TheSecondPeriod
TeachingAims:
1.Trainthestudentsreadingability.
2.Learnsomeusefulwordsandexpressions
3.Learnmoreaboutartandarchitecture.
TeachingImportantPoints:
1.Helpthestudentstounderstandthepassagebetter.
2.Learnandmastertheimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassage
better.
2.Howtomastertheimportantlanguagepointsinthepassage.
TeachingMethods:
1.DiscussiontohelpSsunderstandwhattheyvelearntbetter.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtounderstandthepassagebetter.
4.ExplanationtohelpSsmastersomelanguagepoints.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboardTeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIPre-reading
(Showthefollowingonthescreen.)
T:Lookatthescreen,please.Whatdoyousee?
Ss:Tiananmen.
T:Yes.LastsummerIwenttoBeijingandvisitedit.Itisbeautiful,isn’tit?Ss:Yes.
T:Isitmodernarchitectureorclassicalarchitecture?
Ss:ItsclassicalChinesearchitecture.
T:OK.Now,pleaselookatanotherpictureonthescreen.
(Showthefollowingonthescreen.)
T:Doyouknowwhatitis?
Ss:Yes,it’stheOperaHouseinSydney.
T:Isitclassicalormodern?
Ss:Modern.
T:Whatdoesitlooklike?
Ss:Itlookslikeshipsailsorseashells.
T:OK.Lookatthescreen.Herearesomeotherpictures.Someofthemareclassicalandtheothersaremodern.Lookcarefullyandthentellmewhichyouprefer.
(Showthefollowingpicturesonthescreen.)
T:OK.Whowouldliketotellusyouropinion?
S:Ilikemodernarchitecturebetterbecauseitmakesyougetexcitedandencouragedwhenyouseeit.
T:OK.Whohasadifferentopinion?
S:Inmyopinion,Ithinkclassicalarchitecturecanmakeyourelaxandmakeyoufeelclosetonature.Andyoucanfindmanybeautifulthingsinit.Manypartsarecarefullydesignedandconstructed.Ilikeclassicalarchitecturebetter.
T:Good.Today,wellreadmoreaboutarchitecture.First,openyourbooksand
turntoPage19.LookatthepicturesinPre-readingandthetitleofthetext“Modernarchitecture”andfinishEx.2quickly.Thencheckyouranswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswers.)
StepIIIReadingandUnderstanding
T:Bynow,wevetalkedmuchaboutarchitecture.Now,letsreadthepassage.Firstofall,readthenewwordsafterme,please.
(Teacherteachesthestudentstoreadthenewwordsinthisperiod.Then
studentsreadthewordsbythemselvesforamoment.Atlast,asksome
studentstoreadthewords.)
T:Now,readthepassagequickly.Youllfindtwowordsinbold.Trytofindout
whattheyreferto.
(Threeminuteslater,asktwostudentstosaytheiranswers.)
T:OK.Haveyoufinished?
Ss:Yes.
T:OK.Whocantelluswhat“them”inthefourthparagraphrefersto?
S:Ican.Itrefersto“modernbuildings”.
T:Doyouagree?
Ss:Yes.
T:Now,howabouttheword“that”inthesixthparagraph?Whoknows?
S:Illhaveatry.Itreferstothesentence:Naturedoesnthaveanystraightlines.
T:Doyouthinkhis/heranswerisright?
Ss:Yes.
T:Verygood!Now,youknowtwoarchitectsarementionedinthepassage.Andthepassagealsotalksabouttheirworks,whichwereinspiredbylookingatnature.Readthepassageagain.Thistime,youshouldreaditcarefullytofindoutwhotheyareandwhatinspiredthem.Areyouclear?
Ss:Yes.
T:(Afewminuteslater.)Letsstophere.Whocantelluswhothetwoarchitectsare?
S:TheyreFrankLloydWrightandAntonioGaudi.
T:Yes,quiteright.Doyouknowwhatinspiredthem?
S:FrankLloydWrightwasinspiredbyJapaneseseashellsandAntonioGaudi
wasinspiredbyfish,dragonsandsoon.
T:Verygood.Pleasesitdown.WeknowthatBeijingwillhostthe2008Olympic
Games.ThispassagealsotalksaboutthenewOlympicStadiuminBeijing.
Peoplecallit“TheBirdsNest”.Doyouknowwhy?
S:Becauseviewedfromthetop,itlooksasifthestadiumiscoveredbyagray
netofsteel,anditlooksjustlikeabirdsnestmadeoftreebranches.
