Teaching plan of Unit 8(人教版高二英语上册教案教学设计)
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篇1：人教版 高二Teaching plan of Unit 8
Teaching plan of Unit 8
First Aid
Teaching aims and demands
1. goals: Talk about first aid and medicine
Practise talking about what you should do and should not do
Learn to use the Subjunctive Mood (2)
Write a process paragraph.
2. Vocabulary and useful expressions:
Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of
3. Function:
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
4. Grammar:
Subjunctive Mood (虚拟语气2 )
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: a quiz to test the knowledge of first aid.
2. Following the steps of the warming-up on page 57.
Step 2. Pre-reading
1. Show some pictures of people in danger..
2. group work: describe the process of giving first aid.
Step 3. While-reading
1. Scanning: Ss read quickly and discuss
What have you learned from the passage?
2. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Discussion: how to give first aid in various situation.
Step 5. Assignment
surf the internet and get more information about the topic..
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 59--60.
1. The car was upside down and the driver was bleeding and screaming.
Upside down/ scream
Turn the box upside down.
The wind screamed through the tree.
She screamed that there was a mouse under her bed.
2. If I had known more about giving first aid, I could have helped him.
You could stay with us. But you went to the cinema.
If I hadn’t taken the wrong bus, I wouldn’t have missed the contest.
3. People who have witnessed an accident often wish that they had done things differently.
Witness
He witnessed the battle.
Her flushed face witnessed the great excitement she felt.
None could witness that he was present.
4. If we were to panic, we would not be able to help.
Panic
the crowd panicked at the sound of the guns.
There was panic when the fire started.
5. We can also check a person’s pulse by putting a finger on the person’s neck or wrist.
6. if a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop bleeding.
Step 3. Practice
Ss finish Ex 1 and 2 on page 61 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Wb. Ex1 –3 on page 132.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 3 on page 132.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
2.Ss study more examples on p61.
If I had known more about giving first aid, I could have helped them.
If we were to panic, we would not be able to help.
If we were to get hurt trying to save someone, we could not be able to help.
Many hospitals recommend that we use the letters DR ABC to remember what to do when we have to think fast.
3.More exercises to consolidate the Grammar.
.EX1-3 on p61-62
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 131
2. Ss make notes during the discussion, and try to make the process clear in mind.
Step 4. Speaking
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
.Step 5. Assignment
Finish Wb Ex 1 -4on P133
Period 4.
Step 1. Warming up
Ask Ss some questions about how to give first aid:
Step 2. Reading
1. Ss read the passage on P134:
First aid right and wrong
2. Help Ss to understand the passage entirely.
3. Finish the comprehending EX on P135
Step 3. Writing
a. read the passage quickly and get a main idea of dealing common injuries.
b. Finish the writing task on p 64.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 58.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-4 on p 130 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers the right process of giving first aid.
2. Ss exchange their writing and correct the mistakes.
3. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a process.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a lecture on first aid.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 136. It is very important to improve their learning and let them have a sense of achieving gradually.
篇2：unit 8 teaching plan (reading)(人教版高三英语上册教案教学设计)
Pre-reading
1. learn new words, learn how to pronounce, learn new grammar rules, overcoming shyness.
2. by living together with our family and work with the people round us.
3. older, efficiently , in class
young, not only in class (everywhere), all the time
4. know how to study, be brave, be interested in the language
5. save time; not fear making mistakes, faster and happy
6. by improving our study skills
by working together with our classmates
7. 1) improve our study methods
2) learn to work together with others.
3)make good study plans
4)make use of all kinds of recources.
Fast reading:
What’s the purpose of the text?
This text tells us about the differences between learning a foreign language and learning our mother tongue. The writer also describes the study skills and characteristics of successful language learners.
Detailed reading:
Para.1 : more than; obviously; receive formal instructions; distinguish…from, give lessons to sb. ;make sense of
Sp1. It is obvious that S+V
e.g. It is obvious that he is wrong.
Sp2. It is possible for sb. to do sth.
e.g. It was impossible for the little boy to
finish such hard work in a short time.
Main idea:
How was it possible for us to learn our mother tongue without receiving formal instructions.
Para.2 :
be equipped with; adjust oneself to; in the same way, be born with; regardless of; by the age of;
Sp3: S+ agree that S+V
e.g. They agreed that we went on a tour to Beijing.
Main idea:
Language experts have different answers.
Para.3
be different from; (differ from) take place; communicate with, as a consequence; think of; consider sth further; in other words, all day long; in a few years’ time, be much more efficient
Main idea:
Learning a foreign language is different from learning our mother tongue.
Para.4:
be good at; have…in common ; be anxious about, be willing to take chances, be confident in our ability, deal with
Main idea:
Successful language learners do share quite a few characteristics.
Para.5:
a strong sense of achievement ;experiment with, put sth to good use; do well in; take risks, put oneself in new learning situations;
Sp4: The adj-er/adv-er S+V, the adj-er / adv-er
e.g. The higher you stand, the farther you’ll see.
e.g. The harder you work, the greater progress you’ll make.
Sp5: If S+ V-ed, S+ would/should/could/ might +V ( the Subjunctive Mood)
e.g. If I were you, I should listen more carefully.
Main idea:
Successful language students gain confidence and are able to relax and enjoy the learning because they plan and evaluate their learning.
Para.6:
the purpose of doing sth; study skills, study habits; in fact
Sp6:Not all…./ All… not ….
e.g. Not all the students can answer it.
Sp7. It takes …to do sth.
e.g. It takes great patience and imagination to be a teacher.
Sp8. S1+V/ be + times as adj/ adv. as +S2
e.g. Learning English can be twice as easy as Learning Chinese.
Main idea:
If we adopt some of the study skills and
Characteristics, we will become more
successful.
Dicussion:
How can you be a successful language learner ?
Homework:
1. Understand the text further and try to talk about how to be a successful language learner.
2. Learn the language points and make sentences using the following sentence patterns:
1)It is obvious that S+V
2)It is possible for sb. to do sth.
3)S+ agree that S+V
4)The adj-er/adv-er S+V, the adj-er / adv-er
5)If S+ V-ed, S+ would/should/could/ might +V ( the Subjunctive Mood)
6.) Not all…./ All… not ….
7.)It takes …to do sth.
8.)S1+V/ be + times as adj/ adv. as +S2
3. Learn Integrating skills “ Studying abroad” by yourself.
篇3：人教版 高二Teaching Plan of Unit 5
Teaching Plan of Unit 5
School: Wenzhou No. 14 Middle School
Teacher: Shen Yong-ming
Unit5 The Silver Screen
Period Two
Goals: (reading)
Improve their reading and writing abilities
Learn about a famous director Steven Spielberg
Practice writing about a life story
Step1. Review: talk about Meryl Streep and Keanu Reeves
Step2. Introduce the new. Show some clips of White Shark, Forrest Gump to get the students interested in the director
Step3. Present the new text.
Skim the text with the following questions (show three questions on the flashboard).
Getting to know SP and Steven Spielberg(Is there any diffrence?) >title:
How many parts can we divide the text? Why?
In which order is the text organized?
Step4. Listen to the text to get more information part after part
1946
12
13
16
1975
1982
1993
Step5. Retell it part after part with the help of these time clues.
Step6. Activity: Free talk(learn more about western culture)
what do you know about Steven?
What does he want to show us in most of his films?
What makes him produce such films?
Step7. Write a summary of Steven Spielberg’s life story
Steven Spielberg was born in 1946 in a small town in America.He started making short films when he was still a young boy. In 1959,he won a prize for a short film. He made a film called Fierlight at the age of 16. Jaws, one of his films, is about a big white shark that attacks swimmers who are spending holidays in a small village by the sea. Spielberg has also made two films about outer space,one of which is called ET.It is about a young boy who makes friends with a small creature from outer space. The other is Jurassic Park. It is about a very rich man who keeps different kinds of dinosaurs when the park is hit by the storm.
Step8.
Practice writing a summary of a famous star.The students are required to use some new words and phrases that they’ve just learned in the text
根据汉语提示写一篇短文.(80-120 words)
朱莉娅罗伯茨(Julia Roberts)1967年出生于美国。父亲从事戏剧工作。因此她和哥哥从小对表演很感兴趣。中学毕业后，她跟随哥哥去了纽约.后来在哥哥的帮助下她在电影血红(Blood Red)中扮演了一个小角色。接下来的几年里，她又在几部戏中扮演了不同的角色。她的事业真的成功是在1990年。这一年，她在电影漂亮女人(Pretty Woman)里出色扮演了一个追求爱情和独立的女性。从此，她被世人认为是一位漂亮的，长着一张大嘴的全世界最优秀的演员之一
possible version:
Julia Roberts was born in America in 1967. Her father works on drama, so she and her brother were interested in acting when they were still children. After high school, she followed her brother to New York . With her brother’s help,she played an unimportant role in the film Blood Red. During the following years, she played other different roles in several films. But her career really took off in 1990. In the same year ,she succeeded in playing a woman who is after true love and independence in the movie Pretty Woman. From then on, she has been regarded one of the top actresses in the world who is very beautiful with a pretty big mouth.
教学后记：本单元话题是“银屏”。要求学生通过本单元的学习，能了解中外银屏知识，拓宽视野；学习相关英文表达方式；并能口语谈论话题，独立完成描述明星等人物的写作；同时，学习明星通过奋斗去实现梦想。因此，此教案提供了大量学生训练的各方面素材以及处理方式。尤其是充分利用多媒体给同学们展示了鲜活生动的画面辅助教学，大大的促进了学生对话题的理解和参与的积极性。
篇4：unit 18 teaching plan(人教版高二英语下册教案教学设计)
CONTENTS
I. Brief statements Based on the Unit 2
II. Teaching Goals 2
III. Teaching Plan: (Six Periods) 2
Warming up &Reading 3
Listening and Speaking 6
Integrating skills (WB) listening (WB) 7
Grammar……………………………………………..9
Integrating skills SB 19
TEACHING PLAN FOR UNIT 18 (Book 2B)
Inventions
I. Brief statements Based on the Unit
This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about inventions.
2. Practise describing inventions.
3. Review the Attributive Clause.
4. Write a process essay..
III. Teaching Plan: (Six Periods)
Period 1&2: warming up and reading
Period3: listening and speaking
Period4: integrating skills (WB) and listening (WB)
period5: Grammar
period6: integrating skills(SB)
Warming up &Reading
GOALS:
To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..
Get the students to grasp the main idea of the passage and help them to understand the passage better.
Help the students to learn to be more creative.
