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新课标高中英语1（必修）教学设计与案例Unit1(1)课题：Friendship(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。WarmingUp部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’sBestFriend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;UsingaboutLanguage部分教学本课重点词汇和重点语法项目。(3)课时安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThesecondperiod：ReadingThethirdperiod:GrammarTheforthPeriod：ListeningThefifthperiod:Writing(4)教学目标：1知识与技能：Talkaboutfriendsandfriendship;Practisetalkingaboutagreementanddisagreement,givingadviceandmakingdecisions;Usedirectspeechandindirectspeech;Learntowriteanessaytoexpressandsupportanopinion.2过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友；2.结交网友；3.观点交流；4.善不善交朋友;5.朋友的重要性。3情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。(5)教学重点和难点：词汇：addpointupsetignorecalmconcerncheatsharereasonlistseriescrazynaturepurposedarethunderentirelypoweraccordingtrustsufferadvicesituationcommunicatehabit短语：addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin重点语法项目：直接引语和间接引语的互相转换难点：Understandtherealmeaningoffriendsandfriendship;Discusstheanswerstothequestions(Reading);HowtoteachtheSstomastertheusageofDirectSpeechandIndirectSpeech(StatementandQuestions).(6)教学策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation (7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中（10）教学反思或值得改进的地方：见每个课时最后部分。PeriodOne：Speaking（WarmingUpandPre-Reading）AimsTalkaboutfriendsandfriendship.Practisetalkingaboutagreementanddisagreement.StepIRevisionAsksomeofthestudentstoreadhis/hercompositionfortheclass,describingoneoftheproblemsbetweenfriendsandhowitissolved.Thengivesomecomments.T:Now,let'scheckupyourhomeworkforlastclass.I'dlikesomeofyoutoreadhis/hercompositionfortheclass,describeoneoftheproblemsbetweenfriendsandhowitissolved.StepIIWarmingupT:/thinkmostofushavesomegoodfriends.Doyouknowwhypeoplemakefriendswithoneanother?StepIIITalking(WBP41)FirstgetthestudentstolistentowhataCanadiansayaboutmakingfriends.Thenaskthemtodiscussthetwoquestions.T:Nowwe'regoingtolistentowhatLeslieClark,aCanadianhasgottosayaboutmakingfriends.Afterlistening,pleasetalkaboutthetwoquestionsingroupsof4.Trytousethefollowingexpressions.1Doyouagreewithher?找教案http://www.zhaojiaoan.com2Whatdoyouthinkofpeoplefromforeigncountries?AgreementDisagreementIthinkso,Idon'tthinkso.Iagree.Idon'tagreeThat'scorrect.Ofcoursenot.That'sexactlymyopinion.I'mafraidnot.You'requiteright.Idon'tthinkyouareright.StepIVSpeaking(BP6)First,getthestudentstothinkoffoursituationsamongfriendsingroupsof4anddesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Second,tryitoutontheirowngroup,checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Askthemtofillintheformpreparedbeforeclass.Showtheinstructionsanddecidewhatkindoffriendstheirclassmatesare.Third,askeachstudenttostandupandwalkaroundtheclassroomtomakeasurveyonfourofotherclassmates.Showtheinstructionsanddecidewhatkindoffriendsotherclassmatesare.Theycanshareyourquestionnairewithoneortwoothergroupsandtryeachother'squestionnaires. Atlast,showtheinstructionstohelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothersifnecessary.T:Friendscomeinmanyflavors.Therearebestfriends,schoolfriends,fair-weatherfriends,foreverfriendsandmanymore.Doyouwanttoknowwhatkindoffriendsyourclassmatesare?Nowlet'smakeasurvey.First,pleasethinkoffoursituationsamongfriendsanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.1.Yourfriendborrowed100Yuanfromyoulastweekandhasn'treturnedit.YouwillA.askhim/hertopaybackassoonaspossible;oryou'llendthefriendship.B.askhim/hertopaybackifhe/shehas.C.tellhim/hernottoreturnit.2.Yourfriendsaidyourbadwordsbehindyou.YouwillA.askhim/hertosaysorrytoyou,oryou'llstopyourfriendship.B.excusehim/herandforgetit.C.askotherstotellhim/herthathe/sheiswrong.3.Youpromisedtomeetyourfriendatfiveo'clockbutyourparentsaskyoutodohomeworkathome.YouwillA.tellhimyourparentsaskyoutodohomeworkathome.B.tellhim/heraliethatyouareill.C.saysorrytohim/herandplantomeethim/heranothertime.4.Youborrowedabikefromyourfriend,butyouhaditstolen.YouwillA.buyanewonewhichisthesameashis/hers.B.justtellhim/heryouhaditstolen.C.saysorrytohim/herandbuyhim/heranoldoneAftertheyfinishchoosingtheanswers,showthescoringsheetonthescreen.Scoringsheet1AOB2C62AlB6C23A2BOC34A6BlC2Instructions:2-5Afair-weatherfriend找教案http://www.zhaojiaoan.comOnlylikethemwhentheyarehappyandpopular.Iftheyarefeelingdown,oriftheyarehavingaproblem,youdon'twanttospendtimeortalkwiththem.Youdon'thelpyourfriendswhentheyhaveproblems.Youarealwaysthinkingaboutyourself.Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddon'tconsiderothers'feelings,youwon'tmakemorefriendsandkeepfriendshipforlong.6-11AschoolfriendYouseeeachotherinschool.Youjuststudyandplaywiththemtogetherinschool.Youmaynotknoweverythingabouteachother.Youtakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.You'dbetteraddmoreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.12-17AbestfriendYoudoeverythingtogetherwithyourfriends:study,read,watchTV,surftheInternet,playsportsandlistentomusic.Ifeitheronehasaproblem,theotheristheretohelp. Youknowyourfriendsverywell.Youunderstandandyieldtoeachother.Youhelpwitheachotherandimprovetogether.Youhavealotofcommonbenefit.Yourfriendshipisgoodtobothofyou.Youaremutuallybeneficial.18-21ForeverfriendYouwillalwayslistentoyourfriendsandtrytohelpthem,evenifyoudisagreeorifyouarehavingaproblem.Whenevertheyhaveanydifficulty,you'lltryyourbesttodowhatyoucantohelpthemwithouthesitation.Youdevoteyourselftoyourbestfriends.Youarewillingtolosewhatyouhave,evenyourlife.课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。Thesecondperiod:ReadingAims:1.tomasterthenewwordsandsomeusefulexpressions.2.tounderstandthetextandfinishtheexercisesinComprehending.Step1.LookingandguessingWorkinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?Step2Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.找教案http://www.zhaojiaoan.comPara.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.Step3Languagepoints1.add(to)v.1)toputtogetherwithsomethingelsesoastoincreasethenumber,size,orimportance;2)tojoin(numbersoramounts)soastofindthetotal.eg:Thefireisgoingout;willyouaddsomewood?Thesnowstormaddedtoourdifficulties.Addupthesefiguresforme,please.2.ignorev.totakenonoticeof;refusetopayattentiontoeg:Hisletterswereignored.Eventhebestofmenignoredthatsimplerule.Myadvicewascompletelyignored. 3.concernv.使担心;使不安(+about/for);涉及,关系到;影响到eg:Theboy'spoorhealthconcernedhisparents.Heisconcernedforhersafety.Thenewsconcernsyourbrother.Hewasveryconcernedabouther.4.looseadj.notfirmlyortightlyfixed.Sheworeloosegarmentsinthesummer.Ihavegotaloosetooth.Someloosepagesfelloutofthebook.5.purposen.[C]anintentionorplan;aperson’sreasonforanaction.Whatisthepurposeofhisvisit?Thepurposeofatrapistocatchandholdanimals.DidyoucometoLondontoseeyourfamily,orforbusinesspurpose?6.seriesn.(of)agroupofthingsofthesamekindorrelatedinsomeway,comingoneafteranotherorinorder.Thenbeganaseriesofwetdaysthatspoiledourvacation.Thispublishingfirmisplanninganewseriesofschooltextbooks.Theycarriedoutaseriesofexperimentstotestthenewdrug.7.cheat.1)v.tobehaveinadishonestwayinordertowinanadvantage;2)n.apersonwhocheats;dishonestpersonsTheycheatedtheoldwomanofherhouseandmoney.Thesalesmancheatedmeintobuyingafake.Henevercheatedinexams.Iseeyoudropthatcard,youcheat!IneverthoughtthatSamisacheat.8.share1)vt.&vi.(inwithamountbetween)tohave,useortakepartinsomethingwithothersoramongagroup.2)n.(inof)thepartbelongsto,owedtoordonebyaparticularperson.Themoneywassharedoutbetweenthem.SamandIsharearoom.Wesharedinhisjoy.Theyalwayssharetheirhappinessandsorrow.Ihavedonemyshareofthework.9.crazyadj.1)mad;foolish2)[+about]wildlyexcited;veryinterestedYou'recrazytogooutinthisstormyweather.John'scrazyaboutthatgirl.Sheisjustcrazyaboutdancing.10.darev.&v.aux..1)+todo;2)+vtobebraveenoughorrudeenough(todosth.dangerous,difficultorunpleasant).Howdareyouaccusemeoflying!Howdareyouaskmesuchaquestion?Myyoungersisterdarenotgooutalone.Hedidnotdaretoleavehiscarthere. 11.trust1)n.[U](in)formbelieveinthehonesty,goodnessorworthetc,ofsomeoneorsomething2)v.tobelieveinthehonestyandworthofsomeoneorsomething;haveconfidenceinIhavenotrustinhim.Idon’tplaceanytrustinthegovernment’spromises.Whydoyoutrustaguylikehim?Itrustyourwifewillsoongetwell.12.sufferv.(for)toexperiencepain,difficultyorlossIcannotsuffersuchrudeness.Hesufferedfrompovertyallhislife.Myfathersuffersfromhighbloodpressure.Theysufferedagreatdealinthosedays.13.advicen.[U]opiniongiventosomeoneaboutwhattheyshoulddoinaparticularsituation找教案http://www.zhaojiaoan.com→v.advisetogiveadvicetoIwantyouradvice,sir.Idon'tknowwhattodo.Iaskedthedoctorforheradvice.Ifyoutakemyadvice,youwon’ttellanyoneaboutthis.Hegavethemsomegoodsoundadvice.14.communicatev.1)(to)tomake(opinions,feelings,informationetc.)knownorunderstoodbyothers.e.g.byspeech,writingorbodymovements;2)(with)toshareorexchangeopinions,feelings,informationetc.Ourteachercommunicateshisideaveryclearly.Hehadnowaytocommunicatewithhisbrother.Didshecommunicatemywishestoyou?Welearnalanguageinordertocommunicate.Deafpeopleusesignlanguagetocommunicate.15.calm1)adj.freefromexcitement,nervousactivityorstrongfeelings;quiet2)n.[U]peaceandquiet3)v.tomakecalmYoumusttrytobecalm.Thehighwindpassedandtheseawascalmagain.Thepolicechiefadvisedhismentostaykeepcalmandnotlosetheirtempers.Therewasacalmonthesea.Shecalmedthebabybygivinghimsomemilk.Wecalmedtheoldladydown.Usefulexpressions:1.adduptojoin(numbersoramounts)soastofindthetotal.Addup3,4and5andyou'llget12.Addupyourscoreandseehowmanypointsyoucanget. Ifweaddthesemarksup,we'llgetatotalof90.2.calmdowntomakeorbecomecalmCalmdown,sir.What'sthetrouble?Justcalmdown,there’snothingtoworryabout!Wetriedtocalmhimdown,buthekeepshouting.3.beconcernedaboutwithtoworryorinterestMyparentsareconcernedaboutmystudies.Don’tconcernyourselfaboutwithotherpeople’saffairs.She’sconcernedabouthisson’sfuture.4.gothrough1)tosufferorexperience;2)tolookatorexaminecarefully;3)topassthroughorbeacceptedThecountryhasgonethroughtoomanywars.Thenewlawdidnotgothrough.Let’sgothroughitagain,thistimewiththemusic.5.setdown1)tomakeawrittenrecordof;writedown2)putdownIhavesetdowneverythingthathappened.Iwillsetdownthestoryasitwastoldtome.Pleasesetmedownatthenextcorner.6.aseriesof+pl.&n做主语时，谓语动词用单数一连串的，一系列的，连续的Therehasbeenaseriesofcaraccidentsatthecrossing.ThesedaysIhavereadaseriesofarticlesonreading.AseriesofTVplayisonChannel1thesedays.7.onpurposeintentionally;withaparticularstatedintentionHediditonpurpose.“IamsorryIsteppedonyourtoe;itwasanaccident.”“Itwasn’t!Youdoitonpurpose.”Icamehereonpurposetoseeyou.8.accordingtoasstatedbysb.orsth.Theydividedthemselvesintothreegroupsaccordingtoage.Pleasearrangethebooksaccordingtosize.AccordingtotheBible,Adamwasthefirstman.Accordingtoher,grandfathercalledatnoon.9.fallinlovebegintobeinlove(withsb.)Theyfellinloveatonce;itwasloveatfirstsight.Whatwillhedoifhisdaughterfallsinlovewithapoorman?Theyfellinlovewitheachotherforyears. 10.joinintotakepartin(anactivity)Theyaregoingtojoininthesinging.Shestarteddancingandwealljoinedin.Wouldyouliketojoininmybirthdayparty?课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。Period3：GrammarStepIRevisionCheckstudents'homework.StepIIWordstudyThispartisaconsolidationofthewordslearntinthisunit.Askthestudentstodotheexerciseindependently.T:NowpleaseopenyourbooksandturntoPage4.Firstlet'slearnaboutlanguage.Usethewordthey'velearntinthisunittofillintheblanks.Completethesentenceswithsuitablewordsincorrectforms.StepIIIPreparationGetapairofstudentstostandupandactasAnneandKitty.It'stimefortheteachertobetheinterpreterbetweenthem.Encouragebothsidestogivedifferentsentences,includingstatementsandquestions.StepIVGrammar找教案http://www.zhaojiaoan.comThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?StepVPracticeForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.ForEx2,askthestudentstodoitbythemselves,thencheck.StepVIHomework1.PracticeofWB(P42.1&P43.2)2.Askthestudentstothinkoutdifferentwaystosolvetheproblemsaboutmakingfriends,preparingthematerialsaboutthedebate.GetthestudentstoknowtheproblemwasthatAnnehadmadeafriendinthehidingplace课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。 Period4:ListeningStepIRevisionAftercheckingtheWBExx,theteacherasksthestudentstoreadtheletteronPage6first,andthenaskthemtodiscusswhatwasupsettingLisa.T:HereisaletterwrittentoMissWangofradiobyLisa.Readtheletter,please.Trytofindoutwhatwasupsettingherwithyourpartners,usingtheindirectspeech.S:Lisamadeafriendwithaboyinherclass.Butherclassmatessaidtheyfellinlove.Lisasaidshedidn'twanttoendthefriendship.Lisaaskedwhatsheshoulddo.StepIIListening(Usinglanguage)ThestudentswillhearwhatMissWangsays,thenaskthestudentstoanswerthequestions,usingtheindirectspeech.Atlast,getthemtospelloutthewordsandfillintheblanks.T:OK,we'vealreadyknowntheLisa'sproblemsonmakingfriends.MissWanghassuggestedsomepossiblesolutions.Pleaselookatpage6.We'regoingtolistentowhatMissWangsays,andthenanswerthequestionsofEx2.Gothroughthequestionsquickly.Writedownthekeywordsasquicklyaspossible.Listenagainandchecktheanswerswiththewholeclass.T:Nowlet'slistentoitagainandtrytospelloutthewordsandfillintheblanks.StepIIIListening(WBP41)ThestudentswillhearapassageaboutAnne'sbestfriend,herdiaryKitty.Theyareaskedtocompletethepassageaccordingtothetape.T:Inthefollowingpart,wearegoingtolistentoapassageaboutAnne'sdiary.Listentothetapecarefullyandfillintheblanks.Listentoitagainandchecktheanswerswiththewholeclass.StepIVListeningTask(WBP43)Thetaskcanbedividedintothreeparts.First,thestudentswillhearastoryaboutanargumentbetweenAnneandherfatheraboutherboyfriend.Afterlistening,theyjustwritedowntheirdifferentthoughts.ThentheycanhaveadebatetofindoutabettersolutiontosolveAnneandherfather'sproblem.Theactivityshouldbepreparedcarefullybeforehand.Duringtheclass,thetwoteamsjustdothefinalpreparations.StepVAssignment1.Todaywehavelearnthowtosolvetheproblemsonmakingfriends.Forthehomework,describeoneoftheproblemsbetweenfriendsandhowitissolved.2.Whatdoescoolmean?Whatdoyouthinkshoulddowithyourfriends?课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。Period5:WRITINGStepIRevisionCheckthehomework,askingthemtoreadouttheirideasfortheclass.T:Let'scheckthehomework.I'dlikesomeofyoutoreadouttheirideas. Fortheclass.Volunteer!StepIIWarmingup找教案http://www.zhaojiaoan.comT:HaveyoueverreadThe21stCentury?S:Yes,Ihave.It'sapopularpaperamongteenagersinChina.T:Ifyouhaveanyproblem,youcanwritetotheeditorandaskforadvice.Hereisaletterfromastudent.SteplIIWriting(BP7)ThispartasksthestudentstowritetheiradvicetoXiaoDongasaneditor.First,letthestudentstodiscusshowtowritealettertooffersomeadvicewiththeirpartners.Second,teachershowstheinstructionsonhowtowriteaproposalletteronthescreen.Third,askthestudentstoreadtheletteronPage7.AskthemtodiscusswhatXiaoDong'sproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.Fourth,givethemtenminutestowritetheletter.Atlast,asksomeofthestudentstoreadtheirlettersfortheclasswhiletheteachergivessomecomments.T:Todaywe'regoingtowriteyouradvicetoXiaoDongasaneditor.Doyouknowhowtowriteaproposalletter?Now,let'shaveadiscussiononitwithyourpartners.Studentsaretalkingabouthowtowriteaproposalletter.T:Who'dliketoanswerthisquestion?S:Theproblemshouldbepresentedfirst.Thenwemustanalyzethereasonstocausetheproblem.Proposingthesolutionmustbethemain,whichshouldbewellexplained.T:Exactly.Thediscussionofthesolutionitself,basedontheanalysisoftheproblem,isthecoreofaproposal.I'llgiveyousomeinstructionsabouthowtowritethebodypartofaproposalletterasfollows.T:AHright,let'sreadtheletteronPage7.AndtrytofindoutwhatXiaoDong'sproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.StepWhatshouldbewrittenHowdowewritepartIPresentingtheproblemIntroducingthetopicandanalyzingtheproblemPartIIProposingthesolutionExplainingtheproposalingreatdetailPartIIIConclusionConcludingbyreconfirmingtheproposedsolutionThestudentsarediscussingXiaoDong'sletter.找教案http://www.zhaojiaoan.comT:OK,whocantellmewhatXiaoDong'sproblemis?S:Heisnotverygoodatcommunicatingwithpeople.Hewantstoknowhowtomakefriendswithothers.T:Quiteright.NowpleasewriteyouradvicetoXiaoDongasaneditorwiththehelp ofthepointsgivenonthebooks.I'llasksomeofthestudentstoreadtheirlettersfortheclassintenminutes.Thestudentsarewritingtheletters.T:Haveyoufinished?I'llasksomeofthestudentstoreadtheirlettersfortheclass.课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文。Book1Unit2教学设计(1)课题：Englisharoundtheworld(2)教材分析与学生分析：WarmingUp部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解；Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动；Reading部分TheRoadtoModernEnglish简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度;LearningaboutLanguage部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；UsingLanguage部分中的Readingandtalking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。(3)课时安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThesecondperiod:ReadingTheRoadtomodernEnglishThethirdperiod:Reading(Languagepoints)TheforthPeriod：LearningaboutLanguageThefifthperiod:UsingLanguageThesixthperiod:Listening(4)教学目标：1知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment,lift和elevator,rubber和eraser等;掌握本单元中出现的词汇、短语的用法；学会语言交际困难的表达法，如pardon,Ibegyourpardon?;掌握祈使句及其间接引语的表达法。2过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。3情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不 好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。(5)教学重点和难点：词汇：includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureactuallypresentrulevocabularyusageidentitygovernmentrapidlycandylorrycommandrequestretellpolitebossstandardMidwesternSpanisheasternsoutheasternnorthwesternrecognizeaccentlightningdirectionsubwayblock短语：playarole(in)becauseofcomeupsuchasplayapart(in)重点语法项目：祈使句及其间接引语难点：Expressingone’sideaonwhichkindofEnglishoneshouldlearn;guessthenameofspeaker’scountrybylistening;howtotellthedifferencesbetweenacommandandarequest;howtochangethepronounwhenturningthedirectspeechintoindirectspeech.(6)教学策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation(7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中(10)教学反思或值得改进的地方：见每个课时最后部分。Period1:SpeakingWarmingUpandPre-ReadingAimsTotalkaboutvarietiesofEnglishTodiscusswhydosomanypeoplespeakEnglishProceduresI.Warmingup找教案http://www.zhaojiaoan.com1.Warmingupbyansweringaquestionnaire1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.4).Dividetheclassintopairs.5).Giveouteachstudentonequestionnairepaper.6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupall thetimeavailable.7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.9).Collectthequestionnaires.NeedsAnalysisQuestionnaireInterviewer_______________Interviewee_______________Presentuse:situationsandskillsReading(faxes,letters&reports)Listening&speaking(telephoning,meetings,negotiations,publicspeaking,socializing)Writing(faxes,letters&reports)Futureuse:expectations&ambitions课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不是很深入。Period2Reading：TheRoadtomodernEnglishAimsTotalkaboutEnglishToreadaboutthehistoryofEnglishlanguageStep1SkimmingReadquicklytogetthemainideaofthetext.Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.Step2ScanningReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.Step3Comprehending1.Checktheanswerstoexercise1(page102.Answerthesequestions(Page11)Workingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.1).DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?Possibleanswer:Idon’tthinkso.Herearethereasons:★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyin understandingeachotherdespitethefactthattheyspeakabitdifferently.★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.(Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.)2)WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。Period3:Reading(Languagepoints)Aim找教案http://www.zhaojiaoan.comtomastersomewordsandphrases1.includev.a)containeg.Thepriceincludesbothhouseandfurniture.b)embracethingaspartofwholeeg.Iincludehimamongmyfriends.2.presenta)adj:beingathand;beingnow出席的,在场的;现在的,当前的该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”，做后置定语其义为“出席的”eg.Thepresentmembers现在的成员Thememberspresent在场的成员b)n:gifteg.Heoftengavehisneighbor'skidslittlepresents.C)vt:tooffer赠送,呈献[(+to/with)]eg.Theypresentedhimwithabunchofflowers. 3.culturen:[C][U]understandingofliterature,art,music,etceg.Hehasstudiedtheculturesofmanywesterncountries.4．identityn:whoorwhatapersonorthingiseg.Youshouldshowyouridentitycardbeforeyouenterit.5．rulea)n:customorstatementaboutwhatmustnotbedoneeg.He’smadeitaruletoriseearly.It’sagainsttherulesoftheschooltosmoke.b)vt:togovernorcontrolc)eg.Thequeenruledhercountryfor20years.6．Requestvt:toaskforeg.Theyrequestedfinancialsupport.注意：这个词所接的宾语从句要用虚拟语气Irequestedthathe(should)comeanhourearlier.B)n:askingorbeingaskedeg.Mr.PainemadearequestthatIshouldhelphim.7.commanda)vt:giveorderstoeg.Icommandyoutostartatonce.注意：这个词所接的宾语从句要用虚拟语气Icommandthatyou(should)startatonce.b)n:ordereg.Thearmyreceivedthecommandtofire.8．Actuallyadveg.Shelooksyoung,butshe'sactually50.Didyouactuallyseehimbreakthewindow?9．Internationaladj:ofrelatingtoorinvolvingtwoormorecountriesintheworld国际的eg.Theyaredealingwiththeinternationalaffairs.ManyAfricancountriesreceivedinternationalhelp.10.modernadj:recenteg.Thisisabookofmodernhistory.Thereisamodernhospital.11.vocabularyn:allthewordsoflanguageeg.Widereadingwillincreaseyourvocabulary.MyEnglishvocabularyislimited.12.rapidlyadv:quicklyeg.Ourcountrydevelopsrapidly.ThenumberoflearningEnglishisincreasingrapidly.13.retellv:tellsomethingoncemoreeg.Canyouretellthestoryinyourownword?Theteacheraskedyoutoretellit.14.recognizev:toidentifyfrompreviousexperience eg.HelookedattheenvelopeandrecognizedJenny'shandwritingimmediately.Thepolicemanrecognizedherasathief.15.governmentn:groupwhichgovernacountryoracertainareaeg.Thegovernmentwilldecidethematter.Thegovernmentisdiscussingtheproblem.找教案http://www.zhaojiaoan.comUsefulexpressions1.playapart/rolein:toactortobeinvolvedinanactivityeg.Hehasplayedanimportantpartincarryingoutthewholeplan.Englishplaysanimportantroleininternationalcommunication.2.becauseof：byreasonofsborstheg.Becauseofthestormhedidn'tgothere.becauseof与because的区别，前者后接名词或代词，后者接句子eg.Hedidn’tgotoschoolbecausehewasill.Hedidn’tgotoschoolbecauseofhisillness.3．comeupeg.Shecameupandsaid,"Gladtomeetyou."Themooncameupgradually.I'lllethimknowifanythingcomesup.4.suchas:like;forexampleeg.Ilikedrinkssuchasteaandcoffee.suchas与forexample的区别，前者用来罗列事物或人后者用来举例说明eg.Englishisalsospokeninmanyplaces,suchasAfricaandAsia.Forexample,Tomhasthesameopinion.课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。Period4:LearningaboutLanguage(IndirectSpeech(II)requests&commands)AimsTodiscoverusefulwordsandexpressionsTodiscoverusefulstructuresProceduresI.DirectandIndirectSpeechDirectSpeechIndirectSpeechsimplepresentsimplepastHesaid,“Igotoschooleveryday.”Hesaid(that)hewenttoschooleveryday.simplepastpastperfectHesaid,“IwenttoschooleveryHesaid(that)hehadgonetoschooleveryday.”day. presentperfectpastperfectHesaid,“IhavegonetoschooleveryHesaid(that)hehadgonetoschooleveryday.”day.presentprogressivepastprogressiveHesaid,“IamgoingtoschooleveryHesaid(that)hewasgoingtoschooleveryday.”day.pastprogressiveperfectprogressiveHesaid,“IwasgoingtoschooleveryHesaid(that)hehadbeengoingtoschoolday.”everyday,future(will)would+verbnameHesaid,“IwillgotoschooleveryHesaid(that)hewouldgotoschooleveryday.”day.future(goingto)presentprogressiveHesaid,“IamgoingtoschooleveryHesaid(that)heisgoingtoschooleveryday.”day.pastprogressiveHesaid(that)hewasgoingtoschooleverydayDirectSpeechIndirectSpeechauxiliary+verbnamesimplepastHesaid,“DoyougotoschooleveryHeaskedmeifIwenttoschooleveryday.*day?”HeaskedmewhereIwenttoschool.Hesaid,“Wheredoyougotoschool?”imperativeinfinitiveHesaid,“Gotoschooleveryday.”Hesaidtogotoschooleveryday.DirectSpeechIndirectSpeechsimplepresent+simplesimplepresent+simplepresentpresentHesays(that)hegoestoschooleveryday.Hesays,“Igotoschooleveryday.”presentperfect+simplepresentperfect+simplepresentpresentHehassaid(that)hegoestoschooleveryday.Hehassaid,“Igotoschooleveryday.” pastprogressive+simplepastpastprogressive+simplepastHewassaying,“Iwenttoschooleveryday.”Hewassaying(that)hewenttoschooleveryday.pastprogressive+pastperfectHewassaying(that)hehadgonetoschooleveryday.DirectSpeechIndirectSpeechcancouldHesaid,“IcangotoschooleveryHesaid(that)hecouldgotoschooleveryday.”day.maymightHesaid,“ImaygotoschooleveryHesaid(that)hemightgotoschooleveryday.”day.mightHesaid,“Imightgotoschooleveryday.”musthadtoHesaid,“ImustgotoschooleveryHesaid(that)hehadtogotoschooleveryday.”day.havetoHesaid,“Ihavetogotoschooleveryday.”shouldshouldHesaid,“IshouldgotoschooleveryHesaid(that)heshouldgotoschooleveryday.”day.oughttooughttoHesaid,“IoughttogotoschooleveryHesaid(that)heoughttogotoschoolday.”everyday.Discoveringusefulwordsandexpressions1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)III.Discoveringusefulstructures(Makingcommandsandrequestsusingindirectspeech)1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparents usuallygive.Youmayfollowthesesteps.1)Chooseonewhoistogivethefirstcommand.2)Askanotherpersoninyourgrouptotellsomebodywhatyousaid.3)Thethirdpersonwillchangetherequestorcommandfromdirectintoindirectspeech.4)Changerolesothateachpersongetsthechancetogivecommandsandturnthemintoindirectspeech.Example:T:Pleasedon’ttalkinclass.S1:Whatdidourteachertellus?/Whatdidourteachersay?S2:Hetold/askedusnottotalkinclass./Shesaidnottotalkinclass.2.Getthestudentsthinkingaboutthedifferencebetweentherequestandcommand.Thenreadtherepliesanddecidewhethertheyareinanswertoarequestoracommand.Writethesentencedown.★A:_______________________________________B:I’llgoandcollectsomewoodrightnow,master.★A:_______________________________________B:OfcourseI’llbehappytocollectyourshoppingforyou.★A:__________________________________________B:Yes.I’llshutthedooratonce,Mr.Zhang.★A:_________________________________________B:No,Iwon’tgetyourcoatifyoutalktomelikethat.★A:_________________________________________B:Sorry.I’llgetthatbookforyourightnow.课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。Period5:UsingLanguage(STANDARDENGLISHANDDIALECTS)AimsToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTSTowriteaboutlearningEnglishbybrainstormingProceduresI.Warmingup1.Introduction:InChinathere’resomanydialectsthatthegovernment encouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.2.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandtheotheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.II.Reading1.Getthestudentsthinkingaboutthetopicofthetexttopredictwhatitsays.2.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.3.Scanning:Workinpairs.Readthetexttolocateparticularinformation.1).DoyouknowwhatStandardEnglishisfromthetext?2).Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?4.Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruebutsurprising:Believeitornot,Johncheatedintheexam.2).thereisnosucha…as:usedtosaythataparticularpersonorthingdoesnotexist:Thesedaysthereisnosuchathingasajobforlife.3).standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople4).dialect:avarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage5).playapart/rolein:beoneofthecausesthatmakesomethinghappen:Besidesdieting,exercisingplaysanimportantpartinlosingweight.III.ListeningTointroducethestudentstoadialectandaformofstandard“English”.Youmayfollowthesesteps:1).Setthecontextforthestudentsbydescribingthesituation;2).Telltheclass:youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheBBC.)3).Playthetapeforthestudentstolisten.4).EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.DialecticwordsStandardEnglishfromBuford’sequivalentsstoryheyhelloy’alleveryoneain’taren’t yeryouryayoupupchildswimmin’swimmingjumpin’jumpingfeelin’feeling‘boutabout‘noughenoughshouldaseenshouldhaveseengotouttagotoutof6).Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.7).Checktheanswers.(Variant:youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)IV.Speaking1.MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Presentthelisttothestudents:Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handsidePreparetheirrole-playinpairs:BesurethatoneplaysaspeakerofBritishEnglishandtheotheraspeakerofAmericanEnglish.Askstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.Performance:Asktwopairstoperformtheirdialogueinclass.Sampleversion:S1:Excuseme,sir.ButIcan’tfindthedrugstore?S2:Pardon?S1:IsaidIcouldn’tfindthechemist’sshop.S2:Well,goroundthecorneronyourright-handside,straightonandcrosstheflyover.Youwillfinditahead.S1:Thankyouverymuch.S3:Whatdidhesay?S1:Hetoldustogoroundthecornerontheright,gostraightonandthencrosstheoverpass.Thedrugstorewillbeahead.Self-assessmentcriteria:Didyoucooperatewellwithyourpartner(s)whilepracticing?Canyouaskfordirectionsandgivedirectionsclearly?Canyouexpressyourideasfluently?Ifnot,what’syourmainproblem?DidyougonaturallybetweenAmericanEnglishandBritishEnglishwhiletalkingtoeachother.V.Writing 1.MakingaposterFirstaskthestudentstomakeeducatedguessesabouthowEnglishcanhelpsomeaspectofChineselife,inparticularitseconomy.Then,inpairsstudentsworkontheirposter.Finally,askseveralpairstopresenttheirposterinclassforassessment.ASampleposterCHINA’SFUTURELIESWITHLEARNINGENGLISHReasonsforlearningEnglish:WorldtradeisdoneinEnglish;Internationalorganization(suchastheUN)useEnglish;WeneedcontactwiththedevelopedWesternworldtobuildourcountry;ThedevelopedworldusesEnglishinitsdealings.WhytheChineselanguagewillnotdo?VeryfewpeopleintheWestspeakChinese;Chineseisadifficultlanguagetolearn;Mostbusinessmendonothavetimetolearnnewlanguageseverytimetheyenteranewinternationalmarket.SOCHINA’SFUTURELIESWITHLEARNINGENGLISH2.WritingAssessmentCanyougivepersuasivereasonsforthetopiconyourposter?Canyouverbalizeyourideasfluently?CanyouputyourownEnglishlearningexperiencesintoabroaderperspective?Canyouorganizeyourideasinalogicalway?Haveyoumadeabrainstormingmapbeforeyousetouttodesignyourposter?Doyouthinkithelpsyourwriting?Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?FurtherApplyingTheteachermayalsoguidethestudentstodothewrithingtaskintheWorkbookonpage53.Youmaytakethefollowingsteps:Step1:StudentsdividedintogroupsoffoursharetheirownlearningexperiencesandideasaboutEnglishlearning.Step2:Studentsmakealistasfollows:MyproblemsIdeasforWhyIlikeMyfutureimprovementEnglishwithEnglishStep3:Makenotesabouttheparagraphsforthewriting.Step4:Theteacherhelpsdevelopideasinapositiveandencouragingway.Step5:Studentswriteaboutthetopicafterclassashomework.Sampleversion: MyexperienceoflearningEnglishManypeopleallovertheworldspeakEnglishastheirsecondlanguage.Itisnottoomuchtosaythatithasbecomeaninternationallanguage.StudyingEnglishcanmakelifefun.ItenablesyoutowatchAmericanmovies,readEnglishbooksandlistentoEnglishsongs.Moreover,asEnglishisaninternationallanguage,youwillbeabletocommunicatewithforeignerswhenyouareonatripabroad.Travelingwillbemoreinterestingthatway.Itisagoodideatomakefriendswithforeigners.Inmyopinion,itisthebestwaytoimproveyourEnglish.Inaddition,itwillbefunanditwillexpandyourviewoftheworld.Ifyoumakefriendswithanativespeaker,youcanpracticeyourspokenEnglishmoreoftenandthenyoucancommunicatewithpeoplearoundtheworld.Youcanalsobecomefamiliarwiththecustomsandhabitsofdifferentcultures.TherearesomepeoplewhoareafraidtomakefriendswithforeignersbecausetheyarenotconfidentoftheirEnglish.However,manyforeignersdonotcareaboutgrammar.Theywillgetyourkeywordsinthesentenceandfigureoutthewholemeanings.Therefore,itisunnecessarytobeafraidtomakefriendswiththem;justgohead!LearningEnglishhelpsusmeetdifferentpeopleandlearnmoreabouttheirculture,thusfacilitatingmutualunderstandingandharmony.Brieflysaid,Englishissousefultousthatweshouldalllearnit.课后反思：本节为泛读课，能体现新课程标准的精神，帮助学生“进一步明确学习英语的目的，发展自主学习和合作学习的能力，形成有效的英语策略”。教学过程中注意师生互动：教师有效讲授引导，学生有效倾听并适时反应，注重学生阅读能力的培养。Period6:ListeningStepIDescribethepictureandtheboys.T:Anyvolunteerstodescribethepicture?S1:Thereisariverinthepicture.Atthebank,thereisatalltree.Wecanseeaverybigfishintheriver.S2:ThetwoboyslaughingareBufordandBigBillyBob.Aboywasfrightenedandfleeing.HeisLittleLester.T:Couldyoufindtheanswerstothefourquestions?Ss:Yes.T:Good.WhatdoesBufordthinkofTexas?Howdoyouknowit?S:Hebelievesit’salmostadifferentcountryfromtheUS.Thetexttellsusso.T:Howlargewasthecatfish?S:Thecatfishwasalmostthesizeofahouse.T:WhydidLestergetoutofthewaterveryquickly?S:Hethoughtthecatfishwouldeathim.T:WhydidBufordandBigBillyBoblaugh? S:BecausethefishisharmlessbutLesterwassofrightenedandfledsofast.找教案http://www.zhaojiaoan.comStepIIListeningandwriting(P14)TaskListenandanswerquestions.T:Anothertwopersonswilldescribethisstory.OneisBuford,whoisfromTexasandbelievesbiggerisalwaysbetter.HeisspeakingwithonekindofSoutherndialects.Theotherishisteacher,Jane,whospeaksstandardBritishEnglish.First,listenandknowofstandardBritishEnglishandSoutherndialects.Studentslistentothetapeandtrytounderstand.T:Nowlistenforasecondtimeandanswerthelasttwoquestions.Makenoteswhilelistening.Afewminuteslater,checktheiranswers.T:A,Canyouanswerquestion5?S:Yes.Jane,Buford’steacher,isthesecondspeaker.SheisfromBritain.T:Welldone!Bufordsays“Hey,y’all”togreetyou.Whatdoesthesecondspeakersaytogreetyou?S:Shesays“Hello”.StepIIIListeningTask1ListenandwritetheAEwords.T:LastlessonweseparatesomeAEwordsfromBEwords.Today,let’sgoonlisteningandwritedowntheAEwordswhichhavethesamemeaningsastheBEwords.Turntopage48LISTENING.TheBEwordshavebeenwrittendown.Readit.Thenlistentothedialogue.Intheconversation,“rushhour”isthenameofapopularHollywoodfilm.Afterlistening.T:Pleasereadyouranswerstogether.(Writedowntheanswers.)Ss:pictures-movies,lorry-truck,underground-subway,sweets-candy,autumn-fall.Task2Listenandwritedownanswerstoquestions.Studentsreadthequestionstofindoutthelisteningpointfirst,andthenlistentothetapetogettheanswers.T:NowtherecorderwillintroduceanewwayofEnglishlearning.Beforelistentothetape,pleasereadthequestionstofindoutthelisteningpoint.Makenotesoftheanswerswhilelistening.Playthetapeforthefirsttimesothatthestudentscangetageneralidea.Thesecondandthirdtime,thestudentswriteandchecktheiranswers.Pauseandrepeatthekeysentences.T:Canyouanswerquestionsnow?Ss:Yes.T:Good.WhatTVprogrammeisZhaoLilistening?S1:CCTV-9WorldWideWatch. T:Excellent!Whowouldliketoanswerthenextquestions?S2:2.ZhaoLithinksthatlisteningtoTVprogramswillimproveherEnglish.3.ShethinksthatCaoRiisagoodspeaker.HeusesAmericanEnglish.4.Themorelisteningpracticeyouhave,thebetteryourlisteningskillswillget,especiallyifyouhearvarietyofspeakers.5.Youshouldbepatientandkeeptrying.Soonyouwillunderstandmoreandmore.Teachercheckstheanswersandexplainssomedifficultlisteningpointsifnecessary.StepIVListeningtaskTask1Readthemapandlistenandfindwherethestudentscomefrom.T:Pleaseturntopage51andreadthemap.Whatdoesittellus?S:ItmarkstheplaceswhereEnglishisspokenanafirstorsecondlanguage.MaubeitisaboutworldEnglish.T:Veryclever!NowsixforeignstudentscometoourclasstolearnChinese,andtheyareintroducingthemselves.Pleaselistencarefully,andthenwritetheirnamesontheproperplacesonthemap.Itisalittledifficulttofinishthetaskindividually.Teachermaydothefirstonewiththestudents.Whilelistening,repeatthekeysentences.T:Let’sguessthefirstonetogether.Playthetape.T:Fromthefirstsentencesand“Britishrulers”,weknowS1comesfromIndia.Goonlisteningandwritedownyouransweronthemap.Studentslistentothetapeandwritedowntheiranswers.Teacherplaysthetapetwice.Afewminuteslater.T:Checkyouranswerswithyourpartner.Listentothetapeagain.T:OK.WhereisS2from?S:S2isfromLouisianaintheUS.T:Whatabouttheothers?Ss:S3isfromJamaica,S4Ireland,S5Philippines,andS6Singapore.T:Verygood.StepVHomework1.MakeashortlistofreasonswhyEnglishisspokeninsomanyplacesaroundtheworld.找教案http://www.zhaojiaoan.comSampleWhyisEnglishspokeninsomanyplacesaroundtheworld?Englishisthelanguagemostwidelyspokenandusedintheworld.Why?IndustrialrevolutionimpelledthedevelopmentofEnglandanditcolonizedmuchoftheworld.Englishbegantobespokeninmanyothercountries.America’sdevelopmentalsocontributestotheextensionofEnglish.Withthedevelopmentofeconomy,countriescommunicatewitheachothermorefrequently.EnglishiswidelyusedandisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.PeoplerealizetheimportanceofEnglishlearning.EverywhereintheworldchildrengotoschooltolearnEnglish.MorepeoplespeakEnglishastheirfirst,secondorforeign language.2.Previewpage15Speaking.ListthewordsthatwereconfusingtoAmy.课后反思：本课为听力课，能依据新课程标准进行教学设计，训练和提高学生的听力水平的能力，比较好地完成教学目标。Book1Unit3教学设计(1)课题：Traveljournal(2)教材分析与学生分析：本单元的中心话题是旅游，通过旅游日记的方法描述旅行见闻。WarmingUp部分让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的地方并查出不同交通方式及所需费用。然后与同学讨论六个话题，使学生了解旅游的必要手段和必须备的费用。Pre-Reading部分的两个问题主要是引导学生向阅读部分过度；Reading部分“湄公河旅行日记（JourneyDowntheMekong）”的第一部分讲述了王昆和王薇梦想往湄公河做自行车旅行，并为之做准备的过程；文章的第二部分ANightintheMountain放在“语言运用部分”中，主要讲述了他们在西藏山中度过的一宿，爬山路的艰苦和乐趣；Comprehending部分通过回答问题、让学生填写表格在课文中找到王薇和王昆对旅行的相同和不同看法，加强学生对课文细节的进一步理解;LearningaboutLanguage部分讲述了主要词汇及其运用和主要语法项目（用现在进行时表示将来）。(3)课时安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThesecondperiod:Reading:JourneydowntheMekongThethirdperiod:LearningaboutLanguageTheforthPeriod：UsingLanguage(ANIGHTINTHEMOUNTAINS)Thefifthperiod:Listeningandwriting(4)教学目标：4知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具（火车、汽车、轮船、飞机、自行车等）;掌握旅游常识，学会解决旅游中出现的一些问题;掌握和运用本单元出现的新词汇和短语；学会向别人告别和祝愿；掌握用现在进行时表示将来时的用法。5过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagineyouareplanningatrip.1.Whatareyouplanningforthetrip?2.Whereareyougoingandwhatareyouplanningtodoeachday?3.Howareyougettingthere?4.Whenyouleavehome,whatwillyourfamilyandyourfriendssaytoyou?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。6情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。(5)教学重点和难点：词汇：journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedeterminedaltitudevalleyattitudeshortscamprecordtopicfamiliarbrave短语：changeone’smindgivein重点语法项目：现在进行时表将来Whenareyouleaving?Howareyougoing there?Whereareyoustaying?Howlongareyoustayingthere?Whenareyoucomingback?难点：1.Howtograspthemainideaofthetextandhowtotellthehost’sattitude.2.HowtousethewordsandthePresentContinuousTenseexpressingfuturity.3.Howdescribewhattheyseeandhear.4.Howtowriteashortletterandhowtogivebestwishestosb.(6)教学策略：Readinganddiscussion,speakingandlistening,pairwork,explainingandpractising(7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中(10)教学反思或值得改进的地方：见每个课时最后部分。Thefirstperiod:Speaking:WarmingUpandPre-ReadingAimsTotalkabouttravelingProceduresI.Warmingup1.WarmingupbydiscussingGoodmorning,class.Doyouliketraveling?Whydoyouliketraveling?Andwhynot?Wherehaveyoueverbeenbefore?Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,whatkindoftransportationswillyouuseandwhy?Nowlookatthefollowingpicturesanddiscussitinpairs.NameofthetransportationsMeansoftransportationReasonsbycar(inacar);bybike;byplane(byair;)bytrain(onatrain);bybus(onabus);byship(bywaterorbyboat);inahotballoon;bymotorbike(onamotorbike);byjeep;bytruck;inaplate2.WarmingupbylookingandspeakingNowboysandgirls,whatdoyouneedtotakewithyouifyouarepreparingforabiketripalongtheChangjiangRiver?Lookatthepicturesandtellthewholeclasswhichobjectyouthinkisthemostusefulandwhichoneistheleastuseful.Giveareasonwhyyouthinkso.3.WarmingupbyaskingandansweringNowsupposeyouliveinQinghai.YouplantospendaholidaywithafriendsomewhereinSoutheastAsia.Youhavebeengivenachancetochoosethreeplacestovisit.Pleasefindouttheone-wayfaretogettherefordifferentkindsoftransportation.Perhapsyoumaynotknowtheexactfare,butyoucanguesshowmuchthefareis.Pleasehaveashortdiscussion withyourpartnersandthendecidewheretogo.Ok,nowI’dlikeyoutoaskyourpartnerthefollowingquestions.II.Pre-reading1.ImagingandsharingDoyouliketravelingalongariver,agreatriver?Whatroledoesariverplayinpeople’slife?Inotherwords,howdopeoplewholivealongariveruseit?Thesuggestedanswers:Peoplecandrinkthewaterinariverorwashtheirclothes.Peoplecanswiminariverinsummer.Peoplecanusearivertoirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver.2.TalkingandsharingAsweallknow,therearealotofriversintheworldandalsotherearemanygreatrivers.Nowlookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarelocationswheretheriverslie.Pleasematchthem.matchanswerNamesofRiverLocationNamesofRiverLocationMekongIndiaMekongChina，SEAsiaRhineFranceRhineGermanyGangesRussiaGangesIndiaSeineEnglandSeineFranceNileCentralAfricaNileEgyptThamesGermanyThamesEnglandCongoBrazilCongoCentralAfricaNigerChina,SEAsiaNigerWestAfricaVolgaUSVolgaRussiaDanubeEgyptDanubeCentralEuropeAmazonWestAfricaAmazonBrazilMississippiCentralEuropeMississippiUS课后反思：此节为口语课，教学设计的任务能较地完成，学生积极参与，分工合作。教学过程很自然，鼓励学生开口说英语，帮助他们建立使用英语的自信。对于错误，采用跟进一个正确表达方式的办法，既提点了学生，有保护了他们的积极性。找教案http://www.zhaojiaoan.comThesecondperiod:Reading:JourneydowntheMekongAim:ToreadabouttravelingTounderstandthetext Step1.ReadingaloudtotherecordingDoyouknowwhatcountriestheMekongRiverflowsthrough?NowlookatthemapoftheMekongRiverandpointoutthecountriesitflowsthrough.(China,Laos,Thailand,Cambodia,BurmaVietnam)Ok,todaywe’regoingtoreadapassageaboutJOURNEYDOWNTHEMEKONG.PleaselistenandreadaloudabouttherecordingofthetextJOURNEYDOWNTHEMEKONG.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.Step2.ReadingandunderliningNowpleasereadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromJOURNEYDOWNTHEMEKONGdreamabout,takeagreatbiketrip,graduatefrom,gotthechancetodosth.,cyclealongtheriver,goforlongbikerides,mountainbike,persuadesb.todosth.,growup,getsb.interestedinsth.,bestubborn,knowthebestwayofgettingtoplaces,thesourceoftheriver,careabout,givesb.adeterminedlook,changeone’smind,atanaltitudeof,seemtodo,theairbehardtobreathe,aninterestingexperience,makeuponesmind,givein,alargeatlaswithgoodmaps,keepdoingsth.,atfirst,passthrough,besurprisedtodosth.,halfof,atlast,theSouthChinaSeaStep3.ReadingaloudandunderstandingNextwearegoingtoreadaloudthetextandthenanswersomequestions.1)WhoareWangKunandWangWei?(Theyarebrotherandsister,andbotharecollegestudents.)2)Whatwastheirdream?(Theirdreamwastotakeagreatbiketrip.)3)WhoareDaoWeiandYuHang?(TheyareWangKun’scousinswhoareatacollegeinKunming.)4)WhereisthesourceoftheMekongRiverandwhichseadoesitenter?(ThesourceoftheriverisinQinghaiProvinceanditenterstheSouthChinaSea.)5)WhatcanyouseewhenyoutravelalongtheMekong?(Youcanseeglacier,rapids,hill,valleys,waterfallsandplains.)6)IsitadifficultjourneytocyclealongtheMekong?Why?(Yes.Thejourneybeginsatanaltitudeofmorethan5,000meters,whereitishardtobreatheandverycold.)step4.DiscussingWehavegotthegeneralmeaningofthepassage,andweknowWangWeiandWangKunhavesomesimilaranddifferentattitudesaboutthetrip.Youmayhaveashortdiscussionwithyourpartnersandthenfillinthechart.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothWangWeiandWangKunthinks:1).takingthistripisadreamthatcomestrue.2).thattheywillenjoythistripalot.3).theyshouldseealotoftheMekong.4).thatmostoftheMekongwillbefoundinSoutheastAsia.WangWeibelieves:1).theymuststartinQinghaiwheretheriverbegins/seealloftheMekong.2).thattheydon’tneedtopreparemuch.WangKunbelieves: 1).itistoocoldandhightostartinQinghai.2).thatusinganatlasisveryimportant.step5.ClosingdownClosingdownbyansweringquestionsWhatshouldyoudobeforetraveling?(Beforetraveling,weshouldmakegoodpreparations,thatis,tomakeaplan,decidetheplacetovisitandgetenoughinformationabouttheplace.Withfullpreparationswe’llhaveagoodtimeduringthetrip.)Whatwillyourfamilyandyourfiendssaywhenyouleavehometotravel?(Whenweleavehome,myfamilyandmyfriendswillsay,“Haveagoodtrip./Haveagoodjourney./Haveagoodtime.”)ClosingdownbytranslatingInthelastfewminutesyouareaskedtotranslatesomedifficultysentencesinthepassage.Step6.AssignmentRevisethecontentsofthepassageCompletethepassageonPage56inWorkbookDoexercise2onpage57inyouexercisebooks.课后反思：本节课能根据《英语课程标准》的精神进行教学设计，并采用任务型教学法进行教学。在教学过程中注意“教”与“学”的关系，各个教学环节的设计都考虑到让学生在活动中发挥其主题地位，让他们去发现问题，分析问题和解决问题。在设计活动时，能充分考虑到学生的情感态度，使学生在快乐的学习气氛中得到能力的培养。Thethirdperiod:LearningaboutLanguageAimsTolearnaboutthePresentContinuousTenseTodiscoverandusesomeusefulwordsandexpressionsProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage20tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthemanddiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.II.Learningaboutlanguage1.ReadingandfindingGood,youhavemasteredthesewordsandexpressions.Let’sturntopage17andlookatthequestionsinWarmingup4.Underlinetheverbsinthequestions,andpayattentiontotheverbformsanddosomeexplanationsbyyourselves.2.LearningGrammarWecanseethattheverbsareallusedinthe“-ing”form.Theyare“the presentcontinuoustense”,buttheyexpressfutureactionsorplans.ThePresentContinuousTensemaybeusedtodenoteanactionthatcanbepre-plannedorprearrangedinsteadofthefutureindefiniteincolloquialEnglish.Butpleasenotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave,fly,walk,ride,drive,stay,meet,die,see,have,arriveetc.aremainlyusedinthe“-ing”formtoexpressfutureactions.3.DoingexercisesNo.2and3onpage21Nowturntopage21anddoexercise2.InthedialogueanewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?Let’scontinuetodoexercise3.Doyouhaveanyplansforthefutureyourselves?Ifyouhaveany,pleaseusethePresentContinuousTensetoexpressyourfutureactions.Giveasmuchinformationasyoucan.III.Readyusedmaterialsforthepresentcontinuoustenseforfutureactionsorplansbe+v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。（这种结构中常用动作动词或去向动词：go,come,leave,start,arrive,travel,fly等，不适用于状态动词）找教案http://www.zhaojiaoan.comI’mleavingforBeijingthisFriday.Myfriendscameoverlastnight,andtheyarecomingoverthisevening,too.WearegoingtoLaoshanthisMayDayholiday.WehadanEnglishclassthismorning,andwearehavinganotherEnglishclasstomorrow.Wetooksixsubjectslastterm,andwearetakingsevensubjectsnextterm.IhavearrivedinBeijing.I’mvisitingtheGreatWalltomorrowmorning.Afterclassweareplayingfootballontheplayground.WeareflyingtoShanghainextFriday.IV.ClosingdownClosingdownbymakingadialogueToendtheperiodyouaregoingtomakeadialogueinpairstotellthewholeclassyourplanonthisSunday.ClosingdownbywritingSupposeyouareplanningaholidaytrip.Writeashortpassageaboutyourplan.Youmustpaygreatattentiontothetense.Thefollowingquestionscanhelpyou.Whereareyougoingforyourholiday?Whoareyougoingwith?Howareyougettingthere?Whatareyoudoingthere?Whereareyoustaying?Whataretakingwithyou?Whenareyoureturning? 课后反思：本节着重传授用现在进行时表将来的意义。能比较顺利的完成教学任务，学生能积极参与。不足之处是练习过少。TheforthPeriod：UsingLanguage(ANIGHTINTHEMOUNTAINS)AimsToreadthepassageANIGHTINTHEMOUNTAINSTousethelanguagebyreading,listening,speakingandwritingProceduresI.WarmingupbytalkingaboutTibetHaveyoueverbeentoTibet?DoyouwanttotravelinTibet?CanyoutellmesomethingaboutTibet?TibetliesontheQinghai-TibetPlateauofthesouthwestborderofChina.Theaverageheightofthewholeregionismorethan4,000metersabovesealevel,forwhichTibetisknownas“RoofoftheWorld”.ThehighestpeakofTibet,alsothehighestinHimalayasandinthewholeworld,isEverestPeak,whichisashighas8,846.27metersabovesealevel.AlthoughapartofChina,Tibethasauniquecultureofallitsown.ItismainlyinhabitedbyTibetans,aminoritynationalityofoldandmysteriouspeople.TouristattractionsincludethePotalaPalaceinLhasa,JokhangTemple,andanumberofBuddhistsacredplaces.Tibet(XiZanginChinese)istothesouthofXinJiangUygurAutonomousRegionandQingHaiProvince,tothewestofSichuan,tothenorthwestofYunnanandtothenorthofIndiaandNepal.Itspopulationof2.3millionpeoplecomefromavarietyofethnicgroupsincludingTibetan,Han,MonbaandLhota.ItscapitalcityisLhasa.NorthwestTibet,mainlyQingHaiplateau,ishometoavarietyofunusualanduniqueanimals.AcrossthenorthernexpanseofTibet,youcanseevastgrasslandswherehorses,yakandsheeproamfreely.Theworld'slowestvalley,theGrandYarlun-tzanpoRiverValleyliesineastTibet.Itisfreezingcoldinmosttimeoftheyear.MosttouristscometovisitTibetonlyinthewarmestseasons,June,July,AugustandearlySeptember.II.Reading1.ReadingandunderliningNowlet’sgoonwithJourneyDownTheMekongwithWangWeiandWangKun.TheyareinTibetnow.PleaseturntoPage22.Readthepassagequicklyandunderlinealltheusefulexpressionsandcollocationsinit.Copythemtoyournotebookafterclassashomework.CollocationsfromJOURNEYDOWNTHEMEKONG(II)although,ridebicycles,infrontof,asusual,needtodosth.,toclimbthemountainroadwashard,begreatfun,reachavalley,muchwarmer,change…into,T-shirts,shorts,intheearlyevening,stoptodosth.,makecamp,putup,aftersupper,gotosleep,stayawake,atmidnight,becomeclear,so…that,thesoundofthefire,travelsofar,joinsb.,hardlywaittosee,changeone’sattitude.2.ReadingandtranslatingNextyouaregoingtoreadthetextJOURNEYDOWNTHEMEKONGandtranslateitinto Chinese.3.SpeakingReadthepassageagainandfindtheanswerstothequestions:1)HowdoesWangKunfeelaboutthetrip?(Heisstartingtolikethetrip.)2)Whatdoyouthinkhaschangedhisattitude?(seeingthebeautifulland)3)IsitnaturalforWangKunnottofeellonely?(Yes.BecausethesceneWangKunsawisbeautiful.Theskywasclearandthestarswerebright.Alsotheircousinsarewaitingforhim.)4)Wouldyoufeelthesamewayinthissituation?Whyorwhynot?(Youmayhavedifferentopinionsaboutthis.Justspeakitoutandletusshareyouridea,willyou?)ImaginethatthedialoguehappensthenextmorningbeforeWangKunandWangWeileavetheircamp.Writeashortdialoguebetweenthemwithyourpartner.Wei:YoulooksotiredKun:Yes,Istayeduplatelastnight.Wei:Really?Whatdidyoudo?Kun:Iwatchedtheclearskyandthebrightstars.Wei:That’snice.Theymustbepretty.Kun:Yes,theywere.课后反思：本节课的设计与实施以《英语课程标准》的理念为指导，注重培养学生“优化学习方式，提高自主学习能力”。在教学过程中，能引导学生通过观察、体验、探究等积极主动的的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。