以下是小编整理的Unit 3 Australia(新课标版高三英语教案教学设计)，本文共18篇，欢迎阅读分享，希望对您有所帮助。
篇1：Unit 3 Australia(新课标版高三英语教案教学设计)
Ⅰ.Words and Phrases
valley,beyond,fix up L.9 Four
skills
rather than L.10
camp,ash,dirt,cave,thirst L.9
Three
skills
faith,elder,curiously,starve,thus L.10
birth,give birth to,precious,fence,task,outdoors,shave,
argue L.11
ashtray,Bonny,kangaroo,sunburnt L.9
Two
skills
aborigines,Kooris,system,spiritual,hand down,
underground,percentage L.10
koala,Alaska,dingo,round up L.11
Italy,Italian L.12
Ⅱ.Everyday English
Be careful!
Don't throw your cigarette out of the window.
You mustn't smoke while you are walking around in the bush either.
Look out!
Don't tie it to that old branch.
Take care.
Ⅲ.Grammar
Learn the usages of the v.-ing Form as Object Complement and Adverbial.
Ⅳ.Language Use
Using the learned language, teachers and students should complete the tasks of listening, speaking and writing in the textbook and the workbook. Reading texts “The Discovery of Australia” and “Australia” should be exactly understood. Students should understand the discovery of Australia, the history, geography and local customs in Australia.
Ⅴ.Teaching Time: Five periods
Background Information
Something about Australia
Australia, officially called Commonwealth of Australia, is the smallest continent and one of the largest countries on earth, lying between the Pacific and Indian Oceans in the Southern Hemisphere(半球). It has an area of 7.7 million square km and a population of nearly 19 million. The principal religion is Christianity, with Roman Catholics and Anglicans(英国国教) predominating (占主要地位). The capital is Canberra, a beautiful gardened city.
Australia is separated from Indonesia to the northwest by the Timor and the Arafura seas; from Papua New Guinea to the northeast by the Torres Strait; from the Coral Sea Islands Territory (in the Coral Sea), also to the northeast, by the Great Barrier Reef; from New Zealand to the southeast by the Tasman Sea; and from Antarctica to the south by the Indian Ocean.
Until the late 20th century the Australian population was remarkably homogeneous (同种族的) , as a result of a previous policy of restricting non-European immigration. The restrictive policies were gradually abandoned in the 1960s and 1970s,and there has been much immigration from areas outside of Europe, particularly from Asia.
Australia has been inhabited（居住）by Aborigines（土著）for at least 40 000-and perhaps as many as 60 000 years. They immigrated from Southeast Asia, and estimates of the size of the Aboriginal population at the time of European settlement in 1788 range from 300 000 to more than 1 000 000. There is some evidence of a Chinese Landing at the site of Darwin in 1432, and Makasarese seamen(印尼望加锡渔民) began to fish the waters off Arnhem Land sometime before the 18th century. Widespread European know the knowledge of Australia, however, began only with the explorations of the 17th century.
The Dutch landed in Australia in 1616 and, under such notable seamen as Abel Tasman continued their explorations until 1644, when Australia became known as New Holland. The British arrived in 1688 under William Dampier, but they did not launch a large-scale expedition until James Cook's historic voyage of 1770 that resulted in Britain's claim to Australia and formal possession of New South Wales with the establishment of the small colony of Sydney Cove within Port Jackson(1788).From the outset, British immigrants（移民）were transported to the colony.
Tasmania, the next settlement, received settlers, from Sydney as early as 1803, and colonists arrived in Western Australia in 1827. By 1859 the colonial nuclei（核心）of all of Australia's six states had been formed.
Since World War Ⅱ Australia has assumed a leading role in Asian and Pacific affairs. Although it experienced some setbacks, the Aboriginal movement grew in strength from the 1960s, and Aborigines succeeded in obtaining rights to some tribal lands. Environmentalists also began to exercise considerable political influence.
Because it's millions of years since Australia was separated from the other continents of the world-as a result of crustal movement（地壳运动）, of course, many of the wild living things in this country are quite different from those in other parts across the globe. For example, it's the home of pouched mammals（有袋目哺乳动物）such as kangaroos and koalas. The koala, an animal looks like the bear but much smaller, lives on the leaves of eucalyptuses, also unique of Australia. There are many other living things characterists of（……特有的）Australia or Oceania- platpuses（鸭嘴兽）, echidnas（针鼹），casuarinas（木麻黄树），etc.
异域风情
Sydney
悉尼位于澳大利亚东南沿海，风光旖旎，气候宜人。它以悉尼歌剧院独特的建筑而闻名于世。在这里你会看到许多古典欧式建筑与设计新颖的现代建筑融为一体。
Sydney, the capital of New South Wales（新南威尔士州）, has a population of more than three million. It is not only Australia's oldest and largest city but also its chief manufacturing(生产) centre and business port（港口）as well as the largest centre for selling wool in the world.
Besides, Sydney is also a city with 30 golden beaches nearby. In sydney if you say you are going skiing, it often means water-skiing. If you are going to Kosciusko（科修斯科山）, you are probably going snow-skiing.
The harbour of Sydney is spanned（跨越）by the famous arch bridge and over looked by dramatic new Sydney Opera House. The Opera House has great white curving（弧形的）roofs and is described as one of the great buildings in the 20th century.
There are old classic buildings in Sydney as well, such as James Church（圣詹姆斯教堂）, Hyde Park Barracks（海得公园营房）and Parliament House（国会大厦）.Of course there are also modern skyscrapers.
It is estimated（估计）that by the end of the 20th century there will be five million people living in the metropolition（大城市）complex along the coastline north and south of Sydney.
1.派生法：通过在词根上加前缀(prefixes)或后缀(suffixes)构成新词。
建议：围绕单词词根进行词性转换，扩大词汇量，奠定英语阅读词汇基础。
(1)dirt(n.)脏物
［派生］dirty(adj.)肮脏的［规则］后缀-y接于名词后构成“……的”。如：
cloud(n.)-cloudy(adj.) wind(n.)-windy(adj.)
snow(n.)-snowy(adj.) rain(n.)-rainy(adj.)
(2)precious宝贵的
［规则］后缀-ous构成表示“……的”。如：
danger-dangerous(危险的) humor-humorous(幽默的)
mountain-mountainous(多山的) poison-poisonous(有毒的)
(3)Italy(n.)意大利
［派生］Italian(adj./n.)［规则］后缀-ian构成表“……的人”。如：
Christ-Christian(基督教徒) music-musician(音乐家)
politics-politician(政治家) India-Indian(印度人)
(4)percent(n.)百分
［派生］percentage 百分率［规则］后缀-age构成“集合”“状态”的名词。如：
bag-baggage(行李) short-shortage(短缺)
2.发散思维法：辐射一词多义，掌握词中词，提高阅读能力。
建议：先学习语言结构，后结合例句加以应用，再回到划线部分加以领悟，即运用意群记忆法。
(场所)在……那边
(1) beyond (prep./adv.) (时间)超出
(程度)超出，为……所不及
如：The house is beyond the bridge.房子在桥的那一边。
Don't stay out beyond 10 o'clock at night.晚上10点后不要在外面逗留。
Your works are beyond all praise.你的作品叫人赞扬不尽。
你来试试：
［填空］What he has done is ____________(出乎意料). (beyond expectation)
修理、安装
(2) fix up
安排(住宿)，提供
如：They fixed up a simple operation table on one end of the room.
他们在房间的一头搭起了一个简单的手术台。
They are fixing up the light.他们正忙着装灯。
Can you fix up a meeting in a hotel? 你能在饭店安排一次会议吗？
You can ask your father to fix you up with a good bike.
你可以请求你爸爸给你提供一辆好的自行车。
intend…for 打算给……
(3) intend to do 打算做
intend sb.to do 打算让某人做
如：He intends to study abroad next year. 他打算明年到国外留学。
He intends his son to manage the company. 他打算让儿子经营公司。
The dictionary is intended for the children. 字典是给孩子用的。
熄灭，关灯
(4) put out 发布新闻
生产
伸出
如：You can put out cigarette in the ashtray.你可以在烟灰缸把香烟捏掉。
Be sure to put the light out before you go away.你离开前务必将灯关掉。
The publishing house put out 80 new books last year.那家出版社去年出版了80本新书。
From then on the Romans began to put out a great variety of coins.
从那时起，罗马人就发行种类更多的硬币了。
He put out his hands to take mine.他伸出手来拉我的手。
The government will put out a new statement next week.政府将在下周宣布一项新声明。
depend on/upon 依靠、取决于
(5)
That(all)depends/It(all)depends 视情况而定
如：You can never depend on your parents.你不能永远依靠父母。
I may help you,but that depends.我也许会帮你，但得视情况而定。
3.辨析法：辨别相近易混结构，学会他们的区别。
建议：先学习辨析结构，后回到例句中加以分析应用，再领悟划线部分，破解难点。即运用意群记忆法。并运用观察分析法对比记忆。
如：I found a place suitable for the party.我找到了一个适于聚会的地方。
Do you think this style suits me?你觉得这种款式适合我吗？
These shoes don't fit me.这鞋我穿不合适。
The new manager isn't fit for his position.新经理不胜任这项工作。
切记：(sth.)fit sb.某人穿……合适
你来试试：
［改错］His great height fited him for team games last year.(fited→fitted)
outdoor(adj.)户外的，反义词indoor
(2)
outdoors(adv./n.)户外，反义词indoors
如：After class, the students prefer outdoor sports.下课后，学生们喜欢户外运动。
Children usually prefer playing outdoors.孩子通常喜欢在户外玩。
give birth to 生产、生下
(3)
be born 出生
如：His wife gave birth to a son.
The town gave birth to great men.
She was born on May 2nd.
He was borne by Eve.
小结：give birth to 其主语为雌性，其宾语一般为牲畜或婴儿。也可用比喻意义。
be born其主语是人或动物。也可用引申义。如跟有by短语则用borne。
你来试试：
［改错］On a rainy day,she was born by her poor mother.(born→borne)
如：His elder brother is a PLA man.他哥哥是解放军战士。
He is my elder by several years.他大我几岁。
The elders handed down the customs.长辈们把风俗传了下来。
你来试试：
［填空］She is three years ____________ than my _____________ sister. (older, elder)
4.联想归纳法：用已知语言结构进行广义联想，归纳总结。再回到意群中加以领悟。
(1)go camping 去露营
联想go+v.-ing，得到：
go boating 去划船
go cycling 去骑自行车
go hunting 去打猎
go farming 去务农
go soldiering 从军
go nursing 当护士
go climbing 去爬山
go riding 去骑自行车
go teaching 从教
go dancing 去跳舞
注意：go+v.-ing结构多指从事体育娱乐活动;也表示从事某职业。
(2)hand down传下来
联想动词hand有关词组：
hand in(上交)
hand out(分发)
in hand(手里的)
by hand(用手做)
hand over(移交)
hand back(交还)
on the other hand(另一方面)
at hand(在手边的，即将到来的)
如：I always keep a dictionary at hand.我常把字典放在手边。
Her sweater is knitted by hand.她的毛衣是用手打的。
Money in hand is not enough,so you can't buy the computer.
手头的钱不够，所以你不能买计算机。
(3)curiously 好奇地
联想curiously 得到：
如：Children are naturally curious about everything around them.
孩子们对周围的每件事好奇是自然的。
I'm curious to know what is written in his letter.我极想知道他信中写了什么。
It's curious that he should have failed to win the race.他没赢得比赛真奇怪。
Curiously enough,he seems to have known what we should do next.
说来奇怪，他几乎已经知道我们下一步做什么。
注意：It is curious that…从句用虚拟语气。
公式为：should do(should可以省略)
(4) catch sb.doing 碰上某人做某事
be/get caught in 被……围困
catch up with 赶上
联想动词catch,得到：
catch hold of 抓住
catch one's attention 吸引某人的注意
如：The girl was caught stealing the apples.这个小女孩在偷苹果时被当场抓住。
He was caught in the storm on his way to school.他在上学的路上遇上了暴风雨。
(5)keep out 不让……进来
联想动词keep搭配的词组：
keep up 维持、保持
keep off 避开
keep in mind 记住
keep on doing 反复不断做
keep pets 养宠物
keep back 抑制(情感)
keep away from 远离
keep up with 赶上
如：The trees keep out the wind.这些树可以挡风。
Keep off the grass.勿踏入草地。
The heavy rain kept them from going out.因为下大雨，他们没能出去。
I'm glad you're keeping up your studies.我很高兴你在坚持学习。
你来试试：
They try to keep ________________ the same speed.
A.out B.up
答案：B
the remaining language 相当于the language left
(6) 不及物动词，剩余、留下
remain
系动词，仍然、依然
如：The children ate and ate until no food remained on the table.
孩子们吃个不停，直到桌子上的东西吃个精光才肯罢休。
The problem remained unsettled.这个问题仍旧未解决。
用作不及物动词时译为“剩余、留下”
小结：remain 用作系动词时译为“仍然”
作定语时用remaining形式
rather than的几种用法
1) rather than此处是介词短语，意思是“与其”、“不是”，相当于instead of。如：
I think you, rather than Mary, is to be punished.我认为该受惩罚的是你，而不是玛丽。
Rather than fish, we'll have fried eggs and meat for lunch.
今天午餐吃煎蛋和肉，而没有鱼。
The colour seems green rather than blue.这颜色看上去是绿的，而不是蓝的。
I always prefer starting early, rather than leaving everything to the last minute.
任何事情我总是喜欢早点做，不要到最后。
I'll have a cold drink rather than coffee. 我要喝冷饮，不想喝咖啡。
2)rather than可以和would连用，如would rather…than…或would…rather than…这时要注意“平?quot;问题，即其前后必须用相同的语法单位。如：
I'd rather have the red one than(have)the green one. 我宁愿要红的，不愿要绿的。
I'd take the slowest train rather than go there by air.
我宁可乘坐最慢的火车也不愿坐飞机去那儿。
He would rather walk than drive. 他宁愿步行不愿开车。
I'd prefer to go in August rather than in July. 我愿八月去，不愿七月去。
I'd call her hair chestnut rather than brown. 我宁愿说她的头发是栗色，而不是棕色。
【注意】I'd rather +动词原形，通常意为”我宁愿……“，相当于”I'd prefer to…“，具有选择意义，即”宁愿做……不愿做“。但是，当后接动词like, enjoy, appreciate时，rather是一个程度副词，象quite和fairly一样无选择意义，所以I'd rather like不是”我宁愿喜欢“，而是”我相当（很）喜欢“。试比较下列句子：
①”I'd rather like a cup of coffee.“ ”Oh, would you? I'd rather have a beer. “
”我很想来杯咖啡。“”噢，是吗？我宁愿喝杯啤酒。“
②We would rather appreciate your help. 我们非常感谢你的帮助。
③Which would you rather have, tea or coffee? 你更愿意喝什么，茶还是咖啡？
④He would rather enjoy seeing a film on Sundays. 他很喜欢在星期天看场电影。
3）在would rather前后可用不同的主语来表示某人宁愿让另一个人做某事，这时，一般用过去时来表示现在或将来要做的事。如：
”Shall I open a window? “”I'd rather you didn't.“
”我开一扇窗好吗“”你最好别开。“
Don't come tomorrow. I'd rather you came next weekend.
明天别来，我希望你下周末来。
I'd rather you told me the truth. 我宁愿你给我讲实话。
I'd rather you went home now. 我愿意让你现在就回家。
4）谈到过去的动作，用过去完成时。如：
I'd rather you hadn't done that.我真希望你没做过那件事。
I'd wish you had answered the question. 我真希望你回答了这个问题。
I'd rather you hadn't done that. 我希望你没做过那件事。
二、知识归纳
（一）catch 高考常考动词之一，其主要用法如下：
1.(出其不意地)碰上，撞上（某人做某事，多指不好的事），作及物动词用。
（1）后接带现在分词的复合宾语：catch sb.doing sth.
e.g.She caught him smoking.ニ撞上他抽烟。
He caught some boys stealing flowers from the garden.ニ发现几个男孩在花园里偷花。
（2）后接名词/代词+介词短语
e.g.I caught the boy at it again.ノ矣肿采险夂⒆釉诟烧馐隆＊
We shall catch them in the middle of their supper.ノ颐侨セ崤錾纤们吃晚饭。
2.撞上、碰上（多用于被动结构）：be/get caught in…
e.g.The ship was caught in a hurricane.ツ撬掖遇上了飓风。
On my way home yesterday,I was caught in the rain.プ蛱煳以诨丶业耐局杏錾嫌炅恕＊
3.赶上，抓-
e.g.They caught us before we reached town.ノ颐腔姑挥械酱锍抢铮他们就赶上我们了。
I want to catch the one-thirty train.ノ蚁肴ジ弦坏惆氲幕鸪怠＊
I caught him by the arm.ノ易プ×怂的胳臂。
What?I didn't catch that(what you said).ナ裁矗课颐惶清楚。
（二）intend的主要用法归纳
1.intend用作及物动词，打算，有……意图
（1）接不定式
e.g.I can't do it,and don't intend to.ノ也荒苷庋做，也不打算这样做。
Do you intend to make a long stay there?ツ愦蛩阍谀抢锎舫ぢ穑开
（2）接动名词
e.g.We don't intend doing it this year.ノ颐墙衲瓴淮蛩阏庋做。
（3）接从句
e.g.He hadn't intended that we should all be there.ニ没有意思让我们都到那里。
（4）接复合宾语
e.g.Let's ask him what he intends us to do.ピ勖侨ノ饰仕打算让我们怎么办。
The building was intended to be a museum.フ庾建筑物本来是打算用作博物馆的。
（5）接名词或代词
e.g.They intended no harm.ニ们没有恶意。
2.intend…for… 打算给某人……，打算使……成为……
e.g.They intended the chair for you,but she took it away.
这把椅子他们是打算给你的，但是她搬走了。
This gift is intended for Xiao Hong.フ饫裎锸亲急父小红的。
（三）fix up的用法归纳
1.安排
e.g.Please fix up time for an interview.デ氚才藕靡桓黾面的时间。
We'll fix him up in the hotel.ノ颐墙把他安排在那个宾馆。
2.修理
e.g.He is fixing up the broken chair.ニ在修理那个破椅子。
3.搭起
e.g.That night we fixed up a bamboo bed for him in the front room.
那天晚上我们给他在前屋搭了一张竹床。
4.解决
e.g.We have fixed up the matter now.フ馐孪衷谖颐且丫解决了。
（四）round up的用法
round up 聚集、召集，相当于：gather together,可以用作及物动词，也可以用作不及物动词。
e.g.They rounded up at the school gate.ニ们在校门口集合。
I rounded up a lot of students to help me.ノ艺偌了好多学生来帮我的忙。
（五）rather than的用法
（1）是……而不是……，通常连接两个名词、代词、形容词、副词、动名词、介词、谓语动词，用来将前后两种情况加以对比。
e.g.He is a doctor rather than a worker.ニ是医生而不是一名工人。
She is honest rather than clever.ビ肫渌邓聪明，还不如说她老实。
连接两个主语时，谓语和前面的一个一致。
e.g.Tom,rather than you,is to blame.ジ檬茉鸨傅氖翘滥罚而不是你。
（2）would rather…than…/would…rather than…
e.g.I would take the train rather than go there by bus.
=I would rather take the train than go there by bus.我宁愿乘火车也不愿坐公共汽车去那儿.
（3）rather…than otherwise 不是别的，而是
e.g.It is rather cold than otherwise.ヌ旎故峭冷的。
三、词语辨析
1.be born,give birth to
(1)sb.be born in/on/at/of/from… 出生于……
e.g.She was born in a city. 她出生在一个城市里。
The boy was born of/in/from/into a poor peasant family.
那个男孩出生于一个贫穷的农民家庭。
(2)be born+n. 生来就是，天生就是……
e.g.No one is born a teacher.ッ挥腥松来就是老师。
(3)give birth to 生，产生
e.g.She gave birth to a fine healthy baby.ニ生了一个漂亮健康的宝宝。
The Chinese nation has given birth to many heroes.ブ谢民族涌现了许多英雄。
2.older, elder
二者都是old的比较级，但用法不同。old用于人时指年龄更大，用于物时指更旧;elder只用于比较同辈人中的年龄大小，只用作定语。
e.g.My elder brother is five years older than I.ノ腋绺绫任掖5岁。
This table is much older than that one.フ庹抛雷颖饶钦啪伞＊
3.outdoor,outdoors
outdoor是形容词“室外的”，多用作定语；outdoors是副词“室外（地）”“户外（地）”，在句中作状语。它们的反义词分别是：indoor（室内的）和indoors（室内地）。
e.g.He often sleeps outdoors in summer.ハ奶焖常在室外睡。
We need more outdoor exercise.ノ颐切枰更多的户外活动。
Ⅰ.单项选择
1.Good health depends,of course,________________a number of factors.
A.to B.upon C.for D.with
2.I'd like the red silk dress ________________ that black one if you let me choose.
A.and not B.rather than C.more than D.than
3.We put a fence ________________ the vegetable to keep the chickens ________________.
A.round;in B.around;out C.over;out D.on;in
4.-Do you regret paying so much money for the book?
-No,I would gladly pay ________________ for it.
A.three times as many B.three times so much
C.three times as much D.three as much time
5.-Did they receive you well?
-Yes,they ________________ in a good hotel.
A.fixed up us B.fixed us up C.gave us up D.put up us
6.-Is there any present for me?
-Of course.This book ________________ you.
A.is given for B.is to be given for C.is intended for D.is intended to
7.The cowboy________________ the cattle that ________________ eating the grass here and there.
A.drove up;was B.picked up;were C.rounded up;was D.rounded up;were
8.-Where shall we ________________ tonight?
-I think the clearing near the river is a good place.
A.camp B.stay C.live D.sleep
9.The ________________ diamond is ________________.
A.valuable;curious-shaped B.valuable,curious-shaping
C.precious;curiously-shaped D.precious;curiously-shaping
10.Australia ______ almost one third of the world's sheep.Cattle are also ____,fruit and vegetables are ______ in it.
A.produces;kept;grown B.keeps;grown;produced
C.grows;produced;kept D.produces;grown;kept
11.The peasants ________________ the majority of the population in China.
A.are make from B.make up C.make up of D.are make of
12.One strange animal ______eggs,yet feed its young ________ its milk.
A.lay;on B.lays;on C.laid;with D.laid;on
13.He would take the slowest train ________________ by air.
A.rather than going B.rather than go C.rather go D.prefer to go
14.The students in Class Two are planning ________________ in the summer holidays.
A.going camp B.going to camp C.to go camp D.to go camping
15.What is ________ price to one person ______ worthless to another.
A.behind;maybe B.behind;may be C.beyond;maybe D.beyond;may be
16.The soldier rushed into the railway station ________________.
A.with a gun in hand B.with gun in hand
C.gun in hands D.gun in hand
17.-I'd like to go to the cinema with you,Dad.
-Sorry,but the film is ________________ for adults.
A.admitted B.intended C.promised D.permitted
18.Twelve of the students gave performances,and the ______ ones served as the audience.
A.left B.rest C.remained D.remaining
19.No dictionary can _________ all the English idioms.
A.cover B.tell C.say D.show
20.The painting looks better if seen ________________ distance.
