高一新Unit 1 Good Friends教案(新课标版高一英语教案教学设计)
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篇1：高一新Unit 1 Good Friends教案(新课标版高一英语教案教学设计)
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends--Brainstorming:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first write them down and discuss in groups, finally the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. (If time permits, do it in class. Or after class) Go over Part 2 on Page 87. Ask the Ss to make sentences as the example. Ask Ss to pay attention to the English meaning of the new words and the way to use in the sentences. First write them down and then discuss in groups, finally the whole class.
Possible answers:
Brave: My friend Lily is brave. She is courageous. She is full of courage when she has difficulties or is in trouble. She once saved the life of a little boy who had fallen into a river.
Loyal: My friend Li Lei is very loyal. He is always faithful to his friend me. He wouldn’t talk to David whom I don’t like at all.
Wise: My friend Lucy is very wise. She is a learned one in our class. She always gives us the best advice.
Handsome: My friends Jim is a handsome boy. He is very proud because he thinks he is good-looking.
Smart: My friend Harry is a smart guy. He often asks good questions in class. We all think he think quickly. He is intelligent.
(After finishing it, Ss should get the English meaning of them by working in team or group)
5. Language points:
1).What is he like? He is very handsome.
What does she look like? She looks tired.
What does Lucy like? She likes apples.
What’s that kind of radio like? It’s very nice and fine.
What’s sb like?表现内在品质或外在特点。
What does sb look like?侧重外表。
2).What quality should a good friend have?
①. 品质、品性，可数名词
He has all the qualities of a successful businessman.
Kindness is his best quality.
②. 质量、质，可数或不可数名词
Quality is more important than quantity.
注：quantity 量，分量，不可数名词。
如：a large/great quantity of 大量的，后接不可数名词或复数
Teaching methods; Task (differences) ---Team work (make sentences)---Conclusion-3) & 4)
3). Bright, smart, clever, wise(聪明四兄弟)
①. bright着重于“心思灵敏，反应快”。多指年轻人或小孩，常用于口语。
He is the brightest boy in class.
②. clever着重于“思维敏捷的，灵巧的，理解快的”，强调理解、接受能力强。
He is rather clever in saying that.
She is clever at maths.
③. Smart与clever同义,但更强调“精明的，机灵的，调皮的”。用于不太庄重的通俗用语。
You are a smart boy. But do what I say and don’t be too smart.
④. Wise意为“聪明的，明智的，英明的”。 强调经验、学识丰富、判断力强，有远见、有智慧，有谋略。
He is always wise enough to deal with difficult problems.
4). A 5-star friend
①. a ten-speed bicycle a million-pound note
an 800-word article a ten-year plan
②. peace-loving people grass-eating animals
③. a water-covered globe a stated-owned farm
④. an ordinary-looking girl an easy-going teacher
⑤. a warm-hearted woman a narrow-minded person
⑥. a full-time job a new –type computer
数词+名词、名词+现在分词、+名词+过去分词、形容词+现在分词、形容词+名词ed、形容词+名词
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
Answers: 1). Peter is often late for football practice. I think that he should try to be on time in the future.
2). Ann usually borrows things without asking and she doesn’t return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.
3). Adam borrowed John’s CD player yesterday and now. It is broken. Adam can ask his uncle to fix it.
2. Go over Part 1 in Listening on Page 85.
Answer: 1). Try to understand your friend/try to talk about the problems in different ways.
2). Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3). Keep your secrets to yourself.
3. Go over Part 2 in Listening on Page 87
Answer: rope notebook pan gun mirror compass hammer match airplane movie
4. language points:
What are they arguing about?
1). argue with sb about/over/on sth 为某事同某人争论
He wanted to argue with the driver about the accident.
2). argue for/against 赞成/反对
He argued for the 5-day work. She argues against me about it.
3). argue +that clause（从句）。通常不接不定式或when, what, whether引导的从句
He argued that he shouldn’t go.
Step 3 Written work:
①. Part 2 on Page 87 in the exercise book.
②. Describe one more friend and give the reasons
③. Try to use the language points correctly
Homework Reading:
①.Go over Speaking Part on Page 2 and finish the table on Page
3.
②. Prepare the talking part on page 85 & 86. Try to think how to make apologies to your good friends.
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
Step 2 1. The whole class read the materials on page 2 and finish the table on Page 3
Speaking 2. Work in pairs. Ask each pair to decide who could be friends and give the reasons for their decisions.
3. Task: Each one uses the structures and useful expressions to write down some sentences to introduce himself/herself. Discuss it in groups. Then one of each group reads his/her piece to the whole class. The Ss who want to be his/her friend will stand up and give the reasons for the decision.
4. Language points:
1). I also like reading, especially stories about people from other countries.
especially =particularly
①. 特别，格外
People, especially youngsters don’t seem so polite these days.
②. 专门
This crown was made especially for the king.
③. especially 与specially
especially 意思是“特别地，不寻常地”，强调程度，常用在进一步补充说明前面所述的事的时候，前面一般用逗号隔开，一般用来修饰形容词、介词短语或状语从句。Specially意思是“特意地，专门地”，强调目的，一般用在表示目的的不定式或介词前面。
She likes the country, especially in spring.
Though the weather was especially cold and windy, I came here specially to see you.
1). I don’t enjoying singing, nor do I like computers. (nor do I like computers.是一个倒装句。)
①. “nor/neither +be/助动词/情态动词+另一主语”表否定的倒装。”so+be/助动词/情态动词+另一主语”表肯定的倒装。
I have never been there, nor has he.
He can ride a bike, so can I.
②. 思考下句请举出类似结构。
He doesn’t like swimming, nor does he like playing games.
③ 前一句中说了两件事，出现了两个不同的谓语，表示“…也（不）”可用“It is the same with…/So it is with….”。
A fish needs water and without water it will die. So it is with a man.
It was so hard that I couldn’t work it out. So it was with Lucy.
2). I hate hiking and I’m not into classical music.
①. hate 意为：dislike. hate doing /to do sth
He hates playing games, but today he doesn’t hate to play.
其接动名词时，侧重于一种笼统的概念、经常性的事情或一般倾向，而接不定式时，则侧重于表示一时性或特定的具体行为。
②. be into=be interested in; long for; like very much. 对…感兴趣；渴望；非常喜欢
She is into watching TV. She is interested in watching TV.
3). I’m fond of singing.
①. be fond of 表示习惯性的“喜欢”、“爱好”，通常不与具体的时间状语连用也不用于不定式，其后接名词、代词或动名词。
Most children are fond of toys. I am fond of playing football.
②. Be fond of 中的be可换成其它系动词。如：get; become
My little sister has got fond of drawing.
4). I’m sure ….
①. be sure of/about 对…确信，深信….
②. Be sure +clause 加从句，能确定…., 知道….
③. Be sure to do sth
④. Be not sure if/wether +clause 弄不准是否….
⑤. Make sure that +clause 确保，安排妥当。
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 3 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking
Apologies first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out (Don’t write down the dialogues)
Example : Teachers’ book on P18.
Step 4 Written work:
①. Part 3 on Page 87.
②. Get ready to make a standard of making friends in groups
③.Try to use the language points correctly
Homework Reading:
①. Prepare the reading part before class.
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. How do you feel? (Angry, desperate, lonely, hngry, worried, hopeful/hopeless, happy, afraid) You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
Example: ①.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood.
②. I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Ask Ss if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and seven nights. How did the main characters survive? Did they have friends there? Talk about the movie post of CAST AWAY.
(the film shows us how Chuck, a busy manager who never has enough time, ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson)
Step 2 Ask the Ss to read the passage silently. Encourage the Ss to read without using a dictionary. If the Ss can’t guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. and find the answers to the following questions:
Reading
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
3. Finish the following.
①. Which of the proverbs best expresses the main idea of the passage?
A. Dead men have no friends
B. A friend in need is a friend indeed
C. No pains, no gains
D. Where there is a will, there is a way
②. Which of the following is Chuck most likely to eat on the island?
A. Rice, cheese and hot dogs
B. Fish, birds and fruits
C. Bread, beef and vegetables
D. Noodles, chicken and cabbage
③. When Chuck asks a question, Wilson _____.
A. gives an answer B. listens carefully
C. never answers D. gets angry
④. If Chuck is rescued and returns to his normal life, he will _.
A. play volleyball every day
B. shut himself at home
C. work even harder than he used to
D. spend more time with his friends
⑤. What does the writer mean by “friends are teachers”?
A. We can’t survive without friends.
B. We can learn from friends and become better persons.
C. We need friends to share happiness and sorrow.
D. It is important to have someone to care about.
Key: ABCDB
Step 4 1. Ask Ss to summary the main ideas of the text
Summary and 1). Chuck Noland, a successful businessman, lands on a
Discussion deserted island after a plane crash.
2). Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson,
3). Five year’s life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.
4). Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how should behave.
2. Discuss the following questions in groups.
1). What can we do to be good friends even if we are very busy?
2). Does a successful man or woman need friends?
3). The text talk about giving and taking. How do friends give and take?
4). Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 5 1. Ask Ss to make a list of useful words and their expressions
Words and and give reasons (Teachers’ book on page 13)
Expressions 2. Work in groups to finish item 1 of step 5 (what-how-why--what). Then report them to the whole class.
Step 6 Language points:
1. imagine that you were alone on an island.
Imagine v: think of sth, suppose n:imagination
imagine +n 想像… Imagine the children and women in the war
imagine doing sth 想像做… He imagined buying a bike.
imagine sb doing sth想像某人做… She imagined me playing.
imagine +that+clause想像… （见课文）
imagine oneself +n. 想像自己…He likes to imagine himself an actor.
imagine sb to be+n/adj想像…的情况 (通常不直接跟动词不定式)
I imagine his son to be strong.
2. Tom hanks played a man named Chuck Noland.
1). Play vt: act 扮演 （见课文）
2). Play vi 上演，演出 They are playing at the Center Theatre.
3). Play a part/role in…起…作用，扮演…角色
He played an important part in the project.
3. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
1). On a flight: 乘航班 be on a flight=be flying
2). When =and then 正在那时，这时，引起一个意想不到的动作。常用将来时或进行时的句型：
be just about to…when.. be doing…when…
I was just about to go to bed when there was a ring.
3). ①.Crash v=break violently （使）猛撞，（使）撞毁
He crashed his car against the tree.
①. crash n 撞车事故，失事
All the people died in the air crash.
4. Chuck survives the crash and lands on a deserted island.
1). Survive=go on living vt经历（灾难等）之后还活着，vi经历…之后残留下来
Only one baby survived the terrible car crash.
2). ①.desert=leave empty or alone v 遗弃，抛弃，离弃
He is so selfish that all his friends have deserted him.
②. deserted adj 无人的，被抛弃的，被遗弃的
It’s too hot. I see nothing in the deserted street.
5. He has to learn to collect water, hunt for food, and make fire.
1). how to do sth what to do what to with sth why/where/when to do(sth)
2). Hunt for=look for 寻找 hunt for a lost thing hunt for a job
3). Make a fire 生火 catch fire着火 on fire 燃烧着的
set fire to… 纵火于…. Set…on fire 放火
6. Perhaps the most difficult challenge is how to survive without friends
1). Challenge n 可数名词。挑战，邀请赛
give a challenge 挑战 accept a challenge 接受挑战
2). challenge sb to sth 向某人挑战某事
She challenged me to a race.
3). Challenge sb to do sth. =invite sb to do sth to test one’s ability 向某人挑战做某事
He challenged me to play chess.
7. In order to survive, Chuck develops a friendship with an unusual friend-a volleyball he calls Wilson.
1). ①. In order to =so as to in order to引导的不定式短语可放于句首或句尾，其否定形式in order not to do sth。而so as to通常放于句尾而不放于句首。
You come here in order to /so as to go to college.
②. in order for sb to do sth
He came here in order for me to see him.
②. in order that =so that 引导目的状语从句
They went to Athens in order that/so that they took part in the Olympic Games.
