高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)

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篇1：高二 Unit 12 全单元教案(新课标版高二英语必修五教案教学设计)

Teaching Goals

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

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

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

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

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

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 Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method 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: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

篇2：高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)

Teaching Goals

1.Talk about water and the ocean.

2.Practise communicative skills.

3.Review Modal Verbs.

4.Write an explanation paragraph.

The First Period Warming up& Listening & Speaking

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

Teaching Methods:

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

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

Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss :Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it. (a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)

T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.

S: The part above is vegetable oil and the part below is water.

T: Good. Do you know why?

S: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?

Ss :Because oil can’t dissolve in water, but milk can.

T: Very good. Would you like to watch another experiment?

Ss: I’d love to.

T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2.come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

The Second Period Reading

The Properties of Water

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Points:

How to make the students understand the reading passage better.

Teaching Methods:

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

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

3.Discussion after reading to make students understand what they’ve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2:Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

T: Anything else?

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6.What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5:I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6:In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

Ss: Yes.

T: What about other questions?

S7:I think plankton, sharks and whales are examples of species in the ocean.

S8:The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9:Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9:Thank you. I got it.

T: Then, who can answer the question?

S10:Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11:I have a question. Why is the water in the ocean always moving?

S12:Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1.incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2.available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3.range vi.

range from A to B

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5.that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6.take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7.be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

Ss: Yes.

(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

Step Ⅴ Summary and Homework

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Ss: Yes.

T: See you tomorrow!

Ss: See you tomorrow!

The Third Period Grammar

Teaching Aims:

1.Review Modal Verbs.

2.Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1.The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3.An a_____ is the smallest part of any living or nonliving thing.

4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5.Soil can a______ water, so it helps keep water from flowing away.

6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7.Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb

5.absorb 6.relationship 7.freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7:I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Can you tell from the letter what John’s problem is?

2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Fourth Period Integrating skills

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

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 did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike? -Yes, of course you ______.

3.The ground is wet. It ______ have rained last night.

4.A machine ______ think for itself. It ______ be told what to do.

5.Tom,don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4:Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases. Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2.have an opportunity to do something

e.g. I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15 2.The way she deals with the problem

3.that is 4.took advantage of

5.is very sensitive to temperature 6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

The Fifth Period Modal Verbs

Teaching Aims:

1.Review the important usages of modal verbs.

2.Sum up the different situations of modal verbs.

Teaching Important Point:

How to use modal verbs correctly.

Teaching Difficult Point:

How to choose modal verbs correctly.

Teaching Methods:

1.Review method to master the important usages of modal verbs.

2.Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:

1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3.Modal verbs have no infinitives.

4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.

5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

Ss: Yes.

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1.Would you like to answer the phone? It ______ be your sister.

2.The part of the country ______ be very warm in September.

3.______ it be Lily?

4.It ______(not) be true.

5.You ______ be right.

Suggested answers:

1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

Ss: Yes.

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3.Mary said that I ______ borrow her car.

Suggested answers:

1.Can/Could/May/Might;can/may

2.Can

3.might/could（“Might” and “could” can be used after a past verb.）

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

Ss: Yeah.

T: Now look at the blackboard.(Write the following on the blackboard.)

1.It must have rained last night, for the ground is wet.

2.You can’t have seen him yesterday, for he is still in Australia.

3.You could have told me he was coming.

4.She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2.You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5.The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5:People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6:Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T: Please make up a sentence using “had better”.

S7:You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

篇3：Unit 11 全单元教案(新课标版高二英语必修五教案教学设计)

I． 单元教学目标

技能目标Goals

▲ Talk about science and scientific achievement

▲ Practise expressing intentions and wishes

▲ Learn about Word Formation (1)

▲ Write a persuasion essay

II． 目标语言

功

能

句

式 1．Talk about science and scientists

2. Practise expressing 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……

词 汇 1. 四会词汇

Engineering, solar, significant, mankind, constitution, likely, zone, private, grasp, master, perfect , arrange, rely, failure, locate, valley, brand, luggage, achieve, organ, boom, breakthrough, agency, announce, evolution, supercomputer

2. 认读词汇

Neil Armstrong, Alexander G Bell, eureka, economic, hi-tech, technological, overseas, IT, Lenovo, Founder, silicon, Nokia, Motorola, rejuvenate, impressive, genome, element, byte, humanoid

3. 词组

set foot (in), rely on, put forward,

4．重点词汇

significant, likely, private, grasp, master, perfect , arrange, rely, failure, locate, achieve,

breakthrough, announce

结构 Word formation

重

点

句

子 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.

2. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

The First Period Warming up &Listening& Speaking

Teaching Aims:

1.Learn and master the following.

(1)New words: engineering, solar, significant, mankind, constitution

(2)Everyday English:

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 and speaking 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: a tape recorder, a projector and a computer

Teaching Procedures:

Step I Warming up

Show the pictures of some great scientific achievements that have changed the world on the PowerPoint. Divide students into groups and ask them to discuss which one is the most important and what these achievements have in common. (The exercises in warming up on Page 1).Students may have different opinions. The most important thing is to encourage them to think and express their opinions.

T: Please look at these great achievements and work in groups and discuss the following questions. You may have different answers. But you will have to tell us your reasons. (Show the following questions on the PowerPoint.)

1. Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?

2. What are some other scientific achievements that you think are important?

3. Do these achievements have anything in common? If so, what?

Five minutes later ask some students to speak out their opinion.

T: Ok. Please stop here. I’d like to listen to your opinions.

S1: I think electricity is the most important. The modern world cannot work without electricity. Electricity has changed our way of life. This summer in some areas there wasn’t enough electric power, so some factories had to close and people had lot of problems in life.

S2: In my opinion the most important is Radio and television. Radio and television have changed the way we look at the world.

S3: That’s true. But I still think the most important is solar energy. Because by using solar energy, we can save other energy resources. And what’s more we can protect our environment…

T: Good! Do these achievements have anything in common?

Ss: These great achievements have changed the world.

S8: And all these great achievements were made by westerners/ foreigners.

T: That’s true. My dear students please think thousands of years ago our ancestors made 4 great inventions that changed the world. We are proud of them. But among the recent 75 greatest achievements, none was achieved by us Chinese .So I hope you study hard and make great scientific achievements. I will be very proud of you. Every Chinese will be proud of you.

Step II Listening

T: 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. Can you follow me?

Ss: Yes.

T: Well, now look at the chart in Exercise 1 at the top of Page 2 quickly. Then I’ll play the first part of the tape for you to complete it. After that, I’ll check your answers.

(After checking the answers to Exercise 1,teacher goes on to deal with Exercise 2)

T: Well done. Now, listen to Part 2 and complete the sentences in Exercise 2.If necessary, I’ll play it twice for you to finish or check your answers. OK?

Ss: OK.

T: I’ll play it. Listen carefully!

(At last, teacher deals with Exercise 3.)

T:OK. So much for the tape. Now imagine you were the first person on Mars, or the first cloned human being or the first person to travel in time, what would you say? Any volunteer?

S1:If I were the first person on Mars, I would say “I’m here from the earth.”…

S2:…

T: Wonderful. If you want to do research about something, besides hard work, what else do you need?

Ss: Modern equipment and money, especially money. You get enough money, and then you get the equipment you need. Funds are essential for doing research.

T: You are right. Now, please look at the Speaking part.

Step III Speaking

T: 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, I’ll put you in groups of five to have a discussion. Four group members represent scientists; one 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. Is everything clear?

Ss: Yes.

T: And following the situation, there are some useful expressions. You can use them to express your intentions and wishes. Let’s go through them together before your discussion.

(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.)

Step IV 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. So much for today. Goodbye, everyone.

Ss:Goodbye, Mr/Ms…

The Second Period Reading

Teaching Aims:

1. Target Language:

a. 重点词汇和短语

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

b. 重点句型

①Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.

②Not all the new companies can succeed, but the spirit and creativity they represent are more important than money.

2.Ability goals: Learn about the development of Zhongguancun and great achievements China has made in recent years. Encourage students to become interested in hi-tech.

3. Learning ability goals: Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Zhongguancun’s information from different resources outside of class. Each group member should be involved. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points

The development of Zhongguancun and great achievements China has made in recent years.

Teaching difficult points

How to analyze the text and grasp the main idea of the text.

Teaching methods Listening, reading, discussing

Teaching aids a tape recorder, a projector and a computer

Teaching procedures:

Step I Revision

Check the homework..

Go over the three great names Neil Armstrong, Alexander G Bell, Ray Tomlinson and how they changed the world.

Ask some students to read words and expressions in Unit 11.

Step II Pre-reading

Deal with the questions in the pre-reading part.

T: Good! In this class we are going to learn about the development of Zhongguancun First I’d like to make a survey. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?

S1: I think I will need support from academies of science.

S2：I think I will need support from the government, i.e. special policy to support my company.

S3: In my opinion, competition will help companies develop very fast. So I will set up my company in a science and technology center.

S4:……

T: Good! Why are scientific achievements important? How do they improve our life? How do they improve society?

S8: Scientific achievements can improve our life and change the world. For example before areoplanes and cars were invented, it took years to travel around the world. Now it is very convenient for people to travel.

S9: Scientific achievements make our life colorful. Scientific achievements make life more comfortable.

S10: Scientific achievements change our way of life. We are living a life quite different from our ancestors’.

S11: Scientific achievements also change our way of thinking…

T: So scientific achievements are very important. Then you will good answers to this question:

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

S15: Because they like to do something valuable.

S16: Then they turn their wishes into reality.

S17: They are doing something to strengthen the social development.

T: They are very great. I hope you study hard and in future you will make some scientific achievements to benefit the world.

Step III Leading in

Help students to learn something about the symbol of Zhongguancun..

T: Now look at the picture. ( Show the picture of the statue in Zhongguancun on the PowerPoint.) Do you know where it is? It is a statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden. In this class we are going to learn something about Zhongguancun.

Step IV Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find the information aboutZhongguancun. Then fill the information in the form. It is not necessary to write in whole sentences. Key words will do. Students will finish the task independently and then they will compare their notes with their group members.

T: First I’d like you to do the scanning and then finish the form with the information you get from the text. You don’t need to write in sentences. Key words are OK. After you finish, please compare your notes with the other group members.

Show the form on the PowerPoint.

Zhongguancun is located in Northwestern Beijing

What is it? China’s Silicon Valley

In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone

Zhongguancun is home to A growing number of overseas Chinese;

A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More that 8,000 hi-tech companies

Its effect On business& science

Several minutes later, students compare their information with each other in groups. Then show the following form on the PowerPoint.

Zhongguancun is located in Beijing’s Haidian District Northwestern Beijing

What is it? New center for Chinese science and technology China’s Silicon Valley

The science center got started In the early 1980s Chen Chunxian opened a private research and development institute

Set up as a special economic zone In the late 1990s Leader of China’s hi-tech industry

Zhongguancun is home to Some famous research institutes and universities A growing number of overseas Chinese；A number of science parks;

Many IT companies

The number of IT companies in Zhongguancun More than 4,000 IT companies More that 8,000 hi-tech companies

Its effect positive On business & science

T: From this form we can have a clear image of Zhongguancun. Let’s come to the post reading questions.

Skimming

Ask students to skim the text and then finish the post-reading questions.

T: Look at the post reading questions first. Then skim the text to find the answers.

Then check the answers with the whole class.

Suggested answers: 1. A.B.C.D 2. D 3.C.D 4.B 5. C.D

Sum up the main idea of each part.

Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first.

In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.

(Cooperative learning)

T: Now let’s sum up the main idea of each part. While reading, please think carefully and decide how many parts the text should be divided into.

After reading the text, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions.

T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers.

(Show the suggested answers on the PowerPoint.)

The main idea of each part

Part1 (Paragraph1-2)

General introduction of Zhongguancun.

Part2 (Paragraph 3-7)

Why Zhongguancun attracts more and more overseas Chinese.

Part3 (Paragraph 8-9)

The positive effect Zhongguancun has had on both business and science & the spirit of Zhongguancun.

T:I hope you will remember the spirit of Zhongguancun.I hope it will encourage you to study hard and be the guide of your life.

Step IV Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: We have learned the main ideas of the text. This time we will deal with some difficult language focuses. Now I will play the tape for you .Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.

T: Do you have any difficulties with the text？

S1In the first sentence Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. can I replace “likely” with “possible”?

T: Yes, you can. It is the same. We can say “It is possible that something will happen” But when we say “Somebody is likely to do sth “or “Something is likely to happen.”.

E.g. The train is likely to be late.

She is not likely to come next month.

S2: In the last paragraph the second sentence” Not all the new companies can succeed”, does “not all “mean “none”?

T: No, “not all” means” some”.Do you have any other questions?

Ss: No.

T: Today’s home work Surf on the internet and find more about Chen Chunxian and Zhongguancun .That’s all for today.

Step VI Homework

Surf on the internet and find more about Chen Chunxian and Zhongguancun.

The Third Period Grammar

Teaching Aims:

1. Learn the Grammar--- Word formation (I)

2. Study the ways of forming a word and enlarge students’ vocabulary.

3. Enable students to use context clues and what they know about word parts to guess the meaning of new words.

Teaching important points:

The ways of forming a word.

Teaching difficult points:

How to guess the meaning of a new word.

Teaching methods: Explaining and practising

Teaching aids: 1. a projector 2. a computer

Teaching procedures:

Step I Lead in

T: Good morning afternoon, class!

Ss: Good morning afternoon,Mr/Ms…

T: This week we are learning Unit 11 Scientific achievements .Now pay attention to the two words. Will you please tell me how the two words are formed?

S1“Scientific”is the adjective form of” Science”.

S2:“Achievement “ is the noun form of “achieve”.

T: Observe them carefully; can you explain how they are formed?

S3:” Science” is a noun, if we add –fic to it, then we get its adjective.

S4: “achieve” is a verb. If we add –ment to it, we get its noun.

T: Excellent ! That is how the two words are formed. The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).This is the grammar we are going to learn in this class.(Show Word Formation on the powerpoint.)

Step II Grammar

Ask students to observe the given words carefully and find out how words are formed.

T: How do learners improve their vocabulary? There are no super shortcuts to vocabulary, but there are various forms of support. Here is one example. Increasing your vocabulary is so important that you just can't forget about it. Don't bury your head in the sand. OK.. Please look at the following words and tell how they are formed. (Show the following words on the PowerPoint.)

affix

infix

prefix

suffix

Teacher explains the following.

T: What do these words (nouns) have in common?

Ss: All of them contain the root “fix”.

T: Well, they do have a number of things in common. Let's settle for the most obvious, the 'fix' at the end. So if we split them, this is what we get

af + fix

in + fix

pre + fix

suf + fix (These will be shown on the PowerPoint)

T: What does 'fix' mean?

Ss: Fix means attach to, fasten, stick, glue.

T: What about 'af' , 'in' , 'pre' , 'suf' ? in' and 'pre' are understandable, aren't they ?

'in' a room, 'in' a sentence, 'in' a word.

'pre' means before like in pre-war, pre-school, premature.

So what do infix and prefix actually mean? infix - to attach something inside (a word).prefix - to attach something at the beginning of (a word)

What about 'af' and 'suf'?

That's a bit more difficult to explain. 'af' is actually from the beginning the Latin word 'ad', and the meaning is the same as the English word add. Add 4 and 5 and you get 9.

'suf' is the Latin word 'sub', like in submarine, subway, suburb. The meaning is under, after (outside).

Why have the d in 'ad' and the b in 'sub' changed into f?

The reason is really quite simple. 'adfix' and 'subfix' are difficult to pronounce. There is economy in everything! You simply leave out the d and the b, but in order to mark their existence the words are spelt with an extra f .

So what do affix and suffix actually mean?

Ss: affix - to attach something to (a word)

suffix -to attach something at the end of (a word)

T: We have now fixed the fixes, haven't we? affix - something you add (stick) to a word

There are three kinds of affixes:

added inside the word - infix

added at the beginning of the word - prefix

added at the end of the word – suffix

Ss: What's this good for then?

T: Well, there are thousands of words with prefixes and suffixes. The infixes are fewer and less useful to you.

The English vocabulary basically consists of words of Latin and Germanic origin. There are prefixes in both groups.

If you know the basic meaning of a prefix or a suffix you can often 'guess' the meaning of an English word. There are a limited number of Latin prefixes and suffixes. If you learn the meaning of them, and learn to recognize them in English words, you will increase your vocabulary much faster.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): (Show the following on the PowerPoint.)

ab

(away) abstain, absent, absolve

ad

(to) adverb, advertisement, advance, adjoin

in /il-/im-/ir-

(not) incapable, indecisive, intolerable , illegal, impossible, irrugular

inter

(between, among) international, interaction interdependent, interprovincial

pre

(before) prerecorded, preface prefer

post

(after) postpone, postscript, postwar

sub

(under, not quite) subsoil, subscription, suspect ,subway, subnormal

trans

(across, to a changed state) transfer, transit, translate, transport ,transform

Step III Practice

T: Are you ready for some exercises? Open your books and look at Page6. Let’s do the exercises. Let’s do Exercise 1 first .How are these words formed? (Or show the following words on the PowerPoint).

international= inter-+national telephone= tele-+phone

mankind=man+kind broadband= broad+band

extremely=extreme+-ly manned= man+ -ed

hi-tech= high+technology email= electronic mail

IT= information technology CSA= Chinese Space Agency

S1:I think international and telephone are formed in the same way. We add prefix inter- to national and tele- to phone.

T: Good! What about the others?

S2: Mankind and broadband are formed in the same way. Each is made up of two words.

S3:Extremely and manned are formed by adding a suffix.

S4:Hi-tech is the shortened form of high technology and e-mail is the shortened form of electronic mail.

S5: IT stands for information technology. We use the first letters of the two words to form a new one .We use the first letters of Chinese Space Agency to form the word CSA.

T；Well done .So we know that words are formed in these ways. When you come across a new word, you can easily guess the meaning. Ok ,let’s come to Exercise2.

Deal with the rest of exercises in the same way.

Step IV Exercises( workbook)

T: After doing theses exercises I’m sure you have a better understanding on word formation. I hope this will help you to improve your vocabulary. When you come across a new word, try to guess its meaning in this way. Good luck to you! Today’s homework Finish all of the Vocabulary and Grammar exercises on the workbook That’s all for today.

Step VI Homework: Finish all of the Vocabulary and Grammar exercises on the workbook. Learn vocabulary on scientific achievements.

The Fourth Period Integrating Skills

Teaching Aims:

1. Target language

a. 重点词汇和短语 boom, rejuvenating, impressive, genetic, genome, byte, broadband, humanoid, put forward

b. 重点句型In 1995, the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education”.

2. Help students to learn about scientific achievements in different fields made by Chinese.

3. After learning about scientific achievements, students should realize scientific achievements rely on science and education and knowledge will help them to achieve their goals.

Teaching important points

Help students to learn about scientific achievements in different fields made by Chinese.

Help students to realize scientific achievements rely on science and education and knowledge will

help them to achieve their goals.

Writing: Write a persuasion essay.

Teaching difficult points

How to write a persuasion essay.

Teaching methods: Task-based teaching method

Teaching aids: 1. A recorder 2. A projector 3. A computer

Teaching procedures:

Step I Leading in

T: Though the scientists had many failures, his spirit inspires thousands of people to work hard to build a new future. Just as a motto says: “Encouraging pioneering work and accepting failure”, great scientific achievements are the results of years of failures, years of trying to create something that has never existed before. Now let’s look at the great achievements we Chinese have made in different fields.

Step II Integrating skills

Students are requested to look through the text in the given time and then finish the exercise on Page 8. Students are given several minutes to discuss their answers with their group members. Several minutes later, check the answers with the whole class.

T: Look through the text on page 7 quickly and then finish the exercise on page 8.Eight minutes later we will check the answers together.

