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人教版高三 16单元教案

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“温柔的田螺”通过精心收集，向本站投稿了12篇人教版高三 16单元教案，这次小编在这里给大家整理后的人教版高三 16单元教案，供大家阅读参考。

人教版高三 16单元教案

篇1：人教版高三 16单元教案

Unit 16 Finding jobs

Teaching aims:

1. Goals:

Discuss jobs and career plans

Talk about likes and dislikes, wishes and expectations

Integrative language practice

Write a personal statement

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: barber, chef, adviser, receptionist, astronaut, adore, outstanding, assess, amateur, flexible, nevertheless, personnel, accommodation, qualification, arithmetic, punctual, tournament, draft, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Football : A Good Career Choice? (P138-140)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p138.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading.

Step 3. While-reading:

Read the passage carefully and then analyze the structure of the text.

Paras.1-3 : The success of David Beckham in the football career.

Para 4: The difference between football and other careers.

Para 5: The special qualities required by footballers.

Para6-7: The programs set up for young footballers in both China and the UK.

Para 8: Football dreams don’t often come true like David.

Step 4. Post-reading

Finish all the Ex. On p140

Step 5. Further Reading

Task 3: Read the passage once again and try to answer the following questions:

What’s the writing techniques of this text?

What’s the main idea of the text?

What should we learn from this text?

What’s the writing purpose of the writer?

Step 6. Homework

Finish all the exercises on Language Practice on p140-142.

Period 2. Integrating Reading Skills

Why Do You Think You Would Be Good At This Job?

(P143-144)

Step 1. Revision

1. Check the Ss how further they understand about career and job plans.

2. Check the homework.

Step 2. Scan the passage and complete the related exercises.

Period 3. Integrating Reading and Writing Skills

3 Passages on p 267-269

Step 1. Warmming-up

Do the oral pratice on p137, and enable the students to practise discussing career and job plans.

Step 2. Reading

Task 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p272,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Ask the student to read his/her deskmate’s writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

David’s career took off almost immediately when he was part of the Manchester United’s Youth Team that won the FA Youth Cup in 1992, and he was chosen to play for the Red Devils’ senior team in the same year.

Many countries have to set up programmes to encourage and develop young footballers, and this is where the clubs go to assess athletes and find stars of the future.

From this point on the success of their career and how much they earn depends on their performance and how many matches their team wins.

You need to convince the readers that you understand what the company or organization does, and what the job or course will involve.

Then show that you have the ability to be successful by giving evidence of how your interests, qualifications or experience prove that you have the necessary skills.

Step 2: Testing your skills on P266-267

Step 3: Cloze Test on p271

Step 4: Translating on P 272

转自北京英才苑网站

篇2：人教版高三16单元语言点教案

Unit 16. Jobs and careers

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

Reading

1. take off 起飞；脱下，摘下，迅速流行，换下，终止，取消；休假，休息，剪掉，切除（人体）；模仿

The plane took off an hour late. 飞机起飞晚了一小时。

Her singing career took off after her TV appearance. 她在电视上亮相后歌唱事业迅速起飞。

I’ve decided to take a few days off next week. 我已经决定下周休息几天。

The show was taken off because of poor audience figures. 该剧因不卖座而停演了。

2. accomplish 完成，达到，实现

accomplish finish, complete 区别

1） accomplish经常接task, aim, journey, voyage 等名词。如：

The explorers accomplished the voyage in five weeks. 探险队在五周内完成了航程。

The first part of the plan has been safely accomplished. 计划的第一部分已顺利完成。

2) complete比accomplish具体，可接简化组，工程，书籍等名词。指“按预期目的把未完成的工作经进一步的努力使之完成”，主要涵义是“补足缺少的部分”。如：

The building will be completed by the end of this month. 这座楼将于本月底完成。

3) finish 在许多情况下可与complete 换用，但不及complete 正式。常含有“认真仔细地完成工作的最后阶段的精工修饰，使之完美”的意思。如

I have to finish writing the book by this weekend. 我得在本周末写完这本书。

3. vacant 空着的，未被占用的；（职位）空缺的；（目光，表情等）无神的，呆滞的

When the post finally fell (= became) vacant, they offered it to Fiona.这个职位最终空缺后，他们给了Fiona。

The seat next to him was vacant. 他旁边的座位是空的。

a vacant look呆滞的目光

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

4. offer vt. 提出，提供，愿意做某事常用搭配（offer sb sth, offer sth to sb offer to do sth）

The young man offered the old man his seat. 年轻人给那个老人让座。

They decided to offer the job to Jo. They decided to offer JO the job. 他们决定给乔那个工作。

They offered to help us. 他们愿意帮我们。

n. 提供，提议

Thank you for your offer of help. 谢谢你提供帮助。

5. Count vi. 有价值；重要；有用

Every second counts.

每一秒钟都很重要。

v. 数, 计算, 数；算; 认为；视为；看作

be counted as 被认为

I count him among my closest friends. 我把他看作我最好的朋友。

For tax purposes that the money counts/ is counted as income. 那笔钱算做收入，需要纳税。

to count from 1 to 100 从1数到100

Count these apples. 清点一下这些苹果。

count it an honor (to do sth.) （把做某事）引以为荣

6. assess 评价，评定（质量，性质）

It’s difficult to assess the effects of these changes. 很难评价这些变化的影响。

The young men were assessed as either safe or unsafe drivers. 这些年轻人被评定为安全或不安全的司机。

The committee assesses whether a building is worth preserving. 委员会评估建筑物是否该保留。

7. spot 斑点，点，污点，（皮肤上的）丘疹等。地点，场所，少量 vt. （不用于进行时）看见，注意到，发现

She was wearing a black skirt with white spots. 她穿着黑色带白点的裙子。

The baby’s whole body was covered in small red spots.婴儿的全身都是小红疙瘩。

He showed me the exact spot where he had asked her to marry him. 他把当时向她求婚的确切地点指给我看。

I felt a few spots of rain. 我感到飘来几滴雨。

on the spot 当场，当下，在下场，在原地He answered the question on the spot. 他当场回答了我的问题。

An ambulance was on the spot within minutes. 几分钟内，一辆救护车赶到了现场。

Running on the spot is good exercise. 原地跑步是很好的运动。

8 salary， income, pay, wages区别

Income 用以指一个人或单位所得得收入，不仅限于工资。例如：

A family with two incomes 双份收入的家庭。

DINGKY double incomes, no kids yet.

Pay 一般指顾主定期付给的工资的通用的词。如pay-day 指每星期或每月领取工资的日子。

He doesn’t like the job, but the pay is good. 他不喜欢那个工作，但是薪水很高。

Wage 一般指按星期或按日发放的工资，通常为现款，一般按小时，日，星期或按照完成一定的工作量计算。 Wage-earner 通常指体力劳动者。如：

We expect a fair day’s wage for a fair day’s work. 我们做好一天的工作，就希望得到一天应得的工资。

Salary 一般按月计算，常指直接拨入领取者的银行帐户内。一般用于专业人士或在办公室工作的人员。如：

The company is offering a salary of $30,000 per year. 那家公司招聘职员，年薪30000美圆。

Fee 指付给律师，医生等的报酬，如

Pay the lawyer’s fee 付律师费。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

9 from this point on 从那时起 on one point 曾经，一度

I think I even told you that at one point. 我认为我曾经告诉过你那件事。

At one point she was aware of two nurses speaking about an outing they were planning with their boyfriends. 她一度听见两个护士谈起她们计划与男朋友一起出去。

At one point he turned his head, listening for Emily. 一度，他转过头，听Emily的声音。

时刻，关头，瞬间，阶段

The climber was at / on the point of death when they found him. 当他们发现那个登山者的时候，他已奄奄一息。

We were on the point of giving up.我们当时几乎要放弃了。

At this point I don’t care what you decide to do. 在这个时候，我不在意你怎么做了。

Point n. 论点，观点（point of view ）地方，标点，尖，

She made several interesting points in the article. 她在文章中提出了几个有趣的观点。

I take your point 我赞同你的看法。

重点，要点（brief and to the point ）

The point is you shouldn’t have to wait so long to see a doctor. 关键是看病不该等那么长时间。

I wish he would get to the point. 我但愿他快点说正题。

目的

What’s the point of all this violence? 这些暴行的意图何在？

There’s no point in getting angry. 发火是没有用的。

具体细节（或事实）

Here are the main points of the news. 以下是新闻摘要。

Can you explain that point again? 你能在解释一下那一点吗？

vi. point at/to, point out

Language study

10。 up to date adj. 直到最近的, 新式的, 现代的

We would like to see qualified people who are technically up to date.我们愿意看到技术上更新的称职的人。

Teachers are asked to ensure that their entries for the new class lists are brought up to date by the end of July. 教师被要求保证在7月前更新他们的新的课程名单目录。

11. essential adj. 本质的, 实质的, 基本的, 提炼的, 精华的

n. 本质, 实质, 要素, 要点

Food is essential to life. 食物是维持生命不可或缺的。

Food is essential for life. 食物是生命所必需的。

Impartiality is essential to a judge. 公平是当法官所必需的。

Her most essential quality is kindness. 她最主要的品质是厚道。

It is essential to keep the two groups separate 将两组分开是完全必要的。

It is essential that you have some experience.你必须得有经验。

The studio had all the essentials like heating and running water. 工作室有基本设施，如暖气装置和水。

the essentials of English grammar 英语语法基础

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

Integrating skills

12. addition 加，加法。增加物，添加物（常用搭配：addition to , in addition (to)）

children learning addition and subtraction 学习加减发的儿童。

an addition to the family 这家新添的一口人。

Pasta’s basic ingredients are flour and water, sometimes with the addition of eggs or oil. 意大利面条的主要成分是面粉和水，有时加鸡蛋和食用油。

in addition (to sb/sth) 除。。以外还。。。

In addition to these arrangements, extra ambulances will be on duty until midnight. 除了这些安排之外，另增加救护车值班至午夜。

There is, in addition, one further point to make.12. hold back. 此外，还有一点要说。

13. appealing 有吸引力的，有感染力的，令人感兴趣的

Spending the holidays in Britain wasn’t a prospect that I found particularly appealing. 在英国度假对我并不具有吸引力。

‘Would you really help?’ he said with an appealing look. 你真的愿意帮忙吗？他满脸恳求地说。

appealingly adv.: The dog looked up at her appealingly. 狗可怜巴巴地望着他。

Appeal n. 上诉，申诉，感染力，吸引力，呼吁

an appeal against the 3-match ban 不服禁赛3场令的申诉。

The Beatles have never really lost their appeal. 披头士的感染力经久不衰。

a look of silent appeal默默恳求的目光。

v. appeal to 上诉，申诉；有吸引力，引起兴趣；呼吁，

The design has to appeal to all ages and social groups. 设计要雅俗共赏，老幼皆宜。

Organizers appealed to the crowd not to panic.组织者呼吁人群不要惊慌。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

独立主格结构，又叫独立结构（absolute construction）。它在句法上游离于句子主体之外，跟主句没有任何句法联系；但在意义上却与主句紧密联系在一起，共同构成一个完整的语义环境。独立主格结构没有主语和谓语，只有逻辑上的主语，因此，它在句法上不是句子，而是一个独立于句子成分之外的独特结构形式。

独立主格结构可置于句首、句尾，用逗号与主句隔开。

二、独立主格结构的形式

独立主格结构可分为两部分，一部分是名词或代词（主格），起着逻辑主语的作用；另一部分由形容词、副词、名词、分词、不定式、介词短语等构成，表示前面名词或代词的状态、状况或动作。

1）名词／代词＋形容词

I heard that she got injured in the accident，my heart full of worry．我听说她在这场事故中受了伤，内心充满担忧。

He stood silent in the moon-light，his door open．月光下，门开着，他默默地站立在那。

2）名词／代词＋现在分词

Winter coming，it gets colder and colder．冬天来了，天气越来越冷了。

The rain having stopped ，he went out for a walk．雨停了，他出去散步。

3）名词／代词＋过去分词

More time given，we should have done it much better．如果给我们更多的时间，我们会做得更好。

The boy stood there，his right hand raised．那个男生站在那里，右手高举。

4）名词／代词（主格）＋不定式

Here are the first two volumes，the third one to come out next month．这是前两卷，第三卷将于下月问世。

The two boys said good-bye to each other，one to go home，the other to go to his friend's．两个男孩彼此道了别，一个回了家，另一个去了他朋友家。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

5）名词／代词十介词短语

The huntsman entered the forest，gun in hand．那位猎人手里提着枪走进了树林。

注意：这里，gun in hand还可以说成with a gun in his hand，但不可以说a gun in hand或gun in his hand。

6）名词／代词十副词

Nobody in，the thief took a lot of things away．由于没有人，小偷拿走了许多东西。

Lunch over，he left the house．But he was thinking．午饭结束，他离开屋。但他还在考虑。

7）名词／代词＋名词

He fought the wolf，a stick his only weapon．他和狼搏斗着，唯一的武器是一根棍棒。

8）with复合结构

它的构成是：“with ＋宾语＋宾语补足语”。宾语由代词、名词、名词词组充当，宾补由分词、不定式、形容词、副词、介词短语、名词等充当。

Holms and Watson sat with the light on for half an hour．福尔摩斯和沃森坐着，让灯亮了半个小时。（介词短语）

He used to sleep with the door open．他过去常开着门睡觉。（形容词）

With a boy leading the way，they started towards the village．由一个小男孩领着路，他们朝那个村子去了。（现在分词）