A.in a B.in the C.at a D.at the
1.B depend upon/on 取决于。 2.B rather than 而非。
3.B keep the chickens out 不让鸡进来。 4.C 省略句。 5.B fix up 安排住宿。
6.C be intended for 意指。 7.D round up 赶拢，cattle 是集合名词。
8.A 9.C 10.A 11.B make up 构成 12.B
13.B go与take 构成平衡结构。 14.D plan to do 计划做某事;go camping 去露营。
15.D 16.D gun in hand 相当于with a gun in his hand 17.B
18.D the remaining ones 相当于the ones left 19.A 20.C at a distance 隔有一段距离。
语法天地
复习归纳v.-ing(现在分词)的用法。
(1)现在分词的形式：见下表
以及物动词ask,不及物动词go为例。
(2)分词的时间意义
①现在分词的一般时表示的动作，与谓语动词表示的动作同时发生或几乎同时发生。如：
One day I found a boy playing on the track.
②现在分词的完成时表示的动作，发生在谓语动词动作之前。如：
Having cleaned the desk,we began reading.
(3)现在分词的否定式：not+v.-ing
(4)现在分词的作用
现在分词在句中起形容词和副词的作用。
①作定语：单个分词作定语常放在被修饰词的前面。分词词组作定语放在被修饰词的后面。如：
He was waiting for the sleeping boy.
Do you know the man sitting over there?
切记：having done 分词的完成时永远不能作定语。
［误］Do you know anyone having told lies?
［正］Do you know anyone who has told lies?
②作表语
如：The story that I read yesterday is very touching.
③作补语
I'm sorry to have kept you waiting.
切记：分词作补语与宾语或主语的关系：分词作宾语补足语，分词的逻辑主语就是句子的宾语;作主语补足语时，分词的逻辑主语就是句子的主语。
现在分词与逻辑主语间是主谓关系。
分词与不定式作宾补的区别：
现在分词与宾语有逻辑上的主谓关系，并表示动作正在进行。
动词不定式与宾语有逻辑主谓关系，表示动作全过程已经结束。如：
I feel my heart feeling fast.(强调动作正在进行)
Did you hear anyone come in?(强调动作的全过程)
④作状语
A.分词短语作时间、条件、原因、让步状语时，多位于句首，可转换成状语从句;作表示结果、方式、伴随情况状语时，通常置于句末。如：
Working in the factory, we learned a lot from the workers.(时间状语)
Being too old, he couldn't walk that far.(原因状语)
Standing on the building,you can see the whole city.(条件状语)
Being young, he knows a lot.(让步状语)
Many trees had been blown down by the high winds, blocking roads.(结果状语)
One woman was lying in bed, awake, listening to the rushing wind.(伴随状语)
B.分词作状语与谓语动词的时间关系。
现在分词表示的动作与谓语动词表示的动作同时进行。现在分词的完成时先于谓语动词的动作而发生。
注意：逻辑主语是分词解题的钥匙，一般说来，现在分词的逻辑主语就是句子的主语。即分词与句子的主语存在逻辑上的主谓关系。
分词与逻辑主语的关系如下表
但几个常用的词组不受这种语法限制。
generally speaking(一般的来说) strictly speaking(严格的来说)
roughly speaking(粗略的来说) judging from(由……来看)
如：Generally speaking,newspaper follows the American way.
Judging from his accent,he must be from Shanghai.
(5)分词与从句/独立主格结构的区别
①从句的结构为：关联词(after,before,since,as…)+主语+谓语。如：
After I had put down my newspaper,I walked over to the window and looked out.
②分词是短语，无关联词(但可保留when,while,if,though…)如：
When leaving the airport,they waved again and again.
③独立主格为短语，无连词但有逻辑主语和逻辑谓语，逻辑谓语由非谓语动词承担。如：
Weather permitting,we'll go to the Great Wall.
(6)独立主格结构
独立主格结构在句中作状语。一般说来，表示时间、原因、条件时常放于句首。表示方式或伴随放于句末。
①表示时间 如：The work finished,they left the room.=After the work was finished,…
②表示原因
如：It being a rainy day,Kate wore her new raincoat=Because it was a rainy day,…
③表示条件 如：Weather permitting,we'll visit the Great Wall.=If weather permits,…
④表示方式或伴随情况
如：The family started on their way,children running and jumping in front.
独立主格结构的构成
①名词(代词)+不定式或分词 如：The clock having struck 12, I went to bed.
注意：being\,having been的省略：being\,having been在名词作逻辑主语的独立结构中可以省略。如：Class(being)over, we began to have a break.
His work(having been)finished, he went home.
但代词作逻辑主语时，being\,having been不可省略。如：
They being our friends,we should help them.
你来试试：
［改错］He stood there with his eyes fixing on the ground.(fixing→fixed)
It fine, we went out for a walk.(fine前加being)
②名词(代词)+形容词/副词/介词词组 Summer over, students returned to school.
③with+名词(代词)+宾补。这种句型又叫with的复合结构。如：
With his mother out,he failed to do his homework.
注意：独立结构中冠词的省略。
在“名词+介词短语”的独立结构中，如果逻辑主语与介词短语中的名词都是单数名词，在这些名词前习惯上不用冠词。如：The teacher came in,with a book in his hand(book in hand.)
你来试试：
［改错］The man was sitting over there,a pipe in mouth.(去掉a)
语法专项练习
1.The professor came into the lab,________________ by his assistant.
A.following B.followed C.being followed D.to follow
2.With trees,flowers and grass __________ everywhere my town has taken on a new look.
A.planting B.planted C.to plant D.to be planted
3.Weather ________________,we'll go fishing tomorrow morning.
A.is permitting B.permits C.permitting D.permitted
4.The key ________________,I couldn't enter the office.
A.was lost B.having been lost C.be lost D.being lost
5._______not enough money,I couldn't buy the dictionary.
A.It being B.It was C.There being D.There was
6.________________,the boy could't enter his house.
A.Since the key has lost B.The key was lost
C.Lost the key D.Having lost the key
7.If ________________ ill,I'll stay home ________________ a good rest.
A.to fall;taking B.fall;to taking C.falling;taking D.falling;take
8.A letter has been written to him,________________ him to the party.
A.invite B.to invite C.invited D.inviting
9.Not ________________ it right,he was encouraged to try again.
A.did B.done C.to do D.having done
10.________________ your head,and you'll see the sun ________________ now.
A.Raise;rising B.Raise;raising C.To raise;rising D.Lift;being risen
11.________________ from his clothes,he is not so poor.
A.Judged B.Judging C.To judge D.Having judged
12.________________ now pretty late,we took candles and went upstairs.
A.Being B.to be C.For being D.It being
13.European football is played in 80 countries, ____ it the most popular sport in the world.
A.making B.makes C.made D.to make
14.________________ a reply,he decided to write again.
A.Not receiving B.Receiving not C.Not having received D.Having not received
15.Mother ________________ the child had to live alone.
A.dying B.died C.having died D.dead
16.All the people,________________ the wounded,were brought to safty.
A.included B.including C.include D.to include
17.All the people,the wounded ________________ were brought to safety.
A.included B.including C.include D.to include
18.On my way home,I saw a thief ________________ money from a lady by police.
A.being caught B.having caught C.caught stealing D.have caught to steal
19.He stepped into his room,____ ______ a lot of things _______.
A.finding;robbed B.finding;stolen C.found;missed D.to find;robbed
20._____ ___ up at his father,he asked what was the matter with him?
A.Having looked B.Looking C.To look D.Look
1.B followed by his assistant 被助手跟随。2.B planted 表示动作完成。
3.C 独立主格结构。4.B 独立主格结构。5.C 独立主格结构。
6.D 现在分词作状语，the boy 是动作的执行者。
7.C 8.D 9.D 分词作状语。10.A 祈使句+and… 11.B judging from 是独立结构。
12.D 句子意为：天已黑，我们拿着蜡烛上楼。 13.A
14.C receive 发生在decide之前，所以用完成时;not+doing 构成分词的否定式。
15.B 16.B 17.A 18.C catch the thief stealing
19.B steal a lot of things，不可说rob sth., rob sb.of sth.是正确的。 20.B
（二）高考真题
1.(上海)__in 1636,Harvard is one of the most famous universities in the United States.
A.Being founded B.It was foundedC.Founded D.Founding
简析：选C。founded既表示了Harvard的被动（被创建），又表示动作发生在过去（in 1636）。
2.(2000上海)The ________boy was last seen________near the East Lake.
A.missing;playing B.missing;playC.missed;played D.missed;to play
简析：选A。missing是一个形容词，丢失的，下落不明的。修饰boy，句子中出现了last这个副词，表示当时的一个情景，故用分词playing而不能用play。
3.(上海)The bell________the end of the period rang,________our heated discussion.
A.indicating;interrupting B.indicated;interrupting
C.indicating;interrupted D.indicated;interrupted
简析：选A。“indicate”和“interrupt”和bell的关系都是表示主动，都用现在分词，indicating作定语，interrupting作状语。
4.(2001高考题)___such heavy pollution already,it may now be too late to clean up the river.
A.Having suffered B.SufferingC.To suffer D.Suffered
简析：选A。此题考查现在分词的用法，suffer的逻辑主语是river，表主动，因此用现在分词的完成时。
篇2：新课标 选修9 高三 Unit 3 Australia
（一）教材分析：
本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。
读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。
阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。最后，再查英英词典，将你不认识的单词的定义写在“定义”一栏中。这项练习包含了两种重要的词汇策略：1）根据上下文猜测生词的意思； 2）。用英语给英语单词下定义。练习3也包含了两种重要的词汇学习策略。即“学一个记一串”， 以一个单词为中心，衍生出与之相关的派生词和合成词。这个练习给予学生充分的联想空间，既巩固了课文生词，又复习了旧词，还通过同伴之间相互交流认识了更多的生词，一举多得。 语法部分复习的重点是“表语”。 三个练习所用的语篇虽然不同，但任务是一样的，都是要求学生辨认表语的各种形式。
语言的运用分为“听说”和“阅读讨论” 两部分。 听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营，但魏平有所顾忌。练习1介绍听力内容发生的背景，并让学生预测魏平为什么对露营敢到紧张，他有可能害怕什么。“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。
辩论部分提供的题目是：澳大利亚是一个危险的旅游地点。
写作是读写结合的任务型活动。而这一任务又是前面“阅读”和“辩论”的延续。学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，自己对“露营是否安全”这一问题给予回答。
（二）教学目标
1．语言知识
词汇 associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heritage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious
词组 associate with Great Barrier Reef out of respect correspond with owe … to talk …into …
语法 Revising of Predicative (复习表语)
归纳总结在句中作表语的可以是：名词短语、数词、代词、形容词、副词、非谓语动词、介词短语/词组、从句。
功能 表示禁止、表示警告、表示许可
话题 澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2． 语言技能
听 听懂关于澳大利亚冲浪营救俱乐部、澳大利亚旗帜的介绍和野营安全的对话
说 用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达；对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。
读 略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练
写 在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，书面对“露营是否安全”这一问题给予回答。
3．学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力
认知 猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能
调控 小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用
交际 积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务
4．教学的重点和难点
（1）重点
1）了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2）学会表达禁止、警告和许可
3）归纳复习语法项目---表语
4）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
5）让学生掌握辩论技巧，对提供的辩题进行辩论
6）让学生对“露营是否安全”进行E-mail回复
（2）难点
1）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
2）让学生掌握辩论技巧，对提供的辩题进行辩论
3）让学生对“露营是否安全”进行E-mail回复的书面表达
（三）教学安排
对课本内容进行优化组合，可将本单元分成5个课时
Period 1 Reading
Period 2 Language points
Period 3 Grammar
Period 4 Using Language
Period 5 Debating & Writing
Period 1 Reading
Ⅰ. Teaching aims:
1. Enable the students to learn some information about Australia
2. Train the students’ reading ability(skimming, detail reading, distinguishing different styles of articles)
Ⅱ. Teaching important points:
Get some information of Australia in the text
Ⅲ. Teaching difficult points:
Enable the students to distinguish different styles of extract articles
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
1. Greeting
2. Ask Ss to guess the country we are going to talk about---“Today we are going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you know which country it is?”
3. Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia? What places do you know in Australia? (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each picture? Can you recognize them? Why?”
4. Ask Ss to find the places listed in Question 1 on the map
5. Ask Ss to work in groups and discuss what they know about these places.
Step Ⅱ Pre-reading
1. Ask Ss to quickly glance at the five text and answer the questions designed for this part.
2. Get the Ss know some reading strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words.
Step Ⅲ Reading
1. Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part.
2. Ask the Ss to read the text in detail, underline the information they didn’t know before and write down five facts that they consider to be the most interesting and exchange information in groups’ work.
Step Ⅳ Discussion
Ask the Ss to work in groups to discuss the following questions.
1. What kind of people do you think make Australia their home?
2. Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens?
3. When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable? Give more than one reasons.
4. In what part of Australia do you think most agriculture takes place? Give reasons.
5. Why do you think the population of Australia is so small when it is such a large country?
6. Choose five words or phrases to describe Australia.
Step Ⅴ Language points
Explain some difficult points as listed in the PPT.
Step Ⅵ Homework
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article about the reasons why people want to travel in Australia
Period 2 Language Points
Ⅰ. Teaching aims:
1. Target Language
backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe
2. Ability goals
Enable Ss to use the new words in the text or passages
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅱ. Teaching important points:
Enable Ss to use the new words in context
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅲ. Teaching difficult points:
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they?
StepⅢ Word Study
1. Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese.
2. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.
3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible.
tax: taxation, taxed, taxable, taxman, taxpayer
home: homework, homely, homeland, homeless, homemaker, homecoming, homesick
rust: rusty, rustproof
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Consolidating Exercise
Choose the correct words to complete the following sentences.
1) The young woman seemed to be asleep, but in fact she was _____________.
2) The house looked old form outside, but inside it was ____________.
3) The knife appeared _____________, but it proved to be extremely sharp.
4) The name of the place sounds like English, but it is _____________.
5) The fruit smelled bad, but it turned out to be very ___________.
6) The food and water seemed __________ quality, but they made us sick.
7) The situation seemed _________ quality, but it proved to be hopeful.
8) This island appears to be an independent country, but actually it is to be a(n) ________ region within the country.
Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous
Step V. Homework
Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.
Period 3 Grammar: Revising of the Predicative
Ⅰ. Teaching aims:
1. Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses)
2. Enable the Ss to apply this grammar point to the daily use of English
Ⅱ. Teaching important points:
What can function as predicative and how to use correctly use them to the context
Ⅲ. Teaching difficult points:
What can function as predicative and how to correctly apply them to the context
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard
Ⅵ. Teaching procedures:
(Pre-class)
1. Get the Ss to collect some pictures of Australia and describe them respectively
Step Ⅱ Revision and lead in
1. Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part)
2. Ask them a group of questions:
Where is Australia?
How do you like Australia? Use several Adjectives to describe it.
Do you think Australia is a wonderful tourist destination?
How would you feel if you offered a chance to tour around Australia?
Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focus---grammar point the predicative.
Step Ⅲ Discovering the rules
1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair of Ss to act out the dialogue.
2. Then check answers.
3. Ask them to summarize what can function as predicatives in sentences.
So, together with the Ss we work out that adj, noun, pronoun, numeral, adv, prepositional phrases，infinitives, -ing, -ed, clauses can function as predicatives.
Step Ⅳ Further Explaining
1. 表语 Predicative
表语是由系动词引导的主语补足语，补充说明主语。常见的系动词有：be become feel grow prove smell taste appear get go remain sound seem stay keep
2．充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、－ing 形式、过去分词、从句等。
3．形容词作表语，用来修饰说明主语, 例如:
You don’t feel well today. Are you sick?
4．形容词只能作表语，不能作定语，如：
afraid asleep ready unable alive
aware glad sorry well alone sure
可以说 “She felt glad.” 但不能说“a glad woman”.
5. 名词或名词词组作表语，一般用来确定主语的性质，或者表达主语的看法，例如：
He became a doctor.
Boys are boys.
He’s not the right man for the job.
She seemed an ideal wife for him.
6. 可以接不定式的系动词有：
be appear prove seem
例如：
They only aim was to get success.
She appears to have many beautiful dresses.
It proved to be much easier than we have thought.
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Judging whether the sentences contain predicatives, using sentence pattern “S+V+P” to rewrite sentences, correspondent practices in workbooks.
Step Ⅵ Summary and Assignment
1. Make a summary of today’s task.
2. Assign Ss to surf the write a short article to introduce an object or an experience, using as many predicatives as possible in the article.
Period 4 Using language
Ⅰ. Teaching aims:
1. Enable the Ss to get some basic knowledge about dangerous creatures in Australia
2. Help Ss learn how to protect themselves from the dangerous creatures in Australia
Ⅱ. Teaching important points:
Enable the Ss to know what attention should be paid while camping in Australia to
protect themselves totally safe from the dangerous creatures
Ⅲ. Teaching difficult points:
Teach the Ss how to figure out the best ways to stay safe while camping outside
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
1. Greetings.
2. Ask some students to talk about what they know about wildlife in Australia and what they should pay attention to if they are offered a chance to travel around Australia. Thus lead to today’s topic.
StepⅡ Listening
1. Pre-listening (Ask Ss to turn to page 26 and to predict what Wei Ping might be nervous about.)
2. Listening task(Exercise 2--- answer the questions)
3. Listening task(Exercise 3 – filling the blanks)
4. Listening again and having a discussion
Keys to tasks 2
1. He is worried about snakes.
2. No. Because he does not believe they are likely to see any and he knows what precautions to take against being bitten.
3. He probably has talked him around because he assured Wei Ping that there was very little danger. Also the fact that Wei Ping summarized the advice Bob gave him suggests that he has accepted bob’s assurances.
Keys to task2
snake boots and long trousers a noise do not move avoid walking
Keys to task 3
1. Because Wei Ping may think the bush means wild and dangerous land, but Australians use it to mean the countryside where there aren’t any houses or farms or other signs of humans.
2. Because snakes don’t have legs (this is where the humor lies)
Step Ⅲ Extensive Reading
1. Pre-reading ( Ask Ss just read the title and look at the picture to predict what they expect to read in the text)
2. Ask Ss to read the whole text and check whether what their predictions are right and tell the main idea of the text
3. Ask Ss to read the whole text for specific information, that is, to answer questions listed in Exercise 2.
Keys of Exercise 2:
1. 115 different kinds of snakes and 2,000 different kinds of spiders. Only a few kinds of spiders and snakes are capable of killing humans.
2. Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human
3. It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists.
4. The saltwater crocodile.
5. The island used to be a very harsh prison for the most dangerous prisoners.
StepⅣ Discussion
1. Ask every four Ss to form a group and read the relative information
2. Ask the Ss to divide the information into certain points and give suggestions to each point
For example: (crocodile) Show the example on the screen.
1. found only in the far north of Australia near the rivers and water holes.
Don’t go to the north of Australia and sty away from rivers and waterholes.
2. There are signs to warn people. Don’t go near water places where there is a waning sign.
3. stay hidden in the water or on the land close to water.
Don’t go near water alone./ Don’t swim in waters that are not familiar to you.
Step V Assignment
Ask Ss to get prepared for the debate (divide the whole class into two sides: for or against) in the next period. Debating topic:
“Australia is a dangerous place to visit.”
Period 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss to use they information they’ve acquired to carry out a debate
2. Enable Ss to offer their advice and opinions on a certain problems others come across
3. Enable the Ss to reply an E-mail to give advice on whether staying in Sydney or camping in National Park
Ⅱ. Teaching important points:
Enable the Ss master some basic knowledge of debating
Enable the Ss to reply an E-mail offering advice to a friend who is confronted with difficulty in making decisions
Ⅲ. Teaching difficult points:
Enable the Ss to apply the basic knowledge of debating to real debating occasion
Enable the Ss to master how to give a reply and offer advice to solve others problems
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠIntroduction
T: Last period I assigned you to get prepared for the debate. So have you made full preparation? Ok, before we carry out the debate, let’s go over the rules of debate.
You can refer to the Supplement materials of debate.
StepⅡ Debate
1. Divide the whole class into two large groups (A & B), and then ask every three Ss to form a team and have a discussion on how to argue.
2. Choose two teams with different ideas to be seated face to face.
3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned.
4. Summary: to make a summary of the debate and present awards to the excellent debaters.
Step Ⅲ Writing
1. Ask the Ss to read the E-mail and to make out why does Li Haidi write this E-mail?
2. Then go over the tips of a reply together to make it clear that these elements should be included in their reply.
3. If time not allowed, ask the Ss to finish the reply E-mail after class as their assignment.
Step Ⅳ Homework
1. Ask the Ss to finish the reply in the writing part.
2. Team work: Ask each team to work out “A week traveling to Australia”. That is, they are working for travel agencies and are assigned to design a route “A week traveling to Australia” To do the work, they should first look up for information, names of tourist destinations, their features, location, means of transportation, accommodation, etc. And then they have a discussion to get the job done. Then next time choose the best designed routes.
Supplement materials of debate
Introduction
A debate round has two teams with two debaters each and a Speaker. The Speaker serves as both the judge and arbiter of the rules during the round. Note here that ”Speaker“ always refers to the judge from this point forward. One team represents the Government, while the other represents the Opposition. The Government team is composed of a Prime Minister, who speaks twice, and a Member of Government, who speaks once. The Opposition team is composed of a Leader of the Opposition, who speaks twice, and a Member of the Opposition, who speaks once. The Government proposes a specific case statement, which the government team must demonstrate to be correct. The Opposition does not have to propose anything, but must demonstrate that the case statement is not correct. The Speaker decides at the end of the round, based on the arguments made in the round, whether the Government has proved its case or whether the Opposition has disproved it. The team which met its burden more convincingly wins.
Rules of Debate Rules of Debate
(condensed from Competitive Debate: Rules and Techniques,
by George McCoy Musgrave. New York: H.W. Wilson, 1957)
1. There are two teams, each consisting of two or three speakers.
2. Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives the first constructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has both the first and last speeches of the debate.
3. When worded as a proposition of policy, the topic requires the affirmative to support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term.
4. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
5. He who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they become available for the opponents' use if desired.
6. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition's case, or to ascertain facts, such as the opposition's position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
7. Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
8. No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
9. The judge must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
10. Any gains made outside of the established procedure are disallowed.
篇3：Unit 10 The trick(新课标版高三英语教案教学设计)
Lesson 37
Step 1 Revision & presentation
A) 复习”主谓一致”: 用所给动词的适当形式填空:
1. A poet and artist__________(come) to our party tonight.
2. Mr. Green, as well as his family, _________(travel) with us now.
3. Either he or I__________(be) to attend the students’ meeting.
4. The cattle_________(feed) on the grass in the fields, when the children arrived.
5. Bread and butter__________(be) a daily food in some western countries.
6. What they need now ________(be) more experienced teachers.
7. His family___________(be) football fans.
8. The police__________(report) that the wanted man is now staying in this hotel.
9. Many a child___________(be) playing basketball on the playground.
10. Each teacher and each student________(be) expected to attend the lecture.
11. ________(be) ten minutes too short for you?
12. There__________(be) an adult and many little children enjoying themselves in the classroom.
B) Ask Ss some questions about people who disappear. Ask: What do you do if people disappear? Who do you telephone? What do try to find out? What might have happened to people who disappear?
