全球聚焦：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)

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篇1：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)

Warming up & Listening

Type of lesson: Warming up & listening

Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.

2.To improve the ability of listening.

Teaching aids:Tape recorder, paper sheet, projector

Teaching procedures:

Step I. Warming up.

Task 1:Team work on the topic “cultural relics”.

Q1:What does the topic mean? Have you got any ideas of cultural relics?

Q2:Are there any cultural relics in Beijing? Name some.

Task 2:Talk about the given cultural relics.

Q1:What are they? Where are they?

Q2:Which one would you like to visit? Why?

I would like to visit _________ because ____________.

I think it’s famous for __________________________.

Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.

Step II. Listening.

1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.

2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.

3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)

1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.

A. On the left B .in the centre C. On the right

2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.

3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.

4. Listen to the passage for another two times and try to find out the measures people take to protect the places.

(Do the matching exercise)

Protect the palace build a museum

walk around the house

Protect the temple limit the number of cars

build a wall

Protect the mountain move some to the museum

try to use buses

5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.

6. Discuss the answers in pairs and then check them in class.

Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.

( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)

Speaking:

Type of lesson: Speaking

Teaching aims:1.To learn how to ask for and make suggestions.

2.To help the Ss make dialogues in proper situations.

3. To encourage the Ss to discuss in groups and develop their imagination and creativity.

Key point: To help them use the functional sentences correctly in proper situations.

Teaching aids: Tape recorder, pictures and some real objects.

Teaching procedures:

Step I. Ask the Ss to read the instructions.

Step II. Help the Ss understand the instructions.

. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)

Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)

(No, the object you’ve chosen should represent Chinese culture.)

Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)

2.Ss discuss in groups and fill in the form.

What do you want to put in? Why?

3..Ask the Ss to make up their own dialogue by using the functional sentences.

Step III. Ask the Ss to sum up some useful expressions.

Asking for suggestions:

1)What shall I do …?

2)Can’t we do …?

3)Should we do …?

Making suggestions:

1)What/How about…?

2)Why not…?

3)Why don’t you…?

4)I think you’d better do… .

5)I suggest you (should) do … .

6)Let’s do … .

7)I’d like to do… .

8)Maybe we could do … .

Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).

Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.

Situation:

You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.

Step VI. Ss present their decision.

Step VII. Homework .

Write down the dialogues they have made up.

Reading:

Type of lesson: Reading

Teaching aims:1.To help the students to have a good understanding of the text

2.To train the students’ reading ability

3.To solve their difficulties by reading, discussing and doing exercises

Teaching procedures:

Step I. Lead in.

1. Ask the Ss to say something about the standard of Great cities.

T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)

1) a long history

2) the capital of the country

3) a large population

4) Something important once took place there.

5) many places of interests

6) …….

2. Show the pictures of famous rivers in the world and introduce St.Petersburg.

T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.

Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.

1) The Yangzi River ------Nanjing

2) The Thames River ----- London

3) The Newa River----- St.Petersburg

1) The Yangzi River

2)The Thames River

3) The Newa River

T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.

Step II. Help the Ss to understand the passage.

1. Ask the Ss to read the title and find out what the passage is about.

The text must be about a city which has many heroes.

2. Do fast reading to find out the answers to the following three questions.

Q1:Which city will the text talk about?

Q2:Who are heroes?

Q3:Who is the man on the bronze horse?

3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)

4.Help the Ss to deal with the difficult points.

1) Match the words on the left with their meaning on the right.

cave make something as good as it was before

project to build again; construct anew

ruin artist; person who paints pictures

ancient very old; from a long time ago

.portrait break or harm something

damage a picture that you take with a camera

rebuild a painting or picture of a person

restore a big plan to do something

painter a building that has been deadly damaged

photograph a large hole in the side of a mountain or under the ground

2) Help the Ss to understand the following sentences.

a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.

b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.

c. The palaces are large and beautiful, and they often look like something out of a fairy tale.

4. Ask the Ss to summarize each paragragh with one or two words.

St.Petersburg

Para 1: the building of the city

Para 2: the decline of the city

Para 3: the rebuilding of the city

Para 4: the present situation of the city

5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.

Work sheet:

the building of the city

position

creator

personality of Peter the Great

the decline of the city (important historical events)

time

how long

intruder

the results of the Nazis’failure

the rebuilding of the city

materials

difficulties

the result of hard work

the present situation of the city

the modern heroes of Russia

the character of people of St.Petersburg

Step III. Ask the Ss to do post-reading exercises.

1.Discuss the questions in pairs.

Q1: Why are the people of St. Petersburg heroes?

Q2: Why do people think St. Petersburg is a great city?

2.Ss present their opinions in class and then the teacher makes a summary.

T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.

Step IV. Communication exercise.

Task: Talk about the celebrations of the city held in the city this July.

Step V. Homework.

1. Find out more information of the city on the Internet. Report it to the class in the written form.

2. Finish Ex.2 on Students’ Book P46.

Answer sheet:

the building of the city

position on the banks of the Newa River

creator the Russion Czar Peter the Great

personality of Peter the Great strong and proud

the decline of the city (important historical events)

time 1941

how long 900 days

intruder Germans (Nazis)

the results of the Nazis’failure 1.fires burned everywhere

2.buildings destroyed

3.paintings and stutues lay in pieces on the ground

the rebuilding of the city

materials 1.pieces of palaces that had hidden before the Nazis came

2.the old paintings and photograghs

difficulties save the buildings and palaces without destroying their old beauty

the result of hard work 1.Parts of statues have been put back together.

2.Missing pieces have been replaced.

3.Old paintings and the old palaces have been made as wonderful as in the past.

the present situation of the city

the modern heroes of Russia the people of St. Petersburg

the character of people of St.Petersburg strong, proud and united

Word Study

Type of lesson: Word study

Teaching aims:1. Help the Ss use some key words and expressions in this unit.

2.Help the Ss to know how to build a word with “re”.

Key point: Master how to use the key words and expressions in different situations.

Teaching procedures:

Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.

Step II. Ask the Ss to read more examples and sum up the usage.

Step III . Ss do the exercises.

Step IV. Check the answers .

Step V. Homework.

1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.

2)Review the whole unit.

I.Word formation “re- “

1.Find out the words with “re-“ in the text and understand the meaning.

A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .

2.Do Ex.1 on P46.

II. Word study.

1. use 的用法 (vt. & n.)

1) Are you using this knife or can I borrow it?

2) This glass has been used. Please fetch me a clean one.

3) Bamboo can be used to build houses.

4) These lights are used for illuminating the playing area.(赛场)

5) This grammar book can be used as a textbook..

6) A food processor has a variety of uses in the kitchen. (n.)

7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)

8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)

9) If you don’t have enough money, You are able to buy a used car instead of a new one.

( A past participle can be used as an adjective.)

Exercise:

1. The old hospital _____________.( 已经不再使用了)

2. Computers should be designed for the people who _______________.(使用它们 )

3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.

4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.

2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)

It was difficult to save the palaces and buildings without changing their old beauty.

1)Is it true that the scientist will give us a lecture next week?

2)It is said that at least ten buildings will be built soon in our city.

3)It is easy to recite the text.

4)It’s a rule in our school to do a good cleaning on Friday.

Complete sentences.

1)据报道，一些外宾明天要到我校参观.( reported )

____ _____ _____ many foreign guests will visit our school.

2)行这次会议，意义重大。（ important; of great importance）

a. To hold the conference is ____ ____ ____.

b.___ ____ ____ to hold the conference.

3.give up /give in

1)She gave up her job to look after her sick mother.

2)He has to give up playing football because of his broken left leg. .

3)You can’t win the game ,so you may as well give in.

Exercise:

1) The doctor told him to _________ smoking because he had coughed for a long time.

2) The enemy is surrounded ,and will soon ____________.

3) He has to _______ drinking whisky because he suffers from heart attack.

4.

look out, look after, look at, look up, look for

1) If you have new words, you should ________ the words in your dictionary.

2) Peter _______ his pen , but he didn’t find it.

3) _________, a car may hit you!

4) A good doctor should _________his patients very carefully.

5) Mary _______ the blackboard , but she could see nothing .

5. try to do/ have to do/ be able to do

1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..

2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.

3)The workers ___________ stay up all night in order to finish the work on time.

6.seem 的用法见教参P145

1) It seems that it’s more difficult for women to get to the top of a company.

2) It seems that he is lying.

3) I seem to have seen her before.

4) It seems that he is angry. =He seems to be angry.

5) It seems as if/though he were in a dream.

6) It seems (as if) there will be an election soon.

Rewrite the following sentences.

1) It seems that he is an expert. He seems _____________________.

2) He seems to know everything. It seems _____________________.

III. Complete the passage with the suitable phrases.

try to, be able to, use, it +be+ important, have to

Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.

Grammar

Type of lesson: Grammar

Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.

Teaching focus: Ss can use the voice in a proper situation.

Teaching aid: Paper sheet, pictures or projector

Teaching procures:

Step I. Lead in.

Show some pictures to help the Ss to understand the meaning of the voice.

1)The window has been broken .

2)A new school building has been built for a month.

3) Look, the dirty table has been cleared.

Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.

Explain these sentences are used :

1) When the doer is unknown (Sentence 1)

2) When the doer is not important (Sentence 2)

3) When we want to highlight the object of the active sentence(Sentence 3)

Step III. Observe the functions of the voice.

Ask the Ss to read more examples and sum up the structures.

1)All the tickets for the International Music Festival have been sold out.

2)Whose homework hasn’t been handed in?

3)Has the building been completed?

肯定式Have/has been done

否定式Have/has not been done

疑问式Have/has…been done

Step IV. Practise using the voice.

1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.

2) Do Ex.2 on P123.

3) Do Ex.2 on P47.

Step IV. Practise the voice.

1) I see a lot of trees on the street .The trees _____ _____ planted for years.

2) Anybody who cuts down young trees _____ ______ punished.

3) I can’t enter the building because it ______ _____ locked on Sunday morning.

4) A museum ____ ____ built for cultural relics in the village.

5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.

Step VI. Homework.

1. Finish Ex.2 on P63 in the workbook.

2. Do Ex.3 on P123.Observe the examples first and then do the exercise.

Integrating skills

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing

Teaching aid: projector, paper sheet, tape recorder

Teaching procedures:

Step I. Ask the Ss to fill in the form after reading the text.

1. Do it individually.

2. Discuss in pairs.

Location feelings problems suggestions

Step II. Ask the Ss to learn to write a letter to an editor.

1. Find out what they want to write about individually.

2.Write it by themselves.

3.Exchange their letters.

4.Present their letters in class.

Step III. A writing task.

The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.

Problems Suggestions

throw about the rubbish take away

kill wild animals, catch birds stop hunting

pick flowers protect plants

do the cooking in the wood take meals, forest fire

Possible version:

Dear Editor,

I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.

As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.

Yours sincerely,

Alice

篇2：高一英语第七单元教学设计

武进区奔牛高级中学

Period One Warming-up & Listening

Aims: (1) To help the students know something about cultural relics.

(2) To talk about ways to protect cultural relics

(3) To train the students’ ability of listening and improve their spoken English.

Teaching Design

A. Lead-in

As is known to us all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites,many of them are world-famous.

Have you heard of the world heritage list?

Qs:

How many properties are on the list? ( 730 up to 29 June, )

How many Chinese sites are included? ( 28)

Can you name some familiar ones? And try to talk about some familiar ones in our hometown, Jiangsu.

B Warming-up

Look at the three pictures on the book, these three sites are all on the world heritage list.

Talk about them separately and answer the following questions

(1) Where are the three sites?

(2) What can you see in these pictures?

(3) Which one would you like to see most and want to travel there if a chance is given? And why?

These three cultural sites are called cultural relics and we should do our best to protect them.

C Listening

We all know it is necessary for us to protect the cultural relics. Then ,why? And what do you think we can do to protect our cultural relics?

Listen to the tape and try to fill in the blanks.

1. Listen to the tape and write down the name of site and the importance

in the form below.

2. Listen to the tape again and write down “What’s being done to protect it”

Listen to the tape again and put the status, the temple, the museum, Moon Tower and the Blue Waterfall in the right place.

Discussion What will you do to protect the cultural relics in our country?

1. Great Wall

2. Classical Gardens of Suzhou

3. Mogao Caves

Mausoleum of the First Qin Emperor and Terro cotta Warriors ( 4 groups to discuss)

Period Two Speaking

Aims: To develop the students’ ability of speaking

To help arouse the students’ wide imagination and creative thinking

To master the new words and phrases.

1) Brainstorming

Have you remembered the emblem of Beijing Olympic Games?

It is red seal ,it has Chinese tradition. It can show the long history of china.

What do you think can represent Chinese culture?

2) Speaking

Everybody is now asked to make a culture capsule which can be sent into space so that anyone who finds it will understand who we are.. You can select objects that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.

( Form on page 44)

Divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group elects one student to finish a report and then ask some groups to report in front of the class.

Ways of giving advice or making suggestions Ways of replying to others’ advice or suggestions

Acceptance Refuse

Shall we/I…? All right./ Ok I’m afraid that…

Let’s, shall we…? That’s all right. I’m sorry, but…

Why not…? Certainly./Sure I’d like (love) to, but…

Why don’t you…? That sounds great. It (That) sounds nice,but…

You’d better… That sounds (like) a good idea.

I think it’s better (for you/us) to… I’d like (love) to…

Would you like to…?

What/how about…?

I suggest (that) you (should)…

I advise you (not) to..

I wonder if you should..

Have you considered..?

3) Activity

Suppose your foreign teacher Mike is going to go home next week. You and your partner are preparing three gifts for him. Make a short dialogue, talk about your ideas and explain the reasons.

Period Three Reading

Focus: reading

Teaching goals:

1. To train the ability of skimming and scanning.

2. To develop the students’ ability and skills of guessing words and reading comprehension.

3. To help the students get into a good habit of reading.

Teaching aids: a recorder, a multi-media computer, etc.

Teaching procedures:

Step1: warming up

1. Greetings

2. Comment on the students’ report about the culture capsule.

3. Go over the ways of giving advice or making suggestions.

Step2. Pre-reading

Language input: throughout the world, there are many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics .Now let’s have a free discussion about the following questions:

1. Some cities, like Paris and Beijing, are called great cities of the world .In your opinion, what makes a city great?

2. What cultural relics are there in the place where you live? How important are they?

Step3Reading

Task1.Fast reading.

1. What’s the name of the city? Which river flows through the center of it? Who built it?

2. Why is it called a city of heroes?

3. True or false questions:

1) The city of St Petersburg was built and rebuilt by peter the Great.

2) Many great palaces in the city, which were large and beautiful, were built after Peter’s death.

3) The Germans attacked St. Petersburg a hundreds ago.

4) When the palaces and buildings were rebuilt, people changed their old beauty.

5) The Germans destroyed a portrait of the great.

6) It was difficult for people to rebuild the old palaces.

7) Workers and painters used paragraphs to help them rebuild the city.

8) St Petersburg will never be as beautiful as it was before.

Task 2. Intensive reading

Reading the passage carefully and answer the following questions.

1. Why was the city important in the past?

2. Why did it seem impossible for people to restore the city and its cultural relics after the German left?

3. Why was it so difficult for people to rebuild the old palaces?

4. What did people do before the Germans came? Why?

5. What did people use to help them rebuild the city?

Step 4. Interview

Ask the students to work in Paris, play the role of a newspaper reporter and a citizen of Petersburg and finally invite some pairs to act out their interview in the front.

Period 4 Language Points

Focus: Language Points

Step1.warming up

1. Greetings

2. Check the homework, giving some explanation if necessary.

Step2.Lead-in

Ask the students to find out the sentences from the passage that they think most beautiful or sound sweetest.

Step3.Reading

1. Ask the students to read on page 124 and finish the following exercises shown on the screen.

①The word, which has similar meaning to “finish”, is___.

②___means to go or run quickly.

③The word ____means to save.

④A _______is a place where people worship the god

⑤To ____large areas means that water covers large areas.

⑥If something is needed ,it is _____.

⑦When you are seriously ill , your life could be________.

2. Ask the students to find out the main idea of each paragraph.

Paragraph 1.the build of the city.

Paragraph 2.the decline of the city.

Pragraph3.the rebuild of the city.

Paragraph 4.the present of situation of the city.

Step4.Further discussion

As we know, the British and the French coalition destroyed the winter palace in 1806. Here we have two topics to discuss:

1. Do you think it is possible to for Chinese people to rebuild it?

2. Do you think it is necessary to rebuild it? How can people rebuild it?

Step5.Explain some new words.

1. Words

under attack: being surrounded and assaulted by enemies’ military action

rebuild: build again

replace: to put back in a former position or place

represent: to stand for, symbolize

recreate: create something past again

restore: to bring back to the original condition

in ruins: being destroyed completely

in pieces: broken and damaged

revolution: to overthrow of one government and its replacement with another

portrait: a likeness of a person, especially one showing the face

destroy: to ruin completely; spoil; todo away with; put on the end to

2. Practice:

The city is built in the _____of the Neva River ___though its center. After the Russian_____, the palaces there were _____as museum. The city was___ _____for three months during the Second World War, but people there didn’t____ _____. The Germans _____the buildings and everywhere you could see paintings and _______in_______and the whole city was ____ _____. After the war, Russian people began to ___the city. They wanted to ____the city_____to life. Now, many ______pieces have been ___, old portraits have been____, and the city has been ___. Dreams can ___ ____.

Step6.Homework

1. Retell the story in your own words.

2. Find more information about peter the great.

篇3：高一英语unit13教案(人教版高一英语下册教案教学设计)

Ⅰ. Teaching Goals:

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

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

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

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

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

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

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

2. Remember the second 15 words

篇4：unit18整单元教案(人教版高一英语下册教案教学设计)

----- designed by Ju Weiyan

Gangdu Middle School

I. Teaching Goals

1. Talk about New Zealand

2. Talk about location and direction

3. Learn to use “It” as Subject

4. Write a description of a country or a region

II. Target Language

1. Daily Expressions in Communication : Space (Location & Direction)

It is to the east/west/south/north of…

It is in the east/west/south/north of…

It is on the east/west/south/north of…

It is in the eastern/western/southern/northern part of…

It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.

The East China Sea lies to the east of Zhejiang Province.

Hainan Island lies to the south of Guangdong Province.

He is from Weihai, a city in northeastern Shandong.

Weihai lies about 90 kilometers east of Yantai.

Wellington ,the capital city, lies on the North Island

2. Vocabulary

1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,

camp,despite -----(four-skill words)

2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)

3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)

3. Grammar ------ The use of “It” as Subject

“It” can be used in the subject position to stand for the infinitive or a clause.

1) It is interesting to visit New Zealand.

2) It is too bad that you missed the train.

Impersonal “It” can be used to talk about time , date, distance or weather.

3) It rains a lot in New Zealand.

4) It is some 3,500 kilometers from Polynesia to New Zealand.

5) It was getting dark.

6) It is April 1st today.

4. Key sentences

1) New Zealand is an island that lies off …P38

2) It is made up of two large islands: … P38

3) It is about the same size as Japan. P38

4) The North Island is famous for…P38

5) New Zealand has a population of about…P41

6) Since the mid-1980s growing numbers of Asians…P41

7) New Zealand wine is of high quality…P42

8) Despite the fact that New Zealand is so far away, ties have existed …P104

9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104

10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104

III . Teaching Time:

Five periods

Period I

Teaching Aims:

1. Learn to describe location and direction.

2. Do some listening practice.

3. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Train the students’ listening ability.

2. Master the expressions describing location and direction.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. How to finish the task of speaking.

Teaching Methods:

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

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Lead-in

Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.

There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.

Step II. Warming Up

Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.

The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.

Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.

Step III . Listening

P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.

At last , show them the listening text on the screen with key sentences

emphasized.

Step IV . Speaking

Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.

Step V Consolidation

Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.

Exercise

1.San Francisco lies in the west of the USA.

2.East of the mountain is a large lake.

3.Shanghai lies in the east of China.

4.There are fruit trees on the north bank of the river.

5.河北省在中国的北部。

6.这个城的北面有一条铁路。

7.中国位于亚洲的东部。

8.这湖的东边有两座城镇。

Step VI . Homework

Do Ex. (P102) Talking

Period II

Teaching Aims:1. Train the students’ reading ability.

2. Let the students learn something about New Zealand.Teaching Important Points:

1. Improve the students’ reading ability

2. learn about New Zealand’s geography, climate, natural beauty and history.

Teaching Difficult Points:

How to help the students understand the text better.

Teaching Methods:

1. .Fast reading to find out the general idea of the text.

2. Question-and-answer activity to help the students to understand the detailed information in the text.

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. Talking on P102 .

Step II . Lead-in

Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).

Step III . Presentation

Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)

Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.

Step IV . Fast Reading

Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.

Step V . Reading

Read the passage carefully paragraph by paragraph.

Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.

Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).

Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.

Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.

Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.

National Day----February 6.

Step VI Consolidation

Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.

Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.

Step VII Homework

Do the exercises in Post-reading.

Read the passage.

Period III

Teaching Aims:

1. Practise and consolidate the words describing weather and land.

2. Revise and learn the use of “it”.Teaching Important Points:

1 The usage of “it” used in the subject position to stand for the infinitive or a clause.

2 The usage of “it” used to talk about time, date, distance, or weather.

Teaching Difficult Points:

1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.

2. How to use “it” correctly.

Teaching Methods:

1. Discussion method to help the students consolidate the words and combine them to form sentences.

2. Inductive method to help the students master the use of “it”

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

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. in Post Reading.

Ask the students to retell the passage of New Zealand.

Step II .Word Study

Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible

Step II . Grammar

Show the students the following sentences on the screen.

It is made up of two large islands.

It rains quite a lot.

It is New Zealand’s national bird.

It is about 3,500 kilometers from Polynesia to New Zealand.

It is April 21st today.

It is interesting to visit New Zealand.

It is a good thing that New Zealand helps the Maori to keep their own language and culture.

Ask the students to find out what “it” in each sentence refer to and the use of “it”.

Make a summary:

The use of “it” as subject.

“It “ can be used to stand for what’s mentioned above.

Impersonal “it” can be used to talk about time, date, distance or weather.

“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…

Example: To miss the train is too bad.

----- It is too bad to miss the train.

You missed the train? That’s too bad.

----- It is too bad that you missed the train.

Get the students to answer the question on the screen using the words in the brackets.

Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.

Step III . Practice

Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.

After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.

Step IV HomeworkDo Ex.3 on Page 104 in exercise books.

Prepare for Reading in Integrating skills.

Period IV

Teaching Aims:

1. Do some reading and writing practice to improve the students’ integrating skills.

2. Do some exercises to consolidate the use of “it”.

3. Learn how to write a description of a region or country.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master the use of “it” better.

Teaching Difficult Points:

1. How to improve the students’ integrating skills.

Teaching Methods:

1. Asking-and-answering activity to go through with the reading material.

2. Individual or group work to train the students’ writing ability.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to Ex.3 on Page 104 in Workbook.

Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.

1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.

Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.

1.What is the official language in New Zealand?

2. For the Maori, what are special days called?

3. When someone dies, why does all the relations come to the marae?

4. Why is New Zealand thought to be an important agricultural country?

5. Why do New Zealanders love sports?

6 When are the school main holidays?

After that, get the students to find out the heading of each paragraph.

Paragraph 1 population and language

Paragraph 2 culture of the Maori

Paragraph 3 burial service o the Maori

Paragraph 4 agriculture and life style

Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.

Choose the best answers.

1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000

C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies.

D. one’s spirit will disappear the moment he is dead.

Step IV Consolidation

Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.

Step V Writing

Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.

Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.

Step VI Homework

Write a short passage about one of your favourite places in the exercise book.

Review useful expressions in this unit.Period V

Teaching Aims:

1. Do some exercises to consolidate useful expressions in this unit.

2. Do some listening to improve the students’ listening ability.

3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master what we learnt in this unit.

Teaching Difficult Points:

How to improve the students’ listening and reading skills

Teaching Methods:

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

2. Asking-and-answering activity to go through with the reading material.

Teaching Aids:

3. a tape recorder

4. a computer

Teaching Procedures:

Step I. Revision

Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.

Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.

Step II. Listening (workbook)

P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.

Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.

Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.

Step III. Reading

P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.

Step IV. Carefully Reading

Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.

Period 2 War: New Zealanders came to China and helped Chinese people win the war.

Period 3 Past 10-15 years: Chinese people study in New Zealand

Notes:

China established diplomatic relations with New Zealand in December22,1972.

Ask the students to find out the difficult language points in the passage and explain them to the students.

Step V. Debate

Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.

Pros: It is good for teenagers to study abroad.

Cons: It is not good for teenagers to study abroad.

Encourage the students to express their opinions freely.

If time is limited, ask the students to do it as an extracurricular activity.

Step IV. Homework

Go over this unit.Preview Unit 19

篇5：人教版高一英语第三单元教案

一、教学内容分析

本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。

Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。

Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。

Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.

二.教学目标和要求

根据《英语新课程标准》目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1.知识目标(Knowledge)

① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。

2.能力目标(Ability)

能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。

3. 情感目标Affect

学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。

三.教学重点和难点

1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare

2语法：The Attributive Clause

3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。

四.课时安排

本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。

Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。

Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。

Part3：Writing由提前让学生完成的山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。

Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。

五.教学步骤

Warming-up & Listening

Teaching goals:

1. Get a general idea of earthquakes and some other natural disasters;

2. Train students’ listening ability and try to improve their pronunciation;

3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.