2). Develop 发展，养成，培养，发扬
develop a friendship with sb (friendship不可数，表一段友谊时可数。)
3）. Develop-make or become bigger 开发，培育，发生，冲（胶卷）
8. He realizes that ha hasn’t been a very good friend, because he has always been thinking about himself.
1). ①. Realize =understand clearly 认识，体会，领悟
I realized my mistake.
②. Realize =come true使（计划）变为现实
但realize vt come true vi
2). Think of 与think about
①. think of 考虑，关心
He has many things to think of.
②. think of 想起，记得
I think of my hometown when I saw the pictures.
③. Think of …as 把..看作
He is thought of as a great man.
④. Think about 就…思考，考虑
He is thinking about the computer games in class.
⑤. 常用短语: think well/ill of 认为…好/不好
think much /little of 认为….很不错/不重视
think nothing of 把….看得很平常
3). Has been thinking 是现在完成进行时，体现其未完结性、持续性
We have been learning English.
9. He talks to him and treats him as a friend.
1). Treat vt 对待，治疗，处理，款待
Why do you treat the matter as a joke?
2). Treat…as… =look one….as…., regard….as…, think of…of…, consider…as… 把….当作…. （见课文）
3). 常见短语：treat sb for…给某人治…病
treat…like… 对待…像….一样
treat sb to….用….款待某人
10. Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about.
1). 此句learn后有两个that引导的宾语从句，第一个that可省略，但第二个不可省略。
2). Share sth with/among/between sb与…共同使用，与...分享
If you have an umbrella, let me share it with you.
3). Care about 与care for
①. care about 关心，在意
He didn’t care about his study.
②. Care for =feel like 喜欢 =look after 照顾 =care about 关心
③. I don’t really care for math.
11. For example, many of us have pets, and we all have favorite objects such as a lucky pen or a diary.
1). For example 与such as. For example 可用于句首、句中、句未。而such as通常置于名词之后，引出一系列例子。
2）. 常见短语: take … for example 以…为例
set sb an example/set an example to sb 为某人树立榜样
Lei Feng set a good example to us.
12. If someone is quick in mind and action..
1). Quick =intelligent 敏捷，伶俐，敏锐
2). Be quick at sth/doing sth 学…很快
He is quick at languages.
3). Be quick about/in sth 敏于做某事
He is quick about his decisions.
4). Be quick to do sth 迅速做某事
They are quick to learn foreign language.
13. The lesson we can learn Chuck and all the others who have unusual friends is the friends are teachers.
1). Learn one’s lesson 得到教训，启示
We learned his lesson that we should listen to the teacher carefully.
2). Teach sb a lesson. 给某人一个教训
The accident taught him a leeson.
3). Is that friends are teachers 系表语从句
Step 7 Written:
1. Read and finish the materials on Page 88-89 of workbook.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Try to use the useful exptresions in language points
correctly.
①. make sentences;
on a deserted island, hunt for food, make a fire, care about/for
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with , play, such as
②. translate;
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7). we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Reading”
1. Listen to and read the text again and again.
2. Retell the text.
Period 4
Step 1 1. Check the answers of workbook on p88--89
Review 2. Ask the Ss to retell the reading part in groups and then to the whole class
Step 2 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
1). In Statements;
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
“I will come here tomorrow.” She said.
She said that she would go there the next day/the following day.
“We are thinking now.” They said.
They said that they were thinking then.
“This book is not mine”. He said.
He said that book was not his.
2). In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if /whether she had seen his blue notebook.
“Will you help me?” He asked.
He asked if /whether I would help him.
“Did you see her three days ago?” Lucy asked.
Lucy asked if/whether I had seen her three days before.
“Did he finish it yesterday?” Lily asked.
Lily asked if /whether he had finished it the day before.
“Shall we play these games tonight?” They asked.
They asked whether they should play those games that night or not.
3). In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
“What did you do last night?” He asked.
He asked what I had done the night before.
“Where can you go next week?” He asked.
He asked where I could go the next week.
4). Imperative sentence;
He said, “Please park your car here.”
He asked/toled me to park my car there.
“Do not play games in the office.”. She said to me.
She asked me not to play games in the office.
3. Ask Ss to pay attention to the differences between direct speech and
indirect speech among time, tense, place
structure, order, pron in team. And then report them to the whole class.
4. Conclusion;
Pron; this that thesethose
Place; herethere
Time;
nowthen todaythat day tonightthat night
Yesterdaythe day before last weekthe week before
Three days agothree days before next monththe next month
Tomorrowthe next day/the following day so farby then
Tense;
一般现在时－一般过去时 一般过去时－过去完成时
一般将来时－过去将来时 现在进行时－过去进行时
过去进行时－过去进行时 现在完成时－过去完成时
过去完成时－过去完成时
5. Go over Part 1 on Page 5.
6. Go over Part 2 on Page 6.
Step 3 Wriiten;
1. Finish Word Study on Pages 4~5.
2. Finish part 1 of the workbook on p87--88
Homework Reading;
1. Read the reading part and the materials on p888-89 of the workbook. .
Period 5
Step 1 1. Check the homework of period 4.
Revision 2. Ask Ss to report the differences between direct speech and indirect
speech to the whole class.
Step 2 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
Step 3 1. Read the short passage on Page 6 and tell the main
Reading idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.. And then check each other’s message with the partner. And then report it to the whole class.
4. language points:
1). I like talking and joking…..
joke v& n joke=make jokes
for/as a joke只是（为了）开玩笑 in joke 闹着玩儿的
no joke 不是闹着玩儿的 have a joke(with sb)（与某人）说笑话
play a joke on sb开某人的玩笑 joke about 拿….开玩笑，取笑
2). Drop sb a line =write a short letter to sb给…写信（指短信）
Step 4 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 5 written;
1. Write an e-mail which is used to introduce yourself to one or more friend who is found in part 1.Then reply it.
2. Have a dictation.
1). New words and their expressions
2). Useful expressions (including phrases) in language points
3). Make a standard of making friends and then discuss in team.
Homework 3. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
Period 6
Step 1 1. check homework of period 5
2. check and have a dictation
3. Go over Checkpoint 1.
Step 2 1. Ask the Ss to think about what they have learned in this unit (only by yourself)
1). What is the most important thing you learned in this unit?
2). What do you think you did best in this unit?
3). What do you find the most difficult in this unit?
4). Where do you see the most improvement?
5). Where do you need to work harder?
2. team work
姓名
小组发言次数
全班发言次数
提出问题个数
解答问题个数
查找资料次数
与人合作次数
Step 3 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the table correctly.
2. Go over Reflection and ask the Ss to finish the sentences.
Step 6 1. Review the whole unit.
Homework 2.. Do some reading practice
篇2：高一新教材17单元详细教案(新课标版高一英语教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with
Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame
Spoken English:
Describe people
She seems tome to be the kind of woman who …
The impression she makes on me is …
I think she is the kind of person who …
She could be … She looks as if …
She might be … You can see that …
People like her… She doesn’t seem …
Grammar:
Subject-verb agreement
(1) The boy’s team has some good players, but the girl’s is a better team.
(2) My dog team weren’t with me to pull the sled.
But changes were just around the corner.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.
Important points: to get the students to learn something about Subject-Verb Agreement.
Difficult points: The use of Subjective agreement
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Warming Up
First ,say something about women in the world.
Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.
Step 2 Presentation
Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.
Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.
Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.
Step 3 Listening
Listen to the tape and answer the questions.
Step 4 Speaking
Tell your opinion that you think what women should do ---stay at home or go to work.
Step 5 Homework
Prepare a short passage for tomorrow as an oral report.
Lesson2
Step 1 Revision
Get one or two students to give their reports.
Step 2 Presentation
First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?
2. Can you name out some typical animals or plants there?
3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?
Step 3 Reading
Students read the text fast to find the answer to the questions in the part --- Post-Reading.
The answers are: 1. B 2. B 3. B 4. D 5. C
Step 4 Language points
Explain the language points in the text.
Be about to 正要;
Find sb. doing发现某人做某事
Threaten to do sth 威胁要做某事
Somehow 以某种方法
Step 5 Interview
Ask the students to work in pairs --- one plays as the writer, one as the reporter.
The reporter may ask the following questions:
1. why do you plan a trip to Antarctica?
2. what’s the weather like there?
3. how do you celebrate your birthday?
4. have you had any bad accident?
5. what do you think of your trip to Antarctic?
Step 6 Homework
Finish the exercises in the Post-reading part.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise in the Language study part.
The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value
And then finish the similar exercises in their workbook.
Step 3 Grammar
First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.
The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has
Step 4 Practice
Check the answers to exercise 2:
1. They/We are preparing for a party.
2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.
3. Yes, if they finish the work today.
4. Tell them there will be a meeting this morning.
5. Tell them to phone this number.
Step 5 Workbook
Finish the two exercises in the workbook.
Step 6 Homework
Prepare some information about Oprah Winfrey.
Lesson 4
Step 1 Revision
Get the students to give their reports about Oprah Winfrey.
Step 2 Presentation
First, give an introduction about Oprah Winfrey:
Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.
Step 3 Reading
Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.
Step 4 Writing
First give some basic features about a letter to some famous person that you admire very much.
Step 5 Homework
Read the passage in the workbook.
篇3：高一新教材备课资料(U7)(新课标版高一英语教案教学设计)
1. It will be sent into space so that anyone who finds it will understand who we are.
1)这是一个较为复杂的句子。其中在so that引导的目的状语从句中，又含有一个由who引导的定语从句（who finds it）修饰
“anyone”和另一个由 who引导的宾语从句。
2)so that(= in order that)在引导目的状语从句时，意思是“目的为了、以便使得”。在引导结果状语从句时，意思是“结果；因此”。
It rained hard last Sunday so that we had to stay at home all day.
上星期天雨下得很大，因此我们不得不在家呆了一整天。（结果状语从句）．
Please speak clearer so that we can understand you.请说得再清楚些，以便我们能听懂你的话。（目的状语从句）
注意：“so…that…”表示“如此……以致于……”，后跟形容词或副词原级，引导结果状语从句。如：
The problem is so difficult that I can't work it out.这道题太难，我做不出来。
2. selects choose 与pick out 的区别
三者都有“选择”之意，但它们的语意各有侧重。select是“精选”之意，指有目的地、认真地按照一定标准在一些人或东西中选出一些好的，弃掉一些差的；choose使用范围广，通常指在所提供的对象中，凭个人的判断力进行选择，意为 “挑选出来”，而不强调“精选”；pick out比较口语化，指按个人喜好或希望进行挑选，有“仔细挑选”的意思。
You can choose any book you like.你可以选择你喜欢的书。 We must select some for seeds．我们要选一些做种子。
We must select some for seeds.请选出你最喜欢的邮票。
3．represent的用法
represent是动词，有“代表;（画面）描绘; （符号等）表示”之意。如： Our headmaster could not go to the meeting, so Mr Smith represented him.我们的校长不能去参加会议，所以史密斯先生代表他去了。
The sign “&” represents the word “and” .符号＆代表单词“and”之意。
This painting represents a storm of sea.这幅画描绘了海上风暴的景色。
［短语］represent oneself as自称； be representative of代表，表示
4. living, alive, live 与 lively 的区另
它们都可用作形容词，都和“活着”有关，但用法上不尽相同。
1) living主要用作定语，修饰人或物均可，常置于所修饰的名词之前，有时也置其后。它还可用作表语。如：
She is regarded as one of the best living presidents at present.她被看作是当今最好的总统之一。
2）alive是形容词，意思是“活着的；存在的”；为表语形容词，既可指人；也可指物，常和 living互换；作定语时，应放在所修饰的名词之后。如：Who is the greatest man alive?谁是当今活着的最伟大的人？
He died in the accident, but his driver was still alive / living.在车祸中他死了，但他的司机仍然活着。
She must be still alive．她一定还活着。
3）live可用作形容词，表“活的，有生命的”，作定语时常放在所表示物的名词之前，一般不指人。如：
Look ! The cat is playing with a live mouse.瞧！这猫在耍弄一只活老鼠。
注意：live还可以表示“（广播等）现场直播的/地，实况转播的/地”，用作形容词或副词。如：
It wasn't a recorded show; it was live.这不是放录像节目，这是实况转播。
4) lively意思是“活泼；活跃；充满生机的”，用作定语或表语，既可指人，又可指物。
The professor had a strange way of making his classes lively and interesting.那教授有一种奇特的方法使他的课生动有趣。
I feel everything here is very lively.我觉得这儿一切富有生机。
5.include, including ，included和contain的区别
1) include只能用作及物动词，意思是“包括；包含”。它侧重指包含者是整体的一部分。如：
The book includes two chapters on grammar.这本书有两章关于语法的。 The list includes many new names.名单上有许多新名字。
2）including是现在分词，在许多情况下用作介词，后面可直接跟宾语，含有补充说明之意。如：
Thirty passengers were hurt, including 5 children.三十个人受伤，包括五个孩子。
3）included是过去分词，在表示“包括……在内”时常放在被修饰的名词或代词之后，起着“补充说明”的作用。如：
They will send you the book for $ 15, postage included他们将把此书寄给你，单价15美元，包括邮资在内。
4）contain也有“包含；含有”的意思。它指包含者是某物的组成部分（或内容）。如：
Orange juice contains things which help keep you healthy.桔汁里含有有益于健康的东西。Sea water contains salt.海水里含有盐.
