Teaching Plan For Unit 1 (新课标版高一英语必修二教案教学设计)

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篇1：Teaching Plan For Unit 1 (新课标版高一英语必修二教案教学设计)

Teaching Plan For Unit 1

Teaching Materials & Analysis Contents Warming Up P1

Pre-reading P1

Reading P1-2

Comprehending P2

Learning about Language

Discovering useful words & expressions

Discovering useful structures P3-4

Using Language Listening & speaking P5-8

Reading, speaking & writing

Summing up

Workbook & Test P41-47

Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.

2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.

3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.

4. Let students learn to give opinions and ask for opinions in English.

5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.

6. Develop students’listening，speaking，reading and writing ability

Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.

2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.

3. Develop students’integrated skills.

Teaching Aims Topic cultural relics protection；

famous cultural relics in China and abroad

Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate

Expressions in search of，belong to，in return，at war，less than，take apart，think highly of

Functional Items 1）Asking for opinions

2）Giving opinions

Structures the attributive clause

Arrangement

of time 1st Warming Up Pre-reading Reading Comprehending

2nd Language points

3rd Grammar

4th Using Language: Reading & talking

5th Using Language: Listening & speaking

6th Using Language: Reading & writing 1）Asking for opinions

7th Revision

1）Asking for opinions

The 1st Period

Unit 1 Contents Warming Up Pre-reading Reading Comprehending

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，be long to，in return，at war，less than

1. Get students to learn the useful new words and expressions in this part.

2. Let students learn about the history of the Amber Room.

Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.

2. Enable students to learn to talk about cultural relics.

Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．

2. Develop students’sense of cooperative learning.

Analysis

of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.

2. Get students to learn different reading skills.

Difficulties 1. Develop students’reading ability.

2. Enable students to learn to talk about cultural relics.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 1st Period

Step 1 Warming up

1. Warming up by looking and talking

2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Listening and reading aloud

Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.

4. Deal with some new words，expressions and structures.

5. Discussion of style. Let students discuss the following questions：，

How does this passage present facts about the Amber Room? Can you find the opinions?

What is the author's attitude towards the Amber Room? How do you know?

Step 2 Pre- reading

Turn to page 1 and finish Pre- reading part.

Step 3 Reading

1. Skimming for the general idea of each paragraph

Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.

The general ideas

Paragraph The History of the Amber Room

1

2

3

4

5

2. Scanning for detailed information

Ask students to read the passage carefully to locate the detailed information.

Do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Deal with any language problems students might meet while checking the

answers with the whole class.

4. Reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.

be used to do...， be made into， make the design for the room，

feel as hard, as stone， be of the fancy style，

give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，

be made to be a gift， serve as， add more details to...，

the search for， be made for， one of the great wonders，

art objects， look much like, at war，

remove... from.， remain a mystery， be ready for…

Step 4 Consolidation

Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.

Step 5 Closing down by having a discussion

Raise the following questions and discuss them with the students.

Can you imagine the fate of the Amber Room? What is it?

Do you think if it is worthwhile to reproduce the Amber Room? Why?

Step 6 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Read the text again and try to talk about the history of the Amber Room.

The 2nd Period

Unit 1 Contents Reading Comprehending & Learning about language

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，belong to，in return，at war，less than

1. Get students to learn and grasp the important useful new words and expressions in this part

2. Let students learn some important and useful sentence patterns

Ability 1. Get students to use some useful new words and expressions correctly.

2. Enable students to make sentences after the useful sentence patterns.

Emotion 1. Stimulate students' interest in learning English.

2. Develop students’ spirits of cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.

2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”

Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to“.

2.Get students to understand some difficult and long sentences.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 2nd Period

Learning about important language points

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell the history of the Amber Room.

Step 2 Reading and finding

Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.

a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.

Read them aloud and copy them down in the exercise book after class.

Step 3 Practice for useful words and expressions

1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.

2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.

3. Check the answers with the whole class and explain the problems they meet where necessary.

Step 4 Vocabulary study

1. survive vt. & vi。

1）vi. continue to live or exist继续生存或存在

Few survived after the flood. 洪水后生还者极少。

The custom still survives. 这种风俗习惯还保存着。

2）vt. continue to live or exist in spite of nearly being killed or destroyed

幸存；幸免于

He survived the shipwreck. 在这次船只沉没事件中他幸免于难。

The plants may not survive the frost. 这些植物不经冻。

The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。

3）vt. remain alive after sb.比某人长命

He survived his wife for many years. 他比妻子多活好多年。

【拓展】

survivor，person or thing that has survived幸存者；逃生者；残存物

survival n. 1）state of continuing to live or exist幸存；残存；生存

2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想

2. belong to: be the property of; be a member of 属于；是…的成员

The land belongs legally to the government. 该地依法属政府所有。

The blue sky belongs equally to us all. 蓝天为我们所共有。

They belonged to a younger generation. 他们属于年轻的一代。

【注意】

belong to不用于被动语态，也不用于进行时态。例如：

这本书现在属于我。

正：This book belongs to me.

误：This book is belonged to me.

误：This book is belonging to me.

3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报

I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。

He presented her a notebook in return. 他回赠给她一本笔记本。

4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.

怀疑；不确定；不信任；不相信

There is not much doubt about it. 这没什么可怀疑的。

I have doubts about his competence. 我对他的能力有很大怀疑。

He has his doubt to this being true. 他怀疑这件事是否属实。

Please dismiss all doubts about it. 怀疑是人的天性。

I do not doubt of your success. 我不怀疑你的成功。

I doubt whether/if he is at home. 我看他不一定在家.

I do not doubt that he can recite it. 我相信他能把它背下来。

Can you doubt that he will win? 你不相信他会获胜吗？

I doubt what he said. 我不相信他说的话。

5．remain vi. usually not used the continuous tenses通常不用于进行时态

1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）

After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。

If you take 3 from 8，5 remains. 8减3剩5。

2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等

It remains to be seen whether you are right. 你是否正确，以后可见分晓。

Much remains to be done. 要做的事情还很多。．

3) stay in the same place;stay behind停留，逗留；留下

I remained in London until May. 我在伦教一直待到五月．

She left，but I remained（behind)． 她走了，我没走。

4) continue to be；stay in the same condition仍然是；保持不变

We should remain modest and prudent. 我们应该保持谦虚谨慎。

Let things remain as they are. 保持现状吧．

【辨析]remain＆stay

remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。

remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：

This place remains cool all summer. 这个地方整个夏天都凉爽。

stay强调“某人或某物继续留在原地而不离开”。例如：

He stayed to see the end of the game. 他一直待到比赛结束。

Step 5 Sentence focus

1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.

这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．

这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。

非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：

The chairman，who spoke first，sat on my right.

主席坐在我的右边，他最先发言。

The speech，which bored everyone，went on and on.

那演讲一直在进行，大家都觉得厌烦。

关系副词where和when也能引导非限制性定语从句。例如：

On April 1 they flew to Beijing，where they stayed several days.

4月1日他们飞到北京，在那里待了几天。

I'm seeing the manager tomorrow，when he will be back from New York.

我明天要去见经理，他明天从纽约回来。

另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：

They have invited us to visit their country，which is very kind of them.

他们非常友好地邀请我们去访问他们的国家。

They usually take a walk after supper，which does them a lot of good.

他们通常晚饭后去散步，这么做对他们很有好处。

2. The design of the room was in the fancy style popular in those days.

屋子的设计是当时流行的极富艺术表现力的建筑式样。

这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。

popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：

They have a house larger than yours. 他们的房子比你的大．

The boys easiest to teach are in my class. 我班上的男生最好教了。

嵌这类后置的定语在意义上相当于定语从句。例如：

a house larger than yours= a house which is larger than yours

the boys easiest to teach＝the boys who are easiest to teach

3. In 1770 the room was completed the way she wanted.

1770年，这间唬拍屋按照她的要求完成了。

句子中的the way she wanted作状语，表示方式。此句实际为the room was

completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：

I was never allowed to do things the way I wanted.

我从来就不被允许按照自己的想法去做事情。

We have to make it work in the way（that/in which) they want it to.

我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）

He was looking at her in the way that surprised her.

他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）

4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.

毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。

这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo

同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：

They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。

The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。

I have no idea when he will return.我不知道他何时回来。

* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：

There is no doubt that he is a fine scholar.

毫无疑问他是一位优秀的学者。

There is no doubt that you can find a way to solve this problem.

毫无疑问你能找到解决这个问题的办法．

Step 6 Using words and expressions

Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：

1. Go through the two exercises with students and make sure they know what to do.

2. Several minutes for students to finish them individually.

3. Check the answers with the whole class.

Step 7 Homework

1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.

2. Learn the useful new words and expressions by heart.

The 3rd Period

Unit 1 Contents Learning about language

Teaching Aims Knowledge Vocabulary words local

phrases

1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.

2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.

Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.

Emotion l. Get Ss to become interested in grammar learning.

2. Develop Ss' sense of group cooperation.

Analysis

of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.

2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.

Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Dictate some important sentences in the passage In Search o f the Amber Room．

Step 2 Grammar revision

Ask students to review relative pronouns and relative adverbs and then do some related exercises.

Step 3 Learning about grammar

1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.

2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.

3. Sum up：Restrictive ＆ non-restrictive clauses.

Do the following pair of sentences mean the same thing?

My uncle，who lives in London，is very rich.

My uncle who lives in London is very rich.

The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.

Step 4 Grammar practice

1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.

2. Check the answers with the whole class，and see how well the students did.

Step 5 Additional exercises

Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.

Step 6 Homework

1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.

2. Preview the next part Using language.

The 4th Period

Unit 1 Contents Using language: Reading & Talking

Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend

phrases more than，even though

1. Get students to learn some useful new words and expressions in this part

2. Let students know what a fact is，what an opinion is and the difference between them.

Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.

2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.

Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.

2. Develop students' sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students’reading skills by extensive reading.

2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.

Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.

2. Get Ss tolearn how to tell facts from opinions.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

3. Discussing

Teaching Procedures

The 4th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to translate some sentences using the attributive clause.

Step 2 Warming up by discussing

Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.

1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？

2. What makes a judge decide which eyewitnesses to believe and which not to believe?

Step 3 Reading

1. Ask students to turn to page 5．

2. Two minutes for students to read the passage fast and try to get the main idea.

3. Four minutes for students to read the passage again and answer the questions.

What is a fact?

What is an opinion?

What is evidence？

4. Ask students to listen to the tape and read the passage aloud.

5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.

Step 4 Talking

1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.

2. Let them check and practice the dialogue in pairs and then give a performance for the class.

Step 5 Reading task

1. Show students Feng Jicai`s photo and one of his novels and talk about them.

2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.

3. Let students discuss：How can we do to help Feng Jicai with his projects?

Step 6 Summing up

Ask students to choose one of the following to prepare and then report to the class.

1. Tell the differences between facts and opinions.

2. Tell something about how Feng Jicai protected the cultural relics of his hometown.

3. Talk about something which interests you in your own life.

Step 7 Homework

1. Finish off the Workbook exercises.

2. Read the two passages again and try to grasp the main idea of them.

The 5th Period

Unit 1 Contents Using language: listening & speaking

Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.

2. Let students learn the expressions of asking for opinions and giving opinions.

Are you sure he/she was telling the truth? How do you know that?

How can you be sure he/she was telling the truth?

Why/Why not？

I don't believe...，because...

That can't be true. It is（not) a fact.

I (don't) agree with you. I don't agree that..，

It can be proved. The truth is (not) easy to know.

I think they have said useful things.…has no reason to lie.

Ability 1. Enable students to catch and understand the listening materials.

2. Develop students’ability to get special information and take notes while listening.

3. Get students to learn how to ask for opinions and give opinions.

4. Let students write a short report.

Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.

2. Develop students’sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students' listening and speaking abilities.

2. Enable students to master different listening skills.

3. Let the students learn how to ask for opinions and give opinions.

Difficulties 1. Get students to listen and understand different listening materials.

2. Develop students’speaking ability.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 5th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to talk about facts，opinions and evidence.

Step 2 Warming up by talking

Ask students to talk about the story of the Amber Room and its fate. Tell the students：

No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-

Step 3 Listening on pages 5-6

Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.

Step 4 Speaking on page 6

Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.

Step 5 Listening on page 41

Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.

Step 6 Listening task on page 44

1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.

2. Let students listen again and fill in the chart with details.

3. Ask students to listen to the tape a third time and try to get the right answers.

Step 7 Consolidation

Show students the three listening texts，let them read the texts aloud and then retell them.

Step 8 Homework

1. Finish off the Workbook exercises.

2. Read the listening texts again and try to retell them.

The 6th Period

Unit 1 Contents Using language: Reading & speaking

Teaching Aims Knowledge Vocabulary words treasure，besides

phrases search for，think highly of

1. 1. Get students to learn and master the new words and useful expressions：

2. Let students know the form of an English letter.

Ability 1. Develop students’writing ability by writing letters.

2. Enable students to express agreement and disagreement.

3. Enable students to express good reasoning and strong feelings.

Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.

2. Enable students to master writing skills and write excellent letters.

Analysis

of the teaching materials Importance 1. Develop students’writing ability.

2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.

Difficulties 1. Get students to learn to express good reasoning and strong feelings.

2. Let students learn how to write a persuasive letter.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 6th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.

Step 2 Warming up

Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.

Step 3 Reading

Let students read the letter and answer some questions according to the letter.

Step 4 Writing

Ask students to have a class debate and write a report on their debate.

Step 5 Writing task

Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.

1. Let students read the outline as a guide.

2. Give 10 minutes to them to write the letter.

3. Ask as many students as possible to read their letters to the class.

Step 6 Homework

1. Finish off the Workbook exercises.

2. Write the two letters in your exercise book.

篇2：必修2 Unit 3 Speaking and writing Teaching plan(新课标版高一英语必修二教案教学设计)

Teaching plan

Teaching goals

1 Enable the students to talk about robots

2 Enable the students to design a robot and describe it using words and expressions

in this unit. Try to use attributive clauses and passive voice.

3 help the students to learn how to write a composition and how to assess their compostion.

Teaching important/ difficult points

Enable the students to talk about robots freely.

Teaching methods:

Task-based learning

Group work

Discussion

Teaching aids

A projector and a computer

Teaching procedures:

Task 1: Write out as many words as you can about robots:

________________________________________________________________________

________________________________________________________________________

Task 2: Write out as many sentences as you can about robots.

(Try to use some attributive clauses or present perfect passive voice properly. )

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Task 3: Design your own android and introduce it.

Sample:

Hello! Everybody. My name is _______. I am in Group __. The android has been designed

like this in our group. It is a robot which_______________________________. ( identity)

It looks like_________ ___________./ It is as ___ as ___________________. (appearance)

It can ________________________. It also can________________________ _.( function).

Task 4: A discussion

If you are an android, you work for a family with one child who is very spoiled.

What would you do if the child asked you to do his homework for him/her ?

Would you ever tell the child “no”?

Your opinion:

I think it ____ for me to help the child finish his homework, as______________________,

What’s more/Besides,________________________.

I also believe that____________________. So I have decided that___________________.

Task 5: Writing

Hello! Everybody . My name is _____. I am an android which _____________________.

I look like______-_________ ___________./ I am ______________________________.

I can ___________________________. I also can_____________________________ _.

Now I work for the Li family with one child who_______________. I __________them

because__________________._ I also have some problems. The boy once asked me to

do his homework for him .I think it ____ for me to help the child finish his homework, as______________________, What’s more/Besides,______________________________.

I also believe that____________________. So I have decided that_____________________.

Task 6:Assessment

A: excellent B: satisfactory C: need improvement

Items Criteria Self peer

A B C A B C

Structures 1 The topic is stated clearly.

2 Well organized (beginning ,middle, end ).

3 Each paragraph is close to the point.

Language 1 Spell all the words correctly.

2 Use varieties of sentence structures.

3 Use passive voice and attributive clause correctly.

4 Make no grammar mistakes.(esp. verbs)

Handwriting Neat, beautiful, easy to read

Cooperation Participate in discussion

Task 7:Homework

1. Make an improvement according to the comments from your partner.

2. Finish the writing task in your workbook P60

篇3：Teaching Plan for Unit Six, BNUP(北师大版高一英语必修二教案教学设计)

Warm-up

In this unit you will…

Read a museum guide, a magazine article and an extract from a short story.

Listen to descriptions of buildings and paintings and a song.

Talk about paintings, paper art and buildings.

Write notes and a description of a house.

Learn how to use prepositions and relative clauses.

Warm-up

1 Do you know these paintings and their painters? Do you know any other works by these painters?(Introduce these painters and their paintings.)

2 Match some of the Key Words with the paintings.

Example A: modern, war, dark colours

Key Words

Style: realistic, abstract, pop, modern

Subject: scenery, people, war Colours: light/dark, bright, soft

Shapes: round, square, clear Lines: straight/wavy, hard

3 Listen and identify the paintings.

Tape script

(1) Well, I really like this picture-it’s easy to see what’s happening.

Like the bright colours-of the girl’s blue dress and her blonde hair.

I also like the round shapes in the picture. I think the topic is interesting too-the girl looks worried and she’s thinking about her boyfriend.

(2) Personally, I think this one is good. It’s got very strong lines and you can almost feel the music. And the colours-they’re great-they’re really bright. I like abstract paintings because you have to use your own imagination to understand what the painter is trying to do. I think…

(3) This one’s my favourite. It shows the horrors of war really well with the dark, dark colours and the terrible images. The lines and shapes are square and geometrical. They show violence and pain. Look at the house and the mother with her dead child. It’s a very frightening painting because…

(4) Well, I think this one’s the best. I really like the bright colours and the clear lines. I love the colour of the water in the swimming pool. The style’s strange-it’s realistic, but very simple at the same time.

4 Work in pairs. Talk about the paintings. Which of them do you like most?

Example

A: I think C is nice. I like the bright colours and clear lines.

B: Yes, it’s OK. But I prefer…

Show some Chinese painters and their paintings.

Writing: Describe a painter you like most and introduce his paintings.

Key Points

abstract research

straight hair / a straight line / put the room straight ( in order ) / walk straight

an international ballistic missile 洲际弹道导弹

1. pain n. 疼痛；痛苦；悲痛 hurt in the body or mind

His broken leg gave him a lot of pain. 他的断腿使他非常疼痛。

She suffers greatly from a pain in the back. 她背痛很厉害。

Bad teeth often cause pain. 坏牙常引起疼痛。

He has a pain in the head. 他头痛。

He gave his mother much pain by acting in such a foolish way. 他干这样的蠢事使他的母亲很痛苦。

n. 辛苦；劳苦 care; effort; trouble

He spares no pains. 他不辞劳苦。

He is at great pains to do his work well. 他竭尽全力把工作做好。

It takes pains to learn a foreign language well. 学好外语需要花大气力。

No gains without pains. 不劳则无获。

vt. 使痛苦；使疼痛 cause or give pain to; hurt

Does your tooth pain you? 你的牙齿会痛吗？

Does your leg pain you much? 你的腿很疼吗？

My head is still paining me. 我的头还在疼。

Homework

Review the new words. Prepare for next lesson.

Lesson 1 A Matter of Taste

Teaching aims：

To read the text

To practise using prepositions of time, place and movement

To describe a simple scene

Teaching difficulties:

To practise using prepositions of time, place and movement

To describe a simple scene

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

T: Today we read an article named a matter of taste, guess what it is about?

T: The article is about art. Show these pictures: Cabbage, Racing Horse and Poppy

Who drew these pictures?

When students give their answers the teacher show the pictures of painters, Qi Beishi, Xu Beihong and Chen Yifei.

T: Which one do you like best? Why?

About these painters how much you know about them?

II. Reading: Read the text, please

Task 1

Then answer the questions

1. Who is famous for drawing pretty women?

2. Who is more good at drawing simple pictures we often see in our life.

3. Why did Chen Yifei use black as the background of Poppy.

4. Who held exhibitions abroad to advance Chinese art?

5. What is Xu Beihong’s masterpiece?

Task 2 talking

What characters do these pictures have?

Racing horse: The moving hair on the horse’s mane and tail shows a horse running at high speed. Using different shades of grey shows the sweat along the horse’s body. The painting of dark and light colors is a favorite of many art lovers.

Poppy: To emphasis the woman even more, Chen adds lots of detail to her dress and fan, and choose to paint the background black.

Morning glory : Leaves the audience guessing and makes them use their imagination.

III. Correct errors

1. Chen Yifei’s works is very valuable, and one of his paintings sold at US$ 503,000.

2. The end of the novel leaves readers guess and imagination.

3. Her hand hold the fan is elegantly positioned above her knees.

4. He traveled cross the country and painted many pictures.

5. It’s back eyes, that are fixed on the cabbage, show the creature’s interest in the cabbage.

6. The painting of dark and light color is favorite of many art lovers.

Answers: 1. at 改为for 2.guess 改为guessing 3.hold 改为holding 4. cross 改为across 5.that 改为which 6. favorite前加 a

IV. Language points

1. be fixed on用（眼睛等） 盯住，凝视；吸引（注意）

He was fixed on the moving snake, full of fear. 他盯着这条蠕动的蛇， 充满了恐惧。

Tom fixed his attention on the picture that he was drawing.

汤姆的注意力都集中在他正在画的图上。

2. leave “使/让（某人/某物）处于某状态, 接现在分词, 形容词,过去分词做宾语补足语。

Don’t leave her waiting outside in the rain. 别让她在雨中等着。

Leave the door open, please. 让门开着吧。

Little Tom ran out of the door, leaving the homework undone.

小汤姆跑了出去， 留下了没写完的作业。

3. be deep / lost in thought陷入沉思

Dick was staring out of the window, lost in thought. 迪克盯着窗外，陷入了沉思。

4. add … to增添， 添加

Do you want to add your name to the list? 你想把自己的名字加到名单里吗？

add up to 合计，总共

His whole school education added up to no more than one year.

他的整个学校教育加起来总共不到一年。

5. show /take interest in对…表现出兴趣

David show interest in biology and want to do research in it in the future.

大卫对生物感兴趣，将来想从事这方面的研究。

V. Taste works

Show the three painters’ works according to the character described in the text.

Guess who drew it? Xu Beihong, Qi Baishi or Chen Yifei?

Then show students more their works to improve art taste

VI. Read to learn and vocabulary

Do the exercise 2and 3

VII. Grammar

Do the exercise 4 and 5 to learn the use of prepositions of time, place and movement

Do the exercise 6 to consolidate grammar

VIII. Language in Use

2. shade n.[U] 荫；阴凉处 a place where it is dark because the sun does not shine directly

We sat down to rest under the shade of a tree. 我们坐在树荫下休息。

It’s very hot today; let’s sit in the shade under the tree. 今天很热，咱们坐在树荫下面吧。

There isn’t much shade here. 这儿阴凉地儿不多。

n.[C] 遮光物（罩）；帘 thing that keeps strong light from your eyes

Put down the window shade. 把窗帘拉下来。

n.[C] 色彩的浓淡 colour

I want the same colour in a lighter shade. 我要色调稍浅的相同颜色。

3. sweat n.[U] 汗 drops of water that come out of one's skin when one is afraid, etc.

He worked on until he was in a sweat. 他一直干到出一身汗。

vi. 出汗；冒汗 give out sweat

We sweat when it is very hot. 天气热时我们会出汗。

vi. 出水珠 form moisture in drops on the surface

The wall are sweating. 墙上渗出水气。

vi. （俗）卖力工作；勤奋工作 (colloq) work hard

He is always sweating(away) at his job. 他总是很卖力地工作。

4. youth n. 青年；青年时期；少年时期 the time when you are young

In my youth I played football. 我在年轻的时候踢足球。

He was friend of my youth. 他是我年青时代的朋友。

n. 少年；青年；小伙子 boy or young man

As a youth he showed no promise of becoming a great pianist.

少年时，他未显示将来可成为一个伟大的钢琴家。

Half a dozen youths were standing at the street corner. 六位青年正站在街角。

n. 青年们；青年男女 young men and women

The youth of today are very lively. 现在的青年充满生气。

the youth of our country 我国的青年们 youth clubs 青年俱乐部 Youth League 青年团

5. fix v. 使固定；安装 put something in place so that it will not move

The geography teacher fixed the map on the blackboard. 地理老师把地图钉在黑板上。

Can this radio be fixed here? 这台收音机可以安在这里吗？

We sell at fixed prices. 我们按固定价格销售。

The meeting was fixed for nine o’clock that evening. 会议定在当晚九点举行。

v. 修理 mend something

Can you fix my broken sandal? 我凉鞋坏了，你能给修修吗？

v. 确定，安排，定（计划） arrange something, make a plan

Let’s fix a time for the party. 咱们给聚会订个时间吧。

Come tonight and we'll fix things for you. 今天晚上来，我们给你安排一下。

6. creature n. 生物，动物 an animal

Birds are creatures which fly. 鸟是会飞的动物。

There was not a living creature to be seen anywhere. 无论在哪里都看不到一个动物。

n. 人 a human being a cold-blooded creature

Man, in a sense, is the creature of circumstances. 从某种意义上说，人是受环境支配的。

7. emphasise vt. 强调，着重 speak firmly to show that what you are saying is important

He emphasized the importance of careful driving. 他强调了谨慎驾驶的重要性。

He emphasized that this must be finished in time. 他强调这事必须按时完成。

8. detail n.[C] 详情；细节 one of the small parts that make the whole

Don’t omit a single detail. 一点细节也不要漏掉。

I like your plan, now tell me all the details. 我喜欢你的计划，请把全部细节告诉我。

concrete detail 具体细节 essential (chief) detail 主要细节

minor detail 小节 a matter of detail 小事

9. cloth n.[U] （棉，尼龙，羊毛等）织物；布 material made from cotton, nylon, wool, etc.