Teaching important points:

Train the students’ listening ability and improve pronunciation.

Teaching aids:

A tape recorder; the blackboard; CIA课件

Teaching procedures:

Step1. Lead-in

----video of different natural disasters

T: Our hometown is a place full of a kind of disasters. What is it?

Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.

Q. what damage will they bring about?

---- everything in ruins/ death/ losses…

Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)

Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?

Q: How to avoid being hurt?? ----through games

Q: Have you heard of any land earthquakes?

----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.

Q: What do you know about these two earthquakes?

Step3: Listening

1. Pre-listening

----brief introduction of San Francisco Earthquake

Q: When did the quake happen?

---- 1906

Q: what damage did bring about?

---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…

2. While-Listening

----according to the exercises in the text book

3. Post-listening

----How can we reduce the damage of earthquake? What can we do?

Step4: Homework

---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit

Reading

Teaching goals:

1. Target language 目标语言

Learn and master the new words and expressions in this period.

2. Ability goals 能力目标

Train the students’ reading and speaking ability.

Train the students’ ability to use the Internet to search for some useful information.

Train the students’ ability to cooperate with others.

Teaching important points:

Train the students’ reading ability—skimming and scanning.

Teaching difficult points:

Describe the disasters.

Teaching aids:

CIA课件

Teaching procedures:

Step1. Lead-in

T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.

T: At the very beginning, I want to know how much you know about an quake.

Q1: What would you take with you if a quake happened?

Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?

Q3: What kind of damage can an earthquake cause?

S: buildings are destroyed; people are killed; families are broken…

T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)

T: (The last picture is monument of Tangshan quake.) Do you know what this is?

Step2. Pre-Reading

T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?

T: Let’s read a news report about the famous quake.

Step3. While-reading

I. Skimming & scaring

Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.

T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.

II. While reading, divide the whole passage into 3parts and find out the main idea of each part.

Para.1 before the quake

Para.2-3 during the quake

Para.4 after the quake

II. Careful-reading

Read the passage again and try to get more detailed information.

T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)

T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)

T: here are some more work for you. You can work in groups.

T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.

Step 4 Post-reading (discussing)

T: After read the news report, and see so many pictures, what impresses you most? Why?

Or what do you learn from such a disaster?

(Self-rescue, environment protection, rebuilt, love and help)

I: self-rescue (a video game)

T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)

Let’s do little game to see how much you know about self-rescue.

II. What did they suffer and feel?

T: Can you understand what they suffer and what they feel after such a disaster?

T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?

III. Rebuilding

T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.

IV: environment protection

T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.

Look at these pictures. What can we students do to save the earth?

T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.

Step 5 Homework

1. Find more news reports about earthquake.

2. Write a piece of news about Tangshan. You can use the information in the passage.

News Writing

Teaching aims:

1. Get students to learn how to write news;

2. Train students the ability to cooperate with each other and to search for information;

3. Learn more about Tangshan earthquake and honor the people of Tangshan.

Teaching difficulties:

1. How to make students learn writing in a more practical and effective way;

2. How to help students understand the tips for writing.

Teaching procedure:

Step 1: Lead-in

----The 30th anniversary of Tangshan earthquake (news)

T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?

Step 2: Presentation of students’ news writing (homework of last class)

----point out the mistakes in news writing according to three aspects

T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.

----Three aspects: headline; content and language

T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?

Step 3: Tips for writing

1. Preparation ---- an outline

Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.

Outline: A headline; a list of main ideas; A list of important details

2. Headline

⑴ Appreciation of headlines

New business regulations;

New tax on housing sales A Night the Earth didn’t Sleep;

Cyclists Ready to Go on the Road for Blind Kids;

China Marks 30th Anniversary of Tangshan Earthquake;

Does Beijing snack change its flavor?

Memories of quake die hard for Tangshan survivors;

Chao Chien-ming released.

篇6：人教版高一英语第一单元教案

StepILeadin

Showthepicture，talkaboutthefollowingthequestions?

1)Whatmighthappeniftheoilgetstoohot?

2)Whatwouldyoudoifthepanofoilcatchesfire?

StepIIListening

PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.

1)WhatdidJennyaskYangPeitodofirst?

2)DidYangPeicarrythepanoutofthekitchenatonce?

Key：

1)JennyaskedYangPeitoturnoffthegasandcoverthepan.

2)No，shedidn"t.

StepIIIReading

AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：

1.ShouldIstayinmyroom?(No)

2.ShouldIleavethebuildingatonce?(Yes)

3.ShouldItakemyroomkey?(Yes)

4.ShouldItakethelift?(No)

StepIVPlayarole

TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：

1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out

ThentheTasksonepairtoactthesceneinfrontoftheclass.

StepVLanguagefocus

1.Takecare：becareful.

2.Isthefireout?Iftherearenoflames，thefireisout.

3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.

StepVIExamination

Completethedialogueswithsuitablewords.

1.A：Be_______!Thepanisvery_______.Youmightget_______.

B：Thanks，Mum.Butwhat_______Ido?

A：You"d_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.

2.A：Look_______!Yourcoathas_______fire.

B：Ohdear!

A：Takeit_______andputit_______thewater.

3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.

B：Oh，I"mterribly________.

4.A：_______careful!Yourclothes_______getcaughtinthatmachine……

B：Thankyou.Ididn"tknowIwassoclose________it.

StepVIIHomework

1.FinishofftheWorkbookexercises.

2.PreparationtheLesson62.

篇7：人教版高一英语第一单元教案

教材内容分析;本单元的交际功能项目为“问路”及“路线的指引”。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。

二、学情分析：

本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。

三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。

四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。

知识与技能：

A:学习、掌握下列新单词和词组:

kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch

cafe

B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:

询问方向：

Excuseme.Canyoutellmethewaytothe…?

Whichisthewaytothe…

Istherea…nearhere?

Whereisthenearest…..

CanyoutellmehowIcangetthewayto…

…

指路：

Walk/Goalongthisroadand…

Goupthisroadtotheend./Goonuntil…

Turnleftatthe…crossing.

Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.

…

过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用向的询问和应答。

情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。

重、难点：

1.新词汇的熟练掌握。

2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:

五、教学方法：

教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。

学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。

六、教学过程：

Step1.Leading-in

1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)

A.Ifwewanttoseethefilms,wecangotothecinema.

B.Ifwewanttogoboating,wecangotothepark.

C.Ifweareill,wehavetogotohospital.

D.Ifwewanttoborrowbooks,wecangotothelibrary.

E.Ifwewanttodrinkcoffee,wecangotothecafe.

F.Ifwewanttopostletters,wecangotothepostoffice.

(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)

2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。

(通过问答练习，复习位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)

Step2.Presentation

1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。

(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)

2、教师领读---生生合作探究---教师补充总结问路指路句型

教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。

(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)

Step3.Practicing

Askformoredirections

使用方框里的句型，来对第一部分图片里的其他位置进行问答练习

Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?

Goalongthisroadand…

Goupthisroadtotheend.

Goonuntilyoureachtheend.

Turnleftatthe…crossing.

Takethesecondturningontheleft.

Goacrossthebridge.

It’sbetweenthe…andthe…

Youwillsee…infrontofyou.

Youcan’tmissit.

人教版高一英语第一单元教案

篇8：人教版高一英语第三单元教案

(一) 明确目标

1. Get the students to know the importance of body language.

2. Train the students integrating skills.

(二)整体感知

Step 1

Show more gestures and let the students guess the meanings.

Step 2

Read the integrating skills.

(三) 教学过程

Step 3

Introduce Shuang huang.

Step 4

Work in pairs and make up a funny story.

Step 5

Practice Writing.

(四)总结扩展

Step 6

Compare the meanings of body language in China and the USA.

Meaning in China Body language Meaning in the USA

welcome a smile and a handshake welcome

Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!

disagreement shaking the head disagreement

agreement nodding the head agreement

May I ask a question? putting up a hand May I ask a question.?

love kissing love

no such a gesture keeping ones fingers crassed hoping sth. good will happen

proud holding up ones head not afraid/proud

feeling sorry for having done hanging ones head feeling sorry for having done

feeling very happy waving ones arm feeling very happy

dislike, disagreement or pain making a face dislike, disagreement or pain

Im full/ I v eat stomachache touching ones stomach having a stomachache

(五)随堂练习

1. Choose the best answers according to the situations.

When you meet a foreign guest for the first time, you should say:

A. How do you do? B. How are you?

C. Hi! D. Hello! What can I do for you?

2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:

A. Of course, you can. B. Thats a good idea.

C. Yes, go ahead. D. Thanks. Thats very kind of you.

3. If you can carry the boxes yourself and don’t need his help, you should say to him:

A. No. I don’t need your help. B. Its none of your business.

C. No, thanks. I can manage it myself. D. Sorry, you can’t

4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:

A. Excuse me, madam. Would you like me to crazy it for you?

B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.

C. Hi, Granny! Let me carry the heavy bag for you. You are old.

D. Excuse me. Is there anything else I can do for you?

2. Choose the right words for the blanks, using the right verb forms.

proud juice dining room realize were type comfortable.

(1) I hope you feel as __ as you are at home.

(2)The speaker ____ to the people in the hall before he left.

(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.

(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.

(5)The students neednt go home for lunch, because there is a _____ in the school.

(6)I didnt _____ they were a couple (夫妻) until the party was over.

(7) She looked so __ at the party that few people talked to her.

3. Make gestures and guess what they mean.

(1) Raise your hand. (5) Kiss your hand to someone.

(2)Put up your hands. (6)Thumbs (大拇指) up.

(3)Wave your hand. (7)Thumbs down.

(4) Cup your ear. (8) Bite your nails ( 指甲 ).

参考答案：

1. (1)A (2)D (3)C (4)A

2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud

3.

(1) To ask or answer a question. / To attract attention. / To say hello.

(2)To give up. / To surrender.

(3)To say goodbye.

(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”

(5)To say “Goodbye” to a dear friend or relative.

(6)To say “Great! / Wonderful! / Well done! / Congratulations !”

(7)To say “No good! / Terrible!”

(8)To mean “thinking” or “worrying”.

人教版高一英语第三单元教案

篇9：人教版高一英语第三单元教案

Teaching aims：

1.improve the students’reading ability

2.let students learn to get the main idea of the text /each paragraph

3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.

Teaching important points：

1.how to improve the students’reading ability

2.how to let students join the class

Teaching difficult points

1.how to let students join the class

2.how to get the main idea

Teaching aids：

1. a recorder

2. pictures

Teaching procedure：

step 1. free talk

What is the English for“运动会”?

What is the greatest sports meeting in the world?

Step 2. lead-in

Ask students questions：

1. How many Olympic games have already been held ?

2. brain storms to think of something about the Olympic games.

Step 3 fast reading：

Make a list of the Olympic games mentioned in the text

1.the ancient Olympic games

2.the first Olympic games (the 1896 Athens Olympic games)

3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)

4.the 27th Olympic games in Sydney (the Sydney Olympic games)

5.the 29th Olympic games in Beijing (the Beijing Olympic games)

step 4

Step 5 listen to the tape and get the main idea

Para 1. The Olympic games are held every four year

Para 2. It is about the ancient Olympic games

Para 3. It is about the first Olympic games

Para 4. The Olympic motto and the 1984 Olympic games

Para 5. It is about the 2008 Beijing Olympic games

The passage is about the development of the Olympic games

Step 6 homework：

In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!

篇10：festival 教案教学设计(人教版英语高一)

Teaching aims:

1、Learn and master some important sentences.

2、Train the students’reading ability.

3、Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.

Teaching important points:

1、Improving students’reading ability.

2、Help the students learn more about foreign history and culture.

Teaching methods:

1、Reading to understand the passage correctly.

2、Group work to make the students take an active part in the activities in class.

Teaching aids:

Cards; paper

Teaching procedure:

Step 1: Lead-in

T:Everybody please speak out as many festivals as you can at home or abroad

S:Christmas;Spring Festival;April fool…

T:The Christmas is on the way,can you sing the Merry Christmas together

S…

Step 2:Reading

T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?

Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.

(read and then answer the question and explain some important sentences and new words)

Step 3:Discussion

Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.

Step 4:Summary

Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.

Homework

Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.

篇11：人教版高一下册考点透视(人教版高一英语下册教案教学设计)

作者：浙江省富阳市新登中学 傅代红 胡君祥

联系电话：13083971266 邮编：311404

办公室电话：0571-63218205

人教版高一（下）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高一（下）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。

1. Only in that way will we be ready for the challenges and opportunities in life. (Unit13 Page4 Reading)

[考点] only ＋状语＋部分倒装句

[归纳] only ＋状语位于句首时，应使用部分倒装，即“only＋状语＋助动词＋主语＋实义动词”， 如含有状语从句，倒装应出现在主句部分。 “only ＋主语”位于句首时不用倒装。

[高考链接]

1). _________ by keeping down costs will Power Data hold its advantage over other companies. (06浙江9)

A. Only B. Just C. Still D. Yet

2). Only then ________how much damage had been caused. (06 陕西)

A. she realized B. she had realized

C. had she realized D. did she realize

2. Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment. (Unit13 Page4 Reading)

[考点] “can＋do” 在陈述句中表推测

[归纳] can表推测时一般不用于陈述句，这指的是对具体某事的推测。对一种普遍性规律进行推测时，can还是可以用于陈述句中的。

[高考链接] Some aspects of a pilot’s job ______be boring, and pilots often _____work at inconvenient hours.（06湖南）

A. can; have to B. may; can

C. have to; may D. ought to; must

3. Kwanzaa is a seven-day festival celebrating the cultural and history of African Americans. (Unit14 Page10 Reading)

[考点] 分词作定语

[归纳] 作定语的及物动词分词形式为：v.-ing; being＋过去分词;过去分

词。当被修饰的名词与分词为主动关系时，用v.-ing；为被动关系且表正在进行时，用being＋过去分词；为被动关系且表完成时，用过去分词。

[高考链接] The wild flowers looked like a soft orange blanket__________ the desert. （06湖南）

A. covering B. covered C. cover D. to cover

4. Each time we celebrate a festival it changes a little and in that way we keep our cultural alive. (Unit14 Page 11 Reading)

[考点] 含有time的结构引导时间状语从句

[归纳]近年来对状语从句的引导词的考查转向each time类名词短语和

immediately等副词的趋势，应特别总结相关用法。含有time等名词引导时间状语从句的结构有：every time，each time，next time，the first time，the moment，the minute，the instant。

[高考链接] ______ we made mistakes in our homework, he would ask

us to correct them. (05 全国卷)

A. Each time B. each time when C. A time D. One time

5. So I called on you and asked if I could borrow some jewellery. (Unit15Page17 Reading)

[考点] call的常用短语

[归纳] call on意为“拜访；访问；号召”， call up意为“征召；唤起：使人忆起；带入心中”， call off意为“取消”， call for意为“要求；需要”， call in意为“回收；邀请”。

[高考链接] As I grew up in a small town at the foot of a mountain, the visit to the village ______scenes of my childhood. (06 湖北)

A. called up B. called for C. called on D. called in

6. Well, I would rather not tell you. (Unit15Page17 Reading)

[考点] would rather 用法

[归纳] would rather 用法要注意4点：1. 否定式为would rather not；

2. 反义疑问句为wouldn’t＋主语；3.后接从句时，从句要使用过去时；4. 表示宁愿做什么胜过做什么时为would rather do…than do。

[高考链接] 29.I’m sure you’d rather she went to school by bus, _______?

(06福建)

A. hadn’t you B. wouldn’t you C. aren’t D. didn’t she

7. In the eighteenth century, Benjamin Franklin conduced a number of experiments in which he showed what electricity is. (Unit16 Page24 Reading)

[考点] a number of与the number of作主语

[归纳] a number of接复数名词做主语，谓语动词用复数；而the number of接复数名词做主语，谓语动词用单数。

[高考链接]

1). As you can see, the number of cars on our roads _______ rising these days.

(06全国Ⅱ)

A. keep B. has been keeping C. have been keeping D. are keeping

2). Nowadays, a large number of women, especially those from the countryside,

_______ in the clothing industry. (05 辽宁)

A. work B. works C. is working D. has worked

8. Having realized that I could use a kite to attract lighting, I decided to do an experiment. (Unit16 Page 24 Reading)

Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. (Unit16 Page 24 Reading)

To make as much use of the land as possible, two or more crops are planted each year where possible. (Unit 19 Page45 Reading)

[考点] 句首动词的形式

[归纳] 句首动词的考查主要测试非谓语动词以及祈使句的掌握情况。注意：句子是否是祈使句；非谓语动词作状语是否表目的，是正在发生还是已经发生，是主动还是被动。

[高考链接]

1). _______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (05 全国卷)

A. Having waited B. Wait C. Waiting D. Waited

2). _______for the breakdown of the school computer network, Alice was in low spirits. (06 福建)

A. Blame B. To be blamed C. To blame D. Blamed

3). _______ this cake, you will need 2 eggs. （05 全国卷II）

A. Make B. Making C. Having made D. To make

4). _______ straight on and you will see a church. You won’t miss it.

A. Go B. Going C. To go D. Having gone (05 湖北)

5). ______ more about university courses, call (920) 746-3769. (05 浙江)

A. To find out B. Finding out C. Find out D. Having found out

6). ______ the employees" working efficiency, the supervisor will allow them to have a coffee break. （07 上海春季）

A. Improving B. To improve C. Having improved D. Improved

9. Another journey of challenge and danger was about to begin. (Unit 17 Page 31 Reading)

[考点] 有后置定语的名词短语作主语的主谓一致

[归纳] 有后置定语的名词短语作主语时谓语应与前面名词保持一致

[高考链接]

1). The construction of the two new railway lines _______ by now. （陕西）

A. has completed B. have completed

C. have been completed D. has been completed

2). We live day by day, but in the great things, the time of days and weeks _____

so small that a day is unimportant. ( 湖南)

A. is B. are C. has been D. have been

10. I had traveled just two hours one day when the windows increased so much that I had to put my tent up before the winds became too strong. (Unit17 Page 31 Reading)

[考点] when意为“这时”

[归纳] when意为“这时”，与之搭配的有3种：1.be about to do（正要去做）； 2. be doing（正在做）；3. had (just) done（刚做完）。

[高考链接] I had just stepped out of the bathroom and was busily drying myself with a towel ________ I heard the steps. （06 湖南）

A. while B. when C. since D. after

11. I had to think of my family, which is very important to me, and do the right thing. I did so without regret. (Unit17 Page32 Reading)

[考点] so构成的缩略句

[归纳] so构成的缩略句可分为3类：1. so＋主语＋动词 （表示进一步的肯定）； 2. so＋动词＋主语（表示另外某人也怎么样）； 3. 主语＋动词＋so（表示某人按照…去做）。

[高考链接]

1). ---It’s burning hot today, isn’t it? ----Yes. ________ yesterday. (2006 福建)

A. So was it B. So it was C. So it is D. So is it

2). ---I reminded you not to forget the appointment.

--- ____________. (06江西)

A. So you did B. So I do not C. So did you D. So do I

3). -Father, you promised! (05湖北)

-Well, _______. But it was you who didn’t keep your word first.

A. so was I B. so did I C. so I was D. so I did

12. In her television shows Oprah Winfrey makes it possible to talk about great moments and difficulties in people’s lives. (Unit17 Page34 Reading)

[考点] it作形式宾语

[归纳] it作形式宾语，真正的宾语可以是不定式、从句、名词短语等。

[高考链接] As the busiest woman in Norton, she made_____ her duty to look after all the other people’s affairs in that town.（2006湖南）

A. this B. that C. one D. it

13. New Zealand has a mild sea climate, while the north is subtropical. (Unit18 Page38 Reading)

While(尽管，虽然) there are many different interpretations of our body language, some gestures seem to be universal. （Unit21 Page59 Reading）

[考点] while作为连词的用法

[归纳] while作为连词有3种意思：“而；却”、“当…时”、“虽然”。

[高考链接]

1). I do very single bit of housework _______ my husband Bob just does the dishes now and then. (04 全国卷Ⅲ)

A. when B. however C. while D. although

2). _______ I accept that he is not perfect, I do actually like the person. (04 江苏)

A. While B. Since C. Before D. Unless

14. The Maori were the earliest people to come to New Zealand. When they discovered it about 1,000 years ago, they called it Aotearoa. (Unit18 Page38 Reading)

[考点] it 与one用作代词的区别

[归纳] it用作代词指代某一具体的东西或事情，属于同指， 且在口语

中可省略。而one作代词时为类指。

[高考链接]

1). If I can help_______, I don"t like working late into the night. (06 全

国卷)

A. so B. that C. it D. them

2). I prefer a flat in Inverness to ______ in Perth, because I want to live near my Mom’s. （05 天津）

A. one B. it C. this D. the one

3). --- I was wondering if we could go skiing on the weekend.

--- _______good. (06 湖北)

A. Sound B. Sounded C. Sounding D. Sounds

15. Future agriculture should depend on high technology as well as traditional methods. (Unit19 Page46 Reading)

[考点] depend用法

[归纳] depend构成的短语搭配为depend on，无被动语态； 交际用语中it (all) depends意思为“（一切）视情况而定”。

[高考链接] ----How long are you staying?

----I don"t know.___________. (04 江苏)

A. That"s OK B. Never mind C. It depends D. It doesn"t matter

16. The temperature is controlled with computers, no matter how the

weather is outside.

[考点] no matter＋疑问词

[归纳] no matter＋疑问词只能引导让步状语从句，而whatever, whoever, wherever, however既能替代no matter＋疑问词引导让步状语从句, 也可以引导名词性从句。

[高考链接]

1). This is a very interesting book. I’ll buy it, ________. （06陕西）

A. how much may it cost B. no matter how it may cost

C. however much it may cost D. how may it cost

2). ____ team wins on Saturday will go through to the national championships.（06山东）

A. No matter what B. No matter which

C. Whatever D. whichever

3). You should try to get a good night’s sleep ______ much work you

have to do . (04 湖北)

A. however B. no matter C. although D. whatever

17. Dating back to the Qin Dynasty (221-207BC), the traditional crosstalk shows, or xiangsheng shows, have made people all over China roar with laughter for centuries. (Unit20 Page53 Reading)

[考点] traditional与historic

[归纳] traditional意为“传统的”；historic意为“历史的”。

[高考链接]

In ______ Chinese culture, marriage decisions were often made by

parents for their children. (04 上海)

A. traditional B. historic C. remote D. initial

18. It is their clothes, make-up and the way they walk that make people laugh. (Unit20 Page52 Reading)

[考点] way后接定语从句

[归纳] way后接定语从句关系词的选用分为2种情况：1. 关系词在

定语从句充当主语、宾语时用that或which 2. 关系词在定语从句中充当状语时用in which或that或不用。

[高考链接] It was not what you said but the way you spoke ______ surprised me.

A. in which ; what B. which ; that C. 不填；that D. that ; what

19. A smile can help us get through difficult situations and find friends in a world of strangers. (Unit21 Page60 Reading)

[考点] get的常用短语

[归纳] get through意为“完成；接通电话”， get across意为“使了解；使信服”， get about意为“可以走动”， get away意为“走开；离开；脱身；逃脱”， get back意为“归还；返回”。

[高考链接]

1). ---The boss said we had only three days to finish the work.

---Don’t worry. We have already two thirds of it. (06 四川)

A. got down B. got through C. given in D. given away

2). I couldn’t ______. The line was busy. (05 浙江)

A. go by B. go around C. get in D. get through

20. So if you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area. If there isn’t one where you live yet, don’t worry, the theme parks are coming. (Unit22 Page67 Reading)

[考点] take的常用短语及现在进行时的特殊用法

[归纳] take短语的用法历来是高考重要考查点，近5年来共考了7题。take off意为“脱掉（衣服等）；松开；带走；走开；离开；起飞；取消”；take in意为“吸收”；take for意为“误认为”；take down意为“拿下；放下”。少数一些瞬间性动词用进行时并不表动作正在进行，而是表示不久将要发生的事。

[高考链接] Ladies and gentlemen, please fasten your seat belts. The plane _______. (06 福建)

A. takes off B. is taking off C. has taken off D. took off

篇12：高一（下）全套教案(人教版高一英语下册教案教学设计)

高一（下）教案

Unit 13

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge: Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Lead-in

Six essential nutrients:

1. protein

2. carbohydrate

3. fat

4. vitamins

5. minerals

6. water

Do you know them and their functions?

Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)

Para 1 Snacks give us energy.

Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.

Pa 3 Many people today make choices about their eating habits based on what they believe.

Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.

Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.

(Para1. Sentence1

Para2 Sentence2

Para3 Sentence2

Para4 Sentence3

para5 Sentence1)

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

5. What are the causes of people’s choice of eating habits?

Based on Nutrition: protein, calcium, etc.

what they believe-vegetarians / vegans

how the products are grown or made ---- organic vegetables

6.What’s enviornmentally friendly food?

Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.

7.What are organic vegetables?

Vegetables grown without chemicals that can be harmful to human beings or the enviornment.

8.Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.

9..What’s the difference between vegetarians and vegans?

Vegetarians don’t eat meat but vegans will not eat any animal products at all.

10. According to the passage, how can we keep fit?

Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.

11. what’s “crash diets” ?

It is something that some companies say will make us lose weight fast.

