时光飞逝，时间在慢慢推演，我们又将迎来新的喜悦、新的收获，该好好计划一下接下来的工作了！什么样的计划才是有效的呢？
教学目标
1. think more ab out the relationship between science and nature.
2. describe some items and atmosphere with scien tific terms.
3. express their opinions on cloned animals and humans as well.
4. develop an interest in doing more reading and research on the topic.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:
Step 1 Lead in (PPT 4-7)
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]
用一段有关增高术的听力引入 主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
Step 2 Science versus nature (PPT 8)
1. Explain the word “versus” ( Two sides are against each other)
2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.
4. In terms of science versus nature, what do you think the relationship between science and nature should be like?
(Both advance in harmony)
[Explanation]
本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。
Step 3 Cloning (PPT 9-11)
1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.
2. Introduce the concept of “copy”。 Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?
(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)
3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)
4. Interview another student about his feeling towards a “cloned him”。 Then ask the other students if they would like to see a “cloned him” and why.
5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。
Step 4 Summary (PPT 12)
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。
教学准备
教学目标
1、教学目标
（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.
（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点
教学重点和难点
（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
（2）让学生合适地使用不同的身势语。
（3）课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ？
Then ask a student to answer.
设计说明：引出本单元的话题。
（2） The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。
Step 2. Fast reading
1、 Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other e_amples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. E_amples of different greeting body language.
2、 Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F)。
（1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( ）
（2） After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.
( )
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F)。
（1) All cultures don’t greet each other the same way. ( ）
（2) From the passage we can see western cultures are better than eastern cultures. ( ）
（3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( ）
（4) Only a small number of people greet by shaking hands. ( ）
设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1、 approach vi. &vt.向……靠近；n.靠近；方法，步骤（后常跟介词to）
即时练习
（1） When I ____________(approach) the dog, it ran away at once.
（2） Can you come up with a good approach of solving this problem? （单句改错）
2、 likely adj.可能的；有希望的
be likely to do很可能……；有希望……（主语既可以是人，也可以是物）
It is likely that.。.很可能……
即时练习
(1)She is the most _________ girl to win the prize.
（2） It’s likely that he will succeed.（句型转换）
=____________________________
3、 Yesterday, another student and I, representing our university’s student association, went to the Capital International …。.。
representing是现在分词（非谓语）作定语，相当于定语从句：who represented …。，谓语是went。
即时练习
（1） Mr. Wang, who taught us English before, retired last week. （把划线部分变为非谓语）_____________
(2)The girl __________(study) in the classroom is my sister. （用非谓语填空）
4、 I stood for a minute watching them and then went to greet them.
watching是现在分词（非谓语）作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习
（1） The boy stood there and cried.（把划线部分变为非谓语）
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. （用非谓语填空）
设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words, e_pressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
本学期按教学大纲要求要完成7、8俩本书的学习。并且参加全区期末统考统判我们学校的学生来说无论是从知识难度，还是知识容量来说都是一种挑战。因此，我们就针对时间紧、任务重以及我校的实际情况，主要做了以下工作。教学方面：
1、在5月底完成7、8俩本书的学习。这俩本书内容虽然多，难度大，但是我们全组老师大胆删减，精心整合教材、确定重、难点，精选练习题，统一教案。按计划圆满完成。
2、语法：本学期的语法内容在高考中都占有相当大的比例，有非谓语，名词性从句、虚拟、倒装、定语从句。我们3位老师分工合作，制作课件，精选试题，利用高考题先专项、后综合反复操练，学习效果较好。
3、狠抓基础：
（1）词汇：重视单词的拼读，同时必须让学生在背单词的同时记住单词的词性，因为只有了解单词的词性，才能够灵活运用该单词。每节课所学单词、词组第二天听写。并且挑选一些重点单词、短语让同学们造句。坚持每周进行单词测试。另外每课中的黑体单词要反复的`考，以巩固背单词的效果。
（2）课文：对于一些精讲的课文要让同学们熟读。这样能够增强学生的语感。有助于对课文的理解。课文中的一些重点单词、短语、句型认真学习。帮助学生分析课文中的长难句，逐渐培养学生会分析句子成分的能力。对以后学生英语综合能力的培养很有帮助。另外，利用课文让学生学会分析文章的篇章结构，以及学会把握文章的中心主题句。
（3）阅读：每天坚持留2篇阅读作业，利用阅读巩固学过的单词，并每周做俩次40分钟的限时阅读训练，以提升阅读能力和技巧。
（4）作文：俩周一次但作文类型先给学生讲如何写，后让学生模仿写，再让学生来练习写。对于学生写完的作文，调动学生参与，让他们互相批改，批改后重写一遍。经过讲、仿、练、改、重写这几个环节，该类型的作文大部分学生应该没有太大的问题啦。
（5）背诵：课文中含知识点多的经典段落。各类型经典作文范文。新概念。
（6）听力：听-读听力材料-再听。有时间多让学生多读听力材料原文。
（7）教学进度：5月底结课，6月留出一定的时间做好迎接全区高二期末迎接高三统考通判的。准备。包括中点语法的复习和做几套高考模拟试题，让学生感受到高考离他们很近。给他们一点压力，他们就多一点努力。教师方面：
1、增强教改意识。将以前的教为主转化为学生的学为主。重视指导学生英语思维的培养。加强与学生之间的沟通，增进师生情感，让学生亲其师，信其道。激发学生学习英语的兴趣。
2、坚持集体备课，增强团队意识，统一思想，分工合作。
以上是我们全组老师在教学改革过程中的一点体会，仍然有许多不完善的地方，在以后的工作中我们会不断地摸索，学习好的方法，争取更大的进步。
一、坚持认真备课
每天不管班主任工作做得多迟，我都坚持把第二天的课认认真真的备，授课内容，学生的反应等都是我备课的重点。尤其上语法课时，更是绞尽脑汁想着如何在有效的时间单位里达到最好的效果。学生基础薄弱，所以我尽量举最典型的例子来分析语法，并自创一些口决帮助学生理解。
二、坚持用英语授课，要求并鼓励学生用英语思考问题、回答问题
根据高考要求，必须提高学生的听说读写能力，所以我从高一年开始就着手培养学生的阅读能力，课后督促学生认真完成作业，并坚持每节课都讲解阅读理解以及完型填空，教学生一些阅读技巧，养成良好的阅读习惯，一直持续到高二并还将继续到高考前一刻。
三、把教学计划落到实处
努力增强我的上课技能，提高教学质量，使讲解清晰化，条理化，准确化，条理化，准确化，情感化，生动化，做到线索清晰，层次分明，言简意赅，深入浅出。在课堂上特别注意调动学生的积极性，加强师生交流，充分体现学生的主作用，让学生学得容易，学得轻松，学得愉快。
四、激发学生学习英语的兴趣
在教学中培养学生的。学习兴趣，增强教学效果。具体做法是把语言教学与日常生活联系起来，上课可以结合时事、热点，给学生讲有关政治，历史、社会等各方面的新闻、幽默等。还可以通过开辟第二课堂，如举办讲故事、戏剧表演等。并且，坚持用多媒体教学，把一些单词形象化，直观化，便于学生记忆。
五、完善批改作业：布置作业做到精读精练
有针对性，有层次性。我充分利用英语周报的练习，做到布置前都先做一遍，再从中挑最适合学生做的题目让学生练习，以达到最佳效果。
六、做好课后辅导工作，注意分层教学
在课后，为不同层次的学生进行相应的辅导，以满足不同层次的学生的需求，避免了一刀切的弊端，同时加大了后进生的辅导力度。对后进生的辅导，并不限于学习知识性的辅导，更重要的是学习思想的辅导，要提高后进生的成绩，首先要解决他们心结，让他们意识到学习的重要性和必要性，使之对学习萌发兴趣。
七、与同事交流，虚心请教其他老师
在教学上，有疑必问。在各个章节的学习上都积极征求其他老师的意见，学习他们的方法，同时，多听老师的课，做到边听边讲，学习别人的优点，克服自己的不足，改进工作。
本学期，我担任高二年级文科班的英语教学工作。在工作中，本人遵守学校各项制度，按时出勤、上课、组织学生晨读，积极参加市里及学校组织的各种教学活动，严格要求自己，虚心向老教师请教，结合本校的实际条件和学生的实际情况，认真备课、听课、及时反思，使教学工作得以有计划，有组织，有步骤地开展。
学习目标】
知识与能力：学习本单元重点单词短语；掌握文章中出现的重要句式
过程与方法：阅读为主；增加词汇量；提前预习，小组讨论解决问题情感态度价值观：了解吸烟的危害，养成良好的生活习惯
【课前自学】
Fillintheblanksaccordingtothetext(3wordsatmostforeachblank)。
Threedifferentwaysto
cigarettes
Become___________addictedtonicotine.
Becomeaddictedthrough_____________.
Becomeaddicted.
Harmfulphysicaleffectsforsmokers
Feelsick,bad-temperedorinpain.
Doterribledamageto.
Itisdifficultforsmokingcouplesto.
Becomebreathlessquicklyanddon’tenjoysport.
thataperson’ssmokingcanhaveonotherpeople
Affectthebreathofnon-smokers.
Otherpeopledislikethesmell.
Adviceonhowtostopsmoking
Prepareyourself.
Adaytoquitandwritedownallthebenefitsyouwillgetfromstoppingsmoking.
Keepremindingyourselfyouareanon-smoker.
Breakthehabit.
Dosomethingelse,insteadofsmokingacigarette.
Relax.
Trysomedeepbreathinganddosome.
Gethelpifyouneedit
Ifyoufeel,talktoadoctororchemist.
。
Justtryagaintostopsmoking.
【问题展示】
Choosethebestansweraccordingtothetext.
1.Whydidthegrandfatherwritethisletter?
A.Tohelpthisgrandsontogiveupsmoking.
B.Togivehisgrandsonsomeadviceonhowtokeepfit.
C.Tosharehisexperienceofsmoking.
D.Totellhisgrandsontofocusonquittingsmoking.
2.InwhatwaydidgranddadtrytopersuadeJames?
A.Byusingscientifictheory.B.Bysharinghisownexperience.
C.Bysharinghissportsactivity.D.Bytellinghimhisfailureinlove.
3.Formthetextwecanlearnthat.
A.youcanonlybecomeaddictedtocigarettesintwodifferentways.
B.smokingmakesnodifferenceinwomenbecomingpregnant.
C.ifyouhavefailedseveraltimestostopsmoking,youshouldfeelashamed.
D.you’dbetternotchooseastressfuldaytoquitsmoking.
【拓展延伸】
I.阅读课文，找出下列短语
1、在青春期______________2.吸烟上瘾______________3.习惯于______________4.断瘾症状____________5.感到烦燥________________6.反反复复___________
7、吸烟的危害_____________8.自动做某事____________9.感到气喘_________
10、被校足球队除名______________11.坚定决心___________12.想要_________
13、伸手去拿香烟______________14.觉得难为情__________15.决定___________
16、对……造成破坏_____________17.出生时的体重______________
18、设法做到了________________19.感到绝望_____________
（以下短语阅读课本P20--21）
20、尽管__________________21.气喘吁吁________________22.冒险____________
23、染上某种习惯____________24.使自己习惯于________________
2.Secondly,youbecomeaddictedthroughhabit.__________________________
讲解：句中through的含义是_______________，相当于_______________
Wemissedtheplanethrough_______________（阻塞holdup）onthehighway.
Thewindowwasbroken______________（由于粗心）。
3.NeitherdidIknowthatmycigarettesmokecouldaffectthehealthofnon-smokers.
______________________________________________________________
讲解：本句中使用了哪种句式？_______________________________
相同用法的词还有：____________________________________________等。
______________________suchbeautifulviews.我从没见过这么漂亮的地方。
_______________________speakatthemeeting.他在会上一句话都没说。
__________________________whenhefoundhiswalletwasleftinthecar.
他一下车就意识到钱包落在车里了。
4.I_______________sobecauseIwantyoutolive___________________________Ihave.
我的确希望你把烟戒掉，因为我希望你能像我这样活得健康长寿。
讲解：
1)助动词do(does，did)放在位于动词原形前起加强语气的作用。如：
Theearth________________aroundthesun.地球的确围绕太阳转。
I________________________.我最后确实成功了。
2)“as+adj.+n.+as”结构表示同级比较。注意单数名词的位置
Ican’tbuy__________________________thatone.我再也没买到比那本书更好的了。
I’veneverseen__________________________heis.我从没见过比他更明智的人。
5.decideon/upon+(doing)sth就……作出决定，决定要
例如：
Hehasdecidedonanewcar._____________________________
Finallywe________________weshouldfinish.（决定了要完成的工作）
Atlast,he_____________________toBeijingUniversityforfurthereducation.
最终，他决定去北京大学深造。
【课堂检测】
用所给短语的适当形式填空。
dueto,beaddictedto,becomeaccustomedto,decideon,
haveabadeffecton,feellike,overandoveragain,insteadof
1.Eatingtoomuchfatourbody.
2.Theheadmasterstressedthatweshouldbepunctual.
3.Hisfailurewaslargelyinexperience.
4.HasMaryadateforthewedding.
5.IthefilmCJ7.
6.Idon’tdoingmyhomeworknow.
7.Shehaslifeinthemountainvillage.
8.Hewentabroadtoearnmoneytospendmoney.
【课下作业】
1.Ithasbeenrevealedthatsomegovernmentleaderstheirauthorityandpositiontogetillegalprofitsforthemselves.
A.employB.takeC.abuseD.overlook
2.Theparentsfelthelplesswhentheyfoundtheirsonhadlovestoriesforlong.
A.addictedB.addictedtoC.addictedhimselfD.beenaddictedto
3、—Theyarequiet,aren’tthey?
—Yes.Theyareaccustomedatmeals.
4.TheUSgovernmentthreatenedthatitwouldallitsinvestmentfromthatcountryifthecountrydidn’treducethecustomduties.
5.Theheatingsystemherehasantemperaturecontrol.
A.automobileB.autonomyC.autumnD.automatic
6.Hedecidedtothejobafterhequarreledwiththemanager.
A.stopB.blockC.looseD.quit
7.Thenewappointmentofourpresidentfromtheverybeginningofnextsemester.
A.takeseffectB.takespartC.takesplaceD.takesturns
8.Competition,theybelievethenationalcharacterratherthanweakenit.
A.causesB.leadsC.strengthensD.widen
9.IwassoangrythatIfeltlikesomethingathim.
10.Theprisonersbecameintheirattemptstoescape.
A.desertedB.aloneC.desperateD.lonely
11.Hewasofhavingaskedsuchasillyquestion.
A.sorryB.ashamedC.guiltyD.miserable
12.Youshouldbeofyourbehavior.
A.shameful;ashamedB.ashamed;shamefulC.guilty;shamefulD.sorry;shameful
13.Thisaccidentwashiscarelessdriving.
A.duetoB.thankstoC.becauseofD.soasto
14、—HowdoyoufindQingDao,Mary?
—It’sbeautifulseasidecity.Ihaveitformynextholiday.
15.TheGreatWallis____touristattractionthatmillionsofpeoplepourineveyryear.A.asawell-knownB.asuchwell-knownC.sowell-knownaD.suchwell-knowna
本学期本人承担高二三个班的下半个学期英语课教学工作。在工作中，能勤勤恳恳，敬岗爱业，忠实执行党的教育方针，坚持以素质教育为主线，教学研究为龙头，构建创新教育模式，面向全体学生，促进学生全面发展。在学校领导的亲切关怀和大力支持下，在科组，年级同行的大力协助下，圆满地完成了本学期的教育教学任务。回顾一个学期的工作，我有如下几点体会：
一、构建在新课程条件下“多媒体优化组合”的英语课堂教学模式
“多媒体优化组合”构建的课堂教学模式，就是运用这种心理学的感观原理的理论，应用于英语教学的一种实践。
传统的英语教学模式，教师在整个教学过程中，就是灌输抽象、刻板的规则，用“条款化的语言”来描述具有审美载体的、形象生动的语言，不言而喻，这样的教学手段，不适应时代的快节奏，不利于开发学生的智力，不利于培养开拓型人才，不利于学生素质的全面发展。
布鲁纳说过：“学习的刺激是对所学教材的兴趣”，对学生来说“兴趣”将直接影响学习效果。所以，我在课堂上运用以电教为主体的“多媒体优化组合”课堂教学模式，使教学资料的表现形式变得新颖而引人入胜，充分调动学生的学习积极性，使学生对学习产生浓厚的兴趣。
二、开启学生创造性思维能力，培养良好的学生素质
新大纲明确指出：中学英语教学的目的是“经过听、说、读、写训练，使学生获得英语基础知识和交际初步运用英语的能力，激发学生的学习兴趣，养成良好的学艺打情，为进一步学习打好基础，发展学生的思维能力和自学能力”。众所周知，在诸多能力素质中，创造思维能力是促成其他能力构成的核心机制。
传统的英语教学模式培养的是僵化的思维定势，它桎梏着学生的创造力。所以，我在课堂教学上能注重全方位地、多元化地调动学生的视觉、听觉、动觉，多层地启发学生、引导思维、拓宽思维境界、引发发散性思维，使思维的广阔性、深刻性、独立性、敏捷性等方面得到训练，从而发展了学生的创造能力，培养出良好的学生素质，到达教育的最终目标。
三、利用学科的优势，培养学生良好的人格，陶冶学生美的情操
教学过程，实际上是学生在教师指导下的认识过程。学生是认识的主体，知识的掌握和能力的培养只能在主体自己相应的进取自觉活动中才能构成。在教学上我不仅仅是教师，并且是魔术师，运用直观的现代的教学手段，使语言教学从单调的文字描述中解放出来，在学生面前展现的是文字、语音、形象、色彩这一新奇的美，这种美感会吸引学生注意力，从而激发浓厚的学习兴趣。“激发学生的'学习兴趣”是新大纲中新列入的教学目的。
同时，我也是导演，导演出一幕幕场景；是画家，用斑谰的色彩展开生动的画面；是导游，引导学生在语言的海洋中漫游……这种全方位展示着的英语教师气质的美，就是一个强有力的磁场，吸引着学生，给他们一个愉悦的环境，使他们对课堂产生审美情感，使他们获得美的陶冶，从而使整个教学过程处在美的环境中，产生良性循环，增加学生学习的活力。
四、深入研究教育教学理论，使教学更加贴合学生的年龄特征和身心特点
各个学习阶段的学生都有其特定的年龄特征和身心特点，需要教师真正做到“设身处地”，站在不一样的角度缜密地构思每一个教学环节，这样才能更好地交流互动，完成教学任务。高二是学生高中学习生活的转折时期，是承前起后的时期。英语学习成绩的好坏与他们的升学与否紧密相连。所以我不仅仅备教材，还备这个年龄段的学生，取得了令人满意的效果。
五、建立新型的师生关系，强化教学主体意识
时代的发展为传统意义上的师生关系注入了新的内涵：民主平等、互相尊重、互相学习、共同提高。教师应当是“首席”，与学生共同奏出优美的旋律；教师应当是“配角”，把学生衬托得光彩照人；教师应当是“热线”，让学生永远感觉到鲜活与新颖；教师应当是“110”，在学生最需要关爱和帮忙的时候，及时守候在学生身边；教师应当是“导游”，引导学生探幽发微，欣赏险峰的无限风光；教师应当是“场上队长”，身先士卒，与队友共同拼搏，在比赛结束后，把队友我们的学生，高高地抛向空中……
应对着一个个充满灵性的教育对象，我时刻提醒自己：“我是谁？为了谁？是否把学生的收获、学生的发展放在首要的位置？是否做到了“一切为了学生，为了一切学生，为了学生的一切”。尤其我刚到这个学校，对那里的学生学习情景很不了解，对他们的学习习惯，我也不认同，可是我爱他们-----平等协商，倾心交流，使得我们师生关系和谐融洽。
六、坚持政治学习，加强师德修养，做到学高为师，身正为范
本人这个学期能，遵守劳动纪律，从未旷工，上课从不迟到，与同级组教师团结合作，进取支持科组工作，不折不扣的完成科组长分配的任务，参加各类教研活动，并且把教研活动所得及时运用到教学中去！
我以后必须会更加努力，坚持向教科研要质量，坚持向课堂教学要质量！努力提高自己的教育教学水平！
教学准备
教学目标
（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet，represent，approach，e_pression，defend，misunderstand，adult，cheek，major，likely，in general。能够表达一些Body language.