T:Thatsright.Weknowtraditionalandmodernarchitecturesmakeuseofdifferentmaterials.Whocantelluswhattheyare?
S:Letmetry.Theyare:earth,stones,bricks,wood,steel,concrete,glassandsoon.
T:Whocandividethemintotwogroups?
S:Wecandividethemintonaturalmaterialsandmodernmaterials.Earth,
bricks,stonesandwoodarenaturalmaterials.Steel,glassandconcreteare
modernmaterials.
T:(Writethemdownontheblackboard.)Verygood.Now,thinkcarefully.Whatothermaterialsbelongtothesegroups?Ifanybodyknows,pleasecometowritethemdownontheblackboard.
(Ssmayhavevariousanswers.)
StepIVDiscussionandExplanation
T:Readthepassageagainsilentlyandthenhaveadiscussionaboutthequestions
inEx.5andEx.6onPage21ingroupsoffour.
(Afewminuteslater,theteachermaycollecttheiranswers.)
T:Good.Ithinkyouveunderstoodthemeaningofthepassage.Now,Illexplainsomeimportantwordsandphrasestoyou.Listencarefullyandtakenotes.
(Showthefollowingonthescreen.)
1.impressvt.haveafavourableeffectonsb.;makesb.feeladmirationand
respect
e.g.Weweremostimpressedby/withyourefficiency.
Thefilmimpressedmeverymuch.
2.actas:performtheroleorfunctionofsb./sth.
e.g.Idontunderstandtheirlanguage;you’llhavetoactasaninterpreter.
Thechemicalactedasacatalyst.
3.despiteprep.withoutbeingaffectedby
e.g.Despitewantingtoseehimagain,sherefusedtoreplytohisletters.
Despitewhatotherssay,Ithinkheisagoodboy.
4.inspirevt.fillsb.withthoughts,feelingsoraims
e.g.Hisbestmusicwasinspiredbythememoryofhismother.
Hisspeechinspiredmetotryagain.
5.viewvt.lookat/watch(sth.)carefully
e.g.Wellgoandviewthehousebeforewebuyit.
Heviewedthewholethingasajoke.
6.fillupwith:make/becomecompletelyfull
e.g.Thesoliderfilledupthetankwithpetrol.
Theroomsoonfilledupwithpeople.
(Bb:impress,actas,despite,inspire,view,fillupwith)
StepVListeningandReading
T:Now,letslistentothetape.Illplaythetapetwiceforyou.YoushouldlistencarefullythefirsttimeandthenreadafterthetapewhenIplaythetapethesecondtime.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeat.Thenasksomestudentstoread
thepassage.Onestudent,oneparagraph.Helpthemwiththeirpronunciation.)StepVISummaryandHomework
T:Todaywevereadapassageaboutmodernarchitecture.We’vealsotalkedabouttraditionalarchitecture.We’velearntsomeusefulwordsandphrases,too.Afterclassyoushouldreadthetextmoretounderstanditbetterandtrytousethenewwordsandphrasesmoretomasterthembetter.Thatsallfortoday.
StepVIITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheSecondPeriod
Buildingmaterials:
Group1:
naturalmaterials:
earth,bricks,stones,wood...
Group2:
modernmaterials:
glass,steel,concrete...
Wordsandphrases:
impress,actas,despite,inspire,view,fillupwith
StepVIIIRecordafterTeaching
俗话说,磨刀不误砍柴工。教师要准备好教案,这是老师职责的一部分。教案可以让学生更好的吸收课堂上所讲的知识点,使教师有一个简单易懂的教学思路。您知道教案应该要怎么下笔吗?下面是小编精心为您整理的“Makingadifference(TheSecondPeriod)”,仅供参考,希望能为您提供参考!
TheSecondPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudentsreadingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth.,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.TheredidntseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡLead-inandPre-reading
T:YesterdaywelearntsomequotesfromsomefamousscientistslikeAlbertEinstein,ThomasAlvaEdison…
Lookatthepictureinourbooks.
Doyouknowwhothepersonis?
Ss:ThepersonisStephenHawking.
T:Yeah.Verygood.HeisStephenHawking,oneofthegreatestphysicistsofourtime.Doyouknowwhatbookhepublishedin1988?
Ss:Yes.ABriefHistoryofTime,whichisverypopular.
T:OK.IthinkmaybeyouknowsomethingaboutHawking.Doyouwanttoknowsomethingmoreabouthim?
Ss:Yes.
T:OK.TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Beforewereadthepassage,firstletslearnsomenewwordsandphrasesinthisunit.
(TeacherdealswiththenewwordsonPage105withthewholeclass.)