12.According to the passage, how can we lose weight?

Try to eat less fat and sugar and exercise more.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein Good for our muscle Fish, meat and beans

calcium Good for our bones Eggs, milk and other dairy products

Carbohydrates Main fuel for our body Bread, rice and noodles

Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk

Step 4 Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 5 Post-reading

1 what does the word “fuel” and “ green” mean in the text?

Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.

2. How have our eating habits changed?

We are busier than in past years so we now have less time to eat than before.

Work in pairs and discuss the following questions

1 ) Why do people go to fast food restaurants?

People go to fast food restaurants because they are quick and convenient.

2) Why is it not good for you to eat much sugar and fat?

Too much sugar and fat will make you as big as a whale.

Step 6 Retelling the text

no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for

Step 7 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

Unit 14

Step 1 Lead-in

THE BIRTH OF A FESTIVAL

We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.

What’s the topic sentence of the paragraph 1?

Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.

T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

Step 4 Careful reading:

Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

Do you know any festivals for black people or African Americans?

Questions:

1What’s the name of the festival?

2When did the festival begin?

3What time do people celebrate it every year?

4What’s the meaning of the Kwanzaa?And which language did the name come form?

5How many principle does Kwanzaa have?

6.What things did the African first-fruit festivals have in common?

People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

Unit 15

Teaching Aims:

1.Learn and master the following words and expressions: have a good time,without luck,pay off

recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,

2.Improve the students" reading comprehension through reading activities.

Teaching Important Points:

1.Learn the language in the play,especially in dialogues.

2.Learn the usages of some words and expressions.

3.Get the students to improve their reading comprehension.

Teaching Difficult Points:

1.How to use the tenses correctly in a dialogue.

2.How to tell the differences between“after all,in all and above all”.

Teaching Methods:

1.Question-and-answer method before reading to make students interested in what they will learn.

2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.

Teaching Procedures:

Step Ⅰ. Greetings:Greet the whole class as usual.

Step 2. Revision

T:Yesterday we practised making up some short plays.Now I"ll ask some students to act out them before class.

SS:Teacher asks two or three groups to act.

Step 3. Lead-in

1.What kind of plays do you like best?

2. Have you ever acted in a play? What role did you play?

3.what should be included in a play?

Step 4. Pre-reading

T:Now let"s watch the play together.Watch carefully and then I"ll ask you some questions.

(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)

T:When and where did the story happen?

S3:It happened in a park in Paris,one afternoon in 1870.

T:Who can tell me something about the play?

S4:It"s a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn"t recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.

T:Yes,you are right.

Step 5 Listen to the tape and answer the following questions:

1.What is the relationship between these three characters?

Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.

2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.

3.How does she feel in scene two?

She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.

Step 6 . Reading

When and where did the story happen?

A park in Paris , one afternoon 1870

Scene 1 :

Time: One afternoon, 1870

Place: A park in Paris

Who Methilde Jeanne

What Met each otherMethilde looked older.

Parts: Marthilde, Jeanne

General idea: Marthilde tells Jeanne about her ten years of hard life.

Choose the best answer

When Jeanne met Mathilde in the park, she said she didn"t know Mathilde, because ______ . D

A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde

C.Mathilde looked younger than before D.Mathilde had changed a lot

She had been working very hard for ten years , so she looked older than her age.

Answer the questions after watching scene 1

1.When did the story happen? ( 1870 )

2.Why Jeanne could not recognize Mathilde?

Mathilde changed a lot and became so old.

3.What made Jeanne think that Mathilde was ill?

She doesn’t look well.

4.Why Jeanne was so surprised when Mathilde mentioned the necklace?

It happened ten year ago and maybe she has forgotten

Scene 2:

When: Ten years before(1860)

Where: The home of Mathilde and Pierre Loisel

Who: Mathilde and Pierre Loisel

What Got an invitation to a ball and got ready for it.

General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.

Choose the best answer

1.Why was Mathilde worried when her husband told her the invitation? A

A. Because she hadn’t got an evening dress.

B.Because she didn’t want to attend the ball.

C.Because she have no time to the ball.

2. It can be learned from scene 2 that to be invited to the palace ball ____. C

A. meant working hard day and night in the future B. meant spending a lot of money

C. was a great honor D. was not wonderful news

3. Mathilde did not want to wear a flower to the ball because_____ . C

A. she didn"t like flowers B. people were not allowed to wear a flower at the ball

C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck

Answer the questions after watching Scene2.

1.Why did Pierre say it was wonderful news?

He was invited to the ball.

2.What kind of feeling did he have when Pierre was the only person in his office to be invited?

Maybe he was glad and pride.

3.Why didn’t Mathild want to wear a flower?

Because everyone would wear jewellery

4.What decision did they make finally? They borrowed jewellery from their friends

Scene 3:

When: Ten years later(1870)

Where: In the park

Who: Mathilde, Jeanne

What The story of the lost necklace.

General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.

Characters Description of each character

Mathilde vain, glad, sad, scared, old, responsible…

Pierre happy, careful, scared, responsible…

Jeanne surprised, kind, friendly…

Choose the best answer

1. How much money did they spend in returning Jeanne’s necklace? B

A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.

C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs

What was the real price of Jeanne’s necklace? C

How much did Mathilde’s dress cost her ? A

2. Which sentence expresses the main idea of the story? A

A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.

B.Mathilde worked hard to buy a new jewel for her friend.

C.Mathilde lost her borrowed necklace.

D.Mathilde found she was cheated（欺骗）.

3.What do you think of Mathilde ? A

A.A vain （虚荣）woman B.A hard-working woman

C. A greedy（贪婪） woman D.A pretty and rich woman

4. What’s the author’s writing style? A

A.irony （讽刺） B.humour C.sorrow D.delight

5.The story is told _____. C

A.in inverse (反转） order B.in narration order（叙述）

C.in flashback order（倒叙） D.in time order

time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth

Questions to scene 3

1.What happened on their way home after the ball ?

Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.

2.What did they do for Jeanne ?

They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.

3. What did they do in order to pay off the debt ?

They both worked day and night for 10 years

STEP 7 True or False

1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.

2. Mathilde was the only woman who was invited to the palace hall.

3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T

4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T

5. They rushed back, looked everywhere for the lost necklace and they found it.

6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.

7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .

8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T

9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T

10. Mathilde looked older than her age because she was ill.

11 They lost the necklace on the way to the ball in the palace.

12. Mathilde attended the ball wearing a flower.

13. Finally they paid off all their debts. T

Step 8 Summary of each scene

Scene1

Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.

Scene2

Mathilde recalls the events ten years before that changed her life.

Scene3

Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.

Step 9 Structure:

Borrow a necklace: Why an invitation to a ball

When Ten years ago

Whom Her friend Jeanne

Lose the necklace when At/after the ball

Where Palace/ way

Return the necklace How Buy a new one

How much 36,ooo francs

How long Ten years of hard work

Learn the truth Not a diamond but a glass one

Step 10 . Post-reading

T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.

(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)

T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.

(After a while,teacher checks the answers with them.)

Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D

Step 11 Discussion

If you are Mathilde, and you find the necklace is gone after the ball, what will you do?

Unit 16

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about

3. Enable the students to know the serious attitude to science.

二、教学过程

Step 1 Presentation（整体感知）

Do you know the names of some famous scientist? What are they famous for?

Einstein Darwin Newton Edison Marie Curie Franklin

Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment

Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．

Step 2 Pre-reading discussions

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology

Some famous scientists are:

Archimedes: mathematics and physics: he discovered pi (π)

Darwin: biology: he discovered that the ancestors of people were monkeys

Curie: physics: she discovered radium and radioactivity

Newton: physics: he discovered why all things fall down to earth.

Physics Medicine Chemistry Biology

√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter

(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)

√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin

(gravity) (spread of disease) (Gas laws) (Evolution)

√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus

(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)

Step 3 Reading Fast reading

Listen to the tape and answer the following question.

1. Was the experiment done in June 1752 successful?

Yes, the experiment was successful

2. What did this experiment prove?

This experiment proved that light- ing and electricity were the same.

Read the text carefully again, and give the students some explanations.

Get the students read the test and then decide if the following statements are true (T) or false (F).

1．In 1752 scientists already knew what electricity is. T

2．Franklin was helped by a friend to do the experiment.

3．Franklin made the kite of silk because wet silk does not conduct electricity.

4．A condenser was used in the experiment to store electricity. T

5．The key tied to the string was put into the door to stop he kite from flying away.

6.Franklin conducted the kite experiment in sunny days.

Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of the experiment．

Paragraph 4-6 The tip of doing the experiment．

Aim: To show that lightning and electricity are the same.

Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.

Instructions: Paragraphs 5 and 6. Description: Paragraph 3.

Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.

Discussion: None.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False

Suggested answers to Exercise 2:

1 He wanted to prove that lightning and electricity are the same thing.

2 A silk kite will last longer in bad weather than a paper kite.

3 Yes. Franklin"s experiment was very dangerous be cause if something went wrong he could be killed by the lightning.

Answers to Exercise 3:1 Incorrect 2 Correct 3 Incorrect 4 Correct

Extension 1 Franklin said, “You can collect and store the electricity with the condenser and use it for other experiments.” Ask students what other kinds of simple experiments could be done using the electricity stored in the condenser. Benjamin Franklin conducted many experiments in his life. You might want your Ss to go on the Internet to find out what they were and report back to the class. "

Step 6 Summary

the purpose of the experiment To show the lighting and electricity are the same:

Time:: June 1752 People: Franklin, his son Place: a shed in the fields

Weather: Thunderstorm, rainy day

Four things needed for the experiment: a strong kite, a key, bad weather, a condenser

Three important steps to prepare for the experiment: fix, fasten, tie

Step 7 Homework：

1．Introduce a scientist hay you admire most。

2．Finish Winners Period 2

Unit 17

一、明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the great woman Helen Thayer.

二、教学过程

Step 1 Presentation

Today we come to the Reading. It is freezing cold in the North Pole and the South Pole.

T：Look at the picture and think it over：Could the polar bear meet the penguin in life？

S：Never， because the polar bear lives on the North Pole， while the the penguin lives on the South Pole. So it’s impossible for them to meet each other in life, except in zoos.

T:Few people, in the world have ever been there. However, there was a brave woman who had traveled alone to the North Pole and the South Pole. Do you know who she was? Right, Helen Thayer. She was the first woman who traveled alone there. Today we are going to read about the great woman the great woman, Helen Thayer.

Step 2 Pre-reading discussions

Suggested answers:

Question 1: A warm coat, gloves, a cap, wool pants, long underwear, boots, dark sunglasses, rope, a backpack, skis or snowshoes, a tent, sled, a radio transmitter, a cellphone, dried food, compass, maps, a sleeping, bag, a small stove, matches, cooking fuel, an ice pick, flags, etc. All of these items are needed to keep warn, to provide shelter and food, to give directions, and to explore safely on snow and ice. What does not need to be brought? (Drinking water)

Question 2: Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, US, Canada, Greenland (which is part of Denmark).

Countries that are part of the South Pole: Chile, Argentina, South Africa, Australia, New Zealand

Question 3: Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whales

Some animals that live on the South Pole: penguin, seal, walrus, whales,

Imagine you are traveling alone to the South Pole. What will you take with you? Why?

Step 3 Reading

Read the text carefully again, and give the students some explanations. First show the students some pictures of Antarctica in order to arouse the student’s interest there.

Then ask some questions about the lonely continent.

Fast reading

Read the title, the first paragraph and the last one quickly to get the main idea of the whole passage :

Helen Thayer’s travel alone to Antarctica

Her _expedition_to the South Pole

Scanning: Find out how many parts the text can be divided into.

Part1(Para.1) A journey of challenge and danger to Antarctica began

Part2(Para.2-7) What happened on her way to Antarctica

Part3(Para.8) Making a decision

Careful-reading :

Task1: True or False

1. She traveled to Antarctica with her dog team to pull her sled. (F)

2. During the first week, the weather was always fine. (F)

3. Although the winds were getting stronger and stronger, her tent was not blown away. (T)

4. Thanks to all the training she had had before, she was able to get out of danger. (T)

Task2: Questions for Details:

1.What did she do at 50?

2. How did Helen plan to celebrate her 60th birthday?

3.What was the weather like?

4.Why did Helen want to make Nov. 12th special? How did she celebrate the day?

5.What happened when she was moving forward over slope ?

6.How did she rescue herself?

7.How did she hurt herself ?

8.What’s the result of the accident ?

9.What was her decision ?

10.Do you think Thayer’s trip was a failure ?Why?

Part1 A journey of challenge and danger to Antarctica began

1.What did she do at 50? To travel alone to the North Pole.

2. How did Helen plan to celebrate her 60th birthday?

She went to the South Pole, Antarctica to celebrate her 60th birthday.

Part2 On her way to Antarctica

3.What was the weather like?

Time Weather

The first days good weather;icy but not strong wind;bright sunshine

The third day stormy weather;stronger wind

4. Why did Helen want to make Nov. 12th special? How did she celebrate the day?

Because it was her birthday. She thawed a frozen cake over her fire, placed a candle on the top, lit it and sang “happy birthday to me” at the top of her voice.

5. What happened when she was moving forward over a slope ?

She had fallen into a hole and was hanging on the ropes tied to the sled

6. How did she rescue herself?

She used the way of self-rescue practiced many times in the mountains.

7. How did she hurt herself ?…have a bad accident with … and hurt …

8. What’s the result of the accident?…couldn’t stand on …, be woozy …

Part3 Making a decision

9. What was her decision ? She decided to give up .

10.Do you think Thayer’s trip was a failure?Why?

I don’t think it is a failure . She had met the challenges of solo travel in an extreme climate.

Step 3 Revision

On Nov 1st, , I began my s___ travel to A_____ in order to c_____ my 60th birthday. The first days the weather was very good and there was b_____ sunshine.But changes were ___ __ ____.Soon,the day was cold and s____. I traveled slowly because of the bad weather. On Nov 12th, I celebrated my birthday __ a special way.During my e_____, I came a____ some accidents: I once dropped out ___ ___ my skis and ___ ___ a hole; I couldn"t s___ __my left leg and my head was woozy ___ hitting the ground and so on. However, I o______ those difficulties thanks __ my training I had had. I ___ ___ the expedition at last w____ regret. It is an experience I shall never forget and shall v___ for the r___ of my life.

Keys: sole; Antarctic; celebrate;bright;around the corner;stormy;in;expedition;across;from;under;fall into;from;overcame;to; gave up;Without;value;rest

Step 4 Discussion

What kind of woman is Helen Thayer ? Describe her in a few sentences.

What can you learn from her?

Step 5 Rle Play:

Imagine Helen were invited to Wenzhou TV Station. One student acts as Helen and the other a reporter . Make up an interview between them.

Step 6 Summary 小结

Step 7 Homework :

1. Write down your own interview.

Retell the passage with the help of the following pictures.

“Winner” Period 1 in Unit 17.

Unit 18

一、明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about New Zealand.

二、教学过程

Step 1 Lead in

How many continents and oceans are there in the world?Asia ,Europe , America, Africa, Oceania Pacific, Indian, Atlantic, Arctic

Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)

Step 2 Pre-reading discussions

Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.

Answers to Exercise 1:

Name of the island Location

Taiwan Taiwan Island lies off the east of the mainland of China.

Hainan Hainan Island lies off the southern coast of the mainland of China, in the“ South China Sea.

The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.

Hawaii ”Hawaii lies in the middle of the Pacific Ocean.

New Zealand New Zealand lies off the east coast of the mainland of Australia.

Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.

Answers to Exercise 2:

The capital of Taiwan is Tapei, which lies in the north of the island.

The capital of Hainan is Haikou City, located in northern part of the island.

The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.

London, the capital city of Great Britain, lies in the southeast.

Answers to Exercise 3:

For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.

Step 3 Skimming

Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph

Paragraph 1 location or geography

location: lie off the eastern coast of Australia

Size The same as Japan

Capital: Wellington (on the North Island)

Cities: Auckland (north) ; Christchurch (south) ; Queenstown (further to the south)

Paragraph 2; climate

Temperature: Mild sea climate; subtropical

Rainfall: Rain a lot

Season: Summer ( Dec.-Feb.) Winter (June-Aug.)

Paragraph 3: natural resource

Seas: Deep blue

Cities Lie on a bay & a natural deep harbor

Beaches Clean

Mountains Dead volcanoes

Hot springs Throw hot water high into the air

National bird Kiwi (can not fly)

Paragraph 4 history

1000 years ago The Maori (earliest

1421 Chinese sailors

1642 Dutchman Abel Tasman named the islands

1769 Captain James Cook took possession of the islands

1840 Europeans (British) signed an agreement; National holiday (6th Feb.)

Paragraph About Title

Paragraph 1 Location Geography

Paragraph 2 Climate Climate

Paragraph 3 Landscape Nature

Paragraph 4 History History

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are native

Third paragraph the agricultural products that the place is famous for.

Fourth paragraph things people like to do in their free time in that place.

True or False

1.The other name for New Zealand is Aotearoa. T

2.North island is colder than South Island.

3.The south island is famous for hot springs.

4.New Zealand is a French-speaking country.

5.Besides the kiwi, there are other types of birds that only live in New Zealand.

6.No Chinese people live in New Zealand.

Step 4 Scanning

Answer the following questions.

1. How many islands is New Zealand made up of and what are they?

It is made of two large islands. They are North Island and South Island.

2.what and where is the capital of New Zealand?

The capital is Wellington and lies on the North Island.

3.What do you know about the weather in New Zealand?

New Zealand has a mild sea climate, while the north is subtropical. It rains quite a lot. The warnest months are December to February. The coldest months are June to August.

4. What kind of animal do you think only lives in New Zealand? Kiwi

5. Who were the earliest people to come to New Zealand and how did they get there?

The Maori were the earliest people to come to New Zealand.

They traveled In narrow boats and brought dogs, rats and plants with them.

6.What is the official language in New Zealand? English and Maori.

7. For the Maori, what are special days called? Huis.

8. When are the school main holidays? Mid-December till early February

9. What do you know about weather in New Zealand ?

A mild sea, subtropical in the north

Step 5 Choose the right answer.

1. From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand. B

A. 532,000 B. 304,000 C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ . D

A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____ C

A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies. D. one’s spirit will disappear the moment he is dead.

4)The cities whose rainfall changes least from winter to summer are___ . D

A. Queenstown & Wellington B. Auckland & Christchurch

C. Auckland & Wellington D. Christchurch & Queenstown

Step 6 Summary

New Zealand:

location: lie off the eastern coast of Australia

climate: have a mild sea climate and subtropical

natural beauty: have natural deep harbors clean sand beach beautiful landscape hot spring、special plants and animals

history: 1,000 years ago the Maori

around 1421 Chinese sailors

in 1642 the Dutchman

in 1769 Captain Cook

by 1840 Europeans, the Maori

Politics: women’s voting pension

Agriculture: cattle sheep deer goat

Sports & free time: sailing swimming horse-riding rock-climbing

Wildlife: flightless birds (kiwi)

Step 7 Find out what the words in bold refer to:

It New Zealand

Which hot springs

this heat the heat near the earth’s surface

these settlers Europeans / British settlers

it England

Step8 Post-reading

Answers to the exercises:

1 I It refers to New Zealand.

2 which refers to hot springs.

3 this heat refers-to the heat near the earth"s surface.

4 these settlers refers to European I British settlers.

5 it refers to England.

2 I History I Fourth paragraph

2 Climate I Second paragraph

3 Natural beauty I Third paragraph

4 Geography I First paragraph

3 A New Zealand lies in the Pacific Ocean.

B The Tasman Sea lies to the west of New Zealand.

C Wellington, the capital of New Zealand, lies in the southeast of the North Island.

D Auckland lies on the northeastern coast of New Zealand.

E Christchurch lies to the east, on the South Island of New Zealand.

4 I B 2 B 3 D 4 D

5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don"t give any information about the climate and weather in autumn and spring. The graphs also don"t give any information about the number of hours that the sun shines.

6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.

（四）总结扩展

Step 9 Summary 小结

Step 10 Homework：

1、Finish half part of Period 2 in Winners of Unit 18

Unit 19

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature.

3. To encourage the students to learn more for the future green agriculture of our country and the importance of protecting of environment.

二、教学过程

Step 1 Presentation

1.Who is the man in the picture? He’s Jia Sixie.

2.What do you know about him?

Jia Sixie, author of China’s first agricultural encyclopedia (百科全书), was one of the leading agronomists in Chinese history. In the late years of the Northern Wei Dynasty (386-534), he wrote Qimin Yaoshu (Essential Skills for the Common People). It is the earliest and most complete agricultural encyclopedia still in existence in China.

Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.

Step 2 Pre-reading discussions

Answers to Exercise 1:

The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.

The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.

The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.

The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.

The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.

The picture below shows a greenhouse, where plants grow in a building .made of glass.

Answers to Exercise 2:

Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.

Raising chickens

Small scale Large scale

The farmer can keep only a few chickens. The farmer can keep thousands of chickens.

It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.

It is not a lot of work to keep the chickens. It"s a lot of work to keep the chickens: feeding, cleaning etc.

The chickens don"t have many problems. If chickens get ill, many die or must be killed.

The chickens are not so fat. The chickens are big and fat.

The eggs and meat taste very good. The meat and eggs do not taste so good.

The chickens are free. The chickens are not free.

The farmer can sell the chicken dung

Fertilisers

Natural fertiliser (manure; also dung) Chemical fertiliser

It"s free or can be bought at low prices.

It is a lot of work to mix it with the soil.

It has a bad smell.

It takes a lot of place to store.

It is difficult to transport. It"s expensive.

It is not a lot of work to mix it with the soil. It has no smell.

It takes little place to store.

It is easy to transport.

Animals (buffalo; also ox) Machines (Tractor) Horsepower

They are not so expensive. They are expensive.

The “fuel” is cheap (grass, hay etc). The fuel is expensive (gasoline).

They don"t pollute the air. They pollute the air.

They can be used on different terrain; eg hill slopes or wet ground. They can only be used on flat (level) and dry terrain.

They need to rest sometimes. They don"t need to rest.

You can use them for about 10-20 years. You can use them for 5-20 or more years if you can get enough spare (repair) parts.

If they get young ones, you get more for free.

If they totally “break down”, you can eat them.

Climate control

Open air Greenhouse

If the weather conditions are bad you can loose the crops.

The landscape is more beautiful.

The land must be good for farming (arable land).

Weather conditions are controlled, so they cannot damage crops.

It is expensive to build and operate (gas, water, electricity) a greenhouse.

If there is a power failure, you may lose crops.

The landscape is ugly:

Greenhouses can be built where the land is not suitable for farming.

1950s - 1980s 1980s - present

The use of machines eg tractors The use of greenhouses

The use of electric pumps for irrigation To make vegetables bigger or better

The use of chemical fertilisers To change vegetables so they can grow on poor

The use of insect killers soil

The use of special seedbeds Knowledge from abroad

IT technique and technical are words that mean something with

technology FORM machines, then technology must be the noun to match these two

words meaning new machines or doing things that are based on

modem knowledge.

agricultural FORM IT cultural is the adjective for culture, then agricultural must be

the adjective for agriculture, meaning to do with agriculture.,

Step 3 Scanning:

Q1:What is the biggest problem to Chinese farmers?

China is a country with the largest population in the world,but only seven percent of the land can be used for farming.

Q2:What does GM mean?

“G” stands for “genetically” from the world “genes”.M” stands for “modified”,which means “changed”.

Step 4 Skimming

Read the whole text .Find out the topic sentence in each paragraph.

Para.1: For thousands of years traditional agriculture in China did not change very much.

Para.2: Over time, many farming techniques have been modernised.

Para.3: Not only is food production important but also taking care of the environment.

Para.4: Using the latest technologies, Chinese scientists grow vegetables in greenhouses.

Para.5: Another technique tries to create plants that produce more and bigger fruit.

Para.6: The tomoto is one of nearly 4,500 different plants thet are genetically modified.

1.What helps Chinese farmers produce enough food for the largest population in the world?

High technology.

2.When was more advanced technical information brought in from abroad? In the 1980s

3.What does “which ” refer to in the last two lines ? “Which” refers to “golden rice”

4. What is the other name of “golden rice ” in the text ? GM rice

5.How much does arable land take up in China? Only 7 percent.

6.How many ways are mentioned to make the land produce more? What are they?

4. Fertilisation; irrigation; 2 or more crops are planted each year where possible; more advanced technical information.

7.What does new techniques mean?

Those that are used to increase agricultural production without harming the environment.

8.When did scientist start to develop new techniques? From the early 1990s.

5.How many unusual ways are mentioned to deal with the shortage of arable land?

2. Grow vegetables in greenhouses; GM.

Step 5 Scanning

1: What’s the biggest problem to Chinese farmers?

The shortage of arable land.

2: What does GM mean?

“G” stands for “genetically” “M” stands for “modified” (changed)

3.What is important for future agriculture ?

Both food production and taking care of the environment are more important .

4.What should future agriculture depend on?

Future agriculture should depend on high technology as well as traditional methods

Read the text carefully again

What advice does Jia Sixie give farmers?

1. Farmers should do things at the right time of the year.

2. Farmers should examine the soil carefully.

3. If the conditions of the soil is not good, farmers should improve it.

4. Before sowing or planting crops, farmers should clean rough ground and remove weed.

5. Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6. Farmers should plough the land, so weeds are destroyed.

