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高一上Unit 13 教案8

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下面是小编为大家整理的高一上Unit 13 教案8，本文共13篇，仅供大家参考借鉴，希望大家喜欢!

高一上Unit 13 教案8

篇1：高一上Unit 13 教案8

高一上Unit 13 教案（8）

内容预览：

Unit 13 Healthy Eating 总课时数： 8 课题Integrating Skills教学目标知识能力教育 1. Do some re……

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篇2：高一上Unit 13 教案8

内容预览：

Unit 13 Healthy Eating 总课时数： 8课题Integrating Skills教学目标知识能力教育1. Do some re……

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篇3： Unit13教案及同步练习

Unit13教案及同步练习

教学目标

1. To talk about where people are from .

2. To talk about countries , cities , and languages .

3. To get some knowledge about geography in English .

4. To get information about different cultures .

教学内容

A. 主要句型：

1. Where is your pen pal from ? 你的笔友来自哪里？

2. She is from Mexico. 她来自墨西哥。

3. Where does she live ? 她住在什么地方？

4. She lives in Mexico City . 她住在墨西哥城。

5. What language does she speak ? 她讲什么语言？

6. She speaks English and Spanish . 她讲英语和西班牙语。

7. Does she speak French ? 她讲法语吗？

B. 主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia , Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish , Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike

难点解析

1. To ask about where people are from.

询问人们来自哪里。

a. be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”

（2）Mary and Tony are from the United States .

“Mary 和Tony来自美国。”

（3）I’m / I am from China . “我来自中国。”

b. come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的'笔友来自哪里？”

（3）My pen pal comes from Korea . “我的笔友是韩国人。”

（4）They come from Russia . “他们来自俄罗斯。”

2. To ask about what languages people speak .

询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？

（2）I speak Chinese . 我讲汉语。

（3）What language does your pen pal speak ?

你的笔友讲什么语言？

（4）He speaks Japanese and a little English .

他讲日语，也讲一点英语。

注意：“说”某种语言，要用“speak”. 不能用其他的动词。

3. To ask about where people live .

询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing . 我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington . 她住在华盛顿。

注意：表示在某个城市，介词用“in”

如：in New York in Tokyo in Mexico City

4. I like going to the movies with my friends and playing sports .

like“喜欢”，后多跟动词ing形式。

如：I like listening to music !

My father likes watching TV.

Boys like playing balls.

5. Can you write to me soon ? 你可以快些给我写信吗？

write to sb . “给某人写信”

I write to my pen pal twice （两次）a month .

我每月给我的笔友写两次信。

Sometimes I write to my parents .

6. To get to know some countries , their capitals and languages .

Country

Capital

Language

China

Beijing

Chinese

Korea

Seoul

Korean

Japan

Tokyo

Japanese

Mexico

Mexico City

Spanish

U.S.A.

Washington

English

Brazil

Rio de Janeiro

Portuguese

France

Paris

French

Germany

Berlin

German

7. I enjoy physics class at school .

enjoy “非常喜欢”，指可以从中得到乐趣。

e.g. I enjoy listening to classical music .

听古典音乐是种享受。

He enjoys his meals . 他非常满意饭菜。

同步练习

Ⅰ.翻译词组

1.给……写信____________ 2.讲英语____________

3.从……来____________ 4.非常喜欢____________

5.教英语____________ 6.在星期三____________

7.玩游戏____________ 8.从……到……____________

9.谈论某事____________ 10.一个笔友____________

Ⅱ.选择填空

1.____________Mary from?

A.What's B.Where C.Where's

2.____________you speak English or Spanish?

A.Do B.Are C.How

3.I am from China.What ____________ you?

A.like B.about C.of

4.—Is he from America?

—____________.

A.Yes,he does B.No,he doesn't C.Yes,he is

5.Does he ____________ any brothers or sisters?

A.has B.have C.to have

6.They go to school ____________ Monday ____________ Friday.

A.to;to B.to;from C.from;to

7.His father is ____________ English teacher.

A.a B.an C./

8.Where is Tokyo?It's ____________ Japan.

A.in B.on C.from

9.Is she your friend ____________ your pen pal?

A.and B.or C.but

10.Do the students play games ____________ Monday and Thursday?

A.in B.from C.on

Ⅲ.句型转换

1.Simon is from Canada.(对划线部分提问)

2.I have a pen pal in Japan.(对划线部分提问)

3.I like going to the movie with my friends.(对划线部分提问)

4.Jim speaks English.(对划线部分提问)

5.She wants to join the music club.(对划线部分提问)

Ⅳ.汉译英

1.我喜欢和我的朋友们一起打篮球。

I like ____________ ____________ with my ____________.

2.他从加拿大来，他讲英语。

He ____________ ____________ Canada.He ____________ English.

3.我在周末帮妈妈洗衣服。

I help my ____________ wash clothes ____________ ____________.

4.我姐姐不喜欢物理，它太难了。

My sister ____________ ____________ physics.It's ____________.

5.你有兄弟姐妹吗？

Do you have ____________ or ____________?

6.我的生日在十一月。

My ____________ is in ____________.

7.你的笔友住在哪里？

Where ____________ your pen pal ____________?

Ⅴ.阅读理解

Tom and Jim are brothers.They are from Australia.Tom is 14 years old and Jim is 13 years old.