T:NowopenyourbooksandturntoPage3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
(Teachergivesthestudentsthreeminutestoscanthepassage.Later,askthreestudentstoanswerthethreequestions.)
T:(Threeminuteslater.)Haveyoufinished?
Ss:Yes.
T:WangXi,thefirstquestion:WhydidStephenHawkingneedaPhD?
S:Becausehewantedtogetajob.
T..Right.Thesecondquestion.WhendidHawkingbecomefamous?Whodliketohaveatry?
S:Letmetry.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
T:Good.Thelastquestion:WhendidHawkingvisitBeijing?Anyvolunteer?
S:In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepⅢReading
T:Welldone.Sitdown,please.Nowreadthepassageonceagain.Thistimeyoushouldreaditascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Ofcourse,youcandiscusstheminpairsifnecessary.Now,begin.
(Teachershowsthefollowingquestionnaireonthescreen.)
1.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
2.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurablediseases?
3.WhatdidHawkingwritein1988?
4.WhatdidHawkingexplaininthebookABriefHistoryofTime?
5.AccordingtoProfessorHawking,howdopeoplemisunderstandscience?
6.Whatarethebasicstepsofthescientificmethod?
7.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?
(Severalminuteslater,teachercheckstheanswers.)
Suggestedanswers:
1.Insteadofgivingup,Hawkingwentonwithhisresearch,gothisPhDandmarriedthegirl.Hecontinuedhisexplorationoftheuniverseandtraveledaroundtheworldtogivelectures.
2.Mostofpeoplewouldprobablyfeelverysadandgiveuptheirdreamsandhopesforthefuture.
3.HewroteABriefHistoryofTimein1988.
4.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.Hetellsreadersabouthowdiscoveriesaremadeandhowthechangetheworld.
5.AccordingtoProfessorHawking,peopleoftenthinkthatscienceisanumberof“true”factsandneverchanges.
6.First,scientistsobservewhattheyarcinterestedin.Toexplainwhatthe3haveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.Finally,thescientiststestthe
theorytoseeifitmatcheswhatthe3haveseenandifitcanpredictfuturevents.
7.HawkingdoesntlikehisspeechcomputergivinghimanAmericanaccent.
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:OK.Nowyouhaveunderstoodthedetailedinformation.Pleasepickoutthephrasesorthesentencesthatyoudon’tunderstand.Firsthaveadiscussionwithyourpartnerandexchangeyourdifferentpoints.ThenI’llexplainsomelanguagepointstoyou.
(Teachergoesamongthestudentsantcollectsthedifficultpointsthatthestudentscan’tunderstandafterthediscussion.)
T:Now,letslookatthescreen.I’llexplainsomelanguagepointstoyou.
(Showthescreen.)
Usefulexpressions:
1.workon+n./pron./v.-ing
e.g.Heisworkingonareportoftheexperiment.
Heisworkingoninventinganewmachineforofficework.
2.goby:pass
e.g.Timewentbyslowly.
Andsothemonthsandyearswentby.
3.be/getengaged(tosb.):beboundbyapromisetomarry
e.g..Tomis/getsengagedtoMary.
TomandMaryare/getengaged.
4.goonwithsth..:continuewithsth.
e.g.Goonwithyourwork..
Youmaygoonwithyourdiscussion.
5.dreamof:imagine
e.g.IhavealwaysdreamedofatriptoEngland.
Hedreamedofbecomingapilotwhenhewasinthemiddleschool.
6.turnout:prove(tobe)
e.g.Everythingturnedoutsatisfactory.
Itlookedlikerainthismorning,butithasturnedouttobeafineday.
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
e.g.Thereisnopointindoingso.
Thereisnotmuchpointincomplaining;theynevertakeanynotice.
(Bb:workon,goby,be/getengaged(tosb.),goonwithsth.,dreamof,turnout,Thereisnopoint(in)doingsth.)
StepⅣListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.
(Afterthat,teacherasksthestudentstodoEx.1inPost-reading)
T:OK.NowlookatEx.1inPost-reading.Choosethebestanswerforeachofthequestions.Ifyouhavesomedifficulty,youmaydiscussitwithyourpartner.Afterawhile,Illasksomeofyoutodoit.
(Thestudentsbegintopreparethisexercise.Afterawhile,teacherbeginstocollecttheanswers.)
Suggestedanswers:
1.C2.B3.B
StepVDiscussion
T:OK.Letshaveadiscussion.Workinpairsoringroupsoffour.Discusshowtosolvetheproblemsinthescientificmethod.
(Showthefollowingonthescreen.)
