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Unit 22 A World of fun全单元(新课标版高一英语下册教案教学设计)

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“小露宝”通过精心收集，向本站投稿了15篇Unit 22 A World of fun全单元(新课标版高一英语下册教案教学设计)，以下是小编为大家准备的Unit 22 A World of fun全单元(新课标版高一英语下册教案教学设计)，仅供参考，大家一起来看看吧。

篇1：unit 22 Word study(新课标版高一英语下册教案教学设计)

Type of lesson: Word study

Teaching Contents: Vocabulary: thrill, educate, divide, prevent, risk and it seems/ed.

Teaching Aims：Help the students grasp the usages and meanings of the above words or phrases.

Teaching procedures:

Step I . Present the words to be learned to the students.

Ask the students to discuss in group and get the meanings of the underlined words or phrases

1. Many people come to theme park looking for thrills and entertainment.

2. A good example of a theme park that both educates and entertains is Ocean Park in Hong Kong.

3. The park is divided into two sections.

4. It seems that people just cannot get enough of scary rides and exciting adventures.

5. New technology allows us to experience almost anything without actually being in danger or risking injury.

6. He cut off the electricity quickly and prevented an accident.

Step II: Learn each word in detail

1. thrill

Ask the Ss to read the following sentences and match the underlined words with their proper meanings.

1) The magic of his music continues to thrill audiences.

2) Although Mary has been acting for years, she still get a thrill out of going on the stage.

3) Stories of adventure thrilled him.

A. To give great pleasure to; delight.

B. To cause to quiver, tremble, or vibrate.

C. A sudden strong feeling of excitement and pleasure.

Practice: complete the following sentences.

这位旅行者的经历使我们惊骇不已。

1) The travelers ___________________ his stories. (thrilled us with)

我得知考试及格后很高兴。

2) It ____________________ to know I had passed the examination. (gave me a thrill/ is a great thrill for me)

2. educate

Ask the Ss to read the sentences and discuss the meanings and usages of “educate” in a group of 4.

1) educate sb: 教育，指导某人

School teachers educate children.

2) educate oneself自学，自修

Some children educate themselves because their parents can’t afford them to the school.

3) educate sb about/ on sth 就。。。对。。。进行教育，指导

The campaign will educate the public about the dangers of smoking.

4) be educated for... 为特定目的而提供知识或进行训练，培训

I was educated for an English teacher.

Ask Ss to translate the following phrases.

①自学, 自修educate oneself

②受大学教育; 上大学be educated at [in] a college

③培养音乐兴趣educate one's taste in music

④攻读法律be educated for the law.

⑤大学教a college education.

3. divide

1) 分开；划分（常与in, into连用）

Let's divide ourselves into several groups.

This class is too large; we shall have to divide it for oral practice.

2) 分开把…跟别的东西分开；分离：divide... from...

The teacher divided the boys from the girls for gym class.

3) 分，分食（常与out连用）

“Children, divide the cake up between / among you.”

4) 除

15 divided by 3 is 5.

Three will not divide into eleven.

5) 使意见不合；使不和

Please don't let such a small matter divide us.

On some minor points members of the committee divide with one another.

Practice:

4. prevent

1) To keep from happening: 预防使防止发生：

It is the job of the police to prevent crime.

The government took steps to prevent the strike.

2) v. intr. To present an obstacle: 阻挠，阻止呈现出阻碍：

There will be a picnic if nothing prevents.

3)stop or hinder（常与from连用）阻止；制止；妨碍

We were prevented by heavy smog from seeing anything.

What prevented you from joining us last night?

4) To come before; proceed. 在…之前在…之前来；先于

Tom’s study always prevents his peers.

Practice: make up sentences according to the given key words and pictures.

Possible answers:

1) Your prompt action prevented a serious accident.

2) Italy famous football flayer Barkier has a leg injury that may prevent him from playing in tomorrow’s game.

3) Class 2’s basketball players tried their best to prevent us from winning.

5. risk

v. Ask the Ss to observe the following sentences and discuss the usage of risk.

1) risk sth

You should not have risked the confrontation with the government.

His action risked a sharp reprisal.

2) risk doing sth

Are you prepared to risk traveling without an guard?

Although he risked getting caught in a storm, Jim kept the appointment on time.

3) risk sth on sth

You’d be crazy to risk your money on an investment like that.

Tom’s Dad is a gambler. He once risked everything on a single throw.

4) risk one’s life

He risked his life when he saved the child from the river.

Martina risked her life to save her dog from the fire.

n. Ask the Ss to translate the risk-phrases in the following sentences.

1) He took a risk when he crossed the old bridge.

2) The firm’s reputation is at risk.

3) Anyone traveling without a passport runs a risk of being arrested.

4) At the risk of sounding stupid, can I ask a simple question?

5) You leave your wallet in the classroom at your own risk.

Practice

Complete the following blanks using what we learned about “risk”.

Last summer vacation, Xiao Ming _________________ (独自冒险旅行)to the Huang Long Virgin Forest. Before his journey, he told his plan to his parents. Xiao Ming’s Dad agreed with him and said: “Being a man, we should ___________（冒险）to become stronger.” But, his mother was worried about him, because she thought Xiao Ming was too young to travel the virgin forest alone and he just____________.（冒生命危险）

Xiao Ming explained his plan and said he had been well prepared. He wouldn’t _________（处于危险中）. At last Mum gave in and said: “OK. Be well prepared! Once you are in danger, do call the police and us for help. ”

Three days later, Xiao Ming came back home safely. Although Tom was very tired, he said to his parents: “___________________.（这值得冒险）”

Possible answers:

risked traveling alone, take a risk , risked his life ,

be at risk. It’s worth the risk

6. It seems/seemed...

Ask the Ss to read following sentences and discuss the sentence pattern.

1) it seems that...

It seems to me that it will snow.

It seemed that he was ill. So I called in the doctor.

2) it seems as if/ like / though...

It seems as if it is going to rain.

“At that time, it seemed as if I couldn't think of the right word anyhow.”

3) ...seem + adj.

He seems quite happy.

Mary didn’t seem very sure about tomorrow’s exam.

4) sb/sth seems/ed to be/do/ have done

Danger seems to attend everything they have tried.

I seemed to hear a voice in the distance.

Practice: use “seem” to make up as many sentences as you can according to the pictures.

Practice

Choose the following words or phrases and use their proper forms to fill in the blanks: admire...for..., thrill, educate, divide...into..., base...on..., prevent, risk and it seems/ed.

Ocean Park Hong Kong

Ocean Park, situated on the southern side of Hong Kong Island, is one of the world’s acclaimed _________ theme parks covering more than 870,000 square meters of land. With 24 years of history, Ocean Park has established itself as one of the major tourist attractions in Hong Kong and Asia. Aside from entertainment through _______ rides and a wide variety of shows, the park _____________ its education and conservation programmers.

Ocean Park is divided into two sections: the Headland and Lowland. At the Headland, the visitors can ______ its many rides including the Crazy Galleon, Flying Swing, Raging River, space wheel, and so on. Another attraction is Dolphin Aquarium. Unlike some aquarium where the visitors ____________________ touching the dolphins, it allows the visitors to dive and play with the dolphins. ________________ people just can’t get enough entertainment and education in Ocean Park.

Possible answers:

educational, thrill, is based on, risk,

are prevented from, It seems that

篇2：新课标高一英语下unit22全单元(新课标版高一英语下册教案教学设计)

Period 1 Warming-up & Listening

Goals:

1. Talk about amusement parks and our experiences.

2. Learn to express likes and dislikes about the amusing activities.

3. Be able to listen for information and understanding.

Teaching Procedures:

Step 1 Warming-up

Task 1 Talk about the topic and the word FUN

Students talk about fun things use Adjs to describe fun things

Question 1. What is fun? (snowing, sailing, hiking, rafting---)

2.What do fun things have in common?

Cooking is fun because it is challenging ( interesting, relaxing---).

3. Where can we have fun? ( cinemas, amusement parks, theme parks---

Fun is everywhere if we can enjoy it.)

Task 2 Talk about our own experiences

Questions: 1. Have you ever been to an amusement park? What did you see?

2. Have you ever tried sitting in a roller coaster?

3. How did you feel?

4. Do you like it? Why?

Task 3 Watch pictures and talk about likes and dislikes

1. Look at the pictures and name the activites

Question: Do you like these activities? Why / Why not?

2. Do an interview to find others’ ideas (make up a dialogue).

The dialogue can be like this:

Student A: Hello, .... Have you ever been to an amusement park?

Student B: Oh, yes. I have tried…

Student A: Do you like it?

Student B: Sure. I like it because it’s really exciting and …

Step2 Listening

Pre-listening Talk about the theme of the theme parks

A theme park must have a special theme.

Questions: If you are to build a theme park, what theme will you have? Why?

While-listening: Listen and finish the exercises 1 and 2

Post-listening: 1. Fill in the following form.

Which of the parks do you think is better?

Name Theme Your reason and ideas

2. Act out and make decisions

Situation: Two presidents of different colleges in England come to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class.Other students listen to the report and make their own decisions.

Students can also think up their own situations

Homework

a. Recall all the new words and expressions that occur in this period.

b. Finish the exercise Talk on the workbook.

c. Preview Reading

Period 2 Reading

Goals:

1. Learn some expressions about theme parks.

3. Read through the material and have a good understanding of theme parks.

Step 1 Pre-reading

Task 1. Watch some pictures of some parks and have fun

2. Lead-in questions:

a. What do you think you can see in a theme park?

b. Do you like scary rides? Why?

c. What do you think of adventure sports?

Step 2 Reading

Task1 Students read the text and find necessary information.

Q: What is a theme park?

A: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.

T: What are the activities based on?

Ss: The activities are based on a common theme.

Task 2 Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Task 3 Scanning

Question: What are the themes about?

What attract people in these theme parks?

Read through the passage, then fill in the form below.

Par Parks Themes Attractions

Notes: Pay attention to the new phrases and sentences

Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.

It seemed like people just cannot get enough of scary rides and exciting adventures.

The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.

Ask certain questions to check students’ understanding to these sentences.

Task 4 Discussing

1. Which of the theme parks mentioned in the text will you visit? Why?

2. Why are theme parks so popular throughout the world ?

这是一个大话题，可集思广益。

Step 3 Designing

Task 1.Design a theme park and exchange ideas in class by interviewing.

2. Draw a map for your park

Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...(refer to P70)

Name location theme Attractions activities

(work in groups of 4)

Homework

1. Read some articles(teacher provided) to facilitate the designing of students’ theme parks.

2. Design a theme park and draw a map.

Period 3 Speaking

Goals:

1. Practise giving directions.

2. Enlarge expressions of asking the way and answering.

Step 1 Check the homework

Have students talk about their theme parks

Step 2 Listening

Task Listen and answer

Listen to 2 dialogues and answer the following:

Question: What does the conversation mean?

Where is she going?

How to get there?

Step 3 Speaking

Task Watch the map and find the way

Pre-speaking

T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

While-speaking

Make up dialogues of asking for and giving directions.

Post-speaking

Give directions

Situation: Suppose you are at the main entrance of your theme park and you are introducing some attractions and the way to them to a group of tourists. Use the map you have drawn and show the way around.

Step 4 Useful Expressions

Work in groups and conclude some useful expressions of asking the way and giving directions.

Homework

1. Finish the Workbook Talking

2. Look for necessary information and write several sentences about theme parks

Period 4 Integrating Skills

Goals:

1. Read through the texts in the Intergrating Part of the text.

2. Learn to write a description.

Step1 Warming up

Task 1 Report on the writing of theme parks.

Students share their writings in class using the Project and teacher makes necessary comments.

Task 2 1. Read more about theme parks

Have students read Reading in Intergrating Skills in the Workbook.

Have students finish the following table.

Parks theme attractions

Step2 Reading

Have students read the passage on P69 .

Task 1 Skimming

Question:

What attraction can be found important in theme parks?

→ Rides, the “thrill ride” …

Task 2 Scanning

Questions:

1. How do people ride roller coasters nowadays?

2. What is a thrill ride like?

Task 3 Discussing

Question : What else can we do in a thrill ride?

S1: We can dash through the snow during the ride.

S2: We will ride together with some animals.

S3: The car rides in a desert.

… …

Summary:

We can imagine so many ways, but it’s still not enough.

The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.

Quote:

The great progress in science roots in completely new and brave imaginations of the human beings.

----- Dewey

“科学的伟大进步源自于崭新与大胆的想象力。”

----- 杜威

Step 3 Designing

Activity: 1.Design the scariest and most exciting ride in the world.

2. Describe your ride.

Tips: What should your ride look like?

How large is it?

What is the length?

What color is it?

How many people can it take?

How does it work?

How fast should it be?

What does it sound like?

What does it feel like?

How would you design the loops, corkscrews and other features?

How much should it cost?

What about the ticket for each? …

Homework: 1. Finish the design and description of the ride

2. Preview Language Study.

Period 5 Language Study

Goals:

1. Revise the words.

2. Learn to use the –ing form: used as an adverbial.

Step 1 check the homework

1. Exhibit the design of students.

2. Project some descriptions and make comments.

Step 2 Word Study

Activity 1.Write the following words on the blackboard :

statue entertainment minority collection attraction

advanced rocket amusement ancient explore

Ask the students to explain the word one by one in English.

Activity 2. T: Fill in the blanks with the correct form of the words.

Step3 Grammar

Task Learn the use of –ing form as an adverbial.

Activity 1. Study the example:

He was ill and didn’t attend the meeting. →

Being ill, he didn’t attend the meeting.

Activity 2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

Activity 3: Show on the screen some exercises of –ing forms. Have students do the exercises, and explain if there are questions

Step 4 Checkpoint

Activity: Students go through the Checkpoint and do the exercise.

Draw a conclusion of the use of –ing form.

Homework

Finish the word study and grammar part on the workbook.

篇3：高一英语新教材教案Unit 2 English Around the World(新课标版高一英语下册教案教学设计)

Teaching aims and demands:

a. Achieve language skills and related knowledge about the language of English;

b. Learn to communicate when in language difficulties:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson1

Step 1 Presentation

Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.

Step 2 Warming Up

Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?

Step 3 Reading

Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.

Step 4 Speaking

Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.

Step 5 Practice

Ask the students to make a similar dialogue.

Step 6 Listening

Listen to the tape and fill the blanks in the part LISTENING.

Step 7 Homework

Finish exercise1 on page 91 in the TALKING part.

Lesson2

Step 1 Revision

Check the homework.

Step 2 Presentation

Show the students some pictures in different situations in order to get them know everywhere English is needed.

Step 3 Reading

Ask the students to read the text. And find the topic sentence in each paragraph.

Step 4 Post-Reading

Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.

Step 5 Homework

Finish exercise in the part PRACTISING in their workbooks..

Lesson 3

Step 1.Revision

Check the home work.

Step 2 Word Study

Ask the students to match the words on the left with their meaning on the right.

Step 3 Grammar

Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.

Step 4 Practice

Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.

Step 5 Workbook

If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.

Step 6 Homework

Review the last part what is Direct Speech and what is Indirect Speech.

Lesson 4

Step 1 Revision

Check the homework. by doing exercise 1 in part Grammar in the workbook..

Step 2 Presentation

Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.

Step 3 Reading

Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.

Ask the students to read the text again carefully and finish the exercise on page 13.

Step 4 Retelling

Ask the students to say something about the difference between the American English and the British English according to what they just learned.

Step 5 Specific Reading

Students read the paragraph about American English and fill in the chart on page 14.

Step 6 Homework

Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.

篇4：高一第六单元全单元 (新课标版高一英语上册教案教学设计)

教学目标

1．知识目标

1)重要词汇：

interrupt apologize introduce culture manner manners impression behave cloth custom course raise advice drink to start with leave our stare at make jokes about sb

2)句型：

1. He apologizes for losing it by saying …

2. Having good table manners means knowing, for example, how to use…

3. When drinking to someone’s health, you raise your glasses, but…

4. They make me think of the happy days we spent together.

3)语法

定语从句( the Attributive Clause )

1. 能够用英语描述人物、事件、时间、地点、原因等-- 使用限制性定语从句：

I spent the whole afternoon with the teacher who was very helpful.

2. 能够用英语对特定的人物、事件、时间、地点、原因等作补充说明--使用非限制性定语从句：

I spent the whole afternoon with the teacher, who was helpful.

道歉与致谢( Apologizing & Expressing thanks)

Excuse me. Forgive me.

I’m (very/so/terribly) sorry.

That’s all right. /That’s OK. /No problem.

I apologize for …Oh, well, that’s life.

I’m sorry. I didn’t mean to …

Oops. Sorry about that.

Thank you. It’s beautiful.

能力目标

1. To teach the students how to behave well and write thank-you letter correctly.

2. To develop the students’ ability of expressing themselves and thinking in English.

情感目标

1. To get the students to understand the differences between Chinese and western table manners and learn how to self-discipline in social activities.

2. To make the students know the importance of being polite and how to make themselves behave properly in communication with others.

Period 1 Listening

Teaching aims:

1. To improve the students’ listening ability by listening to the information on the usage of informal and formal ways of apologizing.

2. To improve the students’ listening ability by listening to the given listening passage.

Suggestions for teaching:

1. Important and difficult points:

1. Getting the most important information of the dialogue on the topic of apologizing.

2. Getting the general idea of the given listening passage.

2. Suggested teaching methods:

Activity 1 Lead-in

The topic is to talk about good manners in our daily life. The teacher may begin this activity with these words: In our daily life, it is very important to be polite in communicating with others. Whether in China or in foreign countries, we should pay attention to our manners. But what are good manners in your opinion?

Encourage the students to express themselves freely in class.

Activity 2 Free talk

Collect the students’ opinions about good manners in different situations. The teacher may design some situations previously for the students to practise what they should do or say to show their politeness. First make some pairs act our their dialogues in class and then discuss in class whether they have good manners or not.