Learn some useful words and expressions.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
Show pictures of four great inventions of ancient China.
Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?
China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.
2. Brainstorming
Show pictures of inventions in the 20th century which have changed our modern life so much.
Say: What inventions can you think of which are invented in the last century?
In the first twenty years:
In the 1920s:
In the 1930s:
In the 1940s and50s:
In the 1960s to 80s:
In the last ten years of the century:
3.Discussion:
Q1: What are the functions of the inventions?
Q2: Are there any disadvantages of these inventions? If so, what are they?
Q3: Do you like all these inventions? Why or why not?
Q4: Have you ever heard of any inventors? Who are they?
4.Warming-up:
Individual work: Is there anything you would like to invent? If so, what and why?
Practice: Match each picture with the correct description below.
5. Discussion:
1) Which of these “inventions” do you think would be useful? Why?
2) Are there any disadvantages in them? If so, what and why?
3) What can we do to improve them?
4) What can we do after inventing new things?
Reading
Step 1 Lead-in
1) What do you think “high tech” means?
2) What do you think “state of the art” means?
Which one in the three pictures “is state of art”?
3) Can you think of any other “state of art”?
4 ) How did people make them? Did people make them by accident?
Step2 Reading
1 Skimming
1) Are some people born creative, or is it be possible to be creative?
2) Do you have to be very intelligent to be an inventor?
3) How do people come up with ideas for new inventions? How many ways are mentioned?
2 Scanning
Get the students to read the passage more carefully to carry out the following tasks:
1) Find out the meaning of each way.
2) Do some exercises, according to each way.
Think outside the box:
A plane crashed. Why nobody in the plane was injured?
When we cut a corner from a square-shaped desk with four corners, how many corners are left?
Why can a frog jump higher than a tree?
Take another look at it: Analyze some pictures.
Make connections: Some inventions made with connections
Keep trying: Some famous scientists that kept trying and succeeded.
3 True or False.
4 Deal with language points.
1) be born+ adj./n.
He was born blind.
She was born a singer.
2) come up with
Can scientists come up with ways of predicting tsunami（海啸）？
3) allow for
We must allow for the bus being late.
4) get/be stuck
The car got stuck in the mud.
5) break away from
Taiwan is part of China. It can’t break away from China.
6 be aware of/that-clause
Are you aware of your mistake?
She became aware that something was burning.
Step4 Post-reading
1 The following examples have been fixed up. Can you place them in the right titles of the passage?
1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.
2) Thomas Edison made a rule saying that he had to make an invention every ten days.
3) Mozart, who lived in Austria, wrote more than 600 pieces of music.
4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred
images of numbers.
3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.
2 How do you understand the title of the passage?
3 What other rules should you have if you want to be creative?
4 Of all the rules above, which one do you think is the most important? Why?
Step5 Homework
Write a passage to tell what rules you should have if you want to be creative, which one is the
most important and explain the reasons.
Listening and speaking
GOALS:
To enable students to know how to protect the patent rights and what an invention should be like..
Improve the speaking ability.
Practise supporting an opinion.
Have a better understanding of intellectual property rights.
Teaching Procedures:
I. Listening (SB)
1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights
2. While-listening: Listen to the tape and finish exercises in Part1&2.
Check the answers at last.
3. Post-listening: Discussion:
What should a new thing be like in order to be given a patent?
2．Speaking
Step 1 Warming-up
1.With the development of the technology, our society has greatly changed. Have a discussion:
1). What advantages have cars brought us?
(convenient, travel fast, supply more posts, …)
2). What benefits have we got from computers?
(get more information, make communication easier, develop economy …)
2. What do you think of the inventor?
(Make the Ss aware of the importance of knowledge and try to learn harder.
3. Suppose you have invented an inflatable bike, what should you do?
State Intellectual Property Office (SIPO) (国家知识产权保护局)
apply for a patent
pay attention to the time limit of a patent
Step 2 Speaking
1. The patent officer will ask you some questions. Think over what questions will be asked?
1) How does you invention work?
2) Why are they useful?
3) What does it look like?
4) How much does it cost?
5) How do people use it?
… …
2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.
Model:
( I-inventor; P --- Patent officer)
P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?
A: Yes, that’s right.
P: What does it look like?
A: It looks like an ordinary car. Here’s the picture. Please have a look.
P: Oh, it looks beautiful. What’s it made of?
A: It’s made of a new kind of alloy, which is much lighter.
P: Does it cost more?
A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.
P: Sounds great. Thank you.
Step 4 Homework
1. Discuss: What qualities should one have to be an inventor to create new things.
2. Preview the integrating skills WB
3. Learn the new words of this unit by heart.
Integrating skills (WB) listening (WB)
GOALS:
Learn a reading passage to improve the students’ reading ability.
Introduce more cool inventions
Listening practice to improve the students’ listening ability
Teaching Procedures:
Integrating skills WB
Step 1 Revision
Say : What are the Four Great Inventions of ancient
China?
As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.
What kind of modern invention do you know?
Step 2 Fast-reading
Group project
Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text
inventions Possible uses
Invisible paint 1,interesting clothes
2,Help doctors see through the skin/hide things
Tiny robot help doctors operate on people in a safer and less painful way
Step3
Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 years.Today,I will show you more inventions
Conclusion:
Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.
Discuss: What qualities should one have to be an inventor?
Listening WB
Step 1 pre-listening
George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825
Step 2 Listen to part1 of the tape .choose the best answers.
Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2
Homework:
Finish WB Vocabulary
Preview grammar:
Grammar: The attributive clause
Teaching Aim:
1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.
2. Revise the use of relative pronouns and relative adverbs.
3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Important Point:
The usage of relative pronouns and adverbs
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Procedures:
Step 1: Greetings.
Step 2: Revision and lead-in
1) He is a famous scientist.
2) Who’s that girl in red?
3) I’ve read all the books that you lent me.
4) I have lost my pen, which I like very much.
T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?
S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.
T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?
S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.
T: You are right, what do we call the sentences put after them?
S: The Attributive Clause.
T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause
the non-restrictive attributive clause
The adjective clause noun/pronoun + the attributive clause
the antecedent (person/thing) the relative pronouns/adverbs + clause
Now look at the sentences on the screen. Do complete the sentences with suitable relatives.
1) I know the reason why he came late.
2) Do you know the woman, whose son went to college last year?
3) The house whose color is red is John’s.
4) This is the best film that I’ve ever seen.
5) That’s the town where he worked in 1987.
6) I have 2 brothers, who are both soldiers.
7) Next week, which you’ll spend in your hometown, is coming.
8) I’ve tried 2 pairs of shoes, neither of which fits me well.
Step 3: Summarize the Use of the relative pronouns and relative adverbs.
The use of the relative pronouns
Form 1:
The relative pronouns Referring to Function in the clause
Who Person(s) Subject/object
Whom Person(s) Object
That Person(s)/thing(s) Subject/object
Which Thing(s) Subject/object
Whose Person(s)/thing(s) (of whom/which) attributive
The use of the relative adverbs
The relative adverbs Referring to Function in the clause
When (=at/in/on which) Time Adverbial of time
Where (=in/at which) Place Adverbial of place
Why (=for which) Reason Adverbial of reason
Notice:
1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:
⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)
⑵ Te who doesn’t reach the great wall is not a true man. (not reach)
⑶ The is the only one of the girls who has been to Beijing. (have)
⑷ He is one of the boys who have seen the film. (have)
Conclusion 1:
1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.
2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.
2) Practice: complete the following sentences with suitable relatives:
(1) The time when/that I went to Tokyo is in 1982.
(2) I’ll never forget the time which/that I spent at college.
(3) The shop which/that I bought the book in is big.
(4) The shop where/in which I bought the book is big.
Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.
3) The difference between “that” and “which”.
Complete the following sentences with “that” or “which”.
(1) This is the 2nd article that I have written in English.
(2) It is the best film that he has ever seen.
(3) This is the very book that I want to read.
(4) All that they told me surprised me.
(5) They talked about the teachers and schools that they had visited.
(6) Who is the comrade that was there?
(7) There is a bed in the room that is still vacant.
(8) Our village is no longer the place that it used to be.
(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.
(10) The weather turned out to be very good, which was more than we could expect.
(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.
Conclusion 3:
1)when the antecedent refers to thing(s), “that” is often used in the following cases:
(1) after ordinal number and superlatives
(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).
(3) after two or more antecedents, referring to both person(s) and thing(s).
(4) after interrogative pronouns “which” or “who”.
(5) When the relative pronoun is used as a predictive in the clause.
(6) When the main clause begins with “there be “.
2) In the following cases, “which” is always used.
①After prepositions
②to introduce a non-restrictive attributive clause.
③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.
More exercises:
Fill in the blanks with suitable relatives to complete the following sentences.
1) Tell me the reason why you were late for class.
2) Who is the girl that is speaking there?
3) This is Mr. Smith, who has something interesting to tell you.
4) The computer whose CPU doesn’t work has to be repaired.
5) This kind of computer, which is well-known, is out of date.
6) This is just the place that I’ve been longing to visit for years.
7) His mother is an engineer, which makes him very proud.
8) The old man has 4 sons, three of whom are doctors
Step 4: The attributive clause and the appositive clause
一、从词类上区别
同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：
We are looking into the question whether he is worth trusting.
我们正在调查的是他是否值得信赖的问题。（同位语从句）
Word came that he had gone abroad.
据说他已经出国了。（同位语从句）
The doctor whom you are looking for is in the room.
你找的那位医生在房间里面。（定语从句，名词the doctor作先行词）
Our team has won the game, which makes us very happy.
(定语从句，which代表前面提到的整个句子)
His mother did all she could to help him with his study.
他妈妈尽最大努力帮他学习。
（定语从句，代词all作先行词）
二、从性质上区别
定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：
The news that our team has won the game is true.
我们队赢了那场比赛的消息是真的。
The news (that) he told me yesterday is true.
昨天他告诉我的那个消息是真的。(定语从句，that 从句作定语修饰news)
I made a promise that if anyone set me free, I would make him very rich.
我许诺如果谁让我自由，我就让他非常富有。(同位语从句，补充说明promise)
The mother made a promise that pleased all her children.
妈妈做出了一个令她的孩子们高兴的许诺。（定语从句，that从句作定语修饰promise。）
三、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如：
That question whether we need it has not been considered.
我们是否需要它这个问题还没有考虑。（同位语从句）
I have no idea what has happened to him.
我不知道他发生了什么事。（同位语从句）
引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。
The order that we (should) send a few people to help the other groups was received yesterday.
