作为优秀的教学工作者，在教学时能够胸有成竹，教师在教学前就要准备好教案，做好充分的准备。教案可以让学生能够听懂教师所讲的内容，帮助教师能够更轻松的上课教学。你知道怎么写具体的教案内容吗？以下是小编收集整理的“高二英语上册Units1-8同步优质教案”，相信能对大家有所帮助。

Unit1Makingadifference

TeachingGoals:
1.TalkaboutscienceandScientists
2.LearnmoreabouttheInfinitive
3.Practisedescribingpeopleanddebating
TeachingTime:6periods

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:
Inspiration,perspiration,undertake,analysis,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudents’listeningabilitybylisteningpractice.
2.Trainthestudents’speakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.Howtohelpstudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudents’interestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.amultimedia2.ataperecorder3.theblackboard

TeachingProcedures:
StepIWarmingup
1.T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowlookatthepicturesonpage1,tellmewhatarethesescientistsfamousfor?
(Bb)ScientistsContributions
MariaCurieRadium/Polonium
AlbertEinsteinTheTheoryofRelativity
…
2.T:Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussioninpairsorgroupsoffour.Thenreporttheresultsofyourdiscussion.
(Itisthewayheuseshistoolsthatmakesasuccessfulscientist.
Asuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
Asuccessfulscientistmustbeconfident,curiousandcareful.ButwhatIliketoknowiswhatmadehim/herinterestedinscience…)
T:Nowlookatthequotesonpage1.doyouknowwhattheymean?Anddoyouagree?
天才就是百分之九十九的汗水加上百分之一的灵感。
想象力比知识更重要。
生活中没有什么可怕的东西，只有需要理解的东西。
分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。
T:Doyouknowanyotherquotesaboutscienceandthinking?
Wisdomisonlyfoundintruth.--JohannWolfgangvonGoethe.
Knowledgeispower.–FrancisBacon.
StepIIListening
T:OK.NowletsdosomelisteningpracticeonP2.Wearegoingtolistentothedescriptionsofsomefamousscientists.Readtherequirementsbyyourselvesquickly.Listentothetapeforthefirsttimetogetageneralidea,andthentrytofinishtheexx.
StepIIISpeaking
T:Nowlet’slookatthespeakingpartonP2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,egbiology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardtodebate.Youcanusetheexpressions.
StepIVLanguagepoints(computer)
1．Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：Heundertookthedifficulttaskwillingly．
他欣然承担那项困难的工作。
1willundertaketheresponsibilityforyou．
我会为你负起责任。
vt.着手，进行，企图+名词
例：Heundertookanewexperiment．
他着手一项新的实验。
(2)analysis复数形式analyses．
Achemicalanalysis化学分析
Wemadeacarefulanalysisoftheproblem．
我们仔细分析了那个问题。
(3)obviousadj.(moreobvious，mostobvious)
明显的，明白的，显而易见的
obviouslyadv．
例：Hetoldheranobviouslie．
他对她扯了一个明显的谎言。
Itisobviousthat…．…是显然的。
例：Itisquiteobviousthathedidntdoithimself．
显然他没有亲自去做。
Itseemedobviousthathesufferedfromabadcold．
显然他得了重感冒。
2．Thereisnodoubtthat．毫无疑问．．
例：Thereisnodoubtthatourteamwillwin．
我队获胜是毫无疑问的。
Idontdoubtthatwewillwinthegame．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Doyoudoubtthathehaspassedthefinalexamination?(疑问句用that)
你怀疑他已通过期末考试了吗?
Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
Homework
Previewthereadingmaterial.
Reviewthewordsandexpressionsinthisperiod.
StepVTheDesignoftheWritingontheBb
Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MadameCurieRadium/Polonium
EdisonThelightbulb
EinsteinTheTheoryofRelativity
…
Recordafterteaching:

TheSecondThirdPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudents’readingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.
Theredidn’tseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard

TeachingProcedures:
StepILead-inandPre-reading
T:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?
(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
Answers:1Becausehewantedajob.
2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepIIReading
T:Welldone.Nowreadthepassageonceascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Youmaydiscusstheminpairsifnecessary.
WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
1.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurabledisease?
2.WhatdidHawkingwritein1988?
3.WhatdidHawkingexplaininthebook?
4.AccordingtoHawking,howdopeoplemisunderstandscience?
5.Whatarethebasicstepsofthescientificmethod?
6.WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?
StepIIIlanguagepoints
TheredidntseemmuchpointinworkingonmyPhD—Ididntexpectosurvivethatlong
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(DoctorofPhilosophy)指“博士学位”
Thereisnopointindoingsth．表示“做某事没有作用或没有意义”。
例：Thereisnopointinarguingfurther．
继续争执下去没有意义了。
Thereisnopointinprotesting．Itwon’thelpmuch．
抗议没有什么用处，于事无补。
that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：Ididntexpecthewasthatrude．
我没料到他会那么粗鲁。
Ihaveneverbeenoutthislatebefore．
我从未在外面呆到这么晚过。
Pleasecutmyhairaboutthismuch．
请把我的头发剪掉这么长。
4．YettwoyearshadgonebyandIwasnotthatmuchworse．
但两年过去了，我的情况却没那么糟糕。
Goby意思是“(时间)过去”。
例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirtyyearswentbyandherhairwasbeginningtoturngray．
三十年过去了，她的头发开始变白了。
5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／beengagedtosb．“与某人订婚”
例：Didyouheartheyhavegotengagedlastmonth?
你有没有听说他们上个月订婚的消息?
TomgotengagedtoMary，whomhehadmetonthetrain．
汤姆和玛丽订婚了，他们在火车上认识的。
Beengagedin(on)+n．／doingsth．从事(工作)的，忙于……的
例：Shewasengagedinprotectingwildbirds．
她从事保护野生鸟类的工作。
RightnowI’mengaged．
我现在正忙着。
beengaged(电话等)通话中的，占线中的，相当于美国英语的busy．
例：Theline／numberisengaged。线路被占用。
engagementn．订婚(to)
例：announceonesengagementto…宣布与…订婚
breakoffonesengagement解除婚约，解约
engagementring订婚戒指(戴在左手无名指上)
6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turnouttobe“结果是”“最后的情况是”+副／+形／+todo／+that．．
例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．
天气预报说今天下午有雨，其实今天天气非常好。
Thelectureturnedouttobeverydull．
讲座结果很无聊。
Everythingturnedoutwell．一切顺遂。
Therumorturnedout(tobe)true．那谣言后来证明是真的。
Itturnedout(that)twotravelershadbeenkilled
后来证实(查明)有两位旅客丧生。
turnoutvi.(为集会等)外出，去。
turnoutvt.．(可分开用)关(熄灭)(煤气，电灯油灯等)
turnoutvt.(可分开用)生产(产品)，出产
例：Thefactorycanturnoutl000carsaday．
这家工厂一天能生产1000辆汽车。
7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：OnlyatthattimedidIrealizeitsimportance．
直到那时我才意识到它的重要性。
OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．
只有这样你才能在英语学习上取得进步。
Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Onlyyouunderstandme．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：Sheonlyeatsvegetables．她只吃蔬菜。
Ionlylentyouthemoney．那笔钱我只是借给你(不是给你)。
Heonlyworkswhenhesgothomework．
他只在有家庭作业时才做功课。
Iveonlyseenhimonce．
我只见过他一次。
8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Canyouimaginelifewithoutelectricity?
你能想像没有电的生活吗?
Thegir1triedtoimaginethegentlemanasherfather．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：Ididntimaginebecomingawriterinmychildhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：Icantimaginehermarryinghim．
我无法想像她和他结婚。
imagine+(that)…／wh—想像…；想…，推测(不可用进行时)
例：Imagineyouareabird．
想像你是一只鸟。
Canyouimaginehowmuch1wassurprisedtoseeit?
你能想像我看见它后感到多么惊讶吗?
Iimagine(that)Ihavemetyousomewherebefore．
我想以前曾在哪里见过你。
Canyouimaginewhatheisdoing?
你能猜测他在做什么吗?
(Just)imagine(it)!想想看!
Imagination(名)imaginative(形)
promising(形)有希望的，有前途的，前途光明的
例：apromisingactress有前途的女演员
9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(forafter)+名词搜寻，寻找；寻求，探求；追求
例：Theysoughtshelterfromtherain．
他们找寻避雨的地方。
Hefounditworthlesstoseekfame．
他发现追求名声是不值得的。
Wemustseek(for)asolutiontotheproblem
我们必须寻求解决问题的方法。
seek+名征求，请求，
Hesoughthisdoctorsadvice．
他向医生请教(征求医生的意见)。

StepIVListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.
Homework
T:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetextfluentlyandrecitesomeimportantsentences.
TheDesignoftheWritingontheBb
Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workon+n./pron./doing,
goby:pass,
be/getengaged(tosb.):beboundbyapromisetomarry,
goonwithsth:continuewithsth,
dreamof:imagine,
turnout:prove(tobe),
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
Recordafterteaching:

TheFourthPeriod
TeachingAims:
Reviewthewordslearntinthelasttwoperiods.
LearnhowtoexplainthewordsinEnglish.
LearnandmastertheusagesoftheInfinitive.
TeachingImportantPoints:
MastertheusagesoftheInfinitive.
TeachingDifficultPoints:
1.HowtohelpthestudentslearntoexplainwordsinEnglish.
2.HowtohelpthestudentsmastertheusagesoftheInfinitive.
TeachingMethods:
1.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbeore.
2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheInfinitive.
3.Individualworkorpairworktomakeeverystudentworkinclass.
TeachingAids:theblackboard
TeachingProcedures:
StepIRevision
Haveadictationofsomewordsandexpressions..
StepIIWordStudy
T:Nowlet’sdoanextoseehowtoexplainsomewordsinEnglish,accordingtothemeaningsofthesentences.PleaseturntoP5.Let’sdotheexinWordStudy.Choosetheclosestmeaningtotheunderlinedwordineachsentence.Firstwe’lllearnanewphrase:useup.Doitbyyourselfandyoucandiscussinpairs.
StepIIIGrammar（详解见后）
Bb:1.HehopedtovisitChinaagain.
2.Ittookalotoftimetofinishthereport.
3.Pleasegivetheboysthtoplaywith.
4.Hewenthometoseehissickmother.
5.Herwishistobecomeapopsinger.
T:Tellmethefunctionoftheunderlinedpartineachsentence.
S:No.1isusedastheobject.
S:No.2isusedasthesubject.Itismoreusualtouseformalsubject“it”andtheinfinitivephraseisusuallyplacedattheendofthesentence,thatis“itis…todosth.”.
S:No.3isusedastheattribute.
S:No.4isusedastheadverbialforpurpose.
S:No.5isusedasthepredicative.
T:Nowlet’sdoanexonthescreen.Grouptheinfinitivesaccordingtohowtheyareused.
1.Somethingsneed(1)tobebelieved(2)tobeseen.
2.Thedoctortoldhimthathemaynothavemorethantwelvemonths(3)tolive.
3.(4)Inordertogetmarried,Ineededajob,and(5)inordertogetajob,IneededaPhD.
4.Readerswerepleasedandsurprised(6)tofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.
5.Hetraveledaroundtheworld(7)togivelectures.
6.Whatdoesitmean(8)tobeascientist?
7.PeoplewholistentoHawking’slecturessometimesfinditdifficult(9)tounderstandhim.
8.(10)Toexplainwhattheyhaveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.
S:Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
StepIVPractice
T:Nowlet’sdosomeexercisesonP6,Ex2andEx3.Rewritethesentenceswith“tobedone”or“tohavebeendone”.
Hewantedthenursestotakecareofthepatient.
—Hewantedthepatienttobetakencareof.
Because“thepatient”isthelogicalobjectof“takecareof”,thepassiveinfinitiveshouldbeusedinthesecondsentence.
Thecarwasreportedtohavebeenstolen.
ButwhentheactionexpressedbytheInfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
Homework
FinishalltheexxinGrammar.PreviewthecontentinIntegratingskills.
TheDesignoftheWritingontheBb
Unit1Makingadifference
TheThirdPeriod
Phrase:useup
Grammar:theInfinitive
1.HehopedtovisitChinaagain.
2.Ittookalotoftimetofinishthereport.
3.Pleasegivetheboysthtoplaywith.
4.Hewenthometoseehissickmother.
5.Herwishistobecomeapopsinger.
6.Hewantedthenursestotakecareofthepatient.
7.Hewantedthepatienttobetakencareof.
Recordafterteaching:

TheFifthPeriod
TeachingAims:
1.Revisethelanguagepointsandgrammar—theInfinitive.
2.Learnandmasterthefollowingphrases:
takealookat,whatif,theotherwayaround
3.Dosomereadingandwritingpracticetoimprovethestudents’integratingskills.
4.Learnhowtowriteadescriptiveparagraph.
TeachingImportantPoints:
1.Improvethestudents’integratingskills.
2.Helpthestudentswriteadescriptiveparagraph.
TeachingDifficultPoints:
1.Howtohelpthestudentsunderstandthepassagebetter.
2.Howtohelpthestudentslearntowriteadescriptiveparagraph.
TeachingMethods:
1.Doingexxtorevisewhatwe’velearntbefore.
2.Asking-and-answeringactivitytogothroughthereadingmaterial.
3.Discussiontohelpthestudentsunderstandthepassagebetter.
4.Individual,pairorgroupworktomakeeverystudentwork.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard
TeachingProcedures:
StepIRevision
T:Weknowthattheinfinitivecanbeusedasthesubject,object,adverbialandsoon.Nowlet’sdosomeexxtoseeifyouhavemasteredthemwellenough.Lookatthescreen.
1.(1)Tolearnabouttheuniverse,youneed(2)tohaveatelescope(3)toobservethestarswith.
2.Ittakestime(4)toknowaman.
3.Pleaseremember(5)tobringmeabook.
4.I’vegotalotofwork(6)todo.
5.(7)Inordertocatchthefirstbus,shegotupearly.
6.Itisimportantforus(8)tolearnEnglish.
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T:Let’sdoanotherex.Fillintheblanks,usingtheInfinitive.
1.ThegoalofStephenHawking’sresearchistoandtoishisbiggestdream.
2.Thedoctorthoughtheonlyhadthreemoreyearsto,whichturnedout.
3.Wetookataxito.Wehurriedthere,onlyto.Wewereunhappyto.
4.Hestudiedhardto.
5.Lunchisready.Let’sstopto.
T:Nowlet’srevisetheusefulexpressions.Doanextoseewhetheryouhavemasteredthemwell.
1.Heonedaybecomingafamousviolinist.
2.TomAnn.
3.Twoweeksslowly.
4.Hissuggestiontobeagoodone.
5.Hehisink.
6.Ifwedon’tfinishpaintingtheroomtoday,wecanittomorrow.
7.Heanovel.
StepIIReading
T:Thereweremanyscientistsintheworldinthepast,whosediscoveriesandinventionscanhelpusunderstandtheworldbetter.Canyousayoutthenamesofsomescientistsandtheirdiscoveries?
……
T:Doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?Thepassagetellsuswhatmakesthescientistsmadetheirdiscoveries.TurntoP7.Readthepassagequicklyandthenanswersomequestionsonthescreen.
1.What’sthecharacteristicofGalileoGalilei?
2.WhycouldStephenHawkingmakecontributionstosciencework?
3.Whatcanbedescribedastheabilitytouseknowledge?
4.What’sthemostimportantthingifwewanttomakeadifference?
5.Howcanwehopetoreachourgoalsandtrulymakeadifference?
T:I’llexplainsomeexpressionsandsentencestructures.
1.takealookat
2.whatif
3.theotherwayround
4.…itwasonlylaterthattheworldrecognizedhisgreatness.
5.…onlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference.
StepIIIListeningandDiscussion
T:Listentothetapetwice.Thendiscussthequestionsinpairsorgroups.
1.Ofallthecharacteristicsmentionedinthepassage,whichdoyouthinkisthemostimportant?Why?
2.WhatdogreatscientistslikeStephenHawking,GalileoGalileiandZhangHenghaveincommon?Findoutmoreaboutthemandhowtheyworkandthink:Whatisthescientificspirit?Howdoscientistssolveproblems?Howdoscientistsmakeadifference?Whatcanwelearnfromgreatscientists?
Usethequestionsbelowtogetstarted.
Whatisthescientificspirit?
Howdoscientistssolveproblems?
Howdoscientistsmakeadifference?
Whatcanwelearnfromgreatscientists?
StepIVWriting
T:Whoisyourfavouritescientists?Writeaparagraph.Beforewriting,thinkaboutwhatyouwanttowriteandwhatthereadersneedtoknow.Howcanyoubestdescribehimorher?Whatisthemostimportantorinterestingfactaboutthescientist?Whydoyoulikehimorher?Listanoutlineofthepassage.Thenwritesomeusefulsentencestohelpthem.
StepVHomework
Gooveralltheimportantpointslearntinthisunitandfinishyourwriting.
StepVITheDesignoftheWritingontheBb
Unit1Makingadifference
TheFifthPeriod
Agoodscientistsmustbecuriousandcareful.
Greatscientistsusetheircreativityandimaginationtocomeupwithnewideas.
Scientistsmustalsobeintelligentandpatient.
Theexperimentprovedthathertheorywascorrect.
Otherscientistsweresurprisedbyherdiscoveryandcalleditasuccess.
Sheusedamodeltosolvetheproblem.
Recordafterteaching:

Unit2Newsmedia
TeachingGoals:
1.Talkaboutnewsandthemedia
2.Practiseexpressingopinions
3.LearnaboutthePastParticiple(1):usedasAttributeandPredicative
TeachingTime:7periods

Period1WarmingupListening
TeachingAims:
1.Talkaboutnewsandthemedia
2.Trainthestudentslisteningabilitybylisteningandansweringsomerelativequestions.
3.Masterthefollowingwords:reliable,elect,goup,burndown,injure…
TeachingImportantPoints:
Mastertheusefulwordsandexpressionsinthisperiod
TrainingtheSs’listeningandspeakingability
TeachingDifficultPoints:
HowtohelpSsunderstandthelisteningmaterialexactly
Howtohelpimprovetheirspeakingability
TeachingMethods:
ListeningandansweringactivitytohelptheSsgothroughthelisteningmaterial
Individual,pairorgroupworktomaketheSsfinishthespeakingtask
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1:GreetandLead-in
Greetthewholeclass.
Leadinthenewunitbyasking:theOlympicGamesaregoingon,howcanweknowthedetailsofthegames?Forexample,howmanygoldenmedalshavewegot?(Byreadingnewspapersandmagazines,watchingTV,listeningtotheradio,alsobyawebsite.)InEnglishwecallitnewsmedia.
Step2:Warmingup
Pleaseopenthebookatpage9.Lookatthepicturesanddiscussthefollowingquestionsinpairs:
Whichofthenewsmediaaboveisthemostreliable?Why?
Howarethemediaabovedifferentfromeachother?
Howdoyouknowwhetherwhatyouhear,seeandreadistrue?
Doyouknowhowanewspaperismade?
Step3:Listening(SBpage10)
T:Nowlet’scometothelistening.Wearegoingtolistentotwopartsofconversations.Thefirstpartisaninterview;thesecondpartisadialogue.Listencarefullytowhatissaidineachpart.I’llplaythetapetwice.(afterlistening)PleaseworkinpairstotalkaboutthequestionsinExercises2,3,4.(Checktheanswerwiththewholeclass)
Step4KeyWords
Whichofthenewsmediaaboveisthemostreliable?
reliableadj.可信赖的;可依靠的；确定的
Theyarereliablefriends.他们是可信赖的朋友。
Isthesourceoftheinformationreliable?那个消息的来源可靠吗？
[链接]reliablyadv.可靠地；确实地reliabilityn.可靠性；可信赖性
2.Themanwasfired.那个人被解雇了。
fire的动词用法
(1)解雇，开除
Thecompanyfiredhimfornotcomingtoworkontime.
那个公司因他不按时上班解雇了他。
(2)发射
Hefiredhisgunatthebigsnake.他开枪打那条大蛇。
(3)激发（人、感情等），使充满热情
Thestoryfiredhisimagination.这个故事激发了他的想象力。
3.Themanfaceddifficulties.
(1)facev.t.面临（困难等），应付，面对；（危险、困难等）迫近
e.g.Wemustfaceourtroubleandbearit.
我们必须正视我们的困难并勇于承受。
[短语]
befacedwith面临，面对faceupto面对；承担
facethemusic接受（不愉快的后果或情况）
e.g.Iwasfacedwithanewproblem.
Shecouldn’tfaceuptothefactthatshewasnolongeryoung.
她无法面对自己不再年轻的现实。
Theboywascaughtcheatingintheexaminationandhadtofacethemusic.那个男孩被发现考试作弊，不得不接受惩罚。
(2)difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。
e.g.ShelearnedtospeakEnglishwithoutdifficulty.
她毫无困难地学会了讲英语。
Wewillfacemanydifficultiesinthefuture.将来我们要面临许多难题。
4.Themanwasgenerous.
generousadj.慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的
e.g.Heisgenerouswithhismoney.他出手大方。
Hegavemeagenerouslunch.他请我吃了一顿丰盛的午餐。
[链接]generousadv.慷慨地generosityn.慷慨大方
Homework:
Readthenewwords.
KeeptheLanguagePointsinmind.
GetreadingforSpeaking