Step 2 Reading
1. Ask questions about the picture, and get the Ss to tell you what they think is
happening.
2. Listen to the dialogue (book closed) and find out the answer to this question: What do they think has happened to Linda bell? (It looks as if she has gone away for a few days.)
3. Read the dialogue aloud, and finish Exercise 1 (p.181).
Step 3 Language points
1. turn up ( turn down, out, in, to, over, … )
1) He asked Jane to marry him, but she turned him down.
2) There was no one in the street to whom I could turn for help.
3) I didn't think he would turn up until 10p.m.
4) If you pick up anything, you should turn it in to your teachers.
5) The rumor has turned out to be false.
6) He turned the matter over in his mind, and then made a decision.
7) Would you turn up the radio a little? I can hardly hear the program.
( It's one's turn to do sth., in turn, by turns, out of turn, take turns to do)
2. may/might/must/can't have done 用情态动词表示对过去某事可能性的推测,注意其反意问句的表达方式, 以及根据语气不同选择不同的情态动词.
”I wonder why they are late.“ ”They must have missed the train.“
Jenny can't have been with him at that time, for I was having dinner with her in my home.
”What do you think of the service here?“ ”Oh, wonderful! We couldn't have found a better place.“
He might have given you more help, even though he was very busy.
He left three days ago. He may have arrived in Beijing. In other words, he may be
there now.
注意反意文句的表达方式:
It must be Mary who is in the office, isn't it?
He can't have been caught stealing yesterday, did he?
They might have been working for some thirty years, haven't they?
3. happen v.
If anything should happen to him, that would be too bad.
I wonder what's happened to him.
It so happened that I had no change on/with/about me.
I happened to have no change with me.
( break out, take place, add up to, appear, belong to, rise, cost…不用于被动态)
4. since/ever since
I have studied at this school since . ( since 是介词 )
I entered this school in 1998, and I have studied here ever since. ( 副词 )
He has lived in Beijing since he moved to the north three years ago. ( 连词)
It is a week since he arrived/smoked/stopped smoking.
汉译英：
1）他在一九七0年离家，以后即无音讯。
He left home in 1970, and has no been heard of ( ever ) since.
2）她自结婚后未回过家。
She hasn't been home since her marriage.
3）自上次见面后，你到哪里去了？
Where have you been since I last saw you?
4）你到伦敦多久了？刚好一周。
How long is it since you got to London? It's a week since I arrived here.
5. It looks/seems as if
It appears/sounds as if
6. mean, meant, meant v. means n.
mean to do sth./mean doing sth.
meant to do/didn't mean to do
be meant for
7. It's (just) like sb. to do sth. 某人(恰恰)就是…这个样子,表示赞扬或不满,若用
否定,则表示怀疑.
It's like him to leave the work to others.
It's not like him to have said anything like that.
It is like her to think of others before thinking of herself.
另外, It is likely that…/sb. is likely to do sth.
8. Obviously she's gone somewhere to stay.
Don't worry, Betty. This time I will be here to stay.
The new ideas have come to stay. （持久，继续流行，变成根深蒂固）
I hope that the principle of equality of opportunity for men and women has come to stay/is here to stay. （我希望男女机会平等的原则能持久。）
(stay single/open, stay up, stay for a meal)
9. at the back of , on top of, in (the) front of, at the bottom of, at the top of
10. She’s taken the bag that usually sits on top of the cupboard.
Sit---to lie, rest, be in a place or position and not move.常与on连用:位于，坐落在，处于某位置。
The books sat unread on the shelf for years.
这些书放在书架上未经阅读已经好几年了。
He, together with his children, lives in a village sitting on the side of a hill.
他和他的孩子们住在坐落在山腰处的村子里。
There are some family photos sitting on the writing table.
有几张家庭照片放置在楔子台上。
Lesson 38-39
Step 1 Reading comprehension
1. Listen to the story and give answers to three questions on p.56.
1) Why was Bill worried?
Two men were following him. Bill was afraid that they would try to steal something from him.
2) Where had Bill planned to travel to? Japan.
3) What was the new plan?
Mick would go to Japan instead of Bill.
2. Read the whole story, and answer questions on p.57&p.58.
3. Finish Exercise 1 on p.182 and Exercise 1 on p.183.
4. Fill in the blanks with the suitable words on p.182&p.183.
5. Retell the whole story with the help of the information on p.57---Retelling.
Step 2 Language points
1. pick up
While staying in Canada, he picked up English and French. (获得，学会)
He slipped and fell, but quickly picked himself up. （跌倒后爬起）
Wait at home patiently, I'll picked you up in a few minutes. （用车接）
He picked up the waste paper, and put it in the basket. （捡起）
It is difficult for us to pick up VOA. （收听到）
You will soon pick up health when you get to the seaside. （恢复）
She is a girl I picked up in the street.（偶然结识）
pick out , pick, choose, select, elect.
pick flowers/fruit/words/one's nose/one's pocket
pick out one's friend in the crowd （分辨出）
pick out some good apples （挑选）
There are only five to choose from.
Choose your friends carefully.（审慎择友） choose husband/wife
He had to choose between death and dishonor. （两者择其一）
select a Christmas gift for the child （精选）
selected works written by Lu Xun
He was elected president of the USA in the general election.
2. as though/as if
He acted as if nothing had happened.
This American girl speaks as though she were a Chinese.
3. glance v.&n.
He glanced over his shoulder to see if he was being followed.
Will you please glance over my report before I send it to the manager?
He glanced through the letter, tore it into pieces, and threw it into the fire.
He glanced at the watch, and left in a hurry.
take a glance at the headlines at first glance
4. escape v.&n.
None of you can escape from the terrible place.
Is there any one of you escaping being injured/the injury in the accident?
His telephone number escaped me for the moment.
There have been very few successful escapes from this prison.
That is a narrow escape.
5. thought n.&v. thoughtful adj.
have a sudden thought/at the thought of / deep/lost in thought
I have no thought(intention) of hurting your feelings.
May I have your thoughts on this matter?
He says he cannot read my thoughts.
He keeps his thoughts to himself.
idea n.
I have no idea what to say next.
I have some idea of the trouble you meet with during the experiment.
What idea can a blind man have of color?
6. the last time he was in Cairo…
I made quite a lot of friends the last time I stayed in the country.
Be sure to bring me the photos of your son the next time you come here.
each time/every time/the first time/the minute/the moment/the instant
Every time I went to Beijing, I would visit the Great Wall.
I'm sure you will be struck by its beauty the minute you see it.
immediately, directly, instantly, on doing sth. 一……就……
7. in a flash 转眼间, 突然间
In a flash, he realized that I had already recognized him.
It seemed that everything changed in a flash.
news flash （简短的新闻电报）
The idea flashed into/through my mind.（掠过，闪现）
8. form v.&n.
form a child's character/mind/ideas/opinions/plans
I can't form any idea or opinion about it.
It's easy to form a bad habit, but it's difficult to get rid of it.
A good idea formed in my mind./came into my mind/was developed in my mind.
A good idea hit/seized me.
in the form of…
9. On/Upon his arrival…
On/Upon arriving at…
As soon as he arrived at…
Immediately/Directly/Instantly he arrived at…
10.with fear表示原因, 常跟表示情感的名词.
His face turned pale with fear.
The old woman was trembling with cold.
The patient was burning with fever.
She brightened up with joy.
Her eyes shone with pleasure.
We're wild with joy.
11. beat v.(beat, beaten)
He was beaten black and blue. give sb./get a good beating
Our team got a sound beating./was beaten. He beat me at chess.
The rain was beating against the window. beat the record
The sun was beating down on our heads.
12. have sth. done
They have decided to have their old house rebuilt.
When I was training in the gym, I had my leg hurt.
Tom had his hands burnt.
The robber had his head cut.
I have to have/get the plan carried out as soon as possible.
比较：have sb. do sth./have sb. doing sth./get sb. to do sth./get sb. doing sth./get
sth.done
13. by name
I know this man by name.
The teacher knows all the students in her class by name.
A person of the name of Smith wants to see you.
A person with the name Smith…
A person, Smith by name, …
A person by the name of Smith…
A person named Smith…
另外，He writes under the name of Jack Smith.
The boy was named after his father.
14. with结构.
He showed me a piece of paper, with his address written on it.
We are sure to finish the task ahead of time, with him to offer the help.
He lay there, with his eyes looking straight upwards.
Mothers in that village have to work hard in the fields with their babies on their
backs.
He likes sleeping with the windows open and the light on in summer.
15. the moment/the minute…
for a moment一会儿
for the moment眼下,暂时(for the time being)
at any moment随时,任何时候
at the last moment在最后一刻
Can I speak to you for a moment?我可以和你谈一会儿话吗？
I wasn’t fooled for a moment.我一点儿也没有上当.
I will be ready for a moment.我马上就准备好.
Be careful----he might come back at any moment.当心,他随时都可能回来.
For the moment we are content to watch and wait.目前我们甘心在一旁观察和等待.
I recognized her the moment I saw her.我一见到他就认出他来了.
He’s never late, but he often arrives at the very last moment.他从不迟到,但他常常在最后一刻赶到.
16. be perfect for sth.
The weather is perfect for an outing.
The big house is perfect for our large family.
The place is perfect for our holidays.
17. break off/down/up/into/in/out
18. force v.&n.
force open a door/force a door open
(cut/tear/burst sth. open, set sb. free, keep sth./sb. alive )
force one's way through a crowd
force sb. to work hard (into working hard)
force a smile, a forced laugh
the force of a blow/an explosion, force of character/emotion
the forces of nature
the armed forces of a country, the Army, Navy, Air Force
by force
19. flight n.
two flights of stairs
the flight into Egypt
a flight of capital
a none-stop flight from Paris to New York
a flight of swallows
20. …completely astonished.
”We've got the first place!“ we cried, greatly pleased and excited.
She accepted the gifts, deeply moved.
She hurried back home, eager to tell his family the result of the competition.
The child stole into the room, not daring to wake up his father.
21. trick
He got the money from me by a trick.
Don't try any tricks!
play a trick(tricks) on sb./dirty tricks/unfair tricks/double-dealing tricks
22. spare v.&adj.
have no spare money/time/room/parts
Can you spare me a few litres of petrol?
I can't spare the time for a holiday at present.
Spare no efforts/pains to do sth.
篇4：unit 3 Going Places(新课标版高一英语教案教学设计)
I. Background knowledge
Tips for travelling abroad
Whether you are traveling overseas for business , pleasure or study , the best way to ensure a carefree and relaxing trip is to prevent problems before they happen . The more you learn about passports , visas , customs , and other travel basics , the less likely you are to have difficulties during your travels.
Before you go
There is much that you can do to prepare for your trip , depending on where you are going , how long you are staying , and your reasons for travelling.
1. Learn about the places that you plan to visit , such as the language , history , culture , customs and politics.
2. Learn about the travel agents , transportations , and travel insurance.
3. Make sure of the things to take , such as your ID card , passport , the right amount of money （credit card or traveller’s check）, medicine.
4. Learn about the lodging , organized programmes ,
5. Learn about the places to receive mail , telephone.
6. Make sure of the things to leave behind with relatives or friends , such as names , addresses , and phone numbers of persons and places to be visited so that you can be reached in an emergency.
While you are on the way
1. How to deal with the unexpected
If you change your travel plans , miss your return flight , or extend your trip , be sure to notify relatives or friends at home . If you find yourself in an area of civil unrest or natural disaster , please let your relatives or friends at home know as soon as you can that you are safe . Furthermore , upon arrival in a foreign country , you should contact the nearest embassy or consulate to register your presence and to keep your country’s consul informed of your whereabouts.
2. Safety tips
（1）Protect your passport
Your passport is the most valuable document that you will carry abroad . It confirms your citizenship . Please guard it carefully . Do not use it for other things or lend it to anyone . It is your best form of identification . You will need it when you pick up mail or check into hotels , embassies or consulates.
（2）Guard against thieves
Coat pockets , handbags , and hip pockets are particularly the attention of theft. You can try to prevent theft by carrying your belongings in a safe way . For example , consider not carrying a purse or wallet when going along crowded streets . A wallet wrapped in rubber bands is more difficult to remove without notice . Be specially careful in a large crowd （in the subway , on buses , at the marketplace , or at a festival）.
When you return
1. Return transportation
You should confirm your return reservation at least twice , and at least 72 hours before your planned departure . Whenever possible , get a written confirmation . If you confirm your return reservation by phone , record the time , day , and the name of the agent who took your call.
2. Departure Tax
Some countries put an airport departure tax on travellers , which can be as high as $ 50. Please ask the airline or a travel agent about this tax . Make certain to have enough money at the end of your trip so that you will be able to get on the plane.
II. 本单元重点词汇
1. destination －－We travel from our starting point to our destination.
2. transportation －－ _____ What means of transportation do you have ?
_____ I go by car.
3. experience －－She had no experience of life at all.
4. equipment－－A hammer is a very useful piece of equipment.
5. means －－Taking a plane is the fastest means of getting there.
6. adventure －－A flight in an aeroplane used to be an adventure.
7. particularly－－An English-Chinese dictionary is particularly useful for the students.
8. basic －－Reading ability is one of the basic skills in education.
9. separate－－We separated the good ones from the bad ones.
The children sleep in a separate room.
10. normal －－The heavy traffic is normal for this time of the day.
11. similarity －－There are lots of similarities between the two brothers although they have grown up in different countries.
二. 重点词语
consider , means （n.）, situation , destination postcard , wish , prefer , adventure , eaperience , popular , hiking , rafting , instead , equipment , backpack , tip , return , sunscreen , cellphone , protect , paddle , fallen（adj）, whitewater , wear , unless , separate , times , eco-trav-el , combine , environment , normal , schedule , arrive , unpack
三. 重点短语
have to , a means of … , by boat / train / air / bus , get away from … , instead of , get close to … , take exercise , watch out（for）, as with … , think about sth. go on sth , go off to a place . see sb off , say “ Hi ” to sb for sb else . protect … from … , learn about … , use … as … , arrive at / in …
四. 重点句型
1. Why not do … ?
2. How long are you staying in …
3. Adventure travel is becoming more and more popular .
4. Hiking is easy to do and doesn’t have to be very expensive .
5. Rafting is a good way to experience nature .
6. Whitewater rafting is more adventurous and difficult than normal rafting .
7. You need to learn the basic skills of … , such as how to … , how to … and how to … .
8. Eco-travel is a form of travel that combines normal tourism and learning .
9. Instead of simply travelling for pleasure , you can use your trip as a way to protect the environment .
五. 同步语法
现在进行时表现在和将来的用法
六. 重点词语
1. consider
（1）考虑（多作vt）
We must consider the feelings of other people .
That’s what we have to consider now .
The whole matter is being considered .
She began to consider what use could be made of it .
They’ll have to consider whether they can afford it or not .
We must consider what’s to be done .
Have you considered how to get there ?
We have to consider what material to use first .
He considered going to see them in person .
He is considering hanging his job .
We must consider giving it a try .
He says they have already considered over it .
You must consider well over the matter .
Let me consider .
（2）认为（vt）
He considered that a powerful party showld be formed .
We consider that you are not to blame .
We consider Beijing the heart of our country .
We did not consider him a reliable comrade .
Only this can he be considered a communist .
This could hardly be considered a satisfactory solution .
He considered it honourable to go abroad .
It is considered a great honour to have been invited to the meeting .
I consider it a great honour to have been invited to the meeting .
We always consider these people as our true comrades .
We consider him too young to do the work .
He is considered too young to do the work .
2. means（n , 单复数同）方法，手段。
如：There is / are no means of learning what is happening .
Every means has / All passible means have been tried .
3. wish
（1）wish + that从句
I wish I knew what is happening now .
I wish I were rich .
I wish I were a bird .
She wished she’d stayed at home . 她遗憾自己当时不在家。
I wish I would be free tomorrow .
（2）wish to do sth.
How he wished to go home !
（3）wish sb to do sth / wish sth to be done .
I wish you to leave me alone . I do not wish you to stay .
I wish the work to be finished quickly
（4）wish +宾语+补足语
I wish the money back into my pocket . I wish you a pleasant journey .
I wish him every suecess .
△ wish n. 希望，愿望，命令，请求。
He got his wish . His wish is for money . Her wish is for Christmas to come .
4. prefer 宁可，更喜欢
如：I prefer town life to country life . I prefer Dickens to Thackeray .
I prefer riding to walking . I prefer to die rather than（to）become a traitor .
I should prefer you to come the day after tomorrow .
I should prefer the report to come back here .
5. try v. 尝试；审判，考验，努力。
One should try one’s best . Please try this new hat .
Do try some Maotai .
搭配：
If there is no answer at the front door , please try knocking at the back door .
He tried to persuade her to go back home , but falled .
He managed to escape from the enemy .
6. eaperience
eg.
I had an unpleasant experience last year .
People also travel to meet new friends to try new kinds of food , to experience life in other parts of the world .
He asked to be sent to the mountainous area to experience great hardships .
The old man went to university to expevence the life there .
Mary is an experienced English teacher .
7. popular adj.
（1）Jeans are popular among the young .
（2）Jogging is a popular form of exercise .
（3）I’m not very popular with the boss at the moment .
（4）Adventure travel is becoming more and more popular .
（5）popular science popular prices popular music popular novels .
8. by boat / train / air / bus .
by +交通工具（抽象名词），注意不用冠词，不用名词复数，表示乘船/ 火车/ 飞行器 / 公共汽车。这种表达方法也可用on a ship , on a train , on a plane , on a bus , in a car等。
9. get away from … 避免，摆脱，离开。
They travel simply to get away from cold weather . 他们旅行简直是为了摆脱寒冷的天气。
Now he was dead , we could not get away from our sadness . 现在他死了，我们不能摆脱痛苦。
There is no getting away from it . 这是回避不了的。
The girls get away from work at five p. m . 姑娘们在下午五时下班。
She didn’t get away until nine last night 她昨晚9时才走。
10. get close to sb / sth . 靠近，贴近
（1）You will get close to nature 你将接近自然。
（2）There were so many people looking on the big fire that the fire men couldn’t get close to the building on fire . 那么多的人在旁观这场火，结果消防队员们无法靠近起火的大楼。
11. watch out（for）当心，提防
Watch out for dangers , such as spiders , snakes or poisonous plants .
谨防危险物，如蜂蛛，蛇，或有毒植物。
You must watch out for the traffice here . 这里你要当心车辆。
In these days you would easily be cheated if you didn’t watch out .
那时候，你要是不提防，很容易受骗。
But watch out that you don’t get them into trouble . 当心，别让他们碰到麻烦。
12. protect … from … 保护……免受……
He protected the baby’s eye from the sun . 他保护孩子的眼睛不受太阳光的照射。
He raised his arm to protect his face from the blow . 他举起手臂护住脸以免被这一拳打中。
13. have to（一般现在时也常用have got to）意为“不得不，必须”强调客观上的必要；must则侧重于主观上的必要。
have to有时态和单复数的变化，变疑问和否定式要用助动词do（一般现在时也可用Have you to … ?）而must却没有时态和单复数变化。
He has to write to his mother every week or she gets very worried . 他得每周给母亲写信，不然她会挂念的。
I have（got）to meet my partner every Friday 每周五我必须与我的合伙人碰头。（客观，义务，责任）
You must be there on time（主观认为）
He said he had to see me about something important . 他说有些重要的事情必须与我面谈。（主观，过去时）
We shall have to help him as much as possible . 我们将不得不帮助他。（现在将来时）
For the last two years I have had to reduce weight .
这两年来我不得不减肥。（现在完成时）
As a matter of fact , Clark is having to sell his house . 事实上，克拉克现在不得不出卖他的房子（现在进行时）
If I had to choose my job again , I would be a teacher as profession . 如果我还得重新选择职业的话，我将以教书为业（虚拟语气）
（一般疑问句）。
IV. 语言点
1. People also travel to meet new friends , to try new kinds of food , to experience life in other parts of the world , or simply to get away from cold weather.
Experience
（1）V. to feel , suffer , or know as an experience , 常用于to experience joy / difficulties / defeat等
Our country has experienced great changes in the past fifty years.
It was the first time that he experienced the sense of happiness.
（2）n. 表示“经验”为不可数名词，表示“经历”为可数名词。
Experience is the mother of wisdom.
Our journey was quite an experience.
（3）experienced 有经验的
She is an experienced teacher.
get away from : to escape
（1）I am sorry I am late . I was at a meeting and couldn’t get away from it .
（2）You can’t get away from the fact that he is going away.
2. Watch out for dangers , such as spiders , snakes or some poisonous plants.
（1）take care （in giving or reporting orders）当心，注意
You will be in trouble if you don’t watch out.
Watch out ! The police are coming.
（2）keep on looking for 注意寻找（等候）
He has been watching out for the postman the whole morning.
3. Wear a hat to protect yourself from the sun.
（1）protect …from … keep safe from harm , loss , etc. 保护…不受…
Use an umbrella to protect yourself from the rain.
（2）比较protect …from 和prevent …from…
We wear sunglasses to protect our eyes from the sun.
We wear sunglasses to prevent the sun from hurting our eyes.
4. Eco-travel , on the other hand , is a way to travel responsibly.
（1）on the other hand （可是），另一方面；而…却…
He is clever , but on the other hand , he makes many mistakes.
Food here is cheaper than in Britain : clothing , on the other hand , is dearer.
（2）on the one hand , …on the other …一方面…，另一方面…
On the one hand you accept her presents ; on the other , you are rude to the whole family . What’s really your attitude to them ?
5. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks.
It is done on rivers and streams where the water moves quickly.
Yet there are other reasons why people travel.
以上三句中的that , where , why 分别引导三个不同的定语从句。That为关系代词，在从句中做主语；where , why 为关系副词，where 表地点，why表原因，两者在句中均做状语。例如：
This is the novel that I want very much to read.
Do you still remember the restaurant where we had dinner together ?
Could you give us the reason why you were late again ?
V. Fill in the blanks with the proper words and expressions
1. The best way to learn is to learn by _______.
2. I had hoped to take a good holiday this year but I wasn’t able to _______.
3. We had no _____ of finding out the truth.
4. _____ I admire his gifts ,but _____ I distrust his judgment.
5. He raised his arm ______ his face _____ the blow.
6. Keep the onions _____ from the bread or they’ll make it smell.
7. You’ll be cheated if you don’t ______.
8. I’ve got a serious suggestion to make , and I want you to ______ it carefully.
9. For some days the family had lived in a state of _____ because of the wedding.
10. Mrs. Carey as usual went to the door to ______ her husband _____.
三. 重点句型
1. Why not do … ?
eg.
（1）Why not have a break ?
（2）Why don’t you go back ?
（3） 如：What about the suit , son ?
2. How about taking a break ? 疑问词+would you most like to … ?
eg.
（1）Where would you most like to go ?
（2）What would you must like to do ?
（3）Who would you most like to go with ?
3. more and more + adj / adv
eg.
（1）Adventure travel is becoming more and more popular .
（2）It’s getting colder and colder .
（3）The train was getting closer and closer to us .
4. Tell sb + where / when
eg.
（1）Tell someone where you are going and when you will return .
（2）He told me that he were going home that afternoon and that he would return the next day .