Suggested situations:

1. How to ask the way when you come to a new place?

2. What can you say if you want to interrupt others when they are talking?

3. You want to join a party that has begun.

Activity 3 Warming up

The teacher may begin this activity with picture description. Ask the students to look at the pictures carefully and complete the dialogues given. Give the students chances to discuss and act out the dialogues in class.

Activity 4 Listening

This activity may be performed this way:

1. Play the tape for the students to listen and let the students make sure what has happened in the dialogue.

2. Play the tape once again. This time ask the students to pay attention to how Bill made apologies to Cliff and how Cliff answered.

Activity 5 Role-play

This activity is a productive one. Suppose one student is Bill and the other is Cliff. Give the students chances to express themselves in the same situation. Encourage the students to act out their dialogues in class after a few minutes’ preparation.

Activity 6 Discussion

Topic for discussion: What are good manners in this situation?

This is productive work. The students should be encouraged to express themselves freely in class. At the same time discuss what are good manners at school?

HOMEWORK:

1. 预习课文。

2. 背诵生词

3.《课课练》配套练习

教后小记

Period 2 Speaking

Teaching aims:

1. To improve the students’ speaking ability by talking about how to practise making apologies in different situations.

2. To make the students learn to express themselves correctly and freely, using the polite expressions, such as , “I’m sorry”, “Thank you”, “Excuse me, but…” and so on.

Suggestions for teaching:

1. Important and difficult points:

1. Understanding the ways of making apologies by performing speaking activities.

2. Learning to use proper expressions for making apologies freely.

2. Suggested teaching methods:

Activity 1 Discussion

Topic for discussion: What are good manners or bad manners in our daily life?

The teacher may begin this way: We often say or hear “He is a good boy because he has good manners. / She is a girl with good manners so everyone likes her.” What do you think good manners are? Please give some examples of good manners in your life.

Hints: behavior at school; greeting; talking with parents; eating at table; etc.

Activity 2 Discussion

Ask the students to practice useful expressions of making apologies.

Hints for teachers: This activity should be a free activity. The purpose is to revise what we have learned in Period 1. Encourage the students to express themselves freely in class. No given situations this time

Activity 3 Language study

It is a summary to Activity 2. Make sure the students grasp the basic usage of the following expressions.

Ways of making apologies Forgive me. I’m very sorry.

I apologize for…

I’m sorry. I didn’t mean to…

Oops. Sorry about that.

Possible answers Oh, that’s all right.

Oh, well, that’s life.

It’s OK.

No problem.

Collect other ways of making apologies and possible answers from the students.

Activity 4 Role play

This activity is a controlled one. The students are encouraged to make up their own dialogues based on the given situations. Before practicing, make sure the students are quite clear about each situation. In situation 1, three persons are required to get involved.

Activity 5 Extension

This is productive work. The students can create and practice their own dialogues. They may design any other situations in which they may use the words of making apologies in their daily life or studies, especially the situations that may take place at other parties. Encourage some pairs to act out their dialogues in class.

HOMEWORK:

1.《课课练》配套练习。

2.整理笔记

教后小记

Period 3 Part one Reading comprehension

Table manners at a dinner party

Teaching aims:

1. To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.

2. To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.

Background knowledge:

China dining custom &Table manners

The main difference between Chinese and Western eating habits is that unlike the West, where everyone has their own plate of food, in China the dishes are placed on the table and everyone shares. If you are being treated by a Chinese host, be prepared for a ton of food. Chinese are very proud of their culture of cuisine and will do their best to show their hospitality.

And sometimes the Chinese host use their chopsticks to put food in your bowl or plate. This is a sign on politeness. The appropriate thing to do would be to eat whatever it is and say how yummy it is. If you feel uncomfortable with this, you can just say a polite thank you and leave the food there.

Eating No-no’s

Don’t stick your chopsticks upright in the rice bowl. Instead, lay them on your dish. The reason for this is that when someone dies, the shrine to them contains a bowl of sand or rice with two sticks of incense stuck upright in it. So if you stick your chopsticks in the rice bowl, it looks like the shrine and is equivalent to wishing death upon a person at the table!

Make sure the spout of the teapot is not facing anyone. It is impolite to set the teapot down where the spout is facing towards somebody. The spout should always be directed to where nobody is sitting, usually just outward from the table.

Don’t tap on your bowl with your chopsticks. Beggars tap their bowls, so this is not polite. Also, when the food is coming too slow in a restaurant, people will tap theirs bowls. If your are in someone’s home, it is like insulting the cook.

Drinking

Gan Bei !(Cheers!)

Alcohol is a big part of eating in Beijing. Especially when dining with Chinese hosts, you can expect the beer to flow freely and many beis to be ganed. (Gan Bei literally means “dry the glass”.) Besides beer, the official Chinese alcoholic beverage is bai jiu, high-proof Chinese liquor made from assorted grains. There are varying degrees of bai jiu, and some are quite good. The Beijing favorites is called Er Guo Tou, which is a whopping 56% alcohol. More expensive and less formidable are Maotai and Wuliangye, which go far about 300-400 yuan per bottle. In comparison, Er Guo Tou costs a modest 4 or 5 yuan per bottle. If you are not a drinker, or don’t feel up to the challenge, just say “wo bu hui he jiu”(I don’t drink.) It is generally acceptable to use coke or tea as an alcohol substitute.

Suggestions for teaching:

1. Important and difficult points:

To enlarge the students’ knowledge about politeness and impoliteness at table.

2. Suggested teaching methods:

A. Pre-reading

Activity 1: Lead in

Revise how to make apologies in different situations. Make the students know how to use

polite expressions properly.

Activity 2: Discussion

Discuss how to be polite in the following situations in Chinese culture:

Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s house

Discuss how to be polite at a dinner party.

During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, the teacher may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.

B .Reading

Activity 1 Skimming

Ask the students to skim the text to find the main idea of each paragraph.

Para. 1: What are included in table manners in Western countries.

Para. 2: How people start their dinner party.

Para. 3: Information about the main course.

Para. 4: How to communicate with others at the party.

Para. 5: The way of drinking.

Para. 6: The importance of table manners.

Activity 2: Scanning

Ask the students to read the text carefully and do questions and answers. This time they should pay more attention to details.

Questions:

1. What are the devices for eating at a Western dinner party mentioned in the passage?

Knives, forks, napkins, glasses, bread roll and spoons.

2. Where do we put the napkin?

On the lap.

3. What does the dinner start with?

Starter.

4. Is it good manners to eat before others start eating?

No, it isn’t.

5. How much soup can we drink after the starter?

One bowl, no more.

6. What is considered to be the best part of the main course in Western countries?

Chicken breast with its tender white flesh.

7. How much shall we eat at a dinner party?

Not more than we need.

8. What’s the difference of toasting in China and in Western countries?

In Western countries people sip each time, while in some parts of China people finish the whole drink each time.

9. Do we have to follow these rules whiles dining with family members of friends?

No, we don’t have to. We can be more causal.

Activity 3: Quiz

Decide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.

( )1.Use the knife with your right hand.

( )2.Put your napkin on your lap.

( )3.Start eating as soon as your food is served in front of you.

( )4.Ask for a second bowl of soup.

( )5.Use your fingers when eating chicken.

( )6.Finish eating everything on your plate.

( )7.Talk loudly while eating.

( )8.Make other people drink more than they can take.

C. Post-reading

The teacher may design the following activity for consolidation:

Activity 1: Retelling (Individual work)

Ask the students to retell the basic table manners in the Western countries, especially how to place and use knives and forks.

Activity 2: Discussion

Questions: In what order will the following dishes be served at a Western dinner party? Put the proper number in the box.

dessert drink main course starter soup

Make the students to number them according to what they have learned in the text: 4-5-3-1-2

Activity 3 Consolidation

Ask the students to give examples of how Chinese table manners change over time. Mainly let them talk about the local table manners at the present time. If possible, compare table manners in different parts of China.

Part two Structure analysis

体裁: 说明文

结构分析

Western dinner party Chinese dinner party

Things napkin, glasses, two pairs of knives and forks,

plates a hot damp cloth, chopsticks, bowl, cup, plate

Serving order starter-soup-main course cold dishes-soup-main course

Drink white or red; take a sip alcohol; finish at once

Rules (not) 1. Ask for a second soup

2. Touch meat on bones

3. Take more food than need

4. Laugh all the time

5. Touch each other’s glasses

6. Drink too much

寓德于教

这是一篇介绍西方餐桌礼仪的说明文。该文分别从对餐具的摆放、餐前礼仪、餐中礼仪、餐桌上的谈话礼仪、饮酒礼仪、餐桌礼仪变迁等几个方面来介绍，比较全面地介绍了西方的餐饮文化。该文不但有利于培养和训练学生的阅读能力，也有利于培养学生跨文化交际的意识和学习英语的兴趣。

写作技巧

该篇文章在写作上具有如下特点：

1. 环环相扣，中心明确

文章第一段先给出餐桌礼仪的定义，然后就中西文化中餐桌礼仪的不同进行了较为详细的对比，并于文章最后说明我们为什么要了解餐桌礼仪作为结论，层次分明，环环相扣。每段的最后一句都给出明确的餐桌礼仪注意事项，但在结尾时对作者提出忠告：不要墨守陈规。

2. 由浅入深，通俗易懂

课文以教人们认识最基本的西餐 “table manners” 为目的，以简洁的文字、直接的表述向人们展示了东西方餐桌文化的区别。文章从最基本的餐具摆放开始，接着介绍了进餐的顺序，中间穿插着相关的餐桌礼仪，还说明了进餐中对言行举止的要求，如：举杯、饮酒等。最后宽慰人们 “table manners”在与时俱进，不断变化。如不懂，没关系，直接模仿主人好了。

HOMEWORK:

1. 复述课文。

2. 准备默写

教后小记

Period 4 Language learning

Teaching aims:

Encourage the students to use these language points both orally and in written form.

Important and difficult points:

1.Word study

1).impression 名词，在句中作“印象”解，也可表示按压所留下的“印痕、痕迹”

如：What is your impression of our city?

First impressions are half the battle. (最初的印象最深)

常见词组：make a good impression 留下好印象

give sb. a good impression 给某人以好印象

give one’s impressions of 陈述自己对……的印象

make an impression on sb. 给某人留下印象

make no impression on sb. 对……无影响

2). unfold 由表示否定的前缀un+fold 组成。表示否定意义的前缀还有：

dis- (disappear, discourage, disappoint)

in-, il-, im-, ir- (independent, informal, illegal, impolite, impatient, irregular)

un- (unknown, unlock, unhappy, unfair)

mis-(mistake, misunderstand, misspell)

non-(nonsmoker, nonstop)

3).finish及物动词，其宾语可以是名词、代词或动名词，不能跟不定式作宾语。

如：She’s finished practicing the piano for today.

类似的有: mind, miss, enjoy, practice, excuse, dislike, suggest, consider, keep, avoid, allow, risk, resist, finish, imaging 等。

如：We suggested having a picnic in Xuanwu Lake this Sunday.

4).follow常用作及物动词，主要表示“跟、跟随”等意思。

如：The students followed the professor into the classroom.

Spring follows winter.

He came into the office, following the boss.

He came into the office, followed by the teacher.

另外，有“遵循，听从，仿效”等意思。

如：You’d better follow the teacher’s advice.

Follow the instruction on the bottle.

The football team will be as follows: Smith…

5).not all/both/every 表示部分否定。其意思为“并不都是”“并不是所有的”

如：Not all birds can fly. 并不是所有的鸟都能飞。

Not both of the answers are right. 并不是两个答案都对。

Not everyone likes the film. 并不是所有的人都喜欢这部电硬。

在部分电影否定句中，not 的位置并不影响句意。如上句也可说成：

Everyone doesn’t like the film.

若表示全部否定要用 none, neither, no 等表示。

如：None of the birds can fly. 这些鸟都不能飞。

Neither of the answers is right. 两个答案都不对。

6).beside/besides

beside 为介词，意思为“在……的旁边”，等于at/by the side of.而besides作介词时意思为“除了……之外”或作副词用，意思是“此外还有。”

如：Put the case beside mine when they are ready.

I have quite a few friends besides you.

It’s too late to go out now, besides, it’s starting to rain.

7).manners/polite

manners 是名词，当作为“礼貌、规矩、礼节”解时，应该用复数形式。

如：Remember your manners; thank your friend when you leave the party.

It is good manners to say hello to each other when we meet.

但作为“方式、方法”解时，只用单数。如果是复数，只是用ways.

It is no use talking about it in this manner.

Nobody likes to talk to him; because he has a very rude manner.

polite则是形容词，意思为“有礼貌的、客气的、有教养的”等

如：Americans are busy; they have no time to be polite.

8).mean to do /mean doing

mean to do 为“打算干某事”

mean doing 的意思则是“意味着、意思是（做某事）”

mean sb to do sth

如：I mean to have a good talk with you about it.

Smoking means buying death with money.

I don’t mean you to punish him this way.

Means 意思是“方法、手段”单复数同形。

常用短语有：

by this means = in this way = with this method

by means of 用……的方法

by no means 决不, 一点也不

by all means = of course = certainly

9).drink to /drink a toast “为……干杯、为……祝酒”,其中to为介词。

如：Let’s drink to your success.

Let’s drink to the happiness of the new couple.

drink a toast 的意思为“祝酒、敬酒”等于动词toast

如：Let’s drink a toast to your health! = Let’s toast to your health.

10).start/start with

start & begin 用法相同，start doing sth = start to do sth

如：He started learning / to learn English when he was only three.

但在下列三种情况下只能用start to do sth.

（1）当主语是物而不是人时；

（2）当start后面的非谓语动词表示心理状态时；

（3）当start 用于进行时态时

如：The water started to boil.

She started to wonder who it would be.

She is starting to prepare for the party.

start with表示“从……开始”

如：A Western dinner usually starts with a small dish called a starter.

We can’t go. To start with, it is too cold. Besides, we don’t have enough time.

2.Analysis of difficult sentences

1. There are two pairs of knives and forks on the table, forks on the left and knives on the right of the plate.

该句是由 “there be + n.”构成的句型，表示“某地有某物”。其用法具有以下两个特点：

1．谓语动词的单复数形式是根据离其最近的主语的单复数而定。

2．常用句型有：

There is no need /reason /time to do sth

2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.

该句中的however 是副词，表示转折，需要用逗号将其和句子隔开。

如：I feel a bit tired. However, it’s probably just the weather.

如作连词使用，后面需用形容词和副词的原形形式，引导一个让步状语从句。

如：However late it is, his mother will wait for him.

However rich people are, they always want more.

Feedback

1.Complete the following sentences:

1).The speech _______ _______ _______ _______ on the House.

2.)My home _______ _______ _______ our school.

3).I feel _______ _______ _______tired.

4).His illness _______ _______ a slight cough.

5).He ________ ________ at the meeting yesterday.

6).He _______ me _________help.

7).They were ________ ________when we called.

8).I looked all over the house for that letter, and it was in my pocket _______ _______ _______, while I was searching.

9).Let’s _______ _______ your success.

10).Don’t eat _______ _______, or you’ll get fat.

2.Translate the following sentences into English:

1).他留给我的印象就是他没说实话。

2)人们一般认为抽烟是一种坏习惯。

3)那节课是以一首著名的流行歌曲开始的。

4)他们正在桌子那儿打牌。

5)让我们为彼此的健康干杯。

6)这部车属于史密斯先生，另外他还有两辆车。

Suggested answers:

1. The impression he made on me was that he was not telling the truth.

2. People generally think that smoking is a bad habit.

3. That class started with a well-known pop song.

4. They are at the table playing cards.

5. Let’s drink to each other’s health.’

6. This car belongs to Smith, and he has two others besides.

HOMEWORK:

1．整理笔记，消化巩固。]

2．《学英语》报的配套练习

教后小记

Period 5 Language study

Teaching aims:

1. To review the words and expressions learned in the reading to make sure the students master them.

2. To get the students to master the word formation rules of changing the meaning of a word to its opposite by learning some negative prefixes.

3. To understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.]

Suggestions for teaching:

1. Important and difficult points:

1. Mastering the word formation rules to improve the students’ ability to enlarge their vocabulary.

2. Mastering the Restrictive Attributive Clause and the Non-restrictive Clause.

2.Suggested teaching methods:

1)Word study

Activity 1 Questions and answers

This activity is used as a revision to the reading passage. Tell the students that one of their classmates wants to go abroad to study. Before he leaves, he has some questions to ask us in order to make his stay in a foreign country comfortable.

Questions:

1. When drinking, is it proper to look over or into the cup or glass?

When drinking, look into, not over, your cup or glass.

2. Is it acceptable to smoke at the dining table?

It is unacceptable to smoke before or during a meal.

3. Should I blow on my soup when it is too hot?

Don’t blow on food that is hot. Wait until it cools.

4. Is there a proper way to cut meat?

Stroke the knife toward yourself while cutting meat.

5. Should I use my fingers when I’m eating beef or other meat on bones?

Never use your fingers unless you are eating chicken or other birds.

6. What is appropriate when the meal is finished?

Place your fork and knife parallel diagonally across your plate and don’t push your plate away from you.

When performing this activity, the students are asked to close their books. Collect the answers from the students. If necessary, the teacher may give some hints.

Activity 2 Lead-in

Learn rules of word formation by adding a prefix to the beginning of a word to change its meaning.

A prefix is a group of letters added to the beginning of a word that changes the meaning of the word. The prefixes in-, im-, non-,and un- mean “not” or “the opposite of.’

e.g. Informal means “not formal” and unfair means “not fair”.

