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高二人教版10个单元的教案（精心而成）First aid(人教版高二英语上册教案教学设计)

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“xiangguangming”通过精心收集，向本站投稿了14篇高二人教版10个单元的教案（精心而成）First aid(人教版高二英语上册教案教学设计)，下面是小编帮大家整理后的高二人教版10个单元的教案（精心而成）First aid(人教版高二英语上册教案教学设计)，希望对大家的学习与工作有所帮助。

篇1：高二人教版10个单元的教案（精心而成）Canada(人教版高二英语上册教案教学设计)

教学目标

Teaching aims

了解和重点介绍加拿大的概况，因纽特人的历史和现状，如：加拿大的国土面积、人口、天气情况、主要资源及生产情况等；学习主谓一致的语法规则，了解和掌握一些常见的主谓一致现象。

Teaching important and difficult points

1.Words

notice, settle, differently, deal, race, skin, tool, tap, eastern, official, settler, struggle, freeze average, natural, exploit, ordinary, refer, tent, basic

2.Phrases

generally speaking, all the year round, a great deal of, clear up, official language, refer to, settle in, be famous for, make use of, from time to time, struggle against, below freezing

3. Useful expressions

1. I thought you were from the States.

2. A lot of people can’t tell the difference between an American accent and a Canadian accent.

3. What do you mean by…？

4. American spellings are used more and more in Canadian now.

5. That sounds strange.

教学建议

课文建议

本单元涉及到加拿大的历史和风土人情，教师应精心设计此课的活动，形式以分组讨论，问答，图片展示，经历故事等。如：1）教师可展示加拿大的地图，教师通过准备好的问题，让学生知道它的地理位置及面积等。2）教师应给学生充分的时间阅读，教师可让学生从课文中找出典型的句子归纳加拿大的概况，并且进一步让学生讨论加拿大与中国的差异。3）教师为了提高学生的兴趣，可提供给学生一些加拿大的风景、名胜的图片和照片，相关的背景材料给学生们阅读，如：加拿大的主要城市，民族，国歌，宗教，名胜，河流等。

写作建议

本单元训练学生写中国和加拿大的区别，首次出现这样的练习，老师要给学生一些必要的提示。提醒学生都包括哪些方面，应先说什么，后说什么。先口头说出，再写下来。老师可先给学生一些问题，让学生回答，如学生回答对了，让学生把这些答语写出来，老师再指导学生将这些答语连成句子文章，比如：

Same as China

Different from China

Large land

Canada has 2 official languages

Weather is different from area to area,

long and hard, winters in the north

Six time areas

Many lakes

Smaller population

Much coal, oil and gas

No places as hot as south China

More fresh water

A lot of forests

教材分析

本单元在对话课中主要介绍了美国英语和加拿大英语的不同点：如发音、用法和拼写等方面。课文用两篇文章让学生们简单了解加拿大国家的概况及文化背景知识，在27课中教材用一些练习帮助学生们了解和掌握主谓一致的用法和运用。

教学重点难点

1.be famous for的讲解

以……著名[其同义词组为be (well)known for

Hangzhou is famous for its beautiful scenery. 杭州以优美的风景而闻名。

be famous for 与be famous as的区别

1) 当主语是表示人的名词

be famous for表示“以某种知识技能、作品或特征而出名”

be famous as则表示“以某种身份而出名”

Einstein was famous for his Theory of Relativity. 爱因斯坦以他的相对论而出名。

Einstein was famous as a great scientist.爱因斯坦以一位伟大的科学家而著称。

2) 当主语是地点名词

be famous for表示“以某种特产而出名”

be famous as则表示“以什么样的产地或地方闻名”

The area is famous for its green tea.这个地区以绿茶而出名。

The area is famous as a great tea-producing place.这个地区以绿茶产地而出名。

3)当主语是事物名词

be famous for表示“以其内容、特征、价值等而被人所知”

be famous as则表示“以某种形式而出名”

This grammar book is famous for its practical usage.这本语法书以其实用性而为人所知。

This book is famous as a reference book.这是一本有用的参考书。

注意：be famous for后的介词宾语是主语所属内容，而be famous as后的介词宾语与主语是同位成分。例如：

Einstein was famous as a great scientist. 可说成：Einstein was a great scientist.

2.kind, sort和type的区别

kind指性质相同，且有极相似之物质，在分类中可作为一类者。

What kind of cake do you like best?你最喜欢哪一种饼？

sort 可与kind互换使用，但较为含混，有时只表示大概此种而已。Sort有时有轻蔑的意味，相反kind 要庄重得多。

He makes friends with all sorts of people.他同各种各样的人交朋友。

type则指型，类型，比较具体，肯定等，而kind比较笼统，模糊。

Men of his type are not to be trusted.像他那种类型的人不可信赖。

3.As in China, the weather is different from area to area. 同中国的情况一样，加拿大的气候也随着地区的不同而不同。

本句相当于一个省略的方式状语从句，相当于“As it is in China, …”。as用作连词，后面接从句，意思是“正如；和……一样”。例：

1）As is the last experiment，he got the same result this time.正如上次的实验一样，他这次获得了同样的结果。

2)As in your country, we grow wheat in the north and rice in the south.正如你们国家的情况一样，我们在北方种小麦，南方种玉米。

4.A lot of people can’t tell difference between an American accent and a Canadian accent. 很多人区别不了美国英语口音与加拿大英语口音。

tell the difference between 判别……的区别，tell在这里意为“判别，区分”再如：

The twin brothers arc very much alike. People can’t tell one from the other．孪生兄弟长得很相似，人们简直没法区分他们两个人。

Young as he is, he can tell right from wrong．尽管他还年轻，但他能辨别对错。

the difference between …指的是两者之间的区别；the difference in…指的是在某些方面的区别。如：

What’s the difference in temperature between day and night? 白天和夜间的温差是多大？

Coins have some differences in size, weight, shape and metal.硬币的差别体现在其尺寸、重量、形状和质地上。

5. We fill our cars with “gas”…,

fill…with…, “将……装满……”或“使……充满……”，如：

Jack filled his pockets with chestnuts.杰克将口袋装栗子。

fill with有“充满……”之意，是不及物动词，如：

Her eyes filled with tears. 他的两眼充满泪水。比较：

Tears filled her eyes泪水充满了她的两眼。

The room filled with heavy smoke．满屋浓烟。比较：

The heavy smoke filled the room. 浓烟满屋。

be filled with与be full of的区别：

be filled with为系表结构，如：

The young man is filled with joy. 那青年内心充满喜悦。

full of是短语形容词，含义与filled with相近，可充当状语、定语（后置）或表语。如：

Crusoe stared at the footprint, full of fear．克鲁索盯着那个脚印，满怀恐惧。（状语）

He received several baskets full of cards, letters and telegrams of congratulations．他收到了满满几篮子表示祝贺的卡片、贺信和贺电。（定语）

As we returned to the home, everything I touched seemed to be full of life. …当我们回到家时，我所接触的样样东西似乎都洋溢着生命。（表语）

6.Newspapers follow the American way.

follow vt.

l）“遵循”“按照……行事”。例如：

After the discussion, they decided that they should not follow Jim’s suggestion.经过讨论，他们决定不按杰姆的建议做。

2）“弄懂”“听懂”。例如：

I didn’t quite follow you. Would you please explain it again? 我没有完全听懂你的话．你再解释一下好吗？

3）“跟……之后走”。例如；

The teacher entered the classroom, followed by a group of students．老师走进教室，后面跟着一群学生．

4）“沿着……”，例如：

The railway follows the river for several miles．铁路沿着河延伸了几英里。

Follow the road until you come to the hotel．沿着这条路一直走到旅馆。

5）“跟着……读”，例如：

Now let’s read the text. Follow me please．现在我们朗读课文。请跟我读。

7. Today many of them live in special areas where they can continue their way of life.今天许多印第安人住在特定的区域里，在那儿他们可以继续保留他们的生活方式。

l）continue为及物动词，意为：“继续”，其后面可跟名词、动词不定式、动名词作宾语。例如：

We continued our climb．我们继续爬山。

After that, he continued to devote himself to research work．此后，他继续献身于研究工作。

Though wounded, he continued fighting as if nothing had happened．他尽管负了伤，但他仍然继续战斗，好像什么也没发生过似的。

2）continue有“延伸”的意思，相当于“go farther”

The desert continued as far as the eye could reach．沙漠一望无际。

3）continue有“持续”之意，常和last互换。

The story is to be continued in the next issue．这个故事在下期连载。

8.The government has started a new school project in which Inuit teach their own young children．政府已经开始实施一项新的办学计划，使因纽特人能教授自己的后代。

1.start vt．其后面可跟名词、代词、不定式和动名词作宾语，并且意义各不相同：

1)开始

We have started a new experiment．我们已经开始了一项新的实验。

2)开办

He is collecting money to start a special school．他正在筹集资金开办一所特别学校。

3)使……开始，使……发动

Because of the cold weather, we couldn’t start the car this morning．由于天气寒冷，今天早上我们发动不了汽车

2.start vi．

1)表示“起程，开始旅行”

We started for London at 6 o’clock．我们六点钟出发去伦敦。

2)表示“开始工作，开始起作用，开始运转”

The bus won’t start．汽车发动不起来。

3.start后常加不定式或动名词表示“开始做某事”，即start to do或start doing，一般情况下可以互换，但下列情形中，往往选择其中之一。

1)当我们谈论一项长期的习惯性的活动时，用动名词,如：

How old were you when you first started playing the piano? 你最初弹钢琴的时候有多大？比较

She sat down at the piano and started to play/playing the piano．她在钢琴前坐下开始弹了起来。

2)在start本身为进行时态的时候，不使用动名词。

I’m starting to cook the dinner．我正要开始煮饭。

3）以上用法也适合于用begin表“开始”。

注意：在一些习惯用法上，start和begin的搭配不同：

Come along, everybody. Let’s start work at once．

Come along, everybody. Let’s begin to work at once．

伙计们让我们立即干起来吧

Today we start from page 15．

Today we begin at page 15．

今天我们从第 15页开始。

9．So, it is hoped that the way of Inuit life will be kept alive for many mare centuries. 这样，人们希望因纽特的人的生活方式保存更多的世纪。

l）It is hoed that…就相当于People hope that…“人们希望……”这样一个句型，像这样的句型还有：

It is said that…“据说，人们说”

It is reported that…“据报道，有报道说”

It is announced that…“据公布，据报道”

It is suggested that…“据建议，有人建议”例如：

It is said that he is writing a new novel. Or: People say that he is writing a new novel.据说他正在写一部新小说。

It is reported that a fire broke out in that village．据报道那个村庄发生了一场火灾。

It is suggested that the sports meet should be put off to next Friday．有人建议把运动会改在下星期五开。

2）keep…alive使……活着，使……继续保持下去。keep为使动词，意为“使……怎么样”后面可跟形容词、分词及介词短语作宾语补足语，如：

I’m sorry to keep you standing like that．对不起，让你就这么站着。

Please keep the door open．请不要关门。

Keep him away from the wet paint．不要让他靠近未干的油漆。

3）alive adj.常作表语或后置定语，意思是“活着的，存在的，在世上的”，如：

They are the happiest children alive．他们是当代最幸福的孩子们。

An enemy officer was caught alive．一名敌军官被活捉。

After that war, all his fellows died, and only he was alive.那场战争后，他的同伴都死了，惟独他还活着。

10.settle v.

1)定居，安家落户

After years of travel, we decided to settle here.

He settled in the country after his retirement.

2)在某处停歇或停留一时

The bird settled on a branch.

Clouds have settled over the mountain tops.

3)使……平静，镇静，放松

Wait until all the excitement has settled.

He had been quite anxious, but I managed to settle his mind.

4)解决，处理，安排好

Nothing is settled yet.

We've settled that we will leave next week.

11.refer v.

1)提到，说到，涉及到

When I said some people were stupid, I wasn't referring to you.

Don't refer to this matter again, please.

2)与……有关，关系到……

What I have to say refers to all of you.

3)查询，查找

If you don't know what this means, please refer to a dictionary.

I referred to my watch for the exact time.

12.freeze v.

1)结冰，凝固

Water freezes at 0℃.

The government decided to freeze prices for six months.

2)指天气，冷得使水结成冰，严寒

Don't go out in such freezing weather.

It may freeze tonight, so make sure the plants are covered.

3)能冷冻储藏，冷藏

Some fruits don't freeze well at all.

He bought a packet of frozen peas for the girl.

13.struggle against与struggle for

struggle against 和……斗争，相当于fight against。

struggle for 为……而斗争，相当于fight for。

1）The revolutionaries struggle________ the freedom of all people.

A. for B. with C. against D. to

答案：A

2）They struggled________ the strong wind and finally reached the village.

A. for B. with C. against D .to

答案：C

语法---主谓一致

1．主语在形式上是复数, 而谓语动词则用单数。

1) 表时间、重量、长度、距离等的名词, 尽管是复数形式, 但通常看作一个整体, 谓语动词用单数。

Two hours is not enough for the work.两小时对于这工作是不够的。

2) 以-ics 结尾表示学科名称的名词作主语时, 谓语动词用单数。

Mathematics is my favourite subject．数学是我最喜欢的科目。

3) 书名、国名、组织机构等专有名词作主语, 谓语动词用单数。

The United Nations was founded in 1945．联合国成立于1945年。

4) 有些用来表示由两个相同部分连成一体的复数名词, 如shoes, trousers等作主语时, 若前面有“一双”、“一条”之类的词时, 谓语动词用单数, 否则用复数。

A pair of shoes is under the bed．床下有一双鞋。

My trousers are worn out．我的裤子穿破了。

2．主语在形式上是单数, 而谓语动词则用复数。

1) 有些集体名词, 如 police, people, cattle, 等, 形式上是单数, 但谓语动词要用复数。

Traffic police are always very busy．交警总是很忙。

2) 有些形容词加上“the”, 表示一类人, 此时谓语动词要用复数。

The old are taken good care of in our country．在我们国家老人需要好好照顾。

3．谓语动词的单复数取决于主语的内涵．有些集体名词, 如family, class, group, team 等作主语时, 若作为一个整体, 谓语用单数, 若强调具体成员时, 谓语动词用复数。

My family isn't very large.我的家不太大。

My family are watching TV now．我的家人现在看电视。

4．用不定代词作主语, 应注意：

1) both 作主语, 谓语用复数。

Both of them were at home yesterday．他们俩昨天都在家。

2) either和neither作主语, 谓语通常用单数。

Has either of them told you about it? 有关此事, 他们中有人告诉过你吗？

3) each 以及 any, some, no, every 构成的复合代词作主语, 谓语动词用单数。

Is everybody here? 大家都到了吗？

Each of us has something to say.我们每个人都有话要说。

4) none 作主语, 既可用作单数, 也可用作复数, 但若none代替不可数的东西时, 谓语动词常用单数。

None of the telephones is/are work．没有一部电话能打。

None of the water is fit to drink.没有一点水可供饮用。

5) all 和some 作主语, 应根据其所代表的名词来决定其单复数。

All has been explained．全部内容都作了解释。

All were very excited．所有的人都非常兴奋。

5．在使用并列主语时, 应注意：

1) 由“both…and…”连接的主语, 谓语动词用复数。

Both the boy and the girl are good at English．男孩和女孩都擅长英语。

2) 由 or, either…or…, neither…nor…, not only…but also…连接的主语, 谓语的单复数与邻近的主语保持一致．

Either you or he is wrong．或者你或者他是错的。

6．There be句型中, 谓语的单复数也是要与其邻近的主语保持一致。

There is a book and two pens on the desk.在桌子上有一本书和两支铅笔。

主谓一致练习

1. When the accident happened, the policeman and driver ______ parking the police car.

A. is B. was C. are D. were

2. A number of scientists ______ that the number of wild animals ______ getting smaller and smaller.

A. say; are B. say; is C. say; have been D. say; were

3. Every boy and every girl as well as some teachers who ______ to visit the museum______ asked to be at the school gate before 6:30 in the morning.

A. are; are B. is; is C. are; is D. is; are

4. One or two days ______ quite enough to finish the work. ______ you or Jim going to work with me?

A. is; Is B. are; Is C. are; Are D. is; Are

5. E-mail, as well as telephones, ______ an important part in daily communication.

A. is playing B. have played C. are playing D. play

6. ______ of the forest ______ pine trees, which _______ at least three or four metres in height.

A. Two third; are; are B. Two thirds; is; is C. Two third; is; are D. Two thirds; are; are

7. The following ______ some other examples with Chinese explanations.

A. are B. is C. was D. were

8. The Garth family, which ______ rather a large one ______ very fond of their old house.

A. were; were B. was; were C. were; was D. was; was

答案：1. was（主语指同一个人.） 2. B 3. C（定语从句修饰teachers，因此从句中谓语用复数形式。） 4. D 5. A 6. D 7. A（此句用了倒装结构，主语为some other examples.） 8. B

教学设计方案：Lesson 25

Teaching Aims

1. Know about the difference between American English and Canadian English.

2. Practise in pairs，telling the difference between two things or two countries.

3. Study the language points in this lesson.

Step I Revision and Warming - up

1. The teacher may start like this

Now, boys and girls, we’ve learned English for nearly more than five years. In which countries in the world do the people speak English?

The teacher collects the names of the countries, write them on the blackboard, and practise their pronunciation, especially word stress.

England , Australia, New Zealand, America , Canada , and so on.

Step II Introduction

1)Say to the Ss: In the world there are so many English - speaking Countries. But do you know in different countries, people don’t speak English in the same way. So, in this period, we are going to learn the difference between American English and Canadian English. In today’s lesson, we are going to meet Dean; he’s Canadian. He is talking about Canadian English.

2)Which of the following does he talk about: grammar, vocabulary, spelling or pronunciation?

3)Write these words on the blackboard. Get the Ss to read the dialogue quickly and give the answers (Vocabulary, Spelling, Pronunciation)

Step III Listening

1.Play the tape of the dialogue for the Ss to listen and follow. Now Dean is talking about Canadian English.

2 Ask the Ss to answer the two questions.

1).Is an American accent very different from a Canadian accent?

2).Do people have the same accent all over the country?

Step Ⅳ Oral Practice

1.Repeating and imitating the pronunciation and intonation about the dialogue.

2.Ask the Ss to do pair work or group work to practise this dialogic. One plays the role of Dean and the other Fang Qun. Then change the roles.

Step Ⅴ Summary of Lesson 25

To the whole class. After learning the dialogue , what do we know about Canadian English ?

