt like so.

Make sure you pick the relevant information within the given time.

How Sarah felt Why she felt so

How Andrew felt Why he felt so

Step 3 Language items

1.Match new words with their definitions

2.Find out the similar words in the 2nd letter

Step 4 Discussion

1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?

2. If you found out that your best friends had made friends with another person,what would you think about this and what would you do?

Step 5 Reading strategy

How do they show their strong feelings when meeting difficulties in friendship?

1. I must be really stupid…. (line11)

2. How they must have laughed behind my back! (line22)

3. I was so angry that… (line23)

4. It is really awkward….. (line 49)

5. I can’t help wondering…. (line52-53)

Step 6 Group work

Work in groups and try to make a dialogue which is full of strong feelings.

Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.

Reading 2: Language Focus

Objectives:

1. Revise the reading passage by retelling it.

2.Get the students to grasp the usage of some important words and expressions.

3.Get the students to practice two important drills.

Teaching important point:

Dear Sarah;

You have every right to feel_________by your friend if she did tell your secrets to others,but it seems unlikely that she did. You say that you are best friends; well, best friends talk about their problems and try to solve them. If she is a good friend, you should___________for blaming her.

If you still have doubts, you should think about

why you don’t believe her. Was it because you

Were ashamed of your______or your behavior?

Did you feel jealous of your friend’s mark? If so,

The problem lies with you, not her. Try not to

sound too______of yourself when discussing

Marks in front of others.

However, if you feel that she is very bad at

Keeping________and likes to embarrass you in

Public, you had better find a new friend

Dear Andrew,

It seems you need to apologize quickly to avoid losing a ggod friend! Don’t forget that things are important to people, even when they don’t shout about them. The _______was probably very important to Matthew and he felt______about losing, and bad about not being as gifted at football as you are.

A football team needs all the players to work

Together and help each other. Each player

Should play to their strengths. Shouting at your

Teammate was unfair and just made him feel

worse. Although you both said________things

to each other, one of you has to be first to say

Sorry. Don’t be stubborn.

You say that your__________as important as

Football. Well, then you should be__________

To get your friendship back. Don’t delay. Talk to

Your friend and I’m sure before long, you’ll be

Back playing football together.

language points

1.We have been good friends since primary school.(line7)

(1).Unemployment in that country is now at its lowest level since WWII.

该国的失业率处于二战以来的最低水平.

(2).She left her hometown five years ago. We haven’t seen her since.

自那以后=from then on

(3).It is just three days since they arrived at the mountain.

(4).Since you are so busy, perhaps we shuold ask someone else.

2.We are no fun.(un.) (line5)

(1).Her baby is great fun./ sailing a boat is great fun. (有趣的人/事)

(2). I write not just for the pay, but for fun.(乐趣).

We had a lot of fun at the party.

(3).They often make fun of me for this.

Donn’t make_____of the blind man.

A fun B funs C funny D a fun

fun 做名词时不可数,不能与a连用,也没有复数形式.

3.Must (when guessing,there seems to be no other possibilities) (line8-9)

(1).I must have sounded very proud of myself.

我当时的口气听上去肯定很自得.

You must have left your wallet in the office.

你肯定是把钱包落在办公室里了.

(2).may have done(it’s not certain)

Something may have happened to her.

可能她发生了什么事.

4.feel like(have an inclination or desire for) (line11-12)

(1). I feel like I was overlooking my studies.

(2). I felt like crying.

我的父母晚饭之后总是想要出去散步.

My parents always feel like going out for a walk after supper.

feel like表示想要做某事,后可加doing sth.

也可以加that clause.

5.I was overlooking my studies. (line12)

(1).forget/not see something important

we should not overlook the difficulties.

当第一次读的时候,我忽略了这个错误.

I overlooked the mistake the first time I read it.

(2). not be angry with a bad thing

请原谅我的错.

Please overlook my fault.

(3). We want a room which overlook the garden,not one overlook the car park.

我们想要一个能居高临下看到花园而不是停车场的房间.

6.I was determined to be cheerful.(line14)

(1)adj.

a.He is determined to take part in the international speech competititon.

b.he is a determined supporter of President Bush.

(2)vi.

He determined to take part in the international speech competition.

他决定参加国际演讲比赛.

(3)vt.

a.规定,确定

例:They determined the date for the party.

7. He kept on saying really mean things to hurt me. (line44-45)

(1).不要对她如此刻薄.

Don’t be so mean to her.