Period2Listening(WBpage88)Speaking(SBpage10)
TeachingAims:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
TeachingImportantPoints:
Mastertheusefulwordsandexpressionsinthisperiod
TrainingtheSs’listeningandspeakingability
TeachingDifficultPoints:
Howtohelpimprovetheirlisteningability
Howtohelpimprovetheirspeakingability
TeachingMethods:
Listening-andansweringactivitytohelptheSsgothroughthelisteningmaterial
GroupworktomaketheSsfinishthespeakingtask
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclass.
Step2Listening(WBpage88)
Nowlet’scometothelistening.Thechiefeditorofadailynewspaperishavingameetingwiththejournalists.Sheistellingthemwhatshewantsthemtodotoday.Listencarefullytowhatissaidinthetext.I’llplaythetapetwice.(Checktheanswerwiththewholeclass)
Step3Speaking(SBpage10)
Nowit’stimeforustobeaeditorofanewspaper.Hereisalistoftenthingsthathappenedtoday(onthescreen)Youonlyneedtoreportfiveofthem.Workingroupstodiscuss.AndthenI’llaskyoutoactoutyourdialogue.Youcanusetheusefulexpressionsinyourbook..(walkaroundandgivethemhelpifnecessary).
Step4KeyWordsandExpressions:
Belowisalistoftenthingsthathappenedtoday.以下列出了今天发生的十件事。本句为倒装句，正常语序应为：Alistoftenthingsthathappenedtodayisbelow.below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away,down,in,off,out,over,up,above,below,here,there及介词短语与分词。
Hereisaseatforyou.这儿有你的一个座位。
Theregoesthebell!铃响了。
Writtenontheblackboardarethenamesofthosewhowerelateyesterday.
黑板上写着昨天迟到的人的名字。
Franceelectedanewpresident.
electv.t.选举，推选
e.g.Theyelectedapresident./TheyelectedhimasPresident.
他们选举了总统。/他们选举他为总统。
注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。
e.g.Ourclassmateselectedhimas/tobe/our/asourmonitor.
Theyelectedtheoldmantobechairmanoftheclub.
他们推选那位老人为俱乐部主席。
[辨析]elect,pickout,choose
elect是指通过正式手续的选举。
e.g.RooseveltwaselectedfourtimestothepresidencyoftheU.S.A.
罗斯福四次当选为美国总统。
choose通常指在所提供的对象中，凭个人的判断力进行选择。
e.g.Wehadtochoosebetweenleavingearlyandpayingforataxi.
我们不得不在早点动身和雇计程车中间作出选择。
Therearetentochoosefrom.
pickout比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。
e.g.Shepickedoutascarftowearwiththedress.
她挑选了一条围巾以配上她穿的衣服。
Foodpricesaregoingup.食品价格在上涨。
goup上升，增长，提高
e.g.Thetemperaturehasgoneup.
Theliftwentuptothefourthfloor.电梯升到了四楼。
Ahouseinyourcityburntdown.Nobodywasinjured.
你们镇上一座房子被烧毁。无人员伤亡。
burndown烧毁；使烧毁；（由于燃料烧尽）火力减弱
Thesehouseswereburntdowntotheground.这些房子被烧毁。
Thefireisburningdown,getsomemorecoalplease.
[比较]burnup烧尽，烧光；（火，炉等）烧起来，旺起来
e.g.Putsomewoodonthefireandmakeitburnup.
(2)injurev.t.使受伤；损害，伤害（感情）
e.g.Theboyinjuredhisleg.
Intheaccidenthisbackwasseriouslyinjured.
[辨析]injure,wound,hurt,harm的区别：
injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。
e.g.Inthetrafficaccident,twowerekilledandthreegetinjured.
在交通事故中，两人遇难，三人受伤。
Hewassoinjuredinhispridethathestayedathomealldaywithoutmeetinganyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。
wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。
e.g.Thesoldierwasbadlywoundedinthehead.这个士兵头部受了重伤。
Thebulletwoundedhisarm.子弹打伤了他的胳膊。
hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。
e.g.Luckilynoonewasseriouslyhurtinthecaraccident.
Thegirlfelloffherbike,andoneofherlegshurt.
harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。
e.g.Therewasafireinourstreet,butnoonewasharmed.
Gettingupearlywon’tharmyou!早起对你没有害处。
Homework:
Readthenewwords.
Keepthelanguagepointsaboveinmind
Getreadyforreading.

Period3-4Pre-reading/Reading/Post-reading

TeachingAims:
1.Trainthestudentsreadingability,especiallytheskillsofsummarizingandscanning.
2.Studyandhaveagoodgraspofsomekeywordsandphrases.
TeachingImportantPoints:
wordsandphrases:morethan,relateto,foronce,beaddictedto,onallsides,inform,experienced,switch,etc.
Understandthepassageexactly.
TeachingDifficultPoints:
HowtohelptheSslearnmoreaboutreportersandnewspapers.
TeachingMethods:
1.Fastreadingtogetthegeneralideaofthetext.
2.Carefulreadingtofurtherunderstandthetext.
3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2Reading
Wehavetalkedalotaboutnewsmedia.Todaywearegoingtoreadapassageaboutreportersandnewspapers.Scanthetext,trytogetthegeneralideaofthetext.andfinishpre-reading.(1and6)
Nowpleasereadthetextagaincarefully,andfindtheanswerstothequestionsonthescreen.
1.Donewspapersandothermediasimplyrecordwhathappens?
2.Whowereaskedtobeinterviewed?Andwhy?
Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?Why?
4.Andwhatistheperson’sjob?
5.Isinterviewingsomeoneeasy?Whatmustareporterknow?
6.Whenaninterviewisfinished,whatshouldthereporterdo?
7.Whichofthearticlesthattheyhavewrittendotheylikebest?Why?
8.Whatcouldtheywriteaboutiftheycouldwriteanyarticle?Why?
9.Whatisthebasictaskforareporter?
10.WhatresultcanTVprogrammesandprintedarticlesbringtous?
(checktheanswers)
Step3LanguagePoints:
Newspapersandothermediadomorethansimplyrecordwhathappens.报纸和其他媒介并不仅仅记录已发生的事情。
(1)该句中的do是助动词，起强调作用，用以加强说话者的语气。
e.g.DoremembertoremindmetoreturnthebookIborrowedfromyou.
(2)morethan不仅仅；极为，非常；多于；难以；不能
e.g.She’smorethanateachertous.
Theboymorethansmiledbutlaughed.
这男孩不仅是微笑，而是放声大笑了。
Wearemorethanpleasedwiththeresults.我们对结果极为满意。
Hehasmorethan300pictures.
Thisroomisthreetimelargerthanthatone.
这个房间比那个房间大两倍。
Experiencededitorsandreportersmakeinformeddecisionsaboutwhateventstoreportandhowtoreportthem.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。
句中的experienced(富有经验的)和informed(见识广的，有知识的)都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。
e.g.afallentree一棵倒下的树abrokenchair一把破椅子
(2)informedadj.明智的，有知识的，了解情况的
e.g.Heisawell-informedman.他是个消息灵通的人。
inform的用法:
informsb.ofsth.告知某人某事informsb.that/wh-…告知某人
informsb.＋疑问词＋不定式
e.g.Thesingerinformedusoftheirarrival.
歌手们把他们到来的消息告诉了我们。
Thenurseinformedmethatvisitinghourswereover.
护士告诉我探病时间已经结束了。
Whoinformedyouwhentostart?是谁告诉你们出发时间的？
Theyalsomakesurethatreaderscanrelatetothestories.他们还要确保报道的内容与读者的生活密切相关。
relatev.i.v.t（和～）相关；涉及；把～与～关联起来
e.g.Itisdifficulttorelatethetwocases.很难把两个案子联系起来。
Weshouldlearntorelatetheresultstothecauses.
我们应该学会把结果与原因联系起来看问题。
Lightindustryiscloselyrelatedtothepeople’slife.
轻工业与人们的生活有密切的关系。
Thetworeportersagreedtoswitchrolesforonceandbetheintervieweesratherthantheinterviewersinordertoletusknowabouttheirworkandhowthenewswereadinmade.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。
(1)switchv.转换，改变
e.g.Heisalwaysswitchingjobs.他总变换工作。
Heswitchedtherecordertothe“off”position.
他将录音机拧到“关”的位置。
(2)foronce就这（那）一次
e.g.Foroncetheybroketherule.这一次，他们违规了。
Foronceourmanagercamelate.我们的经理这次来晚了。
Hebeatmeforonce.他只有一次赢了我。
(3)ratherthan的特点是连接前后两个平行结构，即要求前后成分要一致。
e.g.Hedecidedtowritetoratherthan(to)phone.
他决定写信而不打电话了。
I’dliketogothereinautumnratherthaninsummer.
我愿意秋天去那里而不愿意夏天去。
5.Aftertheinterview,thereportermustpresentthematerialinanorganizedwayandmakesurethatthearticlereflectseventsandopinionstruthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。
(1)presentvt.呈现；描述；介绍；赠送
e.g.Whenwillyoupresentyourreport?你什么时候提出报告？
Thegovernmentpresentedcarstothehospitals.
政府向医院赠送了一些车。
AllowmetopresentMr.Browntoyou.
请允许我把布朗先生介绍给你。
reflectvt.反映；表现；反射；映出
e.g.Thisletterissuretoreflectourrealopinion.
这封信会反映出我们的真实意见。
Herfacewasreflectedinthemirror.她的脸映现在镜子里。
Mirrorsreflectlight.镜子能反射光线。

MyfavouritearticleistheoneIwroteabouttheeffortstobringstolenculturalrelicsbacktoChina.
我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。
(1)本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。
e.g.Ihaven’tapen.Canyoulendmeone?
指代可数名词复数用ones。
e.g.Onthedeskthereisaredpencilandtwoblackones.
(2)effortn.[U,C]努力；艰难的尝试；努力的结果
e.g.Hediditwithouteffort.他毫不费力地完成那件事
[短语]makeaneffort努力，尽力sparenoeffort不遗余力
Iwanttowriteaboutpeopleyouseldomreadabout,forexamplepeoplewhohaveAIDSorwhoareaddictedtodrugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。
(1)seldomadv.很少；不常；难得
[扩展]表示否定意义的状语位于句首时，句子通常采用倒装句。
e.g.Seldomdoeshequarrelwithothers.
NeverdidIdreamofseeinghiminAmerica.
Neverbeforehavesomanypeoplecometoseehim.
Notasingleworddidshesay.
(2)be/get/becomeaddictedtosth./doingsth.对~成瘾/成癖
e.g.Itdoesn’ttakelongtobecomeaddictedtothesedrugs.
服用这些毒品不要多长时间就会上瘾。
It’sapitythatherchildhasgotaddictedtosmoking.
真可怜，她的孩子抽烟上瘾了。
Somechildrenareaddictedtocomputergames/TV.
(喻)一些孩子玩电脑游戏/看电视上了瘾。
HeisaddictedtopracticingChineseGongfu.他醉心于练习中国功夫。
Weshouldn’tignorewhathappensevenifitisdifficultforpeopletoacceptsomestories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。
(1)ignorev.t.不理睬；忽视
e.g.Youshouldn’tignoreyourfather’sadvice.你不该无视父亲的忠告。
Itriedtotellherbutsheignoredme.我打算告诉她，可是她不理睬我。
(2)evenif/eventhough即使，尽管
e.g.Theyoungmandidn’tloseheartevenifhehadfailedmanytimesinfindingajob.这个年轻人没有放弃，尽管他多次未能找到工作。
Themediacanoftenhelpsolveproblemsanddrawattentionstosituationswherehelpisneeded.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。
drawattentionto关注某事draw/attractone’sattention引起某人的注意
e.g.Thisarticlewilldrawattentiontofarmersandagriculture.
这篇文章奖让人关注农民和农业问题。
Thefallenleavesdrew/attractedtheworker’sattention.
这些落叶引起了那个工人的注意。
9.Theresultisabetterunderstandingoftheworldonallsides,leadingtoafutureworldwherepeoplefromallcountriesarerespectedanddifferentviewsandopinionsaretolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。
(1)onallsides(=oneveryside)在各方面，四面八方
e.g.Theyweretrappedwithenemiesonallsides.他们四面楚歌。
Theenemywereattackingonallsides.敌人从四面八方发起进攻。
toleratev.t.容忍，忍受，允许
e.g.Ican’ttoleratethatloudmusic/thatkindofbehavior.
我无法忍受那么响的音乐/那种行径。
Cheatingonexamscant’betolerated.考试作弊是不能容忍的。
10.Iwouldnotbelieveit,butImightcheckothersourcesandmaybechangemymind.
changeone’smind改变主意
e.g.Sincegettingtoknowhimbetter,Ihavechangedmymindabouthim.
更深入地了解以后，我改变了我对他地看法。
[相关短语]bear/keepinmind记住call/bringtomind使人想起outofone’smind精神错乱，发狂nevermind不要紧，没关系havesth.inmind记得某事，想起某事
11.Famouspeopleareoftenaskedfortheiropinionsoncurrentaffairs.
名人经常接受采访、被问及对时事地看法
currentaffairs当前的事件；时事
affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）
e.g.TheministerdealswithimportantaffairsofState.
这位大臣处理重要的国务。
currentadj.此刻的，现时的，当前的
e.g.currentfashions时装currentevents时事
Step4Discussion
Nowyoumusthaveknownaboutreportersandnewspapersbetter.Solet’shaveadiscussion.Lookatthequestions3and4onpage12,andworkinpairstotalkaboutthem.ThenI’llasksomeofyoutoreport.(encourageSstoexpresstheirownopinion)
Homework:
Readthetext.
Trytorememberwhathavebeentaughtabove.
WorkBookp89-90
Recordafterteaching:

Period5LanguageStudyGrammar

TeachingAims:
1.ReviewthewordslearnedinReading.
2.GrammarStudy:ThePastParticipleusedasAttributeandPredicative
TeachingImportantPoints:
Howtoguessthemissingverbsandusethemcorrectlyaccordingtothegivensentences.
HelpSsmasterthePastParticipleasAttributeandPredicative.
TeachingDifficultPoints:
HowtousethePastParticiplecorrectly.
TeachingMethods:
PractisingtofinisheachtaskinWordStudyandGrammar.
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2checkhomework
Step3wordstudydoexercise1onpage13
Step4Grammar语法详释(computer)
ThePastParticipleusedasAttributeandPredicative过去分词作定语和表语
过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。
1．过去分词作定语
(1)在句中的位置
单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
abrokenheart一颗破碎的心alostdog丧家之犬
arisensun已升起的太阳
anorganizedtrip有组织的旅行abrokenglass被打破的玻璃杯
atriporganizedbytheleague由共青团组织的旅行
aglassbrokenbytheboy被这个男孩打破的玻璃杯
Theexcitedpeoplerushedoutofthebuilding.
Theyfoundadamagedcaratthegateofthepark.
所表示的时间
过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。
Theletterpostedyesterdaywillsoonreachhim.
他很快就能收到昨天寄出的信了。
Haveyoureadthebookswrittenbytheyoungwriter？
你读过那位年轻作家写的小说吗？
语法功能
过去分词或过去分词短语作定语时，其功能相当于一个定语从句。
ThestolenbikebelongstoJack.被偷的自行车是杰克的。
ThebikewhichhadbeenstolenbelongstoJack.
ThelecturegivenbyProfessorZhangisaboutenvironmentprotection.
张教授所做的报告是关于环境保护的。
ThelecturewhichwasgivenbyProfessorZhangisabouttheenvironmentprotection.
2.过去分词作表语
(1)过去分词作表语时，多表示主语所处的状态。
Thedoorremainedlocked.门仍然锁着。
Shelookeddisappointed.她看上去挺失望。
Heseemedquitedelightedatthegoodnews.
听到这个好消息，他似乎很开心。
(2)常见作表语的过去分词有：upset,disappointed,drunk,amused,frightened,married,excited,experienced,interested,confused,pleased,puzzled,satisfied,tired,worried等。
(3)有些过去分词作表语时，构成的谓语很接近被动结构。
Everythingissettleddown.一切都解决了。
Thankheavens!Theboyissaved.谢天谢地，孩子得救了。
Thetownissurroundedonthreesidesbymountains.这座小镇三面环山。
Doexercises1,2,3onpage14
Step5LanguagePoints:
1.Nineoutoftenwomenwhowereinterviewedabouttheproductsaidtheylikedit.
nineoutoften(=nineinten)十之八九，百分之九十
e.g.Nineoutoftenpeoplewillnotagreewithyou.
2.AndIlikethewaythefanslookuptothem.
lookupto尊敬，敬仰（反义：lookdownon轻视，看不起）
e.g.Theyoungshouldlookuptotheold.年轻人应该尊敬老人。
3.Americanswillfallinlovewiththisgametoo.
fallinlovewith爱上（表示动作，不延续）
e.g.Ifellinlovewithheratfirstsight.我对她一见钟情。
Shefellinlovewiththehouseassoonasshesawit.
[比较]beinlove(with)相爱，喜欢（表示延续状态）
e.g.Ifyou’rereallyinlovewithart,youdon’tmindhardwork.
Homework:
Trytorememberwhathavebeentaughtabove.
Doexercises4,5onpage13,andexercises1,2,3onpage91
Recordafterteaching:

Period6IntegratingSkills
TeachingAims:
1.Learnandmasterthefollowing:arm,disappoint,etc
2.Trainthestudentsintegratingskills.
3.Learnaboutthefivebasicelementsinanewsreport
TeachingImportantPoints:
Trainthestudentsintegratingskills.
TeachingDifficultPoints:
Howtoimprovethestudentsintegratingskills.
TeachingMethods:
Asking-and-answeringactivitytocheckSs’understandingofthetworeports.
TeachingAids:theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2checkhomework
Step3Readingandspeaking
Nowpleasereadthetworeportsonpage15carefullyandcomparethem.Thendiscussthequestionsinpart1andpart2.(giveSSenoughtimetodoit,andletthemexpresstheirideasfreely.)
Fivebasicelementsinanewsreport:when,where,who,whatandwhy.
Step4LanguagePoints:
Braveandstrong,theactiviststalkedtoworkersoutsidethefactory…
braveandstrong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。
e.g.Coldandhungry,hedecidedtostopandhavearest.（表原因）又冷又饿，他决定停下来休息一会儿。
Ripe,theorangestastesweet.（表方式）这些橘子熟了，味道甜美。
Thepeacefulmeetingendedwhenthecompanysentoutagroupofangrymenarmedwithstickstofightwiththecitizens.
armv.t.武装，用武器装备
e.g.Therobberwasarmed.那个强盗有武器。
Thesoldierswerearmedtoteeth.士兵们武装到牙齿
I’msuretheywon’tfeeldisappointed.
disappointv.t.使失望disappointingadj.令人失望的disappointedadj.失望的
e.g.Thebookdisappointedme.这本书令我失望。
Thenewswasreallydisappointing.那个消息真令人感到失望。
Areyouverydisappointedaboutlosingthegame?
你是不是因为比赛输了而感到很失望?
Homework:
Trytorememberwhathavebeentaughtinthisperiod.
Reviewthisunit.
Recordafterteaching:

Unit3Artandarchitecture
TeachingGoals:
1.Talkaboutartandarchitecture
2.Practiseexpressingpreferences
3.LearnaboutthePastParticiple(2):usedasObjectComplement
TeachingTime:5periods

TheFirstPeriod
Step1.Greetingsandwarming-up
Greetthestudentsasusual.
AsktheSstotalkabouttheirhometownandtheirhouses.
Qs:whereareyoufrom,acityorasmalltown?
Canyoudescribethebuildingsinyourhometown?
Whatkindofbuildingsdoyoulivein,atraditionalhouseoranapartment?
Showstudentstwopictures,atallbuildingandatraditionalyard.
T:whatcanyouseeinthetwopictures?
Whatisthedifferencebetweenthem?
(WhentheSsdescribethepictures,remindthestudentstothinkaboutthedifferencesinthetwopictures.Thestudentsmayhavedifferentopinions.Encouragethemtothinkoutreasonsasmanyaspossible.Theymayhaveadiscussion.)
Suggestedanswers:

BlockofflatsTraditionalhouse
Modern.
Convenient.
Theroomsarebig.
Everyflathasatoiletandbathroom.
Notmuchcontactwiththeirneighbors.
Peopleoftenfeellonely.
Flatroof.
…
Old-style.
Theroomsaresmall.
Sometimesnotoiletorbathroom.
Lifeismuchmoreinteresting.Neighborsgetonwellwitheachother.Peoplecangrowflowersintheyard.
Theroofissloping.(why?)
…

Inwhichhousewouldyouprefertolive?Why?
S:Ilikelivingin….because….
Ipreferliving…
I’dratherlive…
Thestudentsshouldtellotherstheirreasonstosupporttheirchoices.Forexample,livinginthesmallhousemakesmefeelwarm.Ilikemakingfriendswithmyneighbors.Itlookslikeabigfamily.Encouragethemtoexpresstheirideasfreely.
T:Buildingsinthedifferentplacesaredifferent.Sowhatwordsandphrasesdoyouthinkwillbeusefulwhenyouwanttotalkaboutartandarchitecture?
Showthestudentssomedifferentkindsofhouses,askthemtodescribethem.
Collecttheiranswers.(appearance:high,low,great,Thepalaceswerelargeandbeautiful,andtheyoftenlookedlikesomethingoutofafairytale.；materials:brick,stone,steel,glass,wood…)
T:Ifyouwerefreetodesignyourowndreamhouse,whatwouldthathouselooklike?Whatmaterialswouldyouuse?Explainwhyyoumadecertainchoicesaboutyourdreamhouse?
Architect:onewhodesignstheconstructionofbuildingsorotherlargestructures.
Givethestudentsenoughtimetodiscussthequestion.Collecttheiranswers.
Step2Speaking
Booksopen,page18.Askthestudentstolistentothesampledialogueandfollowthetape.Studytheusefulexpressions.Remindthemtolearnthestructurehowtoexpresstheirpreferences.
Practice.Askthemtolookatthepicturesandchoosetheitemtheyprefer.Trytoexplainthereasons.
Twotasks:Oneistotalkabouttraditionalandclassicalfurniture.Andthesecondtaskischoosingapicturetodecoratetheirroom.
T:Inyourdreamhouses,arethereanychairs?
(Showsomechairs)whichonedoyoulike?Why?
Whentheyanswerthequestion,encouragethemtouseexpressionsinthefollowingtable.Amomentlater,askthemtoactouttheirowndialogue.
Sampledialogue:
A:whichdoyoulikebetter,classicalchairsormodernchairs?
B:Iprefermodernchairs.
A:Why?
B:Inmyopinion,modernchairsarelighterandmorecolorful.Theyarecomfortable.
A:…
Step3:Preparationforlistening
T:Youhavealreadydesignedyourowndreamhouse,itistimetobuysomefurniture.Whatkindoffurniturewillyoubuy?Andwhydoyoupreferthem?
Haveashortdiscussioninpairs.Youcanintroducenamesoffurniture,suchasheater,air-conditionerandsoon.
Step4.Listening.
Booksopen,Page18,listeningpart.Itisatalkbetweenayoungmarriedcouple,DannyandAmyandashopassistant..Theywanttobuysomefurniturefortheirnewhouse.Askthestudentstogothoughtheexercisesandmakesurewhattodo.
Playthetapetwiceforthestudentstolistenandfinishtheexercisesbythemselves.Theymaychecktheanswersinpairs.
Thenplayitathirdtimeforthestudentstochecktheiranswers.Checkthemwiththewholeclassintheend.
Step5.Homework
1.Decorateyourbedroomandclassroom.Andtalkaboutyourdecoration.
2.Findoutaboutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldasmuchaspossible.Sharetheideaswithothers.

Period23:Reading
Step1:Pre-reading
----Enjoypicturesofbothmodernarchitectureandclassicalarchitecture
1.Greetings
T:We’vereallyhadawonderfultouraroundtheworldlasttime,seeingthemarvelousarchitecturehomeandabroad,modernandclassical.Ihopeyouenjoythat…butIwonderifallofyoucanrecognizesomeofthemostfamousarchitecture.
2.Brainstormingorguessinggame
---Namethepictures:SydneyHouse;theEiffelTower;theTempleofHeaven…
Q:Amongallofthesepictures,whichonesaredifferentfromothers?Oryoumaysaywhichonesbelongtomodernarchitecture.
SS:…
Q:Howdoyouknowwhichonesbelongtomodernarchitecture?What’sthedifferencebetweenmodernarchitectureandclassical(ancient)architecture?
SS:…
T:Ifyouwanttoknowmoreandtoenjoythebeautyofmodernarchitecture,you’dbetterjoinus,aswearegoingtohaveanewjourney,thejourneytotheworldofmodernarchitecture.
Step2:While-reading
1.Fast-reading
----Findthedifferencebetweenmodernarchitectureandclassicalarchitectureinthetext.
Q:what’sthedifferencebetweenmodernarchitectureandclassicalarchitecture?
Difference
ModernarchitectureClassicalarchitecture
MaterialsSteel,iron,glass…Stone,brick,wood…
CharacteristicsHuge;likeboxes;unfriendlyBeautiful,closertonature
Q:Whatkindofmaterialsisused?Whatothermaterialsdoyouknow?
Q:What’sthecharacteristic?Howdopeoplefeeltowardsmodernarchitecture?
2.Careful-reading
----Findouttheinformationaccordingtothekeywords

Modernarchitecture

Q1:Whenwasmodernisminvented?-----1920s
Q2:Howmanyarchitectsarethereinthetext?---AntonioGaudi/Wright
Q3:Whereweretheyfrom?----Spanish/Americanarchitect
Q4:WhatdidGaudiwanttobeusedinhisworks?What’sthecharacteristicofhisarchitecture?Howishisarchitecturelike?
----Naturalmaterials/likeadream,fulloffantasticcolorsandshapes.
Q5:WhatinspiredWright?----Japaneseseashells
Q6:Howmanyexamplesarethereinthetext?
----TheOperaHouse/thenewOlympicStadium
Q7:Howdotheylooklike?----Seashell/nest
Q8:Whydowecallthe2008OlympicStadiuminBeijing”theBird’snest”?
Q9:Whatdothey(twoarchitects/twoexamples)haveincommon?---Nature
3.Listening
----Whilelistening,payattentiontothekeypointsinthetext.

Step3.Post-reading
1.Task1:Interview(groupwork)

2.Task2:Design(groupwork)
---Designthearchitectureofanewschool.

---Reportfourelements:whatkindofmaterialsisused?/Whydoyoudesigninthisway?/Howdothearchitecturelooklike?/What’sthestyle?
Step4.Homework
1.Exchangedesignswithyourclassmatesandexhibitthem.
2.Reportwhatyouhavelearnedaboutmodernarchitecturenexttime.

Period4:Languagestudy
Step1Lead—in
T:Hello,everybody,yesterdaywehaveseenalotofwonderfulmodernarchitecturesandgottoknowsomefamousarchitects.TodayI’dliketointroduceyouoneofmyfriends.Heisanarchitect.Whocantellmethemeaningof“architect”.(apersonwhodesignsbuildings).Helivedinthishousewhenhewasyoung.Doyouthinkthishousebeautifulornotbeautiful?(notbeautiful)Canyouuseanotherwordtoreplace“notbeautiful”.(ugly).Sowhenhebecameanarchitect,hedesignedsomeprettyhouses.Notlongagohedesignedanewhouseforme.Let’sgoandseemynewhouse.
Step2Vocabulary
T:Welcometomynewhouse.Couldyousaysomethingaboutmynewhome?
T:I’mnotalonehere,becauseIhavetwoneighbors.Doyouknowwhoaretheyandwheretheylive?(nest,doghouse)
T:Let’slearnsomenewwordsofhouse.
(balconyconcretenestbrickroof)
Trytorememberthesenewwords,thenfillintheblanks.

anareawithawallorbarsaroundit,joinedtotheoutsidewallofabuilding________________.
Astrongconstructionmaterialwhichisamixtureofstone,andsandandwater_________________
asheltermadebyabirdtoholditseggsandyoung____________
thestructureonthetopofabuildingtokeeptherainout_________
Step3WordStudy
T:Canyoutellmewhichisthemostancientbuildinginmyyard?(nest)
Anestistoabirdwhatahousetoaman.
(鸟巢和鸟的关系就和房子和人的关系一样)
Wateristofishwhatairistomen.
(水和鱼的关系就于空气和人的关系一样)
T:Welldone.Thesetwosentenceshavesomethingincommon—theyareusingthesamesentencepattern.Whatisit?
→AistoBwhatCistoD
T:Verygood.NowIwillshowyoumorepictures,youshouldfindouttherelationshipbetweenthesepictures,andcreatesentencesusingtheabovepattern.
Furistoafoxwhatthe_____istoabanana.
____aretoahousewhatwordsaretoatext.
Anarchitectisto____________whatapainteristoart.
A___istoaboatwhatanengineistoacar.
A____istoafishermanwhatagunistoahunter.
Armsaretothebodywhat_______aretoatree.

Step4Grammar
T:I’mverygladthatyoulikemynewhome.Ournewschoolisfarawayfromthedowntown,soanewmarketisbuildnearourschool.I’llguideyoutothemarkettoseewhatyoucandothere.
showtheSsthepictureandaskthemtodescribeit.
--Whatcanyouseeinthemarket?
--Let’sseewhatcanwedohere?
Giveexamples:Icanhavemyhaircuthere.
Icanhavemybikemended.
AsktheSstomakesimilarsentences.
T:inallthesesentencesweuseasentencepattern—“havesomethingdone”.
Nowlet’sseethepairsofsentences,andcompareAandB.
A:Icanhavemybikemended
B:Icanhavethecarwaitingforme.
A:Ifoundmyselftiedtoatree.
B:Ifoundmyselfwalkinginaforest.
Watchmoresentencesonpage22.
Examineallthesentencescarefully,andfindoutwhenweuse–ingformandwhenweuse–edform.
→passivevoice:-ed
activevoice:-ing
Lookatthepictures,canyoufindoutanotherdifferencebetween–ingformand–edform.
Let’sdosomeexercises.
Matching
Didyoufindthecitydone?
Whenwillheevergettheworkgreatlychanged?
Shecan’tmakeherselfcalled.
NextweekI’llhavemybedroomunderstood.
You’vegottokeepthedoorlocked.
Igotthewatchrepaired.
Sheheardhernamedecorated
Completing
Idon’twantanybadwords____(say)abouthimbehindhisback.
Pleasegetthework____(do)assoonaspossible.
I’llhavethematerials_____(send)toyounextMondaymorning.
Shewon’thaveherlongandbeautifulhair____(cut)short.
Youshouldmakeyourvoice______(hear).
Iwantyoutokeepme_________(inform)ofhowthingsaregoingwithyou.
Therentsoundsreasonable.Howwouldyoulikeit________(pay).
AtlastIsucceededinmakingmyself__________(understand).
We’llmovetothenewschool,andfourpeoplewillshareoneroom.Therewillbeacompetitionondecoratingyourroom.Themostbeautifulandmostspecialroomwillhethewinner.Nowworkingroupsoffourtodesignyourroom.Fiveminuteslaterthegroupleadersshouldgiveasimplereport.Andpayattentiontouse–edforminyourreport.Herearesomephrasestohelpyou:
Step5Homework
1.Workbookpage97,exercises1—5
2.Workbookpage98,exercises1—2

Period5:Integratingskills
Step1.Revision
(Talkaboutnewhousedecorationtorevisethegrammar:have…done)
---Dearclass,I’mespeciallyhappythesedays,becauseI’vejustboughtanewhouse.It’sverybeautiful.Look,hereitis.Iwanttosharemyhappinesswithyou.Sowouldyouliketohelpmedesignmyhouse?HowshouldIdecoratemyroom?Pleasediscussitandgivemesomeadvice,OK?
Ssdiscussingroups.Showthemthesentencepatternonthescreentorevisethegrammar:
---Youshouldhaveyourwallspaintedwhite.
---Youhadbetterhave…done.
Afewminuteslater,calloutsomepairstoreporttheirdesign.
---Ok,whichgroupwillgivemegoodsuggestions?
---Thankyouverymuch!You’regooddesigners.I’lldecoratemyroomaccordingtoyourdesign.
Step2.Lead-in
(Talkabouthowtodealwiththeoldhouse.)
---NowafterIfinisheddecoratingtherooms,Imovedintomynewbeautifulhouse.ButwhatshouldIdotodealwithmyoldhouse?ShouldIpullitdown?No,Idon’twanttodothat.Anywayit’ssolovelyahouse.ShouldIletitstandempty?No,notagoodidea.Iwanttogiveitasecondlife.WhatshallIdo?Pleasediscussagainingroupsandthistimegivemeadviceonhowtodealwiththeoldhouse.
Ssdiscussandgiveadvice.
---Wow,youhavesomanywonderfulideas!IthinkIliketochangeitintoabeautifulteahouseandIcanrentittosomebodyelsesinceIamtoobusytorunitmyself.AndthusIcangivemyoldhouseasecondlife.Thankyouverymuch!Wouldyouliketocomeinandhaveacupofteainmyteahousesomeday?
Step3.Fastreadingon“Factory798”
---Thankyouforyourideastogivemyoldhouseasecondlife.AndthesamestorygoeswithanotheroldfactorywhichisnolongerusedinBeijing.Itisthefamousplacecalled“Factory798”.Hasanybodyeverheardofthat?Ifno,let’sopenourbooksandreadthepassageonPage23.Trytofindout:“WhatisFactory798?”
Ssfastreadingforafewminutes.
---Whohasfoundouttheanswer?
→anoldarmyfactory;anartscentre;
Anypossibleanswercontainingphrasesfromthepassageisok.
Step4.Carefulreading
---Nowlet’sgetsomedetailedinformationaboutFactory798.Pleasereadthesecondparagraphofthepassagecarefullyagainandfindout:
---WhatwasFactory798like?
→hugefactoryhallsofbricks
→smallroundwindowsthatremindyouofships
→bentroofs
→20-foothighwallsofglass
ShowtheSssomerelatedpicturesonthescreentogetabetterunderstanding
Morequestionsonthescreentoguidethereading:
1.WhenwasFactory798built?Whodesignedit?Whobuiltit?
2.WhyisitverydifferentfromChinesearchitecture?
---We’veknownthatFactory798wasbuiltin1950s.Astimewentbyandthingsdeveloped,whathappenedtoitthen?
→nolongerused/needed
→stoodempty
---Whathashappenedtoitnow?
→turnedintoanartscenter
ShowtheSsmorerelatedpicturesonthescreen.
Morequestions:
3.HowdidFactory798turnintoanartscenter?
4.WhywasFactory798welcomedbypainters,musicbands,artistsandmusicians?
ChecktheanswerswithSsonebyone,explainthelanguagepointsmeanwhile.
Explainsomedifficultsentencesinthetextatthesametime.
Step5.Listeningandreading
---Now,let’slistentothetapeandgetabetterunderstandingofthetext.Pleasefollowthetapeinalowvoiceandpayattentiontothepronunciationofthenewwordsandphraseswhichyou’renotsureof.Atthesametime,pleasetrytofindoutthefollowingnewlanguagepointsinthetextandseehowmuchyoucanunderstandtheminEnglish.
Showthelanguagepointsonthescreen.
1.pulldown
2.stand
3.with…aid
4.remind…of
5.setaside
Step6.Retelling
---Nowit’stimeforyoutoreadthetextbyyourselvesandtrytosummarizethetext.Thatistosay,supposeyouareajournalistfromCCTV9andyou’vejustpaidavisittothefamousFactory798.PleasemakeaTVprogramtointroduceFactory798toourcitizensinyourownwords.I’llgiveyouthreeminutestoreadthroughthetextbyyourselvesandgetpreparedfortheretelling,OK?
Step7.Discussion
---Inalmosteverycityaroundtheworld,thereareoldbuildingswhicharenolongerused,suchasschools,hospitals,factoriesorevenchurches.Whatdoyouthinkpeopleshoulddowiththem?Why?
→Topulldowntheoldbuildingsandsetupnewmodernonestokeepupwiththepaceofthesociety.
→Newusesshouldbegiventooldspecialbuildings.It’sagreatwaytosavethearchitecturefromthepast.
Step8.Writing.
---Sinceweallagreethatgivingtheoldspecialbuildingsnewusesisagreatwaytosavethearchitecturefromthepast,nowit’stimeforyoutohaveapracticeandshowyourability.Youknowourschoolismovingtothenewcampusnowandtheoldcampuswillbeleftemptythen.Supposeyouareyoungpainters,artists,musicians,andyoucanrentsomepartsoftheschoolbuildingtopractice.Howdoyouwanttochangetheschoolbuildings?Whatnewusescanbegiventotheoldschoolbuildings?Pleaseworkingroupsandmakeaplanaboutit.
Showtheguideofwritingonthescreen.
Step9.Homework.
1.FinishtheprogramaboutFactory798asaTVreporter.
2.Finishyourplanabouthowtoreuseouroldschoolbuildings.

Unit4Agardenofpoems
Teachinggoals:
1.TalkaboutEnglishpoetry.
2.Talkaboutliteratureandpoetry.
3.Practiseexpressingintention
4.LearnaboutthePastParticiple(3):usedasAdverbial
TeachingTime:5periods

Period1Warminguplistening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
Teachingdifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:acomputer;aprojector

TeachingProcedures:
(Playthesong“Thecolorofthewind”)
StepIGreetingsandLeadin.
Justnowwe’veenjoyedasong.Doyoulikeit?
Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
Doyoulikepoetry?Whyorwhynot?
Whatkindofpoems,songsorrhymeshaveyouread?
Canyoureciteany?
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeelings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1)Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Recordafterteaching:

Period2Speaking
Teachingaims:
1.TalkingaboutpoemstoraisetheSs’interestinpoems.
2.MakingdialoguetoimprovetheSs’speakingability.

Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行诗).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
Recordafterteaching:

Period3Reading

TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.

Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望庐山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步诗.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.
2.Poemshelpustounderstandlife,virtues,beautyandromance…
3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible

Period4LanguagestudyGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.

TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。
2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同点:现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Lookingfromthetopofthehill,wecanseethewholetown..
错误:Beinganorphan,thevillagerstakegoodcareofthechild.
正确:Seenfromthehill,ourschoollooksmorebeautiful.
错误:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同点:现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和“进行”;过去分词的一般式常表“被动”和“完成”.
式语态及物动词make的主动语态及物动词make的被动语态
不及物动词rise
现在分词一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
过去分词maderisen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……”的概念,常用过去分词,而不用现在分词的被动式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.现在分词的完成被动式和过去分词两者都可表示“完成”和“被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Homework
Finishthewordstudyandgrammarpartontheworkbook.
Recordafterteaching:

Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.