Answer: There are just a few differences between a Canadian accent and an American accent. Most Canadians say news [ nju：z] , but Americans say [ nu：z] . Canadians mainly use American words, but they use quite a lot of British words too. Generally speaking, newsp apers follow the American way, but conference reports and schoolbooks use British spelling. In the eastern provinces, or some country areas, people speak quite differently from the rest of Canada.

Step ⅥLanguage focus

The teacher presents the following points on slides or on a screen, and asks the Ss to explain the uses of them. The teacher helps them when they have difficulties.

1) tell the difference between

2) fill…with

3) follow the American way

4) That sounds strange.

Step Ⅶ Workbook

1.Wb Lesson 25 Ex.

Call out one or two Ss and ask them to read aloud each sentence. Ask the class Right or Wrong?

2. Wb Lesson 25 Ex. 2 and 3

1).First let the Ss read the dialogue to make sure the Ss know the dialogue very well before they start doing Ex 2. Then call out one or two Ss to read out their completed passage to the whole class to check the answers.

2).Ex 3. First get the Ss to work in pairs or in groups and then ask several pairs to read out their dialogues.

教学设计方案：Lesson 26

Teaching Aims

1. Learn Lesson 26 to get the brief ideas of Canada, such as the size, the weather, the history, the agriculture, energy, geography, and the language.

2. The students are required to answer the questions raised both by the teacher and in the passage.

Step Ⅰ Revision

1. Check the homework exercises.

2. Revise the dialogue in Lesson 25 by asking the Ss to act out their dialogue.

3. Get the Ss to do some oral work with the key words and sentence patterns in Lesson 25.

Step ⅡIntroduction

1)T: Today we’ll learn something about Canada. What do you already know about this country? Is there anybody in our class who has ever been to Canada before? T encourages the Ss to discuss before .

2) T shows a map of Canada, asking and answering the following questions.

1.Is Canada larger or smaller than China?

－Larger than China.

2. What do you think the weather is like in Canada?

－Weather in the north, temperatures in the south, temperatures in the west.

Step Ⅲ Listening and Word Study

1.Play the tape and let Ss listen and follow.

2.Deal with Part 3 and 4 on Page 35. Explain what the Ss have to do. Then let them work individually at this exercise, check them in the end.

StepⅣ Reading

Get the Ss to read the passage carefully, paying attention to the correct way of saying the population, the size, the temperatures, and then get the Ss to answer the following.

Step Ⅴ Practice

1. Get the Ss to do SB Page 39, Part 3 word study. First explain to them what they have to do, then let them do this exercise individually and check their answers.

2. Ask the Ss to do SB Page 39 Part 4, following the example and doing it in pairs and check their answers at the end.

3. Get the Ss to do Note making and discussion. First make sure that the Ss know what to do, then ask them to do Note making individually and do the discussion in pairs or in groups.

Step Ⅵ Further practise

1)T organizes the Ss to divide several groups, talk about the topic is what’s the most impression of the Canada for you? T gives them a few minutes to change their ideas ,then ask a group to talk in front of the class.

2) According to the text, T let them work individually at this time, then T asks several Ss to say about it.

Same as China

Different from China

Large land

Canada has 2 official languages

Step Ⅶ Workbook

1). Lesson 26Ex.2. helps Ss revise the information about Canada and English numbers. After finishing their pair work, some of the Ss may be asked to read aloud the whole passage to the rest of the whole class.

2).Before doing Ex 3, revise the phrases in the box by doing Chinese - English translation. Then open books. Let the Ss do the exercise in pairs and finally check the answers with the whole class.

Step Ⅷ Summary

Books closed. Get the Ss to tell the teacher as much information about Canada as they can.

Answer:

Canada is the second largest country in the world. The distance from east to west is over 5 500 kilometres and covers six of the world’s 24 time areas. The population of Canada is about 29 million and the capital is Ottawa. There are two official languages, French and English, as in China, the weather is different from area to area. Canada has one third of the world’s supply of fresh water. Most of the electricity is produced by water.

Population

29 million

English

French settlers

Size

5, 500 kilometres

Covers six of

The world’s 24 time areas

Capital

Ottawa

Energy

water

coal

Oil, natural gas

Language

English

French

Weather

Different from area to area

north, winter

long, hard

-60℃ average -10℃ summer 20℃ Jan 3℃ July 18℃

Step ⅨHomework

Retell the whole text, finish off the exercises left.

探究活动

1. 谈论：教师给学生分成几个小组，看哪个小组说得流利和词语准确，把话题写在黑板上If none of you have ever been to Canada before, in the future what place do you go there? 最后教师可分别评定结果。

2.介绍：学完这加拿课后，教师问学生们还知道哪些国家，教师可给学生们举几个国家例子，如介绍：芬兰，新加坡，澳大利亚等。教师可给学生介绍意大利的概况，如写出这些关键词语，Italy looks like a boot. Rome is the capital of Italy. The Leaning Tower is the best Known building in Pisa. Galileo Galilei, was born in Pisa.让学生简单的介绍和说明。

篇2：高二人教版10个单元的教案（精心而成）Hurricane(人教版高二英语上册教案教学设计)

教学目标

Teaching aims and demands

本单元的对话课的学习与操练，学生复习表示焦虑的日常用语和应答，学生能准确地运用到实际的对话过程中，了解飓风造成的巨大危害，学生能用自己组织的语言，介绍飓风在英国所造成的破坏，并能对灾情能有较为详尽的描述，学习过去分词作宾语补足语的用法并能掌握。

Teaching important and difficult points

1．单词

midnight n., hurricane n., anxious adj., expect vt., warn vt., warning n. likely adj., painful adj. path n., block vt., branch n., bath n., awake adj., cottage n. ,blanket n., altogether adv., surprisingly adv., weatherman n.

2. 词组

be anxious about, pushover, bring down, take the place of, clear away, or so, as well as, blow down =blow over, cut off, wake up

3. 交际用语与句型

We were getting very worried.

We are anxious about“-

What's the matter with you ?

Is there anything the matter ?

There is no need to be worried.

4．语法

掌握过去分词作宾语补足语的用法。

教学建议

课文建议

对话建议

1.建议教师运用对话中的几个句型编写一个小对话；2.教师在听说过程中可借助多媒体形式给学生展示，培养学生视觉和听觉的能力；3.教师可让学生把课文改成复述的形式；4.教师利用完形填空形式来检验学生对对话中的词语理解。

课文分析

本课用两篇文章介绍了在1987年英国发生的飓风给人们的生活带来了巨大的损失和灾难，在第一篇课文中描述了19人丧生，1500万树木和森林被刮倒，电线和电话线被刮断。第二篇课文介绍了许多公司中损失了大量的树木，其中著名的公园国立植物园损失了一千多棵树木，其中有些贵重树种等。

课文重点、难点

辨析 hurt, ache, pain与painful

1）hurt:（使）疼痛。

My stomach hurts because I have eaten too many apples. 我的肚子痛，因为我吃了太多的苹果。

2）ache隐隐作痛；持续作痛。

The strong light made my eyes ache. 强烈的光线使我的眼睛感到疼痛。

ache还可用作名词表示“疼痛”， ache还可以构成合成名词：

headache 头痛 backache 腰痛 stomachache 肚子痛

earache耳朵痛 toothache 牙痛 heartache 心痛

3）pain用作名词，痛苦，痛

She had a pain in her back all the time. 她的背部一直都痛。

4）painful用作形容词, 痛的；使痛苦的，会痛的

Is your tooth still painful? 你的牙齿还痛吗？

辨析expect, hope与wish

1). expect的用法

expect vt. 表示“预料，期待，盼望，指望，料想，以为”等意思，在expect之后，通常除了接不定式，带不定式的复合宾语外，还可以接名词、代词以及宾语从句。

I hardly expected to find you still here. 我几乎没料想到仍会在这儿找到你。

Do you expect me to stay after that?在那之后你希望我呆下去吗？

I didn’t expect that you would finish the work so soon. 我没料想到你会这样快地完成这项工作。

2）hope希望，用于可能实现的场合，一般只接不定式或从句作宾语。

I hope to see you soon. 我希望尽快见到你。

3）wish愿，希望，多用于虚拟语气，常接双宾语或宾语从句。

I wish you success.或I hope that you will succeed.

辨析rob和steal

rob是“抢”的意思，应说rob sb. of sth.

They robbed us of all our money.他们抢走了我们所有的钱。

steal是“偷”的意思，应说steal sth. from sb.

They stole all our money from us. 他们偷走了我们所有钱。

词汇学习

1. strike的用法

1）表示“打，击，敲（某人或某物）”。

The stone struck me on the side of the head. 石子打中我头部的侧面。

2）表示“通过摩擦产生（亮光，火花等）”。

He struck a match and lighted a candle.他划了根火柴，点亮了蜡烛。

表示“打动，影响，引起”的意思。

His words struck fear in the listeners.他的话在听众中引起惊恐。

3）表示“罢工”的意思。

They struck for better working conditions.他们为争取改善工作条件而罢工。

4）表示“迷住，吸住”的意思。

I was struck by the beauty of the West Lake.我被西湖的美景给迷住了。

2.escape的用法

1）用作动词，表示“（从监禁、管制中）逃脱，逃走”

A lion escaped from its cage.一头狮子从笼中逃走了。

2）escape表示“（液体、气体）汇漏，渗出”

Make a hole to let the water escape.弄个洞让水排出去。

3）表示“避免，躲避（愉快的事）免除”的意思

Where can we go to escape the crowds?我们到哪里才可以躲开这些人群。

4）其名词形式仍为escape

Do you smell an escape of gas from the pipe?你闻到从管子里漏出的煤气味了吗？

3．be / get anxious about的用法

意为“为……担忧虑或担心”。

They are anxious about your health. 他们在为你的健康担心。

而be anxious to do something意为“渴望或急切地去干某事”。

They are anxious to fly back.他们急切地想飞回来。

4．bring down的用法

意为“使倒下（下降）”；“击落，推翻”。

The wind brought down a number of trees.风刮倒了好些棵树。

They could do nothing to bring down prices.他们设法使物价下降。

Two more enemy planes were brought down. 又有两架敌机被击落。

5．take the place of的用法

意为“代替”，“取代”。

Nothing can take the place of the pleasant time.什么东西也不能够替代那失去的好时光。

【注意】take sb’s place 也可以用来表示“代替某人”。

He can take your teacher’s place. 他可以替代你老师的位置。

Lesson42

1. Fifteen million trees had been blown down by the high winds, blocking roads, paths and railway lines. 1,500万棵树被狂风刮倒，把大小道路和铁路都堵塞了。

分析：1)本句中用了过去完成时的被动语态（been blown down）。过去完成时是一种与过去时相比较而存在的时态，用以表示“过去的过去”的动作或状态。本句的过去完成时是和上句的谓语动词woke up and found （过去时）相比较而存在的，表示“（过去）醒来之前，树就已经被刮倒了”的意思。

2)注意：用来修饰wind的一些形容词，如a high wind(强风),也可以说a strong wind。又如：an adverse/a contrary/head wind 逆风；a fair wind 顺风；a light/soft wind 微风；a cold/an icy/piercing wind 寒风。

3）blocking roads, paths and railway lines是-ing，用作状语，表示如结果。

The fire lasted for three hours, killing 15 workers in all. 大火持续了三个小时，总共死亡15名工人。

2. One woman was lying in bed, awake, listening to the rushing winds. (==..., she was awake and listened to the rushing winds.) 有位妇女醒着躺在床上，静听那疾驰而过的大风。

分析：awake在句中是形容词，作“醒着”解，它的反义词是asleep(睡着)。它们在句中用作表语，不作定语，如不说an awake woman，但可以说a wakeful woman。

-Is she awake or asleep? 她是醒着还是睡着了？

-She is awake. 她醒了。

但是，在本句中的形容词awake是状语，相当于being awake,表示伴随状态。

The thief hid himself in the corner, afraid of being caught. 小偷躲在角落里，担心被人捉住。

listening to the rushing winds 是-ing短语，在句中作伴随状语。

He lay on the grass, looking at the stars in the sky. 他躺在草地上，望着天上的星星。

3. The army was called in to cut through fallen trees and to help clear the roads and paths. 召来部队把倒下来的树锯断，并帮忙清理大小道路。

分析：1）call in 在句中作“请来”、“找来”、“召来”解。有“请人来作某种专业的咨询或帮忙”的意思。

I think we ought to call in a specialist at this point. 我想在这个时候应当请专家来看看。

2）短语动词cut through作“剪断”、“切断”解。

The tailor cut through the cloth by mistake. 裁缝误把这块布剪断了。

3）fallen trees倒下来的树。fallen是fall的过去分词，用作定语，修饰名词trees。

注意：过去分词有“被动”或“完成”的概念；单个的过去分词作定语时，通常放在所修饰的名词前面。

damaged houses被破坏的房屋。 injured people受伤的人；

注意：fallen trees与falling trees的区别：

前者是“已经倒下来的树”，强调动作的完成；后者是“正在倒下来的树”，强调动词的进行。

Lesson 43

1. But it will be more than 100 years before the country begins once again to look as it did before. 但是要过100多年以后，这个国家才能恢复到以前的样子。

分析：1)这是一个主从复合句。主句是it will be more than 100 years, 其中it指代“时间”。before the country ... to look ...是时间状语从句，这个before是连词。as it did before是一个方式状语从句，其中as是连词，作“同……一样”解。这个it指代the country，谓语动词did代替looked，以避免重复，这个从句中的before是副词，作“以前”解。

2)before 作连词用时，多译作“在……之前”。

Please remove your shoes before you enter the laboratory.进实验之前请先脱鞋。

before可译作“……（之后）才”。

He finished writing his composition before he went to play football. 他写完了作文才去踢足球。

3)once again/more作“再一次”、“重新”解。

Try it once again. 再试一次。

2. Surprisingly, the weather report on the evening before the storm said there would be strong winds, but not a hurricane. 令人惊奇的是，风暴发生之前的那个晚上，天气预报说，将有强风，而没有飓风。

分析：1)这是一个复合句。主句是the weather report ... said ..., 后跟宾语从句there would be strong winds …。but not a hurricane 是but there would not be a hurricane 的省略。

2)表示“在晚上”用in the evening。表示在某个特定的晚上时，要用介词on，如:

on Monday evening（在星期一的晚上），on the evening of December 12 （在12月12日的晚上），on the evening before the storm (在风暴发生前一天的那个晚上)。

过去分词作宾语补足语的用法

过去分词作宾语补足语的用法，它主要用在“主语+have / get / find/ …+宾语+过去分词”的句型中。现在分别说明三种不同的含义。

1． have sth. done结构

其中的done就是代表作宾语补足语用的过去分词，而have是使役动词，它在这种结构中不作“有”解，而作“请”、“派”、“使令”解。

1）表示“请/让/叫（别人为自己做某事）”的意思

I had my tap repaired. 我请人修好了水龙头。

2）表示“遭遇某种（不幸的）事情”，说明宾语的一种无意识的受动行为，并不说明“谁使（宾语）遭遇某事”。

She had her house damaged in the storm. 她的房屋在风暴中遭到了破坏。

3）表示“使完成某事”的意思，此事可以是别人完成的，也可以是自己参与完成的。

She told me she had had her house repaired. 她告诉我，她的房屋修好了。（“她”可能参加了修建工作，也可能没参加。）

注意：不要把have sth. done同have done sth. 混淆起来。后者现在完成时的结构，have 是助动词，本身无词义；而前者中的have是使役动词，本身有词义。试比较：

He had his watch repaired. 他请人把手表修好了。（别人修）

Ha has repaired his watch. 他已经修好了手表。（自己修）

下面一些例句，可让学生领会have sth. done的含义：

a. She's so ill. You ought to have her examined.

b. Her father had a new house built.

c. When did you have the rooms painted?

d. He had his face and hands burned in the fire.

e. The king had his head cut off.

f. I thought you had had everything well prepared.

2．get sth. done结构

get在这种结构中也是使役动词，也作“请”“派”“使令”

We got our water heater repaired last week. 上周我们（请人）把热水器修理了一下。

3．find sth. done结构

它的意思是“发现某物已经……”或“发现某物被……”，这个结构中的过去分词（done）表明宾语现在的情况，含有“完成”或“被动”的意思。

I found all the windows broken. 我发现窗户都（被打）破了。

练习：

1.he was disappointed to find his suggestions________.

A. been turned down B. turned down

C. to be turned down D. to turn down

2.---Good morning. Can I help you?

---I’d like to have this package ______, Madam.

A. be weighed B. to be weighed C. to weigh D. weighed

3.The murderer was brought in with his hands ______behind his back.

A. being tied B. having tied C. to be tied D. tied

4.It is wise to have some money ______for old age.

A. put away B. keep up

C. given away D. laid up

Answers: BDDALesson 41教学设计方案

Teaching Aims

Practise the dialogue and study the language points.

StepⅠRevision

1. Check the homework exercises.

2. Revise expressions about the weather. Ask the students for as many expressions as possible,

For example: It's windy. It is cloudy. It is terribly cold. It is minus 10 degrees.

StepⅡWarming--up

Look at Page 61. Talk about the picture.

What is happening? What are they talking about? And who are they?

Step Ⅲ Listening

1. Listen to the tape and repeat the dialogue.

2. Practise the dialogue by asking four students come to the front of the classroom. One is mother, one is father, one is Jane and the one is Pippa.

3.Fill in the blanks

One day Jane and Pippa were enjoying themselves walking in the hills. They couldn't ______across a river because the bridge had been ______away by the floods. ______they had to find another way_____. When they were to climb over some rocks, it suddenly started to ______and the wind _____80 hard. Luckily, they could see______ they were going. It took them along time to climb _____ the rocks. Then they across some very wet ground, and got ______ , with their clothes wet and ___. Their parents had been waiting for them. They wondered what was to their daughters. When they heard a_____ on the radio that a hurricane was ______to come, they were feeling very ______. Fortunately, the two girls managed to get home and their ______ finally felt relaxed (放松的) .

Answers

go / get washed So back rain blew where over walked home dirty happening warning likely worried parents

Step Ⅳ Reading

Let the students read the dialogue quickly and try to know the general idea by answering questions.

1. Why were Jane and Pipa late?

2. Why were Jane and Pipa’s parents wearied?

Answers:1.Because the bridge had been washed away by the floods.

2.Because it was late, and a hurricane was likely to come.