7. When ploughing the land, farmers should plough deep the first time and less deep the second time.

8. Farmers will get the best results if they change crops in their fields.

9. If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops

10. If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.

11. It is good to grow different plants next to each other in the same field.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Choose the best answers.

1 In China only seven percent of the land is used for farming. This is _______. D

A because farmers don’t need more land to produce food for the whole population

B because China needs more & more land to build cities

C because there are not enough farmers to work on the land

D because the other land can’t be used for agriculture

2 Fertilisation is a technique that is used to ______. A

A make poor soil better B make wet land drier

C make dry land wetter D grow vegetables with their roots in water instead of earth

3 Modern agriculture means finding ways to ______________.C

A increase irrigation & stop using fertilisers

B stop irrigation & using fertilisers

C increase production & be friendly to the environment

D produce the same amount while taking better care of nature

4 In the sentence “ … they are protected from the wind, rain & insects”, “they” means _______. C

A greenhouses B roots C vegetables D tomatoes

5 In GM “M” stands for “modified”, which means “changed”. What changes is _____________. C

A the way in which poor soil is made better

B the way in which Chinese farmers work on their land

C the way in which crops develop from seed

D the way in which farmers take care of the environment

6.What should future agriculture depend on according to the text ? D

A. High technology B. Traditional methods

C. High technology or traditional methods

D. Not only traditional methods but also high technology

7.How do farmers in China make their land produce more? D

A. They have long used techniques such as fertilization and irrigation

B. More advanced technical information was brought in from abroad

C. Technology and machines are imported

D. All above

8. Which of the following statements is not true ? C

A. It saves time for the farmers to plant two or more crops every year where possible

B. Scientists began to develop new techniques to increase agricultural production without harming the environment

C. Food production is more important than taking care of the environment

D. Only 7% of the land can be used for farming in China

9. The biggest problem of Chinese farmers is ____. A

A. the shortage of arable land B. lack of labor force

C. lack of technology D. lack of money

10. Scientists have started to develop new technology to increase agricultural production without harming the environment since _____. C

A. the 19th century B. modern times

C. the early 1990s D. the 1980s

11. New techniques are those which can ____. D

A. increase agricultural production B. protect the environment from being harmed

C. bring in great profit

D. not only increase agriculture production but also be friendly to the environment

12.The text is about ____. B

A. farmers in China

B. the development of agriculture in China

C. advanced technology in China

D. genetically modified plants in China

13. Which of the following is most probable in future agriculture according to the text ? D

A. Only high technology is used

B. It will greatly harm the environment

C. It will depend on only traditional methods

D. It will depend on both high technology and traditional methods

Answers to Exercise 2: Sample:

Answers to Exercise 2: Sample:

Kind How would you change it? Why do you want to change it in this way?

Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space

Vegetable Onion Make sure they don"t hurt your eyes anymore EasIer to peel, and cut

Animal Sheep To have red wool Looks funny and then we don"t need to dye wool to make clothes

Step 6 Summary 小结

Step 7 Homework:Write a short passage about how we should protect our environment and build a green world.

Finish Post-reading in SB

Unit 20

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about Laughing Matter.

3. Learn to interview a person.

二、教学过程

Step 1 Leading in

Who can say something about comedians? Comedians are people, especially professional entertainers, who tell jokes or do amusing things to make people laugh and think. Look at the pictures . Do you know who these comedians are? What make them funny to you?

Step 2 Pre-reading discussions

Pre-reading

1. Who is the main character in the film? Charlie Chaplin

2. Do you know any comedians both at home and abroad? Please name some. Charlie Chaplin

The comic duo of the 1930s “Laurel and Hardy”. The thin one is called Stan Laurel, the stout one Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.

Get the students to read and practice the dialogue in the text.

Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.

Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.

Sample answers for Question 1

Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other"s opposites: one fat and one thin; one is clever and one is silly etc.

Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can"t tell the difference. But in the film of course there all kinds of funny moments.

Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.

Sample answers for Question 2:

Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.

Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.

Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).

Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.

Sample answers for Question 3:

1 I have seen some films of Laurel and Hardy and I think that they are very funny.

2 I find Mr Bean always very funny.or: I know some people think it is funny, but I think Mr Bean is very silly.

3 I don"t think I ever saw this comedian. I am not sure if I would like it.

4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.

Listening

Listen to the tape of the text and answer the question.

How many types of humor are introduced in the text?

Comedies clowns Laughing Matter crosstalk comedians

Laughing matter : 1.comedies 2. clowns 3.comedians 4-5.crosstalk

What is the text about?

1,The title is a bit of a puzzle to me and there are no other clues to find out what the text is about. I suppose it will be about something to laugh about.

2,If it’s about laughing or humour, it can be about jokes or funny storied.

Read the text again , try to divide the text into several parts and find out the main idea of each part:

Part 1: Comedies

Part 2: Clowns

Part 3: Comedians

Part 4: Crosstalk

PartⅠ Comedies

1. How do the writers of comedies often use to make people laugh?

Cross-dressing

Making fun of ….

Telling an amusing story

Acting out stereotypes

Speaking foreign language with an accent

Word play

2. Why is Dustin Hoffman so famous? C

A. He is famous for his works. B. He is famous for his foreign accent.

C. He is famous for his role acting as a woman. D. He is good at playing on words.

3. What techniques are used by the writers of comedies to make the audience laugh? _________. D

A. Stereotypes of nationalities or people doing certain jobs. B. Word play.

C. Cross-dressing way. D. Both A, B and C

4.“Funny plays often have characters that are stereotypes of nationalities or people doing certain jobs.” Which of the following has the same meaning with “character”? A

A. Mathilde Loisel is one of the characters in the play “The necklace”.

B. Chinese character is hard to learn for most of the foreigners.

C. His character is different from his wife’s.

D. The picture shows us the character of the desert landscape.

Part Ⅱ Clowns

1. In what ways do clowns make us laugh? What about comedians?

Clowns make people laugh by acting alone or as a pair

not using any words

using clothes, make-upand the way they walk

2. What is the writer’s opinion on clowns? _____ C

A. They would like to reach a wide audience.

B. They only have children in mind.

C. They are funny not only for children but also for adults.

D. They can help people forget their problems for a long time.

Part Ⅲ Comedians

Comedians make people laugh by body language and their face

acting out a sketch

playing with words.

Effect of comedians’ performance on people:

Make people not only laugh

but also think about life

True or False

1. Comedians are different from clowns because they don’t use body language or facial expressions in their shows. F

2. The show of a comedian is more profound (深刻的) than that of a clown T

3. The show of a comedian is more like that of a comedy. T

4. The situations comedians act out in their shows just look like comedies. F

Part Ⅳ Crosstalk

Crosstalk shows make people laugh by playing with words

making many jokes and funny conversations

dressing up a little or acting out small sketches

using rhythm and rhyming words.

using tongue twisters.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.、

1. ----John sends his best wishes. ----________.

A. That’s nice of him B. Oh, he is too police

C. It’s kind of him to say so D. You are really kind to me

2. ---- What do you think sally is like? ----She______

A. isn"t in good health B. doesn’t’ like eating too much

C. likes to eat fish D. is very pretty

3. ---- Do you mind my taking this seat? ---- _______

A. Yes, sit down please B. No, of course not

C. Yes, take it please D. No, you can"t take it

4. -----Leaving for Chicago? ------_______.

A. Soon B. Lately C. Late D. Sooner

5. -------Excuse me, have you got a light? ______. I don’t smoke.

A. Don’t mention B. Never mind C. I"m afraid not D. Thanks a lot

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

Step 4

Para. 1: Comedies:

- Ask students about famous Chinese and Western comedies.

- Ways of dressing or behaving.

- Stereotypes of people from different countries (including China)

- Funny accents (foreign, local or in certain jobs)

- Examples of word play.

Para. 2: Clowns: - Ask about different Chinese and Western clowns

- Ways of dressing, make-up

- Examples of jokes, fun

Para. 3: Comedians: - Ask about different Chinese and Western comedians.

- Mime, body language, facial expressions

- Retell famous sketches for comedy shows.

Para. 4: Crosstalk: - Ask about different crosstalk shows.

- In which way do crosstalk artists make people laugh?

Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from Chinese crosstalk shows (in Chinese).

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

1. How long has the tradition of crosstalk existed in China?

The tradition of crosstalk has existed in China for more than 2,000 years.

2. Give three examples of techniques that writers of comedies often use to make people laugh.

cross-dressing stereotypes word play

3.Why are some of Shakespeare’s comedies not so funny for us?

Some of Shakespeare’s plays are not so

篇13：高一英语下册Unit13-22教案集(人教版高一英语下册教案教学设计)

第二学期高一英语教学计划

1、总体目标：

1） 争取在20第二学期使学生的英语语言素质有一定程度的提高。期中考试和期末考试进入段前三名；期中考试我教的班级平均分高出全段平均分3。01分；平均及格率高出段平均及格率15。2%。

2） 争取在高一段学科竞赛中有较多的学生获奖，培养出一批尖子学生，带动学习有困难的学生。

2、具体的措施：

1） 加强备课的环节的细化；

2） 充分利用网络资源；

3） 强化交际， 加强互动；

4） 发挥“空中课堂“的优势，加强交际和答疑，培养学生的自主学习能力；

5） 每2、3单元测试一次；加强测试评价的调控，及时发现问题，解决问题；

6） 加强早读课的指导， 做到每周二、四、五三天早读下班辅导。

7） 保证当天作业两天内一定完成全批全改。

3、利用好期中考试和期末考试的调控作用，及时查漏补缺。

4、坚持做好每周日下午4；00-5：00 的“空中英语课堂“的课程辅导，促进学生的自主学习能力的发展。搞好课题成果的原始材料的积累，完成课题研究的论文（已经完成），参加温州市教师优秀科研论文评比。

5、认真完成高一英语研究性学习课程辅导，完成相关课题的指导和研究任务， 发表五篇相关的教学论文（《建构网络环境下的高中英语研究性学习模式》已经发表于《外语基础教育》20第1期）,《宾语从句六大考点》发表于《学生时代》年第1期。《利用Internet创新高中英语课堂教学的实践与思考》发表于《浙江现代教育技术》2006年第一期。《高考英语任务型阅读理解解析》发表于《学英语》高二听说读写拌第28期第3版，以及浙江《教育信息报》2006年6月4日高考专刊上。

6、保质保量地完成教育组的温州市基础教育科研课题；

7、完成电教科研论文的撰写（已经完成）参加2006年温州市电化教育科研论文评比活动。

本学期， 我已经获得温州使006年研究性学习教学案例评比一等奖； 温州市2006年高中英语教学案例评比三等奖； 温州市2006年课堂教学评价改革教学案例评比三等奖。

8． 在校园网上传精品课件46个； 上传精品教案15个，上传试卷30份； 在博客发表文章26篇。

Unit 13 Healthy eating单元教案

一、教学目标

Teaching Aims and Demands

1.Words and Phrases

Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.

2.train the students’ listening ability.

3.develp the students’ speaking ability by describing, talking and discussion.

Three Skills:

energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you? What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorite.

2. Learn the basic knowledge of healthy eating.

3. Learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

高中英语绿色教案（1）

Unit 13 Healthy and Green eating

-. 教学目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about healthy food and junk food.

2. Talking about eating habits and health.

II: Functions

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

提出建议和忠告 (Giving advice and making suggestions)

What can I do for you ? Can I help you? What’s the matter?

I advice you to ….? You’d better…. I think you should…

Why not …? I suggestion you should… Why don’t you …?

III: Vocabulary

1.Words: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance of nature fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice

2.Phrases:

junk food green food ought to plenty of keep up with make a choice

now and then roll up

IV: Grammar 情态动词(1)-had better, should, ought to

1. 就某事向某人提出建议或发表自己的观点-----使用 had better(not)

You had better get some rest. or You’d better get some rest.

2. 劝说某人做某事或不要做某事, 向某人提出忠告-----使用should(not) 或ought(not)to

You should /ought to be careful with fruit.

You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.

二. 能力训练 (Ability training )

1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.

2. Through the learning of the passage, develop the Ss’ knowledge of green food.

3. Master the patterns of giving advice and making suggestions.

三. 德育渗透 (Moral training teaching)

Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits of having green food.

四. 美育渗透 (Art training teaching )

Develop the Ss’ good sentiment of loving their life and health and have good living habits.

Period 1 New words and Warming Up

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up to arouse the Ss’ love in talking.

Important Points in Teaching

1. The use of some words: fat vitamin snack fever ripe plenty of

2. Sentence pattern: I think…

3.The sense of green food

Difficult Points in Teaching

1. the use of the words

2. talking in English

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching Methods Reading and speaking ；Pair/group work, individual work, class work

Teaching Procedures

Step 1 Learning

1. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

2.Explain some uses of the words.

Step 2 Presentation

Every day we have food. Green food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food? Today we’re going to learn something about food, junk food and green food.

Step 3 Lead-in

Revise the names of different foods we eat.

Step 4 Warming Up

I. Talk about the pictures on Page 1 by asking and answering the following questions:

What food is it ?

What kind of food is it ? Is it green food or junk food? Why ?Which do you like better? Why ?

II: Ask your partner what they eat for breakfast, lunch, snack and supper and say if what they eat is junk food or green food ?

Step 5 Listening

Do the listening practice in Students’ book at Page 2.

Listening: Part One

1: What’s wrong with Mike?

A :He has a headache. B: He has a stomachache.

C :He has a toothache.

2: What did Mike have for breakfast?

A :Two pieces of chocolate. a glass of coke, and two cookies, which are not green food.

B : A couple of sandwiches.

C : Two hamburgers.

Part Two

Which side of Mike’s stomach hurts?

His left side hurts.

2. Does Mike have a fever?

No, he doesn’t. His temperature is normal.

3. What does the doctor tell Mike to do?

Take some pills and call him if there is a problem.

Step 6. Speaking

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

Do the speaking Practice of Speaking in Students’ book at Page 2 in pairs.

Situation 1

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I cough all the time. I have a fever and a headache.

Situation 2

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Student A (Patient)

My left arm is broken. It really hurts.

Student B (Doctor)

Ask the patient what is wrong and give him or her some advice.

Situation 3

Student A (Doctor)

Ask the patient what is wrong and give him some advice about green food .

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Step7. Discussion about green food

1. If you are to host a party for your family, what kind of food would you like to buy? Would you like to buy any green food? And why?

2. Is it important to keep the balance of nature?

Step 8 Homework

1.Read and recite the new words and expressions.

2.Get ready for the next period.

3.Introduce some idea about green food.

3. Finish off Period 1 Unit 13 in “Winner”.

The design of the writing on the blackboard

Unit 13 healthy eating

The first period

green good j unk food

all the time,

have a fever,

be careful .

in the future,

advise sb. To do sth.

had better(nott) do

教学反思：

1、教学有法， 但无定法， 教要得法。这节课，我始终在教学中渗透绿色教育思想教育，作了这方面的尝试，使学生增长了色食品的知识， 使学生明白了保护环境， 促进国家可持续性发展的重要性。 我没有故意做秀， 很好地实现了自然渗透的原则，比较好地进行了绿色教育德育渗透的效果。

2、语言是交际的工具， 我始终坚持听说课的交际性原则， 让课堂的Warming-up部分成分热身， 让学生的语言思维动起来；交流和讨论非常充分。

3、这节的语言重点：建议的表达法和情态动词的用法在实际的语境中让学生深刻领悟到学以致用产生的效益。

4、绿色和交际是这节课的主旋律， 我一直让学生交流着， 让绿色贯穿了教学的整个过程， 包括教学课件和回家作业等。

PERIOD 2

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge:

Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’ speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Introduction

Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein

calcium

Carbohydrates

Vitamins

fiber ,minerals

Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

教学反思：

1、这堂课在六班上得不大好， 计算机失灵； 在5班上得很顺， 学生的饿焦急也比较流畅， 主要原因在于铺垫比较很里， 让学生实现了自然过度。

2、对于第2段的整体理解部分表格设计得比较好， 有利于学生学会寻找信息， 提高思辩能力和分析问题能力的提高。

PERIOD 3（Reading 2）

Step 1.evision

1、Check the reciting of key sentences。

2、Check the homework

3、Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Step 2. Post Reading

1. What does the word” fuel” mean in the text above?

What about the word “green”?

Can you find any other words used in the same way?

3. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food, especially about the green food.

Step3 Language points

1.Our eating habits have changed, as has our way of life.

If we want to keep up with the high pace of modern life, we’d better ,make the right choices about what and how we eat.

2.keep up with1. 跟上 2. 和...保持联系

They walked so fast that I could not keep up with them.他们走得那么快,我没法跟上。

She has kept up with some of her friends since her retirement.

3.Some nutrients help build our body and make it stronger.

buildvt.1. 建筑; 造 2. 建立;发展;增进[(+up)]

4.Fish, meat and beans contain a lot of protein.

5.Other nutrients help keep our body functioning well.

functionn.[C] 1. 功能,作用 2. 职务,职责vi.1. (机器等)工作,运行 2. 起作用[(+as)]

The teacher did not explain its grammatical function.

What is his function on the committee?

The refrigerator is not functioning well.

The sofa functions as a bed at night.

6.Vitamins help our body fight disease.

fightvt.1. 与...作战;与...斗争

fight with 和...斗争;fight for 为争取...而斗争

7.But the choice we make are not just about nutrition..

not just=not only

8.Many people make their choices about eating habits based on what they believe.

9.Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.

chemical

a化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C]

He devoted his life to chemical research.

He is experimenting with a new chemical.

be harmful to对什么有害(also "do harm to")

Smoking is harmful to health.

10.Because we have so much to choose from, many companies offer advice about what we eat.to choose from

11.It is probably better if we spend our time and money on buying keeping a balanced diet. probablyad. 大概,或许,很可能（比可能性大，而且常有一定依据）

He will probably refuse the offer.

spend: spend...(in)doing; spend...(on)doing; spend...on/for sth

12.The same goes for "crash diets" that some companies say they will make us lose weight fast.

go for适合于；对...适用

What he said about you goes for me too.

13.lose weight体重减轻

I think she might have lost a bit of weight.

put on weight/gain weight长胖

13.We ought to learn more about our body and the fuel it needs to keep fit.

fit此处：健康的;强健的You look very fit, Mike.

14.Only in this way will we be ready for the challenges and opportunities in life.

Only in this way will we...

only+状语放在句子开头要引起主句倒装

Only when you grow up will you understand the importance of learning.

Only then could he thought of me.

15.Sugar is bad for your teeth and can make you gain weight.

be bad for对什么有害

be bad for 对什么有好处

be good/bad to 对某人好/不好

18.You have a bit of a fever.

a bit有点在修饰名词时要加of

Step 4,Discussion

Work in pairs. Discuss the questions below.

1. Why do people go to fast restaurant?

2. Why is it not good for you to eat too much sugar and fat?

3. Why are crash diets and supplements so popular?

4. What can we do to keep a balanced diet?

5. Do you like green food?

6. Is it necessary to advise more people to eat green food?

Step 5. Home work

1、Recite the new words and useful expressions in Unit 13.

2、Finish Period 3 in Winners

教学反思：

3、在教学设计中我注意了绿色教育思想的渗透，加强了德育教育。

4、我没有死板地只讲语言点， 我还注意了教学剃度的自然连接。

5、语言的重点抓得比较准，学生的知识落实较好。 讨论花时间多了些， 导致同步训练没有落实， 只能通过回家作业来弥补。

Period 4

Teaching aims:

1.aims of knowledge:

1. Review the words learned in the last two periods.

2. Learn and master modal verbs:

had better, should, ought to

3.Ability aims:

1.How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.

Teaching important points:

1.How to guess the missing word according to the given sentence.

2.Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching difficult points

How to correctly use “should, ought to, had better and their negative forms” to give advice.

Teaching procedures:

Step 1 Revision

Check the homework.

Step 2 Grammars

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask Ss in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

1. Finish the exercise 3 on P74 in the students’ workbook.

2. Finish Period 3 in Winners.

教学反思：

1. 这节课注意从语境出发让学生感受情态动词的特点：表现说话人的语气和态度。

2. 讲解部分比较详细，实例举得不够全面，旧了点，应该增加一些和高考试卷的情态动词部分的效果会更好。

PERIOD 5

Teaching aims;

1. Aims of knowledge:

1.Review the useful expressions learnt in this unit by making sentences with them.

2、Review how to use some Modal verbs to give advice or opinion about something.

2.Ability aims:

Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.

3．Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching important points:

1. How to master Modal verbs-had better, should, ought to

2. How to let the students understand the text “SNACKS” better and learn to write a recipe.

Teaching difficult point:

How to improve the students’ integrating skills.

Teaching procedures:

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Pre –reading and Reading

As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)

Step 3.Language points:

1.Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.

Even if=even though，即使；尽管

2.now and then=a little now and a little then; every now and then，有时候

3.Most fruits are naturally sweet and we can eat them just the way they are

just the way thay are=in the way that they are

4.There are many recipes for simple and healthy snacks that taste great

and keep us going.

Step 4 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 5 Discussions

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 6 Homework

1.Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

1.Finish Period 4 in Winner

2.Make good preparations for the dictation of Unit 13

教学反思：这堂课上得很一般， 说不上满意， 也说不上不满意， 一句话缺乏闪光点。对学生的调动不够。

Period 6-7

Step 1.Revision

Let some students read their reply to the letters

Step 2.Dictation

Have a dictation about the key sentences, new words and useful expressions in Unit 13.

Step 3.workbook

1.May I take your order, please?

take your order餐馆常用语，order：叫(菜或饮料)

2.What do you recommend?

recommend:vt.1. 推荐,介绍[(+as/for)]

Can you recommend me some new books on this subject?

3.A hamburger is a dish while the others are not.

while:而，强调对比关系

4.You should avoid eating vegetables that are grown with too many chemicals.

avoid:避免，后接ing形式

5.You must pass your driving test next time you take it.

next time:连词用法

6.There is a species of inactive people, namely the "mouse potato."

namely:ad. 即,那就是

Only one person can answer the question namely you.

只有一个人能回答这个问题,那就是你。

7.The best source for calories is carbohydrates.

sourcen.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料

Do you know the source of Amazon River?

They are required to publish the sources of their campaign funds.

The news comes from a reliable source.

The library has quantities of reference sources.

8.A healthy diet should include a variety of food, most of which should be rich in nutrients.

be rich in富于...的,有很多...的The country is rich in resources.

9.Vegans do not eat or use any animal products.

product:n.[C]产品,产物;产量;出产

They came here in search of new markets for their products.

Step4.Practice:“《大赢家》第13单元综合测试”试卷讲评

教学反思：这两节的教学反思觉得很难写， 我觉得自己至少讲解得很清楚， 能够联系高考从高一开始就对学生进行了高考知识和能力的训练。 我认为这是很好的一种知识与能力的储备， 有利于学生思维能力的发展。

Unit 14 Festivals

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1。.Talking about festivals and customs

2.Function: 交际功能

表达和支持某意见(Expressing and supporting an opinion)

In my opinion we should... I believe we should... I don t think it s necessary to...

We must decide... I hope we can make a decision. If we do this,we can...

I think that...should...

3.Vocabulary 重点词汇和短语

theme; parade; holy; Easter; symbol; conflict; argument; opinion; major; probably; honour; ancestor; principle; nation; purpose; creativity; faith; commercial; joy; light; similar; generation; salute; kiss; cheek; nod; celebrate; respect; gift; cycle; fool; invitation

dress up; in one s opinion; play a trick on sb; take in

4.Grammar:语法

情态动词(2)---must, have to and have got to

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don t have to/haven t got to

3 能够用英语坚决表达某事不可接受或不可取---must not

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

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

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Step 1 Lead-in

1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”

Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:

When do you usually feel happy? (Ss can give different answers)

Do you feel happy when there is a festival and you have holidays?

Then which festival or holiday do you like best? And why?

1. Chinese have many festivals. How many Chinese festivals do you know? And what are they?

( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)

Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?

3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?

( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)

Step 2 Warming up

1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:

Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)

Q2: Do you know which countries the festivals come from?

Q3: What are the people in the pictures doing? Why are they doing this?

2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.

3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)

Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)

Step 3 Dialogue

Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.

(The following form is presented for Ss to prepare.)

Festival Time Customs

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, “family” and “peace”?

How old is the festival?

Step 4 Listening

1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.

2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.

3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.

Step 5 Summary

Help Ss to have a revision of the festivals learnt in this class.

T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.

Step 6 Homework

1. Listening work: Listen to the listening material about Christmas in workbook on page 77.

2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.

3. Finish Period 1 in Winners

4. Preview Reading for the next period.

教学反思：

1、这节课贯彻了交际性的听说课教学原则--交际充分。

2、对话的表格化线索降低了学生口头表达的难度。

3、听力的难度较大， 我使用了提示语来帮助学生克服困难，效果还比较好。

4、说的部分学生的文化基础较表达比较困难， 说明我的铺垫做得不够。

Period 2: Reading

Step 1 Revision

1、Check the homework exercises

2．Get Ss to work in pairs to match the festivals in Column A with the information in Column B.

