俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师的任务之一。教案可以让上课时的教学氛围非常活跃，帮助高中教师有计划有步骤有质量的完成教学任务。关于好的高中教案要怎么样去写呢？下面是小编精心收集整理，为您带来的《Agardenofpoems（TheFirstPeriod）》，仅供您在工作和学习中参考。

Unit4Agardenofpoems
I.BriefStatementsBasedontheUnit
Doyoulikepoetry?Haveyoureadalimerick?ThewholecontentsofUnit4areaboutpoetry.Fourseparatepartsconsistofthisunit.First,thesimplequestionsbringthestudentsbacktothepoems,songsandrhymestheyhavelearned.Byrecitingthem,thestudentswillbestruckbythewordsandcolorfulmeaningofsomepoems.Thentheyarearrangedtoreadandenjoyaspecial,funnypoem-alimerick,listentoapassageaboutpoemsandtalkaboutallkindsofpoemswrittenbysomegreatmasters.Thiswillgreatlyraisethestudentsinterestsaboutpoems.TheywillbesuretowantfurtherinformationaboutEnglishpoems.Thetext“EnglishPoetry”describestheadvantagesofreadingpoems.PlentyofdetailedinformationaboutthehistoryanddevelopmentofEnglishpoemsisalsogiveninthetext.ThecomparisonofEnglishandChinesepoemsshowsusaclearpictureofthesimilarityanddifferencebetweenthepoemsofthetwocountries.Thetextsingshighpraiseforthetwogreattranslators--LuXunandGuoMoruo.However,attheendofthetext,thewritertellsusthatsomethingofthespiritoftheoriginalworksislostintranslatedworks.Thismeansthatweshouldreadoriginalworksinsteadoftranslatedonesasmanyaspossible.Plentyofexercisesbeforeandafterthetextgetthestudentstounderstandthewholetextandgraspitsdetailedinformation.Thethirdpartismainlyaboutpastparticipleusedasattributeandadverbial.Throughdifferentkindsofexercisesthestudentscanmasterthispartwell.Attheendofthisunit,
asimplebutinterestingpassagetellsusalotandgivesusaperfectanswertothequestionwhypeoplereadandsometimesevenwritepoetry.Asimpleandpracticalwaytoenjoythepoemsisshowntous.Thiswillencouragemorestudentstojoininthelearningandappreciatingpoetry.Thestudentswillimprovetheirabilitytolisten,speak,readandwriteaswellaslearningplentyofusefulwordsandexpressionsaftertheylearntheunit.
II．TeachingGoals
1.TalkaboutEnglishpoetry.
2.Practiceexpressingintentionanddecision.3.LearnaboutthePastParticiple(3)usedasAdverbial.
4.Writeaboutapoem.
III.TeachingTime:Fiveperiods
IV.BackgroundInformation
1.Shakespeare
ForanyEnglishman,therecanneverbeanydiscussionastowhoistheworldsgreatestpoetandgreatestdramatist.Onlyonenamecanpossiblysuggestitselftohim:thatofWilliamShakespeare.EveryEnglishmanhassomeknowledge,howeverslight,oftheworkofourgreatestwriter.Allofususewords,phrasesandquotationsfromShakespeareswritingsthathavebecomepartofthecommonpropertyofEnglish-speakingpeople.Mostofthetimeweareprobablyunawareofthesourceofthewordsweuse.ratherliketheoldladywhowastakentoseeaperformanceofHamletandcomplainedthatitwasfullofwell-knowproverbsandquotations!
Shakespeare,moreperhapsthananyotherwriter,madefulluseofthegreatresourcesoftheEnglishlanguage.MostofususeaboutfivethousandwordsinournormalemploymentofEnglish;Shakespeareinhisworksusedabouttwenty-fivethousand!Thereisprobablynobetterwayforaforeigner(oranEnglishman)toappreciatetherichnessandvarietyoftheEnglishlanguagethanbystudyingthevariouswaysinwhichShakespeareusedit.Suchastudyiswellworththeeffort(itisnot,ofcourse,recommendedtobeginners),eventhoughsomeaspectsofEnglishusage,andthemeaningofmanywords,havechangedsinceShakespearesday.
ItisparadoxicalthatweshouldknowcomparativelylittleaboutthelifeofthegreatestEnglishauthor.WeknowthatShakespearewasbornin1564inStratford-on-Avonandhediedtherein1616.HealmostcertainlyattendedtheGrammarSchoolinthetown,butofthiswecannotbesure.Weknowhewasmarriedtherein1582toAnneHathawayandthathehadthreechildren,aboyandtwogirls.WeknowthathespentmuchofhislifeinLondonwritinghismasterpieces.Butthisisalmostallthatwedoknow.
However,whatisimportantaboutShakespeareslifeisnotitsincidentaldetailsbuthisproducts,theplaysandthepoems.FormanyyearsscholarshavebeentryingtoaddafewfactsaboutShakespeareslifetothesmallnumberwealreadypossessandforanequallylongtimecriticshavebeentheorisingabouttheplays.Sometimes,indeed,itseemsthatthepoetryofShakespearewilldisappearbeneaththegreatmassofcommentthathasbeenwrittenuponit.
Fortunatelythisisnotlikelytohappen.ShakespearespoetryandShakespearespeople(Macbeth,Othello,Hamlet,Falstaffandtheothers)havelongdelightednotjusttheEnglishbutloversofliteratureeverywhere,andwillcontinuetodosoafterthescholarsandcommentatorsandalltheirworkshavebeenforgotten.
2.AboutShakespearesPlays
WilliamShakespeare(1564～1616),Englishdramatistandpoet,isregardedbymanypeopleasthegreatestEnglishwriterofalltime.Hewrotehisfirstplaywhenhewastwenty-sixyearsold.Withinabouttwenty-twoyearsofthiswritingcareer,hegavetotheworldnearlyfortyplays,includingcomedies,historiesandtragedies.Ofallhisplays,“Hamlet”isperhapsthebestknown.Hisplays,writteninthelate16thandearly17thcenturiesforasmalltheatre,aretodayper-formedmoreoftenandinmorecountriesthaneverbefore.Manyofthewordsfirstusedbyhim,andmanyofhisexpressionshavebecomeeverydayusageinEnglishspeechandwriting.
OfShakespearesplayshavecomedowntous.Theirprobablechronologicalorderisarrangedasfollows：TheFirstPeriod(1590～1600)
1590--HenryVI,PartI.
HenryVI,PartII.
1591--HenryVI,PartIII.
1592--RichardIII.
TheComedyofErrors.
1593--TitusAndronicus.
TheTamingoftheShrew.
1594--TheTwoGentlemenofVerona.
LovesLaboursLost.
RomeoandJuliet.
1595--RichardII
AMid-summerNightsDream.
1596--KingJohn.
TheMerchantofVenice.
1597--HenryIV,PartI.
HenryIV,PartII.
1598--MuchAdoAboutNothing.
HenryV.
TheMerryWivesofWindsor.
1599--JuliusCaesar.
AsYouLikeIt.
1600--TwelfthNight.
TheSecondPeriod(1601～1608):
1601--Hamlet.
1602--TroilusandCressida.
AllsWellThatEndsWell.
1604--MeasureforMeasure.
Othello.
1605--KingLear.
Macbeth.
1606--AntonyandCleopatra.
1607--Coriolanus.
TimonofAthens.
1608--Pericles.
TheThirdperiod(1609～1612):
1609--Cymbeline.
1610---TheWintersTale.
1612--TheTempest.
HenryVIII.

