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unit 11 全单元课件word版（教师用）(人教版高三英语下册教案教学设计)

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篇1：unit 11 全单元课件word版（教师用）(人教版高三英语下册教案教学设计)

Listening

I. Some important words in the listening:

1) survey questionnaire comments observation majority protest motive

2) percentage frequency chart

II. pre-question: How do you spend your time after school?

III. listening

Ex.1. listen to the tape and ask them to decide T or F

a. The survey was conducted among 400 foreign university students. ( T )

b. The questionnaire has only one section. (F) para2

c. 81% of the students complained about the homework and 44% said they

had part-time jobs. (F) para3

d. The second part or the questionnaire was filled out by student who had a

part-time job. (T) para4

e. The number of the students looking for jobs is decreasing. (F) para5

Ex. 2 The listening is a summary of research into the ways Chinese

students in Auckland spend their leisure time. Listen to the tape and fill

in the most important percentage mentioned in the text in the chart.

the answers are in the para3.

While listening, students must keep figures(percentage) and the frequency(how much time is devoted to various activities)

Frequency Doing homework Going to the cinema Going shopping Doing nothing at all

None

Hardly

Little

Sometimes 69% 75% 56%

Much

Most 62%

All 25% (1/4)

Ex.3 Listen to the para4 and draw a pie chart of the things working students

spend their money on. (On the textbook, P 92 ,Ex.3)

the answer is in the para 4

Ex. 4 Fill in the blanks with the missing words.

The second part of the questionnaire was only filled out by students who had a part-time job. Most of them (94%) said that it had been easy to find a job, with 60% saying this was their first job. 81% said that their parents had protested, but given in on the condition that their school results would not suffer. All students said that the greatest advantage of having a part-time job lay in having more money, though 23% of the students said working with and getting to know other people was something they enjoyed. Asked what they use the money for, students mentioned various free-time occupations, as described in part one of the survey. Of all other things they spend their wages on, the most important were phone calls(40%), followed closely by clothes and makeup (35%) and going out (15%). Only 10% of the students said they put away money in a savings account.

The results of the survey seem to suggest that Chinese students abroad have little time for part-time jobs. They spend most of their free time doing homework. However, an increasing number of students look for jobs. They seem to enjoy it, and are able to combine it with their school work. While the majority of the students said the main motive to look for a job was money, about one fifth of the students enjoyed contacts and getting to know people in a different setting, away from school.

Reading : Making the team work

I. Match the main idea with each part

Part1 (para1-2) a. What is a team.

Part2 (para3-4) b. sports team

Part3 (para5) c. Working in groups at school is an opportunity to learn about teamwork.

Part4 ( para6) d. How can group work be successful

Part5 (para7) e. Different members in the teams can occupy different jobs.

Part6 (para8-10) f. How to make teams function well.

II. Fast-reading questions:

1. What is a team?

A team is a group of individual people brought together in order to accomplish a task that cannot be efficiently of effectively completed by an member of the group alone. ( Para. 2)

2. What is the function of group work?

Group work makes us aware of the role that is most suitable for each of us, bring the benefit of getting experience working with other people, show us how other people’s roles fit the purpose of the group and teaches us to be patient and how to respect to different personalities. (para5)

3 According to the author, what are requirements for teams to function well?

All team members should respect each other, have clear roles, support and help each other. (para6)

4. How are the tasks of the group divided?

The tasks of the group are divided depending on the personalities and abilities of the individuals in the group. (para8)

5. How can we make the best of working with our classmates?

We should recognise their strengths and weaknesses. Their differences are the strength of the team. Knowing other people’s shortcomings can help us avoid embarrassing them. (para9)

III. careful- reading

A. True or False

1. In a sports team, the coach must be a member of the team. (F) para3

2. In sports teams, group work can be successful when members respect, help and support each other. (T) para6

3. Sports teams require leaders, people to create ideas, people to develop ideas, people to do practical work, people to comment on and improve ideas, people to identify and solve problems, and people to suggest solutions. (T) para7

4. Only rules and regulations can help teams function well. (F) para8

5. Only people with the same personality work well together. (F) para9

6. The author thinks the statement that some team members work best in tasks alone is contradictory. (F)

B. Choose the best answers:

1. In sports games , a player _______ . B

A. often changes his role

B. has a clear role

C. feels that players with different abilities make different contributions to the team

D. accepts the same expectations and responsibilities as the other players

2. The author takes _____ for example to show how a team can work well A

A. the sports team

B. the project team

C. the rugby team

D. a dynamic team

3.In order for a team to function well , people of the team must ______ . D

A. respect each other

B. co-operate

C. obey necessary rules and regulations

D. all the above

4.Group work at school is important to students because _______ . D

A. it is an opportunity to learn more about team work

B. it brings the benefit of getting experience working with others

C. it teaches us to be patient and how to respond to different personalities

D. it is a preparation for our working days to come

5.Why it is important in a team to know someone’s personality type and ability ? D

A. We can know a great deal about that person

B. Lack of recognition of differences in human function can be avoided

C. We can build strong and good relationships between members of a team

D. Both B and C

6.What is the main idea of Paragraph 7 ? C

A. How a project team is different from a rugby team

B. How a project team works

C. In a project team , people who have different abilities and personalities have different roles in the team

D. How the tasks of the group are divided depends on personalities and abilities of the individuals in the group

7. In the whole text , the author mainly talks about _______ . A

A. the elements that make the team work

B. the importance of social relationships within a team

C. the roles that different people of a group play

D. the comparison between a project team and a rugby team

8.According to the text , which of the following statements is not right ? A

A. The coach of a sports team is not counted as a team member , so he is less important

B. Social relations are important within the team

C. The atmosphere in the group affects the performance of the team

D. It’s not necessary for all team members to be friends

9. We can infer from the test that ______ . B

A. the players in a rugby team should co-operate while the people in a project team needn’t

B. the players in a rugby team have clear roles while people in a project team may not have

C. the coach of a rugby team discusses strategy and makes decisions while the leader of a project team doesn’t

D. the coach of a rugby team is important while the leader in a project team may not be as important

C. further understanding

1) Try to compare the rugby team with the project team

Similarities 1. They are both teamwork.

2. All team members should respect, help and support each other.

3. The tasks of the teams should be divided according to the personalities and abilities of the team members.

Differences

Project team Rugby team

1. Team members may combine roles. 1. the work division is clear and each player has a clear role.

2. The number of players is changeable. 2. The number of players is not changeable.

3. The purpose is to build buildings. 3. The purpose is to win a match.

IV. Phrases:

1. for the sake of.. =for one’s sake 为了…，由于,看在…的份上

2. in reality 实际上

prar2:

3. bring together 组合，集合

para3:

4. common goal 共同目标

5. be counted as… 被算作…

6. social relation 社会关系

7. make an equal contribution 做出同等贡献

para4:

8. there are no conflicts about… 对…没有异议

9. be attached to 附属于；将某物系在另一物上；将某物与另一物相联系

10. be aware of… 意识到；

para5:

11. be most suitable for… 对…最适合

12. bring the benefit 带来好处

13. fit the purpose of… 适合..的目的

14. respond to different personalities 应对不同个性的人

para6:

15. as with=as to =as for 就…而言，至于…

16. the work division 分工

17. perform at the right level 发挥正常水平

18. a project team 项目小组

19. combine roles 身兼数职

20. bring new energy to… 给…带来新鲜活力

21. keep an eye on… 监管，照看；

22. compromise in conflicts 在矛盾中协调

23. keep peace and harmony 保持平静和谐

para8:

24. guard against… 防止

25. take into account= take into consideration= take account of

对…加以考虑, 顾及

para9:

26. to make the best of doing… 为了做…到最好；

27. strengths and weakness 强弱项，优缺点；

para10:

28. the lack of recognition of.. 对…认识的缺乏；

29. human functioning 人体机能

Integrating skills reading: Ticket to Success

I. Warming -up question:

What do you want to do after you graduate from high school?

Most of us are studying here aimed at going to universities. Is it the only way to succeed?

II. Fast reading

Li yonghong made two important decisions in her life. What are they? (Para.1、2)

1). Left school and took a one-year training course to become a hairdresser.

2). Learnt how to do make-up.

III. careful reading

1. Read the text quickly and explain what the text is about?

The text is about choices in life and careers. It suggests that different people have different talent, and that in order to be successful ,society and people have to make the best of their talent.

2. The author distinguished two personality types .What are they?

Mental intellectual type and hands-on experiences type

3. In order to become successful, what must we do? ( Para. 4、5、6)

1). explore your talents and get to know yourself so as to find out where your real interests lie.

2). follow what feels right.

3). we must make the most of our special talents and interests.

4. What are the different learning styles:( Para. 7)

1). schools and universities

2). to try, experiment and find their way through hands-on experience

IV. Phrases:

1. have sb./sth.in mind 在想…,计划…

bear/keep sb./sth. In mind记住,记…在心里

have…on one’s mind 把…挂在心上

2. congratulate sb. on/upon (doing) sth

congratulate sb. on one’s marriage/ new job/ good exam results

congratulate oneself on/upon (doing) sth认为自己幸运或成功

3. manage the finances 管理财务

4. put…to good use

5. do make-up 化妆

6. tend to 倾向于

7. live up to 依照某事物行事,表现出符号某事物的标准

eg: fail to live up to his parents’ expectations

8. get to know oneself 了解自己

9. follow what feels right 跟着感觉走

follow your own interest

10. make the most of….

11．.hands-on: practical亲身实践的，实习的

12. accommodate sth to sth 适应，迁就，迎合

13. in unique way 以独特的方式

14． inner processes 内部作用

篇2：unit 11 全单元课件word版（学生用）(人教版高三英语下册教案教学设计)

Listening

I. Some important words in the listening:

1) survey questionnaire comments observation majority protest motive

2) percentage frequency chart

II. pre-question: How do you spend your time after school?

III. listening

Ex.1. listen to the tape and ask them to decide T or F

a. The survey was conducted among 400 foreign university students. ( )

b. The questionnaire has only one section. ( )

c. 81% of the students complained about the homework and 44% said they

had part-time jobs. ( )

d. The second part or the questionnaire was filled out by student who had a

part-time job. ( )

e. The number of the students looking for jobs is decreasing. ( )

Ex. 2 The listening is a summary of research into the ways Chinese

students in Auckland spend their leisure time. Listen to the tape and fill

in the most important percentage mentioned in the text in the chart.

Frequency Doing homework Going to the cinema Going shopping Doing nothing at all

None

Hardly

Little

Sometimes

Much

Most

All

Ex.3 Listen to the para4 and draw a pie chart of the things working students

spend their money on.

Look at the textbook and finish the chart on your books (P 92 ,Ex.3)

Ex. 4 Fill in the blanks with the missing words.

The second part of the questionnaire was only _____ ____ by students who had a part-time job. Most of them (____) said that it had been easy to find a job, with 60% _______this was their first job. 81% said that their parents _____ _________, but ____ ____on the condition that their school results would not ________. All students said that the greatest advantage of having a part-time job _____ ___having more money, though 23% of the students said working with and _____ ____ _____other people was something they enjoyed. ______ what they use the money for, students mentioned various free-time __________, as described in part one of the survey. ____all other things they spend their ______on, the most important were phone calls (40%), _______ closely by clothes and _______ (35%) and going out (15%). Only 10% of the students said they ______ ____ money in a savings account.

The results of the _______ seem to suggest that Chinese students abroad have little time for part-time jobs. They spend most of their free time _______ homework. However, an ________ number of students look for jobs. They seem to enjoy it, and are able to ________ it with their school work. While the ________ of the students said the ________ motive to look for a job was _______, about one fifth of the students enjoyed _________ and getting to know people in a different _________, away from school.

Reading : Making the team work

I. Match the main idea with each part

Part1 (para1-2) *Working in groups at school is an opportunity to learn

about teamwork.

Part2 (para3-4) *How to make teams function well.

Part3 (para5) *What is a team.

Part4 ( para6) *How can group work be successful

Part5 (para7) *Different members in the teams can occupy different

jobs.

Part6 (para8-10) *sports team

II. Fast-reading questions:

1. What is a team?

2. What is the function of group work?

3 According to the author, what are requirements for teams to function well?

4. How are the tasks of the group divided?

5. How can we make the best of working with our classmates?

III. careful- reading

A. True or False

1. In a sports team, the coach must be a member of the team. ( )

2. In sports teams, group work can be successful when members respect, help and support each other. ( )

4. Only rules and regulations can help teams function well. ( )

5. Only people with the same personality work well together. ( )

6. The author thinks the statement that some team members work best in tasks alone is contradictory. ( )

B. Choose the best answers:

1. In sports games , a player _______ .

A. often changes his role

B. has a clear role

C. feels that players with different abilities make different contributions to the team

D. accepts the same expectations and responsibilities as the other players

2. The author takes _____ for example to show how a team can work well

A. the sports team

B. the project team

C. the rugby team

D. a dynamic team

3.In order for a team to function well , people of the team must ______ .

A. respect each other

B. co-operate

C. obey necessary rules and regulations

D. all the above

4.Group work at school is important to students because _______ .

A. it is an opportunity to learn more about team work

B. it brings the benefit of getting experience working with others

C. it teaches us to be patient and how to respond to different personalities

D. it is a preparation for our working days to come

5.Why it is important in a team to know someone’s personality type and ability ?

A. We can know a great deal about that person

B. Lack of recognition of differences in human function can be avoided

C. We can build strong and good relationships between members of a team

D. Both B and C

6.What is the main idea of Paragraph 7 ?

A. How a project team is different from a rugby team

B. How a project team works

C. In a project team , people who have different abilities and personalities have different roles in the team

D. How the tasks of the group are divided depends on personalities and abilities of the individuals in the group

7. In the whole text , the author mainly talks about _______ .

A. the elements that make the team work

B. the importance of social relationships within a team

C. the roles that different people of a group play

D. the comparison between a project team and a rugby team

8.According to the text , which of the following statements is not right ?

A. The coach of a sports team is not counted as a team member , so he is less important

B. Social relations are important within the team

C. The atmosphere in the group affects the performance of the team

D. It’s not necessary for all team members to be friends

9. We can infer from the test that ______ .

A. the players in a rugby team should co-operate while the people in a project team needn’t

B. the players in a rugby team have clear roles while people in a project team may not have

C. the coach of a rugby team discusses strategy and makes decisions while the leader of a project team doesn’t

D. the coach of a rugby team is important while the leader in a project team may not be as important

C. further understanding

1) Try to compare the rugby team with the project team

Similarities 1. They are both____________.

2. All team members should __________________________

3. The tasks of the teams should _____________________

_____________________________________________.

Differences

Project team Rugby team

1 1

2 2

3 3

IV. Phrases:

Para1:

1. _________________________ 为了…，由于,看在…的份上

2. _________________________ 实际上

prar2:

3. _________________________ 组合，集合

para3:

4. _________________________ 共同目标

5. _________________________ 被算作…

6. _________________________ 社会关系

7. _________________________ 做出同等贡献

para4:

8. _________________________ 对…没有异议

9. _____________ 附属于；将某物系在另一物上；将某物与另一物相联系

10. _________________________ 意识到；

para5:

11. _________________________ 对…最适合

12. _________________________ 带来好处

13. _________________________ 适合..的目的

14. _________________________ 应对不同个性的人

para6:

15. _________________________ 就…而言，至于…

16. _________________________ 分工

17. _________________________ 发挥正常水平

18. _________________________ 项目小组

19. _________________________ 身兼数职

20. _________________________ 给…带来新鲜活力

21. _________________________ 监管，照看；

22. _________________________ 在矛盾中协调

23. _________________________ 保持平静和谐

para8:

24. _________________________ 防止

25. _________________________ 对…加以考虑, 顾及

para9:

26. _________________________ 为了做…到最好；

27. _________________________ 强弱项，优缺点；

para10:

28. _________________________ 对…认识的缺乏；

29. _________________________ 人体机能

Integrating skills reading: Ticket to Success

I. Warming -up question:

What do you want to do after you graduate from high school?

Most of us are studying here aimed at going to universities. Is it the only way to succeed?

II. Fast reading

Li yonghong made two important decisions in her life. What are they?

1). __________________________________________________.

2). __________________________________________________.

III. careful reading

1. Read the text quickly and explain what the text is about?

2. The author distinguished two personality types .What are they?

3. In order to become successful, what must we do? ( Para. 4、5、6)

1). __________________________________________________

2). __________________________________________________

3). __________________________________________________

4. What are the different learning styles:( Para. 7)

1). __________________________________________________

2). __________________________________________________

IV. Phrases:

1. _________________________ 在想…,计划…

_________________________ 记住,记…在心里

_________________________ 把…挂在心上

2. congratulate sb. on/upon (doing) sth _______________________

congratulate sb. on one’s marriage/ new job/ good exam results

congratulate oneself on/upon (doing) sth认为自己幸运或成功

3. _________________________ 管理财务

4. put…to good use _________________________

5. _________________________ 化妆

6. _________________________ 倾向于

7. live up to _________________________

eg: fail to live up to his parents’ expectations

8. _________________________ 了解自己

9. _________________________ 跟着感觉走

follow your own interest _________________________

10. _________________________ 充分利用….

11. _________________________ 亲身实践的，实习的

12. _________________________ 适应，迁就，迎合

13. _________________________ 以独特的方式

14. _________________________ 内部作用

篇3：高二英语unit11全套教案(人教版高二英语下册教案教学设计)

I. Teaching Goal

1. Talk about science and scientific achievement.

2. Practise expressing intentions and wishes.

3. Learn about word formation (1).

4. Write a persuasion essay.

The First Period

Teaching Aims:

1. Learn and master the following.

(1)New words

engineering, solar, significant, mankind, constitution

(2) Everyday English s

If I got the money，I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……“

I'm thinking of……

2. Train the students' listening abilities.

3. Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.

Teaching Important Points;

1. Finish the task of listening to train the students' listening ability.

2. Practise expressing intentions and wishes to train the students' speaking ability.

Teaching Difficult Points;

1. How to help the students talk in English about science and scientific achievement freely.

2. How to help the students finish the tasks of listening and speaking smoothly.

Teaching Methods;

1. Listening and speaking to train the students' ability to use English.

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

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings and Lead-in

Greet the Ss. Then teacher turns on the multimedia. First, show the students a recorded programme in which the students can see the hard life people lived in the past. Then show them a programme in which people live a happy and modern life. After that, teacher asks some Ss up to describe what they saw in the programmes. Last, write the following on the boackboard.