They speak English and French.Now they are in China.Their family is in China.There are five people in their family.They are their parents,their sister and them.Their mother is a teacher.Their father is a doctor.Their sister is very young.She doesn't go to school.She goes to a kindergarten(幼儿园).They say China is a very interesting place.They like China.

1.Tom is from ____________.

A.America B.Canada C.Australia

2.They speak ____________.

A.Chinese B.English C.Spanish

3.How many people are there in Tom's family?____________

A.3. B.4. C.5.

4.What's Jim's father?He's a ____________.

A.doctor B.teacher C.writer

5.Why do they like China?

A.Because they think Chinese food is nice.

B.Because they think China is an interesting place.

C.Because they like Chinese people.

参考答案

Unit 13 Where is your pen pal from?

Ⅰ.1.write to sb. 2.speak English 3.be from 4.like very much 5.teach English 6.On Wednesday 7.play games 8.from…to… 9.talk about sth. 10.a pen pal

Ⅱ.1~5 CABCB 6~10 CBABC

Ⅲ.1.Where is Simon from?

2.Who has a pen pal in Japan?

3.What do you like doing with your friends?

4.What does Jim speak?

5.What does she want to do?

Ⅳ.1.playing basketball,friends

2.is from,speaks

3.mother,on,weekends

4.doesn't like,difficult 5.brothers,sisters 6.birthday,November 7.does,live

Ⅴ.1~5 CBCAB

篇4：高二英语unit13教案

高二英语人教版unit13教案

Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions. The water is being used to /for…. We should/ could…. If we …, we can …. It would be better to … c. Vocabulary in this unit: benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions: benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do. e. Grammar: Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。 1) can /could Jin can speak English well. (ability) Could you please show me the way to Beihai Park? (request) 2) may /might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility) 3) will /would The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom) 4) shall /should The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice) 5) must /can’t Wang Feng wins an award every year. He must be very strong (speculation) You must be joking. That can’t be true. (guessing) Teaching procedure: Period 1. Contents: Warming up & reading comprehension Step 1.Warming up Aim: Make students get to know something about water. Step 2. Pre-reading 1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,. 2. group work: How is the water being used? Step 3. While-reading 1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? 2.Ss read and get the main ideas of each part. Part 1(para1): the properties of water; Part2(Para2): chemical structure of water---H2O Part3(Para3): salinity----- the percentage of salt. Part4(Para4): Density Part5(Para5): heat capacity Part6(Para6-7) Ocean motion Step 4. After-reading Finish the post-reading Ex on P21. Step 5. Assignment 1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE) 2. discussion: What will you prepare for writing an explanation of corals? After discussion, work out an outline. Period 2. Contents: difficulties in the passage. Step 1. Warming up Ask some Ss to present their homework. Step 2. Learning about the language: Play the tape for students to follow. Teacher explain some language points in the text on page 19--20. 1. Who benefits from using water in this way? Benefit…from/ by… This song reminds me of France. Remind me to answer the letter. I reminded her that the book would cost her much. 2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales. Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如： Temperatures here range from 10 to 30 degrees centigrade. Prices range between ￡7 and ￡10. His interests ranged from chess to canoeing. 3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end. That is 用作插入8，意为“那就是，即” My birthday is a week later, that is, March 1st. John is a New Yorker, that is , he lives in New York. 4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures. Whatever 引导名词性从句作宾语。 Tell me whatever is troubling you. She is always succeeds in whatever she tries. 5. Marine animals and plants take advantage of the density of water. Take advantage of “利用，欺骗” Taking advantage of his friends, Mr. Li was scolded. He always takes advantage of mistakes made by others. Step 3. Practice Ss finish on page 14 by themselves and then check the answers. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish Ex1 C3 on page 96-97 on WB 3. read the whole passage aloud. Period 3. Contents: Grammar; talking and speaking Step 1. Revision Check the answers of Ex 1 C 3 on page 96-97. Step 2. Review Modal Verbs. 1 情态动词的语法特征 1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2）情态动词除ought 和have 外，后面只能接不带to 的不定式。 3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4）情态动词没有非谓语形式，即没有不定式，分词，等形式。 2 比较can 和be able to 1）can/could 表示能力；可能（过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的`情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 他在战争爆发之前逃离欧洲。注意：could有时不表示时态 1）提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you cant. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldnt be a bad man. 他不大可能是坏人。 3 比较may和might 1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！ He might be at home. 他可能在家。注意：might 表示推测时，不表示时态，只是可能性比may 小。 2）成语：may/might as well，后面接不带to 的不定式，意为不妨。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。典型例题 Peter ___come with us tonight, but he isnt very sure yet. A. must B. may C. can D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must 1）两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2） have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3）否定结构中：dont have to表示不必，mustnt表示禁止。例如： You dont have to tell him about it. 你不一定要把此事告诉他。 You mustnt tell him about it. 你不得把这件事告诉他。 5 must表示推测 1） must用在肯定句中表示较有把握的推测，意为一定。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发生的事情的推测时，must 要接完成式。例如： I didnt hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。 4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如： ---Why didnt you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didnt hear it.唉，肯定在睡觉，所以没有听见。 5）否定推测用cant。例如： If Tom didnt leave here until five oclock, he cant be home yet. 如果汤姆

篇5：九年级英语unit13教案

九年级英语unit13教案

一、说教材

(一)教材的作用和地位

“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.