Field Achievements Importance

Exploring space Developed Long March rocket series Safe; used to send satellites into space; prepare for the nation’s first manned flight

Genetic research A new kind of rice which allow farmers to increase production；

Completed part of the international human genome project in A leader in the field of genetic research;

Proving that Chinese scientists are among the world’s best

Computer engineering A new high-speed broadband network was recently started;

Developed the supercomputer Shenwei; built the nation’s first humanoid robot The internet is becoming increasingly popular.

Medical science Created a chemical element that can fight cancer cells Gives hope to cancer patients all over the world; makes China one of the world leaders in the battle against the deadly disease.

After finishing the exercises, play the tape for students to follow. Then explain the questions students ask.

Step III Writing

T: Now let’s come to Writing. First read the tips. Then finish writing an essay for the magazine Modern Science.(After the brief introduction, students will discuss in groups. Then they will write an outline by themselves. Students will finish the writing outside class. After every student finishes his writing, their work will be collected and on display.)

Step Ⅳ Homework Finish writing your essay.

篇4：book5 unit4 making the news全单元教案 (新课标版高二英语必修五教案教学设计)

单元教学目标

talk about jobs in a newspaper

talk about the basic qualities and skills a journalist should have

learn about the writing and printing process for an article and what is the primary source and the second source

learn how to use Inversion correctly

learn how to make an appointment

write a newspaper article

教材重组及课型设计

1st period Reading

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

2nd period words & expressions

(整合Learning about Language 中的 Discovering useful words and expressions与 Workbook中的 Using words and expressions)

3rd period Grammar

(整合Learning about Language 中的 Discovering Structures与 Workbook中的 Using Structures)

4th period Extensive Reading

(整合Using Language 中的 Reading与 Workbook中的 Reading Task)

5th & 6th period Speaking and Writing ((整合Workbook中的 SPEAKING TASK and WRITING TASK)

7 th period Listening and Speaking

(整合Using language 中的Listening and Speaking 与 Workbook中的 Listening, Talking）

The 1st Period Reading

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

Teaching Aims:

1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. Enable the students to learn some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Learn about how to be a good reporter

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

II. Prediction (pre-reading):

Task 3: Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 4: Read the text quickly to get a general idea of the text.

Task 5: Divide the passage into three sections and match the following main ideas to the three sections：

How to get an accurate story

How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

Work in a team

Task 6 Read quickly to find out the information to fill in the form below

Task 7: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

A reporter A photographer

IV. Summarizing

Task 8: Write a summary of the text

V. Assignment

Read an English newspaper and retell the main idea of one article in it.

The 2nd Period Words & Expressions

Teaching Aims:

Get the students to know how to use some words and expressions correctly and appropriately

Important Points and difficult points

Use some words and expressions correctly and appropriately

Teaching methods

Demonstrating and summarizing; practicing

Teaching procedures:

1. occupation n.

1). Teaching is my occupation. 职业

2). Swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

He is looking around for .

: artist

He is out of .

She chose teaching as her .

She’s a lawyer by .

He’s a carpenter by .

2. assign v.

assignment n.

She gladly accepted the assignment. (分派的任务;工作)

The English assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

We should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

Who is experienced in cooking in your home?

5. The first/last time + 时间状语从句

The first time I came here, I was not used to the climate here.

Cover n. 封面,掩盖(物) ；

v.

1). Tom will covered the outbreak of the disease.

2). The road was covered with snow.

3). She laughed to cover her worry.

4). The red army covered about 30 miles a day.

5). Is the money enough to cover the cost of a new shirt?

7. Be eager for sth. (sucess)

to do sth.

that clause

He is eager to see his daughter.

We are eager that the project should be started early

be anxious about =be worried about

8. Concentrate on sth./doing sth.

We should concentrate on our study.

Tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

The meeting is of great importance.

=

Each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). I sat in the front of the bus to ___ _ a good view of the countryside.

2). Gradually we _______ experience in how to do the work.

3). They _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

She has an ear for music. 有鉴赏能力

She has an eye for color and style in clothes. 有眼光

12. Meanwhile=in the meanwhile

=in the meantime

=at the same time

Mother went shopping; meanwhile, I cleaned the house

13. trade n. v.

1). Japan does lots of trade with the United States.

2). He is a shoemaker by trade.

3). She trades 3 apples for some bananas.

14. Trick

1). 窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). He got into the building by a trick (诡计,花招)

15. Challenge

1).He challenge my view on that matter.

2).To finish the job in 2 days was a real challenge.

16. Support

n. 1).I need your support.

v. 1)为…提供证据,证实

2) The old man entered the room supported by his grandson.

3). He has always supported the weaker party.

4). He has a large family to support.

17. Case

1).He thought he had solved the problem , but that was not the case.

2).Here is a case of being careless.

3).We will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句 以防;可能；倘若

Take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

Tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

I got up at five so as to catch the train

=

19. admit

admit doing /having done

admit sb. Into/to (the university)

Lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

Finish Ex 3 on Page 29

Assignment

Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)

Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.

The 3rd Period Grammar

Teaching Aims:

Get the students to use “Inversion” correctly and appropriately

Important Points and difficult points

Use “Inversion” correctly and appropriately

Teaching methods

Task-based method; Demonstrating; discussion; summarizing; practicing

Teaching procedures:

I. Presentation

Task 1: Comprehend the following sentences

Only then did I begin my work on designing a new bridge.

=I began my work on designing a new bridge only then.

2. Not only was there a Christmas tree, but also exciting presents under it.

=There was not only a Christmas tree, but also exciting presents under it.

Inversion: 起强调作用

II. Analyzing & summarizing

Task 2: Find 4 examples of inversion in the reading passage

1. Never will Zhou Yang forget his first assignment at the office of China Daily.

2. Only when you have seen what he or she does, can you cover a story by yourself.

3. Not only am I interested in photography, but I took a course at university.

4. Only if you ask many different questions will you acquire all the information you need to know

Task 3: Analyze the sentences above and summarize the rules

1. Why can these sentences use inversion ?

2. How are these inverted sentences made?

※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。

※ 部分倒装:只把谓语的一部分(如助动词情态动词)等放到主语前，或把句子的强调部分提前。

Task 4: Analyze more sentences below and summarize the rules

1) Only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

As she was exhausted

If she was exhausted

Exhausted as she was

Now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

3) . I often go out for a walk after supper. So does she.

4). If you don’t wait for him, nor shall I.

※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

III. Practice

Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)

IV. Analyzing & summarizing

Task 6: Analyze sentences below and summarize the rules

1). There appeared a man in black in the distance.

2). Under the tree sits a beautiful girl.

Inversion(倒装) → 部分倒装

↘ 完全倒装

※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※ 完全倒装:把整个谓语动词放到主语之前

3)The teacher came in and the class began.

=In came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

A. Jumped down the thief

B. Down the thief jumped

C. The thief jumps down

D. Down jumped the thief

5). Here we are.

※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

V. Assignment：

Do Exercise 1 on Page 64 (“Using Structures” in Workbook)

The 4th Period Extensive Reading

Teaching Aims:

1. Enable the students to know writing and printing process for an article and what is the primary source and the second source

2. Enable the students to consolidate some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Enable the students to know writing and printing process for an article and what is the primary source and the second source

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task1.Review the types of jobs in a newspaper

Task2. Talk about the process of making a newspaper? (Group discussion)

Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

II. Skimming and summarizing

Task 3: Read and fill in the form

Task 4: Learn some words and expressions

1. Accurate 准确，精确

1) Is this watch accurate?

2) His information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

1). As soon as I got home, I set to preparing supper.

2). They’ll set to the project, as soon as it is approved.

※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).Your parents won’t approve of your going there. = agree on

2).I cannot agree to this plan. =approval of

4. process v. 加工,处理

1) The street is in the process of repair

2). They are using a new process to make glass.

process food adj. 加工过的,处理的

Task 5: Retell the main process of making a newspaper

III. Read the passage on page65 (“Reading Task) and answer the following questions

IV. Assignment

Read an English newspaper and retell the main idea of one article in it.

The 5th & 6th Period Speaking and Writing

Teaching Aims:

1. Enable the students to express opinions of their own and do news-writing

2. Improve the students’ writing

Important Points and difficult points

Help the students learn how to express their own opinions and write the news clearly

Teaching methods

Cooperative learning; Task-based method

Teaching procedures:

I. Present the task: making a newspaper

Make a newspaper for your schoolmates

The best newspapers will be put up on the “English Corner”.

II. Speaking

Skim & scan the main columns of the sample newspaper:

The Columns of the newspaper

The articles of the newspaper

Task 1: Discuss how to make a popular newspaper for your schoolmates

(elect the best designer of a newspaper in the end):

What columns will the newspaper have?

What topic will each column talk about?

How to do it cooperatively in a group?

Task 2: Discuss the form of a newspaper article by reading the model article on Page 68)

List the facts and the opinions that go with them

Clear structure:

State the situation of a story in Paragraph 1;

Set out what happened clearly in paragraphs 2 and 3;

State how the story ended and your opinion on what happened in Paragraph 4.

Logical(coherent)

Connecting Words and Phrases:

※ Illustration or example: I think, I suggest, in other words, for example, in fact, that is

※ Addition: Besides, moreover, in addition, again, also, and, finally, first, further, furthermore, last, next, second

※ Comparison: also, in the same way, similarly

※ Contrast: but, however, otherwise, although, but at the same time, even though, in contrast, in spite of, instead, nevertheless, on the contrary, on the other hand, though

※Summary: in short, in a word, in all, in brief, therefore, as has been said, in conclusion, in summary, on the whole, to summarize

※Emphasis: certainly, indeed, in fact, of course

III. Writing

Task 3: Write an article for your group’s newspaper

Task 4: Evaluation of writing

Criterion Excellent

(20-25分) Good

(15-20分) Average

(10-15分) Poor

(5-10）

Point of view

Organization

Language

Overall Impression

Task 5: Evaluation of Your Work in Class

The best co-operating groups

The best editors

The best writers

IV. Assignment

Finish making the newspaper in a group.

The 7 th Period Listening and Speaking

Teaching Aims:

1. learn how to make an appointment

2. Improve the students’ listening and speaking skill

Important Points and difficult points

Learn how to make an appointment

Teaching methods

Task-based method

Teaching procedures:

I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)

II. Listening

Task 2: Listen and circle the correct summary of the listening passage.

This is about a young man who is refused an interview with Liu Ming.

This is about a young man who is trying to arrange in interview with Liu Ming.

This is about a young man who wants to ask Liu Ming about how to work abroad.

Task 3: Listen to the tape again and answer questions on Page 32.

Task 4: Listen to the tape again and try to note down the dialogue (pair work)

Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)

III. Speaking and Listening

Discuss the phrase that may be used in making appointments (input)

Shall we make an appointment? How about…?

When are you free? When do you think is convenient for you?

Is it possible to…? I shall be busy at… and… but I can be free at…

Where is the best place? Maybe we can meet at…

Task 6: Make an appointment according to the situation in Ex3 on Page 32

Task 7: Listen to the tape and do Ex 1 and Ex2 (LISTENING)) on Page 62.

IV. Assignment

Work in pairs. Make an appointment according to the situation in Ex 1 (TALKING) on Page 62

篇5：高二上英语培训单元教学设计M5 Unit 2 United Kingdom(新课标版高二英语必修五教案教学设计)

Unit 2 The United Kingdom

I. 教学目标

通过本单元的学习，使学生了解英国的地理位置、国家的构成、发展历史及伦敦的名胜古迹，感受异域文化，提高跨文化意识；此外，还要学会使用地图和网络查询有关英国的资料，培养学生的资源策略和自主学习的能力；掌握35个新单词和6个短语，熟悉过去分词作宾语补足语的用法。

II. 教材分析

Warming Up部分提供了一个关于英国概况的小测试，目的是激活学生已有的背景知识，调动学生的积极思维，激发学生的学习动机。

Pre-reading部分通过三个问题进一步激活学生有关英国的知识，使学生产生深入了解英国的欲望和兴趣,为阅读做好铺垫，起到了承上启下的作用。

Reading部分全文分为6个自然段，从地理、历史、政治、文化等多角度向我们介绍了英国的发展史，伦敦的人文景观，并侧重介绍了England的区域划分。学生通过学习课文不但对英国有了详实的了解，拓宽了知识面，而且可以掌握新的词汇、句型，了解作者的写作手法，提高学生把握文章主脉的能力。

Comprehending部分由三部分组成：回答问题、画出England和Wales的区域划分图、给文章分段，写出各段的main idea 和全文的summary。此部分不仅检查学生对细节的把握，而且检测学生对课文内容进行整合归纳的能力以及读图画图能力，更有助于学生抓住文章的篇章结构。

Learning about Language部分突出通过语境运用单词的理念，设计了短文填空和与动词say同义或近义的单句填空练习，旨在提高学生活用词汇的能力。语法部分通过从课文中找样句让学生初步认识过去分词作宾补的用法，然后采用句子填空的练习形式加深印象，最后以游戏的形式实际运用该结构，体现语法习得方式的多样性，提升语法学习的趣味性。

Using Language部分综合训练听说读写的能力。读与听，读与说，读与写独立呈现但又相互交融。阅读部分读者随Zhang Pingyu一起走近伦敦著名而历史悠久的古老建筑，充分感受到伦敦独特的建筑风格和深深的文化底蕴。写作部分要求学生参考所给的形容词和动词，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。

Summing Up部分要求学生就本单元所学知识进行反思，总结自己对词汇语法和英国文化历史的把握情况，了解自己的不足之处。

Learning Tip 给出了一些写作后的建议，要求学生养成在写作后大声朗读自己的文章的良好习惯，以便检查文章是否通顺，是否有时态、语态或拼写错误，不断提高英语写作水平。

III. 教材整合

建议本单元用5课时完成。

第一课时：

将 Workbook中的reading（P51）和listening(P52)整合成一节课。上该单元时恰逢中国的教师节，借此引出英国一个很特殊的节日-Guy Fawkes Night，了解该节日的由来、庆祝时间和庆祝方式。再从阅读文章过渡到听力，倾听Guy Fawkes和 King James之间的故事。

第二课时

将Listening(P15)和Reading(P9-10)设计成一节课。从前一节课King James的故事引出英国历史上其他的kings和 queens, 画出两棵family tree帮助学生理清他们之间的关系，为学生听懂听力材料和了解The Tower of London的历史作好准备。然后过渡到阅读，随张萍雨一起去游览伦敦的其它历史名胜。

第三课时

将Warming up， Reading 和Learning about Language中的Discovering useful words and expressions（Exercises1-2）设计成一节精读课，让学生全方位多角度地了解英国，提高学生的阅读能力和活用词汇的能力。

第四课时

将Learning about Language中的Discovering useful structures和Workbook 中的Using structures 结合在一起，设计成一节以语法教学为主的语言学习课，帮助学生真正掌握过去分词作宾补的用法。

第五课时

借助网络及其它学习渠道广泛收集有关英国的信息并在课堂上呈现，帮助学生优化英语学习方式，充分发挥自己的学习潜能，提高自主学习的能力。同时关注学生与人沟通和合作的能力，学会与人分享。在大量的信息储备之后，要求学生写一篇短文，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。

IV. 教学流程

Period One

Teaching goals: To enlarge the Ss’ knowledge about Guy Fawkes Night.

To improve the Ss’ speaking and listening.

Step1 Warming up

1. Have a chat with the Ss.

Q1. What kind of special holiday is it today?

Q2. How do you usually celebrate Teachers’ Day?

Q3. What other festivals do you still remember? (Get the Ss to go over what we have learned about festivals.)

2. Lead the Ss to the reading passage on P51

Q1. Have you ever heard of a festival called “Guy Fawkes Night”?

Q2. What do you want to know about it?

[ Possible Answers] Where and when is it celebrated? How is it celebrated today? How did the festival come about?

Step 2 Reading

With the questions above in mind, the Ss begin to go through the whole passage quickly to find out the answers.

[ Suggested Answers] It is celebrated in Britain on November 5th. People will have firework parties and burn cloth dolls of Guy Fawkes on a bonfire.

In the 17th century, there were two kinds of Christian in Europe, Catholic and Protestant, and they were often at war with each other. Guy Fawkes was a Catholic, but the government of England usually supported Protestant. So Fawkes and his Catholic friends decided to blow up the Houses of Parliament and kill King James. But before they could do anything, their plan was discovered. Guy Fawkes was caught and killed. And King James made November 5th into a yearly celebration so that people will not forget this “disaster”.

Step 3 Post-reading

Pair work: Ten days before the plan, Fawkes and Catesby met to discuss their plan in detail. Make up a dialogue between them; one acts as Fawkes and the other as Catesby.

[Suggested Dialogue]

F: How can we enter the Houses of Parliament?

C: Maybe we can buy a house close to it. These days houses usually have cellars. If we get the cellars connected with the Houses of Parliament, it will be convenient for us to get into it.

F: Good idea! Then we can store a lot of gunpowder in the cellar. When the king and his advisers are in the Parliament for a meeting on November 6th, we will light the gunpowder to start the fire.

C: That’s it. Let’s go to look for such a house at once. We don’t have much time left.

F: I agree with you. Let’s go.

The Houses of Parliament

Step 4 Listening on P52

Who are the two main characters in the story?

There are more stories about them. Listen to the tape and decide which statements are true and which are false.

1. King James was a Catholic.

2. King James was frightened of Catholics.

3. King James supported Protestants.

4. He punished Guy Fawkes.

5. Guy Fawkes talked to King James.

6. The king thought the Catholics wanted to kill him.

7. The king rewarded Guy Fawkes.

8. The king thought there were too few Catholics.

9. The king’s friends abroad were Protestants.

After checking the answers with the whole class, let the Ss listen to the tape again to find out King James’ problems.

Step 5 Discussion

Who will you feel most sympathy for, Guy Fawkes or King James? Give your reasons.

Step 6 Homework

1. Read the text aloud after class, paying attention to your pronunciation and intonation.

2. Surf the Internet to find out some stories about other kings or queens in British history.

Period Two

Teaching goals: To get the Ss’ to know more about British kings and queens so that

they can understand British history and culture better.

To learn about some historical sites in London.

Step 1 Warming up

Guy Fawkes Night has something to do with King James. Do you know any other kings or queens in British history?

Show the Ss 2 family trees:

Step 2 Pre-listening

1. Practise the pronunciation so that the Ss will recognize them when they hear the names in the tape.

2. In ancient times, what is the palace called where kings and queens lived?

[Suggested Answer] The Tower of London

The Tower of London was home for the kings and queens for many years. Can such a royal palace be a prison? Zhang Pingyu, a Chinese girl is talking with a local guide about it. Let’s listen to their conversation to get the answer. (Yes)

Step 3 Listening

1. Listen to the tape again to find out: Who had been prisoners in it?

[ Suggested Answer] King Edward V and his brother; Elizabeth I

2. What happened to King Edward V and his brother?

As a prisoner, how could Elizabeth be the queen?(顺着前面问题的答案自然发问)

[Suggested Answers] Their uncle, Richard, had them killed and he made himself King Richard IV.

Because her brother and sister had no children.

3. Listen to the conversation again and fill in the blanks in the following passage.

A. These two princes were ______ and ______ six hundred years ago. They had come to London for the older brother to be crowned ______ after his father, King Edward IV, ______. He was only thirteen years old. His wicked uncle, Richard, was supposed to ______them both, but instead he had them ________ while they were _________.

B. In the 1550s when queen Elizabeth I was still a ______, her sister, Queen Mary, brought her to the Tower as a ______ because she thought Elizabeth was a traitor. She __________ through a special gate __________“Traitors Gate”. That only __________to very bad people.

[Suggested Answers] brothers, lived, King, died, look after, killed, asleep, princess, prisoner, went in, called, happened

Step 4 Pre-reading

Nowadays the tower of London has been standing there for one thousand years, which attracts a lot of tourists every year. As a matter of fact, there are many famous old buildings in London. Zhang Pingyu is visiting London and she plans to see some historical sites.