This cloth wears well. 这布耐穿。

I have bought some cloth to make a pair of trousers. 我买了一些布做裤子。

Here is a piece of cloth to clean the window with. 这里有一块擦窗户用的布。

n.[C] 作某种特殊用途的一块布 piece of this material made by weaving (cotton, wool, silk, linen, etc.)

a coarse cloth 粗布 composition cloth 合成纤维布 cotton cloth 棉布

10. fold vt. 折叠 to bend something back on itself

I folded the letter and then pit it into the envelope. 我把信折好后放进信封。

She folded the newspaper into four. 她把报纸折成了四折。

fold down the corner of a page 将书页摺角

11. shallow adj. 浅；水少的 not deep; with not much water

The river is shallow here; we can walk across. 这里河水很浅，我们可以趟过去。

These are shallow water holes. 这是一些浅水坑。

As a shallow man, he can’t give you any good advice.他是个知识浅薄的人,不可能给你什么好的忠告。

a shallow argument 浅薄的议论

Lesson 2 Great Buildings

Teaching aims:

To give opinions about buildings

To listen and make notes

To listen and identify stressed words that give new information

To practise describing places

Teaching difficulties:

To listen and identify stressed words that give new information

To practise describing places

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

T: Today we have a lesson about great buildings. What do you think we call great buildings?

T: The teacher show some pictures of great buildings: such as Taj Mahal, India, pyramid, the Great Wall, Notre Dame de Paris, Eiffel Tower and London Bridge

Can you say out these buildings’ names?

T: These famous buildings have become symbols of these countries.

When we describe a building we often mention its period, materials, features and kinds of building. Now we will listen to a radio program about buildings you pay attention to these aspects.

II. Listening

Task 1 Do the exercise 3

In order to help students to understand the listening materials better, before listening to the cassette the teacher show these words.

medieval 中世纪的 marble 阳台

balcony 天使 ornament 大理石

angel 装饰物 loch 瓷砖

tile 湖湾

Match the buildings in the photos with the names.

Show the pictures of these buildings

Which of the buildings do you like best? Why?

Do you want to know more about these buildings? Now listen to the cassette

Do the exercsie3.

It is more likely that students can’t get right information after listening the materials twice. So if necessary listen once again to complete the table.

Task 2 Do the exercise 4

Listen to someone describing her favorite building. Which of the building in the photos does she choose?

Eilean Donan Castle

She likes it because it is mysterious, like something from a fairytale. When you get inside it’s sort of strange and ghostly.

After giving students answers listen to the cassette again to check answers.

Task 3 Do the exercise 5

First give student enough time to read the Function File and Students listen to the description again and complete it.

The teacher guide students to know what expressions we should use when we don’t know the exact word by the exercise.

Task 4 Do the exercise 6

Study the Listening Strategies with the class,

Remind students of the use of stress to mark important words in a sentence. Ask them to listen for the stressed words which give some new information for the person listening.

Play the cassette, pausing after each sentence to give students time to write down the stressed words.

Ask the question: How many words do you write down?

Ask students to give answers then the teacher gives the right answers.

Listen to these sentences again. What are they?

The teacher gives the listening materials so that students understand what they didn’t catch.

III. Writing and Speaking

Do the exercise 7 to practise describing places

Choose a building you like (or hate) in your area. Make notes about it.

Do the exercise 8

Work in groups. Describe your school buildings to your classmates, but don’t say its name. See if they can guess which building it is. Use expressions from the Function file.

The purpose is that the exercise can make the class lively, at the same time practise oral English.

Key Points:

12. feature n. [~s]相貌,面貌,容貌,五官

a man of fine features 美貌的男子,美男子

n. 显著的特征,特色; 要点[of]

a significant feature of our time 现代的重要特色

the geographical features of a district 某地区的地理特征

13. statue

a statue of Nelson

14. ruin n. 毁灭；毁坏 destruction; extreme damage

The ruin of the house was caused by a violent tornado. 一阵猛烈的旋风把房屋卷倒了。

n. 毁灭，失败等的原因 anything that causes destruction, defeat, etc.

Drinking was his ruin. 饮酒是他的祸根。

come to the brink of ruin 走近毁灭的边缘

v. 使毁坏；使毁灭 to destroy; to damage; to spoil

The storm ruined the crops. 暴风雨毁掉了庄稼。

ruin one’s health 损害自己的健康

ruin one’s life 毁灭自己的生命 ruin one’s reputation 玷污自己的名誉

Lesson 3 Chinese Paper Art

Teaching aims:

To practise scanning the text to extract specific information

To practise using relative clauses.

To practise giving definitions of words with the help of relative pronouns

Teaching difficulties:

To practise using relative clauses.

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

T: Look at the pictures on this page. What style do these pictures belong to?

S: Chinese paper cut

T: Which paper cut do you like most?

T: Today we will read an article about paper cut. Have you ever tried paper-cutting? On what occasions would you use paper cuts?

T: Nowadays, paper cuts are chiefly used as decoration. They ornament walls, windows, doors, columns, mirrors, lamps and lanterns in homes and are given as presents themselves.

Now let’s look at some paper cuts and describe them.

Picture 1. This paper cut is of a boy holding a big fish.

Picture 2 The two women who are dressed in red are dancing.

Picture 3. The monkey who is eating a big peach is really lovely.

Picture4 The paper cut of red phoenix is fit for wedding party.

Picture 5 These farmers are busy sowing in their fields.

II. Reading

How much do you know about paper cut? Do you know the answers to these questions?

Present the questions in exercise 4, and give students time to read these questions.

Read the article and you will the knowledge of paper cuts

III. Voice Your Opinion

What meaning can you get from these paper cuts?

Paper cuts with a long history is a special art form of China, and it plays an important part in people’s everyday life.

IV. Knowledge Structure

True or False

1. The writer want to learn the skill of paper cuts.

2. Paper cut has something to do with clothing design.

3. Relations often use paper cuts to do something for the dead on special days.

4. The earliest paper cut dates back to the Southern Song Dynasty .

5. The text refers to us that paper cuts was once a necessary skill of a young woman.

6. Paper cuts are early found in tombs in the Northern and southern Dynasty.

7. The text introduce the history and uses of Chinese paper cuts.

Answers: 1.F 2.T 3.T 4.F 5.T 6.T 7.T

Correct mistakes

1. Chinese paper cuts has long history.

2. Paper cuts are usually put on gates and windows for good luck.

3. Paper cuts are used for religious purposes are often found in temples.

4. These paper cuts are prepared for dead.

5. Before marrying with her , the farmer want to see her paper cuts.

Answers: 1. has后加 a 2.on改为up 3. 去掉are 4. dead前面加 the 5. 去掉with

Language points

1. marry vt.

marry somebody娶某人，嫁给某人

He promises if he marries her, he will make her happy.他许诺如果他娶了她,会让她幸福。

be married to somebody与某人结婚一段时间

She has been married to her husband for ten years. 她已经和丈夫结婚十年了。

2. put up张贴，搭起（帐篷等）

put on 穿上, 上演，演出

put off推迟

Paper cuts are usually put up during festivals. 剪纸通常在节日期间粘贴。

Tom put on his coat and went out. 汤姆穿上衣服出去了。

We are putting the play on again next week, owing to its success.

由于演出的成功， 我们下星期再次上演这出戏。

Because of the bad weather, we have to put off the sports meeting next week.

由于天气不好， 我们不得不把运动会推迟到下星期。

V. Grammar

Do the exercise 6,7, 8 and 9

By doing these exercise students will have a brief understanding of relative clauses

Do the exercise 11and 12

Key Points:

15. purpose n. 目的；计划；意图 plan; intention; what you are going to do

“What was the purpose of your journey to London?” “I wanted to see Buckingham Palace.”

“你去伦敦的目的是什么？”“我要去看白金汉宫。”

He went to the library with the purpose of finding a book about guns.

他去图书的目的是找一本关于枪械的书。

for the purpose of

on purpose

16. relate to vt. 说；叙述 tell, give an account of

He related his adventure. 他讲了他的奇遇。

He related the story to us at length. 他把这个故事详细地讲给我们听了。

He related just how the accident had occurred. 他描述了这次事故是怎样发生的。

We threshed out problems relating to production. 我们讨论了有关生产的问题。

We think all these are closely related questions. 我们认为所有这些都是互相紧密联系的问题。

vt. 关联；有亲属关系 be in the same family

We have the same name but we’re not related. 我们是同姓，但没有亲戚关系。

I am related to your family. 我和你家有亲戚关系。

vi. 相关；合适 have connection; fit in

Your words don’t relate well with the facts. 你的话与事实不相符。

He notices nothing but what relates to himself. 除了同他自己有关的事情之外，他什么也不注意。

relate to : 1) 与…有关；涉及 be in relationship with, have reference to

This paragraph relates to the October Revolution. 这一节内容是论述十月革命的。

2) 很好相处；适应 establish a social or sympathetic relationship with

She’s best at relating to people. 她最善于与人们相处。

be related to 与…有亲属关系，同一类型，物种

Are you related to Margaret? 你与玛格丽特是一家人吗？

Are you related to Alanis, the singer? 你与阿兰妮斯,那个歌星有亲属关系吗？

The Zebra is related to the horse. 斑马和马是同一物种。

17. try out

The director is trying out some actors for the new play. 导演为那个新戏正请几位演员试演。

We won’t know if the plan is good till we have tried it out.

这个计划在试行之前我们很难说是不是可行。

You ought to try out that radio before you buy it. 那部收音机你应该试了再买。

I’ll try it out and see whether it works. 我试试，看它是否有效。

I was also ready to try out paper-cutting for myself. 我还准备亲自尝试剪纸。

VI. Homework Do the exercise 10

Lesson 4 Dream Houses

Objectives

☆ To practise using the vocabulary of houses and rooms.

☆ To practise intensive reading and understanding the inferences in a text.

☆ To assess the difficulty of reading texts and comprehension exercises.

☆ To to practise the differences between American and English vocabulary.

☆ To plan and talk about a design for a study or bedroom.

☆ To listen to a description of a room and take notes.

Pre-Reading

Work in pairs. Discuss what your dream house would be like.

Use the Key Words to help you.

Example I’d like a big, modern flat in central Shanghai. It would have…

Key Words

houses: cottage, flat, house, palace, castle

rooms: bathroom, bedroom, dining room, sitting room, hall, games room, kitchen

Show some pictures of some kinds of houses and rooms.

Reading

Read the text quickly. Which of these things did the girl’s dream house have?

A swimming pool, a big garden (yard) with trees, a balcony, running water, a games room, three washrooms, “real” stairs, a basement

Answers:

A big garden(yard) with trees；Running water；three bathrooms(washrooms)；

“real” stairs；a basement.

Post-Reading

☆ Read the text again and answer these questions:

1) How many places has the girl lived in?

A lot/ She can’t remember.

2) Where did she live before Mango Street? Why did they leave?

A third floor on Loomis. They had to leave because the water pipes broke and the landlord wouldn’t fix them.

3) Why did the girl want at least three bathrooms?

So that, when she took a bath, she would’t have to tell everybody.

4) Who did Mama and Papa talk to about their dream house?

To the children.

5) What do you think was the biggest problem with the house on Mango Street?

Students give their own answers, with reasons.

☆ Read the text carefully, finish the multiple-choices.

1.How many places the writer lived are mentioned in the text?

A. one B. two C. six D. We don’t know the exact number.

2. Which of the following statements about the house on Mango street is TRUE?

A. We need to pay rent to landlord.

B. The house is not a wanted house at all.

C. We should share the garden with others.

D. We can’t make too much noise there.

3.A landlord is _________.

A. a businessman B. a piece of land

C. an owner of a house D. a cleaner

4.Why did they leave the flat on Loomis?

A. Because the house was too old.

B. Because water pipes broke and nobody would fix them.

C. Because we should share the washroom with others and carry water by ourselves.

D. All of the above.

5.Can you find out the words in the text to replace them: garden, repair, toilet?

A. yard, flat , pipe B. fence, fix, pipe C. gallon, fix, basement D. yard, fix, washroom

6. The passage is mainly about________.

A. the places where they lived before moved to Mango street.

B. the life on Mango street

C. a dream house and a real house on Mango street

D. the reasons why they moved to Mango street. Answers: 1 DBCDD, 6 C

Vocabulary

American and British words

☆ Find words in American English in the text which mean the same as these:

garden (line 8), to repair (line 12), toilet (line 13)

1 yard 2 to fix 3 washroom 4 basement

☆ Match the American words with the British ones (underlined) in the text below.

After the (1)holidays I moved into my new (2)flat. It’s not in the (3)centre of the city, but it’s near an (4)underground station. It’s on the (5)ground floor of an house. It’s got a living room, a kitchen and a bedroom. The only problem is the (6)lorry which goes past at 7 o’clock every morning to collect the (7)rubbish and which wakes me up!

1 vacation 2 apartment 3 downtown area 4 (a) subway 5 first floor 6 truck 7 garbage

Exercises

☆ How many of the objects below can you see in the photo of the room from Fallingwater House?

Key words

ceiling, walls, floor, door, window, French windows, curtains, chair, table, sofa, desk, bookshelves, bed, plants, lamp

Answers

ceiling; walls; floor; window; French window; fireplace; chair; table; sofa; plants.

☆ Work in pairs. Find out about your partner’s room.

Example

A: Where is the bed?

B: It’s in the bottom right hand corner. Next to it there’s a …

Do you like your partner’s room? Why or why not?

Writing

Write a passage to describe your own bedroom.

kind of furniture, position of furniture, colours (walls/ceiling/door/window)

Key Points

18. rent v. 租用；租入 to pay a sum of money for the use of property or goods

We don’t own our house, we rent it. 我们自己没有房子，这是租来的。

n. 租金；租费 a sum of money paid for the use of property or goods

The rent for the apartment is $80 a month. 那套公寓的租金为每月八十美元。

19. mercy n.[U] 慈悲，宽恕 kindness, not punishing someone when you have the right or power to punish him

Have mercy on us! 可怜可怜我们吧。

The people’s enemies will be shown no mercy. 人民的敌人决不会得到宽恕。

They showed little mercy on their enemies. 他们对敌人不留情。

n.[C] 幸运，侥幸 blessing

We must be thankful for small mercies. 对小小的恩惠，我们也应当感恩。

That’s a mercy! 那真幸运！

20. bathe vt. 浸；洗；冲洗 wash a part of the body

He bathed his dirty hands. 他洗他的脏手。

Bathe your blistered finger in hot water. 把你那起疱的手指浸在热水里吧。

I was bathed in sweat. 我汗流浃背。 She was bathed in tears. 她哭成了一个泪人。

vi. 在河或海里洗浴；游泳 swim or play in the sea, river, etc.

Let’s go bathing in the river. 我们到河里去洗澡吧。

n. （在海里、河里）洗澡 bathing in the sea, river, etc.

I went for a bathe this morning. 我今天上午洗海水澡（或游泳）去了。

bath n. 洗澡 washing the whole body

I have a bath every evening. 我每天晚上都洗澡。 John wants to take a bath, too. 约翰也想洗澡。

We love to take cold baths in winter. 我们喜爱在冬天洗冷水澡。

n. 淋浴 shower a solar bath 日光浴

n. 澡盆；浴缸 big basin where you sit to wash yourself

Amelia got into the bath. 阿米莉进了澡盆。 Clean out the bath. 请把澡盆清理干净。

a wooden (large, etc.)bath 木（大）澡盆 a bath room 浴室 bath tub 澡盆

n. 洗澡水 the water, or water for a bath

His bath was too hot. 他的洗澡水太热。 Her bath is ready. 她的洗澡水已准备好了。

vt. 给…洗澡 give a bath to

Mrs Lee is bathing the baby. 李太太正在给婴儿洗澡。

Communication Workshop

21. conclude vt. 结束 to bring or come to an end

He concluded his speech with a slogan. 他用一句口号结束了演说。

The meeting was concluded with the college song. 会议在校歌声中结束。

The meeting was concluded yesterday. 会议昨天结束了。

conclude by remarking that ... 结束时说……

fitly conclude one’s article 很适当地结束文章

vt. 推断出；断定 come to an idea after thinking

When he ran away from me, I concluded he was afraid. 当他从我这里跑掉时，我断定他害怕了。

We concluded that the animal was dead as it did not move.

我们断定这只野兽是死的，因为它一动也不动。

vt. 完成；缔结 bring about as a result; complete

They concluded a treaty of peace. 他们缔结了一个和平条约。

Peace has not yet been concluded. 和平（条约）尚未缔结。

conclude a treaty with the country 与该国缔结条约

conclude a treaty between the two countries 两国间缔结条约

conclude an agreement with sb. 与某人缔结协议

vi. 终了；结尾 come to an end; end

The report concludes as follows. 报告结论如下。

篇4：Teaching Plan for Unit Four,ModuleII,BNUP(北师大版高一英语必修二教案教学设计)

Learning to learn

Words and Expressions:

1. likely adj. & adv. (likelier, more likely ; likeliest, most likely ) 很可能的，有希望的 ；合适的；恰当的（probably, expected to happen ；seeming to be just right; suitable）

It’s likely to rain. 有可能下雨。

It’s likely that I shall go to Shanghai tomorrow. 很可能明天我要去上海。

Tony is likely to win. 托尼很可能取胜。

It isn’t likely that I should accept such an offer as that. 要我接受这样的建议是不大可能的。

You’re likely to have forgotten about it. 你可能已经把它忘记了。

He is a likely young man. 他是一个有希望的青年人。

Is here a likely place to study? 这里是学习的合适地方吗？

ad.可能地 （probably）

Tony is the most likely winner of the race. 这次赛跑托尼最有可能取胜。

He will very likely be here again next month. 他下个月很可能再来这里。

2. concept n. 概念；观念 a thought; an idea; a general notion

A small baby has no concept of right and wrong. 小孩不懂什么是正确和错误。

3. chart n. 图；图表 big drawing or map to give information

vt. 作为图表；以图表表示 make a chart of

4. focus （focusing, focussing ；focused, focussed ；focused, focussed ； focuses, foci ）

v. (使）聚焦，（使）集中 n. 焦点，中心 n. 焦点 ； 配光；对光

Bring the object into focus if you want a good photograph.

如果你想拍一张好照片，把物体对准在焦点上。

If my camera is not brought into focus, the photograph will be blurred.

如果我的照相机不对光，照片便会模糊不清。

He focused the camera and took a photo. 他对好焦距，照了一张相。

When studying, he focused his mind on his lessons. 读书时，他集中心思于功课上。

5. skip （skipping 过去式： skipped 过去分词： skipped ） v.跳；跳绳；略过

( run, jumping lightly with each foot ; jump again and again over a rope that you are swinging )

The little girl skipped down the road. 小女孩蹦跳着沿路走去。

Let’s skip over this page and come to page 55. 咱们越过这一页，看第五十五页。

Children like skipping. 孩子们喜欢跳绳。

6. fist n. 拳头

A boxer hits with his fists. 拳击运动员用拳头打击对手。

7. waist n. 腰，腰部 ( the middle of the body )

A man’s trousers go from his waist to his feet. 男裤是从腰到脚。

The water is up to my waist. 水深及我腰部。

Her waist measures 20 inches around. 她的腰身为20英寸。

She has the waist of a wasp’s. 她的身材十分苗条。

measure sb’s waist

8. nail n. 指甲；趾甲 ； 钉子

Our fingernails need cutting now and again. 我们的手指甲有时需要剪一剪。

bite (=gnaw) one’s nails 咬指甲

biting of the finger nails 咬手指甲

cut(=trim) the nails 剪指甲

dye the nails 染指甲

have one’s nails pared 请人修指甲

to pare one’s nails 修指甲

The nail went right through the wall. 钉子直接穿过墙壁。

The nail doesn’t fix fast. 这钉子未钉牢。

draw (=pull) out a nail 拨出钉子

drive (=hammer; knock) in a nail 把钉敲进去

v. 钉；钉住 ( fasten or fix something with a nail or nails )

David nailed the broken box together again. 大卫把那个破箱子又钉好了。

to nail a lid on a box 把箱盖钉牢（给箱子钉上盖子）

nail a shelf to the wall 把架子钉在墙上

to nail a sign on the wall 在墙上钉一个招牌

9. gallery n. 美术陈列室，画廊，美术馆 (a large room or building for exhibitions of art)

There is a new exhibition at the gallery. 美术馆有个新的画展。

play to the gallery （剧场等的）看台

Warm up

Unit 4 Warm-up

In this unit you will …

Read about the internet and virtual reality.

Listen to a phone conversation, radio programmes and a song.

Practise telephoning and making suggestions.

Write an e–mail message and an internet page about your area.

Learn how to make predictions about the future;

Learn about conditionals.

Warm-up

-The Day after Tomorrow is a movie about global warming and how it will destroy cities and change the world in the future.

-A.1.is a movie about a boy who doesn’t know that he is really a robot.

1866-From the Earth to the Moon is a book about people traveling to the moon.

1977-2004-The movies that make up Star Wars are about wars in space. There are many amazing characters in these movies.

I. Which of the films and books mentioned on this page have you seen or read?

Which of the predictions in them:

a) have already come true?

b) do you think will come true in your lifetime?

What other predictions do you know from science fiction books or films that have come true?

II. Listen to four experts. Which predictions are they discussing? Use the Key Words to help you.

Answers:

1 making androids (artificial humans)

2 flooding in different countries

3 time travel

4 a virus develops which we have no power to stop

Tape script

1 Well, that’s very interesting question. It is already possible to make artificial organs and parts of the body-but it won’t be possible for a very long time to make artificial humans, known as androids, that can think or feel in the same way as we do.

2 We know that the planet’s climate is changing. The Earth’s atmosphere is gradually getting warmer. There is a real danger that the sea level will go up and there will be flooding in different countries in the world. This is already happening in countries like Bangladesh and some parts of Europe, for example, Britain.

3 Well, it may sound surprising. Imagine the situation of two twins-a brother and sister. The sister goes into space and travels at the speed of light for ten years-when she comes back to Earth she is thirty years older than her twin brother!

4 Unfortunately, this is a very real danger for the planet. A new virus could develop that we have no power to stop. It is something we really should be worried about.

( robot, artificial human, cyberspace, planet’s climate, global warming, world flooding, time travel, virtual reality, virus )

Which word in the box above matches this definition?

n. a word that describes the place where messages，information, pictures, etc. are when they are sent from one computer to another

III. Words and Expressions

10. cyberspace

11. global adj. 全世界的,全球的 ； 整体的,总体的,综合的

global inflation 全球性的通货膨胀

the dream of global peace 世界和平的梦想

take a global view of... 整体 [综合] 地观察……

globe n. 球状物；地球 （anything round like a ball）

to circle the globe in an airplane 乘飞机绕地球飞行

The language of England girdles the globe. 英国语言全球通用。

I’m interested in studying the globe in my spare time. 闲暇时我对研究地球仪很感兴趣。

a ramble round the globe 漫游世界

12. come true 实现 (really happen)

Her dream came true. 她的梦想实现了。

His words came true. 他的话应验了。

13. artificial ( more artificial ； most artificial ) a. 1.人工的，人造的 2.做作的，不自然的

artificial daylight [sunlight] 人造日光,太阳灯 artificial flowers 人造花

an artificial eye [limb, tooth] 义眼 [肢,齿] artificial ice 人造冰

artificial insemination 人工授精 artificial leather 人造皮

artificial rain 人造雨 an artificial satellite 人造卫星

artificial selection 人为选择 [淘汰] an artificial manner 做作的态度[举止]

an artificial smile 不自然的微笑 artificial tears 假哭,假慈悲

14. climate n.[C] 气候 （ the weather in a place ）

I would rather live in France for climate. 我由于气候关系而宁愿住在法国。

The island has a cold climate. 该岛气候寒冷。 the dry climate of Egypt 埃及的干燥气候

No country in Asia possesses a better climate than China. 亚洲没有一个国家的气候比中国的好。

an arctic climate 北极的气候 an arid climate 干燥的气候

a damp climate 潮湿的气候 benign climate 温暖的气候

a healthful climate 有益于健康的气候 a marine climate 海洋性气候

a mild climate 温和的气候 a tropical climate 热带气候

15. flood n. 洪水 ； 大批，大量 （a large flow of water ； a lot of something ）

Many houses were destroyed by the flood. 许多房屋被洪水冲毁了。

After the heavy rain there was a big flood and water came into our house.

