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unit 2全单元教案3(人教版高二英语教案教学设计)

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“六神花露水”通过精心收集，向本站投稿了20篇unit 2全单元教案3(人教版高二英语教案教学设计)，以下是小编精心整理后的unit 2全单元教案3(人教版高二英语教案教学设计)，供大家阅读参考。

篇1：unit 2全单元教案3(人教版高二英语教案教学设计)

The Third Period

Teaching Aims:

1. Review the words appearing in the last two periods.

2. Learn and master the use of the Past Participle as Attribute and Predicative.

Teaching Important Points:

1. How to guess the missing verbs and use them correctly according to the given sentences.

2. How to tell a positive, negative and neutral from each other.3. Help the students master the Past Participle as Attribute and Predicative.

Teaching Difficult Point:

How to use the Past Participle correctly, especially how to use the Past Participle instead of the Attributive Clause.

Teaching Methods:

1. Practising to finish each task in World Study and Grammar.

2. Individual or pair work to make every student work in class.

Teaching Aids:

1. a projector

2. some pictures

3. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we've read a passage about reporters and newspapers. We've known that newspapers and other media do more than simply record what happens. Experienced editors and reporters make informed decision about what events to report, how to report them and why. Can you tell me the reason for them doing that?

Ss: Yes. Because they must make sure that readers can relate to the stories.

T: Right. Newspapers and other media play an important part in our daily life. Why?

Ss: Because they help us understand the world better on all sides.

T: Quite right. You've known about news media better than before. Besides, we've learnt some words in this unit. Have you really remembered and mastered them? I'll give you an exercise about them. Look at the screen and prepare for a while. Then we'll check the answers together.

Spell out the words according to the explanation for each word. The first letter of each word is given to you.1. f __ __ __ dismiss (an employee)from a job

2. s __ __ __ __ __ (cause sth. to) shift or change, esp, suddenly

3. r __ __ __ __ __ __ show the nature of or express (sth. )

4. t __ __ __ __ __ __ __ __ allow ( sth. that one dislikes or disagrees with) without interfering

5. e __ __ __ __to choose someone for an official position, usually by voting

6. i __ __ __ __ __ to harm or wound a person or an animal

7. p __ __ __ __ __ __ show or reveal sth. to sb. ;introduce(sb. ) formally; to give sth. to sb. ,often as part of official ceremony

8. r __ __ __ __ __ to have a connection with sth. Suggested answers:

1. fire 2. switch

3. reflect 4. tolerate

5. elect 6. injure

7. present 8. relate

T: OK. Now let's learn some other words on the screen.

(Teacher asks some students to pronounce each word and gives brief explanations. Then let the students read and remember them for a few minutes. )

Step Ⅲ Word Study

T: Well, now please open your books at Page 13. Let's have Language Study…Are you ready?

Ss: Yes.

T: Word Study first. Look at Exercise l in it: Complete the sentences with the verbs in the box. Change their forms if necessary. To do it better, first, you should read and understand each sentence. Then choose the proper verb and use its right form to complete each sentence. Are you clear?

Ss: Yes.

T: Prepare for a few minutes. Then I'll check your answers.

Suggested answers:

1. was elected 2. was injured

3. was fired 4. was switched

5. be tolerated 6. did…relate

7. is reflected 8. were…presented

T: Well done. Next, look at Exercise 2.There are some words in the box. Put them into three groups according to their meanings, positive, negative or neutral. First work in pairs, then I'll check your work.

Suggested answers:

positive: reliable, experienced, informed, talented, balanced

neutral: unique, printed, social

negative: nosy, careless, awful, addicted

Step IV Grammar

T: Well, now let's come to the part of Grammar. First, please look at the sentences from the text of the last period. Each of them has the Past Participle as Attribute or Predicative. Is that so?

Ss: Yes.

T: Now work in pairs to translate each sentence into Chinese and then tell if the Past Participle in it is used as At tribute or Predicative. A few minutes later, I'll check your answers. Are you clear?

Ss: Yes.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted, printed

Predicative: needed, respected, tolerated

T: Well done. Next, look at Exercise 2.Rewrite each past participle that is used as attribute with the attributive clause. Before doing it, you should study the given example carefully. First do it individually. Then check in pairs. At the end, I'll check your answers. You can begin now. Suggested answers:

informed decisions=decisions that are informed

talented journalists=journalists who were talented

an organised way = a way that is organised

stolen cultural relics= cultural relics that had been stolen

people addicted to drugs = people that/ who are addicted to drugs

printed articles= articles that are printed

(Then teacher asks the students to finish Exx. 3 and 4 as they do Exercise 2.)

Suggested answers:

Ex. 3: 1. The telegram sent by my sister brought the news of my dear grandma's death.

2. Let's try the bookstore opened last month.

3. Nine out of ten housewives interviewed about the product said they liked it.

4. Three guns, stolen from the police station, were found in the house.

5. I don't like to go to supermarkets crowded with shoppers.

Ex. 4:1. The three injured students were sent to hospital.

2. Some used textbooks were given to the students in the countryside.

3. Tom can't go to school because of his broken leg

4. The ground is covered with fallen leaves.

5. Many returned Chinese students overseas made a great contribution to our country.

T: Now, look at Exercise 5. Read the following news first. Then fill in the blanks with the correct form of the words in brackets. If you have any trouble in doing it, you can discuss you’re your partner. A few minutes later, I'll check your answers. You can begin now.

Suggested answers:

surprised, amazing, interested, boring, surprised, exciting, satisfied, interesting, disappointed

(Ss may make some mistakes, so teacher should give some explanations after correcting the mistakes made by the students.)

T: To do this exercise well, we should know how to use some words like interested/interesting, surprised / surprising correctly. To say how we feel about something, we can use the past participles interested, surprised, etc. To talk about the person or thing that makes us feel interested, surprised, etc. we use present participles. This kind of the past participles and the present participles is used like adjectives to refer to a state or a quality, not an action. For example, the story he told me is interesting, and I am interested in it. Can you understand?

Ss: Yes.

T: There are some other past participles like interested an surprising, you should remember.' They are excited, bored, worried, frightened, tired, astonished, delighted, satisfied, amazed, disappointed and so on. Most of them are used in the news of Exercise 5. You should read the news again after class to further study them. Do you remember?

Ss: Yes.

Step V Summary and Homework

T: Now, let's look at what we've learned in this period. First, we've revised and learned some words. Then we've learned the Past Participle as Attribute and Predicative. Mainly, we did some exercises to master them. Besides, we've learned some useful phrases, such as nine out of ten, look up to, fall in love with. (Write them on the Bb.)After class, you should do more exercises to consolidate what we've learnt in this period. And don't forget to preview what we'll learn in the next period. Are you clear?

Ss: Yes.

T: Class is over. See you tomorrow!

Ss : See you tomorrow !

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The Third Period

I .The Past Participle as Attribute and Predicative

a. a broken cup－The cup is broken,.

b. a polluted river-The river is polluted.

c. a fallen tree-The tree is fallen,

Ⅱ. Useful phrases:

nine out of ten(= nine in ten), look up to, fall in love with

Step Ⅶ Record after Teaching

篇2：unit 2全单元教案2(人教版高二英语教案教学设计)

I. Brief Statements Based on the Unit

The activities of this unit, including Warming-up, Listening, Speaking, Reading and Writing, center on the subject－news and the media, which are connected with our life closely. It provides the students an opportunity to learn the language in using it.

By talking about news and the media, the students get more knowledge about them－not only know about the important parts they play in learning about the world, but also the ways they are written and made. The students must be very interested in this subject. This way, they can learn the language points easily and freely. They will not only learn some useful words and phrases about news and the media, but also learn to express opinions.

Besides, the study of the Grammar－the Past Participle can help the students use the language more exactly. By finishing each task provided in the textbook and the workbook, the students' skills to use language can be well developed.

Ⅱ. Teaching Goals

1. Talk about news and the media.

2. Practise expressing opinions.

3. Learn about the Past Participle (1): used as Attribute and Predicative.

4. Write a comparison paragraph.

Ⅲ. Teaching Time: Four periods

IV. Background Information

1. RADIO

In ancient times the only way that men could send messages from village to village was on foot. When men learned to use the horse, communication became much quicker. However, compared to the modern world communication was still quite slow. Many parts of the world had no knowledge of events in other places. Later, the post was introduced and horse riders carried letters. This meant that communication was further improved. Horses drawn coaches could move people from town to town in quite a comfortable way. At the beginning of the last century the steam train was invented and for the first time really fast communication became possible. Not only could letters be sent easily from one part of a country to another, but travel was made easy, too. At about the same time, steam ships helped communication between countries.

The invention of the telegraph in the middle of the last century further increased the speed at which messages could be sent. In this system electrical signals, in code, are sent along metal wires. These signals travel so fast that they could go nearly eight times round the world in one second. A special device is needed to send the code. At the other end another device is used in order to receive the code. By this method messages can be sent over distances of several hundred kilometres. With the invention of the telephone the human voice could be sent over long distances. Because of this the telephone system replaced the telegraph for quick communication over long distances. The telegraph is still used, however, by newspapers in order to send news and for other purposes too.

At the beginning of this century radio was invented and in a few years communication was again improved. The main difference between radio and telephone is that radio uses no electrical signals which travel long distances along wires. Instead invisible waves, moving at the same speed as electrical signals, are used. A few years ago there were not many radio stations in the world. Today there are many hundreds of radio stations broadcasting in different languages and in all countries. The invisible radio waves can easily travel from one country to another. This means that listeners in one country can listen to programmes broadcast from another country. In this way information travels from country to country. Radio is often used by policemen to communicate with one another. In addition, police forces in one country can communicate with those in other countries in order to catch criminals. Ships at sea use radio so that they know exactly where they are. Aeroplanes use radio for the same reason and this makes it easier for them to find their way from place to place.

In the modern world there are many methods of communication. As well as radio there is television, for example. This enables information in the form of a picture to be broadcast from one place to another. Radio is often used as part of a telegraph system where distances are very large. Of the many modern methods of communication, radio probably remains the most important.

2. How the Program Is Broadcast?

We turn on the radio and a program comes to us from a broadcasting station miles and miles away. We know that words and music themselves haven’t traveled all that distance through space, but something certainly is bringing the program from the station. What is this silent carrier?

The answer is radio waves. We can not see radio waves or feel them or even hear them. In fact, nobody knows exactly what they are. But we do know that they are made by electricity, and we have learned how to use them.

At the broadcasting station people talk or sing, instruments (乐器) play, doors slam(砰) ,and all of these make sound waves. The sound waves reach the microphone, and here they are changed into electricity. Then from a tall tower called the broadcasting aerial (天线) ,electricity sends radio waves. The waves travel in every direction, and some of them reach our radio aerial. Now a wonderful thing happens. The radio waves start an electricity current (电流) in our aerial like the one that was first made in the broadcasting station. Finally, the loudspeaker in our set changes electricity into sound, and we hear the program.

The First Period

Teaching Aims:

1. Learn and master the following words and phrases:

media, reliable, fire, face, difficulty, elect, go up, burn down, injure

2. Practise expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. Today we'll begin to learn Unit 2 News media (Bb: Unit 2 News media). First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in prononciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll cotleet your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for each story. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are written by all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1: Listen carefully to what is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work in pairs to talk about the questions in Exercises 2,3,4 and 5. Are you clear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Then ask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured.

2 000 people in your city were happy today and moved into new buildings.

A Chinese scientist has invented a new car engine that does not pollute the air.

There is a rumour that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. ) Sample dialogue:

A: Hello! How is everything going? Have you finished your work?

B: I'm very busy today. I've chosen five events among ten things that happened today to report in our newspaper. But I'm not sure whether I made the best choices. I need your advice.

C: Tell us more about your choices.

B: The first event I chose is “France elected a new President”. It is an important event these days. I think it may have a great effect on international affairs. The second is “There is a rumour that a large company wants to build a factory in our town.” What is your opinion?

A: I agree with your first choice, but why do you choose the second one? We should report something true to our readers, not rumours. Maybe it would be better to choose “A Chinese scientist has invented a new car engine that does not pollute the air.” It shows our country's science advancement.

B: Good idea. Then I'd rather choose “2 000 people in our city were happy today and moved into new buildings. “ and” China beat Brazil 5-1 in football. “They are both exciting news. They also reflect the improvement of people's life and the achievement in sports.

D: I think you made a good choice. What about the fifth one? Have you decided yet?

B: I think two events are suitable. I really don't know which is more important. It is hard to choose. They are “Food prices are going up. “ and ”200 people died in an earthquake in Turkey.”

D: Perhaps the former is more important. Our readers want to know more about their life. And this thing is related to everybody's life.

B: It sound reasonable. Let's think them over. Thank you for your advice.

Step V Summary and Homework

T: Up to now, we've talked a lot about news media. By listening and speaking, we've become more familiar with news media. At the same time, we've learnt some useful words and phrases. You should remember them and practise using them freely and exactly. After class, please collect more information about news media and talk about them with your classmates. Besides, don't forget to preview the contents of the next period. So much for today. See you tomorrow V

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The First Period

I : Five news media

website, radio, TV programme, magazine, newspaper

Ⅱ. Useful words and phrases

words., reliable, fire, face, difficulty, elect, injure

phrases., go up, burn down

Step Ⅶ Record after Teaching

篇3：unit 2全单元教案1(人教版高二英语教案教学设计)

The Second Period

Teaching Aims:

1. Learn and master the following words and phrases :

headline, editor, informed, relate, talented, swith, for once, present, reflect, unique, spiritual, seldom, addict, be addicted to, social, ignore, even if, draw attention to, on all sides, tolerate; change one's mind, affair, current affairs

2. Train the students' reading ability.

Teaching Important Points:

1. Words and phrases:

more than, experienced, relate to, for once, be addicted to, even if, draw attention to, on all sides, change one's mind

2. Understand the passage exactly.

Teaching Difficult Point:

How to help the students learn more about reporters and newspapers.

Teaching Methods:

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

2. Careful reading to further understand the text.

3. Individual, pair or group work to make every student take an active part in the activities in class.

Teaching Aids:

1. a recorder 2. a projector 3. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

StepⅡ Revision and Lead-in

T: Yesterday, we talked a lot about news media. All the news media can help us learn about the world around us. Can you tell me which kind of news media do you think is more convenient and cheaper for us to read?

Ss: Newspaper.

T: Yes. I agree with you. Which kinds of newspapers do you often read?

Ss: The People's Daily, The Chinese Youth Daily, The Guangming Daily, China Daily…

T: Tell me who write the new we read in these newspapers?

Ss: Reporters.

T: How is the news made and written?

Ss: We're not quite clear about that.

T: It doesn't matter. Today, we're going to read a passage about reporters and newspapers. Two of China's many talented journalists were asked to help us know about their work and how the news we read is made and written. First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read them out and corrects their mistakes in pronunciation. Then explain them briefly. At the end, let the students read them for a while. )

Step Ⅲ Reading

T: OK. Now, please open your books at Page 11. Look at the title of the text and the pictures. Try to guess which of the top questions the text will answer. I give you one minute to read each question and make a guess. If necessary, you can discuss with your partner.

( A minute later.)

T: Are you ready?

Ss: Yes.

T: Who'd like to tell us your guess?

Ss:…

(Their guess may be right or wrong.)

T: All right. If we want to know whose guess is right, please read the text quickly and find the right answer. OK?

Ss: OK.

T: Begin now.

( A few minutes later.)

T: OK. Stop! Have you found the right answer?

Ss: Yes.

T: Answer together.

Ss: “How does a reporter decide what to write? ” and “How do newspapers help us understand the world?”

T: Well done. Now, please read it again carefully and find the answers to the questions on the creen.

1. Do newspapers and other media simply record what happens?

2. Who were asked to be interviewed to tell us more about news and newpapers?

3. Whom does a reporter have to discuss with before he/she decides what to write?

4. What is the editor's job?

5. Is interviewing someone difficult? What must a reporter know?

6. Which article is Chen Ying's favourite one? Is it news or an interesting story?

7. Is the story Zhu Lin like best about famous people? If not, what is it about and why she likes it best?

8. If you were a reporter, what would you like to write about?

9. What is the basic task for a reporter?

10. What result can TV programmes and printed articles bring to us?

Suggested answers:

1. No, they don't.

2. Chen Ying and Zhu Lin.

3. The editor.

4. To keep the newspaper balanced and interesting to the readers.

5. Yes. A reporter must know how to ask the right question and how to get people to talk about the topic.

6. The one she wrote about the efforts to bring stolen cultural relics back to China.

7. No, it isn't. The story Zhu Lin like best is about an ordinary young woman who tries to adapt to her new life after studying abroad.

8. Various answers are possible.

9. To report an event truthfully.

10. They bring us a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.

T: Well, you've understood the text better. In order that you can understand it more exactly and use the language freely and correctly, please learn the words and phrases on the screen. (Teacher shows the-screen.)

1. more than－not only

e. g. Hibernation is more than sleep. Being a good listener means much more than just ”listening with ears“.

2. relate (…) to

e. g. This paragraph relates to the international situation.

To what events did your remarks relate?

3. for once=just for once; just this once

e. g. He beat me for once.

Just for once he arrived on time.

4. People to be interviewed

= People who will be interviewed

People interviewed = People who

were /have been interviewed

People being interviewed = People who are being interviewed

e. g. the building to be built next year the building built last year the building being built now 5. be/get/become addicted to－unable to stop taking or using sth. as a habit

e. g. Soon he became addicted to cigarettes, He was often late for work after he got addicted to alcohol.

6. even if= even though

e. g. Even if I have to walk all the way, I’ll get there. i

Even if we achieve great success in our work, we should not be proud.

7. draw attention to

e. g. I’m embarrassed about my mistake; please don't draw attention to it. He drew my attention to an error in the report.

8. on all sides= on every side

e. g. Soldiers attacking on all sides.

There were mountains on all sides.

(Bb: more than, relate to, for once, people to be interviewed, be addicted to, even if, draw attention to, on all sides)

Step IV Reading aloud

T: OK. Now, I'll play the tape of the text. First, listen and follow. Then listen and repeat. Pay attention to the stress and intonation. At the end, read the whole text aloud for a few minutes. At the same time, further understand the use of the words and phrases we've learnt in it. If you still have any question, you can ask me. Are you clear?

Ss: Yes.

(Teacher plays the tape first. Then goes around the class, answering any questions that the students may ask A few minutes later, teacher asks the students to do the next task.)

Step V Discussion

T: OK. Stop reading. Now you must have known about reporters and newspapers better. So let's have a discussion. Look at the questions 3 and 4 on Page 12 and work in groups of four to talk about them. A few minutes later, I'll ask some of you to report to the rest of the class. (Teacher should encourage the students to give different opinion and the reasons for their opinions.)

Step VI Summary and Homework

T: Now, let's look at what we've learnt in this period. By reading the passage “Behind the Headlines”, we've learnt more about reporters and newspapers, the reporters' life and work as well as the important part that newspapers play in our daily life. They help us deal with problems and understand the world better. Moreover, we've learned some useful words and phrases, such as more than…. After class, read the passage again and again until you can use the words and phrases we've learnt in it freely. Besides, remember to preview the contents we will learn in the next period.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 2 News media

The Second Period

Useful expressions:

more than

relate to

for once

people to be interviewed

be addicted to

even if

draw attention to

on all sides

Step Ⅷ Record after Teaching

篇4：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

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

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

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

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

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

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

Teaching difficult point:

Inspire the students to express their design of house.

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

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

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

Can you describe the buildings in your hometown?

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

S: …

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

T: what can you see in the two pictures?

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

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

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

The roof is sloping.(why?)

…

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

S: I like living in …. because….

I prefer living…

I’d rather live…

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

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

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

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

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

S: ……

Step 2 Speaking

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

(After listening to the dialogue for once)

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

S: ……

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

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

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

S: …

(Show some chairs on the screen)

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

Sample dialogue:

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

B: I prefer modern chairs.

A: Why?

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

Step 3 . Homework

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

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

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

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

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

S: …

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

S: …

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

Step2: While-reading

1. Fast- reading

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

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

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

Difference

Modern architecture Classical architecture

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

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

2. Careful-reading

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

Modern architecture

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

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

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

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

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

Q5: How many examples are there in the text?

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

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

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

3. Listening

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

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

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

Step 2 Vocabulary

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

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

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

(balcony concrete nest brick roof)

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

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

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

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

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

Step 3 Word Study

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

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

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

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

S: →A is to B what C is to D

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

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

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

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

Arms are to the body what_______are to a tree.

Step 4 Grammar

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

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

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

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

Please make similar sentences.

S:…

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

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

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

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

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

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

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

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

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

You should make your voice______(hear).

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

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

At last I succeeded in making myself__________(understand).

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

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

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

S: …

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

S: …

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

T: …

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

S :…

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

S:…

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

Step 2. Listening

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

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

Step 3. writing

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

S1: It is very beautiful…

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

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

Suggest answer:

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

2. Art posters can be used for decorating.

Step 4. Homework.

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

Paragraph1. Explain why the school should be decorated.

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

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

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

Period 5: Integrating skills

Step 1. Revision:

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

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

--- You should have your walls painted white.

--- You had better have … done. )

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

S:…

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

Step 2. Lead-in

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

S:…

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

Step 3. Fast reading on “ Factory 798 ”

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

(a few minutes later. )

T: Who has found out the answer?

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

Step 4. Listening and reading

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

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

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

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

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

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

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

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

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

Step 6. Retelling

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

S: …

Step 7. Discussion

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

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

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

Step 8. Homework.