Step Ⅴ Language Points

1. There you are! 你才回来！

2. There is (no) need to do…（没）有必要做。例如：

There is (no) need for sth （没）有必要做

3. (1) be (get) anxious about… 为……担忧

(2) be (get) anxious to do sth. 着急要去干……

4. be likely to do… 有可能做……

Step Ⅵ Practice

Page 61, Part 2. Let students match the phrases on the left with the replies on tine right. Do the first one with the whole class, then let the students work through the exercises in pairs. Check the answers with the class.

A: What's the matter?

B: My foot is a bit painful.

A: Is there anything the matter?

B: Yes, there has been an accident.

A: What's wrong ?

B: Nothing. We are fine.

A: We are all anxious about you.

B: There is no need to be worried.

A: We were getting worried about you.

B: I didn't know I was going to be late.

Step Ⅶ Workbook

1. Look at Page 123. Do Ex 1. Let the students read the dialogue again and then ask the students to discuss the answers in pails. Check the answers with the whole class.

2. As for Ex 2, let the students work in pairs first, then check the answers.

3. Before doing Ex 3, revise the words in the box. Do the exercise orally in class. The six sentences can be translated into Chinese if possible.

Step Ⅷ Homework

Prepare lesson 42

Lesson 42教学设计方案

Teaching Aims

1. Let students know what hurricane is and what to do when hurricane comes.

2. The students are required to answer the questions raised by the teacher and in the passage.

StepⅠRevision

1. Check the homework exercises.

3. Revise the dialogue in Lesson 41 by asking questions and telling the story of Jane and Pippa.

Step ⅡWarming--up

1. Talk about weather.

1) what’s the weather like in your hometown ?

2) Have you experienced a hurricane ?

3) How long did it last?

4) What are the results ?

2. Talk about the picture on Page 62.

StepⅢ Listening

Listen to the tape and answer some questions.

1. What happened in a hurricane?

2. Why are hurricanes dangerous ?

3. Why did the hurricane cause so much damage?

4. Who helped to get things back to after the hurricane ?

5. Which parts of China have hurricanes?

Keys:1.When a hurricane comes, the heavy rain and strong winds make the trees down and house destroyed.

2.Because hurricanes can destroy trees, houses and make people lose their lives.

3.Because it had been raining heavily, the ground was wet and the trees were easily pushed over by the wind.

4.The army, the electricity workers and the telephone workers helped to get things back to after the hurricane.

5.Usually there are hurricanes in the southeast of China.

Step Ⅳ Reading

Read the text and try to know the general idea, and then tell the true or false sentences.

1. On Friday 16th Oct. 1987, a hurricane struck the southeast of England.

2. In the hurricane, ninety people lost their lives.

3. England usually has plenty of rain every month of the year.

4. In the morning people woke up and found the outside world hardly changed.

5. Many towns and villages had their water supply cut off because there was no electricity.

6. It took months to clear all the roads and to mend all the broken electricity lines and telephone lines by the army.

Answers: T F T F T F

Step 5 Watch video and then do exercise I on page 124

Step Ⅴ Practice

Read the text quickly and then do the written exercise by filling in the blanks .

In 1987, a hurricane 1 the southeast of England. Nineteen people lost their 2 . If the hurricane 3 happened during the day - time, there 4 have been many more death. That night was the worst one 5 history.

In the morning people found the world outside their houses completely __6 . Fifteen million trees had been 7 down by the high winds. Electricity lines as 8 as telephone poles were brought down. Many towns and villages had their water supply 9 off because there was 10 electricity. Many people had to use 11 .

It took 12 to clear all the roads and mend all the broken electricity lines and telephone lines. The army was called _ 13 __ to cut through fallen trees and to help to __ 14__ the roads and paths. They worked for long hours for several weeks before everything returned to 15 .

[Answers:]1. hit/ struck 2. lives 3. had 4.would 5. in 6. changed 7. blown 8. well 9. cut 10. no 11. lamps 12. weeks 13. in 14. clear 15.

Step Ⅵ Language points

1.up to 2.as well as

3.If +主语+had done, 主语+should/ would/could/ might + have done.

4．call in call at call…back call for

put down bring down blow down cut down

1. Last year I went to Guiyang on business, but I had no time to ______ the place where she was working.

2. Mr Zhang told the meeting that we were facing some new problems that ______immediate solution (解决) .

3. This morning Zhou Yan called me when I was away, but I still haven't got time to ______ her____.

4. Kate is so ill that we cannot move her. Please ______ a doctor quickly.

5. Whenever and wherever floods or earthquakes happen, the PLA soldiers are ______ to help rescue the people.

6. The company manager told her to ______ all the customers’ names and addresses in order to keep in touch with them.

7. It was really a hand job to rebuild the houses ______in the hurricane.

8. The electricity lines that were _______ in the earthquake were very dangerous to the people and animals.

9. The farmers must be told to stop the young trees for firewood.

Answers: 1. call at 2. called for 3. call…back 4. call in 5. called in 4. put down 7. blown down 8. brought down 9. cutting down

Step VII Workbook

Look at Page 124. Do Ex 1 and Ex 2 . Before doing Ex 2, revise the expressions. Let the students work in pairs. Check the answers with the whole class and get the students to put the sentences into Chinese.

Step VIII Homework

1. Prepare Lesson 43.

2. Write a short passage according to the four pictures on Page 63

探究活动

1.You and your friend have decided to see a play and your friend promised to meet you at the gate of the theatre at 6:00.The play begins at 6:30.It’s now nearly 7:00 o’clock, but still your friend hasn’t turned up yet. Later he arrives and you ask him the reason. Make a dialogue between you two.

2.Suppose you were one of the members of the family living in a house with very tall trees all around. Tell your experience in the hurricane in English. How strong the wind was? What decision did you make and what did you do later?

3.Suppose you were one of the workers from other parts of Britain. You were called to travel south to help repair the damage. Tell what you see all around and what you do there.

篇3：高二人教版10个单元的教案（精心而成）Body language(人教版高二英语上册教案教学设计)

nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…

II.日常交际用语：

1).请求

May / Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

2).允许

Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

3).拒绝

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

III.语法：

复习动词不定式作宾语、定语、表语和状语。

教学建议

对话分析

This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.

课文分析

This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.

教学建议

The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.

The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.

重点知识讲解

accept与receive的用法

1）accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。例如：

He couldn't accept our suggestions but our gifts.他们不能接受我们建议但接受了我们的礼品。

She was very glad to accept the invitation.她非常愉快地接受了邀请。

2)receive也是作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。

He did not receive a good education at university.他没在大学受过良好教育。

I received an invitation to the party yesterday, but I refused to accept it.昨天我接到一份参加晚会的邀请，但我拒绝了接受。

each other与one another

这是两个在词义和用法上极为接近的短语。有些语法家认为：each other只能用于两者之间；one another只能用于两者以上。但是，在现代英语的实际使用中，人们会发现：each other也可用于“两者以上”；one another也可用于“两者之间”。

I think music is one way people can get to know each other better.

The husband and wife sat down at the table facing one another.

each other和one another可交互使用。但one another侧重两以上的互相；而each other则侧重两人之间的互相较为常见。

manage to do sth.和try to do sth. 用法区别

try to do sth. 意思是“尽力，设法去做某事”，结果如何，不得而知，而manage to do sth.,则表示“设法做成了某事”

Jim had a lot of homework, but he managed to finish it before bedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。

Jim had a lot of homework, but he said he would try to finish it before bedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完成。

manage还表示“经营，管理”的意思

She managed the house very well.她把家管得很好。

Who will manage the store when you are away? 你不在的时候谁来经营商店？

与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解

It's too heavy, but I can manage it.虽然它很重，但是我能搬动。

I don't think we can manage a huge fish like that just between the two of us.我看单是我们两个人吃不了这么大的一条鱼。

If you can get the material, we can manage the money.如果你们搞到了原料，资金我们能想办法。

all与not连用构成not all或all...not时，通常表达的是一种部分否定，而不是全部否定，因此，课文中的“Not all body language means the same thing in different countries.”应当译成：“并非所有的身势语在不同的国家里都有相同的意思。”本句陈述了一个这样的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些身势语却有着不同的意思。因此，上述句子不可以理解成：“所有身势语在不同的国家都有着不同的意思。”

1) 部分否定：

（1）Not all the boys in our class like football.我们班里的男生并不都喜欢踢足球。

（2）Not all of the songs are liked by children.不是所有这些歌曲都让孩子们喜欢。

2) 全部否定

（1）None of the boys in our class likes football.

或：No boys in our class like football. 我们班的男生都不喜欢足球。

（2）None of the songs is/are liked by children. 这些歌都不能让孩子们喜欢。

介词with后面可接一个复合结构，即：介词with+宾语+宾语补足语。常在这一结构中充当宾语补足语的有：现在分词、过去分词、名词、形容词，副词等。

（1）with+宾语+现在分词

With an old hunter leading the way, the soldiers started towards the forest. 由一位老猪人带路，士兵们朝着森林走去。

（2）with+宾语+过去分词

1）With the problems solved, they closed the meeting. 随着问题的解决，他们结束了这次会议。

（3）with+宾语+形容词（或副词）

My father likes to sleep with all the window open.我父亲喜欢开着所有窗子睡觉。

Tian An Men Square looks even more beautiful with all lights on. 所有的灯都亮着，天安门广场显得更加漂亮。

（4）with + 宾语 + 不定式

With a lot of work to do, we had to be busy working day and night. 有这么多的工作要做，我们只得日夜忙碌。

With many things to deal with, I have to stop listening to the light music. 有许多事要处理，我只好停止收听轻音乐。

（5）with + 宾语 +介词短语

She saw a small river with green grass and red flowers on both sides. 她看到一条小河，两岸长满了红花绿草。

注意：“with+复合宾语”在句中既可以用作状语表示方式或伴随动作，又可以用作定语。

The teacher entered the classroom, with a book in his hand. 老师手里拿了一本书走进了教室。

The teacher with a book in his hand is a new English teacher. 手里拿着一本书的那位老师是一位新来的英语老师。

句型：It is / was + adj. / n. +真正的主语

常用此句型的形容词有：clear, true, strange, obvious, (im) possible, (um) fortunate, good, funny, wonderful, (un) usual, pleasant, easy等；常用此句型的名词有：a pity, a wonder, one's duty, a mistake, no use, no good, a waste等。

真正的主语有三种：

1）用for或of引起的短语作不定式的逻辑主语,如for sb. to do sth. 或of sb. to do sth.

It's important for a Chinese to master a foreign language.

It's impolite of you to spit on the ground.

2）在no use, no good, a waste of...useless等词后，常用v.-ing(短语)作真正的主语

It's no use trying it again.

3）由that或连接代（或副）词引导的从句作真正的主语

It's strange that you should all think like that.

It's a problem whether the meeting will be held tomorrow.

动词不定式的主要功能

（1）作主语：To see one time is better than to hear a hundred times.

注：不定式作主语时，常用it代替之作形式主语，而不定式移置句子后部，以保持句子的平衡。不定式（短语）用作主语时，其后的谓语的动词要用单数。

e.g. It is a great honour for him to be invited to the big party.

（2）作表语：A nurse's duty is to look after patients.

（3）作宾语：I don't know which one to buy.

Marx gave some advice on how to learn a foreign language.

（4）作定语：She is always the first to come and last to leave the classroom.

Give me some paper to write on, please.

注：不定式常作后置定语。不及物动词的不定式作定语，要加上适当的介词。

（5）作状语：The pupils ran over to welcome the foreign guests. (表目的)

What have I said to make you so sad? (表结果的)

The children jumped with joy to hear the exciting news. (表原因)

（6）作宾补：I wish you to be happy forever.

注：在watch, notice, see, look at, observe, hear, listen to, feel, let, make, have等感观和使役动词后的不定式复合结构中，不定式都不带to; 在help后既可带to,亦可省to.

e.g. In those days, the landlord made them work day and night.

这种句子如果变成被动语态，需将to补回。

e.g. In those days, they were made to work day and night.

教学设计方案----Lesson 9

Teaching Aims

phases: manage, dining room, type composition

oral expression:

Can I help you?

Would you like….?

Is there anything I can do for you?

Thanks/ Yes, please.

That’s very kind/ nice of you.

No, thanks. I can manage it myself.

That’s all right, thank you.

No, thank you. Thanks for all your help.

Teaching Aids

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

Teaching Procedures

StepⅠ Leading in

T: What do we do if we have something to tell others or if we want to learn something from the others？

S: Yes，we use our language

T: That is，either spoken language or written language．But actually，there is another kind of language and it is also very important．Do you know what it is？

S: Yes，that is it．That is the body language．

T: Can you tell me something about body language？For example，if you agree with what I said just now，what do you do？And if you don’t agree with what I said，what do you do？

S: Nod and shake head

Step II Listening

1.The teach give some questions before listening

1） Do the speakers know each other？How do you know？

2）If you want to refuse somebody’s offer politely，what would you say？

2.Play the recorder one or twice, please someone answer the above questions

Key：1）No，they don’t．One is the organizer of a conference and the other is a speaker and the dialogue takes place at the airport．

2）No，thank you．Thanks for all your help．

Step III Reading

Play the recorder again, the Ss follow it twice.

Step Ⅳ Performing

The two students make up of one group, they practise the dialogue three or five minutes. The teacher ask several groups to perform in front of the class.

StepⅤ Language points

The teacher direct the Ss conclude the phases to offers and responses of the dialogue. The teacher request the Ss to master and handle them.

StepⅥ Oral practice

The teacher organize two students to be one group. Let the Ss to practise No. 2 of Page 9.

StepⅦ Practise

The Ss can chose one of the dialogue. After a few minutes, the teacher ask two groups to perform in front of the class.

Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．

Situation 2：You offer to fix one’s TV set．

Situation 3：You offer to check one’s computer．

StepⅧ Consolidation

1.Do Ex1.P83. WB. Go through the pictures and then ask them to talk about the pictures orally.

2.Do Ex2 and Ex3 in Class

StepⅨ Homework

Make up a dialogue and write it down in their exercise books.

教学设计方案Lesson 10

Teaching Aims

Learn and master the following

make oneself done

accept…as

not…but…

kiss sb. goodbye/hello

It is/was+adj./n.+inf.

with+compound object.

Improve the Ss’ ability of reading comprehension

Teaching Difficult Points

Some sentences are hard to understand.

Teaching Methods

Question-and-answer activity to help the Ss to go through with the whole text.

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

Fast reading to find out the detailed information about the text.

Teaching Aids

1.a tape recorder

2.a projector

3.the blackboard

Teaching Procedures

StepⅠGreeting

Greet the whole class as usual.

Step Ⅱ Revision

Ask some pairs of Ss to act out their dialogues of No. 1 on Page 75. Revise some expressions of offering or accepting or refusing help.

Step Ⅲ Preparation for Reading

1.T: What do we say in English when we meet someone for the first time?

Ss: Hello!/How do you do?

T: What else can we do?

(Teacher makes a handshake gesture.)

Ss: We can shake hands.

T: Do you know what people do in other countries when they meet for the first time? Today we are going to

read how people behave when they meet or talk to others.

First, look at the title. Do you know the meaning of body language? Look at me, please.(Teacher begins to

silently nod, shake his or her head, smile, frown, wave to the class.)

T: Do you understand Body Language? OK. Let’s learn some new words in this lesson.

Show the new words in this lesson on the screen, and then give the Ss brief introduction.(Here left out.)

Ask the Ss to read the text as quickly as possible and try to answer the following question.

-How do the Chinese and British have similar body language?

-Yes.

Step Ⅳ Reading

Let the Ss read the text again, then answer some detailed questions in the text.

Show the questionnaire on the screen, ask them to read and discuss them in pairs or groups to complete the task.

3.Check the answer with the whole class.

And deal with the following.

(1)She couldn’t make herself heard.

(2)I cannot accept you as my assistant.

(3)He is not English, but American.

(4)They kissed goodbye when they went away. She kissed her mother hello as soon as she got home.

(5)It is possible to do the experiment in another way.

It is our duty to help the poor.

(6)With a boy leading the way, they started towards the village.(Adverbial)

The old man with his eyes looking at the sky came from Shanghai yesterday.(Attributive)

Step Ⅴ Comparison

T: Now we know different people have different ways of making communication? through body language. And not all the body language means the same thing in different cultures. Please read the text again, then fill in the blanks of the table.

篇4：高二11单元教案 (人教版高二英语上册教案教学设计)

Unit 11 Scientific achievements

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.

III．教材分析与教材重组

1. 教材分析

通过学习了解人类的科学成就，帮助学生认识到这些成就深刻地改变了人类生产和生活的方式及质量，同时也深刻地改变了人类的思维观念和对世界的认识，改变并继续改变着世界的面貌，极大地推动了社会的发展。激发学生学科学，爱科学，把科学知识转化成科技成果，报效祖国, 为祖国的繁荣富强贡献自己的力量。

1.1 WARMING UP 通过讨论一些科学成就，帮助学生认识到这些成就怎样改变了我们生存的世界，对我们又将有什么样的影响以及所有科学成就的共同之处是什么。

1.2 LISTENING是一些科学发明的具体事例。

1.3 SPEAKING是一个任务型教学活动。提供了4种科研项目，让4位同学做为代表发言，通过介绍和辩论，说明自己的项目最重要，从而学会表达自己的意图和希望。

1.4 PRE-READING是开放性问题，要求学生开动脑筋，勤于思考，小组讨论找出问题答案。

1.5 READING是关于中关村科技园的介绍。通过学习了解中关村的发展，激发学生的民族自豪感。教育学生要以振兴民族产业为己任，为改变中国这个拥有13亿人口的大国的科技面貌产业，为由“中国制造”向“中国创造”迈进而努力学习。

1.6 POST-READING第一个题是5个选择题，目的是训练学生的事实核对能力；第二题是开放性问题比较中关村-中国的硅谷和美国硅谷的异同，此题可以很好的培养学生自主学习的习惯，还可以训练学生的概括能力，训练学生开放性思维，要求学生学会多角度的去思考问题，更能开阔学生的思路，丰富学生的视野。

1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。Grammar构词法知识介绍。本单元的语法训练设计是从易到难，呈阶梯状，由构词法知识介绍到篇章中的猜词义连习，设计得非常科学，可操作性强。

1.8 INTEGRATING SKILLS中的Reading介绍了近十几年来中国在不同领域取得的一些重大成就。WRITING部分要求学生给《现代科学》（Modern Science）杂志写一篇关于最伟大科学成就的文章，说明原因并且解释为什么你认为它是最伟大的。

1.9 TIPS 介绍了怎样写persuasion essay。

2. 教材重组

2.1将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.2把WARMING UP 作为SPEAKING的热身练习，将WARMING UP与SPEAKING整合在一起，通过谈论科学成就，讨论最重要的科学成就，练习表达自己的观点和愿望，上一节“口语课”。

2.3将LISTENING 和 WORKBOOK 的LISTENING 结合在一起，上一节“听力课”。

2.4把PRE-READING, READING 和POST-READING 放在一起上一节阅读课。

2.5 将INTEGRATING SKILLS 设计为一节“综合实践课（一）”。

2.6将WORKBOOK 的INTEGRATING SKILLS设计为一节“综合实践课（二）”。

3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）

1st Period Grammar

2nd Period Warming up, Speaking

3rd Period Listening

4th Period Reading

5th Period Integrating Skills (1)

6th Period Integrating Skills (2)

IV. 分课时教案

The First Period Grammar

Teaching goals 教学目标

1. Target language目标语言:

Learn the Grammar--- Word formation (I)

2. Ability goals能力目标: Study the ways of forming a word and enlarge students’ vocabulary.

3. Learning ability goals学能目标：Enable students to use context clues and what they know about word parts to guess the meaning of new words.