6.Where there is a river, there is a city.凡有河流的地方，必有城市。
where在句中用作连词，意为“在（到）……的地方”，用来引导地点状语从句。
We should go where we are most needed by the Party.我们应该到党最需要我们的地方去。
Where there is life, there is hope.留得青山在，不怕没柴烧。（直译：哪儿有生命，哪儿就有希望。）
Make a mark where you have any doubts or questions.在你有疑问的地方做个记号
注意： l）where在用作关系副词时，常用来引导定语从句，并在定语从句中作状语。如：
This is the house where I lived two years ago.这就是我两年前住过的地方。
2）where作连接副词时，常用来引导不定式或名同性从句。如：
I can't decide where to go for our holiday.我决定不了去哪儿度假。 Where they have gone is not known yet.他们去哪儿了尚不清楚。
7. It is true that many of the world's greatest cities have been built on the banks of a river.确实，世界上许多大城市都是建在河畔上。
英语中“It + be + adj. /p.p. + that…”是一个很重要的句型。这里的“it”叫形式主语，真正的主语是“that”引导的从句。如：
Is it true that the scientist will give us a lecture next week? 这位科学家下周来给我们讲课，这是真的吗？
It is said that at least ten buildings will be built soon in our city.据说我市不久要至少建十栋大楼。
8.try to do sth., try doing sth. 与manage to do sth.的区别
try doing sth．是“试着做某事”。try to do sth．是“设法去做”（但不涉及是否成功）。manage to do sib．意思是“设法做成某事”，（强调结果，相当于 succeed in doing sth）。如：The box is very heavy, but I can manage to carry it.箱子很重，但我能扛起它。
I tried to persuade him to go to school again，but he wouldn’t．我尽力说服他重返校园，但他不愿意。
9.lay in pieces on the ground破烂不堪地散落在地上
这里的lay是lie（躺；位于；处于某种状态）的过去式，使用时要注意下面的词形变化：
lie、lied、lied、lying说谎；撒谎 lie、lay、lain、lying躺；平躺；位于 lay、laid、laid、laying摆放；产卵
He lied to his parents, so they didn't like him.他欺骗了父母，所以他们不喜欢他。
She shut the door and left the room with a lot of books lying on the ground.她关上了门，离开了房间，地上摆满了书。
10. do everything (all/ what ) sb. can to + v. 尽力做某事
句型中的动词不定式（to＋v）用作目的状语。使用该句型时，要特别注意不要受情态动词“can”的影响而省去了“to”。如：
I'll do all I can to finish the work. I'll do everything I can to finish the work.
I'll do what I can to finish the work. 我会尽力完成任务。
11. be used to do sth., used to do sth. 与 be (get / become)used to doing sth.的区别
be used to do sth．意思是“被用来做什么”，是 use的被动语态，to do sth作目的状语。used to do sth．表示“过去常常做某事（但现在不做了）”。be（get become）used to doing sth．表示“习惯于干某事”，是系表结构。used是形容词，to用作介词，后跟名词或动名词。The wood is used to make desks and chairs.木头被用来做桌子和椅子。My grandmother used to dance a lot when she was young.我祖母年轻时经常跳舞。He has become used to living in the countryside.他已习惯于生活在农村。
12.missing与lost的区别
这两个词都可以表示“丢失；失去”等意思，但含义和用法不同：missing表示“已不在适当的或所期待的位置”，强调应该有、而缺少。lose表示“丢失”之意，语气较强，一般指某物丢失，不易找回来了。如：On the table there is a book with two pages missing.桌子上有本少了两页的书。They are looking for the missing / lost child who lost his parents when he was a child,他们正在寻找失踪的孩子，这孩子小时候就失去了父母。
13. damage, destroy, harm 及 hurt 的区别
这几个词都有“伤害”的意思，但含义和用法不同：damage“损失＂，主要用于物，表示部分的损失，一般可以修复。destroy“毁灭；消灭”，指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难恢复。Harm“伤害；损害”，常用于口语，指“肉体、精神、健康”等方面均可。 hurt主要指精神上或肉体上的“创伤；伤害”。如：The earthquake destroyed the whole city.地震毁了整个城市。They managed to repair the houses that had been damaged.他们设法修复了受到破坏的房子。Smoking seriously harmed your health.吸烟严重损害了你的健康。His words hurt my feelings.他的话伤了我的感情。
14．“make+宾语+宾补”结构用法小结
make在表示“使得、让”之意时，常用“make+宾语+宾补”的结构；宾补可为：形容词、不带to的不定式。名词、过去分词。如：He tried to make us ho．他设法使我们高兴。 What makes you think so？什么使你这样想呢？ We made her our team leader．我们选她当队长。 He soon made himself understood．他很快使别人懂得了他的意思。
【语法点评］ 现在完成时被动语态的用法
现在完成时被动语态由“has／have＋been+及物动词的过去分词”构成，使用时要注意以下几点：
1) 只带有一个宾语的动词变为被动语态时，将主动语态的宾语变为被动语态的主语。
主动：We have built many house in the past ten years. 被动：Many houses have been built in the past ten years.
注意：有些表示状态的及物动词不能用于被动语态。如： I have had many books．（√）
Many books have been had by me.（x）
2) 带有双宾语的动词，如：give，send，bring，take,，show，tell，make, sing，write，read, sell，buy，ask，pay，horrow，lend，offer，hand，pass，get，promise等，变为被动语态时，可将其中一个宾语变为主语，另一个保留不动。如：
主动： I have given him the book．被动： He has been given the book．被动： The book has been given（to）him．
注意：带有双宾语的动词在由主动语态变为被动语态时，一般都是把表“人”的宾语（间接宾语）变为主语。
3)带有复合宾语（宾语十宾语补足语）的动词变为被动语态时，只能将宾语变为主语，原来的宾语补足语仍留在原处，改称为主语补足语。原来为省略to的不定式作宾补的，主动语态中要用带t。的不定式。如。
主动：I have given him the book. 被动：He has been given the book.
主动：I have asked him to help you. 被动：He has been asked to help you.
4）短语动词变为被动语态时，要注意保持短语动词的完整性，动词后面原有的介词或副词切不可遗漏。如：
主动：I have made him work hard. 被动：He has been made to work hard.
主动：He has referred to the book. 被动：The book has been referred to (by him )
He has thought of a way of doing it. (√ ) A way of doing it has been thought of. (√ ) A way has been thought of of doing it. (√ )
A way has been thought of doing it. (x )
5）由主动语态变为被动语态时，还要注意主谓一致。如：
主动：He has written three novels. 被动： Three novels have been written (by him) .
篇4：高一新教材备课资料(U5)(新课标版高一英语教案教学设计)
2. While still a student, she played roles in many plays. 还在上小学时．她就在许多戏剧中扮演角色。
(1) While still a student & While she was still a student的省略形式。如果复合句中的状语从句用了“主语十 be十名词（形容词，分词）”结构，且主从句主语一致（或从句主语是it）时，可省略从句主语和动词be，而只保留从句中的其他部分。又：
Water will boil when heated. 水加热就会开。（省略了 it is）
I'11 repeat it several times, if necessary. 如果有必要，我可以重复好几遍。（省略了 it is）
(2) play roles/a role扮演角色，起作用。如：Keanu Reeves played leading roles in many films. 基努’里维斯在许多电影中扮演主角。
He played an important role in the research. 他在研究中起了重要作用。
3.During the 1980s and 1990s she won many more prizes在二十世纪八十年代和九十年代，他获得了更多奖项。
l）年代的表示法：the加上整十位数的复数形式 ( twenties 20s/20's; thirties 30s/30' s; forties 40s/40' s; fifties 50s/50' s :
These books were written in the 1830s( 1830's) . 这些书写于十九世纪三十年代。
某人“几十几岁的表示法：物主代词his，my，her，their等加上整十位数的复数形式。如：
He went to America for further education in his twenties. '他二十几岁时去美国深造。
2) many more和much more的区别
many more修饰复数名词much more修饰不可数名词。如：I have many more books than you. 我的书比你的多得多。
much more用于修饰多音节形容词或副词，还可用于修饰不可数名词。如：
This park is much more beautiful than that one. 这个公园比那个公园漂亮得多。
He has made much more progress this year than last year. 他今年的进步比去年大得多。
4.marry, get married 和 be married表结婚
Dmarry可作及物动词，后面直接接宾语；也可作不及物动词，后面常跟副词。如：
She/He is going to marry a doctor. 她／他将和一个医生结婚。 He married late. 他结婚晚。 She married well. 她嫁给了一个有钱人。
get married 和 be married为系表结构，后要加介词 to才能跟宾语。如：She was married to an English man. 她同一个英国人结了婚。
He got married to a friend of mine last year. 去年他和我的一个朋友结了婚。
2)marry,get married均表瞬时动作，不能与 for…／since等“段时间”连用。 be married表示状态，可与“段时间”连用。
如：他们结婚三十年了。 误: They have married (got married) for thirty years. 正: They have been married for thirty years.
5.This film quickly made him famous. 这部电影使他很快成名。
make在此为使役动词，意为“使（做某事）”；‘驶（成为）”。其宾语后要接补足语。补足语可为：形容词、过去分词、名词、省略to的不定式。
1)make十宾语十形容词。如：We are doing our best to make our country even stronger. 我们在努力使我们国家更加强大。
2)make十宾语十过去分词。如：He spoke slowly in order to make himself understood. 他讲得很慢，以便大家能够听懂。
3)make 十宾语十名词（短语）。如：They made him their team leader. 他们推选他当了队长。
4)make十宾语十动词原形。如：They made me do it. 他们让我做那件事。
注意：如本句型用于被动语态，不定式前必须加to。如上句的被动语态为：I was made to do it.