(二)教学目标

1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。

2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。

3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。

二、说教法

(一)教学设计的原则

1 坚持“自主学习,合作学习”的教学原则

教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习氛围, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。

2 遵循英语教学的交际性原则

交际性原则是英语教学中的一个指导性原则, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的基础上, 在交际性练习中培养交际能力，而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。

3 追求和谐的课堂活动

学生主体性的发挥, 要在民主,平等的氛围中体现, 更要在科学, 和谐的教学活动中进行. 课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的最优化。在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。

4 拓宽学生的视野

现代外语教学理论认为, 一定量的语言输入是语言输出的基础, 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。

(二)教学手段

1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。

2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。

3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。

三、说教学程序 (Teaching procedures)

第一部分：听

Step 1：听前：(Pre-listening)

1. 热身(warming up): 以游戏“which is missing”让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。

2. 呈现生词，为下一步听扫除障碍。

a. 通过free talk, 引出生词bone, smell.

b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。

Step 2 听中。(while-listening)

1. 听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。

2. 对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。

3. 精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。

Step 3 听后。(post-listening)

1. 运用所听信息完成书上短文，并熟练朗读。

2. 就短文中的细节展开讨论：

If you see ants on your dinner table,

what will you do?

How can you keep ants away?

并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。

第二部分：说

Step 1 Present.

运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。

Step 2 Practise.

1. 开书跟读，训练语音语调。

2. 运用对话中的`结构：

Is there anything about...?

Yes, it says that....

That's ...

来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。

Step 3 Produce.

1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。

2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。

Step 4 Homework.

1.完成信,并展览。

2. 在“讲英语时间”与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。

7B Unit 4 Integrated skills

课堂教学评析要点

每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。

本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：

注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。

2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。

3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。

4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。

篇6：高一英语下册unit13教案-高一英语下册-

人教版高一英语下册unit13教案-人教版高一英语下册-

篇7：高二 Unit13 教案Period 2

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

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

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

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

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

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

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner―the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T:Good work.Next,let’s read the passage carefully to get more information about water.While you are reading,try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

篇8：高二 Unit13 教案Period 2

高二 Unit13 教案（Period 2）

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

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

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

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

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

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

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner―the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

(Teacher gives students enough time to read the text and collects their information for the chart.)

篇9：人教版新课程高三unit13教案

(_)主题任务(Core tasks)

任务一：短剧表演

活动时间：在学完本单元之后

活动形式：个人活动、两人小组活动、小组活动、全班活动

语言知识要求：本单元词汇与句型

语言技能要求：听、说、读、写

活动目的：以演感悟、以演促学

活动过程：

1．分配角色：把全班分成几个演出小组。每个小组由九人组成，分别担任导演、Rachel Verinder， Godfrey，Franklin Blake，Dr Candy，Sergeant Cuff， the Indians以及旁白等角色。导演负责总体规划，包括舞台设计、服装设计、排练等等。教师任顾问，对学生的语言、表情、动作要加以指导。

2．撰写剧本：由导演分配撰写剧本各部分任务，将小说改写成剧本。教师要指导学生写好剧本，要注意剧本所包含的要素等。

3．交流信息：检查各项工作落实情况，个人结合自己的角色，互相取长补短。

4．熟悉台词：各演员背诵自己的台词，体会角色的个性与心理，通过语言与动作表现人物的个性特征。演员熟悉台词、进行彩排。

5．道具准备：所准备的道具及服装要力求轻便、简易、逼真。

6．润色加工：就彩排的情况交流心得，逐步完善。

7．拍摄剧照：教师尽可能拍摄某个场面中的精彩片断，以便师生共同分享喜悦。

8．比赛演出：由老师和各组组长组成评委会，各组均登台演出，评委评分。

任务二：阅读侦探小说档案

活动时间：在学完本单元之后

活动形式：个人活动、结对活动、小组活动、全班活动

语言知识要求：本单元词汇与句型

语言技能要求：听、说、读、写

活动目的：培养学生课外阅读习惯

活动过程：

1．组织学生进行课外阅读，培养学生良好的课外阅读习惯。

2．教师可帮助学生制定课外阅读计划等，并有步骤地分阶段实施。

3．教师可以向学生推荐一些推理性小说供学生参考，例如：《福尔摩斯探案集》(The Adventures of Sherlock Holmes)，《三十九级台阶》(The Thirty-nine Steps)，《钢城》(The Caves of Steel)，《布朗神父探案集》(Father Brown Stories)等。

4．建议学生做好读书笔记，填入下列表格中。

5．有可能的话，进行讲故事比赛。

Reading Log Class_______ Name_______ Date_______

Reading material

Number of words Time taken to read(minute)

Comments

Impressive sentences

Level of

comprehension

Reflective reading

journal

(二)热身(Warming up)

创设情景，激趣导入

Everyone loves a good mystery story．Many people have read stories about Sherlock Holmes by Conan Doyle．Today we are going to read a story by another famous detective story writer Wilkie Collins．

1．Look at the title of this unit and try to guess what the text is about．

2．Do you know any detective stories?

3．What is most interesting about this mystery?

4．Do you like reading detective stories?

5．Wh0 is your favourite detective writer?

(三)听力(Listening)

1．利用插图，构建对话平台

在听前，教师须要求学生认真看图，构建师生对话的平台。例如：

T：What are the guests doing?

Ss：．．．

T：Are they happy right now?