那场大雨后闹了洪水，我们的家都淹了。

I had a flood of letters on my birthday. 我生日那天收到一大堆信。

The tide is at the flood. 潮在上涨。

v. 淹没， 泛滥 ； 充满（ to fill or cover with water ；fill, cover, or overcome, as if with a flood ）

The river has flooded a number of villages. 洪水淹没了一些村庄。

During spring rains the river floods. 春雨期间河水泛滥。

Letters of congratulation flooded in. 大批祝贺信像潮水般地涌来。

The room was flooded with moonlight. 这房间充满了月光。

eyes flooded with tears 热泪盈眶

16. virtual adj. (无比较级、最高级) 实质上的,事实上的,实际上的 ；虚像的

It was a virtual promise. 那是实质上的承诺。

He was the virtual leader of the movement. 他是该运动实际上的领袖。

a virtual image 虚像

17. reality n. 真实 （ what is true ）

Scientists are working hard to turn them into realities.科学家们为了把它们变为现实正在努力工作着。

My hope has become a reality. 我的愿望变成事实了。

This is not imagination but reality. 这不是空想，而是现实。

Your hope to join the economic institute has become a reality. 你要参加经济学会的愿望实现了。

Reality has made him change his mind. 现实使他改变了主意。

divorce from reality 脱离实际 escape reality 逃避现实

in reality: in fact 实际上

The two football players seem like enemies on the field but in reality they are good friends.

那两个运动员在足球场上像敌人，但实际上是好朋友。

She gives the impression of being generous, but in reality she is a very selfish woman.

她给人以慷慨大方的印象，其实她是个非常自私的女人。

18. virus n.[C] 病毒; 泸过性病原体 ；<口语>病毒引起的疾病 ； (道德、精神上的) 毒素; 毒害

a virus disease 病毒引起的疾病

virus X 病毒X (尚待检验的病毒)

She can’t come tonight; she has got [caught] some kind of virus.

她今晚不能来，因为感染了某种 (病毒引起的) 疾病。

the virus of war [revolution] 战争 [革命] 的毒害

Lesson 1 Tomorrow’s World

Teaching aims:

To use the title of a text to predict the content.

To practise using vocabulary of cyberspace.

To practise using will and going to to talk and write about the future.

Teaching difficulties: To revise Present Simple and Present Continuous.

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

What computers and internet bring us?

convenient, high efficient

Compared to 20 years ago how do you think technology will change our lives?

For example:

Go shopping on line.

Needn’t carry cash and use credit cards.

Instead of going to the bank you can use a computer and a telephone to pay for bills.

1. Imagine what happens in the next twenty years?

2. Is it possible that the computer gives us disaster?

Look at the title of the article.

Which of these topics do you think it will mention?

* the Internet * artificial human * time travel * robots * global warming * virtual reality

Read the article quickly and check your guess to question 2 above.

1. With the development of computers, our life may change in shopping and communicating ways

2. The text infers to us that worry is not necessary and computers and the Internet only do good to us.

3. Some experts say in the future we will not go to school in the classroom like us.

4. In the future it is possible that people live in another world of outer space.

5. The text tell us you can do many things but needn’t go to the place yourself.

6. Because of the rapid development of Internet television and the mail will be replaced by computer. Keys: T F T F T T

II. Learning vocabulary

Match the vocabulary from the text below with the definitions.

hacker, chaos, terrorist, the Net (Internet), virtual reality, crash

1. a person who enters other people’s computer programmes in secret

2. The use of computers to make situations feel and look real.

3. have an accident by violently hitting something.

4. some who does terrible things to harm countries, governments and people.

5. computer system that allows millions of people around the world to share information

6. A terrible situation in which everything goes wrong

Keys:1. hacker 2. virtual reality 3. crash 4. terrorist 5. the Net (Internet) 6. chaos

III. Correct error

1. In the last thirty years, the Internet grew rapidly.

2. Terrorist may “attack” the world’s computers, cause chaos, make planes and trains crash.

3. It is convenient to order tickets from the internet.

4. In 1983, there were only 200 computers connect to the Internet.

5. It is clear we can use internet to do all kinds of things at home.

6. Personally, I’m optimistic about the future of internet.

7. As society develops, computers will make our life much convenient.

8. The mail service may also disappear as the increasing use of e-mail.

Keys: 1. grew 改为 has grown 2. make前加and 3. order 改为book 4. connect改为connected 5. clear后加that 6. of 后加the 7. much 改为more 8. as 改为with

We can feel convenient, we can do all kinds of things from the Internet at home, such as buy books, find out about holiday offers, book tickets and so on.

Some traditional things will disappear.

We may live in a virtual world.

Hacker can get into the computers of banks and government so that change data or steal away important information.

Terrorists will attack the world’s computers, cause chaos, make planes and trains crash even and cause nuclear war.

IV. Voice your opinion

Do you feel pessimistic or optimistic about the future of the Internet? Why?

V. Language points

1. In 1983, there were only 200 computers connected to the Internet.

= which were connected to the Internet.

computer 和connect 是被动关系,因此connected to 是过去分词做定语来修饰computer,相当于一个定语从句。

It is surprising that there were 3oo gold coins buried underground.

＝which were buried underground. 真是令人惊奇，地下埋了300 枚金币。

There are so many people watching the big fire in the street.

=who watched the big fire in the street.

People 和watching 是主动关系watching 是现在分词做定语表主动来修饰people 相当于定语从句。

2.Some experts are pessimistic about the future.

一些科学家对（计算机主宰的）未来表现出悲观的态度。

be pessimistic/optimistic about 对……悲观/乐观

I’m rather pessimistic about the present situation. 我对目前的局势感到悲观。

3. It is clear that we are going to see an explosion of shopping on the Internet.

很显然，不远的将来我们就会看到网上购物的狂潮。

It作形式主语，真实主语是 that引出的主语从句。

＝ that we are going to see an explosion of shopping on the Internet is clear.

It is clear that in the next few years the Earth’s climate will change.

= That in the next few years the Earth’s climate will change.

4. … the use of computers with sounds and pictures that make you feel as if you are in a real situation. (虚拟世界)是计算机通过声音和图像模拟现实，以使人感到仿佛置身于一个真实的空间。

as if 连词，仿佛， 好像

It sounds as if she’s been really ill. 听上去好像她真的病了。

5. We have to take immediate action. 我们得马上采取行动。

take action 采取行动。

We must take actions to prevent the spread of disease.我们必须采取行动防止疾病传播。

IV. Language Study

Predictions will and be going to

Read the following sentences from the text. In pairs, decide which

a) talks about a future event we can predict from a present situation?

b) expresses our opinions and beliefs about the future?

1. …, ‘ it is clear that we are going to see an explosion of shopping on the Internet.’

2. She also believes that, in the future, we will get entertainment from the Internet and that television will probably disappear.

3. ‘Personally, I think virtual reality will become part of modern life,’ …

Keys: 1. a 2. b 3. b

Grammar Summary 1, on p92.

1. You’re planning to buy a computer.

a) I hope it will be cheap.

b) It is going to be cheap.

2. It’s the last ten minutes of a basketball match between Russia and the USA. The score is 102:56 to Russia.

a) The USA will lose.

b) The USA is going to lose.

Keys: 1. a 2. b

complete the text with going to or will

Earth Report!

Dr Carl Wight is an expert on the environment. He speaks to our reporter, “It is clear that in the next few years the Earth’s climate(1)_________ change . I’m afraid that this probably means that many kinds of animals, such as the South China tiger, (2)___________ disappear soon, Changes in climate(3)____________

certainly affect people’s lives too. Because of global warming, the sea has already destroyed parts of Britain. It is obvious that this destruction (4)_______become more dangerous in the future. We have to take immediate action, or I fear that life on Earth (5)______get worse.”

Keys: 1. is going to 2. are going to 3. are going to 4. will 5. will

1. The cars are going to crash.

2. She’s going to have a baby.

3. He’s going to walk into the bus stop.

4. The house is going to fall into the sea.

VII. Words and Expressions

19. affect vt. 产生效果；影响 ；使感动；被感动 ；（指疾病）侵袭；感染 ( produce a result; affect on; influence ；touch the heart of; work on the feelings of ；(of diseases) attack )

Hot weather affects his health. 炎热的天气影响他的健康。

The disease is affecting his eyesight. 这种病正影响他的视力。

be affected with the wish to become an actor 很想成为一名演员

He wasn’t affected by the news. 他听了这消息后无动于衷。

His speech affected the audience deeply. 他的讲话深深打动了听众。

be affected at seeing it 看到这个景象而感动

be affected with awe 肃然起敬

She was affected by cold. 她着凉了。

His lungs are affected. 他的肺部有病。

be affected with high fever 发高烧

20. rapidly adv. 快地，迅速地 （ quickly ）

He went by her rapidly. 他急速地从她身旁走过去。

21. growth n. 生长 ；增长（ the act of becoming bigger ； increase ）

the growth of a baby 婴儿的发育成长

Rain helps the growth of plants. 雨水有助于植物的生长。

There has been a growth in the number of students. 学生的人数增加了。

gradual growth 逐渐生长 rapid growth 快长

the new word growth 新词的发展 the growth of production 生产的发展

accelerate growth 促进发育 control the family growth 控制生育

22. pessimistic adj. 悲观的，悲观主义的，厌世的；[对……]悲观的[about]

take a pessimistic view of life 对人生持悲观的看法

Don’t be so pessimistic. 别那样悲观。

He is pessimistic about the future. 他对未来感到悲观。

optimistic adj. 乐观的 （ having feeling of optimism ）

As I get older I get more optimistic. 我越活越乐观。

23. hacker

24. crime n.[C] 犯法行为，犯罪，罪行；不该做的事 （ something done against the law ； a foolish, useless action ）

Murder is a crime. 谋杀是一种罪行。

That’s a serious crime. 那是严重的罪行。

It would be a crime to have a race horse do the work of a cart horse. 把赛马当役马是愚蠢的。

It’s a crime to waste so much food. 浪费这么多粮食是不应该的。

criminal adj. 犯罪的；刑事上的 ( law breaking ； of crime )

Criminal parents could corrupt any child. 犯罪的父母可使孩子变坏。

She’s studying criminal law. 她在学习刑法。

a criminal act 犯罪行为 a criminal action 公诉；刑事诉讼

a criminal case 刑事案件 a criminal plan 罪恶计划

n. 罪犯，犯人 ( a person who has done something seriously against law )

The chief criminals shall be punished without fail. 首恶必办。

The judge imposes a punishment on the criminal. 法庭处罚这个罪犯。

a chance criminal 过失罪犯 an escaped criminal 逃犯

a master criminal 大罪犯 a sexcriminal 性罪犯

a skyjacked criminal 劫机犯 a suspected criminal 嫌疑犯

sentence these criminals to imprisonment 判这此罪犯徒刑 set a criminal free 释放罪犯

track down a criminal 追踪罪犯 apprehend a criminal 捉拿罪犯

25. terrorist n. 恐怖分子；恐怖主义者

someone who frightens, hurts or kills others so that people will do what he wants

26. attack v. 进攻；攻击 (start fighting or hurting someone ) ； v. （疾病）侵袭 ； 攻击；抨击（ make someone suddenly ill ； speak or write against ）

The plane came into attack. 飞机来进行袭击了。

We attacked the enemy by night. 我们趁黑夜进攻敌人。

The best way to defend is to attack. 最好的防御就是进攻。

The robber attacked the old man. 强盗袭击那位老人。

Measles attacks many children. 很多孩子得麻疹。

She was attacked with a disease. 她患病了。

His remarks were attacked in the newspaper. 他的言论在报纸上受到批判。

They next attacked the problem of food supply. 下一步他们着手解决粮食供应问题。

Three attacks were made during the night. 夜间发动了三次攻击。

They made an attack on the invaders by night. 他们在夜间向侵略者发动了一次进攻。

He came under an attack. 他受到了抨击。

The attack started at dawn. 进攻在拂晓时开始。

Attack is the best defence. 进攻是最好的防御。

He has an attack of illness. 他患病了。

She died of an heart attack. 她死于心脏病发作。

air attacks 空袭 a blitz attack 闪电式袭击

a flank attack 侧攻 a heart attack 心脏病突发

a night attack 夜袭 a surprise attack 突然袭击

be victorious in attack 进攻获胜 under the attack of 受……的攻击

come under attack 遭到抨击 have an attack of fever 发高烧

make an attack against 对……发动进攻 resist the attack of 抵抗……的进攻

27. chaos n.[U] 混乱；无秩序（when things happen wildly and with no control; when there is no order）

The strong wind left the garden in chaos. 大风刮得花园零乱不堪。

28. crash vi. 碰撞，倒下；砸 ； 撞坏；碰 ：（商业）破产，失败 ：n.[C] 撞坏；碰撞 （to fall or strike the ground violently ； make something hit another thing hard ；business failure ； an accident; two things coming together hard）

The building crashed to the ground. 那楼倒坍了。

A stone crashed through the window. 一个石块砰地一声砸进了窗子。

The aeroplane crashed on a hillside. 飞机在山腰撞毁了。

He crashed his car into a wall. 他把汽车猛撞在墙上。

The car crashed into a tree. 车子猛撞在树上。

be crashed to pieces 被砸得粉碎

His business crashed last year. 他的买卖去年倒闭。

Her scheme crashed disastrously. 她的计划惨败。

There was an airplane crash last week. 上周有架飞机坠毁。

The cause of the crash is not known. 不知道肇事原因。

I heard crash as the tree fell. 树倒下来时我听到哗啦一声响。

It fell with a loud crash. 它哗啦一声倒了。

29. offer vt. 奉送；拿出 ；提供；出售 （hold something that you want to give to someone ； say that you will give, do, or pay something if the other person wants it ；present for sale ）

He offered me a cup of tea. 他倒了杯茶要我喝。

They offered me a better position. 他们给了我一个更好的位置。

He offered his life to his country. 他把生命献给祖国。

Xiao Yang offered a suggestion. 小杨提了一个建议。

I’ll offer to go if nobody will. 如果没人愿去的话，那我很乐意去。

He offered himself as an interpreter. 他毛遂自荐作一名译员。

He offered to lend me his bike. 他主动提出要把自行车借给我。

They all came to offer congratulations. 他们都来表示祝贺。

He offered no answer. 他没回答。

They offered their boat for sale for 2,000 dollars. 他们把船拿来出售，索价2,000美元。

I offered him a house for 1,000 pounds. 我提出愿以一千英镑把一所房子卖给他。

No occasion offered. 没有机会。

offer sb. as first prize 作为头等奖授于某人

offer goods at low prices 低价出售货物

offer sb.the radio for 50 yuan 愿以50元把这收音机出卖给某人

offer oneself to the state 为国家献身

be specially offered 被专门地提供

n.[C] 提供；提出；提议 ； 出售（the act of offering ； putting forward for sale ）

I made him an offer of help. 我向他表示愿意提供帮助。

She has received an offer of marriage. 有人向她求婚。

Thank you for your offer of help. 谢谢你要提供的帮助。

The house is on offer. 这所房子出售。

He made me an offer of 500 pounds for the house. 他出价五百英镑要买我那所房子。

30. entertainment n. 款待；招待 ；娱乐 （the act of entertaining guests; the act of amusing people；an amusing or interesting public performance ）

They are giving an entertainment to their foreign guests. 他们在招待外宾。

give an entertainment to one’s guests 招待客人

The city offers many forms of entertainment. 这个城市提供各种娱乐。

a musical entertainment 音乐会

arrange entertainments 安排娱乐活动

find entertainment in working 以工作为乐

hold a farewell entertainment 举行欢送会

31. disappear vi. 消失，失踪；不见 （ go away so that it cannot be seen ）

One of our cats has disappeared. 我们的一只猫不见了。

The police are looking for the man who disappeared yesterday. 警察正在寻找昨天失踪的那个人。

She made a bow and disappeared behind the curtain. 她鞠了一个躬，就退到幕后去了。

The train disappeared into the tunnel. 火车消失在隧道内。

32. as if 好像；似乎；仿佛 （ so you would think that ）

It looks as if a storm would come soon. 暴风雨好像快要来啦。

He talks as if he knew everything. 他说话的神气好像他什么都知道似的。

He raised his hand as if to command silence. 他举起手来似乎要命令大家安静下来。

It rained and rained, as if it would never stop. 老是下雨，好像决不会停止的。

He looked as if he was ill. 他的样子显得似乎是有病一样。

He talks as if he were tired. 他说话的时候好像很累。

He talks as if he knew all about it. 听他说话的口气好像他全都知道了。

Fiona is walking slowly as if she were tired. 费欧娜慢慢走着，好像累了似的。

33. harm n. 损害；伤害；危害 （ hurt; damage; injury ）

He did me no harm. 他没有伤害我。（他没有使我受到损失。）

He says what he thinks, but he means no harm. 他想到什么说什么，但是他没有恶意。

Leave him - he won’t do any harm. 让他去--他不会捣乱的。

The waste and poison may do great harm to the things around us.

这些废物和毒物会大大损害我们周围的东西。

slight harm 小害 serious harm 严重危害

without harm 无害 protect sb. from harm 保护某人不受损害

safe from harm 无害 There can be no harm in your trying. 你试试没有坏处。

vt. 伤害；危害 ( hurt someone or something )

Hot water will harm the plants. 热水会伤害花草。

He did not harm them instead he set them free. 他没有伤害他们，反而把他们放了。

The fire harmed the house. 火烧毁了房屋。

34. obvious adj. 清楚的；易懂的；明显的 ( very clear, easy to see or understand )

It’s obvious that he hasn't read the book. 他显然没有读过这本书。

He had not yet arrived at that obvious fact. 他还没有弄明白那个显而易见的事实。

an obvious mistake 明显的错误

35. destruction n.[U] 毁灭；破坏 ( breaking something totally )

The strong earthquake left death and destruction behind it. 强烈的地震留下了死亡和破坏

The destruction of the railway was a big loss to the country. 铁路遭到破坏，这对该国是个大损失。

The storm caused great destruction. 风暴造成很大的破坏。

great destruction 很大破坏 mass destruction 大规模破坏

bring destruction upon oneself 自我毁灭 meet destruction 遭受破坏

VIII. Language in Use

Work in pairs. Student A is a pessimist and Student B is an optimist. Make predictions about life by the year 2050.

IX. Homework:

Page 55 exercise 4, 5 and 6

Lesson 2 Websites

Teaching aims:

To practise extensive and intensive listening skills.

To find information from a website.

To focus on prominently stressed as an aid to understanding – the key content words in every sentence that are stressed.

To practise making plans and suggestions over the telephone.

Teaching difficulties: To practise expressing preferences

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

T: Do you use the Internet?

S:

T: What do you usually use it for?

S:

T: Net changes our life and makes life more convenient. Do you want to know its history?

Can you answer any of these questions about the history of the Internet?

1. Why did the Net begin?

a) for military reasons

b) for scientific reasons

c) for business

2. what year did it start in?

a) 1959 b) 1969 c) 1979

3. When did people start calling it the ‘Internet’?

a) the 1980s

b) the early 1990s

c) the late 1990s

4. When did the Internet start to grow very fast?

a) the late 1980s

b) the mid-1990s

c) the late 1990s

answers: 1. a 2. b 3. a 4. b

II. Listening and talking

Listen to the tape and answer the questions.

Listen again and answer the questions

Why did the Net begin by the military?

The Pentagon were worried about communication after a nuclear war. In 1969 they thought of linking computers into a network so that if one part of the network was destroyed , other parts could continue working.

What do people use the network to do?

People use the network to share ideas .They use it for entertainment, e-mail, playing games and getting information.

Which ‘website’ can you visit to do these things?

a) find out what’s going on in your town

b) look for a job

c) find out the latest world news

d) get information for a school history project

e) write to your friend by e-mail

f) buy clothes

a3 b1 c6 d2 e5 f4

ask students to tell you the reason why you choose the answers.

Listen to a telephone conversation between two people in Brighton. Which thing from the Internet page do they decide to do?

Go to the cinema on Friday evening to see Richard Bailey’s new film, Virtual Planet

Listen to the conversation again. Complete the Function File with words and phrases from the list.

See you, 973273, Would you like, hang on, are you up to, Do you fancy, I’d better, Why don’t we, I can’t, I’d love to , Sorry, Let’s, This is, please

Answer the question Hello. (1) ______.

Say who you are Hello, Mrs Turner. (2) ________ Mandy.

Ask to speak to somebody Can I speak to Lucy, (3) ______?

Ask somebody to wait Just (4) ________ a second.

Ask about plans What (5) _______ _____ this weekend?

Say you didn’t hear (6) _______?

Make suggestions (7) _____________ go on Saturday morning? (8) ___________ doing something on Friday night? (9) ______________ to go?

Reject suggestions Well, (10) _______. I’ve got a music lesson.

Accept suggestions Great, (11) __________.

Finish the cal Well, (12) _________ go now.

Make an arrangement (13) _____ meet at 6:30, outside the cinema.

Say goodbye Right. (14) _______ tomorrow.

Answers: 1. 973273 2. This is 3. please 4. hang on 5. are you up to 6. Sorry 7. Why don’t we 8. Do you fancy 9. Would you like 10. I can’t

Pronunciation

Listening Strategies: Important words

Listen for words that are stressed. They are important words.

Do not worry if you do not hear all the other words.

Do the exercise 7

Students listen to the seven sentences on the cassette. Pause after each sentence for students to identify the stressed words.

Then play the cassette for students to repeat the sentences.

III. Words and Expressions

36. military adj. 军事的，军用的 ( of, for or related with armed forces, soldiers or war )

We had a military training last week. 上星期我们进行了军训。

That is a problem in connection with the military affairs. 那是一个和军事有关的问题。

n. 军方 ( the military )

The military were on the march. 军队在行军中。

a military band / a military camp / military personnel

37. scientific adj. 科学的 ( having to do with science )

They made the school a place for scientific experiments. 他们把学校变成了科学实验的场所。

Scientific farming is the key to the further development of agriculture.

科学种田是进一步发展农业的关键。

scientific journals 科学杂志 scientific instruments 科学仪器

scientific knowledge 科学知识 scientific man 科学界人士

scientific studies 科学研究 have a scientific mind 具备科学的头脑

use a scientific plan 采用科学的计划

science n. 科学；自然科学；一门学科；学科 ( study of natural things )

He decided to study science. 他决定攻读自然科学。

We love science. 我们爱科学。

He hasn’t much knowledge of science. 他对科学比对艺术更有兴趣。

Biology, Chemistry, and Physics are sciences. 生物、化学和物理是自然科学。

Maths is the most important of all the sciences. 数学是一切科学中最重要的。

38. nuclear adj. 原子核的；原子的；原子能的 ( of the central part of an atom; of atomic energy )

nuclear energy 原子能 nuclear power 核动力

nuclear reactor 核反应堆 nuclear weapons 核武器

39. network n. 网；网制品 ( a netting or net; any system of lines that cross )

a network 网状系统 a network of railway 铁路网

40. project n.[C] 计划,企画 ；vt. 计划,企划； 预料,预估,预算

form [draw up] a project 订计划

project a new dam 计划建造新水坝

project expenditures for the next year 预估明年的经费

vt. [~ oneself]传达自己的想法 ；把 （心、想像） 放置[于……][into]

You must project your mind into the situation. 你必须设身处地考虑该情况。

vt. [~ oneself]站在……的立场[into]

He tried to project himself into the hero's situation. 他试着站在主角的立场上思考问题。

vt. (尤指) 把 <不好的态度、想法> 投射 [于他人] [onto, on, upon]

He projects his hostility onto others. 他对他人满怀敌意。

41. fashion n. 流行式样，时髦 （way of dressing or doing something that people think best at a certain time ）

In the U.S. men don't wear hats now; they're out of fashion.