6.reason后的定语从句和表语从句的引导词。That 's the reason why (that, for which ) she left home.
l）定语从句：引导词在从句中作状语时，用why，that或for which 引导；作主语或宾语时，用that或which引导。如：
That 's the reason that / ( which ) he explained to us. 那就是她离家出走的原因。（作状语）
2)reason 作主语时，其后的表语从句用that引导（不可错用成 because）。如：
His health is getting worse and wore. The reason is that he drinks too much. 他的健康越来越差，原因是他喝酒太多。
7.dream的用法
1）dream是可数名词，意为“梦”时，后跟about短语作定语；意为“梦想，愿望”时，后跟of短语作定语。如：
I had a dream about some elephants last night. 我昨晚梦见了一些大象。
His dream of visiting Beijing has come true. 他去北京的愿望实现了。
2)dream 作动词时，意为“做梦，梦见”，有以下三种用法:后跟同原名词作宾语;后跟of或about引起的介词短语;后跟that从句
He dreamed a bad dream last night. 他昨晚做了场恶梦。 I often dreamed of (about ) you. 我常梦见你。
I dreamed that I could fly. 我梦见我能飞翔。
3) 表示“想到”、“向往；渴望”时，后跟of短语。如：I never dreamt of seeing you here. 我没想到会在这儿见到你。
We dream of peace. 我们渴望和平。
8. “be十不定式”的用法
1）主语为 dream， wish， idea， job，work， duty ，plan等名词时，“be to do”是系表结构，表示主语是什么。不定式表示的动作在渭语动词之后发生。如：His wish was to be a teacher．他的愿望是当一名老师。
Their plan is to finish building the house within a week. 他们的计划是在一周内完成这房子。
2）主语是“人”时，“be to do”表示主语（计划、安排）干什么。如：
I'm to meet him at the station. 我将到火车站接他。 They are to be married. 他们将要结婚。
9. by the sea 和 by sea的区别。
by the sea意为“在海边”; by sea意为“乘船，走海路”。如：
Some children are playing by the sea. 一些孩子在海边玩。 We went to Japan by sea. 我们乘船去日本。
10.take off“脱掉”；“起飞”；“很快上升”
John took off his hat as he entered the room. 约翰一边进屋子，一边脱下帽子。
The plane took off at 9 a.m. this morning. 那架飞机今晨九时起飞。
Sales of home computers have taken off in recent years. 家庭电脑的销售量近年来上升很快。
11.afraid的活用:
1)be afraid of +只作表语（一般不作定语），常用于以下句型：
be afraid of+名词／动名词（常担心不良后果，尤其是用于某事的发生是出乎以外的，或这事的发生不是我们所希望或乐意的，这时只能用 be afraid of doing）。如：I'm afraid of dogs. 我害怕狗。 He was afraid of failing in the exam. 他害怕考试不及格。
I'm afraid of making mistakes when I speak English. 我讲英语时总是怕出错。
2)be afraid to do常指害怕而没胆量去做 He was afraid to go back home alone in the evening. 晚上他害怕独自回家。
3)be afraid for“为……担心”。如：I'm afraid for your health. 我为你的健康担心。
4)be afraid that意为“认为，恐怕”等，用于有礼貌地表达可能令人不愉快的信息。如：I'm afraid that we can't come. 恐怕我们不能来。
12.way的几种后置定语形式。
This is the best way to improve our English. 的后置定语有以下几种形式：
l）以不定式作定语。如：There is only one way of doing the work well. 这是提高我们英语水平的最好方法。
He was pleased with the way she had accepted his gifts. 只有一种能把这件事做好的方法。
13.in the end和 at the end的区别
1) 表示“最终”、“终于”时，两者之间没有明显区别，通常可以互换。如：
In the end/At the end we find out the secret. 我们终于发现了这个秘密。
I hope everything will turn out all right in the end/at the end. 我希望最终一切都会顺利。
2)at the end后面常接 of介词短语，表示“在……的尽头；在……的末端”。In the end 的后面不能跟 Of短语。如：
At the end of the road you will find the hospital.在这条路的尽头，你会找到那家医院的。
I went to Paris at the end of last year. 我去年年底去了巴黎。
8. owe的多重含义
1)owe既可作“欠钱”、“负债”解，又可作“感激”、“感谢
篇5：Unit1-5 复习教案(新课标版高一英语教案教学设计)
广州南武中学
朱琼
I. Topics
Unit 1:
Friends and friendship; interpersonal relationships.
Unit 2:
English language and its development; different kinds of English
Unit 3:
Traveling; describing a journey
Unit 4:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
Unit 5:
The qualities of a great person;
The lives of some great people.
II. Words and expressions
Unit 1:
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
Unit 2:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
play a role in, because of, come up, such as, give a command, play a part
Unit 3:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
Unit 4:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
Unit 5:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
III. Functional items
Unit 1:
Agreement and disagreement
I agree. I don’t agree.
I think so. I don’t think so.
Exactly. I’ m afraid not.
Unit 2:
1. Language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
Unit 3:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
Unit 4:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Unit 5:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
IV. Structures
Unit 1:
Direct speech and indirect speech
Statements:
“I don’t want to set down a series of facts in a diary,” said Anne.
-- Anne said that she didn’t want to set down a series of facts in a diary.
Questions
“ When did you go to bed last night?” Father said to Anne.
-- Father asked Anne when she went to bed the night before.
Unit 2:
Imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Unit 3:
现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Unit 4:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Unit 5:
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
篇6：高一英语Unit8教案(新课标版高一英语教案教学设计)
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
Sort Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year Location China’s gold medals competitors
old Greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer
Objective:
Shoot the ball into the other
Team’s goal
Number of players:
Two teams of eleven players:ten outfielders and a goalkeepers
Sports field:
Grass playing field
Equipment:
Football,two goals
Basic rules:
1. Players are not allowed to use their hands.
2. … Sport: Table tennis
Objective:
Number of players:
Sports field:
Equipment:
Basic rules: Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
篇7：高一 unit7 reading(新课标版高一英语教案教学设计)
Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
篇8：高一unit13.4 reading2(新课标版高一英语教案教学设计)
一、Teaching Content
Unit 13 Reading (2); Post-reading
二、Teaching Goals
1. Improve the students’ reading ability by catching detailed information.
2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
三、Teaching Important Points:
1. Master the new words, phrases and useful expressions in the text.
Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for
2. Train the students’ reading ability to develop healthy eating habits.
四、Teaching Difficult Points
1. How to train the students’ reading ability.
2. How to make the students understand the reading material better and answer some questions on the passage.
五、Teaching Methods:
Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Reading
T: We’ve got a general idea about the reading. But I think the passage is very difficult.
T: Ok. Let’s read the passage carefully together.
1unit13.3. (2)
T: We listen to the tape paragraph by paragraph, and then explain the paragraph.
T: Listen to Para 1. and try to answer the questions.
(1)Para 1
1) Listen
T: It’s easier to choose what to eat in the past.
True or False? (T)
T: Why?
Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.
2) Explaining
Our eating habits have changed, as has our way of life.
T: What does the underlined part mean? = and our way of has changed too.
T: As has our way of life 是倒装结构
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.
He’s a doctor, as was his wife before she had children.
3) Understand
T: What does the word “ fuel” mean?
Ss: original meaning:燃料
T: e.g. The machine needs fuels to go on work.
T: But you should pay attention to the word in the text. Here it means 营养物质
T: Listen to Paras. 2 and 3
(2)Paras. 2 and 3
T: Fill in the table.
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
1unit13.3. (3)
Questions
T: Why do some people become vegetarians?
T: What does the word “ green” mean? Does it mean the color of green?
Ss: Green: environment protecting
T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?
T: e.g. environmentally friendly food / eco-food
T: Can you find an example about green food in this paragraph?
Ss: Organic vegetables
(3)Paras 4 and 5
T: Listen to paras 4 and 5
T: You can find the word “diet” several times in para 4.
T: What’s the different meaning of them? Look at the blackboard.
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
T: In order to keep fit, what shall we do and eat?
1) Buy good food and keep a balanced diet.
2) Eat healthy food in the right amount.
3) Eat less fat and sugar and exercise more.
Step3 Post-Reading
T: How have our eating habits changed? Why?
T: Discuss question 4 in pairs.
T: Retell the text according to some topic sentences.
Step4 Summary and homework
T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.
1. Retell the text, try to get a summary of this text
2. Review words we have learnt in this unit
3. Preview grammar of this unit
4. Do the exercises the word study on page 5
1unit13.3. (4)
八．黑板板书设计Blackboard:
(L)
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents
(M)
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
(R)
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
九、Evaluation
篇9：高一unit13.5 grammar(新课标版高一英语教案教学设计)
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
篇10：高一unit13.3 reading1(新课标版高一英语教案教学设计)
Period 3
一、Teaching Content
Unit 3 Speaking; Pre-reading; Reading (1)
二、Teaching Goals
1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice
2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability to give advice and make suggestions.
四、Teaching Difficult Points
1. How to finish the task of speaking and make the dialogue go on smoothly.
2. How to understand the text
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
Good morning! My boys and girls!
Sit down, please!
Step2 Speaking
(1) Warming up
1unit13.3. (2)
T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?
1. When I have a fever
2. When I have a bad cold
3. When I have a headache
4. When I have a stomachache
5. When I have a toothache
6. When I have a bad cough
7. When my leg is broken.
T: I have some problems these weeks. I need your help. Would you like to give me some advice?
Ss: Yes.
T: I’m not feeling well these days. I can’t sleep well at night.
(Lead the students to use these sentence patterns.)
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
(2). Listening and speaking
1) Listen to the tape and answer the questions
T: Listen to the tape and get a general idea about the dialogue.
T: What’s wrong with Sharon?
Ss: She couldn’t sleep last night. She’s got a pain.
T: What did she eat yesterday?
Ss: Noodles, salad, a green peach
T: What does the doctor tell her to do?
Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.
2) Open your book to page3, and read after the tape, try to imitate its intonation.
New words: ought to = should
be careful with
advise sb to do sth / advise doing
3) Practise the dialogue
(i) T: When you go to see the doctor, what will the doctor say to you
1. What can I do for you?
1unit13.3. (3)
2. What’s the matter?
3. What’s wrong with you?
4. Lie down and let me examine you.
5. Let me have a look
6. Where does it hurt?
7. It’s nothing serious.
8. Take this medicine three times a day.
9. You’ll be all right soon.
(ii) T: Turn to page2. There are 3 situations in the table.
T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?
Symptom:
Doctor’s advice:
Signature:
T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.
Step3 Pre-reading
T: Which of the following gives you the most energy:
A hamburger a bowl of noodles a cup of coffee
T: How do you think what we eat every day?
Step4 Reading
T: Look at the title. What’s the title of this text?
T: What’s the meaning of it? (A.)
A. What we eat makes us the persons we are.
B. We always eat what we like.
T: What is a healthy dieteating?
(1)Fast reading.
T: Read through the text quickly, and find out the topic sentence of each paragraph.
1unit13.3. (4)
T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )
(2)Careful reading
1. What do traditional diets often have?(c)
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)
A. vitamins, fibre and minerals
B. pork and fish C. water D. calcium
3. What contains a lot of protein?(D)
A. vegetables B. fruits C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?(A)
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 they think meat will make them thin.
5. From the passage we can conclude that it is probably better, if (D)
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.
Step5Summary and Homework
T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.
1.Review the new words and phrases (2) in Unit 13.
2.Rreview the reading and Post-reading on Page5.
3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.
1unit13.3. (3)
八．黑板板书设计Blackboard:
(L)
When I have a fever
When I have a bad cold
When I have a headache
When I have a stomachache
When I have a toothache
When I have a bad cough
When my leg is broken.