我们应派几个人去帮助别的几个小组的命令昨天已收到了。（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）
The order (that) we received yesterday was that we (should) send a few people to help the other groups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。（定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略）
Step 5: The attributive clause and the emphasis structure
强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how；在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。
定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型；若句子结构不完整，则说明原句为定语从句。
1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)
A. while B. which C. that D. since
2) ____ was his kindness that everyone praised him.
A. It B. What C. So D. Such
3) It is the ability to do the job ____ matters not where you come from or what you are. (高考卷) A. one B. that C. what D. it
4) It was ____ he came to Macao ____ he knew what kind of place it was.
A. that; when B. until; that C. not until; when D. not until; that
5) ____ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
6) It was not until we came back from outside ____ out of his bed.
A. did he get B. when he got C. that he got D. then he got
7) When was it ____ you met him in the library?
A. where B. that C. in which D. which
8) It was near the place ____ there is a bomb ____ we found the dead man.
A. where; where B. where; that C. that; where D. that; that
Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;
Step 6: Homework
Review the Attributive Clause and finish all the grammar exercises in the workbook.
Integrating skills SB
GOALS:
Learn a reading passage to improve the students’ reading ability.
Do some writing prac
篇5：teaching plan for unit 13(人教版高二英语下册教案教学设计)
\Teaching goals:
1. Talk about water and the ocean
2. Practice communicative skills
3. Review Modal Verbs
4. Write an explanation paragraph
Teaching Plan: (Six Periods)
1st period: Warming-up and Reading (1)
2nd period: Reading (2)
3rd period: post-reading and Listening (SB)
4th period: Integrating Skills (SB)
5th period: Speaking
6th period: Grammar and Language Study
Period 1 Warming up & Reading (I)
Teaching goals:
1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.
2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.
Important points in teaching:
Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,
dissolve, property.
Phrases: benefit from, range from… to …., all the way, be made up of, that is,
freezing point, break down, mix with, be measured in, take advantage of,
keep…steady, manage to, be sensitive to, up to.
Structures: whatever…., ….., that is,…..
Teaching procedures:
Step1: Lead in
Read a short poem and guess its name: A letter from _______. (Water)
Dear User,
Shame to you all, the Ignorant,
I am your life
But you seem not to value me
Give me all the respect
For in me is eternal life
If you continue abusing me
Surely, all forms of life will wither away
Have you ever imagined,
Life without me?
I tell you, it will be unbearable
Think twice
For every drop counts...
Qs: 1) What does “Dear user” here refer to?
2) What does it talk to its users?
3) On which planet does it exist? －On the earth, which is also called the water planet.
4) Do you know why it is called “The water planet”?
－Because about three quarters of the earth is covered by water.
Step2: Pair work: Collect as many words as possible related to water. Qs:
How much do you know about water?
Is all water fresh or salty?
Step3: Talk about the properties of water.
1. Pair work
T: Water is around us and inside us. We can’t go without water. Qs:
Why is water so important to living things?
Can you point out some of its properties or characteristics?
Suggested vocabulary:
It's colorless, tasteless, odorless and universal dissolvent.
It feels wet;
It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;
It can absorb a large amount of heat;
It sticks together into beads or drops;
It's part of every living organism on the planet; etc.
2. Group work
Learn more about water’s properties by doing some simple experiments and learn to describe an experiment.
What property of water does each of the four experiments illustrate?
What causes this phenomenon?
What’s this phenomenon related to?
① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.
② Experiment 2 illustrates how substances with different density behave when placed in the same container.
③ Experiment 3 is an example of how water dissolves substances and objects.
④ Experiment 4 illustrates some of the differences between salt water and fresh water.
3. T: What other properties of water do you know about?
What causes the following phenomena? Can you explain?
①We can get a lot of nutrients by drinking water and having soup.
②Wood floats on water while iron sinks.
③The coastal areas are often neither too hot nor too cold.
④Why can some living things live at the bottom of the ocean where there is no sunshine?
(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.
Step4: Pre-reading
Look at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.
What is/ are ________?
What does _________ look like?
What are different parts of ______?
What can ________ be compared to?
How does _______ work?
What are some examples of ________?
1. Skim to find the words and phrases which describe the properties of water in the reading text.
2. Scan to Find out some basic facts about life in the oceans.
Life on earth began in the oceans about three billion years ago;
99% of the living space on earth is in the oceans;
There are about five million (known) species in the oceans;
Life in the oceans ranges from tiny plankton to giant whales.
Step5: Homework
1． Read the text carefully and find out the detailed information about water properties.
2． Think as many examples as possible to illustrate water properties.
Period 2 Reading (Ⅱ)
Teaching steps:
I. Revision
T: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.
True of false questions:
1) Water is a liquid at room temperature, and it has a relatively high freezing point.
2) The reason why water can dissolve most substances on earth is that water has high heat capacity.
3) Like all the other substances, water gets smaller (contract) when it freezes.
4) Pure water has a higher freezing point and lighter than salt water.
5) The salinity of the earth’s oceans is about 3.5%.
6) When water freezes, its density increases.
7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.
(TFFTT FF)
II. While-reading
1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)
Qs: 1) Was there any life on the earth billions of years ago?
2) If any, what was the original life like at that time?
3) Where did it live? －In the deep blue seas.
4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.
2．It is said that 99% of the living space on earth is in the oceans.
Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.
2) Can you give some specific numbers or examples?
－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).
3) What does this fact imply? Do you agree?
－Water is an excellent medium for life.
4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)
Water is a liquid at room temperature and has a relatively high freezing point;
All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.
3．So we know that one of water’s properties is its dissolvability(溶解性).
Qs: 1) Do you know what gives water such a unique property?
－The chemical structure of water.
2) What does the water molecule look like?
－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
3) Can you give some other examples which are also resulted from water’s unique chemical structure?
－Plants can pull water up their roots via a capillary(毛细管) process;
－We can get a lot of nutrients by drinking soup.
That’s water’s another property－dissolvability.
4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.
Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.
2) What does it mean?
3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?
－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.
5. However, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?
－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.
Qs: 1) What is density? And what’s the density of pure water?
－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.
2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?
－Yes. Water’s density decreases when it turns to ice, so its volume increases.
3) Does all the water in the same river or ocean have equal density? Tell your reasons.
-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.
6. Qs: 1) What do different densities in the ocean result in?
－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.
2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)
7. Read following statement and think what conclusion you can draw? Or what property does it refer to?
It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?
－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.
8. Here are some more familiar phenomena.
What property of water is each of them related to?
The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity)
Ice floats on water. (Density)
When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)
Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity)
People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)
IV. Homework
1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.
Period 3 Post-reading & Listening
Teaching goals:
1. To get students have a better understanding of water.
2. To learn some new words and sentence structures.
Teaching procedures:
Part one Post-reading
I. Better understand the properties of water
1. “Where there is water, there is life!” Can you use some facts to illustrate it?
－Water is a medium for life.
So far as we know, life only exists on earth, because there is water. Etc.
2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%
Up to _____ of the human body is water.
______ of the brain is composed of water.
______ blood is made up of water.
The lungs are nearly _____ water.
3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.
II. Revision on the properties of water
1. What are the properties of water?
Water is polar.
Water is liquid at room temperature.
Water has a relatively high freezing point.
Water has density 1,000 kg/m3.
Water has high heat capacity.
…
2. What causes water to have such unique properties?
－It’s molecule form / chemical structure.
3. What is water molecule like?
Chemical structure: two hydrogen atoms and one oxygen atom.
Different parts of it: a slightly positive end and a slightly negative end, so it is polar.
The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.
4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?
Qs: 1) What’s salinity?
2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.
3) How does salinity affect water?
4) How does it affect water’s weight and freezing point?
－ The higher salinity water has, the heavier the water is.
The higher salinity is, the lower the freezing point of water is.
5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.
Qs: 1) What is density?
2) How is density measured?
3) Which is denser, water or oil?
4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?
－Oil floats on water. A less dense substance floats on a denser substance.
5) Does water in the same ocean have the same density?
－No. Denser water sinks and pushes less dense water to the surface.
6. That’s why the ocean water will never stop moving. Ocean motion
Qs: 1) What does ocean motion mean?
2) How does ocean motion work?
－Denser water sinks and pushes less dense water to the surface.
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
3) What causes ocean motion?
－Changes in salinity and temperature.
7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why?
－Water has a relatively high heat capacity.
Qs: 1) What is heat capacity?
2) What’s the function of heat capacity?
－It determines how a substance absorbs and releases heat;
It keeps water temperature steady;
It keeps the earth’s temperature steady.
III. Reflection
1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?
2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think you are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.
2) What affects you.
3) What you are made the most of by human beings.
Part two Listening
I. Pre-listening
Give a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.
II. While-listening
1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)
When: 18th century? (No, not mentioned)
Where: on a ship
Who: sailors / mariners
What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.
2. Listen to part 1 for the second time and finish the following true or false questions.
1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.
2) In the poem, one of the sailors kills a fish under the ship.
3) It is believed that the animal he kills is one that brings good luck to the ship.
4) Other sailors are so frightened and angry that they kill the sailor.
5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.
(Keys: TFTFF)
3. Listen to part 1 for the third time and answer the following questions:
1) Who tells the story in the poem?
2) What does one of the sailors do?
3) What do you think will happen next?
4) Why are the other sailors frightened?
4. Listen to part 2 and complete the following sentences.
1) Finally they decide that he must die －_______ the mariner who _______ the bird.
2) He must _____ _______ it all and will ______ by having to tell the story…
3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.
4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.
Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings
5. Listen to part 2 again and answer the following questions:
1) What happens to the sailors?
2) What happens to the mariner?
3) Why is the person telling the story?
4) Who is the person actually?
II. While-listening
1. Reflection: What do you learn from this story?
－Everything existing in the world has their own certain values, we should understand and respect them.
2. Creation
Work with partner and try to come up with a good, scary story like the one about the mariner.
Homework
1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22
Period 4 Integrating Skills
Teaching goals:
1. To get students to know what estuaries are and their functions
2. To learn to write an explanation paragraph
Teaching procedures:
I. Lead-in
Look at the map of China, answer these questions:
1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I
2. How much do you know about them? Is the economy there well-developed or not?
3. Which city is the most developed? Why?
Now let’s look at this map and then answer the following questions:
1. Can you tell what map it is? Where is it?
2. Is the water here salty or fresh?
3. What’s the place called where river and the ocean meet?
II. While-reading
1. Skimming
1) Find out the definition of estuary.
(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)
2) What functions of estuaries have been mentioned in the passage?