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

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

篇5：Unit 3 全单元教案(人教版高二英语上册教案教学设计)

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

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

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

Can you describe the buildings in your hometown?

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

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

T: what can you see in the two pictures?

What is the difference between them?

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

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

…

Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

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

The roof is sloping.(why?)

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

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

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

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

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

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

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

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

Step 2 Speaking

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

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

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

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

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

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

Sample dialogue:

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

B: I prefer modern chairs.

A: Why?

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

A:…

Step 3 : Preparation for listening

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

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

Step 4. Listening.

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

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

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

Step 5.Homework

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

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

Period 2&3: Reading

Step1: Pre-reading

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

1. Greetings

2.Brainstorming or guessing game

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

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

SS: …

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

SS: …

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

Step2: While-reading

1. Fast- reading

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

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

Difference

Modern architecture Classical architecture

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

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

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

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

2. Careful-reading

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

Modern architecture

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

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

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

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

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

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

Q6: How many examples are there in the text?

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

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

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

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

3. Listening

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

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

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

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

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

Period 4: Language study

Step 1, Lead-in

Step 2, Vocabulary

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

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

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

(balcony concrete nest brick roof)

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

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

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

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

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

Step 3, Word Study

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

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

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

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

→A is to B what C is to D

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

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to____________what a painter is to art.

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

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

Arms are to the body what_______are to a tree.

Step 4, Grammar

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

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

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

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

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

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

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

→ passive voice: -ed

active voice: -ing

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

Let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

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

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

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

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

You should make your voice______(hear).

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

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

At last I succeeded in making myself__________(understand).

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

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

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

--- You should have your walls painted white.

--- You had better have … done.

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

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

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

Step 2. Lead-in

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

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

< Ss discuss and give advice. >

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

Step 3. Fast reading on “ Factory 798 ”

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

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

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

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

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

2. Why is it very different from Chinese architecture?

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

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

篇6：人教版高一unit 2全单元教案

Step I : Warming Up介绍世界英语，要求学生区分英美语单词。

Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。

Step III: Reading

Task 1:Reading and choose the correct answers.

Task 2:Read and summarize the main idea of each

Paragraph. ( work in groups of four )

Para.1 the extension of English in the world

Para.2 Native speaker can understand each other but not everything.

Para.3 the development of English as native language

Para.4 English is spoken as a foreign or second language in many countries.

Task 3: Analyze the text

Part one (Para.1): the extension of English in the world

Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.

Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading

Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）

Step I. Check the words and expressions .

(P11&12 Discovering useful words and phrases part 1,2,3&4)

Step II. Listen and find the British and American

Which are different but have the same meaning.

( work in pairs)P12 part 5

Step III. Pre-reading

Step IV. Reading and talking( P13)

Task1 : Read and answer questions:

Task2: Read and fill in the map.

辩别southeast ,northeast ,southwest, northwest,south,east, west, north.

Step IV. Homework:

Read the passage on P52 and fill in the table.The third period: Listening

Teaching materials:

Step I. Check the homework.( the passage on P52 and fill in the table.)

Step II. Listen and answer questions.(P14)

Step III. Listen and write AE words.( P48)

Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in

So many places.(p51 Listening task)

Step IV. Homework:write a short list of reasons why English is spoken in So many places.

The fourth period: Grammar

Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking

Step I.

The fifth period:Speaking

Teaching materials:Talking on P48-49

project on p53--54The sixth period: Writing

Teaching materials: Speaking task on P52

Writing task on P53The seventh period: Summing up

讲评作文

3.Do some exercises about sentence transformation.

Teaching Important Points:

1.How to improve the students' listening ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries and regions are there in the world?

(About two hundred.)

T: How many languages are there in the world?

(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)

It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says” bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase“

all around the world”.

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world such as the majority of develop into in total without doing

one's mother tongue communicate with the number of through the Internet

a number of have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely “tell/order sb. to do sth. ”and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth.“ reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write ”Order' in your exercise books. If it's a request, write“ Request”. (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, “sh. told/ordered sh. else to do sth. ”If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, “sb. asked sb. else to do sth. ”But we should pay more attention to the negative construction. Its reported orders and requests should be like these. “sh. told/ordered sb. else not to do sth.” “sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the coat in the closet.

”Will you please put your coat closet? “said the landlady.

The landlady asked him not to on the peg.

”Will you please not put it peg?“ asked the landlady.

Please go on.

The commander ordered to stand still.

”Don't move, “the commander said to the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word ”Don'ts“, there are three orders, under them there are three requests. On the right, under the word ”Dos“, there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say ”Watch the teacher carefully. Don't come into the lab without a teacher. “In reported order. I can say” She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher.“

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )

Suggested answers:

Indirect Speech:

1. He told us not to come into the lab

without a teacher.

2. He told us not to touch anything in the tab. 3. He told us not

4. He told us to fully.

5. He told to smoke. watch the teacher dip our fingers

6. He told us to suck our fingers.

7. He asked us not to put anything basin.

8. He asked us not to talk so loudly.

9. He asked us not to leave the books in the lab.

10. He asked us to write our answers on the blackboard.

11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything

Step V. Summary and Homework

In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.

Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~

Step VI. The Design of the Writing

Unit 2 English around the world

The Third Period

Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'” ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching

Unit2 The Fourth Period

Teaching Aims

Learn the text to get the students know about the differences between American English and British English.

Get the students to master the words and expressions of the text.

Teaching Important Points

Improve the students' reading

Improve the students' writing ability.

Get the students to know about American English and British English.

Teaching Difficult Point

How to improve the students' writing ability. Teaching Methods

Fast-reading and students' reading ability. Practice and pair work or group work.

Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )

(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )

Step ]I. Fast Reading

:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think“ ? What did Noah Webster do make American English from British English?

T: Who will give us the first answer?

SA :I'll try. In American English ”I guess“ is used instead of ”I think“.

T: Quite right. What is the second?

SB: He changed the spelling of many words.

Step III. Reading

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

1. When did America become an independent country?

2. Where did the word” fall“ (meaning: ”autumn“)first come from?

3. Can you give some examples to show spelling differences between American and British English?

4. Is there any difference in written English in the two countries?

5. What differences are there in spoken English in the two countries?

6. Do you think that people from Britain and America can understand each! other?

7. Why do you think so?

8. How did the differences between British and American English come about?

9. Which do you prefer, American English or British English? Why?

(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one

question, Volunteers !

1. In 1776, America became an independent country.

2. The word ”fall“ first came from England.

3. Yes, I can. For example, the words ”colour, centre and travelled' in British English are spelt“ color, center and traveled 'in American English.

4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.

5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.

6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.

7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.

8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.

Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

Notes to the text:

1. come about--happen, take place

e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.

2.stay vi. --keep, remain

e. g. The door stayed open all

3. end up with--finish with

e. g. The party ended up singing of Liu Huan.

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

Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.

篇7：NSEFC2B Unit 20 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review some new words appearing in the last period.

2.Review the use of “It”.

Teaching Important Points:

1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…

2.Master the use of “It”.

Teaching Difficult Point:

The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:

It is said/believed/reported/thought/known…that…

Teaching Methods:

1.Revision to help the students consolidate the words learnt in the last period.

2.Practise to help the students review the use of “It”.

3.Pair work or individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?

S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?

Ss:Yes.

T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.

S2:Emperor.

T:Yes.No 2:the clothes that people wear.

S3:Clothing.

T:Good.No 3:a long stick with a sharp point,used as a weapon.

S4:Arrow.

T:No.Think it over.

S5:Knife.

T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?

S6:I think the word is “pot”,isn’t it?

T:Yes.No 5:a thin weapon that you shoot with a bow.

S7:Arrow.

T:Right.The last one:the amount of space between two places.

S8:The word should be “distance”.

T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)

T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.

T:OK.Time is up.Have you finished?

Ss:Yes.

T:Well.The first one.Any volunteer?

S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

T:Do the sentences A and B in each pair have the same meaning?

Ss:Yes.Both of the two sentences in each pair have the same meaning.

T:Are there any differences?Who’d like to try the first pair?

S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?

T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.

S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.

T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?

S12:Let me try.It is dangerous to go out alone at night.

T:Good.Wang Wei,make a sentence with the structure.

S13：It is natural that a child should love its mother.

(Teacher writes the two sentences the students made on the blackboard.)

T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.

Suggested answers:

1.It is a great honour for me to be able to join in the archaeological research project.

2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.

3.It is still unknown whether the man organised the construction of Stonehenge.

4.It is a mystery how early men constructed Stonehenge without the use of modern technology.

T:You all did very well.Now,please look at the screen.

(Teacher shows the following on the screen.)

In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?

Ss:Yes.It is:It be+p.p.+that-clause.

(Teacher writes it on the blackboard.)

T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?

Ss:Yes.

T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.

Suggested answers:

1.It was said that it was an important archaeological discovery.

2.It was reported that this man had been called the King of Stonehenge.

3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.

4.It is thought that European culture and techniques were brought to Britain through trade instead of war.

5.It has been proven that the copper knives came from Spain and Western France.

6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.

Step Ⅴ Consolidation

T:Now,please look at the screen.Translate the sentences into English using “it”.

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

1.It was reported that dozens of children died in the accident.

2.Is it possible that computers can take the place of human beings?

3.It is important that the experiment result should be checked.

4.It is difficult for you to deal with such a problem.

5.It is dangerous to go to swim in the sea alone.

6.It is well known that China is a country with an ancient civilization.

Step Ⅵ Summary and Homework

T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

e.g.It is dangerous to go out alone at night.

It is natural that a child should love its mother.

Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.

(=People say/report/believe/think…that-clause.)

Step Ⅷ Record after Teaching

篇8：NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and phrases:

justice,murder,go down on knees,punishment,immediately,order,sword,conflict,complex

2.Train the students’ reading ability.

3.Train the students’ ability to write a play.

Teaching Important Points:

1.Help the students understand the text exactly and master the following words and phrases:

shall,at the mercy of,go down on knees

2.Help the students finish the task of writing a play.

Teaching Difficult Point:

How to help the students write a play.

Teaching Methods:

1.Listening before reading to get the general idea of the text.

2.Asking-and-answering after reading to make the students understand the detailed in formation.

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

4.Performing to make the class lively and interesting.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

T:Yesterday,we read the first part of 玊he Merchant of Venice.獳ntonio’s trial was taking place at the court.Do you still remember what happened at the court?Wang Hai,could you please retell the story in the first part?

S1:Yes.At the court,the Duke tried hard to persuade Shylock to have mercy on Antonio,but Shylock insisted on having a pound of his flesh.Even if Bassanio would pay him double the money Antonio had borrowed,Shylock would not change his mind.While the Duke was wondering what to do,Portia arrived,pretending to be a famous lawyer.At first,Portia also tried to persuade Shylock to have mercy on Antonio and take more than three times his money.But Shylock still refused to give up his demand for a pound of flesh from Antonio,so Portia said he might take his knife to prepare to do the deed.

T:Well done.Sit down,please.Will Shylock get his pound of flesh?Let’s go back to the court.First,listen to the tape of the second part of the play.Try to find out what will happen to Antonio and Shylock at last.Begin to listen!

(Teacher plays the tape and checks the answer at the end.)

T:Have you found out the answer?

Ss:Yes.

T:Who’d like to have a try?

S2:Shylock will not get Antonio’s flesh.He has to give half of his money to the city of Venice and promise to leave the other half of his money upon his death to his daughter and her husband.

T:(To the other students)Is that right?

Ss:Yes.

T:OK.Now let’s learn the new words.Then read the play.Look at the screen,please.

(Teacher shows the new words on the screen and deals with them as usual.)

justice/dstIs/ n. 公正；正义

murder/′m：d/ vt. 谋杀

go down on knees 跪下

punishment/′pnImnt/ n. 惩罚

immediately/I′mi：dItlI/玜dv. 立刻；马上

order/′：d/ vt. 命令；下令

sword/s：d/ n. 剑；刀

conflict/′knflIkt/ n. 冲突；战斗

complex/′kmpleks/ adj. 错综复杂的；难解的

△tragedy/′trddI/ n. 悲剧

Step Ⅲ Reading

T:Now,please open your books at Page 71.Read the second part of the play carefully and find out the answers to the questions on the screen.

(Show the screen.)

1.How does Portia stop Shylock from cutting Antonio’s flesh?

2.What does Portia say when Shylock finally agrees to take three times more than Antonio borrowed from him?

3.What is the result of the trial?Does the story have a happy ending?

(Teacher allows the students some time to read the play and prepare for the questions.At the end,ask some students to answer the questions.)

Suggested answers:

1.Portia allows Shylock to take exactly one pound of flesh from Antonio,no more,no less.She also tells Shylock that he must not let one drop of his blood fall.So Shylock gives in.

2.She says that Shylock must give half of his money to Antonio and the other half to the city of Venice according to the law.

3.Antonio is saved.Shylock gets punished.The story has a happy ending.

(After checking the answers,teacher deals with some language points.)

T:Well done.You’ve understood it better.Now let’s learn some useful words and phrases in it.Look at the screen.(Show the screen.)

1.shall

e.g.We shall start for Beijing tomorrow.(future use)

You shall have a nice present for your birthday.(promise)

You shall be sorry for what you have done,I tell you.(warning)

When he comes in nobody shall say a word.(order)

Nothing shall stop us from carrying out his plan.(decision)

2.at the mercy of

e.g.They were lost at sea, at the mercy of the winds and the waves.

3.go down on one’s knees

e.g.They will never go down on their knees before the oppressors.

4.beg…for

e.g.The prisoner begged (the judge) for mercy.

(Bb:shall,at the mercy of,go down on one’s knees,beg…for)

Step Ⅳ Writing

T:Well,we’ve read The Merchant of Venice.It has a happy ending.Can you tell me whether it is a tragedy or a comedy?

Ss:Comedy.

T:Why do you think it is a comedy?

Ss:Because the Good wins,and the Bad loses.

T:You are right.Now,please turn to Page 72 and look at the tips of getting the main point of a play.

(Teacher and the students read through the tips and writes some key words on the blackboard.After that,teacher says the following.)

T:Today,another trial took place between two women.They are arguing about a baby.How did the story occur?And what would they do?Please read the passage in Writing at Page 71 and find out who wins the trial,the Good or the Bad?You can begin now.

(After the students finish reading the passage.Teacher checks the answer.)

T:OK.Everyone,have you found out the answer?Who wins?

Ss:Yes.The Good wins.

T:Quite right.Now,please work in groups of four or five to write a short play based on this story.Give names to the King,the two mothers and the children.There is also a character to play the role of the soldier.If you like,you can also have a few other characters who are friends of the two mothers.Can you follow me?

Ss:Yes.

T:Besides,find a good title for your play.Do you remember?

Ss:Yes.

T:OK.Begin to prepare now.Five minutes later,I’ll ask one group to act out your play before the class.

A sample play:

Clever King Charles

Characters:

Sarah(Sa):the woman whose baby is living

Deborah(D):the woman whose baby is dead

Charles(C):the King

Emma(E):a friend of the two women

Simon(S):a soldier of the King

(Inside King Charles’ palace)

C:What is your quarrel?

Sa:O King!I have a baby.And Deborah has a baby.One baby is dead.The dead baby looks like Deborah’s baby.I think Deborah took my baby when her baby died.

D:O King!Sarah is angry because her baby is dead.She came to see my baby.When she saw my baby she wanted it because her baby is dead.

E:O King!I saw the two babies.I think the dead baby is Deborah’s baby.I think Deborah took Sarah’s baby in the night,when Sarah was asleep.

C:Call the swordsman.Tell him to bring his sword.

(A man comes in.He has a big sword in his hand.)

S:O King!Here is the swordsman.

C:Bring the baby here.(A servant takes Deborah’s baby and brings it to the King.)I am a just King.I do not know whose baby this is.I do not know if this is Deborah’s baby or Sarah’s baby.But I must be just to each of you.I will take this baby and cut it into two halves.Then Sarah can have half of the baby,and Deborah can have half.

D:Yes,yes,the King is a good King.Cut the baby in halves.

Sa:But the baby will die!

C:Yes,the baby will die.But you shall each have one half of the baby.So you will not quarrel any more.

Sa:O King!Save my baby.Do not cut the baby.Give the baby to Deborah.Let the baby live.

C:Give the baby to Sarah.Sarah wants the baby to live.So I know that Sarah is the mother.Deborah is a bad woman.She took Sarah’s baby.

(Two men take Deborah away.)

E:The King is a just King.O good King Charles!Clever King Charles!

Step Ⅴ Summary and Homework

T:In this class,we read the second part of The Merchant of Venice and learned to write a play.By doing this,we’ve learned some useful words and phrases,and our skill in using language has be well developed.After class,practise more and revise what we’ve learnt in class.That’s all for today.See you next time.

Ss:See you next time.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 19 The Merchant of Venice

The Third Period

Ⅰ.Words and phrases:

shall,at the mercy of,go down on one’s knees,beg…for

Ⅱ.Tips of getting the main point of a play

a conflict between the Good and the Bad

→complex problems and relationship

→struggle between them

→a higher,wise character to find the solution

→the Good wins,and the Bad loses

→a comedy

Step Ⅶ Record after Teaching

篇9：NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)

The Third Period

Teaching Aims:

1.Review the words appearing in the last two periods.

2.Review Non-finite Verbs(1):-ing,-ed,to do.

Teaching Important Points:

1.Help the students guess the missing word in a sentence to improve their ability to master new words.

2.Help the students finish each exercise correctly to revise Non-finite Verbs.

Teaching Difficult Point:

Master the uses of the three kinds of Non-finite Verbs correctly.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Practising to make the students master the Non-finite Verbs correctly.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Word Study

T:Yesterday,we read the text about Rio de Janeiro and Kitzbuhel.Do you still remember something about them?

Ss:Yes.

T:Well,now please look at the statements on the screen and tell whether they are true or false according to the text.If theyˇre false,correct them.

(Teacher shows the following on the screen and checks the answers with the whole class.)

1.Rio de Janeiro is Brazilˇs second largest city.

2.Copacabana,perhaps the most famous of all beaches,is far away from downtown.

3.The best time to visit Rio is in March,but the biggest tourism season comes around June or July.

4.Cariocas are well known for their big heart and friendliness.

5.Rio de Janeiro is a paradise for skiers.

6.The good weather and breath-taking scenery make Kitzbuhel a world-class ski resort.

7.The worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.

Suggested answers:

True:1,4,6

False:2.far△only a few bus stops

3.March△June or July;June or July△March

5.Rio de Janeiro△Kitzbuhel

7.twice△once

T:Well done.Besides,weˇve learnt some useful words in the text.Have you really mastered them?Please open your books at Page 37.Look at the first part of Language StudyXWord Study.Letˇs do Exercise 1 first.Fill in the blanks with words from the text.Youˇre given three minutes to do it.Then check your answers with your partner.At the end,Iˇll collect the right answers from you.See what I mean.

Ss:Yes.

Suggested answers:

1.altitude 2.avenue 3.reminds 4.feast 5.dip

T:Well done.Next,letˇs do Exercise 2.Read and understand the following passage carefully to see if there is a mistake in each line.If there is,find it and correct it.You can begin now.Five minutes later,Iˇll check your answers.

Suggested answers:

1.bring△brought

2.construction△constructions

3.itˇs△its

4.≡

5.returns△returned

6.visit△visitors

7.Much△Many

8.≡

兂Step ⒒ Revision of Grammar

T:OK.So much for Word Study.Letˇs revise the GrammarXNon-finite Verbs.Look at the sentences on the screen.

(Teacher shows the following on the screen.)

to do

1.The first thing would be to decide where to go.

2.The most important thing would be for you to decide where to go.

-ing

1.Every now and then we get the itch for travelling.

2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.

3.Few visitors leave Rio feeling disappointed.

-ed

1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.

2.Known as Carnival,the festival attracts visitors from all over the world.

Study the sentences and tell the functions of the Non-finite Verbs.Wang Xia,try the first pair of sentences.

S1:¨to do〃 is used as Predicative in both of them.

T:You are right.Sit down,please.Are there any other function of ¨to do〃?And what functions?

Ss:Yes.Subject,Object,Object Complement,Attribute and Adverbial.

T:Quite right.Yang Xia,what about ¨-ing〃?

S2:In these three sentences,¨-ing〃 is separately used as Object,Attribute and Adverbial.

T:Do you agree with her?And do you know some other functions?

Ss:Yes.Subject,Predicative and Object Complement.

T:Very good.Shi Hui,the last pair.

S3:¨-ed〃is used as Adverbial in both sentences.Besides,it can be used as Predicative,Object Complement and Attribute.

T:Well done.Sit down,please.

兂Step ⒓ Practice

T:Next,letˇs do some exercises.Look at the sentences on the screen and point out the function of the¨-ing〃form in each sentence.

(Teacher shows the following on the screen and deals with the exercise orally with the whole class.)

Point out the function of the -ing form in each sentence.

1.Doing nothing is doing ill.

2.Be careful!The falling stones might hit you.

3.When you hang wet clothes near a fire,you will see steam coming from them.

4.Not knowing much English,I found it hard to understand them.

5.While walking along the shore,we saw that the water was very dirty.

6.Playing tricks on others is something we should never do.

7.Babies like tearing paper into pieces.

8.They went out of the club,talking and laughing loudly.