With the work done，he went home．工作做完后，他回了家。（过去分词）

With you to help us，we will finish the task in time．由你来帮助，我们将会及时完成任务。（不定式）

Hong Kong looks more beautiful with thou-sands of lights on at night．夜里，香港万盏灯火，分外美丽。（副词）

从以上例句可以看出：在with复合结构中，宾语和宾补之间形成逻辑上的主谓关系。当这种主谓关系表现为主动语态时，用现在分词；当这种主谓关系表现为被动语态时，用过去分词；当这种主谓关系表示将来意义时，用不定式；当这种主谓关系表示伴随意义时，用现在分词或副词。

三、独立主格结构的功能

独立主格结构主要用于描绘性文字中，其作用相当于一个状语从句，常用来表示时间、原因、条件、行为方式或伴随情况等。

1）表示时间

Her work done ，she sat down for a cup of tea．她干完了活，坐下来喝茶。

2）表示条件

The condition being favourable ，he may succeed．若条件有利，他或许能成功。

3）表示原因

There being no taxis，we had to walk．没有出租车，我们只好步行。

4）表示伴随情况

Almost all metals are good conductors，silver being the best of all．几乎所有的金属都是良导体，而银则是最好的导体。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

四、形式选择中应该注意的问题

1）现在分词还是过去分词？

在独立主格结构中，主格词与分词形成逻辑主谓关系时，用现在分词。如：Winter coming ，it gets colder and colder．一句中，“春天”和“到来”是逻辑主谓关系，用现在分词；主格词与分词形成逻辑动宾关系时，用过去分词。如：More money given，we should have sent more employees to the mother company to get trained．一句中，“money”和“give”是动宾关系（被动关系），用过去分词。

在独立主格结构中，如果强调分词的时间发生在主句动词时间之前，常用现在分词

完成时态表示。如：The snow having stopped，she went out to sweep the snow in the yard．

现在分词与过去分词的性质完全不同，但在独立结构中，有时却有共同之处：现在分词的被动式有时可以简化为过去分词。例如：

As her skirt was caught on a nail，she could not move．

→Her skirt being caught on a nail，she could not move．

→Her skirt caught on a nail，she could not move．

After his work had been finished，he went home．

→His work having been finished，he went home．

→His work finished，he went home．

2）分词结构还是独立结构？

上面的例子告诉我们，独立结构常常可以看作是由主从复合句中的从句变来的。但是，如果从句和主句的主语相同，则不可改为独立结构。例如：

Since he was very tired with his walk，he soon fell asleep and forgot his troubles．

不可改为：

He being very tired with his walk，he．．．

但可改为：Being very tired with his walk ，he．．．

比较：判断动名词复合结构的方式

主语位置上，或动词、介词后的“名词代词 + 非谓语动词”，如果表示的是一个事件则是动名词复合结构，而不是“名词 + 定语。请看以下各例：

He insisted on the windows _____ open while he was sleeping.

A. left B. being left C. leaving D . be left

insist on后不接从句，D可以排除。这里表达的是坚持要求”开着窗子睡觉“，所以应该是动名词复合结构，答案为B。

The road __________ caused us to be for our work for half an hour.

A. blocked B. was blocked C. blocking D. being blocked

做主语的表示上班迟到的原因，自然应该是”交通堵塞“，而不是”被堵的道路“，所以还是动名词复合结构，答案为D。

The concerned mother thrilled at the news of his son _________ to college.

A. had been admitted B. admitted C. having been admitted D. having admitted

消息表达的应该是个事件，说明不是”被录取的孩子“，介词of后不可能接从句，说明of后为动名词的复合结构，答案是C。

篇3：人教版高三13单元教案

Unit 13 The Mystery of the Moonstone

Teaching aims:

1. Goals:

Talk about the mystery

Read a detective story

Practise giving advice

Integrative language practice

Write an informal or a formal letter

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: garment, stain, loss, splendid, assist, vital, tension, suspect, reception, astonish, elegant, prescription, religious, enquiry, suspicion, guilty, roundabout, innocent, assume, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

The Moonstone (P112-113)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p111.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading: Passage Analyzing:

Analyse the structure of the passage:

Part 1 ---- Paragraph 1 : How Rachel gets the Moonstone as her present.

Part 2 ---- Paragraph 2: Rachel’s happy life before her eighteenth birthday party.

Part 3 ---- Para 3-4: What happens at the party.

Part 4 ---- Para 5: the Moonstone is missing and Sergeant Cuff is asked to investigate the case.

Part 5 ---- Paras 6-9: how Sergeant Cuff analyse the case

Part 6 ---- the last paragraph: Sergeant Cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.

Step 4. Post-reading

Exercise 3 on p113

Suspects Reasons for suspicion

The Indians They are not real entertainers but the followers of the moon god. They came to the party only for an opportunity to take the Moonstone back to India.

Dr Candy He stole the diamond in revenge for loss of the diamond at the party.

Godfrey He took the diamond in revenge for Rachel’s refusal when he asked her to marry him or only for a large amount of money.

Rosanna She stole the diamond only either from force of habit or to cause a disagreement between Franklin and Rachel.

Franklin It seems as if he was too enthusiastic to help Mr Cuff to detect the case.

Rachel She was so stubborn in resisting Sergeant Cuff’s enquiries about the diamond. There must be a secret about the Moonstone.

Task 3: What are the main clue of the story?

The detective story develops completely following the structure: the appearance of the Moonstone (receiving from Rachel’s uncle) ---- the loss of the Moonstone ---- the investigation of the Moonstone (and the person who might have stolen it )---- discovery of the truths or facts.

Step 5 Homework

Finish all the exercises on Language Practice on p114-115.

Period 2. Integrating Reading Skills

Solving the Mystery of the Moonstone (P115-117)

Step 1. Revision

1. Check the Ss how further they understand the 1st part of the story.

2. Check the homework.

Step 2. Scan the passage and make out how the story develops:

Part 1---- Paras 1-2: how puzzled Sergeant Cuff was at the case before he knew the truth.

Part 2---- Paras3-7: the things that happened after the diamond had been stolen.

Part 3----Paras 8-9: the result of the case: Sergeant Cuff discovered the thief.

Part 4----: the feeling and thoughts Sergeant Cuff has about the case.

Step 3.Extensive reading:

Period 3. Integrating Reading and Writing Skills

3 Passages on p 243-246

Step 1. Warmming-up

Do the oral pratice on p111, and enable the students to practise giving advice.

Step 2. Reading

Task 2: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p117,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

When he died he left the Moonstone to his sister’s daughter, in an act of revenge, passing his bad fortune to her.

His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.

Is it coincidence or is it the Moonstone’s bad luck that causes the tension and strange things that happen during the rest of the evenings?

Franklin’s reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.

The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.

Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.

I was convinced that she had taken her own diamond, and that Rosanna had assisted her.

Step 2: Testing your skills on P242

Step 3: Cloze Test on p246-247

Step 4: Translating on P 247

转自英才苑网站

篇4：人教版高三 14单元教案

Unit 14 Zoology

Teaching aims:

1. Goals:

Talk about animal and animal behavior

Practise debating

Integrative language practice

Write an argumentative essay

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: adequate, apparent, assume, clarify, dots, obtain, tell…apart, transparent, get hold of, surrounding, assumption, come to light, precise, session, primitive, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

The Language of Honey-Bees (P120-122)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p120.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading:

True or False:

( ) 1. Von Frisch and his co-workers counted hoe many times the bees repeated the wagging dance during one hour.

( ) 2. They discovered that the farther away the feeding station was, the faster the dance was.

( ) 3. The number of wagging dances per minute told the direction to the feeding place.

( ) 4. Then Professor Von Frisch did his third experiment, which was to discover whether the wagging dance showed direction.

( ) 5. He found that the straight part of the dance was the same in the morning from what it had been in the afternoon.

( ) 6. If the feeding place was toward the sun, the dance headed straight onward during the straight part of the wagging dance.

( ) 7. The experiment of Professor Karl Von Frisch tells us that bees can and do communicate with each other by their dances, which may be called a kind of “language”.

篇5：人教版高三 Unit 16 Finding jobs教案

Ⅰ. Read the passage on Pages 138~139 and choose the best answer.

1. In which order did the following things happen to David Beckham?

a. He was invited to join Manchester United as a trainee.

b. He was chosen to play for the Red Devils’ senior team.

c. He has become England’s most famous mid-field player and world superstar.

d. He attended training sessions with a London club.

e. He and his players won the FA Youth Cup in 1992.

A. b, a, e, d, c B. a, b, c, e, d C. e, d, b, a, c D. d, a, e, b, c

2. The sentence in Paragraph 5 “…but it is not just what they do with their feel counts.”means____.

A. It is enough for footballers to have excellent skills of playing football.

B. Top players must have excellent ball control.

C. Top players must know how to use the space on the pitch.

D. Besides excellent skills of playing football, footballers must also have good team spirit, a strong character, mental strength and a positive attitude.

3. How do employers find and employ players with the right abilities?

A. They advertise in the newspapers or on the Internet.

B. Players have to fill in application forms and have interviews in order to be employed.

C. They themselves go to many football clubs or send scouts around the country to discover plays with the right abilities.

D. They ask schools and universities to find right players for them.

4. Who can become a youth trainee and join the club as a paid member of staff ?

A. a strong boy of 15 who is good at playing football.

B. a young man of 18 who has talent of playing football.

C. a man of 35 who has excellent ball skills.

D. a strong girl of 16 whose ball skills are just so-so

5. The main idea of Paragraph 6 is about _______.

A. programmes to encourage and develop young footballers.

B how to discover talented boys and girls.

C. how to train young footballers in China and the UK.

D. trainees’ life in the football clubs.

6. Which of the following is wrong ?

A. Football is different from most careers.

B. Football is not a good career choice for all people.

C. All trainees in the club can be offered a contract with a club and can become professional footballers.

D. David Beckham made the red Number 7 shirt famous throughout the world.

7. In which of the following sentences “take off” has the same meaning as in the second paragraph ?

A. When I got to the airport, the plane had taken off.

B. He took off his coat and went to bed as soon as he got home.

C. When he saw the police coming he took off in the opposite direction.

D. Sales of home computers have taken off in recent years.

8. The whole passage mainly tells us _______ .

A. Football is a good career choice.

B. It is easy to have a successful career in football.

C. It is difficult to have a successful career in football.

D. Not all persons have the same happy ending as David Beckham as footballers.

9. The job of a football scout is to ______.

A. train young footballers B take care of the football field.

C. search for talented young players D choose the team

ⅡRead the passage on Page 143 and fill in the blanks with less than three words.

The personal statement section of an applicant form

The main contents in the personal statement Dos for writing the personal statement Don’ts for writing the personal statement

1. the reasons why you ① the job.

2. your career goals.

3. ② showing you will be successful in the job.

4. ③ your applying for the job. 1. ④ on what the company or organization does and on what the job or course will involve.

2. show your ability to be successful by giving your ⑤

3. be honest and modest, and show ⑥

4. the form should be ⑦ to read.

5. should be ⑧ , and give the employer some fresh ideas and appealing information. 1. don’t ⑨ .

2. don’t send an application form with mistakes.

3. avoiding ⑩ .

Ⅲ. Master the following language points.

1. One of the students gets in touch with a careers-adviser.

He keeps in touch with me by writing now and then.

They have remained/kept/stayed/been in touch with each other for 20 years.

The net brings us into touch with the things which are happening in the other parts of the world.

He lost touch with his family during the war.

I have been out of touch with my former teacher for 20 years.

2．dreamt of becoming a leading scientist.

She dreamt a terrible dream. He dreamed that he saw his dead father.

We never dreamed him to be a cheat.

3． Hughes scored two goals before half-time.

She scored 120 in the IQ test. Who is going to score?

The final score was 4 to 3.

In his class scores of students have three score and ten books.

4．He adores the cinema/going to the cinema.

Every time he plays football he is watched by thousands of adoring Becks fans all over the world.

The little girl was adorable.

5…but it is not just what they do with their feel counts.

Many countries have set up programmes to encourage and develop young footballers, and this is where the clubs go to assess athletes and find stars of the future.

When they spot young people with talent, they invite them to train with the club.

6． He should have several years of experience and be up to date with modern men’s haircut styles. My passport is out of date.

7．Assist (sb) in/with sth. Assist sb in doing sth.

The deputy principal assists with many of the duties of the principals.

You will be required to assist Mrs Smith in preparing a report.

8．I can’t avoid meeting him.

This could be in a general way, which is often called a personal statement, or is a response to a specific question.

Group work teaches us to be patient and how to respond to different personalities.

9. You have to convince the reader that you understand what the company or organization does.

How can I convince you of his honesty?

What convinced you to vote for them?

10. hold back (from sth) 退缩，踌躇，犹豫 hold sb/sth back 阻止，控制，阻碍，抑制 hold sth back 扣住，隐瞒

She held back, not knowing how to break the terrible news.

She held back from telling him what she thought of him.

Jim was able to hold back his anger and avoid fights.

You must tell us the whole story: don’t hold anything back.

What is holding him back is the possibility that the business might not be successful.

11. apply for a job, post, passport, visa.

Our company should apply to the publishers for permission to reprint an extract. (请求准予转印节录)

12．She was very tired, nevertheless she kept on working.