(Bb: Unit 11 Scientific achievement)

First, let's learn some new words. Please look at the screen. (Teacher shows the screen and deals with them with the whole class.)

engineering／ / n.工程，工程学，设计，建造

solar / ／adj.太阳的，日光的

significant // adj.意义重大的，重要的；有意义的

mankind／/ n.人类

Neil Armstrong／ /尼尔阿姆斯特朗（美国宇航员）

Alexander G Bell／bel / 亚历山大贝尔（美国发明家）

Ray Tomlinson／ / 雷汤姆林森（美国计算机工程师）

constitution / / n．宪法

:Aeureka /ju'ri:k/ interj. 我找到了！

Step II Warming up

Ask some Ss to tell us what scientific achievements they think have changed the world?

(Teacher writes all the scientific achievements mentioned above on the blackboard and says the following. )

Step III Listening

The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success.

Look at the chart in Exercise 1 at the top of Page 2 quickly. Then play the first part of the tape for the Ss to complete it. After that, check their answers. (After checking the answers to Exercise 1, teacher goes on to deal with Exercise 2)

Now, listen to Part 2 and complete the sentences in Exercise 2, If necessary, play it twice for Ss to finish or check their answers.

At last, teacher deals with Exercise 3.

Step V Summary and Homework

T. In this class, we've mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we've learnt more about science and scientific achievement. Moreover, we've learnt some useful expressions to express intentions and wishes, .such as ”If I got the money, I would……; My plan is to…… (Teacher writes them on the blackboard. ) After class, try to practise using them and preview the reading part.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The First Period

I . Scientific achievement:

electricity, cars, aero planes, radio and television, the Internet, cloning, genetic engineering, the Theory of Gravity，nuclear science, solar energy

II. How to express intentions and wishes:

If I got the money, I would……

My plan is to……

I hope that……

I want/wish/hope/intend/plan to……

I'd like to……

I'm thinking of……

The Second Period

Speaking

Ss work in pairs and discuss their intentions and wishes..

The following structures are helpful to students:

1. My plan is to…….

2. I hope that…..

3. I want/wish/hope/intend/plan to…..

4. I’d like to,,,,

5. I’m thinking of ….

6. It is likely that…

Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, the teacher put the students in groups of five to have a discussion. Four group members represent scientists tone member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why..

(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class. )

A sample dialogue;

Organizer: Now, everybody is here. Who'd like to be the first to make a statement on this project? Dr Wilson: I and my team are working on a cure for AIDS. As you know, the number of people

infected with AIDS is keeping increasing at an astonishing speed. Some of them are facing death. As a result, we have to find a way to solve this problem as soon as possible. But, right now, the lack of money is a big problem. If we got enough money, we would complete the first stage of our project in the near future.

Organizer: I see. Dr Jones, how about you?

Dr Jones: At present, we are also facing the same problem of lacking money. My research project is about cloning and how to use new technology to cure disease. Today, more and more patients are expecting to get organ transplant in order to prolong their lives. I wish what I am doing could help them.

Organizer: I understand. Dr Smith, could you please give me your opinions on your project?

Dr Smith: For humankind on the earth, food is a fundamental factor, and as the population keeps growing, per capitation resource of people is becoming less and less. My plan is to develop new technology that will make it possible to grow food with very little water. However, currently, the shortage of money prevents my work from further going. I hope you can give me a hand on my project,

Organizer: It sounds a good idea. Dr Winfrey, it's your turn now.

Dr Winfrey: It’s ceaseless for human beings to explore the universe. That's why we are urgent to know what the Mars looks like and if there is any life on it. I'm thinking of sending a manned spaceship to Mars. Nevertheless, this huge project will surely cost a large sum of money. And I don't think we can get to the aim without your support.

Organizer: So, everyone has finished their statements on their own project. Frankly speaking, they all sound tempting to me, but I'm more inclined to the project suggested by Dr Smith. From my point of view, it's more closely related to the daily life of people and in accord with the actual condition of our country. I'd like to pour money into his project.

The Third Period

Teaching Aims:

1. Learn and master the following words and phrases.

likely, zone, private, grasp, master, perfect, arrange, set foot (in), rely on, failure，locate，valley

2. Train the students' reading ability.

3. Get the students to learn about Zhongguancun - China's Silicon Valley.

Teaching Important Points;

1. Learn to use the following:

(1) Phrases:

in store, set foot in(on), rely on, come to life, put forward

(2) Sentence patterns;

It is likely that……

……makes it clear that……

2. Improve the students' reading ability.

Teaching Difficult Point:

How to help the students understand the reading material exactly.

Teaching Methods;

1. Discussion before reading to make the students interested in what they will read.

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

3. Careful reading to get the detailed information.

4. Pair or group work to make every student take an active part in class,

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings

Greet the whole class as usual.

Step II Revision and Pre-reading

Yesterday, we talked about science and scientific achievement. We know scientific achievements can not only make our life better, but also change the world. Science makes the world become a smaller place. Science and scientific achievement promote the development of mankind and society. However, to achieve success in science research is not easy. It needs to work whole-heartedly. It also needs support and good environment. Now, please look at the questions on the screen and work in pairs or groups to discuss them. Let's go through them first. (Teacher shows the following on the screen. )

1. If you wanted to do research or start a company, what kind of support and environment would you need?

2. What is it that makes a scientific achievement important?

3. Why do scientists spend so much time trying to achieve something?

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

likely / / adj. 很可能的, 合适的, 可靠的, 有希望的

economic / / adj. 经济的；经济学的，有实用价值的

zone / / n．区；区域．地带

hi-tech／‘haitek/ n．高科技，高技术（=high technology)

private／ / adj. 私立的；私人的；非公开的

technological / / adj.技术（学）的；工艺（学）的

overseas／ / adj.（在）海外的; (在）国外的

adv. 在海外；在国外

grasp / / vt．掀住。抓牢，理解

master／／n．硕士；（男）主人；能手

perfect／ / adj.完美的，理想的．绝对的

arrange／ / vt．安排书筹划；整理；布置

set foot (in) 到达；进人．踏上

IT /ai 'ti:/ abbr.（= information technology)信息技术．信息产业

Lenovo / li 'nuv / n．联想公司：

Founder／ / n．方正公司：

rely / / vi．依靠;依赖; 信赖; 指望：

rely on依靠；依赖，信赖，指望

failure / / n．失败，失败的人（事）；

locate／ / vt．（常用被动语态）把……设置在．使……坐落于；指出……的位置：

silicon／ / n. 硅；

valley／ / n．低凹处（尤指波谷）; 山谷；溪谷

Step III Reading

Page 3, Read the passage-Zhong-guancun quickly in four minutes and find out the answers to the following two questions!

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park? (Teacher writes the two questions above on the blackboard. Four minutes later, teacher checks the answers. )

1. It is the spirit of creativity and scientific skill that has made Zhongguancun a success.

2. One is “Relying on science, technology, and knowledge to increase economic power.” The other is “Encouraging pioneering work and accepting failure.”

Work in pairs to finish the first exercise in Post-reading.

Suggested answers: l. ABC 2.D 3.CD 4. B 5.CD

Explain some phrases and sentences. Please look at the screen. (Teacher shows the following on the screen and explains them to the students.)

1. in store (for sb. / sth. ) : coming in the future; about to happen

e. g. There is a surprise in store for you.

I can see trouble in store.

2. set foot in /on sth. : enter or visit (a place) ; arrive

e. g. Don't ever set foot in this house again!

Who was the first man to set foot on the moon.

3. rely on/upon; depend on……

e. g. Nowadays we rely increasingly on computers for help.

You can rely on it that it will rain this week.

4. come to life: back to normal state, esp. of mind

e. g. As soon as the mother came to life, she cried for her daughter.

After three hours' saving, the injured man came to life,

5. It is likely that--- (Note：likely→ probable)

e. g. It is very likely that she'll ring me tonight.

It isn't likely to rain.

She is very likely to ring me tonight.

6. ……make it clear that……

(Note: make→ cause to be or become……)

e. g. She made it clear that she objected to the proposal.

She made clear her objections.

Step IV Listening and Reading Aloud

Listen to the tape of the passage, paying attention to the pronunciation and intonation. Then read it aloud by themselves and try to understand the phrases and sentences learnt just now.

(Teacher begins to play the tape. )

Step V Summary and Homework

T: In this class, we've learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is said that it is called “China's Silicon Valley”. After class, use a library or the Internet to find out more about Silicon Valley and then compare the two areas. How are they similar or different? Besides, we've learnt some useful phrases and sentences. Remember to review the use of them.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Third Period

I, Zhongguancun

1. What kind of spirit has made Zhongguancun a success?

2. What are the two mottos mentioned in the text for the park?

II. Phrases:

in store, set foot in/on, rely on/upon, come to life

III. Sentence patterns:

1. It is likely that…… :

2. ……make it clear that……

The Fourth Period

Language points.

1．constitution

1) 宪法the Constitution of the United States / the American Constitution

2) 体格，体质He has a weak constitution

3) 构造，构成the constitution of starch (淀粉的构成)

2．achievement (U)取得，完成（C）成就，成绩（V）achieve

development government movement equipment

vt 完成达到（目的），得到

1） By hard working we can achieve anything.

2） We have achieved success in developing the product.

3．Mankind 人类 manmade (adj) Manly 有男子气概的；刚强的

4．in store(for sb./sth.):coming in the future;about to happen

e.g.There is a surprise in store for you.

I can see trouble in store.

5．Likely 1) be likely to do sth 很可能（发生某种情况）Our team is likely to win the game.

2) it is likely that + 从句

It is likely that we’ll go on a picnic in the forest tomorrow.

辨析：likely, possible与probable

Likely 常用词，指“从表面现象看很有可能”

Possible 指“由于有适当的条件和方法，某事可能发生或做到”，强调“客观上有可能”，但“实际希望很小”。

Probable 语气比possible 强，指“有根据、合情理、值得相信的事物，带有大概，很可能的意思”

Likely 之后常跟不定式（be likely to do sth）而possible与probable之后通常不跟不定式；

Likely 的主语可以是人，而possible与probable的主语不能是人。

6．set up

1) 建立，成立 Set up home

Edison set up a chemical lab of his own at the age of ten.

2) 树立起来Let’s set up the tent first.

3) 使（自己或他人）从事某职业（as）

He has set himself up as a bookseller. 他开始经营书籍。

set about doing sth 着手做 set out to do sth Set an example

set fire to 点火；放火Set off 出发，动身Set foot in (on) 登上；涉足；访问

set foot in/on sth.: enter or visit(a place);arrive

e.g. Don’t ever set foot in this house again!

Who was the first man to set foot on the moon.

7．Private adj 私人的；私立的；不公开的

Private property Private school

a private door 便门in private 在私下，秘密地in public 公开地

8．grasp vt

1) 抓住 grasp sb by the arm

2) (= understand ) 掌握，领会

Grasp sb’s meaning

3) n (常用单数) 紧握；把握；理解；理解力

Beyond sb’s grasp 力量达不到 Grasp all, lose all. 样样都要，全数失掉。 Within sb’s grasp 力量达得到

9．Master n 硕士；（男）主人；能手；雇主；大师

Mistress n 女主人 Masterless adj 无主的

Mastermind n 非常聪明的人 Masterkey n 万能钥匙

Masterpiece(masterwork) n 杰作 The master of the house 家长

Master and man雇主与雇工 A master in literature 文学大师

Master of Arts (MA) 文学硕士 Master of Science (MS) 理学硕士

Bachelor 学士 doctor 博士

vt 掌握；精通；控制；统治

Master a foreign language

Man can master nature.

10. perfect adj 理想的；完美的；绝对的；完全的；（动词的）完成的

His reading is perfect.

He is a perfect stranger to us.

The perfect tense

vt 使完美

They worked hard to perfect their dance.

Practice makes perfect 熟能生巧

Be perfect in English 精通英语

11．arrange

vt 安排，筹划；整理，布置

1） We have arranged a party.

2） He arranged the books on the shelf.

n arrangement

(C pl) 安排；准备工作（U，C）整理；排列；布置

12. have an effect on 对……产生影响

Take effect 开始生效；开始实行

In effect = in fact 实际上

13. rely on / upon : depend on…依赖，依靠；信赖，信任

We should rely on our own efforts. 我们应该自力更生。

You may rely on it that she won’t be late.你可以放心，她不会迟到的。

14．make it clear （that）…表明，讲清楚

e.g. She made it clear that she objected to the proposal.

She made clear her objections.

15．Failure (v fail) 失败(U)，失败的人或事（C）

Failure is the mother of success.

He is a failure as an artist, but a success as an art teacher.他不是一个成功的艺术家，但是个成功的美术老师。

16．come to life: back to normal state, esp. of mind苏醒过来，恢复生气，活跃起来

After three hours’ saving, the injured man came to life.

When I mentioned our plans for a trip abroad, the kids came back to life at once.

17. mark

n 痕迹；符号；商标；分数；特征

an ink mark a question mark full marks make a mark 作标记

vt 做标记；留痕迹于；表明；批分数，评成绩

a dirt road marked with footprints 留有脚印的泥路

be marked with 标着……；(人、动物等身上)具有

Her face is marked with sadness. 她面露悲哀。

mark examination papers.

18. outstanding

1) 杰出的，突出的（ stand out ）一名杰出的学生 an outstanding student

2) 未完结的；未清的；未付的

Outstanding debts 未付清的欠款

19．Breakthrough n 重大突破，突围；突破性的发现，成就

A military breakthrough 军事突破A scientific breakthrough 科学成就

20．enable

en-使+able能……的

enrich enlarge

strengthen strength(力量)+ en (使) vt 加强，增强 vi 变强

they strengthened the city wall..

the wind strengthened.

deep--deepen

Sharp-sharpen

Wide--widen

21. organ n 器官；风琴；机构，机关

The eyes are the organ of sight.

state organs

a government organ

adj organic 有机物的；有机体的

n organism (C)生物，有机体，有机组织

vt organize 组织

N organization 团体，机构，组织

22. put forward 提出（建议、意见）；推荐，提名

He put forward a better plan.

We put her forward as chairman of the committee.

23. aim (sth) at sth/doing sth (把……)瞄准；目的在于；企图

He aimed his gun at the target.

Those girls worked out every morning, aiming at losing weight.

知识点讲解

1． You and your team are working on a cure for Aids. 你和你的队员正在从事艾滋病的治疗工作。

（1）work on “从事于（某项工作）”；“设法说服” eg:

They worked on the old car late into the night. 他们修这辆旧汽车一直修到深夜。

What are you doing? We are working on some wood-cuts. 你们在干什么呀？我们正在创作一些木刻。

Can you work on him to change his mind?你能说服他改变主意吗？

（2）work at “学习，研究，致力于……” eg:

They have worked at this subject for many years. 他们研究这门科学好多年了。

（3）work out 做出；算出；设计出 eg:

This problem will not work out. 这道题算不出来。

They have worked out a method of sending a spacecraft to Mars.

他们已经设计出一种向火星发射宇宙飞船的方法。

2．extremely adv. to a very high degree 极端地；极度地 eg:

It was an extremely difficult and dangerous task. 这是一项极度困难和危险的工作。

extreme adj. reaching the highest degree 极度的 eg:

extreme patience/kindness 极度的耐心/仁慈 in extreme pain 在极度痛苦中

3． cure (1)n. ①[C] curing or being cured 治疗；治愈。 eg:

His cure took six months. 他的病花了六个月治疗。

②[C]substance or treatment which cures 治疗的药物；治疗法 eg:

Is there a certain cure for cancer yet? 迄今对癌症有治疗方法吗？

（2）vt. & vi. bring sb. back to health; get rid of one’s illness/habits eg:

This medicine will cure your headache. 这药可以治好你的头痛。

A few days’ rest will cure you. 休息几天你就痊愈了。

③（词组） cure sb. of one’s illness or bad habits 治愈疾病，改掉坏习惯 eg:

Moving to the country cured her of asthma. 搬到乡下她的哮喘病就好了。

He was cured of his habit of smoking. 他改掉了吸烟的坏习惯。

4． You are working on sending a manned spaceship to Mars. 你正在从事向火星发射载人宇宙飞船的工作。

（1）manned adj. (of machines esp. in space) having men on board （飞船等）载人的 eg:

the development of manned from unmanned space craft从无人向载人飞船的发展

（2）man-made adj. produced by the work of men; not found in nature 人造的 eg:

The lake is a man-made one. 这是个人工湖。

We have sent up many man-made satellites. 我们发射了多少颗人造卫星。

生词和词组

1．likely adj. (1) that is expected 很可能发生的；有希望的 eg:

Is he likely to win? 他有可能获胜吗？

The most likely result is a draw. 最可能的结果是不分胜负。

(2)that seems reasonable, suitable or right for a purpose 似乎合理的 eg:

That’s a likely excuse. 那似乎是个合理的借口。

(3)be likely to do… 很可能会……

It’s likely that… 可能会（有，发生）…… eg:

He is not likely to succeed. 他大概不会成功。

It is likely that he will be late. =He is likely to be late. 他可能会迟到。

2． grasp vt. , vi. & n.

(1)v. ①seize firmly with hand(s) or arm(s) 抓住；抱住；紧握 eg:

The boy grasped his mother’s hand firmly. 那个小男孩紧握住妈妈的手。

He grasped the rope and pulled it. 他抓紧绳子用力拉。

②understand with the mind 领悟；理解 eg:

I couldn’t grasp the teacher’s meaning. 我没领悟老师的意思。

(2)n. firm hold or grip; power of grasping 紧握；抓紧；领悟力 eg:

He doesn’t have a thorough grasp of the problem. 他没有彻底理解这个问题。

(3)短语：beyond/within a person’s grasp 为某人所不能/能抓到的；为某人所不能/能理解的。

3． master vt. , vi & n.

(1) vt. ①become the master of; overcome 成为……的主人；征服；控制

eg: master one’s temper/feelings 控制脾气/感情

It’s difficult to master nature. 征服大自然是困难的。

②gain as a skill 精通；熟练 eg:

master English 精通英语 master foreign affairs 精通外交事务

He never mastered the art of the public speaking. 他从未掌握当众演讲的艺术。

(2)n. ①man who has others working for him 主人，雇主

②male head of a household 家里的男主人

③captain of a merchant ship 商船的船长

④male teacher 男教师 eg:

the master of the house 一家之长

the maths master 数学教师 a master’s degree 硕士学位

4．arrange vt. & vi.