Activity 3 Practice

1. Learn the word formation rules first and then finish the exercise below.

Suggested answers:

nonstop; unfold; incorrect; unlucky; impossible

2. Read the passage in the second part about table manners in China and fill in the blanks.

Suggested answers:

damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast

2).Grammar: the Restrictive Attributive Clause and Non-restrictive Attributive Clause

Activity 1 Game-playing

This activity is used as a revision to the attributive clause learned before. When performing this activity, students are asked to close their books. Ask the students to practice attributive clauses in oral.

e.g. A: Please give me the book.

B: Which book?

Make sure that every student gets involved in this activity. Encourage some pairs to act it in class.

Activity 2 Sentence analyzing

Write the two sentences on the blackboard:

1. The man who greeted me is my teacher.

2. John, who greeted me, is my teacher.,

Let the students find out the differences between the two sentences. The teacher may tell the students what restrictive clauses they are in the two sentences.

Activity 3.Grammar teaching

Brainstorm question:

What is the restrictive attributive clause and what is a non-restrictive attributive clause?

Answer:

Restrictive Attributive Clause: The information is necessary to identify which person or something is being described or talked about.

Non-restrictive Attributive Clause: The information isn’t necessary to identify which person or something is being described or talked about. It is extra information that is added to the sentence. Commas are used before and after a non-restrictive attributive clause.

1. Analyze the sentences and information in the part of grammar.

2. Practice the sentence below the form. Remind the students to add commas to sentences with non-restrictive attributive clause.

Suggested answers:

1. I read five pages in the book which is about how to study English every evening.

2. The car which my uncle bought two weeks ago was stolen.

3. Paula, whose parents have gone abroad, lives alone on the fourth floor?

4. My sister Ellen, who is warm-hearted, is a nurse.

5. This morning, Andrew, whose old teacher retired, told me about his new teacher.

6. The meeting will be held in the dining hall, where we often have parties at weekends.

7. My father works for a company which produces computers in a big city.

8. Lisa will always remember her childhood, when she stayed with her grandparents.

Activity 4 Consolidation

1. Practice

Underline all the attributive clauses in the reading passage

2. Summary

Repeat the differences between the restrictive attributive clause and the non-restrictive clause in oral.

Extension:

限制性定语从句和非限制性定语从句的区别

1.限制性定语从句在形式上不用逗号与句子隔开，是先行词不可缺少的定语。如去掉，主句则失去意义或意思表达不完整。翻译时译成先行词的定语“……的”

如：Her brother who is now a soldier always encourages her to go to college.

All the books that have pictures in them are well written.

2.非限制性定语从句在形式上用逗号与主句隔开，是对先行词意义的补充说明。如去掉，主句仍能表达完整的意思，通常译成主句的并列句。

如：Her bother, who is now a soldier, always encourages her to go to college.

All the books, which have pictures in them, are well written.

3.在关系词的使用上，有以下三个区别：

1. 在限制性定语从句中做宾语时可以省略,而在非限制性定语从句中则不可省略;

2. 在限制性定语从句中可用that, 而在非限制性定语从句中不可用that;

3. 在限制性定语从句中可用who代替whom,而在非限制性定语从句中不可用who代替whom;

Feedback

1. 将下列各组句子改写成一个含定义从句的复合句.

1. The car belonged to Paul. It crashed into me.

2. We are moving to Manchester. Manchester is in the northwest.

3. The woman is very friendly. She lives next door.

4. She was engaged to a soldier. She had met him at Dartmouth.

5. We have only told the people. Their work is relevant to this project.

6. This happened in 1977. I was still a baby at that time.

2. Translate the following sentences into English:

1. 他是个对什么都不在乎的人。

2. 她就是卖花的那位姑娘吗？

3. 这是我第一次上学迟到。

4. 你随便什么时候来都行。

5. 我们后来搬到巴黎，在那儿住了六年。

6. 他们邀请我到他们家，这使我非常感谢。

Suggested answers:

1. The car that/which crashed into me belonged to Paul.

2. We are moving to Manchester, which is in the northwest.

3. The woman who/that lives next door is very friendly.

4. She was engaged to a soldier, whom she had met at Dartmouth.

5. We have only told the people whose work is relevant to this project.

6. This happened in 1977, when I was still a baby.

1. He is a man who doesn’t care about anything.

2. Is she the girl who/that sells flowers?

3. This was the first time I had been late for school.

4. Come any time you like.

5. We then moved to Paris, where we lived for six years.

6. They have invited me to visit their home, which is very kind of them.

Homework

1.背诵生词、词组，准备默写。

2.《课课练》的配套练习。

教学小记

Period 6 Integrating skills (Reading and writing)

Teaching aims:

1. To get the students to master what they have learned in this unit.

2. To enable the students to learn how to write thank-you letters.

Suggestions for teaching:

1. Important and difficult points:

1. To know about how to express gratitude by writing thank-you letters.

2. To enable the students to improve their reading and writing abilities.

2. Suggested teaching methods:

A. Reading

Activity 1 Brainstorm

Talk about good manners in Chinese culture. Collect the students’ opinions about good manners in China.

Some basic ones:

1. Get up and give your seat to older people on the bus.

2. Don’t laugh at, stare at or make jokes about disabled people.

3. Don’t start smoking before a dinner is finished.

4. Speak politely, say “please” when you ask for something and “thank you” when you are given something.

5. Say hello to your teachers when you meet your teachers.

Collect more from the students.

Activity 2 Lead-in

Talk about what good manners are if one has enjoyed oneself at a dinner party.

Question: You were invited to a dinner party by David and his wife. You enjoyed yourself very much at the party. What shall you do the next day or some time later?

Collect answers from the students.

篇5：Unit 20 全单元教案(人教版高一英语下册教案教学设计)

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.

2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

*********************************************************************

Teaching Procedures:

I. Warming up

Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”

1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)

2) What can archaeological discoveries bring us?

Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.

1) T: Please look at the pictures and talk about them.

Questions for thinking:

----What are these important discoveries ?

----What period of time do they belong to?

Step 3. Help the Ss describe the life of people in China during the periods above.

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

……2) Discuss and talk about the following items.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step 4.Help the Ss get to know more important discoveries.

1) Match the time with the place where its relics are unearthed:

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)

2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?

2. Where can you go if we want to visit them?

II. Listening

Step 1. Pre-listening

1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)

2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

Task: Listen and write down the questions asked by the students.

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

1) It looks like ____________ to me; about ___________.

2) At the top there’s a little ________________________.

3) At the bottom end there are __________ through the stick.

4) On the right there are __________of a young baby goat that is _________.

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

1) It is an _____________. One of the __________________.

2) There were bears that ______________________________ and very large kind of _____________________________________________.

3) It was too dangerous to ______________________________ or even _____________.

Question 3: How did it work?

☆ Listen and finish the exercises.

1). How far can you throw a spear with our arm?

A. 15m B. 50m C. 45m

2). How far can you throw a spear with a tool like this?

A. 90m B. 300m C. 60m

3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

3) How did people in South America and Australia know about this tool?

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.

2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

Teaching aims: Get the Ss to know about the King of Stonehenge

Improve the Ss’ reading ability

Important points: the Ss get a good understanding of the text

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

1.Show some pictures about famous tombs in Chinese history

2.When we discover a tomb of a king in China, what can usually be found in it?

( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)

3.Why were these things buried with the dead king or emperor？

Key：A.To show off their power and wealth.

B. To protect these things.

C. Want the died people to use them after their death.

D. To be given to him for his use in the next life.

F. To show people’s respect to the death.

Step II. While -reading

A. Fast reading to get the main idea of each paragraph, and then divide it into parts

Part 1 (para. 1): The discovery of a grave.

Part 2 (para.2_to 3_): Objects found in the grave.

Part 3 (para. 4_-_5): The importance of the discovery.

Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.

B. Detailed reading:

1. Read the first three paragraphs to find out

1) Which objects were found in the grave of the King of Stonehenge?

Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery

2) Which materials were found?

Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:

1) What are the five reasons to show the importance of the discoveries ?

Key: a) His grave is the richest of any found from that period.

b) This was a time when the first metals were brought to Britain.

c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.

d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

e) He is an example of people who brought culture and new techniques from the European mainland to Britain.

3. Read Part 6&7. do T or F exercises

1) The biggest stones came from a long distance away.

2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.

3). The King of Stonehenge was likely to be involved in planning and

helping build the monument.

4). The King of Stonehenge came from Central Europe.

5). At first people thought that it was through was and armed conflict not

through trade and cultural links that the skills to make copper and bronze objects spread to Britain.

( Check the answers: F F T T T)

C. Language points:

1. Buried with him were the tools of a hunter or warrior.

该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。

e.g. Present at the meeting were Professor White, Professor Smith and many other guests.

2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.

found in the grave是过去分词作定语

give sb. an idea of 使某人明白

e.g. The book will give you an idea of what everyday life of ordinary

Americans is like.

3.That would have made him a man of distinction.

must/may/might+have done (肯定) 对过去事实的推理

e.g. He might have given your more help, they were busy. I can’t find my pen

anywhere. I must have lost it.

can +have done 表示对过去事实疑问和否定的推测

e.g. He can’t have finished the work so soon.

could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾

e.g. He always works hard. He could have passed the exam.

should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思

e.g. You should have told me the news an hour ago.

shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方

e.g. You shouldn’t have told him the news. He was nearly sad to death.

needn’t + have done 意为“过去本没有必要..…却……”

e.g. There was plenty of time, she needn’t have hurried.

might + have done 表示“过去本可以….却没有…”

e.g. They might have given you more help, though they were busy.

Step III. Post reading.

1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture

3. hunting rope, string, bow, arrows, spear, sticks

4. trade with Europe money or goods to trade, boats, bags, maps, language

5. making copper knives fire, chemistry, physics, pots, hammers

Homework:

With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”

Saving Stonehenge Oct.22nd,

With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.

Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.

Unit20. Word Study

Type of lesson: word study

Teaching Contents: spare, average, date, cover, dress, find

Teaching Aims：Help the students grasp the usages and meanings of the above

words or phrases.

Important points: use the above words or phrases correctly and freely

Teaching Procedures:

I. spare

A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part

1. The boy loves surfing the internet in his spare time. (在空闲的时间里)

2. You should carry a spare tire in the back of your car. .( 备用胎)

3. I can’t spare the time for a holiday at present. . (抽出，腾出)

4. Can you spare me just a few minutes? . ( 抽出，腾出 )

5. He doesn’t spare any effort on his studies. .( 不遗余力)

6. Spare the rod and spoil the child. （不打不成器)

B. Summarize the usages and the meaning of “spare”

Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；

Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）

C. complete the following sentences.

1.What do you usually do _____________________( 在你空余时间)？( in your spare time)

2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)

3.We can ________________________(给你腾出一间房)（spare one room for you ）

4. He _____________(想尽各种办法)to make her happy.(spares no effort)

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均数

2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均

3. The average age of the boys in the class is 17.平均的

4. What is the average temperature in Wuhan in August?

5. If you average 7, 14 and 6, you get 9. 均分

6. On average, there are 20 boys present every day.平均来说

B. Summarize the usages and the meaning of the word “average”

. average adj.平均的

verb .平均，均分。

Noun.平均数，平均值。

C. Complete the following sentences：

1.What is ______________(平均的年龄)the students in your class?

2.平均来说,每年大约有400人死于这种疾病.

On average 400 people die of the disease every year.

3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）

III. date

A. Present the following sentences.

1. What is date today? (日期 )

2. The vase is of an earlier date than that one.（时代）

3. Has the date for the meeting been fixed? （日期）

4. The boy asked her for a date, but was refused. （约会）

5. They’ve been dating for months and know each other better than before. （谈恋爱）

6. Don’t forget to date your letter. （注明日期）

7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.

8. The property of the family dates from the war.（始于，追溯到）

9. The castle dates back to the 15th century. （始于，追溯到）

10. The information is out of date; you need to get the latest news.（过期了）

11. She likes to wear clothes that are up to date（.新式的, 现代的）

B. Ss read the sentences and point out the part of speech of the word

“date” and the meaning of the word and phrases.

date : 1) noun . 日期，时代，约会, 流行.

2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到

C. Complete the following sentences

1. This kind of clothes is ______________.不流行了( out of date)

2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)

3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)

IV. cover

A . Present the following sentences.

1. The small town which covers five square miles is famous for its

beautiful scenery. 占地

2. Not having been cleaned for a month, the desk was covered with

dust. 布满

3. Hundreds of reporters were sent to cover the Olympic Games held

in Greece. 采访

4. The noise was so loud that she covered her ears with her hands遮蔽

5. The doctor’s talk covered the complete history of medicine. 涉及

6. I can cover 100 miles before it gets dark. 走一段路

7. Will $50 cover the cost of a new shirt? 够付…钱

8. He always keeps a cover over his car. 覆盖物

9. May I have a look at the book whose cover is blue? 封面

B. Read the sentences above and pay attention to the meaning of the

word “cover”.

Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱

noun 覆盖物,封面

C. Complete the following sentences.

1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )

2. His desk ___________________________ ( 堆满了书). ( is covered with books)

3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)

4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)

V. dress

A. present the following sentences.

1. Jim isn’t old enough to dress himself. ( 穿衣服)

2. How long does it take you to dress yourself? 穿衣

3. He has to dress well in his position. 穿戴

4. She was in special dress for the ceremony. 套装

5. She was wearing a silk dress. 连衣裙

B. Read and observe the sentences and point out how the word dress is used.

C. Present more sentences with similar phrases and tell the differences.

1. He was dressed in white and was easy to be recognized in the crowd.

2. He put on his coat and went to the cinema.

3. The emperor had nothing on when he thought he was in his new clothes.

4. Nobody is allowed to wear a beard in that village.

5. What shall I wear to attend her birthday party?

6. she was all in black.

D. Choose the right phrase to complete the following sentences.

1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)

2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)

3. We are going to be late. Please get __________ quickly. ( dressed)

4. The child is too small to _____________ himself. ( dress)

5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )

6. On Children’s Day, the children _____their best clothes ______. (have…on )

7. The girl _____ red is my former student.( in )

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

3. I found a ten-dollar bill on the road.

4. I found him asleep on the sofa.

5. Please find the key for me. = Please find me the key.

6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

9. After school I always find him waiting at the school gate.

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

B. Read the sentences, and pay attention to how “find” is used.

C. Complete the following sentences.

1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)

2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )

3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)

4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)

5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)

Unit20. Grammar

1. Teaching Goal:

Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

Observe the materials given to them, generalize from the different examples.

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.

1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)

2. With the right kind of body, it is possible to float around in the ocean. (P20)

3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)

4. It is very relaxing to take a dip in the pool in summer. (P37)

5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)

6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)

7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)

8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)

9. It was through trade and cultural links that European culture and new techniques were brought to Britain.

10. It has been proved that the copper knives came from the places as distance as Spain and western France.

Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.

1. -Where is your car?

-It is in the garage.

(指提到过的或正在谈论的动物或事情)

2. The young couple has a newborn baby. Do you know it is a boy or a girl?

(父母不会用it来指自己的孩子。it可以不区别他们的性别)

3. -It is seven o’clock. There is a knock at the door. Who is it?

-It is the milkman.

4. -Oh, by the way, there was a telephone call for you. Who was it?

-It was my Mum on the phone.

( it可以用来指时间，有人敲门，确认某人为何人，在电话里)

5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.

(it可以用来谈论时间，日期，距离，天气等，但要作主语)

6. My grandmother kept telling me that I should help her with housework, but it didn’t help.

(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)

7. It is no use quarrelling with such a man.

It’s hard for them to answer such difficult questions.

It seems that I have made the same mistake once again.

It is unclear what we should do next week.

It is reported that another big earthquake will happen in the area soon.

It will take you three hours to fly to Hong kong from Beijing.

(it作形式主语)

Exercise:

⑴. Is ______ necessary to finish the composition before May Day.

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

⑵. Does ______ matter if I can’t finish the composition before May Day?

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

⑶. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

⑷. In fact ______ is a hard job for the police to keep order in an football match.

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

⑸. It worried her a bit ______ her was turning grey.

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

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.

We soon make it a rule to walk two miles a day.

We take it for granted that water is free at restaurants.

I don’t like it when you shout at your parents.

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式宾语)

Exercise:

⑴. They have made ______ a rule ______ in the room.

A. this; not to smoke B. it; smoking

C. it; to not smoke D. it; not to smoke

⑵. I don’t think ______ possible to master a foreign language without much memory work.

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

⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.

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

⑷. I think ______ to finish the work in such a short time is quite impossible.

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

⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.

A. take as granted B. take this for granted

C. take that for granted D. take it for granted

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

9. 1). It was Tom who / that broke the window.

2). It was her whom you should ask.

3). It was because Li Ping was ill that he didn’t come to school last week.

4). It was where you come from that you should return to.

5). It was as you like that you must do everything.

6). It was not until 1920 that regular radio broadcasts began

7). It was in the library that was founded by Mr. Willians

that they finished reading the famous novel.

8). It was neither you nor he that is willing to go the park.

9). It was not only you but also he that is willing to go to the Great Wall.

10). It was his coming that made all of us very happy.

Exercise

⑴ It was the ability to the job ________ matters not where you come from or what you are.

A. one B. that C. what D. it

⑵ I have already forgotten _________ you put the dictionary.

A. that it was where B. where it was that

C. where was it that D. that where was it.

⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.

A. because; which B. for; what

C. because of; that D. since; why

⑷ It was not long _______ he was born ________ his mother died.

A. before; that B. since; when

C. until; when D. after that

⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.

A. that; where B. which; that

C. what; that D. which; where

⑹ ______ was it in 1979 ______ I graduated from the University.

A. That; that B. It; that

C. That; when D. It; when

⑺ It was not until he finished all his homework _______ to bed last night.

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

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

(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B

10. 1. It is time for school.