Column A Column B

1.Ramada A. celebrated on the 15th day of the first Chinese lunar month

2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols

3.Mardi Gras C. Muslims fast during the daylight day

4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades

5.Valentine’s Day E. honoring love and lovers

6.Halloween F. eating Zongzi to honor Qu Yuan

7.Double Ninth Festival G. the time of ghosts, spirits, gravestones

8.Thanksgiving Day H. meaning clear and bright, mourning the dead

9.Easter I. offering thanks, family gatherings and meals

10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

1. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

2. Dialogue.

Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:

Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.

John (J): Hello.

R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …

J: …

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

教学反思：

这节课处理得比较好的地方在于：

一、读前通过对于圣诞节和春节的对比引入阅读教学；

二、读中的图表阅读线索分析能够充分调动学生的积极性， 促进了学生思维能力的提高和发展。

Period 3/4 Language Study & Grammar

Step 1 Revision

Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.

Q1: Who created Kwanzaa?

Q2: Is it a young or an old festival? When was it born?

Q3: When is Kwanzaa celebrated?

Q4: Who celebrate the festival of Kwanzaa?

Q5: Why is it celebrated?

Q6: What are the characteristics of Kwanzaa?

Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.

Step 2 Language points (in the text The Birth of Kwanzaa)

T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?

1. Let Ss do a word matching exercise to check whether Ss master the new words well.

1. nation A. a strong wish to succeed in doing something

2. faith B. large community of people; country

3. determination C. belief in something or someone

4. purpose D. an action meant to deceive (欺骗) someone

5. generation E. a reason for doing something

6. ancestor F. the people born at a certain time

7. peace G. a person in your family who lived a long time ago

8. trick H. quietness and calm

(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )

Then check answers to the exercises in Word Study on Page 13.

(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)

2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.

1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（现在分词作后置定语，表示名词中心词与分词是主动关系。）

Kwanzaa is a seven-day festival created to celebrate the culture and history of AfricanAmericans.（过去分词作后置定语，表示名词中心词与分词是被动关系。）

The dog following Mr. Wang into the room is my dog.

The man followed by a group of students is our teacher, Mr. Wang.

2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.

get together: 聚会

On New Year’s Eve we Chinese get together for a family reunion dinner

get somebody together:把…聚集起来

Every Monday morning, our school leaders get all the students together to have a meeting.

get-together n.聚集

Every year my classmates in junior middle school have a get-together.

3)…so that… 表示目的

He works hard so that he can get high marks in the exam.

…so+adj.+that 从句

He works so hard that he gets high marks in the exam.

4) in common 共同

Mr. and Mrs. Li own the store in common.

have something/nothing in common (with sth.) （与…）有共同点

I have nothing in common with my sister.

5) honour (=honor Am.E) n./v.

n. [ C ] “ 荣幸，使感到光荣的人或事”, 一般用单数形式。

To host the 29th Olympic Games is a great honour for China.

v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.

I felt highly honoured when the teacher spoke highly of me before classmates.

in one’s honour; in honour of something/somebody.为了纪念、尊敬某人/某事

Dragon Boat Festival is created in honour of the famous poet Quyuan.

6) as well as 与…一样好， 不仅…而且

She cooks as well as her mother.

Christine can speak Japanese as well as English

His children as well as his well were invited to the party.

A as well as B …谓语动词单复词由A决定

7）nation, country, state 三者的区别

三个都有“国家”的意思，但侧重点不同。

nation着重指人民、民族、国民。

The whole nation was in deep sorrow at this bad news.

country着重指疆土、国土、家园，也可指一个人的祖国或国籍所在， 还可指乡村。e.g. The soldier fought bravely for their country.

state着重指政策、政权、政府和国家机器， 还可指组成国家的州，特别是美国。e.g. Highways in China belong to the state./ How many states are there in the United States of America.

8) purpose: with/ for the purpose of (doing) something 表目的

He went to the supermarket for the purpose of buying something to eat.

on purpose 故意地，特意地

I came here on purpose to see you .

9) faith: have/ lose faith in…对…有/失去信心

I have faith in you, you will do it well.

Keep/break faith with somebody 对…某人守/不守信用

We will not treat him as our friend as he breaks faith with us.

10) believe in … 信仰，信任，赞成

We believe in his good character.

11) light v. (lighted/ lighted; lit/ lit)

Step 4 Grammar

1. Presentation : Present a sign “No Rubbish”

Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”

T presents the following two sentences on the screen.

①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.

②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.

2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.

must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.

must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.

must--subjective have to --objective

I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)

I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)

3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late,

I’m afraid I have got to (=have to) go.

4. Forms in tense & Negative form

forms in tense: must, must have to, had to

negative form:

must--must not(mustn’t)(=not be allowed=be forbidden)

have to -- do not have to (don’t have to)(=needn’t)

e.g. It is a secret, you mustn’t tell others.

It is none of your business, I don"t have to tell you about this.

Step 5 Practice

1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.

Greeting manners

get off the bike when you greet someone salute

bow kiss on the cheek

nod hug

smile look into the eyes

take off your hat shake hands

Example: When you greet a friend who you know very well, you don’t have to shake hands.

If you want to make friends with someone, you have to smile more often.

2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.

1) Your school starts tomorrow, so you have got to go back today.

2) You broke your grandma’s favourite vase, so

3) Your parents went back to work three days ago, so

4) Your grandparents have give you quite a lot of money, so

5) You have done your homework all wrong, so

6) You do not know when you should go to school tomorrow, so

7) _______________________, so ______________________

8) ______________________, so________________________

Step 6 Discussion

Ask Ss to have a discussion of Dos and Don"ts at school, using the modal verbs: must & have to

Dos Don’ts

We must keep the classroom clean. We mustn’t jump the queue in thedining hall.

We have to wear school uniforms We don’t have to use credit card in the every day.

Step 7 Homework

1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …

2. Finish off the grammar exercises in Workbook

3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.

教学反思：

1、这两节课语言点处理得比较好， 抓住了单元的重点， 思路分析到位。另外，选用的课件设计水平很高对教学起到了很好的辅助作用。

2、这个单元的语法-情态动词比较难处理， 我坚持从语境出发效果还可以。如果在增加几个同步的练习，其效果会更好。

Period 5 Speaking & Integrating Skills

Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Step 1 Lead in

In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)

Step 2 Reading (Integrating skills)

1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.

2. Ask Ss following questions about each festival.

(Earth Day): When is Earth Day celebrated? What does it celebrate?

What does it tell us? What could we do to celebrate Earth Day?

(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?

(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?

(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?

Step 3 Speaking

Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?

Fist, get Ss to discuss in pairs.

Then, ask individual Ss to report their decision using the following structures:

I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.

Step 4 Tasks

Task 1: Design your new favourite holiday or festival and give reasons.

Report your new holiday or festival, using the following expressions:

In my opinion, we should… I believe we should…

I don’t think it is necessary to… We must decide…

I hope we can make a decision. If we do this, we can…

Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.

Name of the festival: ________________________________

Date: __________________________________________

Meaning: _________________________________________

Principles: __________________________________________

How is the festival celebrated? ___________________________

What is the symbol of the festival? _______________________

Step 5 Writing

T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.

T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)

Sample:

Dear Mr. and Mrs. Silver,

We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.

We should be very pleased if you could honour us with your company.

Sincerely yours,

John Brown

Step 6. 书信文体的写作特点：

1、分三段写：第一段说明写信的目的； 第二段回复对方的要求； 第三段、要求与问候。

2、以第一或第二人称为主， 以现在时态为主；

Step 7.Practice

Write a letter to your favourite star.

Step 8.Homework

1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.

2. Make good preparations for the dictation of Unit 14

3.Finish Period 4 in Winners

教学反思：

1、这节课以说带动写。通过充分的交际， 先让学生积累必要的语言素材， 同时为后面的作文的处理创造良好的条件。这一点今后要坚持。

2、作文的讲解， 我先介绍课本的范文， 再介绍书信类赎买内表达的特征，最后布置当堂写作训练和讲评。

3回家作业量适宜，再布置一个写作练习作为课堂写作训练的延续。

Period 6

Step 1. Revision

Check the homework exercises

Step 2.Composition Correcting

常见错误:

1. 句子结构混乱， 体现在状态与动作混淆；

2. 书信格式错误；

3. 句子中的关键词选用不当；

4. 语法错误和逻辑错误；

Step 3 Integrating skills

After fast reading, do the following True-or-False exercises.

1. Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.参考答案：1. F 2.T 3.F 4.F 5F

Step 3 Listening to the Passage

Step 4 Reading comprehension

1.After fast reading, discuss these questions with your partner.

2.We can do a lot of things or organize some activities that improve or protect the environment, for example cleaning up the school yard, picking up trash, planting trees etc.There are several similar festivals or days in China that are devoted to the environment and helping people in the community, e.g. tree-planting day and Lei-Feng Day Have a short discussion.

3.To have “a day off” means to stay at home from work for a day, usually to relax. A “day on” means that although an American doesn’t work that day, they should do something serious to honour the man for whom the holiday is given.It is not a time for us to rest, but a time to think about and do something important and great.

Give the students some explanations when necessary.

Step 5 Writing

Sample festival creations:

Name of the festival Space Flight day

Date October 15th

Meaning Remembering the unforgettable day when the first manned space flight was successfully made

Principles Creativity collective work unity love

How is the festival celebrated Making model spaceship

The symbol Wearing clothes with five stars

Name of the festival Grandparent’s Day

Date April 15

Meaning To honour the hard work and caring

Principles Respect dignity

How is it celebrated? Children vist or call their grandparents

The symbol The Chinese character for long life

Step 6.总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

3. Integrating skills

1.It is the reminder that we need to care about the world we live in.

reminder [用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

2.The festival honours both the living and the dead.

the living and the dead [用法]the+形容词表示一类

3.It is not a sad day, but rather a time to celebrate the cycle of life.

cycle:n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle. 一年四季构成一个循环。

I cycled to the beach. 我骑车去海滩。

4.Our friends play tricks on us and try to fool us.

trick [用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计

vt./vi.1. 哄骗

[举例]He got into the castle by a trick. 他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

5.If a person is taken in, he or she is called April Fool .

take in [用法]1. 让...进入;接受 2. （此处）欺骗

Step 7 Homework

1、Finish Winners Period4Unit 14

2、Make good preparations fot the dictation of Unit 14

教学反思：这节课以听带动泛读是一种新的教学尝试,效果还可以,至少学生的学习积极性比较高。

高一第十五单元The Nechlace

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1.Talking about drama and theatre

2.Talking about the play The Necklace

2.Function: 交际功能 征求许可(Ask for permission)

Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?

讨论可能(Talk about possibilities)

It can t be... It could... He might... They must...

3.Vocabulary 重点词汇和短语

dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality

call on; bring back; day and night; pay off; at most; act out

4.Grammar:语法

情态动词(3)---must, can/could, may/might

1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t

2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

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

3. Use both individual work and group or pair work to make every student work and think in class

Period 1

Ⅰ.Teaching Goals:

1.Talk about drama and theatre.

2.Use the modal verbs:must,can/could,may/might

(1)ask for permission;(2)ask about possibilities

3.Write and act a simple play.

Ⅱ.Teaching Time:

Five periods

Ⅲ.Background Information：

1.About the Author

Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.

Maupassant"s stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.

Most of Maupassant"s works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.

Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).

2.About the Text

This short play is a stage version of The Necklace,one of Maupassant"s best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.

The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk"s family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.

One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn"t want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.

Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.

On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn"t find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.

At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn"t recognize her when they met in a park one day.When Jeanne heard Mathilde"s story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.

IV.Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Period 2

Teaching Aims:

1.Learn and master the following words:

footprint shoeprint fingerprint tire mystery mysterious scary dormitory

2.Do some listening.

3.Do some speaking by acting out some short plays.

Teaching Important Points:

1.Do listening and speaking practice.

2.Improve the students" listening ability.

3.Improve the students speaking ability by acting out some short plays in English.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to make up short plays.

Teaching Methods:

1.Warming up to arouse the students" interest in creating good stories.

2.Listening-and-choosing activity to help the students go through with the listening material and understand it.

3.Making and acting out simple plays to practise the students" speaking ability.

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

Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Lead-in

T:Have you read thrilling and exciting stories?

S1:Yes,I"ve read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.

T:Have you seen the soul-stirring film?

S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.

T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?

S3:I had one.

T:Would you like to tell us your experience?

S3:I"d love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.

T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we"ll have a discussion in pairs.Begin,please.

(After two minutes,teacher collects some advice from the students and shows them on the screen.)

Dos

Find a good chance to get rid of dangerous situation

Call 110 for help.

Ask neighbours for help.

Use your clever head to defeat the other.

Don"ts

Don"t enter the dangerous situation.

Don"t fight with him,for you are weak.

…

T:Your advice is very good.

Step Ⅲ. Warming up

T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.

(Teacher gives students enough time to prepare it.Then ask one group to read the story.)

T:(After some minutes.)Are you ready?Now I"ll ask one group to read the story to the whole class.Which group will try?

Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn"t get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.

T:Thank you for your story.

Step Ⅳ. Listening

T:Now let"

篇14：Unit15 The Necklace(人教版高一英语下册教案教学设计)

Teaching Aims and Demands

Teaching aims: to get students to know some knowledge about dramas and plays by learning the short play written by Maupssant To get the students to master the modal verbs :must can could may might and to enable students to learn how to write a play and encourage them to act it out

Words and Phrases

Master the following words and phrases : dormitory explain recognise precious positive attend earn continue besides surely ball lecture silly author outline quality call on bring back day and night pay off at most act out come up with try on would rather be worth after all

Communicative English:

Ask for permission

Could we/I … ?

May/can I …?

Shall we …?

Is it possible…?

Do you mind…?

Talk about possibilies

It can’t be …

It could …

HE might …

They must …

Grammar:

Use the modal verbs must, can/could, may/might

Certainty possibility impossibility

He must /could/may/might can’t be working.

He must /could/may/might can’t be American.

Important points: to get the students to receive the education morally.

Difficult points: to fell the real meaning of the modal verbs.

Teaching aids: Computer, tape-recorder

Ways of Teaching: communicative teaching methodology

Period one

Step 1 greetings

Greet the whole class as usual

Step 1 Presentation

If it is possible, it is better to show the play to the students so that we can get the students mentally prepared for the coming class. If it is not possible, teachers can give a brief introduction about dramas and plays.

Step 2 Warming Up

First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.

Step 3 Listening

Have a short listening test as shown in the students books and check the answers.

Step 4 Acting

(1) First divide the students into several groups. And then let them choose their favorite title.

(2) Read the short play one by one so as to better understand the play.

(3) Give the students several minutes to prepare for the play.

(4) At last act it out.

Step 5 Homework

Finish the exercise on the textbook

Period two

Step 1 Revision

Check the homework. and review some of the new words and expressions:dormitory explain recognise precious positive attend day and night pay off at most act out come up with

Step 2 Presentation

First, introduce the general idea of the novel to the students as well as the writer.

Step 3 Reading

Get the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.

Scene one

1.When and where did the story happen?

2. Why didn’t Jeanne recognize Mathilde at first?

3. What was the life Mathilde lived in the past ten years like?

4. Why did Mathilde borrow a necklace from her friend?

5. Why had she been working very hard?

Scene two

1. How did Mathilde feel when she heard the news?

2. Why was Mathilde worried?

3. How much did her dress cost her?

4. What else did she want to wear?

5. What did Pierre suggest?

6. What did they solve the puzzling problems?

Scene three

1. What kind of necklace did she get?

2. What did they do when they found that they lost the necklace?

3. How much did the diamond necklace cost?

4. What did they do in order to pay back the debt?

5.How did Jeanne feel when she knew the truth?

Step 4 Language points

Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)

1) after all

⑴It’s not surprising you’re tired. After all, you didn’t go to bed until 12 last night.

I think we should let her go on holiday alone. 她毕竟十五岁了，不再是个小孩了。

⑵Although they met with difficulties， I hear they’ve succeeded after all。I did promise to buy a car for you，但实在对不起，我实在无能为力了。

2) marry/be married (to)/ get married (to)

She married a Frenchman.

He got married to a world-famous model last week.

Are you single or married?

Is he married ?/Has he got married?

He married her daughter to a blind but rich man.

他们结婚已有十年了. So far, they have been married for ten years.

3) call on sb call at sp visit/sb./sp pay a visit to sb./sp. drop in on /at

4) pay back 偿还 pay off 还清/pay for

You have to pay back the money you borrowed.

At last he paid off the debts.

Have you paid all your debts?

I have paid 20 yuan for the tapes.

Here the workers are paid by the hour.

Once we have paid off the store, we shall owe money to no one.

5) worth/wothyThis VCD is worth 1,000 yuan..

What you said is worth considering

Our school is worth a visit.

Our school is worth visiting

It is worth visiting our school.

Our school is worthy of being visited.

Our school is worthy to be visited.

Period three

Step 1.Revision

Check the home work and ask the students to retell the play in their own words.

Step 2 Word Study

Check the exercise about words on P19.

Step 3 Grammar

List all the modal verbs that we are going to learn on the blackboard

Step 4 Practice

Use the exercise on P19 to check if the students has really understand the use of the modal verb.

Step 5 Workbook

Check the exercises in the workbook.

Step 6 Homework

Finish the exercises on the workbook and do some translation

1他和他兄弟为了养家糊口而日夜操劳

2凡是看过这本书的人都认为不值得去读

3你还记得三星期前的一个下午我们一起去打网球吗？

4这就是他想要知道的事情

5我想他没有四十岁，至多三十五岁

6他们结婚有十年了

7Jim欠债了，他必须要干几份活来还债

Period four

Step 1 Revision

Check the homework by doing exercise 1 in part Grammar in the workbook..

Step 2 Reading

First play the tape for the students for one time then ask the students to read the dialogue on P20-21.then,answer the questions

1) when and where did the story happen?

2) How many characters are there in this dialogue?

3) Do they know anything about plays?

4) Have they tried writing plays of their owns?

5) In order to write a play, what should we do first?

Step 4 Discussion

Ask students the questions on P16so that we can make sure that they really understand what a play is.

Step 5 Writing

Then, according to what they have just discussed,ask the students to write a short play after class

Step 6 Homework

Finish the left exercises of this unity

Try to retell the story to the whole class

The end

篇15：高一英语新教材下册详细教案 (人教版高一英语下册教案教学设计)

Teaching aims :

Knowledge: amusement, attraction, divide, unlike, risk one’s life, fall though,

Be ready to do, race against, next to, space, combine…with…,

Entertain, seem, so…that…, scream one’s way etc.

Ability: 1. Enable the students to talk about entertainment places.

2. Enable the students to ask and give directions

3. Train the students’ listening, speaking, reading and writing abilities

Moral lesson: To develop the Ss’ feelings of loving life and this colorful world

Important points: a. To master the uses of some words and phrases

b. The-ing form -----used as Adverbial

Difficult points: a. How to ask and give directions

b. How to understand the texts quickly and well

Teaching methods: asking and answering, practicing, scan & skim reading

Teaching aids: a tape recorder, a blackboard and a slide projector

Teaching periods: 5 periods

The first period

Warming-up, listening and speaking

文化背景介绍

娱乐公园就是所有人工建成的娱乐性露天场所的总称。根据西方的发展情况，它可分为狭义娱乐公园、主题公园、传统公园和电车公园四类

狭义娱乐公园（Amusement Park ）---以缆车、竞技、美食为特征的娱乐设施，有的娱乐公园还有表演。

主题公园(Theme Park )--- 所有的缆车、吸引物、表演和建筑都围绕着一个或一组中心主题的娱乐公园。例如迪斯尼公园

传统公园(Traditional Park )---强调缆车游戏，而且没有给吸引物赋予主题的娱乐公园。

电车公园(Trolley Park )---以创建于19世纪末和20世纪初为代表的，由路面电车公司为了招揽周末业务而建造的娱乐公园。

Step I. Greetings

Step II. Lead- in

T: The summer vacation is coming. We’ll have time to have a good rest.

Maybe some of you will be take to travel. As is known to us, on the the beautiful parks that make this world full of fun are the places which tourists must visit. This unit we’ll learn sth about them. First let’s read the

New words and phrases in this unit.

Step III. Warming-up

T: Now please turn to page 64 to look at the four pictures in Warming-up

And answer the following questions:

Where were these pictures taken ?

What are the things in the pictures called ?

Have you tried any of these things?

Where did you try them ?

What other equipments can you find in these parks? 答案在板书中

If you haven’t, would you like to ? Why or why not ?

(Give the students several minutes to discuss then collect their answers )

Suggested answers:

Activity Reasons for liking it Reasons for disliking it

Roller coasters Exhilarating experience Awful

Bungee jumping Adventurous; exciting Causing injury

Free fall rides Stimulating Full of danger

Fast cars Giving great pleasure Feeling tense

Scary films Looking for thrills Frightening

Step IV Listening

T: Now look at the part of Listening. We are going to hear something about two parks. It will tell us the theme of each park and the reasons why they choose the park. I’ll play the tape three times.

For the first time, you just listen to get a general idea. Then listen to the

Tape a second time and do the exercise. At last you can check your answers when I play the tape recorder for the third time. Let’s begin.

Step V. Speaking

T: Look at the map on P65. And read the dialogue between Speaker A and B.

Then ask the students to make a similar asking-the-way dialogue in pairs

According to the map. ( After a while, the teacher asks some pairs to come to the front of the class and give their performances.)

Language points:

1. amusement

u.n 娱乐，消遣，兴趣 c. n 快乐的事，娱乐品，文娱活动

My chief amusement is fishing .

To our amusement, the teacher sang funny song in class

There are plenty of amusements here-cinemas, theatres, concerts and so on. (这里有许多娱乐项目，如电影、戏剧、音乐会等等。)

Games and sports should not be treated only as __________.

a. an amusement b. amusement c. amusements d. the amusement

补充： Amuse vt 使。。。发笑 / 逗。。。笑 amuse sb with sth

Amusing adj 令人发笑的，逗人笑 amused adj 感到可笑的

He often amuses us with humorous words.

What he said was so amusing.

We were amused by what he said.

(有同类用法的词在上一单元中已经介绍，这里就不罗嗦了)

2. theme一般指论文、演讲、音乐等的主题，也可指谈话等的题目、话 是正式用语

subject 是表达该含义的普通用词，用法范围较广

topic 指讲话、文章等的题目、话题或论题，（节、段）的主题，用法也较为广泛

Very few people can understand the theme of this kind of music

What’s the subject of this text?

Please find out the topic sentence in this passage.

3. attract vt 吸引、招引、引起、引诱

+ sb /sth / sb to sp

Bright colors attract children.

I tried to attract his attention, but failed .

What do you think attract so many visitors to the West Lake?

Attraction n 吸引、吸引力、吸引人的事物

The main attraction of the circus was a dancing bear .

4. get it在口语中用作不及物动词，可能表示“明白、理解”，“猜中”， 等义；

make it表示“及时到达”或“做成功某事”

catch it (因做错事而)挨骂、受责备、受罚、被打中

take it认为/ 假定/ 想象。。。

This is the whole story. Get it ? 这就是整个过程，明白吗？

You get it . 你猜中了。

I think we’ll just make it . 我认为我们会及时到达的。

It’s hard to make it to the top in show business .演艺行业要达到顶峰是

不容易的。

You’ll catch it if you’re not careful!你若不小心就会挨骂的。

He caught it right in the eye. 他的眼睛被打个正着

I take it that we are to discuss it with our head teacher. 我认为我们该。。

I can hardly take it that he could finish it in such a short time. 我几乎无法想象。。。

5. lead to 通向，通往/ 导致，招致

All the roads lead to Rome.

Hard work leads to success, while laziness leads to failure.

This street leads you to the station.

lead vt （1）引导，带领 They went out of the forest with a peacock leading the way .

（2）领导，率领 That general once led the Long March.

（3）使得，导致（某人做某事）What led you to believe it.

（4）（使）过某种生活 We are leading a busy life.

Lead by the nose 牵着鼻子走/ 完全控制某人

Lead off 开始/ 首先

Lead on 劝诱，哄（骗）

Lead up to 导致，打算（干什么）

Don’t let anybody lead you by the nose .

Who is going to lead off?

The salesman tried his best to lead people on to buy the goods.

What does he lead up to by doing this ?

Step VI. Summary and Homework

T: In this class, we’ve done some listening and speaking. We have also talked

About some equipments for pleasure in amusement park and practiced

Asking the way and giving directions, using the expressions on P66. After

Class, practise more dialogues about giving directions and preview the

Reading material “Theme Parks”. So much for today. Goodbye, everyone.

Blackboard Design

Unit 22The First Period Equipments for pleasure in the amusement park : roller coasters, racing cars, free for rides, bungee jumping, monorails, swings, shooting galleries, roundabouts, bumper cars and so on Language points : 1. amusement 2. got it ….

P.S. _________________________________________________________

_________________________________________________________

________________________________________________________

The Second and the third periods

Step I. Greetings

Step II. Lead-in

T: Yesterday we practiced giving directions and talked about some equipments for pleasure in an amusement park. Today we are going to read a passage. It is about some theme parks in the world. It will show you what you can do in each theme park. Do you know what is a theme park? Please read the text and the answer is just in it.

Questions for fast reading:

1. What is a theme park?

2. What theme parks are mentioned in the text?

(World Park, Ethnic Culture Park, Ocean Park, Disneyland, Universal studios )

Questions for scan reading.