(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)
3) Discussion.
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
2. Discussion
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
3. Scan the passage and answer the following questions.
Why are estuaries such good places for nature’s young ones?
What does “density” mean in this passage?
How do estuaries affect the water that passes through them?
Why are estuaries more sensitive to pollution than other areas?
Why are estuaries important to human beings?
(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.
(Answer to question 2) It means the degree to which an area is filled with things or people.
(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.
(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.
(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.
4. Finish the following passage with words from the text.
Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.
(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)
III. Post-reading Discussion
As we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?
( They are near Yangtze River Delta, Pearl River Delta…)
(Convenient transportation, rich resources…)
IV. Writing
Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.
Tip one
If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.
First…
Second…
Third/ Then…
Last…
Tip two
If we are writing about something that has several parts, we should describe each part and explain its function and structure.
The following questions may help:
What is it? How many parts is it made up of?
What’s the structure of each part? How does it work?
Homework
Imagine that your science teacher ask you to explain one of the following questions:
Why does an ice cube float?
What will happen to a piece of metal if you put it in water?
Why do so many species live in estuaries?
Why have so many cities been built by estuaries?
Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.
Period 5 Speaking
Teaching aim:
1. Get students to talk about the main use of water in our life and their effects.
2. Draw students’ attention to the importance of using, saving and protecting our water as well.
Teaching procedures:
I. Revision
1) Can you use your own words to tell us the general idea of the two reading passages?
2) What do you learn from our previous classes?
－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.
II. Speaking
1. Pre-speaking
1) Do you agree with the saying “Without water, life would not exist.”?
2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.
Q: Is there anyone who knows when it is? － Mar. 22
3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.
4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day was “Water and Disaster”. World Water Day will be guided by the upcoming water decade's theme “Water for Life”. It will be the starting day for this International Decade for Action, “Water for Life”.
2. While-speaking
1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.
－electricity, agriculture, home use, industry, transport, entertainment, etc.
2) Look at the first picture (“electricity”) in the textbook and talk about it.
The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.
3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:
How is water being used?
What property of water enables it to be used in this way?
Why do we use water in this way?
Who benefits from using water in this way?
Is this a good way to use water?
What are some disadvantages of using water in this way?
4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:
The water is being used to / for … We should / could …
What will we do if …? If we …, we can …
It would be better to … Can you think of a better way?
3. Post-speaking
1) Just now we’ve talked about six main ways of using water and their disadvantages as well as advantages. Here I have something more for you.
① Read following short passage by yourself.
No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.
② Watch a flash “A prediction for water”
2) Q: What information have you got from the passage and flash?
－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.
3) Q: How can we save and protect water in our daily life?
Take home use for example,
Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.
Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.
Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.
Repair leaks. Find and fix faucet and toilet leaks.
Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.
Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.
We ourselves should have a strong sense of preserving water and tell others to protect it too.
Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.
Avoid cutting down trees especially where the source of river lies.
…
4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.
4. Homework
Read the requirements in Talking (P.96) and finish it in the form of report.
Period 6 Grammar and Word Study
Teaching Goals:
◆ To review Modal verbs.
◆ To make students get more familiar with the Modal and practise using them in different situations.
◆ To enable students to master some new words and expressions.
Teaching Procedures:
Part One: GRAMMAR - MODAL VERBS
I. Revision
We have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.
1) What are these properties of water?
2) Can you give some more examples that show we can benefit from these properties of water?
According to the above discussion, we know that these properties of water are very important and help us a lot. Just because of these properties of water, water can meet people’s needs of living on the earth. We can say that water is the “life food” of the earth. It is a necessity of human beings and all the other living things. However, have you ever imagined the following situations?
II. Presentation
3) Without ocean motion, what would the earth be like?
(Without ocean motion, the earth would…)
4) If the density of ice were larger than that of water, what would the seabed be like?
(If the density of ice were larger than that of water, the seabed would…)
5) Suppose water had a much lower freezing point, what would the world be like?
(Suppose water had a much lower freezing point, the world would…)
III. Try to list some modal verbs according to their functions.
Possibility Certainty
Ability Permission
Request Suggestions
Necessity Advice
IV. More situations given to practice using Modal Verbs.
Situation one:
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
1) If it is true, what may happen in the future?
2) What can our country do with this problem?
3) What should we do in our daily life?
Situation two:
Three Gorges Project is the largest water conservancy project ever built in the water. It is said that the whole project will be completed in the year as planned. So try to discuss the following questions:
1) If the project is completed in the year 2009, what advantages will it bring to us?
2) If the project is completed in the year 2009, what problems may it cause? How can we deal with these problems? What should we do to solve these problems?
V. Consolidation
1. Fill in the blanks with the proper modal verbs.
will would can could must should may might
Dear John,
Thank you for your letter. I don’t think I ________ give you any advice. I don’t think the manager ______ trust you. It sounds as if he has decided that you ______ be the thief. Do you have to continue working at this company? Maybe you ______ find another job where the people are more friendly. I think that you ________ enjoy that more.
If you stay at the meat factory, you __________ not be able to be happy. Besides, if you stay, the thief _______ do something bad to you. I don’t think that _______ be very pleasant. If he played a bad trick on you, the manage __________ say you were the thief and call in the police. That _________ have serious results. I think the best thing you _________ do now is to look for another job and hope that it __________ turn out better.
Yours,
Mary
2. Finish all the grammar exercises on SB & WB.
Part Two: Word Study
I. The letters of the following words have been mixed up. Try to put the letters in the correct order.
1. otmas 11. sag
2. satlbe 12. nhroygde
3. sdlio 13. yoxgen
4. oasbrb 14. duiliq
5. eeefrz 15. fatol
6. shiplareotin 16. ttaaibh
7. labeiaav 17. aaccpiyt
8. siendyt 18. sseeiintv
9. orperpyt 19. ssloveid
10. tionrcerea 20. uerp
II. Try to find words in this unit according to the explanations
1. ____________ （of things）that can be used or obtained.
2. ____________ not mixed with any other substance.
3. ____________ special quality or characteristic of a substance, etc.
4. ____________ change a solid into liquid.
5. ____________ stay on or at the surface of a liquid and not sink.
6. ____________ ability to hold or contain sth.
7. ____________ affected greatly or easily by sth.
8. ___________ natural environment of an animal or a plant; home.
9. ____________ (means of ) refreshing or entertaining oneself after work; relaxation.
10. ____________ the relationship between mass and volume and is measured in kilos per cubic.
III. Fill in the blanks with the proper words. The first letter has been given. Some words are used more than once.
1) The water molecule is made up of two h__________ atoms and one o__________ atom.
2) Water is a l________ at room temperature, but it turns into a s________ when the temperature drops below 0C and into a g____ when heated above 100C.
3) An a________ is the smallest part of any living or nonliving thing.
4) Places by the sea often have a s___________ climate that is never too hot or too cold, because water can a________ and release a lot of heat.
5) Soil can a________ water, so it helps keep water from flowing away.
6) Marine scientists study the r___________ between living creatures and their habitat in the ocean.
7) Salt water has a lower f_________ point and is heavier than fresh water.
8) Oil has a density lower than 1,000 kg/m3, so it will f__________ on water.
9) Heat d________ the candle into a pool of wax in a few minutes.
10) Now nobody can be sure any longer that the air in the countryside is p________ and healthy.
IV. Complete the following sentences with the proper forms of the following phrases.
1. Temperature here__________10°C to 30°C.
2. A volleyball team consists of Six players while a football team ______eleven players.
3. He is a hero, so you will ___________ his good example.
4. You can ___________ her offer to drive you home.
5. The talks between those two big companies ____________ so the two managers had to look for another trade partner respectively.
6. The engine of the ship was out of order and the bad weather ___________ the helplessness of the crew at sea.
7. It’s now twenty minutes past four, _________, the doctor has gone for two hours.
8. Uncle Smith followed him _______ down the street.
9. The powder is then ________ water and other things, and made into different kinds of food.
10. The chairman encouraged everyone to __________ the discussion.
Homework
1. Finish all the grammar exercises on SB&WB.
2. Review the whole unit.
(浙江省温岭中学英语组：江依丽，马君，林中华，夏静玲)
篇6：Teaching Plan for Unit 8 Learning a foreign language(人教版高三英语上册教案教学设计)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
acquisition, correction, data, patience, stick, acquire, instruct, adopt, face, awful, academic, anxious, appropriate, make sense of, distinguish … from ,be equipped with, adjust itself to, be born with, regardless of, consider… put… to use, take risks/a risk, contribute to, take patience
b. 重点句型
Learning a language is obviously more than just memorizing words, phrases and structures.
If we develop our study skills, … but can in fact be twice as easy and a lot of fun.
2. Learning ability goals 学能目标
Help the Ss learn how to talk about the different methods of learning a foreign language and the characteristics of the successful language learners.
Teaching important points 教学重点
Analyse the organization of the text.
The understanding of the reading text about the problems and factors related to learning a foreign language.
Teaching methods 教学方法
Listening and intensive reading with the aid of the computer courseware.
Teaching aids 教具
A computer, a projector and Internet.
Teaching procedure & ways 教学过程与方法
Step1: Lead-in
1. What’s our mother tongue?
2. What’s our foreign language?
3. Which do you think is harder ?
Step 2: Skimming
1. If we develop our study skills and way of Learning, is learning foreign language twice as hard or as easy?
Twice as easy.
2. Find out the topic sentence of each paragraph.
Main idea
Para. 1 Learning a language is obviously more than just memorizing words, phrases and structures. It is puzzling how we are able to learn or acquire our mother tongue.
Para. 2 Language experts have different answers to the question.
Para. 3 Learning a foreign language is different from learning one’s mother tongue
Para. 4 Successful language learners share a number of characteristics
Para. 5 By planning and evaluating their learning, successful language learners gain confidence which in turn allows them to enjoy the learning process and learn better and faster.
Para. 6 If we adopt some of the study skills and characteristics described in the text, we will become more successful.
3、What’s the purpose of writing this article?
A. Learning a foreign language is twice as hard as learning our mother tongue.
B. Learning a foreign language is more important than learning our mother tongue.
C. Learning a foreign language is twice as easy if we develop our study skills.
D. In fact, the number of people learning a foreign language has increased with years.
4、Match the part with the main idea.
Part1(Para 1~2) differences
Part2(Para 3) successful language learners
Part3(Para 4~6) learning of the mother tongue
Step3: Scanning
Part1.
1. Answer the questions or do multiple choice.
①What is the most puzzling question in learning our mother tongue?