在美国男人们现在不戴帽子，戴帽子已不时兴了。

These shoes are the latest fashion. 这些鞋子是最新的流行样式。

The fashion has passed. 这种式样已流行过。

He is the fashion. 他是红人。

He walks in a peculiar fashion. 他走路姿态特殊。

42. hang on

43. be up to

up to 与……相邻；与……并排 ；直到；以至 ； 及得上 ；胜任……（ along side of；as far as ； equal to ； capable of ）

I could not get up to him. 我赶不上他。

Andrew has worked hard up to now. 安德鲁一直努力工作到现在。

He is not up to his father as a scholar. 就学问而言他不及他父亲好。

This old car isn’t up to a long journey. 这辆旧汽车不适于长途旅行。

You are not up to the job. 你做不了那工作。

44. fancy ( fancier ；fanciest ) n. 1.想象力 2.幻想 3.爱好 a. 别致的 ；vt. 1.想要 2.想象 3.爱好

（ imagine, suppose ； think you would like something ）

We cannot fancy a life without electricity. 我们不能设想生活中没有电。

She fancied she saw someone, but there was no one there. 她觉得好像看见什么人，其实并没有人。

He fancied he heard somebody following him. 他觉得好像（听见）有人在跟踪。

What do you fancy for supper? 晚饭你喜欢吃什么？

Fancy seeing you! I am surprised! 想不到会见到你！真是出乎意料！

n. 想象，设想 ； 爱好（ the act of thinking; imagination ； a liking, a desire ）

That’s only your fancy. 那只是你的想象而已。

Did I really hear a voice or was it only my fancy? 我是真的听到了声音还是我的幻觉而已？

I have a fancy for fishing. 我爱好钓鱼。

adj. 装饰而不实际的；装饰的；不朴实的 （ornamental rather than useful; decorated; not plain; elaborate ）

She wants to buy a handbag, not fancy but strong. 我想买一个手提包不要花俏，而要耐用。

fancy cakes 花式蛋糕

fancy goods 华丽精巧的小商品

fancy birds 珍种禽鸟

a fancy picture 想像画

45. suggestion n. 建议；意见；联想细微的迹象 （ the act of suggesting; a slight sign ）

My suggestion is (that) we go to the cinema. 我的建议是去看电影。

The warm wind is a suggestion of spring. 暖风是春天的征候。

suggest vt. 建议；提出（意见、计划、理论等）（give someone an idea; say that something will be possible）

I suggested that we (should) hold a meeting tonight. 我提议我们今晚开个会。

Sal suggested that we should go for a swim. 萨尔建议我们去游泳。

He suggests going to the cinema. 他建议去看电影。

Can you suggest a way (to do it) ? 你能提出一个办法吗？

vt. 使人想起；使人联想到 ( bring to mind )

Smoke suggests fire. 有烟就有火。

46. reject vt. 丢弃 ( throw away; cast aside as useless )

He looked through the rejected suits. 他在那些人家不肯要的衣服中寻找。

He rejected the rotten eggs. 他扔掉了坏鸡蛋。

及物动词 vt. 拒绝；拒不接受

say ”no" to; not take something

She rejected my offer of help. 我主动提出给予帮助，她拒绝了。

He tried to join the army but was rejected. 他想参军但被拒绝了。

47. arrangement n. 整理；布置 ；安排( the act of arranging ；something arranged )

The arrangement of a large library takes a long time. 布置一家大图书馆非常费时间。

Have you made arrangements to sell your house? 你卖房子的事做好安排了吗？

Their arrangement was kept secret. 他们的安排是秘密的。

I have made arrangements for my journey to England. 我已准备好了到英格兰去旅行。

Our arrangement will stand good for ever. 我们的协定将永远生效。

arrange vt. 整理；布置 （ put things in a nice, neat way ）

The teacher arranged the books on the shelves. 老师把书架上的书整理好。

Arrange the words in groups. 将这些单词分组排列。

Please arrange the tools in order. 请把工具整理好。

vt. 安排 （make a plan ）

Can you arrange a visit to the exhibition? 你能安排一次参观展览会吗？

We arranged a party for the New Year's Day. 我们为元旦安排了一次茶话会。

The hospital will arrange an X ray examination next week. 医院将在下周安排一次X光检查。

Everything has been arranged. 一切都安排好了。

I have arranged to meet Tim at the station. 我已安排好去车站接蒂姆。

I have arranged to meet her at ten o'clock. 我已约好于十点钟见她。

I have arranged for a car to meet you at the airport. 我已安排了一辆小汽车到（飞）机场接你。

I shall arrange for the meeting to take place on Friday. 我将安排星期五开会。

I have arranged for the boy to leave school next Easter. 我已安排好让孩子在下个复活节离开学校。

I arranged that I should meet them here. 我准备在这儿见他们。

vt. 处理；调解； 安排；处理；支配； 协议；商定 ( settle )

He arranged a quarrel among his friends. 他调解（他的）朋友们所发生的争执。

I arranged with him for swimming. 我和他商定去游泳。

We arranged between us to do sth. 我俩约定去做某事。

I will arrange to do as you wish. 我会按照你的希望去做。

IV. Homework

Turn to page 56 to do the exercise

Lesson 3 Virtual Reality

Teaching aims:

To practise using first and second conditionals.

To assess whether websites are real.

Teaching difficulties: To practise expressing preferences

Teaching Aids: computer and cassette

Teaching procedures:

I. Warming up

T: What is virtual reality？ S:

T: The use of computers make situations feel and look real. What do people use the technology to do? S:

T: Which of these uses for virtual reality are possible now?

virtual reality holidays

learning to fly using virtual reality technology

playing virtual reality computer games

visiting virtual museums on the Internet

S:

T: Possible uses for virtual reality now:

Playing virtual reality computer games

Learning to fly using virtual reality simulator

Visiting virtual museums on the Internet

Show students some slides to prove these facts

T: Would you like to visit the Science Museum website? Why or why not?

Would you like to go to a virtual university?

S:

T: Virtual reality can bring us lots of convenient. You will find lots of good information at home, and needn’t spend time traveling there.

Study in such a world-famous university without going out of your room.

II. Reading

The text will talk about virtual reality now let’s read the text and do the exercises

True or False

1. This weekend Tom will help Cathy finish a project on the history of the Internet.

2. Cathy is more interested in virtual holiday than Tom.

3. Tom will have a virtual reality holidays this weekend.

4. Virtual university is an interesting game on line instead of a real university.

5. Virtual reality holidays spend less time than real holidays.

6. You needn’t go to the real place in virtual reality holidays but you can get real feeling of traveling there.

7. The Science Museum on line doesn’t exist in fact, just imagine it.

Answers: 1. F 2. T 3. F 4. F 5. T 6. T 7. F

Read the dialogue and answer the questions below.

1. Why can’t Cathy go out this weekend?

2. Where is Tom planning to go?

3. Does Cathy have a programme for ‘virtual’ holidays on her computer?

4. Does she really think she will have the chance to go on a world tour?

5. What would Tom like to do with virtual reality?

6. Why is Cathy so excited about the technology?

Answers:

1. She has to finish her project.

2. He’ll go camping if the weather is good.

3. No.

4. No

5. He would like to go to a world famous university.

6. Because she thought she would be able to go anywhere she liked.

III. Further reading

Read the text again and pay attention to the right expression.

Correct mistakes

1. What are you going to do at this weekend.

2. I have too many things to be done.

3. We won’t go to go camping if it will rain

4. If they invent virtual reality holidays, I’d go on an around-the –world tour.

5. Do you have anything plan for Saturday and Sunday.

6. Tom imagines himself go to a famous university.

7. Personal I’m interested in virtual university.

Answers: 1. 去掉at 2. 去掉be 3. 去掉will 4. invent改为invented 5. plan改为 planed 6. go改为going 7. Personal 改为Personally

IV. Talking

What are the advantages and disadvantages of a virtual university?

Would you like to go to such a university? Why?

Advantages of a virtual university

No limit to time and place It is convenient to attend

take your job as study save transportation time

needn’t buy text material

V. Language points

1. what’s …up to 口语中 问对方在做什么。

You look worried, what have you been up to? 你看上去很担心的样子，怎么了？

My brother locked himself in his room for a whole morning. What is he up to?

弟弟整个上午把自己关在房间，他在干什么？

2. suggest 建议,后接宾语从句（虚拟语气）或动名词短语。

I suggest that you (should ) check the information before you sign your name.

我建议你在签字之前检查一下所列信息。

Catherine suggests asking her dad for his opinion. 凯瑟琳建议征询她爸爸的建议。

暗示， 表明（真实语气）

The look on his face suggested he was angry. 他脸上的表情表明他生气了。

3. But I still find it hard to imagine.

It 是形式宾语， hard 为宾语补足语 ，to imagine为真正的宾语

Children find it hard to concentrate. 孩子们发觉很难集中精力

I find it a great pleasure to meet you here. 在这里遇见你真令人愉快。

She thought it best to wait for him. 我认为最好等他。

I found it not easy to get on with Jim. 我发现和吉姆相处不容易。

VI. Grammar

Do the exercise 5

Read the sentences in italics in the first seventeen lines of the dialogue, Are the sentences used to talk about:

a) Unlikely situations in the future?

b) Possible situations in the future?

1. If I don’t finish my project on the history of the Internet for next Monday’s lesson, the science teacher will be angry.

2. If it’s good, Dad, Mum and I will probably go camping.

3. We won’t go if it rains.

4. If I stay home, I’ll help you with your project if you like.

5. If you tell me some titles, I’ll look for them in the library.

6. If you go to the Science Museum website, you’ll find lots of good information.

7. If we had virtual reality holiday, we wouldn’t have any problems with the weather.

8. If they invented virtual reality holidays, I’d go on an around-the-world tour.

Do the exercise 6.

Write these sentences as First Conditionals. Put the verbs in brackets in the correct form.

1. What (do) if your computer (not work)?

What will you do if your computer doesn’t work?

2. (You go) out with me on Saturday night if you (finish) the project?

Will you go out with me on Saturday night if you finish he project?

3. If you (go) to that website, you (find) some interesting information.

If you go to that website, you’ll find some interesting information.

4. (You go) to that concert if it (rain)?

Will you go to that concert if it rains?

5. She (buy) a computer if she (get) that job.

She’ll buy a computer if she gets that job.

6. I (give) you the information if you (telephone) me tomorrow.

I’ll give you the information if you telephone me tomorrow.

7. What (you do) if the information if you (telephone) me tomorrow.

What will you do if the weather isn’t good tomorrow.

8. My sister (not go) to London if she (not pass) her exam.

My sister won’t go to London is she doesn’t pass her exams.

Do the exercise 7

Read the sentences and decide what the people are expressing.

a) Unrealistic hopes for he future

b) Plans for the future

c) Something that isn’t possible now

If we had virtual reality holidays, we wouldn’t have any problems with the weather.

If they invented virtual reality holidays, I’d go on an around-the-tour.

Do the exercise 8

Who would say these things, a or b?

1. If I had the money, I would buy a new IBM computer.

a) a student b) a millionaire

2. If I felt ill, I would stop smoking.

a) a smoker b) a non-smoker

3. If I were a teacher, I would be popular with my students.

a) a teacher b) a journalist

answers : 1. a 2. b 3. b

VII. Words and Expressions

48. title n. 题目；名 ：称呼；头衔（ name of a book, film, picture, etc. ； word that we put in front of a person’s name ）

The title of a book is printed on the cover. 书名印在书的封面上。

What is the title of the play? 戏的名字是什么？

The author’s name is printed on the title page. 作者姓名印在标题页上。

He deserves the title of poet. 他不愧为诗人。

‘Sir’, ‘Mr.’ and ‘Miss’ are titles. Sir, Mr.和Miss都是称呼。

the title of doctor 博士的头衔 adopt this title 采用这个篇名

earn the title of 赢得……的称号 select a title for a short story 为短篇小说选个篇名

49. destination n. 目的地；终点 ( place where a person or thing is going )

I am bound for Shanghai; that is my destination. 我到上海去，那是我的目的地。

We shall not arrive at our destination before evening. 黄昏前我们到不了目的地。

one’s final destination 最后目的地 reach one’s destination 到达目的地

50. flesh n.[U] 肉 ；肉类，兽肉 ( soft part of a person’s or animal’s body, under the skin ；meat )

Tigers are flesh eating animals. 虎是食肉动物。

He is losing flesh these days.近来他消瘦了。

We eat the flesh of animals, birds, and fish. 我们吃兽类、禽类和鱼类的肉。

n.[U] 肉体 ( man’s body, but not his spirit )

The pain was almost more than flesh could take. 疼痛几乎使肉体受不了。

51. exit n.[C] (公共建筑物、高速道路等的) 出口 （ an emergency exit ）

an illegal exit 偷渡 [非法] 出境

52. historical adj. 历史的；历史上的 ( of past times )

Qu Yuan is a historical play written by Guo Moruo. 《屈原》是郭沫若写的一部历史剧。

a historical film 历史电影 historical evidence 史料

a historical novel 历史小说 historical studies 历史研究

historical character 历史人物

historic adj. 历史意义的，历史上著名的 ( important in past times )

There are a lot of historic spots in China. 中国有许多古迹。

1066 was an historic year for England. 1066年对英国来说是有历史意义的一年。

53. site n. 地点；场所 ( place where something is, was or will be )

London is on the site of a Roman fort. 伦敦在一个古罗马堡垒的旧址上。

We put up our tent in the camp site. 我们在营地上搭起了帐蓬。

54. pack n. 包；背包；包裹 ；vt. 塞满；挤满；装满 （动物）一群 （ put things into a box, bag, etc. until it is full ：group of animals that run and hunt together ； fill tightly ）

The hikers had packs on their backs. 徒步旅行的人都背着背包。

The soldier carried a pack on his back. 这个军人背上背着一个背包。

Lions do not hunt in packs, but alone. 狮子不成群猎食而是单独出动。

We knew he was packing in his clothes. 我们知道他在收拾衣服。

Have the goods been packed yet? 货物包装好了吗？

Have you packed your things up? 你的东西捆扎好了吗？

These things pack easily. 这些东西很容易包装。

The room was packed with people. 房间里挤满了人。

The auditorium was packed that night. 这天晚上，礼堂里挤满了人。

The people packed into the train. 人们挤进了火车。

The boys were packed together in a small room. 男孩子们都挤在一间小屋里。

55. dip vt. 浸；蘸；汲取 （ put something into liquid. for a short time and then take it out again ）

He dipped his pen into the ink. 他拿钢笔蘸墨水。

He dipped a finger in it. 他把一个手指伸进里面蘸了一下。

I dipped up a bucketful of water out of the well. 我从井里提起一桶水

The sun dips below the sea. 太阳沉入海平面以下。

dip into vt. vi.浸，泡；舀取

56. toe n. 脚趾

Please don’t step on my toes. 请别踩我的脚趾。 My shoes have round toes. 我的鞋是圆头的。

from top to toe / a big toe 手指

57. millionaire n. 巨富，百万富翁 ( a person who has a million pounds or dollars; a very rich man )

To sell such a suit as that to a millionaire! 把一套那样的衣服卖给一位百万富翁！

We could all be millionaires one day. 有一天或许我们大家都会成为百万富翁。

58. smoker n. 吸烟者 ( someone who smokes cigarettes or tobacco )

“ Would you like a cigarette?” “No, thank you. I’m a non smoker.” “你要不要抽支烟？”“不，谢谢你，我（是个）不抽烟（的人）。”

VIII. Language in Use

Write about your ideal future. Think about your home, job, partner, family, etc. write conditional sentences to explain why you would like this kind of life.

IX. Homework

Write about your ideal future. Think about your home, job. Partner, family, etc. Write conditional sentences to explain why you would like this kind of life.

Lesson 4 Virtual Tourism

Objectives

To practise intensive and extensive reading skills (anticipating meaning, scanning).

To develop strategies to match topics with paragraphs.

To identify important words in a text.

To practise using linking words (addition) –also, as well as, too

To practise collocations with do and make.

To listen to a talk to find out main facts.

I. Pre-Reading

1. Do you like travelling ? Have you been to New Zealand ? Now today, we are going to travel to New Zealand. Where is New Zealand ?

Show some pictures about New Zealand

2. Look at the photos and guess a few things about Auckland.

Example

Auckland is near the sea.

II. Reading

1. True or False?

Listen to the tape , are these statements true or false?

1) Auckland is the capital of New Zealand.

2) Auckland is located on South Island.

3) Sky Tower is Auckland’s tallest Tower.

4) Maoris were the first people of New Zealand .

5) The climate in Auckland is wet and rainy.

6) It’s the paradise(天堂) for water lovers.

Answers: FFTTFT

2. Read the text and complete the table below.

Population less than a million

Location On North Island

History *Maoris settled 650 years ago

European settlement began in 1840

Famous sights *Mt Eden; * Parnell village;

* Auckland Harbour Bridge;

* Sky Tower; *Auckland museum;

Climate Warm, plenty of sunshine

3. Match the topics a-f with the five paragraphs in the text. There is one extra topic.

a) the history of the city□

b) travel links□

c) things to see in Auckland□

d) night-life in Auckland□

e) for water lovers□

f) New Zealand’s largest city□

Answers: 25341

III. Post-Reading

Match this information with the words in blue in the text. These are called “hot words”. On a real internet page you can “click” on these words to get more information.

1 New Zealand produces iron and steel, machines and cars.

2 The first people of New Zealand came from other Pacific islands.

3 The capital of New Zealand is on the Cook Strait, which separates the two islands.

4 This bridge is one of the city’s most famous sights. It was built in 1959.

5 New Zealand does not allow nuclear materials anywhere in the country.

1 business and industry

2 Maori

3 Wellington

4 Auckland Harbour Bridge

5 nuclear-free zone

IV. Vocabulary

1. population n. 人口；（动物的）种群；住在某一地区的人；生长于某一地区的动物

What is the population of this city? 这个城市的人口是多少？

The population in these villages still uses well water.住在这些乡村里的人依然饮用井水。

2. locate vt. 找到…位置 ；设置；住（在）

I can not locate the shop. 我找不到这家商店。

The new building will be located in the center of town. 这座大楼将建在市中心。

Their factory is located at the foot of the mountain. 他们的工厂坐落在山脚下。

3. settle vt., vi. 定居；使定居；安置；安顿；落下；栖息；使平静，使安静，使镇静

My son has settled happily in America. 我儿子已在美国愉快地定居了。

We are settled in our new home. 我们住入新居。

The insect settled on a leaf. 一只昆虫落在一片树叶上。

Wait until the excitement has settled down. 等到兴奋的情绪镇静下来再说。

V. Speaking

Imagine you have a weekend in Auckland. Choose places you would like to visit and things you would like to do. Then work in pairs. Plan a weekend together in Auckland.

Example

A: Why don’t we visit Auckland Museum on Saturday morning?

B: That’s a good idea. Do you fancy going to the beach after that?

Tell the class what you have decided to do.

VI. Words and Expressions

59. tourism

tourist n. 旅游者；观光者 ( someone on holiday; who travels around to see places )

Thousands of tourists arrived in China last week. 成千上万的游览者在上星期到达中国。

Many tourists go to France and Italy in summer. 夏天很多旅游者去法国和意大利。

The foreign tourists marvel at the fine view of the West Lake. 外国旅游者惊叹西湖的优美景色。

a tourist agency 旅行社 tourist party 观光团

a restaurant catering to tourist 专供旅游者就餐的饭店

60. guide v. 领路；带领 ；n. 向导；指南 ( to show the right way; to lead ； a person or book which shows you where to go ；n. something that helps you to do things, etc. )

He guided us through the forest. 他领我们穿过了森林。

He flashed a torch to guide me. 他打手电给我引路。

The dog guided the blind man across the road. 那条狗领着盲人过马路。

Teachers should guide the students in their studies. 教师应当指导学生们的学习。

This is the guiding principle in our work. 这是我们的指导原则。

It’s an important guide to the study of science. 它是学科学的重要指导。

He volunteered to act as a guide to the Palace Museum. 他自动提出充当游故宫的向导。

a guide to farming 耕作指南 a guide to grammar 语法入门

Signposts are a guide to drivers. 路标是司机的向导。 guide post 路标

61. locate vt. 设置 ( establish or place in a particular place or position )

Where is the new factory to be located? 新工厂将设在何处？

The firm located its office in Shanghai. 这家公司在上海设置办公室。

Can you locate Paris on the map? 你能在地图上指出巴黎吗？

The soldiers located the enemy. 战士们查出了敌人的所在地方。

location n. 地点，位置 ( a position; a place )

This is a good location for a shop. 这儿是设置商店的好地点。

The film is being shot on location. 那部电影正在拍摄外景。

62. settle vt. 安置；安放 ；定居；移居 ；决定；解决 ( place or plant firmly and securely ；to make a place your home ；to decide )

He settled himself in the armchair. 他安坐在扶手椅上。

The family finally settled in South America. 这家人最后在南美定居下来。

A long time ago, a great number of English people settled in America and Australia.

很久以前，大批英国人到美洲和澳洲定居。

I settled down in the chair and went to sleep. 我在椅子里坐下来睡着了。

The children were noisy but they’ve settled down now. 孩子们刚才很吵闹，不过现在已经安静下了。

At last he settled all his bills. 最后他付清了一切账单。

The account is settled at the end of every year. 每年年底结帐。

We’ve settled that we’ll stay here three days. 我们已经决定在这里住三天。

The question will be settled tonight. 这个问题将在今晚解决。

vi. 定居 ( take up residence )

settle in London 定居于伦敦

I can’t make up my mind where to settle. 我不能决定定居何处。

The weather has settled at last. 天气终于稳定下来（不再多变）了。

He cannot settle to anything. 他不能专心做任何事。

I can’t settle finally till I know more details. 直到我了解更多细节我才能决定。

A butterfly settled on his arm. 一只蝴蝶停在他手臂上。

settlement n. 解决（方案）； 拓居地；定居点；新住处 ( agreeing about something after discussing it ；group of homes in a place where no people have lived before )

After long talks about pay, the managers and workers reached a settlement.

就工资进行长期谈判后，劳资双方达成一项解决办法。

The first settlements were on the east coast of America. 最初的殖民地是在美洲的东海岸。

The Pilgrim Fathers made a settlement in America. 首批清教徒在美洲开拓了一个殖民地。

63. central adj. 中心的；中央的 （ in the middle of something ）

The Party Central Committee is leading us on the new long march.

党中央正在领导我们进行新的长征。

Piccadilly is in central London. 皮卡迪利广场在伦敦市中心。

64. suburb n. 郊区；郊外 （ one of the outside parts of a town or city ）

Wimbledon is a suburb of London. 温布尔顿是伦敦的一个郊区。

I live in the suburbs of Taipei. 我住在台北市郊。

65. zone n. 地区（特别指在城镇）；地带 （ an area of ground (especially in a town) ）

A war zone is a district where fighting is going on. 战区就是进行战争的地方。

a buffer zone 缓冲地带 a combat zone 交战地带

the cotton zone in America 美国的植棉地区 a danger zone 危险地带

frigid zone 寒带 a malaria zone 疟疾流行地区

a neutral zone 中立地带 a “no passing” zone 禁止通行地区

a residence zone 住宅区 a safety zone 安全地带

a school (business) zone 文教（商业）区 the temperate zone 温带

torrid zone 热带 a war zone 交战地带 a wheat zone 产麦区

66. volcano n.[C] 火山(mountain with a hole in the top where fire, hot rock, ash, and gas come out)

Vesuvius is a volcano. 维苏威山是一座火山。

67. as well as 既……也（又）；不仅……而且 ；同样；同样好地 （ and also ；in as good a way as ）

He has experience as well as knowledge. 他既有学识又有经验。

She’s clever as well as beautiful. 她不但漂亮，而且聪明。

He has experience as well as knowledge. 他既有知识又有经验。

Scott has a flat in London as well as a house in Edinburgh.

斯科特不仅在爱丁堡有座房子，而且在伦敦有个套间。

I, as well as you, know that. 我和你一样，也知道那件事。

He said he could sing as well as the birds. 他说，他和鸟儿一样能唱歌。

He can speak English as well as you do. 他说英文和你说的同样好。

68. harbour n. 港；港口 （ place where ships come to land safely ）

At daybreak we entered Shanghai harbour. 我们在拂晓时进入了上海港。

69. view n.[U] 看见；视域；眺望 （seeing or being seen ）

The Great Wall came into our view. 长城出现在我们眼前。

The speaker stood in full view of the crowd. 演讲者站在大家能看得到的地方。

n.[C] 观看的地方；景色，风景 （place that you look at; picture or photograph of a place）

The view from our house is very beautiful. 从我们的房子看出去，风景很美。

What a wonderful view from your window! 从你家的窗子里看，这一带景色美丽极了！

We had a good view of the town from the top of the hill. 从山顶上我们清楚地看到了全城景色。

n.[C] 观点；见解，意见 （ opinion, what you believe or think about something ）

He holds strong views on race. 他对种族问题的观点很鲜明。

I take a different view of it. 我对这有不同的看法。

With a view to the study of the most modern books, he joined the local library.