（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重点和难点
（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
（2）让学生合适地使用不同的身势语。
（3）课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
（1）The teacher shows a question on screen：How can we communicate with others when we can’t speak？
Then ask a student to answer.
设计说明：引出本单元的话题。
（2）The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。
Step 2. Fast reading
1、 Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
（Para.1）A. Other e_amples of different greeting body language.
（Para.2）B. Different people have different body language.
（Para.3）C. Summary of body language.
（Para.4）D. Meet the visitors at the airport.
（Para.5）E. E_amples of different greeting body language.
2、 Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads，we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true（T）or false（F）。
（1）Yesterday，another student and I，representing our university＇s student association，went to the Capital International Airport to meet this year＇s international students.（）
（2）After an hour of waiting for their flight to arrive，I saw several young people enter the waiting area looking around curiously.
（）
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia（Columbia）A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
（Jordan）
Akira Nagata（Japan）C. shakes hands
George Cook（Canada）D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon（France）E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true（T）or false（F）。
（1）All cultures don’t greet each other the same way.（）
（2）From the passage we can see western cultures are better than eastern cultures.（）
（3）It’s necessary to study body language because it helps us to get better understanding among people from different cultures.（）
（4）Only a small number of people greet by shaking hands.（）
设计说明
通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1、 approach vi. &vt.向……靠近；n.靠近；方法，步骤（后常跟介词to）
即时练习
（1）When I ____________（approach）the dog，it ran away at once.
（2）Can you come up with a good approach of solving this problem？（单句改错）
2、 likely adj.可能的；有希望的
be likely to do很可能……；有希望……（主语既可以是人，也可以是物）
It is likely that.。.很可能……
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday，another student and I，（1）___________（represent）our university’s student association，went to meet this year’s international students. After half an hour of（2）_______（wait），I saw several young people enter the waiting area looking around（3）___________（curious）。 I went forward to meet（4）_______（their）。 After being introduced，they greeted each other in different ways，（5）__________（cause）some cultural mistakes.
As I get to know more international friends，I learn more about this
（6）__________（culture）body language. People communicate not only with
（7）_________（speak）language，but also through physical distance，actions or posture. These actions are simply ways in（8）__________cultures have developed.（9）__________general，studying international customs can certainly help avoid（10）__________（difficult）in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate，think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class？
We have learned：
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words，e_pressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday，another student and I，（1）___________（represent）our university’s student association，went to meet this year’s international students. After half an hour of（2）_______（wait），I saw several young people enter the waiting area looking around（3）___________（curious）。 I went forward to meet（4）_______（their）。 After being introduced，they greeted each other in different ways，（5）__________（cause）some cultural mistakes.
As I get to know more international friends，I learn more about this
（6）__________（culture）body language. People communicate not only with
（7）_________（speak）language，but also through physical distance，actions or posture. These actions are simply ways in（8）__________cultures have developed.（9）__________general，studying international customs can certainly help avoid（10）__________（difficult）in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
01知识与技能目标
Knowledge aims/objectives/target/goal/purpose
学生能够认读单词和短语。Students can grasp the following words&phrases.
学生能够掌握主要句型进行熟练运用。
Students can master the key sentence patterns.
学生能够了解相关话题的知识。Students can know more about the topic.
学生能够理解文章的大意。Students can grasp the general idea of the whole passage and be able to retell the passage.
02过程与方法目标
Ability aims
通过课堂活动，学生能够提高听说读写综合语言能力，并能就熟悉的话题进行简单的交流。
Through this class, students can improve the four skills and be able to talk about topics they are familiar with.
学生能从简单的文章中找出有关的信息，理解大意，并能简单描述人物或事件。
Students can read for useful information in a passage and describe people or events.
03情感态度与价值观目标
Emotional Aims
学生能够增强学习英语的兴趣，有学好英语的信心。
Students can arouse their interest in learning English and build confidence.
学生能够具有___的意识。
Students can have the consciousness of_____.
学生能够对祖国和异国文化能够有更深刻的了解。
Students can understand more culture about motherland and foreign countries.
04教学重点
Key points
根据教学目标确定，与知识目标保持一致。How to help students master the new words and the sentences.
05教学难点Difficult points
可以与技能目标和情感目标一致。How to help students improve integrated language skills(arouse students' learning interests)
06教法与学法
Teaching and learning methods
任务型语言教学法(Task-based language teaching method (TBLT))
合作学习法(Cooperative learning method)
自主学习法(Independent learning method)
07教学过程
Teaching procedure
(1) 3P模式
Step 1: Lead in(导入)
1谈话导入(Free talk)
T: Hello, boys and girls. How are you? Are you happy today?
S: I am happy. And you?
T: I am great. Look. Today we are going to learn( my body).
2.图片导入(Showing pictures)
教师展示有关于身体部位的图片，鼓励学生说出他们看到的东西。
Teacher shows a picture about “body parts”, encourage students to tell what they can see.
T: Look at the screen, what can you see in the picture?
3.视频导入(Showing a video)
教师通过播放《head, shoulder, knees and toes》歌曲，引导学生观看并回答问题。
Teacher plays a video of “head, shoulder, knees and toes.” Ask students to answer questions.
T: Look at the video and tell me what can you see in the video?
[设计意图]：通过以上的方式，进行了新旧知识的连接，并营造良好的语言氛围，鼓励学生大胆开口运用语言，激发学习兴趣。
[purpose]: Link the previous knowledge with new contents and build an English environment to encourage students to open their mouth, thus the learning interest, will be totally aroused.
Step 2: Presentation(呈现)
1.New words teaching.
(1)教师通过点击教学课件卡片或者身体语言等方式，向学生介绍生词，并请同学一起拼写和认读，培养认读能力纠正语音语调。
With the help of PPT, cards, body language etc…, introduce the new words and guide students to read and spell them. To correct pronunciation, do it as follows:
T: Look! This is my ear. Now, follow me please: “ear, e-a-r, ear. This is my ear.”
In the same way, teach the rest of the words: eye, mouth, nose, face.
(2)教师用“大小声”的游戏带领学生，巩固所学词汇。
Drill/Practice the new words using “high& low voice” game.
2. Key sentence teaching教学重卢句型
(1)教师向学生展示图片中的人物，并请学生描述图片。
Showing the pictures in the book, let students describe the pictures.
(2)播放录音，全体学生听录音完成动作(或练习)。
Play the radio tape, students do actions ( exercise ) according to what they hear.
(3)学生进行跟读，教师借助板书或者多媒体讲重点句型进行呈现。
Students repeat after the tape, teacher puts the key sentences on the PPT or blackboard.
[设计意图]通过以上由浅入深的教学过程，将新授知识进行了有效构建，充分进行了听说读写各项技能的培养，体现了学生的主体性，活动形式丰富有趣。
[Purpose ] Through various activities, the new knowledge is effectively introduced, The basic teaching principles are firmly followed and students are considered the real center of learning.
Step 3: Practice(练习)
学生小组为单位，组内运用重点句型进行调查。
Students work in groups to ask for information using the key sentences.
T: let's do a survey. I say“what can you do?“ You can say:“I can touch my ear”, then write it in the chart, OK?
学生在调查结束后找小组代表进行汇报。Students report the results at last.
S1: Guanxiaotong can touch her face. and Luhan can touch his nose.
[设计意图]利用任务活动将教学难点进行了针对性突破，并对教学重点内容进行了充分的有意义训练，同时提高学生合作和交际能力。
[Purpose ] Tasks are meaningful ways to help students practice the keylanguage points, so as difficult points. Meanwhile, students improve theircooperation and communication.
Step 4: Production(产出)
教师带领学生根据指令进行绘画，如：Draw a big farm. And draw ten chicks...
Activityl. Draw a picture. Students draw pictures according to given instructions.
T: Draw a big farm. And draw ten chicks ....
情感教育：教师明确——大胆开口是学好英语的关键。要爱护动物。
Activity2. Emotional education. Teacher points out: keeping positive attitudeis the key to success. And take good care of farm animals.
T: Do you like the English class? I am happy to see you can open.our mouth. Remember: Learning English is interesting! And take care of the animals!
课堂小结，师生一起总结本节课学习的词汇和句型，老师进行必要补充。
Activitey3. Summary. Summarize the basic knowledge of this lesson andmake supplements if necessary.
[设计意图]培养英语学习的自信心。并能够学以致用，回顾本课要点形成建构，并给予及时评价。
[Purpose ] Build confidence and practical skills. Review the main contentand give ongoing assessments.
Step 5: Summary(总结)
Step 6: Homework(作业)
(2) PWP模式
Step 1: Lead in
Step 2: Pre-(前)
Step 3: While-(中)
Step 4: Post-(后)
Step 5: Summary(总结)
Step 6: Homework(作业)
08板书设计
Blackboard design
一、教材分析：
所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标
a 知识目标：把握下列单词及短语：
cartoon take along in the hope of lose heart day after day unsuccessful character
b 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d 重点、难点
重点：全面透彻理解整篇文章；学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法
首先， 以课文为中心，以情景引路，以理解和运用为目的。力求做到情景，意含其间，以情激听，以景促解。使学生形成一种渴求把握知识的内在需要和强大动力。从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。采取教师为主导，学生为主体，练 旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法
爱因斯坦说过，爱好是的老师。在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，限度的调动学生参与到整个教学活动中。从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的途径是由自己去发现。老师的责任是指导学生如何去发现。教是为了不教，激发学生乐学和会学，提高创新能力。
五、教学程序
1、用动画片头导入。 目的是运用小电影式的开场，激发学生浓厚的爱好，为学习课文做预备。
2、背景介绍。 画面出现三张迪斯尼青年、中年和老年的照片配英语旁白。引导学生猜出照片上的人物迪斯尼，然后让学生谈谈他们所了解的迪斯尼。
3、展示数张迪斯尼电影中的画面，制造悬念，让学生猜电影名。使学生在唯美的享受中，兴致勃勃，情趣盎然地急于了解迪斯尼，从而对课文产生强烈的求知欲。
4、快速阅读，根据课文填写迪斯尼概况。目的是获取有关课文的信息，初步了解课文概况。
5、放映有关课文内容的卡通片、图片、音乐及英语配音。 目的是激发学生爱好。使学生在享受画面的同时锻炼听力。使学生在脱离汉语干扰的情况下，直接用英语去理解画面。使学生真正用英语思维去理解课文。
6、作正误判定题。目的是加深学生对课文的理解。
7、讲解语言点（包括情景演示）。 目的是使学生把握重点词组及其用法。
8、课堂练习。在屏幕上打出五个单选题。目的是及时巩固所学知识。
9、根据画面及文字提示，用英语讲故事。为学生提供两套有文字提示的画面《白雪公主》 和 《灰姑娘》。学生可根据自己的爱好选择一个。目的是练习学生口头作文和口语表达能力。
10、巩固练习。动词填空。目的是及时反馈，巩固。
11、布置作业，根据上述巩固练习，让学生复述课文。
I. Warming up, Listening &Speaking
1．form , vt. 组成、组织，形成、养成习惯，想出（计划，意见等）、
He formed a class for beginners. ( 组织 )
Group activities help to form a child’s character. ( 养成 )
An idea formed in his mind.. ( 想出 )
2．put/throw/send sb. in(into) prison 把…送进监狱
犯法的人（law-breakers）都要坐牢。
Law-breakers are put in/into prison.
由于政治原因，他被关进了监狱。
He was put in prison for political reasons.
3.judge vt.&vi. 判断，判定
勿以貌取人_Don’t judge a man by his looks.
judging by/from…. 作独立成分，意为“从…来看”。
从你说的情况来看，他们应该成功了。
Judging from what you said, hey ought to succeed.
4． forbid vt. “禁止，不许，阻止“
forbid + doing/ forbid +sb. to do sth.
我不许你用我的电脑。I forbid you to use my computer.
我们学校禁止吸烟。Smoking is forbidden in our school.___
5． join , join in, take part in, attend
Will you join in the game?
Mr. Zhang will join us in the discussion this afternoon.
He joined the army during the World War II.
I’ll attend an important meeting tomorrow.
Lincoln took part in politics and was strongly against slavery.
II. Reading
6．march vi.进行，行军
战士们向前行军。The soldiers marched forward.
向敌人进军 march against the enemy 长征 the Long March
7． treat vt. 待遇，对待，看待。可与 as, like, as if 等连用。
他母亲把他当小孩子看待。
His mother treated him as a small child.
这个老人待他像他自己的亲生儿子。
The old man treated him as if he were his own son.
8． separate, adj. 分开的，单独的，不同的。
vt.把…分开/隔开，将…分类。常与介词 form连用。
n. separation adv. separately 单独地，各自地“
英法两国由英吉利海峡（English Channel）隔开。
English is separated from France by the English Channel.
As we joined the big crowd I got __A_____ form my friends.
A. separated B. spared C. lost D. missed
9． Black children were educated in separate schools and black people had no right to vote in the southern states.
Winning a scholarship gave him the chance to go to a college in one of the northern states.
From then on, all black people had the right to vote.
不定式短语作定语，修饰right 和chance.
你没有理由拒绝此事。You have no reason to refuse this.
那是做这件事的最好办法。That is the best way to do it.
10. fight for , 为争取….而斗争 fight against, 为反对….而战
fight with，和…作斗争/ 和…并肩作战
Who will fight with you for better working conditions?
The slaves were fighting for their freedom.
They fought against the Japanese during the Anti-Japanese War.
England fought with France against Germany in the First World War.
10． set/give an example to sb. 为某人树立榜样
学习某人的榜样 follow sb.’s example/ follow the example of sb.
以某人/某事为例 take sb/sth for example
11． …….,study and work as they wished.
as sb. wishes/pleases/likes 按照某人的意愿/喜欢
你喜欢怎么做就怎么做。Do as you wish
12． demand vt. 强烈要求， 需要， 请求被告知。/ n. 要求，请求
They demanded payment today. ( 强烈要求 )
This problem demands immediate attention. ( 需要 )
This is our second demand for payment. ( n. 要求，请求 )
demand sth. of/ from sb. 要求某人某物
demand to do 要求做…..
demand that…..(从句谓语用虚拟语气should+v.)
in demand 非常需要的，很受欢迎的。 / on demand 有求必应，随叫随到
After two successful films, that actor is in demand in Hollywood.
She fed the baby on demand.
13． achieve vt. 完成；实现， 达到；获得
n. achievement 成就，业绩 adj. achievable 可完成的
这个学校已经完成了今年的目标。
The school has achieved all its goals that year.
14.arrest vt./ n. 逮捕， 拘留， 扣留
arrest sb. 逮捕某人 be arrested for 因…而被捕
(be) under arrest 被捕，被拘留
他因抢劫而被捕。__ He was arrested for robbery
警察昨晚逮捕了那个贼。The police arrested the thief last night.
你被捕了。You are under arrest.
15. vote vi./n.投票， 选举，选举权
vote for/against 投票赞成/反对 vote on sth. 就---投票表决
他对该计划投了反对票。He voted against the plan
现在我们对这个问题投票表决。
Now we will vote on this question.
16.from then on 从那时起
III. Integrating skills
17． of all times 无论何时
18． struggle for 为…而挣扎，努力 struggle with/against 为反对…而挣扎，搏斗
19． in one’s choice 在选择过程中
在选择的时候要小心。 Be careful in your choice.
by one’s own choice 出于某人自己的选择
是他自己选择买这辆车的。
He bought this car by his own choice.