How were we able to make sense of what we heard and distinguish the mistakes and errors from “good” language?
②How do different people explain our ability to learn our mother tongue?
Some experts explain that we are equipped with a special ability to learn language and our brain adjusts itself to the language, Others think that we learn language in the same way we learn other things and that what we are born with is a general ability to learn and adapt ,not a language –specific part of the brain.
③The sentence “Life is a very successful language school” means .
A. we are equipped with a special ability to learn language
B. the key to learning the language well is to communicate with the people around us
C. parents can give children language lessons
D. people can learn the language by themselves
Language points:
1. make sense of 理解 make sense有意义
make no sense in a sense在某种意义上
Can you __make sense of ___ what I said?
Talking after the accident __makes no sense___.
what he said is reasonable__in a sense_.
2. adjust 调整 adjust / adapt… to适应
1) You shouldn’t adjust your computer without any instruction.
2) He adjusted his errors and continued his research work.
3) When you go to a new country, you must adapt /adjust yourself to new circumstances
3. regardless of : 不管，不顾
The coal boss risked making money regardless of workers’ safety.
They decorated the house regardless of cost.
Part2.
In fact, we learn English much faster than we may have thought because ________.
A. A lot of people are born with a special ability to learn a foreign language.
B. English learning always takes place in class.
C. Communicating with people often takes too much time.
D. We can get a lot of help and the learning is more efficient.
Language points:
1. in other words换句话说
in a word 总而言之
in word 口头上
with the words 说完就......
have a word with sb. 和某人说句话
have words with sb = quarrel with sb 与…争吵
keep one’s word = keep one’s promise 遵守诺言
Word came that… 有消息传来……
1) With the words, he walked away with a smile.
2) It’s no use promising in word, but in deed.
3) In a word, you are a very good boy.
4) She often depends on others. In other words
she doesn’t do things by herself.
5) I hope you will always keep your word
6) Have a word with Rose and see what she thinks.
7)Word came that our team had come out first.
8)After having words with the boss, he decided to quit the job.
Part 3:
1. If you want to be a successful language learner, what characteristics must you have?
interested in understanding my own thinking;
curious about the world;
willing to take chances ;
confident in my ability;
use different ways of learning ;
plan my studies in order to deal with academic challenges.
2. tick(√)some of the following points that the write thinks are important.
（ ）1. set a clear goal in learning
（ ）2. evaluate our learning
（ ）3. make proper study plans
（ ）4. have good pronunciation and intonation
（ ）5.have interest in learning
（ ）6.understand English grammar
（ ）7.memorize new words
（ ）8. be active and patient
（ ）9. adopt some good study habits
（ ）10. take risks and put ourselves in new learning situations
（ ）11.put what we know to better use.
Language points:
1. put…to use : make use of / put...into practice
1) You should put what you have to better use.= You should make better use of what you have.
2) She put her knowledge of German to good use
2. take/ run/ risks 冒险
at any risk无论如何， 无论冒什么危险
at risk = in danger处于危险中
at the risk of ... 冒着…的危险
1) 他冒着生命的危险救了我一命。
He saved my life at the risk of his own/losing his own .
He took risks of his own/losing his own life to save me.
2) 疾病在蔓延， 所有五岁以下的小孩都有危险。
The disease is spreading, and all children under 5 are at risk.
3. adopt vt.
(1) 收养
这对夫妇不能生育孩子， 所以就收养了两个小孩。
The couple couldn’t have children of their own so they adopted a couple of kids.
(2)采取，采纳情况最终会迫使我们采用这项政策。
Circumstances will force us finally to adopt this policy.
The adopted son can’t adapt/adjust himself to the new family
Step4:Consolidation
Key phrases
1 acquire a language 1掌握语言
2 communicate with 2与.........交流
3 make sense of sth 3 弄懂
4 distinguish from 4 区分
5 be equipped with 5 装备
6 adjust to 6调整
7 be born with 7天赋
8 regardless of 8 不管
9 as a consequence of/as a result of 9 结果
10 in other words
11have sth in common
12 be curious about
13 take chances
14 be confident in/have confidence in
15 take risks
16 contribute to
17 adopt habits 10 换句话
11 与......有共同处
12 对.......好奇
13 找机会
14 对.........有信心
15 冒险
16 对.........贡献
17 养成习惯
Ⅰ．Fill in the blanks according to the text
1. We learn our mother tongue by _c________________ people around . But how were we able to _s____________ what we heard and _d_________ the mistakes and errors ______ “good” language?
2. Some experts believe that we are _e____________ a special ability to learn language and that our brain _a____________ the language we hear around us. Others think that we learn language in the same way we learn other things.
3. Learning a foreign language is _d_____________ learning one’s mother tongue. Research has shown that successful language learners do_s_____ a few _c____________.
Successful language students gain _c___________ and are able to _r________ and enjoy the learning because they plan and e their learning. And they’re more willing to take r and to place themselves in new learning situations, If we want to be successful language learners, we should try to a some of the study habits described above. If we d our study skills, we may find that learning a foreign language does not have to be t as hard as learning our mother tongue.
Ⅱ. Fill in the blanks with the right form of words and expressions according to the hints given.
1. We learnt or a our mother tongue by communicating with the people around us.
2. The stronger the m ,the more quickly a person will learn a foreign language.
3. successful language learners also use different ways of learning and plan their studies in order to deal a challenges.
4. Successful language students gain confidence and are able to relax and enjoy learning by planning and e their learning.
5. To live one year in a foreign country is enough to b your horizons and improve your understanding of the world.
6. Studying abroad have both advantages and d .
7. The problem is really difficult and is above my c .
8. The resolution was a by a vote of 180 in favour to 10 against it.
9. It is very important that you find an a course for you in a local school in the country you live in.
10. Many parents worry about the safety of their children in a foreign country and may also be c about the cost.
Phrases:
11. I always when I come across a new word in
reading.(have trouble)
12. It is puzzling how we are able to what we
heard.(understand).
13. It is interesting to know how people the mistakes and errors______
“good” language. (differ; tell)
14. Some people believe that our brain the language of the culture we are born in. (adapt to)
15. , active learners do better in areas such as reading comprehension, vocabulary learning and writing. (as a result)
16. Confident learners are willing to and to place themselves in a new learning situation. (take adventure)
17. There are a few important factors that the learning abilty of the learners. (lead to)
18. It to learn a language for any learner. (patient)
19. , we saw a boy rushing from behind the comer and he was hit by a running car.(suddenly)
20. As an exchange student, you have to learn to yourself. (rely on)
Step 5 Homework
1．Word study Exx1&2 in language Study on page 68&69.
2．Vocabulary Exx1&2 in the Wb on page203&204.
篇7：unit 13 teaching plan listening(人教版高二英语下册教案教学设计)
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
III Part 1
1. First listening
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
3. Understanding of the passage
Time:
Poet:
Poem:
Story:
IV Part 2
1. Vocabulary
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
2. Listening
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
V Activities
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
Listening practice in workbook
I Part1
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
II Part2
1. Listening text
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Advice Explanation
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
篇8：Teaching Plan For Unit 17 Reading(人教版高二英语下册教案教学设计)
一、I 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.
II 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.
III 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…
IV 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.
V Teaching Aids:
1.a tape recorder
2.a multimedia
二、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.
(Teacher gives students five minutes to discuss and collects their answers.)
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?
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 Tasks:
1. Choose the best answers according to the text
1).The disabled ,in the author’s opinion , need all EXCEPT________.
A. recognition B. sympathy and help
C. discrimination D. inspiration and encouragement
2). The articles in Literature of Chinese Blind Children are often about _______.
A. ordinary people B. famous writers C. science and technology D. Disabled people
3). In order to help the disabled ,we should ________.
A. do everything for them B. give them money, food and clothing
C. Help them understand their valuable role in society
D. ;earn how to teach them knowledge
4). The disabled people mentioned in the text are all _________.
A. hardworking and clever B. lazy and poor
C. optimistic (乐观）and pessimistic(悲观） D. foolish and doing nothing at all
5). We can infer from the text that ___________.
A. The disabled are useless B. We should look down upon the disabled
C. The disabled can do something as well as or better than normal people if they are helped
D. There is no opportunity for the disabled to make a contribution to society
2. Answer the following questions.
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?
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.
Step III Post- reading
Questions in text
Step IV language points in the text
1. award & reward
award n. 奖，奖品，奖金；赔偿费
This year the award for best actress went to a foreigner.今年的最佳女主角奖颁给了一位外国人
Those who were injured in the explosion were given an award of $6000.那些在爆炸事故中受伤的人被裁定给予6000美元的赔偿费
She received a bike as an award. 他得到了一辆自行车作为奖品。
Reward n. 酬金、报偿、报答
I don’t expect anything in reward; I did it because I enjoyed it. 我不指望得到什么报答，我做这件事只是因为我喜欢干。
一般有功劳功绩才能得到award; 而reward则通常指对所提供的服务或所做的好事给予的酬劳或报答
v. award 判给、授予、颁发 指经过评审鉴定之后颁奖给某人或裁定判给谁什么。
reward 酬报、报答、回报 指对所提供的服务或所做的好事给予的酬劳或报答。
How can I __________ your kindness. reward
He __________ the boy with ten pounds for bringing back the lost dog. rewarded
The chairman _________ LiNing the highest prize. awarded
The referee [7refE5ri:] ________ a free kick. 裁判员裁定罚一个任意球。 awarded
present award 颁奖 win/ gain/ obtain/ receive a award for ….得…的奖
2. launch vt. 使(船)下水, 掷(标枪等), 发射(导弹、火箭等), 开办, 发动, 发起
①launch a man-made satellite
②launch a new enterprise(企业, 事业, 计划, 事业心)
③launch attack 发起攻击
4) launch a ship 使船下水 / launch one’s son into the world 把儿子送到社会上
3. get around 四处走动；消息传开；回避，绕过困难
Bad news gets round quickly.
Some people try to get round the tax laws. 有人想逃避税法
A little girl usually gets round her father. 小女孩往往会逃避自己的父亲
4. while
Their country has plenty of oil, while ours has none. but
While I was out, my son began to make trouble. when
While I admit his good points, I can see his bad ones. though
While there is life, there is hope. So long as/ since
While I like the colour of the hat, I don’t like its shape. though
Some people waste food while others haven’t enough. But
The WTO can not live up to its name ________ it does not include a country that is home to one fifth of mankind.
A as long as B while C if D even though
While/ as long as 只要强调唯一条件，此处欠妥
5. a matter of 大约， 实际上
It is a matter of ten li from here to there.