Ss：．．．

T：What is Rachel Verinder thinking about?

Ss：．．．

2．培养问题意识，组织学生讨论

组织学生进行小组活动，针对图画展开想象，

提出更多的问题，激发思维。

3．完成课内题目，掌握听力要点

4．改写对话，培养学生的语言运用能力

要求学生把对话转述成一段叙述，培养学生的语言转换能力及概括能力。

学生可用如下开头：This is a picture of a birth． day party for a young woman called Rachel Verinder． There sits Miss Rachel at the table with a beautiful

diamond on her dress．．．

(四)口语(Speaking)

教师要鼓励学生在收集信息、处理信息和表达交流的过程中探索学习。要将自己置身于真实的环境中，将表演与真实情感有机地结合在一起。这样，有利于寓教于乐，激发学生的兴趣。

除课文的相关情景外，我们还可要求学生描绘当时的情形，如喧闹的声音等。例如，学生可能会使用如下的语句：

“The diamond is gone! Gone! Nobody knows how!”

“I myself saw Miss Rachel put the Diamond into the drawer last night!”

“We must call for the police!”

(五)读前(Pre-reading)

1．超前学习，体验探究

在学习《月亮宝石》时，有可能的话，鼓励学生自主提前学习这本书。学生可以上网下载或到图书馆借阅小说The Moonstone，这样可以培养学生自主学习的能力。

2．共同欣赏，集体解疑

教师要鼓励学生在阅读过程中相互学习，通过课外阅读，使学生加深对文学的感受、理解、欣赏，共同解决阅读中存在的问题，提高思维能力；在讨论中，学会欣赏他人的优点，让学生通过合作体会成功的喜悦。

(六)阅读(Reading)

1．巧妙设疑，激发思维

教师可设计如下问题：

What do you think is the most difficult part in the reading?

What do you think is the most interesting part in the reading?

2．克服困难，猜测词义

Write a definition，synonym，or description of the underlined words.

1)Godfrey is an elegant and successful bachelor with many lady admirers ___________

2)First of all，one of the guests，Godfrey，asks Rachel to marry him，but she declines．___________

3)Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft. ___________

4)Franklin，on the other hand，gives the detective as much assistance as he can． ___________

5)Sergeant Cuff has one vital clue．He has found a smear in the wet paint on the door of Rachel's sitting room that was not there during the party. ___________

答案：

1)unmarried man 2)refuses 3)look into

4)help 5)very important or necessary

(七)综合技能(Integrating skills)

1．阅读部分是本单元阅读课文的继续。这一部分解开了月亮宝石丢失的原因。教师可要求学生把小说梳理一遍。

Number the sentences to show the correct order.

( )B．Franklin had no memory of what he did with the diamond．

( )C．Godfrey asked Rachel to marry him and she accepted．

( )D．The diamond was set in the forehead of the God of the Moon once again。

( )E．But Rachel broke off the wedding for fear that Godfrey would marry her for her money．

( )F．Rachel，who had behaved strangely since the theft of the diamond，went to London．

( )G．Godfrey took the diamond from Franklin’s bedroom and decided to keep the Diamond to pay off his debts．

( )H．The Indians had followed Godfrey，killed him，and taken the Diamond．

( )I．Franklin read a letter written by Rosanna saying that she knew he had stolen the diamond．

答案：

(1)F (2)C (3)E (4)I (5)B

(6)G (7)H (8)D

2．写作部分提出了两个情景，让学生选择其中之一写一封信。教师要组织好合作小组，小组讨论，理清思路后再分别起草。写出草稿后可互相交换，进行评价和修改。教师可收几封信，向全班展示并进行评价。

3．若有可能，当学生完成了任务“Write a letter from Sergeant Cuff to Rachel apologising for his mistake．”可进一步要求学生以Rachel的口吻给Ser geant Cuff写封回信。

(二)测试性评价

1．Fill in the blanks with proper prepositions or adverbs．

1)Miss Verinder，my congratulations to you _______．your birthday gift．

2)It is no good falling _______ love with Godfrey．

3)I gave _______ smoking last week，but since I stopped I haven’t been able to sleep．

4)He is very kind；he shows much feeling _______ the weak．

5)He wanted to do the job，but he was so young that he was turned _______.

6) I don’t know the reason Rachel might have given _______ refusing him．

7)When the information was given to me，I was to pass it _______ to her．

8) He was tired--such a degree that he fainted．

2．Read the text again and study the sentences taken from the text，and then try to produce sentences of your own by using the underlined structure or expressions in the following sentences．

1)The novel The Moonstone is set in England in 1848，but the story really began 50 years earlier．

2)The diamond was cursed and the man! lived a sad，lonely life without friends or family．

3)When he died he left the Moonstone to his sister's daughter，Rachel，in an act of revenge， passing on his bad fortune to her．

4)Franklin，who is a smoker，is very considerate towards Rachel．

5)At the end of the party，everyone leaves except for Franklin and Godfrey，who are staying the night．

6)As the story develops，we discover some secrets about the people at the house that night，and the reasons why they might have stolen the diamond．