13. send off 寄出；发出；派遣；解雇；给……送行

You fill in both parts of the form, then send it off. 你把表格的两部分都填好,然后寄出。

和send 有关的常见词组：send away 发送掉；解雇 send back 退还，送还

send for 派人去请；召唤 send forth发出；放出（光、热等）

send out 发送出，派遣；放出，散发出 send up发射；长出

send的用法：

1) send sb. sth.= send sth. to sb.把某物送给或寄给某人，可以主语派人送，也可以亲自送

Did they send any message by you? 他们托你给我捎了什么信儿了吗？

Can you send me the bill before the end of the month? 你能在月底以前把帐单给我送来吗

2) send for sb./ sth. 派人去叫某人，派人去拿某物

Now please send for a taxi. 现在请派人叫出租车来。

Please keep these things until I send for them. 请替我保管这些东西，等我派人来取。

3) send sb./ sth. to运输某人/某物去（某处），派某人去某地

They send their product to Beijing for sale. 他们把产品运往北京销售。

We will send him to America for further study. 我们要送他去美国深造。

4) send sb. to do 派某人去做（某事）

We’ll send someone to fetch it. 我们将派人去取。

They will send him to work in the countryside. 他们将派他去农村工作。

5) send sb. doing 使某人做某事(cause sb. to do)

Mind how you go---- you nearly sent me flying. 小心点，你差点把我撞倒。

They killed 38 enemies and sent the rest fleeing. 他们打死38个敌人，其余的都逃窜了

Ⅳ. Choose the best answer.

1. The boy ____Manchester United. He watches every match they play.

A. adores B fans C hates D plays

2. Youth trainee footballers are not paid very much , ___they may be stars of the future. A. on the other hand B even though C so that D in addition

3. Practise by writing a ____before you fill out the application form so that you don’t make any mistakes. A. page B draft C letter D line

4. Hong Kong was so busy over the Spring Festival that all the hotel accommodation was full. She phoned several hotels but none of them had a _____room.

A. cheap B nice C separate D vacant

5. ____being talented, he was not good enough to play for a top club.

A. Despite B Even though C In addition to D Apart from

6. A___ prepares documents, a ___cuts hair , and a __cooks food.

A receptionist, barber, greengrocer B typist, barber, chef

C. typist, receptionist, chef D receptionist, trainee, chef

7. It is not what you say but what you do that ______.

A. influence B important C counts D take effect

8. They didn’t care about the use that they can _____the computer.

A. make for B make up C make of D make from

9. A team of nurses ____the doctor in performing the operation.

A. helped B supported C assisted D assured

10. I’d like to go back to the teaching but I ____with my subject now.

A am in touch B keep in touch C. get in touch D am out of touch

11. We’ve applied ____the council ___a home improvement grant.

A. to/for B for/to C to/on D for/for

12. When the micro market really ___, the Japanese will once again its principal competitors. A. takes out B. takes off C takes in D. make it

13. --Why was the road crowded? --The traffic was _____by a car accident.

A. held back B held out C held on D held up

14. Her mother does not ___of her going to study in Britain alone.

A. allow B agree B permit D approve

15. He ___a pop star to come and sing at the concert for free, which was turned down by the pop star. A. persuaded B convinced C advised D suggested

16. After a long walk, Mary’s legs ___ and she couldn’t run any further.

A. gave out B broke out C tired out D stuck out

17. The annual income of school teachers in this place was ___at $ 900.

A. assessed B calculated C counted D adored

18. The weather of a country should be measured in terms of the health and happiness of its people _____the material goods it can produce.

A. but also B rather than C as long as D as well as

篇6：人教版高三Unit 9 经典单元教案

Unit 9 Health care

Aims and demands:

1. Get the students to master the important words and phrases in this unit.

2. Improve the students’ reading ability by teaching the texts.

Focus on:

Lay off, to make matters worse, aim at, consult, fee, purchase, vow, care for, be serious about, clean up, at a/the cost, make ends meet, vow

Time Allocations: 3 periods

The First Period

Contents: A HELPING HAND

Teaching steps:

Step 1 Revision

Step 2 Lead-in

Step 3 Fast reading

Read the first and the last two paragraphs of the text and guess the main idea of the whole text.

Step 4 Careful reading

Read the passage and fill in the blanks with one to three words.

The poverty and the poor health care of low-income families The government’s efforts to fight poverty and poor health care

Low-income families cannot afford to pay for 1________, that is to say, they cannot afford to 2 _____a doctor or 3______medicine. ① The government encourages health care form and reduces poverty by designing a health care project which provides poor patients with treatment at 7____or less to help them get treated properly.

② The Chinese government is working with other countries and international organizations to explore and develop a new 8_______ for China.

③ The government encourages people to 9_________ in order that other measures to fight poverty will work.

④ The government has vowed to stop the spread of AIDS by providing free 10_______

Low-income families cannot provide 4___ for their children.

Many low-income families cannot afford to 5_______.

Low-income families live on allowance 6____________.

Keys:1. medical treatment 2. consult 3.purchase/buy 4. a healthy diet 5. purchase medical insurance. 6. given by the government 7. half the cost 8. health care model 9. purchase medical insurance 10. tests and treatment

Step 5 Language points

The First Paragraph:

1. a laid-off worker

Lay off him! Can’t you see he’s badly hurt? ( 不再做打扰人、讨人厌等的事, 不理会)

You must lay off alcohol for a while.(不再做或有害的事物)

They were laid off because of the lack of new orders. lay off (解雇；下岗).

2. to make matters worse: worse still，what’s worse, even worse更虚糟糕的是(可作插入语)，使事情更糟

To make things worse, he had no money with him.

3. take a bank loan

The Second Paragraph:

4. Analyze the sentence “If I had had insurance, …………..else in my family.”(可结合P78语法练习题1讲解)

5. at a/the cost of 以……代价

I had a small room at a cost of fifteen cents per night.

The war was won at a great cost.

We are determined to get our rights at all costs.

The Third Paragraph:

6. aim at

He aimed (his gun)at the target, fired and missed it.(瞄准、对准)

She is aiming at a scholarship. （向某方向努力、力争）

My remarks were not aimed at you.（评论、批评等针对某人）

We must aim at increasing/to increase exports.（意欲、企图、力求做某事）

The Fifth Paragraph:

7. be forced into poverty , fall into poverty, in poverty

8. hospital fees fee n.

1.) (付给律师、医生等的)酬金,服务费[C]

I'm afraid I can't afford the doctor's fee. 恐怕我付不起给医生的酬金。

2.) 费(如学费、会费、入场费等)[C]

They charge a small registration fee. 他们收一点注册费。

3.) 赏金,小帐[C]

vt. 付费(或小帐)给

She feed the waiter. 她付给侍者小费。

9. consult vt.

1.) 与...商量

I'll do nothing without consulting you. 我采取行动之前一定和你商量。

2.) 找(医生)看病;请教

He went to town to consult his doctor. 他进城去看医生。

3.) 查阅(词典、参考书等)

He consulted his notebook repeatedly during his speech. 他讲演时不断看他的笔记本。

Consult/refer to/turn to a dictionary. Look up sth in a dictionary

vi. 1.) 商议,磋商[(+with)]

We will consult together about her education. 我们将一起商议她的教育事宜。

2.) 当顾问[(+for)]

The retired executive consults for several large companies.

那位退休的总裁在好几家大公司当顾问。

10. purchase：buy

11. put extra pressure on the family

Extra lessons on Sundays put more pressure on Liming, who already has pile of homework.

The Seventh Paragraph

12. vow发誓，起誓；swear (swore, sworn) 极其认真、明确或郑重地说或允诺；（使某人）就（某事）宣誓

In order to meet this challenge , the Chinese government has vowed to provide free AIDS tests for the general public as well as free treatment.

She swore that she had never seen it.

Are you willing to swear in court that you saw him do it?

Witnesses have to swear on Bible (to tell the truth).

The Eighth Paragraph

13. care for (its weakest members)

He cares for her deeply. (like or love sb.)

Who cares for him if his wife dies? ( look after, take care of, wait on )

Would you care for a coffee? (wish or like)

I don’t care much for opera.(have a taste or liking for sth/sb)

Don’t you care about this country’s future ?

I don’t care (about)what happens to him.

--Who do you think will be the next Prime Minister? --Who cares?

The last paragraph:

14. be serious about, be curious about, obvious

Are you really serious about him? Do you have sincere affection for him?

Is she serious about learning to be a pilot?

15. get treated/burnt/lost/hurt/drunk/killed/married/excited/paid

Cleaning women in big cities usually get paid by the hour.

16. Analyze the last sentence.

Step 6 Homework

Word-study exercises on P 77.

Notes: make ends meet 使收支两抵；量入为出

When his wife was laid off, he found it hard to make ends meet.

The Second Period

Contents: THE LITTLE MOULD THAT COULD

Teaching Steps:

Step 1 Revision

Check the homework

Step 2 Fast reading

Read the title of the passage and put forward the following questions for the Ss to answer after scanning the passage as quickly as possible.

1. What could the little mould do? (The little mould that could treat/cure/fight infection.)

2. who discovered it? When was it discovered? (In 1928, Sir Alexander Fleming discovered it)

3. What is its name? (It is called penicillin)

(In 1928, Sir Alexander Fleming discovered penicillin that could treat/cure/fight infection.)

Step 3 Careful reading

Read the passage carefully and finish Ex 1 (Choose the best answer) on Page 80.

Keys: 1. C 2. B 3. D 4. B 5. B 6. C

Step 4 Discussion

Discuss Ex 2(work in pairs) on Page 81. (remind the Ss to pay special attention the words in the box.)

Step 5 Language points

1. suffer deadly infections as a result of operations (Para.1)

2. cure, curable, incurable, treat

3. It was not until after the war that he made his most important discovery.(Para2)

It was not until World War Two that the importance of Fleming’s discovery was fully recognized.(the last para.)

4. clean up (Para. 3), clear up

The workwomen cleaned up (the mess) before they left. （除去垃圾等）

Clean up a room for a party. (打扫干净)

He clean up a small fortune. (挣得，赢得)

I hope it clears up this afternoon (天气转晴)

Has your rash cleared up?（你的皮疹痊愈了吗？）

Please clear up the mess in here before you go. (使整洁，清理)

5. be excited about (Para. 4)

6. belong to (Para. 4)

7. Despite their lack of interest, Fleming kept trying to develop the chemical so that it would be safe and effective. (Para. 4)

8. Explain the last sentence of the whole passage.

Step 6 Homework

1. Write a composition about penicillin in the exercise book (Page 81)

2. Do the exercises about vocabulary on Pages 211~212.

The Third Period

Contents: practice

Teaching Steps:

Step 1 Explain the usages of the following key words:

1. abuse vt.

1.) 滥用,妄用

He abused his power while in office. 他在职时滥用权力。

2.) 辱骂;毁谤

You are always abusing and offending people. 你总是出言不逊得罪人。

3.) 虐待,伤害

Those captives were physically abused. 那些俘虏遭受了肉体上的摧残。

n. 1.) 滥用,妄用[C][U]

There is no freedom that is not open to abuse. 任何自由都可能被滥用。

2.) 辱骂[U]

She greeted me with a stream of abuse. 她一见我就吐出一连串的污言秽语。

3.) 虐待;伤害[U]

Child abuse is widespread in this country. 这个国家虐待孩子的情况很普遍。

2. insurance n.

1.) 保险;保险契约[U] 保险业[U]

I found a job selling insurance. 我找到一份推销保险的工作。

She works in insurance. 她从事保险业。

2.) 保险金额;赔偿金[U][(+on)]

He has $100,000 life insurance, which his wife will receive if he dies first.

他有十万美元的人寿保险,如果他先去世,他的妻子将得到这笔钱。

3.) 预防措施;安全保证[U][S1][(+against)]

I bought some new locks as an additional insurance against burglary.

我买了一些新锁具以进一步防止盗窃。

4.) 保险费[U]

The insurance on my house is very high. 我的房屋保险费很高。

3. allowance n.

1.) 津贴,补贴;零用钱[C]

The child has a weekly allowance of five dollars. 这孩子每星期有五元零用钱。

2.) 分配额;允许额[C]

His allowance for food is $100. 他拨出一百美元用于购买食物。

3.) 承认;允许[U]

the allowance of a claim 对要求权的允准

4.) 认可;容忍[C][U]

the allowance of segregation 对种族隔离的容忍

4. pressure n.

1.) 压;按;挤;榨[U]

The small box was flattened by the pressure of the heavy book on it.

小盒子被这本厚厚的书压扁了。

2.) 压力;压迫;紧迫;催促[U][C]

He works well under pressure. 他在有压力的情况下工作很出色。

3.) 困扰;艰难[U]

These old people are unaccustomed to the pressure of modern life.

这些老人不习惯现代生活的紧张压力。

5. significance n.

1.) 重要性, 重要[U]

The proposals they put forward at the meeting were of little significance.

他们在会上提出的建议无足轻重。

2.) 意义, 含义; 意思[U][S]

He did not understand the significance of my wink. 他没有领会我眨眼的意思。

6.devotion n.

1.) 献身;奉献[U][(+to)]

We appreciated his devotion of time and money to the project.

我们感谢他为这一项目花费的时间和金钱。

His devotion to science is well known. 他对科学的献身精神为人熟知。

2.) 忠诚;挚爱,热爱[U][(+to/for)]

devotion to music 热爱音乐

Step 2 Check and explain the exercises about vocabulary on Pages 211~212.

Step 3 Homework

1. Read the passages again. 2. Learn the language points in this unit by heart.

Unit 9 Health Care 练习

Ⅰ. read the passage on Page 75 and fill in the blanks with one to three words.