Step 5 Reading

1. Scanning

Read the passage quickly to find out the historical sites that she visited.

Places to visit/see Comments

The Tower of London

St Paul’s Cathedral

Westminster Abby

Big Ben

Buckingham Palace

Greenwich

Karl Marx’s statue

The British Museum

2. Careful reading

Read the passage carefully to get detailed information about these places.

[Suggested Answers]

The Tower of London, built by Norman invaders of AD 1066, a solid, stone, square tower which remained standing for one thousand years.

St Paul's Cathedral, built after the terrible fire of London in 1666, looked splendid;

Westminster Abbey, splendid, interesting, contains statues in memory of dead poets and writers;

Greenwich, old ships and famous clock, the longitude line;

Big Ben, the famous sound of the clock ringing out the hour

Buckingham Palace, the Queen’s house in London, look at the outside

Karl Marx’s statue in Highgate Cemetery, strange, the great man lived and died in London, worked in the famous reading room of the Library of The British Museum

The British Museum, thrilled to see many wonderful treasures from different cultures, beautiful old Chinese pots, proud of her country

Step 6 Language points

1. available: adj. (物) 可用的，可得到的;（人）可会见的，可与之交谈的

These tickets are available today.

The doctors are available now.

be available for 有空做……；可供……利用

2. make a list of 列……的清单

3. delight n. 高兴，愉快v. 给人乐趣，使愉快; 引以为乐

He laughed with delight.

I was delighted to be invited to her party.

She delights in cooking.

delighted: adj. 高兴的

delightful: adj. 令人喜悦的，令人快乐的

be/feel delighted at/with/by 因……而高兴

to one’s delight /joy 令人高兴的是……

4. remain doing sth

remain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然……

Much work remained to be done.

I'll remain to see the end of the match.

The door remained closed.

It remained raining.

5. on special occasions 在特殊场合

6. in memory of ... 纪念……

He founded the charity in memory of his late wife.

7. ring out: 发出响声，响起

8. It seemed strange that ... should have lived...

He seems to be...

There seems to be...

Step 7 homework

Read the passage again to get familiar with the famous buildings.

Period Three

Teaching goals: To help the Ss to learn more about the United Kingdom.

To improve the Ss’ reading comprehension.

To encourage the Ss to describe the UK with the help of pictures and maps.

Step 1 Warming up

Get the Ss to answer the following questions to see how much they have already known about the United Kingdom.

1. What does UK stand for?

2. How many countries does the UK consist of?

3. What is the longest river in England?

4. What do you know about any cities or towns in the UK?

5. What is their national flag like? What does it stand for?

Cross of St George (England) Cross of St Patrick (Ireland)

Cross of St Andrew (Scotland) Union Jack or Union Flag

The Union Jack flag unites the flags of three countries in the UK. Which country is left out? Why?

[Suggested Answers] Wales is left out, because it is usually considered as part of England.

Step 2 Prediction

It seems that you have known something about Britain, but there is still something that puzzles you. It doesn’t matter. Today we are going to read another passage about the UK. What do you expect the writer will tell us?

[ Possible Answers] geography, history, climate, national flag, culture, natural resources, cities, sports, politics, literature and so on

Step 3 Reading

1. Scanning

Have a quick look at the whole passage to find out: Which of these are talked about in the text?

[Suggested Answers] geography, history, national flag, culture, cities

2. Group work

Read the passage carefully and then discover in groups to divide the text into 3 parts. Summarize the main idea of each part.

[Suggested Answers] Part 1( Para1- Para4): How the UK developed into 4 countries.

Part 2(Para5): Division of England into 3 zones, which have different characteristics.

Part 3( The last Para): Culture and history of London.

3. Individual work

Write a summary of the passage.

[Suggested Answers] The writer tells us how the UK developed from one country to four countries, and it also shows how England is divided into 3 zones and why London has become such an important historical treasure.

Step 4 Post –reading

As we all know, there are so many attractions in the UK. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.

Suppose you are paying a visit to the UK, and a guide( your partner) is answering your questions. Make up a dialogue with your partner with the help of the pictures and maps. You may exchange your roles if you like.

Queen Elizabeth II Michael Owen Big Ben

the River Thames London Tower Bridge National Flag

Step 5 Homework

1. Read the text and try to find out some important or difficult language points.

2. Explore the Internet to get any information that you are interested in about the UK and get ready to present your report in class.（学习小组活动，6-7人一组）

Period Four

Teaching goals: To enable the Ss to use the new vocabulary properly.

To get the Ss to have a knowledge of past participle used as object complement.

Step 1 Check the homework exercises

Teacher may pick out some general difficult points from the students and have a thorough explanation.

1. consist of ＝ be made up of 由……组成 (没有进行时）

The UK consists of Great Britain and Northern Ireland.

＝Great Britain and Northern Ireland make up the UK.

The soup consists of tomatoes, meat and peas.

consist in = lie in 存在与；在于(无被动形式)

The beauty of air travel consists in its speed and ease.

consist with: 一致

The report consists with facts.

2. 区别:

separate ... from (把联合在一起或靠近的人或物分离出来）

divide...into 把…分开 （把整体分为若干部分）

The teacher divided the class into two groups.

The Taiwan Strait separates Taiwan from Fujian.

As we joined the big crowd, I got ______ from my friends.

A. separated B. spared C. lost D. missed

3. debate about sth.

They debate about the proposal for three days.

debate /argue/ quarrel

4. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了

I hope what I say will clarify the situation.

Can you clarify the question?

5. be linked to = be connected to /be joined to

6. refer to

1)提及，指的是……

When he said “some students”, do you think he was referring to us?

2) 参考；查阅；询问

If you don't understand a word you may refer to your dictionaries.

Please refer to the last page of the book for answers.

3) 关系到；关乎

What I have to say refers to all of you.

This rule refers to everyone.

It was foolish of him to _____ his notes during that important test, and as a result, he got punished.

A. stick to B. refer to C. keep to D. point to

reference: n. reference books

7. to one's surprise (prep)

“to one's + 名词” 表 “令某人……”

常见的名词有 “delight, disappointment, enjoyment, astonishment 等

To my horror, I discovered the goods were entirely unfit for sale.

To John's great relief, they reached the house at last.

8. break away (from sb / sth) 脱离；破除…

It is not easy for him to break away from bad habits.

The man broke away from his guards.

break down (会谈)破裂，失败；(汽车等)出故障；(人的健康状况)变得恶劣；（情感）失控

His car broke down on the way to work this morning.

His health broke down under the pressure of work.

He broke down and wept when he heard the news.

Talks between the two countries have completely broken down.

区别：break in 闯入；打岔 break off 中断，折断break into 闯入 break out 爆发;发生

break up 驱散；分散，拆散

News reports say peace talks between the two countries _____ with no agreement reached.

A. have broken down B. have broken out C. have broken in D. have broken up

9. as well as 不仅…而且；既…又…

He is a teacher as well as a writer.

The children as well as their father were seen playing football in the street.

10. convenience: n.方便；便利

We bought this house for its convenience.

convenient: adj.

be convenient to sb.

Come and see me whenever ______.

A. you are convenient B. you will be convenient

C. it is convenient to you D. it will be convenient to you.

11. attraction:

1). 吸引；引力(不可数 n.)

2). 吸引人的东西；喜闻乐见的东西；精彩节目(可数 n.)

attraction of gravitation 重力

He can't resist the attraction of the sea on a hot day.

A big city offers many and varied attractions.

What are the principle attractions this evening?

attract: v. attractive: adj. unattractive: adj. attractively: adv.

12. influence

1) v. 对…产生影响

What influence you to choose a career in teaching?

2)可数n. 产生影响的人或事

He is one of the good influences in the school.

3) (不可数n.) 影响

A teacher has great influence over his pupils.

Step 2 Learning about language

Finish Ex. 1 on Page11 and Ex. 2 on Page 12

Step 3 Discovering useful structures

1. Ask students to find out the sentences with past participles used as object complement.

1) Now when people refer to England you find Wales included as well.

2) To their surprise, the three countries found themselves united peacefully instead of by war.

3) However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of…

2. Ask students to read the examples and draw a conclusion and some general usages of past participle as object complements. Teacher gives necessary explanations and how to use past participles as object complements.

一、作宾语补足语的过去分词与宾语之间的关系

1. 及物动词（短语）的过去分词用作宾语补足语时，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系。例如：I want the letter posted. 我想把这封信寄出去。

2. 少数不及物动词如 go, change, fall 等的过去分词作宾语补足语时，仅表示动作完成。因此，宾语与过去分词之间不存在逻辑上的被动关系。例如： She found her necklace gone on her way home. 在回家的路上，她发现项链不见了。

3. 动词 seat, hide, dress 等的过去分词作宾语补足语一般表示状语而不表示被动的意义。因此，虽然宾语与它们存在逻辑上的主动关系，但也只能用它们的过去分词作宾语补足语。例如：When I came in, I found a strange girl seated in the corner. 我进来时，发现一个陌生的女孩坐在角落里。

二、需用过去分词作宾语补足语的情况

1. 表示“意欲；命令”的动词如 like, want, wish, order 等，可用过去分词作宾语补足语。

The father wants his daughter taught the piano. 这位父亲想让女儿学钢琴。

2. 感官动词 see, hear, notice, observe, watch, feel, find 等后，可用过去分词作宾语补足语。

eg：I saw an old man knocked down by a car just now.刚才我看到一位老人被车撞倒了。

3. 使役动词 have, get, make, leave, keep 等后，可用过去分词作宾语补足语。

Have you got your films developed? 你拿胶卷去冲洗了没有？

4. “with ＋宾语＋过去分词”结构中，过去分词用作介词 with 的宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。例如：

The murderer was brought in, with his hands tied behind his back.

凶手被带进来了，他的双手被绑在背后。（表方式）

With water heated, we can see the steam. 水一被加热，我们就会看到水蒸气。（表条件）

With the matter settled, we all went home.事情得到解决，我们都回家了。（表原因）

注意：在这一结构中，当宾语为某一身体部位，且作宾补的动词是及物动词时，身体部位通常是过去分词的逻辑宾语，因而过去分词不可换用现在分词。

She stood in front of him, with her eyes fixed on his face. 她站在他面前，眼睛注视着他（ fix one's eyes on 为固定短语，因此，不可将句中 fixed 换为 fixing ）

He stood for an instant with his hand still raised.他仍然举着手站了一会儿。

当用某些不及物动词的分词形式作身体部位的宾补时，用现在分词的形式。

She felt her heart beating fast.她觉得心跳很快。（beat 意为“心跳”，是不及物动词）

三、掌握“使役动词 have + 宾语＋过去分词”的几种含义

在“ have ＋宾语＋过去分词”结构中，过去分词作宾语补足语，have 也可用 get 。这一结构具有以下几种含义：

1. 意为“主语请别人做某事”。例如：

He wants to have his eyes examined tomorrow.

他明天想去检查眼睛。（“检查”的动作由医生来进行）

2. 意为“主语遭遇、遭受某一不愉快、不测的事情”。例如：

Be careful, or you'll have your hands hurt. 当心，否则会弄伤手的。

3. 意为“使完成某事”，事情既可以是别人做完，也可以由主语参与完成。例如：

He had the walls painted this morning. 他今早把墙漆了。（主语自己可能参与）

四、区分过去分词作宾语补足语与现在分词作宾语补足语

一般说来，过去分词作宾语补足语时，宾语是动作的承受者；现在分词作宾语补足语时宾语是动作的执行者。试比较：

I found him lying on the grass just now. 我刚才发现他躺在草坪上。

I found him knocked down by a car. 我看到他被车撞了。

五、过去分词与不定式，现在分词作宾语补足语的区别

三者与宾语逻辑上都是主谓关系,但是过去分词强调他们之间的被动关系,不定式强调动

发生的全过程,现在分词强调它们之间的主动关系.

I saw her come into the classroom.

I saw her coming into the classroom.

I saw her taken out of the classroom.

The missing boys were last seen near the river.

A. playing B. to be playing C. play D. to play

Step 4 Using structures（四人小组活动竞赛）

Exercise 1 on Page 50.

1. Ask students to work in pairs of four.

2. Give them five minutes to finish the work and ask each group to choose the best answers. Let the leader of each group read the best sentences they have written.

3. Ask students to choose the best sentences.

Exercise 2 on Page 51.

1. Give them five minutes to finish the work.

2. Two in pairs exchange and talk about their answers.

3. Teacher gives the keys.

Step 5 Homework

Choose the best answers.

1. With trees, flowers and grass ______ everywhere, my native town had taken on a new look.

A. planting B. planted C. to plant D. to be planted

2. Is this the recorder you want______?

A. to have repaired B. to repair it C. to have it repaired D. it repaired

3. She was glad to see her child well ____________ care of.

A. take B. to be taken C. taken D. taking

4. He found them ______at a table chess.

A. sat; to play B. sitting; to play C. seated; playing D. seat; play the

5. I can make you _______ w hat I say, but you can't make yourself________ in English.

A. understand; understand B. understand; understood

C. to understand; understand D. understand; to be understood

6. John rushed out in a hurry, the door__________________ .

A. leaving; unlocked B. leaving; unlocking

C. left; unlocked D. to leave; unlocking

7. I have had my bike _________, and I'm going to have somebody______ my radio tomorrow.

A. repair; to repair B. repairing; to be repaired

C. repaired; repair D. to repair; repairing

8. ______________the room ,the nurse found the tape recorder_____________.

A. Entering; stealing B. Entering; gone

C. To have entered; being stolen D. Having entered; to be stolen

9. We are pleased to see the problem_____________ so quickly.

A. settled B. settling C. be settled D. having been settled

10. I have often heard the ABC Song________, but I have never heard Alice_________ it.

A. to be sung; to sing B. being sung; sang C. sung; sing D. sang; singing

11. -Good morning. Can I help you?

-I'd like to have this package_____________.

A. be weighed B. to be weighed C. to weigh D. weighed

12. Mrs. Brown was much disappointed to see the washing machine she had________ went wrong again.

A it B. it repaired C. repaired D. to be repaired

13. The murderer was brought in, with his hands ____________behind his back.

A. being tied B. having tied C. to be tied D. tied

14. With a lot of difficult problems________, the newly-elected president is having a hard time.

A. settled B. settling C. to settle D. being settled

(keys: BACCB，ACBAC，DCDC)

Period Five

Teaching Goals: To encourage the Ss to cooperate with others, to learn to collect useful information in various ways and to improve their spoken English.

To develop some writing skills.

Step 1 Presentation

Ask each study group to present what they have discovered about the United Kingdom.

Step 2 Writing

There is no doubt that the United Kingdom is beautiful with many natural and historical places of interest. How about your hometown? Some visitors have come to your hometown or home city for the first time. Please introduce a historical site or a cultural site to them. The following words and expressions may help you: smart, excellent, exciting, beautiful, famous, grand, special, unusual, outstanding, fantastic, stand, lie, remain, sound, appear

Step 3 Group work

让学生相互交换所写的小文章，注意描述语言的准确性和生动性，选出本组最佳文章、好词好句，然后老师收集、整理，进行张贴，大家共享、共赏。

篇6：高二英语模块5-8教案集(新课标版高二英语必修五教案教学设计)

Unit1 Module 5 Great Scientists

本单元教学内容分析:

本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。本单元所涉及的要点是：

（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。

（2）学习表示意愿、希望和建议的句型。

（3）学习过去分词作定语和表语的结构。

（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.

The 1st Period

Teaching Aims:

1. Learn some new words and expressions.

2. Know some great scientists and their achievements.

3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.

Difficult and Important Points:

1)Word study

2)Discuss in groups the stages in examining a new scientific idea.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Word Study according to the situations given (Do exercises)

Teaching Procedures:

Step I Warming up

1. What do you know about great scientists?

Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)

2.Check the answers with the whole class.

1).Archimedes (an ancient Greek mathematician & physicist)

2).Charles Darwin (British, author of The Origin of Species )

3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )

4).Gregor Mendel (Czech)

5).Marie Curie (Polish and French, won two Nobel Prizes)

6).Thomas Edison (an American inventor)

7).Leonardo da Vinci (a famous Italian artist)

8).Sir Humphry Davy (British)

9).Zhang Heng (Chinese, invented seismograph)

10).Stephen Hawking (a British astronomer)

Step II. Word Study

1.Read the new words after the tape.

2.Choose the correct words to complete the following sentences.

1) John Snow devoted himself to ________(science, scientific) research.

2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.

3) The boy needs one more stamp to make his collection __________ (complete, completely)

4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.

5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)

6) People who had drunk the __________ (polluting, polluted) water were dead.

7) I will tell him the good news ____________ I see him. (immediate, immediately)

8) I suggest _______(to have, having) a rest after working for such a long

time.

3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.

1.Who _______________ a theory about black holes?

2.What ______________ did you draw?

3.The car went out of ___________ and crashed.

4.SARS is a terrible _____________ disease.

5.He _____________ a difficult argument skillfully.

6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.

7. Everyone was silent as he ___________ the winner of the match.

8._____________ visiting the zoo, we went to the museum.

Step III. Practice (using inductive method)

Use the correct form of the words to fill in the blanks.

Infection

examination=exam

Science /scientist

Conclude

Analysis

Defeat

Value

announcement /announcer

Instruction

Calculate

contribution /contributor contributive

Instructor/instruction

Move

Rejection

Create

Completion

Persuader Persuade

n. adj. adv.

Certain certainly

co-operation X

Revolution X

Privacy隐私；隐居 Private

X backward

Enthusiasm enthusiastically

Logic logically

Step IV. Pre-reading

Discussion:

1.What five most important qualities do you think a scientist should have? Give the reasons.

generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful

2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?

Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary

After reading the following passage, put the correct stages into the reading about research into a disease.

Step V. Summary

Step VI. Homework Assignment

1.Read the passage John Snow Defeats “King Cholera”.

2. Learn the new words by heart and prepare for tomorrow’s dictation.

The 2nd Period

Teaching aims:

1. Learn some new words and expressions .

2. Improve the students’ reading skills.

3. Know how to prove a new idea in scientific research.

Difficult and Important Points:

1）Reading comprehension

2）What did John Snow do to prove a new idea in scientific research?

Teaching Methods:

1. Group work

2. Competition

3. Illustration

4. Deductive Method

Teaching Procedures:

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854 Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

7

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.

Careful reading

Read each paragraph and find out what evidence or approach is John

Paragraph Stages in an experiment Example in this investigation

1 Find a problem What causes cholera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where they got their water.

4 Collect results Plot information on a map to find out where people died or did not die.

5 Analyze results Analyze the water to see if that is the cause of the illness.

6 Repeat if necessary Find other evidence to confirm your conclusion.

7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.

Snow used in the stage of experiment, then fill in the chart below.

Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary

Step VII. Homework assignment

1.Finish Ex.1 on P42.

2. Retell the story.

3. Prepare for tomorrow’s dictation.

The 3rd Period

Teaching Aims:

1. Learn expressions & phrases

2. Learn.language points

Difficult and Important Points:

1）Language points

2）The usage of “suggest & in addition”

Teaching Methods:

Presentation & Practice

Teaching Procedures:

Step I Revision

Have a dictation

Step II. Check the answers

Check the answers of yesterday’s homework (P42.Using Words and Expressions)

Step III. Expressions & phrases

Expressions & phrases (1)

1.know about… 了解……的情况

2.lift up 举起;抬起;提升

3.steam engine 蒸汽机

4.physical characteristic 人体的特征

5.put forward a theory about black holes提出一个有关黑洞的理论

6. infectious disease 传染性的疾病

7. in scientific research 在科学研究上

8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论

10. analyze the results 分析结果

11. a well-known doctor 一个著名的医生

12. ordinary people 百姓;普通人

13. expose (…)to sth. 暴露(…..)在……中

14. the most deadly disease 最致命的疾病

15. terrified people 被吓坏的人们

16. get interested in sth./doing sth. 对…产生兴趣

17. absorb sth. into… 把….吸收入….