Howwouldyouusethescientificmethodtosolvethefollowingproblems?
l.Howcanwegrowriceinareaswherethereislittlewater?
2.HowcanImakemybikegofaster?
3.Whatwaslifelike5000yearsago?
4.HowcanIimprovemyEnglish?
5.Howdopeoplemakefriends?
(Givethestudentsfourminutestodiscussthosequestions.Teachermaygoamongthestudentsandjointhem.Fourminuteslater,asksomestudentstoreporttheirresultsofthediscussion.)
Suggestedanswers:
1.Wecandevelopanewkindofricewhichdoesntneedmuchwater.
2.Wecanfixanelectricenginetothebike.
3.Peoplelivedincaves,woreskinsofanimals,atewildfruitsandwildanimals.
4.YoucanimproveyourEnglishbylisteningmore,speakingmoreandpracticingmore.
5.Peoplecanmakefriendsbyattendingaparty,writinglettersorchattingontheInternet.
StepVISummaryandHomework
T:Inthisclass,wevereadapassageaboutafamousscientist—StephenHawking.We’veknownthatHawkingisadisabledpersonwithastrongwill.WeshouldlearnfromhimWe’vealsolearnedsomewordsandphrasesinthetext.Afterclass,youshouldlearnallofthembyheartandtrytousethemfreelyandcorrectly.Readthetextagainandagaintillyoucanreaditfluentlyandrecitesomeimportantsentences.Whatsmore,dontforgettopreview“WordstudyandGrammar”inthenextperiod.Well,thatsallfortoday.Classisover.
StepⅦTheDesignoftheWritingontheBlackboard
Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workonbe/getengaged(tosb.)
gobygoonwithsth.
dreamofturnout
Sentencepattern:
Thereisnopoint(in)doingsth.
StepⅧRecordafterTeaching
TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:bemadeupof,makethemostof,holdtogether,lieoff,atonepoint,theAtlanticOcean,runover
2.Furtherdevelopthestudentsreadingabilityandreadingskills.
3.GetthestudentstoknowmoreabouttheBritishIsles.
TeachingImportantPoints:
1.Trainthestudentsreadingabilityanddeveloptheirreadingskills.
2.Enablethestudentstounderstandthetextbetter.
3.Masterthefollowingphrases:
standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
TeachingDifficultPoints:
1.Masterthefollowingsentencepatterns:
(1)Aisin/on/tothenorth/east/…ofB
(2)beofgreatvalue
2.Understandthefollowingsentences:
(1)TheideathatEnglandstandsforFishandChips,theSpeakersCornerandtheTowerofLondonispast.
(2)ThefactthatthemainlandofGreatBritainismadeupofthreekingdomsisstillunknowntomany.
TeachingMethods:
1.Fastreadingtogetageneralideaofthetext.
2.Question-and-answeractivitytogetthedetailedinformationinthetext.
3.Explanationforstudentstomastersomelanguagepoints.
TeachingAids:
1.acomputerandacourseware
2.ataperecorder
3.aprojector
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevision
T:Inthelastperiod,wesummeduptheexpressionsforagreementand
disagreement.NowIllcheckyourhomework.Illasksomepairstoactoutthedialoguestheyhavemadeupbeforetheclass.
(Teacheraskstwopairstocometothefronttoactouttheirdialogues.)
SAandSB:…
StepIIILead-in
T:YesterdaywetalkedmuchabouttheUnitedKingdomandyouknowalotaboutit.(Teachershowsapictureonthescreen.)
T:Nowlookatthepicture.ItisthemostfamousclockinEngland.Doyouknowitsname?
Ss:大本钟
T:Yes.DoyouknowBigBen?InwhatpartofEnglandisit?Volunteer?
S1:ItisontheRiverThamesinthenorthoftheHousesofParliament.ItsonepartoftheHousesofParliament.
T:Whatelsedoyouknowabouttheclock?
Ss:No.
T:Illtellyouaboutit.Itsfamousforitshugeclockface.ItsthebiggestclockinEngland.Its320feethigh.Itsminutehandis14feetlong.Itstrikesthehours.Itlooksmostspectacularatnight.Youevenknowwhentheparliamentisinsessionbecausealightshinesabovetheclockface.AlsoBigBenisanexcellenttimekeeper,whichhasrarelystopped.WhoevergoestoLondon,hellgotoenjoythebeautifulclocktower.
StepIVPre-reading
T:NowopenyourbooksatPage35.LookatthequestionsinPre-readingandhaveadiscussionaboutwhatyouknowaboutthesequestions.