TheFirstPeriod
TeachingAims:
1.Talkingaboutpoemstoraisethestudentsinterestinpoems.
2.Listeningtoimprovethestudentslisteningability.3.Makingupdialoguestoimprovethestudentsspeakingability.
TeachingImportantPoints:
1.Howtogetthestudentstograspthemainideaofapassagebylistening.
2.Howtoimprovethestudentsspeakingability.
TeachingDifficultPoint:
Howtodirectthestudentstograspthedetailedinformationtofinishthelisteningtask.
TeachingMethods:
1.Pairworkorgroupworktomakeeverystudentjoinintheclassactivities.
2.Discussiontomakeeverystudentexpresshimselffreely.
TeachingAids:
1.ataperecorder
2.acomputer
3.aprojector
TeachingProcedures:
StepIGreetingsandRevision
T:Goodmorning,everyone!
Ss:Goodmorning,Mrs/Mr×!
T:Sitdown,please.Haveyoufinishedyourhomework?
Ss:Yes.
T:Pleasetakeoutyourexercise-books.Letscheckyourhomework.WuDong,…
(Teacherchecksthestudentshomework.Thentheteacherandstudentslearnthenewwordsofthisperiodtogether.)
StepIIWarmingup
T:Doyoulikepoetry,SA?
SA:Yes,Ido.Ilikeitverymuch.
T:Whydoyoulikeit?
SA:Ilearnagreatdealfrompoetry.WhenIwasasmallchild,mymothertaught
methepoem:锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。Andsheexplainedthemeaningofit.Iknowfromalittlechildthatgraincomesfrompainsandweshouldnotwastewhateverweeat.
T:Howaboutyou,SB?
SB:Idontlikepoetryverymuch,becauseIhadabadmemorywhenIwasasmallchild.Iliketomakesomething.
T：WhatEnglishpoems,songwordsorrhymeshaveyouread?Canyoureciteany?
Sc：IvereadsomeEnglishpoemswhenIwasinJuniorMiddleSchool.Anditis
likethis:
ILovetheSun
Ilovethesun,
Ilovethespring,
Ilovethebirds,
Thatgailysing.
Ilovemyschool,
Ilovemyplay,
AndIloveall,
Thatisniceandgay.
SD:IrememberIvereadapoemaboutthenamesofthemonths.Itis:
ThirtydayshaveSeptember.
April,JuneandNovember,
Alltheresthavethirty-one,
ExceptingFebruaryalone,
Andthathastwenty-eightdaysclear,
Andtwentynineineachleapyear.
T:Verygood.NowturntoPage25.Dothethirdpart.Doyouknow“打油诗”?
InEnglishlimerickislike“打油诗”inChinese.Itisaspecial,funnypoemandiswrittenjusttomakepeoplelaugh.Readthetwolimericksandenjoythem.
(Studentsreadthepoemstogetherandatlasttwostudentsareaskedtoreadthem.)
T:Whatisthepatternofeachpoem?“pattern”means“格调”.
SE:Itsfunny.Itiswrittenjusttomakeotherslaugh,Ithink.
T:Now,pleaseanswerthelastquestiononPage25.
SF:Totalkaboutpoetsandpoetry,weoftenusethewords：“good,bad,
interesting,funny,dull,meaningful,meaningless,etc”.
Sa:Wewillalsouse“moving,instructive,encouraging,makemehappy,sad,etc”.
T:Whatphrasesdoyouthinkwillbeusefulwhenyouexpressyourintentions
andreachdecisions?
SH:Whenwewanttoexpressourintentions,weoftensay:Imgoingto…;I
intend/mean/planto…;Iwill…;Ifeellike(doingsth.)…;Idliketo…;Imreadyto…;Iwouldrathernot…etc.
SI：Whenwewanttoreachdecisions,weoftenuse:Inmyopinion,weshould…;
Whatsyouropinion?Ithink/believe/supposeweshould…;Idontthinkits
necessaryto…;Wemustdecide…;Ihopewecanreach/cometo/arriveat/take/makeadecision,etc.
StepIIIListening
T：NowletsdoListening.PleaseturntoPage25andreadtheinstructionsfirst.(Studentsbegintoreadtheinstructions.Someminuteslater,teachersaysthefollowing.)
T:Doyouknowwhatyoushoulddoafteryoulistentothetape?
Ss:Yes.
T：NowIllplaythetape.WhenIplayitforthefirsttime,doEx.1,please.
WhenIplayitforthesecondtime,doEx.2.Ifyouhaveanythingyoudont
hearclearly,pleaseletmeknow.Attheendoflistening,Illplaythetapeoncemoreandgiveyouenoughtimetocheckyouranswers.Thencheckyouranswerswithyourpartner.Illaskoneortwostudentstogiveustheiranswersatlast.DoyouunderstandwhatIvesaid?
Ss:Yes.
StepIVSpeaking
T:Letsdospeaking.PleaseopenyourbooksonPage26.Therearefourcirclesonthispage.Eachcirclelistssomeinformationaboutpoems.Theyaretopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingshowninpoems.Askyourpartnerwhatkindofpoetryheorshemightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwanttoreadapoemlikethatornot.Workingroupsorpairs.Haveadiscussionandmakeupadialoguetoexpresswhatyouwanttosay.Theusefulexpressionsonthescreenmightbehelpfultoyou.
(Teachershowsthescreen.)
Usefulexpressions
Iminterestedto…but…
Ithinkitwillbetoodifficultto…
IthinkImightwantto…
Ithinkitwillbeboring…
Iwantto…
Imveryinterestedin…so…
Idliketo…
Imnotveryinterestedin…so…
Iveneverheardof…so…
Ihopetofind…
Iveneverreadany…so…
Idontknowmuchabout…
but…
T:(Afterafewminutes.)Haveyoufinished?
Ss:Yes.T:Nowwhowilltellusyouropinions?Volunteers?
Sa:andSb:(Standingup.)Welltry.…
Sampledialogue:Sa--A;Sb--B
A:Whatkindofpoetrydoyouliketoread?
B:Iliketoreadpoemsaboutnature.
A:Whyareyouinterestedtoreadsuchpoems?B:WhenIreadthiskindofpoem,itseemsthatIwasinadifferentworld.Thethingsdescribedinthepoemseemstoberealones.Theyseemtobearoundme.Ifeelthemandenjoythem.
A:Whatkindofpoemsareyounotinterestedin?
B:Imnotinterestedinpoemsaboutpets.WehavealotofimportantthingstodoandIthinkIhavenotimetohavepets.Whataboutyou?
A:Iminterestedinpoemsabouthumour,becauseitcanbringhappinesstous.Alltheunhappythingsaregonewiththelaughter.
T:Verygood.Whoelsewilldothis?
ScandSd:Welltry.…
Sampledialogue:
Sc-A;Sd--B
A:Iknowthatyoucanreciteplentyofpoems.Canyoutellmewhatkindofpoemsyoulike?
B:IlikethepoemsbyLiBai,especiallytheonestodescribenature.
A:Forwhatreasondoyoulikethem?
B:WhenIreadthem,Ifeelcomfortable.Apoemofhisisabeautifulpicturehangingbeforeus.IwouldgointothepictureasIreadthem.
A:Whatkindofpoemsareyounotinterestedin?
B:Poemsaboutbrokenhearts.Theymakemesad.Whatsyouropinion?
A:IlikethepoemsabouttheseaandIdontlikethenoesaboutdeathandbrokenhearts.
B:Justlikeme!
StepVSummaryandHomework
T:Inthisperiod,ourtopicisaboutpoems.Wehavetalkedalotabout
poems.Whatkindofpoemsdoyoulike?Thisisaninterestingtopic.Afterclass,goonwithyoutopicsanddiscussion.Youcanusetheexpressionswejustmentionedonthescreen.Doyourememberthem?OK.Pleasetellus.(Studentsrepeattheexpressionsandteacherwritesthemontheblackboard.)Thatsallfortoday.Classisover
StepVTheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheFirstPeriod
Usefulexpressions:
Iminterestedto…but…
IthinkImightwantto…
Iwantto…
Idliketo…
Iveneverheardof…so…
Iveneverreadany…so…
Ithinkitwillbetoodifficultto…
Ithinkitwillbeboring…
Imveryinterestedin…so…
Imnotveryinterestedin…so…
Ihopetofind…
Idontknowmuchabout…but……
StepVIIRecordafterTeaching
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Makingadifference（TheFirstPeriod）

作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。你知道如何去写好一份优秀的高中教案呢？经过搜索和整理，小编为大家呈现“Makingadifference（TheFirstPeriod）”，欢迎阅读，希望您能够喜欢并分享！