Suggested answers:

1.Subject,Predicative 2.Attribute 3.Object Complement 4.Adverbial 5.Adverbial 6.Subject 7.Object 8.Adverbial

T:Well done.Now,please open your books at Page 38 and do Exercise 2.First,do it by yourself after learning the examples.Then,check the answers with your partner.At the end,Iˇll collect your right answers.

Suggested answers:

1.Being very brave,he went into the cave alone to look for his friend.

2.Being quite ill,she could not visit her friend in England.

3.Being an experienced traveller,he knows how to plan a trip.

4.The girls attending the sick all come from the countryside.

5.When hearing the music,he began to miss his hometown.

6.Seeing the flame on top of the mountain,they knew that another war would begin soon.

7.When driving to the airport,he hit a boy on a bike.

8.Having got married,he lived separately from his parents.

T:You did a good job.Now,please look at the two groups of words on the blackboard.

(Teacher writes the following on the blackboard:

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.)

T:Can you tell the different usages of these two groups of words?Any volunteer?

S4:Yes.I can.We use the first group of words to say how we feel about something and use the second group of words to talk about the person or thing that makes us feel interested,surprised,etc.

T:You are right.Sit down,please.Both of the two groups are used like Adjectives to refer to a state or a quality,not an action.Do you agree with me?

(Teacher writes two incompleted sentences on the blackboard again.

It is important______us to learn English well.

It is clever______you not to tell him the news.)

T:Now,look at this pair of sentences and fill in the blanks.Yao Yue,you try,please.

S5:The first one is¨for〃;the second one is¨of〃.

T:Can you explain why?

S6:The first sentence talks about something people do;the second sentence talks about people who do something.

T:How do you know what the sentences talk about?

S5:According to the adjectives as Predictive in the sentences,such as important and clever.

T:Quite right.Thank you.Now,please look at the screen and do the exercise on it.

(Teacher shows the following on the screen and allows the students enough time to prepare.At the end,check the answers with the whole class.)

There is one mistake in each of the following sentences.Point it out and correct it.

1.Having travelled a lot in China this year,I am getting tiring of travelling now.

2.We had to waiting three hours to get the ticket to Harbin.

3.Although the unboiling water looks clean,I prefer not to drink it.

4.Iˇm sorry to tell you that none of the banks I spoke to were interesting in this project.

5.It is tired to climb to the top of the mountain.

6.It is not enough to simply decide where you want to go.It is also important of you to consider when and how you want to travel.

Suggested answers:

1.tiring△tired 2.waiting△wait 3.unboiling△unboiled 4.interesting△interested 5.tired△tiring 6.of△for

兂Step ⒔ Summary and Homework

T:In this class,weˇve reviewed the new words in the text.In addition,weˇve revised Non-finite Verbs(1)X-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.After class,do more practice.The more you practise,the better you will master them.Thatˇs all for today.See you next time.

Ss:See you next time.

兂Step ⒕ The Design of the Writing on the

Blackboard

Unit 15 Destinations

The Third Period

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.

for/of:It is important for us to learn English well.

It is clever of you not to tell him the news.

兂Step ⒖ Record after Teaching

篇10：NSEFC2B Unit 17 全单元教案2(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

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

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

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

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

Step Ⅷ Record after Teaching

篇11：高二英语教案学案一体化 unit 3(人教版高二英语上册教案教学设计)

教学目的和要求

课程标准要求掌握的项目

目

标 1．Talking about and architecture

2．Talking about architects and their works

3．Talking about works ofaIt

4．Talking about preferences

词

汇

architecture architect preference design furniture taste sofa honey modem convenient block apartment style old-styled stand passage ugly construct construction steelconcrete impress roof balcony fantastic create seashell sail stadium net nest belong

paint aside rent development

功

能

句

式

偏爱(Preference)

I'd rather… I wouldn't feel happy if…

I prefer something that．．． I’m much more interested in…

I'm not very interested in… I like seeing something．．．

In my opinion… I don't get very excited about…

What I like is… I really prefer…

If Vou ask me．then… I Can't stand…

语

法

过去分词(短语)作宾语补足语

We noticed the mailbag carried onto the train．

Everyone was surprised t0 see the buildings∥nished so soon．

Please keep me informed oj how things are going．

They weFe happy to hear the work alrea匆如.

课文听力

S:Can I help you? what is it you are looking for? Furniture

for the bedroom, the kitchen or the living room?

D: We're looking for a fewthings, but we aren't very sure yet. We bought a new flat, and we already have some furniture, but the new house is so big. We can use a few more things, and perhaps replace some very old pieces.

A: I think we need a kitchen table, one that is large enough to have dinner with five or six people.

S: Very well. Ifyou would like something modern, I suggest you think of something like this. The legs of the table are silver coloured while the table top is made of thick glass. Very beautiful and very easy to clean.

D: Yes, I really like that.

A: No. 1 don't like such cold and hard things. I think a table made of wood would look much nicer. Wood is warm, and makes you feel comfortable.

D: Honey, I knowyou like that, but I'm afraid it'll be too expensive.

S: That's no problem. I can show you some really nice modern tables that look as if they were made of wood.

A: Great! We are also looking for something on the wall. There's a big piece of white wall over the sofa.

S: Were you thinking of a painting or perhaps a poster or something ...

D: Yes. Could you show us something?

S: Something classical?

A: Oh, no. You can show us something modern. I like classical things in the kitchen and the bedroom, but our living room is quite modern, isn't it, Danny?

D: By the way, we are also still looking for two comfortable chairs, something modern and classic at the same time. Would you have anything like that?

S: Oh dear! Oh dear! What do you mean by that?

A: Well, something classic and fine but also cool, you know.

Answers to Exercise 1:

kitchen table, wooden tables

Answers to Exercise 2:

True: 4, 5

Answers to Exercise 3:

1 things, replace, pieces 2 wood, would

3 warm, comfortable 4 wall, sofa

5 something moderm

课后听力

The history of architecture in China and most European countries is very different. As a result, the way people look at art and architecture has also developed along different lines.

Much of China's ancient architecture was constructed of wood. Only the Great Wall and city walls were made of large bricks. Earthquakes have occurred quite often in China's history. Besides that, many temples were destroyed by fire. Sometimes the fires were caused by accident. However, it also happened that emperors would destroy temples and architecture that were built in the past. They wanted to get rid of all architecture that reminded people of the former emperor. After burning the old temples and palaces, the emperor would have everything built new in the style that he preferred. That's why all over China we find many temples that were

rebuilt or restored about 250 to 300 years ago, during the age of Qianlong. Few temples are left over from earlier times.

Much of Europe's ancient architecture is 300 to 1,000 years old. Architects used natural materials, such as stone and brick to construct their buildings. There weren't many earthquakes, and unlike China, European kings would usually not bum the churches and other architecture built before their time. They constructed new buildings in the style they preferred at other places.

Wood is not a very strong material. Weather conditions make repairs necessary and by the end of about-100 years usually every part of a wooden construction has been replaced. So, although the design can be hundreds of years old, every part of the building may have been made less than a hundred years ago. Stone and brick are strong enough to stand the test of time. These materials do not need to be replaced. So when looking at old buildings in Europe, we are actually looking at what was built many centuries ago. While in China the architecture may be old, what we look at is in fact quite new.

语篇领悟

阅读本单元课文，完成下列各题

(Passage 1 )

1. Why did architects in the 1920's want their buildings un-natural?

A. They didn't like traditional architecture style.

B. They wanted to change people's feelings of beauty.

C. They didn't like building materials such as earth,stone, brick and wood.

D. They like buildings materials such as steel, glass and concrete.

2. In what ways is ancient architecture different from mod-ern architecture?

A. materials, shapes B. roofs, corners

C. size, height D. balconies, windows

3. Which of the following belongs to modern architecture?

A. Taihe Dian.

B. The Temple of Heaven.

C. The Opera House is Sydney.

D. The great European Cathedrals.

(Passage 2)

4. Old buildings are pulled down because

A. they are too small

B. they are too old

C. they are of no use any more

D. people don't like them any more

5. Factory 798 was designed by

A. Germans B. Russians

C. Germans and Russians D. Chinese and Russians

6. Which is NoT the benefit for people working in an old

factory building?

A. The rent is low.

B. It is convenient for artists to make large objects.

C. It is fairly quiet there.

D. People can visit there.

主旨大意

7.Which of the following best expresses the main idea of Passage 1 ?

A. Ancient architecture is popular.

B. Modern architecture is popular.

C. Ancient buildings look more beautiful than modern ones.

D. Different times,different styles of architecture.

8. Which of the following best expresses the main idea of Passag2?

A. Factory 798 is of great value in modern times.

B. People should save architecture from the past.

C. People should build more factories like Factory 798.

D. People shouldn't pull down old buildings.

推理判断

9．From Passage 1 we can infer that

A. the writer prefers ancient buildings to modern ones

B. the writer prefers traditional materials to modern ones

C. the writer doesn't like modern architects at all

D. the writer prefers buildings which look nature that look unnature.

10. From Passage 2 we can infer that

A. Factory 798 was out of use for long

B. people rent Factory 798 because of his German building style

C. in many large cities, people build many factories like factory 798

D. old buildings can be only used as art centres

知识点

1． prefer喜欢；偏好；宁愿(后接名词或代词、不定式、动名词、不定式复合结构、接从句)

Which would you prefer , tea or coffee?

茶和咖啡你喜欢哪一种?

I prefer coffee．我更喜欢咖啡。

Jeffenson preferred to go and see in the people．

杰斐逊喜欢到人民中间去调查走访。

Our families preferred going out west to celebrate

American 200 birthday．

我们全家人宁愿去西部旅行庆祝美国200周年庆典。

I prefer you to stay here with me．

我愿意让你和我一起住在这儿。

I prefer that you can phone me as soon as you arrive at your home．

我更愿意你一到家就给我打电话。

l prefer science to languages．

我喜欢理科而不喜欢文科。

I prefer reading to watching TV．

与看电视相比我更喜欢阅读。

He preferred to die rather than give in．他宁死不屈 =Rather than give in，he preferred to die．

[考题1] (1)Rather than on a crowded bus,

he always prefers _____ bicyele．(全国高考题)

A．ride：ride B．riding；ride

C．ride；to ride D．t0 ride；riding

[解析] 分析句子结构可知，本题考查prefer to do sth．rather than do sth．的句型用法.该结构中可以将rather than do sth．提前至句首以予强调。[答案] C

(2)一Which would you prefer ，tea 0r coffee?

I'm not thirsty．Thanks anyway．

A．better；Neither B．best；Both

C．more；None D．不填；Neinler

[解析]prefer的含义为like doing sth else better，释义中已含有比较级的意味，因此在实际运用中，不再与比较或最高级连用；从答语的“不口渴”，可知，无论是茶还是咖啡，都不想品尝，因此否定两者用neither，而用来否定三者或以上的副词要用none。[答案] D

2．impress压出印记；印上；给……留下印象；强调

He impressed the pot with his seal．

他把他的印记印在罐子上.

The book didnt’impress me at a11．

这本书没有给我留下一点印象。

She impressed me as being very rude．

她给我的印象是十分粗鲁。

He impressed me with the importance of the work．

他让我明白了工作的重要性。

His first speech as president made a strong impression on his audience．他当主席后的第一次演讲给听众留下了深刻的印象。

[考题2] (1)The speech by the mayor of Shanghaii before the final

voting for EXPO 20lO is strongly impressed my memory．

A．t0 B．over C．by D．0n (上海春季高考题)

[解析] 句意表示“上海市的市长为争取世博会的演讲给我留下了极为深刻的印象.”所缺介词与impress组成“给……留下印象”讲，介词用on，为习惯表达。[答案] D

(2)He--a design on cloth．。

A．pressed B．impressed C．put D．placed

[解析] 句意表示“把设计图案印制在布上”，而press表示“按，压”不合题意。C、D两项只表示“放置”，也不合题意.[答案] B

3． creation J1．创造

creature n．生命；生物

Man creates himself.人类创造了他本身。

Shakespeare created many comic characters．

莎士比亚创造了许多喜剧人物。

That would create a wrong impression．

那会造成一个错误的印象。

Her new dress created much excitement．

她的新衣引起了极大兴奋。

[考题3] It is the people who history

A．create B．invent C．discover D．find

[解析] 易排除c、D两项，因为本题不是考查“找寻”的用法，而是考查“创造”。create指从无到有，从粗糙的原料到完美的产品，既可用于具体事物，也可用于抽象的事物；invent指经过研究，实验等手段设计或创造出前所未有的东西，常用于具体的东西。本句话的含义为“创造历史的正是人民大众。”[答案]A

4．fill up填写；斟满；占掉(时间)；淤积

I want you to fill up this form.我要你填这张表。

Fill up the cask with hot water．请把热水瓶灌满开水。

I filled the room up with furniture. 我把房间装满家具。

The theatre filled up rapidly．剧院很快坐满人。

Ihe gutter has filled up with mud．沟槽里都是泥。

[考题4]Seeing her lovely daughter running towards her，the young mothers heart tenderness and happiness．

A．was filled 0f B．Was full with

C．Was filled with D．was full by

[解析] 本题考查“充满”的表达，除了用be filled with外，还可以用be full 0f。因为均是习语，所以不可更改两个词组的任何部分。

[答案] C

5.stick贴、粘；插、扎；卡住、陷在……里；伸出；突出，n．棍子 .手杖

stick to坚持(真理、作法等)；坚持干(某事)

He stuck a needle in my arm．他把针扎进我的胳膊里。

The key has stuck in the lock．钥匙卡在锁里了。

I stick to what I said/the truth.我坚持我所说的／真理。

[考题5]He had a great idea that one should whatever one had begun．

A．insist on B．stick to C．stick out D．stick with

[解析] 本题既考查了insist on与同义词sitck to的区别，又兼顾了stick out／with的用法。insist on后一般接v一ing形式，表示“坚持做某事”，很少直接接名词或从句。stick out意为“伸出；坚持到底(vi)”，stick with意为“和……在一起；扎／刺”，二者均不符合题意。 [答案]B

6．set aside存储；放在一边；取消(=put away)

Each week he tried to set aside a few dollars 0f his salary．

每周他尽量从薪水中省下几块钱。

My objections were set aside．

我的反对无人理会。

Peter set aside the papers and reached for his cigarettes and matehes．彼得把文件放在一边拿起了火柴。

[考题6] It is wise to have some money for old age．

A．put away B．kept up

C．given away D．1aid out (全国高考题)

[解析] 本题测试具体语境中动词的运用问题。keep up有“保

持下去”之意，give away表示“免费赠送；分发”，lay out表示“花费，使用”，均不符合语境体现出来的“为年老而存钱”。[答案]A

7．share分享；分担；合用；共同具有 n.一份；一份责任、功劳；股票

We need friends to share happiness and sorrow．

我们需要朋友分享幸福，分担悲伤，。

Those chestnuts smeⅡgood．Let’s share them．

那些栗子闻起来真香，咱们一起吃咆。

Everyone in the house shares the bathroom．

这所房子的人合用一个浴室。

We all take an equal share．

我们都分到了均等的一份。

[考题7]Let Harry play with your toys as well，Clare - you must learn to ．

A．support B．care C．spare D．share (高考题)

[解析] support表示“支持；阐述；赡养”，care表示“关怀；在乎”，spare表示“抽出，均出”，均不符合语境所体现的“克劳尔，让亨利一起同你分享玩具玩”。本题考查从具体语境中选择词汇的用法。[答案] D

8．taste的用法

作名词讲时。有“味道；爱好；鉴赏力，品味”等意。

作形容词讲时，有“有吸引力的；经精心挑选”的意思。

作动词讲时，有“尝，品尝”之意。

I don't 1ike the taste 0fthis coffee．

我不喜欢这杯咖啡的味道。

She has developed a taste for modern art．

她渐渐培养出对现代艺术的爱好。

The fumiture Was very tasteful．

家具十分雅致。

Can I taste a piece 0f that cheese t0 see what it’slike?

我可以尝一尝那块干酪的味道吗?

引申：(be)in bad taste指举止言谈粗俗；失当。

Some 0f his comments were in bad taste．

Tasteless akj.庸俗；没味道；不得体

Tasty adj.(tastier，tastiest)美味

have a taste 0f sth．有……的味道

The pudding has a taste 0foranges．那布丁带有橙味

[考题8](1)The oranges taste ________

A．well B．good C．badly D．wonderfully

[解析】 “尝起来”，taste后应跟形容词作表语。[答案] B

(2)Pop music is liked by many poople,but it is not_____everyone's taste．

A．with B．in C．on D．to

[解析] “适合某人的口味”应为短语to one's taste。[答案] D

(3)The cook______the soup．It_______delicious．

A．tasted；tasted B．is tasted；is tasted

C．tasted；was tasted D．i8 tasted；tastes

[解析] 分析句子结构及用法可知，第一空测试taste作为实义动词的用法，含义为“品尝（某食物）”，是个及物动词；第二空因为有句未形容词delicious ，所以taste此时“摇身一变”，变成了连系动词，表示“尝起来”，后接形容词作表语，无被动式。

9．convenient adj．方便。便利的

I’m willing to meet you on any day that is convenient for you．

我乐意在你方便的任何日期与你相见。

[考题9] Come over and have a chat witlI me whenever_______ ．

A．you will be convenient B．it wiU be convenient to you

C．you are convenient D．it is convenient to you

[解析] It is+adj.for sb．／sth．to do sth．为固定词组。类似于

convenient用法的还有necessary、national、important、impossible等等，这些形容词都是用来说明做某些事的特点，因而不可用人作主语，而应用于上述句型当中。[答案]D

10．复合形容词的构成

(1)数词+名词，数词+名词-ed或数词+名词+单数+形容词

a ten-speed bieyele 十速自行车

(2)形容词+名词

a full-timejob 专职工作

(3)名词+现在分词

Englingh-speaking countries 讲英语的国家

(4)形容词+现在分词

an ordinary-looking girl. 相貌一般的女孩

(5)名词+过去分词

a man-made satellite 人造卫星

(6)副词+现在分词

hard-working people 勤劳的人们

(7)副词+过去分词

a well-known doctor 著名医生

[考题10](1)The village is far away from here indeed．It’s_____

walk．

A．a four hour B．a four hour’s

c．a four-hours D．a four hours’(上海高考题)

[解析] “四小时的路程”有两种表达：a four hours’walk和a

four-hour walk。[答案]D

(2)His job is t0 sell the______carvings(雕)in the______ department 0f the company(湖北省部分重点中学联考题)

A．Wooden； sales B．wood；sales

C．Wood；sale D．wooden；sale

[解析]在Wood与carve之间存在动宾关系：所以形成构词法时，用“名词+ V．-ing'’形式，即wood carving；表示“销售”时。作定语要用sales。[答案] B

11．表示“忍受”的三个词(组)

它们是stand、bear与put up with。

He cannot titand criticism．他受不了批评。

It will stand firing up to 1300℃．它可以经受住高达1300度的度。

If I were you I wonldn't put up with his behaviour any 1onger．

如果我是你，我将再也忍受不了他的行为。

I can't bear the pain／my brother／this weather．

我受不了这苦痛／我的弟弟／这种天气。

[考题11] --Mum，it is nice weather．I want to skate this afternoon．(--20海淀区期中练习题)

--Don't you think the ice on the lake is too thin to____your weight?

A．stand B．bear C．catch D．take

[解析] 儿子想去滑冰，母亲担心冰层太薄，承受不住儿子的重量。所缺词表示“承担；承受……重量／负彬东西”等，应用bear。

stand常用于人，指面对痛苦、艰难、侮辱等不畏缩后退，bear指能忍受磨难、冷静地面对现实，强调容忍的能力，常用于口语，常可与put up will连用。[答案] B

12．表示“瞟；望”的三个词组

(1)glance，指“很快地望一望，看一眼”，多与at连用。

He glanced at tlle envelope and reeognized his ather’s handwriting．

他看了一下信封就认出来了他父亲的笔迹。

I glanced around／abou∥round the room．

我向屋子里四处看了看。

(2)stare表示目不转晴地长时间的“注视”；

(3)glare表示怒气冲冲地“盯着”，二者一般都与at连用。

The two fighters glared at eaeh other．

两位斗士恶狠狠地盯着对方。

Robinson stared at the footprints．full 0f fear．

鲁滨逊盯着脚印看，心里充满了恐惧。

[考题12](1)一Do you like________in public?