Teaching important points教学重点

The ways of forming a word.

Teaching difficult points 教学难点

How to guess the meaning of a new word.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

1. a projector 2. a computer

Teaching procedures & ways教学过程与方式

Step I Lead in

T: Good morning afternoon, class!

Ss: Good morning afternoon,Mr/Ms…

T: In this class, we are going to start 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.)

(away) abstain, absent, absolve

(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 Workbook

Step V WORD FORMATION EXERCISES

(If there isn’t enough time, please print it out and give the handouts to students as homework)

T: I’m very glad you’ve done the exercises quite well. Would you like to try some difficult ones?

Now look at the following exercises. You are given 8 minutes. Then we will check the answers together. If you have any difficulty, you may work with your partner or refer to a dictionary.

( Show the following exercises on the powerpoint.)

Use the word at the end of each gap to form a new word with which to fill the gap. While doing this exercise, look for clues which tell you what kind of word is missing (adjective, noun, verb, adverb). Make sure to take into consideration forms using various prefixes and suffixes, as well as negative forms.

EXERCISE # 1

This text was taken from ”The Picture of Dorian Gray “ by Oscar Wilde

In the centre of the room, clamped to an upright easel, stood the full-length portrait of a young man of _____(ORDINARY) personal beauty, and in front of it, some little _____(DISTANT) away, was sitting the artist himself, Basil Hallward, whose sudden _____(APPEAR) some years ago caused, at the time, such public ______ (EXCITE), and gave rise to so many strange conjectures. As the painter looked at the ______ (GRACE) and comely form he had so _______

(SKILL) mirrored in his art, a smile of ______ (PLEASE) passed across his face, and seemed about to linger there. But he ______(SUDDEN) started up, and, closing his eyes, placed his fingers upon the lids, as though he sought to _______(PRISON) within his brain some curious dream from which he feared he might ______(WAKE).

EXERCISE # 2

This text was taken from ”The Time Machine“, by H(erbert) G(eorge) Wells

`It is simply this. That Space, as our ______(MATHS) have it, is spoken of as having three dimensions, which one may call ______(LONG), Breadth, and _______(THICK), and is always definable by _______(REFER) to three planes, each at right angles to the others. But some philosophical people have been asking why THREE dimensions _______ (PARTICULAR) --why not another direction at right angles to the other three?--and have even tried to construct a Four-Dimension geometry. Professor Simon Newcomb was expounding this to the New York Mathematical Society only a month or so ago. You know how on a flat surface, which has only two dimensions, we can represent a figure of a three-______ (DIMENSION) solid, and ______(SIMILAR) they think that by models of thee dimensions they could represent one of four--if they could master the _______(PERCEIVE) of the thing. See?'

Keys to EXERCISE # 1

Extraordinary, distance, disappearance, excitement, gracious, skillfully, pleasure, suddenly, imprison, awake

Keys to EXERCISE # 2

Mathematicians, Length, Thickness, reference, particularly, dimension, similarly, perspective

Eight minutes later check the answers.

Show the answers on the PowerPoint so that students can have a better understanding of word formation.

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 Second Period Warming up & Speaking

Teaching goals 教学目标

1. Target Language目标语言：

a. 重点词汇和短语

solar energy, breakthrough, organ

b. 交际用语

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……

2. Ability goals能力目标: Enable students to talk about scientific achievements. Help them learn to express intentions and wishes.

3. Learning ability goals学能目标：Talk about great scientific achievements that have changed the world. Practise expressing intentions and wishes by talking about which scientific project is the most important .

Teaching important points教学重点

Talk about great scientific achievements. Learn the patterns used to express intentions and wishes.

Teaching difficult points 教学难点

How to express intentions and wishes.

Teaching methods 教学方法

Group work Discussing (cooperative learning)

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework. Check the answers on the workbook with the whole class.

Ask some students to name some great achievements.

Step II Warming up

Show the photos 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 III Speaking

T: Ok. Suppose we are in the year of . You are scientists. You are working on different projects. All of you need money and want to get money to complete your project. You will introduce your project and explain why it is the most important. 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 .Now turn your books to Page 2, look at the Speaking part and work in groups of five .Please don’t forget the useful expressions. You are given five minutes to do it. Then I will ask some groups to act it out.

Show the useful expressions on the PowerPoint.

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……

Five minutes later, some students are asked to act it out

Sample of the speaking:

Official: I know all of you have your own reasons. Now I’d like each of you to state your reasons and answer my questions truthfully so that I can decide who will get the money.

Dr Wilson: Ok. I’ll speak first. Our team is working on a cure for AIDS. As everyone knows, this is an issue for everyone. AIDS as a disease is not affecting only minority groups - gay men, drug users and prostitutes. The latest figures from the World Health Authority and UNAIDS show that HIV infection is now the fastest-growing serious health condition in many countries around the globe, where women are particularly at risk of becoming HIV-positive. It's clearly no longer the 'minority' disease it once was. I hope to find a cure as soon as possible. So our research is extremely important.

Official: We’ve spent a lot of money on many programs which help people fight AIDS in poor countries.

Dr Wilson: That’s true. But our research is to find a cure for this deadly disease. If we got the money, we would do more experiments and find a solution sooner. Then we would save thousands of lives.

Official: OK. Let’s listen to what Dr Jones will say.

Dr Jones: Our research project is about cloning and how to use the new technology to cure disease. The main reason to clone plants or animals is to mass produce organisms with desired qualities. Other reasons for cloning include replacing lost family pets and repopulating endangered or even extinct species. And we are thinking of using the new technology to cure diseases.

Official: Could you give us an example?

Dr Jones: The number of pandas is becoming smaller and smaller. Even though the Chinese government has been trying hard to provide pandas a suitable environment, the number remains samll. If we find a way to clone pandas, they won’t die out. We can help to keep the balance of the world. So I think our group should get the money.

Official: Ok. I think it’s Dr Smith’s turn.

Dr Smith: Without water, man cannot live. Water is very important to us. But many areas are short of water. In some places, people cannot have enough drinking water. So I want to develop new technology that will make it possible to grow food in areas where there is very little water. This new technology would help us save the natural resource.

Official: How are your experiments going?

Dr Smith: The experiments are going as expected, but at present we are short of money. I need your support.

Official: Let’s listen to Dr Winfrey’s explanation about his project.

Dr Winfrey: Once the moon has been reached, Mars seems the next obvious destination. We are working on sending a manned spaceship to Mars. It would be very difficult for one country to carry out such a program. A mission to Mars would require funding.

Official: Neil Armstrong's ”One giant step for mankind“ defined a generation. The project is very interesting and I am not turning it down. I support it, and it should be further developed. The money goes to Dr Winfrey’s group. Congratulations!

Dr Winfrey: Thanks. You will be proud of us.

T: Well done. Many of you can express intensions and wishes very well. After class please practice these useful expressions more often.

Step IV Workbook

Step V Homework

Surf on the internet or use the library to find some information of Neil Armstrong, Alexander G Bell, Ray Tomlinson and more about scientific achievements in groups.

The Third Period Listening

Teaching goals 教学目标

1. Target Language目标语言：

constitution, Neil Armstrong, Alexander G Bell, Ray Tomlinson, eureka

2.Aility goals 能力目标:

Introduce some great scientists and their achievements to students by doing some listening exercises.

3. Learning ability goals学能目标：

By listening to the introduction of some scientists and their achievements help students learn more about scientific achievements. Improve their listening ability by doing listening exercises.

Teaching important points教学重点

Listen to materials about some great scientists and their achievements.

Teaching difficult points教学难点

How to improve their listening ability

Teaching methods教学方法

Listening, speaking, discussing

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework.

Ask some students to express their intensions and wishes using the patterns learned in this unit.

Ask students to say more about scientific achievements.

Step II: Leading in

After students talk about some great scientific achievements, show the pictures of Neil Armstrong, Alexander G Bell, Ray Tomlinson. Ask students to say something about the three great men.

T:Do you know anything about Neil Armstrong？

S1: He is the first man to land on the moon.

T: Good! What about Alexander G Bell?

S2: He was the inventor of telephone.

S3: Ray Tomlinson invented e-mail.

T: Quite good! Now let’s listen to some materials about them and then finish the exercises on page 2.

Step III: Listening

Part 1

Play the tape for students to listen and give students several minutes to finish the exercises. If students have any difficulty in listening, explain the difficult points and play the tape again where necessary. Then check the answers with the whole class.

T: Well done! I would like to learn more about Neil Armstrong, Alexander G Bell, Ray Tomlinson. .Which group will introduce Neil Armstrong to us?

S1: Our group has found something about Neil Armstrong.

T: Good. Please introduce something to us. Let’s read together. (Ask students to show the following on the PowerPoint or print them out)

In 1969, Neil Armstrong made history by becoming the first man to walk on the moon, uttering the immortal phrase, ”One small step for man, one giant leap for mankind.“

NAME: Neil A. Armstrong

NASA Astronaut (former)

PERSONAL DATA: Born August 5, 1930 in Wapakoneta, Ohio. Married. Two sons.

EDUCATION: Bachelor of Science degree in aeronautical engineering from Purdue University; Master of Science degree in aerospace engineering from University of Southern California. He holds honorary doctorates from a number of universities.

SPECIAL HONORS: He is the recipient of many special honors, including the Presidential Medal for Freedom in 1969; the Robert H. Goddard Memorial Trophy in 1970; the Robert J. Collier Trophy in 1969; and the Congressional Space Medal of Honor, 1978.

EXPERIENCE: From 1949 to 1952, he served as a naval aviator; he flew 78 combat missions during the Korean War. During 1971-1979, Armstrong was professor of aerospace engineering at the University of Cincinnati, where he was involved in both teaching and research. Currently serves as Chairman, AIL Systems, Inc. Deer Park, N.Y.

NASA EXPERIENCE: Armstrong joined NACA, (National Advisory Committee for Aeronautics), NASA's predecessor, as a research pilot at the Lewis Laboratory in Cleveland and later transferred to the NACA High Speed Flight Station at Edwards AFB, California. He was a project pilot on many pioneering high speed aircraft, including the 4,000 mph X-15. He has flown over 200 different models of aircraft, including jets, rockets, helicopters and gliders.

In 1962, Armstrong was transferred to astronaut status. He served as command pilot for the Gemini 8 mission, launched March 16, 1966, and performed the first successful docking of two vehicles in space.

In 1969, Armstrong was commander of Apollo 11, the first manned lunar landing mission, and gained the distinction of being the first man to land a craft on the Moon and the first man to step on its surface.

Armstrong subsequently held the position of Deputy Association Administrator for Aeronautics, NASA Headquarters Office of Advanced Research and Technology, from 1970 to 1971. He resigned from NASA in 1971.

As a young man, Alexander Graham Bell taught deaf students in schools and universities and tutored them privately to help them communicate. He was trained in this work by his parents.

In 1862, Bell enrolled as a ”student teacher“ at a boy's school near Edinburgh, Scotland. There he taught music and elocution in exchange for instruction in other subjects. Later, he became a full-time teacher, using Visible Speech in teaching a class of deaf children. In April, 1871, Bell went to Massachusetts, where he met with great success.

As a teacher of the deaf, Bell was determined to help deaf people speak, so that they could take part in the speaking world, rather than be isolated and alone. To do this, he tried to find a way to make sound visible. Bell got his idea for making sound visible from his knowledge of how the ear hears.

Ray Tomlinson Inventor of Email

Email has become one of the most commonly used forms of communication, yet its invention passed with little note. Unlike some other communications breakthroughs, like the telegram or phone, nobody thought that email would grow as big as it has. Even the inventor of email, Ray Tomlinson, didn't know he was creating something important. But despite its humble beginnings, email has become an important part of our world. Whether it is used by a business for important messages, or by a disabled person simply to communicate, email is definitely here to stay.

After learning something more about the great people, go on dealing with the rest of listening exercises.

Part 2

Part 3

Students are encouraged to think creatively and give different answers.

Step IV: Workbook

Deal with the listening exercises on workbook.

Homework: Remember the three great men and their achievements.

Learn words and expressions in the text.

The Fourth Period Reading

Teaching goals 教学目标

1. Target Language目标语言：

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

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.

2.Aility goals 能力目标: 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学能目标：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教学重点The development of Zhongguancun and great achievements China has made in recent years.

Teaching difficult points教学难点

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

Teaching methods教学方法

Listening, reading, discussing

Teaching aids 教具准备

a tape recorder, a projector and a computer

Teaching procedures & ways 过程与方式

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 powerpiont.) 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 Distric 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 Fifth Period Integrating Skills (1)

Teaching goals教学目标

1. Target language目标语言:

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. 能力目标: Help students to learn about scientific achievements in different fields made by Chinese.

3. 学能目标: 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教学重点

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 教学难点

How to write a persuasion essay.

Teaching methods教学方法

Task-based teaching method

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures & ways教学过程与方式

Step I Revision

Check the homework.

T: Yesterday I asked you to find more about Chen Chunxian and Zhongguancun. Have you done your homework?

S1: Chen Chunxian was called “Father of ”China's Silicon Valley”. He died on August 9, in Beijing.

S2:He was China's Silicon Pioneer, but he had had many failures.

S3: He is publicly recognized as the first mover in China’s IT industries in the 1980s. He was born in 1934. In 1953, he entered the University of Moscow to study physics. At the time of his study, it was the heyday of Russian research and development. Sputnik, the first satellite, was launched in 1957. After he finished his degree in 1958, he started his career as a researcher at the Institute of Physics in the Chinese Academy of Science (CAS), the most preeminent research institute in China.

S4: Chen Chunxian, along with 10 fellow CAS scientists took academic tours to the U.S. soon after the Open Door Policy was established in 1978.

S5: In 1980 he started up the Advanced Technology Service Department, a technology-consulting firm in the Zhongguancun area of Beijing, with 15 staff members from CAS. Many scientists and researchers followed Chen’s example in the early 1980s

……

T：I’m glad to share your information. You’ve done very well. Here’s a piece of news on his death. Please read it. (Show the following on the PowerPoint.)

Father of “China's Silicon Valley” Dies

Chinese scientist Chen Chunxian, founder of Beijing's Zhongguancun hi-tech area, has passed away at the age of 70.

The physicist died Monday morning. He made his last contribution to society by donating his corneas to a medical institution.

In 1980, 46-year-old Chen Chunxian tabled the proposal of building Zhongguancun into China's “Silicon Valley”.

He left Chinese Academy of Sciences the same year to establish the first private scientific institution in the country, the precursor of China's hi-tech enterprises.

Chen Chunxian's efforts to develop China's hi-tech industry have given him the name “father of Zhongguancun”.

(CRI August 11, 2004)

Step II Leading in

T: Though he 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 III 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.

Suggested answers:

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 V 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 VI Homework Finish writing your essay.

The Sixth Period Integrating Skills (II)

附件

I.本单元课文注释与疑难解析

1. Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.无论中国将来会有什么样的伟大成就，很有可能其中很多就诞生在北京的西北部。

1. whatever conj. regardless of what , no matter what 引导让步装语从句。

Eg. Whatever happens, the first important thing is to keep cool.( Whatever happens= No matter what happens)

不管发生什么事,头等重要的是保持冷静。

Whatever you do, I won't tell you my secret. (Whatever you do= No matter what you do )

不管你做什么, 我都不会把我的秘密告诉你。

注意：当whatever 引导名词性从句时，不可用no matter what 替换, whatever= anything that 。

You may do whatever you want to do.（whatever= anything that）

无论你想做什么事，你都可以做。

Whatever can be done has been done. （Whatever= Anything that）已经做了能做的一切。

2. likely adj. probable可能的

1.) sb be likely to do sth

sth be likely to happen

2).. It is likely that ……

Eg. The train is likely to be late.这趟火车很可能晚点。

She is not likely to come next month.她下月很可能不来。

They are likely to become angry with him.他们可能会对他发怒

It is very likely that he will not consent.

很可能他不会同意。

like possible probable

意思都含“可能的”。

likely 系常用词, 指“从表面迹象来看很有可能”, 如:

It is likely that she will ring me tonight.(= She is very likely to ring me tonight.)很有可能她今晚给我打电话。

possible 指“由于有适当的条件和方法, 某事可能发生或做到”, 强调“客观上有可能”, 但常含有“实际希望很小”的意思, 如:

It is possible to go to the moon now.

现在有可能登上月球。

probable 语气比 possible 强, 指“有根据、合情理、值得相信的事物, 带有‘大概’、‘很可能’”的意思, 如:

l don't think the story is probable.

我觉得那故事不大可能。

2．In1995， the Chinese government put forward a plan for “rejuvenating the nation by relying on science and education” and it has helped Chinese scientists make many breakthroughs.

1995年中国政府提出“科教兴国”的规划，帮助中国科学家取得了许多突破性的成就。

1. put forward 1）提出（意见、建议）

“In 1860, a better plan was put forward by an Englishman, William Low.”

“1860年,一个名叫威廉.娄的英国人提出了一项更好的计划。”

2）推荐；提名；推举

Shall we put Mr Willinton forward as the candidate for chairman of the committee?

“我们提名惠灵顿先生作为委员会主席的候选人,好吗?”

2. rely（与on, upon连用）依靠；依赖；信任；信赖

rely on one's own efforts依靠自己的努力

You may rely on me.你可以信赖我。

rely depend

都含“信赖”的意思。

rely 指“在过去经验的基础上, 依赖、相信某人或某事物, 希望从中得到支持或帮助”, 如:

He can be -lied on to keep secret.