7)Whoever is guilty must have a stain on his or her clothes．

3．Fill in the blanks with proper words．

A formal letter is very 1) from an in for． mal letter．Formal letters are 2) to businesses． schools or government offices．Informal letters are for relatives or friends．You may write an informal letter 3) hand，but you should 4) a formal letter．An informal letter can be as 5) as you want it to be 6) a formal letter should be short, two or three paragraphs．You should 7) formal language in letters to businesses but informal language in letters to your friends．For example，in a formal letter you may say．“I would 8) your sending me the materials which I have requested．”In an informal letter you may say，“Please send me the papers I asked you 9) ．And formal and informal letters have different 10) ．

答案：

1．1 on 2 in 3 up 4 for 5 down

6 tor 7 on 8 to

2．1 The story is set in the Anti-Japanese War．

2 Since then they have lived a happy life．

3 Please read the note and pass it on to the monitor．

4 Jane likes Tom，because he is considerate towards others.

5 The classroom was silent，except for the scratching of pens on paper．

6 As-he grew up，he knew how to work for others．

7 Whoever does a good deed should be praised．

3．1 different 2 written 3 by 4 type 5 long

6 while 7 use 8 appreciate 9 for 10 forms

篇10：高二 Unit13 教案（Period 2）

作者：佚名

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

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

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

CStep Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.

T:Anything else?

S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

CStep Ⅱ Pre-reading and Reading

T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.

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

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

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

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6.What are some examples of species in the ocean?

T:Well done.Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

(Teacher gives students enough time to read the text and collects their information for the chart.)

篇11：新编高一上 unit7 教案

新编高一上 unit7 教案

Teaching Procedures for the 1st Period

Step one Warming-up

1. Greeting.

2. Watching & Chatting：Watch a video which introduces some famous cultural sites across

Shaoxing, having a free chat with the Ss.

3. Questions & Answers：Show to the Ss three pictures, asking them:

① What do you know about the places in the pictures?

② Where are they?

③ Which one would you like to see most? Why?

Step two Pre-listening

1. Ticking：Listen to the tape and tick the things Ss hear.

2. Questions & Answers：Listen again and discuss the questions in groups

① Why is it important to protect cultural relics?

② Why is it difficult to find out how people lived in ancient times?

③ What do we know about life in ancient Egypt?

④ Why do we know so much about the way the ancient Egyptians lived?

⑤ What do you think we can do to protect our cultural relics?

Step three Listening

1. Language Input ：Well, now we're going to listen to a description of three cultural sites.

Please ① Listen to the tape and write down the name of the site in the form below.

② Listen to the tape again and write down about its importance.

Name of the site Why is it important? What is being done to protect it?

Site 1

Site 2

Site 3

③ Listen to the tape again and write down about “What's being done to protect it”.

Ss discuss their answers in groups and then check in class.

Step four Post-listening

1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：

① Why do our city government make such great effort to protect cultural sites?

② Do you think it necessary to spend so much money on the project?

Step five Error-finding

1. Language Input：Now we're going to listen to the description of the three maps. Please

① Listen to the tape and put the statues in the right place.

② Listen to the tape and put the temple and the museum in the right place.

③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.

Step six Game

1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!

[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]

Group A Group B Group C Group D

Score

Homework

1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history

③ Its importance and what is being done to protect it.

(Better surf on the Internet!)

2. Preview “Speaking”.

Teaching Procedures for the 2nd Period

Step one Warming-up

1. Greeting.

2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.

Step two Pre-speaking

1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?

[T collect the answers and write them on the blackboard.]

Step three Speaking

1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.

Asking for suggestions Making suggestions

● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……

[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]

Things you want to put in Reasons for your choices

【Model】

SA：In my opinion we could put in ….

SB：That sounds a great idea. And I'd like to choose ….

SA：Sorry, I don't think that's the best choice.

SB：Then what about …?

……

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

Step four Useful Expressions --- Making suggestions

1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.

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

Acceptance Refuse

1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note：除句型8和12后接动名词（短语）外，其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….

Step five Dialogue Production

[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]

Situation A：Two friends are discussing what to do in the coming weekends.

【Model】

A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?

B: I'm afraid I won't. I have seen it twice.

A: What do you suggest doing, then?

B: Would you like to go out for an outing?

A: I'd like to, but it's going to rain in the next two days.

B: What a pity! Have you considered going to the library?

A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?

B: Sure.

Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.

【Model】

Jessica: My English is poor. I wonder what I should do.

Susan: You should remember as many English words as possible.

Jessica: OK.

Susan: And you need to have more listening, speaking, reading and writing.

Jessica: It sounds nice, but I still don't know what to do.

Susan: I'm not certain, either. Why don't you ask Mr Wang?

Jessica: That's a good idea. Let's go together.

Susan: All right.

Step six Post-speaking

Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.

Homework

1. Write a report about the culture capsule.

2. Practise ways of making suggestions.

3. Preview “Reading”.

Teaching Procedures for the 3rd Period

Step One Warming-up

1. Greeting.

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

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

Step Two Pre-reading

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

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

② What are your favorite cities?

③ What cultural relics are there in the place where you live? How important are they?

Step Three Reading

1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.

2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )

3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.

Statements True or false

1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.

4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.

Questions：① Where do people usually build a city? Why?

② What were the palaces like?

③ What were the palaces used for after the Czars' rule over the city ended?

④ What did the Germans do as they leftthe city?

⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?

⑥ What did the people do to bring the city back to life?

5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.

Step four Post-reading

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

① Why do people think St Petersburgh is a great city?

② Why was it so difficult for people to rebuild the old palaces?

③ What did people use to help them rebuild the city?

④ Why are the people of St Petersburgh heroes?