The poverty and the poor health care of low-income families The government’s efforts to fight poverty and poor health care

Low-income families cannot afford to pay for 1________, that is to say, they cannot afford to 2 _____a doctor or 3______medicine. ⑤ The government encourages health care form and reduces poverty by designing a health care project which provides poor patients with treatment at 7____or less to help them get treated properly.

⑥ The Chinese government is working with other countries and international organizations to explore and develop a new 8_______ for China.

⑦ The government encourages people to 9_________ in order that other measures to fight poverty will work.

⑧ The government has vowed to stop the spread of AIDS by providing free 10_______

Low-income families cannot provide 4___ for their children.

Many low-income families cannot afford to 5_______.

Low-income families live on allowance 6____________.

Ⅱ.Choose the best answer.

1. Was it because he was ill ____he asked for leave?

A. and B that C that’s D so

2. He ____at mastering French.

A purposes B objects C aims D ends

3. It is not necessary to ____a dictionary whenever you meet with a new word.

A insult B consult C look up D turn for

4. Who is ______starting the bush fire?

A blame B to blame for C blamed D blame for

5. People often want to know what my job is. Often I ____ that question.

A ask B am asking C get asked D get asking

6. If you work hard, you’ll _____a good electronic engineer.

A have B make C turn D learn

7. He is indeed too fat but _____ that he is an excellent dancer.

A. in spite of B as well as C in addition to D owing to

8. If it hadn’t been for the doctor’s care, I wouldn’t _____to you now.

A speak B have spoken C be spoken D be speaking

9. --Who will _____ the farm when you are away?

-- Maybe my father, and maybe my mother. I don’t ______.

A care about, care B care for, care C care about , care for D take care of, care about

9. --I was very lucky, it was only a minor infection and it all ______in a week.

--Congratulations on your recovery.

A cleaned up B cleared up C took up D brought up

10. --Why not _____ till Monday?

--I can’t. I have got to hand it in tomorrow.

A take off B lay off C carry out D leave behind

11. -- I had a small room at the half cost yesterday.

-- That’s really a (n) ________! A sale B fee C allowance D bargain

12. You can’t take her promises _______. She never keeps her word.

A serious B seriously C obviously D curiously

13. Although the working mother is very busy, she still ____ a lot of time to children.

A. devotes B spends C offers D provides

14. --Do you know the time which he devotes ___English in a day reaches 10 hours?

--Yes. I know that the key to his success lies in his devotion to English study.

A to study B to studying C for studying D in studying

15. Mr. Smith used to smoke ____ but he has abandoned it.

A seriously B hardly C badly D heavily

16. It was _____ back home after the experiment.

A. not until midnight did he go C until midnight that he didn’t go

C not until midnight that he went D until midnight that he didn’t go

17. ____has recently been done to provide more buses for the people , a shortage of public vehicles remains a serious problem.

A. That B What C Despite what D Though what

18. These cases show that many complaints do not go _____by the managers of the store, mainly because not all customers report it.

A. recorded B recording C to be recorded D to have been recorded

Ⅱ. Translate the following passage into Chinese and pay attention to the underlined parts.

LiMing was a college student. His family was forced into poverty/fell into poverty. In the first place, his father, who was paid off/lost his job, took a bank loan to pay for their housing. To make matters worse/What’s worse/Worse still, his mother, who didn’t purchase medical insurance, was diagnosed with/came down with/suffered from deadly illness which was infected and couldn’t be cured/treated and he failed to apply for a small allowance again. His heavy school fees put more pressure on his family. He seemed to have no access/chance/opportunity to continue his further education. So he couldn’t help but/had got to quit going to college.

Ⅲ. Cloze test. Choose the best answer.

Two weeks later, the books arrived, 1 with a set of the complete works of Charles Dickens which I had not 2 . So I returned the Dickens books to you, with a 3 for fifteen pounds and fifty pence for the works of Shakespeare. Two more weeks passed. Then there 4 on my door step a second set of the works of Shakespeare, the same set of novels by Dickens and a six-book set of the plays of Moliere, in French. Since I do not read French, these were of no use to me at all. 5 , I could not afford to post all these books back to you, so I wrote to you at the end of August of last year, instructing you to come and 6 all the books that I did not want, and asking you not to send any other books until further 7 .

1. A. along B. coming C. sent D. together

2. A. ordered B. read C. wanted D. been fond of

3. A. letter B. note C. cheque D. price

4. A. came B. arrived C. were D. seemed

5. A. Therefore B. Unfortunately C. However D. Of course

6. A. gather B. take C. collect D. check

7. A. notice B. information C. letters D. print

篇7：人教版高三 unit 12 单元教案

Unit 12. Education

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

1. be similar to 与。。。相似

My teaching style is similar to that of most other teachers.

2. introduce 介绍，正式提交，实施

He introduced me to a Greek girl at the party.

The first lecture introduces students to the main topics of the course.

The company is introducing a new range of products this year.

The new law was introduced in 1991.

3. highly 与high 区别; close 与closely 区别

Do you see that butterfly flying high above the street?你是否看见那只蝴蝶在街道上方高高飞舞着？

The distinguished guests were highly praised.贵宾们受到了高度赞扬。

引申：Suddenly the door was ______and in came Mr. Wang.

A. open wide B. widely open C. wide opened D. open widely

（答案为C，由前面的suddenly可见，此句强调动作，故用被动语态，而不用形容词，wide与widely都有副词，但是意义不同，他们的区别好象deep/deeply，high/highly，close/closely）

4. It is reported that 据报道。。。

类似的句型还有：it is said/ believed/hoped/announced that …

5. make a commitment to do 承诺

Commitment n. 承诺；约定；约束责任；承担义务 , 献身，投入（常与to sb/sth连用）

a commitment to pay $50000 to Red Cross 承诺向红十字会提供50000美元

I've taken on too many commitments. 我承担的义务太多了。

He doesn't want to get married because he is afraid of any commitments. ”他不想结婚,因为他害怕承担任何责任。“

6. face 用法

face to face 面对面地

I rushed out of the office and found myself face-to-face with the boss. ”我冲出办公室,面对面地碰上了老板。“

The burglar turned the corner and found himself face to face with a policeman. 那窃贼转过墙角，面对面碰上一个警察。

in the face of 不顾；面对，在…前面

He succeeded in the face of great difficulties. 尽管有巨大的困难，但他成功了。

Be faced with 面临

I realized that Hamlet was faced with an entirely different problem. 我意识到Hamlet面临着完全不同的问题。

The state is now faced with the immediate question of raising new taxes. 国家面临紧迫的问题，收新税。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

7. to begin with （插入语）首先

类似词组有：to start with; to tell the truth; to be honest; to be frank; to make things worse

To begin with, what is an interior designer?

Although it had seemed a good reason, to begin with: no couple could afford to have children.

8. be skeptical of 怀疑

skeptical adj. ~ (about / of sth)

I am sceptical about his chances of winning. 我怀疑他取胜的可能性。

The public remain sceptical of these claims. 公众对这些说法仍持怀疑态度。

She looked highly sceptical.她一脸深表怀疑的神色。

9. attach importance to ….认为。。。很重要

~ importance, significance, value, weight, etc. (to sth)

I attach great importance to this research.

10. drop out 退学 1 退出，脱离2 退学，辍学

He has dropped out of active politics. 他已经不再积极参政了。

a word that has dropped out of the language 该语言中已经废弃的一个词。

She started a degree but dropped out after only a year. 她开始攻读工程学学位，但仅一年后就辍学了。

11. be willing /unwilling to do （不）愿意。（不）乐意

They keep a list of people (who are) willing to work nights. 他们有一份愿意夜间工作的人的名单。

I’m perfectly willing to discuss the problem.我十分乐意讨论这个问题。

They are unwilling to invest any more money in the project. 他们不愿再为这个项目投资。

She was unable, or unwilling, to give me any further details.她不能，或不愿意，向我提供进一步的细节。

12. mean 想要，意思是；

What did she mean by leaving so early (= why did she do it)?

Don’t laugh! I mean it (= I am serious).

I’m sorry I hurt you. I didn’t mean to.

You’re meant to (= you are supposed to) pay before you go in.

[常用被动] ~ sb for sth| ~ sb to be sth （想要某人成为，想要某人去做）

I was never meant for the army (= did not have the qualities needed to become a soldier). 我根本就不是块当兵的料。

Philip and Kim were meant for each other (= are very suitable as partners). Philip 和Kim真是天生的一对。

[vn to inf] His father meant him to be an engineer. 他父亲想让他当工程师。

She did everything to get the two of them together, but I guess it just wasn’t meant to be.她极力撮合他两个，但我觉得那根本不可能。

By all means可以，当然行，没问题

‘Do you mind if I have a look?’ ‘By all means.’借我看一眼行吗？当然可以。

by means of sth (formal) 借助。。。手段，依靠。。。方法。

: The load was lifted by means of a crane. 重物是用起重机吊起来的。

By no means 绝不，一点也不

She is by no means an inexperienced teacher. 她绝不是一个毫无经验的老师。

We haven’t won yet, not by any means. 我们离成功还远着呢。

By no means are these cases exceptional. 这些例子绝不是例外。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

13. distribute 分发，分配，分销，使散开，使分布；分散~ sth (to / among sb/sth)

The organization distributed food to the earthquake victims. 这个机构向地震灾民分发了食品和毯子。

The newspaper is distributed free. 这份报纸免费分发。

The money was distributed among schools in the area. 这笔款项是在本地区的学校中分配的。

Who distributes our products in the UK? 谁在英国分销我们的产品？

Make sure that your weight is evenly distributed. 注意让你的体重分布均匀。

14. result in （造成，导致）, result from （因。。发生，随。。。产生）

job losses resulting from changes in production 生产革新造成的失业。

When water levels rise, flooding results. 水位上升，就会发洪水。

The cyclone has resulted in many thousands of deaths. 飓风已经造成成千上万的人死亡。

[+ -ing] These policies resulted in many elderly people suffering hardship. 这些政策使许多老人和残疾人在困苦中挣扎。

15. spread out 分散伸展身体，摊开东西

There’s more room to spread out in first class. 头等舱宽敞些，伸得开腿。

Do you have to spread yourself out all over the sofa？你就非得躺下，把整个大沙发全占了才行吗？

The searchers spread out to cover the area faster. 搜索人员分散开来，好更快搜索这一地区。

16. as far as

as far as the eye can / could see 极目所尽

The bleak moorland stretched on all sides as far as the eye could see.荒凉的旷野向四面伸展开去，一望无际。

as far as I know | as far as I can re member, see, tell, etc. 就我所知道，尽我所记得的，依我看。

As far as we knew, there was no cause for concern. 就我们所知，没什么可担心的。

As far as I can see, you’ve done nothing wrong. 依我看，你没有做错任何事。

She lived in Chicago, as far as I can remember. 据我所记得的，她过去住在Chicago。

as / so far as sb/sth is concerned |就。。。而言

As far as I am concerned, you can do what you like.就我而言，你想干什么就干什么。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

17. available 可获得的，可找到的，有空的

Tickets are available free of charge from the school. 学校有免费票。

When will the information be made available? 何时才能了解到情况？

Further information is available on request. 详情备索。

This was the only room available. 这是唯一可用的房间。

We’ll send you a copy as soon as it becomes available. 一有货我们就会给你邮寄一本去。

Every available doctor was called to the scene.所有能找到的医生都备召集到了现场。

Will she be available this afternoon? 今天下午她有空吗？

18. rely on /upon 依赖；依靠

These days we rely heavily on computers to organize our work.

[+ -ing] The industry relies on the price of raw materials remaining low.

You can rely on me to keep your secret.

He can’t be relied on to tell the truth

19. adopt 收养，采用（方法）；采纳（建议，政策等）

All three teams adopted different approaches to the problem. 三个队处理这个问题的方法各不相同。

The council is expected to adopt the new policy at its next meeting.委员会有望在下次会议上正式通过这项新政策。

20. overcome 克服，战胜

She overcame injury to win the Olympic gold medal.

The two parties managed to overcome their differences on the issue.

In the final game Sweden easily overcame France

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

Integrating skills

1. have …in common

2. suggest 不用虚拟的用法

3. demonstrate 证明，论证，表达，显露，示范，演示，示威（常用搭配：demonstrate +that /wh--/to do）

Let me demonstrate to you some of the difficulties we are facing. 让我来向你说明一下我们面临的一些困难。

His sudden departure had demonstrated how unreliable he was. 他突然离去，这说明他多么不可靠。

The theories were demonstrated to be false. 这些理论已被证明是错误的。

We want to demonstrate our commitment to human rights.我们向表明我们对人权的信念。

Her job involves demonstrating new educational software. 她的工作包括演示新的教学软件。

students demonstrating against the war. 举行反战示威游行的学生。

4. category 类别，种类

Students over 25 fall into a different category. 25岁以上的学生属于另一类。

The results can be divided into three main categories. 结果可以分成3大类。

引申：categorize/se 将。。。分类，把。。加以分类

Participants were categorized according to age. 参加者按年龄和性别分组。

His latest work cannot be categorized as either a novel or an autobiography. 他的近作既不属于小说也不属于自传。

5. be active in 积极参加

She takes an active part in school life.

The parents were active in campaigning against cuts to the education budget.

