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unit 4 poem 全单元(人教版高二英语上册教案教学设计)

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以下是小编为大家整理的unit 4 poem 全单元(人教版高二英语上册教案教学设计)，本文共16篇，希望对您有所帮助。

篇1：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

1.Stimulate the students’ interests in talking about art and architecture

2.Cultivate the students’ ability of speaking, reading, discussing.

3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. Help the students to learn about the past participle: used as object complement

Teaching difficult point:

Inspire the students to express their design of house.

Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

T: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

S: …

(Show students two pictures, a tall building and a traditional yard.)

T: what can you see in the two pictures?

S: We can see two different styles of house: block of flats and traditional house.

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

T: In which house would you prefer to live? Why?

S: I like living in …. because….

I prefer living…

I’d rather live…

(For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

(Show the students some different kinds of houses, and ask them to describe them.)

S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

S: ……

Step 2 Speaking

T: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.

(After listening to the dialogue for once)

T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .

S: ……

T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”

“I prefer something that…” “I don’t get very excited…”

T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.

S: …

(Show some chairs on the screen)

T: In your dream houses, are there any chairs? Which one do you like? Why?

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

Step 3 . Homework

Decorate your bedroom and classroom. And talk about your decoration.

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

S: Sydney House; the Eiffel Tower; the Temple of Heaven…

T: Among all of these pictures, which ones belong to modern architecture?

S: …

T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?

S: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)

Step2: While-reading

1. Fast- reading

T: Q1:Wha’s the difference between modern architecture and classical architecture?

Q2: What kind of materials is used? What other materials do you know?

Q3: What’s the characteristic? How do people feel towards modern architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

2. Careful-reading

T: Now please find out the information according to the key words on the screen.

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q4: What inspired Wright? ----Japanese seashells

Q5: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q6: How do they look like? ----Seashell/ nest

Q7: What do they (two architects / two examples) have in common? ---Nature

3. Listening

T: While listening, please pay attention to the key points in the text. (Show the key points on the screen)

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2 Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

1. An area with a wall or bars around it, joined to the outside wall of a building ________________.

2.A strong construction material which is a mixture of stone, and sand and water _________________

3.A shelter made by a bird to hold its eggs and young ____________

4.The structure on the top of a building to keep the rain out_________

Step 3 Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

S: →A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4 Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

(show the Ss the picture and ask them to describe it.)

T: What can you see in the market? Let’s see what can we do here?

For examples: I can have my hair cut here. I can have my bike mended.

Please make similar sentences.

S:…

T: In all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

T: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visiting beautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?

S: …

T: What about you? What’s your opinion?

S: …

T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?

T: …

T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?

S :…

T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

S:…

T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

Step 2. Listening

T: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.

(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)

Step 3. writing

T: Do you think the building in our school is beautiful?”

S1: It is very beautiful…

S2: The school looks like a desert ,The walls are white-washed and there aren’t any art works on them.

T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.

Suggest answer:

1. Mangy art works ca be made by teachers and students.

2. Art posters can be used for decorating.

Step 4. Homework.

T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

Paragraph1. Explain why the school should be decorated.

Paragraph2. Explain what function the art should have in the school.

Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.

Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

Period 5: Integrating skills

Step 1. Revision:

T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

(Show them the sentence pattern on the screen to revise the grammar.

--- You should have your walls painted white.

--- You had better have … done. )

T: Now I will call out some pairs to report their design. which group will give me good suggestions?

S:…

T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

T: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

S:…

T: Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.

(a few minutes later. )

T: Who has found out the answer?

S: → an old army factory ; an arts centre;

Step 4. Listening and reading

T: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

T: Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

--- We’ve known that Factory 798 was built in 1950s.

Q3:As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

Q5:Why was Factory 798 welcomed by painters, music bands, artists and musicians?

(Check the answers with Ss one by one, explain the language points meanwhile. Explain some difficult sentences in the text at the same time)

Step 6. Retelling

T: Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

S: …

Step 7. Discussion

T: In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

S1: To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

S2: New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Make your plan about how to reuse our old school buildings.

篇2：Unit 3 全单元教案(人教版高二英语上册教案教学设计)

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard.

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

…

Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 2 Speaking

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Step 3 : Preparation for listening

T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

1.Decorate your bedroom and classroom. And talk about your decoration.

2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3: Reading

Step1: Pre-reading

----Enjoy pictures of both modern architecture and classical architecture

1. Greetings

2.Brainstorming or guessing game

---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…

Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.

SS: …

Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?

SS: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

Step2: While-reading

1. Fast- reading

----Find the difference between modern architecture and classical architecture in the text.

Q: what’s the difference between modern architecture and classical architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know?

Q: What’s the characteristic? How do people feel towards modern architecture?

2. Careful-reading

----Find out the information according to the key words

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: Where were they from? ----Spanish/ American architect

Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q7: How do they look like? ----Seashell/ nest

Q8: Why do we call the Olympic Stadium in Beijing” the Bird’s nest”?

Q9: What do they (two architects / two examples) have in common? ---Nature

3. Listening

----While listening, pay attention to the key points in the text.

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language study

Step 1, Lead-in

Step 2, Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

an area with a wall or bars around it, joined to the outside wall of a building ________________.

A strong construction material which is a mixture of stone, and sand and water _________________

a shelter made by a bird to hold its eggs and young ____________

the structure on the top of a building to keep the rain out_________

Step 3, Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

→A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to____________what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4, Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

show the Ss the picture and ask them to describe it.

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

T: in all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

Look at the pictures, can you find out another difference between –ing form and –ed form.

Let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

( Talk about new house decoration to revise the grammar: have… done)

--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

--- You should have your walls painted white.

--- You had better have … done.

A few minutes later, call out some pairs to report their design. >

--- Ok, which group will give me good suggestions?

--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

( Talk about how to deal with the old house.)

--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

< Ss discuss and give advice. >

--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ”

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

1. When was Factory 798 built? Who designed it? Who built it?

2. Why is it very different from Chinese architecture?

--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

篇3：高二Unit 5 全单元教案Period 4 -----Reading2(人教版高二英语上册教案教学设计)

Language points:

⒈ The idea that England stands for Fish&Chips, Speaker’s corner, Big Ben and the Tower of London is past.

⑴that引导的是一个同位语从句，用于说明idea的内容。同位语从句常用于说明idea, news, hope, wish, belief, fact, suggestion等抽象名词的具体内容，用以说明或解释前面的名词。连词that 没有词义，不充当句子成份，但不可省略。

E.g. The news that team has won the game is exciting.

引导同位语从句的词除that外，还有连接副词how, when，where等

e.g. I have no idea when jack will be back.

He can’t answer the question how he got the money.

⑵ stand for a.代表，象征，意味着E.g. WTO stands for World Health Organization.

b.赞同，支持，主张 e.g. What principles do you stand for?

⒉ narrow 狭窄的，狭隘的，险胜的

A narrow river/steet a narrow idea about relics a narrow escape(九死一生)

⒊⑴ be made up of =consist of 由…组成

E.g. The group is made up of five members. = The group consists of five members.

⑵ be unknown to sb.不为人所知道E.g. The cause of the delay is still unknown to us.

⒋ …there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以说make the best of

E.g. He wished to make the most of his chance.

⑵ diversity 多种多样，多样性

E.g. Mary has a great diversity of hobbies such as stamp collecting, travelling.

⑶as it is 以现在的样子，根据下面的情况看

E.g. I’ll send it to you as it is, (我就照现在的样子卖给你) but don’t complain, if it doesn’t work.

⑷ hold together 使不分开或团结一致

E.g. The needs of the children held their marriage together.

⒌⑴separate A from B 把A与B分隔开，指把混在一起的或连在一快的分开

E.g. She separated the good apples from the bad ones.

Divide …into 指把整体分成部分E.g. A year is divided into twelve months.

⑵at one point在某一地点；一度E.g. A traffic accident happened at one point yesterday.

At one point, he was very weak.

⒍⑴ in general总的说来，大体上，通常

E.g. In general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

E.g. He worked hard throughout the year to support his family.

⑶ receive 动词，收到，接到

⒎英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。

E.g. The rain is plentiful, often as much as seventy inches every year.

At the job, she could earn as many as eighty dollars every week.

The civil war in that country lasted as much as eighty 16 years.

We must learn as many as 300 English words.

The kind of English built as many as 50 pyramids.

As far as 远到；尽…程度

E.g. They walked as far as the seaside.

Don’t worry. I’ll help you as far as I can.

As long as 长达；只要

She spends as long as three hours on English study every day.

⒏Influence 指不易察觉到的，潜移默化的影响

E.g. Probably we influenced each other.

Affect表示使“变化，对…产生不良影响”，着重“影响”动作。

Influence 影响力，支配力

E.g. Parents have a great influence on Children.

⒐ ……Their languages formed the basis for English.

⑴ Form the basis for 构成/形成…的基础

E.g. This idea formed the basis for Theory of Relativity.

⑵ 为…⑶打下基础，lay foundations for

E.g. Four –year college life laid solid basis for his further improvement.

⑶provide a basis for 为…⑶提供依据

E.g. The result provided a sound basis for further research.

⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.

End up with以…结束，通常是最后接受某东西，其意思为receive sth.in the end

E.g. We ended the supper up with fruit and coffee.

⒒ …but it was not only 250 years later that they formed a single state.

是一个强调句，有原句They didn’t formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not… 与状语until…一起作为强调部分，构成it was not until… that …的巨型

eg. It was not until 1969 that man set his first step on the moon.

原句：Man didn’t set his first step on the moon until 1969.

⒓…While the southern part of England was only part of the UK for some time…

⒔ There are six spoken languages that’re considered to be native to the British Isles as well as two local accents.

⑴ be considered to be 是（consider sth/sb.to be+形容词或名词）的被动式，

E.g. We considered this (to be) very important.

⑵ be native to本土的，本国的，土生的

E.g. Panda is native to China.

⒂ They realise that it is of great value to record and teach them to the younger generation.

Be of great value=be very valuable非常有价值的，可用于此巨型的词有：use ,help,importance,help etc.

E.g. We consider their works of be of great value.

The invention is of great value. =The invention is very useful.

篇4：Unit 3 Art and Architecture 全单元4(人教版高二英语上册教案教学设计)

Period4 ReadingIII and Word Study

I Teaching Objectives:

1. Enable the students to learn more language points.

2. Enable the students to learn more words and one sentence pattern.

II Teaching Methods: translation and task-based teaching

III Key Points and Difficult Points:

Key Points: Enable the ss to some language points and new words.

Difficult Points: Enable the students to master a sentence pattern.

IV Teaching Aids: slide, radio

V Teaching Procedures:

Step1. Learn the language points in the rest paragraphs.

Activity1. Greeting and lead-in.

T: good afternoon, girls. Tomorrow is National Day, and you’ll have a golden week for holiday, right?

S: yes.

T: I see some of you have packed your luggage and are ready to go home. So are you very excited?

S: yes.

T: I’m very excited too, seven-day holiday! But, before the holiday, we must finish today’s work,right?

S: yes.

T: so please listen to me carefully for another 45 minutes, I’ll really appreciate your cooperation.

S; ok, yes.

T: thank you very much. Now, let’s begin our study. This morning we didn’t have time to deal with the last two paragraphs, so, now, let’s see it together.

Activity2. Language points.

Task1. paragraph 7

T: first, I want one of you to read this paragraph out. Who can?

S:….

T: good. When she is reading the other students please find how many attributive clauses in this paragraph and what are they. Are you clear?

S: yes.

T: ok. You can start now. despite the fact that……

S: ………….

T: your pronounciation and intonation are both very good. And you read fluently. Just good. Sit down, please. Ok, how many attributive clauses can you find?

S: 2,3,………….

T: is there an attributive clause in the first sentence?

S: no.

T: what about the second sentence? **, do you know?

S: ….. who use designs from nature when they….

T: good. And what does thin attributive clause modify? 这个从句修饰哪个词呢？先行词是什么？

S: other modern architects..

T: right. Very good. Sit down, please. And in the third sentence, which is the attributive clause? **, please?

S:…who built an art museum in New York……

T: good. 先行词是？

S: Frank Lloyd Wright.

T: yes. Right. Sit down, please. What about the last sentence? The whole class please answer me.

S: …..that people think of seashells…

T: good. 先行词呢？

S: another famous building.

T: great. I think most of you are very familiar with the attributive clause. Now, let’s see the first sentence. What does “despite” mean here?

S: 虽然，尽管

T: yes. Despite means尽管. It is a preposition. It must be followed by a noun. So in this sentense “the fact” is followed. Right?

S: yes.

T: then after the fact, there is a that-clause. What clause is it? It is not an attributive clause, you’ve just said. It is the content of the word “th fact” , right?

S: yes.

T: ok. We call this kind of clause appositive clause. Are you clear?

S: yes.

T: good. Ok, the next sentence. What does “in fact” mean?

S: 事实上

T: yes. Do you know another phrase that hai the same meaning with it?

S:………

T: it is as a matter of fact. It means the same thing. And it’s longer, right? When you are writing a composition you can add more words.

S: yes.

T: there’s another verb in this sentence that I should say something. Create, 创造。Do you remember another two verbs which have similar meanings? What’s English for 发明？

S: invent.

T: and what’s for 发现？

S: discover.

T: yes. We have three verbs now. invent, discover and create. Invent means 发明，指通过学习、思考或实验而发明了新的有用的物品。比如说，爱迪生发明了电灯。

How to translate this sentence?

S: ………….

T: Edison invented the light bulb. Ok, what about discover?

S: 发现

T: yes. 发现原本已经存在的事物。This is easy. Then what about create?

S: 创造

T: yes. Create 可用于创造抽象事物，也有培养的意思。

For example, Shakespeare created many famous characters. 莎士比亚创造了许多有名的人物。这里当然是说文学上抽象的人物，而不是具体的人，否则莎士比亚不成上帝了。Create也有培养的意思，培养社会主义新人，怎么说？

S: ……

T:….create new socialist men. Are you clear?

S: yes.

T: ok, now let’s move on. Look at the last sentence. Here is a phrase. What’s English for “使。。。想起”？

S: make sb think of

T: yes. This is the phrase of make +n.+do, 一般含有强制的意义 translate this sentence: 她要孩子们在吃东西前洗手。

S: ……..

T: yes. She made her children wash their hands before eating. Good. Ok, this is the 7th paraphgraph.