Step five Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.

【Model】R-- reporter C--citizen of St Petersburgh

R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?

C: Sure.

R: When was your city built and and who built the city?

C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).

Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?

Step seven Summary and homework

1. Summarize the passage and ask the Ss to retell the story.

2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.

Teaching procedures for the 4th Period

Step one Warming-up

1. Greeting.

2. Ask individual Ss to retell the story.

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

Step two Lead-in

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

2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”

Step three Reading

1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.

▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise

▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20～50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before

2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:

1.What are the only three man-made projects that can be seen from the earth? Where are they?

2.When was the Aswan High Dam completed?

3.What was the High Dam built for?

4.What problems were caused by building the High Dam?

5.What do you know about the temple at Abu Simbel?

6.How did the engineers decide to move the whole temple?

7.How long did the project last?

8.How much did the project cost?

9.When was the project completed?

10.How can you get to the temple at Abu Simbel?

Step four Post-reading

1. Discussion Divide the class into groups and ask each group to discuss the question:

① Do you think it necessary to spend so much money on rescuing this temple?

② Do you think that the Egyptian engineers solved the problem in the best way possible?

③ Are there other temples or buildings that we could not move?

④ What about the Great Wall or the Temple of Heaven?

⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?

2. Fill in the blanks with proper words.

The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.

The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.

Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true man.”

【KEYS】like; that; was; for; long; enough; by; interest; from; who

Step five Discussion

1.Language input：In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?

[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]

Step six Summary and Homework

1. Read the passages and finish off Workbook Ex 4 on p.126.

2. Write a report about the discussion.

Teaching procedures for the 5th Period

Step one Warming-up

1. Greeting.

2. Check the homework.

3. Ask individual Ss to act out their reports, making some comments if necessary.

Step two Language study

1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.

restore; rebuild; replace; recreate;

2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.

3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.

【Model】

⑴ reappear vi. appear again (esp. after disappearing)

⑵ recall v. call back

⑶ recollect v. call back to the mind

⑷ recount v. count again

⑸ redo v. do again

⑹ refill v. fill again

⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts

⑻ reforest v. plant again with trees

⑼ re-form v. form again

⑽ rehouse v. provide with a new house

⑾ rejoin v. join (together) again

⑿ relay v. lay (a cable, carpet, etc) again

⒀ rename v. give a new name to; name again

⒁ reopen v. open again after closing or being closed

⒂ replay v. play (e.g. a football match that was drawn) again

⒃ reprint v. print again; print a new impression of

⒄ retell v. tell again

⒅ rethink v. think about again; reconsider

⒆ reunite v. bring together or come together again

⒇ rewrite v. write again

4. Structure (Grammar)

Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.

① 在过去的'三个月里学生们已经收集了二千节旧电池(n.battery)。

② 园林工人已完成寺庙百分之八十的重建任务。

③ 他已将那台旧电视机送给邻居了。

④ 中国已向太空发射了几十颗人造卫星。

⑤ 史密斯先生已把词典和杂志归还给了图书馆。

Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.

Active Voice Passive Voice

① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).

Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.

Step three Practice

1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.

2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.

① What is the first news story about?

② Why are some of the cultural sites not well protected?

③ What has happened to some ancient sites?

④ What are the villagers worried about?

⑤ What have they decided to do?

⑥ What is the second news story about?

⑦ What will be the result of the repair project?

⑧ What are the people of Beijing asked to do? And what’s the result?

⑨ When was the old city wall built?

⑩ Why do you think the city of Beijing plans to repair the old city wall?

Step four Summarise and Homework

1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.

2. Finish off workbook exercises on page 128.

3. Preview “Intergrating skills”.

Teaching procedures for the 6th Period

Step one Warming-up

1. Greeting.

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

Step two Reading

1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.

Questions：

① Where does the writer live?

② What is the writer worried about?

③ How does the air pollution come about?

④ What suggestions does the writer make?

Step three Pre-writing

1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.

Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?

I live in a small village. Some people in my village want to …

I am …

Step four Writing

1. Questions and Answers Ask individual Ss to answer the questions according the above form.

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

3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.

4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.

5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.

Step five Proof Reading

T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.

Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua

【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is

6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】

Homework

1. Ask the Ss to go over the whole unit.

2. Write a letter to the editor about any problem they come across.

篇12：新编高一上 unit7 教案

Teaching Procedures for the 1st Period

Step one Warming-up

1. Greeting.

2. Watching & Chatting：Watch a video which introduces some famous cultural sites across

Shaoxing, having a free chat with the Ss.

3. Questions & Answers：Show to the Ss three pictures, asking them:

① What do you know about the places in the pictures?

② Where are they?

③ Which one would you like to see most? Why?

Step two Pre-listening

1. Ticking：Listen to the tape and tick the things Ss hear.

2. Questions & Answers：Listen again and discuss the questions in groups

① Why is it important to protect cultural relics?

② Why is it difficult to find out how people lived in ancient times?

③ What do we know about life in ancient Egypt?

④ Why do we know so much about the way the ancient Egyptians lived?

⑤ What do you think we can do to protect our cultural relics?

Step three Listening

1. Language Input ：Well, now we're going to listen to a description of three cultural sites.

Please ① Listen to the tape and write down the name of the site in the form below.

② Listen to the tape again and write down about its importance.

Name of the site Why is it important? What is being done to protect it?