一I don't think so．It makes me nervous．

A．to be glared B．being stared

C．to be 100ked D．being stared at

[解析] 表示“盯、看”时，后一般要接介词at，所以A、B项排除。c项中的1ook为不及物动词，本身就没有被动式，也被排除。句意为“你喜欢在大庭广众之下被人盯着看吗?”[答案]D

(2)The two men stood____angrily at each other，while the crowd

loeked on with amusement．

A．staring B．daring C．dancing D．seeing

[解析] 三个同义词中，只有glare可以与表示感情的词连用。本题中含有angrily，所以用glare。[答案]B

13．如何“举例子”

take．．．for example举……为一个例子

for example(=for instance)例如

Such as(=like)比如／诸如

and so on等等(进行概括，不一一列举)

Chadie’s early films，such as(=like)City Lights，are well received．

Take Xiao Wang(for example)．举小王为例。

=Take Xiao Wang(for instanee)．

[考题13] There are several people interested in your new plan，

__________Mr Jones and Dr Simpson．

A．that is B．for an example C．1ike D．included

[解析]that is作插入语，含义为“也就是说”，不用来举例子；for example是习惯用法，中间的an因为习惯而要省略；include含义为“包含”，也不用来举例，用来表示附加说明，而且放在名词前面时要用including，放在名词后面时才用included。[答案] c

14．1ook at与1ook after的次常见含义

look at (1)（彻底）检查 (2)考虑，研究

(3) 认为 (4)读；阅读

My tooth aches，I think a dentist shotlld 1ook at it．

我牙痛，想找牙医检查一下。

The government is looking at ways of reducing the number of stray dogs．

政府正研究减少野狗数目的方法。

Different races and nation-alities 1ook at life differendIy．

不同种族和国籍的人对生命都有不同的看法。

look after负责某事物

our neighbours are looking after the garden while

we are away

我们不在家的时候，由邻居照料花园。

[考题14](1)r11le old woman's son_______all her financial affairs．

A．does with B．10eks after C．100ks at D．deals with

[解析]look after有“料理，照料”的意思。题目意思为“这位老妇人的所有财务都由她的儿子打理。”[答案] B

(2)一I felt very bad these days．

-0h，you should_______your body．

A．build up B．1ook at C．think D．take care

[解析]依题意，可知1ook at符合题意，在句中表示“彻底检查”之意。若选D项则加0f。若用build one's body则表示“强身健体”，也不完全符合题意。[答案] B

15．句型A is to B what C is to D的用法

这个句型是用来打比喻的，用已知来比喻未知。它的主句是作者要告诉读者的语义重点(新信息)，而what从句只不过是读者已知的内容(道理)而已。what在这种句型中是关系代词，在语义上相当于that which(the thing which)。what从句在主句中起表语(主语补语)的作用，what在句中也起表语(主语补语)的作用。

The Chinese Communist Parst is to people what fish is to water．

中国共产党对于人民就像鱼对于水

[考题15] Reading is to the mind_______food is to the body．

A．what B．that C．which D．of which (大学生竞赛题)

[解析] 句意为“读书之于头脑正如食物之于身体。”What food is to the body这个从句表达的是读者已知、熟悉的内容，而reading is to the mind才是全句的语义重点。又如：

Furniture is to the living room what playground equipment is to the playground．

家具对于卧室就像体育设施对于操场。[答案]A

16．“充当”的三种表达

act as作“充当；起……作用”。类似用法有 work as．serve as . .

He acted as chairman in my absence．

我不在时，他临时充当主席。

He acted as secretary to the Board．

他担任董事会的秘书一职。

He will serve as mayor．他将任市长一职。

The sofa served as a bed．那张沙发作为床用。

[考题16]_____monitor of our class，little Mike decided to

_____his classmates heart and soul．

A．Serving as；serve B．Serving as；serve as

C．Serving；serve as D．Serving；serve

[解析] 本题要求区别serve与serve as的用法。前者为“为……服务”，后者为“作为…’’。从语境可知，第一空符合后者，第二空符合前者。

[答案]A

17．“不顾”的两种表达

despite作介词，意为“尽管(有某种情况)”。In spite of与其意义及用法完全相同，可以互换。

He came to the meeting despite his serious illness．

尽管他的病很严重，他还是来出席会议了。

Despite advanced years-he is 1earning t0 drive．

尽管有一大把年纪了，他还是开始学起开车来。

In spite of the heavy rain．she went to school as usual．

尽管有大雨，她还像往常一样上学。

[考题17]一You 1ook upset．Anything wrong?

一I failed in the physics exam again___all the efforts I made．

A．in spite of B．because of

C．but for D．as to (20武汉市供题训练题)

[解析] 答语前半句意为“我的物理考试又失败了”，后半句意为

“我作了全部努力”，两句之间存在着让步关系，所以填表示该关系的in spite of，相当于despite。而because of所表示的含义与情理不符，but for引导虚拟语气，也不合题意。As to表示“至于，关于”，被排除。[答案]A

18．“连接”的两种表达

(1)join to作“把……和……连接在一起”。

He joined the two pieces of wood with nails．‘

他用钉子把那两块木板钉起来。

The worker are joining an island to the mainland by a bridge．

工人们正在架桥把一个小岛与大陆连起来。

(2)同义词组为connect…with，强调用中间媒介或一定的手段把两个或多个物体在某一点上连接起来，但彼此较为独立。

Buses and trucks connect the mountain villages with the outside．

公汽与卡车把山村和外界连起来了。

[考题18] (1)A good student must_____what he reads_______what he sees around him．

A．connect；to B．join；to

C．connect；with D．join；with

[解析]本题测试了“把……与……连接起来”的表达，看起来B项与C项均可，但本题并未强调外形结合及连接后的独立性(join的用法)，而是强调“关联；联系”：一个善于学习的学生应该把所学的知识与所见所闻联系起来。答案为C。

(2)Countries all over the world are______with computer．

A．joined B．connected C．taken D．related

[解析] join与relate均与介词to连用。只有be connected with才为正确表达。表示“由……连接”。[答案] B

19．“make+宾语+宾语补足语”的用法

这个结构中的宾语补足语可以用名词、形容词、动词的过去分词、不定式、副词等表示宾语的情况或动作。make带不定式作宾语补足语时，要省略不定式符号，但当make用于被动语态时，不定式符号不能省略。

The Americans elected Bush their President．

美国人民选布什为他们的总统。

We wi11 make our country richer and stronger．

我们将会使我们的国家变得更富强。

He tried to speak clearly to make himself understood．

他尽量说得清楚些以使别人听懂他的话。

Don't make him drink too much．

别让他喝得太多。

[考题19] (1)Little Tom doesn't have to be made_____．He always works hard． (全国高考题)

A．1earn B．to learn C．1earning D．1earned

[解析] 从to be made可知，被动语态中表示动作的不定式符号要恢复。[答案] B

(2)He is made_______monitor of our class．

A．a B．the C．one D．不填

[解析]在”make+宾语+宾补”句型中，如果作宾补的名词是表示独一无二的职位时，该名词前不再加任何冠词；。否则会产生误解与歧义。[答案] D

20．含set的词组小结

set about开始(某工作)；着手做某事

set aside把……放在一边，存储

set down写／记下来(指车辆)停下来让(乘客)下车

set free释放

set off开始，启程

set out从某地出发上路

set up使某人健康／有钱创业等；设置；建立

They've set off on ajourney round the world．

他们已经开始环游世界。

The government has set up a working party to 1ook into the problem of drug abuse．

政府已成立工作组调查滥用毒品问题。

[考题20] (1)The company has______a new braneh in wales．

A．took up B．changed C．set up D．set out

[解析]A选项通常指“从事”，如“take up doing sth.”而B、D两项与句意不符。[答案] C

(2)It is time for supper now．Please______your books aside so that.we can use the table for supper．

A．take B bring C．set D．carry

[解析]set．．．aside表示“把……放在一边，收起来”，符合语境“把书收起来以便吃晚饭”。[答案] c

21．过去分词作宾语补足语的学习

(1)在某些动词如make，have，get，find，keep，leave或某些介词(如with)等感觉动词等后面往往可以带上宾语及宾语补足语(对宾语进行进一步补充、说明、修饰、限定)形式。充当宾语补足语的重要部分之一是过去分词，用来表示该动作的被动与完成。

I found a dog killed on the road．

我发现一只狗被碾死在路上。

He left his work unfinished．

他走了，工作未完成。

Please get the report typed as soon as possible．

请尽快地把报告打印出来。

(2)have sth．done的三重含义：

①请叫／让别人(替自己)做某事

I had my hair cut yesterday．昨天我理发了。

②使某事(被人或自己)完成

He had his house repaired．他把房子修了一下。

③(别人)使(宾语)遭受(意外、不好的)某事

I had my wallet stolen．我的钱包被偷了。

I had my leg broken．我的腿摔断了。

[考题21](1)一Cood morning．Can I help you?

-I’d Iike to have this package_____，madam．

A．be weiglIed B to be weiglled

C．to weigh D．weished (全国高考题)

[解析] 这是顾客与营业员之间的对话。顾客要把包裹给营业员称量一下，符合have sth．done的用法。[答案] D

(2)Having passed all the tests，she felt a great weight____off her mind．(山东潍坊题)

A．taking B．taken c．take D．to be taken

[解析]从结构可知，本题测试“动词+宾语+宾补”的用法中不同形式作宾补的区别：不定式表未来的动作， V．-ing表示正在进行的动作，过去分词表示完成、被动的动作。从本题语境看，通过考试后，她精神上的负担也被卸下了，因此要用过去分词作宾语补足语。[答案]B

(3) Ihe murderer was bfought in，with his hands___behind．

A．tied B．tying c．to tie D．being tied

(全国高考题)

[解析]从句中含有with可知，本题测试with后面的宾语补足语的形式问题。从tie与hand之间存在动宾关系可知，此处宾语补足语要用过去分词形式。[答案]A ’

22．I must say I'd rather live in a traditional siheyuan．我想我宁愿住在传统的四合院里。

(1)would rather后跟不带to的不定式，即动词原形，常用缩写式’d rather。

一How about a drink?喝一杯怎么样?

一I'd rather have something to eat．我宁愿来点儿吃的。

(2)would rather的否定式是在would rather后加否定词not，即would rather not do sth．

eg：I would rather not go out tonight，if you don't mind．

如果你不介意的话，今晚我不想外出了。

He would rather not listen to jazz．他不愿意听爵士音乐。

(3)在表示“宁愿……而不愿……”时，要用would rather．．．than．．．这一结构，表示在两者之中进行选择。使用这一表达方式要注意用“平行结构”，即在than的前后要用两个同类的词或词组，如两个名词，两个动词不定式，两个介词词组等。

eg：I would rather have red apples than green ones．

我宁愿要红苹果，而不愿意要绿的。

I would rathdr listen to music than go swimming．

我宁愿听音乐，而不愿去游泳。

I would rather talk with her mother than with her father．

我宁愿同她母亲谈，而不愿同她父亲谈。

(4)would rather后接从句，通常用过去式表示虚拟语气。

eg：I'd much rather you told me the truth．我真宁愿你把真相告诉我。

I'd rather he had told me about it．我宁愿他告诉了我那件事。

一What would you like ，the bigger or the smaller?

一1 would rather the smaller．

A.choose；choose B. to choose；choose

C to choose；to choose D. choose；to choose

23．furniture

n. a11 those movable things such as chairs，beds，desks,etc

needed in a house，room，office，etc．(总称)家具；是不可数名词。 eg：a piece of furniture一件家具

two old pieces of furniture两件旧家具

We had little furniture．我们几乎没什么家具。

The old table was a very valuable piece of furniture．那张旧桌子是一件很值钱的家具。

He would like to buy some fashionable for his new flat.

A.furniture B. furnitures C.luggage D. luggages

24．roof[ru：f]．top covering of a building屋顶，顶部

eg：Don't climb onto the roof．不要爬上屋顶。

They can't live under the same roof．他们无法生活在同一个屋。

【警示】roof的复数形式是roofs，而不是rooves(×)，类似的以“f”结尾的可数名询复数直接加s的词有以下几个：belief(信仰、信念)、chief(首领)、cliff(悬崖)、gulf (海湾)、proof(证据)、serf(农奴)

25.belong．be the property 0f属于，适合

eg：These books belong to me．这些书是我的。

That 1id belongs to this jar．那个盖子是配这个瓶子的。

I belong to the tenni’s club．我是这个网球俱乐部的人员。

【警示】该词不可用于进行时态，如不能说The car is belonging to my uncle．也不用于被动语态，后面的宾语常是名词或宾格代词，不能用名词性物主代词：“mine， yours，hers，his．．．”

belongings n．(使用复数)(个人的)所有物，财产，携带物品eg：

The tourists lost all their belongings in the hotel fire．

因旅馆失火，游客财物尽失。

26. pull down

(1)拉下(遮帘，帘子等)

eg：Shall I pull down the blinds?我可以放下百叶窗吗?

(2)拆毁，拆掉

eg：The old houses were being pulled down．那些旧房子正在拆除中。

(3)使……虚弱

eg：His long illness had pulled him down．他因长期患病身体虚弱。

【拓展】

① pull in拉近，(列车等)到达，进站

② ②pull off脱掉、取下

③ pull on穿上，戴上

④ ④pull OUt拔出，驶出，出站

⑤pull through渡过难关

⑥pull up使……停止

⑦pull up to／with追上，赶上

These houses are being pulled . A new building will be built there．

A．out B．0n C．down D．off

单项填空

1.He seems to like me but I can’t_______the sight of him．

A．take B．hold C．stand D．make

2.Did they Iive_____European style when they were in Japan?

A．in B．on C．with D．to

3.Will you drop in at my house this afternoon if_______?

A．it is convenient for you B．you are convenient

C．it is convenient of you D．you will be convenknt

4.she missed the plane，_____driving very fast to the air-port．

A．despite B．unless C．though D．without

5._____their country has plenty of oil，ours has none．

A．While B．When C．Before D．Where

6.They used to take their holidays in their own country

______foreign countries．

A．in favour of B．in preference to

C．in honour of D．in spite of

7.We saw the houses in the street____in order to make room for a large square．

A．puned off B．pulled up

C．pulled down D．pulled in

8.They hurried back home only to find their house______ into．

A．break B．to break

C．broken D．breaking

9. -Doesn’t Elaine want to see that movie?

-Yes，but she says____go tonight．

A．she’ll rather not B．she’d rather not

C．she’d not rather D．she won’t rather

10.The house has been standing_____without use for months．

A．empty B still C．quietly D．1onely

11.A nest is to a bird____a house is to a man．

A．where B．how C．what D．when

12.When he came to，he found himself____on a chair；

with his hands______back．

A．to sit；tied B．sitting；tying 。

C．sat；tied D．sitting tied

13.We do not feel______to enter modern buildings；every-thing about them seems unfriendly．

A．invited B．inviting C．to invite D．to be invited

14.I’m going to have my letters_____tomorrow if I’ve got them ready by then．

A．to type B．type C．typed D．typing

15.Every great Culture in the past had its own ideas of beauty___in art and literature．

A．expressed B．to express

C．being expressed D．to be expressed

短文改错

Late in the afternoon，the boys put up thek tent 1．____

in the middle of a field．As soon as this was done it， 2．____

they had cooked a meal over an open fire．They were 3．____

all ungry and the food smelt well．After a wonderful 4．____

meal，they said stories and sang songs by the camp 5. ____

fire．But some times later it began to rain．The boys 6．____

felt tired so they put out the fire and crept into his 7._____

tent．Their sleep-bags warm alld comfortable，so 8．_____

they all slept.sounldly．At the middle of the night， 9. _____

one of the boys woke up or began shouting，The tent 10._____

had been flooded!

答案：单项填空

1 C 2 A 3 A 4 A 5 A 6 B 7 C 8 C

9 B 10 A 11 C 12 D 13 A 14 C 15 A

短文改错

1.√ 2.去掉it 3.去掉had 4.well→good

5.said→told 6.times→time 7.his→their

8.warm前加were 9.At→In 10.or→and

知识与能力同步测控题

一、单项填空（共15小题；每小题1分）

1. A computer does only what thinking people __

A. have it do B. have it done

C. have clone it D. having it done

2. The lady said she would buy a gift for her daughter with the

A. 20 dollars remained B. 20 dollars remain

C. remained 20 dollars D. remaining 20 dollars

3.--What happened to Mr Smith early this morning?

--Oh,he was seen __ down and the driver __ away.

A. knock; drive B. knocking; driving

C. knocked; drove D, to knock; driven

4. After half a year's training, they were made entirely used __underwater again.

A. to stay B. to staying C. staying D. stay

5. Mr. Brown was much disappointed to see the washing machine she had had __ went wrong again.

A. it repaired B. to be repaired

C. repair D. repaired

6. I'd rather have a room of my own, however small it is, than______ a room with someone else.

A. share B. to share C. sharing D. to have shared_

7. _______ Lucy for example, she raised her voice so as to make____

A. Take ; herself heard B. Make; her hear

C. Put; herself heaving D. Follow; her heard

8. She was glad that her success would __ for the women who would follow.

A. make things easier B. be easier

C. make it easier D. be easier to make

9. The murderer was brought in, with his hands __ behind his back.

A. being tied B. having tied C. to be tied D. tied

10. --What do you think of your new roommate?

--I can't really_____ her, She's always making loud noises atmidnight. And when I remind her, she always makes rude

remarks.

A. put up with B. catch up with

C. come up with D. keep up with

11. We got lost in the dark forests.______ ,it began to rain.

A. Beside B. Besides C. Expect D. Though

12. He always did weU at school __ having to do part-time jobs every now and then.

A. in spite of B. instead

C. in case of D. in favor of

13. What a great weight the mother felt __ her mind the moment she found her lost son!

A.turned off B. taken off

C. set free D. brought into

14. I think she will____ a good monitor, so I'm going to vote for her.

A. remain B. grow C. turn D. make

15. With our life developing rapidly, people buy ____ to decorate their rooms.

A, a great many furniture B. a lot of furnitures

C. a large number of furitures D. plenty of furniture

二．完形填空（共20小题，每小题1.5分，满分30分）

Building a house costs quite a lot of money. Your first __16___

will be to find a 17 piece of land. Your 18 will depend on many different things. You will probably try to find a sunny place,with 19 surroundings near shops and bus stops, not too farfrom your friends and the place where you work.

20 you will find an excellent 21 , and together with the builder you will work out a 22 . The builder will draw theplan. It will 23 the number of rooms, their position and

24 , and other 25 which must be noticed, 26

windows, doors, and electric outlets. The builder will work out how much money is 27 to build your house. He will work out the 28 of the wood, bricks, the glass, and 29 else that must be used in building the house. Later on, when he starts to build, this estimate mustbe corrected and revised. His estimate is based on 30 price, but prices of such things may change, and many other things may happen 31 the time when he makes the 32 and the time when he builds the house.

When the builder gives his estimate, you may wish to change

your plan. You may also wish to change your builder, if his estimate is too 33 ! You may find that some of the features you wanted at first cost too much, or that you can spend a little more and 34 something to your plan. The builder's estimate depends on the plan, 35 the final plan depends on the builder's estimate.

16. A. step B. plan C. way D. idea

17. A. small B. large C. right D. exact

18. A. land B. choice C. house D. preference

19. A. quiet B. pleased C. lonely D. pleasant

20. A. Yet B. Next C. However D. Though

21. A. worker B. engineer C. builder D. drawer

22. A. plan B. cost C. suggestion D. price

23. A. appear B. design C. show D. recite

24. A. height B. width C. length D. size

25. A. rooms B. doors C. parts D. roofs

26. A. for example B. such as

C. in other words D. on the other hand

27. A. needed B. spent C: collected D. taken

28. A. numbers B. amount C. cost D. level

29. A. something B. everything C. whatever D. others

30. A. rising B. falling C. existing D. remaining

31. A. by B. in C.among D. between

32. A. plans B. design C. estimate D. cost

33. A. expensive B. high C. cheap D. low

34. A. reduce B. place C. add D. lay

35. A. but B. so C. and D. then

三．阅读理解（共20小题，每题2分，满分40分）

In the late 1960's,many people in North America turned their attention to environmental problems, and new steel-and-glass skyscrapers were widely criticized. Ecologists pointed out that a forest of tall buildings in a city often overburdens public transportation and parking lots.

Skyscrapers are also consumers and wasters of electric power.In one recent year, the addition of 17 million square feet of skyscrapers office space in New York City raised the peak daily demand for electricity by 120,000 kilowatts--enough to supply the entire city of Albany, New York, for a day.

Glass-walled skyscrapers can be especially wasteful. The heat loss ( or gain) through a wall of half-inch plate glass is more than ten times that through a typical brick wall filled with insulation (绝缘) board. To lessen the strain on heating and air-conditioning equipment,builders of skyscrapers have begun to use double-glazed panels of glass, and reflective glasses coated with silver or gold mirror films that reduce glare(眩目的光) as well as heat gain.

However, mirror-walled skyscrapers raise the temperature ofthe surrounding air and affect neighboring buildings.

Skyscrapers put a strain on a city's sanitation facilities(卫生设备),too. If fully occupied,the two World Trade Center towers in New York City would alone produce 2.25 million gallons of wastes each year-as much a city the size of Stanford, Connecticut, which has a population of more than 109,000.

Skyscrapers also affect television reception,block bird flyways and air traffic, In Boston in the late 1960's, some people even feared that shadows from skyscrapers would kill the grass on Boston Common. Still ,people continue to build skyscrapers for all the reasons that they have always built them-personal pride and the desire of owners to have the largest possible amount of space to rent.

36. The main purpose of the passage is to __

A. compare skyscrapers with other modern structures

B. describe some architectural designs of skyscrapers

C. describe skyscrapers and their effect on the environment

D. encourage using bricks in the construction of skyscrapers

37. According to the passage, what is one disadvantage of skyscrapers that have mirrored walls?

A. The surrounding air is heated.

B. Construction time is increased.

C. The windows must be cleaned daily.

D. Extra air-conditioning equipment is needed.

38. According to the passage, in the late 1960's some residents of Boston were concerned with which aspect of skyscrapers?

A. The noise from their construction.

B. The high cost of renting an office.

C. The harmful effects on the city's grass.

D. The removal of trees from building sites.

39. The author raises problems that would most concern which of the following groups?

A. Pilots . B. Electricians.

C. Environmentalists. D. Construction workers

Art museums are places where people can learn about various cultures. The increasingly popular “ design museums”that are opening today, however, perform quite a different role. Unlike most art museums, the design museum shows objects that are easilyfound by the general public. These museums sometimes even placethings like fridges and washing machines in the center of the hall.

