Unit 7 Living with disease(新课标版高二英语上册教案教学设计)

以下是小编为大家整理的Unit 7 Living with disease(新课标版高二英语上册教案教学设计)，本文共18篇，希望对您有所帮助。

篇1：unit 7 Living with disease(人教版高二英语上册教案教学设计)

课型：Reading 工具：多媒体 教师：林勤 授课对象：高二(5)班学生

AS we all know, AIDS is killing a lot of adults and children in the world every year.

It is considered to be one of the most serious social problems today, let’s have a close look at it today.

Step 1. before reading

A. Show some pictures of AIDS patients and give some explanation.

Ask Ss to use some words describing the sufferers.( miserable, defenceless, helpless, pitiful….)

Question : Are you afraid of AIDS?

Are you willing to make friends with AIDS?

B. Predict the title (What questions do you think will be answered in the text?)

What is AIDS?

What is HIV?

How do people get AIDS?

What happens to people who have AIDS?

What can be done to cure or help people who have AIDS?

Is the person able to live a normal life?

How and when did the person get AIDS?

Step2. Fast reading

A.Get the main idea of each paragraph(ppt.)

Parag 1.Xiaohua is a person living with Aids.

Parag 2. What is AIDS?

Parag 3. How do people get AIDS?

Parag 4. Many children become infected with AIDS.

Parag 5. What Xiaohua does as an young AIDS patient.

Parag 6. Xiaohua helps AIDS patients and try to change people’s attitude to them.

Parag 7. Xiaohua’s attitude toward life.

B.Fill in the two tables (about the information of Xiaohua and AIDS )

C. True or false

Step 3. Careful reading

Question 1. In what ways does AIDS spread?

Question 2. Why is AIDS a deadly disease?

=a disease that is next to impossible to cure

Question 3.Why do the young people suffer the most?

(a lack of proper health care, prevention and education)

Question 4. Is the desease the only thing that AIDS patients suffer from?

( other people’s fear, ignorance and misunderstanding)

Question 5. What’s Xiaohua’s attitude towards life?

(encouraged, cheer … up )

Question 6. What are Xiaohua’s wishes?

(I wish I could…….)

( ask Ss to give their understanding of the sentences and talk about subjunctive mood: as if , I wish, even though,if only….)

Step 4. tasks

Apart from Xiaohua, there are millions of children in the world who have been infected with AIDS. Let’s listen to their voice.

A boy called Jones gave a speech on the conference.(Talk about the red ribbon on him.)

Question: Do you think who can do something to improve the situation?

(anyone in this world)

Role- playing (group work, 3 minutes to prepare and give a speech.)

Group 1: if you were an Government official, what should you do ?

Group 2: if you were a specialist or doctor in AIDS field, what should you do?

Group 3: if you were a classmate of Xiaohua, what should you do?

Group 4: if you were Xiaohua, what should you do?

Activities (individual)

The WORLD AIDS DAY (1stDecember) is approaching, suppose that XIAO HUA were HERE in our class, what should you do?

If XIAO HUA were here now, I would give her a hug .

…………………………………………………………..

Step 5 Summary ( Teacher)

Thank you for everybody’s attention of AIDS. I think it very sinificant for us to talk about it here today, since tommorrow is the WORLD AIDS DAY. In this unit we learn so many things. We learn that AIDS is not as fritening as we thought it be. We learn that that how we protect ourselves from AIDS. We learn that AIDS patients are normal beings. And what is the most important I think, is that we should learn to treat AIDS patients properly. That’s all for today.

说课

本课课型为阅读课，是本单元第二课时。中心话题是爱滋病。在第一课时，学生已对爱滋病常识有初步的了解，为第二课时做了铺垫。

我为本课共设计了5个步骤。第一步，读前部分设计了预想，猜测课文可能会回答的问题。它旨在引导学生能够根据主题来判断文章可能阐述的内容，帮助学生理解文章的描述必须围绕主题进行。第二步，介绍爱滋病是怎么一回事、爱滋病的传播途径以及目前世界上青少年患爱滋病的情况，让学生对当今世界爱滋病的现状有一个更深入的了解。第三步，围绕课文叙述的内容提出6个问题，帮助学生在原有文章的基础上，进一步打开思路，以此培养学生分析主题、围绕主题阐述问题的能力。第四步，设置了与当前爱滋病局势有所关联的四个角色（政府官员、医生、患者周围的人以及患者本人），让学生通过对角色的扮演，懂得设身处地地为他人着想，倾听爱滋病人的心声，并最终转化为对爱滋病人的同情和关注，高度升华了本课的主题。最后，由教师进行总结，帮助学生完整地梳理课堂内容，让学生对课堂教学的内容有一个回顾，并最终真正掌握理解课程内容。教师以“Are you afraid of AIDS? Are you willing to make friends with AIDS patients?”两个问题贯穿整个课堂教学，让学生通过课堂教学，产生由课前畏惧到课后理解并同情的态度转变，取得知识教育与道德教育的双重成功。

对于课文的深度阅读，设计了以下教学活动：第一，归纳段落主题。以快速阅读的形式让学生初步了解课文，并归纳每段的主要内容；第二，进一步疏通课文，捕捉细节，解说文中的关键词汇；第三，关注文章的语言。根据本单元的语法重点“虚拟语气”，让学生通过阅读课文，找出含有虚拟语气结构的句子，使学生能更好地理解和学习语言。在学生了解了该语法点之后，通过“角色扮演”的活动，让学生进一步了解虚拟语气的用法，并懂得如何在特定语境下应用，以此达到课堂教学的关键目的。

对于课堂上安排的讨论活动，既有个人的理解，也有小组讨论、补充交流的环节。为了能够扮演好角色，学生需要在小组交流中对所需要应用的语法“虚拟语气”进行了解、加深印象，进一步讨论如何自我表达。教师只是组织了活动，课堂活动的真正主体应是学生。活动的真正目的在于让学生锻炼英语表达能力，并加强对语法现象的理解。只有让学生真正地融入到场景环境中去，学生才能够真正地了解掌握本课的精要。

篇2：Unit 7 Living with disease(人教版高二英语上册教案教学设计)

首医大附中

程东慧

Teaching aims:

1. Talk about deadly diseases and attitudes towards AIDS, cancer, etc.

2. Practise talking about imaginary situations

3. Practise supporting and challenging an opinion.

4. Learn to use the Subjunctive Mood(1): If I were you… I wish I could…

5.Write a personal narrative.

Teaching contents:

1. Topic: Talk about deadly diseases and attitudes towards AIDs, cancer, etc.

2. Expressing opinions:

3. Vocabulary: new words: false, blood, persuade, illness, treatment, sex, lack, proper, discourage, fierce, stranger, strength , recover, die of, suffer from, for the moment.

2)Phrases:

Grammar: the Subjunctive Mood(1): If I were you… I wish I could…

Period 1 Warming up & Listening

Teaching aim: Talk about deadly diseases and attitudes towards AIDS, cancer, etc.

Train the Ss listening ability

Teaching procedures:

Step 1 Warming up

I. Lead in: How much do you know about AIDS?

II. Ask the Ss to fill in a chart to learn more about Disease.

III. Ask the Ss to do T or F Quiz to check their knowledge about diseases.

(Ss textbook of p49)

Ⅳ. Teacher shows the Ss more pictures so that the Ss can learn more knowledge about AIDs and let the Ss knowledge how the AIDS virus be transmitted.

Step 2 Listening

I. Pre- listening: Ask the Ss to read the sentences of p50 and then

ask the Ss some questions to lead in listening:

Jane works at the center for Disease Control and Prevention. She works as a disease detective.

1. What does a disease detective do?

2. Where does a disease detective often go to work?

3. How does a disease detective work?

II. . While-listening:

1. Listen to the tape to fill in the blanks

Part 1

1. They are trying to ______ and ______disease. (key: control , prevent)

2. Jane usually asks people if they ____ ____ ______ ,______ or ____ ______. She also asks when they ___ ___

(key: have a fever, headache, sore throat, got sick)

3. She uses the information to find out___ ___ ___ ___.

(key: what caused the disease)

4. some works in _________ where they _____ tests and ______.Others travel to ____ or _____where there are diseases and ___ ___ people ___ ___ ___

(key: laboratoties, examine tests, samples, towns , villages, talk to, who are sick)

Part 2:

1. How often does Jane go out to disease places?

2. How does she feel about her job?

3. What advice does she give to protect oneself”

(key: 1. about every three months. 2. sometimes afraid but always careful. 3.washing hands, not going to crowded, wearing a mask if needed, see a doctor if you are sick )

Ⅲ. Post- listening

Discussion:

1. Suppose there is a village, and many people there die of one cancer, You go there as a disease detective. What will you do”

2. Suppose you are monitor or monitress and at this moment there is an infectious disease(.传染病) in you area, what will you do?

Step 3 Do listening Exx, on P61 Ex 1 and Ex 2（丰台区册） if we have enough time

Homework:

1． How HIV is transmitted?

2． Write a short passage about what you have learned in this period.

篇3：人教新课标高二Unit 7 Living with disease

Unit 7 Living with disease

The First Period -Born dying

-Taught by Zeng Jiebing

Ⅰ.Teaching aims:

1.Learn and master the following words and phrases:

defenseless,illness,treatment,liquid,unprotected,sex,lack, proper, discourage,cheer up, network,specialist

2.Train the students' reading ability.

3.Practise talking imaginary situation.

Ⅱ.Teaching important points:

1.Master the following words and phrases: a lack of ,cheer up ,deal with ,wish,as if

2.Understand the text exactly.

Ⅲ.Teaching difficult points:

How to help the students analyze the writing style of this unit.

Ⅳ.Teaching methods:

Skimming method,task-based method,role-play method

Ⅴ.Teaching aid:

A recorder, the blackboard and a piece of paper

Ⅵ.Teaching procedures:

StepⅠ Lead in

T: Good afternoon,everyone.

Ss:Good afternoon,teacher.

T: Sit down, please. Today,we are going to learn Unit 7 -Living with disease. As we know, everyone will get ill in his whole life. But most of time, the illness can be cured sooner or later. However, some disease can't be cured, such as AIDS ,cancer and so on.

T: Are you afraid of these disease?

Ss:Yes.

T: In our society, there are many people, who got these deadly disease, But they did not give up, they tried their best to fight against the diseases and make their life meaningful.

T: Do you think they are great?

Ss:Yes.

T: Very good , Now can you tell me how many kinds of deadly diseases you know?

Ss:AIDS,cancer and so on.

T:Right, Ok, now,Let's have a test to see how much you know about AIDS. Please open your books at Page 49,

Here is an AIDS quiz.Try to finish it as quickly as you can.Maybe you don't know some of the answers. It doesn'

-t matter.

(Two minutes later)

T: Have you finished it?

Ss:Yes.

T:But now we will not check the answer until we finish reading the text.

StepⅡFast-reading

T: So please open your books at Page 51.

The text “Born dying” is about a person living with HIV. Before reading the text , I'd like you make a predict

about this passage. So please write down two questions you think will be answered in the text. I'll give you two

minutes to prepare. OK?

Ss:OK.

(Two minutes later)

T: OK,now tell me what are your questions.

Ss:They are:

Q1:What is AIDS?

___________________________________________________

Q2:How do people get AIDS?

___________________________________________________

T: Good , Now read the text quickly and try to find the answers to the questions you listed just now. At the same

time you should think about the title “Born dying” . Are you clear?

Ss: Yes .

T: OK, now do it please.

(Check the Ss's answers)

Step ⅢCareful-reading

T: OK ,Now, please read the text again , then try to find the right answers.

1.Which of the following is true?

A.People will die immediately after they get AIDS.

B.HIV spreads only through blood.

C.Xiaohua was three when her mother died.

D.AIDS is a disease that breaks down the body's immune system and leaves a person defense against infection

and illnesses.

2.Which of the following is NOT true?

A.In , 3.2 million children in the world were infected with HIV.

B.The disease is spreading faster in America and parts of Asia.

C.Xiaohua knows she will die before she can grow up.

D.Xiao hua wants to be a doctor to help AIDS patients.

3.What are the means of being infected with AIDS ?

A.Through blood and other body liquids. B.By having unprotected sex.

C.Through birth. D.All of the above.

4.The passage mainly tells us ______.

A.how terrible AIDS is B.how miserable Xiaohua is

C.what we should do towards AIDS and AIDS patients D.how to help Xiaohua

5.From this passage ,we can infer that ____.

A.we should avoid any contact with AIDS patients

B.Xiaohua wants to give a hug to an AIDS patient

C.Xiaohua's life won't be as long as her clasmates' so she is unhappy

D.people should try to know about AIDS

(Check the students' answers)

T:OK, now I think you must have known the AIDS very well , so let's turn back to the quiz about AIDS. let's

check the answers together.

(Check the students' answers)

Step Ⅳ Language points

T: Now let's listen to the tape. While listening, try to find out the important language points and difficult points

that you don't understand. Are you clear?

Ss:Yes.

T: Maybe the following language points can give you more help to understand the text. Now study by yourself ,

then do the exercises.

1.break down :使瓦解，毁坏

eg:Someone broke the door down.

2.die of 死于疾病、衰老、饥饿、情感等内部原因。

die from 死于自然灾害、意外事故、受伤等外部原因。

eg:Her grandmother died of hunger/Cancer.

He died from a wound.

3.a lack of 缺乏、短缺

a lack of water /money

4.persuade sb. to do sth=persuade sb. into doing sth 说服某人做..... (成功）

try to persuade sb to do sth.=advise sb to do sth. 劝说某人做.....（不一定成功）

eg: She finally persuaded her son to go to college.

I advised/tried to persuade him to start early,but he couldn't listen.

5.虚拟语气：（表说话人所说的话不是事实，而是一种假设、愿望、怀疑或推测。）如文中出现的含虚拟

语气的句子：

I wish I could remember more about my mum.

I wish that she were here with me and that we weren't sick.

Exercises:

1.It's no use trying to ___ him to give up smoking;he won't listen.

A.persuade B.advise C.discourage D.prevent

2.This computer doesn't work properly.because a certain virus has ___ the operating system.

A.broken up B.broken down C.broken out D.broken away

3.Our defeat was due to a lack ___ experience.

A.in B.for C.of D.to

4..The dog died ___ an accident .The cat died ____ a disease .

A.of,from B.from,of C.for ,from D.of .for

5.Nobody has become ___ HIV in this area.

A.infected with B.infecting on C.infected in D.infecting with

6.People __ HIV by having unprotected sex,by receiving infected blood transfusions or through birth.

A.gets B.receive C.accept D.transmit.

Step Ⅴ Summary

T: In this class, we've not only learned more about AIDS,but also learnt how to act towards people who have

AIDS. We should call on all the people to fight against AIDS. Besides,we've learned some useful words and

phrases .After class ,please read the text more times to make sure you've really understood it and master the

useful language points.

Step ⅥHomework

1.Try to tell your classmates something about AIDS.

2.Recite the key sentences in the text.

篇4：Unit 7 Living with disease全部教案内容(新课标版高二英语教案教学设计)

Teaching plan for Unit 7

Teaching goals:

1. Talk about deadly diseases and attitudes towards AIDS, cancer,etc.

2. Practise talking about imaginary situations

3. Practise supporting and challenging an opinion

4. learn to use the Subjunctive Mood(1) If I were you,… I wish I could..

5. Write a personal narrative

Important points:

1. Master the uses of the following words and phrases

Via, persuade, a lack of , cheer up, deal with ,….

2. Try to understand the text exactly

3. Master “the Subjunctive Mood”

Difficult points:

1. How to help the students understand the materials exactly, especially some

Sentences with special Verb-forms used in the Subjunctive Mood.

2. How to train the Ss’ abilities of listening, speaking, reading and writing.

Teaching Aids:

1. a tape recorder

2. the blackboard

Teaching procedures

The First Period of Unit 7

Step I. Greetings

Step II. Lead-in and Warming-up

T: Nowadays, the weather is becoming colder and colder, especially sometimes

It changes. So it is a period when we can easily catch cold. We all know that

The feeling with diseases is so terrible, yes? So we’d better wear more and

Take good care of ourselves. And from this lesson, we’ll learn something

About diseases. First I want you to tell me some diseases you know. Who

Can?

Ss: headache, toothache, stomachache, heart disease, shortsighted, blind, deaf,

Dumb, cancer, and AIDS etc.

T: Very clever. Now tell me which disease you think is the most frightening?

S1: Cancer.

S2: AIDS.

T: Why?

Ss: Because they are incurable.

T: Yes, you are all right. And how much do you know about AIDS?

Let’s look at AIDS Quiz in Warming up .

(key: 3 and 6 are correct )

Step III. Listening

Well, now please listen to the tape once again and take some notes of What you

Hear, then use your notes to tell your partner about how stacy works, how she

Feels about her job, and what advice she gives , Are you clear about that?

Step IV. Speaking

T: At the beginning of the class, we talked about some deadly diseases, and we also had a quiz on AIDS. We know AIDS is not only one of the deadly diseases but also a most serious social problem today. Could you please explain why?

S1: One reason is that it is incurable, another is that people know little about health care about health care , prevention and education.

T: Well done. Besides AIDS there are some other most serious social problems such as drugs , smoking and drinking. Which do you think is the most serious one? Now let’s come to the speaking part. Choose one of the problems listed below or think of another serious problem. Prepare a role card on which you write down reasons why you think your problem is the most serious. Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one. Are you clear? OK, let’s begin.

Step V. Language points.

1. deadly adj 致命的，致死的/ 不共戴天的， 充满仇恨的

adv （口） 极其， 非常

a. Guns are deadly weapons .

b. The disease is deadly.

c. AIDS is a kind of deadly disease .

d. He is my deadly enemy .

e. His face is deadly pale. / I’m deadly tired .

2. In 2002, there were 42 million people living with AIDS in the world.

a. Yesterday the biggest store in town caught fire. And there were a great

Many people watching the fire in the street.

b. There is a train leaving at nine p.m

Live with 与。。。生活在一起； 忍受，忍耐

c. He doesn’t live with his parents.

d. You have to learn to live with stress.

3. inject +sb / sth with …

be injected with …

infect sb with a theory = influence sb with a theory

a. The patient infected the nurse with a bad cold

b. The laboratory animals had been infected with the bacteria.

c. When he was in prison, he was infected with all sorts of antisocial ideas .

4. via 经过； 经由/ 凭借； 通过

a. We went to London via Paris.

b. He sent me a love letter via one of my friends.

c. The program was telecast live via satellite.

5. take notes (of ) You should form the habit of taking notes in class.

Please take notes of what the headmaster said.

take note of Take note of what I say and please don’t forget it .

make a note/ notes of Make notes of how much you spent on the trip

compare notes His wife and my mother often compare notes about

cooking

speak from notes / without notes She speaks for two hours without a note.

6. transmit 传送； 传染； 传播/传导/ 播送；播放

a. This infection is transmitted by mosquitoes .

b. If you transmit this kind of bad habits to your friends, you’ll be regretful some day.

c. Water can transmit light and sound .

d. We can transmit the TV news by TV .

7． Persuade sb (not )to do …

persuade sb into sth / doing sth

persuade sb out of sth / doing sth

persuade sb of sth / that ….使某人相信/信服。。。

He persuaded his daughter to change her mind .