Thefifthperiod:ListeningandwritingAim:GraspthemainideaofthepassageandgettoknowwhattheauthorsawandheardTowritealetterProceduresStep1Listening找教案http://www.zhaojiaoan.comLet’sgoonwithJourneyDownTheMekongRiver(part3)withWangWei.Turntopage23anddothelisteningtext.Beforelisteningtothetape,pleasereadthewordsfast,thentickthewordsyouhearonthetape.AfterthatI’llplaythetapeforthesecondtimeandthenfinishthechart.Youshouldlookthroughthechartandfindoutthelisteningpoints.Thefollowingquestionscanhelpyouunderstandthelisteningtext.Whereisthegirlfrom?WhatdopeopleinLaosusetheriverfor?WhydopeopleinLaoscalltheriver“theseaofLaos”?WhatistherivercalledinTibetandVietnam?WhatotherbeautifulsightsalongtheMekongRiverinLaos?Step2Guidedwriting1.ReadingandunderliningInthisunit,wehavereadthefirsttwopartsofatraveljournalandhavelistenedtothethirdpartofthetraveljournal.Whatisthedifferencebetweenajournalandadiary?Let’readthepassageonpage23andfindoutthedifferencebetweenthetwo.Underlinealltheusefulexpressionsandcollocationsinit.Copytheminyournotebookafterclassashomework.CollocationsfromReadingandWritingputone’sthoughtsintoadiary,traveljourney,thedifferencebetween,foronthing…foranother, recordone’sexperiences,soonafter,befamiliarto,makealistof,compare…with,agreeto.Readthepassagequicklyandthenfillintheinformationonthechart.AdiaryAtraveljournal1).Personal;2).Totrytorecordhowthewritersfeelverysoonafterthingshappen1).Isn’taspersonalasadiary2).Torecordthewritersexperiences,ideasandafterthoughtaboutwhattheyhaveseen3).Iswrittenforalotofreaders4).It’stopicsincludespeople,things,andeventslessfamiliartoreaders.Step3WritingaletterNowlet’sdoawritingpractice.ImaginethatyouareafriendofWangWei.Writeashortlettertoherandaskhertodescribe:howshefeels,whatsheisdoing,andsomeplaceyouwanttoknowabout.Thenwishherwellonherjourneybyusingatleasttwooftheseexpressions:Haveanice/goodtime.Haveanice/goodtrip.Takecare.Goodluckonyourjourney.Say“Hello”to….Writetome.Givemybest/lovewishesto….Havefun.Youcanrefertothefollowingsteps.Inpairschoosethedetailsfromthejourneythataremostinteresting.Thinkofwhatelseyouwouldliketoknowaboutthejourney.Writetheseideasdownasquestions.Nowchoosetwoorthreeofthebestquestionsforyourletter.Eachquestionshouldhaveanothersentenceexplainingwhyyouwanttoknowthisinformation.Puttheminanorderthatmakessense.BeginyourletterasshowninthetextbookandaddyourquestionsforWangWei.Yourwritingshouldnotbemorethanoneparagraph.Finishyourletterasshowninthetextbook.Asamplewriting:Hi,bravelittleWei,HowIworryaboutyouandWangKun!Doyouhaveagoodtimenow?Ihopeso.Whatareyoudoingnow?AreyoustillinLaos?Canyoutellmesomethingaboutpeople’slifethere?WhenareyouleavingforCambodia?Whenyougetthere,tellmeabouttheBuddhisttemplesthere.Pleasesendsomephotoswithyournextletter!Well,Haveagoodtripanddon’tforgettowritetome!GivemybestwishestoWangKun.Goodluckonyourjourney.Takecare!Yours,WangLinstep4.Homework:writeatraveljournal课后反思：本节是听力加写作课，能按照《英语课程标准》的理念进行教学设计。旨在训练学生的听和写能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。还从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。 Book1Unit4教学设计(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。WarmingUp部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。LearningaboutLanguage部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that,which,who,whose引导的定语从句，培养学生的自主学习能力。UsingLanguage部分的“读写说（Reading,writingandspeaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。(3)课时安排：Thefirstperiod:ReadingThesecondperiod:Reading找教案http://www.zhaojiaoan.comThethirdperiod:ListeningTheforthPeriod：GrammarThefifthperiod:ExtensivereadingThesixthperiod:Summary(4)教学目标：7知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that,which,who,whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。8过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。因此可以将他们作为素材，设计多种任务，展开课堂教学活动。如：1.组织学生讨论震后孤儿的安置2.模拟采访被抢救的矿工。3.写一篇新闻故事，描述救护人员和军队救灾的感人故事。9情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。(5)教学重点和难点：词汇：shakerisesmellypondburstcanalsteamdirtruininjuredestroybrickdamuselesssteelshockquakerescueelectricitydisasterarmyorganizeburycoalmineshelterfreshpercentspeechhonorprepareEurope短语：atanendrightawaydigouta(great)numberofgiveoutthousandsof重点语法项目：由that,which,who,whose引导的定语从句.难点：1.Teachthestudentshowtoenjoyanarticle2.Teachthestudentsthewaytoexpressthemselves.3.Theusageofthewordsofthat,which,whoandwhose.(6)教学策略：Student-centeredmethod,askingandanswering,explainingandpracticing,readinganddiscussion,speakingandlistening,pair work(7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中(10)教学反思或值得改进的地方：见每个课时最后部分。THEFIRSTPERIOD:READINGStepI.RevisionCheckthehomeworkwiththewholeclass.StepII.WarmingupAskthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.T:That’stooterrible.S3:Thenoisewhenplanestakeoff.S4:Thesoundoftrains.T:Good!Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?Ss:No,wehavenochancetohearthat.T:Ifthereisasoundlikethis,whatisit?S5:Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.T:Terrific!Youareusingaliterarywaytoexpressthesound.S6:Whenanearthquakehappens.T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?S7:Theearthisshaking.Allthebuildingswillfalldown.S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge. T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.StepIII.Pre-readingTherearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonecanmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.T:Terrific!Wheredidyougetthisknowledge?S1:Fromgeography.Ilikeit.T:good.Sitdownplease.S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfoodS5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.找教案http://www.zhaojiaoan.comT:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.StepIV.ReadingInthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehention.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.SkimmingT:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.T:Haveyougotthegeneralideaofthetext?Ss:Yes.T:Whatisit? S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?T:Sure.S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?Ss:No.T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.Teachershowsthescreenandgivesalittletimetothinkitover.1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.2.Thedisasterhappenedandcausedalotofloss.3.Allhopewasnotlost.CarefulreadingT:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.Showonthescreen1.Whatnaturalsignsofacomingdisasterwerethere?2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.Whateventsprobablymadethedisasterworse?4.Whatsituationsprobablymadethedisasterworse?5.Howwerethesurvivorsheld?StepV.ExtensionShowthequestionsonthescreen.1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?2.Whatisthemoodofthispassage?Howisitcreated?3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?Answers: 1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.StepVIComprehendingAnswerstoExx1-31.1.C2.E3.B4.D5.A2.1.Thewallsofthevillageswellshadcracksinthem.2.Roadsgothugecracks3.Brickbuildingsweredestroyed.4.Thearmyhelpedthesurvivors.5.Shelterswereputupforthosewithnohomes.3.1.StrangethingswerehappeninginthecountrysideinnortheastHebei..1.Thedisasterhappenedandcausedalotofloss.2.Allhopewasnotlost.StepVIIHomework课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。 THESECONDPERIOD:READINGStepIRevisionTeachercheckthestudents’homeworkbyshowingtheanswerstoexercises1-2intheLearningaboutlanguage.AnswerstoExercise1.1.pipe2.dam3.shocked4.injured5.well6.canal7.ruins8.agreatnumberof9.atanend10.bury11.rise12.rescue13.steamAnswerstoExercise2.Agreatnumberof,dam,well,canals,steam,ruinsinjured,shocked,buryT:OK.Beforewebegintoday’sclass,pleaseguessthemeaningofthesesentences.1.Smallincidentsforetellbigevents.2Blessingsnevercomeinpairsandmisfortunesnevercomesingly3.Wherethereislife,thereishope.找教案http://www.zhaojiaoan.comS1:Thefirstsentencemeanspeopleshouldpayattentiontothesmallthings,becausethesethingsoftencauseunexpectedevents.Justlikewhatwehavelearnedinthetext.S2:Themostimportantthingintheworldislife.Withoutlife,everythingwillloseitsmeaning.S3:Itmeanseverythinghasitstwosides.Althoughthedisasteristerrible,andwecannotavoidit,itcanforceustotryourbesttoforetellitmoreexactlyandreducethelosscausedbythedisaster.StepII.Reading,writingandspeakingAthankspeechTheteacher’smaintaskistotellstudentssomeproblemsthatappearedintheirwritings.Showthesampleonthescreen,andaskthestudentstoreadit,andfindsomethingthatareuseful.SampleGoodmorning,LadiesandGentlemen.MynameisWangWei.Atfirst,I’dliketothankMr.ZhangandthecityofTangshanforthehonoroftalkingtoyou.I’dalsoliketothankeachofyoutocomeheretodayforthisspecialoccasion.Twenty-nineyearsago,weexperiencedtheterribleearthquake,whichcompletelydestroyedeverythinginthecity.Andtwenty-nineyearslater,wegettogetherinthisbeautifulpark.Thisparkmakesmebelievethatweareindeedinthe“BraveCityofChina”.HereI’dliketothankallofyou,especiallythosewhoworkedhardtosavethesurvivors.Duringthosedays,youforgotthedangeranddevoted yourselvestodiggingoutthosewhoweretrappedinruins.Buryingthedead,andbuildingsheltersandsoon.I’msurethepeopleinTangshanwillneverforgetyou!WhenIwalkinthebroadstreet,andseethenewhousesandoffices,Ican’thelpexpressingmythanksforthosewhorebuiltthecitywithin13years.Alsowecan’tforgetyou.Ibelieveourcitybecomemorebeautifulinfuture.Thespiritofitspeoplehasbeenandwillalwaysbestrongforever!Thankyou.Twominuteslater.T:Whatdoyouthinkofthespeech?S1:Thespeechisveryfluent.S2:ThewriterusesmanyAttributiveClauses.Idon’tknowhowtousethestructure.T:Itdoesn’tmatter.We’lllearnitnexttime.Nowlet’sgothroughexercise4,it’sanotherwritingtask.AlittletalkAmodelspeechhasbeengiventothestudents.ThestudentsshouldcompletethesentencesafterlookingatthedesignofthenewTangshanstamps.Thespeechesmayhavemanydifferentcontents.Letthestudentspayattentiontothispoint:theaudienceisthesamewiththeoneInthelastspeech.T:WecanseetherearefourstampsshowingnewTangshan.Canyoudescribeeachofthemwithafewwords?S1:Housingconditionsforthefirststamp.S2:StreetsceneryofnewTangshanforthesecondstamp.S3:Industryforthethirdone.S4:Oceantransportforthelastone.AnoutlineShowthequestionsonthescreen.1.Whyisanoutlineimportant?2.Whatshouldanoutlineinclude?3.Whyisaheadlineimportant?4.Whatarethestepstofinishanewspaperstory?5.Whatisthefeatureofanewspaperstory?Answers:1.Becauseanoutlinewillprepareyoutowriteabetterstory.2.Agoodoutlineshouldhaveaheadline,alistofmainideaandalistofimportantdetails.3.Aheadlinecantellthereaderwhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.4.First,organizethemainideas.Next,putsomedetailsintoeachparagraph.5.Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast. Teachershowmoreexamplesofsomenewspapersonthescreenandaskthestudentstoreadthemandtrytofindtheoutlinesinthestories.Ashortstory找教案http://www.zhaojiaoan.comThisintegratedlanguageactivityenablesstudentstousetheirimaginationsandtowriteinaliteraryway.Youmaywanttoencouragestudentstousealiterarydevice,suchassimile,personificationormetaphor.T:Now,pleaseturntopage62,lookattheTALKINGpart.Readitcarefully,andthentellmewhatthefeatureofthistalkingis.Givethemtwominutestothinkaboutthisquestion.S1:Thistalkingneedsustoimagine.S2:Weshouldwriteitinaliteraryway.T:Good!You’vegotthepointofthetalking.Inthistask,themostimportantthingyoushoulddoistomakefulluseofyourimaginationsandtrytousealiteraryway.Forexample,youmayusesimile,personificationormetaphor.Now,workingroupstowritedownyourownshortstories.Attention!Thestoriesareaboutthecauseofearthquakes.Afteryou’vefinished,I’llasksomeofyoutoreadoutyourwork..GroupOneInthecenteroftheearthlivesanevilghost.Heusuallysleepsformanyyears.Duringtheseyears,peopleontheearthliveahappylife.Butwhenhewakesup,heshallhowl.Andthenpeoplefeelanearthquake.GroupTwoSomepeoplebelievethatthereisamagicworldinthecenterofourearth,wherelivesakindofwiserlivingthing.TheycanmakeUFO.WhentheUFOcomesouttovisitourworld,thereisanearthquake.GroupThereTherearetoomanypeopleontheearth,andpeoplearebuildingtoomanybuildings.Besides,theydigtoomanyandtoodeepholes.Theearthcan’tstand.Sheshakes,andanearthquakehappens.StepIIIHomeworkWriteanoutlineforChinaDaily课后反思：本节对教材的处理整合较好，能够合理增减。训练了学生对课文所学单词短语的运用，另外学生的听说能力和书面表达能力也得到比较充分的训练。 TheThirdPeriod:ListeningStepIGreetingandleadinginT:Now,wewilllistentoanon-fictionarticlecommontosciencetextbooks.Thisarticleisongeology.Itprovidesmanyfactsanddescribescauseandeffectrelationships.StepIIListening(P62)T:Youwilllistentothetapethreetimes.First,listenandtrytogetsomedetailsthatExx1-2request.Second,listenandfinishtheexercises.Third,listenandcheckyouranswers.AnswerstoExercise1.Thetruesentencesare:4,5,6and7.AnswerstoExercise2ShowtheanswersonthescreenCauseofEarthplatesjumpandearthquakesproduceshockwaves.MovingspeedoftheMovingat5.3cmayearPacificplateIn1906thePacific5-6meterstothenorth.platesuddenlyjumpedThePacificplateChinafromtheeasttothepushesonwest.TheIndianplateChinafromthesouthwestpushedontothenorthwest.WaysofreducingNotbuildingwhereplateslossesfrommeet;buildingonearthquakerock;buildingstronghouses.StepIIIListening(P66)找教案http://www.zhaojiaoan.comThislisteningmaterialgivesthestudentsachancetolearnmoreknowledgeaboutearthquake.ThewayandstepsoflisteningarethesamewiththeonesinStepII.StepIVSpeakingtaskThispartcomesaftertheListening.Incontenttheyhavethesametopic.It’sbettertoputthemtogether.Alsothisexercisegivesstudentspracticeintakingwordsandphrasesfromthereadingpassageandputtingthemintoashortdialogue.T:Justnowwehavealistening,inwhichwelearntwhattododuringanearthquake.Nowyouwillworkinpairstochooseeightthingsfromthelistbelowtoputintoyour personalearthquakebag.Rememberthesemaybetheonlythingsyouhave,somakesurethatyouonlytakeessentialthingswithyou.TheymustmakeyoulastforfivedaysS1:Ourearthquakebagwillcontainthefollowingthings:1.bottleofwater2.fruit3.torchlight4.blanket5.mobilephone6.identitycard7.scissors8.bowlandchopsticksStepV.HomeworkPreviewtheUSINGWORDSANDEXPRESSIONSonpage63,anddoExx1-2onpage28inDiscoveringusefulstructures.课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。TheFourthperiodGrammarStepIRevisionTeachershowsthescreenAnswerstoExercise1Asusual,shake,cracked,pipes,holesfell,disaster,trapped,hit,quakes,escape,destroyed,agreatnumberofAnswerstoExercise21.Shewastoonervoustoeatanythingtheeveningbefore.2.Whenthesecondquakewasfelt,peopleranoutoftheirhousesrightaway.3.Afterthatterribledisaster,60percentofhomelesschildrenweresenttoliveinothersafecities.4.Theyusedcandlesallthetimeinsteadofelectricity.5.Alittlegirlwasdugoutoftheruinstothenorthofthefactory.6.Wewereveryproudofthesoldierswhorescuedtheboysfromtherushingwater.7.Weneedtohonourthosewhoorganizedtherescuework.StepIIDiscoveringusefulstructuresT:Bynowwehavereviewedsomeusefulwordsandsentences.Today’sanotherimportanttaskistolearntheAttributiveClause.Therearetwokindsofthisclause.OneistheRestrictiveAttributiveClause,whichmodifiesthenoun;theotheristheNon-RestrictiveClause,whichgivesextrainformation,andiswrittenwithcommas.Teachershowssomesentencesonthescreenandasksstudentstotranslatethemonebyone.1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight. 2.ItwasheardinBeijing,whichisonehundredkilometersaway.3.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachergivesmoreknowledgeabouttheclausetothestudents.定语从句1.限制性定语从句大多数定语从句对所修饰词的意思加以限制,表示“……的人(或东西)”,称为限定性定语从句.如:Themanwhorobbedhimhasbeenarrested.抢劫他的人已经被逮捕了．ThegirlwhomIsawtoldmetocomebacktoday.我见到的那个姑娘叫我今天来.That’sthebesthotel(that)Iknow.这是我所知道的最好的旅馆Thesearethebooks(which)youordered.这些是你订购的书这类从句多由关系（a）或关系(b)引导a.Everyonewho(that)knewhimlikedhim.ThefriendwithwhomIwastravelingspokeFrench.Thecarwhich(that)Ihiredbrokedown.b.AtthetimewhenIsawhim,hewasquietstrong.ThatisthevillagewhereIwasborn.Thesearethereasonswhywedoit.在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中，在被修饰的词为all,everything等词时尤其如此．Haveyougotthepostcard(which)Isentyou?Thesearethethings(that)youneed.AnythingIcandoforyou?Allyouhavetodoistofilloutthisform.That’stheonlythingwecandonow.Youcantakeanyroomyoulike.2.非限定性定语从句对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：Peter,whohadbeendrivingallday,suggestedstoppingatthenexttown.Thishouse,forwhichhepaid$150,000,isnowworth$300,000.TheywenttotheRoyalTheatre,wheretheysawIbsen’sPeerGent.Sundayisaholiday,whenpeopledonotgotowork. 应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．在书面语中whose有时指某样东西．如：Hishouse,whosewindowswereallbroken,wasadepressingsight.Thecar,whosehandbrakewasn’tveryreliable,begantoslidebackward.Itwasanisland,whosenameIhaveforgotten..Exercise1Fillintheblankswithwho,whose,whichandthat.1.Thegirl()servedintheshopweretheowner’sdaughters.2.Theman()Isawtoldmetocomebacktoday.3.Thegirl()spokeismybestfriend.4.Themanwith()Iwastravelingdidn’tspeakEnglish.5.Theman()Isawtoldmetowait.6.Thegirl()Ispoketowasastudent.7.Themanto()Ispokewasaforeigner.8.Themanfrom()Iboughtittoldmetoreadtheinstructions.9.Iknowaboy()fatherisanacrobat.10.Hesawahouse()windowswereallbroken.11.Alltheapples()fallareeatenbywildboars.12.Canyouthinkofanyone()couldlookafterhim?13.Thisisthebesthotel()Iknow.14.Heshowedamachine()partsaretoosmalltobeseen.15.Youcantakeanyroom()youlike.AnswerstoExercise11.who2.whom3.who4.whom5.whom6.whom7.whom8.whom9.whose11.that12.that13.that14.whose15.thatExercise2Discoveringusefulstructures(28)AnswerstoExercise2找教案http://www.zhaojiaoan.com1.who2.that/which3.which/that4.whose5.whoseStepIIIUsingstructuresThisisadviceonhowtoprotectone’shomefromanearthquake.ThemainpurposeistopracticetheAttributiveClause.Thisexerciseisakindofprocreativeactivityforstudents,whichcanbedoneonlyafterthestudentsreadandunderstandthepassage.Soperhapsitisdifficultforsomestudents.T:Justnowwehadatranslationexerciseandfilledsomeblanks.That’sthebasicexercisefortheAttributiveClause.NowI’llgiveyou5minutestoreadASAFEHOME,andfinishthesentencesbelowthearticle.Fiveminuteslater,theteacherchecktheanswers. AnswerstoExercise11.whosepipesarenottiedtothewall2.ofthehousethatyouwanttobuy3.whomoveintoanewhouse4.whicharenottiedtothetablesorstucktothem5.whobuyahouse,whichisbuiltbadly6.whombuildinghousesistheirworkStepIVHomework课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生区分两种定语从句的区别。TheFifthPeriod:ExtensiveReadingStepI.RevisionShowtheexerciseonthescreen.Fillintheblankwithacorrectword.1.Hemadeanotherwonderfuldiscovery,_____wasmorethanwecouldexpect.A.whichIthinkisB.whichIthinkitisC.whichIthinkitD.Ithinkwhichis2.____IdrovetoZhuhaifortheairshowlastweek.____Isthatthereason_____youhadafewdaysoff?A.whyB.whoC.whatD.where3.Inthedarkstreet,therewasn’tasingleperson_____shecouldturnforhelp.A.thatB.whoC.fromwhomD.towhom4.Alloftheflowersnowraisedherehavedevelopedfromthose_____intheforest.A.oncetheygrewB.theygrewonceC.thatoncegrewD.oncegrew5.Idon’tlike_____youspeaktoher.A.thewayB.thewayinthatC.thewaywhichD.thewayofwhich6.Theweatherturnedouttobeverygood,_____wasmorethanweexpected.A.whatB.whichC.thatD.it7.Hepaidtheboy$10forwashingtenwindows;mostof_____hadn’tbeencleanedfortenyears.A.theseB.thoseC.thatD.which Answerstotheexercise1.A2.A3.D.4.C5.A6.B7.DStepII.Pre-readingT:Atthefirstperiod,welearnedtheearthquakehappenedinTangshan.Inthatarticlethewritermainlydescribedwhathappenedduringthequake.Andthedescriptionsareobjective.Now,wewillreadastorywrittenbyAmerica’smostpopularwriter,JackLondon.InthearticleheexpressedhisownfeelingabouttheSanFranciscoquake.Hisaccountofthedisasterisbothfactualandliterary.Youmayfeelitwhenyouarereadingthearticle.AtfirstI’dliketoshowyousomebackgroundofthisarticle.Pleaselookatthescreenandreadthepassage.Asluckwouldhaveit,atthetimeofthequake,America’smostfamouswriter,JackLondonjusthappenedtobelivingnearSanFrancisco.Hisaccountofthedisasterisbothfactualandliterary,thatishetriedtowritenotonlyforreadersofthattimebutreadersyettocome.London,likemostgreatwritersandformerjournalists,knewagoodstorywhenhesawit.Heandhiswiferodeonhorsebackatafastgallopfromtheirranchtothehillsoverlookingthe“citybythebay.”Whattheysawbothhorrifiedandfascinatedthem.StepIII.ReadingT:Nowthatwehaveknownthebackgroundofthearticle,andsomethingaboutthewriter.Let’sreadthearticlecarefully,withthesequestionsonthescreen.Thenyoucanhaveadiscussion.Afterthatwe’llcheckthemtogether.找教案http://www.zhaojiaoan.comShowthequestionsonthescreen1.Whoisthemaninthepicture?2.Whatcanweseefromthewordneverinthesentence“Neverbeforeinhistoryhasacitybeensocompletelydestroyed”?3.Howmanynegativewordsareusedinthefirstparagraph,andwhatcanweknowfromthesewords?4.What’sthefeatureofthesentencesinthefirstparagraph?5.What’sthemainideaofthesecondparagraph?6.Whatcanwelearnfromthefirstsentenceandthelastsentence?Answers:1.Maybeheisthewriter,JackLondon.2.Fromthewordnever,wecanfeelthatthewriterwasverysad.3.Therearesixwords.Theyarenever,nothing,gone,no,uselessandburst.4.Allthesentencesinthisparagraphareshortones.5.Outatseaitwascalm.6.Thetwosentencesgiveusacontrast.Althoughthecitywasdestroyed,thepeoplewerenotnervousorupset.Theyjustdidwhattheyshoulddo. StepIVAnsweringquestionsAnswerstoExercise11.shockedLondonisbothgreatlysurprisedandfrightenedbywhathesees,so“shocked”isagoodwordtodescribehisfeelings.2.sadLondonknowsthatmanyfamilieslosttheirlovedonesandalltheirpossessions.AnswerstoExercise21.BBecauseheisaneyewitness.Heisalsowritingapersonalreport,notahistorylesson.2.Thepeoplehurtbythequakeandthethingsitdestroyed3.C4.BStepVListeningAnswerstoExercise1True:3,4False:1,2,5,6AnswerstoExercise21.Aftertheearthquakehadhappened.ThelastsentencegivesinformationaboutthenextdayaftertheYes,themaniscalmbecauseheiswritingaboutsomethingalongtimeafterithappened.找教案http://www.zhaojiaoan.com2.Thefallingbuildingswerehisbiggestdangerandhedidn’tknowwhenonemightfallonhim.Hecouldatleastseethefiresandcowscomingtowardshim.3.Hewasgoingtothebaytogetonaboat.4.Answerswillvarybutshoulddemonstrateanunderstandingofthelisteningtext.StepVIHomework课后反思：本节为泛读课，主要培养学生良好的阅读习惯。课前注意复习巩固前面学过的内容，能根据课文设计各种阅读任务，使学生较好的理解课文的大意。 TheSixthperiod:SummaryStepIRevisionWhathaveyoulearnedin{thelisteningmaterials?{thereadingmaterials?{thewriting?StepIISummingupT:Whatdidyoulearninthelisteningmaterials?S1:Welearnedsomelisteningsteps:beforelistening,weshouldknowwhatwe’lllistenbyreadingtheexercisesfirst.Andwhilelistening,weshouldtrytogetthekeywordsanddetailsthatappearintheexercises.S2:Welearnedthewaystotalkaboutpastexperiencesandalsotheproblemofsequence,whichappearsintheListeningpartonpage30.T:Whatdidyoulearninthereadingmaterials?S3:Welearnedsomebasicknowledgeofearthquakeandhowpeoplehavecopedwiththesesuddennaturaldisasters.S4:Welearnedthewaystodescribeaneventinaliteraryway.Forexample,“Neverbeforeinhistoryhasacitybeencompletelydestroyed.SanFranciscoisgone.Nothingisleftit.”andsoon.T:Whatdidyoulearninthewriting?S5:Welearnedhowtowriteaspeech.S6:Welearnedhowtowriteastoryinaliteraryway,andanoutline.StepIII.WritingGivethestudents5minutestowriteaposter.PossibleSamplePosterEarthquakesareterriblenaturaldisasters.Althoughwecannotavoidit,wecansurvivebymakingpreparations.Herearetheessentialthingsyoushouldalwaystakeduringanearthquake.Youshouldtakeabottleofwater.Itcankeepyoualiveforalongtime,ifyouaretrappedundertheruins.Takesomefruit,incaseyouarehungry.Andalsotakeatorchlightandamobile.Thesecanhelpyoukeepintouchwiththeoutsideworld,anditiseasyforrescueworkerstofindyouquickly.Don’tputfreshfruitinthebagastheywillgobadquicklyandcauseproblems.Don’ttakemoney,especiallydon’tgobacktotakemoneywhenthehouseisshaking.Youmaybecaughtintheruins. StepIVProjectThisprojectbeginsbyaskingstudentstoreviewwhattheyhavelearnedaboutearthquakesandhowpeoplehavecopedwiththesesuddennaturaldisasters.Itthenasksthemtoapplythatknowledgebymakingachecklistofthingsthatshouldbedonebefore,duringandafteraquakehits.Thefunctionalitemoftheunitisreviewedasstudentsarediscussinganddecidingtheorderoftheirchecklists.Itisnotnecessaryorlikelythatstudentswillnumbertheircheckliststhesame.Whatmattersiswhetherthesequenceislogicalornot.Finally,thestudentsmustchooseoneactionfromthechecklisttodiscussinmoredetail.AnswerstothePROJECT1.Howtoplanforfuturedisaster;2.Howtomakenewbuildingsafter;3.Howtoteachchildrenaboutearthquakesafety;4.Howtorescuethosewhostilltrappedintheruins;5.Howtotakecareofthesurvivors6.Howtorecognizesheltersforsurvivors;7.Wheretoputinformationforsurvivorsandtheirfamilies;Whattodowiththeruins;找教案http://www.zhaojiaoan.com8.Whattodowiththebuildingsthatsurvivedthequake;9.Howtorepairbuildingsthatsurvivedthequake;10.Wheretogetmoneytobuildagain;11.Wheretofindpeopletohelprebuild;12.Howtohonorthosekilledinthequake;13.Howtohonortherescueworkers.StepVHomework课后反思：本节为单元小结。帮助学生回顾本单元所学知识，使学生养成及时复习的习惯，懂得英语学习需要总结和不断的多次反复的重要性，通过总结回顾使自己感觉学有所成，获取成就感。Book1Unit5教学设计(1)课题：NelsonMandela---amodernhero找教案http://www.zhaojiaoan.com(2)教材分析与学生分析：本单元以NelsonMandela---amodernhero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。WarmingUp部分利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质；Pre-Reading部分给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人；Reading部分介绍Elias的生平，向学生展示NelsonMandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。Comprehending部分利用判断正误和时间顺序来整体理解课文。LearningaboutLanguage分词汇和语法两部分其 中Discoveryusefulwordsandexpressions是根据课文语境在运用中掌握词汇，Grammar部分是有关关系副词where,when,why引导定语从句的用法，并通过练习加以巩固；UsingLanguage部分，一是listening,练习听力可配合p72的listeningtask进行。二是reading，这也是一篇精读文章，更详细地了解曼德拉。三是writing，要求写一封信。注意信的格式。(3)课时安排：Thefirstperiod:ReadingThesecondperiod:speakingThethirdperiod:GrammarTheforthPeriod：ExtensivereadingThefifthperiod:ListeningThesixthperiod:Writing(4)教学目标：10知识与技能：了解NelsonMandela的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。掌握和运用本单元的新词汇和短语以及由when,where,why,介词加whichwhom引导的定语从句。学会发表评论和表达自己的看法。11过程与方法：充分利用Warmingup提供的问卷调查表，让学生分组进行活动。教师可根据班级的情况让学生适当再增加一些问题，如：Areyoureadytohelpothers?Doyoualwaystryyourbesttogetalongwellwithyourclassmates?Whatqualitiesdoyouhave?Whatqualitiesdoyouthinkyoushouldhave?12情感态度与价值观：对NeilArmstrong等六人是伟人还是重要人物的判断，理解伟人与重要人物的区别和联系；对照伟人的品质，提高自身素养。(5)教学重点和难点：词汇：heroqualitywillingactiverepublicprinciplefightpeacefulprisonprisonerperiodlawadvisecontinuefeestagevoteviolenceacceptblanketdegreeguardterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely短语：loseheartintroubleworryaboutoutofworkasamatteroffactblowupput…intoprisoncometopovertysetupbesentencedto重点语法项目：由where,when,why,介词加whichwhom引导的定语从句.难点：1.Thecharacteristicofthewritingofthisunit2.Howtotellanimportantpersonfromagreatperson.3.Thedifferencesbetweenwherewhenwhyandthatwhich.4.Letthestudentsknowhowtochooseagreatpersonintheireyesandwriteashortpassage.(6)教学策略：Task-basedteaching,listeningandfastreading,askingandanswering,explainingandpracticing,readinganddiscussing,carefulreadingAskingandansweringactivitytocheckthestudent’sunderstandingofthetext.Individual,pairorgroupwork.(7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中 (10)教学反思或值得改进的地方：见每个课时最后部分。TheFirstPeriodReadingAims:TalkaboutgreatpeopleExpressyourpointsofviewUnderstandtherealmeaningofthehero/heroineTeachingproceduresandways教学过程Step1RevisionGooverwhathasbeenlearnedinthelastperiod.Whodoyouadmiregreatly?YaomingLuxunNewtonStep2BackgroundaboutsomecharactersWilliamTyndaleWilliamTyndale(1484-1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.AlthoughnumerouspartialandcompleteEnglishtranslationshadbeenmadefromthe7thcenturyonward,Tyndale’swasthefirsttotakeadvantageofthenewmediumofprint,whichallowedforitswidedistribution.BesidetranslatingtheBible,healsoheldandpublishedviewswhichwereconsideredheretical,firstbytheCatholicChurch,andlaterbytheChurchofEnglandwhichwasestablishedbyHenryVIII.BecausehisBibletranslationalsoincludenotesandcommentarypromotingtheseviews.Histranslationwasbannedbytheauthorities,andhehimselfwasburnedatthestakein1536,attheinstigationofagentsofHenryVIIIandtheAnglicanChurch.GandhiGandhi(Oct,21869-Jan,30,1948)wasoneofthefoundingfathersofthemodernIndianstateandaninfluentialadvocateofpacifismasameansofrevolution.HehelpedbringaboutIndia’sindependencefromBritishrule,inspiringothercolonialpeoplestoworkfortheirownindependenceandultimatelydismantletheBritishEmpireandreplaceitwiththeCommonwealth.Hisprincipleofsatyagraha,oftenroughlytranslatedas“wayoftruth”,hasinspiredgenerationsofdemocraticanti-racistactivitiesincludingMartinLutherKing,JrandNelsonMandela.Heoftenstatedhisvaluesweresimple:truthandnon–violence.NeilAldenArmstrongNeilAldenArmstrong(Aug,51930)isanAmericanpilot,astronaut,andthefirstpersontowalkonthemoon.HewasborninWapakoneta,OhioandservedintheKoreanWarasajetfighterpilotfortheUS.Navy.HeattendedPurdueUniversity,wherehewasamemberofafraternity,PhiDeltaTheta,andreceivedaBachelorofSciencedegreein1955.ThehebecameaciviliantestpilotforNASAandpilotedthe4000mi/hX-15rocketplane.From1960to1962hewasapilotinvolvedinthecancelledU.SDuringtheactualmission,hetookmanualcontroloftheLunarModuleEagleandpiloteditawayfromarockyareatoasafelanding.SeveralhourslaterheclimbedoutoftheLMandbecamethefirstpersontoflublineonthemoon,withthewords“That’sonesmallstepforaman,onegiantleapformankind.”AbrahamLincoln PresidentAbrahamLincoln,thesixteenthpresidentoftheUnitedStates(1861-1865)AlbertEinsteinAlbertEinsteinisoneofthegreatestscientistsofthecenturyintheworld.HewasborninGermany.Histheoryinphysicshelpedtheworldtoknowmoreabouttheuniverse.SohewasgiventheNoblePrizein1921.However,in1930s,becauseofHitler’srule,hewasforcedtoleavehishomelandandgototheU.S.A.Helivedtherestofhislifethereanddiedin1955,attheageof76.MarieCurieMarieCurie(1867-1934),Polishscientist,wsborninWarsaw,onNov7th,1867,anddiedinFrance,on4thJuly1934.ShegraduatedinMathematicsandPhysicalScienceandgotmarriedin1895withtheFrenchphysicist,PierreCurie.Duringherwork,theCuriecouplediscoveredanewradioactiveelementnamedpoloniuminhonortoMarie’shomeland.TogetherwithBecquerel,sheobtainedtheNoblePrizeforPhysicsin1903.ShefoundedtheRadiumInstituteofParis,andwasthemainresponsibleuntilherdeath.In1911shewasawardedtheNoblePrizeforChemistry.SunYatwenSunYatwen(SunYixian,SunZhongshan,SunWen1866-1925)isconsideredthefoundingfatherofmodernChina.Borninapeasantfamily.Hewasaccordedtheappellantof“pioneeroftherevolution”QianXuesenHeiswidelyconsideredasthe“fatheroftheChinesespaceprogram”.AsoneoftheleadingrocketengineersattheCaliforniaInstituteofTechnology.Inthe1990s,he,whohadworkedontop-secretprojectsallhislife,becomeoneofthemostwell–knownintellectuals.Step3ReadingGetthestudentstocomprehendthepassagequicklyandaccurately,andmeanwhilehelptheSstoformagoodhabitofreading.ReadthepassageonP34togettheanswerstoPart1andPart2ofcomprehending.SilentreadingReadthetextthroughin3mins,andthentrytofindthemainideaofthetext:Ittellsussth.thathappenedbeforeReadthepassageonPage34togettheanswerstoPart1andPart2ofcomprehending.(5mins)Understandingideas1.WhydidEliassupportNelsonMandela?2.WhatproblemsdidEliashave?3.Whydidhesupportviolencewhenhedidnotagreewithit?4.WhatwouldyouhavedoneifyouwereElias?DiscussionofideasHerearesomepossiblequestionsstudentscouldtalkabout:1.WhydidthewhitepeoplenottreatblackpeoplefairlyinSouthAfrica?2.Howdoyouthinkthewhitepeoplestoppedtheblackpeoplefrombeingtreatedfairly?3.Isitrightforsomepeopleinonecountrytotreatotherpeopleinthesamecountrydifferently?Giveareason Readthetextagainandsummarizethemainideaofeachpart.(workingroupoffour).AsktheSstopayattentiontothefirstsentenceofeachparagraph.Howmanypartscanthistextbedividedinto?(2parts)GivethemainideaofeachparagraphPart1:(Para.1----2)ThelifeofElias’lifebeforehemetNelsonMandela.Part2:(Para.3and5)ThechangeofEliaslifeafterhemetNelsonMandelaandwhatMandeladid.DoExercises1,2and3CarefulstudyReadthetextagaincarefully,afterthat,answerthefollowingquestionsStep4ExtensiveReadingGettheSstolearnmoreaboutNelsonMandelafromP38FinishtherelatedexerciseWhodoyouthinkisagreatperson?WhatdoyouthinkIshoulddothen?Whichfooddoyouthinkishealthyandwhichisunhealthy?Choosetheanswerwhichyouthinkiscorrectinthefollowing.Areyouwillingtodopublicserviceworkwithoutpay?Step5Speaking&talkingTalkaboutyourhero/heroineDiscussinpairstotalkaboutthequalitiesgreatpeoplehave.Sa:Inmyopinion,agreatpersonissomeonewhoshouldbehardworking,determined,unselfishandgenerous.Ifhe/sheworkshard,nomatterhowgreatthedifficultyhe/shemeets,he/shewilltrytodealwithit.Ifhe/sheisunselfishandgenerous,he/shewillhelpotherswithoutpayandgetrespectfromothers.Ifhe/sheisdetermined/shewillneverloseheartwhenhe/sheisintrouble.Sb:AsfarasIknow,agreatpersonissomeonewhoshouldbekind,brave,determinedandconfident.Asagreatperson,hefirstshouldbekind-hearted.Onlywhenheiskindhearted,hecanhelpotherswhentheyareintrouble.Second,heshouldbebrave.Whenheisfacingdanger,fearorterror,hewouldnobeafraid.Andheshouldbedeterminedandconfident.Whenhehasconfidencehewillneverloseheartinfrontoffailure.T:Ithinkbothofyousaidareverygood,thankyou.Step6Languagepoints1.bewillingtodosthbewillingforsb.todosth.willn.意志,意愿wishn.心愿,愿望I’mwillingtohelpyou.I’mquitewillingforyourbrothertojoinus.Wherethereisawill,thereisaway.It’smybestwishtoyou!2.Doyoueasilyloseheartwhenyouareintrouble?loseheart(不可数)灰心,泄气loseone’sheartto爱上,喜欢 Pleasedon’tloseheart,youstillhavemorechances.Shelostherhearttohimassoonasshesawthehandsomesoldier.atheart从内心来说heartandsoul全心全意breakone’sheart心碎putone’sheartinto把全部心思放在learn/knowbyheart记熟3.introubleaskfortrouble自寻麻烦maketrouble制造麻烦taketroubletodosth.费心做某事getintotrouble遇到麻烦havetrouble(in)doingsth.做某事有困难save/sparetrouble省事1)Henevercameexceptwhenheis__________(有麻烦)2)Don’timaginethatyou’retheonlyperson_________(不幸)3)Theboy_______(出事了)whenhelefthometoliveinLondon.4)That’snoneofyourbusiness.Pleasedon’t_______(自寻麻烦)Keys:1.introuble2.introuble3.gotintotrouble4askfortrouble4.hefoughtagainsttheGermanNazisandJapaneseinvadersduringWorldWarfight+n.与------作战/打架fightfor为了-----而战fightagainst与------作战/斗争fightwith与------作战/并肩作战fightback还击,忍住fightabattle.战斗fightone’swayback(out)费很大劲恢复,打回去Theytoldtheworkerstofightfortheirrights.Wewillhavetofightagainstdifficulties.Iftheenemycomes,we’llfightback.5.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.giveup放弃givein让步Shehasgivenupherlifetonursingthesick.Don’tgiveuphalfway.Youcan’twinthegame,soyoumayaswellgivein.6.Hefoughtfortheblackpeopleandwasinprisonforthirtyyears.beinprison在狱中gotoprison入狱put-----inprisonsend----toprisonthrow----intoprison把-----投入监狱 betakentoprison被关进监狱Theybrokeintoprisonandsetfreethesoldierswhohadbeenimprisoned.Hehasthrowninprisonforfiveyearsandyoumayseehimathomenestyear.注意:以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词7….onlythendidwedecidetoanswerviolencewithviolence.当修饰状语位于句首时,句子采用部分倒装的结构,而修饰主语时句子不用.OnlybypracticingafewhourseverydaywillyoubebeabletomasterEnglish.OnlywhenthewarwasoverwasheabletoreturnhomeOnlyinthiswaycanyouhopetomakeimprovementintheoperatingsystem.8.advisevt.advise+n.advisesb.todoadvisedoingadvisesb.onsth.advise+wh-+todoadvise+that(should)+dothat-----apieceofadvice1.Weareoftenadvised_____notesinclass,butfewdoso.A.takingB.takeC.totakeD.took2.MysisteradvisedmethatI______acceptthejob.A.wouldB.mightC.couldD.should3.Theoldmanoftenadvisedtheyoungworkerson______themachineandtheylearnedquickly.A.tooperateB.howoperateC.howoperatingD.howtooperate4.Iadvised_____untiltherighttimebuttheywouldn’tlisten.A.towaitB.waitingC.waitedD.onwaitKeys:CDDB9.Wechoosetoattackthelaw.choose+n.选中choosefrom/between从------选择choosesb.+as/for选某人当-----choosesb.sth.=choosesth.forsb.为某人选物choose+wh-+todocannotchoosebutdo只好做----1.Somepeoplesaythatthey_______toliveinthecountryside.A.enjoyB.feellikeC.chooseD.don’tto2.Nodoubtherhusbandcouldhavetoldher,buthedidn’t______.A.chooseB.choosetoC.choosefromD.choosetodo3.Therearefivepairs_______,butI’matalosswhichtobuy.A.tobechosenB.tochoosefromC.tochooseD.forchoosingKeys:CBBStep7:HomeworkExercise1and2onpage71Copytheleftnewwordsandexpressions 课后反思：新课标强调学生自主探究学习，合作学习，教师在课堂的活动如果只是单纯的照本宣科，唱独角戏，机械的照搬教材内容，那么学生的学习方式就很难改变。因此，在上课时，要努力达到新课标的要求，在快读细读的环节中培养学生自主探究的能力，通过讨论难点和讨论曼德拉的优秀品质等活动来培养学生的合作精神。不足之处是由于内容太多，时间比较紧迫，因此有中意犹未尽的感觉。TheSecondPeriodSpeakingAims:Howtoexpressone’spointofviewEnablethestudentstotellwhatagreatpersonisandhelpthestudentsdevelopagoodquality.教学过程（teachingprocedures）Step1RevisionCheckthehomeworkexerciseHaveadictationofthefollowingsentences.1.ThetimewhenImetNelsonMandelawasaverydifficultperiodofmylife.2.Mandelahadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.3.IwasworriedaboutwhetherIwouldbeoutofwork.4.wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,ortofightthegovernment.5.itwasverydangerousbecauseifIwascaughtIcouldbeputinprisonforyears.6.Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.StepIIWarming-upPair-basedactivitySsworkinpairstoaskeachotherthequestionsshownonthescreen.Theyshouldgiveeachothermarksaccordingtotheanswers,oneYesonepoint,Nonopoint.Finallyeveryone’smarkwillbeshownonthescreen.Thehigherthebetter.Thehighest5willbetheheroes.StepIIIPre-readingShowthepicturesofsomeimportantorgreatpersonstothewholeclass.Eachgroupwilldescribewhattheysee.Collectasmuchinformationaspossible.Sometimeshintisnecessary.Thendiscuss:aretheyallgreatpeople?Why?StepIVTalking(p69)1.Ingroupstalkaboutyourhero/heroine.Somepicturesprovidedforchoice.Usethefollowingquestionstohelp.Whoisyourhero/heroine?Whydoyoulikehim/hersomuch?Whatarehis/herbestqualities? 2.sharesomeoftheirstoriestogether.StepVSpeakingtask(p74)Maybegreatpeoplehavesomeofthefollowingqualities.intelligentdeterminedgenerouskindunselfishhard-workingbraveconfidentDiscussinpairstochoose4necessaryqualitiesthatgreatpeopleshouldhaveandexplainwhy.StepVHomeworkPreviewELIAS’STORYandfinishcomprehendingex课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。还使学生懂得伟人应该具备什么样的优秀品质。TheThirdPeriodGrammarAims:Knowledgeaim:LearntheattributiveclausesbyWhere,WhenandWhy.AbilityAim:Letthestudentslearnhowtousetherelativeadverbs.教学过程（TeachingProcedures）:Step1RevisionRevisewhatwehavelearntabouttheattributiveclausebyaskingquestions.Step2Lead-inShowthestudentsthesentencestructureoftheattributiveclausebywhen,whereandwhy.Askthestudentstodiscoverhowtojointwosimplesentencesintoacompoundsentencewithwhen,whereandwhy.Step3ExplanationTheteacherexplaintothestudentshowandwhywechoosearelativeadverbs.关系副词有when,where,why关系副词when,where,why分别表示时间，地点和原因，在定语从句中起状语的作用。如：Hetoldmethedatewhenthemeetingwouldbeheld.(相当onwhich)Thisistheplacewhereheworks.(相当于atwhich)Nooneknowsthereasonwhyhesuddenlydied.•注意：如果先行词是reason，关系词为why,that或省略。Thereasonwhy/that/hechangedhismindisnotclear.Thereasonwhy/that/shedidn’tgetthejobwasthatherEnglishwasnotgood.Step4PracticeShowthestudentstheexercisesoftheattributiveclause“Choosetherightanswers”onthescreen.选择:1.Isthatthehouse__youboughtlastyear?A.whereB.Which 2.Isthatthepicture__youarelaughingat?A.WhichB.where3.Itisthemostinterestingbook__I’lleverread.A.whichB.that4.Thestreet----istotheparkisverynarrow.A.whereB.which5.Theperson__findsmywatchwillgetareward.A.whoB.when6.Thisistheroom__welistenedtothelecture.A.whichB.where7.Theboy__motherisillcannotcometotheparty.A.WhoB.Whose8.Tellmethereason__youarelate.A.whichB.whyKey:1.B2.A3.B4.B5.A6.B7.B8.B翻译：1.他指给我看他丢钱包的地方.2.你记不记得我们到这儿的那一天?3.这就是我丢失钱包的公园。Keys:1.Heshowedmetheplacewherehelosthiswallet.2.Doyourememberthedaywhenwearrivedhere?3.ThisistheparkwhereIlostmywallet.Step5HomeworkDotheExercise1,2onPage71.课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生区分关系代词和关系副词的用法。Thefourthperiod:ExtensiveReadingAims:IntegratingskillsonreadingHelptheSstocomprehendthetextthroughdifferentwaysofreadingskills.GetthestudentstolearntherestlifeofEliasandmoreaboutNelsonMandela.Teachingimportantpoints:1.Thegeneralideaofthetext.2.Enlargetheknowledgeofthedifferentgreatpeopleindifferentfield.3.LettheSstalkaboutthegreatpeopleindifferentfields.Teachingmethods:Skimming,fastreadingandcomprehension,task-based,explaining. 教学步骤Teachingprocedure:StepI.GreetingsStepII.ExtensiveReading1.Lead-inquestion:Whatdoyouthinkthepeopleintheprisonwilldo?Haveadiscussioningroups.2.GetthestudentstolearnmoreaboutNelsonMandela.ReadthetextonPage38,thendotheexercisesandcheckitout.3.AnswersomequestionsaboutElias.1).HowdidMr.MandelahelpEliasintheprison?2).WhendidEliaslosehisjob?3).DoesEliaslikehispresentwork?StepIII.Leadingin.GettheSstoknowwhetherBillGatesisagreatmanornot.ShowthepicturesofBillGatesonthescreen,asktheSswhethertheyknowandwhattheyknowaboutthemanonthescreen.AsktheSstoanswerwhetherheisagreatmanornot.StepIV.ReadingTask.WhetherBillGatesisagreatmanornot,lettheSskeeptheirideaandreadthepassagecarefullyinpage73.Afterreadingthepassage,finishtheinformationsheet.Fiveminuteslater,checktheanswerstogether.StepV.AfterthoughtsAsktheSstothinkaboutthequestionagain,whetherBillGatesisagreatmanornotintheireyeafterthereadingoftwoevidencegiving.StepVI.Homework.1.Recitethekeysentencesinthetext.2.FindmoreinformationaboutBillGatesafterclass.课后反思：本节为泛读课，主要培养学生良好的阅读习惯。能根据课文设计各种阅读任务，使学生较好的理解课文的大意，进一步了解曼德拉的优秀品质。TheFifthPeriodListeningTeachingaimsImprovethestudents’listeningabilityTelltheSs’howtogettheinformationaboutlisteninginadvance.Accordingtothecontentsoflistening,letthestudentsgettheskillsoflistening.TeachingimportantpointsListentothethreematerialsaboutElias,BibleandAccidentsandchoosethecorrectanswers.Worktogetherwithpartnersandwritedowntheirreasonsofaccidents.TeachingmethodsListeningandcooperativelearning教学步骤Teachingprocedures StepI:RevisionGettheSs’toretellElias’storywiththeirownwordsStepII:Listening(P37)Ss’areaskedtoreadthequestionsandmultipleanswerstofindoutthelisteningpointsfirst,thenlistentothetapethreetimestochoosethebestanswersandanswerthetwoquestions.T:PleaseopenyourbooksandturntoPages.Beforeyoulistentothetape,pleasereadfirstthequestionsandmultipleanswerstofindoutyourlisteningpoints.Payattentiontotheseimportantpointswhilelistening.Now,I’llplaythetapetwice.Pleaselistencarefullyandpaymuchattentiontotheimportantpoints.Youmaychoosethebestanswerswhilelisteningthesecondtime.Checktheanswerstogether.T:Listentothetapeathirdtimeandthefollowingtwoquestions:1.DoyouthinkEliaswasrighttojointheANCYouthLeague?Giveyourreason2.ImagineyouareElias,whatwouldyoudo?Giveyourreason.AsksomeSstoanswerthem..StepIII:ListeningT:Let’scometoPage69,lookatthequestionsbeforeyoulistentothetext,andanswerthem..Playthetapethreetimes.StepIV:ListeningTaskListenandanswerthequestionsinPart1.T:NowturntoPage72..Inthelisteningtask,therearefourquestions.Youshouldformthehabitofgoingthroughthequestionstogettheimportantlisteningpoints.Andmakenotesifnecessary.Afterlistening,checktheSs’work.Theteachergivestheanswers.T:NowlookatthetwotablesinPart2.I’llplaythetapeathirdtime.Afterlistening,theSschecktheiranswerswiththeirpartners.StepV:Homework:Writedownthecauseoftheaccident.PreviewWriting课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。Period6:writingAims:Learntowriteashortpassageofagreatman.Letthemknowhowtochooseagreatpersonintheireyesandhowtowriteashortpassage.TeachingimportantpointsLetthestudentsknowhowtochooseagreatpersonintheireyesandhowtowriteashortpassage. TeachingmethodsTask-basedmethod,groupwork教学步骤TeachingproceduresStepI.Greeting:GreetingsStepII.LeadinAskthestudentstoplayagame.（Thiswillgetthestudentstoknowhowtodescribeaperson.)Showsomepicturesofsomeimportantorgreatpeopletothewholeclass.Eachgroupwillchooseonestudentstandingwithhisbacktotheblackboard.Ifheorshecanguessthenameofthepersonbylisteningtootherstudents’description,heorshewillgetonepoint.(Wecanaskthestudentstochooseonlysomeofthepicturesdescribe.)StepIII.Writing(p.39)1.TelltheSssomestepswhenwriting:Beforewritingyoucanfollowthesesteps:•collectideasfortheletter•writethemdowninanyorder•Sortthemoutinanorder•Putthoseideaintoaformsothatyoucaneasilyseethem•Usetheformtohelpyouasyouwrite.2.Showthemhowtogetsomeideasbeforewriting:1)Inthisunitwehavelearnedalotaboutthemodernhero---NelsonMandela.Canyougivemesomeinformationabouthim?2)AftertheSsgivesomeinformationaboutNelsonMandelawiththehelpofthetext,theteachermayaddsomemoreinformationinaform.3)Enjoythesampleletter.SuggestedanswerJinanNo.1MiddleSchoolShandong,ChinaMay27,1989DearPresident,IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree.Asweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandeladevotedallhislifetorealizethisdream.In1944,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems.Theblackpeoplelovedhim.In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedto5yearshardlabor.Oneyearlater,asoneoftheleadersofANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntil now.Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Asheisagreatman,youshouldsethimfree.Bestwhishes!Yourstruly,LiHua4)Afterreadingthesample,askthemtotellmehowtowriteapersuasionletter.5)Tellthemthestructureofapersuasionletteringeneraltomakethewritingeasy.StructureofsuchlettersPart1.Asmallparagraph(Reasonfortheletter)Part2.Bodyparagraphs(reasonsindetail)PersonalinformationHardworkachievementsGoodqualitiesPart3.Closingparagraph(youropinion)StepIV.WritingTaskAskthemtotrytowriteapersuasionletter1.SupposeyouaregoingtowritealettertotheseniororganizersoftheNobelPrizetopersuadethemtogivetheNobelPeacePrizetoMotherTeresa.2.Readtheinformationgivenbelow.MotherTeresaPersonalWasborninYugoslavia,onAugust27,1910,anurse,informationHardworkHelpthepoorandcomfortingthedyinginthestreetoftheachievementcity;herworkspreadtootherpartofIndiaGoodqualitieshard-working,kind-hearted,persistentYouropinionAwell-knownperson,worththeprize3.Payattentiontothestructureofsuchletters.4.Givethemsometimeandasktowritetheletteringroups.5.Sharetheirideaswiththeclassbyreadingtheirlettersaloud.6.Correctthewritingstogether.Suggestedanswers:Dearseniororganizers:IamwritingtoaskyoutogivetheNobelPeacePrizetoMotherTeresa.HerearesomereasonswhyIthinksheshouldbegiventheprize.MotherTeresawasborninYugoslavia,onAugust27,1910.Whenshewas20yearsold,shewenttoIndia,Whereshebegantobeateacher.Afterthetraining,shewassenttoCalcutta,whereshetaughtgeographyataschoolandsoonaftershebecameheadmistress.However,althoughshelovedteaching,in1946MotherTeresalefttheschoolandtrainedtobecomeanurseinPatna,andthenbeganherworkhelpingthepoorandcomfortingthedying inthestreetsofthecity.Slowlyotherscametohelpher,andherworkspreadtootherpartsofIndian.Shebecameawell-knownperson.Whenshetravelstheworld,sheopensmanynewschoolsandhospitalsinpoorcountries.Sheisknownformanygreatachievements.becauseofherhardwork,kindnessandpersistence.Ithinksheisreallyagreatpersoninmyeyes.WeshouldgivehertheNobelPeacePrize.StepV.Homework:Readapassageaboutagreatpersonorwriteashortpassageaboutagreatpersoninyourhometown.课后反思：本节为写作课，体现了英语课程标准的理念。旨在训练学生的书面表达能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。 Unit1CulturalrelicsPartOne:TeachingDesign（第一部分：教学设计）Period1:AsamplelessonplanforReading(INSEARCHOFTHEAMBERROOM)Aims：ToreadaboutculturalrelicsTolearnaboutTheRestrictiveandNon-RestrictiveAttributiveClauseI.WarmingupWarmingupbydefiningGoodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,I’dliketoknow:A.Whatkindofoldthingsareculturalrelics?Arealltheoldthingsculturalrelics?找教案http://www.zhaojiaoan.comB.Whatisthedefinitionandclassificationofculturalrelics?C.Towhomdoculturalrelicsbelong?Keysforreference:A.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.B.No,notalltheoldobjectsareculturalrelics.C.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.WarmingupbypresentingHi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover： A.Canyounamethemout?B.Whohavetherighttoconfirmandclassifythem?Keysforreference:A.Theyareculturalsites:TheGreatwall;TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;TheMogaoCave.Thesearenaturalsites:TheJiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:MountTaishan;MountHuangshan;MountWuYi.B.OnlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.WarmingupbydiscussingNow,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:A:Whatshouldwedo?B:Canwekeepitforourselvesorreportittothegovernment?C:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?Keys:ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.II.Pre-reading1.LookingandsayingWorkinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasYuanMingYuanandtheAmberRoom.Pleaseguess:A.Whatkindsofthingscanresultintheirdisappearing?B.Whydotheycomeintobeingonceagain?Keysforreference: A.Maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.Manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.2.ExplainingandsharingWorkingroupsoffour.Tellyourgroupmates:A.Whatdoyouknowaboutthesubstanceof“amber”?B.Whatdoyouknowabouttheculturalrelics“theAmberRoom”?Keysforreference:找教案http://www.zhaojiaoan.comIamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRussia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.III.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextINSEARCHOFTHEAMBERROOM.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.Skimmingandidentifyingthegeneralideaofeachparagraph Nowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.1stparagraphtheintroductionabouttheAmberRoom:design,colour,shape,material2ndparagraphthepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor3rdParagraphtherelocatingoftheAmberRoominCatherirⅡtimes:movedintoSummerPalace,moreaddedtoitsdesign4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg3.Scanningandanalyzingthecharacteristicsofthetext.Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?Keysforreference:Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.4.ReadingandunderstandingNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromINSEARCHOFTHEAMBERROOM lookinto…,beusedto…,makethedesignfortheroom,infact,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,thefancystyle,bemadefor…,inreturn,oneofthegreatwonders,artobjects,lookmuchlike…,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas…,atwar,remainamystery,bereadyfor…5.Readingandtransferringinformation找教案http://www.zhaojiaoan.comReadthetextagaintocompletethetable,whichlistsallthenumbersinthetext.NUMBERMEANING1716FredericWilliamgavetheAmberRoomtoPetertheGreatasagift.1770CatherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.1941TheNaziGermanarmystoletheAmberRoominthisyear.2003TherebuildingoftheAmberRoomwascompletedinthisyear.7000TonsThetotalweightoftheambersusedtomaketheroom.55ThenumberofsoldiersgiventothekingofRussiainreturn.600ThenumberofthecandleslightingtheAmberRoom.2Thetwocountries:GermanandRussia.2IntwodaystheAmberRoomwasremovedtoaGermancity.100,000TheAmberRoomwasdismantledinto100,000pieces2727woodenboxeswereusedtocontainthepiecesofAmberRoom.300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity6.ReadingandlearningReadthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:NamesofpeopleNamesofplacesFrederickⅠPrussiaFrederickWilliamⅠSt.PeterburgPetertheGreatKonigsberg CatherineⅡWinterPalaceSummerPalaceⅣClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.ClosingdownbyhavingadiscussionA.CanyouimaginethefateoftheAmberRoom?Whatisit?B.DoyouthinkifitisworthwhiletoreproducetheAmberRoom?Why?Keysforreference:A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.B.