TeachingProcedures:
Step1Warming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
Step2Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
Step3While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
Step4Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
Step5ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrostsDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
Recordafterteaching:

Unit5TheBritishIsles
TeachingGoals:
1.TalkabouttheUKandIreland.
2.Practiseexpressingagreementanddisagreement.
3.LearnaboutNounClauses(1).
4.Writeadescriptionofatownandthecountryside.
5.Improvestudents’abilityinlistening,speaking,readingandwriting
TeachingKeyanddifficultpoints:
1.Mastertheexpressionsforagreementanddisagreement.
2.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
3.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.
4.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.
TeachingApproach:Task-base;student-centered;equipment-aided
LearningApproach:ExplorationStudy;Co-operation
TeachingAids:acomputer,acourseware,aprojector,ataperecorder

TeachingProcedures:
Pre-UnitTask:
Task1:ExploringTheBritishIsles
Beforeclass,presentstudentsthefollowingsubjectsaboutBritain:geography(includingimportantcities/rivers/namesofcountries),history,language,culture,sportsandarts,architecture,literature,filmfood,famouspeopleandlife.Dividethemintoseveralgroupsandeachchooseonetodosomeexploringstudy.Askthemtodoasfollows:First,surftheinternettofindoutasmuchinformationasyoucanandthensortouttheinformationcollected.Finally,makeCAISandgetaleadertoreporttheresults.
Task2:InvestigateYourHometown
Getthesamegroupstoinvestigatetheirhometown,byinterviewingexperts,goingtovisitsomeplacesofinterestandgovernmentofficesrelated(eg.Theweatherstation),andcolletinginformation.Thenfillinthechart:
NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistory

TheFirstPeriod
TeachingAims:
1.Refreshthestudents’memoryabout‘NewZealand’whichtheylearnedlastterm.
2.Remindthemusefulwaysofexpressingdirection
3.Developtheabilityatdoingexplorationstudy.

TeachingProcedures:
Step1Lead-In
ShowtheclassthemapsofChinaandNewZealand.Havethemtalkaboutthesetwocountries.Teachersays‘AsaChinese,there’snodoubtthateveryonehereknowsChinaverywell.Besides,inlastterm,wehavelearntalotaboutNewZealand.Canyoutellmesomethingaboutthem.
Step2.WarmingUp
AftertalkingaboutChinaandNewZealand,showsthemthenationalflagoftheUKwhileplayingthenationalanthem‘GodsavetheQueen’
T:YouhavereallyknownmuchaboutChinaandNewZealand.Listen!what’sthesong?Look!Whichcountry’nationalflagisit?DoyoualsoknowalotaboutTheUKandIreland?Todaywelllearnanewunit--theBritishIsles.Inthelastperiod,ItoldyoutosearchforasmuchinformationaspossibleabouttheUKandIrelandthroughtheInternet.Imsureyouvegotalot.Nowcantheleadersreportyourexploringstudy?
Gettheleaderstoreportandaddextrainformation
Referencesforteachers:
Foodanddishes:roastedbeef,steakkidneypie,Englishfishchip,chickenalaking,sandwichandsoon.
Sports.walking,swimming,playingfootball,playingtennis,bicycling,skating,hikingandsoon.
Wayoflife:DIY.Theyoftenfixupahouse,planttheirgardens,andmakefurniturebythemselves.Eventheybuildtheirhousesthemselves.
Importantcitiesare:London,Liverpool,Manchester,Birmingham,Edinburgh,Dublin,Cardiff,Belfastandsoon.LondonisthebiggestcityandthecapitalofEngland.ItliesontheRiverThames.Londonisalsoaculturalandpoliticalcenter.Inittherearemanyworld-famousplacesofinterest.
PlacesofInterest:St.JamesPark,HydePark,BigBen,TowerBridge,theHousesofParliament,BuckinghamPalace.Nationalwestminsterandsoon.
Geography:fourparts.TheyareEngland,Wales,ScotlandandNorthernIreland.Therearemanykindsofnaturalresources,suchascoal,iron,oilandnaturalgas.
Languages:EnglishistheofficiallanguageintheUK.Itisalsowidelyusedintheworld.
Rreligionbeliefs:PeopleintheUKmostlybelieveinChrist.SomeofthembelieveinIslam,andBuddhism.
Schools:Twokinds.Oneisprivateschoolandtheotherispublicschool.Schoolingisfreeofchargeinpublicschoolswhileitcostsmuchinprivateones.Therearemanyworld-famousuniversitiesintheUK,like,CambridgeUniversity,OxfordUniversity,LondonUniversityandsoon.
Famouspeople:Shakespear/FranscisBacon
Step3.Listening
Presentation:Sofar,wehaveknownsomuchabouttheUKandIreland.Imaginethis,todayyouhaveachancetogotostudyinafamousuniversityinIreland—DublinUniversity,experiencingtheschoollife.(ShowsapictureofDublinUniversity)Theteacheristellingusthecourseschedule,includingthetime,coursesandteachers.
Playthetapeforthefirsttimeforgeneralideas.
Playthetapemanytimesforthemtotickthesentenceswhicharetrue,answerthequestionsinEx.3andfillinthetimetableonP34.
Extensions:Asktotalkabouttheirownschoolactivities.
Step4.SummaryandHomework
T:TodaywelearnedsomuchabouttheUKandIreland.We’vealsogettoknowDublinUniversity.Mostofyouhavedonegoodjobs.Afterclass,pleaseexchangeinformationyouhavecollected..Besides,carryoutthetaskoflisteninginWorkbook.
Recordafterteaching:

TheSecondPeriodSpeaking

Step1.Lead-in
T：Asfarasweknow,todaypeopleintheworldarepayingmoreattentiontothespiritofteamwork.Wealmostneedtodiscusstogetherwhenwedoeverything.Andmoreandmoreviewsandpointsaretolerated.Bytheway,ifweagreeordisagreetodosomething,whatcanweusetoexpressourselves?
(Teacherwritesstudents’answersandsomeotherexpressionsonthescreen.)
Usefulexpressions：
Dontyouthinkthat…?
Idontthinkthatsright…
Idontthinkso.
Youmustbemistaken…
No,youarewrongthinkingthat…
Imafraidyouarewrong…
Ibelievethatyouvegotitright.Imnotsosureaboutthat…
Surelyitmustbe…
Yes,youareright,but…
Arentyouconfusing…?
Yes.Iagreewithyou.
Step2.Makeupdialogues
AsktheSstousetheseexpressionstomakeupadialogueinpairsinthefollowingsituation:
InOctober,theschoolmeetingwillbeheld.Somestudentswhowilltakepartin3000-meter-racethinkthattheyneedsportsshoestorunfasterandthatourclassshouldpaythebillinsteadofthemselvesbecausetheycanmakecontributionstoourclass.Whatdoyouthinkaboutit?
Step3.Debate
T:NowopenyourbooksatPage34.
Gothroughthethreestatementstogether,whiledealingwithsomewordsandphrase(consistof/statements/power/advantage/haveadvantageover)atthesametime.Askthemtosummarizethesestatementsintothreetopics.Thendividetheclassintothreegroupsandeachgroupwilldiscussonetopicanddebatewhichpointofviewisreasonable.
GroupTopicsWhy?
1IsEnglisheasyordifficulttolearnforChinesepeople?
2Canwelearnthegeographymoreeasilybygoingthere?
3Whichcountrieshavemorechancestobecomerich,small,bigorislandcountries?
(Thenteacherasksthreepairstopresenttheirdialogues.)
Sampledialogues:
1.A:HowareyougettingonwithyourEnglish?
B:Verybadly.Ifinditdifficulttolearn.
A:Whydoyouthinkso?
B:Asyouknow,wehavetolearnalotofwordsandphrasesbyhearteveryday.Andtherearemanygrammarruleswehavetofollow.
A:ButIcantcompletelyagreewithyou.Inmyopinion,itseasytolearn.Aslongaswemasterthebasicgrammarandspeakitasoftenaspossible,wecanlearnitwell.
B:Idontthinkyouareright.Personally,IthinkwehavefewerchancestospeakEnglish.Whatsmore,EnglishandChinesehavelittleincommon.
A:ButIthinkweshouldfindmorechancestospeak,justaswelearnChinese.Ifyouspeak,readandlistenasmuchaspossible,youcanfinditeasytolearn.B:Thatsagoodidea.Thanksforyouradvice.Illdomybesttostudyitwall.
A:Imsurethatyouwill.
2.A:Whatareyoudoing?
B:Imreadingthegeographybook.
A:Ithinkitisdifficulttolearnifyoucantgotothatcountry.
B:Idontthinkso.Youoftenlookatmapscarefullyandrememberallthenamesofcitiesandprovinces.
A:ImafraidIdontagreewithyou.Ithinkthosenamesareveryconfusedandwecanlearniteasilybygoingthere.
B:Certainlyvisitingsomeplacesisbetterinlearninggeography.Butwecantgotoallplacesoftheworld.Thatstooexpensiveandwedonthaveenoughtime,too.
A:Ofcourseyouareright.Nowcomputersareusedinmanyfields.YoucangetasmuchinformationaspossibleaboutthecountriesyouwanttoknowthroughtheInternet.
B:Thatsagoodidea.Illtryit.
3.A:Hello.CanyoutellmewhicharethecountriesthatmakeuptheGroupofEight?
B:Yes.Itconsistsofeightrichestcountriesintheworld.TheyareBritain,France,Germany,Italy,Australia,Japan,AmericaandRussia.Fiveofthemarequitesmallandtwoofthemareislandcountries.
A:Doyouthinksmallcountrieshavebetterchancesthanbigonestobecomerich?
B:Idontthinkso.
A:Why?
B:Firstsmallcountrieshavefewnaturalresources.Theyreveryimportantforacountry.Second,theirlabourforceislimited.Asaresult,thatpreventstheireconomydevelopingfast.
A:Icantquiteagreewithyou.Infactmanysmallcountriesareveryrich.
B:Yes.Thoughsomecountriesaresmall,peopleofthesecountriescangetgoodeducationandmaketheircountriesbecomepowerfulbydevelopingscienceandtechnology.Forexample,Japanhasfewnaturalresources,butitcandevelopitseducationanduseothercountriesresourcesasmanyaspossibletodevelopitseconomy.
A:Itmaybetrue.Doislandnationshavemoreadvantagesthanothercountries?
B:Certainly.Islandcountrieshavemoreconvenienttrafficandtheyalsohavemoresearesources.
A:Iagreewithwhatyousaid.
Step4SummaryandHomework
T:TodaywevepracticedspeakingEnglishalot.Wevealsolearntmanyuseful
expressionstoexpressourownopinions.(Pointingtotheblackboardandthescreen.)Afterclass,writeashortparagraphaboutwhatyouhavedebatedinclassandcarryoutthetaskinTalkingPartonP109.

TheThirdFourthPeriod

Teachinggoals:
1.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
2.Furtherdevelopthestudentsreadingabilityandreadingskills.
3.GetthestudentstoknowmoreabouttheBritishIsles.

TeachingProcedures:
Step1.Lead-in
T:Inthefirstperiod,wetalkedmuchabouttheUKandyouknowalotaboutit.(TeachershowspicturesofBigBen,TheSpeaker’sCornerinHidePark,BuckinghamPalace,TowerBridge,Stonehenge,Shakespear,nationalflagsofScotland,Ireland,WalesandEnglandonthescreenforthemtoenjoyanddescribe.)
Step2.Pre-reading
T:NowopenyourbooksatPage35.LookatthequestionsinPre-reading(Showsthesequestionsonthescreen)andhaveadiscussionaboutwhatyouknowaboutthesequestions.
(Afewminuteslater,teacherasksthreestudentstoanswerthem.)
Step3.Reading
ListeningPractice:
Playthetapeforthestudentstolistentogetthegeneralidea.
TrueorFalseStatements:
ThetowerofLondonisveryfamousinBritain.
TheUKismadeupofBritainIslandandIrelandIsland
Scotlandiswarmerthroughouttheyear.
TheEuropeanmainlandhashadagreateffectonthecultureofthepeopleintheBritishIsles.
Frenchwasconsideredanoblelanguageinthe12thcenturyinBritain
Irelandhasbeenanindependentrepublicsincetheancienttime.
TheWelshhavethelanguageoftheirownbesidesEnglish.
Choosethebestchoices:
1).Accordingtothepassage,whatdoyouknowabouttheIsleMan?
ItliesbetweenBritainandIreland.
It’srunoverbythekingofUk.
ThekingofEnglandisinchargeofit.
BothAandC
2).HowmanyspokenlanguagesareconsideredasnativelanguageintheBritishIsles?
A.2B.8C.1D.6
3).What’sthemainideaofthetext?
A.BritainwasonceinthechargeoftheFrenchmen
B.TheUKismadeupof3countries.
C.TheauthordeliverssomemoreinformationabouttheBritishIsle.
D.It’saboutthehistoryofthecountry.
4).Whatcanyouconcludefromthepassage?
A.TheUKismadeupof4countries
B.TheBritishIslesliesofthewestcoastofEurope
C.ThecultureoftheUKisamixtureofdifferentcountriesintheworld.
D.TheclimateoftheBritishIslesismildwithalotofrain.
Answers:DBCA
4.Skimming
GettheSstoskimthetexttofindoutthetopicsentenceofeachparagraph.
ParagraphMainidea
Para1GeneralideaaboutEngland
Para2PositionoftheBritishIsles
Para3climate
Para4culture
Para5TheinfluenceofFrench
Para6history
Para7Languages
5.Questionsindetails:
(Teachershowsthequestionsonthescreen.)
Answerthequestions:
1.WhatistheUK?
2.WhatstheweatherintheBritishIsleslike?WhataboutinScotland?
3.HasthecultureofthepeopleintheBritishIslesreceivedmanyinfluences?Fromhere?
4.WhydosomanyEnglishwordsenduwiththeFrenchwords
5.HowmanycountriesarehereinBritain?WhicharethefirsttwocountriesthatjoinedintheUnitedKingdom?DoestheIrelandIslandbelongtotheUK?
6.WhatdopeoplethroughouttheBritishIslesspeaknow?
6.Languagepoints:
Whiledealingwiththeaboveactivities,it’sgoodtimetoexplainsomeimportantlanguagepoints.
Step4.Post-readingActivity
Task1:Locatetheplacesinthemap
(TeachershowsablankmapofEnglandonthescreen.Askthemtolocatethepositionofsomeplaces.Ex.1onP36)
Task2:Discussion
T:NowyouveknownmuchinformationaboutEngland.ItsknowntoallofyouthatEnglandisseparatedfromEuropeanmainlandbytheEnglishChannel.Isitpossibletoswimacrossthechannel?Whereisthebestplacetodoso?Howfarisit?Pleasehaveadiscussioningroupsoffour.
(Suggestedanswers:ItspossibletoswimacrosstheEnglishchannelthoughitisverydifficult.Nowtherearemanypeopleintheworldwhohaveswumacrossthechannel.LastJuly,ZhangJianinourcountrywasalsosuccessfulindoingso.ThebestplacewheretheyswimacrossthechannelisfromDoverinEnglandtoGalletinFrance.Itis33.8kilometers.…)
Step5.SummaryandHomework
T:TodaywevereadapassageandlearntmoreabouttheUnitedKingdomandIreland,especiallyabouttheBritishIsles.Nowweallknowthattheclimatethereismildwithalotofrain.Thereareallkindsofflowersallyearroundandmanytreeseverywhere.Alsotherearemanyculturalrelice,placesofinterestandnaturalparks.DoyouwanttotraveltoEnglandifyouhaveachance?Whereareyougoing?
Todayshomework:ImagineyourselftobeanexperiencedguideinBritain.Youhavebeenaskedtoarrangeafour-weektourofBritainforagroupoftourists.Youintroduceyourtravelplan,beginningwith‘Helloeveryone,I’dliketotellyouabout…’andendingupwith‘Ihopethateveryonecanenjoystayinghereandhaveanunforgettabletravelexperience.Thankyouforlistening.’

TheFifthPeriod

Teachinggoals:
1.ImprovetheabilityofdefiningwordsinEnglish
2.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.
3.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.

TeachingProcedures
Step1.WordStudy
T:Inthisunit,wevelearntmanyimportantwords.Nowlookatthewordsonthescreen.Trytothinkoftheirmeanings.Thenfinishtheexerciseonthescreentocheckifyoucanusethemcorrectly.Afterfinishingit,youcancheckyouranswerswithyourpartner.
(Teachershowsthefollowingonthescreen.)
Completeeachsentencewiththewordsinthebox.
View,narrow,kingdom,consist,mild,influence,basis,upper,union,republic
1.Agroupoftrade_______leadersmettodiscussquestionsaboutjobsafety.
2.TheofficialnameofourcountryisthePeoples________ofChina.
3.Moreandmoreyoungpeoplegoabroadtostudywhentheygraduatefromhighschool.Whatsyour________onit?
4.Generallyspeaking,the_______classesdonthaveaclearideaofthecommonpeopleslives.
5.Ourclass________oftwenty-fiveboysandthirty-twogirls.
6.Theweatheris________today;itisneitherhotnorcold.
7.Thestreetistoo________.Itdoesntallowtwocarstopasseachother.
8.Becauseofherteachers_________,shechosetostudyEnglishatcollege.
9.Dontjudgeapersononlyonthe_________ofappearance.
(Afterthreeminutes,teachermayasksomestudentstosaytheiranswers.Teachercorrectsthemistakesifanyandgivessomeexplanations.)
Step2.Grammar:NounClauses
Lead-in
ShowapictureofPierceBrosnan,thecurrent007andhaveafree–talkabouthimtogetherbyaskingandanswering‘Whoisthisman?Whatdoeshedo?What’shisfirstfilm?Whatelsedoyouknowabouthim?’etc.Thenpresentthedescriptiononthescreen:
PierceBrosnanwasbornonMay16,1953.Fewpeopleknowthatheisinhisfifties,(OC)becausehelooksmuchyoungerthanhisage.AndalsothatheisIrishisunknowntomanypeople(SC).Hiswifediedofcancerin1991.It’sreportedthathemethispresentwifein1994andmarriedagain(SC).Thefactthathewasofferedthejobas007inGoldenEye(1995)isnotnewtoeveryone(AppositiveClause).Hissecondfilmis“TomorrowNeverdies”.Besideshiscareerinfilms,hehasaproductioncompanywithalong-timefriend.Anotherimportantfactforwhichweshouldshowhimrespectisthathehasraisedalotofmoneytohelpresearchintobreastcancer(PC).
GetthestudentstopaymoreattentiontotheunderlinedsentencesandwiththeirhelpexplainthefunctionsofNounClausesrespectively.(Tomakesureeverystudentcanbeclearaboutthisgrammarpoints,Chinesecanbeusedinsteadwhileexplaining.
3.Drill:TohelpthestudentstohaveafurtherunderstandingofthefunctionsoftheNounClause.
(Teachershowsthescreen.)T:Nowlookatsomeothersentencesonthescreenanddecidewhichparttheclausesactas.(OnP39-40)
Choosethecorrectpartfromtheboxtomatchwiththesentences.
A.subjectB.objectC.predicativeD.appositive
1.TheideathatEnglandstandsforFishChips,theSpeakersCornerandtheTowerofLondonispast.
2.ThefactthatthemainlandofGreatBritainismadeupofthreeKingdomsisstillunknowntomanypeople.
3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.
4.SomepeoplefeelthatWalesisanancientfairyland.
5.ThatmostofthesearenowthreatenedandmanydisappearisaseriousmattertothepeopleinBritain.
6.Theyrealisethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.
Answers:
D2.D3.C4.B5.A6.B
4.ComparisonbetweentheAppositiveClauseandtheAttributiveClause
(1)Presentation:
PresentthreegroupsofsentencesforthestudentstocomparefirstandthenusetheInductiveMethodtointroducethedifferencesbetweenAppositiveClauseandtheAttributiveClause:Intheattributiveclause,“that”isoftenusedassubjectorobjectwhileintheappositiveclause“that”isntusedasmembersofthesentence..
1).Thenewsthatourteamwonthematchisexciting.
2).Thenewsthatheheardjustnowisexciting
3).Healwaysmakesapromisethathewillneverkeep
4).Healwaysmakesapromisethathewillworkhard
5).ThefactthatGreatBritainismadeupofthreecountriesisstillunknown.
6).Thestatethatconsistsofthreecountriesisdevelopingveryfast.
(2)Practice
T:NowlookatPart2onPage38.Inthispart,therearefourthatclause.Pleaseunderlinetheclausesandidentifythetypeofclauses.knowhowtodothisexercise?
(3)Practice
T:LookatPart3.Joineachpairofsentencesusingthatclauseasappositive.
Step3.SummaryandHomework
T：Inthisperiod,wevedonesomeexercisesaboutsomeimportantwordsandthenounclauses,especiallywepracticetheappositiveclause.Alsoweveknownthedifferencebetweentheappositiveclauseandtheattributiveclause.Afterclass,youshouldpractisemoretomasterthembetter.PleasedoExx1-2onP112.WhilereadingEx2,trytokeepinyourmindasmuchinformationabouttheboatracebetweenOxfordandCambridgeUniversitiesOK.