20． start with 以…开始
这个晚会以一首歌曲开始。
The party started with a song.
21． abolish vt.废除，废止(法律，制度，习俗等)
22． regardless of 不理会， 不顾 = despite/in spite of
We will persevere regardless of past failures.
尽管以前我们失败过，但仍要坚持下去。
23. at first sight 开始 乍一看 一见钟情 _love_ at first sight
二。 单词题
1. __________________(奴隶制) is the system by which some people are owned by others.
2. Fifty years ago, mixed-race ______________(婚姻) were __________________(禁止)。
3. John brown helped many ________________(逃跑的) slaves in the 1950s.
4. Civil rights fighters ______________(要求) that African Americans be treated equally.
5. During the Second World War, from 1937 to 1945, there were many organized _______________(抵制) of Japanese goods al over China.
6. King fought against the __________________(分离) of blacks and whites.
7. People of different _________________(种族) joined the movement against ____________(种族的) ______________(歧视)。
8. He wants to become a good _____________(律师).
9. Although we enjoy the ______________(自由) of speech, it doesn’t mean that we are free to say whatever we want.
10. The struggles starts with the ideas of the French ______________(革命)and the American War of ______________(独立).
11. Mandela helped to found the ANC ___________(青年) League in 1944.
12. He was forced to go abroad for __________________(政治的) reasons.
13. butler wrote two ________________(章) about the rights of animals.
14. After the war, many rules were ________________(废除).
15. There are still organizations that fight against _____________(偏见).
16. Everybody thought that was ________________(可笑的)..
17. His _____________(灵魂) goes marching on.
18. Martin Luther King was _________________(谋杀) in 1968.
19. They _____________(投票) for Bush yesterday.
20. A new _____________(公民的) Rights Act was passed last year.
21. It was the beginning of more than 200 years for _______________(绝对的，无条件的) rights of all the people.
答案
单词题
1. Slavery 2. marriages, forbidden 3. runaway 4. demanded 5.boycotts 6.separation 7.races, racial, discrimination 8. lawyer
9. freedom 10. Revolution , Independence 11.Youth 12.political
13. chapters 14. abolished 15. prejudice 16.ridiculous 17.soul 18. murdered 19. voted 20.Civil 21. unconditional
Ⅰ.Brief Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.
The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”。Of course it is necessary for students to master the important phrases and sentence patterns in this we should review the usage of the Direct and Indirect Object.
Ⅱ.Teaching Goals
1.Talk about disability.
2.Practise talking about ability and inability.
3.Review Direct and Indirect Objects.
4.Write an argumentative essay.
Ⅲ.Background Information
1.Will Inspired Life
The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.
But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!
2.Helen Keller
Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).
Ⅳ.Teaching Time:Four periods
The First Period
Teaching Aims:
1.Learn and master the following:
Phrases:deal with,overcome the difficulties
Sentence Patterns:
If you were in a wheelchair,you wouldn’t be able to…
If I were blind,I would need a/an…
2.Train the students’ listening ability.
3.Improve the students’ speaking ability by describing,talking and discussion.
Teaching Important Points:
1.Train the students’ listening ability.
2.Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students’ speaking ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T:Good morning/afternoon,everyone.
Ss:Good morning/afternoon,Mr/Ms.
T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?
Ss:Yes.(Students may have different answers.)
T:How can you get there?
Ss:We can get to…by bus/by train/on foot…
T:Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss:Wheelchair.
T:What kind of people uses it?
Ss:People with disabilities/who couldn’t stand up.
,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?
Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.
T:Who has different answers?
S1:I can go to…with the help of my friends.They can carry me up there.
S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.
Step Ⅱ Warming up
T:Today we’re going to learn Unit 17“Disabilities”。(Bb:Unit 17 Disabilities The First Period)
First let’s look at some words.
(Show the following on the screen)
disability n.
ability n.
sidewalk n.
escalator n.
elevator n.(=lift)
(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)
I want you to discuss the first four pictures using the following sentences.
1.Sentence Patterns:
(1)If I were in a wheelchair,I would…
(2)If I were blind,I wouldn’t…
(Write them on the blackboard)
Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?
Ss:Yes.
T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.
(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)
T:Now time is up.Who wants to say first?
S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.
S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.
(Or:There are some blocks.)
S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.
S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.
T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
(After a while,teacher asks some students to talk about the last four pictures.)
T:Now.Any volunteer?
S1:We should provide an entrance suitable for wheelchairs on the ground floor.
S2:We should build a special sidewalk for the blind,and fix some feeling equipment.
S3:We must provide suitable toilets for people with disabilities,fixing two handrails.
S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.
T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.
Step Ⅲ Listening
T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?
S:Yes.
T:OK.Let’s begin.
(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T:Please look at Speaking on Page imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.
(Show the structures on the screen.)
I probably couldn’t…
I’m sure I would be able to…
If I…,I would be able to…
I would need help to…
It would be difficult to…
I would try to…
T:OK.Please begin to discuss them.
(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)
Who can describe Situation 1?
S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for I probably could get there by taxi.
S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.
I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.
S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.
Step Ⅴ Summary and Homework
T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”。So much for ,everyone!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The First Period
1.Sentence Patterns:
(1)If I were in a wheelchair,I would…
(2)If I were blind,I wouldn’t…
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
The Second Period
Teaching Aims:
1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to
2.Train the students’ reading ability.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Enable the students to understand the text better.
3.How to get the students to master the useful expressions.
Teaching Difficult Points:
Master the following sentence structures:
1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.
2.I am and get used to the fact that while I may not be…
Teaching Methods:
1.Discussion to help the students know something about the disabled.
2.Fast reading to get the general idea of the text.
3.Questioning-and-answering activity to help the students go through the whole passage.
4.Pair work or individual work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a multimedia
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.
S:I’ll try.…
(All the others listen carefully.)
T:Well matter what difficulties he may meet with,we all hope he can enjoy himself.
Step Ⅱ Lead-in and Pre-reading
T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.
(Show the following on the screen.)
1.Do you know anyone who is disabled?
How does he or she deal with the disability?
2.Do you know of any famous people who are disabled?What do they do?
3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?
(Teacher gives students five minutes to discuss and collects their answers.)
Suggested answers:
1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.
2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.
3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.
They should get some extra help in their everyday activities.
No,they shouldn’t.Because they need recognition,more than sympathy and help.
Step Ⅲ Reading
we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page the passage quickly to get the general idea and answer the questions on the screen.
(Teacher shows the questions on the screen.)
1.What’s the trouble of Zhong Xiaowen?
2.How does she get around?
3.What’s the teachers’ aim in the special college?
4.What do the articles in Literature of Chinese Blind Children talk about?
5.How does Zijie like the magazine?
(Teacher gives students enough time to read the text and collects their answers.)
Suggested answers:
1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.
2.She uses a wheelchair to get around.
3.Their aim is to help disabled students understand that they can play a valuable role within society.
4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.
5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.
T:Now read the passage again and try to get as much information as you can.
Step Ⅳ Study for Language Points
T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.
(Show the following on the screen.)
a.treat vt. treat sb. well(badly)
e.g.Don’t treat me as a child.
Which doctors are treating her for her illness?
b.ability n. the ability to do,a man of ability
e.g.Man has the ability to speak.
c.make a contribution to
e.g.We must do something useful and make a contribution to our country.
d.launch vt.
①launch a man-made satellite
②launch a new enterprise
③launch threats against sb.
e.play a …role(in,within)
e.g.He played a leading role in a film.
f.both…and…
e.g.Both you and I are students.
He both fears and hates at once.
g.…studying together with their disabled classmates is both challenging and rewarding.
Living with disability is frustrating and challenging.
In these two sentences,gerundial phrases are used as subject.
e.g.Working with him is a great pleasure.
h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.
e.g.The fact that he came here was known to us all.
(Write important phrases and difficult sentences on the blackboard.)
T:(After explaining the language points.)
Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.
(The teacher answers the questions raised by the students.)
Step Ⅴ Listening and Consolidation
T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?
(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)
T:Now turn to Page 52.There are five questions for you to answer in Post- to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.
(A few minutes later.)
T:Are you ready?
Ss:Yes.
T:Now let’s begin.
S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.
S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.
S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.
S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.
Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.
S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.
Step Ⅵ Summary and Homework
T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose the other hand,we should help the students to know how to help the disabled in our daily life.
And we also learn some phrases.After class,you should work hard and master them.
Step Ⅶ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Second Period
1.Important Phrases:
treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to
2.Difficult Sentences:
…I am and get used to the fact that while…
I may not be able to walk,there are many other great things I can do.
The Third Period
Teaching Aims:
1.Review the words and phrases learned in the last two periods.
2.Learn and master Direct and Indirect Objects.
Teaching Important Points:
1.How to guess the missing word according to the given sentence.
2.Master the interchanges of position on direct and indirect objects in the sentence.
Teaching Difficult Point:
Master the changes of the prepositions in the interchanges of direct and indirect objects.
Teaching Methods:
1.Review method to consolidate the words learned in the last two periods.
2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.
3.Individual,pair work to make every student work in class.
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Word Study
T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do first,then fill in them according to the meaning of each sentence.Is that clear?
Ss:Yes.
T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.
(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)
Suggested answers:
1.①waist ②guidance
③sympathy ④physical
⑤potential ⑥gifted
⑦meaningful ⑧limit
⑨overcome ⑩adjust
2.①frustrated ②challenging
③disabled ④motivated
⑤encouraged ⑥disappointed
⑦rewarding
Step Ⅲ Grammar Study
T:Now I want you to translate two sentences into English.Look at the screen.
(Show the following on the screen.)
1.请把盐递给我。
2.请给我们演奏一些民间乐曲。
T:Here I tell you how to say“民间乐曲”in English-folk can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.
S1:Pass me the salt,please.
T:Good,sit down, we can also say:Pass the salt to me,please.
(Write the two sentences on the blackboard.)
Now the second one.Who wants to try?OK.Peter,you try,please.
S2:Play us some folk music,please.
S3:We can also say:Play some folk music for us,please.
T:Very good,sit down,please.
(Write the two sentences on the blackboard.)
Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?
S4:I’ll try.They are send,buy,get…
T:Right.You’ve known some of the I’ll give you a summary.Please look at the screen.
(Show the following on the screen.)
Common verbs that take indirect objects:
①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.
e.g.I’ll lend you something to read.
Remember to write us a note when you get there.
②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.
e.g.I hope you’ll do me a favour.
Let’s get the children something to drink.
T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”。And in Group 2,most of the indirect objects are transformed into “for-phrase”。
(Write the following on the blackboard.)
Compare:
Is that clear?
Ss:Yes.
T:But not all the indirect objects can be replaced like this.
e.g.“Do me a favour”。We can’t transform it into:“Do a favour for me.”
let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.
(After students finish it,teacher shows the following on the screen.)
Suggested answers:
1.√Because his mother bought him a computer.
√Because his mother bought a computer for him.
2.√Do me a favour.Please lend me one 珁uan.
3.√Please take these exercise-books to my office.
4.√Give me the check,please.
√Please give the check to me.
T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”。
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
(Write them on the blackboard.)
And there are two special cases you should notice.
Please look at the screen.
(Show the following on the screen.)
1.We must use prepositions before the indirect object following the two verbs “explain and suggest”。
e.g.Could you explain your point of view to us?
I suggest a way out to her.
2.Some verbs are followed by either direct object or indirect object,or both of them.
e.g.I asked John.
I asked a question.
I asked John a question.
The similar verbs are:teach,tell,owe,pay,show
As to this,you should remember them.Is that clear?
Ss:Yes.
T:OK.Let’s deal with Part 2.
(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)
Now you are given five minutes to do it.First do it by yourself.Then discuss it in please begin.
(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)
Suggested answers:
1.This summer,I want to make my parents less trouble by staying at home.
2.This summer my grandpa wants to buy some books for me.
3.This summer my friends want to send short messages to me.
4.This summer my aunt and uncle want to bring candy to me when they come to visit.
5.This summer I want to teach English to my 6-year-old niece.
Step Ⅳ Practice
(The teacher shows the following on the screen)
Change the position of the direct object and indirect object in the following sentences.
1.I’ll lend you some.
2.He gave his wife a camera for Christmas.
3.We’re going to sing some songs for the heroes.
4.Bring me the book.
5.She made a coat for me.
6.He bought flowers for his teacher.
T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.
(Give the students several minutes to practise them,then teacher may check their practice.)
Suggested answers:
1.I’ll lend some to you.
2.He gave a camera to his wife for Christmas.
3.We’re going to sing the heroes some songs.
4.Bring the book to me.
5.She made me a coat.
6.He bought his teacher flowers.
Step Ⅴ Summary and Homework
T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double ’s homework:Preview the integrating skills.That’s all for ,everyone.
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Third Period
Direct and Indirect Object
1.Pass me the salt,please.
→Pass the salt to me,please.
Play us some folk music,please.
→Play some folk music for us,please.
2.Compare:
3.“Subject+Predicate+Direct Object+to/for+Indirect Object”
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
The Fourth Period
Teaching Aims:
1.Review the useful expressions learnt in this unit by making sentences with them.
2.Review the common verbs that take indirect objects.
3.Train the students’ integrating skills by reading and writing.
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 skill and writing skill.
Teaching Methods:
1.Fast-reading and reading to improve the students’ reading ability.
2.Practice and pair work or group work to have every student master what they’ve learned.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?
S1:They are “give,show,send,read,lend…”。
S2:And “make,buy,do,get…”。
T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.
Step Ⅱ Test
T:In this unit we have also learned some useful expressions.Have you remembered them?
S:Yes.
let’s review them together.I speak Chinese,you speak English.
(Teacher writes the following on the blackboard when students say them.)
share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to
T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.
(Show the following on the screen.)
Complete the sentences using the expressions on the blackboard.
1.I__________my lunch__________(分享) him yesterday.
2.The police__________his death__________(把……看作) a case of murder.
3.How shall we__________(处理) the problem?
4.The boy has__________(有能力) solve the difficult problem.
5.The teacher__________(起重要作用) in teaching.
6.In order to__________(实现梦想),they worked day and night.
7.The policemen__________(四处走动) and tried to find the thief.
8.It will take you some time to__________(适应) the new surroundings.
Suggested answers:
1.shared,with 2.treated,as
3.deal with 4.the ability to
5.plays an important role 6.realize their dreams
7.got around 8.adjust to
Step Ⅲ Fast Reading
T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.
Today we’re going to read a material“The special Olympics”。Please turn to Page the text fast and try to get the general idea.
Step Ⅳ Reading
T:Now read the text it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.
(Teacher shows the following on the screen.)
Answer the following questions:
1.How often is the Special Olympics held?
2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?
3.How do events like the Special Olympics help mentally disabled people?
4.Where was the first Special Olympics held?
5.Why do you think the Special Olympics are becoming more popular?
6.When will the Special Olympics be held in Shanghai?
(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)
(A few minutes later.)
T:Have you finished?(Ss:Yes.)Give us your answers, student,one question.Any volunteer?
S1:1.Every two years.
S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.
S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.
S4:4.In Chicago.
S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.
S6:6.In .
T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.
1.every two years=every second(other)year
e.g.He comes here every three days/every third day.
2.Athletes at the Special Olympics are fighters in more than one way.
e.g.The travel to Beijing is more than sightseeing.
He has more than twenty yuan with him.
3.fail vi. & vt.
e.g.I failed in persuading(to persuade)him.
Don’t fail to ring me up.
Time failed me to finish my talk.
4.consider +n./pron./doing
e.g.He is considering changing his job.
consider+sb.+(to be)+n./adj.
e.g.They considered themselves very important.
5.participate=take part vi.
e.g.I participated(took part)in the game.
6.compete in;compete in a race;compete for;compete with sb. for sth.
e.g.Cities in the world are now competing for the honour to host the Olympic Games.
T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.
(The teacher answers any questions asked by the students.)
Step Ⅴ 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 it?
S:Yes.
(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)
Step Ⅵ Practice
T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of student,one sentence.Do it by turns.Are you clear about it?
S:Yes.
(A few minutes later)
T:Now I’ll ask some students to make sentence at a time.S1,please give us your sentence.
S1:I’ll make a sentence with the phrase“every four years”。
The Olympic Games is held every four years.
T:Please go on.
S2:fail to do
He failed to pass the English exam.
S3:more than
More than one person has made the suggestion.
S4:consider
We don’t consider Tom to be our best friend.
S5:take part/participate
All the students took part/participated in the sports meeting in our school.
S6:compete
He competed with other players for the champion.
Step Ⅶ Writing
T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?
S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.
S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.
S9:…
T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.
Suggested writing:
After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.
A new government programme has been designed to help disabled special schools will be only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.
Step Ⅷ Summary and Homework
T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”。We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.
Step Ⅸ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Fourth Period
Important Phrases:
share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to
Record after Teaching
《Unit 4 Making the news》教案
教学准备
教学目标
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教学重难点
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教学过程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦节 (1月1日)
2. Spring Festival 春节 (农历正月初一)
3. Lantern Festival 元宵节 (农历正月15)
4. the Qingming Festival 清明节 (4月5日)
5. Dragon Boat Festival 端午节 (农历5月初五
6. Double-ninth Day 重阳节 (农历9月初九)
7.National Day 国庆节 (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “life”。
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
课后习题
homework
Do exercises on Page 37-38.