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.ClosingdownbyretellingthestoryoftheAmberRoomWell,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.YouaretoretellthestoryoftheAmberRoom:ColourStyleShapeownerpresentmovetowinterpalaceaddtomoredetailsremovetopiecesputontrainsremainamystery300thbirthdayPeriod2:AlessonplanforLearningaboutLanguage(TheRestrictiveandNon-RestrictiveAttributiveClause)Aims:Tolearnabouttherestrictiveandnon-restrictiveattributiveclauseTodiscoversomeusefulwordsandexpressions TodiscoversomeusefulstructuresProcedures:I.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsPleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.找教案http://www.zhaojiaoan.comWarmingupbyexplainingNow,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.II.LearningaboutAttributiveClause1.WhatisanadjectiveClause?Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:AdjectivetheredcoatAdjectiveclausethecoatwhichIboughtyesterdayLiketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:informal Thebookspeoplereadweremainlyreligious.formalThebooksthatpeoplereadweremainlyreligious.informalSomefirefightersnevermeetthepeopletheysave.formalSomefirefightersnevermeetthepeoplewhomtheysave.Herearesomemoreexamplesofadjectiveclauses:themeatwhichtheyatewastaintedThisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.They’retalkingaboutthemoviewhichmadehimcryThisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”.TheyaresearchingforthestudentwhoborrowedthebookTheclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.DidItellyouabouttheauthorwhomImet?Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.2.Restrictive&nonrestrictiveclausesDothefollowingpairsofsentencesmeanthesamething?1aMyuncle,wholivesinLondon,isveryrich.2bMyunclewholivesinLondonisveryrich.2aThepolicies,whichwereunpopular,wererejectedbythevoters.2bThepolicieswhichwereunpopularwererejectedbythevoters.3aMyniece,whosehusbandisoutofwork,willinheritthehouse,whichIhavealwaystreasured.3bMyniecewhosehusbandisoutofworkwillinheritthehousewhichIhavealwaystreasured.Thefirstsentenceineachpairhasanon-restrictiveclausewithintwocommas,andthesecondhasarestrictiveclause.Anon-restrictiveclausesimplyaddsmoreinformationintothesentenceanddoesnotaffectthemeaningofthemainclause:it isthereforebracketedoffwithcommas(1a=anunclewhohappenstoliveinLondon).Conversely,arestrictiveclausedefinesitsreferentinthemainclausemorespecificallyandcontributessignificantlytothemeaningofthesentence.ThusitisthatparticularunclewholivesinLondonwhoisreferredto(1b).In2a,allpolicieswereunpopularandallwererejected,whereasin2bonlythepoliciesthatwereunpopularwererejected.Notethatinrestrictiveclausesthenon-humanrelativepronouniseither‘that’or‘which’,whereasforhumanreferentstherelativepronouncanbeeither‘who/m’or‘that’(themanthat/whomIwillmarry....).3.AtestonFORMALADJECTIVECLAUSESDirections:Combinethesentences.UseformalwrittenEnglish.Use(b)asanadjectiveclause.Punctuatecarefully.1)(a)Anantecedentisaword.(b)Apronounreferstothisword.Anantecedent____2)(a)Thebluewhaleisconsideredthelargestanimalthathaseverlived.(b)Itcangrowto100feetand150tons.Thebluewhale____3)(a)Theplanewasmetbyacrowdof300.(b)Someofthemhadbeenwaitingformorethan4hours.Theplane____4)(a)Inthispaper,Iwilldescribethebasicprocess.(b)Rawcottonbecomescottonthreadbythisprocess.Inthispaper,Iwilldescribe____5)(a)Theresearchersaredoingcasestudiesofpeopletodeterminetheimportanceofheredityinhealthandlongevity.(b)Thesepeople’sfamilieshaveahistoryofhighbloodpressureandheartdisease.Theresearchersaredoingcasestudies____6)(a)Attheendofthismonth,scientistsattheinstitutewillconducttheirAIDSresearch.(b)Theresultsofthisresearchwillbepublishedwithin6months.Attheendofthismonth,scientists____7)(a)Accordingtomanyeducationofficials,‘mathphobia’(thatis,afearof mathematics)isawidespreadproblem.(b)Asolutiontothisproblemmustandcanbefound.Accordingtomanyeducationofficials,‘mathphobia’____8)(a)Theartmuseumhopestohireanewadministrator.(b)Underthisperson’sdirectionitwillbeabletopurchasesignificantpiecesofart.Theartmuseum____9)(a)Thegiantanteaterlicksupantsforitsdinner.(b)Itstongueislongerthan30centimeters(12inches).Thegiantanteater____10)(a)Theanteater’stongueissticky.(b)Itcangoinandoutofitsmouth160timesaminute.Theanteater’stongue____III.Closingdownbytakingaquiz找教案http://www.zhaojiaoan.comQuizonAttributiveclauseSelectoneanswerfromthechoicesprovidedaftereachsentence.Thewordsyouchooseshouldfittheblankinthesentence.Don’tusetheHINTbuttonsunlessyoureallyneedthem.1.Asmanychildrencameweregivensomecakes.A.thatB.asC.whoD.whom2.Thevisitorssawrowsofhousestheroofsarered.A.onwhichB.ofwhichC.whereD.that3.Iusuallytakeanapafterlunch,ismyhabit.A.whichitB.asitC.asD.that4.Pleasetellmethewayyoudidthejob.A.howB.whereC.whichD.inwhich5IsthismuseumsomeGermanfriendsvisitedthedaybeforeyesterday?A.theoneB.whichC.thatD.where6.Thefarmeruseswoodtobuildahousetostoregrain.A.inwhichB.whereC.thatD.withwhich7.IshallneverforgettheyearsIspentinthecountrywiththefarmers, hasagreateffectonmylife.A.when,whichB.that,whichC.when,thatD.which,that8.Littlehasbeendoneishelpfultoourwork.A.thatB.whatC.whichD.allthat9.Perhapsthisistheonlymarketyoucangetsuchcheapgoods.A.thatB.ofwhichC.bywhichD.where10.We’llputofftheoutinguntilnextweek,__wewon’tbesobusy.A.whenB.whichC.atwhichD.inthatKey:1~10：BBCDAABADAPeriod3:AlessonplanforusinglanguageAims:TolearntotellfactsfromopinionsTowriteareplyletterTolistenandspeakaboutculturalrelicsProceduresI.WarmingupWarmingupbyquestionsMorning,class.Wealwayssay,“Wemustrespectfactsandcan’twhollydependonone’sopinions”.Butcanyoutellme:A.Whatdoesitmeanwhenyousay,“Itisafact”?B.Whatdoesitmeanwhenyousay,“Itisanopinion”?Keysforreference:A.Afactmustbereal,objectiveandwithoutanypersonaljudgment.Soitcanbeproved.B.Anoptionalwaysexpressesone’sownideas.Itisalwayssubjunctive.Soithasnotbeenproved.WarmingupbyquestioningTurntopage5.Readthepassageandtellme: A.Ifyouwanttogoinforlawagainstsomebody,andifyouwanttowin,what’sthemostimportantthingyoushoulddofirst?B.Whatmakesajudgedecidewhicheyewitnessestobelieveandwhichnottobelieve.Keysforreference:A.Searchingforfactsofcourse.Themore,thebetter.B.Theevidencesofferedbytheeyewitnessesmakethejudgedecidewhichoneisbelievableandwhichisnot.II.Guidedreading1.ReadinganddefiningReadthepassageanddefine:Whatisafact?Whatisanopinion?Whatisanevidence?2.ReadingandtranslatingReadthepassageandtranslateitintoChineseparagraphbyparagraph.Tom,youaretodoparagraph1,please…3.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepart.Copythemtoyournotebookafterclassashomework.CollocationfromUsingLanguageonpage5inatrial,ratherthan,…morethan…,totellthetruth,agreewith,Itcanbeprovedthat…,noreasontolie,areplytoaletter,thinkhighlyof,searchfor,returnthetreasureto,costthemalotoftimeandmoney4.ListeningNow,boysandgirls,asweknow,peoplehaveneverstoppedsearchingfortheAmberRoom.Thistimewe’lllistentowhatthreepeoplesaytheyknowaboutthemissingAmberRoom.Beforewelistentothem,I’llpresentsomerelatednewwordstoyoutohelpyouunderstandthemeasily.Pleaselookatthescreenandreadafterme.explodevt.爆炸,Czchn.捷克,mayorn.市长,meltvt.熔化,sub(submarine) n.潜水艇，水雷,survivorn.幸存者,Titanicn.泰坦尼克船5.SharingandCorrectingWelldone.Nowshareyourformswithyourpartnerandtellmeinthethreeforms:Whatarefacts?Whatareopinions?LiMing,doyouwantatry?Keys:Whattheyheard,saw,didarefacts.Andwhattheybelieveareopinions.6.ReviewingWeoftenusesomeexpressionstoaskforopinions.Whatarethey?Oh,yes.Whatdoyouthinkof…?Doyoubelieve…?Howcanyoubesureof…?Howdoyouknowthat?Andweoftenusesomeexpressionstogiveopinions.Whatarethey?Ok,Tom,Please.Oh,yes.Theyare:Ithink…/Idon’tthink…Idon’tagreethat…/Isupposethat…7.DiscussingPleaselookatexercise3,anddiscusswhichpersongavethebestevidence.Usetheexpressionsabovetohelpyou.Beforewediscuss,let’sdealwiththefollowingdiscussion:A.Whatisthebestevidence?B.Howcanweknowwhicheyewitnessismostbelievable?Keys:A.Thebestevidenceisfactualandisgivenbyapersonwhoisbelievable.B.Themostbelievableeyewitnessistheonewhohasnothingtogainfromtellingalie.Welldone.Let’scometothediscussion“Whichpersongavethebestevidence?”Keysforereference:JanHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthesearchstopped,hisbusinesswouldsuffer.HansBraunisalsolessbelievablebecauseheisworkingforacompanytryingtofindtheshipwhichcarriedthetreasuresintheBalticsea. Ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishreasonforsayingwhatshehassaid.Inparticular,sheisnotinvolvedinanycurrentefforttofindthetreasure.Thereforesheisthemostbelievable.8.Readingandwriting找教案http://www.zhaojiaoan.comSometimeswemayfallintoorfaceamoralchoice.Thatisamoraldilemma.Let’sreadtheletteronpage7andseewhat’sJohann’schoiceandopinion.Ok,finished?Nowanswerthefollowingquestions:A.What’sJohann’sopinionabouttheAmberRoom?B.What’shisfather’sopinionaboutthethingsfoundbyhim?C.WhathappenedtoJohannwhenshewasapupil?Keys:A.JohannthinksthepeoplewhofindtheAmberRoomshouldkeepitforthemown.B.HisfatherthinksasJohanndoes.C.Shefoundalittlemoneyandkeptittohimself.9.CompletingthelettersA&Bandthengivingyourownletters·Whenyouwriteyourletter,youmaychoosetoagreeornotagreewiththewriter.·Youmustgiveareasonwhyyouagreeordon’tagreewiththewriter.·Besuretogiveanexamplefromyourownlifesothatthereadercanbetterunderstandyouropinion.ⅢClosingdownClosingdownbyadebatingThereisalongancientwallaroundalessdevelopedtown.Itisreportedithasalonghistory,datingbacktoover5centuryBC.Thelocalgovernmentiscollectingmoneytorepairandrebuildthewall.Ithascostalotofmoney.Someofyourclassmatesthinkitisnotworth.Somethinkit’sagoodwaytodevelopthelocaleconomy.NowGroup1and2againstGroup3and4.Let’shavethedebating.Closingdownbydictation ·Thedesignfortheroomwasofthefancystylepopularinthosedays.·Theroomservedasasmallreceptionhallforimportantvisitors.·Themanwhofoundtherelicsinsistthatitbelongstohisfamily.·Theroomwascompletedthewayshewantedit.·ItwasreadyforthepeopleofSt.Petersburgtocelebratethe300thbirthdayoftheircity.·Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.·Inatrial,ajudgemustdecidewhicheyewitnessestobelieveandwhichnottobelieve.·Isitsomethingthatmorethanonepersonbelieves?·Afactisanythingthatcanbeproved.·Anopinioniswhatsomeonebelievesistruebuthasnotbeenproved.PartTwo:TeachingResources(教学资源)Section1:AtextstructureanalysisofINSEARCHOFTHEAMBERROOMI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageThehistoryoftheAmberRoomGeneralideaof1stParaThesimpledescriptionoftheAmberRoomGeneralideaof2ndParaThepresentsenttotheCzarGeneralideaof3rdParaThedetailaddingandrelocatingoftheAmberRoomGeneralideaof4thParaThestolenoftheAmberRoominWorldWarⅡGeneralideaof5thParaTherebuildingoftheAmberRoomII.AtreediagramTheAmberRoom:thebestandbiggestworkofcountry’sbestPrussianartistsPara.1In1716,theAmberRoomgivenIn1770,theAmberRoomredecoratedtotheCzarasagiftbyCatherineIIPara.2Para.2 In1941theAmberRoomstolenbytheNaziGermanarmyPara.4TheoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltPara.5Section2:BackgroundinformationonculturerelicsI.Whatisaculturerelic?何谓“文化遗产”?Culturalrelicsarephysicalremindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Withouttheserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopracticedthosetraditions.Althoughwemaynotoftenconsiderit,culturalrelicsarenotonlythepossessionofoneculture.Inalargersense,itcanbesaidthattheybelongtoallpeoples.Forthesereasons,thisunitdescribesculturalrelicsnotfromChinabutotherplaces.Lookingatitfromanotherangle,itcanalsobesaidthatculturalrelicspreservessomeaspectofculturalheritageandeachrelic,regardlessofwhetherthesamehandscreatedmanyexamplesofit,isstillauniqueculturalexpressionandcontribution.II.TheculturalrelicsofChinaintheworldheritagesitelis《t世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗 产名录》的年份：◆MountTaishan(泰山)，listedasaworldculturalandnaturalsitein1987.◆TheGreatWall(长城)，culturalsite,1987.◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宫、沈阳故宫)，culturalsite,1987,2004.◆TheMogaoCaves(敦煌莫高窟)，culturalsite,1987.◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(泰始皇陵及兵马俑坑)，culturalsite,1987.◆ThePekingManSiteatZhoukoudian(周口店北京猿人遗址),culturalsite,1987.◆MountHuangshan(黄山),culturalandnaturalsite,1990.◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨沟风景名胜区),naturalsite,1992.◆TheHuanglongScenicandHistoricInterestArea(黄龙风景名胜区),naturalsite,1992.◆TheWulingyuanScenicandHistoricInterestArea(武陵源风景名胜区)，naturalsite,1992.◆TheMountainResortanditsOutlineTemple,Chengde(河北承德避暑山庄及周围寺庙),culturalsite,1994.找教案http://www.zhaojiaoan.com◆TheTempleandCemeterofConfuciusandtheKongFamilyMansioninQufu(曲阜孔府、孔庙、孔林)，culturalsite,1994.◆TheAncientBuildingComplexintheWudangMountains(武当山古建筑群),culturalsite,1994.◆HistoricEnsembleofthePotalaPalace,Lhasa(西藏布达拉宫),culturalsite,1994.◆TheLushanNationalPark(庐山)，culturalsite,1996.◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山一乐山大佛风景名胜区),culturalandnaturalsite.1996.◆TheAncientCityofPingyao(平遥古城),culturalsite,1997. ◆TheClassicalGardensofSuzhou(苏州园林),culturalsite,1997.◆TheOldTownofLijiang(丽江古城),culturalsite,1997.◆TheSummerPalace(颐和园),culturalsite,1998.◆TheTempleofheaven：anImperialSacrificialAltarinBeijing(天坛),culturalsite,1998.◆DazuRockCarvings(大足石刻),culturalsite,1999.◆MountWuyi(武夷山),culturalandnaturalsite,1999.◆MountQinchengandtheDujiangyanIrrigationSystem(青城山一都江堰),culturalsite,2000.◆AucientVillagesinSouthernAnhui—XidiandHongcun(安徽古村落一西递、宏村),culturalsite,2000.◆LongmenGrottoes(龙门石窟),culturalsite,2000.◆ImperialTombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite2000.◆YungangGrottoes(云冈石窟),culturalsite,2001.◆ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2004.Section3:WordsandexpressionsfromUnitICulturalRelicsculturaladj.文化的aculturalindependence/culturalexchangerelicn.sth.oldthatremindsusofthepast遗迹；古物unearthedcultural/arelicofearlycivilizationsurvivevt.&vi.tocontinuetolive,esp.aftercomingclosetodeath;tocontinuetoliveafter…幸免于；幸存；……之后还活着survivethetrafficaccident/surviveallherchildrenremain vi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)继续；依然remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron.情况仍未明，要看怎样发展。staten.国家；政府；州；状态stateschools/statedocuments/inapoorstateofhealthlookinto:toexaminethemeaningorcausesof考察，调查lookintothematter/lookintotheeventrareadj.稀罕的；稀有的；珍贵的therareairofthemountains/raremetals/ararebookdynastyn.朝代；王朝theQingDynasty/theTudordynastyinEnglandbelongtotobethepropertyof;tobeamemberof;tobeconnectedwith属于；为……的一员;与……有关系belongtoaclub/belongtoaclass/belongtomeinsearchof寻找insearchofthecuretothedisease/insearchofthelostboyambern.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofambergiftn.赠品；礼物；天赋birthdaygifts/giftvouchers/agiftformusicmeltvt.vi.(使)融化；（使）熔化meltthesnow/melttheanger/meltinwaterheatn.vt.热；热度；把……加热；使激动thebodyheat/theheatofadebate/heatsoupforlunchdesignn.aplaninthemind;adrawingorpatternshowinghowsth.istobemade设计；图案 vt.toimagineandplanoutinthemind设计；构思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueenfancyadj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoungstylen.风格；风度；类型dothingsinstyle/inthestyleof/outofstyle.jeweln.珠宝；宝石preciousjewels/ajewelnecklaceinreturn(for):inexchange(for);inpayment(for)作为交换；报答；酬谢inreturnforherkindness/inreturnforhisgiltlightvt.vi点火，照亮lightacigarette/lightatorch/lightsb.onhiswaymirrorn.镜子；反映adrivingmirror/lookinthemirror/amirrorofthetimeswondern.奇迹；惊奇thewondersofnature/It’snowonder./inwonderatwar处于交战状态beatwar/havebeenatwarforlongremovevt.totakeaway(fromaplace);takeoff移动;脱掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.furnituren.家具（总称）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurnituresecretlyadv.秘密地；背地里haveatalksecretly/takeanactionsecretlywoodenadj.木制的awoodenbridge/awoodenchairdoubt n.怀疑；疑惑；vt.怀疑；不信thereisnodoubtaboutsb./sth./nodoubt/…notdoubtthat/…doubtwhethermysteryn.神秘；神秘的事物makeamysteryofmatter/diveintothemysteriesofapartadv.分离；分别地milesapart/standapart/keepapartfromtakeapart拆开takeapartthemachine/takesb.aparttrialn.审判；审问；试验holdatrial/trialbyamilitarycourt/givesb.atrialconsidervt.1.tothinkabout;examine考虑；思考I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas认为Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker.3.totakeintoaccount顾及；考虑到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.找教案http://www.zhaojiaoan.comopinionn.意见；看法；判断giveone’sopinion/inone’sopinion/dependonone’sopinionevidencen.根据；证据；证物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidenceprovevt.证明；证实vi.原来是；证明是proveitstruth/provesbtobe/beprovedtobepretendvt.假装；装扮pretendtobe/pretendthatthinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaractertreasuren.财宝；财富；珍品astoreofhiddentreasure/collectmanytreasuresbesidesadv.inaddition,also此外;而且Idon’twanttogo;besides,I’mtired.Imetsomefriendsandotherpeoplebesides.Idon’tlikethosebluesocks;whathaveyougotbesides?prep.aswellas;inadditionto除……之外Ihaveafewfriendsbesidesyou.TherewerethreeotherspresentatthemeetingbesidesMr.Day. Unit2TheOlympicGamesPartOne:TeachingDesign(第一部分：教学设计)Period1:Alessonplanforreading(ANINTERVIEW)AimsTotalkaboutthehistoryoftheOlympicsgamesToreadaninterviewabouttheOlympicGamesProceduresI.WarmingupWarmingupbysharingMorning,everyone!TodaywearegoingtolearnaboutTHEOLYMPICGAMES.Butfirst,I’dliketoknowhowmuchyouknowabouttheOlympicstobeheldinBeijing.Anythingaboutitisok.Oh,LiLei,doyouwantatry?…Right.YouknowsomuchabouttheOlympics.Toady,we’lllearnmoreaboutitinancientGreece.WarmingupbydescribingNow,boysandgirls.I’llshowyouavideoshowofthe28thOlympicGames.Pleasetellmewhatitisaboutanddescribeittotheclass.Ok,WangLin,pleasedescribeit.Wonderful.That’sLiuXiang.Thehurdleking!WarmingupbydiscussingHi,class.Youknowourcountryistryingherbesttoprepareforthe2008OlympicGames.Everyoneisexpectingandexcitedaboutit.Let’sdiscusswhatwecandoforit.Andimaginewhatwewilldoatthe2008Olympics.II.Pre-reading1.AskingandansweringNow,pleasereadthethreequestionsbeforetheReading.Let’sdoitinturn.Let’sbeginfromthefirstrowhere…ok,youdidagoodjob.Let’ssummarizeyouranswers.Forreference:1.InSummerOlympics,therearerunning,swimming,shooting,wrestling,jumping,football,basketball,volleyball,tabletennis,throwing,Javelin,weightlifting,gymnastics,boxingetc. InwinterOlympics,thereareskiingskating,icehockey,skijumping,sledding,snowboardingetc.2.The29thOlympicGameswillbeheldinBeijingonAuguster18th,2008.3.ToholdtheOlympicGamesisarichprizeforacountry.Anditcanmakeacountryknownintheworld.Itcanstimulatethecountry’seconomy,andhelptospeedupitsdevelopment.2.ImagingandintroducingPleaselookatthethreepicturesinthereading.Pleasetalkaboutthem.Imaginewhateveryoucan.Forreference:ThefirstpictureisthestatusofagreatGreek.HisnameisPausanias.HewasafamoustravelerandwriterinthesecondcenturyAD.HisGuidetoGreeceisanextremelycomprehensiveguidebookfortourists,concentratingonbuildings,tombsandstatusandincludingalotofinformationonthemythological,religiousandhistoricalbackgroundtothemonumentsdescribed.ItissoinformativethatitmaybecalledthefoundationofclassicalarchaeologyandthisancientBaedekerisstillusedasaguidetoclassicalGreece.CanyourememberafamousancientChinesetravelerandwriter?Healsowroteabook.Yes,hisnameisXuShake.HisworksisTheNotesofXuShake’stravels.ThesecondpictureistheopeningceremonyoftheOlympicGames.Maybethisistheprinciplestadium.It’slargeandcanholdthousandsofaudience.ThethirdpictureisaChineseathletenamedYangYang.ShewonagoldmedalforChinainthe2002winterOlympicGames.Sheisafamousskatingplayer.3.TalkingandSharingWeknowtherearemanydifferencesandsimilaritiesabouttheancientandmodernOlympics.Doyouknowanythingaboutthem?Youcansimplyguess.Yes,Lucy,try…III.Reading1.ReadingaloudtotherecordingandfindingthegeneralideaNowpleaselistenandreadaloudtotherecordingofthetextANINTERVIEW.Payattentiontothepronunciationandintonationaswellasthepauseswithineachsentence.Thentrytogetthegeneralideaofthepassage.Haveyougotthemainidea?Yes,ittellsusthedifferencesandthesimilaritiesbetweentheancientandmodernOlympics.2.ReadingandactingNowlet’splaythepartsoftheGreekwriterPausaniasandtheChinesegirlLiLi.Nowboys,you arePausanias;girls,youareLiLi.Pleasepayattentiontotheboldwords.3.ReadingandfindingNowreadthetextagain.Theboysshalltrytofinishthetask:WhatwastheancientOlympicslike?Thegirlsshalltrytofinishthetask:WhatisthemodernOlympicslike?4.ReadingandcollectinginformationOk,nowlet’sreaditsilently.Firstlet’stalkaboutthesamepointsbetweentheancientandmodernOlympics.Whocananswer?Anyvolunteers?Thenlet’scometothedifferences.Thesimilarities1Bothareheldeveryfouryears.2Bothareheldnotformoneybutforhonour.3Thebeliefsarethesame.Theyare:Swifter,Higher,andstronger.4MenareallowedtotakepartbothinancientandmodernOlympics.5Someeventsarethesame,suchasrunning,jumping,shootingandthowing.TheDifferences1TherewerenotwinterOlympicsinthepast.2Nowcompetitorsarefromallovertheworld.Butintheancienttime,onlythepeopleinGreececouldtakepart.3Onlymenwereallowedtotakepartinthepast,nowwomanarealsoallowed.4Inthepast,winnersgottheolivewreathastheprize.Nowcompetitorscompeteformedals.5Theeventsandathletesinmoderntimearemorethanthoseinthepast.6Thereisaspecialvillageforthecompetitorstolivein,astadiumforcompetitions,agymnasiumforthesewhowatchthegamesnow.Buttherewerenotinthepast.)5.Readingandunderlining找教案http://www.zhaojiaoan.comNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework. CollocationsfromANINTERVIEWtakepartin…,goldmedals,thespiritof…,beheld,inorderto,hosttheOlympicGames,onamagicaljourney,findout,thepresentdayOlympicGames,usedto,writeabout…,cometoyourtime,beadmittedas…,twosetsof…,enjoycompetingin…,competeagainst…,forthehonourof…,reachthestandard,beadmittedto…,playaveryimportantrole,aswellas,astadiumforcompetitions,asamatteroffact,competefor…,olivewreath,feelproudof…,make…happyⅣClosingdownClosingdownbydoingexerciseToendthelessonyouaretodothecomprehendingexercises1&2.ClosingdownbydiscussingYouknowourgovernmenthastrieditsbesttocompeteforhostingthe29thOlympicGames.Ithascostalotofmoney.Doyouthinkitisworthwhile?Why?Forreference:ItisworthwhiletohosttheOlympicGames.TohostOlympicGamescanmakeourcountryknowntothewholeworld.TohostOlympicGamescanmakeourcultureandpeopleunderstoodbytheotherpeoples.TohostOlympicGamescanstimulatethedevelopingofoureconomy.ClosingbyimaginingImaginewhatwewilldoandwhatwecandoforthe29thOlympicGamesnow.Forreference:Maybewecanserveasvolunteerstohelptheforeignvisitorsandathletesfromallovertheworld.Soatpresentweshouldstudyhard.EspeciallyweshouldtryourbesttolearnEnglishwell.ClosingdownbynarratingWecanseethetextiswritteninaconversationalstyle.Andtherearetwospeakers.OneisPausanias,aGreekwriter2000yearsago,theotherisLiLi,aChinesegirl.Nowlet’schangeitintoanarrativestyle.Inotherwords,let’sdescribetheancientandmodernOlympicGamesinourownwords.Whowouldliketohaveatry?Forreference:TheancientOlympicGamesbeganinGreeceandwereheldfrom776B.C.toA.D.393.Itwasheldeveryfouryears.Atthattime,therewerenotsomanysportsastoday.And womenwerenotallowedtotakepartinthegames.TherewerenotWinterOlympicsatthattime.Winnersgottheolivewreathastheprize.Themottowasswifter,higherandstronger.ThemodernOlympicGamesbeganin1891.They’reheldeveryfouryears.TherearemanynewsportsintheOlympics.InthesummerOlympicsthereareover250differentsports.Womenarenotonlyallowedtojoininbutalsoplayaveryimportantrole.Nowthecompetitorscompeteformedals.Themottoisswifter,higherandstronger.ClosingdownbysummarizingAswehavefinishedthepassagewe’llsumupwhatwehavelearned.Firstlet’sseethewritingskills.Itiswritteninaconversationalstyle.It’sinaveryinterestingway.ItadoptsadialoguebetweenPausaniaswholived2000yearsagoandaChinesegirdinmodernworld.Throughtheirdialogue,thedifferencesandsimilaritiesbetweentheancientandmodernOlympicGamesaremadeknowntothereaders.Justbecauseitisinaconversationalstyle,therearequiteafeworalspokenEnglishandellipticalphrases.ThroughthecomparisonbetweentheancientandmodernOlympicGames,wehavelearnedthedifferencesandthesimilaritiesbetweenthem.NowwecanhaveadeepunderstandingoftheGames.Fromthepassage,wecanhaveadeepunderstandingoftheGames.Fromthepassage,wecanalsogettoknowthattheOlympicGamesaredevelopingandimproving.It’sourdutytomaketheOlympicGamesbetterandhealthier.Weknowthatoneoftheslogansfor2008BeijingOlympicGamesisGreenOlympicGames.Itshowsthatpeoplearepayingmoreandmoreattentiontoourenvironment.Period2:AlessonplanforLearningaboutLanguage(TheFuturePassiveVoice)Aims：TolearnaboutfuturepassivevoiceTodiscoverusefulwordsandexpressionsTolearnthemethodsofwordsformationProceduresI.Warmingup WarmingupbydictatingThereareseveralimportantsentencesinthisunit.Let’sdictatethem.Ifyoucan’t,learnthembyheartafterclass.1WhenandwherewillthenextOlympicGamesbeheld?2Iliveinwhatyoucall“AncientGreece”and/usedtowriteabouttheOlympicGamesmorethan2000yearsago.3Allcountriescantakepartiftheyreachthestandardtobeadmittedtothegames.4ThenextOlympicGameswillbeheldinmyhometown.5ItisjustasmuchacompetitionamongcountriestohosttheOlympicsastowinanOlympicmedal.WarmingupbydiscoveringusefulwordsandexpressionsTurntopage11anddoexercises1,2,3and5first.Checkyouranswersagainstyourclassmates’.II.Learningaboutwordformation1.Doexercise4anddiscovertherules.Turntopage12andfindouttherulesofwordformation.Byadding-ingtoaverb,wecanchangetheverbintoanoun.Thatmeanswecanchange“doingsomesport”into“thenameofthesport”.Byadding-ertoaverb,wecanchangetheverbintoanoun.Thatmeanswecanchange“doingsomesport”into“thepersonwhodoesthesport”.2.Meansofword-formationingeneralAffixation,conversion,andcomposition(orcompounding)arethechiefmeansofword-formationinEnglish.Besidesthese,therearealsootherminorwaysofword-formationincludingclipping,acronymy,blendingetc.III.LearningaboutPresentFuturePassiveVoiceTurntopage13anddoexercise3.Andtelltheclasstheformationofpresentfuturepassivevoice.Forreference:Welldone,class.Wecanfollowthefollowingformlationtoturnthefuturetensesintofuturepassivevoice;begoingtobedone,beabouttobedone,betobedone,will/shallbedone,would/shouldbedone.ⅣClosingdownbysummarizing 找教案http://www.zhaojiaoan.com1.Presentfuturepassivevoice(take“ask”forexample)AffirmativeNegativeInterrogativeIIWill(shall)IYouYouWillyouHe/she/itwillbeaskedHe/she/itwillnotbeaskedWillhe/she/itbeaskedWewill(shall)Wewill(shall)notWill(shall)weYou/TheywillYou/TheywillnotWillyou/they2.ThepassiveVoiceofphrasalverbGenerallyspeaking,onlytransitiveverbscanformthepassivevoice,foronlytransitiveverbscanbefollowedbyobjects.Butmanyintransitiveverbstogetherwithsomeprepositionsandadverbscanbeusedastransitiveverbs.Sotheycanalsobefollowedbytheobjects.Thereforetheycanalsobeusedinpassivevoice.Butnotethatallthephrasalverbsareusedasawhole.Whenusingtheminpassivevoice,wecannotdropouttheprepositionsandadverbs.Forexamples:Atlasttheyputoutthefire.Atlastthefirewasputout.Theywillputupanoticeonthewall.Anoticewillbeputuponthewall.Haveyousentforadoctor?Hasthedoctorbeensentfor?Ihaveneverheardofsuchathingbefore.Suchathinghasneverbeenheardofbefore.Wemusttakegoodcareofthechildrenhere.Thechildrenmustbetakengoodcareofhere.Hisclassmateslaughedathimforthefoolishmistake.Hewaslaughedatforthefoolishmistakebyhisclassmates.Period3:AlessonplanforusinglanguageAims:ToreadabouttheancientOlympicGamesTolistenandtalkabouthobbies TowriteabouthobbiesProcedures1.WarmingupWarmingupbyintroducingHi!Class.YouknowGreeceistheworld-knowncountrywithanancientcivilization.Ithasalonghistorywithsomuchmarvelousculture.TheGreekshadwonderfulstoriesabouttheGodsandGoddnesseswhowerepartoftheirreligion.Theybelievedthatthesegodorgoddesseswouldhelphumansiftheyfeltsorryforthemorifthehumansweregoodpeople.However,theGodsdidnotalwayshelp.Theybehavedlikepeoplewhowereunpredictableandcapricious.TotrytogetthesupportoftheGodspeoplehadtopraytothemandofferthempresent.InthisstorytheGoddessHera,thewifeofthechiefGod,ZeuswassorryforHippomenesandagreedtohelphim.WarmingupbysharingNow,boysandgirls.IsthereanybodywhocantellussomeGreekmythology.Youknowtheyaresofamousinhumanhistory.OrcanyouspeakoutsomenamesofGreekGodsandGoddesses.Prometeus普罗米修斯——asonoftheformerchiefGodSphinx斯芬克斯——abeingwithahumanfacebutalionbodyPandora潘多拉——abeautifulgirlwitheveryillandevilthoughtanddeedZeus宙斯——thechiefGodwhogovernedtheworldHera天后——thewifeofZeuswhogovernedtheloveⅡ.Guidedreading1.ReadingandjudgingReadthetextTHESTORYOFATLANTA,andcompletetheTrueorFalseguestionsafterthetextonpage14.2.ReadingandansweringReadthetextagain,andanswerthefollowingquestions.A.WhatwasAtlanta’sproblem?B.WhatwereAtlanta’srules?C.WhatwasHippomenes’amazement?D.WhatmadeHippomeneschangehismind?E.WhomdidHippomenesturntoforhelp? F.Canyouguesswhatwastheending?Forreference:A.AtlantacouldrunfasterthananymeninGreece.ButshewasnotallowedtorunintheOlympicGames.B.Shepromisedtobemarriedtoamanwhocouldrunfasterthanher.Ifhecouldnotrunasfastasher,hewouldbekilled.C.Hipppomenescouldnotunderstandwhysomanyyoungmenwantedtorisktheirlives.D.Atlanta’sbeautymadehimunderstandhisamazementandchangehismind.E.HeturnedtotheGoddessofloveforhelp.F.Hippomeneswaskilledbecauseoflosinghisrace.G.HeranfasterthanAtlantaandmarriedher.3.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromTHESTORYOFATLANAbeallowedto,runagainst…,willbepardoned,hearof…,beamazed,asfastas…,changeone’smind,ask…forhelpfrom…,promiseto,willberelaxed,pickup,beconfidentabout…,shareone’spain,runpast…,competewith…,cheaptomarry4.ListeningForlisteningturntopage15andbereadytodoexercises1.Firstreadthequestionscarefullyandimaginewhatisthelisteningabout.Whendoingexercise2,youmustmakeclearwhatiswrongwiththesentence.Andtelltheclasswhichiscorrect,whichiswrongandwhichisonlyhalftrue.5.ActingNextwearegoingtoputthetextASTORYOFATLANTAonstage.Youknowtherearefourcharactorsinthestory.Whowouldliketobethem?WhowillbeAlanta’sfather,theoldking?WhowillbetheGoddessofLove?找教案http://www.zhaojiaoan.com Ok.LiLi,youaretheGreekprincess.ZhangQiang,youarethebraveyoungmanHippomenes.Lucy,youaretheGoddessofLove.ZhouGang,youaretheprincess’sfather.Therestofclass,pleaseprepareitingroupsoffour.Thenactyourplaybeforeclass.AtextplayofTHESTORYOFATIANTATime:onemorninginspringPlace:atthepalacePeople:theoldking(K),theprincess(A),theyoungman(H),theGoddessoflove(L).F:Mydeardaughter,youseehowbeautifulthespringis!Youarejustlikethespringflowers.Whydon’tyoumarry?Somanyyoungkingsandprincesswanttomarryyou,andtheyareallsorich,smartandnice.A:Oh,dearfather.IhavepromisedthatIwillonlybemarriedtoamanwhocanrunfasterthanme.Iwillrunagainsthim.Ifhecannotrunasfastasme,hewillbekilled.Noonewillbepardoned.F:But,mydeardaughter.Nomanhaswonyou.Theyallsentthemselvestodeath.Whenwillyougetmarried?A:Iwon’tmarryunlessIamallowedtorunintheOlympicGames.(Hippomenesisallowedtocomein)H:Oh,mykindestkingandmyprettiestprincess!I’llmarrytheprincess.I’llcompetewithyou.A:Doyouknowtherules?H:Yes,princess!F:Oh,youngman!Goaway!Youcan’twinher.Youareonlylosingyourlife!H:No,Iwantatry!F:Foolishthing!Goaway!Don’tgotodie!(Hippomeneswaspushedawayandfeltsad,crying.TheGoddessofLoveiswatchingeverythingabovehimintheskyandpitieshim)L:Oh,youngman,what’sthematter?Whyareyousosad?H:Oh,myGoddess,canyouhelpme?Canyouhelpmetowintheprincessandmarryher?L:Ok,youngman.Doyoureallywanttomarryherandloveher?H:Ofcourse.Sheissobeautiful. L:Ok,itiseasy.Takethesethreegoldenapples.ThrowapplesinfrontofAtlantawhensheisrunningpastandshewillberelaxed.Whenshestopstopickitup,youwillbeabletorunonandwin.H:Oh,thankyou,myGoddess!(Hippomenesreturnstothepalace)K:Well,youngman,whyareyouhereagain?H:Mykindestking.Iwanttomarryherandrunagainsther!K:Well,youngman.Irepeat.Don’tbesilly!Goaway!H:No.Iloveher.Iwillmarryher－ordie!6.SpeakingNow,class.Let’scarryoutasurveyoftheinterestsintheclassandwritedownthenamesoftheclassmateswhohavethesameinterests.Youcancarryoutthetasklikethis.Whichdoyoulike,sport,musicorcollection?Whichofthesportsdoyoulikebest?Whatisyourfavoritesport?Areyouinterestedintabletennis?Afterthesurvey,theoneswhohavethesameinterestssittogetherandpleaseworkingroupsoffourtotalkabouttheirinterest.Whydoyoulikethissport/music/collection?Whendoyoubegintolikeit?What’senjoyableaboutthehobby?Whathaveyoulearnedfromthehobby?III.Guidedwriting1.WritinganimagineddialogueGroups1and2aregoingtowriteanimagineddialoguebetweentheprincessandHippomenes.Youmaybeginlikethis:Oh,mydearprincess,Iwanttomarryyou…2.WritingadescriptionTurntopage16andfollowthedirectiontowriteadescriptionofyourfavoritehobby.Hereisanexample: Swimmingismyfavoritesport.Ilikeitbecauseitcanbringmemuchfun.Theprocessoflearningswimmingisveryinteresting.Youcantrydifferentwaysofswimming,suchasbreaststrokeandbackstroke.Youcanswimatanytimeoftheyearifyoulike.Inhotsummer,ifyoujumpintotheriverortheseatohaveaswim,you’llfeelcoolandcomfortable.Evenincoldwinter,youcanswimifyouarebraveenough.It’sahealthysportanditcanbuildupyourbody.Ifyouareabeginner,youmustbecareful.You’llbetternotswimaloneandbringlifebuoywithyouincaseofdanger.Ifyouwanttobeagoodswimmer,youmusthavealotofpracticeandhavegreatdetermination.IV.ClosingdownbyfindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationontheOlympicGamesandtheancientGreekmythology.TakenotesofyourfindingandreporttoyourgroupmatesnextMondaymorning.找教案http://www.zhaojiaoan.comPartTwo:TeachingResourcesSection1:ThewritingstyleofthereadingANINTERVIEWTypeofwritingConversationalstyleMainideaComparingthedifferencesbetweenAncientandModernOlympicsCharacteristicsBycomparingandcontrastingSection2:BackgroundinformationontheOlympicGamesI.EventsoftheModenOlympicGamesArchery,Baseball,Badminton,Basketball,Beach,Volleyball,Boxing,Canoe/Kayak,Cycling,Diving,Equestrian,Fencing,FieldHockey,Gymnastics,Handball,Judo,ModernPentathlon,Rowing,Sailing,Shooting,Soccer,Softball,Swimming,SynchronizedSwimming,TableTennis,Tennis,Taekwondo,Track&Field,Triathlon,Volleyball,WaterPolo,Weightlifting,WrestlingII.OlympicTraditionsTheOlympicAnthemTheOlympicanthemwaswrittenbytheGreeknationalpoetCostisPalamasandcomposedbyGreekmusicianSplrosSamaras.Itwasfirstsungatthe1896Games.TheIOCadopteditastheofficialOlympicanthemtocrownolympicceremoniesatthe1958IOCSessioninTokyo.TheOlympicMotto TheOlympicmotto“swifter,higher,stronger”comesfromthreeLatinwords”citus,altius,fortius”,whichactuallymean”faster,higher,braver”.TheFrencheducator,BaronRerredeCoubertin,whorevivedtheancientOlympicGamesandin1896ledthefirstmodern01ympicGamesinAthens,borrowedthephrasefromaDominicanpriestHenriDinon.Mr.Dinonintroducedthesewordswhilepresentingathleticprizesatacollegein1891.ButhowdidthesewordsbecomethemottooftheOlympicGames?ItwasMichelBrealwhointroducedthisphraseattheclosingdinnerofthecongressforthereestablishmentofthemodernOlympicGamesonJune23,1894.Later,theInternationalOlympicCommitteeformallyadoptedthisphraseastheofficialmottooftheGames.TheOlympicCreedTheOlympiccreedwasalsointroducedatthe1896Games.AsstatedbyPierredeCoubertin,thecreedisasfollows:”ThemostimportantthingintheOlympicGamesisnottowinbuttotakepart,justasthemostimportantthinginlifeisnotthetriumphbutthestruggle.Theessentialthingisnottohaveconqueredbuttohavefoughtwell.”TheOlympicFlagItwasPierredeCoubertinwhoconceivedtheideaoftheOlympicflagwithfivecolouredinterlockingringsonawhitebackround.TheringsrepresenttheunionofthefivecontinentsandthemeetingoftheathletesfromallaroundtheworldattheOlympicGames.Today,almostacenturyaftertheflag’screation,thesixcolours,thoseoftherings(blue,yellow,black,green,red)andthatofthewhitebackgroundwhichstandsforpeace,stillmaintaintheirsymbolismandcanbefoundinflagsacrosstheworld.TheOlympicflagwasfirstusedduringtheAntwerpGamesin1920.TheOlympicOath“Inthenameofallthecompetitors,IpromisethatweshalltakepartintheseOlympicGames,respectingandabidingbytheruleswhichgovernthem,inthetruespiritofsportsmanship,forthegloryofsportandthehonourofourteams.”AttheopeningCeremonyofeachGames,oneathletefromthehostcountrytakesOlympicoathonbehalfofallcompetingathletes.Thisparticulargestureofsports-manshipwasintroducedatthe1920GamesinAntwerp,Belgium.AcoachorteamofficialtakesasimilaroathateachOpeningCeremony.TheOlympicFlame TheOlympicflameisoneofthemostvisiblesymbolsofthemodernGames.ItstraditionhassurvivedfromtheGamesofancientGreece,whereasacredflame,ignitedbythesun,burnedcontinuallyonthealtarofthegoddessHera.ThemodernOlympicflamewasfirstlitin1928attheAmsterdamOlympicGames,whereitburnedthroughoutthecompetitions.IthasbecomeamajorsymbolforsolidarityamongnationsandembodiestheOlympicspiritencompassingtheidealsofpurity,theendeavourforperfection,thestruggleforvictory,friendshipandpeace.TheTorchRelayDuringthe1896GamesinAthens,younginspiredsportsmenhadorganisedthefirsttorchrelays.However,thetraditionoftheOlympictorchofficiallybeganattheBerlinGamesin1936.Asinancienttimes,thetorchislitbythesuninAncientOlympia,thenpassedfromrunnertorunnerinarelaytothehostcity,whereitisusedtolighttheOlympicStadium’sflameduringtheGames’OpeningCeremony.TheflamethenburnsuntilitisextinguishedattheClosingCeremony.Section3:Wordsandexpressionsfromunit2THEOLYMPICGAMEShonestadj.1.notdisposedtocheatordefraud;notdeceptiveorfraudulent:honestlawyers2.markedbytruth:givehonestanswers3.withoutpretensions:workedatanhonesttrade4.withoutdissimulation;frank:myhonestopinion5.habituallyspeakingthetruth:anhonestman6.worthyofbeingdependedon:anhonestworkingstaff7.freefromguile:Hisanswerwassimpleandhonestancientadj.1.veryold:anancientmariner2.inoroftimeslongago:ancientRomeandGreece3.havingexistedsinceaveryearlytime:ancienthistory/customscompetev.totrytowinsth.incompetitionwithsomeoneelse:Johncompetedforaplaceattheirschool,butdidn’tgetit.competeforsomething;engageinacontest;measureoneselfagainstothersmedaln.anawardforwinningachampionshiporcommemoratingsomeothereventhostn.amanwhoreceivesguests:Heactedashosttohisfather’sfriends.Chinaisthehostcountry for2008OlympicGames.v.bethehostoforfor:Wehosted4coupleslastnight.magicaladj.possessingorusingorcharacteristicoforappropriatetosupernaturalpowers:amagicalspellinterviewn.1.thequestioningofaperson(oraconversationinwhichinformationiselicited);oftenconductedbyjournalists:Myinterviewswithteen-agersrevealedaweakeningofreligiousbonds.2.aconference(usuallywithsomeoneimportant)v.1.conductaninterviewintelevision,newspaper,andradioreporting2.discussformallywith(somebody)forthepurposeofanevaluation:Weinterviewedthejobcandidates.3.goforaninterviewinthehopeofbeinghired:Thejobcandidateinterviewedeverywhere.找教案http://www.zhaojiaoan.comathleten.apersontrainedtocompeteinsportsadmitv.1.allowparticipationinortherighttobepartof;permittoexercisetherights,functions,andresponsibilitiesof:admitsomeonetotheprofession2.allowtoenter;grantentryto:Wecannotadmitnon-membersintoourclub.3.serveasameansofentrance:Thisticketwilladmitoneadulttotheshow.4.giveaccessorentranceto:TheFrenchdoorsadmitontotheyard.5.affordpossibilitye:Thisproblemadmitsofnosolution.6.declaretobetrueoradmittheexistenceorrealityortruthof:Headmittedhiserrors.7.admitintoagrouporcommunity:We’llhavetovoteonwhetherornottoadmitanewmember.8.haveroomfor;holdwithoutcrowding:Thetheateradmits300people.replacev.1.putsomethingbackwhereitbelongs:Replacethebookontheshelfafteryouhavefinishedreadingit.2.substituteapersonorthingfor(anotherthatisbrokenorinefficientorlostornolongerworkingoryieldingwhatisexpected):Hereplacedtheoldrazorblade.3.putintheplaceofanother;switchseeminglyequivalentitems:TheconartistreplacedtheoriginalwithafakeRembrandt.4.taketheplaceormoveintothepositionof:SmithreplacedMillerasCEOafterMillerleft.relate v.1.haveorestablisharelationshipto:Sherelateswelltoherpeers.2.beinarelationshipwith:Howarethesetwoobservationsrelated?3.giveanaccountof:Thewitnessrelatedtheevents.4.havetodowithorberelevantto5.makealogicalorcausalconnection:Icannotrelatetheseeventsatall.sailn.1.alargepieceoffabric(ascanvas)bymeansofwhichwindisusedtopropelasailingvessel2.anoceantriptakenforpleasurev.1.traverseortravelbyshipon(abodyofwater):WesailedtheAtlantic2.travelinaboatpropelledbywind:Ilovesailing,especiallyontheopensea.3.travelbyboatonaboatpropelledbywindorbyothermeans:TheQE2willsailtoSouthamptontomorrow.4.movewithsweeping,effortless,glidingmotions:Shredsofpapersailedthroughtheair.找教案http://www.zhaojiaoan.comadvertisev.1.callattentionto:Pleasedon’tadvertisethefactthathehasAIDS.2.makepublicityfor;trytosell(aproduct)promisen.1.groundsforfeelinghopefulaboutthefuture:Thereislittleornopromisethathewillrecover.2.averbalcommitmentbyonepersontoanotheragreeingtodo(ornottodo)somethinginthefuturev.1.givegroundsforexpectations:Theresultspromisedfameandglory.2.makeapromiseorcommitment3.promisetoundertakeorgive:Ipromiseyoumybesteffort.4.makeapredictionabout;tellinadvanceUnit3Computer PartOne:TeachingDesign(第一部分：教学设计)Period1:Asamplelessonplanforreading(WHOAMI?)AimsTotalkaboutcomputerToreadaboutcomputerProceduresI.Warmingup找教案http://www.zhaojiaoan.comWarmingupbytalkingaboutcomputerLookatthepicturesonpage17.Whatarethey?Whatdotheyhaveincommon?Yes,theyarecomputers.Thenwhatisacomputer?Acomputerisamachinewhichstoresknowledgeinitsmemoryanddoescalculationsonthatknowledge.Thisknowledgeisstoredinsymbols;itiscalleddata.Acomputerusuallyhasamonitortoshowresults.However,somecomputerscanspeak;thesecomputerscanbeusedforvoicemail.计算机室Acomputerfrequentlyrequiresabootdevice.Thebootdevicecontainsthecomputer’soperatingsystemanddata.Computerprogramscanbeinstalledontoacomputer.SomepeoplethinkthatcomputersarelessusefuliftheydonothaveaccesstotheInternet.TheythinkthisbecausetheInternetallowsthecomputerstosendandreceivedataandemailacrosstheworld.曙光3000巨型计算机Acomputerisnowalmostalwaysanelectronicdevice.Itusuallycontainsmaterialswhicharetoxic;thesematerialswillbecometoxicwastewhendisposedof.Whenanewcomputerispurchasedinsomeplaces,lawsrequirethatthecostofitswastemanagementmustalsobepaidfor.Thisiscalledproductstewardship.Insomecountriesoldcomputersarerecycled(melteddown)togetgoldandothermetals.Thisisdangerous,becausethisprocedurereleasesthetoxicwasteintothewaterandsoil. Computersbecomeobsoletequickly.Veryoftentheyaregivenawayandnewonesreplacethemwithintwoorthreeyears.Thismakestheproblemworse.Computerrecyclingisthuscommon.Manyprojectstrytosendworkingcomputerstodevelopingnationssotheycanbere-usedandwillnotbecomewasteasquickly.Computerjargon计算机行话Computerjargonmeanswordstodowithcomputersandsurroundingtopics.Knowingwhatthesewordsmeancanhelpyouknowmoreaboutcomputers.Somepeopleusethesewordstoimpressotherpeople(Alsoknownasbuzzwords).Examplesofjargon:Bit-Thesmallestdataunit,caneitherbea“0.”ora“1.”.Byte-unitofdata.SeealsoKilobyte,Megabyte,GigabyteandNibbleCPU–CentralProcessingUnit,AnothernameforprocessorData-InformationstoredonacomputerDisk-Aplacetostoredata.Email-Electronicmail.GHz-Gigahertz.Usedoftenincorrectlytodescribethespeedofaprocessor.Butwithsome2.4GHzprocessorsfasterthan3.6GHzones,itisclearthatitisjustasalesmantrick.Load-GetdatafromadiskNibble-HalfaByteSave-Putdataonadisk找教案http://www.zhaojiaoan.comRAM–random-accessmemory(随机存取存储器),themorethebetter.USB-UniversalSerialBus（通用串行总线，一种简化了插接多种附件的薄型插座）WWW-WorldWideWeb,partoftheInternetII.Pre-reading1.Questioningandanswering---Whatdoyouknowaboutcomputer?●Electronicmachinecapableofperformingcalculationsandothermanipulationsofvarioustypesofdata,underthecontrolofastoredsetofinstructions.Themachineitselfisthehardware;theinstructionsarethe programorsoftware.Dependinguponsize,computersarecalledmainframes,minicomputers,andmicrocomputers.Microcomputersincludedesk-topandportablepersonalcomputers.●Amulti-functionelectronicdevicethatcanexecuteinstructionstoperformatask.●Adevicethatacceptsinformation,processesit,andsuppliesanoutput.Acomputerusuallycontainsmemory,acontrolunit,arithmeticandlogicalunits,andameansforinputandoutput.●aprogrammablehardwarecomponentthatiscontrolledbyinternallystoredprogramsandthatcanperformsubstantialcomputations(includingarithmeticandlogicoperations)withouthumanintervention.Acomputertypicallyconsistsofoneormoreprocessingunits,memoryunits,andassociatedperipheralinputandoutputdevices.●Relatedtoautomationandelectronicdataprocessing.TheLibraryofCongresscommonlyclassesmostcomputer-relatedbooksinHF5548,QA75-76,Z52,T385,andsomeTKranges.●amachineforperformingcalculationsautomaticallycalculator:anexpertatcalculation(oratoperatingcalculatingmachines)●Acomputerisadeviceormachineformakingcalculationsorcontrollingoperationsthatareexpressibleinnumericalorlogicalterms.Computersareconstructedfromcomponentsthatperformsimplewell-definedfunctions.Thecomplexinteractionsofthesecomponentsendowcomputerswiththeabilitytoprocessinformation.Ifcorrectlyconfigured(usuallyby,programming)acomputercanbemadetorepresentsomeaspectofaproblemorpartofasystem.Ifacomputerconfiguredinthiswayisgive2.Discussingandsharing---Howhavecomputerschangedourlives?Somedaysoon,ifyouhaven’talready,you’relikelytoplugintothecomputernetworknationgrowinginourmidst.Computerterminals,orsmallcomputersconnectedviamodem(amodulator/demodulatorcircuitforencoding/decodingcomputerchatter)toordinarytelephonelines,shouldbeasubiquitousasthetelephoneitself.They’reamuchmoreusefulandhumanetoolthanthephone,andwithcorporateAmericabehindthemthenetworkswillbeeverywhere----changingourlivesmorethananytechnologysincetheautomobile.Joiningacomputernetworkisthesameasjoiningacommunity.Smallsystemsarelikevillages,wherenewmembersareformallywelcomed.Thelargernetworks,theSourceandCompuServe,forexample,arecities-anonymous,fulloflifeandevents,butdifficulttofitinto.找教案http://www.zhaojiaoan.comIII.Reading1.ListeningandreadingtotherecordingofthetextWHOAMI? Turntopage18andlistenandreadtotherecordingofthetext.Payattentiontothepauses,pronunciationandintonationofthenativereader.2.ReadingaloudandunderliningexpressionsNowwearetoreadthetextonceagainandunderlinealltheexpressionsinthetext.Putthemdownintoyournotebookafterclassashomework.CollocationsfromWHOAMI?beginas…,acalculatingmachine,bebuiltas…,followinstructionsfrom…,soundsimple,atthetime,atechnologicalrevolution,writeabook,make…work,solveproblems,becomehuge,hadartificialintelligence,gobackto…,thesizeof…,goby,changesize,becomesmallandthin,getquick,standtherebyoneself,beconnectedby…,shareinformationby…,talkto…,bring…into…,dealwith…,communicatewith…,servethehumanrace3.Reading,identifyingandsettlingAttention,please!Itistimetoskimthetextonemoretimeandidentifythedifficultsentences.Tryanalyzingthestructuresofthedifficultsentencesanddiscussthemamongyourgroupmembers.Youmayalsoputyourquestionstomeforhelp.Chat（online）（在线）聊天Tochatistotalkaboutordinarythingsthatarenotveryimportant.Youcanchattoonepersonortomanypeople.PeoplealsousethiswordnowforpartsoftheInternetwherewecantalkwithmanydifferentpeopleatthesametime.Usually,youchatontheinternetinachatroomormessagingservicelikeAOL(AmericanOn-Line)InstantMessenger(AIM),YahooMessenger,orMSNMessenger.4.ReadingandtransferringScanthetextforinformationtocompletethetablebelow,describingthedevelopmentofcomputer.In1642In1822In1936In1960s In1970sIV.ClosingdownbydoingcomprehendingexercisesTurntopage18andinpairsdothecomprehendingexercisesNo.1and2.Period2:AsamplelessonplanforLearningaboutLanguage(ThePresentPerfectPassiveVoice)AimsTolearntouseThePresentPerfectPassiveVoiceTodiscoverusefulwordsandexpressionTodiscoverusefulstructuresProcedures找教案http://www.zhaojiaoan.comI.WarmingupbyreadingtothetapeTobeginwith,turntopage18,listeningtoandreadingtotherecordingofthetextWHOAMI?Attentiongoestothepausesandintonation,aswellasthepronunciationofthereader.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises1,2and3onpages19and20.Youmustfinishthemin10minutes.III.Learningaboutgrammar1.PassiveVoice—OverviewTenseorModelPassiveSentenceSimplePresentTheTOEFLexamisgiveneverysixmonths.SimplepastTheTOEFLexamwasgivenlastmonth.SimpleFutureTheTOEFLexamthisyearwillbegivenonOctober15.PresentContinuousTheTOEFLexamisbeinggiveneveryyear.PresentperfectTheTOEFLexamhasbeengiveneveryyearsince1950.PastperfectTheTOEFLexamhadbeengivenbeforetheVietnamWaroccurred.SimpleModalTheTOEFLexamshouldbegiventoeveryForeignstudent. PastModalTheTOEFLexamshouldhavebeengiventoalltoenterUScolleges.2.ThePresentPerfectPassiveVoiceThestructureofThePresentPerfectPassiveVoiceis:have/has＋been＋~edIV.ReadingaloudanddiscoveringNowgobacktopage18toreadaloudanddiscoverinthetextexamplesofThePresentPerfectPassiveVoice.Astheyearshavegoneby,Ihavebeenmadesmallerandsmaller.Sincethen,myfamilyandIhavebeenusedbybillionsofpeopletodealwithinformationwitheachotheraroundtheworldbytheInternet.V.DiscoveringusefulstructureWeshalldogrammarexercises1,2and3onpage20.VI.ClosingdownbydoingaquizCorrectthemistakesinthesepassivevoicesentencesExample:Thehousewasbuildin1880.(correct=Thehousewasbuiltin1880.)1.3000employeeswerelayingoff.2.Astorywillmadeup.3.Anideawasputtedforwardfordiscussion.4.Hasthebookbeengivebacktoyouyet?5.Mybankloanwillbepayedoffinfiveyearstime.6.Nothingcanbeholdagainstme.7.Ourallieswillbelendsupport.8.Shehasneverheardof.9.Shewasbeingknockeddownbyabus.10.Shewaslettedoffwithafine.11.Thecandlewasblowoutbythedraught.12.Thecriminalwerelockedup.13.Thefloodwaterwasbekeptbackbybarriers.14.Theinconveniencewillmadeupforbythismoney. 