Task2. paragraph 8

T: Now let’s move on to the last paragraph. Also I want one of you to read this paragraph. I have asked you to read the whole passage so in this way I can check your homework and see if you have read the passage after class. Any volunteers?

S:……

T: good. I believe you have read the text after class.

S:…

T: very good. Your pronounciation and intonation are both excellent. Sit down, please. There are not many language points in thin para. Let’s translate it into chinese together. 北京奥林匹克体育场又是一个另人联想到大自然的设计。从顶上看，仿佛体育场覆盖着灰色的钢网。Here, many of tree branches is pastparticiple used as attributive and modify the word nest. 过去分词做定语修饰nest. As if means好象，仿佛 Let’s move on.鸟儿用松软的材料在树枝间搭建鸟巢. Here’s a phrase. Fill up … with…用。。。填满 how to say 用水填满这个杯子。

S: fill up the cup with water.

T: good. Fill up the cup with water. Right. Let’s move on. Just so,….与此相仿，体育场够家中的空间也将布满充气的大塑料袋。Here is a phrase, be filled with…这是被动语态，被。。。填满。Ok, the last sentence. Although….尽管体育场用钢筋水泥建造，但流畅的线条和圆形的结构使建筑物显锝温暖，另人感到亲切。

Task3. paragraph1

T: Well, so far, we have learned all the paragraphs except one, right? That’s the first para. I leave it to the last because it is the conclusion of the whole text . now let’s see the first para. there are 3 sentences in this paragraph and give us three points about archtecture. The first sentence, architecture looks at the man-made living environment. 建筑学所关注的是人造的生活环境. So what is man-made living environment? 什么是人造的生活环境呢？

S:….

T: opposite to man-made environment is the natural living environment, right?

S:….yes.

T: is there architecture in natural living environment?

S: no.

T: so architecture only exists in man-made living environment. Actually, the man-made living environment here just refers to cities. We can say that everthing in cities are more or less changed or made by man. Right?

S: yes.

T: so the first sentence tells us the point that architecture relates with cities. And the second sentence relates architecture with what?

S: culture.

T: yes. It says that architecture can express the culture of a country. We have said that the Temole of Heaven expresses the ancient belief of “heaven is round and earth is square” right?

S: yes.

T: ok, so what does the third sentence tell us?

S:….

T: it says that different architectures have different styles.

Task4. the whole passage.

T: Well, we have learned the content and the language points of the reading text. Now, listen to the tape , you can read the whole passage by yourself quietly and see if you have any questions.

(listen to the radio for 4 minutes and the teacher walks around the classroom)

t: do you have any questions?

S: no

T: ok. That’s all for our reading text. Please read it until you can read fluently after class by yourself. Now open your book to page 21. Let me see if you have finished your homework.

Step3. Word Study

Activity1. check the homwork.

(teacher walks around and check homework for about 1 minute)

T: well, I am glad to see most of you have done it and there’s only one or two ss haven’t. I hope these ss will deal with their homework carefully next time.

Activity2. Exercise1

T: now, I want one of you to give me the answers for exercise1.

S: ….

T: yes. Good. What’s the answers?

S: E,F, B, C, D, A

T: do you agree with her?

S: yes.

T: yes. I agree too. She’s right. Now, look at the blackboard, don’t look at your books. I give you the explanations and you give me the correct words. Ok?

S: yes.

T: well, not beautiful?

S: ugly.

T: easy to do and easy to reach

S: convenient

T: a person who designs buildings

S: architect

T: a shelter made by a bird to hold its eggs and young.

S: nest

T: the structure that covers or forms the top of a building

S: roof.

Activity3. Exercise2

T: very good. You have mastered the words indeed. Now let’s come to exercise2. there’s a sentence pattern. Let’s see the example first: a nest is to a bird what a house is to a man. 巢对于鸟而言就如房子对于人一样。鸟巢和房子的作用是一样的，都是躲避风雨、栖息的地方，对吗？

S: 是

T: 所以我们就把这样一种关系用what 连接起来 let’s see other groups of words

(write on the blackboard: ① honey-----bee milk--- cow) honey is to a bee what milk is to a cow. 蜂蜜对于蜜蜂而言就如牛奶对于奶牛一样。蜜蜂能产出蜂蜜，奶牛能产出牛奶，两者的关系也是一样的。Let’s see other examples: (② ____----nose taste-----tongue) what can be filled in this blank?

S: smell

T: yes. 鼻子的嗅觉与舌头的味觉 so how to say the whole sentence?

S: smell is to the nose what taste is to the tongue.

T: another one: (③ net---fisherman ____-----hunter) what can be filled in this blank?

S: gun.

T: yes. How to say the whole sentence?

S: net is to a fishierman what gun is to a hunter.

T: good. Can you make other sentences?

S: water is to fish what air is to man.

T: good sentence. Any more? I know you all have rich imaginations.

S: hair is to girls what ball is to boys

T: really? Maybe some boys don’t like balls and some girls like to have their hair cut. I’m sorry. Anything else?

S: fur is to animals what clothes is to man.

T: great. Ok, now, there are some sentences on the book. Let’s see it together on page 21, exercise2.

(check the answers)

Step4. Homework

T: ok, it’s time for our homework. You’ll have a long holiday, so the homework will be a little more. Please preview the grammar and finish exrcises on page 96 and 97 and do the exercise ont the exercise book A and B from unit1 to 3. See you. Have a happy holiday!

Blackboard work:

1. despite prep. 尽管

2. in fact=as a matter of fact A nest is to a bird what a house is to a man.

3. invent 发明 Edison invented the ① honey-----bee milk----- cow

light bulb ② ____----nose taste-----tongue

discover 发现 ③ net---fisherman ____-----hunter

create 创造 create new socialist men

4. make+n.+ do 含有强制的意思

5. fill up…with 用。。。填满

篇5：NSEFC2B Unit 14 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Read the text and grasp the main idea of it.

2.Do some exercises to master what they’ve learnt.

3.Learn to write an essay.

Teaching Important Points:

1.Improve the students’ reading ability by reading a text.

2.Improve the students’ writing ability by reading and writing.

Teaching Difficult Points:

1.How to improve the students’ integrating skills.

2.How to write an essay.

Teaching Methods:

1.Practice to make the students master what they’ve learnt.

2.Asking-and-answering method to help the students grasp the main idea.

3.Discussion to make every student understand the topic clearly.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T:(Greet the whole class as usual.)In the last period,we’ve learnt some useful words and expressions.Now,let’s do an exercise to revise them.Look at the screen,please.You may have a discussion,if you like.

(Show the following on the screen and let the students prepare for a moment.Finally,ask some students to say their answers and correct their mistakes,if any.)

Choose the proper words to complete the following sentences,using the proper forms:

prison housing peaceful march murder forbid set a good example demand

1.Too many people are living in bad ______ conditions.

2.If some people are on a ______,they walk together in a large group through the street to express their ideas.

3.Black people in Alabama ______that the bus company should not separate blacks from whites.

4.Lei Feng ______ to us in serving the people heart and soul.

5.In the American history,two former presidents Abraham Lincoln and John F.Kennedy were ______.

6.Smoking is ______ in our school now.Our school is a non-smoke school.

7.The man who robbed a bank of our city was caught last Sunday and put in ______now.

8.When I arrived in Qingdao,the sea there was ______ and beautiful.Many people jumped into it and had a bath.

Suggested answers:

1.housing

2.march

3.demanded

4.set a good example

5.murdered

6.forbidden

7.prison

8.peaceful

Step Ⅱ Fast Reading

T:Well done!(Show the questions on the screen.)Now,we’ll begin a new text.Please turn to Page 30 and read the passage fast and find answers to the questions on the screen.)

Answer the following questions:

1.Which country was the first in the world to give women the right to vote?

2.Who wrote two chapters about the rights of animals and vegetables in a novel?And when?

(Three minutes later)

T:Who can answer the first question?

S:I’ll try.The answer is that New Zealand was the first country to give women the right to vote.

T:Do you agree with him/her?

Ss:Yes.

T:Good.Now,who knows the answer to the second question?

S:Let me have a try.Samuel Butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872.

T:Very good.Please sit down.

Step Ⅲ Reading

T:(Show the questions on the screen.)Now please read the text again and discuss the questions on the screen with your partner.Later we’ll check the answers together.

Discuss the following questions:

1.“Each age has its own struggle for right.”What does the word “age” mean?

2.What were the main ideas of the famous books about the rights of men and women,which were published in the late 18th to the 19th century?

3.Please describe the rights to vote for women in the 19th and the 20th century.

4.What is the purpose of the organizations that fight for equal rights in modern times?

5.Do you think we should fight for the rights of robots and machines?

(The students read the text and discuss the questions.Then the teacher may ask some of the students to say their answers.)

Suggested answers:

1.The word “age” means “time”,for Chinese “时代”.

2.The main ideas of these books were that all people are brothers and sisters,and that all people should be equal.From then on,a struggle of more than 200 years for equal rights of men and women of all races began.

3.There was a time when women had no rights to vote.In the 19th century,women all over the world began to ask for equal rights.It is New Zealand that is the first country in the world to give women the right to vote in 1893.By 1920,the US,Canada and most European countries allowed the women to vote.

4.They fight for the rights of black people,women,children,people with AIDS/HIV and prisoners.Their purpose is that they ask to be treated with respect,share the rights to work,good housing conditions and education and to be treated equal to other people in all ways.

5.I don’t think so.We should protect all the living things,including plants and animals,because all of them are part of nature.If one of them is not well protected,the balance of nature will be destroyed.That will perhaps cause another living thing to die out.No matter which of them dies out,our nature will lose some of its color.Robots and machines are made by man.We can decide how many of them will be needed,according to their use.If we need more,we can make more.That will not affect the balance of nature.And I think we should protect our oceans and earth,too.

T:That’s a very good topic.You can continue discussing it after class,if you like.It will be very interesting.

Step Ⅳ Reading Aloud and Practice

T:Now,let’s listen to the tape.I’ll play it twice.The first time I play the tape,listen carefully.The second time I play it,you can read after the tape.After that,you read the text aloud,paying much attention to the pronunciation and intonation.

(Play the tape for students to listen and repeat.Then give them several minutes to read aloud.At last,ask a couple of students to read the text.)

T:Very good.(Show the phrases on the screen.)Now,please look at the screen.Make sentences with the phrases shown on the screen.You can do it in pairs.

Make sentences with the following phrases:

in modern times believe in

start with a time

have…in common with respect

in all ways ask for

Sample sentences:

in modern times:

In modern times many peasants are very rich.

believe in:

You can believe in him;he’ll never let you down.

start with:

The school started with 300 pupils;now there are double that number.

a time:

I don’t care for the place at first,but after a time I got to like it.

have…in common:

Real friends should have everything in common.

with respect:

We should treat everybody with respect.

in all ways:

All the people should be treated equally in all ways.

ask for:

She entered it,asked for a cup of tea,and sat down.There’s been a gentleman here asking for you.

Step Ⅴ Writing

T:Now,let’s do some writing practice.First look at the information on Page 31.Read it and then work out the details for King’s action in Birmingham after the example.Pair work.A few minutes later,we’ll check the answers.

(Students begin to prepare and after a while,the teacher says the following.)

T:Have you finished?

Ss:Yes.

T:Who would like to give us the answer?

S:I’ll try.King wanted new civil rights law to give blacks equal rights.What is wrong now:Only 25% of the blacks can vote.How should it be improved:All the citizens can vote,no matter what race they are.

S:King wanted the right of free marriages for blacks.What is wrong now:Mixed race marriages are forbidden by law.How should it be improved:All the people can choose their marriages by themselves.

S:King wanted the right of receiving equal education.What is wrong now:Black children are taught in separate schools,and the money spent on educating a black child is much less than that spent on a white child.How should it be improved:Black children and white children can in the same school to have their classes.

…

T:Well done!Now,read the second information and discuss what we should do with your partner.

(A moment later,check the answers.)

Suggested answers:

Rights People Animals/Plants Robots/Machines

Housing big enough house big enough room big enough room

Nutrition enough nutrition enough nutrition keep in good repair

Work eight hours can’t be made to work too long can’t work too long

Health and care keep healthy keep healthy take good care of

Respect treat with respect treat with respect ×

Vote have the right to vote × ×

Step Ⅵ Summary and Homework

T:In this class,we’ve learned a text “No voice,not heard…” and done some exercises.There are some useful expressions in the text.Can you remember them?Li Jian,can you tell us?(The student tells the useful expressions to the class and the teacher writes them on the blackboard.)Good.After class,you should make sentences with the expressions on the blackboard and finish Exercises 3,4 and 5 on Page 32.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Sample essay:

People,animals and plants are all living in one home-our earth.People are in charge of everything.They should live comfortable.That is to say,they should have big enough house to live in and have enough nutrition to keep them healthy.Besides,they should have regular medical care.People should respect each other and help each other.They should not work too long or too tired.They should have the right to vote.So it is with animals and plants,though they don’t need the right to vote.Our earth is beautiful and full of vigor,owing to all the animals and plants.We should take care of them,and let them live comfortable and freely.Some of the animals can help us work or do other things for us.We should treat them with respect.For example,we should not make them work too long or make them too tired.Let’s live together with our animals and plants happily!Suppose what a sad world our earth would be if there were no animals and plants at all!We should be friends with them forever.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 14 Freedom fighters

The Fourth Period

Useful expressions:

believe in start with

ask for in modern times

have…in common with respect

in all ways

Step Ⅷ Record after Teaching

篇6：NSEFC2B Unit 20 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following:

root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to

2.Review the language points and the use of “It” in this unit.

3.Train the students’ integrating skills,especially writing skill.

Teaching Important Points:

1.Useful expressions:

dig up,remind…of,belong to

2.Learn to create a flow chart.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to create a flow chart.

Teaching Methods:

1.Revision to help the students consolidate the language points of this unit.

2.Fast reading and careful reading to help the students understand the passage exactly.

3.Discussion to help the students finish the task of writing.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.

(Teacher shows the following on the screen.)

Complete the sentences,paying attention to the use of “it”.

1.______(据说)that this book has been translated into many different languages.

2.______(很可能)that your team will win.

3.______（很遗憾）that he can’t pass the English test.

4.It is important ______（我们学好英语）.

5.______(直到250年后)that they formed a single state.

6.______(是1990年)that I graduated from the university.