TheSixthPeriod

Teachinggoals:
Dosomereadingandwritingtoimprovethestudentsintegratingskills.
EnjoyatravelpassagewrittenbythefamousEnglishnovelistDanielDefoe.
Practisedescribingaplace
Step1Revision
Revisethereading‘TheBritishIsles’byfillingintheblanksinthefollowingpassage,whichcanbeusedasthesummaryofthetext:
ItisnotrighttothinkthattheBritishIslesmeanstheUnitedKingdom.theBritishIslesisagroupofislandsthat___________thewestcostofEurope.ThelargestislandiscalledBritain,which________________threekingdoms:______inthenorth,______inthewestand________intheeast.TheislandjustwestofBritainiscalledIreland.IrelandIslandis______________twocountries.__________________isanindependentcountry,whiletheNorthernIreland____________theUK.BetweenBritainandIreland,inthe__________,liesthesmallIsleofMan.TothesoutheastofBritainliethe_______________.
TheclimateoftheBritishIslesis_____withalotofrain.ThecultureofthepeopleintheBritishIsleshasreceivedmany_________fromtheEuropeanmainland.IN_____allofGreatBritainandIrelandwas_________bytheFrench.Asaresult,theEnglishlanguage_____________manyFrenchword.TheUKhasalonghistory.EnglandandWalesformedtheunionin_____.Scotlandjoinedlaterin1707.Inmoderntimes,peoplethroughouttheBritishIslesspeakEnglish.
Answers:
Lieoff;consistsof;Scotland;Wales;England;makeupof;TheRepublicofIreland;belongsto;IrishSea;ChannelIslands.
Step2.Reading
1.Lead-in
Teachershowssomebeautifulpictures.
T：Asyousee,throughtheInternet,weregotmuchinformationaboutEnglishmen,theirculture,food,sports,placesofinterestandsoon.Fromthepassageweread,wevealsoknownsomethingabouttheBritishIsles,theUnitedKingdomandIreland.Fromthesepictures,weallknowEnglandisagoodplacetotravelto.Evensincetheeighteenthcentury,EnglishmenstartedtodevelopaninteresttotravelaroundtheBritishIslesanddescribethecountryside,thecities,thepeople,theirlifeandculture.Todaywellreadapassage.ItsaboutDanielDefoesexperience.(BriefIntroductiontoDanielDefoe).HevisitedSalisburyinSouthernEngland.Whatdidheseethere？Whatplacesdidhevisit?Letslistenandreadthepassagetofindthebestanswerstothequestionsbellow.
1).Sheeparefed_____.
A.inthecenterofSalisburyB.aroundthecity
C.inandaroundSalisburyD.onthetopsofhills
2).Atravellermaybeinterestedin______.
A.thehistoryofthecountryB.thecathedralofSalisbury
C.aplaceofinteresthereD.hundredsofthousandsofsheep
3).AboutSalisbury,WhichofthefollowingisNOTtrue?
Itlieswhere3riversjointogether
ItisinSouthernEngland
Itisalargeandfinecity
Salisburyisabout3milesawayfromClarendonPark.
4).Theauthor’spurposeisto______.
A.introduceEnglandtoyouB.tellyouhowmanysheepinEngland.
C.adviseyoutomakeatripinEngland
D.introduceSalisburyinsouthernEnglandtoyou.
5).Whatcanyouinferfromthepassage?
A.Peoplethereliveahappylife.B.Salisburyisamountainouscity
C.PeopleinSalisburymainlygrowfruittrees
D.Salisburyhasashorthistory.
Answers:CCADA
(Studentsbegintoreadthepassagesilentlywhilelisteningandteachershowssomequestionsonthescreen.)
2.FurtherComprehensionofthetext
Getthestudentstoreadthepassagecarefullyagainfordetailsandanswermorequestions:
1.WhatdidheseeallroundthecityofSalisbury?
2.Whathistoricalrelicswereinterestingtotraveler?
Whatisthecathedralfamousfor?
3.HowmanyimportantkindsofproduceandtradearethereinthecityofSalisbury?Whatarethey?
4.What’sthelifelikeinSalisbury?
5.Howwasthelandscapearoundthecity?
(Afterafewminutes,teachercollectsthestudentsanswersandthenchecksthem.Whileaskingandansweringthequestions,somelanguagepointscanbedealtwithatthesametime.)
Step4.LearningofWritingSkills
Dividethemintosmallgroupstostudythetextcarefullyandtrytofindout:WhichorderdidDanielDefoedescribethecityofSalisbury?
ThelandscapeHistoryWhatwecanThepeople,Thewider
nearthecityrelicsaroundseeinthetheirlife,worklandscape
thecitycityandculturearoundthecity
Step5.Writing
T:Nowyouveknownhowtodescribethelandscape,thepeople,theirliveswhenweseethem.Inourhometown,thereisbeautifullandscape(suchasYandanMountain),richpeopleandmanyculturalrelics.Beforethisunit,Ihaveaskedyoutoinvestigateourhometownandvisitsomegovernmentdepartmentsforinformationtofillinthetable:
NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistory
Nowpleasedescribeourbeautifulhometownusingtheinformationyouhavecollected.Youcandescribethelandscape,culturalrelics,themostimportantfeaturesofourtown,thepeople,theirlife,tradeandculture.Andalsotellthetouristshowtomakeatriptoourcityeasily.(Teachergivesstudentsenoughtimetodiscussandwriteandthenasksstudentstoreadtheirpassages.)
Step6.SummaryandAssignment
T:TodayweenjoyedDanielDefoe’straveltoSalisbury,whichisgoodplacetovisitAndwealsolearnedhowtowriteadescriptivepassageaboutaplace.Afterclass,pleasewritethepassageaboutyourhometowninyourexercisesbooks.
Recordafterteaching:

Unit6Lifeinthefuture

TeachingGoals:
1.Talkaboutlifeinthefuture
2.Practisemakingpredictions
3.LearnaboutNounClauses(2).

TheFirstPeriod
Step1.Warmingup
Watchthepicturesonthescreenandtellwhatdoyouthinkthefuturelifewillbelike.
1.Communication
2.Work
3.Businessandmoney
4.Thehumanbody
5.Language
6.Houseandbuildings
7.Education
Askstudentstoimaginethefuturelifeinthefieldsabove.
Step2.Listening
Listentothetapeandanswerquestions.
1.Ssfinishthelisteningtaskonpage42
2.Sslistentothetapeagainandchecktheanswers.
GivethestudentssometipsonhowtoimprovelisteningwhilecheckingtheEx.
1.makenoteswhilelistening;
2.graspthemostimportantinformation

Step3.Speaking
Twiceasgoodordoubletrouble?Workinpairsorgroupstodiscuss.Theyearis2089andscientistshavediscoveredhowtomake“double”,exactcopiesofapersonthatcandoeverythingtheoriginalcando.Thestudentsareaskedtodecidewhetherthenewtechnologyshouldbeused.
Thefollowingstructuresarehelpfultostudents:
Whatwilllifebelikeinthefuture?
Howwillpeople….
Wherewillpeoplework….
Itwouldbewonderfulif…..
Itwouldbebadfor….If…….
It’spossible/impossibleto…..
Noonecanpredictwhat/when…
Homework
FinishoffthehomeworkonWb,warminguppart.

TheSecondPeriod

Step1.Warmingup
1.Brainstorming:
Findasmanywordsasthestudentscanfindaboutfuturelives.
2.Followingthestepsofthewarming-uponpage41.
3.Activity:
Discussingroupsaboutthefollowingareasinthefuture:
Communication/housing/transportation/education/hospital
Step2.Pre-reading
1.Showsomepicturesofhighly-developpedtechnologyusedindailylife.
2.groupwork:describethepictures.
Step3.While-reading
1.Scanning:Ssreadquicklyandanswer:
Whatisthepassageabout?
2.Ssreadandgetthemainideasofeachparagraph.
Step4.After-reading
Comprehendingbyansweringthefollowingquestions:
Whataretheadvantagesoffuturetransportation,smartcard,onlineshoppingande-schools?
Whatwillhappeninthefieldofhealthandmedicineinthefuture?
Whyisitimportanttobelifelonglearners?
Whatshouldwedotomakesurewewillhaveabrightfuture?
Step5.Assignment
1.surftheinternetandgetmoreinformationaboutthetopic..
2.findafewsentencesinthepassagewhichyoulikemost,understandthementirelyandthenexplainthemtoyourdeskmates.
Recordafterteaching:

TheThirdPeriod

Step1.Warmingup
AsksomeSstorecitethesentencesthattheyhavelearntlastperiod.
Step2.Learningaboutthelanguage
Teacherexplainsomelanguagepointsinthetextonpage43--44.
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
What’s….like?
What’stheweatherliketoday?
What’sthepicturelike?
2.E-commerce,orbusinessdoneontheinternet,isbecomingmoreandmorepopularaspeoplediscovertheadvantagesofonlineshopping.
DoneontheInternet
ThePastParticipleusedasAttributive.

3.Homeworkwillalwaysbehomework,buttheschoolsofthefuturewillprobablybequitedifferentfromwhattheyaretoday.
theNounClausehereusedasobject
Step3.Practice
1.SsfinishEx1and2onpage45bythemselves.
2.checktheanswer.
3.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.
Step4.Assignment
1.Learntheusefulexpressionsbyheart.
2.FinishWb.Ex1–3focusingonvocabularyonpage117--118.
Step5.Assignment
FinishWbEx2onpage117

TheFourthPeriod
Step1.Pre-writing
1.SsreadthepassageonP47andgetageneralideaaboutit.
2.Explaintheskillsonhowtoorganizeaparagraph.
Step2.While-writing
1.Sswriteashorte-mailtoane-pal
2.Ssexchangetheirwritingandcorrectthemistakes.
3.Ssrewritetheletteragain.
Step3.After-writing
Choosesomesamplesandshowtheminclass.
Tipsonwriting:
Payattentiontotheformofwritingaletter.
Payattentiontothetensewhilewriting.
Payattentiontothestructuresofthesentences.
Step4.assignment
Ssingroup3-5,discussthelifein3044
Recordafterteaching:

Unit7Livewithdisease
TeachingGoals:
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS,cancers,etc.
2.Practisetalkingaboutimaginarysituations.
3.Practisesupportingandchallenginganopinion.
4.LearntousetheSubjunctiveMood(1):IfIwereyou,…IwishIcould…
5.Writeapersonalnarrative.
TeachingPlan:SixPeriods
1stperiod:Warming-up,Listening(WB)Talking(Optional)
2ndperiod:Speaking
3rdperiod:Reading—BornDying
4thperiod:IntegratingSkills(SB)
5thperiod:LanguageStudy—WordStudy
6thperiod:LanguageStudy—Grammar

TheFirstPeriod
Goals:
1.Tofocusontalkingaboutdeadlydiseases(esp.AIDS)aswarmingupandlisteningpractice.
2.TolearnsomebasicknowledgeaboutAIDS.
3.TohelpstudentsbuildtherightattitudestowardsAIDS.

Teachingprocedures:
I.Warmingup
1.Lead-in
1)ShowapictureofAIDSlogotoleadinthesubject—AIDS
Areyoufamiliarwiththisredribbon?
What’sitrelatedto?
Whatdoesn’titmean?Doyouknow?
(Possibleanswer:RedribbonisrelatedtoAIDS.ItmeansthatweshouldgiveAIDSpatientsloveandcare,understandandsupport.)
2)ShowapictureofPuCunxinandotherstarstoshowthatAIDSisaworldwideproblem.
Doyouknowthem?
Whatistheirjobbesidesacting?
IsitjusttheprobleminChina?
(Possibleanswer:It’snotjusttheprobleminChina.It’saworldwideproblem.Andbesidessomefamousstars,someordinarypeoplealsoworkveryhardtotellotherstheharmofthisdisease.)
2.Brainstorming
Q1:WhiletalkingaboutAIDS,whatotherdiseasescanyouthinkof?
Individualwork:Letstudentsbrainstormthenamesofdiseases,suchascold,headache,toothache,diarrhoea,cut,coughing,scald,insomnia,heartattack,cancer,AIDS,etc.
(Withthedevelopmentofscienceandhi-tech,manydiseasescanbecured.Butfornow,AIDSisstillincurable,soit’sadeadlydisease.)
3.HowmuchdoyouknowaboutAIDS?
1)Pairwork—questionsfordiscussion
What’sthefullnameofAIDS?
CanAIDSbetransmitted?
Inwhatwayscanitbetransmitted?
WhatkindsofpeoplearelikelytogetAIDS?
DopeoplewithAIDSlookhealthyatfirst?
Isitsafeordangeroustostayortobefriendswiththem?Why?
(Studentsdon’thavetogivetheexactanswers.Thesequestionswillhelpthemthinkaboutthisdisease—AIDS.)
2)AIDSQUIZ(individualwork)
1)AIDSquiz(p.49)—checkstudents’knowledgeaboutAIDS.
2)Picturequiz—CantheAIDSvirustransmittedviathefollowingroutes?
Summary:MedicalstudiesshowthattheAIDSviruscannotbetransmittedviathefollowingroutes:cups,glasses,toiletseats,swimmingpools,mosquitoes,otherinsectsorgivingblood.Soit’ssafetobefriendswithAIDSpatients.
II.Listening(WB)
1.Pre-listening:GothroughEX12inPart1andguess“WhatdothelettersHIVandAIDSstandfor?”
2.While-listening:ListentothetapeandfinishexercisesinPart12.
(Makegooduseofsomepicturesandaflash“HIV-cycle”inthePowerPoint)
3.Post-listening:SupposeyouareapublicistofAIDS,pleasegiveanoralreportaboutittothewholeclass.
III.Talking(Optional)
Roleplay:Workingroups.ImaginethattheheadmasterofaschoolhasfoundoutthatoneofthestudentshasHIV.Thestudent’sfamilyhaskeptitasecretuntilnowandtheheadmasteronlylearntthetruthlastweek.Hehadcalledameetingtodecidewhattodo.
(OpinionscanbebasedontheirknowledgeofAIDSandalsothecharacteristicsoftheroles.)
IV.Homework
1.PreviewSpeaking(p.50)andfindsomeinformationaboutAIDS,drugs,smokingordrinkingtosupportyouridea.
2.Learnthenewwordsofthisunitbyheart.

TheSecondPeriod

Goals:
1.Topractisesupportingandchallenginganopinion.
2.Topractiselisteningcomprehension.

TeachingProcedures:
I.Revision
Doyoustillrememberthislogo?Whatcanyoulearnfromit?
Q1:Doyourememberwhatitmeans?
Q2:InwhatwaysisAIDStransmitted?
II.Speaking
1.Pre-speaking
1)DoyouagreethatgettingAIDSisapersonalproblem?Whyorwhynot?
(Throughthesequestions—
RaisetheideaofsocialproblemandcometoSpeakingpart.
Introducetheusefulexpressionsofsupportingandchallenginganopiniononp.50.Andthroughoutthewholeclass,teachersshouldtrytousetheseexpressionsasmanyaspossibletoraisestudents’awareness.
2)Ashasjustbeentalkedabout,AIDSisnotonlyapersonalproblem,butalsoasocialone.Becausewhenwetalkaboutsocialproblems,wemeancrimessuchasdruguse,murder,theftorrobberyandbrokenfamilies.Thesesocialproblemscausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.Besides,therearequiteafewothersocialproblems.Canyoutellsome?Canyouuseyourownsentencetodescribeoneofthesesocialproblems?
(Possibleanswer:crime,health,homelessness,poverty,gambling,familyviolence,divorce,unemployment)
3)Informationinput
Givestudentssomeinformationabouthowserioustheseproblemsareandaskthemtotakenotes.Thentheycandecidewhatisthemostserious.
(RefertothePowerPointProperexplanationisneeded).
AboutAIDS
1.HowmanyAIDSpatientsallovertheworld?Wherearethey?Andaretheyyoungorold?
2.WhatkindsofsocialproblemscanAIDScause?
3.HowaboutthesituationinChina?
Aboutdrugs
1.Istheuseofdrugssuchasheroin,serious?Whydoyouthinkso?
2.Whatshouldwedowithit?
AboutSmoking
1.Nearlyeveryoneknowsthatsmokingisharmfultoourhealth.Butwhydopeoplesmoke?
2.Whatkindsofdangercanitcausetoourbody?
3.Canyouthinkoftheotherdangersofsmoking?
Aboutdrinking
1.Doyourparentsdrink?Doyouthinkdrinkingisgoodornot,oritdepends?Giveyourreasons.
2.Candrinkingcausesomeproblemtoourbody?Whatarethey?
3.Willdrinkingcausesomesocialproblems?Givesomeexample.
T:Thesefourareallsocialproblems,astheyallwillcausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.
2.While-speaking
Ifyouwereanexpertonsocialproblems,whatisthemostseriousproblemtoday,AIDS,drugs,smokingordrinking?
Roleplay
Groupoffour
EachactsastheexpertonAIDS,drug,smokinganddrinking.
Usetheexpressionstosupportyouropinionorchallengingother’sopinions.(p.50)
Languageinput(Usefulexpressions)
--Repeatittostrengthenstudents’abilityofuseit.
SupportinganopinionChallenginganopinion
Ithinkthat…,because…Perhaps,butwhatif/about…?
First,…Haveyouthoughtabout…?
Onereasonisthat…Whatmakesyouthinkthat…?
Forexample,…Couldyoupleaseexplain…?
Ifwe/theywereto…,we/theycould…IfIwereyou,Iwould…
III.Post-speaking
Conclusion—Classdiscussion
Q:Couldthesesocialproblemsbeavoided?Orcouldwegetridofsocialproblemsinmoderntimes?Whatcanwedotodealwiththem?
(Socialproblemsarearoundus.Theycan’tdisappearinmodernsociety.Butwecandosomethingoptimisticorpositivetoreducetheharmtheycause.That’swhyweyouthareaskedtogetawayfromAIDS,drugs,etc.That’swhyweyouthshoulddevelopgoodhabits.That’swhymanypeopleincludingfamousstarsarebusywithtellingotherstheharm.Inthisway,wecanstayhealthybothphysicallyandmentally.)
Homework
1.FinishListening(P.50)exercises
2.Readthepassage“FIGHTINGTHEVIRUS:HIV/AIDSINAFRICA”(P127)andfinishthePre-readingexercises(p.51).