I persuaded her into going to the party.

I persuaded her out of taking over the work.

We are persuaded of the justice of her case

How can I persuade you that I am sincere ?

I tried to persuaded my husband to give up smoking and drinking, but I failed .

Step VI. Homework

Blackboard Design

The first period 1. deadly 2. live with 3. via 4. persuade ….

P.S. __________________________________________________

__________________________________________________

__________________________________________________

The Second and Third Periods of Unit 7

Step I . Greetings.

Step II. Lead-in

T: Last period we talk about some serious diseases, especially AIDS. Today,

Let’s go to see a girl with AIDS. We’ll see how she live with such a terrible

Thing at so young an age. First let’s read the new words in this unit.

Step III. Questions for the text

1. How did Xiao hua get AIDS?

2. Can people contact her?

3. Does she feel discouraged?

4. What kind of disease is AIDS?

5. Where is the disease spread faster? And why?

6. Which kind of people suffers the most ?

7. What did Xiao Hua decide to do after she knew she got AIDS?

8. Is the disease the only thing that AIDS patients have to suffer from?

9. What is the best way to show that you care about AIDS patients?

10. What is the difference between AIDS and HIV?

11. In what way does AIDS spread ?

Answers:

a. She got AIDS through birth.

b. Yes , they can .

c. No, she doesn’t .

d. AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.

e. In Africa and parts of Asia, Mainly because of a lack of proper health care, prevention and education.

f. The young suffer most.

g. She decided to use the limited time she has left to do something to help others.

h. No. They also have to deal with people’s fear of the disease.

i. Giving an AIDS patient a hug.

j. HIV is a kind of virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.

k. AIDS spreads through blood and other body liquids. People transmit HIV by having unprotected sex, by receiving infected blood transfusions or through birth.

True or false (You can omit this part if you have no time. )

l. Xiao Hua is a happy teenager and likes to talk to her teachers after class.

m. Most people with AIDS can only survive a few months.

n. Medicine can help the people with AIDS and it can cure them at last.

o. Xiao Hua’s mother died of AIDS when Xiao Hua was a child

p. Xiao Hua has hardly any hope to survive.

q. Xiao Hua still decided to do something to help other AIDS sufferers.

r. Contacting with AIDS sufferers is always dangerous.

s. Xiao Hua thinks her life is still beautiful though she is suffering from AIDS.

( Keys: d, e, f, h, right; the others wrong )

Main idea for each part.

Para.1: A general introduction to Xiao Hua.

Para.2: The definition of AIDS.

Para.3. The channels of transmitting HIV

Para.4. The people who suffer this disease most.

Para.5 ,6 &7. The two main things that AIDS patients suffer from and the things that Xiao Hua does as a young patient with it.

Step IV. Language points.

1. born dying

(1) born +adj / n 生为。。。 (2 ) born to do 生来就会。。。

He was born French, but later he took Canadian citizenship .

The children are born lucky.

She was born to be a singer.

He is a born poet. (天生的)

2. break down vi (机器等)损坏；（身体的）垮掉 （计划/ 谈判等）失败了

The old washing machine didn’t work, because the engine broke down.

You will break down sooner or later if you keep working like that.

The plan which we made has broken down.

3. immune to / against …（对。。。）有免疫力的； 不受。。。影响的

immune from…免除。。。的， 豁免的

I’m immune to smallpox as a result of vaccination.

He was immune to the flattery of political leaders.

The criminal was told he would be immune from prosecution（起诉）if he helped the police .

HIV can destroys a person’s immune system.

4. spread vi 传播；蔓延/ 延伸；扩展 vt 伸开；展开；铺开；

Flies spread diseases .

If I tell you the secret, don’t spread it around .

A wide land spread in front of us .

He laid a table and spread a table cloth on it .

The bird spread its wings and flew away.

5. contract vt / vi / n

contract a marriage （立约）确定。。。

contract to build a bridge 承包。。。

Nowadays almost nobody can contract smallpox. 染上（疾病、恶习等）

Metals contract as they become cold 收缩

Make a contract with sb for sth …和。。。为。。。订立和约

6. lack

a. We lack the necessary information.

b. We lacked the strength to walk any further.

c. He lacks money / courage / ability / experience

d. A lack of food caused her to grow weak.

e. I can’t buy the bike because of my lack of money .

f. He seemed to be lacking in courage. (缺乏品质、特点等)

7. suffer …受；遭受（苦痛/损失/ 损害）

suffer from …受。。。之苦/折磨

The company suffered a great loss after the big fire.

He suffered great pain when he was young.

The city suffered serious damage from the flood .

The old man is suffering from cancer.

Tang Shan once suffered from a big earthquake.

8. discourage sb 使某人泄气/气馁

discourage sb from doing sth 劝某人不要做某事

Don’t discourage her. She is doing her best.

Don’t let one failure discourage you. Try again.

We tried to discourage him from climbing the high mountain.

9. cheer up vt 使。。。高兴起来/振作起来 vi 高兴起来，振作起来

Your visit has cheered up the sick man.

In order to cheer my son up, I took him to the cinema.

Cheer up ! The result is not too bad .

He cheered up at once when I promised to help him.

He was cheered by the audience. （ vt 鼓舞，向。。。欢呼）

The crowds cheered as soon as he appears. （vi 欢呼，喝彩）

Step V. Homework

Blackboard Design.

The second period 1. break down 2. immune 3. a lack of 4. discourage 5. cheer up …… ……….. ………

P. S. _____________________________________________________

____________________________________________________

____________________________________________________

The Fourth Period of Unit 7

Step 1 .Greetings.

Step 2. Grammar.

虚拟语气用于表示主观愿望和假设的虚拟情况

1．后面所跟的宾语从句

用法 形式 例句

表示对现在情况的虚拟 +从句主语+did/were I wish I knew something about programming

表示对过去情况的虚拟 +从句主语+had done They wish that they hadn’t said it to us .

表示对将来情况的虚拟 +从句主语+would do I wish she would be on my side.

3. as if, as though 引出的表语从句和方式状语从句中不同语气的使用

（常放在look, sound , smell, feel, act , speak, talk 等动词后）

用法 形式 例句

表示真实情况用陈述语气 +从句主语+动词相应的时态形式 It looks as if the weather may clear up very soon.

表示与现在事实不符 +从句主语+did / were He behaves as if he owned the place.

表示与过去事实不符 +从句主语+had done He talks about Rome as if he had been there himself.

3. 在非真实条件句中

（1）表示与现在事实相反

If + did/ were, 主句主语+ would/ should / could / might + do

（2）表示未来实现可能性很小

If +did / should / were to do , 主句主语+would / should / could / might +do

(3) 表示与过去事实相反

If +had done, 主句主语+would/ should / could / might +have done

Eg. A. If I had a bike, I would lend it to you

b. If there were no subjunctive mood, English would be much easier.

c. If he were here , everything would be all right

d. If it weren’t their support, we would be in a very difficult position.

e. If I should / were to do the experiment, I would to it some other way.

f. If the earth should/ were to stop/ stopped turning, what would happen ?

g. If I had left a little earlier, I would have caught the train .

h. You wouldn’t have caught a cold if you had put on more clothes.

i. I could have done it better if I had been more careful.

Step III . Exercises.

Step IV. Homework

Blackboard Design

The fourth period 1. I wish I had a easier job.2. He talked as if he had been there at the moment.3. If I were a student , I would listen to the teacher carefully . …………………………………………………………

P. S. ___________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

The Fifth period for Unit 7

Step I Greetings

Step II. Integrating skills.

Lead-in : In the second period, we’ve read a passage about a girl living with

AIDS, which is an serious and incurable disease. Today we are going

To read about another person who got cancer. We all know that

Cancer does not spread from one person to another, though it is also

A kind of serious disease. The text will tell us what has happened to

The cancer patient and how his life has changed. Now please read the

Text quickly and find out the answers to the following questions.

1. How is cancer caused ?

2. How did cancer change the writer’s life?

Answers:

1. Cancer begins in cells. There are many types of cells in the body and each has a special unction. In a healthy body, cells grow and divide to produce new cells only when it necessary. if the production of cells is disrupted, cells either divide too fast or at the wrong time, making it difficult for the body to function properly. This way , people got cancer.

2. First, the writer felt empty and hopeless. Then he began to receive treatment and fought against the illness, suffering great pain and difficulty. Later, he found the strength to recover with the help of his family and friends. After fourteen months ‘ successful treatment , he was able to go home. But the cancer in his body has just been defeated for the moment. It can come back at any time and the struggle will never end, so he says his life has not yet ended but really begun. He has changed his attitude towards life. He has learnt to appreciate every minutes of each day.

True or false （选做）

1. It was on Thursday’s afternoon that the doctor told me that I got cancer.

2. I knew much about cancer at that time

3. Cancer can not be treated .

4. The treatment was successful and I was able to go home after exactly fifteen

Months in hospital.

5. The cancer in my body has been defeated for ever.

Language points.

1. for the moment Let’s live in this simple house for the moment .

for a moment He hesitated for a moment

of the moment She is the most popular singer of the moment .

at any moment If you have any question, come to me at any moment .

at the moment I am very busy at the moment .

in a moment He’ll be back in a moment.

the moment …. I recognized him the moment I saw him at the airport .

2. take chances / take a chance / take the chance 冒险； 碰运气

Don’t take chances !

Let’s take the chance and swim across this river.

3. to the full 尽情地 充分地 完全地

Whatever happens, we should enjoy our life to the full.

His weakness were exposed to the full.

Live your life to the fullest.

4 Die of 死于疾病、饥寒、年老、内在情感（悲伤、羞愧、大笑。。）

die from 死于外因或间接原因（如环境、受伤、事故等）

In the old times, many people died of hunger and cold.

The fish in that river all died from the polluted water.

Many passenger died from the terrible traffic accident.

Step III. Exercises

Step IV. Homework

Blackboard Design

The fifth period 1. for the moment 2. take chances 3. to the full …………………………

P. S. _________________________________________________________

________________________________________________________

________________________________________________________

篇5：高二英语05-06同步课程Unit 7 Living with disease

高 二 英 语（第15讲）

主讲：郑天德 （苏州中学）

[教学内容与目的要求]

教学内容：

高中英语第二册（上）

教学要求：

1、掌握本单元的单词，词组与句型。

2、学会几句常用口语：

I think that there’s life on Mars because scientists have found water there.

我认为火星上有生命，因为科学家已在那儿找到了水。

If they were to come tonight, they could meet the famous doctor.

如果他们今晚来的话就能见到那名医了。

Have you thought about/of studying medicine? 你想过学医吗？

What makes you think that only bad people get AIDS?

什么使你认为只有坏人才得艾滋病？

If I were you, I would study harder to enter a good university.

如果我是你的话，我就会更努力去考上一个好大学。

Could you please explain why HIV can’t be transmitted via/by kissing?

你能为我解释一下为什么接吻不会传染艾滋病毒？

3、语法：虚拟语气⑴

[知识重点与学习难点]

一、重要单词：

deadly imaginary narrative false infect inject virus transmit via route prevention persuade heroin immune defenseless unprotected sex transfusion contract lack proper available specialist curable fierce diagnose sample disrupt contagious radiation strength recover category

二、重要词组：

die of/from … 死于…… suffer from … 遭受…，患……病

on the contrary 正相反 for the moment 暂时，目前，此刻

free from 不受……，免于……

[难点讲解]

1、AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illnesses.

艾滋病是一种破坏人的免疫系统使人体对感染及疾病没有抵抗力的疾病。

break down v.t.搞坏，搞垮，分解等

By helpful kindness the teacher broke down the new girl’s shyness.

老师的善意帮助使那新来的女生克服了害羞。

SARS could also break down the patient’s immune system.

非典也会破坏病人的免疫系统。

The policeman broke down the demonstration against the government.

警察镇压了反政府示威。

Water can be broken down into H and O. 水能分解成氢和氧。

v.i.中断，坏了

Twice his computer broke down. 他的电脑坏了两次。

The peace talks have broken down 和平谈判失败了。

His health broke down. 他的健康/身体垮了。

As she was singing she suddenly broke down. 她唱着唱着突然停了下来。

leave带宾补的用法，意为，让（…继续处于某种状态）：

Please excuse me if I have left any of your questions unanswered.（过去分词）

如果你的问题我还没有回答的，请原谅了。

The papers were left lying around.（现在分词） 文件被扔得到处都是。

His illness left him weak.（形容词） 他的病使他很虚弱。

When Tom went sick, they left Jack in charge.（介词短语）

当汤姆病了的时候，他们让杰克负责。

You’ve left her name off the list.（介词短语） 你已经把她的名字从名单上去掉了。

2、Most people who have AIDS manage to survive only a few years after they get the disease.

大多数艾滋病患者在得病后只能活上几年。

这里manage to survive指存活。

manage to do意为设法做成……

同义的还有succeed in doing/be able to do试看以下例子：

The room was very dirty, but he managed to clean it.

was able to

he succeeded in cleaning it.

这房间很脏，但他把它打扫干净了。

比较：

He tried to clean the dirty room but in vain. 他想要打扫干净这个脏屋，但是白费力气。

He could clean the dirty room, but wasn’t willing to.

他能打扫干净这个脏屋，但不愿意干。

persuade与advise也有类同的比较：

She persuaded her father to give up smoking. 她劝父亲戒了烟。

She advised her father to give up smoking, but failed.

tried to persuade

她劝父亲戒烟，但没成功。

3、The disease is spreading fast in Africa and parts of Asia, mainly because of a lack of proper health care, prevention and education.

由于缺乏适当的医疗，预防与教育，艾滋病在非洲和亚洲部分地区传播得很快。

lack缺乏

作v.一般不用被动式：

I lacked the courage to do it. 我缺乏做这事的勇气。

He always lacks money. 他老是缺钱花。

Jane lacks an inch of being six feet tall. 珍妮差一英寸就六英尺高了。

否定句常用lack for

She doesn’t lack for friends.

be lacking in缺乏某种特点，只能……

She was lacking in wisdom. 她不够聪明。

He seemed to be lacking in common sense.他似乎缺乏常识。

A diet lacking in protein will not keep a person healthy. 缺乏蛋白质的饮食不利于健康。

作n：

There has been a great lack of electricity this summer. 今年夏季，电的缺口很大。

Most peasants don’t know how to maintain their own rights because of (a) lack of education.

大多数农民因缺乏教育不懂维护自己的权利。

比较同义语short adj与shortage n的用法：

I said that the firm was short of men. 我说这公司缺人手。

We were short of money then. 那时我们很缺钱。

We have run short of food. 我们食物已经短缺了。

There is a shortage of grain because of poor crops. 收成不好粮食紧缺。

A water shortage even exists in “so called water towns” such as Suzhou and Shanghai.

甚至象苏州、上海那样的“水乡”也存在水资源缺乏的问题。

4、My life may have to be short. 我的生命也许一定很短暂。

比较：He must be brave. 他一定很勇敢。

He may have to be brave. 他也许一定很勇敢。

must不能与其他助动词连用而have to能，又例：

You will have to pass the exam before entering the school.

你进这学校前必须通过考试。

He may have to walk there because he has no money for the bus.

因为他没有钱坐公共汽车，他也许只好步行到那儿去。

5、suffer from：

suffer一般作v.i.解，常与from连用，意为受苦，患病。

The crops suffered from the flood. 庄稼遭到了水灾。

I suffer a lot from lack of rest. 我深受休息不足的痛苦。

She suffered from SARS last year. 她去年患上了非典。

He suffered terribly when his mother died. 当他母亲去世时，他非常痛苦。

有时作遭到不好的事情解释时也可作v.t.：

The enemy has suffered a sharp defeat. 敌人遭到惨败。

He suffered (from) no pain. 他不觉痛苦。

She has suffered no inconveniences of any kind. 她没有遇到任何不便。

6、I now feel as if that was when my life really began.

我现在觉得那天好象是我人生真正的开始。

这里when my life really began是名词性从句，无疑问色彩，等于：

the day/time when my life really began

7、to date至今与so far同义，常和现在完成时连用：

The police have not found the runaway to date/so far. 警察至今还没有找到那逃犯。

To date/So far he has done half the work. 至今他完成了一半工作。

8、too … to do结构中，to do是不定式作结果状语，有否定意义：

It’s too good to be true. 那太好了，不可能是真的。

He is not too tired to walk. 他没有累得走不动。

Never too old to learn. 学习不会嫌老的。

但在一些搭配中即使有too后面的不定式也没有否定意义：

如：be ready to do be eager to do

be anxious to do be glad to do

He is too ready to believe others. 他太容易相信人家。

He is too anxious to leave. 他太急于想离开。

I’m too glad to see you. 我太高兴见到你。

[语法] 虚拟语气⑴

一、虚拟语气用于条件句中：

1、与现在事实相反的假设：

从句：用一般过去时形式，be常用were。

主句：用would/could/might/should（只用于第一人称）+动词原形。

If I were/was in your place, I would be very worried.

If I were you, I would not go with him.

（固定结构）

What could you say if I asked you to join us for a holiday?

Were提前可替代if从句。又例1可改成：

Were I in your place, I would be very worried.

2、与过去事实相反的假设：

从句：用过去完成时形式，可接过去时间状语。

主句：用would/could/might/(should)+have done。

If he had tried harder last term , he would have passed all the exams.

Had he tried harder last term （Had提前作条件从句不用if）

If I hadn’t stopped her, she would have jumped into river.

Had I not stopped her, （不能把Hadn’t提前！！）

Nothing could have saved him even if he had been treated without delay.

3、与将来的事实相反的假设：

①与将来事实肯定相反：

从句：用一般过去时形式。

主句：用would/could/might/(should)+动词原形。

If the sun rose in the west tomorrow, he would change his mind.

②与将来事实可能相反：

从句：用should/were to +动词原形或一般过去时形式。

主句：用would/could/might/(should)+动词原形。

If it were to rain , we should get wet.

Were it to rain

If the rumour be true, everything is possible.

would be

If she (should) hear of your success, she could be surprised.

Should she hear of your success, （should提前能构成条件从句，不用if）

*unless一般不用于虚拟语气，如要表达虚拟语气则用if … not …为宜。

4、主从句时间不一致的情况：

Had John Baird not invented TV, a good many kids wouldn’t know how to spend Saturday evenings. 如果当时约翰贝尔德没发明电视的话，现在很多小孩不知如何度星期六晚上了。

If you should see my mother, please tell her I’m quite well.

如果你可能见到我妈，请告诉她我很好。

If I had missed and had shot too low, I was going to use this arrow on you.

如果我没射中而射得太低，我本来打算用这支箭对付你的。

5、含蓄条件句：

a、假设条件从上下文看去，不表达出来。

It was so quiet. You could have heard a leaf drop.

那时周围是那么静。连树叶落地你都听得见。（不必表达出来的假设是，如果当时你在场，去听的话。）

b、假设条件用其他形式表达：

Man would live for hundreds of years in hibernation. 人在冬眠状态可能活上几百年。

二、表示愿望的wish从句：

1、与许愿时的事实相反，从句谓语用一般过去时形式：

I wish we had more money. （事实上我们没更多的钱。）

He wished Ruth was there to share in the joy. （事实是当时Ruth没在那儿与他同乐。）

2、与许愿时已发生的事实相反，从句谓语用过去完成时形式，或would/could/might + have done：

Moravia wished she hadn’t come. （事实是当时她已经来了。）

wouldn’t have come.