A matter of course 理所当然的事
A matter of minutes 仅仅几分钟就
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.
高考真题：
(上海春)We need to consider what__________we will be using for language training.
A.abilities B.appliances
C.facilities D.qualities
简析：选C。进行语言训练，就需要有设施或设备，因此选facilities(设施、设备)，其他选项不合适。
(2004上海春)Words__________me when I wanted to express my thanks to him for having saved my son from the burning house.
A.failed B.left
C.discouraged D.disappointed
简析：选A。表示“不知说什么来表达自己的想法”时，常用句型“words fail sb.”来表达。根据本题句意，应选A。
篇9：A Teaching Plan 教案教学设计(人教版英语八年级)
Textbook：Go for it!(2B) Teacher:Zheng Jinshen
Content：Unit 3 What were you doing when the UFO arrived ?
Analysis of the Teaching Material：
The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .
Teaching Aims：
1、Knowledge and skills
In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .
2、Processes and methods
With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .
3、Emotion , attitudes and value
The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .
Difficulties and Focuses:
1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;
2、Learn the Adverbial Clause led by when/while；
3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;
4、Train students to use the target language correctly in speaking and writing.
Teaching Periods: 6 periods
The first period: Section A la-1c and Section A 2c
The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b
The third period: SectionA 3a-3b and Section B 1 and Self check 2-3
The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!
The fifth period: SectionB 3-4a and Reading Section 1
The sixth period: Reading Section2-4
Teaching Plans
The First Period
Teaching content: Section A la-1c and Section A 2c
Teaching objectives: Talk about the past events
Target language:
Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien
Sentences：
What were you doing when the teacher came in?
I was talking/reading/looking out of the window.
What was he doing when the UFO arrived/took off？
He was sleeping when it arrived.
He was riding his bike when it took off.
Language skills:
a、To get the information from the pictures and listening materials, and quickly deal with the information.
b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.
c、To get the Ss to learn how to express the statements with the Past Continuous Tense.
Self-learning ability:
To learn how to express the Past Continuous Tense.
Teaching methods
Task-based Language Teaching
Teaching by listening and practicing
Teaching aids: small pictures, a small blackboard and a recorder
Teaching procedures:
Step l. Leading in
1.1 Greetings and duty report.
(Organize the beginning of this class and have a student on duty to report.)
1.2 Ask and answer.
T: What were you doing when I came in?
S1:….
(Help the student to answer the question and then write the answer on the Bb.)
T:What about you?
S2:….
T:And you?
S3:….
(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)
1.3 Look and learn.
Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.
(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )
1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.
Step 2.Look and match (Section A 1a )
2.1 Show another picture and talk about it with the Ss.
T: What can you see in the picture?
S1:….
T: Can you see the UFO?
S2:….
T: Who is in the UFO?
S3:….
T: What else can you see? etc
S4:….
2.2 Books open at page 18. Look through the picture in activity la.
(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)
2.3 Match the statements with the people in the picture.
Step 3. Listen and circle (Section A 1b)
3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)
3.2 Talk about the people’s actions in the picture.
T: What was A doing when the UFO arrived?
S1: He was standing in front of the library.
T: What was B doing when the UFO arrived?
S2: He was sleeping in his bedroom.
……
(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)
3.3 Listen to the reporter’s questions and circle the correct responses.
(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)
3.4 Books open at page 88. Listen and repeat the conversation.
Step 4 . Practice (Section A 1c)
4.1 Ask and answer in pairs.
eg T: What was D doing when the UFO arrived?
Ss: He was getting out of the shower.
Have the Ss do like this.
4.2 Ask and answer according to the real actions.
T: What were you doing when they talked?
S1: I was listening to them.
T: What was A doing when B answered my question?
S2: He was looking out of the window. etc
4.3 Make a survey.
Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?
(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)
Step5 Grammar Focus (Section A 2c)
5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.
5.2 Ask and answer.
eg. What was the girl doing when the UFO took off?
She was walking down the street.
5.3 Present two more ways of saying.
The girl was walking down the street when the UFO took off .
(a) When the UFO took off , the girl was walking down the street.
(b) While the girl was walking down the street , the UFO took off.
5.4 Point out the Adverbial Clause led by when/ while.
5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.
(Move around the room checking the progress of the groups and offering assistance as needed)
Step6. Homework
Make some sentences including the Past Continuouse Tense and when or while.
Writing on the Bb
Unit 3 What were you doing when the UFO arrived?
What were you doing when I came in? UFO alien bathroom kitchen
I was doing my homework/reading/resting. get out of the shower cut hair take off /land
What was A doing when the UFO arrived? be (was/were)+V.ing
He was standing in front of the library.
The girl was walking down the street when the UFO took off.
(a)When the UFO took off ,the girl was walking down the street.
(b)While the girl was walking down the street, the UFO took off.
Teaching Backthoughts
本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。
语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。
因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。
附：小黑板阅读材料
Do you know about the UFO?
Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?
The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.
UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.
Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.
But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.
篇10：Teaching Plan for Unit 3 Going Places(人教版高三英语上册教案教学设计)
Type of lesson: Reading
Aims: 1.By the end of the class the Ss will be able to know something about travel --- the different purpose of travel; adventure travel and the safety tips on a trip.
2. Scanning to get the general information.
3. Intensive reading to get the detailed information.
Teaching methods: Individual work; pair work; group work;
Teaching Aids: a tape recorder; a computer; a projector
Teaching Procedures:
Ⅰ.Lead –in
Proverb: The world is like a book, if you stay at home instead of traveling, it means that you just stare at one page of a book.
---Saint Augustine
Suggestion:
If you are free and have enough money, go for a pleasant trip!
Ⅱ.Reading
Step 1: Pre-reading
1. Do you like travel? Why or why not?
2. Show Ss some pictures of unusual travel.
What can we call these kinds of travel? Adventure travel.
Step 2.While-reading.
1. Fast reading
Questions: Which of the following are mentioned in the text?
A. hiking B. boating C. rafting D. climbing
Where can we do it?
2. Repeat with the tape on.
True False
1).The usual travel is becoming more and more popular.
2).By hiking you will get close to the nature and take exercise at the same time.
3).It’s better to go hiking alone.
4).The basic equipment you need for hiking is a paddle and a small boat.
5).Whitewater rafting is more adventurous
6).You should always wear a life jacket when hiking.
Key: FTF F T F
3. Difficult points:
1). Many People travel because they want to see other countries and visit places that are famous, interesting or beautiful.
Q: What do they want to see?
What kind of countries and places do they want to see?
So what does “that” refer to?
Put the sentence into Chinese.
2).Instead of spending your vacation on a bus, in a hotel or sitting on the beach, you may want to try hiking.
Q: How do people usually spend their holidays?
How does the writer suggest you spend your holiday?
He didn’t go to the market but stayed at home.
He stayed at home instead of going to the market.
3).Watch out for dangers, such as spiders, snakes or poisonous plants.
Oh，it’s dangerous ! You must watch out for the traffic here.
look out for, take care of , be careful of
4). You should not go rafting unless you know how to swim.
If you don’t know how to swim, can you go rafting?
You should not go rafting if you don’t know how to swim.
4.Read .
the first paragraph
Why do people travel?
To see other countries
To visit famous, interesting or beautiful places
To meet new friends
To try new kinds of food
To experience life in other parts of the world
To get away from cold weather
To have unusual experience or wish to have an adventure
Read the second and third paragraphs and fill in the blanks.
hiking rafting
where In the mountains, in a forest, along a river, in a city On rivers and streams
Basic equipment Good shoes, clothes, backpack map, water, sunscreen, cell phone, hat, etc. Boat, paddle, good clothes, lifejacket
Benefits Get close to nature and take exercise Experience life
Basic tips Attentions 1.don’t hike alone
2.tell someone where you’re going
3.bring water and a good map or a compass
4.wear a hat to protect yourself from the sun
5. bring a cellphone if you have one. 1.You have to be careful not to hit rocks, trees and other dangers.
2. think about your safety and wear good clothes and life jacket.
. 3.learn the basic skills of rafting---how to handle the raft, how to paddle, how to get in and out of the raft
4.don’t raft unless you know how to swim
Step 3.Post-reading
1. Point out what’s wrong with Mary’s travel plan.
It’s summer and rains a lot. Mary is going hiking in order to get away from the hot weather and take exercise at the same time. She decides to travel in forest. She makes a list of the things that she wants to take: 1. a pair of slippers; 2.some food; 3. T-shirts and skirts; 4.Camera; 5. A CD-player; 6. a lot of money.
She thinks hiking alone will be more exciting and interesting, so she sets out without telling anyone.
2. TV programme.
Suppose you are an adventure travel fan, especially enjoys rafting. A reporter from CCTV 5 asks you to give us an introduction about rafting. Now the reporter is interviewing you
Ⅲ. Homework.
Make A project: Make up a travel programme.
1. 目的地；2.时间，日程安排（每天的活动项目）；3.费用；4.食宿；
5.注意事项6 .当地风土人情 （文字介绍；图片；地图）
篇11：unit 10 teaching plan ;language points(人教版高一英语上册教案教学设计)
Goals:
a. Achieve language skills and related knowledge about the topic of environment protection;
b. Learn to express causes and effects:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Review Direct and Indirect Speech
Lesson 1
Main points
1.Words
in danger; fur; cut down; left;sometimes;discuss; make sure; find out
2.Sentence patterns
...,tigers can no longer hide and hunt.
3.Functional item
Questions and answers
Difficult points
No longer&no more
Teaching procedures
Step 1 Lead-in
Ss tell the reasons why some animals have died out.
T:We know there are far fewer kinds of animals in the world than before.They have died out for different reasons.
Ask several students to tell the reasons.Get Ss to know about the fact many animals have died because of human beings.
Step 2 Warming up
1.Ss talk about the three pictures.
What kinds of animals are they?
Why are they in danger?
Why do people hunt them?
2.Divide the class into groups and discuss the three questions.
3.Several groups report their answers.
Step 3 Listening
One of the reasons why animals are in danger is pollution.Next you will listen to a report about pollution to know how serious it is.
1.Go through each task and understand what to do.
2.Play the tape two times as necessary.Pause at important points and give the students help.
3.Let the Ss discuss their answers in pairs.
4.Check the answers.
5.Discuss Part Two in groups for a few minutes and then report the answers.
Step 4 speaking
1.Read the instructions.
2.Ss practise asking and answering in pairs.
3.Ask two pairs to act out.
Step 5 language points
1.no longer/no more
no longer =not ...any longer
no more=not...any more
It is later. I can't wait any more.