18. gather the information 收集信息

19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索

21. the water pump 水泵

22. in addition (to…) 除..…之外还有…

23. link … to … 将….和….联系起来 (be linked to…)

24. have it delivered (have sth. done) 叫某人送东西

25. die of… 死于…26. announce with certainty 肯定地宣布

27. polluted water 被污染的水

28. prevent sb. from doing sth. 阻止某人干某事

29. deal with… 处理……30. solve the problem 解决难题

Expressions & Phrases (2)

1.come to an end 到了尽头

2.find the cause of this illness 找出疾病的起因

3.look into… 调查……4.apart from… 除…..之外;此外 (=except for…)

5.prepare for… 预备好….

6.be strict with sb. 对某人严格要求

7.a revolutionary theory 一个革命性的理论

8.lead to… 通向…. ;导致… (注意:to为介词)

9.make sense 有意义

10. at times =sometimes 有时候

11. contribute to sth. 有助于;促进

12. encourage sb. to do sth. 鼓励某人做某事

13. point of view 观点

14. living conditions 居住条件

15. break… in/into pieces 把…摔成碎块

16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于…..

18. curved line 曲线

19. achieve great success 取得巨大的成功

Step IV. Language Points

1.discover & invent

discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.

Columbus discovered America in 1492.哥伦布于1492年发现了美洲.

Who discovered radium? 谁发现了镭?

invent v. “发明”,指的是发明原先不存在的东西.

Who invented the steam engine? 谁发明了蒸汽机?

2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?

the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.

the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.

I don’t like the way (that / in which) you speak to your father.

我不喜欢你跟你父亲讲话的方式.

与way相关的短语:by the way 顺便说 、

by way of … 通过……的方法，经，由

lose one’s way 迷路

no way (俚语) 没门,别想

feel one’s way 摸黑走,谨慎从事

on one’s way to…在去…的路上

in this way=by this means=with this method用这种方法

3.Who put forward a theory about black holes?谁提出了黑洞的理论?

put forward

(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)

(2)推荐某人或自己任职位;提名

May I put your name forward as our monitor?

我能否提名你当我们的班长?

put away 抛弃;舍弃 put down 写下来;记入名单;

put on 穿上;戴上;增加 put off 耽误;延期

put out 熄灭(灯);扑灭 (火) put up 建立;建造

put up with… 忍受……

You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.

A. put on B. put down C. put back D. put off

4.This was the most deadly disease of its day.

die (v.) dead (adj.) death (n.)

deadly

adj. (1).dangerous; likely to cause death 危险的;致命的

a deadly disease/weapon

(2). highly effective against sth. or sb不强有力的;致命的

a deadly remark 击中要害的评论

(3)aiming to kill or destroy意在杀死的;不共戴天的:

a deadly enemy不共戴天的敌人

adv. (1). Very极度;非常;十分: deadly serious 十分认真

(2). like death 死一般地: deadly pale 死一般苍白

5.But he became inspired when he thought about helping ordinary people exposed to cholera.

expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.

expose v.

(1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.

(2)to reveal the guilt or wrong doing of …揭露;揭发

He exposed their plot.他揭穿了他们的阴谋.

I threatened to expose him ( to the police).我威胁要(向警察)揭发他.

expose to 使易受,使受 expose a fraud 揭穿骗局

expose sth. to the light of day 把某事暴露于光天化日之下

6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.

every time是连词,引导时间状语从句,意为“每次,每当”,如:

Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.

immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:

I will give the letter to him immediately I see him.我一见到他就把这封信给他.

I came directly I got your letter.我一接到你的信就来了.

7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)

8.absorb v. 吸收(液体);承受;承担 (费用等)

Use the cloth to absorb the spilled ink. 吸干撒的墨水

We will not absorb these charges.我们不能承担这些费用.

absorb…in/by..吸引.注意

I was absorbed in a book and didn’t hear you call.专心看书

absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.

这家大公司逐渐将这些小的公司吞并了。

9.valuable

(1) adj. worth a lot of money值钱的;贵重的;有价值的

a valuable diamond 贵重的宝石 valuable information 重大的消息

(2) n. (常用复数形式) sth. that worth lots of money贵重物品

Mary kept her valuables in a safe.

玛丽把她的贵重的东西藏在保险箱里.

10.in addition adv. as well as 另外

In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.

A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.Step V. Practice

Finish the exercises on P4 & P42.P43 Ex.3.4.5.

Step VI Homework Assignment

The 4th Period

Teaching Aims:

1. Teach grammar (The Past Participle as the Predicative & Attribute)

2. Improve the students’ listening skills.

Difficult and Important Points:

1)Learn the grammar(The Past Participle as the Predicative & Attribute)

2)Have the Ss sum up the function of the past participle using inductive method.

Teaching Methods:

1. Inductive Method

2. Group work

Teaching Procedures:

Step I Dictation

Step II. Grammar

1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.

1) I was angry with him for keeping me waiting so long.

2) She is a beautiful young lady.

3) He got worried about losing the money.

4) Sally was so excited at the good news.

5) So many thousands of terrified people died.

2.Please classify the words that you identify into groups and explain why you divide them into these groups.

angry beautiful young

worried excited terrified

3. Now use a different past participle/adjective in each sentence to change the mood of the sentence.

4. Discovering Useful Structures P4

(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known doctor in London. (Attribute)

2) John Snow told the astonished people in Broad Street. (Attribute)

3) He got interested in the two theories.(predicative)

4) Neither its cause, nor its cure was understood. (Predicative)

(2). Complete the table with phrases that have the same meaning

Step III. Listening P5 Using language

Step IV. Discussion

In pairs discuss what scientific job each of you would like to choose in the future.

(Refer to the questions &expressions on P6 that may help you)

Step V. Exercises

Finish Ex. 2 on P42. (Translation)

Finish Ex.1&2 on P44.(Using structures)

Step VI. Summary

Step VII. Homework assignment

The 5th Period

Teaching Aims:

1. Improve the students reading skills.

2. Learn something about Copernicus and his Revolutionary Theory

3. Learn how to accomplish a persuasive writing.

Difficult and Important Points:

1)Reading Comprehension

2)Persuasive writing.

Teaching Methods:

Comparative method

Teaching Procedures:

Step I Warming up

1.Do you know what is the center of the solar system?

2.Can you name the nine planets in the solar system?

Mnemonics (记忆术)

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.

Step II. Reading

Title of the passage: Copernicus’ Revolutionary TheoryFast reading

Listen to the tape, and find out the answers to the questions.

1. What did Copernicus think was the center of the solar system?

2.When did Copernicus publish his theory?Careful reading

Why didn’t Copernicus publish his theory before he died?

Step III. Reading comprehension

P7. 1.Use the reading to help you draw the two theories of the universe.

Before Copernicus’ theory

A diagram showing the solar system with the earth at its centre

Showing Copernicus’ theory

A diagram showing the solar system with the sun at its centre

Step IV. Persuasive writing (Please refer to P8 Learning Tip)

Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.

First you need to collect your ideas. For example:

He believes his new theory is true.

There are problems with the present theory.

He has done many years of observations to prove his new theory is true.

Science can’t develop unless people publish their ideas.

Time will show if his theory is true or not.

Here is a plan:

Beginning: Tell Copernicus who you are and why you want him to publish his ideas.

Paragraph 1: Reason 1 and evidence.

Paragraph 2: Reason 2 and evidence.

Summing up: Ask him to think again about publishing his ideas.

One possible version:

Dear Nicolaus Copernicus,

I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.

I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you will feel you can publish your new theory.

Yours sincerely,

Zhang Hua

Step V. Summary

Step VI. Homework assignment

1. Surf the Internet and get more information about Copernicus.

www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision

Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .

In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.

Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from www.library.rdg.ac.uk/colls/special/featureditem/copernicus

The 6th Period

Teaching Aims:

1. Improve the students’ listening skills.

2. Improve the students’ speaking skills.

Difficult and Important Points:

1)Listening

2)Help Ss overcome the difficulties in listening material.

Teaching Methods:

Class activities to help motivate the Ss’ interest of learning English.

Teaching Procedures:

Step I Warming up

1.Which plant and animal do you like best? Can you classify them into a system ?

2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.

Step II. Listening P41

1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.

A. This is about a man who wants to name a flower.

B. This is about a man who finds a flower and wants to own it.

C. This is about a man who finds a flower and wants to know if it is a new species of flower.

2. Listen to the tape again and try to complete the following passage.

To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals.

Step III. Talking P41

Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call)

How will I recognize you?

What special features do you have?

What will you wear?

How will I know you?

What do you look like?

You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…

Step IV. Play a game: Can you guess who he/she is?

One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.

Step V. Summary

Step VI. Homework assignment

The 7th Period

Teaching Aims:

1. Improve the students listening and reading skills.

2. Learn something about topology.

Difficult and Important Points:

Reading

What is Euler path?

Teaching Methods:

Use Puzzle & Diagram to make the passage clear and easily understood.

Teaching Procedures:

Step I Listening

Listening task P44

Step II. Play a Puzzle game

Can you go over it without missing any points or going over a line twice?

A A A

D D E

B C B C B C

Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”

Step III. Reading ( P45 ) Finding The Solution

1. Background

Leonhard Euler (1707-1783)

Born: 15 April 1707 in Basel, Switzerland

Died: 18 Sept 1783 in St Petersburg, Russia

Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.

2.Reading

What is Euler path?

Step IV. Work out the following Puzzles on P45&46.

Step V. Summary

Step VI. Homework assignment

The 8th Period

Teaching Aims:

Improve the students’ writing & speaking skills.

Difficult and Important Points:

1)Writing & “Peer response”

2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)

Teaching Methods:

Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.

Teaching Procedures:

Step I Warming up (5mins)

Talk about “Great”.

What thing or person do you think is great? Give an example.

Step II. Writing Task (P47) (20mins)

Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.

Step III. Peer Response

Group work: Peer Response (3 pluses and 1 wish) (15mins)

Peer Response

Class ________ Name:________ Date:________

Peer 1. Name:_________ Title:_______________________

+ _____________________________________________

+ _____________________________________________

+ _____________________________________________

? _____________________________________________

Peer 2. Name:_________ Title:______________________

+ _____________________________________________

+ _____________________________________________

+ _____________________________________________

? ______________________________________________

Step IV. Homework assignment

(1) Revise the composition and hand it in tomorrow.

(2) Review for tomorrow’s test.

Unit2 Module 5 The United Kingdom

教学内容分析:

本单元主要话题是“英国”。 通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。

本单元所涉及的要点是：

（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。

（2）了解伦敦的一些著名景观。

（3）学习过去分词作宾语补足语的句型。

（4）掌握与人交流语言理解有困难时请求别人重复的几 种表达方式。

The 1st Period ( Reading )

Teaching Aims:

Enable the students to know the UK in geography and history.

Teaching Important Points and Difficult Points:

How to understand the geographic puzzle of the UK.

Teaching Methods:

Skimming and task-based activities.

Teaching Procedures:

Step I Warming up

1. Background knowledge:

Name: The United Kingdom of Great Britain and Northern Ireland

Countries: England, Scotland, Wales, Northern Ireland

Capital: London

Location: Western Europe

Population: 60,441,457 (July )

Language: English, Welsh, Scottish

Ethnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,

Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8%

Area: Total 244,820 sqk.

Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcast

Natural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)

Task 1: Describe briefly the UK according to the map.

1.The UK is surrounded by water in all sides.

2. On the west of the Great Britain lies the Irish Sea .

3. On the south of England lies the English Channel .

4. On the northeast lies the North Sea .

5. On the north is the North Atlantic Ocean .

Task 2

Ss do the quiz on page 9.

Step II. Pre- reading

Task 3. Ss discuss and answer the following questions.

1. Can you name the capital cities of the countries of the UK?

2. England can be divided into three main areas. Do you know what they are?

3. What do you know about any cities or towns in the UK?

Step III. While-reading

Task 4. Read the title and predict what the text will tell you.

Task 5. Talk about the different flags of the countries of the UK

Task 6. Skimming

According to the text, join lines to the right answer.

Para. 1. Explains the joining of England and Wales.

Para. 2. States topic to be examined in the reading.

Para. 3. Explains the importance of London as a

cultural and political centre in the UK.

Para. 4. Explains what the term “Great Britain”

means and how it came about.

Para. 5. Explains differences in the four countries.

Para. 6. Explains how England is divided into three zones.

Task 7. Answer the questions

1. The Union Jack flag unites the three flags of three countries

in the United Kingdom. Which country is left out? Why?

__________________________________________________

2. What three countries does British Airways represent?

1. ________ 2. ________ 3. __________

3. Which group of invaders did not influence London?

________________________________________________

Task 8. Ss read and get the general idea of the parts

Step IV. After-reading

Write a short summary of the passage.

The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.

Step VI. Homework assignment

1. Read the whole passage and retell.

2. Go to the net to get more information about UK.

The 2nd Period (Language points)

Teaching Aims:

3. Learn expressions & phrases

4. Learn language points

Teaching Important Points:

Language points

Teaching Difficult Points:

Have /get sth. Done

Teaching Methods:

Presentation & Practice

Teaching Procedures:

Step I Revision

Retell the passage.

Step II. Expressions & phrases

Expressions & phrases (1)

1. consist of 由…组成

2. divided into 分开

3. There is no need (for sb.) to do…

4. debate about sth. 为…争辩（争论）

5. refer to 提及，谈到

6. connect to /link to 连接

7. as well (as ) 也，还有

8. to one’s (great) surprise 使…吃惊

9. find sb./ sth. done (doing) 发现某人（物）处于某种状态下

10. get sb. / sth. done

11. break away (from) 挣脱

12. break down （机器、车辆）坏

13. for convenience 为了方便

14. be known as/ for /to /by

15.keep one’s eyes open 睁大眼睛

16.make sth. worthwhile 使… 值得

17.leave out 省去；遗漏；不考虑

18. find out 发现

19. on the phone 在电话里

20. be on holiday 在度假

21. in memory of 为了纪念

22. leave for 动身去某地

23. ring out 发出响声，响起

24. make a list of 列出…的清单

25. pass through 通过

26. be on show 在展出

27. take the place of 代替，取代

28. remain doing 仍然在做…

29. on (special) occasions 在（特殊） 场合

30. feel / be proud of 为…而自豪

31. fall asleep 睡觉

Step IV. Language Points

1. consist of ＝ be made up of 由….组成 (没有进行时）

eg: The UK consists of Great Britain and Northern

Ireland.

＝Great Britain and Northern Ireland make up the UK.

The soup consists of tomatoes, meat and peas.

consist in = lie in 存在与；在于(无被动形式)

eg: The beauty of air travel consists in its speed

and ease.

consist with: 一致

The report consists with facts.

2. 区别:

separate …from (把联合在一起或靠近的人或物分离出来）

divide…into 把…分开 （把整体分为若干部分）

eg: The teacher divided the class into two groups.

eg: The Taiwan Strait separates Taiwan from Fujian.

As we joined the big crowd, I got ______ from my friends.

A. separated B. spared C. lost D. missed

3. There is no need to do sth 没必要做某事

eg: There is no need for you to help him.

There is no need to worry at all.

4. debate about sth.

eg. They debate about the proposal for three days.

debate /argue/ quarrel

5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了

eg. I hope what I say will clarify the situation.

Can you clarify the question?

6. be linked to = be connected to /be joined to

This wire connects _____ that one.

A. with B. to C. of D. on

7. refer to

1) 提及，指的是…

eg: When he said “some students”, do you think he

was referring to us?

2) 参考；查阅;询问

eg: If you don’t understand a word you may refer to

your dictionaries.

Please refer to the last page of the book for

answers.

3) 关系到；关乎

eg: What I have to say refers to all of you.

This rule refers to everyone.

It was foolish of him to _____ his notes during that

important test, and as a result, he got punished.

A. stick to B. refer to C. keep to D. point to

reference: n. reference book

8. join A to B /link A to B 把A和B连接

eg: The Channel Tunnel will join Britain to Europe

by road.

9. included /including

10. name: n. v.

11. to one’s surprise

(prep)

“to one’s +名词” 表 “令某人…”

常见的名词有 “ delight, disappointment, enjoyment;

astonishment 等

eg: I discovered, to my horror, that the goods were

entirely unfit for sale.

To John’s great relief they reached the house at

last.

12. …found themselves united peacefully

“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；

不定式）”

eg: A cook will be immediately fired if he is found

smoking in the kitchen.

You’ll find him easy to get along with.

They found themselves trapped by the bush fire.

When I woke up, I found myself in hospital.

I called on him yesterday, but I found him out.

13. get sth done =have sth done 使某事被做

eg: I'll just get these dishes washed and then I'll

come.

get + n. + to do

get + n. + doing

eg. You’ll get her to agree.

l’ll get the car going.

get done: 用于意想不到、突然或偶然发生，意为“被….”

Be careful when you cross this very busy street.

If not, you may _____ run over by a car.

A. have B. get C. become D. turn

14. break away (from sb / sth) 脱离；破除…

eg: It is not easy for him to break away from bad

habits.

The man broke away from his guards.

break down (会谈)破裂，失败；(汽车等)出故障;

(人的健康状况)变得恶劣；（情感）失控

eg. His car broke down on the way to work this

morning.

His health broke down under the pressure of work.

He broke down and wept when he heard the news.

Talks between the two countries have completely

broken down.

区别：break in 闯入;打岔 break off 中断，折断

break into 闯入 break out 爆发;发生

break up 驱散;分散,拆散

News reports say peace talks between the two

countries_____ with no agreement reached.

A. have broken down B. have broken out

C. have broken in D. have broken up

15. as well as 不仅…而且; 既…又…

eg: He is a teacher as well as a writer.

The children as well as their father were seen

playing football in the street.

16. relation: 关系；亲戚

eg. The cost of this project has no relation to the

results.

He is a close relation of mine.

17. convenience: n.方便；便利

We bought this house for its convenience.

convenient: adj.

be convenient to sb.

come and see me whenever ___________.

A. you are convenient

B. you will be convenient

C. it is convenient to you

D. it will be convenient to you.

18. be known as 作为…(身份)出名

be known for 因…而出名

be known to 为…所知

be known by 根据… 得知

eg: Fu Biao is known to everyone as a good actor.

He was known for his frankness.

19. attraction:

un. 1). 吸引；引力

cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目

Eg. attraction of gravitation 重力

He can’t resist the attraction of the sea on a hot

day.

A big city offers m

篇7：新课标高二必修5教案集(新课标版高二英语必修五教案教学设计)

设计教师：黄敏丽

Unit 1 Great Scientists

Teaching Goals:

1. Enable the Ss to familiar with some famous scientists and their contributions.

2. Enable the Ss to learn how to organize a scientific research.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1. Skimming & scanning methods to make the Ss get a good understanding of the text.

2.Discussion methods to make the Ss understand what they’ve learned in class.

3.Pair work of group to get every student to take part in the teaching-and-learning activities.

4.Competition and role-play method to arouse the Ss’ interest

Teaching process:

Period 1 Word study, Warming up, pre-reading

Pre-class task:

1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word

2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.

Step 1 Learning Goals

Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1

Step 2 Word Study

1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair

2. Practice Use the correct form of the words to fill in the blanks.

n. v. adj.

infection Infect Infectious

examination=exam examine X

science /scientist X scientific

conclusion conclude X

analysis analyse X

defeat defeat X

value Value(估价，评价) valuable

instructor/instruction instruct Instructive(有益的，教育性的)

contribution /contributor contribute contributive

creation create creative

calculation calculate X

movement move movable

completion complete completive(完成的，完全的)

enthusiasm X enthusiastic

Step 3. Warming up (Group competition and introduce the great scientists)

1.Check the answers to the quiz to find out which group know the most .