相信他能保密。

depend 指“出于信赖而依靠他人或他物, 以取得其支持或帮助, 这种信赖可能有过去的经验或了解为根据, 也可能没有”, 如:

He can depend on his wife for sympathy.

他相信妻子会同情他。

2. breakthrough n..1) 突破，冲破防线

a military breakthrough军事突破

2)突破性的发现，成就

a scientific breakthrough科学成就

Surgeons have made a great breakthrough in the kidney transplantation.

外科医生们在肾移植方面取得了重大突破。

II. 文化背景知识

Ray Tomlinson(born 1941) Inventor of Email

Frequently Asked Questions

Did you send the first network email?

Why did you do it?

Why did you choose the at sign?

What was the first message?

Did you receive any rewards, patents, etc.?

What were the early uses of email?

Did you send the first network email?

As far as I know, yes. However, there are a few qualifications. Network should be included because there were many earlier instances of email within a single machine. Computer networks, in any real sense, didn't exist until the ARPANET was built starting in 1969. Dick Watson proposed a form of email in July 1971 (RFC 196). I don't think that was ever implemented. It differed in that the mail was directed to numeric mailboxes. RFC 196 also suggests that the final product would be a printer output (i.e. ink on paper). SNDMSG sent messages to named individuals (computer users).

________________________________________

Why did you do it?

Mostly because it seemed like a neat idea. There was no directive to “go forth and invent email”. The ARPANET was a solution looking for a problem. A colleague suggested that I not tell my boss what I had done because email wasn't in our statement of work. That was really said in jest because we were, after all, investigating ways in which to use the ARPANET.

________________________________________

Why did you choose the at sign?

The primary reason was that it made sense. at signs didn't appear in names so there would be no ambiguity about where the separation between login name and host name occurred. (Of course, this last notion is now refuted by the proliferation of products, services, slogans, etc. incorporating the at sign.) The at sign also had no significance in any editors that ran on TENEX. I was later reminded that the Multics time-sharing system used the at sign as its line-erase character. This caused a fair amount of grief in that community of users. Multics used IBM 2741 terminals which used EBCDIC character coding. They did not have a “control” modifier key and didn't have many (any?) non-printing characters beyond space, backspace, tab, and return. The designers of Multics were constrained to using printing characters for line-editing.

________________________________________

What was the first message?

The first message of any substance was a message announcing the availability of network email. The exact content is unknown, but it gave instructions about using the at sign to separate the user's name from his host computer name.

________________________________________

Did you receive any rewards, patents, etc.?

Not unless you consider the current interest in the origins of email a reward.

________________________________________

What were the early uses of email?

The early uses were not terribly different from the current uses: The exceptions are that there was only plain text in the messages and there was no SPAM.

A Conversation With The Inventor Of Email

By Sharon Gaudin

Ray Tomlinson gave society one of the greatest communication tools in history. He invented email back in 1971 -- essentially fostering global business communication and turning the Internet into a digital kitchen table for far-flung family members.

The MIT grad is one of the forefathers of the Internet, working on ARPANET, the forerunner to the Internet, along with workstations, super computers and a slew of protocols.

But email may be his greatest legacy -- if not the toughest project he's ever worked on. Alexander Graham Bell became a household name -- someone children learn about in school -- because he invented the telephone. But consider that in this high-tech era there are more emails sent every day than telephone calls. That definitely gives Tomlinson his own place in history, if not a life of fame and fortune.

In this Q&A, the man who was honored earlier this year for a lifetime of innovation by Discover magazine, says he's irked by spam and hopes for a technical solution. He also talks about his vision for the future of email, dismisses claims that he's changed society and updates us on the distributed computing project he's working on today at BBN Technologies in Cambridge, Mass., where he's worked for the past 35 years and is their much-lauded principal engineer.

Q: What was your vision for email, and has the reality of it lived up to your expectations?

I'm not sure there was a vision there. It was a hack -- a neat thing to try out. ...It probably took four, five, six hours to do. Less than a day spread over a week or two -- when I had a spare moment. The idea was this facility had proved its usefulness sending messages to the same computer. What about when someone was on another computer, maybe across the country? It would be like the telephone but they wouldn't have to be there to answer the phone.

Q: When did you realize how big email was going to be?

It never seemed big at the beginning because there weren't many computers. It was only as big as the network. It depended upon having people with access. As an idea, it caught on right away, but there were so few people on the network... We didn't call it email. If we called it anything we called it mail or messages. The contrast with snail mail wasn't necessary then... I never documented the creation of the program. In 1993, someone started to ask where email started. I knew I had done the program... but later various people came along and there were a lot of additional ideas that went into it.

Q: How many email addresses do you have?

I have three that I use and three that I don't. They're three come-along-for-the-ride email addresses that you get from an ISP.

Q: How do you feel about spam and what should be done about it?

I get irked when I get spam. It's a tough problem and I'd like to see a solution come along. So far the solutions aren't working. Either they filter too much or they're not effective when they should be. They don't do what humans would do. Why did that email come through? And why didn't that legitimate one get through? No, I don't think legislation will work. I hate legislative solutions. It just doesn't sit well. I'd like to think people have the common sense not to spam, but obviously they don't. It's still possible we may have a technological solution for it. I would like to see that. I'm not spending any time on it myself. The other stuff I'm working on now is more interesting to me. I didn't have any association with email after the late '70s. I watched it from afar but I didn't participate.

Q: How do you see email evolving? What will it look like 10 years from now?

If it doesn't get killed off from spam, it probably won't be a lot different. You may see it more closely integrated with other forms of communication, though, like instant messaging. Once email is answered, you could continue the conversation more immediately, like with instant messaging. Simultaneous correspondence is a lot better than a few emails in a few hours. Or maybe you'll get an email and press a button and make a phone call... not with Verizon, but over the Internet. People would like more seamless interaction between the tools. They don't like being in a particular mode and having to switch to another. I want to specify what I want to do. I don't care how it happens... Bandwidth will go up. DSL is becoming more common. Cable modems are more common. Technology there will improve those services.

Q: What do you think of instant messaging?

I don't use it myself. I got turned off when I installed some browser that insisted with cluttering my screen up with instant messaging. The closest I've come to IM is some chat services. They were not fast enough. They weren't instant to me. I think people who use it are very happy with it. It fills an important niche.

Q: What can be done to make email more secure and cut down on the distribution of viruses and worms?

The insecure part of email is not something you can fix with technology. It's just so convenient. You can have an attachment in an email that does something for you. The attraction with that tempts people to click on an application... and get a virus. Anything you can think of to tag that as a virus is not going to be used. You'd have to have the cooperation of the hacker for that to work. And if your ISP threw away every attachment, that wouldn't work because email would lose its utility as a communication tool.

Q: A lot of people say email has changed society. Do you buy into that?

I think there will never be an answer to that. It's had an effect. I don't think people are fundamentally different now than they would have been. They simply communicate more. Maybe they've made friends and maintain relationships that they wouldn't have. But bad guys are still bad guys. Good guys are still good guys. Friendly people are still friendly. Just because they can be friendly over email and not a telephone [isn't that much of a difference]. You just have a larger community to draw from. If you have problems or are looking for answers, you have additional opportunities to find those answers. It's like having a library in your hometown or not. If it's not there and you have to make a trip to another town, you might not do it. You can tap into resources more readily. People have found answers to questions and email has been part of that solution.

Q: Is high-tech research as exciting to you now as it was back in the late '60s and early '70s when you were working on ARPANET and email?

Yeah, the subjects are different. This may be more exciting because there's so much happening all at once. We have this wonderful tool - the Internet. It's been around in one form or another since about '74. That's when the first networks were hooked together. It's just a wonderful resource. Think of ways to hook things together. Think of ways to get information.

Q: What are you working on now?

Distributed systems that use tools in various places around the country and work out solutions to problems. Trying to get it to happen is a challenge, but getting it to happen is tremendous. The system is based on agents, which are software applications that have certain expertise to work out solutions, like scheduling. Other agents know how to take a problem and break it down into smaller problems. They talk with each other and give each other answers. One agent will have access to specific information so it will be able to answer specific questions. We're actually working on solving the Department of Defense's logistical problems. We have a particular focus, but the overall techniques are general and could be adapted to other scenarios... We're working on both Linux and Windows and it's written in Java so it's relatively platform independent.

Q: Does it bother you that Ray Tomlinson is not a household name despite the contributions you've made?

No, it doesn't bother me. It's a geek thing. Computer nerds know that I've done this. I've gotten emails from individuals who've run across this fact. They say, 'It's great what you did. Why don't you do something about spam?' I'm not a household name. I wouldn't say it has brought me no fame and fortune, but it's not what most people think of when you say those words. It's kind of neat to have people talking about what you did and have people interested in it. It's not the center of my life.

Q: What is the center of your life?

I'm not sure I have a center. I just do what I do. I play around with computers and do some music and a little golfing.

Q: Was email the biggest thing that you've worked on?

I think there were bigger things -- things that took more effort. The workstation that I designed and built back around 1980 -- that was the biggest single thing I've done. It was a two-year effort. And it worked and it was useful. We never tried making a product out of it but it did serve our researchers... It was fun playing around with the super computer design. It didn't pan out, but it expanded my own knowledge. Everything has been interesting. I can't single out any one thing.

Q: What else interests you right now?

I read about anything I can get my hands on, from biology to archeology. I see none of these as something I'll directly work on... but biological computing is intriguing. And I'm interested in quantum computing too.

Chen, China's silicon pioneer, dead at 70

By Mike Clendenin

EE Times

August 11, 2004 (8:00 AM EDT)

TAIPEI, Taiwan - Chen Chunxian, the scientist credited with setting up China's “Silicon Valley,” died Monday (Aug. 9) at the age of 70, according to state media reports.

In 1980, four years after the death of Communist Chinese leader Mao Zedong and the opening of China, Chen walked away from a coveted position at the national Chinese Academy of Sciences to launch a high-tech development company in the Zhongguancun area of Beijing.

Chen, a Soviet-trained scientist and one of China's top plasma researchers at the time, was apparently inspired to set up the firm after a visit to California's Silicon Valley. Although his company eventually failed, his pioneering effort is credited with helping other tech-minded entrepreneurs.

Sitting on the northwest outskirts of Beijing, Zhongguancun eventually transformed from a sleepy academic district into a bustling electronics bazaar, with a mlange of privately funded retail shops driving its growth. In 1988, the city government officially established the Haidian Science Park within the Zhongguancun area and about a decade later the central government created the Zhongguancun High-tech Zone, encompassing about 100 square kilometers and making it Beijing's largest tech-oriented zone.

Considered the cradle of China's fabless industry, Zhongguancun also houses more than half of the countries Internet firms and the park administration believes some 6,000 companies - 70 percent of which are tech firms - have offices within its borders. In 2000, the park's revenue of $14 billion accounted for 60 percent of Beijing's industrial growth, according to the park administration.

More than a decade after Chen's pioneering endeavor, the failure of his company still registered more with Chen then the IT legacy he had been a part of. He was quoted as saying: “I don't consider myself a hero. A true hero should be rewarded with success.”

State media did not report the cause of Chen's death.

Zhongguancun, China's Silicon Valley

A statue of a DNA molecule. It is the symbol of the Zhongguancun Scientific and Technological Garden.

The numerals 0 and 1 represent the idea that Zhongguancun will rely on computer technology to develop itself.

The Chinese Academy of Sciences, as well as a dozen famous colleges and universities, including Beijing and Qinghua Universities are located in Zhongguancun in Beijing's Haidian District. The area has a dynamic economy that focuses on the knowledge and information industries. The average age of the several hundred thousands of employees in Zhongguancun is about 30; and the area of Zhongguancun is popularly known as the Silicon Valley of China.

Since 1978, when China started to implement the policies of reform and opening-up, various special economic zones were established, such as the city of Shenzhen in Guangdong Province in the 1980s, the new district of Pudong in the Shanghai Municipality in the 1990s, and Zhongguancun in Beijing in the late 1990's. It has been forecasted that Zhongguancun will become the leader of China's hi-tech industry in the 21st century.

Similar to Silicon Valley in the United States, Zhongguancun is a product of the development of the market economy. Twenty years ago, the Chinese government decided to focus its attention on economic development, and so began the nationwide implementation of reforms. On October 23, 1980, Chen Chunxian, a researcher at the Chinese Academy of Sciences, founded a technological development service department under the Beijing Society of Plasma Physics in Zhongguancun. It was the first civilian-run scientific and technological institution in the area. By the end of 1986, 100 non-governmental scientific and technological enterprises, specially engaged in the development and marketing of electronic products, were set up along the sides of a street which was later called the Zhongguancun Electronics Street.

An office of a large enterprise in Zhongguancun.

Wang Xuan (second from left) is one of the most famous scientists in Zhongguancun. He has developed the technology of laser photo-typesetting of Chinese characters and has made contributions to the technological revolution of China's printing industry.

Cultivating Chinese kale for bioengineering research. Bioengineering will become Zhongguancun's next important area of economic growth.

In order to accelerate its development, the densely populated Zhongguancun Garden designed a new development pattern and established five subsidiary scientific and technological gardens. The Haidian Garden, where the Zhongguancun Electronics Street is located, is responsible for the research and development of hi-tech products. It has set up the 1.8-square-kilometer Shangdi Information Industry Base and the 4-square-kilometer Yongfeng Experiment Base. The other four subsidiaries are the Fengtai Garden, the Changping Garden, the Yizhuang Scientific and Technological Garden in the southern suburb, and the Electronics Garden in the nort

篇5：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)

课时 6-1 备课人万兴安授课时间 2004.12

教学目标 1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a computer, a tape recorder & a projector, some slides.

预习要求 Read new words in Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Warming up

Questions:

1. What’s the weather like today?

2. Do you often care about the weather?

3. How do you hear about it?

4. Have you ever heard of typhoon?

5. What words can you think of to describe the typhoon weather?

6. What will you feel in such kind of weather?

7. What about the hurricane? Have you ever heard about it?

8. What about volcano?

9. How is a volcano formed?

10. Where is the most possible place that a volcano may erupt?

11. Do you know how a volcano works, if you do, describe it?

Step 2 Pre reading

Show a picture

(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).

Show another.

(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q9: 1). Show a video about the eruption of a volcano.

2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

Q2: When and where did it happen?

Q3: Who is the writer of the letter?

Task 2 Decide whether the sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy.

2. My uncle planned to save his friend’s wife Rectina.

3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.

Task 4 Scan the text & fill in the following form.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.

7. A rain of rocks was coming down.

Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they

Homework.

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

Ss answer:

The eruption of the volcano called Mount Vesuvius.

On the 24th of August in 79 AD in southern Italy.

Pliny, the younger.

Check answers: 3T,5T

Ss read the text again and rearrange the order：

2431675

Check answers:

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Ss finish their homework.

课题 SEFCB2Unit 10 课时 6-2 备课人万兴安授课时间 2004.12

教学目标 1. The students can use what they have learned to describe volcanoes.

2. The students realize that human beings can overcome any hardship.

3. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text further

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a tape recorder , a projector, some slides.

预习要求 Read the text of Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Go over the text

Get Ss to listen to the recording of the text.

Step 2 Revision

Check their homework

Step 3 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

2. What’s the relation between human beings and nature?

3. What should we do to protect the environment that we live in?

5R policy.

Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text

Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.

Answer:

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

1. Reduce: Reduce the amount of waste by every possible means.

2. Reuse: Reuse the useful things before getting rid of them.

3. Recycle: Recycle the waste things if possible.

Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Step 4. Language points.

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 5 Homework

Finish Exercise 2 at Page 77 in SB..

Bb design:

4. Recover: Make use of good parts while getting rid of the bad ones.

5. Repair: Repair the broken things.

Ss listen and take notes when necessary.

Finish the homework

Check answers next time.

课题 SEFCB2Unit 10 课时 6-3 备课人万兴安授课时间 2004.12

教学目标 1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

教学重点 To master the useful new words and expressions.

教学难点 How to use what the students have learned to describe a nature disaster.

教、学具 a computer, a projector & a tape recorder

预习要求 Nothing but to read the new words.

教师活动内容、方式学生活动内容、方式旁注

Step1 Revision

Check homework.

篇6：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,

a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.

II． Teaching Goals

1. Talk about English poetry.

2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.

4. Write about a poem.

III. Teaching Time: Five periods

IV. Background Information

1. Shakespeare

For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!

Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.

It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.

However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2. About Shakespeare's Plays

William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.

Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)

1590--Henry VI, Part I.

Henry VI, Part II.

1591--Henry VI, Part III.

1592--Richard III.

The Comedy of Errors.

1593--Titus Andronicus.

The Taming of the Shrew.

1594--The Two Gentlemen of Verona.

Love's Labour's Lost.

Romeo and Juliet.

1595--Richard II

A Mid-summer Night's Dream.

1596--King John.

The Merchant of Venice.

1597--Henry IV, Part I.

Henry IV, Part II.

1598--Much Ado About Nothing.

Henry V.

The Merry Wives of Windsor.

1599--Julius Caesar.

As You Like It.

1600--Twelfth Night.

The Second Period( 1601～ 1608) :

1601-- Hamlet.

1602--Troilus and Cressida.

All's Well That Ends Well.

1604--Measure for Measure.

Othello.

1605--King Lear.

Macbeth.

1606--Antony and Cleopatra.

1607--Coriolanus.

Timon of Athens.

1608--Pericles.

The Third period(1609～1612) :

1609--Cymbeline.

1610---The Winter's Tale.

1612--The Tempest.

Henry VIII.

The First Period

Teaching Aims:

1. Talking about poems to raise the students' interest in poems.

2. Listening to improve the students' listening ability.3. Making up dialogues to improve the students' speaking ability.

Teaching Important Points:

1. How to get the students to grasp the main idea of a passage by listening.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities.

2. Discussion to make every student express himself freely.

Teaching Aids:

1. a tape recorder

2. a computer

3. a projector

Teaching Procedures:

Step I Greetings and Revision

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr × !

T: Sit down, please. Have you finished your homework?

Ss: Yes.

T: Please take out your exercise-books. Let's check your homework. Wu Dong, …

(Teacher checks the students' homework. Then the teacher and students learn the new words of this period together. )

Step II Warming up

T: Do you like poetry, SA?

SA: Yes, I do. I like it very much.

T: Why do you like it?

SA: I learn a great deal from poetry. When I was a small child, my mother taught

me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.