People have argued that design museums are often made useof as advertisements for new industrial technology. But their role is not simply a matter of sales--it is the honoring of excellently invented products. The difference between the window of a department store and the showcase in a design museum is that the first tries to sell you something, while the second tells you the success of a sale.

One advantage of design museums is that they are places where people feel familiar with the exhibits. Unlike the average art museum visitors, design museum visitors seldom feel frightened or puzzled. This is partly because design museums clearly show how and why mass-preduced products work and look as they do, and how design has improved the quality of our lives. Art museum exhibits, on the other hand, would most probably fill visitors with a feeling that there is something beyond their understanding.

In recent years, several new design museums have opened their doors. Each of these museums has tried to satisfy the public's growing interest in the field with new ideas. London's Design Museum,for example, shows a collection of mass-produced objects from Zippo lighters to electric typewriters to a group of Italian fish-tins. The choices open to design museums seem far less strict than those to art museums, and visitors may also sense the humorous part of our society while walking around such exhibits as interesting and unusually attractive toys collected in our everyday life.

40. Showcases in design museums are different from store windows because they __

A. show more technologic~Llly advanced products

B. help increase the sales of products

C. show why the products have sold well

D. attract more people than store windows do

41. The author believes that most design museum visitors.

A. do not admire maes-preduced products

B. are puzzled with technological exhibits

C. dislike exhibits in art museums

D. know the exhibits very well

42. The choices open to design museums __

A. are not as strict as those to art museums

B. are not aimed to interest the public

C. may fail to bring some pleasure to visitors

D. often contain precious exhibits

43. The best title for this passage is .

A.The Forms of Design Museums

B.The Exhibits of Design Museums

C.The Nature of Design Museums

D.The Choice Open of Design Museums

CAIRO--After nearly a decade 0f planning , the Egyptian Government has announced an ambitious plan t0 build the world the biggest museum devoted entirelyto exhibitingthe ancient relics(遗物)．Called the New Egyptian Museum，it will eventually housethe largest collection 0f pharaonic(法老的)monuments，including the solid gold death musk of Tutankhamun．King Nebkheperura TutankhalTlun remains the most famous ofallthe Pharaohs 0f Ancient Egypt．He lived over 3，300 years ag0 during the period known as the New Kingdom．The museum will als0 house more than 120，000 antiquities (古代艺术品)from the 4th milknnium(1，000 years)Bc to the fall 0f the Roman Empire．

For the first time．the entire 3，500 items from Tutankhamun’sTomb will be disDlayed．Permanent exhibitions will include the royal mummies of Ramses Ⅱand Ⅲand other pharaohs and a largequantitv 0f collection of Pharaonic jewellery．

Antiquities wiU be 0rganized by the theme rather thanchronogically(编年地)．The four main themes will be：the 1and of EgYPt；royalty and the state；arts of life and death；and scribes(文牍)and wisdom．With building costs estimated near US$31 1 mimon，funding forthe new museum’viU Come from corporate sponsorship(资助)and charitable(慈善的)donations．The Egyptian Government isexpected to pay one tlliId 0f the final bill．

44．Wh0 has planned t0 build the wodd’s biggest museum?

A．The EgYPtian Government．

B．A corporate body．

C．The charitable body．

D．The EgYPtian Government and a corporate body．

45．When you go into one exhibiting hall 0f the wouldbe museum，you’ll see

A．all the exhibits are arranged bythe year

B．all the exhibits are arranged by the theme

C．more than 120，000 Egyptian antiquities are on show

D．Pharaonic monuments of Tutankhamun and the royal relics

46．According to the passage，---

A. the most valuable relics that are to be displayed are 120，000 antiquities from t11e 4th miueBBiuin BC

B．3．500 items 0f relics have been discovered from Tmankhamun's

tomb

C．the Pharaonic monuments ofTutankhamun arethe oldest relics

D．the royal mummies 0f RamsesⅡand Ⅲand 0ther pharaohs

Will be displayed for the second time

47．The best title for the passage should be“--”．

A．Egypt’s AmbitiOUS Plan

B．The Wodd’s Biggest Museum for tlle Ancient Relics

C．EgYPt to Construct New Museum

D．Ancient Egyptian Relics Are to Be Displayed

Experts have put forward detailed plans for a tunnel to join Taiwan with the Chinese mainland．

The shortest proposed route wonld be 126 kilometers-more than twice the length 0f the Endish Channel Tunnel．And the longest proposed route would be 207 kilometers．

A recent conference in xiamen，Fujian Province brought together more than 70 experts．The event was co一sponsored(共同发起)by universities from Taiwan and the Chinese mainland．Fujian is the province where both proposed mutes would begin．

There is no direct passenger access(通道)between the mainland and Taiwan by air or sea at the moment．

Experts say that it is better to start research sooner rather than later，althongh there is a lack 0f government funding(资金)．There are no technical problems t0 build a Taiwan tunnel．But it will require an improved political relationship across the Straits．

A professor 0f TsinghHa University said，“A special feature 0f huge projects is that the period of preparation is longer than the period 0f construction．”

For example，he said，the Endish channel Tunnel took 14 years 0f planning and had been discussed for two centuTies．And

preparations for the huge Three Corges(三峡)dam on the Yangze River began in the 1950s．

The xiamen conference focused on the longest southern route，which would use the Taiwan-controlled islands of Jinmen and Penghu as stepping_stones.

The first stage 0f the new project could be a bridge to cross the five kilometers between Xiamen and Jinmen．This would mean that traveling from Xiamen to Jinmen by car would only take five minutes．

The longest tunnel now being planned anywhere in the world is the 54-kilometer land tunnel to link Lyon in France with Turin in Italy．The tunnel will not be completed until -．

48．Which is the longest tunnel in the world at present?

A．The Endish Channel Tunnel．

B．The tunnel between Lyon and Turin．

C．The Taiwan straits tunnel_

D．The passage does’t mention it．

49．The example of English Channel Tunnel shows--．

A．it’s important to complete a huge project

B．there are many problems to be solved before doing somethihg

C．discussions among countries usually take a lot 0f time

D．the preparation takes 1onger time than the construction

50．Which oftlle following is NOT true?

A．Universities both at_home and abroad have sponsored(赞助)the plan．

B.If the project is completed，the world's longest tunnel willappear．．

C．You can't reach Taiwan from the mainland directly atPresent.

D．The starting point of the proposed tunnel is in Fujian．

51．What is the possible difficulty in carrying out the plan?

A．The 1ack 0f money for the project from the government．

B．Improving the relationship between Taiwan and the mainland．

C．The detailed plans for the tunnel．

D．The technical problems with the tunnel．

SHANGHAI--The Shanghai World Financial Centre will be

the tallest land-mark in the world after its completion this century in Pudong, according to the project's Japanese investors.

The building will be located in the prime Lujiazui Zone in

Pudong , on a 30,000-square-metre site. The building was originally designed to be a 94-floor office tower with a height of 460 metres.

The project broke ground in but was later halted as a

result of the financial crisis in Southeast Asia.

“As the economy warms up, we are more confident about

Shanghai and the whole China and we are working hard to get the

Project restarted as soon as possible,” said Katsuyuki Takeuchi,

vice-president and general manager of the Shanghai World

Financial Centre Company.

Its parent company, Japan-based Moil Building Co. Ltd,

established the Shanghai subsidiary as the opreator responsible for this ambitious project. The design, which is undergoing revision in apan, will accommodate international high-tech businesses,

department stores, art galleries, clubs and a five-star hotel. Unlike the gloomy economies of the United States, Europe and Japan, China enjoys a strong growth with brighter prospects, Takeuchi said.

More capital and businesses are expected to flow into

Shanghai, which aims to become a world centre for trade and the

financial industry--with Lujiazui as its showpiece.

The layout of Luijiazui includes three tall buildings, one of

which is the completed Jinmao Tower, each rising above 400

metres, as designed by local government after holding an international design competition early last decade.

Other buildings nearby fall in height gradually, creating a

special shape against the skyline. The Shanghai World Financial

Centre will be built as the peak of the mountain.

“The peak will be safe thanks to the perfect design,advanced

technology and the stable social and political environment in

Shanghai,” Takeuchi said, reassuring those who might be anxious

about the safety of the soon-to-be world's tallest building.

52. Why is the Shanghai World Financial Center to be built? :

A. Because it is by the bank of the Changjiang River.

B. Because it is going to be the highest building in China.

C. Because the economy of China is of a better future than of other countries.

D. Because the builders in Shanghai could be sure of the quality of the building.

53. Seen from a long distance,the Lujiazui Zone looks like a(an)

A. apple B. mountain C. box D. basin

54. Why will the Shanghai World Financial Center be of great safety?

A. Because it will be the peak of a mountain.

B. Because its design and technology are of the top levels.

C. In Shanghai there is a stable social and political environment.

D.B and C.

55. Which of the following has the same meaning as the sentence“... reassuring those who might be anxious about the safety of the soon-to-be world's tallest building”

A. Comfort the people so that they won't worry about the safetyof the peak.

B. Tell the people the tallest building will be finished soon.

C. Advise people not to be anxious about the building until it is finished.

D. Make sure that the building will be built in Shanghai.

短文改错（满分10分）

The Great Wall of China is being called“the

56.

Ten-Thousand-Li Great Wall”in Chinese. It has the history of

57.

over twenty centuries. Parts of it were built through different 58.

dynasties. It was during the Qin Dynasty when the parts were 59.

joined up into one long wall. It's very difficult build such 60.

a long wall in the ancient days without some modern machines. 61.

All the work were done by hand. Thousands of men died 62.

of cold and hungry when they were forced to work on the 63.

wall. Today the Great Wall has become a place of interesting 64.

to the Chinese and to the people in all over the world~ 65.

书面表达（满分25分）

请你根据以吓图表和提示写一篇关于我国手机拥有量变化的报道，并阐述手机给人们生活带来利与弊。

1。方便

2．随时，随地联系；

3．许多功能满足不同要求。如发短信，上网等；

4．接到打错的电话并为之付费；

5．电磁辅射（radiation）有害健康。

注意：1。词数100左右；2。开头已写好

As can be seen from the chart...

Unit3 知识与能力同步测控题

1．A it指代计算机；人们让计算机做事情，所以d0的逻辑主语就是计算机(it)，那魔作为宾语补足语的形式用动词原形即可。 ’

2．D本句含“with+宾语+宾补”句型，因为一remain为不及物。

动词，所以没有过去分词形式作宾补及定语用法，所以表示“剩下的”时，用remaining即可。

3．C Mr!Smith是被人看到被车撞倒，所以作宾补的应是过去分词形式。后一分句由and连接，独立成句，所缺成分作谓语动词。

4．B be used to doing sth．表示“习惯于做某事”，当它作宾语补足语时．be动词去掉即可。、

5．D“she had”作定语从句，修饰“洗衣机”；洗衣机是让别人修理，所以应用被动语态作宾补。

6．A 中包含句型would rather do sth than do sthl．。

7．A表示“举例子”用take…for example；第二空表示Lucy 提高嗓音以便让她自己被别人听见。

8．A若选B、D则成了“成功是较容易”，不符合题意。it一般要代替不定式，但本题中无不定式。who引导的定语从句只修饰women，而for the women作本句的状语，所以只能选意义完整的A项作为答案。

9．D该结构的难点在于应用哪一种形式作宾补。本题中的 “小偷被带来了，他的双手是被人绑在身后”，所以应用过去分词形式作宾补。

lO．A catch up witll表示“跟上；赶上”，come up with表示“提出”，keep up with表示“跟上”，均不符合语境体现出来的 “我的确容忍不了她”。

11．B从句意及用法看，后者表示的是递进关系，所以用副词 besides .

12．A “did well”与后半句的“不时地做兼职工作”之间是让步关系。

13．B turn 0ff表示“关闭；使人厌倦”，set free表示“释放”，bring into表示“使进入某种状态”。语境表示“当她见到失踪的儿子时候，心头多么大的负担被卸掉了啊!” feel a great weight taken off是其正常语序。

14．D当表示“有条件成为……(人或物)”时，用make表示。又如：She will mke a good wife．她将会成为一位好妻子。

15．D fumiture表示家具的总称，是个不可数名词，不可由a great many，a number of等词修饰，也无复数形式。

16．A此处指建房的第一步(step)是选择一块合适的土地。

17．C此处指建房选择土地。不是选大、小土地，而是选合适的土地。。

18．B “选址”这个选择取决于很多东西。

19. D 一般要选择阳光充足，周围环境优美的地方。

20．B 现在指下一步该干什么。

21. C 就在此空后面有the builder，所以本空指选一个好的建筑师。

22．A 从下文the builder will draw the plan可知。

23．C it指代建筑图纸，它的上面是标明了各自的位置。

24．D 图纸上标的是房间数、房间的大小及位置等。

25．C 一座房子不仅仅只有房间，还有其他的部分。

26．B 这些部分比如说(such as)，有门、窗、电线等部分。举出部分例子用such as。

27．A 此处指建筑师也会帮你算出建房要多少钱。

28．C 这些材料得花费多少钱。

29．B 指其他的建房需要的一切。

30．C 此时的预算只是依当时存在的价钱算的，所以在以后的日子会有浮动。

31．D 由下文的the time…与the time…可知指两段时间之间。

32．C指作预算的时间与做房子时的两个时间。

33．B 当然指价钱要得太高的话，你可能换个建筑师。

34．C add．．．t0为习语，表示“把……添加到……上去”。

35. A 两句话(建筑师的估计取决于计划、计划取决于建筑师的估计)之间存在对比转折关系。

36．C本文主要记叙摩天大楼及其对环境的影响。

37．A 从第三段最后一句话中的raise the temperature可以推出。

38．C本题是个细节理解题。从第五段最后一句话可知。

39．C从36题可知，摩天大楼对环境产生极大的影响，因为与此最相关的人当然是环境学家了。

40．C从第二段内容可知。

41．D普通博物馆似乎拒人于千里之外，但大多数参观“设计博物馆”的人十分喜欢这种形式，那么对展品就不太陌生,甚至很了解了。

42．A见最后一段第三句话。

43．C nature此处指“本性、特征”。而不是指自然。因此“设计博物馆的特性”便是最好的标题了。

44．A答案可以从第一段知道。

45．B倒数第二段第一句提供了答案。

46．B见第五段内容。其余三个选项均与文中事实不符。

47．C第一段告诉读者，埃及政府经过多年的筹划，现在宣布将建造世界上最大的古文物博物馆。随后讲了该博物馆的作用、特点以及筹款方式等。所以C项才能恰当地反映文章主题。

48．D 题目的意思是指现在世界上最长的已经建成的隧道。英吉利海峡隧道并没有在文章中提到是否是最长的；根据文章的最后一段，法国到意大利的海峡隧道还未建成；台湾海峡隧道虽是文章介绍的主题，但还在计划之中，所以文章没有告诉我们答案。

49．D 英吉利海峡隧道的例子在第八段，主要是为了证明第七段的观点。

50．A文章只提到计划是台湾和大陆的大学发起，没有提到国外的大学，故A项不对；B项不能只看文章最后一段提到法国至意大利的海峡隧道是最长的，而the project(台湾海峡隧道)比它要长的多；c项在第五段提到；D项在第四段提到。

51．B 从第六段的But it will require and improved political relationship across the Straits．中”require(需要)”，说明这方面还是障碍；虽然第六段中提到A项，但句中用了although(尽管)这个词，可见资金方面不是主要问题；c项是文章一开始就说明已经完成的事项；D项从第六段There are no technical problems to build a Taiwan tunnel．得知，也是不成问题的。

52．c由第五段可知，与日本、美国、欧洲等相比，中国经济发展的潜力更大。

53．B由倒数第二段可知，陆家嘴金融区分三部分，中间高，四周低，nearby，gradually，in the middle是关键词。

54．D最后一段可知，在上海建造世界金融中心，有三个有利因素：完美的设计；先进的技术；安定的社会环境。

55．A在所给的四个选项中，唯有comfort与reassure(打消……的疑虑)最接近，其他三项均与文意不符。

56．去掉being 。is being called是现在进行时态的被动语态。此处应该用一般现在时。is called表示“被称为……”。

57．the改为a 。have a history of…为固定用法。

58．√。

59．when改为that。此处是强调句型。

60．在build前面加to。It is+adj．+to do sth．结构中，it为形式主语。动词不定式是真正的主语。

61．some改为any。without表示否定意义。

62．were改为was。work为不可数名词，谓语动词用单数形式。

63．hungry改为hunger。die 0f cold and hunger：死于寒冷和饥饿．。

64．interesting改为interest。习惯用法。a place 0f interest：名胜。风景。

65．in改为from。表示“来自世界各地”。应用介词from。

书面表达One possible version：

As can be seen from the chart，great changes have been taking place in the ownership 0f mobile phones in China．At the end of ，there were 20 million mobile users．By the year ，the number will reach up to 30 million．People have found mobile phones very convenient．they Can get in touch with each other whenver and wherever they like．There are many different functions for different needs．Such as sending short messages and surfing the Internet．However，it may also bring

us some trouble．For example．You will have to pay for a wrong number，and the radiation from the phone may do harm to our health．In spite of this，the number of people having mobile phones is still increasing steadily．

篇12：高二Unit 5 全单元教案Period 3 -----Reading1(人教版高二英语上册教案教学设计)

Teaching aims:

1. Learn and master the following words and expressions:

Words: influence, basis, narrow, republic, mild,

Phrases: be made up of, make the most of, hold together, lie off, as well as, as much as, stand for

2. Further develop the students’ reading ability and reading skills

3. Get the students to know more about the British Isles

Teaching important points:

1. Train the students’ reading ability and develop their reading skills

2. Enable the students to understand the text better

3. Master the following phrases:

Stand for, be made up of, be unknown to, make the most of, hold together, be separated from, in general, as much as, end up with, as well as

Teaching Difficult Points:

⒈ Master the following sentence pattern:

⑴ A is in /on /to the north/east…of B ⑵ be of great value

⒉ Understand the following sentences:

⑴ The idea that England stands for Fish and chips, the Speaker’s Corner and the Tower of London is past.

⑵ The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.

Teaching methods:

1. To guess the title of the text. Fast reading to get the general idea of the text

2. Questions and answer activity to get the detailed information in the text

3. Explanation for students to master some language points

Teaching aids: pictures

Teaching procedures:

Step 1 Revision and Lead-in

Ask the questions about the British’s Isles:

What do you know about the United Kingdom?

How many countries make up the British Isles? What do you know about Ireland?

Tell the students: If you have a chance to travel in the British Isles. But at first I think you should know more information about the British Isles. Today I will take you to travel British Isles.

Can you guess what will be mentioned in the text?

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Match the paragraphs with their topics

Para.1 history

Para.2 language

Para.3 climate

Para.4/5 culture

Para.6 brief introduction

Para.7 geography

Step 3 Careful reading

Para1

We have known a lot about the British Isles and the United Kingdom .but there are still many facts that we don’t know.

1.What is the fact about Great Britain that is unknown to many?

2.What has happened in Great Britain that for many years?

3.What is Great Britain made up of?

The fact that ……, we call it appositive clause, 同位语从句. Can you find another sentence that has the same sentence pattern in this paragraph?

the idea that ……, the first sentence in this paragraph.

Para2

Let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Para3

T: What’s the weather like today? Would you take an umbrella every day?

S: No

T: But British people do. Do you know why?

1. What is the climate of the British Isles2. What are the coldest and warmest months?

And what about in Scotland or in England or in Wales?

S: The climate of British Isles is mild with a lot of rainS: The coldest months are January and February, while the warmest months are July and August.

T: So the best months to go to British Isles are July and August. Do you agree with me?

S: Yes

British Isles Scotland England Wales

Climate Mild with a lot of rain Colder through out the years Rain a lot, more pleasant Rain a lot, more pleasant

Para4-5

Read paragraph 4 and 5 then answer 3 questions:

1.Has the culture of the people in British isles received many influences? From where?

S: Yes. It has received many influences from the European mainland

2. Whose language forms the basis for English?

People from different parts of northern Europe 3. Who conquered the England in 1066? What’s the result of French influence?

The French. The result of French influence was that there were many French words in the English languagePara6

Read the para.6 and finish this table, then you will have a clear understanding of the history of the United Kingdom.

1536: 1707:

Southern part of Ireland used to be:

And now is:

Northern Ireland:

The Isle of Man and:

S1: Yes. In 1536, England and Wales formed the Union

Scotland joined the unionPart of the UK

an independent republic

Part of UK

ruled by the King of EnglandPara7

T: Before reading the last paragraph, I have a question to ask you. If a friend of Beijing comes to see you. What language do you speak with her?

S: Mandarin

T: Why do you speak with her in Taizhou dialect?

S: Because she doesn’t understand it.

T: So mandarin is the common language used in china. And there are also some dialects, spoken language and accents in china.

T: Do you think the British people have a common language? Ok read the last paragraph and answer these questions then you can get the answers.

Read last paragraph and answer 3 questions:1.what language do people throughout British Isles speak?2. What older European language do British people speak? 3. How many spoken language and local accent in British Isles?4. What’s the serious matter to the people in Britain?

S1: Yes, people throughout British Isles speak English

S2: Walsh and Irish are the older European language

S3: There are six spoken language and two local accents in the British Isles

S4: That these languages are threatened and may disappear is a serious matter to the people in Britain

Step 4. Post-reading:

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Finish the three questions on P 36.

Step 5 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 6 Homework

Write a short passage about the Dachen Isles.