2.Introduce the great scientists.

1) Archimedes (287-212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.

“Give me a place to stand on, and I can move the earth.” ----Archimedes

2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.

3) Gregor Mendel(1822-1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.

4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.

6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.

7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.

8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.

9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.

Step 4 Pre-reading

1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.

clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave

2. (Group work) Ex2, p1

Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?

8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question

1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary

Step 5. Summary

Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.

learning without thought is a labour lost; thought without learning is perilous(危险的)

3. To know the disease is half the cure. 找出病根等于医治了一半。

Step 6 Homework

1. Preview the reading passage John Snow Defeats “King Cholera”(p2)

2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class

3. Read notes ①--⑨ to Unit 1, p76-77

4. Listening exercise P41,Ex 1&2

Period 2 Fast Reading (P2)

Step 1 Homework checking p41 Listening

Step 2 Lead in

1.Invite 2-3 Ss to introduce the scientists they admire most to the class

2. Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.

3.Give information of the deadly disease cholera

1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)

2) What kind of disease is it ?

Name cholera

Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)

Aftereffect(后果) die quickly from a loss of liquid

Step 3 Fast Reading：

Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.

1）What was the cause of this disease ? 2)How did John Snow find it out?

Para 1: the problem Para 2: the cause----two theories Para 3: the method

Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion

Show pictures of water pump and teach handle

Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)

Step 4 Discussion

1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.

Para. Stages in an experiment Examples in this investigation

1 Find a problem What cause colera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where to get water

4 Collect results Plot information on a map to find out where people die or didn’tdie

5 Analyse results Analyse the water to see if that was the cause of the illness

6 Repeat if neccessary Find out evidence to confirm you conclusion

7 Draw a conclusion The water is to blame

2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.

Step VI. Homework

1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one’s way to, make up one’s mind, make sure, make room for)

2)Find out the phrases according to the Chinese (part 1 on the paper for language points)

3)Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1

4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text

Period 3

1.Learn expressions & phrases

2.Learn.language points ：Difficult and Important Points:

1）Language points 2）The usage of “suggest & in addition”

Teaching Methods: Presentation & Practice

Teaching Procedures:

Step I Homework checking.

Step II. Expressions & phrases

1.know about… 了解……的情况

2.lift up 举起;抬起;提升

3.steam engine 蒸汽机

4.physical characteristic 人体的特征

5.put forward a theory about black holes

提出一个有关黑洞的理论

6. infectious disease 传染性的疾病

7. in scientific research 在科学研究上

8. examine a new scientific idea

验证一个新的科学思想

9. draw a conclusion 得出结论

10. analyze the results 分析结果

11. a well-known doctor 一个著名的医生

12. ordinary people 百姓;普通人

13. expose (…)to sth. 暴露(…..)在……中

14. the most deadly disease 最致命的疾病

15. terrified people 被吓坏的人们

16. get interested in sth./doing sth.对…产生兴趣

17. absorb sth. into… 把….吸收入….

18. gather the information 收集信息

19. determine to do sth. 决心干某事

20. a valuable clue 一条珍贵的线索

21. the water pump 水泵

22. in addition (to…) 除..…之外还有…

23. link … to … 将…和…联系起来

(be linked to…)

24. have it delivered (have sth. done) 叫某人送东西

25. die of… 死于…

26. announce with certainty 肯定地宣布

27. polluted water 被污染的水

28. prevent sb. from doing sth.阻止某人干某事

29. deal with… 处理……

30. solve the problem 解决难题

Expressions & Phrases (2)

1.come to an end 到了尽头

2.find the cause of this illness 找出疾病的起因

3.look into… 调查……

4.apart from…除…之外;此外 (=except for…)

5.prepare for… 预备好….

6.be strict with sb. 对某人严格要求

7.a revolutionary theory 一个革命性的理论

8.lead to… 通向…. ;导致… (注意:to为介词)

9.make sense 有意义

10. at times =sometimes 有时候

11. contribute to sth. 有助于;促进

12. encourage sb. to do sth. 鼓励某人做某事

13. point of view 观点

14. living conditions 居住条件

15. break… in/into pieces 把…摔成碎块

16. be devoted to sth./sb.专致于.; 关心;挚爱…

17. devote one’s life to doing sth. 献身于…..

18. curved line 曲线

19. achieve great success 取得巨大的成功

Step IV. Language Points

1.discover & invent

discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.

Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.

2)Who discovered radium? 谁发现了镭?

invent v. “发明”,指的是发明原先不存在的东西.

Eg.Who invented the steam engine? 谁发明了蒸汽机?

2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?

the way of doing sth.= the way to do sth … “做…..的方法”

She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.

the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.

Eg.I don’t like the way (that / in which) you speak to your father.

我不喜欢你跟你父亲讲话的方式.

与way相关的短语:

by the way 顺便说 by way of … 通过……的方法，经，由

lose one’s way 迷路 no way (俚语) 没门,别想

feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上

in this way=by this means=with this method用这种方法

3.Who put forward a theory about black holes?谁提出了黑洞的理论?

put forward

(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)

(2)推荐某人或自己任职位;提名

Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?

put away 抛弃;舍弃 put down 写下来;记入名单;

put on 穿上;戴上;增加 put off 耽误;延期

put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……

You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.

A. put on B. put down C. put back D. put off

4.This was the most deadly disease of its day.

die (v.) dead (adj.) death (n.) deadly (adj.)

adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon

(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论

(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人

adv. (1). Very极度;非常;十分: deadly serious 十分认真

(2). like death 死一般地: deadly pale 死一般苍白

5.But he became inspired when he thought about helping ordinary people exposed to cholera.

expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.

如:The book written by Luxun is very popular.

expose v.

(1)to make visible 暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.

(2)to reveal the guilt or wrong doing of …揭露;揭发 eg.He exposed their plot.他揭穿了他们的阴谋.

I threatened to expose him ( to the police).我威胁要(向警察)揭发他.

expose to 使易受,使受 expose a fraud 揭穿骗局

expose sth. to the light of day 把某事暴露于光天化日之下

6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.

every time是连词,引导时间状语从句,意为“每次,每当”,如:

Every time I meet him, I always think of the things happened between us.

每次见到他,我就想起发生在我们之间的事情.

immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,

eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.

2)I came directly I got your letter.我一接到你的信就来了.

7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)

8.absorb v. 吸收(液体);承受;承担 (费用等)

Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水

2)We will not absorb these charges.我们不能承担这些费用.

absorb…in/by..吸引.注意

eg.I was absorbed in a book and didn’t hear you call.专心看书

absorb…into…吸收…

eg.The big company has gradually absorbed these small companies into its own organization.

这家大公司逐渐将这些小的公司吞并了。

9.valuable

(1) adj. worth a lot of money值钱的;贵重的;有价值的

a valuable diamond 贵重的宝石 valuable information 重大的消息

(2) n. (常用复数形式) sth. that worth lots of money贵重物品

Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.

10.in addition adv. as well as 另外

Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.

2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.

Step V. Practice

Finish the exercises on P4 & P42.P43 Ex.3.4.5.

Step VI Homework Assignment

2. Ss raise Qs on some difficult points they found while reading the text

Deal with the Language points exercises with the help of the notes on the paper

Step 3 Homework

1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1

2. Finish P4, “Discovering useful structures” Ex1 (explain)

3. Preview the notes of Grammar on the paper for language points

4. Review the words for tomorrow’s dictation.

Period 4

Step1 Dictation

Step 2 Homework checking

P42, Ex 1, P43, Ex 3, P44 Ex1

Step 3 Grammar

1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.

1) I was angry with him for keeping me waiting so long.

2) She is a beautiful young lady.

3) He got worried about losing the money.

4) Sally was so excited at the good news.

5) So many thousands of terrified people died.

2. Discovering Useful Structures ( P4 )

(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.

1) Doctor John Snow was a well-known doctor in London. (attribute)

2) John Snow told the astonished people in Broad Street. (attribute)

3) He got interested in the two theories.(predicative)

4) Neither its cause, nor its cure was understood. (predicative)

(2).Teach how past participle used 过去分词(The past participle)用法总结

1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。

3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.

5)People from all countries are respected and different views and opinions are tolerated.

2.作定语：1）Polluted air and water are harmful to people’s health.

2）A broken cup is lying on the ground.

3）This is one of the houses built last year. =which was built last year.

4）I want to write about people addicted to drugs.

5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.

3.作宾语补足语：可以带过去分词作宾语补足语的动词有：

1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词

1） He found his hometown greatly changed when he came back from abroad.

2）He once heard the song sung in German.

3）Every thought the match lost.

4）Frnk Lloyd Wright found himself inspired by Japanese seashells.

2) make, get, have, keep 等表示“致使”意义的动词：

1. He’s going to have his hair cut.

2. She had her foot injured in the fall.

3. When you talk, you have to at least make yourself understood.

4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)

5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.

3）表示“希望” “要求”等意义的动词：

1） He won’t like such questions (to be ) discussed at the meeting .

2） I want this letter (to be ) typed now.

3）They ordered the film banned.（禁演）

4） They want their buildings constructed in a way to look unnatural.

4.作状语：

The trainer appeared, followed by six little dogs.

Once seen, it can never be forgotten. =Once it is seen,

Seen from the hill, the park looks very beautiful = When it is seen from the hill,

Given more time, we could do it much better. = If we were given more time,

Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.

Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.

(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning”(in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)

(4) Exercises

Period 5

Step 1. Warming up

1.Get 1-2 Ss to report to the class information of Copernicus

( Who is he? What achievement did he make? When? …)

2. Background Supplementary: Background

Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .

In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.

Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.

3 Get Ss to give the names of the nine planets of the solar system .

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

Can you use a good method to memorize them ?

My Very Easy Method: Just Set Up Nine Planets

Step 2 Reading ----Copernicus’ Revolutionary Theory (P6-7)

1. Fast reading: Listen to the tape, and find out the answers to the questions.

1). What did Copernicus think was the center of the solar system?

2). When did Copernicus publish his theory?

3) Why didn’t Copernicus publish his theory before he died?

2. Reading comprehension

P7. 1.Use the reading to help you draw the two theories of the universe.

Before Copernicus’ theory

A diagram showing the solar system with the earth at its centre

Showing Copernicus’ theory

A diagram showing the solar system with the sun at its center

Step 3. Homework

1 Revise the composition and hand it in tomorrow.

2 Revise the language points for tomorrow’s quiz.

Period 6 Exercises & Summary

Unit 2 The United Kingdom

Teaching Goals:

1. Get the students to know the information about the United Kingdom.

2. Encourage the students to talk out what they know about the UK and Ireland.

3. Help the students learn to get information by listening.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss’ interest

Teaching procedures

Period 1

Step 1. New words study.

Get Ss read the new words from P93-94 by themselves.

Ss read the new words together.

T correct some mis-pronounciation for the students.

Step 2 Introduction of the UK.

Area: 244,820sq.km.

Population: 59,113,439

Languages: English, Kymric, Gaelic

Religion: Catholicism

Composing countries: England Wales Scotland Northern Ireland

Capitals: London Cardiff Edinburgh Belfast

Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.

Step 4 Pre-reading.

Q: England can be divided into three main areas. Do you know what they are?

The south, the Midlands and the north

Step 5 Fast reading.

Ss read the passage within 4 minutes to find the answers to comprehending 1.

1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?

The country left out is Wales. It is usually assumed to be part of England

2 What three countries does British Airways represent?

1 England 2.Scotland 3 Northern Ireland

3 Which group of invaders did not influence London?

The Vikings didn’t influence London, it influence the vocabulary of the North.

Period2

Step1: Intensive Reading.

Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.

Part1(Para.1-4): what England includes; about Great Britain; the UK.

Part2 (Para.5):the geographical division of England into zones; their similarities and differences.

Part3(Para.6): the cultural importance of London.

Step2. Teaching new words and structures

1.consist vi.组成；在于；存在于

常用搭配：consist of =be made up of 由……组成；由……构成

Eg. The team consists of four Europeans and two Americans.

The committee consists of seven members.

consist in=lie in在于； 存在于

eg.What does happiness consist in?

The beauty of Venice consist in the style of its ancient buildings.

2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）

a Chinese puzzle（中国玩具）【比喻】复杂难懂之事

a cross-word puzzle（纵横填字游戏）

常用搭配：be in a puzzle about对……大惑不解

I am in a puzzle about the matter.我对这件事大惑不解。

2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解

The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。

3)vi. puzzle over苦思……

I puzzled over the question for quite a while.这个问题我想了好半天。

3.clarify vt., vi.解释；澄清；阐明

clarify matters澄清真相

The government has time and again clarified its position on equal pay for women?

政府已经反复阐明政府对男女同工同酬的立场。

His mind suddenly clarified.他的头脑突然清醒了。

4.convenience n.适合；方便

We bought this house for its convenience.

我们买下这所房子为的是它方便。

When and where will it suit your convenience for our next meeting?

“我们下次见面什么时候,什么地点对你方便?”

Please come at your convenience.请在你方便的时候前来。

常用搭配：for one’s convenience为 ……方便

for convenience’s sake为方便起见

at one’s convenience在……方便的时候

拓展：convenient adj. 方便的；便利的

Our house is convenient for the shops.

常用搭配：be convenient to sb. 对……方便

It is convenient for sb. to do sth.某人做……是方便的

Is it convenient for you to come tomorrow? 你明天来方便吗？

5.attraction n.吸引, 吸引力;吸引人的东西;引力

The idea of working for state-owned enterprises has little attraction to young people nowadays.

现时去国营企业就职的想法对年青人没有多大吸引力。

The tides are caused by the attraction of the moon for the earth.

潮汐是由月亮对地球的引力引起的。

A big city offers many and varied attractions.大城市有多种多样吸引人的东西。

拓展：attract v. 吸引

attractive adj. 有吸引力的

常用搭配：have attraction for sth. 对……有吸引力

attract one’s attention吸引某人的注意力

be attracted to sth.被……所吸引

6.influence 1) n.（常与on连用）影响力；感化力

My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。

Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。

2) n.（常与over, with连用）权力；势力

Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？

3).vt. 影响

My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。

常用搭配：under the influence of受到……的影响

influence on/upon对……的影响

注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.

I was deeply affected by the news

我深深被这消息所感动.

7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。

解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。

He found the room open.他发现房间是开着的。

The rain made the ground wet.雨使地面浸湿了。

2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。

I don’t think it is worthwhile.我认为不值得做这件事。

It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。

注意：worth, worthy 和worthwhile的区别

worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。

worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或 be worthy to be done 结构。

This book is well worth reading.这本书很值得一读。

This dictionary is worth ten yuan.这本字典值10元。

The place is worthy of a visit/ being visited.这个地方是值得参观的。

This suggestion is worthy to be considered.这个建议是值得考虑的。

Step5.Exercise

单句改错

The foreigner tried his best to make his point be understood.（删去be）

They found a piece of rope with one end tying in a circle.（tired）

They both spent t he night locking in the room.（locked）

What kept you so exciting? （excited）

I noticed the traffic holding up after a bad accident.（held）

It is a great c_______ to have a cell phone.

Generally speaking, students are i__________ by their teachers in world ands actions.

Don’t interrupt me！I am doing a word p________.

I must _________（澄清） my reasons for not having attended the meeting.

To be honest, I can’t tell what the a________ of this famous painting has.

convenience2.influenced3.puzzle4.clarify 5.attraction

Step6.Homework

Write a short summary of the passage.

Period 3 learning about language and Grammar

Teaching goals

1. Learn about the appositive clause.

2. Identify noun clauses.

3. Enable students to use new words.

Teaching procedures

Step 1 Review the vocabulary and complete the sentences.

a. Students work in pairs first.

b. The teacher check the answers.

Step 2 Brainstorming

a. Review the text and present the appositive clause by asking questions:

1. What impresses you most in the passage ?

The fact that impresses me most.

2. What have you already known before reading the passage ?

I have known the fact that

3. Did you hear any news about Britain recently ?

I heard the news that

b. Collect answers as many as possible ,reminding students

of sentence structure if find errors.

Step 3 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step 4 Tell the function of the following sentences.

1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.

2.The fact that Great Britain is made up of three countries is still unknown to many.

3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4.Some people feel that Wales is an ancient fairy land.

5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.

6.They realize that it is of great value to record and teach them to the younger generation.

Step 5 Consolidation

Consolidate what have been learned by doing further exercises.

Period 4 Using language (Reading: Sightseeing in London)

Step1 Revision：What is London famous for?

Big Ben , London Tower Bridge, Hyde Park, etc

Step 2 New words study.

Step 3 Read the passage and answer these questions

1 Who built the Tower of London? When was it built?

2. Who guarded the Queen’s jewels? What kind of clothes did they wear?

3.What interested her most? What kind of line is it?

4.which places did she visit on the last day?

5.What seemed strange to her?

Step 4 Make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.

sites of London comments

Day 1 1. Tower delight

2.St Paul’s Cathedral splendid and interesting

3.

Westminster Abby interesting

4 Big Ben famous and very loud

Day 2 Greenwich

famous and interesting

Day 3 Karl Marx’s statue

famous and interesting

British Museum

thrilled

Step 5 Language points

1. sightseeing n.& a.观光的 go sightseeing 观光 游览

sightsee v. 观光 sightseer n.观光客 游客

2. available adj.

1) (sth.)that can be used 可用的；可得到的

This was the only available room.

2)(sb.) be free to seen 可会见的

I am available in the afternoon.

He was not available for the interview.

3. delight n.&v. 愉快，乐趣，快乐

to one’s delight 令…感到愉快的是 delight sb. with sth. 用某物使某人高兴

delight in 喜欢，嗜好 take delight in 乐于，爱好

delighted adj. be delighted to do

1)I took delight in books.

2)To his delight, he passed the driving test.

3)She delights inbeing surrounded by admirers.

4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。

It looked splendid when first built!

当第一次建的时候它看上去很辉煌！

When first built=When it was first built

When asked why he was late , he went red.

Unless invited to speak, you should remain silent at the conference.

5.in memory of=in honor of 为了纪念

in celebration of 为了庆祝

eg: The museum was built in memory of the great writer – Lu Xun.

6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）

e.g:You can’t imagine that a well-behaved gentleman (should) be so rude to a lady.

It is strange that he know so much about me.

7.display n. & v. 陈列，展示，表露

on display 展览 on show 展示 =on exhibition

eg.The seller displays all kinds of fruits in the shop.

display one’s true feelings 表露自己真正的感受

8.thrill vt excite The film thrilled the audience

thrilling exciting a thrilling experience

thrilled excited

9.feel/be proud of 自豪（褒义） feel/be proud about 骄傲（贬义）

do sb proud 给人面子，待人客气 take pride in 以……为自豪

He takes a pride in his success.

He is proud of his success

Unit3 Life in the Future

Teaching Goals:

1. Predicting the good and bad changes in the future.

2. imagine the alien creatures.

Functions：

1. 做出预测（Making predictions）

Do you suppose that…?

Suppose that… I wonder if…

Do you imagine that…? I imagine that…

2. 猜测未来（Making conjectures about future）

Is it likely/ unlikely that… Possibly …

It is possible that … Most likely …

I’m sure… Probably…

Suppose that … Perhaps … Maybe …

Grammar:

1.过去分词作定语（The past participle as the attribute）

I followed him to collect a hovering carriage driven by computer.

Tomorrow you will be ready for some visits organized by computer.

2.过去分词作状语（The past participle as the adverbial）

Worried about the journey, I was unsettled for the first few days.

Confused by the new surroundings, I was hit by the lack of fresh air.

本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report

本单元所涉及的要点有：

1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。

2）学习表示预测，建议的的句型。

（3）学习过去分词作定语和状语的结构。

（4）学习写好“report”,以训练学生的逻辑思维及写作能力.