(1)put in order 安排；排列；布置 eg:

She is good at arranging flowers. 她擅长插花。

Before going away, he arranged his business affairs. 他离开之前，他把业务都安排好了。

(2)make plans in advance 预做计划 eg:

The Tourist Bureau arranged everything for our journey to Rome. 旅游局为我们去罗马的旅行准备了一切。

(3)arrange+ n. +for +n. 为……安排…… eg:

Mother arranged an appointment for me with the dentist. 母亲替我向牙医预约挂号。

(4)arrange sb. to do … 安排某人做…… eg:

I have arranged him to meet her. 我安排他和她见面。

(5)arrange with sb. to do … 约定与某人做…… eg:

We arranged with his team to play a game of baseball. 我们约好和他们队打一场棒球。

(6)arrange that … 商定，安排。 eg:

He arranged that the meeting (should) be put off for a week. =

He arranged for the meeting to be put off for a week. 他安排把会议延后一周召开。

5． failure n.

(1)[U] failing; lack of success 失败；不成功 eg:

Failure is the mother of success. 失败乃成功之母。

(2)[C] instance of failing; person, attempt or thing that fails 失败的事例；失败的人，企图或失败的事物 eg:

He was a failure as a teacher. 他不是个好老师。

Success came after many failures. 失败多次之后终于成功。

6． locate vt. & vi.

(1)discover, show the locality of 找出……的位置，指出……的位置 eg:

locate a town on a map 在地图上找出一城市的位置

(2)establish in a place 在一地点设置 eg:

a new school to be located in the suburbs 将设置在郊区的一所新学校

(3)be located 位于 eg:

Our school is located in the center of the town. 我们学校坐落于市中心。

(4)比较location n.

[U] locating or being located 指定位置

[C] position or place 位置；地方 eg:

The hill is a good location for the new church. 那山丘是建筑新教堂的好地点。

7． organ n.

(1)any part of an animal body or plant 动植物器官 eg:

the organs of speech, the tongue, teeth, lips, etc. 语言器官（如舌、牙、唇等）

(2)organization 组织，机构 eg:

Parliament is the chief organ of the government. 国会是政府的主要机关。

(3)musical instrument from which sounds are produced by air forced through pipes, played by keys pressed with the fingers and pedals pressed with the feet 风琴

同、近义词辨析

1．likely, possible 与probable

（1）三者均表可能性，但意思有别。possible指客观上有可能性，但往往含有希望很小的意味；probable比possible可能性稍大，有“较为可能、大概”，指有实际依据；likely是从外表迹象判断有可能发生的事。 eg：

It’s possible, though not probable, that he will come tomorrow. 他明天可能来，但也不一定准来。

She is likely to ring me tonight. 今晚她很可能给我来电话。

（2）possible 不能用人做主语。possible 常用于下列句型：

It is possible to do sth. It is possible for sb. to do sth.

It is possible that … eg:

Is it possible to say so?可能这样说吗？

It is possible for me to do it. 我可能做那件事。

（3）probable 也不能用人做主语。一般只用于下面句型中：

It is probable that … eg:

It is probable that he will come. 他很可能要来。

（4）likely 既可用人作主语，也可用物做主语。通可用于“It is likely that …”句型中。 eg:

He is likely to come. = It is likely that he will come. 他可能要来。但不能说：It is likely for him to come.

（5）impossible, improbable, unlikely 用法与上述类似。

2．catch, grasp, seize 与snatch

catch是普通用语，用“设法抓住，捉住”的意思； grasp表示牢牢地“抓住”；seize指“突然用力抓住使不逃脱”；snatch 表示迅速的拉扯动作、出其不意地“抓取”。 eg:

The police caught the thief as he ran. 小偷逃跑时被警察抓住了。

He grasped his gun and rushed out. 他抓起枪就冲了出去。

He seized the gun from the enemy soldier. 他从敌人士兵手中夺过了枪。

The thief snatched her handbag and ran off. 小偷抢走了她的手提包就跑了。

知识点补充

1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. 无论中国将来会有什么样的成就，其中许多可能就诞生在北京的西北部。

（1）in store 就要到来，必将发生 eg:

Who knows what the future has in store for us? 谁知道我们将来注定如何？

（2）in store 也有储存着，备用的意思 eg:

The runner kept some energy in store for spurting at the end. 那名赛跑的人为最后冲刺贮存精力。

2． Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. 在20世界90年代末中关村作为高新科技特区被创立并迅速成为中国高科技工业的先锋。

（1）set up-establish 建立 eg:

The government has set up a working party to look into the problem. 政府成立工作组调查此问题。

（2）in the late 1990s 又可写成in the late 1990’s 二十世纪九十年代末

in the early 1980s 二十世纪八十年代初

（3）hi-tech= high technology 高科技，高技术

3． When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. 当我获得硕士学位时，我想回到家乡，可是我没能找到学有所用的公司。

（1）本句是一个复合句。When I got my master’s degree 为时间状语从句，修饰主句谓语动词wanted。wanted和couldn’t find为并列谓语动词，由并列连词but连接。where I could use what I had learnt为定语从句，修饰先行词company。what I had learnt 为宾语从句。

（2）a master’s degree 硕士学位 a doctor’s degree 博士学位a bachelor’s degree 学士学位

又如：Master of Arts 文学硕士 Doctor of Law 法学博士Bachelor of Science 理学学士

4．I will never forget how happy I was when I set foot in China again and was back with my friends and family. 我永远不会忘记当再次踏上中国土地和我的朋友及亲人团聚时，那种感觉有多幸福。

（1）本句是复合句。How happy I was …为宾语从句。when I set foot in China again and was back with … 为时间状语从句。

（2）set foot in/on 进入，踏进 eg:

She said she wouldn’t set foot in the room until it had been properly cleaned.

她说直到这屋子收拾好了她才住进去。

No man has ever set foot on that deserted island. 没有人曾光顾过那个荒芜的岛。

5． “Relying on science, technology, and knowledge to increase economic power”- makes it clear that science and business can and must work together to build the future. “依靠科学，技术，知识发展经常”，它阐明了科学和商业能够且必须结合在一起共创未来。

（1）此句为复合句。it为形式宾语，代表that引导的宾语从句。

（2）rely on/upon信赖，依赖 eg: He can always be relied upon or help. 他的帮助是永远可依赖的。

You may rely on my early arrival. 你放心好了，我会早到的。

（3）make…clear 表明，讲清楚 eg:

Have I made myself clear? 我讲清楚了吗？

They wanted to make it clear that they did an important and necessary job. 他们想说明他们做着一项重要且必要的工作。

6． …but we are excited about all the new technology and great ideas that are coming to life in Zhongguanzun. 但是我们为所有这些在中关村富有活力的新技术和卓越的想法而感到激动。

（1）that are coming to life in Zhongguancun 为定语从句，修饰先行词ideas。

（2）come to life 苏醒；恢复生气 eg:

We all thought he was drowned, but after an hour’s artificial respiration he came back to life.

我们都以为他淹死了，但经过一小时的人工呼吸后，他又苏醒了。

When I told the students the good news, they all came to life.

当我告诉学生们这个好消息时，他们都活跃起来了。

The Fifth Period

Teaching Aims:

1. Learn and master the following words: brand , luggage , achieve , organ

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

3. Learn about Word Formation.

Teaching Important Points;

1. Learn some words which are closest in meaning,

2. Study the ways of forming a word.

3. Study the meaning of some affixes and stems.

Teaching Difficult Point;

How to help the students master some knowledge of Word Formation,

Teaching Methods;

1. Doing exercises to review the learnt words.

2. Studying and practising to master the ways of forming a word.

3. Pair or group work to make every student take an active part in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures :

Step I Greetings

Greet the whole class as usual.

Step II Revision

In the last period, we read the passage Zhongguancun and learned much about it. Now, who can tell me something about it? Get some Ss to try it.

Zhongguancun, in Beijing's Haidian District, is the new centre for Chinese science and technology. The centre itself got started in the early 1980s and was set up as a special economic zone in the late 1990s. Then it quickly became the leader of China's hi-tech industry. A growing number of overseas have returned to China and grasped the opportunity to develop their ideas at Zhongguancun. Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8 000 hi-tech companies in Zhongguancun, more than half of which are IT companies. What has made Zhongguancun a success is the spirit of creativity and scientific skill.

We all know Zhongguancun is the leader of China's hi-tech industry as Silicon Valley in the USA. So sometimes it is called China's Silicon Valley. In the last class, I asked you to use a library or the Internet to find out more about Silicon Valley and then compare the two areas. Now who'd like to tell us how similar or different they are?

Both Zhongguancun and Silicon Valley are home to Internet industry as well as hi-tech companies, most of which are founded by students, faculty and staff members from the surrounding universities. However* as a fledgling hi-tech community, Zhongguancun has many differences from Silicon Valley. Silicon Valley has evolved a culture that is tuned to market-driven innovation, while in Zhongguancun, innovation is still largely driven by technology. In addition, investors in Silicon Valley are frequently an integral parts of companies day-to-day operations. While in Zhongguancun. Investors has been used only as a source of financing.

Let's do an exercise.

Please look at the screen.

(Teacher shows the following on the screen.)

Find the right explanation for each word.

1. zone 2. significant 3. institute 4. achievement 5. announce

6. grasp 7. giant 8. perfect

A. something you have worked hard for and done well

B. to say something in public

C. to take hold of something firmly

D. a group of people who want to study a special thing, or the building used by such a group

E. without any fault or bad points

F. large and important; having a special meaning

G. unusually large person, animal, plant, business organization, etc.

H. area or region with a particular feature or use

Suggested answers: l.-H 2.-F 3.-D 4.-A 5. -B 6.-C 7. -G 8. -E

Step III Word Study

Page 5. We'll deal with Word Study. First, Word Study. Then, Word Formation. Look at the exercise in Word Study now. Choose the answer that is closest in meaning to the underlined part. First, do it by yourself. Then check the answers with your partner. In the end, collect the right answers.

Suggested answers:

LA 2.B 3. C 4. B 5. C 6. A 7. B 8. C

Step IV Word Formation

Word formations

1. introduce the main ways of word formation: (the following may be of help during your teaching)

The main Processes of English Word-formation:

a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;

c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.

d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,

The minor processes of English word-formation:

e. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);

f. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);

g. Blending: branch, motel, Eurasia,

h. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.

i .Forming new words by analogy:

Moonrise is derived from the word sunrise by analogy.

j. Onomatopoeia:

Bark, giggle, bang, murmur.

2. Ss study examples on p6 and see if they can tell the processes of the words.

Study Word Formation. First, look at the words on the screen. (Teacher shows the following on the screen.)

international = inter-+ national

telephone = tele- + phone :

mankind = man+ kind

broadband= broad + band

extremely = extreme + ly

manned = man+ -ed

hi-tech= high + technology

e-school = electronic school

IT=information technology

CSA = Chinese Space Agency

The Ss are given two minutes to study the words and find out the ways of forming a word. Then ask some students to explain how they are formed.

Look at the stems and affixes on the screen. Match each of them with the right meaning on the

right.

(Teacher shows the following on the screen.)

trans-

-graph

tele-

super-

co-

vis-

bio-

Sub-

-port- carry

see

below

life

together/with

more than usual

far

across

writing

The Ss are given two minutes to prepare. Then check your answers.

Suggested answers:

trans- = across tele- = far co- = together/with bio- = life vis- = see -graph= writing -port-= carry sub-= below super-=more than usual

Please look at the screen. Let's do another exercise.

(Teacher shows the following on the screen.)

Use context clues and what you know about word parts to guess the meaning of the underlined words.

1. ____ Many countries import most of the oil they use.

2. ____ He studied biophysics at college.

3. ____ It is very important to learn how to cooperate with others.

4. ____ All your luggage will be transported to the destination by train. 5. ____ My cousin has an excellent voice. Her dream is to become a

superstar.

(Teacher asks some students to do it. One student, one sentence. )

Suggested answers:

Exploring space

Achievements: The Chinese space Agency has developed the highly successful Long March rocket series.

Importance: The rockets are used to prepare for the nation's first manned space flight.

Genetic research

Achievements: Chinese scientists have completed mapping out their part of the international human genetic project,

Importance; It has proved that Chinese scientists are among the world's best. It helps to solve the mysteries of life.

Computer engineering

Achievements: Chinese computer engineers have developed the supercomputer Shenwei.

Importance: The nation's first humanoid robot has been built.

Medical science

Achievements: Scientists have been able to create a chemical element that can fight cancer cells.

Importance: The breakthrough makes the cure of deadly disease possible.

(After that, teacher deals with the language points. )

Now, let's learn some useful words and expressions. Please look at the screen. (Teacher shows the following on the screen and gives brief explanations to make sure the students understand how to use them correctly.)

1. put forward: advance, propose or suggest sth. for discussion

e. g. He is putting forward radical proposals for electoral reform.

2. aim at: intend or try to do sth.

e. g. We must aim at increasing exports.

3. announce : make (sth. ) known publicly

e. g. They announced their engagement to the family.

Have they announced when the race will begin?

4. map out: present sth. in detail

e. g. He mapped out his ideas on the news project.

Step IV Listening and Reading Aloud

Play the tape for the Ss to listen. The first time, listen and follow. The second time, listen and repeat.

(Teacher begins to play the tape. )

Step V Writing

Writing part. The Ss have been asked by the magazine Modern Science to help them choose the greatest scientific achievement ever. Write a short essay, telling them which achievement you

have chosen and explaining why you think that it is the most important. In order that they can write your essay better. They’d better read and study the tips at Page 8 carefully before writing.

Step VI The Design of the Writing on the Blackboard

Unit 11 Scientific achievement

The Fourth Period

I . Areas

exploring space

genetic research

computer engineering

medical science

II. Words and phrases

put forward

aim at

announce

map out

The Seventh Period

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Zhongguancun Science Park is China's biggest science park with a high concentration of scientific and technological institutions and intellectual resources. Located in this area are 39 institutions of higher learning represented by Beijing University and Tsinghua University. There are 213 research institutions as exemplified by the institutions of the Chinese Academy of Sciences (CAS) and the Chinese Academy of Engineering (CAE) and 37% of the academicians of both the CAS and CAE are living and working in this area. Each year, thousands of sophisticated research discoveries emerge in this area and pour out to all places throughout China. Many state-level laboratories and important engineering and technology centers are concentrated in this area too. Zhongguancun Science Park is the largest software development and production center in China.

Zhongguancun Science Park in fact is composed of five science zones like Haidian Zone, Fengtai Zone, Changping Zone, the Electronic City Zone and Yizhuang Zone. Some ten thousand new and hi-tech enterprises, such as Legend, Stone, Founder, Zhongguancun Science and Technology, Tsinghua Tongfang, Netease, are all doing their business at Zhongguancun. In addition, there are some 1500 R&D centers and hi-tech companies set up by or invested by renowned overseas transnational companies like IBM, Microsoft, Mitsubishi in this area as well as 40 overseas listed companies. At present Zhongguancun has become the most important growth point in the economic development of the capital which makes a contribution of 60% of the total industrial growth of the city. The business income generated from the industry, trade and technology of Zhongguancun Science Park in accounted for 18% of the total income of all the 53 national new and hi-tech parks.

In June , the State Council of China officially approved the “Note of Request to Expedite the Building of Zhongguancun Science Park for the Purpose of Implementing the Strategy of Rejuvenating the Country through Science and Education” by the Beijing Municipal Government and the Ministry of Science and Technology and instructed the Beijing Municipal Government and the Ministry of Science and Technology to speed up the construction process of Zhongguancun Science Park in order to build it into a comprehensive reform trial base for implementing the strategy of rejuvenating the country through science and education and the two essential changes, a model base of international technical innovation with competitiveness, an incubator and radiating center for its scientific and technological achievements with its footing in the capital city of Beijing but facing the whole country and a base for training innovators and a first-class science park in the world. This is the most important trans-century decision made by the central government after its decisions of establishing the Shenzhen Special Zone in 1980s and opening up Shanghai's Pudong area in 1990s.

Beijing People's Municipal Government promulgated “Regulations of the Zhongguancun Science Park” on January 1, 2001, which provides the legal basis and guideline for its future development. The Park is now moving on at vigorous strides in promoting technology innovation in accordance with the principle of “Bold innovation in the areas not banned by the law” with the ambition of achieving great changes every year and make the Park a first-rate science park in the world within 10 years.

Zhongguancun is indeed a place full of opportunities and challenges as well as bright hopes. All domestic and overseas companies and individuals are welcome to Zhongguancun for business development.

篇4：Unit 20 全单元教案(人教版高一英语下册教案教学设计)

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

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

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

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

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

Teaching Procedures:

I. Warming up

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

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

2) What can archaeological discoveries bring us?

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

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

Questions for thinking:

----What are these important discoveries ?

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

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

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

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

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

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

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

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

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

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

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

II. Listening

Step 1. Pre-listening

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

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

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

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

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

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

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

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

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

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

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

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

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

Question 3: How did it work?

☆ Listen and finish the exercises.

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

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

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

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

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

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

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

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

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

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

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

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

Improve the Ss’ reading ability

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

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

1.Show some pictures about famous tombs in Chinese history

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

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

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

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

B. To protect these things.

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

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

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

Step II. While -reading

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

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

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

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

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

B. Detailed reading:

1. Read the first three paragraphs to find out

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

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

2) Which materials were found?

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

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

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

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

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

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

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

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

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

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

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

helping build the monument.

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

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

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

( Check the answers: F F T T T)

C. Language points:

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

该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。

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

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

found in the grave是过去分词作定语

give sb. an idea of 使某人明白

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

Americans is like.

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

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

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

anywhere. I must have lost it.

can +have done 表示对过去事实疑问和否定的推测

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

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

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

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

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

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

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

needn’t + have done 意为“过去本没有必要..…却……”

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

might + have done 表示“过去本可以….却没有…”

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

Step III. Post reading.

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

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

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

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

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

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

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

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

Homework:

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

Saving Stonehenge Oct.22nd,

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

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

Unit20. Word Study

Type of lesson: word study

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

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

words or phrases.

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

Teaching Procedures:

I. spare

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

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

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

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

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

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

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

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

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

Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）

C. complete the following sentences.

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

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

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

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

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均数

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

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

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

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

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

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

. average adj.平均的

verb .平均，均分。

Noun.平均数，平均值。

C. Complete the following sentences：

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

2.平均来说,每年大约有400人死于这种疾病.

On average 400 people die of the disease every year.

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

III. date

A. Present the following sentences.

1. What is date today? (日期 )

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

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

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

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

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

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

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

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

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

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

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

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

date : 1) noun . 日期，时代，约会, 流行.

2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到

C. Complete the following sentences

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

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

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

IV. cover

A . Present the following sentences.

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

beautiful scenery. 占地

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

dust. 布满

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

in Greece. 采访

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

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

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

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

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

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

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

word “cover”.