15.Thekeysmusthavebeenbeingleftbehind.16.Theoldcinemaisbeingpulldown.17.Theprotestersbeingheldbackbythepolice.18.Theroadwasblockingoff.19.Thirtymorepeoplewerelaidofflastweek.20.Yourjacketcanbehangedupoverthere.Period3:AsamplelessonplanforUsingLanguage(ANDY—THEANDROID)AimsTodiscussaboutITTowriteareportaboutITToreadaboutandroidsorrobotsProcedures找教案http://www.zhaojiaoan.comI.WarmingupbytalkingaboutITWhatisInformationtechnology?Informationtechnology(IT)orinformationandcommunicationtechnology(ICT)isthetechnologyrequiredforinformationprocessing.Inparticulartheuseofelectroniccomputersandcomputersoftwaretoconvert,store,protect,process,transmit,andretrieveinformationfromanywhere,anytime.II.ListeningandwritingTurntopage21.LookatthepicturesandlistentoaconversationaboutdifferentkindsofinformationtechnologyorIT,discussandwritedowningroupstheadvantagesanddisadvantagesofeachkind.III.SpeakingandwritingSupposeyouandyourpartneraregoingtohelpchoosecomputersforyourschool.Nowtalkaboutthespecialthingseachofthecomputercandoandwriteareporttoyourheadmaster.IV.Reading,underliningandspeakingItissaidthatcomputerscouldbeputintoandroidsorrobots.ReadthetextAndy—TheAndroid, underliningalltheexpressionsandthinkofthefunyoucouldhave!ExpressionsfromAndy—TheAndroidpartofafootballteam,onceayear,gettogether,playafootballgame,beas…as…,infat,looklike…,onthefootballteam,runfast,thinklikeahuman,shoutto…,incomputerlanguage,haveagoodshotforagoal,getsecondplace,winthefirstplace,haveanewkindofprogram,improveone’sintelligence,createabettersystem,playagainstahumanteam,inaway,program…with…,makeup…,afterall,withthehelpof…V.WritingaletterSupposeyouareanandroid.Whatwouldsaytoaspoiledchildwhowouldnotdohishomework?Writealettertotheboy. AndroidAnandroidisanartificiallycreatedbeingthatresemblesahumanbeing.ThewordderivesfromGreekAndr-‘man,human’andthesuffix-eidesusedtomean‘ofthespecies,kind,alike’(fromeidos‘species’).Theworddroid,arobotintheStarWarsuniverse,isderivedfromthismeaning.Somepeoplemaintainthat,etymologically,thewordandroidmeansresemblingamalehumanandthatarobotresemblingawomanshouldlogicallybecalledagynoidforsexistlanguagetobeavoided;however,thiswordisnotcommonlyused.Unlikethetermsrobot(amechanicalbeing)andcyborg(abeingthatispartlyorganicandpartlymechanical),thewordandroidhasbeenusedinliteratureandothermediatodenoteseveraldifferentkindsofman-made,autonomouscreations:arobotthatcloselyresemblesahumanacyborgthatcloselyresemblesahumananartificiallycreated,yetprimarilyorganic,beingthatcloselyresemblesahumanAlthoughessentiallyhumanmorphologyisnottheidealformforworkingrobots,thefascinationindevelopingrobotsthatcanmimicitcanbefoundhistoricallyintheassimilationoftwoconcepts:simulacra(devicesthatexhibitlikeness)andautomata(devicesthathaveindependence).ThetermandroidwasfirstusedbytheFrenchauthorMathiasVilliersdel'Isle-Adam(1838-1889)inhisworkTomorrow’sEve,featuringaman-madehuman-likerobotnamedHadaly.Assaidbytheofficerinthestory,“InthisageofRealienadvancement,whoknowswhatgoesoninthemindofthoseresponsibleforthesemechanicaldolls.”找教案http://www.zhaojiaoan.comPartTwo:TeachingResources(第二部分：教学资源)Section1:AtextstructureanalysisofWHOAMI?I.TypeofwritingandsummaryofWHOAMI?TypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageBeginningasjustacalculatingmachinein1642inFrance,thecomputerhasbeenexperiencingimprovementagainandoveragainover300yearsormore,whichhasnotonlymade itmorebeautifulandintelligentbutalsochangedman’slifeagreatdeal!Topicsentenceof1stparagraphIbeganasacalculatingmachinein1642inFrance.Topicsentenceof2ndparagraphNoonecouldrecognizemeafterIgotmynewtransistorsinthe1960s.II.Achainofeventsshowingthedevelopmentofcomputeracalculatingmachinein1642inFrance→anAnalyticalMachinein1822→a“universalmachine.”in1936→thesizeofalargeroom→madesmallerandsmaller→gettingnewtransistorsin1960s→cleverandquicker→anetworkintheearly1960s→talkingtohumansusingBASICintheearly1960s→broughtintopeople’shomesin1970s→InternetIII.AretoldversionofthetextWHOAMI?I,thecomputer,wasacalculatingmachinein1642inFrance.ThenIwasbuiltasanAnalyticalMachinein1822,whichwasatechnologicalrevolution.Ibecamea“universalmachine”in1936tosolveanymathematicalproblem.IwasnotverybigatfirstthenIbecamehuge,thesizeofalargeroombeforeIwasmadesmallerandsmaller.Gettingnewtransistorsin1960sIbecamecleverandquicker.Iwasconnectedwithothercomputersandturnedouttopartofanetworkintheearly1960s.ThenIbegantalkingtohumansusingBASICintheearly1960s.In1970sIwasbroughtintopeople’shomes,andcametheInternet.Section2:BackgroundinformationcomputersI.HowDoComputersWork?ComputerBasicsToaccomplishataskusingacomputer,youneedacombinationofhardware,software,andinput.Hardwareconsistsofdevices,likethecomputeritself,themonitor,keyboard,printer,mouseandspeakers.Insideyourcomputertherearemorebitsofhardware,includingthemotherboard,whereyouwouldfindthemainprocessingchipsthatmakeupthecentralprocessingunit(CPU).Thehardwareprocessesthecommandsitreceivesfromthesoftware,andperformstasksorcalculations. Softwareisthenamegiventotheprogramsthatyouinstallonthecomputertoperformcertaintypesofactivities.Thereisoperatingsystemsoftware,suchastheAppleOSforaMacintosh,orWindows95orWindows98foraPC.Thereisalsoapplicationsoftware,likethegamesweplayorthetoolsweusetocomposelettersordomathproblems.Youprovidetheinput.Whenyoutypeacommandorclickonanicon,youaretellingthecomputerwhattodo.Thatiscalledinput.HowTheyWorkTogetherFirst,youprovideinputwhenyouturnonthecomputer.ThenthesystemsoftwaretellstheCPUtostartupcertainprogramsandtoturnonsomehardwaredevicessothattheyarereadyformoreinputfromyou.Thiswholeprocessiscalledbootingup.Thenextstephappenswhenyouchooseaprogramyouwanttouse.Youclickontheiconorenteracommandtostarttheprogram.Let’susetheexampleofanInternetbrowser.Oncetheprogramhasstarted,itisreadyforyourinstructions.Youeitherenteranaddress(calledaURL,whichstandsforUniformResourceLocator),orclickonanaddressyou’vesavedalready.Ineithercase,thecomputernowknowswhatyouwantittodo.Thebrowsersoftwarethengoesouttofindthataddress,startingupotherhardwaredevices,suchasamodem,whenitneedsthem.Ifitisabletofindthecorrectaddress,thebrowserwillthentellyourcomputertosendtheinformationfromthewebpageoverthephonewireorcabletoyourcomputer.Eventually,youseethewebsiteyouwerelookingfor.Ifyoudecideyouwanttoprintthepage,youclickontheprintericon.Again,youhaveprovidedinputtotellthecomputerwhattodo.Thebrowsersoftwaredetermineswhetheryouhaveaprinterattachedtoyourcomputer,andwhetheritisturnedon.Itmayremindyoutoturnontheprinter,thensendtheinformationaboutthewebpagefromyourcomputeroverthecabletotheprinter,whereitisprintedout. II.TelevisionOldportabletelevisionAtelevision(alsoTVortelly)isadevice(tool)withascreenthatreceivesbroadcastsignalsandturnsthemintopicturesandsound.Theword“television”comesfromthewordstele(Greekforfaraway)andvision(seeing).UsuallyaTVlookslikeabox.OlderTVshadlargewoodenframesandsatonthefloorlikefurniture.NewerTVsbecamesmallersotheycouldfitonshelves,orevenportablesoyoucouldtakeitwithyouwhereveryouwent.ThesmallestTVscanfitinyourhand.ThelargestTVscantakeupawholewallinyourhouse,andmaysitonthefloor,orbejustalargeflatscreenthatcanbemountedonthewall.ManyTVsarenowmadeinwidescreenshapelikemovietheatrescreens,ratherthanold,moresquareTVs.Atelevisionhasanantenna(oraerial),orithasacable.Thisgetsthesignalfromtheair,orcableprovider.TVscanalsoshowmoviesfromDVDplayersorVCRs.TVscanbeconnectedtocomputersandgameconsoles,usuallythroughakindofsocketcalled“SCART”.III.WeborWorldWideWebTheWorldWideWebisthepartoftheInternetthatcontainswebsitesandwebpages.ItisnotusedtodescribeWebPagesthatareusedofflinewherenetservicesarenotavailable,ornocomputernetworkexists-suchasWikipediaonCD.Inthiscasenorealphysicalsiteexistsotherthantheplacewherethecomputeris.BlogandWikicapabilitieswillalsonotbeavailablebecausetheserequireacommunicationwithothercomputers.IV.RadioRadioisacommunicationsinvention.Thoughoriginallyusedtocommunicatebetweentwopeople,itisnowusedtolistentomusic,news,andpeopletalking.RadioshowswerethepredecessortoTVprograms.V.DVDDVDmostcommonlystandsfor“digitalversatiledisk”.ItcanplayvideothatisofahigherqualitythanaVHStape.VI.TwokindsofDVDTheycanalsohold4.7GBofinformationasopposedtothe700MBthataCDcanhold.AplusofusingaDVDforavideoistheabilitytohaveinteractivemenusandbonusfeaturessuchasdeletedscenesandcommentaries.VII.EmailEmail(electronicmail)isamessage,usuallytext,sentfromone Internetusertoanother.Emailisquickerthansnailmail(mail)whensendingoverlongdistancesandisusuallyfree.Tosendorreceiveanemail,acomputerwithamodemandtelephonelineconnectedtotheInternet,andanemailprogramarerequired.Emailaddressesaregenerallyformatedlikethis:login@server.(comorfrororgorukorother).Somecompaniesletyousendandreceiveemailforfreefromawebsite.Gmail,HotmailandYahoo!dothis.VIII.HumanHerearetwohumans.Amanisontheleftandawomanisontheright.Ahumanorhumanbeingisaperson,likeyou.Amalehumanisaman,afemalehumanisawoman.Ifyouthinkaboutallhumansinthewholeworld,theyarecalledhumanity.Inthepast,peoplehavealsousedmanandmankindtomeanallhumans.找教案http://www.zhaojiaoan.comHumansarecalledHomosapiensbyscientists.Humansareananimalspeciesthatbelongstothegroupcalledprimates.Monkeysareprimatestoo,buttheprimatesmostlikepeoplearegorillasandchimpanzees.Mostscientiststhinkthatchimpanzeesandhumanscamefromacommonancestorbywhatiscalledevolution.Otheranimalsevenmorelikehumansthanchimpanzeesoncelivedtoo,buttheyarenowextinct. Humanrightsarethosethingsthateveryonedeservesandthewaytheyshouldbetreatedbyotherpeople.Section3:WordsandexpressionsfromUnit3Computerscommonn.1.anareaofgrasslandwithnofenceswhichallpeoplearefreetouseorapieceofopenlandforrecreationaluseinanurbanarea(常用于专有名词中):EverySaturdayJeanwentridingonthevillagecommon.HarlowCommonisverybeautifulinwinter.哈洛公园在冬天时风景很美。2.incommon:insharedpossession3.outofcommon:unusualadj.1.oforassociatedwiththegreatmassesofpeople:Thecommonpeopleinthosedayssufferedgreatly.2.tobeexpected;standard:commondecency.3.commontoorsharedbytwoormoreparties:commonfriend.4.ofnospecialdistinctionorquality;widelyknownorcommonlyencountered;averageorordinaryorusual:thecommonman.5.belongingtoorparticipatedinbyacommunityasawhole;public:forthecommongood.6.commonlyencountered:acommon(orfamiliar)complaint.7.beingorcharacteristicoforappropriatetoeverydaylanguage:commonparlance.8.lackingrefinementorcultivationortaste:behaviorthatbrandedhimascommon.9.ofloworinferiorqualityorvalue:produced...thecommonclothsusedbythepoorerpopulation.simplen.1.anyherbaceousplanthavingmedicinalproperties2.apersonlackingintelligenceorcommonsenseadj.1.notelaborateinstyle;unornamented:asimplecountryschoolhouse.2.(botany)ofleafshapes;ofleaveshavingnodivisionsorsubdivisions3.havingfewparts;notcomplexorcomplicatedorinvolved:asimpleproblem.4.easyandnotinvolvedorcomplicated:asimplegame.)5.lackingmentalcapacityanddevoidofsubtlety6.exhibitingchildlikesimplicityandcredulity:simplecourtesy.technologyn.1.thepracticalapplicationofsciencetocommerceorindustry2.thedisciplinedealingwiththeartorscienceofapplyingscientificknowledgetopracticalproblemsuniversaln.couplingthatconnectstworotatingshaftsallowingfreedomofmovementinalldirections:Inmotorvehiclesauniversaljointallowsthedriveshafttomoveupanddownasthevehicle passesoverbumps.)adj.ofworldwidescopeorapplicability:universalexperience.mathematicaladj.1.statisticallypossiblethoughhighlyimprobable:haveamathematicalchanceofmakingtheplayoffs.2.beyondquestion:amathematicalcertainty.3.oforpertainingtoorofthenatureofmathematics:amathematicaltextbook.4.characterizedbytheexactnessorprecisionofmathematics:mathematicalprecision.5.relatingtoorhavingabilitytothinkinorworkwithnumbers:amathematicalwhiz.artificialadj.1.contrivedbyartratherthannature:artificialflowers.2.notarisingfromnaturalgrowthorcharacterizedbyvitalprocesses3.artificiallyformal:Herhusbandhatedtheartificialhumility.disagreev.1.bedifferentfromoneanother2.beofdifferentopinions:Shedisagreeswithherhusbandonmanyquestions.disadvantagen.thequalityofhavinganinferiororlessfavorablepositionv.putatadisadvantage;hinder,harm:Thisruleclearlydisadvantagesme.choicen.1.theactofchoosingorselecting:Yourchoiceofcolorswasunfortunate.)2.oneofanumberofthingsfromwhichonlyonecanbechosen:Myonlychoiceistorefuse.adj.1.ofsuperiorgrade:choicewines.2.appealingtorefinedtaste:choicewine.materialn.1.thingsneededfordoingormakingsomething:writingmaterials.2.information(dataorideasorobservations)thatcanbeusedorreworkedintoafinishedform:Thearchivesprovidedrichmaterialforadefinitivebiography.)3.apersonjudgedsuitableforadmissionoremployment:Hewasuniversitymaterial.4.thetangiblesubstancethatgoesintothemakeupofaphysicalobject:Coalisahardblackmaterial.5.artifactmadebyweavingorfeltingorknittingorcrochetingnaturalorsyntheticfibers:Shemeasuredoffenoughmaterialforadress.adj.1.directlyrelevanttoamatterespeciallyalawcase:Hissupportmadeamaterialdifference.2.concernedwithoraffectingphysicalasdistinctfromintellectualorpsychologicalwell-being:materialneeds.3.concernedwithworldlyratherthanspiritualinterests:material possessions.4.derivedfromorcomposedofmatter:Thematerialuniverse.5.havingsubstanceorcapableofbeingtreatedasfact;notimaginarymaten.1.thepartnerofananimal(especiallyasexualpartner):Helovedthemareandallhermates.2.afellowmemberofateam:Itwashisfirststartagainsthisformerteammates.createv.1.investwithanewtitle,office,orrank:Createoneapeer.2.createbyartisticmeans:Createapoem.3.bringintoexistence:Thecompanywascreated25yearsago.4.makeorcausetobeortobecome:createafuror.moven.1.theactofdecidingtodosomething:Hedidn’tmakeamovetohelp.2.theactofchangingyourresidenceorplaceofbusiness:Theysaythatthreemovesequalonefire.3.theactofchanginglocationfromoneplacetoanother:Themovementofpeoplefromthefarmstothecities.4.achangeofpositionthatdoesnotentailachangeoflocation:Movementisasignoflife.v.1.disposeofbyselling:Thechairmanofthecompanytoldthesalesmentomovethecomputers.2.liveone’slifeinaspecifiedenvironment:Shemovesincertaincirclesonly.3.goorproceedfromonepointtoanother:Thedebatemovedfromfamilyvaluestotheeconomy.4.arousesympathyorcompassionin:Herfatemovedusall.5.movesoastochangeposition,performanontranslationalmotion:Hemovedhishandslightlytotheright.6.causetomove,bothinaconcreteandinanabstractsense:Movethoseboxesintothecorner,please.7.changeresidence,affiliation,orplaceofemployment:WemovedfromIdahotoNebraska.8.performanaction,orworkoutorperform(anaction):Wemustmovequickly.9.changelocation;move,travel,orproceed:Thesoldiersmovedtowardsthecityinanattempttotakeitbeforenightfell.10.giveanincentiveforaction:Thismovedmetosacrificemycareer.brainn.1.partofthecentralnervoussystemthatincludesallthehighernervouscenters;enclosedwithintheskull;continuouswiththespinalcord2.mentalability:He’sgotplentyofbrainsbutnocommonsense.spoiln.1.theactofstrippingandtakingbyforce2.theactofspoilingsomethingbycausing damagetoit:Herspoilingmydresswasdeliberate.3.(usuallyplural)valuablestakenbyviolence(especiallyinwar):Tothevictorbelongthespoilsoftheenemy.v.1.becomeunfitforconsumptionoruse:Themeatmustbeeatenbeforeitspoils.2.haveastrongdesireorurgetodosomething:Heisspoilingforafight.mopn.cleaningimplementconsistingofabsorbentmaterialfastenedtoahandle;forcleaningfloorsv.1.makeasadfaceandthrustoutone’slowerlip:Mopandmow.)2.towashorwipewithorasifwithamop:Mopthehallwaynow.wanderv.1.goviaanindirectrouteoratnosetpace:Afterdinner,wewanderedintotown.2.moveaboutaimlesslyorwithoutanydestination,ofteninsearchoffoodoremployment:ThewanderingJew.3.loseclarityorturnasideespeciallyfromthemainsubjectofattentionorcourseofargumentinwriting,thinking,orspeaking:Hermindwanders.4.besexuallyunfaithfultoone’spartnerinmarriage:Mightherhusbandbewandering?5.tomoveorcausetomoveinasinuous,spiral,orcircularcourse:Sometimes,thegoutwandersthroughtheentirebody.Unit4WildlifeprotectionPartOne:TeachingDesign(第一部分：教学设计)Period1:Asamplelessonplanforreading(HOWDAISYLEARNEDTOHELPWILDLIFE)AimsTotalkaboutendangeredspeciesToreadaboutwildlifeprotectionProceduresI.WarmingupbylearningaboutanimalsLookatthephotosbelowandlistentometellingyouabouttheanimals,theendangeredanimals.TheGiantPandaisamammalnowusuallyclassifiedinthebearfamily,Ursidae,thatisnativetocentralChina.TheGiantPandalivesinmountainousregions,likeSichuanandTibet.TheGiantPandaisthe symboloftheWorldWildlifeFund(WWF),aconservationorganization.Towardthelatterhalfofthe20thcentury,thepandaalsobecamesomewhatofanationalemblemforChina,andisnowusedinChinesegoldcoins.GiantPandasareanendangeredspecies,threatenedbycontinuedlossofhabitatandbyaverylowbirthrate,bothinthewildandincaptivity.About1,600arebelievedtosurviveinthewild.MiludeerisaChinesedeer.Ithasalongtail,widehooves,andbranchedantlers.AnotherChinesenameforitis“fourunlikes,.”becausetheanimalswereseenashavingthehornsofastag,theneckofacamel,thefootofacow,andthetailofanass.TheseanimalswerefirstmadeknowntoWesternscienceinthe19thcentury,byFatherArmandDavid,aFrenchmissionaryworkinginChina.Atthetime,theonlysurvivingherdwasinapreservebelongingtotheChineseemperor.ThelastherdofMiludeersthatremainedinChinawereeatenbyWesternandJapanesetroopsthatwerepresentatthetimeoftheBoxerRebellion.Thesedeerarenowfoundinzoosaroundtheworld,andaherdofMiludeerwasreintroducedtoDafengReserve,Chinainthelate1980s.Theyareclassifiedas“criticallyendangered.”inthewild,butdonotappeartohavesufferedfromageneticbottleneckbecauseofsmallpopulationsize.Atigerisalargecatfamousforitsbeautifulfuroforangestripedwithblack.TigersliveinAsiaandarebecomingveryrare.Thisisduetopeoplehuntingthemfortheirfuranddestroyingtheforeststheylivein.II.Pre-reading找教案http://www.zhaojiaoan.com1．DefiningwildlifeWhatdoestheworldwildlifemean?Thetermwildlifereferstolivingorganismsthatarenotinanywayartificialordomesticatedandwhichexistinnaturalhabitats.Wildlifecanrefertoflora(plants)butmorecommonlyreferstofauna(animals).Needlesstosay,wildlifeisaverygeneraltermforlifeinvariousecosystems.Deserts,rainforests,plains,andotherareas—includingthemostbuilt-upurbansites—allhavedistinctformsofwildlife.Humankindhashistoricallytendedtoseparatecivilizationfromwildlifeinanumberofways;besidestheobviousdifferencein vocabulary,therearedifferingexpectationsinthelegal,social,andmoralsense.Thishasbeenreasonfordebatethroughoutrecordedhistory.Religionshaveoftendeclaredcertainanimalstobesacred,andinmoderntimesconcernfortheenvironmenthasprovokedactiviststoprotesttheexploitationofwildlifeforhumanbenefitorentertainment.2.ReadingtotherecordingNowturntopage26,listeningandreadingtotherecordingofthetext.Trytokeeppacewiththenativereader,makingyourreadingresemblethatofthereader,inspeed,inintonationandinpronunciation.3.ReadingandtransformingNowyouaretoreadthetextforinformationtofillintheform.WhatdidDaisyseewhereshewas?InTibetinChinaZimbabweInthickrainforest4.ReadingandunderliningNextyouaretoreadthetextandunderlineallthecollocationsatthesametime. HOWDAISYLEARNEDTOHELPWILDLIFEnotlongago,wakeup,find…byone’sside,aflyingchair,getdressed,putonone’sjeans,flyawayto…,turnaround,withasadface,use…tomake…,kill…for…,take…fromunder…,takeone’spicture,becomeendangered,destroythefarm,takephotos,applyto,hunt…for…,makemoneyfor…,asaresult,inthickrainforest,protect…from…,rub…over…,apowerfuldrug,payattentionto…,take…homeIII.ClosingupbymatchinganimalstofiveriskcategoriesDifferentendangeredspeciesappearondifferentendangeredspecieslists.Andpeoplewhoaretryingtoprotectinganimalusethefollowingfiveriskcategoriestogrouptheunluckyanimal.NowingroupsoffourtrytogroupalltheunluckyanimalsfoundinChina.ListofUnluckyanimalsfoundinChina中国不幸动物分类名录EXTINCT(灭绝动物)-AspeciesformerlyindigenoustoCanadathatnolongerexistsanywhere.EXTIRPATED（根绝动物）-AspeciesnolongerexistinginthewildinCanadabutoccurringelsewhere.ENDANGERED（濒危动物）-AspeciesthreatenedwithimminentextinctionorextirpationthroughoutallorasignificantportionofitsCanadianrange.THREATENED（危急动物）-AspecieslikelytobecomeendangeredinCanadaifthefactorsaffectingitsvulnerabilityarenotreversed.VULNERABLE（弱势动物）-Aspeciesparticularlyatriskbecauseoflowordecliningnumbers,smallrangeorforsomeotherreason,butnotathreatenedspecies.Period2:AsamplelessonplanforLearningaboutLanguage(ThePresentProgressivePassiveVoice)Aims找教案http://www.zhaojiaoan.comTolearnaboutThePresentProgressivePassiveVoiceTodiscoverusefulwordsandexpressionsTodiscoverusefulstructures.ProceduresI.WarmingupbyactingatextplayGoodmorningclass.TobeginwithweshallputourtextHOWDAISYLEARNEDTOHELPWILDLIFEonstage,thatis,toact outourstory.NowtheclassactingteamwiththeirtextplayofHOWDAISYLEARNEDTOHELPWILDLIFE!II.Discoveringusefulwordsandexpressions1.DoingvocabularyexercisesTurntopage28anddothevocabularyexercises1,2and3.Youcansimplywriteyouranswersintheblanksontheverypageof28.2.PlayingagameLet’sgoontoplaythegamedescribedonthetopofthepage29.Thefollowingsentencesaretobepassedon.▲Plantnativeplantsinyourbackyard.▲Donotdumpweedsinthebush.▲Buildafrogpondinyourbackyard.▲Putyourrubbishinthebin.▲Leaveyourpetsathome.▲Donottakeanythingoutofthepark.▲Encourageyourfriendstokeeppatchesofbushaswildlifehabitats.▲Joinacommunitygroupandoffertodovoluntarywork.▲Findoutaboutconservationactivitieshappeninginyourlocalarea.▲Participateinlocalclean-up,treeplantingandweedcontrolactivities.▲LearnAboutThreatenedSpecies▲Lookoutforwildlife▲Refusetobuyanyrareorendangeredplantoranimalproduct.▲Bealertanddriveslowlyatdawnandduskinruralareaswherewildlifemaybeactive.III.StudyingThePresentprogressivePassiveVoice1.PassiveVoiceThepassivevoiceisusedwhenfocusingonthepersonorthingaffectedbyanaction.ThePassiveisformed:PassiveSubject+ToBe+PastParticipleItisoftenusedinbusinessandinotherareaswheretheobjectoftheactionismoreimportantthanthosewhoperformtheaction.ForExample:Wehaveproducedover20differentmodelsinthe pasttwoyears.Changesto:Over20differentmodelshavebeenproducedinthepasttwoyears.Iftheagent(theperformeroftheaction)isimportant,use“by.”ForExample:TimWilsonwroteTheFlighttoBrunnswickin1987.TheFlighttoBrunnswickwaswrittenin1987byTimWilson.Onlyverbsthattakeanobjectcanbeusedinthepassive.Thefollowingchartincludessentenceschangedfromtheactivetothepassiveintheprincipaltenses.ActivePassiveTimeReferenceTheymakeFordsinCologne.FordsaremadeinCologne.PresentSimplePresentSusaniscookingdinner.DinnerisbeingcookedbySusanContinuousDublinerswaswrittenbyJamesJamesJoycewroteDubliners.PastSimpleJoyces.TheywerepaintingthehousewhenThehousewasbeingpaintedPastContinuousIarrived.whenIarrived.Theyhaveproducedover20Over20modelshavebeenPresentPerfectmodelsinthepasttwoyears.producedinthepasttwoyears.TheyaregoingtobuildanewAnewfactoryisgoingtobebuiltFutureIntentionfactoryinPortland.inPortland.withGoingtoIwillfinishittomorrow.Itwillbefinishedtomorrow.FutureSimple2.PassiveVerbFormation找教案http://www.zhaojiaoan.comThepassiveformsofaverbarecreatedbycombiningaformofthe“tobeverb.”withthepastparticipleofthemainverb.Otherhelpingverbsarealsosometimespresent:“Themeasurecouldhavebeenkilledincommittee.”Thepassivecanbeused,also,invarioustenses.Let’stakealookatthepassiveformsof“design.” AuxiliaryTenseSubjectPastParticipleSingularPluralPresentThecar/carsisaredesigned.PresentperfectThecar/carshasbeenhavebeendesigned.PastThecar/carswasweredesigned.PastperfectThecar/carshadbeenhadbeendesigned.FutureThecar/carswillbewillbedesigned.FutureperfectThecar/carswillhavebeenwillhavebeendesigned.PresentprogressiveThecar/carsisbeingarebeingdesigned.PastprogressiveThecar/carswasbeingwerebeingdesigned.IV.ReadingandidentifyingSinceyouareclearaboutPassiveVerbFormation,gobacktopage26andscanthetextforalltheexamplesofThePresentProgressivePassiveVoice.Ourfurisbeingusedtomakesweaterslikeyours.Shewasbeingwatchedbyanexcitedelephant.…NowtrytoputthefollowingsentencesintoThePresentProgressivePassiveVoice.▲Theyareproducingthisnewdrug.▲Antelopeislookingather.▲Theyarekillingusforthewool.▲Theyaredestroyingthefarm.V.DiscoveringusefulstructuresToconsolidateyourlearningofThePresentProgressivePassiveVoice,turntopage29anddothegrammarexercises1,2and3,alsoontheverypageof29.VI.ClosingdownbyplayingagameToendthisperiodgotopage29andplaythegamecalled“Tellmewhatishappening?”Ask questionscontainingThePresentProgressivePassiveVoice.Period3:AsamplelessonplanforUsingLanguage(ABOUTDINOSAURS)AimsToreadandlistenaboutdinosaursTospeakabouthelpingthedodoTowritetothedodoProceduresI.WarmingupbyreadingtothetapeLet’swarmupbyreadingaloudtotherecordingofthetextABOUTDINOSAURSonpage30.II.ListeningaboutDINOSAURSNowI’dliketotellyousomethingaboutDINOSAURS■InformationaboutDinosaurDinosaurmeansterriblelizardinLatin.Theywerecalledthatbecausepeopleusedtothinkdinosaurswerelizards,buttheywerenot.Dinosaursfirstappearedabout200millionyearsago.65millionyearsago,manykindsofdinosaursbecameextinct.Birdsareaspecialtypeofdinosaurandtheyweretheonlykindtoliveuntiltoday.Thereweremanykindsofdinosaurs.Someateplantsandsomeatemeat.Thelargestdinosaurswereplant-eaterslikeapatosaurusandbrachiosaurus.Theywerethelargestanimalstoeverwalkondryland.Otherplant-eatershadspecialweaponstohelpthemfightoffthemeat-eaters.Forexample,triceratopshadthreehornsonitsface,ankylosauruswascoveredinboneyplates,andstegosaurushadspikesonitstail.Themeat-eatersallranaroundontheirbacklegslikepeopledo.Somewereverylarge,liketyrannosaurus,andsomeweresmall,likecompsognathus.Itwasthesmallersizedmeat-eatersthatevolvedintobirds.Oneofthefirstbirdswasarchaeopteryx,butitlookedhalflikeadinosaur.Therewerelargeflyingreptilesthatlivedatthesametimeasdinosaurscalledpterosaurs,buttheywerenotcloselyrelatedtodinosaurs.Therewerealsomanykindsoflargereptilesthatcouldswim,likeichthyosaursandpleisiosaurs,buttheyweren’tcloselyrelatedtodinosaurseither. III.ReadingandcopyingNextweshallgobacktothetextABOUTDINOSAURSonpage30againtoreaditandcopydownalltheexpressionsintoyournotebook.UsefulphrasesfromABOUTDINOSAURSDuringthehistoryoftheearth,liveontheearth,tensofmillionsofyearsago,cameintobeing,eggsoffivespecies,ararenewspecies,abird-likedinosaur,climbtree,tell…from…,dieout,hittheearth,put…intotheair,gethot,liveon,knowforsure,inthesameway,listentothestoryabout…,disappearfrom…IV.ReadingtoanswerquestionsReadthequestionsinthetablebelowandscanthetexttoanswerthem.Whendiddinosaursliveonearth?Whendiddinosaursdieout?Howdiddinosaursdieout?V.ListeningaboutthedodoHaveyoueverheardofthedodo,ananimalthathasalsodisappearedfromtheearth?TheMauritiusDodo(Raphuscucullatus,calledDidusineptusbyLinnaeus),morecommonlyjustDodo,wasametre-highflightlessbirdoftheislandofMauritius.TheDodo,whichisnowextinct,livedonfruitandnestedontheground.Nextwearegoingtolistentothetapeanddoexercises1and2onpage30ondodo.VI.SpeakinginpairsabouthelpingthedodoZhaoYannan:TheDodowasdriventoextinctionbysailorswhentheydiscoveredtheislandofMaritiusinthe17thcentury.Itisoneofthefirstdocumentedhumaninducedextinctions.ZhaoYanfei:Whatapitythatwecannotfindanydodonow.Imaginewearewiththedodo,Yannan,whatcouldwedotohelpit?找教案http://www.zhaojiaoan.comZhaoYannan:ThenIwouldintendtohideitinacave,sothatsailorscouldnotfindit.ZhaoYanfei:IfIwerethere,Iwouldtrytotrapthemastheywerecatchingandkillingthedodo.Puttingmanwhoisharmfultothedodoinacageandattackinghimisthebestwaytoprotectandsavethedodo.ZhaoYannan:I’dliketoandI’mreadyto,teachmanhowtobefriendswithanimals,including thedodo.Themanandthedodocanbelivingsidebysideontheearth.Theycanbehappytogether.ZhaoYanfei:IwouldrathernottellyouwhatIthinkofman.Heisselfishandcruel.Hecaresonlyforhimselfandthatiswhysomanyanimalshavedisappearedfromthisearth.Puttingthebadmeninacageistheonlywayout,Iamsure.VII.ClosingdownbywritingtothedodoAllrightnow,boysandgirls,toendthisperiodnextyouaretowritealetteroranemailtothedodotellinghimwhatyouaregoingtodotosavehim.By1681,thelastdododied,andthespeciesbecameextinct.Afterhundredsofyears,noonerecalledwhatadodobirdwas,anditwasregardedasamythinventedbyimaginativesailors.Itwasn’tuntilthe1900’swhentheboneswerefoundthatthedodowasbelievedtobereal.Today,thedodobirdisasymboloftheharmhumanscanbringtootherlivingthingsifweareirresponsible.PartTwo:TeachingResources(第二部分：教学资源)Section1:AtextstructureanalysisofHOWDAISYLEARNEDTOHELPWILDLIFEI.TypeofwritingandsummaryoftheideaHOWDAISYLEARNEDTOHELPWILDLIFETypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageDaisywentbyflyingchairtoTibet,Zimbabweandacertainthickrainforesttovisitendangeredanimals,whichmadeherknowalotaboutsomedestructiveaswellasprotectionbehaviorsthatpeoplehaddonetowildlife.Ideaof1stparagraphDaisyarrivedinTibettoseeasadantelopetolearnthatinthreeyearstheymayallbegone.Ideaof2ndand3rdparagraphsDaisycametoZimbabwetoseeanexcitedelephantandlearnedthathisfamilywasbeingprotectedbyman.Ideaof4thparagraphDaisylandedinathickrainforesttofindaclevermonkeyandlearnedthatnorainforest,noanimalsandnodrugs.Ideaof5thparagraphDaisyreturnedhomelearningsomuchaboutwildlife. II.Atextplay（课本剧）ofHOWDAISYLEARNEDTOHELPWILDLIFEDaisy:(waking)Whoareyou?Whyareyouhereinmybedroom?Chair:Excuseme.IamthefamousFlyingChair.Daisy:Whatareyouherefor?Chair:Iamheretotakeyouonatrip.Wherewouldyougo?Daisy:I’dliketoseeanimalsthatgavefurstomakethissweaterofmine.Chair:Duringthehistoryoftheearththerehavelivedontheearthmany,manykindsofanimals.Butmanyhavedisappearedbecauseofvariousreasons.Daisy:Yes,youareright.Ilearnedfrombooksthattensofmillionsofyearsago,ararenewspeciesofdinosaur,abird-likedinosaur,cameintobeing.Itcouldclimbtreesandwasverylovely.Thenitdiedoutbecausesomethinghittheearthsuddenly,puttingmuchdustintotheair.Sotheearthgottoohotfortheanimaltoliveon.Chair:Butnooneknowsforsurewhatcausedallthoseancientanimalstodieout,disappearingfromtheearthforever.Daisy:Ishallgetdressedandputonmyjeansandsweatersoon.Thenlet’sflyawaytoTibetChinatoseetheantelopes.Chair:HereweareinTibet!Turnaround.Thereisaantelopetherewithasadface.Antelope:Hello,friends.Welcometomyhome.Youtwolooksofriendly,unlikethosewhocametokillustouseourfursmakesweaters.Daisy:SweatersliketheoneIamwearing?Oh,Iamterriblysorry.Antelope:Thebadmencameingroupstokillmyfamilymembersforthewool.Theytookitfromunderourstomach.Chair:Ishalltakeapictureofyouandtheantelope,tobeshowntoalltheworldpeople.Daisy:ComeAntelope!Let’shaveapicturetakentogether.WeshallbeofftoZimbabwetooseeelephantsthere.Chair:Hereweare.Thisisanationalparkforanimals.Peoplecametoseethemandhelpwiththem.Daisy:Look,therecomesanexcitedelephant.Hello,dearElephant!Whyareyousoexcited?Elephant:Weareallexcitedbecausethingshavechangedalothere. Chair:Why?Whathappened?Elephant:Webecameendangeredyearsago.Peoplecametodestroythefarmandkillusfortrunks.Theyareactuallyourlongteeth.Daisy:Ihaveheardofthat.Theytakeyourteethandmakethemintoartwork.Chair:Manisreallyselfishanddisgusting.ButDaisyisanicegirl.Nowlet’shaveapicturetakentogether.Elephant:Thosebadmenusedtocomeandkillus.Butnowarewellprotectedbythegovernmentandthegoodpeople.Wearehappynow.Daisy:Good-bye,Elephant!找教案http://www.zhaojiaoan.comChair:Takecare,Daisy.Weshallhurrytoourlaststop,thethickrainforestinSouthAmerica.Daisy:Wow!Looktotheright.Alovelymothermonkeyisthere.Sheseemstoberubbingherself.Hi,MonkeyMother!Whatareyoudoing?Monkey:Iamrubbingamillipedeinsectovermybodytoprotectmyselffromthemosquitoes.Daisy:Howintelligentyouare!Monkey:Itcontainsapowerfuldrugwhichaffectsmosquitoes.Therearelotsofplantsandlittleanimalsintherainforestherewhichcanbehelpfultoman.Daisy:Isthatso?Iamgoingtotakephotosofallthoseusefulplantsandanimals.Iwillshowthephotostomyclassmatessothattheyunderstandyoulovelyanimalsandtheforestbetter.Iwillapplytobeallowedtoworkheretohelpyougetabetterlivingintheforest.Monkey:Thankyousomuch!Someunfriendlypeoplecametocatchus,toputusinthezoointhecity.Wemonkeyspreferlivingintheforest.Daisy:Good-bye,Monkey!IwillreportwhatIlearnedonthistriptoWWF.Iwillinviteallmyschoolmatestojoinusintheprotectingproject.Thefutureistobebrightforbothyoutheanimalsandusthehumanbeings.Seeyou!Section2:BackgroundinformationonwildlifeprotectionI.中国国家重点保护动物名录■国家一级保护动物最凶猛的雕：金雕1.金雕Aquilachrysaetos2.白鹳Ciconiaciconia3.黑麂Muntyacuscrinifrons4.云豹Neofelisnebulosa 5.华南虎Pantheratigris6.豹Pantherapardusfusca7.白颈长尾雉Syrmaticusellioti8.黄腹角雉Tragopancaboti■国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1.鬣羚Capricornissumatraensis2.豺Cuonalpinus3.金猫Felistemmincki4.短尾猴Macacaarctoides5.猕猴Macacamulatta6.穿山甲Manispentadactyla7.黄喉貂Martesflavigula8.斑羚Naemorhedusgoral9.大灵猫Viverrazibetha10.小灵猫Viverriculaindica11.雀鹰Accipiternisus12.赤腹鹰Accipitersoloensis13.苍鹰Accipitergentilis14.鸳鸯Aixgalericulata15.乌雕Aquilaclanga16.白腹山雕Aquilafasciata17.短耳鸮Asioflammeus18.长耳鸮Asiootus19.雕鸮Bubobubo20.灰脸鹰Butasturindicus21.大鵟Buteohemilasius22.毛脚鵟Buteolagopus23.普通鵟Buteobuteo24.红脚隼Falcovespertinus25.灰背隼Falcocolumbarius26.游隼Falcoperegrinus27.燕隼Falcosubbuteo28.红隼Falcotinnunculus29.领鸺鹠Glaucidiumbrodiei30.斑头鸺鹠Glaucidiumcuculoides31.白鹇Lophuranycthemera32.小隼Mrcrohieraxcaerulescens33.鸢Milvusmigrans34.鹰鸮Ninoxscutulata35.小杓鹬Numeniusborealis36.领角鸮Otusbakkamoena37.红角鸮Otusscops38.勺鸡Pucrasiamacrolopla39.蛇雕Spilornischeela40.鹰雕Spizaetusnipalensis41.褐林鸮Strixleptogrammica42.草鸮Tytocapensis43.大鲵Andriasdavidianus44.虎纹蛙Ranatigrina45.拉步甲Carabuslafossaei II.WhatisWWF?WWF,theglobalconservationorganizationwasoriginallyknownasWorldWildlifeFund.In1986,itchangeditsnametoWorldWideFundForNature(exceptintheUSandCanada)tobetterrepresentthespreadofitswork.ItwasfoundedonSeptember11,1961by,amongothers,thebiologistSirJulianHuxley,PrinceBernhardoftheNetherlands,MaxNicholsonandthenaturalistandpainterSirPeterScottwhodesignedtheoriginalblackandwhitepandalogo.Itisoneoftheworld’slargestenvironmentalorganizations,withanetworkofofficesinnearly60countriesandasecretariatinGland,Switzerland.找教案http://www.zhaojiaoan.comProbablythemostfamousnameassociatedwithWWFisHRHTheDukeofEdinburgh.TheDukewasthefirstPresidentofWWF-UKfromitsfoundationin1961to1982,InternationalPresidentofWWF(1981-1996),andisnowPresidentEmeritus.WWFisdedicatedtostoppingthedegradationoftheplanet’snaturalenvironmentandbuildingafutureinwhichhumansliveinharmonywithnature,by:▲conservingtheworld’sbiologicaldiversity,▲ensuringthattheuseofrenewablenaturalresourcesissustainable,▲promotingthereductionofpollutionandwastefulconsumption.WWFhasafactual,science-basedapproachtoconservation,whichfocusesonsixpriorityissuesofglobalconcern:forests,oceansandcoasts,freshwater,endangeredspecies,andtheinsidiousthreatsoftoxicchemicalsandclimatechange.Foreachoftheseissues,WWFhasdevelopedmeasurabletargetsandrunsmorethan1,200fieldprojectsaroundtheworldinanyyear.III.AntelopeTheantelopeareagroupofherbivorousAfricananimalsofthefamilyBovidae,distinguishedbyapairofhollowhornsontheirheads.TheseanimalsarespreadrelativelyevenlythroughoutthevarioussubfamiliesofBovidaeandmanyaremorecloselyrelatedtocowsorgoatsthaneachother.Therearemanydifferentspeciesofantelope,ranginginsizefromtinytoverybig.Theytypicallyhavealightandelegantfigure,slender,gracefullimbs,smallclovenhoofs,andashorttail.Antelopehavepowerfulhindquartersandwhenstartledtheyrunwithapeculiarboundingstridethatmakesthemlookasthoughtheyarebouncingovertheterrainlikeagiantrabbit.Somespeciesofantelopecanreachspeedsof60milesperhour(100kilometersperhour),makingthem amongthefastestoflandanimals.IV.ElephantElephantidae(theelephants)istheonlyextantfamilyintheorderProboscidea.Elephantidaehasthreelivingspecies:theSavannahElephantandForestElephant(whichwerecollectivelyknownastheAfricanElephant)andtheAsianElephant(formerlyknownastheIndianElephant).Duringtheperiodoftheiceagethereweremorespecies,whicharenowextinct.Elephantsarethelargestlivinglandmammals.Atbirthitiscommonforanelephantcalftoweigh100kg(225pounds).Ittakes20to22monthsforababyelephanttomaturetobirth,thelongestgestationperiodofanylandanimal.Anelephantmayliveaslongas60to70years.ThelargestelephanteverrecordedwasamaleshotinAngolain1974,weighing12000kilogramsor26400pounds.Prehistorichumanbeingshavebeenknowntoeatelephants,asrecentfindingsofanimalremainsincentralChinashow.Theelephantisnowaprotectedanimal,andconsumptionisprohibitedaroundtheworld.V.MonkeyAmonkeyisanymemberoftwoofthethreegroupingsofsimianprimates.ThesetwogroupingsaretheNewWorldandOldWorldmonkeys.Becauseoftheirsimilaritytomonkeys,apessuchaschimpanzeesandgibbonsaresometimesincorrectlycalledmonkeys.Also,afewmonkeyspecieshavetheword“ape.”intheircommonname.Becausetheyarenotasinglecoherentgroup,monkeysdonothaveanyimportantcharacteristicsthattheyallshareandarenotsharedwiththeremaininggroupofsimians,theapes.MonkeysrangeinsizefromthePygmyMarmoset,at10cm(4inch)long(plustail)and120g(4oz)inweighttothemaleMandrill,almost1metre(3ft)longandweighing35kg(75lb).Somearearboreal(livingintrees),someliveonthesavanna;someeatfruit,someeatleaves,andsomeeatinsects;althoughmosthavetails(sometimesprehensile),othersdonot;somehavetrichromaticcolourvisionlikethatofhumans,othersaredichromatsormonochromats.Althoughboththenewandoldworldmonkeys,liketheapes,haveforwardfacingeyes,thefacesofOldWorldandNewWorldmonkeyslookverydifferent.Tounderstandthemonkeys,therefore,itisnecessarytostudythecharacteristicsofthedifferentgroupsindividually.Section3:WordsandexpressionsfromUnit4Wildlifeprotectionenemy n.1.anyhostilegroupofpeople:Heviewedlawyersastherealenemy.2.anopposingmilitaryforce:Theenemyattackedatdawn.reservev.1.arrangeforandreserve(somethingforsomeoneelse)inadvance:Reservemeaseatonaflight.2.obtainorarrange(foroneself)inadvance:WemanagedtoreserveatableatMaxim’s.3.giveorassignashareofmoneyortimetoaparticularpersonorcausehuntn.aninstanceofsearchingforsomething:thehuntforsubmarines.v.chaseaway,withaswithforce:Theyhuntedtheunwantedimmigrantsoutoftheneighborhood.v.1.pursueforfoodorsport(asofwildanimals):GoeringoftenhuntedwildboarsinPoland.2.search(anarea)forprey:TheKingusedtohunttheseforests.3.seek,searchfor:Shehuntedforherreadingglassesbutwasunabletolocatethem.4.oscillateaboutadesiredspeed,position,orstatetoanundesirableextent:Theoscillatorhuntsaboutthecorrectfrequency.5.pursueorchaserelentlessly:Thehunterstracedthedeerintothewoods.wildn.awildprimitivestateuntouchedbycivilization:Helivedinthewild.adj.1.inastateofextremeemotion:wildwithanger.2.producedwithoutbeingplantedorwithouthumanlabor:wildstrawberries.3.inanaturalstate;nottamedordomesticatedorcultivated:wildgeese.4.markedbyextremelackofrestraintorcontrol:wildideas.5.notsubjectedtocontrolorrestraint:Apianoplayedwithawildexuberance-LouisBromfield.6.deviatingwidelyfromanintendedcourse:awildbullet.7.(ofcolorsorsounds)intenselyvividorloud:wildcolors.8.talkingorbehavingirrationally9.locatedinadismalorremotearea;desolate:agodforsakenwildernesscrossroads.10.withoutcivilizinginfluences:wildtribes.adv.inawildorundomesticatedmanner:growingwild.protectionn.1.paymentextortedbygangstersonthreatofviolence:Everystoreintheneighborhoodhadtopayhimprotection.2.theactivityofprotectingsomeoneorsomething:Thewitnessesdemandedpoliceprotection.3.theimpositionofdutiesorquotasonimportsinordertoprotectdomesticindustryagainstforeigncompetition:Hemadetradeprotectionaplankinthepartyplatform.4.theconditionofbeingprotected:Theywerehuddledtogetherforprotection.5.defenseagainstfinancialfailure;financialindependence:Insuranceprovidedprotectionagainstlossofwagesduetoillness.6.acoveringthatisintendtoprotectfromdamageorinjury:Theyhadnoprotectionfromthefallout.peacen.1.atreatytoceasehostilities:PeacecameonNovember11th.2.harmoniousrelations;freedomfromdisputes:Theroommateslivedinpeacetogether.3.thegeneralsecurityofpublicplaces:Hewasarrestedfordisturbingthepeace.applyv.1.applyoneselfto:Pleaseapplyyourselftoyourhomework.2.bepertinentorrelevantorapplicable:Thesamelawsapplytoyou!3.ask(forsomething):Applyforajob.4.refer(awordorname)toapersonorthing5.giveorconveyphysically6.availoneselfto:Applyaprinciple.7.ensureobservanceoflawsandrules:Applytherulestoeveryone.8.putintoservice;makeworkoremploy(something)foraparticularpurposeorforitsinherentornaturalpurpose:Applyamagneticfieldhere. suggest找教案http://www.zhaojiaoan.comv.implyasapossibility:Theevidencesuggestsaneedformoreclarification.rubn.theactofrubbingorwiping:Hegavethehoodaquickrub.v.moveoversomethingwithpressure:Rubmyhands.containv.1.becapableofholdingorcontaining2.bedivisibleby:24contains6.3.includeorcontain;haveasacomponent:Therecordcontainsmanyoldsongsfromthe1930’s.4.containorhold;havewithin:Thiscancontainswater.5.holdback,asofadangeroranenemy;checktheexpansionorinfluenceof:Containtherebelmovement.affectv.1.haveaneffectupon:Willthenewrulesaffectme?2.connectcloselyandoftenincriminatingly:Thisnewrulingaffectsyourbusiness.3.makebelievewiththeintenttodeceiveUnit5MusicPartOne:TeachingDesign(第一部分：教学设计)Period1:Asamplelessonplanforreading(THEBANDTHATWASN’T)Aims◆Tolearntotalkaboutkindsofmusic◆Tolearntoreadaboutbands◆TostudyTheAttributiveClause(in/for/with/by＋which/whom)◆Tolearntowriteane-mailProceduresI.WarmingupWarmingupbydescribingGoodmorning,class.Todaywearegoingtotalkaboutaninterestingtopic---music.Asweknow,musicisakindofartofmakingpleasingcombinationsofsoundsinrhythm,harmonyandcounterpoint.Musiccanproducealivelyandhappyatmosphereandbringpeoplerelaxationafterhardwork,whichcanreducethetiredness.Listeningtomusicalsomakespeoplefeelhappyandnice.Howmanydoyouknowaboutmusic?Canyoutellaboutdifferentkindsofmusic?Nowturntopage33,lookatthepictures,readthecaptionsandlistentothedifferentkindsofmusic.Seeifyoucanguesswhichmusicmatcheswithwhichpicture.Warmingupbydiscussing Hi,everyone.Doyoulikemusic?Howmuchdoyouknowaboutmusic?Canyoutellaboutthedifferentkindsofmusic?Pleaseturntopage33.Lookatthepictures.Let’slistentosomemusic.Let’sseeifyoucanguesswhichmusicmatcheswithwhichpicture.ClassicalmusicCountrymusicRock‘n’RollRapOrchestraFolkmusicYes,youareright.I’msureyouwillreallyenjoyyourselvesafterlisteningtoallthesebeautifulmusic.Whatkindofmusicdoyoulikebetter,ChineseorWestern,classicalormodern?Why?Howdoesmusicmakeyoufeel?Whydoyouliketolistentomusic?Let’sdiscussthesequestionsinsmallgroups.Trytoshareyouropinionswithoneanother.II.Pre-reading1.ThinkingandsayingHaveyouheardaboutanyofthefamousbandsintheworld?Listsomeifyoucan.Forreference:I’veheardabout“TheBeatles”,“BackStreetBoys”,“TheEagles”,“Westlife”and“PinkFloyd”.2.Listening,talkingandsharingLet’slistentosomepiecesofmusicfromdifferentbands.Workingroupsoffour.Tellyourgroupmateswhichbandyoulikebest.Why?Thenthegroupleaderistostandupandsharethegroupideawiththeclass.Forreference:IamfromGroup1.Ourgrouplikes“TheBeatles”best.Weliketheirstyleofperformances.Listeningtotheirperformances,wewillfeelrelaxed,amused,andtheirperformancesmakeusthinkalotaboutlife.Doyouknowanythingabout“TheMonkees”?找教案http://www.zhaojiaoan.comForreference:“TheMonkees”isabandthatwasfirstpopularinthe1960sinAmerica.Unlikemostbandsofthetime,theMonkeeswerenotformedbyitsmembersbutratherbyTVproducers.TheywereafictionalbandintheTVshowofthesamename.ThebandwascomposedofMikeNesmith,MickeyDolenz,DavyJones,andPeterTork.Allthemembershadsomemusicalexperience.Let’scometothereading---TheBandThatWasn’tandfindmoreaboutthem.III.Reading1.Readingaloudtotherecording NowpleaselistenandreadaloudtotherecordingofthetextTHEBANDTHATWASN’T.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromTHEBANDTHATWASN’Tdreamofdoing,ataconcert,withsb.clappingandenjoying…,singkaraoke,behonestwithoneself,gettoformaband,highschoolstudents,practiceone’smusic,playtopassers-by,inthesubway,earnsomeextramoney,beginasaTVshow,playjokeson…,bebasedlooselyon…,theTVorganizers,makegoodmusic,putanadvertisementinanewspaper,lookforrockmusicians,pretendtodosth.,theattractiveperformances,becopiedby…,supportthemfiercely,becomemoreseriousabout…,playtheirowninstruments,produceone’sownrecords,starttouring,breakup,inthemid-1980s,acelebrationofone’stimeasarealband3.ReadingtoidentifythetopicsentenceofeachparagraphSkimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.1stparagraph:Howdopeoplegettoformaband?2ndparagraph:Mostmusiciansmeetandformaband.3rdparagraph:OnebandstartedasaTVshow.4thparagraph:“TheMonkees”becameevenmorepopularthan“TheBeatles”.3.ReadingandtransferringinformationReadthetextagaintocompletethetables,whichlisthowpeopleformedabandandhowTheMonkeeswasformedbytheTVorganizersandbecamearealband.Howdopeoplegettoformaband?MembersHighschoolstudentsReasonsTheyliketowriteandplaymusic.PlacesTheypracticetheirmusicinsomeone’shome.FormsTheymayplaytopassers-byinthestreetorsubway. ResultsTheycanearnsomeextramoney.Theymayalsohaveachancetodreamofbecomingfamous.HowwasTheMonkeesformedandbecamearealband?TheMonkeesin1968(lefttoright):MickyDolenz,PeterTork,MikeNesmith&DavyJonesbeginningofthebandItbeganasaTVshow.styleoftheperformanceTheyplayedjokesoneachotheraswellasplayedmusic.firstmusicandjokesMostofthemwerebasedlooselyonthebandcalled“TheBeatles”.developmentofthebandTheybecamemoreseriousabouttheirworkandstartedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.Theyproducedtheirownrecordsandstartedtouringandplayingtheirownmusic.changesofthebandThebandbrokeupinabout1970,butreunitedinthemid-1980s.Theyproducedanewrecordin1996,whichwasacelebrationoftheirtimeasarealband.4.ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstome.IV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1,2,3and4.ClosingdownbyhavingadiscussionDoyouthinktheTVorganizerswererighttocall“TheMonkees”abandwhentheydidnotsingorwritetheirownsongs?Why?Forreference:Idon’tthinktheTVorganizerswererighttocall“TheMonkees”abandwhen theydidnotsingorwritetheirownsongsbecausesingingandwritingitsownsongswasthebasisofaband.Doyouagreethatthejokesweremoreimportantthanthemusicforthisband?Giveareason.Forreference:Yes.Ithinkitisthejokesthatreallyattractmorefans.No.Ithinkthepurposeofformingabandisgettingpeopletoenjoythespiritofmusic.It’smoreimportantthanplayingjokesjusttomakepeoplelaugh.ClosingdownbyretellingtheformofthebandTheMonkees.Ishallwritesomekeywordsandexpressionsontheboard.Youaretoretelltheformofthebandaccordingtothesewords.Forreference:beginasaTVshow,theTVorganizers,lookfor,putanadvertisementinanewspaper,useactorsfortheothermembersoftheband,pretendtosingPeriod2:AsamplelessonplanforLearningaboutLanguage(TheAttributiveClause(in/for/with/by＋which/whom).Aims找教案http://www.zhaojiaoan.comTohelpstudentslearnabouttheAttributiveClausewithaprepositioninfront.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage35anddoexercisesNo.1,2and3first.Checkyouranswersagainstyourclassmates’.II.Learningaboutgrammar1.ReadingandthinkingTurntopage34andreadwithmethetextofTHEBANDTHATWASN’t.Asyoureadon,payattentiontoTheAttributiveClause(in/for/with/by＋which/whom),thatis,theattributiveclauseswithaprepositionaheadoftherelativepronounshowninthesentences.Forreference:Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork, “TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.2.DoingexercisesNo.1and2onpage35Turntopage34.Lookatthetwosentences:Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.Payattentiontothestructure:preposition+relativepronoun.Usuallyonlytworelativepronouns---whichandwhom---canbeusedintheAttributiveClause,withaprepositionputbeforetheclause.Thatcan’tbeused.Lookatthescreen.Herearemoreexamplesonthiskindofstructure.1.Thisisthereasonforwhichhelefthishometown.(=why)2.I’llneverforgetthedayonwhichwestayedtogether.(=when)3.ThisisthegirlfromwhomIlearnedthenews.4.ThepersontowhomIspokejustnowisthemanagerthatItoldyouabout.5.I’llshowyouastoreinwhichyoumaybuyallthatyouneed.(=where)6.Idon’tlikethewayinwhichyoulaughedather.(=that)NowgoontodoExerciseNo.2onpage36,thatis,tosortoutthesentences.III.ReadyusedmaterialsforTheAttributiveClause(in/for/with/by＋which/whom)Informalstylesweoftenputaprepositionbeforetherelativepronounswhichandwhom:Therateatwhichamaterialheatsupdependsonitschemicalcomposition.InthenovelbyPeters,onwhichthefilmisbased,themaincharacterisateenager.AnactorwithwhomGelsonhadpreviouslyworkedcontactedhimabouttherole.Hermanyfriends,amongwhomIliketobeconsidered,gaveherencouragement.Noticethatafteraprepositionyoucan’tusewhoinplaceofwhom,andyoucan’tusethatorzerorelativepronouneither:Isitrightthatpoliticiansshouldmakeimportantdecisionswithoutconsultingthepublictowhomtheyareaccountable?(not---thepublictowhotheyareaccountable.)Thevalleyinwhichthetownliesisheavilypolluted.(not---Thevalleyinthatthetown...)Arnoldtriedtogaugethespeedatwhichtheyweretraveling.(not---thespeedattheywere traveling.)IninformalEnglishweusuallyputtheprepositionattheendinattributiveclausesratherthanatthebeginning:TheofficewhichGrahamledthewaytowasfilledwithbooks.Jim’sfootballingability,whichhewasnotedfor,hadbeenencouragedbyhisparents.Theplaygroundwasn’tusedbythosechildrenwhoitwasbuiltfor.Inthiscasewepreferwhoratherthanwhom(althoughwhomisusedinformalcontexts).Inrestrictiveattributiveclauseswecanalsousethatorzerorelativepronouninsteadofwhoorwhich(e.g....thechildren(that)itwasbuiltfor).Iftheverbinattributiveclausesisatwo-or-three-wordverb(e.g.comeacross,fillin,gothrough,lookafter,lookupto,putupwith,takeon)wedon’tusuallyputtheprepositionatthebeginning:Youressayisoneofthose(which/that)I’llgothroughtomorrow.(ratherthan...throughwhichI’llgotomorrow.)Sheisoneofthefewpeople(who/that)Ilookupto.(not...towhomIlookup.)InformalwrittenEnglish,weoftenprefertouseofwhichratherthanwhosetotalkaboutthings:Ahugeamountofoilwasspilled,theeffectsofwhicharestillbeingfelt.(or...whoseeffectsarestillbeingfelt.)找教案http://www.zhaojiaoan.comTheendofthewar,theanniversaryofwhichisonthe16thofNovember,willbecommemoratedincitiesthroughoutthecountry.(or...whoseanniversaryison...)Notethatwecan’tuseofwhichinplaceofwhoseinthepatternsdescribedinUnit71B:DorothywasabletoswitchbetweenGerman,PolishandRussian,allofwhichshespokefluently.(not..,allwhoseshespoke...)Wecansometimesusethat...ofinplaceofofwhich.Thisislessformalthanofwhichandwhose,andismainlyusedinspokenEnglish:Theschoolthatsheisheadofisclosingdown.(orTheschoolofwhichsheishead...)Whosecancomeafteraprepositioninattributiveclauses.However,itismorenaturaltoputtheprepositionattheendinlessformalcontextsandinspokenEnglish:WeweregratefultoMr.Marks,inwhosecarwehadtraveledhome.(or...whosecarwehadtraveledhomein.)InowturntoFreud,fromwhoseworkthefollowingquotationistaken.(or...whoseworkthe followingquotationistakenfrom.)IV.Closingdownbydoingexercises:Jointhesentencehalvesusingwhichorwhomafteranappropriatepreposition.