Site 1

Site 2

Site 3

③ Listen to the tape again and write down about “What's being done to protect it”.

Ss discuss their answers in groups and then check in class.

Step four Post-listening

1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：

① Why do our city government make such great effort to protect cultural sites?

② Do you think it necessary to spend so much money on the project?

Step five Error-finding

1. Language Input：Now we're going to listen to the description of the three maps. Please

① Listen to the tape and put the statues in the right place.

② Listen to the tape and put the temple and the museum in the right place.

③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.

Step six Game

[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]

Group A Group B Group C Group D

Score

Homework

1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history

③ Its importance and what is being done to protect it.

(Better surf on the Internet!)

2. Preview “Speaking”.

Teaching Procedures for the 2nd Period

Step one Warming-up

1. Greeting.

2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.

Step two Pre-speaking

1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?

[T collect the answers and write them on the blackboard.]

Step three Speaking

Asking for suggestions Making suggestions

[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]

Things you want to put in Reasons for your choices

【Model】

SA：In my opinion we could put in ….

SB：That sounds a great idea. And I'd like to choose ….

SA：Sorry, I don't think that's the best choice.

SB：Then what about …?

……

Step four Useful Expressions --- Making suggestions

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

Acceptance Refuse

Step five Dialogue Production

[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]

Situation A：Two friends are discussing what to do in the coming weekends.

【Model】

A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?

B: I'm afraid I won't. I have seen it twice.

A: What do you suggest doing, then?

B: Would you like to go out for an outing?

A: I'd like to, but it's going to rain in the next two days.

B: What a pity! Have you considered going to the library?

A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?

B: Sure.

Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.

【Model】

Jessica: My English is poor. I wonder what I should do.

Susan: You should remember as many English words as possible.

Jessica: OK.

Susan: And you need to have more listening, speaking, reading and writing.

Jessica: It sounds nice, but I still don't know what to do.

Susan: I'm not certain, either. Why don't you ask Mr Wang?

Jessica: That's a good idea. Let's go together.

Susan: All right.

Step six Post-speaking

Homework

1. Write a report about the culture capsule.

2. Practise ways of making suggestions.

3. Preview “Reading”.

Teaching Procedures for the 3rd Period

Step One Warming-up

1. Greeting.

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

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

Step Two Pre-reading

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

② What are your favorite cities?

③ What cultural relics are there in the place where you live? How important are they?

Step Three Reading

2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )

3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.

Statements True or false

4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.

Questions：① Where do people usually build a city? Why?

② What were the palaces like?

③ What were the palaces used for after the Czars' rule over the city ended?

④ What did the Germans do as they leftthe city?

⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?

⑥ What did the people do to bring the city back to life?

5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.

Step four Post-reading

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

① Why do people think St Petersburgh is a great city?

② Why was it so difficult for people to rebuild the old palaces?

③ What did people use to help them rebuild the city?

④ Why are the people of St Petersburgh heroes?

Step five Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.

【Model】R-- reporter C--citizen of St Petersburgh

R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?

C: Sure.

R: When was your city built and and who built the city?

C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).

Step seven Summary and homework

1. Summarize the passage and ask the Ss to retell the story.

2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.

Teaching procedures for the 4th Period

Step one Warming-up

1. Greeting.

2. Ask individual Ss to retell the story.

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

Step two Lead-in

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

2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”

Step three Reading

1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.

2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:

1.What are the only three man-made projects that can be seen from the earth? Where are they?

2.When was the Aswan High Dam completed?

3.What was the High Dam built for?

4.What problems were caused by building the High Dam?

5.What do you know about the temple at Abu Simbel?

6.How did the engineers decide to move the whole temple?

7.How long did the project last?

8.How much did the project cost?

9.When was the project completed?

10.How can you get to the temple at Abu Simbel?

Step four Post-reading

1. Discussion Divide the class into groups and ask each group to discuss the question:

① Do you think it necessary to spend so much money on rescuing this temple?

② Do you think that the Egyptian engineers solved the problem in the best way possible?

③ Are there other temples or buildings that we could not move?

④ What about the Great Wall or the Temple of Heaven?

⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?

2. Fill in the blanks with proper words.

【KEYS】like; that; was; for; long; enough; by; interest; from; who

Step five Discussion

[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]

Step six Summary and Homework

1. Read the passages and finish off Workbook Ex 4 on p.126.

2. Write a report about the discussion.

Teaching procedures for the 5th Period

Step one Warming-up

1. Greeting.

2. Check the homework.

3. Ask individual Ss to act out their reports, making some comments if necessary.

Step two Language study

1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.

restore; rebuild; replace; recreate;

2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.

3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.

【Model】

⑴ reappear vi. appear again (esp. after disappearing)

⑵ recall v. call back

⑶ recollect v. call back to the mind

⑷ recount v. count again

⑸ redo v. do again

⑹ refill v. fill again

⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts

⑻ reforest v. plant again with trees

⑼ re-form v. form again

⑽ rehouse v. provide with a new house

⑾ rejoin v. join (together) again

⑿ relay v. lay (a cable, carpet, etc) again

⒀ rename v. give a new name to; name again

⒁ reopen v. open again after closing or being closed

⒂ replay v. play (e.g. a football match that was drawn) again

⒃ reprint v. print again; print a new impression of

⒄ retell v. tell again

⒅ rethink v. think about again; reconsider

⒆ reunite v. bring together or come together again

⒇ rewrite v. write again

4. Structure (Grammar)

Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.