(2). He was very mean with his money.

unwilling to share or give what one has

(3). It is a mean dog. Be careful it does’t bite you. Bad-tempered/liking to hurt

(4). Running ten miles is no mean achievement. very good

8.I can’t stand seeing my team lose.(line45-46)

(1)stand sb./sth.

例:I can’t stand a lot of noise when I am reading.

当我阅读时忍受不了那么大的噪声

I can’t stand this cold weather.

我忍受不了那么冷的天气.

He can’t bear that man. He talked too much.

9.I can’t help wondering….. (line52-53)

(1)cannot help doing sth.情不自禁做某事

例: He cannot help talking to his deskmate in class.

上课时他忍不住要和同桌讲话.

(2)cannot help it 没有办法

例: He just can’t help it. He has to obey orders.

(3)can’t help do sth.无法帮助做某事

例:I can’t help do the housework for my mum.

篇14：课标模块5 Unit 1 John Snow Defeated “King Cholera”教学案(新课标版高二英语必修五教案教学设计)

I. Match the inventions with their inventors below:

Scientists Contributions

1. Alexander Graham Bell A. electricity / famous kite experiment

2. Thomas Edison B. the First telephone

3. Laite Brothers C. the electric bulb

4. Madame Curie D. black holes in Universe / A Brief History of Time

5. Franklin E. Theory of Gravity

6. Steven Hawking F. the First Plane

7. Elbert Einstein G. Radium / radioactivity

8. Isaac Newton H. the secrets of the atom and of the universe / the Theory of relativity

9. Charles Darwin I. astronomy curriculum

10. Zhang Heng J. penicillin

11. Yuan Longping K. famous Leaning Tower of Pisa experiment

12. Qian Xuesen L. invent television

13. Alexander Fleming M. the earliest seismograph

14. John Baird N. China’s aerospace / (Father of the Chinese space programme)

15. Ray Tomlinson O. Agriculture / (Father of Hybrid Rice)

16. Galileo Galilei his P. first e-mail message

17. Nicolaus Copernicus Q. the Theory of Evolution / The Origin of Species

II. Read the passage and then choose the best answers:

1. John Snow finally proved the theory he believed by _______.

A. gathering information with the help of a map

B. looking into the source of the water for Broad Street and Cambridge Street

C. separating those who suffered cholera from those who didn’t

D. both A and B

2. What did John Snow’s test show?

A. Cholera was spread in a cloud of gas. B. The beer in the pub was polluted.

C. Cholera attacked the people in the whole district. D. Cholera was spread by germs.

3. Which of the following methods is NOT the correct way to prevent the disease from happening again?

A. Examine the source of all water supplies.

B. Find the new methods of dealing with polluted water.

C. Instruct the water companies not to provide polluted water for people.

D. Don’t use the water from the water pumps.

4. Which of the following statements is TRUE according to the text?

A. John Snow was famous doctor for easing the birth of babies.

B. A woman and her daughter died of cholera because they didn’t follow John Snow’s advice.

C. Finally “King Cholera” was defeated thanks to John Snow’s strong determination and careful work.

D. John Snow was an American doctor.

5. The text mainly tells us that _______.

A. the cause of cholera was polluted water B. John Snow was a famous doctor in London

C. cholera was a deadly disease D. John Snow did some research and helped to solve “King Cholera”

6. The story shows us that John Snow was a _______ scientist.

A. kind and patient B. strong-minded and kind C. selfish and diligent D. careful and observant

7. Which of the following statements best summarizes the main idea of the text?

A. As a famous doctor, John Snow had two famous theories about how cholera spread.

B. John Snow proved the second theory about how cholera spread was right at last.

C. Through his research, John Snow found a polluted well and stopped people from drinking it.

D. John Snow found the cause of cholera and how to control it through his careful research.

8. According to hid research, John Snow proved that _____ played a key role in the spread of cholera.

A. gases B. water C. germs D. wells

9. Through the passage, we may conclude that right steps for a scientific experiment should probably be ______.

a. Making a question b. Finding supporting evidence c. Collecting information

d. Finding a problem e. Making a conclusion f. Analyzing the results