为了阅读最新的书籍，他加入了地方图书馆。

vt. 观看，视察 （ look at ）

He determined to view the rooms behind the office. 他决心去看看办公室后边的那些房间。

I view his conduct in the gravest light.我很看重他的行为。

They are viewing the map. 他们在看地图。 They are viewed as models. 他们被看作模范。

The subject may be viewed in various ways. 这问题可用不同的方式考虑。

view at this angle 从这个角度进行考虑

things viewed critically 批判地看待的事物

viewed historically 从历史上考虑

view it optimistically 乐观地估计这件事

view the problem from all angles 全面地考虑问题

70. sunshine n.[U] 阳光；日照 ( bright light from the sun )

The sunshine didn’t last long. 日光照耀的时间并不长（阳光从云后出来的时间不长，又隐没了）。

Come out into the sunshine and play. 出来到阳光底下来玩。

We haven’t had much sunshine this week. 这个星期我们没有看到多少阳光。

the sunshine of her smile 她那令人愉快的微笑

71. average n.平均数 ；平常；一般标准 ( the middle value of a set of numbers ； the usual sort or amount of; the common standard )

The average of 4,5 and 6 is 5. 4、5和6的平均数为5。

The average of 4 and 8 is six. 八和四的平均数是六。

His record is above the average in the class. 他的成绩在班里中等以上。

His pay is below the average. 他的工资低于一般水平。

adj.平均的 ；普通的；平常的 （ mean; middle ； ordinary; usual ）

The average age of the boys in this class is twelve. 这个班学生的平均年龄为十二岁。

The goods are of average quality. 这些货物质量一般。

The average man is not interested in this subject. 普通人一般对这题目不感兴趣。

vt. 求平均数 （ find the average of ）

If you average 4,6 and 11, you get 7. 你如将四、六和十一平均之，你即得七。

We average eight hours a day. 我们平均每天工作八小时。

The writer averages two stories a month. 那作家平均一个月写两个故事。

up to the average 达到一般水平

72. regular adj. 经常的；定期的，有规律的；固定的 （ happening again and again at the same time, usual or at fixed times, etc.; not changing or stopping ）

Sunday is a regular holiday. 星期日是例假。

I wish my working hours were more regular. 我的工作时间能更正常一些就好了。

He has no

篇5：Unit 1 Cultural relics (新课标版高一英语必修二教案教学设计)

Unit 1 Cultural relics

Period 1: Words and expressions from Unit I Cultural Relics

cultural

adj. 文化的 a cultural independence / cultural exchange

relic

n. sth. old that reminds us of the past遗迹；古物 unearthed cultural / a relic of early civilization

survive

vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着 survive the traffic accident / survive all her children

remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3. It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。

state

n. 国家；政府；州；状态 state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，调查 look into the matter / look into the event

rare

adj. 稀罕的；稀有的；珍贵的 the rare air of the mountains / rare metals / a rare book

dynasty

n. 朝代；王朝 the Qing Dynasty / the Tudor dynasty in England

belong to

to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me

in search of 寻找 in search of the cure to the disease / in search of the lost boy

amber

n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber

gift

n. 赠品；礼物；天赋 birthday gifts / gift vouchers / a gift for music

melt

vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water

heat

n. vt. 热；热度；把……加热；使激动 the body heat/ the heat of a debate/ heat soup for lunch

design

n. a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案 vt. to imagine and plan out in the mind设计；构思 curious in design / make a design for a monument; design an engine / design dresses for a queen

fancy

adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好 a fancy price / fancy goods / fancy his coming /fancy herself still young

style

n.风格；风度；类型 do things in style / in the style of / out of style.

jewel

n.珠宝；宝石 precious jewels / a jewel necklace

in return(for): in exchange (for); in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt

light

vt. vi 点火，照亮 light a cigarette / light a torch/ light sb. on his way

mirror

n. 镜子；反映 a driving mirror / look in the mirror/ a mirror of the times

wonder

n. 奇迹；惊奇 the wonders of nature/ It’s no wonder. /in wonder

at war 处于交战状态 be at war / have been at war for long

remove

vt. to take away(from a place); take off移动;脱掉；除去remove the cloth from the table / remove one’s hat; You’ve got to remove your shoes before you enter the room.

furniture

n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece of furniture

secretly

adv.秘密地；背地里 have a talk secretly/ take an action secretly

wooden

adj. 木制的 a wooden bridge/ a wooden chair

doubt

n. 怀疑；疑惑；vt.怀疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether

mystery

n.神秘；神秘的事物 make a mystery of matter / dive into the mysteries of

apart

adv. 分离；分别地 miles apart / stand apart / keep apart from take apart 拆开 take apart the machine / take sb. apart

trial

n.审判；审问；试验 hold a trial / trial by a military court / give sb. a trial

consider

vt.1. to think about; examine考虑；思考I’m considering changing my job. We’ve decided to move and are considering a new house in Beijing. 2. to regard as认为I consider you a fool. I consider it a great honour to be here with you today. The boss considered Tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；If you consider (the fact) that she’s only been studying English a year, she speaks it very well.

opinion n.意见；看法；判断 give one’s opinion / in one’s opinion / depend on one’s opinion

evidence n.根据；证据；证物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence

prove vt. 证明；证实 vi. 原来是；证明是 prove its truth / prove sb to be / be proved to be

pretend vt.假装；装扮 pretend to be / pretend that

think highly of 看重；器重 think highly of his deeds / think highly of his character

treasure n.财宝；财富；珍品 a store of hidden treasure / collect many treasures

besides adv. in addition, also此外;而且I don’t want to go; besides, I’m tired. I met some friends and other people besides. I don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 I have a few friends besides you. There were three others present at the meeting besides Mr. Day.

Period 2: A sample lesson plan for Reading

(IN SEARCH OF THE AMBER ROOM)

Aims：

To read about cultural relics

To learn about The Restrictive and Non-Restrictive Attributive Clause

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

B. Are all the old things cultural relics?

C. What is the definition and classification of cultural relics?

D. To whom do cultural relics belong?

Keys for reference:

A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

B. No, not all the old objects are cultural relics.

C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.

D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.

Warming up by presenting

Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A. Can you name them out?

B. Who have the right to confirm and classify them?

Keys for reference:

A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.

B. Only an international professional organization from UN has the authority to confirm and classify them.

Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation - to make a difficult choice?

Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

Keys for reference:

A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.

B. People get to know these. If these relics could not be found again, they would be rebuilt by people.

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the Amber Room”?

Keys for reference:

I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.

I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the Amber Room: design, colour, shape, material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on

5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

Keys for reference:

This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from IN SEARCH OF THE AMBER ROOM

look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…

5. Reading and transferring information

Read the text again to complete the table, which lists all the numbers in the text.

NUMBER MEANING

1716 Frederic William gave the Amber Room to Peter the Great as a gift.

1770 Catherine Ⅱ had completed the adding to the Amber Room in this year.

1941 The Nazi German army stole the Amber Room in this year.

The rebuilding of the Amber Room was completed in this year.

7000 Tons The total weight of the ambers used to make the room.

55 The number of soldiers given to the king of Russia in return.

600 The number of the candles lighting the Amber Room.

2 The two countries: German and Russia.

2 In two days the Amber Room was removed to a German city.

100,000 The Amber Room was dismantled into 100,000 pieces

27 27 wooden boxes were used to contain the pieces of Amber Room.

300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city

6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class:

Names of people Names of places

Frederick Ⅰ Prussia

Frederick William Ⅰ St.Peterburg

Peter the Great Konigsberg

Catherine Ⅱ Winter Palace

Summer Palace

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

Closing down by having a discussion

A. Can you imagine the fate of the Amber Room? What is it?

B. Do you think if it is worthwhile to reproduce the Amber Room? Why?

Keys for reference:

A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.

B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

Colour Style Shape

owner present move to winter palace

add to more details remove to pieces

put on trains remain a mystery 300th birthday

Period 3: A lesson plan for Learning about Language

(The Restrictive and Non-Restrictive Attributive Clause)

Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.

Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

II. Learning about Attributive Clause

1. What is an adjective Clause?

An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:

Adjective

the red coat

Adjective clause

the coat which I bought yesterday

Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:

informal

The books people read were mainly religious.

formal

The books that people read were mainly religious.

informal

Some firefighters never meet the people they save.

formal

Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking about the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the student who borrowed the book

The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met?

The clause modifies the noun “author” and answers the question “which author?”.

2. Restrictive & non restrictive clauses

Do the following pairs of sentences mean the same thing?

1a My uncle, who lives in London, is very rich.

2b My uncle who lives in London is very rich.

2a The policies, which were unpopular, were rejected by the voters.

2b The policies which were unpopular were rejected by the voters.

3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.

3b My niece whose husband is out of work will inherit the house which I have always treasured.

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).

3. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English.

Use (b) as an adjective clause. Punctuate carefully.

1) (a) An antecedent is a word. (b) A pronoun refers to this word.

An antecedent ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.

The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.

The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.

In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.

The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.

At the end of this month, scientists ____

7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

According to many education officials, ‘math phobia’ ____

8) (a) The art museum hopes to hire a new administrator.

(b) Under this person’s direction it will be able to purchase significant pieces of art.

The art museum ____

9) (a) The giant anteater licks up ants for its dinner.

(b) Its tongue is longer than 30 centimeters (12 inches).

The giant anteater ____

10) (a) The anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute.

The anteater’s tongue ____

III. Closing down by taking a quiz

Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.

1. As many children came were given some cakes.

A. that B. as C. who D. whom

2. The visitors saw rows of houses the roofs are red.

A. on which B. of which C. where D. that

3. I usually take a nap after lunch, is my habit.

A. which it B. as it C. as D. that

4. Please tell me the way you did the job.

A. how B. where C. which D. in which

5 Is this museum some German friends visited the day before yesterday?

A. the one B. which C. that D. where

6. The farmer uses wood to build a house to store grain.

A. in which B. where C. that D. with which

7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.

A. when, which B. that, which C. when, that D. which, that

8. Little has been done is helpful to our work.

A. that B. what C. which D. all that

9. Perhaps this is the only market you can get such cheap goods.

A. that B. of which C. by which D. where

10. We’ll put off the outing until next week, __ we won’t be so busy.

A. when B. which C. at which D. in that

Key: 1~10：BBCDA ABADA

Period 4: A lesson plan for using language

Aims:

To learn to tell facts from opinions

To write a reply letter

To listen and speak about cultural relics

Procedures

I. Warming up by questions

Morning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:

A. What does it mean when you say, “It is a fact”?

B. What does it mean when you say, “It is an opinion”?

Keys for reference:

A. A fact must be real, objective and without any personal judgment. So it can be proved.

B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.

Warming up by questioning

Turn to page 5. Read the passage and tell me:

A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

B. What makes a judge decide which eyewitnesses to believe and which not to believe.

Keys for reference:

A. Searching for facts of course. The more, the better.

B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.

II. Guided reading

1. Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Reading and translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

Collocation from Using Language on page 5

in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money

4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船

5. Sharing and Correcting

Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?

Keys: What they heard, saw, did are facts. And what they believe are opinions.

6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of …?

Do you believe …?

How can you be sure of …?

How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…

7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:

A. What is the best evidence?

B. How can we know which eyewitness is most believable?

Keys:

A. The best evidence is factual and is given by a person who is believable.

B. The most believable eyewitness is the one who has nothing to gain from telling a lie.

Well done. Let’s come to the discussion “Which person gave the best evidence?”

Keys fore reference:

Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.

Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.

Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.

8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:

A. What’s Johann’s opinion about the Amber Room?

B. What’s his father’s opinion about the things found by him?

C. What happened to Johann when she was a pupil?

Keys:

A. Johann thinks the people who find the Amber Room should keep it for them own.

B. His father thinks as Johann does.

C. She found a little money and kept it to himself.

9. Completing the letters A & B and then giving your own letters

When you write your letter, you may choose to agree or not agree with the writer.

You must give a reason why you agree or don’t agree with the writer.

Be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.

Closing down by dictation

The design for the room was of the fancy style popular in those days.

The room served as a small reception hall for important visitors.

The man who found the relics insist that it belongs to his family.

The room was completed the way she wanted it .

It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.

After that, what really happened to the Amber Room remains a mystery.

In a trial, a judge must decide which eyewitnesses to believe and which not to believe.

Is it something that more than one person believes?

A fact is anything that can be proved.

An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教学资源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

Main idea of the passage The history of the Amber Room

General idea of 1st Para The simple description of the Amber Room

General idea of 2nd Para The present sent to the Czar

General idea of 3rd Para The detail adding and relocating of the Amber Room

General idea of 4th Para The stolen of the Amber Room in World War Ⅱ

General idea of 5th Para The rebuilding of the Amber Room

II. A tree diagram

The Amber Room: the best and biggest work of country’s best Prussian artists

Para.1

Section 2: Background information on culture relics

I. What is a culture relic? 何谓 “文化遗产”?

Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产

本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：

◆Mount Taishan(泰山)，listed as a world cultural and natural site in 1987.

◆The Great Wall(长城)，cultural site, 1987.

◆The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宫、沈阳故宫)，cultural site, 1987,2004.

◆The Mogao Caves(敦煌莫高窟)，cultural site,1987.

◆The Mausoleum of the First Qin Emperor and the Terracotta Warriors(泰始皇陵及兵马俑坑)，cultural site,1987.

◆The Peking Man Site at Zhoukoudian(周口店北京猿人遗址),cultural site,1987.

◆Mount Huangshan(黄山),cultural and natural site,1990.

◆The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜区),natural site,1992.

◆The Huanglong Scenic and Historic Interest Area(黄龙风景名胜区),natural site,1992.

◆The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区)，natural site,1992.

◆The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山庄及周围寺庙),cultural site,1994.

◆The Temple and Cemeter of Confucius and the Kong Family Mansion in Qufu (曲阜孔府、孔庙、孔林)，cultural site,1994.

◆The Ancient Building Complex in the Wudang Mountains(武当山古建筑群),cultural site,1994.

◆Historic Ensemble of the Potala Palace, Lhasa(西藏布达拉宫),cultural site,1994.

◆The Lushan National Park(庐山)，cultural site,.

◆Mount Emei and the Leshan Giant Buddha Scenic Area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.

◆The Ancient City of Pingyao(平遥古城),cultural site,.

◆The Classical Gardens of Suzhou(苏州园林),cultural site,1997.

◆The Old Town of Lijiang(丽江古城),cultural site,1997.

◆The Summer Palace(颐和园),cultural site,.

◆The Temple of heaven：an Imperial Sacrificial Altar in Beijing(天坛),cultural site,1998.

◆Dazu Rock Carvings(大足石刻),cultural site, .

◆Mount Wuyi(武夷山),cultural and natural site,1999.

◆Mount Qincheng and the Dujiangyan Irrigation System(青城山一都江堰),cultural site,.

◆Aucient Villages in Southern Anhui-Xidi and Hongcun(安徽古村落一西递、宏村),cultural site,2000.

◆Longmen Grottoes(龙门石窟),cultural site,2000.

◆Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寝),cultural site 2000.

◆Yungang Grottoes(云冈石窟),cultural site,2001.

◆Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003.

◆Capital cities and Tombs of the Ancient Koguryo Kingdom(高句丽的王城、王陵和贵族墓葬),cultural site,2004.

Unit 2 The Olympic Games

Period 1: Section 3: Words and expressions from unit 2 THE OLYMPIC GAMES

Aims: Learn about the words and read the words.

Important points: The pronunciation and the use of some words.

Difficulties: Usage of “admit” and “promise”.

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: He acted as host to his father’s friends. China is the host country for Olympic Games. v. be the host of or for: We hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.

replace

v. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.

relate

v. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.

advertise

v. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for; try to sell (a product)

promise

n. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about; tell in advance

Period 2-3:A lesson plan for reading (AN INTERVIEW)

Aims

To talk about the history of the Olympics games

To read an interview about the Olympic Games

Procedures

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

For reference:

1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc.

In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008.

3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels.

The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience.

The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the winter Olympic Games. She is a famous skating player.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Then let’s come to the differences.

The similarities

① Both are held every four years.

② Both are held not for money but for honour.

③ The beliefs are the same. They are: Swifter, Higher, and stronger.

④ Men are allowed to take part both in ancient and modern Olympics.

⑤ Some events are the same, such as running, jumping, shooting and thowing.

The Differences

① There were not winter Olympics in the past.

② Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.

③ Only men were allowed to take part in the past, now woman are also allowed.

④ In the past, winners got the olive wreath as the prize. Now competitors compete for medals.

⑤ The events and athletes in modern time are more than those in the past.

⑥ There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. But there were not in the past.)

5. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from AN INTERVIEW

take part in…, gold medals, the spirit of…, be held, in order to, host the Olympic Games, on a magical journey, find out, the present day Olympic Games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

Closing down by discussing

You know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?

For reference:

It is worthwhile to host the Olympic Games. To host Olympic Games can make our country known to the whole world. To host Olympic Games can make our culture and people understood by the other peoples. To host Olympic Games can stimulate the developing of our economy.

Closing by imagining

Imagine what we will do and what we can do for the 29th Olympic Games now.

For reference: Maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. So at present we should study hard. Especially we should try our best to learn English well.

Closing down by narrating

We can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?

For reference: The ancient Olympic Games began in Greece and were held from 776 B.C. to A.D.393. It was held every four years. At that time, there were not so many sports as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The motto was swifter, higher and stronger.

The modern Olympic Games began in 1891. They’re held every four years. There are many new sports in the Olympics. In the summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very important role. Now the competitors compete for medals. The motto is swifter, higher and stronger.

Closing down by summarizing

As we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.

Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.

Period 4: A lesson plan for Learning about Language

(The Future Passive Voice)

Aims：

To learn about future passive voice

To discover useful words and expressions

To learn the methods of words formation

Procedures

I. Warming up

Warming up by dictating

There are several important sentences in this unit. Let’s dictate them. If you can’t, learn them by heart after class.

① When and where will the next Olympic Games be held?

② I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.

③ All countries can take part if they reach the standard to be admitted to the games.

④ The next Olympic Games will be held in my hometown.

⑤ It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

Warming up by discovering useful words and expressions

Turn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.

II. Learning about word formation

1. Do exercise 4 and discover the rules.

Turn to page 12 and find out the rules of word formation.

By adding -ing to a verb, we can change the verb into a noun.

That means we can change “doing some sport” into “the name of the sport”.

By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.

2. Means of word-formation in general

Affixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

III. Learning about Present Future Passive Voice

Turn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.

For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ Closing down by summarizing

1.Present future passive voice (take “ask” for example)

Affirmative Negative Interrogative

I

You

He/she/it will be asked

We will (shall)

You/They will I

You

He/she/it will not be asked

We will (shall) not

You / They will not Will (shall) I

Will you

Will he/she/it be asked

Will (shall) we

Will you / they

2.The passive Voice of phrasal verb

Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.

But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:

At last they put out the fire. At last the fire was put out.

They will put up a notice on the wall. A notice will be put up on the wall.

Have you sent for a doctor? Has the doctor been sent for?

I have never heard of such a thing before. Such a thing has never been heard of before.

We must take good care of the children here. The children must be taken good care of here.

His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.

Period 5-6: A lesson plan for using language

Aims:

To read about the ancient Olympic Games

To listen and talk about hobbies

To write about hobbies

Procedures

1. Warming up

Warming up by introducing

Hi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.

Warming up by sharing

Now, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.

Prometeus 普罗米修斯 -- a son of the former chief God

Sphinx斯芬克斯 -- a being with a human face but a lion body

Pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

Zeus宙斯-- the chief God who governed the world

Hera 天后-- the wife of Zeus who governed the love

Ⅱ. Guided reading

1. Reading and judging

Read the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.

2. Reading and answering

Read the text again, and answer the following questions.

A. What was Atlanta’s problem?

B. What were Atlanta’s rules?

C. What was Hippomenes’ amazement?

D. What made Hippomenes change his mind?

E. Whom did Hippomenes turn to for help?

F. Can you guess what was the ending?

For reference:

A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.

B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.

C. Hipppomenes could not understand why so many young men wanted to risk their lives.

D. Atlanta’s beauty made him understand his amazement and change his mind.

E. He turned to the Goddess of love for help.

F. Hippomenes was killed because of losing his race.

G. He ran faster than Atlanta and married her.

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE STORY OF ATLANA

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. Listening

For listening turn to page 15 and be ready to do exercises 1.

First read the questions carefully and imagine what is the listening about.

When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.

5. Acting

Next we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?

Who will be Alanta’s father, the old king?

Who will be the Goddess of Love?

Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.

A text play of THE STORY OF ATIANTA

Time: one morning in spring

Place: at the palace

People: the old king(K), the princess (A), the young man (H), the Goddess of love (L).

F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.

A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.

F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?

A: I won’t marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in)

H: Oh, my kindest king and my prettiest princess!

I’ll marry the princess. I’ll compete with you.

A: Do you know the rules?

H: Yes, princess!

F: Oh, young man! Go away! You can’t win her. You are only losing your life!

H: No, I want a try!

F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)

L: Oh, young man, what’s the matter? Why are you so sad?

H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?

L: Ok, young man. Do you really want to marry her and love her?

H: Of course. She is so beautiful.

L: Ok, it is easy. Take these three golden apples.

Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.

H: Oh, thank you, my Goddess!

(Hippomenes returns to the palace)

K: Well, young man, why are you here again?

H: My kindest king. I want to marry her and run against her!

K: Well, young man. I repeat. Don’t be silly! Go away!

H: No. I love her. I will marry her － or die!

6. Speaking

Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.

Which do you like, sport, music or collection?

Which of the sports do you like best?

What is your favorite sport?

Are you interested in table tennis?

After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

Why do you like this sport / music / collection?

When do you begin to like it?

What’s enjoyable about the hobby?

What have you learned from the hobby?

III.Guided writing

1. Writing an imagined dialogue

Groups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…

2. Writing a description

Turn to page 16 and follow the direction to write a description of your favorite hobby.

Here is an example:

Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.

You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.

IV. Closing down by finding information

Go to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.

Part Two: Teaching Resources

Section 1: The writing style of the reading AN INTERVIEW

Type of writing Conversational style

Main idea Comparing the differences between Ancient and Modern Olympics

Characteristics By comparing and contrasting

Section 2: Background information on the Olympic Games

I. Events of the Moden Olympic Games

Archery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling

II.Olympic Traditions

The Olympic Anthem

The Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.

The Olympic Motto

The Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,1894.Later, the International Olympic Committee formally adopted this phrase as the official motto of the Games.

The Olympic Creed

The Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”

The Olympic Flag

It was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.

Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.

The Olympic Oath

“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.

The Olympic Flame

The Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.

The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

The Torch Relay

During the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.

Unit 3 Computer

Part One: Teaching Design (第一部分：教学设计)

Period 1: Words and expressions from Unit 3 Computers

Aims: Learn about the words and read the words.

Important points: The pronunciation and the use of some words.

Difficulties: Usage of “admit” and “promise”.

common

n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): Every Saturday Jean went riding on the village common. Harlow Common is very beautiful in winter.哈洛公园在冬天时风景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: The common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.

simple

n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota

篇6：Unit 4 Teaching Plan (新课标版八年级英语上册教案教学设计)

Lesson 13

Teaching Objectives:

1. Master the comparative and superlatives of adverbs.

2. the comparative forms of long adjectives.

Language Focus:

fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to

Properties: Tape recorder, overhead projector, flash动画

Teaching Procedures:

Step 1 Revision

Revise be going to.

Ask individual students to open the door, close the window and do other classroom duties. As they stand up to obey, ask What are you going to do? Then ask the class What is he/she going to do?

Step 2 Presentation

Showing the picture of a farm by the overhead projector.

Ask What is this? What can you see on the farm? What kind of work is there on the farm?

Let the students to talk about the farm.

生活在农村的学生，可以让他们谈谈自己的农场情况，有多少种动物，农场的生活情况。

Step 3 Read and act

Get the students to look at the picture on page 16 and describe it.

Teach the new words about the animals on the farm.

Play the tape for the students to listen and ask How many kinds of animals are there on the farm?

Explain the language points:

have to, the plural form of sheep.

Explain the comparative of long adjectives. Give more examples, “My coat is beautiful. Her coat is more beautiful than mine.”

Play the tape again for the students to listen and repeat.

Have them work in pairs to practise the dialogue. Then ask some pairs to act it out in front of the class.

Step 4 Presentation

Call three students to the front and say, “Mary works hard. Lisa works harder than Mary. Lucy works harder than Lisa. Lucy works hardest of the three.”

Say another group of sentences and get the students to repeat, “Linda gets up early. Kate gets up earlier than Linda. Green gets up earliest of all.”

Step 5 Read and learn

Showing the students the picture of Part 2. Let them to describe the pictures with the comparative and superlatives of adverbs

Play the tape for the students to listen and repeat and check their answer.

Step 6 Exercise

Complete the sentences.

1. 我母亲的工作是照看孩子们。

My ______ ______ is ______ ______ ______ ______.

2. 你在家得做些什么？

What ______ you ______ to ______ at ______?

3. 让我帮助你喂鸡。

______ me ______ you ______ the chickens.

4. 吉姆在他们班上每天早晨到校最迟。

Mike ______ ______ school ______ ______ in their class every morning.

Answers:

1.mother’s job, to look after children 2.do, have, do, home 3.Let, help, feed 4.gets to, the latest

Step 7 Homework

1. Make a group of sentences to compare things.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower

教案点评：

利用幻灯片打出农场的图片，让学生了解农场导入本课关于谈论农场的对话的教学，通过图片的描述教学副词比较级。

Lesson 14

1． 教学目标；

（1）使学生掌握本课重点词组和单词：agree with, in winter, in summer, hear doing, play with.

（2）使学生掌握形容词和副词的比较级和最高级的用法和句型

Which do you like better, A or B? I like A better than B.

Which do you like best, A, B or C? I like A best.

（3）使学生学会介绍和比较中美两国农场的差别。

2．教具：Recorder and pictures.

3．教学过程：

Step 1 Revision

（1）写出下列单词的形容词和副词的比较级和最高级形式：High ,bright, interesting, good, beautiful, delicious, fast.

（2）出示图一：教师根据图片进行提问：

What kind of sport is it?

Which one is riding faster?

Which one is riding the fastest?

出示图片二：Who is taller? Who is the tallest in the three?

Which one is running faster?

Which one is running the fastest?

Is the second sport man running quickly?

Who is younger? Who is the youngest?

Which sports do you like better, the cycling or the running?

（3）复习第13课的对话，让学生回答以下问题：

Where do Ji Wei and Jone live?

What kind of animals are on Ji Wei’s farm?