(M)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
(R)
ought to = should
be careful with
advise sb to do sth / advise doing
九、Evaluation
篇11：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
篇12：高一17单元教案(新课标版高三英语教案教学设计)
Unit 17 Great Women
浙江省黄岩中学 王精红 王晨溢 陈佩君 丁瑛 毛海晨 冯丽红 许威
教材分析
本单元中心话题是“伟大女性”。谈论了普通女性, 着重介绍了世界上不同民族、不同领域中的非凡(杰出)女性及其成就。各部分的内容都是围绕这一中心话题而进行设计的。
“热身”(Warming up) 部分呈现四幅杰出女性的照片，引出杰出女性这一话题。 要求学生说出她们的姓名及主要成就，然后通过提问和讨论，让学生了解杰出女性取得辉煌的成就必须付出艰辛这个道理，并以此激励自己。在这阶段的语言实践中可培养学生概述人物特征的能力。
“听力”(Listening)部分的内容就是一则对话，谈论old school photos 中的人物及其过去和现状。要求学生根据材料，正确记录所谈及的人物的特征、专长及现状并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，为后面的“口语”部分打下基础。“口语”(speaking) 由两部分组成。一是看图描述人物，呈现了三幅不同身份女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物品质的能力。二是小组活动，一个学生想出一个著名女性人物，其他学生轮流提问并通过对方回答内容推断该著名女性人物是谁，本活动旨在活跃学生思维和课堂气氛。
读前(pre-reading)部分设计了四个问题，分别是有关南极探险，南北极地理知识及两极著名动物知识，通过讨论扩大学生知识面，并为下一步阅读提供背景资料。
“阅读”(reading)部分是一位女性独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志战胜困难，脱离险境。这篇文章以生动的事实教育学生要在逆境中奋起，从而培养学生耐挫的良好品格。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生概括能力，同时渗透了德育内容。
语言学习(Language Study)分词汇和语法两部分。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力。指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如指个体成员时，谓语动词用复数形式。具体包括三个步骤：1.主谓一致的语法规律和例子；供学生自主学习并探究群体名词主谓一致的变化规律。2.机械性操练，用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。3.不定代词的人称指代。
学习技能(Integrating Skills)部分包括读、说、写三种，其中读说结合，通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fan letters，旨在让学生运用写作方法。
学习建议(Tips)部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的特点，从而培养学生的英语写作能力。
复习要点(Checkpoint)简要总结了本单元的语法重点-主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
Teaching Plan for Unit 17 Great Women
1.Warming up, Listening and Speaking
(1)Listening
(2)Speaking
(3)Listening in Work Book
2. Talking
(1)Warming up
(2)Talking in Work Book
(3)Extended reading
3. Reading
(1)Pre-reading
(2)Reading
4. Post-reading
(1)Reading
(2)Post-reading
(3)Extended reading
5.Language Study
(1)Word Study
(2)Grammar
6.Integrating skills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1．重点单词:
inspire vt. 鼓舞、感动、激发、启示
admire vt. 赞美；钦佩；羡慕
regret. n. 懊悔，悔恨 vt. 为……感到遗憾；后悔
increase vt./ vi 增加；增大
value vt. 估价；评价；重视
threaten vt. 恐吓；威胁；预示危险
bother vt. 烦扰；打扰 vi. 烦恼；操心
generous adj. 慷概的；大方的
cheerful adj. 愉快的；高兴的
mean adj. 卑鄙的；吝啬的
warm-hearted adj. 热诚的，热心的
cold-hearted adj. 冷漠的；无情的
tense adj. 紧张的，拉紧的
miserable adj. 痛苦的；悲惨的
dishonest adj. 不诚实的
dull adj. 迟钝的；无趣的；呆滞的
optimistic adj. 乐观的
extreme adj. 极端的；极度的；偏激的
stormy adj. 暴风雨的；多风暴的；激烈的
shelter n. （U）避难；保护，隐藏 (C)避难所，隐藏处
2、重点词组：
be about to do 即将，正要做某事
around the corner 很近
struggle through 艰难地渡过
find…doing 发现---处于（状态）
increase to增加到
none of毫无，一个也没有
lie down躺下；（风）渐息
at the top of one’s voice以最大的嗓音
tie to系在，栓在
(be) in good health身体状况好，健康
put up a tent 搭起，架起帐蓬
make a decision作为决定
give up放弃
think of考虑、想起、记起
come to terms with 甘心忍受（不愉快的处境）
rise to fame 出名
lead…to… 通向，导致
3、词汇拓展：
inspire (vt.) → inspiring (adj.) inspired(adj.) inspiration(n.)
admire (vt.) → admiring (adj.) admirer(n.) admirable (adj.) admiration(n.)
value (vt.) → valuable (adj.) valueless(adj.) value(n.)
extreme (adj.) →extremely (adv.)
cheerful (adj.) → cheerfully (adv.) cheer (vt.)
4、句型结构
（1）It has often been said that life is difficult as it is.
（2）…during the next week the wind grew stronger and I found myself spending a whole day in my tent.
（3）I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.
（4）In her television shows she makes it possible to talk about great moments and difficulties in people’s lives.
（5）I had travelled only two hours one day when the winds increased so much that I had to put my tent up before the winds became too strong.
5、重点语法
主谓一致,主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如果指个体成员时，谓语动词用复数形式。主要群体名词有: band, club, company, minority, police, party, public, audience, class, government, enemy, team, group, enemy, family etc.
6、教学难点
(1)用得体的英语描写人物特征，并以生动具体的例子来佐证。
(2)引导学生学习杰出女性的优良品质，树立远大目标，勤奋刻苦，严以律己，敢于冒险，知难而进。困难时候，改变方法，或者调整方向，达到成功彼岸。
Teaching Plan
Period 1 Warming up, Listening and Speaking
Goals:
1.Train the students’ listening ability.
2.Master some words describing people and use them correctly.
Step 1 Warming up
In March, there is an important international festival. Ask and answer:
Qs: 1.What festival is it? (Women’s Day)(show a picture of Women’s Day)
2.Is there Men’s Day? (No)
3.Why is there a special festival for women?(In the old time, women were looked down upon and badly treated. By creating this festival, the government just intends to raise the women’s position in society.)
4.What will you say to your mother?(Thank you)
5.What do you think of your mother?(patient, hard-working, kind, caring, careful, etc.)
Most ordinary women like our mothers have such excellent qualities. They are worth respecting.
6.What about girls?(lovely, charming, cheerful, etc.)
Step 2 Pre-listening
Look at the photos of four girls-- Lily, Rose, Jane and Sandra. They are Alice’s old school friends. Everyone has their school days. It gives us great pleasure to look at the old school photos and talk about the old school friends. Now let’s share the pleasure with Alice and the other women.
Step 3 While-listening
Tell the students that they will be listening to a dialogue of two young women. Alice tells Lucy about her old school friends.
For Part 1, the students have to listen carefully to the descriptions that Alice gives of four of her classmates: Lily, Rose, Jane and Sandra. Look at the three questions in the chart and make sure that they understand what they should listen for.(This listening material can be divided into four parts for the four girls. The students can listen to each part twice, and then check the answers at once.)
For Part 2, students should listen carefully to the descriptions of the four women, the relations between them and Alice and their qualities. They have to fill in the blanks with the correct words.(The students should listen to the material as a whole, and then check the answers.)
Step 4 Post-listening
Well done! From the listening material, we have got some useful expressions to describe women and girls. Now let’s make a list of adjectives for describing them. The adjectives can be positive or negative. Boys give a list of positive words and girls try to give a list of negative words. Let’s see who can give as many as possible.
positive negative
strong smart honest friendly warm kind cheerful popular generous pretty hard-working pretty charming helpful optimistic warm-hearted talented learned fashionable naive caring patient responsible patient weak stupid lazy dishonest mean tense cold unkind dull cunning cruel cross cold-hearted selfish
Step 5 Picture-talking
Show Picture 1 and ask:
1.What can you see in the picture?
2.What does she look like?
3.What kind of woman do you think she is?
Ask individual students for details. Then the teacher give suggested answers, emphasizing the adjectives and useful expressions used to describe women.
Suggested answers:
Photo 1: There is a woman in an office. She’s about middle-aged and dressed in a gray jacket. She’s talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There’s a pile of papers on her left. There’s also a bag with sunflower seeds. There’s an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hard-working person. You can see that she’s very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don’t think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.
Step 6 Gathering
Ask students to gather expressions used to describe this woman.
1.The woman seems to be …
2.I don’t think people like her…
3.She may be…..
4.She could be….
5.I can see that…
Besides, more expressions can be used for describing a woman. Individual students can brainstorm them, or they are presented directly by the teacher if it is difficult.
6.She seems to me to be the kind of woman who …
7.The impression (that) she makes on me is….
8.I think she is the kind of person who ….
9.She looks as if….
10.She doesn’t seem…
Step 7 Group work.
Show Picture 2 and 3. Get the students to describe them, making use of the adjectives and useful expressions. Remind the students that it is not important to describe these people as they really are, but what impressions they have of them. They may refer to the questions below:
1.What can you see in the picture?
2.What does she look like?
3.What kind of woman do you think she is?
4.What could she be?
Work in groups and have a discussion. After the discussion, the leader reports. Then the teacher gives the suggested answers:
Photo 2:
There’s a girl using a mobile phone. She’s wearing a red jacket. I can’t see her face very well. From the way she’s dressed, I think she’s perhaps a cheerful and friendly person. She might be a student.
Photo3: In Photo 3, there’s a mother feeding her baby. The baby is sitting in a special chair. The impression she makes on me is that of a woman who is friendly, caring and warm.
Step 8 Listening
You see, ordinary women have different personalities. They play an important role in different fields. Among them, some have made efforts to allivate poverty in their communities to make life better. The Women’s World Summit awards special prizes to these people, like Mrs Adetona and Mrs Zeng. Listen to the tape and hear how they earned their prizes.
Suggested answers:
1.Why do some women get the award that is talked about?
Women may get the award when their ideas or work have helped to make life better in their villages.
2.How has Mrs Adetona helped women in her village?
Mrs Adetona has helped women in her village (get loans) to start small businesses.
3.Why was Mrs Adetona’s work important?
Mrs Adetona’s work was important because with her help now more than a thousand people can take care of their families and send their children to school.
4.What did Mrs Zeng teach women in her village? Write down two things.
Mrs Zeng taught the villagers 1)how to plant potatoes, 2)how to take care of sheep and 3) how to take care of the environment by planting trees on the hills around the village.
5.What happened to Mrs Zeng in 2002?
In 2002 Mrs Zeng was chosen to be one of the village leaders.
Step 9 Summary
Today we’ve done some listening and speaking, especially we have learned to describe people.
Homework
Divide the students into four groups to collect information about these great women: Song Qingling, Madam Curie. Pearl S Buck, Mother Teresa, including their family and achievements.
相关网址
①www. english.upenn.edu/
②www.orlok.com/pearl/pbph7.html/
③www.achievement.org
④www. ceemast.csupomona.edu/nova/curie.html
⑤www. nobel.se/peace
⑥www. ewtn.com/motherteresa
Period 2 Talking
Goals:
1.To encourage students to express their admiration for famous women and their achievements.
2.Make the students know the fact that women should get the same opportunities as men in different fields.
Step 1 Lead-in
Yesterday we learned to describe women. Most women are ordinary women, like our mothers, aunts or sisters. However, they play an important part in our life. It has often been said that women hold up half sky. In this half sky there are some shining stars-outstanding women. Some have become very famous, but we cannot say that all outstanding women are famous. However, they are all great women. Today, we just learn about some great women.
Step 2 Picture-talking
Show the pictures of Song Qingling, Madam Curie, Pearl S Buck and Mother Teresa. Ask the students the question: What kind of people do you think they are?
Get them to use the useful expressions to describe them.
Step 3 Group work
Yesterday you were asked to search the Internet for information about them. Now you have a discussion in groups, and then your leader should give us a report. Your report may cover these questions:
1.Who were they?
2.When did they live?
3.Where were they from?
4.What kind of work did they do?
5.What are they known for?
Suggested answers:
Song Qingling married Dr Sun Zhongshan in 1915. She was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the women’s Federation to a number of committees involving (orphaned) children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S.Buck(1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. She first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for literature in 1938.
Mother Teresa of Calcutta (1910-1997) was a world famous Catholic nun. From the age of 18 she worked in India to help the poor. For more than 20 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In 2003, she was honoured with the name of Blessed Teresa.
Step 4 Game
Besides these four great women, there must be more great women who really inspire you. Let’s play a game. Student A thinks of a famous woman, comes to the blackboard, writes the name on a piece of paper and folds it so that it can’t be seen. One of the other students begins by asking questions about her. Student A may only answer “yes” or “no”. If the answer is “yes”, the student can ask more questions. If the answer is “no”, another student gets a chance to ask questions. Keep asking questions until you know who she is.
Example: B:Is she Chinese? A:Yes, she is.
B:Is she a famous actress? A:No, she isn’t.
C:Is she good at sports? A:Yes, she is.
C:Has she ever been a world champion? A:Yes, she is.
C:Does she play table tennis? A:Yes, she does.
C:Is her name Deng Yaping? A:Yes, it is.
Some possible great women:
Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe, Wu Zetian, Zhao Wei etc.
Step 5 Pre-talking
As we all know, there are many famous women in all fields, including politics, science, literature and peace. All these fields were usually occupied by men. But it has proved that women can do as well as men. They have got many prizes and achieved fame and fortune. Fans, flowers and applause are all around them. What we have seen is their success and their fame. Ask questions :
1.Do you admire them? Why?
2.Is it easy for them to reach their achievements?