I wish that I had never met him. （事实是我已与他见面了。）

would never have met him.

3、为将来可能发生的事许愿，从句谓语用would/could/might +动词原形：

She wished that she could marry a millionaire.

I wish I would visit New York again.

三、as if/as though从句中虚拟语气：

1、与当时的事实相反，从句谓语用一般过去时形式：

He acts as if he were drunk. 他的举止似乎他喝醉了。

She loved the boy as if he were her son.

2、与当时已经发生的事实相反，从句谓语用过去完成时形式：

I remember the whole thing as though it had just happened.

He jumped up as if he had been bitten by a snake.

同步练习

一、单项选择：

1、Corruption will _______ the economy of the country.

A. break with B. break down C. break out D. break away from

2、With ________ electricity, the city had to turn off half of the street lights.

A. a lack of B. lack for C. short of D. shortage for

3、He ______ repair the TV set, but it still didn’t work properly.

A. managed to B. tried to C. was able to D. failed to

4、He ______ have to walk to school. Choose the wrong answer:

A. may B. will C. used to D. must

5、She is _______ a strange disease.

A. suffering B. suffered from

C. suffering a lot of D. suffering from

6、Seven students have been killed by the cruel terrorists _______.

Choose the wrong answer:

A. to date B. so far C. to this day D. till today

7、Mr Smith is not ________ at the moment. Should I ask him to call you back?

A. spared B. available C. helpful D. busy

8、The kid talked to us as if he ______ an adult.

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

9、What would you do if the war _______. Choose the wrong answer:

A. broke out B. should break out

C. were to break out D. would break out

10、He really wished such a noise ______ soon.

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

二、阅读理解：

Mrs. Smith’s husband went off on a business trip to Australia. He wanted to catch the 3:30 plane to Darwin. She was very surprised when he telephoned her at 5 o’clock and said that he was still at the airport.

“What happened?” asked Mrs. Smith.

“Well”, said Mr. Smith, “Everything was going fine--I got my ticket, checked my luggage and waited in line at the gate. I walked across the runway to the airplane and I saw my friend Jack Scott. Jack was an airplane engineer. I shouted to him and a policeman caught me.”

“Why did he catch you?”

“I don’t know,” said Mr. Smith, “All I said was ‘Hi, Jack!’”

The word “hijack” means “to take control of a plane by force.”

1、Why did Mr. Smith want to fly to Australia? Because __________.

A. he was an Australian business man

B. he was leaving for Australia on business

C. his wife wanted him to

D. he wanted to see his wife

2、Mrs. Smith was very surprised because _______.

A. Mr. Smith didn’t arrive in Darwin. B. Mr. Smith telephoned her late

C. Mr. Smith didn’t leave the airport D. Mr. Smith was in Darwin

3、Mr. Smith couldn’t get on the plane because _______.

A. he met with his friend Jack

B. he didn’t get the ticket

C. there was something wrong with the airplane engine.

D. he was stopped by a policeman

4、Which of the following sentences is not true?

A. The police didn’t know Mr. Smith was Jack Scott’s friend

B. Jack Scott worked as an airplane engineer.

C. The policeman misunderstood Mr. Smith.

D. Mr. Smith knew why the policeman caught him.

5、Why was Mr. Smith caught by the policeman? Because ________.

A. he didn’t keep silence at the airport

B. he greeted an airport engineer named Jack

C. the pronunciation of “Hi, Jack” has another frightful meaning

D. the policeman didn’t know English

参 考 答 案

一、1、B 2、A 3、B 4、D 5、D 6、D 7、B 8、C 9、D 10、A

二、1、B 2、C 3、D 4、D 5、C

篇6：新课标模块7 Unit 1 Living Well--Writing Task(新课标版高二英语选修七教案教学设计)

Unit 1 Living Well

Writing Task

Teaching Aims

1. Learn Zhang Yuncheng’ s story and his courage to overcome the difficulties and achieve his ambition.

2. Develop the reading skills by writing comprehension questions.

3. Learn the writing skills ―― an effective way of summarizing a text.

Teaching Key Points and Difficult Points

1. Enable to students to master the writing skills ―― summarizing a text.

2. Develop students’ ability to cooperate by getting them involved in pair work and group work.

Teaching Methods

1. Individual, pair or group work and discussion.

2. Student-focus approach and task-based approach.

Teaching Aids

A computer and a projector.

Teaching Procedures

I Pre-reading

This step is to interest the students in Zhang Yuncheng and his story.

1. Greetings.

2. Show students some pictures and provide students with some background information.

II Reading

1. Discuss the following question. Let students know the text they are going to read is a newspaper article.

Where do you think you might see a text like Zhang Yuncheng Achieves His Ambition? Tick the correct answer.

A. In a diary.

B. In a newspaper.

C. In an encyclopedia (百科全书).

Answer B

2. Students read the text and underline the information they think is important.

3. Students work in groups to write five comprehension questions based on the important information.

4. Students swap their questions with another group. Help each other with any difficulties they have understanding the text.

（Teacher may ask students to do Task 2 and Task 3 before class.）

5. Check with the whole class what important points should be covered in the summary and decide what information is important and what information is comparatively unimportant.

√ What has Zhang Yuncheng achieved?

√ What kind of disease does Zhang Yuncheng have?

√ What are the problems caused by his disability?

Why didn’t his parents send him back to school?

√ What does Zhang Yuncheng do in spite of his disability?

√ How did Zhang Yuncheng achieve his ambition?

What is Zhang Yuncheng’ s book about?

6. Students write the important facts in note form. Help Zhang Yuncheng to complete his resume. While checking the notes, ask students to answer the following questions

What has Zhang Yuncheng achieved?

What kind of disease does Zhang Yuncheng have?

What does Zhang Yuncheng do in spite of his disability?

How did Zhang Yuncheng achieve his ambition?

Answer

Resume

履历表

First Name名 Yuncheng Family Name姓 Zhang

Sex 性别 Male √ Female

Health 健康状况 A muscle disease and very weak

Education 教育背景 One day

Interests and hobbies 兴趣爱好 Reading and writing

Personal experiences and achievements 个人经历和成绩

Taught himself to read and write

Wrote a letter to a newspaper about his life and dreams

Kept writing and sent essays to an editor

Wrote and published a book

III Summary Writing - summarize the text and write a short article of about 150 words to introduce Zhang Yuncheng.

Help students to write the article based on the notes.

1. Write the introduction of the text. Students work in pairs and write the opening sentence (a topic sentence that sum up briefly the main idea of the text). They should say something about what Zhang Yuncheng has achieved.

Topic sentence 1

Although Zhang Yuncheng has a disability which prevents him from moving without pain, he succeeded in publishing a book at the age of 25.

Topic sentence 2

That Zhang Yuncheng overcame all the difficulties to achieve his ambition to publish a book inspires all the readers.

2. Write the middle (the body) of the text.

(1) Explain to students the following points

The summary should be in your own words.

Writing a summary, remember to

- cover all the important points.

- Leave out the details.

- Reduce the examples.

- Simplify the descriptions.

- Change clauses or sentences to phrases.

- Put the main points of a dialogue in indirect speech.

(2) Tell students that they should start a new paragraph for each new topic and that the middle may consist of two paragraphs. Ask students what the main idea of each paragraph may be.

Possible answer

The middle may consist of _two_ paragraphs.

The first paragraph is about _his disability and problems caused by his disability.

The second paragraph is about _what he does in spite of his disability and how he achieved his ambition.

(3) Show students the sample writing. Ask students if they enjoy the writing and how they can improve the writing.

Zhang Yuncheng has a muscle disease and very weak. He can not walk. He can’t get out of bed without help and he can not lift his arms above his head. He went to school for only one day.

(4) Students work with their partner to write the first paragraph. Help students to use connectives and transitional phrases (过渡连接词) so that one sentence runs smoothly to another.

Possible answer

Zhang Yuncheng has a muscle disease that makes him very weak. Because of his illness, he is unable to walk or even get out of bed without help. Also, he can hardly lift his arms above his head. Different from others, he went to school for only one day.

(5) Help students to use a transitional sentence (过渡句) so that the first paragraph leads naturally to the second paragraph.

Possible answer

No matter how challenging life can be, Zhang Yuncheng still manages to enjoy it.

In spite of all these difficulties, Zhang Yuncheng never gives up himself.

(6) Prepare the students for the second paragraph. Ask students to use transitions. Remind students to simplify the description of how Zhang Yuncheng achieved his ambition.

Phrases students might use

Like many other people, …

At the same time, …

With the help of Zhang Danuo, …

What’s more/Besides, …

Finally, …

Sample answer

In spite of all these difficulties, he never gives up himself. Like many other people, Zhang Yuncheng enjoys reading and writing. He has ambitions at the same time. He taught himself to read and write. At the age of 17, he wrote to a newspaper about his life and dreams. With the help of Zhang Danuo, an editor, Zhang Yuncheng kept writing and finally achieved his lifelong ambition to publish a book.

3. Write a conclusion for the text. Help students to summarize what Zhang Yuncheng says in indirect speech.

IV Consolidation

1. Review how to summarize the text and write an article about Zhang Yuncheng.

2. Teach students how to edit the first draft.

Compare your first draft carefully with the original. Read it several times and look for ways to improve it. Ask questions like

Have I included all the important points?

Are sentences about the same topic in the same paragraph?

Have I started a new paragraph for each new topic?

Are any of the sentences or words unnecessary?

Is the grammar and spelling correct?

V Homework

1. Write a clean, final draft of the summary.

2. Swap your article with your partner and ask your partner if she/he can suggest ways to improve your writing.

篇7：unit 8 sports reading(新课标版高二英语上册教案教学设计)

Reading – The Olympic Games

Teaching Aims:

1. Let students have the general idea about the Olympic Games’ history and relative information;

2. Train the students’ listening ability;

3. Improve the students’ reading ability by scanning (fast- reading) and intensive reading (blank- filling and main idea- getting);

4. Train the students’ ability of getting information quickly;

5. Discussion method to make the students take an active part in the teaching and learning activities;

6. Pay more attention to the Beijing Olympic Games and English study.

Teaching Aids:

1.a recorder

2.a computer (PPT)

Teaching Procedures:

Step1: Lead- in

(Before class show some pictures about sportsmen and sport events on the screen. At last, there is the picture of the Olympic rings.)

T: Good morning, boys and girls!

S: Good morning, teacher!

T: Sit down, please.

S: Thank you!

T: Just now we have seen some pictures about sportsmen and sport events on the screen. Now please look at this picture. What is it?

S: Five rings.

T: Yes. Once you see it, what will you think of?

S: The Olympic Games.

T: Yes, very good. So today we will talk something about the Olympic Games. Now here are some pictures on the screen. Can you name all of them? What event is this picture? And this one? … …

S: hurdles, cycling, swimming, judo, shooting, high- jump, long-jump, football, weightlifting, horse riding, basketball, diving.

T: Very good. You know so many sports games. Now we will play a game. Please guess “ What events are they?”

No.1 This is a very fast game. Each of the two teams has five players and the game is played for two periods of 20 minutes each. The players try to put the ball into a “ basket”. It is useful if you are very tall.

S: Basketball.

T: Yes, you are clever.

( Then show a picture of Jordan playing basketball.)

Do you know who he is?

S: Jordan.

T: Yes. I’m sure all of you know him. I think he is the greatest basketball player and I like him very much. And you?

S: Yes, we like him too.

T: Next event.

No. 2 The game is played by two teams of six players each. Each team can hit the ball up to 3 times, but not more than 3 times. Then the ball must land on the other side of the net.

S: Volleyball.

T: Yes, good.

(Then show a picture of Chinese Women Volleyball team.)

Do you know not long before, our Chinese Women Volleyball team just won a gold medal in …

S: The Volleyball World Cup.

T: Yes, you know it. Good. Now, next.

No. 3 This game must be played in water by several players. One who first reaches the finishing line is the winner.

S: Swimming.

T: Yes, you got it.

( Show a swimming picture.)

Next.

No. 4 Several players take turns to fire at something with a gun.

S: Shooting.

T: ( Show a picture of WangYifu.)

Right. And who is he?

S: WangYifu.

T: Yes. He is famous. Next.

No.5 The game is played by two strong people. One tries to get the other down on the floor.

S: Judo.

T: Good. ( Show a judo picture.)

Step 2: Listening and Scanning

T: Now we have talked a lot about sport events. And today we will go to see the greatest sports meeting, which include all of them-the Olympic Games. Now please turn to page 52. listen to the tape carefully. When you are listening, please pay attention to these numbers on the screen, and find out the relative information of them: 4years; 2 years; 776 BC; 393 AD; ; 27; 1984; 28; ; .

(Play the tape.)

OK, the passage is over. Now look at the numbers. Please give me some information about them. First, 4 years? ( And 2 years?)

S1: The Olympic Games are held every 4 years.

S2: The Winter Olympic Games are usually held 2 years before the Summer Olympic Games.

S3: The ancient Olympic Games began around the year 776 BC.

S4: After about the year 393 AD the Olympic Games stopped.

S5:The first Olympic Games in modern times happened in 1896.

S6: In 2000, the 27th Olympic Games were held in Sydney, Australia.

S7: In the 1984 Olympic Games, Carl Lewis won four gold medals.

T: Do you know which four gold medals he won?

S: The 100- meter race; the 200- meter race; the 4×100-metre relay; the long jump.

T: Good, that’s right.

( Show Carl Lewis’ pictures on these 4 events.)

Now go on.

S8: In Sydney the Chinese team got 28 gold medals.

S9: In 2001, China won the competition to host the 29th Olympic Games.

S10: In 2008, the 29th Olympic Games will be held in Beijing.

T: Very good. You have done a good job. You can get the information quickly. So here we will have another practice: True or False.

No. 1 In the early Olympic Games, only men were allowed to compete and watch the Games.

S: True.

T: Right. NO.2 The ancient Olympic Games began around the year 776 BC in Rome. Most of the games were quite different from they are today, for example, running, jumping and wrestling.

S: False.

T: How to correct it?

S: In Greece; the same as.

T: Good. No. 3 Several hundreds of years later, the Olympic Games were stopped, so people forget them. Over 1500 years later, the Olympic Games were held again in Greece. Competitors from 311 countries took part in the games.

S: F. People never forgot them. And 311competitors from 13countries took part in the games.

T: Good. No. 4 The motto of the Olympic Games is “ Faster, Higher, Further”.

S: F. Stronger.

T: No. 5 The 27th Olympic Games were held in Los Angeles.

S: F. In Sydney.

Step 3: Intensive Reading

T: OK, we have talked something about this passage. Now, here is a video material. Please look at it carefully and there will be more questions.

( show the video)

OK, it stops here. Let’s see the passage again. Please get the main idea of the first paragraph.

S: How often are the Olympic Games held?

T: Right. Are the Summer Olympic Games and the Winter Olympic Games held in the same year.

S: No.

T: Which one is first, Summer or Winter?

S: Winter.

T: Yes. The Winter Olympic Games are usually held two years before the Summer Olympic Games. Now second paragraph, the main idea?

S: Something about the ancient Olympic Games.

T: Yes. Were the women allowed to take part in the Games in the ancient Olympic Games?

S: No.

T: Right, they were not allowed. Here we will have a blank- filling. It is about the women’s role in the ancient Olympics and in the modern times. Please go through it and do it quickly. ( P129)

( Let students do it quickly.)

T: OK, very good. Now let’s go to paragraph 3. The main idea?

S: Something about the modern Olympics and the 27th Olympics.

T: Are the ancient Olympics the same as the modern Olympics.

S: No. There are more competitors, more countries and more events now.

T: The fourth paragraph, main idea?

S: The Olympic motto and something about Carl Lewis and the Chinese team in Sydney Olympics.

T: Yes. Chinese team got 28 gold medals in Sydney. Many of them were won in diving, gymnastics, weightlifting and shooting. Can you give me some names who won the gold medals?

S: Diving- Tian Liang; gymnastics- Liu Xuan; weightlifting- Zhan Xugang; shooting- Tao Luna…

T: Now the last paragraph. What’s it about?

S: Beijing will host and is making preparations for the 29th Olympic Games.

T: Good. What will happen after we succeeded in biding for the host?

S1: More trees will be planted and new roads will be built.

S2: New buildings and sports venues will be built…

T: Yes, there will be some new buildings. Please look some of them.

( Show the pictures of the main stadium, and the stadium of football, baseball, volleyball and weightlifting.)

Step 4: Discussion

T: After our building success, we will have a new Beijing and all of us expect the Great Olympics. But as we know, our China had a difficult way to bid for the host. At first for the 2000, but because of some reasons, we failed. Later for the 2008, then we succeeded. During the course, I think most of us support it. But there are also some people against it, because they think that being the host of the Olympics will not only have good effects but also bad effects on the host city. So here we have a discussion. In your opinion,

Is it important and necessary to host the Olympic Games in China? Why or why not?

When you are discussing in your group, you can list some good effects and bad effects. Now begin your group discussion.

(After some minutes, let some group give their discussing results. Then list some good effects and bad effects on the screen.)

Step 5: Summary and Homework

T: After your discussion, which effects are greater, the good effects or the bad effects?

S: The good effects!

T: Yes, we all see the good effects are greater. So we all expect an excellent ever 2008 Olympic Games. And we should do our best to support it. So here is our homework:

What can we do for the 2008 Beijing Olympic Games?

You can discuss with your classmates after class, and please write a passage about this topic on your exercise books, about 150 words, clear?

S: Yes.

T: OK, today we will stop here. Thank you!

篇8：高二unit 11单元内容 (新课标版高二英语上册教案教学设计)

Work in pairs or groups and discuss the following questions.

1. If you wanted to do research or start a hi-tech company, what king of support and environment would you need?

2. Why are scientific achievements important? Look at the list of achievements in the Warming up. How do they improve our daily life? How do they improve society?

3. Why do scientists spend so much time trying to achieve something?

Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. Zhongguancun, in Beijing’s Haidian District, is the new center for Chinese science and technology. It is home to the Chinese Academy of Sciences and more than ten famous universities, including Peking University and Tsinghua University.

Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. The science center got started in the early 1980s, when Chen Chunxian, a researcher at the Chinese Academuy of Sciences opened a private research and development institute. Within the nest ten years, more than a hundred scientific and hi-tech companies moved into the area and new hi-tech centers developed around the original Zhongguancun area. They all have their own characteristics, but they all share the spirit of creativity and scientific skill that have made Zhongguancun a success.

The science park is also home to a growing numver of overseas Chinese who have grasped the opportunity to develop their ideas at home. Xiang Yufang is one of those who have returned to China after studying and working abroad. Zhongguancun made it possible for him to follow his dreams and help the country he loves.

“ I studied abroad because I wanted to see more of the world and work with some of the top scientists in my field. I never felt really comfortable abroad, and I missed everything about China. When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. I worked abroad for a few years and then I heard about Zhongguancun. I knew it was perfect for me.”

Yufang talked to some friends from his university in Beijing and they helped arrange for his return. He left his job in the foreign company and came back to Beijing.