Suggested answers:

1.It is said

2.It is possible/likely

3.It’s a pity

4.for us to learn English well

5.It was not until 250 years later

6.It was in 1990

T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?

S1:Here “it” is used for emphasis.

T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)

Can you give another example?

S2:It was in the street that I saw Li Ping yesterday.

T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?

S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?

T:Yes,you’re quite right.

Step Ⅲ Reading

T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?

Ss:We don’t know.

T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.

(Teacher deals with the new words with the whole class.)

T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)

1.Why did Jinsha village became famous all over China in ?

2.How did Sanxingdui first discovered?

(A few minutes later,teacher checks the answers.)

T:Who’d like to answer the first question?

S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.

T:Anything else?

S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.

T:Very good.The second one,any volunteer?

S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.

T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.

(Teacher shows the questions on the screen.)

1.Who was the first to discover the Jinsha Ruins and when?

2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?

3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?

4.What do archaeologists hope to discorer in the future?

T:(Some minutes later.)Are you ready?

Ss:Yes.

T:OK.Who’d like to answer the first question?

S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.

T:Good.The second one,Who can try?

S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.

T:OK.How about the third one?

S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.

T:Well done.The last one,Zhang Jun,please.

S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.

T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)

1.The photo reminds me of childhood.

2.At the Jinsha Ruins,archaeologists dug up many precious relics.

3.The house doesn’t belong to me.

4.It looks like rain.

5.He must have been there before.

6.They may not have caught the train.

(Bb:remind…of,dig up,belong to,look like,must have done,may have done)

T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.

(Teacher shows the picture on the screen.)

This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)

Step Ⅳ Writing

T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?

Ss:Yes.

T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?

S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.

T:Good.Anything else?

S12:Learn about cultural relics.

T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?

Ss:Yes.

A suggested flow chart:

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fourth Period

Ⅰ.The use of “it”used for emphasis

It is/was…that/who…

Ⅱ.Useful expressions:

remind…of,dig up,belong to,look like,must have done,may have done

Step Ⅶ Record after Teaching

篇7：NSEFC2B Unit 17 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3.How do events like the Special Olympics help mentally disabled people?

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In .

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Step Ⅹ Record after Teaching

篇8：NSEFC2B Unit 13 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we did some practice about modal verbs.Now let’s do some more exercises to see if you have mastered them.Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her.She is still in Australia.

2.-Could I use your bike?

-Yes,of course you ______.

3.The ground is wet.It ______ have rained last night.

4.A machine ______ think for itself.It ______ be told what to do.

5.Tom,don’t play with the valuable bottle.You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T:Good work.But if we want to use the modal verbs correctly,we must practise them as often as possible.Today we will read another passage.The ocean is very important to all the living things,which is known to us,and I think we have also known about the reason why the ocean becomes so important-because of the properties of water,the ocean is very important.The passage we will read is also about water.It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T:Good question.I think you can get the answer to the question by yourself.Now let’s read the passage.While you are reading,try to make clear what is the main idea of each paragraph.Besides,try fast reading,it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T:Have you finished your reading?

Ss:Yes.

T:Wang Lin,are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T:You are great!Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T:Right,thank you for your answer.What about the second one?

S4:Let me try.The general idea is that estuaries are great places for nature’s young.

T:Wang Ping,tell me the main idea of the third paragraph,please!

S5:I’m not sure.I think the third paragraph tells us estuaries are important to animals and plants,so we should try our best to protect them from environmental pollution.Am I right?

T:Yes.Congratulations!There is only the last paragraph left.Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T:The general idea of the passage is very clear to us now.Now let’s re-read the passage carefully.While you are reading,try to find out the answers to the questions on Page 23.If you need,you can have a discussion about them.Then I’ll check your answers.

(Teacher gives students enough time to read the passage.At the same time,teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem,and estuaries are protected from waves and storms by islands.In addition nutrients arrive in estuaries from both the land and the ocean.So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense.In other words,there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings.Besides estuaries also contribute to the economy.So they are very important to human beings.

T:Well done.Now you are very familiar with the passage.

To understand the passage better,I will explain some important phrases.Please,look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g.The company will provide food and drink for them.

2.have an opportunity to do something

e.g.I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g.He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g.His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T:Up to now,we have learnt a lot about water and known the properties of water and importance of estuaries.Now you are given an opportunity to check if you know a lot about water.Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T:Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it.Use what you learn from this unit and what you know about nature and science to write the paragraph.You must be careful to explain it to make your explanations easy to understand.You’d better look at the tips on Page 24 before you write.It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary.The mixing of fresh and salt water creats a unique enviroment filled with life of all kinds.Here,animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean.So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young.If many cities are built by estuaries,we can enjoy fishing,swimming and having fun on the beach and scientists and students have endless opportunities to study a varety of life in the habitat.What’s more,estuaries also contribute to the economy through tourism and fishing.So many cities have been built by estuaries.

Step Ⅵ Test

T:In this unit,we’ve learnt some important phrases.Now I’ll give you a test to check whether you’ve mastered them or not.Look at the screen,please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them.Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15

2.The way she deals with the problem

3.that is

4.took advantage of

5.is very sensitive to temperature

6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T:Today,we’ve done some reading and writing.We’ve also reviewed some useful expressions in this unit.After class,go over all the important points we have learnt in this unit.That’s all for today.Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

Phrases:provide…for,have an opportunity to do,a variety of,contribute to

Step Ⅸ Record after Teaching

篇9：人教版高二Unit 4 A Garden of Poems全单元

The First Period Warming-up & Listening Speaking

Teaching Aims:

1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.

2.Improveing the students’ listening ability.

3.Introduce some poems to the students.

Teaching Difficult points:

1.To teach the students how to grasp the detailed information to finish the listening task.

2.How to make every students active in this lesson.

Teaching Aids: 1.a computer 2.a projector

Teaching Procedures:

Step I Greetings and Lead in.

T: Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.

Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)

What words will you need to talk about poets and poetry?

Do you know any English poet/ poem? Can you recite any?

What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)

Is there any connection between English songs and English poems?

Step II Warming up.

1) Listen and read the rhyme

Good, better, best!

Never have it rest!

Till good is better!

And better, best!

2) Listen and read the limerick.

People laugh and people cry.

Some give up, some always try.

Some say hi while some say bye.

Others may forget you but never I.

Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.

3)Read the limericks and ask “What is the pattern of each poem?

I. While reading:

1. According to the writer, when do we sing?

2. How do we feel about a good song?

3. What does the writer think of good songs?

4. Who gave the writer some advice on how to enjoy poetry?

5. What was the advice?

6. How did the writer learn to enjoy the poem?

II. Post-reading

1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)

2. How can we learn to enjoy the poems?( We should start with small poems.)

Extension: Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)

Step III. Pre-listening

T: Mmm, it seems poems are really interesting. I’d like to know more about poetry.

But where can I find a certain poem? Are poems put together in collections of poetry?

Maybe these questions can help us.

Who wrote them?

What are they about?

When were they written?

Step IV. While listening

In collections of poetry, poems are put together because they belong to the same group.

They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

1.Listen to the tape and list the name of the books on poems by different writers.

(Suggested answers: A Garden of Poems”

“1001 Songs or Poems in English”

2.Listen to the tape and list the the information of poems by a certain topic

Suggested answers: The topic can be human feeings (humour & love…)

“Poetry about Nature” (flowers, trees, plants & the old countryside)

“The Earth is Painted Green”

3.Poems by a certain period time

Suggested answers: “English Poem of the Early 17th Century”

“Poetry Between the World Wars”

4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

Suggested answer: poem, collection, the World Wars , The countryside and nature

5.Listen to the tape again and answer the following questions.

1).What is the dialogue about?

2)What kind of book is A Garden of Poems?

3)Which period is meant when we say “between the World Wars”?

4)How should you read a book such as 1001 Songs and Poems in English?

5)Which topic for poetry does the student like?

Listen to the tape and choose the correct answer.

1. What is the dialogue about? ( )

A. A student is asking the librarian for advice on how he can choose poems to read.

B. A student is asking his teacher about how to choose poems to read.

C. A boy is asking his mother about how to choose poems to read.

2. What kind of book is A Garden of Poems? ( )

A. A collection of poems. B. a book of a garden. C. Poems about a garden.

3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )

A. read all the poems carefully

B. just look at the title, the topic or the first or last lines

C. only read those which you like

4. Which topic for poetry does the student like? ( )

A. nature B. animals C. paintings

5. Decide whether the following statements are true or false.

a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )

b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )

c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.

Suggested answers:

mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base

Step 2 Word study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:

Suggested answers:

1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)

Step 3 Grammar

Show the two sentences on the screen.

The past participle used as adverbial.

1.Once published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen, who can tell us their Chinese meanings.

1.一经出版，他的作品就因不押韵而著名。

2．即使翻译得再好，一经翻译，原作的一些精华就没有了。

T: Can you think of another way to express these ideas?

Suggested answers:

1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well it is translated, something of the spirit of the original work is lost.

T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?

Suggested answers:

1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

Step 4 Practice

Show the sentences on the screen.

1. The castle , burned down in 1943, was never built.

2. If left alone on a deserted island, what would you do to survive?

T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.

Suggested answers:

1. AT 2. AD 3. AD 4. AT

Step 5 Consolidation

T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures,

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step 6 Comparison

Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.

A. When crossing the street, you must be careful.

B. Followed by many students, the teacher came in.

T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.

1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.

分词作状语时,其逻辑主语是句子的主语.如:

正确:Looking from the top of the hill, we can see the whole town..

错误:Being an orphan, the villagers take good care of the child.

正确:Seen from the hill, our school looks more beautiful.

错误:Seeing from the hill, our school looks more beautiful.

2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.

式语态及物动词make的主动语态及物动词make的被动语态

不及物动词rise

现在分词一般式 making being made rising

完成式 having made having been made having risen

过去分词 made risen

3.易混淆点:

a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.

Followed by some officials, Napoleon inspected his army.

b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.

Having been told to stay in Beijing, the boy decided not to return to his village.

Step 7 Practice

“分词”专项能力训练题

单项填空

1. What’s the language _______ in Germany?

A. speaking B. spoken C. be spoken D. to speak

2. He had his leg ________ in the match yesterday?

A. to break B. broken C. break D. breaking

3. It was so cold that he kept the fire _______ all night.

A. to burn B. burn C. burning D. burned

4. She’s upstairs _________ letters.

A. writes B. is writing C. write D. writing

5. “ Can’t you read?” Mary said ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

6. The lecture was so _________ that they were all _________.

A. inspiring: exciting B. inspiring; excited

C. inspired; excited D. inspired; exciting

7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.

A. bring B. brings C. brought D. bringing

8. This is one of the books ________ by him now.

A. to be written B. being written

C. having been written D. is been written

9. The book ________ belongs to me.

A. which lying on the table B. lying on the table

C. is on the table D. lay on the table

10. The poor boy looked to the right and to the left, _______ where to go.

A. not knowing B. not to know C. didn’t know D. not being known

11. _________ anything about the accident, he went to work as usual.

A. Not known B. Known not C. Knowing not D. Not Knowing

12. This news sounds _________.

A. encouraging B. encouraged C. encourage D. to encourage

13. _________, the subject belongs to biology.

A. Strictly spoken B. Spoken strictly

C. Strictly speaking D. Speaking strictly

14. __________, the players tried their best to win the game for their country.

A. Greatly encouraged B. Having greatly encouraged

C. To be greatly encouraged D. Greatly encouraged

15. ________ that mistake once, I shall not make the same mistake again.

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

16. --- Will you go to the party?

---Of course I will _________.

A. if invited B. if having invited

C. if I was invited D. if I will be invited

17. _________ a child, Elizabeth enjoyed studying art and music.

A. She was B. When was C. When being D. Being

18. The bridge _________ now over the Changjiang River will be completed at the end of this year.

A. built B. is being built C. being built D. to be built

19. _________ that there was an accident ahead, the bus driver changed course.

A. Warning B. Having warned C. To be warned D. Having been warned

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.

A. having added B. to add C. adding D. added

Suggested answers:

1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C

语法专项练习

I. 单项选择：

1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.

A. When compared B. To compare C. While comparing D. It compared

2. Mr Smith, __________ of the _________ speech, started to read a novel. ( 北京)

A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring

3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)

A．invited B. inviting C. being invited D. having invited

4. Friendship is like money: easier made than ___________. (2003上海春季)

A．kept B. to be kept C. keeping D. being kept

5. __________ time, he’ll make a first-class tennis player. (2003 北京)

A. Having given B. To give C. Giving D. Given

6. The research is so designed that once _________ nothing can be done to change it.( NMET )

A. begins B. having began C. beginning D. begun

7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.

A. having added B. to add C. adding D. added

8. __________ his telephone number, she had some difficulty getting in touch with Bill.

A. Not knowing B. Knowing not

C. Not having known D. Having not known

9. The computer center, ________ last year, is very popular among the students in this school.

A. open B. opening C. having opening D. opened

10. Prices of daily goods __through a computer can be lower than store prices. (2002春季)

A. are bought B. bought C. been bought D. buying

11. –How do you deal with the disagreement between the company and the customers?

--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)

A. to solving, making B. to solving, made C. to solve, making D.to solve, made

12. Though ________ money, his parents managed to send him to university. ( 2002上海)

A. lacked B. lacking of C. lacking D. lacked in

13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)

A. Exposed B. Having exposed C. Being exposed D. After being exposed

14. After his journey from abroad, Richard Jones returned home, ______. (上海春季)

A. exhausting B. exhausted C. being exhausted D. having exhausted

答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB

Homework

Finish the word study and grammar part on the workbook.

Record after Teaching

The Fourth Period Intergrating Skills

A Lesson Plan for Songs and Poems

Goals/objectives:

Students will:

1. Learn to read poems aloud with expression.

2. Learn to enjoy simple poems and interpret basic elements of poetry.

3. Practice listening actively

Step One Warming-up

Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.

e.g.

time ---

rhyme

death ---

breath

days ---

ways

cry ---

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.

Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.

Ask them to compare singing songs to reading poems.

Step Two Pre-reading

After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.

Step Three While-reading

Invite students to list unfamiliar words that they noticed in the passage.

e.g. avoid, recite, extraordinary

Step Four Post-reading

Assess students understanding by asking their a few questions:

e.g. When does the writer sing songs?

When did the writer begin to touch on poetry?