(Afewminuteslater,teacherasksthreestudentstoanswerthem.)
S2:TheUnitedKingdomismadeupoffourparts.Theyare…
S3:TheBritishIslesaremadeupoftwoparts,namely,GreatBritainand
Ireland.
S4:IrelandisalargeislandinEurope.Itisdividedintotwoparts.NorthernIrelandispartoftheUnitedKingdomandtheothermakesuptheRepublicofIreland.ItscapitalisDublin.TheyspeakIrish.EnglishisasecondLanguage.
T:Doyouthinktheyareright?Afterreadingthepassage,youcanfindtheanswers.Butfirstweshouldlearnthenewwordsinthisperiod.
(Teachershowsthenewwordsonthescreenandaskssomestudentstoreadthem.)
StepVReading
T:LetsreadthepassagetolearnabouttheBritishIslestocheckyouranswers.Pleasereadquickly.
(Teachergivesstudentsenoughtimetoreadthepassage,andthenaskssomestudentstogivetheanswers.)
T:Haveyoufinishedreadingthepassage?
Ss:Yes.
S5:Ithinktheanswertothesecondquestioniswrong.TheBritishIslesaremadeupofGreatBritain,Ireland,theChannelIslandsandIsleofMan.
T:Yes,youareright.Nowreadthepassageonceagaintounderstanditsdetailsandanswersomequestionsonthescreen.
(Teachershowsthequestionsonthescreen.)
Answerthequestions:
1.WhatistheUK?
2.WhatstheweatherintheBritishIsleslike?
WhataboutinScotland?
3.HasthecultureofthepeopleintheBritishIslesreceivedmanyinfluences?Fromhere?
4.WhoranovertheGreatBritainin10667what’stheresultofFrenchinfluence?5.WhicharethefirsttwocountriesthatjoinedintheUnitedKingdom?
6.WhatdopeoplethroughouttheBritishIslesspeaknow?
(Teachergivesstudentsafewmoreminutestoreadthepassage.Afterawhile,teacheraskssomestudentstogivetheiranswers.)
Suggestedanswers:
1.TheUKisreallyanationofdifferentcountriesheldtogetherbyacommonlanguageandculture.
2.TheclimateoftheBritishIslesismildwithalotofrain.Scotlandiscolderthroughouttheyear.Italsohasplentyofrain.
3.Yes.IthasreceivedmanyinfluencesfromtheEuropeanmainland.
4.TheFrench.TheresultofmuchFrenchinfluencewasthatthereweremanyFrenchwordsintheEnglishlanguage.
5.ThefirsttwocountriesareEnglandandWales.
6.English.
StepVIStudytheLanguagePoints
T:Therearesomeimportantwords,phrasesandsentencesweshouldmaster.Nowreadthepassageagaintofindthemoutinit.
(Afterreadingit,somestudentsareaskedtofindthephrasesparagraphbyparagraph.Meanwhile,teacherwritesthemontheBb:standfor,bemadeupof.…)
T:Pleaselookattheblackboard.Translatethewordsandphrasesinto
Chineseandtrytomakeasentencewitheachone.
(Teacheraskssomestudentstofinishthetaskorally.Iftheyhavemadeanymistakesindoingthis,teacherorotherstudentscorrectthem.)
T:Nowlookatsomeexamplesofthemonthescreenandlearntousethem
correctly.
1.UKstandsfor“theUnitedKingdomofGreatBritainandNorthernIreland.”
Theletters“UK”standfortheUnitedKingdomofGreatBritainandNorthernIreland.2.Themuseumismadeupofthreeparts.
3.Weshouldtrytomakethebest/mostofourstayhere.
4.Thenameoftheplantisunknowntous.Itisknowntoallofusthatheisafamouswriter.
Shanxiisknownforitscoal
Heisbetterknownasapoet.
5.Ivetieduptheparcel,butImafraiditwontholdtogether.
6.TheshipsankthreemilesofftheFrenchcoast.
ShanghailiesontheeastcoastofChina.
7.BritainisseparatedfromIrelandbytheIrishSea.
Britainisdividedintothreecountries.
8.Atonepointinthemeetingshenearlylosthertemper.
9.Ingeneral,peoplelikeher.
10.Duringtherelayrace,welluseasmuchas650caloriesanhour.
Thereareasmanyas2000studentsintheschool.
11.Youdbetterrunoverthesetexts.
Thewaterranovertheedgeofthebasin.
12.Thepartyendedupwithapopsong.
(TeacheraskssomestudentstoreadthesentencesandtranslatethemintoChinese.Meanwhile.Studentsmustpayattentiontotheunderlinedphrases.)