Unit1Makingadifference
I.BriefStatementsBasedontheUnit
Doyoulikescience?Doyouwanttobeascientistinthefuture?Definitelymostofusdo.Doyouwanttoknowmore?ThewholeunitofUnit1Makingadifferencewilltellyoumoreaboutscienceandscientists.Itwillbetaughtinfiveperiods.Warmingup,listeningandspeakingwillbedealtwithinthefirstperiod.Inthebeginning,thepicturesofonegreatwriterandthreeoutstandingscientistsandtheirfamoussayingsareshownbeforethestudents.Theyallmadegreatcontributionstotheworldandarerespectedbythousandsofmillionsofpeople,includingourmiddleschoolstudents.Bytalkingaboutgreatscientistsandtheirfamousquotes,thestudentswillbeencouragedtodevotethem-selvestoscience.Listeningisaboutthescientistsdescription.Detailedexercisesaredesignedforthemtodo.Afterdoingthis,thestudentsabilitytolistenwillsurelybeimproved.Speakingiswelldesigned.Thestudentsaredividedintogroupstodiscussaboutscienceanddecidewhichbranchisthemostimportantandusefulforsociety.Afterthedebate,thestudentsabilitytospeakisimproved,forthisisaninterestingtopicandwearesureallthestudentswillbeinterestedinit.Inthesecondperiod,wedealwithPre-reading,ReadingandPost-reading.ThetextisaboutanoutstandingBritishscientistofthiscentury.Heisamanwithdisability.Hecantspeakandcanonlymoveonhiswheel-chair.Whenhespeakshehastospeakthroughacomputer.Hedevoteshimselftoscienceandachievesgreatsuccess.In2002,hevisitedourcountryandspoketomanyuniversitystudents.Thereisnodoubtthathisunyieldingspiritisencouragingthousandsofmillionsofpeople.Hiswords,“peopleof-tenthinkthatscienceisanumberof‘true’factsthatneverchange…andeventhebesttheorycanturnouttobewrong.”.Shortenthedistancebetweenscienceandallofus.Whilereadingthewholetextanddoingtheexercisesbeforeandafterthetext,thestudentswilllearnthefinequalityofthegreatscientist,aswellaslearningplentyofusefulwordsandexpressions.Meanwhiletheirreadingabilitywillbeimprovedaswell.WordstudyandGrammararedealtwithinthethirdperiod.EspeciallyinGrammaralotofexercisesaboutinfinitivearedesigned.Afterdoingthem,thispartwillsurelybewellmasteredbythestudents.Thefourthperioddealswithintegratingskills.Inthereadingpassage,thequestion"howtomakeascientist"willbeanswered.Ittellsusthatifknowledgeispower,thenperhapscreativitycanbedescribedastheabilitytousethatpower.Scientistsmustbecreativeandusetheirimaginationallthetime.Intheend,thestudentsarerequiredtowriteabouttheirfavouritescientist.Afterlearningallthecon-tentsofthisunit,thestudentsaresuretowritethepassagewell.Inthefifthperiod,welldealwiththegrammar--theInfinitive.
Ⅱ.TeachingGoals
1.Talkaboutscienceandscientists.
2.Practisedescribingpeopleanddebating.
3.LearnmoreabouttheInfinitive.
4.Writeadescriptiveparagraph.
Ⅲ.TeachingTime:Fiveperiods
IV.BackgroundInformation
1.THEBEGINNINGOFTIMEANDAREMARKABLEMANCALLEDSTEPHENHAWKING
Ifyouhaveeverthoughtabouthowtheuniversebeganandwhethertimehasabeginningoranending,thenyoushouldknowabouta55-year-oldEnglishmancalledStephenHawking.
Why?BecauseheisconsideredtobeoneofthebrainiestmenintheworldandtobethemodernsuccessorofAlbertEinstein.
StephenhasspenthislifestudyingandthinkingabouttheoriginsoftheuniverseandhowitcanbeexplainedbyusingthemoderntheoriesofphysicssuchasRelativityandQuantumMechanics.Hisdiscoveriesandhisscientificproposalshavebeenrevolutionary.Peoplecallhimagenius.
Justasamazingisthefactthatsincehisearlytwenties,hehasbeensufferingfromanincurablediseaseofthenervoussystemwhichhasaffectedhismovementsandhisspeech.But,fortunately,althoughhemustuseawheelchairandothertechnicalaidstodothings,hisbrainfunctionsperfectly.In-deed,itfunctionsbetterthanthevastmajorityofpeople’s.So,inspiteofaseveredisability,hehasmadetremendouscontributionstoourunderstandingofouruniverse.
So,whatdoesStephenthinkaboutthebeginningsofourworld?Well,hethinks(alongwithothers)thatitbeganaroundfifteenbillionyearsago.Healsothinksthatouruniversewasprobablycreatedbyanenormousexplosion,a“BigBang”.Thisisaviewheldbymanycosmologists(scientistswhostudytheuniverse).
ButscientistsholddifferentviewsaboutwhattheuniversewaslikebeforetheBigBang.SomepeoplethinkthatthereisnowaythatmodernphysicscanexplainorpredictanythingbeforetheBigBang.ManyotherpeoplethinkthattheBigBangmusthavebeentheworkofGod.
StephenHawkinghashisownviewonwhattheuniversewaslikebeforetheBigBang.Hehassuggestedthat,yes,wecansaythattheuniverseandtimebeganatoneparticularpoint(aBigBang).But,thisonepointwasjustanordinarypointintimelike,say,thenorthpoleisapointonthesmoothsurfaceoftheearth.Itwasnotapointofrealbeginning,justapoint.
Stephenbelievesthatifwecanuseourpresentknowledgeofthelawsofphysicstounderstandhowtheuniversebegan,thenwewillnothavetobelievethata“God”oraspiritualforcemadetheBigBang.
Whatdoyouthinkaboutourbeginnings?IfyouwouldliketoreadmoreaboutStephensideasontheoriginsoftheuniverse,thenyoushouldreadhisbestsellerABriefHistoryofTime.
Inspiteofhisdifficultillnessandhisconfinementtoawheelchair,StephenHawkingworksasaProfessorofMathematicsatCambridge;holdingthesamepositionheldbyanotherfamousscientist,IsaacNewton,in1663.ItmaybethatthenameHawkingcouldbecomejustaswellknowninhistoryasthatofhisfamouspredecessor.
2.StephenHawkinginChina
StephenHawking,thedisabledauthorofABriefHistoryofTimeislaunchinghissecondjourneytoChinainHangzhouofZhejiangProvince.Hisfirstvisitwasover10yearsago.
Thegreattheoreticalscientisthasbeeninvitedtoattendastate-of-the-artmathematicsresearchinstituteatZhejiangUniversity,Hangzhou-basedDushiKuaibaoreported.
OnSundayevening,hemadehisdebutatapressconferenceheldatShangri-Lahotel,Hangzhou.Hawkingappearedatabout5:00p.m.withhiswife.
The50-year-oldmanansweredatotalofninequestionswiththehelpofhiscomputer.
“Expertsintheoreticalsciencearedispersedaroundtheworld,butweneedcommunication.Iamverygladthattheworldsfirst-classconferenceisbeingheldinChinathistime,”hesaid.
“IfindtherealuniversemuchmoreinterestingthantheoneinthefilmStarWars,”Hawkingjoked.“Iencourageyoungpeopletostudytheoreticalphysicsfirstiftheyareinterestedinit.”
StephenHawkinghasworkedonthebasiclawswhichgoverntheuniverse.WithRogerPenroseheshowedthatEinsteinsGeneralTheoryofRelativityimpliedspaceandtimewouldhaveabeginningintheBigBangandanendinblackholes.TheseresultsindicateditwasnecessarytounifyGeneralRelativitywithQuantumTheory,theothergreatscientificdevelopmentofthefirsthalfofthe20thcentury.
Oneconsequenceofsuchaunificationtheorywouldbethatblackholeswouldnotbecompletelyblack,butemitradiationandeventuallyevaporateanddisappear.Anotherconjectureisthattheuniversehasnoedgeorboundaryinimaginarytime.Thiswouldimplythatthewaytheuniversebeganwascompletelydeterminedbythelawsofscience.
ButthetalentedmanwhohasproducedsuchrichworksuffersseriousAmyotrophicLateralSclerosis(ALS).Heisoneofthe350000sufferersintheworld.Thediseasekillsover100000peopleeveryyear.
“IlikelifeandIlovelife,myfamilyandmusicgivemethegreatesthappiness,”smiledHawking,whocanonlymovethreefingers.
Inthecomingyear,HawkingsaidheisscheduledtowriteaneweditionofABriefHistoryofTimeforyoungchildren.
“ABriefHistoryofTimeismyfirstbookforcommonpeople.ButIlaterfoundthatIcouldwriteitinamoresimpleway,”heanswered.“SoIdecidedtorewriteitsothatallpeoplecanreaditeasily.”

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:inspiration,perspiration,undertake,analysics,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudentslisteningabilitybylisteningpractice.
2.Trainthestudentsspeakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtohelpthestudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudentsinterestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.amultimedia
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
T:Goodmorning/afternoon,everyone.
Ss:Goodmorning/afternoon,Miss/Mr.X.
StepIIWarmingup
T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowpleasemakealistofthenamesofsomescientistsandtheircontributions.Writethemdownonapieceofpaper.Afterawhile,l’llcollectyouranswers.
(Teachergoesamongthestudents.Afterawhile,collecttheirlistsofnamesandcontributions.)
T:Whatgreatscientistsdoyouknow?Andwhataretheyfamousfor?WangBin.
S:MariaCurieisfamousforherdiscoveriesofradiumandpoloniumandZhangHengisfamousforhisseismograph.
S:ThomasAlvaEdisonisfamousfortheinventionofthelightbulb.
S:…
(Whilethestudentsanswerthequestions,teachercanwritethenamesofsomescientistsandtheirdiscoveriesorinventionsontheblackboard.)
(Bb:ScientistsContributionsMariaCurieRadium/PoloniumZhangHengSeismographCharlesDarwinTheTheoryofEvolutionThomasAlvaEdisonThelightbulbAlbertEinsteinTheTheoryofRelativity……)
T.Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussionandmakealistofwhatyouhavealreadyknownandwhatyouwouldliketoknow.Discussitinpairsoringroupsoffour.Afterawhile,Illasksomeofyoutoreporttheresultsofyourdiscussion.
(Threeminuteslater,teacherbeginstocollecttheresultsoftheirdiscussion.)
T:Who’dliketotellmewhatmakesasuccessfulscientist?Anyvolunteers?
S.Ithinkitisthewayheuseshistoolsthatmakesasuccessfulscientist.
S:Ithinkasuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
S.Ithinkasuccessfulscientistmustbeconfident,curiousandcareful.ButwhatI’dliketoknowiswhatmadehim/herinterestedinscience.
(Whilethestudentsreporttheirresults,teachercanwritesomewordsdescribingasuccessfulscientistontheblackboard.)
(Bb:creative,hard-working,curious,careful,confident)
T:NowIllshowyouthephotosofsomefamousscientists.Youshouldtrytotelluswhotheyare.
(Showthescreen.)