T: How about you, SB ?

SB: I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.

T： What English poems, song words or rhymes have you read? Can you recite any?

Sc：I've read some English poems when I was in Junior Middle School. And it is

like this:

I Love the Sun

I love the sun,

I love the spring,

I love the birds,

That gaily sing.

I love my school,

I love my play,

And I love all,

That is nice and gay.

SD: I remember I've read a poem about the names of the months. It is:

Thirty days have September.

April, June and November,

All the rest have thirty-one,

Excepting February alone,

And that has twenty-eight days clear,

And twenty nine in each leap year.

T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?

In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.

(Students read the poems together and at last two students are asked to read them.)

T: What is the pattern of each poem? “pattern” means “格调”.

SE: It's funny. It is written just to make others laugh, I think.

T: Now, please answer the last question on Page 25.

SF :To talk about poets and poetry, we often use the words ：“good, bad,

interesting, funny, dull, meaningful, meaningless, etc”.

Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.

T: What phrases do you think will be useful when you express your intentions

and reach decisions?

SH :When we want to express our intentions, we often say: I'm going to…; I

intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I'd like to… ; I'm ready to…; I would rather not…etc.

SI：When we want to reach decisions, we often use: In my opinion, we should…;

What's your opinion? I think/believe/suppose we should…;I don't think it's

necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.

Step III Listening

T： Now let's do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )

T: Do you know what you should do after you listen to the tape?

Ss: Yes.

T： Now I'll play the tape. When I play it for the first time, do Ex. 1, please.

When I play it for the second time, do Ex. 2. If you have anything you don't

hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?

Ss: Yes.

Step IV Speaking

T: Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.

(Teacher shows the screen.)

Useful expressions

I'm interested to…but…

I think it will be too difficult to…

I think I might want to…

I think it will be boring…

I want to…

I'm very interested in…so…

I'd like to…

I'm not very interested in…so…

I've never heard of…so…

I hope to find…

I've never read any…so…

I don't know much about…

but…

T :( After a few minutes. ) Have you finished?

Ss: Yes. T: Now who will tell us your opinions? Volunteers?

Sa: and Sb : (Standing up. )We'll try. …

Sample dialogue: Sa--A; Sb--B

A: What kind of poetry do you like to read?

B: I like to read poems about nature.

A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.

A: What kind of poems are you not interested in?

B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?

A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.

T: Very good. Who else will do this?

Sc and Sd : We'll try. …

Sample dialogue:

Sc-A; Sd--B

A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?

B: I like the poems by Li Bai, especially the ones to describe nature.

A: For what reason do you like them?

B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.

A: What kind of poems are you not interested in?

B: Poems about broken hearts. They make me sad. What's your opinion?

A: I like the poems about the sea and I don't like the noes about death and broken hearts.

B: Just like me!

Step V Summary and Homework

T: In this period, our topic is about poems. We have talked a lot about

poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That's all for today. Class is over

Step V The Design of the Writing on the Blackboard

Unit 4 A garden of poems The First Period

Useful expressions:

I'm interested to…but…

I think I might want to…

I want to…

I'd like to…

I've never heard of…so…

I've never read any…so…

I think it will be too difficult to…

I think it will be boring…

I'm very interested in…so…

I'm not very interested in… so…

I hope to find…

I don't know much about…but……

Step VII Record after Teaching

____________________________________

篇7：高二英语新教材Unit11单元教学设计(人教版高二英语上册教案教学设计)

浙江省文成中学吴媛媛

一、教学分析

1、教材内容分析

本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:

本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

二、教学目标

1、语言知识目标

1）要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…It’ likely that…, make it possible for sb to do sth…,etc.

2）掌握一定量的表达“wishes and intentions”的交际功能用语。

3）同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。

2、语言技能目标

通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。

3、情感目标

1）激发学生并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。

3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法

三、教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。

4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。

四、学习策略

引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。

五、单元教学设计

依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。

Period 1 Warming-up & listening

Goals: 1. Get the Ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.

2. Cultivate the students’ ability of listening for information.

一、Warming up

Task 1.Greeting: Have a free chat with the Ss about their holidays to present the topic scientific achievements

Task 2. Match the scientists and their scientific achievements （group work）

Alexander Bell electricity

Thomas Edison the First telephone

the Wright Brothers‘ the electric Lamp

Madame Curie black holes in Universe

Franklin Theory of Gravity

Steven Hawking the First Plane

Elbert Einstein Radium

Isaac Newton the Theory of Relativity

Task 3. Talk about scientific achievements

1) How have the scientific achievements changed the world?

2) Which one do you think is the most important? Why?

3) What are some other scientific achievements that you think are important?

4) Do these achievements have anything in common? If so, what?

Task 4. Discussion (pair work)

Is this an easy job to achieve success in science research? What makes a scientist?

二、Pre-listening

Task Get to know Neil Armstrong, Alexander Gramham Bell, Ray Tomlinson and Armchimedes.

三、Listening

Task 1. Listen to part 1 and complete the chart below.

Words Speaker Achievement

“That’s one small step for a man , one giant leap for mankind Neil Armstrong

“Mr Watson, ______________;

I want you.” Alexander Graham Bell

“QWERTYUIOP” Ray Tomlinson

Can you explain Tomlinson’s message?

Task 2 .Listen to part 2 and complete the sentence below.

1.The word “ “ are famous because they are the

of The Constitution of the United States of America.

2.Eureka is a word from the language and means

3.If you ask a father, he might say : “ “

If you ask a mother, she might say : “ “

四、Post-listening (group work)

Language input: As what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. If you are lucky enough to be the first person…., what would you say?

Task: Choose one situation and then share with your partners.

A the first person on Mars

B the first cloned human being

C the first person to travel in time

五、Homework

1 Listen to the tape, finish the listening part on WB (p81).

2 Preview the reading passage.

Period Two Speaking

Goals:1.Learn and master the useful expressions

2.Train the students’ listening and speaking abilities.

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

一、Pre-task

Another new year began. Have you got any wishes/ plans? What are they? With your plan made, what intentions have you got? In this way the following expressions are aroused.

Useful expressions

If I got the money, I would…

My plan is to…..

I hope that…

I would rather….

How I wish… I want / wish/ hope / intend/ plan to…

I’d like to…

I’m thinking of…

I’m going to….

I have decided to…

二、Speaking (group work)

Situation: Four scientists ,each of whom is working on an important project, want to get money to complete their project. Each scientist will introduce his or her project and explain why it is the most important. The organizer 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.

Dr Wilson

You and your team are working on a cure for AIDS. Your research is extremely important because . Dr Jones

Your research project is about cloning and how to use the new technology to cure diseases. Your project is important because .

Dr Smith

You want to development new technology that will make it possible to grow food in areas where there is very little water. This is important because . Dr Winfrey

You are working on sending a manned spaceship to Mars. This is a very important project because .

三、Post task

1.Just now you did a very good job in acting as a scientist. Do you want to be a scientist? If so, which field are you interested in? If not, what do you want to be? Use the expressions of wishes and intentions to talk about your dream.

2. Imagine you are a reporter who is going to report the space hero about his wishes and intentions. Take turns acting as interviewer and interviewee.

四、Homework

1. Interview your parents about their wishes and intentions using the expressions we learent.

2. Preview the reading passage.

Period 3&4 Reading

Goals: 1.Learn and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.

2.Train the Ss’ reading ability.(Read for general information and detailed information.)

3.Get the Ss to learn about Zhongguancun--China’s Silicon Valley.

一、Pre-reading

1.Are scientific achievements important? How do they improve our daily life? How do they improve society?

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

3.As is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. So I want to run a hi-tech company, what should I arrange for? What kind of support and environment would I need?

4.What if I set up my company in Zhongguancun ? How much do you know about Zhongguancun?

5.Do you know the sign “Lenovo”? Where is it located?

二、While-reading

1. Fast reading

Task: Read the text quickly and try to find information about Zhongguancun to finish the chart below.

Item Zhongguancun

Locating

Brief history

Spirit/culture

Educational institutions

Hi-tech companies

2、Careful reading

Task 1 : Get to know the outline of the text

1.Does this article have a topic sentence? What is it?

2.What are the supporting ideas?

be home to

Zhongguancun: Center be home to

be home to

Task 2: Get to know detailed information

1.Why did Xiang Yufang study abroad and work abroad for a few years？

2.What made it possible for Xiang Yufang to return to China?

3.How does Zhongguancun affect business?

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

三、Listening & Questions

Task: Listen to the tape and finish the True or Fasle.

1. Zhongguancun is the new center for Chinese science and education

2. Within the next ten years, more than a hundred scientific and hi-tech companies moved into Zhongguancun.

3. Xiang Yufang studied abroad because he felt comfortable abroad.

4. More than 8,000 hi-tech companies in Zhongguancun. More than half of them are IT companies.

5. Zhongguancun park is home to Lenovo and Founder and more than 20 famous national companies.

6. The researchers and scientists know that the spirit and creativity they represent are no more than money.

四、Post-reading

Choose the correct answers. There may be more than one correct answer.

1.According to the author, Zhongguancun is home to .

A. some famous research institutes and universities B. many IT companies

C. more and more returned overseas Chinese D. a number of science parks.

2.What is NOT true about Zhongguancun?

A. It is located in Haidian District, in northwestern Beijing.

B.It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

3.According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because .

A. he wanted to see more of the world

B. he enjoyed working with the best scientists in his field

C. he could enjoy his work and contribute to his country at the same time

D. he missed his friends and family

4.According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?

A. 25,000 B. 30,000 C. 35,000 D. 180,000

5.How is ‘failure” understood in Zhonguancun?

A. There are fewer failure in Zhongguancun

B. Many of its researchers and scientists will try hard not to fail.

C. Failure is a necessary part of being successful.

D. The best thing about failure is that you learn every time you fail.

五、Discussion (group work)

Language input: In this class, we’ve learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is sometimes called “China’s Silicon Valley”. Do you know “Silicon Valley”? Where is it? When was it set up? Why was it set up?

Task: Work in groups of four to compare these two science parks and find out in which ways they are similar and different. You can refer to the following chart.

Hi-tech Park Silicon Valley Zhongguancun

When was it established?

Why was it established?

Where is it?

What kinds of companies are located there?

What are some famous companies?

Why do people want to work there?

六、Homework

1. Pick out some sentences you enjoy most, & try to recite them as possible as you can .

2. Consult the following websites.

www.zgc.gov.cn/

www.siliconvalley.com/mld/siliconvalley/

Period 5 Language Study

Goals: 1.Learn some words which are the closest in meaning.

2.Study the ways of forming a word.

3.Study the meaning of some affixes and stems.

一、Revision.

Task . Introduce Zhongguancun

二、Word study

Task 1. Use the clues below to guess the words

1.the opposite of “public” 2.a synonym of “depend”

3.the lowest or bottom part 4.of the sun

5.an organization for educational or research purpose.

6.unusually large person, animal, plant.

7.area or region with a particular feature or use.

8.without any fault or bad points.

Task 2. Choose the answer that is closest in meaning to the underlined part of each sentence.(P5)

三、Presentation

Task: Study the words on the screen and find out the ways of forming a word. (class work)

International=inter + national telephone= tele + phone

Mankind=man + kind broadband=broad + band

Extremely=extreme + ly manned=man + ed

Hi-tech=high + technology e-mail=electronic mail

IT=information + technology CSA=Chinese Space Agency

affixation: international, telephone, extremely, manned

Compounding: mankind, broadband

clipping: hi-tech, e-mail

abbreviation: IT, CSA

四、Practice

Task 1. Finish the Exx2-4 to understand how the words are formed.(P6)

Task 2. Get to know the meaning of stems and affixes. (pair work)

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

Trans- carry

-graph see

tele- below

super- life

co- together/with

vis- more than usual

bio- far

sub- across

-port writing

Task 3. Word formation makes it easy for the Ss to guess the meaning of words using

context clues.

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

a.Many countries import most of the oil they use.

b.He studied biophysics at college.

c.It is very important to learn how to cooperate with others.

d.All you luggage will be transported to the destination by train.

e.My cousin has an excellent voice. Her dream is to become a superstar.

五、Consolidation

Read the news article and tell how the words in bold are formed (pair work)

Homework:

1. Finish off the exercises on the workbook.(p83-84.

2. Preview integrating skills

Period 6 Integrating Skills

Goals: 1.Learn and master the new words and phrases

2.Train the Ss’ integrating skills, especially reading and writing skills.

一、Revision

1. Ask the Ss to find some examples for each way of forming a word?

2. Guess some new words with the help of word formation.

a. The average output of the factory is 20 cars a day.

b. She has written good essays before, but this one is substandard.

c. He is a kind of intellectual superman.

d. The lack of a common language made it very difficult to intercommunicate .

e. Transplant the seedlings into peaty soil.

3.Lead in: Human beings are creative, and many scientific achievements have been made in our history. What great inventions do you know in China’s history? What red hot achievements do you know?

二、Fast reading

1. What plan has helped Chinese scientists make many breakthroughs?

2. Which scientific fields are mentioned in the text?

三、Careful reading (group work)

Work in groups of four . Use what you have learnt from the text to complete the chart below.

Field Achievements Importance

Exploring space

Genetic research

Computer engineering

Medical science

四、Writing

1. Which words in the text can we use to describe scientific achievement?

2. Situation: Do you know Modern Science? They are thinking of writing an essay about the greatest scientific achievement but they find it difficult to decide . Write a short essay in about 150 words, telling them which achievement you have chosen and explaining why you think so. The following outline may be helpful to you.

Introduction: state your view

Outline body : give your reasons (at least 2)

Conclusion: summary

五、Self-Assessment

Using the assessing part on P.87, Ss are helped to review what they have learned or done in this unit learning. In this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).

教学反思

本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：

1．学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。

2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。

3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。

4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。

篇8：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)

Unit 3 Art and architecture

I. Brief Statements Based on the Unit

In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they

will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.

II .Teaching Goals

1. Talk about art and architecture.

2. Learn to express preferences.

3. Learn about the Past Participle(2) : used as Object Complement.

4. Write a review of a painting.

III. Teaching Time: Four periods

IV. Background Information

1. The Great Wall of China

In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.

The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.

About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.

The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.

To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor's builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.

Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.

2. The Yellow Crane Tower

On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.

The rebuilding of the tower took four years and cost 15 million yuan.

This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.

Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?

There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.

Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.

In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.

In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.

However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.

In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.

Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.

The First Period

Teaching Aims:

1. Improve the students' listening ability.

2. Improve the students' speaking ability.

3. Learn and master some useful words and expressions.

Teaching Important Point:

Train the students' listening and speaking abilities.

Teaching Difficult Points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion to make the students talk about art and architecture.

2. Individual or pair work to make the students practise their speaking ability.

3. Listening practice to improve the students' listening ability.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Warming-up

Greet the whole class as usual.

T: (Walk to one student)Wang Jing,

where do you live?

S: I live at No. 26 Zhonghua Street.

T: What kind of house do you live in? A traditional house or an apartment?

S: I live in an apartment.

T: Do you like living in an apartment?

S: Yes.

T: Can you tell us why?

S: It's clean and safe, and it's easy to keep warm in winter, since it has the

heating system.

T: What's the disadvantage of living in an apartment?

S: It's not convenient for you to carry things home and it's not easy for you

to get sunlight.

T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house

do you live in? Do you live in an apartment, too?

S: No. I live in a traditional house.

T: Do you like living in a traditional house?

S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It's very interesting.

T: Good. I must pay a visit to your house one day. Now, look at the questions on

the screen and have a discussion in pairs.

(Show the following on the screen.)

Questions:

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

(After the discussion, collect their answers.)

S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.

S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.

And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.

S5:……

T: All your designs are wonderful. You're all good architects. This unit is about

art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?

S6: I think“pattern, style, modern, material, traditional, be made of, be covered

by” are useful.

T: Good. Who can tell us more?

S7: Let me try. High, low, steel, be famous for, look like, and so on.

T: Very good. Now, work in groups of four and find out the history of art and

architecture, names of artists and architects, famous buildings and works of art in the world.

(A moment later, teacher may ask some students to say their answers.)

Step II Speaking

T: Now, please open your books and turn to Page 17. Look at the two pictures.

What do you see?

Ss: Modern buildings and a traditional house.

T: Just now, we talked about their advantages and disadvantages. Now, please

work in pairs to make a short dialogue. Tell each other which you prefer

and try to explain why you prefer one thing to the other.

(Students prepare for a while.)

T: Are you ready?

Ss: Yes.

T: Which pair volunteers to act our your dialogue?

Ss: Let us try....

(The pair acts out their dialogue. Teacher then shows the following on the screen. )

T: Very good. Now, please look at the screen. What beautiful chairs they are!

Do you like them?

Ss: Yes.

T: Which do you like better?

(Ss may have different answers.)

T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.

(A moment later, ask some students to act out their dialogues.)

Sample dialogue:

A: Do you prefer classical chairs or do you like modern chairs better?

B: I'd rather have modern chairs.

A: Can you tell me why?

B: In my opinion, modern chairs are lighter and more colorful. ] don't like the

hard wooden chairs which I think are uncomfortable.

A: I really prefer classical chairs. I like seeing something old and classical and

I like the different designs of the chairs.

Step III Preparation for Listening

T: OK. We've talked much about art and architecture. And we also designed our

own dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.

(Allow the students a few minutes to prepare for the dialogue and ask one or

two pairs to act out if time permits. )

Step IV Listening

T: Well done. Now, we'll do some listening practice. You'll listen to a talk

between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.

(Help Ss to know what to do and make them guess the answers. )

T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.

(Play the tape twice for Ss to listen and finish the exercises and then play

it a third time for students to check their answers. At last cheek the answers with the whole class. )

Step V Summary and Homework

T: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?

S: Let me try. (Write some on the blackboard. )

T: Good. Who has anything else to add?

S: I'll try. (Write some other expressions on the blackboard. )

T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!