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

noun 覆盖物,封面

C. Complete the following sentences.

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

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

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

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

V. dress

A. present the following sentences.

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

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

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

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

5. She was wearing a silk dress. 连衣裙

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

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

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

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

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

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

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

6. she was all in black.

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

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

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

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

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

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

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

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

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

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

4. I found him asleep on the sofa.

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

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

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

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

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

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

C. Complete the following sentences.

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

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

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

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

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

Unit20. Grammar

1. Teaching Goal:

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

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

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

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

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

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

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

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

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

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

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

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

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

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

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

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

1. -Where is your car?

-It is in the garage.

(指提到过的或正在谈论的动物或事情)

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

(父母不会用it来指自己的孩子。it可以不区别他们的性别)

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

-It is the milkman.

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

-It was my Mum on the phone.

( it可以用来指时间，有人敲门，确认某人为何人，在电话里)

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

(it可以用来谈论时间，日期，距离，天气等，但要作主语)

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

(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)

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

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

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

It is unclear what we should do next week.

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

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

(it作形式主语)

Exercise:

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

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

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

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

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

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

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

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

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

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

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

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

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

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

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

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式宾语)

Exercise:

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

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

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

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

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

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

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

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

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

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

A. take as granted B. take this for granted

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

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

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

2). It was her whom you should ask.

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

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

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

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

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

that they finished reading the famous novel.

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

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

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

Exercise

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

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

⑵ I have already forgotten _________ you put the dictionary.

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

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

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

A. because; which B. for; what

C. because of; that D. since; why

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

A. before; that B. since; when

C. until; when D. after that

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

A. that; where B. which; that

C. what; that D. which; where

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

A. That; that B. It; that

C. That; when D. It; when

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

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

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

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

10. 1. It is time for school.

2. It is time to go to school.

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

4. It is time that we went to school.

综合练习:

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

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

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

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

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

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

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

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

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

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

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

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

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

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

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

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

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

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

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

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

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

Teaching procedures:

VII. Step1. Lead-in

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

VIII. Step2. Fast reading

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

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

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

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

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

Paragraph1.

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

2. Why could they take the archaeologists’ attention?

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

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

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, 2001.

Paragraph2.

Why is cong special?

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

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

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

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

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

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

Paragraph5.

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

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

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

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

True or false:

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

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

2. Then let students to fill in the blanks.

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

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

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

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

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

A. Jinsha had no trade links with other areas.

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

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

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

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

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

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

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

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

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

X. Step5. Writing

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

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

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

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

5. Ask the students to check for missing steps.

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

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

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

Example:

篇5：Unit 12 Education 全单元教案(人教版高三英语上册教案教学设计)

Teaching aims:

1. Learn about education in China and other countries

2. Talk about study methods and learning styles

3. Better the students listening and writing abilities

Teaching methods

Team work learning Task-based learning

Teaching aids

The computer media system in the classroom A tape recorder

Periods One & Two

Words and expressions

Step One Greeting

Greet the students as usual.

Step Two Lead in

Read aloud all the words and expressions to make sure the students can pronounce them correctly.

Step Three Comment on the usages of the key words & expressions

( Cf the ppt files )

1. load []

n. 1.（车、船、人、畜等的）负荷；负担；载重

The truck was carrying a load of bananas. 这辆卡车装着一车香蕉。

We have to make three loads of the cargo. 我们得把货物分装三车。

2. （车辆等的）载重量

I’ve ordered two lorry-loads of sand. 我已定购了两卡车沙子。

3.（一个成员、一台机器等的）工作量，负荷

I have a fairly light teaching load this term. (教学负担相当轻)

4. （常与of连用）大量，许多 (a load of/loads of )

To the reader’s disappointment, the leading article in this issue of the

magazine is a load of rubbish.

这期杂志上的主要文章废话连篇,使读者大失所望。

v. 1. （常与up, with连用）装，装满，载满

We loaded the truck with bananas. 我们把香蕉装上卡车。

2. 装上（弹匣、胶卷）

Don’t move! The gun is loaded. 别动！这支枪是上了膛的。

workload [] n. 工作量, 工作负担

She has a very heavy workload. 她的工作负担很重。

2. strict [strikt]

adj. 1. 严格的，严厉的（规则或行为）(+with)

Our teacher is strict; we have to do what she says.

我们的老师很严格，我们不得不按她说的去做。

2. 精确的；完整的

He made a strict analysis of the experiment. (做精确的分析)

3. compulsory [] adj. 义务的；强制的；强迫的

Education is compulsory for all children in Britain between the age of five and sixteen. 在英国5岁到16岁的儿童都要接受义务教育。

4. commitment []

n. 1. 承诺

The general has repeated his commitment to holding elections as soon as possible. 将军重申了尽快进行选举的承诺。

2．责任；承担义务

I've taken on too many commitments.

我承担的义务太多了。

3．忠诚，信奉，支持

The company’s success this year would not have been possible without the commitment and dedication of the staff.

如果没有员工的奉献精神，公司今年的成功是不可能的。

5. tendency []

n. 1. 倾向；趋势 ① (+to, towards)

There is an increasing tendency towards the use of firearms by criminals. 罪犯使用枪械的趋势在上升。

② （＋to v. ）

There is a growing tendency for people to work at home instead of in offices.

人们在家里而不是在办公室工作的趋势日益增长。

2．癖好，秉性 ①（+to, towards）

He’s always had a tendency to /towards frivolity. 他向来表现出轻浮的倾向。

② （＋to v. ）

The teacher criticized his tendency to view world affairs purely in terms of the East-West conflicts.

老师批评了他那种单纯从东西方冲突的角度去观察国际事务的倾向。

6. expand []

vi.&vt. 1. 扩大，膨胀

The business has expanded from having one office to having twelve.

这个公司已从一个分公司发展到拥有12个分公司了。

2. 详述（故事，论证等）, 引申

I don’t quite follow your reasoning. Can you expand (on it)?

我不大理解你的论断，你能详细地加以说明吗？

You’ll have to expand your argument if you want to convince me.

你如果想使我信服，就必须详述你的论点。

3．Vi. （人）变得更友善更健谈

He expanded a little when he had had a drink, and started to talk more freely. 他喝了一杯酒，变得更友善，并开始畅谈起来。

7. distribute []

vt. 1. 分发，分配某事物 (+sth. to/among sb./sth.)

The demonstrators distributed leaflets to passers-by. 示威向行人分发传单。

2．使（某事物）散开，散布

Baggage loaded onto an aircraft must be evenly distributed.

飞机载运的行李应均匀放置在各个部位。

拓展：distribution

n. 1. 分发，分配（多作不可数名词）

The boys complained that the distribution of prizes was unfair.

男孩们抱怨奖品分配不均。

2．分布，散布（多作不可数名词）

The pine-tree has a very wide distribution. 松树的分布很广。

8. corporation []

n. 1. 公司；企业

John works for a large American chemical corporation.

约翰为一家美国大化学公司工作。

2. 市政府

The corporation has decided that no heavy-duty trucks are permitted to pass through the centre of the city during rush hours.

市政当局决定高峰期间不允许载重卡车通过市中心。

拓展：corporate []

adj.1. 社团的；团体的

corporate responsibility, action, etc 共同的责任，行动等

2．市政府的；公司的

Corporate executives usually have high salaries.

公司里的管理人员一般享有高薪。

9. donate []

vt. 捐赠；赠送

The businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

拓展：donation [] n. 捐赠；捐赠品；捐款

She made a donation of $ 1,000 to the Children’s Hospital.

她捐了1,000 美元给儿童医院。

10. ministry []

n [C] 1. （政府的）部

My brother works in the Ministry of National Defense.

我弟弟在国防部工作。

2. the ministry [GP] 神职界；（全体）牧师

His parents intended him for the ministry. 他的父母有意让他当牧师。

11. aspect []

n. 1. 方面 He mentioned only one aspect of the problem.

他只提到问题的一个方面。

2. 容貌，表情

He was serious of aspect but wholly undistinguished.

他面色严峻，却不过一庸人而已.

3. ( 房屋、门窗等的）朝向

She prefers a house with a southern aspect.

她喜欢朝南的房子。

12. profession []

1. 专业，职业（尤指受过专门训练的，如法律、教学等）

He is a lawyer by profession.

他是职业律师。

2. 信仰或信念的表白

His profession of concern did not seem sincere.

他所表示的关心看来并非出自内心。

拓展：professional adj. []

adj.1. 从事专门职业的 2. 职业的，专业的

A lawyer is a professional man. 律师是从事专门职业的人。

For professional footballers, injuries are an occupational hazard.

对于职业足球运动员来说,受伤是职业本身带来的危险。

13. alongside []

1. prep 在…旁边；与…并排

The car drew up alongside the kerb. 小汽车在路边停下来。

2. adv. 横靠着；沿着；傍着

We brought our boat alongside. 我们把船靠边。

14. advocate []

1.vt. 拥护；提倡；主张

He advocates building more schools. 他主张多建几所学校。

2. n.（常与of连用）拥护者；提倡者

I am not a strong advocate of “English only” in the reading class.

对于阅读课上只用英语，我不是个强烈的拥护者。

15. obtain []

vt., vi. 得到，获得

I haven't been able to obtain that book. 我还没能得到那本书。

辨析：get, obtain, acquire, gain, win, earn

这组动词的一般含义是“得到”。

obtain包含着“努力”、“希望”或“决意”去获得某物的意思。

The journalist immediately set out to obtain these important facts.

那位新闻记者立即着手获取这些重要的资料。

Ordinary people would then be able to use them to obtain valuable information.

那时平常的人便能运用它们去获取宝贵的信息。

get是最普遍、使用范围最广的词

I sat in the front of the bus to get a good view of the countryside.

我坐在公共汽车的前部，以得到有利于观赏农村风光的机会。

acquire虽然含有“努力获得”的意思，但更强调在原来的基础上自然增长或新的增添。

After having been instructed to drive out of town, I began to acquire confidence.

接到把车开出城的指令后，我的信心增长了。

gain有obtain的含义，但更强调目的物需要努力奋斗才能得到，而且这种东西具有价值，特别是物质价值。

During that time, she so gained my aunt's confidence that she was put in charge of the domestic staff.

在这期间，她得到了我姑姑如此的信任，结果被委任为家仆的负责人。

A penny saved is a penny gained. 省一文是一文。(谚语)

win虽然常常可以和gain换用，但win具有gain所不能表达的含义。如：获得者具有有利的品质

It seemed certain that this would win the prize.

这一块会得奖，这似乎是肯定的了。

This invariably wins them the love and respect of others.

这种行为常常为他们赢得别人的爱戴和尊敬。

earn包含着获得物与所花的气力是相互成比例的

His achievements earned him respect and admiration.

他的成就为他赢得别人的尊敬和赞美。

Some of them have come home for a few days' hard-earned leave.

他们中的有些人已经回国，度过那得之不易的几天假日。

16. evident [] adj.明显的

It's evident that you are tired. 显然你累了。

辨析：evident, obvious, clear, plain

这组形容词都有“清楚的”或“明显的”意思。

evident在善于修辞的作者笔下，总包含一定的迹象。

It's evident that someone has been here.

显然有人来过这里。

obvious所表示的“明显的”强调容易发现，常常用于修饰或说明那些本想掩盖而又没有能掩盖彻底的事情

The rope had been cut, so it was obvious that the lamb had been stolen.

绳子是被割断的，因此这只羊羔显然是被偷去的。

注：此句中的obvious 换用evident则更确切。

He is the stereotyped monster of the horror films and the adventure books, and an obvious (though not perhaps strictly scientific) link with our ancestral past.

它们是恐怖电影和惊险小说中的老一套的怪物，并且与我们的祖先有着明显的(虽然可能没有科学的) 联系。

clear(以及常见的plain)是口语中常用词，其含义为“清楚易懂”。clear 除了“清楚的”，“清晰的”之外，还有许多其他含义。如“流畅的”，“无障碍的”等。

The water of the lake is as clear as glass.

湖水清彻如同明镜。

He gave a clear answer to the direct question.

他对那个直截了当的问题作了清晰的答复。

plain除了“清楚的”、“浅显的”之外，也有些别的含义。如：a plain face(一个普通的或不漂亮的面孔)

The letter was written in plain English.

那封信是用浅显的英语写的。

17. select []

1. vt. 挑选，选择；择优 (select sb./sth. as sth. )

I was selected for the team.

我被选入这个队。

2. adj.挑选的，精选的, 择优的

a select group of top scientists 最优秀科学家小组

a film shown to a select audience 给内部观众反映的影片

辨析：choose， select， elect， pick

这些动词都指从一些可能性中做出选择。

Choose含有运用判断力在一些人、物或行为方式中选出一个的意思。

We do not choose survival as a value; it chooses us。

并不是我们把生存作为一种价值而选择了它；而是它选择了我们。

Select侧重于从许多不同种类中进行选择时的挑剔态度。

Four skiers will be selected to represent each country.

每个国家将选出四名滑雪者作为代表。

Elect强烈地暗示着通常在两者之间作出挑选时的深思细想。

I elected not to go.

我决定不去。

Pick和select 一样，表示选择时的小心谨慎。

I picked a book to read. 我选了一本书读。

18. suit [su:t, sju:t]

vt.1. 满足；取悦；适意；对…方便

It suits me if you come to work at eight o'clock.

如果你八点来上班我就满意了。

2. 适合，适当

That dress suits you. 那套衣服你穿起来挺合适。

n. 1. n. 一套衣服，套装

a business suit 一套西装

2. 诉讼

He is suiting for divorce. 他向法院提出要求离婚。

19. restriction []

n. 限制；约束

There is a restriction against smoking in schools. 禁止在学校吸烟。

拓展：restrict []

vt. 限制；限定

He restricts himself to two cigarettes a day.

他限制自己每天吸两支香烟。

schedule []

n. 时间表；进度表；程序表

The next thing on our schedule is to telephone our friends.

我们的日程安排中要做的下一件事是给我们的朋友打电话。

20. presentation []

n. 1. [U] 赠送，引见，提出，出席，演出

They are preparing for the presentation of a new musical.

他们正准备上演新的歌舞喜剧。

2. [U] 赠送，引见，提出，出席，演出等的方式

She needs to improve her presentation of the arguments.

她需要改进阐述其论点的方式。

3. [C] 所赠送，引见，提出，出席，演出的事物，赠品，礼物,（尤指经仪式）授予之物

We went to the premiere of their new presentation.

我们去观看了他们的新剧目的首场演出。

The queen will make the presentation herself. 女王将亲自授予礼品。

拓展：present

adj. []

1. 出席的；到场的

How many people were present at the meeting? 会议有多少人出席？

2. 现在的；现存的

What is your present job? 你现在的工作是什么？

vt. []

1. 赠予；颁予

They presented flowers to their teacher. 他们献花给老师。

The mayor presented a silver cup to the winner. 市长把银杯授予了获胜者。

2.提出；呈递

The committee is presenting its investigation report next week.

委员会将于下星期提出调查报告。

The baker presented his bill. 面包师呈上帐单。

3. 表示；呈现

He presented his apologies. 他表示道歉。

4. 演出；公演

The theatre company is presenting 'Romeo and Julia' by Shakespeare next week.

剧团下星期将演出莎剧'罗密欧和朱丽叶'。

5. 介绍；引见；举荐

May I present Mr Robinson to you? 可否让我向你介绍罗宾逊先生?

The new ambassador was presented to the president. 新大使被引见给总统。

6. 展现

He always presents a calm smiling face. 他总是展现出平和的微笑。

7. 表现；造成

Money presents no difficulty to them. 资金对他们来说不成问题。

Step Four Homework

Ex 1 Page 105

Period 3 Let’s listen and speak!

Goals

Talk about education in China and other countries.

Talk about some great educators in China and other countries.

Compare education in China and other countries.

Talk about the achievements and problems in education in China.

Procedures

Step 1 Lead in

(1) by discussion.( pair work, approx. 5 mins.)

T: Hi, everyone. Today we’re going to talk about education and some great educators in China and in other countries. Do you know any great educators?

(Give Ss 3 mins to discuss it in pairs, then present their results to the whole class. )

Leading in(2) by warming up (group work, approx. 10 mins.)

Hello, boys and girls. Look at the pictures in the warming up part on page 100, and think about the following questions.

(1) The educators in the pictures are all famous. When did they live and where did they come from?

(2) Do you know how they taught their students? How was it different from your own education?

(3) Write down what you know about the four educators in the chart on the next page and then report to the class.

Educator Time Country Way of teaching

Confucius Spring and Autumn Period in Chinese history China with the principles of good conduct, practical wisdom, and proper social relationships

Anton Makarenko 1888–1939 Russia His theories emphasized the importance of physical labor, discipline, and the collective in education.

Anne Sullivan 1866-1936 the USA a special educator

show love and patience to students

Tao Xingzhi 1891-1946 China The theory of “Life Education”

He proposed “unity of teaching, learning, and reflective acting.”

He believed that one should do first, then one will know.

(For Ss’ limited knowledge, teachers can show the following information.)

Step 2 Listening

Say to Ss: The four educators made great contributions to the young students’ education. And we know that education is of great importance to a country. The education in China has been improved a lot. But there are still a lot for us to do and to be learned from other countries. Next let’s listen to two students comparing education in China and the USA.

1. Before you listen to the tape, think about the following questions.

(1) What do you know about education in the United States?

(2) How is it similar to Chinese education? How is it different?

2. Before you listen to the tape, please go through the chat below.

3.Now let’s listen to the tape and make notes under each heading in pairs.

Comparison of education in China and the USA

Class size

Method of teaching/Teaching style

Homework

Exams

4. After the first listening, encourage the Ss to say what they’ve got from the tape and collect them on the blackboard.

5. Listen to the tape for the second time for details. Help Ss to finish the chart.

6. To make the students understand the passage better, let them listen to the tape for the last time.

Step 3 Speaking

T: We should say that education is very important to a country. To our great joy, education in China has made great improvement. Now please look at the graphs on pages 101 to 102 and discuss the following questions. Before you discuss them, let’s go through some words and phrases.

statistics: (used with a pl. verb)Numerical data.

（与复数动词连用）统计数据

graph: A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship.

曲线图；座标图；图解

bar graph [统]条线图

line graph [数]线图

Now please look at the two graphs on page 102 and discuss the questions on the right in a group of four.

Good, you’ve got a good idea about education in China. With the results you have got, please talk about the achievements, progress and problems in education in China. The following words and phrases may be useful for your discussion.

a heavy workload

to reduce the workload

to meet parents’ expectation

to be strict with

to raise academic standards

under high pressure

Step 4 Homework

1. Ask the students to collect more information about the four famous educators: Confucius, Anton Makarenco, Anna Sullivan, Tao Xingzhi.