Period 1

Teaching Aims:

1. Learn some new words and expressions.

2. Help the students to talk about life in the past, at present and in the future.

3. Enable the students to describe the life in the past, at present and in the future.

Difficult and Important Points:

Compare life in the past, at present and in the future

What is life in the future like? What changes will take place?

Teaching Methods:

1. First and careful reading,

2. Asking and answering question activity

3. Individual, Pair work & group work

Teaching Procedures:

Step 1 warming up

Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years

Step 2: pre-reading

1.Can you tell what problems people are facing today?

2.what problems do you think people in the future will have overcome?Which ones will still be there or even

worse in AD3005?

Key: 1The problem of population will be solved,have begun to Control the birth rate.

2The problems will be still there,and will even worse.

3I don’t think so.Now scientists are trying their best to

develop new resources that human beings can make use of ,such as solar energy.In my opinion……

step 3： fast reading

Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

1.why did I have the chance to travel to the year AD3005?

2. What is a “ time lag”?

3. How did I feel when I was in the capsule?

4who guides my trip?

5.why did my guide give me some tables?

6.who transported us to the future?

Key 1. I took up the prize I won the year before.

2. “Time lag”means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

1How did I feel as soon as I was transported to the future?

After the writer was transported to the future,he was hit by the lack of fresh air.

2.how did Wang Ping solve this problem?

Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.

3.what do you think has caused this kind of problem?

Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.

1 What did Wang Ping’s house look like?

His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .

2 What was the green wall made of? What’s the purpose of building this kind of green wall?

The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.

3 How can you produce a TV set in Wang Ping’s house?

You can just flash a switch on the computer screen and a TV set will rise from the floor.

Good changes

Bad changes

Time travel Can travel to

Different times

as you wish After-effects of travel

transport .can move swiftly Disorganized, difficult to

find way

houses save living space Short of space

Towns Busy, look like

markets Easy to get lost

Air quality Own family

oxygen supply Poor quality in public places

Sample answers Ex.2

I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,

The 2nd period

Teaching aims:

Learn expressions & phrases

Learn.language points

Difficult and Important Points:

1）Language points

2）The usage of “take up and sweep”

Teaching Methods:

Presentation & Practice

Teaching Procedures:

Step I Revision

Have a dictation

Step II. Check the answers

1)eck the answers of yesterday’s homework (P42.Using Words and Expressions)

Step three language point

1. I still can’t believe that I am taking up my prize that was won last year

Take up 开始做，占用， 选修

a.When does the manager take up his job?

b.he has take up art in college

c.He decided to take p photography as his career.

开放思维：

Take off 脱下， 起飞 Take over接管

Take to 喜欢上， 对…产生好感

a. Helen always helps her mother even though going to school____most of her day

A.Takes up B.makes up C.saves up D.puts up

2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005

我得不断擦拭自己的眼睛来提醒自己， 我已到了公元30

Remind: to make someone remember something that they must do

Remind sb about sth提醒某人某事

Remind sb to do sth

Remind sb that/ where/how

3. As a result, I suffered from ‘time lag”

As a result: because of something that has happened结果，由于…的结果

e.g He worked hard, and as a result, he got promoted quickly.

Suffer from: to experience 患有…为…所苦。

he suffer from headache.

发散思维：

suffering n. 痛苦，劳苦 sufferance n.容忍， 忍耐

4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.

这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样， 所不同是是， 它意味着你的脑海里不停地从以前的时间断地直往回闪去

Similar /Be similar to: 与…相似

A cat is similar to a tiger in many respects.

similarity n.类似，相似 similarly: adv 相似地， 同样地

b. Keep doing something: 继续做某事

It kept raining for a week

c. Flashback:闪回， 倒叙

The event in his happy family life are shown in flashback.

5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.

Sweep up:本意是打扫， 清扫，经常引申为“横扫， 掠过”等意思

The leaves were swept up into the air by the wind

6.Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.

王平的妈妈出现了， 电脑荧屏上的开头闪了一下， 于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来

Switch:n 开关 where is the light switch?

vi. 转换， 改变：

he got tired of teaching and switched to writing stories

开放思维： switch off 把…关掉， 不听， 不理睬

switch on: 接通， 把开关打开

Switch out: 关上

As if by magic= like magic

He jumped so high as if by magic

发散思维： magical: adj 魔力的， 不可思议的

Magically adv 迷人地， 不可思议地 magician n:魔术师

7. You may find it difficult as this is your first time travel trip

当你第一次做这样的时间旅行时， 可能会感到有些困难

Find it difficult: 结构为 “ find+宾语+宾补”

宾补可以是形容词， 不定式， 动名词， 从句

I found him to be much younger than I expected

Do you find him very bright?

I find it hard to talk with him

I find it very easy to learn English well.

Sentence patterns

Worried about the journey, I was unsettled for the first few days

Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.

Confused by the new surroundings, I was hit by the lack of fresh air

Arriving home, he showed me into a large bright, clean room.

Exhausted, I slid into bed and fell fast asleep

Homework

Do ex 1 in page 19 in the book

Do ex 2 in your exercise book

The 3rd period

Teaching Aims:

Teach grammar (The Past Participle as the adverbial and attribute)

Improve the students’ listening skills.

Difficult and Important Points:

1)Learn the grammar(The Past Participle as the Predicative & Attribute)

2)Have the Ss sum up the function of the past participle using inductive method.

Teaching Methods:

1. Inductive Method

2. Group work

Teaching Procedures:

Step I Dictation

Step II. Grammar

Grammar

past participle used as adverbial and attribute

Complete the following sentences with the words given, using their proper forms.

1, I like reading the novels______ (write) by him

2. The girl ________(write) a letter is my cousin

3. There is something wrong with my bike and I have to get it __________(repair).

4.He spoke loudly in order to make himself ____ (hear)

Sentence patterns

Worried about the journey, I was unsettled for the first few days

As I was worried about the journey, I was unsettled for the first few days

Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.

His parents’ company was well known for their expertise …

3. Confused by the new surroundings, I was hit by the lack of fresh air

When I was confused by the new surrounding, I was…

Arriving home, he showed me into a large bright, clean room.

When he is arriving home, he showed me into…

Exhausted, I slid into bed and fell fast asleep

As I was exhausted, I slid into bed and fell fast asleep.

过去分词作状语，意义上相当于状语从句， 表示时间， 条件，原因， 伴随状况等

Whenever praised, he blushed

United, we stand, divided, we fall

Written in a hurry, the book is full of errors

Although born in Germany, John lives and works in U.S.A

PAGE 20, EX 2

1. Frightened by the loud noise, I went to see what was happening.

2. Hit by the lack of fresh air, he got a bad headache,

3. Tired after the long journey, I still enjoyed meeting the aliens on the space station

4. Frightened by the noise outside, the little girl dared not sleep in her bedroom.

5. Built in 1910, the museum is almost 100 years old.

6. Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

Pick out two more sentences from the reading with pp used as the attribute.

1. His parent’s company named “future tours” transported me safely into the future in a time capsule.

2. Tomorrow you will be ready for some visits organized by the company

3. He became inspired when he thought about helping ordinary people exposed to cholera.

Ex 4

1.Soon we lost sight of that famous astronomer called Li Qiang

2.I am going to buy a painting copied from Vincent van Gogh

3.I like that old private house built of wood and mud

4.The room connected to the rest fot he house by a long passage is completely empty

5. The queen was sitting in a royal carriage drawn by four horses.

6. The vehicle mentioned in the book is unknown to me

7. The castle built in 1432 is under repair

Page Ex1

1.Well-known for his books about South, JM Coetzee won the Booker Prize

2.A princess once owned a magical chair made of gold and silver

3.On his birthday he received a mysterious present wrapped in gold silver

4. Interrupted by the bell, he was unable to finish his speech

5. Awakened by a noise at midnight, she saw a thief in her room

6.Supposed to be locked, this door is now wide open and the room is empty.

Ex 2.

Called

Endangered pointed

Known

Fallen

Supported

Terrified

The 4th Period

Teaching Aims:

Improve the students reading skills.

Learn something about I have seem amazing things

Difficult and Important Points:

1)Reading Comprehension

2) write a report

Teaching Methods:

Comparative method

Teaching Procedures:

Step1 xtensive reading

Name of creature Mu-mu Dimpods

Size Tall and thin Small

appearance

Black and white face,

a pointed head,

shell-covered leg Like a little cat

colour Black and white face Blue or purple

personality Very friendly Interesting and lively

Numbers of arms Six Too many to tell

Numbers of legs One long leg

covered by shell To many to tell

How it moves Slowly and

from side to side Skip around fast

voice Whisper shout

Food Mixture of carrot

juice and cocoa Lemonade with herbs

Step2 group work

Create a new alien and fill in the blanks then draw it out

Name of creature Moddock

Size Small child when grown

Appearance Very large nose and hairy body

Color grey

Personality Slow and shy but friendly once approached

Number of arms Six

Number of legs six

How it moves Rolls over and over like a ball

Voice Uses sign language

food oil

With your partner, draw a picture of your alien.

Then write a description based on your drawing and the notes in the chart.

Step 3 extensive reading 2 Rising to a challenge

Paragraph 1

Silver adventure:

Advantages:

Paragraph 2:

Problem existed in the past:______________________________________________

____________________________________________________________________

Now solved by________________________________________________________

____________________________________________________________________

What can Saturation City provide?

Paragraph 3:_________________

Paragraph 4:_________________

Paragraph 5:_________________

Teaching procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practice the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Unit 4 Making the news

一. 教学目标 (Teaching aims)

1. 能力目标 (Ability aim)

Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.

Enable the Ss to know what is needed to become a reporter and how to conduct an interview.

2.. 语言目标 (Language aim)

重点词汇和短语

occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop

重点句子

1) Not till you are more experienced!

2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.

3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.

4) Only if you ask many questions will you acquire all the information you need to know.

5) We say a good reporter must have a “nose” for a story.

6) This is a trick of the trade.

7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?

8) Perhaps I too will get a scoop!

二. 教学重难点 (Teaching important points)

Know what is needed to become a reporter and how to conduct an interview

三. 教学方法 (Teaching method)

Fast reading; Task-based method & discussion

四. 教学步骤 (Teaching procedure)

Period 1

Step I Lead in.

1. Where can we get the news?

Newspaper, TV, radios, website, magazines, mobile phones, etc

2. What are the advantages of newspaper over other means of news medias?

Step 2 Warming up.

1. Can you tell some jobs in a newspaper company? What are their jobs involves?

Types of jobs What it involves

Reporter/ journalist Interview people or finds out events from onlookers

Photographer Takes photos of important people or events

Editor Makes sure the writing is clear, concise and accurate, check facts

Designer Lays out the articles and photographs

Printer Prints the newspaper

2. Do you know what’s the press of making a newspaper?

The chief editor hold a meetimg.

Journalists interview people and write stories

Photographers take photographs

Photo are quickly developed

Editors check the report.

Editors write the headline

The newspapers are printed.

The newspapers are delivered by train and truck.

Step III Pre-reading

T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?

Step IV Reading

1. Listen to the tape and do the True or False questions.

1) Zhou can go out on a story immediately (F)

2) Zhou took a notebook,a pen,a camera with himself. (T)

3 While interviewing, the reporter would just ask the questions prepared before hand.(F)

4) Zhou took a course of photography at mid-school. (F)

5) Zhou is very enthusiastic. (T)

2. Read the passage and answer the following questions.

1) When can he go out on a story on his own?

2) A good reporter must have a “nose”, what does it mean?

3) What mistakes must he avoid?

4) Why is listening so important?

Step V Divide the dialogue into three parts, and write down the main idea of each section.

Part 1: To work in a team

Part 2: how to get an accurate story

Part 3: how to protect a story from accusation

Period 2. Language points:

1 occupation

(1) job / employment 工作/ 职业

Please state your name , age and occupation

(2) period of time during which a house ,country ,etc, is occupied

They have a five-year occupation of the farm .

他们对该农场有五年的占用期.

2 fill in

Don’t forget to fill in your boarding cards. (填写)

Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)

We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)

Sally’s off sick . Can you fill in for her for a month. (临时替代 )

3 reporter : journalist

an on-the –spot reporter 现场记者

It ‘s reported that … 据报道

report sb 告发某人

report to sb 向某人汇报

4 personality

(1) characteristics and qualities of a person seen as a whole 人格/ 个性

She has a very strong personality .

(2)u/cn distinctive , esp socially attractive ,qualities 特色

We need a person with a lot of personality to organize the party .

(3) cn famous person

A lot of personalities from the film world attended the party .

5 assignment

She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)

The English assignment is a book report . (homework )

assign homework 留家庭作业

be assigned to a new post 被派到新的工作岗位

6 Never will Zhou Yang forget his first …

否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time

他很少去看电影. Seldom does he go to the cinema .

在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .

7 influence

have a good / bad influence on sb / sth 对… 有好/坏的影响

have (no ) real influence over sb /sth 对..有/没有真正的约束力

use one’s influence with sb 利用与某人关系的影响力

under the influence of 在…的影响下

8 go out on a story

on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事

He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.

她打算下周去北京旅行. He is go on a visit to Beijing next week .

9 Not on your own .Not till you are more experienced !

= You can’t go on your own ! You can’t go till you are more experienced !

on your own = alone / without help / excellent

I’m all on my own today .

Although her father was in the company ,she got the job on her own .

When it comes to maths , Mary is on her own .

by oneself 独立地/ 单独地

of one’s own 属于某人自己的

10 experience un / cn /vt

Do he has much experience ?

He had many interesting experiences while travelling in Africa .

learn by / from / through experience

a meeting to exchange experience

a man of rich /much experience

be experienced / skilled / expert in / at

11 The first time we’ll send you with an …

the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。

The first time , we should make ourselves familiar with the surroundings .

首先,我们应当熟悉一下环境。

The first time I came here ,I couldn’t adapt myself to the climate here .

第一次来这的时候,我不适应这的气候.

I’ll tell him about the matter the moment he comes back .

他一回来我就告诉他这件事.

12 Only when you have seen what he or she does …

Only if you ask many different questions will you …

Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.

Only in this way can you make progress in your English .

只有这样你才能在英语学习上取得进步.

Only when he reached school did he find out that he had left his textbook at home .

直到他到学校时,他才发现把课本落在家.

Only you can find out the truth .

只有你能弄清真相.

13 cover a story by yourself .

He has been sent to cover the conference. (report )

Cover the table with a cloth . ( place sth over or in front of sth )

Our city has a beautiful park covering 1000 mu (have …as a size / take up )

Is that word covered in the dictionary ? (4 include / deal with )

We covered about 30 miles a day . (walk )

Is the money enough to cover the tuition? (afford )

14 You find your colleagues eager to assist …

be eager for /after / about sth …热切/兴奋的情绪

be eager to do sth

be anxious to do sth 焦虑的心情

be anxious about sth

15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/

concentrate one’s attention on sth

concentrate on (doing ) sth

concentrate the / one’s mind

concentrate one’s attention on sth

concentrate on (doing ) sth

concentrate the / one’s mind

The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .

即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.

We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.

concentrate on 专心于…

16 …but I took a course

She took a course in philosophy . (n 课程,常与in/on 连用)

Our course was straight to the south . (n 路线/ 方向)

It was one of those ideas that change the course of history . (un 过程/进程)

The first course was soup . (一道菜 )

17 … of special interest to me

① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj

②of + (the same) size / weight / height / length / colour / kind /shape 等

这个会议很重要 .The meeting is of great importance. = The meeting is very important.

18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣

She has an ear for music .

A good reporter has a nose for news .

19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent

avoid ( doing ) sth

learn from past mistakes and avoid future ones (惩前毖后)

avoid one’s company (避免和某人往来)

Such kind of accidents should be avoided .

Though he made a mistake ,he wanted to avoid being punished .

20 Here comes my list of ….

here / there / now / thus / then 等副词放在句首时,句子全部倒装.

There goes the bell .

Now comes your turn .

篇8：unit 12 phrases(新课标版高二英语必修五教案教学设计)

science fiction科幻故事 What’s the distance from….to….从…到…的距离是多少?

make a sketch of…画草图 expect to do sth 期待做某事

develop one’s love for sth.对某事产生了爱好或兴趣 make/earn a living 谋生

take sth one step further把….推进一步. lay foundation of ….奠定了….的基础

long before 很久以前 before long 不久以后

set out to do sth. = set about doing sth.出发做某事 in one’s efforts to survive 在某人努力求生时

make an/ every effort to do sth.尽全力做某事 spare no efforts to do sth. 不遗余力做某事

without efforts 毫不费力 turn out (to be)结果是//prove

take sb on board 带某人上船/机 from that day on 从那天开始

take sb on a voyage across the ocean带某人去越洋旅行 give a view of …给人提供一个…的景观

dress sb in….给某人穿…衣服 sb be dressed in某人穿着…衣服

diving suit 潜水服 by the lamps of 在灯光下

ever since自从…起 keep sb as a prisoner// keep sb prisoner囚禁某人

cry about 为…而哭泣 go on an adventure 去冒险

contrary to ….与….正好相反 // on the contrary 相反 sink to the bottom of the sea沉入海底

become a permanent pain in one’s heart成为某人心中永久的痛

be driven by a desire to learn被学习的渴望所推动 look for/ search for/ hunt for 搜寻,寻找

look for a road without having a map自己摸索 dream of doing sth 梦想做某事

throw/ cast light on/ upon 阐明, 给….以说明 pioneer a new way 开创一条新路

unfold sth to sb把某事揭示给某人 the principle of life 生命的原理

the cause of life生命起源 nothing but= only 只有，仅仅

slow down 减速,减慢 eight feet in height/length/width 8尺高/长/宽

result in结果:导致 light the flame of life燃起生命的火花 a lighted candle

burn sth out 燃尽 come into one’s mind想到

make a choice of选择 turn sth upside down起大变化，颠倒, 混乱

have a strong belief in sth对…有坚定的信仰 wash sth up on the shore冲上岸

look down on// upon看不起… be about to do … when

cut off切断 be free from the pull of gravity摆脱地心引力

be proud of sth// to do sth为。。。感到骄傲

篇9：新课标unit1Great Scientists整套教案The 2nd Period(新课标版高二英语必修五教案教学设计)

Unit1 Module 5 Great Scientists

Teaching aims:

1. Learn some new words and expressions .

2. Improve the students’ reading skills.

3. Know how to prove a new idea in scientific research.

Difficult and Important Points:

1）Reading comprehension

2）What did John Snow do to prove a new idea in scientific research?

Teaching Methods:

1. Group work

2. Competition

3. Illustration

4. Deductive Method

Teaching Procedures:

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854

Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

7

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.

Careful reading

Read each paragraph and find out what evidence or approach is John

Snow used in the stage of experiment, then fill in the chart below.

Paragraph Stages in an experiment Example in this investigation

1 Find a problem What causes cholera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where they got their water.

4 Collect results Plot information on a map to find out where people died or did not die.

5 Analyze results Analyze the water to see if that is the cause of the illness.

6 Repeat if necessary Find other evidence to confirm your conclusion.

7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.

Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary

Step VII. Homework assignment

1.Finish Ex.1 on P42.

2. Retell the story.

3. Prepare for tomorrow’s dictation.

篇10：必修5 Unit 1 Great scientists 教案(新课标版高二英语必修五教案教学设计)

Unit 1 Great Scientists

By Liu Chaoying

The First Period

Reading

一、教学目标（Teaching Aims）

Warming up in student’s book and listening in workbook

1、能力目标（Ability aim）

To activate the students’ knowledge about great scientists in the world and their achievements.

To get the students understand the spirit of science.

To enable students to communicate with each other and improve students’ language expression ability.

2、语言目标（Language aim）

Words: engine, characteristic, radium, enthusiastic, cautious, spin, In addition, link to, instruct, attend, expose to cure, absorb into severe, to blame, handle from, lead to, make sense, reject.