(A)a.Iwouldneverhavefinishedthework.b.Itwasprimarilywritten.c.Weknownothing.d.Theygotagoodview.e.Helearnedhowtoplaychess.f.Dennisscoredthreegoalsinthefinal.g.Shewasborn.h.Itwasdiscovered.1.Theyclimbeduptothetopofalargerock.2.Iwouldliketothankmytutor.3.ShehasnowmovedbacktothehouseonLongIsland.4.ThestaristobenamedafterPatrickJenks.S.Thisistheball.6.Heisnowabletobeathisfather.7.Thebookisenjoyedbyadultsaswellaschildren.8.Therearestillmanythingsinoursolarsystem.Keyforreference:1.Theyclimbeduptothetopofalargerock,fromwhichtheygotagoodview.2.Iwouldliketothankmytutor,withoutwhomIwouldneverhavefinishedthework.3.ShehasnowmovedbacktothehouseonLongIsland,inwhichshewasborn.4.ThestaristobenamedafterPatrickJenks,bywhomitwasdiscovered.S.Thisistheball.Dennisscoredthreegoalsinthefinal.6.Heisnowabletobeathisfather,fromwhomhelearnedhowtoplaychess.7.Thebookisenjoyedbyadultsaswellaschildren,aboutwhomitwasprimarilywritten.8.Therearestillmanythingsinoursolarsystem,aboutwhichweknownothing.Arethesecorrectorappropriate?Iftheyare,puta√.Iftheyarenot,giveareason,correctthemandgivealternativesifyoucan.(A) I.It'sapieceofjewelryacrosswhichIcameinanantiqueshop.---whichIcameacrossinanantiqueshop.(‘cameacross’isatwo-wordverb.)2.Theextraworkwhichshetookonwasstartingtoaffectherhealth.3.Mymother,afterwhomIlookedforover20years,diedlastyear.4.ThepeoplewhomIworkwithareallveryfriendly.5.Someofthecriticismswithwhichtheyhadtoputupwereveryunfair.6.Hehadmanyfriendswithwhomhehadaregularcorrespondence.7.ThewomantowhoheisengagedcomesfromPoland.8.TheformswhichIhadtofillinwereverycomplicated.RewritethesesentencessothattheyaremoreappropriateforformalwrittenEnglish.Usepreposition+whichorpreposition+whose,asappropriate.(B)I.TomSims,whosecartheweaponswerefoundin,hasbeenarrested.TornSims,inwhosecartheweaponswerefound,hasbeenarrested.2.TomHam,whosenoveltheTVseriesisbasedon,willappearinthefirstepisode.3.DrJacksonownsthecastlewhosegroundsthemainroadpassesthrough.4.TessaParsonsisnowmanagingdirectorofSimons,thecompanythatshewasonceasecretaryin.5.AllowingtheweaponstobesoldisanactionthattheGovernmentshouldbeashamedof.6.Thedragonflyisaninsectthatweknowverylittleof.Period3:AsamplelessonplanforUsingLanguageAimsToreadthestoryaboutFreddyandthenenjoyandunderstandBeatles’songs.Tousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupbylisteningandwritingTurntopage37andreadthesesentencesbeforelisteningtothetape.Thenlistentothetapeanddecidetrueorfalse.II.Guidedreading1.ReadingandtranslatingReadmoreaboutFreddy’slifeandtranslateitintoChineseparagraphbyparagraph. 2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromFreddy’slifebecomefamous,visitBritainonatour,waitforhourstogetticketsfortheconcerts,beconfident,enjoysingingandallthecongratulations,themostexcitingexperience,singinaTVprogramcalled“TopofthePops,wearanexpensivesuit,giveaperformancetoaTVcamera,gowrong,notgooutwithoutbeingfollowedeverywhere,wearsunglasses,hideinrailwaystations,one’spersonallife,becometoopainfulforsb.,packone’sbags3.DoingexercisesNowyouaregoingtodoexercisesNo.3,4and5onpage38followingthearticle.Ex3:Herearetheincorrectsentenceswhichshouldbecrossedout.1.Freddyandhisbandalwayslovedbeingpopstars.2.Hisfavoriteprogramwas“TopofthePops”.3.ThingswentwrongbecauseFreddyandhisbandhidthemselves.4.Theyrealizedtheyhadtogobecausetheywerepainful.Exercise4Answerthesequestions:1.Thisisanopenquestionbywhichstudentsareaskedabouttheiropinions.Answersmayvary.2.Answersmayvarybutthereisinformationinthereadingpassagethatmayinclude:---becomingrich;---doingajobyouwanttodo;---havingmanyfans;---peopleenjoyingyourmusic.3.Answersmayvarybutinformationmayinclude:---peacefulandquiet;---aprivatelifeawayfromcrowds;---apersonallifewhichothersdonotdiscuss.Exercise5:ThemainideaisNo.3.Thisisastoryaboutabandthatbecamefamousanddidnotlikeit.OnlyNo.3bestsummarizesthemainidea,whilealltheothersreflectjustpartofthemain idea.Atfirst,Freddyandhisbandwantedtobefamous,butwhenhebecamefamous,theywerealwaysbeingfollowedwherevertheywent,whichtheyfoundpainful.III.Guidedwriting找教案http://www.zhaojiaoan.com1.WritingaletterforadvicePleaseturntopage38writing.Let’sreadtheinstructions.Youandyourfriendswanttostartyourownband.However,youhaveneverplayedinabandbefore.Youwriteane-mailtoFreddyforhisadvice.Thee-mailisstartedforyou,butyouhavetofinishit.You’dbetterdosomebrainstorminginsmallgroupsbeforewritingyourletters.YoushouldfollowtheprocedureforbrainstormingandoutliningintroducedinModule1Unit2.Writingtips:1.IngroupsdiscusssomequestionsyouwouldliketoaskFreddy.2.Makealistofthemandchoosethebestquestions.3.Shareyourideaswithanotherpair;discussallquestionsandthendecidewhichonesyouwanttoaskFreddy.4.Useeachquestiontostartanewparagraph.5.Writeyourquestionfirst;thenaddextrainformationtoshowFreddywhyyouneedhelp.6.FinishtheletterpolitelyandthankFreddyforhishelp.2.ReadingFreddy’sreplyLet’sreadFreddy’sreplyandanswerthequestions:---HowwasFreddy’sbandformed?---WhatadvicedoesFreddygive?3.WritinganoteandaparagraphPleaseturntopage74.NowinpairsyouaregoingtodecideonthebestwaytotellaforeignfriendaboutonekindofChinesefolkmusic.Whatdoyouthinktheyneedtoknowbeforetheycanenjoyit?Whydoyoulikeit?Whoareyourfavoritesingers?Discussitwithyourpartnerandwritenotestoremindyouofyourmostimportantideas. ThenwriteaparagraphtellingyourforeignfriendaboutthetypeofChinesefolkmusicyouhavechosen.Useadictionaryandotherreferencebookstohelpyou.IV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonmusicandmusicians.TakenotesofyourfindingsandreportthemtoyourgroupmatesnextMondaymorning.找教案http://www.zhaojiaoan.comV.ClosingdownbyfillingaformMakeuseofthetextandotherstofillintheformbelow.HowdopeopleformabandMembersReasonsPlacesFormsResultsClosingdownbydescribingabandToendthisperiod,Iamgoingtohavetwoofyoutodescribetotheclassabandwhomyouappreciates.Who’dliketospeakfirst?PartTwo:TeachingResources(第二部分：教学资源)Section1:AtextstructureanalysisofTHEBANDTHATWASN’TI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageThebandTheMonkeeswasformedinquiteadifferentway.ItstartedasaTVshow,withmusiciansplayedjokesoneachotheraswellasplayedmusic,basedlooselyonthebandcalledTheBeatles.Astimewenton,theirattractiveperformancesgainedfiercelysupportfromtheirfans.With theirownparticularstyleofperformingtheirbandatlastbecameverypopularintheUSA.Topicsentenceof1stparagraphHaveyoueverwantedtobeafamoussingerormusician?Topicsentenceof2ndparagraphMostmusiciansmeetandformabandbecausetheyliketoplaymusic.Topicsentenceof3rdparagraphHowever,therewasonebandthatstartedinadifferentway.Topsentenceof4thparagraphTheirattractiveperformanceswerecopiedbyothergroupsandtheirfanssupportedthemfiercely.II.AtreediagramDreamingofbeingafamousmusicianorsinger.HowHowTheHowTheMonkeesmusiciansMonkeesgotbecameseriousformbands.theirstart.aboutthemusicbusiness.III.Aretoldpassageofthetext1.Apossibleversion:Beingafamoussingerormusicianmaybethedreamofmanypeople.Becomingamemberofabandmayhelpyourealizethedream.Butjusthowcanpeopleformaband?Mostmusiciansoftenmeetandformabandfortheyarecongenialwitheachother.Highschoolstudentsmayalsoformabandtopracticemusictogetherorsometimesplayinthestreettopassers-bytoearnsomeextramoney,whichisalsoachancetorealizetheirdreamsofbecomingfamous.However,Therewasabandwhichwasstartedinquiteadifferentway.Themusiciansofwhomthebandwasformedplayedjokesoneachotherandplayedmusic,looselybasedontheBeatles. Theirexcitingperformanceswerecopiedbyothergroupsandwerefiercelysupportedbytheirfans.ThatbandwasTheMonkees.Afterayearorso,TheMonkeesbecamemoreseriousoftheirwork,playingtheirowninstrumentsandwritingtheirownmusic.Thoughitbrokeupin1970,itreunitedinthemid-1980sandisstillpopulartoday.Section2:Backgroundinformationonmusic,musiciansandthebandTheMonkeesI.Differenttypesofmusic:Folkmusic找教案http://www.zhaojiaoan.comIthasbeenpasseddownfromonegenerationtoanother.Atfirstitwasneverwrittendown.Peoplelearnedthesongsfromtheirfamilies,relatives,neighborsandfriendsinthesamevillage.Thesesongswereaboutthecountrylife,theseasons,animalsandplants,andaboutloveandsadnessinpeople’slives.PopmusicItisakindofmodernmusicwithastrongbeatandnotoflastinginterest,especiallyjustfavoredforashorttimebyyoungerpeople•Rock’n’RollItisalsocalledrockandroll,akindofmodernmusicwithstrongbeat,playedloudlyonelectricalinstruments,inwhichthesingerrepeatsthesamefewsimplewords.JazzJazzwasbornintheUSAaround1890.ItcamefromworksongssungbyblackpeopleandhaditsrootsinAfrica.Jazzstarteddevelopinginthe1920sinthesouthernstates.Soonitwasplayedbywhitemusicians,too,andreachedotherpartsoftheUSA.AfricanmusicItplaysanimportantpartinpeople’slives,especiallyforwork,andatfestivalsandweddings,whenpeopledanceallnightlong.IndianmusicIt’snotwrittendown.Thereisabasicpatternofnoteswhichthemusicianfollows.Butalotofmodernmusicisalsowritten.Indiaalsoproducesfilmswithmusic,andmillionsofrecordsaresoldeveryyear.MusicintheCaribbeanTheslaveswhowerebroughtfromAfricadevelopedtheirownkindofmusic.WestIndiansmake musicalinstrumentsoutoflargeoilcans.Theyhitdifferentpartsofthedrumwithhammerstoproducedifferentnotes.ThistypeofmusichasbecomeveryfamousinBritainandisverygoodmusictodanceto.II.Famousmusicians:JosephHaydn（1732-1809）wasanAustriancomposerandisknownas“thefatherofthesymphony”.OthercomposershadwrittensymphoniesbeforeHaydn,buthechangedthesymphonyintoalongpieceforalargeorchestra.HewasborninavillageinAustria,thesonofapeasant.Hehadabeautifulsingingvoice.AfterstudyingmusicinVienna,HaydnwenttoworkatthecourtofaprinceineasternAustria,wherehebecamedirectorofmusic.Havingworkedtherefor30years,HaydnmovedtoLondon,wherehewasverysuccessful.WolfgangAmadeusMozart(1756-1791)wasacomposer,possiblythegreatestmusicalgeniusofalltime.Heonlylived35yearsandhecomposedmorethan600piecesofmusic.MozartwasborninSalzburg,Austria.HisfatherLeopoldwasamusicianandorchestraconductor.Wolfganghadmusicaltalentfromaveryearlyage.HelearnedtoplaytheharpsichordinaconcertfortheEmpressofAustria.Bythetimehewas14,Mozarthadcomposedmanypiecesfortheharpsichord,pianoandviolin,aswellasfororchestras.Whilehewasstillateenager,MozartwasalreadyabigstarandtouredEuropegivingconcerts.HaydnmetMozartin1781andwasveryimpressedwithhim.“Heisthegreatestcomposertheworldhasknown,”hesaid.ThetwowerefriendsuntilMozart’sdeathin1791.LudwigvanBeethoven(1770-1827)wasborninBonn,Germany.Heshowedmusicaltalentwhenhewasveryyoung,andlearnedtoplaytheviolinandpianofromhisfather,whowasasinger.MozartmetBeethovenandwasimpressedbyhim.“Hewillgivesomethingwonderfultotheworld,”hesaid.BeethovenmetHaydnin1791,butwasnotimpressedbytheolderman.Aftertheyhadknowneachotherformanyyears,Beethovensaid,“Heisagoodcomposer,buthehastaughtmenothing.”However,itwasHaydnwhoencouragedBeethoventomovetoVienna.BeethovenbecameverypopularintheAustriancapitalandstayedtherefortherestofhislife.Ashegrewolder,hebegantogodeaf.Hebecamecompletelydeafduringthelastyearsofhislife,buthecontinuedcomposing. III.Musicalinstrument乐器找教案http://www.zhaojiaoan.comsaxophoneelectricalequipmentpianoguitarfluteV.Whatarethefunctionsofmusic?•Makethingsmorelivelyandinteresting•Makethingsbetterforpeopletounderstandandenjoy•Expresspeople’sfeeling•Makepeoplefeelgood•Helppeopleforgettheirpain•Attractpeople’sattention•helppeopletorememberthingswellVI.TheintroductionofthebandTheMonkeesTheMonkeeswereafour-personbandwhoappearedinanAmericantelevisionseriesofthesamename,whichranonNBCfrom1966to1968.TheMonkeeswereformedin1965inLosAngeles,Californiaanddisbandedin1970.Attheirpeaktheywereoneofthemostpopularmusicalactsoftheirtime.Severalreunionsoftheoriginallineuphavetakenplace.Thefirstreunionlastedfrom1986to1989,andasecondregroupingtookplacebetween1996-1997.TheMonkeeslastworkedtogetherforabriefperiodin2001.Section3:WordsandexpressionsfromUnit5THEBANDTHATWASN’TI.WordsforReadingclassicaladj.(ofmusic)puttogetherandarranged(composed)withseriousartisticintentions;havingan attractionthatlastsoveralongperiodoftime(asopposedtopopularorfolkmusic)（音乐）古典的BachandBeethovenwroteclassicalmusic.theclassicalmusicofIndia/theclassicalsymphonyrollvt.&vi.1.to(causeto)movealongbyturningoverandove（r使）滚动Werolledthebarrelsofoilontotheship.Tearswererollingdownhercheeks.2.tomovesteadilyandsmoothlyalong(as)onwheels(车轮)滚动；转动Thetrainrolledslowlyintothestation.Thewavesrolledoverthesand.3.(ofaship)toswingfromsidetosidewiththemovementofthewaves摇摆;摇晃Theshiprolledsoheavilythatwewereallsick.4.keeptheballrolling:tokeepthingsactiveandmoving（使事情，工作等）继续进行下去；不松懈5.settheballrolling:tobethefirsttodosomething,hopingthatotherswillfollow带动；带头（希望他人跟随）I’llsingasongfirst,justtosettheballrolling.folkadj.of,connectedwith,orbeingmusicoranyotherartthathasgrownupamongworkingand/orcountrypeopleasanimportantpartoftheirwayoflivingandbelongstoaparticulararea,trade,etc.,orthathasbeenmadeinmoderntimesasacopyofthis（音乐；艺术）民间的；民俗的folkmusic/folksongs/Chinesefolkart/giveafolkconcert/afolksingerjazzn.爵士音乐traditionaljazz/modernjazz/jazzmusic/ajazzbandmusiciann.音乐家afinemusiciandreamn.1.agroupofthoughts,images,orfeelingsexperiencedduringsleep梦2.sth.imaged,notreal,butbelievedinorgreatlyandhopefullydesired理想；梦想v.梦见；梦想dreamof/about(doing)sth./dreamadreamclapvi.鼓掌Clapone’shandintimetothemusic/clapsb.onsth./clapsb.ontheback/clapeyesonsb.behonestwith=befrankwith/totellyouthetruthform找教案http://www.zhaojiaoan.comvt.&n（.使）组成；形成formsomeideasoropinionaboutsth./formanation/formaline/formgoodhabits/intheformof/inform/fillintheform/taketheformofpasser-byn.过路人；行人passers-by/askthepasser-by earnvt.1.toget(money)byworking赚；挣（钱）Heearns$10000ayear(bywritingstories).2.toget(sth.thatonedeserves)becauseofone’squalities博得；赢得Heearnedthetitleof“TheGreat”byhisvictoriesinthewar.earnmoney/earnone’sliving/earnsb.successlooselyadv.宽松的；松散的looselyspeaking/looselytranslatedadvertisementn.alsoad--anoticeofsth.forsale,serviceoffered,jobpositiontobefilled,roomtolet,etc.,asinanewspaper,paintedonawall,ormadeasafilm广告theadvertisementpage/advertisementforsb./sth./putanadvertisementactorn.男演员；行动者actorandactress/anexcellentactorattractiveadj.havingthepowertoattract有吸引力的Theideaisveryattractive.soundattractive/atattractivepricefann.1.扇子turnthefanon2.averykeenfollowerorsupporter,asofasport,performingart,orfamousperson迷；狂热者fanclubinstrumentn.工具；器械；乐器playaninstrument/theinstrumentsoftheorchestra/aship’sinstrumentsII.WordsforLearningaboutLanguagehitn.（演出等）成功；打击adirecthitonanenemyship/afinalscoreoftwohitsandsixmisses/ahitwitheveryone/Hisfilmisquiteahit/Theysangtheirlatesthit./makeahitsortn.&vt.种类；类别；分类；整理thesortofpersonIreallydislike/Whatsortofpaintareyouusing?/sortsth.out(into)sth./sortthroughsth.III.WordsforUsingLanguageafterwardsadv.later;afterthat以后;后来Let’sgotothetheatrefirstandeatafterwards. performvt.&vi.1.todo;carryout(apieceofwork)实行；做Thedoctorperformedtheoperation.2.tofulfill(apromise,order,etc.)履行；执行(允诺，命令)3.togive,actorshow(aplay,apart(role)inaplay,apieceofmusic,tricks,etc.)esp.beforethepublic表演performatask/performone’sduty/performanoperationtosaveone’slife/performthepiano/performskillfullyontheflute/performliveontelevision/performaceremonyperformancen.表演；履行faithfulintheperformanceofone’sduty/theeveningperformance/giveaperformanceof“Hamlet”/inperformancestickvi1.to(causeto)befixedwithastickysubstance粘贴；张贴Stickapieceofpaperovertheoldaddressandwritethenewoneonit.sticktoone’sfingers/stickastamponaletter2.stickto:torefusetoleaveorchange/stickupanoteonthenote-board/stickthepenbehindtheear坚持;固守sticktoone’splan/tosticktoone’spromiseabilityn.powerandskill,esp.todo,think,act,make,etc.（尤指工作,思考，行动，创造等）能力amachinewiththeabilitytocopywithlargeloads/havetheabilitytodothework/awomanofgreatability/haveagreatmusicalabilitysayingn.话；俗话‘Morehaste,lessspeed,’asthesayinggoes.reputationn.(an)opinionheldbyothers(aboutsomeoneorsth.);thedegreetowhichoneiswellthoughtof名誉；名声:aschoolwithanexcellentreputation/agoodreputationasadoctor/haveareputationforlaziness/ruinsb.’sreputation/makeareputationforoneself/liveuptoone’sreputationunknownadj.&n.不知道的；未知的人或物unknownforces/anunknownactor/unknowntosb./ajourneyintotheunknown 人教版英语必修3Unit1-5全套教案Unit1FestivalsaroundtheworldTeachingaimsanddemands1.topic:1>Festivals2>howfestivalsbegin3>howtocelebratefestivals2.function:1>RequestEg:Couldyouplease…?CouldIhave…?Ilookforwardtodoing…2>ThanksEg:It’sapleasure./Don’tmentionit.It’sverykindofyouto…I’dloveto…Thankyouverymuch./Thanksalot.Youaremostwelcome.3.vocabulary:4.grammar:情态动词的用法JincanspeakEnglishwell.(ability)Couldyoupleaseshowmethewayto…?(request) Mayweseetheawardsfortheteam?(permission)Shemightgiveyou…(possibility)Thewholefamilywillcomefordinner.(promise)Oftenhewoulddressuplikearichman.(passhabit)Wewouldbetherewithourfriends.(promise)II.KeypointsPeriod1Warmingupandfastreading1.Greetings2.WarmingupStep1discussingthefollowingquestionsa.Howwasyourholiday/springfestival?b.Didyougotraveling?c.Howmuchpocketmoneydidyouget?Step2talking1).NamesomefestivalsSpringFestivalDragonBoatFestivalLantamFestivalMid-AutumnFestivalArmyDayMayDayTeachers’DayNewYearNationalDayMother’sDayChildren’sDayFather’sDayChristmasDayHalloweencarnivalEasterValentineDayOben2).SsworkingroupsoffourandlistfiveChinesefestivalsandsiscusswhentheytakeplace,whattheycelevrateandonethingthatpeopledoatthattime.Thenfillintheblanks.FestivalsTimeofyear/dateCelebrateforThingstodoMid-AutumnDaySpringFestivalDragonBoatDayTombsweepingDayLanternFestival3.Pre-reading1)What’syourfavouriteholidayoftheyear?Why?2)Whatfestivalsorcelebrationdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest—themusic,thethingstosee,thevisitsorthefood?4.Fastreadingandfindtheanswerstothefollowingquestions.A.Whatdidancientfestivalscelebrate?B.Whatarefestivalsofthedeadfor?C.Whyareautumnfestivalshappyevents?D.Namethreethingspeopledoatspringfestival?Period2-3Intensivereading1.ReadthepassageparagraphbyparagraphandfindthemainideasofeachparagraphParagraph1:Allkindsofcelebrationinancienttime.Paragraph2:Thepurposetohonourthedeadandthreeexamples FestivalsTimeThingspeopledoObenDayoftheDeadHalloweenParagraph3:ThereasonsWhywehonourpeopleFestivalsWhodoesitcelebrate?DragonBoatFestivalsClumbusDayIndianNationalFestivalParagraph4:AutumnfestivalsarehappyeventsParagraph5:Howpeoplecelebrateinspringfestivals2．Languagepointsa.Theywouldstarveiffoodwasdifficulttofind…starve（v.）饿死；挨饿eg.Millionsofpeoplestarvedtodeathduringthewar.Starveforsth渴望…Eg.Thehomelesschildrenstarveforlove.Starvation(n.)饿死Eg.DieofstarvationStarvationwages不够维持基本生活的工资b.Themostancientfestivalswouldcelebratetheendofthecoldweather,plantinginspringandharvestinautumn.Celebrate(vt./vi.)庆祝，赞颂，赞美，举行（仪式）Eg.Wecelebratethenewyearwithaparty.Theircouragewascelebratedinallthenewspaper.Celebrated(adj.)=famous著名的，驰名的c.…becausetheythoughtthesefestivalswouldbringayearofplenty.days/years/…ofplenty:富裕（尤指事物和钱）的日子，年月，生活等。Eg.Youhavealifeofplenty,whatwouldyoubeworriedabout?d.Somefestivalsareheldtohonourthedead,orsatisfyandpleasetheancestors,whocouldreturneithertohelportodoharm.1）Honour(v.)“尊敬，给…增光”honoursb.(sth.)withsth.（n.）“荣誉，光荣，敬意，面子”Winhonourfor…为…争光Showhonourtosb.尊敬某人inhonourofsb.(sth.)=insb.’s/sth’shonour出于对某人的敬意eg.Therewillbeapartyinhonourofhissuccess.为庆祝他的成功将会举行一个晚会。Wehaveapartyinhonourofthefamousartist.为纪念这位著名艺术家我们举办了这场晚会。2）satisfy(vt.)使满意，令人满意Eg.Thatanswerwon’tsatisfyher. 那个答案不会使她满意。Satisfied（adj.）满意的（主语是人）Satisfactory(adj.)令人满意的（主语是事而不是人）Satisfying（adj.）令人满意的（主语是事）Satisfaction（n.）满意Eg.She’ssatisfiedwithherson’sprogress.对于儿子的进步她感到很满意。Doyouthinkwhathesaidissatisfying?你认为他所见的令人满意吗？3)harm(n.)(U)伤害Eg.Don’tbetooserious,hemeantnoharm.(v.)harmsb./sth.=doharmtosb./sth.Eg.Don’tbeafraid,thedogwon’tharmyou.Whatyoudoshoulddomoregoodthanharm.你所做的应该利大于弊。e.ThefestivalofHalloweenhaditsoriginasaneventinmemoryofthedead.Inmemoryof/tothememoryofsb.最为对某人的纪念，纪念某人Eg.Themuseumwasbuiltinmemoryofthefamousscientist.f.Theydressupandtrytofrightenedpeople.Dressn.连衣裙/v.dresssb./oneself给…穿上衣服Eg.Thefirstthingshedoeseverymorningaftergettingupistodressherson.她每天起来第一件事就是帮儿子穿衣服。Dressup盛妆打扮，乔装打扮Eg.Ladieslovesdressingupmorethananythingelse.g.Iftheyarenotfivenanything,thechildrenmightplayatrick.Playatrickonsb.玩弄某人Eg.Thatnaughtyboylikestoplayatrickonothers.h.inmemoryofthearrivalofChristopherColumberinAmerica.Arrivaln.到达Eg.Wearepleasedfortheirarrival.i.InIndiathereisanationalfestivalonOctober2tohonorMahatmaGandhi,theleaderwhohelpedgainIndia’sindependencefromBritan.Gainn.获得物，收获，增加Eg.Thebabyhasagainofhalfapound.v.获得，得到，增加eg.Hehadgainedhimselfareputationforunfairness.他是自己得到了一个不公平的名声。比较:get得到，获得应用最广的词Aquire获得，取得指通过漫长的过程而逐渐获得Gain得到，获得往往指通过努力而获得某种有益或有利的东西Eg.Igotafavoriteanswer.Howdidsheacquireherskill? Ihopeyouwillgainstillgreatersuccess.j.gather收集，积累eg.Thepolicehavegatheredinformationaboutthemurderer.k.…Somepeoplemightwinawardsfortheiranimals…awardn.奖品，奖金，助学金winthesecondaward获得第二等奖wintheawardoftenthousanddolar.获得一万美元奖金Vt.奖励，授予awardsb.Sth./sthtosb.Medalsareawardedtothebestspeakersonthedebatingteam.奖章授给辩论队中最佳的演说者。比较：awardn./vt.对鼓励工作突出所进行的鼓励，往往强调荣誉Prizen.多指在各类竞赛或抽彩中所赢得的奖。这种将有的凭靠能力，有的凭靠运气获得。Rewardn./v指对某人的工作或服务等的报答。Eg.Hewontheawardforthebeststudentoftheyear.Aprizewasgiventothepersonwhohadthewinningnumber.Thewaitresswasgiventwomoreextradolarforhergoodserves.l.…whenpeopleadmirethemoonandgivegiftsofmooncakes.Admirevt.钦慕，羡慕，赞美Admiresb.forsth.因谋事而赞美/仰慕某人Admiretodosth.喜欢干谋事Eg.Don’tforgettoadmirethestudents.别忘了夸奖学生Everybodyadmireshimforhisfinesenseofhumour.人人羡慕他那极好的幽默感。Ijustadmiretogetletter,butIdon’tadmiretoanswerit.我只是喜欢收信件，而不喜欢回信。m.…thatlookingforwardtotheendofwinterandtothecomingofsping.Lookforwardtodoingsth.Eg.Iamlookingforwardtoseeingyouagain.ThechildrenarelookingforwardtovisitingtheGreatWall.n.Thecountryiscoveredwithcherrytreeflowerssothatitlooksasthoughitmightbecoveredwithpinksnowasthough=asif引导状语从句，常常放在act,look,sound,feel,smell等动词后面；引导表语从句常用虚拟语气。Eg.Hebehavesasthoughnothinghashappened.Itlooksasifitweresummeralready.Period4Usinglanguage---ReadingStep1.GreetingsStep2.Lead-in:1.IntroductionofQiqiaoJie（WhycalledQiqiaoJieandsomecustomsoftheverydayandthesadlovestory.）2.Thefollowingstoryisamodernsadlovestory.Step3.Ssreadthequestionsgivenandreadthestorytofindtheanswers. Step4.wordsandphrases.1.Butshedidn’tturnup.Turnup1)出席，来Forseveralreasons,shedidn’tturnup.2)出现，找到Thebookyouhavelostwillturnuponeday.3)开大音量（反义词）turndownTurnuptheradioalittle,Icanhardlyheartheprogram.2.toholdone’sbreath:towaitwithoutmuchhopeeg.Thegirlheldherbreathatthesightofthesnake.3.todrownone’ssadness:Todrinkinordertoforgettodrownone’ssorrows:借酒消愁4.tokeepone’sword守信用(反)tobreakone’sword失信Eg.Heisamanwhoalwayskeepshisword.Don’tbelievehim,healwaysbreakshisword.5.setoff1)动身，出发Tomorrowwe’llsetoffforhome.2)使…爆炸Thehumanbodybombsetoffamongthecrowd.6.Idon’twantthemtoremindmeofher.Remindsb.ofsth.提醒某人某事Remindsb.todosth.提醒某人做某事Remindsb.ThatEg.Thepicturesremindmeofmyschooldays.Remindmetobuyheragift.Iremindedhimthathemustgohomebeforedark.7.forgive…forEg.Pleaseforgivemeformybeingrude.Step5.SsworkingroupsoffourtosummarizethestoryandasksomeofThemtotellthestoryintheirownwords.Sample:Thestorytookplaceinancoffeeshopwherethehero,LiFang,isWaitingforhisgirlfriend,HuJin’scoming.Tohisappointment,sheDidn’tturnup.ThenthereisashowonTV,whichtalkedaboutthesadLovestoryOfQiqiaoJie.Beingheart-broken,LiFangthrewawayhisValentine’sgifttoHuJin.ThenhemetHuJinonhiswaybackhome,Whohadbeenwaitingforhimatateashop.Whatshouldhedo?Period5-6DiscoveringUsefulStuctures:Modalverbs1.情态动词的各种语气1)canandcouldJincanspeakEnglishwell.(ability)Noonecouldfinishthetestlastweek.(ability)Theteachersaidthatwecouldnotleaveearly.(permission)Thehuntersarelost.Theycouldstarve.(possibility)CouldyoupleaseshowmethewaytoBeihaiPark?(request)注意：表示一般能力时，can可与beableto互换，但表示过去的能力+特定行为时，用was/wereableto,beableto可用于各种时态，而can只能用于现在时。 Eg.Hismotherwasn’tathome,sohewasabletowatchTV2)mayandmightMayweseetheawardsforteams?(permission,request)Shemightgiveyousomenewclothing.(possibility)注意：1.表示许可时，用于第一人称，指我（们）被允许做某事；由于其他人称，则指说话者允许主语做某事。Eg.Wemightgoshoppinguntildark.(我们被允许)Mothersaid:”Youmightgoshoppinguntildark.”（说话者允许主语做某事）2.在用于请求许可时，may可与can/could互换3）willandwouldTheSpringFestivalisthemostfun.Thewholefamilywillcomefordinner.(promise;agreement)Oftenhewoulddressuplikearichman.(pasthabit;custom)Wouldyouliketojoinusfordinner?(request)注意：would与usedto均可表示“过去惯常”，但是would常与过去时间状语连用，意为总是，总要；usedto与现在时间相比，意为过去常常，暗示现在已经没有了。Eg.Whenhewasthere,hewouldgotothatcoffeeshopatthecornerafterworkeveryday?Heusedtogotothatcoffeeshopatthecornerafterworkeveryday,butnowhegoestoplaybasketball.4)shallandshouldTheharvestfestivalbeginsonSaturday.Weshallbetherewithourfriends.(promise,agreement)It’snearlyfiveo’clock.Thetaxishouldbeheresoon.(prodiction)注意：1.shall用于第一，三人称的疑问句中，表示说或者征求对方的意见，或向对方请示。Eg.Shallwegoshoppingafterschool?2.shouldhavedone表示过去应该做而没有做Shouldnothavedone表示过去不用做而却做了5）mustandcan’tWangFengwinsanawardeveryyear.Hemustbeverystrong.(speculation)Youmustbejoking.Thatcan’tbetrue.(guessing)对现在的事情进行把握较大的判断时，肯定判断用must+动词原形，否定判断用can’t+动词原形。Shemustbeinthelibrary.Shecan’tbeintheroom.2.modalverbs+havedone一、情态动词+动词完成式情态动词+动词完成式即“情态动词+have+done分词”，表示对过去行为或动作进行推测、评论或判断。1.musthavedone表示对过去某事的肯定猜测。其否定或疑问形式都用can(could)来表示.Sincetheroadiswet,itmusthaverainedlastnight.Hecan’thavemissedtheway.Idrewhimamap.“Thedictionaryhasdisappeared.Whocouldhavetakenit?”当然对现在发生或将来发生的事情,要用mustdo表示猜测,否定为can’tdo.Hemustunderstandthatwemeanbusiness.Youmustbehungryafteralongwalk.2.may/mighthavedone may/mighthavedone表示推测过去某事“也许”发生了.may比might表示的可能性在说话人看来稍大些。例如：Ican’tfindmykeys.Imay/mighthaveleftthemattheschoolyesterday.3.couldhavedone在肯定句型中,往往用作委婉的批评.本应该做什么,而没做;有时也用作猜测.Youcouldhavetoldusearlier.Tomcouldhavetakenthedictionary.4.oughtto/shouldhavedone和oughtnotto/shouldn’thavedoneoughtto/shouldhavedone和oughtnotto/shouldn’thavedone用于对已发生的情况表示“责备”、“不满”，分别表示“本应该…”和“本不应该…”。例如：1）Withalltheworkfinished,Ishouldhavegonetothepartylastnight.2）Yououghtnottohavemadefunofhim.Heisnottheoneyoulaughatbutlearnfrom.5.needn’thavedoneneedn’thavedone表示过去做了某事，但没有做的必要，意为“本没必要…”。Youneedn’thavewakenmeup;Idon’thavetogotoworktoday.注：表示推测过去某动作发生的可能性时，就表示的可能性程度而言，must最大，could其次，may更次之，might最小。例如：“IwonderhowTomknewaboutyourpast.”“Hemust/could/may/mighthaveheardofitfromMary.”二、情态动词+动词进行式情态动词+行为动词进行式（即情态动词+be+doing形式），表示推测或评论某动作现在是否正在进行。例如：1）Hemustbeplayingbasketballintheroom.2）Shemaybestayingathome.三、情态动词+动词完成进行式情态动词+行为动词完成进行式（即情态动词+havebeen+v-ing形式），表示推测或评论过去某动作是否正在进行或一直在进行。例如：1）Theyshouldhavebeenmeetingtodiscusstheproblem.2）Hemay/mighthavebeenbuyingstampsinthepostofficewhenyousawhim.四、某些情态动词的特殊用法1.need考试中主要测试need作情态动词与作实义动词的区别.情态动词need与实义动词need在时态、肯定、否定结构上的对比见下表。时态情态动词need实义动词need现在时Heneed(needn’t)doNeedhedo….?Heneeds(doesn’tneed)todo过去时Heneeded(didn’tneed)todo将来时Heneed(needn’t)doNeedhedo….?Hewill(not)needtodo注:need一般用于否定句或疑问句.2.dare考试中主要测试dare作情态动词和作实义动词的区别。情态动词dare与实义动词dare在时态、肯定、否定、疑问结构上的对比见下表。句型情态动词dare实义动词dare 肯定句现在时dareto少用过去时dareto少用现在时dare/darestodo过去时daredtodo否定句现在时daren’t/darenotdo过去时darednotdo现在时do/doesnotdare(to)do过去时didnotdare(to)do疑问句现在时Darehedo?过去时Daredhedo?现在时Doyou/Doeshedear(to)do?过去时Didhedare(to)do3.can和may考试中主要测试can，may或could，might表示可能性的区别及对may构成的疑问句的回答。（1）can,could,may,might都可以表示可能性.can,could表示潜在的可能性或理论上或逻辑判断上存在的可能性；而may,might则表示事实上的可能性。此外，can还具有“有能力”的意思，而may与might则不具此意。例如：Accordingtotheweatherforecast,itmayraintomorrow.Anymanwithalittlesensecanseethatheiswrong.（2）MayI/we…？这一类疑问句的肯定回答为Yes,please.或Certainly；否定回答为Pleasedon’t.或No,youmustn’t.例如：“Mayweleavenow?”“No,youmustn’t.Youhaven’tfinishedyourhomeworkyet.”4.can和beabletocan与beableto都可以表示能力，但两者在用法上有点差异：can(could)表示主观能力，不表示意愿，它的将来时用willbeableto;beableto表示主观意愿，强调要克服困难去做某事。例如：1）Mygrandmaisoverseventy,butshecanstillreadwithoutglasses.2）Heisabletogiveuphisbadhabits.5.must和havetomust和haveto都可以表示“必须”，但有几点区别：（1）must强调“内在的职责”、“义务”，而haveto强调“外界压力”、“不得已而为之”。（2）haveto可用于多种时态，而must一般用于现在时，其过去时与将来时分别由hadto与shall/willhaveto代替。（3）在回答must引起的问题时，如果是否定的答复，不能用mustn’t，而要用needn’t或don’thaveto，因为mustn’t是“一定不要”、“一定不能”的意思。例如：1）Youmustcometotheclassroombeforeeight.2）Itisraininghardoutside,butIhavetoleavenow.3）“Mustwedoitnow?”“No,youneedn’t.”6.usedto+do,beusedto+doing和beusedto+do（1）usedto+v意为“过去常常”，“过去一直”；beusedto+v-ing/n（名词）意为“习惯于”；beusedto+v意为“被用来（做某事）”。（2）usedto只表示过去，而beusedto+v-ing/n可表示现在、过去或将来。例如：1）Heusedtosmoke.Nowhedoesn’t.2）He’squiteusedtohardwork/workinghard.3）Theknifeisusedtocutbread.7．用作情态动词的其他短语 wouldrather,wouldsooner,would(just)assoon,hadrather,hadbetter,hadsooner,cannotbut,may(just)aswell等可用作情态动词。例如：1）Thesoldierwouldsoonerdiethansurrender.2）Thebravesoldierwouldassoondieasyieldtosuchanenemy.3）I’dratherwalkthantakeabus.4）Ifyoudon’tliketoswim,youmayjustaswellstayathome.注：这些短语后一般直接跟动词原形.would(had)rather,would(had)sooner,would(just)assoon后可跟that引导的从句，that常省去，从句要用虚拟语气。对现在和将来的假设用过去时，对过去的假设用过去完成时。例如：1）IwouldratheryoucameonSunday.2）Iwouldsooneryouhadn’taskedPeriod7ListeningandexerciseStep1Listeningaboutcarvals1.Introductionofcarnivals:狂欢节（Carnival），世界上不少国家都有狂欢节。这个节日起源于欧洲的中世纪。古希腊和古罗马的木神节、酒神节都可以说是其前身。有些地区还把它称之为谢肉节和忏悔节。该节日曾与复活节有密切关系。复活节前有一个为期40天的大斋期，即四旬斋（lent）。斋期里，人们禁止娱乐，禁食肉食，反省、忏悔以纪念复活节前3天遭难的耶稣，生活肃穆沉闷，于是在斋期开始的前3天里，人们会专门举行宴会、舞会、游行，纵情欢乐，故有"狂欢节"之说。如今已没有多少人坚守大斋期之类的清规戒律，但传统的狂欢活动却保留了下来，成为人们抒民对幸福和自由向往的重要节日。欧洲和南美洲地区的人们都庆祝狂欢节。但各地庆祝节日的日期并不相同，一般来说大部分国家都在2月中下旬举行庆祝活动。各国的狂欢节都颇具特色，但总的来说，都是以毫无节制的纵酒饮乐著称。其中最负盛名的要数巴西的狂欢节。2.LetSsreadthequestionsonpage6.3.HaveSslistenonceandmakenotesbesidethequertions.4.Havethemwritetheiranswersandcheckthemwithapartner.5.Checktheanswerswiththeclass.Step2Doingexerciseleft.Period8Step1.Dictationforthenewofunit1Step2.ListeninoftheEasterintheworkbook.1.IntroductionofEasterMostEnglishholidayshaveareligiousorigin.EasterDayoccursonthefirstSundayafterthefullmoonfollowingthespringequinox[1].ItisoriginallythedaytocommemoratetheResurrectionofJesusChrist.Butnowformostpeople,Easterisasecularspringholiday,whileforthechildren,itmeans,morethananythingelse,Eastereggsorchocolateeggs!OnEasterSundaymorning,thebreakfasteggsareboiledinseveralpansinsomefamilies.Eachcontainingadifferentvegetabledye,sothatwhentheyareservedtheshellsarenolongerwhiteorpalebrownincolor,butyelloworpink,blueorgreen.Thedyesdonotpenetrate[2]theshellofcourse.Eastereggsaremeanttogiveenjoyment--andtheydo!Theyareprettyanddecorative,theysignalgoodwishesandsharedhappinessinthechangingseasons. 2.Listentothepassageandfindtheanswerstoallthequestions.Unit2.HealthyEating1.Topics:Problemswithdiet;Balanceddietandnutrition2.Wordsandexpressions3.Functions:1)SuggestionsandadviceYoumust/mustnot…;WhatshouldIdo?Ithinkyououghtto…;Isupposeyouhadbetter…Perhapsyoushould…Doyouthinkyoucouldgivemesomeadvice?2)SeeingdoctorsWhat’sthematter?What’swrong?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?3)Agreementanddisagreement.Idon’tagree.Ofcausenot.Idon’tthinkso.Allright.That’sagoodidea.Noproblem.Certainly/sureYes,Ithinkso.I’mafraidnot.4.Gramma:TheuseofoughttoYououghttocookfreshvegetablesandmeatwithouttoomuchfatIfyouwanttostayslim.Yououghtnottoeatthesamekindoffoodateverymeal.Period1.Step1.warmingup1.Doyoueatahealthydiet?Whatkindoffooddoyouusuallyhaveformeals?Arethefoodyouusuallyeathealthyfoodorunhealthyfood?(Discussinpairs)2.Namesomehealthyfoodandunhealthyfood.healthyfoodunhealthyfood.Allvegetables:cabbages,Fattyfood:FrenchfriesPepperstomatoespotatoescreamroastpork/lambAllfruits:apples,grapessugaryfood:chocolateStrawbariesbananaspearssweets/honeyice-creamDairyproducts:Milkcheesesaltyfood:canbiscuitSeafood:shrimpcookiesTofueggs3.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?Somewillmakeyoufat/tall/thin.Lookatthecharmbelow,andseewhichkindoffoodthey.FOODTOGIVEYOUENERGYFOODTOGROWBONESANDMUSCLEFoodsthatfibrefor digestionandhealthFastenergyfoodSlowenergyfoodBody-buildingfoodProtectivefoodsRicesugarNoodlespotatoesSpaghettibreadCorndumplingsButtercreamOilshamnutsFriedbreadstickFriedcake/chipsDairyproducts:MilkcheeseMeateggstofuSeafoodshrimpAllvegetables(eg.beans,Cucumbers,mushrooms,peas,Cabbage,…)allfruit(pearsApples,peaches,oranges,…)Questions:1.Whichofthesegroupsoffooddoyoulikebest?2.Whichofthemdoyoueatmostoften?3.Doyouthinkweshouldeateachkindoffood?3.Whatwillhappenifyoudonoteatabalanceddiet?Toomuchfatty/sugary/saltyfoodwillcausemanydiseasesandgettoofat.Onlyprotectivefoodwillfeelweak,noenergyandgettoothin.Step2.Pre-reading1.Discussthequestionsinthechart.(Whichfoodcontainsmore…)2.Orderthefollowingfoodfromwhichcontainsmostfattowhichcontainsless.Answer:ice-cream,eggs,chicken,rice,peachesStep3Fastreadingandanswerthefollowingquestions1.WhatdoesWangPengwei’srestaurantserve?2.WhataboutYongHui’srestaurant?Step4Intensivereadingandfindtheanswerstocomprehending.Period2LanguagepointsStep1.Lead-in:Listentothetapetogetabetterunderstanding.Step2.Languagepoints1.WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.feelingveryfrustrated现在分词在句中作伴随状语eg.Shesatonthechairreadinganewspaper.(表伴随)Walkinginthestreet,shemetheroldfriend.(表时间)Seeingnobodyathome,shedecidedtoeatoutside.(表原因)Thechildfell,strikinghisheadagainsttheground.(表结果)2.Hisrestaurantoughttobefullofpeople.Oughtto1)toshowamoralduty表示一种道义上的责任，应该Eg.Sheoughttolookafterherchildbetter.Yououghttostudyhardtogetahighmark. 2)oughttohavedone表示本应该…，而却没有…Eg.Yououghttohavecomeyesterday.3.Hethoughtofhismuttonkebabs,fattyporkcookedinthehottestoil.过去分词短语作后置定语，表被动。=whichwerecookedinthehottestoil.Eg.Theflowerspickedbyhimareverybeautiful.4.Nothingcouldhavebeenbetter.比较级与否定词连用表示最高级。=Allhisfoodcouldhavebeenthebest.Eg.Ihaveneverseenabetterfilm.ThereisnothingIlikesomuchasplayingfootball.5.PengweifollowedMaochangintoanewly-openedsmallrestaurant…newly-opened副词加动词过去式的合成形容词，合成词常见结构有：1）adv.+p.pwell-knownnewly-built2)adj.+n.+edwarm-heartedgood-tempered3)num.+n.+edfour-storiedthree-legged4)adj.+vinggoodlookingeasygoing5)n.+vingpeace-lovingenergy-givingbody-building6)n.+p.pheartfelt(由衷的)man-made7)adj.+p.pnewbornready-made(现成的)8）n.+adj.duty-free(免税的)carefree(无忧无虑的)6.Tiredofallthatfat?Tiredof厌烦的Heistiredofdoingthesamethingallyearround.Tiredout筋疲力尽IwastiredoutwhenIfinallyreachthetopofthemountain.Tiredfrom因…而疲倦Iwasverytiedfromrunningfast.7.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.Takeoff脱掉，除掉(vt.)，起飞(vi.)Eg.Don’ttakeoffyourcoat,it’scoldoutside.Theplanetookoffdespitethefog.8.Hecouldn’thaveYonghuigettingawaywithtellingpeoplelies!1）havesb.doingsth.允许谋事发生，尤用于否定句中Eg.MrZhangwon’thavehisdaughterarrivinghomeafter12o’clock.Iwon’thaveyousayingso!Havesb.dosth.使某人做某事，不定式作宾语补足语，省略toEg.Thebosshastheclerksworkuntillateintheevening.Havesth.Done请别人做某事。Eg.Myhairisquitelong,Imusthaveitcut.2)getawaywithsth.a)不因谋事而受惩罚。Eg.Iwon’thaveyougettingawaywithcheatingintheexam.b)偷携某物潜逃。Eg.Therobbersrobbedthebankandgotawaywithalotofmoney.c)收到较轻的惩罚。Eg.Hewassoluckytogetawaywithafineforsuchaseriousmistake.Step3.SsreadthepassagetogetherPeriod3.Usinglanguage---Reading:Comeandeathere(2)Step1.Lead-in T:Asweknow,WangPengweiandYongHuihosttwodifferentstylesofrestaurants,andYongHui’sslimmingrestaurantattractedallthecustomersfromWangPengwei’s.PengweiwasveryangryanddecidedtodoaresearchtocompeteagainstYongHui.Whatcouldthecompetitionbeon?Step2.Ssreadthepassagewithin5minutesandanswerthequestionsgiven.Question:Howdotheyprovideabalancedmenu?Step3.Languagepoints1.Perhashewouldbeabletoearnhislivingafterallandnothavetoclosehisrestaurant.earnone’slivingby…=liveby…=makealivingby…靠…谋生eg.Heearnedhislivingbybeggingfromdoortodoor.2.Hedidn’tlookforwardtobeingindebtbecausehisrestaurantwasnolongerpopular.Beindebt欠债。Beoutofdebt还清债务。Beinsb.’sdebt欠某人人情。Eg.Savingmylife,Iamforeverinyourdebt.3.Shedidn’tlookhappybutglaredathimasshemovedroundthecustomers.Glareat怒视，带有敌意Eg.“Howcouldyoudothat？”hesaid,glaringathismother.Glanceat扫视Eg.Heglancedathiswatchandleftinahurry.Stareat张大眼睛死死地盯着Eg.Shestaredathiminsurprise.4.YongHuiagreedtostayandsoontheywerebothenjoyingthedumplings,fattyporkandcola.Agreeto(do)sth.表示“同意某事或某建议”，后只能跟表“提议，计划，方案，打算，安排”的名词。Eg.Heagreedtotheirproposal.Heagreedtogetsomeonetohelpus.Agreewithsb.同意某人Eg.Iagreewitheverywordyousaid.Agreeonsth.表示在某事上取得一致的意见Eg.Theyagreedonadateforthenextmeeting.5.Butdon’tyouthinkitwouldbebetterifyouwereabitthinner?虚拟语气，表示与现在事实相反的假设时，条件状语从句的谓语动词用过去式（be用were），而主句的谓语动词用would(should,could,might)+动词原形。例如：IfIwereyou,IshouldstudyEnglishbetter.Ifhehadtime,hewouldattendthemeeting.6.Myresearchhasshownmethatneitheryourrestaurantnormineoffersabalanceddiet.Neither…nor既不…也不…1）引导并列主语时，谓语的数于最靠近谓语的主语保持一致Eg.Neitherthestudentsnortheteacherhassufferedfromthefirewiththetimelyhelpofthefirefighters.2)引导两个分句时，这两个分句中的主谓均要倒装。Eg.NeitherdoIknowheraddress,nordoeshe.Neithercouldthepatienteat,norcouldhedrink. Period4ListeningStep1.ListeninginUsingLanguageonPage141.T:WeallknowthatbeforeWangPengweiandYongHuicombinedthetworestaurantsintoone,theycompetedagainsteachotherfiercely.WhatmadeWangPengweihavetheideatocooperatewithYongHui?Let’slistentothetapeandthenfillinthecharts.2.Ssreadthechartsandlistentothetape.3.PossibleanswersEnergy-givingFoodsBody-buildingFoodsProtectiveFoodsRicenoodlesnutsMeatfruitButters,etcfishvegetablestofuOwnerofrestaurantProblemswithfoodsofferedFoodstobeofferedWangPengweiToomuchfatMoreprotectivefoodYongHuiNotenoughfatMoreenergy-givingandbody-buildingfoodWhatisWangPengwei’ssuggestionforsolvingtheproblem?--WangPengweithoughttheyshouldworktogetherandmakeabettermenu.Step2.ListeningonPage481.Whatarethecoloursoftrafficlights?Redorangegreen2.Wealsohavesuchcoloursoffoods,whatarethey?Listentothetapetogettheanswers.Redfoods:stop(onlyalittle)Orangefoods:becareful(someeveryday)Greenfoods:go(moreeveryday)butterBreadFreshfruitcreamNoodlesvegetablesNutsRiceCakesEggsFoodsfriedinfatTofuMeatfishPeriod5.ExerciseleftandcheckingtheanswersofBestEnglishUNIT3Themillionpoundbank-notePeriod1.Step1.Warmingup1.WhatdoyouknowabouttheAmericanwriterMarkTwain?2.Doyouknowanyofhiswork?Canyounamesome?T:ShowthepictureofMarkTwainandhaveanintroductionofhim,thenletthestudentsread“AboutMarkTwain”onpage23,andfillinthefollowingchart. RealnameofMarkTwainSamuelLanghorneClemensDateofbirth1835Namesofthreeofhisfamousstories“TheadventureofTomSawyer”“TheadventureofHuckleberryFinn”“LifeontheMississippi”Step2.Pre-reading1.Arichmangivesyoualargeamountofmoneytouseasyoulike.Whatwillyoudowithit?Whu?2.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?Howdidyoufeelaboutthebetafteritwaswonoflost?----betn.make/haveabet打赌win/loseabet打赌赢/输了Accept/takeupabet同意打赌----betv.bet…onEg.MrBlackspentallhismoneybettingonborses.Ibet…=(informal)I’mcertain…我肯定Eg.Ibethehasgoneswimming-helovesit.3.Haveyoueverreadthestory“Themillionpoundbanknote”?Haveyouseenthemovie?Ifso,whatdidyouthinkofit?4.LookatPage31ofBestEnglishtoseetheIntroductionof“Themillionpoundbanknote”.Step3.Fastreadingandanswerthefollowingquestions1.HowdidHenrycometoEngland?2.WhydidhelandinBritain?3.WheredidHenryworkbefore?4.Whydidthetwogentlemengivehimtheenvelope?5.Whencanheopenit?Step4.Readthepassageonceagaincarefullytodothecomprehendingexercise.Step5.TakerolestoreadtheplayPeriod2.IntensivereadingStep1.Languagepoints1.beaboutto即将做某事eg.AsIwasabouttolockthedoorwhenyouappeared.Beto按照命令或安排即将发生或将做的事Eg.Tellhernottobebacklate.2.1)permitsb.todosth.=allowsbtodostheg.Hermotherwouldnotpermithertocomehomelate.辨析：permit含有积极同意某人做某事，多用于正式场合，不和副词连用Allow含有听任或默许某人做某事，可和副词连用Eg.Willyoupermitmetosayafewwords?Marywouldn’tallowmein.2)Permitsth./doingsth.许可，荣许某事存在发生Eg.Lovecannotpermitathirdperson.Wedon’tpermitsmokingintheoffice.3.incredible(adj.) 1)难以置信的，不可思议的，惊人的，奇异的。Eg.Sallyearnsanincredibleamountofmoneyinthecompany.TheGateshadanincredibleholidayinGreece.2)不可相信的。Eg.Theytoldusanincrediblestory!Adv.IncrediblyIncrediblyhotweather极热的天气Incredibly，noonehadeverthoughtofsuchasimpleideabefore.4.“Iwonder,MrAdams,ifyoumindusaskingafewquestions?”Iwonderif/whether…不知您是否…Ifyoumindusasking=ifyoumindourasking“名词所有格/形容词性物主代词+doing”为动名词（-ing）的复合结构，该结构在句中能作主语，表语和宾语。Eg.Sophia’shavingseenthemdidnotsurprisedus.(主语)Excusemyinterruptingyou.(宾语)Whatworriedthechildwashisnotbeingallowedtoseehismotherinthehospital.(表语)5.‘AnditwastheshipthatbroughtyoutoEngland.’强调句式，it+is/was+被强调部分+that+其他Eg.ItwasinthisroomthatLuXunoncelived.Wasitbecausehismotherwasillthathedidn’tgotoschool?Whenwasitthattheclubwassetup?6.accountfor:betheexplanationofsth.;explainthecauseofsth.Eg.Hisillnessaccountsforhisabsence.Pleaseaccountforyourownconduct.Step2.Readtheplaycarefullyonceagaintofindoutwhatsortofpersoneachpersonisaccordingtotheirwordsandstagedirections.charactorsactionswordsProvehimtobea…OliverRodrickHenryServantStep3.Actingouttheplayingroupsoffour.Period3.ReadingandactingActone,Scene4Step1.Listentothetapeandanswerthefollowingquestions.1.WhatdidHenryhaveformeal?2.Couldtherestaurantchangehismoney?Why?Step2.Readtheplaywhilelisteningtothetapetogetabetterunderstanding.Step3.LanguagepointsStep4.Ssactthescene4out.Period4Talkingandlisteningintheworkbook.Unit4Astronomy：thescienceofthestarsPeriod1Grammarpoints. 一．语法要点主语从句：在复合句中作主句的主语的从句叫主语从句。引导主语从句的词有连词that,whether；连接代词who,what,which；连接副词when,where,how,why等。Eg:Whichteamwillwinthematchisstillunknown.主语从句放在句首，句子常显得笨重，因此一般把它放到句子后面，前面用引导词”it”来作主语。Eg:It’sstrangethathedidn’tcomeyesterday.二．重点难点1．Nobodyknewthatitwasgoingtobedifferentfromotherplanetsgoingtobedifferentfromotherplanetsgoingroundthesun.goingroundthesun为现在分词短语定语，表示一般的动作。Eg:Menbreakingthelawwillbepunished.现在分词短语，也可表示进行的动作2.Weatherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.formillionsofyearstocome中不定式tocome作定语，与前面的名词有逻辑上的主谓关系。Eg:Sheisthelastpersontotelllies.3．Theproblemwasthattheearthbecameviolentbecauseitwasnotclearwhetherthesolidshapewastolastornot.Theproblemwasthat…,that引导表语从句，that只起连接作用，无意义，但不能省略。Eg:Thetroubleisthatweareshortofmoney.4．Astheearthcooleddown,waterbegantoappearonitssurface.asconj.随着，在…期间；由于，因为；尽管，即使；当…的时候；像…一样5.Thatmadeitpossibleforlifetobegintodevelop.it是形式主语，真正的主语是不定式tobegintodevelop.Eg:Hethinksit’shisdutytohelpothers.三．功能句型指示（Introductions）Pleaselookat/listento…Pleasepayattentionto...Pleasecheckthat…Makesureyou…Don’tforgetto…Watchoutfor…Youneed…You’dbetter…Youmust/mustn’t…四.重点单词及短语单词①atmospheren.大气，空气，气氛afriendlyatmosphere友好的气氛atmosphericadj.大气的，有气氛的②violentadj.剧烈的，厉害的；（人）暴戾的；（感情、言语）激昂的，激烈的violencen.剧烈，暴行violentlyadv.激烈地，粗暴地③solidadj.n.固体的；实质的；纯粹的；结实宾；牢靠的，稳固的④explodevt.vi.爆炸，使爆炸；感情爆发；驳倒，推翻 explosionn.爆发，爆炸explosiveadj.爆炸性的，爆发性的⑤surfacen.外表，表面；adj.表面的，外表的；vt.vi.浮出水面，给…装上表面⑥dissolvevt.vi.使溶解，溶解；解散，消除，解除dissolutionn.解散，溶解⑦harmfuladj.有害的harmn.v.危害，伤害harmlessadj.无害的harmlessnessn.无害，无恶意，天真无邪harmfullyadv.有害地harmlesslyadv.无害地⑧spreadvt.vi.n.（使）张开，伸展，扩张；涂；散布，传播；（使）蔓延⑨existvi.在，存在，生存existencen.存在；生活，生存⑩massn.团，块，堆，众多，大量；pl.群众，民众；质量短语intime迟早，最后intimeforsth./todosth.及时，不迟prevent…from阻止某人做某事（from有时可省略，但在被动说现语态中不能省）dependon/upsth.依靠，指望；相信；取决于cheerup使某人高兴或更快乐nowthat既然，由于breakout突然发生，逃出某地makesenseof…理解，弄懂，有道理，有意义，理智的Unit5Canada——“ThetrueNorth”Period1WarmingupandReading11.Teachingaims:1.TalkingaboutCanada.2.Learnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.3.Learnhowtoreadatravelingreportandpictures.2.Teachingaids:Acomputer,aprojectandpictures.3.Teachingsteps:Step1.Warmingup.1.Ssdiscussthefollowingquestions.1)Doyouliketogotraveling?2)Whichcountriesdoyouliketovisit?Why?3)Whatcanyouseeinthesecountries?2.TshowssomepicturesofwinterandinvitesSstodescribethem.3.GetSstotalkwhattheyknowaboutCanada.4.TshowsamapofCanadaandasks:1.WhichcontinentisCanadain?2.Whichcountryisitsneighbor?3.WhataretheOceansCanadafaces?4.HowlargeisCanada? 4.Haveaquiz.Step2.Pre-reading.T:WouldyouliketotakeatriptoCanada?WhatthreewordswouldyouusetodescribeCanada?Step3Reading1.Shimming:GetSstoreadthepassagequicklyandanswerthefollowingquestions:1)Whatisthepassagemainlyabout?Sample：Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.2)Whatis“TheTureNorth”?Sample：“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.3)Howmanycitiesarementionedinthetext?Whatarethey?Sample：Vancouver–Calgary—ThunderBay—Toronto4)Whatdoyouknowabouteachcity?Vancouver:thewarmestpartofCanada；themostbeautifulcityinCanadamanyAsianwanttolivethere；thetreesareextremelytall.theoldestandmostbeautifulforestsintheworldCalgary:famousforStampedeCowboyscometocompeteinridingwildhorses.goodatworkingwithanimalstheycanwinalotofmoneyinprizes.ThunderBay:atthetopendoftheGreatLakes；verybusyportclosetothecentreofthecountry,sothatoceanshipscangothere.2.Detailedreading:1)GetSstoreadthepassageagainandcorrectthefollowingsentences.1.ThegirlswenttoCanadatoseetheirrelativesinMontreal.(intheEastofCanada/ontheAtlanticcoastofCanada)2.DannyLinwasgoingtodrivethemtoVancouver.(thetrainstationtocatchthecross-Canadatrain)3.YoucancrossCanadainlessthanfivedaysbybicycle.(can’t)4.ThegirlslookedoutthewindowsandsawNativeIndiansandcowboys.(agrizzlybear,mountaingoatsandwildscenery)5.ThunderBayisaportcityinthesouthofCanada,nearToronto.(atthetopendoftheGreatLakes,nearthecenterofthecountry)2)Listentothetapeandfillintheblanksfromthetext.Canadais_____thantheUnitedStates.Itisthe_______largestcountryintheworld.Itis_____kilometersfromcoasttocoastinCanada.ThepopulationofCanadaisonlyslightlyover_____________.Canadahas_________oftheworld’sfreshwater,muchofwhichisinthe___________.OnthecoastnorthofVancouversomeoftheoldestandmostbeautiful_______intheworldstillremain.Itissowettherethatthetreesareextremely______. Period2Languagepoints:1.CanadaisamulticulturalcountrylikeChina.加拿大像中国一样是一个多元化国家。multistory多层的multiform多种形式的multichannel多通话线路的,多波段的multipurpose多种用途的多党的multiparty多国的、多民族的multinational多向的multidirectional多彩的，彩色的multicolored多媒体multimedia2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsontheAtlanticcoast.李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。trip:usuallyshortjourney,esp.forpleasure(通常指短途的)行走，旅行（尤指娱乐性的）与trip搭配的主要动词和介词：beonatriptomakeatriptotakeatripto海滨之行atriptotheseaside前往巴黎的蜜月之旅ahoneymoontriptoParis他出差在外。Heisonabusinesstrip我父亲下礼拜要到纽约去。MyfatherwillmakeatriptoNewYorknextweek3.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouverandtotakethetrainfromwesttoeastacrossCanadainSeptember.ratherthan(prep.):inpreferenceto(sb/sth);insteadof与其（某人/某物）;不愿;不要他不愿惹麻烦,宁可离去.Ratherthancausetrouble,heleft.我想喝柠檬汁,不想喝可乐.I’llhavealemonaderatherthanacoke.他正忙于写信而不是读报.Hewasbusywritingaletterratherthanreadinganewspaper.4.Itisthesecondbiggestcountryintheworldandasyougoeastward,youwillseemountains,andpassbythousandsoflakes,forestsandwideriversaswellascities.它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.eastward也作eastwards,副词,意为“向东”-ward(s)=inadirection向前foreward(s)向后backward(s)向外outward(s)向南southward(s)向西westward(s)向北northward(s)他们向东航行。Theysailedeastward我们难以决定是向东走还是向西走。Wecouldn’tdecidewhethertogoeastwardorwestwardthousandsof成千上万的注意：million,billion,thousand,hundred,score,dozen之前有确定的数字时，不论后面是有无of,词尾都不加s.如果前面没有确定的数字而后接of时，词尾都加s.300名学生threehundredstudents这些鸡蛋里的3打threedozenoftheseeggs几打鸡蛋dozensofeggs5.ManypeoplethinkitisthemostbeautifulcityinCanada,asitissurroundedbymountainson thenorthandeastandthePacific.许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。surroundvt.包围，环绕，围绕surroundsb/sthwithsb/sthsth/sbbesourroundedby/withsth篱笆环绕着学校。Thefencesurroundstheschool他们出动了军队包围了该城。Theyhavesurroundedthetownwithtroops.房子的四周有高墙。Thehouseissurroundedbyhighwalls.6.OnthecoastnorthofVancouversomeoftheoldestandmostbeautifulforestsintheworldstillremain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。northof=tothenorth表示“在……的北方”，其他方位词，如：east,west,south,southeast,northeast等，都有类似的用法。他住在洛杉矶以东（的地方）。HelivestotheeastofLosAngeles7.Thatafternooninthetrainthecousinssettleddownintheirseats.那天下午表姐妹俩才在火车上落了座。settledown安稳坐下，安居下来，适应起来他爷爷手拿报纸坐在扶手椅里。Hisgrandfathersettleddowninthearmchairwithanewspaper.你适应新工作了吗？Haveyousettleddowninyournewjobyet?8.Manyofthemhaveagiftforworkingwithanimalsandtheycanwinthousandsofdollarsinprizes.他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。haveagiftfor在…..方面有天分；有天赋她对学语言有天赋。shehasagiftforlearninglanguages.好像他对音乐有些天赋。Itseemshehasagiftformusic.Period3LearningaboutlanguageStep1:Checktheanswersofexercise1onpage36multi=manymeaningsmulticolouredmadeofmanycoloursmultichannelhavingmanychannelsmultiformexistinginmanyformsmultinationalincludingmanynationsmultistoreyhavingmanystories/storeysmultimediausingmanymediamultitrackmadeofmanytracksmultifaithincludingmanyreligions/faithsmultimembermadeofmanymembers/people-ward(s)=inadirectionmeaningsforward(s)ahead,tothefronteastward(s)totheeastwestward(s)tothewestsouthward(s)tothesouthbackward(s)totherear;totheback outward(s)out,inadirectionawaynorthward(s)tothenorthinward(s)totheinsidetoward(s)inadirectiontoStep2:Checktheanswersofexercise2onpage36Extremely、haveagiftfor、settledown、coastSurround、harbour、figureout、port、withinStep3：Checktheanswersofexercise3onpage36figureout、harbour、within、border、agiftforsettleddown、surrounded、extremelyStep4AppositiveclauseT.Whatkindofnounclausesarethey?1.Whatitwastobecomewasamystery.(主语从句)2.Idon’tknowwhowillhelpHenrytowinthebet.（宾语从句）3.Histroubleisthathedoesn’tknowanybodyinLondon.(表语从句)4.Thefactthatshipscangotheresurprisesmanypeople.（同位语从句）Period4Grammarpionts同位语从句讲义及练习一、理解同位语从句的含义，把握同位语从句的实质在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what,which,who,when,where,why,how等词引导，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。例：Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.他们比赛获胜的消息很快传遍了整个学校。析：theyhadwonthegame说明Thenews的全部内容，因此该句为同位语从句。二、正确运用同位语从句的引导词，准确把握同位语从句1.如同位语从句意义完整，应用that引导同位语从句。（即that不充当任何成分，只起连接作用）例：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.将军下达了战士们立即过河的命令。析：thesoldiersshouldcrosstheriveratonce是theorder的全部内容，且意义完整，因此应用that引导同位语从句。2.如同位语从句意义不完整，需增加"是否"的含义，应用whether引导同位语从句。（if不能引导同位语从句）例：We'lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我们将讨论运动会是否会如期举行的问题。析：thesportsmeetingwillbeheldontime意义不完整，应加"是否"的含义才能表达theproblem的全部内容，因此应用whether引导同位语从句。3.如同位语从句意义不完整，需增加"什么时候"、"什么地点"、"什么方式"等含义， 应用when,where,how等词引导同位语从句。例1：Ihavenoideawhenhewillbeback.析：hewillbeback意义不完整，应加"什么时候"的含义才能表达idea的全部内容，因此应用when引导同位语从句。例2：Ihavenoimpressionhowhewenthome,perhapsbybike.析：hewenthome意义不完整，应加"如何"的含义才能表达impression的全部内容，因此应用how引导同位语从句。4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。如：Thethoughtcametohimthatmaybetheenemyhadfledthecity.他突然想到敌人可能已经逃出城了。三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。如：Thereportthathewasgoingtoresignwasfalse.他将辞职的传闻是假的。因为thereportwasthathewasgoingtoresign句意通顺，所以，thathewasgoingtoresign是同位语从句。例1：Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.(NMET2001上海)A.whileB.thatC.whenD.as析：答案为B。moremiddleschoolgraduateswillbeadmittedintouniversities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities，thisistheinformation____hasbeenputforward.A.whatB.thatC.whenD.as析：答案为B。