T:Therearetwoimportantsentencepatternsandtwodifficultsentencesinthepassage.Pleaselookatthescreen.
1.Aliein/on/totheeast/west/...of
B.e.g.LondonisinthesoutheastofEngland.
LondonisontheRiverThames.
IrelandliestotheeastofBritain.
=IrelandlieseastofBritain.
=EastofBritainliesIreland.
2.beofgreatvalue=beveryvaluable
e.g.Thebookisofgreatvalue/help/use/importance.
=Thebookisveryvaluable/helpful/useful/important.
3.TheideathatEnglandstandsforFishChips.
theSpeakersCornerandtheTowerofLondonispast.
4.ThefactthatthemainlandofGreatBritainismadeupofthreekingdomsisstillunknowntomany.
(TeacherwritesthesentencepatternsontheBb.)
T:Inthethirdandfourthsentences,thetwoclausesaretheappositiveclauses,whichexplaintheconcretecontentsofthenouns:theideaandthefact.Theappositiveclauseisoftenputbehindthenouns,likebelief,fact,hope,idea,news,problem,possibilityandsoon.Itsusuallyintroducedby“that”.
“That”cantbeomitted.
StepVIIListeningandconsolidation
T:Nowletslistentothetape.Whilelistening,payattentiontoyour
pronunciation.
(Teacherplaysthetapeforstudentstolisten.Afterthat,teachergivesstudentsafewminutestoreadaloudthepassage.Meanwhile,teacherasksstudentstotrytoremembersomedetails.)
T:PleaseturntoPage36.LetsdoExercise1.Lookatthemapandfillinitwiththecorrectnumbers.Afterawhile,Illcheckit.
(Teachergoesamongthestudentsandcheckstheiranswersandthenshowsthemapwithanswersonthescreen.)
StepVIIIDiscussion
T:NowyouveknownmuchinformationaboutEngland.ItsknowntoallofyouthatEnglandisseparatedfromEuropeanmainlandbytheEnglishChannel.Isitpossibletoswimacrossthechannel?Whereisthebestplacetodoso?Howfarisit?Pleasehaveadiscussioningroupsoffour.
(Afterafewminutes,teacherasksthestudentstogivetheirresults.)
S5:ItspossibletoswimacrosstheEnglishchannelthoughitisverydifficult.Nowtherearemanypeopleintheworldwhohaveswumacrossthechannel.LastJuly,ZhangJianinourcountrywasalsosuccessfulindoingso.ThebestplacewheretheyswimacrossthechannelisfromDoverinEnglandtoGalletinFrance.Itis33.8kilometers.…
T:Youareclever.Welldone.Englandisabeautifulislandcountry.Itsknownforthicktrees,naturalparksandnationalparks.Doyouknowanythingaboutthetrees,mountainsandsoon?LetsdoEx.3onPage36ingroups.Afterawhile,Illasksomeofyoutoreportthemtotheclass.
Suggestedanswers:
TheUnitedKingdomofGreatBritainandNorthernIrelandliesinthewestofEurope.ThemountainsinGreatBritainareal-mostallinthenorthandwest.Theyarenotveryhigh.Thehighestonesareinscotland.Therearemanylowhillsinsomepartsofthecountry,butnotinthesouthandwest,wheretherearealmostnohills.ThewestofEng-landisverybeautifulpartofthecountry.ThelakestherearethemostbeautifulinEng-land.Therearetreesandflowersandgreengrassroundthem.TherearelargelakesinScotland,too,withmountainsroundthem.TheyarenotliketheEnglishones:therearenotsomanytreesandflowers,andgreenhillsroundthem.buttheyarebeautifultoo.Themountainsherearehigher,andtheyaregrayanddark.ofallthecitiesinGreatBritainLondonisthelargest.ItisontheRiverThames.Liverpoolisthesecondlargestcityandseaport.ItliesonthewestcoastofEngland.ThethirdcityandseaportisManchester.ItliesinthenorthwesternofEngland.OtherbigcitiesareEdinburgh,CardiffandGlascow.
StepIXSummaryandHomework
T:TodaywevereadapassageandlearntsomethingabouttheUnitedKingdomandIreland,especiallyabouttheBritishIsles.Nowweallknowthattheclimatethereismildwithalotofrain.Thereareallkindsofflowersallyearroundandmanytreeseverywhere.Alsotherearemanyculturalrelice,placesofinterestandnaturalparks.DoyouwanttotraveltoEnglandifyouhaveachance?Whereareyougoing?
