Book 2 Unit 5 Music 说课稿 (新课标版高二英语选修六教案教学设计)
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篇1：Book 2 Unit 5 Music 说课稿 (新课标版高二英语选修六教案教学设计)
Book 2 Unit 5 Music 说课稿
Teaching arrangement
1st Period ------ New words & Warming-up
2nd Period ------Reading
3rd &4th Period ------Language study
5th Period ------Grammar
6th Period ------Using language
7th Period ------ Writing
8th Period ------ Revision
Period 1 New words &Warming up
Teaching important point:
Learn the new words of this unit and Warming up
Teaching procedures:
Step 1 Learn New Words &Expressions of this unit
Step 2 Warming up
1.Questions:
Do you like music?
Can you list some kinds of music?
What kind of music do you like best?
Then enjoy some different kinds of music in Warming up and match the music with the right picture.
2.Discussion: What kind of music do you like best? Why?
What can this kind of music do for you?
Step 3 Listening (Page 69)
1. Listen for the first time and do Ex3 on P69.
2. Listen again and finish Ex 2 on P69.
Step 4 Homework
1. Remember new words
2. Preview the reading text
3. Finish Part 1 of 22nd EW.
Period 2 Reading
Teaching important point:
Enable Ss to understand the text and learn about the history of a music band.
Teaching procedures:
Step 1 Leading in
Talking about the questions in Pre-reading
Step 2 Reading
1. First reading
Read the text to find the basic information about The Monkees.
Who The Monkees
What to do Played and sang music
When to break up In 1970
When to reunite In the middle 1980s
Achievements Very popular and sold many records
2. Second reading
Read Para 1 together.
Read Para 2 to answer the questions:
1) Why do most musicians form a band with others?
2) How do they always start and develop their band?
3) What is their dream as a band?
And then sum up the main idea of the Para 2 to finish Ex 2 on P35.
Read Para 3&4 to fill in the blanks.
1.The Monkees is made of a band of four _________, who _____________each other as well as played music. It began as a ______.
2.Their performances were humorous enough to be copied by other groups.
3.After a year _____ in which they became more serious about their work, The Monkees started to play and sing their ___________.
4.The band ________ in about 1970, but _________in the mid-1980s.
And finish the rest of Ex 2 on P35.
Step 3. Post-reading
Do the Ex1 on P35.
Discuss in groups to finish Ex 3 on P 35.
Step 4. Summary and Homework
1. Finish Reading Task of EW 22nd.
2. Find the difficult sentences in the text and prepare for the Language study.
Period 3&4 Language study
Teaching important points:
Learn the key words & expressions in the text
Teaching procedures:
Step 1 Review the text and check the homework
Step 2 Difficult sentences in the text
Step 3 Language points
1. pretend vt. 假装，装作
pretend sth. She pretended sickness.
pretend to do sth She pretended not to see us.
pretend to be doing sth. She pretended to be doing her homework when I opened the door.
pretend to have done sth. She pretended to have seen that movie.
pretend that + clause She pretended that she had seen that movie.
Ex：我们假扮加勒比海盗吧！
当他妈妈进来的时候他假装在睡觉。
Let’s pretend to be the pirates of Caribbean!
He pretended to be sleeping when his mother came in.
2. honest adj. 诚实的，正直的，老实的 honesty n.
常用词组：
1) To be honest, I don't like him very much. How about you?
2）Honestly(speaking), I think it is ugly.
3) He is very honest in business.
4) be honest with sb 对某人说实话
Ex：我希望你对我说实话。
I hope you are honest with me.
3.attach vt&vi 系上，缚上，附加，连接
1）attach importance to ….. 重视……; 认为…..有重要意义
We should attach great importance to the coming final exam.
2) attach sth (to sth) 把….附在….上
Can you attach a picture of you to the letter?
3)attach oneself to….参加…
Would you like to attach yourself to the concert tonight?
4) attach to sthsb 与…有关联
He attached to the event.
4.form v. 形成，发展成, 组成
The rocks were formed more than 4000 million years ago.
We should form good habits when we are young.
Twelve colleges form this university.
n. 形状，形式，表格
When you sign up , you need to fill in this form.
Different countries have different forms of government.
常用词组：in form 在形式上
in the form of 呈现。。。的形状，以。。。的形式
take the form of 采取。。。的方式
form the habit of 形成。。。的习惯
Ex：那条河在这两个国家之间形成一条自然边界。
The river forms a natural boundary between the two countries.
5．passers-by n.过路人
此类复合词均为可数名词，其复数构成原则：
（1）有中心名词的在名词后面加s（2）没有中心名词的在词尾加s
如： lookers-on, grown-ups, sisters-in-law, go-betweens
6 . earn vt.
a) 挣钱
Being a professor, he earns $ 100,000 a year.
b)获得（应得的事物），博得
His bad manners earned him a poor fame.
短语：earn one’s living=make one’s living 谋生
Ex：她通过在酒吧唱歌而谋生。
She earns her living by singing in bar.
7. extra adj. 比预期的要多的，额外的，特别的
The exciting football match went into extra time.
adv. 额外地，非常地
It is exciting to find such an extra beautiful house here.
Ex： 她说她不需要额外的帮助。
She said she didn’t need extra help.
8. perform v. a) 表演，演出
Tom and his band performed music by Mozart.
b)履行，执行（某事，某职责，任务）
The doctor performed an operation to save the girl's life.
performance. n. 表演，表现，演出
Come and see her performance in the new band.
His performance in class is not good.
Ex： 我们被要求一学年表演两台戏剧。
她因表现出色获得金牌。
We are asked to perform two plays each school year.
She won the gold medal for her excellent performance.
9. play a joke on/play jokes on sb 戏弄某人，跟某人开玩笑
You mustn't play a joke on the disabled people.
常用短语： make a joke of: 拿。。。开玩笑
It’s no joke. 不是闹着玩的。
You must be joking. 你在开玩笑吧。
类似短语： play tricks on=play a trick on 捉弄某人，戏弄某人
make fun of 取笑。。。
laugh at 嘲笑
Ex：我只是开玩笑罢了。
她说那话让我觉得她是在开我们的玩笑。
I was just joking.
When she said that, I thought she was playing a joke on me.
10．rely on 信赖，依靠，信任
As children, we relied entirely on our parents.
We can not rely on him to tell us the truth.
11.get/be familiar with 对……变得熟悉/感到熟悉
be familiar to sb
He is familiar to us, but he is not familiar with us.
12．or so 大约….左右，通常放在数量词之后
The baby usually sleeps an hour or so after breakfast.
There are 30 people or so in the classroom.
13. break up: 解散，结束，散去,分手
The crowd started to break up when the night fell.
It seems that the good weather is going to break up.
He lost his job and broke up with his girlfriend.
Policemen broke up the fighting crowd.
Step 4 Exercise
Ex 1,2,3 on P36.
HW：Finish Part 2 of EW 22nd.
Do Ex 2 on P70.
Preview the Grammar to finish Ex 1 on P37.
Period 5 Grammar
Teaching important point:
The attributive clause led by prep+relative pronoun
Teaching procedures:
Step 1 Find the 5 sentences in the text using prep+whom/which attributive clauses.
Step 2 Review the attributive clause Ss learned before.
Step 3 Prep+relative pronoun
1. 关系副词可由介词加关系代词取代 （介词可置于从句中，也可置于关系代词之前，介词之后不能用who和that）
Does anyone know the reason why/for which he is late?
I can well remember the time when/at which you left us.
I’ve hidden the ball in a place where/at which nobody can find it.
2. 介词的选择要观前顾后：观前即与先行词搭配，顾后指介词与从句谓语动词搭配
Can you give me the box in which there are books?
He is the teacher from which I learnt a lot.
3. 当定语从句谓语动词为动词短语时，介词不可分开而提前
You’re the very man whom I’ m looking for
4. 表示部分与整体时，the+n/adj/比较级，最高级/n%+of which/whom
He plans lots of trees, the highest of which is 50 metres tall.
There are 60 students in our class, 2/3 of whom are girls.
He has earned a lot of books, most of which are novels.
Step 4 Exercise
Finish Ex 2&3 on P37
Finish Ex 1&2 on P 71.
Step 5 Summary and Homework
Finish Part 3 of EW 22nd.
Preview Using language on P38.
Period 6 Using language
Teaching important point:
Understand the story of Freddy and learn some key words and expressions
Teaching procedures:
Step 1 Listening
Do the listening part and finish Ex 2,3,4 on P38
Step 2 Reading
Read the text and answer the following questions
1) Where did they go and what did they do after being famous?
2) What’s the result of the TV show？
3) How did they try to avoid the trouble? Did they take effect?
4) What did they do at last?
Step 3 Language study
1. sensitive adj.
be sensitive to/about 对…敏感
Old people need special care in winter, as they are sensitive to the change of weather.
Step 4 Summary and Homework
Period 7 Writing
Teaching important point: To Learn more about the sporting robot
Teaching procedures:
Step 1 Dictation
Step 2 Writing
1) 写作情景：
音乐是我们日常生活中重要的一部分。请根据下表所给的提示写一篇有关音乐的作文。
古代音乐 形式 没有书面形式，只有背诵，口传
内容 与乡村生活，季节，动物和，爱与悲伤等有关
原因 没有媒体，如收音机，电视，电脑等
现代音乐 形式 流行音乐
原因 多媒体普及家庭，工作等场所
趋势 越来越多的电子音乐
我的观点 听音乐能够减压，是我最喜欢的放松方式。
注意：
内容必须包括表内的信息，行文连贯通顺；
Sample writing:
Old music was never written down at first and performers had to learn hundreds of songs by heart. This was at a time without radio, TV or cinema and many of the country people could neither read nor write. Listening to live music was one way to get information as these songs were generally about country life, the seasons, animals and plants, about love and sadness in people’s lives.
Now popular music is in fashion and almost without exception, many teenagers are extremely fond of popular songs. As people now have enough media in their house or working place, it is much easier to have chances to listen to music, which makes it a trend that more and more music will be electronic music.
Listening to music is a wonderful way to reduce pressure as it washes away from the soul the dust of everyday life. Of all the things that make me happy, music is what I like best.
Step4 Homework
Finish the composition after class.
Period 8 Revision
Review the whole unit.
篇2：新课标 Book 6 unit 1 Art(新课标版高二英语选修六教案教学设计)
Teaching plan
I. 单元教学目标：
1． Talk about art and galleries
2． Talk about likes and preferences
3． Learn words in families
4． Use the subjunctive mood
5． Writer a letter to give suggestion
II. 目标语言
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
III. 教材分析。
本单元一ART 为主题，主要介绍了西方绘画监视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。
3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排
Ist period reading
2nd period language point
3rd period grammar
4th period listening and talking
5th period using language
6th period speaking and writing
分课时教案
The first period reading
Teaching Aims:
Help the students to talk about the short history of Western painting.
Difficulty and importance
Enable the students to talk about their opinions about different styles of Western art.
Teaching methods:
Skimming and Scanning ;individual, pair or group work; discussion.
Teaching aids
A computer and a projector, a recorder, and some famous paintings.
Teaching Procedures
StepⅠ Warming Up
1. Show some paintings to students to put forward the topic ---paintings
2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.
3. Match some new words in column A with the correct English meanings in Column B.
A B
b. abstract
c .existence
d. detailed
e. religious
f .traditional
Step II : reading
1. scanning :
Read the passage as quickly as you can to find out the answers to the questions on the screen
1What were the artists interested in from 5th to 15th century AD?
2How did Masaccio paint his paintings?
3Why did the impressionists have to paint quickly?
2. careful reading
deal with exe.2 on page 3
do five questions to check students understanding.
go through the passage and analyze the characters of each period.
Now that we have learned the passage , an you tell me :what is the writing style of the passage?
How about its writing characteristic?
StepⅦ Homework
1Underline the time expressions in the reading passage.
2Retell the passage with the help of the chart about the text.
3Disscuss the questions in Ex 3 on page 3.
The 2nd period
Teaching Aims: words and expressions
Difficulty and importance: new words
Teaching methods:
Teaching aids
A computer and a projector
Teaching Procedures & ways
StepⅠ
Art is influenced by the way of life and beliefs of the people.
艺术受人们生活方式和信仰的影响。
He is interested in the beliefs of the Christian Church.
He has lost his belief in god.
The story of his miseries is beyond belief.
1我们有相同的政治信仰。
We share the same ______ _________
2我非常信任医生。
I have_______ _______ in doctors.
Consequently, this text will describe only a few of the main styles.
因此，本文仅介绍其中主要的几种风格。
The bank refused to help the company; consequently, it went bankrupt.
She overslept and, consequently, she was late.
consequently adv. =as a result ,therefore
adj. consequent
It rained that day and___ the baseball game was called off.
(however, still, consequently, so)
A. As a result of her mother’s illness, she left school.
B. Her mother became ill; ______________ she left school.
During the Middle Ages, the main aim of the painters was to represent religious themes.
中世纪，画家们的主要目的是表达宗教主题。
aim
take aim at 瞄准
Ex.
1这些措施旨在削减政府的开支。
These measures are ______ _______ government costs.
2他没有瞄准就开枪。
He fired _______ _________.