thathasbeenputforward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。例2：Sheheardaterriblenoise,____broughtherheartintohermouth.(MET91)A.itB.whichC.thisD.that析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为aterriblenoise，且它在从句中作主语。应将该句区别于：Ican'tstandtheterriblenoise____sheiscryingloudly.A.itB.whichC.thisD.that析：答案为D。sheiscryingloudly是theterriblenoise的内容，且theterriblenoise不在从句中作成分，所以该句为同位语从句。Period5‘TheTrueNorth’FromTorontoToMontrealStep1.Leadin:ShowsomepicturesofCanada,andasks“DoyouknowthefollowingthingsinCanada?”Step2.Ssreadthepassagewithin3minutestofillinthefollowingplot. ThenextmorningTheysawbeautifulmapleleavesAndrealizedthatfallhadcomeAroundnoonTheyarrivedinTorontoLatethatnightThetrainleftAtdawnthenextMorningTheyarrivedinMontrealTheyspenttheafternoonInthelovelyshopandandvisitingartistsIntheirworkshopsbesidethewaterThenightThetrainwasspeedingdowntotheeastcoastStep.3:Readthepassageforasecondtimeandanswerthefollowingquestions.1.HowdoweknowitisfallinCanada?2.WhatcansometimesbeseenfromtheCNTowerinToronto?3.Wheredoesthewaterfromthelakego?4.WhyistheregoodCantonesefoodinTorono?5.WhichdirectionisthetraingoingfromTorono?6.WhydidthegirlsgotoOldMontreal?7.WhatthreethingsshowusthatMontrealisaFrenchcity?Step4Languagepoints1.TheywerenotleavingforMontrealuntillater.Not…until…表示“直到…才…”，常与表示瞬间的动词连用。如：我们直到今天晚上才离开。Wedonotleaveuntilthisevening.街上的吵闹声直到深夜才停止。Thenoiseinthestreetdidn'tstopuntilmidnight.2.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.遗憾的时你们不能一直走到加拿大的首都渥太华去。asfaras(习语)直到所提到之处为止我一直走到山脚。Iwalkedasfarasthefootofthemountain.莎拉已经读到第四册啦。Sarahhasreadasfarasthefourthvolume.3.ThegirltoldhimtheywereonatraintripacrosstheCanadaandthattheyhadonlyonedayinMontreal.一个动词若带两个宾语从句，第二个宾语从句的引导词that一般不能省，例如：IunderstandnotonlythatyouhavestudiedChinesebutalsothatyouhavewrittenChinesepoetry. Unit1Womenofachievement1．Targetlanguagea.achieve,achievement,condition,welfare,institute,connection,campaign,organization,entertainment,inspire,support,devote...tob.Watchingafamilyofchimpswakeupisourfirstactivityoftheday.P2Everybodysitsandwaitswhiletheanimalsinthegroupbegintowakeupandmove.P2Buttheeveningmakesitallworthwhile.P2...weseethemgotosleeptogetherintheirnestforthenight.P22．Abilitygoalsa.LearnWarmingUp,andknowhowtotellthegreatwomenandthefamouswomen.b.Learnthewaytodescribeapersonfromwhatthepersondid,whatshe/helookslikeandsoon.3．LearningabilitygoalsTeachSshowtodescribeaperson.Teachingimportantpointsa.ByreadingAprotectorofAfricanwildlife,studentscanlearnfromJaneGoodallinatleasttwoaspects:b.Askstudentstoanswerthesequestions: 1)Whatmadeheragreatsuccess?2)WhatshouldwelearnfromJaneGoodall?TeachingdifficultpointsLeteveryonebelievethatallofuscanbecomeJaneGoodall.TeachingmethodsInspiration,QuestioningandDiscussion.TeachingaidsAcomputer,aprojectorandarecorder.ThefirstperiodreadingProceduresStepI.WarmingupWarmingupbydescribingGoodmorning,class.TodaywearegoingtoreadaboutAPROTECTOROFAFRICANWILDLIFE.Butfirst,I’dliketoknowifyouhaveeverheardofwomenlikeElizabethFry,SoongChingling,JaneGoodall,JodyWilliams,JoanofArcandLinQiaozhi.Nowturntopage1,lookatthephotos,readthecaptionsanddescribetoyourneighborthewomeninfocus.Whoisshe?Whatisshe?Whatdidshedotobenefittheworld?WarmingupbydiscussingHi,everyone.Howdidyouspendyourwintervacation?Didyoureadanybooks?Didyoureadanywomenofachievement?Whatmakesawomanofachievement?Nowinpairsdiscussthewomenonpageone.Whichofthesewomendoyouthinkisagreatwoman?Givereasonsforyourchoice.WarmingupbyreadingaloudandtranslatingNicetoseeyoubackatschool,boysandgirls.AsyouhaveallpreparedlessonsbeforeclassIshallasksixofyouatrandomtoreadaloudandtranslatethecaptionsunderthephotosonpageone.ZhaoYanfei,wouldyoutryreadingaloudandtranslatingthefirstcaption?Welldone!Nextlet’shaveJuXiaohongdothesecondone.StepII.Pre-reading1.LookingandsayingWorkinpairs.LookatthephotosandthetitleAPROTECTOROFAFRICANWILDLIFEandpredictthecontentsofthetext.Whenyouareready,joinanotherpairandcompareyourpredictionsandthecluesthathelpedyoutomakethepredictions.(Key:FromthephotosandtitleIguessthatthetexttellsaboutawomanscientistwhois workinginAfricatoprotectthewildlifethere.Shestudiesafamilyofchimps,deliversaspeechontheirbehaviour,arguingforthemtobeleftinthewildandprotected.)2.TalkingandsharingWorkingroupsoffour.Tellyourgroupmateswhatyouknowaboutwildlifeprotection.Thenthegroupleaderistostandupandshareyourgroupideawiththeclass.(Key:IamfromGroup3.WethinkthatJaneisawomanofachievement.Forshehashelpedpeopleunderstandhowmuchchimpsbehavelikehumans.Becauseofherweknowthatitisbetterfortheanimalstobeleftinthewildorinthespecialplacessetupforthem.)StepIII.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextAPROTECTOROFAFRICANWILDLIFE.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagraphSkimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.(Key:1stparagraph:Ourgroupareallgoingtovisitthechimpsintheforest.2ndparagraph:Nobodybeforehasfullyunderstoodchimpbehaviour.3rdparagraph:ForfortyyearsJaneGoodallhasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.)4.ReadingandtransferringinformationReadthetextagaintocompletethetable,whichlistwhatJanedoestoprotectAfricanwildlife.WhatdoesJanedo?StudiedtheseanimalsformanyyearsSpentmanyyearsobservingandrecordingtheirdailyactivitiesDiscoveredthatchimpshuntandeatmeatDiscoveredhowchimpscommunicatewitheachotherArguedforchimpstobeleftinthewildSetupspecialplacesWorkingwithanimalsintheirownenvironment5.ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.StepIV.ClosingdownClosingdownbydoingexercises ToendthelessonyouaretodothecomprehendingexercisesNo.1and2.2.ClosingdownbyhavingadiscussionDoyouagreewithJane’sideas?Whyorwhynot?(Key:IagreewithJane’sidea,becauseleavingtheanimalsinthewildistheonlygoodwaytoprotectthem.Theanimalsbelongtotheforest,justaswebelongtothecivilizedworld.)Whatdoyouthinkisthebestwaytoprotectwildlife?(Key:Ithinkthebestwayistounderstandandrespectthelifeofanimals.Settingupspecialplaceswheretheycanlivesafelyisimportantandeffective)ClosingdownbyretellingthestoryofJaneGoodallIshallwritesomekeywordsandexpressionsontheboard.YouaretoretellthestoryofJaneGoodallaccordingtothesewords.(Key:visitthechimps,watchthechimps,understandchimpbehaviour,arguefor…,setupspecialplaces)ThesecondperiodLearningaboutLanguageAimsTohelpstudentslearnaboutsubject-verbagreement.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresStepI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage4anddoexercisesNo.1,2,3and4first.Checkyouranswersagainstyourclassmates’.StepII.Learningaboutgrammar1.ReadingandthinkingTurntopage2andreadwithmethetextofAPROTECTOROFAFRICANWILDLIFE.Asyoureadon,payattentiontotheformsofsentencepredicatesandthesubject-verbagreementshowninthesentences.(Forreference:Ourgroupare…,Watchingafamilyofchimpsis…,Nobodybeforehasfullyunderstood…)2.DoingexercisesNo.1and2onpage5Turntopage5.Lookatthetwosentences:Ourgroupareallgoingtovisitthechimpsintheforest.AndOurgroupincludessixboysandfivegirls.Haveyounoticedanydifferencebetweenthem?Yes.Iftheword“group”referstodifferentmembers,useapluralverb.Iftheword“group”isconsideredasawhole,useasingularverb.Nowfillintheblankswiththeproperformofthegivenverbsinbracketsonpage5.AndthengoontodoExerciseNo.2onthesamepage,thatis,fillinthecorrectverbformintheletter.StepIII.ReadyusedmaterialsforSubject-verbagreementWeallknowthesemeaningsof"agree,"butwhenwetalkaboutsubject-verbagreement,we'retalkingaboutsomethingdifferent:matchingsubjectsand verbsaccordingtonumber.Thatis,whenyouhaveasingularsubject,youhavetomatchitwithasingularverbform:Theboyplays.Whenyouhaveapluralsubject,youmusthaveapluralverbform:Theboysplay.Inshort,simplesentences,youshouldhavenoproblemwithagreement.Youcanheartheproblem:Theboysplays.Whenit'swrong,itjustsoundsfunny.However,therearefourpotentialproblemspotsthatyouneedtowatchcarefully:ReversedsentenceorderThenormalpatternforEnglishsentencesissubject-verb.However,thereareafewsituationswherethisorderisreversed(likethissentence):oTherearesnacksonthelaundry-roomtable.oWherearethey?oOnthetablearethegoodies!Seehowthesubjectcomesaftertheverbineachofthese?Ifyoucanrememberhowtolocatesubjectsandverbs,youshouldn'tblunderintomistakeswhenwritingreversed-ordersentences."-body,""-one,"and"-thing"wordsThecorrecttermforthesewordsisindefinitepronouns,butifyourememberthemas"-body,""-one,"and"-thing"words,you'llprobablybeabletospotthemmoreeasily.Youonlyneedtoknowonething:ifawordhasoneoftheseendings(likeeverybody,everyone,anyone,anything,etc.),itisalwayssingular!Youcanalsoincludeeach,either,andneitherinthisgroup.Lookatthefollowing:1.Everyoneisgoingonapicnic.2.Eachoftheboysistakinghisownlunch.3.Ifanyonedropssomethingtoeat,I'llgrabitbeforehecanpickitup.Youshouldn'thaveproblemswiththeseifyousimplymemorizetheendingsofwordsthatarealwayssingular.NOTE:Wesaidthateitherandneitherarealwayssingular;however,ifyouhavetwosubjectsinaneither...ororneither...norconstruction,gettingtheagreementrightmaygiveyoufits.Togetitright,justlocatethesubjectclosesttotheverbandmaketheverbagreewithit:oEitherthemailmanortheconstructionworkers arecausingPeggytobarklikecrazy.oNeitherthedogsdownthestreetnortheonenextdoorpaysanyattention.Comparethiswiththefollowing:oEithertheconstructionworkersorthemailmaniscausingPeggytobarklikecrazy.oNeithertheonenextdoornorthedogsdownthestreetpayanyattention.IV.ClosingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizonsubject-verbagreement.ThethirdperiodUsingLanguage(AGOODEXAMPLEFORME)AimsTohelpstudentsreadthepassageAGOODEXAMPLEFORME.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresStepI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextAGOODEXAMPLEFORME.StepII.Guidedreading1.ReadingandtranslatingReadthetextAGOODEXAMPLEFORMEandtranslateitintoChineseparagraphbyparagraph.LiWenqin.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage6followingthearticle.4.ListeningForlisteningturntopage7andbereadytodoexercisesNo.1,2and3.5.ActingNextwearegoingtoputthetextAGOODEXAMPLEFORMEONSTAGE.NowZhuQingandZhangQiang,plesase!StepIII.Guidedwriting1.WritinganimagineddialogueGroups1and2aregoingtowriteanimagineddialoguebetweenLinQiaozhiandyou.Youmaybeginlikethis:Hello,doctor.Ineedyourhelp.… 2.WritingadescriptionTurntopage8andfollowthedirectiontowriteadescriptionofawoman’scharacter.Youmayusetheinformation,structuresandexpressionsfromtheunit.StepIV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonwildlifeprotection.TakenotesofyourfindingandreporttoyourgroupmatesnextMondaymorning.WritinglettersWritealettereithertoJaneGoodallorLinQiaozhi,tellingheraboutyourlifeandhope.ActingatextplayTurnthearticleAGOODEXAMPLEFORMEintoatextplay.ChooseyourpartandrehearsefortheSchoolArtFestivalnextmonth.StepV.ClosingdownClosingdownbyfillingaformMakeuseofthetextandotherstofillinform.LinQiaozhi’slifehistorytimeplaceeventClosingdownbydescribingapersonToendthisperiod,Iamgoingtohavetwoofyoustanduptodescribetotheclassapersonwhomheadmires.Wholikestospeakfirst?ThefourthperiodListeningStep1ShowthepictureofthebirthofboysandgirlsinChina.ThenshowanotherpictureofthejobsofthemStep2ListeningListentothetapeanddothetrueorfalseexercises1.Girlsoftenleaveschoolearlierforfamilyreasons.2.Whenthereisverylittlemoney,theschooloftenpreventsgirlsfromtraining.3.Girlsdon’thaveachancetorunacompany.4.Whenwomenhavechildren,theyhavetostopwork.5.Menhavemorechancestogettothetopoftheircareerthanwomen.6.Mencandowhatevertheylike.ThenaskthemtoanswerthequestionWhatthreeproblemsdowomenhavewhichdonotapplytomen?Step3ListeningtextHandoutthelisteningmaterialstothestudents,Listentothetapeandaskthemtocompletethepassage,afterthreetimes,encouragesomestudentstoreadthepassagewiththerightanswers. Step4ListeningonP41IntroducethewarbetweenFranceandBritain.Thenmentiontheimportantwoman:JoanofArcAskthestudentstolistentothetapeandAnswerthequestions1.WhydidJoanhavetodressupasamantobecomeasoldier?2.WhydidtheChurchnotlikeJoanactingasaman?3.WhydidFrancenotwinawaragainsttheEnglishbeforeJoanbecameasoldier?4.WhydidJoanhelptheFrencharmytofightbetterevenafterherdeath?5.Howwasshehonouredafterherdeath?AtlastshowthemthelisteningmaterialandgetsomestudentstoreaditUnit2WorkingthelandTeachingaims:1.TargetLanguagea.Wordsandphrasessunburn,struggle,super,expand,circulate,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthanb.ImportantsentencesThisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.P10Hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.P102.AbilitygoalsEnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.3.LearningabilitygoalsHelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.Teachingimportantpointsa.Helptocomprehendthetextandgraspthemainideaofthetext.b.Grasptheusageofsomewordsandexpressions.c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.Teachingdifficultpointsa.Howtohelpstudentslearnmoreaboutagriculture.b.Helpstudentsreallymastertheusageofwordsandexpressions.TeachingmethodsTalking,questioning-and-answeringactivityandreading.Teachingaids Ataperecorder,aprojectorandacomputer.Teachingprocedures&&waysThefirstperiodReadingStep1.GreetingandRevision1.Greetthestudentsasnormal.2.RevisethewarmingupwiththefollowingquestionHowdoyouthinktogrowourmainfood--rice?-----1)First,thefarmersplowthefield.Theyhavetomakethesoillooseenoughtoplantcrops.2)Second,growsomeyoungplants3)Third,theyinserttheyoungplantsintotheloosefield.4)Atlast,theywillgettheharvestStep2Pre-reading1Askthefollowingquestions1).What’sthemainfoodinCanadaandUSA:-----potatoesandbread2).WhatisthemainfoodinSouthAmerica:-----corn/maize3)WhatisthemainfoodinSoutheastAsiancountries:-----rice2ShowthestudentssomepicturesandaskthequestionWhatishappeningtothesepeopleinEastAsianandSoutheastAsiancountries?Thenshowmorenewslikethat:InternationalFactsonHungerandPoverty(2002)1)Every8seconds,achildsomewhereintheworlddiesfromstarvation.2)Morethan800millionpeopleintheworldsufferfrommalnutrition(营养不良)---799millionofthemarefromthedevelopingworld.Morethan153millionofthemareundertheageof5.Atlastaskthestudentstodiscuss:Ifyouhadthechancetodosomethingtohelpendhungerintheworld,whatwouldyoudo?Encouragethestudentstotelltheiropinions,Thengiveaconclusion:Theonlywaytosolvethefoodshortageproblemistoincreasetheoutputofthegraincropperlandareathroughtheadvancementofscienceandtechnology.3.leadthestudentstopayattentiontothepeople---YuanLongpingAsk:Whatdoyouknowabouthim?--------FatherofHybridRiceThenleadtothetopicofthereadingpassage.APioneerForAllPeopleStep3ListeningListentothetape,trytofindoutsomeinformationofthehero. Name____________Age____________Job_____________Education_________Achievement_______Hobbies__________Step4FastreadingReadthepassagequicklyandanswerthetrue-or-falsequestions•1.DrYuanismoreafarmerthanascientist.•2.DrYuan’skindofriceisthemostsuitableforChina’sfarmland.•3.DrYuanwouldratherworkthanrelax.•4.DrYuanhasdreamswhenheisasleepandalsowhenheisawake.•5.DrYuanenjoysasimplelifethanmostrichandfamouspeople.Step5CarefulreadingReadeachparagraphandanswerthefollowingquestions:Para1:1.WhatdoseDr.Yuanlooklike?Why?2.Whatishisachievement?Para2:1.WhydidDr.Yuanwanttoincreasethericeoutputwhenhewasyoung?2.Howdoeshehelpridtheworldofhunger?Para3.41.WhatkindoflifeisDr.Yuanleading?2.WhatisDrYuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphMainIdea1Hisappearanceandachievements2Hisbirth,educationandresearch3Hispersonality 4HisdreamStep7Homework1.LearnthepoemThePeasants’LotLiShen(772-846)Farmersweedingatnoon,Sweatdownthefieldsoon.Whoknowsfoodonatray,Duetotheirtoilingday?2.FinishtheexercisesinLearningaboutLanguage.3.Retellthetextinabout150words.Notes:a.Usethefirstpersontoretellthestory.b.Trytousetheproperconjunctions.ThesecondperiodLearningaboutLanguage(The–ingformastheSubject&Object)AimsTohelpstudentslearnaboutThe–ingformastheSubject&Object.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupreadingaloudthetextAPIONEERFORALLPEOPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud.TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises1,2and3onpages11and12.Youmustfinishthemin5minutes.III.Learningaboutgrammar3.ReadandidentifyReadthetextaboutYuanLongpingagain,payingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence“Wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesentence.Forexample:YuanLongpinglikesplayinghisviolin.4.ConsolidatingbydoexercisesToconsolidateyourunderstandingyouwillbegiven10minutestogooverexercises 1,2,3,4and5onpages12and13.Youmayjustwriteonyourtextbook.Imeanthestudent’sbookyouareworkingby.III.ReadyusedmaterialsforThe–ingformastheSubject&Object)语法学习——动名词1.动名词作主语1）名词直接放在句首作主语。例如：Usingtherighthandtoshakehandsisaconventioninmanycountries.用右手握手是许多国家的一种习俗。2）动名词在“Itisnouse/nogood/fun/awasteoftime/agoodpleasure等名词+doing”结构中作主语，it为形式主语。3）动名词在“Itisuseless/nice/good/interesting/worthwhile等形容词+doing”结构中作主语。4）动名词在“Thereis(was)no+doing”结构中作主语。2.动名词作宾语1）有些动词后面要求跟动名词作宾语。常这样用的动词有：admit承认；excuse原谅；postpone拖延；anticipate期望；fancy想象practise练习；appreciate欣赏；finish完成；prevent防止；avoid避免；forbid禁止；propose建议；consider考虑；forgive宽恕；recollect回忆；delay耽搁；imagine想象；resent厌恶；deny否认；involve涉及；resist抵制；detest厌恶；keep保留；risk冒险；dislike讨厌；mind在意；save挽救；dread害怕；miss错过；suggest建议；enjoy喜欢；pardon原谅；understand理解；escape逃避；permit允许2）有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：can’tstand忍不住；can’thelp忍不住；feellike想，欲；giveup放弃；putoff推迟3）动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：insteadof,lookforwardto,objectto,keepon,seeabout,taketo等。我们终于克服了所有的困难。4）在“havedifficulty(trouble,problem,ahardtime,fun,agoodtime)(+in)+动名词；bebusy(in)+动名词；wastetime(in)+动名词；losttime(in)+动名词；Thereisnopoint(in)+动名词”等结构中，动名词做介词宾语，in常要省去。5）在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：Iconsideritawasteoftimearguingaboutit.我认为辩论这事是很浪费时间的。6）在“therebe”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：Wecanimaginetherebeingalotoffussaboutit.我们可以想象到人们对此大惊小怪。Wereyoudisappointedattherenothavingbeenmoregifts?你对没有更多的礼物感到失望吗？3.动名词的被动式1）动词need,require,want,deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。2）在（be）worth后面只能用动名词的主动态来表示被动意义。 ThethirdperiodUsingLanguage(OrganicFarming)AimsTohelpstudentsreadthepassageOrganicFarming.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupWarmingupbylisteningandreadingaloudLanguageiscreatedtobelistenedtoandspokenfirst.Soopenyourbooktopage13andreaditaloudwhilelisteningtotherecording.Watchyourpausesbetweenthethoughtgroups.II.Guidedreading6.ReadingandtranslatingReadthetextsentencebysentence,andputitintoChinese.Whowillbethefirsttotry.Iwillonlyhavefourofyoutodothistask.OK,WangShan.Yougotit,theopportunity,Imean.7.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.8.DoingexercisesNowyouaregoingtodoexercisesNo.1,2and3onpage14followingthearticle.9.ListeningForlisteningturntopage14andthen15forthelisteningexercises1,2and3.Areyouready?5.Reading,speakingandwritingWhentryingtoarguepeopleintooroutofdoingsomethingwemayusethefollowingexpressions:Iwouldrather…Idon’tlike…because…I’dprefer…becauseIt’sagreatpitythat…ShouldI/we…?It’sbetterto…Thisisgoodvaluebecause…IfIhaveachoiceI’dchoose…becauseWhatistheadvantageof…?Youneedto…Inpairsyouaretomakeupadialoguetoargueeachotherintooroutadoptingorganicfarming.Iwillarguewithyourmonitor,LiangBochao.Getstarted.III.Guidedwriting3.WritingaposterWritingaposterwhichincludesalltheinformationabouttheusesofcomputersothatyouwillencouragemorefarmerstobuyanduse.YouareaskedtobaseyourposterontheoverallpatternofthearticleyoulearnedOrganicFarming.Limityourpostertobetween200and250words.4.Writingaspeech WriteaspeechforProfessorYuanLongping.Heistoattendaninternationalconferenceonmodernagriculture.Youmayalsomakeuseofthelibraryandnetworkresourcesforthetask.IV.FurtherapplyingFindinginformationReadonlinetofindasmuchinformationaspossibleaboutProfessorYuanLongpingandhisresearchgroup.Shareyourfindingswithyoupartnernexttimeyouarehere.WritingareportGobackhometointerviewyourparentsoryourgrandparentsaboutChina’sagriculture,itspastandpresentsituations.WriteareportinEnglishinabout500wordsasaweeklyproject.ActingatextplayTurneitheroneofthetwoarticlesintoatextplay.Rehearseitandplayitinfrontoftheclass.Theplayshalllastatleast10minutes.IV.ClosingdownClosingdownbyfillingaformToendtheperiodpleasefillintheformbelow.Whatisorganicfarming?definitioncharacteristicspotentialsClosingdownbyimagingImagineandwriteaboutwhattheagriculturewillbelike50yearsfromnowinthefuture.Useyourimaginationtocompetefor“wildthinkingprize”.ThefourthperiodListeningStep1Pre-listening1.Talkaboutthethedifferencesbetweenorganicfarmingandfertilizerfarming.Andshowthepicture2.IntroducesomenewwordsinthelisteningpassagevalleycompetitordeterminedpourcarrotscucumberspumpkinsattackspreadlikewildfiresighsolidStep2ListeningListentothetapeandanswerthefollowingquestions:1.Whatdoesthepassagetellus?2.Whatdothewordsinthefirstcolumnmean?Cropsgrownmeanshowtheircropsgrow.Wellorbad?Fertilizermeanswhatkindoffertilizertheyuse.Organicorchemical?Otherplantnutritionmeansmaybe,besidesthosetwofertilizers,theystillhadsomemorepowerfulones.ListentothetapeandfinishtheformStep3 Getthestudentstoanswer:2Whydoyouthinktheresultsfromthetwofarmersaresodifferent?3Lookatthesummariesofthestory.Decidewhichiscorrectandexplainwhytheothersarewrong.Step4ListeningtextHandoutthelisteningmaterial,listentothetape,thencompletethepassagewiththerightanswersStep5ListeningonPage48Listentothetape,andPutthesestagesofturningfertilelandintoadesertinorder.Fertilefarmland.()Soilisblownaway.()Plantsdie.()Landbecomesdry.()Notenoughwater.()Soilturnstosand.()Step6ListeningtextGivethestudentsthelisteningmaterialtofinishThefifthperiodWritingStep1SpeakingTrytofindreasonstopersuadepeopletobuyyourfood.Thesewordsandexpressionsmayhelpyou.Iwouldrather...Idon’t...because...I’dprefer...because...ShouldI/we...?It’sbetterto...Thisisgoodvaluebecause...IfIhaveachoiceI’dchoose...because...Whatistheadvantageof...?Youneedto...Step2Writing1BuythebestfruitshereWeonlysellgreenfoodinthisshop!Bestchoiceatbestprice!Safe,healthy,clean,fresh.Farawayfromanypollution.21.Nochemicalfertilizer,allorganicfertilizers2.Cleanair,cleanwater3.Nopoison,nopesticides4.HomeinheavenStep3SpeakingandWritingTaskonPage53.NOTESkeepingfishinponds takingeggsfromthebestqualityfishfeedingfishkeepingfishveryclosetogetherunderstandingthatfishdiseasesareaproblemtryingtostopfishbeingaffectedbydiseasesremovingfishthataretherightsizeforeatingorsellingdeliveringfreshfishtothemarketStep4SamplewritingShowthestudentsthesamplewritingandaskthemtoreadit.Step5HomeworkNexttimewe’llfinishthisunit.Whatwe’lldonextperiodistocheckyourhomeworkonPage49andfinishtheProjectandCheckingYourselfonPage47,SumminguponPage16,andsoon.Unit3AtasteofEnglishhumourTeachinggoals1.Targetlanguageverbal,nonverbal,mime,farce,pancakes,mountainous,whisperb.Ithinkhowshortlifeisandhowlongtheuniversehaslasted.P222.AbilitygoalsEnablethestudentstotalkaboutsometypesofEnglishhumourandChinesehumour.3.Learningabilitygoalsa.HelpthestudentslearnhowtotalkaboutsometypesofEnglishandChinesehumour,andthenfindtheirdifferences.b.Letthestudentslisten,read,andthenimitatethejokes,sothattheycanrealizethathumouristoletpeopletobeoptimisticabouteverythingaround.TeachingimportantpointsHelpthestudentslearnhowtounderstandandenjoyEnglishhumors.TeachingdifficultpointsHelpthestudentsknowthedifferencesbetweenEnglishandChineseinhumours.TeachingmethodsUsingpictures,discussion,readingandimitation.TeachingaidsArecorderandaprojector.PartOne:TeachingDesignreading(NONVERBALHUMOUR) AimsTohelpstudentsdeveloptheirreadingability.TohelpstudentslearnaboutEnglishhumour.ProceduresI.WarmingupWarmingupbydefining“Humour”Whatis“Humour”?Doesanyoneofyouknowanythingabouthumour?LookatthesreenandreadthedefinitionofHumourfromtheInternet.Whosejob...?ThisisthestoryaboutfourpeoplenamedEverybody,Somebody,AnybodyandNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.SomebodygotangryaboutthatbecauseitwasEverybody´sjob.EverybodythoughtAnybodycoulddoit,butNobodyrealisedthatEverybodywouldn´tdoit.ItendedupthatEverybodyblamedSomebodyWhenNobodydidwhatAnybodycouldhavedoneII.Pre-readingTellingthetruth—Whydoyouliketolaughat?Iliketolaughatcartoons,forthey’relovelyandfun.Iliketolaughatfairytales.Theyareamusingandinteresting.ManyyearsagotherelivedanEmperorwhowassoexceedinglyfondoffinenewclothesthathespentvastsumsofmoneyondress.Tohimclothesmeantmorethananythingelseintheworld.Hetooknointerestinhisarmy,nordidhecaretogotothetheatre,ortodriveaboutinhisstatecoach,unlessitwastodisplayhisnewclothes.Hehaddifferentrobesforeverysinglehouroftheday.III.Reading3.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextNONVERBALHUMOUR.Payattentiontothepronunciationofeachwordandthepausesbetweenthethoughtgroups.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.4.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework. 5.ReadingtoidentifythetopicsentenceofeachparagrapSkimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.6.ReadingandtransferringinformationReadthetextagaintocompletethetable.NONVERBALHUMOURWhatisnonverbalhumour?WhoisCharlieChaplin?Howdoeshemakeasadsituationentertaining?WhatisthestoryofTheGoldRush?FactsaboutOscarAbrieflifehistoryofCharlieChaplin7.ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.IV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1and2onpages18and19.ClosingdownbywatchingasilentmoviebyCharlieChaplinDoyoulikewatchingmovies?Doyoulikehumourousmovies?Nowlet’swatchasilenthumourousmoviebyCharlieChaplin.It’sCharlieChaplin'sfirstfilm:MakingaLivingClosingdownbyreadingaboutCharlieChaplinToendtheperiodweshallreadanarticleaboutCharlieChaplin.Nowlookatthescreenandreaditaloudwithme.ThesecondperiodLearningaboutLanguage(The–ingformasthePredicative,Attributive&Object)AimsTohelpstudentslearnaboutThe–ingformasthePredicative,Attributive&Object)Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions. Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage19anddoexercisesNo.1,2,3,4and5.Checkyouranswersagainstyourclassmates’.II.LearningaboutThe–ingformastheAttributiveWhatisattributive?Itissomethingplacedbeforethenounstobemodified:“red”isanattributiveadjectivein“aredapple”.“walking”isalsoanattributiveadjectivein“awalkingstick”.III.ReadyusedmaterialsforThe–ingformasthePredicative,Attributive&ObjectWhichverbscanbefollowedbythe-ingform?IV.ClosingdownClosingdownbydiscoveringToendtheperiodyouaregoingtoskimthetextandtheprevioustextstofindoutalltheexamplescontaining–ingformsusedasthepredicative,attributiveandobject.ClosingdownbyexercisesInthelastfewminutesyouaretodoexercises1,2,3and4onpage21.Checkyouranswersagainstthoseofyourgroupmates’ThethirdperiodUsingLanguage(JokesaboutSherlockHolmesandDoctorWatson)AimsTohelpstudentsreadtheparagraphofJokesaboutSherlockHolmesandDoctorWatsonTohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupWarmingupbyreadingschooljokesTherearelotsofjokesinEnglishaboutschoollife.Readthesetwotoseewhetheryouwilllaughornot. Whymustwelearnthis?为什么要学这个呀？Onedayourprofessorwasdiscussingaparticularlycomplicatedconcept.Apre-medstudentrudelyinterruptedtoask,"Whydowehavetolearnthispointlessinformation""Tosavelives."theprofessorrespondedquicklyandcontinuedthelecture.Afewminuteslater,thesamestudentspokeupagain."Sohowdoesphysicssavelives?"hepersisted."Itkeepstheignoramuseslikeyououtofmedicalschool,"repliedtheprofessor.II.Guidedreading1．ReadingandtranslatingReadtheparagraphonpage22andtranslateitintoChinesesentencebysentence.2.ReadingandunderliningNextyouaretoreadtheparagphandunderlinealltheusefulexpressionsorcollocationsinit.Copythemtoyournotebookafterclassashomework.Collocationsfromtheparagraphonpage22Gocamp,inamountainousarea,lieintheopenair,underthestars,lookupatthestars,thinkof…,tryathirdtime,inone’sbeds3.DoingtheexerciseNowyouaregoingtodotheexerciseNo.1onpage22.III.GuidedSpeakingThinkoffunnystoriesinEnglishandtelllthemtoyourgroupmates.IV.GuidedWriting—LearntowritejokesTherearetwomainpartstothestructureofajoke.Thefirstpreparesyouforthelaughbytellingastorywhichcreatesasenseofexpectation.Thesecondpartofthejoke,thepunchline,provokeslaughterbytellinganunexpectedanddifferentstory,yetonewhichisstillcompatiblewiththefirst,asinthisexample:"Mywifejustranoffwithmybestfriend.Boy,doImisshim."and"Ihadamudpackfacialdone,andforthreedaysmyfacelookedmuchbetter.Thenthemudfelloff."Noticetheassumptionthatismadeinboththeseexamples.Inthefirst,youassumethepersontellingthestoryisangrywithhiswife,sothepunchlinesurprisesyoubecausehe'sfeelingsomethingdifferentandunexpected.Again,inthesecondexample,you'dmostlikelyassumethemudhadbeenremoved,leavingthefacelookingbetter,sothepunchlinetakesyoubysurprise.So,towritejokesyouneedtopracticereadingstatementsandwritingdowntheasumptionsyoumakeaboutthem.Youmustbeabletointerpretthestatement(firststoryline)inatleasttwodifferentwaysinordertoprovidethesecond,differentstoryi.e.thepunchline.Andwhattowriteabout?Anythingthatinterestsyou.Anythingyouhavestrongopinionsabout. Nowwritedownyourownjokes,inEnglish.IV.ClosingdownbyactingToendthisperiod,wearegoingtoactthefilmbyCharlieChaplinTheGreatDictator.PartTwo:TeachingResources1．AtextstructureanalysisofNONVERBALHUMOURI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofdescribtivewriting.MainideaoftheCharlieChaplinastonishesuswiththedeeppassagefeelingshecaninspireinusforacharacterheisplaying.Topicsentenceof1stSomehumourcanbecruel.paragraphTopicsentenceof2ndCharlieChaplinissuchanactorastoparagraphastonishuswiththedeepfeelings.Topicsentenceof3rdHowdidCharlieChaplinmakeasadparagraphsituationentertaining?Topicsentenceof4thThefilmofTheGoldRushissetinparagraphCalifornia.Topicsentenceof5thCharlieChaplinproduced,directed,andparagraphwrotethemovieshestarredin.II.AtreediagramofthetextCharlieChaplin—TheGoldRushHumoursbeingcruel(para1)CharlieChaplinastonishinguswiththedeepfeelings(para2)CharlieChaplinThefilmofTheGoldmakingasadRushsetinCaliforniasituationwheregoldwasentertaining?discovered(para3)(para4) CharlieChaplinproducing,directing,andwritingthemovieshestarredin(para5)III.AretoldpassageofthetextGiveApossibleversion:ThefourthperiodListeningStep1ListeningonP23Listentothetapeandanswerthefollowingquestions1.Whichisbesttitleforthisstory?2.WhywasMarySmithfrustrated?3.Whatturnedthejamintowine?4.Didyoufindthisstoryfunny?Why?5.WhatdoyouthinkofJohn’sbehavior?Step2ListeningtextHandoutthelisteningmaterialandlistentothetape,thencompletethepassageStep3ListeningonP551.Listentothetapeandtickthewordsyouhear.2.Listentothetapeagainandanswerthefollowingquestions.1).WheredidPetergetthepotatoes?2).Whydidn’tPeterwanttogetupwhenthethiefwasinhishouse?3.Whycouldn’tthethieftakeawaythepotatoes?4.HowdidPeterstopthemanstealingthepotatoes？Step4ListeningtextListentothetapeandcompletethelisteningtextThenasksomestudentstoreadthepassagewiththerightanswers,andtellthemainideaStep5ListeningtaskonP581.ListentothetapeandChoosethebestpicturethatbestdescribeswhathappened.2.Choosethebestanswertoeachquestion3.Listentothetapeagainandanswerthequestion.Howdoyouthinktheteacherfeltwhenhewasofferedthedog?Step6DiscussionDiscusshowyouwouldsolvetheseproblemsandhelptheteacher.Step7HomeworkPleasecollectasmanyfunnystoriesasyoucan.Theywillbeusefulinthenextperiod.Andtrytofindsomeinterestingwordsinthesestories.ThefifthperiodSpeakingandWriting Step1WarmingupLookatthefollowingpicturesabouthumourThenask:Howmanykindsofhumourdoyouknow?Step2EnjoyacomedyListentothetapeandfinishthefollowingformBornDiedJobActingtypeMasterpiecesStep3OtherexamplesofEnglishhomour1.mimeandfarceMr.Bean2.funnystoriesMarkTwain:LifeontheMississippiAdventuresofHuckleberryFinnAdventuresofTomSawyerExamplesofChinesehumourfunnyplaysStep41.ReadsomeofthesecustomerandwaiterjokesandmatchthejokewiththeexplanationonP22.2.ShowmorejokesStep5HomeworkPreviewtheReadingmaterialandfinishtheComprehendingahead.Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.重点词汇和短语misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please. PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.Teachingprocedures&waysThefirstperiodreading(COMMUNICATION:NOPROBLEM?)AimsTohelpstudentsdeveloptheirreadingability.Tohelpstudentslearnaboutbodylanguage.ProceduresI.WarmingupWarmingupbyactingLookatthelistofinterpretationontherightsideofthechart.Performtheactionorthenonverbalbehaviourontheleftside. ExamplesOfBodyLanguageWarmingupbydefining—Whatisbodylanguage?II.Pre-reading6.LookingandsayingLookatthemaninthepicturebelow.Whatdoeshesaytoyoubyhisbodylanguage?Basically,howthe......doIknow?Or,Idon’tknownothin!Theshouldersarehunchedandthehandsareopensignifyingabigquestionmark.7.TalkingandsharingBodylanguageisthequiet,secretandmostpowerfullanguageofall!Accordingtoexperts,ournon-verballanguagecommunicatesabout50%ofwhatwereallymean(voicetonalitycontributes38%)whilewordsthemselvescontributeamere7%.Ourbodiessendoutmessagesconstantlyandoftenwedon'trecognizethatwe'recommunicatingalotmorethanwerealize.Ourunderstandinganduseofnon-verbalcuesinfacialexpressionarefamiliartousnearlyfrombirthIII.Reading8.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextCOMMUNICATION:NOPROBLEM?.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.9.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.8.ReadingtoidentifythetopicsentenceofeachparagraphNextyouaretoskimthetexttoidentifythetopicsentenceofeachparagraph.9.ReadingandtransferringinformationReadthetextagaintocompletethetable.Whereishe/shefrom?Whatdoeshe/shedowhenhe/shemeetsomeoneattheairportforthefirsttime?NameCountryActionMeaningMrGarciaJuliaSmithAhmedAzizMadameCoulon10.ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.11.Readingandtranslating Nowit’stimetotranslatethetextintoChinese,sentencebysentence.Whowillbethefirsttodoit?IV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1and2onpage26and27.ClosingdownbycheckingChecksomeofthefollowingbasicnon-verbalcuesandyou'llrecognizethatyoualreadyspeakandtranslatemuchofthelanguage.“I’msurprised!”I’mshocked!”“I’msad!”ThesecondperiodLearningaboutLanguage(The~ingformastheAttribute&Adverbial)I.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage27anddoexercisesNo.1,2,3and4first.Checkyouranswersagainstyourclassmates’.II.Learningaboutgrammar5.ReadingandthinkingTurntopage25andreadwithmethetextofCOMMUNICATION:NOPROBLEM?Asyoureadalong,payattentiontotheusesofThe~ingformastheAttribute&Adverbial.(Theyarevisitorscomingfromseveralcountries.作定语；Fourpeopleenterlookingaroundinacuriousway.作状语；Thisisanexcitingexperienceforyou.作定语;Youstandwatchingandlistening.作状语；……)6.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttribute&Adverbial...Whenweuseaverbin-ingformmorelikeaverboranadjective,itisusuallyapresentparticiple:.Anthonyisfishing.Ihaveaboringteacher.Inthislesson,wewilllookattheuseofverbsinthe~ingform...1.The~ingform作定语2The~ingform作状语IV.ClosingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizon~ingwords.~INGWORDSHighlightallthewordsendingin'-ing'. Makelistsofallthedifferentcategoriesof'-ing'words;thatis,theirdifferentfunctionsinthesentence.ExamplesofsomeofthedifferentcategoriesHe'sswimming.He'swearingaswimmingsuit.Helikesswimming.Swimmingispleasant.Rewriteeachsentencewithoutusingthe'-ing'form.Isthereachangeinmeaning?Whatisit?Findsentencesinthetextwhichcanberewrittenusingan-ingform.Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading10.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….11.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…12.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.TheimportanceofbodylanguagePeoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofa messagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!13.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage7%isconveyedbythewords38%bythevocaltones,and55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhands oHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinter'spositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance14.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。 touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Don'ttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Let'sstayintouch.我们保持联络。He'saddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idon'tknow.I'mastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。I'mastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。 Unit5ThemeparksPartOne:TeachingDesignTeachinggoals1.Targetlanguagea.重点词汇和短语themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,b．重点句子1)Intheseparks,peoplesitchatting,playgames,listentobirds’singing,orjustrelaxabit.2)Theyaresuchhugeplacesthatvisitorsoftenuseshuttlestogetaround.3)Thebigcompaniesthatownthemeparksexpecttomakeaprofitnotjustbythechargesforadmission,butalsobysellingsouvenirsintheirshopsandadvertisingthemontelevision.2.AbilitygoalsEnablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.2.Learningabilitygoals3.Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.TeachingimportantpointsTosolvethequestionsinComprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.TeachingdifficultpointsHowtogiveageneralinstruction/descriptionofaplace.TeachingmethodsListening;Skimming;Scanning;Task-based.TeachingaidsArecorderandacomputer.ThefirstperiodreadingStepIRevisionT:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,Columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,ateaseT:Now,handinyourpaperplease;I’llcheckyourworkafterclass.StepIIWarmingupT:Let’slookatthepicturesonP33.Thesearefourpicturesofdifferentparks—AgardeninSuzhou,HydeParkinLondon,WorldWaterparkinCanada,Disneyland.Whatkindofparksarethey?T:Verygood.SowhataboutWorldWaterparkinCanada?T:Whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance? Sa:OfcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:IwouldliketogotoWaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.Sc:IwouldgotoHydePark.Iwanttogohorse-riding,andaboveall,havetheexperienceofmakingaspeechinfrontofacrowdofpeoplelikeapresident.That’llbereallyexciting.…StepIIIReadingSkimmingT:It’sinterestingtolistentoyourideas.Todaywearegoingtostudyapassageaboutthemeparks.ThetitleisTHEMEPARKS—FUNANDMORETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.(3minuteslater)T:Haveyougotthemainideaofthepassage?Whocantellmethetopicsentencesofsixparagraphs?TopicsentencesParagraph1.Parksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Paragraph2.Inrecentdecades,however,manyparkshavebeendesignedtoprovideentertainment.Paragraph3.Themeparkshaveacertainidea—acertaintheme—thatthewholeparkisbasedon.Paragraph4.Somearehistoryorculturethemeparks.Paragraph5.TheoldestthemeparkintheworldisDisneyland,builtnearLosAngeles,Californiain1955.Paragraph6.Otherthemeparksincludingmarineoroceanparks,sciencethemeparks,andfuturethemeparks.ScanningT:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen.1.Whatisthebasicpurposeofthemeparks?Whatdopeopledothere?2.Dotheseparkschargepeopleforadmission?3.Whatisthepurposeofathemepark?4.Whatisthedifferencesbetweenathemeparkandanordinarypark?DifferencesOrdinaryparksThemeparksActivitiesSizeFacilitiesCharges Souvenirs5.Whatactivitieswillbeofferedtovisitorsinasportsthemepark?6.Cantheydoshoppingthere?Whatcantheybuy?7.Whatcanvisitorsseeanddoinhistoryorculturethemeparks?8.WhatisDisneylandlike?Whatcanvisitorsdothere?9.Whatcanpeopledoinmarineoroceanthemeparks,sciencethemeparksandfuturethemeparks?(10minuteslater)T:Haveyougottheanswers?Iwouldlikesomeofyoutoanswerthequestions.Let’slistenandcheckwhethertheyhavegotthemcorrectly.Teacherschecksomestudentsfortheanswers.suggestedanswers1.Thebasicpurposeofaparkistoprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Intheseparks,peoplesitchatting,playgames,listentobirds’singing,orjustrelaxabit.Andfamiliesgotheretohavepicnicsorhavefuntogetherinotherways.2.Theseparkschargepeoplelittleornomoneyforadmission.3.Thepurposeofathemeparkistoprovideentertainment.4.Seethefollowingtable.DifferencesOrdinaryparksThemeparksActivitiesridessuchasaFerrisavarietyofthingstowheel,merry-go-roundseeanddoofarollercoaster.SizeusuallynotverylargehugeplacesthatvisitorsoftenuseshuttlestogetaroundFacilitiesnorestaurantsorhotelsrestaurants,hotelsandshopsChargeschargelittleornonechargeforadmissionSouvenirssellnosouvenirssellsouvenirsintheirshops5.Asportsthemeparkwilloffervisitorssportstoplayorwatch.6.Yes.Theycanbuysportsequipmentorclothing,suchasbasketballs,footballs,sneakersandsoon.7.Visitorscanseehowourancestorsdressed,workedandlived;andhowspecialgroupsofpeopledresstoday,whattheyeatandwhattheirhomeslooklike.Theymightgoforridesonanimals,helpcookculturalfoodsorhavetheirpicturestakenintheclothingofemperorsorofminoritypeople.8.Disneylandissodifferentfromotherparksthatitseemedlikeaplaceoffantasy.VisitorscanenjoyseeingthecharactersfromDisneyfilms,goonexcitingrides,visitstocastlesandgetclosetolife-sizecartoonfigures.TheycanalsoseemodelvillagesoflifeinthepastwhichshowhowtheearlysettlersinAmericalived.9.Peoplecanseeandswimwithdolphinsandlearnaboutoceanlifeinanoceanpark;Theycantakeanactivepartinexperimentsinasciencethemepark;Theycangoon imaginarytripstospaceanduseadvancedcomputertechniquestoexperiencelifeinthefuturepark.StepIVComprehending(P34)Part1T:Let’slookbackatthetitleofthepassage.THEMEPARKS—FUNANDMORETHANFUN.Whydoesthewriterthinkthatthemeparksareplacesfunandmorethanfun?Iwouldlikeyoutothinkaboutthisquestionandtellmeyouropinions.S:Inmyopinion,itmeansthatthemeparksaremorethanamusementparkswithrides,suchasaFerriswheel,merry-go-roundorarollercoaster,theyaresuchhugeplacesthatvisitorsoftenuseshuttlestogetaround,andtheyhavealotofthingstoseeanddo.Sotheyareplacesfunandmorethanfun.Part2T:Wehavereadaboutsomeofthedifferentthemeparksintheworld.Haveyoueverthoughtofthisquestion:Whydopeoplebuildsomanydifferentthemeparks?Iwouldlikeyoutohaveaclassdiscussionandtellme3purposesforpeoplebuildingthemeparksaccordingtothispassage.(Sometimelater)T:Pleaseexpressyourideas.SuggestedanswersPurpose1:toprovideentertainment.Explanation1:becausetheyhaveavarietyofthingstoseeanddo.Purpose2:tomakeaprofitbychargingforadmissionandsellingsouvenirs.Explanation2:becausetheyallchargemoneyforadmissionofthehotels,restaurants,andfortheridesandshowsintheparksaswell,andtheysellalotofsouvenirs.Purpose3:toprovidepeoplewithsomeunusualexperiences.Explanation3:becausethereareparksforpeopletoexperiencethelifeinthepast,inthefuture,intheoceanandsoon.Part3T:Let’ssumupthemainideaofeachparagraph.SuggestedanswersParagraph1:Parksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Paragraph2:Themeparkshavebeendesignedtoprovideentertainmentwithavarietyofthingstoseeanddo.Paragraph3:Themeparkshaveacertainidea/themethatthewholeparkisbasedon.Paragraph4:Thehistoryandculturethemeparks.Paragraph5:TheDisneyland.Paragraph6:Theoceanparksandthesciencethemeparks.Themeofthepassage:ThemeparksStepVDiscussionT:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachan agreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVIHomeworkRememberallthenewwordsandphrasesinthereadingpassage.Writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodLearningaboutLanguage(Wordformation)AimsTohelpstudentslearnaboutwordformation.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage35anddoexercisesNo.1,2,3and4first.Checkyouranswersagainstyourclassmates’.II.LearningaboutWordformationThebasicpartofanywordistheroot;toit,youcanaddaprefixatthebeginningand/orasuffixattheendtochangethemeaning.Forexample,intheword"unflattering,"therootissimply"flatter,"whiletheprefix"un-"makesthewordnegative,andthesuffix"-ing"changesitfromaverbintoanadjective(specifically,aparticiple).Englishitselfdoesnotuseprefixesasheavilyasitoncedid,butmanyEnglishwordscomefromLatin,whichusesprefixesandsuffixes(youcanusethewordaffixtorefereithertoaprefixorasuffix)quiteextensively.Forexample,thewords"prefix,""suffix,"and"affix"themselvesareallformedfrom"fix"bytheusedofprefixes:"ad"(to)+"fix"(attached)="affix""pre"(before)+"fix"="prefix""sub"(under)+"fix"="suffix"Notethatboththe"-d"of"ad"andthe"-b"of"sub"changethelastletter.HerearesomeofthemostcommonLatinprefixes(forthemeaningsoftheLatinroots,lookupthewordsinagooddictionary):ab(away)abrupt,absent,absolvead(to)adverb,advertisment,afflictin(not)incapable,indecisive,intolerable inter(between,among)intercept,interdependent,interprovincialintra(within)intramural,intrapersonal,intraprovincialpre(before)prefabricate,prefacepreferpost(after)postpone,postscript,postwarsub(under)submarine,subscription,suspecttrans(across)transfer,transit,translateIII.ReadyusedmaterialsforWordformation词根（base,boot）：指同根词共有的可以辨认的部分。词干（stem）：是未经词形变化的原词。前缀（prefix）和后缀(suffix)：原是独立的词或词根，由于经常缀在别的词或词根的前后，辅助中心意义，渐渐就失去了独立的意义和形式，而成为附加的构词部分。下面，我们来学习一下“合成法（composition）”。1.合成名词名词+名词：前面的名词说明后面的名词，中心意义由后面的名词表达，比如，同是book,可以有accountbook，hand-book，note-book等等。前面的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如：eye-shot(视力范围)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。形容词+名词：这类词意义关系一目了然，有时候是实指，有时候是指物而拟人。如Blueprints(蓝图)，bighat（大人物）,double-face(两面派)等等。动名词+名词：动名词表示行为或状态的改变，名词往往表示所用的器物，地名等等，如consulting-room（诊室），writing-desk（写字台）。动词+名词：往往由短语动词变成，或者是转化与合成的结合，如pickpocket(扒手)，turn-coat(叛徒)等等。名词+动名词：很普遍，有时甚至可以随意构造，如book-learning（书本知识），word-making(构词)等等。前置词+名词：意义关系和“形容词+名词”类型相似：after-effects(后果)，by-product(副产品)等等。另外，国名的组合，有时候用“拉丁语+英语”的方式，如Afro-AsianPeople'sConference(亚非会议)、Sino-JapaneseWar(中日战争)1.合成形容词形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-timeworker（全职工）、long-rangegun(远程炮)等。形容词+形容词：这类词不算多，前面的形容词大都进一步说明后面的形容词，如：light-blue(浅蓝)、dead-alive(半死不活)。名词+过去分词：有被动意味，名词相当于前置词宾语，表示工具，行为者等，如:man-made(人造的)，moth-eaten(虫蛀的)。名词+现在分词：有主动意味，名词大都相当于行为的宾语，如：English-speakingpeople(说英语的人)，peace-loving（热爱和平的）形容词+现在分词：有主动意味，形容词相当于表语或者定语，如eager-seeming(样子急切)，easy-going（随和的） 副词+分词：如half-baked(幼稚的)，far-seeing（有远见的）副词+形容词：over-anxious(过急)，all-roundathlete(全能选手)名词+形容词：名词大都作比喻的对象，如cock-sure(自恃)，paper-thin（薄如纸）3.合成动词合成动词大都是由“副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过tooutnumber（超过数目）toout-talk（压过别人的声音）；under表示不足、在下tounderdevelop（发育不全）tounderestimate（估计不足）tounderline（行下划线）等等。4.叠声合成词由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感情色彩，比方，嘲讽。例：goody-goody（假殷勤）soso（不怎么样）wishwash（乏味的饮料）等等。5.句式合成词整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），what's-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。Alet-bygones-be-bygonesmanner（一种“过去的就算了吧”的态度）anif-you-would-only-be-guided-by-meexpression（一种“要是你肯听了我的话够多好”的神气）我们接着来学习构词法中的第三类——“缀合法”，分前缀和后缀两部分来讲解。前缀表示否定的前缀，这类前缀可以分为四种：（1）纯粹表示否定的，如a-,dis-,in-；（2）表示“错误”的，有mis-；（3）表示“反动作”，如de-,un-；（4）表示“反对”的，有anti-,contra-（1）纯粹表示否定的。a-,an-[GK]能构成少数新词。加在名词、形容词上，表示没有“某种性质“。如:amoral[=unmoral]不道德的,asexual无性别的.a-在元音前变成an-如anonymous[onoma=name]匿名的dis-[L]加在名词、形容词、动词上，表示否定。Disadvantage(劣势)、disagreement(不和)，disbelieve(不相信)in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前)[L]常和音节较多的learnedwords(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate,illegible,impolite,irregular,inability,infinite,impious。un-[OE]是最通用的前缀之一，可以用于大多数形容词及其派生副词、名词、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。（2）表示“错误”的mis-多作重读，表示“wrongly，badly”。可以适当构造新词：大多用于动词：tomisbehave（行为不当）misunderstand（误解）。用于作形容词的分词：misbelieving（信仰不当），misleading（靠不住）。用于动名词：misdealing（不正当手段）。偶而，mis-也表示纯粹的否定词义：tomistrust。（3）表示“反动作”。de-表示“反动作”（toundotheaction）。能构造新词，多作重读。decontrol（取消控制），decolour（漂白）dis-主要用于动词，表示“反动作”。disappear（不见）disarm（解除武装）disconnect（分离）un-表示“反动作”unmask（揭露）unsay（收回意见）（4）表示“反对”。anti-表示“反对，反面”anti-social（反社会的）antiseptic（防腐剂）anti-militarist（反军国主义者）contra-表示“反对，相反”contradiction（矛盾）contrast（对比）contrary（相 反的）counter-表示“against”counteract（还手）counterattack（反攻）前缀大都表示空间，时间，逻辑上的关系，意思上有引申。ab-apo-se-这几个前缀或多或少都有“away，off”的含义。ab-a-abs-在p，m，v之前作a-，在c，t之前作abs-，不能构造新词，表示“away，apart，absence”，例如absent，avoidse-表示“separation”（分离），例如segregate（隔离），sedition（反叛）ante-，fore-pre-post-pro-这几个前缀都有“before”的意思。ante-表示在...前，例ante-humous（死前），ante-room（前厅）fore-表示时间，空间上的“在前面”，例forehead（前额），foregraound（前景），foretell（预言）pre-表示事先，在前，例prehistory（史前），prepayment（预支）post-表示时间空间上的在后。例posterity（后代），post-war（战后）pro-表示“代替，利于，亲于”，例pro-chancellor（代大学校长），pro-consul（代理领事）circum-peri-这两个前缀跟圆周有关。circum-表示圆周，如circumference，circumlocution，circumpolarperi-表示“round”，如perimeter（周长），perisphere（势力范围）IV.ClosingdownbysummarizingToendtheperiodletussummarizethemakingofcompoundwords.Therearethreeformsofcompoundwords:1.theclosedform,inwhichthewordsaremeldedtogether,suchasfirefly,secondhand,softball,childlike,crosstown,redhead,keyboard,makeup,notebook;1.thehyphenatedform,suchasdaughter-in-law,master-at-arms,over-the-counter,six-pack,six-year-old,mass-produced;2.andtheopenform,suchaspostoffice,realestate,middleclass,fullmoon,halfsister,attorneygeneral.ThethirdperiodUsingLanguage(FUTUROSCOPE—EXCITEMENTANDLEARNING)I.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextUTUROSCOPE—EXCITEMENTANDLEARNINGII.Guidedreading1.ReadingandtranslatingReadthetextUTUROSCOPE—EXCITEMENTANDLEARNINGandtranslateitintoChineseparagraphbyparagraph.WenHua,wouldyouhaveatry?2.ReadingandunderliningNextyouaretoreadthetextandunderlinealltheusefulexpressionsorcollocationsinit.Copythemtoyournotebookafterclassashomework.CollocationsfromUTUROSCOPE—EXCITEMENTANDLEARNING Takeajourneydeepintospace,pull…into…,surviveanairplanecrash,gotothebottomoftheocean,seethesunlight,forabreak,takepartincarracing,endone’stravel,meetwithdinosaur,inoneday,usetheadvancedtechnology,haveexperiences,atechnology-basedthemepark,provideup-to-dateinformation,providehands-onlearning,gototheedgesofthesolarsystem,flythroughthejungle,dothingswithoutdanger,tryscienceexperiments,prepareforaflightintothespace,liveontheplanet,inthesolarsystem,acombinationoffunandlearning3.DoingexercisesNowyouaregoingtodoexercisesNo.1,2,3and4onpage38and39followingthearticle.III.GuidedWritingYouareaguideinathemepark.Writeanintroductiontothepark.IV.ActingNextwearegoingtoputthetextTHEMEPARKS—FUNANDMORETHANFUNV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutthemeparkintheworld.TakenotesofyourfindingandreporttoyourgroupmatesnextSaturdaymorning.WritinglettersWritealettertoyourparents,tellingthemaboutyourlastvisittoapark.VI.ClosingdownbyfillingaformMakeuseofthetextandotherstofillintheform.UTUROSCOPE—EXCITEMENTANDLEARNINGWhereisit:Howtogetthere:Whattodothere:ClosingdownbyplanningathemeparkToendthisperiod,Iamgoingtoaskyoutoplanathemeparkofyourown.Writedownyourplanningandshareitwithyourpartner.Thefourthperiod1．