2. Ask the students to collect some information about the education in the city/province.

3. Ask the students to list all the equipment, people and plans that are needed to run a school.

Period 4 Education for all

Goals

◆ Provide students with the goal “Education for all” and the present situation of education in China and other countries.

◆ Improve students’ ability of reading comprehension.

Procedures

Step 1 Leading in

1. Talk about the education in the city or province.

2. Talk about the equipment, people and plans that are needed to run a school.

Conclusion: We are lucky enough to have quite good education in our city. But there are many children who don’ t have the chance to go to school because of various reasons. In China we have the “Hope Project” that helps many children who are unable to go to school. And also there is a project named “Education for all”. Today we’ll talk about “Education for all”.

3．Discussion

What is needed to set up a school? Cf. ppt. files on the screen

Step 2 Reading for general ideas

Ask students to read the passage “Education for all” and match the best heading for each paragraph in the text.

Suggested answers:

B Education for all children worldwide will be difficult to achieve

D Solving the problem of teaching quality in remote areas

A Compulsory education for all Chinese children

F Problems of number and location

C Encouraging people in rural areas to accept education

E Meeting the cost

G Education for All---an international target

Main idea of the text

The passage makes it clear to us that Education for all is closely linked to the development of a country. To achieve the target, many measures should be taken, such as making poor traditional village people attach enough importance to education, dealing with the shortage of teachers by having mixed-grade classes, solving financial problems and improving teaching quality in rural areas by adopting distance learning.

Step 3 Reading comprehension

Task A Choose the best answer

1. According to the text, ______ of school-age children had attended primary school by _____. C

A. 99 %; B. 86%; 2000

C. 99%; D. 86%; 2004

2. What suggests that many countries realize the importance of education? C

A. They realize that the future welfare of their citizens is closely linked to education.

B. They attended the World Education Forum in 2000.

C. At the World Education Forum in 2000, they made a commitment called “Education for all”.

D. They are trying to get every child into school.

3. ______ prevents some people attaching importance to education. D

A. The importance of agriculture

B. Heavy work on the farm

C. Traditional ideas

D. All the above

4. What kind of classes can often be seen in western provinces in China? A

A. Mixed grade classes

B. Classes of large sizes

C. Classes of small sizes

D. Classes by two-way radio and mail

5. What measures do many developing countries take to provide schools with necessary equipment? B

A. They call on their citizens to donate it

B. They depend on aid from other countries and international organizations or programs

C. They borrow it from their neighbor countries

D. Developed provinces provide aid for less developed provinces

6. How many countries and regions are mentioned in the text to have adopted distance learning methods? A

A. 3 B. 4 C. 5 D. 6

7. According to Paragraph F, which of the following is one of the education problems existing in America? C

A. The quality of teaching is not good nationwide

B. There are too many families now below poverty line

C. One third of the students live in the countryside

D. Violent crimes take place in schoolyards

8. The text talks mainly about _____. A

A. “Education for all ”-- the international target

B. solving the problems of teaching quality in remote areas

C. encouraging people in rural areas to accept education

D. problems of the number of people in one area and location

9. It’s difficult for some countries in Africa and Asia to achieve the goal of “Education for all”, because _______. D

A. the population is too large

B. they are facing many other problems, such as lack of fresh water and basic health care

C. the international aid is far from enough

D. the economy there is the least developed

10. Which of the statements is true? B

A. People’s attitude towards education don’t affect education system

B. The population in one area and people’s distribution can also cause education problems

C. Education system can be affected by students

D. All the above

Task B Complete the forms

Problems & Solutions

Problems Solutions

Parents unwilling to send daughters to school Create a positive attitude

Shortage of classrooms Large class sizes

Shortage of teachers Have mixed grade classes

Shortage of money From international and local organization

Far away from the school Distance learning

Task C Learn the useful expressions from EDUCATION FOR ALL

compulsory education, the future welfare, the World Education Forum, the member countries, to make a commitment, get…into…, to begin with, a positive attitude, play a/an…role, to attach importance to…, be skeptical of…, drop out, be distributed, the remote central and western provinces, spread out, by two-way radio and mail, rely on, non-governmental organizations, to donate sth., provide…with…, to adopt distance learning method, computerized teaching networks, to overcome…, to accomplish…, a huge task.

Step 4 Further understanding of the passage

Ask students to do the task 2 on page 104.

Well, class, please go through the sentences on task 2 on page 104 and try to find out the mistakes in each sentence.

In order to achieve the goal of “education for all”, different countries use different ways to solve their own problems. Try to find out which countries use the following methods to help them provide education.

Distance learning, mixed-grade classes, money from international organizations, money from local organizations.

Now please discuss in a group of four if there are any ways in which education in your area could be improved and which you think is the most important aspect to change.

Step 5 Homework

1. review the passage: Education for all

2. Finish the exercises in “Language study” part.

Period 5 How we learn

Goals

1. Read about the study tips.

2. Talk about the way you learn.

Teaching procedures

Step 1: Listening and reading aloud.

Hello, boys and girls, you have been a student for some years. Have you found a good way to carry out your study. Today we’ll read a passage named “How we learn”. First read aloud to the recording of the text HOW WE LEARN on page107. Pay attention to the pauses, the pronunciation and the intonation while listening and reading aloud.

Post-reading questions:

1. Why do students learn in different ways?

2. What are the three basic learning styles?

3. What is the limitation of teachers’ teaching in classrooms?

Suggested answers:

1. Because different people have different ways of obtaining information and use various methods to demonstrate their intelligence and ability.

They are: learning through seeing; learning through listening and learning through doing.

2. Restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners.

Step 2: Reading

Task A Read the text to complete the following chart.

Type of writing This is a piece of descriptive writing

Main idea of the passage It tells about the world-wide efforts to achieve the goal of “Education for all”

Main idea of Para.1 Compulsory education for all Chinese children

Main idea of Para 2 Education for all children worldwide will be difficult to achieve

Main idea of Para 3 Encouraging people in rural areas to accept education

Main idea of Para 4 Solving the problem of teaching quality in remote areas

Main idea of Para 5 Meeting the cost

Main idea of Para 6 Problems of number and location

Main idea of Para 7 Education for All---an international target

Graphic representation of the text

Step 3. Reinforcement

Task B. Complete the sentences

1. Students are different in ___________, _______ and _____________________, yet they have a lot in common, such as the same _____ and ___________.

2. Different people have different ways to ______________ and to ____________ ________________________.

3. The three basic styles for people to learn are learning through ________, learning through __________ and learning through _________.

4. Those who learn through seeing like to see their teachers’ ________________ and ______________. They prefer to sit at the _____ of the classroom.

5. Those who like ____________ what their teachers say give close attention to both the _______ of the discussion and the _____ that things are said.

6. Those who don’t like to _______ for long or who can seldom ____________on what they are reading or listening learn through doing.

Task C. Study and learn the sentences

1. When learning something new, if you prefer to read the information, you are probably a student who learns through seeing. (Par. 3)

2. Students who find it easiest to learn a new concept by hearing …. (Par. 4)

3. Reading aloud, using a tape recorder …are the best for…. (Par. 4)

4. Learning through doing means being active in exploring the environment and finding out about things by moving and touching. (Par. 5)

Step 4. Assignment

The workbook exercises

Period 6 Reinforcement

Goals

3. Go over the key points of the unit

4. Write a composition about the education of China.

Teaching procedures

Step 1: Review the key points of the unit

1. Go over the chechpoints

2. Test your skills Cf Ex 1 Page 234

Step 2: Comment on the other exercises

Cf. the two reading materials & the close test on Page 238.

Step 3: Assignment

Writing

假如你叫王明，是二年级三班的班主任，17 岁的英国留学生玛丽在你班学习，请你根据老师们的评论用英语为其写一段评语，并填写报告书。

语文老师：她对汉语有浓厚的兴趣，而且口语很好.

数学老师：她擅长数学，每天做大量的数学练习.

化学老师：她喜欢做实验，但有时不够细心.

物理老师：物理是她最喜欢的学科，她是班里学得

最好的学生之一.

班主任：她讲礼貌、乐于助人、与师生相处融洽.

说明:

1．Profession 职业，Nationality 国籍， Comments 评语。

2．字数120字左右。

Name Profession Age

Grade Class Nationality

Class master's Comments:

Signature:

篇6：unit 16 Scientists at work全单元(人教版高一英语下册教案教学设计)

导入

模块一：问题导入（适用于warming up及Listening 部分的导入）

教师联系学生学习实际，引起学生对所学课程的关注，导入本课的主要话题--experiments in the lab。

1) Now you’ve been learning several subjects at school, such as maths, Chinese, English, physics, chemistry and so on. Which do you like best? Why?

2) Do you like doing experiments in physics, chemistry and biology in the labs?

3) Do you often do the experiments by yourselves or directed by your teachers? What has your teacher tell you to pay attention to when you enter the lab? What should you not do?

导入

模块二：图片导入（适用于Speaking部分的导入）

教师展示两张有关磁悬浮列车的图片，问学生是否了解相关背景知识，引导学生结合自己原有的知识，探讨科学新发明的优点与弊端。

Science is a sword with two edges. When new inventions appeared, they brought benefits to human beings as well as trouble. Have you heard about the high-speed Maglev train from Shanghai to Pudong Airport? Let me show you something about it.

教学过程

导入

模块三：

教学过程

重、难点指导

Language points

1．Why should students be careful smelling from bottle? 为什么学生在闻从瓶子里冒出来的气味时要小心？

be careful of 注意...，当心...

be careful about对于...谨慎

be careful with 做...认真，注意...

be careful not to do sth．当心不要...

be careful as to + 从句对于...谨慎

be careful in (doing) sth．在...方面谨慎

be careful + 从句注意...，当心...

be careful doing sth．做某事时要当心

It is careless of sb. to do sth＝Sb．is careless to do sth某人做...太粗心了。

例如：

Be careful of the dog; it sometimes bites people.

当心那只狗，它有时会咬人。

The public was warned to be careful of birds flu.

公众得到警告，要提防禽流感。

People should be more careful about the things they say．

大家对自己说的话应该很谨慎

Please be very careful with those plates!

那些盘子，要十分小心。

He is careful with money.

他用钱很仔细。

He was careful enough to check up every detail.

他非常仔细,把每一个细节都核对过了。

Be careful not to fall off the ladder.

当心别从梯子上掉下来。

Be careful as to who came here early every day.

请留意每天谁来得早。

You must be careful crossing the road.

你过马路一定要当心。

Be careful that you don't fall off the ladder.

当心别从梯子上掉下来。

Be careful that the medicine is kept away from children．

要小心把药放在安全的地方，不要让小孩拿到。

You must be careful who you accept a lift from．

搭乘谁的车，要小心。

Be careful what you say.

你说话要当心。

Be careful how you start the personal computer.

要注意怎样起动个人计算机。

Be careful when you're crossing the road.

过马路时要当心。

It is careless of him to leave the changes of money everywhere.

他很粗心，零钱到处丢。

2. What is it to be done when something gets into your eyes?如果你眼睛里进了东西，该怎么办?

“be + to do”结构表示安排、命令、职责, 义务、目的、用途、可能性、命中注定等。

例如：

We are to meet at the school gate．

我们约定在校门口碰头. (安排)

You are to be back by l0 o’clock．

你得在10点种前回来(命令)

A knife is to cut with．

刀是用来切割的。(用途)

They were never to meet again．

他们注定以后永远不再见面.(命中注定)

I am to inform you that the meeting will be held in Hang zhou.

我谨通知你会议在杭州举行。(职责)

3. Work in pairs and discuss the advantages and disadvantages of the following scientific discoveries and applications.

be of great /no advantage to

take advantage of 利用...

to one's advantage 对某人有利

have/gain/win an advantage over…比...有优势

have the advantage of … 有对...的优势，知道某人所不知道的事

例如：

It is an advantage if you know how to type.

如果你会打字，将会对你有利。

This kind of training is of great advantage to teenagers.

这种训练对青少年有好处。

We took advantage of the fine weather to go on a hike.

我们利用晴朗的天气去旅游。

I hope that this library is fully taken advantage of.

我希望图书馆能得到充分利用。

= I hope that full advantage is taken of this library.

She has got the job because she has the advantage (over others) of knowing many languages.

她能得到这份工作是因为她（比别人）多懂几门语言。

It’ll be to your advantage to study abroad.

到国外学习对你有好处。

4．We should make more use of this new technology.

make use of 利用

make good／better／the best use of 很好地／较好地／充分地利用

make full use of 充分利用

make the best of 善用，充分利用

come into use 开始被使用

go／fall out of use不再被使用

of use＝useful有用的

put．to use使用，利用

It's no use／good doing sth．做某事没有用／好处。

5. It brings people more comfort.

n. 安慰；舒适；使人得到安慰的人／事物

vt．安慰；使舒适

comfortable adj 安慰的，舒适的

take／seek comfort from (in) doing．．．在…中得到(寻求)安慰

live in comfort 过得舒适

例如：

His kindness gave her much/great comfort.

他的好心给了她极大的安慰。

Words of comfort can be important to those who are in trouble.

宽心的话对身处困难之中的人是非常重要的。

A hot cup of tea on a cold night is a real comfort.

寒冷冬季的夜晚来杯热茶真是一种享受。

My husband is always a comfort to me when I meet difficulties.

在遇到困难的时候，我丈夫对我是个安慰。

6．Can you name some of them?

be named．．．名叫...

name．．．after...以...名字为...命名

name Sb．(as)．．．任命某人为…

name no names 不指出名字

name a date 指定一个日子

call sb．by name 叫某人的名字

by the name of 名叫...的

call sb．names 谩骂某人

make／get a name 成名

in the name of以...的名义

7. Can you describe a science experiment that you did?

n. make／do／carry out / perform an experiment in … ( chemistry..)做／进行实验

Some people learn by experiments and others by experience.

v. experiment with… 用…做实验

experiment on… 拿…做实验；在…(身)上做实验

experimenter实验者；试验者experimental adj．实验／试验性的

例如：

Don’t experiment with such dangerous drugs.

不要用这种危险的药物做实验。

They decided to experiment on animals first．

他们决定先拿动物做实验。

8. Having realised that I could use a kite to attract lightning，I decided to do an experiment．意识到我能用风筝采吸引闪电，我决定做一个实验。

having realised是现在分词的完成式，分词短语在句中作状语，表示该动作(realise)发生在主句谓语动词所表示的动作之前，相当于When I had realised that..

又如：

Having finished his homework，she went on the internet．

做完作业后，她就上了网。

现在分词短语的否定形式应将not放在v-ing之前，其完成式的否定式为not having done。

__________ a reply, he decided to write again. (MET 1992)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

答案： C

9. The string was getting charged！风筝线带电了！

charge sb. money (for...) 因…收某人…钱

free of charge免费的

charge a cellphone/ battery/ machine给手机/电池/机器充电

sb be in/ under charge ( of sth ) 负责(某事)

sth be in/ under the charge of sb由...掌管

take charge of负责，管理

leave．．．in charge of sb．把...交给某人管

put sb．in charge of．．．让某人负责…

soldier /wild animal/ footballer charge towards …= rush towards… 士兵/野兽/球员冲向…

get burnt/ lost/ hurt/ drunk/ killed/ married/ excited 此类短语表动作

例如：

He charged me $100 for this bike.

My cell phone needs charging.

The girl was safe in the charge of a nurse.

Don't leave everything in charge of the young man.

Can you take charge of this class, Miss Smith?

I'll put you in charge of him.

10. The experiment proves that lightning and electricity are the same.

prove sth to sb 向某人证明某事

prove that… 证明…

prove sb (to be ) +n. / adj. 证明...是…

prove (to be )+ adj 证明是…

例如：

Can you prove your theory to us?

Can you prove that your theory is reasonable. 你能证明你的理论合理吗？

This experiment proved his theory ( to be ) reasonable./ a reasonable one.

His theory proves (to be) reasonable.

11．Most kites are made of paper, but a kite made of silk will not tear so soon in with rain and strong winds.

tear sth to pieces/in half/ open白条把某物撕成碎片/两半/开

tear sth down ( from…) 把..拆掉

tear sth off…把某物扯掉

例如：

She tore her skirt on a nail. 她的裙子在钉子上刮破了。

The paper tears easily. 这种纸容易扯烂。

类似主动表被动的动词还有write, read, sell, lock, fill, strike, wear, translate, cut, dry, move

12．Fly the kite when a thunderstorm appears to be coming on. 在雷雨要来的时候，就可以放风筝了。

There seems / appears to be… 似乎有…

It seems/appears ( to sb) that/as if… 在某人看来好象…

Sb appears to do /be doing/ have done 某人似乎要做／正在做／已经做…

Sb appears to be +n. /adj 某人似乎是…

例如：

It appears that he will win the prize.

It appears to me that he is right and you are wrong.

He appears to have done that.

It appears to be raining.

13．There is no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken care of. 毫无疑问，一个世纪以前动物实验非常残酷，而今实验中的动物得到了悉心照顾。

There is no doubt of sth 某事是毫无疑问的

There is some doubt as to/ about 对于某事，仍有疑问。

without doubt 勿庸质疑

doubt sth 怀疑某事

doubt whether/if….

don’t doubt that…

例如：

There is no doubt of his success.

There is some doubt about whether/if he will succeed.

I have some doubt about his success= I doubt his success= I doubt whether/ he will succeed.

I have no doubt that he will succeed.= I don’ t doubt that he will succeed

He will succeed without doubt.