3他的人生没有目标。
He has________ ___________ in life。
In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。
value n .价值观
v.重视，估价
价值观pl. values to be of value 有价值
1他的意见没有价值。
His opinions are_____________________
2她重视你的忠告。
She ___________________________
3那幅画被估计为一万美元。
The painting was ____________________ $ 10 000.
People became focused more on humans and less on religion.
人们变得多关心人，少关心宗教。
Focus your attention on your work.
focus on sth. focus sth on sth.
focus on 集中精力，注意力 =concentrate on
focus on无宾语时，focus on
Ex.
We must focus on this question.
We must _________________ this question.
他的目光集中在她身上。
His eyes __________________ her.
focus on 聚焦于，使…成为兴趣的焦点
我要把镜头对准那儿的一群重要人物。
所有的目光都集中到他的身上。
They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。
possession n.
1私有财产 [c]
2占有，拥有 [u]
sb in possession of 某人拥有某物
sth in the possession of 为某人拥有
When her father died, she came into possession of a large fortune.
The people had to gather up their few possessions and escape to the hills.
1那幢房子为我所有。
The house is_____________________________
2他已经失去全部财产。
He has lost______________________________.
When people first saw his paintings ,they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。
他使我确信他的真诚。
He convinced me of his sincerity.
你的错误使我确信你没有学习功课。
Your mistakes convinced me that you hadn’t study your lesson.
convince vt. 使确信
convince sb. of sth convince sb. that
be convinced of sth be convinced that
1我们说服她搭火车去。
We__________ her_____________ by train.
2她试图使我们相信她的清白。
She tried to ______________her innocence.
attempt vt. =try
attempt to do/doing=try to do /doing
attempt
The third period
Teaching aims:
Help the students to use the subjunctive mood correctly in different situations.
Difficulty and importance
Enable the students to use the correct form o f of the subjunctive mood
Teaching methods:
Summarizing, comparative method; practicing activities
Teaching aids
A computer and a projector
Teaching Procedures
StepⅠ Presentation
1. explain what is subjunctive mood.
Step II
Divide the subjunctive mood into several situation: uses in condition clause, in object clause,
In each part it will:
first Let students to make sentences in a certain situation: if you won the lottery what would you do?
second show some pictures to let students make sentences with subjunctive mood.
Third do some exercises.
Step III
Explain some mistakes easy made.
StepⅣ Consolidation
Ex.1----4 in using structures on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
StepⅤ Homework
Prepare for the Listening and Talking on page 41
The fourth period listening
P7 P41 P44
Task1
Do some listening practice on page 7,
StepⅠ Listening
Listen and answer the questions in Exercise1&2
Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.
StepⅡ Discussion
So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41
Look at some sentences structures :
I ’d prefer…
I ’d rather…
I’d like…
Which would you prefer…?
I really prefer…
Would you rather…?
Would you like…or
Sample dialogue 1
S1: Who are your favorite Chinese artists?
S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.
S1: Would you like any western artists?
S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension
Sample dialogue 2
S1: Which style would you prefer, two –dimensional or three-dimensional?
S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.
S1: I’d rather like three dimensional style. I like pottery very much
Sample dialogue 3
S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?
S2: I enjoy paper cutting very much. The crafts use simple materials.
S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.
Task 2:
Do some listening practice on page 44.Keys
1 What about visiting some art galleries?
3There’s even a section on Chinese art .I’d like to see that.
4 Well, the Frick Collection is quite small, and it has a beautiful garden.
5 Oh no. It’s too big and crowded.
6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.
7 Metropolitan stays open until 8:45 on Friday evenings.
7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...
2 Listen again and then answer the questions.
P41
3 book 1vase
4wall hanging 2paints and brushes
P41 2
1Xiao Wei. 2It was too expensive.
3Mrs Hang would probably have known What to get Mr Wang.
4At first he liked the book but later he thought the wall hanging would be the best.
5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.
P44 Listening task
1 discuss :In what period do you think they were?
2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.
3 5 2
6 1 4
Learn new words pottery陶器
Buddhism 佛教 Architecture 建筑
Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法
Answer key for Ex.2
15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century
6 20th century
Key for Ex 4
1Painted pottery.
2Religious theme, organized system of drawing focused on the use of brush strokes.
3The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.
4Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.
5& 6
Painters have become influenced by Western art, both abstract and realistic art painted.
The 5th period using language
具体见课件
The 6th period speaking and writing
Teaching Aims:
Help and Enable the students learn how to talk about environment.
Help the students learn how to write a letter asking for permission.
Difficulty and importance
Teach the students learn how to write a letter asking for permission
Teaching methods:
Fast reading; careful reading; discussion
Teaching aids
A computer a projector, and a recorder
Teaching Procedures & ways
StepⅠ Reading Task
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
Fast reading
1Why do they become worried?
2What do they hope the headmaster to do for their project?
Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Just write down some key words
Use words or phrases
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
2___________________________
3___________________________
Work will be done by :___________________
StepⅡ Speaking task
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
StepⅢ Writing task
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
A sample letter:
Dear Mr. Wang,
As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a
chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.
First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.
Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.
Finally, we can also protect ourselves against polluted water. We should take
measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.
We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.
Yours sincerely,
Liu Wei
篇3：Unit 5 the power of nature5个课时的教案(新课标版高二英语选修六教案教学设计)
1. Teaching aims of this unit
Talk about problems and benefits caused by volcanoes; carter lakes; cyclones and floods.
Talk about the ways to express emotions
Learn to use the -ing form
Describe a natural disaster.
2. Sentence patterns:
Emotions:
I’m looking forward to…
You’ve done a good job.
Don’t worry.
How wonderful.
3. The –ing form:
Tell the difference between doing and having done
The first period Warming up
Step I Leading in
1. Let the students list what they know about the nature disasters.
2. Introduce some famous natural disasters.
Step ⅡWarming –up
Ask the students to talk about the following questions:
① Have you ever seen a volcano in the flesh? If you have, share your experiences with your classmates and teachers?
② Do you like exploring volcanoes? Are you afraid the dangers you may face?
③ Do you know what a volcanologist do and how important his or her job is ?
Step Ⅲ Pre- reading
Discuss in groups of four
1. Do you like working outside as well as inside?
2. Do you enjoy traveling to unusual places?
3. Do you like adventure in your life?
Step Ⅳ Learning the new words
1. Read aloud the new words by themselves.
2. Read aloud the new words after the tape.
3. Read aloud the new words all together.
Step Assignment
1. Collect as much information about natural disasters as possible.
2. Recite the first 20 new words.
The second period Reading
Step ⅠRevision
1. Greetings.
2. Review the new words of this part.
Step II Warming up
Do you know any natural disasters ?
1. Please work with your partners and make a list of natural disasters which you have known.
2. What do you know about volcano?
3. Do you know how a volcano erupts?
Step III Reading
1. Skimming
1) What kind of things a volcanologist might do.
2) What is the volcanologist wearing when getting close to the crater?
2. Scanning
1) Why is a volcanologist’s job important?
2) Where is Mount Kilauea?
3) Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?
4) What caused the writer’s bedroom to become as bright as day even though it was night?
5) Why did the scientists have to get close to the volcano after it began erupting?
6) Why was it difficult for the writer to walk towards the edge of the crater?
7) What does the writer find impressive about volcanoes even after studying them for 20 years?
3. Intensive reading
Find out the main idea of the passage:
Part 1(Pa 1-2) What is the writer’s job and the importance of his job?
Part 2(Pa 3-4) The writer’s experience of watching the volcano eruption
Part 3(Pa 5) The reasons why the writer is enthusiastic about his job?
4. Creative group discussion:
1） Having learnt a little more about the work of a volcanologist, do you think it is an occupation you would enjoy? Discuss your reasons with others in your class.
2) If you could meet the writer of the passage, what kind of questions would you ask? Discuss with others in your class.
Step Ⅲ Assignment
1. Page 35 ~~36 Learning about language
2. Page 70 Ex 1
The third period Learning about language
Step Ⅰ Greeting and Revision
( Ask some students to retell the text we learned .)
StepⅡ. Practicing the useful words and expressions
1. Read the new words.
2. Check the answers to Learning about language and Page 70 Ex 1. Explain in details if the students have any difficulties.
3. Finish all the exercises in Section one of 《中华一题》。
Step Ⅲ Useful Structures
1. Study the two examples in Ex 4 on Page 36, help the students find out the difference between the doing and having done.
2. Finish the other exercises in Ex 4 on Page 36~37.
3. Quiz:
1). _____ the championship, he was awarded a million dollars.
A. Won B. Winning C. Having won D. Being won
2) ______ only book knowledge, you will not be able to work well.
A. Had B. Have C. Having D. To have
3) I saw a lot of children playing in the garden most of them _____ girls.
A. are B. being C. were D. having
4) The old man could not sleep at night, his wrongs _____ him no peace.
A. gave B. give C. being giving D. giving
5) The decision _____, what is to be done now is how to carry it out.
A. made B. has been made C. having being made D. being made
Step Ⅳ Summing up and homework
1. After checking the answers to the Quiz, ask the students to give examples tell about differences between the doing and having done.
2. Homework
1) Page 37 Ex 5 (1)~~(5 )
2) Section II of 《中华一题》。
The fourth period Listening
Step Ⅰ Revision
Enable the students to know how to get the key words to understand the conversation
Step Ⅱ Warming up
1. What’s the topic of this unit?
2. Would you like to know something more about volcanologists>?
3. This class we will listen to something about volcanologists and first look through the four questions in listening part to find out the listening points.
Step Ⅲ Listening
Play the tape for three times:
For the first time, ask the students finish Ex 1.
For the second time, ask the students finish Ex 2.
For the third time, ask the students finish Ex 3
Step Ⅳ Speaking
Page 38 Speaking task
This part is intended to give the students the opportunity to practice a conversation using the functional items for emotions.
Step Ⅴ Listening task
1. Turn to page 73 and look at the picture, and read the explanation.
2. Listen to the tape and make a timeline according to request.
Step VI Homework
Section III of 《中华一题》。
The fifth period Extensive reading
Step ⅠRevision
Check homework
Step ⅡReading (The Lake of Heaven)
1. Reading the article and tell the statements are true or false.
1) Changbaishan is the second largest nature reserve in China.
2) The peak of Changbaishan can reach as high as 2,000 meters.
3) You can see a lot of black bears, leopards or cranes in Changbaishan.
4) Tianchi is a lake in the crater of an extinct volcano.
5) The ancestors of the Manchu people were believed to be good at language and persuasion.
2. Reading the article again and answer:
1) In what province is Changbaishan?
2) What is a nature reserve? Why is Changbaishan a famous nature reserve?
3) What is the most popular tourist attraction in the reserve?
4) What does Tianchi mean? How is Tianchi formed?
5) What is the collection between the Manchu people and Tianchi?
3. Dealing with the language points:
1. vary from…to…
2.unique
3.It is said that
4.have a gift for
5.guarantee
Step Ⅲ Reading(2) and Discussion
Page 72, read it in five minutes and discuss what might happen next.
Step Ⅳ Homework: writing I
篇4：Teaching Plan for Book 5 (新课标版高二英语上册教案教学设计)
东莞中学英语组
英语科： 谢永青
11月1日（汇总）
Teaching Plan for Book 5
Unit1 Great Scientist (Reading)
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss’ interest
4.
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
I. Warming up
1. Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS ?
Are you familiar with this red ribbon?
What’s it related to? ? What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brain storming
Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion ? What’s the full name of AIDS?
Can AIDS be transmitted? ? In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)?check students? knowledge about AIDS.
2) Picture quiz ?
Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?
2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional) Role play:
Work in groups. Imagine that the headmaster of a school has found out that one of the students has H
IV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period GOALS:
To practice supporting and challenging an opinion.
To practice listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China? ? About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking? ? About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
? To learn more knowledge about AIDS.
? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS: ?
To learn about some antonyms ?
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible
3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)
1. In February some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
The Sixth Period
GOALS: ?
To learn the Subjunctive Mood?
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS? (She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
Teaching Plan for Book 5
Unit2 The United Kingdom.
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
5. Discussion methods to make the Ss understand what they’ve learned in class.
6. Pair work of group to get every student to take part in the teaching-and-learning activities.
7. Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Step 1 Warming up
1.Lead-in
(1) What do you think of Dongguan? Which place impresses you most?
(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words youll need to describe a country and then give a brief description of China.
B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.
2. Show pictures of some famous places of China. Ask: Where are they taken?
3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.
4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)
(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.
(3) Then ask the students to look at some cities in the UK and to name them.
5. Group work:
(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)
(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.
Step 2 Listening
1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.
2. Ask: How are classes arranged in schools in the UK?
3. (1) Listen to the tape and tick the sentences which are true.
(2) Listen to the tape and fill in the timetable below.
(3) Listen to the tape and answer the following questions.
Step 3 Extension
1. Talk about our own timetable.
2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.
Step 4 Homework
Find more information in relation to the UK and Ireland on the Internet.
The second period Speaking
Teaching Goals
Train the students spoken English
Improve the students ability of imagination and debate
Practice expressing agreement and disagreement
Increase participation and learn from each other.
Teaching Procedures
Step 1 Talking about hot topics
1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens
2. Talk about the 28th Olympic Games
3. Talk about their favorite athletes
Step2 Group theme debates
Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes
1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?
2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?
3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?