AtextstructureanalysisofTHEMEPARKS—FUNANDMORETHANFUNI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofdescriptivewriting. MainideaoftheThemeparksareamusingplaces.Visitorspassagemayhavefunandmorethanfunthere.Topicsentenceof1stParksprovidepeoplewithaplacetoamuseparagraphthemselvesandtoescapetheirbusylifeforawhile.Topicsentenceof2ndInrecentdecades,manyparkshavebeenparagraphdesignedtoprovideentertainment.Topicsentenceof3rdThemeparkshaveacertainidea—acertainparagraphtheme.Topicsentenceof4thTherearehistoryandculturethemeparagraphparks,too.Topicsentenceof5thTherearealsomarineandoceanparks.paragraphII.AtreediagramofthetextTHEMEPARKS—FUNANDMORETHANFUNParksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylifeforawhile.Inrecentdecades,manyparkshavebeendesignedtoprovideentertainment.Themeparkshaveacertainidea—acertaintheme.TherearehistoryandTherearealsomarineculturethemeparks,andoceanparks.too. III.AretoldpassageofthetextApossibleversion:Themeparksprovidevisitorswithlotsofthingstoamusethemselves.Peopleescapetheirbusylifeforawhilebygoingtoathemepark.Theyfindinterestingthingstodointhepark.Theymaysimplysitchatting,playinggames,listeningtobirds’singing,relaxingabit,havingpicnicsandhavingfunthere.Itcostssomemoneytobethere.Inrecentdecades,themeparksarebeginningtoprovidemoreentertainment.Visitorsmayuseshuttlestogetaroundandhaveavarietyofthingstoseeanddointhepark.Themeparkschargemoneyforeveryactivitytheyprovide.Theymakeabigprofitbysellingsouvenirs,too.Sometimesathemeparkgetsitselfadvertisedontelevision.Athemeparkisindeedaplaceoffantasy.2．BackgroundinformationonthemeparksI.DefinitionofthemeparkWhatisathemepark?Atermusedtodescribeanamusementparkthatisdesignedtocarryathemeinoneormoreareasofthepark.Thethememaycarryovertotheridesandattractionsinthatareaaswell.ExamplesofthemeparksincludeHolidayWorld,IslandsofAdventure,Disneyland,MagicKingdomandKnott'sBerryFarm.Anamusementpark,thathasbeendividedintoseveralsub-sections,eachwithadistinctiveconcept,suchastheOldWest,orthefuture.Athemeparkisaparkthatusesthemeingtotakegueststoanewworld.Anamusementparkwhichhasoneormore"themed"areas,withridesandattractionskeyedtothethemeoftheirlocationwithinthepark.Disneyland,KnottsBerryFarm,andBuschGardensWilliamsburgareexamplesofthemeparks.anamusementparkthatisorganizedaroundsometheme(astheworldoftomorrow)II.OldAircraftCarrierTurnedIntoMilitaryThemeParkinChinaAnoldaircraftcarrierfromtheformerSovietUnionnavyhasbeenturnedintoamilitarythemeparkandwillbestationedatDapengBayinShenzhen,southChina'sGuangdongProvince.The40,000-tonship,knownastheMinsk,firstarrivedattheWenchongShipyardinGuangzhou,capitalofGuangdongProvince,inNovember1998asscrapiron,theShanghai-basedWenhuaiDailyreportedonMay8. Itisabouttriplethesizeofastandardfootballfield,18storieshigh,andhasmorethan2,000cabins,thepapersaid.Thecarrier,whichwaspoorlymaintainedbytheRussiannavyafterthecollapseoftheSovietUnion,retiredin1993andwasinitiallysoldtoaSouthKoreanbusinessmanasscrapsteelafterkeymilitarycomponentswereremoved,thepapersaid.TheMinskwaslaterresoldtoanundisclosedChinesebusiness.(From:People’sDaily)III.12themeparkstrategiesTipstomakethemostofyourvacationByTerryRileyTravelcolumnistHowcanyougetthemostfromyourthemeparkvisit?Forananswer,IturnedtoRobertObenour.He'sspenthiscareerinthethemeparkbusinessandiscurrentlyvicepresidentofoperationsforBakerLeisureGroup,aninternationalthemeparkconsultancy.Here’stheadvicehegavemetopassontoyou.1.Planyourvisit.Buyaguidebook.Readreviews.Checkoutthepark’sWebsite.Thenplanwhatyouwanttoseeanddo.Unlesstheparkissmall,youshouldn’texpecttoseeordoeverythinginoneday,sosetyourpriorities.Theinvestmentyoumakeinplanningwillpayhandsomedividendson“parkday.”2.Havea“PlanB.”Itisnotuncommonthatanattractionwillbeclosed.Inthatcase,justmoveontothenextonyourlist.Also,intheunlikely—butnotunheardof—eventthattheentireparkisclosed,haveabackupplanthatincludesanother,nearbyactivity.ThefifthperiodWordsandexpressionsfromI.WordsforReading(THEMEPARKS—FUNANDMORETHANFUN)themen.afavouritethemeforpoetry,athemeparkamusev.amuseoneselfby…,beamusedat[by,with]…amusementn.findmuchamusementin…,anamusementparkvariousa.toovarioustoformagroup,variousopinionsvarietyn.foravarietyofreasons,haveagreatvarietytochoosefrom,inavarietyofwaysriden.givesb.aride,goforaride,takealongrideshuttlen.thespaceshuttleColumbiabrokeupoverTexas,carryshuttleaudioduringspaceshuttlemissions. chargev.chargedoublefor…对……加倍收费，chargeafeeforaservice，Heischargedwithheavyresponsibility.admissionn.Admissionbyticketonly.Grantsb.admission,gainadmissionto/into…profit①n.bringahandsomeprofitto…,divideprofits分红利，increaseprofits②v.makebigprofits(onsth.),sellsth.ataprofit,dosth.forprofitsouvenirn.ThisbookekesoutsouvenirofmylifeintheUnitedStates.这本书帮助我追忆在美国的生活。involvev.You'dliketomeaningfullyinvolvestudents.,therightofCongresstoinvolvethenationinwarathletica.anathleticmeeting,athleticsportsbrandn.Doyoulikethisbrandofcoffee?afamousbrand,themostpopularbrandonthemarketequipmentn.labequipment,militaryequipments,thenecessaryequipmentsforatripsneakern.wearanewpairofsneakersminorityn.Theminorityissubordinatetothemajority.少数服从多数fantasyn.fantasysportsandgamingsite,theworkoffantasyartistAmyBrownFantasylandn.livinginafantasyland,theGuidetoFantasylandsettlern.theearlysettlersofAmerica,thefirstwhitesettlers,Thesettlersweresoonacclimated.marinea.developamercantilemarine发展商船experimentn.attempttheexperimentof…,carryoutanexperiment,makeanexperimentonsb.,provesth.byexperimentimaginarya.animaginaryenemy,imaginarynumber虚数advanceda.mostadvancedbranchesofscienceandtechnology,amanadvancedinyears老年人techniquen.developedatechniqueforremotelyfingerprinting,aSwimmingTechniqueMagazine,developingapracticaltechniqueforsolvingvoiceproblemsII.WordsforLearningaboutLanguage(Wordformation)imaginationn.haveagood/poorimaginationtestn.providestestpreparationservicesforcollegeadmissions,Preparingforatestisn'teasy.dowellonthetestvaryv.Opinionsvaryonthispoint.varywith…与……一起变化clothn.laythecloth铺桌布、准备开饭,cutone’scoataccordingtoone’scloth量布裁衣，量入为出III.WordsforUsingLanguage(UTUROSCOPE—EXCITEMENTANDLEARNING)junglen.Junglerefersusuallytoaforest.ItoriginatedfromaSanskritwordjangala,meaningwilderness.InmanylanguagesoftheIndiansubcontinent,includingIndianEnglishitisgenerallyusedtorefertoanywild,untendedoruncultivatedland,includingforest,scrub,ordesertlandscapes.creaturen.Thetermcreaturereferstoananimal.Thetermcanbeusedtodehumanizeaperson.Forexample,inthefictionalnovelFrankenstein,orTheModernPrometheusbyMaryShelley,Dr.Frankenstein’shideousconstructionisoftenreferredtoasa"creature."Thetermliterallymeans"acreatedthing,"andissometimesusedintheologytocontrastacreatedobjectwithadivineCreator underdiscussion.volunteern.a.v.Avolunteerisapersonwhoperformsorofferstoperformaserviceoutofhisorherownfreewill,oftenwithoutpayment.Theyear2001wastheInternationalYearoftheVolunteer.2005istheUKYearoftheVolunteerPeoplemayvolunteertoperformsomework,e.g.,ofcharitablecharacter.Somevolunteerforclinicaltrialsorothermedicalresearch,andmayevendonatetheirbodiestoscienceaftertheirdeath. Unit1GreatscientistsTeachingaims1.Tohelpstudentslearntodescribepeople2.TohelpstudentslearntoreadanarrationaboutJohnSnow3.Tohelpstudentsbetterunderstand“Greatscientists”4.Tohelpstudentslearntousesomeimportantwordsandexpressions5.Tohelpstudentsidentifyexamplesof“ThePastParticiple(1)asthePredicative&theattribute”Period1WarmingupandreadingTeachingProceduresI.WarmingupStepILeadinTalkaboutscientist.T:Hi,morning,class.Nicetoseeyouonthisspecialday,thedaywhenyoubecomeaseniortwograder.IamhappytobewithyouhelpingyouwithyourEnglish.Todaywearetoreadaboutacertainscientist.Butfirstlet’sdefinetheword“scientist”.Whatisascientist?Ascientistisapersonwhoworksinscience,tryingtounderstandhowtheuniverseorotherthingswork.Scientistscanworkindifferentareasofscience.Herearesomeexamples:Thosethatstudyphysicsarephysicists.Thosethatstudychemistryarechemists.Thosethatstudybiologyarebiologists.StepIIAskthestudentstotrythequizandfindoutwhoknowsthemost.T:Therearesomegreatscientificachievementsthathavechangedtheworld.Canyounamesomeofthem?Whatkindofroledotheyplayinthefieldofscience?Dotheseachievementshaveanythingincommon?Matchtheinventionswiththeirinventorsbelowbeforeyouanswerallthesequestions.1.Archimedes,AncientGreek(287-212BC),amathematician.2.CharlesDarwin,Britain(1808-1882).ThenameofthebookisOriginofSpecies.3.ThomasNewcomen,British(1663-1729),aninventorofsteamengine.4.GregorMendel,Czech,abotanistandgeneticist.5.MarieCurie,PolishandFrench,achemistandphysicist.6.ThomasEdison,American,aninventor.7.LeonardodaVinci,Italian,anartist. 8.SirHumphryDavy,British,aninventorandchemist.9.ZhangHeng,ancientChina,aninventor.10.StepperHawking,British,aphysicist.II.Pre-readingStepIGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.1.Whatdoyouknowaboutinfectiousdiseases?Infectiousdiseasescanbespreadtootherpeople.Theyhaveanunknowncauseandneedpublichealthcaretosolvethem.Peoplemaybeexposedtoinfectiousdisease,somayanimals,suchasbirdflu，AIDS,SARSareinfectiousdiseases.Infectiousdiseasesaredifficulttocure.2.Whatdoyouknowaboutcholera?CholeraistheillnesscausedbyabacteriumcalledVibriocholerae.Itinfectspeople’sintestines(肠),causingdiarrheaandlegcramps(抽筋).Themostcommoncauseofcholeraisbysomeoneeatingfoodordrinkingwaterthathasbeencontaminated(污染)withthebacteria.Choleracanbemild(不严重的)orevenwithoutimmediatesymptoms(症状),butaseverecasecanleadtodeathwithoutimmediatelytreatment.3.Doyouknowhowtoproveanewideainscientificresearch?Anybodymightcomeoutwithanewidea.Buthowdoweproveitinscientificresearch?Therearesevenstagesinexamininganewideainscientificresearch.Andtheycanbeputinthefollowingorder.Whatorderwouldyouputthesevenin?Justguess.Findaproblem→Makeupaquestion→Thinkofamethod→Collectresults→Analysetheresults→Drawaconclusion→RepeatifnecessaryIII.ReadingStepIPre-reading1.DoyouknowJohnSnow?JohnSnowisawell-knowndoctorinthe19thcenturyinLondonandhedefeated“KingCholera”.2.Doyouknowwhatkindofdiseaseischolera?Itisakindofterriblediseasecausedbydrinkingdirtywateranditcausedalotofdeathsintheoldtimesanditwasverydifficulttodefeat.Let’sgettoknowhowDr.JohnSnowdefeated“KingCholera”in1854inLondoninthisreadingpassage:StepIISkimming找教案http://www.zhaojiaoan.comReadthepassageandanswerthequestions.1.Whodefeats“KingCholera“?(JohnSnow)2.Whathappenedin1854?(CholeraoutbreakhitLondon.)3.Howmanypeoplediedin10days?(500)4.WhyistherenodeathatNo.20and21BroadStreetaswellasatNo.8and9CambridgeStreet?(ThesefamilieshadnotdrunkthewaterfromtheBroadStreetpump.)(Optional)Skimthepassageandfindtheinformationtocompletetheformbelow. WhoWhenWhatHowResultJohn1854helpingExaminingthesourceof“KingCholera”SnowordinaryallwatersuppliesanddefeatedpeoplefindingnewmethodsofexposedtodealingwithpollutedcholerawasterStepIIIScanningReadthepassageandnumbertheseeventsintheorderthattheyhappened.2JohnSnowbegantotesttwotheories.1AnoutbreakofcholerahitLondonin1854.4JohnSnowmarkedthedeathsonamap.7Heannouncedthatthewatercarriedthedisease.3JohnSnowinvestigatedtwostreetswheretheoutbreakwasverysevere.8KingCholerawasdefeated.5Hefoundthatmostofthedeathswerenearawaterpump.6Hehadthehandleremovedfromthewaterpump.StepIVMainideaandcorrectstage找教案http://www.zhaojiaoan.comReadthepassageandputthecorrectstagesintothereadingaboutresearchintoadisease.JohnSnowDefeats“KingCholera”ParagraphStagesGeneralideasFindaproblem:Thecausesofcholera1Whatcausethecholera?Makeupaquestion:Thecorrectorpossibletheory2Whichisright?Thinkofamethod:Collectdataonwherepeoplewereillanddied3TesttwotheoryandwheretheygottheirwaterCollectresults:Plotinformationonamaptofindoutwhere4MarkthedeathpeoplediedordidnotdieAnalyzetheresults:Lookintothewatertoseeifthatisthecauseof5Findtheresourceofthewatertheillness6FindsupportingevidenceFindotherevidencestoconfirmhisconclusionDrawaconclusionThepolluteddirtysourceofdrinkingwaterwas7toblameforthecauseoftheLondoncholeraStepVGroupdiscussionAnswerthequestions(Finishexercise2onPage3)1.JohnSnowbelievedIdea2wasright.Howdidhefinallyproveit?(JohnSnowfinallyprovedhisideabecausehefoundanoutbreakthatwasclearlyrelatedtocholera,collectedinformationandwasabletotiecasesoutsidetheareatothepollutedwater.)2.DoyouthinkJohnSnowwouldhavesolvedthisproblemwithoutthemap?(No.ThemaphelpedJohnSnoworganizehisideas.Hewasabletoidentifythosehouseholdsthathadhadmanydeathsandchecktheirwater-drinkinghabits.Heidentifiedthose housesthathadhadnodeathsandsurveyedtheirdrinkinghabits.Theevidenceclearlypointedtothepollutedwaterbeingthecause.)3.Choleraisa19thcenturydisease.Whatdiseasedoyouthinkissimilartocholeratoday?(Twodiseases,whicharesimilartoday,areSARSandAIDSbecausetheyarebothserious,haveanunknowncauseandneedpublichealthcaretosolvethem.)StepVIUsingthestagesforscientificresearchandwriteasummary.Period2&3LanguagefocusStepIWarmingup1.characteristic1n.aqualityorfeatureofsth.orsomeonethatistypicalofthemandeasytorecongnize.特征；特性WhatcharacteristicsdistinguishtheAmericansfromtheCanadians.②a.verytypicalofaparticularthingorofsomeone’scharacer典型性的，Suchbluntnessischaracteristicofhim.WindydaysarecharacteristicofMarch.[辨析]characteristic与character找教案http://www.zhaojiaoan.comcharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”Whatyouknowabouthimisn’thisrealcharacter.2.putforward:tostateanideaoropinion,ortosuggestaplanorperson,forotherpeopletoconsider提出Heputforwardanewtheory.Theforeignershaveputforwardaproposalforajointventure.AninterestingsuggestionformeasuringtheatmospherearoundMarshasbeenputforward.☆puton穿上;戴上;增加putout熄灭(灯);扑灭(火)putupwith…忍受putdown写下来;放下；putoff耽误;延期putup建立;建造,putup举起，搭建，粘贴3.analyze:toexamineorthinkaboutsomethingcarefullyinordertounderstanditvt.分析结果、检讨、细察Acomputeranalysesthephotographssentbythesatellite.TheearthquakeexperttriedtoanalyzethecauseoftheearthquakeoccurredonMay12,2008.Let’sanalyzetheproblemandseewhatwentwrong.Heanalyzedthefoodandfoundthatitcontainedpoison.Wemusttrytoanalyzethecausesofthestrike.☆analysisn.分析，解析，分解4.conclude:decidethatsth.istrueafterconsideringaltheinformationyouhave得出结论；推论出toendsth.suchasameetingorspeechbydoingorsayingonefinalthingvt.&vi结束，终止；Weconcludedthemeetingat8o’clockwithaprayer.Fromhisappearancewemaysafelyconcludethatheisaheavysmoker.Whatdoyouconcludefromthesefacts?Weconcludetogoout/thatwewouldgoout.conclusionn.结论 arriveataconclusion;cometoaconclusion;drawaconclusion;reachaconclusionWhatconclusiondidyoucometo/reach/draw/arriveat?Fromthesefactswecandrawsomeconclusionsabouthowthepyramidswerebuilt.Step2Reading1.defeat①vt.towinavictoryoversomeoneinawar,competition,gameetc.打败，战胜，使受挫I’vetriedtosolvetheproblem,butitdefeatsme!Ourteamdefeatedtheirsinthegame.②n.失败，输failuretowinorsucceedThismeansadmittingdefeat.Theyhavegotsixvictoriesandtwodefeats.[辨析]win,beat与defeat①win“赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat“战胜”“击败”比赛中的对手，可与defeat互换Webeat/defeatedtheirteamby10scores.Theywonthebattlebutlostmanymen.Thelocalballteamwonthestatechampionshipbybeating/defeatingalltheotherteams.Icaneasilybeat/defeathimatgolf.Heistraininghardtowintheraceandrealizehisdreamofbecomingachampionatthe2008OlympicGames.2.expert①n.someonewhohasaspecialskillorspecialknowledgeofasubject专家，能手anexpertinpsychologyanagriculturalexpert②a.havingspecialskillorspecialknowledgeofasubject熟练的，有专门技术的anexpertrideranexpertjob需专门知识的工作Heisexpertin/atcooking.找教案http://www.zhaojiaoan.com3.attendvt.&vi参加，注意，照料①bepresentat参加attendaceremony/lecture/amovie/school/class/ameetingIshallbeattendingthemeeting.Pleaseletmeknowifyouareunabletoattendtheconference.②attendto(on):tolookafter,carefor,serve伺候,照顾，看护Thequeenhadagooddoctorattendingonher.DrSmithattendedherinhospital.治疗Areyoubeingattendedto?接待Motherhadtoattendtohersickson.③attendto处理，注意倾听attendtothematterAnurseattendstohisneeds.Canyouattendtothematterimmediately?Imaybelate–Ihavegotoneortwothingstoattendto.Excuseme,butIhaveanurgentmattertoattendto.[辨析]attend,join,joinin与takepartin1attend指参加会议、上课、上学、听报告等2join指加入某组织、团体，成为其中一员3joinin指加入某种活动；表示与某人一起做某事joinsb.insth. 4takepartin指参加正式的、有组织的活动，切在活动中起积极作用Only2peopleattendedthemeeting.HejoinedtheCommunistYouthLeaguein2007.Willyoujoinusinthegame?Weoftentalepartintheafter-classactivities.4.expose:toshowsth.thatisusuallycovered暴露exposesth.tothelightofday把某事暴露于光天化日之下Ithreatenedtoexposehim(tothepolice).我威胁要(向警察)揭发他.Heexposedhisskintothesun.他把皮肤暴露在阳光下.Theoldmanwasleftexposedtowindandrain.Whenhesmiledheexposedasetofperfectwhiteteeth.5.curevt.&n.tomakesomeonewhoisillwellagian治疗,痊愈WhenIleftthehospitalIwascompletelycured.①curesbofadiseaseWhenyouhaveapaininyourshoulders,youwillgotoseeadoctor.Thedoctorwillcureyou.Theonlywaytocurebackacheistorest.HewillcurethepaininyourshouldersWhenIleftthehospitalIwascompletelycured.Theillnesscannotbecuredeasily.Althoughtheboywasbeyondcure,hisparentstriedtocurehimofbadhabits.②acureforadiseaseAspirinissaidtobeawonderfulcureforthepain.Thereisstillnocureforthecommoncold.Isthereacertaincureforcanceryet?③acureforsth.:toremoveaproblem,orimproveabadsituation解决问题，改善困境Thepricesaregoingupeveryday,butthereisnocureforrisingprices.[辨析]cure与treat1cure主要指痊愈，强调的是结果2treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。Theycuredmeofmyinfluenza.Theytreatedmewithanewdrug.6.controlvt.&n.1vt.：tohavepowerover,rule,direct控制，支配，管理Hecannotcontrolhisfeelings/anger.找教案http://www.zhaojiaoan.comYouaretryingtocontrolmeasthoughIwereyourslave.Thegovernmenttriesitsbesttocontrolprices.2beunderthecontrolof…;beincontrolof;take/gaincontrolof;get/beoutofcontrol;losecontrolof;beyondcontrolGeorgetook/gainedcontrolofthebusinessafterhisfatherdied.Thecarwentoutofcontrolandcrashedintothepole.theheadincontrolofthecountryThedriverlostcontrolofhiscaranditknockedintoatree.Mr.Brownisincontroloftheshop./TheshopisinthecontrolofMr.Brown. ThismoneyisundercontrolofMrBrown.Who’sincontroloftheproject?Thefirehasbeenbroughtundercontrol.7.suggestv.建议；暗示；表明①suggest+doing/sth./that-clauseMaysuggestedapicnicattheweekend.Whatdidyousuggesttotheheadmaster?Isuggestedleavingearlyfortheairport.Shesuggestedthatherfather(should)giveupsmoking.他建议我们参观长城。HesuggestedtousavisittotheGreatWall.HesuggestedusvisitingtheGreatWall.Hesuggestedthatwe(should)visittheGreatWall.2suggest(暗示，表明)+从句不用虚拟语气。Thesmileonherfacesuggestedthatsheagreedwithme.Thelookonhisfacesuggestedthathewashappy.Hispalefacesuggestedthathewasseriouslyill.Hisworksuggeststhatheisacarefulman.8.absorb1totakesth.inespeciallygradually吸收Plantsabsorbcarbondioxide.Incoldclimates,housesneedtohavewallsthatwillabsorbheat.Paperthatabsorbsinkiscalledblottingpaper（吸墨纸）.Thebigcompanyhasgraduallyabsorbedthesesmallcompaniesintoitsownorganization.②tounderstandfactsorideascompletelyandrememberthemIt’shardtoabsorbsomuchinformation.☆beabsorbedin=concentrateon专心于HeisabsorbedintheresearchofChinesehistoryrecently.Thewriterwassoabsorbedinhiswritingthatheforgottoflicktheashesfromhiscigar.IwassoabsorbedinabookthatIdidn’thearyoucall.☆absorbone’sattentionChinesehistoryabsorbshisattentionrecently.9.suspect:tothinkthatsomethingisprobablytrueorlikely,especiallysomethingbad①vt.怀疑，猜疑n.嫌疑犯，有嫌疑的人adj.可疑的，靠不住的suspectsb.ofdoingsth.怀疑某人做…Shesuspectedhimoftakinghermoney.2以为，猜想Wesuspectedthathehadfinisheddoinghishomework.10.severea.①soserious,sobad严厉的，苛刻的，严格的Comeon!Don’tbesoseverewiththechildren.Hisreportcontainsseverecriticismofthecompany’sactions.Hisseverelooksfrightenedme.找教案http://www.zhaojiaoan.com②veryharmfulorpainful,seriousoruncomfortable（疼痛）剧烈，的严重的， Iwascaughtinaseverestormlastnightandcouldn’tgobackhomeintime.Hehassuchasevereillnessthathehasbeeninhospital.Isufferedasevereattackoftoothache.Hehadaseverepainintheleg.11.foresee:toknowthatsth.isgoingtohappenbeforeitactuallyhappensvt.预见，预料Themethodwasusedinwaysthatcouldn’thavebeenforeseenbyitsinventors.Fewanalystsforesawthatoilricewouldrisesosteeply.Noonecouldhaveforeseenthingswouldturnatthisway.It’simpossibletoforeseehowlifewillworkout.12.blamev.责备；谴责；把……归咎于n.过失；责备1blamesb./sth.forsth.:tosayorthinkthatsb.orsth.isresponsibleforsth.bad因…而指责It’snotfairtoblameme.It’snotmyfault.Theyblamedthesecretaryforthedelayoftheplan.ManychildrenareafraidofbeingblamedformakingmistakesinspeakingEnglish.②blamesth.onsb./sth.把……归咎于:beresponsibleforsth.badThepoliceblamedthetrafficaccidentonjack’scarelessdriving.③(be)toblame应受责备（主动表被动）；承担责任Thedriverwasnottoblameforthetrafficaccident.Whichdriverwastoblamefortheaccident?EitherheorIamtoblame.Mr.Greenstoodupindefenseofthe16-year-oldboy,sayingthathewasnottheonetoblame.Whoistoblameforthefire?④taketheblame承担责任tosaythatsth.isyourfaultHeisreadytotaketheblameforwhathadhappened.⑤puttheblameon怪在……身上It’snouseblamingourdefeatonhim.13.lookinto调查，了解，研究，浏览，向…里看We’lllookintothecaseassoonaspossible.Butnowtheauthorityislookingintothecostofmodifyingallofitswindows.Thebuildingaroundthecornercaughtfirelastnight.Thepolicearenowlookingintothematter.lookaround;lookafter,lookdownupon;lookfor;lookforwardto;looklike;lookover浏览，过目一遍;lookout;lookthrough浏览，检查;lookon;lookupto;14.handlevt.todealwith处理，买卖，操作n.把手，把柄ThechildrenaresonaughtythatIcan'thandlethem.处理Thisshophandlespaperandstationery.买卖Wedon’thandlethatsortofbook.买卖Howshallwehandletheproblem.处理Canyouhandlethesituationatpresent?处理Ithasafreehandle.活把手Helearnthowtohandletheaxe.操作15.link ①v.连接，联系找教案http://www.zhaojiaoan.comThetwotownsarelinkedbyarailway.Thenewbridgewilllinktheislandtothemainland.Televisionstationsaroundtheworldarelinkedbysatellites.Thenewbridgewilllinktheislandtothemainland.②n.Researchershavedetectedalinkbetweensmokingandheartdisease.Istherealinkbetweensmokingandlungdisease?Alotoflinksfittedtogetherformachain.linkup(with)连接，结合;link…with/to把…与相连接16.announce①tomakeknownpublicly;togiveinformationusingaloudspeaker,esp.atanairportorrailwaystation;tointroduceaprogramonTVorradioThenewswasannouncedbyRadioBeijing.Everyonewassilentasheannouncedthewinnerofthecompetition.Thecaptainannouncedthattheplanewasgoingtoland.Thegovernmentannouncedthattheywouldbuildanewhighwaytothemountain.Thearmyannouncedacease-fire.Theannouncerannouncesthreeprogramsaweek.IthasbeenannouncedthatMr.AandMissBwillbemarriednextweek.②announcementtrainapproachannouncementHewaitedfortheannouncementoftheresultofthecompetition.☆makeanannouncement17.instruct:toteach;toorder--Whoinstructsyourclassinhistory?--MrBlack.Heisourinstructor.Sheinstructedmeintheuseofthistelephone.I'vebeeninstructedtowaithereuntilthelecturerarrives.Thedoctorinstructedmetostayinbed.Theoldworkersinstructusnotonlyinwordsbutdeeds.☆instruction:detaileddirectionsonprocedure;anorder;teachingThebossgavemesomanyinstructionsatonetimethatIgotmuddledup.Weforgottoreadtheinstructions.(aninstructionbook)UnderBerry’sinstruction,Islowlymasteredtheartofglassblowing.Hegaveustheinstructionstofinishtheworkassoonaspossible.Alwaysreadtheinstructionsonthebottlecarefullyandtaketherightamountofmedicine.Period4Learningaboutlanguage(Grammar)TeachingaimsTohelpstudentslearntouseusefulwordsandexpressionsTohelpstudentslearntouseThePastParticiple(1)asthePredicative&attributeTeachingProcedures I.MakingalistMakeisawordwhichissoactivethatitformsnumerousphrases.Nowmakealistofphraseslike“makealist,makemistakes”.Collocationsofmake…makeaguess,makeahaircut,makehaste,makeholiday,makeinquires,makeajoke,makeajourney,makealanding,makealeap,makealiving,makeamistake,makeamotion,makeanoise,makeanote,makeanobjection,makeanoffer,makepeace,makepreparation,makeprogress,makeaprogress,makeapromise,makeaproposal,makearecovery,makearemark,makeareply,makeareport,makearequest,makearesolution,makeaspeech,maketrouble,makeaturn,makewarII.Readingandfinding找教案http://www.zhaojiaoan.comReadagainthetextJOHNSNOWDEFEATS“KINGCHOLERA”andfindoutalltheexampleswherethepastparticipleisused.Somanythousandsofterrifiedpeopledied.(usedasattribute)Buthebecameinspiredwhenhethoughtabouthelpingordinarypeople.(usedaspredicative)IIIDoingexercisesTurntopage4andcompleteinpairsExercises1,2and3.Thencheckyouranswersagainstyourpartners’. IV.LearningaboutthemakingandusesofpastparticipleToformthepastparticipleofaverb,addtheending-edtothebaseform.(Butnotethatmanycommonverbshaveirregularpastparticipleforms.)Thepastparticipleisusedinthefollowingcircumstances◇AftertheauxiliaryhaveintheperfecttenseHastheradiobeenfixedyet?◇AfteraformoftheauxiliarybeinthepassivevoiceTheradiowasfixedonMonday.◇AftertheverbshaveandgetwithacausativemeaningWehadtheradiofixedlastweek.◇AsapassiveparticipialadjectiveTherecentlyfixedradioisbrokenagain.过去分词作定语1单个的过去分词作定语一般放在所twomarriedwomen修饰的名词之前；过去分词短语作afoundumbrella定语一般要后置。ausedstampfallenleavesanovelwrittenbyJimthelettersenttoourboss2过去分词具有被动或完成的含义。What’sthelanguagespokeninGermany?Theydecidedtorebuildthedamagedbridge.3过去分词作定语常可扩展为一个定Heisfondofthefoodcooked(=whichhadbeencooked)语从句。byyourmother.Thereportisthebestofitskindeverwritten(=thathaseverbeenwritten).4有时通过一个形容词或数词加另一athree-leggeddeskaone-eyeddog名词的ed形式构成复合形容词。anhonest-facedmanawarm-heartedladyExplaintheusageofthepastparticiplesaspredicativeandattribute. 1.过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go,come,assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：Themanlookedquitedisappointed.Heisgreatlydiscouragedbyherrefusal.Hishairisnearlyallgone.已经形容词化了的过去分词大多可作表语，常见的有accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。2.过去分词作定语a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：Welikeskatinginthefrozenlakeinthewinter.=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.Howmanyfinishedproductshaveyougotuptonow?找教案http://www.zhaojiaoan.com=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：aretiredworker=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturnedvanishedtreasure=treasurethathasvanishedb)用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：Thingsseenarebetterthanthingsheard.=Thingswhichareseenarebetterthanthingswhichareheard.Thelobsterbroiledovercharcoalwasdelicious.=Thelobsterwhichwasbroiledovercharcoalwasdelicious.Practice:将下列句子译成英语。1.他看上去又累又沮丧.2.我们一得到补充资金,就继续我们的实验。3.我们可以看到被阳光照亮的月球的一部分.4.经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久.5.早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。6.彼得对这一切似乎很惊奇。Sampleanswers:1.Helookedtiredanddepressed.2.Wewillgoonwithourexperimentassoonaswegettheaddedfund.3.Wecanseethepartofthemoonlightedbysunlight.4.Afteranightspentinexcitementandsleepless-ness,Iforcedmyselftotakealongwalkalongthebeachthenextday. 5.Asearlyasin1649,Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablishedineverytown.6.Peterwasveryamazedatallthis.V.Languagepoints1.cometoanend结束，终结，终止Themeetinghascometoanend.bringtoanend;drawtoanend;putanendtosth.I’mdeterminedtoputanendtoalltheserumours.3.constructionn.建造，建设，构筑Theconstructionofthedamtookseveralyears.Thenewbridgeisstillunderconstruction.underconstruction/repair/discussion在建设中4.contributevt.&vi捐献，贡献，捐助Everyoneshouldcontributewhathershecanafford.contributeto有助于，促成contributesth.to把…捐赠给…,给…投稿，为…贡献makeacontributionto为…做贡献找教案http://www.zhaojiaoan.comAllthiscontributedtooursuccess.HecontributedfivemilliondollarstotheRedCross.Hecontributedsomearticlestothenewspaper.Freshairandexercisecancontributetogoodhealth.5.apartfrom除…之外（还有）Iateeverythingapartfromthesoup.(except)Whatdoyoulikedoingapartfromswimming?(besides)Period5Usinglanguage(Grammar)StepIPre-reading1.Talkaboutthecenterofthesolarsystem.“Doyouknowwhatisthecenterofthesolarsystem?”Askthestudentstolookatthepicturesonpages7.Andremindthemofthecommonknowledgeof“Sun-CenteredTheory”.2.TalkaboutCopernicus.WeknowthefirstscientistisCopernicus.Hewasoneofthefirstscientiststousemathematicalobservationstocollectinformation.Hebelievedthesunisthecenteroftheuniverseandtheearthandotherplanetswentaroundit.StepIIReading1.Readthroughthepassage,andtellwhetherthefollowingstatementsaretrueorfalse.(1)AtCopernicus’time,ChristianChurchwasinchargeofmanywesterncountries.(T)(2)Copernicusnoticedthatobservedfromtheearth,someplanetsappearinfrontoforbehindtheearth.(F)(3)Copernicusdidn’tshowhisnewtheorytohisfriendsuntilhecompletedit.(T)(4)Hisfriendswerenotinterestedinhisideas.(F) (5)SincehewasnotafraidofbeingattackedbytheChurch,Copernicuspublishedhisbookassoonashefinishedworkingonit.(F)(6)Newton,Einstein,andHawkingareallscientistswhomadecontributiontothestudyoftheuniverse.(T)2.Readcarefullyandtrytodrawthetwotheoriesoftheuniverse.Thistimethestudentsareencouragedtoreadthepassagecarefullyandthendotheexercisesandproblemsonpages7.Encouragethestudentstofulfillthemquicklyandcorrectly.Andchecktheanswerstogether.BeforeCopernicus’theoryShowingCopernicus’theoryAdiagramshowingthesolarsystemwiththeAdiagramshowingthesolarsystemwiththeEarthatitscentreSunatitscentreStepIVlanguagepointsUsinglanguage1.leadtoSuchamistakewouldperhapsleadtodisaster.AllroadsleadtoRome.Toomuchworkandtoolittlerestoftenleadtoillness.Hisworkleadstosuccessintheend.2.Only放句首的倒装OnlythendidIrealizethatIwaswrong.OnlywithhardworkcanyouexpecttogetapayriseOnlywhenthewarwasoverwasheabletogetbacktowork.3.makesense讲得通，有意义;makesenseof理解Doesthatseemtomakesense?NomatterhowItriedtoreadit,thesentencedoesnotmakeanysensetome.Tom,don’tlistentoher.Whatsheissayingdoesn’tmakesense.Doesitmakesensetoletchildrenplaywiththematches?CanyoumakesenseofwhatIsaid/whatthewriterissaying?Itwouldmakesensetoleaveearly.找教案http://www.zhaojiaoan.com4.beenthusiasticfor(about)…对…热心Davidisveryenthusiasticabouttheplan.Theyareenthusiasticadmirersofthatmoviestar.Myparentsareenthusiasticskiers.滑雪迷Yourfatherlikestoplaygold;he’sreallyenthusiasticaboutit.5.becautiousof/about对…谨慎，慎重(带有提防、迟疑的心理)Sheiscautiousofhurtinghisfeelings.Hewascautiousaboutcommittinghimself.Thebankwasverycautiousaboutlendingmoney.6.pointofview观点、态度Ifonehasanopenmind,itiseasytoappreciateanother’spointofview.Fromthatpointofview,thebestchoiceistosupportthem.Frommypointofview,teachersarenotwellpaid.7.名词、副词当连词EverytimeImeethim,Ialwaysthinkofthethingshappenedbetweenus. Iwillgivethelettertohimimmediately/themoment/directly/instantlyIseehim.8．betodoYouarenottospeakloudlyintheoffice.Thedriverwastoblamefortheaccident.9.havesthdone结构中的宾补成分Hehadtohavehiscarrepaired,foritbrokedownthismorning.Markhadhishaircutyesterday.10.debateWehadadebateyesterday.Thelivelydebatereallypumpedusup.Hisheartwaspumpingfast.Duringthedroughtlastyear,thevillagershadpumpedthewelldry,butgotnomorewater.11.completea.彻底的，完整的，已完成的v.完成，使…完成Iwillcompletethistasksoon.Whenwilltheworkbecomplete?Heisacompletescholar.Whenwilltherailwaybecompleted?12.reject拒绝，驳回，丢弃Thesupermarketrejectedallspottedapples.Herejectedtheirofferofajob.Thechildwasrejectedbyitsparents.13.inadditionAnumberofpeoplecametothezooinadditiontoPeterandPaul.Theteacherinadditiontotwostudentsisatthemeeting.Inadditiontogivingageneralintroductiontocomputer,thecoursealsoprovidespracticalexperience.Inadditiontoanalbum,Igavehimapenandapencil.Inadditiontoapplesyouaskedfor,Iboughtyousomeoranges.☆apartfromWhatdoyoulearnapartfromEnglish?Apartfrombeingfunandgoodexercise,swimmingisaveryusefulskill.☆also；aswellas；besides14.value找教案http://www.zhaojiaoan.comWhatisthevalueofthis18kwhitegolddiamondnecklace?--Itcostme$2,000(=Itwasworth$2,000.),butIvaluedthenecklaceat$1,000.--Itwasavaluablediamondnecklace.☆valuen.:theamountofmoneythatsth.isworthTheLongmanDictionaryofContemporaryEnglishisofgreatvaluetoyou.Hisresearchhasbeenofno/littlepracticalvalue.☆valuevt.:todecidethathowmuchsth.isworthIvalueyourfriendshipveryhighly.☆valuableadj.:worthalotofmoney Unit2TheUnitedKingdomTopicCountriesoftheUnitedKingdom;UnitedJack;famoussitesinLondonVocabularyConsistclarifyaccomplishconflictunioncreditcurrencyconvenienceroughattractarchitecturecollectionadministrationcountrysidefurnishedpossibilityarrangeweddingfoldsightseeingdelightroyaluniformsplendidstatuecommunismthrillerrorconsistentFunction1.LanguagedifficultyincommunicationExcuseme.I’mafraidIcan’tfollowyou.Canyouspeakmoreslowly,please?Whatdidyoumeanby…?2.Space:position,direction,distanceWaleswaslinkedto…EnglandandWaleswerejoinedto/connected…Englandisdividedintothreezones.Thezonenearest…iscalled…GrammarThepastparticipleastheobjectcomplementYoufindmostofthepopulationsettledinthesouth……hehadthemkilledwhiletheywereasleep.PeriodOneTeachingobjectives:找教案http://www.zhaojiaoan.com1.sharetheinformationabouttheUnitedKingdom.2.FostertheSs’readingability(predicting,skimmingandscanning)Teachingprocedures:Step1.Warming-upAskthestudentstoworkinpairsanddothequizonP9Keys:1.C2.B3.B4.A5.B1.TheUnitedKingdomconsistsofEngland,Wales,ScotlandandNorthernIreland.2.IttakestenhourstoflyfromBeijingtoLondonHeathrowAirportifyoutakethedirectflight.3.ThePrimeMinistertogetherwithhismostimportantministersandMemberofParliamentmaketheimportantpoliticaldecisionsandlaws.4.ThecountiesofBritainaremuchsmallerthanprovincesinChina.Theyhavelocal governmentpowersfortheirarea.5.TheRiverThamesis338km,whichisthelongestoneinEngland.Step2Pre-readingHavethestudentssharetheinformationaboutthegeographyoftheUK1.TheUKconsistsoffourcountries,whatarethey?England,Scotland,Wales,NorthernIreland2.CanyounamethecapitalcitiesofthecountriesoftheUK?London,Edinburgh,Cardiff,BelfastStep3Reading1.Fast-readingAskthestudentstoreadthemapandthetextonP10andanswerthefollowingthequestions1)TheUnionJackflagunitetheflagsofthreecountriesintheUnitedKingdom.Whichcountryisleftout?Why?Wales.ItisusuallyconsideredtobepartoftheEngland.2)WhatthreecountriesdoesBritishAirwaysrepresent?England,ScotlandandWales3)Whichgroupofinvadersdidn’tinfluenceLondon?TheVikingsdidn’tinfluenceLondon.2.TextstructureanalysisHavethestudentsfindoutthetopicsentencesofeachparagraph1stparagraphWhyaredifferentwordsusedtodescribeEngland,Wales,ScotlandandNorthernIreland?2ndparagraphFirsttherewasEngland.3rdparagraphGreatBritainwasthenamegivenwhenEnglandandWaleswerejoinedtoScotland.4thparagraphThefourcountriesarestillverydifferent.5thparagraphEnglandisthelargestofthefourcountries.6thparagraphThegreatesthistoricaltreasureofallisLondon.AskthestudentstodividethepassageintothreepartsandwritedownthemainideaofeachpartPart1(para1-4)WhattheUKincludesandhowtheUKformedandmoredetailedinformationaboutthefourcountriesintheUKPart2(para5)ThegeographicaldivisionofEnglandintothreezones:theirsimilaritiesand differences找教案http://www.zhaojiaoan.comPart3(para6)TheculturalimportanceofLondon3.Carefulreading1.HavethestudentsputtheeventshappeningtotheformoftheUKintotherightorder.FirsttherewasInthe13thcenturyAD,In1603EnglandandWaleswereThreecenturieslaterNorthernIrelandEngland.WaleswaslinkedtojoinedtoScotland.ThenamejoinedwithEngland,WalesandScotlandEngland.GreatBritaincameintobeing.tobecometheUnitedKingdom.2.HavethestudentsidentifytheinvadersandtheirinfluencesonTheUnitedKingdom—theUK.TheRomansinTheAnglo-SaxonsintheTheVikingsTheNormansthe1stcentury1060sADTownsandroadsLanguageandVocabularyandCastlesandwordsforfoodgovernmentplace-names3.HavethestudentslookatthemapofEnglandandWales.DrawlinesacrosstoshowthezonesoftheSouth,MidlandsandNorthofEngland.North:Leeds,York,Sheffield,andManchesterMidlands:Coventry,BirminghamSouth:Reading,London,Brighton,PlymouthStep4SummaryHavethestudentsusetheinformationtowriteashortsummaryofthepassagePossibleversion:ThewriterexamineshowtheUKdevelopedasanadministrativeunit.ItshowshowEnglandisalsodividedintothreezones.ItexplainswhyLondonbecametheculturalcapitalofEngland.PeriodTwo&ThreeLanguagepointsConsistof由…组成，由….构成（不用进行时）Theteamconsistsofonehundredmenandwomenathletes.=Theteamismadeupofonehundredmenandwomenathletes.Thereisabigfamily,consistingoftenpeople.Consistin在于，决定于(不用被动态)=bebasedon/dependon/uponWhatdoeshappinessconsistin?什么才算是幸福？Thebeautyofthetownconsistsinthestyleofitsancientbuildings. Pre-reading找教案http://www.zhaojiaoan.comdivide“把…..分成；分开”指将一个整体分成若干部分，常与介词between,among,by,into等搭配Hedividedthecakeintothree=Thecakewasdividedintothree.Dividethislineinto20equalparts.Dividethislineinhalf.We’llhavetodividetheworkbetween(among)us.6dividedby3is2.separate多指把原来连在一起或者是靠近的人或事物分离开，常与介词from,by搭配TheChannelseparatesEnglandfromFrance.Thetwotownsareseparatedbytheriver.Shedoesn’twanttobeseparatedfromthisman.Ihavegotseparatedfromhimforacoupleofyears.分开，分居Reading1.puzzlensomethingthatisdifficulttounderstandorexplain难题，迷/益智玩具(游戏)Programmingisreallyapuzzletome.我搞不懂编程。Iaminapuzzleabouthiswayofdealingwiththematter.对…..大惑不解Across-wordpuzzle填字游戏Vttoconfusesomeone使某人迷惑Whatpuzzledmealotishowhebrokeintotheroomwithoutbeingnoticed.Vi*bepuzzledabout/over为…..冥思苦想I’vebeensittingherepuzzlingabout/overwhattodo.2．Clarifyvt/vitomakesomethingclearerandeasiertounderstand澄清，阐明，讲清楚IhopethatwhatIsaidwillclarifythissituation.澄清情况Heclarifyhispositiononthewelfarereform.阐明在福利改革上的立场Hismindsuddenlyclarified.他的头脑突然清醒了。3．find+宾语＋宾补Hewokeupandfoundhimselfinhospital.(介词短语)Didyoufindthemin?(副词)I’msurewe’llfindherhardatworkwhenwegethome.(形容词)Ifindthelightburning,soIguessthatheisstillstudying.(现在分词)Thegirlfoundthehousebrokeninto.（过去分词）Theyfoundthemselvestrappedbythebushfire.Ifindheradifficultwomantodealwith.(名词)*contain包括侧重于“内有”；include“侧重于包含者只是整体中的一部分”。Thisroomcontains20persons,including5children./5childrenincluded.4．accomplishvtosucceedindoingsomething,especiallyaftertryingveryhard;achieve完成任务，取得成功，实现目标Wehaveaccomplishedallwesetouttodo.所有的计划要做的事，我们都已完成。Heknewhehadaccomplishedsomethingafterall.Thebestmethodtoaccomplishthisgoalistouniteasmanypeopleaspossible. *Accomplishedadj.有修养的，有造诣的，有才华的Anaccomplishedpainter/singer/author*Accomplishmentn完成，实现unTheaccomplishmentofthistaskdependsupontheeffortofthewholeclass.Theaccomplishmentofpeace找教案http://www.zhaojiaoan.com成就，才能=achievementcnLannywasdelightedtohavehismusicalaccomplishmentsadmired.Playingpianoisonehermanyaccomplishments.5.conflictastateofdisagreementorargumentbetweenpeople,groups,countries抵触，冲突,矛盾Thisstatementconflictswiththeonetheymadelastmonth.TheconflictbetweentraditionalviewandmodernoneAconflictbetweenthedemandsofone’sstudyandone’sentertainment学习需要与娱乐之间的矛盾*comeintoconflict发生争执Thisstubbornboyoftencomesintoconflictwithhisclassmatesoversomeproblems*armedconflict武装冲突conflictofinterests利益冲突6.breakaway(from)“挣脱；逃离”SeveralstatesbrokeawayfromtheUnionandbecameindependent.几个州脱离了联邦成为独立的国家。Thedogbrokeawayfromitsowner.那条狗挣脱主人的控制。Hehasbrokenawayfromthebadhabitofsmoking.克服了抽烟的习惯有关的短语：breakout（战争，疾病，火灾等）爆发，没有被动态TheSecondWorldWarbrokeoutinSeptember1939.Afirebrokeoutinthishotellastnight.TheSARSbrokeoutinearlyspringandspreadallovertheHongKong.breakdown（车辆，机器）损坏；（计划）失败；（身体）崩溃；分解Thecarbrokedownontheway.Hisplanbrokedownatlast.Thescientistbrokedownforlackofrestandhadtogotothehospital.Wateriseasilybrokendownintohydrogenandoxygen.breakin闯入；打断ThethiefbrokeinandstoletheTVset.Don’tbreakinwhenwearetalking.breakup(使)解散；结束，放假；绝交Thepolicebrokeupthefightingcrowdbyviolence.ThestudentswillbreakupfortheChristmasvacationnextweek.Maryhasjustbrokenupwithherboyfriend.7．Creditntrust/belief信任,相信Wegavecredittohismade-upstory.Praisethatyougivetosomeoneforsomethingtheyhavedone称赞*toone’scredit值得赞扬，为…..争光Itisgreatlytoyourcreditthatyouhavecarriedonyourcareerinspiteofallthedifficulties. Yourchildrenarereallyacredittotheteam.=yourchildrenreallydotheteamcredit.为队争光Shedeservedcreditsforthesuccessoftheparty.Therewaslittlecreditgiventothosewhohadworkedthehardest.那些工作最努力的人几乎没有收到什么表扬。找教案http://www.zhaojiaoan.comYoucouldatleastgivehimsomecreditforhiscontribution.Asuccessfullycompletedpartofacourseatauniversity学分Heearnedenoughcreditsforhisdegree.Shetookcoursesforthecreditsrequired.Anarrangementwithashop,bankthatmakesitpossibleforyoutobuysomethingandpayforitlater赊购，信贷Nocreditisallowedatthisrestaurant.本饭店概不赊账。Thisshopgives6months’interest-freecredit.无息赊款购物Thebankrefusedfurthercreditstothecompany.8．relationc/u.naconnectionbetweentwoormorethings联系Thereisacloserelationbetweenaproperdietandgoodhealth.Therelationbetweencauseandeffect因果关系*have(no)relationto….与…..有(无)关系;（不）符合Youranswerhasnorelationtothequestion.Oursuccesshasslightrelationtoourfortune.我们的成功与我们的运气有点关系。Cnpl.officialconnectionbetweencompanies,countriesetc.(公司、国家间)的正式关系Ourcompanyisimprovingbusinessrelationswithhis.Thethemeofthisconferencefocusesontherelationsbetweentwosuperpowers.Cnamemberofyourfamily亲戚Close/distant/nearrelation远/近亲*inrelationto…与…相比Women’ssalariesarestillprettylowinrelationtomen’s.9．convenienceun.Thequalityofbeingsuitableforaparticularpurpose,especiallybecauseitiseasytouseorsaveyourtime方便*forconvenience为了方便Ikeepmyreferencebooknearmydeskforconvenience.TheshopsareopenlateonFridayfortheconvenienceofthecustomers.*atone’sconvenience在某人方便的时候Meetingwillbearrangedatyourconvenience.I’llcallatyourhouseatyourconvenience.*atyourearliestconvenience在你方便时，尽早….(常用于书信中)Iwillbegratefulifyoureplytomeatyourearliestconvenience.Cn.Somethingthatisusefulbecauseitsavesyoutimeormeansthatyouhavelessworktodo便利设备，东西AwashingmachineisoneofthemanymodernconveniencesPublicconvenience公共厕所*Convenientadj.方便的;附近的convenienttime/momentWill3:00beconvenientforyou?三点钟合适吗？ Itisconvenientforyoutotaketheshuttlethere.Aflatconvenienttothebusroute一所靠近公车线路的公寓Ourhouseisveryconvenientforschoolsandstores.10．Nationwideadj/adv全国各地的,全国性的AnationwidebroadcastnetworkanationwidesearchforthemissingtreasureWehave350chainstoresnationwide.11．Collectioncn.astampcollection一批邮票藏品Shemadeacollectionofrarecoins.她收集罕见的钱币。Collectionbox捐款箱acollectionofJay’ssongs/Libai’spoetry歌曲、诗歌集找教案http://www.zhaojiaoan.comspring/autumncollection春、秋服装展un.收集、取RubbishcollectionismadeeveryTuesdaymorning.每周二上午收一次垃圾。12.influencevtohaveaneffectonthewaysomeoneorsomethingdevelops,behaves,thinksetcwithoutdirectlyforcingorcommandingthem指通过说理等“无形的力量”对人的思想、情感和行为进行“潜移默化”的影响。Sheiseasilyinfluencedbyherfriend.TheTVadvertisementshaveinfluencedmyattitudetowardthesegoods.*influencesbtodosthMyfatherinfluencedmetochooseteachingasmycareer.我的父亲的影响使我选择了教书为业。Whatinfluencedyoutomakeadecision?N影响力；Cn有影响力的人、物*haveaninfluenceon对…..有影响Thisbookislikelytohaveadeepinfluenceonhislife.Heisaninfluenceinbusinesscircle.他在商界是个有影响力的人HermothersaidIwasabadinfluenceonher.我对于她产生了很坏的影响。区别：affect表示“影响”时，和influence意义相近，有时可互换。但affect通常指受到“有形力量”造成的物质和生理上的影响，且没有affectsbtodo的形式。此外，affect还可以表示“感动”。Rainaffectsthegrass.Smokingcanaffectyourhealth.Alltheaudienceswereaffectedtotears.effectv.实现（achieve）导致（bringabout）n影响，效果havean/agood/aseriouseffect(up)onhavelittle/noeffect(up)ontheeffectofsth(up)on…Iwilleffectmypurpose:nooneshallstopme.Therecenteventseffectedachangeinmyopinion.最近的事态导致了我看法上的改变。Themajoryouchoosenowwillhaveagreateffectonyourfuturedevelopment.13.invadern.入侵者invadevt.侵入；挤满，塞满Doubtsinvademymind.我满腹狐疑。Diseaseinvadesthebody.疾病侵袭身体。14.keepone’seyesopen留心看，注意=watchoutThehunterkepthiseyesopenforrabbits.Makeyourtripworthwhile(作补语)Savingsolittlemoneyisn’tworthwhile.（作表语） Iconsiderteachingaworthwhilecareer.(作定语)Theprojectisworthtrying=Totrythisprojectisworthwhile=Itisworthwhiletotrythisproject/tryingthisproject.=Thisprojectisworthyofbeingtried/tobetried.15.leaveout省去、遗漏、不考虑You’vemadeamistake-you’veleftoutthelettertThepicnicplannerleftoutthatitmightrain.没想到下雨的可能。*leavebehind忘记带走，遗留下(abaginabus/achainofproblem)leavemealone让我独处leavegoof放开（myhand）leaveaside搁置(thematterforamoment)Learningaboutlanguage16.furnishtoputfurnitureandotherthingsintoahouseorroom.为（房间）配备家具aroomfurnishedwithadeskandsofa.Tosupplyorprovidesomething提供Weareaskedtofurnishtechnologysupportforthissoftwaredevelopment.17.plusprep加6plus4equals10.找教案http://www.zhaojiaoan.comAdj多的，零上的SheearnsRMB50000ayearplus.Allthechildrenare6plus.12Celsiusplus18．alikeadjverysimilar相似的Twoofficebuildingsarealikeinmanyways.ThetwinsaresoalikethatIcan’ttellwhichiswhich.Adv同样地Theywerealldressedalikeinbluesweatersandsneakers..19.taketheplaceof代替、取代Noonecouldtaketheplaceofhermother.Electrictrainshavenowtakentheplaceof/replacedsteamtrains.联想：takeplace发生Greatchangeshavetakenplaceinmyhometown.Takeone’splace入座，站好位置Shallwetakeourplacesatthetable?Takeyourplaceandweareabouttoleave.如果taketheplaceof的宾语是sb，则可以用takeone’splace.Mysisterwasabsentatthemoment.Whocantakeherplace/taketheplaceofher?20.arrangevtoorganizeormakeplansofrsomethingsuchasmeeting,party,ortrip安排，筹划，整理*arrangetodostharrangeforsbtodosth安排某人做某事Jamesisarrangingabigsurprisingpartyforher.詹姆斯正为海伦张罗一场令她惊喜的晚会。HaveyouarrangedtomeetMarkthisweekend?Ihavearrangedastudenttotaketheplaceofyou.Thankstoemergency,theschoolarrangedthechildrentoleaveschoolatonce.由于紧急情况，学校安排孩子们马上离校。ItwasarrangedthatIshouldteachyouEnglishthisterm.Matthewarrivedat2o’clockasarranged.如约而至Iarrangedhispaperbeforestartingtowrite.在写作前他整理了一下纸。arrangement安排21．Foldvtobendapieceofpaper,clothetcbylayingorpressingonepartoveranother折叠，对折Thepapershouldbefoldedinhalf. Iwishyouwouldfoldupyourclothes.Tobendyourarmsorlegssothattheyarerestingagainstyourbody.交叉双臂，双腿Hestoodsilentlywithhisarmsfolded.PeriodFourTeachingObjectives:makethestudentslearnaboutthepastparticipleastheobjectcomplementTeachingProcedures:Step1Findthesentencesfromthereadingpassagewithpastparticiplesastheobjectcomplement.1.Now,whenanyonereferstoEnglandyoufindWalesincludedaswell.2.Totheirsurprisethethreecountriesfindthemselvesunited…3.theyweregoingtogetIrelandconnectedtoformtheUnitedKingdom.Step2Givingthedefinition过去分词作宾语补足语，表示其动作已经完成或结束。能用宾语补足语的过去分词一般都是及物动词，表示被动意义或已完成的意义，有时候两者兼而有之。作宾语补足语的过去分词与宾语有逻辑上的动宾关系，即宾语是过去分词动作的对象。1.过去分词用在表示状态的动词keep，leave等的后面。Theykeptthedoorlockedforalongtime.Don’tleavethewindowsbrokenlikethisallthetime.2.过去分词用在使役动词have,make的后面。（1）注意”have+宾语+过去分词”的两种用法：①表示让某人做某事，如：找教案http://www.zhaojiaoan.comIhavehadmybikerepaired.Thevillagershadmanytreesplantedjustthen.②表示“遭遇到某种不幸；受到打击”等。如：Myeldersisterhadherwalletstolenonabuslastmonth.Theoldmanhadhiswristbrokenintheaccident.(2)”make+宾语+过去分词”，在这种结构中，过去分词的动词必须是表示结果含义的，如：Iraisedmyvoicetomakemyselfheard.TheymanagedtomakethemselvesunderstoodusingverysimpleEnglish.3.过去分词用在感官动词watch,notice,see,hear,listento,feel,find等的后面当我们到学校时，我们看见门锁着。Whenwegottoschool,wesawthedoorlocked.4.过去分词用在want,wish,like,expect,order等表示“希望，愿望，命令”这一类动词的后面作宾语补足语。Theteacherwouldn’tliketheproblemdiscussedatthemoment.我想要这套衣服照他自己的尺寸做。Iwantthesuitmadetohisownmeasure.我父母希望我好好准备入学考试。Myparentsexpectedmetobewell-preparedfortheentranceexamination.5.过去分词用在“wish+宾语＋宾补”这一结构中，过去分词与宾语之间是动宾关系。小偷被带进来了，双手被绑在后面。Thethiefwasbroughtinwithhishandstiedbehindhisback.周围种了许多色彩鲜艳的花，他的房子看上去就像一座漂亮的花园。 Withmanybrightly-colouredflowersplantedaroundthebuilding,hishouselookslikeabeautifulgarden.Step3PracticingCompletethesentencesbyusingthewordsinbracketsandthestructurehave/get/findsomethingdone.1.We____havegotthehousemended_____now.2.Youlookdifferenttoday.__Haveyouhadyourhaircut?3.Doyouwantto_havethedictionarydelivered_toyourhouseorwouldyouprefertocometotheshopforit?4.A:CouldIhavealookatthephotographsyoutookwhenyouwereinEurope?B:Sorry,I_haven’thadthefilmdevelopedyet.5.Onmywaytothestationmycarbrokedown.WhenIgottotherepairshopIfounditclosed_.6.Thecomputerdoesn’tseemtoworkwell,you’dbettergetitrepaired_?7.JillandEricgotalltheirmoneystolen__whiletheywereonholiday.8.Chrishadsomeflowerssent__toSarahonherbirthday.ThenChrisaskedSarahtomarryhimandtheyhaditannounced_inthenewspaper.Theyhadnotimetoarrangetheirownwedding,sothey_haditorganized_byacompany.PeriodFiveTeachingProcedures:Step1.Skimming找教案http://www.zhaojiaoan.comHavethestudentsreadthepassagequicklyandanswerthetwoquestions.1.HowdidZhangPingyuplanhertour?First,shemadealistofthesitesshewantedtosee.Thensheplanedherfour-daytrip.2.Whatwerethebuildingsmentionedinthetext?Thebuildingsmentionedinthetextwere:Tower;StPaul’sCathedral;WestminsterAbbey;Greenwich;BigBen;HighgateCemetery;WinsorCastle.Step2ScanningAskthestudentstolocatethepassageandanswerthefollowingquestions.1.WhobuilttheTowerofLondon?Whenwasitbuilt?2.WhoguardedtheQueen’sjewels?Whatkindofclothesdidtheywear?3.WhenwasStPaul’sCathedralbuilt?4.WhatdidWestminsterAbbycontain?5.DidshevisittheBigBen?6.HowdidZhangPingyufinishthefirstdayinLondon?7.WhatcouldPingyuseeinGreenwich?8.WhatinterestedhermostinGreenwich?Whatkindoflineisit?9.Whichplacesdidshevisitonthethirdday?10.Whatseemedstrangetoher?11.Whatmadeherthrilled?Step3InformationtransferringMakealistofZhangPinyu’stourofLondonandacommentoneachplaceshevisited. Day1CommentsDay2Day3TowerofLondonDelight,fancyGreenwichwithshipsKarlMarx’sstatueStPaul’sCathedralSplendidandinterestingClock(GMT)“strangehelivedandWestminsterAbbeyInterestingfullofLongitudelinediedinLondonstatuesofpoetsandBritishMuseumwriters“thrilledtoseeBigBenFamousandveryloudChinesepotteryStep4Languagepoints1．worriedaboutthetime为过去分词短语作原因状语，相当于becauseshewasworriedaboutthetimeavailable1.somethingcanbeusedorboughtorfoundeasily可得到的，可用的，有效的（可跟to/for连用）Theswimmingpoolisavailableonlyinsummer.游泳池只在夏天开放。Theticketisnolongeravailable。票不再有效。We’veusedupalltheavailablespace.Thereisonlyalittlemoneyavailablefor/tothetrip.这次旅行只有少量的钱可以花。2.someoneisfree（人）有空的Iamavailablethisafternoon.3．delightunfeelingsofgreatpleasureandsatisfaction高兴，快乐Thekidsrushedtothebeach,screamingwith/indelight.孩子们高兴地惊叫着冲向沙滩。Tomydelight,theteacherannouncedthatIhadbeenawardedthemodelstudent.使我高兴的是….Hetakesdelightinplayingjokesonhissister.=Heisamusedbyplaying…他喜欢以捉弄他的妹妹为乐。Cnsomethingthatmakesyouveryhappy使人高兴的事Oneofmygreatestdelightsissleepinginthesofa.Goingtozoosisdelightforpeopleofallages.Vtogivesomebodygreatsatisfactionandenjoyment使….高兴Heoftendelights/amuses/entertainshischildrenwithhismagic.HedelightsinplayingjokesonhissisterI’mequallydelightedtohearhisarrival.找教案http://www.zhaojiaoan.comWearedelightedthathewillbecomeamemberofourinstitute.Iwasdelightedat/bytheopportunitytocooperatewithyou.4.回顾系动词remain“继续保持，依然处于”后接表语的各种形式。Hismindremainedactiveinspiteofhisinjury.Thisagreementremainedunsettled.Sheremainedstandinghereforagoodhour.Thesituationremainsamystery.Heremainedinprisonwiththeyearpassingby.Whetherthechemicalfertilizersareharmfulornotremainstoobserved.5.Therefollowed…“随后出现…..”