g. Thinking of a method

A. g d a c f b e B. d a c g f b e C. d a g c f b e D. g d c a f b e

10. The text is written as a(n) _______.

A. report B. description C. creative story D. essay

11. Which of the following did John Snow think is the most important to defeat a disease?

A. Finding its cause. B. Finding its cure. C. Finding its result. D. Finding its harm.

12. On the map of the textbook, we can see ______ had the most deaths from cholera.

A. No. 40 Broad Street B. No.8 Cambridge Street C. No.21 Broad Street D. No.9 Cambridge Street

13. Some houses in No. 20, 21 Broad Street had no deaths in the outbreak of cholera, because ______.

A. they worked in the pub at 7 Cambridge Street which had cleaner conditions

B. they had drunk free beer instead of water from the Broad Street pump

C. the beer they had drunk could prevent against cholera

D. they had known the water from the Broad Street pump was dangerous to drink

14. It seemed that _______.

A. polluted water played a key role in spreading cholera

B. Broad Street and Cambridge Street have their own water pumps

C. cholera spread through air

D. John Snow found the cause of cholera by accident

15. The main idea of this passage is ______.

A. how John Snow found the cause of cholera B. how John Snow stopped cholera

C. how John Snow did his research D. about John Snow’s life and his discovery

III. Complete the following form:

John Snow Defeats “King Cholera”

The Style of the passage A (1)_________ by John Snow

The problem Nobody knew the (2) _______ of the serious disease of cholera

The cause Idea 1: strange cloud in the air attacked people.

Idea 2: (3) __________________

The method Collect data from the next cholera attack to test the two (4) _______, try to prove which one was correct.

The results He found that the deaths around the Broad Street pump and the supporting evidence showed that cholera was caused by the (5) ________.

Idea 1 or 2? Why? (6) _______ because there was a connection between the drinking water and the deaths.

The conclusion John Snow was able to show that cholera could be defeated now that its cause was known.

IV. Complete the following passage with the proper words:

John Snow was a well-known doctor in London in the ___1___ century. He wanted to find the ___2__ of cholera in order to defeat it. In 1854 when a cholera ___3___ out, he began to gather information. He ___4____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the __5____ died. So he decided that the polluted water carried cholera. He suggested that the __6___ of all water supplies be __7____ and the water companies were ____8___ not to ___9____ people to polluted water any more. Finally, “King Cholera” was ___10_____.

V. 参考词汇：

contagion 传染病 rabies 狂犬病 influenza 流行性感冒 epidemic 疫症 SARS 非典

malaria 疟疾 plague 瘟疫 smallpox 天花 pest 鼠疫 cholera 霍乱

bird flu 禽流感 hepatitis 肝炎 AIDS 艾滋病 dengue fever 登革热 swine flu 猪流感

Keys: I BCFGA DHEQM ONJLD KLI

II DDDCD BDCCA AABAB

III 1) report 2)cause, 3)people absorbed the disease with their meals,4) theories, 5)polluted water, 6) Idea 2

IV 19th cause broke marked pump source examined instructed expose defeated

篇15：07高二上英语培训单元教学设计-Module 5 Unit 5 First Aid(新课标版高二英语必修五教案教学设计)

一、教材分析

1．课本内容分析

本单元的中心话题为“急救”，具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。

“热身”（Warming up）部分呈现了急救的定义，并要求学生讨论六幅画里出现的紧急情况及应采取的急救措施。

“读前”（Pre-reading）以图片带出“烧伤”的主题，要求学生讨论“烧伤”情境下应采取的急救措施。“读前”为“阅读”部分进行了预热和铺垫。

“阅读”（Reading）部分脉络清晰，介绍了皮肤的作用、烧伤的起因、烧伤的种类、烧伤的特征及应采取的急救措施。

“理解”（Comprehending）部分设置了四个与阅读相关的练习。首先是对课文内容的排序，其次是通过烧伤症状确定烧伤种类，再次是判断所采取的急救措施的正误，最后是与课文内容理解相关的问题。

“语言学习”（Learning about language）部分的“Discovering useful words and expressions”包括词性转换与填词练习，涉及的词汇均与单元主题“急救”相关；“Discovering useful structures”部分以与“急救”相关的句子呈现语法内容“省略”，操练的句子大多与“急救”相联系，并通过简化（划掉累赘部分）和还原（写出划掉词语）巩固学生对“省略”用法的掌握。

“语言运用”（Using language）部分包括读、讨论、听、说与写。阅读与讨论部分以一个真实的故事突出急救的重要性，并通过学生的自主讨论达到真正的领悟；听、说、写部分以急救常识训练学生的听、说、写技能。

“小结”（Summing up）部分要求学生对急救常识（包括烧伤急救）、词汇、省略及如何发出、书写指令进行自评，以明确已掌握的和未掌握好的。

“学习建议”（Learning tip）部分以本单元阅读文章的“First Aid Treatment”为例建议学生关注、研究真实文本。

2．练习册内容分析

练习册内容与单元话题内容密切相连，涉及急救常识，如拨打急救电话注意事项、如何进行呼吸抢救、家庭安全须知等等，以听、说、读、写不同的形式展开。语言练习部分的词汇和语法均围绕课文词汇和语法“省略”展开，中心突出，目标明确，形式多样。