When does the writer read Keats and when Wordsworth?

Step Five Exercise I

Briefly introduce “Dust of Snow” by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:

Two (a crow and a person),

Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line “A change of mood”.

Ask them a few questions

1. his mood has changed, from what mood to what mood?

2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:

The Crow may let some of them think of bad luck.

The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step SixExercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow

2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.

Record after Teaching

篇10：高二英语全单元表格备课-人教版Unit 5(人教版高二英语上册教案教学设计)

The British Isles 课时 6-1 授课时间 2004.10

教学目标 1. Train the Ss’ listening ability by doing some listening.

2. Master the expression for agreement and disagreement.

3. Get the Ss to learn about the UK and Ireland.

教学重、难点 Master the expressions for agreement and disagreement.

Improve the students’ listening ability.

教、学具 A tape-recorder, a projector and some slides

预习要求 Search as much information as possible about the UK and Ireland

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting

Step2: Warming-up

1.Show the Ss a world map and ask the following questions:

a. Where is Europe?

b. Where is the British Isles?

c. What do you know about the British Isles?

2.Ask the Ss to look at the four pictures and guess where they were taken.

3. Work in groups having a discussion and try to find out as much as you can about the geography, history, culture, famous people, building and other things in the UK.

Step3: Listening

1.Get the Ss to discuss the following questions:

a. What subject do you learn at school?

b. What is your timetable like?

c. How do you learn English?

2.Make the Ss read the requirements to know what they should do .

4. Play the tape for the first time to get the general idea, then play the tape three times for the Ss to do exercises 1,2 and 3.Replay some parts of the tape if necessary

5. Check the answers with the whole class.

Step 4: Speaking

1. Get the Ss to answer the following questions:

a. Is English easy for Chinese people to learn? Or is Chinese easy for English people to learn?

b. Do you agree that we can learn the geography of the UK more easily by going there?

c. Which countries have better chances to become rich, small countries, big countries or island countries?

2. Make the Ss have a discussion about the three statements in the books in three groups. For each group, talk about one and make up a dialogue to express themselves.

Useful expressions:

Don’t you think that …?

I don’t think that’s right …

I don’t think so.

You must be mistaken …

Step 5: Summary and Homework

Summarize the knowledge learnt in this period. Then ask the Ss to do vocabulary exercises in the workbooks.

Ss answer the questions

Look at the pictures

Discuss and answer

Listen to the tape

Listen to the tape and do exercises

Answer the questions

Discuss

Discuss about the three statements. For each group, talk about one and make up a dialogue.

Finish vocabulary exercises in the workbooks.

课题 SEFCB2 Unit 5 课时 6-2 授课时间 2004.

教学目标 1. Get the Ss to know about the British Isles.

2. Develop the Ss’ reading ability by reading a passage “The British Isles”

教学重、难点 Train the students’ reading ability and develop their reading skill

How to help the Ss to grasp the main idea of the text

教、学具 A tape-recorder, a projector and some slides

预习要求 Scan the illustrations and the contents above them

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting and Revision

Ask the questions about the British Isles:

What do you know about the United Kingdom?

How many countries make up the British Isles?

What do you know about Ireland?

Step2: Pre-reading

1. Show the Ss a map of the British Isles on the Bb. Ask the Ss to speak out the names of some places on the map.

2. Make the Ss answer the following questions according to the map

a. What is the British Isles made up of?

b. Where is the British Isles?

c. Which is the largest island?

Step3: Fast-reading

Now read the text as fast as possible and try to decide whether the following statements are true or not.

⒈ The British Isles is made of 3 parts.

⒉ The British Isles lies off the west of Europe.

⒊ The English Channel is only 20 miles wide.

⒋ The British Isles is surrounded by the Atlantic Ocean to the British Isles.

⒌ There’s much rain in the British Isles.

⒍ Ireland is part of the United Kingdom.

⒎ There’s 6 languages that are considered to be native to the British Isles.

Step4:Careful- reading

1. Read the passage carefully to find out some details to fill in the chart.

Answer the questions

Look at the map and name the places on the map

Ss read the text as fast as possible and try to decide whether the following statements are true or not.

Scan the text to judge

Check answers with the whole class.

Items Details

Location

Climate

Culture

History

Language

2. Read the text carefully and try to sum up the main idea of each paragraph.

Para 1 General idea about England.

Para 2 Position of the British Isles.

Para 3 The climate of the British Isles.

Para 4 The culture of the people in the British Isles.

Para 5 The language spoken in Great Britain and Ireland.

Para 6 The history of the United Kingdom.

Para 7 The language spoken throughout the British Isles.

Step5: Post-reading

1. Listen to the tape to do exercise1 and check the answers.

2. Get them to finish exercises 2, 3 and 4

and check the answers.

Step6: Summary and Homework

Do reading comprehension in workbooks.

Bb design:

Read the ext carefully to fill in the chart

Read the passage to get the main idea

Listen to the tape to finish excises

Finish Wb exercises.

课题 SEFCB2 Unit 5 课时 6-3 授课时间 2004.

教学目标 1. Deepen the Ss’ understanding of the passage

2. Get the Ss to master some important words and expressions

3. Enable the Ss to use the words and expressions correctly

教学重、难点 The usages of some important words and expressions.

How to help the Ss to master them.

教、学具 A projector and some slides

预习要求 Go through the text to find out some difficult sentences

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting and Revision

Ask some Ss to spell some new words and expressions learnt in the last period.

Step2: Language points

1.The idea that England stands for Fish & Chips, Speakers’ corner, Big Ben and the Tower of London is past.

⑴that引导的是一个同位语从句，用于说明idea的内容。同位语从句常用于说明idea, news, hope, wish, fact, suggestion等抽象名词的具体内容，连词that 没有词义，不充当句子成份，但不可省略。

⑵stand for

a. 代表，象征，意味着

b.赞同，支持，主张

e.g What principles do you stand for?⒉ …their view of British culture is sometimes narrow.

narrow 狭窄的，狭隘的，险胜的

⒊ The fact that the mainland of Great Britain is made up of three countries is still unknown to many.

⑴ be made up of =consist of 由…组成

⑵ be unknown to sb.不为人所知道

⒋ …there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以说make the best of

⑵ diversity 多种多样，多样性

Mary has a great diversity of hobbies such as stamp collecting, traveling.

⑶as it is 以现在的样子，根据下面的情况看

⑷ hold together 使不分开或团结一致

⒌ The largest island is called Britain, which is separated from France by the English Channel, which at one point is only 20 miles wide.

⑴separate A from B 把A与B分隔开，指:把放在一起的或连在一快的分开

e.g. A year is divided into twelve months.

⑵at one point在某一地点；一度

⒍ In general, Scotland is colder throughout the year, and receives more rain.

⑴ in general总的说来，大体上，通常

e.g. In general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

e.g. He worked hard throughout the year to support his family.

⑶ receive 动词，收到，接到

⒎ In the summer months the difference in temperature between London and north can be as much as nine degree.

英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或者物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。

as far as 远到；尽…程度

e.g. They walked as far as the seaside.

Don’t worry. I’ll help you as far as I can.

as long as 长达；只要

She spends as long as three hours on English study every day.

⒏ The culture of the people in the British Isles was influenced by the culture of the people on the European mainland.

influence 指不易察觉到的，潜移默化的影响

affect表示使“变化，对…产生不良影响”，着重“影响”动作。

influence 影响力，支配力

⒐ ……Their languages formed the basis for English.

⑴ form the basis for 构成/形成…的基础

⑵ 为…⑶打下基础，lay foundations for

e.g. Four –year college life laid solid basis for his further improvement.

⑶provide a basis for 为…⑶提供依据

e.g. The result provided a sound basis for further research.

⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.

end up with以…结束，通常是最后接受某东西，其意思为receive sth. in the end

⒒ …but it was not only 250 years later that they formed a single state.

⒓…While the southern part of England was only part of the UK for some time…

⒔ There are six spoken languages that are considered to be native to the British Isles as well as two local accents.

⑴ be considered to be （consider sth/sb.to be+形容词或名词）的被动式，

⑵ be native to本土的，本国的，土生的

e.g. Panda is native to China.

⒂ They realize that it is of great value to record and teach them to the younger generation.

Be of great value=be very valuable非常有价值的，可用于此类型的词有：use ,help, importance, help etc.

E.g. We consider their works of be of great value.

The invention is of great value. =The invention is very useful.

be+of+n=be+adj

Step3: Summary and Homework

Do some exercises on the screen.

Revising some words and expressions

Write notes and make sentences

The news that team has won the game is exciting.

WTO stands for World Health Organization.

A narrow river/street a narrow idea about relics a narrow escape(九死一生)

The group is made up of five members. = The group consists of five members.

The cause of the delay is still unknown to us.

He wished to make the most of his chance.

a wide diversity of opinions看法上的众说纷纭

Give as many as examples

I’ll send it to you as it is, (我就照现在的样子卖给你，) but don’t complain, if it doesn’t work.

The needs of the children held their marriage together.

She separated the good apples from the bad ones.

divide …into 指把整体分成部分

A traffic accident happened at one point yesterday.

At one point, he was very weak.

The rain is plentiful, often as much as seventy inches every year.

At the job, she could earn as many as eighty dollars every week.

The civil war in that country lasted as much as eighty 16 years.

We must learn as many as 300 English words.

The kind of English built as many as 50 pyramids.

Probably we influenced each other.

Parents have a great influence on Children.

This idea formed the basis for Theory of Relativity.

We ended the supper up with fruit and coffee.

It was not until 1969 that man set his first step on the moon.

原句：Man didn’t set his first step on the moon until 1969.

We considered this (to be) very important.

Write down notes and make some examples

Look at the examples

The party was ended up with a pop song.

He is considered to be the best student.

The machine is of use.= The machine is useful.

课题 SEFCB2 Unit 9

Grammar 课时 6-4 授课时间 2004.

教学目标 Make the Ss know more about some words learn in this period

Enable the Ss to master noun as the Subject, the Object, the Predicative

教学重、难点 Master the usages of the noun clauses

How to master the differences between the Appositive clause and the Attrib Master the usages of the noun clause

教、学具 A projector and some slides

预习要求 Find out the noun clauses as many as possible in the text

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting and Revision

Revise the uses of some words and expressions learnt in the last period by doing some excises on the screen.（略）

Step2: Word Study

1.Look at the words in the box and try to think of their meanings. Then complete the sentences with the proper words.

2.Check the answers with the whole class and ask the Ss to translate into Chinese.

Keys: union, Republic, upper, consists, mistaken, narrow, influence, basis.

Step3: Grammar

1.Ask the Ss to look at the sentences on the screen.

a. That they carry their conversation

in French is suggested. (Subject Clause)

b. He made a suggestion that they carry on their conversation in French

(Appositive Clause)

c. His suggestion was that they carry on their conversation in French. (Predicate Clause)

d. This is the suggestion that he made last week. (Attributive Clause)

名词性从句介绍

名词性从句包括：主语从句，表语从句，同位语从句，多由连词that, wh-疑问词或由what, whatever等关系代词引导。

⒈ 主语从句

⑴ 主语从句在句子中充当主语

E.g. Why he refused to work with you is still a mystery.

Whatever comes is welcome.

⑵ 主语从句前的that不能省略，仅仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。

E.g. That he became a lawyer may have been due to his mother’s influence.

It is not true that he has moved to New York.

⒉ 宾语从句在句子中充当宾语

E.g. I don’t know where the sound came from.

Don’t be satisfied with what you have achieved.

⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。

E.g. The trouble is that I have lost his address.

It seemed that the night would never end.

⒋ 同位语从句

⑴同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有: idea, news, fact, problem, belief, opinion, hope, understanding…

⒌ whether与if 在名词性从句中的用法区别

if 一般指用于引导从句，而whether可引导包括宾语从句在内的其他名词性从句。

⑴连词whether引导主语从句，表语从句时不能用if来替换。

⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.

E.g. I don’t care whether or not she will attend the meeting.

⑶whether也可用在介词后，或带to 不定式前，if or not.

E.g. She doesn’t know whether to get married now or wait.

I haven’t settled the question of whether I’ll go back home.

⑷ 某些动词后面（如discuss）只能用whether, 不用if .

E.g. We discussed whether we should go on climbing.

在句子中做主语的从句叫主语从句，是一种重要的名词性从句。

⒈由what等连词引导的从句

⒉ 由that 引导的主语从句

⒊ 由whether, if等引导的主语从句,句

首用Whether

⒋ 由whoever. whatever等引导的主语从句

whoever=the person who或anyone who. who 也可以引导主语从句，但只能表示“谁”

Anyone 与the person皆不能引导从句。

⒌ 由it 作形式主语引起的主语从句

that从句做主语时候，常用it做形式主语，而把that引导的主语从句放到句子后。在下列情况下使用形式主语it，将主语从句放在句尾。

⑴位于是seem，appear，be（im）possible，be a pity，be a wonder，be likely等。

E.g. It seemed certain that this would win the prize.

It appeared that he was right.

⑵在It is known…; It is said…;It is hoped…; It is believed…等句型中。

注意：有时候在“It is necessary(important. suggested等)＋that clause”结构中, that从句常用“should+动词原形” 形式来表示虚拟语气, 其中should常可省去.

Step4: Practice

Ask the Ss to do grammar exercises in the Ss’ book or workbooks. Then check the answers with the whole class.

Step5: Summary and Homework Ss do excises on the screen and check the answers.

Ss fill in the blanks

Do some translation

Ss speak out the usages of the that clauses

Ss think of the usages

The fact that we talked about is very important.(定语从句)

The fact that he succeed in the experiment pleased everybody. (同位语从句)

Whether he will attend the meeting is uncertain.

The question is whether he will come.

Ss make some examples

What you have done might do harm to other people.

It worried her a bit that her hair was turning gray.

That you don’t like him is none of my business.

Whether we’ll go camping tomorrow depends on the weather.

Who will win is not important.

Whoever leaves the room last ought to turn off the lights.

It is still a question when we shall have our sports meet.

It doesn’t matter what you say.

E.g. is necessary that a college student should master at least a foreign language.

课题 SEFCB2 Unit 5 课时 6-5 授课时间 2004.

教学目标 ⒈ Enable the Ss to learn how to describe a place in its landscape, culture, relics, the people, their life, economy and etc.

⒉ More practice at Noun Clauses.