“ I was so happy. It was wonderful, like a dream come true. I could do the work I wanted to do and do something good for my country at the same time. I will never forget how happy I was when I set foot in China again and was back with my friends and family.”

Yufang has been in China for three years now and is doing well. He lives in Beijing and runs a small company based in Zhongguancun together with two friends.

Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8,000 hi-tech companies. The park is home to Chinese computer giants Lenovo and Founder and more than twenty famous international companies. One of the mottos for the park --- “Relying on science, technology and knowledge to increase economic power”--- makes it clear that science and business and must work together to build the future. Another motto helps explain the success of the park: “ Encouraging pioneering work and accepting failure.” Great scientific achievements are the results of years of failure, years of trying to create something that has never existed before.

The researchers and scientists in Zhongguancun know that they can only reach the top if they are ready to deal with and learn from failure. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money. As Yufang puts it: “We are not making that much money yet, but we are excited about all the new technology and great ideas that are coming to life in Zhongguancun.”

I Choose the correct answers. There may be more than one correct answer.

1. According to the author, Zhongguancun is home to ______.

A. some famous research institutes and universities

B. many IT companies

C. more and more returned overseas Chinese

D. a number of science parks

2. What is NOT true about Zhongguancun?

A. It is located in Haidian Distric, in northwestern Beijing.

B. It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

3. According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because ______.

A. he wanted to see more of the world.

B. he enjoyed working with the best scientists in his field.

C. he could enjoy his work and contribute to his country at the same time.

D. he missed his friends and family.

4. According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?

A. 25,000 B. 30,000 C. 35,000 D. 180,000

5. How is “failure” understood in Zhongguancun?

A. There are fewer failure in Zhongguancun.

B. Many of its researchers and scientists will try hard not to fail.

C. Failure is a necessary part of being successful.

D. The best thing about failure is that you learn every time you fail.

II Work in pairs or groups. Zhongguancun is sometimes called “China’s Silicon Valley”. Use a library or the Internet to find out more about Silicon Valley in the US and then compare the two areas. In which ways are they similar or different?

Word study

Choose the answer that is closest in meaning to the underlined part of each sentence.

1. The big cellphone company has achieved its goal of setting up ten production bases in China.

A. succeeded B. failed C. missed

2. The development of nuclear weapons is a big threat to mankind.

A. women B. kind men C. human beings

3. It is likely they will win the game.

A. impossible B. possible C. difficult

4. scientists often have to rely on government support in order to do research.

A. depend on B. hold on C. keep on

5. shenzhen, which is one of the earliest special economic zones in China, has become a modern city.

A. cities B. counties C. areas

6. The opening of Chen Chunxian’s private research and development institute in the early 1980s marked the start of Zhongguancun as a hi-tech center.

A. company B. research center C. park

7. Successful people learn to grasp the opportunities that come along.

A. miss B. catch C. win

8. If you want to work in a big city and live by the seaside, Qingdao is the perfect place for you.

A. easiest B. true C. best

Grammar

Word formation ( I )

International = inter- + national telephone = tele- + phone

Mankind = man + kind broadband = broad + band

Extremely = extreme + -ly manned = man + -ed

Hi-tech = high + technology e-mail = electronic mail

IT = information technology CSA = Chinese Space Agency

1 Study the ways of forming words and explain their differences.

2 Change the following verbs into nouns by adding –ion or –ation.

construct

connect

attract

act

collect

direct express

invent

product

protect

suggest

impress celebrate

communicate

educate

graduate

pollute

contribute combine

admire

examine

transport

explore

imagine

3 A word can be made up of a prefix, a base word and a suffix. Underline the prefix and suffix in each word.

invisible

disagreement dishonesty impossibility non-conductor international

illogical

replacement disappearance misunderstanding enlargement reconsideration interaction

unexpected unforgettable unsuccessful

4 Read the news article. How are the words in bold formed?

EXAMPLE : hi-tech = high + technology

Beijing : A national hi-tech exhibition is being held from February 26 to March 6. It showcases China’s hi-tech successes achieved under the 863 Programme. The programme was started in March 1986 and has led to several breakthroughs in science and technology.

At the exhibition, visitors can learn more about important achievements in fields such as biology, bioengineering and medicine, communication and computer engineering.Many of the most outstanding new breakthroughs have come in the field of genetics.One of the stars at the exhibition is a small mouse with a human ear grown on its back.This technology may enable doctors to restore human organs in the near future.

The 863 programme and the new technologies have directly and indirectly helped China’s economic construction and strengthened its social development.

Reading

RED HOT ACHIEVEMINTS

Chinese history is filled with great achievements in science and technology. Since the early 1990s, China has been enjoying a boom in scientific and technological development put forward a plan for “rejuvenating the notion by relying on science and education” and it has helped Chinese scientists make many breakthroughs. The results are impressive.

EXPLORING SPACE

CSA, the Chinese Space Agency, has developed the highly successful Long March rocket series. The rockets are safe and have been used to send used to send satellites into space and to prepare for the nation’s first manned space flight.

SOLVING THE MYSTERIES OF LIFE

China has long been a leader in the field of genetic research aimed at improving agriculture. One of the most important achievements is a new kind of rice which allows farmers to increase production. Over the past twenty years, China also became part of an international research programme which examined the human body. In 2000, Chinese scientists announced that they had completed their part of the international human genome project, proving that Chinese scientists are among the world’s best.

E-VOLUTION

It seems to be love at first byte for China and computers. The Internet is becoming increasingly popular and a new high-speed broadband network was recently started. Chinese computer engineers have also developed the supercomputer shenwei, one of the world’s fastest computers, and built the nation’s first humanoid robot.

FIGHTING CANCER

For the first time ever, scientists have been able to create a chemical element that can fight cancer cells. The breakthrough, made by scientists in Shanghai, gives hope to cancer patients all over the world and makes China one of the world leaders in the battle against the deadly disease.

Work in groups. Use what you have learnt from the text to complete the chart below.

Field Achievements Importance

Exploring space

Genetic research

Computer engineering

Medical science

Writing

The magazine Modern Science has asked you to help them choose the greatest scientific achievements ever. Write a short essay and tell them which achievement you have chosen. Give at least two reasons for your choice and explain why you think that it is the most important. You can choose one of the achievements from this unit or use other sources.

TIPS

When you are writing to persuade the reader, state your opinion

clearly and support it with strong arguments. Make a list of

arguments and choose the best ones --- two or three are usually

enough. Explain why you believe your opinion is correct and use

facts or examples to help the reader understand your arguments.

Checkpoint 11

Grammar Word Formation ( 1 )

International = inter- + national telephone = tele- + phone

Mankind = man + kind broadband = broad + band

Extremely = extreme + -ly manned = man + -ed

Hi-tech = high + technology e-mail = electronic mail

IT = information technology CSA Chinese Space Agency

Which words and expressions from this unit can you use to describe scientific

Achievements?

篇9：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

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

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

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

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

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

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

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

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

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

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

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇10：新课标模块7 Unit 4 Sharing 教学设计（学英语报）(新课标版高二英语选修七教案教学设计)

Unit 4 Sharing

教材分析和教材重组

教材分析

本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

1. Warming Up部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。

2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的意义。

3. Reading部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。

4. Comprehending部分设置了两组问题。第一个练习为小组讨论题，这些问题首先要求学生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈谈是否愿意参加志愿者活动。第二个练习要求学生对文中提到的五个现象进行分析，说明其原因。第三个练习要学生通过阅读分析小山村中的积极和消极面。这些均属深层思考题。

5. Learning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也设置了两个练习，一是用定语从句完成句子，二是用含定语从句的句子回答问题。

6. Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训练听说读写的能力。

教材重组

1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。

3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。

4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。

5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。

课时分配

1st Period Reading

2nd Period Language study

3rd Period Integrating skills(Ⅰ)

4th Period Listening and Speaking

5th Period Integrating skills(Ⅱ)

Part 1: Teaching Design

第一部分：教学设计

Period 1: A sample lesson plan for reading

(ALETTER HOME)

Aims

To help students develop their reading ability

To help students learn about voluntary work

Procedures

I. Warming up by defining volunteer

What is a volunteer?

1. One who enters into, or offers for, any service of his own free will.

2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.

II. Pre-reading

Have you ever heard of a place called Papua New Guinea?

Facts of Papua New Guinea

Capital: Port Moresby

Government: constitutional monarchy with parliamentary democracy

Currency: kina (PGK)

Area total: 462,840 sq km

land: 452,860 sq km

water: 9,980 sq km

Population: 5,172,033 (July est.)

Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region

note: 715 indigenous languages

Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%

III. Reading for forms

Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

IV. Copying expressions

You are asked to copy all the useful expressions into your notebook after class as homework.

Expressions from A Letter Home

thanks for…因……感谢, hear from…收到……的来信, be dying to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外, go back to…回到……, make any difference对……有所改变, get to know…开始了解……, speak much Pidgin English说几句洋泾浜英语, the home of ………的家, one’s first visit to…某人的第一次参观……, have fantastic views看到奇妙的景色, down a steep slope to…走下一个通向……的陡坡, work in the garden在花园劳作, shake hands with…与……握手, lead… to…把……领到……, a low bamboo hut with grass sticking out of the roof 一个低矮的竹屋，屋顶上伸出一簇茅草, a man’s house男人的房屋, get through…进入……, lay… on…放置……在……上, a newly made platform一个新搭架的平台, sleep on…睡在……上, share…with…与……共用……, sleep on small beds睡在小床上, in another part of…在……另一边, in the centre of…在……的中间, near the doorway靠近门房, the only possessions仅有的家当, a few tin plates几个锡盘, a couple of pots两个罐子, build a fire生火, place…in a empty oil drum把……放在一个空邮筒里, cover…with…用……覆盖……, inside the hut在竹屋里面, sit around the fire围着火炉坐着, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after a short time过了一会儿, throw… out of the doorway把……扔到屋外, dry out the leftover food烧干残菜剩饭, attract evil spirits引来邪灵, in the night在夜晚, after many goodbyes and shaking of hands经过一番握手道别之后, climb down… towards home爬下……回家, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课

V. Writing a letter of your own.

Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.

A Letter to my teacher

Dear Ms Xu Fang,

Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.

You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.

There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.

You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.

…

VI. Closing down by reading more on voluntary work

My Experience as a Volunteer Teacher

Author: Susansun

“Susan, I'll miss you, don't forget me,” a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.

Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.

We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly.“ The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.

At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.

Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.

The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.

Additional Materials

Complete the summary of the story with one word in each blank.

Dear Rosemary,

I like to thank you for your letter. Hearing from you is really wonderful.

You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.

I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.

Life is hard here, too. We have to carry water from a faraway well in a 11 .

Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.

I will tell you more about my life here in my next letter to you.

I have to work now. So much for today.

Love,

Jo

(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative

10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)

Comprehension questions

1. Why was science the most challenging subject for Jo?

A. There’s no electricity or water and they don’t have any textbooks.

B. He still couldn’t adapt to the local conditions.

C. The students were not willing to study it.

D. There is no equipment and he also needed to carry water by himself.

2. Why did the boys start to jump out of the window?

A. Because they had never seen anything like that and they were frightened.

B. Because they were very naughty.

C. Because chemistry has no relevant to their future life.

D. Because I was going to use this to attract their attentions.

3. What effect did Tombe’s mother’s crying have?

A. It showed her happiness while she was working in her garden.

B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.

C. To frightened the wild animals away from the visitors.

D. She was too surprised to see visitors.

4. Why they threw the tin can out of the doorway?

A. Because they used it to attract wild animals here.

B. Because they used this way to dry out the leftover food.

C. Because they believed that any leftover attract evil spirits in the night.

D. They hate the smell of the leftover food in the tin can.

5. What’s the letter mainly about?

A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.

B. It tells us about what life is like in Tombe’s village.

C. It tells us about what had happened in one of Jo’s class.

D. It tells us about the new things Jo found in the village.

(Key: DABCA)

Notes to some difficult sentences

1. It was wonderful to hear from you. 收到你的来信真是太高兴了！

hear from 的意思是“收到……的来信”，又如：

I hear from my sister in New York yesterday. 我昨天收到了在纽约的姐姐的来信。

hear about表示“听说……的事”，例如：

Have you heard about the new anticancer drug? 你有没有听说过这种抗癌新药？

hear of 表示：

1) “听说……”，主要用于否定句及疑问句，例如：

I’ve never heard of him. 我从未听说过他。

2）“听从”，通常用于否定句，与will, would连用，例如：

He wouldn’t hear of me paying for the bill. 我要付账，但他不肯。

2. I know you’re dying to hear all about my life here. 我知道你急于了解我在这儿的生活情况。

be dying to do sth. 意思是“极想做”，又如：

All of them are dying to see the movie. 他们所有人都极想看那部电影。

be dying for sth. 的意思是“极想得到”，例如：

He was dying for something to drink. 他极想喝点东西。

由动词die组成的短语：

die away 逐渐消失; die down逐渐减弱; die off相继去世; die out完全灭绝

3. …have walked a long way, sometimes up to two hours, to go to the school. 走了很长的路， 有时要走两个小时，才能到学校。

此处up to 表示as many as; 该短语也可以和不可数名词连用，相当于as much as, 例如：

He can earn up to ＄50,000 a year.他一年能挣五万元。

up to 还可以表示：

up until 一直到，例如：She lived at home right up to/until she got married. 她结婚前一直都住在娘家。

good enough for sth胜任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能胜任那项工作。

由……负责，例如： It’s up to her to decide whether or not to go on the course. 是否上这门课她自己决定。

4. I’m still trying to adapt to these conditions. 我还在努力适应这里的生活。

此处adapt为不及物动词，意思为“适应新环境”，又如：

The children have adapted well to life in the country. 孩子们很容易便适应了乡村的生活。

adapt也可用作及物动词，又如：

He adapted an old car engine to use in his boat.他改装了一辆旧车引擎来驱动他的小船。

The author is adapting his novel for television. 作者正把他自己的小说改编成电视剧。

5. The boys had never come across anything like this. 男孩子们从未见过这种情况。

come across的意思是“偶然遇见/发现”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇见了多年未见的老朋友。I came across some interesting books in the room. 我在房间里发现了一些有趣的书。

由动词come组成的短语：

come about发生，例如：This situation should never have come about. 这种情况本来不应该发生。

come along 1)进展；2）偶然发生，例如：How’s your work coming along? 你的工作进展如何？I got the job because I came along at just the right time. 我得到这份工作是因为碰巧遇上了好机会。

come round 定期发生，例如：Christmas will soon be coming round again. 圣诞节很快又要来临。

6. The hut was dark inside so it took time for our eyes to adjust. 小屋内很黑，因此眼睛要过好一阵才能适应过来。

此处adjust为不及物动词，意思是“适应”，又如：He adjusted quickly to the heat of India. 他很快就适应了印度的炎热气候。

adjust也可以用作及物动词，意思是“调整”，例如：He adjusted his tie before entering the hall. 进入大厅前他整理了一下领带。

7. They believe that any leftovers attract evil spirits in the night so the food is dried up

in the can and the can is then thrown out of the hut. 他们相信剩饭在夜晚会引来邪灵，所以要把食物放在罐子里烧干，再把罐子扔到屋外去。

in the night 表示“在夜间”，又如：The telephone rang twice in the night. 夜里电话向了两次。

与night有关的短语：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜

at night 在夜晚; by night 在夜间（与by day相对）; for the night 当天晚上; night after night 每晚; over night 过夜; night owl 熬夜的人; night school 夜校（相对于day school）; night shift 夜班; night table 床头柜（=nightstand）

dry up 的意思是“（使）完全变干”，又如：Many rivers in Africa have dried up recently. 最近非洲的许多河流都干涸了。The burning sun had dried up this area. 火辣的太阳把地区晒干了。

8. It was such a privilege to have spent a day with Tombe’s family. 跟汤贝一家度过一天，真是一种殊荣。

此处privilege的意思是“殊荣”，又如：It was a privilege to make his acquaintance. 能认识他真是荣幸之至。

privilege 还可以表示“特权”、“权利”，例如：Only members have the privilege to use the ground.只有会员才有权利使用操场。

the privilege of citizenship/equality 公民权/平等权

【高考链接】

限定性定语从句

一、限定性定语从句中关系代词的用法

1．who , whom, that

三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.

（1）I don’t like people who lose their tempers easily.

我不喜欢爱发脾气的人。

（2）Do you think one should stay faithful to the person (whom) one is married to?

你认为一个人结婚后应该忠实于他的伴侣吗？

（3）The suona horn is the instrument that really excites me.

唢呐是真正使我激动的乐器。

注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。

2. whose

一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。

Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？

I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看见一些树的叶子因病害而发黑。

3. that, which

二者都可修饰物，在定语从句中可作主语或宾语。

The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。

that指物时，一般可和which换用，但在下列情况下,只用that

A. 先行词为all, anything, everything, nothing, something等

I will do all (that) I can to help you.我将尽我所能来帮你。

B. 先行词被序数词、形容词最高级或the only, the very等修饰时

It’s the best film that has ever been made on the subject of madness.

这是以精神病为题材而拍摄的影片中最好的一部。

These are the very books (that) I am looking for.这些书正是我要找的。

C. 先行词既有人又有物时

They talked about the people and the things (that) they remembered in the school.

他们谈到他们所记得的学校中的人和事。

D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。

Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？

E. 当that所代替的先行词在定语从句中作表语时

This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。

F. 定语从句中动词为there be时，关系代词用that或省略

She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。

另外，请注意只用的三种情况：

A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。

Let me show you the novel that I borrow from the library which was newly open to us. 让我给你看看我从新开放的图书馆借来的小说吧。

B. 前面紧接着有介词时

This is the book about which we are talking now.这就是我们正在谈论的那本书。

C. 非限定性定语从句中不用that(例句请见本章V)

4. whom, which

若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.

Who is the boy with whom you were talking a moment ago?

你刚才和他谈话的那个男孩是谁？

The book from which I got a lot of useful information was written by a famous scientist.

我从中得到许多有用信息的那本书是一位著名科学家写的。

5. as

引导限定性定语从句时，常用在so, such或the same之后。

Such people as you describe are rare nowadays.像你描述的这种人现在少多了。

I have the same trouble as you. 我的麻烦和你的一样。

Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。

(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)

二、限定性定语从句中关系副词的用法：

1. when

表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。

I still remember the day when (on which) I joined the league.

我对我入团的那一天记忆犹新。

注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：

I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。

2. where

表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。

Let’s think of a situation where (in which) this idiom can be used.

咱们来想一个使用这个成语的情境。

注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：

This is the place where we worked last year. 这是我们去年工作过的那个地方。

This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。

3. why

表示原因。在定语从句中作原因状语，其先行词一般为reason.

The reason why he is late is that he failed to catch the first bus.

他迟到的原因是他没能赶上第一班公共汽车。

试比较：The reason (that/which) he gave us for changing the plan was groundless.

他给我们的改变计划的原因是站不住脚的。

所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。

三、限定性定语从句中应注意的几个问题

A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。

I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。

B. 关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。

He is one of the Canadian scientists who are working in China.他是在中国工作的加拿大科学家之一。

He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一个说汉语好的加拿大科学家。

C. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。

Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。

Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？

D. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：

a. It was at the theatre ____ Lincoln was murdered.

b. It was the theatre ____ Lincoln was murdered.

a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.

b. It was Oct.1st 1949 ____the People’s Republic of China was founded.