大陈岛位椒江区东南52公里海上，分上、下大陈二岛。大陈岛面积约14平方公里，岛上气候温暖湿润，冬暖夏凉，尤其盛夏时温暑宜人，是避暑休闲的好去处，林木植物茂盛，森林覆盖率达50~60%，1993年被批准为省级海上森林公园，海洋资源丰富，为台州海上最繁荣的渔业集镇，被誉为“东海明珠”。

篇13：Unit 3 Art and Architecture 全单元1(人教版高二英语上册教案教学设计)

Unit 3 Art and Architecture

Teaching goals:

Talk about art and architecture

Practise expressing preferences

Learn about the Past Participle (2); used as Object Complement

Write about advantages and disadvantages

Period 1 Warming Up and Listening

I. Teaching objectives:

To stimulate the ss’ awarenass of art and architecture

To cultivate the ss’ ability of listening for information

To learn some words about art and architecture, such as: style, design, classical, ancient, modern.

II. Teaching Method: task-based teaching.

III. Key Points and Difficult Points:

Key Points: Enable the ss to learn something about art and architecture and cultivate their listening skills.

Difficult Points: Getting the information when listening.

IV. Teaching Aids: slides, racorder

V. Teaching Procedures:

Step1. Warming up for the whole unit and new words presentation.

Activity1: Talk about art

T: I’m very happy to give you my first lesson. Today, we’ll start a new unit, art and architecture (BB). What is art?

S: …..

T: Is dancing art?

S: Yes.

T: Is singing art?]

S: Yes.

T: Also, drawing is art, right?

S: Yes.

T: Why do we call them art, do you know?

S:…..

T: It is because they have different styles. Style? In chinese it means 风格，样式(BB). For example, dancing, we have folk dancing, 民族舞，modern dancing, 现代舞，right?

S: Yes.

T: So what about music? What styles of music do you know?

S: pop music , R&B….

T: Good, pop mucic, 流行音乐，so what’s English for 古典音乐？

S: …..

T: It’s classical music and we also have rock and roll, 摇滚乐，right? And drawing has different styles too, right?

S: Yes.

T: So what about buildings? Do you think buildings have different styles?

S: Yes.

T: Yes, they have. And we call this architecture. So architecture means styles of buildings. So what styles do buildings have?

S:….

T: Let’s see some pictures and we’ll know.

Activity2: Talk about pictures.

Picture1: Deumo Cathedral

T: Do you know where is it?

S: No.

T: It’s a very big church in Italy. It’s name is Deumo Cathedral. It was built in the end of 13th century. So it is very old, right?

S: Yes.

T: Yes, it’s very old. We call it an antient building. Antient, 古代的（BB）

Picture2: Louvre Museum

T: What about this one?

S: ……

T: It’s a very famous art museum in Paris. Can you guess?

S: …….

T: People who love art all dream to go to this museum. Do you know now?

S: …..卢浮宫

T: Yes. Good. It’s Louvre Museum.

Picture3: A stadium in ShangHai

T: Do you know this one? It’s a stadium in ShangHai. Is it old?

S: No.

T: No, it’s very new. It’s very modern, right? We call it a modern building. Modern, 现代的 (BB).

Picture4: Sydeny Opera House

T: What’s the last one?

S: 悉尼歌剧院

T: Yes. You all know it. It’s Sydeny Opera House in Australia.

Step2. Lead-in for the listening and new words presentation

Activity1: Talk about flat and decoration.

T: So here, we have got two styles of buildings, ancient and modern. So do you think nowadays we live in ancient buildings?

S: No.

T: No, of course not. We live in modern buildings. We live in flats. Do you know flats? Flat, 单元房，套房（Bb）. Most of us live in flats now. A small flat always has 4 kinds of rooms. What are they?

S:….

T: In chinese we always say, 三室一厅，那么是哪三室，哪一厅呢？

S: 厨房，washroom, bedroom, 客厅

T: What’s English for 厨房 and 客厅？

S: kitchen, ….

T: What about 客厅？ Do you know?

S:…

T: It’s living room. Ok, a small flat always has four kinds of rooms, kitchen, bedroom, living room, and a washing room. So, when we buy a new flat, we should decorate these rooms, right? Decorate, 装饰，装修, (bb). Some companies in the market will help us decorate our rooms. And there are other helpers, such a magazing, right?市场上有很多装修公司可以帮我们设计房间，有些杂志也介绍了如何装修房间，是不是？

S: Yes.

T: So, here, I have got a magazine. Do you like reading this magazine?

S: Yes.

T: So am I. I like it very much. Do you know what’s it about?

S: …..

T: Yes, it’s about how to decorate a house. Now let’s see some pages together.

(Teacher walks around the classroom and show the pictures.)

T: Are they beautiful?

S: Yes.

T: Do you want to have one like these?

S: Yes.

Activity2: Have a discussion on how to decorate your house.

T: Now, listen. If you and your deskmate have just got a new small flat, how will you decorate it? Discuss with your partner and then whow me your plans, are you clear?

S: Yes.

T: Here are some questions to help you.

(Slide1)

T: First, what color will you paint your wall? White? Pink? Green? Blue? And why? 你想把你的墙壁漆成什么颜色呢？白色？粉红？绿色？兰色？为什么？Do you want to have something on the wall? Posters(海报)? Paintings(油画)? Own photos? And why？你想要在墙上挂点什么东西吗？海报？油画？还是自己的照片？为什么呢？If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？如果你要买一张餐桌，你会买一张木头的呢，还是玻璃的，为什么？Do you like to buy other pieces of furniture？你想买些别的家具吗？Do you like modern style or classical style？Why？你喜欢古典风格还是现代风格的？为什么？Are you clear?

S: Yes.

T: Ok, let’s start. Discuss with your partner, 4 minutes.

(4 minutes later)

T: Stop now. I’d like to hear your plans. Who want to be the No. 1?

S1: ….

T: Good! Good idea! Thank you, sit down, please.

(ask about 3 ss)

Step4. Listening.

Activity1: Lead-in and new words presentation.

T: Very good. Everybody has his own likes and dislikes, so do Amy and Danny. They are discussing with a shop assistant to buy some furniture. Let’t see what do they buy. Please open your book to page 18, let’t do our listening work. First, let’s look at the directions. Amy and Danny want to ……. Is there any new words?

S: Yes. Assistant, taste, preference….

T: shop assistant, 店员；taste, 品味，爱好；preference, 偏爱，偏好。Exercese1, ….. please pay attention to this sentence: “ tick the things which Amy talks about.” Do you think how many people are there in this dialogue?

S: two, three…

T: there are three people, Amy, Danny, and the shop assistant, right?

S: yes.

T: I can tell you that two are female, Amy and the shop assistant are both women, so when you are listening, make clear who is who and tick the things that Amy talks about, are you clear?

S: yes.

T: and should I explain the words below?

S: yes, no.

T: ok, I will explain them……. Exercise2 is true or false questions. 判断对错 Exercise3 is blank filling. Now let’s listen to the tape for the first time and finish exercese1. Are you ready?

S: yes.

Activity2: Do the listening work

T: ok, let’s start.

(2 minutes later)

T: Have you finished exercese1? What has Amy takled about?

S:…….

T: Good. She has talked about …… Now we are going to listen to the tape for the second time. And would you please finish exercise 2, true or false questions. 现在我们来听第二遍，完成第二题的判断对错题。

(2 minutes later)

T: Have you got the answers now?

S: yes, no

T: let’s check it.

(check the answers and if most of them are wrong in one particular statement, I will let them listen again and stop the tape when related information is concerned.)

T: Now we’ll listen again and do exercise3. I’ll pause when each sentence is approaching and I will remind you.

(3 minutes later)

T: Have you got the answers?

S: yes.

T: There’s the correct answers, please look at the slide.

(slide2)

Step5. Homework.

T: ok, most of you have done it very well. Today’s homework is to finish the listening work on your workbook and preview the reading text. Are you clear?

S: yes.

T: Good. Class is over. See you tomorrow.

S: See you.

Slide1:

How will you decorate your house?

Questions to help:

What color will you paint(油漆) your wall?

White? Pink? Green? Blue? And why?

Do you want to have something on the wall?

Posters(海报)? Paintings(油画)? Own photos? And why？

If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？

Do you like to buy other pieces of furniture？

Do you like modern style or classical style？Why？

Slide2:

Answers for exercise3:

things; replace; pieces

wood; would

warm; comfortable

wall; sofa

something; modern

Blackboard work:

Two pictures and

The slides Unit3 Art and Architecture

Styles of buildings 建筑风格

1.F Design 设计

2.F Classical music 古典音乐

3.T Ancient 古代的

4.F Modern 现代的

5.T Decorate 装修，装饰

篇14：Unit 3 Art and Architecture 全单元5(人教版高二英语上册教案教学设计)

Period5. Grammar and Integrating Skills

I Teaching Objectives:

1. Enable the students to master the grammar in this unit.

2. Enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.

II Teaching Methods: 演绎法

III Key Points and Difficult Points:

Key Points: Enable the ss to master the usage of past participle used as object complement.

Difficult Points: Enable the students to know more about architecture and master some words and phrases.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Greeting and Lead-in

T: nice to meet you again. A long week of holiday. Do you find it meaningful?

S: yes, no

T; no? yes? It doesn’t matter. It has gone, right? It has gone. The most important thing is what you will do now and in the future. And now, we’ll do some meaningful things. Let’s continue our unit3. art and architecture. We have done our listening work, reading, and word study. So today we will see the most exciting thing, grammar. In unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上个单元我们学了过去分词做定语和表语，这个单元我们来看看过去分词做宾语补足语的情况。

（write on blackboard）

Step2. Grammar

T: So first let’s see what is past participle briefly. 首先让我们来看看什么是过去分词呢。过去分词，从形式上说就是动词的过去分词形式，我们记动词的时候会看看它的过去式和过去分词形式是什么如果是不规则的，我们总要好好记一记，对吗？一般我们用done来表示过去分词。那么从内容上说，它又表示什么含义呢？过去分词一般有两种含义，一是表示被动，二是表示完成。因为我们说done, 的形式有be done,这是被动语态的形式，还有have/had done, 是完成式的形式，对吗？好现在，让我们来看看什么是宾语补足语呢？我们中文里说，发现什么怎么样了，想要什么怎么样，看到什么怎么样，这里的什么是宾语，而怎么样了则是补语，英语里也是一样的。我们说宾语有当介词的宾语也有当动词的宾语，对不对？那么既然宾补是跟在宾语后面的它当然也有当介词的宾补和当动词的宾补了。我们先来看看过去分词做动词的宾补，就是动词do+n.+done的形式。能用过去分词做宾补的动词不多，常见的有这么几个：have, get, find, want,这几个是最最常见的，有些甚至已经成了固定词组搭配，比如说have sth done, get sth done, find sth done 都是很常见的词组。其他这样的动词还有：make, keep, hear, see, watch,leave, feel 等。好，这是过去分词做动词的宾语，我们等会再看例句，先来看看过去分词做介词的宾语是怎么回事，这一点很简单，它只做一个介词with的宾语，就是with+n.+done的形式。好现在我们来看一些例句。

(show the slide)’

先来看过去分词做动词的宾语，这里的句子可抄可不抄，书上这样的例句也很多，关键是把它理解了，过去分词做宾补究竟是怎么一回事。

（explain the example sentences）

好，这是过去分词做动词的宾补，都明白了吗？

S: yes.

T：好，再来看看过去分词做介词宾补的情况，请大家把这两句例句抄一下。

（explain the example sentences）

Step3. Do the exercises

Activity1. Exercise1

T: ok, are you clear about how past participle uese as object complemet?

S: yes.

T: good. Now, let’s do some exercises. Open your books to page 22. do exercise 1, the matching work, 2 minutes.

(ask one group to give me their answers)

Activity2. Exercise2.

T: you’ve done it very well. Let’s move on to exercise2, finish it in 3 minutes.

(ask another group to give me their answers and ask their deskmates to translate some sentences)

Activity3. Exercise3.

T; good job. Ok, let’s do exercise together. How would you like to have your room decorated?

(first explain the phrases below and then do it together orally)

Step4. Integrating Skills

Activity1.Reading----A second life for factory 798

T: ok. This is our grammar, past paticiple used as object complement. Now let’s see another reading text on page23. A second life for factory 798. look at the title first. A second life for factory 798, 798厂的新生. Well, it is the second life. So it must have a first life, right? So what are they? 它的第一次和第二次生命各是什么呢？The first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. Then some artists asked if they could move in. And finally, they moved in. they hold concerts, parties and dance festivals there. So now or the second life for factory 798 is an art center. This is the story of factory 798. and it is also an example of giving old buildings new uses. 旧楼新用的一个例子. So this atricle can be divided into three parts. The first paragraph, the last paragraph, and paragraphs between them. The first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. The second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.

Well, because our time is not very rich, we only mention it briefly. Here are some important phrases, please listen carefully and underline them on your books.

(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)

Activity2. Writing.

T: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. I think this project is huge, right?

S: yes.

T: so we’ll not do it in the class. If you are interested in it, do it after class.

Step5. check the exercises on the workbook.

T: a week ago, I asked you to do exercises on page 96 and 97, right?

S: yes.

T: so let’s check it together. Let’s dook at exercise1 and 2 of vocabulary on page 96. 这两个练习是有关词的构成，第一题是一个独立词加上一个词缀，我们把这样所构成的词叫派生词，第二题是两个独立词组合在一起，我们把这样所构成的词叫做复合词。

Now let’s see exercise1 first.

(check the answers together.)

ok, good, you have done well. Let’s move on to exercise2.

(check the answers)

Step5. Homework.

T: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. Class is over.

Slide1.

过去分词作宾补

1. 作动词的宾补

① She went to the doctor this morning and had her eyes tested.

② Many Americans interd to have their children educated in England.

③ Let’s get this work done as soon as possible.

④ He found the website already updated.

⑤ More than ninety responsible citizens made their voices heard today

⑥ The editor’s job is to keep the newspaper balanced and interesting to the readers.

⑦ I have seen the old man interviewed many times.

⑧ The crowd watched the suspect taken away by the police.

2. 作介词的宾补

① All the afternoon he slept with the door locked.

② He sat with his eyes fixed on me.

3. 与现在分词作宾补的区别

He found two of the cups broken.

他发现有两个玻璃杯被打破了。

I saw many people sitting in front of the factory.

我看到许多人正坐在工厂门前。

Blackboard work:

slide 过去分词做宾补

1. 做动词的宾补

do+n.+done the 1st life: an army factory

常见的动词有：have, get, find, want the 2nd life: an art centre

make, keep, hear, see, watch,leave, feel

2. 做介词的宾补

with +n.+done.

篇15：Unit 3 Art and Architecture 全单元4(人教版高二英语上册教案教学设计)

Period4 ReadingIII and Word Study

I Teaching Objectives:

1. Enable the students to learn more language points.

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

II Teaching Methods: translation and task-based teaching

III Key Points and Difficult Points:

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

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

IV Teaching Aids: slide, radio

V Teaching Procedures:

Step1. Learn the language points in the rest paragraphs.

Activity1. Greeting and lead-in.

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

S: yes.

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

S: yes.

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

S: yes.

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

S; ok, yes.

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

Activity2. Language points.

Task1. paragraph 7

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

S:….

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

S: yes.

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

S: ………….

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

S: 2,3,………….

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

S: no.

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

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

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

S: other modern architects..

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

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

T: good. 先行词是？

S: Frank Lloyd Wright.

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

S: …..that people think of seashells…

T: good. 先行词呢？

S: another famous building.

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

S: 虽然，尽管

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

S: yes.

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

S: yes.

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

S: yes.

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

S: 事实上

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

S:………

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

S: yes.

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

S: invent.

T: and what’s for 发现？

S: discover.

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

How to translate this sentence?

S: ………….

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

S: 发现

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

S: 创造

T: yes. Create 可用于创造抽象事物，也有培养的意思。

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

S: ……

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

S: yes.

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

S: make sb think of

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

S: ……..

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

Task2. paragraph 8

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

S:……

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

S:…

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

S: fill up the cup with water.

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

Task3. paragraph1

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

S:….

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

S:….yes.

T: is there architecture in natural living environment?

S: no.

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

S: yes.

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

S: culture.

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

S: yes.

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

S:….

T: it says that different architectures have different styles.

Task4. the whole passage.

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

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

t: do you have any questions?

S: no

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

Step3. Word Study

Activity1. check the homwork.

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

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

Activity2. Exercise1

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

S: ….

T: yes. Good. What’s the answers?

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

T: do you agree with her?

S: yes.

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

S: yes.

T: well, not beautiful?

S: ugly.

T: easy to do and easy to reach

S: convenient

T: a person who designs buildings

S: architect

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

S: nest

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

S: roof.

Activity3. Exercise2

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

S: 是

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

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

S: smell

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

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

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

S: gun.

T: yes. How to say the whole sentence?

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

T: good. Can you make other sentences?

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

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

S: hair is to girls what ball is to boys

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

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

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

(check the answers)

Step4. Homework

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

Blackboard work:

1. despite prep. 尽管

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

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

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

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

create 创造 create new socialist men

4. make+n.+ do 含有强制的意思

5. fill up…with 用。。。填满

篇16：Unit 3 Art and Architecture 全单元6(人教版高二英语上册教案教学设计)

Period6. Exercises and Writing

I Teaching Objectives:

1. Develop the ss’ ability of reading sub-skills----------scanning.

2. Develop the ss’ writing skills.

II Teaching Methods: task-based teaching

III Key Points and Difficult Points:

Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.

Difficult Points: Enable the students to understand the three funtions of art and to use them.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Check the answers.

Activity1. continue to check exercises of vocabulary.

Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.

Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.

Exercise5: leave it to the end of the class.

Activity2. check the exercises of Grammar.

Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行车, take one’s temperature, 量体温, mend, 修补.

Exercise2: ask one group to give me their answers.

Step2. Reading---the function of art

Activity1. Scanning---find out the three functions of art in society.

T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 艺术的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?

S: no.

T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.

(3minutes later)

t: have you found them?

S: yes.

T: what are they?

S: first of all,….., another function……, finally,……

T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.

Activity2. Explain each function.

T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction

Activity3. do exercise4 on page 100

T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?

S: ……

Step3. Discussion

T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.

(slide1. explain the questions briefly)

T; Now discuss with your partner, I will give you 4 minutes.

(4 minutes later)

T: ok, time is up. What’s your plans? Any volunteers?

(ask about 3 students)

Step4. Writing.

T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?

S: no.

T: ok, let’s see.

(slide2. explain briefly on how to write a letter and what they can write in the letter)

T: are you clear?

S: yes.

Step5. Homework

T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.

(slide3.)

T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.

S; see you.

Slide1.

Discussion: Decorating our classroom.

Questions to help:

1. Shall we have something on the wall?

Posters? Photos? Maps? Paintings? Calligraphy(书法)? And what functions do they have?

2. How can we get them?

Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?

3. Where shall we put them?

On the left/right of the blackboard at the front/back?

On the wall that is beside the door?

On the wall that is between the windows?

4. Shall we put something in the corner(角落)? And why?

5. Shall we have something on the ceiling(天花板)? And why?

What other spaces do you think can be decorated and how to decorated them?

Slide2

A letter to Mrs Cai about decorating our classroom:

Dear Mrs Chen, Oct. 9th,

Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.

Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.

Yours sincerely/faithfully,

╳ ╳ ╳

slide3:

Workbook; page 97; exercise 5; translation.

1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.

2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.

3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.

4. The Spring Festival was coming. Mum wanted the doors painted, so Dad bought the best paint.

篇17：unit 14-16 教案3(新课标版高二英语教案教学设计)

Unit 16 Scientists at work

Teaching aims and demands

Goals:

1. Learn to express the student’s everyday life, especially their life on science study.

2. Train the student’s listening ability.

3. Improving the students speaking ability by debating with each other and describing.

4. Study the language points connected with the dialogue.

Useful expressions:

This is an experiment in/of _______. We can see_________. From this experiment, we know that ________./The experiment shows( suggests) that ______.

Advantages Disadvantages

It is good for the economy

It can help many people in the future

It is clean and does not pollute the air

It is important for science

It brings people more comfort. It is too expensive

It is dangerous or bad for your health

It is bad for the environment.

It is unnecessary

Some people will use it for other things

Useful Words and Phrases:

physics, electrification, rub attracted , boiling of water, chemistry, test tube, steam, heated, drops of water, biology, covers, lack of oxygen, cloned mammal， be cloned， gene， free of the disease， face-to-face contact， depressed， medium， communication online， rocket，astronauts， weightlessness，gravity

Grammar: Word Formation: Compounds

Teaching plan I

Step 1

1. Presentation

When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.

2. After describing the pictures, let the students answer the following question.

(1) What are the names of the school subjects in which you study sciences?

(2) Give an example of what you learn about for each field of science.

(3) What are the rules when you do the experiments in the lab?

3. Brainstorming:

Ask the Ss to speak out words as many as possible according to the giving words.

Step 2

Listen to the tape and try to answer the exercises.

Step 3

Tell the differences between the rules they have talked about and the one listed in the tape. Then get to know the important to keep safe in the lab.

Step 4

Talk about the effect of the science of technology. Let the students know the application of science and technology does good to our society, at the same time , it also harm to the human beings or the environment.

Step 5

Practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book.

Step 6

Ask some pairs of students to act their dialogue out before their classmates.

Step 7

Deal with the language points.

Step 8

Make a conclusion of their performance.

Step 9

Do the exercise in the workbook.

Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

Step 1: Pre-reading

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’ names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’ t, ask your classmate to help you．

Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．

Give some example．／Physics／Medicine／Chemistry／Biology

Step 2：Presentation

As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’ s see how Franklin made his famous electricity experiment by flying a kite．

Step 3

Get the students read the test and then decide if the following statements are true (T) or false (F).

1. In 1752 scientists already knew what electricity is.

2. Franklin was helped by a friend to do the experiment.

3. Franklin made the kite of silk because wet silk does not conduct electricity.

4. A condenser was used in the experiment to store electricity.

5. The key tied to the string was put into the door to stop he kite from flying away.

参考答案 1．T 2．F 3．F 4．T 5．F

Step 4

Ask the Ss to read the test and complete the table below

Title Experimenter’s name

Purpose:

Procedure:

Things needed: _______ ________ ________ _________

Three steps : _____________________________

______________________________

Things which should be taken care:

_______________________________

Results:

Conclusion:

Step 5 Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of出e experiment．

Paragraph 4-6 The tip of doing the experiment．

Step 6

Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.

1. Advantage n[c] condition that gives one superiority or success.

He has the advantage of winning this game.他有取胜的优势.

Her education gives her certain advantages over the students in her class.她所受的教育使她在班上有一定优势.

[u] benefit ; profit 益处;利益

There is little advantage in buying a dictionary if you can’t read.假如你不认识的字的话,买字典毫无用处.

常用短语Take advantage of sb./sth make good use of sb./sth 充分利用某人或某事.

They took advantage of the hotel’s facilities.他们充分利用了酒店设施.

She looks advantage of my generosity.她利用了我的慷慨.

Advantage 反义词是disadvantage: unfavorable condition

2. Successful having the effect or result you intended

The enemy tried to take the town but were not successful.

Be successful in persuading him to change his mind?敌人企图占领这个城市,但是没有成功.

He was successful in politics.他是名成功的政治家.

Did you have any success in working out the problem?

动词形式是succeed与fail相反，succeed in doing sth．

he succeeded in getting what he wanted．他如愿以偿。

3．conduct

(1)vt．lead or guide (sb./sth．)领导；引导

I asked the attendant to conduct him to the door．我请服务员带他到门口。

The guide conducted us round the park．导游带我们到公园转了一圈。

(2)vi．direct；control指挥；控制；主持

She was asked conduct the meeting．她受命主持会议。

(3)vt．Direct the performance of指挥(乐队)

John conducted the concert yesterday．约翰昨天指挥了音乐会。

(4)conduct oneself well／badly，behave in a specified way．

How did the prisoner conduct himself?这名犯人做了什么?

(5)vt．Allow (heat，electricity，etc．)to pass along to through it

Copper conducts electricity better than other materials do．铜导电能力比其他材料要强一些。

(6)n．[u]behavior行为

The reporter was criticized for his unprofessional conduct．这位记者的违背职业道德的行为受到批评。

4．change v．

(1)ask(an amount)as a price要价

How much do you change for mending shoes?修鞋需要多少钱?

(2)store electricity充电

If the light comes on，the battery isn’t changing．灯亮了，电池就不充电了。

(3)rush in a specific direction冲向

The children charged down the stairs．孩子们冲向楼下。

(4)accuse sb．of sth指控

He was changed with murder．他被指控谋杀。

She changed me with looking down on her．她指责我蔑视她。

5．Prove vt & vi give proof of；show to be true证明，证实

(1)后面跟名词。

He has proved his courage in battle．他在战斗中证实了他的勇敢。

The new typist proved (to be) his in competence．那位新来的打字员不胜任工作。

(2)后面跟形容词

The machine proves valuable．这机器证明是有价值的。

The report proved(to be)true．那份报告被证明是真实的。

(3)后面跟that从句

It proved that he was a thief．这证实了他是一个小偷。

The fact will prove that we are telling the truth．事实将证明我们讲的是实话。

Can you prove that he is innocent of the crime?你能证明他无罪吗?

(4)后面可接动词不定式

My advice proved to be wrong．我的建议被证明是错的。

He proved himself to be amusing companion．他证实了自己是个有趣伙伴.

6．tear

(1)vt/vi pull sth. forcibly apart

He tore his shirt on a nail．他的衬衣让钉子挂破了。

Careful the paper is very old and tears easily．小心．这张纸很旧了，容易被撕破。

(2)tea rsth．down,bring sth．to the ground by pulling sharply拆除，

They’re tearing down these old houses to build a new office block. 他们正在拆除旧房子以建议一座最新的办公楼。

He eyes filled with tears．他眼里充满了泪水。

7．control

(1)n．[ul power or authority to direct控制

I have no control over／of him．我控制不了他。

They were fighting bravely for the control of the city．他们为控制那座城市而勇敢地作战“

表示“控制系统，控制措施”时，常用作复数，

如controls of the plane飞机的控制系统

He government’s wage control政府的工资控制措施

常用短语 beyond control无法控制

In control控制着 lose control of失去对……的控制

Out of control失控 under control控制中

(2)v．have power or authority over控制

Can’t you control that child?你管不住那个小孩子吗?

He controlled his anger and explained it again．他控制住了怒火，重新解释了一次。

8．Sense n.

(1)[c]may of the five powers of the body by which a person，an animal，etc．receive knowledge of things in the world around感觉官能

He has a keen sense of hearing.他听觉灵敏。

(2)[u] appreciation and understanding of the value or worth of sth．(对价值的)辨别；理解，领悟

She has no sense of humor．她没有幽默感。

He is easy to lose his way because he has no Sense of direction．因为他没有方向感，他经常迷路。

9．Doubt

(1) vt．Feel uncertain 怀疑

I doubted my own eyes．我怀疑自己的眼睛。

Do you doubt my words?你怀疑我的话吗?

肯定句中通常接whether，if引导的从句。

I doubted whether／if the story was true．我怀疑这故事是否真实。

I doubt whether he will come．我不敢肯定他来不来。

否定和疑问句后面则接that引导的从句。

I don’t doubt that he will help me．我相信他会帮助我的。

I don’t doubt that we will win the game．我确信我们会赢。

(2)n．uncertainty or disbelief怀疑

There’s some doubt about his suitability for the job．他是否适合该工作有些疑问。

There’s no room for doubt．没有怀疑的余地。

His recovery is still in doubt.

10. cruel adj. merciless残忍的

He is a cruel dictator.他是个残暴的独裁者.

Be cruel to sb./sth.

Don’t be cruel to animals.不要虐待动物.

11. in one’s opinion 依…看法/观点

In my opinion, he has gone mad.

In my opinion, we should have finished working yesterday.

12. a waste of sth.浪费做事

Be a waste of time/money/effort ect.

To be not worth the time, money etc. that you use because there is little or no result.

It’s a waste of time your talking to him.和他谈话是浪费时间.

Watching that programme on television was a waste of time.看那个节目是浪费钱.

13. much too

Too常用来修饰形容词名副词, “太…” “过于…”.如果在too前面加上much,则可以表示程度,意为”实在过于…”, “实在太…”.much too比too的语气要更强烈一些.

You are much too kind to us.他做事实在是过于谨慎.

You are too kind to us.他做事过于谨慎.

He acts too carefully.他做事非常谨慎.

除了much以外,还可以在too前面加上a little 以表示程度,意为”过于…一点”;如果too后面所跟的是many,也可以用数词修饰too以表示程度.

The boy wore a suit a little too large for him.那男孩子穿着一套过于太大一点的衣服.

You gave me three too many.有多给了我三个.

14. in the future

In the future= in time yet to come 指较长时间的将来,并且指的是全部的将来,

常用短语：beyond doubt：certainly无疑地

In doubt：uncertain不确定地

his beyond doubt that he will come．无疑地他会来的。

In the near／distant future在不久(很久)的将来

Be careful in future．今后小心点。

NO one knows what will happen in the future．谁也不知道将来会发生什么事。

For the future，by to live a better live．今后要想办法生活得更好一点。

We will realize this dream in the near future．不久以后，我们就会梦想成真。

15．Make use of= use使用，利用

We make use of electricity every day．我们每天使用电力。

Make good use of your time．好好利用你的时间。

Can you make use of this kind of machine?你能使用这种机器吗?

16．Be bad for sth．= do harm to sth．对……有害

Reading in the sun is bad for the eyes．

在太阳下读书对眼睛有害。

Smoking is certainly bad for health．

吸烟肯定有害于身体健康。

Too many sweets are bad for your teeth．

17．Feel

(1) seem to the touch

feel是不及物动词，也叫“半系动词”，意思是“摸起来(有某种感觉)”，这时feel之后应用形容词作表语，其主语一般是事物。

You feet feel cold．

你的脚摸起来很凉。

(2)The cloth feels soft．

这种布摸起来很柔软。

类似feel这种用法的动词有taste，smell，sound。

The milk tastes(不能用is tasted) sour．

这牛奶尝起来有酸味。

Roses smell(不能用are smelled) sweet．

玫瑰花闻起来是香的。

The music sounds sweet．

这音乐听起来悦耳。

The price sounds reasonable．

价格听起来合理。

(2)be感到，觉得，主语一般是人。

I felt very excited when I heard the news than YangLiwei has returned to the earth safely．

当听到杨利伟安全返回地球的消息时我非常激动，

Don’t feel nervous if you Can’t answer one question when in an exam．

考试时不答题时不要紧张。

(3)Don’t you feel sad that so many firemen died in the big fire in Hunan?

湖南这么多的消防员在大火中牺牲，难道你不伤心吗?

18．a great deal of=much a lot of很多，大量

A great deal of后面只可以接不可数名词。

It takes us a great deal of money to bay this new house．

买这套新房子花掉我们很多钱。

He seems to have a good／great deal of money

他好像有很多钱。

只修饰可数名词的形容词或词组有a great many，many，a number of，quite a few。

只修饰不可数名词的形容词或词组有：much；a great deal；a large amount of，quite a little。

既可修饰可数名词又可以修饰不可数名词的形容词或词组有：a lot of；lots of；plenty of，a great quantity of，a great deal可用作状语，相当于a lot，much。

A car runs a great deal faster than a bike．

汽车要比自行车快得多。

We see each other a great deal．

我们经常见面。

19．Be made

(1)be made of“由……制成”，原材料仍然可以看得出来

The bridge is made of stone．

这桥是石头砌的。

The chain is made of sold．

这链子是由金子制成的。

(2)be made from“由……制成”，原材料已看不出来

Paper is made from grass．

纸是由草做的。

(3)be made in“由……制造”一般后跟地点．

The machine is made in China．

这机器是中国制造的。

(4)be made into“使……(原料)制……成品”

Iron is in made into steel．

铁炼成钢。

20．Tie… to．．．把……系在……上

He tied a horse to the tree．

他把马系在树上。

Tie the boat to the dock．

把船拴在码头上。

tie的其他用法

(1)v．①~sth．(on)attach sth．by means of its string etc．系牢，系上

This coat is tied on Jeanwest label．

这件外套标有真维斯的商标。

②~(sb．) (with sb．)(for sth．)make the same score as。得分相同(通常用于被动语态)

Britain are fled with Italy for second place．

英国队和意大利队并列第二。

③tie sb~／oneself down(to sth．)restrict sb．／oneself约束

Children do tie you down．Don’t they?

孩子简直把你拖累住了吧?

Don’t de yourself down to SO much work．

不要被这么多工作拖累了自己。

(2)n，领带；绳索；连接物

Ibis he doesn’t look good．

这条领带看上去不怎么样。

this company has ties with an American corporation．

该公司与美国一家公司有关系。

21．add．．．to．．．给……增添(加)……

Add 5 to 3 and you get 8．

3加5得8。

Please add the note to the poster．

请在海报上加上这一条。

Please add the sugar to your milk．

请往牛奶里加些糖。

add“增加；添加”；“补充说”；“接着说”

The fire is going out．Would you please add some wood?

火要熄灭了，加点柴好吗?

The visiting minister expressed his satisfaction with his stay in China，adding that he would visit China again in the near future

那位来访的部长对他在中国的访问感到非常满意，并补充说，他将在不远的将来再次来中国访问.

有关add的短语和词组

Add to“增到；增添”

I believe this visit will add to the friendship between our two countries．

Step 7

Play he tape for the students to listen and follow．

Step 8

Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment．

Step 9

Do the exercises in the post-reading.

单句改错

1．A great number of milk is produced in that factory every day．

2．Paper is made of a certain in kind of grass．

3．This cloth is felt smooth．

4．Use an umbrella to prevent you from the rain．

5．It is important of us to learn English.

参考答案 1．number改为deal 2．of改为from 3．Is felt改为feels 4．prevent改为protect 5．of改为for

Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

Step 1 Presentation

After having learnt many words, we find that some words have more than one part or speech or a meaning. For example, bank can lean not only the ground near a river, but also the establishment for keeping money . It is one factor of words and we may find that if some words are combined, a new word come into being. Today we’ll talk about these two phenomena.

Step 2

Come to the word study, and finish the work.

Step 3

Let the students think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.

Step 4

Come to grammar, and finish to exercise.

Step 5

Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.

Step 6

Let the students talk about some compound words then conclude the conditions.

Step 7

Distinguish acceptation and part of speech of the following words.

1．Ache

(1) He has an ache in his chest.

(2) I am aching all over.

2．Shock

(1) The shock of the blast shattered many windows.

(2) I was shocked at the news of her death.

(3) The result of the election came as a shock to us all.

3．Order

(1) Get your ideas into some kind of order before beginning to write.

(2) He gave his order to the waiter.

4. Lie

(1) Our school lies in Anqing.

(2) He tells a lie to his teacher.

5. Like

(1) I like the one on the left.

(2) They are not twins, but they’re very Michael Jackson.

参考答案：

1. (1) n continuous and dull pain 疼痛

(2) v suffer from a continuous dull pain 持续地隐隐作痛

2. (1) n violent blow or shake 强烈的冲击或震动

(2) v cause to feel surprised 震惊

(3) n. sudden violent disturbance of the mind and emotions 震惊

3. (1) n. condition in which everything is carefully and neatly arranged 整齐

(2) Request to make or supply 订购，订单

(3) command 命令

4. (1) exist, be 位于

(2) statement one knows to be untrue 谎言

Homework:

1. Ask the students to finish doing Grammar Exercise on workbook.

2. Prepare for integrating skills

Teaching plan IV for Integrating Skills

Step 1. Ask the Ss to discuss the following questions.

1. How many parts does an argumentative assay usually have? What are the parts called?

2. What is mainly written about in the beginning paragraph?

3. What is usually written about in the next paragraph?

4. What is usually written about to develop the second paragraph?

5. What is usually written about to make a conclusion?

Step 2. After the discussion, the topic can be conducted to two subjects: For animal testing and Against animal testing. The Ss can refer to the reading material to collect some information.

Step 3. Ask the Ss to read the passage about animal experiments and help them clarify

the meaning of the text. They should understand that animal rights activists are people

who fight for the rights of animals.

Step 4. Each part of the text can be extended in depth to enhance the Ss understanding

and felling towards the topics. For example, they can be asked to list more products

that have been tested on animals eg: Food products, Medicine, other.

Step 5. Ask the Ss to make a list of animals used for such experiments: mice, rats,

rabbits, cats, dogs, monkeys, etc.

Step 6. Debating.

Topic

For side：We should test medicines on animals

Against side： We should not test medicines on animals

Debaters

For side：

Against side：

STATEMENTS

Sentences for reference;

Good afternoon，ladies and gentlemen，our point of view is that…

So as I mentioned about …, it is very very important in the role of animals．

First I want to explain our opinion about this．We think

FREE DEBATE

Well，thank you，Chairman，and to our opponents．You have mentioned the importance for …

Don't you think so？Thank you．

I should like to correct one thing，the against friend said，“…”It doesn't mean …

SUMMARY

Good afternoon，just now，we talked a lot about…． First，we all agree ….Well，and second，let's take a look at …

Thank you，Chairman，here I should declare that our point of view is that …and so I would like to say again our point of view is that …．Thank you．

Homework:

Read the reading passage on workbook and finish the exercises.

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:

This is an experiment in/of _______. We can see_________. From this experiment, we know that ________./The experiment shows( suggests) that ______.

Advantages Disadvantages

It is good for the economy

It can help many people in the future

It is clean and does not pollute the air

It is important for science

It brings people more comfort. It is too expensive

It is dangerous or bad for your health

It is bad for the environment.

It is unnecessary

Some people will use it for other things

Step 5. Review the useful Phrases:

Step 6. Review the grammar: Word Formation: Compounds

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Ask the Ss to write an argument essay in their exercise book.

篇18：unit 14-16 教案2(新课标版高二英语教案教学设计)

Unit 15 The necklace

Teaching Aims and Demands

Goals:

1. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text the necklace, through which the students may get educated.

2. Learn about communication skills, such as, asking for permission, ask about possibilities.

3. To get the students to receive the education morally.

4. to fell the real meaning of the modal verbs.

Words and Phrases:

Four Skills: dormitory explain recognize continue call on lovely bring back day and night pay off at most debt precious positive attend earn act out besides

Three Skills: surely ball lecture silly author outline quality

Useful expressions:

1. Ask for permission

Could we/I … ? May/can I …? Shall we …? Is it possible…?

Do you mind…?

2. Talk about possibilies

It can’t be … It could … He might … They must …

Grammar: Use the modal verbs must, can/could, may/might

Teaching plan I

Step 1 Presentation

If possible, it may be better to have a class, in which we can show a great drama to get the students mentally prepared for the coming class.

Step 2 Warming Up

First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.

Step 3 Listening

Have a short listening test as shown in the students books and check the answers.

Step 4 Acting

(1) First divide the students into several groups. And then let them choose their favorite title.

(2) Read the short play one by one so as to better understand the play.

(3) Give the students several minutes to prepare for the play.

(4) At last act it out.

Step 5 Words and phrase

A secret cave treasure terrible gragon hike Clue solve the mystery necklace cellhpone footprint mysterious peel scary dormitory

Step 5 Homework: Preview the Reading.

Teaching plan II for Reading

Step 1 Leading in

Show the class the parts of the film - the Diamond Necklace. And then hand out the material about the background. After that ,let Ss read and answer the following questions.

1. Do you know the name of the play? (The Diamond Necklace)

2. The short play The Necklace comes from the famous short story The Diamond Necklace. Who 3. wrote it? (Guy de Maupassant)

4. When was Guy de Maupassant born? (Aug 5,1850-July 6,1893)

5. What nationality was he? (French novelist and short-story writer)

6. What else did his writings include ?Do you know? (My Uncle Jules, the Prisoners, Flaubert )

7. The Necklace is a short play. It is the first time for us to learn plays. What should be included in a play? (Time , place, characters, stage directions)

Step 2 Reading for main ideas

Read the passage and see if you can write out a title for each scene. Make the Ss read as quickly as possible. Match the following pairs.

Scene 1: A. The story of a lost necklace.

Scene 2: B. Meeting with an old friend.

Scene 3: C. An invitation to a ball in the palace.

Key: B,C,A

Step 3 Reading for the text understanding

1. Ask the class to read the text and answer the following questions.

Scene one

⑴ Why didn’t Jeanne recognize Mathilde at first?

⑵ What was the life Mathilde lived in the past ten years like?

⑶ Why did Mathilde borrow a necklace from her friend?

⑷ Where was Pierre Loisel working?

⑸ Why had she been working very hard?

Scene two

⑴ How did Mathilde feel when her husband told her the good news?

⑵ Why was Mathilde worried?

⑶ How much did her dress cost her?

⑷ What else did she want to wear?

⑸ What did Pierre suggest?

⑹ What did they decide to do? Why?

⑺ When did Mathilde decide to see her friend?

Scene three

⑴ What kind of necklace did she get?

⑵ How did they enjoy the ball at the palace？

⑶ What happened on their way home after the ball?

⑷ What did they do for Jeanne?

⑸ How much did the diamond necklace cost?

⑹ What did they do in order to pay back the debt?

2. Ask the class to read the text in silence and do true or false exercises

Jeanne didn’t recognize Mathilde at first only because they hadn’t seen each other for a long time.

Mathilde and her husband worked day and night in order to live a better life than Jeanne.

Mathilde didn’t want to wear a flower to the palace ball because she was afraid to look poor.

Mathilde and her husband enjoyed themselves very much at the ball.

They suffered a great deal because of Mathilde’s vanity.

the necklace that Jeanne lent Mathilde was made of real diamond but not worth 3,600,000 francs.

3. Play the tape of the passage for the Ss to listen and imitate it.

4. Do multiple choices based on the facts of the text.

⑴ Which sentences expresses the main idea of the story?(B)

A. Mathilde Loisel worked hard to buy a new jewel for her friend.

B. Mathilde Loisel lost the borrowed necklace and suffered ten years hard work to pay for it.

C. Mathilde Loisel lost her borrowed necklace.

⑵When Jeanner met Mathilde in the park , She said she didn’t know Mathilde, because_______.(A)

A. Mathilde had change a lot.

B. Jeanne no longer liked Mathilde.

C. Mathilde looked younger than before.

⑶ What caused Mathilde to live a miserable life during the last ten years?(A)

A. the lost necklace B. her illness C. her family’s poverty

⑷ Mathilde didn’t want to wear a flower to the ball because_______.(C)

A. She didn’t like flowers

B. People were not allowed to wear a flowers at the ball.

C. It would look shabby to wear a flower.

⑸ When Mathilde returned Jeanne a real diamond necklace, Jeanne was____.(A)

A. not to know this. B. To know this but said nothing. C. Very happy and thanks a lot.

⑹ The story is told______.（C）

A. in time order B. in narration 叙述 C. in flashback 倒叙

⑺ When did Mathilde borrow the necklace from Jeanne?(B )

A. In 1870 B. in 1860 C. in 1850

⑻ What was Pierre when the story happened?( C )

A. a worker B a lawyer C. a civil servant

Step 4 Reading for understanding the sentences

Let Ss explain the sentences in English in a group of four.