Step3 Tips on how to express agreement and disagreement
Step5 Homework
Preview the reading passage
The third period Reading
Teaching goals
Get the students to know more about the British Isles and learn more new words and their usages.
Teaching procedures
Step 1 Presentation
Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )
Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.
Step 2 Fast reading
Get the students to skim the passage and match the paragraphs and the topics.
Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.
Step 3 Careful reading
Ask the students to read the passage carefully and decide whether the following sentences are true or false.
( ) 1. Many people around the world study English, and they know a lot about British culture.
( ) 2. Great Britain is made up of four countries.
( ) 3. The island of Britain is separated from France by the English Channel.
( ) 4. Scotland is colder throughout the year, but receives less rain.
( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( ) 6. The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Step 4 Discussion
Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?
Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.
Step 5 Homework
Write a short passage about the Dachen Isles.
The fourth period Grammar and Language study
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1.What impresses you most in the passage ?
The fact that impresses me most.
2.What have you already known before reading the passage ?
I have known the fact that
3.Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
The Fifth Period Integrative Skills
Teaching Goals:
1. Learn to describe the countryside, the cities, the people and their life by reading the passage.
2. Learn things about the city Salisbury.
3. Know more about Britain.
4. Cultivate the students’ abilities of concluding and reasoning.
Teaching procedures:
Step 1: Lead in
Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?
Who wrote the story?
Do you know something about Daniel Defoe?
Step 3 Extension
1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found
with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!
(A video clip is presented about a pub.)
About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.
2. Let the students say something about the British Isles as far as they know.
Step 4 Homework:
Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:
1. Choose any place you know or you like and write a short passage about it.
2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.
Teaching Plan for Book 5
Unit3 Life in the Future
Teaching Goals:
1. Predicting the good and bad changes in the future.
2. imagine the alien creatures.
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Teaching Plan for Book 5
Unit 4 Making the news
Teaching Goals:
1. Enable the Ss to get some knowledge about basic procedures of making the news.
2. how to make newspapers of TV programmes.
3. Talk about news and the media.
4.. Practise expressing opinions.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
Teaching procedures
The First Period
Teaching Aims:
1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.
2. Practice expressing opinion using the following:
What do you think of…?
What's your opinion?
Why do you choose…?
Perhaps…is more important.
I would rather choose.…
I don't think we should choose…
Maybe it would be better to choose…
Our readers want to know about…
3. Talk about news and the media.
4. Train the students' listening and speaking abilities.
Teaching Important Points:
1. Master the useful words and expressions appearing in this period.
2. Train the students' listening and speaking abilities by talking about news and the media.
Teaching Difficult Points:
1. How to help the students understand the listening material exactly.
2. How to help the students finish the task of speaking.
Teaching Methods:
1. Listening-and-answering activity to help the students go through the listening material.
2. Individual, pair or group work to make the students finish each task.
Step I Greetings and Lead-in
T: Good morning/afternoon, class.
Ss: Good morning/afternoon, Miss/ Mr. X.
T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?
Ss: By reading newspapers and magazines, watching TV programmes,
listening to the radio.
T: Are there any other ways? Think it over.
Ss: By a website.
T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?
Ss:新闻媒体
T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen.
(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)
Step Ⅱ Warming up
T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?
Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.
T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?
Ss: OK.
T: You can begin now.
(A few minutes later. )
T: Are you ready now?
Ss: Yes.
T: Which group would like to talk about the first question? Choose one member of your group to answer the question.
S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people
who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.
T: The second question?
S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful
to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.
T: The third question?
S3 : I will check other sources.
T: The fourth question?
S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.
T: The last question?
Ss: News broadcast, newspaper, magazine, radio programme, website,
report, reporter, editor, interview, write articles…
Step Ⅲ Listening
T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:
Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )
T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?
Ss: Yes.
(Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)
Step IV Speaking
T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)
200 people died in an earthquake in Turkey.
China beat Brazil 5-1 in football.
France elected a new President.
Three children from your city were killed.
Someone robbed a bank in Shanghai.
Food prices are going up.
A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town:
(Bb :go up, burn down)
T: Now, you've known the ten things, but you only need to report
five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.
(Teacher shows the screen. )
What do you think of'…?
I would rather choose.…
What's your opinion?
I don't think we should choose…
Why do you choose…
Maybe it would be better to choose…
Perhaps… is more important.
Our readers want to know about….
(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )
Teaching Plan for Book 5
Unit5 First Aid for Burns (Reading)
Teaching Goals:
1. Enable the Ss to get some first aid knowledge
2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points
How to improve the Ss’ reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
4. Discussion methods to make the Ss understand what they’ve learned in class.
5. Pair work of group to get every student to take part in the teaching-and-learning activities.
6. Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn’t a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss’ words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
www. healthy. net/clinic/first aid/
kids health. org/parent/first aid_ safe/
篇5：Book 7 Unit 1 全单元教案(新课标版高二英语选修七教案教学设计)
I． 单元教学目标
技能目标Goals
▲ Learn about Disability and Life of disabled people
▲ Talk about Disability and Life of disabled people
▲ Practise Introduction and Wishes &congratulations
▲ Revise the Infinitive
▲ Write a letter of suggestion
II． 目标语言
功
能
句
式 1. Introduction
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2.Wishes &congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performances.
You have my best wishes.
I’m very pleased for you.
I Hope it goes well for you.
That’s wonderful/amazing.
词 汇 1. 四会词汇
disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare
2. 认读词汇
Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community
3. 词组
in other words, out of breath, all in all, make fun of , all the best, in particular
4．重点词汇
disability, disabled, adapt, annoy, conduct, congratulate, accessible
结
构 Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
重
点
句
子 I have learned to adapt to my disability.
Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
III． 教材分析与教材重组
1. 教材分析
本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。
1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。
2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。
2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言:
a. 重点词汇和短语
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
b. 重点句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目标
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals学能目标
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help student understand the difficulties the disable have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practising
Teaching aids教具准备
Multimedia computer
Teaching procedures & ways教学过程与方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.
Step IV Homework:
Retell Marty’s story according to the mini bio.
Surf the internet to learn more about the life of disabled people.
The Second Period Learning about language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all
b. 重点句型
Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use both the useful words and expressions and structures freely.
3. Learning ability goals学能目标
By doing the related exercises in the textbook.
Teaching important points教学重点
The useful words and expressions and structures.
Teaching difficult points 教学难点
How to use them properly.
Teaching methods教学方法
Explaining and practising
Teaching aids教具准备
The multi-media computer
Teaching procedures & ways教学过程与方式
Step I Revision
Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?
……
Step II Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its function.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish
For example:
I can't afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund or the Infinitive
Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise They advise walking to town.
They advise us to walk to town.
allow They do not allow smoking here.
They do not allow us to smoke here.
encourage They encourage doing the test.
They encourage us to do the test.
permit They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend They recommend walking to town.
They recommend that we walk to town.
Some verbs have different meaning. (when used with Gerund or Infinitive)
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog? I tried to run after the dog, but I
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Using Language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
b. 重点句型
Expressions used to offer congratulations and best wishes.
2.Aility goals 能力目标
Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.
3.Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important points教学重点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing
Teaching aids 教具准备
A multi-media computer
Teaching procedures & ways 过程与方式
Step I Leading in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step II Listening and speaking
T: Do you think it easy to climb it?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.
Step III Wishes & congratulations
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.
A sample of offering wishes and congratulations
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 Your friend is going to take part in the “CCTV Cup” English Speaking Contest
Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest
Step IV Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Step VI Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Mr.Xue Sun Lei
Chief architect 18 Hongyang street
Supermarket design Yuquan County
211 Kangwei Road
Yuquan County
18 March
Dear Mr Xue,
I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:
1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.
2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.
3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.
4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.
Yours sincerely,
Sunlei
The Fourth Period Reading and listening
Teaching goals 教学目标
1. Target language目标语言:
Patterns used to make introductions.
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2. Ability goals能力目标
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions..
3. Learning ability goals学能目标
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important points教学重点
How to make an elegant introduction.
Teaching difficult points 教学难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practising
Teaching aids教具准备
The multi-media
Teaching procedures & ways教学过程与方式
Step I Leading in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)
Ss: The Chinese is Dao Mang Quan-Xiao Q
T: What’s the movie about?
Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.
Step II Reading
Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.
Stage Age Training
The first stage: 1-12 months The puppy lives with a sighted family
The second stage: 13-18 months It begins five months training at a guide dog school.
The third stage: 19-23 months When it is trained, it meets its new owner and the two live at
the guide school for a month to learn to work together.
The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing Ex2-3, play the tape again to do Ex4.
T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
(After the performance)
T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.
Step III Talking
Tips on how to introduce people
First give students some advice on how to introduce people.
Show the following on the PowerPoint.
Here's how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'
5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.
Demonstration
Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.
A sample of formal introduction
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.
Step IV Homework
Surf on the internet to learn about Braille.
The Fifth Period Reading and Writing
Teaching goals 教学目标
1. Ability goals 能力目标:
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals学能目标：
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.
Teaching difficult points教学难点
How to improve their writing.
Teaching methods教学方法
Reading and writing
Teaching aids 教具准备
The multi-media computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step II Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step III Reading and writing
After learning something about Braille, deal with reading and writing task on Page51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng. A writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),“ taking its example from Helen Keller's remarkable story ”Three Days to See.“ Now let’s read his story on P51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
The sample of the mini bio
A Mini Bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Preparation for writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.
Writing:
When students finish the opening sentences, they will be asked to write the rest of the text.
A sample of the writing
Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.
He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.
Step IV Homework
Speaking task on P52
Answer the questions on checking yourself on P53.
I.本单元课文注释与疑难解析
1. I have learned to adapt to my disability. 我已经学会适应这种生活。
adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合
He adapted himself to the cold weather.
他适应了寒冷的天气。
He tried hard to adapt himself to the new conditions.
他努力使自己适应新的情况。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.
every time每次, 每当 引导时间状语从句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence.不在,缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence.
她从不乘人不在时说别人的坏话。
He has many absences from class. 他经常缺课。
3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：
particular adj.
1.值得注意的；特别的；不寻常的
There was nothing in the letter of particular importance.
这封信里没什么特别重要的内容。
The story happened on that particular day.
故事就发生在那一天。
The teacher showed particular concern for the disabled child.
老师特别关心那个残疾儿童。
2. 独特的；单独的；某一种的
Her particular way of smiling left a good impression on me.
她特有的微笑给我留下了美好的印象。
”I don't like this particular scarf, but the others are quite nice.“
”我不喜欢的就是这一种围巾,其他的都很好。“
3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)
I'm not particular about my clothes; I don't mind what I wear.
我不怎么讲究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃东西很讲究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。
special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。
especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。
specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。
particular侧重不同于普遍性的个性或特殊性。
exceptional指不同于一般，本身是特别的或异常的事物。
extraordinary语气比exceptional强，指极大地超过一般或正常情况。
peculiar强调指与众不同或独特的意思,古怪的,不寻常的.
specially, especially, particularly这些副词均可表示“特别地”之意。
specially着重为做某事而“专门地、特意地”，相当于on purpose。
especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。
particularly用来指同类中特别突出的一个
II. 文化背景知识
Understanding The World's Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say ”No,“ don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be ”different“, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these ”differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!
Here are some interesting people with different disabilities:
“We keep moving forward, opening up new doors, and doing new things, because we're curious...
and curiosity keeps leading us down new paths.”
---Walt Disney
-Hans Christian Anderson (Famous Author) - Dyslexia
-Ludwig van Beethoven (Famous Musician) - Deaf
-Alexander Graham Bell (Great Inventor) - Learning Disability
-Winston Churchill(Prime Minister of England) - Dyslexia
-Walt Disney (Animator/ Movie Producer) - Dyslexia
-Thomas Edison (Great Inventor) - Dyslexia
-Albert Einstein (Great Physicist) - Dyslexia
-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute
-John Milton (Famous Author) - Visually Impaired
-General George Patton (War General)-Dyslexia
-Franklin D. Roosevelt (President of the United States)- Polio
-Leonardo daVinci (Famous Painter)-Dyslexia
-George Washington (President of the United States) - Dyslexia
-Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.”
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”
“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don't worry about other peoples' expectations.”
Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.
Invisible disabilities
Name: Lynda Appell
Email: fennel@visto.com
Date: 14 Oct 2005
Time: 20:28:20
Remote Name: proxy.iad4.netsetter.com
Remote User:
That's Funny You don't Look Like You Have a DisABILITY
Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.
Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.
I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.
To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.
What is a learning disability?
LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
Developmental speech and language disorders
Academic skills disorders
“Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.
篇6：Unit 5 Reading language points (新课标版高二英语选修七教案教学设计)
Unit 5 Reading language points
1. keep it up 坚持下去，再接再厉
keep up with
If he could keep it up, he would break the world record.
2. fit in (with …) 相处融洽；适应
They work hard and fit in well (with each other).
It’s necessary for us to fit in with the times. 我们必须与时俱进。
3．board vt. 上船，上飞机（board the ship/the plane）;
vi. 食宿；寄宿 board with/at…family
board n. 木板；甲板---on board=in a train, ship or plane
上船（动作）：board the ship =go/get on board the ship=go aboard the ship
状态：be on board
They got on board the train.=they boarded the train.
We almost felt we were on board the spaceship.
When he was in France, he boarded with a French family.