6. approach vt./n. 接近，靠近，建议，要求，（待人接物或思考问题的）方法，方式，态度

We heard the sound of an approaching car / a car approaching。我们听见一辆车驶近的声音。

She approached the bank for a loan.她向银行要求贷款。

The school has decided to adopt a different approach to discipline. 学校决定采用另一种方式解决纪律问题。

She took the wrong approach in her dealings with them. 她用错误的手段和他们打交道。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

语法：

（一）本类词有hard，hardly；late，lately；most，mostly等等，这两种副词形式含义完全不同，所以，使用时不易引起混淆。

1.He works hard all day.他整天都在使劲地干活。

He hardly works at all.他很少干活。

2.You have come too late.你来得太晚了。

Have you see him lately?你最近见到过他吗？

3.The person who talks most is often the one who does least.说得最多的人常常干得最少。

The audience consisted mostly of women.观众大部分是女的。

4.The next flight dose not go direct to Tokyo; it goes byway of Shanghai.下趟航班不直飞东京，而是绕道上海。

He will be here directly.他马上就来。

5.The rider pulled his horse up short.骑手突然一下把马勒住。

Make a right turn shortly beyond the village. 村前不远处往右拐。

6.Please stand clear of the gate.请不要站在门前。

He stated his view-point clealy.他很清楚明白地阐述了自己的观点。

7.The exam was pretty difficult.这次考试相当难。

Her little girls are always prettily dressed.她的小女孩穿着总是很漂亮。

（二）这类词主要有wide，widely；close， closely ；high，highly等等，这两种副词形式不同，含义也有差别，但是没有第一类的区别明显，而且翻译成汉语时用词也很接近。所以使用时很容易混淆。这类词含义及用法上的主要特点是：不带-ly的副词表示具体的行为和动作，说明的动作或状况有可测量性和可见性；而以-ly结尾的同源副词所表达的常常是抽象性的行为和状况。这时，这些词大都具有”greatly“和”extremel y“的含义。试作如下比较：

1.Do you see that butterfly flying high above the street?你是否看见那只蝴蝶在街道上方高高飞舞着？

The distinguished guests were highly praised.贵宾们受到了高度赞扬。 2.He flung the door wide open.他猛地把门开得大大的。

We were widely different on many questions.我们在许多问题上分歧很大。

3.You will have to pay dear for that telescope.买那个望远镜你得付很高的价钱。

You will pay dearly for the insult. 对这样的侮辱你将付出高昂的代价。

4.She stood close against the wall.她紧挨着墙站着。

The police were watching him closely.警察在密切监视他。

5.The bird is now flying quite low.鸟儿现在飞得非常低。

He bowed lowly before the queen.他谦恭地给女王鞠了一躬。

6.They had to dig deep to reach water.他们挖得很深才挖到水。

You have offended him deeply.你冒犯他可不轻。

7.Grace is holding tight to Paul.格雷斯紧紧地搂抱着保罗。

The passengers were packed tightly in the train.火车车箱里挤满了乘客。

8.Mr. Cole tends to speak rather loud.科尔先生说话声音总是很大。

Mr. Cole boasted loudly of his power. 科尔先生大肆夸耀自己的权力。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

Teaching Crux: 1) SS’ explanation about the vocabulary and grammar

2) Teacher’s further explanation and supplement

Teaching materials & focuses:

（三）这类词主要有slow，slowly；quick，quickly等等异形同义词。当然，现代英语的语言规范性要求用以-ly 结尾的副词来修饰动词，但由于句子结构以及搭配的不同，使用时也具有不同的倾向性。在此，主要探讨一下在什么情况下常使用不带-ly的副词形式。同时，把第二类中一些适应于下列规则的词也包括进去。总的说来，倾向于使用不带-ly副词形式的情况大致有下列四种：

Ⅰ 用作比较级或最高级时：

1.Allen was walking quickly, but George was walking evenquicker.艾伦走得很快，但乔治走得更快。

2.The men were quarreling loudly, but the policemenshouted louder.那些人在大声争吵着，但是警察喊叫得更响。

3.The car went slower and slower until it came to a stand still.汽车走得越来越慢，最后停了下来。

4.Let's see who can run quickest.我们来看看谁跑得最快。

5.We must look closer at the problem. 我们必须更加仔细地查看这一问

题。 Ⅱ 有”so“或”too“修饰时：

1.It all happened so quick that I could do nothing. 这一切发生得如此之快以致于我手足无措无

法对付了。

2.It is impossible to overtake him; your car goes tooslow.不可能赶上他了，你的车太慢了。

3.Don't talk so loud; the child is in bed now.别这样大声说话，孩子已经睡了。

Ⅲ 用于修饰表示移动、天气等常用动词时：

1.Come quick; we are waiting for you. 快来，我们在等你。

2.Drive slow; this part of the road is dangerous.车开慢一点，这段路很危险。

3.The sun shines bright.阳光明媚。

4.When we left the shelter, the snow was falling thickand the wind was blowing cold.我们离开那棚屋时，正下着大雪，刮着寒风。

5.Business is going strong.生意兴隆。

Ⅳ 在固定词组中或当用于修饰它经常固定搭配的动词时：

1.Take it easy.不要紧张。

2.Stand firm and hold it tight.站稳抓牢。

3.He often plays high.他赌注常下得很大。

4.The secretary copied the rough draft of her manager outfair.秘书把经理那份粗潦的草稿很清楚地誊写出来。

5.They were drinking deep in the fort deep into the night.他们在城堡中痛饮到深夜。

通过观察，以上三类词中第一类较易区别、掌握和使用。对于后两类词，在判别使用哪一种副词形式时一般可以考虑以下几个原则：第一是具体性与抽象性的原则。在表示实实在在的物体活动、位置移动或具体可见的状况和变化时，常使用不带-ly的副词形式，如：climb high，live close by，open wide，sink deep，tu rn sharp right；反之，具有抽象含义的动词常用以-ly结尾的副词，如：think highly of，look closely into，love dearly等等。第二个原则就是常用固定搭配与灵活搭配的不同。在一些固定词组或经常搭配使用的词组中，不带-ly 的副词形式使用得很多，如aim high，run high，fight fair，goeasy with，drink de ep，sleep sound 等等。第三个原则是口语体与标准体的使用区别。如有人说”Speak loudly and clearly. “也有人说”Speak loud and clear.“对此情况难说谁对谁错，只能说前一种说法属于规范性语体；而后一种说法属于口语体。不带-ly 的简单形式是早期英语遗留下来的口语体形式。例如现在还有人说”I badneed t his sort of material.“就如G.O.寇姆在〈英语句法〉（Syntax）一书中说过的，带-ly 的副词是标准语或好的口语，但在松散的口语和大众语中人们仍然坚持使用没有-ly的简单形式。

根据以上原则，可以解释为什么可以说”Don't talk so loud. “但必须说 ”He protested／complained loudly。"Talk loud 是常用的搭配形式，而且talk一词的形象也比较具体；protest与complain 则是搭配性很强的词，还常常和许多别的副词灵活搭配，如publicly，sharply，secretly等等。另外，这两个词比tal k更具感情色彩，所以也就更具抽象性。

篇8：人教版初中英语第二册16单元说课稿

教材分析： 16单元是第二册的第二个单元，也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的，同时教学生，如何用情态动词“Can”和“May”来表达许可和可能。在第二册上学期的课本中，学生已经学到了一些关于“问路和指路”的知识，而且他们也知道一部分关于许可的表达，比如“May I come in？”“Can I borrow your pen？”“May I speak to Ann，please？”等等。所以在这个时候对学生在这方面的知识进行扩展和巩固就显得水到渠成。而且在学生们的现实生活中，培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读材料。63课则是关于“May”和“Can”的语法点。64课则是对于整个单元的巩固，它包括听、说、读、写四个方面的落实和一篇阅读短文。我认为这个单元的教学目标应该是：认知： 1、学生能够使用下列单词：kind，lady，library，cross，reach，corner，church，café，fix，lab，suddenly，history，key 2、学生能够使用下列表达： Turn left日right at the …crossing. Go on unit you reach… You can’t miss it. On one’s way to, first of all, be /get lost , wait for 能力和技能： 1、学生能够根据所给地图或街道说明一些地点的具体位置。 2、学生可以用不同的方式问路。 3、学生可以用“Can”和“May”表达许可和可能。情感和态度 1、让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习。 2、让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。学习策略： 1、学生应学会用不同的方式表达同一件事，学会用英语去思考问题，即用想象力表达自己的观点。 2、学生应该在英语学习中学会使用brainstorming 文化知识： 1、教学生真诚待人，助人为乐。 2、教学生如何设身处地为他人看想。关于这个单元有两处难点： 1、如何准确自如地用这么多表达方式来问路和说明。 2、如何用Can和根据教材和学生因素的特点，我将采用下列教学方法和手段： 1、交际法和情景法教学为了激励学生在课堂上积极交谈，我将一些设计真实的情景来激发学生的兴趣，这些师生和学习互相之间的交流重心就放在了语言的意义上，与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行创造性思维的能力。 2、以学生为中心和任务型教学。需要注意的是学生作为独立的学习者，老师作为一个引路者，组织者，领导者，有时候会是一个团体，其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以及采访和调查。在我们教案设计中，我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系，在此过程中，前一个活动的成功成为后一个活动顺利进行的前提。教学步骤：在61课中，首先我用节奏游戏来复习一些公共场所的名称。学生一边拍手一边就工作和工作地点展开问和答，例如：hospital，police station，school，past office，bus station等等。然后我会把写有这些地点名称的厚卡纸放在学生的课桌上，让学生就此谈论每个公共场所的位置：in front of，next to，beside，on the night / left，between… and…，outside 等等。我将以这种方式呈现新单词和表达方式：我告诉学生这个星期天我有很多事情要做。下面是清单： 1)send some postcards 2) borrow some books 3) drink coffee with my friends 4) buy some VCDs 5) go to my friend’s wedding 让学生回答我要做以上事情将要去的场所。在适当的时候，我会向学生出示咖啡馆，碟屋和教堂的照片。然后将61课的地图出示在屏幕上，问他们如何到这些地方去，教他们使用下列表达“Go across the bridge”，“Go up this road to the end”，“Go on until you reach the end”，“Turn right at the second crossing”。让学生参考表格里写出的表达方式练习如何到达以上地点之后，让学生四至六个人一组，讨论出一次性做完以上事情的最佳路径。接着便是学生将学到的新知识运用到他们的真实生活中去。我会把我们本地的地图挂出来，让学生说明去一些地方（汽车站，图书馆，长城，宾馆和银行）的路径，其他人则猜他/ 她将到哪儿去。在这一课时，我会设计一个信息差的任务。每对学生中的两个人将会得到两张不同的地图（同学A的是完整的，而同学B则不完整）。让他们通过彼此问答来完成B同学手中的地图。当然前提是不许看对方的地图。最后一个任务是创造性的。我让学生想象以后他们居住的地方，并在纸上绘出一张地图。根据这个地图，其他人就如何去他/她家展开问答。 62课是一个短剧，所以我会让学生看影碟模仿而不是单纯听磁带。在常规阅读步骤之后，为了让学生对于整编文章有一个大致的了解，我会让学生填写下列表格。What did Liu Mei do to help the woman?

篇9：人教版高三英语5-8单元教案[全套]

Unit 5 Getting the message

Reading:

Look at the pictures on page37 and fill in the chart

Items

Ad 1

Ad 2

Ad 3

The products they persuade you to buy

Advanced electronic roducts

Shampoo

Soft drinks

How to persuade

By using abstract design, slogan and pictures

By using wonderful pictures ,slogan and realistic products

By using wonderful pictures, slogan and products

The message each ad gives

High quality,

Help customers to succeed

Create beauty,bring happiness and love to customers

Help athletes to refresh themselves.

How is the information conveyed

Pictures, slogan, spokesman

Products,slogan, pictures

Pictures,slogan, products

Words related to advertising

advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to

Pre-reading

Collect advantages and disadvantages of advertisements from the students

Advantages Disadvantages

Provide information Mislead customers

Increase sales Give false or incorrect information

Make the public aware of social problem Raise the price of products

…

1.the first form of advertising : in Greece and Egypt around 1500 B.C.

2.the first printed advertisement: in London 1477

3.the first commercials on radio: about 1920

4.the first commercial on TV: after World War 2

Reading Find out the main idea for each paragraph

Pa1: Ads are found almost everywhere

Pa2: People react to advertisements in different ways.

Pa3: The basic principle of advertisements is to influence customers’ choices.

Pa4: Ads help companies and customers n a variety of ways.

Pa5: the most important function of advertising is to introduce new products.

Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.

Pa7: Customers should be careful of illegal ads.

Pa8: Customers should learn to protect themselves from false ads and make smart choices.

Answer the following questions

Fast reading

1.What is people’s reaction to ads.? P2

2.What is the basic principle of advertising? P3

3.What is the most important function of ads? P5

4.what’s the advantage of good ads? P8

Careful reading

1.Why is advertising popular?

2.How does advertising help consumers and companies?

3.What is the basic principle behind advertisements?

4.Why do advertisers often have to work hard to attract people’s attention?

5.What is a “bait-and-switch” a?

6.How can we protect ourselves from misleading ads?

Choose the best answers:

1.The word “advertising” means to make a product known to . D

A managers through broadcast B leaders by radios

C firms by printed notices D people in various ways.

2.One advantage of advertising is that it helps . A

A increase product sales B make a product more expensive

C increase production D reduce the costs of a product

3.Advertising is a highly developed . B

A information B industry C trade D science

4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B

A followed up B gone hand in hand C gone behind D taken place

5. The best chance to reach customers is to . C

A sell them the product B sell them what money can not buy: love, happiness and success.

C appeal to their emotions D reduce the price of the products.