2. It is time to go to school.

3. It is time for us to go to school.

4. It is time that we went to school.

综合练习:

1. It wasn’t until nearly a month later ______ I received the manager’s reply.

A. since B. when C. as D. that

2. Can ______ be in the desk ______ you have put my letter?

A. it; which B. I; where C. you; in which D. it; that

3. - ______ that he managed to get the information?

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

4. It is what you do rather than what you say ______ matters?

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

5. It was some time ______ we realized the true.

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

6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.

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

7. I like ______ in the autumn when the weather is clear and bright.

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

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

A. that; It B. this; This C. this; It D. that; This

(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

1. Help the students get the general idea of the text.

2. Help students know the importance of the relics and have correct sense to protect them.

3. Teach the students how to create a flow chart.

Teaching procedures:

VII. Step1. Lead-in

Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?

VIII. Step2. Fast reading

Ask the students to read the text quickly and them summarize the main idea of the text.

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

Paragraph3. The importance of the discovery of Jinsha Ruins Relics.

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

1. Ask the students to listen and read paragraph by paragraph and then do the exercises.

Paragraph1.

1. What kind of special relics were unearthed in Jinsha Ruins?

2. Why could they take the archaeologists’ attention?

Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.

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

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .

Paragraph2.

Why is cong special?

Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

The discoveries there proves that the history of Sichuan is much longer than 2300 years.

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

2. The farmers hesitated about whether to give the relics to the state.

3.The local teachers and officials persuaded them to turn in the relics.

Paragraph5.

1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?

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

2. What do archaeologists hope to discover in the future?

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

True or false:

1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.

2. Today, the work in Sanxingdui has already been done.

2. Then let students to fill in the blanks.

What’s the link between Jinsha Ruins and Sanxingdui Ruins?

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

B. archaeologists knew there were a lot of treasures there long ago

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

2. Which of the following statements is right according to the text?

A. Jinsha had no trade links with other areas.

B. The ivory and animal bones found at Jinsha are of no real value.

C. Sichuan has a history of more than 2300 years.

D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

B. Yan Kaizong kept the relics found by his grandfather as his own

C. since 1986, archaeologists have stopped digging at Jinsha Relics

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?

2. Do you think Yan Kaizong was foolish? Why?

X. Step5. Writing

1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.

2. Ask the students to decide in which order steps and decisions were taken.

3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

4. Then ask the students to draw the arrows to show the direction of the flow.

5. Ask the students to check for missing steps.

6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.

7. Please check your answer with the chart on page 80.

8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Example:

篇6：Unit 22 the whole unit(人教版高一英语下册教案教学设计)

Teaching goals

1. Talk about amusement parks

2. Practice asking and giving directions

3. Learn to use the -ing form (3) as adverbial

4. Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

1. Show some pictures on the screen about some extreme sports or fun

2. Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

3. Fill in the blacks. (individual work). Then share the answer on the screen.

4. Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so on.

5. There are such thrilling activities in some parks. You may experience some of

them if you are interested. I hope all of you can experience what you like.

Step 2 Listening

1. A theme park must have a special theme.

2. Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at P.64 and P65 and guess

3. While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at P.64 and P.65.

4. Check the answers in pairs. Then with the class.

5. Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment 1.have entertainment

2.visit museums and exhibitions

3.learn about environment

4.learn how to protect

environment

Merry Rides Limited The ocean 1.Perople have jobs

2.Learn about life in the ocean

3.Have fun and learn

Step 3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.

Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Write about your own experiences in a theme park

c. Oral homework: talk about one of your experience in a theme park.

Period 3 Speaking

Step 1 Revision & Warming-up

1. Review the new words

2. Check oral homework: a report about your experience to a theme park.

3. If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

1. Pre-speaking

1.T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

2.practice: Make up dialogues, using the information above.

Make up dialogues, talking about their own destinations.

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

Period 4 Reading

Step 1 Revision

1. New words

2. Check the students’ homework and show the finest copies of theirs to the

whole class. After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

1. Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Question 2. What are the themes about?

2. Scanning

Question: What attract people in these theme parks?

3. Then fill in the form below.

Title Theme Parks (People can have fun and experience sth. different.)

Par. Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the idea..

to help people to explore the past. Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being built.

4. Check the reading comprehension on the screen.

5. Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn something.

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

游客在高地车乘之后，可以坐穿梭车去低地。

（4）Entering one of the attractions at Universal Studios is like stepping into the world of your favourite movie.

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语；

stepping into the world of your favourite film是动名词结构作宾语。

（5） Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the movie.

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

1.Finish the reading part of the workbook.

2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

3.List ideas for an “English-Speaking World Park”, using the form of Page 67.

Period 5 language study

Step 1 Revision

1. Words

2. Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

1. Study the example:

2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

篇7：Unit 5 Music 全单元教学设计(新课标版高一英语必修二教案教学设计)

Unit 5 Music

广东省广州市第43中学黄小红

【教学内容分析】

本单元的话题是音乐（music）。音乐是学生熟悉而喜爱的话题。但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。

热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。

读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。在学课文前拓展学生的思维，为学课文做好准备。

阅读（ Reading）部分介绍了知名乐队Monkees 的相关情况。这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。

理解（ Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。

语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。

语言运用（Using language）部分，编者安排了一篇青蛙乐队的故事让学生进行听力理解和阅读训练，随后又围绕此话题进行听、说、读、写的活动，其中“说”的部分布置了两个有趣的任务：组建乐队，写关于音乐的“名言警句”。

学习建议（ Learning Tip）部分建议学生学习英语歌曲，从歌曲中学习英语语法与词汇，培养语感和节奏感。

总之，通过本单元系统的学习，让学生了解音乐，体验音乐，从而更加热爱生活，同时感悟语言知识，提高语言运用能力。

【教学重点和难点】

1、介词＋关系代词引导的定语从句；

2、与音乐相关的词汇；

3、有关“提建议”表达“个人喜好”的句型、结构；

4、对各种形式的音乐作品的了解和理解。

【教学设计】

【教学目标】

理论依据：《新课程标准》

根据《新课程标准》关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定位为：

1．语言知识

1.单词

1）理解、内化以下的单词：extra, advertisement, attractive, instrument, saying, reputation, unknown, reunite, supporter, compose, loosely, clap, classical, passer-by, form, actor 等

2）重点掌握几个词汇：earn, hit, dream, stick, perform, sort ,afterwards, ability等

2.词组

dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to, above all, 等

3.功能句式

①建议（Asking for advice and giving advice）

Let’s …

What about…?

What if…?

What do you think…?

Should we go…?

If we…

I think we should…

We/ You could …

②偏好和爱好（Expressing your preference）

I prefer…

I like…best because…

My favorite music is…

I am fond of…

I don’t like… very much

I hate…

4、语法

学习和运用介词＋which（whom）的定语从句(The Attributive Clause with the preposition ahead of the relative clause)

1.The musicians of whom the band was formed played jokes on each other…

2.However, after a year or so in which they became more serious about their work…

3.The musicians for whom they worked were very popular.

4.The guitar with which “The Beatles” played their first hit was lost while they were touring.

5.话题

Music，different types of music

2．语言技能

1、听：培养学生集中注意力，捕捉特定信息的能力。

2、说：鼓励学生能就“音乐”这一话题表达自己的观点和看法；掌握有关“建议”与“偏好”的表达方式。

3、读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词。

4、写：学会用e-mail的形式向别人咨询建议或提建议。

3．学习策略

1）培养学生有效使用网络的资源策略。

2）培养学生乐于和老师、同学在交流与合作中学习，在自我反思中学习

的调控策略。

3）培养学生的认知策略：能总结介词＋关系代词引导的定语从句的结构规律，并加以应用；在学习中借助音乐作品、图片等非语言信息进行理解或表达。对所学内容能主动复习并加以整理和归纳; 注意发现语言的规律并能运用规律举一反三。

4．情感态度与文化意识

1.了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养。

2.通过学习有趣的寓言故事，启示学生形成正确的价值观与人生观。

3. 在小组合作互动中，增强团队协作精神。

4、通过学习、了解世界各地不同形式的音乐文化，培养世界意识。

5、通过中外音乐文化的对比，加深对中国音乐文化的理解。

【教学方式】

根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前教学改革和课程改革等先进理念，为达成以上教学目标，运用任务型语言教学途径(Task-based Language Teaching)来设计及实施本单元的教学。

1）引趣激趣策略。创设多种情景激发学生的兴趣，让学生真正有参与的欲望，点燃他们的思维火花。

2）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。在做中学，在做中练，在做中巩固，使课堂教学事半功倍。

3）循序渐进和尊重差异的策略。由易到难，为有困难的学生搭好梯子，让有能力的学生跳一跳摘到桃子。

【教材处理】

将 Warming up 部分与 pre-reading, Reading, Comprehending 部分放在同一课时教学，设计成一节阅读课。

将Learning about language及WB中的Using words and expressions和Using Structure 放在一起教学，上一节词法、语法课。

将Using language 中的Listening部分， WB 中的Listening和 Listening Task 结合在一起，设计成一节听力活动课。

将Using language 中的Reading部分， WB 中的Reading Task 结合在一起，设计成一节泛读课。

将Speaking and Writing 中的Speaking部分， WB 中的Talking与 Speaking Task 结合在一起，设计成一节口语活动课。

将Speaking and Writing 中的Writing部分与 WB 中的Writing Task 结合在一起，设计成一节写作评价课。

根据教材分析，学时安排，本单元可以用六课时完成。

1st period Warming up & Reading

2nd period Vocabulary & Grammar

3rd period Listening

4th period Extensive Reading

5th period Speaking

6th period Writing & Assessment

【教学构思】

Period 1 Warming up & Reading

Focus: Reading

Teaching Goals

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

Important points

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Teaching Procedures

Step 1 Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not familiar with.

Classical rap

Rock and roll

folk

pop

Jazz

Hip-hop …

Step 2 Listening and Matching

1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

Information Box: Knowledge about music

Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。

Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。

Classical Music 作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。

Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。

Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。

R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues,但是加入了强劲的低音节奏，让人心跳加快。

Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。

Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）Task :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4 While-reading

1) Task: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) Task : Memory Challenge Task (Scanning)

(Students are given the complete pieces of the article-ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

Q: What is the main idea of each paragraph?

The main idea of each paragraph

Paragraph 1 Dreaming of being a famous musician or singer.

Paragraph 2 How musician form bands.

Paragraph 3 How the Monkees got their start.

Paragraph 4 How the Monkees became serious about the music business.

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)

篇8：Unit 1 FESTIVALS AROUND THE WORLD 教案教学设计(新课标版英语高一参赛教学设计)

谭文华亳州二中

高中课程标准实验教科书英语必修3

所教年级

高一所教册次、

单元必修三第一单元

设计主题

阅读材料 Festivals and celebrations

1.整体设计思路、指导依据说明

教学设计理论依据：

英语教学是一种动态教学或者活动教学，教学过程是交际活动的过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生的英语交际能力。《高中英语课程标准》要求我们要改变以往过分强调英语单词和语法知识的简单传授的倾向，加强对学生实际语言能力的培养。因此，本节课各个环节的教学设计都要突出体现以下几种新理念：

1、任务型教学模式（task-based teaching method）

2、以学生为主体，重视体验参与

3、突出交际性，注重读写的实用性

4、正视个体差异，多用积极的正面评价

2.教学背景分析

一、教材分析：

本课是高中英语必修三第1单元，课题是Festivals and celebrations。这是一节阅读课。在本单元中处于中心地位。内容介绍了世界各地不同主题的节日和庆祝活动。我在本课的教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，扩大课堂语料输入量和学生的语料输出量，主要锻炼学生的听说与阅读能力。

二、学生情况分析：

高中生具有以下两个特点：

1、他们已经初步具备了略读、跳读等阅读技巧以及确定主题句，预测材料内容等阅读微技能，形成了基本的阅读策略。但是很多学生英语基础相对较弱，语言交际能力相对较差。

2、很多学生求知欲旺盛，思维活跃，好胜心强，但学习缺乏主动性，有畏难心理。因此，教师要通过精心设计使他们感兴趣的活动，用活动教学的方法来调动学生的学习积极性，在师生互动，生生互动的过程中完成教学任务并达到目标。

3.教学目标分析

1、认知目标（知识目标）：

⑴ 词汇和语言点

⑵理解课文大意，用所学词汇复述课文，并用所学词汇与学生交流沟通

2、智力目标（能力目标）

在运用语言的过程中培养学生观察、分析、思维与自学能力，加强记忆力，提高英语综合运用能力，激发创造能力

3、情感目标：

利用多媒体手段营造情境，使学生在情境中调动思维活动与情感体验。激发他们热爱生活的思想感情。

4.教学重点、难点分析

一、教学重点：

1、使学生对全文做整体理解

2、使学生掌握本课的重点单词与词组：

celebration starve origin religious in memory of feast belief dress up gain independence gather agriculture award admire lunar blossom

have fun with custom…

3、找出各段的主题句并归纳本文内容，提高学生运用英语的能力

二、教学难点：

1、如何利用略读、跳读等阅读技巧和识别关键词、确定主题句、预测文章内容等阅读微技能来形成阅读策略

2、如何帮助学生运用阅读策略来促进学习

3、怎样以阅读课为依托，全面训练学生听、说、读、写等各方面的能力

4、掌握本课的重点单词与词组，提高学生的实践能力

5.教学过程设计

(中文为主 + 所教学科目标语言）

Step1. Warming up:

1. Show the students some pictures about different celebrations in different festivals. And let them talk about the pictures with each other.

（设计目的和依据：本环节通过看图讨论来激发学生的学习兴趣，激活已有的背景知识，使学生能够运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用）

2. Fill in the chart:

As is known to us all, different countries have different festivals. Before you read the passage, please work in groups and list at least three Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time.

Festivals Time of year/date What it celebrates What people do

Mid-Autumn Festival autumn/fall the beauty of the

full moon, harvest,

time with family and friends give and eat

moon cakes, watch

the full moon with

family and friends

3. Discussion:

Which one is your favorite and why?

______________________________________________________________________________________________________________________________________________________________

4. Predict what will be mentioned in the passage:

_____________________________________________________________________________

（设计目的和依据：在读前先让学生讨论本节话题，预测文中要谈到的内容，能降低阅读难度，为后面的阅读环节和讨论环节做好铺垫。）

Step2. Listening and Fast reading

一、Listening

Listen to the tape and tick out the topics that the author covered in the passage:

1. Spring Festivals 2.Obon 3. Qu Yuan 4.Easter 5.Thanksgiving Day

6.Qi Qiao Festival 7.Mother’s Day

二、Skim the reading passage and then fill in the following chart.

Kinds of Festivals Names of Festivals Countries

Festivals of the Dead

Festivals to Honor People

Harvest Festivals

Spring Festivals

三、 Read the passage quickly and finish the True or False exercises below.

1. All ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn. ( )

2. In Mexico, people celebrate the Day of the Dead in early November. ( )

3. The Dragon Boat Festival is held to honor the famous ancient poet, Qu Yuan. ( )

4. Both China and Japan have Mid-autumn festivals, when people admire the moon and enjoy moon cakes. ( )

5. Spring Festivals are the most important ones in the world. ( )

（设计目的和依据：新课程理念要求学生对语篇整体学习，为此，这样不仅让学生快速把握文章结构要点，同时也锻炼了学生的听力）

Step3. Careful reading

一、Find out the main idea of each paragraph:

P1:_________________________________________________________________

P2:_________________________________________________________________

P3:_________________________________________________________________

P4:_________________________________________________________________

二、Read the passage carefully again and answer the following questions:

1. What would the most ancient festivals celebrate?

_______________________________________________________________________________

2. Why did ancient people celebrate when they had food?

_______________________________________________________________________________

3. How is the festival Obon celebrated in Japan?

_______________________________________________________________________________

4. What is the origin of Halloween?

_______________________________________________________________________________

5. Whom does the Dragon Boat Festival in China honor?

_______________________________________________________________________________

6. What do the Harvest Festivals in China and Japan admire?

_______________________________________________________________________________

7. What are the most energetic and important festivals?

_______________________________________________________________________________

8. How do Chinese people celebrate the Spring Festival?

_______________________________________________________________________________

9. What does the Easter celebrate?

_______________________________________________________________________________

10. Why do people like to have festivals?

_______________________________________________________________________________

（设计目的和依据：通过小组活动共同努力，加深学生对文章深层内容的理解，锻炼学生的合作探究能力。）

Step4. Discussion:

Get the students to discuss the great importance of protecting chimps, and use their information to make a report before the class.

（设计目的和依据：利用新学内容及所收集信息，通过小组内人人参与，分工，合作，总结，使学生真正成为学习的主体，调动每位学生的积极性和创造性思维，提高学生的能力。）

Step5. Homework:

Write a summary of this lesson

（设计目的和依据：在学生进行了听、说、读的能力锻炼之后，及时锻炼学生的写的能力，不仅强化了他们的已学知识又显得连贯。）

6.教学评价设计

一、评价内容：

1、学生的合作能力

2、学生的创新能力

3、学生的探究能力

二、评价方法：

1. 图表法

2. 小组活动量表：

姓名

合作量

创意量

资料量

积极性

篇9：unit 1 Bowling around the world(新课标版八年级英语下册教案教学设计)

一、主要词汇：

以下词汇要求掌握：World Cup, Olympic Games

以下词汇要求理解：Oscar, Olympic Games, Warner Brothers, Royal Academy of Art, Picasso, Matisse

二、语言目标

1. You try to knock down a group of ten pins placed in a triangle.

2. It seems that everyone loves to bowl!

3. Bowling has become a very popular in China.

三、教学过程（仅供参考）

I 放完第一个视频后，请当地老师按如下步骤组织教学

（教师）1. Read the title. Ask the students to predict what they think the article is about, based on the title.