1. How are the theme parks different from traditional amusement parks?

2. If I want to look at buildings, castles and statues from other countries,

Which theme park should I go? （头三道题答案均在第一段）

3. What can we see at the China Ethnic Culture Park?

4. Why do people go to the theme parks?（4。5。6。答案在第二段）

5. If I want to learn about life in the ocean, which theme park is best choice?

6. Where is Ocean Park? How many sections does it have? What are they?

What places can you go to at the lowland?

7. What’s the theme of Disneyland? What can meet in it ?

8. What’s the name of another big theme park in the US? At Universal, what are all the rides and activities based on?（7.8答案在第三段）

9. There are so many themes parks in the world. However, why new theme

Parks are still being built? What makes it possible for to experience almost anything without danger in these new theme parks? （最后一段）

The main idea for Each Paragraph.

Para1. The definition of theme park and introduction to some theme parks in China

Para2. Something about Ocean Park in Hong Kong

Para 3. Disneyland and the Universal Studios in US

Para 4. The reason why new theme parks are being built

Language points in the text.

1. unlike adj 不同的，相异的 The two flowers are quite unlike.

Prep 不像， 与。。。不同 Her baby is quite unlike her .

Unlikely adj 未必的， 不大可能的 She is unlikely to win the game .

不太真实可信的 That is an unlikely story.

Likely adj 很可能的 be likely to do= It is likely that…

2. teach sb sth （仅供参考）

A. + sb sth = + sth to sb

give , show , send , write, bring , offer, read , pass, lend ,

hand , tell , pay , throw, allow , wish , teach , promise , refuse etc

B. + sb sth = + sth for sb

make , buy , do , fetch, get, paint, save, etc

3. opportunity 强调是很恰当的机会

It’s a good opportunity for me to practise speaking English with them.

find/ make an opportunity of doing / to do…

have no/little / not much opportunity for doing / to do…

seize / miss an opportunity

take the opportunity of doing/ to do …(趁机会做某事)

chance 强调偶然性

Don’t give such a good chance to study abroad.

By chance 偶然地，意外地 I found that book by chance

Take a chance / take chances 冒险 They are taking chances.

By any chance 万一，碰巧If you, by any chance, come here , please tell me

Take one’s chance 碰运气，冒险 He went to California to take his chance .

4. divide / separate

separate 指把原来连在一起或靠近的“分隔”开来，也可指“离别，分手” 多与from连用；它还有形容词词性，意为“单独的，各自的”

divide 指把整体“划分”或“分割”成若干份，多与into, among 连用

它还有“除(尽)”的意思

A. The Pacific separates Asia from America.

Please separate the white shirts from the colored ones .

We separated at the railway station.

The babies are sleeping on separate beds.

B . The mother divided the watermelon into eight parts.

The students are divided into five groups

He divided the cake among the children.

Three divides nine. / Six divided by 2 is 3.

5. explore vt . 控测； 勘探/ 探究，仔细探查

explorer n 探测者； 探究者

exploration n 探测，探究， 探查

exploratory adj 探查的，探测的

Scientists will explore the Arctic regions.

6. Visitors can go on exciting rides where they can feel what it is like to do the

Things they have seen their heroes do in the movies.

7. If you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area

以上两句由于句子成分复杂，最好做一下句子成分的划分

Blackboard Design

Theme parks Questions: 1. What is a theme park ? 2. What theme parks are mentioned in the text?Language points: 1. amusement 2. opputunity 3. divide 4. explore ……. …….. …….

P.S. ______________________________________________________________

______________________________________________________________

______________________________________________________________

The fourth period

Step I. Greetings

Step II. Revision

T: In the last period, we have learnt a passage about theme parks. Now let’s

Answer some questions. Please listen carefully.

1. Which park is China’s largest theme park ?

(The World Park )

2. What can you do at the World Park in China?

(We can look at buildings, castles and statues from more than 30 countries )

3. What’s the theme of the Disney parks ?

( The world of Walt Disney and his characters: Mickey Mouse, Donald Duck and many others )

4. Which section of the Ocean Park in Hong Kong should you go to if

You want to learn about the giant dinosaur’s footprints?

(At the Lowland.)

Step III. Grammar

T: Now, please look at the two sentences on the blackboard.

( Bb: He stood there. He read a newspaper. ) How can we join these two

sentences into one? Who can do it ?

S1: It can be joined like this : He stood there and read a read a newspaper.

(The teacher writes it on the blackboard. )

T: That’s right. Sit down, please. We can also say:

He stood there, reading a newspaper. (Write it on the blackboard and

Mark it with (1))

(Bb: First he graduated from the college. Then he went to a factory. )

Who can join them into one sentence?

S2: Let me try. After he graduated from the college, he went to a factory.

(The teacher writes it on the blackboard. )

T: You are right. We can also say: having graduated form the college, he went

To a factory. (Write the sentence on the blackboard and mark it with (2))

Now pay attention to these two sentences marked with (1) and (2). In the

Second sentence, there are two actions. One is “graduated from the

College”, and the other is “went to a factory”. Which happened first?

S3: The action “ graduated from the college” happened first.

T: Right. Now let’s look at the first sentence. There are also two actions

Which happened first?

S4: In this sentence, two actions happened at the same time.

T: Very good. Attention, please. When two things happen at the same time, or

Almost at the same time in one sentence, we often use the following structure:

v-ing (phrase ), main clause/ or main clause, v. –ing (phrase ) 板书

While one thing happens first , the other happens later, we usually use the

Following structure:

Having done, main clause/ or main clause, having done . 板书

Ss: Yes.

T: Now look at the three sentences in the box in Grammar on Page 55. Can you

Say something about the actions in them ?

T: Good. Now look at Exercise 1 and Exercise 2 in Grammar. Rewrite these sentences using the -ing form, paying attention to which action happens first.

(After several minutes, check the answers )

Step V. Summary and Homework

T: Today, we’ve done some exercises about the- ing form used as adverb. In

This part, you should pay attention to the time when things happened.

After class you should practise more to master them better. Don’t forget

To prepare for the Integrating skills. OK. That’s all for today. Class is

Over.

Blackboard Design

The fourth period He stood there. He read a newspaper. ----○He stood there and read a newspaper.○He stood there, reading a newspaper. First he graduated from the college. Then he went to a factory.○After he graduated from the college, he went to a factory.○Having graduated from the college, he went to a factory.……. ….. …….

P.S. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

The fifth period

Live to Ride （为飞车而活）

Step I. Greetings.

Step II. Lead- in

In the text “Theme parks” we know something about the famous theme parks

Both in china and in US . From it we know that a theme park is a collection

Of rides, exhibitions or other attractions that are based on a common theme.

This class let’s see more about rides in these parks. Please look at the part of

Integrating skills

Step III. Reading.

Questions

1. For many visitors, what are the theme parks all about?

2. What are the differences between today rides and the early days of roller coasters?

3. What is another attraction found in many theme parks?

(Thrill ride. 动感电影)

4． What the difference between thrill ride and the roller coasters? Give a

example.

5. Where can thrill rides send you ? and what can you feel in them?

6. What’s the limit to the fun ? ( the imagination of the designers of the

thrill rides. )

Language points.

1. ready adj (1) 有准备的，准备好的（for ,with ）只作表语

Supper is ready.

If she ready for the trip?

Are you ready with your work ?

(2) 甘心的，愿意的，情愿的，乐意的（to ）

I’m always ready to help you .

Are you ready to go with me to Beijing.

(3) 易于。。。的，动辄就。。。

Don’t be so ready to quarrel.

(4) 迅速的，立刻的，即时的（只作定语）

Pay him ready money.给他现钱

I bought a set of ready-made clothes. 我买了套成衣

Adv 事先准备好地 Alice doesn’t buy food ready cooked .

艾丽丝不买熟食

2. go through

（1） 经历，通过He once went through much hardship.

The deal didn’t go through.

（2） 仔细检查，全面考虑/ 审查

They went through our luggage at the customs .

Let’s go through the arguments again.

（3） 搜查 The policeman is going through the pockets of the

thief

（4） 做完某事 Let’s go through the exercises.

Go through with 把。。。进行到底

He is determined to go through with the invention.

3. Scream one’s way 一路尖叫着

Feel one’s way 措索着走

Fight one’s way 奋勇前进

Lose one’s way 迷路

Make one’s way 取道前进

Force one’s way 挤着向前走

Wind one’s way 蜿延前进，曲折前进

Get one’s way 实现了愿望

Have one’s way 随心所欲

Homework: Review the words and expressions in Unit 22.

Finish all the exercises in it.

Blackboard Design

The fifth period Live to ride Language points:1. be ready to do 2. go through 3.scream one’s way …… …………...

P. S. __________________________________________________________

__________________________________________________________

__________________________________________________________

篇16：人教版高一下英语教案高一第二十单元(人教版高一英语下册教案教学设计)

Humour

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

Talk about humour and comedians

2.Function: 交际功能

表达打算和计划(Expressing intensions and plans)

I will... I"m going to... I intend to... I hope to...

I plan/want to... I wish to... I"ve decide (not) to... I hope not...

We have to make a choice...

3.Vocabulary 重点词汇和短语

humour; humourous; bitter; chalk; couple; minister; circus; intend; stage; nationality; certain; amuse; laughter; accent; actually; typical; tradition; rapid; appreciate; exist; phrase; suffer; operate; direction; brake; cyclist; fortunately; bicycle; silence; rude; confused

4.Grammar:语法

动词-ing形式做定语和宾语补足语（1）

1.能够用动词-ing形式描述人或物品的特性、状态或用途;

2.能够用动词-ing形式描述感官动词后动作或状态.

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

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

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. Practice saying some tongue twisters. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Everyone wants and needs to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.

（三）教学过程

Step 2 Warming up

Go through the twisters on the book and ask students to follow.

Deal with the points and talk about the skills of speaking.

Practice the tongue twisters in pairs and then act them out.

Here is another nice tongue twister to practise with the students.

A tutor who tooted a flute

Tried to tutor two tutors to toot

Said the two to the tutor

“Is it harder to toot or

To tutor two tutors to toot?”

Step 3 Listening comprehension

Now let s have some listening training. Ask the students to listen and member, and then talk about the pictures on the book.

Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.

LISTENING TEXT:

In the dialogue, D = Granddaughter, G = Grandmother

D: Grandmother. How did you meet grandfather? G: Oh well, that"s quite a funny story. In fact, we met

several times. You see, I met grandfather in England, where we lived before we came to Australia. We only lived about eight kilometres from each other. Your grandfather was a minister in the church, three villages away.

D: And when did he ask you to marry him?

G: Well, it was really funny. We were having dinner in a restaurant one evening, and we were talking about people getting married, and so on. As a minister in the church it was your grandfather"s job to marry couples. We talked about all kinds of different people, sometimes families we both knew. We were having a very enjoyable conversation and laughed a lot. So I asked him, “And will you marry me?”

He went a little red in the face, and couldn"t say anything for a few minutes. He looked rather surprised. Finally, he said, “Well, this is very sudden and unexpected!” I immediately realised that he had not understood 11lecorrectly. So I laughed and said “No! What I mean is, when I get married in church, will you be the minister who marries me and my husband?” He laughed, and seemed to feel much better after I had said that. We continued our dinner in much the same way as before. We had a very nice evening together.

However, as he later told me, our talk put an interesting idea into his head. He considered what I had said and realised that he had always loved me. He did not understand me because I asked him the question that he had wanted to ask me for some time. So, a few days later he came to visit me at home. It was then that he asked me to marry him. This time it was my turn to feel honoured. But I immediately accepted!

Answers to Exercise 1:

Or in the order of appearance in the book:

Page 50: 6 5 4

Page 51: 3 1 2

Answers to Exercise 2:

1 He was a minister in the church.

2 A minister.

3 About eight kilometres from each other. 4 In a restaurant.

5 A few days later.

Answers to Exercise 3:

There once was a minister who lived three villages away from a young lady. One evening they had dinner together in a restaurant. They talked about people getting married, and the lady asked the minister whether he would marry her in church. The minister was very surprised and said that her question came very unexpected. The lady realised that he had not understood her correctly. What she meant was whether he would marry her and her husband. However, their conversation put an interesting idea into the minister"s head. He realised that he wanted to marry her. So a few days later he visited her at home and asked her to marry him. The lady felt honoured and immediately accepted.

Step 4 Speaking practice

Sample interview:

J: For which age do you write your show?

c: I write my show for children but often the parents like my shows too. Some jokes are funny for the children but their deeper meaning is even funnier to the parents.

J: What do you do as a clown?

C: Well, I act funny. I make strange faces and run after animals in the circus. Sometimes I just smile and greet people to our show. I also tell jokes.

J: What are you doing at this moment?

C: Why, I"m talking to you! Hahaha. You mean in my show? I have an act with a donkey. It"s very funny really. Many children told me afterwards they think. I"m even more stupid than my donkey. And that is of course just what I want them to feel!

J: What are your plans for your next show?

C: I plan to jump out of a big box that looks like a birthday present and throw candy to the children in the audience. I have decided my next show to be all about happiness. I intend to give my audience a show of about an hour which are all fun. I hope people will go home feeling happier than when they came to the circus.

J: How do you make children laugh?

C: I do funny things and wear clothes of bright colours. The make-up on my face makes my face look funny even though I don"t do anything! I have a big red ping-pong ball as a nose, and when I act as if I"m crying, water shoots out of my eyes like rain. Of course the children can"t see the little tubes hidden under my hair.

J: When will you stop working as a clown?

C: I will stop working as a clown when my audience no longer thinks I"m funny. But I hope that will never happen.

Sample of a short xiangsheng dialogue in English: (adapted from Guan Lin)

Things that leave you in the dark

A: My kid brother"s a sharp little fellow for his age.

He says things that leave you in the dark.

B: That"s what you say.

A: We can try it out if you don"t believe me.

B: All right. You be him, and I"ll ask the questions. A: Fine.

B: Tell me, boy.

A: Yup!

B: How old are you?

A: (in his brother s voice): One year older than last year. B: And how old were you then?

A: One year younger than now.

B: Well, I can see you know a few tricks. How many people are there in your family?

A: As many as there are toothbrushes.

B: And how many toothbrushes are there?

A: One each.

B: It"s not easy, is it? Where do you go to school, young fellow?

A: On the north side of the road.

B: Which road?

A: The one outside the south gate of the school.

B: OK. I give up.

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>In England, who can marry couples in church?

marry [用法]此处意为‘(牧师等)为...证婚’

couple [用法]n.[C]1. (一)对,(一)双(+of) 2.夫妇;未婚夫妻; 3. 【口】几个,三两个(+of)

[举例]The young couple decided to start their tour immediately.

那对年轻夫妇决定立即开始旅游。

They walked a couple of miles. 他们步行了几英里。

2>Still, I don"t think everybody will find my kind of humour funny.

Still [用法]ad. 尽管如此,然而;(虽然...)还是

[举例]He is good-natured；still，I don"t like him. 他脾气很好,可是我还是不喜欢他。

3>I intend to do...

intend [用法]想要;打算[+to-v][+v-ing][+(that)]

[举例]Let"s ask her what she intends us to do. 让我们问她要我们做什么。

What do you intend to do today? 你今天打算做什么?

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about Laughing Matter.

3. Learn to interview a person.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about some laughing matter. Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.

（三）教学过程

Step 2 Pre-reading discussions

Get the students to read and practice the dialogue in the text.

Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.

Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.

Sample answers for Question 1

Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other"s opposites: one fat and one thin; one is clever and one is silly etc.

Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can"t tell the difference. But in the film of course there all kinds of funny moments.

Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.

Sample answers for Question 2:

Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.

Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.

Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).

Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.

Sample answers for Question 3:

1 I have seen some films of Laurel and Hardy and I think that they are very funny.

2 I find Mr Bean always very funny.

or: I know some people think it is funny, but I think Mr Bean is very silly.

3 I don"t think I ever saw this comedian. I am not sure if I would like it.

4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.

1. ----John sends his best wishes. ----________.

A. That’s nice of him B. Oh, he is too police

C. It’s kind of him to say so D. You are really kind to me

2. ---- What do you think sally is like? ----She______

A. isn"t in good health B. doesn’t’ like eating too much

C. likes to eat fish D. is very pretty

3. ---- Do you mind my taking this seat? ---- _______

A. Yes, sit down please B. No, of course not

C. Yes, take it please D. No, you can"t take it

4. -----Leaving for Chicago? ------_______.

A. Soon B. Lately C. Late D. Sooner

5. -------Excuse me, have you got a light? ______. I don’t smoke.

A. Don’t mention B. Never mind C. I"m afraid not D. Thanks a lot

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

Ste Para. 1: - Ask students about famous Chinese and Western comedies.

Comedies:

- Ways of dressing or behaving.

- Stereotypes of people from different countries (including China)

- Funny accents (foreign, local or in certain jobs)

- Examples of word play.

Para. 2: Clowns: - Ask about different Chinese and Western clowns

- Ways of dressing, make-up

- Examples of jokes, fun

Para. 3: Comedians: - Ask about different Chinese and Western comedians.

- Mime, body language, facial expressions

- Retell famous sketches for comedy shows.

Para. 4: Crosstalk: - Ask about different crosstalk shows.

- In which way do crosstalk artists make people laugh?

- Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from

Chinese crosstalk shows (in Chinese).

p 4 Listening to the reading passage

Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:

1 The tradition of crosstalk has existed in China for more than 2,000 years.

2 1 cross-dressing 2 stereotypes 3 word play

3 Some of Shakespeare"s plays are not so funny for us because we don"t understand the language and word play that Shakespeare used.

4 A clown is a funny person, usually dressed up in wide clothes of very bright colours, such as red and yellow. They often wear a big coloured wig. Their face is covered with white make-up, and their mouth and eyes are made to look very big using red and other coloured make-up. Clowns often have a big red nose. All of their clothes, including their shoes are usually over-sized.

5 The show of a comedian is more like a comedy than like a clown. A comedian doesn"t wear any of the funny clothes and make-up of clowns. The humour of clowns is often very silly. Clowns often don"t speak at all. Their jokes are almost all body language, mime, and silly things like falling down. The comedian, on the other hand uses all the richness of the language to create fun, just as in comedies. In fact, comedians often act out little sketches which make us think of acting on the stage in comedy.

6 Various answers are possible.

Answers to Exercise 2:

Sample TV show format:

One way to do this is by creating a show for CCTV-9 about a faJIrily from Australia living in Beijing. The family comes from a little town near a huge desert in western Australia. The father grew up in the “bush.” The mother grew up in Sydney. But neither of their children has ever visited a city and now they are living in a very large one in China. So the humour is in how this family tries to adjust to both big city life and life in a foreign culture. The husband and wife are managers for a company that produces milk. They have two children: a son of 14 and a daughter of 9. Neither child likes to drink milk but they must pretend to enjoy it every time they"

go somewhere to promote their product. Also, neither child likes vegetables but many Chinese dishes include vegetables. Their mother tries to get them to like vegetables but, unfortunately, their father doesn"t like them much either. To make matters worse, none of them speaks Chinese. The son"s hobby is throwing a boomerang around, but this causes problems whenever he goes to a park where kites are flying. The daughter"s hobby is riding a moped but she always does it in the bicycle lanes. The other family is Chinese. Both the father and mother are also managers at the same milk company. It is a Joint-Venture, or a JV company. The father comes from a farmer"s family in Inner Mongolia. The mother comes from a professor"s family in Shanghai. They often argue about whether life is better in the city or the countryside, just like the Australian parents. They also have a boy who only likes milk in ice cream drinks and refuses to drink it warm. His hobby is skateboarding.

The first episode, or part, of the show is about the day that the Australian family arrives in Beijing and is greeted at the airport by the Chinese family.

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

3. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>The actors makes us laugh by making fun of somebody"s way of dressing or telling an amusing story.

make fun of [用法]取笑

[举例]They made fun of his funny voice. 他们拿他的怪嗓音取笑。

amusing [用法]a.1. 有趣的,好玩的 2. 引人发笑的

[举例]It was amusing to watch the trained elephants perform.

观看受过训练的大象表演很有趣。

He told amusing jokes after dinner. 他在饭后讲了几则令人捧腹的笑话。

2>It sounds funny to hear foreigners speak with an accent.

accent [用法]n.1. 重音;重音符号 2. 口音,腔调 3. 语调,声调 4. 强调,着重(+on)

[举例]Judging by her accent, she must be a Southerner. 从她的口音判断,她准是南方人。

The Government put the accent on light industry. 政府注重轻工业。

3>It is their clothes, make-up and the way they walk that makes people laugh.

make-up [比较]n.1. 构成;构造 2. 性格;气质;体质 3. 化妆;装扮;化妆品 4. [美][口]补考

[举例]the make-up of a committee 委员会的结构

He has a stolid make-up. 他性情执拗。

She seldom puts on make-up. 她很少化妆。

4>A few minutes later everybody is quiet, listening and thinking about the comedian"s words.

listening and thinking [用法]动词的-ING形式做伴随状语,表示同步于句子谓语的动作.

[举例]Singing a pop song in a low voice, the girl came into the yard.

这姑娘低声哼着流行歌曲,走进院子.

5>Typical for China is the crosstalk show, where a pair of comedians entertain the audience with word play.

Typical for China is the crosstalk show,...

[用法]此为倒装句,表语提前了。主要是因为主语比较长,为了保持句子平衡才倒装的。

entertain [用法]vt.1. 使欢乐,使娱乐 2. 招待,款待(+with/at/to) vi.1. 款待,请客

[举例]We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心。

They often entertained their friends at weekends. 他们常在周末招待朋友。

6>Dating back to the Qin Dynasty, the traditional crosstalk shows have made people roar with laughter for centuries.

date back to [用法]固定短语，解释为‘可追溯到...；是...时代开始有的"

[举例]The manuscript dates back to the 18th century. 这个手迹是十八世纪的.

7>Skilled artists make use of all the richness of the spoken language to creat a rapid flow of fun.

a rapid flow of [用法]某事物的连续或持续供应

[举例]cut off the flow of oil 切断石油输送

the constant flow of information 源源不断的信息

8>Their talk includes rhythm and rhyming word as well as tongue twisters, which often make the audience applaud.

applaud [用法]vt.1. 向...鼓掌;向...喝彩 2. 称赞;赞成 vi.1. 鼓掌欢迎;喝彩

[举例]The audience applauded the singer for three minutes. 观众向歌唱家鼓掌喝彩达三分钟。

We applauded him for his courage. 我们称赞他的勇敢。

Everyone stood up to applaud. 全体起立鼓掌。

9>If you are not fluent in Chinese, you will not catch all of it.

catch [用法]理解;听清楚

[举例]Robbie didn"t catch what the teacher said. 罗比没有听清楚老师说的话。

10>How long has the tradition of crosstalk existed in China?

exist [用法]vi.1. 存在 2. 生存;生活[(+on)]

[举例]That word doesn"t exist in English. 英语中没有这个字。

She existed only on milk. 她只靠牛奶生存。

Step 3 Practice: Vocabulary

1 Bitter 2 Intend 3 Western, Tradition

4 Certain 5 Type / Typical / Stereotype 6 Art / Artist 7 Rapid 8 Richness

1 这位喜剧演员讲笑话时 , 不难从他的声音中感受到一丝苦涩。

2 我来时是准备留下的 , 不过现在我已决定离开。

3 越来越多的西方人迷上了传统中药。

4 目前我们还不能肯定地说这是否会成为一部成功的电影。

5 相声一般由两个人表演 , 在中国很受欢迎

6 南希来自艺术氛围很浓厚的家庭 , 是一位很棒的画家。

7 这本书的作者在奥普拉的访谈节目中接受了采访, 之后他的书很快便售完了。

8 学说外语能丰富人生经历。

Step 4 Practice: Grammar

Answers to Exercise 1:

激烈的争论 激动人心的夜晚 拐杖 咆哮的暴风雨 冉冉升起的太阳 手术台 笑脸 受苦的农民 建筑材料 放飞的风筝 下周 更衣室 有趣的相声 跳舞的女孩 饮用水

Note:In English the words boy and gid are no mIally only used when spe 政 ing about children under the age of 18.People in the age above that do not talk about themselves as boys or girls.Therefore,all sentences d the type “the boy getting married,,are incorrect,because people usually get married at m age when they are no longer called boys and girls.

Answers to Exercise 2:

There are more than 100possible sentences combining the words and phrases into sentences.Below,only a few samples are given.

1 The boy coming to dinner this evening is a classmate of mine.

2 The boy singing now can play four musical instruments.

3 The person getting married is a friend of my mother"s.

4 The person getting married is in his forties.

5 The comedian getting married can play four musical instruments.

6 The comedian performing the show is a friend of my mother’s.

7 The comedian singing now can play four musical instruments.

8 The woman performing the show writes her songs herself.

9 The woman singing now writes her songs herself.

10 That tourist coming to dinner this evening is in his forties.

11The couple getting married are famous film stars.

Answers to Exercise 3:

1 breaking 2 laughing 3 dropping 4 performing 5 shouting 6 cycling 7 burning 8 sharing

Notes:

1 Despite the fact that the identity of the car driveris

already revealed in Paragraph 2,that is not the cli- max.Paragraph 2raises the readers expectations to the highest possible summit:what will happen next? So,the function of Paragraph 2is still building up towards the climax.