What kind of work does he do then?

Step 2 Leading - in

Show students pictures of farms in China and America. They talk about the pictures first, then talk about the questions given in pre - reading in small groups. Teacher calls one group to do it as a model.

Step 3 Presentation

Part 1 Pre –read

（1）Show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. Draw a tractor on the blackboard and teach the word “tractor”. Ask them where people use that. Help them to say “in the country” or “in the field” or “on the farm”. Imitate the sound and teach the word “bleat”. Use a picture to teach “lake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, We can skate on the ice.”

（2）让学生就书上的问题分组进行讨论。教师可以进行巡视指导。

（3）教师检查一组学生的讨论结果。

Part 2 Read

（1）Students read the article silently and answer questions

1. What’s the difference between Ji Wei’s farm and John’s farm?

2. Which play does Ji Wei like better, the city or the country? Why?

3. How about John?

4. Who is Cody? Say sth about Cody.

（3）学生阅读课文并找出课文中的生词和难点。教师进行讲解。

agree with, hear sb doing sth …

（4）教师让学生把这两个农场进行比较.总结相同点和不同点.

Chinese farm American farm

Small, grow more rice than American Big, grow more corn than Chinese, have more tractors and machines, have more animals

Step 4 Practice

（1）教师讲解句型：

Which do you like better A or B? I like A better than B.

Which do you like best A，B，or C ? I like A best 。

学生通过例子比较两个句型的区别。一组句型是两者这比较，另一组句型是三者这相比较。

教师可以出示一些实物如足球，篮球，排球等或红白蓝等颜色使用上句型进行叙述。

（2）Write the topic “The city or the country” on the blackboard for the students to discuss in pairs. (They may read the dialogue in the book as a model) Encourage students to use dictionaries to help them add new reasons. Point out “lots of” means “ a lot of, many.”

（3）教师出示媒体动画，学生根据媒体动画对画面进叙述，教师先只让学生看字幕和图，要求学生自己配上旁白。也可以先让学生看一遍内容然后再叙述。然后学生不再看字幕只看画面进行叙述。

Step 5 Exercise

1. Fill in the blanks.

I have a good friend who lives ① the farm.

He has many ② there, dogs, pigs, cows, etc. He uses a ③ to do the farm work , because it works faster and better. He don’t have to ④ the animals because they can find food themselves. He thinks the country is ⑤ (beautiful) than the city. He can hear the birds ⑥ and sheep ⑦ . And he often play ⑧ his dogs.

2. Compare the two farms, and two boys.

Ji Wei’s parents grow ① and ② , John’s parents grow ③ and ④ . Ji Wei likes to sit and looks at the ⑤ and ⑥ . John likes to sit and listens to ⑦ . John’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.

Answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with

2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating

Step 6 Homework

（1）要求学生完成教科书90页第一题和第三题。

（2）把课文改编成一个对话

（3）To write out the article “The city or the country.”

The design of the blackboard

Lesson 14Li Wei’s farm John’s farm

use a tractor Use animals

like to sit and look at… Go fishing…

教案点评：

通过谈论运动图片复习副词比较等级的运用，展示图片引入关于中美两国农场的比较，让学生总结其特点，最后让学生谈论他们对农村和城市的看法。

Lesson 15

Teaching Objectives:

掌握形容词与副词的比较级与最高级句型的运用。

Language FOCUS:

help sb with sth like doing sth.

Eating too much is bad for you

Properties: Overhead projector, recorder

Teaching procedures:

Step 1 Revision

1. To talk about the country life.

2. Revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.

Step 2 Compare

Showing the students the pictures to compare. Saying:

The car goes faster than the bike.

The train goes faster than the car.

The plane goes faster than the train.

So the plane goes fastest of all.

Ask Who works carefully in class? Help the students to answer Jim works carefully. Ask Who works more carefully than Jim? Help the students to answer Kate works more carefully than Jim. Ask Who works the most careful of all? Help the students answer Lucy works the most carefully of all.

Write the model on the blackboard

The car runs faster than the bike.

The train runs faster than the car.

The plane runs the fastest of all

Get some pairs to present their sentences.

Step 3 Practise

Students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” Then they talk about who can do the most work, use the dialogue in the book as a model.

Give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.

Step 4 Read and complete

Students do the exercise themselves and then check the answers

(The answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)

Then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “ly” are “more + adverbs” and “most + adverbs”.

Step 5 Exercise in class

Complete the sentences

1. 公共汽车和轿车，哪个开得快？轿车。

Which goes__________ ______, the car or the bus? The car_______.

2. 所有人当中，我摘的玉米最多。

I can pick ________ ________ corns of ______.

3. 她喜欢住在乡下。

She likes ______ ______ the country.

4. 迈克经常读书到深夜。

Mike often reads ______ ______ ______ ______.

5. 我认为住在城市比城镇有趣得多。

I think ______ in the city is ______ ______ ______ than in the town.

6. 她经常帮她阿姨干农活。

She often ______ her aunt ______ the farm work.

Answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do

Step 6 Homework

1. Preview new lessons.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 15 more the quickest the earliest The car runs faster than the bike. The train runs faster than the car. The plane runs the fastest of all

教案点评：

本课主要是以学生练习为主，通过图片展示让学生进行比较等级的训练。

Lesson 16

Teaching Objectives:

掌握比较级的用法；

掌握元音/u: / /u//uE/的发音。

Language FOCUS:

/u: / u, oo /u/ u, oo, oul /uE/ ure, ua,

What are you going to do after you leave school?

Properties: Tape recorder, pictures

Teaching procedures:

Step 1 Revision

Revise the comparison of adverbs.

My mother usually gets up earlier than my father.

My father gets up earlier than I.

So my mother gets up the earliest of all.

Step 2 Spelling and pronunciation

Play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.

Use flashcards to give more words. Get them to practise the words.

Step 3 Rhyme

Play the tape for students to repeat and recite.

Read the chant together as a class.

Then divide the class into two groups to practise the chant.

Step 4 Listening

Play the tape for the students to listen. First make sure the students understand the meaning of the passage.

Then play the tape again and answer the questions.

Step 5 Word puzzle

First explain the word haystack means a large pile of hay firmly packed for storing.

Then students find out the words in pairs.

Step 6 Reading

Play the tape for the students to listen. Ask What is John going to do after he leaves school?

Students read the text silently and ask them for the main idea of the passage.

Play the tape again and answer the following questions.

1. Where are Ji Wei and John now?

2. What are they talking about?

3. Where did they do just now?

4. What is John going to do after school? After college?

5. What does he want to learn at college?

6. Who is following them?

Explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .

Step 7 Writing

Showing the students the picture of Aunt Peggy’s farm. Get them to look at the picture carefully. First have them talk about the picture. Then have them write one paragraph about the picture individually.

Step 8 Checkpoint

Revise the adjectival and adverbial comparatives and superlatives.

Read the useful expressions.

Step 9 Exercise in class

Complete the words, using the proper words.

Different people have different ideas.

O______ people like life in the country, but y______ people don’t. They think life in the country isn't i ______. They like to go to the c______, have dinner in the r______ and s______ and dance with their friends.

My uncle and my a______ aren't f ______, but they live in the country. They grow f______ and vegetables for f ______. Every morning they will walk r ______ the fields. They can hear b ______ singing and sheep bleating. They often say, “Life in the country is much b______ now.”

Answers: Old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.

Step 10 Homework

1. To write out the description of the picture.

2. Write one passage about the city or the farm you live.

3. Finish off the workbook exercises.

The design of the blackboard

Lesson 16 What is John going to do after he leaves school?(Go to college.)

篇7：Teaching Plan for Unit Five, Module II, BNUP(北师大版高一英语必修二教案教学设计)

Warm-up

In this unit you will…

Read an encyclopedia extract and a concert review.

Listen to dialogues, a radio programme and a song.

Talk about Beijing Opera, dance and music.

Write a personal note and a concert review.

Learn how to talk about the future.

I．Look at the pictures and the Key Words.

What kinds of music and dance do you know?

Add to the lists in the Key Words box.

Key Words

Music: classical, pop, folk, jazz, rock’n’roll

Dances: disco, folk dance, ballet

Show more pictures and listen to the music.

II．Listen to the extracts about rhythm and different art forms. Match the extracts to the types of performances listed below.

Beijing Opera Rock’n’Roll Folk Dancing Ballet

Answers: 1 Ballet 2 Rock 3 Beijing Opera 4 Folk Dancing

Tape script

1．You can see the rhythm in the graceful movements of the dancer. The music is European classical music. It is very beautiful and so are the dancers. Russian dancers are famous for their skills in this art form.

2．This type of music is popular with young people all over the world. The rhythm is fast and exciting, and the music is well-known for being very noisy. Usually electric guitars play a big role in this kind of music.

3．In this historical art form, bright costumes, acrobatics and traditional music are used to tell a story on stage. The rhythm plays a part in telling the story. It can speed up and get louder, or make sudden stops to go with the action.

4．Often this form of dancing is a group activity and so the rhythm is important in keeping the dancers together. They are often performed at festivals with the dancers wearing the traditional costumes.

III．Listen to the extracts again. Which of the Key Words do the speakers use to discuss rhythm?

Key Words

beautiful, famous, loud, noisy, fast, exciting, electric, popular, historical, excited, bright, traditional, sudden, important, different

Answers:

1．beautiful, famous

2．popular, fast, exciting, noisy, electric

3．bright, traditional, sudden, loud

4．important, different, traditional

IV．Writing and speaking

What kind of music and dance do you like?

Music: classical folk jazz rock’n’roll blues

Dances: disco folk dance ballet waltz(华尔兹) hip-hop(街舞) cha-cha(恰恰) samba

tap dance(踢踏舞 ) breakdance(霹雳舞)

Why? Write a short passage to describe your opinions.

V．Words and Expressions:

1. folk n. 人们 people

Some folks like beer and some don’t. 有的人喜欢啤酒，有的不喜欢。

All young folks love to listen to revolutionary stories. 青少年们都爱听革命故事。

n. 家人，亲属 (常用 folks) family, relations

How are all your folks? 你家里的人都好吗？

n. （用于复合词中）民间的 (in compounds) of the common people of a country

She sang a folk song. 她唱了一首民歌。

folk dance

Lesson 1 Performance

Teaching aims:

To practise the vocabulary relating to concerts and performance.

To read and understand a concert review

To practise using will for decisions

To practise using time clauses with as soon as, when, before... and clause of concession with although / though

Teaching difficulties:

To practise using will for decisions

To practise using time clauses with as soon as, when, before... and clause of

Teaching Aids: computer and cassette

Teaching procedures:

I．Warming up

First listen to a song that is sung by Alanis ----everything

T: Now pop songs are popular with teenagers. Have you heard of the song?

What do you think of the song?

S:

T: Do you know who sing it?

S:

T: Teacher show the picture of Alanis ---the superstar, a true performer. Do you want to know her?

S:

T: Now let’s read an article about the superstar, and you will learn more information about her.

II．Reading

Read the concert review and match the four paragraphs with the titles.

a) the end of the concert para4 b) how the audience reacted para3

c) the songs played para2 d) the start of the concert para1

T: Ask the question: How much do you know about her?

S:

T: The Canadian rock singer and song writer, has won Grammy Awards for Best Rock Song. Her has made many albums. She become world-famous singer.

Do the exercise 3.

Read the review again and answer these questions.

III. Understanding the text

a) Correct errors

1. She is used to be in the public eye.

2. Her new album was come out in 1995.

3. On last Thursday night, hundreds of fans went to the concert held in Cambridge.

4. The 30-years-old singer is popular with young people.

5. The song tells the story of someone looks for real love.

6. The atmosphere was extremely exciting so that many people stand to cheer.

7. The Canada singer was famous in her twenties.

8. Her new album that was published last week is sold well.

Answers: 1. be改为 being 2.去掉was把come 改为came 3.去掉 on 4. years 改为year 5. looks改为 looking 6. stand 改为stood 7. Canada 改为Canadian 8. 去掉 is 把sold改为 sell

b) According to the text arrange the right order.

1. Alanis won this year’s Grammy Award or the best rock song.

2. Morissette gave a creative and powerful performance in the song ‘Utopia’.

3. Many fans went to the Corn Exchange in Cambridge, England to see her in concert.

4. Everyone in the auditorium agreed that they were greatly impressed by the concert.

5. Alanis’ album Jagged Little Pill came out

Answers: 5 1 3 2 4

IV．speaking

We know singer’s performance is important for a concert, besides singers concert need other’s stage effect , such as (show a slide)guide student to say out stage design , lighting, special effects and so on.

Have you ever watched a concert “live”, on TV or on video? Tell the class about it using the Key Words to help you.

Do the exercise 1

Show a slide, ask students to say out music style

Rock ‘n’roll

Voice your opinion

Why are pop music and rock ‘n’ roll loved by many young people

V．Vocabulary

Do the exercise 4

VI．Grammar

Do the exercise 6 and 8

Listen to the telephone conversation. Who decides to pick up the concert tickets , Sue or Ricky? What verb form do Sue and Ricky use to make sudden decisions as they speak?

Do the exercise 7

Listen again. Who said these things, Sur or Ricky?

Check these answers with the whole class and then look at the sentences, what linking words are used?

In order to help students further understand the text the teacher can ask the following questions.

1. Why can’t Ricky pick the tickets up at lunchtime tomorrow?

2. Why can’t he pick them up after school tomorrow?

3. Where does Ricky’s mum work?

4. Where is Sue going after she’s got the tickets?

Do the exercise 9, 11 and 12

VII．Language in use

Work in pairs and talk about your future plans. Use the expressions below to help you.

go to college, find a job, rent a flat, learn to drive, go on holidays, continue studying

VIII．Words and Expressions:

2. effect n. 后果，结果，影响 result, something which happens because of another thing

The brown grass is the effect of the dry weather. 草黄了是天气干旱的结果。

The effects of this illness can be very serious. 这种病的后果有时很严重。

Do you think the medicine will have any effect? 你认为这种药会有效吗？

colour effects 色彩效果 evil effect 恶果

a fatal effect 不幸的后果 sound effects 音响效果

speak with (without) effect 说话有（没有）效力

vt. 实现；产生效果 bring about; cause to happen; produce as a result of an action or process

It effected nothing. 这没有效。

be of no effect 无用 useless

All our efforts were of no effect. 我们一切努力都无用。

come into effect （指法律）实行；生效 (of a law ) become effectual

The new law has come into effect. 新法律已经实施。

When does the new timetable come into effect? 新的时刻表什么时候实行？

bring … into effect 实施 make effectual

They have already begun to bring their plans into effect. 他们已经开始实施计划。

in effect （指规则，法律等）在实施中，有效 (of a rule, law, etc) in operation

The law is still in effect. 法律依然生效。 事实上，实际上 in fact

The two words are in effect identical in meaning. 这两个词实际上是同义的。

have an effect on sth. 对…有影响，使起变化 make some change

Her illness has had a bad effect on her work. 她的病对工作有很大的影响。

3. disappoint vt. 使失望 make you sad because the things you hoped for do not happen

The book disappointed me. 这本书使我很失望。

He has disappointed his parents deeply. 他已使他的双亲深感失望。

vt. 阻碍（希望，计划等）被实现 prevent (a hope, plan, etc.) from being realized

I am sorry to disappoint your plan. 我阻碍了你的计划，很抱歉。

4. extraordinary adj. 特别的，非凡的 out of the ordinary, highly unusual, very strange

This is an extraordinary sight. 这是一特别的景象。

an extraordinary expenditure 特别支出

extraordinary weather 反常天气 a man of extraordinary talents 有惊人才干的人

5. perform vt. 做；完成；实现 do; accomplish; carry out

perform your promise 实现你的诺言

Is the new car performing well? 这辆新汽车好开吗？

He has performed all his duties. 他已履行了他全部的职责。

The surgeon performed the operation very successfully. 外科医生很成功地做了那次手术。

vt. 演出；表演 be in a play, film, concert, etc.

The dance was performed with great skill. 舞蹈表演得很高明。

What play will be performed tonight? 今晚演出什么戏？

I think the actors performed very well. 我认为演员们表演得非常好。

At what theatre did you perform? 你们在哪个剧场演出的？

Harry performed a little dance on the stage. 哈雷在舞台上表演了一个小舞蹈。

performance n. 工作；成绩 doing work; something that you do

Your performance on yesterday’s test was very good. 你昨天考试考得非常好。

n. 演出；演唱；演奏 being in a play, concert, etc.

The pianist gave a fine performance. 钢琴家演奏得很出色。

This is the old actor’s last performance. 这是那位老演员的最后一次演出。

n. 演出的时间 time when you can go to a play, etc.

Shall we go to the afternoon or the evening performance of the ballet?

这次芭蕾舞我们是看下午演出还是晚上演出？

The performance starts at 8.00. 演出八时开始。

n. 履行；执行；完成 do, carry out, carry into effect

The boy’s performance of the job showed that he had some training.

从那个男孩干的活来看，他曾经受过一些训练。

6. fan n. 扇子 something that moves the air so that you feel cool

There is an electric fan in our room. 在我们屋子里有一台电风扇。

n. 迷；狂热者 someone who is very interested in something

The football fans cheered their team. 足球迷们给他们的队加油。

My brother is a film fan. 兄弟是个电影迷。

a draft fan 通风扇；吸风扇

an electric fan 电风扇

an exhaust fan 排风机，排气风扇。

a feather fan 羽毛扇

a folding fan 折扇

7. award vt. (经过裁判、慎重考虑之后) 以<奖赏等>授与<人>; 颁发<奖赏等> [予人] ,赏给[某人]<奖赏等>[to]

The teacher awarded the boy a prize. = The teacher awarded a prize to the boy. 老师颁奖给那男孩。

A medal was awarded (to) him. 颁给他一枚奖章。

vt. (于仲裁、裁判等) 将 <赔偿金等> 判归<某人>; 裁定 <赔偿金等> [给某人],给与[某人]…[to]

The court awarded the mother custody of the child. = The court awarded custody of the child to the mother. 法院判定孩子的监护权归那位母亲。

n.[C] 奖,奖品,奖赏 ； n.[C] (对大学生之) 奖学金 ； n.[C] (损害赔偿等之) 裁定额

8. base n. 基础；底部 the lowest part of anything

The column stands on a narrow base. 柱子竖立在狭窄的地基上。

This vase falls over a lot because the base is too small. 这个花瓶常倒，因为瓶底太小。

the base of a mountain 山底

n. 基地；根据地 place to start from and go back to

That pilot travels all over the world but London is his base.

那位飞行员飞遍全世界，但伦敦是他的基地。

a naval base 海军基地

n. （数）基数 (math.)number that is a starting point for a system of numeration or logarithms

vt. 基于；以…为根据；建于…之上 rest; build; place; found(=place upon)

This song is based on an old folk tune. 这首歌曲是以一首民间小调为基础的。

Scientific theories must be based on facts. 科学理论必须以事实为根据。

The calculation is based on false data. 这计算是根据错误的数据。

9. extremely adv. 极端地,极度地 ； [用以加强语气]<口语>非常,极 (very)

It pains me extremely to have to leave you. 不得不离开你,这使我极感痛苦。

It was an extremely fine day in May. 那是五月里一个非常晴朗的日子。

He was extremely angry. 他极为震怒。

10. anger n.[U] 生气 strong feeling when you are not pleased

He shook with anger. 他气得发抖。

He is beside himself with anger. 他气得发狂。

Anger does no good. 发脾气没有用（或好处）。

I was filled with anger when I saw him kicking the dog. 当我看到他踢那条狗的时候，我气极了。

be excited by anger 大怒

part in anger 愤怒地分手

have fits of anger 不时大怒

weep through anger 因愤怒而哭泣

be flushed with anger 气得满脸通红

show anger against sb. 对某人表示愤怒

11. audience n. 听众；观众 group of people listening to a speaker, singer, etc.

There was a large audience at the theatre on Saturday. 星期六剧院里有许多观众。

She was asked to sing a folk song by a large audience. 许多观众要求她唱一首民歌。

My audience were mostly foreigners. 我的听众大部分是外国人。

12. throughout adv. 到处；全部时间 in every part; all the time

They painted the house throughout. 他们把房子全都油漆了一遍。

The timber was rotten throughout. 这块木料已整个烂了。

prep. 到处；从开始到结束 in every part of; from the start to the end of

The news spread throughout the school. 消息传遍了全校。

We laughed throughout the film. 从电影开始到结束，我们一直在笑。

He travelled throughout the whole of Africa. 他游遍了整个非洲。

The government was corrupted throughout. 这政府腐败透了。

throughout the day 整天 throughout one’ s life 终生 throughout the winter 在整个冬季里

13. impress vt. 使人得到良好印象；令人佩服 to fill someone with admiration

His acting impressed me as being somewhat artificial. 他的演技给我的印象是有点做作。

Those glorious features impressed themselves into his soul.那美丽的容貌在他心中留下了深刻的印象。

We were deeply impressed by his words. 他的话给我们留下了深刻的印象。

The old woman’s words were deeply impressed on my memory.

那位老大娘的话深深地印在我的记忆里。

We were deeply impressed with this sight. 这风景给我留下了深刻的印象。

vt. 压成印 make marks on (sth.)by pressing

A new design is impressed on the cloth. 布上印有一种新花样。

He impressed the wax with a seal. 他把图章印在蜡上。

IX．Homework

Do the exercise page 66 and 67.

Lesson 2 Beijing Opera

Teaching aims:

To practice using general knowledge to think of possible answers before listening

To practice getting the general idea when listening for the first time

To practice identifying key words to listen for

To practice asking for, giving and refusing permission

Teaching difficulties

To practice asking for, giving and refusing permission

To practice identifying key words to listen for

Teaching Aids: computer and cassette

Teaching procedures:

I．Warming up: First listen to a piece of Beijing Opera

T: What kind of music is it?

S:

T: Yes, it is our cultural treasure-Beijing Opera. What do you think of Beijing Opera? Who can sing a piece of Beijing Opera for us?

S:

T: Thank you for your wonderful performance. How much do you know about it?

S:

T: Peking opera, the best-known Chinese Opera, was developed during the Qing dynasty (1644-1911). It is a dramatic form that includes dance, theater, music, and skilled performance. Character types depend on vocal styles. Performers wear dramatic make up or masks.

T: Can you name some famous actors and actress? Who do you know is the best performer in China?

S: Cheng Yanqiu, Mang Lianliang, Qiu Shengrong and so on. Mei Lanfang.

T: show a slide of Mei Lanfang ( introduce Mei Lanfang)

T: What role do they play in Beijing Opera?

S: guide students to say out “sheng”, “dan”, “jing”, “chou”, “mask”

II．Listening

T: We have some knowledge about Beijing Opera, Now look at these exercise and give a judge firstly then listen to the cassette and check your guess.

Do the exercise 1

Show students a chart about Beijing Opera’s structure

Do the exercise 2 and 3

Do the exercise 4

Read through the Strategies with the class and see if they know how to use any of these Strategies already.

Students listen to the cassette and get the general idea. Play the cassette without pausing the first time. And ask them to answer the questions.

Do the exercise 5, 6 and 7

The teacher can draw a conclusion:

Besides Beijing Opera, there are still other National Treasures in China. They serve as a window of China. And through this window, foreigners are able to understand Chinese culture better.

III．Speaking

Do the exercise 8.

Imagine you have to ask for permission in the situations below. Think of good reasons.

Practice your oral English

Suppose Smith come from America. He is interested in Beijing Opera. As his interpreter you are introduce Beijing Opera to him. .

Do the exercise 9

IV．Writing

Write a composition to introduce Beijing Opera its history and value,

including Characters, scenes, costumes and skills needed. You can add some details, such as some names of play and famous artists.

V．Words and Expressions:

14. male adj. 男（性）的；雄性的 of the sex that does not give birth to young ones

A cock is a male bird. 公鸡是雄性家禽。

The male bird is usually bigger and more brightly coloured than the female.

雄鸟通常比雌鸟大，颜色更鲜丽。

n. 男人；雄性动物；雄性植物 man or boy; animal that cannot have baby animals; plant that does not have fruit

A bull, a cock and a he goat are males. 公牛，公鸡，公羊都是雄性动物。

female n.[C] 女子；牝兽；雌性植物 woman or girl; animal that can have baby animals; plant that has fruit

A daughter is a female child. 女儿是女性孩子。

a female flower 雌花

15. combine v. 使结合 to (cause to) come together; unite; act together

The acid and alkali are combined into salt. 酸与碱化合成盐。

We consider it necessary to combine theory with practice. 我们认为理论联系实际是必要的。

Combine each pair of sentences into one sentence, using the second as an attributive clause.

把下列各对句子结合成一个句子，用第二句作为定语从句。

In proteins, atoms of nitrogen are combined with carbon, hydrogen and oxygen atoms.

在蛋自质中，氮原子与碳、氢、氧原子相化合。

v. 联合；混合 unite; mix

Oil and water will not combine. 油和水混合不到一块儿。

Two parties will combine to defeat the third. 两党派将联合一起以击败第三党。

What chemicals combine together to form water? 什么化学元素化合成水？

The two teams combined and did very well in the sports meet.