教学重、难点 Improve the Ss’ integrating skills-reading and writing

How to train the Ss’ writing skill

教、学具 A tape recorder and some slides

预习要求 Scan the text and search more information about England

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting and Revision

Ask the Ss to open their books to page 40 and look at the exercise in Checkpoint5.Make them complete the sentences by using the noun clauses. ( after a while)Check the answers with the class.

Step2: Reading

Get the students to read the passage quickly and ask some questions about it.

⒈ What can be seen across the fields of Salisbury?

Sheep can be seen everywhere.

⒉ What’s the cathedral famous for?

The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel thinks the tower is the highest and the most handsome in England.

⒊ How many important kinds of produce and trade are there in the city of Salisbury? What are they?

There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.

⒋ How about the hills and fields there?

The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.

⒌ Say something about the hills of Salisbury(The last paragraph)

Step3: Retelling

Get the students to read the text once again and have them retell the text.

Step4: Language points

⒈ …the great number of them is very wonderful.

The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)

E.g. A number of students were studying in the reading-room.

⒉ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句子中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.

⒊ There could be as many as six hundred thousand sheep fed within six miles of Salisbury, measuring every way round and the town in the centre.

⑴句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。

⒋ The cathedral is famous for the height of its tower, which is without doubt the highest and the most handsome in England, being from the ground 410 feet.

⑴without doubt=certainly无疑地；确定地

e.g. Without doubt, our team will win the game.

⑵ being from the ground 404 feet在此句中做状语，用语说明tower的高度。

⒌ Neither of them is very big, but they become a larger river when joined together, and yet larger when joined by a third river.

⑴ a third river又一条河流，不定冠词a 用在序数词之前，表示“再一次，又一”。

E .g. You can have a second try if you fail the first time.

⑵Neither of the books is interesting.(这2本书都没意思。)表示“两者都”，用both of＋复数名词，表复数概念。

E.g. Both of you have to go there.

⒍ …, which employ the poor of a great part of the country round-namely, making cloth and sheets,

namely 副词，即，就是，用以补充或具体说明前面已提到的事物

e.g. Two boys are late for school today-namely, Tom and Jim.

⒎ …with many small and clear rivers, and rich fields bearing fruit and grain.

⑴bearing fruit and grain做宾语补足语，bear“结果实”，产生，长出

e.g. The tree is bearing a lot of apples this year.

⑵ with +宾语＋v-ing，在此做状语。

E.g. With you standing here, we can’t work.

⒏ …, village and houses, and among them(指代houses) many（后省略了are） of good size.

Of good size= have good size

E.g. The cellphone is of great high quality.

=The cellphone has high quality.

Step6: Writing

Ask the Ss to look at the main ideas in the boxes and try to write a composition to describe their hometowns. The teacher can show them a simple composition on the screen.

Step7: Summary and Homework

Make the Ss speak out the way of writing a descriptive composition. Ask them to write a composition after class.

Ss do the excises in Checkpoint5 and check the answer

Ss read the passage to answer the questions

Retell the passage

Find out some difficult sentences

Make some sentences according to the usages.

Make notes and listen

Try to write down some key words

Ss speak out the way of writing a descriptive composition，then write one composition.

课题 SEFCB2 Unit 5 课时 6-6 授课时间 2004.

教学目标 1. Get the Ss to master some important language points in Unit5.

2. Help the Ss to learn the way of dealing with problems.

3. Improve the Ss’ reading and writing ability.

教学重、难点 The important language in Unit5

How to help the Ss master them and deal with problems easily and correctly.

教、学具 A projector and some slides

预习要求 Scan the whole paper and try correcting the mistakes

教师活动内容、方式学生活动内容、方式旁注

Step1: Greeting and Analysis

Analyze the whole paper and praise some Ss. At the same time, encourage some Ss who failed to pass the exam.

Step2: Single choice

Check the answers with the whole class, then choose some difficult ones to explain to the Ss.

1. In general, the northerners are keen on dumplings while the southerners are fond of rice.

此句中in common即共同的与句意不符合，in total为总共，总计，而in particular为特别的，也不对。只有表示大体上一般的in general 才正确。

2. The news has spread all the country that the spaceship succeeded in returning to the earth.

The news that为同位语从句，对news进一步说明解释。

3.Scoland lies to the north of England; it is part of Britain.

表示位置的词to可接壤可不接壤，不在一个范围内，on表示两地接壤或者在河岸上，off表示远离，in表示在范围内。England和Scotland不在一个范围内用to，而它是属于Britain的一部分，所以用part。而be part of表示前者是后者的一部分。

4.run over 表示从。。。上碾过或者水满溢出，the cup was full and the water in it was running over

5. ---What made her so sad?

. ---That she failed in the examination.

此句中that引导一个主语从句，that 只起连接作用，没有实际意义。而because 和 as ，since都是回答why的问题。

6. Oh, please don’t. He is now seriously ill. Just look at the state he is in.

这里state 表示状况，它现在的情况，用in。e. g in a poor state of health。健康状况不好。同时state 有国家。州。政府的意思。

6. With the approach of Christmas the weather turned colder.

在这里approach 指的是名词来临。同时它还有动词的性质，临近，靠近等。还有做事的方法，途径，入门等名词性质。

7.We saw a big black bear coming up on us from the woods.

选择come up 表示熊向我们靠近过来，come up 有靠近，走近，发生的意思。而come out表示出版，出现；come back 表示恢复的意思。故选择come up。

Step 3: Cloze Test

Ask some students to report their answers and choose some difficult ones to explain.

40. in the way she liked best.表示她最喜欢的方式，下面进行了介绍。

50. never miss it.

这里的miss表示错过。这样便宜的东西她从来不会错过。

55. being persuaded .

她担心会被劝服去买东西，persuade 表示说服去做某事。

Step4: Reading Comprehension

1. Make the Ss report the main idea of each paragraph, then ask some students to speak out their answers.

2. Choose the most difficult ones to explain.

Step5: Correcting

Ask some Ss to correct the mistakes. Then check the right answers with the whole class. Choose some difficult ones to explain.

(1) be mending be mended

(2) feet foot

(3) in such a long time after such a long time

Step6: Writing

1. Ask someone to read his or her composition before the whole class. Make others correct it.

2. Get all the Ss to write down the key words.

3. Show a sample composition on the screen and ask the Ss to read it .

Step7: Homework

Read all the items in this unit. Ss check the answers with the teacher

Ss make some sentences

Ss speak out the usages of the noun clause

Ss report their answers and try to correct the mistakes

Some one report the main idea of each paragraph

Ss find out some difficult ones

Report the answers and try to look for the right answers in the passages

Write down some key words

Check answers.

Ss correct the answers.

Check answers with the whole class.

Someone read his or her composition before the whole class. Make others correct it.

篇11：高二Unit 5 全单元教案Period 5 Grammar(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Learn and master noun clauses as subject, the object, the predicative and the appositive introduced by “that”

Teaching Important Points:

1. Master noun clauses as the appositive.

2. Master the differences between the appositive clause and the attributive clause

Teaching Difficult Points:

1.master the differences between the appositive clause and the attributive clause

Teaching Methods:

1. Inductive method to introduce the difference between the appositive clause and the attributive clause

2. Practice to help students master the appositive clause

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

Teaching Aids:

1. A projector

Teaching Procedures:

Step 1 Lead in

a. Review the text and present the appositive clause by asking questions:

1.What impresses you most in the passage ?

The fact that … impresses me most.

2.What have you already known before reading the passage ?

I have known the fact that …

3.Did you hear any news about Britain recently ?

I heard the news that …

b. Collect answers as many as possible ,reminding students of sentence structure if find errors.

Step 2 Tell the function of the following sentences.

Now, please open your book, turn to page 37. There are 6 sentences. We have learned these sentences before. You can look at some other sentences on the slide, and then decide which part the clauses act as.

Step3. Practice

Now turn to the exercise3. Join each pair of sentences using a noun clause as appositive. Now you know that the appositive clause is often put behind some nouns, like belief, fact, hope, idea, news, problem, suggestion and so on. Before you do it, go through what is the appositive clause. First look at the example, the noun “ news” is followed by the appositive clause “ that the famous British singer will come to China”. It explains the concrete contents of the noun “news”. Now do you know how to do this exercise?

Step4. Discussions

T: Now look at the picture on page38. Do you know him? He is the famous English film star, named Pierce Brosnan. Please read his profile.

T: Which fact do you think is new to you? Please express your ideas using the noun clauses. Discuss in pairs or in groups.

S1: I thought he is from England. I didn’t know he is from Ireland.

S2: the fact that his first wife died of cancer in 1991 is surprising.

S3: I don’t know that he owns a production company with a ling-time friend.

Step 5 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step6. Summary

T: In this period, we’ve done some exercises about some important words and the noun clause, especially we practice the appositive clause. Also we ‘ve known the difference between the appositive clause and the attributive clause. After class, you should practice more to master them better. Ok. That’s all for today. See you.

名词性从句介绍

名词性从句包括：主语从句，表语从句，同位语从句，其关联词有连接词that, if, whether; 疑问代词who, what, which和疑问副词when, where, how, why等。

⒈ 主语从句

⑴ 主语从句在句子中充当主语，句子的谓语动词用第三人称单数。

E.g. Why he refused to work with you is still a mystery.

Whatever comes is welcome.

⑵ 主语从句前的that不能省略，仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。

E.g. That he became a lawyer may have been due to his mother’s influence.

It is not true that he has moved to New York.

⒉ 宾语从句在句子中充当宾语

E.g. I don’t know where the sound came from.

Don’t be satisfied with what you have achieved.

如果主句的谓语动词是及物动词make, find, see, hear等，则把宾语从句置于宾语补足语之后，用it作为形式宾语。

We find it necessary that we practise spoken English every day. 我们发现每天练习口语英语很有必要。

⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。

E.g. The trouble is that I have lost his address.

It seemed that the night would never end.

⒋ 同位语从句

同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有：idea,fact,news,belief,hope,evidence,opinion,problem,truth,proposal,theory,decision.discovery.problem,thought.understandin,promise等。

E.g. The fact that we talked about is very important.(定语从句)

The fact that he succeed in the experiment pleased everybody.(同位语从句)

注意：名词性从句的难点在于其句型结构不同，所使用的连词比较复杂。因此，如何确定正确的连词是突破名词性从句的关键。解决这一问题可以从以下几点入手：

⑴ 依据“缺什么补什么”原则确定正确的连词。所谓“缺什么补什么”是指句型结构与连词之间的关系。如果句子中缺主语，指人用who，指物用what；如缺宾语，指人用whom，指物用what；如缺时间状语用when；地点状语用where；原因状语用why；方式状语用how；定语用what或which；什么都不缺用that。

I know what he is talking about.（缺宾语指物）我知道他正在谈论什么。

I’m sure that he will come tomorrow.（什么都不缺）我确信明天他会来。

Where he will go is unknown.（缺地点状语）他要去哪儿还不知道。

I don’t know which book I should choose.（缺定语）我不知道应该选哪本书。

⑵ 注意几组易混连词whether与if；that与what的使用：

⑴引导主语、表语、同位语从句时关联词只用whether不用if 表“是否”。引导宾语从句时whether, if均可。

Whether he will attend the meeting is uncertain.

The question is whether he will come.

⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.

E.g. I don’t care whether or not she will attend the meeting.

⑶whether也可用在介词后，或带to 不定式前，if or not.

E.g. She doesn’t know whether to get married now or wait.

I haven’t settled the question of whether I’ll go back home.

⑷ 某些动词后面（如discuss）只能用whether, 不用if .

E.g. We discussed whether we should go on climbing.

The question is whether the film is worth seeing. 问题是这部电影是否值得看。

Whether we shall attend the meeting hasn’t been decided yet. 是否我们要参加这次会议仍未被决定。

We don’t know whether/if she is ready. 我们不知道她是否准备好了。

that引导从句时不做成分，无意义；而what在从句中充当成分，有意义。

What he says is important. 他所说的很重要。

That light travels faster than the sound is a fact. 光传播速度比声音快是个事实。

篇12：Unit 4 garden of poems(人教版高二英语上册教案教学设计)

浙江省黄岩中学

王精红王宸溢毛海晨陈佩君许威

教材分析

本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。

“热身”(Warming up) 部分由English Poetry的一个分支--学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。

“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。

“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。

“阅读”(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。

“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。

“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。

语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。

学习技能(Integrating Skills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dust of snow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changes of mood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Right here waiting”。

学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。

复习要点(Checkpoint)简要总结了本单元的语法重点--“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。

课时安排

Teaching Plan for Unit 4 A garden of poems

1.Warming up&Listening

(1)Warming up

(2)Listening in SB

(3)Listening in WB

2.Post-reading

(1)Pre-reading

(2)Reading

3.Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

4.Speaking

(1)Warming up

(2)Speaking

(3)Talking in Work Book

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重点和难点

1.重点单词

poem n.诗；韵文；诗体文

intention n.意图；目的；打算

recite vt.背诵；朗诵

pattern n.型；模式；方式

dialogue n.对话；（文学，戏剧，电影中的）对白

sort vt.将事物分类；整理 n.种类；类型

sadness n.悲哀；难过

grammar n.语法；语法学

glory n.光荣；荣誉；荣耀的事；壮丽

absence n.不在；缺席；缺乏

district n.地区；区域

atmosphere n.气氛；情绪；大气；大气层

introduction n.序言；介绍；引进

translate vt.翻译；用简单易懂的语言表达

translation n.翻译；译文

extraordinary adj.特别的；不平常的；惊人的

idiom n.习语；成语；语言习惯用法

apart adv.相隔；相距；除去；单独地

recommend vt.推荐；介绍；建议

contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿

2.重点词组

put…together 把……结合成一整体；装配

play with 玩；玩耍；游戏

call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话

stand out 突出；显眼；远远超过某人（物）

light up 照亮；使放光彩；点上（烟等）吸起来

come into being 出现；形成；产生

send for 使某人来到；要求将某物取来或送到

contribute to… 为……作贡献（或捐献）；有助于……；向……投稿

3.词汇拓展

poem (n.) → poetry (n.) → poet (n.)

absence (n.) →absent(adj.)

translate (vt.) →translation(n.)

contribute (vt.) → contribution(n.)

4.句型结构

1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.

2. His sonnets, however, belong to the best English poetry.

3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.