Besides beingamny,the story also shows us 由 atdif- ficult or awkward situations cm sometimes be over- come through humour.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一） 明确目标

1. Review the language points learnt last period.

2. Get the students to know about comedies and humor.

3. Get the students to know more about the funny plays.

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

Questions: Do you know some comedians?

Do you know some comedy plays?

Today we are going to read a text about language matter.

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

1 The car driver was careless and caused an accidenl.

2 The writer next met the driver at ajob interview.

3 The writer means that she shouted at the car ddvef without giving Mm a chance to say anything. She means that she once told her manager exactly what she thought of him,but she doeskt admit thai it was before he became her boss.

4 Instructions:Ask the students to read the story and explain in their own words what happened. Next ask them about the stmcture of the story-Which paragraphs keep the reader in suspense?(Paragraph 1).Which p 旺 a- graph contains the climax?(Paragraph 3).What is the function of Paragraph 4?(Extending the funny e 旺 ect and success of the previous paragraph).

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training.

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>The story of how I got my new job and came to be on such good terms with my boss is a funny one.

came to be on such good terms [用法]1. come to 终于...,开始...[+to-v]

2. be on good terms (with sb) 和某人关系好

[举例]I came to realize that he was right. 我终于认识到他是对的。

2>A yellow car passed me and suddenly cut in right in front of me, as there was another car coming in the other direction.

cut in [用法]1. 插话 2. 超车

[举例]Don"t try to cut in while others are talking. 别人谈话时不要插嘴。

in the other direction [注意]朝...方向,本短语的介词用in, 而不是to.

3>I was still so angry that I went up to tell him what I thought of him.

what I thought of him [用法]what和think of搭配,用来询问对某人或某事的看法

[举例]What did you think of the film we saw yesterday? 你对昨天看的电影怎么看?

4>I cycled in front of him, got off my bicycle and laid it down in front of his car so that he couldn"t drive off.

cycle [用法]见高一上册unit 14

drive off [用法]开车走

[举例]Would you drive her off in your car? 你能否开车送她走?

5>I told him that he had knocked two people off their bicycles and had nearly caused a bad accident.

knock...off [用法]撞倒;打掉

[举例]The little girl knocked the glass off by accident. 小女孩不小心碰落了玻璃杯。

6>Then I pick up my bicycle and rode on.

pick up [用法](1) 拾起；抱起 (2) （无意中）学会 (3)见到；听出，收听到 (4) 搭载

[举例]The children picked up many sea shells at the seashore. 孩子们在海边捡到许多贝壳。

In that way I"ll be able to pick up some theoretical knowledge too.

这样我也能学到一些理论知识。

7>Fortunately, I was on time for the interview.

on time for [用法]刚好赶上,类似in time for

8>We looked at each other for a moment in great surprise and total silence.

in surprise and silence [用法]in surprise: 诧异地 in silence: 默默地

[举例]“A farmer?” said the Frenchman in surprise. “农夫？”法国人惊奇地说。

9>I decided to look on the whole matter as a great joke.

look on...as [用法]把...看作

[联想]类似意思的用法

11>I remember that the last time we met I did most of the talking, so...

the last time [用法]在这里做连词使用

12>Two days later I received a letter offering me the job.

offering me the job [用法]现在分词短语做定语。分词的内容将是高一最后几单元的重点也是难点，所以，课文中的的相关实例都要特别留意。

13>I was pleased that the manager had decided not to be angry with me for having been so rude.

having been so rude [用法]ing形式的完成式，表示动作先于谓语动词发生。

14>Now I make jokes about it and say to everyone that I dare tell my manager exactly what I think of him.

dare tell [用法]dare做情态动词用时，通常不用于肯定句，除了dare say。dare tell的用法并不多见。

[举例]I dare say it will rain today. 我认为今天要下雨。

I dare say you"re thirsty after all that tennis. 打了这么半天网球，你也许渴了吧。

I dare say he will arrive tonight. 我想他今晚会到达。

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENING TEXT:

In the dialogues, I = Interviewer A = Mr Atkinson

I: Mr Atkinson, you are most famous for two comedies. In one of them you playa smart official in old England, while in the other you playa very silly man called Mr Bean. The first programme is very popular in England and America, but not much in other countries. Why?

A: The programme Blackadder in which I play the official in old England, is very interesting. That is the time of Shakespeare. It helps if you have some idea of English history when you watch it. And you need a good understanding of English because it"s full of jokes and funny ways of saying things in English. Language is very important. If you are not English, I think it is sometimes quite difficult to follow. The Spanish don"t like it so much.

I: But they love Mr Bean. Why is that?

A: Mr Bean is very popular worldwide. I don"t know why that is. In Mr Bean hardly any words are spoken. But only leaving out the words does not make it . an international success. You cannot say “Ob he"s not saying anything, therefore the French will love it.” But, for some reason the French, the Spanish, and the Canadians or whatever do like Mr Bean. They recognise something of themselves in him. Mr Bean is as popular around the world as he is in Britain“ I never thought I could make Germans laugh, but Mr Bean has done it. Even the Japanese find him funny.”

I: Well, thank you for Mr Bean and thank you for talking with us.

A: My pleasure. Thank you very much for your time.

Thank you.

Answers to Exercise 1:

1 comedies, audience, language, culture, success, Germans

Answers to Exercise 2:

1 The title of the comedy that almost everybody likes is Mr Bean.

2

Blackadder

1 Set in England at the time of Shakespeare.

2 You need to understand English very well.

3 You need to know quite a lot about English history.

Mr Bean

1 Set in present day England.

2 You don"t need to understand English.

3 You don"t need to know much about England.

2 Spanish people don"t like Blackadder very much because it is difficult for them to follow.

Or: Because they don"t know enough about English history.

Or: Because their English is not good enough.

3 Even the Germans and Japanese like to watch Mr Bean because they recognise something of themselves in him.

Answers to Exercise 3:

1 Mr Atkinson is most famous for his roles in two popular comedies.

2 One of them is set in the time of Shakespeare, while the other is set in present day England.

3 To understand the first you need to have good En glish and some idea of English history.

4 While in the first show language is very important, in the other hardly any words are spoken.

5 But that is not the only reason why it is an international success.

6 It is popular around the world because anyone can recognise something of himself in Mr Bean.

Step 3 Talking practice

Sample reactions:

I A woman falls over a banana peel. I think that isn"t very funny, because she could hurt herself.

2 Two boys are hiding "behind some low trees. They have put a wallet on the street, which is tied to a string. When somebody walks by and sees the .wallet, he or she will be very happy to find money. They will bend to pick up the wallet. Then, the boys will pull the string a little, so the man just cannot reach the wallet. He must take another step and bend again to pick up the wallet. Of course, he can never get it because the boys will each time pull the string. I think although this is quite funny for young boys to play, it is im--P,olite to others.

3 Three young boys have tied some empty cans and tins to the tail of a dog. When the dog starts running, the cans make a lot of noise, so the dog will be afraid and start running even harder. It also makes a lot of noise. I don"t think this is very funny. It is teasing the dog.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

1 couple 2 laughter 3 confuse 4 circus 5 stage 6 humour 7 accent 8 brake

Answers to Exercise 2:

I How could the man drive off after hitting the school

girl that walked across the street?

2 You would feel better about failures if you look on

every one of them as a lesson in your life to teach you how to get better.

3 Don"t make fun of me when I"m not feeling well.

4 In tonight"s all-star concert, we"ll see a couple of singers from Hong Kong or Taiwan.

5 He intended to go to Hainan for the holiday, but then he changed Ms mind and went to Qingdao instead.

Answers to Exercise 3:

1Funny 2mostly 3amuse 4typical 5existed 6entertainment 7laughter 8humour 9attractive 10Actually 11nationa1ities12appreciate

Step 3 Grammar

Answers to Exercise 1:

1 正在台上表演的两位喜剧演员来自辽宁。

2 那个正在河边走的女孩是谁 ?

3 拉小提琴的这些孩子下星期将举行一次表演。

4 站在小车旁边那个戴太阳镜的人是一位相声表演 艺术家。

5 正在和孩子们谈话的那位老太太是一位著名的音 乐家。

6 我看见一队警察从一部绿色的吉普车中出来 , 跑向那栋房子。

7 我看见一只嘴里衔着一块肉的狗进了你的花园。

8 我昨晚在晚会上听到她唱了一首动听的歌。

9 在公园看到有人在玩蛇时 , 我吓坏了。

10 有几个男孩子在我的窗户底下又喊又叫 , 弄得我 睡不成觉。

Answers to Exercise 2:

Part A:

a washing machine a swimming pool a writing desk a waiting room a dancing hall reading materials writing paper an opening speech a dressing mirror building materials a bathing cap drinking water a dressing/changing room a training class a sleeping car an operating table smiling face a hiding place

Part B:

1 It is bad manners to make fun of/laugh at somebody"s appearance and his or her way of dressing.

2 Dating back to the Oin Dynasty, the traditional xiangsheng show is still one of the main Chinese art forms to entertain people.

3 It is very interesting to watch these o1d men playing cards.

4 I heard the couple next door quarelling all the night.

5 I saw a boy picking flowers in your garden.

Sample answer for Exercise 3:

I noticed a young lady climbing out of the window. I saw her jumping over the fence. Then I saw her asking a passer-by where the post office was. I followed her and saw her entering the post office and writing a message. I saw her paying with a ring and then leaving the post office. I kept following her. I saw her coming to a bridge, leaving her bag on the road and start fishing. Then I saw the Emperor coming that way in a carriage. I saw her swinging her fishing rod and her fishhook catching in the Emperor"s coat. To my horror, I saw her taking out a knife and trying to cut the hook. But to my even greater surprising, I saw the Emperor talking and walking with the girl five minutes later, as if they had been old friends.

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to the Exercises:

1 The pairs of rhyming words are as follows. For each pair two more rhyming words are suggested.

1 house & mouse bows, cows

2 mouse & house blouse, greenhouse

3 honey & money funny, sunny

4 dinner & thinner inner, winner

5 muffin & stuffin" roughin" , bluffin"

6 well & tell smell, bell

7 town & down brown, clown

8 found & around sound, pound

9 west & rest . test, best

10 sage & page age, stage

11 sits & bits spirits, visits

12 small & all ball, fall

13 time & climb rhyme, crime

14 look & book took, hook

15 in & stuffin" coughin", bluffin"

16 shook & book cook, shook

17 down & town brown, clown

18 stuffin" & muffin roughin", bluffin"

19 door & more floor, before

2 The writer plays a joke on the word sage. In the beginning of the poem, the word sage means spice, a plant used when cooking, to make food tastier. But later in the poem, the word sage means an old wise man. The funny thing in the poem is that the two old friends want to get some sage, to cut it or him into pieces and serve that for dinner.

Step 7 Sample writng

Many humourous poems, and many of the poems Edward Lear is famous for are nonsense verses. The things that happen in the poems are very funny, but none of it is true or could happen in reality. With the right choice of words, choosing original combinations of nouns and verbs, nonsense can be very funny. The funny poem in the writing is a simple type of funny nonsense poem. The poem is based on a very famous English nursery rhyme.

I saw a fishpond all on fire;

I saw a house bow to a squire;

I saw a parson twelve feet high;

I saw a cottage near the sky;

I saw a balloon, made of lead;

I saw a coffin drop down dead;

I saw a sparrow run a race;

I saw two horses making lace;

I saw a girl just like a cat;

I saw a kitten wear a hat;

I saw a man who saw them too,

And says, though strange, they all are true.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>One of the films is set in the time of Shakespeare.

set [用法]为(小说、舞台等)设置背景

[举例]The play is set in 15th-century Italy. 这出戏以十五世纪的意大利为背景。

2>Apart from rhyme, the writer plays a joke with a word that has two different meanings.

Apart from [用法]除开;除...之外

[举例]There are ten people in the queue, apart from me. 除了我，还有十个人在排队。

This is a good composition, apart from a few grammar mistakes.

除了几处语法错误，这篇作文很好。

Step 7 Homework

Period 7 第七节

1． 检查本单元单词、短语及相关句型。

2． 讲评统一布置的课外基础练习。

篇17：人教版高一下英语教案高一第十九单元(人教版高一英语下册教案教学设计)

Modern Agriculture

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

Talk about modern agriculture and its effects on people s life

2.Function: 交际功能

提建议和做决定(Giving advice and making decisions)

In my opinion, you should... I think he is right...

If I were you... Wouldn’t it be better if...?

We cant t do both, so... The other idea sounds better to me...

As far as I can see the best thing would be to...

We have to make a choice...

3.Vocabulary 重点词汇和短语

protection; technique; irrigation; pump; seed; technical; import; production; root;insect; tobacco; golden; method; tie; discovery; garden; gardening; gardener; wisdom; practical; guide; firstly; sow; condition; soil; weed; remove; sunflower; generation

depend on; and so on

4.Grammar:语法

It的用法(2)---强调句中某一成分

能够运用英语的强调句型，引起他人对下列内容的关注：

1.事情的执行者---强调句子的主语

2.动作的对象或内容---强调句子的宾语)包括介词宾语)

3.事情发生的时间或地点---强调句子的时间或地点等状语

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

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

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一节

（一）明确目标

1. To learn to read statistical graphs. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.

（三）教学过程

Step 2 Warming up

Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time. Present the results form each groups.

Sample answers for question 1:

1 People are earning more money, so they want to buy and eat more meat.

2 People learn more about healthy food, so they want to eat more fruit.

3 Fruit-based alcohol such as wine is better for your health than spirits, so people want to drink more

wine and less spirits.

4 Fruit juices are healthier than soft drinks such as cola or sprite, so people want to drink more juices.

5 Eating fish doesn"t make people as fat as eating meat, so people like eating more fish.

6 When people have more money, they start buying more candy and soft drinks such as cola and sprite; there is a lot of sugar in these products.

7 When people eat more fish and meat, they need more oil to fry fish and meat, so more oil need to be made.

8 As the population of China grows, more grain (rice and wheat) will be needed, even though each person eats less of it. Some of the grain produce is also used to feed pigs, sheep and cattle.

Sample answers for question 2:

Agricultural produce has changed over the past 20 years. China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period is up about 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively. For further sample answers see introduction to this exercise. These changes happen for different reasons.

1 People want to buy different products, so farmers need to grow different things. (Changes in demand)

2 Farmers want to make more money. When they can grow extra crops or other crops on their land or land which they can"t use to grow grain, they will for example plant fruit trees. In the end, they will bring more fruit to the market. (Changes in supply)

3 Some crops bring in more money than other crops, so some farmers change their produce from growing grain to for example fish farming or growing fruit. In the end, they will bring more fish or fruit to the market. (Changes in supply)

4 If farmers produce more meat (pigs or chickens) they , need more animal feed. Besides grass, they will also feed them grain products. So they need to buy more grain, which other farmers need to grow more. (Changes in demand)

Sample answers for question 3:

Changes in eating habits and diets will cause changes to agriculture and may also have both good and bad effects for nature.

1 First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Possibly, they will cut down trees to take more land on which to grow grass.

2 If farmers need to raise more pigs, they need to feed the pigs more food. Next, farmers need to buy more grain to feed the pigs. So, other farmers need to grow more grain. They need more land to grow more grain or they must grow more grain on their land. They would destroy nature if farmers want to use more land. They may need to use methods that are harmful to the environment.

3 If farmers want to grow different crops they would plant them together. This can be very good for the soil.

4 First people start eating more fish. Then, farmers have to start fish farms and produce more fish. So, farmers have to choose land they can use to turn into fishponds. If farmers use land for fishponds that could not be used for farming, they create more farmland. If in this way farmers can make more and better use of the land, this will help to develop the economy.

5 When people want to eat more fruit, farmers will have to produce more fruit. Many farmers plant fruit trees beside their fields or in places where they cannot grow other crops. In this way farmers make better use of the land, and this will help to develop the economy.

6 First farmers want to grow more different products, because in this way they can make more money. Next, they will plant fruit trees around their fields or around their fishponds. Also, they will plant trees or crops in places where nothing grew before. Sometimes, they will also change barren land into fishponds. In the end, there will be more variation. The flowers on the fruit trees will attract bees and other insects. Next, the trees will protect the crops from strong winds and hot sunshine. As a result, the environment will benefit from farms with more variation in crops and land use.

Step 3 Listening comprehension

Now let’s have some listening training.

LISTENING TEXT

Farming and nature are like two flowers on the same tree. When farming goes against nature, all kinds of environmental problems are the result. In ancient times, when people began using the land, farming was not as it is today. Early farmers moved around the country. They burnt a part of a forest and used this land for one or two years. When they could no longer grow crops on the land they moved on and repeated this somewhere else. Agriculture in this way destroys nature and results in floods and droughts. Some people in South America still practise this kind of farming.

Over the past twenty to twenty-five years, farmers have recognised some old truths, already known to ancient Chinese farmers. Farming should not go against nature. If the soil is too poor, chemicals can help improve it and grow better crops, but this may damage or destroy land surrounding the farms. Instead, farmers should look for other methods. In the early 16th century, brothers Tan and Xiao Zao of Jiangsu Province cheaply bought fields along lakes nobody wanted because they were too wet. They built dikes around the fields turning the fields into fish ponds and they became fish farmers. They also planted fruit trees on the dikes and kept chickens and ducks. They were very successful farmers.

Answers to Exercise 1:

History of farming farmers in China Protection of nature trees Environmental problems dikes

Answers to Exercise 2:

1 True 2 False 3 False 4 True 5 False

Answers to Exercise 3:

1 (all kinds of) environmental problems 2 destroyed 3 floods 4 droughts 5 farming

6 go against nature 7 too wet8 farming / growing wheat / growing crops 9 fishponds

10 fish / ducks / chickens ll fruit trees

Step 4 Speaking practice

Sample dialogue:

A: Here we have a nice piece of land, and I think the best we could do is grow rice. Rice is an important product and we can make good money growing rice. Another reason why I think we should grow rice is that the soil is very good for rice and there is plenty of water for irrigation.

B: Well, I disagree. I think it would be wrong to grow rice. We should grow more sugarcane in our area, because sugarcane is easier to grow. There are plans to build a sugar factory near the town and that would bring many jobs to this region. Sugarcane can be grown without much work. There are already many rice farms in the area. Adding another sugarcane farm may make the factory owner decide to build his new factory here. .

A: Yes. I have heard about these plans, but it"s far from sure that the factory will be built here. If not, then the sugarcane must be transported to the next town, which would not be very good. As far as I can see the best thing to do would be to plant that field with rice.

D: Well, I don"t think any of you is right. We have to make a choice, and in my opinion we should raise pigs. Agricultural products such as sugarcane and rice are produced by many farmers around here. Therefore the prices are low. We"d better use the land to raise pigs.

C: Wouldn"t it be better to plant trees on the land because a lot of wood has been destroyed over the past forty years and we have to protect the environment. We should give something back to nature. Besides, we could cut down some bf the trees after a few years and sell the wood.

D: No. That would be a, waste of ground and money. We have to make use of the land. The land area is too small for any real crop growing, and you would only be able to plant just a few trees. We have to make a choice. Pig raising doesn"t need a lot of space and it can be a way to make a lot of money.

A: You are right about the size of the land. There isn"t much we can do with it because it"s too small. But I agree with C that the environment in our province has had a lot to suffer. Wouldn"t it be better_ as C suggests to just leave that piece of land as it is, or as she says plant some trees on it.

….

（四）总结扩展

Step 5 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Listening and speaking听说要点

1>How are people s eating habits changing over the years?

over the years [用法]此处over意为‘在...期间’

[举例]My grandchildren will stay over Christmas. 我的孙儿孙女们圣诞节期间将呆在这儿。

2>How has agricultural produce changed during these years?.

produce [用法]n.[U] 农产品

[举例]The farmer brought his produce to the market. 农民把他的农产品带到市场。

My cousin sells her garden produce in the market. 我表姐在市场上卖自己菜园里的蔬菜。

This shop sells native produce. 这家商店出售土特产品。

3>Next, farmers have to raise more pigs, sheep and cattle.

raise [用法]vt. 饲养;

[举例]They increased their income by raising silkworms and so on. 他们靠养蚕等增加了收入。

He is a farmer and raises horses. 他是农民，又养马。

cattle [用法]n. 牛；牲口；家畜

[举例]Cattle feed on grass. 牛以草为食。

They keep a large herd of cattle. 他们饲养着一大群牛。

That is a cattle farm. 那是畜牧场。

beef(=feeder) cattle 肉牛 dairy cattle 奶牛

[注意]cattle是复数含义.几头牛可以说: three head of cattle

4>Listen carefully to all the group members,take notes of the reasons they give and help to make a good decision.

note [用法]笔记

[举例]I must look at my notes. 我得看看我的笔记。

Please take notes of the lecture. 请做听课笔记。

compare notes 对笔记；交换意见

Step 6 Summary小结:

Step 7 Homework

Period 2第二节

（一）明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.

3. To encourage the students to learn more for the future of our country.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.

（三）教学过程

Step 2 Pre-reading discussions

Answers to Exercise 1:

The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.

The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.

The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.

The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.

The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.

The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.

The picture below shows a greenhouse, where plants grow in a building .made of glass.

Answers to Exercise 2:

Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.

Raising chickens

Small scale Large scale

The farmer can keep only a few chickens. The farmer can keep thousands of chickens.

It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.

It is not a lot of work to keep the chickens. It"s a lot of work to keep the chickens: feeding, cleaning etc.

The chickens don"t have many problems. If chickens get ill, many die or must be killed.

The chickens are not so fat. The chickens are big and fat.

The eggs and meat taste very good. The meat and eggs do not taste so good.

The chickens are free. The chickens are not free.

The farmer can sell the chicken dung

Fertilisers

Natural fertiliser (manure; also dung) Chemical fertiliser

It"s free or can be bought at low prices.

It is a lot of work to mix it with the soil.

It has a bad smell.

It takes a lot of place to store.

It is difficult to transport. It"s expensive.

It is not a lot of work to mix it with the soil. It has no smell.

It takes little place to store.

It is easy to transport.

Animals (buffalo; also ox) Machines (Tractor) Horsepower

They are not so expensive. They are expensive.

The ”fuel“ is cheap (grass, hay etc). The fuel is expensive (gasoline).

They don"t pollute the air. They pollute the air.

They can be used on different terrain; eg hill slopes or They can only be used on flat (level) and dry terrain.

wet ground. They don"t need to rest.

They need to rest sometimes. You can use them for 5-20 or more years if you can get

You can use them for about 10-20 years. enough spare (repair) parts.

If they get young ones, you get more for free.

If they totally ”break down“, you can eat them.

Climate control

Open air Greenhouse

If the weather conditions are bad you can loose the crops.

The landscape is more beautiful.

The land must be good for farming (arable land).

Weather conditions are controlled, so they cannot damage crops.

It is expensive to build and operate (gas, water, electricity) a greenhouse.

If there is a power failure, you may lose crops.

The landscape is ugly:

Greenhouses can be built where the land is not suitable for farming.

1950s - 1980s 1980s - present

The use of machines eg tractors The use of greenhouses

The use of electric pumps for irrigation To make vegetables bigger or better

The use of chemical fertilisers To change vegetables so they can grow on poor

The use of insect killers soil

The use of special seedbeds Knowledge from abroad

IT technique and technical are words that mean something with

technology FORM machines, then technology must be the noun to match these two

words meaning new machines or doing things that are based on

modem knowledge.

agricultural FORM IT cultural is the adjective for culture, then agricultural must be

,

the adjective for agriculture, meaning to do with agriculture.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers. Read the passage again and find out the main idea to each paragraph.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:

1 D 2 A 3 C 4 C 5 C

Answers to Exercise 2: Sample:

Kind How would you change it? Why do you want to change it in this way?

Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space

Vegetable Onion Make sure they don"t hurt your eyes anymore EasIer to peel, and cut

Animal Sheep To have red wool Looks funny and then we don"t need to dye wool to make clothes

（四）总结扩展

Step 6 Summary 小结

Step 7 Homework

Period 3第三节

（一）明确目标

1. Learn about the useful words and expression in the reading text.

2. Learn “Word formation”.

3. Grammar focus: the use of “it” for emphasis

4. Discuss the answers to all the exercises in the Students’Book.

（二）整体感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教学过程

Step 2 Language points in the reading text

1>It is on this arable land that the farmers produce food for the whole population of China.

It is...that... [用法]此为强调句型,该句型虽是本单元重点,但在高一上册unit 2; unit 6;

以及高一下册unit 16皆有出现, 本站也有详细解释.请另行查看.

2>Farmers have long used techniques to make their land produce more.

technique [用法]n. 技术；技巧

[举例]Dick Fosbury had a new technique for doing the high jump.

迪克福斯贝里有一种跳高的新技术。

the mastery of technique 掌握技术

3>Over time, many farming techniques have been modernized.

modernise [比较](1) vt. 使现代化 (2) vi. 现代化

[举例]modernize a hospital by installing the latest equipment 安装最新设备使医院现代化

[拓展]modernization n. 现代化

[举例]plans for modernization of existing factories 使现有工厂现代化的计划

4>To make as much use of the land as possible, two or more crops are planted each year where possible.

make use of [用法]利用，使用，采用

[举例]We make use of electricity every day. 我们每天使用电力。

She makes good use of her time. 她善于利用时间。

5>More advanced technical information was brought in from abroad in the 1980s.

bring in [用法]1) 从外提供；带入 (2) 引入；提出 (3) 生产出；生出…作为收益

[举例]The commune is expected to bring in more rice this year. 今年公社可望收获更多稻谷。

This will bring them in several thousand yuan. 这将使他们得到几千块钱的收益

[链接]本单元出现该短语的句子:

To the villagers great joy, the tree and tea crops are also bringing in money to them.