教学过程

课堂活动设计

模块三：举行辩论会

活动时间

学完本单元后

语言知识要求

1)本单元有关的语言

2)辩论常见句型及格式：

Topic

For side：We should test medicines on animals

Against side： We should not test medicines on animals

Debaters

For side：

Against side：

STATEMENTS

Sentences for reference;

Good afternoon，ladies and gentlemen，our point of view is that…

So as I mentioned about …, it is very very important in the role of animals．

First I want to explain our opinion about this．We think

FREE DEBATE

Well，thank you，Chairman，and to our opponents．You have mentioned the importance for …

Don't you think so？Thank you．

I should like to correct one thing，the against friend said，“…”It doesn't mean …

SUMMARY

Good afternoon，just now，we talked a lot about…． First，we all agree ….Well，and second，let's take a look at …

Thank you，Chairman，here I should declare that our point of view is that …and so I would like to say again our point of view is that …．Thank you．

语言技能要求

听，说，读，写

活动形式

1）小组活动：按观点取向确定正方，反方。各方分配任务，各自收集资料，交流、整理、排练，确定主辩手、第一、二、三副辩手。邀请英语教师及部分同学做评委。由一名同学担当主席。

2）班级活动：班级辩论会

任务目的

1）培养学生辩证思维，学会全面分析问题

2）引导学生在实际应用中巩固所学的知识。

板书设计

模块三：诱导式

Reading

Title Experimenter’s name

Purpose:

Procedure:

Things needed: _______ ________ ________ _________

Three steps : _____________________________

______________________________

Things which should be taken care:

_______________________________

Results:

Conclusion:

评价性练习

I Complete the following sentence:

1．They were _____________(做实验)when I entered the lab．

2．I think the medicine _________(不起作用)．

3．He appeared___________(在睡觉)．

4．The cell phone has______________(充电)．

5．He spent________(大量)money in buying books．

6．The rain___________ (阻止)me going out．

7．Scientists________ (检验)new medicines on animals．

8．___________(毫无疑问)that he knows it

9．She was___________ (哭)in the street．

10．__________ (知道)his mother was i11，he went home．

II Multiple choices

1. The hotel _______ 240 yuan for a double room for the night.

A. offered B. charged C. paid D. gave

2. ---This kind of cloth _______ well and ____ long.

---OK. I’ll take it.

A. washes, lasts B. is washed, lasted

C. washes, is lasted D. is washing, lasting

3. Don’t worry! We are sure to win the match, for we have two good basketball players, which is of great ________ to us.

A. value B. use C. importance D. advantage

4. I tore the letter ________my daughter and tore________.

A. at , it open B. at, open it

C. from, it up D. down , it up

5. There is no doubt _______ Don has brains. In fact, I doubt _______ anyone in the class has higher IQ.

A. whether, that B. that, whether

C. /, / D. /, whether

6. ________such heavy pollution already, it may now be too late to clean up the river. (NMET )

A. Having suffered B. Suffering

C. To suffer D. Suffered

7. In the third century of Rome, there was an emperor _______ the name of Claudius II, who decided that marriage was not allowed in military.

A. in B. by c. with D. on

8. --Who is _________ this case?

--Sorry, I don’t know. But a lot of policemen went out __________ that lost child.

A. looking into, discovering

B. catching, and looked for

C. in charge of, in search of

D. in the charge of, to find

9. –How much should I pay for the meat?

-- _____________.

A. Just little money B. Of course, I’ll pay it

C. You can count it D. It’s free of charge

10. --Don’t get the fire _________.

--Why not! I don’t think the room warm yet.

A. out B. going C. burnt D. turning on

Suggested answers:

1. doing an experiment

2. doesn’t work

3. to be sleeping

4. been charged

5. a great deal of

6. stopped

7. test

8. There is no doubt

9. in tears

10. Having known

II.

1.B 2. A 3.D 4. D 5.B 6. A 7. B 8. C 9. D 10

In 1952, a stormy night, Franklin set out a kite and that was the most famous kite experiment in the world. Franklin didn't invent electricity through that experiment. However, it proved that man-made electricity generated by friction and electricity from lightning have a similar discharge. Franklin used cedar sticks to form a cross and made it as the frame of a kite, then paste a silk handkerchief on the cross as the sail of the kite. On the top of the cross, he attached a 30 cm long copper line, and he sharpened the top of the line. On the other end of the line, he fastened a silk ribbon with a brass key fastened on it. Not wanting to wet the silk ribbon, he stood on dry ground inside a shed, and flew the kite. And at the same time, he couldn't let the flying line hit the doorframe or window frame, either. When the dark clouds which brought thunders and lightings covered the kite, the sharp end of the copper line would pass the electricity down, and so the kite and flying line were electrified. At that time, when anyone reached out one finger to the brass key, that person could easily feel the electricity. This experiment was rough and daring, for those scientists who re-do this experiment later on, they would have to use “electric proof” material, such as a spool made of glass, to avoid danger.

Kites can be used for fishing. There is a special species of fish in south Pacific Ocean. It tastes fresh and delicious, but the tasty needlefish has a shy nature. It likes to find food near the the surface of tropical oceans. Therefore, the islanders invented an unique way of fishing. They use kites made from leaves and set the kites offshore. They fastened the fishing lines on the kites, and tied a hook or made a noose by the end of the fishing line, and loaded shrimps as the bait.

Draw by Jun Hen Text by Chen, Wu Zhen Title: Fly a Kite

Fishing with kites became a type of entertainment gradually. Some people will attach two lines to control the kite, so that they can put the bait where ever they like.

The biggest waterfall in the world is Niagara Falls. When the first bridge was build over the falls, engineers couldn't deliver the giant cable to the other side of the falls. (at that time, helicopter hadn't been used in that field yet) All of the people were at their wit's end, and at that time, a man came forwards and suggested that they could use kites to deliver. And they succeeded.

Wilson was a meteorologist. Once he stringed 5 kites together and flew them up to about 900-meter-high. He tied thermographs in each kite to measure the change of temperature in different height. This method of researching meteorology was very popular in late 19 Cent ray. Some people even tied a camera and other equipments on kites to collect various data of the atmospheric layer.

In World War II, kites did save many airmen's lives. At that time, when pilots were in danger and had to parachute, they often had to land in sea or mountain areas. At that time, they needed to take out the kite kept in the back bag, and let the kite keep flying in the sky.

Although they had landed, but they could take advantage of the telegraph transmitter they brought with them, and sent out signals to ask for help. Their signals would be sent farer through kites, subsequently, the rescuer would be able to get there on time. In world war II, British and America troops used kites as target of shooting, and distributing fly sheets. In 1895, Eddy tied some photographic equipments on kites, and took the first bird's eye view pictures.

The above information adopted from “ Flying Kite”, published by Taiwan Department

Unit 16 Scientists at work

________________________________________

一. 教学背景分析

1．学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

2. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

二．教学目标分析

1．语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

2．语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

3．情感态度与文化意识

（1).进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2).引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3).指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4).意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

4．学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三. 教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四. 教学重点与难点

1. 重点

（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

（3）.能继续运用各种阅读微技能进行有效的阅读，同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。

（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。

2．难点

（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。

（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct,

charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）.如何能使议论性作文表达的更加完整与流畅。

（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（4）贯彻“教中学，学中用”策略，真正使学生学以致用。

六. 教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.

2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, we are going to talk something about the subjects you are learning.

Q1: How many subjects are you learning now?

Q2: What are the subjects in which you learn science? Is it easy for you to learn them?

1). Group work

Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.

2). Class work

Enjoy some pictures about the facilities in labs and students doing experiments in labs.

Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?

Step2 Pre-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.

Step 3 Listening

1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.

2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.

3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.

DOS DON’TS

Follow / teacher’s /instructions Don’t come into / without …

Be careful about / when… Don’t touch… / unless…

Always listen carefully to… Don’t throw… / unless…

Clean…away and leave …clean and neat Don’t forget to…

You should tie…up Never put / nose directly into…

Remember that… Never put /fingers into/ and taste…

Make sure that…

Step 4 Post-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.

3). Group work

Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.

Homework:

Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.

Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.

Period 2 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch a video about the successful launch of ShenZhou V manned space flight in China.

Nowadays, more and more new inventions and discoveries are made all over the world.

2). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.

Advantages Disadvantages

It’s good for… It is too expensive

It can help… It is dangerous to…

It is important for… It is unnecessary to..

It brings people… Some people will use it for…

It doesn’t pollute… It is bad / or harmful for…

Step 3 While speaking

1). Group work

Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.

2). Pair work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?

Divide the whole class into two groups to have a debate and see which group will perform better.

2). Imagination

If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?

Homework:

Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.

Compute

A compute is a machine. A computer is interesting.

A machine is useful. I can study a computer.

I can use it.

Who made it? Humans being made it.

I am a human being. am warm. I am wise.

I have empathies for animals and people.

I conductor a computer. A computer does not conductor me.

Task 2 Find out one interesting story about some famous scientists and retell it in your own words.

Flossie Wong-Staal

An interview with Emilio Alvarez and Ann Crystal Angeles

Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).

Emilio: How did you decide that you wanted to become scientist?

Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.

Emilio: What was your high school like?

Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.

Anne Crystal: Would you explain your research?

Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.

Anne Crystal: Do you always enjoy your job in the laboratory?

Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.

Anne Crystal: What would you tell students who would like to become research scientists?

Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !

1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.

2. Look back over the reading to find the following information:

(1). Where Wong-Staal was born: (2). What she is studying in her research:

(3). What she was the first person to do:

(4). This article is primarily about______________.

A. the scientist Wong- Staal B. making an AIDS vaccine

C. preventing the spread of disease

(5). Which question is NOT answered in the reading?

A.What college did Wong- Staal attend

B. What type of biology did she specialize in

C.Where does she work now

(6). You can infer that Wong- Staal

A. didn’t want to become a scientist

B. is happy she becomes a research scientist

C. plans to retire soon

3. Write about the following two questions in your journal.

(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?

(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show a tongue twister to students:

If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?

Practise the tongue twister for some times and see who can say it correctly and fast.

Q: Do all “doctors” in this sentence have the same meaning?

Conclusion: The meaning of the same word varies in different sentences and so does the gender.

Step 2 Reading and thinking

1). Pair work

Read the following sentences to distinguish the different meanings of the same word.

How much do you charge for repairing my CD player?

The frightened animal charged into the toy shop.

It usually takes one hour to get my call phone fully charged.

The man was charged for being irresponsible for the job in the court.

We gave her the charge of the house when we were away for holiday.

What is the charge for using the hall?

The guide conducted the tourists around the museum.

How well does this material conduct electricity or heat?

The concert on this Saturday evening will be conducted by a world famous conductor.

The teacher scolded him because of his bad conduct.

The manager conducted the business carefully.

He was surprise to see so many crosses marked in his Maths homework.

This fruit is a cross between an apple an d appear.

The river was too deep to cross.

The two main roads cross in the center of the town.

He crossed his name off the list.

2). Group work

Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.

Step 3 Imagination

Group work

Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.

Step 4 Compound words

Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:

Blackboard is compounded with two words:

Part 1= a kind of deep color Part 2= a piece of thin wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.

Part 1= part of the body used when we talk Part 2= a round thing to play with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have a competition about word guessing and see which team can give the most wonderful performance.

Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound

words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so

that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they

can find out which team have guessed more words than the others.

Step 5 Post-learning

Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.

Homework:

Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.

Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.

Period 6 Integrating skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

2. Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.

Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?)

(2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out.

(3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.

(4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.

(2). Individual work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?

Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.

Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then Write down your answers to the questions listed in the form one by one.

Why are animals used in the experiments?

Are you on which side of them?

Which views do you agree with? Why?

Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future?

(4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.

(5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

比较说明常用词语：

similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…

对比说明常用词语：

nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…

举例常用词语：

for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….

表示总结的常用词语：

in a word, generally speaking, in my opinion, to sum up, on the whole ,

Homework:

Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.

Task 2. Fill in the assessment form below:

Self-assessment

Learner log for unit 16 Class Name No:

In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?

1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable

Skills Comfort level

Talk about science and scientists 1 2 3 4 General assessment

Learn how to give instructions 1 2 3 4

Study some rules of word formation 1 2 3 4

Use new words and expressions 1 2 3 4

Learn to write an argumentative essay 1 2 3 4

Reflection

What is the most important thing you have learned in this unit?

What do you think you did best in this unit?

What do you find the most difficult in this unit?

Where do you see the best improvement?

Where do you need to work hard?

Group assessment

姓名

小组发言次数

全班发言次数

提出问题个数

解决问题个数

查找资料个数

与人合作次数

总体评价

Unit 16

Period 3 Reading

Benjamin Franklin’s Famous Kite Experiment

一，Teaching Aims:

1. To get to know something about the story of famous scientists.

2. To enable students to understand the given material better using different reading skills.

3. To have a better understanding about the importance of experiments in science.

二，Teaching Focus:

Students can understand the passage and do the experiment as Franklin did.

三，Teaching Aids: computer

四，Learning Procedures：

Step 1 Leading in

Do you know more about Benjamin Franklin? He performed his celebrated experiment with the kite in 1752. Today , let’s read about this great man.

Step 2 Reading

Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

Step 3: True or false

(1). In 1752 scientists already knew what electricity is.

(2). Franklin was helped by a friend to do the experiment.

(3). Franklin made the kite of silk because wet silk does not conduct electricity.

(4). A condenser was used in the experiment to store electricity.

(5). The key tied to the string was put into the door to stop the kite from flying away.

(6). The experiment can be done at any time.

(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.

Step 4: Equipment :

a handkerchief made of silk ,two pieces of light wood,strings, a sharp piece of metal,

a key ,a silk ribbon

Step 5: Acting

Class work

There are seven steps for making a kite. Ss underline them and then draw a picture of the kite as the one made by Franklin.

Retell the steps of the experiment according to the following words.

Instructions:

1.the frame , by , light wood 2.tie , the corners , to ,cross 3.add , a tail, frame

4.tie, a string , the cross 5.tie, a piece of metal, stick 6.fasten, a key, string

7.tie , a ribbon, string

Step 6: Further understanding

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

Step 7 : Discuss the following questions in groups:

(1). Why did Franklin do his experiment with a kite?

(2). Why the kite made of silk is better than the one made of paper?

(3). Is it dangerous for Franklin to do the experiment? Why do you think so?

(4). What can you learn from the experiment and also Franklin?

五， Homework:

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. Make a dialogue in pairs between Franklin and his son .

六，Self-evaluation:

篇7：NSEFC2B Unit 16 全单元教案1(人教版高二英语下册教案教学设计)

Unit 16 The United States of America

Ⅰ.Brief Statements Based on the Unit

The United States of America is a developed country and also a booming country,which has a history of only 200~300 years.After the USA was founded,the American Civil War broke out in 1861,which brought suffering to the people of the USA,especially those in the South.Rebuilding the South became an essential task at that time.This unit mainly talks about the rebuilding and development of the American South.And Atlanta is a good illustration.It also deals with the bison on the plains of America.Because the bison was killed in huge numbers by European settlers,the balance of the whole wildlife was destroyed.After learning the unit,we let the students learn about the early history of America.Besides,some useful expressions and phrases should be mastered,and Non-finite verbs need to be reviewed,especially their passive forms.

Ⅱ.Teaching Goals

1.Talk about the USA.

2.Practise describing places.

3.Review Non-finite Verbs(2).

4.Write a comparison essay.

Ⅲ.Background Information

1.The American Civil War

The war of 1861~1865 between the northern states (the Union) and the southern states (the Confederacy) is also called the War between the States or the War of the Rebellion.There were many causes,of which the most important were disagreement over slavery,and the quarrel concerning Federal control and States’ Rights.The direct cause of the war was the election of Lincoln as President;this was followed by the secession of the southern states from the Union and the founding of the Confederacy,with Jefferson Davis as its President.The North had many advantages,a far greater population,more railway lines,and more factories.But the Confederates fought hard and were at first successful:they won the battles of Bull Run and Fredericksburg;but then Lee was defeated at Gettysburg and the Union army led by Grant won control of Mississippi.Admiral Farragant forced New Orleans to surrender:Texas,Arkansas and Louisiana were cut off from the rest of the Confederacy.After the Union won the Vicksburg campaign,Sherman made his march through Georgia to the sea,and Lee surrendered to Grant at Appomatton Court House,Virginia,on April 9,1865.Lincoln was assassinated in the same month.Slavery was declared unconstitutional.The period after the war (Reconstruction),when the South was occupied by the Worth,left bitterness that has not yet entirely vanished.During Reconstruction the southern states were admitted back into the Union.

2.The War of American Independence

(Also called the Revolutionary War 1775~1783)

The struggle of the thirteen British colonies in North America for independence ended in the forming of the USA.The main causes of the war were taxes imposed by the British government,e.g.the Stamp Tax of 1765 and the Tea Tax.The colonies rebelled in 1775;the first shots were fired at Lexington,and the First battle was faught at Bunker Hill.The continental Congress appointed General Washington as leader of its forces,and issued the Declaration of Independence on July 4,1776.General Burgoyne led a British army down from Canada but was forced to surrender at Saratoga (Oct.1777).He was supposed to meet the army of General Howe,who managed to occupy Philadelphia.Washington spent the hard winter of 1777~1778 at Valley Forge,and had difficulty in keeping his men together,France (1778),Spain (1779)and the Netherlands (1780)joined the war against Britain.British forces under Cornwallis won victories in the South where Britain had some popular support,but Cornwallis was defeated at Yorktown,Virginia,and forced to surrender (Oct.19/1781),which practically brought the war to an end.At sea,Britain had to fight to keep her naval supremacy,but after Yorktown the American ports were lost one by one.The war was ended by the Treaty of Paris,1783,which recognized the independence of the USA.

3.Slavery in the United States

The African ancestors (祖先) of today’s black Americans were brought to the US as slaves in the seventeenth,eighteenth,and nineteenth centuries.They worked on farms,especially the large farms in the southern states.Slowly they became a necessary part of the economic (经济) system (体制) of the South.

Slaves did not have the right of people;according to the law,they were a “thing” which belonged to the person who bought them.They had to obey the orders of their owners without questions.They were not allowed to learn to read;their owners feared the educated slaves would begin to think about the injustice of the system and would learn to struggle for their freedom.Slaves had to work long hours in very unhealthy conditions.Their owners had complete power over them.They could be bought and sold like animals.At the slave markets,black children were separated from their parents and never allowed to see them again.Slave owners had the right to punish the slaves who broke the law or was against the system.Slaves were often beaten or even killed by their owners.After the Civil War,one free slave reported that his owner killed an older slave who was teaching him to read.In theory an owner who treated a slave badly could be punished.In practice,however,the law meant nothing.

Opposition to slavery began very early in the history of the US-in 1671-but little progress was made until the beginning of the nineteenth century.By 1804 slavery was illegal (非法的) in the northern states.But it continued,and even grew,in the southern states,which depended on cotton for their economic wealth.Slavery,ended in the South only after the Civil War.For blacks,however,the end of slavery was only a beginning,the late beginning of a long and difficult struggle for true justice.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn about the USA.

2.Do some listening.

3.Practise describing places to train the students’ speaking ability.

Teaching Important Points:

1.Train the students’ listening ability.

2.Improve the students’ speaking ability by practising describing places using the following useful sentence patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help the students carry out the task of speaking.

Teaching Methods:

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

2.Discussion to help the students learn about the US.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：Now,let’s begin our class.First,I’ll give you some information about the history of a country.Please guess which country it is.Listen carefully.It is a very young country in the world,which has only a history of 200~300 years.Most people in the country are immigrates The head office of the UN was set up there.Two World Wars didn’t take place there.Now it is the strongest country of the world.Can you guess it?