是therebe的倒装形式Therefollowedalongandembarrassingatmosphere.Therestoodatempleonthetopofthehill. Thereremains/appearsonequestiontobediscussed.Therecomesthebus.Thereexistexcellentclassessimilartooursinourclass.Onceuponatimetherelivedaking.6.What(=somethingthat)interestedhermost是主语从句*Whatinterests/moves/frightens/inspiressbmostis…最使人…..的是…..Whatfrightenedmemostintheamusementparkisthefree-fallride.Whatinspiresmemostisthathedevotedhiswholelifetopreservingtheendangeredanimals.7.ItseemedstrangethatthemanwhohaddevelopedcommunismshouldhavelivedanddiedinLondon.Should“竟然、居然”StrangethatIshouldhaveforgottenitsname!Itisunbelievablethatheshouldreactinthisway.8.thrillvtomakesomeonefeelexcited,happyandfrightened使兴奋，使狂喜，使惊恐Hewasthrilledtoseethefrightfulsceneinthemovie.Thechildrenwerethrilledatthethoughtofgoingabroad.欣喜若狂Nstrongfeelingsoremotion一阵强烈的情绪Hefeltathrillthemomenthegotontheplatform.他一登上讲台就感到一阵兴奋*thrillingadj令人兴奋的thrillern惊险小说或电影 Unit3LifeintheFutureTeachingGoals:找教案http://www.zhaojiaoan.comTopic:1.Predictingthegoodandbadchangesinthefuture.2.imaginethealiencreatures.Usefulexpressions::takeup拿起;接受;开始;继续remind…of…使回想起或意识到losesightof…不再看见……catchsightof…瞥见sweepup打扫；横扫speedup加速assistin帮助;援助;协助Sentencestructures:IstillcannotbelievethatIamtakingupmyprizethatwaswonlastyear.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.…atableandchairrosefromunderthefloorasifbymagic.Grammar:1.过去分词作定语（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.Tomorrowyouwillbereadyforsomevisitsorganizedbycomputer.2.过去分词作状语（Thepastparticipleastheadverbial）Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.Period1TeachingAims:1.Learnsomenewwordsandexpressions.2.Helpthestudentstotalkaboutlifeinthepast,atpresentandinthefuture.3.Enablethestudentstodescribethelifeinthepast,atpresentandinthefuture.DifficultandImportantPoints:Comparelifeinthepast,atpresentandinthefutureWhatislifeinthefuturelike?Whatchangeswilltakeplace?TeachingMethods:1.Firstandcarefulreading,2.Askingandansweringquestionactivity3.Individual,Pairwork&groupwork TeachingProcedures:Step1warmingupShowthestudentssomepicturesorvideosofthepastandpresentlife,andaskthemtheirfirstimpressionsofthepictures.lead-in:Talkabouthowmanychangestherehavebeeninthepastandinthepresent.Step2:pre-reading1.Canyoutellwhatproblemspeoplearefacingtoday?2.Whatproblemsdoyouthinkpeopleinthefuturewillhaveovercome?WhichoneswillstillbethereorevenworseinAD3005?找教案http://www.zhaojiaoan.comKey:1.Theproblemofpopulationwillbesolved,havebeguntoControlthebirthrate.2.Theproblemswillbestillthere,andwillevenworse.3.Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion…step3：fastreadingReadthetextforthefirsttimeandtellwhatthetextisabout?It’sane-mailwrittenbyamanWhohastakenupatriptothefuture.2.Lookatthefollowingsentence,thereareinwrongorder,tellmethecorrectorderforthesesentenceA.Weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3005D.Ihavemyfirsttrytomasterahoveringcarriage.Step4carefulreading1.Questions&answers:1.WhydidIhavethechancetotraveltotheyearAD3005?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.Whoguidesmytrip?5.Whydidmyguidegivemesometables?6.Whotransportedustothefuture?Key1.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.MyfriendWangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain6.WangPing’sparents’companytransportedustothefuture.2.FillintheChart:GoodchangesBadchanges TimetravelCantraveltoDifferenttimesAfter-effectsoftravelasyouwishtransport.canmoveswiftlyDisorganized,difficulttofindwayhousessavelivingspaceShortofspaceTownsBusy,looklikeEasytogetlostmarketsAirqualityOwnfamilyPoorqualityinpublicplacesoxygensupply3.ReadingthetexttodecideonthetypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageIttellsaboutLiQiangtravelingtotheyearAD3005andhisexperiencesthere.Topicsentenceof1stparagraphIhavetraveledtotheyearAD3005.Topicsentenceof2ndparagraphIwasstillontheearthbutonethousandyearsinthefuture.Topicsentenceof3rdparagraphIwashitbythelackoffreshair.Topicsentenceof4thparagraphTomorrowIwillbereadyforothervisitsorganizedby“FutureTours”.4.MakingachainofeventsfromthetextFirstImpressionsSufferingGoingbyaOnearthAthomeinfromtimebut1000theyear“timecapsuleyearsinAD3005lag”thefutureStep5:Discussion:SampleanswersEx.2Ithinkthewriterhasanoptimisticviewofthefuture.HewasveryexcitedwhenhetraveledtotheyearAD3005andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotothefuture.Thoughshewashitbythelackoffreshair,The2nd&3rdperiodTeachingaims: Learnexpressions&phrasesLearnlanguagepoints找教案http://www.zhaojiaoan.comDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”TeachingMethods:Presentation&PracticeTeachingProcedures:StepIRevisionHaveadictationStepII.Checktheanswers1)Checktheanswersofyesterday’shomework(P42.UsingWordsandExpressions)StepthreelanguagepointWarmingupaspectn.方面，外观You’veonlyconsideredoneaspectoftheproblem.Thefierceaspectofthesalesmanfrightenedthecustomeroff.Pre-readingovercomevt.克服,战胜,找到处理问题的办法;表示“压倒,受不了”时,常用被动语态;beovercomewith…“…之极,极为…”Heovercamethebadhabitofsmoking.We’llovercomethedifficultywhenwegottoit.Thechildwasovercomebywearinessandslept.Mymotherwasovercomewithgrief.Reading1.Istillcan’tbelievethatIamtakingupmyprizethatwaswonlastyear.Takeup开始从事，选修,占用,吸收Whendoesthemanagertakeuphisjob?hetookupartincollegeHedecidedtotakeupphotographyashiscareer. Thistabletakesuptoomuchroom.Plantstakeupwater.take的词组takeoff脱下,起飞takeover接管taketo喜欢上，对…产生好感Helenalwayshelpshermothereventhoughgoingtoschool____mostofherdayA.takesupB.makesupC.savesupD.putsup找教案http://www.zhaojiaoan.com2.IhavetoconstantlyrubmyeyestoremindmyselfthatIhavetraveledtotheyearAD3005我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年remind:tomakesomeoneremembersomethingthattheymustdo这部影片使他回想起在中国所看到的一切。remindsbofsth提醒某人…,使某人想起…IncaseIforget,pleaseremindmeofit.ThefilmremindedhimofwhathehadseeninChina.remindsbtodosthPleaseremindmetowritetomyMum.remindsbthat/where/howMayIremindyouthatweagreedtostartat10:00? constantlyadv.经常地,不断地Theareawasconstantlyhitbydrought.3.Asaresult,Isufferedfrom‘timelag”Asaresult:becauseofsomethingthathashappened结果，由于…的结果e.gHeworkedhard,andasaresult,hegotpromotedquickly.V.S.asaresultof…Hewaslateasaresultofsnow.resultfromHisfailureresultedfromnotworkinghardenough.resultinTheaccidentresultedinhisdeath.Sufferfrom:toexperience患有…为…所苦。hesufferfromheadache.发散思维：sufferingn.痛苦，劳苦sufferancen.容忍，忍耐4.Thisissimilartothe“Jetlag”yougetfromflying.Bitinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样，所不同是是，它意味着你的脑海里不停地从以前的时间断地直往回闪去a.similar/besimilarto:与…相似 Acatissimilartoatigerinmanyrespects.发散思维：similarityn.类似，相似similarly:adv相似地，同样地b.Keepdoingsomething:继续做某事Itkeptrainingforaweekc.flashback:闪回，倒叙Theeventinhishappyfamilylifeareshowninflashback.d.previousadj.先前的,以前的Hewasthereonthepreviousday.Hehashadnopreviousexperienceofthiskindofjob.5.Well-knownfortheirexpertise,hisparents’company,called“FutureTours”…a.过去分词known作原因状语,相当于一个由as引导的原因状语从句Asitwaswell-knownfor…b.beknownfor…因…出名beknownto…为…所熟知beknownas…作为…出名找教案http://www.zhaojiaoan.com6.Atfirstmynewsurroundingsweredifficulttotolerate.a.surroundingsn.(常用pl.形式,谓语用复数)周围事物,环境Thishospitalisinbeautifulsurroundings.Thesurroundingsareverysatisfactory. V.S.surroundingadj.周围的Hisdeathmadetopnewsinthesurroundingcountryside.b.toleratevt.宽容,忍受Ourteacherwon’ttolerateanycheatintheexams.7.Hitbyalackoffreshair…lackvt.&vi.缺乏；缺少；没有。例如：Youlackcourage/strength/ability/experience.你缺乏勇气/力气/能力/经验。Wedidn’tlackformoney.我们并不缺钱。(lack用作不及物动词时,常与for连用。一般用于否定句中。)n．缺乏；短缺的东西。（常与介词of连用）。例如：Sheshowedalackofhumor.她表现出缺乏幽默感。Ican’tbuythebikebecauseofmylackofmoney.我因为缺钱而不能买那架自行车。forlackof因为缺少。例如：Wecan’tdiscussthedetailsnowforlackoftime.因时间有限,我们现在无法讨论细节。lackinga.欠缺的，不够的belackingin=beshortof。例如：Heseemedtobelackingbothinintelligenceandability.他似乎在智力和哪里上都有缺欠。8.onone’sfeet战立,恢复,自立FordMotorCompanyisfinallybackonitsfeetafteryearsoflowsales.Ican’tstayonmyfeetanylonger.9.pressvi&vt.1)压；按；推。例如：Shepressedthekey/button/doorbell.她摁按键/按纽/门铃。Hepressedahandkerchieftohisnose.他用手帕捂着鼻子。2）熨；熨平。例如：找教案http://www.zhaojiaoan.comI'vepressedyourtrouserswiththeiron.我用熨斗熨了你的裤子。3）紧迫。例如：Timepresses.时间紧迫Theproblemoffuelpressesforsolution.这个燃料的问题急待解决。We'llletyouknowifanythingpresses.如有紧急情况,我们会通知你的。n.按;压。出版业；新闻界；例如：Flattenthedoughwithapressofthehand.用手把生面团压平。 theUniversityPress大学出版社Thepowerofthepressisverygreat.新闻界的力量非常.10.JustasItriedtomakethenecessaryadjustmenttothisnewsituation,…adjustment:Theactofadjustingorthestateofbeingadjusted.Hemadeadjustmenttothemachine.11.sightn.视力；视野；情景，景象。例如：Hehasgood/poor(eye)sight他视力好/差。Shelosthersight.她眼睛瞎了。Keepoutofmysight.不要让我看到你。Iwatchedhimuntilhedisappearedfromsightinthedistance.我望着他直到他消失在远方。Thesunsetisabeautifulsight.落日是很美的景象。常见的短语：beinsight看得见；comeinsight进入视线；outofsight不被看到；losesightof…看不见...了；catch/get/have(a)sightof…发现,看出；atfirstsight乍一看。12.hewassweptupintothecenterofthemandmylinkwithhimwasbrokenasIwascarrieduptotopofahighbuildingnearby.Sweepup:本意是打扫，清扫，经常引申为“横扫，掠过”等意思Theleavesweresweptupintotheairbythewind13.asif/though好象，仿佛，似乎；一般引导表语从句和状语从句。从句中的动词有时要用虚拟语气。例如：Itlooksasifitisgoingtorain.看起来天要下雨了。Youlookasifyoudidn’tcare.你看来一点也不介意似的。Shewalkedasthoughshewas/werefloatingonair.她走路的样子像是在空中漂浮。Tomstaredathhisfatherasthoughhehadneverseenhimbefore.汤姆盯着他父亲仿佛从来都没见过他似的。asif常可引导省略的状语从句。例如：Heglancedaboutasif（hewas）insearchofsomething.他扫视着四周，像是在找什么东西似的。Theladstarted,asif(hewas)awakenedfromsomedream.那小伙惊跳了起来，仿佛从梦中惊醒过来。Hepaused,asif(hewasgoing)toletthepainfulmemoriespass.他停下来，仿佛要让这 痛苦的回忆过去。找教案http://www.zhaojiaoan.com14.WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.王平的妈妈出现了，电脑荧屏上的开头闪了一下，于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来switch:n.开关whereisthelightswitch?vi.转换，改变：hegottiredofteachingandswitchedtowritingstories开放思维：switchoff把…关掉，不听，不理睬switchon:接通，把开关打开Switchout:关上Asifbymagic=likemagicHejumpedsohighasifbymagicmagical:adj魔力的，不可思议的Magicallyadv迷人地，不可思议地magiciann:魔术师15.Youmayfinditdifficultasthisisyourfirsttimetraveltrip当你第一次做这样的时间旅行时，可能会感到有些困难Finditdifficult:结构为“find+宾语+宾补”宾补可以是形容词，不定式，动名词，从句IfoundhimtobemuchyoungerthanIexpectedDoyoufindhimverybright? IfindithardtotalkwithhimIfinditveryeasytolearnEnglishwell.16.slideinto“不知不觉地陷入”Thecarslidintotheditch.UsingLanguage1.considervt.a.考虑后可跟动名词,名词,从句,也可跟how,what等引导的不定式Heisconsideringasuggestion.Iamconsideringgoingabroad.Youhavetoconsiderwhatodonext.b.认为结构有:consider…as/tobe…e.g.Iconsiderit(tobe/as)agreathonor.consider…tohavedonee.g.Weallconsiderhimtohaveacteddisgracefully.consider+that从句e.g.Weconsideredthatthedriverisnottoblame.2.instantn./adj.瞬息,霎时Thetelegramaskedforaninstantreply.WehaveaKodakinstantcamera.Therewasnotaninstantthatwecouldaffordtolose.3.swallowvi.&vt.淹,吞没,淹没Thewarswallowedupmanyyoungmenintoitsmaw.Heswallowedtheinsultwithoutcomment.Hecouldn’tswallowbecauseofasorethroat.4.motivationn.动机,刺激,推动→motivatevt.Theylackthemotivationtostudy.找教案http://www.zhaojiaoan.comNoonereallyknowswhatmotivatedhimtodoso. Themurdererwasmotivatedbyjealousy.SentencepatternsWorriedaboutthejourney,IwasunsettledforthefirstfewdaysWellknownfortheirexpertise,hisparents’companynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.Confusedbythenewsurroundings,IwashitbythelackoffreshairArrivinghome,heshowedmeintoalargebright,cleanroom.Exhausted,IslidintobedandfellfastasleepHomeworkDoex1inpage19inthebookDoex2inyourexercisebookThe4thperiodTeachingAims:Teachgrammar(ThePastParticipleastheadverbialandattribute)Improvethestudents’listeningskills.DifficultandImportantPoints:1)Learnthegrammar(ThePastParticipleasthePredicative&Attribute)2)HavetheSssumupthefunctionofthepastparticipleusinginductivemethod.TeachingMethods:1.InductiveMethod2.Groupwork TeachingProcedures:StepIDictationStepII.Grammar和现在分词及短语一样，过去分词（pastparticiples）或过去分词短语（pastparticipialphrases）也可以充当副词，修饰谓语动词。过去分词短语可以表达下列四种意思：（1）方法或活动方式，如：●Hewalkedupanddown,lostinthought.●Isatbeforethedeskuntilaftermid-night,absorbedinwriting.●Surroundedbyahostoffans,thefilmstarlefttheairportexcitedly.（2）原因，如：●Greatlydisappointed,somestaffdecidedtoleavetheplace.●Takenbysurprise,theenemysurrendered.（3）时间，如：●Bornandbredinaturbulentage,theoldergenerationofpeopleexperiencedallsortsofhardships.●Throwntothefloor,theboyregainedhisfootingafewminuteslater.（4）条件，如：●Givenmoretime,theslowlearnerswouldhavedonebetter.●Criticizedbysomeoneelse,Tonywouldnothaveflareduplikethat.除了直接修饰动词之外，过去分词或短语也可以和连词合组成短语，表示下列四种意思：（1）由when,whenever,while,until等连词引导，表示“时间”，如：●Whenaskedabouthispreviousjob,Billsaidhehadbeenamotormechanic.●Susanseldomspeaksinclassuntilspokento.找教案http://www.zhaojiaoan.com（2）由where,wherever连词引导，表示“地点”，如： ●Mosquitoesshouldbecompletelyexterminatedwherefound.●Retireesingoodhealthshouldbeinvitedtoreturntoworkwhereverneeded.（3）由if,unless引导，表示“条件”，如：●Ifkeptfortoolong,somemedicineswilllosetheireffectiveness.●Wehavemadeapointofnotattackingunlessattacked.（4）由though,although,eventhough连词引导，表示“让步”，如：●Thoughwarnedofthedanger,theystillwentmountaineering.●Eventhoughdefeatedforasecondtime,ourteamdidnotgiveuphopefortheultimatevictory.此外，过去分词短语还可以和介词“with”或“without”连用，具副词作用。如：●Withthewaterpipechoked,therewasn'tanymorewaterforuse.●Withoutanythingleftinthekitchen,theWangsdecidedtoeatout.最后，过去分词短语，在适当情况下，可以有自己的主语而变成独立结构（theabsoluteconstruction），如：●Theoldmanlistened,hisheadinclinedtooneside4.Studyingthepastparticipleastheattribute过去分词作定语，在语态上，表被动；在时间上，表示动作已经发生或完成，与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时，所修饰的名词在逻辑上相当于被动句中的主语，过去分词相当于谓语。过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义。例如：Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。也有用不及物动词的过去分词作定语的情况，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如：fallenleaves落叶,retiredworkers退休工人,therisensun升起的太阳注意下面过去分词作定语的几种情况：A.单个的过去分词作定语一般放在被修饰的名词之前。例如： Weneededmuchmorequalifiedworkers.我们需要更多的合格的工人。Myfriendisareturnedstudent.我的朋友是个归国的留学生。单个分词也可以作后置定语，用以强调动作。例如：Theydecidedtochangethematerialused.他们决定更换使用的材料。B.过去分词短语作定语要放在被修饰的名词后面，作后置定语，其作用相当于一个定语从句。例如：找教案http://www.zhaojiaoan.comThestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)C.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。例如：Isthereanythingunsolved?ThereisnotingchangedheresinceIleftthistown.D.单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放在其修饰的名词前，作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。例如：Thisisastate-ownedfactory.Thisisourschool-runfactory.E.作前置定语的某些动词的过去分词的形式与作谓语或表语的过去分词的形式往往不一样。例如：原形用作定语的过去分词用作表语或谓语的过去分词drinkdrunkendrunklightlightedlitlitmeltmeltenmeltedsinksunkensunkWelitthecandleandthecandlelituptheroom.我们点着蜡烛，蜡烛照亮房间。Thereisalightedcandleonthetable.桌上有一支点着的蜡烛。5．Lookingback 高考经典题回放1.______time,hewillmakeafirst-classtennisplayer.(2003北京)A．HavinggivenB.TogiveC.GivingD.Given2.Thedisc,digitally______inthestudio,soundedfantasticatthepartythatnight.(2004上海)A.recordedB.recordingC.toberecordedD.havingrecorded3.______withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.(2005北京春)A.TofaceB.HavingfacedC.FacedD.Facing4.Whenfirst_____tothemarket,theseproductsenjoyedgreatsuccess.(2004吉林)A.introducingB.introducedC.introduceD.beingintroduced5.Therepairscostalot,butit’smoneywell_____.(2004湖北)A.tospendB.spentC.beingspentD.spending找教案http://www.zhaojiaoan.com6.______inthemountainforaweek,thetwostudentswerefinallysavedthelocalpolice.(2005江苏)A.HavinglostB.LostC.BeinglostD.Losing7._______inawhiteuniform,helooksmorelikeacookthanadoctor.(2005湖南)A.DressedB.TodressC.DressingD.Havingdressed8.______intouseinApril2000,thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.(2005上海)A.PutB.PuttingC.HavingputD.Beingput9.Nomatterhowfrequently_____,theworksofBeethovenstillattractpeopleallovertheworld.A.performedB.performingC.tobeperformedD.beingperformed（2006广东B）10._____withsomuchtrouble,wefailedtocompletethetaskontime.A.FacedB.FaceC.FacingD.Toface(2006四川)11._____automaticallythee-mailwillbereceivedbyalltheclubmembers.B.A.MailedoutB.MailingoutC.TobemailedoutD.Havingmailedout(2006上海)Keys:1-5ＤＡCBB;6-11ＢＡＡAAAGrammarpastparticipleusedasadverbialandattribute Completethefollowingsentenceswiththewordsgiven,usingtheirproperforms.1,Ilikereadingthenovels______(write)byhim2.Thegirl________(write)aletterismycousin3.ThereissomethingwrongwithmybikeandIhavetogetit__________(repair).4.Hespokeloudlyinordertomakehimself____(hear)SentencepatternsWorriedaboutthejourney,IwasunsettledforthefirstfewdaysAsIwasworriedaboutthejourney,IwasunsettledforthefirstfewdaysWellknownfortheirexpertise,hisparents’companynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.Hisparents’companywaswellknownfortheirexpertise…3.Confusedbythenewsurroundings,IwashitbythelackoffreshairWhenIwasconfusedbythenewsurrounding,Iwas…Arrivinghome,heshowedmeintoalargebright,cleanroom.Whenheisarrivinghome,heshowedmeinto…Exhausted,IslidintobedandfellfastasleepAsIwasexhausted,Islidintobedandfellfastasleep.过去分词作状语，意义上相当于状语从句，表示时间，条件，原因，伴随状况等Wheneverpraised,heblushedUnited,westand,divided,wefallWritteninahurry,thebookisfulloferrorsAlthoughborninGermany,JohnlivesandworksinU.S.APAGE20,EX21.Frightenedbytheloudnoise,Iwenttoseewhatwashappening.2.Hitbythelackoffreshair,hegotabadheadache,找教案http://www.zhaojiaoan.com3.Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation4.Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.5.Builtin1910,themuseumisalmost100yearsold.6.Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientificexperimentanymore.Pickouttwomoresentencesfromthereadingwithppusedastheattribute.1.Hisparent’scompanynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany3.Hebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.Ex41.SoonwelostsightofthatfamousastronomercalledLiQiang2.IamgoingtobuyapaintingcopiedfromVincentvanGogh3.Ilikethatoldprivatehousebuiltofwoodandmud4.Theroomconnectedtotherestfothehousebyalongpassageiscompletelyempty5.Thequeenwassittinginaroyalcarriagedrawnbyfourhorses. 6.Thevehiclementionedinthebookisunknowntome7.Thecastlebuiltin1432isunderrepairPageEx11.Well-knownforhisbooksaboutSouth,JMCoetzeewontheBookerPrize2.Aprincessonceownedamagicalchairmadeofgoldandsilver3.Onhisbirthdayhereceivedamysteriouspresentwrappedingoldsilver4.Interruptedbythebell,hewasunabletofinishhisspeech5.Awakenedbyanoiseatmidnight,shesawathiefinherroom6.Supposedtobelocked,thisdoorisnowwideopenandtheroomisempty.Ex2.CalledEndangeredpointedKnownFallenSupportedTerrifiedThe5thPeriodTeachingAims:Improvethestudentsreadingskills.LearnsomethingaboutIhaveseemamazingthingsDifficultandImportantPoints:1)ReadingComprehension2)writeareportTeachingMethods:ComparativemethodTeachingProcedures:Step1extensivereadingNameofcreatureMu-muDimpodsSizeTallandthinSmallappearanceBlackandwhiteface,Likealittlecatapointedhead,shell-coveredlegcolourBlackandwhitefaceBlueorpurplepersonalityVeryfriendlyInterestingandlivelyNumbersofarmsSixToomanytotellNumbersoflegsOnelonglegTomanytotellcoveredbyshellHowitmovesSlowlyandSkiparoundfastfromsidetoside voiceWhispershoutFoodMixtureofcarrotLemonadewithherbsjuiceandcocoaStep2groupworkCreateanewalienandfillintheblanksthendrawitoutNameofcreatureModdockSizeSmallchildwhengrownAppearanceVerylargenoseandhairybodyColorgreyPersonalitySlowandshybutfriendlyonceapproachedNumberofarmsSixNumberoflegssixHowitmovesRollsoverandoverlikeaballVoiceUsessignlanguagefoodoilWithyourpartner,drawapictureofyouralien.Thenwriteadescriptionbasedonyourdrawingandthenotesinthechart.Step3extensivereading2RisingtoachallengeParagraph1Silveradventure:Advantages:Paragraph2:找教案http://www.zhaojiaoan.comProblemexistedinthepast:__________________________________________________________________________________________________________________Nowsolvedby____________________________________________________________________________________________________________________________WhatcanSaturationCityprovide?Paragraph3:_________________Paragraph4:_________________Paragraph5:_________________The6thperiodTeachingproceduresStep1Revision1Checkthehomeworkexercises. 2AsktheSsafewrandomquestionstorevisefuturetimeandintroducethetopicoftheunit.Forexample:Whatlessonsdoyouhavethisafternoon/tomorrow?Areyougoingtodoanythingspecialthisevening?Whatdoyouthinktheweatherwillbeliketomorrow?WhatareyougoingtodoonSaturdayevening?AreyouplanningtodoanythingonSunday?Step2PresentationS.Askquestionsaboutthepicture(inPPT.),andgetSstotellyouwhattheythinkishappening.Teachthenewwordsmajority,goods,industry.Readtheintroductionaloud.Step3ReadingSayNowreadthedialoguesilentlyandfindoutthisinformation:Whatisbeingplannedatthiscompany?AllowtheSsafewmomentstocarryoutthetask.Checktheanswer.(Anewfactorymaybebuilt.)SeeiftheSscanguessthemeaningofoutofwork.Step4DialoguePlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Askquestionslikethese:Whatarepeopleatthecompanytalkingabout?Whoisgoingtomakethedecision?Whydoesthecompanyneedtobuildanewfactory?Whatisthedifficulty?Whydosomepeoplewantthenewfactorytobebuilt?Whyaresomepeopleagainstthenewfactory?Explainthatmayhaveplansexpressesuncertaintyaboutthefuture.Playthetapeagain.ThistimetheSslistenandrepeat.ThenlettheSspracticethedialogueinpairs.Youmaywishtoaskonepairtoactthesceneinfrontoftheclass.Notes:aPeoplehavebeentalkingofitalotrecently.:NotethePresentPerfectContinuousTensetoexpressanactivitywhichstartedinthepastandisstillcontinuing.bIsimplydon‘tknow.=Ihonestlydon’tknow.cRightnow=AtthismomentdTheproblemis…it.=Findinglandforbuildingthenewfactoryisaproblem(i.e.difficult).eThemajorityofpeople=Mostpeoplefanumberofpeople=quitealotofpeoplegoutofwork=donothavejobshButsomepeople…builton.=Somepeopledonotwantthemtobuildafactoryongoodfarmland.Notethestructurenotwantsomethingtobedone.iIcanseetheproblem.=Iunderstandtheproblem.jislikelytohappen=willprobablyhappenkIt‘squitelikely:Quiteemphasizeslikelyandincreasesthepossibility.Step5Practice找教案http://www.zhaojiaoan.comDemonstratehowtomakesentencesfromthetable,andthengetafewSstomakeexamplesentences.ThenlettheSsdothisexerciseinpairs.AttheendgetSstowritedown5sentencesfromthistableintheirexercisebooks.Step6WorkbookAfterEx.1isdoneorally,gettheSstowritetheanswersintheirexercisebooks.BothExx.2and3shouldbedoneinpairsfirst.Thenchecktheanswerswiththeclass.GetSstotranslatethesentencesintoChineseandaskthemtothinkiftheywillbeabletoputthembackintoEnglish.Payattentiontothesentencestructures. WhendoingEx.4,warntheSsnottodowordforwordtranslation.Specialattentionshouldbepaidtothesentencepatternsandwordorder.Step7ConsolidationWithagoodclassyoucangivetheSsthefollowingphrasesandgetthemtomakeupadialogue.WritethesephrasesontheBb.Ibelieveyou’reright.Whataretheproblemsthen?Whatdoyouthinkislikelytohappen?WritethemupontheBbanddemonstratewithagoodShowitispossibletomakeupadialogue.A:Ithinkthecompanywillbuymoreland.B:Ibelieveyou‘reright.A:Butitisn’tlikelythatthemanagerwillmakeadecisionsoon.B:Whataretheproblemsthen?Withanordinaryclass,justpracticethedialogueinPart1again.HomeworkFinishofftheWorkbookexercises.Unit4Makingthenews一.教学目标(Teachingaims)1.能力目标(Abilityaim)EnabletheSstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtowork inanewspaperoffice.EnabletheSstoknowwhatisneededtobecomeareporterandhowtoconductaninterview.2..语言目标(Languageaim)找教案http://www.zhaojiaoan.com重点词汇和短语occupation,update,submit,cover,concentrateon,inform,publish,polish,approve,acquire,accuse…of,soasto,scoop,deadline,dependon,aheadof,assess,demand,process重点句子1)NeverwillZhouYangforgethisfirstassignmentattheofficeofapopularEnglishnewspaper.2)You’llfindyourcolleaguesveryeagertoassistyou,soyoumaybeabletoconcentrateonphotographylaterifyou’reinterested.3)NotonlyamIinterestedinphotography,butItookanamateurcourseatuniversitytoupdatemyskills.4)Onlyifyouaskmanyquestionswillyouacquirealltheinformationyouneedtoknow.5)Wesayagoodjournalistmusthaveagood“nose”forastory.6)Meanwhileyouhavetopreparethenextquestiondependingonwhatthepersonsays.7)Haveyoueverhadacasewheresomebodyaccusedyourreportersofgettingthewrongendofthestick?8)PerhapsItoowillgetascoop!Aids:Multimediafacilities,tape-recorder,photos,diagrams二.教学重难点(Teachingimportantpoints)KnowwhatisneededtobecomeareporterandhowtoconductaninterviewMastertheuseofinversion.三.教学方法(Teachingmethod)Fastreading;Task-basedmethod&discussion四.教学步骤(Teachingprocedure)PeriodIStepIWarmingup.(seepage25)Canyoutellsomejobsinanewspapercompany?Whataretheirjobsinvolves?TypesofjobsWhatitinvolvesReporter/journalistInterviewpeopleorfindsouteventsfromonlookersPhotographerTakesphotosofimportantpeopleoreventsEditorMakessurethewritingisclear,conciseandaccurate,checkfactsDesignerLaysoutthearticlesandphotographsPrinterPrintsthenewspaperTeachingsuggestions:rearrangetheorderofthetypesofjobsanewspaperhasandwhattheyinvolveAndaskthestudentstodothematches.Thenaskthemtocopywhat’sonthescreentotheirbooks.Atthesametimedealwiththenewwords:occupationandjournalistandtheexpression:supposeyouwere…occupation=ajoborprofessionTeachingismyoccupation.教书是我的职业.。Hehasnofixedoccupation.他没有固定的职业。reporter＝newsreporter“新闻记者”，特指外出采访的记者。 journalist“记者”泛指新闻工作者，如报纸的编辑、采访记者、摄影记者都可以叫journalist。anon-the–spotreporter现场记者StepIIPre-readingGetthestudentstodiscusstheimportanceofqualitiesagoodnewsreporterneedstohave.Andwhy?(seep25)enthusiasm=astrongfeelingofinterestandenjoymentaboutsomethingandandeagernesstobeinvolvedinit.befullofenthusiasmabout…热衷于……personality=character;whatsortofpersonyouare个性；品格Rayhasahappypersonality.雷伊为人性格快活。StepIII.FirstreadingDoEx1p27ZhouYang’snotesofhowtobecomeajournalistTheskillsneeded:1.beabletotellifsomeoneistellingthetruth2.beaccurate3.doresearch4.askquestionsTheimportanceoflistening:1.getthedetailedfacts2.preparethenextquestionStagesinresearchingastory:1.askquestions2.notereactionsHowtocheckfacts:useresearchandaskwitnessesHowtodealwithaccusationsofprintinglies:useataperecorderfortheinterviewStepIV.Homework:21stcentury;NCE/NewspaperExxforU4(1CozeTest,1Readingmessage;)PeriodIIStepIReading1.ListentothetapeanddotheTrueorFalsequestions.1)Zhoucangooutonastoryimmediately(F)找教案http://www.zhaojiaoan.com2)Zhoutookanotebook,apen,acamerawithhimself.(T)3Whileinterviewing,thereporterwouldjustaskthequestionspreparedbeforehand.(F)4)Zhoutookacourseofphotographyatmid-school.(F)5)Zhouisveryenthusiastic.(T)2.Readthepassageandanswerthefollowingquestions.1)Whencanhegooutonastoryonhisown?2)Agoodreportermusthavea“nose”,whatdoesitmean?3)Whatmistakesmustheavoid?4)Whyislisteningsoimportant?StepIIDoEx3p27ZhouYangistryingtohelphisreadersseewhethertheywouldmakegoodjournalistsorgoodphotographers.Usethereadingtoworkoutwhichadjectivesbestdescribewhatisrequiredforthesetwojobs.make=Todevelopinto:发展成为：Shewillmakeafinedoctor.她将会成为一个好医生thorough=carefultodothingsproperlysothatyouavoidmistakes仔细的，缜密的StepIIIDividethedialogueintothreeparts,andwritedownthemainideaofeachsection.Part1:ToworkinateamPart2:howtogetanaccuratestoryPart3:howtoprotectastoryfromaccusationStepIVDealwiththelanguagepointsfromline1-line151.NeverwillZhouYangforgethisfirst…否定词放在句首,故用倒装把谓语的一部分位于主语之前.NeverinmylifehaveIheardorseensuchathing. 在我一生中还未曾听说或见过这样的事呢.2.Hisdiscussionwithhisnewboss,HuXin,wastostronglyinfluencehislifeasareporter.beto+动词原形,这里表示将来的时态,有注定的意味。Heisnevertoseehiswifeagain.Hiscontinuouseffortistomakehimasuccessfulman.influencehaveagood/badinfluenceonsb/sth对…有好/坏的影响have(no)realinfluenceoversb/sth对..有/没有真正的约束力useone’sinfluencewithsb利用与某人关系的影响力undertheinfluenceof在…的影响下3.gooutonastoryon加名词与come/go/setout等动词连用可表示目的,表示去做某事HeisleavingforShanghaionbusinesstomorrow.他明天要动身去上海出差.她打算下周去北京旅行.HeisgoonavisittoBeijingnextweek.4.coverastoryandsubmitthearticlebyyourself.Hehasbeensenttocovertheconference.(report)Coverthetablewithacloth.(placesthoverorinfrontofsth)Ourcityhasabeautifulparkcovering1000mu(have…asasize/takeup)Isthatwordcoveredinthedictionary?(4include/dealwith)Wecoveredabout30milesaday.(walk)Isthemoneyenoughtocoverthetuition?(afford)5.submit=handoverformally同义词：presentPleasesubmityourapplicationformintime.请及时交申请表。6.Youfindyourcolleagueseagertoassist…beeagerfor/after/aboutsth…热切/兴奋的情绪beeagertodosth=wantingverymuchtodosomethingassist=helpsomeone7.concentratevt----concentrationnconcentrated(adj)集中的/浓缩的/紧张的/concentrateon(doing)sthconcentrateone’sattention/efforts/thoughtsonsth=paycloseattentiontosth.;workparticularlyhardatsth.Weshouldconcentratealloureffortsonimprovingeducation.我们应集中精力努力改进教育工作.8.…butItookanamateurcourseShetookacourseinphilosophy.(n课程,常与in/on连用)Ourcoursewasstraighttothesouth.(n路线/方向)Itwasoneofthoseideasthatchangethecourseofhistory.(un过程/进程)Thefirstcoursewassoup.(一道菜)9.updatemyskillsvt.使…成为最新的东西;为…补充最新资料=Tobringuptodate:找教案http://www.zhaojiaoan.com更新：使…跟上时代：updateatextbook;updatethefiles.更新课本；更新档案(toLine15,p26)StepIVHomeworkPeriodIII StepICheckthehomeworkandtherecitationetc.StepIIfinishoffthetextofreadingonp26anddealthelanguagepoints,1.acquirevt.(经由努力而)获得,学得<知识、学问等=Togetbyone'sownefforts:取得，获得：通过自我努力获得：acquireproficiencyinmath.在数学上达到熟练水平acquireknowledge/information,etc.2．haveagoodnoseforsth=haveaneyefor…/haveanearfor..有眼光/对..感兴趣Shehasanearformusic.Agoodreporterhasanosefornews.对……嗅觉灵敏3．assess=makeajudgementaboutapersonorsituationafterthinkingcarefullyaboutit评定；判断4．Meanwhileadv=inthemeanwhile/inthemeantime/atthesametime5．skeptical=a.怀疑的=tendingtodoubtornotbelievewhatotherpeopletellyouMaryisscepticalaboutthesolution.玛丽对这个解决办法表示怀疑。Myassurancesdon'tsatisfyhim:he'sstillsceptical.我说的确确实实他都不信，仍有疑虑。6.ascoop=独家新闻=animportantorexcitingnewsstorythatisprintedinonenewspaperbeforeanyoftheothersknowaboutit7.atrickoftrade=cleverwaysknowntoexpert职业的诀窍playatrickonsb=makefunofsb/playajokeonsb8.accusesb.ofdongsth./havingdonesth.=Tochargesb.withashortcomingoranerror.Heaccusedthemanofhavingcommittedacrime.Manoftenaccusesnatureforhisownmisfortunes.人类常把自身的不幸归罪于天。Theyaccusedhimoftakingbribes.他们控告他受贿。9.gettingthewrongendofthestick(弄错/误解)Ihadmeanttotellyoutocomehereat3o’clock,notatsix,youmustgetthewrongendofthestick.10.…deliberately….Advdeliberateadj深思熟虑的/蓄意的/不慌不忙的vt/vi仔细考虑/商议Heiswalkingdeliberately.他在不慌不忙地走着.11.soasto为了../目的是soastodosth----soasnottodosth不用于句首,在句中作目的状语inordertodosth----inordernottodosth用于句首或句末作目的状语我们尽早启程以便午前赶到那里.Westartedearlysoastogettherebeforenoon.Westartedearlyinordertogettherebeforenoon.=……sothat/inorderthatwecangetthere… PeriodIVGrammar(倒装句)Step1.定义：在英语中，主语和谓语的语序通常是主语在前，谓语在后。但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。1.对部分倒装句型的判断:so（用于肯定句表示“也”）;so/such…that…(引导结果状语从句);only（修饰介词、副词、状语从句）;否定副词/短语never，little,seldom，neither，nor，hardly，rarely,barely，nota/an…,notonly,notuntil…,nosooner…than…,hardly…when…,bynomeans,undernocondition等放在句首均使用部分倒装句型。例如：Sofrightenedwasshethatshedarednotmove.她吓得不敢动。Seldomdoeshegotoseehisparents.他很少去看望他父母。UndernoconditionwillIgiveup.无论任何我都不会放弃的。Hardly/Scarcelyhadhereachedhomewhenitbegantorainheavily.他一到家天就下起大雨来。2.对全部倒装句型的判断:某些表示时间或地点的副词here/there/now/then;表示方向性的副词in,out,up,down,away,off；表示地点的介词短语atthefootof,infrontof,totheeastof等放在句首均使用全部倒装句型。此外,表示存在的“Therebe”句型以及为了强调表语而将其提前的“表语+be+主语”的结构也属于完全倒装之列。例如：Theregoesthebell.铃响了。Infrontofthehousestandsatalltree.门前有一棵大树。PresentatthemeetingwerePro.White,Doc.Smithandotherguests.出席会议的有怀特教授，史密斯博士以及其他客人。注意:全部倒装句型的谓语动词应是不及物动词，常见的有:be，come，go，follow，stand，lie，sit，fly，flow，exist，live等。Step2Dosomeexercise找教案http://www.zhaojiaoan.comPeriodVReading:GettingTheScoopStepIexpressionsbeaheadof…,settodo,pass…onto…,polishthestyle,thechiefeditor,agoodfrontpagearticle,;approve;beprocessedinto…approvevt.批准,通过。Themayorapprovedthenewbuildingplans.市长批准了新建筑计划。Myfatherapprovedmygoingtotheborderregions.我父亲同意我去边区。approveof赞成,满意。例如：Idon'tapproveofwastingtime.我不赞成浪费时间。Herfatherwillneverapproveofhermarriagetoyou.他父亲永远不会同意她和你结婚。反义词disapprovevt.不赞成；不同意。例如：IamsorryImustdisapproveyouraction.很抱歉，我必须指责你的行动。Animalconservationistsdisapproveofexperimentingonanimals.动物保护主义者不赞成用动物做试验。processItmaytakeafewweeksforyourapplicationtobeprocessed.审查你的申请书也许要等几个星期。 Step2.RereadthepassageandfindouttheWritingandPrintingprocessforanarticleInterviewandresearchforthewriteanarticlecollectinformationtruthpolishthestyledesignthemainchecktheevidence&headlineandsmallerthearticleheadingcheck&makesuresetthepages,onelastcheck&printgotthefactsprocessintofilmstraightnegativesPeriodVIClosingdownbytakingaquizFillintheblankwithonewordtocompletethesummaryofthetext.Intheoldgooddays,areporter1_____oftenworshippedas"aking2_____acrown"inChinabythegeneralpublic.3_____areporter'sglorydaysappeartobeover,according4_____arecentsurvey.Holdingareporting5_____isconsideredlessdesirable,morerisky6_____unstable,thesurveyhasfound.Nearly80per7_____ofreporterssurveyedalsowanttochange8_____profession.Poorsalariesareprobably9_____ofthereasonsforthelackofinterestinreporting10_____,thesurveysaid.Morethan6011_____centofreportershaveamonthlysalary12_____lessthan3,000yuan(US$370).Thesurvey13_____theindustryisgettingyoungerprofessionals,14_____25astheaverageageofreporters."Young15_____arecertainlymoreenergetic16_____passionate,"saidXuQinyuan,aprofessor17_____CommunicationUniversityofChina."Instead18_____stayingintheoffice19_____desk-boundreporters,theyarewillingtorush20_____thescene."(Keys:1was2without3But4to5job6and7cent8their9one10jobs11per12of13found14with15reporters16and17at18of19as20to) 高考单选题中的“倒装句”1.Maybeyouhavebeentomanycountries,butnowhereelse______suchabeautifulpalace.(2004辽宁)A.canyoufindB.youcouldfindC.youcanfindD.couldyoufind2.Neverbefore_______ingreaterneedofmodernpublictransportthanitistoday.（2005上海）A.hasthiscitybeenB.thiscityhasbeenC.wasthiscityD.thiscitywas3.Inthedarkforests_______,somelargeenoughtoholdseveralEnglishtowns.(2005辽宁)A.standmanylakesB.liemanylakesC.manylakeslieD.manylakesstand4.TheyhaveagoodknowledgeofEnglishbutlittle______theyknowaboutGerman.(2005天津)A.haveB.didC.hadD.do5.Maryneverdoesanyreadingintheevening,_____.(2005全国)A.sodoesJohnB.JohndoestooC.Johndoesn’ttooD.nordoesJohn6.Ifailedinthefinalexaminationlasttermandonlythen_____theimportanceofstudies.（2004重庆）找教案http://www.zhaojiaoan.comA.IrealizedB.IhadrealizedC.hadIrealizedD.didIrealized7.Iwillneverknowwhatwasonhismindatthetime,norwill_____.(2004江苏)A.anyoneB.anyoneelseC.nooneD.nooneelse8.Sodifficult_____ittoworkouttheproblemthatIdecidedtoaskTomforadvice.（2006广东B）A.IdidfindB.didIfindC.IhavefoundD.haveIfound9.—-It’sburninghottoday,isn’tit?(2006福建)——Yes.________yesterday.A.SowasitB.SoitwasC.SoitisD.Soisit10.Onlythen___________howmuchdamagehadbeencaused.(2006陕西)A.sherealizedB.shehadrealizedC.hadsherealizedD.didsherealize11．Neverinmywildestdreams_____thesepeoplearelivinginsuchpoorconditions．(2006安徽)A．IcouldimagineB．couldIimagineC．Icouldn’timagineD．couldn’tIimagine12.Atthefootofthemountain_____.(2006四川) A.avillagelieB.liesavillageC.doesavillagelieD.lyingavillageKeys:1-5AABDD6-10CBBAD11-12BBUnit5FirstAidPeriodOnewarmingupandreading TeachingGoals:1．Encouragethestudentstodiscussaccidentsandfirstaid.2．Enablethestudentstotalkaboutdifferentaccidentsandhowtogivefirstaidindifferentsituations.3．EnabletheSstolearnhowtousewhatthey’velearnttodofirstaidtreatmentforburnscorrectly.找教案http://www.zhaojiaoan.com4．LettheSslearnthereadingskillofgettingthemainideaofeachpara./part&eachpassage.KeyTeachingPointsHowtoimprovetheSs’readingability.Difficultpoints1.Howtograspthemainideaofeachparagraph/part&eachpassage.2.Helpthestudentstousetheexpressionstodescribetheaccidentsandhowtogivefirstaid.Teachingmethods1.Brainstorm&Skimming&scanningmethodstomaketheSsgetagoodunderstandingofthetext.2．DiscussionmethodstomaketheSsunderstandwhatthey’velearnedinclass.3．Pairworkofgrouptogeteverystudenttotakepartintheteaching-and-learningactivities.TeachingaidsArecorder,aprojector,andacomputerTeachingproceduresStepOneWarmingup1.Lead-inquestion:Watchavideo,andfillintheblanks:whatisfirstaid?Firstaidisatemporaryformofhelpgiventosomeonewhosuddenlyfallsillorgetsinjuredbeforeadoctorcanbefound.Oftentheillnessorinjuryisnotserious,butthereareothertimeswhengivingfirstaidquicklywillsaveone’slife.2.Warming-up:Brainstorming:Whatwordscanyouthinkofwhenyoutalkaboutaccidentsandfirstaid?Quizforfirstaid(onp74)1.Thebestwaytotreatahurtankleisto:A.Putanicepackonyourankle.B.Putaheatingpad(垫子)aroundyourankle.C.Keeponwalkingandjumping.2.Ifyougetanosebleed,gentlyletyourheadbacktostopthebleeding.A.TrueB.False3.Totreataburn,you:A.Rub(擦)somebutteronit.B.Holdtheburntpartundercoldrunningwater.C.Putsaltontheburntpart.4.Youshouldwaitatleastfiveminutesbeforetouchingsomebodywhohasbeenstruckbylightening,oryoumightgetashock(打击).A.TrueB.False5.Yourfriendhasanasthma(哮喘)attack,butshedoesn’thavehermedicine.You’dbetter:A.Getapaperbagforhertobreatheinto.B.Getheracupofcoffee. C.Takeheroutsideforfreshair.6.Totreatachoke,youshouldmakehim/herspitbypattinghim/herontheback.A.TrueB.False7.Ifsomeoneishavingaheartattack,youshouldfirst:A.Call120B.PerformCPR(心肺复苏)8.Whichpersonwouldyouhelpfirst?___ALiYanwhohascutherfootonglassBXueJinwhosenoseisbleedingCGaoYuanwhoisonthegroundnotbreathingDWangFengwhohasbrokenherarm.9.Whencarryingoutrescuebreathing,howmanytimesaminuteshouldyoublowairintothevictim’smouth?______.A4B8C15D2010.Howwouldyoustopseverebleeding?___AcoverthewoundwithplasticBwashthewoundCdonothingasthebleedingwillstopbyitselfDputabandageoverthewoundandthenpressonit11.Afriendischokingonapieceoffoodandiscoughingbadly.Whatshouldyoudo?AnothingBcarryoutrescuebreathingChaveherliedownandrestDslapherfourorfivetimesonherback4.Talkaboutdifferentsituationsandthewaytheyshouldgivefirstaid.Qs:Turntopage33,lookatthepictures.Whathappenedineachpicture?Whatkindoffirstaidshouldyougive?Asnakebite:Asnakehasbittenhimonhisleg.(Thepersonbittenmustgettoadoctororhospitalatonce;/Speedisveryimportant./Itwillhelpthedoctorgreatlyifyoucantellhimwhatkindofsnakeitwas,ordescribethesituation.)找教案http://www.zhaojiaoan.comBleeding:Shehascutherarmwithsomebrokenglassandisbleedingbadly.(Trytostopthebleeding;/Pressahandkerchiefontothebleedingpointandholditthere;/Holdupthepartofbodywhichisbleedingifpossible.)*(watchthevideoabouthowtodealwithbleeding)Asprainedankle:Hehasbadlysprainedhisankle.(Tiedwithmedicalbandage./Itisbettertoavoidwalkingwiththeinjuredankle./Itiscorrecttouseicebagforremovingpainandbleeding,andalsonotinfluenceourownbodyhealing.)*(avideoaboutasprainedankle)Choking:Sheischokingonapieceoffood(Makehim/herspitbypattinghim/herontheback./Don’teattoofastanddon’tforgettochewyourfood./Toavoidthis,weshouldn’ttalkorlaughwheneating.)*（avideoaboutunconsciouschoking）Abrokenarm:Shehasbrokenherarm.(Donotmovethepatient./Sendforanambulanceatonce. /Treatforshockifnecessary.Ableedingnose:Hehasanose/anosebleed.(Staycalm./Breathethroughthemouth,notthenose./Situpandbendtheheadslightlyforward./Pinch捏bothnostrils鼻孔shutusingathumbandforefinger./Spitoutanybloodthatcollectsinthemouth.StepTwoPre-reading:1.QuestionsforthepictureonP33:Whathashappened?Whatsortofinjuriesthechildwillhave?Whatkindoffirstaidwouldyouperforminthesituationofburning?Key:Cooltheareaofskin;Washitunderthecoldrunningwater.Coverthewoundwithbandage/cleancloth.Seeadoctorifnecessary.StepThreeFastreadingLettheSsreadthepassagefastandthenfindouttheanswerstothequestions1.Whatwillthepassagebeabout?2.Whatdotheytellyouaboutthepassage?3.Inwhichorderarethesetopicscoveredinthetext?Numberthemfrom1to5.Inwhichorderarethesetopicscoveredinthetext?Numberthemfrom1to5.(P35Ex1)(3)thethreetypesofburns(5)whattodoifsomeonegetsburned(1)thefunctionsoftheskin(4)thesymptomsofburns(2)howwegetburnsStepFourDetailedreadingFillintheblanks1.Whatcanskindoforourbody?.Protectyouagainstdiseases,poisonsandthesun’sharmfulrays..Keepyouwarmorcool..Preventyoufromlosingwater..Giveyousenseoftouch.2.CausesofburnsYoucangetburntby:hotliquids;steam;fireradiation;thesunelectricityandchemicals3.TypesofburnWhatarethey?1.Firstdegreeburns.2.Seconddegreeburns3.Thirddegreeburns找教案http://www.zhaojiaoan.com4.Labelthesepicturesfirst,secondandthirddegreeburns.(P35Ex2)5．FillintheblanksTypes&characteristicsofburns(basedonpage34)1.Types2.CharacteristicsFirstdegreeAffectthetop______Dry,redandmildly_______painful.Turnwhitewhenburnsoftheskin.______.______. SecondAffectboththe____&________,redandExtremelypainful.________waterydegreeburnsthe______layer.swollen.surfaceThirddegreeAffect_____________Swollen;______or____Blackandwhiteburnslayersoftheskin.______canpainifthenervesand_______.beseen.aredamaged.6..Answerthequestions(Page35Ex3)1).Whyshouldyouputcoldwateronaburn?Becausethecoldwaterstopstheburningprocess,stopsthepainandreducestheswelling.2).Whydoesn’tathirddegreeburnhurt?Becauseinthethirddegreeburnthenerveshavebeendamaged.Iftherearenonerves,thereisnopain.3).Whydoyouthinkclothesandjewellerynearburnsshouldberemoved?Becausebacteriafromtheclothesandjewellerycouldinfecttheburns.4).Ifsomeonehasathirddegreeburn,whymightyouseetissue?Becauseallthelayersoftheskinhavebeenburntshowingthetissueunderneath.7．DecidewhetherthefirstaidtreatmentisRight(R)orWrong(W).(35Ex4)PeriodTwo&ThreeLanguagepoints1.aid[U]＆[C]help;somethingthatgiveshelp帮助，援助;助手，辅助设备;救护firstaid急救come/gotosb’said援助某人cutoffaids终止援助withtheaidof在…的帮助下/借助于inaidofsth/sb为了帮助ahearingaid助听器teachingaids教具medicalaid医疗救护vt.givehelpto1.帮助，援助2.急救aidsbwithsth帮助某人做某事aidsbindoingsth帮助某人做某事Eg.Hecametomyaidatonce.Hewasabletofindthemuseumwiththeaidofamap.Weaidedhiminraisingthemoney.Heraisedmoneyinaidofthesick.2.temporary暂时的，临时的temporaryrelieffrompain短暂的解痛temporarywork/solution临时工作/解决办法找教案http://www.zhaojiaoan.com3.fallill生病属短暂性动词,不与for+时间段连用beill指生病的状态,是持续性行为,可与for+时间段连用Hiswifesuddenlyfellilllastweek.Hehasbeenillforaweek.fall用作系动词,后常接形容词.fallasleep睡着fallsilent沉默不语 4.injurev.injuryn.injuredadj.*getinjured受伤get+及物动词的过去分词构成被动语态Getlost/getpaid/getdamaged/getmarried/getbroken/getrepaired/getburned/getinfected*injuryn.受伤处;损害;伤害injurytosth.…（部位）的伤Hesufferedseriousinjuriestothearmsandlegs.他的双臂和双腿严重受伤。Theinjurytotheirkeyplayercouldbeadecisivefactorinthegame.他们主力队员受伤可能是这场比赛胜负的决定性因素。**区别wound,injure,harm与hurt:wound指外伤，如枪伤，刀伤等，尤指在战场上受伤；也可指在感情上荣誉方面的创伤。injure指意外或事故造成损伤，强调功能的损失。harm指损害有生命或无生命的东西；也可指肉体上或精神上的损害。hurt（普通用语）指任何肉体或精神上的伤害。尤指打伤，刺伤；还可表示“疼痛”。Thebulletwoundedhiminhisarm.子弹打伤了他的手臂。Hewasinjuredinatrafficaccident.他在一次交通事故中受了伤。Wewon’tdoanythingthatwillharmthecauseofpeace.我们不会做任何危及和平事业的事。Hemeantnoharm.Hefellofftheladderandhurthisleg.他从梯子上摔下来，伤了腿。Thehurttohisfeelingsismoreseriousthanthehurtinhisbody.5.bleed(bled,bled)bloodya.vi.loseblood流血；失血Yourarmisbleeding,putabandageonit.你的手臂在流血，用绷带包扎一下。Hewasbleedingtodeath.他流血不止而死去。Hisnoseisbleeding./Heisbleedingatthenose.vi.feelpityorsorrow悲痛；伤心Myheartbleedsforthepoorlittlechild.我的心为这小孩子悲哀。vt.takebloodfrom放血；抽血Doctorsusedtobleedpeoplewhentheywereill医生过去常常为生病的人放血bleedwhite流尽鲜血6chokevi.&vt.窒息;阻塞Shechokedwithemotion.她激动得说不出话来。Thesmokealmostchokedme.烟呛得我几乎喘不出气来。Reading1.barriern.[C]障碍(物),阻碍,隔阂,alanguagebarrier语言障碍abarriertoprogress对进步的阻碍crossthebarrierof...越过…的障碍,突破…的障碍putabarrierbetween.使…(两者)之间产生隔阂,挑拨离间…Thehorsetookthebarriereasily.那匹马轻松地越过了障碍。Poorhealthmaybeabarriertosuccess.健康欠佳可能成为取得成功的障碍.2.poisonn.毒物；毒药Itactslikeslowpoison.它有慢性毒药的作用adeadlypoison致命的毒药getpoisonedbyeatingsth由于吃某物而中毒找教案http://www.zhaojiaoan.com killoneselfbypoison服毒自杀takepoison服毒Hateisapoisontomankind.仇恨对人类十分有害。v.毒害；使中毒；放毒bepoisonedtodeath被毒死Ifthetobaccoplantiseaten,itcanquicklypoisonaperson如果吃了烟草，人就会很快中毒。Theypoisonedthefoodthattheratsate.他们在给老鼠吃的食物里放了毒药。Envyofhisfriend'ssuccesspoisonedhismind.嫉妒朋友的成功使他产生了邪念.poisonousadj3.…anditgivesyouyoursenseoftouch.senseoftouch触觉senseofsight视觉senseofhearing听觉senseoftaste味觉Senseofhumor幽默感senseofbeauty美感senseofdirection方向感senseofurgency紧迫感短语:makesense有道理,讲得通,makesenseof理解inasense在某种意义上,Commonsense常识4treatment不可数名词“对待,待遇,处理;治疗Theworkersreceivedgoodtreatmentfromthegovernment工人们受到政府优厚的待遇.可数名词.“疗法”treatmentfor+疾病的名词治…病的方法Theyaretryinganewtreatmentforcancer.他们正在实验一种治疗癌症的新疗法.beundertreatment在治疗中beunderone’streatment接受某人的治疗5.varietyvaryv.variousadjn.[U]change;beingdifferent变化；多样性；各种各样Myjobisboring;there'snovariety.我的工作使人厌烦——没有变化。Idon'tliketoalwayseatthesamefood.Ilikevariety.我不喜欢老吃同样的东西——我喜欢变变花样n.[U]choice;numberofdifferentthings供选择的种类；种种There'salargevarietyofdishesonthemenu菜单上有许多种菜可数名词n.[C]sort,kind种类，品种Thisvarietyofappleisverysweet.这种苹果很甜Therearenewvarietiesofwheat.麦子有许多新品种6,mildaj.轻微的、不严重的;温和的、暖和的；味淡的mildlyadvEdwardsufferedamildheartattack.爱德华犯了轻微的心脏病。She’sthemildestpersonIhaveevermetinmylife.她是我平生见到过的最温柔的人了。Ilikethisbrandofwinebecauseit'sverymild我喜欢喝这个牌子的酒，因为它的味很淡amildclimate温暖的天气mildcheese淡味奶酪*7.healvt&vivt.医治<伤、痛>,(尤指伤口)治愈；修理<故障等>恢复健康healawoundTimehealsallsorrows时间可治愈一切悲伤。Hewasmiraculouslyhealedofcancer他的癌症被奇迹似地治愈。Vi治愈,痊愈Thewoundhasnothealedyet伤口尚未愈合healer(cn)医治者；治疗物Timeisagreathealer.时间能够治好创伤。辨析：treat,heal,curetreat“治疗”，着重强调过程，不涉及结果，不一定治愈。heal多用于治疗外伤。cure“治愈”，强调结果。 8.electricshock触电electric电的,发电的,由电产生的,用于导电的.electrical有关电的,与电有关的.electricity电,电力.电力学E.g.electricgenerator发电机,electriccooker电炉,electriciron电熨斗,electricengineer电机工程师9.swell（swelled；swollen,swelled）v.使膨胀，增大，隆起Thedoctorexaminedtheswellingonmyback.Thesprainmademyankleswellup.我的脚踝扭伤肿了起来。Herleghasswollenbadly.她的腿肿得很厉害Thewindswelledthesails.风鼓起了帆。Theheavyrainswelledtheriver大雨使河水上涨了。.swollen可作形容词，表示“肿胀的”找教案http://www.zhaojiaoan.comHereyeswereredandswollenwithweeping.她的眼睛哭得又红又肿。10．unbearablea.不能容忍的经受不住的unbearablesorrow难忍的悲哀Thisheatisquiteunbearabletome.这种热度令我难以忍受。11squeezev.挤压，榨取，勒索n.压榨；榨取，佣金Isqueezedmyselfontothecrowdedtrain.Hesqueezedeverythingintoasuitcase.Isqueezedanorangeanddrankthejuice.我把桔子挤出汁喝了。squeezeout榨出，挤出Theyhavebeensqueezedoutofthejobmarketbyyoungpeople.他们被年轻人挤出了就业市场。squeezemoneyfromsb/squeezemoneyoutofsb向某人勒索钱财Theyoungmanoftensqueezesmoneyfrom/outofthepupil.那个年轻人经常向那个小学生勒索钱财。12Overandoveragain;=againandagain,repeatedly,onceandagain,overandovertimeandtimeagain一再,再三,许多次Overagain:=oncemore/onceagain再一次Hedidn’tunderstand,soIhadtosayitoverandoveragain.Ididn’tquitecatchyou.Wouldyoupleasereaditoveragain.13inplace在适当的位置，适当Thelibrarianputthereturnedbooksinplace.图书馆员把还回的图书放到原处。You’dbetterputthingsbackinplace.Otherwise,itwillbedifficulttofindthings.你最好把你的东西放回原位,不然很难找。*outofplace不在适当的位置，不适当inplaceof代替taketheplaceof代替takeplace发生,takeone’splace就位.14.vitala.极其重要的;生死攸关，有活力的,充满生机的副词:vitallyThegovernmentsawtheintroductionofnewtechnologyasvital.政府认为引进新技术至关重要。Theheartisavitalorgan.心脏是维持生命必须的器官。Thismatterisofvitalimportancetous.这件事对我们来说至关重要。 She'saveryvitalsortofperson.她是个精力旺盛的人Itisvitalthatwemovequickly.我们必须快速离开。PeriodFourGrammarTeachinggoals找教案http://www.zhaojiaoan.comLearnaboutEllipsisTeachingimportantpointsTheuseofEllipsisTeachingaidsThemulti-media;ablackboardTeachingproceduresandwaysStep1RevisionStep2WordStudyTurntoPage36.Let’slearn“LearningaboutLanguage”.DoEx1-3Step3:Grammar(见PPt)1.Let’slookatGrammar(page90)2.Presentsomesentencesandencouragethestudentstofindoutwhichwordshavebeenleftout.Step4PractisingDiscoveringusefulstructures(Page37)1.Ingroups,lookatthesepairsofsentences.DiscussthedifferencebetweenAandBineachpair.Alsodiscusswhichisthebettersentence,AorBandWhy.(Page37Ex2)2.Rewritethesesentencestakingouttheunnecessaryparts.(Page37Ex3)3.Thesesentencesarecorrect.However,oneormorewordshavebeenleftout.Canyoutellyourpartnerwhichwordsaremissing(Page37Ex4)4.ShowthestudentstheslideswithsomemultiplechoicesexercisesabouttheEllipsis.(PPT)1)----Tomorrowisaholiday.Whyareyoudoingyourhomework?-----IamdoingtheseexercisesnowsothatIwon’thave_____onSunday.A.itB.themC.forD.to2)----ShallIinviteAnntomybirthdaypartytomorrowevening?----Yes.It’llbefineifyou______.A.areB.canC.inviteD.do3)----Aren’tyouthemanager?-----No,andI______A.don’twanttoB.don’twanttobeC.don’twantbeD.don’twant4)----I’llbeawayonabusinesstrip.Wouldyoumindlookingaftermycat?-----Notatall______.A.nottoB.nottodoC.notdoitD.donotto5)-----Won’tyouhaveanothertry?------________.A.Yes,IwillhaveB.Yes,Iwon’thaveC.Yes,Iwon’tD.Yes,Iwill6)-----Iwon’tdoitanymore.-----_______?A.WhynotB.Whydon’tdoanymore C.WhynotdoD.Whydon’t7)-----Doyouthinkitwillsnowtomorrow?-----______?A.Idon’tthinkB.No,Idon’tthinkC.Idon’tthinksoD.No,Idon’tso8)-----Haveyoufedthecat?------No,but______.A.I’mB.IamC.I’mjustgoingD.I’mjustgoingtoPeriod5.UsingLanguage:HeroicteenagerreceivesawardStepOneSkimmingthenewspaperarticle1.Readtheheadline：Whatisthestoryabout?找教案http://www.zhaojiaoan.com2.Readthefirstparagraphandfillinthechart.WhoJohnJansonWhenLastnightWhereRivertownWhycarryingoutfirstaidonaneighborwhathonoredattheLifesaverAwards3.puttheseeventsintheorderthattheyhappened._4_Theattackerranaway._1_Annewasattackedandstartedtoscream._6_JohnperformedfirstaidonAnne_2_Johnwasstudyinginhishouse._7_Theambulancearrived._3_Johnranoutsidewithhisfather._5_JohnfoundAnneinhergardenwithterribleknifewounds.4Answerthequestions1)WhatwasJohnhonouredfor?2)WhatdidJohndowhenheheardthescreaming?3)WhathappenedtoAnne?4)WhatsavedMsslade’slife?5)WhatfirstaiddidJohnperformonAnne?6)WhatadjectiveswouldyouusetodescribeJohn’sactions?*StepTwoDiscussion1.DoyouthinkJohnwassillyorbravetogetinvolvedinthesituation?Givereasons.2.WouldyouhavedonethesameasJohn?Givereasons3.Doyouthinkitisworthwhiletotakeacourseinfirstaid?Givereasons.StepThreeLanguagestudy1.Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.bepresentedwithsth:begivenwith present+sth.+to+sb.把某物送给某人present+sb.+withsth.赠送某人某物Hepresentedasilvercuptothewinner.=Hepresentedthewinnerwithasilvercup.2．putone’shandson找到Iknowtheiraddressisheresomewhere,butIcan’tputmyhandsonit(找到它)rightnow.Whateverheputshishandson(他无论着手做什么),hedoesitextraordinarilywell.3.JohnusedthesetotreatthemostsevereinjuriestoMsSlade’shand.treatv.视为,对待,处理,治疗;款待n.殊遇；乐事；请客款待HetreatedmyplanasajokeThedoctorstreatedhisfeverwithpills.医生用药片给他退烧。Hewastreatedforseveresunburn..Hetreatedhisfriendstosomebeer他请朋友们喝了些啤酒Thismealismytreat,soputyourmoneyaway.这顿饭我请客，你把钱收起来吧。Smokedsalmon.whatatreat!吃熏大马哈鱼－－那可太棒了！Itwasatreattohearhisgoodlecture.听他精彩的演讲是一乐事。3applyvt.涂，敷应用，运用（…to）vi.1.申请（for)2.应用，适用（to）applyaplastertoawound给伤口贴上膏药applytotheconsulforavisa向领事申请签证applyatheorytopractice把理论应用于实践applypainttoahouse油漆房屋applyone'smindto专心于...Iwillapplyforthejobtoday.Heappliedhimselftohisstudy.他集中精力学习。4make(a/some,/no,)difference•Itmakesnodifferencetomewhereyoucomefrom.Itdoesn’tmakeanydifferencetomewhereyoucomefrom.
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