4. Greatly loved in China are the English Romantic poets.

5. They can help us to understand each other better, or as Mu Dan wrote:…

6. Quietly, we embrace in a world lit up by words.

7. If I see you next to never, how can I say forever?

5、重点语法

本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。

6、教学难点

(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。

(2) 分词用法的总结与难点解析。

(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。

Unit 4 A Garden of Poems

The First Period Warming-up & Listening

by Wang Jinghong

Teaching Aims:

1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.

2.Improveing the students’ listening ability.

3.Introduce some poems to the students.

Teaching Difficult points:

1.To teach the students how to grasp the detailed information to finish the listening task.

2.How to make every students active in this lesson.

Teaching Aids:

1.a computer

2.a projector

Teaching Procedures:

(Play the song “Ten little Indian boys”)

Step I Greetings and Lead in.

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr …!

T: Sit down please. Just now we’ve enjoyed a song. Do you like it?

Ss: Yes./(No)

T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.

Step II Warming up.

1) Listen and read the rhyme

Good, better, best!

Never have it rest!

Till good is better!

And better, best!

2) Listen and read the limerick.

People laugh and people cry.

Some give up, some always try.

Some say hi while some say bye.

Others may forget you but never I.

Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.

3)Read the limericks and ask “What is the pattern of each poem?

Step III. Pre-listening

T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.

But where can I find a certain poem? Are poems put together in collections of poetry?

Maybe these questions can help us.

Who wrote them?

What are they about?

When were they written?

Step IV. While listening

In collections of poetry, poems are put together because they belong to the same group.

They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

1.Listen to the tape and list the name of the books on poems by different writers.

(Suggested answers: A Garden of Poems”

“1001 Songs or Poems in English”

2.Listen to the tape and list the the information of poems by a certain topic

Suggested answers: The topic can be human feeings (humour & love…)

“Poetry about Nature” (flowers, trees, plants & the old countryside)

“The Earth is Painted Green”

3.Poems by a certain period time

Suggested answers: “English Poem of the Early 17th Century”

“Poetry Between the World Wars”

4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

Suggested answer: poem, collection, the World Wars , The countryside and nature

5.Listen to the tape again and answer the following questions.

1).What is the dialogue about?

2)What kind of book is A Garden of Poems?

3)Which period is meant when we say “between the World Wars”?

4)How should you read a book such as 1001 Songs and Poems in English?

5)Which topic for poetry does the student like?

Step V. Post-listening

1.T: OK. What topic for poetry do you like?

S: …….

T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.

(A rhyme

Pick an apple

Pick a pear

Pick a banana over there.

Let’s work and let’s play,

Picking apples every day.)

2.Listen and imitate.

Step VI. Listening on the workbook.

Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.

1)Before the invention of writing, was there any other way but to remember important things?

2)Were rhyme and rhythm very helpful when they are trying to remember things?

3)Why did our ancestors invent poetry?

4)What is the listening text about?

Listen to the tape and find out the answers to the questions.

Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.

(Collect the answers from the students.)

T: Yes. Before the invention of writing, there was no other way but to remember important things.

And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.

Step VII. Listening and imitating.

T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.

1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.

2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”

3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.

“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.

Suggested answers:

Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)

Rhyme 2 is useful to remember how many days each month has.

Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.

Rhymes and rhythms are helpful. Do you use poetry to remember things?

Who sometimes still uses poetry to remember things today?

(Collect answers then listen to the following.)

But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.

So anyone who want to remember things better can still use poetry to remember things.

Step VIII. Post-listening

You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.

1)Women

If you kiss her, you are not a gentleman

If you don’t, you are not a man

If you praise her, she thinks you are lying

If you don’t, you are good for nothing

If you agree to all her likes, she is abusing

If you don’t, you are not understanding

If you make romance, you are an experienced man

If you don’t, you are half a man

If you visit her too open, she thinks it’s boring

If you don’t, she accuses you of double crossing

If you are well dressed, she says you are a playboy

If you don’t, you are a dull boy

….

“O Lord, tell me what to do. AMEN”

2)Always Have a Dream

Forget about the days when it’s been cloudy,

But don’t forget your hours in the sun.

Forget about the times you’ve been defeated,

But don’t forget the victories you’ve won.

Forget about the misfortunes you’ve encountered,

But don’t forget the times your luck has turned.

Forget about the days when you’ve been lonely,

But don’t forget the friendly smiles you’ve seen.

Forget about the plans that didn’t seem to work out right.

But don’t forget to always have a dream.

Step IX Homework.

Recite one or two poems and get ready for tomorrow’s lesson!

Teaching plan

For Unit 4 A Garden of Poems

The 2nd period

Reading (English Poetry)

By Wang Chenyi

Teaching Goals:

1. Learn about poets and poems of different countries.

2. The similarities and differences between the Chinese and English poets and poems.

3. Improve the student’s reading ability.

Teaching procedures:

Step1 Greeting & Warming-up

(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)

T: Morning, boys & girls!

Ss: Morning, sir!

T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?

SA: He is creating a poem.

Step 2 Lead-in

T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?

SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……

( Show the poem望庐山瀑布 on the screen)

T: Okay, let’s read it aloud together.

(Call several of them to recite)

Ss: Yes!

Step 3 Fast-reading

T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:

Q: 1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

(Give them 2 minutes to find the answers)

T: Well, let’s deal with the 2 questions.

2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne

Step 4 Careful-reading

Task 1. The main idea of each paragraph

T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.

Para. 1 The characters of poetry.

Para. 2 A look on Chinese poetry.

Para. 3 The first period of Modern English poetry.

Para. 4 Modern English poetry in the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 ①The translation of English poetry.②The role that poems act as.

Task 2 A timeline

Step 4 Post-reading

Task 1

T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.

(After 2 minutes, check the answers)

Keys: 1. A 2. C 3. B 4. D 5. C

Task 2

T: In several paragraphs, there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature

Step 5 Further-understanding

Task 1

Q: If a poem is translated into another language, is it still the same poem? What are some differences?

A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)

Task 2

T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.

Q: Can you use your own words to explain it?

A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.

Step 6 Enjoyment

A: 1.Poems and literature can be ties that bring the East and the West together.

2. Poems and literature can be fine wine enjoyed by the East and the West.

(After the end of the video, show the next slide)

T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.

Then I saw the Congo creeping through the black,

Cutting through the forest with a golden track.

Step 7 Discussion

T: It’s really amusing! At the end of this lesson, let’s have a discussion.

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!

Step 8 Homework

1. Read the text again to get a better understanding.2. Read and translate several good English poems.

3. Get some information about famous poets on internet if possible.

Websitewww.shakespeare.com

www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton

www.island-of-freedom.com/POPE.HTM www.john- keats.com

www.visitcumbria.com/wilword.htm

www.online-literature.com/byron

www.robertfrost.org

Reference for Teaching

ON THE SEA

John Keats

It keeps eternal whisperings around

Desolate shores, and with its mighty swell

Gluts twice ten thousand Caverns, till the spell

Of Hecate leaves them their old shadowy sound.

Often 'tis in such gentle temper found,

That scarcely will the very smallest shell

Be mov'd for days from where it sometime fell,

When last the winds of Heaven were unbound.

Oh ye! who have your eye-balls vex'd and tir'd,

Feast them upon the wideness of the Sea;

Oh ye! who have your eye-balls vex'd and tir'd,

Feast them upon the wideness of the Sea;

Oh ye! whose ears are dinn'd with uproar rude,

Or fed too much with cloying melody -

Sit ye near some old Cavern's Mouth, and brood

Until ye start, as if the sea-nymphs quir'd!

A SOLDIER

Robert Frost

He is that fallen lance that lies as hurled,

That lies unlifted now, come dew, come rust,

But still lies pointed as it ploughed the dust.

If we who sight along it round the world,

See nothing worthy to have been its mark,

It is because like men we look too near,

Forgetting that as fitted to the sphere,

Our missiles always make too short an arc.

They fall, they rip the grass, they intersect

The curve of earth, and striking, break their own;

They make us cringe for metal-point on stone.

But this we know, the obstacle that checked

And tripped the body, shot the spirit on

Further than target ever showed or shone.

The Isles of Greece

George Gordon Byron

The isles of Greece! the isles of Greece!

Where burning Sappho loved and sung,

Where grew the arts of war and peace, --

Where Delos rose and Phoebus sprung!

Eternal summer gilds them yet,

But all, except their sun, is set.

The Scian and the Teian muse,

The hero's harp, the lover's lute,

Have found the fame your shores refuse;

Their place of birth alone is mute

To sounds which echo further west

Than your sires' “Islands of the Blest.”

The mountains look on Marathon --

And Marathon looks on the sea;

And musing there an hour alone,

I dream'd that Greece might yet be free

For, standing on the Persians' grave,

I could not deem myself a slave.

哀希腊

拜伦

希腊群岛呵，美丽的希腊群岛！

火热的萨弗在这里唱过恋歌；

在这里，战争与和平的艺术并兴，

狄洛斯崛起，阿波罗跃出海面！

永恒的夏天还把海岛镀成金，

可是除了太阳，一切已经消沉。

开奥的缪斯，蒂奥的缪斯，

那英雄的竖琴，恋人的琵琶，

原在你的岸上博得了声誉，

而今在这发源地反倒喑哑；

呵，那歌声已远远向西流传，

远超过你祖先的“海岛乐园”。

起伏的山峦望着马拉松－

马拉松望着茫茫的海波；

我独自在那里冥想一刻钟，

梦想希腊仍旧自由而欢乐；

因为，当我在波斯墓上站立，

我不能想象自己是个奴隶。

Don Mclean – Vincent

Starry starry night

paint your palette blue and grey

look out on a summer's day

with eyes that know the darkness in my soul.

Shadows on the hills

sketch the trees and the daffodils

catch the breeze and the winter chills

in colors on the snowy linen land.

And now I understand what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

They would not listen

they did not know how

perhaps they'll listen now.

Starry starry night

flaming flo'rs that brightly blaze

swirling clouds in violet haze reflect in

Vincent's eyes of China blue.

Colors changing hue

morning fields of amber grain

weathered faces lined in pain

are smoothed beneath the artist's

loving hand.

And now I understand what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

perhaps they'll listen now.

For they could not love you

but still your love was true

and when no hope was left in sight on that starry

starry night.

You took your life as lovers often do;

But I could have told you Vincent

this world was never meant for one

as beautiful as you.

Starry starry night

portraits hung in empty halls

frameless heads on nameless walls

with eyes that watch the world and can't forget.

Like the stranger that you've met

the ragged men in ragged clothes

the silver thorn of bloddy rose

lie crushed and broken

on the virgin snow.

And now I think I know what you tried to say to me

how you suffered for your sanity

how you tried to set them free.

They would not listen

they're not list'ning still

perhaps they never will.

繁星点点的夜晚

为你的调色盘涂上灰与蓝

你在那夏日向外远眺

用你那双能洞悉我灵魂的双眼

山丘上的阴影

描绘出树木与水仙的轮廓

捕捉微风与冬日的冷洌

以色彩呈现在雪白的画布上

如今我才明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

那时他们不知道该如何倾听

或许他们现在会愿意听

繁星点点的夜晚

火红的花朵明艳耀眼

卷云在紫色的薄霭里飘浮

映照在文森湛蓝的瞳孔中

色彩变化万千

清晨里琥珀色的田野

满布风霜的脸孔刻画着痛苦

在艺术家充满爱的画笔下得到了抚慰

如今我才明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

那时他们不知道该如何倾听

或许他们现在会愿意听

因为他们当时无法爱你

可是你的爱却依然真实

而当你眼中见不到任何希望

在那个繁星点点的夜晚

你像许多绝望的恋人般结束了自己的生命

我多么希望能有机会告诉你，文森

这个世界根本配不上

像你如此美好的一个人

繁星点点的夜晚

空旷的大厅里挂着一幅幅画像

无框的脸孔倚靠在无名的壁上

有着注视人世而无法忘怀的眼睛

就像你曾见过的陌生人

那些衣着褴褛、境遇堪怜的人

就像血红玫瑰上的银刺

饱受蹂躏之后静静躺在刚飘落的雪地上

如今我想我已明白你想对我说的是什么

你为自己的清醒承受了多少的苦痛

你多么努力的想让它们得到解脱

但是人们却拒绝理会

他们依然没有在倾听

或许他们永远也不会理解

Teaching plan For Unit 4 A Garden of Poems

The 3rd period Speaking

By Mao Haicheng

Teaching aims:

1. Talking about poems to raise the ss’interest in poems.

2. Making dialogue to improve the ss’speaking ability.

Teaching procedures:

Step1 Greeting & Lead-in

(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）

T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!

Step 2 Warming-up

T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?

(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)

Step 3 Speaking

1. T: It seems that you have mastered Chinese poems well.

T: 1) Do you all like the poems written by Li Bai or Du Fu?

2) Whose style do you like best? /Which poet do you like best?

So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.

2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.

3. T: When you are practising with your partner, do remember to use

the useful expressions listed in your book.

Step 4 Talking

T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.

T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.

------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.

One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).

Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.

T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？

T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.

T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……

(Then the monitor comes to host the discussion)

T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!

Step 5 HK

T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.

Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.

THE END

The Fourth Period Word Study and Grammar

By Chen Peijun

Teaching aims:

1.Learn and master the Past Participle used as adverbial.

2.Compare the differences between the Present Participle and the Past Participle used as adverbial.

Teaching Procedures:

Step 1 Song

Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.

An apple a day ,

Keeps the doctor away.

An apple a day,

Keeps the doctor away.

A-P-P-L-E, “apple”

Then ask the students to look at the words from the song---“day, away”.

T: What do these two words have in common?

S: They end with the same vowel---/ei/.

T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?

S: Horse and mouse, school and fool…

Now look at Part 2. Please read them and match the words that rhyme.

Suggested answers:

mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base

Step 2 Word study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:

Suggested answers:

1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)

Step 3 Grammar

Show the two sentences on the screen.

The past participle used as adverbial.

1.Once published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen, who can tell us their Chinese meanings.

1.一经出版，他的作品就因不押韵而著名。

2．即使翻译得再好，一经翻译，原作的一些精华就没有了。

T: Can you think of another way to express these ideas?

Suggested answers:

1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well it is translated, something of the spirit of the original work is lost.

Suggested answers:

1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

Step 4 Practice

Show the sentences on the screen.