Ss:Yes.The USA.

Step Ⅲ Warming-up

T:You’re right.Today we’re going to learn Unit 16 The United States of America (Bb:Unit 16 The United States of America).Now,let’s have a quiz to see how much you know about the USA.(Teacher shows the following on the screen.)

Decide if the following sentences are true or false.Write“T”or“F”in the brackets.

1.New York is the largest state in the US. ( )

2.Most state names come from Spanish or English. ( )

3.Atlanta is known as the“Big Apple”. ( )

4.The Constitution was written in 1779. ( )

5.There are 52 stars on the American flag. ( )

6.George Washington was the first American President. ( )

7.The first settlers arrived in North America about 30 000 years ago. ( )

8.The Mississippi River is the longest river in the world. ( )

T:Well,please do it by yourselves.After a while,I’ll check your answers.Is that clear?

Ss:Yes.

(After a few minutes,teacher checks the students’ answers.)

T:The first one,true or false?

S1:False.

T:Please correct it.

S1:New York is the largest city in the US.

T:Good.The second one?

S2:True.

T:What about the third one?

S3:False.New York is known as the “Big Apple”.

…

Suggested answers:

4.F The Constitution was written in 1787.

5.F There are 50 stars on the American flag.

6.T

7.T

8.F The Mississippi is one of the important rivers in the world.

T:A good job!Now,open your books and turn to Page 41.Please look at the map of the USA and find out the following cities and states:New York,Washington,Florida,Taxas, California,Alaska.

(A few minutes later,teacher says the following.)

T:Please look at the first picture.What place is it?Any volunteer?

S4:It is the famous White House,where the president of the US works and lives with his family.

T:Do you know how it got its name?

S4:No.

T:Who knows?

S5:At first,it was made of gray stone and called the President’s Palace.During the war of 1812,it was burned by British soldiers.Afterwards,it was rebuilt.The walls were painted white to cover up marks left by the fire.Then people began calling the President’s Palace the White House.The name caught on and has remained in use ever since.

T:Wonderful!Next,let’s look at the second picture.It is a famous city,which is it?

S6:New York.

T:Right.Can you guess when the picture was taken?

S6:I think it was taken before the date September 11,2001.

T:How do you know?

S6:Because in the picture,we can see many skyscrapers.Among them,the World Trade Centre and the Empire State Building are most famous,but now the World Trade Centre has already gone.It was exploded by terrorists.

T:Oh,What a pity!Do you know anything else about New York?

Ss:No.

T:New York is America’s cultural capital,where there is the statue of Liberty,the skyscrapers,了the beautiful shops on Fifth Avenue,and the many theatres on Broadway.Manhattan,the smallest island in New York,is the real centre of the city.When people say “New York City” they usually mean Manhattan.In 1605,the first Europeans came to Manhattan from Holland.They bought the island from the American Indians for a few glass necklaces,worth about $26.The most crowded part of New York is perhaps Harlem,where most Black Americans live.The crime rate is among the highest in the Western world.I hope one day some of you will have a chance to visit it.Do you have enough confidence?

Ss:Yes.

T:OK.Now,work in pairs or groups.Make a list of things you know about the USA and what you’d like to know more about.(Teacher may encourage the students to make a chart.Several minutes later,teacher collects their charts.)

Sample diagram:

Step Ⅳ Listening

T:OK.We have talked more about the USA.Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes.Turn to the next page.Let’s look at Ex.1 in the listening part.Here are the notes taken by Wang Xiao after he listens to a radio programme about New York.First read it by yourself.Then I’ll play the tape for you to listen.After that,please correct his errors.

(Teacher plays the tape for the first time.After playing it,teacher gives the students one or two minutes to do Ex.1.At last,teacher checks the answers with the whole class.)

T:OK.Now let’s listen to the tape again and then answer some concerned questions.Before listening,you need to go through with the questions.(Teacher gives the students one minute to read the questions.Then play the tape for the second time.After that,give the students enough time to discuss the answers and check them.)

T:Well done.Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way.If necessary,play the tape again.)

Step Ⅴ Speaking

T:Everyone loves his own hometown,which is beautiful in their hearts.Now,let’s talk about our hometown.Tell me where your hometown is,Wang Kai.

S7:My hometown lies on the plain of North China.

T:Are there any mountains,rivers or forests?

S7:Yes.There is the famous Mount Taihang to the west,Fenhe River in the centre and a railway from Datong to Fenglingdu across my hometown.

T:What does the landscape look like?

S7:Very beautiful.There are thick forests,clean rivers and pleasant climate.Resources of minerals are also rich,which is called “the Sea of Coal”.Many places of interest,like the ancient city Pingyao,Yungang Rock Cave and Mount Wutai are famous in the world.

T:Well done!Now,look at the last part-Speaking at Page 42.Let’s do some speaking.Choose one of the cards and ask each other questions.You can use a map to help you.Before speaking,please look at the sentence patterns on the screen.They may be of great help to you.

(Teacher shows the following on the screen.)

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Can you make a sentence using each sentence pattern on the screen?

Ss:Yes.

T:Who can try the first sentence pattern?

S8:How tall is the building?

T:Yes.Answer the question,please.

S8:It’s about 100 feet tall.

T:Very good.Make a sentence with the next sentence pattern.Any volunteer?

S9:There is a famous mountain in the north.

T:OK.Sit down,please.The last one?

S10:It looks like a bird’s nest.

T:Good job!Now,work in pairs to talk about your hometown.Ater a while,I’ll ask some students to act out their dialogues before the class.Are you clear about that?

Ss:Yes.

T:Begin,please.

(Teacher goes among the students and joins them.)

T:(After a few minutes)Are you ready?

Ss:Yes.

T:Who’d like to act out your dialogue in front of the class?

(Two students stand up and act out their dialogue before the class.)

Sample dialogue:

A:Could you tell me where your hometown is?

B:My hometown is on the plain of North China,which has a population of 5 000.

A:Is it beautiful?

B:Yes.It lies to the east of Mount Taihang and west of Haihe River.The railway from Beijing to Guangzhou crosses it.There is fertile land,rich resources,simple people and developed trade.It is a brilliant pearl on the plain.

A:Very beautiful!Would you like to take me to visit your hometown if possible?

B:Of course.I’m glad to act as your guide.What about your hometown?

A:On the Loess Plateau lies my hometown.

B:The Loess Plateau?It must be very inaccessible and backward.

A:No.My hometown is not far from the Yellow River,which is more than 5 000 metres long.The traffic is convenient,four seasons clear,climate cool and resources of minerals rich,like coal,iron…I believe my hometown will become more beautiful in the near future.

Step Ⅵ Summary and Homework

T:In this class,we’ve mainly learnt something about the USA by speaking and listening.Besides,we’ve talked about our hometown using the useful sentence patterns,such as:How long/wide/high/tall is the…?It’s…metres/feet long/wide/high/tall.…(Teacher writes them on the blackboard.)After class,surf the Internet to get more information about the USA,such as the history of the USA.At last,don’t forget to preview the reading passage.That’s all for today.Class is over.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 16 The United States of America

The First Period

Useful Sentence Patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Step Ⅷ Record after Teaching

篇8：NSEFC2B Unit 14 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Read the text and grasp the main idea of it.

2.Do some exercises to master what they’ve learnt.

3.Learn to write an essay.

Teaching Important Points:

1.Improve the students’ reading ability by reading a text.

2.Improve the students’ writing ability by reading and writing.

Teaching Difficult Points:

1.How to improve the students’ integrating skills.

2.How to write an essay.

Teaching Methods:

1.Practice to make the students master what they’ve learnt.

2.Asking-and-answering method to help the students grasp the main idea.

3.Discussion to make every student understand the topic clearly.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T:(Greet the whole class as usual.)In the last period,we’ve learnt some useful words and expressions.Now,let’s do an exercise to revise them.Look at the screen,please.You may have a discussion,if you like.

(Show the following on the screen and let the students prepare for a moment.Finally,ask some students to say their answers and correct their mistakes,if any.)

Choose the proper words to complete the following sentences,using the proper forms:

prison housing peaceful march murder forbid set a good example demand

1.Too many people are living in bad ______ conditions.

2.If some people are on a ______,they walk together in a large group through the street to express their ideas.

3.Black people in Alabama ______that the bus company should not separate blacks from whites.

4.Lei Feng ______ to us in serving the people heart and soul.

5.In the American history,two former presidents Abraham Lincoln and John F.Kennedy were ______.

6.Smoking is ______ in our school now.Our school is a non-smoke school.

7.The man who robbed a bank of our city was caught last Sunday and put in ______now.

8.When I arrived in Qingdao,the sea there was ______ and beautiful.Many people jumped into it and had a bath.

Suggested answers:

1.housing

2.march

3.demanded

4.set a good example

5.murdered

6.forbidden

7.prison

8.peaceful

Step Ⅱ Fast Reading

T:Well done!(Show the questions on the screen.)Now,we’ll begin a new text.Please turn to Page 30 and read the passage fast and find answers to the questions on the screen.)

Answer the following questions:

1.Which country was the first in the world to give women the right to vote?

2.Who wrote two chapters about the rights of animals and vegetables in a novel?And when?

(Three minutes later)

T:Who can answer the first question?

S:I’ll try.The answer is that New Zealand was the first country to give women the right to vote.

T:Do you agree with him/her?

Ss:Yes.

T:Good.Now,who knows the answer to the second question?

S:Let me have a try.Samuel Butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872.

T:Very good.Please sit down.

Step Ⅲ Reading

T:(Show the questions on the screen.)Now please read the text again and discuss the questions on the screen with your partner.Later we’ll check the answers together.

Discuss the following questions:

1.“Each age has its own struggle for right.”What does the word “age” mean?

2.What were the main ideas of the famous books about the rights of men and women,which were published in the late 18th to the 19th century?

3.Please describe the rights to vote for women in the 19th and the 20th century.

4.What is the purpose of the organizations that fight for equal rights in modern times?

5.Do you think we should fight for the rights of robots and machines?

(The students read the text and discuss the questions.Then the teacher may ask some of the students to say their answers.)

Suggested answers:

1.The word “age” means “time”,for Chinese “时代”.

2.The main ideas of these books were that all people are brothers and sisters,and that all people should be equal.From then on,a struggle of more than 200 years for equal rights of men and women of all races began.

3.There was a time when women had no rights to vote.In the 19th century,women all over the world began to ask for equal rights.It is New Zealand that is the first country in the world to give women the right to vote in 1893.By 1920,the US,Canada and most European countries allowed the women to vote.

4.They fight for the rights of black people,women,children,people with AIDS/HIV and prisoners.Their purpose is that they ask to be treated with respect,share the rights to work,good housing conditions and education and to be treated equal to other people in all ways.

5.I don’t think so.We should protect all the living things,including plants and animals,because all of them are part of nature.If one of them is not well protected,the balance of nature will be destroyed.That will perhaps cause another living thing to die out.No matter which of them dies out,our nature will lose some of its color.Robots and machines are made by man.We can decide how many of them will be needed,according to their use.If we need more,we can make more.That will not affect the balance of nature.And I think we should protect our oceans and earth,too.

T:That’s a very good topic.You can continue discussing it after class,if you like.It will be very interesting.

Step Ⅳ Reading Aloud and Practice

T:Now,let’s listen to the tape.I’ll play it twice.The first time I play the tape,listen carefully.The second time I play it,you can read after the tape.After that,you read the text aloud,paying much attention to the pronunciation and intonation.

(Play the tape for students to listen and repeat.Then give them several minutes to read aloud.At last,ask a couple of students to read the text.)

T:Very good.(Show the phrases on the screen.)Now,please look at the screen.Make sentences with the phrases shown on the screen.You can do it in pairs.

Make sentences with the following phrases:

in modern times believe in

start with a time

have…in common with respect

in all ways ask for

Sample sentences:

in modern times:

In modern times many peasants are very rich.

believe in:

You can believe in him;he’ll never let you down.

start with:

The school started with 300 pupils;now there are double that number.

a time:

I don’t care for the place at first,but after a time I got to like it.

have…in common:

Real friends should have everything in common.

with respect:

We should treat everybody with respect.

in all ways:

All the people should be treated equally in all ways.

ask for:

She entered it,asked for a cup of tea,and sat down.There’s been a gentleman here asking for you.

Step Ⅴ Writing

T:Now,let’s do some writing practice.First look at the information on Page 31.Read it and then work out the details for King’s action in Birmingham after the example.Pair work.A few minutes later,we’ll check the answers.

(Students begin to prepare and after a while,the teacher says the following.)

T:Have you finished?

Ss:Yes.

T:Who would like to give us the answer?

S:I’ll try.King wanted new civil rights law to give blacks equal rights.What is wrong now:Only 25% of the blacks can vote.How should it be improved:All the citizens can vote,no matter what race they are.

S:King wanted the right of free marriages for blacks.What is wrong now:Mixed race marriages are forbidden by law.How should it be improved:All the people can choose their marriages by themselves.

S:King wanted the right of receiving equal education.What is wrong now:Black children are taught in separate schools,and the money spent on educating a black child is much less than that spent on a white child.How should it be improved:Black children and white children can in the same school to have their classes.

…

T:Well done!Now,read the second information and discuss what we should do with your partner.

(A moment later,check the answers.)

Suggested answers:

Rights People Animals/Plants Robots/Machines

Housing big enough house big enough room big enough room

Nutrition enough nutrition enough nutrition keep in good repair

Work eight hours can’t be made to work too long can’t work too long

Health and care keep healthy keep healthy take good care of

Respect treat with respect treat with respect ×

Vote have the right to vote × ×

Step Ⅵ Summary and Homework

T:In this class,we’ve learned a text “No voice,not heard…” and done some exercises.There are some useful expressions in the text.Can you remember them?Li Jian,can you tell us?(The student tells the useful expressions to the class and the teacher writes them on the blackboard.)Good.After class,you should make sentences with the expressions on the blackboard and finish Exercises 3,4 and 5 on Page 32.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Sample essay:

People,animals and plants are all living in one home-our earth.People are in charge of everything.They should live comfortable.That is to say,they should have big enough house to live in and have enough nutrition to keep them healthy.Besides,they should have regular medical care.People should respect each other and help each other.They should not work too long or too tired.They should have the right to vote.So it is with animals and plants,though they don’t need the right to vote.Our earth is beautiful and full of vigor,owing to all the animals and plants.We should take care of them,and let them live comfortable and freely.Some of the animals can help us work or do other things for us.We should treat them with respect.For example,we should not make them work too long or make them too tired.Let’s live together with our animals and plants happily!Suppose what a sad world our earth would be if there were no animals and plants at all!We should be friends with them forever.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 14 Freedom fighters

The Fourth Period

Useful expressions:

believe in start with

ask for in modern times

have…in common with respect

in all ways

Step Ⅷ Record after Teaching

篇9：NSEFC2B Unit 20 全单元教案1(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.This unit mainly talks about two important archaeological discoveries:the King of Stonehenge in England and the Jinsha Ruins and the Sanxingdui Ruins Site in Sichuan Province.The discovery of the King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe.While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan.They all have a historical significance on the study of the history and culture of the two countries.Besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.

Ⅱ.Teaching Goals

1.Talk about archaeological discoveries.

2.Express curiosity.

3.Review the use of “It”.

4.Create a flow chart.

Ⅲ.Background Information

1. Underwater Archaeology

The year was 1960.The eight team members were divers and scientists.The ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off Turkey.Underwater archaeology was about to be born.

Archaeology is the study of ancient life,or how people lived thousands of years ago.The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.

The archaeologists on the team that found the ancient wreck usually worked on dry land.They knew the scientific methods used in dry-land archaeology.By adapting,or changing,these methods,the archaeologists could use them under water.After diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.Next,they drew maps on plastic tablets to show where each object was located.Then,they used a tool that gently sucked the sand away from the treasures.Large objects were placed in baskets,which were brought up to the surface.Very heavy objects were pulled up with the aid of a balloon.

The recovered objects were put in a museum in Turkey.Archaeologists then brought the photos,drawings,and maps to the United States for further research.After seven years of study,the scientists learned that the wreck was 3 200 years old.

2.Spanish scientists dig up a monster of a bone

Spanish researchers digging in a semi-desert part of eastern Spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.The upper leg bone measures 1.85 metres and weighs 150 kilograms.This indicated that it came from the equivalent of a male elephant.

Scientists believe the bone came from a Sauropod,a lizard-like dinosaur that lived from 145 to 65 million years BC.

If these guesses are confirmed,it would be the largest dinosaur discovered in Europe.

It could possibly be as big as a champion heavy weight like Argentinausorus,found in South America,which from the evidence of a foot and three ribs,was probably longer than 35 metres.

The four-legged Sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the following words:

archaeology archaeological archaeologist curiosity decoration unearth spear artefact

2.Do some listening.

3.Learn to express curiosity.

Teaching Important Points:

1.Improve the students’ listening ability.

2.Train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Looking at some pictures to arouse the students’ interest in archaeology.

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?

S1:Reading books.

S2:Watching TV.

S3:Learning from the teacher in class.

S4:Surfing the Internet.

…

T:Anything else?

Ss:No.

T:We can also go to the museum to visit the unearthed cultural relics,can’t we?

Ss:Yes.

T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.

(Teacher shows the screen.)

S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.

T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.

Step Ⅲ Warming up

T:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.

(Teacher deals with the new words with the whole class.)

T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.

S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.

T:Right.How about the second one?

S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.

T:Good.The third picture.Li Ping,try please.

S8:This is a painting on silk of the Han Dynasty.

T:Yeah.The last one?

S9:I think the last picture is a work of China made in the Tang Dynasty.

T:Anything else about the last picture?

S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.

T:Well done.We know that the life of people is different during the different periods.Now let’s describe the life of people during the periods mentioned above.You can describe it according to the questions on the screen.

(Teacher shows the following on the screen.)

1.What did they eat?

2.Where did they live?

3.What did their homes look like?

4.What kind of tools did they use?

5.What objects have we found from their age?

6.What kind of entertainment did they have?

First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?

Ss:Yes.

T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.

T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.

T:OK.Who’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?

Ss:…

Suggested answers:

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine

Housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces

Home

Decoration Bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk

Tools

stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks

iron objects,ploughs,hoes

Quyuan ploughs,tools used to lift water by water-wheel

Artefacts

necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the Tang Dynasty,China

Entertain-ment

shouting and dancing with rhythm singing,dancing,drinking wine

playing the instruments acrobatic show

having a swing,boat race,playing polo

T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?