Ss: See you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 3 Art and architecture

The First Period

Useful expressions:

I'd rather…

I don't get excited about…

I'm much more interested…

If you ask me, then…

In my opinion…

I prefer something that…

I really prefer…

I like seeing something…

I wouldn't feel happy if…

What I like is…

I'm not very interested in.…

I can't stand…

Step VII Record after Teaching

篇9：Unit 10 Frightening nature(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

Have you experienced a terrible nature disaster? Certainly few of us have. Do you want to know something about it? Certainly many of us do. After you have learned this unit, Unit 10. Frightening nature, you are sure to obtain some useful information about that. The unit will be taught in four periods. In the first period, we'll deal with Warming up, Listening and Speaking. At the beginning, four pictures are shown to the students. They are asked to talk about them and then write down what is observed. The pictures are about geology, meteorology, astronomy and biology, including typhoon, cobra and cells. The pictures and the questions after them can greatly stimulate the students' interest in science. Listening is about weather

forecast in the USA. The exercises of listening can test how the students grasp the detailed information in it. Speaking provides all types of topics for the students to talk about. When they finish their talking, a lot of useful expressions on how to express emotion, anxiety and fear are mastered by them. In the second period, we'll deal with Prereading, Reading and Post-reading. In the beginning, the students will see and talk about three pictures about a famous volcano vesuvius, which once erupted about two thousand years ago, and destroyed two small towns. Then the

whole text gives us a vivid picture at that time. It describes how the writer’s uncle died. His uncle, attracted by the scene of volcano eruption, wanted to observe and record more about that. So he decided to go and see it from closer. He went there and rescued his friend's wife. Then he went to see another friend of his, who lived very near to the erupting volcano. He even encouraged the scared people to calm down. But unfortunately, he died at last. He only thought about learning more about volcano and wasn't afraid at all. He valued scientific knowledge more than his life. In the third period, we deal with Word study and a grammar item--Ellipsis. Plenty of exercises are arranged for it. The students will master it through practice. Integrating skills are delt with in the fourth period. The text is about a ship, controlled by the captain and his crew, fighting against a terrible typhoon. The story without end asks the students to use their imagination and write how it will end. We are sure that when the unit is finished, the students will not only improve their ability to listen, speak, read and write, but also learn and master plenty of useful words and expressions.

II. Teaching Goals

1. Talk about natural disasters volcanoes, hurricanes and typhoons.

2. Express emotion, anxiety and fear.

3. Learn about Ellipsis.

4. Practise creative writing.

III. Teaching Time: Four periods

IV. Background Information

1. Volcanoes

There are thousands of volcanoes all over the world. What makes volcanoes?

What happens?

The inside of the earth is very hot. Because it is very, very hot, the rock has melted like ice. It has become liquid, like water, his always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.

But in some places the outside of the earth is thin and weak. Sometimes a crack (a small opening) appears. The hot melted rock, which we call “lava”. pushes up

through the crack and bursts through. Steam and gas shoot up into the air and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.

After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up, with a hole down the middle. Perhaps the volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.

Although there are thousands of volcanoes in the world, most of them are dead. Only about 500 sometimes start to throw out lava again. A famous volcano which is now dead is Mount Fujiyama in Japan. It is covered with snow in winter.

Vesuvius is the name of a very famous volcano in Italy. It first came to life many, many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks, which fell all around. Hot lava poured down its sides. About 3 000 people were killed.

This has happened again many times since that year. Sometimes no damage was

caused, or only little damage. But there was serious damage in the years 472,

1631, 1794, 1861, 1872 and 1906. You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damage in 1914 but there has not been any since that year.

2. What Is a Tornado?

What exactly is a tornado? The general picture is familiar enough. The phenomenon usually occurs on a hot. sticky day with south winds and an ominous sky. From the base of a thunderhead, a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path, the twister may turn black, brown, or occasionally (over snow) even white. The moving cloud shows an almost continuous display of sheet lightning. It lurches along in a meandering path,

usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender: its wake of violence averages about 400 yards wide. As the tornado approaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally explode as they are sucked in by the tornado's low-pressure vortex (where the pressure drop

is as much as 10 percent) and by its powerful whirling winds (estimated at up to 500 miles per hour). The tornado's lifetime is as brief as it is violent. Within a few tens of miles (average: about 16 miles), it spends its force and suddenly disappears.

3. Earthquakes

Earthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.

Earthquake is regarded as one of the most damaging forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have been numbered in the millions, and that earthquake-related destruction has been beyond count.

The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great belts or zones that ninety percent of all earthquakes take place. The text refers to two of the strongest quakes in San Francisco. As to our country, a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tang Shan happened in the city of Tang Shan, Hebei Province on July 28th, 1976, which caused more than 240 000 deaths and the whole city was destroyed.

Nowadays scientists know a little about earthquakes and they still cannot stop these disasters from happening. However, they can warn people who live in these areas by pre diction, in advance to take precautions against such disasters. A worldwide earthquake warning network is already in operation at present and is expected to make earthquake prediction several years ahead of time.

The First Period

Teaching Aims:

1. Learn the new words of this period and master their usages.

2. Listen to a passage about weather forecast,

3. Talk about natural disasters.

Teaching Important Points:

1. How to improve the students' listening ability.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Discussion and free talk to get every student to speak.

3. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

T: Have you finished your homework?

(Ss: Yes )Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following. )

T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.

SA:…

(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)

Step II Warming up

T: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.

(Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following. )

T: Have you finished?

Ss: Yes.

T: Let's do Ex. 1. Who will talk about the first picture?

S: Perhaps the first picture is a geomorphologic map.

T: Please go on !

SB: In the second picture we can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.

Sc: In the third picture. I saw a comet. It has a very bright head and a long less

bright tail and is moving through the sky to the ground. If we want to see it

more clearly, we can see it through a telescope.

T: How do you know when it will happen?

SD: The TV programme will tell us in advance. It will tell us its detailed timetable and the other information about it.

SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.

T: Do you often hear about these things in newspapers or on TV?

SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.

SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.

T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?

SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.

SI: Earthquake can bring great damage to people's life. It can cut off electricity

and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.

SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.

T: In which ways are the fields of science important to our everyday life?

SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.

SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity and

avoid losses.

SM: In our geograph lessons, our teacher told us that the stars and planets in

the universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible so

that we can forecast their effect.

SN: Biology is an important subject. It affects our everyday life directly. If we

develop better medicine, some diseases will be got rid of. SARS,for example,

broke out in our country last year. We needed a lot of effective medicine

then. If it had not been for the success our scientists achieved, we would have

had much more losses.

T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.

Step III Listening

T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)

T: Do you understand what we should do?

Ss: Yes.

T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for

the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?

Ss: Yes.

T: OK. Let's begin.

……

Step IV Speaking

T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.

Sample dialogue

(A: Student a; B: Student b)

A: Are there any typhoons in the area where you live?

B: No, there aren't.

A: Have you heard about it?

B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.

A: What is it like?

B: Very terrible! When it happens, trees are pulled up and some old houses are

destroyed.

A: Is that so? I wish there were no typhoons in the world.

B: That's impossible. But when it comes, there will be rain with it.

A: How about hurricane and tornado?

B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.

A: I see. Thank you very much for telling me so much.

B: Not at all.

T: (Show the screen.) Have you met with one of such situations above? Are you

frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.

(Teacher writes the useful expressions on Page 75 on the blackboard.)

Sample dialogue:

(A: Students c ; B: Student d)

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn't see us. We acted just as the TV programme told us. At

last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible !

Step V Summary and Homework

T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.

Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.

Step VI The Design of the Writing on the Blackboard

Unit 10 Frightening nature

The First Period

Useful expressions :

How terrible!

It makes me feel uneasy when…

I think it's very unpleasant…

It makes me feel very worried.

I get very upset.

It's a frightening thing…

I dare not …

I'm really frightened to…

What's really scary…

I'm afraid of…

I'm frightened to death by…

She's scared to death.

He gets into a total panic when…

It makes my hair stand on end.

What terrifies me…

Step VII Record after Teaching

篇10：unit 10 Frightening Nature(人教版高二英语上册教案教学设计)

Periods 1 & 2 Warming-up & Reading

Goals:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

Teaching aids: a computer, a tape recorder & a projector

Teaching procedures

Step 1 Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more there is enough water, which can be used to make electricity.)

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: What about volcano?

Q9: Look at the picture. Find out as much as you can to describe it.

eg. eruption lava

Q10: How is a volcano formed?

1). Show a video about the eruption of a volcano.

Q11: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q12: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Liquid: lava.

Step 2 Pre reading

1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)

2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 4 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 6 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Language points:

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 4 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

eg. In the summer, with the arrival of typhoon, a rain of storm and flood will come, which will damage a lot of things, including people, animals, and buildings, etc. The factory will also be closed because of it.

Ask the students to think as many examples as they can.

2. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

3. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Homework:

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. (in the second period) Finish Exercise 2 at Page 77 in SB..

Period 3 Listening(Wb) Speaking & Talking

Goals:

1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

Teaching important points:

To master the useful new words and expressions.

Teaching difficult points:

How to use what the students have learned to describe a nature disaster.

Teaching aids: a computer, a projector & a tape recorder

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step2 Pre-listening

Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.

Step3 Listening

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?

Step4 Lead-in

Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

Step5 Speaking

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step6 Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step7 Talking

Get the students to read the roll cards and make similar dialogues.

Step8 Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

4) What safety measures should be taken?

Period 4 Integrating skills(Sb)

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

3. Write a passage about how the story will end.

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 Teaching Revision

1.Check the homework

2.Retell the story ( if the teacher likes )

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )

T: If it happens in USA, what do people call? (A hurricane )

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 Pre-reading

T: We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves, we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please! First talk with your partner and then tell the whole class what you have discussed.

( pair work for two minutes and then one or two Ss report )

(This activity is to motivate the Ss to talk in English and cooperate well with each other.)

( Then the teacher introduce the background information )

T: Now, Let’s look at the diagram. We’ll know what is typhoon. Typhoon is a kind of tropical cyclone. It’s the atmospheric whirlpool formed on the warm tropical ocean and the area of low pressure. Winds are produced because the pressure of the air is different in different places. Air flows from a region of high pressure to a region of low pressure, causing a wind. The low pressure center is the eye of the storm. And tropical cyclone is the general name of tropical depression, tropical storm, severe tropical storm and typhoon or hurricane. In USA, people don’t use the name of severe tropical storm and typhoon. Instead, people use the name---- hurricane. All over the world, people name these tropical cyclones according to their strongest speed of wind. Can you guess how fast a typhoon can move? (Show the form to the Ss)

(Look at the form --- tropical cyclone naming conventions )

(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)

Step 4 While reading

Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)

Deal with language points after that.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。

As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 4 Post- reading

T: We have dealt with the language points of the text and now let's do some exercises.

Task 1. Fill in the blanks with proper words.

Task2. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 5 Discussion

Extended discussion:

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

篇11：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

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

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

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

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

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

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

Teaching difficult point:

Inspire the students to express their design of house.

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

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

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

Can you describe the buildings in your hometown?

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

S: …

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

T: what can you see in the two pictures?

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

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

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

The roof is sloping.(why?)

…

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

S: I like living in …. because….

I prefer living…

I’d rather live…

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

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

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

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

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

S: ……

Step 2 Speaking

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

(After listening to the dialogue for once)

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

S: ……

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

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

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

S: …

(Show some chairs on the screen)

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

Sample dialogue:

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

B: I prefer modern chairs.

A: Why?

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

Step 3 . Homework

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

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

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

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

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

S: …

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

S: …

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

Step2: While-reading

1. Fast- reading

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

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

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

Difference

Modern architecture Classical architecture

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

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

2. Careful-reading

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

Modern architecture

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

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

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

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

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

Q5: How many examples are there in the text?

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

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

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

3. Listening

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

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

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

Step 2 Vocabulary

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

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

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

(balcony concrete nest brick roof)

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

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

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

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

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

Step 3 Word Study

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

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

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

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

S: →A is to B what C is to D

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

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

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

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

Arms are to the body what_______are to a tree.

Step 4 Grammar

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

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

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

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

Please make similar sentences.

S:…

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

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

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

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

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

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

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

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

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

You should make your voice______(hear).

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

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

At last I succeeded in making myself__________(understand).

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

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

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

S: …

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

S: …

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

T: …

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

S :…

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

S:…

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

Step 2. Listening

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

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

Step 3. writing

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

S1: It is very beautiful…

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

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

Suggest answer:

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

2. Art posters can be used for decorating.

Step 4. Homework.

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

Paragraph1. Explain why the school should be decorated.

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

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

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

Period 5: Integrating skills

Step 1. Revision:

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

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

--- You should have your walls painted white.

--- You had better have … done. )

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

S:…

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

Step 2. Lead-in

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

S:…

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

Step 3. Fast reading on “ Factory 798 ”

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

(a few minutes later. )

T: Who has found out the answer?

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

Step 4. Listening and reading

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

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

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

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

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

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

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

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

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

Step 6. Retelling

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

S: …

Step 7. Discussion

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

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

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

Step 8. Homework.

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

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

篇12：Unit 3 全单元教案(人教版高二英语上册教案教学设计)

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

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

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

Can you describe the buildings in your hometown?

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

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

T: what can you see in the two pictures?

What is the difference between them?

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

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

…

Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

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

The roof is sloping.(why?)

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

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

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

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

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

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

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

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

Step 2 Speaking

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

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

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

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

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

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

Sample dialogue:

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

B: I prefer modern chairs.

A: Why?

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

A:…

Step 3 : Preparation for listening

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

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

Step 4. Listening.

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

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

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

Step 5.Homework

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

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

Period 2&3: Reading

Step1: Pre-reading

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

1. Greetings

2.Brainstorming or guessing game

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

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

SS: …

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

SS: …

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

Step2: While-reading

1. Fast- reading

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

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

Difference

Modern architecture Classical architecture

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

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

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

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

2. Careful-reading

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

Modern architecture

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

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

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

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

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

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

Q6: How many examples are there in the text?

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

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

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

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

3. Listening

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

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

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

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

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

Period 4: Language study

Step 1, Lead-in

Step 2, Vocabulary

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

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

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

(balcony concrete nest brick roof)

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

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

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

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

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

Step 3, Word Study

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

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

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

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

→A is to B what C is to D

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

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to____________what a painter is to art.

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

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

Arms are to the body what_______are to a tree.

Step 4, Grammar

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

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

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

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

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

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

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

→ passive voice: -ed

active voice: -ing

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

Let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

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

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

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

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

You should make your voice______(hear).

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

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

At last I succeeded in making myself__________(understand).

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

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

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

--- You should have your walls painted white.

--- You had better have … done.

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

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

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

Step 2. Lead-in

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

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

< Ss discuss and give advice. >

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

Step 3. Fast reading on “ Factory 798 ”

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

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

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

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

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

2. Why is it very different from Chinese architecture?

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

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

篇13：高二上unit 10语言点教案(人教版高二英语上册教案教学设计)

I. Listening & Speaking

1. How does nature form a danger to people in the world and how can science help reduce that threat?

Reduce 1)vt.(数量；力量等)减小；缩小；降低价格 She reduced her weight by 5 kg.

2)使成为（多用于被动语态，且与to连用） The house was reduced to ashes.

He was reduced to begging.

2. scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物

a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）

a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕）

be scared/ frightened to death吓得要死

拓展 terrifying/terrified (可怕的/感到害怕的) exciting/excited （令人激动的/激动的）

surprising/surprised（令人吃惊的/吃惊的） moving/moved （使人感动的/感动的）

touching/touched （使人感动的/感动的） puzzling/puzzled （使人迷惑的/迷惑的）

3. It makes my hair stand on end.

stand on end直立，竖着 on end 1)直立；竖直地

It will fit if you lift it on end.如果把它竖着就合适了

2）连续的；继续的

He sat there for hours on end. It has been snowing on end for a week.

II. Reading

1. attract/ draw sb’s attention 引起某人的注意

attract/ draw sb’s attention to将某人的注意力吸引到…上去

pay attention to/ give one’s attention to注意… call sb’s attention to叫某人注意…

bring sth. to sb’s attention使某人注意…

2 sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景

2) 风景，名胜（人工造的景色, 常用复数） see the sights游览名胜see the sights of the West Lake.观赏西湖风景

3)视觉，视力 lose one's sight 失明 have long/far sight远视 have short/near sight近视

have good/poor sight视力好/差 have one’s sight tested视力检查

4) 看，观望；观览at first sight 一见就..., 初次看见时at the sight of一看见…就... catch /have/ gain/ get sight of突然瞥见

5) 视野，眼界 be in sight可看得见的，在视线内out of sight看不见的，在视线之外 be/ go /get out of sight看不见了lose sight of 看不见...了

scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.

2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.地震后的场景十分可怕。

There is a happy scene of children playing in the garden.孩子们在花园里玩耍，好一派欢乐的景象。

3）现场，出事地点a crowd at the scene of the accident在出事地点的人群

4）场所，地点What's new on the film scene?电影院演什么新片？

5）（戏剧）场景，布景

view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it. There is a lovely view from this window

2）a point of view观点

scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数。

I hope one day I will have a long holiday and go to a far-away village to enjoy the beautiful scenery.

3. awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心

adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)

awake to 明白, 认识或意识到

It took her some to awake to the dangers of her situation.过了一段时间她才意识到她处境的危险

4 at hand在手边；在跟前 Help was at hand. 援助近在咫尺

keep sth. at hand把某物放在手边 have sth. at hand手头上有某物

give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的

5。There was no way out except by boat.

way out（克服困难的）办法，出路

find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦

6.escape 常见搭配：escape doing , a narrow escape

7. urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事

①他们怂恿我吃那些奇怪的食物。 They urged me to eat the strange food.

②他力劝我们忍耐是必要的。 He urged us on the necessity of patience.

③他主张我向她道歉。 He urged that I (should ) apologize to her.

8. on/ upon arrival一到就

on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就

on/ upon doing sth.在做某事时，当某事发生时，一做某事就

immediately 立即，马上（at once）

When she heard the good news she came immediately. 一听到好消息，她立刻就来了。

“一……就….”表达法： immediately/ instantly… the moment, instant, minute, second… hardly/scarcely (no sooner)…when (than)…

Immediately he returned from the USA, he began to prepare for a company. 他一从美国回来就开始准备开公司

III. Integrating skills

1. knock about/ around（口语）漫游；闲逛

knock against / on sth 撞，碰；knock into; knock out of;

2. be up发生；出事 What's up怎么了, 发生什么啦? What's up to sb.?某人怎么了, 发生什么啦?

be up to1）胜任, 适于 be up to one’s work胜任某人的工作

2）从事于，忙于，做（坏事）What in the world are you up to?你到底在搞什么鬼？

3）It’s up to sb. to do sth.该由/轮到某人做某事，做某事取决于某人

The success of this project is up to us.这个项目的成败取决于我们

4）（数目）到…之多 up to 100 men可达一百人

up to直到 up to now/ then知道现在/那时

3. do for sb./ sth. “破坏, 使…失败.”