本学期，我承担了我校高二9班、10班两个班的教学工作，并承担高二9班的班主任管理工作。在工作中，作为一名年轻教师，我秉持着谦虚谨慎，不懂就问的原则，在教学中虚心向老教师学习，不断学习教育教学理论，通过各种途径充实自己，积极参加教育教学研究活动，自己利用课余时间学习研究英语教学的新理念和新的教学方法。通过一年多来的不断的学习和孜孜不倦的追求，我的各方面的素质都有了显著提高，下面我就对我本学期来的教育教学工作做以下总结。
一、思想方面
本学期我坚决服从各级领导的安排，认真贯彻国家教育教学方针政策，严格遵守教师职业道德规范，爱岗敬业，为人师表，爱护学生，作到时时处处关心学生，点点滴滴做学生的表率。在做到这些的同时，我还注重对学生的思想教育，教育他们爱祖国，爱民族，团结互助，乐于助人，为学生成为一个有道德有纪律的社会主义接班人奠定基础。
二、教育教学工作
本学期，我承担了学校高二9班、10班的英语教学工作，对于本学期的教育教学工作，我主要从以下几个方面进行总结。
（1）课堂教学。
课堂教学是学生接受新知识，教师传授新知识的一个是主要渠道。在课堂教学中，我始终如一地贯彻了英语新课程标准的理念和教育局、教研室对于中学英语教学的要求，采用任务型教学的方式组织教学，以提高学生的。英语学习兴趣为为主线，以提高学生的综合语言运用能力为主要目标，通过设计各种有趣的，贴近学生生活实际的活动来实现新知识的传授，同时，突出学生的主体地位和教师的`主导地位，改变教师的角色，引导学生自主学习，合作探究。实践证明，这种以提高学生学习兴趣和综合语言运用能力为经线，以任务型教学和贴近生活实际的一系列活动为纬线编织的课堂教学网络，极大地调动了学生学习的积极性和主动性，创建了一个快乐高效的英语教学课堂。
（2）差生辅导。
在我所教的学生当中，有一部分学生是由于家庭原因、身体原因、智力原因、学习态度原因等诸方面的因素导致学习成绩不理想。于是，我在工作中，除了正常的教学之外，针对差生们出现的成绩差的原因对他们进行了多种类型的辅导，如，手拉手互助学习，小组内竞赛，小组间竞赛以增强差生的自信心，个别辅导，重点督促，与家长沟通等。经过一段时间的辅导，他们都有不同程度的进步，学习的兴趣和自信心也大大提高。
（3）理论学习和教学研究。
在搞好学生教育教学工作的同时，我不忘积极充实自己。积极学习国内外先进的教育教学理念，随时更新自己的教育教学方法和知识结构，及时了解英语教学的发展动态，学习本校前辈及校外优秀教师的先进教学方法，不断提高自己的文化修养和教育教学水平，为自己的教学研究和教学创新储备力量。
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ？
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2 练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为一篇短文，要求学生用本课的地点名称如：
Sleeping Beauty Castle ， Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle…。
Step 4 讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
Asking:
Where is …。.。
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
词语讲解
1.bring on 引起；使。.。前进；把。.。端上来（如饭菜等）
1) Ill bring on the beef in a minute.我一会就端上来牛排。
2) The fine weather is bringing the crops on nicely. 好天气使农作物长得很好。（使发展或进步 ）
3) He was caught in the rain and this brought on a bad cold.（引起；导致）他被雨淋了，导致了一场重感冒。
bring on 使发生；
bring in 引来；引进；吸收
bring out 取出；说出；阐明；出版
1) The first dish that was brought on was bean-soup.
2) The sudden cold weather brought on his cold again.
3) His new business brings in 1,000 dollars a month.
4) We also brought in some words from English, such as tank and so on.
5) Bring out the meaning more clearly.
6) They have brought out a set of childrens books.
2.You can see as far as the coast.
as far as 远到；到。.。为止；常用来在句中加重语气
Every day, the old man walks as far as the Summer Palace. 他一直走到颐和园 as/so far as （连词） 就。.。而言
As far as I know, what you said cant possibly happen.就我所知你所说的事情是不可能发生的。
so far 到目前为止，常用在完成时态中
I havent got the invitation so far.到目前为止，我还没有得到邀请。
3.One day he remembered the mouse that used to come out in his fathers
garage
used to do sth.
ju:st
1) My friend used to write to me, but now she prefers sending e-mails.
be used to do sth. 被用来做
ju:zd
1)The house was used to keep books two years ago.
2)Elephants are used to carry things.
be/get used to doing/sth.
ju:st
1) I have been used to living in this area.
I have got used to living in this area.
2) I came to Beijing 10 years ago, and Ive got used to the weather here.
4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.
注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。
1) Use your brain and youll find a way.
2) If you study hard, youll surely make progress.
3) Hurry up! Or well miss the last train.
语法讲解
宾语从句
I. 宾语从句 即在复合句中作主句的（及物动词或介词）宾语。宾语从句通常由连接代词或副词引导；可分为四类：
1、由 that引导的宾语从句（that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略）：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2、 由 if /whether“是否” 引导的宾语从句：
I wonder if/whether it was Disney who made the first cartoons.
Could you tell me if/whether Mr. Black lives here?
3、 由 what, why, when, where, who, which, whose, whom, how 等 wh- 类连接代词或副词引导的宾语从句：
Can anyone fail to see what kind of show they are putting on?
Please tell me which class you are in?
He asked me whom I was waiting for.
The stranger doesn’t know when the ship arrives.
I didn’t understand why the boy had so many questions.
Please ask the teacher how we get to the place.
4、由关系代词型what 等代词引导的宾语从句：
We always mean what we say.
I will try to make up what I have missed.
I’ll give you whatever help you need.
I’ll read whichever book you recommend
II.使用宾语从句应注意的几个问题
1、连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的（这是高考的重点）。
A computer can only do what you have instructed it to do.
--“Doesn’t Helen live on this street?”
--“No. This is where Leon lives.”
2、 宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的 语序都应是陈述句的语序。
She asked the boys if they had white hats.
I don’t remember when we arrived.
Do you know which class he is in?
3、 时态的呼应。分以下三种情况考虑：
1) 主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2) 主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。
He says he will be back in an hour.
They know Jim is working hard.
4、形容词后的宾语从句。
常可跟宾语从句的形容词有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。
She is afraid that Jim will forget his Chinese.
I’m sure that he will succeed.
《Unit4Makingthenews》教案
教学准备
教学目标
Objectives:
1.Instructionalobjectives
Bytheendoftheclass,moststudentsareableto:
1)Usethewordsandthephrasestheylearnedtocompletethetasksbasedonthetext.
2)Pronouncecorrectlythenewwords（especially“carnival”）bythemselvesandwiththehelpoftheteacher.
3)Morethanhalfofthestudentscanspeakfluentlyandaccuratelyabouttheirviewstowardscarnivalinpairswiththeteacher’sscaffolding.
2.Educationalobjectives
Bytheendoftheclass,studentsareableto:
Improvetheirculturalawarenessfromcarnivalandlearnmoreaboutitsinfluenceonthewesterncultureafterclass
3.Personalobjectives：
1)Beconfidentofstandingonthestageandspeakclearlyandspontaneously.
2)Encouragestudentstospeakintheclasswithdifferentkindoftechniques.
教学重难点
Focalpoints:
Bytheendoftheclass,studentsareableto:
1)Improvethemainreadingskillsthroughcompletingreadingtasksinpairworkandgroupwork.
2)Usethetabletofinishtheiressayabouttheirfavoritefilm.
Difficultpoints:
Bytheendoftheclass,studentsareableto:
1)speakfluentlyandaccuratelyabouttheirfavoritefilmsinpairswiththeteacher’sscaffolding.
2)Writeafilmreviewaccordingtothetableandthetext.
教学过程
Proceduresandtimeallotment
Stage1Gettingstudentsreadyforlearning
T:Classbegins!
Ss:…
T:Goodafternoon,class!
Ss:…
T:Today,let’scometoCultureCorner.Module4.DoyouknowChinesefestivals?
Ss:…
T:First,Workingroups,discussandmakealistofChinesefestivalsinEnglish.(1min)。
Ss:…
T:OK,timeisup.YouknowChinesefestivals?
Ss:…
T:verygood.Forexample1.
NewYear’sDay元旦节（1月1日）
2.SpringFestival春节（农历正月初一）
3.LanternFestival元宵节（农历正月15）
4.theQingmingFestival清明节（4月5日）
5.DragonBoatFestival端午节(农历5月初五
6.Double-ninthDay重阳节（农历9月初九）
7.NationalDay国庆节（10月1日）
T:Andfestivalsbroughtusmuchtraditionalknowledge.So,festivalisbeautiful.Doyouknowforeignfestivals?
Ss:。.。
T:Inthetextbook,therearesomefestivalswithpictures.Doyouknowtherightdescriptionsaboutthem?
Ss:。.。
T:ThisfestivalisattheendofOctober,when“ghosts”comeout.
Ss:。.。
T:ThisiswhenAmericansrememberthehardtimeswhentheyfirstarrivedinthecountry.
Ss:。.
T:Thisisafestivalofcolor,whichmarksthebeginningofspringinIndia.
Ss:。.。
T:ThisisaChristianfestivalwhichcomesinthemiddleofwinter
Ss:。.。
T:Let’swatchavideo.Canyouguesswhatfestivalitis?。
T:Theyaredressedupinspecialclothes,andtheyarewearmasks.
Ss:。.。
T:now,Firstquestionishowdopeoplefeelonthisfestival?Secondiswhatfestivalisit?
Ss:。.。
T:Yes,verygood.Now,let’swatchavideoaboutCarnival.
Ss:。.。
T:whatdoyourememberaboutcarnival?
Ss:。.。
T:Wherediditfirst?
Ss:。.。
Stage2Pre-reading
Step1.Listentothetape.
T:Let'slistentothefollowingpassagetolearnmoreaboutcarnival.Trytofindoutwhatplacesarementionedintermsofcarnivalcelebrations.
Ss:。.
T:。.。
Step2.Scanthepassageandtrytoanswerthequestions.
T:Whatisthemeaningofcarnival?
Ss:。.。
T:Originallyitmeant“withnomeat”butnowitsymbolizes“life”。
Step3.ReadthepassageandmatchcolumnAwithcolumnB.
T:OK,nowIwillgiveyou1minutetoreaditagainandthenIwillaskyousome
Stage3While-reading
Step1Readthepassage.Choosethebestanswerstothetwosentences.
T:areyoufinish?Let’slookatthequestions.
firstquestionisTodayCarnivalhasbecomeacelebrationof____.Whichoneyouchoose?
A.freedomB.harvestC.lifeitselfD.success
Ss:。.。
T:YES,verygood.NextquestionisWeneedto_____tounderstandwhatcarnivalisallabout.
A.lookatthehistoryofAmericaB.gotoAmerica
C.lookatthemeetingoftwocultures---EuropeanandAfricanD.BothAandC
Ss:。.。
T:。.。.
Step2checkwhetherthestatementsaretrueorfalse.
T:…
T:Now,let’scheck.Withtheopeningofhugefarmsandplantations,manyAfricanswenttolookforjobsinAmerica.，what’syouridea?
Ss:…
T:Doyouagree?
Ss:…
T:Excellent,inparagraph2,thismarkedthebeginningoftheslavetrade.Sothequestion1isFalse.
T:nextquestion2,TheEuropeansimportedtheirfestivalsandlatertheslaveslearnedfromthemandaddedtheirtraditions.
Ss:。.。
T:verygood.Thisanswerinparagraph3.
Ss:。.。
T:question3，Theslavetradewasabolishedandthesalvestookoverthecarnival.
Ss:。.。
T:thelast,Withthepassingoftime,carnivalbecameafestivaloftheblackpeopleonly.
Ss:…
T:Exactly!Superb!
Step3Skimmingforspecificinformation
Task:Answerthequestionsaccordingtothepassage.
T:Readthetextcarefullyandanswerthequestions.
Next,wewillreadthetextagaintoexplorehowthetextorganized.3minutes,Let’sgo!
T:Now,let’scheckyouranswers.Whatiscarnivaltoday?
Ss:Carnivaltodayisaninternational,multiculturalexperience.
T:ThesecondquestionisWhereweretheslavestakenfrom?
Ss:InAfrica
T:。.。.
T:Excellent!
Stage5Post-reading
Discussion:Usefulquestionstomakeupdialogues
T:therehavesevenquestions,usefulquestionstomakeupdialogues.
Haveyoudressedupinspecialclothes?
2Whatdidyouwear?3Howdidyoufeel?
4Didyoueatspecialfood?
5Didyougiveorreceivegifts?
6Didyouhaveaholidayfromschool?
7Didyouenjoyyourselfwithyourfamilyorfriends?
T:Iwilldividetheclassinto3studentsinagroup.3minutes,1,2,begin!
Ss:。.。
T:Timeisup.whichonedoyouchoose?
Ss:。.。.
T:Yes,sothethemeofFrankensteinisaboutscienceandhumanity.
T:OK,nextgroup,doyouhaveotheranswer?
Ss:。.。
课后习题
homework
DoexercisesonPage37-38.
教案【二】
Period1&2warmingupandreading
TeachingAims:
1.Enablethestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview
2.Enablethestudentstolearnsomereadingstrategies
3.Enablethestudentstolearnthenecessaryqualitiesintheirfuturejob
ImportantPointsanddifficultpoints
Learnabouthowtobeagoodreporter
Teachingmethods
Strategicreadingmethod;Task-basedmethod
Teachingprocedures:
I.Elaboration(warmingup):Helpthestudentstorelatetheirknownknowledgetothetopicthatwillbelearned
Task1:(groupdiscussion)TalkaboutjobsinChinaDaily?
TypesofjobsWhatitinvolves
reporter
Task2:Predictwhatisgoingtobelearnedbylookingatthetitleofthetext.Whichtypeofjobwillbetalkedaboutinthetext?
II.Prediction(pre-reading):
Task3:Predictthemainideaofthetextbydiscussingthefollowingquestions:
1.Whatarethequalitiesagoodnewsreporterneedstohave?
(HavegroupdiscussionfirstandthenfinishPart1individually)
2.Whatyourfirstdayatschoolwaslike?Howwouldyoufeelonyourfirstdayatwork?(Groupdiscussion)
III.Skimming,scanning,analyzing(Reading&Comprehending)
Task4:Readthetextquicklytogetageneralideaofthetext.
Task5:Dividethepassageintothreesectionsandmatchthefollowingmainideastothethreesections：
Howtogetanaccuratestory
Howtoprotectastoryfromaccusations
Howtobecomeareporter
Theskillsneeded
Theimportanceoflistening
Stagesinresearchingastory
Howtocheckfacts
Howtodealwithaccusationsofprintinglies
Workinateam
Task6Readquicklytofindouttheinformationtofillintheformbelow
Task7:Tellwhatisrequiredforareporterandaphotographer
patient;imaginative;well-organized;technicallygood;polite;concise;thorough;creative;curious;careful;gifted;professional
AreporterAphotographer
IV.Summarizing
Task8:Writeasummaryofthetext
V.Assignment
ReadanEnglishnewspaperandretellthemainideaofonearticleinit.
Period3&4Words&Expressions
TeachingAims:
Getthestudentstoknowhowtousesomewordsandexpressionscorrectlyandappropriately
ImportantPointsanddifficultpoints
Usesomewordsandexpressionscorrectlyandappropriately
Teachingmethods
Demonstratingandsummarizing;practicing
Teachingprocedures:
1.occupationn.
1)。Teachingismyoccupation.职业
2)。Swimmingismyoccupation.使…忙碌的事情；消遣
occupyv.
occupied=busy
occupyoneselfin/withsth.
employment;occupation;job;profession;vocation;work;trade
Heislookingaroundfor.
:artist
Heisoutof.
Shechoseteachingasher.
She’salawyerby.
He’sacarpenterby.
2.assignv.
assignmentn.
Shegladlyacceptedtheassignment.（分派的任务；工作）
TheEnglishassignmentisabookreport.（课外作业，功课）
3.onone’sown
ofone’sown
forone’sown
Weshouldcompletethetest_________
4.experiencedadj.
beexperiencedin/atsth/doingsth.
Whoisexperiencedincookinginyourhome?
5.Thefirst/lasttime+时间状语从句
ThefirsttimeIcamehere,Iwasnotusedtotheclimatehere.
Covern.封面，掩盖(物)；
v.
1)。Tomwillcoveredtheoutbreakofthedisease.
2)。Theroadwascoveredwithsnow.
3)。Shelaughedtocoverherworry.
4)。Theredarmycoveredabout30milesaday.
5)。Isthemoneyenoughtocoverthecostofanewshirt?
7.Beeagerforsth.(sucess)
todosth.
thatclause
Heiseagertoseehisdaughter.
Weareeagerthattheprojectshouldbestartedearly
beanxiousabout=beworriedabout
8.Concentrateonsth./doingsth.
Weshouldconcentrateonourstudy.
Tomisconcentratingonfishing.
9.of+抽象名词(importance;value;use;help;benefit)
ofspecialinterest=
ofnouse=
Themeetingisofgreatimportance.
=
Eachminuteis_____forus.
ofgreatlyvaluable
greatvaluable
ofgreatvalue
formuchvalue
10.acquire;get;gain
1)。Isatinthefrontofthebusto____agoodviewofthecountryside.
2)。Graduallywe_______experienceinhowtodothework.
3)。They_____thevictoryafterabloodybattle.
11.haveanosefor嗅觉灵敏
Shehasanearformusic.有鉴赏能力
Shehasaneyeforcolorandstyleinclothes.有眼光
12.Meanwhile=inthemeanwhile
=inthemeantime
=atthesametime
Motherwentshopping;meanwhile,Icleanedthehouse
13.traden.v.
1)。JapandoeslotsoftradewiththeUnitedStates.
2)。Heisashoemakerbytrade.
3)。Shetrades3applesforsomebananas.
14.Trick
1)。窍门，手法
2)。playatrick(joke)onsb.
=makefunofsb.（玩笑，恶作剧）
3)。Hegotintothebuildingbyatrick（诡计，花招）
15.Challenge
1)。Hechallengemyviewonthatmatter.
2)。Tofinishthejobin2dayswasarealchallenge.
16.Support
n.1)。Ineedyoursupport.
v.1)为…提供证据，证实
2)Theoldmanenteredtheroomsupportedbyhisgrandson.
3)。Hehasalwayssupportedtheweakerparty.
4)。Hehasalargefamilytosupport.