TheThirdPeriod
Goals:
1.TolearnmoreknowledgeaboutAIDS.
2.Tohelpstudentsunderstandtheattitudesandspiritsoflivingwithdisease
3.Tolearnsomeusefullanguagepoint

TeachingProcedures:

I.Pre-reading
1)Q1:Whatdotheylook?
Showthepictureofafatherandhisson.
(Thefatherlookscaring,gentleandenergeticandthesongivesusanimpressionofbeinglovelyandcute.TheyappearsohealthythatyouwouldneverguessthattheyarelivinganddyingwithAIDS.)
2)Q2:HaveyoueverseenanAIDSpatient?Howdotheylook?
ShowthestudentssomepicturesofAIDSpatients.
(Ifnothingisdone,thereisnodoubtthatallthepeopleinfectedwithAIDSwillbelikethem,nomatterhowhealthytheyarenow.)
3)Q3:Aretheybadpeople?Dotheydeserveit?
ShowmorepicturesofpeopleinfectedwithHIVorAIDS.
(I’mafraidnot.Likeanyfather,“Jeremyismywholelife.Everydaddreamsofwatchinghiskidgrowupandgraduatefromhighschool.IneverthoughtthatwouldhappenforusbecauseJeremyandIarebothHIVpositive.Butthankstoournewfamilyclinic,webothhaveaccesstothetreatmentsweneed.NowmaybeIwillseeJeremywalkdowntheaislewiththeclassof2017”.[Heregivethestudentsseveralminutestochewanddigestthesewords.]Likeany12-year-oldchild,Xiaohuaisahappygirlwhosmilesalotandlikestotalktoherfriendsafterschool.However,shehaslosthermotherandwillloseherfatherandsheherselfwasborndyingwithAIDS.)
4)Q4:Doyouwanttoknowmoreabouttheirlife?
OurtextisaboutXiaohua’slife.
Whatquestionsdoyouthinkwillbeansweredinthetext?
1._______________
2._______________
3._______________
4._______________
II.While-reading
1)Skimming:
Q:What’sXiaohua’sattitudetowardsherdisease?
2)Scanning:
Q1:InwhatwaysdoesAIDSspread?
Q2:Howmanychildrenwereinfectedin2002?
3)Summary：
1.Xiaohuaisa12-year-oldgirllivinganddyingwithAIDS.(para1)
2.WhatisAIDS?(para2)
3.HowwasXiaohuainfected?(para3)
4.ThousandsofchildrenbecomeinfectedwithHIVeveryday.(para4)
5.Xiaohuadevotesmuchofherlefttimetohelpingothers.(para5,6,7)
III.Post-reading
1)Questions
(MuchoftheanswerstothesequestionscanbereferredtothereadingmaterialonP127.)
Q1:WhyisAIDSadeadlydisease?
(Breakdown/defenceless/treatment/notavailable/incurable)
Q2:Whydotheyoungsufferthemost?
(Aswithmanydiseases,childrenseemtosufferthemostfromAIDS,mainlybecauseofalackofproperhealthcare,preventionandeducation.Eveniftheythemselvesarenotinfected,thediseasecanruintheirlives.Theymayhavetocareforsickrelativesandareoftenunabletogotoschool.LivingwithaparentorparentswhohaveAIDSispainfulanddifficult.Becausetheparentscannotwork,thechildrenmaynothaveenoughfoodandmusthelptakecareofthefamily.)
Q3:Whatdotheysufferfrom?
(Notonlythediseaseitselfandinevitabledeath,butalsopeople’snotknowing,misunderstandingandfearofthedisease.)
Q4:Whatcanbedonetoimprovethesituation?
(Bythegovernment:
Byspecialistanddoctors:
Byotherpeople:
Bythepatientsthemselves:)
Q5:AsanAIDSpatient,whatdoesXiaohuado?
(notdiscouraged/encourage/visit,support,cheerup/createanetwork,persuade/talktopeople)
Q6:Whatareherwishes?
(IwishIcouldremember
IfIweretolivelong…
Iwishpeoplecould…
IfIwereyou…
Q7:Howdoyoufindher?
Q8:NexttimeifyoumeetanAIDSpatient,willyouregardhimorherasabadanddangerousperson?Whatwouldyoudo?
2)Creation
AIDSDayisapproaching,ourschoolisplanningsomethemeactivitiesanditiscollectingideasfromthestudents.
IsitagoodideatoinviteXiaohuatogiveusalecture?IfyouwereXiaohua,whatwouldyousaytous?Pleaseprepareaspeech.
IV.Homework
1.PreviewIntegratingSkills—DIAGNOSEDWITHCANCER:THEDAYMYLIFEENDED…ANDBEGAN!(p.54)
2.Learnthewholetextbyheart.

TheForthPeriod
Goals:
1.Tolearnsomeinformationofcancerandtheattitudetowardsit.
2.Towriteapersonalnarrative.
TeachingProcedures:

I.Pre-reading
Lifeisnotalwayssmooth,butwithsubmergedrockshereandthere,nowandthen.Whenfacedwithunexpecteddiseasesordisastersorevendeath,whatattitudetochooseisaquestion.
Q:Forexample,ifyoufoundoutthatyouhadanincurabledisease,howdoyouthinkyourlifewouldchange?Andhowwouldyouacttowardsthechange?
--BorndyingwithAIDS,Xiaohuasays,“Mylifemayhavetobeshort,butthere’snoreasonwhyitcan’tbebeautiful.”
--Diagnosedwithcancer,‘I’alsohavesomethingtosaytoyou.Nowlet’sseewhat‘I’willsaytoyou.
II.While-reading
Questions:
Q1:Howdidcancerchangethewriter’slife?
Q2:Comparethewriter’ssituationwiththatofXiaohua.Inwhatwayaretheirexperiencessimilarordifferent?
Q3:Dotheirexperiencesstrikeyou?
Q4:Whathaveyoulearntfromthem?
(Getthestudentstoputemphasisonsomelanguagepoints,especiallyhowthewriterexpresseswhathethinks.e.g.
Irememberhavinganemptyfeelinginmystomachandthinkingthatmylifewasgoingtoend.
ThereweredayswhenIwishedthatIweredeadsothatIwouldnothavetofeelsosick.)
III.Writing
Lifeislikeamoon,sometimesround,sometimesnot.Wehavehappytimesandalsosadmoments.Ifwedrawatimeline,wewillfinditisnotalwaysstraight.Takemyselfforinstance…
Stepstofollow
Stepone:thinkaboutyourpastdays:whatweresomeeventsthatmadeyouveryhappy?Whatmadeyouverysad?
Steptwo:drawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows).
Stepthree:talkaboutthehappyandsadthingstoyourpartner,withreferencetothetimeline.
Stepfour:chooseoneevent,eitherhappyorsad,whichimpressesyoumost.Trytorememberallthedetailsofit,especiallyhowitmadeyoufeel,whatitmadeyouthinkandwhyitisimportantinyourlife.Prepareforwritingitdown.
Stepfive:workoutanoutlineofwhatyouaregoingtowrite.
Stepsix:readanexample.
Stepseven:begintowrite.
IV.Homework
1.Writeanessayaboutanimportanteventinyourlife.
TheFifthPeriod

Goals:
1.Tolearnaboutsomeantonyms
2.Topracticeusingsomeusefulwordsandphrasesinthetext

TeachingProcedures:
I.Lead-in
AskstudentssomequestionsaboutXiaohua.Ononehand,theycanreviewwhattheyhavelearned.Ontheotherhand,teachercanleadthemtothelearningoftheusefulwordsandphrasesinthisway
Q1.DoyoustillrememberXiaohua?
Q2.Whathashappenedtoher?
Q3.Whatisherattitudetowardsthedisease?
(Sheisabravegirl.SheisnotdiscouragedbyAIDS,instead,shetriesherbesttoencourageandhelpotherAIDSpatients.)
II.Learnandpracticeusingsomeantonyms
1)Askstudentstopayattentiontothetwowordsinboldandexplaintothemtheirmeanings,pointingoutthattheyhaveoppositemeaningsandthiskindofwordsarecalledantonyms.
2)Letstudentshaveacompetition.Trytofindtheantonymsofthefollowingwords.Letsseewhocandoitcorrectlyandquickly.
defenceless--defensive
infectwith--immuneto
protected--unprotected
incurable--curable
discourage--encourage
visible--invisible
3)Practiceusingtheseantonymsthroughexercises.
(Completethesentencesusingtheantonyms)
1.InFebruary2003somepeoplegot____astrangediseaseanddiedwithinamonth.
2.Althoughshemetmanydifficulties,Helenwasnot_____.Shecontinuedstrugglingwiththedisease.
3.Peoplethinkitaseriouscrimetoattack_______children.
4.AIDScanbetransmittedbyhaving______sex.
5.Havingfoundoutthatthegirlhasgotadiseasewhichis______andwilldiesoon,theboydecidetohelphertomakethelastdaysofherlifebeautifulandmeaningful.
III.Practiceusingsomeusefulwordsandphrasesinthetext.
(TranslatethefollowingsentenceswiththehelpofChineseoritalicwords.)
1.Thedoctor______(诊断)myillnessasarareskindisease.
2.Hehas_______（恢复）fromhisbadcoldandcangoouttomorrow.
3.Thediseasemakesherrealizehow_______（宝贵）lifeis.
4.Thedoctortoldhimthatthewoundhadbeeninfected,andthatthe___________（受感染的伤口）becomedeadlyifitisnotproperlytreated.
5.Theyarecertaintahtthisvirushasbeentransmittedthroughtheair,yettheyhavenotbeenabletoidentifythe___________（传播的病毒）
6.Badnewsmaydiscourageapatient,soitisveryimportantthatdoctorstrytocheerupthe_______________（灰心丧气的病人）
7.Firstthedoctortakesabloodsampleandhasittested.Thenhewillusethe________（经过测试的血样）tofindoutifitisaseriousdisease.
8.Youcannotdelaythetreatmentanylonger.Youmuststopworkingunlessyouwanttodealwiththerisksof______________.（延误的治疗）
IV.Completetheshortsummaryofthetextwiththeproperformsofthefollowingwordsandphrases.
breakdowntheimmunesystemleavedefenceless
infectwithlivewith
livelifetothefullestdieof
availabledeadly
alackofonthecontrary
AIDSisadiseasethatbreaksdownthebodysimmunesystemandleavesapersondefencelessagainstinfectionsandillnesses.PeoplegetAIDSafterhavingbeeninfectedwithHIV,thevirusthatcausesthedisease.TherearemillionsofpeoplewhodieofAIDSeveryyear.
Sofar,thereisnotreatmentavailableforthediseaseandAIDSpatientshavetodealwiththefactthattheymightdieyoung.Unfortunately,adeadlydiseasesuchasAIDSalsofrightensothers.Becauseofalackofknowledgeabouthowitgetstransmitted,peopleoftentreatAIDSpatientsasiftheywerebadordangerous.
Xiaohuaisa12-year-oldgirl.ThoughshehasbeenlivingwithAIDSfor12years,sheisnotdiscouragedbythedisease.Onthecontrary,itmakesherrealizehowpreciouslifeisandhowimportantitistolivelifetothefullest.
V.Setanewsituation,askingstudentstowritedownashortdialogue.Inthisway,theycanreviewandusethewordsandphrasesgagin.
Situation:TwowomenaretalkingwithanAIDSpatient.Writeadialogue,usingyourimaginationaswellastheusefulwordsandexpressionstahthavebeenmentionedabove.
VI.Homework
1.Previewgrammar
2.FinishwordstudyexercisesonSBandWB

TheSixthPeriod

Goals:
1.TolearntheSubjunctiveMood
2.TomakestudentsgetfamiliarwiththeSubjunctiveMoodandmasteritbyusingitindifferentsituations

TeachingProcedures:
I.Lead-in
1)ShowstudentsthepictureofXiaohuaandaskthemtwoquestions:
Q1.Youmustbequitefamiliarwiththisgirlnow,right?
(Right.SheisaXiaohua,agirlwhohasbeeninfectedwithAIDS.)
Q2.HowwassheinfectedwithAIDS?
(Shewasinfectedbybirth.)
2)Xiaohuawasborndyingandshehasnochoices.Butmanypeoplewhoreallyhavemanychoicesdon’trealizehowpreciouslifeisanddoalotofharmstothemselves.
1.Showstudentssomepicturesofpeoplewhosmokealot,drinkalotorevenhavedrugs,pointingoutallthesecanleadtodeadlydisease.
2.Basedontheabovetalking,teacherraisethefollowingquestions:
Iftheygoondoingthis,whatwouldhappen?
IfyouwereXiaohua,whatwouldyouliketotellthem?
Ifyouwereadoctor,whatwouldyoudo?
Ifyouwereoneofthem,whatwouldyoudo?
3.SomepeopledonottakeXiaohuaordoctorsadvices.Finally,theydie.
Iftheyhadnotdrunksomuchwine,hewouldnothavediedatsuchanearlyage.
Ifhehad(not)...,hewould(not)have...
Askstudentstomakemoresimilarsentences,usingtheSubjunctiveMood.
II.MoreSituations
1.ThewomaninthepictureisHelen,whohasbeenlivingwithAIDSformanyyears.Nowsheiscelebratingherbirthdaywithherdog.IfyouwereHelen,whatkindofwisheswouldyoumake?
2.Itissaidthatafallingstarcanletyourdreamcometrue.Ifyousawafallingstar,whatkindofwisheswouldyoumake?
3.Besidesafallingstar,amagiclampcanalsoletyourdreamcomtrue.Ifyouhadamagiclamp,whatwouldyouaskittodoforyou?
III.Homework
1.FinishallthegrammarexercisesonSBandWB
2.Reviewthewholeunit

Unit8Firstaid
TeachingGoals:
1.Talkaboutfirstaidandmedicine
2.LearntousetheSubjunctivemood
3.Practisetalkingaboutwhatyoushouldandshouldnotdo
TeachingTime:6periods

TheFirstPeriod
Teachingaim:
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Preparationforlistening
LookatthepicturesonP58andanswersomequestions.
Whatcanyouseeinthetwopictures?Wherearethey?
Whatdoyouthinkhashappenedtotheboyandthegirl?Readtherequirementsquicklyandfindoutwhattodo.
II.Listening
Twopeoplehavejustarrivedatthehospital,eachwithachild.Anurseisaskingthemquestions.
1.Listentothetape.Whathappenedtoeachchild?
Child1:____________________________
Child2:____________________________
2.Listentothetapeagainandanswerthequestions.
Child1
Child2
Whendidithappen?
Wasanyfirstaidgiven?
Ifsowhatwasdone?
3.Listentothenurse’squestionsinthefirstdialogueandwritethemdown.
Can_______________?
What’s______________________?
Whatdidyoudo____________________________?
Does__________?
III.Post-listening
Finishtheexercise“TrueorFalse”
1.Harry’sarmwasbittenbyadogyesterdayevening.
2.Hisfathergavesomefirstaidbeforebinginghimtothehospital.
3.Thegirldrankabottleofink.
4.Ifadogwhichhasadiseasebitesomeone,he/shewilldie.
IV.Preparationforspeaking
1.Whatthingsathomecanbedangerous?
2.Howtopreventusfrombeinginjuredathome?
V.Speaking
1.Workinpairs.Usethefollowingusefulexpressionstodescribesomepicturesandtelleachotherwhatyoushoulddoandshouldnotdo.
Usefulexpressions
2.Topics
⑴electricity:
wire:n.电线,电缆
Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.
⑵Cooking:
Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
⑶Poisons:
Don’tpourpoisonsintoothercontainers,
forexample,emptybottles.Keepthemonahighshelfoutofthereachofchildren.
3.workinpairs.
Usethelistsofdosanddon’tsbelowtotelleachotherwhatyoushouldandshouldnotdo.
Safetyaroundthehouse
DosDon’t’s
a.Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.
b.Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
c.Makesurethateveryoneinyourfamilyknowshowtocall110and120.
d.Learnmoreaboutfirstaid.
a.Don’tputpoisonsintoothercontainers,forexampleemptybottles.
b.Neverleavesmallthingsababycanputinitsmouthonthefloorortable.
c.Don’tplaywithelectricalequipment.
d.Neveruseladdersonawetfloor.
VI.Consolidation
VII.Homework
Interview
ImagineyouareareporterforthenewspaperChinaDaily.YouaregoingtointerviewMissWangwhowitnessedatrafficaccidentlastweek.Worktogetherwithyourpartner.StudentAwillactasthereporterandstudentBwillactasMissWang.Taketurnsaskingandansweringquestions.Usethequestionsbelowtogetstartedandtrytothinkofmorequestions.
1.Whenandwheredidithappen?
2.Wasanyfirstaidgiven?Ifsowhatwasdone?
3.Canyougivesomeadvicetotheothers

RecordafterTeaching

TheSecondPeriod
Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
Step1Brainstorming:
1.Whataccidentsdoyouknow?
drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite
2.Whatwordsdoyouthinkofaboutaccidents?
blood/bleed,doctor/hospital,death,unconscious,wound,ambulance
Step2Lead-in
1.Whatshouldwedoifanaccidenthappens?
Askdoctorsandnursesforhelp
2.Beforethedoctorcomes,whatisthemostimportant?
Thefirstaid.
Step3Newmaterial
1.WhatisFirstAid?
Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.
2.Generalreading
Themainidea
Para1Firstaidisveryimportant
Para2Themostimportantthingistostaycalm.
Para3-4Theprinciple/meaningofgivingfirstaid-----DRABC
Para5Thelearningoffirstaid
Para6Whatweshoulddoaftergivingfirstaidrecoveryposition
Step4Consolidation
Comprehension
1.Bysaying“Secondscountinanemergency,”thewritermeans________.
A.timeisveryimportant
B.youcancountnumbersbythesecond
C.timeislife
D.tobecalmdown,inanemergency,justsaynumbersbythesecond
2.Whatshouldyoudoifyouwanttodofirstaidcorrectly?
A.Learnwithateacher.
B.RememberthelettersDRABC
C.Staycalm
D.Alloftheabove
3.Accordingtothepassage,peopleintheaccident_______.
A.canbehelpedbyanyonewho’dliketodoso
B.shouldbewakenupassoonaspossible
C.shouldbeputintherecoverypositionwhenhavingbeengivenfirstaid
D.canbegivenfirstaidevenwithoutcheckingtheDRABC
4.Inthepassagetheauthorseemstobe_________.
A.explainingthemeaningofthelettersDRABC
B.tellingustheimportanceofthefirstaid
C.givingsomebasicinformationaboutfirstaid
D.showingtheimportanceofDRABC
5.Whichofthefollowingsentencesbestexpressesthemainideaofthepassage?
A.DRABCshouldberemembered
B.RememberingthelettersDRABCisenoughforfirstaid
C.WhyfirstaidisimportantandwhatthelettersDRABCstandforinanemergency
D.WhatthelettersDRABCmean
Matchthefollowingwords:
calmnotseriousorimportant,small
drownstill,withoutlargewaves
slightdieinwater
circulatereturntoanormalstate
suddengoroundcontinuously
recoveryhappening,comingquickly
Fillintheblankswithwordsinthetext.
1.Thefrontpartofthebodybetweentheneckandthestomachiscalledthe______.
2.To______istomakealoud,longandsharpcry.
3.Sheshoutedatme,butItriedtokeep_____andignoreher.
4.Whenadoctortakesaperson’s_____,heusuallyputshisfingeronthewristtofeeltheheartbeat.
5.A_______isalargepieceofwovenmaterialthatpeopleusetostaywarm.
Choosethebestanswer:
1.WhenapencilispartlyIaglassofwater,itlooksasifit______.(NMET95)
A.breaksB.hasbrokenC.werebrokenD.hadbeenbroken
2.---IstayedatahotelwhileinNewYork.
---Oh,didyou?You______withBarbara.(NMET98)
A.couldhavestayedB.couldstay
C.wouldstayD.musthavestayed
3.Iwasreallyanxiousaboutyou.You______homewithoutaword.
A.mustn’tleaveB.shouldn’thaveleft
C.couldn’thaveleftD.needn’tleave
4.Ifhe______callmetomorrow,Iwouldlethimknow.
A.shouldB.shouldnothavebeenable
C.werenotableD.arenotable
5.______today,hewouldgettherebyFriday.
A.WouldheleaveB.WasheleavingC.WerehetoleaveD.Ifheleaves
6.Ifyou_____JerryBrownuntilrecently,you’dthinkthephotograghontherightwasstrange.
A.shouldn’tcontactB.didn’tcontact
C.weren’ttocontactD.hadn’tcontacted
7.______heEnglishexaminationIwouldhavegonetotheconcertlastSunday.
A.InspiteofB.ButforC.BecauseofD.Asfor
8.Theteachersuggestedthatherstudents______experienceswithESP.
A.writeacompositiononthereB.towritecompositionaboutthe
C.wrotesomecompositionsofhisorher
D.hadwrittenanycompositionsforhis
9.Thepictureexhibitionboredmetodeath.IwishI______toit.
A.hadnotgoneB.havenotgone
C.didnotgoD.cannothavegone
10.Theteacherrequestedthathisstudents______ontimetoeveryclass.
A.hastobeB.wereC.mustbeD.be
Step5Homework
Todaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.