在运动会上这两个队合并成一个队，成绩很好。

Efforts and confidence combine to make a full man. 努力与信心结合造就完人。

16. treasure n. 金银财宝；宝藏 store of gold, silver, jewels, money, or other valuable things

They were looking for buried treasure. 他们在寻找埋在地下的财宝。

Karl Marx’s works are the treasure of the revolutionary peoples.

卡尔马克思的著作是革命人民的宝贵财富。

He went to the island looking for treasure. 他到小岛上去寻找宝藏。

The pirates hid the treasure in a cave. 海盗把财宝藏在洞里。

The photo of her dead father is her greatest treasure. 她已故父亲的照片是她最宝贵的东西。

Stevenson wrote a book called Treasure Island. 史蒂文森写了一部名叫《金银岛》的小说。

hereditary treasure 传家宝

national treasure 国宝

v. 储存，珍藏；秘藏 to save or keep

He treasured all of his money. 他所有的钱都存了起来。

v. 珍惜；珍重 to value greatly

I treasure your friendship. 我珍重你的友谊。 to treasure sth. up in one’s memory 铭记某事

17. represent vt. 代表；代理；代言 to speak or act for

Words represent ideas or things. 说话代表思想或事务。

Our Party represents the interests of the people 我们党代表着人民的利益。

vt. 声称；描述 to describe or put forth as having a certain quality, value etc.

He represents himself as an expert. 他自称专家。

This painting represents a hunting scene. 这张油画展现了打猎的情景。

18. general adj. 普遍的；全体的 of all, not just of one

There is a general interest in sports. 对于运动有普遍的兴趣。

All adults can vote at a general election. 所有的成年人在普选时都有权投票。

We have a general cleaning every Saturday. 每星期六下午我们大扫除。

adj. 一般的；常有的；普通的 usual; happening everywhere or all the time

Cold weather is general in Britain in the winter. 冬天英国气候一般是寒冷的。

These courses are far above the general level. 这些课程远在一般水准之上。

adj. 大体的；笼统的 not in detail

I don’t understand everything, but I understand the general idea. 我并不全懂，但明白大意。

n. 将军 an important army officer

The general was studying a map. 将军在仔细地察看地图。

a consul general 总领事 a good general 良将

Lesson 3 Experiment in folk

Teaching aims:

To practice the vocabulary relating to music

To read and understand a newspaper article

To practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.

To express opinions and give reasons for them

Teaching difficulties:

To practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.

Teaching Aids: computer and cassette

Teaching procedures:

I．Warming up

First listen to a piece of music called “Er Qian Ying Yue”

T: Then ask students “What do you think of the music you just listen to?” “What kind of music is it?”

S:

T: Chinese folk music sounds so wonderful and special. It is our cultural treasure. Our nation is proud of Chinese folk music. We have a lot of top musicians, can you name some famous musician?

S:

T: Show some slides such as Nie Er, Xian Xinghai, Hua yanjun. Then give some information about musician and ask students to guess who it is.

1. He was born in Guangdong province in 1905. He is called people’s musician.

2. He wrote many songs such as On Taihang Mountain and the famous Yellow River chorus.

3. He died in Russia when he went there to study.

S:

Answer : Xian Xinghai

Now let’s listen to another piece of music, guessing its instrument. (Let students listen to piano.)

T: “What kind of music is it?”

S:

T: Yes, piano. Does piano belong to Chinese folk music?

S: No, it belongs to western instrument. Piano sounds so sweet that many people like listen to piece of piano. Can you name some western musicians?

S: Mozart, List, Schubert and so on.

T: suppose if we combine our Chinese folk music with western music, What will happen?

S:

T: Does someone once try to do so?

S:

II．Reading

Someone have already done so. He is Kong Xiangdong, and have you heard of the name?

Now read the text and let’s see what’s the matter.

After reading the text, show a picture of Kong Xiangdong, give a brief profile:

A famous Chinese name in the music world, one of the most famous pianist in the world. He has performed in more than 40 countries and has scored numerous prize. He combine classical music and folk music well.

How much do you understand the text and answer the following questions

Do the exercise 2

Do the exercise correct errors

1. Playing the same music in different cities of the world is very bored.

2. The concert last week was such success that he had to give another two concerts.

3. Because Kong’s talent and hard work, he become famous worldwide.

4. He was made to practise the piano so much that, at time, he thought about giving up.

5. He gave a concert combine classical music with Chinese folk music.

6. This is why he went back his roots and study Chinese folk music.

7. He didn’t quit, he became a great pianist.

Answers: 1. bored改为 boring 2. success 前加a 3. Because 后面加of 4. time改为times 5. combine 改为combined 6. back 后加to 7. he前加 and

III．Language points

1. combine… with … “把… 与…结合”

Diets are most effective when combined with exercise. 节食与运动相结合才会更有效。

2. success n. 成功， 胜利 ； 成功 的事，取得成功的人。

Failure is the mother of success. 失败是成功之母。

The meeting was a success. 会开得很成功。

He is a great success as a teacher. 作为一个教师，他是很出色的。

IV．Speaking

Task 1: voice your opinion

What kind of music do you like? Which type of concert would you prefer to go to, classical or Chinese folk music? Give your reasons.

Task 2 : retell the story about Kong Xiangdong

Cover the text and in pairs, talk about Kong Xiangdong, seeing how much they can remember from the text.

V．Grammar

Do the exercise 3, 5 and 7

Use exercise 6 to draw a conclusion: after doing the exercise 3,5 and 7

Do the exercise 8 and 9 together because of their common character

VI．Vocabulary Do the exercise 10

VII．Language in Use

Work in pairs and tell each other: 1) when you listen to music, 2) what kind of music you listen to and why. Use the following words to help you.

VIII．Words and Expressions:

19. key n. 钥匙 piece of metal that opens a lock

I turned the key and opened the door. 我转动钥匙，打开了门。

I have a bunch of keys in my pocket. 我衣袋里有一串钥匙。

n. 题解；答案 set of answers to tests, etc.

This book is the key for use of students only. 这本书是专供学生用的题解。

Check your answers with the key at the back of the book. 把你的答案同书后的答案核对一下。

n. （钢琴、打字机等的）键；琴键 part of a piano, a typewriter, etc. that you press with a finger

A piano has black and white keys. 钢琴上有黑白键。

n. 要口；要冲；要隘 (also attrib.) place which from its position, gives control of a route or area

Gibraltar has been called the key to the Mediterranean. 直布罗陀一直被称作地中海的门户。

n. 关键；谜底；决窍；线索 that which solves a mystery, problem, etc; the secret or clue

This is the key to the problem. 这是问题的关键。

It affords the key to an understanding of the situation. 这提供了了解形势的线索。

a skeleton key 万能钥匙

20. quit vt. 停止<工作等>,放弃

quit one’s job 辞职 We quit work at five. 我们在五点停止工作。

vt. 停止…… Quit worrying about it. 别为那件事烦恼了。

vi. <口语>停止工作,离职,辞职 notice to quit 离开 <房子、工作等> 的通知

adj. (无比较级、最高级)免除 [摆脱] […]的[of]

At last I am [have gotten] quit of her. 我终于摆脱了她。 get quit of one’s debts 了清债务

21. talent n. 天才；天资 natural skill; something that you do naturally well

They are endowed with high artistic talents. 他们具有高超的艺术才能。

Amanda has a talent for painting. 阿曼达有绘画天才。

22. identity n.[C] 身份；本身；本人 who someone is

Please prove your identity. 请证明你的身份。

identity card 身份证

23. root n.[C] 根；块根；地下茎 the part of a plant, tree, etc. that is under the ground

The roots of this tree go deep into the ground. 这棵树的根深深扎入地下。

The typhoon pulled up many trees by the roots. 台风把许多树连根拔了起来。

The idea took strong root. 这种思想根深蒂固。

n.[C] 根源；原因

a part from which other things grow and develop; the origin or basic cause of a thing

Lack of ability is at the root of his dislike for sports. 他不喜欢体育运动的根本原因在于他没有技能。

n.[C] （数学）根 (math) a quantity which, when multiplied by itself a certain number of times, produces a given quantity

4 is the square root of 16. 四为十六的平方根。

vt. 生根；扎根 to set down roots and begin to grow

These flowers root very quickly if you give them plenty of water. 水浇足了，这些花很快就会生根。

A tree roots itself. 有树自能生根。

24. transform vt. 改变（形态）；使变形

change the shape of someone or something; make something look different

Heat can transform water into steam. 热能使水变为蒸汽。

Any kind of energy can be transformed into electricity. 任何种类的能量都可变为电。

Electric heaters have their electric energy transformed into heat. 电热器使其电能转变为热能。

Nature transforms a caterpillar into a butterfly. 大自然使毛虫变为蝴蝶。

That country is transforming from a backward agricultural country into an advanced industrial country.

该国正在从落后的农业国转变为先进的工业国。

transform one’s world outlook thoroughly 彻底改造世界观

transform mechanical energy into electricity 把机械能转换成电能

IX．Homework : Do the exercise on page 70 and 71

Lesson 4 Let’s Dance

Objectives

To practise reading a text quickly to identify the type/genre.

To read a text with gapped sentences and be able to complete the gaps using topic, linking and reference clues.

To practise vocabulary related to music and dancing.

To talk about preferences about music and dancing.

I．Pre-Reading

Listen to the music extracts and identify the dances in the box. Example 1 Chinese folk dance

Key Words

disco, classical ballet, Chinese folk dance, waltz, breakdance

Answers: 1 Chinese folk dance; 2 classical ballet; 3 waltz; 4 breakdance; 5 disco

Some pictures about dance： Listen to the tape and tell types of dances mentioned.

II．Reading

Put the sentences below in the correct gaps in the text. Use the Strategies to help you.

a) In the mid-1980s, breakdancing became popular.

b) They are easy to learn and are usually danced in couples.

c) Other kinds of folk dances are the sword dance and the colourful peacock dance.

d) One of the most famous ballets is called “Swan Lake”.

e) In the 1960s, people danced without touching their partner.

Answers: 53214

True or False

‘The Nutcracker’ is a famous America ballet. ( F )

Ballet are performed by professional dancers. ( T )

Folk dance are usually popular for only a short time. ( F )

Yangge is performed in Christmas celebration. ( F )

Rumba and Cha-Cha are folk dances. ( F )

African-American rhythm and movements play an important part in the development of popular dance. ( T )

Popular dance are taught from one generation to another. ( F )

III．Post-Reading

Read the text again and answer these questions.

1．Who started folk dance?

Ordinary people.

2．What is the main difference between folk and popular dances?

Popular dances are usually popular for only a short time.

3．What is a ballroom dance that came from folk dance?

Waltz.

4．Why did a lot of new dances come from the United States?

The mixing of immigrant cultures produced new forms of dance.

5．What type of dancing became popular in the mid-1980s? Breakdancing.

IV．Vocabulary

Make compound words by matching one word from each list.

African known African-American

ball American ballroom

rock room rock music

art dance art form

well 1980s well-known

mid form mid-1980s

folk music folk dance

Match four words from Exercise 5 with their definitions.

1． adj. known by many people

2． noun. a traditional dance from a specific community

3． noun. a large room for formal social dancing

4． noun. in the middle of the 1980s

Answers: 1 well-known; 2 folk dance; 3 ballroom; 4 mid-1980s

V．Speaking

Read this questionnaire and think about your answers. Then in pairs, tell your partner about yourself.

DO YOU WANNA DANCE?

1．Do you like dancing?

2．What kind of dance do you like?

3．What kind of music do you like dancing to?

4．How well can you dance?

5．What special dances can you do?

6．What dance would you like to learn?

VI．Writing : 身边最熟悉的舞蹈是什么呢？仿照课文的思路，写一篇作文，介绍一下在你所在的地方的舞蹈形式。

VII．Words and Expressions:

25. ordinary adj. 普通的；平常的 usual, not special

He is in ordinary dress. 他衣着一般。

On ordinary days I get up at eight o’clock, but on my birthday I was up early.

平时我八点起床，但是我在生日那天起得早。

She is rather above the ordinary height. 她要比普通身材高一点。

adj. 常见的；平凡的 of a kind usually met with

His life was quite ordinary. 他的一生是十分平凡的。

American football is quite different from the ordinary football. 美国足球和普通足球的踢法很不相同。

out of the ordinary 不平常的；奇怪的

The life of the young hero was out of the ordinary. 这位青年英雄的一生是不平凡的。

Did you see anything out of the ordinary? 你看到什么不寻常的东西了吗？

26. general n. 世代；一代 the children, or the parents, or the grandparents, in a family

The younger generation grows up sturdily. 年轻一代茁壮成长。

Three generations live in our house. 我家三代人住在一起。

n. 一代人 all the people who were born at about the same time

The older generation doesn't like pop music. 老一辈的人不喜欢流行音乐。

n. 发生；产生 generating; bring into existence

the generation of electricity by steam or water power 用蒸汽或水力发电

27. unique 形容词比较级： more unique 最高级： most unique

n. 独一无二的事物

adj. (无比较级、最高级)唯一的

This is a unique example of this word before 1800. 这是此一单字在 1800 年前被用过的唯一例子。

adj. […]特有的,独具的[to] These features are by no means unique to Japan.

这些特征绝不是日本所独有的。

adj. 独特的,独自的,特有的

His cello technique is unique. 他的大提琴 (演奏) 技巧是独一无二的。

Every individual is unique. 每一个人都有他的特色。

a unique study of Elizabethan literature 对于伊丽莎白女王时代文学的独特研究

adj. <口语>稀奇的,奇异的,独树一帜的,与众不同的

His style of singing is rather unique. 他的唱法颇为特殊。

28. sword n. 剑；刀 very long, sharp knife for fighting

The soldier took his sword and attacked the enemy. 士兵拿起刀向敌人杀去。

He defended himself with a sword. 他用剑自卫。

29. responsible adj. 负责任的 worthy of trust; dependable

She is a responsible teacher. 她是个认真负责的老师。

I am not responsible to you for my actions. 对我的行为我没有向你交待的义务。

adj. 尽责的；可信赖的 whom you can trust to be good and wise

You should give a task to a responsible man. 你应当把工作交给一个可靠的人。

He is a responsible person and can be trusted to carry out the plan.

他是一个负责的人，他去执行计划可以信赖。

be responsible for something 引起某事；使发生 cause something, make something happen

He is responsible to me for it. 这件事他对我负责。

The heavy rain was responsible for the landslide. 山崩应归于下大雨。

Who’s responsible for this broken window? 是谁打破了窗户？

30. reaction n. 反应 the action taken as a result of another happening

What was his reaction to it ? 他对这事有何反应？

His reaction to the news was unhappiness. 他对这个消息的反应是不愉快的。

n. 化学反应 the chemicals action occurring when two chemicals react

The reaction of the chemicals was a burst of smoke. 那些化学药品的反应结果是一股烟。

31. permission n.[U] 允许；许可 allowing someone to do something

May I have permission to leave early? 可以让我早点走吗？

If you want to leave the class, you should ask for the teacher’s permission.

如果你要离开班上，应该得到教员的许可。

No student is allowed to go out during the class without the teacher's permission.

上课时未经教师许可学生不得外出。

to ask for permission 请求许可

VIII．Homework

everything

歌手:collective soul

with the faces i now wear

it's only proof my thoughts

have become impaired

and the courage i shall build

stands at distance still

everything is physical

everything takes precedence

everything's admissible

everything is evident

and this comfort i've designed

will only stay intact until

the truth i find

as some answers fly around

no cure have i found

everything is physical

everything takes precedence

everything's admissible

everything is evident

guide me save me teach me

i need to learn from this

hold me soothe me my love my life

the reflection i now see

is always trying to blind

and discourage me

but my patience shall prevail

and myself as well

everything is physical

everything takes precedence

everything's admissible

everything is evident

everything is comfortable

everything's a brighter shade

everything is suitable

everything is cooling

篇8：Teaching plan of unit three Travel journal(新课标版高一英语教案教学设计)

广州南武中学 朱琼

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

4. Grammar: 现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Teaching procedure:

Period 1.

Step 1.Warming up

1. Ask some questions:

Do you often travel? Where have you been?

2. Following the steps of the warm-up on page 17.

Step 2. Pre-reading

1. Show some traveling pictures of the teacher’s.

2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.

3. Ask Ss: how people who live along a river use it.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are they going to do?

2. Skimming: Ss read again and finish comprehending 1 on page 19.

3. Ss read and get the main ideas of each paragraph.

4. Ss list the countries that the Mekong River flows through.

Step 4. After-reading

Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Similar attitudes about the trip Different attitudes about the trip

Both Wang Wei and Wang Kun think…

1. taking this trip is a dream come true.

2. that they will enjoy this trip a lot.

3. they should see a lot of the Mekong.

4. that most of the Mekong will be found in Southeast Asia. Wang Wei believes…

1. they must start in Qinghai where the river begins /see all of the Mekong.

2. that they don’t need to prepare much

Wang Kun believes…

1. it is too cold and high to start in Qinghai.

2. that using an atlas is very important.

Step 5. Assignment

1. surf the internet and get more information about the Mekong River.

2. retell the passage use your own words.

Period 2.

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt last period.

Step 2. Learning about the language

Teacher explain some language points in the text on page 18.

1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事

He is easily persuaded.

Wang Kun couldn’t persuade his sister to change her mind.

persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服

How can I persuade you that I am telling the truth?

2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；

Since he insisted, I had to stay.

insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张

She insists on getting up early and playing her radio loud.

3. care about: be worried, concerned or interested 忧虑，关心，惦念

don’t you care about anybody?

I don’t care about what happens to him.

care for /to do: be willing or agree to do sth.; wish or like to do sth.

Would you care a drink?

Would you care to go for a walk?

care for sb.

1). Like or love sb.

He cares for her deeply.

2). Look after sb; take care of sb; be responsible for sb

Who will care for your child if you are out?

4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。

once: adv.

1). for one time 一次

I have only been here once.

2). at some time in the past 一度；曾经

He once lived in Zambia.

3). all at once: suddenly 突然

All at once the door opened.

conj. = as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.

Step 3. Practice

1. Ss finish Ex 1 and 2 on page 20 by themselves.

2. check the answer.

3. Ss do Ex 3. on page 20.

4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Wb. Ex1 on page 56.

3. Finish Wb. Ex 2 on page 57.

Period 3.

Step 1. Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the verbs.

Are you working this evening?

We’re having an English party this weekend.

He is leaving tomorrow.

Let Ss themselves find the rules and tell what tense they are used.

2. Ss finish the dialogue on page 21 and pay attention to the tense.

Suggested answers:

are going, going, going/traveling, staying, are coming, coming, are going,

3. Ss finish part 3 on page 21.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 55.

2. Ss make a list about the objects: which is the most useful and which is the least useful and why.

the most useful objects the least useful objects

3. Ss show their result to the class.

Step 4. Speaking

1. Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?

2. Make a list of some good and bad things a dam does.

3. Discuss your report with your classmates and then show it in class.

Step 5. Assignment

Finish Wb Ex 1 using structures on page 57.

Period 4.

Step 1. Warming up

Ask Ss some questions about Journey Down The Mekong (I).

1. What was Wang Kun and Wang Wei’s dream?

2. What can they see when they travel along the Mekong?

3. Will they have some difficulties in their journey? What are they?

Step 2. Reading

1. Ss read the passage : a night in the mountains and answer the following questions:

How does Wang Kun feel about the trip now?

What do you think has changed his attitude?

2. Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.

3. show the dialogue to the class.

Step 3. Reading

1. Ss read the passage: The End Of Our Journey on page 59

2. Ss fill in the form with the information from the travel journal.

Topic Laos Cambodia Vietnam

Population

Weather

Learning

Farming

Period 5. (Listening)

Step 1. Listening

1. Ss listen to part 3 and tick the words they hear on page 23.

2. Ss listen to the tape again and fill in the chart.

Topic Southwest China Laos

Local name of the river

Uses of the river

What to see

Scenery

Step 2. Listening

Ss listen to part 4 and finish Ex1 and 2 on Wb, page 55.

Step 3. Listening task

1. Ss listen to part 5 and finish Wb. Ex 1 on page 58.

2. Ss listen to the tape again and fill in the information on the chart.

Topic Laos

The river

Methods of land transport

Life in the villages

Food

Period 6. (Writing )

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.

Step 2. While-writing

1. Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expressions:

Have a nice/good time.

Have a nice/good trip.

Good luck on your journey.

Say “Hello” to …

Give my love/best wishes to…

Have fun.

Take care.

Write to me.

2. Ss read their writing and check the mistakes by themselves.

3. Ss exchange their writing and correct the mistakes.

4. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Tips on writing:

Pay attention to the form of writing a letter.

Pay attention to the tense while writing.

Pay attention to the structures of the sentences.

Step 4. assignment

Ss in group 3-5, make an advertisement or finish the project on page 61.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.

篇9：Phrases for unit 1 Module 1 (新课标版高一英语必修四教案教学设计)

Phrases for unit 1 Module 1

Unit 1 School life 35.the best way to do / of doing sth

1.tell the differences between…and 36.achieve high grades/ success

2.know of / about sb/sth 37.a bit challenge

3.(be) at ease with 38.at first

4.be happy with sb / sth 39.spend… (in) doing

5.on (the ) average 40.at the end of this month

6.used to do sth 41.miss doing

7.be used to doing sth 42.as well (as )

8.for free 43.word by word

9.such as 44.at the beginning of …

10.encourage sb to do sth 45.according to…

11.introduce A to B 46.first of all

12.pass sth on (to ) sb. 47.do like eating desserts

13.be available for 48.think of

14.(be) far ( away) from 49.learn about

15.make sure that…. 50.the quickest way to get to the canteen

16.graduate from 51.go straight on

17.upon/on doing 52.be late for…

18.surf the internet 53.get/be/become interested in

19.donate sth to sb 54.develop an interest in

20.forget to do sth 55.miss the chance to do sth

21.forget doing sth 56.instead of (doing) sth

22.inform sb of sth 57.pay attention to

23.prepare for 58.as… as possible

24.make preparations for 59.finish doing

25.in preparation for 60.compare …with

26.do… for preparation 61.regret to do

27.be responsible for 62.regret doing

28.be made up of 63.songs sung by the students

29.consist of 64.stop to do / doing

30.come up with 65.read …out aloud

31.mean to do 66.have something done

32.mean doing

33.than usual / as usual

34.attend assembly

Unit 2 Module 1

36.keep … in mind

1.turn up 37.get … tidied up

2.force sb to do sth 38.clean …up

3.an unpleasant experience 39.either…or

4.can’t wait to do… 40.not…. at all

5. be supposed to do 41.ask for sth

6.be gong/ missing /lost 42.at the moment

7.do with… 43.refuse to do …

8. deal with 44.insist on doing

9.leave sb in charge 45. be to do …

10. be in charge of 46.at present

11.act like an adult 47.prevent doing

12.expect sth from sb 48. prevent … from doing

13.go unpunished 49.allow sb to do…

14.go out 50.keep doing

15.have sth done 51.help …with

16.not … any more 52.shout at

17.deserve to do 53.like crazy

18.be hard on… 54.every time

19.be rude to … 55 forbid …from doing

20.be different from… 56. search for

21. than ever (before ) 57.waste .. doing

22.make sb do 58.invite sb to do…

23.even if 59.now that…

24.without being punished 60.feel like doing

25. should have done 61.in the form of…

26.explain to sb sth/ that… 62.suggest doing

27.on one’s holiday / vocation

28.argue about sth with sb

29. a little bit expensive

30. be proud of

31.stay up

32.after all

33.mix…up with…

34.in fact

35.keep doing

Unit 3 Module 1

1.by doing …

2.keep sb doing…

3.cause sb to do ….

4.hear from

5.for weeks

6.three times a week

7.work out

8.stay slim

9.be ashamed of…

10.lose weight

11.keep doing

12.regret doing

13.follow sb’s advice

14.be amazed about

15.go on diets

16.learn from

17.in secret

18.keep fit

19.side effect

20.unlike what Jeff said

21.by the way

22. join sb in sth

23.help do …

24.be surprised to do…

25.prepare sb for…

26. as a matter of fact

27.in no time

28.along with

29.come cross

30.in the long term

31.give out

32.be dying for sth/ to do sth

Unit 1 Module 2

page 1 Page 7.

1. a sunken ship 31. dream of

2,run into 32.come true

3. reason for building the pyramids 33 separate…from…

4. believe in 34..take off

page 2 Page 11

5.step up 35.so far

6. search for 36.get…done

7.go missing page 18---19

9.due to 37.be said to be hairy

10.because of 38.run after

11.stay out late 39.on average

12.show up=turn up 40.footprints made by men

13.the next day /next day 41.cause ...to do

14.in fact 42.could have done

15. did return home 43.become convinced

16.see/hear/… doing/do 44.make one’s way to…

17.go straight home 45.have the chance to …

18.put on Sentences’ structures:

19.according to… 1.Mr Foster was surprised that his son did not

20.outside the window tell anyone that he was staying out late.

Page 3 2. However, police found that Justin did in fact

21.full moon return home on Friday night .

22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.