① 在过去的.三个月里学生们已经收集了二千节旧电池(n.battery)。

② 园林工人已完成寺庙百分之八十的重建任务。

③ 他已将那台旧电视机送给邻居了。

④ 中国已向太空发射了几十颗人造卫星。

⑤ 史密斯先生已把词典和杂志归还给了图书馆。

Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.

Active Voice Passive Voice

Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.

Step three Practice

1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.

2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.

① What is the first news story about?

② Why are some of the cultural sites not well protected?

③ What has happened to some ancient sites?

④ What are the villagers worried about?

⑤ What have they decided to do?

⑥ What is the second news story about?

⑦ What will be the result of the repair project?

⑧ What are the people of Beijing asked to do? And what’s the result?

⑨ When was the old city wall built?

⑩ Why do you think the city of Beijing plans to repair the old city wall?

Step four Summarise and Homework

1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.

2. Finish off workbook exercises on page 128.

3. Preview “Intergrating skills”.

Teaching procedures for the 6th Period

Step one Warming-up

1. Greeting.

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

Step two Reading

Questions：

① Where does the writer live?

② What is the writer worried about?

③ How does the air pollution come about?

④ What suggestions does the writer make?

Step three Pre-writing

1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.

Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?

I live in a small village. Some people in my village want to …

I am …

Step four Writing

1. Questions and Answers Ask individual Ss to answer the questions according the above form.

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

3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.

4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.

5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.

Step five Proof Reading

T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.

【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is

6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】

Homework

1. Ask the Ss to go over the whole unit.

2. Write a letter to the editor about any problem they come across.

篇13：高一上的语文教案

教学目的：

1、联系剧情，把握窦娥的性格，认识窦娥善良美好的灵魂。

2、认识元朝社会的黑暗与腐败。

3、感悟悲剧美，理解悲剧的教育作用。

教学重点：

对“三桩誓愿”的理解

教学难点：

1、“三桩誓愿”是浪漫主义手法

2、悲剧的教育作用

课时安排：

一课时

教学步骤：

一、导语。

鲁迅说：“悲剧是把有价值的东西毁灭给人看。”《祝福》展示了一位勤劳、善良的女性祥林嫂被毁灭的过程，显示了封建礼教的罪恶。“列之于世界大悲剧之中亦无愧色”的古典悲剧精品《窦娥冤》则展示了一位精神高尚的善良女性窦娥被毁灭的过程。

有价值而被毁灭是令人痛苦的，那窦娥究竟犯了何法要被毁灭呢?

二、介绍关汉卿。

关汉卿，号己斋叟，金末元初大都(现北京)人。元代杂剧的代表作家，也是我国戏剧最早最伟大的戏剧作家。他与郑光祖、白朴、马致远齐名，被称为“元曲四大家”。

元代人说他：“生而倜傥，博学能文，滑稽多智，蕴籍风流，为一时之冠。”他曾在散曲《南吕一枝花?不伏老》中说自己精音律，会吟诗，能吹萧弹琴，歌唱舞蹈，也会下棋射猎，多才多艺。

元代的阶级矛盾和民族矛盾十分尖锐，关汉卿不满社会现实，不仅写作剧本，有时还登台演唱，借杂剧来揭露黑暗现实，寄托自己的社会理想。他一生创作杂剧有60多部，但大都散失，现仅存15部。《窦娥冤》《救风尘》《望江亭》《拜月亭》《单刀会》等流传很广。其中的《窦娥冤》是我国十大古典悲剧之一。1956年，他的名字被列入世界文化名人之列。

三、介绍元杂剧：元杂剧有一套较严格的体制。

(1)结构：元杂剧一般是一本四折演一完整的故事，个别的有五折、六折或多本连演。

折是音乐组织的单元，也是故事情节发展的自然段落，它不受时间、地点的限制，每一折大都包括较多的场次，类似于现代戏剧的“幕”。有的杂剧还有“楔子”，通常在第一折之前起交代作用。相当于现代剧的序幕，用来说明情节，介绍人物。

杂剧每折限用同一宫调的曲牌组成的一套曲子。演出时一本四折都由正末或正旦独唱。(其他角色只有说白)，分别称为“末本”或“旦本”。

(2)角色：扮演的角色有末、旦、净、丑等。元杂剧每本戏只有一个主角，男主角称正末，女主角称正旦。此外，男配角有副末(次主角)、外末(老年男子)、小末(少年)等;女配角有副旦、外旦、小旦等。

净：俗称“大花脸”，大都扮演性格、相貌上有特异之处的人物。如张飞、李逵。

丑：俗称“小花脸”，大抵扮演男次要人物。

此外，还有孛(bó)老(老头儿)、卜儿(老妇人)、孤(官员)、徕儿(小厮)。

(3)剧本的构成：剧本由唱、科、白三部分构成。

唱词是按一定的宫调(乐调)、曲牌(曲谱)写成的韵文。元杂剧规定，每一折戏，唱同一宫调的一套曲子，其宫调和每套曲子的先后顺序都有惯例规定。

科是戏剧动作的总称。包括舞台的程式、武打和舞蹈。

白是“宾白”，是剧中人的说白部分。”宾白又分以下四种：对白：人物对话;独白：人物自叙;旁白：背过别的人物自叙心理话;带白：唱词中的插话。