Ss:Yes.

(Teacher shows the four pictures on the screen.)

1 3

2 4

T:Liu Qian,talk about the first picture,please.

S11:…

Suggested answers:

Picture 1:The picture shows the serials bells of the Warring States,which was unearthed in Sui County of Hubei Province.If you want to see it,you can go to Hubei Province.

Picture 2:This is the famous Dunhuang frescoes,which lie in Dunhuang of Gansu Province.They were painted in the Tang Dynasty.We can go to Dunhuang of Gansu Province to enjoy them.

Picture 3:This is a skull of a Peking ape-man,living in the Stone Age.Archaeologists found it in Zhoukou of Beijing.We may go to the Chinese History Museum to see it.

Picture 4:This is a work of coloured pottery.The persons were performing acrobatics.It was made in the Han Dynasty and unearthed in Luoyang of Henan Province.Luoyang is the place where you can enjoy the work of coloured pottery.

Step Ⅳ Listening

T:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.

(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)

T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.

(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4 in groups of four and check them.)

Step Ⅴ Speaking

T:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.

(Teacher shows the following on the screen.)

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

(Teacher goes through the useful expressions with the whole class.)

T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.

(Teacher plays the tape for the students.After that,teacher says the following.)

T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences used to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?

Ss:Yes.

T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?

S12:I’d like to know more about…

I wonder what…

I’d love to know…

What I’d really like to find out is…

T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?

Ss:Yes.

(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)

T:Thank your for your excellent performances.

Step Ⅵ Practice

T:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.

One possible dialogue:

A:Hi!Jack.Have you heard of the Sanxingdui Ruins Site?

B:Yes.It’s in Guanghan of Sichuan Province.

A:I want to know when it was discovered?

B:In the spring of 1929.

A:Can you tell me who found it?

B:Yes.It’s a farmer’s son who found it.

A:I’m curious about how he found it.

B:He found it by chance.When he and his father were working in the field,he dug up a round piece of jade.Then they found a hole filled with more than 400 jade objects.

A:Oh,so strange!What I’d really like to know is what effects its discovery will have on the study of Chinese history and culture.

B:I think it must have important effects.It is said that it has become one of the cultural relics of the world.

A:Great!I’d like to know more about it.

B:You can surf the Internet or go to visit it yourself.

Step Ⅶ Summary and Homework

T:In this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare for the next period.OK.That’s all.Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 20 Archaeology

The First Period

Useful Expressions:

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

Step Ⅸ Record after Teaching

篇10：NSEFC2B Unit 20 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

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

2.Review the use of “It”.

Teaching Important Points:

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

2.Master the use of “It”.

Teaching Difficult Point:

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

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

Teaching Methods:

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

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

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

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

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

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

Ss:Yes.

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

S2:Emperor.

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

S3:Clothing.

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

S4:Arrow.

T:No.Think it over.

S5:Knife.

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

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

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

S7:Arrow.

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

S8:The word should be “distance”.

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

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

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

Ss:Yes.

T:Well.The first one.Any volunteer?

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

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

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

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

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

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

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

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

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

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

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

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

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

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

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

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

Suggested answers:

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

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

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

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

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

(Teacher shows the following on the screen.)

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

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

(Teacher writes it on the blackboard.)

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

Ss:Yes.

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

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

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

Suggested answers:

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

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

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

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

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

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

Step Ⅴ Consolidation

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

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

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

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

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

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

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

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

Step Ⅵ Summary and Homework

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

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

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

It is natural that a child should love its mother.

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

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

Step Ⅷ Record after Teaching

篇11：NSEFC2B Unit 20 全单元教案5(人教版高二英语下册教案教学设计)

The Use of “It”

Teaching Aims:

Revise and sum up the use of “it”.

Teaching Important Point:

Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.

Teaching Difficult Point:

How to master the use of “it”correctly.

Teaching Methods:

1.Having a little quiz to revise the common use of “it”.

2.Inductive method to go through some important sentence patterns with “it”.

3.Practice to consolidate the use of “it”.

Teaching Aids:

1.a projector and some slides

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Test

T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)

Tell what the word “it” refers to and its functions:

1.It’s difficult to remember all their names.

2.It’s very quiet in the cafe.

3.It rained for three days.

4.He made it clear that he didn’t want to speak to me.

5.It was nice seeing you.

6.It was on Tuesday that Mrs Smith came.

7.It’s three miles to the nearest garage.

8.A tall man stood up and shook hands.It was Captain Lawie.

9.I hear you bought a new bike.Can you show it to me?

10.It was five o’clock when we got back home yesterday.

T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.

(Ss can exchange their papers for comment and correction.)

Suggested answers:

1.a preparatory subject for an infinitive

2.refer to the present situation

3.refer to weather

4.a preparatory object

5.a preparatory subject for an “-ing” form

6.emphasize the adverbial of time

7.refer to distance

8.refer to a person when we are identifying somebody(saying who somebody is)

9.refer to the word “bike” mentioned earlier

10.refer to time

Step Ⅲ Revision and Induction

T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.

Complete the sentences,paying attention to the structures of them and the use of “it”.

1.______(据报道)that dozens of children died in the accident.

2.______(真遗憾)that he can’t swim at his age.

3.______(很可能)that they will beat us tonight.

4.______（看来）that he enjoys pop songs very much.

5.______（仍然是一个问题）when we shall have our sports meet.

6.______(还不确定)whether he can attend this conference or not.

7.______（不要紧/没关系）whether we go together or separately.

8.It’s up to you ______（决定是否接受这项工作）。

9.It is important ______（我们学英语）.

10.It is kind ______（你们帮助我）.

11.It took me five days ______（解决这个问题）.

12.It’s no use ______（与她争论）.

T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)

Suggested answers:

1.It was reported…

［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］

2.It is a pity…

［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］

3.It is likely…

［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］

4.It seems…

［It seems/appears/happens+that-clause］

5.It is still a question…

［It be+n.+wh-/how-clause］

6.It is uncertain…

［It be+adj.(not decided,uncertain)+wh-/how-clause］

7.It doesn’t matter…

［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］

8.…to decide whether to take the job or not

［It’s up to sb.to do sth.］

9.…for us to learn English

［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］

10.…of you to help me

［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］

11.…to solve the problem.

［It takes(took)sb.…to do sth.］

12.…arguing with her

［It’s no use(no good,useless)doing sth.］

(Teacher writes the structures on the Bb one by one while checking the answers.)

T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?

Ss:Yes.Infinitives,-ing forms and clauses.

T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.

Complete the sentences

1.______(已经有三年了)since his father passed away.

2.______(不久)the police arrived.

3.______(已经八点了)when we got home.

4.______（该……的时候了）she wrote a letter to her boyfriend.

5.______(这是第一次)that these Europeans have visited the Great Wall.

6.______（我们该）to go to school.

(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)

Suggested answers:

1.It is/has been three years…

［It be+some time+since…］

2.It was not long before…

［It be(not)+long(days,weeks,months…)before…］

3.It was already eight o’clock…

［It be+definite time+when…］

4.It is(high)time(that)…

［It be(high)time+(that)…］

5.It is the first time…

［It be+the first(second,third…)time+that-clause］

6.It is time for us…

［It be time for sb.to do sth.］

T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.

Rewrite the following sentences,using“it”as a preparatory object.

1.To make others laugh is difficult.(I found…)

2.To help him is my duty.(I consider…)

3.That we should keep calm is important.(I think…)

4.That he objected to the proposal is clear.(I made…)

T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.

S1:I found it difficult to make others laugh.

T:The second one,Wang Hua.

S2:I consider it my duty to help him.

T:…

S3:I think it important that we should keep calm.

S4:I made it clear that he objected to the proposal.

T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?

Ss:Yes.

(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)

T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?

Ss:Yes.It is “It be+the emphasized part+who/that…”.

(Teacher writes the structure on the blackboard.)

T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)

Correct mistakes if there are any.

1.It is he that I want to see.

2.It is I who is leaving for London next week.

3.It was on Tuesday when Mrs Smith came.

T:Who’d like to do the first one?Any volunteer?

S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.

T:Quite right.The second one?

S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.

T:…

S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.

T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)

1.It is my turn.

2.Let’s call it a day.

3.If the teacher sees you doing that,you will catch it.

4.Go ahead,we’ll make it in the end.

5.-I will study hard in the future.

-That’s it.

6.Take it easy.

T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?

S1:轮到我了。

S2:今天就到这里吧。

S3：如果老师看到你这么做，你就会挨批评。

S4：继续干吧，我们最终会成功的。

S5:-今后我会努力学习的。

-这就对了。

S6：别着急。

T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?

Ss:Yes.

T:Well,now let’s do more exercises to further master the use of “it”.

Step Ⅳ Practice

(Teacher shows the following on the screen.)

Choose the best answers:

1.Is______necessary to complete the design before National Day?

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

2.She heard a terrible noise,______brought her heart into her mouth.

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

3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.

A.he B.which C.she D.it

4.______is a fact that English is being accepted as an international language.

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

5.I hope there are enough glasses for each guest to have______?

A.it B.those C.one D.them

6.-Why don’t you take a little break?

-Didn’t we just have ______.

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

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

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

8.-He was nearly drowned once.

-When was ______?

-______was in when he was in middle school.

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

9.The weather turned out to be very good,______was more than we had expected.

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

10.Was ______ that I saw last night at the concert?

A.it you B.not you C.you D.that yourself

(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)

Suggested answers:

1~5 CBDDC 6~10 CDABA

Step Ⅴ Summary and Homework

T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?

Ss:Yes.

T:So much for today.Bye.

Ss:Bye.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fifth Period

The Use of “it”

Ⅰ.Preparatory Subject

1.It be+p.p./n./adj.+that-clause

2.It seems/appears/happens+that-clause

3.It be+n./adj.+wh-/how-clause

4.It doesn’t matter(It’s no wonder…)+wh-/how-clause

5.It’s up to sb.to do sth.

6.It be+adj.+for/of sb.to do sth.

7.It takes sb.…to do sth.

8.It’s no use doing…

Ⅱ.Structures to express “time”

1.It be+…+since…

2.It be(not)+long(days,weeks…)+before…

3.It be+…when…

4.It be (high)time(that)…

5.It be the first(second…)time+that-clause

6.It be time for sb.to do sth.

Ⅲ.Preparatory Object

Subject+vt.+it+adj.+to do sth./that-clause

Ⅳ.The Emphatic Use

It be+…+who/that…

Step Ⅶ Record after Teaching

篇12：NSEFC2B Unit 20 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following:

root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to

2.Review the language points and the use of “It” in this unit.

3.Train the students’ integrating skills,especially writing skill.

Teaching Important Points:

1.Useful expressions:

dig up,remind…of,belong to

2.Learn to create a flow chart.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to create a flow chart.

Teaching Methods:

1.Revision to help the students consolidate the language points of this unit.

2.Fast reading and careful reading to help the students understand the passage exactly.

3.Discussion to help the students finish the task of writing.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.

(Teacher shows the following on the screen.)

Complete the sentences,paying attention to the use of “it”.

1.______(据说)that this book has been translated into many different languages.

2.______(很可能)that your team will win.

3.______（很遗憾）that he can’t pass the English test.

4.It is important ______（我们学好英语）.

5.______(直到250年后)that they formed a single state.

6.______(是1990年)that I graduated from the university.

Suggested answers:

1.It is said

2.It is possible/likely

3.It’s a pity

4.for us to learn English well

5.It was not until 250 years later

6.It was in 1990

T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?

S1:Here “it” is used for emphasis.

T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)

Can you give another example?

S2:It was in the street that I saw Li Ping yesterday.

T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?

S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?

T:Yes,you’re quite right.

Step Ⅲ Reading

T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?

Ss:We don’t know.

T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.

(Teacher deals with the new words with the whole class.)

T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)

1.Why did Jinsha village became famous all over China in ?

2.How did Sanxingdui first discovered?

(A few minutes later,teacher checks the answers.)

T:Who’d like to answer the first question?

S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.

T:Anything else?

S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.

T:Very good.The second one,any volunteer?

S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.

T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.

(Teacher shows the questions on the screen.)

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

2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?

3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?

4.What do archaeologists hope to discorer in the future?

T:(Some minutes later.)Are you ready?

Ss:Yes.

T:OK.Who’d like to answer the first question?

S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.

T:Good.The second one,Who can try?

S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.

T:OK.How about the third one?

S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.

T:Well done.The last one,Zhang Jun,please.

S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.

T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)

1.The photo reminds me of childhood.

2.At the Jinsha Ruins,archaeologists dug up many precious relics.

3.The house doesn’t belong to me.

4.It looks like rain.

5.He must have been there before.

6.They may not have caught the train.

(Bb:remind…of,dig up,belong to,look like,must have done,may have done)

T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.

(Teacher shows the picture on the screen.)

This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)

Step Ⅳ Writing

T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?

Ss:Yes.

T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?

S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.

T:Good.Anything else?

S12:Learn about cultural relics.

T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?

Ss:Yes.

A suggested flow chart:

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fourth Period

Ⅰ.The use of “it”used for emphasis

It is/was…that/who…

Ⅱ.Useful expressions:

remind…of,dig up,belong to,look like,must have done,may have done

Step Ⅶ Record after Teaching

篇13：NSEFC2B Unit 17 全单元教案2(人教版高二英语下册教案教学设计)

Teaching Aims:

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

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

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

Teaching Difficult Points:

Master the following sentence structures:

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

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

Teaching Methods:

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

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

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

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

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

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

S:I’ll try.…

(All the others listen carefully.)

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

Step Ⅱ Lead-in and Pre-reading

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

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

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

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

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

Suggested answers:

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

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

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

They should get some extra help in their everyday activities.

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

Step Ⅲ Reading

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

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

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

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

5.How does Zijie like the magazine?

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

Suggested answers:

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

2.She uses a wheelchair to get around.

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

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

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

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

Step Ⅳ Study for Language Points

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

(Show the following on the screen.)

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

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

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

e.g.Man has the ability to speak.

c.make a contribution to

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

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

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

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

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

Living with disability is frustrating and challenging.

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

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

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

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

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

T:(After explaining the language points.)

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

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

Step Ⅴ Listening and Consolidation

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

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

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

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

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

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

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

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

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

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

Step Ⅵ Summary and Homework

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

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

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

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

2.Difficult Sentences:

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

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

Step Ⅷ Record after Teaching

篇14：NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and phrases:

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

2.Train the students’ reading ability.

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

Teaching Important Points:

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

shall,at the mercy of,go down on knees

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

Teaching Difficult Point:

How to help the students write a play.

Teaching Methods:

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

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

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

4.Performing to make the class lively and interesting.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

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

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

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

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

T:Have you found out the answer?

Ss:Yes.

T:Who’d like to have a try?

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

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

Ss:Yes.

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

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

justice/dstIs/ n. 公正；正义

murder/′m：d/ vt. 谋杀

go down on knees 跪下

punishment/′pnImnt/ n. 惩罚

immediately/I′mi：dItlI/玜dv. 立刻；马上

order/′：d/ vt. 命令；下令

sword/s：d/ n. 剑；刀

conflict/′knflIkt/ n. 冲突；战斗

complex/′kmpleks/ adj. 错综复杂的；难解的

△tragedy/′trddI/ n. 悲剧

Step Ⅲ Reading

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

(Show the screen.)

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

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

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

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

Suggested answers:

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

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

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

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

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

1.shall

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

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

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

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

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

2.at the mercy of

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

3.go down on one’s knees

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

4.beg…for

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

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

Step Ⅳ Writing

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

Ss:Comedy.

T:Why do you think it is a comedy?

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

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

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

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

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

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

Ss:Yes.The Good wins.

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

Ss:Yes.

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

Ss:Yes.

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

A sample play:

Clever King Charles

Characters:

Sarah(Sa):the woman whose baby is living

Deborah(D):the woman whose baby is dead

Charles(C):the King

Emma(E):a friend of the two women

Simon(S):a soldier of the King

(Inside King Charles’ palace)

C:What is your quarrel?

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

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

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

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

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

S:O King!Here is the swordsman.

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

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

Sa:But the baby will die!

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

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

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

(Two men take Deborah away.)

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

Step Ⅴ Summary and Homework

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

Ss:See you next time.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 19 The Merchant of Venice

The Third Period

Ⅰ.Words and phrases:

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

Ⅱ.Tips of getting the main point of a play

a conflict between the Good and the Bad

→complex problems and relationship

→struggle between them

→a higher,wise character to find the solution

→the Good wins,and the Bad loses

→a comedy

Step Ⅶ Record after Teaching

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

The Third Period

Teaching Aims:

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

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

Teaching Important Points:

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

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

Teaching Difficult Point:

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

Teaching Methods:

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

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Word Study

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

Ss:Yes.

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

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

1.Rio de Janeiro is Brazilˇs second largest city.

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

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

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

5.Rio de Janeiro is a paradise for skiers.

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

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

Suggested answers:

True:1,4,6

False:2.far△only a few bus stops

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

5.Rio de Janeiro△Kitzbuhel

7.twice△once

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

Ss:Yes.

Suggested answers:

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

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

Suggested answers:

1.bring△brought

2.construction△constructions

3.itˇs△its

4.≡

5.returns△returned

6.visit△visitors

7.Much△Many

8.≡

兂Step ⒒ Revision of Grammar

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

(Teacher shows the following on the screen.)

to do

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

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

-ing

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

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

3.Few visitors leave Rio feeling disappointed.

-ed

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

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

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

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

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

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

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

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

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

Ss:Yes.Subject,Predicative and Object Complement.

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

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

T:Well done.Sit down,please.

兂Step ⒓ Practice

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

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

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

1.Doing nothing is doing ill.

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

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

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

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

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

7.Babies like tearing paper into pieces.

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

Suggested answers:

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

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

Suggested answers:

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

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

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

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

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

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

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

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

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

(Teacher writes the following on the blackboard:

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

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

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

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

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

(Teacher writes two incompleted sentences on the blackboard again.

It is important______us to learn English well.

It is clever______you not to tell him the news.)

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

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

T:Can you explain why?

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

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

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

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

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

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

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

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

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

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

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

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

Suggested answers:

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

兂Step ⒔ Summary and Homework

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

Ss:See you next time.

兂Step ⒕ The Design of the Writing on the

Blackboard

Unit 15 Destinations

The Third Period

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

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

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

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

兂Step ⒖ Record after Teaching

【unit 11 全单元课件word版（教师用）(人教版高三英语下册教案教学设计)】相关文章：

1.人教版高三 Unit 11 整个单元教案