以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。

E. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。

The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。

F. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。

The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。

I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。

【高考链接】

1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）

A. who; 不填 B. 不填, who C. who; who D. 不填, 不填

2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重庆）

A. of which B. by which C. in which D. from which

3. -Do you have anything to say for yourselves？(06江西)

-Yes, there is one point _____ we must insist on.

A. why B. where C. how D. /

4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)

A. whose B. which C. of which D. that

5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山东)

A. where B. that C. when D. which

6.---You’re always working. Come on. Let’s go shopping.

--- ____you ever want to do is going shopping. (2002 春季高考)

A. Anything B. Something C. All D. That

7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.

A. where B. which C. while D. why ( 上海)

8. The film brought the hours back to me ____I was taken good care of in that far-away village.

A. until B. that C. when D. where (2001 NMET )

9. We are living in an age _____ many things are done on computer.（北京春）

A. which B. that C. whose D. when

10. I worked in a business _____ almost everyone is waiting for a great chance.(湖南)

A. how B. which C. where D. that

11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）

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

12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）

A. where B. which C. when D. that

13. Do you still remember the chicken farm _____ we visited three months ago?（北京春）

A. where B. when C. that D. what

14. ---Why does she always ask you for help? （2005北京）

---There is no one else _____, is there?

A. who to turn to B. she can turn to C. for whom to turn D. for her to turn

15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）

A. that B. in which C. by which D. how

【巩固练习】

1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.

A. when B. where C. which D. whose

2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.

A. as B. which C. where D. when

3. The time is not far away ______ modern communication will become widespread in China’s vast country.

A. as B. when C. until D. before

4. He is such a lazy man _____ nobody wants to work with ______.

A. as; him B. that; / C. as; / D. whom; him

5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.

A. why B. where C. as D. which

6. You’ll have to wait for one more week, ______ the manager will be back from his trip.

A. before B. when C. as D. until

7. “We’ll make public schools ______ can be”, said the President in the speech.

A. all they B. what it C. that they D. all it

8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.

A. where B. how C. why D. when

9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.

A. where B. which C. when D. whose

10. Is this museum ____some German friends visited last Wednesday?

A. that B. where C. in which D. the one

11. All those ____the rule raise your hands.

A. who is against B. are for C. who for D. that are against

12. Mary is one of the girls ____been to shanghai.

A. who have B. who is C. who had D. they have

13. He is the only one of the boys of his class who ____the piano well.

A. plays B. play C. playing D. are playing

14. Kate took away everything except ____Mary gave to her.

A. that B. what C. which D. it

15. The train ____ she was traveling was late.

A. which B. on which C. by which D. on that

【汉译英】

1. 他是否加入对我们没有改变。

2. 我无意中在名单上发现他的名字。

3. 那场音乐会吸引了很多人。

4. 那是一定的。

5. 我们必须为聚会做准备。

【答案及解析】

【高考链接】

1. C 此题首先分析句子结构，按句意可知是将喝咖啡与不喝咖啡的女性作比较，所以

women和those 后各带一定语从句。根据关系代词在从句中作主语不能省略这一规则，不难判断出选项C为正确答案。

2. D 此题考查介词+关系代词which 引导的定语从句，先行词为direction，代入后面的定语从句为she had come from the direction。故D项正确。

3. D 此题将定语从句置于情景交际中进行考查。先行词point在从句中作insist on的宾语。关系词只能是关系代词。故排除其它三选项。另外关系代词在从句中作宾语可略，故选D。

4. A whose在句中引导定语从句。先行词“house”在从句中“roof”构成所属关系，即the house’s roof。故选关系代词whose。

5. A 此题主要考查point的抽象概念，它既能表示时间，也能表示地点，后面可以接when引导的定语从句，也可以接where引导的定语从句，例如：We had reached the point when there was no money left. (我们曾落到身无分文的地步)Please underline the points where you don’t understand.（把你不懂的地方划下来）。由上例可看出when 和where 与point连用，既能表示具体的时间和地点，也能表示抽象的时间和地点，但是它们的不同在于用where时，侧重指“内容”，所以此题选where 为最佳选项（侧重于指双方都能接受，并愿意坐下来谈的条件）。

6. C 此句实际上考查的是定语从句的先行词（关系代词that的省略）。All (that)在定语从句中作do的宾语。如选D, That只起引导作用，不能作定语从句中的成分，且缺少先行词。答案A与B不合题意。

7. A 因为where代替先行词并在定语从句中作to lose control…的状语。即“在一种难以驾驭飞机的情况下”where相当于in which。

8. C 注意先行词为hours,在定语从句中作状语表时间.如果把主句写作: The film brought back to me the hours就比较容易选择了。

9. D 考查定语从句，先行词an age在从句中做状语。

10. C

11. D which引导定语从句，指代the road map。

12. A 先行词her trousers在从句后与on一起作状语，表地点，所以用关系副词where。

13. C visited后面需要宾语。

14. B 本题考查定语从句和turn to sb.。

15. B 本题考查不定式作定语，“介词+ which+不定式”结构作定语修饰名词shop，与shop相搭配的介词为in。

【巩固练习】

1. B 此题考查定语从句,先行词为point,在此意为“（进展、增进的）阶段；程度”，引导词在从句中作地点状语，所以用where引导。

2. C 此题考查定语从句，先行词a rocky planet指地点，且引导词在从句中作地点状语。

3. B 此题考查定语从句，先行词是the time，引导词在从句中作时间状语。

4. C 此题考查对“such…as…”和“such…that…”的运用。在such…as…这一结构中，as引导定语从句，as是关系代词；而在such…that…这一结构中，that引导结果状语从句。

5. B 此题考查定语从句中关系代词的使用。把先行词some cases代入从句中，相当于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地点状语，意为“在这些情况下”，故选where。

6. B 此题考查复合句的掌握。在时间状语从句中，一般现在时代替一般将来时，而此句中的从句“the manager will be back from his trip”是一般将来时，依此推断，从句不是时间状语从句，排除A、D。显然，此句为定语从句，代入先行词one more week，在从句中作时间状语，故选when。

7. A 考查定语从句。All（that）they can be = what they can be。

8. D 考查定语从句。先行词moments表示时间，定语从句由关系副词when引导，相当于at which即at the moments。

9. A 先行词websites表示地点，应用关系副词where引导定语从句，相当于on which即on these popular websites.

10. D 11. D 12. A 13. A 14. B 15. B

【汉译英】

1. Whether he will join us won’t make any difference.

2. I came across his name on the list.

3. The concert attracted a great number of people.

4. That’s for sure.

5. We must prepare for the party.

Period 2: A sample lesson plan for Learning about Language

(Revise the Attributive Clause )

Aims

To help students revise the Attributive Clause

To help students discover and learn to use some useful words and expressions

To help students discover and learn to use some useful structures

Procedures

I. Warming up by reading the text aloud to the tape

As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.

II. Discovering useful words and expressions

Turn to page 32 and do exercises 1 and 2.

Adjust: ”Adjust the clock, please.“ ”We must adjust to the bad economic situation“ ”Adjust your eyes to the darkness“

Grill: ”He cooked hamburgers on the grill.“

Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.”

Doorway: “He stuck his head in the doorway.”

Arrangement: They made arrangements to meet in Chicago.“ ”He changed the arrangement of the topics.“ ”the arrangement of the furniture“; ”the placement of the chairs“

III. Revising useful structures

Now you may turn to page 32 to do exercises 1.

You are to finish the sentence with your own words.

1. I made the present which would entertain you.

2. Painting is an activity that is connected with paints and brushes.

3. The person to whom you are dying to hear about is on holiday.

4. The man who lives at the bush school is a doctor.

5. The woman whose daughter you got to know yesterday is over there.

6. You won’t find the theatre where we jumped out of the window unless you have a map.

7. Anne is doing some research on the time when I started crying “AAAAA”.

8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.

Next you are going to do exercise 2 on page 32.

1. I’d like to have a friend whom I can learn English with.

2. For a holiday I ’d like to go to a place where I can shout and cry.

3. I’d like to have a bedroom that I use it as a study sometimes.

4. I’d like to learn to play a musical instrument that may produce terrible sounds.

5. The reason why he didn’t finish his homework is still a mystery.

6. The person to whom she was married is one who could speak five languages.

7. The mobile phone I’m going to buy is one that could send picture massages.

8. The day I won’t ever forget is the day when I left my father forever.

IV. Closing down by making sentences with the Attributive Clause

1. Thanks for your present that comes to me yesterday.

2. I like to hear from my mother who is living abroad.

3. I am dying to find a good job that will bring me lots of money.

4. He heard all about my studies that led to my success and fame in China.

5. I will include some photos that were taken by my daughter in America.

6. I cannot picture the places where he lived during the war.

7. He came to ask about the bush school that I attended last fall.

8. We reached the school grounds that were covered with wastes from the factories around.

9. He has become a lot more imaginative in English which is quite different from Chinese.

10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.

Period 3: A sample lesson plan for Using Language

(THE WORLD’S MOST USEFUL GIFT CATALOGUE)

Aims

To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE

To help students to use the language by reading, listening, speaking and writing

Procedures

I. Warming up by listening and reading to the tape

Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.

II. Reading for forms

Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue

Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.

Expressions from The World’s Most Useful Gift Catalogue

give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足

1. I was given an unusual gift by my loved daughter.

2. I will keep the gift that was given to me by that blind man.

3. This money will be a contribution towards those people who live in the West of the country.

4. You have to choose your school from the catalogue which was sent to you last week.

5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.

6. Help must be offered to a community in need.

7. You may purchase an item at our shop.

8. I will send an attractive card to you.

9. This letter will be sent to your special person.

10. You may use the cards for any special occasion to purchase items from our shop.

11. He was sent to train a whole village of around 40 families in new agricultural methods.

12. Seeds and simple agricultural equipment will be provided.

13. Just 20% more produce will mean the difference between sickness and health.

14. The poor will go hungry this time next year.

IV. Closing down by asking about volunteer work

To know more about volunteer work you may put as many questions as possible to your teacher.

What is a volunteer project?

Why do people volunteer?

Would you like to work as a volunteer?

Is volunteering worth the time it takes?

Why would you enjoy volunteering?

Do you know anyone who has done volunteer work?

Where and why did they volunteer?

Could you and would you like to work as a volunteer in the same way?

What could you do to help if you had no money?

What is volunteer work?

What is your definition of ”volunteer work“?

What is the dictionary definition of ”volunteer"?

Have you ever benefited by someone's volunteer work?

What is volunteer screening?

Have you ever done any volunteer work?

What organizations do volunteer work?

What kind of work do they do?

What situations need volunteer workers?

Can you think of different types of volunteer work?

Can you think of examples of professional and amateur volunteering?

Have you and your family ever worked on a volunteer project together?

What did you do?

What are volunteer activities that people do?

Can you think of ways to help people who need help?

Have you ever done any volunteer work?

Did you do it alone, with friends or with your family?

Did you make new friends while you were doing the work?

Have you ever volunteered to help victims of natural disasters? Why?

Would you volunteer to help people outside your community?

Would you volunteer to help people outside your country?

Have you ever volunteered to help victims of natural disasters? Why or why not?

What are some organizations through which you can volunteer?

Why benefits do you get personally by volunteering?

How did you feel about volunteering before you started work?

How did you feel during the work?

How did you feel after you had finished the work?

What are some organizations through which you can volunteer?

What kind of work did they do?

What are some websites maintained by volunteer organizations?

Have you read a book about volunteer work?

Can you list some reasons why people volunteer?

How can volunteers benefit from their work?

Why would you enjoy certain types of volunteer work?

What types of volunteer work would be unpleasant for you?

What benefits other than personal satisfaction could you personally get by volunteering?

Is volunteering worth the cost to you?

In what situations and at what times in your life could you afford to volunteer?

Do you know anyone who has done volunteer work?

Where did they work and why did they volunteer?

Is there a history of volunteerism in your country?

Can you find information about volunteering in your country and two other countries?

Can a volunteer be treated the same as paid staff?

Part 2: Teaching Resources

第二部分：教学资源

Section 1: Discourse studies of A LETTER HOME

Type of writing and summary of A LETTER HOME

Type of writing Time Place Person Events Results

A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.

Section 2: Background information for Unit 4 Sharing

1. The five C’s in letter writing

Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.

Concise: Do not ramble. Try to make your words go straight to the point.

Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.

Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.

Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.

2. CULTURE SHOCK

●Culture Shock

We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.

●Symptoms:

Sadness, loneliness, melancholy

Preoccupation with health

Aches, pains, and allergies

Insomnia, desire to sleep too much or too little

Changes in temperament, depression, feeling vulnerable, feeling powerless

Anger, irritability, resentment, unwillingness to interact with others

Identifying with the old culture or idealizing the old country

Loss of identity

Trying too hard to absorb everything in the new culture or country

Unable to solve simple problems

Lack of confidence

Feelings of inadequacy or insecurity

Developing stereotypes about the new culture

Developing obsessions such as over-cleanliness

Longing for family

Feelings of being lost, overlooked, exploited or abused

篇11：模块7 Unit 1、unit 2 词组(新课标版高二英语选修七教案教学设计)

Unit1 Living Well

Warming up

1. a mental/physical disability 精神残疾/身体残疾

disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled

2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲

3. university entrance exam 高考

4. set up her own website()创建她自己的网站

Pre-reading

1. Other disabled people find the website beneficial.

1) find sth+adj.

2) Be beneficial to sth=be of benefit to sth 对…有益

3) v.benefit 获益，得益于。benefit by/from 得益于

Reading

1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说

2. bump into furniture 撞上家具

3. adapt (A) to (B) 使A适应于B，把A改编为B

4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）

5. up until now直到现在

6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做

7. dream about/of doing sth梦想做…

8. miss a lot of lessons=miss a lot of school 错过许多功课

9. looke different from 看上去与…不同

10. get out of breath开始上气不接下气

1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸

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

1) every time 引导的时间状语从句

2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…

3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)

4) behind the others 落后于他人

12. my fellow students我的同学们

13. accept me for who I am 接受我这样的人

14. get annoyed at/by sth, get annoyed with sb 对…生气

15. all in all 总而言之

16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心

17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜

18. get a lot of enjoyment out of sth 从…中得到许多快乐

19. for a while 一段时间

20. be independent of sth 不依靠…

21. live a normal life 过上正常的生活

22. make fun of sb 取笑某人

23. give them encouragement to live as rich and full a life as you do.（注意

Learning about language and using language

1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业

2. congratulate sb on sth 祝贺某人某事

3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant

reading speaking and writing

1. a matter of …的问题

2. in particular=especially特别是…(注意与specially 区别)

be particular about sth 对…很挑剔

3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to

4. have difficulty/trouble doing sth 做…有困难

重点句型

疑问词+不定式

【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.

so that

【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.

【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：

We learn English so that we may get more knowledge.

【拓展】

1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：

He looked down so that she should not see his eyes.

2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。

【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.

A. which B. when C. so that D. as if

key：C。

句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于

be +形容词+ to do

【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)

【点拨】be easy to do 中，easy后用不定式的主动表被动。

有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。

例如：This kind of water isn’t fit to drink.

The box is difficult to carry.

【语法】

动词不定式的用法

Unit2 Robots

Pre-reading

1. have a great desire for sth/to do sth

reading

1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验

2. test out考验

3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事

4. feel alarmed感到很惊恐

5. feel embarrassed感到尴尬

6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。

7. be offered sympathy 被同情 have/feel sympathy for同情…

8. a pile of一堆

9. or rather更确切的说

10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到

11. wear the makeup 擦…化装品

12. accompany sb to sp陪同某人去某地

be accompanied by/with伴随着…

be accompanied at/on the piano 由…伴奏

13. write out 把…全部写出来

14. ring up打电话给

15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走

16. weep with anger 生气的哭

17. work on从事…

18. in time 及时

19. The clock struck eight.8点钟

20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象

21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人

22. prevent…(from)doing sth阻止…做…

23. set off the shops’alarm 使商店的警钟响起来

24. get into physical fights with their owners 与他们的主人打起来

get into bad habits染上坏习惯

reading and discussing

1. in the present=at present 在现在

2. as a result of…的结果

3. 40 or so40左右

4. be pregnant with her third child 怀上了她的第三个孩子

5. run a candy store 经营一家糖果店

6. his talent for sth 他…方面的天赋

7. take himself seriously as a writer 开始认真的当自己是一个作家了

8. have stories published 把故事出版

9. receive many rewards for his books 他的书得了很多奖

10. do research into/on sth对…做研究

11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去

12. set aside把…放在一边，为…节省或保留（钱或时间）

13. obey the law遵守法律

【语法】

被动语态和动词不定式的被动语态

She was amazed by his fingernails and the softness and warmth of his skin.

As he was not allowed to accompany her to the shops…

The women were impressed by Claire and the house.

It was going to be tested out by Larry’s wife, Claire.

篇12：unit 9 Saving the earth reading(新课标版高二英语上册教案教学设计)

--------Reading WELCOME TO THE EARTH SUMMIT

Teaching aims: 1.Learn and master the following words and phrases:

content representative access violence premier stress equality responsibility take action air conditioner willingness in harmory with put an end to wipe out

2.Improve the students reading ability.

Teaching important points: Learn the following sentence structure:

If we are to go develop the world successfully,we must make sure that everyone is able to…

Among the speakers wea China’s Premier Zhu Rongji.

Only by changing how we live can we save the earth.

Had I known that…,I would never have bought one.

Teaching difficult points： 倒装句

Teaching aids: tape recorder

Teaching methods: Fast reading .Careful reading; Discussion

Teaching procedures:

Step 1 Revision

1. Ask some Ss to act out their speaking dialogues.

2. Ask the students to put the following sentences into English.

(1) 我不在是务必照顾好他。

(2) 希望你们听讲座时认真做好笔记。

(3) 昨晚的音乐会相当成功，比我们原先预料的要好得多。

(4) 昨天他有没有来上课？

(5) 很显然就业问题是目前大学毕业生面临的一大问题。

Answers:

(1) Make sure that you take good care of him while I’m away.

(2) You are expected to take careful notes while attending the lecture.

(3) The concert last night was a great success,much more better than expected.

(4) Did he attend school yesterday?

(5) It’s clear that looking for a job is a big problem facing the college graduates at present.

Step 2 Reading

1. Pre-reading

2. Fast-reading : Read the text as fast as possible and try to find out the topic sentence of each paragraph.

Parag1: A brief introduction to 1972 and Earth Summit

Parag2: Most of the speakers talked about the “big three”,the three biggest in the world-contaminated drinking water, poor sanitation and air pollution.

Parag3: Many speakers also spoke about poverty, war and violence

Parag4: Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.

Parag5: Words by a visitor to the Summit: small changes make a big difference.

Parag6: Meetings like the Earth Summit can tell us what we can do to help.

Parag7: The Earth Summit is not just about problems.In fact, it is a place to find solutions for the future.

3. Careful-reading

Reading for detail and try to find out the answers to the following questions:

(1) When and where was the first Earth Summit held?