6>Import of technology and machines, and the international exchange of delegations have helped Chinese farmers improve their production.

Import [用法]v. 进口，输入 n. 进口；进口商品；含意

[举例]You must pay duty if you want to import wine. 如果你要进口酒，你就必须纳税。

None of the machines on display here are imported. 这里展出的所有机器没有一件是进口的。

delegation [用法]n. 代表团

[举例]Our delegation left Korea for home last Friday. 我国代表团于上星期五离开朝鲜回国。

a delegation from Japan 日本代表团

send a large delegation 派遣一个大的代表团。

7>Future agriculture should depend on high technology as well as traditional methods.

as well as [用法](1) 既…也（又）；不仅…而且 (2) 同样；同样好地

[举例]He has experience as well as knowledge. 他既有学识又有经验。

She s clever as well as beautiful. 她不但漂亮，而且聪明。

Scott has a flat in London as well as a house in Edinburgh.

斯科特不仅在爱丁堡有座房子，而且在伦敦有个套间。

I, as well as you, know that. 我和你一样，也知道那件事。

8>Not only is food production important but also taking care of the environment.

Not only...but also [用法]not only...but also...在连接句子时,not only后面的句子要使用倒装结构.

详见高一上册unit 2

9>The biggest problem of Chinese farmers is the shortage of arable land.

shortage [用法]n. 不足；缺少

[举例]After the hot summer, there was a shortage of water. 炎热的夏天过去后，出现缺水现象。

The school has a shortage of teachers; it needs three more.

那个学校的教师不够，还缺三位。

10>Many vegetables are grown in greenhouses where they are protected from the wind, rain and insects.

protect...from... [用法]见高一上册unit 3

11>In 1993,a kind of tomato was developed that was different from any grown before.

any grown before

[用法]此处的grown before为过去分词短语充当定语,和any之间有逻辑上的动宾关系.

12>G stands for genetically from the word genes.

stand for [用法]见高一上册unit 8

13>In other words, the way tomatoes grow from natural seed is changed.

In other words [用法]也就是说；换句话说

[举例]Joe doesn’t like work -- in other words, he s lazy! 乔不爱劳动--换句话说，他懒惰！

14>A variety of GM watermelons will be seedless.

variety [用法]见高一上册unit 10

Step 3 Practice: Vocabulary

Answers to Exercise 1:

Noun Verb Adjective

Fertiliser Fertilise Fertile

Production Produce Productive

Protection Protect Protected

Modification Modify Modified

1 modified 2 Protecting, protection 3 fertile, ferilisers 4 produce, productive

Step 4 Practice: Grammar

Answers to Exercise 1:

1 It is the children who often help their parents do the farm work.

2 It was in 1993 that a tomato was developed that was very different from any grown before.

3 It is the shortage of arable land that is the biggest problem for Chinese farmers.

4 It is the plants grown in the greenhouses that are protected from the wind, rain and insects.

5 It is high technology as well as traditional methods that future agriculture should depend on.

Answers to Exercise 2:

1 It was Henry who gave George a new tie for his birthday last year.

It was to George that Henry gave a new tie for his birthday last year.

It was a new tie that Henry gave George for his birthday last year.

It was last year that Henry gave George a new tie for his birthday.

2 It was during that period of time that they made three important discoveries.

It was three important discoveries that they made during that period of time.

It was they who made three important discoveries during that period of time.

3 It is in South America that some people still practise this kind of farming.

It is some people in South America who still practise this kind of farming.

It is this kind of farming that some people in South America still practise.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四节

（一） 明确目标

1. Review the language points learnt last period.

2. Get the students to realize the great contribution Chinese

3. Do some writing to develop the students writing skill.

(二) 整体感知

Step 1 Presentation

TaskⅠ have you heard the name Jia SiXie before?

What was he famous for? What was the great (work) book he wrote? Do you know what it was about?

TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。

（三）教学过程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

Some of the advice that Jia Sixie gave to farmers in his book Qimin Yaoshu was as follows:

1 Fanners should do things at the right time of the year. 2 Fanners should examine the soil carefully. .

3 If the condition of the soil is not good, farmers should improve it.

4 Before sowing or planting crops, farmers should clean rough ground and remove weeds.

5 Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6 Farmers should plough the land, so weeds ate destroyed.

7 When ploughing the land, farmers should plough deep the first time and less deep the second time.

8 Farmers will get the best results if they change crops in their fields.

9 If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good

crops.

10 If farmers plant wheat close together, they will have better results than when "they plant wheat leaving space between the plants.

11 It is good to grow different plants next to each other in the same field.

Suggested plan:

Students may need to visit the library or go on the Internet to find out more information about how to make a vegetable garden. They can enter the keyword search “planning a vegetable garden” or “growing a vegetable garden” or “tips for a successful garden.”

Month What will be done

November It"s in November when we have to plough the land for the fIrst time. The ploughing has to be

done deep. Spread manure and old leaves on the land and plough them under.

December It"s in December when we should make a plan for our vegetable garden for next year. Check

the seeds left over from last year. Repair tools and make a list of new tools to buy.

It"s in January when we should buy enough seed to plant for two or three crops. Check the

January condition of the soil. If the soil is not good, you should improve it. Put manure and dead leaves

on the land if you did not do this in November. You can also use fertilisers to the soil. Get the

seedbeds or seed boxes ready for growing plants such as tomato, pepper and eggplant.

It"s in February when you should plant the seedbeds. Prepare the land for planting. Let sheep

February or cows walk on the land. Their manure will improve the soil and they will destroy weeds or

eat them. Also prepare seeds for planting in April.

It"s in March when you should give some attention to the early-planted crops. Add a little

March fertiliser to young crops. Thin the young plants to give them mqre room to grow. Plough the

land a second time to prepare it for the warm-season vegetables.

April It"s in April when you should plant beans, corn, eggplant, peas, peppers, tomatoes and

watermelons. Remove weeds and grass.

May It"s in May when you have to watch out for insects. Fight insects and disease when you see them.

Water the plants when needed. Build a frame of wood or bamboo for beans to climb on.

It"s in June that you have to harvest vegetables such as beans and peas, onions and potatoes.

June Store onions and potatoes dry and cool. Prepare the land for planting new crops. Take care of

Irrigation.

It"s in July when you should make a plan for the crops you want to plant in autumn. Fight

July drought with enough irrigation of the land. Remove weeds. Plant second crops for tomatoes,

corn and beans. In July it"s also the time to plant big pumpkins for Halloween!

August It"s in August when we have to plant broccoli, cabbage, carrots and onions. Make sure to water

.

the plants enough. Harvest ripe fruit and vegetables.

September It"s in September when we harvest green peppers and tomatoes before the cold of winter comes.

Water and weed the crops that were planted in August.

It"s in October when the last crops are harvested. Put dead plants, old leaves and other materials

October together. Store animal manure for use as fertiliser next year. Start thinking about your garden

plans for next year.

Give the students some explanations when necessary.

Step 5 Writing

Now let s have some listening training. After the team work, read the passage carefully to search more details about the topic.

Step 3 writing skill

TaskⅠwrite a brief introduction to Yia SiXie and his work.

TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.

Step 4 check the writing

Sample essay:

It is less than a hundred years ago that the vast majority of farmers was unable to read and write. They learnt the work on the farm from their parents. Sometimes, they were told about ways in which they could improve their farming. But if they lived in far off places or in the mountains, there were few opportunities to learn about better ways of farming.

During the second half of the twentieth century, this situation was improved. Farmers were taught how to read and write. Books and magazines were published for farmers so that they could read about new methods of farming and improve their own situation. It also became possible for some farmers to experiment and share their results and discoveries in written reports with others. Still, not all farmers can read and write, but their number is getting smaller.

To modernise and use new techniques, farmers have to be able to read and write. They must be able to read what is written on bags of fertilisers they buy, to know how to use them and how to use them safely. They also have to be able to read the instructions on how to use new tools and machines. In the future, farmers will have to learn more to be able to use modem techniques such as greenhouses and GM.

Many farmers take courses where they learn about new technologies in agriculture. They learn to accept and how to use the new technologies. The government and local agricultural organisations have developed a special programme for farmers, called the “Green Certificate” project. Already more than ten million farmers have completed this course and many farmers are becoming grain-growing expert

（四）总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>Much of the wisdom discovered by early Chinese scientists is still useful for farmers today.

wisdom [用法] n.[U] 聪明，才智

[举例]I am struck by Annie s wisdom. 安妮的智慧使我惊叹不已。

He is a man of wisdom. 他是个聪明人。

Let us consider the wisdom of following his advice. 让我们考虑按他的意见做是否明智。

2>Jia Sixie s book is a practical guide to farming.

practical [用法]a.实践的；实用的

[举例]Earning a living is a practical matter. 谋生是一实际问题。

He is a practical man and doesn’t like empty talk. 他是一个注重实干的人，不喜欢空谈。

Rowing across the Atlantic is not a practical idea. 划船横渡大西洋不是个明智的想法。

guide [用法]vt. 1.指导 2.导游 n.1.指南，指导 2.手册 3.向导

[举例]He guided us through the forest. 他领我们穿过了森林。

He flashed a torch to guide me. 他打手电给我引路。

3>But if you go against nature and do things at the wrong time of year, you will have to do more work and the results will not be so good.

go against [用法]见高一下册unit 16

4>If the condition of the soil is not so good, you should improve it.

condition [用法]n.1.状况 2.[复]环境 3.（先决）条件

[举例]the condition of affairs (世界的) 局势 [事态] ,社会动向

my financial condition 我的经济状况 [收支情形]

the condition of weightlessness 无重力状态

not...on any condition=on no condition 无论在什么条件 [任何状况] 下都不…,绝不…

What are your conditions for accepting the offer? 在什么条件下你才会接受这个提议？

I will let you go only on one condition. 只有在一种条件下我才会让你走。

make it a condition that... 以…为条件

5>Before sowing or planting crops, rough ground must be cleaned and weeds removed.

remove [用法]vt.脱掉;去掉,消除(+from)

[举例]She saw he had removed his glasses. 她看到他摘下了他的眼镜。

[举例]Students removed several desks to another classroom.

学生们把几张书桌搬到另外一间教室。

She removed the painting to another wall. 她把画搬到另一面墙上。

He was removed from the post. 他被解雇了。

6>The best harvest is reached when farmers change the crops in the fields.

reach [用法]vt. 获得；占有；收到

[举例]Your letter reached me the day before yesterday. 你的信我前天收到。

Part of the reply reached my ears. 有几句答话传到我的耳朵里了。

The news only reached me a moment ago. 我刚刚得到这个消息。

The two parties reached on an agreement. 双方达成了协议。

7>For example, do not plant rice year after year in the same field.

year after year [用法]一年又一年;年复一年

[比较]The university gets bigger, year by year. 这所大学每年都在扩大。

Tens of thousands of men, year after year, have travelled southwards to find work.

每年都有好几万人去南方找工作。

8>Other scientists said that wheat should be planted with space between the plants.

with space between the plants [用法]with的复合结构.详见高一上册unit 2; unit 11

9>He also said that it is good to grow different plants next to each other in the same field.

next to [用法](1) 在…的旁边；贴近；紧挨着

(2) 仅次于那个，这个，它，我，等 (3) 几乎

[举例]Our house is next to the Post Office. 我们的家在邮局旁边。

You can sit next to Roger at dinner. 吃饭时你靠着罗杰坐。

In one room next to him I found a lot of good books.

在他隔壁的一个房间里我发现很多好书。

the shop next to the corner 路口第二家商店

the largest city next to London 仅次于伦敦的最大的城市

It is next to impossible. 这简直是不可能的。

10>The wisdom of farmers about the weather and farming is collected and passed on from generation to generation.

pass on [用法]1) 转告；带信儿 (2) 把…传递给另一人

[举例]Please pass on the message to your classmates. 请把消息告诉你的同学。

Please pass on my regards to your parents. 请代我向你的父母问好。

Step 7 Homework

Period 5 第五节

（一）明确目标

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整体感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教学过程

Step 2 Listening comprehension

LISTENNIN G TEXT:

Helen talks about her job.

Hello, my name"s Helen and I live on the west coast of Canada. I work on a fish farm.

Right now I"m feeding the fish, which are kept in cages in the sea. The cages are tied to the rocks on the j bottom of the sea. It can get very windy here. Twice a ! day I put the fish food in the boat and go out to the cages. The fish are always hungry!

When the fish have grown to the right size, we pull the cages out of the water. The fish are killed and cleaned. Our fish farm is a long way from the nearest market. So we either freeze the fish or smoke them. We don"t salt any fish here. Some fish farms do, but we don"t.

Three of us work here and there"s always a lot to do. Inside that building over there we have tanks for the young fish. We produce all our own fish from eggs. The fish start to grow in fresh water. Then, when they are bigger they go into the sea, which is salty, of course.

There"s always a lot of work to do: feeding the fish, cleaning the tanks, getting eggs out of the best of the large fish, harvesting the fish, cleaning them and smoking them. We burn our own wood and that way we get a very good strong smoke. It"s more work, but we get higher prices for our smoked fish.

Answers to Exercise 1:

1 She is (probably) a fisherwoman.

2 I think she is going to open the boxes and feed the fish. Or: I think she is on her way to the market to sell the fish.

3 Without listening to the tape, you may have various answers. Sample answer:

If you are a fisherman / woman you have to get up early every morning. The first thing to do is to go out in the boat and see if anything is caught in the nets. Next, you have to bring in the fish and throw out the nets for the next catch. Then, the fish must be brought to land. The fish should be kept in big boxes full of water, so they don"t die.

Answers to Exercise 2:

1 We feed the fish twice a day.

2 We produce our own fish from eggs in the tanks.

Or: We clean the tanks.

3 We get the eggs out of the best of the large fish.

4 When the fish are big enough, we put them in cages in the sea.

S When the fish have grown to the right size, we harvest them, clean them, freeze them or smoke them.

6 We take them by truck to the nearest market.

Answers to Exercise 3:

1 The cages have to be tied to the bottom of the sea because it is windy.

2 They freeze or smoke all the fish because the fishfarm is a long way from the nearest market.

3 They bum their own wood because in that way they get a good strong smoke.

4 They smoke their fish themselves, because they get higher prices for smoked fish.

Step 3 Talking practice

Sample dialogues:

Dialogue 1:

SI = Student 1: Pro because he/she thinks this is the best way to do it.

S2 = Student 2: Con because he/she is a vegetarian S3 = Student 3: Pro because he/she is a farmer who thinks this is the best way.

S4 = Student 4: Con because he/she thinks the animals should not suffer.

SI: Well, I don"t know so much about factory farms, but the fact is that more and more people want to eat meat, so we have to raise more and more farm animals for food. We must have factory farms to raise these animals.

S2: People should eat less meat or should even try to eat as little meat as they can. Meat is not very healthy for people anyway. That"s why so many people get too fat in China.

S3: I like eating meat; but I don"t like the idea that the animals have a terrible life before they are killed for food.

S4: It is not so easy. Raising farm animals takes up a lot of space. It is cheaper to have the animals close together, on what you call a factory farm. I need less land and fewer people to take care of the animals. Can you imagine how much time it would take us to look for eggs if I had 1O, OOO chickens running loose in my yard?

S3: China is a very big country. We have enough space and it would be better if more people found jobs feeding, taking care of the animals and collecting the eggs.

S4: That"s just what you think. But you don"t know much about farming, or you don"t understand.

S4: I"m sorry. What I wanted to say is that it is true that China is a big country, but we can"t build these buildings just about everywhere and besides, they should not be too far away from the farm. As a farmer I must be able to manage everything myself.

SI: I agree. Farming is important to our economy, and China should not be dependent on foreign countries for food. What S2 says is not true. Of course we could eat other products instead of meat to get the protein we need. But then, farmers would have to grow more soy beans to produce tofu. Our country is big, but only 7% of the land can be used for growing crops. So it is better to use land that is not arable to build factory farms that produce animal meat. That is our best source for protein.

S3: But still we must find a solution for the factory farms. Too many animals suffer. When the animals suffer, the meat will not be as tasty as that from farm animals. Everyone knows that farm chickens are tastier than factory chickens.

S2: Besides, the bio industry produces too much manure that is harmful to the environment.

Dialogue 2:

SI = Student 1: Will take over farm business but doesn"t believe in progress.

S2 = Student 2: Wants to take over farm business and believes in progress.

S3 = Student 3: Believes in progress, but doesn"t want to take over the farm.

S4 = Student 4: Won"t take over the farm business and doesn"t believe in progress.

S4: No. I don"t want to take over the farm of my parents. I have seen enough of it. It is hard work and you can"t earn much money. Even if modem ways of farming made farming easier or better, success always depends on the weather. And a lot of hard work can be lost because of a dry summer, a storm or some other disaster. I want to study more so I can look for another job.

S1: What S4 says about the weather is true. But there aren"t many other jobs in our village. I don"t want to move to a big city. I want to stay in our province, where all my friends and family are. I will take over the farm from my parents. It is hard work, but I know how to do it. Maybe learning something can help a little, but not much.

S2: Well, I want to take over the farm from my parents. But before that, I want to study more agricultural science. My father took a short course about new ways of fertilising and crop rotation a few years ago, and he learnt a lot from that. He also always reads the local magazine about new seeds and new kinds of fruit trees and so on. My uncle wrote a book about growing grapes and my cousins are now making wine. They were the first in our village to do that, and now some other farmers want to try that as well.

S3: I agree with that, but for myself I think farming is a job that is too hard. I think a lot of improvement can be made, but still the work will be dirty and heavy, and you have to get up too early every day.

S2: I don"t think the work is dirty. Most materials are natural and you can take a shower when you are finished. It is much healthier than working in a factory where you get dirty with oil and breathe in dangerous smoke and gases.

S1: Yes, but the work is heavy and there is always so much to be done. It"s terrible. Sometimes you must work in the burning sun and sometimes in the rain, or worse.

S2: But all that will improve. Growing crops in greenhouses is not only better for the plants, but also for the farmers. And much of the work can be done using machines.

Dialogue 3:

SI = Student 1: Is optimistic and thinks there are many opportunities.

S2 = Student 2: Is pessimistic and thinks there are too many farmers in China.

S3 = Student 3: Believes that farmers in China have no other choice. They must develop new products.

S4 = Student 4: Traditional. Thinks new product don"t fit in with Chinese culture.

S1: Welcome everybody to the discussion. Over the past 15 years many farmers have started new businesses growing different crops or doing other things on their farms. Many of them have been very successful.

I think it is great. Farmers have had traditional ideas about farming for too long. There was a time when everybody had the same type of life, and there were only few things to be bought in the shops. But as people have more money to spend, they like buying different products. So now, farmers can grow whatever they like.

S2: Well, that"s not true. They can"t just grow whatever they like. Farmers can only grow products that people will buy. You can"t start growing something that nobody wants.

S4: True. Besides, in many places the land can only be used for some crops. And of course the climate does not always allow growing what you want.

S3: But farmers will have to. If everybody is growing the same few crops, the price will go down and farmers have no opportunity to make more money. Farmers must take a risk. You can"t do any business without risk. Farmers will have to read newspapers and magazines to find out what people will want to buy. They should know enough about the land and agriculture to know whether they can grow new crops with success. Then, when they are the first to do something new, they must grab the opportunity.

S2: Haha. That is only for the farmer who starts doing something. As soon as his neighbours see that he is successful, many others will follow. And very soon everybody in the region will be growing that crop. And what happens then? The prices will drop.

SI: Well, farmers must know when to take risks. Many people think that there are no chances in farming, but there are. In fact, there are many. The important thing is to make use of the opportunities.

S3: Yes. Chinese farmers have many opportunities to grow new crops and produce new products, not only for changing markets in China, but also for the export market.

SI: Yes. And that creates even more opportunities.

Step 4 Sample talking

Step 5 Summary 小结

Step 7 Homework

Period 6 第六节

（一）明确目标

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整体感知

Step 1 Presentation

In the class

（三）教学过程

Step 2 Vocabulary

Answers to Exercise 1:

1 against 2 of 3 In 4 Over 5 on 6 of 7 from 8 as 9 from 10 with 110f 12 into

Answers to Exercise 2:

1 Future agriculture should depend on high technology as well as traditional methods.

2 Not only food production, but taking care of the environment is also important.

3 The farmers are working hard to improve the quality as well as the quantity of the crops.

4 The book does not only talk about farming but also about gardening.

Answers to Exercise 3:

1 ploughed 2 fertilisers 3 sown / sowed 4 weed / remove weeds 5 irrigation

6 kill insects 7 harvest

Step 3 Grammar

Answers to Exercise 1:

1 No, it is the shortage of arable land that is the biggest problem of Chinese farmers.

2 No, it is in greenhouses that many vegetables are grown today.

3 No, it is with GM technique that these tomatoes are grown.

4 No, it is the ones that have the best colour that are the best seed-heads.

5 No, it was from farmers that Jia Sixie learnt.

Answers to Exercise 2:

1 It was to find happiness that a pretty princess from Heaven secretly came to earth. .

2 It was" her excellent waving skills that the villagers admired.

3 It was for a few years that the family lived peace- fully and happily.

4 It was her grandmother who ordered her to leave at once.

5 It is ,each year on the seventh day of the seventh month that all the magpies in the world form a bridge so that Niu Lang and Zhi Nu may enjoy a short get-together.

Answers to Exercise 3:

1 A 2 D 3C 4D 5 C 6A 7 B 8 C 9 C 10 B

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks".

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to Exercise 1:

The correct order of the pictures is: 3,4, 1,2 (or 4, 1,2,3).

Sample sentences:

1 The hills surrounding the villages are green and covered with trees and grasslands. Farmers use the land, but also take care of the environment.

2 The trees are cut down in large numbers. The whole forest has disappeared, and no new trees are lanted.

3 When it rains, the soil is washed away. The barren hills cannot be used for agriculture.

4 Local people start to repair the damage that was done to the environment. By planting trees, the barren hills will be turned green again.

Answers to Exercise 2:

Five rules of what people should do in the woods.

1 WALK on the paths or roads.

2 PLANT new trees when cutting down any.

3 PROTECT young trees from being eaten by deer or rabbits.

4 WATER young trees and give left-over fertiliser to trees near the village.

5 RESPECT nature and care for the trees.

Five rules of what people should not do in the woods.

1 DON"T make any fires in the wood.

2 DON"T throw away any cigarettes.

3 DON"T damage or cut down young trees.

4 DON"T throw away any rubbish.

5 DON"T kill birds or other animals in the wood.

Step 7 Sample writng

Sample writing:

Jackapple from Southern China

The Jackapple (木波罗 ) also known as Jackfruit, grows in southern China. It is the largest fruit in the world that grows on trees. It looks a bit like a melon, and is very heavy. The biggest ones can reach a length of 3 feet, and weigh up to 100 pounds, though most are smaller. The skin is thick and hard. The uncut ripe fruit has a strong smell. On the inside, the ripe fruit looks like a collection of yellow fruit parts, each with a large light brown seed of up to 2.5 cm long. There may be as many as 100 to 500 seeds per fruit.

The green unripe fruit flesh can be cooked as a vegetable and used in dishes and salads. The ripe fruit is cream-coloured or yellow and quite soft. It can be eaten raw as fruit, boiled or fried. The flavour is strong and sweet like that of pineapple or banana, sweet but less juicy. The large seeds can be roasted and have a flavour similar to chestnuts or large white beans.

Jackapple fruit makes an excellent dessert. It is healthy and full of Vitamin C. The seeds can be eaten after cooking. They can be boiled in salted water, or roasted like chestnuts. Jackapple juice tastes wonderful.

（四）总结扩展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>Soon the princess fell in love with Niu Lang.

fall in love with [用法]爱上（某人）

2>The time has come to repair the damage that was done to the environment.

to repair the damage that was done to the environment

[用法]此处的不定式短语应理解为The time的定语.

3>Cutting down trees and selling the wood was the only way for poor families to make some money and feed their families.

feed [用法]供养

[拓展]feed的其他用法: vt. 1.喂养，饲养 2.向…供给 n. 饲料

vi. (牛、马等）吃东西；以…为食物

4>As a result, all the hills surrounding their village are now covered with green trees.

surrounding... [用法]1.现在分词短语做定语,和all the hills有逻辑上的主谓关系.

2.surround:v. 围；围绕；包围

[举例]Trees surrounded the lake. 湖的周围长满了树。

The pupils surrounded the teacher. 学生们围着老师。

5>New Zealand kiwi fruit growers decided to introduce the new fruit to the rest of the world and it was a great success.

success [用法][C] 成功的事 ; 取得成就的人 [U] 成功

[举例]I wish Jill success with her studies. 我祝愿吉尔在学习上取得成功。

He has had great success in life. 他的事业很成功。

I tried to find him in the crowd, but had no success. 我试图在人群中找到他，但是没有找到。

Mary is a great success as a singer. 玛丽唱歌，红极一时。

He was not a success as a governor. 作

Step 7 Homework

Period 7 第七节

1． 检查本单元单词、短语及相关句型。

2． 讲评统一布置的课外基础练习。

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