Important sentence:

To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.

Expressions on making comments

二、教学方法（Teaching Method）

Communicative approach， Audio－Visual approach

三、教具准备（Teaching Aids） Multi-media

四、教学步骤 （Teaching Procedure）

Step I Presentation

Talk about famous scientists and the kind of roles they play in history. Present a word match exercise to arouse the students’ interest on the topic.

Step II Talking

Try a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.

Step III Group Work

Discuss in groups about the basic factors that make a scientist successful.

Homework

1. Oral homework: Prepare a story about a famous scientist and share the story with the whole class.

2. Written homework: Write down the story and make comments on the key to success.

The Second Period

Extensive Reading

一、教学目标（Teaching Aims）

Reading part in students’ book

1、能力目标（Ability Aims）

To train the students’ ability in skimming & scanning.

To adapt the scientific spirit in their pursuit of knowledge.

2、知识目标（Knowledge Aims）

To lead the students to get some information on the steps of a scientific research through reading.

二、教学重难点（Teaching important points）

a. Understand the spirit of science and scientists.

b. Understand the details of each stage in examining a new scientific idea.

c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.

三、教学方法（Teaching method）

Communicative Approach, Task-based Approach

四、教具准备 （Teaching Aids） Multi-media

五、教学步骤 （Teaching Procedures）

Step I Pre-reading

Ask the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.

Step II Reading

Let the students read through the whole passage and finish the required task.

Help them to have a better understanding of the article by providing some background information and analysis.

Step III Post-reading

Hold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.

Homework: Finish the reading passage in the workbook.

The Third Period

Language Points

一、教学目标（Teaching Aims）

1. 能力目标（Ability aim）

Students are required to learn how to guess the meaning of a new word according to the context and use the words and expressions in the first passage on Page 2.

2. 语言目标（Language aim）

Students are asked to learn about the words and expressions in the first passage on Page 2, including their meanings and the usage in our daily life.

Key words expressions:

a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct (in Student’s Book)

b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)

二、教学重难点（Teaching important points）

attend, expose, absorb, handle, in addition

三、教学方法（Teaching Method）: Explaining and practicing

四、教具准备（Teaching Aids）： Multi-media

五、教学步骤（Teaching Procedure）

Step I: Leading in

Ask questions about the story of John Snow with the words and expressions presented.

Step II Word Study

Explain the meanings of the words and phrases and learn how to use them.

Step III Word Exercises

Homework:

1. Go over the words and phrases students have learned and retell the story about John Snow’s defeating “King Cholera”.

2. Choose the suitable words or expressions to complete the passage in the project:

valuable, instruct, cure, expose, look into, examine, put forward, immediately, announce

The Fourth Period

Listening

一、教学目标 （Teaching goals）

1.Target language目标语言

重点词汇和短语

astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse, pure, sin, cosin, geometry, calculus, mechanics, practical, topology.

2.Ability goals 能力目标

Get the students to know more about scientists and science by listening.

3.Learning ability goals 学能目标

Guide the students to get detailed ideas of listening materials

Help the students to form good and correct listening habits.

二、教学重难点 ( Important and difficult teaching points)

a. Listen to materials and grasp the information needed

b. The details of the listening materials

c. The new words of the listening materials.

d. The unfamiliar subjects of the materials

三、教学方法 (Teaching methods)

Audio-lingual method

Audio-visual method

Task- based learning approach

四、教具准备 (Teaching aide) Multi-media

五、教学过程与方式 (Teaching procedures & ways)

StepⅠlead-in

Task 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.

Listening (page 41)

Task 1 Describe the picture and stimulate the student’s thinking.

Task 2. Help the Ss to master the new words in the listening.

species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，

Task 3. Enable the students to get a general picture of the listening and then extract specific information.

Listening Task (Page 44)

Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.

Homework

According to the listening materials above, access the internet:

www.e-mu.cn/bbs/index.php

to get further information.

The Fifth Period

Grammar and Writing

一、目标语言(Target language)

Using “make + n” and past participles

make an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches

二、能力目标 (Ability goals Ability goals)

Get the students to know how Past Participle used as attributive and predictive is used

三、学能目标 (Learning ability goals)

Guide the students to get detailed information for the writing

四、教学重点 (Teaching important points)

Past participle used as attributive and predicative.

五、教学难点(Teaching difficult points)

To teach students the right steps of writing a composition

六、教学方法(Teaching methods)

Discussing; task- based learning approach

七、教具准备(Teaching aid) Multi-media

八、教学过程与方式 (Teaching procedures & ways)

Step I: assign the task

Gregor Mendel's Achievements

Step II: thinking

Necessary steps in writing a composition

Step III: give an example

How to make a plan for your composition?

How to draw an outline?

Homework

Write a report about your scientist, his/her life, achievements and the key to his/her success.

篇11：新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英语必修五教案教学设计)

Unit1 Module 5 Great Scientists

本单元教学内容分析: 本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。本单元所涉及的要点是：

（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。

（2）学习表示意愿、希望和建议的句型。

（3）学习过去分词作定语和表语的结构。

（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.

Teaching Aims:

1. Learn some new words and expressions.

2. Know some great scientists and their achievements.

3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.

Difficult and Important Points:

1)Word study

2)Discuss in groups the stages in examining a new scientific idea.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Word Study according to the situations given (Do exercises)

Teaching Procedures:

Step I Warming up

1. What do you know about great scientists?

Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)

2.Check the answers with the whole class.

1).Archimedes (an ancient Greek mathematician & physicist)

2).Charles Darwin (British, author of The Origin of Species )

3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )

4).Gregor Mendel (Czech)

5).Marie Curie (Polish and French, won two Nobel Prizes)

6).Thomas Edison (an American inventor)

7).Leonardo da Vinci (a famous Italian artist)

8).Sir Humphry Davy (British)

9).Zhang Heng (Chinese, invented seismograph)

10).Stephen Hawking (a British astronomer)

Step II. Word Study

1.Read the new words after the tape.

2.Choose the correct words to complete the following sentences.

1) John Snow devoted himself to ________(science, scientific) research.

2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.

3) The boy needs one more stamp to make his collection __________ (complete, completely)

4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.

5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)

6) People who had drunk the __________ (polluting, polluted) water were dead.

7) I will tell him the good news ____________ I see him. (immediate, immediately)

8) I suggest _______(to have, having) a rest after working for such a long

time.

3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.

1.Who _______________ a theory about black holes?

2.What ______________ did you draw?

3.The car went out of ___________ and crashed.

4.SARS is a terrible _____________ disease.

5.He _____________ a difficult argument skillfully.

6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.

7. Everyone was silent as he ___________ the winner of the match.

8._____________ visiting the zoo, we went to the museum.

Step III. Practice (using inductive method)

Use the correct form of the words to fill in the blanks.

Infection

examination=exam

Science /scientist

Conclude

Analysis

Defeat

Value

announcement /announcer

Instruction

Calculate

contribution /contributor contributive

Instructor/instruction

Move

Rejection

Create

Completion

Persuader Persuade

n. adj. adv.

Certain certainly

co-operation X

Revolution X

Privacy隐私；隐居 Private

X backward

Enthusiasm enthusiastically

Logic logically

Step IV. Pre-reading

Discussion:

1.What five most important qualities do you think a scientist should have? Give the reasons.

generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful

2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?

Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary

After reading the following passage, put the correct stages into the reading about research into a disease.

Step V. Summary

Step VI. Homework Assignment

1.Read the passage John Snow Defeats “King Cholera”.

2. Learn the new words by heart and prepare for tomorrow’s dictation.

篇12：新课标unit1Great Scientists整套教案The 3rd Period(新课标版高二英语必修五教案教学设计)

Teaching Aims:

1. Learn expressions & phrases

2. Learn.language points

Difficult and Important Points:

1）Language points

2）The usage of “suggest & in addition”

Teaching Methods:

Presentation & Practice

Teaching Procedures:

Step I Revision

Have a dictation

Step II. Check the answers

Check the answers of yesterday’s homework (P42.Using Words and Expressions)

Step III. Expressions & phrases

Expressions & phrases (1)

1.know about… 了解……的情况

2.lift up 举起;抬起;提升

3.steam engine 蒸汽机

4.physical characteristic 人体的特征

5.put forward a theory about black holes提出一个有关黑洞的理论6. infectious disease 传染性的疾病

7. in scientific research 在科学研究上

8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论

10. analyze the results 分析结果

11. a well-known doctor 一个著名的医生

12. ordinary people 百姓;普通人

13. expose (…)to sth. 暴露(…..)在……中

14. the most deadly disease 最致命的疾病

15. terrified people 被吓坏的人们

16. get interested in sth./doing sth. 对…产生兴趣

17. absorb sth. into… 把….吸收入….

18. gather the information 收集信息

19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索

21. the water pump 水泵

22. in addition (to…) 除..…之外还有…

23. link … to … 将….和….联系起来 (be linked to…)

24. have it delivered (have sth. done) 叫某人送东西

25. die of… 死于…26. announce with certainty 肯定地宣布

27. polluted water 被污染的水

28. prevent sb. from doing sth. 阻止某人干某事

29. deal with… 处理……30. solve the problem 解决难题

Expressions & Phrases (2)

1.come to an end 到了尽头

2.find the cause of this illness 找出疾病的起因

3.look into… 调查……4.apart from… 除…..之外;此外 (=except for…)

5.prepare for… 预备好….

6.be strict with sb. 对某人严格要求

7.a revolutionary theory 一个革命性的理论

8.lead to… 通向…. ;导致… (注意:to为介词)

9.make sense 有意义

10. at times =sometimes 有时候

11. contribute to sth. 有助于;促进

12. encourage sb. to do sth. 鼓励某人做某事

13. point of view 观点

14. living conditions 居住条件

15. break… in/into pieces 把…摔成碎块

16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于…..

18. curved line 曲线

19. achieve great success 取得巨大的成功

Step IV. Language Points

1.discover & invent

discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.

Columbus discovered America in 1492.哥伦布于1492年发现了美洲.

Who discovered radium? 谁发现了镭?

invent v. “发明”,指的是发明原先不存在的东西.

Who invented the steam engine? 谁发明了蒸汽机?

2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?

the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.

the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.

I don’t like the way (that / in which) you speak to your father.

我不喜欢你跟你父亲讲话的方式.

与way相关的短语:by the way 顺便说 、

by way of … 通过……的方法，经，由

lose one’s way 迷路

no way (俚语) 没门,别想

feel one’s way 摸黑走,谨慎从事

on one’s way to…在去…的路上

in this way=by this means=with this method用这种方法

3.Who put forward a theory about black holes?谁提出了黑洞的理论?

put forward

(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)

(2)推荐某人或自己任职位;提名

May I put your name forward as our monitor?

我能否提名你当我们的班长?

put away 抛弃;舍弃 put down 写下来;记入名单;

put on 穿上;戴上;增加 put off 耽误;延期

put out 熄灭(灯);扑灭 (火) put up 建立;建造

put up with… 忍受……

You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.

A. put on B. put down C. put back D. put off

4.This was the most deadly disease of its day.

die (v.) dead (adj.) death (n.)

deadly

adj. (1).dangerous; likely to cause death 危险的;致命的

a deadly disease/weapon

(2). highly effective against sth. or sb不强有力的;致命的

a deadly remark 击中要害的评论

(3)aiming to kill or destroy意在杀死的;不共戴天的:

a deadly enemy不共戴天的敌人

adv. (1). Very极度;非常;十分: deadly serious 十分认真

(2). like death 死一般地: deadly pale 死一般苍白

5.But he became inspired when he thought about helping ordinary people exposed to cholera.

expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.

expose v.

(1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.

(2)to reveal the guilt or wrong doing of …揭露;揭发

He exposed their plot.他揭穿了他们的阴谋.

I threatened to expose him ( to the police).我威胁要(向警察)揭发他.

expose to 使易受,使受 expose a fraud 揭穿骗局

expose sth. to the light of day 把某事暴露于光天化日之下

6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.

every time是连词,引导时间状语从句,意为“每次,每当”,如:

Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.

immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:

I will give the letter to him immediately I see him.我一见到他就把这封信给他.

I came directly I got your letter.我一接到你的信就来了.

7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)

8.absorb v. 吸收(液体);承受;承担 (费用等)

Use the cloth to absorb the spilled ink. 吸干撒的墨水

We will not absorb these charges.我们不能承担这些费用.

absorb…in/by..吸引.注意

I was absorbed in a book and didn’t hear you call.专心看书

absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.

这家大公司逐渐将这些小的公司吞并了。

9.valuable

(1) adj. worth a lot of money值钱的;贵重的;有价值的

a valuable diamond 贵重的宝石 valuable information 重大的消息

(2) n. (常用复数形式) sth. that worth lots of money贵重物品

Mary kept her valuables in a safe.

玛丽把她的贵重的东西藏在保险箱里.

10.in addition adv. as well as 另外

In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.

A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.Step V. Practice

Finish the exercises on P4 & P42.P43 Ex.3.4.5.

Step VI Homework Assignment

篇13：新课标unit1Great Scientists整套教案The 5th Period(新课标版高二英语必修五教案教学设计)

Teaching Aims:

1. Improve the students reading skills.

2. Learn something about Copernicus and his Revolutionary Theory

3. Learn how to accomplish a persuasive writing.

Difficult and Important Points:

1)Reading Comprehension

2)Persuasive writing.

Teaching Methods:

Comparative method

Teaching Procedures:

Step I Warming up

1.Do you know what is the center of the solar system?

2.Can you name the nine planets in the solar system?

Mnemonics (记忆术)

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.

Step II. Reading

Title of the passage: Copernicus’ Revolutionary TheoryFast reading

Listen to the tape, and find out the answers to the questions.

1. What did Copernicus think was the center of the solar system?

2.When did Copernicus publish his theory?Careful reading

Why didn’t Copernicus publish his theory before he died?

Step III. Reading comprehension

P7. 1.Use the reading to help you draw the two theories of the universe.

Before Copernicus’ theory

A diagram showing the solar system with the earth at its centre

Showing Copernicus’ theory

A diagram showing the solar system with the sun at its centre

Step IV. Persuasive writing (Please refer to P8 Learning Tip)

Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.

First you need to collect your ideas. For example:

He believes his new theory is true.

There are problems with the present theory.

He has done many years of observations to prove his new theory is true.

Science can’t develop unless people publish their ideas.

Time will show if his theory is true or not.

Here is a plan:

Beginning: Tell Copernicus who you are and why you want him to publish his ideas.

Paragraph 1: Reason 1 and evidence.

Paragraph 2: Reason 2 and evidence.

Summing up: Ask him to think again about publishing his ideas.

One possible version:

Dear Nicolaus Copernicus,

I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.

I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you will feel you can publish your new theory.

Yours sincerely,

Zhang Hua

Step V. Summary

Step VI. Homework assignment

1. Surf the Internet and get more information about Copernicus.

www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision

Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .

In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.

Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from www.library.rdg.ac.uk/colls/special/featureditem/copernicus

篇14：新课标unit1Great Scientists整套教案The 6th Period(新课标版高二英语必修五教案教学设计)

Teaching Aims:

1. Improve the students’ listening skills.

2. Improve the students’ speaking skills.

Difficult and Important Points:

1)Listening

2)Help Ss overcome the difficulties in listening material.

Teaching Methods:

Class activities to help motivate the Ss’ interest of learning English.

Teaching Procedures:

Step I Warming up

1.Which plant and animal do you like best? Can you classify them into a system ?

2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.

Step II. Listening P41

1. Choose which of the following statements most closely describes what

this listening passage is about . Explain why the others are wrong.

A. This is about a man who wants to name a flower.

B. This is about a man who finds a flower and wants to own it.

C. This is about a man who finds a flower and wants to know if it is a new species of flower.

2. Listen to the tape again and try to complete the following passage.

To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals.

Step III. Talking P41

Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call)

How will I recognize you?

What special features do you have?

What will you wear?

How will I know you?

What do you look like?

You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…

Step IV. Play a game: Can you guess who he/she is?

One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.

Step V. Summary

Step VI. Homework assignment

The 7th Period

Teaching Aims:

1. Improve the students listening and reading skills.

2. Learn something about topology.

Difficult and Important Points:

Reading

What is Euler path?

Teaching Methods:

Use Puzzle & Diagram to make the passage clear and easily understood.

Teaching Procedures:

Step I Listening

Listening task P44

Step II. Play a Puzzle game

Can you go over it without missing any points or going over a line twice?

A A A

D D E

B C B C B C

Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”

Step III. Reading ( P45 ) Finding The Solution

1. Background

Leonhard Euler (1707-1783)

Born: 15 April 1707 in Basel, Switzerland

Died: 18 Sept 1783 in St Petersburg, Russia

Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.

2.Reading

What is Euler path?

Step IV. Work out the following Puzzles on P45&46.

Step V. Summary

Step VI. Homework assignment

篇15：新课标unit1Great Scientists整套教案The 7th Period(新课标版高二英语必修五教案教学设计)

Teaching Aims:

Improve the students’ writing & speaking skills.

Difficult and Important Points:

1)Writing & “Peer response”

2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)

Teaching Methods:

Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.

Teaching Procedures:

Step I Warming up (5mins)

Talk about “Great”.

What thing or person do you think is great? Give an example.

Step II. Writing Task (P47) (20mins)

Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.

Step III. Peer Response

Group work: Peer Response (3 pluses and 1 wish) (15mins)

Peer Response

Class ________ Name:________ Date:________

Peer 1. Name:_________ Title:_______________________

+ _____________________________________________

+ _____________________________________________

+ _____________________________________________

? _____________________________________________

Peer 2. Name:_________ Title:______________________

+ _____________________________________________

+ _____________________________________________

+ _____________________________________________

? ______________________________________________

Step IV. Homework assignment

(1) Revise the composition and hand it in tomorrow.

(2) Review for tomorrow’s test.

篇16：译林牛津模块五第一单元词组(译林牛津版高二英语必修五教案教学设计)

1. 与某人友好相处 get along well with sb.

2. 一次突然的数学考试 a surprise math test

3. 对……感到惭愧 be / feel ashamed of …

4. 下定决心去做某事 be determined to do sth.

5. 信守诺言 keep one’s word

6. 对着某人大叫 yell at sb.

7. 不能忍受（去做）某事 can’t stand (doing) sth.

8. 向某人道歉 apologize to sb. / make an apology to sb.

9. 一次难以忘怀的经历 an unforgettable experience

10．完全有权利做某事 have every right to do sth.

11．嫉妒某人/某事 feel jealous of …

12．当众使某人尴尬 embarrass sb. in public

13．首先（强调顺序） first of all

14．熬夜 stay up at night / stay late into the night

15．使某人提起精神 cheer sb. up

16．参加学校羽毛球队 join the school badminton team

17．等不及去做某事 can’t wait to do sth.

18．在网上聊天 chat on the Internet / chat online

19．阻止某人去做某事 discourage sb. from doing sth.

20．提及，说起 speak of

21．提前 in advance

22．打通……的电话 get through to …

23．除了……之外 apart from

24．替某人保守秘密 keep sb’s secret / keep the secret for sb.

25．责备某人（做了）某事 blame sb. for (doing) sth.

26．将……归咎/归罪于某人 blame sb. for sth. / blame sth. on sb.

lay / put the blame on sb. for …

27．因……而应受谴责/应负责任 (sb.) be to blame for … (不用被动语态)

28．全神贯注于…… be absorbed in …

29．到底，究竟 in the world

30．对……有不同的态度 have / take different attitudes towards …

31．迟豫于去做某事 hesitate to do sth.

32．毫不犹豫地 without hesitation

33．毫无疑问 without doubt

34．以……为基础/依据 be based on / upon …

35．彼此，互相 one another / each other

36．另一方面 on the other hand

37．不管，不顾 regardless of (prep.)