(2) What does “ sustainable development” mean?

(3) What are the big three killers? How many deaths do they cause separately?

(4) What does global development really mean?

(5) Is the Earth Summit only about problems?

(6) What can we do to save the earth?

Step 3 Post-reading

Step 4 Listening to the text and underline sentenceswith inversion.

Teacher gives more examples:

1. Never have I met him.

2. Seldom have we seen such big melons.

3. only in this way can you work out the maths problem.

4. Had we known you were in hospital, we would have come to see you.

Step 5 Language points

1. content n. 内容，里面的东西 adj.满意的，满足的

be content with = be satisfied with 对……感到满意；

be content to do sth. = be willing to do sth.乐意做某事，心甘情愿做某事

eg. I like the style of the book,but I don’t like the content.

Show me the content of your suitcase.

He is not content with the result of the exeperiment.

He was content to eat the leftovers.

2. share ideas = exchange views; compare notes 交换意见

eg. They often share ideas about how to develop the economy in that area.

3. or = that is 也就是；即（用于补充说明上文）；or 还有“或； 否则”等意

eg. The company is paying the rent or at least contributing to it.

Are you going with your parents or by yourself?

Don’t put anything plastic in the oven or it will probably start melting.

4. without doing 在没发生……情况下

eg. They left the school in a hurry, without saying goodbye to anyone.

Liz closed the door without making a sound.

5. access n.= means of entering a place 接近、进入

have access to =have opportunity or right to use sth.or approach sb.有接近、使用、进入的权利或机会

eg. This is the only access to that building.

Access to the mountain-town is often difficult because of the bad roads.

Do you have access to the Internet at home?

So far many people in the world have no access to education.

6. alone = only adv.(following by a n.or pron) 只有、仅仅

eg. He alone is not responsible for it.

Money alone can not make you happy.

7. be+ to do sth.常用来表安排、命令、职责、目的、用途、可能性、命中注定

eg. We are to meet at the school gate.

You are to be back by 10 o’clock.

The prize is to honour him for his great discovery.

A knife is to cut with.

They were never to meet again.

8. stress v.=put special emphasis on强调 n..= specail emphasis 强调、重音

eg. The head teacher stressed the importance of coming early.

My parents lay great stress on honesty.

9. take action = do sth response to what has happened 采取措施

eg. Think it over before you take any action.

Immediate action must be taken to stop the fire spreading.

10. in harmony with =agreeing; matching 与……和谐相处

eg. The goal, he says, is to live in harmony with the world around us.

His taste is harmony with mine.

Bob and I work together in harmony for years.

11. put an end to = stop sth from happening any more 结束、制止

eg. We must put an end to this foolish behaviour.

The chief task of the moment is to put and end to the terrible pollution in the rivers.

12. wipe out = clean the inside of sth. By rubbing it with a cloth 擦洗……的内部；消灭；歼灭

eg. Wait till I’ve wipe out the bathtub.

Doctors are searching for a cure that will wipe out AIDS.

In the movie, the whole town was wiped out in the war, which showed the cruety of the war.

随堂 练习：

translate the following phrases:

1． 消除贫困 wipe out poverty

2． 结束死亡和痛苦 put an end to death and suffering

3． 可持续性发展 sustainable development

4． 采取行动 take action

5． 交换意见 share ideas

6． 传遍全球 spread all over the world

7． 建立一个与大自然相协调的更美好社会 build a better society in harmony with nature

Homework: Retell the text.

教学后记：

篇13：unit 10 Frightening Nature reading(新课标版高二英语上册教案教学设计)

Reading

UNDER THE VOLCANO

Teaching aims:

1. To train students’ basic reading ability.

2. To get students to know something about a disaster and learn some related words .

3. To get students to tell the story.

Teaching procedures:

Pre-reading

Step 1:

1.How many kinds of natural disasters do you know?

2. Have you ever heard something about volcano?

3. Do you how a volcano works？

The rocks under the earth becomes hotter and hotter and erupted from the

mountain.

Step 2: Ask the students to look at some pictures of Pompeii and volcano and describe how things could happen.

While-reading

Step 1: Ask the students to read the passage fast to answer the following questions.

1.What disaster happened?

2.When and where did the disaster happen?

3.Who were mentioned in the disaster?Who was the main character in the story?

4.What was the end of the story?

Step 2: Ask the students to read the passage again and underline the verbs while reading .

Exercises 1:

1.A volcano erupted on the 24th of August in 79 BC in southern Italy.

2.My uncle planned to save his friend’s wife Rectina.

3.My uncle went to rescue Pompy after saving Rectina.

4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5.They decided to try the open air instead of staying in the house.

6.It was night when the volcano erupted.

Exercises 2: Ask the students to arrange the following statements according to the right order. (2, 4, 3, 1, 6, 7, 5)

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

Post -reading

Step 1: Ask the students to read the passage carefully and fill in the following

form.

Date: What happened:

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Go to the place from which others were running away.

Rescue Pompy, help others calm down, bathe and have dinner, sleep, etc.

Slept after baths and dinner, told others the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Discussion

If you were the Uncle, would you go to save your friends?

What can Ss learn from Pliny’s uncle? Give facts in the letter.

2.Suppose you are Pliny the Elder, tell us your story.

Suppose you are Pliny the Elder, tell us your story.

Blackboard design:

Notes after teaching:

Experts’comments:

篇14：高二英语资料Unit1(新课标版高二英语上册教案教学设计)

Teaching Plan of Unit 1

Making a difference

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of science and scientist;

b. Learn to use the following sentence structures:

That’s correct /true.

There is no doubt that ……

It’s clear that…..

It’s hard to say.

I doubt that … …

Well, maybe, but … …

What’s your idea ?

Have you thought about … …

c. Vocabulary in this unit:

undertake, analysis, obvious, within, agriculture, gravity, debate, biologist, scan, boundary, promising, graduate, disable, theory, seek, misunderstand, scientific, observe, observation, match, predict, unhappiness, astronomer, curious, microscope, telescope, heaven, punish, intelligent, patient, experiment.

d. Useful expressions:

work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,etc.

e. Grammar:

the infinitive

some examples for you to illustrate its usages:

1. It’s important to learn a foreign language well.

2. Nothing in the world is to be feared.

3. It’s hard to say.

4. He offered to help us.

5. He usually has a lot of work to do on Sundays.

6. We eat to live , but we don’t live to eat.

7. In order to catch up with his classmates, he worked even harder.

8. He traveled around the world to give lectures.

9. To explain what they have seen, they built a theory about how things happen and the causes and effects.

10. Hawking explains what it means to be a scientist and how science works.

11. Readers are pleased and surprised to find that a scientist could write about his work in a way that ordinary people could understand.

12. Do you have anything more to say for yourself?

Warming up

Activities: 1. Introduce the persons you visited during the summer holiday;

2.Collect the names of as many famous scientists as you know and explain what the one you know well did in his life.

(the following questions may help you in the discussion: Who is he /she ? What is he/she?

What does / did he do in his life? )

Listening:

Aim: to integrate listening

1. Make your students clear about the tasks first, and tell them what they should do after finishing the tape.

2. Play the tape once again if necessary.

3. Discussing the answers by group work.

4. Check the answers.

5. Finishing the listening tasks in the workbook.

Speaking:

1. Encourage your students to be brave enough to practice, and guide them to finish the speaking task in the workbook..

2. Allow them 10 minutes or more to do group work.

3. Ask every group to make one or two sentences using the words represent/ branch/ debate

Pre-reading: questions:

Have you ever heard of Hawking?

How much do you know about him?

Reading:

Skim the text quickly and answer the questions:

Read the story slowly for information and answer true/ false exercise.

Discussion in group of four or six:

What can we learn from the experience of Hawking?

Writing:

Ask students to develop what they have discussed into a passage of about 100 words.

Tips for writing:

Write creatively so you end the story in an interesting style(for example :funny, sad or happy)

Use correct tenses and sentence structure

Pay attention to punctuation

Check your work for mistakes

Pair activity: Improve writing by examine each other’s work and give advice.

Language study:

Ask students to study the following sentences and try to get the meaning of the sentences, encouraging them to use a dictionary if necessary.

1. The couple used up all their money to seek their 5-year-old son, who got lost months ago.

2. The police let the man go after they found out that his DNA fingerprint didn’t match what they had got from the crime scene.

Grammar:

Give some examples to students and ask them to study the usage of the infinitive:

1. It’s important to learn a foreign language well.

2. He offered to help us.

3. He usually has a lot of work to do on Sundays.

4. We eat to live , but we don’t live to eat.

5. He warned us not to go out at night.

6. What he wants to do is earn his own bread.

Ask them to make as many sentences as they can, using the infinitive.

Integrating skills:

Aims: improve reading and writing skills.

Explain some important sentences and help students to solve problems they met during the course of studying this unit.

Out-of-class work:

Learn the new words by heart.

Read more materials about science and scientists from newspapers or magazines.

Collect some information about a famous scientist who you are most interested in.

篇15：Book 7 Unit 1 Living Well (Period 1-4) 备课资料(新课标版英语高二)

Words and expressions:

1. disability n. (U) 无能，无力 (C)伤残，缺陷（反） ability n.能力

disabled adj. 伤残的 the disabled : disabled people （反）able adj.能干的，有能力的

2. eyesight n. (U) have good/ bad/poor/ short/ long eyesight 视力好/差/，近视，远视

3. ambition n. (C/U) have great ambitions 胸怀大志/有远大志向

achieve / realize/ fulfill one’s ambitions实现抱负/达到目标/得偿夙愿

ambition to do sth / to be sth …的雄心；野心；抱负

ambitious adj.雄心勃勃的，有志气的 ambitious for one’s children望子成龙

4. beneficial adj. benefit n. 益处，好处 v.受益，得益

benefit from---

get benefit from--- 从---中得益

A benefit B

A be beneficial to B A使B受益；A对B有益

B benefit by / from A B从A中得益；B得益于A

e.g. Sunshine is beneficial to plants. 阳光有益于植物的生长。

Fresh air is beneficial to one’s health. 新鲜的空气有利于人的健康。

5.. in other words : that is to say换句话说，也就是说

Cf: in words用言语（来表达） in a/one word 一句话，简言之 in word 口头上

6. adapt vt./vi. (1) （使）适应 (2)改编，改写 adaptation n. 适应，适应性；改编本

adapt (oneself )to--- : （使）适应新的环境

adapt sth. for sth.: 使---适合用于新的用途，为（电视/舞台等）改编，改写

Soon he adapted (himself) to the new job. 很快他适应了新的工作。

It is hard to adapt this story for TV plays. 很难把这个故事改编成电视剧本。

7.cut out 切去，省略，停止（做某事）

She cut out the photograph from the paper. 她把报纸上的照片剪下来。

You’d better cut out that sentence. 你最好把那个句子删掉。

The doctor advised him to cut out smoking. 医生建议他戒烟。

8.. breath. n. (U) breathe v.

out of/ short of breath 上气不接下气，气喘吁吁lose one’s breath喘不过气

hold/ catch one’s breath 屏息 take a breath吸口气

9. absence n. (1)--- (+from) 缺席，不在场 absence from class

(2)---(+of) 缺少，缺乏 absence of rain

in the absence of sb./ in one’s absence 在某人不在场的时候

absent adj. --- (+from) （反） present adj. --- (+at)

10. fellow n. (1) 同志/伴，伙伴（常用复数或构成合成词）(2) 家伙，老兄，男人

adj. 同类/伴的fellow students 同学 fellow countrymen 老乡，同胞

11. annoy vt. annoyance n. annoying adj.: 令人烦恼/讨厌的

annoyed adj.: (rather angry )颇为生气的，用法同angry

be annoyed with sb. (for / at / about ---) 因某事生某人的气

be annoyed that---

be annoyed at / by sth 被某事困扰

eg. I was annoyed with him for / at/ about / his not coming. / that he didn’t come. 他没来令我很生气。

I was annoyed by his bad manners. 他的无礼使我恼怒。

12. all in all 总而言之，从各方面来说:

Cf: in all总共 at all根本，丝毫 not at all一点也不 after all到底，终究，毕竟

above all 首要的是，最重要的是

13. sit around/ about / round : 闲坐，无所事事

eg. The old people are over there sitting around and gossiping. 老人们正坐在那里闲聊。

14.in many ways 在许多方面

in a way

in one way 在某种程度上

in some way

15. make fun of :取笑（善意地） laugh at : 取笑，嘲笑（恶意地）

16. encouragement n. 鼓励，奖励 encourage vt. 鼓舞，鼓励 encouraged adj. 受鼓舞的 encouraging adj.鼓舞人心的 courage n. 勇气，胆量

encourage doing--- / sb. to do sth. 鼓励做某事/某人做某事

Language points in Warming up

1). “make / consider/ feel/ think/ find + it + adj./ n. + (for sb. ) + to do sth.”为“及物动词+形宾+ 宾补+真宾”结构

2). overcome the difficulties克服困难

3). They each + 谓(复)， each为同位语

Cf.: Each of them+谓(单)， each 为主语-

We each like reading novels. 我们每个人都喜欢看小说。

Each of us likes reading novels.

4). She is proud to have taken part in ----

“to have done”为不定式的完成式，表动作发生在谓语前，此作原因状语

e.g. I was sorry to have bothered / troubled you. 麻烦了你，我感到很抱歉。

She seems to have been a teacher. 她似乎当过老师。

She seems to be interested in nothing. 她似乎对什么都不感兴趣。

5). the movies : the cinema电影院 movie n. (US) :film (Bri)

6). play a part/role in--- 在---中扮演角色/起作用

7). to become an actor 作表语

8). take a lesson/ lessons 上课/修课程

give (sb.) a lesson （给某人）上课teach sb. a lesson 给某人一个教训

Language points in Reading :

Family village

L2. --- the chance to tell--- : the chance of telling-

chance to do sth.= chance of doing sth. 做某事的机会

Marty’s story

Para1:

1. L4 bump into:撞上，不期而遇

e.g. I saw a taxi bump into an old man on my way home. 我在回家路上看到一辆的士撞到一位老人。

He bumped into his good friend at the airport. 他在机场意外遇到他的好友。

2. L7 at a time: 一次，每次 Cf. : at one time 曾经，一度 at times 有时

at any time 在任何时候 in no time 立刻，很快 in time 及 on time准时

Para 2：

3. L1 used to climb---

Cf.: used to do-- ：过去常常--- （现在没有），注意其否定式及疑问式的构成。可以把used当作助动词来用，也可以使用助动词did。

e.g. Used he to swim in the river? = Did he use to swim in the river?

be used to do sth. 被使用做某事

be/ get/ become used to sth./ doing sth.习惯于…/ 逐渐习惯于…

4. L2 dream about/ of sth./ doing sth.:梦到，向往，渴望

5. L3 get +比较级+ and +比较级/ get more and more +原级 : 变得越来越---

6. L5 at (the )least : 至少，最少at (the) most至多，最多

7. L5 in which they cut out--- :为定从，修饰one

cut out : 切出， 开辟出

Cf.: cut down 砍倒/下 cut up剪碎/切碎 cut off 切断（联系）

Para3 :

8. L1 – that I don’t---- people : 为表语从句。

Para 4 :

9. L1 a lot easier--- : a lot 为副词短语，修饰easier，可修饰比较级的常见的还有 a great /good deal, much , far, even, still, rather, no, any等。

10. L4-5 I am happy to have found ---- : 划线部分为不定式的完成式，作原因状语

11. L6 to work for --- : 作表语

12. L10 As well as going to--- : In addition to / Besides going to---

as well as : 不仅---而且， 除了---之外， 和---一样好

as well 也，还，常放句末，前面不用逗号。

e.g. His children as well as his wife were taken to the hospital. 他的妻子和孩子们都被送往医院。

He likes singing and dancing as well. 他也喜欢唱歌和跳舞。

Para 5 :

13. independent adj. : --- (+of sb./ sth. ) 脱离---而独立，不依赖---

（反）dependent adj. independence n. depend v.

e.g. She is independent of her family. 她不依赖于她的家人。

14. L2 live /lead a normal life : live normally 过正常的生活

15. L2 If I had the chance to ---, it would be this. 为虚拟条件句，表与现在事实相反。

16. L5 as rich and full a life ---- 为 “as + adj. +a / an + n.”结构，类似用法还有so, how, too等。

e.g. It’s too heavy a stone for me to lift. 这块石头太重我抬不起来。

Using language

Words and expressions :

1. conduct n. 行为，品行 v. 指挥， 管理，主持 conductor n. 指挥，收票员，列车员

2. politics n. 政治（学） political adj.政治的，政党的 politician n.政治家 policy n.政策.

3. resign vi./vt. resign from--- 辞去

resign oneself to sth. / doing sth. 听从，顺从

be resigned to one’s fate 听天由命

e.g. She resigned from office. 她辞去职务

The team refused to resign themselves to losing the game. 那支队不甘心输掉比赛

4. literature n. (U)

5. assistance [u]n. (较正式用法)

with the assistance of sb.在某人的帮助下

come to one’s assistance帮助某人

give /offer assistance提供援助

assistant n.助手, 助理, 店员

assist v.(正式)帮助, 协助 assist sb. with sth. 帮助某人---

assist (sb.) in doing sth. 在（做）---方面帮助某人

6. congratulate vt. congratulate sb. on sth. / doing sth. 因---祝贺某人

congratulate oneself on /upon sth. / doing sth. 为（自己）庆幸/高兴

congratulations n. 常单独使用或与on连用

congratulations on sth. / doing sth. 恭喜/祝贺---

e.g. I congratulated you on winning the game./ Congratulations on (your) winning the game.

祝贺你赢得比赛。

I congratulated myself on having such a good chance. 我庆幸自己能有一个这么好的机会。

7. graduation n. graduate vi. ---- (+from) :从---毕业 n.毕业生 a high school graduate

Book 7 Unit 1 （Period5-6）

Step2. Presentation

Teach the new words and expressions:

1. adequate adj. 足够的，充分的，合乎需要的

be adequate for sth. 足可以------ be adequate to do sth. 足可以做------

2. accessible adj.accessible to sth

access n. 接近或进入某地方的方法；使用某物或接近某人的机会、权利 access to sb / sth

e.g. The only access to the farmhouse is across the fields. 要到那农舍去唯有穿过田地。

Every student has free access to the library. 每个学生都能自由进入图书馆。

3. meet with 遇到，经历，会晤

meet with sb. 和某人会晤（商讨问题）, 相当于 have a meeting with sb.

meet with sth. 遭遇某事，受到某种对待, 相当于experience sth.

Step4. Language points

Para.1

1． be to do 表示职责，义务，意图，约定，可能或应该要发生的事情。

e.g. All these things are to be answered for. 所有这些事都将有人负责。

She and I are to meet at the airport tomorrow. 明天我和她将在机场见。

Para.3

2． …for people who have trouble hearing. who引导一个定语从句, 修饰先行词people.

3． This would allow hearing-impaired customers to enjoy …rather than…

allow sb. to do sth允许某人做某事

rather than“而不是……”连接两个对等成分，其前后结构一样。

e.g I like milk rather than tea. 我喜欢牛奶而不是茶。

I would rather to go there in summer rather than in winter. 我宁愿夏天去那里而不是冬天。

I decided to write rather than to telephone. 我决定不打电话而是写信。

Para.4

4． …so that everyone can see the screen easily. so that 引导一个结果状语从句;

5． … so that people in wheelchairs can sit beside their friends. so that 引导一个结果状语从句.