Todayshomework:pleasemakeatravelplanforgoingonatripthroughtheUK.Atthesametime,giveyourreasonsandlistthethingsandclothesyoulltake.Ithinkyoulldothebest.
StepXTheDesignoftheWritingontheBlackboard
Unit5TheBritishIsles
TheSecondPeriod
Phrases:standfor,bemadeupof,makethebest/mostof,beunknownto,holdtogether,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
SentencePatterns:
l.Ais/liesin/on/tothe+n,ofB
2.beofgreat/no/little…value/importance/use/help
StepXIRecordafterTeaching
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老师职责的一部分是要弄自己的教案课件,是认真规划好自己教案课件的时候了。对教案课件的工作进行一个详细的计划,接下来的工作才会更顺利!你们到底知道多少优秀的教案课件呢?下面是小编为大家整理的“Newsmedia(TheSecondPeriod)”,希望能对您有所帮助,请收藏。
TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowingwordsandphrases:
headline,editor,informed,relate,talented,swith,foronce,present,reflect,unique,spiritual,seldom,addict,beaddictedto,social,ignore,evenif,drawattentionto,onallsides,tolerate;changeonesmind,affair,currentaffairs
2.Trainthestudentsreadingability.
TeachingImportantPoints:
1.Wordsandphrases:
morethan,experienced,relateto,foronce,beaddictedto,evenif,drawattentionto,onallsides,changeonesmind
2.Understandthepassageexactly.
TeachingDifficultPoint:
Howtohelpthestudentslearnmoreaboutreportersandnewspapers.
TeachingMethods:
1.Fastreadingtogetageneralideaofthetext.
2.Carefulreadingtofurtherunderstandthetext.
3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:
1.arecorder2.aprojector3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevisionandLead-in
T:Yesterday,wetalkedalotaboutnewsmedia.Allthenewsmediacanhelpuslearnabouttheworldaroundus.Canyoutellmewhichkindofnewsmediadoyouthinkismoreconvenientandcheaperforustoread?
Ss:Newspaper.
T:Yes.Iagreewithyou.Whichkindsofnewspapersdoyouoftenread?
Ss:ThePeoplesDaily,TheChineseYouthDaily,TheGuangmingDaily,ChinaDaily…
T:Tellmewhowritethenewwereadinthesenewspapers?
Ss:Reporters.
T:Howisthenewsmadeandwritten?
Ss:Werenotquiteclearaboutthat.
T:Itdoesntmatter.Today,weregoingtoreadapassageaboutreportersandnewspapers.TwoofChinasmanytalentedjournalistswereaskedtohelpusknowabouttheirworkandhowthenewswereadismadeandwritten.First,letslearnthenewwordsinthisperiod.Lookatthescreen.
(Teacherfirstaskssomestudentstoreadthemoutandcorrectstheirmistakesinpronunciation.Thenexplainthembriefly.Attheend,letthestudentsreadthemforawhile.)
StepⅢReading
T:OK.Now,pleaseopenyourbooksatPage11.Lookatthetitleofthetextandthepictures.Trytoguesswhichofthetopquestionsthetextwillanswer.Igiveyouoneminutetoreadeachquestionandmakeaguess.Ifnecessary,youcandiscusswithyourpartner.
(Aminutelater.)
T:Areyouready?
Ss:Yes.
T:Whodliketotellusyourguess?
Ss:…
(Theirguessmayberightorwrong.)
T:Allright.Ifwewanttoknowwhoseguessisright,pleasereadthetextquicklyandfindtherightanswer.OK?
Ss:OK.
T:Beginnow.
(Afewminuteslater.)
T:OK.Stop!Haveyoufoundtherightanswer?
Ss:Yes.
T:Answertogether.
Ss:“Howdoesareporterdecidewhattowrite?”and“Howdonewspapershelpusunderstandtheworld?”
T:Welldone.Now,pleasereaditagaincarefullyandfindtheanswerstothequestionsonthecreen.
1.Donewspapersandothermediasimplyrecordwhathappens?
2.Whowereaskedtobeinterviewedtotellusmoreaboutnewsandnewpapers?
3.Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?
4.Whatistheeditorsjob?
5.Isinterviewingsomeonedifficult?Whatmustareporterknow?
6.WhicharticleisChenYingsfavouriteone?Isitnewsoraninterestingstory?
7.IsthestoryZhuLinlikebestaboutfamouspeople?Ifnot,whatisitaboutandwhyshelikesitbest?
8.Ifyouwereareporter,whatwouldyouliketowriteabout?
9.Whatisthebasictaskforareporter?