6．The development of media has gone hand hand the development of advertising. C

A. by; by B. by; with C. in; with D. in; by

8.People react to advertisements in different ways.Because . 答案：A

A. ads are useful and entertaining to some people while annoying to others

B. ads are useful and entertaining C. ads are annoying

D.ads are not only useful and entertaining but annoying

9.When we buy an expensive product, can help us make the right decision. 答案：B

A. sellers B. ads C. our friends D. defenders

10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D

A. all ads are used to promote a product or to increase a company’s profits

B. few ads are used to promote a product or to increase a company’s profits

C. no ads are used to promote a product or to increase a company’s profits

D. all ads are not used to promote a product or to increase a company’s profits

11.In order not to become easy target for ad makers, we must . 答案：A

A. distinguish between fiction and facts B. watch TV more often

C. believe all the ads D. never believe any ads

12.The best chance to reach customers for the advertisers is to . 答案：A

A. appeal to their emotions B. make interesting pictures

C. give customers proper prices D. send messages to customers

13.Paragraph 4 is mainly about . 答案：C

A. ads must increase the production B. ads must reduce the price of the production

C. ads must help companies and customers D. ads must make a product more expensive

14.Which sentence tells us the main idea of Paragraph 5? 答案：C

A. The most important function of advertising is to introduce the prices of the products.

B. The most important function of advertising is to introduce the types of the products.

C. The most important function of advertising is to introduce new products.

D. The most important function of advertising is to introduce the company where the products come from.

15.Why is advertising popular? 答案：C

A. Because ads are found in newspapers. B. Because ads are found on the Internet.

C. Because ads are found on TV. D. Because ads are found everywhere.

16.We can infer from the last sentence of the text that . 答案：C

A. we must learn to believe ads B. we must learn to accept ads

C. we must learn to analyse ads D. we must learn to accuse ads

T or F

1.People react to advertisements in different ways.( )

2.The basic principle of advertising is fairly difficult.( )

3.Since an increase in sales means an increase in production, the price may be increased, too. ( )

4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )

5.Perhaps the most important function of advertising is to increase a company’s profits. ( )

6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )

7.All ads are not used to promote a product or to increase a company’s profits.( )

Difficult sentences

1.The development of radio ,television and other media has gone hand in hand with the development.

2.Customers see so many ads every day that advertisers must work hard to get their message across.

3.The best chance to reach customers is to appeal to their emotions.

4.First of all ,we should always keep an eye out for “hidden information”.

Integrating skills

Fill in the blanks for the revision

Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.

People react to ads in different ways. Some think ads are useful and help consumers

make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.

Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware

of their social problems and policies.

Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.

II Lead-in

1 what product do they persuade you to buy?

2 what information about product can you get?

3 How is the information conveyed?

4 What are the skills of making good ads?

III Reading

1 How do the ad-makers create a positive image of the product they are promoting?

2 How do ad-makers choose a name for the product?

3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?

4 How are the ads presented ?

How to create a positive image of the product

Choose the words and brand names --- tell the consumer about the advantages of the product ---choose a funny name（use a well-known word--- choose names from old stories--- invent a new word ）

A good slogan（ should be catchy --- easy to remember --- convey a message）

Ads are started with a puzzle or question And presented in a humorous way

1.in order to 为的是;目的在于

2.take …into consideration 考虑某事物

3.compare…with… 把……与……比较(对比)

4.complain about 对某人与某物抱怨

5.in charge of… 负责;处于控制或支配的地位

6.hand in hand 手拉手;密切关联的

7.with the develop of 随着……发展

8.on the other hand 另一方面

9.get… across 传播或为人理解

10.instead of 代替(后面接名词代词动名词或介词短语)

11.appeal to 呼吁;上诉;投合(兴趣或心愿)

12.armed with用…… 做准备;备有

13.make sb. aware of 使人明白;觉察;意识到

14.keep an eye out for 留心或注意到某人或某事物

15.protect…from… 防护而不受

16.at the right time 在恰当的时候

17.point out to (向某人)指出;使注意

18.make sense 有意义;有道理;讲得通

19.accuse…of… 指责;控告

20.attach to 系;贴;固定;附着

21 differ from 不同于

22 attach to/connect with 附着/联想

23 attach importance to 给予重视

24 start with 以开始

25 with the purpose of 以为目的

26 point out 指出

27 refer to 指/参考

28 think twice 慎重考虑

Unit 6

Reading

Read the text then answer some questions.

1 When did we decide to move to another place? 1845,10

2 How long did the journey last? About a year

3 What is our first destination? India Greek in Kansas

4 Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

Listening

Listen to the tape carefully then do these exercises.

Post-reading

Exercise1. True or False

1 We traveled alone. (F with many other families)

6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)

( )7 When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

1.The reason why my father wanted to go to California is that . 答案：C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in . 答案：A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert? 答案：B

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D

A Because the landscape was dry and barren. B. Because water was salty and not drinkable.

C. Because their water supply was so low. D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B

A.2 500 B.500 C.90 D.45

6.Why didn’t the author stay behind with the children and wait for help? A

A. Because that meant he/she would die.

B. Because he/she knew that children were tiresome.

C. Because he/she knew that there was a wagon waiting for him/her.

D. Because he/she felt he/she could get a prize by his/her father.

7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C

A. Because they were tired and weak. B. Because they had no burden.

C. Because they must have smelt the water. D. Because they went back to their home.

8.How long did the author spend finishing the journey? 答案：A

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.From the text, we can infer . 答案：D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

10.The best title of the text is . 答案：B

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

Questions:

1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.

2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?

We had to travel long without water or grass for the animals to eat. It was hard.

3 What can you learn from this reading passage? What impresses you most?

1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.

2)The courage of the people impresses me most.

1.believe in 信任;信耐

2.stand for 代表;代替

3.adapt to 适宜

4.lose heart 灰心;泄气

5.be cast away (被)抛弃

6.give up 放弃

7.less than 少于;不足

8.set off for 开始(旅程;赛跑);出发

9.move on 继续前进

10.take the way 出发;首途

11.lose one’s way 迷路

12.hang out 伸出

13.in desperate need of 在极度需要的(时候)

14.on our feet=on foot 步行

15.be accustomed to doing sth. (通常用于被动语态)习惯于

16.suffer from 患病;遭受……之苦

17.hurry on to (with) 赶紧办理;急急忙忙地去做某事

18.stop to do sth. 停下来去做某事

19.start doing sth. 开始做某事

20.go on all fours 用四肢

21.(at)the edge of of (在)……边缘

22.stare at 瞪视; 凝视

23.come to an end 结束;终止

24.a race against time 与时间赛跑

25.save…from 挽救……免于

26.take up to 占用(时间;空间)

27.at stake 在危险中;关系重大

28.risk one’s life to 冒险去做某事

29.apply…to… 运用;应用

30.add up (两个或两个以上的数量或量)加起来

31.take it easy 别紧张;放松点

32.keep up 维持;保持;使某事处于高水平

33.common sense 常识;情理

34.leave behind 忘带;留下

35. live through sth. 经历某事物而幸存

36.tie up 系;拴;捆

37.go for 为……去;努力获取

Unit 7

Step one . Answer the following questions.

1.When does the story happen ?

2.Who is Ebenezer Scrooge ? Which word is he always to comment everything ?

3.Who is Bob Cratchit ? What does he want to do ?

4.What does the gentleman want to do ? Has he Promised ? What happened to Scrooge ?

Step2.Judge the following sentences True or false

1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T

2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F

3. Scrooge was invited by his niece and he accepted happily. F

4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T

5. Scrooge didn’t want to give the poor any money because he was poor himself. F

6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F

Step three : Fill in the blanks according the passage

It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus

Integrating Skills

Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.

Find out something about the firs scene

Place:_ The place where Scrooge live once lived

The time when Scrooge was young.

Time: Young scrooge and his girlfriend

The girl wanted to be separated from Scrooge

Characters: Scrooge cared nothing except money

Event: He felt very uneasy.

In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .

1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. 2. In the dream Tiny was ill but his father couldn’t afford the medicine for him.

3. These things really happened to the Cratchits. F

4. On seeing the scene Scrooge wanted to change his life.

5. Scrooge ordered a big Christmas tree for the cratchits’. F

Scene 3

From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D

A. Satisfied B. Interested C. Angry D. Surprised

He hadn’t expected that Scrooge would be so generous

Choose the best answers

1.Christmas is traditionally celebrated on . 答案：B

A. December 24 B. December 25 C. December 30 D. December 31

2.Which of the following is not true according to the dialogue? 答案：A

A. The business is now owned by Scrooge and his partner, Marley.

B. Marley died on December 24th.

C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.

D .Many thousands of people don’t have enough money to keep themselves warm.

3.Ebenezer Scrooge is . 答案：D

A. a warm-hearted boss B. a lazy kind boss

C. a hospitable boss D. a greedy ungenerous boss

4.According to the dialogue,which of the following sentences is right? 答案：C

A. Nothing happened when the clock struck one.

B. Scrooge’s eyes were wet because he had a cold.

C. The girl who used to love Scrooge has married another man.

D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.

5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D

A.有技巧的 B.心情不好的 C.普通的 D.吝啬的

6.From the dialogue, we can infer . 答案：C

A. Fred helps Scrooge become a helpful man

B. everyone does wish Ebenzer Scrooge a merry Christmas

C. Ebenzer scrooge corrects his mistakes and makes a fresh start

D. Scrooge’s partner, Marley died at Christmas

7.The main factor that makes Mr Scrooge change his mind is that . 答案：A

A. he feels afraid the bad thing will happen to him in the future

B. he regrets what he did in the past

C. he is moved by what Santa Claus says

D. he loses his fortune and becomes a poor man himself

8.What can’t be concluded from the passage? 答案：D

A. People usually have turkey for Christmas.

B. The place they live in is cold in winter.

C. Bob is quite astonished Scrooge’s generousness.

D. All the poor people can enjoy a merry Christmas now.

9.According to Fred,Christmas is the day of the year when people . 答案：D

A. think of the past and look forward to the future

B. put valuable things in their pockets

C. have dinner together

D. show kindness to people and help others

10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D

A. there are plenty of prisons in the world B. he is poor himself

C. the union work houses can help the poor

D. he only cares about his own business and never shows kindness to others

Phrases

1.care for 喜爱；照顾

2.in the race to do sth. 在做某事的竞赛中

3.put on 穿上

4.so far 至此

5.in want of 需要

6.at this festive season of the year 在一年中喜庆的季节

7.close up （尤指暂时）关闭；使靠近

8.leave alone 不管；随…去

9.toast to 干杯

10.date back to 追溯到（过去的某个时间）

11.on the contrary 相反

12.have an eye for 关注；能判断；能欣赏

Unit 8

Fast reading

1 What is the most puzzling question in learning our mother tongue?

2 If we develop our study skills and way of learning, is learning foreign language twice as hard or as easy?

Careful reading

Tell the sentences true or false

1 Although experts don’t agree each other, they all share a common opinion :Life is a very successful language school. T

2 We study our mother tongue all day long for about 5 years before we master it. But we only spend a few hours a week and in a few years’ time we can speak a foreign language. T

3.Successful language learners usually step away from the academic challenges. F

4The less anxious and more relaxed the learner, the worse their language acquisition.F

Choose the best answers

1.Most children have mastered their mother tongue . 答案：C

A. at the age of five B. by the age of eight C. before they are five D. since they were five

2.Successful language learners do share the following characteristics except . 答案：A

A. the ability to memorize the words B. an interest in understanding their own thinking

C. willingness to take chances D. confidence in their ability

3.The best option for the exchange students is . 答案：A

A. living with local people B. living in the dormitory

C. choosing exchange programmes at various academic levels at a reasonable cost

D. making friends with the other students

4.The disadvantage of studying abroad is . 答案：B

A. language and culture B. cost and safety C. custom and culture D. exchange programme

5.Visiting students do the following things except . 答案：C

A. staying in the host family’s house B. eating in the host family’s house

C. becoming a member of the family D. keeping in touch with the host family afterwards

6.Before going out to study in a foreign country,you should not . 答案：C

A. care much about the money that may cost you B. collect as much information as possible

C. plan a long course to study D. discuss every detail with your family

7.The sentence “Life is a very successful language school” means . 答案：B

A. we are equipped with a special ability to learn language

B. the key to learn the language well is to communicate with the people around us

C. parents can give children language lessons

D. people can learn the language by themselves

8.What makes it easier to study abroad nowadays? 答案：D

A. The cost has become reasonable. B. There are programmes for all levels.

C. Students can find “home-stay” service and live with the host family.

D. All the above.

9.The greatest value of an exchange student studying abroad is . 答案：C

A. to learn the language B. to widen one’s views and understand the culture of other country

C. to get better idea of yourself and your own culture D. to learn to be independent of oneself

10.What’s the purpose of writing this article? 答案：C

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills.

D. In fact,the number of people learning a foreign language has increased with years.

Decide which language ( mother tongue or foreign language) each of the sentences below

A We learn quite fast.

B We are not taught but learn anyway. M

C Some people think that we are born with an ability to learn this. M

D We can learn faster if we develop study skills.

E Most people have mastered this by the age of five. M

F We learn this in a special place where we can get help.

G It takes longer to learn this. M

H We Learn this by communicating with others. M

Main idea of each paragragh .

1. The environmental factor of learning mother tongue.

2. Different opinions of language experts.

3. The difference between learning mother and learning a foreign language.

4. The characteristics of successful language learners.

5.Different learning ways of successful language learners

6. The importance of the purpose of learning.

The purpose of writing the passage to tell us that learning a foreign language does not have to be twice as hard as learning our mother tongue.