Compare: board/ aboard/ broad/ abroad
go aboard the ship=board the ship
broad 宽阔的
abroad 外国的 study abroad; at home and abroad
4. It was the first time she had ever left her motherland.
It/this is the first/second/third time that sb has/have done sth
It/this was the first/second/third time that sb had done sth
这是我第一次和外宾谈话，我很紧张。
It is the first time that I have spoken to foreign guests, so I feel nervous.
那是我第一次看到这么美丽的地方。
It was the first time I had visited such a beautiful place.
5. Xie Lei highly recommends it.
highly: 高度地（抽象）；如果是空间的高，则用high
(wide; close; deep)
recommend: 推荐---- ~ sth to sb =~sb sth
~ sb for a job/position
建议（用法=advise）~ sb to do
~ doing
~ that sb (should) do …
6. as/so far as… 就。。。而言；在。。。范围; 远至。。。，直到。。。
So far as the weather is concerned, I do not think it will matter if we go there tomorrow.
As far as I know, he is still working there.
As far as he was concerned, he was satisfied with your answer.
He used to take a walk after supper, often as far as two or three miles.
The children walked as far as the lake.
7. feel/be at home （像在家一样）舒服自在
She felt at home on the stage this time, though she seldom appeared.
She was quite at home, because she recognized familiar faces.
8. I have been so occupied with work that I haven’t had time for social activities.
occupy: 占，填满---Is the flat already occupied?
be occupied with sth=be busy with sth
be occupied (in) doing sth=be busy doing sth=be engaged in doing sth
He is occupied preparing for the mid-term exams.
9. We wish Xie Lei all the best in her new enterprise.
wish sb sth=may sb do sth
10. deserve +sth; +代词;+to do(to be done)
Good work deserves good pay.
His behavior deserves punishment.(to be punished/ punishing)
His hard work deserves all that happened to him.
11. apply to sb for sth 向某人申请某个（工作，职位）
apply… to sth 运用
12. take up 占据（时间，空间）；开始从事某种活动
13. in the beginning =at first 起初
Everything is difficult in the beginning.
14. get lost 迷路，走失 get+done
15. hand in 上交 hand out
16. get a good mark 得到高分
17. I was numb with shock.(表示原因)
18. lack confidence 缺少自信=be lacking in confidence
19. After getting my visa I was very excited because I had dreamed of this day for so long.
….explained Xie Lei, who had lived all her life in the same city in China.
She told me that she had had to learn almost everything again.
First of all, he told me, I couldn’t write what other people had said withought acknowledging them.
Had done: 过去的过去（有个过去时相对比）
Translation
1. 他的努力应该得到奖赏,因此在学习上他取得了很大的进步。（deserve）
2. 她找到住房(flat)之前，住在我家。（board）
3. 飞机就要起飞了，请还没上机的乘客马上登机。(board)
4. 我以前从没做过这种工作，我不知道是否能与其他同事相处好。(fit in)
5. 这已经是我第三次看这本书了，因为我觉得这本书很有趣。
(it is the ..time that ….)
6. 他十岁的时候开始打篮球, 现在已经是个顶级选手了。
(take up)
7. 天气这么冷，她的手指冻木了。(with)
8. 就我个人而言，每个人的贡献，不管多小，都会对环境的改善有影响。(as fas as…)
9. 他整天忙于工作，抽不出时间和孩子一起交流。(be occupied with…)
10. 我到时，简刚刚离开。真遗憾这次没有见到她。(时态)
篇7：Unit 5 Meeting your ancestors (新课标版高二英语选修八教案教学设计)
Unit 5 Meeting your ancestors
高考解读
【高考导航】
高考命题趋向分析：
1.preserve是新课标重点单词，为高频考查对象 上海卷考查过；该词常与protect, reserve, defend等进行词义辨析，预测仍会考到
2.ancelerate为考试常见词，对它的命题角度多从搭配入手；经常与它一起考查的有：promote, improve,advance,increase等
3．Regardless of 为新课标重点短语。本短语多与in spite of ,inplace of, despite等放在一起考查；天津卷作为干扰项出现；20江苏卷考查过。考生要掌握它的意义，以及和其它介词短语的辨析
4．If only句型是应用的常用句型，后面需要接虚拟语气。该句型常与only if进行辨析。江苏卷把if only作为干扰项出现 20极有可能考查if only, only if的辨析
6. 现在完成进行时一直是高考的热点，2010年也不例外，考生在复习备考中要注意现在完成时和现在完成进行时的辨析
【真题品析】
1 At minus 130℃, a living cell can be ______ for a thousand years. [ 上海卷]
A. spared B. Protected C. preserved D. developed
【答案】C 考查动词词义辨析
【点拨】按照句意此处为保存、保藏的意思C项符合。A项抽出、均出；B项保护；D项形成、发展
2．（.天津卷）10. The art show was _______ being a failure; it was a great success.
A. far from B. along with C. next to D. regardless of
【答案】A 考查介词短语用法
【点拨】along with同---一道；next to 在---近旁；在隔壁；次于；regardless of 忽视，不理睬；far from表示距离的远离；远远不，完全不，决不后跟名词，动名词后形容词；此处句意为艺术展决不是一个失败，而是一个巨大的成功，可知选A符合句意
3.（2009.江苏卷）30.This special school accepts all disabled students, __ educational level and background.
A. according to B. regardless of C. in addition to D. in terms of
【答案】B考查介词短语用法
【点拨】according to 根据 regardless of 不管，不顾 in addition to 另外 in terms of 就...而言.这所特殊学校接收所有的残疾学生,不管他们的教育水平和背景如何
知识网络
【考点概览】
1.重点单词
(1) alternative n. 选择对象，可能的选择； adj.供选择的，其它的
(2) regardless adj. 不顾，不管
(3) accelerate vt&vi. 加速，促进
(4) arrest vt.& n. 逮扑；吸引；拘留
(5) interrupt vt.&vi 暂时中断或终止；打断---的讲话；打岔
(6) preserve vt. 保存，保藏；n. 禁猎地
(7) analysis n. 分析；analyses(pl.) analyse/analyze vt.
(8) significance n. 意义，重要性； significant adj.有重大意义的；显著的
(9) relief n. 减轻或解除（痛苦或忧虑）；relieve vt. Relieved adj. 感到快慰的，开心的。
(10)division n. 分割，划分；分界线； divide vt.
(11)affection n. 恋爱，喜爱； affectionate adj. 充满深情的；有爱心的affect影响
2、重点短语
(1) regardless of 不管，不顾
(2) scare away 吓跑
(3) keep out 不准进入
(4) cut up 切碎
(5) care about 在乎，在意
(6) look ahead 向前看；为将来打算
(7) pull out 拖出；拽出
3、重点句型
If only it could be just like last year.
4语法知识
现在完成进行时
课时复习方案
Module8 unit5 第一课时
1、重点词汇
考点一 alternative
【基础过关】n.选择对象；（两者或以上）选择
have no alternative but to do sth.: 只能做某事；除---外别无选择
We have no alternative but to go on.
除了继续下去,我们没有选择的余地
There was no other alternative but to fight till the victory.
除了战斗直到胜利,别无选择
【拓展延伸】 alternative n.[C] 可能的选择，可能性之一。近义词，choice。
adj. 选择性的, 二中择一的
alternative v. 交替；轮流
alternatively adv. 交替地，作为另一种选择的
alternate vt. 使交替；vi.交替； adj. 交替的；轮流的
【典型例题】
In this school, the students have three____courses, and seven___courses.
A. required; alternative B. requiring; alternative
C. required; alternate D. requiring; alternate
【答案】A 考查词义和词性
【点拨】require(尤指根据法规) 规定、需要，此处用过去分词required修饰courses时因为两者之间为被动关系。后空意思为选择，选其一，alternative意思符合
考点二 interrupt
【基础过关】v中断，打扰，打断，插嘴
Rain interrupted our baseball game.下雨中断了我们的捧球比赛
The baby interrupted me while I was on the phone.
我在打电话时，婴儿干扰了我
It is rude to interrupt.打断别人的话，是不礼貌的
“Don't interrupt,”he said. 他说：“别插嘴”
【拓展延伸】 interrupt sb/sth with sth. 用…打扰/打断
interrupter n .造成中断或中止的人或事物
interruption n.[U] 中断、中止 [C]阻碍物，障碍物
【典型例题】
Traffic in the city was _______ by a snowstorm.
A. blocking B. hold up C. interrupted D. hold back
【答案】C 考查动词词义辨析
【点拨】Traffic和谓语动作的关系为被动，只有C项符合
考点三 preserve
【基础过关】v.保护、维持、保存
preserve sth. from 使---免遭----
You can preserve meat or fish in salt. 你可以用盐保存肉或鱼
It is one of the duties of the police to preserve public order.
警察的职责之一是维持公共秩序
【拓展延伸】 preservable adj. 可保存的
preservation n. 保存
preserver n. 保护者，保存者
【点拨】辨析：
preserve v. 保护、维持、保存
conserve v. 保存、保护（强调珍惜）
reserve v. 指意见、看法的保留；或座位的预定
protect v. 保护
【典型例题】
In spite of failing to save every endangered species, we may preserve the majority____ extinction.
A. against B. with C. beyond D. from
【点拨】D 考查固定搭配
【点拨】preserve sth. from 使---免遭----，符合句意
考点四 relief
【基础过关】n.减轻，解除
bring /seek/find/give/feel relief 带来/寻求/得到/予以/感到解脱
much to one’s relief=to one’s great relief 使某人宽慰的------
relief road 备用车道
relief map 地形图
I felt great relief when I heard I had passed the examination.
听说我已经通过了考试，感到轻松多了
【拓展延伸】v. relieve one’s feelings 发泄感情
relieve sb. of 解除某人的（负担）等；
The minister was relieved of his post. 部长被解除了职务
【典型例题】
Hearing the news that her son was found,she breathed a sign of_______.
A. excitement B. joy C. relief D. belief
【答案】 C 考查词义辨析
【点拨】按照句意此处为减轻忧虑，松了一口气，C项符合
考点五 regardless of
【基础过关】不注意、不顾、不管
They went there regardless of danger 他不顾危险地去了。
【拓展延伸】regardless adv. 无论如何；不管；不顾
I must make the decision regardless. 不管怎样我得做决定。
近义词/短语：disregarding /in spite of /despite 它们意义和用法相同，区别不大。
regardlessness n. 不注意
【典型例题】
Some people act regardless _____what will happen afterwards.
A. with B. as C. of D. for
【答案】C 考查固定结构
【点拨】regardless of不顾、不管符合句意
考点六 cut up
【基础过关】切碎；使伤心，严厉批评
Peter, why don’t you cut up vegetables? 彼得，为何不把蔬菜切碎呢？
【拓展延伸】由cut 组成的常用词组：
cut off 切断；剪掉
cut down vt. 砍伐;削减
cut in 打断
cut out 剪去，删去，略去
cut into pieces 砍成碎片
Don't cut in while I'm talking. 我说话时别插嘴
【典型例题】
When the mother returned, she saw her son _____vegetables into pieces.
A. cut down B. cut up C. to cut down D.to cut up
【答案】B 考查cut 短语和非谓语动词用法
【点拨】cut down砍伐;削减不合句意；由see sb. do sth.句式可知C
考点七 look ahead
【基础过关】向前看，计划未来
They are looking ahead what they’ll do after graduating.
【拓展延伸】 look about /around 四下里看，环顾
look over 翻阅，浏览
look up 仰视，查阅
look up to sb. 尊敬某人
look down upon sb. 轻视某人
look into sth. 调查
look out 注意
look forward to 盼望；期待
Look out! There is danger ahead. 当心!前面危险
I'm looking forward to seeing you this summer vacation.
我盼望今年暑假见到你
【典型例题】
My students look _______me very much.
A. down upon B. up to C. back to D. into
【答案】B 考查固定短语
【点拨】按照句意：我的学生非常尊敬我。look up to sb.尊敬某人符合句意
2.重点句型
考点八 If only it could be just like last year.
【基础过关】if only但愿；要是……就好了。其后一般用虚拟语气
If only I were a doctor. 这句话用的是一般过去时，因为原意是：我现在要是个医生就好了。与现在相对应的句子用一般过去时
If only I had said nothing. 而这句用的是过去完成时，原意为：我当时不说就好了。是与过去时态相对应的，故用过去完成时
If only my son didn't spend so much time before TV.
这句可以理解为一般现在时的虚拟语气，所以句子中使用了一般过去时态。原意为：要时我儿子不在电视前面呆那么长时间就好了
I wake up only if the alarm clock rings. 只有闹钟响了，我才会醒
【点拨】only if表示“只有，只要”， 后接让步状语从句，主句采用倒装句式
Only if a teacher has given permission is a student allowed to enter this room.
【典型例题】
Look at the trouble I’m in! If only I ____your advice.
A. followed B. would follow C. had followed D. should follow
【答案】C 考查if only引导的从句
【点拨】if only引导的条件状语从句用虚拟语气
【实战演练】
1. Our teacher’s plans are still ____________.
A. attentive B. tentative C.attend D.tent
2. He has made a ________offer –he will make it clear as soon as possible.
A. sure B.certain C.tentative D.clear
3 Our bodies are strengthened by taking exercises __________, Our minds are developed by learning.
A. probably B.Likely C.similarly D.Generally
4. Some people act regardless _________what will happen afterwards.
A. of B.with C.as D.for
5. ----Mummy, can I put the peaches in the cupboard?