3.What qualities have made them stand out?
Fame and achievements never come easy. In addition to that, the career of women is often less smooth than that of men. They have to overcome obstacles. It has often been said that life is difficult as it is. For women it sometimes seems twice as difficult.
4.Was it more difficult in the past?
In the old time, girls used to be looked down upon. They didn’t learn to read or write. When they got married, what women were expected to learn was how to “catch” husbands and then to keep them happy by running a comfortable home. They couldn’t go out to work. In modern times, great changes have taken place. Please turn to Workbook Page 95 Talking. Look at the graph.
Step 6 Role Play
The graph shows us that the number of women taking part in higher education in China is actually very high. And their members are on the rise. So if women get out of school with a high level of education, why is it difficult for them to get high-level jobs?
Suppose you are all members of a group that must decide who will be the new manager in the department store where you work. A woman has applied for this job and you discuss whether she can get the job or not. There are five roles:
1)First, there is the boss of the company.
2)Second, there is the manager who is leaving. It is his job that the woman wants to take.
3)Third, there is a colleague who will have to work together with the manager.
4)Fourth, there is a worker. The new manager will be his or her boss.
5)Finally, there is the owner of the company who will help the others to make a decision.
The students will be divided into groups of five. In each group, there are five roles. The role of the fifth student is the owner of the company who will help the others make the best decision. The boss will start the discussion. Later, ask one group to act it out.
Example:
B: Okay. As we all know M, the manager here will leave next month. So our company will hire a new staff member. We have received many letters from men and women who would like to take this job. In this meeting, we hope to make a decision whom to give the job. M, maybe you can say something first.
M: OK. Well, we all know that my job is no easy one. Therefore we are looking for somebody who is responsible and has good communication skills. There is no need to say that we are looking for somebody who is hard-working and loyal to our company. I think the person for this job must be good at dealing with people and he or she must be a real team worker. The job is difficult because sometimes there can be conflicts between staff. You have to be a strong kind of person and hold a firm stand.
B: Well. Together with the owner of the company, we have already looked at most letters and made some choices. Manager of this department is an important job in our company and that’s why I want that person to be a strong and inspiring personality. Qualities that the right person for this job should have are that he or she is friendly and warm, but also strong and smart. We are now left with two, a man and a woman. I would like to hire the man, because I think a man will do this job better. But the woman has better qualifications and although she does not have as much work experience as the man. It looks as if she could do the job well. The owner of the company has said, well maybe he can explain himself.
O: Yes. I have no preference for myself. I believe both the man and the woman could do the job very well. The things, however, I would like all of you to consider are: 1. It might be good if we had more female managers in our company, so the management team could learn more from different experiences, and 2. Most staff that the new manager has to work with are women. I know there never were any problems with X, but I have also heard that some colleagues in the department would welcome a woman in this position. We are here to hear their opinion, before making a decision.
C: Well, many of our colleagues are women and they do their jobs just as well as the men. I think it could be either a man or a woman, though I prefer we choose a woman. It is very pleasant to work with different people and because there are already so many men working as managers in the company, it might be a good idea to hire the woman.
M: Qualities that the right person for this job should have are that he of she should be honest, strong and hard-working. And as far as I can see, both men and women can have all these qualities. The most important thing is that the job gets done.
C: Sure. Maybe men and women have different ways to solve problems, but we should not say that it isn’t a good thing. I’m sure a female manager will hold her stand in conflicts and can be strong.
W: I haven’t met this person. I’m not sure whether we should take a man or a woman. I suppose if both are equal in many ways, I agree with the owner that we should take a woman. In some ways it would be easier for female staff to talk to a female manager. She might understand some problems better. I believe that women should get the same opportunities provided that she is well qualified and possesses the qualities we feel are needed. On the other hand I am sure that if everybody feels that the man is the better of the two, then we should decide to take him.
B: Well, that should not make any difference. I think the person for this job could either be a man or a woman. The qualities that the right person for this job should have are to treat all staff, men and women equally. …
Step 6 Summary
Today we’ve learnt something about some great women in the world. From what we’ve learnt we can understand that women are equal to men. If we want to succeed, we must work hard.
Just as Madam Curie says: “Life is not easy for any of us. We must work, and above all must believe in ourselves. We must believe that each of us is able to do something well and that, when we discover what this something is, we must work hard at it until we succeed.”
Homework
1.Extended reading---Read four passages about Song Qingling, Madam Curie, Pearl S Buck, Mother Teresa to get more information.
2.Search the Internet for facts about Antarctica and Arctic.
Period 3 Reading
Goals:
1.Train the students’ basic reading ability by getting to know something about a famous woman named Helen Thayer.
2.Let students have strong wills and determination if they set their goals.
Step 1 Lead-in
Show some pictures of winter scenery, the North Pole and the South Pole, etc. While asking and answering, the teacher should present some new words.
Ask Qs:
1. Are they beautiful?
2.Is it cold or hot?
3.Where is the coldest place? (The North Pole and the South Pole/Antarctica)
4.What countries are part of the North Pole and South Pole?
Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, The USA, Canada, Greenland, Denmark
Countries that are part of the South Pole: Chile, Argentina, South America, Australia, New Zealand
5.What’s the weather like there?
(extremely cold, stormy, windy, 24 hours of day or night) (show videos)
6.What animals live on the North Pole and the South Pole
Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whale
Some animals that live on the South Pole: penguin, seal, walrus, whale
7.Why do polar bears never eat penguins?
Polar bears live on the North Pole while penguins live only on the South Pole.
Step 2 Pre-reading
1.Do you want to go there and have a look at these animals with your own eyes?
2.If you want to go there, what will you take with you? Why?(While asking and answering, teaching some new words and expressions.)
1)warm clothes 2)dark sun-glasses 3)ski/snowshoe
4)tent (put…up for shelter) 5)sled (pull… dogs) 6)ice pick
7) matches. 8)maps 9)stove 10)backpack
3.What doesn’t need to be brought? (Drinking water)
4. Will you travel alone to the South Pole?
5.If a person was alone in Antarctica, what would the person be like in your opinion?
The person should be strong, young, energetic, healthy and brave.
The person should have a strong will, great courage and determination.
It’s clear to see that being in Antarctica alone is a dangerous journey of challenge. Can you imagine a woman of 60 years old making a solo expedition in Antarctica? The woman is called Helen Thayer.(呈现图像)
Step3 Skimming
Task 1 Now please read the text fast to find out:
Did Helen Thayer finish her solo expedition? (No)
Task 2 Then show the six simple drawings in the wrong order. Ask them to rearrange the pictures in the right order.
Step 4 Scanning
Then the teacher explain each picture by asking and answering some questions. Meanwhile, some important and difficult language points in bold should be explained.
Picture Detailed Information
1 1)What did she do at 50?
2)What did she decide to do at 60?
3)When did she begin her journey?
2 1.What was the weather like?
2.How was the weather later?
3.How many hours did she travel when the winds increased?
3 1.When was her birthday?
2.How did she spend her birthday?
4 1.What happened when she was moving forward over a slope?
2.How did she rescue herself?
3.Why do you think she could rescue herself?
5 1.How did she hurt herself?
2.What did she do after the accident happened?
3.What’s the result of the accident?
6 1.What decision did she make?
2.Why did she make such a decision without regret?
Suggested answers.
Picture 1
1.She traveled to the North Pole alone.(alone:by herself.)
2.She decided to travel alone in Antarctic.
3.On Nov. 1st, 1997.
Picture 2
1.It was fine. The sun shone 24 hours a day. The wind was icy but not very strong.
2.Later it turned to be stormy weather. The wind grew stronger into a howling storm.
3.She had traveled only 2 hours one day.
Picture 3
1.It was on Nov. 12.
2.She thawed a frozen cake(一块结冰的蛋糕) over the fire, placed a candle on the top, lit it and sang “happy birthday to me.”
Picture 4
1.She fell into a deep hole and was hanging on the ropes(which were) tied to the sled.
2.It took her a long time to climb out carefully.
3.It is because of the self rescue training she had had.
Picture 5
1.She had a bad accident with the sled and hurt her leg.
2.She struggled to her knees(挣扎着跪起来) and put her tent up for shelter on her hands and knees.
3.She couldn’t stand on（stand on 用。。。。。。站立）her left leg and her head was woozy?
Picture 6
1.She decided to end the journey.
2.Because she had met the challeges（迎接挑战） of solo travel in an extreme climate and she had to think of her family.
2.Multiple choice.
1)Antarctica is another name for _______.
A.the North Pole B.China C.Russia D.the South Pole
2)Helen Thayer was born on ________
A.Nov.1,1937 B.Nov.12,1937 C.Nov.22,1947 D.Nov.1,1997
3)On the 22nd day of the expedition Helen Thayer had an accident. What happened?
A.She was attacked by a polar bear.
B.She was blown away with her tent by the storm.
C.She fell into a hole which was a few hundred feet deep.
D.She had an accident with the sled and hurt her leg.
4)What decision did Helen take after the accident?
A.She spent a whole day in her tent.
B.She waited till she got better and continued her journey.
C.She gave up and went back home.
D.She was thankful for all the training she had had.
Key:1.1.D 2.B 3.D 4.C
Step 5 Listening
Listen to the tape, and follow it. Explain some language points.
Title Para Language points
1 1.what else, but (what else would I do but…)
2.be about to do
2 1.be just around the corner
2.struggle through…
3 1.increase to…
2.threaten to do sth.
4 1.die down
2.at the top of one’s voice
5 1.tie …to…
2.be thankful to sb. for sth
6 be in good health
7 1. lying on the ice (If I lay on the ice)
2. be woozy from…
8 Wait to get better or give up?
(Should I wait to get better or give up?
Step 6 Retell
Ask the Ss to retell the text using about 100 words. Then ask some students to act it out.
Notes:
1.Make use of the pictures.
2.Use the first person to retell.
One possible version:
On November 1st, 1997, I began my solo travel to Antarctica in order to celebrate my 60th birthday. For the first days, the weather was very good and there was bright sunshine. But soon, the day was cold and stormy. I traveled slowly because of the bad weather. On Nov 12, I celebrated my birthday in a special way. During my expedition, I came across some accidents: I once dropped out from under my skis and fell into a hole; I couldn’t stand on my left leg and my head was woozy from hitting the ground and so on. However, I overcame those difficulties thanks to my training I had had. It is an experience I shall never forget and shall value for the rest of my life.
Step 7 Discussion
（Group work）What can we learn from Helen Thayer’s solo expedition？
Suggested answers:
1)The sweetest grapes hang the highest.最甜的葡萄在最高的树梢。
2)Where there is a will, there is a way.有志者事竟成。
3)Perseverance is vital to success.毅力是成功的重要条件。
Step 8 Song.
Enjoy a song----- It’s A Long, Long Road To Travel Alone
I always thought I’d like to roam
One day I started alone
Out in this old wide wicked world
Away from friends and home
It’s a long long road to travel alone
And when the day is gone
No place to pillow my head at night
Only on the cold stone
I’ve traveled around from town to town
Now it’s time that I settled down
I’ve had my fill of rambling around
And now I am homeward bound
One day a letter came to me
And this is what it read
Come home my boy to the old homestead
Your father and mother are dead
It’s been a long road to travel alone
I wish I had never roamed
I thought I’d soon see my mother and dad
But now I am left alone
Homework
1. 假设你是Helen Thayer，请你选择下面的日期写一篇探险日记。
Nov.12,1997 / Nov.22,1997
2.Surf the internet for more information about Helen Thayer.
相关网址www.goals.com/thayer/expfrm.htm.
Period 4 Post reading
Goals:
1.To develop some in-depth understanding skills by correctly evaluating Helen Thayer.
2.To inspire students to aim high , work hard and keep on working to reach their goals. Sometimes they should find solutions or different ways to reach their goals if their results are not very good or they have difficulty.
Step 1 Lead-in
Ask some Ss to share the diaries about Helen Thayer’s solo expediton with the whole class.
Step 2 Post-reading
(Group work)
1.Do you admire Helen Thayer?
2.What kind of woman is Helen Thayer? Why?