1. The castle , burned down in 1943, was never built.

2. If left alone on a deserted island, what would you do to survive?

T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.

Suggested answers:

1. AT 2. AD 3. AD 4. AT

Step 5 Consolidation

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures,

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step 6 Comparison

Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.

A. When crossing the street, you must be careful.

B. Followed by many students, the teacher came in.

T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.

1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.

分词作状语时,其逻辑主语是句子的主语.如:

正确:Looking from the top of the hill, we can see the whole town..

错误:Being an orphan, the villagers take good care of the child.

正确:Seen from the hill, our school looks more beautiful.

错误:Seeing from the hill, our school looks more beautiful.

2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.

式语态及物动词make的主动语态及物动词make的被动语态

不及物动词rise

现在分词一般式 making being made rising

完成式 having made having been made having risen

过去分词 made risen

3.易混淆点:

a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.

Followed by some officials, Napoleon inspected his army.

b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.

Having been told to stay in Beijing, the boy decided not to return to his village.

Step 7 Practice

“分词”专项能力训练题

单项填空

1. What’s the language _______ in Germany?

A. speaking B. spoken C. be spoken D. to speak

2. He had his leg ________ in the match yesterday?

A. to break B. broken C. break D. breaking

3. It was so cold that he kept the fire _______ all night.

A. to burn B. burn C. burning D. burned

4. She’s upstairs _________ letters.

A. writes B. is writing C. write D. writing

5. “ Can’t you read?” Mary said ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

6. The lecture was so _________ that they were all _________.

A. inspiring: exciting B. inspiring; excited

C. inspired; excited D. inspired; exciting

7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.

A. bring B. brings C. brought D. bringing

8. This is one of the books ________ by him now.

A. to be written B. being written

C. having been written D. is been written

9. The book ________ belongs to me.

A. which lying on the table B. lying on the table

C. is on the table D. lay on the table

10. The poor boy looked to the right and to the left, _______ where to go.

A. not knowing B. not to know C. didn’t know D. not being known

11. _________ anything about the accident, he went to work as usual.

A. Not known B. Known not C. Knowing not D. Not Knowing

12. This news sounds _________.

A. encouraging B. encouraged C. encourage D. to encourage

13. _________, the subject belongs to biology.

A. Strictly spoken B. Spoken strictly

C. Strictly speaking D. Speaking strictly

14. __________, the players tried their best to win the game for their country.

A. Greatly encouraged B. Having greatly encouraged

C. To be greatly encouraged D. Greatly encouraged

15. ________ that mistake once, I shall not make the same mistake again.

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

16. --- Will you go to the party?

---Of course I will _________.

A. if invited B. if having invited

C. if I was invited D. if I will be invited

17. _________ a child, Elizabeth enjoyed studying art and music.

A. She was B. When was C. When being D. Being

18. The bridge _________ now over the Changjiang River will be completed at the end of this year.

A. built B. is being built C. being built D. to be built

19. _________ that there was an accident ahead, the bus driver changed course.

A. Warning B. Having warned C. To be warned D. Having been warned

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.

A. having added B. to add C. adding D. added

Suggested answers:

1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C

Homework

Finish the word study and grammar part on the workbook.

The 5th Period Intergrating Skills

A Lesson Plan for Songs and Poems

By Euwix

Goals/objectives:

Students will:

1. Learn to read poems aloud with expression.

2. Learn to enjoy simple poems and interpret basic elements of poetry.

3. Practice listening actively

Time required

40 minutes

Step One

Warming-up

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.

e.g.

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.

Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.

Ask them to compare singing songs to reading poems.

Step Two

Pre-reading

Step Three

While-reading

Invite students to list unfamiliar words that they noticed in the passage.

e.g. avoid, recite, extraordinary

Step Four

Post-reading

Assess students understanding by asking their a few questions:

e.g.

1. When does the writer sing songs?

2. When did the writer begin to touch on poetry?

3. When does the writer read Keats and when Wordsworth?

Step Five

Exercise I

Briefly introduce “Dust of Snow” by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion

Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:

Two (a crow and a person),

Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line “A change of mood”.

Ask them a few questions

1. his mood has changed, from what mood to what mood?

2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:

The Crow may let some of them think of bad luck.

The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step Six

Exercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow

2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.

篇13：unit 2全单元教案2(人教版高二英语教案教学设计)

I. Brief Statements Based on the Unit

The activities of this unit, including Warming-up, Listening, Speaking, Reading and Writing, center on the subject－news and the media, which are connected with our life closely. It provides the students an opportunity to learn the language in using it.

By talking about news and the media, the students get more knowledge about them－not only know about the important parts they play in learning about the world, but also the ways they are written and made. The students must be very interested in this subject. This way, they can learn the language points easily and freely. They will not only learn some useful words and phrases about news and the media, but also learn to express opinions.

Besides, the study of the Grammar－the Past Participle can help the students use the language more exactly. By finishing each task provided in the textbook and the workbook, the students' skills to use language can be well developed.

Ⅱ. Teaching Goals

1. Talk about news and the media.

2. Practise expressing opinions.

3. Learn about the Past Participle (1): used as Attribute and Predicative.

4. Write a comparison paragraph.

Ⅲ. Teaching Time: Four periods

IV. Background Information

1. RADIO

In ancient times the only way that men could send messages from village to village was on foot. When men learned to use the horse, communication became much quicker. However, compared to the modern world communication was still quite slow. Many parts of the world had no knowledge of events in other places. Later, the post was introduced and horse riders carried letters. This meant that communication was further improved. Horses drawn coaches could move people from town to town in quite a comfortable way. At the beginning of the last century the steam train was invented and for the first time really fast communication became possible. Not only could letters be sent easily from one part of a country to another, but travel was made easy, too. At about the same time, steam ships helped communication between countries.

The invention of the telegraph in the middle of the last century further increased the speed at which messages could be sent. In this system electrical signals, in code, are sent along metal wires. These signals travel so fast that they could go nearly eight times round the world in one second. A special device is needed to send the code. At the other end another device is used in order to receive the code. By this method messages can be sent over distances of several hundred kilometres. With the invention of the telephone the human voice could be sent over long distances. Because of this the telephone system replaced the telegraph for quick communication over long distances. The telegraph is still used, however, by newspapers in order to send news and for other purposes too.

At the beginning of this century radio was invented and in a few years communication was again improved. The main difference between radio and telephone is that radio uses no electrical signals which travel long distances along wires. Instead invisible waves, moving at the same speed as electrical signals, are used. A few years ago there were not many radio stations in the world. Today there are many hundreds of radio stations broadcasting in different languages and in all countries. The invisible radio waves can easily travel from one country to another. This means that listeners in one country can listen to programmes broadcast from another country. In this way information travels from country to country. Radio is often used by policemen to communicate with one another. In addition, police forces in one country can communicate with those in other countries in order to catch criminals. Ships at sea use radio so that they know exactly where they are. Aeroplanes use radio for the same reason and this makes it easier for them to find their way from place to place.

In the modern world there are many methods of communication. As well as radio there is television, for example. This enables information in the form of a picture to be broadcast from one place to another. Radio is often used as part of a telegraph system where distances are very large. Of the many modern methods of communication, radio probably remains the most important.

2. How the Program Is Broadcast?

We turn on the radio and a program comes to us from a broadcasting station miles and miles away. We know that words and music themselves haven’t traveled all that distance through space, but something certainly is bringing the program from the station. What is this silent carrier?

The answer is radio waves. We can not see radio waves or feel them or even hear them. In fact, nobody knows exactly what they are. But we do know that they are made by electricity, and we have learned how to use them.

At the broadcasting station people talk or sing, instruments (乐器) play, doors slam(砰) ,and all of these make sound waves. The sound waves reach the microphone, and here they are changed into electricity. Then from a tall tower called the broadcasting aerial (天线) ,electricity sends radio waves. The waves travel in every direction, and some of them reach our radio aerial. Now a wonderful thing happens. The radio waves start an electricity current (电流) in our aerial like the one that was first made in the broadcasting station. Finally, the loudspeaker in our set changes electricity into sound, and we hear the program.

The First Period

Teaching Aims:

1. Learn and master the following words and phrases:

media, reliable, fire, face, difficulty, elect, go up, burn down, injure

2. Practise expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

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

2. Individual, pair or group work to make the students finish each task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. Today we'll begin to learn Unit 2 News media (Bb: Unit 2 News media). First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in prononciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll cotleet your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for each story. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are written by all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1: Listen carefully to what is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work in pairs to talk about the questions in Exercises 2,3,4 and 5. Are you clear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Then ask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured.

2 000 people in your city were happy today and moved into new buildings.

A Chinese scientist has invented a new car engine that does not pollute the air.

There is a rumour that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. ) Sample dialogue:

A: Hello! How is everything going? Have you finished your work?

B: I'm very busy today. I've chosen five events among ten things that happened today to report in our newspaper. But I'm not sure whether I made the best choices. I need your advice.

C: Tell us more about your choices.

B: The first event I chose is “France elected a new President”. It is an important event these days. I think it may have a great effect on international affairs. The second is “There is a rumour that a large company wants to build a factory in our town.” What is your opinion?

A: I agree with your first choice, but why do you choose the second one? We should report something true to our readers, not rumours. Maybe it would be better to choose “A Chinese scientist has invented a new car engine that does not pollute the air.” It shows our country's science advancement.

B: Good idea. Then I'd rather choose "2 000 people in our city were happy today and moved into new buildings. “ and” China beat Brazil 5-1 in football. “They are both exciting news. They also reflect the improvement of people's life and the achievement in sports.

D: I think you made a good choice. What about the fifth one? Have you decided yet?

B: I think two events are suitable. I really don't know which is more important. It is hard to choose. They are “Food prices are going up. “ and ”200 people died in an earthquake in Turkey.”

D: Perhaps the former is more important. Our readers want to know more about their life. And this thing is related to everybody's life.

B: It sound reasonable. Let's think them over. Thank you for your advice.

Step V Summary and Homework

T: Up to now, we've talked a lot about news media. By listening and speaking, we've become more familiar with news media. At the same time, we've learnt some useful words and phrases. You should remember them and practise using them freely and exactly. After class, please collect more information about news media and talk about them with your classmates. Besides, don't forget to preview the contents of the next period. So much for today. See you tomorrow V

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The First Period

I : Five news media

website, radio, TV programme, magazine, newspaper

Ⅱ. Useful words and phrases

words., reliable, fire, face, difficulty, elect, injure

phrases., go up, burn down

Step Ⅶ Record after Teaching

篇14：高二Unit 5 全单元教案Period 3 -----Reading1(人教版高二英语上册教案教学设计)

Teaching aims:

1. Learn and master the following words and expressions:

Words: influence, basis, narrow, republic, mild,

Phrases: be made up of, make the most of, hold together, lie off, as well as, as much as, stand for

2. Further develop the students’ reading ability and reading skills

3. Get the students to know more about the British Isles

Teaching important points:

1. Train the students’ reading ability and develop their reading skills

2. Enable the students to understand the text better

3. Master the following phrases:

Stand for, be made up of, be unknown to, make the most of, hold together, be separated from, in general, as much as, end up with, as well as

Teaching Difficult Points:

⒈ Master the following sentence pattern:

⑴ A is in /on /to the north/east…of B ⑵ be of great value

⒉ Understand the following sentences:

⑴ The idea that England stands for Fish and chips, the Speaker’s Corner and the Tower of London is past.

⑵ The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.

Teaching methods:

1. To guess the title of the text. Fast reading to get the general idea of the text

2. Questions and answer activity to get the detailed information in the text

3. Explanation for students to master some language points

Teaching aids: pictures

Teaching procedures:

Step 1 Revision and Lead-in

Ask the questions about the British’s Isles:

What do you know about the United Kingdom?

How many countries make up the British Isles? What do you know about Ireland?

Tell the students: If you have a chance to travel in the British Isles. But at first I think you should know more information about the British Isles. Today I will take you to travel British Isles.

Can you guess what will be mentioned in the text?

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Match the paragraphs with their topics

Para.1 history

Para.2 language

Para.3 climate

Para.4/5 culture

Para.6 brief introduction

Para.7 geography

Step 3 Careful reading

Para1

We have known a lot about the British Isles and the United Kingdom .but there are still many facts that we don’t know.

1.What is the fact about Great Britain that is unknown to many?

2.What has happened in Great Britain that for many years?

3.What is Great Britain made up of?

The fact that ……, we call it appositive clause, 同位语从句. Can you find another sentence that has the same sentence pattern in this paragraph?

the idea that ……, the first sentence in this paragraph.

Para2

Let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Para3

T: What’s the weather like today? Would you take an umbrella every day?

S: No

T: But British people do. Do you know why?

1. What is the climate of the British Isles2. What are the coldest and warmest months?

And what about in Scotland or in England or in Wales?

S: The climate of British Isles is mild with a lot of rainS: The coldest months are January and February, while the warmest months are July and August.

T: So the best months to go to British Isles are July and August. Do you agree with me?

S: Yes

British Isles Scotland England Wales

Climate Mild with a lot of rain Colder through out the years Rain a lot, more pleasant Rain a lot, more pleasant

Para4-5

Read paragraph 4 and 5 then answer 3 questions:

1.Has the culture of the people in British isles received many influences? From where?

S: Yes. It has received many influences from the European mainland

2. Whose language forms the basis for English?

People from different parts of northern Europe 3. Who conquered the England in 1066? What’s the result of French influence?

The French. The result of French influence was that there were many French words in the English languagePara6

Read the para.6 and finish this table, then you will have a clear understanding of the history of the United Kingdom.

1536: 1707:

Southern part of Ireland used to be:

And now is:

Northern Ireland:

The Isle of Man and:

S1: Yes. In 1536, England and Wales formed the Union

Scotland joined the unionPart of the UK

an independent republic

Part of UK

ruled by the King of EnglandPara7

T: Before reading the last paragraph, I have a question to ask you. If a friend of Beijing comes to see you. What language do you speak with her?

S: Mandarin

T: Why do you speak with her in Taizhou dialect?

S: Because she doesn’t understand it.

T: So mandarin is the common language used in china. And there are also some dialects, spoken language and accents in china.

T: Do you think the British people have a common language? Ok read the last paragraph and answer these questions then you can get the answers.