17.Case
1)。Hethoughthehadsolvedtheproblem,butthatwasnotthecase.
2)。Hereisacaseofbeingcareless.
3)。Wewilllookintothatcase.
incaseofsth.如果，万一…
inthat/thiscase在那样/这样情况下
innocase决不
incase+从句以防；可能；倘若
Takeanumbrellaincaseitrains.
(incase从句常用一般现在时表将来，或should+do)
17.accusesb.ofsth.
=chargesb.withsth.
Tom____hisbossofhavingbrokenhisword.
blamed
accused
charged
scolded
18.soastodosth.只能在句末
=inordertodosth.
=sothat+从句
=inorderthat+从句
Igotupatfivesoastocatchthetrain
=
19.admit
admitdoing/havingdone
admitsb.Into/to(theuniversity)
Lilyfinallyadmitted___myumbrellabymistake.
totake
tohavetaken
havingtaken
havetaken
20.n.adj.
professionprofessional具有…。特点
FinishEx3onPage29
Assignment
FinishEx1andEx2onPage28andEx3onPage29(Discoveringusefulwordsandexpressions)
FinishEx2,Ex3onPage63andEx4onPage64(Usingwordsandexpressions)inWorkbook.
Period5Grammar
TeachingAims:
Getthestudentstouse“Inversion”correctlyandappropriately
ImportantPointsanddifficultpoints
Use“Inversion”correctlyandappropriately
Teachingmethods
Task-basedmethod;Demonstrating;discussion;summarizing;practicing
Teachingprocedures:
I.Presentation
Task1:Comprehendthefollowingsentences
OnlythendidIbeginmyworkondesigninganewbridge.
=Ibeganmyworkondesigninganewbridgeonlythen.
2.NotonlywasthereaChristmastree,butalsoexcitingpresentsunderit.
=TherewasnotonlyaChristmastree,butalsoexcitingpresentsunderit.
Inversion:起强调作用
II.Analyzing&summarizing
Task2:Find4examplesofinversioninthereadingpassage
1.NeverwillZhouYangforgethisfirstassignmentattheofficeofChinaDaily.
2.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.
3.NotonlyamIinterestedinphotography,butItookacourseatuniversity.
4.Onlyifyouaskmanydifferentquestionswillyouacquirealltheinformationyouneedtoknow
Task3:Analyzethesentencesaboveandsummarizetherules
1.Whycanthesesentencesuseinversion?
2.Howaretheseinvertedsentencesmade?
※否定副词no;not;hardly,little,seldom,never,nosooner…than,nomore,notonly,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。
Task4:Analyzemoresentencesbelowandsummarizetherules
1)Onlyafterhehadspokenouttheworddidherealizehehadmadeabigmistake.
※如含有从句，只要求主句倒装
2)______,therewasnohopeofherbeingabletosleep.
Asshewasexhausted
Ifshewasexhausted
Exhaustedasshewas
Nowthatshewasexhausted
※当as（尽管）引导让步状语时，要部分倒装
3)。Ioftengooutforawalkaftersupper.Sodoesshe.
4)。Ifyoudon’twaitforhim,norshallI.
※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
Task5：DoExercise3onPage30（“DiscoveringStructures”）
IV.Analyzing&summarizing
Task6:Analyzesentencesbelowandsummarizetherules
1)。Thereappearedamaninblackinthedistance.
2)。Underthetreesitsabeautifulgirl.
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)Theteachercameinandtheclassbegan.
=Incametheteacherandtheclassbegan
4)。____fromthetenthfloorwhenthepolicemanpointedhisgunathim.
A.Jumpeddownthethief
B.Downthethiefjumped
C.Thethiefjumpsdown
D.Downjumpedthethief
5)。Hereweare.
※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：
DoExercise1onPage64（“UsingStructures”inWorkbook）
Period6ExtensiveReading
TeachingAims:
1.Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource
2.Enablethestudentstoconsolidatesomereadingstrategies
3.Enablethestudentstolearnthenecessaryqualitiesintheirfuturejob
ImportantPointsanddifficultpoints
Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource
Teachingmethods
Strategicreadingmethod;Task-basedmethod
Teachingprocedures:
I.Elaboration(warmingup):Helpthestudentstorelatetheirknownknowledgetothetopicthatwillbelearned
thetypesofjobsinanewspaper
Task2.Talkabouttheprocessofmakinganewspaper?(Groupdiscussion)
Givethefollowinghintswhenneeded:interview;dosomeresearch;writeastory;checkthearticlewrittenbyareporter;printthefirstedition;setthepage;checkagain
II.Skimmingandsummarizing
Task3:Readandfillintheform
Task4:Learnsomewordsandexpressions
1.Accurate准确，精确
1)Isthiswatchaccurate?
2)Hisinformationwasaccurate
2.settosth./doingsth.开始做某事
=getdowntosth./doingsth
1)。AssoonasIgothome,Isettopreparingsupper.
2)。They’llsettotheproject,assoonasitisapproved.
※Lookforwardto…，devote…to…，be/getusedto…，leadto…，prefer…to…，payattentionto…，objectto…
3.approvevi.（approvaln.）
approveofsth./doingsth.
=agreeto/on/with
1)。Yourparentswon’tapproveofyourgoingthere.=agreeon
2)。Icannotagreetothisplan.=approvalof
4.processv.加工，处理
1)Thestreetisintheprocessofrepair
2)。Theyareusinganewprocesstomakeglass.
processfoodadj.加工过的，处理的
Task5:Retellthemainprocessofmakinganewspaper
III.Readthepassageonpage65（“ReadingTask）andanswerthefollowingquestions
IV.Assignment
ReadanEnglishnewspaperandretellthemainideaofonearticleinit.
Period7ListeningandSpeaking
Teachingaims:
1.learnhowtomakeanappointment
2.Improvethestudents’listeningandspeakingskill
ImportantPointsanddifficultpoints
Learnhowtomakeanappointment
Teachingmethods
Task-basedmethod
Teachingprocedures:
I.Elaboration&prediction:getthestudentstopredictwhattheywilllistentoandelaboratethetopictotheirknownknowledge.
Task1:GooverEx1onPage31andguesswhattheywilllistentoonthetape.(groupdiscussion)
II.Listening
Task2:Listenandcirclethecorrectsummaryofthelisteningpassage.
ThisisaboutayoungmanwhoisrefusedaninterviewwithLiuMing.
ThisisaboutayoungmanwhoistryingtoarrangeininterviewwithLiuMing.
ThisisaboutayoungmanwhowantstoaskLiuMingabouthowtoworkabroad.
Task3:ListentothetapeagainandanswerquestionsonPage32.
Task4:Listentothetapeagainandtrytonotedownthedialogue(pairwork)
Task5:Role-playthedialogueandelectthebestactors(themostsimilartotheoriginaldialogue)
III.SpeakingandListening
Discussthephrasethatmaybeusedinmakingappointments(input)
Shallwemakeanappointment?Howabout…？
Whenareyoufree?Whendoyouthinkisconvenientforyou?
Isitpossibleto…？Ishallbebusyat…and…butIcanbefreeat…
Whereisthebestplace?Maybewecanmeetat…
Task6:MakeanappointmentaccordingtothesituationinEx3onPage32
Task7:ListentothetapeanddoEx1andEx2（LISTENING)）onPage62.
IV.Assignment
Workinpairs.MakeanappointmentaccordingtothesituationinEx1(TALKING)onPage62
教学目标
1、 Target Language 目标语言
重点词汇
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error
2、 Ability goals 能力目标
Enable the students to write a short passage about a place of interest they have visited.
3、 Learning ability goals 学能目标
Help the students learn how to describe one of the places of interest they have visited.
教学重难点
How to describe a famous building or a place of interest.
教学过程
Step Ⅰ Revision and Lead-in
Ask some students to read their work to the class.
T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?
A sample version:
Why not visit “the Oriental Hawaii”？
Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”。 Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world)， Tianya-Haijiao (Corner of the Earth)， Dadong Sea, Luhuitou (Turn-round Deer)， Sanya Bay, Xiao Tongtian, Folk Village, etc.
Step Ⅱ Writing
Task 1: Ask the students to write a tour plan.
T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.
A sample tour plan:
Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.
Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.
Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.
Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.
Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.
Day 14: We leave at noon for our flight south to Shanghai, then make our way home.
Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.
Show the following.
How to Write A Complaint Letter
· Include your name, address, home and work phone numbers.
· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.
· Make your letter brief and to the point. Include all important facts and any information you can give.
· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.
· Include all documents regarding your problem. Be sure to send COPIES, not originals.
· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.
· Keep a copy of the letter for your records.
Then ask the students to make a list of things that they feel are important.
T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.
A sample list of things:
1、 I have to wait too long a time being served in the canteen.
2、 Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.
教学准备
教学目标
1、 Target Language 目标语言
重点词汇
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error
2、 Ability goals 能力目标
Enable the students to write a short passage about a place of interest they have visited.
3、 Learning ability goals 学能目标
Help the students learn how to describe one of the places of interest they have visited.
教学重难点
How to describe a famous building or a place of interest.
教学过程
Step Ⅰ Revision and Lead-in
Ask some students to read their work to the class.
T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?
A sample version:
Why not visit “the Oriental Hawaii”？
Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”。 Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world)， Tianya-Haijiao (Corner of the Earth)， Dadong Sea, Luhuitou (Turn-round Deer)， Sanya Bay, Xiao Tongtian, Folk Village, etc.
Step Ⅱ Writing
Task 1: Ask the students to write a tour plan.
T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.
A sample tour plan:
Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.
Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.
Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.
Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.
Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.
Day 14: We leave at noon for our flight south to Shanghai, then make our way home.
Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.
Show the following.
How to Write A Complaint Letter
· Include your name, address, home and work phone numbers.
· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.
· Make your letter brief and to the point. Include all important facts and any information you can give.
· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.
· Include all documents regarding your problem. Be sure to send COPIES, not originals.
· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.
· Keep a copy of the letter for your records.
Then ask the students to make a list of things that they feel are important.
T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.
A sample list of things:
1、 I have to wait too long a time being served in the canteen.
2、 Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.
4、 The school demands us to wear the ugly school uniform.
The most serious one is the first one in the list.
A sample letter:
Dear Mr. Sam,
I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.
Sincerely,
Harlan
Step Ⅲ Homework
Ask the students to do the task in PROJECT on page 54
教学任务
Warming-up
1) 教材给出了一些食物图片，要求界定垃圾食品还是健康食品
2)给出一个空白饮食调查表
教学建议：
1。由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇，实现知识的有效迁移。Brainstorm 是方法之一。
2。在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。
3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening
1、教材分析：
听力材料分为两部分：
1)母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2)Mike前去就医与医生的对话
2。教学建议：
1。建议在听力开始前做pre-listening.
针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2。针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议。比一比猜中率。
3。1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。
4。听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等），为下一步的speaking做好务实而有效的准备。
Speaking
1、教材分析：
教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2。教学建议：
1、 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医场景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。
2、 然后分别罗列病人和医生的常用的表达方式。
3。在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。
4。对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演
5。时间允许，还可将对话落实到笔头。（供选择）
阅读部分
1、教材分析：
教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议
论文体的文章，读后给出了5个拓展性的问题。
2。教学建议：
1。建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读
技能。利用本文可突出学生3个方面的能力：
A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确
定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营
养成分推测
C: 生词猜测。，eco-foods,supplement
为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2、 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的
新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3。读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小
组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。
4。其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。
《Unit3Lifeinthefuture》
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1、开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2、实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3、转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4、运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
【教材分析】
本单元教学内容为人教版新课标Module5Unit3Lifeinthefuture。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇Reading文章主要讲述主人公LiQiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了LiQiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
【学情分析】
1、认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2、心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3、学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
【教学目标】
（1）知识与能力
学习与未来生活有关的词汇；能对本单元的生词猜测词义并能用英语释义基本单词；学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法；能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题；能用英语简单地谈论未来生活，猜测未来的科技发展趋势；能阅读关于未来生活、未来世界以及外太空和外星人的英语文章；能够较好地发挥想象来描写未来生活和外星生物。
（2）过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略；并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-upandReading,第二课时为Learningaboutlanguage,第三课时为Usinglanguage,第四课时为Listeningandspeaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
（3）情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力；提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
【重点难点】
重点：
1、掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2、通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1、掌握过去分词作定语和状语的用法。
2、运用所学的词汇及句型写出具有一定想象力的短文。
【教学策略与手段】
1、采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2、以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3、适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
【教学准备】
1、教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
2、课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3、课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
【教学过程】
Period1:Warming-up&Reading
TeachingAims:
1.Learnsomenewwordsandexpressions.
2.Improvethestudents’readingskills.
3.KnowthemoreadvancedformsoftransportinAD3005andtheadvantagesandproblemsoflifeinthefuture.
TeachingMethods:
1.Inductivemethod
2.Pairwork&groupwork
3.Competition
4.Illustration
5.DeductiveMethod
Step1GreetingsandLead-in
1.Theteachercanstartwithdailygreetingsandtrytoleadinsomewordsinthisunit.
Q1:Wheredoyoucomefrom?Doyouliveinthedowntownorinthecountryside?
Doyouliveinacomfortablesurrounding?
Isitasuitablelocationforpeopletolivein?
Whatisitmadeof?（brick,stone,steel,glass,wood,plastic,bamboo,mud…）。
2.Q2:Nomatterwhereyoulive,Iamwonderinghowdoyouusuallygotoschool?（bybike,bycar,bybus…）
Bikes,cars,busesandsooncanbeusedtocarrypeopleorthingsfromoneplacetoanotherplace,andtheyarecalledvehicles.Whatothervehiclesdoyouknow?
carriage,ambulance,jeep,airbus,train,truck,motorcycle,fireengine,…
3.Nowlet’stakealookatthescreentolearnaboutthedevelopmentofallthemeansoftransportation.
sedanchair–carriage–bicycle–motorcycle–car–train–aeroplane–spacecraft
4.Q3:Whatwillthefuturemeansoftransportationbelike?(Timetravel)
Well,todaywearegoingtolearnatextabouttimetravel.
【设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。（由于考虑到Warming-up中的Transport与Houses,Villages,Towns,以及Locationofsettlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。）
Step2Skimming
1.Theteacherwillaskthestudentstopredictthefuturelifeinvariousaspectsastoinspiretheirimaginationandpredictingability.
Q1：Whatwillthefuturelifebelike?
2.Thestudentsaregivenseveralminutestoreadthroughthetextandtrytofindoutthechangesmentionedinthetext.
Q2:Whichchangesarementionedinthetext?
timetravel–transport–airquality–religion–clothing–eating–houses–towns
3.Theteachercanaskthestudentstocarryoutadiscussionaboutthechanges.
Q3:Whichchangesaregoodandwhicharebad?
【设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。（由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。）
Step3Readingfordetails
1.Beforethejourney
Q1:Howmanypeoplearementionedinthetext?Whoarethey?
Q2:Whendidthewriterwritethisletter?Andtowhichyeardidhetravel?
Q3:WhydidLiQiangtraveltotheyearAD3005?
Q4:WhatdidLiQiangsufferfrom?
Q5:HowdidLiQiangfeel?Whatmakeshimfeelbetter?
Q6:Wheredidtheyarrive?
【设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
2.Duringthejourney
1)Inthecapsule:
Climbthroughtheroundopening--comfortableseats--calmingdrink--layrelaxed--weroseslowlyfromtheground--completethejourney--1000yearslater--?
2)Outofthecapsule
Confusedbythenewsurrounding,Iwashitbythelackoffreshair
Q1:HowdidLiQiangovercomethelackoffreshair?
1.Hoveringcarriage:。
Q2:Howdidthehoveringcarriagefloat?
Q3:Howcanapersonmoveswiftly?
2、“Alargemarket”
Q4:Whatwerepeopledoingthere?
Q5:WhathappenedtoLiQiang?
3.Alargebuilding
Q6:Whatisa“timelag”flashback?
【设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hoveringcarriage,alargemarket,alargebuilding来处理文章第三段。
3.Afterthejourney
(Arrivinghome,heshowedmeintoalargebright,cleanroom.
Descriptionofthehouse:brownfloor,softlighting,trees,leaves,computerscreen,tables,chairs,greenwall…
Q1:Howdidtheauthorfeelaftervisitingthespecialhouse?
Exhausted,Islidintobedandfellfastasleep.
【设计说明】
通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
Step4Consolidation
1.Putthestatementsintocorrectorder.(C---A---D---B)
A.Wearetransportedintothefuturebyacomfortabletimecapsule.
B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.
C.IwonatraveltotheyearAD3005.
D.Ihavemyfirsttrytomasterahoveringcarriage.
2.Discussion:Comparethehouses,towns,locationofsettlementofdifferentperiodoftimeandpredictaboutthechangesinthefuture
AD1005:China----AD2007:ModernWorld----AD______:Youridea
3.AtelephoneinterviewwithLiQiang
AskthestudentstodiscussingroupofsixandraiseasmanyquestionstoLiQiangaspossible.Somequestionsabouttheproblemsinfuturelifearerecommended.
【设计说明】
首先通过对文章故事情节的正常排序回顾文章梗概；其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化；最后设置情景，进行角色扮演，模拟电话采访LiQiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
Step5Assignment
1.Showsomepicturesofvariouskindsofpollutiontothestudentstoarousetheirawarenessofenvironmentalprotectionandthenaskthestudentswhathavecausedthoseenvironmentalproblemsingroups.
Q1:Whatproblemsarewefacingnow?
Q2:Whathavecausedthoseproblems?
2.Showsomeadvancedandimaginativeinventionstothestudents,andtrytoarousetheirimaginationtodesignspecificobjectsforabetterfuturelife
3.Assignment:Object-designing
Designanobjectwhichcanhelpyouchangetheworldforabetterfuture
【设计说明】
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
Period2:Learningaboutlanguage
Teachingaims:
1.Learnpastparticipleusedasadverbial.
2.Mastersomeimportantwords:swiftly,unsettle,constant,remind,previous,bent,press,link.