“听”（Listening）部分以一则家庭急救在训练学生听力技能的同时使学生掌握在拨打急救电话时应注意的各事项。

“说”（Talking）部分要求学生同伴以“听”部分练习为基础编写并练习一则拨打急救电话的对话。

“单词和习语的运用”（Using words and expressions）部分以字谜、朗读、造句、填空、翻译等不同形式复习巩固本单元词汇。

“语法结构的运用”（Using structures）以简化与还原的形式练习操练本单元语法“省略”的内容。

“读的任务”（Reading task）部分以“家庭安全知识”的篇章练习学生的猜词、快速捕捉信息及综合阅读理解能力。

“听的任务”（Listening task）部分以“如何进行呼吸急救”训练学生“听”的技能，也使学生掌握了新的急救知识。

“说的任务”（Speaking task）部分为急救常识小测，有利于学生充分了解和掌握一些基本的急救知识。

“写的任务”（Writing task）部分以学生名义、书信的形式要求学校开出急救课程，是学生语言知识及急救常识的输出练习。

“项目”（Project）部分要求学生同伴对家庭急救和必具用品进行整理与说明。

“自我评价”（Checking yourself）与课文的Summing up相呼应，是学生对本单元所学内容的自我评价，并明确努力方向。

二、教学目标

1．语言知识

掌握词汇（单词41个，短语8个）、语法“省略”（Ellipsis）及功能（Giving instructions）并了解话题（First Aid & Safety in the Home）。

2．语言技能

以篇章的急救常识训练学生听、说、读、写、译的技能。

3．情感态度

通过单元内容学习，尤其是学生同伴活动与小组讨论，使学生意识到急救与安全在生活中的重要性，并愿意了解和掌握更多的急救常识。

4．学习策略

以学生同伴、小组活动培养学生交际策略；以学生课后查阅资料培养学生资源策略。

5．文化意识

通过对John Janson人物的认识，培养学生对“急救常识”正确的认识观。

三、教材重组与课时分配

按照课本内容，将课时分配如下：

课时1（Period 1）：Warming Up, Pre-reading & Reading

【说明】Warming Up 提供了六种紧急情况，Pre-reading围绕烫伤及应采用的相应的急救展开，“Reading”包括烧伤的种类及烫伤的急救措施等，因此将Warming Up、Pre-reading及Reading的部分内容整合为一课，使学生在第一课时对急救、烫伤及如何在一些紧急情况下进行急救有一个较为全面的深刻的认识。

课时2（Period 2）：Reading & Comprehending

【说明】Reading”详细说明“烧伤”的原因、种类、特征及急救措施，Comprehending是Reading部分的理解练习。两部分话题一致，均围绕“烧伤”展开，因而整合为一个课时。

课时3（Period 3）：Learning about language

【说明】本课内容包括单元重要词汇及语法（省略）内容的学习。

课时4（Period 4）：Using language: Reading & Discussion

【说明】 Reading为一个真实的第一时间对受刺伤者进行急救的故事，Discussion要求学生对2004年在吉林中百商厦发生的特大火灾中应采取的应急措施进行讨论。

课时5（Period 5）：Using language: Listening, Speaking & Writing; Assessment

【说明】Listening提供了四种紧急情况，“Speaking”要求学生对四种情况应采用的急救进行讨论，“Writing”要求学生写出讨论的急救措施。整堂课在技能上训练学生听、说、写的能力。Assessment在学生对写作进行自评的基础上对整个单元内容的掌握程度进行简要的自评。

四、教学设计（参考PPT.）

Period 1 Warming up, Pre-reading & Reading

Teaching aims:

1. To get the students to know more about first aid.

2. To activate and review the students’ knowledge of first aid procedure

3. To improve the students’ speaking and reading ability.

4. To enable the students to deal with emergency through discussion.

Teaching Procedures:

Step 1. Lead-in

1. Look at the pictures and tell what has happened in each picture.

2. Pair discussion

If you come across such kind of situation, what will you do to help them before the doctors arrive?

3. Speaking

1) What is first aid?

2) Ask the students to fill in the blanks.

3) Is first aid important? Why?

Step 2. Speaking （Pair work）

Discuss what happened in each picture and what kind of first aid should be given in these situations with some new words provided.