（教师）2. Ask the students to complete Task 1. Students do not look at the reading yet. Instead, they use their background knowledge to try to answer the questions. As students complete this task. Walk around, looking at their progress.

（教师）3. Check the answers.

（问题）

1. Some bowling alleys have ….

a. tennis courts

b. zoos

c. aquariums

d. heated pools

2. How old is the game of bowling?

a. 7200 years old

b. 500 years old

c. 1000 years old

d. 200 years old

3. Is bowling played in the Olympics?

a. Yes.

b. No.

4. How many pins are used in a game?

a. 9.

b. 10.

c. 8.

d. 7.

5. How many bowling lanes are there in Beijing?

a. 800.

b. 100.

c. 80.

d. 10-12.

（答案）1.d 2.a 3.b 4.b 5.c

II放完第二个视频后，请当地老师按如下步骤组织教学:

（教师）1. Point to the story. Look at the words indicated in bold. Ask different students to guess the meaning. Don’t give them the correct answers.

（教师）2. Ask students to read the article once, noting any words or sentences they don’t understand. Then ask students to raise their hands and say which words and sentences they don’t understand. Encourage students to read in context, guessing the meanings of words and phrases from the other words around them. Ask students to read the article again for comprehension.

（教师）3. Read the instructions with the students and have them look at the example.

（教师）4. Ask the students to complete the next word on the list on the left. Students are matching words with meaning. Check for answers to ensure that students understand the task.

（问题）Match the words and expressions with their meanings. Then make sentences with the words and expressions.

(答案)

f. lane a. has three sides

a. triangle b. the building where you bowl

h. ancient c. against the law

i. betting d. people play for fun instead of money

c. illegal e. before the start of the western calendar

g. triple f. the area where you roll a heavy ball to knock down pins

e. B.C. g. three times

b. bowling alley h. long time ago

d. a gentlemen’s game i. you win money if you guess right

（教师）5. Ask students to make sentences with the words and expressions.

III 放完第三个视频后，请当地老师按如下步骤组织教学：

（教师）1. Read the instructions with the students. Ask a few students for sample questions. If none of your students have bowled before, encourage them to ask questions about other popular pastimes.

（教师）2. Ask students to form groups.

（教师）3. Ask students to complete the task.

（教师）4. Ask students to share their results with the class.

(问题) Make questions for a bowling survey. Then survey your classmates.

篇10：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

1. To learn some expression of apologies and response properly to apologies.

2. To listen focusing on key words and important sentences

Step 1 warming up

1. To invite two pairs to play two short plays.

First, Situation 1

Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.

Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.

Step 2 Talking

Look at the 4 pictures on the page 36.

1) What do you think is happening in every picture?

2) Can you make a dialogue for every picture?

Complete the dialogues with proper words according to the situation given.

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

Do you think you are a person with good manners? Can you tell us a story as an example?

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

2) Listen to the tape for the second time, summarize two problems

3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

1. To use the expressions of apologies and possible answers freely through some situations.

2. To distinguish what good manners are and what bad manners are

Ⅰ.Step 1 Speaking. Practice different expressions.

For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.

To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.

In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.

Sample: Dialogue 1

A: Aren’t you going to introduce me to him?

B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.

3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.

Homework:

1) Choose one of the situations in Talking to write a dialogue

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.

The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

Can you speak with your mouth full?

Can you use your hand to take food from the plate?

Is it polite to touch the glasses when you toast?

Is it polite to persuade others to drink up after toasting?

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

1. Ss do scanning for exercise 2( 3minutes for scanning)

In what order will the following dishes be served at a western dinner party

dessert drink main course starter soup

summarize the main idea of every paragraph

2. With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

1). Explain some words and expressions( apologize, table manners, impression)

2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).

3). Sum up the text

Finish the exercise 2 on P40

①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking

②toast B. a pair of thing sticks which people in China and Far East use to eat their food with

③breast C. slightly wet

④dishes D. center.

⑤middle E. a practice followed by people of a particular group or region

⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food

⑦chopsticks G. the supper part of your chest; the front part of a bird’s body

⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton

⑨spirits I. Food that is prepared in a particular style

⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings

⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing

⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai

Step 2 Post-reading

1. Discussion:

We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.

2. Ask some groups to report

Step 3 Workbook

1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1. Word study

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Grammar

Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise On P41 and grammar on P118.

Period 6 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

Homework: Finish the exercise On P41 and grammar on P118.

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

2. To know the structure of a thank-you letter

3. To enable the Ss to write a thank-you letter by studying the samples.

Step 1. Warming-up

Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

Step 2. Reading

1. Scanning

1). Ask Ss to read the text quickly, and then answer this question:

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

1). Ask Ss to listen to the tape, and imitate the intonation

2). Explain language points: (some important phrases and sentence structure)

think of:

I thought of my hometown when I saw the beautiful scenery.

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step 3 Listening

How many countries are mentioned in this passage?

Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.

Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.

篇11：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

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

Step 1 Warming up

1. Questions:

1) What are cultural relics?

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

2) What do they have in common?

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

3) What does the phrase Cultural relics mean?

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

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

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

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

Step 2 Listening

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

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

Step 3 Homework

1. Go over listening exercise on Page 121.

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

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

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

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

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

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

Step 2 Speaking

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

Things that can be put in the culture capsule:

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

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

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

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

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

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

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

Step 1 Pre-reading

1. Discuss the questions in pairs.

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

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

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

They show the development of human civilization;

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

3. More questions:

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

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

UNESCO?

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

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

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

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

3) What is the difference between A City of

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

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

sentences.

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

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

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

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

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

d. Why are the people of St Petersburg heroes?

Step 3 Homework

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

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

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

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

Step 1 Warming up

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

Step 2 Reading

Paraphrase some phrases and sentences in the text.

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

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

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

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

be under + n.

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

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

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

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

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

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

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

He seems to have been here before.

It seems that he has been here before.

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

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

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

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

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

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

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

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

Step 3 Homework

1. Read the text again and again.

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

Period 5 Language study

Teaching goals:

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

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

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

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

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

Step 2 Grammar

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

2. Go over the Passive Voice on Page 47.

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

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

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

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

Step 1 Warming up

1. Greetings.

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

Step 2 Reading

1. Language input:

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

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

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

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

Homework

Finish the letter.

篇12：Unit 2 English around the world教案(新课标版高一英语教案教学设计)

Teaching aims and demands

Goals:

1. Learn about differences between American and British English.

2. Learn about communication skills.

3. Use reported requests and reported commands.

4. Learn to write a passage comparing American and British English.

Useful expressions:

Language difficulties in communication

Can you spell that, please? Could you repeat that, please?

What do you mean by …? Could you speak a bit slowly, please?

Sorry, I didn’t follow you. I beg your pardon?

How do you say … in English? How do you pronounce …?

What does … means? Can you say that in a different way?

Useful phrases:

make oneself at home in total except for stay up come about

end up with bring in a great many at the same time

Grammar: Direct Speech and Direct Speech

Teaching plan I for Warming up

I. Point out the new words and phrases: bathroom, Nancy, make yourself at home, towel.

II. Ask students to listen to the tape.

III. Ask two students to read the dialogue aloud, while other students also read.

IV. Ask the students: what is it that Nancy thinks Joe wants? What is it that Joe is looking for? What is their misunderstanding about? (Answers: in American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a shower.

V. Language points

1. Oh, there you are. Now then, did you have a good flight?

(1) There you are. 行了，好了

a. 直译为“你在那儿”。here和there置于句首要比here/there用在动词之后更表示强调，而且通常在含义上也有所不同。例如：

Tom is here. 汤姆在这里。（指他在这个屋子/楼/城市等里面）

Here’s Tom. 汤姆在这儿。（指他刚出现或我们刚发现他）

因此，此处there you are翻译为“你来了”较为妥当

b. 表示一种事情告一段落或有了最终结果的用语. 例如：

There you are! Then let’s have some coffee.

除此之外，还可以表示“瞧，对吧（果然如此）”的语气。例如：

There you are! I knew we should find it at last. 对吧！我就知道我们最终能找到的。

(2) now then相当于一个发语词，意为“好了，对了，喂，嘿”，用来引起对方注意。例如：

Now then, what are you boys doing in my garden? 喂，你们这群孩子在我的花园里干什么？

2. You must be very tired. 你一定是累极了。

must这个情态动词在这里表示的是很有把握的一种主观判断，意思是“一定，肯定”。作这一意思解释时，must的否定形式是can’t，即“一定不”。例如：

A: That must be the Williams.

B: No, it can’t be them. They are away on holidays.

3. Why of course. 当然可以啦。

4. make yourself at home 别客气（别拘束）。

be / feel at home与make oneself at home中的at home意思是“好象在自己家里一样无拘无束”。又如：

a. Our hostess made us all feel quite at home. 女主人使我们都觉得像在自己家里一样无拘无束。

b. We were quite at home in the simple surrounding of their flat. 在他们布置朴素的公寓里我们感到很自在。

c. “Make yourself at home,” the landlady said to me as soon as I entered the house. 我刚一进门，女房东就对我说：“别客气，就像在你自己家一样。”

5. I mean, I found the bathroom, but I didn’t find what I was looking for! 我是说我找到了浴室，可没找到要找的东西！（这里指的是没有找到马桶。）

美国英语中，bathroom一般指有马桶（toilet）的房间，但不一定有浴盆（bath）或淋浴设备（shower），英国英语中，bathroom必有浴盆或淋浴设备，但不一定有马桶。

另外，在英国英语中，一般用toilet表示厕所，public toilet表示公共厕所；lavatory等同于toilet，但更正式些；WC也指厕所，特别是书面介绍建筑内部设施时用到。美国英语中，一般用restroom或washroom表示公共厕所。

再有，男厕所是gents（英国英语）或men’s room（美国英语）；女厕所是ladies（英国英语）或ladies’ room（美国英语）。

VI. Introduce other word pairs that are synonyms in British English and American English in the table below:

British English American English British English American English

taxi cab autumn fall

transport transportation holiday vacation

petrol gasoline fortnight two weeks

main road highway rubbish garbage

underground subway dustbin trashcan

pavement sidewalk wardrobe closet

lorry truck flat apartment

car park parking lot ground floor first floor

secondary school high school lift elevator

university college term semester

Homework

1. Ask the Ss to remember to new word learned in class.

2. Ask the Ss to prepare for the next two parts: Listening and Speaking.

Teaching plan II

Listening

I. Ask students to look at the illustration and describe what they see.

II. Let the students listen to the tape a first time and ask them what the listening is about.

III. Ask students to listen to the tape a second time and if necessary make notes of the things that Mr. Brown has been asked and told by his landlady.

IV. If necessary, let the students to listen to the tape a third time.

Answers:

1. to put his coat on a peg

2. to put his coat in the closet

3. to take off his shoes

4. to put his umbrella in the umbrella stand

5. to lock the door if he comes home after midnight

6. to be quiet after nine o’clock in the evening

7. not to shower after none o’clock in the evening

8. not to smoke in the bathroom

9. to walk the dog

10. to turn down the radio

11. to speak quietly on the phone

12. to return the key of the front door

13. to help her find a new tenant for the flat

Speaking

I. Point out new words: pronounce, broad, repeat, ketchup, Karen, Thompson, Dave

II. Listen to the tape and complete the sentences in Sb.

III. Ask the Ss to think of another situation. Then make up another dialogue for three students and act it out in class.

Note:

…, is there anything that isn’t clear to you? 复合句，that isn’t clear to you是定语从句，修饰先行词anything.

Homework:

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

3. Try to remember the useful expressions and could use them in everyday communication.

Teaching Plan III for Reading

Pre-reading

1. Ask different students in the class about the languages they can speak..

2. Ask the Ss. If they speak more than one language, in what situation they use the languages.

Reading

I. Skimming(略读)：Ask the Ss to find out the subject sentence of each paragraph.

II. Scanning(查读)：Ask the Ss to complete the table below:

Number of speakers Example country

The native language more than 375 million England, America…

The foreign language more than 750 million China…

The second language more than 375 million India, Pakistan…

III. Go through the passage sentence by sentence and list the language points:

1. around the world 全世界. 除此之外，我们还可以说all over the world，throughout the world

2. total (1)n. 总数。in total加起来，总计。例如：

In total, there must be around 1,000 people attending the meeting today.

(2) adj. 整个的，全部的，总数的。例如：

What are the total costs of the furniture we need?

(3) vt. 总数为，加起来是。例如：

The money left totals only $15. How can we get back home?

3. equal: (1) adj. 相等的，同等的，平等的。例如：

Divide the food into 21 equal dishes.

be equal to 和……相等，相当于

(1) n. 同等或平等的人或物。例如：

Women should be equals of men.

(2) vt. 等于，和……相等。例如：

No one else in the restaurant equals his service.

4. of their own 他们自己的，还可以说their own。例如：

Please use the room of your own.或Please use your own room.

5. except, except for和except that的区别：

(1) except除去，除掉，指在整体中除去行为未发生者。例如：

Everybody went to visit the library except Jeffery because he was absent that day.

(2) except for除了有…之外，指在一个整体中除去其中某个或某些因素。需要注意的是用这个短语时，前后的两个名词的性质不同。例如：

I like your apartment except for the decoration.

(3) except that除去，除掉，后接从句。

I know nothing about him except that he is a teacher.

Post-reading: Ask the Ss to answer the questions of this part one by one, then let them complete the summary.

Homework:

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises on page 92 and 93.

3. Prepare for the part of Grammar.

Teaching Plan IV for Language study

I. Word study:

the teaching point of this part is to cultivate the habit and ability of the students when using English to explain new word.

Answers to the exercise:

1 D 2 E 3 A 4 F 5 C 6 H 7 B 8 G

II. Grammar:

Step 1: Introduction and Explanation

Direct and Indirect Speech (2): Requests and Commands

Giving orders or commands, or making requests in Direct Speech, you often use imperative sentences. When these sentences are turned into Indirect Speech we often use “tell/ask…(not) to do…”

Commands

Direct Speech:

“Don’t smoke in this room,” he said.

Indirect Speech:

He told me not to smoke in that room. Requests

Direct Speech:

Our teacher said, “Please Don’t smoke in this room.”

Indirect Speech:

Our teacher asked us not to smoke in that room.

Step 2. First, ask the Ss to finish doing the exercises of this part. Then tell them the correct answers. If they can’t understand to some exercises, they will be given the explanations.

Answers to Exercise 1:

Commands: 2,6

Requests: 1,3,4,5

Answers to Exercise 2:

1. “Don’t put your coat on the peg. Put it in the closet, please,” the landlady said to him.

2. “Stand still! Don’t move!” the young mother told her children.

3. “Lock the door after midnight. Don’t leave the door open after midnight,” mother said to me.

Step 3. Homework

1. Finish doing the Grammar exercises on page 93 and 94.

2. Prepare for the part of Integrating skills.

Teaching plan V for Integrating Skills

Step 1. Introduction

The reading text tells about the independence of the United States of America, the history of American and British English and the process of diversification of the two Englishes. Apart from conscious decision making, the desire to create a national language and various sources of language change are introduced with examples. The main differences between American and British English are explained. The gist of the text is that American and British English are in fact very similar and that Americans and Englishmen hardly ever misunderstand each other.

Step 2. Ask the Ss to listen to the tape, then get the main idea.

Step 3. Ask the Ss to do Exercise 1, the proofread the answers.

Answers to Exercise 1: CDCDD

Notes:

a. 表示发生的动词或动词词组还有：happen, occur, come about, take, break out（爆炸）都不及物，一般都不用被动形式。

b. 与介词to搭配表示“……的”，名词除了answer之外，常用的还有reply, key, invitation, attitude, reaction, alternative, entrance等。

c. stay在这里作联系动词，意思是“保持”=remain/keep, 后接表语。

d. have difficulty (in) doing sth 在做……方面有困难

have difficulty with sth

have trouble (in) doing sth

have trouble with sth

be busy doing sth

be busy with sth

help sb do / to do sth

help sb with sth

Step 4. Read the next paragraph about loan words in English and summarize the main differences in vocabulary with examples in the table.

Step 5. Ask students which Chinese words have been taken as loan words from English. Examples: sofa(沙发), ballet(芭蕾), radar(雷达), chocolate(巧克力), toast(土司), coffee(咖啡), golf(高尔夫), jeep(吉普车), Internet(因特网)…

Step 6. Ask students which other English words they know with variant spellings.

American English

neighborhood

labor

color

honorable

humor

favorite

theater

kilometer

meter

somber British English

neighbourhood

labour

colour

honourable

humour

favourite

theatre

kilometer

metre

sombre American English

center

traveling

labeling

canceling

controled

license

offense

practice

defense

organization British English

centre

travelling

labelling

canceling

controlled

licence

offence

pratise

defence

organisation

Step 7. Homework: writing

Write a short passage in which you compare American and British English or two dialects in Chinese.

Title What are you going to write about?

Paragraph 1 Introduction: Are the differences big or small?

Paragraph 2 Differences in vocabulary. Give some examples.

Paragraph 3 Differences in pronunciation. Add a conclusion.

Teaching plan VI for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Proofread the answers of the exercises on workbook.

Step 3. Let the student ask questions if they get problems while doing the exercises.

Step 4. Review the useful expressions:

Language difficulties in communication

Can you spell that, please? Could you repeat that, please?

What do you mean by …? Could you speak a bit slowly, please?

Sorry, I didn’t follow you. I beg your pardon?

How do you say … in English? How do you pronounce …?

What does … means? Can you say that in a different way?

Step 5. Review the useful Phrases:

make oneself at home in total except for stay up come about

end up with bring in a great many at the same time

Step 6. Review the grammar: Direct Speech and Direct Speech

1. 转述他人的请求

“Help me with my homework, please.” She said. →

She asked me to help her with her homework.