10.WhatresultcanTVprogrammesandprintedarticlesbringtous?
Suggestedanswers:
1.No,theydont.
2.ChenYingandZhuLin.
3.Theeditor.
4.Tokeepthenewspaperbalancedandinterestingtothereaders.
5.Yes.Areportermustknowhowtoasktherightquestionandhowtogetpeopletotalkaboutthetopic.
6.TheoneshewroteabouttheeffortstobringstolenculturalrelicsbacktoChina.
7.No,itisnt.ThestoryZhuLinlikebestisaboutanordinaryyoungwomanwhotriestoadapttohernewlifeafterstudyingabroad.
8.Variousanswersarepossible.
9.Toreportaneventtruthfully.
10.Theybringusabetterunderstandingoftheworldonallsides,leadingtoafutureworldwherepeoplefromallcountriesarerespectedanddifferentviewsandopinionsaretolerated.
T:Well,youveunderstoodthetextbetter.Inorderthatyoucanunderstanditmoreexactlyandusethelanguagefreelyandcorrectly,pleaselearnthewordsandphrasesonthescreen.(Teachershowsthe-screen.)
1.morethan-notonly
e.g.Hibernationismorethansleep.Beingagoodlistenermeansmuchmorethanjust"listeningwithears".
2.relate(…)to
e.g.Thisparagraphrelatestotheinternationalsituation.
Towhateventsdidyourremarksrelate?
3.foronce=justforonce;justthisonce
e.g.Hebeatmeforonce.
Justforoncehearrivedontime.
4.Peopletobeinterviewed
=Peoplewhowillbeinterviewed
Peopleinterviewed=Peoplewho
were/havebeeninterviewed
Peoplebeinginterviewed=Peoplewhoarebeinginterviewed
e.g.thebuildingtobebuiltnextyearthebuildingbuiltlastyearthebuildingbeingbuiltnow5.be/get/becomeaddictedto-unabletostoptakingorusingsth.asahabit
e.g.Soonhebecameaddictedtocigarettes,Hewasoftenlateforworkafterhegotaddictedtoalcohol.
6.evenif=eventhough
e.g.EvenifIhavetowalkalltheway,I’llgetthere.i
Evenifweachievegreatsuccessinourwork,weshouldnotbeproud.
7.drawattentionto
e.g.I’membarrassedaboutmymistake;pleasedontdrawattentiontoit.Hedrewmyattentiontoanerrorinthereport.
8.onallsides=oneveryside
e.g.Soldiersattackingonallsides.
Thereweremountainsonallsides.
(Bb:morethan,relateto,foronce,peopletobeinterviewed,beaddictedto,evenif,drawattentionto,onallsides)
StepIVReadingaloud
T:OK.Now,Illplaythetapeofthetext.First,listenandfollow.Thenlistenandrepeat.Payattentiontothestressandintonation.Attheend,readthewholetextaloudforafewminutes.Atthesametime,furtherunderstandtheuseofthewordsandphraseswevelearntinit.Ifyoustillhaveanyquestion,youcanaskme.Areyouclear?
Ss:Yes.
(Teacherplaysthetapefirst.Thengoesaroundtheclass,answeringanyquestionsthatthestudentsmayaskAfewminuteslater,teacherasksthestudentstodothenexttask.)
StepVDiscussion
T:OK.Stopreading.Nowyoumusthaveknownaboutreportersandnewspapersbetter.Soletshaveadiscussion.Lookatthequestions3and4onPage12andworkingroupsoffourtotalkaboutthem.Afewminuteslater,Illasksomeofyoutoreporttotherestoftheclass.(Teachershouldencouragethestudentstogivedifferentopinionandthereasonsfortheiropinions.)
StepVISummaryandHomework
T:Now,letslookatwhatwevelearntinthisperiod.Byreadingthepassage“BehindtheHeadlines”,wevelearntmoreaboutreportersandnewspapers,thereporterslifeandworkaswellastheimportantpartthatnewspapersplayinourdailylife.Theyhelpusdealwithproblemsandunderstandtheworldbetter.Moreover,wevelearnedsomeusefulwordsandphrases,suchasmorethan….Afterclass,readthepassageagainandagainuntilyoucanusethewordsandphraseswevelearntinitfreely.Besides,remembertopreviewthecontentswewilllearninthenextperiod.
StepⅦTheDesignoftheWritingontheBlackboard
Unit2Newsmedia
TheSecondPeriod
Usefulexpressions:
morethan
relateto
foronce
peopletobeinterviewed
beaddictedto
evenif
drawattentionto
onallsides
StepⅧRecordafterTeaching
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