-----No, dear.They don’t ________well. Put them in the fridge instead.
A. keep B.fit C.get D.last
6. Your stay abroad will give you ________opportunities to learn a new language.
A. much B.ample C.enough D.sufficient
7. The island where these rare birds nest has been declared a _________area.
A. observation B.reservation C.preservation D.conservation
8. Although we don’t have much to say, we write to each other __________.
A. sooner or later B.from then on C.every now and then D.more or less
9. So long as the weather _________, we should go for an outing.
A. clears off B.clears up C.clears away D.clears out
10. The boss _________ 30 dollars from my salary without any good reason.
A. brought down B. kept back C. cut off D. held up
参考答案 1-10 BCCAA BDCBB
Module8unit5 第二课时
现在完成进行时
【基础过关】1.结构由“have/has been+动词的现在分词”构成
2.现在完成进行时的用法
（1）表示从过去某时开始，一直持续到现在的动作，可能刚刚停止，也可能还在继续进行
（2）有时现在完成进行时不是指某动作一直在不停的进行，而是表示一直到说话时为止的一段时间内一再重复的动作，常常带有感情色彩 例如：
She has been saying that 20 times. 这话她已经说了20遍了
He has been calling on her several times this week. 他这个星期几次来看他
We have been having a lot of rain recently. 最近雨水很多
（3）有时现在完成进行时表示刚才或近来发生的动作，也可表示知道说话时为止的一段时间内发生的动作，这一动做到说话时已经结束，而且一般不再继续下去；这种用法主要表示某一动作所产生的结果或对现在的影响 例如
He has been working too hard.
他工作太辛苦了
The girl has been playing with toys.
那个女孩一直在玩玩具
You have been cleaning the classroom, I think.
我想你刚才在打扫教室吧
【点拨】辨析： 现在完成时和现在完成进行时
现在完成时和现在完成进行时均可表示从过去开始一直持续到现在的动作，有时两者可换用。这两种时态的主要区别有两个 ：
1）现在完成时表示动作已完成，着重结果；现在完成进行时表示动作的进行，强调动作的持续性 比较：
I have watered the flowers.
我已经给花浇过水了 （已完成：你不必浇了）
I have been watering the flowers.
我一直在给花浇水 （未完成：一直在浇）
2）状态动词、知觉动词或情感动词如：see, feel,know,love 等，不可用于现在完成进行时，但可用于现在完成时，例如：
I have known her for a long time.
我认识她已经很久了
I haven’t seen him theses days.
这些日子我没有见过他
【典型例题】
1．--- I ______ so busily recently that I ______ no time to help you with your math.
--- That’s OK. I can manage it by myself.
A. have been working; have
B. have worked; had
C. am working; will have
D. had been working; had had
【答案】A 考查现在完成进行时的用法
【点拨】recently常与现在完成时或一般过去时连用。第二空应用一般现在时 答案为A。
2. --- Have you finished the report?
--- No. I ______ it all this week.
A. will do B. had done
C. have done D. have been doing
【答案】D 考查现在完成进行时的用法
【点拨】现在完成进行时可用于表示动作或状态从过去某一时间开始，一直持续到现在，有可能继续延续下去，也可能刚刚结束。本题使用现在完成进行时强调了动作的持续性和未完成性。答案为D。
【实战演练】
1. We ___for the bus half an hour, but it has not come yet.
A. have been waiting B.have waited C.are waiting D.have been waited
2. You are so late. We ________you for a whole hour.
A. waited B.had waited C.were waiting for D.have been waiting for
3. He _______articles for our wall-newspaper the three years, and he ______about thirty articles.
A. has written; has written B.has been writing ;wrote
C.is writing ;has been writing D.has been writing ;has written
4. It_________for two days. The roads will be blocked if it __________soon.
A. snowed ;won’t B.has been snowing ; doesn’t stop
C.has snowed ;won’t stop D.snow; doesn’t stop
5. It _______for two hours and the ground is too wet to play on, so the match_________.
A. has been raining; has put off B.has rained ; is put off
C.was raining; has been put off D.has been raining ; has been put off
6.He wanted to know how this ___________________
A. had happened B.happened C.has happened D.has been happening
7. China sent up Shenzhou VImanned spaceship into space successfully, which shows science and technology ________rapidly in China.
A. has been developing B.develops C.is developing D.has developed
8. Mrs.White became a teacher in 1985.She _______for 20years by next summer.
A. will teach B.would have taught C.has been teaching D.will have been teaching
9. ---Hi, Tracy, you look tired.
---I am tired. I ________the living room all day.
A. painted B.had painted C.have been painting D.have painted
10. Now that she is out of a job, Lucy______going back to school, but she hasn’t decided yet.
A. had considered B.has been considering C.considered D.is going to consider
参考答案 1-10ADDBDAADCB
单元测试题
第一卷 选择题（105分）
第一部分 听力（共三节，满分30分）省略
第二部分：英语知识运用（共两节，满分35分）
第一节：词汇和语法填空（共15小题，每题1分，满分15分）
21. Generally speaking, friends have ________in __________each other.
A.little;common with B.much;common with
C.many; common with D.much; similar to
22. One way to understand thousands of new words is to gain_______good knowledge of basic word formation.
A./ B.the C.a D.one
23. It is what you do rather than what you say _________matters.
A. that B.what C.which D.this
24. As well as __________the books, he publishes them.
A. to print B.printing C.printed D.have printed
25. I assumed him to be able to read. Which of the following word can replace the word “assume”?
A. considered B.found C.proved D.promised
26. As senior 3 students, it is the most important to _______ a good state
of mind in face of failure.
A. keep up B. keep on C. keep out D. keep off
27. -- Where does Mr. Green come from?
--- I’m not sure, but his accent ____________ Australia.
A. suggests B. sounds C. advises D. shows
28.You have the ____of working hard and being successful or not working hard and being unsuccessful.
A. selection B. choice C. alternative D. option
29. It may rain, but I shall go out___. I don’t mind the rain.
A. something B. someone C. somehow D. somewhere
30. ---Hi,Alan, I haven’t seen you for weeks. What____recently?
-----studying.
A. have you been doing B. have you done C. were you doing D. did you do
31. To our____, his illness proved not to be as serious as we had feared.
A. relief B. judgment C. view D.anxiety
32. My friend Mary was very sick with a strange fever,_____, she could neither eat nor sleep.
A. as a reslut B. after all C. anyway D. otherwise
33. ----That woman has been taking care of the two white tigers for 8years.
---Oh, dear! She_____a lot of difficulties.
A. could go through B. might go through
C.ought to have gone through D. must have gone through
34. It was in the stone house____was built as a school by local villagers _____the boy finished his primary school.
A. which; that B. that; where C. which; which D. that; which
35. Special attention should be paid ___our earth from______.
A. to prevent; being polluted B.to preserve; polluting]
C. to preventing; being polluted D. to preventing; polluted
第二节 完形填空 (共20小题, 满分30分)
阅读下面短文，掌握其大意，然后从第36至第55小题所给的A、B、C、D四个选项中，选出最佳选项
It was raining. I went into a cafe and asked for a coffee. 36 I was waiting for my drink, I realized there were other people in the place, but I sensed 37 . I saw their bodies, but I couldn’t feel their souls 38 their souls belonged to the 39 .
I stood up and walked between the tables. When I came to the biggest computer, I saw a thin, small man 40 in front of it. “I’m Steve,” he finally answered after I asked him a couple of times what his name was. “I can’t talk with you. I’m 41 ,”he said. He was chatting online and, 42 , he was playing a computer game-a war game. I was 43 .
Why didn’t Steve want to talk with me? I tried 44 to speak to that computer geek(怪人), 45 not a word came out of his mouth. I touched his shoulder, but no reaction(反应). I was 46 . I put my hand in front of the monitor, and he started to shout, “ 47 !”
I took a few steps back, wondering if all those people in the cafe were looking at me. I 48 , and saw nobody showed any interest.
49 , I realized that the people there were having a nice conversation with their machines, not with people. They were more 50 having a relationship with the 51 , particularly Steve. I wouldn’t want to 52 the future of human beings if they preferred sharing their lives with machines
53 with people.
I was worried and sank in my thoughts. I didn’t even 54 that the coffee was bad, 55 Steve didn’t notice there was a person next to him.
36. A. Before B. Since C. Although D. While
37. A. pain B. loneliness C. sadness D. fear
38. A. because B. when C. until D. unless
39. A. home B. world C. Net D. Café
40. A. sleeping B. laughing C. sitting D. learning
41. A. busy B. thirsty C. tired D. sick
42. A. first of all B. just then C. at the same time D. by that time
43. A. surprised B. delighted C. moved D. frightened
44. A. once B. again C. first D. even
45. A. but B. so C. if D. or
46. A. excited B. respected C. afraid D. unhappy
47. A. Shut up B. Enjoy yourself C. Leave me alone D. Help me out
48. A. walked about B. walked out C. raised my hand D. raised my head
49. A. From then on B. At that moment C. In all D. Above all
50. A. interested in B. tired of C. careful about D. troubled by
51. A. computer B. soul C. shop D. geek
52.A. tell B. plan C. imagine D. design
53.A. other than B. instead of C. except for D. as well as
54. A. pretend B. understand C. insist D. realize
55. A. as if B. just as C. just after D. even though
第三部分 阅读理解（共20小题，没小题2分，满分40分）
阅读下列短文，从每题所给的四个选项（A、B、C、D）中，选出最佳选项，并在答题卡
将该项涂黑
A
Sports shoes that tell whether their owner has enough exercise to warrant time in front of the television have been designed in the UK.
The shoes-named Square Eyes-contain an electronic pressure sensor and a tiny computer chip to record how many steps the wearer has taken in a day. A wireless transmitter passes the information to a receiver connected to a television, and this decides how many evening viewing time the wearer deserves, based on the day’s efforts.
The design was inspired by a desire to fight against the rapidly ballooning waistlines among British teenagers, says Gillian Swan, who developed Square Eyes as a final year design project a Brunel University to London, UK. “We looked at current issues and childhood overweight really stood out,” she says, “And I wanted to tackle that with my design.”
Once a child has used up their daily allowance gained through exercise, the television automatically switches off. And further time in front of the TV can only be earned through more steps.
Swan calculated how exercise should translate to television time using the recommended daily amounts of both. Health experts suggest that a child take 12,000 steps each day and watch no more than two hours of television. So , every 100 steps recorded by the Square Eyes shoes equals precisely one minute of TV time.
Existing pedometers(计步器) normally clip onto a belt or slip into a pocket and keep count of steps by measuring sudden movement. Swan says these can be easily tricked into recording steps through shaking. But her show has been built to be harder for lazy teenagers to cheat. “It is possible, but it would be a lot of effort,” she says. “That was one of my main design consideration.”
56. According to Swan, the purpose of her design project is to ________.
A. keep a record of the steps of the wearer
B. deal with overweight among teenagers
C. enable children to resist the temptation of TV.
D. prevent children from being tricked by TV programs.
57. Which of the following is true of Square Eyes shoes?
A. They regulate a child’s evening TV viewing time.
B. They determine a child’s daily pocket money.
C. They have raised the hot issue of overweight.
D. They contain information of the receiver.
58. What is stressed by health experts in their suggestions?
A. The exact number of steps to be taken.
B. The precise number of hours spent on TV.
C. The proper amount of daily exercise and TV time.
D. The way of changing steps into TV watching time.
59. Compared with other similar products, the new design _________.
A. makes it difficult for lazy teenagers to cheat
B. counts the wearer’s steps through shaking
C. records the sudden movement of the wearer
D. sends teenagers’ health data to the receiver
60. Which of the following would be the best title of the text?
A. Smart Shoes Decide on Television Time
B. Smart Shoes Guarantee More Exercise
C. Smart Shoes Measures Time of Exercise
D. Smart Shoes Stop Childhood Overweight
B
Honeybees are disappearing for unknown reasons around the United States. Last winter, bees disappeared from 23 percent of American beekeeping businesses. Causes of the phenomenon, however, have remained a mystery.
Now, scientists from several universities and the United States Department of Agriculture say they have a possible explanation for the bee decline. It is a little known virus called Israeli acute--paralysis virus (IAPV) .The virus kills bees. Researchers in Israel first described it in , but until now, bee experts hadn’t paid much attention to it.
When trying to find out why the bees were disappearing, a research team at Columbia University studied bee colonies ( 群体), some with and the others without decline. The research turned up large numbers of two types of fungi (真菌) once suspected of causing the bee decline. The research results, however, showed that the fungi were almost as common in colonies without a decline as they were in colonies with a decline. The researchers concluded that the two fungi probably weren’t the cause.
Studies of the presence of IAPV, however, showed more interesting information. In those studies, done by a team at Pennsylvania State University in University Park, the virus showed up in 83 percent of samples from colonies with symptoms Only five percent of samples from symptomless colonies had it.
Scientists still don’t know whether IAPIV can single--handedly cause the bee decline. They believe that even if the virus is making colonies sick , it could have a partner in crime. It’s possible, for instance, that insects or chemicals in the environment weaken bees, making them more likely to catch IAPV.
Scientists are still trying to figure out how IAPV came to the United States. The United States currently allows bee products to be imported from Canada, Australia, and New Zealand. If it turns out that this trade is spreading disease, the rules might eventually change.