2. 转述他人的命令

“Don’t smoke in the room,” he said. →

He told me not to smoke in the room.

“Make sure the door is shut, little,” she said. →

She told her little son to make sure the door was shut.

Answers to Checkpoint:

1). She asked me to help her with her homework.

2). Could you buy some bread for me, please?

3). He told me not to smoke in the room.

4). Please make sure the door is shut.

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Prepare for Unit 3.

篇13：高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)

A Taste of English Humor

单元教学目标

Talk about different types of humor；a taste of English humor

Learn how to express one’s emotions

Learn the –ing form as the Predicative, Attributive and Object Complement

Learn to write humorous stories

目标语言

话题 Different types of humor; a taste of English humor

词汇 1. 四会词汇：

slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,

homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 词组：

be content with, badly off, pick out, cut off, star in, knock into

功能情感 ( Emotion )

I enjoy this very much because… It surprises me that…

I laugh at that kind of thing because… I felt happy because…

This is fun because… I’m pleased we were both amused at…

How wonderful / surprising It’s amusing that…

语法动词的-ing 形式作表语，定语和宾语补足语的用法

Their job is “panning for gold”.

That was the problem facing Charlie Chaplin.

Do you find it funny to see someone sliding on a banana skin?

课时分配

1st Period Reading

2nd Period Speaking

3rd Period Grammar

4th Period Listening

5th Period Writing

6th Period Summary

分课时教案

The First Period

Teaching aims: Enable students to talk about some types of English humor and Chinese humor.

Key points: Help students learn how to understand and enjoy English humors.

Difficult points: Help students know the differences between English and Chinese in humor.

Teaching aids: pictures

Teaching procedure:

Step 1: Lead-in

Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.

Questions: 1) Do you know who these comedians are? What makes them funny?

2) Do you know other comedians who are funny in the same way?

3) Have you seen any of these comedians or programmers? What do you think of them?

Step 2: Warming up

Task 1. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季，姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Task 2. Talking

Ask students to talk about some funny stories, any English or Chinese humors they know.

Task 3. Reading on P22

The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.

Joke 1:

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Joke 2:

Garcia: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank God.

Garcia: Then I will pay the fees to God.

Step 3 Homework

Ask each student to give a joke and present it in class next period.

The Second Period Reading

Teaching aims: Enable students to learn what humor means and what is nonverbal humor.

Key points: Help students divide the text into several parts according to the meaning.

Difficult points: Divide the paragraphs and give the main ideas.

Teaching aids: A recorder and a projector

Teaching procedure:

Step 1. Revision

Check homework: ask students to present their jokes in class.

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.

The main idea of part three: it gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun?

(2 ) Why did people like Little Tramp?

(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Language points

1. content (adj.): satisfied, happy, not wanting any more

phrases: content with sth; content to do sth

e.g. (1) She is quite content to stay at home looking after her children.

(2 ) Are you content with your present salary?

Content (n.): that which is contained in sth

e.g. I like the style of her writing but I don’t like the content.

2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.

e.g. His speech inspired us with hope.

3. badly off: in a poor position, esp. financially

The opposite is “ well off”

e.g. (1) They are too badly off to have a holiday.

(2 ) In fact most people are better off than they were five years ago.

Step 5 Practice

Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 6 Homework

Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.

The Third Period Grammar

Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.

Key points: Let students know the structures of the sentences with the –ing form

Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.

Teaching aids: A computer

Teaching procedure:

Step 1. Revision

Check homework: the exercises on page 20 and 21.

Step 2. Word formation

Suffix Example

-able valuable lovable comfortable

-ing amusing misleading neighboring

-ful hopeful cheerful useful

-less endless homeless harmless

-ed excited interested moved

-ish Irish childish selfish

-ive active attractive expensive

-ate fortunate affectionate passionate

-ant important pleasant ignorant

-ly friendly orderly costly

There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.

Step 3. Discovering useful structures

Task 1. Revision

Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:

(1) Talking to him is useless.

(2) Smoking does harm to your health.

(3) Walking is my sole exercise.

(4) Collecting stamps is my hobby.

(5) I suggested bringing the meeting to an end.

(6) He admitted taking the money.

(7) I couldn’t help laughing.

(8) Your coat needs washing.

Task 2. New usage of the –ing form

Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.

Teacher checks the answers and give the explanations.

(1) A cooking pot: A pot that is used for cooking.

(2) A drinking horse: A horse that is drinking water.

(3) The man sitting on the sofa is a friend of my brother’s.

Here the –ing form are used as attribute.

(4) I saw the man sliding on a banner skin yesterday.

(5) Did you notice the man picking up that broken bottle and putting it in his bag?

Hear the –ing form are used as object complement The structure of the sentence with an object complement is:

Subject + Predicate + Object + Object complement

(6) Her job is looking after babies.

(7) What he likes is playing chess after supper.

Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.

(1) Her hobby is painting.

(2) Her favorite sport is skiing.

(3) This was very disappointing.

(4) The test results are very discouraging.

(5) She was very pleasing in her appearance.

(6) His concern for his mother is very touching.

(7) The photograph is missing.

(8) The article was misleading, and the newspaper has apologized.

In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.

(9) It is snowing hard.

(10) She is teaching in a night school.

In these two sentences, the –ing form are used as the predicate in the present continuous tense.

Step 4. Using Structures

Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.

Step 4. Homework

Finish all exercises on page 56.

The Fourth Period Listening

Teaching aims: Enable students to understand the humor in the listening material.

Key points: Train the students to get the key wards by reading the questions before listening.

Difficult points: Get the main idea from the listening materials while listening.

Teaching aids: A recorder

Teaching procedure:

Step 1. Revision

Check homework: (1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2. Listening ( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2. Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.

Step 3. Listening ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.

Step 4. Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period.

The Fifth Period Writing

Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.

Key points: Teach students to write according to the writing of the writing steps.

Difficult points: Help students make up a dialogue, using the target language.

Teaching aid: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask several students to read their funny stories in class.

Step 2. Writing ( page 23 )

Give students some instructions on writing a funny story.

1) Writing down your story in a logical order.

2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.

3) Then write out your story using these interesting words.

4) Read through your story.

5) Then show it to your partner. Let him/ her suggest some new and exciting words.

6) Write out the story and put it into a class collection of stories.

Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.

Step 3. Talking

Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.

Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.

Step 4. Speaking and writing task

This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.

Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.

Step 5. Homework

1) Finish Exercise 5 on Page 20.

2) Make a summary about what has been learnt in this unit.

The Six Period Summary

Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.

Key points: Sum up what we have learnt in this unit.

Difficult points: Sum up what we have learnt in this unit.

Teaching aids: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask students to present their dialogue in class.

Step 2. Reading

This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)

Give students some time to read the passage, then answer some questions and retell the whole story.

Questions: 1) What do children usually do on April Fool’s Day?

2) Why did people believe the programme Panorama?

3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..

4) What would you do to find out whether a story like this was true?

Step 3. Project

Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.

Step 4. Summing up

This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.

功能句式：

1. I enjoy this very much because….

2. I laugh at that kind of thing because…

3. This is fun because….

4. How wonderful / surprising！

5. It surprises me that…

6. I’m pleased we were both amused at…

7. I felt happy because…

8. It’s amusing that…

语法：

1. Word formation

2. The –ing form of the verb used as predicative, attribute and object complement.

重点句子：

1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.

2. Perhaps it makes us feel more content with our life…

3. He became famous for using a particular form of acting, including mime and farce.

4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.

5. Imagine you are hungry and all there is to eat is boiled shoe.

6. He solved it by using nonverbal humor.

7. Their job is “panning for gold”.

8. This was the problem facing Charlie Chaplin in one of his most famous films.

Translate the following sentences into Chinese and pay attention to the use of the –ing form.

1. The two comedians performing on the stage are from Liaoning Province.

2. Who is the girl walking by the river.

3. The children playing the violin will give a performance next week.

4. The man with sunglass standing near the car is a cross talk artist.

5. The old lady talking to the children is a famous musician.

6. I saw a group of policemen coming out of a green jeep and running to the building.

7. I saw a dog carrying a piece of meat entering your garden.

8. I heard her singing a beautiful song at the party last night.

9. I got frightened when I saw a man playing with a snake in the park.

10. There were some boys shouting and crying under my window, so I could not fall asleep.

Step 5. Check yourself

1. Do you find it difficult to understand English humor? Why?

2. What role do you thing humor plays in your life?

3. What language points have you learned in this unit?

4. How well have you done in the exercises on the –ing form?

5. Did you have any problems in understanding this unit? How did you solve them?

Step 6. Homework

Do some preparations for unit 4.

篇14：新课标高一英语模块 1 Unit 1 全单元学案(新课标版高一英语必修一学案设计)

Unit1 Friendship

学习知识清单：

对于要学的知识做到心中有底，这样才能更好的安排自己的学习步骤和学习时间，愿知识清单能够更好的帮助你进行自主学习！

我们将要熟悉的话题：

Friends and friendship; interpersonal relationships

我们将要掌握的词汇及词组：

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

我们将要运用的语言功能：

1. 态度(attitudes) Are you afraid that …? I’ve grown so crazy about ….

I didn’t dare ….

2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly.

I don’t agree. I don’t think so. I’m afraid not.

3.肯定程度（certainty） That’s correct. Of course not.

我们将要学习的语法知识：直接引语和间接引语(1): 陈述句和疑问句

1. 陈述句

“I don’t want to set down a series of facts in a diary.” said Anne.

--Anne said that she didn’t want to set down a series of facts in a diary.

2. 一般疑问句

He asked, “Are you leaving tonight?”

--He asked us whether we were leaving that night.

3. 特殊疑问句

“When did you go to bed last night?” father said to Anne.

-- Father asked Anne when she went to bed the night before.

课前自主预习方案

I. 重点单词 (能花十分钟把I和 II两部分的单词和词组在课本中查出来并写上吗？相信自己能够做到！查完了别忘了读一读记一记哦~~)

1. (adj.)心烦意乱的；不安的；不适的; (vt.)使不安；使心烦

2. (vt.)不理睬；忽视; (n.)

3.________(v.) (使)平静；（使）镇定; (adj.)平静的，镇静的，沉着的

4. ________ (vt.) (使)担忧；涉及；关系到; ________(adj.)担心的；忧虑的

5. ________(adj.)德国的; _______(n.)德国; _______(n.) 德国人（复数形式）

6. _________ (adv.)在户外；在野外; _______ (反义词)

7. _________ (adj.)整个的；完全的；全部的; ________ (adv.)

II. 重点短语

1. add ______ 合计

2. calm (…) ______ （使）平静下来；（使）镇定下来

3. be concerned _______ 关心；挂念

4. _______ the dog 遛狗

5. go _______ 经历；经受

6. set _______ 记下；放下；登记

7. a _______ of 一连串的；一系列；一套

8. ________ purpose 故意

9. ________ order to 为了……

10. ________ dusk 在黄昏时刻

11. face _______ face 面对面的

12. ________ longer/ not…any longer 不再……

III. 语篇导读 1）阅读Anne’s best friend, 然后完成下面的表格。(这是细节题，人人可以做到，不信试试看啊，试着在5分钟之内完成，你就很棒了！)

Name:1. _____________ Nationality:2.________________

Place to live in World War II: 3.___________________________.

Reason for being hidden: 4.____________________________.

Being hidden for: 5.________________ years

Caught finally because: 6.____________________.

2) 挑战自我根据课文内容将下面短文补充完整。(这题是拔高题，考你的记忆能力、理解能力，试着在10分钟之内读完课文然后关书填空，挑战一下自我啊！)

Anne was a little girl who lived in the Netherlands with her family. Because they were Jews, they had to 1 everywhere, 2 they would be caught by the German Nazis. 3 that time she had to regard the diary 4 her only friend, because she thought the diary was a friend 5 she could tell everything to, like her deepest 6 and thoughts. And she needn’t be afraid that it would 7 her, or just couldn’t understand what she was 8 . In one of her diaries, she described how she felt after 9 in the hiding place for over two years: I haven’t been able to be 10 for so long that I’ve grown so 11 about everything 12 with nature, the sky, the song of the birds, the flowers, even the wind and the rain…

课堂自主学习方案

要点探究

I. 词汇知识

1. add up 合计；加起来

①Add up your score and see how many points you get.

累加你的分数，看你能得多少分。

思维拓展：看看还有哪些跟add相关的词组

小试牛刀：

②The bad weather _______________________. 坏天气添加了我们的困难。

③Please _________________________ to the milk. 请往牛奶里加些糖。

④It’s normal that a famous sports player’s cars ________________ five. 一个著名运动员总计有5辆车是很正常的。

2. upset adj.心烦意乱的；不安的；不适的； vt.使不安；使心烦

①Your friend comes to school very upset. 你的朋友来上学时心情很不好。

②There’s no point getting upset about it. 犯不着为这件事烦恼。

③This decision is likely to upset a lot of people. 这项决定很可能会使很多人不快。

小试牛刀：

④He ____________ not being invited to the party. 没有邀请他去聚会，他很不高兴。

⑤Don’t ______________ it. Let’s forget it. 你别为这事心烦了，忘了它吧。

特别提醒：

3. ignore vt.不理睬；忽视

①You will ignore the bell and go somewhere quiet to calm your friend down. 你会顾不上课铃，去一个安静的地方，使你的朋友安静下来。

ignorant adj. 无知的；没有学识的; ignorance n. 无知；（对某事）缺乏认识

②He was driving very fast because he was ignorant of the speed limit. 他的车开得很快，因为他不知道要限速。

小试牛刀：

③He _________________ and goes on the smoking. 他不顾医生的忠告而继续吸烟。

④It is a question that can not _______________________.这是一个不容忽视的问题。

⑤His failure resulted from ______________________.他的失败起因于他的无知。

4. calm vt. & vi. （使）平静；（使）镇定 adj.平静的；镇定的；沉着的

①No one expected that he was so calm when told the bad news. 大家没有料到当被告知这个坏消息时，他如此平静。

②Calm yourself. You should not be so excited. 请镇静，你不该这么激动。

思维拓展：看看还有哪些跟calm相关的词组

③I told myself to calm down. 我告诫自己要冷静下来。

④Keep calm and try not to panic. 沉住气，别惊慌。

潜心辨析：calm/quiet/still/silent

小试牛刀：

⑤Keep ________ while I tie your shoe.

⑥One must keep __________ in time of danger.

⑦Be ___________ when you are at the concert.

⑧I wonder why it’s so __________.

5. concern vt. 涉及；关系到；参与；使担心；使操心；

n. 担心；关心；关注；（利害）关系

①You will tell your friend that you are concerned about him/her and you will meet after class and talk then. 你会告诉你的朋友你很关心他/她，下课后你们会见面交谈。

②The matter concerns the interests of the people. 这件事关系到人民的利益。

③It’s no concern of mine.这事与我无关。

思维拓展：

小试牛刀：

④She _________ a great deal of _________ her son’s illness. 她非常担心儿子的病。

⑤He _______________________ the matter. 他与此事有牵连。

6. go through 经历；经过；穿过；遭受；忍受；获得通过；详细检查，查找；完成

①Or are you afraid that your friend would laugh at you, or would not understand what you are going through? 或者你是不是担心你的朋友会嘲笑你，或会不理解你目前的困境呢？

②May/Might I go through this gate? 我可以通过这道门吗？

③You will go through tough times. 艰难的时候总会过去。

④Let’s go through the plan again.让我们再仔细地讨论这项计划吧。

思维拓展：看看还有哪些跟go相关的词组

小试牛刀：

⑤Some of the students _______________ hardships before they entered the university.

有些大学生在进入大学之前体验过艰苦的生活。

⑥I ____________ all my pockets looking for my keys. 我翻遍了所有的口袋找钥匙。

7. set down=put/write/take down 记下；放下；登记

①You don’t have to set down all that our teacher said. 你不必把老师讲的都记下来。

②How shall I set myself down in the hotel register?

在旅馆的登记簿上，我应如何登记自己的身份呢？

思维拓展：看看还有哪些跟set相关的词组

小试牛刀：

③She _____________ the report after breakfast and handed it in at noon.

她早饭后着手写报告并且中午就上交了。

④If you went to catch that train, we’d better ___________ for the station immediately.

你要是想赶上那班火车，咱们就最好马上动身去火车站。

8. a series of 一连串的；一系列；一套

①Have you seen a series of books like this? 你读过这系列的书吗？

②Then began a series of wet days that spoiled our vacation.接着是一连串的雨天，把我们的假期弄得一团糟。

特别提醒：

小试牛刀：

③A series of films about him _______________ .关于他的一系列电影已经问世了。

④Three series of papers ______________ to the students. 给学生们发了三套试题。

9. on purpose 故意地；有意地

①For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.比如，有天晚上天气很暖和，我熬到十一点半故意不睡觉，为的是独自好好看看月亮。

②I come to the hospital on purpose to see you.我特地来医院看你。

思维拓展：看看还有哪些跟purpose相关的词组

小试牛刀：

③I didn’t do it ______--it was an accident.我不是故意做这件事的，这是一次意外。

④He went to the USA _______________ further study. 为了深造，他去了美国。

10. in order to 目的是……，以便……，为了……

①In order to catch the train, she hurried through her work.

为了赶火车，她匆匆做完了她的作业。

②In order to be heard by all the students, the teacher spoke in a loud voice.

老师大声讲以便全体同学都能听到。

思维点激：

小试牛刀：

③He bought this present _____________ give his son a surprise.

④He got up early ______________ the early bus.