Integrating Skills

What is the best way to learn a language ? Why ?

I think the best way to do this is to go to a country where the language is spoken.

We can use the language at any places at any time . It’s good for language learning.

2. Is it possible for you to study abroad ? Yes, it is.

3. What should you do before you go abroad?

We should find out as much as possible about different programmes, including the cost and length of our stay.

4. Can you list the advantages and the disadvantages of studying abroad ?

Advantages of studying abroad

1). become fluent in the new language

2). make friends with people from different background.

3). Understand another culture

4). broaden your horizons and improve your understanding of the world

5). learn about yourself and what your culture is really like

6). learn to depend on yourself

Disadvantages of studying abroad

1). Some of them may fall behind in their studies when studying abroad.

2).They may not be able to take classes at the same level as at home.

3). Parents worry about the safety of their children and may also be concerned about the cost.

Choose the main idea of each paragraph

Para. 1 It is possible for a student of any level to study a foreign language in a country where the language is spoken.

Para. 2 Advantages of studying abroad.

Para. 3 disadvantages of studying abroad.

Para.4 What should you do in order studying abroad ?

Phrases

1.make progress 前进；进步

2.make sense of 弄懂…的意思

3.in other words 换句话说；换言之

4.take risks/a risk 冒险

5.experiment with 进行试验；进行实验

6.piles of 一大堆；一大批；一大团

7.knock down 击倒；撞倒

8.that is to say 也就是说

9.fall behind 落后

10.be different from 与…不同

11.communicate with 与…联系；与…交流

12.distinguish…from… 把与区别开来

13.adjust to 调整；调节；使适合；使便于使用

14.in the process 在进行；经过；在…过程中

15.in common （团体）共同的；公有的

16.make mistakes 犯错误

17.make friends with 与…交朋友

18.take (an active ) part in （积极）参加

19.take patience to 有耐心去做….

篇10：人教版高三 Unit 11 整个单元教案

Unit 11 key to success

Teaching aims and demands:

1. Get the Ss to read the two passages , knowing something about the key to success and improving their reading ability.

2. Get the Ss to know some important words ,phrases and sentences.

Teaching difficult points:

phrases: stick with through thick and thin for the sake of attach to

live up to sty hands-on …

sentences:

1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.

2. Each offers gifts and processes that complement the others, contributing in a unique way to the qualitative functioning of the whole, whether the ‘whole’ is a team, a class, a family or a society. …

Time allocations: 3 periods

Period 1 Reading

Step I lead in

T: I want to move this desk to the 4th floor. But I can’t do it by myself. Who can help me? ( a student comes) we two did this job together. and what we can call the job?

-----it is team work.

T: where else do we need team work?

-----football, basketball, rugby, working…

Step 2 fast-reading what is team work? ( Para. 2)

Step 3 careful- reading

what kinds of team do the writer write? try to compare them.

Rugby team Project team

Similarities team work: individual people brought together, common goal , has a clear role, cooperate

Differences 1. made up of a certain number

2. goal---to win a match

3. members have different skills

4. coach

5. atmosphere

6. members should respect, help and support each other 1. members: people of different personalities and abilities (Para. 7)

2. take into account how each individual member works best

Step 4. summary ask students to divide the passage into 3 parts.

part 1: Para 1-2 general introduction of team work

part 2: Para 3-6 sports teams ( rugby teams)

part 3: Para 7-10 project teams

Step 5. further understanding

Para. 1: 1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that. 特别是在学校里,有时我们感觉好象是为了团体活动而组织团体活动。

Para. 3: 2. It is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.

Para. 6: 3. As with sports teams, group work can …when group members respect…, while the work division…at the right level in the role that is …

Para. 7: 4. 整个段落用了三种不同的表达方式表达类似的意思

people who… people…are the ones… some are…

Step 5. record after teaching

Period 2 language points

Warming up:

1. stick with继续支持; 保持联系; 和……在一起

Stick with me, the best is to come.

Stick with him until you get out of the crowd.

2. through thick and thin不顾艰难; 同甘共苦; 祸福与共

She remained/ sticked with her husband through thick and thin.

3. pull out of out of

1) 丧失, 放弃

His family are living a poor life for his father has been out of work for months.

2) 超出…之外 My watch is out of order.

拓展 out of kindness/joy/shame/friendship/pity

out of water out of danger/date/order out of one’s reach

Reading Para. 1

4. what if…?

常用来引导问句, 表示 “倘若…将怎么样? 即使…又有什么要紧?

what if he doesn’t come?

What if they don’t agree with us?

5. for the sake of 由于; 为了…的利益; 看在某人的份上

for one’s/sth’s sake 为了…, 看在…的份上

He bought a house in the country for the sake of his wife’s health.

For goodness’ sake, will you stop that noise?

It is entirely for your own sake that I am speaking.

Para. 4 6. attach to

1) attach sth. to sth. 将某物系在另一物上将某物与另一物相联系

Attached (to this letter) you will find…

Do you attach any importance to what he said?

你认为他说的话重要吗？

Para. 6 7. division n. 分割；划分；分配；分歧；除（法）；部门

They couldn’t agree upon the division of their family farm.

division of labour a sharp division of opinion

a division of the company

Thirty divided by three is a simple division.

Para. 7 8. keep an eye on照料；照管；密切注意

Keep an eye on the stove in case the coffee boils.

Please keep an eye on my clothes while I’m swimming in the river.

Para. 8 9. take into account= take account of

I’d his reputation with other farmers and business people in the community, and then make a decision about whether or not to approve a loan.

A. take into account B. account for C. make up for D. make out

Para 9 10. embarrass vt. 使尴尬；使为难；使窘迫（常用被动）

He is embarrassed with debts.

I am just embarrassed what to say.

embarrassing adj. 令人为难的 embarrassment n.

be/feel embarrassed

integrating skills

Para. 2 11. congratulate congratulation(s) 复数，表叹词：恭喜

1) congratulate sb. on/upon (doing) sth

congratulate sb. on one’s marriage/ new job/ good exam results

2) congratulate oneself on/upon (doing) sth认为自己幸运或成功

You can congratulate yourself on having done a good job.

12. As the years went by

13. put the money to good use.

Para. 3 14.tend to

I tend to go to bed earlier during the winter.

Women tend to live longer than men.

15. live up to sth依照某事物行事；表现出符合某事物的标准

fail to live up to his parents’ expectations

16. shame 羞耻，惭愧

What a shame!遗憾的事，可惜 shameful可耻的 shameless不要脸的

ashamed羞耻，惭愧 I’m ashamed to do sty 不好意思做某事

Para 7 17. hands-on: practical亲身实践的，实习的

have hands-on experience

18. accommodate sth to sth 适应，迁就，迎合

Period 3 Ticket to Success

Step 1 Lead in

Most of us are studying here aimed at going to universities. Is it the only way to succeed?

Step 2 Fast reading

Q1: Li yonghong made two important decisions in her life. What are they? (Para.1、2)

1. Left school and took a one-year training course to become a hairdresser.

2. Learnt how to do make-up.

Step 3 careful reading

Q2: In order to become successful, what must you do? ( Para. 4、5、6)

1. explore your talents and get to know yourself so as to find out where your real interests lie.

2. follow what feels right.

3. we must make the most of our special talents and interests.

Q3: What are the different learning styles:( Para. 7)

1. schools and universities

2. to try, experiment and find their way through hands-on experience

Step 4 Summary and explain some language points.

difficult sentence: Each offers gifts and processes that complement the others, contributing in a unique way to the qualitative functioning of the whole, whether the ‘whole’ is a team, a class, a family or a society.每一种个性都有其才能和做事方法，对于其他个性有互补作用，以一种独特的方式提高整体运作的质量，不管这个‘整体’是一个团队、一个班级、一个家庭还是一个社会。

篇11：人教版高一第16单元优秀教案说课

Unit 16 Scientists at work

浙江省宁波市鄞州正始中学王勇

一. 教学背景分析

1．学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

2. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

二．教学目标分析

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三. 教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四. 教学重点与难点

重点

（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

（3）.能继续运用各种阅读微技能进行有效的阅读，同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。

（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。

2．难点

（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。

（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）.如何能使议论性作文表达的更加完整与流畅。

（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（4）贯彻“教中学，学中用”策略，真正使学生学以致用。

六. 教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.

2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, we are going to talk something about the subjects you are learning.

Q1: How many subjects are you learning now?

Q2: What are the subjects in which you learn science? Is it easy for you to learn them?

1). Group work

Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.

2). Class work

Enjoy some pictures about the facilities in labs and students doing experiments in labs.

Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?

Step2 Pre-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.

Step 3 Listening

1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.

2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.

3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.

DOS DON’TS

Follow / teacher’s /instructions Don’t come into / without …

Be careful about / when… Don’t touch… / unless…

Always listen carefully to… Don’t throw… / unless…

Clean…away and leave …clean and neat Don’t forget to…

You should tie…up Never put / nose directly into…

Remember that… Never put /fingers into/ and taste…

Make sure that…

Step 4 Post-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.

3). Group work

Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.

Homework:

Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.

Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.

Period 2 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch a video about the successful launch of ShenZhou V manned space flight in China.

Nowadays, more and more new inventions and discoveries are made all over the world.

2). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.

Advantages Disadvantages

It’s good for… It is too expensive

It can help… It is dangerous to…

It is important for… It is unnecessary to..

It brings people… Some people will use it for…

It doesn’t pollute… It is bad / or harmful for…

Step 3 While speaking

1). Group work

Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.

2). Pair work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?

Divide the whole class into two groups to have a debate and see which group will perform better.

2). Imagination

If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?

Homework:

Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.

Compute

A compute is a machine. A computer is interesting.

A machine is useful. I can study a computer.

I can use it.

Who made it? Humans being made it.

I am a human being. am warm. I am wise.

I have empathies for animals and people.

I conductor a computer. A computer does not conductor me.

Task 2 Find out one interesting story about some famous scientists and retell it in your own words.

Period 3 & 4 Reading

Learning Aims

To get to know something about the story of famous scientists.

Enable students to understand the given material better using different reading skills.

To have a better understanding about the importance of experiments in science.

Learning Procedures

Step 1 Warming up

Daily report: Share your poems with the other students.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

Physics chemistry medicine biology

2). Group work

A match competition. Match Column B with Column A correctly.

Column A Column B

Alexander Bell the Theory of Relativity

Thomas Edison the first telephone

Wright Brothers the electric lamp

Madame Curie black holes in Universe

Heinrich Dreser electricity

Franklin the first plane

Steven Hawking the Theory of Gravity

Elbert Einstein Radium

Isaac Newton aspirin

3) Class work

Q1. Is it easy for the scientists to make these inventions and discoveries?

Q2. How could they succeed in their research?

It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Listen with the questions below:

(1). Why did Franklin do this experiment?

(2). Was the experiment successful?

(3). What were needed when it was being done?

(4). How many steps were mentioned?

(5). What should be paid great attentions to when it was being done?

Step 3 Acting

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

2). Class work

Listen to some sentences to judge whether they are true or false.

(1). In 1752 scientists already knew what electricity is.

(2). Franklin was helped by a friend to do the experiment.

(3). Franklin made the kite of silk because wet silk does not conduct electricity.

(4). A condenser was used in the experiment to store electricity.

(5). The key tied to the string was put into the door to stop the kite from flying away.

(6). The experiment can be done at any time.

(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

Discuss the following questions in groups:

(1). Why did Franklin do his experiment with a kite?

(2). Why the kite made of silk is better than the one made of paper?

(3). Is it dangerous for Franklin to do the experiment? Why do think so?

(4). What can you learn from the experiment and also Franklin?

Step 6 Oral practice

1). Individual work

After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.

2). Class work

During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.

Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.

Step 7 Watching, reading and thinking

1). Class work

The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.

Q: Does the mixture taste good? Why do you have a different taste from mine?

2). Individual work

Read the passage titled “Look carefully and Learn” to find out the reason.

Q 1: What do you learn after you read such a story?

Q 2: Do you think what is the most important when you are doing an experiment in the lab?

Q 3: If you want to be a scientist, what do you think are the most important qualities?

Homework:

Read the following passage with the questions below.

Flossie Wong-Staal

An interview with Emilio Alvarez and Ann Crystal Angeles

Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).

Emilio: How did you decide that you wanted to become scientist?

Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.

Emilio: What was your high school like?

Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.

Anne Crystal: Would you explain your research?

Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.

Anne Crystal: Do you always enjoy your job in the laboratory?

Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.

Anne Crystal: What would you tell students who would like to become research scientists?

Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !

1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.

Look back over the reading to find the following information:

(1). Where Wong-Staal was born: (2). What she is studying in her research:

(3). What she was the first person to do:

(4). This article is primarily about______________.

A. the scientist Wong- Staal B. making an AIDS vaccine

C. preventing the spread of disease

(5). Which question is NOT answered in the reading?

What college did Wong- Staal attend B. What type of biology did she specialize in

Where does she work now

(6). You can infer that Wong- Staal

A. didn’t want to become a scientist B. is happy she becomes a research scientist

C. plans to retire soon

Write about the following two questions in your journal.

(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?

(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show a tongue twister to students:

If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?

Practise the tongue twister for some times and see who can say it correctly and fast.

Q: Do all “doctors” in this sentence have the same meaning?

Conclusion: The meaning of the same word varies in different sentences and so does the gender.

Step 2 Reading and thinking

1). Pair work

Read the following sentences to distinguish the different meanings of the same word.

How much do you charge for repairing my CD player?

The frightened animal charged into the toy shop.