（3）He said（that）he hadn’t been to India and that his brothers hadn’t been there , either .
5. You should not go rafting unless you know how to swim .
eg.
（1）Don’t come in unless I ask you to .
（2）Parrots don’t speak unless（they are）taught .
（3）Parrots don’t speak if they are not taught .
（4）Don’t come in if I don’t ask you to .
6.
eg.
（1）Times change and so does the way we live our life .
（2）He has been to Shanghai and so have I .
（3）He is a teacher and so am I .
（4）She is clever and so is he .
（5）
（6）
（7）She calls him clever ; so he is , and so is his brother .
7. same adj pron . 同一的，相同的，无变化的。
eg.
（1）He is the same age as his wife .
（2）We have lived in the same house for 5 years .
（3）
（4）Don’t all speak at the same time .（together）
（5）She was laughing and crying at the same time .
（6）At the same time , you must not forget that you are no more than a worker .
（7）He is not very reliable , but I like him all the same .
（8）- Happy Christmas ! - The same to you .
8. separate
（1）adj
eg.
① Cut it into three separate parts .
② These children sleep in separate beds .
③ Mr Green and his wife are living separate（= apart ）now .
（2）separate v.
eg.
① Separate the good ones from the bad .
② England is separated from France by the Channel .
③ The land was separated（up）into small fields .
9. What do you have to consider before you decide which means of transportation you will use ?
10. Imagine that you have a machine that lets you travel in time . With this time machine you could travel to the past or the future .
eg.
（1）That he was late again today is obvious .
（2）The reason why he was punished is that he was late again today .
（3）We all know（that）he was late again today .
（4）Imagine that you have a machine that lets you travel in time .
（5）Is this the film（that）you saw last night ?
（6）You could visit any year you wish .
（7）Then ask three classmates about the year and the place they want to travel to .
11. Well , many people travel because they want to see other countries and visit places that are famous , interesting , or beautiful .
12. Yet there are other reasons why people travel .
eg.
（1）Please tell me the teason why you were late again .
Do you know the reason why she often goes home ?
（2）It is done on rivers and streams where the water moves quickly .
（3）I’ll never forget the days when I lived in the countryside .
13. A raft is a small boat that you can use to paddle down rivers and streams .
14. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks .
eg.
（1）I don’t need rank or pay .
（2）There are already many fallen leaves on the ground .
and yet we can still see many falling leaves in the air .
15. If you are looking for more excitement , you may want to try white water rafting .
eg.
（1）
（2）Have you tried any adventure travel ?
（3）Please try the soup . It’s delicious .
16. You have to be careful not to hit rocks , trees and other dangers .
eg.
（1）be careful not to do sth .
（2）
17. The name “ whitewater ” comes from the fact that the water in these streams and rivers looks white when it moves quickly .
eg.
（1）The news that we are having a holiday tomorrow is not true .
（2）The idea that you can do this work well without thinking is quite wrong .
（3）They have no idea at all where he has gone .
（4）The difficulty lies in the fact that we have no money .
18. You also need to learn the basic skills of rafting , such as how to handle the raft , how to paddle and how to get in and out of the raft .
eg.
I have many questions to ask you , such as how to study English well , when to get to bed and when to get up …
篇5：unit 14-16 教案3(新课标版高二英语教案教学设计)
Unit 16 Scientists at work
Teaching aims and demands
Goals:
1. Learn to express the student’s everyday life, especially their life on science study.
2. Train the student’s listening ability.
3. Improving the students speaking ability by debating with each other and describing.
4. Study the language points connected with the dialogue.
Useful expressions:
This is an experiment in/of _______. We can see_________. From this experiment, we know that ________./The experiment shows( suggests) that ______.
Advantages Disadvantages
It is good for the economy
It can help many people in the future
It is clean and does not pollute the air
It is important for science
It brings people more comfort. It is too expensive
It is dangerous or bad for your health
It is bad for the environment.
It is unnecessary
Some people will use it for other things
Useful Words and Phrases:
physics, electrification, rub attracted , boiling of water, chemistry, test tube, steam, heated, drops of water, biology, covers, lack of oxygen, cloned mammal， be cloned， gene， free of the disease， face-to-face contact， depressed， medium， communication online， rocket，astronauts， weightlessness，gravity
Grammar: Word Formation: Compounds
Teaching plan I
Step 1
1. Presentation
When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.
2. After describing the pictures, let the students answer the following question.
(1) What are the names of the school subjects in which you study sciences?
(2) Give an example of what you learn about for each field of science.
(3) What are the rules when you do the experiments in the lab?
3. Brainstorming:
Ask the Ss to speak out words as many as possible according to the giving words.
Step 2
Listen to the tape and try to answer the exercises.
Step 3
Tell the differences between the rules they have talked about and the one listed in the tape. Then get to know the important to keep safe in the lab.
Step 4
Talk about the effect of the science of technology. Let the students know the application of science and technology does good to our society, at the same time , it also harm to the human beings or the environment.
Step 5
Practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book.
Step 6
Ask some pairs of students to act their dialogue out before their classmates.
Step 7
Deal with the language points.
Step 8
Make a conclusion of their performance.
Step 9
Do the exercise in the workbook.
Homework
1. Finish doing the listening exercise on workbook.
2. Prepare for the reading text.
Teaching plan II for Reading
Step 1: Pre-reading
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
Step 2：Presentation
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 3
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.
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.
5. The key tied to the string was put into the door to stop he kite from flying away.
参考答案 1．T 2．F 3．F 4．T 5．F
Step 4
Ask the Ss to read the test and complete the table below
Title Experimenter’s name
Purpose:
Procedure:
Things needed: _______ ________ ________ _________
Three steps : _____________________________
______________________________
______________________________
Things which should be taken care:
_______________________________
_______________________________
_______________________________
Results:
Conclusion:
Step 5 Read he passage and then find out the main idea．
Paragraph 1 Introduction of Franklin’s experiment．
Paragraph 2-3 The process Of出e experiment．
Paragraph 4-6 The tip of doing the experiment．
Step 6
Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.
1. Advantage n[c] condition that gives one superiority or success.
He has the advantage of winning this game.他有取胜的优势.
Her education gives her certain advantages over the students in her class.她所受的教育使她在班上有一定优势.
[u] benefit ; profit 益处;利益
There is little advantage in buying a dictionary if you can’t read.假如你不认识的字的话,买字典毫无用处.
常用短语Take advantage of sb./sth make good use of sb./sth 充分利用某人或某事.
They took advantage of the hotel’s facilities.他们充分利用了酒店设施.
She looks advantage of my generosity.她利用了我的慷慨.
Advantage 反义词是disadvantage: unfavorable condition
2. Successful having the effect or result you intended
The enemy tried to take the town but were not successful.
Be successful in persuading him to change his mind?敌人企图占领这个城市,但是没有成功.
He was successful in politics.他是名成功的政治家.
Did you have any success in working out the problem?
动词形式是succeed与fail相反，succeed in doing sth．
he succeeded in getting what he wanted．他如愿以偿。
3．conduct
(1)vt．lead or guide (sb./sth．)领导；引导
I asked the attendant to conduct him to the door．我请服务员带他到门口。
The guide conducted us round the park．导游带我们到公园转了一圈。
(2)vi．direct；control指挥；控制；主持
She was asked conduct the meeting．她受命主持会议。
(3)vt．Direct the performance of指挥(乐队)
John conducted the concert yesterday．约翰昨天指挥了音乐会。
(4)conduct oneself well／badly，behave in a specified way．
How did the prisoner conduct himself?这名犯人做了什么?
(5)vt．Allow (heat，electricity，etc．)to pass along to through it
Copper conducts electricity better than other materials do．铜导电能力比其他材料要强一些。
(6)n．[u]behavior行为
The reporter was criticized for his unprofessional conduct．这位记者的违背职业道德的行为受到批评。
4．change v．
(1)ask(an amount)as a price要价
How much do you change for mending shoes?修鞋需要多少钱?
(2)store electricity充电
If the light comes on，the battery isn’t changing．灯亮了，电池就不充电了。
(3)rush in a specific direction冲向
The children charged down the stairs．孩子们冲向楼下。
(4)accuse sb．of sth指控
He was changed with murder．他被指控谋杀。
She changed me with looking down on her．她指责我蔑视她。
5．Prove vt & vi give proof of；show to be true证明，证实
(1)后面跟名词。
He has proved his courage in battle．他在战斗中证实了他的勇敢。
The new typist proved (to be) his in competence．那位新来的打字员不胜任工作。
(2)后面跟形容词
The machine proves valuable．这机器证明是有价值的。
The report proved(to be)true．那份报告被证明是真实的。
(3)后面跟that从句
It proved that he was a thief．这证实了他是一个小偷。
The fact will prove that we are telling the truth．事实将证明我们讲的是实话。
Can you prove that he is innocent of the crime?你能证明他无罪吗?
(4)后面可接动词不定式
My advice proved to be wrong．我的建议被证明是错的。
He proved himself to be amusing companion．他证实了自己是个有趣伙伴.
6．tear
(1)vt/vi pull sth. forcibly apart
He tore his shirt on a nail．他的衬衣让钉子挂破了。
Careful the paper is very old and tears easily．小心．这张纸很旧了，容易被撕破。
(2)tea rsth．down,bring sth．to the ground by pulling sharply拆除，
They’re tearing down these old houses to build a new office block. 他们正在拆除旧房子以建议一座最新的办公楼。
He eyes filled with tears．他眼里充满了泪水。
7．control
(1)n．[ul power or authority to direct控制
I have no control over／of him．我控制不了他。
They were fighting bravely for the control of the city．他们为控制那座城市而勇敢地作战“
表示“控制系统，控制措施”时，常用作复数，
如controls of the plane飞机的控制系统
He government’s wage control政府的工资控制措施
常用短语 beyond control无法控制
In control控制着 lose control of失去对……的控制
Out of control失控 under control控制中
(2)v．have power or authority over控制
Can’t you control that child?你管不住那个小孩子吗?
He controlled his anger and explained it again．他控制住了怒火，重新解释了一次。
8．Sense n.
(1)[c]may of the five powers of the body by which a person，an animal，etc．receive knowledge of things in the world around感觉官能
He has a keen sense of hearing.他听觉灵敏。
(2)[u] appreciation and understanding of the value or worth of sth．(对价值的)辨别；理解，领悟
She has no sense of humor．她没有幽默感。
He is easy to lose his way because he has no Sense of direction．因为他没有方向感，他经常迷路。
9．Doubt
(1) vt．Feel uncertain 怀疑
I doubted my own eyes．我怀疑自己的眼睛。
Do you doubt my words?你怀疑我的话吗?
肯定句中通常接whether，if引导的从句。
I doubted whether／if the story was true．我怀疑这故事是否真实。
I doubt whether he will come．我不敢肯定他来不来。
否定和疑问句后面则接that引导的从句。
I don’t doubt that he will help me．我相信他会帮助我的。
I don’t doubt that we will win the game．我确信我们会赢。
(2)n．uncertainty or disbelief怀疑
There’s some doubt about his suitability for the job．他是否适合该工作有些疑问。
There’s no room for doubt．没有怀疑的余地。
His recovery is still in doubt.
10. cruel adj. merciless残忍的
He is a cruel dictator.他是个残暴的独裁者.
Be cruel to sb./sth.
Don’t be cruel to animals.不要虐待动物.
11. in one’s opinion 依…看法/观点
In my opinion, he has gone mad.
In my opinion, we should have finished working yesterday.
12. a waste of sth.浪费做事
Be a waste of time/money/effort ect.
To be not worth the time, money etc. that you use because there is little or no result.
It’s a waste of time your talking to him.和他谈话是浪费时间.
Watching that programme on television was a waste of time.看那个节目是浪费钱.
13. much too
Too常用来修饰形容词名副词, “太…” “过于…”.如果在too前面加上much,则可以表示程度,意为”实在过于…”, “实在太…”.much too比too的语气要更强烈一些.
You are much too kind to us.他做事实在是过于谨慎.
You are too kind to us.他做事过于谨慎.
He acts too carefully.他做事非常谨慎.
除了much以外,还可以在too前面加上a little 以表示程度,意为”过于…一点”;如果too后面所跟的是many,也可以用数词修饰too以表示程度.
The boy wore a suit a little too large for him.那男孩子穿着一套过于太大一点的衣服.
You gave me three too many.有多给了我三个.
14. in the future
In the future= in time yet to come 指较长时间的将来,并且指的是全部的将来,
常用短语：beyond doubt：certainly无疑地
In doubt：uncertain不确定地
his beyond doubt that he will come．无疑地他会来的。
In the near／distant future在不久(很久)的将来
Be careful in future．今后小心点。
NO one knows what will happen in the future．谁也不知道将来会发生什么事。
For the future，by to live a better live．今后要想办法生活得更好一点。
We will realize this dream in the near future．不久以后，我们就会梦想成真。
15．Make use of= use使用，利用
We make use of electricity every day．我们每天使用电力。
Make good use of your time．好好利用你的时间。
Can you make use of this kind of machine?你能使用这种机器吗?
16．Be bad for sth．= do harm to sth．对……有害
Reading in the sun is bad for the eyes．
在太阳下读书对眼睛有害。
Smoking is certainly bad for health．
吸烟肯定有害于身体健康。
Too many sweets are bad for your teeth．
17．Feel
(1) seem to the touch
feel是不及物动词，也叫“半系动词”，意思是“摸起来(有某种感觉)”，这时feel之后应用形容词作表语，其主语一般是事物。
You feet feel cold．
你的脚摸起来很凉。
(2)The cloth feels soft．
这种布摸起来很柔软。
类似feel这种用法的动词有taste，smell，sound。
The milk tastes(不能用is tasted) sour．
这牛奶尝起来有酸味。
Roses smell(不能用are smelled) sweet．
玫瑰花闻起来是香的。
The music sounds sweet．
这音乐听起来悦耳。
The price sounds reasonable．
价格听起来合理。
(2)be感到，觉得，主语一般是人。
I felt very excited when I heard the news than YangLiwei has returned to the earth safely．
当听到杨利伟安全返回地球的消息时我非常激动，
Don’t feel nervous if you Can’t answer one question when in an exam．
考试时不答题时不要紧张。
(3)Don’t you feel sad that so many firemen died in the big fire in Hunan?
湖南这么多的消防员在大火中牺牲，难道你不伤心吗?
18．a great deal of=much a lot of很多，大量
A great deal of后面只可以接不可数名词。
It takes us a great deal of money to bay this new house．
买这套新房子花掉我们很多钱。
He seems to have a good／great deal of money
他好像有很多钱。
只修饰可数名词的形容词或词组有a great many，many，a number of，quite a few。
只修饰不可数名词的形容词或词组有：much；a great deal；a large amount of，quite a little。
既可修饰可数名词又可以修饰不可数名词的形容词或词组有：a lot of；lots of；plenty of，a great quantity of，a great deal可用作状语，相当于a lot，much。
A car runs a great deal faster than a bike．
汽车要比自行车快得多。
We see each other a great deal．
我们经常见面。
19．Be made
(1)be made of“由……制成”，原材料仍然可以看得出来
The bridge is made of stone．
这桥是石头砌的。
The chain is made of sold．
这链子是由金子制成的。
(2)be made from“由……制成”，原材料已看不出来
Paper is made from grass．
纸是由草做的。
(3)be made in“由……制造”一般后跟地点．
The machine is made in China．
这机器是中国制造的。
(4)be made into“使……(原料)制……成品”
Iron is in made into steel．
铁炼成钢。
20．Tie… to．．．把……系在……上
He tied a horse to the tree．
他把马系在树上。
Tie the boat to the dock．
把船拴在码头上。
tie的其他用法
(1)v．①~sth．(on)attach sth．by means of its string etc．系牢，系上
This coat is tied on Jeanwest label．
这件外套标有真维斯的商标。
②~(sb．) (with sb．)(for sth．)make the same score as。得分相同(通常用于被动语态)
Britain are fled with Italy for second place．
英国队和意大利队并列第二。
③tie sb~／oneself down(to sth．)restrict sb．／oneself约束
Children do tie you down．Don’t they?
孩子简直把你拖累住了吧?
Don’t de yourself down to SO much work．
不要被这么多工作拖累了自己。
(2)n，领带；绳索；连接物
Ibis he doesn’t look good．
这条领带看上去不怎么样。
this company has ties with an American corporation．
该公司与美国一家公司有关系。
21．add．．．to．．．给……增添(加)……
Add 5 to 3 and you get 8．
3加5得8。
Please add the note to the poster．
请在海报上加上这一条。
Please add the sugar to your milk．
请往牛奶里加些糖。
add“增加；添加”；“补充说”；“接着说”
The fire is going out．Would you please add some wood?
火要熄灭了，加点柴好吗?
The visiting minister expressed his satisfaction with his stay in China，adding that he would visit China again in the near future
那位来访的部长对他在中国的访问感到非常满意，并补充说，他将在不远的将来再次来中国访问.
有关add的短语和词组
Add to“增到；增添”
I believe this visit will add to the friendship between our two countries．
Step 7
Play he tape for the students to listen and follow．
Step 8
Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment．
Step 9
Do the exercises in the post-reading.
单句改错
1．A great number of milk is produced in that factory every day．
2．Paper is made of a certain in kind of grass．
3．This cloth is felt smooth．
4．Use an umbrella to prevent you from the rain．
5．It is important of us to learn English.
参考答案 1．number改为deal 2．of改为from 3．Is felt改为feels 4．prevent改为protect 5．of改为for
Homework
1. Ask the Ss to remember to new words and phrases learned in class.
2. Finish doing the vocabulary exercises both on student book and workbook.
3. Prepare for the part of Grammar.
Teaching plan III for Language study
Step 1 Presentation
After having learnt many words, we find that some words have more than one part or speech or a meaning. For example, bank can lean not only the ground near a river, but also the establishment for keeping money . It is one factor of words and we may find that if some words are combined, a new word come into being. Today we’ll talk about these two phenomena.
Step 2
Come to the word study, and finish the work.
Step 3
Let the students think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.
Step 4
Come to grammar, and finish to exercise.
Step 5
Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.
Step 6
Let the students talk about some compound words then conclude the conditions.
Step 7
Distinguish acceptation and part of speech of the following words.
1．Ache
(1) He has an ache in his chest.
(2) I am aching all over.
2．Shock
(1) The shock of the blast shattered many windows.
(2) I was shocked at the news of her death.
(3) The result of the election came as a shock to us all.
3．Order
(1) Get your ideas into some kind of order before beginning to write.
(2) He gave his order to the waiter.
4. Lie
(1) Our school lies in Anqing.
(2) He tells a lie to his teacher.
5. Like
(1) I like the one on the left.
(2) They are not twins, but they’re very Michael Jackson.
参考答案：
1. (1) n continuous and dull pain 疼痛
(2) v suffer from a continuous dull pain 持续地隐隐作痛
2. (1) n violent blow or shake 强烈的冲击或震动
(2) v cause to feel surprised 震惊
(3) n. sudden violent disturbance of the mind and emotions 震惊
3. (1) n. condition in which everything is carefully and neatly arranged 整齐
(2) Request to make or supply 订购，订单
(3) command 命令
4. (1) exist, be 位于
(2) statement one knows to be untrue 谎言
Homework:
1. Ask the students to finish doing Grammar Exercise on workbook.
2. Prepare for integrating skills
Teaching plan IV for Integrating Skills
Step 1. Ask the Ss to discuss the following questions.
1. How many parts does an argumentative assay usually have? What are the parts called?
2. What is mainly written about in the beginning paragraph?
3. What is usually written about in the next paragraph?
4. What is usually written about to develop the second paragraph?
5. What is usually written about to make a conclusion?
Step 2. After the discussion, the topic can be conducted to two subjects: For animal testing and Against animal testing. The Ss can refer to the reading material to collect some information.
Step 3. Ask the Ss to read the passage about animal experiments and help them clarify
the meaning of the text. They should understand that animal rights activists are people
who fight for the rights of animals.
Step 4. Each part of the text can be extended in depth to enhance the Ss understanding
and felling towards the topics. For example, they can be asked to list more products
that have been tested on animals eg: Food products, Medicine, other.
Step 5. Ask the Ss to make a list of animals used for such experiments: mice, rats,
rabbits, cats, dogs, monkeys, etc.
Step 6. Debating.
Topic
For side：We should test medicines on animals
Against side： We should not test medicines on animals
Debaters
For side：
Against side：
STATEMENTS
Sentences for reference;
Good afternoon，ladies and gentlemen，our point of view is that…
So as I mentioned about …, it is very very important in the role of animals．
First I want to explain our opinion about this．We think
FREE DEBATE
Well，thank you，Chairman，and to our opponents．You have mentioned the importance for …
Don't you think so？Thank you．
I should like to correct one thing，the against friend said，“…”It doesn't mean …
SUMMARY
Good afternoon，just now，we talked a lot about…． First，we all agree ….Well，and second，let's take a look at …
Thank you，Chairman，here I should declare that our point of view is that …and so I would like to say again our point of view is that …．Thank you．
Homework:
Read the reading passage on workbook and finish the exercises.
Teaching plan VI for Exercises and Revision
Step 1. Check the Ss’ work to make sure if they have finished their homework.
Step 2. Proofread the answers of the exercises on workbook.
Step 3. Let the student ask questions if they get problems while doing the exercises.
Step 4. Review the useful expressions:
This is an experiment in/of _______. We can see_________. From this experiment, we know that ________./The experiment shows( suggests) that ______.
Advantages Disadvantages
It is good for the economy
It can help many people in the future
It is clean and does not pollute the air
It is important for science
It brings people more comfort. It is too expensive
It is dangerous or bad for your health
It is bad for the environment.
It is unnecessary
Some people will use it for other things
Step 5. Review the useful Phrases:
physics, electrification, rub attracted , boiling of water, chemistry, test tube, steam, heated, drops of water, biology, covers, lack of oxygen, cloned mammal， be cloned， gene， free of the disease， face-to-face contact， depressed， medium， communication online， rocket，astronauts， weightlessness，gravity
Step 6. Review the grammar: Word Formation: Compounds
Step 7. Homework
1. Remember the new words and phrases of this unit.
2. Ask the Ss to write an argument essay in their exercise book.
篇6：高一unit 3 going places(新课标版高一英语教案教学设计)
I.Teaching aims and demands
1.Topics
1>.make a plan for a trip
2>.tips on a trip
3>.design an eco-travel for local tourism
4>.travel on holiday and write postcards or travel notes
2.Function:
1>intensions and plans
Where would you prefer going...? Where are you going off to...?
How would you like to go to...? How are you going to...?
2>wishes
Have a good/nice/pleasant trip!
3.Vocabulary
consider;means;transportation;board;experience;simply;vacation;nature;basic;equipment;simple;tip;poisonous;paddle;stream;normal;excitement;adventurous;handle;similarity;particular;poison;separate;combine;task get away from; watch out; protect ab/sth from; see sb off; on the other hand; as well as
4.Grammar:present continuous tense
1>describe actions happening now
2>describe actions in the near future
II. Key points
略
The First Period
Teaching objectives:
1. To be more environmentally conscious and safety-conscious
2. To be able to talk about traveling--destinations and means of transportation
3. To be able to listen for specific information, e.g. boarding calls at the airport
4. To be able to give reasons for the choice of means of transportation
5. To learn about boarding procedures at the airport
Step I Introduction
Some questions: What's Unit 3 about? Do you like traveling? Do you know why people like traveling?