　（1）　（2）　（3）
T:Lookatthephotosonthescreen.Andtellmewhotheyare.WhoisthepersoninPicture17
S:AlbertEinstein.
T.Right.CanyousaythenameofthepersoninPicture2,MaHaoran?
S:IthinkitsMadameCurie.
T:Yeah.Sitdown,please.Thethirdpicture?
S:GalileoGalilei.
T:Rightorwrong?
Ss:Wrong.ItisThomasAlvaEdisoninPicture3.
T:Good.Theyareallveryfamousintheworld.Youmusthavereadsomequotesfromthem.Forexample,neverleavethatuntiltomorrow,whichyoucandotoday,whichisfromBenjaminFranklin.Nowlookatthequotesonthescreen.
(Showthequotesonthescreen.)
Somequotesfromfamousscientists:
1.Geniusisonepercentinspirationandninety-ninepercentperspiration.
2.Imaginationismoreimportantthanknowledge.
3.Nothingintheworldistobefeared;itison!ytobeunderstood:
T:Whomdoyouthinkthesequotesarefromanddoyouknowwhattheymean?Discussthesequestionsingroupsoffourandtelluswhetheryouagreewithwhattheysaid.You’regivenfiveminutestohaveyourdiscussion.
(Teachermaygoamongthestudentsandjointhemintheirdiscussion.)
T:(Fiveminuteslater.)What’sthemeaningofthefirstquote,WuLiping?
S:Ithinkitmeansthatifwemakegreateffortstodosomething,wellsucceed.Andnomatterhowcleverheis,apersonwillfailifhedoesn’ttryhisbest.
T:Verygood.Whodoyouthinksaidthisquote?
S:IthinkitwasThomasAlvaEdisonwhosaidit.InChinese,itmeans“天才就是百分之九十九的汗水加上百分之一的灵感”
T:Doyouagreewithit?
Ss:Yes.
(Teacheraskstwootherstudentstoexplaintheotherquotesandtellwhosaidthem.)
S.“想象力比知识更重要”。（AlbertEinstein）
Ifyouwanttosucceed,itsmoreimportantforyoutohaveimaginationthanknowledge.
S:生活中没有什么可怕的东西，只有需要理解的东西。（MariaCurie）
Thereareonlythingstobeunderstoodintheworld,whilethereisnothingtobefeared.
T:Doyouknowanyotherquotesaboutscienceandthinking?
(Onestudentstandsup.)
S:Idliketohaveatry.Wisdomisonlyfoundintruth.－JohannWolfgangvonGoethe
S:Knowledgeispower.－FrancisBacon
…
(AskthestudentstoopenthebooksatPage1andletthemhaveadiscussionaboutthequotesandpicturesinWarmingup.)
T:(Afewminuteslater.)Wehavelearntsomequotesnow.Ifyouwanttoknowmoreaboutquotesaboutscienceandthinking,youcancollectmoreinformationinthelibraryorontheInternetafterclass.
StepⅢListening
T:OK.NowletsdosomelisteningpracticeonPage2.Todaywearegoingtolistentothedescriptionsofsomefamousscientists.Beforelisteningtothetape,pleasereadtherequirementsbyyourselfquickly.WhenIplaythetapeforthefirsttime,youjustlistentogetthegeneralidea.ThesecondtimeIplaythetape,youshouldtrytofinishtheexercise.Thelasttime,checkyouranswers.Areyouclear?
Ss:Yes.
T:OK.Let’sbegin.Pleaselistencarefully.
(Teacherplaysthetapeforthestudentstolistenandpausesthetapeforthestudentstowritedowntheiranswerswhennecessary.Intheend,checktheanswerswiththewholeclassandgivesomeexplanationsorplaythetapeagainifnecessary.)
StepIVSpeaking
T:NowletslookatthespeakingpartonPage2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,forexample,biology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardandthembegintodebate.Areyouclear?
Ss:Yes.
T:Youcanusetheexpressionsatthebottomofthispagewhenyoudebateeachother.Theyareveryhelpful.
(Fiveminuteslater,teachercheckstheirdebate.)
T:Whichgroupwouldliketogiveaperformance?Pleasecometotheblackboard.
(Oneofthegroupscometotheblackboardandbegintheirdebate.)
S:Ithinkthatbiologyisthemostimportantandusefulsciencebecauseitisessentialtoprotectingtheecologicalbalanceandenvironment.Peoplecan’tlivewithoutlivingthings.Furthermore,biologygoeshandinhandwithourlife.Iftherewerenoscienceofbiology,therewouldnotbemedicine.Inaword,biologyisthemostimportantanduseful.
S:Well,maybe,butIthinkthatchemistryisthemostimportantanduseful,becausechemistryisthekeytotheprogressofthehumanbeing.Besides,itischemicalreactionthatproducesmanynewthings.
S:Itishardtosay.Therearemanyphysicalproducts.Andphysicsiswidelyusedinmanyfields,suchasmedicine,industryandagriculture.Therewouldbenolifewithoutphysics.SoIthinkphysicsisthemostimportantandusefulscience.
S:Thatstrue.Butmathsisthebasicscience.Youcantlearnphysicsorchemistrywellwithoutagoodknowledgeofmaths.Mathsisatoolinscienceandengineering.Therefore,mathsisthemostimportantandusefulscience.Whatsyouridea?
S:Well,thereisnodoubtthatmathsisanimportantandusefulscience.Inmyopinion,themostimportantandusefulscienceshouldbecomputerscienceinourmoderninformationsociety.Thecomputerisnowanindispensabletoolinmanyfields.Itcansettleallkindsofproblemsatahighspeedandcanhelppeopleworkeasily.SoIthinkcomputerscienceisthemostimportantandusefulscience.
StepVSummaryandHomework
T:Todaywevedonesomelisteningandspeaking.Wehavealsotalkedaboutscienceandscientists.Afterclass,pleasesearchmoreinformationaboutscienceandscientistsontheInternetorinthelibrary.Anddontforgettopreviewthereadingmaterial“NoBoundaries”.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MariaCurieRadium/Polonium
ZhangHengSeismograph
CharlesDarwinTheTheoryofEvolution
ThomasAlvaEdisonThelightbulb
AlbertEinsteinTheTheoryofRelativity
……
Somewordsdescribingscientists:
creative,hard-working,curious,careful,
confident…
StepⅦRecordafterTeaching

Agardenofpoems（TheSecondPeriod）

俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Agardenofpoems（TheSecondPeriod），相信能对大家有所帮助。