1. It was exactly like your necklace, but it was a different one.

2. It was worth five hundred francs at most.

3. I’ve written to accept the invitation.

Step 5 Language points

Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)

1．after all的含义

after all意为“毕竟，终究，到底”解，含有“要知道……”、“别忘了……”的含义，通常放在句首。例如：

①In my opinion, we should not punish him． After all, he is a child of seven years old．

依我看我们不该惩罚他，（要知道）他毕竟是一个七岁的孩子。

②Why don't you ask for her help? After all, she is always ready to help others．

你为什么不请她帮助呢？（别忘了）她总是乐于帮助别人。【注意】 after all也可以放在句子的末尾，意为“虽然……，但是毕竟……”，表示和预期的情况不同，有转折的意味。例如：

①The young man was badly hurt, but he is now much better after all．

那位年轻人伤得很重，但他终究现在是好多了。

② They said they would not come back for lunch, but they came back after all．

他们说他们不回来吃午饭，但是他们终归还是来了。

2．at the most 意为“最多、至多”，其反义词组 at least 意为“至少、最少”。例如：

①I thought that he had died at least twenty years ago．我想他至少死了二十年了。

②This computer is at the most worth 1,000 dollars．这台微机最多值一千美元。

3．be lost的用法

be lost可表示事物“已丢失”，也可表示人“迷失方向”。试比较：

①We couldn't find the necklace; it was lost。我们没能找到那条项链，项链丢了。

②I can't find my way back to the hotel． I'm lost．我找不到回旅馆的路，我迷路了。

【注】以上这两种用法中的be lost并不是被动语态，而是一种系表结构，表示状态，lost实际上已转化为形容词了。如加上时间状语，则be lost为被动语态，表示动作发生的时间。如：The pen was lost yesterday （那支钢笔是昨天丢的。）

【注】be lost in thought 是“陷入沉思”的意思。be lost in the book 是“埋头读书”的意思。

4．day and night（或 night and day）意为“日日夜夜”、“整天整夜”（all the time），作时间状语。例如：

①Lao Li thinks about his wife and children day and night．老李日夜思念他的妻子儿女。

②They have to work night and day, but they get little money．他们日夜劳动，但仍然收入很少。

5．not…any more意为“不再”，用于否定句。例如：

①I don't live there any more．我不再住在那儿了。

②Don't make the mad experiment any more．不要再做这个疯狂的实验了。

③He can't go to school any more because he got a serious disease．

因为他患了重病，他不能再去上学了。

6．on the way to (a place) 的意思是“在去…的路途中”，to在这里是介词。例如：

①They are on the way to Guangdong Province．他们正在赴广东省途中。

②On my/the way to school I usually pays visit to an old lady．

我在上学的路上通常去看一位老太太。

[注意] way后面to接的是名词，当way后面接的是副词home，here或there时，则不用to。例如：

①On the way there I often met a blind man with a stick in his right hand．

在到那儿去的路上，我常遇见一位右手拿手杖的盲人。

另外， on the way to还有“即将”的含义；其中 to为介词，后跟动词-ing形式。例如：

①The students in Teacher's College have been on the way to becoming teachers．

师专的学生就要成为教师了。

7．be worth的两种用法

形容词worth不能单独使用，要在其后面接名词或动词的-ing形式，不能接不定式。如：

①The necklace was worth 500 francs at the most．那条项链最多值500法郎。

②The work is worth our while/the trouble．

我们的精力是值得花在这项工作上的。／干这项工作麻烦一点是值得的。

③The car isn't worth repairing．

这辆汽车不值得一修。（不能说…to repair，to be repaired或being repaired）

④ She's not worth getting angry with．犯不上跟她生气。

⑤ The article is well worth reading．那篇文章很值得一读。

【注】这种结构中的动词-ing形式在逻辑上与前面的主语具有动宾关系。但该动词不能用被动形式，不能说 The car isn't worth being repaired．

【注】应该用well修饰 worth，不能用 quite，very或 very much等修饰worth，如句⑤。再如：It's well worth trying．（很值得一试。）不能说 It's very/quite worth trying．

用引导词It作 be worth的主语，这种用法可与上一种用法互换使用。如：

①It isn't worth repairing the bike．= The bike isn't worth repairing．这辆自行车不值得修。

②It isn't worth getting angry with her．= She's not worth getting angry with．犯不上跟她生气。

③It's worth visiting the park a second time．= The park is worth visiting a second time．

那公园值得再去一次。

【注】在 Don't get the box down． It isn't worth it 一句中， worth it =worth the trouble。

8．call on，call at，drop in，visit与 pay a visit to辨析

以上三个词组都可表示“访问”，用法不同。

1）call on较为正式，后接人作宾语，指“进行短暂的访问”，访问者和受访问者一般只有社交或公务上的关系。如：

①I called on Dick at his office yesterday．我昨天到迪克办公室去拜访了他。

②Please call on me next time you come to Wuhan．下次来武汉时请来看我。

2）call at后接地点，表示“到某人的家或其他场所去拜访某人”。如：

①We called at Prof Green's house last night．昨晚我们到格林教授的家拜访。

②I called at his office as I was passing．我路过时拜访了他的事务所。

3）drop in意为“顺便走访”（拜访，非正式地拜访，常在计划之外事先没有打招呼）。如后接人时用介词 on；后接地点用介词 at。如：

①Will you drop in on us tomorrow evening for a talk?你明晚顺便来和我们一起谈谈好吗？

②He dropped in at our school yesterday．他昨天顺便参观了我们学校。

4）visit是正式用语，可表示进行较长时间的访问。它除了指进行友好或社交性的访问外，有时还表示因职务关系而进行的访问。如：

①The foreign friends are visiting Shanghai．外国朋友们正在访问上海。

5）pay a visit to意为“对……进行访问；去看望某人”。如：

①The Smiths paid a friendly visit to China last week.

上星期史密斯夫妇对中国进行了友好访问。

9．pay back，pay for与pay off辨析

1）pay back指“偿还”，如损坏了别人的东西或借了别人的钱之后，偿还数目相等的钱。如：

①Has he paid back the money he borrowed from the union last month?

他上月借工会的钱还了没有？

2）pay for意为“付款、赔、花费”。如：

①He has paid for the damage．他已经赔偿了损失。

3）pay off意为“还清债”。如：

①Perrie has paid off all his debts．佩利已偿还了所有债务

Step 6 Post reading

1. Read the text THE NECKLACE, and then complete the following chart.

Scene 1 Scene 2 Scene 3

Time 10 years later 10 years ago 10 years later

Place A park Home of the Loisels A park

Characters Mathilde

Jeanne Mathilde

Pierre Mathilde

Jeanne

Main plots 10 years of hard work because of the necklace Not wear a flower borrowed a necklace Borrowed money

Bought the necklace

Work day and night

Pay off the debt

Task 1. To tell a story of the Diamond necklace.

Task 2. Present the short play in groups.

Step 7 Homework

1. Ask the Ss to find out key words and sentences they want to learn.

2. Go over the usage of Modal Verbs.

Teaching plan III for Language study

Word: 1. jewel & jewelry

Step 1: Read the following sentences and try to find the different usages between the two.

1) She locked her jewels in the safe.

2) This diamond brooch is my most valuable piece of jewelry.

Step 2: Sum up

Jewel [usu. pl.] Jewelry [u]

Step 3: Brainstorming: Get Ss say out the relative words to enlarge their vocabulary.

necklace, ear ring, ring, bracelet

silver, gold, pearl, diamond, ruby

2. explain

Step 1: Ask Ss to find out the sentence with the word “explain” in the text.

“My necklace? I don’t understand. Could you please explain?”

Step 2: Ask Ss to think about the meaning and usage of “explain”.

Step 3: Match the sentences with the words that have the same meaning, and then get the Chinese meaning foe each.

1). I don’t understand it, but Paul will explain it to us.

2). Can you explain your brother’s behavior?

a. That explains why she’s not here.

b. He couldn’t see how it worked until I explained that you had to turn it on first.

1). b 解释，说明 2). a 说明…的原因，证明

Step 4: Ask Ss to sum up the structures of “explain”.

1). explain sth. to sb.

2). explain that

Step 5: Ask Ss to translate the Chinese into English.

1). 律师向我们解释了新法律。The lawyer explained the new law to us.

2). 你能为上课迟到辩解吗？Can you explain why you are late for school?

3. call

Step 1: Read the sentences and observe the structure and meanings of the word “call”.

1. Mr. Wang called me yesterday. (phone sb.)

2. She heard someone calling her name. (call + object)

3. Mary calls his son sweetheart. (call + object + object complement)

Step 2: Read the sentences and try to match the underlined phrases with the relative English meaning.

1). I called on Mr. White yesterday.

2). Success calls for much hard work.

3). The train called at every station.

4). The music calls up old times.

5). They have called off their engagement.

a. cancel or abandon sth.

b. bring sth. back to one’s mind

c. (of a train) stop at (a place)

d. require, demand or need sth.

e. make a short visit, go to sb’s house

Step 3: Fill in the blanks with the “call-phrase”

1). The train on platform 3 is for London, calling at Didcot.

2). We were called on by our neighbors before we had been settled in our new home a week.

3).This experiment calls for a lot of patience.

4). The sound of happy laugher called up memories of his childhood.

5). The football match was called off because of the snow.

4. worth & worthy

Step 1: Ask Ss to get the meaning and the part of speech of the words in each sentence.

1). ---How much is your car worth? (prep. 值…，相当于…的价值)

---It costs 40,000 Yuan.

2). The food is not worth eating. Don’t eat it or you’ll feel sick. (prep. 值得…)

3). The new computer system has already proved its worth. (n. 价值)

4). She proved herself a worthy successor to the former champion. Nobody can beat her. (adj. 值得尊敬的，当之无愧的)

5). This question is worthy to be considered. (adj. 值得…的)

6).A couple of other novels are worthy of mention besides “Harry Porter”. (adj. 配得上…的，应…的)

Step 2: Ask Ss to sum up the usage of “worth” and “worthy”.

1). be worth + n. / -ing

2). be worthy + to do

3).be worthy of + n. / -ing

Step 3: (Exercise)Pictures and sentences making.

1) 2) 3)

1) The painting is worth at least 100,000 US dollars.

2) This is an antique, which is worth a great deal.

3) His achievements are worthy of the highest praise.

5. bring

Step 1: Ask Ss to get the meaning of each phrase by translating the following sentences.

1). All library books must be brought back before June 20. 把…归还，把…送回

2). Hearing the song brought back happy memories. 使想起，使回忆起

3). Science has brought about many changes in our lives. 带来

4). She was brought up to believe that money is the most important thing in life. 教养，养育

5). Don’t bring up that embarrassing topic. 提出（议题）

6). The increase in business activity was brought about by the fall in oil prices. 导致

Step 2: Ask Ss to read the sentences and try to find out the differences among the words: bring, carry, fetch and take.

1). The woman was carrying a baby in her arms. 这个妇女胳膊上抱着一个婴儿

2). His achievement brought his country great honor. 他的成就给他的国家带来了极大的荣誉。

3). Who has taken away today’s newspaper? 谁拿走了今天的报纸？

4). Can you fetch me some paper? 你能给我取些报纸吗？

Step 3: Sum up the differences among these words.

1). carry指把某人带在身边或把某物带在身上，指随身携带。

2). bring指把某人或某物“带来”、“拿来”，强调方向。

3). take指把人或物“带走”、“拿走”。

4). fetch指到某处去把某人或某物找到并带来。

Grammar: Use the modal verbs must, can/could, may/might

Certain possible impossible

He must /could/may/might can’t be working.

He must /could/may/might can’t be American.

Homework:

1. Fill in the blanks with some phrases, which are learned in this unit.

pay off pay back at all at most come up with

1). She had to take several jobs to pay off her debts.

2). Emma is a vegan and does not eat any animal products at all.

3). Jones was an inventor, for years he kept coming up with new and good ideas.

4). I have not much money with me, so I can only pay 20 Yuan at most.

5). There was no way he could pay back the money he borrowed from his father on time.

2. Fill in the blanks with the words or phrases we have learned in this unit.

A well-dressed man came into a famous jewelry shop. He explained that he wished to buy a pearl necklace for his wife. Because his wife was angry with him for forgetting her birthday, so he came up with this good idea. At last, he chose a great one which is worth about $6,000. His wife was very happy to receive the gift. The necklace called up her scenes of happiness before marriage, and then she forgive her husband.

Teaching plan IV for Integrating Skills

Procedures:

Step 1 Leading in (1 min)

Talk about the picture on P20. (When? Where? Who? Doing what?)

Step 2 Reading

Read the dialogue fast and answer some questions:

1. What are the teacher and the students talking about? ( About plays, TV programmes and computer games.)

2. Which does Tim prefer, watching plays or playing computer games?

3. What happens to the girl on her way to see her grandmother? Whom does the girl meet on her way to school?

Step 3 Reading aloud (5 mins)

1. Now listen to the tape and read aloud the dialogue, paying attention to the tones, stresses and intonations of the speakers.

2. Explain some language points and difficulties if they have.

1). Writing a short play is not that difficult.

Here the gerund phrase is used as a noun and treated as singular form. The word “that” in this

sentence is not a pronoun but an adverb for emphasis.

2). Besides, we have to start somewhere if we want to learn how to write plays.

Here, “Besides” is used as an adverb, meaning “in addition, what’s more”.

3). If we work together, we might come up with a very good story.

“come up with” is a very useful phrase meaning “think up (an idea, a plan)

e.g. He is such a smart boy that he can always come up with good ideas when we turn to him for help.

4). On her way to her grandmother’s she meets an alien who takes her in his spaceship.

The word “alien” here is used as a noun meaning a person from another country or planet. Besides, it can be used as an adjective, meaning “opposite”.

e.g. Their ideas are alien to our way of thinking.

Step 4 Talking and discussing (10 mins)

Talk about the procedures of writing a play:

1. Talk and decide what the action of the play should be.

2. Write an outline of the plot, including the setting (time, place, characters)

3. Write down the dialogue.

4. Decide which role each member will play.

5. Rehearse the play

6. Perform the play in front of the class.

In groups your are going to talk on the following topics:

1. Similarities and differences between TV shows and computer games.

(TV shows have plots. They tell stories just like a play. Computer games don’t really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.)

2. Your different roles in life.

(The roles we play in life may be real or fake. We may act the way we trul6y think and feel or pretend to be someone we are not, just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.)

3. Similarities and differences between life in reality and life on stage.

(Shakespeare once wrote, “All the world’s a stage.” If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life. )

Step 5 Closing up by creating and acting short plays (25 mins)

Here is a short play as a sample, which involves a student who meets a girl on her way to school who looks exactly like her. Read it and then work in groups. Choose one of the three given prompts and create a play around it.

小刚沿马路骑着自行车，突然前面发生交通事故。他停下去帮助被撞倒的人站起来，并问是否需要去医院。被撞倒的人是一个外国人，她觉得右臂受伤，但并不严重，不需要去医院，对于小刚的帮助表示感谢。

李华胃部刚做完手术，他知道手术很成功，很想知道还要多久才可出院，他急于想开始工作，但如果不能有规律的饮食，他是不可能继续工作的。李华的朋友赵伟来医院看他，得知手术成功感到很高兴，劝李华应先考虑身体健康，才能更好的工作，提醒他此次手术并非小手术。

路易斯在学唐诗。当学到“清明时节雨纷纷”时，她请李岱解释一下清明的含义。李岱告诉她清明意思是“clear and bright”，又成为扫墓日，是活着的人们向死去的亲属#﹑朋友及祖先表示敬意和怀念的日子。路易斯想知道清明节在那一天以及人们在那

天做什么。李岱告诉她是在4月4日或5日，那天人们将扫墓﹑在墓前放上肉﹑蔬菜和酒，此外还烧纸钱为死去的人使用。

[附: A short play as a sample

A strange encounter

Cast of characters

Jane, a teenage girl

Jane 2 (“Girl”), Jane’s clone

J = Jane: G = Girl

( Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a sons. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)

J: (to herself) Hmm, that’s strange. That girl looks familiar.

(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)

J and G: Oh my! It’s me!

J: You look just like me! I’m Jane. What’s your name?

G: My name is Jane 2.

J: We have the same name!

G: No, my name is Jane 2, the number two, not also too. I think you must be my clone.

J: Your what?

G: My clone. You know, like a twin, or a copy. Well, I only found out yesterday. That’s why I came here, to find you and try to find the scientists that made me. We must find them.

J: This can’t be true! There are no human clones. They must have been lying to you…]

[附：情景剧3

Louise is learning Chinese poems. She comes across the line “清明时节雨纷纷” and asks Li Dai to tell her something about Qingming.

Louise: What is Qingming, Li Dai?

Li Dai: Qingming in Chinese means “clear and bright”. It is also called Tomb-Sweeping Day. It is a day for the living to show love and respect to dead friends, relatives and ancestors.

Louise: When is the day?

Li Dai: It comes on 4th or 5th April.

Louise: What do people do on this day?

Li Dai: People will sweep tombs, put meats, vegetables, wine in front of the tombs. Besides, they

burn paper money for the dead to use.

Louise: That sounds interesting.]

Homework

1. Ask the students to do the exercises on workbook.

2. Ask the Ss to write a short play in their exercise books.

Teaching plan V 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:

1. Ask for permission

Could we/I … ? May/can I …? Shall we …? Is it possible…?

Do you mind…?

2. Talk about possibilies

It can’t be … It could … He might … They must …

Step 5. Review the useful Phrases:

call on bring back day and night pay off at most act out

Step 6. Review the grammar: Use the modal verbs must, can/could, may/might

Certain possible impossible

He must /could/may/might can’t be working.

He must /could/may/might can’t be American.

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Prepare for the next unit.

篇19：高二Unit 5 全单元教案Period 2 Listening & Speaking(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Make the students be familiar with the courses in a language school.

2. Practice their listening ability

Teaching Important Points

1.enable the students to get the general idea of the listening material

Teaching Difficult points

1. Get the information about their courses and the time

2. Know some details

Teaching Methods

1. First listening to get the general idea of the text

2. The next listening do the exercise 1,2, 3,and find the answers in the listening material

Teaching Aids

1. A tape record

Teaching Procedures:

Step1 Lead in

T: this unit, we learned the British Isles. We have talked so much about the United Kingdom, right? We have talked about its famous cities, its people, its geography and its typical features. Do you remember them?

Ss: yes

T: very good. We have also learned that there are two famous universities in the United Kingdom. Do you still remember what their names?

Ss: Oxford and Cambridge

T: very good. They are 2 world-class universities. Do you want to know students’ school life there?

Ss: yes

T: ok, today we will learn something about students’ school life in Dublin University. Do you know where Dublin is?

Step2 Listening

T: Dublin is the capital city of the Republic of Ireland. Today we are going to do listening part. Now, please go through the exercises on page 33 and 34. From the chart and these questions, can you guess what the listening material talks about?

Ss: a school, timetable…….

T: yes, good, it talks about the timetable of the language school in Dublin University. Now, let’s see what we should do when listening.

Q1: How are classes arranged in schools in the UK?

(Four classes in the morning and 3 classes in the afternoon.)

Q2: How long does one lesson take up?(50min)

Listen to the tape again and fill in the timetable below. This is a bit difficult. When you are listening, try your best to hear what is taught, where and when is taught. Ok?

Step3 Speaking

T: Just now, we got some information of the timetable in Dublin University. From the timetable, we can see students there can get more practice in listening and speaking. Do you think so? You see, there are so many skill lessons to practice students’ listening and speaking, and conversation workshops to train students’ speaking ability and language lab trains students’ listening. What about us? How many English classes do we have in a week?

Ss: 6

T: yes, we only have 6 English classes. Among these classes we pay more attention on language study. That is to say, we pay more attention on grammar and vocabulary. Do you agree with me?

Ss: yes

T: ok, for Chinese students, some people think speaking and listening are more important, because the ability of speaking and listening is more practical, but some people think grammar and vocabulary should be practiced more, because we have to pass a lot of examinations. What’s your opinion? What do you think we should practice more, listening and speaking or grammar and vocabulary?

Now, please form groups of 4 or 3 or just discuss with your partner, make up a dialogue to express your agreement or disagreement, using these useful expressions on the slide.

S1 think listening and speaking should be practiced more because if you meet a foreigner but you can not talk with him, it is a great pity. Do you think so? But I think as Chinese student, we should practice grammar and vocabulary more, it depends on the special situation in china. We must pass a lot of examination, when we have enough free time, we can practice listening and speaking by ourselves, because both of them are very important right? Ok, any other groups? You can keep your own opinions and we can have discussion after class. Try to remember these useful expressions.

These expressions express agreement or disagreement:

Agreement: certainly/surely it must be right

Yes, I agree with you.

Yes, you are right.

Disagreement: I don’t agree with you.

I am afraid not.

I don’t think so.

篇20：unit 5 教案(人教版高一英语教案教学设计)

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1．师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2．小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3．班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1．班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2．个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3．小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4．师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1．师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2．个人活动：阅读Not One Less ；回答问题，填写信息表。

3．班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

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