61. According to the passage ，IAPV is a virus that ______.
A. hasn’t attracted much attention
B. well-known to doctors and scientist
C. was first found by Austrian researchers
D. is dangerous to animals and human beings
62. The underlined sentence in the fifth paragraph probably means______.
A. the virus could also cause other damages
B. there must be something that is the real cause
C. IAPV is not the only cause for the bee decline
D. the virus may be caused by the polluted environment
63. From the third and fourth paragraphs, we know researchers draw their conclusions by means of _______.
A. calculating B. comparing
C. examining D. investigating
64. What still remains unknown to American scientists according to the passage?
A. How and why to kill IAPV.
B. How IAPV came to America.
C. Whether bee products should be imported.
D. How to change the rules of the bee products trade.
65. The best title for this passage would be _____.
A. Bee Disease B. How to Kill IAPV
C. A Virus-IAPV D. Two Types of Fungi
C
The way people hold to the belief that a fun - filled, pain free life equals happiness actually reduces their chances of ever attaining real happiness. If fun and pleasure are equal to happiness then pain must be equal to unhappiness. But in fact, the opposite is true: more often than not things that lead to happiness involve some pain.
As a result, many people avoid the very attempts that are the source of true happiness. They fear the pain inevitably(不可避免的)brought by such things as marriage, raising children, professional achievement, religious commitment (义务), self - improvement.
Ask a bachelor(单身汉)why he resists marriage even though he finds dating to be less and less satisfying. If he is honest he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure, excitement. Marriage has such moments, but they are not its most distinguishing features.
Couples with infant children are lucky to get a whole night’s sleep or a three - day vacation. I don’t know any parent who would choose the word fun to describe raising children. But couples who decide not to have children never know the joys of watching a child grow up or of playing with a grandchild.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those who are always having so much fun actually may not be happy at all.
66. According to the author, a bachelor resists marriage chiefly because _______ .
A. he is reluctant to take on family responsibilities
B. he believes that life will be more cheerful if he remains single
C. he finds more fun in dating than in marriage
D. he fears it will put an end to all his fun adventure and excitement
67. Raising children, in the author’s opinion is ________ .
A. a moral duty B. a thankless job
C. a rewarding task D. a source of inevitable pain
68. From the last paragraph, we learn that envy sometimes stems from ________ .
A. hatred B. misunderstanding C. prejudice D. ignorance
69. To understand what true happiness is one must ________ .
A. have as much fun as possible during one’s lifetime
B. make every effort to liberate oneself from pain
C. put up with pain under all circumstances
D. be able to distinguish happiness from fun
70. What is the author trying to tell us?
A. Happiness often goes hand in hand with pain.
B. One must know how to attain happiness.
C. It is important to make commitments.
D. It is pain that leads to happiness.
D
Scott Langteau has this message for kids：Spend less time playing video games．
It’s a message that many a morn and dad have tried to impress upon many a youngster (and some not-so-youngsters)who spend perhaps a bit too much time with game controllers in hand．
But the 40一year-old Langteau isn’t a parent．He’s a veteran(老手)0f the video game in dustry-one who played producer on three“Medal of Honor“ games and co-founded his own game development company．
Langteau has just published a children’s book called“Sofa Boy，”which tells the story of a kid who spends too much time sitting on the Couch with controller heId in hand and the rather terrible consequences that follow．
It’s a fairy tale picked straight from Langteau’s own experiences as a lad with a fondness for video games and his own bouts with a bit of game addiction．But first．Langteau would like to make one thing clear：…I m not saying that you shouldn’t play video games．I think video games are great-think they do great things for kids．”Instead。Langteau says his book is all about a little something called“moderation(克制)．”
“It's about being well rounded，”he says．“Just like with anything else，we all need to make sure that there’S a variety in what we do．”
Video garners can be rather bad-tempered when it comes to accepting criticism about their favorite entertainment．And understandably so．After all，most people who go around talking about the dangers of playing video games tend to be outsiders-people who don't play video games and certainly don’t understand that they can be a valuable and healthy form of entertainment．
But Langteau and‘‘Sofa Boy’’seem to be in a unique position to deliver a message of gaming moderation that the young game masses might actually listen to．After a11．this is a man who understands what it means to be a kid with a passion for games．His early experience has taught him a lesson．
71．Scott Langteau published “Sofa Boy”to
A．share his great skills on games B．wahl kids against game addiction
C．tell about his fairy tale as a kid D．deliver a message for games
72．Which of the following is true of the book“Sofa Boy”?
A．The book tells of the writer’s own story．
B．The book describes a veteran on games.
C．The boy in the book wins a medal for games．
D．The boy in the book is not an addict on games．
73．We can learn from the passage that
A．Langteau advises the young play games within limits
B．Langteau advises the young not to play games
C．playing video games ruins the future of kids
D．playing video games is of no benefit to kids
74．Why are video gamers not accepted by the outsiders?
A．Because they are bad-tempered．
B．Because they are dangerous to others．
C．Because they do nothing but play video games
D．Because the value of video games is not understood．
75．What topic will be discussed in the following paragraph?
A．His idea to create“Sofa Boy”．
B．His great achievement in games as a kid．
C．His hard times to set up his game company.
D．His enthusiasm for games when he Was a small boy.
第二卷 非选择题 （满分45分）
第四部分 书面表达（共两节，满分45分）
第一节：阅读表达：（共5小题；每小题3分，满分15分）
Do you want to live another 100 years or more? Some experts say that scientific advances will one day enable humans to last tens of years beyond what is now seen as the natural limit of the human life span.
“I think we are knocking at the door of immortality (永生).” said Michael Zey, a Montclair State University business professor and author of two books on the future.”I think by 2075 ______________________________________ and that’s a conservative estimate (保守的估计).”
At the conference in San Francisco, Donald Louria, a professor at New Jersey Medical School in Newark said advances in using genes as well as nanotechnology (纳米技术) make it likely that humans will live in the future beyond what has been possible in the past. “There is a great push so that people can live from 120 to180 years.” he said. “Some have suggested that there is no limit and that people could live 200 or 300 or 500 years.”
However, many scientists who specialize in ageing are doubtful about it and say the human body is just not designed to last past about 120 years. Even with healthier lifestyles and less disease, they say failure of the brain and organs will finally lead all humans to death.
Scientists also differ on what kind of life the super aged might live. “It remains to be seen if you pass 120,you know; could you be healthy enough to have good quality of life?” said Leonard Poon, the director of the University of Georgia Gerontology Centre. “At present people who could get to that point are not in good health at all.”
76. What is the best title of the passage? ( please answer within 10 words.)
______________________________________________________________________________
77. Which sentence in the passage can be replaced by the following one?
We have got some ideas about living forever.
______________________________________________________________________________________________________________________________________________
78. Please fill in the blank in the second paragraph with proper words or phrases to complete the sentence (please answer within 10 words)
_____________________________________________________________________________
79.Do you think it is possible for humans to live longer in the future? Why? (please answer within 30 words)
__________________________________________________________________________________________________________________________________________________________
80.Translate the underlined sentence in the last paragraph into Chinese.
_____________________________________________________________________________
第二节：写作 （满分30分）
假如你是一名高三年级学生。你发现班上有些同学晚上学习到深夜，白天也不安排休息时间，但往往课堂上昏昏欲睡；有些同学饮食习惯不好，不吃早餐。请你写一篇发言稿，在班会上劝同学们合理安排作息时间，注意健康饮食,保证学习好、身体好
注意：1、发言稿须包含上述要点，但可适当发挥，使讲话完整通顺
2、120词左右
Dear classmates:
It’s a pleasure for me to have a chance to make a short speech today. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
第一部分
第二部分21- 25 BCABA 26- 30 AACCA 31-35 AADAC 36-40 DBACC 41-45 ACABA 46-50 DCDBA 51-55 ACBDB
第三部分56-60 BACAA61-65 ACBBA 66-70 ACBDA 71-75 BAADD
第四部分
第一节：
76.Living Longer or Not
77.I think we are knocking at the door of immortality.
78.we will see it/we can reach that goal
79.With science and technology developing quickly I think it is possible for humans to live longer in the future and more people are paying more attention to their health.
80. 我们还不知道，如果你活过了120岁，你能有足够健康的身体保证你能有好的生活质量吗？
第二节：写作
Dear classmates:
It’s a pleasure for me to have a chance to make a short speech today. Recently, I have found that some of our classmates study late into the night and do not spare any time to take a rest during the day either, but they often cannot help falling asleep in class. And some classmates seldom have breakfast, which is also a bad habit and will surely do harm to their health.
In my opinion, it’s extremely important for us to have enough sleep and a proper diet. We must learn to make wise use of our time, and only in this way can we keep fit and study well. I wonder if you agree with me.
Thank you for listening!
篇8：Book 6 unit 2 poems 全单元简案Period 5--Listening(新课标版高二英语选修六教案教学设计)
Unit 2 Poems
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 6-- Unit 2
Ⅲ. Lesson type: listening
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. slides
Ⅴ. Teaching Objectives:
1. To improve students’ ability of listening
2. To help them learn how to enjoy English poems
Ⅵ.Teaching Important Point:
How to get the students to grasp the main idea of a passage by listening.
Ⅶ.Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Ⅷ.Teaching Methods:
1. To create a situation that helps the students know what they will hear from the conversation
2. To present an English poem and cultivate their interests.
Ⅸ.Teaching Procedure:
Step 1: Greeting. (1 minute)
T: Good morning, girls!
Ss: Good morning, Miss Luo!
Step 2: Pre-listening (7 minutes)
见课件
篇9：Unit 5 Music --- Reading(新课标版高一英语必修二教案教学设计)
Teaching aims:
1. To develop the reading skills of skimming and scanning to understand the reading material.
2. To read about the successful development of a famous band “The Monkees” s hard life from being common to get a big hit.
3. To improve the Ss’ reading skills such as skimming and scanning.
Teaching important points:
1. Help Ss to understand the passage better.
2. Learn and master some important words and phrases.
Teaching difficult points:
1. How to help Ss understand the passage better.
2. How to improve the Ss’ reading skills through some activities.
Teaching approaches: task- based approach
Teaching aids: the computer , the multi-media projector
Teaching procedures:
Step 1 Lead-in
1. Introduce the topic of music.
(Before class, play the Monkees’ song “I’m a believer”)
T: Do you like the music I played before class? Today our topic is music. Are you fond of music? Do you know who they are? (The teacher shows the pictures of some famous singer S.H.E,Coco li , Liu Huan, Andy Lau刘德华，Jay 周杰伦，Michael Jackson , Rich Martin)
Then what kind of music do they sing?
Do you know some other kinds of music?
How does music make you feel?( I feel inspired when listening to music , when I’m listening to music . when I’m mot having a good mood music can calm me down . when I listen to the music. I feel happy and recall some good memories and beautiful things in life ).
( I feel relaxed when listening music, music tells us the real life.)
2. Introduce “The Monkees”.
T: Excellent, I really enjoy your opinions and I also have learnt a lot from your ideas so you are really music fans. Now I have a problem. I would like you to give me some advice. I want to listen to some famous bands music. Can you recommend some famous bands for me? Or have you ever heard about any of the famous bands in the world? List some if you have.
T: Good. Thank you for your recommendation . I have many choice to consider. But here I have a photo of an band, Can you tell me who they are? ( The Monkees)
T: Well, it seems you know little about them it doesn’t matter. Now let’s read the passage on the paper and find more information about them “The Band That Wasn’t”
Step 2 ( Task 1 ) Fast reading
Please read the passage quickly and tell us what the passage is about.
( The passage is about the successful development of a famous band “ the Monkees”.)
Step 3 (Task 2 ) Skimming
Skim the passage and find out the main idea of each paragraph.
Para 1 : Dreaming of being famous musician or singer
Para 2 : How musicians form bands.
Para 3 : How the band got their start.
Para 4 : How “The Monkees became serious about their business.
Step 4 (Task 3 ) Scanning
Scan the passage and find out jwhether the following statements are True or False.
T 1.Most musicians meet and form a band because they like to write and play music.
F 2.The TV organizers had looked for five musicians who were lovely and who could make good music.
F 3.Each week the group that was called “The Beatles” would play a song or two written by other musician.
T 4.“The Monkees” broke up in about 1960，but reunited in 1980.
Step 5 (Task 4 ) Intensive Reading
Ask the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.
T：OK，boys and girls.Now let”s read the text in detail and answer the following questions.
Questions：
1. Why do most musicians like to be in a band with others?
( Because they want to write and play music together.)
2. Which two musical bands are mentioned in the passage?
(Beatles & Monkees )
3. How do bands that are formed by high school students earn some extra money?
(They may play to passers-by in the street or subway so that they can earn some extra money.)
4. When did “The Monkees” break up and when did it reunite?
( They broke up in about 1970 and it reunited in the mid-1980.)
5. Why was “The Monkees” successful in their work?
( Because they were serious about their work and they also worked very hard.)