Read last paragraph and answer 3 questions:1.what language do people throughout British Isles speak?2. What older European language do British people speak? 3. How many spoken language and local accent in British Isles?4. What’s the serious matter to the people in Britain?

S1: Yes, people throughout British Isles speak English

S2: Walsh and Irish are the older European language

S3: There are six spoken language and two local accents in the British Isles

S4: That these languages are threatened and may disappear is a serious matter to the people in Britain

Step 4. Post-reading:

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Finish the three questions on P 36.

Step 5 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 6 Homework

Write a short passage about the Dachen Isles.

大陈岛位椒江区东南52公里海上，分上、下大陈二岛。大陈岛面积约14平方公里，岛上气候温暖湿润，冬暖夏凉，尤其盛夏时温暑宜人，是避暑休闲的好去处，林木植物茂盛，森林覆盖率达50~60%，1993年被批准为省级海上森林公园，海洋资源丰富，为台州海上最繁荣的渔业集镇，被誉为“东海明珠”。

篇15：Unit 3 Art and Architecture 全单元1(人教版高二英语上册教案教学设计)

Unit 3 Art and Architecture

Teaching goals:

Talk about art and architecture

Practise expressing preferences

Learn about the Past Participle (2); used as Object Complement

Write about advantages and disadvantages

Period 1 Warming Up and Listening

I. Teaching objectives:

To stimulate the ss’ awarenass of art and architecture

To cultivate the ss’ ability of listening for information

To learn some words about art and architecture, such as: style, design, classical, ancient, modern.

II. Teaching Method: task-based teaching.

III. Key Points and Difficult Points:

Key Points: Enable the ss to learn something about art and architecture and cultivate their listening skills.

Difficult Points: Getting the information when listening.

IV. Teaching Aids: slides, racorder

V. Teaching Procedures:

Step1. Warming up for the whole unit and new words presentation.

Activity1: Talk about art

T: I’m very happy to give you my first lesson. Today, we’ll start a new unit, art and architecture (BB). What is art?

S: …..

T: Is dancing art?

S: Yes.

T: Is singing art?]

S: Yes.

T: Also, drawing is art, right?

S: Yes.

T: Why do we call them art, do you know?

S:…..

T: It is because they have different styles. Style? In chinese it means 风格，样式(BB). For example, dancing, we have folk dancing, 民族舞，modern dancing, 现代舞，right?

S: Yes.

T: So what about music? What styles of music do you know?

S: pop music , R&B….

T: Good, pop mucic, 流行音乐，so what’s English for 古典音乐？

S: …..

T: It’s classical music and we also have rock and roll, 摇滚乐，right? And drawing has different styles too, right?

S: Yes.

T: So what about buildings? Do you think buildings have different styles?

S: Yes.

T: Yes, they have. And we call this architecture. So architecture means styles of buildings. So what styles do buildings have?

S:….

T: Let’s see some pictures and we’ll know.

Activity2: Talk about pictures.

Picture1: Deumo Cathedral

T: Do you know where is it?

S: No.

T: It’s a very big church in Italy. It’s name is Deumo Cathedral. It was built in the end of 13th century. So it is very old, right?

S: Yes.

T: Yes, it’s very old. We call it an antient building. Antient, 古代的（BB）

Picture2: Louvre Museum

T: What about this one?

S: ……

T: It’s a very famous art museum in Paris. Can you guess?

S: …….

T: People who love art all dream to go to this museum. Do you know now?

S: …..卢浮宫

T: Yes. Good. It’s Louvre Museum.

Picture3: A stadium in ShangHai

T: Do you know this one? It’s a stadium in ShangHai. Is it old?

S: No.

T: No, it’s very new. It’s very modern, right? We call it a modern building. Modern, 现代的 (BB).

Picture4: Sydeny Opera House

T: What’s the last one?

S: 悉尼歌剧院

T: Yes. You all know it. It’s Sydeny Opera House in Australia.

Step2. Lead-in for the listening and new words presentation

Activity1: Talk about flat and decoration.

T: So here, we have got two styles of buildings, ancient and modern. So do you think nowadays we live in ancient buildings?

S: No.

T: No, of course not. We live in modern buildings. We live in flats. Do you know flats? Flat, 单元房，套房（Bb）. Most of us live in flats now. A small flat always has 4 kinds of rooms. What are they?

S:….

T: In chinese we always say, 三室一厅，那么是哪三室，哪一厅呢？

S: 厨房，washroom, bedroom, 客厅

T: What’s English for 厨房 and 客厅？

S: kitchen, ….

T: What about 客厅？ Do you know?

S:…

T: It’s living room. Ok, a small flat always has four kinds of rooms, kitchen, bedroom, living room, and a washing room. So, when we buy a new flat, we should decorate these rooms, right? Decorate, 装饰，装修, (bb). Some companies in the market will help us decorate our rooms. And there are other helpers, such a magazing, right?市场上有很多装修公司可以帮我们设计房间，有些杂志也介绍了如何装修房间，是不是？

S: Yes.

T: So, here, I have got a magazine. Do you like reading this magazine?

S: Yes.

T: So am I. I like it very much. Do you know what’s it about?

S: …..

T: Yes, it’s about how to decorate a house. Now let’s see some pages together.

(Teacher walks around the classroom and show the pictures.)

T: Are they beautiful?

S: Yes.

T: Do you want to have one like these?

S: Yes.

Activity2: Have a discussion on how to decorate your house.

T: Now, listen. If you and your deskmate have just got a new small flat, how will you decorate it? Discuss with your partner and then whow me your plans, are you clear?

S: Yes.

T: Here are some questions to help you.

(Slide1)

T: First, what color will you paint your wall? White? Pink? Green? Blue? And why? 你想把你的墙壁漆成什么颜色呢？白色？粉红？绿色？兰色？为什么？Do you want to have something on the wall? Posters(海报)? Paintings(油画)? Own photos? And why？你想要在墙上挂点什么东西吗？海报？油画？还是自己的照片？为什么呢？If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？如果你要买一张餐桌，你会买一张木头的呢，还是玻璃的，为什么？Do you like to buy other pieces of furniture？你想买些别的家具吗？Do you like modern style or classical style？Why？你喜欢古典风格还是现代风格的？为什么？Are you clear?

S: Yes.

T: Ok, let’s start. Discuss with your partner, 4 minutes.

(4 minutes later)

T: Stop now. I’d like to hear your plans. Who want to be the No. 1?

S1: ….

T: Good! Good idea! Thank you, sit down, please.

(ask about 3 ss)

Step4. Listening.

Activity1: Lead-in and new words presentation.

T: Very good. Everybody has his own likes and dislikes, so do Amy and Danny. They are discussing with a shop assistant to buy some furniture. Let’t see what do they buy. Please open your book to page 18, let’t do our listening work. First, let’s look at the directions. Amy and Danny want to ……. Is there any new words?

S: Yes. Assistant, taste, preference….

T: shop assistant, 店员；taste, 品味，爱好；preference, 偏爱，偏好。Exercese1, ….. please pay attention to this sentence: “ tick the things which Amy talks about.” Do you think how many people are there in this dialogue?

S: two, three…

T: there are three people, Amy, Danny, and the shop assistant, right?

S: yes.

T: I can tell you that two are female, Amy and the shop assistant are both women, so when you are listening, make clear who is who and tick the things that Amy talks about, are you clear?

S: yes.

T: and should I explain the words below?

S: yes, no.

T: ok, I will explain them……. Exercise2 is true or false questions. 判断对错 Exercise3 is blank filling. Now let’s listen to the tape for the first time and finish exercese1. Are you ready?

S: yes.

Activity2: Do the listening work

T: ok, let’s start.

(2 minutes later)

T: Have you finished exercese1? What has Amy takled about?

S:…….

T: Good. She has talked about …… Now we are going to listen to the tape for the second time. And would you please finish exercise 2, true or false questions. 现在我们来听第二遍，完成第二题的判断对错题。

(2 minutes later)

T: Have you got the answers now?

S: yes, no

T: let’s check it.

(check the answers and if most of them are wrong in one particular statement, I will let them listen again and stop the tape when related information is concerned.)

T: Now we’ll listen again and do exercise3. I’ll pause when each sentence is approaching and I will remind you.

(3 minutes later)

T: Have you got the answers?

S: yes.

T: There’s the correct answers, please look at the slide.

(slide2)

Step5. Homework.

T: ok, most of you have done it very well. Today’s homework is to finish the listening work on your workbook and preview the reading text. Are you clear?

S: yes.

T: Good. Class is over. See you tomorrow.

S: See you.

Slide1:

How will you decorate your house?

Questions to help:

What color will you paint(油漆) your wall?

White? Pink? Green? Blue? And why?

Do you want to have something on the wall?

Posters(海报)? Paintings(油画)? Own photos? And why？

If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？

Do you like to buy other pieces of furniture？

Do you like modern style or classical style？Why？

Slide2:

Answers for exercise3:

things; replace; pieces

wood; would

warm; comfortable

wall; sofa

something; modern

Blackboard work:

Two pictures and

The slides Unit3 Art and Architecture

Styles of buildings 建筑风格

1.F Design 设计

2.F Classical music 古典音乐

3.T Ancient 古代的

4.F Modern 现代的

5.T Decorate 装修，装饰

篇16：Unit 3 Art and Architecture 全单元5(人教版高二英语上册教案教学设计)

Period5. Grammar and Integrating Skills

I Teaching Objectives:

1. Enable the students to master the grammar in this unit.

2. Enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.

II Teaching Methods: 演绎法

III Key Points and Difficult Points:

Key Points: Enable the ss to master the usage of past participle used as object complement.

Difficult Points: Enable the students to know more about architecture and master some words and phrases.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Greeting and Lead-in

T: nice to meet you again. A long week of holiday. Do you find it meaningful?

S: yes, no

T; no? yes? It doesn’t matter. It has gone, right? It has gone. The most important thing is what you will do now and in the future. And now, we’ll do some meaningful things. Let’s continue our unit3. art and architecture. We have done our listening work, reading, and word study. So today we will see the most exciting thing, grammar. In unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上个单元我们学了过去分词做定语和表语，这个单元我们来看看过去分词做宾语补足语的情况。

（write on blackboard）

Step2. Grammar

T: So first let’s see what is past participle briefly. 首先让我们来看看什么是过去分词呢。过去分词，从形式上说就是动词的过去分词形式，我们记动词的时候会看看它的过去式和过去分词形式是什么如果是不规则的，我们总要好好记一记，对吗？一般我们用done来表示过去分词。那么从内容上说，它又表示什么含义呢？过去分词一般有两种含义，一是表示被动，二是表示完成。因为我们说done, 的形式有be done,这是被动语态的形式，还有have/had done, 是完成式的形式，对吗？好现在，让我们来看看什么是宾语补足语呢？我们中文里说，发现什么怎么样了，想要什么怎么样，看到什么怎么样，这里的什么是宾语，而怎么样了则是补语，英语里也是一样的。我们说宾语有当介词的宾语也有当动词的宾语，对不对？那么既然宾补是跟在宾语后面的它当然也有当介词的宾补和当动词的宾补了。我们先来看看过去分词做动词的宾补，就是动词do+n.+done的形式。能用过去分词做宾补的动词不多，常见的有这么几个：have, get, find, want,这几个是最最常见的，有些甚至已经成了固定词组搭配，比如说have sth done, get sth done, find sth done 都是很常见的词组。其他这样的动词还有：make, keep, hear, see, watch,leave, feel 等。好，这是过去分词做动词的宾语，我们等会再看例句，先来看看过去分词做介词的宾语是怎么回事，这一点很简单，它只做一个介词with的宾语，就是with+n.+done的形式。好现在我们来看一些例句。

(show the slide)’

先来看过去分词做动词的宾语，这里的句子可抄可不抄，书上这样的例句也很多，关键是把它理解了，过去分词做宾补究竟是怎么一回事。

（explain the example sentences）

好，这是过去分词做动词的宾补，都明白了吗？

S: yes.

T：好，再来看看过去分词做介词宾补的情况，请大家把这两句例句抄一下。

（explain the example sentences）

Step3. Do the exercises

Activity1. Exercise1

T: ok, are you clear about how past participle uese as object complemet?

S: yes.

T: good. Now, let’s do some exercises. Open your books to page 22. do exercise 1, the matching work, 2 minutes.

(ask one group to give me their answers)

Activity2. Exercise2.

T: you’ve done it very well. Let’s move on to exercise2, finish it in 3 minutes.

(ask another group to give me their answers and ask their deskmates to translate some sentences)

Activity3. Exercise3.

T; good job. Ok, let’s do exercise together. How would you like to have your room decorated?

(first explain the phrases below and then do it together orally)

Step4. Integrating Skills

Activity1.Reading----A second life for factory 798

T: ok. This is our grammar, past paticiple used as object complement. Now let’s see another reading text on page23. A second life for factory 798. look at the title first. A second life for factory 798, 798厂的新生. Well, it is the second life. So it must have a first life, right? So what are they? 它的第一次和第二次生命各是什么呢？The first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. Then some artists asked if they could move in. And finally, they moved in. they hold concerts, parties and dance festivals there. So now or the second life for factory 798 is an art center. This is the story of factory 798. and it is also an example of giving old buildings new uses. 旧楼新用的一个例子. So this atricle can be divided into three parts. The first paragraph, the last paragraph, and paragraphs between them. The first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. The second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.

Well, because our time is not very rich, we only mention it briefly. Here are some important phrases, please listen carefully and underline them on your books.

(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)

Activity2. Writing.

T: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. I think this project is huge, right?

S: yes.

T: so we’ll not do it in the class. If you are interested in it, do it after class.

Step5. check the exercises on the workbook.

T: a week ago, I asked you to do exercises on page 96 and 97, right?

S: yes.

T: so let’s check it together. Let’s dook at exercise1 and 2 of vocabulary on page 96. 这两个练习是有关词的构成，第一题是一个独立词加上一个词缀，我们把这样所构成的词叫派生词，第二题是两个独立词组合在一起，我们把这样所构成的词叫做复合词。

Now let’s see exercise1 first.

(check the answers together.)

ok, good, you have done well. Let’s move on to exercise2.

(check the answers)

Step5. Homework.

T: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. Class is over.

Slide1.

过去分词作宾补

1. 作动词的宾补

① She went to the doctor this morning and had her eyes tested.

② Many Americans interd to have their children educated in England.

③ Let’s get this work done as soon as possible.