But sometimes people do something wrong or something dangerous when they travel. Do you agree?
Look at the four pictures on page 15.
Pair work: Talk about these pictures: What are they doing? What's wrong? What should they do? Say a few sentences about each picture. (Slide 1)
Class work: Get some pairs of students to report their discussion to the class
Step II Preparation
How do people get to the places they want to go to? There are different ways of traveling.
Brainstorming:
Question: What do you have to consider before you decide how to get to your destination?
[1. Cost 2. Comfort 3. Time 4. Safety …] (Slide 2)
Step III Task
Group discussion: The National Day vacation is coming near. Suppose you have the chance to go to one of the following places: Beijing, Haikou, Shanghai and Hong Kong, if you don't want to go to these places, you can decide to go to any place you want to go. Discuss and decide how you will go there and explain why. (Slide 3)
Class work: Have some students report their discussion to the class. (Slide 4)
Step IV Listening
Now let's look at two airports: Hangzhou International Airport in Xiaoshan and Wuhan Tianhe Airport (Slide 5)
Now follow me into the terminal building of Wuhan Tianhe Airport. (Slide 6)
How do we know when we should get onto the right plane? Which gate should we go through? Yes, there will be boarding calls (登机广播). You will hear boarding calls 30 minutes before the plane takes off. Please listen carefully and write down the information you need.
Listening Exercise 1 (page 15)
Next we're going to hear five world travelers talking. Please listen carefully and take down some specific information. You don't have to write every word you hear. Just get down the most important words. If you can't spell some words, you can just write down some letters. For example, write NY for New York, GW for the Great Wall.
Listening Exercise 2 (page 16)
Step V Workbook: Listening
Have you ever traveled by air? I have traveled by air several times.
At the airport you have to go through some boarding procedures before you can get onto your flight.
When you arrive at the airport, you go into the terminal building. First, you
check in for your flight at the check-in desk…Second, …Third, …Finally, when your flight is called, you go through the departure gate in order to get onto the plane…
Talk about the six pictures on page 97 with the whole class before they listen.
Listening (page 97): Listen to the tape and arrange the pictures in the right
order
If there is not enough time for this task, it can be left as homework. Since the
boarding procedures have just been explained, this task should not be too difficult for the students to do by themselves.
Step VI Summary of the lesson
What did we learn in this lesson? Did you enjoy this lesson?…
Blackboard writing:
For your reference:
Boarding procedures for airlines in China 国内航班登机程序
When you arrive at the airport, you go into the terminal building (候机楼). First, you check in (办理登机手续) for your flight at the check-in desk. You show your ID card and plane ticket, and they will give you a boarding card (登机牌). If you have large and heavy bags, you have to check (托运) them there. They will give you a ticket so that you can collect your bags when you arrive at your destination. Second, you go through security (安检), where they check that you are not carrying anything dangerous. Third, if you have time you can wait for your flight in the departure lounge (候机厅). Finally, when your flight is called, you go through the departure gate (登机口/门) in order to get onto the plane. After your plane has landed, you go to the baggage reclaim (行李提取处) to collect your bags. Then you go out into the arrivals area (到达区) of the airport.
Teaching Plan For Unit 3 Going Places
Speaking
Teaching Aims and Demands
Topic: The Time Machine
Goals:
1. To enable the students to express their good wishes by finishing tasks.
2. To develop the students’ critical thinking.
Structure: Review Indirect Speech
Teaching Procedures
Step 1. Warming Up
1. Talk about the transportation and elicit the topic of speaking.
2. Explain what the time machine is.
Step 2. Speaking
Task1: Individual Work
Enable the students to imagine that they have a time machine and ask themselves some questions:
Q1: To which year you would like to go?
Q2: Where would you like to go?
Q3: Why?
Task2: Pair Work
Ask partner about the year and place he/she wants to travel to and make a similar conversation according to the dialogue in the text.
Task3: Group Work
Interview another group and write down the information. Give his/her group a report.(Indirect Speech)
Step 3. Critical Thinking
Present a dilemma for each pair to solve.
Discussion1 : A time machine, need or not?
Make up a simple dialogue and act it out.
Discussion2(Subjoin):Tips for safety
Traveling to the Jurassic Period or the year 3000.
Step 4. Homework
Extensive reading: How to Build a Time Machine
Teaching plan for Unit 3 (Reading)
Sub Topic : Adventure travel
II. Focus : Reading
III. General Objectives
To develop the students’ ability of extracting relevant information and the ability of reading.
To help the students to know what an adventure travel is.
To instruct the students how to make a plan for an adventure travel and learn how to protect themselves.
IV. Teaching Aids
A set of multimedia teaching system, some worksheets
and pictures
V. Teaching approach
Communicative approach
2. Interactive Patterns
(Teacher- class , individual , pairs , groups)
3. Task – based learning
4. Task – based activities throughout the class
Teaching Procedures
Step One Warming up (Pre - reading)
1. Remind the students of their own experience of travel.
2. Talk about different kinds of travel .
Discuss the following questions :
Do you like traveling? Why or why not?
What kinds of travel do you like best? Why ?
What should you pay attention to when you are traveling ?
Would you like to do something different from what
most other people do ?
What do you think this kind of travel is ?
Can you think of some sorts of adventure travel ?
Are you fond of an adventure travel ? Why ?
Step Two Reading
Skimming
This step is designed to get the students to go through the passage quickly to get its gist .
Ask the students to have a quick look at the three subtitles and two pictures to find out the relationship between them. Then use a sentence to describe each picture and invite some groups to report their discussion to the class
Scanning
It is designed to let the students read the whole passage quickly
to get some specific information .
Go through the whole passage quickly and then carry out the following tasks .
① Read the first paragraph fast to find the topic sentence .
② Go through the second paragraph “Hiking” quickly and then discuss the following questions :
Why is hiking a kind of adventure travel ?
Where can you go hiking ?
③ Move on to “Rafting” and ask them to make a list of its main points and fill in a form .
Specific information about rafting
What can you tell ?
1. the basic equipment:
2. the places to travel:
3. activities to do:
④ Compare hiking and rafting . Write their similarities and differences in the chart on the screen .
Extension practice
Extension1: Discussion
Let the students discuss the following questions :
① What preparations should you make before your adventure travel ?
② What are the most basic useful tips for successful hiking and rafting ?
Extension 2: Have a jigsaw activity
Give each group different tips for traveling abroad and then ask them to find the sentences which belong to the same group and then put the sentences together .
Extension 3: Have a competition .
Encourage the students to express their views on hiking and rafting in groups .
Questions : Which of you would like to go hiking ?
Which of you like rafting ? Why ?
And which holds the different views ?
Which likes other adventure travels ?
Extension4: Hold a debate :
According to the students’ choices, divide the class into some groups and ask them to hold a debate .
Positive : It’s worthwhile to go adventure traveling .
Argument: …
Negative: It’s not worthwhile to take the risk .
Argument: …
Step Three Post- reading
1. Create an environment in which students can use what they have learnt .
Play a guessing game :
Talk about their adventure travel in Yuhang which makes a big impression .
2. Ask the students to make a plan for an adventure travel , including time, place, activity, safety rules etc. Invite some groups to read their plans to the class in the form of oral announcement . Encourage them to think of other adventure travels as well .
3. Revise the adventure plan and make some guidebooks . Then send the guidebooks to the visiting teachers and let them choose the most suitable ones or send the guidebooks to Yuhang travel agency.
Step Four Homework
1. Revise the plan for their adventure travel again .
2. Write a composition about one of their adventure travels.
Unit3 4th period Language study
Aims and demands:
1. Learn to define or paraphrase words or phrases.
2. Learn and master the use of the Present Continuous Tense for future actions.
3. Learn new words and expressions: particular, poison, poisonous, go on separate holidays, in a few days’ time, see off, take a taxi, go to some place for a holiday, be off, on holiday
4. Write passages using different tenses of verbs.
Teaching important points:
The use of the Present Continuous Tense for future actions.
Teaching difficult points:
The use of the Present Continuous Tense
How to organize a passage using different tenses of verbs.
Teaching procedure:
Step1 Greeting and revision.
Since we have learned something about traveling, would you please tell me the purpose of traveling? Or, why do people travel? Possible purposes are:
To visit places that are famous, interesting or beautiful.
To meet new friends. To try new kinds of food.
To experience life in other parts of the world.
To get away from cold or heat. To get away from business.
Step2 Word study
So if you want to travel, and enjoy your journey, you’ll have to choose your destination. It is very important. And also you’ll have to consider transportation. A place that you are going to is called _________. ( destination). Let’s fill in the blanks, to define what these words are.
1. destination a place you are going to
2. transportation a means or way of carrying passengers or goods
from one place to another
3. vacation any period of holiday
4. get away from to be away from a place
5. consider to think about something
6. equipment the things needed for a particular activity
7. watch out to take care
8. basic being the main or important part of
9. poisonous having the effect of poison
Step3 Listening and reading.
Listen to the tape and read after the tape. The students work in pairs.
Step4 Acting.
Get several pairs to act out the dialogue.
Step5 Individual activity.
Four groups are arranged for different tasks:
Group A: Try to find out the expressions of good wishes. add more to what you have found.
Group B: Try to find out all the sentences with verb tenses.
Group C: Try to find out sentences with the Present Continuous Tense.
Group D: Try to explain and conclude the use of the Present Continuous Tense
Step6 Consolidation
Expressions of good wishes:
Have a nice time in Guangzhou. Say “Hi” to Bob for me Have a good trip.
Have a good day. Favorite wind.
Good luck. Have a pleasant journey.
Best wishes. Wish you all the best.
May you succeed! Wish you every success!
Enjoy your stay here. Remember me to your parents.
Happy New Year! The same to you.
Get one student to read out sentences with verb tenses.
Step7 Language focus.
Get several students in Group C and D to say what they have just found out.
Jane and Betty are going on separate holidays in a few years’ time.
How are you getting to the airport? Is anybody seeing you off?
My brother Bob is going with me to the airport. Are you going anywhere for the holiday?
I’m going to Xi’an with my parents on Friday. How are you getting there?
Questions:
a. What is the verb form? ( -ing form; present participle)
b. In what tense is the verb used? ( The Present Continuous Tense)
c. Does it refer to the present? ( No, it doesn’t.)
d. What time does it refer to? (The future.)
The Present Continuous Tense may be used for future actions. It is used to denote an action which can be preplanned or prearranged instead of the Future Indefinite Tense. The action is usually regarded as having been decided upon beforehand. When it is used, there is often an indication of time.
What words can be used in this way?
Verbs that can be used are: go, leave, come, get, arrive, meet, see off, take off, return, start, fly, stay, find, etc.
e.g. I’m coming.
I’m leaving at seven tonight.
Step8 Practice
WB Page 100, Exx.3. Translate the following sentences into English.
Step9 Practice
Times change and so does the way we live. Think how things were done in the past, how they are done today, and how they will be done in the future. Fill in the blanks.
Action Past Present Future
Travel Horse Car/plane Spaceship
Reading Scrolls, bamboo books Books, computers Cellphone, electric newspapers
Writing Simple pens Pens and computers Computer pens
Shopping Market Shops and supermarkets Online shopping
Working People worked on farms People work in offices, factories, shops, etc. some still work on farms Work at home, using computers
Step 10. Writing.
Write sentences about the items in the chart above.
Example: In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.
Homework:
Finish WB exercises on Page 99.
Write a passage using the Present Continuous Tense to refer to future activity.
Unit 3 Going places 5 -6th period Writing
Step 1 Warming up 3'
Q1 People travel for many different reasons, yet, why is adventure travel becoming more and more popular?(They are looking for an unusual experience. They like something adventurous. It's challenging! It cultivates perseverance. .)
Q2 Can you give an example of adventure traveler in China? (e.g. Xu Xiake in the Ming Dynsty, was fond of travel and wrote travels;Ss from colleges built some teams to climb large mountains, including Mount Everest; Yu Chunshun took an adventure tour to Tibet.) All right. If you love adventure travel, don't forget safety and do remember the tips given in our text.
Q3 How do you find eco-travel in our country?
(In Zhejiang, for example, the Forest Travel Agency provides us with various tours to some lakes, parks, mountains, villages etc. People can enjoy the mountain scenery, play with some animals, and learn a lot locally. ) Remember, if you are on travel, do travel responsibly!
Q4 What are your last holidays like.(This summer, I went to Qingdao by train together with my cousins and uncle. That's a wonderful experience....)
Step 2 Read and write 8'
1 P. 21 Look at the schedule for Sue's trip. Imagine that you are Sue. Write two letters in which you describe what you are doing, what you will do and what you have done. The first letter should be written on Friday and the second letter should be written on Sunday.
Pay attention to the tips!
2. Ask your partner to read your letters, make sure you use the right tenses in the separate letters(Past indefinite tense, Present perfect tense, Present continuous tense, Future indefinite tense). anything good and anything that can be made better.
3. Read a good version to the class. If you are on a trip, don't forget to write to your parents or just ring them. You can share a lot about the trip with them and after all, you are their children. They will be missing you.
Step 3 Checkpoint 3 2'
will and be going to
We often prefer (am) going to to will for intentions, plans and arrangements:：
We’re going to spend our holidays in Europe.
We often prefer will to (am) going to when we decide to do something at the moment of speaking：
We are really lost, I’ll pull to the side of the road and ask someone the way./If I have time tomorrow, I _________ring you. /It’s our son’s birthday next week so we __________have a party.
Step 4 Discussion 5'
T: Well, As for traveling, if I have time, I prefer going Xishuangbanna, for I am interested in the Water-splashing Festival and the marriage custom of Mosuo people in Lijiang. I will visit Dais Garden in Xishuangbanna, the first natural ecological village in China and join them in the activity of splashing. And I will also pay a visit to the Lake of Lugu, where Mosuo people live. I hope I can communicate with some of them and try to understand their life and culture. Where are you going if you are really offered a eco-travel? And tell what and why you will do.
(Ss may speak in pairs. Ask two or three to demonstrate.)
Put down some structures can be used for ”Attitudes“:
Preference: / I prefer..../ I would rather.../I would like(love) to
Intentions and plans: I will (Here we don't use ”am going to“)... / I want to.../I intend....
Hopes and wishes: I hope..../I wish.../I am eager to...
Purpose and reasons:. since... /..for... / as..../because... /in hopes of...
Step 5 Read and write 24'
1.Look and say :What do you know about Australia?(Show some relevant pictures)
Using the structures above, talk in groups:①What to see; ②What to do; ③What to learn
2. Reading: Now read a piece of news in the local newspaper.
① What is Adventures-R-Us giving away?
② What will the winner do all in one week?
③ What should you do to win the competition?
3.Writing: Australia, dolphin, the river rafting and it's free. What a trip! It's up to you to write a short passage, explaining your purpose and reasons:. And do remember the tips before writing. List good ideas and make notes..(strong swimmer/speak English/collected some information for dolphin swims/interested in animal life/curious about the separate continent's natural beauty/ unique plants and animals / the cultural heritage /foster environmental and cultural understanding, appreciation and conservation)
Individual work Ss write their essays. and later they are given the following form to evaluate themselves(Self-assessment).Consider your own letters and tick in the next grid if that is true:
What I Can Do
I can plan before I write.
I can write about real things.
I can write stories with a beginning, middle, and an end.
I can use tenses correctly.
I can ask others to read my work.
I can write in complete sentences.
I can put periods at the end of sentences.
I can make my handwriting easy to read.
Group work Ss then should be divided into groups of six or seven. Pass the essays round for perusal, telling the writer what you find interesting, authentic, practical, functional and meaningful in his/her essay, and of course, what could be made better. This should be done in English. Pick out the best one in your group.
Class work Ask the representative of each group to read his/her essay aloud to the class. Make a list of the representatives and decide whose is the most reasonable and persuasive, voting by a show of hands. Then teacher declare the winner, who is going to be given a free trip to Australia. The class congratulate.
Students' names S1 S2 S3 S4 S5 S6 S7 S8
Personal quality (2’)
Activities planned (2')
Any good ideas (2')
Language (4')
Step 6 Discussion 2'
T: Well, most of us are not as lucky as..., but we can find somewhere else to go. So, would you please work in groups of four or five, write down possible destinations and activities, you can use the following questions to get started: Where would you like to go?/ What would you like to do? /What would you like to see?/ What would you like to learn?
Homework 1'
1 Follow the instructions in PROJECT in P.102, write an ad with maps and pictures. Bring it here next time. Let's choose the most suitable trip for us and decide when to go.
2. Work in a team of four or five fill out the Achievement chart
Team goals
What I have learnt How I learnt it
What problems How I solve our problems
Problems I am still having What I am going to solve them
篇7：UNIT 3 单词学习教案(新课标版高二英语教案教学设计)
Teaching Aims:
1. Warm up the students, give them a basic idea about the life in the future.
2. Learn some new words in Reading.
Teaching Procedures:
Step 1 Warming up
1. Let the Ss talk about the following questions:
?How do you go to school every day?
?Do you live in an apartment or a house?
?Where are buildings located?
?Do you think the air is fresher or dirtier than 50 years ago/ in the future?
?Do you do your homework with light or candles?
2. Compare the life in the past and the life at present by showing some pictures.
3. Ask the Ss to imagine: Give some more examples about changes in every field.
4. Ask the Ss to imagine life in the future.
5. Finish the chart on Page 17.
6. Make a list of the problems human are facing today.
7. What problems do you think people in the future will have overcome?
8. Which ones will still be there or even worse in AD 3005?
Step 2 Word Study
1. Read the new words after the tape.
2. Check if the Ss know the following words:
?take up
?remind 卭f?br>?jet lag
?previous
?flash
?lack
?ache
?lose/catch sight of
?optimistic
?swiftly
Step 3 Language points:
?He climbed up the tree to ______ what happened in the future place.
?Sarah is forgetful, so please _____ her ______ what she should have to do when she forgets.
?It is a difficult job, nobody dares to ________ it.
?He spent a whole day in ______ the leaves ______.
?She suffered from _______ after a long flight.
?This is _____ between us, do not tell anybody else. (private; privately)
?He ______ complained about his mother, which made us bored. (constant; constantly)
?Being late for class, she ______ dressed herself, and ran out of the house. (swift; swiftly)
?The car is second-handed, who was the _____ owner? (previous; previously)
?She was not ______ about the result of the experiment, because she had failed for too many times. (optimistic; optimistically)
Homework:
?Page 56 Ex 2; Ex 3; Ex4
?Remember the first ten words, get prepared for the dictation.
?
篇8：reading The Trick 教案 unit 10 the trick(新课标版高三英语教案教学设计)
The Trick
I. Type of the text: Reading
II.Teaching aims and demands
i. Language ability
a.Enable the students to grasp the use of the following words :pause, in a flash, break into, calm, hold out, break off, fear ,flight.
b. Enable the students to understand these difficult sentences:
1.He had had a sudden thought.
2.He appeared calm, but inside his heart was beating wildly with fear.
3.He might be attacked and have his case stolen from him.
4.The moment he entered the room, Bill fixed the chain across the
door.
5.I prefer someone large, he thought to himself.
ii. Communication ability
a. Enable the students to paraphrase the sentences in their own words.
b. Enable the students to retell how Bill Banks escaped from being followed successfully with the picture as a guide.
c. Enable the students to say something about how to escape if they are followed .
III. Difficult points
a. To understand the sentences .
b. To guess out the motive .
c. To draw the picture of the curious hotel rooms after reading the text.
d. To imagine how Bill Banks escaped.
IV. Important points
a. To guess out the motive because the text is a detective story. It’s important to know why people do this or that.
b. To draw the picture of the curious hotel rooms because it’s where the trick lies.
V.Teaching tool: Multi-media
VI.Teaching method: audio-video approach, communication method etc.
VII.Teaching process
一.Lead in
1. Listen to a song: Golden eyes
2. The picture of James Bond
二.New words:
Match the left with the right.
1. pause A. enter by force
2. in a flash B. free from excitement
3.break into C. stop for while
4.calm D. very quickly ;suddenly or soon
5.hold out E. flying through the air ;stairs between two landings
6.break off F. be very much afraid
7.fear G. cause to separate
8flight H. to stretch out a part of one's body to the limit
三.Listening
1. Why was Bill worried?
2. Where had Bill planned to travel to?
3. From which room did Bill escape?
四.Fast reading
True or false:
1. Bill Banks discovered that two men were following him on his way to the airport.
2. The two men meant to catch him and steal his money.
3. Bill went to Pyramid Hotel and spent a night there.
4. Bill felt safe when he saw two police officers outside the entrance of the hotel.
5. Bill called his friend Mick asked him to go to Japan right away instead of himself.
6. As soon as Bill saw Mick arriving at the hotel , he went his room.
7. Bill was satisfied to have Room 511.
8. The hotel was curious , because Bill could escape from the window.
五. careful reading
Put the sentences into the correct order.
1.Bill picked up a computer program from a research station, planning to take it to Japan.
2. Two men were watching him from outside the hotel.
3. Two men were following him .
4. He took a taxi and arrived at Pyramid Hotel.
5. They went up to his room.
6. He asked someone to show him to his room when he saw Mick
7. Two men followed him to the hotel in a taxi.
8. The two men forced open the door of Room 411 and found the room was empty.
9. He made a telephone call to Mick and told him what to do .
10. Mick was waiting at the airport, wondering whether Bill had managed to escape.
六. paraphrase
1.He had had a sudden thought. He thought of something suddenly. 2.He appeared calm, but inside his heart was beating wildly with fear. On the outside he appeared calm, but on the inside his heart was beating fast because he was afraid. eg: He was trembling (颤抖)with cold. Hearing the news ,we jumped with joy. 3.I'd prefer someone large ,he thought to himself. I'd prefer a person strong enough to protect me.
4.He might be attacked and have his case stolen from him. eg: I intended to have my daughter educated(educate) in England. I'm not going to have you mixed up (mix up) with this sort of business.
5.The moment he entered the room,Bill fixed the chain across the door. As soon as he entered the room,Bill...... Immediately Hardly had he entered the room,Bill....... No sooner
七. discussion
1. Guess: ①Bill stopped in front of the first shop to see whether he was still followed. ②Bill didn't go up to his room immediately because he was afraid that the men might attack him or break into his room. ③Bill asked Mick not to say his name aloud because the men might hear the name and would realize they were working together. ④Bill asked Mick not to say anything during the second phone call because the men might hear something.
2. Imagine : ①What instructions could Bill probably give Mick in the second call? Go up to Room511. ②How is the curious hotel rooms like? Draw them out.
③How do you think Bill finally escaped from the hotel?
八.Oral practice
Suppose you are Bill Banks ,tell us how you escape when you find yourself being followed in the street.
九. Enjoyment
Enjoy a part of the film Golden Eye
十. Homework
Prepare a riddle or a detective story and tell it to your classmates next period.