TheSecondPeriod
TeachingAims:
1.Learnthefollowingwordsandexpressions:callup,glory,pattern,belongto,absence,translate,comeintobeing,playwith,despite,time,remind…of,lesdto
2.Learnaboutpoetsandpoemsofdifferentcountries.
3.Improvethestudentsreadingability.
TeachingImportantPoints:
1.Theusagesofsomeusefulwordsandexpressions.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
TeachingDifficultPoint:
Howtograspandrememberthedetailedinformationofthereadingmaterial.
TeachingMethods:
1.Fast-readingtograspthemainideaofthetext.
2.TalkingmethodtogeteverystudenttowanttoexpresshimselfinEnglish.
3.Pairworkorgroupworktogeteverystudenttojoinintheclassactivities.
TeachingAids:
1.ataperecorder
2.acomputer
3.aprojector
TeachingProcedures:
StepIGreetingsandRevision
(Teachergreetsthewholeclassasusualandchecksthestudentshomework.
Thenteacherandthestudentslearnthenewwordsofthisperiodtogether.)
StepIIReading
(Afewminuteslater.)
T:Areyouready?
Sa:Yes.
T:Whowillgiveustheanswers?
Sa:I’lltry.ThestyleandatmosphereinthepoemsbyWordsworth,Byron,ShellyandKeatsoftenremindreadersofDuFuandLiBai.
Sb:TheworksbyDonneandMarvellremindsChinesereadersofSuDongpo.
T:Verywell.Nowreadthetextagain,andtrytograspasmuchdetailedinformationasyoucan.Thendotheexerciseonthescreen.
(Teachershowsthescreen.)
Readthetextcarefullyandchoosethebestanswerforeachofthefollowingquestions:
1.ModernEnglishcameintobeingfromaboutthemiddleofthe_____century.
A.16thB.17thC.18thD.19th
2.ThepoetryofMarvellremindsChinesereadersofthepoemsby_______.
A.DuFuB.LiBai
C.SuDongpoD.GouMoruo
3.Byrons“IslesofGreece”isanexampleof_______.
A.asonnetB.romanticpoetry!
C.naturepoetryD.modernpoetry
4.ThewiderpublicinChinadiscoveredEnglishpoetryatthebeginning
ofthe_________century.
A.17thB.18thC.19thD.20th
5.TheadvantageofreadingEnglishpoetryinChinesetranslationis______.
A.thatyouhavemoreadvice
B.thatsomethingofthespiritislost
C.thatyouunderstanditbetter
D.thatyoulearnhowtoexpressyourselfinnewways
Suggestedanswers:
1.A2.C3.B4.D5.D
T:Youvedoneverywell.Bytheway,haveyounoticedthattherearesome
boldwordsinthetext?Readthetextagainandfindoutwhatthewordsin
boldreferto.Ifnecessary,youcanhaveadiscussionwithyourpartner.Someminuteslater,wellchecktheanswers.
(Studentsbegintoreadthetextandhaveadiscussion.Afterafewminutes,
teachersaysthefollowing.)
T:Canyoufindtheanswers?(Ss:Yes.)
Pleasetellus.
Sc:“That”inthefirstparagraphrefersto“poetryplayswithsounds,wordsandgrammar”.
Sd:“its”inthefourthparagraphrefersto“thepoetryn’s”.
Se:“their”refersto“thenaturepoemsbyWordsworth,ByronsIslesofGreeceandthesonnetsandlongpoemsbyShelleyandKeats”.Anditisinthefifthparagraph,onPage28.
Sf:“they”inthesixthparagraphrefersto“modernpoets”.
Sg:“They”inthethirdlinefromthebottomofthelastparagraphrefersto
“poemsandliterature”.
T:Arethereanydifferentopinions?
Ss:No,theyareright.
T:(Teachersshowsthescreen.)Therearesomelanguagepointsyoushould
payattentionto.Readthesentencesandtrytomastertheusagesofthe
wordsandphrases.
1.playwith:Thelittleboyisplayingwithhisdolls.(Inthetext“playwiththesounds,wordsandgrammar”means“tousesounds,wordsandgrammarperfectly”.)
2.callup..Icalledupmybrotherandtoldhimthegoodnews.
Hewascalledupatthebeginningofthewar.
3.despite:Hecametoschooldespite(inspiteof)hisseriousillness.
4.time:Inhisspeech,heexpressedthefeelingsofthetime.
5.belongto:TaiwanbelongstoChina.
6.absence:Darknessistheabsenceoflight.
7.remind…of…Remindmeoftheletter.
8.leadto:Differencesofopinionledtofiercearguments.
9.comeintobeing:WhendidtheGreatWallcomeintobeing?
StepIIIListeningandReadingAloud
T:Nowletslistentothetape.WhenIplayitforthefirsttime,justlisten.ThenIllplayitforthesecondtime.Thistime,youcanfollowitinalowvoice.Thenreadthetextaloud,payingattentiontoyourpronunciationand
intonation.Doyouunderstand?OK.Letsbegin.
(Teachergoesamongthestudents,answersthestudentsquestionsandcorrectsthemistakes.)
StepIVDiscussion
T:NowpleaseturntoPage29,Post-read-ing4、5and6.Haveadiscussionabout
them.Later,Illasksomeofyoutogiveustheanswers.
(Afterawhile.)
T:Whollgiveustheanswertothefourth?
S1:Illtry.Ifapoemistranslatedintoanotherlanguage,itschangedabit.Thatstosay,somethingofthespiritoftheoriginalworksislost.
T：Quiteright.LetscompareapoembyChaoZhiwithitstranslation.
(Teachershowsthescreen.)
七步诗
曹植
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
Theywereboilingbeansonabeanstalkfire,
Cameaplaintivevoicefromthepot,
“(),whysincewesprangfromtheselfsameroot,
Shouldyoukillmewithangerhot?”
T：Fromthepoemabove,wecanfindthatwhenapoemistranslatedintoanotherlanguage,itsrhythmandrhyme,thefiguresofspeech,etc.aredifferent
fromtheoriginalwork…
SuggestedanswerstoEx.5andEx.6：
5.TheycanbetiesthatbringtheEastandtheWesttogetherandfinewine
enjoyedbytheEastandtheWest.
6.Itmeansthatwhenpeoplefromonecountryreadthepoemsfromanother,theywillbestruekbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
StepVSummaryandHomework
T:Todaywerelearntatextaboutpoemsandpoets.Readthetextafterclassandcollectasmuchinformationaboutthethingsandpersonsmentionedinthetextaspossible.ThendoEx.3onPage29.Besides,wevelearntsomeusefulwordsandexpressions.Pleasetellmewhattheyare.
Ss:Playwith,callup,despite,time,…
(Teacherwritesthemontheblackboard.)
T:Pleaserememberthewordsandexpressionsandmakesentenceswiththemwhenyouhavetime.Thatsallfortoday.Classisover.
StepVITheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheSecondperiod
EnglishPoetry
Usefulwordsandexpressions:
playwithabsence
callupremind…of
despiteleadto
timecomeintobeing
belongto
StepVIIRecordafterTeaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Artandarchitecture（TheFirstPeriod）

为了促进学生掌握上课知识点，老师需要提前准备教案，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能够使以后的工作更有目标性！你们会写一段适合教案课件的范文吗？下面是小编精心收集整理，为您带来的《Artandarchitecture（TheFirstPeriod）》，希望能为您提供更多的参考。