23.so that/ so …that…

24.do research on

25.rule out

26.look into

27.make up

28.take charge of=be in charge of/ in the charge of

29.look at…

30.give up

Unit 2 Module 2

p 22 -23 an animal to sit on make a fire

be busy doing… lose one’s way

spend… (in) doing run out

be ready to do… a piece of equipment

on camels/ by camel when needed

be the size of … P 28 over a period of time

sleeping bags p 31 be disappointed at…

so that (conj) in total silence

on clear nights (prep) at dawn

in the dark (prep) p33 look out for …

in case (conj.) at the foot of…

in case of …(prep) p35 up to $ 2,000

in that case (prep) in total

turn upside down P 38

get turned join together

including cows’ blood reach to the sky

close to…. stay young

as …as possible be covered with…

worry about…. feed on…

refer to…. in harmony with

p 25 can’t wait to do… provide …with…

sound like…

look forward to doing…

be worth doing…

P 27 as well

1. I’ll bring a torch with me so that I’ll be able to see in the dark.

2. You have to wear special clothing just in case your raft gets turned upside down or sinks.

3. We’ll try to get as close as possible to the animals, even though they’re dangerous.

4. The weather report says that it will be raining when we arrive in London.

5. As you can see, my schedule for June is full and I cannot go to London for the festival.

6. Lakes , surrounded by vast grasslands, look like jewels.

Unit 3 Module 2

p 41 within seven years

of all time have something/nothing to do with…

have an effect on… at the age of

p42 result in/ result from

during one’s lifetime in advance

teach sb to do … based on…/ base…on

be curious about p 45

at the age of … pay off/ back/for…

set sail (for….) make a great contribution to…

search for later on

be known as… p50

a city called Luxor set foot on…

as well as /as well at full speed

by the 1920s pay (little/ much ) attention to…

right away P58

upon doing… in orbit

fall ill not only….but also

lead …to / lead to win somebody something

P45 in control

fall ill with a fever be proud of

at the moment of… look up to …

hear of… manage to do...

the following day

die of…

shortly after….

Sentences :

p42.By the time we left, it was empty.

Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.

p43 If breathed in, the viruses can result in illness or even death.

What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.

P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.

The team spent the next five years being trained.

It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.

Unit 3 Module 3

be known as

take over

continue to do…

turn to …

be covered with/by

a pair of binoculars

be off to …

by the time…

together with….

prevent …from….

be involved in…

brush away

prepare oneself to do…

in good condition

carry out

lead to…

on board

in memory of….

be in use

in return for….

once again

no more

in the following hundred years

arrange for…

go on a cultural expedition to….

run through

refer to….

pay attention to…

have the chance to do/ of doing….

throughout the world

focus on….

in history

Unit 1 Module 3

page 2-3 that far lose sight of…

glance at continue doing

in sight sweat with fear

set off all of a sudden

by the time ring out

feel a rough hand brush her face page 16---17 work out a plan

feel here heart beating with fear be used to do …

wish for according to…

hold her still a chair to sit on

reach out ( for …) fall asleep

stare (up) at look up (at …)

rest on … bang into

watch out (for…) in a beautiful dress

be off offer sb sth

a fog this bad page 18 mainly because

pay back the chance of being attacked by a shark

get across the road feed on..

except in a fog like this be known as

have … in common find out

page 5 follow one’s advice be fit to do…

weather that bad the latter type of attacks

be frozen with be likely to do…

believe in over a long distance

page 6 go hungry be attracted to sth

page 9 be related to… the following tips

be linked to… hit… on the nose

a question to be answered stick sb in the eye

page 11 have something/nothing to do with..

overall health as well sign language even if

make the most of at lunchtime sleep deeply manage to do..

rather than +V in the distance be grateful to…

make one’s way to… in the near future

can’t help doing/do 名词性从句：主语从句 宾语从句

warm ..up 表语从句 同位语从句

get close to

Unit 2 Module 3

p 22-23 throughout history due to…

so many confusing rules differ from

be made up of as a whole

a language called Celtic turn into

mix…with… combine …and/with …

be different from

consist of…

pick up

lift up

contribute to…

take control of…

despite the fact

have an impact on…

result in..

by the latter half of the 14th century

mother tongue

because of…

continue doing…

P 24 take the place of…

p 25 depend on…

p26.a lauge number /amount of…

in addition

take my concerns into consideration

have a word with…

right away

sort out

p 28-29 dream of…

come tre

look up the word

a waste of…

what if.

keep changing

disagree about sth

agree with sb

care about…

keep their language pure

Unit 1 Module 4

page 1. be aware of, be tired of…

be similar to... be available to….

Project Hope on sale

page 2 encourage sb to do.. be popular with…

be used to +N/Ving ( V) of high quality/ importance/help..

in a day p 8 the following day

do research on… the previous day

share sth with sb over and over (again)

believe in an idea p 13 consider doing

for free be attractive to sb

be intended to do… p 16 regret not having done…

protect ….from…. up to 6 hours

even if/ even though be bored with….

be proud of… Page 18

connect ….to…. get sb to do…

fall for …. be concerned with

play tricks on … care about

the public get …across

be meant to do…. depend on…

lead better lives appeal to

Knowledge changes life

deal with….

live healthy lives

Smoking is committing suicide slowly

follow the advice

be smart about….

be supposed to do…

warn...against…

page 5 offer sb sth

be satisfied with…

trick….into…

take drugs

keep away from….

persuade sb into doing….

page 6 at low price

Unit 2 Module 4

save time for 词汇拓展

in honour of honour n adj adv

from around the world delight n adj adv

come to one’s attention significance n adj

under the name of brief adj adv

recognize …as… athlete n adj adv

get sth doing marry v adj n

be designed to… compete v n adj

come up with peace n adj adv

look out for contribute v n

enter…into… absence n adj

be of great use excite v n adj

call an ambulance Asia n adj

meet the requirements move v n

(keep …)under control glory n adj

make way for attract v n adj

hope for orgin n adj adv

take part in act v adj adv n

side by side require v n

break the record practise v n

make contributions to associate v n

play a role in support v n

be popular with… involve v adj n

at least

plenty of

no matter wh-…

be delighted to do

look forward to doing

hope for + N

every two years

compete for…

the opening ceremony

across the world

realize one’s dream

Unit 3 Module 4

come true end in failure

virtual reality make money

not only…but aslo P 49

pass on at the moment

thousands of last but not least

be connected to on display

give out throughout the week

put forward P 51

depend on set up

last but the not least concertrate on

set up be bored with

be accused of…. accuse …of be disappointed at /by

close down be impressed at/by/with

concentrate on be situated in/ on

in my opinion be surprised at/by

come across P 53

instead of at one time

P 42---43 in my opinion

pass on in worse condition

be connected to P 59

thousands of come across

give out tell of…

add to… recognize …as

upon doing… at a speed of…

not only …but also with the help of….

provide …with…

play the role of ….

put forward

in reality

bring…alive

P 45

take the risk of….

P 46

make a profit

篇10：必修2 Unit 2 The Olympic Games(新课标版高一英语必修二教案教学设计)

Period 1

Pre-class task: about vocabulary of item in the Olympic Games

Step 1 Word Game:

Part 1: Each group get 4 words to guess. one points for each.

Part 2: The quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

shot put 击剑

discus throw 摔跤

javelin throw 悬挂式滑翔

Marathon 冰球

Canoeing 举重

ice hockey 马拉松

Weightlifting 划独木舟

Wrestling 铁饼

fencing 推铅球

hang-gliding 标枪

Part 3: The quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

Rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercises

Step 2 Warming up

Talk about when ,where, and anything you know about the Olympics according to the pictures given.

1. get Ss to talk about pictures

Teacher can give one example

2. let 2 Ss share their understanding of the pictures and act it out for the class

Step 3. Speaking Activity 1 ( Warming up p17)

Page 49 Now turn to page 49 and look at exx.1&2

1.Read through the words and fill in the form

2.Work in pairs and make a simple dialogue using the information in the form by asking:

Do you know which sports are usually part of the Winter Olympics?

Which sports are played between team?

In which sports are Chinese athletes the best?

3.Pairs to act it out

Step 4 Speaking Activity 2

Teacher help the Ss to talk about their hobbies(about sports) by teaching them some expression.

1. show some useful express

asking about Giving answer, advice, and making decision

Taking about hobbies:

1)Which sport do you like best?

What’s your favorite sport?

What are your hobbies?

Which do you prefer, ..or..?

Are you interested in …?

2)Why do you like…?/What do you learn from…

3)How do you become good at them?

4)Can you tell me sth. about them? Giving answer, and making decision:

1)I prefer…(to)…/ I like …(best).

2)I (don’t) like (because)…

3)I (don’t) think…(it’s because)…

4)I’m sure that…

5)I’m not sure whether…

6)there is no doubt…

7)Don’t you think that…?

2. explain them if necessary.

3. give some words of sports for Ss to talk with their partner.

4. act it out

Step 6 Homework

1.Find out the fact in Warming up to the number given to you (it’ll be checked tomorrow)

2.Finish Exx.1-4 on p11-12

3.《课程探究》Exx 1&2

4.Go over the new words.

Period 2

Step 1 Number game

Have the Ss to open the book on page 9, try to match the number to the events. The one who get the closest answer will get 1 point of the group

1. show the number to the Ss

2. have the Ss write down the answers by filling with the number in the table

776 B. C. The ancient Olympic Games start in Greece.

393 A. D. The ancient Olympic Games stop

1896 The modern Olympic Games start in Greece.

311&13 The numbers of competitors & countries took part in 1896

1932 China first joined in the Games.

1984 China first got gold medal by Xuhaifeng.

10.000&119 The numbers of competitors & countries joined in Sydney Olympic

China got the 2th place in Athens.

China will host the 29th Summer Olympics in Beijing.

3. check and give points to the group.

Step 2 Pre-reading

Showing the Motto of the Beijing 2008 Olympic Games Bid (北京奥运申报口号) to the whole class.

1. raise a question: “Do you know more about the Olympics history?”

2. get the Ss to read about an interview to get more.

3. get the Ss to make sure the relationship between Pausanias and Lili

Step 3 Reading comprehension

Read the Olympic Games

1. Make sure the information they have to get:

The 29th Olympics The old Olympics

The Olympic Games

The 27th Olympics The modern Olympics

1st time: Read the text quickly and find out the answers to the following Qs:

1). The old Olympics: when / where / who/what to get

2). The modern Olympics: how often / how many sets / who

3). The 27th Olympics: when / where to live/ for the spirit of…

4). The 29th Olympic: when / where/ what to get2nd time: Read the text carefully and answer the question on page 11,have the Ss:

. 1.Read the passage again and find out the answers to the questions in Ex 2

2.Discuss the answers with your partner

3.Tell the whole class the answers

Step 4 Summing up

1 individual work, take out a piece of paper to sum up the text

2.pair work: “Close the books, talk about the Olympics with what you have learnt & your own knowledge.”

3.act it out

Step 5 Homework

1.《英语周报》知识点练习和短文改错

2.Finish Ex.1 of a table on p11

3.P50 Ex.2, P51 reading task

4.Go over notes on page 78-79.

Period 3 & 4

Step 1 Homework checking & motivating

1.check the homework

2. talk the motto of modern Olympic Games: Swifter/faster, higher, stronger

Step 2 Language points

1. Ss give the phrases and expressions according to the Chinese T gives

2. Ss raise Qs on some difficult points they found while reading the text

Reading text:

1. Take part in/join in 参加

2. The spirit of ……精神、宗旨、灵魂

3. Used to 过去常常

4. Find out 查明，找出

5. Every four years 每四年，每隔三年

6. All over the world （遍及）全世界

7. A set of 一套，一组

8. Compete with/against 和……竞争

9. compete for… 为……而竞争

10. be admitted to 获准做某事

11. be admitted as 作为…被接受

12. reach the standard 达到……水平、标准

13. play an important role/part in 在……方面扮演重要角色（起重要作用）

14. as well as 和……一样

15. think you for your time 感谢您（能抽空……）

16. come from the same root 同根

17. Have (no) chance of doing sth. 有（没）做……的机会

18. Go with 伴随，与……搭配

19. relate…to… 把……与关联起来

20. relate with 和……有关

21. Run against… 和……赛跑

22. Hear of 听说

23. Make sure 确定

24. Take turns 轮流

25. One after another 一个接一个

take part in 参加

take part in, join, join in, attend的区别

take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。Join指参加某组织并成为一员。Join in 指参加活动或游戏，和take part in 相当。但join sb. in… （和某人一起做某事）,不等于take part in。attend表示参加会议（聚会）等。

eg: We all took part in (joined in) the sports meeting.

compete vi. 比赛，竞争，竞赛

compete in…在某方面竞争

compete for…为……而竞争

compete with/against 与……竞争

eg: He believed that nobody could compete with him.

competition n竞赛 competitor n 参赛者 competitive adj 竞赛的

host vt 主办，举办 n （待客的）主人

eg: When do you think China will the World Cup?

She was away, so her son acted as host.

英语中有许多词汇既可作动词，也可作名词：help, shop, talk 等。

used to do sth “过去常常做某事（现在已不）”

其中used to 看作情态动词，其否定形式和疑问形式为：1）否定：used not(usedn’t) to+do; did not(didn’t) use to+do 2）疑问：used+主语+to+do; did+主语+use to+do

eg: She usedn’t to play computer games, used she?

另外，1）be used to do sth.“被用于……”是use sth. to do sth.的被动形式，2）而be used to sth./doing sth.表示“习惯于做某事”。

eg: 1)Wood can be used to make desks.

2)I am used to the weather in Guangzhou.

*Every four years athletes from all over the world are admitted as competitor.

Every adj 与数词连用，“每（隔）…...”,具体用法是：

Every+基数词+复数名词（或+序数词+单数名词）

每年：every year

每两年（每隔一年）：every two years/every second year

每四年（每隔三年）：every four years/every fourth year

表示“每隔一“还可用every other+单数名词，如：every other day

“每隔几…..”用every few+复数名词，如every few metres,每隔几米

admit 允许（加入某组织或参加某个活动）常用被动

be admitted to(介词) 获准做某事

eg: He was admitted to the club after his tenth try.

be admitted as 作为…被接受

eg: He was admitted as a member of the baseball team.

承认，后接名词、动名词、从句或复合结构

eg: 她承认已经看过这些信。

She admitted having read the letter.

You must admit the job to be difficult.

读音规律：admit这类词的重音落在最后一个音节上，形成了事实上的重读闭音节，过去时和过去分词必须双写最后一个辅音字母，然后再加-ed。类似的还有: permit-permitted, refer-referred, prefer-preferred

all over the world （遍及）全世界

two sets of 文中译为“两种”，一般译为“两套，两组”

*Women are not only allowed to join in but (also) play a very important role especially in…

allow 可以组成几种短语：

1)allow sb. sth. 允许某人某事；

2)~ sb. in(out) 允许进入（出去）;

3)allow sb. to do sth. 允许某人做某事（不能说allow to do） ~ doing sth. 允许干某事。

与此类似的动词短语还有：advise sb. to do, advise doing sth. / permit(许可“法令，规章等”) sb. to do, permit doing sth. (encourage鼓励 / forbid 禁止)

eg: Passengers are not allowed to smoke in the waiting room.

在候车室乘客不允许吸烟。

We don’t allow smoking here.

我们不许在这里吸烟。

play a role(part) in “扮演一个角色，在…..起作用”

eg: 要管理好学校，校长起着重要作用。

The headmaster plays an important role in the good running of a school.

Not only…but (also)可连接各种成分，连接句子时，not only引起的部分需要倒装。如：Not only do the nurse want a pay increase, but also they want to reduce(减少) hours.

as well as 并列连词

1. 既……又；也；又。可连接两个并列成分，强调其前面的内容，因此连接并列主语时，谓语应与前面的主语保持人称和数的一致

eg: I as well as my sisters am going to the park for a picnic this Sunday.

2. 还可作“不但……而且“解，相当于not only…but also,但前者强调的中心在as well as之前，后者在but also之后。

eg: It is important for you as well as for me.

另外，as well 副词短语，意思为“也”，放在句末。当放在主要动词之前，前面有may, just等时，意为“也好，不妨，还不如”

如：He has not only finished his own work, but helped others as well.

他不仅完成了自己的工作，还帮助了其他人。

You might just as well tell me the truth.

*It’s just as much a competition among countries to host the Olympics as to win an Olympic medal.在所有参加竞争奥运会承办权的国家中获胜就如同获得一枚奥运会奖牌。

此句由as much as引起，第二个as后省略了a competition among countries

replace 取代；放回；替换

eg: he replace the book on the shelf.

have (no) chance of doing sth. 有（没）做……的机会

go with 伴随，与……搭配

relate to… “…….与……有关联（相关）”

eg: If you relate the results to the cause, you will find things are not that simple.

注意：A relates to B A与B有联系； relate A with/to B 把A与B联系起来

marry vt(强调动作) :

1)结婚，嫁，娶; 2)使结婚(marry…to…:使…同…结婚)

eg: 1)He married a pretty girl.

2)He will never marry his daughter to anyone whose family is poor.

be/get married(强调状态)＋ to(不能用with) sb 和……结婚

eg: He’s married to his job. 他全身心都投入到工作。

run against… 和……赛跑

no one will be pardon 没有人能被宽恕

hear of 听说

promise vt 1)允诺，答应 promise sb. sth.; promise (sb) to do sth.

2)有可能

eg: 1)He promised (her) never to tell a lie.

2) The clear sky promises fine weather.

vi 保证，有前途

eg: This project promises well. 这个工程大有前途。

n 诺言、字据，充当make, break, keep, carry out 的宾语

eg:If you make a promise, you should keep it, you ought not to break it

如果你作出允诺，就得守诺言，不应该违背诺言。

make sure +that clause 确定

take turns 轮流

one after another 一个接一个

Step 3 Pratice

Fill in the blank, and retell the text

The Olympic Games are the biggest sports meeting in the world. There are two kinds of Olympic Games. One is __________________,The other is _________________. Both of them are _____ every __________.All countries can take part if their athletes reach the ___________________ the games.Women are not only _____ to join in but __________________. A _______________ is built for the competitor to live in, a _______for competition, a gymnasium ___________ seatsfor those who watch the games. It’s a great ____ to host the it. It’s just ________ a competition to host the Olympic Games __ to win a Olympic ______. The olive wreath has been ______ by

medals. But it’s still about being able to run ______, jump ________and __________.

Step 4 Homework

1.《英语周报》Test unit 2 all

2.Finish Ex.3 on p50

3.《课程探究》Exx

4.Finish Ex. 5 on p12

5.Go over the new words for dictation in this unit.

Period 5 & 6

Step1 Dictation

Words and expression in this unit

Step 2 Grammar

一般将来时被动语态用法:

1) 一般将来时被动语态由 “shall(will)+will+be+及物动词的过去分词”构成。使用时应注意下面句型由主动语态变为被动语态的方法。

（1） 主语+谓语+宾语，例如：

主动：We’ll build a new house next year.

被动：A new house will be built(by us) nest year.

（2）主语+谓语+间接宾语+直接宾语（习惯上把间接宾语变为被动语态的主语）

主动：My mother will give me a shirt.

被动：I will be given a shirt (by my mother).

如果把直接宾语改为主语时，则在间接宾语前加to或for

主动：My mother will give me a shirt.

被动：A new shirt will be given to me (by my mother).

(3) 主语+谓语+宾语+宾补。如果是含有复合宾语的主动句变成被动句时，将其中的宾语变为主语，宾补不变。例如：

主动：We’ll ask him to help you tomorrow.

被动：He will be asked to help you (by us).

2）一般将来时的其他几种被动语态形式：

（1） be going to be (done); be to be (done)

主动：We are to repair the machine tomorrow.

被动：The machine is to be repaired the (by us) tomorrow.

(2) shall(will)+get+过去分词（多用于非正式场合）

主动：I will get the work done.

被动：The work will get done by me.

(3) will+become+过去分词

The truth will become known..

Step 3 Listening

Material 1 p51

1. Read the following sentences (part 1)quickly

2. Play the tape 2 times. Check the answer

3. Listen to the tape for the last to have a full understanding of the story.

Material 2 p5148

1. Read the following sentences quickly

2. Play the tape 3 times. Check the answer

3. Listen to the tape for the last to have a full understanding.

Step 4. Homework

1. Finish Ex.1 on p49

2. Finish Ex. 3 on p13

3. Go over the language points and grammar in this unit.

篇11：unit 4 Body Language(新课标版高一英语必修二教案教学设计)

( Warming up + Speaking in Using Language + Talking and Speaking Task in Workbook +Discovering useful words and expressions 4, “play a game in group of four”)

Hour课时：1 period

Type 课型：Speaking

Teaching goals教学目标

1. Target Language目标语言

a. important words and expressions

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. important sentences and structures

Act out the following meanings, please.

Please show the actions, using body language.

Please guess what I meant.

Now it is your turn to show the action/gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

1. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

2. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points教学难点

1. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

2. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

1. Individual work, pair work and group work.

2. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程和方式

Step1. Lead-in

After greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)

T: Just now, I didn’t say anything, but you understood what I wanted you to do. Why?

S: We know it from your body language.

T: Yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.

Step2. Introduction

T: Now let’s do some TPR( Total Physical Response) activities together, I hope you will enjoy them and have as well.

Touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…

Shake your head/arm/hand…

Wave your arm/hand…

Open your eyes/mouth…

Close your eyes/mouth…

Twist your wrist/wais.

Cross your arms/fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend/cry/shout/scream/smile/laugh…

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still.

（Three or five minutes for the game.）

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A half-closed hand with a thumb up.

Good! Well done!

A half-closed hand with a thumb

down.

Bad!

I will have to refuse you.

palm up and wave the fingers to

oneself continously

Come here!

Hold up the forefinger and the middle finger and across them

Good luck!

Point to oneself with doubting facial expression

Me?

Shrug the shoulder with the

hands out

I don’t know.

T: What are actions of the above gestures? What do they mean?

Ask the students to talk about it. Try to inspired every student to speak.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step3. Practice (Warming up + Talking)

T: Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much. Putting a hand on the stomach, patting or rubbing

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shinning face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here.

Putting the left palm on the forefinger of the right hand.

… …

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step4. Time for Fun

（Discovering useful words and expressions 4, “play a game in group of four”）

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Example:

S1: What are you likely to do if it rains?

(Actions) S2: puts on a raincoat;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it’s his turn.

S3: What are you likely to do if the river floods?

…

Step5. Talking (Speaking in Using Language)

Get the students work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

Ask the students to describe or act out Lin Pei’s behavior.

Step 6. Role Play (Speaking Task in Workbook)

T: Now, let’s come to Speaking Task on Page67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean.

Work in pairs or in group of three:

1. You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance,.

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

Step7. Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading;

1) Communication: No problem?

2) Showing our feeling.

篇12：高一模块2 unit 1-3 复习提纲(新课标版高一英语必修二教案教学设计)

Unit 1

单词：

文化的 幸免于 保持，仍是 稀罕的 礼物 加热

设计 奇特的 珠宝 国王 点火 镜子 奇迹

移动 家具 秘密地 木制的 怀疑，疑惑 审判

考虑 意见,看法 根据，证据 证明 假装 珠宝

此外，除…之外

词组：

look into belong to in search of in return at war take apart

think highly of get lost do with be used to do as…as… in fact

part of serve as add…to… be ready for care about rather than

the answer to question even though agree with

主要句型:

1. He could never have imagined that his greatest gift to the Russian people would have such a strange history.

2. Although it feels as hard as stone, it easily melts when heated.

3. The design for the room was of the fancy style popular in those days.

4. It took a team of the country’s best artists ten years to make it.

5. She had the Amber Room moved to the palace outside St petersburg where she spent her summers.

6. In 1770, the room was completed the way she wanted it.

7. This was a time when the two countries were at war.

8. There is no doubt that the boxes were then put on a train for Konigsberg.

Unit 2

单词:

诚实的 古代的 比赛vi 奖章 主办 魔力的

采访 运动员 承认 奴隶 取代 身体的

有关,涉及 做广告 愚蠢的 允诺 金色的

词组:

take part in a set of as well as one after another used to do

every four years be admitted as be admitted to compete against/for

join in reach the standard not only…but also… as a matter fact

be allowed to do so…that marry sb be married to hear of

change one’s mind ask for help pick up play a very important role

主要句型:

1. I lived in what you call “Ancient greece”.

2. The Winter Olympics are usually held two years before the Summer Olympics.

3. That’s why they are called the Winter Olympics.

4. It must be expensive.

Unit 3

单词:

计算 共同的 简单的 技术 革命 通用的

智力 无论如何 完全地 网络 真实地 出生

优点 打字 不同意 选择 材料 亲自地 创造

步骤 出现 头脑 漫步

词组:

in common in one’s opinion go by deal with human race

in a way make up after all with the help of watch over

sound simple share sth. with sb. at the same time since then

billions of communicate with by the Internet in the 1960s look like

in computer language second place in this way

主要句型:

1. As the years have gone by, I have been made smaller and smaller.

2. There were times when my size was totally changed.

3. My memory became so large that I couldn’t believe it.

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