1) The spelling mistake in the exam did for him.

2) The factory will be done for it if capital can’t arrive in fifteen days.

若资金不能在十五天内到位，工厂就完了。

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

Unit 10 Frightening nature

I. Listening & Speaking

1. How does nature form a danger to people in the world and how can science help reduce that threat?

Reduce 1)vt._______________ She reduced her weight by 5 kg.

2)使成为（多用于被动语态，且与to连用）

The house was reduced to ashes. He was reduced to begging.

2. scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物

a scared/ frightened face/ look/ eyes_______________

a scaring/ frightening face/look/ eyes_______________

be scared/ frightened to death_______________

拓展 terrifying/terrified (_______________) exciting/excited （_______________）

surprising/surprised（_______________） moving/moved （_______________）

touching/touched （_______________） puzzling/puzzled （_______________）

exercise:

(1.)__the big snake, the girl stood under the tree___.

A. Seeing ;frightened B. Seeing ; frightening C. Seen; frightened D. To see; frightening

(2.)The movie was so___that I was___.

A. moving; moved B. moved; moved C. moved; moving D. moving; moving

3. It makes my hair stand on end. stand on end直立，竖着

on end 1) _______________ It will fit if you lift it on end.

2）_______________ He sat there for hours on end. It has been snowing on end for a week.

II. Reading

1. sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景

2) 风景，名胜（人工造的景色, 常用复数） see the sights_______________see the sights of the West Lake. _______________

3)视觉，视力 lose one's sight _________ have long/far sight_______ have short/near sight_______

4) 看，观望；观览at first sight _________at the sight of_________. catch /have/ gain/ get sight of_________

5) 视野，眼界 be in sight_________out of sight_________ be/ go /get out of sight_________lose sight of _________

scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.

2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.

There is a happy scene of children playing in the garden.

3）现场，出事地点a crowd at the scene of the accident

4）场所，地点What's new on the film scene?

5）（戏剧）场景，布景

view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it. There is a lovely view from this window

2）a point of view观点

scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数。

I hope one day I will have a long holiday and go to a far-away village to enjoy the beautiful scenery.

2. awake vt.(awoke, awaken) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心

adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake_________ (be sound asleep酣睡)

awake to 明白, 认识或意识到

It took her some to awake to the dangers of her situation.

3 at hand_________________ Help was at hand. _________

keep sth. at hand_________ have sth. at hand_________give sb. a hand with sth. _________ be made by hand_________

4。There was no way out except by boat.

way out_________

find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦

5.escape 常见搭配：escape doing , a narrow escape

6. urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事

They urged me to eat the strange food. He urged us on the necessity of patience.

He urged that I (should ) apologize to her.

7. on/ upon arrival_________

on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就

on/ upon doing sth.在做某事时，当某事发生时，一做某事就

immediately 立即，马上（at once）

When she heard the good news she came immediately. 一听到好消息，她立刻就来了。

“一……就….”表达法：_________; _________; _________; _________

Immediately he returned from the USA, he began to prepare for a company. 他一从美国回来就开始准备开公司

III. Integrating skills

1. knock about/ around（口语）_________

knock against / on sth 撞，碰；knock into; knock out of;

4. be up_________ What's up怎么了, 发生什么啦? What's up to sb.?某人怎么了, 发生什么啦?

be up to1）_________ be up to one’s work胜任某人的工作

2）_________ What in the world are you up to?你到底在搞什么鬼？

3）It’s up to sb. to do sth. _________ The success of this project is up to us.

4）_________ up to 100 men

5) up to_________ up to now/ then_________

2. do for sb./ sth. “_________.”

1) The spelling mistake in the exam did for him.

2) The factory will be done for if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

语法：省略句与高考

省略句在高考中的体现：

1. --- Go for a picnic this weekend, OK?

--- ______. I love getting close to nature.(福建)

A. I couldn’t agree more B. I’m afraid not C. I believe not D. I don’t think so

2. --- Susan, will you please go and empty that drawer ?

--- _______? (2004 全国I 卷) A. What for B. What is it C. How is it D. How come

3. It is easy to do the repair. ________ you need is a hammer and some nails. (2004天津高考)

A. Something B. All C. Both D. Everything

4. Unless ______ to speak, you should remain silent at the conference. (上海春季高考)

A. invited B. inviting C. being invited D. having invited

5. The man we followed suddenly stopped and looked as if____ whether he was going in the right direction. （20北京春季）

A. seeing B. having seen C. to have seen D. to see

6. Though ______ money, his parents managed to send him to university. ( 年上海高考)

A. lacked B. lacking of C. lacking D. lacked in

7. When ______, the museum will be open to the public next year. ( 上海春季高考)

A. completed B. completing C. being completed D. to be completed

8. He made another wonderful discovery, ____ of great importance to science. ( 上海高考)

A. which I think is B. which I think it is C. which I think itD. I think is

9. If ________ the same treatment again, he is sure to get well. (上海高考)

A. giving B. give C. given D. being given

10.--- Alice, why didn't you come yesterday ?

---I ________, but I had an unexpected visitor. (NMET）

A. had B. would C. was going to D. did

Key:1-5. AABAD 6-10. CAACC

在英语中，为了使句子简洁明快，突出重点，常用“省略句”，只要不影响句意的表达，能省略的成分尽可能省略。

一、在含有状语从句的复合句中

由when，while，as, once，whenever引导的时间状语从句；或由if，unless引导的条件状语从句；由though，although，even if ，even though引导的让步状语从句；由as though，as if，as引导的方式状语从句；由because引导的原因状语从句；由wherever引导的地点状语从句，若从句的主句是it或与主句的主语相同，且在谓语中含有be时，常省略从句的主语和be。

1. When first ________ to the market, these products enjoyed great success. (NMET 2004全国卷II)

A. introducing B. introduced C. introduce D. being introduced

2. It shames me to say it, but I told a lie when ________ at the meeting by my boss. (NMET 2004全国卷IV) A. questioning B. having questioned C. questioned D. to be questioned

3. The man we followed suddenly stopped and looked as if ________ whether he was going in the right direction. (NMET 安徽春) A. seeing B. having seen C. to have seen D. to see

4. Generally speaking, ________ according to the directions, the drug has no side effect. (NMET2003上海卷) A. when taking B. when taken C. when to take D. when to be taken

5. Unless ________ to speak, you should remain silent at the conference. (NMET 2003上海春)

A. invited B. inviting C. being invited D. having invited

6. When ________ , the museum will be open to the public next year. (NMET 2002上海春)

A. completed B. completing C. being completed D. to be completed

7. Though ________ money, his parents man-aged to send him to university. (NMET 2002上海卷)

A. lacked B. lacking of C. lacking D. lacked in

8. The research is so designed that once ________ nothing can be done to change it. (NMET 2002)

A. begins B. having begun C. beginning D. begun

二、在限定性定语从句中

作宾语的关系代词that，which,whom可以省略；在以the same... as和such... as引导的定语从句中，可以省略与主句相同的部分；the way后面的定语从句中，可以省略that，in which；在含被动语态的定语从句中，关系代词作主语时，可以省略关系代词和be,省略之后,变成过去分词短语作定语。

9. -You 're always working. Come on, let's go shopping.

- ________ you ever want to do is going shopping. (NMET 2002北京、安徽、内蒙古春)

A. Anything B. Something C. All D. That

10. Is this the reason ________ at the meeting for his carelessness in his work?(NMET 2002上海春)

A. he explained B. what he explained C. how he explained D. why he explained

11. What surprised me was not what he said but ________ he said it. (NMET 2004湖北卷)

A. the way B. in the way that C. in the way D. the way which

12. It is easy to do the repair. ________ you need is a hammer and some nails. (NMET 2004天津卷)

A. Something B. All C. Both D. Everything

13. That's an unpleasant thing to say about your father after ________ he's done for you. (NMET 2004全国卷) A. something B. anything C. all D. that

三、在感官动词或短语中

在see，watch，hear，feel，observe，notice，listen to等感官动词或短语及make，have，let等使役动词之后的“宾语+不定式作宾语补足语” 结构中，不定式前省略to；有时为了避免重复，常省略与上文表达相同意思的不定式符号to之后的内容，只保留不定式符号；不定式在tell，ask， advise， wish， permit， force等动词后面作宾语补足语或主语补足语时，可以省略，但要保留不定式符号to；不定式在happy，glad，eager，ready，willing等形容词后面作状语时，可以省略，但要保留不定式符号to。

14. As you've never been there before, I'll have someone ________ you the way. (MET 1990上海卷)

A. to show B. show C. showing D. showed

15. -I'll be away on a business trip. Would you mind looking after my cat?

-Not at all, ________ . (NMET 1995)

A. I have no time B. I'd rather not C. I'd like it D. I'd be happy to

16. -Does your brother intend to study German?

-Yes, he intends ________ . (NMET 1998上海卷)

A. / B. to C. so D. that

17. -Would you like to go to the Grand Theatre with me tonight?

- ________ . (NMET 上海卷)

A. Yes, I'd like to go to the Grand Theatre B. I'd like to, but I have an exam tomorrow

C. No, I won't D. That's right

18. -You should have thanked her before you left.

-I meant ________ , but when I was leaving I couldn't find her anywhere. (NMET 北京春招卷) A. to do B. to C. doing D. doing to

四、在if引导的虚拟条件句中

在if引导的虚拟语气条件句中含有had，were，should时，可以把had，were，should放在句首，省略if。

19. ________ it rain tomorrow, we would have to put off the visit to the Yangpu Bridge. (NMET 1994上海卷) A. Were B. Should C. Would D. Will

20. ________ for the free tickets, I would not have gone to the films so often. (NMET 1995上海卷)

A. If it is not B. Were C. Had it not been D. If they were not

五、在否定结构中

由nor，neither等引导的连续否定的句子也是一种省略句，这种句子在意思上与前面的句子是相同的，而且主谓用倒装。

21. I will never know what was on his mind at the time, nor will ________ . (NMET 2004 江苏卷)

A. anyone B. anyone else C. no one D. no one else

22. Of the making of good books there is no end; neither ________ any end to their influence on man's lives. (NMET 2004 广东卷) A. there is B. there are C. is there D. are there

23. -I would never come to this restaurant again. The food is terrible!

- ________ . (NMET 2004全国卷III)

A. Nor am I B. Neither would I C. Same with me D. So do I

Key:

1-5 BCDBA 6-10 AADCA 11-15 ABCBD 16-20 BBBBC 21-23 BCB

六. 不定式结构中的省略

在同一个句子或联系紧密的对话中,为了避免重复,作宾语或补足语的不定式再次出现时,不定式符号to后面的内容常常被省略,只保留不定式符号to。常用于动词refuse, would like, would love, wish, want, hope, expect, intend以及形容词afraid, happy, glad, willing, ready等之后。

The boy wanted to ride his bicycle in the street, but his mother told him ________.

A. not to B. not to do C. not do it D. do not to 答案: A

注意:如果承前省略的不定式内容有be或作助动词的have时,不定式符号to后要保留be或have。

-Are you a farmer? -No, but I used to be.

七。替代省略

用it, one, that替代句子中重复出现的名词、代词或句子;用so, neither / nor引起的分句,表示前面的情况也适用于后者。

1. --- You haven’t lost the ticket, have you ?

--- ______. I know it’s not easy to get another one at the moment. (2004江苏高考)

A. I hope notB. Yes, I have C. I hope soD. Yes, I’m afraid so

2. --- The boys are not doing a good job at all, are they ?

--- ________. (2003北京春)

A. I guess not so B. I don’t guess C. I don’t guess soD. I guess not

3.--- I believe we’ve met somewhere before .

--- No, ________. (2000北京春)

A. it isn’t the same B. it can’t be trueC. I don’t think so D. I’d rather not

Key:1.A 2.D 3.C

简析替代词so / not用于避免重复前面所说过的内容，代替肯定的名词性从句。可与动词believe , do, expect, fear, guess, hope, say, speak, suppose, think 等及 I’m afraid连用。肯定时上列动词都可与so 搭配，否定时hope与guess 只用I hope not 和I guess not 形式，而think ,believe , suppose 等词可有两种否定形式，即：I think not 或I don’t think so.

例 --- Is he going to study abroad?

--- I believe so. ( so = he is going to study abroad )

We needed a new cupboard for the kitchen. So Peter made ________ from some wood we had.

A. it B. one C. himself D. another

-I would never come to this restaurant again. The food is terrible! -________.

A. Nor am I B. Neither would I C. Same with me D. So do I

答案:① B ② B

八。答语中的省略

1. 有时为了避免重复,可用so或that作替代语,替代前面所说的内容。可用于动词think, believe, hope, suppose, expect, guess, imagine以及be afraid, of course, certainly, perhaps等后面。

-You haven\'t lost the ticket, have you? -________. I know it\'s not easy to get another one at the moment.

A. I hope not B. Yes, I have C. I hope so D. Yes, I\'m afraid so 答案: A

2. 含有情态动词的答语中可以使用省略回答,只保留情态动词;情态动词后有be或作助动词的have时,保留be或have。

-I don't mind telling you what I know. -You ________. I'm not asking you for it.

A. mustn't B. may not C. can't D. needn't 答案: D

3. 疑问句中的省略回答。

①-Susan, go and join your sister cleaning the yard.

-Why ________? John is sitting there doing nothing.

A. him B. he C. I D. me

②-What do you think made Mary so upset? -________ her bicycle.

A. As she lost B. Lost C. Losing D. Because of losing 答案:① D ② C

4. 祈使句中的省略回答。

-Write to me when you get home. -________.

A. I must B. I should C. I will D. I can 答案: C

九。会话中的省略

例: 1.--- Guess what ! I came across an old friend at the party last night.

--- ______. I’m sure you had a wonderful time. (2004辽宁)

A. Sounds good! B. Very wellC. How nice !D. All right !

2.--- Let’s go and have a good drink tonight.

--- _____ Have you got the first prize in the competition? (2004重庆)

A. What for ? B. Thanks a lot .C. Yes, I’d like toD. Why not ?

3. ---Brad was Jane’s brother!

--- _____ he reminded me so much of Jane ! (2004浙江)

A. No doubtB. Above all C. No wonderD. Of course

4. If you are planning to spend your money having fun this week, better ____ it -- you’ve got some big bills coming. (2004广东高考)

A. forgetB. forgotC. forgettingD. to forget

Key:1.C 2.A 3.C 4.A

简析省略在会话中广泛应用，解题时应按照问话或答语的具体内容补充完整, 做好该类题型一是要注意上下文语境，二是要注意常见句式的省略。英语中常见句式的省略有：

1.It is … (that…) 强调句式中that 部分省略。2.(It is) No wonder … ( 难怪…)

3.(Is there) Anything else ?

4.(You’d) Better do

5.have some difficulty( in) doing, prevent sb (from) doing sth 等词组中介词在口语中常省略

例:1.--- Where did you see him last night?

--- It was in the hotel ____ he stayed.

A. where B. that C. which D. /

2. You can’t imagine the great difficulty I had _____ your house.

A. finding B. found C. to find D. find key1.A2.A

简析第1题可以补全强调句式that 部分： It was in the hotel where he stayed that I saw him last night. hotel 后为定语从句。

第2题是对have difficulty in doing sth 词组置于定语从句的考查，介词in 的省略加大了该题的难度。

篇14：高二上unit8-10词组(人教版高二英语上册教案教学设计)

1. 拯救地球 save the earth

2. 地球面临的最大问题是什么？

What is the biggest problem facing the earth?

3. 一个有价值的资源 a valuable resource

4. 造成严重的污染 cause serious pollution

5. 讨论该问题 discuss the issue

6. 烧煤 burn the coal

7. 用一个比较好的方式 in a better way

8. 做笔记 take notes of…

9. 得出结论 draw a conclusion

10. 支持/反对 be for/ against

11. 交换意见 share ideas

12. 取得进步 make much progress

13. 主题 main theme

14. 可持续发展 sustainable development

15. 谈论 speak about/ of

16. 在不破坏环境的情况

without damaging the environment

17. 出席国际会议

attend the international conference

18. 做了一个很重要的演讲

make a very important speech

19. 根据世卫组织的意思

according to the World Health Organization

20. 愿意做某事 be willing to do

21. 参加活动 take part in

22. 自由利用 have free access to

23. 与。。。和谐 in harmony with

24. 结束死亡和苦难

put an end to the death and suffering

25. 擦干净 wipe out

26. 对。。。有影响 have an effect on

27. 劝说某人做某事 advise sb to do

28. 尽所能去做某事 do whatever one can to do

29. 在农村地区 in rural areas

30. 采取行动 take action

31. 采取措施 take measures to do

32. 有大的成效/有所不同 make a difference

33. 空调 air conditioner

34. 改变现状 improve the situation

35. 对。。。有更好的了解

have a better understanding of

36. 对。。。掌握；熟悉 have a good knowledge of

37. 找到解决办法 find solution to the problem

38. 教育是未来的关键

Education is the key to the future

39. 上学 attend school

40. 对学习满意 be content/satisfied with

41. 偶然 by chance

42. 充分利用时间 make full use of time

43. 以。。。的速度 at a speed of

44. 防御 defend oneself against/from

45. 因。。。表扬。。。 praise sb for sth

46. 强调保护水资源的重要性

stress the importance of protecting

the water resources

47. 对。。。负责 be responsible for

48. 刚。。。就。。。 hardly/ barely/ scarcely… when

no sooner…than

49. 照顾；护理 attend to

50. 与某人有共同的信仰/信念

share one’s belief/faith

51. 一个备用轮胎 a spare tire

52. 在空闲时间 in the spare time

53. 递给我一个婚礼请柬

hand me a wedding invitation

54. 加强；增强 build up

55. 消息传开 Word got around.

56. 一位著名的教育专家

a well-known educational expert

57. 有意义；行得通；有道理 make sense

58. 在危险中 at risk/ in danger

59. 与其说。。。不如说 more… than…(分开)

60. 不仅仅 more than （不分开）

61. 面对激烈的竞争 face fierce competition

62. 受益于 benefit from

63. 店员 a shop assistant

64. 受到压力 under pressure

65. 带某人参观 show sb around sp

66. 展览 on show

67. 名胜古迹

a place of interest/ places of interest

68. 过得高兴 have a wonderful time

69. 为你的观点辩护 defend your argument

70. 插嘴 cut in / break in

71. 插队 jump the queue

72. 令我惊讶的是 to my surprise

73. 收到某人的来信 hear from sb

74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out

75. 别无选择只能 have no alternative but to do

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