38．搜寻，寻找 search for / look for

39．加入到救援行动中 be involved in the rescue mission

40．日出/日落时分 at sunrise / at sunset

41．首要的是，最重要的是 above all

42．平静/镇定下来 calm down (vi.)

43．使某人/某人自己平静下来 calm sb. / oneself down (vt.)

44．承认（做过）某事 admit sth. / doing sth. / that …

45．准许某人进入公园/准许入学 admit sb. to the park / the school

46．对准焦距；集中（注意/关心）于…… focus … on …

47．结果 as a result

48．由于，因为 as a result of / because of

49．导致，造成 lead to / result in / contribute to

50．由……所引起 result from

51．对某人刻薄 be mean to sb.

52．对某人残忍 be cruel to sb.

53．某人不太可能做某事 (sb.) be unlikely to do sth.

54．推迟做某事 delay / put off doing sth.

55．渴望去做某事 be anxious to do sth.

56．为……焦急 be anxious about …

57．遭受严重的污染 suffer from serious pollution

58．与……一致 be consistent with …

59．由于某种原因 for one reason or another

60．肯定 for sure

篇17：高二第四单元教案(新课标版高二英语教案教学设计)

Period 1 Warming up & Listening

Teaching aims:

1. To develop students' listening ability through some listening activities.

2. To get students to learn about expressions to describe poems.

Suggestions for teaching:

1. Important and difficult points;

(1) To listen to the given materials and do listening practice.

(2) To encourage students to practice describing poems.

2. Suggested teaching methods:

A. Pre-listening

Task 1 Lead-in

To get students to think about this question:

If you go to the library to borrow a book, but you forget the name of the book, how can you make it clear to the assistant?

B. Listening

Task 1 Listening comprehension

(1) What is the dialogue about?

(2) What kind of book is A Garden of Poems ?

(3) Which period is meant when we say “between the World Wars”?

(4) How should you read a book such as 1001 Songs and Poems in English ?

(5) Which topic for poetry does the student like?

Task 2 Discussion

Topic: In collections of poetry, how are poems put together?

C. Post-listening

Task Pair work

Suppose one is a shop assistant, the other one is a student. The student wants to buy a book, yet he doesn't remember the name of the book. Try to explain it in another way.

Homework: Share your favorite poems with your classmates.

Teaching log:

Period 2 Speaking

Teaching aims:

1. To improve students' speaking ability by talking about some poems and poets.

2. To develop students' interest in poetry.

Suggestions for teaching:

1. Important and difficult points:

(1) Learning how to talk about poetry and how to comment on poems and poets.

(2) Learning the expressions:

I'm interested to ... but ...

I'm interested in ... so ...

I think it will be too difficult to ...

I don't know much about ... but ...

2. Suggested teaching methods:

Task 1 Lead-in

Ask students to name some famous poets and their poems.

Sample:

A: I know a great poet Li Bai. He wrote many famous poems, such as To Wang Lun, and Seeing a Friend Off.

B: When we were still young, we learned Grass and Spring Sleep written by Bai Juyi.

Task 2 Discussion

Ask students to say something about the favorite poets or poems.

Sample:

A: I like Du Fu very much. His poems are mainly about the reality of the society. I can not only enjoy the poem itself, but also learn a lot of things.

B: I prefer poems by Byron. His poems are romantic.

Task 3 Debate

Topic: Which one do you like better, Chinese poetry or English poetry?

Sample:

A: I like English poetry. I can improve my English while enjoying the poems.

B: I haven't read any English poems and I think it would be too difficult for me to understand. So I like Chinese poetry better. It's easier for to understand the meaning and enjoy the poems.

Task 4 Dialogue

Ask the students to choose one word from each of the four circles in the textbook to make up a dialogue, asking each other what kind of poem they like and why they would like to read a poem like that.

Homework :Practice the dialogue with your partners.

Teaching log:

Period 3 Reading

Teaching aims:

1. To improve students' reading abilities of skimming and scanning.

2. To learn something about the history of poetry and get to know some important poets.

Suggestions for teaching:

1. Important and difficult points;

(1) The history of English poetry.

(2) Knowledge of important western poets.

2. Suggested teaching methods;

A. Pre-reading

Task 1 Brainstorm

Ask students the following question:

When talking about poetry, what comes to your mind?

B. Reading

Task 1 Listening

Listen to the tape and decide whether each sentence is True or False.

(1) Poetry often follows special patterns of rhythm and rhyme.

(2) English poetry has a long history.

(3) Modern English came into being around the middle of the seventeenth century.

(4) Marvell's work became famous for the absence of rhyme at the end of each line.

(5) Lu Xun and Guo Moruo played an important role in introducing English poetry to China.

Suggested answers:

(1) T (2) F (3) F (4) F (5) T

Task 2 Skimming

Ask students to read the passage fast with the following questions in their mind.

(1) Is it difficult to write a poem? Why or why not?

(2) What are the important features that all good Chinese poetry shares?

(3) What are the advantages and disadvantages of reading English poetry in Chinese translation?

Suggested answers;

(1) It is very difficult to write a poem, because more than any other form of literature, poetry plays with sounds, words and grammar.

(2) The form is very important: the number of lines and the number of characters in each line. They often follow special rhythm and rhyme.

(3) Advantages: Chinese versions can help readers understand the poems better.

Disadvantages: Readers have less choice. Besides, no matter how well translated, something of the spirit of the original work is lost.

Task 3 Scanning

Ask students to finish the diagram that shows the period that each English poet lived in and the characteristics of different poets' works.

Time Poets Characteristics

16th

17th

18th

19th

20th

Suggested answers:

Time Poets Characteristics

16th Shakespeare sonnets

17th Donne and Marvell surprising images

John Milton absence of rhyme

18th Pope and Johnson (remembered for

other work)

19th Wordsworth nature poems

Byron, Shelly and

Keats romantic poems

20th Auden and Robert

Frost modern poems stand

close to us

.

C. Post-reading

Task Group discussion

Topic; Which one do you prefer to read, original English poems and novels or their Chinese versions?

Homework: Read the text after class more to understand it better and try to retell it.

Teaching log:

Period 4 Language Learning

Teaching aims:

1. To learn the useful words, expressions and sentence structures in the reading passage.

2. To enable students to learn to use these language points in both spoken and written English.

Important and difficult points:

词语学习:

1.intention n. 意图;目的

intention of doing sth./ that…

I came with the intention of staying, but now I’ve decided to leave.

我来时一心想留下，但现在我 已决定离开。

intend v. 想要 ;打算

intend sth./ to do sth./ doing sth.

I hear they intend to marry/intend marrying.听说他们要结婚了 。

He intends you no harm .他对你并无恶意。

intend sb. to do sth., that

I intend you to take over the business.

= I intend that you should take over the business.我有意让你来接管公司 。

intend sth.as sth.

I intended the remark as a joke. 我把那句话当作笑话来说的 。

intended adj. 打算中的;预期的.

the intended meaning/result/effect

原来的意思 、想要的结果 、预期的效果

2.more than

(1)超过，多于(over)

The overcoat cost me more than 2OO Yuan. 这件外套花了我 200 多元。

(2)不仅仅(not just)

Our English teacher is more than a teacher. She is also our friend.我们的英语老师不仅是我们的老师，她还是我们的朋友 。

(3)more than happy/glad/willing (to do sth.) 非常乐意(做某事)

I'm more than happy to take you there in my car. 我非常愿意用汽车把你送去。

拓展

not more than 至多 ，不超过(at most)

no more than 仅仅，只有 ;两者都不(only)

Not more than sixteen people attended the meeting.最多16个人参加了那个会议。

No more than sixteen people attended the meeting.只有16个人参加 了那个会议。

He is not taller than his brother. (His brother is taller than him.)他不比他弟弟高。 He is no taller than his brother. (Both of them are not tall.)他和他弟弟都不高。

3.call up

(1)给某人打电话

He called me up the moment he arrived.他刚到就给我打了个电话。

(2)想起某事，回忆某事

The sound of happy laughter recalled up memories of his childhood. 这欢笑声使他回忆起童年时的情景。

拓展 关于 call的其他词组 :

call on/ upon

(1)call on/upon sb.拜访某人

Let's call on John his weekend. 我们周末去拜访约翰吧。

(2)要求某人(讲话)，恳求某人做某事

We are calling upon you to help us.我们恳求你帮助我们 。

call at (sp.)去某人家

Let's call at John's house this weekend.我们周末去拜访约翰吧 。

call for

(1)去接某人(与他一起去某处) “

I”ll call for you at seven o'clock tomorrow morning.我明天早上七点来接你。

(2.)需要

Success calls for hard work and perseverance.成功需要努力和坚持不懈。

cal[off取消某事

The basketball match was called off because of the heavy rain.由于下大雨，篮球赛被取消了。

4.stand out突出 ，显眼

Her work stands out from the rest as easily the best.她的工作成绩远 比其他人好。

5.despite pre休 尽管 ，不管

He attended the meeting despite his illness.尽管他生病了，他还是参加了会议。

Despite wanting to see him again，she refused to reply to his letter .尽管她想再见到他 ，她还是拒绝给他回信。

Despite what others say, she thinks that he is an honest person.不管其他人怎么说，她仍认为他是个诚实的人。

比较 despite 和 although, though的区别 :

despite 是介词 ，后面要加名词 ，动名词 ，或名词性从句 。

although 和 though 是连词 ，后面要加从句 。

6. admire vt. 钦佩 ，赞美 ，羡慕

They admired our garden. 他们称赞我们的花园 。

I admire him for his success in business.我佩服他事业有成。

7.remind vt.使想起 ;提醒

remind sb.of sb./sth.使某人回想起某人/某事

The old French song reminds me of France.我一听到那首法语老歌就想起了法国 。

These photos remind me of my happy childhood.这些照片使我想起了我的快乐童年。

Remind sb. to do sth.提醒某人做某事

Don't forget to remind me to answer this letter.别忘了提醒我回复那封信。

8.lead to 通往 ，导致

This road leads to the train station.这条路通往火车站。

As is known to all, hard work leads to success.众所周知,努力带来成功。

His carelessness led to his failure in the final exam.他的粗心导致他期末考试不及格 。

9.comparison n.比较;对照

make a comparison between A and B

My parents often make a comparison between my sister and me.我父母总是拿我和我姐姐做比较。

in comparison with sb / sth

The tallest buildings in London are small in comparison with those in New York.伦敦最高的建筑物与纽约的一比就矮多了 。

10.be interested in sth 对某事感兴趣

be interested to do sth饶有兴趣地做某事

I have always been interested in history.我一直对历史感兴趣。

I couldn't make out why he was so interested to know all about you.我始终不明白他为什么对你的一切那么感兴趣。

难句分析:

1.That makes poetry difficult to write，but very interesting to read.那使诗歌写起来难，但读起来却很有趣 。

本句为“make+ 宾语 十 宾语补足语”结构 ，相当于“That makes it difficult to write poetry, but very interesting to read poetry ” 在句中，”poetry“ 既是谓语动词”make“的 宾语 ，又是补足语中”write“的宾语。

2.Once published, his work became famous for the absence of rhyme at the end of each line.出版后，他的作品因行末不压韵而闻名。

”Once published“ 过去分词短语作状语。 完整的表达为:

”Once it was published“, ”it was“ 被省略了。

3.Besides, no matter how well translated, something of the spirit of the original work is lost. 另外，不管翻译得多么好，原作的某种精神却丧失了。

”no matter how well translated“ 过去分词短语作状语。

完整的表达为: ”no matter how well(it was) translated”.

Homework:

课堂反馈：

1.用下列词语的正确形式填空。

interest more than stand out despite

admire call up call for call off

(1) When I asked them for help, they were ______glad to come.

(2) Everybody_______ him for his great sense of humor.

(3) I will be most _______to hear your views on the station there.

(4) The project________ a lot of time and money.

(5) Fred is very tail and________ in the crowd.

(6) Many memories of old times were_________ by the conversation we had together that evening.

(7) ________mistakes and weakness, it did a great deal of good work inside the trade unions.

(8) When the fog got thicker, the search was_________.

2.翻译下列句子。

(1)尽管他年纪大了，他仍然坚持学习英语。

(2)那首古老的法国歌曲使她回忆起在法 国度过的美好童年。

(3)海伦和玛丽不 仅仅是同班同学她们还是知心朋友。

(4)伦敦的建筑物与纽约的一比就矮了 。

(5)水在加热时可以变成水蒸气。

Suggested answers:

1. (1)more than (2) admires/ admired (3) interested

(4) calls for (5) stands out (6) called up

(7) Despite (8)called off

2. (1) He kept on studying English, despite his old age.

(2)The old French song calls up good memories of her happy childhood in France.

(3) Helen and Mary are more than classmates. They are close friends.

(4)The tallest buildings in London are small in comparison with those in New York.

(5) When heated, water can be turned into vapor.

Teaching log:

Period 5 Language Study

Teaching aims:

1. To review the words and expressions learned in the reading passage.

2. To learn the grammar the Past Participle used as Adverbial.

Suggestions for teaching:

1. Important and difficult points:

(1) Important words and expressions learned in this unit.

(2) Grammar: The Past Participle used as adverbial.

2. Suggested teaching methods:

A. Word study

Task 1 Dictation

Have a dictation of the important words and expressions learned in this unit.

Task 2 Exercise

Complete the exercise of the word study in this unit.

B. Grammar: The Past Participle used as Adverbial

Task 1 Lead-in

The teacher writes the following sentences on the blackboard.

(1) The person who was invited to speak at the meeting is my friend.

(2) He won't go to the party, unless he is invited.

Ask students to decide whether each clause is an attributive clause or adverbial clause.

Task 2 Explanation

Help students to analyze the two sentences above.

In an attributive clause or adverbial clause, if the clause shares the same subject with the main clause and the verb is “be”, usually we can omit both the subject and “be”. Sometimes we may also omit the conjunction. That is, we may simply use the Past Participle as Attributive or Adverbial.

(1) The person (who was) invited to speak at the meeting is my friend.

(2) He won't go to the party, unless (he is) invited.

Task 3 Practice

Ask students to take away some parts from the following sentences if possible.

(1) When it is heated, water can be turned into vapor.

(2) When you are asked why you are late again, you may say what I told you.

(3) Once it is done, it cannot be changed again.

(4) She never speaks to anyone, unless she is spoken to.

(5) If we are united, we will stand; if we are divided, we will fall.

Suggested answers:

(1) (when) it is (2) (when) you are (3) it is (4) she is (5) (if) we are, (if) we are

Task 4 Exercise

Ask students to finish the exercises in the grammar part in this unit.

Extension

过去分词(3)

1.构成谓语

Have you ever been abroad before?

Smoking is not allowed here.

2.过去分词作表语

He became annoyed with the students.

She id interested in everything she sees.

3.过去分词作定语

She had a worried look on her face.

The boy (who was) injured in the accident was taken to hospital.

用作定语的过去分词通常指已经完成的动作;如表示正在进行的动作要用过去分词的进行形式;如指未来的情况，则用不定式的被动形式。例如:

We must keep a secret of the things being discussed.

They were not interested in the election to be held next month.

4.过去分词作状语

Viewed from the top of the mountain, the city is very beautiful.

(=When it is viewed…)

Compared with her sister, she was very fortunate.

(=When she was compared with…)

5.过去分词构成复合结构

You should have your television repaired.

I don’t want anything said about this.

All afternoon he worked with the door closed.

Homework:

Feedback

1. My father encouraged me in my painting, but never liked to see any of my works _____ in public.

A. exhibiting B. exhibited

C. having exhibited D. to exhibited

2.The computer center, _____ last year, is popular among the students in this school.

A. open B. opening

C. having opened D. opened

3._____ more time, the trees could have grown better.

A. Given B. To give

C. Giving D. Having given

4._____, the players tried their best to win the game for their country.

A. Greatly encouraged

B. Having greatly encouraged

C. To be greatly encouraged

D. Greatly encouraging

5.He thought over the math’s problem, with his eyes

_____ upon the window.

A. fix B. to fix

C. fixed D. fixing

6._____ in 1886, so the car was the oldest one in the race.

A. Built B. Being built

C. It was built D. Having been built

7. The old man was taking a walk, _____ by his grandson.

A. supporting B. supported

C. being supported D. having supported

8. _____ away by the boss, he went home sadly.

A. Driving B. To drive

C. Drive D. Driven

9. _____ his homework, he went out of school.

A. Having done B. Done

C. Doing D. To do

10. There was so much noise that the speaker couldn't make himself _____.

A. hearing B. hear

C. heard D. being heard

Suggested answers:

1. B 2. D 3. A 4. A 5. C 6. C 7. B

8. D 9. A 10. C

Teaching log:

Period 6 Integrating Skills

Teaching aims:

1. To talk about functions of songs and poems.

2. To help students understand some simple poems.

3. To instruct students to write a review of a poem.

Suggestions for teaching:

1. Important and difficult points:

(1) Learning some language points in the passage.

(2) Writing a review of a poem.

2. Suggested teaching methods:

A. Reading

Task 1 Lead-in

Ask students whether they like listening to music or singing songs. Why?

Task 2 Reading

Ask students to read the passage carefully and answer the following questions:

(1) Why does the writer like songs?

(2) What kind of song words does he like?

(3) When we come across some difficult words and idioms, what should we do?

(4) When the writer has a bad day at school, what does he usually do?

(5) When the writer is sad, what does he do?

Suggested answers:

(1) Songs can make him feel good. His feelings are special when he sings his favorite songs.

(2) He likes song words about love and friendship.

(3) We should just forget about them.

(4) He may read Keats and forget all the stupidity of that day.

(5) He reads Wordsworth by the light of a candle. When the poem is finished, he closes the book and his sadness is gone.

Task 3 Dealing with language points

(1) get through

a)用完，消耗掉

He gets through twenty cigarettes a day.他一天抽20支香烟。

b)（设法）做或完成某事

Let's start; there is a lot of work to get through.开始吧，有大批工作要做呢。

c)（考试、测验等）及格

Tom failed but his sister got through.汤姆考试不及格，但他妹妹却通过了。

(2) fall into

a)分为

The lecture falls naturally into three parts.该讲座自然分为三部分。

b)养成（习惯），落入（圈套）

fall into bad habits 养成坏习惯

B. Writing

Task 1 Individual work

Ask students to listen to two simple poems and then ask them to practice reading to let them enjoy poems.

Task 2 Group work

Ask students to talk about the poems and their feelings after reading the poems. Then ask representatives from each group to present their discussion.

Task 3 Writing

Ask students to choose a poem to read. And write a review of the poem.

C. Revision

Review the grammar: The Past Participle used as Adverbial.

Rewrite the following sentences, using the Past Participle as Adverbial。

(1) As he was encouraged by the teacher, he worked still harder.

(2) Since he was born into a poor family, he had to do odd jobs when he was at school.

(3) The metal expands, when it is heated.

(4) If it is looked at in another way, it is a problem of great importance.

(5) If it is taken in time, the medicine will be quite effective.

(6) Molly was given a medal because it was regarded as the best one in the school.

(7) As they were deeply moved by the heroes’ deeds, they did a lot of things neighbors.

(8) The books can be easily found bee properly marked with numbers.

Suggested answers:

(1) Encouraged by the teacher, he worked still harder.

(2) Born into a poor family, he had to do odd jobs when he was at school.

(3) Heated, the metal expands.

(4) Looked at in another way, it is a problem of great importance.

(5) Taken in time, the medicine will be quite effective.

(6) Regarded as the best one in the school, Molly was given a medal.

(7) Deeply moved by the heroes' deeds, they did a lot of things to help their neighbors.

(8) Properly marked with numbers, the books can be easily found.

Homework: Find an English poem and write a review: Explain what the poem is about, what you think it means and what feelings you have when you read it.

Teaching log:

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