Step 6 (Task 5 ) Word study
Listen to the recording and then match the words or phrases with the meanings
musical instrument someone whose job is to play or write music
karaoke something used to make music
fan excited supporter of somebody
Advertisement person or thing that is very popular and successful
hit imagine something would come true
passers-by go away in different directions
dream of tell exactly what one thinks
break up public message to tell about sth. or service
be honest with person going past by chance
musician sing a song with a video
Step 7 ( Task 6 ) Retell the story
I guess you have totally understood the text.Now let”s check whether you have comprehended the text.On the blackboard，it”s the summary of our reading text.But it”s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.
If we are ______ ______ ourselves，most of us have ______ ______ being famous sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.
Suggested answer：
honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunited
Step 8 Summary
Today we”ve learned a passage about the band “The Monkees” and we know their success lies in their hard work and unique style of performance.The Monkees worked hard to be a famous band and their special performance styles were loved by people all over the world.
Homework:
1. Read the passage over and over again and find out all the sentences with attributive clauses.
2. Read another passage “Biography of ‘The Monkees’” to get more information about the Band.
篇10：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)
Unit 2 The United Kingdom
A general review of Unit 2
Period 1 Word study, Warming up, pre-reading
Period 2 Reading I (P9-10)
Period 3 Reading II: Using language（P13）& Listening(P15)
Period 4 Language points
Period 5 Grammar
Period 6 Learning about language, Listening (p48, P52-53) & Reading(P51)
Period 7 “English Weekly”
Period 1
Pre-class task:
Preview new vocabulary of Unit2, and especially pay attention to the pronunciation of the new word 2. Finish the quiz in Warming up( p9) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p16 in order to have a general idea of the learning goals of Unit 2
Step 2 Word Study
(Pair work) Get Ss to read aloud the new words and phrases on p93-94 within 3-4 mins; then get Ss to read aloud the words in pairs by turns.
2. Practice Use the correct form of the words to fill in the blanks.
(education)
convenience
X
(history)
attraction
collection
influence
(construction)
(constructive)
debate
arrange
(wed)
delight
suggestion
thrill
Fill in the blanks using the correct form:
It was a thrilling story of violence and murder. (thrill)
The railway is under construction at the moment. ( construct)
We have been invited to their daughter’s wedding. ( wed)
Her marriage was arranged by her parents.(arrangement)
The dustmen collect the rubbish once a week. (collection)
I hope that what I say will clarify the situation. (clarification)
Fill in the blanks using the new words in this unit
Don’t let me i__________ your decision. I know you’ve made up your mind. (influence)
Her story p_______ me; I find it hard to believe. (puzzles)
A mistake in the map led the traveler into e______. (error)
He showed me his stamp c_______. (collection)
During the summer holiday, they did a lot of _______ in Guilin.(sightseeing)
In the park there is a s_______ of a king, made of stone not of metal. (statue)
The a_____ of the moon for the earth causes the tides.(attraction)
Step 3 Warming up
Check the answers to the quiz( P9 ). Introduce the UK by showing pictures while Ss giving the correct answers.
Step 4 Pre-reading
(Pair work) What are the four countries of the UK ?
What are the capital cities of the countries of the UK?
What are the three main areas in England?
Get Ss to come up to tell their location on the map ( showed on screen)
See the map on P9
Talk about the different flags of the countries of the UK
( the flags are showed on the screen)
The flag of England is a cross, the flag of Scotland and Ireland are both like a fork, the flag of the Union Jack is the flag of the UK, which is the combination of the three flags.
Step 5. Summary and Speaking
To get Ss to summarize the general knowledge they learned about the UK in class by using given sentence pattern:
A brief introduction of the UK
The official / full name of the UK is The United Kingdom of the Great Britain and Northern Ireland, but it’s usually known as the United Kingdom or the UK or Great Britain or Britain.
The United Kingdom is made up of four countries, they are England, Wales, Scotland and Northern Ireland. The national flag of the UK is called the Union Jack.. The official language is English. The capital city of the UK is London. Tony Blair is the Prime Minister and his office is located in Downing Street .
Step 6 Homework
Preview the reading passage Puzzles In Geography”(p9), try to do Ex.1, 2 on P11
Read notes 1-10 on p79-80
Go over the new words(“unite”-“leave out”)
Speaking task: a brief introduction or background knowledge of the UK(check in next class)
Period 2
Step 1 Revision
Revise the new words. ( Get the Ss to speak out the words while the Chinese meaning given out)
Step 2 Lead in
Invite 1-2 Ss to give their brief introduction to the UK
Step 3 Reading
Fast reading :
Q1: What’s the main idea of the text? ( D )
A brief introduction to the United Kingdom about its geography and history.
A brief introduction to the United Kingdom about its foundation and development.
A brief introduction to the United Kingdom about its politics and culture.
All of above.
Q: How many groups of invaders influenced London? What are they?
( Four; They are the Romans, the Anglo-Saxons, the Vikings, the Normans)
Careful reading:
Q1: Which part of Ireland broke away to form its own government? ( C )
the northern part B. the middle part C. the southern part
Q2: Are the four countries of the United Kingdom the same in educational and legal system as well as the football team? ( B )
Yes B. No
Q3: Where can you find out Britain history and culture in England? ( C )
the Midlands and south of England B. the South of England
C. the Midlands and north of England D. the North of England
Q4: What can we learn from this text? ( B )
Great Britain was peacefully united while Ireland broke away to be independent by war.
England, Wales and Scotland made up Great Britain, which united Northern Ireland into the UK.
Great Britain used to being Ireland under control by war.
The Union Jack, a new flag, doesn’t stand for Northern Ireland in the world today.
Q5: The writer is trying to tell us __________. ( A )
England is the biggest of the four countries and consists of three rough zones.
Great Britain and Northern Ireland have different systems as well as international relations.
London is well-known for its groups of invaders instead of its historical treasures.
The invaders should be remembered for influencing and constructing London.
Step 4 comprehending
P10, Ex. 1
The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?
( Wales is left out. It’s usually assumed to be part of England.)
2). What three countries does British Airways represent?
England 2. Scotland 3. Northern Ireland)
Which group of invaders didn’t influence London?
( The Vikings)
Divide the passage and the main idea of each part
Part 1 ( Para. 1): states the topic to be examined in the reading text
Part 2 ( Para. 2-5): explains how the UK came out, the differences between the four countries and between three zones of England.
Part3 ( Para 6): explains London plays an important role as a cultural and political center of the UK
A short summary of the text
The passage clarifies how the UK developed as an administrative union and shows how England is divided into three zones. It explains how London was influenced by four groups of invaders and why London became the cultural capital of England.
Step 5 Difficulties
Get the Ss to raise questions on the text or point out the sentences that they don’t understand.
*P9 Para1 Line3 You can easily clarify any problems if you study British history.
(Explain: clarify-become clearer and more easily understood 澄清；阐明)
P9 Para 2 Line2 Now when people refer to England you find Wales included as well.
(Explain: Now when people mention or talk of England, Wales is included in it, too.)
P9-10 Para3 Line3 To their surprise, the three countries found themselves united peacefully instead of by war.
( Explain: They were surprised to find that the three countries united themselves as one peacefully rather than violently. find oneself done （不知不觉）发现被… )
P9-10 Para3 Line4 However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.
( Explain: they were going to make Ireland become part of the UK, the southern part of Ireland broke away to set up its government.)
P10 Para4 Line1 Although the four countries do work together in some areas…
( Explain: work together 合作（习惯用语）
P10 Para6. Last line You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
( Explain: keep one’s eye open 睁大双眼 make…worthwhile 使…值得做的 a trip to…去…旅游)
Step 6 Speaking
(Group work) Choose 2-3 groups to tell how Great Britain was formed by the map of the UK
be linked to…
be joined to…
get…connected to…
break away
Step 7 Homework
Finish P11-12, Ex 1,2(on SB)
Pre-read Reading II on P13
Read notes on p80-82 and go over the new words for dictation
“Best English” P18 “文脉理解” P23 “词汇专练” “短语专练”
Period 3
Step 1 Homework checking and Dictation
Dictate the new words
P11-12, Ex 1,2 (on SB)
Step 2 Lead in
Talk about London with the Ss
the famous sites: the Tower of London, Buckingham Palace, Westminster Abbey, St. Paul’s Cathedral, Big Ben, British Museum, Greenwich and Karl Marx’s statue, Windsor Castle etc.
Famous river: the Thames
Famous park: Hyde Park, Kensington Gardens
London’s fog : it’s often foggy and called “fog city”
Step 3 Reading
Fast-reading:
Q1: How long did Zhang Pingyu visit London? ( For 3 days.)
Q2: To circle the sites mentioned in the text.
( Tower, St Paul’s Cathedral, Westminster Abbey, Greenwich, Big Ben, Highgate Cemetery, Windsor Castle)
Careful reading:
*Get the Ss to study the structure of the text:
Day1: 1) the Tower of London 2) St Paul’s Cathedral 3) Westminster Abbey
4) Big Ben 5) Buckingham Palace
Day2: Greenwich
Day3: 1) Highgate Cemetery 2) The Library of the British Museum 3) Windsor Castle
Step 4 Difficulties
*P13 Para1 Line 5
To her surprise, Zhang Pingyu found the Queen’s jewels guarded by special royal soldiers who, on special occasions, still wore the four-hundred-year-old uniform of the time of Queen Elizabeth I.
( Explain: find…guarded 发现…被守卫 on special occasions 在特殊的场合
the time of Queen Elizabeth I伊丽莎白一世时代)
*P 14 Para.3 Line5
What interested her most was the longitude line.
( Explain: “what interested her most” 是主语从句)
*P14 Para.4 Line1-2
It seemed strange that the man who had developed communism should have lived and died in London.
(Explain: develop communism 发展共产主义
句子意思：这似乎是一件怪事：这位发展共产主义的人竟然在伦敦生活过，并在伦敦去世）
Step 5 Listening
Get the Ss to read Q1 carefully so that they are familiar with the new names and relationship. Get them to read aloud the names so that they can recognize them when they hear them on the tape.
1st time: do Ex.1 and Q1&2 in Ex.2
2nd-3rd time: finish Ex.3-6 in Ex.2
Step 6 Homework
Finish “ Language points”
Go over the rest of the new words for dictation
WB. P49-50 Ex.1, 2
Period 4
Step1 Dictation
Step 2 Language points ( Seen in handout)
*consist of
*there is no need (for sb.) to do sth.
*as well & as well as
be linked to…, be joined/connected to…
** find oneself done
find oneself doing
find oneself +prep.-phrase
*divide & separate
*break away ,break down &…
take the place of…, take place, take one’s place
Step 3 Practice
Step 4 Homework
“Discovering useful structures” on P12-13 Ex.1-3
“Best English” P22-23 语法专讲，语法专练
3．Underline the phrases in Language points, prepare for the dictation
Period 5
Step 1 Dictation
Step 2 Lead in
Eg, 1)Yesterday I had my hair cut.
(Get the Ss to tell “cut” is the object complement, and notice its position-after the object)
2) 上个月，我姐姐的钱包在汽车上被偷了。
My elder sister had her wallet stolen on a bus last month.
3) 他再次向学生解释问题以便让他们明白。
He explained the problem to the students again to make himself understood.
Step 3 Grammar
Get the Ss to conclude the rules from the groups of sentences
The old man had one leg lost in the war.
He got his TV set mended.
He raised his voice to make himself heard.
Conclusion: 表示“使…”的动词，如have,get,make,help,leave
When I got there, I found him seated at the desk.
He was about to enter the hall when he heard his name called.
We would like to see the plan carried out next year.
Conclusion: 感官动词(see, hear, watch, listen to, observe etc.)和表示心理状态的动词(think, find..)
I want this work finished by Friday.
She likes the hair cut short.
They wish a bridge built in their hometown one day.
Conclusion: 表示“希望，要求”等意义的动词，如want, like, wish, order, expect…
With trees planted around the building, our school looks more beautiful.
The murderer was brought in, with his hands tied behind his back.
Conclusion: with的复合结构
Step 4 Practice
(SB) P12 Ex.1, 2
“Best English” P23 语法专练
Step 5 Test
1. We must get the house _____ during the holidays.(A)
A. painted B. painting C. paint D. to paint
2. Five books on the shelf are found _____.(D)
A. tear B. tearing C. tore D. torn
3. He watched the whole house _____ down.(C)
A. burn B. burning C. burnt D. to be burnt
4. He said he never heard this word ______ in spoken English.(B)
A. use B. used C. using D. to use
5. She felt herself _______ by her friends.(C)
A. misunderstand B. misunderstanding C. misunderstood D. to misunderstand
6. We had a photo ______ with the foreign friends.(D)
A. take B. took C. taking D. taken
7. The result of the test was rather _____ He was very ______ at the result.(D)
A. disappointed, disappointed B. disappointing, disappointing
C. disappointed, disappointing D. disappointing, disappointed
8. There were two roads ______ to the station.(C)
A. lead B. led C. leading D. to lead
9. I observed two men in raincoat ______ the hall. (B)
A. enter B. entering C. entered D. to enter
10. A man was seen _______ to break into the house.(B)
A. try B. trying C. tried D. to try
Note: No.9 & 10 should be explained to the Ss, and simply tell the different usage between ved &ving
Step 5 Homework
P50 Ex.3 (翻译) P50-51 Ex.1-2
P51-52 Reading Task
Period 6
Step 1 Homework check
Step 2 Learning about language
P11 Ex.1, 2
Step 3 Reading Task ( P51)
Explain the following difficult sentences or phrases:
*practise Christianity in their own ways (Para.2 Line7) 用他们自己的方式进行基督宗教活动
the Houses of Parliament (Para.3 Line4) 国会大厦
*take flight (Para.3 Line9) 逃走，逃亡
*bonfire(Last Para. Line2) 野火
*(Para.3 Line3) Fawkes, disappointed at the government’s behaviour, agreed.