Time lost will not return any more.
2.make sure(that)
Ep: Make sure that you understand what your teacher says.
Ep: Arrive early at the cinema to make sure of(getting) a seat
Homework
Practise asking and answering questions.
Lesson 2
Main points
1.Words
die out, act, measure, original, respond, vaheatle , keep...from...,live a better life, that is, first of all, by doing, pick up.
2.Sentence patterns
...but we don’t always do as we say...
The good news is that there is a lot we can do to help.
Difficult points
the predicative clause
Teaching procedures
Step 1. Revision
Check the homework
Step 2. Pre-reading
1.Q:What do plants and animals need to survive?
A:Encourage the students to compare animals and humans.Animals and plants also have basic needs and animals live in social groups.
2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water?
A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.
Step 3 Reading
T:From last period we know many animals are in danger.Then do you know why some plants are in danger and even human beings? Let's try to find the answer to the question above from the text and what we can do to stop it.
Ask students to read quickly in silence and find the answer to the following question.
Q:What can we do to protect the environment?
A:We should create more space for animals and plants.We should stop pollution.
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.Why do animals and plants become endangered?
A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically.The text lists three main reasons: habitat change,the arrival of new species in the habitat,and the overuse of the species itself or the resources in the habitat.
2.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat?
A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.
Step 5 Language points
1.as conj.
When in Rome do as the Romans do.
Do you have to feed plants as you feed chickens?
2.take action
I didn't take immediate action.
active adj.
He was active in the 1798 revolution.
3.measure v.&n.
(1)vt.&vi.
We measured the room and found it was 200 feet long and 15 feet wide.
Can you wait till I have finished measuring?
(2)n.
An inch is a measure of length.
Step 6 Listening to the tape
Homework
Review words and language points in the text.
Lesson 3
Main points
Words
devote...to...; at present; common; set...free; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...
Difficult points
hope&wish
Teaching procedures
Step 1 Revision
1.check the homework
2.Ask several students to say something about the wildlife endangerment.
Step 2 Word study
Get students to know something about word formation and go over the use.
1.hope&wish
(1)hope
①for+n.
②to do...
③that...
(2)wish
①for+n.
②to do...
③sb./sth.+adj./done/to do...
④sb. sth.
⑤that...
2.stop doing&stop to do
He stopped smoking.(=He didn't smoke any more.)
He stopped to smok.(=He paused and began to smoke.)
Step 3 Grammar
1.Revise the rules for the Direct Speech and Indirect Speech.
2.Practice
(1)Read the news story on P68 in book.Pick out the sertences and then change them into Direct Speech.
(2)Do excercise on P141 in book. Grammar Ex 1.
Homework
1.Go over all words and expressions.
2.Preview: New words and phrases in next part.
Lesson 4
Main points
1.Words
energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.
2.Sentence patterns
It is important to do ...
Choose an environmental problem that you think is important.
Teaching porcedures
Step 1 Revision
1.Review the Direct Speech and Indirect Speech.
Change the sentences into Indirect Speech.
2.Make sentences with the following words and expressions.
hope&wish; stop doing&stop to do ; set...free
Step 2 Lead - in
Ss list some ways to protect the environment.
T:There are mays to protect the environment.List some of them.Next we will read a passage to find more ways of protecting environment.
Step 3 Presentation
1.Help the students understand what the passage tells us.
2.Divide the class into groups and discuss to find the answers.
3.Several groups report their answers.
Step 4 Language points
1.It is important to do...
(1)It is+adj./n.+to do sth.
It is wonderful to have a walk in the woods.
(2)It is+adj.+for sb. to do sth.
It was easy for me to answer the question.
(3)It is+adj.+of sb. to do sth.
It's kind of you to think so much of us.
2.show sth. to sb.=show sb. sth.
He showed me a photo of him.
3.be careful with...
be careful with+n.
be careful in+v-ing.
Step 5 Listening
Homework
Revise all the words and expressions in this unit and revise the new words in next unit.
篇12：Unit 13 Healthy eating Teaching Plan(人教版高一英语上册教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach; fever; ought to; examine; plenty of; diet; keep up with; make a right choice; short of; fit; gain; now and then
Three Skills: energy; soft; bar; fuel; chemical; balance; tasty; boil; mixture;
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you. Let me have a look. Where does it hurt?
Drink plenty of water and get some rest. I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm. I don’t feel well.
Grammar:
Use of Language:
1．Master the function use of language as defined above.
2．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 learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1．Talk about different kinds of food that one favorites.
2．learn the basic knowledge of healthy eating.
3．learn how to say in the clinic.
4．Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
The First Period
Teaching Aims:
1. Revise the vocabulary of some food by discussing pictures.
2. Talk about the features of junk food and healthy food.
3. Improve Ss’ speaking and listening ability by describing, talking and discussion.
Ss’ Activity:
1.Describe some food.
2.Decide if the food shown in the pictures belongs to junk food or healthy food.
Teaching Procedures:
Step 1 Warming-Up and lead-in
Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.
Did you have a rich meal during the Spring Festival?
What did you eat? What’s your favorite food?
Some people get a bit fat after the vacation, do you know the reason?
Is the food easily making people grow for healthy food?
Step 2. Discuss the pictures (Ss’ Book Page 1)
1. Now look at the pictures on page 1. Here are some photos of some food. Please go over them quickly and I will ask some of you to express their names.
2. Now please describe the food and tell me if the food you describe is junk food or healthy food.
Do you know what junk food is ? ---- Junk food contains a lot of fat and sugar.
Healthy food contains lots of vitamins, protein, calcium and so on .
Remember to give me reasons for your decisions. If you like you may refer to the following samples:
I think that ________ is junk food because it has________. (幻灯片)
I think that ________ is healthy food because ________.
3. Get Ss to do oral work talking about it (Encourage them to show their reasons for their decisions and ask them to think of more junk food and healthy food) and then get them to complete the table on page 1.
Step 3 Listening text
Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we're ill, we'd better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients.
1. Pre-listening
By asking Ss the following questions to introduce the Ss the new task: Some students don’t treat breakfast seriously. Do you think breakfast important ?
What do you have for breakfast?
Do you think it junk food or healthy food?
What do you think we should have for breakfast? (Collect Ss’ answers.)
Learn some new words and expressions:
Stomach〔〕胃; cookies〔〕小糕点; milkshake〔〕冰冻牛奶或混合饮料; no wonder难怪; junk〔〕垃圾; temperature〔〕温度;
2. While- listening
Now we are going to listen to what happened to Mike. I will first play the tape of the first situation. Listen carefully and try to catch the necessary information for the first three questions.
A. Class work. Get Ss to listen carefully and answer the questions below.
1) What’s wrong with Mike ? ---He has a stomachache.
2) What did Mike eat for breakfast ?---Two pieces of chocolate, a glass of coke, and two cookies.
3) Can you give Mike some advice ? what should he less of ?
Group work. Get Ss to discuss their answers.
B. Listen carefully to what Mike did next, and then answer the questions below.
1) Which side of Mike’s stomach hurts ?---His left side hurts.
2) Does Mike have a fever ?---No, he doesn’t. His temperature is normal.
3) What does the doctor tell Mike to do ?---Take some pills and call him if there is a problem.
Group work. Get Ss to discuss their answers.
(After a while, check and review Ss’ answers. Then deal with the next situation.)
3. Post-listening
A. Class work. Get Ss to listen carefully again and fill in the missing words.
Part 1
Mike: Ohhh, ouch, my stomach _________?
Mum: What’s wrong, Mike ?
Mike: Oh, my stomach hurts. I must have _______ too much today.
Mum: Well, what did you eat ?
Mike: For ___________, I had two pieces of chocolate, ____ _______ _____ coke and two cookies.
Mum: That isn’t a very ___________ breakfast. What else did you eat ?
Mike: Around 8:00 I was __________ again, so I ate an apple and a bag of potato chips.
Mum: Uh-huh.
Mike: And then I had a cup of sandwiches _______ _______.
Mum: That’s a lot of food! Did you eat ________ else ?
Mike: Well, yes, I had lunch, too.
Mum: What did you have for ________ ?
Mike: Hmm, let me see, I had two humburgers, two ______ orders of French fries, an apple pie, and a large milkshake.
Mum: Oh, my! Well, _____ __________ your stomach hurts. But maybe we should go to see the doctor just to ____ _________.
Listening Text 2
Doctor: Hi, Mike, Mrs Peterson. How are you ?
Mum: I am fine, thanks. But Mike has a ________. He ate too much today. All junk food.
Doctor: Well, let’s _______ a look. Come here, Mike. Where does it hurt?
Mike: On the left side, ______ here.
Doctor: Here ?
Mike: Ouch! Yes 1
Doctor: Hmm. Let me ______ and see if you have a fever. Put this in your mouth.
Mike: Hmmffgg.
Doctor: Now , let’s see. No, your temperature is _________. Your mum’s right--- you probably just eat too much . Here, take these pills tonight and tomorrow morning and see if you ______ ________. If anything changes or you don’t feel better, give me a call.
Mum: Thank you, doctor.
Mike: Ouch, yeah, thanks, doctor.
B. After that list the useful expressions in their dialogue and learn them by heart.
What’s wrong, Mike ? --- my stomach hurts.
What did you have for breakfast ? --- let me see, I had… …
Where does it hurt? --- On the left side.
have a fever, take these pills,
C. Enlarge the information
医生用语：
1. What can I do for you ? / What was the matter ? / What's the trouble ?
2. Does it hurt here ? / It's nothing serious . / Let me examine you . / Take this medicine three times a day . / And I advise you not to do …
3. Drink plenty of water and have a good rest . / You'd better have a good rest . / You'll be well soon .
4. Show me your tongue . / Stick out your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You'll have to be hospitalized (住院) .
5. How long have you been like this ? / Well , let's see . Open your mouth and say “ah ”. / Keep warm and don't catch cold .
病人用语：
1. I've got a pain ( cough , headache , toothache ) . / I don't feel well . / There's something wrong with … . / This place hurts . / I feel a great pain here . / I feel dizzy (头晕) . / I took some medicine last night , but they didn't help . / Doctor , please give me an examination .
2. I've had my temperature taken . I indeed have a fever . / I was hot and cold by turns .
3. I don't feel well , doctor . / I hope it won't last long . / I don't feel like eating anything .
4. I have a sore throat ( 喉咙痛) and my chest hurts . / It started bothering me yesterday afternoon . / I feel hot and feverish . / I'm aching all over .