Teachingmethods:
1.Teachgrammarinrealsituations.
2.Learngrammarthroughpractice.
Step1RevisionandPreparation
1.Askthestudentstotalkaboutthewriter’sattitudetowardsthefuturelife,washeoptimisticorpessimisticaboutthefuture?Howdoyouknow?Canyoufindsomesentencestosupportyouropinion?
2.Askthestudentstofindoutsomesentenceswhichcansupporttheopinionthattheauthorispessimisticaboutthefuturelife.
1.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.
2.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
3.Exhausted,Islidintobedandfellfastasleep.
Andthenaskthestudentstofinishtheexercisesintheirtextbook.
Ex.1.Combinethesetwosentencesusingthepastparticipateastheadverbial.
1.Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.
Frightenedbytheloudnoise,Iwenttoseewhatwashappening.
2.Hewashitbythelackoffreshair.Hegotabadheadache.
Hitbythelackoffreshair,hegotabadheadache.
3.Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.
4.Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.
Builtin1910,themuseumisalmost100yearsold.
5.Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.
6.Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworriedabouthisscientificexperimentanymore.
Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientificexperimentanymore.
3.Askthestudentstofindoutsomesentenceswhichcansupporttheopinionthattheauthorisoptimisticaboutthefuturelife.
1.Hisparentscompanynamed“FutureTours”transportedmesafelyintothefuture.
2.Atableandchairsrosefromunderthefloorasifbymagic.
3.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.
Andthenaskthestudentstofinishtheexercisesintheirtextbook.
Ex.2.Combinethesetwosentencesusingthepastparticipateastheattribute.
1.Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.
SoonwelostsightofthatfamousastronomercalledLiQiang.
2.Iamgoingtobuyapainting.ItiscopiedfromVincentvanGogh.
IamgoingtobuyapaintingcopiedfromVincentvanGogh.
3.Thecastleisunderrepair.Itwasbuiltin1432
Thecastlebuiltin1432isunderrepair.
4.Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.
Ilikethatoldprivatehousebuiltofwoodandmud.
5.Thevehicleismentionedinthebook.Thevehicleisunknowntome.
Thevehiclementionedinthebookisunknowntome.
6.Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.
7.Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbfourhorses.
Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.
【设计说明】
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。（由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课）完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。
1、作时间状语。Oncediscovered,theenemieswerecompletelywipedout.
2、作原因状语Movedbyhiswords,Iacceptedhispresent.
3、作条件状语Unitedwestand,dividedwefail.
4、作让步状语Althoughtired,theycontinuedtowork.
5、作方式或伴随状语Theteacherstoodthere,surroundedbymanystudents.
注意：
1)作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用havingbeendone.
e.g.Havingbeentoldmanytimes,hecan’tstillrememberit.
2)。过去分词的逻辑主语要跟主句的主语一致，否则不能用过去分词作状语，应用状语从句。
(误)Checkedcarefully,somespellingmistakescanbeavoided.
(正)Ifthecompositionischeckedcarefully,somespellingmistakescanbeavoided.
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致；2)谓语动词为被动语态形式。
Step2Consolidation
非谓语动词练习
B1.___andhappy,Tonystoodupandacceptedtheprize.（2006全国）
A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising
A2.Nomatterhowfrequently_______,theworksofBeethovenstillattractpeopleallovertheworld.（2006广东）
A.performedB.performingC.tobeperformedD.beingperformed
C3._________andI’llgettheworkfinished.（2007重庆）
A.HaveonemorehourB.Onemorehour
C.GiveonemorehourD.IfIhaveonemorehour
B.4.Therepairscostalot,butitsmoneywell_____.（2006湖北）
A.tospendB.spentC.beingspentD.spending
C.5._____withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.（2006江苏）
A.TofaceB.HavingfacedC.FacedD.Facing
B6.Whenherfather,thegirlburstintocrying.（2005湖北）
A.askingofB.askedaboutC.beingaskedD.asked
D7.Themankeptsilentintheroomunless.（2006浙江）
A.spokenB.speakingC.tospeakD.spokento
D8.________,theoldmanislivingahappylife.（2006天津）
A.takinggoodcareB.takengoodcare
C.havingtakengoodcareD.takengoodcareof
D9.TheOlympicGames,in776B.C.，didnotincludewomenplayersuntil1912.(NMET2004)
A.firstplayingB.tobefirstplayed
C.tobefirstplayingD.firstplayed
B10.fromhisclothes,heisnotsopoor.（2006上海）
A.JudgedB.JudgingC.TojudgeD.Havingjudged
A11.Europeanfootballisplayedin80countries,itthemostpopularsportintheworld.(NMET2003)
A.makingB.makesC.madeD.tomake
B12.Thesecretaryworkedlateintothenight,alongspeechforthepresident.(MET2004)
A.toprepareB.preparingC.preparedD.waspreparing
C13.areply,hedecidedtowriteagain.（2005北京）
A.NotreceivingB.Receivingnot
C.NothavingreceivedD.Havingnotreceived
B14.Thehousesarefortheoldpeopleandtheconstructionworkwillstartsoon.（2006江苏）
A.builtB.tobebuiltC.tobuildD.beingbuilt
C15.Ifill,I’llstayhomeagoodrest.（2006辽宁）
A.tofall,takingB.fall;totaking
C.falling;takingD.falling;take
Step3Discussion:LifeatpresentV.S.Lifeinthefuture
1.Askthestudentstocarryoutadiscussiontocomparethepresentlifeandlifeinthefuture.
Doyouwanttoworkforspace?Whatworkershouldbeneededforthespace?
2.Askthestudentswhethertheywouldliketoworkforspaceifpossible,andthenaskthemtocompletethisadvertisementchoosingthesewordsintheirproperforms.
(constantremindunsettlepreviousbendpressswiftlylink)
Manypeopleneedtobe________ofthejobopportunitiesonspacestations,which_________needspacecooks,cleaners,teachers,andcomputerengineers.Youcanbe_____trainedwithone-yearspacecourseandthenbereadytoenjoythebenefitsofworkinginspace.Peopleare_______atfirstbutsoonfeelbetterasfamiliesareencouragedtocome.Forhealthreasons,onlyonestayofthreeyearsisallowed.Soany______experienceworkinginspaceforthislengthoftimemeansyoucannotapply.Manypeople______tostaylongerbutthe_____betweenillnessandlengthofstayonaspacestationistoostrong.Itissadbuttherulescannotbe___foranyone.【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
Step4Assignment
Askthestudentstowriteanapplicationletterforworkinginspace.
【设计说明】
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
Period3:Usinglanguage
TeachingAims:
1.Learnsomenewwordsandexpressions.
2.Encouragestudentstomasterthefeaturesofthetwoaliencreatures,andtrytocomparethesimilaritiesanddifferencebetweenthem.
3.Trainthestudents’readingskillsandpredictthefuturehumans.
TeachingMethods:
1.Prediction
2.Pairwork&groupwork
3.Comparison
Step1Lead-in
1.TheteachershowsavideoclipfromStarWartothestudents.
2.Theteachershowssomepicturesofthosementionedcreaturesfromthevideoclipandasksomequestions.
Q1:Wheredothosecreatureslive?Galaxy,planet
Q2:Howaretheydifferentfromushumans?
Q3:Whatdotheyeatanddrink?
Q4:Whichlanguagedotheyspeak?
【设计说明】
该部分阅读是上一课阅读材料的延续，主要谈及LiQiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
Step2Predictionandunderstandingofthetitle
Theteacherasksthestudentstotalkabouttheirownunderstandingofthetitle,andtrytopredictwhatkindsofamazingcreatureswillLiQiangcomeacrossinAD3005.
【设计说明】
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
Step3Readingfordetails
1.Askthestudentstodescribethespacestation.
Q1:Whatdoesthespacestationlooklike?
Q2:Howabouttheinsideofthespacestation?
Q3:Whatcanyouseeinsidethestation?
2.Askthestudentstoreadthroughthefollowingtwopassagesandfinishthefollowingquestions:
Q1:Whattwoaliencreaturesarementionedinthetext?
Q2:Whatarethefeaturesofthesetwoamazingcreatures?
3.Comparethesimilaritiesanddifferencesbetweenthesetwoaliencreaturesinvariousaspects.
NameofcreatureMu-muDimpods
SizeTall&thinsmall
AppearanceFace/head/legLikeacat
ColourBlack&whiteBlueorpurple
PersonalityFriendlyInteresting+lovely
NumberofarmsSixMany
NumberoflegsOneleg/shellMany
HowitmovesSlowlySkiparoundfast
VoiceWhisperShout
FoodCarrot+cocoaLemonade+herbs
【设计说明】
由于文章结构清晰，内容简单，主要介绍了LiQiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。
Step4Discussion
Theteacherasksthestudentstopredictaboutthefuturehumansbyreferringtothefollowingquestions.
Q1:Whendothefuturehumanslive?
Q2:Wheredotheylive?
Q3:Whatdotheyeat?
Q4:Dotheirbodypartshaveanyotherspecialfunctions?
Q5:Whatarethefeaturesofthefuturehumans?
Q6:Howdofuturehumansworkandlive?
【设计说明】
文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征；由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。
Step5Assignment
Drawapictureofthefuturehumans,thenwriteadescriptionbasedonyourdrawing.【设计说明】
让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。
Period4.Listeningandspeaking
TeachingAims:
1.Trainthestudents’listeningability.
2.Encouragethestudentstomakeupadialogueaboutwhatlifewillbelikeintheirhometownsin1000years’time.
TeachingMethods:
1.Listentocatchthemainideas
2.Individualworkandgroupwork
3.Cooperativestudy
Step1Displaythedesignofthefuturehumans
Theteacherchoosesseveralstudentstocometothefrontanddisplaytheirdesignoffuturehumanstotheclass.Appropriateevaluationisrequired.
【设计说明】
抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧！
Step2Lead-in
Theteacherdisplaysapictureofthesolarsystemtothestudents,andasksthefollowingquestions:
Q1:Whichplanetwouldbethebestresidenceforhumans?
Q2:WhatwilllifeonMarsbelike?
【设计说明】
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet,oxygen,gravity,spacecreatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
Step3Listeningformainideas
□livingonanotherplanet□newdiscoveriesinspace□spacecreatures
□whyaspacestationspins□howtogetwateronMars□comets
□housesinatownonMars□Martiancreatures□atmosphereandgravity
Keys:livingonanotherplanet,atmosphereandgravity,howtogetwateronMars,housesinatownonMars
【设计说明】
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
Step4Listeningfordetails
1.Howcan“Wonderworld”makesurethereisenoughoxygen?
2.Howcan“Wonderworld”makesurethereisenoughwater?
3.Whatistheadvantageoflivingin“Wonderworld”？
4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld”？Why?
Keys:1.“Wonderworld”willprovideacoveredareaforpeopletoliveinwithaspecialairsupply.
2.collectwaterfromundertheplanet’ssurface–cleanedandrecycled–bacteriaare
usedtocleanthedirtywater.
3.Peoplemaybecomerichandfamous.
4.Peoplewillbehealthysincetheyhaveasatisfactoryclimate,enoughwaterandsufficientaccommodationtolivecomfortably.
【设计说明】
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
Step5Prediction&Speaking
Askthestudentstoworkinpairsandlistsomequestionsaboutwhatlifewillbelikeintheirhometownin1000years’timebyreferringtothefollowingsentencepatterns:
Supposethat…Doyouimaginethat…？
Iwonderif…Isitpossiblethat…？
Isitlikely/unlikelythat…？Doyousupposethat…？
【设计说明】
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
Step6Assignment
Practiseaskingyourclassmateswhatwilltheirhometownsbelikein1000years’time.
【设计说明】
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。
一。 教材分析
㈠. 教学内容
本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开， 让人感受美国的变迁过程。 本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。
“热身”(Warming up)部分， 给我们提供了三幅画面，有利于我们从宏观上和微观上把握美国地理特征。练习题引导学生从美国的历史渊源，经济等方面认识美国，有利于学生的探究学习。
“听力”(Listening) 部分设置了三个练习，由浅到深，层层深入。 练习1不仅有利于我们了解纽约市，而且有利于培养学生在听力中快速捕捉信息的能力。 练习2 和3有助于学生了解美国的背景知识，丰富学生的文化内涵。
“口语”(Speaking)部分要求学生根据提示描述一个场所。题目设置贴近学生生活。 教师除了课本所提示的说明处，还可以引导学生描述自己的学校。
“读前”(Pre-reading) 部分设计了两个练习。练习1要求学生列一份自己家乡的年表，并列出重要的事件以及变化过程，讨论其前因后果。 练习2 要求学生在年表上填写美国历史上发生的五件大事， 这有利于训练学生的逻辑思维能力，为阅读有关美国历史的课文做准备。
“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史， 同时也是一部充满成功与希望的历史。文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化。 着重阐述了反对种族隔离制度斗争的美国民权运动， 及其杰出的领袖马丁。路德。金的斗争精神。 通过阅读这篇文章可以了解，美国是个多民族的多元文化国家。 由于文章涉及美国历史的变化， 城市的发展， 需要对比的手法描写， 本篇文章可称得上是一篇对比性写作的范文。
“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点。 练习2 要求学生进行两人小组讨论或者多人小组讨论， 题目强调了语篇意识，设置层次性强，有利于培养学生的思辨能力。
“语言学习”(Language Study)部分包含词汇和语法两部份。 词汇学习涉及构词法知识，设计新颖，看似简单，其实灵活， 有助于学生留意某些词加后缀时意义的变化， 有利于避免负迁移。 语法练习2考察学生在语篇中使用非限定动词的能力， 注重学生综合素质的提高。
“综合技能”(Integrating Skills)部分包含阅读和写作。 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛，破坏美洲草原生物链的教训。 写作部分要求学生写一封电子邮件， 帮助美国学生了解中国。这就需要学生在理解教材的基础上，从面积，人口，语言，民族，重要城市等方面比较美国于中国的区别。这项任务有利于提高学生的语言运用能力。特别是语言概括能力。
“学习建议”(Tips)部分指导要求学生开展写对比分析文章，以及学生写作时要注意的相关事项。
“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结，并对要求学生对描述处所的词汇进行一次小结，有利于培养学生的自学能力。
㈡. 教学目标
1． 语言知识
词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn
语法：复习非限定动词
I don’t mind his being invited.
He hate being laughing at
She enjoys being interviewed.
It is important for lost time to be made up.
功能：描绘场所
What does your hometown look like ?
What does the landscape look like ?
Are there ? There is in the north.
How long/wide/high/tall is the….?
It’s .. metres / feet long /wide/high/tall.
It looks like …….
2． 语言技能
听：听两段有关NY的短文，捕捉信息，改正错
说：用恰当的语言描述一个地方
读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章
写：采用对比性手法写一段文章。
㈢. 教学重点和难点
重点：课文中出现的重要单词和词组的用法如：
insist on / leave alone / supply / be determined to do / be forced to do/resist
非谓语形式的用法
难点：采用对比性手法写作
非谓语形式用作定语的区别
二．课时安排和教学思路
本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市（纽约和 Ellis Island），南部城市（Atlanta），和西部大草原（bison）来了解美国， 感受美国的变迁过程。。
Period 1 Warming up &speaking
本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片（包括著名的城市和人物），目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..
Period 2 Listening &Reading
本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文（从高三阅读文章中摘出3小段），增加信息量。通过几个对错判断来检查学生的理解程度。
Period 3&4 Reading
首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。
Period 5 Language study
由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。
Period 6 Integrating Skill
由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛，破坏美洲草原生物链的教训。。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。
三．教学反思
本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。 尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。
四．教学程序
Teaching plan for Unit 16
Period 1 Warming up & Speaking
Goals:1. Learn about the USA
2.Practise describing places to train the speaking ability
Step 1 Lead-in
T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?
Ss: Yes. The USA.
Step 2 Warming up
1. Show the map of the U.S.A and help the Ss to get a general idea of her.
Full name
Location
Capital city
The largest city
When was founded
population
2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?
(George Washington . The first president
Martin Luther King the leader of non-demonstration was killed in 1968
New York the largest city nick name
Atlanta in the south the host of the Olympic Game in
Ellis Island Island of Tears)
3. What else have you known about her ? A quiz (Ex1.)
4. What do you want to know ?
Step 3 Speaking
1. Learn the useful expression. Make a sentence with each pattern.
How long /wide/high/tall is ….?
It’s …metres/feet long/wide/high/tall.
There is …in the north/south/east/west.
It looks like….
2. Write a short passage to describe a place.
3. Play the Guess game.
One student read his short article , the others guess where it is.
Home work: Search the internet to find information about New York.
Period 2 Listening &Reading( about New York and Ellis Island )
Goal: 1.Do some listening to improve the listening ability.
2. Learn more about New York
Step 1 Lead-in
Show a picture of NY.
T: Can you guess when the picture was taken?(it was taken before the date September 11,.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)
Step 2. Listening
1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.
Do EX1
2. let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)
3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.
(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)
Step.3 Reading
Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)
New York
New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.
The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….
New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.
True or False
1.New York is built on an island on the east coast of the USA.
2.These islands were first discovered by an Italian explorer in 1524.
3. New York became the capital of the USA for a short time after Washington, D.C.
4.About a century ago the building of skyscrapers began in New York.
5.Skyscrapers were mainly built on Manhattan Island.
6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.
Home work: Search the internet to find information about the south of the USA
Period 3&4 Reading.
Goal: 1.learn about the American south.
2. Improve the reading ability
3. Learn and master the following:
suffering unemployment depression reconstruction burn down
aim at in honor of in vain take a chance overcome
be determined to do
step 1 lead-in
1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south
2.Play another video about the city of Atlanta, show the modern and rich of the south
3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south
step 2 Pre-reading
Put the events below in the correct place on the timeline.
30,000 years ago 1600 1861 1930s 1960s
1. the American Civil War 2.The great Depression
3.The Civil Rights Movement 4.The arrival of Native American
5.The arrival of European settlers
Step 3 Skimming(get a general idea of the passage)
Ask the Ss to answer the following questions.