Para.5

6． the entrances to …“……的入口/大门”, 用介词to。

7． … a long way from where the movie is showing. where引导一个宾语从句.

Para.6

8． elderly adj. 过了中年的，稍老的

Para.7

9． Disabled people should have …as able-bodied people to …

able-bodied 是由“形容词+名词+ ed”构成的复合形容词。

类似的例子有：round-faced 圆脸的，kind-hearted 好心的， short-sighted近视的， cold-blooded 冷血的

10． …as they will make higher profit. as引导一个原因状语从句.

篇16：初二英语Unit 13(新课标版八年级英语上册教案教学设计)

Lesson 49

教学目标

学会口头邀请和应答的常用基本用语。

1. A: Would you like to …

B: Certainly. I’d love to.

2. A: I hope you can …

B. Thanks. I’d love to.

教学用具

录音机，投影仪

教学方法

将对话放入真实的生活情景中演练。

教学步骤

Step 1 Revision

复习一些相关的单词。

Step 2 Presentation

可组一组对话：

1. A: Next Sunday is my birthday. Can you come to my party?

B: Oh, thanks very much. I’d love to.

A：I hope both Jim and you will come.

B: OK.

2. A: It’s a fine day today, isn’t it?

B: Yes, Why?

A: Would you go out for a walk with me?

B: I’d love to.

A: I hope Jim will go with us, too.

老师可先自问自答，也可先和程度较好的同学先练习，然后组织全班练习。

Step 3 Drill

让学生练习以上对话。

听第一段录音2遍，请同学们复述（最好用英文）对话中的有关内容，了解这段出现了几个人物，说的是什么事情。

教：birthday: the day when you were born

Step 4 Presentation

听第二段录音2遍，请同学们复述第二段电话的发生环境和结果。并说出与第一段有什么不同的地方。（第二段Ann事先忘了告诉Bruce）。

打开书，教师解释：be going to, forget to do

be going to 将要干…

1. I’m going to have a party next Sunday.

2. We are going to Xiangshan Park.

3. Are they going to have a football match tomorrow? Yes, they are.

forget to do 忘记要做的事

1. Don’t forget to tell Jim.

2. I forgot to tell you.

3. Don’t forget to read the text tonight.

4. Don’t forget to watch football match.

5. I forgot to bring my homework.

Step 5 Practice

跟读录音一至两遍。

同学们两两做pairs work, 练习第一段和第二段，直到较熟悉为止。

根据已熟练的知识，请同学们两两设计一段真实的对话，用真实的姓名进行表演，全部或部分用上本课重点词语。（此环节可找些学习较好、接受能力强的学生先演练）

Step 6 Consolidation

做第三部分。教单词：invite: ask sb to come to home film

用习题精选中的题做反馈练习。

Step 7 Exercises in class

1.-Would you like____(go) with us?

-Yes, I____.

2. Would you like ____ sweets?

3.1 remember ____ her at the conference last year.

4. Don’t forget ____ the letters.

Keys: 1. to go, ’d love to. 2.some. 3. meeting. 4. to post.

Choose the right answers.

( )l. The party is going to start ____ half past seven.

A. at B. on C. to D. in

( )2. I hope ____ help me with my English.

A. you to B. him to C. you will D. will you

( )3. Don’t forget ____ the door when you leave. It’s snowy this evening.

A. close B. to close C. closed D. closing

( )4. Thank you for ____ me to your party.

A. invite B. invited C. inviting D. to invite

( )5. ____ great the party is ! ____ beautiful presents!

A. What, What B. How, How C. What, How D. How, What

( )6. There is going to ____ a party at Xiao Ming’s home.

A. have B. be C. has D. is

( )7.-I’m going to Hong Kong. Didn’t you know?

-____. Jim told me bout it.

A. No. I did B. No, I didn’t

C. Yes, I didn’t D. Yes, I did

Answers: 1.A 2.C 3.B 4.C 5.D 6.B 7.D

Step 8 Homework

1. Try to use your own words to make up new dialogues.

2. Make sentences with the following phrases.

Part 1

1) come to 2) would love/like to… 3)forget to do/doing 4) hope (a sentence) 5)be sure (a sentence).

Part 2

6)What a! 7)be going to do/be

Part 3

8)thank for sth / doing sth 9)be free 10) here be …for sb

Blackboard handwriting

Can you …. birthdayI’d love to… inviteI hope you… filmWould you like to …?Don’t forget to …

Lesson 50，52第一、二部分（一或两课时）

教学目标

学会打电话常用的基本用语，你要找的人在和不在两种情况的电话用语。不在的情况下，要会填写电话留言条。

别人邀请你去他家，你有事不能去，如何客气、婉转的拒绝。

会正确应用：May I speak to..., please?

Hold on, please.

…speaking.

Can I take a message?等等。

教学用具

录音机，投影仪，实物电话

教学方法

将对话放入真实的生活情景中演练

教学建议

建议Lesson 50和Lesson 52一起课讲。

教学步骤

Step 1 Revision

让同学们复习以前接触的电话常用语。可组一组对话，如：

A: Hello, this is Kate. Who is it?

B: This is Hanmei. Kate, would you like to come to my home and do homework with me? I want you to help me with my English.

A: Ok. I’d love to, when?

B: What about 3 o’clock?

A: All right, see you then.

B: See you.

注：类似的一组对话可以复习到：This is…, Who is it? Would you like to…等以前的知识。

复习反意问句。让学生们先观察以下句子。它们有些什么共同点。

It starts at 4:30, doesn’t it?

It rains every day here, doesn’t it?

He works very hard, doesn’t he?

She gets up early every day, doesn’t she?

练习

Ann studies very hard, ________ she?

Miss Gao loves us, ________ she?

Li Lei is a good student, __________ she?

It’s a fine day, ________ it?

They all like English very much, _______ they?

Step 2 Presentation

Teacher: Do you like giving phone calls to your classmates or friends? If yes, what would you say first?

1) Hello.

2) May I speak to××?

3) This is ××speaking!

4) Who is it? And so on.

You ask the students to understand what to say, and what the purpose of the phone call is.

听第一段录音2遍，请同学们复述（最好用英文）电话中的有关内容，了解这段话发生的环境和结果。

听第二段录音2遍，请同学们复述第二段电话的发生环境和结果。并说出与第一段有什么不同的地方。（第二段要找的人没在）。

打开书，教师解释：take a message和give the message

Step 3 Practice

跟读录音一至两遍。

同学们两两做pairs work, 练习第一段和第二段，直到较熟悉为止。

Step 4 presentation

教单词：telephone: phone double: two times

老师事先和一位同学准备好Lesson 52 对话，双方拿电话机在班上展示。让这位同学在投影片填好电话留言卡，其他同学在老师事先印好的电话留言卡上填写， 然后老师在投影仪上订正。提醒学生填写电话留言卡要简单扼要，它的读者只有一个人。如果大都知道Zhang Yujing 是谁，用一句祈使句即可。如：本课的电话卡message内容：

She called you. Please call her.

打开书，跟读录音，pair work，直到较熟悉为止。

Step 5 Practice:

1．根据已熟练的知识，请同学们两两设计一段真实的对话，用真实的姓名和实物电话进行表演，全部或部分用上本课重点词语。（此环节可找些学习较好、接受能力强的学生先演练）

2．教师随机叫同学们进行对话练习，学生可自主选择本人接听或非本人接听两种情况进行对话。

Step 6 Consolidation

Rewrite the sentences without changing their meanings.

1. I’m afraid I may be a little late.

I’m afraid ______ I ______ ______a little late.

2. She isn’t here right now.

She is ______ ______ ______ ______.

3. Can I take her a message?

Can I take a message ______ ______?

4. I’m very sorry, but I can’t come.

I’m ______ I can’t come.

5. I’ll get her the message.

I’ll ______ the message ______ ______.

Answers: 1. maybe, will be 2. away at the moment 3. for her 4. afraid 5. give, to her

Complete the dialogue

A. She is out at the moment.B. What's your phone number?C. You are welcome.D. Hold on for a moment, please.E. Yes.

A: Hello, could I speak to Mary, please?

B: 1 I'm sorry 2 .Can I take a message?

A: 3 , Please ask her to call me, please.

B: OK, 4 .

A: 62578181. Thank you.

B. 5

Keys: 1.D 2.A 3.E 4.B 5.C

Step 7 Homework

将课上两两做的pairs work整理成系统完整的邀请对话，内容不限，可以是邀请聚会，去你家做客，一起去买东西等。此作业可以让学生2人或3人一组共同做一份。

Blackboard handwriting

May I speak to …please? Hold on, please. ... speaking. I’d love to. Can I take a message? Could I speak to …please? I’m afraid he / she isn’t here. Thank you for doing… I’ll give her / him the message. I’m sorry, but I cannot…

Lesson 51，52第三部分（一或两课时）

教学目标

了解英语国家的风俗。孩子之间的一种非正式的邀请。如：邀请到家里做客或聚会等。一般采用口头或打电话的形式，以及聚会上的一些礼仪，礼貌用语等。

会正确应用这些话语：We’re ready! That’s the bell. Where is everyone? Here is your present. Oh, thank you. There is no time to think. Thank you, everyone. Here is your birthday present. I hope you like it. 等。

教学用具

录音机，投影仪

教学建议

以学生阅读、讨论和听录音为主。

教学步骤

Step 1 Revision

1．复习一些电话用语和邀请用语。

2．分小组讨论Pre-read的两个问题，以讨论第一个问题为主。然后让小组代表谈谈中国人过生日的习俗。可从两方面谈：主要活动和主要传统食品。

Step 2 Presentation

老师事先根据课文拟好一些问题，发给学生。以下问题可作参考。

1. Is there sandwiches at the party?

A. Yes. B. No.

2. Did Li Lei come to Ann’s party?

A. Yes. B. No.

3. Did Li Lie give Ann present?

A. Yes. B. No.

4. Did the twins come to the party?

A. Yes. B. No.

5. Did they give Ann any present?

A. Yes. B. No.

6. Did Jim come here?

A. Yes. B. No.

7. Did Jim give Ann present?

A. Yes. B. No.

8. Do you know how old Ann is?

A. Yes. B. No.

Step 3 Practice

1．然后放录音，放两遍，让学生做以上练习。

教单词：ready sandwich candle

让学生自己读 doorbell present smile

2．可再放一遍录音，回答以下问题。

1）What time did Ann’s party begin?

2）How many friends came to Ann’s party?

3）What present did the friends give Ann?

4）Did Ann like them?

3．让学生复述课文。可给一些提示词。

half past four sandwich be ready candles feel happy birthday present

4．最后再听一遍课文，如有可能，当堂背诵。

可简单讲解一下词语。

5．学习Lesson 52的第三部分，方法同上。

Step 4 Consolidation

Fill in the blanks with the proper from in the given words.

1. Everything ______ (be) ready for Ann’s birthday party now.

2. ______ Ann ______ (feel) happy last Sunday?

3. When I ______ (run) to the door. I ______ (find) him outside.

4. I must go now. There’s no time ______ (think).

5. Thank you for ______ (invite) me to your party.

6. Listen! The doorbell ______ (ring).

Answers: 1.is 2.Did, feel 3.ran, found 4.to think 5.inviting 6.is ringing

Choose the right answers:

( ) 1. We are going to ____ Ann’s 14th birthday next Sunday.

A. have B .celebrate C .enjoy D .give

( )2. Ann hopes ____ to her birthday party this Sunday.

A. us come B.US to come C. our coming D. we will come

( )3. ____ beautiful present! I like it very much.

A. How B. What a C. What D. How a

( )4. We gave her the presents and said ‘Happy birthday’____ her!

A. to B. with C. at D. for

( )5. I saw ____ but a pencil in the pencil - box.

A. everything B. something C. anything D. nothing

( )6. The teacher can’t find Kate. She ____ be at school.

A. mustn’t B. can’t C. may not D. needn’t

( )7. What are they doing? They are ____ their cat.

A. looking B. looking for C. finding D. finding out

Answers: 1.B 2.D 3.B 4.A 5.D 6.B 7.B

Step 5 Homework

1. Retell the text in the past tense.

2. Make up a story based on Ann’s birthday.

3. Make a birthday card.

4. Make a dialogue (On the phone)

Blackboard handwriting

be ready feel happy That’s the doorbell. Happy Birthday Here is / are your present(s). sb’s fourteenth birthday …nothing but … turn … over I don’t know what present it is.

篇17：初二英语Unit 10(新课标版八年级英语上册教案教学设计)

Lesson 37

Teaching Objectives:

掌握there be结构的过去时态的运用；

学会采访某人。

Properties: Tape recorder. Overhead projector, posters of bands

Language FOCUS: give a concert journalist band the Beatles Sweden-Swedish

Teaching Procedures:

I. Revision

Revise the past tense forms of the verbs.

move –moved do –did get –got find –found is –was are -were

Step 2 Leading - in

课前教师可准备The Beatles的歌曲：yesterday。先播放这首歌曲，然后告诉学生这首歌曲是The Beatles乐队的演唱的。接着让学生说说他们对这个乐队的了解。教师课前要对这个乐队的背景知识进行了解，在上课时要介绍他们的一些知识。

Step 3 Listen, read and act

Play the tape for the students to listen. Ask Why do they call the band “yesterday”?

Teach the words tonight and concert.

Play the tape again for the students to listen and repeat. Ask them to finish the chart, making sure the Ss understand the dialogue.

Explain the words and phrases;

Sweden→Swedish give a concert journalist the Beatles

Have the students read the dialogue to each other and act it out.

Retell sth. about the Swedish rock band according to the dialogue.

Step 4 Practise

Make up a similar interview.

eg. interview “the Beatles” or one’s favourite band.

Step 5 Ask and answer

Have the students work in pairs-one is the journalist and the other is Erik. Then switch roles and read the dialogue again.

Choose several pairs to say their dialogue for the class

Step 6 Exercises in class

Complete the dialogue according to Lesson 37.

A: Hello! I am a ______ from the CCTV.

B: Hello! I’m Erik, a ______ in the Swedish ______ band.

A: Is this your first visit ______ China?

B: No, we ______ here last year.

A: ______ were you only three singers in your band?

B: Became one of ______ left the band last month.

A: Why do you ______ your band ‘Yesterday’?

B: Because we like old ______.

A: You come from ______. Why do you sing ______ English?

B: Most Swedish people can ______ English. People in many countries can ______ English songs.

A: When are you going to give a ______?

B: We are going to make it ______.

A: This evening? That s great! Can you sing some songs in ______?

B: Sorry, but I want to learn Chinese. Next time I may sing a Chinese song _______ you.

A: OK. Good ______ this evening!

B: Thank you! Bye!

Answers: journalist singer rock to were Why us call music Sweden in speak understand concert tonight Chinese for luck.

Step 7 Homework

Writing: my Favourite Band/Singer

Introduction of the band + why do you like it.

Finish off the workbook exercises.

The design of the blackboard

Lesson 37the Swedish rock band your first visit to…visit China leave the bandgive a concert a band called The Beatles’

教案点评：

由学生感兴趣的The Beatles的歌曲yesterday引入本课两部分要谈论的话题，先入为主的方法使学生对本课的内容一开始就产生了兴趣。

Lesson 38

教学目的

（1）掌握重点单词和词组：at the end of ,gave a concert , more than

（2）熟练掌握一般过去时的用法

（3）能回答课文的问题并能根据上下文判断单词的意思。

教具：教学磁带，图片和卡片。

教学过程

Step 1 Revision.

（1）Dictation:要求学生写出下列单词的过去式：give, enjoy, jump, fall, break, sing, learn,

（2）教师指导学生比较一般现在时和一般过去时的区别。

主语+动词过去式 主语+动词原形（当主语为第三人称单数动词词尾加s）

（3）Ask the Ss to say something about the Swedish band “Yesterday” they knew about from the last lesson, so as to lead to today’s topic.

Step2 Leading - in

课前教师布置学生从网站、杂志、电视等媒体中搜集有关The Beatles的知识，他们演唱的歌曲，联系上一课所学的知识，加深对这个乐队的了解。

T: Last time, we know a Swedish band “Yesterday” is visiting China and is going to give a concert in Kunming. In today’s lesson, let’s go to their concert and find out what happened.

Discuss the following question in small group.

A.Do you like music?

B.Which band does you like best?

C.Why do you like it?

Step3 Presentation

1. Look at the picture and describe what the concert is like. Do you think it’s a successful concert?

2. Have you ever been to a concert? Can you describe one that gave you very deep impression?

3. Answer the questions according to what one heard.

When and where did the Swedish rock band give their concert?

How many people were at the concert?

Why were there so many people?

Were there many old people there? Why not?

How many singers were there at the start of the concert?

What happened in the middle of the concert?

Did the concert go on after Max left?

What did Erik do at the end of the concert?

How did he learn the Chinese song?

Did Elsa sing a song in Chinese?

4. Open the books and ask the Ss to go over the passage slowly by themselves after understanding the general idea of the passage.

5. Explain

(1) more than less than

eg. There’re more than 100 teachers in our school.

(2) fall (fell) down

eg. Babies often fall down when they are learning to walk.

(3) go on = continue

eg. Go on trying and you II succeed.

Let’s go on to discuss the next project.

I’m sorry to interrupt you. Please go on with your speech.

(4) at the end of at the start/beginning of

eg. At the start of the new term, I made many plans, but I found few were done at the end at the term.

6. 最后教师让学生根据课文填写此表

7. Retell the passage.

Step 4 Exercises in class

___1___the night of April 21, the___2___rock band “Yesterday”___3___a concert in Kunming. More than 5000 people were at the concert and___4___of them were young people.

___5___the concert an accident happened. The Max___6___and___7___his leg. He was taken to hospital. The other two singers___8___the concert. Eriks even___9___a Chinese song, because he likes___10___Chinese songs.

1. A. on B. at C. in

2. A. Sweden B. Swedish C. Swiss

3. A. gives B. given C. gave

4. A. many B. plenty C. most

5. A. At B. At the end of C. In the middle of

6. A. fell down B. fell off C. fell over

7. A. broken B. broke C. breaks

8. A. went on B. went on to C. went on with

9. A. sang B. sings C. song

10.A. listen B. listening to C. hearing

Key: ABCCCABCAB

Translation:

1．我们学校有五千多学生。

There are ________ ________ five thousand students in our school.

2．在音乐会中间，一个歌手出了事故。

One of the _______ ______ a ________ ________ in the ________ _______ the concert.

3．他叫那个小女孩不要跳来跳去。

He asked the child _________ _________ jump _________ ________ ________.

4．我很细心，但我的弟弟很粗心。

I’m very _______, but my brother is very ________.

5．昨天他从自行车上摔下来，摔坏了腿。

He ______ ______ from the bike and ______ his leg yesterday.

6．我正努力学英语，我想学得非常好。

I’m ______ ______ ______ English and I want to learn it ______.