5. I've been losing sleep . / My whole body feels weak . / I've lost my voice . / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .
提出建议和忠告的句型:
1. I advise you (not) to do … / you'd better (not) do … / I suggest that you (should) do … / Why not do … / Why don't you do …
2. It's better to be absolutely sure , even if it does take a bit more time and trouble .
3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .
4. Let me give you a bit of advice , if you don't mind . Stop smoking or at least cut down on it . Watch your diet and …
5. How / What about doing some shopping here ?
6. I think we'd better send for a doctor .
7. Well , if you go on the way you have , you're only going to make things harder for yourself .
8. Yes , I suppose so . / Yes , I certainly will . / That's a good idea . / Yes , but don't you think … ?
Step 4 Homework
1. Prepare for the speaking on page 2 and page 3.
2. Remember the useful expressions and communication sentences.
3. Workbook page71,part 1.
The Second Period
Contents: Listening and speaking (Ss’ Book Page 2)
Teaching Aims:
1. Develop Ss’ listening and speaking ability
2. Talk about seeing the doctor.
3. Practice giving advice and making suggestions.
Ss’ Task: learn to make suggestions and give advice.
Teaching procedures:
Step 1. Pre-listening
1. Learn some new words and expressions:
vegetarian〔〕 素食者/ve; vegan〔vi:g〕严格的素食主义者 recommend〔〕介绍; regular; 规则的〔〕onion soup〔〕洋葱汤; cheeseburger〔〕干酪夹；牛肉三明治; Sprite〔〕
Step 2. While- listening
Task 1. Class work. Get Ss to listen carefully and answer the questions below.
1) Where are the people ? ---- They are in a restaurant.
2) What did they do ? ---- They asked for some food.
3) What did they order to drink ? ---- They would like to have a coke-a diet coke.
Group work. Get Ss to discuss their answers.
Task 2. Listen carefully and then answer the questions below.
1) Who’d like a vegetarian burger? ---- Nobody.
2) They like the small tomato salad, is that right ? (Yes)
3) They both like to have a coke, true or false? (No) (sprite and coffee)
Group work. Get Ss to discuss their answers.
Step 3. Post-listening
A. Class work. Get Ss to listen carefully again and fill in the missing words.
W: Hello, May I take your ________, please ?
P: Um, let me see. Ah, yes, I think I’d like to try the _______ rice with egg and ham.
S: I’d like a vegetarian burger, please.
W: One fried rice and a vegetarian burger. Would you like a _______ ?
P: Well, maybe. What do you recommend ?
W: I would recommend the ______ salad. It’s light and fresh and we _________ it with bread.
P: That _______ good. S: I’d like the tomato salad, please.
W: Large or small ? P&S: Large, please.
W: And what would you like to ________ ? P: I think I’ll have a coke.
S: Me, too. W: Diet or regular ? P: ________, please. S: Same here.
Part 2
W: Good evening, sir. Are you ________ to order ?
K: Um, yes. Well, I haven’t quite _____ ______ _______. Oh, yes. I’d like the onion soup, please.
W: Oh, I’m sorry, we’re out of onion soup. Would like the soup of the day _________ ? K: What is the soup of the day ?
W: it’s _________ soup.
K: Oh, well, no thanks. I think I’ll take the ________ salad instead. Oh, a small one, please. W: One small tomato salad.
K: And then I’d like a cheeseburger, please. Does that _____ ______ French fries ?
W: Yes, it does. K: And could I have bread rolls with that, please ?
W: ______ _________. Let me see, a small tomato salad, a cheeseburger with fries and bread rolls. Anything else. Sir ? K: No, thank you.
W: And what would you like to drink ?
K: I’d like a Sprite, please, and a cup of coffee after the ________.
W: Sprite and ________. Right.
B. Listen to the tape and write down the orders on page 71.
Part 1 :
One fried rice with egg and ham, one vegetarian burger, one large house salad, one large tomato salad, two diet cokes.
Part 2 :
One small tomato salad, one cheeseburger with fries and bread rolls, one Sprite and coffee after the meal.
C. Look at the menu and listen to the tape again . try to work out how much the customers in each part have to pay on page 71.
Customers 1 and 2 (Part 1) would have to pay $ 18.50 for their meal.
Customers 3 (Part 2) would have to pay $ 8.55 for the meal.
D. After that list the useful expressions in their dialogue and learn them by heart.
May I take your order, please ? let me see. I think I’d like to try … …
What do you recommend ? I would recommend … …Diet or regular ?
I’m sorry, we’re out of onion soup. Anything else. Sir ?
Pre-speaking. （P2）
In the listening part, we’ve learnt how to give patients advice. Now look at page 2, here we will meet more similar situations between patients and doctors. I will have you make up dialogues about giving advice according to these situations. Would you please first go over the situations?
Skimming: Get the Ss to go over the given situations.
While-speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
I know you may have difficulty with the dialogue, so let’s first learn the example and some useful expressions you can use in your dialogue.
Scanning: Help the Ss go over the example and some useful expressions on page 3.
Now please discuss the three situations with your partner and then choose one to make up a dialogue. After a while, I will have some of you do pair-work.
2. Discussion. Get the students to discuss the situations and prepare a dialogue.
3. Pair-work. Get some pairs to act out their dialogues.
Homework.
1. Think out another situation and prepare a dialogue according to the situation.
2. Learn the important language points in the passage.
The Third Period
Contents: Reading (Ss’ Book Page 3-4)
Ss’ Task: Read the passage and finish some reading comprehension questions and activities.
Teaching Aims:
1. Improve Ss’ reading skills and abilities.
2. Explain some language difficulties.
Teaching procedures:
Step 1. Warming up and Pre-reading
Today we’ll learn the topic on what we eat. Before we start the reading, I’d like to do a survey with you (Please look at the slide):
1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?
2. How many meals do you have every day? Which meal do you think is the most important? Why?
3. How much water do you drink every day?
4. What kind of snacks do you take? (Collect Ss’ answers.)
Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)
Step 2. While-Reading
I. The first-time reading
Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)
1) Are traditional diets suitable for the 21st-century person?
2) When we choose what to buy and eat, what should we think?
3) Do vegans eat cream or eggs?
vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋\丝绸\皮革等)
II. The second-time reading
I. After fast reading, do the following True-or-False exercises.
1. Our body doesn''t need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.
参考答案：1. F 2.T 3.F 4.F 5F
II. Get Ss to read the passage again and answer the following questions:
1. What do traditional diets often have?
A. too much water B. too much protein
C. too much fat and too many calories D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals. B. pork and fish C. water D. calcium
3. What contains a lot of protein?
A. vegetables B. fruits C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat B. we have more fruit C. we have “eco-foods”
D. we buy good food and keep a balanced diet.
参考答案：CADAD
III. The third-time reading
I. What’s the main idea of each part?
Part1: Difficult to choose what to eat/ our eating habits are changing
Part2: Different food has different functions / why the eating habits are changing
Part3: Choosing according to what we believePart4: Keeping a balanced dietPart5: Developing healthy eating habits/suggestions
II. What types of the article ?--- It’s about Argumentative Writing
议论文是阐明作者对人或事的好坏的立场观点。 议论文有三要素：论点（the point of view ）、论据（evidence ）和论证（argumentation ）。议论文的论点是全文的中心。
议论文和说明文有个共同特点，那就是段落大多有主题句（topic sentence ）。主题句一方面是段落的中心议题，另一方面也表达一个侧面，说明该段与文章中心的关系。因此，主题句自然就是阅读的重点。
利用本文可突出学生3个方面的能力：A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测
C: 生词猜测。Eg: organic, eco-foods, supplement
IV. The fourth-time reading
From these picture we can see the different foods have different functions, now try to fill in this chart.
Chart-filling
Sorts of nutrients Mainly lies in Function
Protein (fish, meat, beans) (good for our muscles.)
Calcium (eggs, milk and other dairy products) (good for our bones and teeth.)
Carbohydrates (bread ,rice and noodles) (main fuel for our body)
Fibre and minerals (help keep our body functioning well)
Step 3. Post-reading (P4)
Group work. Get Ss to discuss the questions after the text on Page 4.
I. Do post-Reading 1.2.
1．What does the “fuel ” mean in the first paragraph?
（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）
2．What do we have to consider when we choose to buy or eat?
（What kinds of nutrients that the food contain.）
3．What made our eating habit changing?
（Many things: what people believe, advice from companies and stores.）
4．How can we feel and look fine?
（We ought to learn about our body and the fuel it needs to keep fit.）
II. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
Step 4 Listening to the tape
Play the tape for the students to listen and follow.
Step 5 Homework
1. Read aloud the passage.
2. Review the important language points in the passage.
3.Prepare for the grammar study on Page5-6.
附加材料： WHAT IS A HEALTHY DIET?
Every person needs water and a diet of healthy foods. These foods should contain some fat, some fibre, a little salt and so on.
People need energy to live. They eat different kind of food which change into energy. The energy is measured in calories. Even when you are asleep, you are using energy -about 65 calories an hour. While you are at school, or walking home, your body is burning up 100calories an hour. When playing football or basketball, you might be using perhaps as much as 650calories an hour.
The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is why lots of people in China have healthy white teeth.
People in the Western world do not eat such healthy foods. They eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Their diet contains a lot of fat in the form of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar in the form of cakes, soft drinks, sweets and so on. The result is that many of them become fat. And some have bad teeth. In some parts of Britain, one person in ten, by the age of thirty, has no teeth left!
文章标题提出论点(主题主旨)，WHAT IS A HEALTHY DIET?接着论证论点(证明是非)，通过中西方饮食习惯进行比较，Chinese diet contains a lot of fruit and vegetables; western diet contains a lot of fat and sugar. 最后得出结论(重点进一步阐明)；That they are fat and in some parts of Britain, one person in ten, by the age of thirty, has no teeth left!
The Fourth Period
Contents: Integrating skills and language learning (Ss’ Book Page6-7)
Teaching Aims: Develop Ss’ integrating skills
1. Do some reading about Snacks.
2. Do some writing to develop the students' writing skill.
Ss’ Task:
1. Learn the reading passage and write a recipe.
2. Solve the remained problems with the unit.
Teaching Procedures:
Step 1. Pre-reading
Get Ss to list the snacks they like to eat and talk about the methods and steps to prepare them. Many students like having snacks. Is the habit good or bad? Let's read “Snacks".
Step 2. While-reading
T: Today, we are going to read a passage about snacks and recipes. It will help us to choose healthy snacks. After that we will also try to write a recipe for our favorite dish.
I. The first-time reading
First p
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