1. What kind of story is the story of the south?
2. Which city is the typical southern city.?
Step 4. Scanning (Get specific ideas )
Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.
Try to finish the chart below
Why Atlanta is a typical southern city ?
The past In the war
The difficulties the people of Atlanta had to overcome after the war 1. economical _________________
2. political __________
today The success in 1996
Modern Atlanta
Step5 Listening and consolidation
Ask Ss to listen to the tape to get more information
After that, work in pairs to make up a dialogue.
.Task:
A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.
Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?
Homework : Read the passage again and try to
Period 5 Language study.
Goal: 1.Review the new words appearing in the last period.
2.Do some exercises using the rules of word formation
3. Review Non-finite Verbs
Step 1 Word study
1. have a dictation.
( former, greedy, mental, physical, wide spread, chief )
Then do Ex3on page 45
2. About the word formation
Do Ex 2& EX1
Step 2 Grammar---Review Nonfinite Verbs(2)
1..: look at the sentences on the screen.
(Teacher shows the following on the screen.)
It is impossible that lost time can be made up.
2.Rules are made so that they can not be broken.
3.I don’t mind their inviting him.
4.She enjoys their interviewing her.
Try to Rewrite the sentences on the screen using the correct non-finite passive form.
2. Before doing them, review non-finite verbs together.
(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”。(Teacher writes them on the blackboard.)
动词--ing形式 不定式
形式 主动 被动 主动 被动
一般式 writing Being written To write To be written
进行式 To be writing
完成式 Having written Having been written To have wtitten
3. Do the exercise and check the answers..
Suggested answers:
1.It is impossible for lost time to be made up.
2.Rules are made to be broken.
3.I don’t mind his being invited.
4.She enjoys being interviewed
Step3 Do Ex1&2
Step4. Choose the best answers
(B) 1. I learned a lot _________ in the countryside.
A. working B. while working C. when worked D. to work
(A) 2. It is well known that a tiger looks very ____________.
A. frightening B. frightened C. being frightened D. to frighten
(B) 3. The little boy got too _________ to move.
A. frightening S. frightened C. frighten D. to be frightened
(C) 4. It was getting dark. I found a car ______in a pool by the side of road.
A. stick B. sticking C. stuck D. to be stuck
(C) 5. I have collected the money __________.
A. deeding B. need C. needed D. to need
(B) 6. The glass of water is too hot. I prefer some cold ________ water.
A. boiling B. boiled C. having boiled D. to boil
(A) 7. It’s a good idea _______ to the front of the line.
A. to push B. of pushing C. pushed D. to be pushed
(B) 8. I won’t have you ________up and down all day.
A. ran B. running C. run d. to run
Home work: Search the internet to get some information about the south
Period 6 Integrating Skill
Goal: . 1. Learn about the American plain and the bison
2. Write a short passage about your home town
3. Lear and master the following:
live by doing in huge numbers make a agreements with die out
wide spread be forced to do cut off as a result
Step 1 Lead-in
Show the picture on the screen. And ask Do you know what the animal is called?
(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)
.Would you like to know more about the bison?
Step 2 Fast-reading
Answer the two questions
1.In what ways did the settlers treat the Native Americans unfairly?
2.What caused a big change in the wildlife on the plains?
Step 3 Careful reading
Tick the sentences that are true and correct the false ones.
1.( )The first settlers on the plains were farmers.
2.( )Native Americans willingly gave up land to the settlers.
3.( )The settlers did not deal honestly with the native Americans.
4.( )Settlers ended up with better land than the native Americans.
5.( )Later settlers made use of the bison in the same way as the native Americans.
Step 4 Post reading
Use what your have learned from the text to complete the diagram below
Step 5 Writing
Imagine that your American pen friend has sent you an e-mail asking for help.
He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.
The past today
Area and population
City building
Transportation
Education and school
The people’s living conditions
Homework: Finish the writing work.
Teaching aims and demands:
1、 Enable students to understand the passage better.
2、 Develop students' listening, reading, writing and thinking ability.
3、 Enable the students to prepare and present an oral report on a Chinese medicine.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
Translation:
1、麻疹 7.流感
2、疟疾 8.病房
3、水痘 9.糖尿病
4、中风 10.霍乱
5、伤寒 11.急诊室
6、诊室 12.重症监护室
Step 2Lead-in
1、 Show a picture of acupuncture treatment on the screen and ask the students a question:
Have you ever experienced an acupuncture treatment?
2、 Show another two pictures about different tools used for acupuncture treatment in the past and now.
Step 3 Fast Reading
1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages
（The disadvantages of Chinese disadvantages are not mentioned.）
2、 What medical problems can acupuncture treat?
Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.
3、 How does acupuncture reduce or relieve pain?
It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.
Step 4 Further Reading
1、 Listening for further informationPara 11. Ask the students the main idea of the paragraph.
(The history of Chinese acupuncture)。
2、 Ask the students to retell the history of Chinese acupuncture (magic needles)。
began-the Stone Age
be practised-4,000 years
be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.
(The development of Chinese acupuncture)。
2、 Ask the students to retell the development of Chinese acupuncture.
In the pastNowadaysstone or pottery needles
metal needles
make holes on swollen areas
put needles into the skin at certain points
365 acupuncture points
about 2,000 acupuncture pointsPara 5Ask some questions in detail:
1、 How does an acupuncturist examine a patient?
（First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.）
2、 How many pulses are there and what are they connected with?
（There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.）
3、 Why will an acupuncturist check pulses?
（This will help him/her find out which energy channel doesn't have enough energy.）
Step 6 More information
Show some pictures on the screen to introduce more information about Chinese acupuncture.
1、 Different tools for acupuncture
2、 Now it is popular that acupuncture is used to help people lose weight 。
3、 The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.
4、 Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.
5、 Pets also follow the fashion.
Step 7 Discussion
1、 What are your thoughts on acupuncture?
2、 What are the possible benefits or disadvantages of acupuncture over other treatments?
Step 6 Homework
1、 Write an article about traditional Chinese medicine (one herb or treatment)。
2、 Finish the exercises of this unit.
1.allow for 顾及，考虑到
[举例]
It will take you half an hour to ge to the station, allowing for traffic delays.
把路上的耽搁算进去，你要用半小时才能到车站。
We must start early, to allow for finding their house.
我们必须早点动身，考虑到我们还要寻找他们的家。
We should allow for every possible delay.我们必须考虑到任何可能的延误。
Inventors often rephrase a problem to allow for creative solutions and also try “impossible” or “crazy“ solutions.
发明家常常重新定义一个问题为创造性的解决方案做准备，同时也偿试“不可能的”或“疯狂的”解决方式。
[联想]
allow sb. to do sth允许某人做某事 allow (doing) sth允许(做)某事 allow that承认
My parents don't allow me to stay out late. 我父母不允许我在外呆的太晚。
We don't allow smoking here.我们不允许在这儿吸烟。
I allow that he is a able man.我承认他是一个能干的人。
2. reject vt.拒绝；排斥；抛弃
[举例]
He rejected my suggestion.他拒绝了我们建议。
If people are unkind to a person, then the person will feel rejected.
如果人们对一个人不支好，这个人就会有一种被排斥感。
Choose the good apples and reject the bad ones.拣出好苹果，丢掉烂苹果。
[拓展]
rejection c.n. 拒绝
I have had so many rejections I've stopped offering to help her.
被拒绝了很多次，我现在已不再主动提出帮助她了。
3. get/be stuck 遇到困难，陷进去
[举例]
He got stuck in the mud.他陷进泥里了。
His finger got stuck in the hole.他的手指卡在洞里了。
We were stuck in a traffic jam for an hour.我们因交通阻塞而受阻了一个小时。
I got stuck on the second question.我在第二个问题上卡住了。
If the bank won't lend us the money, we'll really be stuck.
如果银行不借钱给我们，我们就真的麻烦了。
[拓展] get stuck on 非常喜欢 get stuck with 与不喜欢的人在一起 get stuck in(to) 开始积极地做 某事
[举例]
The students are really stuck on their new teacher.
学生们非常喜欢他们的新老师。
I am stuck with the naughty boy for the whole day.我一整天都让那个淘气的小男孩缠住了。
He got completely stuck into that book you gave him; we could hardly get him to say a word!
他完全被你给他的那本书迷住了，一句话也不话。
4.break away from 摆脱，脱离
[举例]
The pickpocket broke away from the policeman who had been holding his arm.
那个小偷从警察手里挣脱逃跑了。
He broke away from the organization in .他在与那个组织脱离了关系。
[拓展]
break away 断开；剪掉（树枝等） broke down 捣毁，镇压，（机械等）出故障，（计划等）受挫 break into 强行进入，破门而入 break off 折断，断绝关系，中断 break out （战争，火灾等）突然发生，爆发 break up 粉碎，结束，与某人分手
5. otherwise (adv)不同地，另外地： (conj.)否则，要不然； (adj.)不同的，别样的
[举例]
He seems to thinks otherwise.
他似乎有其它的想法。
You must work hard, otherwise you will fail the exam.
你必须努力学习，否则你将考试失败。
Some are creative, some are otherwise.
有些人有创造力，有些人则不然。
I don’t care whether he is rich or otherwise.
我不在意他富不富。
[知识归纳]
(1). otherwise做形容词用时通常置于系动词后作表语
(2). or otherwise或相反，或用别的方法
6. be aware of 知道，意识到
He wasn't aware of the danger.他没有意识到危险。
He said that the government was acutely aware of the problem.
他说政府非常清楚这个问题。
[拓展] be aware that/wh
They are well aware that this is a risky investment. (=They are well aware how risky it is.)
他们清楚地知道这是一个有风险的投资。
7. after all 毕竟，终究；别忘了
[举例]
I am so sorry. I can't come after all.对不起，我终究还是不能来。
It's not surprising you've got stomachacher. After all, you've eaten too much.
你的胃疼并不令人惊讶，别忘了，你吃的太多了。
[拓展]after all 作介词短语时，意为“虽然。，但仍然。”
After all his efforts, he also failed this time.虽然他很努力，便这次还是失败了。
8. keep track of 跟踪，保持联系
[举例]
It's difficult to keep track of all the new ideas and developments in education.
要与教育上的最新思想和发展保持同步是很困难的。
He keeps track of all his old school friends.他与中学时所有的老校友都保持着联系。
[拓展] lose track of 与。失去联系
The first period Warming up & Pre-reading 一。教材分析 1. 单元背景分析 人们的生活离不开新闻，每天我们可以通过电视，报纸，杂志或者网络来获得新闻。知道新闻是一件很简单的事，但是制作新闻是一件不容易的事。通过本单元的学习，我们可以获� 本单元的语言技能和语言知识主要围绕“新闻”这一中心话题进行设计。 2.教材内容分析 本课时的内容是高二英语必修5第4单元Making the news的第一课时的Warming Up和Pre-reading. 本课时主要分为两大部分： 1)warming up (热身)部分通过讨论来引出报纸工作人员的工作类别和所负的责任。 2)Pre-reading (读前)部分通过一个问题“What are a good journalist needs to have?”来引导学生去考虑一个优秀的记者应该具备的素质，然后引导学生谈他们难忘的经历和感受，最后通过写一个“假设”为下一部分的学习做好准备。 3、教学重点 1)掌握报社工作人员工作的各种类别和所负的责任。 2)了解一个优秀的记者应该具备那些优秀的素质。 4、教学难点 1)掌握怎样进行简单的采访。 5、教学目标 根据课文特点及新课标对高二年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言知识目标，二、语言技能目标，三、情感目标。 1.语言知识目标 1)词汇： occupation, photograph, photographer, journalist/reporter, foreign correspondent, announcer, host, cartoonist, designer, printer, critic, editor , chief editor, deputy editor，sub-editor, personality, enthusiasm，thorough, gifted, technically, interview, interviewee, interviewer. 2)重点句型： What are the qualities a good journalist needs to have? Which occupation will you choose in future? I want to be a…… 2. 语言技能目标 通过本课的学习，要求学生掌握制作新闻的基本程序，了解作为一个优秀的记者需要那些品质以及怎样进行采访。 3. 情感目标 1).激发并提高学生学习英语的兴趣，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。 2)指导学生形成良好的学习习惯，让他们懂得做好自己的工作是一件不容易的事情，激励他们认真学 二、说教法 为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，一切从学生的实际出发，以学生为主体，教师为主导，让绝大多数学生带着愉快的心情参与到课堂教学当中。为了激发学生的的学习兴趣，我采用观看视频、讨论、、小组交谈等教学方法，让学生充分体现课堂教学“主体者”的身份。设计出由简单到复杂的多个任务，让学生以合作学习的形式完成任务。学生的口语在完成任务的过程中得到充分的训练；而任务设计的梯度也照顾到不同层次学生的水平，让每个学生在这堂课中都能体会到完成任务的成就感。 三、说教学程序 1.Leading-in(导入)部分通过让学生观看一段关于神舟7号飞船发射的新闻视频，然后回答下列问题： 1) Do you want to be an astronaut in the future? 2) How do you feel after watching the video? 3) Through what ways can we get the news? (Show the possible answers on the screen) We can get the news by reading newspaper ∕ magazine、listening to the radio、watching TV or surfing the Internet. 此部分的目的是为了吸引学生的注意力，激发学生的学习兴趣，同时通过问学生是通过那种方式来获知这一消息来引入“新闻”这个话题。 2.Warming up(热身)首先通过让学生猜想报社里各工作人员的类别，然后把下列关于各种工作类别的词汇展示在幻灯片上： journalist/reporter记者，foreign correspondent 国外记者，announcer 播音员，host主持人， photographer 摄影师，writer作家， cartoonist漫画家，designer设计师， printer印刷工，critic评论员，editor编辑，chief editor主编，deputy editor副主编， sub-editor助理编辑 然后叫学生一边看图片一边回答这个问题“ Can you tell me what they are in the following pictures?” reporter?--- to find out news and tell people about it in newspaper or on TV∕radio. editor---to make sure the writing is clear, concise and accurate; check facts. photographer---to take photographs of important people or events. designer---to lay out the article and photographs. 最后叫学生通过图片的提示说出制造新闻的过程。 此部分的目前是为了让学生了解报社的各个工作类别以及他们的责任，并能够掌握相关的词汇，然后通过看图片填空的方式让学生掌握制作新闻的基本程序。 3.Pre-reading(读前)此部分我采取讨论的方式，通过让学生回答一个优秀的记者应该具有那些优秀的品质，由于学生英语基础比较差，我提示他们可以用一些形容词来描绘这些优秀的品质，例如：hard-working, friendly, patient, imaginative, professional, truethful, thorough。然后我就把书本上的问卷展示在幻灯片上，在学生做好问卷之后，我设置了下列问题叫学生开展拓展性讨论： 1)What level of education should a good news reporterhave? 2) Does work experience play an important role in making the news? 3) What do you think are good communication skills? 4) Enthusiasm for the job is the key to success, do you agree? Why or why not? 通过pre-reading，我要求学生掌握一个优秀的记者的应该具备那些优秀的品质，并且能够说出这些品质为什么这么重要，让他们懂得做好每一项工作都是不容易的，并能够掌握关于这些品质的相关词汇。 4.Group work(分组活动) 在这部分我叫两个学生为一组，一个学生扮演采访者，另一个扮演被采访者，进行关于选择未来职业的采访。考虑到学生的英语水平，我给他们展示了一个模版： Interview Patient, imaginative, well-organized, polite, curious, technically good, concise thorough, creative, careful, gifted, professional. Interviewer: Which occupation will you choose in future? Interviewee: I want to be a teacher Interviewer: Why? Interviewee: A teacher needs to be patient. I think I would become a good teacher. Because I am very patient. 此部分的设计是为了提高学生的口语而设计的，内容简单，绝大多数学生都能够参与其中，在锻炼口语的同时，又使他们熟悉了pre-reading部分提过的描述优秀品质的相关单词，并且学习了本课时一个重要的句型“Which occupation will you choose in future?” 5.Homework(家庭作业) Everyone has unforgettable moments in his / her life. Think about your first day at school, being far away from home, your first day abroad...... Discuss after class what the first day would be like, and how you would feel if you were to work for China Daily. 此部分的目的是通过“一个假设”为下一节课的阅读部分做好铺垫。
在中国，有时你会得到一块热的湿毛巾擦手和脸，然而西方没有这种风俗。
Bamboo is hollow, which makes it very light.
竹子的中心是空的，这一点使它很轻。
which 引导非限制性定语从句，代替整个句子，且不能在句首；as也可引导非限制性定语从句，指大家熟悉的事情或常理，可以
在句首、句中或句末
用as, which填空：
(1)He turned out very successful, ________ was more than we
could expect.
(2)He said that he had never seen her before, _______ was nottrue.(3)_____ is known to all, she is one of the best students.
(4)______ we had expected, he won the game.
(5)He won the game, _________ we hadn't expected.
【高考链接】
They've won their last three matches, ________I find a bit surprising actually. (高考辽宁卷)
A. that B. when C. what D. which
【答案】D。
【解析】此题考查定语从句。which引导非限制定语从句。which代替前面的整个句子。whichwhichAsAswhich
高二英语教案范文精选
《The Qin Tomb and the Terracotta Warriors》教学设计
I.教学内容分析
本模块介绍了秦始皇陵墓和兵马俑，对秦始皇在历史上的功过进行剖析，对劳动人民对中国古代文明所做出的贡献进行热情的讴歌。要求学生掌握以上历史的同时，运用本模块所提供的语言知识目标进行听说读写的训练，从而提高学生的语言学习和运用的目的。
II.教学计划
本模块分为五个课时：
第一课时：Introduction，Presentation skill, Cultural Corner
第二课时：Reading and Vocabulary(1)
第三课时：Reading and Vocabulary(2),
第四课时：Reading practice，
第五课时：Task，Module File
III. Learning strategy:
1. Cognitive strategy (认知策略)
2. Monitoring strategy(调控策略)
3. communication strategy(交际策略)
4. resource strategy (资源策略)Period OneContent: Introduction，Presentation skill, Cultural Corner
Introduction:
Step 1: Look at the picture and discuss the questions. Use the words in the box to help you.
army battle clay column emperor expression hairstyle soldier tomb underground uniform
1. Which emperor of ancient China ordered these terracotta warriors to be made?
Emperor Qin Shihuang
2. Where were the terracotta warriors discovered?
1.5 km away from his tomb.