*(Last para. Last line) They remember a time in England when people were not as tolerant of each other’s ideas as they are now.
Step 4 Listening ( P48 & P52-53)
Listening (P48)
Get the Ss to familiar with the following words:
a multicultural country Caribbean
the old British Empire India
a British citizen Kenya（肯尼亚）
independent Pakistan Bangladesh(孟加拉国)
1st time: finish Ex.1
2nd time: finish Ex.2
Listening ( P52-53)
Get the Ss to familiar with the following words:
a Catholic supporter（天主教支持者）
practise their religion（进行宗教活动）
the Protestant church（新教教堂）
as they wish
attack
Teaching suggestion: play tape 1-2 times to get the Ss to understand the main idea and finish Ex1.only.
Step 5 Homework
Finish “English Weekly”
Period 7
To check answers to “English Weekly”
To summarize Unit2
Homework:
Writing Task: “ the United Kingdom”
Pre-view the new words in Unit3
篇11：模块7 Unit 1、unit 2 词组(新课标版高二英语选修七教案教学设计)
Unit1 Living Well
Warming up
1. a mental/physical disability 精神残疾/身体残疾
disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled
2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲
3. university entrance exam 高考
4. set up her own website()创建她自己的网站
Pre-reading
1. Other disabled people find the website beneficial.
1) find sth+adj.
2) Be beneficial to sth=be of benefit to sth 对…有益
3) v.benefit 获益，得益于。benefit by/from 得益于
Reading
1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说
2. bump into furniture 撞上家具
3. adapt (A) to (B) 使A适应于B，把A改编为B
4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）
5. up until now直到现在
6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做
7. dream about/of doing sth梦想做…
8. miss a lot of lessons=miss a lot of school 错过许多功课
9. looke different from 看上去与…不同
10. get out of breath开始上气不接下气
1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸
11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
1) every time 引导的时间状语从句
2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…
3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)
4) behind the others 落后于他人
12. my fellow students我的同学们
13. accept me for who I am 接受我这样的人
14. get annoyed at/by sth, get annoyed with sb 对…生气
15. all in all 总而言之
16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心
17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜
18. get a lot of enjoyment out of sth 从…中得到许多快乐
19. for a while 一段时间
20. be independent of sth 不依靠…
21. live a normal life 过上正常的生活
22. make fun of sb 取笑某人
23. give them encouragement to live as rich and full a life as you do.（注意
Learning about language and using language
1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业
2. congratulate sb on sth 祝贺某人某事
3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant
reading speaking and writing
1. a matter of …的问题
2. in particular=especially特别是…(注意与specially 区别)
be particular about sth 对…很挑剔
3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to
4. have difficulty/trouble doing sth 做…有困难
重点句型
疑问词+不定式
【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.
so that
【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.
【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：
We learn English so that we may get more knowledge.
【拓展】
1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：
He looked down so that she should not see his eyes.
2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。
【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.
A. which B. when C. so that D. as if
key：C。
句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于
be +形容词+ to do
【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)
【点拨】be easy to do 中，easy后用不定式的主动表被动。
有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。
例如：This kind of water isn’t fit to drink.
The box is difficult to carry.
【语法】
动词不定式的用法
Unit2 Robots
Pre-reading
1. have a great desire for sth/to do sth
reading
1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验
2. test out考验
3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事
4. feel alarmed感到很惊恐
5. feel embarrassed感到尴尬
6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。
7. be offered sympathy 被同情 have/feel sympathy for同情…
8. a pile of一堆
9. or rather更确切的说
10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到
11. wear the makeup 擦…化装品
12. accompany sb to sp陪同某人去某地
be accompanied by/with伴随着…
be accompanied at/on the piano 由…伴奏
13. write out 把…全部写出来
14. ring up打电话给
15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走
16. weep with anger 生气的哭
17. work on从事…
18. in time 及时
19. The clock struck eight.8点钟
20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象
21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人
22. prevent…(from)doing sth阻止…做…
23. set off the shops’alarm 使商店的警钟响起来
24. get into physical fights with their owners 与他们的主人打起来
get into bad habits染上坏习惯
reading and discussing
1. in the present=at present 在现在
2. as a result of…的结果
3. 40 or so40左右
4. be pregnant with her third child 怀上了她的第三个孩子
5. run a candy store 经营一家糖果店
6. his talent for sth 他…方面的天赋
7. take himself seriously as a writer 开始认真的当自己是一个作家了
8. have stories published 把故事出版
9. receive many rewards for his books 他的书得了很多奖
10. do research into/on sth对…做研究
11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去
12. set aside把…放在一边，为…节省或保留（钱或时间）
13. obey the law遵守法律
【语法】
被动语态和动词不定式的被动语态
She was amazed by his fingernails and the softness and warmth of his skin.
As he was not allowed to accompany her to the shops…
The women were impressed by Claire and the house.
It was going to be tested out by Larry’s wife, Claire.
篇12：unit 2 Robots language points(新课标版高二英语选修七教案教学设计)
Warming-up and pre-reading
1. character n.人物，角色；特性，特征；性格；人格，品性；（汉）字，字体
a. It is a good story, but I find some of the character rather unconvincing(不令人信服).
b. They are twins but they have quite different characters
c. He is a man of good character.
d. A Chinese character 一个汉字
2．Fiction n. 1)小说（总称）；虚构的文学作品
2）编造；想象；虚构；捏造
Fact/Truth is stranger than fiction. [谚语]事实比小说更离奇。
短语：legal fiction 法律上的假定 light fiction 通俗小说
pure fiction 纯粹的谎言；十足的谎言 science fiction 科幻小说
3．Desire vt.1)渴望；希望（做某事）desire to do sth.
2)要求某事（sth.）
3)要求【请求】某人做某事desire that-do/should do
desire sb. to do sth.
a. I desire an immediate answer of yours.
b. We desire to have a good result.
c. Please desire him to come in.
d. They desire that you should come at once.
n. 愿望；欲望；要求；食欲；情欲；向往的东西
短语：at one’s desire照某人的希望 get one’s desire 得到所希望的东西
meet one’s desire 满足某人的欲望 have/feel a great desire for 渴望―――
nurse a desire for 怀有――的欲望
leave much to be desired 有许多改进/不足的地方
leave nothing to be desired 尽善尽美；完全中意
Reading
4.satisfaction n.(opp.dissatisfaction)1）满足；满意；舒服；
2）令人满意的事物
I heard the news with great/much satisfaction.
He smile with satisfaction.
短语：
It will be a great satisfaction to you to know that---你如果听到――一定很满意
Feel/find satisfaction at (in) 对――感到满意
Give satisfaction to 使――满足（满意，称心）
Take satisfaction in 对――感到满足（满意）；乐于――
To one’s satisfaction = to the satisfaction of 使――满意的是
Express one’s satisfaction with(at) 对――表示满意
5. test vt&n. 检验；考查；测验；考试；考验
let’s use another method to test for its pulling force.
词语搭配：an achievement test 成绩测验 a live test(火箭)载人试验
a nuclear test 核试验 a test in physics 物理测试
a test paper一份试卷 a blood test 血液检查
短语：test out 考验 take a test 参加考试
put-to the test 将――加以化验，检查
6。asent adj.(opp. Present) 1)不在的；缺席的；缺勤的
2）缺少的；无
He is absent on business.
He was absent in his mind then.
Long absent soon forgotten. 离久情疏
短语： be absent from a friend 和朋友分离
be absent from (home,school,office)不在（家）；缺（课）；缺（席）；缺（勤）be absent without excuse 擅自缺席
7．Alarm n.警报；惊慌
The fire caused much alarm.
短语：
1） give the alarm = raise an alarm 发警报；向――告急
2） take (the) alarm at 对――感到吃惊
3） a fire alarm 火警
4） in alarm 惊慌；担心
5） sound the alarm 响警报；吹警笛
vt.使警觉；惊动；使惊慌 Don’t alarm yourself.
7)be alarmed at(the news)被（那消息）吓一跳
8）be alarmed for (the safety of--) 放心不下；担心（――的安全）
8．Smooth adj.平坦的；平滑的；顺利的
The course of true love never did run smooth.恋爱无坦途/好事多磨。
The way is now smooth.
Vt. 使――光滑，平坦或顺利
短语：
1）make smooth 弄平滑；扫除障碍 2)smooth out 弄平；铺平；解决
3）smooth away/over 使容易；排除；解决（困难等）
4)smooth the way for 铺平道路；排除障碍；使容易做
5)smooth down （使）平静下来；弄平
9.embarrass vt. To cause to feel ashamed, uncomfortable or anxious 使困惑；使局促不安
The decline of sales embarrassed the company.
Be/feel embarrassed in the presence of strangers
短语：embarrass sb. with sth./by doing sth. 做――使某人尴尬/害羞/窘迫
Don’t embarrass them with(by asking) personal questions.不要问隐私，会让他们觉得不好意思。
Embarrassed adj. 尴尬的，难堪的，害羞的
I was embarrassed by his comments about my clothes.
Embarrassing adj.使人尴尬的；令人难堪的
What has been your most embarrassing moment？
10.sympathy n.同情；同感；同情心
Out of sympathy for the homeless children he gave them shelter for the night.
短语：1）express sympathy for 慰问
2）feel sympathy for, have sympathy for 同情
3）in sympathy with 同情；赞成；跟着；和――一致
11.accompany 伴随；陪伴；同时存在或发生
I must ask you to accompany me to the police station.
Strong winds accompanied by heavy rain.
12. ring(sb.)up = call (sb.) up 给某人打电话
打电话的相关短语：
1) give sb. a call/ring 2)make a (telephone) call
3) call sb. on the telephone 4) phone/telephone sb.
挂断电话的相关短语：ring off ring off the telephone
回电话的相关短语：call bake ring back
13.turn around 转身；回转；旋转
When the teacher turned around, they began to whisper.
All of a sudden he turned around/about and saw me.
短语：trun about转身；转向；调向 turn against背叛；反抗；使对抗
turn away 把（脸）转过去；抛弃 turn off解雇；关掉；使失去兴趣
turn on打开 trun out结果是；证明是；生产（产品）
14．There stood-此句为存在结构，常用于这种结构的动词有：stand, seem to be, happen to be, be likely to be; live, come, enter, lie 等；
There happened to be nobody in the room.
Once there lived an old fisherman in a village by the sea.
15. declare vt.宣布；声明；表明；说明；宣称
1) declare + n.宣告 They will declare the results of the election soon.
2) declare + n + (to be)n./ adj. 宣布――为――
The judge declared him (to be) the winner of the competition.
I declared this conference (to be) open.
3) declare + (that)从句 宣称；声称
She declared (that) she was right.
短语：
Declare oneself 发表意见，表明态度 declare war on/upon 对――宣战
Declare against 声明反对 declare for (in favour of )声明赞成
16．Envy vt.& n.嫉妒；羡慕
1) envy +sb. (for sth.) 2)envy sb. Sth.
How I envy you！ They envied us for our success.
I envy you your good fortune.
短语： be in envy of one’s success 羡慕某人的成功
Out of envy 出于嫉妒/羡慕
17．Leave--- alone 不管；别惹；让――独自待着；不打扰
Leave my book alone. 不要动我的书。
Let me alone to do it. 由我做吧。
Using language
18. explanation n. (其后常跟of, for ) 解释，注释；说明
She’s giving an wxplanation of how the machine works.
1) by way of explanation 作为说明，以解释的方式
2) come to an explanation with sb.与人交谈后消除了误会
3) In explanation of 解释，说明
I had better say a few words by way of explanation.
I’ve come to an explanation with them about the matter.
Have you anything to say in explanation of your conduct?
19．Take ---seriously 严肃对待；认真对待
You can’t take his promise seriously; he never keeps his word.
20.divorce n. 离婚；断绝关系 vt. 与――离婚； 使――离婚；脱离
1)The judge divorced the couple.
2)He got divorced from his wofe last month.
3)He is divorced from societ.
4)Life and art cannot be divorced.
短语： get/obtain a divorce 获准离婚
a divorce between thought and action 思想与行动脱节
divorce oneself/be divorced from one’s spouse 和自己的配偶离婚
Learning tip
21. set aside 将――放在一边；保留；储蓄（时间；金钱）；忽视/不顾（要求、感受）
So set aside some time each day to write, even if it is only five minutes.
I’ve set aside some money for the journey.
She always sets aside my feelings.
短语：set about 着手；开始 set--against 使――和――为敌/对立
Set apart = set aside 留出；拨出
篇13：book 5 Unit 5 First Aid for Burns(新课标版高二英语必修五教案教学设计)
(NSEFC必修Book5)
Teaching Goals:
1. Enable the Ss get some first aid knowledge
2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each each para./ part & each passage .
Key Teaching Points
How to improve the Ss’ reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pairwork of group to get every student to take part in the teaching-and-learning activities.
4. Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn’t a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss’ words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
www. healthy. net/clinic/first aid/
kids health. org/parent/first aid_ safe/
2005年10月20日
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