Answers: 1. more than 2. singers had, little accident, middle of 3. not to, up and down 4. careful, careless 5. fell down, broke 6. trying to learn, well

Step5 Summary

学生自己总结课文的重点词组和课文内容

Homework

1. Retell the passage

2.Wb. Exercise

3.学生写一篇日记记述一次表演。

The design of the blackboard

教案点评：

本设计步骤清晰，主要通过课文的图片展开学生的自主活动：想像当时的情景，并描述一场音乐会。最终以一个表格理解课文中整个音乐会的经过。

Lesson 39

Teaching Objectives:

掌握一般过去时的运用。

Properties: Maps, Pictures of Xinjiang and Tibet

Teaching Procedures:

Step 1 Revision

Talk about the Beatles.

Step 2 Leading - in

Have you ever been to Tibet or Xinjiang? Showing pictures of the two places and ask the Ss to say sth. from their own knowledge. Tell Ss Erik has been there.

Step 3 Practice

1. Ask the Ss to do the match exercise by themselves.

2. Check the answer

3.Teach the words part, tourist. Explain the phrases go back and in a hurry.

3. Have the students practise the dialogue together.

4. Act out the interview.要求学生分别扮演Li Weiyin 和Erik，表现Li Weiyin采访Erik的真实情景。

Step 4 Ask and answer

Have the students pretend one is a journalist and the other is either Erik OR Elsa in pairs. Practise the dialogue.

Interview Erik and Elsa. Ask one group of Ss to be interviewers and prepare interview possible questions. The other Ss are Erik and Elsa. They should be ready for being interviewed.

Choose several pairs to act out the interview.

Step 5 Exercises in class

Translation:

1．你去北京旅游过吗？

Did you _______ Beijing?

2．我喜欢新疆的音乐和舞蹈。

I like Xingjiang’s _________ and ________.

3．吐鲁番有许多美味的葡萄。

There are ________ _________ _________ _________ in Tulufan.

4．你来北京之前，去过中国其他什么地方？

Did you visit _______ _______ _______ of China before you _______ to Beijing?

5．昨天他起床迟了，所以急匆匆地去学校。

He ________ _________ _________ yesterday, so he went to school ________ _______ ______.

Answers: 1. visit 2. music, dancing 3. lots of delicious grapes 4. any other place, came 5. got up late, in a hurry

Step 6 Homework

1. Writing; Interview Erik and Elsa

2.Finish off the workbook exercises.

The design of the blackboard

Lesson 40

Teaching Objectives:

掌握本课的重点短语：get married

掌握一般过去时的运用，谈论自己的家庭成员。

掌握本课的辅音和字母及字母组合的拼读规则。

Properties: Tape recorder, Overhead projector

Teaching Objectives:

Step 1 Revision

Ask the Ss to say out the interview between a journalist and Erik and Elsa.

Step 2 Spelling and pronunciation

Play the tape for the students to listen and repeat.

Ask the Ss to summarize the pronunciation rules of the sounds /s/ /z/ /sp - / /st-/ /sk-/ /sw- / /sm - / give some example words.

Read the words in the book and check their voices to see if they are correct

Then show flashcards with more words and get the students to pronounce the words.

Do Wb Lesson 40, Ex. 1. Have the students practise pronouncing the words.

Step 3 Listening

Play the tape for the students to listen. Ask What is Max’s problem?

Play the tape two more times and have the students circle the place where Max’s passport is.

Step 4 Reading

Ask the Ss to read the passage by themselves, bearing the following questions in mind.

What band did Elsa’s mother and father like a lot?

What is her father good at? And what isn’t he good at?

Play the tape for the students to listen.

Get the students to guess the meaning of science. Teach subjects by saying, Englsih, maths and science are all subjects in school.

Have the students tell you What other subjects do you have?

Have the students read the passage. Say what happened in each year

1948____________

1958___________

1966___________

1967___________

1974___________

___________

Explain the usage of “marry”.

marry, vi. eg. Harry didn’t marry until 50.

marry. vt. ~ sb. eg. John is going to marry Jane.

be/get married eg. They’ve got married for 4 years.

Step 5 Writing

A Family Member

First let the students to talk about a member of his family.

When and where was he born?

What did he do?

What did he like?

要求介绍家庭成员的过去经历，用一般过去时进行介绍。

Step 6 Rhyme. Friendship

Have the students read over the rhyme and practise it.

告诉学生要珍惜友谊，让他们谈谈友谊的可贵。有时间的话可以让学生进行讨论。

Step 7 Exercises in class

Fill in the blanks according to the text.

Elsa’s father was born is ______, the capital of Sweden. When he was at school, he was bad at ____ and ______. His _____ sport was football. In 1967, he ______ Elsa's mother. He liked ‘The Beatles’ ______.

Answers: Stockholm maths science favourite manned best

Step 8 Homework

1.Finish off the workbook exercises.

2. Writing: A Family Member

The design of the blackboard

篇18：初二英语Unit 11(新课标版八年级英语上册教案教学设计)

Lesson 41

教学目标

学会12个月份、四季和顺数词的说法。学会表达日期。

教学用具

投影仪、录影机以及挂历和媒体设备等。

教学步骤

Step 1 Revision

老师可先做Duty Report， 除规定的内容外，必须让值日生回答以下几个问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday? 然后将答案（完全形式和缩略形式）写在黑板上，并让学生视听，初步了解英文日期的表达与中文顺序的不同。然后全班问学生几个问题：What day is our National Day? October 1st. / Oct.1st. Which month is the Spring Festival in? Usually in February. Who / Whose mother / Whose father was born in February / April / May / September / October? 最好先找几个学生是在已学过的这几个月份出生的，或他们的父母是在这几个月份出生的，这样可先复习学过的几个月份。按季节做以下表格。先填出学过的季节和月份。学完生词后填满表格。

Step 2 Presentation

Learn and practise

Today we’ll study the first month, the third month, the sixth month, the seventh month, the eighth month, and the eleventh month of the year.

以下单词符合发音规律，请同学们自己拼读, 应该不会有太大的困难。

March June July

以下单词可迁移

autumn August February January September November, December

past last sing spring sea season 先让学生根据旧单词读出划线部分，然后再读整个单词。

这些单词大多数拼读较复杂，可让学生把这些单词先在本上抄一遍。

然后让学生练习自己的生日，每个人说出自己的生日。可两人互相问答，练习说自己的生日，父母的生日，朋友的生日等。

最后教师问学生：

T: How many months are there in a year?

Students: There are twelve months in a year.

T: What are they? Can you say them in English?

Ss: They are January, February, March, April, May, June, July, August, September, October, November and December.

让学生填满表格。

Ask and answer

T: There are four seasons in a year. They are spring, slimmer, autumn and winter. Do you know when spring/summer/autumn/winter is in China?

让学生根据上面填写的表格进行对话练习：

S1: When is spring in China?

S2: It’s from March to May.

S1: When is summer in China?

S2: It’s form June to August.

… …

Notes:

1. We say “autumn” in Britain, and say “fall” in American English.

2. When we say four seasons, we should use preposition “in”--in spring, in summer, in autumn/fall, in winter.

3. Preposition “on”

On Monday, On Tuesday, On Wednesday, On Thursday, On Friday, On Saturday, On Sunday

4. Preposition “at”

at 6 o clock, at 120 clock, at this time of year.

5. Preposition “in”

in the morning, in the afternoon, in the evening.

然后让学生自己完成课本上第2部分的练习。

Learn and practise

T: Do you remember the cardinal numbers that we have learnt before?

Let’s count them from one to thirty - one. OK! Could you please write them down in your note - books? Who wants to write the cardinal numbers on due blackboard?

要一个学生来写下以前所学的数词：

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve … twenty-one … thirty thirty-one

然后问这个学生是否能把这些数词变成序数词：

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, … twenty-first … thirtieth, thirty-first

让学生注意黑体字显示的特殊变化。

Step 3 Practice

T: Which is the first month of the year?

Ss: January is the first month of the year.

T: Show them the answers

1. January is the first month of the year.

2. February is the second month of the year.

3. March is the third month of the year.

4. April is the fourth month of the year.

5. May is the fifth month of the year.

6. June is the sixth month of the year.

7 .July is the seventh month of the year.

8. August is the eighth month of the year.

9. September is the ninth month of the year.

10. October is the tenth month of the year.

11. November is the eleventh month of the year.

12. December is the twelfth month of the year.

用投影片练习以下日期：

两千零三年一月一日 New Year’s Day 日期January the first, two thousand and three / Jan. 1st, 2003, 星期 Wednesday

二月 Spring Festival 日期星期

三月八日 Women’s Day 日期星期

五月一日 Labour Day 日期星期

六月一日 Children’s Day 日期星期

七月一日 Birthday of the Party 日期星期

八月一日 建军节 日期星期

九月十日 Teachers’ Day 日期星期

十二月二十五日 Christmas Day 日期星期

然后让学生练习关于询问最近几天的日期 (pair work)，

S1: What day is it today?

S2: It’s November 3rd, 2002/November the third, two thousand and two.

S1: What day was it yesterday？

S2: It was November 2nd, 2002.

… …

运用下面句型进行练习：

What day is it today / tomorrow? What day was it yesterday？ What the date today / tomorrow? What was the date yesterday? When is your birthday? When is your father’s birthday / your mother’s birthday / your friend’s birthday?

让学生统计本组的，生日，看看那一个月份过生日的最多。

Step 4 Consolidation

编一段小短文，假定我们班一月份有五个同学过生日，说出这五个同学的生日，我们准备给他们集体过生日，要开一个生日Party, 定一个日期。并向全班宣布时间、地点。

Step 5 Exercises in class

Filling in the blanks: (keys in the following brackets)

1. New Year is on January, _________(the first)

2 .May the first is _________(Labor Day)

3. We love our teachers, we say Happy Teachers day on _________ (September, the tenth)

4. Flowers come out in________(spring)

5. Our second school - term lasts from ____ to ____. (February to July).

6. June the first is _________. (Children’s Day).

7. ______ is our National Day. (October, the first)

8.We can make a snow man in _________(winter)

9. September is the _________ month of year. (ninth)

10. ________, the twenty - fifth is Christmas Day. (December).

Homework

1. Recite the numbers, seasons and months.

2. Make five English sentences according to this lesson.

3. Do workbook.

The design of the blackboard

Lesson 42

教学目标

学会描述四季天气，信的基本写法。

教学用具

投影仪、录音机以及用过的外国的信封、信纸等。

教学步骤

Step 1 Revision

1. Duty Report: 让值日生报告，包括以下问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday?等，并问学生What’s the weather like today? 老师可自己回答 It’s fine / cold.

2. Review the names of 12 months and four seasons.

Step 2 Presentation

1．通过叙述四季教新单词。如能配合媒体效果会更好。老师可看着媒体描述四季，让学生们注意听。

Spring is the first season of the year. The weather is very warm. 教warm, weather. I like spring best. Everything begins to turn green. Flowers come out. We can wear beautiful clothes, again. 教 come out. Summer is the warmest season of the year. It often rains, sometimes quite heavily, in the South. 教 heavily. The crops grow very quickly. 教 crop. Autumn is the busy season of the year. We often help them with their harvest. We really enjoy working on the farm. Because I like working better than having classes in the classroom. 教really. Winter is the coldest of the year. Old people don’t like it, but children like it. Because it sometime snows, sometimes very heavily. 教snow. Children can make a snowman. 教snowman.

引导学生讨论re-reading questions。先找一两个较好的同学说一说，再找几个小组的学生代表在全班展示。

2．观察信的格式

信纸的右上角写什么，称呼用什么标点，落款写什么。

阅读P.12, P.69和P.153三封信。让学生总结写信应有些什么套话。

老师可总结一封信的格式, 用你自己学校的地址。

观察SB P132 信封的写法。也可给让学生看一个真正的用过的信封、信纸。

让学生听录音，并跟读。

Step 3 Practise

1）让学生快速阅读这封信，Say something about the weather in spring, summer, autumn and winter in Hangzhou.

2）Say something about the four seasons in Beijing. 可以小组讨论后，代表发言，也可个人发言。

1. There are four seasons in Beijing.

2. It’s windy in spring. It’s warm in autumn.

It’s hot in summer. It’s cold in winter.

3. People like to have a picnic in spring.

They like to swim in summer.

They like to go outing in autumn.

They like to go skiing in winter.

Addition: How many kinds of sports do you know?

eg. running, skating, playing basketball, playing football, playing volleyball, the high jump, the long jump, relay race.

3）做Workbook

Step 4 Exercises in class

T: Let the students close their English books and fill in the missing words according to the letter. Then check the answers.

___1__Helen ,I___2___you are well. Thank you___3__your last letter. You__4___me about the weather here in China. There__5__four seasons in a year___6__spring,__7__, autumn and winter.

I think spring is the___8__season of the year. The weather___9___warmer, and the days___10__longer.___11__the fields everything begins to___12__. Trees__13__green, and flowers start to come__14__.

Summer__15___after spring. It is the__16__season. It often reins .sometimes quite__17___ The crops grow very quickly. Many people love this__18__of year, __19__it is good for___20__. I often go___21__, sometimes in a___22_near my home, and sometimes in a___23__. I enjoy it very___24__.

___25__is a busy season. The days get___26___and the nights get__27__. It is the harvest time, and all farmers are___28__.Often, we help them___29_the harvest.__30__month we helped them with the rice harvest. We really enjoyed__31__on the farm.

The coldest season of the year is winter. Some people___32___like winter, __33_I like it. Sometimes it snows, and the land is___34__white. Then we can play in the mow. I like to___35___snowmen.

How many seasons are__36___in your country? I___37__it is cold all the year __38__.There are not four seasons,__39__there?

_____40___

Wang Wei.

Keys: 1. Dear 2. hope 3. for 4. asked 5. are

6.here 7.summer 8.best 9.gets 10. get

11. In 12.grow 13.turn 14.out 15.comes

16.waimest 17.heavily 18. time 19.because 20.sports

21.swimming 22.lake 23.river 24.much 25.Autumn

26. shorter 27. longer 28. busy 29. with 30. Last

31.woiking 32.don’t 33.but 34.all 35.make

36.there 37.hear 38.round 39.are 40.Yours

Step 5 Homework

1. Read the letter fluently.

2. Make sentences with the useful expressions.

3. Try to write a short English letter.

假如Helen 给你也写了一封信，让你谈谈你家乡的四季，请你回一封信。

The design of the blackboard

Lesson 43-L44 教学设计方案

(一课时或两课时)

教学目标

掌握语音；谈谈自己对四季的看法，说说自己最喜欢那个季节，并说明理由。

教学用具

录影机、媒体设备。

教学步骤

Step 1 Revision

四季和12个月份。

Step 2 Presentation

老师朗读这些句子，朗读两遍，重读动词及反意部分。

It’s fine today, isn’t it? Yes, it is.

You’re from Japan, aren’t you? Yes, I am.

They are waiting, aren’t they? No, they aren’t.

He’s a middle school student, isn’t he? Yes, he is.

She is at home now, isn’t she? No, she isn’t. She is at school.

It was Sunday yesterday, wasn’t it? Yes, it was.

Jim knows the way Australians speak, doesn’t he? Yes, he is.

Han Meimei knows Jim a lot, doesn’t she?

They were watching TV yesterday evening, weren’t they? Yes, they were.

You like spring best, don’t you? No, I don’t. I like summer.

将这些句子用投影仪打出，让学生观察，并总结反意问句的构成，以及它的回答方式。

Step 3 Drill

然后可采用老师说主句部分，由学生练习缩略部分的方式练习。练熟后由学生说主句部分，老师说从句部分，直至练熟。也可在黑板上出一部分句子，写出主句部分，让学生写反意部分。目前只让学生练习前肯定后否定的反意问句，回答部分不必多花时间。

听录音，并跟读。

Step 4 Practise pair work

联系Part 2 可让学生自由发挥， 如两人谈谈北京的四季，和你家乡的季节，但主要练习反意问句及其回答。

教单词：true near nearly like unlike opposite

Step 5 Listen and repeat

Open your books and do Exercise One, Lesson 44

Pay attention to these pronunciations.

Read the words again.

T: Now let’s do Exercise Two. Listen to the tape and choose the correct answers on Page 134.

Then check the answers together.

Step 6 Consolidation

1．看图并谈谈北京的四季。一个学生可重点谈一个季节。练习Lesson 43 Part3.

2．让学生编一个对话，谈谈自己所喜爱的季节。引出一个十分有用的句型：That’s true.

仿照Lesson 44 Part3.

A: Which season do you like best, spring, summer, autumn or winter?

B: That’s an easy question. I think I like spring best.

A: Why?

B: Well, I like travelling. You can do a lot of sightseeing in spring. What about you?

A: Can you guess?

B: You like winter, don’t you?

A: Yes. How did you guess?

B: Because you like skiing.

A: That’s true, but I like summer better than winter.

B: Why?

A: Because I can have a long holiday in Summer then.

3．Listen Lesson 44 Part 4 Read.

把你听到的填写在下列表格中，对比中国，美国和澳大利亚。

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May Warm

England

Amer-ica Mar- May

Austra-lia

Keys

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May warmshort June-August hot Aug.-Nov. quite warm Dec.-Feb. very cold

England Mar.-- May longer than in China and USA Not too hot or too cold

Amer-ica Mar- May A nearly the same as China.

Austra-lia Dec.-Feb. The seasons are opposite of China. June-Aug.

Ask the students to look at the two pictures in students Book and describe the pictures in their own words.

Let them talk about the weather in China, in England, in the U. S. A. and in Australia.

4. Go over Checkpoint 11

A: Grammar

1. disjunctive questions 2. the prepositions: in, on and at

B: Useful expressions

1. turn green/yellow/… 2. this year/month/… 3. the next year/month/…

4. be different from 5. What is the date today? 6. What’s the weather like?

Step 7 Exercises in class

Listening practice.

Listen to a story and try to answer the following questions.

Everybody talks about weather. “Isn’t it a nice day?” “Do you think it will rain?” I think it s going to snow. These are common ways of starting a conversation in England.

Many people think that they can tell what the weather is going to be like. But they hardly ever agree with each other. One man may say, “Do you see it is cloudy in the east? It’s going to rain tomorrow.” Another man will say, “Yes, it’s cloudy in the east. We’re going to have fine weather tomorrow.”

People often look for the weather they want. When farmer needs water, he looks for something to tell himself that it's going to rain. When people play in a park on a rainy day, they are sure that the weather is going to be fine soon. They even sit eating their lunch while it rains.

Most people listen to what the weatherman says on the radio. But he doesn’t always tell them what they want to hear. Sometimes he makes a mistake, but he is still right more often than anyone else.

Questions.

1. How do English people start a conversation?

2. Do many of them think they can tell what the weather is going to be like?

3. Why do they hardly agree with each other?

4. What kind of weather do people think it’s going to be if they go out to play in a park in the rain?

5. Who is right more often about the weather?

Keys:

1. They usually talk about the weather.

2.Yes, they do.

3. Because each of them is so sure of himself that only he knows about the weather.

4. They think it s going to be fine.

5. The weatherman is.

Step 8 Homework

1. Make up a new dialogue according to Exercise Three.

2. Write about the weather of four seasons in China.

3. Read the text fluently and try to recite it.

4. Review Checkpoint 11 and the whole unit.

5. Go over disjunctive questions.

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