Unit3Artandarchitecture
I.BriefStatementsBasedontheUnit
Inthisunit,Sswillreadaboutartandarchitecture,learntoexpresspreferences,learnaboutthePastParticipleusedasObjectComplement,andlearntowriteareviewofapainting.Inthefirstperiod,Sswilllearntoexpresspreferencesbymakingdialogueswiththehelpofthegivenexpressions.Alsothey
willdosomelisteningpracticetoimprovetheirlisteningability.Inthesecondperiod,Sswillreadapassageaboutmodernarchitecture.Theywilllearnaboutsomefamousarchitectsandtheirworksaswellassomefamousbuildingsintheworld.Inthisperiod,Sswilllearnsomeusefulwordsandexpressions,too.Inthethirdperiodofthisunit,theusefulwordsarerevisedfirstandalsoSswilllearntouseanewsentencepattern：AistoBwhatCistoD.Sscanmasteritafterfinishingthepracticeprovidedinthispart.ThegrammaritemisthePastParticipleusedasObjectComplement.Thisisanimportantitem.TeachershouldgivesomeexplanationstohelpSsunderstanditandthenafterSsfinishtheexercisestheywillmasteritbetter.Teachermayprovidemorepracticeifnecessary.Inthefourthperiod,Sswilldosomereadingandwritingpracticetoimprovetheirintegratingskills.Afterthestudyofthisunit,Ssmayknowmoreaboutartandarchitectureandtheywillalsomakeprogressintheirlistening,speaking,readingandwritingabilities.
II.TeachingGoals
1.Talkaboutartandarchitecture.
2.Learntoexpresspreferences.
3.LearnaboutthePastParticiple(2):usedasObjectComplement.
4.Writeareviewofapainting.
III.TeachingTime:Fourperiods
IV.BackgroundInformation
1.TheGreatWallofChina
In221B.C.theFirstEmperorstartedtobuildagreatwallrightacrossthenorthofhisempire.HewantedtokeepthetribesofHunsandTartarsoutsidehiscountry.TherewereearlierwallsbuiltinsomeplacesbydifferentkingsofChina,buttheFirstEmperor,nowthatheruledallChina,decidedtocompletethewall.HedecidedtomakeitrunrightacrossfromTibettothesea,adistanceofover1500miles.Ittooksevenyearstobuild.
TheGreatWallranacrosswild,steep,mountainouscountry,overthemountainsanddownthevalleys.Northandwestofittherewereonlywildmountainsanddeserts,andsouthandeastthereweretherichYellowRiverplains.Itwasbuilthigherthanadouble-deckerbus.Inmostplacesitwaswideenoughforeightmentomarchsidebysidealongthetop.Itwasbuiltofstonesandclay.Therewerehugeblocksofstonesonthesides,andonthetopthereweremorestones.Carscouldtravelalongthetop.
Abouteverytwohundredyardsthereweretall,strongtowerswheresoldierscouldkeepwatchfortheenemy,andwheretheycouldlightfirestosignaltoeachother.Therewerealwayssoldiersinsidethesetowers,winterandsummer,keepingguardagainstattacksfromtheHuns.Therewereafewwell-guardedgatewayswithhugewoodengates,strengthenedwithironnails.TheseconnectedthemainroadsofChinatootherroadsthroughthemountainsandacrossthedesert.
TheGreatWallhasoftenbeenrebuiltthroughthecenturies,andmuchofitisstillstandingtoday.Visitorscanstillseeitrunninglikeasnakeacrossthecountryandcanstillwalkalongthetop.Muchofthetrafficwhichpassesthroughtheancientgatewayshasnotchangedmuch.Buttoday,aswellashorsesandcartstherearemotorcarsandtrucks.
Tobuildsuchanenormouswallacrosssuchwildandmountainouscountrywithoutanymoderntractorsorotherheavymachineswasverydifficult.AlltheEmperorsbuilderswerethousandsofmen,oftenprisonersofwar.Theyliftedtheearthinbucketsanddraggedthestonesinteamswithropesovertheirshoulders.Theyworkedinsuchwildanddistantplacesthatitwasdifficulttosupplythemwithenoughfoodortomakepropersheltersinwhichtheycouldsleep.Thousandsofworkersdiedandwereburiedintheclayinsidethewall.ThepeoplehatedtheEmperorforhiscrueltybuthemadethemfinishthewall.Manypeoplewereseizedandforcedtoworkonthewallfarawayfromtheirhomes.Manyofthemnevercameback.
SuperstitiouspeoplewhobelievedinmagicusedtosaythattheEmperorhadriddenacrossthemountainsonmagichorses.Thewallappearedunderhimashewentalong.Whereverthehorsestampeditsfoot,awatch-towerappeared.Butthewallwasnotmadebymagic.Itwasmadebytheworkandlivesofthousandsofmen.
2.TheYellowCraneTower
OnMay20,1985thenewly-rebuiltYellowCraneTower(HuangheTower)wascompletedandopenedtothepublic.
Therebuildingofthetowertookfouryearsandcost15millionyuan.
Thisfive-storeyedbuildingstandsonthetopoftheSnakeHill(MountShe)bytheChangjiangRiverinHubeiProvince.Itis51.4metreshigh.Inthehallsofthefirstfourstoreystherearemanypictures,portraitsandwall-paintings.Theyareaboutfairytales,Chinesehistoryandthehistoryofthetower.
Doyouknowwhenthetowerwasfirstbuilt?Andwhydowecallit“TheYellowCraneTower”?
ThereisalegendthatlonglongagoanoldmannamedWangZhianrodeonthebackofayellowcrane,flewawayfromthetowerandlaterbecameanimmortalbeing.ItisalsosaidthatanothermannamedFeiWenyireturnedtothetowertohavearestwiththehelpofayellowcrane.
Anotherstorygoeslikethis:awindowbythenameofXinsetupapublichousebytheSnakeHillinWuchang.ATaoistoftencametodrinkhere.Eachtimehewasallowedtodrinkwithoutpayment.Oncebeforeleaving,theTaoistdrewayellowcraneonthewallwithapieceoforangeskin.Theyellowcraneflewdownoffthewallanddancedhappilyimmediatelyafterthepeopleclappedtheirhands.Onhearingthenewsmany,manypeoplecamehereforadrink.MrsXingotricherandricher.Soshedecidedtobuildatowerinmemoryofthecrane.ItwasnamedtheYellowCraneTower.
Infact,theYellowCraneTowerwasfirstbuiltmorethan1600yearsago.ThatisintheearlyyearsoftheThree-KingdomPeriod.ItstoodonthesouthbankoftheChangjiangRiverinWuchang.
Inthebeginning,thetowerwasonlyusedbythearmies,butafteracertainperiodoftimeitwasopentothepublic.Thetowerhasbeendestroyedandrebuiltmanytimes,andithasbeenawell-knownhistoricalbuildingforcenturies.Manypoetswroteexcellentpoemsinpraiseofthetower.
However,beforeliberation,theYellowCraneTowerwasnotwellprotected.WhenWuhanwasliberated,onlyaveryshabbytowerremained.
InOctober1981,thegovernmentdecidedtorebuildtheYellowCraneTower,andnowonthetopoftheSnakeHillstandsanewmagnificentfive-storeyedYellowCraneTower,overlookingthebeautifulrivercityofWuban.
WhosaysthattheYellowCranehadflownawayandwouldnevercomeback?Withtherapiddevelopmentofoursocialistcountry,theYellowCraneTowerisreborn!SeeingthegreatYellowCraneTower,everyChineseshouldcertainlyhaveasenseofnationalpride.

TheFirstPeriod
TeachingAims:
1.Improvethestudentslisteningability.
2.Improvethestudentsspeakingability.
3.Learnandmastersomeusefulwordsandexpressions.
TeachingImportantPoint:
Trainthestudentslisteningandspeakingabilities.
TeachingDifficultPoints:
1.Howtohelpstudentstoimprovetheirlisteningability.
2.Howtohelpstudentstolearntoexpresspreferences.
TeachingMethods:
1.Discussiontomakethestudentstalkaboutartandarchitecture.
2.Individualorpairworktomakethestudentspractisetheirspeakingability.
3.Listeningpracticetoimprovethestudentslisteningability.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboard
TeachingProcedures:
StepIGreetingsandWarming-up
Greetthewholeclassasusual.
T:(Walktoonestudent)WangJing,
wheredoyoulive?
S:IliveatNo.26ZhonghuaStreet.
T:Whatkindofhousedoyoulivein?Atraditionalhouseoranapartment?
S:Iliveinanapartment.
T:Doyoulikelivinginanapartment?
S:Yes.
T:Canyoutelluswhy?
S:Itscleanandsafe,anditseasytokeepwarminwinter,sinceithasthe
heatingsystem.
T:Whatsthedisadvantageoflivinginanapartment?
S:Itsnotconvenientforyoutocarrythingshomeanditsnoteasyforyou
togetsunlight.
T:OK.Pleasesitdown.(Walktoanotherstudent.)LiXiao,whatkindofhouse
doyoulivein?Doyouliveinanapartment,too?
S:No.Iliveinatraditionalhouse.
T:Doyoulikelivinginatraditionalhouse?
S2:Notverymuch.Becauseitsnotsafewhenthereisnobodyathome,anditgivesyoumuchtroubletokeepwarminwinter,butithassomeadvantages.It’sconvenientforyoutocarrythingshome,andyoucantakeexerciseintheyard.Ifyoulike,youcankeepsomepets,suchasadog,acatandsoon.Andyoucangrowsomeflowers,too.Itsveryinteresting.
T:Good.Imustpayavisittoyourhouseoneday.Now,lookatthequestionson
thescreenandhaveadiscussioninpairs.
(Showthefollowingonthescreen.)
Questions:
Ifyouwerefreetodesignyourowndreamhouse,whatwouldyourhouselooklike?Whatmaterialswouldyouuse?Explainwhyyoumadecertainchoicesaboutyourdreamhouse.
(Afterthediscussion,collecttheiranswers.)
S3:lfIwerefreetodesignmyowndreamhouse,Iwouldlikeittolookmodernandcomfortable.Iwouldlayawoodenfloorintherooms.Iwouldhaveaglassteatableplacedinthekitchen.Iwouldlikesomemodernsteelchairsdesignedinspecialstyles.Iwouldhaveasetofleathersofainthelivingroom.
S4:Ihaveadifferentopinion.Iwouldlikemydreamhousetolooktraditional.Ilikewoodenfurnitureverymuch.Iwouldhaveawoodenfloorlaidfirst.
AndthenIwouldbuysomewoodenfurniture,suchasawoodenteatable,somewoodenchairs,abigwoodenbedandonewoodenbookcase.IwouldhavetwoChinesetraditionalpaintingsputuponthewallinmylivingroom.AndIwouldplaceapairofcloisonnévasesinthelivingroom.1thinkwoodenfurnituremakespeoplefeelfriendlyandpeaceful.
S5:……
T:Allyourdesignsarewonderful.Youreallgoodarchitects.Thisunitisabout
artandarchitecture.Whatwordsandphrasesdoyouthinkwillbeusefulwhenyouwanttotalkaboutthem?Whoknows?
S6:Ithink“pattern,style,modern,material,traditional,bemadeof,becovered
by”areuseful.
T:Good.Whocantellusmore?
S7:Letmetry.High,low,steel,befamousfor,looklike,andsoon.
T:Verygood.Now,workingroupsoffourandfindoutthehistoryofartand
architecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworld.
(Amomentlater,teachermayasksomestudentstosaytheiranswers.)
StepIISpeaking
T:Now,pleaseopenyourbooksandturntoPage17.Lookatthetwopictures.
Whatdoyousee?
Ss:Modernbuildingsandatraditionalhouse.
T:Justnow,wetalkedabouttheiradvantagesanddisadvantages.Now,please
workinpairstomakeashortdialogue.Telleachotherwhichyouprefer
andtrytoexplainwhyyoupreferonethingtotheother.
(Studentsprepareforawhile.)
T:Areyouready?
Ss:Yes.
T:Whichpairvolunteerstoactouryourdialogue?
Ss:Letustry....
(Thepairactsouttheirdialogue.Teacherthenshowsthefollowingonthescreen.)