It usually takes one hour to get my call phone fully charged.

The man was charged for being irresponsible for the job in the court.

We gave her the charge of the house when we were away for holiday.

What is the charge for using the hall?

The guide conducted the tourists around the museum.

How well does this material conduct electricity or heat?

The concert on this Saturday evening will be conducted by a world famous conductor.

The teacher scolded him because of his bad conduct.

The manager conducted the business carefully.

He was surprise to see so many crosses marked in his Maths homework.

This fruit is a cross between an apple an d appear.

The river was too deep to cross.

The two main roads cross in the center of the town.

He crossed his name off the list.

2). Group work

Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.

Step 3 Imagination

Group work

Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.

Step 4 Compound words

Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:

Blackboard is compounded with two words:

Part 1= a kind of deep color Part 2= a piece of thin wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.

Part 1= part of the body used when we talk Part 2= a round thing to play with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skin

Part 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have a competition about word guessing and see which team can give the most wonderful performance.

Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.

Step 5 Post-learning

Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.

Homework:

Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.

Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.

Period 6 Integrating skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.

Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?)

(2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out.

(3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.

(4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.

(2). Individual work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?

Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.

Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then Write down your answers to the questions listed in the form one by one.

Why are animals used in the experiments?

Are you on which side of them?

Which views do you agree with? Why?

Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future?

(4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.

(5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

比较说明常用词语：

similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…

对比说明常用词语：

nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…

举例常用词语：

for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….

表示总结的常用词语：

in a word, generally speaking, in my opinion, to sum up, on the whole ,

Homework:

Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.

Task 2. Fill in the assessment form below:

Self-assessment

Learner log for unit 16 Class Name No:

In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?

1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable

Skills Comfort level

Talk about science and scientists 1 2 3 4 General assessment

Learn how to give instructions 1 2 3 4

Study some rules of word formation 1 2 3 4

Use new words and expressions 1 2 3 4

Learn to write an argumentative essay 1 2 3 4

Reflection

What is the most important thing you have learned in this unit?

What do you think you did best in this unit?

What do you find the most difficult in this unit?

Where do you see the best improvement?

Where do you need to work hard?

Group assessment

姓名

小组发言次数

全班发言次数

提出问题个数

解决问题个数

查找资料个数

与人合作次数

总体评价

篇12：第六单元教案16课时

第六单元教案（16课时）

26.三峡目标定向： 1、朗读课文，落实字词，疏通文意，熟读成诵。 2、品析课文，展开想像，领略三峡雄奇险拔、清幽秀丽的景色。 3、揣摩课文，品味语言，感受作品创设的意境。 4、在诵读中深入体味作者对三峡独特美的赞赏之情。教学重点：课文诵读，文意疏通，语言品味，感受体验。教学时间：二课时学习准备：熟读课文，了解大意，扫清文字障碍。查找有关三峡的资料或图片，查找作者郦道元的有关资料。教学过程：第一课时一、入境生趣：欣赏三峡风光，感受引读。同学们，下面我们一起来欣赏长江三峡的视频：同学们，我们看了长江三峡的美景，你有什么感受呢？是啊，美丽的三峡吸引了多少人为之而摧眉折腰，古往今来，无数文人墨客，挥毫泼墨尽情描绘，也写不尽长江的俊美。而北魏著名地理学家、散文家郦道元就以其精妙的笔法揭开了三峡神秘的面纱，下面就让我们随着作者郦道元的笔端，去游一游那雄伟壮丽的长江三峡吧。（板书课题及作者）作者简介：郦道元，字善长，北魏道元好学，历览奇书，撰注《水经》四十卷，《本志》十三篇。二、自学生疑：熟读成诵，积累理解。 1、读一读： ①教师范读古文，学生按要求在书中画出难读的字词来。 ②学生学读古文，结合书下注释把语句读通顺，注意文中停顿： ③学生放声朗读，体会感受赞美之情。 2、译一译：学生圈点勾画，试译短文。 a略无阙处(毫无) b重岩叠嶂(高耸险峻如屏障的山峰) c夏水襄陵(漫上) d不见曦月(阳光) e或王命急宣(有时) f虽乘奔御风(这里指飞奔的马) g不以疾也(认为，觉得) h绝周谳多生怪柏(险峻的山崖或山峰) i素湍绿潭(急流的水) j飞漱其间(冲刷) k良多趣味(很) 1．属引凄异(连续；延长) m．沿溯阻绝(顺流而下；逆流而上) n．林寒涧肃(寂静) 3、背一背：在疏通文意的基础上试着背诵课文。 4、说一说：读完课文后，同学们还有哪些不明白的地方，可以提出来交流。三、学习释疑：合作探究，品析美景。 1、同学们，三峡很美，哪你觉得三峡美在哪里呢？你能用“三峡的____ 美，你看 ”的句式说一说吗？例：三峡的山美，你看，七百里三峡，两岸都是连绵的高山，几乎没有中断的地方，重重的悬崖，层层的峭壁，遮蔽天空，挡住阳光。山――奇险水――急流回旋夏――急猛水―一春冬――清幽秋――凄凉 2、这样美的三峡，作者仅用150余字就描绘得如此传神入化，其语言之美，其笔法之妙，实在不能不令人称奇。下面请同学们来说说文章哪些地方写得美，写得妙。（可从语言、结构、描写的角度等方面着手）例：课文的描写手法美，正面描写了“两岸连山，略无阙处；重岩叠嶂，隐天蔽日。” 写出了两岸连山，群峰对峙的雄姿。同时又从“自非亭午夜分不见曦月”这一句侧面烘托了三峡峰峦绵延，隐天蔽日的山势。四、点难拨疑，拓展延伸。 1、联想体验：同学们，下面我们来展开想像，感受心中的三峡美景，并用我们自己的话来描述一下。 2、比较拓展： ①同学们，小学里我们一定学过《早发白帝城》这首诗吧。下面让我们一起来背诵一下吧。《早发白帝城》与《三峡》都描绘了三峡风光，前者是诗，后者是游记散文，那你能找出诗句中与课文相对应的、写相同景致的句子吗。文章的`第二段与这首诗的一、二、四句相印证，都表现了夏天三峡水流速度极快；文章第四段与诗的第三句相对应，都是写连续不断的猿鸣；文章第一段则与诗中的“万重山”相应 ②同学们，三峡工程正在实施中，有人认为这将会破坏三峡的美，请你谈谈自己的看法。五、教后反思，总结存储。作者先写三峡的整体风貌，然后抓住了三峡最有特点的时间――夏天，春冬，晴初霜旦，高峻的山峰，汹涌的江流，清澈的碧水，飞悬的瀑布，哀转的猿鸣，悲凉的渔歌，三峡的奇异景象，被描绘得淋漓尽致；加点的词，把景物的神韵生动地表现了出来。写出了三峡独特的美――奔放美、清悠美和凄婉美。六、布置作业： ①背诵翻译课文。 ②做好《语文配套练习册》 ③尝试写一篇游记散文。第二课时一、检查课文背诵：自三峡七百里中，两岸连山，略无阙处。重岩叠嶂，隐天蔽日，自非亭午夜分，不见曦月。至于夏水襄陵，沿溯阻绝。或王命急宣，有时朝发白帝，暮到江陵，其间千二百里，虽乘奔御风，不以疾也。春冬之时，则素湍绿潭，回清倒影。绝t多生怪柏，悬泉瀑布，飞漱其间，清荣峻茂，良多趣味。每至晴初霜旦，林寒涧肃，常有高猿长啸，属引凄异，空谷传响，哀转久绝。故渔者歌曰：“巴东三峡巫峡长，猿鸣三声泪沾裳。” 二、提问文学常识 1、本文作者是郦道元，他是我国北魏杰出的地理学家、散文家。他所著的《水经注》是我国古代最全面、最系统的综合性地理著作，文笔绚烂，语言清丽。 2、三峡包括瞿塘峡、巫峡、西陵峡。三、语音略无阙处（quē）重岩叠嶂（zhàng）不见曦月（xī）沿溯阻绝（sù）素湍绿潭（tuān）绝t多生怪柏（yǎn）飞漱其间（shù）属引凄异（zhǔ）四、通假字 1、略无阙处（阙通缺）五、古今异义词 1、或王命急宣（古义：有时今义：常用于选择复句的关联词） 2、至于夏水襄陵（古义：一个动词“到”和一个介词“于” 今义：常连在一起，表示另提一事）六、词类活用 1、虽乘奔御风，不以疾也（动词用作名词，奔驰的快马） 2、林寒涧肃（寒：形容词用作动词，清凉）（肃：形容词用作动词，寂静） 3、空谷传响（名词作状语，在空荡的山谷里）七、一词多义 1绝 *沿溯阻绝（隔绝） *哀转久绝（消失） 2、自 *自三峡七百里中（从、由） *自非亭午夜分（如果）八、重点词语解释 1、至于夏水襄陵（襄：漫上） 2、或王命急宣（或：有时） 3、则素湍绿潭（素：白色）（湍：急流或急流的水） 4、良多趣味（良：很） 5、属引凄异（属：连接） 6、不见曦月（曦：阳光或日光）九、特殊句式十、朗读节奏 1、巴东/三峡/巫峡长，猿鸣/三声/泪沾裳十一、理解性默写 1、文中侧面写山之高的句子是：自非亭午夜分，不见曦月。 2、文中侧面写出夏日江流湍急的句子是：或王命急宣，有时朝发白帝，暮到江陵，其间千二百里，虽乘奔御风，不以疾也。 3、写三峡全景的句子是：两岸连山，略无阙处。重岩叠嶂，隐天蔽日 4、写两岸连山的句子是：两岸连山，略无阙处。 5、写山高的句子是：重岩叠嶂，隐天蔽日 6、由三峡水流汹涌湍急联想到李白的诗歌是：《早发白帝城》 7、作者写了春冬之时八种景物的特点和给予作者的感受是：清荣峻茂，良多趣味。 8、写三峡景物一般特色的句子是：每至晴初霜旦，林寒涧肃 9、三峡夏季江水的特点是：夏水襄陵，沿溯阻绝。虽乘奔御风，不以疾也 10、从视觉角度写两岸连山的句子是：自三峡七百里中，两岸连山，略无阙处。重岩叠嶂，隐天蔽日，自非亭午夜分，不见曦月。 11、描写夏季三峡景色的句子是：至于夏水襄陵，沿溯阻绝。或王命急宣，有时朝发白帝，暮到江陵，其间千二百里，虽乘奔御风，不以疾也。 12、描写三峡春冬之景的句子是：春冬之时，则素湍绿潭，回清倒影。绝t多生怪柏，悬泉瀑布，飞漱其间，清荣峻茂，良多趣味。 13、描写三峡秋季景色的句子是：每至晴初霜旦，林寒涧肃，常有高猿长啸，属引凄异，空谷传响，哀转久绝。故渔者歌曰：巴东三峡巫峡长，猿鸣三声泪沾裳。 14、文章写三峡春冬景色时，既描写了素湍绿潭，回清倒影的静景，也描写了悬泉瀑布，飞漱其间的动景，动静结合，相得益彰。十二、重点语句翻译 1、虽乘奔御风，不以疾也。 *即使骑上飞奔的马驾着轻风，（仍然）不认为快。 2、素湍绿潭，回清倒影 *白色的激流回旋着清波，碧绿的深潭倒映着各种景物的影子。 3、绝t多生怪柏 4、清荣峻茂，良多趣味水清树荣，山高草盛，实在是有很多趣味。 5、两岸连山，略无阙处 *峡谷的两岸都是相连的高山，没有中断的地方。 6、重岩叠嶂，隐天蔽日 *重叠的山岩和屏障似的山峰遮住了天日。 7、自非亭午夜分，不见曦月 *如果不是正午和子夜时分，就看不见太阳和月亮。十三、课文内容理解 1、本文写春冬之景，用素、绿、清、影四字突出其特点。写秋季景色，用寒、肃、凄、哀四字将景物的神韵生动地表现出来。 2、结合文章内容，用一句话概括三峡的景色特点：雄奇险峻，清幽秀丽。 3、文末以渔歌作结有什么作用？ *进一步突出三峡秋天的凄异。 4、本文的中心是：描写三峡的雄伟山势和四季景色。 5、作者先写夏季景色的目的是：首先展现长江奔腾的气势和蓬勃的活力。 6、为什么后写秋天？ *目的在于让读者感受三峡寒静肃穆、似含秋思的风致。 7、合写春冬的目的在于：展现风平浪静时节三峡的山光水色、清幽宜人的景物特点。 8、作者描写了春冬之时的八种景物是素湍、绿潭、回清、倒影、绝t、怪柏、悬泉、瀑布。 9、作者写三峡秋景什么最突出：猿啸 10、本文写凄异哀转的猿声的目的是：使哀愁和悲秋融为一体。 11、渔歌使用的修辞方法是引用，其作用是强调、渲染了三峡秋天的凄凉、悲愁。 12、对文章赏析有误的一项是（A） A、文章按照春夏秋冬的顺序写三峡之水，突出了其不同季节的特点。 B、文章使用了大量极富表现力的骈散句，语言清新俊逸。 C、文章第二段关于三峡江水的描写与李白的“朝辞白帝彩云间，千里江陵一日还”有异曲同工之妙。 D、文章布局自然，先写山，后写水，突出了三峡山高水险的特点。 13、从全文看，第4段中引用渔者歌谣的作用是什么？ *进一步突出三峡山高水长的特点，同时渲染三峡秋天萧瑟凄清的气氛。 14、本文写景的特点是：

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