11. face to face 面对面地；面对着（相当于副词，在句中做状语）

①His ambition was to meet his favorite pop star face to face. 他心里向往的是要面对面地见到他最喜欢的歌星。

思维拓展：类似结构的词组

思维点激：

小试牛刀：

②You’d better _____________ with each other, I think. 我认为你们最好彼此坦诚地谈谈。

③To learn English, one should go __________________. 学习英语要一步一步来。

II. 难句剖析

1. While walking the dog, you were careless and it got loose and was hit by a car.在遛狗的时候，你不小心松了手，结果被一辆汽车撞了。

句中while walking the dog=while you were walking the dog.本句中while后面省略了主语you和be动词were. while或者when引导的时间状语从句中的主语和主句中的主语一致且谓语含有be动词或为it is(was)形式，可省略从句中的主语和be动词。

①While reading the book, he nodded from time to time.

阅读这本书时，他不时地点头。

思维拓展：

②I won’t go to her party, even if (I’m) invited.

即使受到邀请我也不去参加她的聚会。

③Once seen, it’ll never be forgotten. 一旦见到，它将难以被忘记。

小试牛刀：

④He fell asleep while _____(=while he was doing) his homework.他做作业时睡着了。

⑤__________________, I’ll come tomorrow. 必要的话，明天我就来。

2. I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。

1) 本句是一个复杂的主从复合句。主句中包含if引导的宾语从句，从句中的it’s…that…是一个强调句型结构，强调because引导的原因状语从句，在It is/was + because从句 + that…结构中，because不能换用since或as。

-Why was he punished by his teacher? 他为什么受到老师的惩罚？

-It was because he cheated in the exam. 那是因为他在考试时作弊了。

2) 强调句型可对句中的主语、宾语、表语、状语等进行强调，若强调的主语是人，后面的that 也可以用who代替，可译为“正是……”。

①It was yesterday that I met Ann in the street. 我是昨天在街上遇见安的。

②Was it you that/who let out the secret to her? 是你把这个秘密泄露给她的吗？

归纳总结：

小试牛刀：

③It is he who ______ going to speak at the school meeting.

④It ______ in the street that I met my old friend yesterday.

⑤___________ they launched Shenzhou VII? 他们为什么发射了“神州七号”？

⑥It ______ in ______ the Olympic Games was held successfully in Beijing。

3. …it was the first time in a year and a half that I’d seen the night face to face…

……这是我一年半以来第一次目睹夜晚……

It (This,That) is/was +序数词+time that… 这是/那是某人第一（二、三）次做某事

That引导的定语从句修饰the first time可以省略，从句中的时态常用完成时。如果系动词是is则用现在完成时；如果是was，则用过去完成时。

小试牛刀：

①It is the first time that I _______ such a big watermelon.这是我第一次见这么大的西瓜。

②It was the second time that I ___________ to Europe．那是我第二次去欧洲。

思维拓展：

小试牛刀：

③___________________ the Olympic Games in , 该伦敦举办奥运会了。

=It’s time that London ___________________ the Olympic Games in 2012.

④When I saw him _________________, I thought him very honest. 当我第一次见到他时，我就认为他很诚实。

成果展示

课后自主反思与测评

课后自主反思

同学们，经过了课前自主预习和课堂自主学习之后，相信你一定有了一些收获吧，是掌握了必须学习的知识点? 或是掌握了一些学习上的技巧与方法? 或者还有什么有待改进的地方？在下面动笔写写吧，善于总结的学生才是会学习的学生！

⑴这一阶段我学会了这样一些语言知识：

单词和词组：____________________________________________________________

_______________________________________________________________________ _ _

语法点： ____________________________________________________________ _

________________________ ___

______________________________________________________________________ _ _

⑵这一阶段我突破了这样一些重难点：

_______________________________________________________________________________________________________________________________________________ _ _ ⑶这一阶段我觉得还需要提高的是：

________________________ ___

______________________________________________________________________ _ _

课后自主测评

C级测评：

（高楼大厦平地起，你能很踏实的学习基础知识，很好！请在12分钟内完成）

I. 单词拼写

1. He knew there was a speed limit, but he i___________ it and drove very fast.

2. He felt u__________ about losing the money.

3. It’s good for us to do exercise o__________ every morning.

4. It’s d__________ everywhere in the house. Can you help me do the housecleaning?

5. A s_________ of TV play is on Channel 1 these days.

6. The boy hid himself behind the __________ (窗帘) and looked out through the window.

7. Was it an accident or did David do it on ___________(故意)？

8. From the beginning, Paul made it clear that he would be _________ (完全地)in control.

9. The snow is very ___________(疏松)and there is a lot of air in it.

10. I did everything in my ___________(能力，力量)to help her.

II.用所给短语的正确形式填空

1. We spent several days ____________ all related reference materials.

2. His income ________ to 1,000 yuan a month.

3. Please don’t ________ me; I’m fine now.

4. At last the wind ______________.

5. He ___________ a basket on the ground, washed his hands, and then sat down.

6. I can’t stand the pain ________________.

7. The thief _____________ in a friend’s house for several weeks after the robbery.

8. ____________ make his spoken English better, he practises speaking English every day.

9. The street lights come on ______________ and go off at dawn.

10. Maybe one day we could meet _________________________.

B级测评：

（学贵在用，你能运用所学知识，又向前跨了一步！如果能在13分钟内完成就更好了）

I.单项填空

1. I have never seen him _______ since I last saw him.

A. any more B. any longer C. no more D. no longer

2. Paper of this kind easily _______.

A. catches fire B. is on fire C. makes fire D. set fire to

3. I'm not sure _______ he will come here today.

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

4. What he said is _______.We are _______ at his words.

A. bored; boring B. boring; bored C. bored; bored D. boring; boring

5.-David has made no mistakes recently. -_______ and _______.

A. So has he; so he has B. So he has; so have you

C. So has he; so have you D. So have you; so he has

6. After he finished _______ his homework, he _______ his mother do some homework.

A. to do; kept on doing B. doing; went on to help

C. done; kept helping D. doing; went on helping

7.-I like swimming but I don't like to swim today. -_______.

A. So do I B. So I do C. So it is with me D. I do so

8._______ you begin to do something, you must do it well. That's the way.

A. Because B. Imagine C. Suppose D. Once

9. The boy wanted to ride his bicycle in the street, but his mother told him _______.

A. not to B. not to do C. not to do it D. do not to

10. A person should be _______ to his own country. He should not do anything against his country.

A. kind B. loyal C. honest D. brave

11.-_______? -He is kind, and tall in height, with big eyes.

A. What is he like B. How is he C. What is he D. What does he do

12.-I'm sorry I can't go to the cinema with you this evening. -If you don't,_______.

A. so do I B. so will I C. neither will I D. neither do I

13. You could see the signs clearly _______ the light of the moon.

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

14. I'd prefer doing the job by myself _______ someone else for help.

A. to ask B. to asking C. to ask for D. ask

15. _______ the beginning of the meeting, we sang a song together.

A. In B. At C. On D. Of

II.阅读理解

Dear Mr.Harrington,

I saw your name on a list of teachers of French who wished to spend their holidays in France this summer. I'm a teacher of English in Saint-Simon, a small village in the Loire Valley, just south of Saumw. I should very much like to spend some time in England, because it is many years since I had a chance to practise my English. Perhaps we could exchange houses for three weeks in late July or early August.

I have heard a lot about a holiday in Cumbria and the Lake District. I have been eager to spend a holiday in Cumbria ever since I first saw pictures of the fox-hunting, and read about the fine hunting dogs that you have in your part of the country. I am very interested in fox-hunting and I take my dogs out hunting in the local forest whenever I can.

I shall tell you more about Saint-Simon countryside when you express interest in my plan. I look forward to hearing from you.

Yours Sincerely,

Jean-Baptiste Foucault

1. Mr. Foucault wants to visit England _______.

A. to meet his old school friend Harrington

B. in order to use and improve his English

C. because it is many years since he had a holiday

D.because he wants to go fox-hunting there

2. Mr. Foucault plans to _______.

A. spend three weeks in Saint-Simon in the Loire Valley

B. stay with Mr. Harrington in England so that they can talk English together

C. invite Mr. Harrington in England to stay with him in France in July

D. stay in Harrington's house while Mr. Harrington stays in his

3. Mr. Foucault wishes to spend a holiday in Cumbria because _______.

A. he is interested in fox-hunting

B. there are many forests where he can take his dog hunting

C. he has heard a lot about the good English spoken in Cumbria

D. the first pictures of England he saw were of Cambria and Lake District

4. Mr. Foucault does not say much about Saint-Simon because _______.

A. Mr. Harrington has been there and seen it for himself

B. it is such a small village that there is very little to say about it

C. he wants to know first whether Mr. Harrington is interested in his plan

D. He knows Mr. Harrington will not be interested in Saint-Simon

5. Mr. Harrington is a teacher who _______.

A. teaches English in France B. teaches French in France

C. teaches English in England D. teaches French in England

A级测评：

(你很了不起！能够选择做A级测评题，因为这是一部分拔高题。如果能够在5分钟完成就更好了！)

完成句子，根据汉语意思用上括号中所给的单词完成句子。

1._____________ (在读这本书的时候)，he nodded from time to time. (while;非谓语动词)

2.____________________(是在街上)I met an old friend of mine. (it)

3.It was the first time that I ________________ (到北京来). (come)

4.He said that he __________________ (在听音乐)when she came in. (listen)

5.Father asked Peter ____________________ (何时去睡觉的)last night. (when)

成果展示

课前自主预习方案

认真阅读教材，花十分钟完成下列练习

1.重点单词

1.___________(v.)安家；安居；解决___________(n.)

2.___________(v.)遭受；忍受；经历___________(n.)

3.___________(n.)自然___________(adj.)____________(adv.)

4.___________(v.)躲藏____________(过去式)_____________(过去分词)

5.___________(vi.& vt.)痊愈；恢复；重新获得_____________(n.)

2.重点短语

1. be worried __________ 担忧；担心

2. take no notice _________ 不注意

3. suffer _________ 遭受

4. recover __________ 从……中恢复，康复

5. pack (sth.) _________ 打包

3.语法练习

（将下列句子由直接引语变为间接引语，由间接引语变为直接引语）

1. “Do you like listening to pop music?” he asked us.

___________________________________________

2. “I’m going to hide from the Germans.” said Anne.

___________________________________________

3. Mary asked her mother what she should do.

___________________________________________

4. “How can you see your friends?” Anne said to her sister.

___________________________________

课堂自主学习方案

I. 要点探究

1. She found it difficult to settle and … 她发现很难安定下来……

She作主语；found 为谓语；it作形式宾语，difficult作宾语补足语；to settle…动词不定式作真正的宾语。find it + 宾补 + to do

I find it difficult to talk with you about anything serious.

我觉得很难同你谈任何严肃的事。

I think it necessary to tell them all about the matter.

我认为有必要把事情的全部告诉他们。

settle vi. 安家；定居；停留 vt.（使）定居；安排；解决

settle down 安居/安定下来

He settled in the country after he returned from abroad. 从国外回来后他在乡下定居。

2. She suffered from loneliness, but she had to learn to like it there. 她遭受孤独的折磨，但是她得学会喜欢呆在那里。

suffer vt. 遭受；忍受；经历，后面常接pain, defeat, loss, poverty, hunger等名词。

vi.受痛苦，患病。常用suffer from结构。

① Iraq suffered serious damage from the war.

伊拉克因战争而遭受了严重的破坏。

② He is suffering from cancer. 他患上了癌症。

小试牛刀：

③ The young man ____________ a bad cold the other day and was sent to hospital.

前几天，那个年轻人患上了重感冒被送往了医院。

④ In order to send me to college, my parents ____________________________.

为了送我去上大学，我的父母亲受了很多苦。

3. How can Linda recover from her illness in this room…? 琳达在这个房间里怎么能够从病中康复呢……？

recover vi.& vt. 痊愈；恢复；重新获得，常与介词from 连用。

① She has covered her health. 她已恢复了健康。

② I think he will recover from his bad cold soon. 我想不久他的重感冒会好的。

③ Jane recovered her lost wallet. 简找到了丢失的钱包。

4. “ I’ve got tired of looking at nature through dirty curtains and dusty windows” Anne said to her father.安妮对爸爸说：“我已经厌倦了透过脏兮兮的窗帘和沾满灰尘的窗子观看大自然了”

get tired of 意为“厌倦，厌烦”；有时我们也可以用be tired of, 同义词有：be sick of; be bored of; be fed up with.

① I’m tired of his silly questions. 我已经厌倦了他那些愚蠢的问题。

② I got tired of so much reading. 我厌倦了如此大量的阅读。

潜心辨析：

小试牛刀：

③ We _____________________ having the same kind of food every day.天天吃同样的食物，我们都吃腻了。

④ She was tired ____ ____ teaching, but she was never tired ________ teaching. 她教课累了，但是她绝不厌烦教学。

⑤ I was completely __________ after all that. 作了那么多事以后，我感到筋疲力尽

5. I need to pack up my things in the suitcase very quickly, … 我需要很快把衣箱里的东西打包……

pack up 将（东西）装箱打包

① I packed up all my books into boxes. 我把所有的书都装进了箱子。

② Please help me pack up my things. 请帮我把东西装箱打包。

II. 语法突破

直接引语和间接引语

直接引用别人的话叫直接引语。用自己的话转述别人的话叫间接引语。这两种引语都是

宾语从句，但直接引语放在引号内，不用连词连接；间接引语不用引号，通常用连词连接主语。

一、陈述句直接引语变间接引语

直接引语如果是陈述句，在变为间接引语时，用连词that引导（that在口语中常省略），从句的人称、时态、指示代词、时间状语、地点状语等都要作相应的变化。

直接引语转换为间接引语需要注意一下几点：

1. 人称的变化

(1) He said, “I like it very much.” 他说：“我非常喜欢它。”

He said that he liked it very much. 他说他非常喜欢它。

(2) He said to me, “I’ve left my book in your room.”

他说对我说：“我把书放在你的房间里了。”

He told me that he had left his book in my room.

他告诉我把书放在我的房间里了。

总结：直接引语变间接引语后，人称要做相应的变化。

2. 时态的变化：

(1) “ I don’t want to set down a series of facts in a diary,” said Anne.

安妮说：“ 我不想在日记里记流水帐。”

Anne said that she didn’t want to set down a series of facts in a diary.

安妮说她不想在日记里记流水帐。

(2) He said, “I’m using the knife.” 他说：“我正在用刀。”

He said that he was using the knife. 他说他正在用刀。

(3) She said, “I have not heard from him since May.”

她说: “我自从五月份起就没有收到他的来信。”

She said that she had not heard from him since May.

她说她自从五月份起就没有收到他的来信。

(4) He said, “I saw her in the street.” 他说：“ 我在街上看见过她了。”

He said that he had seen her in the street. 他说他在街上看见过她了。

(5) He said, “I have finished my homework before supper.”

他说：“ 我在午饭前已经完成了我的家庭作业。”

He said that he had finished his homework before supper.

他说他在午饭前已经完成了他的家庭作业。

(6) Zhou Lan said, “I’ll do it after class.” 周兰说：“我会课后完成它。”

Zhou Lan said that she would do it after class. 周兰说她会在课后完成它。

总结：

直接引语与间接引语时态变化对照一览表

直接引语间接引语

一般现在时一般过去时

现在进行时过去进行时

现在完成时过去完成时

一般过去时过去完成时

过去完成时过去完成时

一般将来时过去将来时

3. 指示代词、时间状语、地点状语和动词的变化

(1) She said: “I will come this morning.” 她说：“我上午会来。”

She said that she would go that morning. 她说她上午会来。

(2) He said, “these books are mine.” 他说：“这些书是我的。”

He said that those books were his. 他说这些书是他的。

(3) He said,“it is nine o’clock now.” 他说：“现在9点了。”

He said that it was nine o’clock then. 他说那会儿9点了。

(4) He said, “My sister was here three days ago.”

他说：“我妹妹三天前在这里。”

He said that his sister had been there three days before.

他说他妹妹三天前曾在这里。

(5) He said, “I haven’t seen her today.” 他说：“我今天还没有见过她。”

He said that he hadn’t seen her that day. 他说他那天没有见过她。

(6) She said, “I went there yesterday.” 她说：“我昨天在那里。”

She said that she had gone there the day before 她说她昨天去过那里。

(7) She said, “I’ll go there tomorrow.” 她说：“我明天会去那里。”

She said that she would go there the next/following day.

她说她明天会去那里

(8) He said, “They will arrive the day after tomorrow.”

他说：“他们后天到那里。”

He said that they would arrive in two days’ time. 他说他们两天后到那里。

(9) She said, “I came here to seen the doctor the day before yesterday.”

她说：“我前天到这里看医生。”

She said she had gone there to see the doctor two days before.

她说她两天前到这里看医生。

时间状语、地点状语和动词的变化一览表

直接引语间接引语

时间状语 now then

today that day

this week/month/year that week/month/year

last week/month/year the week/month/year before

tomorrow the next/following day

next week/month/year the next week/month/year

地点状语 here there

动词 come go

注意：

① 直接引语如果是客观真理，变为间接引语时，时态不变。如：

He said,“Light travels much faster than sound.”

He said that light travels much faster than sound”

② 如果在当地转述，here不必改为 there，动词come不必改为go，如果在当天转述，yesterday, tomorrow等时间状语也不必改变.

二、疑问句

● 一般疑问句

(1) “Do you think a diary can become your friend?” the writer says.

作者问：“你认为日记能成为你的朋友吗？”

The writer asks us if we think a diary can become our friend.

作者问我们是否认为日记能成为我们的朋友

(2) She said, “did you see him last night?” 她问：“你昨天晚上看到他了吗？”

She asked me whether I had seen him the night before.