3. What are the warriors doing?
Standing like an army ready for battle.
4. Are all the warriors identical?
No, they are all different from each other.
5. Why do you think the Emperor built the terracotta warriors?
Step 2: Put the dynasties of ancient China in the correct order.
1. Zhou Dynasty
2. Han Dynasty
3. Three Kingdoms, Jin, Southern and Northern Dynasties
4. Sui Dynasty
5. Qin Dynasty
6. Tang Dynasty
答案： 1, 5, 2, 3, 4, 6
Step 3: Answer the questions.
1. During which dynasties were there many wars?
Three Kingdoms, Jim, Southern and Northern Dynasties
2. During which dynasty was the Great Wall first built?
Qin Dynasty
3. During which dynasty did China first become one country?
Qin Dynasty
4. During which dynasty was the Grand Canal first established?
Sui Dynasty
5. During which dynasty was China most powerful?
Tang Dynasty
一、本学期的指导思想：
以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，针对我校高二学生普遍英语底子差，基础薄的实际，坚持夯实基础，狠抓双基，改进学法，激发兴趣，提高能力的指导思想。在本学期的英语教学中，要坚持以下理念的应用：2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野；
3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。高二英语既注重基础知识的考查，又强调能力的灵活运用。为了适应这一趋势，提高高二英语的教学质量，在高二英语教学中我将常抓基础知识，有梯度地拓宽词汇，提高课堂效率，从而努力提高学生学习的自觉性、主动性与积极性，通过师生互动，更进一步提高英语成绩。
二、学生情况分析
本学期本人任高二（文）、（理）班， 从学生高一期末考试情况来看，存在以下三方面问题： ①在思想上、态度上放松或放弃的现象有所表露，读，不会读，就谈不上听得懂，看得懂，从而导致破罐子破摔的现象。 ②基础知识不够扎实，灵活运用语言的技能相对薄弱。 ③运用能力不够强实。学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。
三、教材简析
该册教材从不同方面具有如下特点：2、词汇量大，语言地道。由于所选文章涉及的领域多，又是原汁原味，因此，各方面的词汇都出现了。又由于沿用地道的原文，不同作者用词不同，出现了大量的近义词。虽然这给学生提供了学习英语的真实语言环境，但也增加了学生学习英语的难度。
3、精心编排，形式新颖。教材编排的匠心不但体现在课文内容的精心选编和课型的优化设计。特别突出的是教材的各种练习形式新颖别致，不但注重知识性，而且充分注入了趣味性。也充分发挥了现代教育技术在英语学习中的先进作用。
4、理念先进，实践标准。该册教材把综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。也把语言技能的形成作为语言学习的必须手段。完全实践了《普通高中英语课程标准》的新理念。
四、本学期的教学目标及措施
高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识；培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力；发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分与其他兄弟学校的差距。根据教学步骤完成模块5及模块6的教学内容，根据学生的实际情况对教材练习适当做出调整，删减。让复杂问题简单化，使学生更容易掌握所学知识。加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体方法如下：2、内容要求学生一定要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。利用教材提高学生的基本功，坚持默写单词及重点句型。
3、本学期仍要坚持训练学生的听力和并开展任务型写作教学。扎实写作常用句型的同时，要求向句群篇章背诵过渡，培养良好的学习习惯和写作基础。
4、培养学生的阅读能力，并以这些材料为基础，扩充学生词汇量，做到每学完一篇课文，就进行词汇检测。拓宽教材，扩展学生阅读量，努力补充学生的词汇。在平时教学过程中不断扩大学生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到经常督促、检测。
5、加大基础写作训练的力度，大力鼓励学生学以致用。并要求学生背范文、教师精选的课文段落、写作必背句型，使学生熟悉英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。另外每周进行一篇的写作训练，鼓励运用背过的句型，提高学生的写作能力。
6、综合检查。准备每一单元做一次练习或测试，主要以结合当前教学内容为主要测试内容， 间或分块测试，习题的训练在于精而不在于多。在教学中尽量按照高考的知识体系有针对性地选择典型性题目。针对共性问题进行精讲，让学生在书本中找到解决问题的源泉，学会思考、整理和归纳。
五、课时安排每单元7-8课时每一单元一测验。
2．教材重组：
课时1：new words、warming up、pre-reading
课时2:reading 和 comprehending
课时3:language points
课时4:using language(listening, reading)
课时5:reading task
课时6:translation and exercises
课时7:talking and speaking
课时8:writing
练习目的：
通过听、说、读、写，复习巩固第五至第八单元所学的词汇、主要句型，并能综合运用这些语言知识，提高学生运用英语的能力。
练习过程：
一、听力练习
A. Listen and judge
1、 引导学生看图，理解图意
2、 听录音，判断
3、 请学生说说图意与录音内容不一致的地方，核对答案
B. Listen and number
1、 引导学生看图，说一说Bobby在做什么。
2、 听录音，排序
3、 核对答案
C. Listen and match
1、 引导学生看三组图片，理解图意
2、 听录音，将人物与相应的日期和活动连线
3、 核对答案
4、 请学生描述连线好的图片
D. Listen and choose
1、 引导学生浏览答案选项，预测将要听到的内容和问题
2、 听录音，选择
3、 核对答案
二、口语练习
E. Ask and answer
1、 引导学生阅读四张卡片，了解卡片上的信息和所给的语言提示
2、 学生两人一组，根据卡片上的信息和语言提示，进行问答。
3、 请几组学生表演问答，核对答案
三、阅读练习
F. Read and write
1、 引导学生读句子提示，预测单词
2、 指导学生根据字谜中的字母提示，写出单词并补全句子，注意有些单词的首字母要大写
3、 核对答案
4、 齐读完成后的句子
G. Look, read and write
1、 引导学生看图，理解图意
2、 指导学生读对话，根据上下文情境和图片提示，填入单词，补全对话
3、 核对答案
4 齐读完成后的对话
H. Read and judge
1、 引导学生浏览故事下方的句子。
2、 阅读故事，找出相应的词句，比较判断
3、 核对答案
四、家庭作业
在口语练习的四张图片中，选一张，编一段对话描述。
Disneyland
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2 练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为一篇短文，要求学生用本课的地点名称如：
Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….
Step 4 讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
Asking:
Where is …...
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
词语讲解
1.bring on 引起；使。前进；把。端上来(如饭菜等)
1) Ill bring on the beef in a minute.我一会就端上来牛排。
2) The fine weather is bringing the crops on nicely. 好天气使农作物长得很好。(使发展或进步 )
3) He was caught in the rain and this brought on a bad cold.(引起；导致)他被雨淋了，导致了一场重感冒。
bring on 使发生；
bring in 引来；引进；吸收
bring out 取出；说出；阐明；出版
1) The first dish that was brought on was bean-soup.
2) The sudden cold weather brought on his cold again.
3) His new business brings in 1,000 dollars a month.
4) We also brought in some words from English, such as tank and so on.
5) Bring out the meaning more clearly.
6) They have brought out a set of childrens books.
2.You can see as far as the coast.
as far as 远到；到。为止；常用来在句中加重语气
Every day, the old man walks as far as the Summer Palace. 他一直走到颐和园 as/so far as (连词) 就。而言
As far as I know, what you said cant possibly happen.就我所知你所说的事情是不可能发生的。
so far 到目前为止，常用在完成时态中
I havent got the invitation so far.到目前为止，我还没有得到邀请。
3.One day he remembered the mouse that used to come out in his fathers
garage
used to do sth.
ju:st
1) My friend used to write to me, but now she prefers sending e-mails.
be used to do sth. 被用来做
ju:zd
1)The house was used to keep books two years ago.
2)Elephants are used to carry things.
be/get used to doing/sth.
ju:st
1) I have been used to living in this area.
I have got used to living in this area.
2) I came to Beijing 10 years ago, and Ive got used to the weather here.
4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.
注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。
1) Use your brain and youll find a way.
2) If you study hard, youll surely make progress.
3) Hurry up! Or well miss the last train.
语法讲解
宾语从句
I. 宾语从句 即在复合句中作主句的(及物动词或介词)宾语。宾语从句通常由连接代词或副词引导；可分为四类：
1.由 that引导的宾语从句(that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略)：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2. 由 if /whether“是否” 引导的宾语从句：
I wonder if/whether it was Disney who made the first cartoons.
Could you tell me if/whether Mr. Black lives here?
3. 由 what, why, when, where, who, which, whose, whom, how 等 wh- 类连接代词或副词引导的宾语从句：
Can anyone fail to see what kind of show they are putting on?
Please tell me which class you are in?
He asked me whom I was waiting for.
The stranger doesn’t know when the ship arrives.
I didn’t understand why the boy had so many questions.
Please ask the teacher how we get to the place.
4.由关系代词型what 等代词引导的宾语从句：
We always mean what we say.
I will try to make up what I have missed.
I’ll give you whatever help you need.
I’ll read whichever book you recommend
II.使用宾语从句应注意的几个问题
1.连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的(这是高考的重点)。
A computer can only do what you have instructed it to do.
--“Doesn’t Helen live on this street?”
--“No. This is where Leon lives.”
2. 宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的 语序都应是陈述句的语序。
She asked the boys if they had white hats.
I don’t remember when we arrived.
Do you know which class he is in?
3. 时态的呼应。分以下三种情况考虑：
1) 主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2) 主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。
He says he will be back in an hour.
They know Jim is working hard.
4.形容词后的宾语从句。
常可跟宾语从句的形容词有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。
She is afraid that Jim will forget his Chinese.
I’m sure that he will succeed.
SBIA Unit 6 Good manners
就餐礼仪
素材新挖掘
考点1. interrupt vt.& vi. 打断；中断；插嘴
May I interrupt you for a moment?
Don't interrupt me when I speak.
我说话的时候，请不要打岔。
interrupt vt. & vi. 阻断；中断
interrupt vt. & vi. 打岔；插嘴；打断(别人谈话)
get in 插嘴
disturb vt. 打扰
(1)I apologized for ______________(打断)you.
(2)He _____________(中断)college to serve in the army.
(3)他粗鲁地打断了我们的谈话。(写作小练笔：主谓宾；rudely)
_______________________________________
(4)I had to _______ the meal to answer the phone.
A. disturb B. puzzle C. get D. interrupt
D。interrupt 此处的意思是“中断”。disturb用作及物动词，意思是“打扰”。
interrupting
interrupted
He interrupted our talk rudely.
考点2. apologise vi. 道歉
Learn to apologise to people.
Ladies and gentlemen, I do apologise for the delay to your service.
女士们先生们，我着实为你们旅途的延误表示歉意。
apologize to sb. for (doing) sth. 向某人为某事(为做了某事)道歉
apologize for oneself 为自已解辩或辩护
make/offer an apology to sb. for sth. 为某事向某人道歉
(1)I __________(道歉)to her for stepping on her foot.
(2)I have come to __________(道歉)to you.
(3)I'd shoot myself before I apologized to him.(英译汉)
_______________________________
(4)我因迟到向老师道歉。(写作小练笔：主谓+介词；be late)
_______________________________________
考点3. forgive vt.(forgave, forgiven)原谅；饶恕
Forgive me. I'm very sorry.
She never forgave him for his lies.
她总不肯原谅他的谎言。apologizedapologize
我宁死也不向他道歉。
I apologized to the teacher for being late.
forgive vi. 原谅
forgive sb. /sth. 原谅某人/某事
forgive sb. for sth. 原谅某人某事
forgive one's debts 免除债务等
The first period Warming up & Pre-reading
一。教材分析
1. 单元背景分析 人们的生活离不开新闻，每天我们可以通过电视，报纸，杂志或者网络来获得新闻。知道新闻是一件很简单的事，但是制作新闻是一件不容易的事。通过本单元的学习，我们可以获� 本单元的语言技能和语言知识主要围绕“新闻”这一中心话题进行设计。
2.教材内容分析 本课时的内容是高二英语必修5第4单元Making the news的第一课时的Warming Up和Pre-reading. 本课时主要分为两大部分： 1)warming up (热身)部分通过讨论来引出报纸工作人员的工作类别和所负的责任。
2)Pre-reading (读前)部分通过一个问题“What are a good journalist needs to have?”来引导学生去考虑一个优秀的记者应该具备的素质，然后引导学生谈他们难忘的经历和感受，最后通过写一个“假设”为下一部分的学习做好准备。
3、教学重点 1)掌握报社工作人员工作的各种类别和所负的责任。 2)了解一个优秀的记者应该具备那些优秀的素质。
4、教学难点 1)掌握怎样进行简单的采访。
5、教学目标 根据课文特点及新课标对高二年级学生英语学习能力的要求，
本课的教学目标我定为以下几方面：
一、语言知识目标，
二、语言技能目标，
三、情感目标。
1.语言知识目标 1)词汇： occupation, photograph, photographer, journalist/reporter, foreign correspondent, announcer, host, cartoonist, designer, printer, critic, editor , chief editor, deputy editor，sub-editor, personality, enthusiasm，thorough, gifted, technically, interview, interviewee, interviewer. 2)重点句型： What are the qualities a good journalist needs to have? Which occupation will you choose in future? I want to be a……
2. 语言技能目标 通过本课的学习，要求学生掌握制作新闻的基本程序，了解作为一个优秀的记者需要那些品质以及怎样进行采访。
3. 情感目标 1).激发并提高学生学习英语的兴趣，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。
2)指导学生形成良好的学习习惯，让他们懂得做好自己的工作是一件不容易的事情，激励他们认真学
二、说教法 为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，一切从学生的实际出发，以学生为主体，教师为主导，让绝大多数学生带着愉快的心情参与到课堂教学当中。为了激发学生的的学习兴趣，我采用观看视频、讨论、、小组交谈等教学方法，让学生充分体现课堂教学“主体者”的身份。设计出由简单到复杂的多个任务，让学生以合作学习的形式完成任务。学生的口语在完成任务的过程中得到充分的训练；而任务设计的梯度也照顾到不同层次学生的水平，让每个学生在这堂课中都能体会到完成任务的成就感。
三、说教学程序 1.Leading-in(导入)部分通过让学生观看一段关于神舟7号飞船发射的新闻视频，
然后回答下列问题：
1) Do you want to be an astronaut in the future?
2) How do you feel after watching the video?
3) Through what ways can we get the news? (Show the possible answers on the screen) We can get the news by reading newspaper ∕ magazine、listening to the radio、watching TV or surfing the Internet. 此部分的目的是为了吸引学生的注意力，激发学生的学习兴趣，同时通过问学生是通过那种方式来获知这一消息来引入“新闻”这个话题。
2.Warming up(热身)首先通过让学生猜想报社里各工作人员的类别，
然后把下列关于各种工作类别的词汇展示在幻灯片上： journalist/reporter记者，foreign correspondent 国外记者，announcer 播音员，host主持人， photographer 摄影师，writer作家， cartoonist漫画家，designer设计师， printer印刷工，critic评论员，editor编辑，chief editor主编，deputy editor副主编， sub-editor助理编辑 然后叫学生一边看图片一边回答这个问题“ Can you tell me what they are in the following pictures?” reporter?--- to find out news and tell people about it in newspaper or on TV∕radio. editor---to make sure the writing is clear, concise and accurate; check facts. photographer---to take photographs of important people or events. designer---to lay out the article and photographs. 最后叫学生通过图片的提示说出制造新闻的过程。 此部分的目前是为了让学生了解报社的各个工作类别以及他们的责任，并能够掌握相关的词汇，然后通过看图片填空的方式让学生掌握制作新闻的基本程序。 3.Pre-reading(读前)此部分我采取讨论的方式，通过让学生回答一个优秀的记者应该具有那些优秀的品质，由于学生英语基础比较差，我提示他们可以用一些形容词来描绘这些优秀的品质，例如：hard-working, friendly, patient, imaginative, professional, truethful, thorough。然后我就把书本上的问卷展示在幻灯片上，在学生做好问卷之后，我设置了下列问题叫学生开展拓展性讨论： 1)What level of education should a good news reporterhave? 2) Does work experience play an important role in making the news? 3) What do you think are good communication skills? 4) Enthusiasm for the job is the key to success, do you agree? Why or why not? 通过pre-reading，我要求学生掌握一个优秀的记者的应该具备那些优秀的品质，并且能够说出这些品质为什么这么重要，让他们懂得做好每一项工作都是不容易的，并能够掌握关于这些品质的相关词汇。 4.Group work(分组活动) 在这部分我叫两个学生为一组，一个学生扮演采访者，另一个扮演被采访者，进行关于选择未来职业的采访。考虑到学生的英语水平，我给他们展示了一个模版： Interview Patient, imaginative, well-organized, polite, curious, technically good, concise thorough, creative, careful, gifted, professional. Interviewer: Which occupation will you choose in future? Interviewee: I want to be a teacher Interviewer: Why? Interviewee: A teacher needs to be patient. I think I would become a good teacher. Because I am very patient. 此部分的设计是为了提高学生的口语而设计的，内容简单，绝大多数学生都能够参与其中，在锻炼口语的同时，又使他们熟悉了pre-reading部分提过的描述优秀品质的相关单词，并且学习了本课时一个重要的句型“Which occupation will you choose in future?” 5.Homework(家庭作业) Everyone has unforgettable moments in his / her life. Think about your first day at school, being far away from home, your first day abroad...... Discuss after class what the first day would be like, and how you would feel if you were to work for China Daily. 此部分的目的是通过“一个假设”为下一节课的阅读部分做好铺垫。