T:Verygood.Now,pleaselookatthescreen.Whatbeautifulchairstheyare!
Doyoulikethem?
Ss:Yes.
T:Whichdoyoulikebetter?
(Ssmayhavedifferentanswers.)
T:OK.Now,pleaseturntoPage18andlookatthesampledialogueinSpeakingandsomeusefulexpressionsonPage19.Theyreusefulwhenyouaremakingyourdialogueexpressingpreferences.Readthemcarefullyandthenmakeadialoguewithyourpartner.
(Amomentlater,asksomestudentstoactouttheirdialogues.)
Sampledialogue:
A:Doyoupreferclassicalchairsordoyoulikemodernchairsbetter?
B:Idratherhavemodernchairs.
A:Canyoutellmewhy?
B:Inmyopinion,modernchairsarelighterandmorecolorful.]dontlikethe
hardwoodenchairswhichIthinkareuncomfortable.
A:Ireallypreferclassicalchairs.Ilikeseeingsomethingoldandclassicaland
Ilikethedifferentdesignsofthechairs.
StepIIIPreparationforListening
T:OK.Wevetalkedmuchaboutartandarchitecture.Andwealsodesignedour
owndreamhouses.Now,imaginethatyouremovingintoyournewhouse,butyouneedtobuysomefurniture.Whatkindoffurniturewouldyouliketobuyandwhydoyoupreferthem?Haveashortdiscussioninpairs,please.
(Allowthestudentsafewminutestoprepareforthedialogueandaskoneor
twopairstoactoutiftimepermits.)
StepIVListening
T:Welldone.Now,welldosomelisteningpractice.Youlllistentoatalk
betweenAmyandDanny.Theywanttobuysomefurniturefortheirnewhouse.Theyvisitashopandtalkwiththesalesassistantabouttheirtasteandpreferences.Beforewelistentothetape,let’sgothroughtherequirementstogether.
(HelpSstoknowwhattodoandmakethemguesstheanswers.)
T:OK.Now,youveknownwhattodo.Listencarefullyandfinishtheexercisesbyyourselffirstandthencheekyouranswerswithyourpartner.
(PlaythetapetwiceforSstolistenandfinishtheexercisesandthenplay
itathirdtimeforstudentstochecktheiranswers.Atlastcheektheanswerswiththewholeclass.)
StepVSummaryandHomework
T:Todaywevelearnthowtoexpresspreferences.Whocanwritetheusefulexpressionsontheblackboard?
S:Letmetry.(Writesomeontheblackboard.)
T:Good.Whohasanythingelsetoadd?
S:Illtry.(Writesomeotherexpressionsontheblackboard.)
T:Good.Afterclass,youshouldtrytousethemmoretolearnthembyheart.Theyareveryuseful.Inthenextperiod,we’llreadmoreaboutarchitecture.Pleaseremembertopreviewthereadingpassage.OK.Thatsallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheFirstPeriod
Usefulexpressions:
Idrather…
Idontgetexcitedabout…
Immuchmoreinterested…
Ifyouaskme,then…
Inmyopinion…
Iprefersomethingthat…
Ireallyprefer…
Ilikeseeingsomething…
Iwouldntfeelhappyif…
WhatIlikeis…
Imnotveryinterestedin.…
Icantstand…