江苏省梅村高级中学
吕萍
．10．22
篇9：unit 11 语法(新课标版高一英语教案教学设计)
Step I Greeting
Step II Grammar
Word formation构词法
按照语言一定的规律创造新词的方法，叫构词法
International = inter + national
Telephone = tele- + phone
Mankind = man + kind
Broadband = broad + band
Extremely = extreme + -ly
Manned = man + -ed
Hi-tech = high + technology
e-school = electronic + school
IT = information technology
CSA = Chinese Space Agency
Study the ways of forming a word and explain their differences
Step III 构词法的分类
1、合成法
把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法
(1)合成名词
Spaceship highway afternoon
(2) 合成形容词
Cold-blooded hand-made hard-working
(3)合成动词
Safe-guard ill-treat
(4)合成副词
However anywhere anyway
(5)合成代词
Some, any, no可以和 -thing, -one, -body合成代词
2、转换法
转换是指由一种词类转化为另一种词类。
(1)动词转化为名词
He visited the Summer Palace yesterday. 动词
He paid a visit to the scientist last week. 名词
英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。
give a a shout take a seat have a swim make a decision
(2)名词转化为动词
They have booked their plane tickets.
(3)形容词转化为动词
The room gradually quieted down.
(4)形容词转化为副词
How long is the line? 形容词
How long have you lived there? 副词
(5)形容词转化为名词
Something has gone wrong with the machine.
形容词
He didn’t know the difference between right and wrong. 名词
3、派生法
派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。
前缀
a- （形容词、副词） asleep
dis- （否定） discourage
in-i-im-ir- （不、非） impossible
en- (使可能) enable
mis- (误) mistake
re- ( 重复、再) return
tele- （远程） telephone
un-on- (不、非) unfair
后缀
名词
-er -ese -ian -ist -ment -ness -or -tion
形容词
-al -an -ern -ful -ble -ish -ive -y -less
动词
-ly -iza
副词
-ly -ward(s)
形容词
-teen -ty -th
4、缩略法
缩略法就是将原词缩短，在读音和写法上成为新的形式。
Bicycle ------- cycle
Examination-------- exam
Refrigeration-------- fridge
U.N------- the United Nations
USA------ the United States of America
Step Ⅳ Finish the exercises in the book.
Step V: Homework
篇10：unit 4 reading(新课标版高二英语教案教学设计)
Type of lesson: Reading
Teaching objectives:
1. help Ss improve their reading ability.
2. 2.learn some useful words and expressions
3. 3.learn more about poetry
Teaching aids: computer and blackboard
Teaching procedures:
Step one lead in
1. show students two pictures 1) ask “do you know who are thy?”
2)by filling in the blanks ,review the word “poet”
2 .ask students another question : ”Can you recite any of their poems?”
1) Show an example
静夜思 李白
窗前明月光，疑是地上霜。举头望明月，低头思故乡。
2) Ask Ss” Can you translate this poem into English?”, then show them the equivalent translation
Thoughts on a still night
Before my bed a pool of light,Can it be hoarfrost on the ground?
Looking up, I find the moon bright; Bowing, in homesickness I’m drowned.
3)raise one more question, and leave it for later discussion ”Is it still the same poem?”
3.“can you name any English poems or poets ?” today let’s learn something about English poetry
step two : fast reading
Read the passage quickly and try to find the answers to the following three questions.
1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
3.Make a list of all the English poets mentioned in the text .
suggested answers:
1.Poetry plays with sounds, words and grammar.
Poetry is difficult to write,but interesting to read.
Poetry calls up all the colors, feelings, experiences and curious images of a dream world.
2.William Wordsworth, George Gordon Byron, John Keats
John Donne
3see the courseware
Step three:careful reading
Help students to sum up the main ideas of each paragraph
Para. 1 The characters of poetry.
Para 2 A look on Chinese poetry.
Para.3 The first period of Modern English poetry.
Para4 Modern English poetry in the 19th century.
Para5 Why modern poets have special attraction?
Para6 The introduction of English poetry to China.
Para7 I.The translation of English poetry.
II.The role that poems act as.
step 4 Further-understanding
1. When you have read some Chinese poems,you will have seen and heard some of the features that all good poetry shares.(Para.2)
When can you get some ideas of features of good poetry?
2.The earliest English poetry was written in a kind of English that is now difficult to understand.(para3)
Is it easy to understand the earliest English poetry?
3. The great moment for European literature to come to china is between 1910 and the late 1930s when famous writers such as Lu Xun and Guo Moruo translated both poetry and novels into Chinese.(Para. 4)
What happened between 1910 and the late 1930s?
4Besides,no matter how well a poem is translated, something of the spirit of the original work is lost.(Para.7)
If a poem is translated into another language, is it still the same poem? What are some differences?
Step5 post readingCHOSE THE BEST ANSWER.
1. Modern English came into being from about the end of the _______ century.
A 16th B 17th C 18th D 19th
2. The poetry of John Donne reminds Chinese readers of the poems by _____.
A.Du Fu B.Li Bai C.Su Dongpo D.Guo Moruo
3. Byron’s Isles of Greece (1824) is an example of ______.
A.a sonnet B.romantic poetry C.nature poetry D.modern poetry
4. The wider public in China discovered English poetry at the beginning of the ______century.
A 17th B 18th C 19th D 20th
5. The advantage of reading English poetry in Chinese translation is _____.
A. that you have more choice B.that something of the spirit is lost
C.that you understand it better D.that you learn how to express yourself in new ways
II. What do the words in bold refer to.
Para. 1 That (poetry plays with sounds, words and grammar)
Para. 3 its (the history of English poetry )
Para. 4 their: (Wordsworth’s, Byron’s and Keats' )
Para. 5 they: (modern poets )
Para. 7 they: (poems and literature )
Step 6 To deal with exercises 4 5 6 on page29
Homework
1.Read the text again to get a better understanding.
2.Recite the new words
篇11：Unit 10 A Sacrifice for Love American Literature(新课标版高三英语教案教学设计)
(NEFC Senior 3 Unit 10)
A Sacrifice for Love
浙江省湖州二中 周 萍
一、教学课型：阅读课
二、教材分析：
1、教材内容: Reading: A Sacrifice for Love（1）& Integrating Skills: A Sacrifice for Love(2)
2、教材处理：
高中英语新课标高三第10单元的主题是美国文学，所以编者选编了美国著名小说家欧亨利的短篇小说A Sacrifice for Love《为爱做出牺牲》（原名为The Gift of The Magi《麦琪的礼物》）。本单元的Word Study的练习第3题和 Grammar的练习第2题分别介绍了欧亨利写作这篇小说的背景及作者的生平，所以安排学生在上本堂课之前完成这两个练习，使学生对于作者的情况及小说的完成有一个初步的了解。这篇小说被分在Reading和Integrating Skills两个板块中，教学时，将两部分合并，便于学生对小说有完整的印象。
3、教学目标：
（1）知识目标：引导学生熟悉小说的五大要素（时间，地点，人物，事件，结局），了解美国著名小说家欧亨利的生平及代表作品。
（2）能力目标：通过阅读课文，训练学生的阅读理解能力，要求学生掌握各种阅读技巧，如根据上下文来猜测生词的意思，通过细节来体会主人公的内心活动；用讲故事，小组讨论的形式训练学生的口头表达能力；要求课后把全班同学对于所讨论的问题的不同观点写成一篇作文，训练学生的书面表达能力。
（3）情感目标：通过阅读，理解作者通过小说所表达出的主题思想，即爱意味着付出，意味着牺牲。
4、教学重点：
培养学生的阅读策略，使其形成根据上下文推测词义，根据文章标题猜测文章内容以及快速获取信息的能力。
5、教学难点：
（1）在完成本堂课后，学生可以根据小说的五大要素编出自己的故事；
（2）体会作者所表达的主题，形成正确的价值观。
三、教学设计
1、总体思路
本节阅读课分为三大板块（读前活动、阅读活动与巩固提升），其中读前活动分为3个小的教学活动：谈论美国的著名作家；介绍欧亨利的生平及作品；介绍一篇小说的五大基本要素。阅读活动分为快速阅读，找出这篇小说的五大要素；仔细阅读，听录音获取更多的信息；回答问题来把握小说更多的细节三部分。巩固提升环节分为2部分：缩写（要求学生用10-15个句子讲出这个故事）；分组讨论，体会主题。由介绍作者导入，到阅读，再到缩写故事，表达观点，每个环节训练的侧重点各不相同，但能力要求逐步提升，构成了完整的语言输入-语言输出的过程。
2、教学过程
Step 1 Pre-reading Activities
Activity 1: Talk about the American writers
Ask the Ss if they have read some American novels and if they know some American writers. / Ask the Ss who is his/ her favorite American writer.
[设计说明]由学生读过的美国小说谈到美国作家，或者直接问到最喜欢的美国作家是谁，目的都是为了吸引学生的注意力，扩大学生的知识面，了解更多的美国作家，同时为即将进行的阅读活动作好铺垫。教师可以根据学生在这个环节中得表现来调整下一环节的教学活动。如果学生课外知识比较丰富，可以要求学生来说说欧亨利的生平事迹和作品，教师进行总结。反之，则可由教师说出一些欧亨利的事迹，由学生来猜测这位美国作家是谁。
Activity 2: Introduce the writer-- O Henry
Show the photo of the writer and ask some questions about O Henry.
O. Henry (1862-1910) was originally born William Sydney Porter in Greensboro, North Carolina. As a young man, he once worked as a bank teller, a newspaper columnist and so on. In 1896, he was charged with stealing money from the bank where he had worked, and later was put in an Ohio prison for three years. While in prison, he began writing short stories and it is there that he took the pen-name O. Henry for his writings.
After he was set free from prison in 1901, he moved to New York, which is the setting for many of his stories. He is the author of over 250 stories and is most famous for his use of surprise or 'twist' endings, especially to The Last Leaf《最后一片树叶》, and The Gift of the Magi. And he has contributed to American literature with other great stories such as The Four Million, The Voice and the City 《市声》and Cabbages and Kings, etc.
[设计说明]作家的个人生活经历常常会体现在他的作品中，所以阅读小说之前，了解作者的情况非常有必要。教师介绍小说作者的生平事迹或利用多个问题组成的“头脑风暴”激活学生头脑中的信息，能够帮助学生在阅读中更好地理解作者在作品中所体现出来的主题。
Activity 3: Five elements of a novel
What are the five important elements of a novel?
[设计说明]小说的五个要素（time、place、characters、event与ending）常常是构成小说的框架结构。这一环节为随后进行的快速阅读作好了准备。
Step 2 While-reading Activities
Activity 4:Read the text quickly and find out the five elements of this novel
Time: Before Christmas
Place: Home-barbershop-stores-home
Characters: Delly & Jim (a couple)
Event: to buy each other’s Christmas presents
Ending: No money- sell their own precious possessions to buy each other’s presents out of love
[设计说明]通过快速阅读抓住文章的主干，训练学生快速获取信息的能力。值得注意的是，文章两部分合在一起比较长，留给学生的时间相对于平时更长些。
Activity 5: Read the text more carefully
Read the text more carefully while listening to the tape.
[设计说明]要求学生边听录音边阅读课文有两大优点：一是磁带中朗读者富有感情的朗读，可以帮助学生更好地把握小说中人物的心理及情绪的细微变化，感受优秀的文学作品所散发出的独特的魅力；二是学生可以抓住小说中更多的细节信息。
Activity 6: Answer more questions
Qs:1.Why did Delly cry after counting the money she had been saving?
2.”She looked out at a grey cat walking along a grey fence in a grey backyard.” What do the three “grey”s tell you?
3.What are the couple’s two precious possessions?
4.Delly walked to the mirror. Her eyes was shining. What does the word “shining” tell you?
5.Why did tears fall from her eyes while Delly was standing in front of the mirror?
6.How much money did Della have in total after she sold her hair? How much was left after she bought her present?
7.What present did Della buy for her husband?
8.Why did Delly hurry home after she bought the watch chain for her husband?
9.How did Delly feel while waiting for her husband?
10. What was Jim’s reaction? Describe his feelings.
11.Why did Della burst into tears when she opened the package?
[设计说明]本环节可以算是仔细阅读的延续。学生通过回答与课文内容相关的十一个问题，在掌握更多的细节信息的基础上，理解这篇小说的深意。问题1、3、6、7属于细节信息题，可以直接从文章中找到答案。其余的问题则需要学生根据文章内容进行推测，尤其是第3题与第8题，属于开放型问题。文章没有给出明确的答案，学生在回答时必须加入自己对于小说的理解与分析，不同的学生可能有不同的理解。例如第3题对于三个“灰色”的理解，既可表明女主人公心情的忧郁沮丧，也可以说明这对年轻的夫妇住的地方环境不好，到处是灰蒙蒙的建筑。学生的思维得到了拓展。
Step 3 Consolidation and discussion
Activity 7:Consolidation
Ask the Ss to tell this story to his/her partner, using 10-15 sentences.
[设计说明]通过讲故事，加深学生对于小说的印象。同时，学生必须根据自己对于小说重点的把握把小说概括缩短到10-15个句子，这可以训练口头表达能力。
Activity 8:Discussion
（1）What does the title of this short story mean?
（2）Suppose you were Delly, would you marry Jim, a poor clerk or a rich man? Why?
Four Ss a group. Then ask the Ss to report the result of their discussion.
[设计说明]两个问题都通过小组讨论的形式完成，在小组活动中培养学生的合作精神与分享意识。第1个问题是对小说主题的理解，第2个讨论题与现实社会生活相连，具有现实意义。通过讨论，学生对于小说主题的理解会更深；通过讨论，学生更有可能明辨是非，形成正确的价值观。这也体现了文学作品所具有的延伸性与教育性。
Step 4 Homework
Activity 9: writing
Write a composition to report the result of the discussion in class, that is, the different opinions of the Ss.
[设计说明]由阅读-讨论-写作，阅读完成了语言输入，并且为讨论提供了载体，而课堂上进行的讨论为学生课后的写作做好了应有的准备。上个环节训练学生的口头表达能力，这个环节训练学生的书面表达能力，同时引发学生对于价值观、人生观更深刻的思考。
篇12：高三专项复习--写作(新课标版高三英语教案教学设计)
Dear Smith,
I know you want to find a job in Beijing. I read an advertisement in today’s “21st Century ”, an English paper here. Beijing Ladder Information Company is running a school. So they need native - speaker English teachers. What they prefer is a university degree in education or other related fields,which you have. And a foreign expert certification is also required. I think you are the right person they want.
If you are interested please directly call or write to the company. The telephone number is 86-10-68019433, and their E-mail address is : liecbj @ hotmail. com
Good luck.
Your’s
Li Hua
习作2:
Comment:
Mary is a clever girl with good manners. She is always ready to help others and therefore gets along very well with her classmates.
Having a special interest in Chinese, she speaks it very well. Mary is also good at maths and does a lot of exercises every day. She enjoys doing experiments in chemistry labs ,but sometimes she needs to be more careful. In all the subjects , physics is the most favorite one to her and she is one of the best in this subject. She always tries her best to make better progress and things better.
All the teachers like her very much.
Signature: Wang Ming
篇13：短文改错练习.(新课标版高三英语教案教学设计)
一
（A）
One afternoon my father and I go fishing on a 76.______________
riverside. We found the water was very dirty that 77.______________
we could not see the bottom. We also found some 78.______________
rubbish or dead fish flowing on the water. That 79.______________
afternoon, my father and I caught only a smaller fish. 80.______________Why do the fish in the river die? That was because 81.______________of a lot of factories along the river always 82.______________poured its waste water and rubbish into the river 83.______________
and the water got polluting（污染）. Thus, most of the 84.______________fish in the river killed. 85.______________
（B）
Ken is a young man and have a big dog and a small 86.____________ car. Last Sunday he did some shopping for hour in a 87____________ shop and then ran out and jump into a car. His dog 88.____________ came after him, but it jumped into the next one. 89.____________ Ken saw it and shouted it, but the dog still stayed 90.____________
in that car. Ken gave his key into the lock of the car, 91.____________
but the key couldn't turn on. Ken looked at the car 92.____________
again. It was not him! He was in the wrong car,93.____________
when the dog was in the right one! At last the young 94.____________
man was smiled and got into his car with the dog. 95.____________
答案：
76. go→went 77.very→so 78.√ 79.or→and 80.smaller→small 81. do→did 82. 删去第一个 “of” 83. its→their 84.polluting→polluted 85.∧were 86. has 87. hours/an hour 88. jumped 89. √ 90. at 91. put 92. on. 93. his94. while 95. was
短文改错2
Dear Elli，
I’m a senior student. I like making friend with 76. ____
people and I do my best to get on well for everyone. 77. ____
But in last week I found that one of my friends 78. ____
wrote in her English diary that she dislikes me. 79. ____
He doesn’t want to be my friend any more. Now 80. ____
she has started making fun of me because of I’m 81. ____
fat. I am kind to her but why can’t she be friend 82. ____
towards me? My other problem is trying to lose weight. 83. ____
Do I do more exercises? Use pills? And do you 84. ____
know any other way？Please give me some advices. 85. ____
Yours,
Mary
76. friend→friends 77. for→with 78. 去掉 in 79. dislikes→disliked 80. He→She 81. 去掉第二个of 82. friend→friendly 83. √ 84. And→Or 85. advices→advice
短文改错3
Something about the Internet
We are all busy talking about and use the Internet 86．______
which set up in the l960s． At first, the Internet was only 87．______
used by the government, but in the early l970’s, the banks, 88．______
universities and hospitals were allowed to use them , too． 89．______
However, computers were still very expensive but the 90．______
Internet was difficulty to us. By the start of the 1990s, 91．______
computers become cheaper and easier． 92．______
Today it’s easy to get on-line and it’s said that millions 93．______
people use the Internet every day． Send E-mail is more and 94．______
more popular among students． It has now become one of the 95．______
most important parts of people’s life
86．use→using 87．which 后加was 88．去掉banks前的the 89．them→it 90．but→and 91．difficulty→difficult 92．become→became 93．millions 后加of 94．Send→Sending 95．√
短文改错4
Jimmy was only eight years. He wanted to learn 1．________
to play the piano. So his mother found the teacher 2．________
for him. At first Jimmy was happy with the 3．________
teacher because he was too strict with him. He decided 4．________
to leave him, but his mother explained him that 5．________
if the teacher made the lessons too easily and 6．________
allow him to do as he wished, he would never learn 7．________
nothing. After thinking about this a few minutes, 8．________
Jimmy thought of that his mother was quite right. Then 9．________
the teacher taught him in two years. 10．________
．1．去掉years或将其后加old 2．the-a3．was后加not 4．√5．explained后加 to 6．easily-easy7．allow-allowed 8．nothing-anything 9．去掉of 10．in-for
短文改错5
Mr Smith, a strong man worked in a bank in England, 76__________
suddenly fell ill in last week. After some examination, his 77__________
doctor said the terrible pain was in his stomach was probably 78__________
cause by some disease. But Mr Smith believed he must have eaten 79_______
something unfit to him. Then some day Mr Smith thought 80_________
of the chemical factory which he had worked. It stood right on 81_________
the seaside. Poison flowed into the sea. People never swim 82_________
in the sea because the water harmed every things in it. The air 83_______
around was sometimes poisonous too. Mr Smith stopped thinking. 84_______
He shocked by the conclusion-the root of the illness. 85________
76．Worked改为working 77. 划去in 78.划去第一个was
79. cause 改为caused 80. some改为one 81. which改为where
82. swim改为swam 83. things改为thing 84. 85. He 后加was
短文改错6
Dear Xiao Jun,
It is four days since Mother accepted the 1. _______________
operation. She is feeling much more better now. 2. _______________
The doctors told me the operation was successful, 3. _______________
but because her old age she had to stay in hospital 4. _______________
for other two weeks. The doctors also said it was 5. _______________
unnecessary for her to do so. We expect to get 6. _______________
a full report in two and three days. Please tell the 7. _______________
good news to the rest of family as soon as possible. 8. _______________
You needn’t to come here. I’m able to look after 9. _______________
Mother by myself. Just take good care yourself. 10. ______________
1. accepted ---received 2. 去more 3. 正确 4. because of 5. other ----another
6. necessary 7.in a day or two 8. the family 9. needn’t come 10. take care of
短文改错7
After I finished my school, I began to look for a job. 76.
Now several months has passed, and I haven’t found the 77.
job I’m interested. Last Sunday morning, I received a 78.
phone call from a man naming Mr Wang. He said on the 79.
phone, “I hear you do well on your studies. I may offer 80.
you a job.” I entered into his office with a beating 81.
heart. How I wished I will go through the job-hunting 82.
talk and that he would take on me as a lab assistant. And 83.
to my surprised, what he said made me feel disappointed. 84.
That he needed was only a model. 85.
76. 去掉my 77.√ 78. interested后加in 79. naming→named 80. on→in 81. 去掉into 82. will→would 83. And→But 84. surprised→surprise 85. That→What
短文改错8
I’ve been to Hong Kong for three days now, and I’m 71.
having great time. Yesterday my friend showed me 72.
about Hong Kong. It was a very busy day, but I saw 73.
many interesting things. The first place where we visited 74.
is Hong Kong Park. After that, we walked to St.John’s 75.
Cathedral. I think it is a very old church in Hong Kong. 76.
Then we go to Victoria Peak. There we could see all 77.
over Hong Kong. It was real wonderful. After lunch 78.
we caught a bus to a supermarket. On the bus back the 79.
hotel, we both felt tired and very happy. We enjoyed 80.
ourselves very much.
71:to-in, 72:having-/\a 73:about-around 74:where-that或省略掉where 75:is-was 76:\/ 77:go-went 78:real-really 79: back-back/\to 80:and-but
短文改错9
Keep healthy is an important way of our life. A 76. ________
person has good health is more efficient(有效的) in 77. ________
carrying out their task either as a student in a school, 78. ________
a worker in an office and even a housewife at home. 79. ________
There are different way to keep healthy. It is necessary 80. ________
to have a healthy diet every day. Different kinds of 81. ________
food has different functions in building up and 82. ________
keeping our bodies strong. Other way to keep healthy 83. ________
is to exercise regularly. Learning what to relax(放松) 84. ________
our body is certainly in an efficient way to keep healthy. 85. ________
76. Keep→Keeping 77. has前加who 78. their→his 79. and→or 80. way→ways
81. √ 82. has→have 83. Other→Another 84. what→how 85. 去掉in
短文改错10
After I finished my school, I began to look for a job. 76.
Now several months has passed, and I haven’t found the 77.
job I’m interested. Last Sunday morning, I received a 78.
phone call from a man naming Mr Wang. He said on the 79.
phone, “I hear you do well on your studies. I may offer 80.
you a job.” I entered into his office with a beating 81.
heart. How I wished I will go through the job-hunting 82.
talk and that he would take on me as a lab assistant. And 83.
to my surprised, what he said made me feel disappointed. 84.
That he needed was only a model. 85.
76. 去掉my 77.√ 78. interested后加in 79. naming→named 80. on→in
81. 去掉into 82. will→would 83. And→But 84. surprised→surprise 85. That→What
短文改错11
A artist left for a beautiful part of the country 91. ___________
for a holiday and stay with a farmer. Every day 92. ___________
he went out with his brushes and painted till evening, 93.____________
and then, when it got in dark he went back to the 94. ___________
farm and had a good dinner after going to bed. 95.____________
At the end of his holiday, he wanted to pay for the 96.____________
farmer, so the farmer said, “ I just want one of your 97.____________
picture. In a week, it will all be finished. But your 98. ____________
picture will be still here.” The painter was very pleasant 99. ___________
and thanked the farmer for saying so kind things about 100. ___________
his paintings.