RecordafterTeaching

TheThirdPeriod

Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
Step1Revision
1.Whataccidentsdoyouknow?
drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite
2.Whatwordsdoyouthinkofaboutaccidents?
blood/bleed,doctor/hospital,death,unconscious,wound,ambulance
3.Whatshouldwedoifanaccidenthappens?
Askdoctorsandnursesforhelp
4.Beforethedoctorcomes,whatisthemostimportant?
Thefirstaid.
5.WhatisFirstAid?
Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.
6.Generalreading
Findthemainideaofeachparagraph
Para.1.A.Themostimportantistostaycalm.
Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.
Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.
Para.5-6D.Firstaidisveryimportant
Step2Newmaterial
Para1
1.WhyisFirstAidsoimportant?
Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.
2.Languagepoints
①witnessv
(1)vt.目击，亲眼看到
eg.Hewitnessthetrafficaccident.
(2)作证，证明，成为……的证据
egHewitnessedtohavingseenthemanentertheroom.
witnessn
Thepolicefoundthewitnesstothemurder.
②upsidedown
(1).颠倒地，翻到过来
Thepicturewashungupsidedown.
(2).adv.杂乱地，混乱地，乱七八糟地
Thenaughtyboyturnedaroomupsidedown.
Everythingintheroomwasturnedupsidedown.
③bleed
(1)vt.出血，流血了
eg.1).Hewasbleedingatthenose.=hisnosewasbleeding.
2)Theybledfortheircountry.
(2)vt.心痛,感到淌血般的痛苦
eg.Myheartbleedsforthepoorchild.
bleedfor为……而流血，悲痛
bleedsb.White榨干血汗，榨完钱财
bleedtodeath出血过多死亡
Para2
1.Whatisthemostimportantthingwhendealingwithanemergency?
Themostimportantthingtokeepinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.
Step3Consolidation
Fillinblanketswithproperwordsaccordingtothetext.
Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.
Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.
Step4Homework
Todaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.
RecordafterTeaching

TheFourthPeriod
Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Revision
1.WhatisFirstAidFirstaidis____________giving___________toapersonbeforeadoctorcanbefound.
2.Findthemainideaofeachparagraph
Para.1.A.Themostimportantistostaycalm.
Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.
Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.
Para.5-6D.Firstaidisveryimportant
II.Newmaterials
Part1
1.WhyisFirstAidsoimportant?
Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.
2.Languagepoints
①witnessv
(1)vt.目击，亲眼看到
eg.Hewitnessedthetrafficaccident.
(2)作证，证明，成为……的证据
egHewitnessedtohavingseenthemanentertheroom.
witnessn
Thepolicefoundthewitnesstothemurder.
②upsidedown
(1).颠倒地，翻到过来
Thepicturewashungupsidedown.
(2).adv.杂乱地，混乱地，乱七八糟地
Thenaughtyboyturnedaroomupsidedown.
Everythingintheroomwasturnedupsidedown.
③bleed
(1)vt.出血，流血了
eg.1).Hewasbleedingatthenose.=Hisnosewasbleeding.
2)Theybledfortheircountry.
(2)vt.心痛,感到淌血般的痛苦
eg.Myheartbleedsforthepoorchild.
bleedfor为……而流血，悲痛
bleedsb.White榨干血汗，榨完钱财bleedtodeath出血过多死亡
Part2
1.Whatisthemostimportantthingwhendealingwithanemergency?
Themostimportantthingtokeep/bearinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.Onthe__________,ifweknowhowto_________,wecansavelives.
2.languagepoints
①respond(to)
Iaskedhim.Buthedidn’trespondtomyquestion.
Afteramonthinhospital,shehasn’trespondedtotreatmentyet.
Herespondedtothebadguywithablow
②responsen.Hercriesforhelpmetwithnoresponse.
Hemade/gavenoresponsetomyquestion.
inresponseto
Heopenedthedoorinresponsetoaknock.
Whatdothehospitalsrecommend?
recommend/adviseTheyrecommendus_______(use)DRABC.
Theyrecommendthatwe__________(use)DRABC.Theyrecommend_______(use)DRABC
recommend+n+todo
recommendthat…(should)do
recommenddoing
Herecommendedagooddictionary___me.
=Herecommendedmeagooddictionary.
Irecommendher___yoursecretary.
Irecommendher____thejob.
3.Fillinblanketswithproperwordsaccordingtothetext.
Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.
Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.
4.WhatshouldwedowhenwehavecheckedtheDRABC?(correctorder)
()1.Bendtheperson’slegsothatheorshewillnotrollover.
()2.Rollthepersonontooneside.Keepthelegsstraight.
()3.Weshouldgivethefirstaidandcallanambulance.
()4.Placethehandoftheperson’supperarmunderhisorherchin.
()5.Weshouldputthepersonintherecoveryposition.
V.Homework
Revisethewholelanguagepointsappearedinthepassage.
RecordafterTeaching

TheFifthPeriod

Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Lead-in
1.Showsomepicturesofthecar,house,money,jobect.Andask
T:Whatisthemostimportantinourlife?
S:Lifeisthemostimportant.
T:Lifeisprecious,however,Lifeisalsoweak!
2.Ask
Whatcanmakeourlifeweak?
Disaster,disease,accident,warect.
II.Newmaterials
Commoninjuries
1.Howtogivefirstaidtothefollowingaccident?
drowning,trafficaccident,animalbite,burn,cut,electricshock,choking
2.Theprincipleofgivingfirstaid
Ddanger
Rresponse
Aairway
Bbreathing
Ccirculation
3.Whatotheraccidentshappenindoorsoroutdoors?
4.Howtodealwithcommoninjuries?
Commoninjuries:animalbite,cut,burn,poisoning
5.Whatarecommoninjuries?
Commoninjuriesareaccidentsthateasilyhappen______oroutdoors.We_____notbeabletopreventthem________(happen),_______,everyoneshouldknowwhattodoifanaccidenthappens.
6.cannotmaynot
1.Itispossiblethathedoesnotknowthetruth.
=He____notknowthetruth.
2.Itisnotpossiblethatheknowsthetruth.
=He____notknowthetruth.
III.Discussion
Task1Youareadoctor,tellyourclassmateshowtodealwiththese4commoninjuries.
CutsPoisoningAnimalbitesburns
Washtheareaofcut
Dryit
Coveritwithapieceofdrycleancloth
Stopbleeding
Gotothehospitalatonce.
Neverpullitoutofthecut.Yououghtto…
Makesure…
Gethimorhertobreathespitoutpoison
Callforanambulance
Searchforanypoison
Call119firstandtellthemtheexactaddressonthephone.
Ifsomeoneisbadlyburnt,weshouldcall120Washthewoundwithcoldrunningwater.
Seeadoctorassoonaspossible
Cooltheareaofskin
Washitunderthecoldtap
Seeadoctorifnecessary
Coverthewoundwithbandage/cleancloth
Task2What’syourfirstaidIQ?
1.Yourfriendhasanasthma(哮喘)attack,butshedoesn’thavehermedicine.You’dbetter:
A.Getapaperbagforhertobreatheinto.(B)
B.Getheracupofcoffee.
C.Takeheroutsideforfreshair.
咖啡因对气管扩张有效。
2.Youshouldwaitatleastfiveminutesbeforetouchingsomebodywhohasbeenstruckbylightening(闪电),oryoumightgetashock(打击).(A)
A.True
B.False
3.Thebestwaytotreatahurtankle(踝关节)isto:(A)
A.Putanicepackonyourankle.
B.Putaheatingpad(电热垫)aroundyourankle.
C.Keeponwalkingandjumping.
4.Ifyougetanosebleed(鼻出血),gentlyletyourheadbacktostopthebleeding.(B)
A.True
B.False
此举会使血流进喉咙，易造成窒息。
5.Totreataburn,you:(B)
A.Rub(涂,擦)somebutteronit.
B.Holdtheburntpartundercoldrunningwater.
C.Putsaltontheburntpart.
6.Totreatachoke,youshouldmakehim/herspitbypattinghim/herontheback.(A)
A.True
B.False
7.Ifsomeoneishavingaheartattack,youshouldfirst:(A)
A.Call120
B.PerformCPR(心肺复苏)
Assessmentofresults
Allcorrect:Congratulations!Youhaveagoodknowledgeoffirstaid.Maybeyouwillbecomeafirstaidexpertinthenearfuture.
4～6:Youhavesomeknowledgeoffirstaid,butyoushouldworkharderandlearnmoreaboutit.
0～3:Itseemsthatyouarenotinterestedinfirstaid.Ifanemergencyhappenstothepeoplearoundyou,youwillhavesometroubleinhelpingthem.
Task3Othercommoninjuries
Howtodealwithnosebleeding
Staycalm.
Breathethroughthemouth,notthenose.
Situpandbendtheheadslightlyforward.
Pinch捏bothnostrils鼻孔shutusingathumbandforefinger.
Spitoutanybloodthatcollectsinthemouth.
Foodpoisoning:
Makesuretowashthemagainandagainbeforeeating.
IVLanguagepoints
injuryninjurevinjuredadj
Thattrafficaccident________hislegseriouslylastweek.Sincethen,hehasbeensufferingfromthe________foralongtime.His________lookmadehismotherverysad.
V.Homework
Revisethewholelanguagepointsappearedinthepassage.

RecordafterTeaching.

相关阅读

高二英语上册全册教案1

Unit1Festivalsaroundtheworld
1.Teachingaimsofthisunit
Talkaboutfestivalsandcelebrations
Talkaboutthewaystoexpressrequestandthanks
LearntouseModalverbs
Writeasimilarstorywithadifferentending
2.Sentencepatterns:
Request:
Could/Wouldyouplease…?
CouldIhave…?
Couldwelookat…?
Ilookforwardto…
MayIsee…?
Thanks:
It’sverykindofyou…
Thankyouverymuch/Thanksalot.
I’dloveto.
Itwasapleasure…
Don’tmentionit.
Youaremostwelcome.
3.Modalverbs:
Maymight,cancouldwillwouldshallshouldmustcan

ThefirstperiodSpeaking
1.Teachingaims:
Vocabulary:takeplace,lunar,festival,ArmyDay,Christmas,dressup
Phrases:Wouldyoulike…CouldIhave…?
MightIofferhelp…?MayIsee…?
Youshouldtry…Couldwelikeat…?
Canyousuggest…?Wemighttake…

TeachingProcedures
StepILeadingin
T:Hello,everybody!Welcomebacktoschool!Didyouhaveagoodtimeinyourwinterholidays?
Ss.Yes.Ofcourse!
T:Whendidyoufeelmosthappyandexcited?
Ss:AttheSpringFestival.
T:Whocantelluswhy?Anyvolunteers?
S1:Becauseitisthemostimportantfestivalinourcountry.
S2:BecauseIgotalotofluckymoneyfrommyparents.
S3:BecauseIneedn’tstudyatfestivalsandtherewasalotofdeliciousfoodtoeat.Howgreat.
S4:BecauseImetmycousinsandfriendswhoIhadn’tseenforalongtime.
T.Veryfood!Iamgladtohearthat.Todaywewilltalkaboutfestivals,whicharemeanttocelebrateimportantevents.Pleasethinkaboutsomeotherfestivals.Canyounamejustafew?
Ss:Newyear,Yuanxiaofestival…
:T:Quiteright.That’scalledtheLantern’sFestival.Howaboutsomeotherfestivals?
Ss:TheArmyDay,InternationalLabour’sDay,NationalDay,TombSweepingFestival,DragonBoatFestival,Mid-autumnDay…
T:Youhavedoneagoodjob,boysandgirls!.

StepⅡWarming–up

Festivalsaremeanttocelebrateimportantevents.Differentcountrieshavedifferentfestivals.WorkingroupsandlostfiveChinesefestivalsthatyouknow.Discusswhentheytakeplace,whattheycelebrateandonethingthatpeopledoatthattime.Thefirstoneisgiventoyouasanexample.

FestivalsTimeofyear/dateWhatdoesitcelebrateWhatdopeopledo
Mid-AutumnFestivalAutumn/FallThebeautyofthefullmoon,harvest,timewithfamilyandfriendsGive/Eatmooncakesandwatchthefullmoonwithfamilyandfriends

StepⅢPre-reading
Discussingroupsoffour
1.What’syourfavouriteholidayoftheyear?Why?
2.Whatfestivalsorcelebrationsdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest---themusic,thethingstosee,thevisitsorthefood?

StepⅣAssignment
1.Consolidation
2.Listeningtothematerialagainafterclasstobefamiliarwithit.
3.Homework:Collectasmuchinformationaboutfestivalsaspossible.

ThesecondperiodReading

TeachingAims
1.Vocabulary:starve,starvation,plenty,satisfyancestorlampsleadfeastboneorigininmemoryofdressuptrickpoetarrivalnationalgainindependencegatheragriculturalEuropeancustomawardswatermelonhandsomeroosteradmirelookforwardtoreligiousasthoughhavefunwithdaily
2.Toenablethestudentstoknowtheearliestfestivalswithreasonsforthemandfour
differentkindsoffestivalsthatoccurinmostpartsoftheworld
3.ToenablethestudentstomastersomeEnglishexpressionsandphrasesaboutfestivals.
4.Teachthebasicreadingskills:skimmingandscanning.
5.Trytocompareandmakeconclusionsofdifferentfestivals.

StepⅠRevision
1.Greetings.
2.Reviewthenewwordsofthispart.
3.Checkthestudents’homework---festivals

StepⅡReading

1.Scanning
T:Openyourbooksandturntopageone.I’dlikeyoutodothescanning.Readthetextquicklyandaccuratelytogetthemainideaandanswerthe6questionsonPage3.
(Askthestudenttolookthroughthequestionsandthenreadthetextsilently.)
(Fourminuteslater,checktheanswerswiththewholeclass.Showthesuggestedanswersonthescreen.)

2.Intensivereading
(Allowthestudentstoreadaloudandcarefullythistimetounderstandthemainideasofeachparagraphandtheimportantdetails)
T:ReadthetextloudlyforasecondtimeandthemtrytotellifthesesentencesareTrueorFalse.

1.Theancientpeopleneedn’tworryabouttheirfood.(F)
2.Halloweenusedtobeafestivalintendedtohonorthedead.(T)
3.QuYuanwasagreatpoetwhopeoplehonoralotinChina.(T)
4.Mid-autumnFestivalisheldtocelebratetheendotautumn(F)
5.EastercelebratesthebirthofJesus.(F)

3.Readinganddiscussion
T:ReadthetextathirdtimeandthenworkimpairstodoExercise2onPage3.
(Letthestudentshaveenoughtimetoreadthepassagecarefullyanddiscussthechartwiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)
4.Explanation
(Inthisparttrytohelpthestudentsanalysethedifficult,longandcomplexsentencesandguessthemeaningofthenewwords;askthemtodealwiththelanguagepointsinthecontext.)
T:NowIwilldiscusssomeimportantsentencesandphrasesinthepassage.
a.Somefestivalsareheldtohonorthedead,orsatisfyandpleasetheancestors,whocouldreturneithertohelportodoharm.
b.Inmemoryof
c.InIndiathereisanationalfestivalonOctober2tohonorMahatmaGandhi,theleaderwhohelpedgainIndia’sindependencefromBritain.
d.Peoplearegratefulbecausetheirfoodisgatheredforthewinter,andbecauseaseasonofagriculturalworkisover.
e.Themostenergeticandimportantfestivalsaretheonesthatlookforwardtotheendofwinterandtothecomingofspring.
f.Thecountryiscoveredwithcherryflowerssothatitlooksasthoughitmightbecoveredwithpinksnow.

Thesuggestedexplanation:
a.Anattributiveclause.
Thesentencemeanspeopleholdsomefestivalseithertoshowrespecttothedeadortomaketheirancestorshappyincasetheymightcomebacktodoharm.
b.inmemoryof…servingtorecallsb,tokeephimfreshinpeople’minds.
Hewroteapoeminmemoryofhisdearestwife,whodiedinanaccident.
inhonorof(showinggreatrespectorhighpublicregard)
inhopes/thehopeof(hoping)
indefenceof(defending)
c.anounphrasefollowedbyanattributiveclauseastheappositive
d.twoclausesforreason
e.energy→energeticadj.(fullofordonewithenergy)
lookforwardto(toisaprepositionhere.)
devoteto,be/getusedto,getdownto,stickto
e.g.I’mlookingforwardtohearingfromyou.

StepⅢListening
T:NowIwillplaythetapeforyou.Youcanjustlistenwithyourbooksclosedorlookatyourbooksorreadinalowvoicetogetherwiththetape.It’suptoyou.Afterlistening,pleasewritedownthreethingsthatmostfestivalsseemtohaveincommon.(ComprehendingEx.3onPage3).

ThethirdperiodLearningaboutlanguage
Teachingaims:
1.Letthestudentsknowtheusageofmodalverbs.
2.Enablethestudentstorecognizethewordsandexpressionsinthereadingpassageaccordingtowhatmeanthesameasthem.
StepⅠGreetingandRevision
(Asksomestudentstoretellthetextwelearned.)

StepⅡ.Practicingtheusefulwordsandexpressions
T:Asweknow,therearetwoimportantkindsofverbs---transitiveverbsandintransitiveverbs.Butmanyintransitiveverbshavethestructure“verb+preposition+objects”Canyougivemesomeexamples?
Ss:Sure.Suchaslookatthepicture,hearfrommyfriends,listentotheradioandsoon.
T:Ok.Nowturntopage4,Ex.4.Youaretomakesomesentencesofyourown,usingthewordsgiven.
S1.I’mlookingforwardtohearingformmyfriend
S2:Wearetalkingaboutverbs.
S3:Wouldyouliketotalkwithme?
S4:Whocanthinkofaneffectivesolutiontotheproblem?
S5:Pleasethinkaboutmyproposal.

StepⅢUsefulStructures
T:Let’scometothenextpart.Thispartisaboutmodalverbs.YouaretoreadthesentencesinEx.1andthentofindoutandwritedowndifferentsentenceswithmodalverbsformthereadingpassageandtrytoexplaintheirmeanings.IfyouhaveanydifficultyinunderstandingthemyoucanrefertoGrammarinPages92---94

StepⅣSummingupandhomework
T:Boysandgirls,todaywehavepracticedusefulwordsandphrasesofthisunitandtheusageofmodalverbs.Ithinkitisnoteasyforyoutomasterthem,afterclassyoushouldreviewthem.

Homework
1.PracticeofWBP42EX.1,2,3.
2.Pleasefindout10sentenceswithmodalverbs,andtrytogettheirmeanings.

ThefourthperiodListening
Teachingaims:
1.Vocabulary:gowith,thebigbands,musicians,overandoveragain,forsale,getusedto,thewinnersofthisyear’sawardsforthebestcostumes
2.Enablethestudentstoknowhowtogetthekeywordstounderstandtheconversationaboutthecarnivalparade,totalkaboutsthhappenedandexpressrequestandthanks.

StepⅠRevision
AftercheckingtheWBEx.1,2,3theteacheraskthestudentstogiveexamplesaboutmodalverbsandtrytoexplainthem.