Step 3. Pre-reading

1. Talk about Picture 8

2. Raise two questions: What type of burn does the girl receive and what first aid should be given?

Step 4. Reading

1. Task 1: Find subtitles about types of burns and first aid treatment.

2. Task 2: Read “Types of burns” and find out how many types and which layer of the skin each type affects.

3. Task 3: Read “First aid treatment” and find out what treatment should be given to the little girl.

Step 5. Homework & Dismiss

Period 2 Reading & Comprehending

Teaching aims:

1. To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again” and “in place”.

2. To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.

3. To practice the students’ predicting, skimming and scanning abilities.

4. To improve their practical ability of first aid treatment of burns through group wok.

Teaching procedures:

Step 1. Lead-in

Review “Types of burns”

There are _______ types of burns depending on which _______ are burned.

_______________ affect only the _____ layer and should feel better within _______________.

________________ affect both the _____ and the _______ layer. These burns are _______ and take ______________ to heal.

________________ affect all ______ layers and any ______ and ______ under the skin. They are very _______ injuries and the victim must get to a ________at once.

Step 2. Reading

1. Prediction （What may be written in the passage?）

2. Skimming for checking whether the information mentioned is written

3. Judging the correct order

4. Para. 1 : What is the skin? What can the skin do?

5. “Causes of burns”: Which of the following cannot get the skin burned?

6. “Characteristics of burns”: Comprehending 2

7. “First Aid Treatment”: Answer the following questions

1) What is to be done if clothing is stuck to the burn?

2) Why is it best to place burns under gently running water for about 10 minutes?

3) How should second degree burns be dealt with?

4) How should the bandage be fixed?

5) What is to be done if burns are on arms or legs or the face?

8. Group work : Comprehending 3

9. Reading for full understanding

Step 3: Homework & Dismiss

Period 3 Learning about language

Teaching aims:

1. To learn and consolidate the usage of the key words and expressions.

2. To learn about word conversion.

3. To know kinds of ellipsis through the students’ discovery.

4. To practice ellipsis using the content of the reading passage.

5. To practice ellipsis through different contexts.

Teaching procedures:

Step1. Lead in

What is the most important in our life?

What is “first aid”?

Step 2. Discovering useful words and expressions

1. Discuss the two pictures and present words with different part of speech like “blood, bloody, bleed” and “burn, burnt”.

2. Fill in the blanks in the correct form.

While checking the answers, explain the usage of some words.

3. Choose the correct words and phrases to fill in the blanks, using their correct form.

Step 3. Discovering useful structures

1. Enjoy a flash about ellipsis and pay attention to the structure of the dialogue.

2. List the lines in the flash, and ask students whether there are some similarities between these sentences.

3. Discover different kinds of ellipsis through picture examples.

4. Practice ellipsis using the content of the reading passage.

5. “Discovering useful structures” 2

6. Practice taking out unnecessary words within a context.

7. “Discovering useful structures” 3

8. Practice including the missing words within a context

Step 4. Homework & Dismiss

Period 4 Using language: Reading & Discussion

Teaching aims:

1. To learn some words and phrases like “present”、“put one’s hands on”and “make a difference”.

2. To read about John Janson and his heroic deed.

3. To improve the students’ reading and speaking abilities.

4. To raise the students’ awareness of staying calm and giving first aid in time of danger.

Teaching procedures:

Step 1. Revision

Check the homework.

Step 2. Reading

1. Understanding the title

2. Fast reading for the following questions:

1) Who is the heroic teenager?

2) What is the award?

3) Why does he receive the award?

3. Careful reading for the following two questions:

1) Who was Anne? What happened to her?

2) What first aid did John perform on Anne?

When checking the answers, the teacher will explain some key words and phrases and sentence patterns.

3. Talk about John Janson’s action.

4. Reading for the correct order.

Step 3. Discussion

On your way home, you suddenly hear a boy shouting “Help” in the river. Will you jump into the water to save him? If he is pulled out of water, will you give him some first aid and what first aid will you perform on him?

Step 4 Homework

Period 5 Using language: Listening, Speaking & Writing; Assessment

Teaching aims:

1. To help the students get more information about four situations calling for first aid.

2. To make the students familiar with some new vocabulary related to first aid.

3. To practice the students’ listening, speaking and writing abilities.

4. To provide some brief evaluating items for the students to gradually form the habit of self-evaluating.

Teaching procedures:

Step 1. Lead-in

First aid quiz.

Step 2. Listening

1. First listening: Find out what topics the teacher asks.