StepVIIRecordafterTeaching

Savingtheearth（TheFirstPeriod）

Unit9Savingtheearth
1．BriefStatementsBased0ntheUnit
Inthisunit，Sswilldosomelisteningspeaking，readingandwritingpractice．Also,theywilllearntousetheInversion．Inthefirstperiod，Sswi1limprovetheirspeakingabilitybytalkingaboutnatureecologyandtheenvironmentandtheywilllistentosomelisteningmaterialaboutourenvironment．Afterthestudyofthisperiod，theywillimprovetheirspeakingandlisteningabilitiesandalsoknowsomethingabouttheproblemsfacingtheearth．Inthesecondperiod，SswillreadapassageabouttheEarthSummit．FromthepassageSswillknowmoreabouttheimportanceofprotectingourearth．Inthethirdperiod．Sswillstudythegrammaritem：Inversion．Afterdoingsomeexercisesprovidedinthisperiod．andwiththehelpoftheteacher，SswillknowhowtousetheInversion．TeachermayprovidemoreexercisesforSstoconsolidateifnecessary．Inthelastperiod，SswilllistentotwospeechesfromtheEarthSummitandfinishthepracticeprovidedinthefirstpart．SswillknowmoreabouttheEarthSummitandimprovetheirlisteningability．Inthewritingpart,Sswillimprovetheirwritingabilitybywritinganevaluationparagraphwiththehelpofsomegivenexpressions．Afterthestudyofthisunit．Sswillknowhowtosupportanopinion，andtheywillknowmoreaboutenvironmentprotection．Theywillknowthatifallofusmakesmallchanges．wecouldmakeabigdifference．Theywilldomoretoprotectourearth．
II．TeachingGoals
1．Talkaboutnatureecologyandthe、environment．
2．Practisesupportinganopinion．
3．Learntouseinversion．
4．Writeanevaluationparagraph．
III．Teachingtime：Fiveperiods
IV．BackgroundInformation
1．ProtectTheOzoneLayer
Inthemiddleofwinter，whensnowisfallinginmanypartsoftheUnitedStates,
scientistshavesoundedawarningtopeoplewhoplantospendmanyhoursinthesunthissummer．Thewarning：Thesunssummer-timeraysaremoredangerousthanonce
thought．
Ateamofscientistsfrom80nationsrecentlyreportedtotheUnitedNationsthatalayerofozoneintheatmosphere,whichprotectshumansfromharmfullevelsofultravioletradiation，willbethinnerovertheUnitedStatesthissummer．Thethinner1ayerallowsmoreultravioletraysfromthesuntoreachtheearth．Theextraamountofultravioletradiationcouldcauseanincreaseinthenumberofcasesofskincancer．
Scientistsfirstbecameconcernedabouttheozonelayerinthemid-1980swhenaholewasdiscoveredinthelayeraboveAntarcticaduringthewinter．Theholewascausedbychemicalsusedinrefrigeratorsandairconditioners．Whenthesechemicalsaresentoutintotheatmosphere,theyproducegasesthatdestroytheozone．
ConcernabouttheprotectiveozonelayerrosemorerecentlywhendatafromsatellitesandgroundstationsshowedthatozonelevelsweredroppingoverareasotherthanAntarctica．LowozonelevelswererecordedinthespringandsummerovertheUnitedStatesandoverotherpopulatedareasintheworld．
Althoughmanycountrieshavealreadybegunstoppingtheuseorozone—destroying
chemicals,thenewfindingsareexpectedtoadvancethetimetableforatotalbanofthechemicals．
2．Pollution
Peopletodayallovertheworldarebeginningtohearandlearnmoreandmoreabouttileproblemofpollution．Pollutioniscausedeitherbytherelease(排放)ofcompletelynewandoftenartificialsubstancesintotheenvironment,orbyreleasinggreatlyincreasedamountsofanaturalsubstance．suchasoilfromoiltankersintothesea．Withthedevelopmentofmodernindustry，manyofthegoodsandmachinesweneedanduseinourdailylivesarecreatinganumberofwasteproductswhichupsettheenvironmentbalance．Manyofthesewasteproductscanbepreventedifpeoplepaymoreattention，butclearlywhilemoreandmorenewgoodsareproducedandmadecomplex，therewillbenewdangerouswastestobethrownaway，forexample，thewasteproductsfromnuclearpowerstations．Manypeople，therefore,seepollutionasonlypartofalargerandmorecomplexproblem．
Thereisnodoubtthatmuchofthepollutioncausedcouldbecontrolledifonlycompanies,individualsandgovernmentwouldmakemoreefforts．Inthehomethereisanobviousneedtocontrollitterandwaste．Foodcomeswrappedupthreeorfourtimesinpackagesthatallhavetobegotridof；drinksareincreasinglysoldinbottlesortimeswhichcannotbereused．Thisnotonlycausesalitterproblem，butalsoisagreatwasteofresources，intermsofglass，metalsandpaper．
Advertisinghashelpedthisprocessbypersuadingmanyofusnotonlytobuythingsweneitherwantnorneed．butalsotothrowawaymuchofwhatwedobuy．Pollutionandwastecombinetobeaproblemeveryonecanhelptosolvebycuttingunnecessarybuying,overconsumptionandcarelessreleaseoftheproductsweuseinourdailylives．
TheFirstPeriod
TeachingAims：
1.Trainthestudents’listeningability．
2.Improvethestudens’speakingabilitybytalkingaboutnatureecologyandtheenvironment．
3.Learnandmastersomeusefulexpressionsforsupportinganopinion．
4.Helpthestudentstoknowsomethingaboutthepollution．
TeachingImportantPoints：
1．Improvethestudents’speakingability．
2．Improvethestudents’listeningability．
3．Helpthestudentstolearntosupportanopinion．
TeachingDifficultPoints：
1．Howtoimprovethestudents’speakingandlisteningabilities．
TeachingMethods
1．Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial．
2．Discussiontomakethestudentspracticesupportinganopinion．
3．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．themultimedia
2．ataperecorder
3．theblackboard
TeachingProcedures：
StepIGreetings
Greetthewholeclassasusual．
StepIIWarmingup
(Showthepicturesonthescreen．)
T:Lookatthesepictures.Howbeautifultheyare!Doyouwanttopayavisitto
theseplaces?
Ss：Yes．
T：Butinsomeplaces，it’snotsobeautifulLookatthepictures．please．
(Showthefollowingpicturesonthescreen．)
T：Whatcanyouseeinthepictures?
S：1canseeariver，whichispolluted．Theriverwaterisverydirty．
S：Icanseesmokecomingfrommanychimneys，andtheairisdark．Theairispolluted．
T：Good．Whichproblemdoyouthinkisthebiggestonefacingtheearth?
S：Ithinkitisthewaterpollution．
T：Whydoyouthinkso?
S：Becauseifwaterispolluted．Peoplewillnotbeabletogetcleanwatertodrink；
therefore，manypeoplewillgetsick．It’sterrible．
T：Verygood．Whohasadifferentopinion?
S：Ithinktheairpollutionisthebiggestproblem．Becauseiftheairispolluted，therewillnotbecleanairforustobreathe．Everybodywillgetterriblediseases．
T：Quiteright．Now，whocantelluswhatcausestheseproblems?
S：Ithinkitisbecausepeoplepaynoattentiontoourenvironment．Theypour
wastewaterintorivers，1akesandseaswithoutcleaningit．
S：Theairpollutioniscausedbythefactories．Peoplebuildfactoriestodevelop
theindustry，buttheyneverpayattentiontocontrollingthepollution．The
harmfulsmokeshouldbemadeharmlessbeforeitgoesintotheair，butfew
factorieswouldliketodosobecausethiswillcostmuch．
T：Verygood．Now，whoknowswhatwecandotosolvetheseproblems?
S：Ithinkourgovernmentshouldpaymoreattentiontoenvironmentalprotection．Theyshouldcheckthefactoriesasoftenaspossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tlet
harmfulsmokegointotheair．
T：Goodidea．Now，pleaseopenyourbooksandturntoPage65．TherearesixpicturesinWarmingup．Wehavejusttalkedabouttwoofthem．Now，workingroupsoffourtotalkabouttheotherpictures．Answerthequestionsbelowthepictures．
(Awhile1ater，asksomestudentstoactout．)
StepIIIPreparationforListeningandListening
T：Verygood．Ithinkyou’reknownsomethingaboutourenvironment.
Now，pleaseturntoPage66．LookatthepictureinListening．Whatcanyousee?
Ss：Apersonismakingaspeechtotheaudience．
T：Canyouguesswhatspeechsheisgiving?
Ss：Maybeaboutourearth．
T：OK．Now，let’slistentothetape．I’llplayittwiceforyou．Listencarefully
toanswerthequestionsinPart1．
(PlaythetapetwiceforSstolistenandwritedowntheiranswers．Thenasksomestudentstoreadouttheiranswers．Checkwiththewholeclass．Theteachersaysthefollowing．)
T：Good．You’redoneverywell．Butfromthepassageweknowthatshehasn’tfinishedherspeech．Whatdoyouthinkshewi1lsaynext?Haveashortdiscussioninpairs．please．(Sshaveashortdiscussionandthentheteacherasksoneortwopairstosaytheiranswers．)Welldone．Now．1et’slistentothesecondpart．Listencarefullytooutlinethespeaker’stwoarguments.FillinthetableinPart2．Areyouready?
Ss：Yes．
T：OK．Let’sbegin．
(PlaythetapetwiceforSstoListenandwritedowntheiranswers．Pausethetapeifnecessary.Thenaskseveralstudentstoreadouttheiranswers．)
T：Now，let’slistentothetapeagaintocheckyouranswers．(Playthetapeoncemoreandthenchecktheanswerswiththewholeclass．)Good．P1easethinkaboutwhatthespeakerwillsaynext．Youcallusewhatyouhaveheardonthetapetopredictwhatwillcomenext．Makeanoutlineliketheoneinthetableandthenwritedownwhatyouthinkthespeakerwillsay．Youcanworkinpairsorgroupsoffourasyoulike．
(Amoment1ater，asksomestudentstoreadouttheirparagraphsandcomparedifferentspeechestochoosethebestone．)
StepⅣSpeaking
T：Welldone!We’vetalkedmuchaboutpollution．Weknowthatpollutionisabigproblemfacingtheearth．Butwhycan’twestopthepollution?Whydoesn’tourgovernmentshutdownthefactoriesthatpollutetheenvironmentbadly?Whoknows?
S：Ithinkourgovernmentmusthaveitsownopinion．Maybetheythinkthefactoriesaremoreimportantthantheenvironment．Becausethegovernmentcangetlotsofmoneyfromfactories．Iftheyshutthefactoriesdown,itwillnotbeabletogetsomuchmoney．Andthisisnotgoodforthedevelopmentofthecityortown.
T：Yes．Differentpeoplehavedifferentopinions．Theymaynotagreewithoneanother．Sosometimesit’sveryhardtomakeadecisionandtomakeachange．Forexample，weknowthatcoalisavaluableresourcethatcanbeusedtoproduceenergy，butitalsocausesseriouspollution．Whatshouldwedowithit?(Ssmayhavevariousanswers．)Yousee，youdon’tagreewitheachother．Now，weneedtohaveameetingtodiscussthisproblem．Pleaseworkingroupsoffive．Youshouldplaydifferentroles：abusinessman．ascientist.alocalcitizen，anenvironmentalistandalocalleader．Differentpeoplehavedifferentopinions．
(Everypersonhashis／herownopinion．)Pleasediscusstheissuefirstand
thenthelocalleadershouldsummariseandmakeadecision．YoucanhavealookatthetableandtheusefulexpressionsinSpeakingPartbeforeyoubeginyourdiscussion．They’reveryhelpful．
(Givethestudentsenoughtimetohaveadiscussionandthenaskthestudentswhoplaytheroleofthelocalleadertoreadouttheirdecisions．Comparethemandchoosethebestdecision．)
Sampledialogue：
A：Todayweareheretodecidewhetherweshouldburnthecoal．Pleasetellus
whateveryouthink．
B：Ithinkweshouldburnthecoal．1fwedon’tburnitnow，maybeitwillbe
uselessinthefuture，Newenergywi1lbeusedinsteadofcoal，suchas．solarenergy．
C：Butburningcoalcausestoomuchpollutiontoourenvironment．1tpollutestheairbadly.Ifnothingisdonetostopitspollutiontoourearth，thenwewill
Havenofreshairtobreathe．
D：Yes，Iquiteagree．Ithinkweshouldn’tburnthecoalnow.Itwouldbebetter
ifwespendmoremoneyonsciencetofindabetterwayofusingthecoal．Once
weknowhowtoburnitwithoutpollutingtheenvironment,wecanmakefulluseofit．
E：Thatsoundsquitereasonable，butit’sclearthatifwewanttodevelopourareaassoonaspossible，weneedmoney．Howcanwegetmoney?Wecanonlyburnthecoaltomakethefactoriesworktomakemoney．Ifwestopusingthecoalnow,howshallwecontinueourproductionanddevelopment?…
A：OK．Allthatyousaidarereasonable．Ibelievethatwemusttryourbestto
findabetterwaytousethecoal．Meanwhile,wemustmakesurethatthefactorieswhichburnthecoaltakemeasurestostoppollutingtheenvironment．
StepVSummaryandHomework
T：Welldone．Afterclass，pleasewritedownyourdialogueinyourexercisebook．Today．we’vetalkedaboutourenvironment．Weknowthattherearesomebigproblemsfacingourearth．Wemusttrytodowhatwecantoprotecttheearth．Besides．we’vepracticedsupportinganopinion．Whocancometotheblackboardandwritedowntheusefulexpressionswe’vepracticedjustnow?
(Astudentwritesthemdownontheblackboard．Ifthisstudentcantwriteallofthem，theteachermayaskanotherstudenttowritetheotherexpressions．)
T:Verygood．Afterclass,youneedpractisemoretomasterthembetter。That’sa11fortoday．Seeyoutomorrow!
Ss：Seyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheFirstPeriod
Usefulexpressions：
Wemustmakesurethat…
It’sclearthat…
Ibelievethatwemust…
I’mallfor…
Ifnothingisdone…，then…
Icantimaginethat…
Sure／Certainly／Absolutely．
Itwouldbebetterifwe…
Isthereabetterwayto…
StepⅦRecordafterTeaching

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