91. An 92. stayed 93. √ 94. 去掉 in 95. before 96. for去掉 97. but 98. pictures 99. pleased 100. such
短文改错12
Waves are beautiful to look but they can destroy 1. ___________
ships at sea, as well as houses and buildings near 2. ___________
the shore. Which causes waves? Most waves are caused 3. ___________
by winds blowing against the surface of the water. The 4. ___________
sun heats the earth, causing the air rise and the 5. ___________
winds to blow. The winds blow cross the sea, pushing 6. ___________
a little waves into bigger and bigger ones. The size 7. ___________
of a wave depends how strong the wind is, how long 8. ___________
it blows, and how heavy the body of water is. In 9. ___________
a small bay(海湾)big waves will never build up. 10. ___________
So at sea the wind can build up powerful waves. 11. ___________
A rule says that the height for a wave (in 12. ___________
meters) will usually be no more than one-tenths of 13. ___________
the wind's speed( in kilometres). In another words, 14. ___________
when the wind is blowing 120 kilometres per hour, most 15. ___________
waves will be about twelve metres.
1. look →look at 2. √ 3. Which→What 4. against→over 5. rise→ to rise 6.cross→across 7. a little→little 8. depends→depends on (upon) 9.heavy→large (big) 10. √ 11. So →But 12. for→of 13. one-tenths→one-tenth 14. another→other 15. blowing→blowing at
短文改错13
Mr． Fox lived close a large clothing 76． ＿＿＿＿
shop． For a long time he had meant to buy some 77． ＿＿＿＿
of the clothes． Before doing so， he keep a close watch 78． ＿＿＿＿
at the shop for several days． As the shop was in 79． ＿＿＿＿
an old building with chimneys（烟囱）， so he decided to 80． ＿＿＿＿
get into the shop through one of the chimney． One 81． ＿＿＿＿
dark night long after midnight， he climbed onto a 82． ＿＿＿＿
roof of the shop． But he went down one chimney， 83． ＿＿＿＿
he got stuck and could neither climb down or up． 84． ＿＿＿＿
He shouted for help but there had no one in the shop． 85． ＿＿＿＿
76．close后加 to 77． buy→steal 78． keep→kept 79．∨
80． 去掉so 81． chimney→chimneys 82． a→the
83． he前加when 84． or→nor 85． had→was
短文改错14
Attention， please！ I’m sorry to tell you that the visit to 56． ＿＿＿
the country， that we planned for this morning， will 57． ＿＿
be put off until tomorrow because the rain． This morning 58． ＿＿
we will visit a middle school， where has a history of 85 59． ＿＿
years． This afternoon we’ll visit the industry exhibition， from 60． ＿
which many new products are in show． Some of them 61．
won nation prizes for invention． The bus will wait for 62． ＿＿＿
us at the gate of our hotel at a half past eight． Please be 63． ＿＿＿
there on time． Don’t forget to bringing your things you need 64． ＿＿
with you． If you had any questions， you can ask me． Thanks． 65． ＿
56． ∨ 57． that → which 58． because 后加of 59． where→ which
60． from → in 61． in → on 62． nation → national
63． 去掉a 64． bringing →bring 65． had →have
短文改错15
It is late in the evening． There was a knock on the 56． ＿＿＿
door． I opened it and found a young man wore dark 57． ＿＿＿
glasses． He said he was a friend of my brother． I didn't 58． ＿＿＿
remember my brother had such friend， but I had to let 59． ＿＿＿
him in． As we talked， I found that he knew something 60． ＿＿
about my brother． I came to the conclusion （结论） that 61． ＿＿＿
he was telling the truth． Just then my brother came 62． ＿＿＿
out and the stranger was taken by surprise． I caught 63． ＿＿＿
hold of the man while my brother rang up to the police． 64． ＿＿＿
In fact he was only a thief from other town nearby． 65． ＿＿＿
56． is→was 57． wore→wearing 58． brother→brother’s
59． such后加a 60． something→nothing 61． ∨ 62． was后加not 63． out→in／back 64． 去掉to 65． other→another
Once more， three men bought seventeen apples． The 56． ＿＿＿＿＿
first man wanted one half； the second， one three and 57． ＿＿＿＿＿
the third one， one ninth． It was possible to divide 58． ＿＿＿＿＿
those seventeen apples like they wanted． Just as they 59． ＿＿＿＿＿
didn’t know how to do， a small boy came up with an 60． ＿＿＿＿＿
apple on his hand． The boy said，“Don’t worry about 61． ＿＿＿＿＿
that． Let me divide it for you．” First of all， with his 62． ＿＿＿＿＿
apple added to them， he made the number apples 63． ＿＿＿＿＿
eighteen． Then he gives nine to the first man， six to the 64． ＿＿＿＿＿
second man and two to the third man． He gave away 65． ＿＿＿＿＿
seventeen in all and took his own for himself． These men
were very thankful tothe boy． They all said ，“How clever
a boy he is ！”
56．去掉more 57．three →third 58． possible→impossible
59． like→as 60． how→what 61． on→in 62． it→them
63． number 后加 of 64． gives →gave 65． √
Different people speak different language， 76．＿＿but sports have a language of its own． A football 77．＿＿player from Japan can not play with a player from 78．＿＿England． One does not need to understand the language 79．＿＿of the other． The game speaks for themselves． 80．＿＿Peoples who do not know each other often become 81．＿＿friend after they have played together． The new 82．＿＿boy or girl in school quickly become one of the 83．＿＿class after few games． People in different parts of 84．＿＿the world learn to understand one other through sports． 85．＿＿＿＿
76． language → languages 77． its → their 78．去掉not 79． ∨ 80． themselves → itself 81．Peoples → People 82． friend → friends 83． become→becomes84． few 前加 a 85． other → another
Dear Ron,
I am very exciting to hear that you are coming to 76._________
our school soon. Now let me to introduce our school 77. _________
to you. Our school is a famous school with long history. 78. _________
We have many experienced teacher and excellent equipment. 79. _________
There are two teach buildings, one is for seniors and the 80. _________
other is for juniors. There are two lab building and 81. _________
a library. Except Chinese, maths, English, physics and 82. _________
chemistry, we have some electives (选修课). The 83. _________
students can choose that they like to attend. We 84. _________
love our school. I am looking forward to meet you soon. 85. _________
Yours,
Li Hua
76. exciting→excited 77. 去掉to 78. with后加a 79.teacher→teachers
80. teach→teaching 81. building→buildings 82. except→besides 83.√
84. that→what 85. meet→meeting
篇14：高三英语写作教案(新课标版高三英语教案教学设计)
Topic: write a concise passage
Time: 2:55 p.m. March 17,
Purpose: 1. explain why wordiness appears in writing usually.
2. Make a wordy phrase, sentence and passage concise.
3. Build up a concise passage.
Aids: CAI, computer and POH.
Procedures:
In general: 1. Pre-learning: give examples and ask students to discuss how wordiness happens.
2. Presentation: summary what students express and induce them to think how to correct wordy sentences.
3. Practice: direct students to correct wordy phrases, sentences, and passages and organize certain rules by themselves.
4. Consolidation: write a concise passage according to the given requirements (Picture story).
5. Homework: 1) Correct some other passages.
2) surf website about English Writing.
In detail:
Step I. Pre-learning.
Give two different versions of passages and ask students to compare:
The two passages:
Passage one: Tom is four years old and he is energetic. One day a bike was give to him. The bike is new and it is a light blue color. Tom received the bike for his birthday. He struggled to ride his bike. He struggled for two hours. However, he was unsuccessful in riding the bike.
Passage two: Four-year-old Tom is energetic. One day, he got a light blue bike for his birthday. He struggled for two hours to ride it, but he was unsuccessful.
The hint: passage one is too long with many redundant words, while the second is concise and clear. That is what should be achieved in writing.
Step II. Presentation.
Show wordy phrases and sentences. Ask students to discuss how wordiness appears and find out the way to correct them.
Sample one: The employee with anger quarreled with his boss. (angry)
A girl likes Chinese food better. (prefer)
There are many People hunting animals for living in the mountain. (hunters)
In the not too distant future, our dreams will come true. (near)
He gave up school on condition of the fact that it was necessary for him to support his family. (because)
Summary one: Change phrases into single words.
Sample two: The house, which was built newly is near the sea.
(The newly-built house )
People who are interested in the job must send your resume to our company before Friday.
(People interested in the job)
The way that is most efficient and convenient...
(the most efficient and convenient way)
While he is waiting for the bus, he always recites texts. (While waiting for the bus or Waiting for…)
Please put the money at a place where it is safe.
(please put the money at a safe place )
summary two: change clauses in phrases.
Sample three: A letter was sent by Mrs. Smith.
(Mrs. Smith sent a letter)
Your luggage will be checked by a custom official and then a pass card will be given to you.
(A custom official will check your luggage and give you a pass card)
The production of the factory was affected greatly by so many inexperienced workers.
(So many inexperienced workers affected the production of the factory greatly.)
Although Chinese is regularly used by students, a close and complete study of the subject is seldom taken by them.
(Although students regularly use Chinese, they seldom take a close and complete study of the subject.)
Summary three: change unnecessary passive into active voice.
Sample four: The skirt is blue in color. (the skirt is blue)
In the year of 1840 the war broke out.
(The war broke our in 1840)
We plan to meet before sunrise very early in the morning. (We plan to meet before sunrise)
I play basketball equally as well as my brother.
(I play basketball as well as my brother.)
summary four: avoid repetition.
Step III. Practice
Correct wordy sentences and passage.
1. There are many ways in which a student who is interested in meeting foreign students may come to know one.
(Students interested in meeting foreign students may come to know one in many ways.)
2. There are many farmers in the area who are planning to attend the meeting which is fixed for next Friday.
(Many farmers in the area plan to attend the meeting fixed for next Friday)
3. To work as a accountant, an education in money planning is required.
(To work as a accountant, one requires to study money planning.)
4. The subjects that are considered most important by students are those that have been shown to be useful to them after graduation.
(Students consider the subjects shown useful to them after graduation most important.)
5. The decision that was reached by the committee was to put off the vote.
(The committee reached the decision to put off the vote.)
(The committee decided to put off the vote)
6. The animal trainer dove into the pool. The trainer was skilled and athletic. She was excited when she dove into the pool. She swam with two dolphins. The dolphins were babies. The dolphins were playful. The trainer swam with the dolphins for over an hour. When the trainer swam with the dolphins, she was happy.
(The skilled, athletic animal trainer excitedly dove into the pool and happily swam for over an hour with two playful baby dolphins.)
Step IV. Consolidation.
Ask students to write a passage as concise as possible and evaluate some examples in class through POH. (Picture and story)
Step V. Homework
1. Give students more samples of wordiness to revise and improve.
1)Before the travel agent was completely able to finish explaining the various differences among all of the many very unique vacation packages his travel agency was offering, the customer changed her future plans.
2)During that time period, many car buyers preferred cars that were pink in color and shiny in appearance.
3) Our branch office currently employs five tellers. These tellers do an excellent job Monday through Thursday but cannot keep up with the rush on Friday and Saturday.
4) The blizzard contained strong winds and heavy snow. During the snowstorm, the roof of the town library collapsed. The roof of the post office did the same. The blowing snow covered the county roads. Schools cancelled classes due to the white-out conditions.
5) Locked away in the old chest, Richard was surprised by the antique hats.
2. Click website http：／／www.englishonline.nei or http：／／www.esldirect.com for more information about writing if it is possible.
篇15：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
篇16：unit 4 A garden of poems(新课标版高二英语教案教学设计)
Teaching aims and demands
1.key words
poem n.诗；韵文；诗体文
intention n.意图；目的；打算
recite vt.背诵；朗诵
pattern n.型；模式；方式
dialogue n.对话；（文学，戏剧，电影中的）对白
sort vt.将事物分类；整理 n.种类；类型
sadness n.悲哀；难过
grammar n.语法；语法学
glory n.光荣；荣誉；荣耀的事；壮丽
absence n.不在；缺席；缺乏
district n.地区；区域
atmosphere n.气氛；情绪；大气；大气层
introduction n.序言；介绍；引进
translate vt.翻译；用简单易懂的语言表达
translation n.翻译；译文
extraordinary adj.特别的；不平常的；惊人的
idiom n.习语；成语；语言习惯用法
apart adv.相隔；相距；除去；单独地
recommend vt.推荐；介绍；建议
contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿
2.key phrases
put…together 把……结合成一整体；装配
play with 玩；玩耍；游戏
call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话
stand out 突出；显眼；远远超过某人（物）
light up 照亮；使放光彩；点上（烟等）吸起来
come into being 出现；形成；产生
send for 使某人来到；要求将某物取来或送到
contribute to… 为……作贡献（或捐献）；有助于……；向……投稿
3.words extending
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.sentence pattern
1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.
2. His sonnets, however, belong to the best English poetry.
3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.
4. Greatly loved in China are the English Romantic poets.
5. They can help us to understand each other better, or as Mu Dan wrote:…
6. Quietly, we embrace in a world lit up by words.
7. If I see you next to never, how can I say forever?
5、key grammar
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、teaching difficulties
(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2) 分词用法的总结与难点解析。
(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Period 1 Warming-up
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Procedures:
(Play the song “if I could”)
Step 1 Greetings and Lead in.
Step 2 Warming up.
1) Read and find the rhyme
My love, you’re always in my heart#
If I could have it all,
I would choose to have your love.
Don’t you know
How my heart stars jumping when I see you smile
No matter where you go,
I’ll be there right by your side,
Holding you in my arms so tightly.
Take my hand,
and look right into my eyes, dear.
You will see that you will mean to be my love.
2) Read and complete the giggle poetry Here lies Sam Shay
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was one.
Now he's one dead son-of-a-gun.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was two.
Now there's nothing he can do.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was three.
Now he's buried beneath a tree.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was four.
Now he's knocking on heaven's door
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was five.
Now the poor guy ain't alive.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was six.
Now he's got a problem we can't fix.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was seven.
Now we hope he's gone to heaven.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was eight.
Now he doesn't look too great.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was nine.
Now he isn't feeling fine.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was ten.
Now, he'll never smoke again
step 3 Limerick
Read the limericks and ask “What is the pattern of each poem?”
And then ask Ss to complete two limericks.
Finally ask Ss to write their own limericks in 7 minutes and show them up.
Step 4 homework
Preview listening and speaking part
Period 2 listening
Teaching Aims:
Improveing the students’ listening ability.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Procedures:
Step1. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step 2. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Step 3. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step 4. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things?
2)Were rhyme and rhythm very helpful when they are trying to remember things?
3)Why did our ancestors invent poetry?
4)What is the listening text about?
Listen to the tape and find out the answers to the questions.
Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.
(Collect the answers from the students.)
T: Yes. Before the invention of writing, there was no other way but to remember important things.
And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.
Step 5. Listening and imitating.
T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.
1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.
2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”
3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.
Suggested answers:
Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)
Rhyme 2 is useful to remember how many days each month has.
Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.
Rhymes and rhythms are helpful. Do you use poetry to remember things?
Who sometimes still uses poetry to remember things today?
(Collect answers then listen to the following.)
But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.
So anyone who want to remember things better can still use poetry to remember things.
Step 6. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
….
“O Lord, tell me what to do. AMEN”
2)Always Have a Dream
Forget about the days when it’s been cloudy,
But don’t forget your hours in the sun.
Forget about the times you’ve been defeated,
But don’t forget the victories you’ve won.
Forget about the misfortunes you’ve encountered,
But don’t forget the times your luck has turned.
Forget about the days when you’ve been lonely,
But don’t forget the friendly smiles you’ve seen.
Forget about the plans that didn’t seem to work out right.
But don’t forget to always have a dream.
Step 7 Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Period 3 Reading (English Poetry)
Teaching difficulties and stresses
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 duty report & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
(After 3 minutes, check the answers)
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
Step 7 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Websitewww.shakespeare.com
www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton
www.island-of-freedom.com/POPE.HTM www.john- keats.com
www.visitcumbria.com/wilword.htm
www.online-literature.com/byron
www.robertfrost.org
Period 4 Speaking
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 duty report & Lead-in
(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）
T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!
Step 2 Warming-up
T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?
(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)
Step 3 Speaking
1. T: It seems that you have mastered Chinese poems well.
T: 1) Do you all like the poems written by Li Bai or Du Fu?
2) Whose style do you like best? /Which poet do you like best?
So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.
2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.
3. T: When you are practising with your partner, do remember to use
the useful expressions listed in your book.
Step 4 Talking
T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.
T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.
------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.
One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).
Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.
T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？
T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.
T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……
(Then the monitor comes to host the discussion)
T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!
Step 5 homework
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
Period 5 Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Duty report & Song
Ask the students to sing the song if I could and read out the words ”all, know and go”
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany?
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday?
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read?” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party?
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.
Period 6 Intergrating Skills
Teaching aims:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Teaching procedures:
Step 1 Warming-up
Duty report and singing the song
Step 2 Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step 3While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step 4 Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?
Step 5 Exercise I
Briefly introduce ”Dust of Snow“ by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line ”A change of mood“.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step 6Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as ”right here waiting“.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage ”The Birth of Modern Poetry" by yourself.
Period 7 Quiz
Ask Ss to do the quiz about unit 1-4 and just try to finish words part, multiple choices part and reading part.
Period 8 Exercise
Teaching aims:
1.let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit.
2.To consolidate what the Ss have learned.
Teaching procedures:
Step 1 Listening
Finish the listening exercise of unit 4 on English Weekly
Step 2 Exercise
Check up and explain the answers of the questions on EW and exercise book.
篇17：unit 14-16 教案2(新课标版高二英语教案教学设计)
Unit 15 The necklace
Teaching Aims and Demands
Goals:
1. 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 known. Learn the text the necklace, through which the students may get educated.
2. Learn about communication skills, such as, asking for permission, ask about possibilities.
3. To get the students to receive the education morally.
4. to fell the real meaning of the modal verbs.
Words and Phrases:
Four Skills: dormitory explain recognize continue call on lovely bring back day and night pay off at most debt precious positive attend earn act out besides
Three Skills: surely ball lecture silly author outline quality
Useful expressions:
1. Ask for permission
Could we/I … ? May/can I …? Shall we …? Is it possible…?
Do you mind…?
2. Talk about possibilies
It can’t be … It could … He might … They must …
Grammar: Use the modal verbs must, can/could, may/might
Teaching plan I
Step 1 Presentation
If possible, it may be better to have a class, in which we can show a great drama to get the students mentally prepared for the coming class.
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 Words and phrase
A secret cave treasure terrible gragon hike Clue solve the mystery necklace cellhpone footprint mysterious peel scary dormitory
Step 5 Homework: Preview the Reading.
Teaching plan II for Reading
Step 1 Leading in
Show the class the parts of the film - the Diamond Necklace. And then hand out the material about the background. After that ,let Ss read and answer the following questions.
1. Do you know the name of the play? (The Diamond Necklace)
2. The short play The Necklace comes from the famous short story The Diamond Necklace. Who 3. wrote it? (Guy de Maupassant)
4. When was Guy de Maupassant born? (Aug 5,1850-July 6,1893)
5. What nationality was he? (French novelist and short-story writer)
6. What else did his writings include ?Do you know? (My Uncle Jules, the Prisoners, Flaubert )
7. The Necklace is a short play. It is the first time for us to learn plays. What should be included in a play? (Time , place, characters, stage directions)
Step 2 Reading for main ideas
Read the passage and see if you can write out a title for each scene. Make the Ss read as quickly as possible. Match the following pairs.
Scene 1: A. The story of a lost necklace.
Scene 2: B. Meeting with an old friend.
Scene 3: C. An invitation to a ball in the palace.
Key: B,C,A
Step 3 Reading for the text understanding
1. Ask the class to read the text and answer the following questions.
Scene one
⑴ Why didn’t Jeanne recognize Mathilde at first?
⑵ What was the life Mathilde lived in the past ten years like?
⑶ Why did Mathilde borrow a necklace from her friend?
⑷ Where was Pierre Loisel working?
⑸ Why had she been working very hard?
Scene two
⑴ How did Mathilde feel when her husband told her the good news?
⑵ Why was Mathilde worried?
⑶ How much did her dress cost her?
⑷ What else did she want to wear?
⑸ What did Pierre suggest?
⑹ What did they decide to do? Why?
⑺ When did Mathilde decide to see her friend?
Scene three
⑴ What kind of necklace did she get?
⑵ How did they enjoy the ball at the palace？
⑶ What happened on their way home after the ball?
⑷ What did they do for Jeanne?
⑸ How much did the diamond necklace cost?
⑹ What did they do in order to pay back the debt?
2. Ask the class to read the text in silence and do true or false exercises
Jeanne didn’t recognize Mathilde at first only because they hadn’t seen each other for a long time.
Mathilde and her husband worked day and night in order to live a better life than Jeanne.
Mathilde didn’t want to wear a flower to the palace ball because she was afraid to look poor.
Mathilde and her husband enjoyed themselves very much at the ball.
They suffered a great deal because of Mathilde’s vanity.
the necklace that Jeanne lent Mathilde was made of real diamond but not worth 3,600,000 francs.
3. Play the tape of the passage for the Ss to listen and imitate it.
4. Do multiple choices based on the facts of the text.
⑴ Which sentences expresses the main idea of the story?(B)
A. Mathilde Loisel worked hard to buy a new jewel for her friend.
B. Mathilde Loisel lost the borrowed necklace and suffered ten years hard work to pay for it.
C. Mathilde Loisel lost her borrowed necklace.
⑵When Jeanner met Mathilde in the park , She said she didn’t know Mathilde, because_______.(A)
A. Mathilde had change a lot.
B. Jeanne no longer liked Mathilde.
C. Mathilde looked younger than before.
⑶ What caused Mathilde to live a miserable life during the last ten years?(A)
A. the lost necklace B. her illness C. her family’s poverty
⑷ Mathilde didn’t want to wear a flower to the ball because_______.(C)
A. She didn’t like flowers
B. People were not allowed to wear a flowers at the ball.
C. It would look shabby to wear a flower.
⑸ When Mathilde returned Jeanne a real diamond necklace, Jeanne was____.(A)
A. not to know this. B. To know this but said nothing. C. Very happy and thanks a lot.
⑹ The story is told______.（C）
A. in time order B. in narration 叙述 C. in flashback 倒叙
⑺ When did Mathilde borrow the necklace from Jeanne?(B )
A. In 1870 B. in 1860 C. in 1850
⑻ What was Pierre when the story happened?( C )
A. a worker B a lawyer C. a civil servant
Step 4 Reading for understanding the sentences
Let Ss explain the sentences in English in a group of four.