Suggested answers:
brave It is unusual for women of her age to do things like that.
strongThe description of the terrible weather conditions and the ways she deals with her accident.
perseverantShe has the power to go on even when the circumstances or conditions are very hard.
responsibleShe demonstrates this by her good decision to stop and not risk her life after her accident.
honestThe description of her journey.
Step 3 Appreciation
(Individual work)
Ask Ss to find out the beautiful sentences which make deepest impressions on them. Then paraphrase them.
1.Another-journey of challenge and danger was about to begin.
Paraphrase: I was going to start another journey of challenge and danger.
2.I found myself spending a whole day in my tent.
Paraphrase: Suddenly I found that I had been spending a whole day in my tent.
3.I was thankful for all the training I had had.
Paraphrase: I was rescued by myself all because of the training that I had had.
4.It is an experience I shall never forget and shall value for the rest of my life.
Paraphrase: This experience will affect my life in the future.
5.Within a few minutes the winds increased to a howling storm that threatened to blow me and my tent away, but none of that happened.
6.A few days later, I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.
notes: The sentence structures of No.5 and No. 6 should be analysed carefully and the personification should be pointed out.
Step 4 Discussion
Task 1(Pair work)
Some people think Helen Thayer is a failure because she didn’t finish her extreme travel. Do you agree? What’s your point of view?
Suggested answers:
Helen Thayer shows us that no matter whether we are men or women and no matter what age, we can set ourselves goals and work hard to achieve them. In the process of getting there. She experienced difficulties and set-backs. After a bad accident, she realized that she could not reach her goal in any possible way, or her ambition was too high for her. She gave up and go back home. It is reasonable. We shouldn’t risk our life. We can change our ways or methods to reach the goal. In a word, Helen Thayer is a success.
Task 2(Group work)
1.What about your own goals in life?
2.How will you try to reach them?
Some advice:
A.You must set goals (what you are really good at and what you most like to do)
B.In any cases, work hard and keep on working to reach your goal.
C.If your results are not very good or you have difficulty, you must think about this carefully. You have to go on or make a decision. The most important thing is to believe in yourself and not to give up too early.
Step 5 Extended reading
Read the passage about Helen Thayer--First Woman to Solo Any of the World’s Poles in order to get more information about her extreme travel to the North Pole.(show a picture of Helen Thayer with her faithful dog called Charlie.)
Helen Thayer
--First woman to Solo Any of the World’s Poles
Helen Thayer, born and educated in New Zealand enjoyed a lengthy career as an international discus thrower, representing three countries, New Zealand, the country of her birth, Guatemala, where she lived for almost four years with her husband Bill, a helicopter pilot, and then the United States. Later in 1975 she won the USA national luge championship, gained All American honours and represented the USA in luge competition in Europe. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.
In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world.
The first project would be a journey to the North Pole. It was the barren islands, the hardy plant life, the arctic animals which have adapted to one of the world harshest climates and the sea ice which Helen would have to travel across that made her realize that this would be the place to begin the educational programs. Polar bears were her special fascination and she was not to be disappointed. This is home to one of the largest populations of Polar bears in the world.
In 1988, at the age of 50, Helen decided to walk alone to the North Pole without the aid of aircraft, dog teams or snow mobiles. She was totally unsupported. She walked and skied, pulling her own 160 pound sled filled with all her supplies. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears. He did his job well. He saved her life at least once. They were confronted by seven polar bears, one at a time, throughout the almost month- long journey of 364 miles. Helen made her way around the entire North Pole area.
She began on March 30 and finished on April 27. It was a long and lonely journey. Helen’s expedition was the only one going to the magnetic North Pole in 1988, therefore she had no warning of the ice conditions which lay ahead of her.
Then she wrote a book about her journey to the Pole titled Polar Dream with a foreword by Sir Edmund Hillary, published in the USA by Simon& Schuster.
Helen traveled most of the journey across the sea ice photographing and taking notes as she went. Because the North Pole is constantly in motion, she traveled to the area of the Pole. The Canadian Geological Survey gives expeditions, air charter services and scientists the yearly coordinate of the Pole which is the approximate center of a large area.
When Helen arrived in the area of the Pole she traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.
After she returned home her first job was to gather her photographs and notes into a programme of education for students K to 12. The educational programme has reached students in 38 countries. To date Helen has spoken to more than 450,000 students in schools, classrooms and school conventions.
Polar Dream is an adult book but is also popular in classrooms as a study project. Not only is the book the real life story of this historical journey but it is a factual account of this interesting place close to the top of the world.
And it is the story of a faithful dog called Charlie who traveled at Helen’s side watching for polar bears. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury. As Helen will tell you, “What Charlie wants, Charlie gets”
Ask and answer some questions:
1.What did she do?
2.How many high mountains did she climb?
3.Why did she decide to make the journey to North Pole? Did her husband support her?
4.Who was her only companion on the journey? How did it help her?
5.What has become of her companion?
6.In what way did she travel throughout the area of the North Pole? Why?
7.Did she finish her journey? How long did it last?
8.What book did she write about her journey to the North Pole?
Suggested answers:
1. She enjoyed a lengthy career as an international discus thrower. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor.
2. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.
3. In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world. /Yes.
4. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears.
5. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury.
6. She traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles, it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.
7.Yes./ She began on March 30 and finished on April 27.
8. Polar Dream.
Homework:
1.Suppose you are a reporter on a magazine named “Great Women”. You’re going to write a report about Helen Thayer after the interview with her.
(Group work): Work in groups and discuss how to write the report, what to write and how to describe Helen Thayer. Then finish it.
2.Preview “Language Study”.
Period 5 Language Study
Goals:
1.To practise using some words and expressions in the unit.
2.To help the students to draw the grammar rules for Subject-Verb Agreement and put them into practice.
Step1 Game
In the last several periods, we’ve learned some new words. Let’s play a game:
Two students from each group are standing face to face. Some words are shown on the screen. One of them explains them one by one either by body language or by giving situations, the other tries to say the word by guessing its meaning. The one who guesses the most in the given time will win.
The words are as follows: generous, warm-hearted, threaten, tense, thankful, candle, miserable, cheerful, mean, shelter, slope, solo, mean, inspire, challenge, optimistic, value.
Sample situation:
T: The Wangs are my neighbours. One evening, someone knocked at my door. I opened and saw the son with a basket of ripe and nice oranges. He said his uncle had brought them a lot from the countryside and his mother wanted him to give some to me for a taste. Before I could express my thanks, he moved to the next house. The Wangs are always ready to have their neighbours share the things their relatives bring them. What do you think of the Wang’s Family? And what about their son?
S: ( The family are generous, and the son is generous, too.)
Step 2 Word Study
I. Turn toSB Page 32 Word Study Complete these sentences with the words from the box.. Some words may not be used.
II.Turn to page 97 and finish Exx 1 and 3 as quickly as possible
Step 3 Grammar
Task 1 Multiple choice
1)A library with five thousand books ______ to the nation as a gift.
A.is offered B.has offered C.are offered D.have offered
2)Growing around the lake ______ wild flowers of different colors.
A.is B.are C.was D.has been
3)Each of the hotel’s 3000 rooms ______ with air conditioning and television.
A.has equipped B.were equipped C.is equipped D.are equipped
4)Different areas of the country _______ own customs.
A.have their B.have its C.has their D.has its
5)The Olympic Games, which ______ held every four years, ______ the most important event in the world.
A.are,is B.are,are C.is,is D.is,are
Suggested answers:
1)A 2)B 3)C 4)A 5)A
Task 2 Conclusion
From the exercises we know that singular nouns are used with singular verbs while plural nouns are used with plural verbs.
Task 3 Filling the blanks with the correct verb form.
1)Our little group ______ complete again.
2) ______ your group want to stop for lunch now?
3)Our family ______ not poor any more.
4)The Smith’s family all ______ Chinese.
5)The army ______ helping to clear up after the floods.
6)The army ______ the important task to keep the peace.
7)Our class______ better than any other classes at playing basketball in our school.
8)Our class______ playing a basketball match tomorrow.
9)The team ______ going to play a match on Saturday.
10)This international organization ______ going to open an office in Beijing.
11)The government ______ to build new villages in the north.
12)The government ______ holding a meeting this evening to discuss the problems.
Suggested answers:
1)is 2)Do 3)is 4)speak 5)are 6)has 7)is 8)are
9)is/are 10)is 11)is 12)is/are
Task 4 Conclusion
From the exercises we know that Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is plural. Such collective nouns are: army, class, family, club, company, audience, committee, public, party, government, crowd, police, band, minority and so on.
Task 5 Practice
Get the Ss to make sentences with collective nouns as subjects(Show pictures of two families and two groups).
1)The whole family are watching TV.
2)His family is a big one.
3)The group are having a discussion.
4)This group is bigger than that one.
Task 6 Practice
Finish Students’ Book Page 33 Exx 1 and 2 as quickly as possible.
Step 4 Project
(Group work) Each group is asked to prepare a paper for testing Subject-- Verb Agreement.
The number of exercises should be 10, and the form is unlimited. You can refer to the exercises and checkpoint we’ve finished. Then each group exchange the papers with each other. Correct the mistakes while doing it. The best one will be printed out for your homework.
Homework
1.Read SB Page 155 Subject-Verb Agreement carefully to get more rules.
2.Finish the paper for testing Subject-Verb Agreement.
3.Finish WB Page
4.Put the sentences into English.
1) 四班正在讨论怎样学好英语。
2）每一个学生都参加了这次运动会。
3）不是他去，就是我去。
4）刘军和魏国都不来。
5）书包里有一只铅笔盒，一块手表和几本书。
6）这件事谁也不知道。
7）我们每人都知道他在想什么。
8）我们中间没有人去过加拿大。
9）他们俩都不懂法语。
10）周兰和杨蓓都爱好体育。
11）警察正在问他们问题。
12）340加660等于1000。
Suggested answers:
1)Class Four are discussing how to learn English well.
2)Every student has taken part in the sports meeting.
3)Either he or I am to go.
4)Neither Liu Jun nor Wei Guo will come/is coming.
5)There is a pencil-box, a watch and some books in the schoolbag.
6)Nobody knows anything about it.
7)Every one/Each of us knows what he is thinking about.
8)None of us has been to Canada.
9)Neither of us has been to Canada.
10)Both Zhou Lan and Yang Pei like sports.
11)The police are/is asking them questions.
12) Three hundred and forty plus six hundred and sixty is/are one thousand.
Period 6 Integrating Skills
Goals:
1To learn how to use examples to support your opinions.
2.To learn to write a fan letter.
Step 1 Pre-reading
1. There are many famous women in all fields. Let’s enjoy some pictures of them.
(Show pictures of famous women such as Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe)
2. (individual work)What do you think is needed in order to be a successful woman?
(A successful woman should be intelligent, determined, hard-working, energetic, strong, responsible, perseverant and endurant.)
Step 2 Reading
As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities. Today we’ll read a passage about such a black woman from a poor village in America. (Show the video of her interviewing Marilyn Monroe).But now, she is the Number One TV personality.
Step 3 Skimming
Read the passage to find out how Oprah Winfrey achieved success.
(Hard work and discipline lead to her success)
Step 4 Scanning
Task 1 Ask Ss to read each paragraph and find out the main idea for it.
Task 2 When asking for main ideas for each paragraph, the teacher ask more questions for details.
Title Para Main Idea Detailed Information
: 1
: Oprah Winfrey is not just a very successful TV Personality in the USA, She is also a woman who has inspired millions.
1)What is Oprah’s Programme about?
2)Why is Oprah Winfrey not just a very successful TV personality in the US, but also a woman who has inspired millions?
2 Her family 3) What about her family?
3 She was an extremely bright girl at school. 4)Why was she an extremely bright girl at school?
5)What did she learn from her father when she lived with him?
4 Her work experience. 6)What did she do?
7)Why is her show one of the most popular television programmes in history?
5 Oprah Winfrey’s wonderful career inspires many people to fight for success.
Suggested answers:
1)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives. Her another programme about literature is popular as well.