她问我前一天是否看到他了。

总结：

将一个一般疑问句由直接引语变成间接引语时，首先要用whether/if 连接，而且要把原来的疑问句变成陈述句语序的宾语从句；其次，人称、时态和状语的变化与陈述句直接引语变为间接引语的方法相同。

● 特殊疑问句

(1) “ What do you want?” he asked me. “你想要什么？”他问我。

He asked me what I wanted. 他问我想要什么。

(2) “ When did you go to bed last night?” father said to Anne.

爸爸问安妮：“你昨晚什么时间睡的觉？”

Father asked Anne when she went to bed the night before

爸爸问安妮她头天晚上什么时间睡的觉。

总结：

把一个特殊疑问句由直接引语变成间接引语时，首先要用疑问词连接引语，而且要把原来的疑问句变成陈述句语序的宾语从句；其次，人称、时态和状语部分的变化与陈述句的直接引语变为间接引语的方法相同。

课后自主反思与测评

课后自主反思

同学们，这一课时主要内容是语法知识，经过了课前自主预习和课堂自主学习之后，相信你一定有了一些收获吧，或者还有什么有待改进的地方？在下面动笔写写吧，善于总结的学生才是会学习的学生！

⑴这一阶段我学会了这样一些语言知识：

单词和词组：____________________________________________________________

_______________________________________________________________________ _ _

语法点： ____________________________________________________________ _

________________________ ___

______________________________________________________________________ _ _

⑵这一阶段我突破了这样一些重难点：

_______________________________________________________________________________________________________________________________________________ _ _ ⑶这一阶段我觉得还需要提高的是：

________________________ ___

______________________________________________________________________ _ _

课后自主测评

C级测评：

（高楼大厦平地起，很高兴你能很踏实的学习基础知识，请在5分钟内完成）

I. 单词拼写

1. Her relatives have come to America and ________________(定居)in Boston.

2. We are on the _____________ to progress.

3. I haven’t fully _____________(康复)from that flu I had.

4. She put all her clothes in a big ____________(手提箱)when she traveled

5. An ___________(外套)is a warm coat that you wear in cold weather.

II 句型转换

1. “I’m going to London next month,” my sister said to me.

My sister told me _____________________________________.

2. Mr. Smith said, “How long did it take you to fly to New York, John?”

Mr. Smith ___________________________________________.

3. “Do you think a diary can become your friend?” the writer asked.

The writer asked us ____________________________________.

4. He asked whether I had watched the TV play the night before.

“________________________________?”he asked.

5. “When did you go to bed last night? ” Father said to Peter.

Father ________ Peter __________________________ to bed last night.

B级测评：

（学贵在用，你能运用所学知识，又向前跨了一步！如果能在7分钟内完成就更好了）

单项选择

1. He said that his car _____ stolen and he _____ have to telephone the police.

A. was; would B. has been; will C. had been; would D. had been; will

2. He told us he ________ a concert ________.

A. had attended; three days before B. attended; a week ago

C. would attend; since a week ago D. was attending; for a week

3. -When Tom ______, please let me know. -Mary said when Tom ______, just tell her about it.

A. comes; comes B. came; came C. comes; came D. comes; coming

4. The teacher said that Columbus _______ America in 1492.

A. discovered B. found C. had discovered D. had found

5. After the examination, my teacher told me that failure _______ the mother of success.

A. was B. is C. be D. been

6. The child asked his mother ________ go out to play tennis.

A. that he could B. if he could C. if could he D. that could he

7. Mr. Brown said he _______ me the next week.

A. would see B. will see C. had seen D. saw

8. The mother asked her son _______.

A. what did he do the day before B. where did he find his lost wallet

C. what time he got up that morning D. that if he had finished his homework

9. He asked me _______ I would go to Beijing by air the next day.

A. that if B. if C. that whether D. how

10. The teacher told the students that there ________ a meeting at three o’clock.

A. were going to have B. are going to be C. will have D. was going to be

A级测评：

(你很了不起！能够选择做A级测评题，因为这是一部分拔高题。如果能够在5分钟完成就更好了！)

完成句子

1. 妈妈告诉儿子让他呆在家里直到他回来。

____________________________________________________________________.

2. 保罗说他们队赢了比赛。

____________________________________________________________________.

3. 他说他在这儿住已很多年了。

____________________________________________________________________.

4. 妈妈问我是否做完作业了。

____________________________________________________________________.

5. 一个小男孩问我火车什么时候开。

____________________________________________________________________.

6. 他问我那天晚上是否看到他姐姐了。

____________________________________________________________________.

课后自主反思与测评

课后自主反思

同学们，这一课时主要内容是语言的运用，你有了什么样的收获，或者还有什么有待改进的地方？在下面动笔写写吧，善于总结的学生才是会学习的学生！

⑴这一阶段我学会了这样一些语言知识：

单词和词组：___________________________________________________ ________ __

___________________________________________________________________ __ ____

⑵这一阶段我突破了这样一些重难点：

__________________________________________________________________________

___________________________________________________________________ __ ____

⑶这一阶段我觉得还需要提高的是：

_____________________________________________________________________________

___________________________________________________________________ __ ____

课后自主测评

C级测评：

（高楼大厦平地起，你能很踏实的学习基础知识，很好！请在3分钟内完成，同时试着翻译一下句子啊）

单词拼写

1. The number of ____________(青少年)smokers is on the rise in China, according to a report published in Beijing.

2. Let me give you a piece of _____________(建议) on how to learn English.

3. Seafood always _________________(不适合)with me.

4. He’s in a difficult _______________(境遇)and doesn’t know what to do.

5. We can ______________(交际)with people in most parts of the world by telephone.

B级测评：

（学贵在用，你能运用所学知识，又向前跨了一步！如果能在7分钟内完成就更好了）

单项填空

1. We’re going to play basketball. Would you like to ________?

A. join B. join in C. attend D. take part in

2. We can communicate ______ people in every part of the world ______ the Internet.

A. with; with B. with; through C. through; through D. through; with

3. _______ is a good firm of exercise for both young and old.

A. The walk B. Walking C. To walk D. Walk

4. The rain ______ the beauty of the West Lake. It looked more attractive.

A. added to B. added C. added up to D. added up

5. He asked me ______ with me. A. what the matter is

B. what the matter was C. what’s the matter D. what was the matter

6. Mike _____ with Janet for over one year before they got married.

A. had fallen in love B. had been in love C. has fallen in love D. has been in love

7. Readers can _____ quite well without knowing the exact meaning of each word.

A. get over B. get in C. get along D. get through

8. I don’t think she is a nice woman; I am ______ her empty talk.

A. grateful for B. tired of C. crazy about D. concerned about

9. –Sorry to have kept you waiting. –_______ .

A. It’s all right. B. It doesn’t matter C. No worry. D. That’s right.

10. I am _____ to you for the chance to express my feeling.

A. helpful B. hopeful C. grateful D. useful

11. I often ______ him for advice on my work and he is always willing to _____ me some.

A. give; ask B. ask; give C. ask; take D. give; give

12. He has some trouble ______ his classmates, but he has no trouble _______ doing his lessons.

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

A级测评：

(你很了不起！能够选择做A级测评题，因为这是一部分拔高题。如果能够在5分钟完成就更好了！) 完成句子

1. 我第一眼就喜欢上了这套房子。（fall in love）

I _______________________________________ at first sight.

2. 他们一起唱这首歌。（join in）

They all ____________________________________.

3. 和他相处是很有趣的。（get on/along with）

It is interesting _______________________________.

4. 对于我们应该做什么，我常常跟他意见不一致。（disagree）

I often __________________________ what we ought to do.

5. 我极讨厌打牌赌钱。（dislike）

I have ________________________ playing cards for money.

6. 我非常感激你没有对我们老板说这件事情。（grateful）

I _________________________________________.

成果展示

【题目要求】

你（李华）的英国朋友Jack来信，就“如何交友”向你征求建议，请你给他回信就该问题谈谈你的建议。回信时间：9月1日。

词数：120~150.

【要点词汇】写出下列单词或短语

1.就某事向某人征求建议______________________________

2.依某人之见______________________________

3.作为回报________________________________

4.使某人干某事___________________________

5.信任某人_________________________________

6.期待_____________________________________

【主要句型】

1.你在信中就如何交友向我征求意见。

In your letter you ______________________________________.

2.在我看来，友谊对我们大家来说都很重要。

In my opinion, ________________________________________.

3.对他人微笑，作为回报，我们一定能得到微笑。

Smile at others, ________________________________________.

4.多为他人着想，不要以貌取人。

_________________________________ and don’t judge a person by his or her appearance.

5.而且，千万不要相信那些在我们有麻烦时离我们而去的人。

__________, never believe in those ________________________.

6.我盼望着你的来信。

_____________________________________________________.

【自主操练】

Dear Jack, Sept.1, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours ever,

Li Hua

【范文示例】

Dear Jack, Sept.1,2009

I am glad to hear from you. In your letter you asked me for some advice on how to make friends. In my opinion, friendship is very important to us all. Everyone needs friends. To make friends, we must be friendly to others. Smile at others and we are sure to get a smile in return. We should try to make a stranger feel at home. Think more of others than of ourselves and don’t judge a person by his or her appearance.

When we don’t agree with someone, don’t quarrel but discuss with him or her. Besides, never believe in those who leave us when we are in trouble. Remember: A friend in need is a friend indeed.

What do you think of my advice? Can you give me yours? I am looking forward to hearing from you.

Best wishes.

Yours ever,

Li Hua

【探究策略】

1.建议信的语言

(1)陈述建议的语言必须中肯：在劝说对方接受你的建议时，应该注意措辞，慎用must等命令词汇，这样才能使对方高兴地接受你的劝告或建议。例如：You must stop your meaningless work at once. （该句中的情态动词must就使句子的语气显得很生硬，对方会因此而反感。）

此外，要“设身处地”，可适当运用虚拟句“If I were you,…”表述自己的建议。常见的此类表达有：maybe; perhaps; probably; in my opinion; You could/might/had better…; It seems better that …; Why not …; If I do this, ; as you have known; Facts prove that …; even if/ though等。

(2)陈述建议必须有说服性：要想提出好建议，必须具有充分的理由，展示出自己独特的见解。常见的表达有：If you think it twice, you will find…; As is well known,…; It is necessary/ important/certain that…; in spite of; on the contrary; in other words等。

2. 建议信的结构

建议信一般采取“三段式结构”，通常以firstly, secondly, thirdly或to begin with, then, later等依次陈述建议。

首段：针对对方对自己的信任简单表示感谢，亦可表明自己的诚意。

中段：围绕对方的困惑、烦恼等问题，结构清晰、用语科学委婉地建议方法。注意充分考虑到对方实际问题，表达时应选择得体用语。切忌用语生硬强制，泛泛而谈。

尾段：简单予以希望。希望自己的建议能对对方有所帮助。

成果展示

Keys to Unit1

[课前自主预习方案]

I. 重点单词

1.upset; upset 2.ignore; ignorance 3.calm; calm 4.concern; concerned 5. German; Germany; Germans 6.outdoors; indoors 7.entire; entirely

II. 重点短语

1. up 2. down 3. about 4. walk 5. through 6. down 7.series 8. on 9.in 10.at 11. to 12. no

III. 语篇导读

1) 1. Anne Frank 2. Jewish 3. Amsterdam(Netherlands) 4.They were Jewish and would be caught by the German Nazis 5. two

6. they were discovered

2) 1. hide (away) 2. or 3. During 4. as 5. whom 6. feelings 7. laugh at 8. going through 9. being 10. outdoors 11. crazy 12. to do

[课堂自主学习方案]

要点探究

I.词汇知识

1. ②added to our difficulty ③add some sugar to ④add up to

2. ④was upset at/about ⑤upset yourself about

3. ③ignores the doctor’s advice ④be ignored ⑤his ignorance

4. ⑤still ⑥calm ⑦silent ⑧quiet

5. ④showed; concern about/for ⑤was concerned with

6. ⑤had gone through ⑥went through

7. ③set about writing ④set off

8. ③has come out ④are/ were handed out

9. ③on purpose ④for/with the purpose of

10. 思维点激 in order to/ so as to 相同点：1)不定式的逻辑主语应与句子的主语保持一致；2)由肯定形式变否定形式时，都是在to前加not; 3)如果表目的的是一个句子，可以换用in order that 或so that来引导，从句中常用情态动词can, may, could, might, will等。不同点：in order to 可以用于句首，但so as to不可以。

③in order to ④in order not to/so as not to miss

11. 思维点激 face to face相当于副词，在句中做状语；face-to-face相当于形容词，在句中做前置定语

②have a heart-to-heart talk ③step by step

II . 难句剖析

1. ④doing ⑤If necessary

2. 2) ③is ④was ⑤Why was it that ⑥was; that

3. ①have seen ②had been ③It is time for London to hold ④for the first time

[课后自主反思与测评]

C级测评：

I. 单词拼写

1. ignored 2.upset 3.outdoors 4.dusty 5.series 6.curtain 7.purpose 8.entirely 9.loose 10.power

II. 用所给短语的正确形式填空

1.going through 2.adds up 3.be concerned about 4.calmed down 5.set down 6.any longer 7.hid away 8.In order to 9.at dusk 10.face to face

B级测评：

Ⅰ.1~5 AABBB 6~10 BCDAB 11~15 ACABB Ⅱ.1~5 BDACD

A级测评：

1.While reading the book, 2. It was in the street that 3. had come to Beijing 4.was listening to music 5. when he went to bed

[课前自主预习方案]

重点单词

1.settle; settlement 2.suffer; suffering 3.nature; natural; naturally 4. hide; hid; hidden 5.recover; recovery

重点短语

1. about 2.of 3. from 4. from 5.up

语法练习

1. He asked us if we liked listening to pop music.

2. Anne said that she was going to hide from the Germans.

3. Mary asked, “Mother, what shall I do?”

4. Anne asked her sister how she could see her friends.

[课堂自主学习方案]

要点探究

2. ③suffered from ④suffer(ed) a lot

4. ③are/get tired of ④with; of ⑤tired out

[课后自主反思与测评]

C级测评：

I. 单词拼写

1.settled 2.highway 3.recovered 4.suitcase 5.overcoat

II 句型转换

1.that she was going to London the next month 2.asked how long it took John to fly to New York 3.if a diary could become our friend 4.Did you watched TV last night 5.asked; when he went

B级测评：

单项选择

1-5 CACAB 6-10 BACBD

A级测评：

完成句子。

1. Mother told her son that he must stay at home until she came back.

2. Paul said that their team had won the match.

3. He said that it was many years since he came to live here.

4. Mother asked me if/whether I had finished my homework.

5. A small boy asked me when the train would leave.

6. He asked me if/whether I had seen his sister that night.

[课前自主预习方案]

I. 重点单词

1. teenager 2. grateful 3. tip 4.swap 5.item 6.exactly 7.disagree; disagreement 8. dislike; like

II. 重点短语

1. along/on 2.in 3.effort 4.in 5.to 6.with

[课堂自主学习方案]

I. 要点探究

词汇知识

1. ③gets on/along well with ④are you getting on/along with

2. ②fell in love with ③ was in love with

3. ③join…in ④took part in ⑤attend ⑥joined

[课后自主反思与测评]

C级测评：

单词拼写1. teenager 2.advice 3.disagrees 4.situation 5.communicate

B级测评：单项填空1-5 BBBAD 6-10 BCBBC 12-12BC

A级测评：1.fall in love with the house 2. join in singing the song

3.to get on/along with him 4.disagree with him about

5.a strong dislike for 6.am grateful that you didn’t tell our boss about this

【要点词汇】

1. ask sb. for some advice on sth. 2.in one’s opinion 3.in return 4.let/have/make sb. do sth. 5. believe in sb. 6.look forward to

【主要句型】

1.asked me for some advice on how to make friends 2.friendship is very important to us all

3.and we are sure to get a smile in return 4.Think more of others than of ourselves

5.Besides; who leave us when we are in trouble 6.I am looking forward to learning from you

篇15：必修2 Unit 2 the Olympic Games全单元教案(新课标版高一英语必修二教案教学设计)

The Olympic Games

Teaching aims:

1. Topic

Ancient and modern Olympic Games; physical education

2. Useful words and expressions:

honest ancient compete competitor medal host Greece Greek magical interview athlete admit set (n.) slave stadium gymnasium replace prize silver physical root relate sail poster advertise foolish promise golden

take part in a set of as well as one after another

3. Functional items:

I. Talking about interests and hobbies

What are your hobbies?

What do you like doing in your free time?

How do you become good at them?

What is enjoyable about this hobby?

What have you learned from this hobby?

II. Agreement and disagreement

I think that….

I don’t think that ….

I agree…

I don’t agree…

I’m sure that ….

I’m not sure whether…

Do you think that…?

There is no doubt that….

4. Structures

The future passive voice

When and where will the next Olympic Games be held?

The 2008 Olympics will be held in China.

Teaching procedures

Period 1 (Reading)

Step 1. Warming up

1. Show the Ss the video of the opening ceremony of the 28th Olympic Games held in Athens on August 14th, 2004.

2. Ss say something about the Olympic Games.

3. Ss finish the chart on page 9.

Step 2. Pre-reading

1. Let the Ss discuss the three questions in pre-reading.

2. Collect answers from the Ss.

Step 3. While-reading

1. First listen to the tape, paying attention to pronunciation and intonation, and try to get the general idea of the passage.

(It tells us the differences and the similarities about the ancient and modern Olympics.)

2. Ss read the passage and answer the following questions:

1). What upsets Pausanias about the modern Winter Olympic Games?

2). What amazes Pausanias about the modern summer Olympic Games?

3). Why does Pausanias think Athens, Greece and Beijing, China should feel proud?

4). Why does Pausanias think people may be competing for money in the modern Olympic Games?

5). What makes Pausanias happy about the modern Olympic Games?

3. Ss read the whole passage and fill in the table on page 11.

Step 4. After-reading

1. Ss discuss what they have learned.