1. It was exactly like your necklace, but it was a different one.
2. It was worth five hundred francs at most.
3. I’ve written to accept the invitation.
Step 5 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的含义
after all意为“毕竟，终究，到底”解，含有“要知道……”、“别忘了……”的含义，通常放在句首。例如：
①In my opinion, we should not punish him． After all, he is a child of seven years old．
依我看我们不该惩罚他，（要知道）他毕竟是一个七岁的孩子。
②Why don't you ask for her help? After all, she is always ready to help others．
你为什么不请她帮助呢？（别忘了）她总是乐于帮助别人。【注意】 after all也可以放在句子的末尾，意为“虽然……，但是毕竟……”，表示和预期的情况不同，有转折的意味。例如：
①The young man was badly hurt, but he is now much better after all．
那位年轻人伤得很重，但他终究现在是好多了。
② They said they would not come back for lunch, but they came back after all．
他们说他们不回来吃午饭，但是他们终归还是来了。
2．at the most 意为“最多、至多”，其反义词组 at least 意为“至少、最少”。例如：
①I thought that he had died at least twenty years ago．我想他至少死了二十年了。
②This computer is at the most worth 1,000 dollars．这台微机最多值一千美元。
3．be lost的用法
be lost可表示事物“已丢失”，也可表示人“迷失方向”。试比较：
①We couldn't find the necklace; it was lost。我们没能找到那条项链，项链丢了。
②I can't find my way back to the hotel． I'm lost．我找不到回旅馆的路，我迷路了。
【注】以上这两种用法中的be lost并不是被动语态，而是一种系表结构，表示状态，lost实际上已转化为形容词了。如加上时间状语，则be lost为被动语态，表示动作发生的时间。如：The pen was lost yesterday （那支钢笔是昨天丢的。）
【注】be lost in thought 是“陷入沉思”的意思。be lost in the book 是“埋头读书”的意思。
4．day and night（或 night and day）意为“日日夜夜”、“整天整夜”（all the time），作时间状语。例如：
①Lao Li thinks about his wife and children day and night．老李日夜思念他的妻子儿女。
②They have to work night and day, but they get little money．他们日夜劳动，但仍然收入很少。
5．not…any more意为“不再”，用于否定句。例如：
①I don't live there any more．我不再住在那儿了。
②Don't make the mad experiment any more．不要再做这个疯狂的实验了。
③He can't go to school any more because he got a serious disease．
因为他患了重病，他不能再去上学了。
6．on the way to (a place) 的意思是“在去…的路途中”，to在这里是介词。例如：
①They are on the way to Guangdong Province．他们正在赴广东省途中。
②On my/the way to school I usually pays visit to an old lady．
我在上学的路上通常去看一位老太太。
[注意] way后面to接的是名词，当way后面接的是副词home，here或there时，则不用to。例如：
①On the way there I often met a blind man with a stick in his right hand．
在到那儿去的路上，我常遇见一位右手拿手杖的盲人。
另外， on the way to还有“即将”的含义；其中 to为介词，后跟动词-ing形式。例如：
①The students in Teacher's College have been on the way to becoming teachers．
师专的学生就要成为教师了。
7．be worth的两种用法
形容词worth不能单独使用，要在其后面接名词或动词的-ing形式，不能接不定式。如：
①The necklace was worth 500 francs at the most．那条项链最多值500法郎。
②The work is worth our while/the trouble．
我们的精力是值得花在这项工作上的。／干这项工作麻烦一点是值得的。
③The car isn't worth repairing．
这辆汽车不值得一修。（不能说…to repair，to be repaired或being repaired）
④ She's not worth getting angry with．犯不上跟她生气。
⑤ The article is well worth reading．那篇文章很值得一读。
【注】这种结构中的动词-ing形式在逻辑上与前面的主语具有动宾关系。但该动词不能用被动形式，不能说 The car isn't worth being repaired．
【注】应该用well修饰 worth，不能用 quite，very或 very much等修饰worth，如句⑤。再如：It's well worth trying．（很值得一试。）不能说 It's very/quite worth trying．
用引导词It作 be worth的主语，这种用法可与上一种用法互换使用。如：
①It isn't worth repairing the bike．= The bike isn't worth repairing．这辆自行车不值得修。
②It isn't worth getting angry with her．= She's not worth getting angry with．犯不上跟她生气。
③It's worth visiting the park a second time．= The park is worth visiting a second time．
那公园值得再去一次。
【注】在 Don't get the box down． It isn't worth it 一句中， worth it =worth the trouble。
8．call on，call at，drop in，visit与 pay a visit to辨析
以上三个词组都可表示“访问”，用法不同。
1）call on较为正式，后接人作宾语，指“进行短暂的访问”，访问者和受访问者一般只有社交或公务上的关系。如：
①I called on Dick at his office yesterday．我昨天到迪克办公室去拜访了他。
②Please call on me next time you come to Wuhan．下次来武汉时请来看我。
2）call at后接地点，表示“到某人的家或其他场所去拜访某人”。如：
①We called at Prof Green's house last night．昨晚我们到格林教授的家拜访。
②I called at his office as I was passing．我路过时拜访了他的事务所。
3）drop in意为“顺便走访”（拜访，非正式地拜访，常在计划之外事先没有打招呼）。如后接人时用介词 on；后接地点用介词 at。如：
①Will you drop in on us tomorrow evening for a talk?你明晚顺便来和我们一起谈谈好吗？
②He dropped in at our school yesterday．他昨天顺便参观了我们学校。
4）visit是正式用语，可表示进行较长时间的访问。它除了指进行友好或社交性的访问外，有时还表示因职务关系而进行的访问。如：
①The foreign friends are visiting Shanghai．外国朋友们正在访问上海。
5）pay a visit to意为“对……进行访问；去看望某人”。如：
①The Smiths paid a friendly visit to China last week.
上星期史密斯夫妇对中国进行了友好访问。
9．pay back，pay for与pay off辨析
1）pay back指“偿还”，如损坏了别人的东西或借了别人的钱之后，偿还数目相等的钱。如：
①Has he paid back the money he borrowed from the union last month?
他上月借工会的钱还了没有？
2）pay for意为“付款、赔、花费”。如：
①He has paid for the damage．他已经赔偿了损失。
3）pay off意为“还清债”。如：
①Perrie has paid off all his debts．佩利已偿还了所有债务
Step 6 Post reading
1. Read the text THE NECKLACE, and then complete the following chart.
Scene 1 Scene 2 Scene 3
Time 10 years later 10 years ago 10 years later
Place A park Home of the Loisels A park
Characters Mathilde
Jeanne Mathilde
Pierre Mathilde
Jeanne
Main plots 10 years of hard work because of the necklace Not wear a flower borrowed a necklace Borrowed money
Bought the necklace
Work day and night
Pay off the debt
Task 1. To tell a story of the Diamond necklace.
Task 2. Present the short play in groups.
Step 7 Homework
1. Ask the Ss to find out key words and sentences they want to learn.
2. Go over the usage of Modal Verbs.
Teaching plan III for Language study
Word: 1. jewel & jewelry
Step 1: Read the following sentences and try to find the different usages between the two.
1) She locked her jewels in the safe.
2) This diamond brooch is my most valuable piece of jewelry.
Step 2: Sum up
Jewel [usu. pl.] Jewelry [u]
Step 3: Brainstorming: Get Ss say out the relative words to enlarge their vocabulary.
necklace, ear ring, ring, bracelet
silver, gold, pearl, diamond, ruby
2. explain
Step 1: Ask Ss to find out the sentence with the word “explain” in the text.
“My necklace? I don’t understand. Could you please explain?”
Step 2: Ask Ss to think about the meaning and usage of “explain”.
Step 3: Match the sentences with the words that have the same meaning, and then get the Chinese meaning foe each.
1). I don’t understand it, but Paul will explain it to us.
2). Can you explain your brother’s behavior?
a. That explains why she’s not here.
b. He couldn’t see how it worked until I explained that you had to turn it on first.
1). b 解释，说明 2). a 说明…的原因，证明
Step 4: Ask Ss to sum up the structures of “explain”.
1). explain sth. to sb.
2). explain that
Step 5: Ask Ss to translate the Chinese into English.
1). 律师向我们解释了新法律。The lawyer explained the new law to us.
2). 你能为上课迟到辩解吗？Can you explain why you are late for school?
3. call
Step 1: Read the sentences and observe the structure and meanings of the word “call”.
1. Mr. Wang called me yesterday. (phone sb.)
2. She heard someone calling her name. (call + object)
3. Mary calls his son sweetheart. (call + object + object complement)
Step 2: Read the sentences and try to match the underlined phrases with the relative English meaning.
1). I called on Mr. White yesterday.
2). Success calls for much hard work.
3). The train called at every station.
4). The music calls up old times.
5). They have called off their engagement.
a. cancel or abandon sth.
b. bring sth. back to one’s mind
c. (of a train) stop at (a place)
d. require, demand or need sth.
e. make a short visit, go to sb’s house
Step 3: Fill in the blanks with the “call-phrase”
1). The train on platform 3 is for London, calling at Didcot.
2). We were called on by our neighbors before we had been settled in our new home a week.
3).This experiment calls for a lot of patience.
4). The sound of happy laugher called up memories of his childhood.
5). The football match was called off because of the snow.
4. worth & worthy
Step 1: Ask Ss to get the meaning and the part of speech of the words in each sentence.
1). ---How much is your car worth? (prep. 值…，相当于…的价值)
---It costs 40,000 Yuan.
2). The food is not worth eating. Don’t eat it or you’ll feel sick. (prep. 值得…)
3). The new computer system has already proved its worth. (n. 价值)
4). She proved herself a worthy successor to the former champion. Nobody can beat her. (adj. 值得尊敬的，当之无愧的)
5). This question is worthy to be considered. (adj. 值得…的)
6).A couple of other novels are worthy of mention besides “Harry Porter”. (adj. 配得上…的，应…的)
Step 2: Ask Ss to sum up the usage of “worth” and “worthy”.
1). be worth + n. / -ing
2). be worthy + to do
3).be worthy of + n. / -ing
Step 3: (Exercise)Pictures and sentences making.
1) 2) 3)
1) The painting is worth at least 100,000 US dollars.
2) This is an antique, which is worth a great deal.
3) His achievements are worthy of the highest praise.
5. bring
Step 1: Ask Ss to get the meaning of each phrase by translating the following sentences.
1). All library books must be brought back before June 20. 把…归还，把…送回
2). Hearing the song brought back happy memories. 使想起，使回忆起
3). Science has brought about many changes in our lives. 带来
4). She was brought up to believe that money is the most important thing in life. 教养，养育
5). Don’t bring up that embarrassing topic. 提出（议题）
6). The increase in business activity was brought about by the fall in oil prices. 导致
Step 2: Ask Ss to read the sentences and try to find out the differences among the words: bring, carry, fetch and take.
1). The woman was carrying a baby in her arms. 这个妇女胳膊上抱着一个婴儿
2). His achievement brought his country great honor. 他的成就给他的国家带来了极大的荣誉。
3). Who has taken away today’s newspaper? 谁拿走了今天的报纸？
4). Can you fetch me some paper? 你能给我取些报纸吗？
Step 3: Sum up the differences among these words.
1). carry指把某人带在身边或把某物带在身上，指随身携带。
2). bring指把某人或某物“带来”、“拿来”，强调方向。
3). take指把人或物“带走”、“拿走”。
4). fetch指到某处去把某人或某物找到并带来。
Grammar: Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Homework:
1. Fill in the blanks with some phrases, which are learned in this unit.
pay off pay back at all at most come up with
1). She had to take several jobs to pay off her debts.
2). Emma is a vegan and does not eat any animal products at all.
3). Jones was an inventor, for years he kept coming up with new and good ideas.
4). I have not much money with me, so I can only pay 20 Yuan at most.
5). There was no way he could pay back the money he borrowed from his father on time.
2. Fill in the blanks with the words or phrases we have learned in this unit.
A well-dressed man came into a famous jewelry shop. He explained that he wished to buy a pearl necklace for his wife. Because his wife was angry with him for forgetting her birthday, so he came up with this good idea. At last, he chose a great one which is worth about $6,000. His wife was very happy to receive the gift. The necklace called up her scenes of happiness before marriage, and then she forgive her husband.
Teaching plan IV for Integrating Skills
Procedures:
Step 1 Leading in (1 min)
Talk about the picture on P20. (When? Where? Who? Doing what?)
Step 2 Reading
Read the dialogue fast and answer some questions:
1. What are the teacher and the students talking about? ( About plays, TV programmes and computer games.)
2. Which does Tim prefer, watching plays or playing computer games?
3. What happens to the girl on her way to see her grandmother? Whom does the girl meet on her way to school?
Step 3 Reading aloud (5 mins)
1. Now listen to the tape and read aloud the dialogue, paying attention to the tones, stresses and intonations of the speakers.
2. Explain some language points and difficulties if they have.
1). Writing a short play is not that difficult.
Here the gerund phrase is used as a noun and treated as singular form. The word “that” in this
sentence is not a pronoun but an adverb for emphasis.
2). Besides, we have to start somewhere if we want to learn how to write plays.
Here, “Besides” is used as an adverb, meaning “in addition, what’s more”.
3). If we work together, we might come up with a very good story.
“come up with” is a very useful phrase meaning “think up (an idea, a plan)
e.g. He is such a smart boy that he can always come up with good ideas when we turn to him for help.
4). On her way to her grandmother’s she meets an alien who takes her in his spaceship.
The word “alien” here is used as a noun meaning a person from another country or planet. Besides, it can be used as an adjective, meaning “opposite”.
e.g. Their ideas are alien to our way of thinking.
Step 4 Talking and discussing (10 mins)
Talk about the procedures of writing a play:
1. Talk and decide what the action of the play should be.
2. Write an outline of the plot, including the setting (time, place, characters)
3. Write down the dialogue.
4. Decide which role each member will play.
5. Rehearse the play
6. Perform the play in front of the class.
In groups your are going to talk on the following topics:
1. Similarities and differences between TV shows and computer games.
(TV shows have plots. They tell stories just like a play. Computer games don’t really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.)
2. Your different roles in life.
(The roles we play in life may be real or fake. We may act the way we trul6y think and feel or pretend to be someone we are not, just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.)
3. Similarities and differences between life in reality and life on stage.
(Shakespeare once wrote, “All the world’s a stage.” If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life. )
Step 5 Closing up by creating and acting short plays (25 mins)
Here is a short play as a sample, which involves a student who meets a girl on her way to school who looks exactly like her. Read it and then work in groups. Choose one of the three given prompts and create a play around it.
小刚沿马路骑着自行车，突然前面发生交通事故。他停下去帮助被撞倒的人站起来，并问是否需要去医院。被撞倒的人是一个外国人，她觉得右臂受伤，但并不严重，不需要去医院，对于小刚的帮助表示感谢。
李华胃部刚做完手术，他知道手术很成功，很想知道还要多久才可出院，他急于想开始工作，但如果不能有规律的饮食，他是不可能继续工作的。李华的朋友赵伟来医院看他，得知手术成功感到很高兴，劝李华应先考虑身体健康，才能更好的工作，提醒他此次手术并非小手术。
路易斯在学唐诗。当学到“清明时节雨纷纷”时，她请李岱解释一下清明的含义。李岱告诉她清明意思是“clear and bright”，又成为扫墓日，是活着的人们向死去的亲属#﹑朋友及祖先表示敬意和怀念的日子。路易斯想知道清明节在那一天以及人们在那
天做什么。李岱告诉她是在4月4日或5日，那天人们将扫墓﹑在墓前放上肉﹑蔬菜和酒，此外还烧纸钱为死去的人使用。
[附: A short play as a sample
A strange encounter
Cast of characters
Jane, a teenage girl
Jane 2 (“Girl”), Jane’s clone
J = Jane: G = Girl
( Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a sons. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)
J: (to herself) Hmm, that’s strange. That girl looks familiar.
(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)
J and G: Oh my! It’s me!
J: You look just like me! I’m Jane. What’s your name?
G: My name is Jane 2.
J: We have the same name!
G: No, my name is Jane 2, the number two, not also too. I think you must be my clone.
J: Your what?
G: My clone. You know, like a twin, or a copy. Well, I only found out yesterday. That’s why I came here, to find you and try to find the scientists that made me. We must find them.
J: This can’t be true! There are no human clones. They must have been lying to you…]
[附：情景剧3
Louise is learning Chinese poems. She comes across the line “清明时节雨纷纷” and asks Li Dai to tell her something about Qingming.
Louise: What is Qingming, Li Dai?
Li Dai: Qingming in Chinese means “clear and bright”. It is also called Tomb-Sweeping Day. It is a day for the living to show love and respect to dead friends, relatives and ancestors.
Louise: When is the day?
Li Dai: It comes on 4th or 5th April.
Louise: What do people do on this day?
Li Dai: People will sweep tombs, put meats, vegetables, wine in front of the tombs. Besides, they
burn paper money for the dead to use.
Louise: That sounds interesting.]
Homework
1. Ask the students to do the exercises on workbook.
2. Ask the Ss to write a short play in their exercise books.
Teaching plan V for Exercises and Revision
Step 1. Check the Ss’ work to make sure if they have finished their homework.
Step 2. Proofread the answers of the exercises on workbook.
Step 3. Let the student ask questions if they get problems while doing the exercises.
Step 4. Review the useful expressions:
1. Ask for permission
Could we/I … ? May/can I …? Shall we …? Is it possible…?
Do you mind…?
2. Talk about possibilies
It can’t be … It could … He might … They must …
Step 5. Review the useful Phrases:
call on bring back day and night pay off at most act out
Step 6. Review the grammar: Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Step 7. Homework
1. Remember the new words and phrases of this unit.
2. Prepare for the next unit.
篇18：高一unit 12 Art and literature(新课标版高一英语教案教学设计)
Harry Potter
Teaching Aims:
1. Train the students’ reading ability.
2. Learn and master the following phrases:
in trouble, come across, fight against, succeed, share, believe in, and so on.
Teaching Important Points:
1. Let the student understand the text better.
2. Tell the differences among the following phrases: believe/ believe in, used to do/ be used to do/ be used to doing
Teaching Difficult Points:
1. Master some useful expressions and difficult sentences.
2. Understand what the text is about and the literature is.
Teaching Methods:
1. Listening activity to help the students to get the main idea of each paragraph.
2. Questioning-and-answering activity to help the students to go through with the whole passage.
3. Pair work or group work to make every student work in class.
Teaching Aids:
1. a piece of paper
2. a small blackboard
3. a tape recorder
Teaching Procedures:
StepⅠGreetings
Greet the whole class as usual.
StepⅡRevision and lead-in
T: Do you like reading books?
Ss: Yes.
T: Do you know how many kinds of books?
Ss: …
T shows the kinds of books on the blackboard while Ss are telling them together.
Novel/ poem/ play/ fable/ biography/ fairy tales/ …
T: Then do you know how many kinds of novels?
Ss: …
T shows the kinds of novels on the blackboard while Ss are telling them together.
Short ~/ historical~/ love~/ science fiction ~/ detective ~/ popular ~/ …
T: Do you like seeing films?
Ss: Yes.
T: Do you know the famous film which is made from a book?
Ss: …
T: Have you ever seen Harry Potter?
Ss: …
T: Ok, today let’s learn something about it.
T writes down the title on the blackboard.
StepⅢ Fast reading
T: At first, please turn to P80, read the text quickly and do exercise one of this piece of paper.
At the same time, T hands out a piece of paper:
ⅠPlease choose the correct answer of each question：
1. What is the book about? _________
A.magic B.strange creatures
C.something about the real world D.all of the above
2. From the test we know Rowling is a________.
A.place B.writer C.director D.book
3. What’s Harry’s life before he goes to Hogwarts?_________
A.Adventurous B.Happy C.Unhappy D.Interesting
4. What is taught in Hogwarts? ________
A.Art and music B.History and sports
C.Language and science D.Witchcraft and wizardry.
5. Which of the following is the most important for a person to succeed according to Harry potter? ________
A.His or her family B.His or her appearance（外貌）
C.His or her own character D.His or her friends
(Answers are: D B C D C)
Several minutes later, T asks Ss to stop and checks their answers.
T: Now who’d like to answer, please put up your hand.
S: …
T can ask more students to answer.
StepⅣ Listening
T: I think you have got some information about the text, now let’s do some listening. Please close your books, then listen to the tape carefully, and choose the main idea of each paragraph. We’ll listen to the tape one paragraph by one paragraph. Take a look at the main ideas at first.
Ss: …
On small Bb:
Please choose the main idea of each paragraph:
The text tells us:
A. what Harry Potter learns at Hogwards.
B. what we should do to succeed or be happy.
C. what Hogwards is.
D. what Harry Potter is before he goes to Hogwards.
E. who the writer is and what the story is about.
(Answers are: E D A B )
T plays the tape one paragraph by one paragraph, meanwhile, Ss give answers.
Step Ⅴ Careful reading ( an activity)
T: Just now you got the main idea of the text, now please read the text carefully, find out some questions and ask your partner.
Ss: …
For a while, T divides the whole class into 8 groups and asks Ss to have a competition about asking and answering questions of the text. T writes down the numbers of groups on the blackboard:
1 2 3 4 5 6 7 8
T: You needn’t put up your hands, just stand up, give questions or answer questions, now who would like to be the first one?
Ss: …
While Ss have the competition, T scores their answers and helps them to answer correctly.
Step Ⅵ Practice
T: You did a good job just now. Let’s do some exercises to review the text. Please do exercise two of this piece of paper.
Ss: …
ⅡPlease fill in the blanks with correct words or phrases according to the text：
The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.
(magic, wonders, series, miserable, unusual, friendship, in trouble, comes across, fight against, believe in, succeed, live.)
T asks a student to write down the answers on the blackboard when Ss are doing exercises. If Ss have finished, T checks the answers and gives some explanations about the answers.
StepⅦ Discussion
T: Ok, it is time for you to discuss. Please look at part three of this piece of paper. We also have a competition, and we’ll see which group will laugh at last.
Ⅲ.Discussion:
Please discuss with your partner about one of your favorite books, you should mention the following questions:
1. Who is the writer of the book?
2. Who is(are) the leading role(s) of the book?
3. What does the book mainly talk about?
4. What can you learn from the book?
Ss: …
T gives several minutes to Ss to discuss. After finishing, Ss can show their opinions about one of their best books.
Teaching Notes
1. I think this class is very lively; Ss take part in the whole class actively.
2. Ss cooperate with teacher well, which makes the atmosphere of the class vivid.
3. The class is well organized. Both of T and Ss are not nervous.
4. The voice of teacher is loud and clear, but teacher should pay attention to the speed of speaking.
5. There may be some problems in this class, I look forward to getting more suggestions from other teachers.
高一外语组
欧阳芳
附：
Unit 12 Art and Literature
Harry Potter
ⅠPlease choose the correct answer of each question：
1. What is the book about? _________
A.magic B.strange creatures
C.something about the real world D.all of the above
2. From the test we know Rowling is a________.
A.place B.writer C.director D.book
3. What’s Harry’s life before he goes to Hogwarts?_________
A.Adventurous B.Happy C.Unhappy D.Interesting
4. What is taught in Hogwarts? ________
A.Art and music B.History and sports
C.Language and science D.Witchcraft and wizardry.
5. Which of the following is the most important for a person to succeed according to Harry potter? ________
A.His or her family B.His or her appearance（外貌）
C.His or her own character D.His or her friends
ⅡPlease fill in the blanks with correct words or phrases according to the text：
The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.
Ⅲ.Discussion:
Please discuss with your partner about one of your favourite books, you should mention the following questions:
5. Who is the writer of the book?
6. Who is(are) the leading role(s) of the book?
7. What does the book mainly talk about?
8. What can you learn from the book?
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