2)Oprah Winfrey is not just a successful TV personality. She has inspired millions of people through her talk shows. She helped people by giving information about difficulties that they had in their lives and talked about things that people could not or were afraid to talk about. In that way she helped people come to terms with problems that worried them or for which they could not find solutions.
3)For her family, life seemed to hold no promise.
4)She asked her kindergarten teacher to let her go to school sooner and she also skipped the second grade of primary school. A few years later, she won a college scholarship that allowed her to go to university.
5)Hard work and discipline could lead to self-improvement.
6)Worked part-time on a radio programmeStarted working for different television stations became the host of “AM Chicago”
7)Oprah’s show is one of the most popular in history. The history of television is of course not very long. Oprah has been successful with her TV programme for more than 20 years.
After asking and answering, the teacher can present the table below for the students to have a better understanding about how Oprah Winfrey reached her success.
a successful TV personality
a woman who has inspired millions
work for television talk about /great moments/ difficulties
help / come to terms with
program about
literature / popular
win many prizes
go to university Host a talk show
AM Chicago →
The Oprah Winfrey Show for over 20 years.
a bright girl
6-14 hard won a college
scholarship
part-time job on a radio program
black
born in a poor family
skip second grades
hard work discipline self-improvement success
Step 5 Listening
Go through the passage while listening to the tape. The teacher may explain some language points.
I.difficult expressions:
1.come to terms with 甘心忍受
2.bother sb. about sth. 麻烦某人某事
3.inspiring/ inspired令人鼓舞的/备受鼓舞的
4.hold no promise 毫无希望
5.lead to…= cause 引起,导致
6.so far 到目前为止，和现在完成时连用。
7.inspire sb. to do sth. 鼓舞某人做某事
8.within reach在某人所能够得着的范围
II.difficult sentences:
1….made it possible to talk about great moments…
2.Ophrah Winfrey is a black woman whose rise to fame is an inspiring story
3.For Many women such hardship would be too heavy to bear
Step 6 Role play
(Group work) Suppose you were Oprah Winfrey. Now you are at work. You work on a radio programme. People who have something that bother them or have something they can’t talk with others often ask you for help…
Problem 1: Student A has a problem with his friend. He lost 100 yuan last week and he thought it was his new friend who took it because he was with him all the time that day. But he can’t make a check on his friend and he doesn’t want to lose his friend. He wonders what to do.
Problem 2: Student B has a problem with his parents. He thinks that what his parents say is to ask him to work hard and do well in the college entrance exams. Their goal is his son should go to key university. What they care most is his marks and his health. He is unhappy at home. In this way he can’t get on well with his parents.
Problem 3: Student C is good at singing and dancing. Of course she is pretty. She wants to be a famous singer or a film star. She wonders how she can achieve success.
Problem 4: Student D is struck by one of his classmates. He is sure he loves her. It has a very bad effect on his study. He doesn’t know what to do.
Work in groups and do the role play. Then get the Ss to act it out.
Step 7 Writing
You know, Oprah Winfrey is not just a very successful TV personality in the USA, she is also a woman who has inspired millions. She gets many fan letters every day. She enjoys reading them. Here is a letter from one of her fans(SB Page 35). Read it and go on to read tips on writing and try to find out how to write a fan letter. Use it as a model and write a letter to a famous woman you admire, and read to each other in the group.
Guided writing
假设你是好莱坞著名华裔女影星-----刘玉玲的影迷，根据下面所提供的资料，给她写封信（请不要逐字翻译）。词数：100词左右。信头已给出（不计入总词数）。
刘玉玲（英文名：Lucy Alexis Liu）1986年12月2日生于美国纽约，从小立志想成为演员。大学毕业后，边打工边为争取角色而到处试镜，不断碰壁却不气馁，终于有了回报。1997年因演电视戏剧《艾莉的异想世界》（Ally Mc Beal）中的吴琳一角而开始令人瞩目。2000年她在成龙的动作喜剧片《西域威龙》（Shanghai Noon）中饰演公主。接下来，因演《霹雳娇娃1，2》（Charlie’s Angels）而大红大紫，风靡全球。同时自1997年以来也获得了不少国际性奖项。
One possible version:
Dear Miss Liu,
My name is Emily Li. I am 17 and live in Zhejiang, China. I wish to tell you how much I like your films and your performance. I am a big fan of your work. I have seen you on TV and in movies many times. My favorite movie is Charlie’s Angels.
I really admire you and all the good work that you do. I know you had dreamed of becoming an actress since you were a little girl. After college, you took a number of different part-time jobs while waiting for your fortune. In the beginning, your acting career seemed to be going nowhere, but you didn’t give up. Your persistence slowly began to pay off. Now you are world-famous because of your hard work. I hope to be just as successful as you are when I grow up.
Good luck to you always. I wish you a lot of success in the future.
Your fan and friend,
Emily Li
Step 8 Assessment
(Group work)Exchange the writing with the group members according to the following criteria for the content
1)Does the writer follow the format for informal letters?
(address +date at the top, opening and closing)
2)Does the letter give enough detail about the writer’s hero and his or her work?
1) Does the writer express his or her admiration?
Each group recommends one letter to show to the class.
Homework:
1.Finish reading the Integrating Skills on the workbook..
2.Go over the whole unit and do self-assessment. .
3.Surf the Internet about Oprah Winfrey.
相关网址：
www.galegroup.com/free-resources/bhm/bio/winfrey_o.htm.
www.oprah.com.
本单元语言点:
Warming up
1. It is said that…据说
It is said that he has gone abroad.
He is said to have gone abroad. 据说他已出国。
He is said to go abroad. 据说他将出国。
He is said to be writing a new book. 据说他正在写一本新书。
2. inspire vt.鼓舞，激发
We’re trying to inspire him with confidence. 我们正努力鼓舞他的自信心。
The present excellent situation inspires us to win still greater victory. 目前的大好形势鼓舞我们去争取更大的胜利。
inspiring adj. 鼓舞人心的，吸引人的。
We regard Lincoln as an inspiring leader.
The Yellow River Cantata is inspiring. 黄河大合唱是振奋人心的。
inspired adj. 受灵感启发的
The artist told me that was an inspired work of art. 这位艺术家告诉我那是件得自灵感的艺术品。
3. as it is 根据现在情况看，就以现在样子 （常用句子开头与结尾）
I thought things would get better, but as it is they are getting worse. 我原以为情况会好转，但照现在的样子看，只会更糟。
4. twice as difficult as it is 是….的两倍…(困难)
The room is twice bigger than mine.这个房间比我的房间大两倍。
The room is twice as big as mine. 这个房间是我的房间两倍。
The room is twice the size of mine. 这个房间是我的房间两倍。
Notes: A是B的几倍
倍数 +as+ 形容词/副词的原级 +as
倍数 + the +名词（size, length, width, height）+ of …
A比B大几倍
倍数+比较级+ than
5. admire vt.钦佩，羡慕 admire somebody for something因。。。而羡慕某人
I admire him for his success.我佩服他事业有成。
Listening
1. become of (命运等)降临，使遭遇= happen to
What will become of the children if their father dies? 若他们的父亲死了,这些孩子的遭遇将怎样?
I don’t know what has become of him. 我不知道他的遭遇如何。
2. used to do/ would do
过去经常发生的动作或存在的状态，暗示现在已不再如此。
would do 强调过去经常发生的动作，较为主观地表达说话者的感慨，富有感情色彩。
Used you to take a walk after the supper?你过去晚饭后常常去散步吗？
When at college, he would go swimming with his classmates. 上大学时，他常与同学一起游泳。
3. generous 慷慨大方的
He is generous with his money in helping others. 他用钱大方，慷慨助人。
It was generous of them to share their meals with their out-of-work neighbours.他们让失业的邻居与其共餐，甚为慷慨。
Speaking
1. What kind of people do you think they are?
可以用于插入语的动词还有 “suppose, guess, believe, imagine, expect.”
Who do you imagine will come to the party? 你想谁会来参加聚会。
What do you suppose happened to him? 你猜想他出了什么事。
2. think of 想起，想到，打算
think back to 回想
think highly/ well of 高度评价
think little/badly of 认为不好
think over 仔细考虑
think about 考虑
Reading
1. 不定式作定语的三种情况
1)不定式与被修饰的词之间具有逻辑上的动宾关系。
I have some letters to answer today. 今天我有几封信要回。
I want to get something to read during my holiday. 我想找点东西假期里看。
Please give me some paper to write on. 请给我几张纸用。
2)主谓关系(相当一个定语从句)
You must find a person to help you in the field.你必须找个人帮你干地里的活。
We need someone to send for a doctor. 我们需要个人去请医生。
I was the first woman to travel alone to the North Pole. 我是第一个独闯北极的女性。(=who traveled)
3)不具有动宾或主谓关系。
There is no need to worry about him. 没有必要为他担忧。
What’s the best season to go climbing? 什么是爬山的最佳季节?
I’m sure about his ability to complete the task alone. 我肯定他独立完成任务的能力。
2. grow/go+adj, 变成。。。。。。。
grow 逐渐变成，强调过程
The music grew faint as the band marched away. 音乐随着乐队走远而渐渐减弱。
After taking the medicine she grew fat. 吃了那药后，她变胖了。
go 变成（某种状态），通常表示不好的变化。
go red 变红 go mad 发疯 go hungry 挨饿
3 .just around the corner =likely to happen soon.
Victory was just around the corner. 胜利即将在眼前。
A big storm was just around the corner. 一场大风暴即将来临。
5. find oneself +形容词/介词短语/分词 发现自己来到某处/或处于某种境地
When day broke, we found ourselves in a small village at the foot of the mountain. 天亮时，我们发现自己来到了那山脚下的一个村子里。
When he came to life, he found himself in hospital. 他苏醒后，发现自己在医院里。
I found myself surrounded by a group of children. 我发现自己被一群孩子包围。
I found the success greater than I had expected. 我发现这一成就比我预期的更大。
6. 过去进行时/过去完成时/be about to do…+when….
过去进行时+when… 正在做。。。突然。。。
过去完成时+when… 还没（刚刚）。。。就。。。
be about to do…+when… 正要去做。。。突然。。。
I had finished my supper when suddenly someone asked me to eat out. 我刚吃过晚饭，这时有人邀请我出去用餐。
I was about to go out when the telephone rang. 我正要出去，电话就响了。
They were having a drink when a Frenchman came to them. 他们正在喝酒时，这时一个法国人来到他们身旁。
7. drop out 掉落，掉出
One of his teeth had dropped out.
他的一只牙齿掉了。
8. be thankful to sb. for sth./that….
I’m thankful to you for all your help. 我感谢你这一切的帮助。
You should be thankful that you have caught the train. 你赶上了火车应该感到高兴。
9. stand on 用…站立
stand on one’s head 用头倒立
stand on one leg like a cock 金鸡独立
10. 现在分词短语,表示条件， 相当于一个条件状语从句。
Going straight down the road, you will find the department store.
(= If you go straight down the road, you will find the department store.)
Working hard at your lessons， you will succeed. (=If you work hard at your lessons, you will succeed.)
11. die down/ die away/die out
die down (风/雨)逐渐平息，由强变弱。火（熄灭）
The wind has died down obviously 风已明显减弱。
The flames die down. 火焰熄灭了
die out 死光，不流行，消失
The kind of birds has died out in this area. 这种鸟已经在这一地区灭绝了。
The custom of wearing vests seems to be dying out. 穿马甲的习惯似乎在逐渐消失。
die away 指（风，声音等）渐渐消失
His footsteps died away in the darkness. 他的脚步黑暗中消失了。
12. somehow adv. 以某种方式，莫明其妙地；不知怎么地
We must stop her from seeing him, somehow. 我们得想个办法不能让她跟他来往。
Somehow I must leave for Paris. 我必须得设法前去巴黎。
Somehow I don’t feel I can trust him. 不知什么缘故，我觉得不很信任他。
13. value
vt. 重视 You should value your parents’ advice. 你应该重视你父母的劝告。
n. 价值，价格 His discovery is of great value. 他的发现很有价值。
14. 200-mile 数词+名词(单数)复合形容词
ten-ye
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