StepⅡWarmingup
T:Bytheway,what’sthetopicofthisunit?
Ss:Festivalsaroundtheworld.
T:Wouldyouliketoknowsomethingmoreaboutfestivalsaroundtheworld?
Ss:Ofcourse.
T:NowIwillshowyouseveralpictures.What’sthefestivalcalled?
Ss:Carnival.
T:Yes.Thisclasswewilllistentoadialogueaboutcarnivals.Firstlookthroughthefourquestionsinlisteningparttofindoutthelisteningpoints.

StepⅢListening

T:Iwillplaythetapeforyoutwice.Pleaselistencarefullyandpaymuchattentiontotheimportantpoints.Forthefirsttimeyouaretomakenotesbesidethequestions.Forthesecondtime,youshouldwritedowntheanswersandthencheckthemwithyourpartners.
(It’simportanttoencouragethestudentstoadapttheirpresentknowledgeany
skilltoavarietyofsituationswherevertheycan.Makesuretoallowvarious
expressionsoftheanswers.Donotdemandthesamewordsformallstudents.)

StepⅣSpeaking
Thispartisintendedtogivethestudentstheopportunitytopracticeatelephoneconversationusingthefunctionalitemsforrequestsandthanks.ThepoliteformofEnglishareimportantandshouldbepracticedinavarietyofsituations.

StepⅤListeningtask
T:Thereareabout10minutesleft.Let’scometolisteningtask.Turntopage43
andlookatthepictures.Theyhavesomethingincommon.Canyoufinditout?
Ss:Theyareallaboutfestivalsboutthedead.
T:That’sright.Iwillplaythetapeforyou.Forthefirsttimeyoushouldtryto
writedownthenameofthecountrywherethefestivalareheld.ForthenexttwotimesyoushoulddoEx2.Youcanmakeabriefnotefirstandthencompletethechart,accordingtowhichyoucanmakeareport.

ThefifthperiodExtensivereading
Teachingaims:
1.Vocabulary:heart-broken,turnup,keepone’sword,holdone’sbreath,drownone’ssadnessincoffee,setofffor,remindsomebodyofsomething,
2.LearntocomparethefestivalsinChinaandinwesterncountries.

StepⅠRevision
Checkhomework

StepⅡReading(1)
T:Asweknow,thereareallkindsoffestivalsaroundtheworld.WehavetalkedabouttwoChinesefestivalsforthedead.Todaywearegoingtireadasadstory,whichistointroduceacrossculturalviewoflovers’festival—QiQiaoandValentine’sDay.Nowpleasereaditquicklyandfindoutthesentencebelowaretrueorfalse.
ThegirlLiFanglovedandwaitedbutshedidn’tturnup.Buthedidn’tloseheart.(F….)
Becausehermostlovelydaughtergotmarriedtoahumansecretly,theGoddessgotveryangry..(…T.)
ZhinvwasmadetoreturntoHeavenwithoutherhusband.Theywereallowedtomeetonceayearontheseventhdayofthetenthlunarmonth,.(F….)
HuJinhadbeenwaitingforLiFangforalongtimewithagiftforhim..(…T.)

T:Ithinkyouhavegotthegeneralideaofthepassage.NowpleasereadthepassageoncemoreandanswerthequestionsonPage8.
Somelanguagepoints:
1.turnup:appear
2.keepherword:keepherpromise
3.holdhisbreath:waitwithoutmuchhope
4.drownone’ssadness/sorrowincoffee:drinkcoffeeinordertoforgetthesadness/sorrow
5.remindsbofsth:makesbthinkofsth

StepⅢDiscussionandwriting
T:That’sforthereadingpartofthepassage.Pleasethinkabouttheendingofthestory.Areyousatisfiedwiththeending?Differentpeoplehavedifferentopinionstoamatter.Nowanyoneofyouhaveanopportunitytomakeupanendingtothestory.Pleaseengageimaginativelyinthestoryanduseyourownideas.Trytousethevocabularyandstructuresyouhavelearnedofyoulike.

StepⅣReading(2)
T:Let’scometoanotherpassageaboutcarnivalinQuebec.PleaseturntoPage44,readitquicklyandanswerthequestionsinPage45.Fiveminutesforyou.

Addedmaterial:
ThanksgivingDay
FourthThursdayinNovemberiscelebratedas‘ThanksgivingDay’PeoplethankGodforhisblessings.Peoplecan‘Thank’friends,foesandanyonefortheexperiences,happinessandsunshinetheybringintotheirlives.PilgrimscelebratedthefirstThanksgivingDayinAmericaduringthesecondwinterinthenewworld.Thefirstwinterhadbeenbadasnearlyhalfofthepeoplehadperishedduetolackoffoodandbadweather.Butthefollowingyear,withthehelpofIndianswhoshowedthemhowtoplantIndiancorn,thepilgrimshadsuccessfulharvest.GovernorWilliamBradforddecidedthatDecember13,1621besetasideforfeastingandprayer.TheIndianswereinvitedtosharethefestival.Sincethan,ThanksgivingDayisbeencelebratedinAmerica.However,itwasonlyin1941,theCongressinajointresolutionnamedthefourthSundayinNovemberastheofficialThanksgivingDay.

Datingback,itisknownthattheCouncilthoughttoappointandsetapartthe29thdayofJune,asadayofSolemnThanksgivingandpraisetoGodforhisGoodnessandFavour.TheFirstThanksgivingProclamationwashoweveronJune20,1676.ThegoverningcouncilofCharlestown,Massachusetts,heldameetingtodeterminehowbesttoexpressthanksforthegoodfortunethathadseentheircommunitysecurelyestablished.ByunanimousvotetheyinstructedEdwardRawson,theclerk,toproclaimJune29asadayofthanksgiving,ItisalsoknownthatthePilgrimssetgroundatPlymouthRockonDecember11,1620.Theirfirstwinterwasdevastating.Atthebeginningofthefollowingfall,theyhadlost46oftheoriginal102whosailedontheMayflower.Buttheharvestof1621wasabountifulone.Andtheremainingcolonistsdecidedtocelebratewithafeast--including91IndianswhohadhelpedthePilgrimssurvivetheirfirstyear.ItisbelievedthatthePilgrimswouldnothavemadeitthroughtheyearwithoutthehelpofthenativesThefeastwasmoreofatraditionalEnglishharvestfestivalthanatrue"thanksgiving"observance.Itlastedthreedays.

Thanksgiving,asweknowittoday,hascomealongwayfromthePilgrimsharvestfestivalin1621.Itisaneventthatseems,aseachyeargoesby,toreinventitselfandtoexpanditsmeaningtolargervistas.Maybethisistherealsignificanceoftheoccasion;foraswecontinuetochangeandgrowasapeople,thereareanincreasingnumberofthingsforwhichwecanbethankful.

高二英语Onfriendship教案1

Writing:ComparisonandContrast
Languageobjective:
Tolearnexpressionsthathelpmakecomparisonandcontrast
Skillandabilityobjectives:
Towriteaparagraphwithsentencesofcomparisonandcontrast
Todevelopreadingandcommunicationskills
Approaches:
Task-basedapproach
Aids:
Multimedia
Procedures:
I.Lead-in
Learntherespectiveconceptof“comparison”and“contrast”
II.Input
Findtransitionalwordsofcomparison
Paraphrasetasks
Findtransitionalwordsofcontrast
Paraphrasetasks
Practice:Blankfilling
III.Practice
Makesentencesofcomparisonandcontrast,usingtransitionalwords
IV.Furtherdevelopment
Readtworesumesandfinishtheform
Writeashortparagraph,usingcomparisonandcontrast
V.Homework
Completeareport
MaryBrown
493PrinceStreet,
Boston,MA,USA
Ph:617-739-2111
[emailprotected]

EDUCATION:
2000-2004:B.Sc.(BachelorofScience理学学士)inMathematics,HarvardUniversity
Boston,MA,USA
WORKEXPERIENCE:
2004–2008EdwardsMiddleSchool,Boston,MA,USA:
MathematicsTeacher,teachingstudentsfrom13to15yearsold;
AssistantofDean(教务主任助理),dealingwithforeignexchangeactivities,includingestablishingsisterrelationshipswithmiddleschoolsinShanghai,China
COMPUTERSKILLS:
Java,Word,Excel,PowerPoint
ADDITIONALINFORMATION:
Highlydedicated,withgreatinterestinteaching
Goodcommunicationskills

TomBrown
493PrinceStreet,
Boston,MA,USA
Ph:617-739-2111
[emailprotected]

EDUCATION:
2003-2006:M.Sc.(MasterofScience理学硕士)inMathematics,BostonCollege
Boston,MA,USA
1999-2003:B.Sc.(BachelorofScience理学学士)inMathematics,BostonCollege
Boston,MA,USA
WORKEXPERIENCE:
2006–2008MathematicsTeacherofEdisonMiddleSchool,Boston,MA,USA:
Teachingstudentsfrom16to18yearsold

COMPUTERSKILLS:
AutoCAD,Photoshop,Word,Excel,PowerPoint
ADDITIONALINFORMATION:
Highlydedicatedtoteaching
Goodwriting，oralandcommunicationskills

April2nd,2008
DearPrincipal,
AnAmericancoupleTomBrownandMaryBrownhappentoapplyfortheEnglishteachingpositioninourschool.
Asfaraseducationisconcerned,bothTomandMaryaremathematicsmajors.However,unlikeMary,whohasabachelor’sdegree,Tomisamasterofscience.TomgraduatedfromBostonCollege,whileMarystudiedinHarvardUniversity.
Intermsofworkexperience,_______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Asfortheircomputerskillsandpersonality,___________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Allinall,bothofthemarereallycompetitive.Pleaseinformmewhenyoudecidewhoistoberecruited(录用).
Sincerelyyours,
_______________

高二英语Makingadifference教案1

高二英语Unit14Makingadifference知识点总复习教案
SectionI课前准备、听力、口语
1.MartinLutherKing.JrformedanorganizationforAmericanblackleaderstoworktogetherin1957.马丁.路德.金在1957年组成了一个为黑人领袖们共同工作的组织。(P.25MartinLutherKing,Jr第五点)★formvt.
(1)vt.组织，组成Heformedaclassforbeginners.他成立了一个初学班。
(2)vt.形成(人格、精神)；养成习惯Groupactivitieshelptoformachild’scharacter.团体活动对小孩的性格形成有帮助。
(3)vt.vi.想出(计划、意见等)，(希望，想法等的)产生Icantformanopinionaboutit.这件事我想不出什么意见。Anideaformedinhismind.他心中产生了某种想法。
(4)vt.使……排队(成……)Thecaptainformedsoldiersintoaline.那位上尉让士兵排成一列。
(5)n.[U,C]形状，外形Thecookieswereallintheformofstars.那些饼干的形状都像星星。
(6)[C]形态，种类Differentcountrieshavedifferentformsofgovernment.不同的国家有不同的政治形态。
(7)[C]格式，表格纸fillintheform填写表格
辨析：form，figure与shape
form应用最广，意义最不受限制，可指外在的形状或内在的形式等。theformofasquare正方形;literaryform文学形式figure线条决定的形状、图案；可指人的身材。drawafigureofacircle画个圆形;aslimfigure修长的身材shape指外部的线条，但有较强的“团、块”概念。theshapeofabottle瓶子的形状;worktheclayintotheshapeofawoman将陶土塑成一个女人的形状
联想：(后缀)formeradj.从前的，早先的theformer前者(与thelatter相对)formativeadj.构成的，形成的
fromprep.自，从
拓展：inform/onform情况良好;outofform/offform情况不好
2.NelsonMandelawasputinprisonfrom1962till1989.NelsonMandela从1962年到1989年被投入监狱。(P.25NelsonMandela第六点)
★prison:put／throw／sendsb.in(into)prison将……送进监狱，注意：prison前不加冠词，表示较为抽象的概念。其被动形式为beputin(into)prison(被关进监狱).besenttoprison(被送进监狱);bethrownintoprison(被投进监狱)。如：Law-breakersareputin／intoprison.犯法的人都要坐牢。Thethiefwassenttoprisonforayear.那个小偷被送去坐了一年牢。Hewasputinprison／thrownintoprison／senttoprison／takentoprisonforpoliticalreasons.由于政治原因，他被关进了监狱。Whoeverrefusedtobowwasthrownintoprison.任何拒绝鞠躬的人都被关进了监狱。
拓展：gotoprison入狱;beoutofprison出狱;beinprison在狱中;escapefromprison越狱;comeoutofprison出狱;breakprison越狱
3.In1850alawwasmadetoforbidpeopletohelprun-awayslave.1850年通过一项法律阻止人们帮助逃跑的奴隶。(P.26HarrietTubman第三点)
★forbid(过去式forbade,forbad;过去分词forbidden)vt.“禁止；不许；阻止”，常用的结构是：forbid+doing“禁止干某事”；forbid+sb.todosth.“禁止某人干某事／阻止某人干某事。”Smokingisforbiddeninourschool.我们学校禁止吸烟。Ifyouwanttogo,Icantforbidyou.你想去，我也拦不住你。Iforbidyoutousemytaperecorder.我不许你用我的录音机。Theyforbidwalkinginthefields.他们禁止在地里走。
注意：“阻止某人干某事”的说法还有：
stop／prevent／keepsb.fromdoingsth.
Parkingforbidden!=Noparking!禁止停车!
联想：forbiddenadj.被禁止的，禁止的forbiddingadj.难以接近的；可怕的；令人生畏的，令人毛骨悚然的forbiddinglyadv.难以接近地，令人毛骨悚然地

高二英语MainlyRevision教案1

科目英语
年级高二
文件　high2unit18.doc
标题MainlyRevision
章节第十八单元
关键词高二英语第十八单元
内容
一、教学目的和要求：
1．单词和词组：
fly(n.)L.69四会
inorderthatshoutatL.71
waiterlaythetablebyaccidentL.69三会
cigarannouncementtracktruthbook(v.)chargeL.70
extremelydeterminestupidpermitprisoncoupleL.71
HankStramTinaMaxcarrigeincommonL.70二会
getintouchwithabsenceFrankfortBonnturnuponone’sown
rushhourbrakecyclistrudeL.71
2．复习日常交际用语（Unit13—Unit17）
3．语法：复习第十三单元至第十七单元的语法项目
a）名词从句NounClause（asanattribute）
b）定语从句Attributiveclauses（by/inwhich）
c）过去分词Pastparticiple（asanattribute,adverbial）
d）省略句Ellipsis
e）名词从句NounClauses（asAppositive）

二、重点与难点
L.69
1．TherearethousandsofjokesinEnglishwhichhavea“playonwords”.
在英语里，有数以千计的“双关语”的笑话。
句中的playonwords意为“俏皮话”，“双关语”，“文字游戏”。即利用英语音异义或一词多义的现象构成含义诙谐的语义双关的词语。这一词组也可以作动词短语，作“说俏皮话”，“做文字游戏”解。本课中的小对话就是例子。
例如：Customer：What’sthis?
Waiter：It’sbeansoup.
Customer：Idon’twanttoknowwhatit’sbeen;Iwanttoknowwhatitisnow.
顾客说的最后一句俏皮话，就是通过“bean”和“been”这二个同音异义的词表现出来的。因为“It’sbeansoup”和“It’sbeensoup”听起来是一样的，实际上前句的句意为“这是豆汤”，而后句的句意则为“这原来是汤”。
2．Customer：What’swrongwiththeseeggs?
Waiter：Don’taskme.sir,Ionlylaythetable.
这段对话的意思是顾客向服务员提意见问道：“这些鸡蛋怎么了？”（也许味道不对，也许是坏鸡蛋）。而服务员却回答说：“别问我这个，（我也不知道怎么回事），我只是摆了桌了”。这一笑话的关键词是动词lay，这是个多意词，layeggs是（鸡、鸭）生蛋的意思，而laythetable是摆桌子准备用餐的意思。
另外在交际用语中，表示“……怎么了”有多种方法，例如：“你怎么了”可以有以下几种：
Whathashappenedtoyou?
What’sthetroublewithyou?
What’swrongwithyou?
3．…Quitebyaccident.纯属偶然。
“byaccident”意为“碰巧”，“偶然地”，“意外地”，“非有意的”，类似的词组还有bychance，相当于accidentaly，例如：
Imetherquitebyaccident/chance.我遇到她完全是偶然的。
Hefailedtheexambyaccident.他考试没通过纯属偶然。
L.70
1．HankStramwasonvocationtravellingthroughEuropebytrainwithhistwochildren.
汉克斯特拉姆正在与他的两个孩子乘火车作穿越欧洲的旅行。
句中的onvocation意思是“正在度假”，另外还可以用onholiday表示“正在度假”。除此之外，on还可以构成一些习语，如：
onbusiness出差onpurpose有意
Ourmanagerisawayonholidaythisweek.我们的经理本周休假。
He’sgonetoCanadaonbusiness.他去加拿大出差了。
ThefamilyareonholidayinFrance.这一家人在法国度假呢！
2．Heboughtacoffeeandasthetrainwastravellingfastandmovingfromsidetoside,hedecidedtodrinkitthereandnottocarryitbacktohisseat.
他买了份咖啡。由于火车跑得快，左右摇晃，因此他决定在餐车里喝掉它，而不带回到座位上去。
a）句中的getacoffee意为“拿/买一份咖啡”。coffee作为物质名词时是不可数名词，例如：LatinAmericancountriesexportcoffee.拉丁美洲国家出口咖啡。
如果指“一份咖啡”或“一杯咖啡”时，常用acoffee或acupofcoffee来表示。
b）fromsidetoside的意思是：“晃来晃去”。句中的from…to…还可以组成很多词组，例如：
fromtimetotime有时frommorningto(till)night从早到晚
frombeginningtoend自始至终fromheadtofoot从头到脚
frombadtoworse每况愈下
Inordertobuyherhusbandabirthdaypresent,shewenttofromshoptoshop.
为了给她的丈夫买生日礼物，她转了一家又一家商店。
3．Theyfoundthattheyhada/ofincommonandgetonwell.
他们发现他们有许多共同之处而且相处得也很好。
a）句中的incommon作“（和……）有共同之处”，“共用”解，例如：
Realfriendsshouldhaveeverythingincommon.真正的朋友应该是共享一切。
Theswimmingpoolisusedincommonbyallthechildrenintheneighborhood.
这个居民区所有的儿童共用这个游泳池。
另外，incommon与介词with连用时，意思是“和……一样”。例如：
Incommonwithmanyboys,helikesplayingfootball.和许多男孩子一样，他喜欢踢足球。
Incommonwithyou,hekepthismouthshutatthemeetingyesterday.
他和你一样，在昨天的会上一音不发。
b）句中getonwell为动词短语，作“（同……）相处得好”解，也可作“在……方面进展不错”解，与getalong意思相近。例如：
Howareyougettingonwithyourclassmates?你和同学们相处得如何？
I’mgettingonwellinmynewjob.我的工作情况进展不错。
Wegotontogetherlikeoldfriends.我们相处得像与朋友一样。
4．FinallyHankandhisfriendgaveeachothertheiraddressesandpromisedtogetintouchagainwitheachotherwhentheybothreturnedtotheStates.
最后，汉克和他的朋友互换了地址，并且保证回到美国后和对方联系。
句中的togetintouchwith…是一个动作性动词词组，意思为“与……进行接触”，“和……取得联系”。如果表示状态，则用词组keepintouchwith…，意思是“和……保持联系”。例如：
Shewasanxioustogetintouchwithyou.她渴望和你取得联系。
I’vebeentryingtogetintouchwithyouallafternoon.我整个下午都在和你联系。
Haveyoukeptintouchwithhim?你仍和他保持联系吗？
Forsixmonths,theastronautshavekeptintouchwiththeresearchcentreontheearthbyradio.
六个月来，宇航员们一直用无线电与地面上的研究中心保持联系。
*losetouchwith…是“和……失去联系”的意思。例如：
Iusedtoseehimquiteoftenbutwehavelosttouch.
我以前常看见他，但现在我们相互失去了联系。
Idon’twanttolosetouchwithyou.我不想和你失去联系。
5．Hehadgonethroughsixcarrigeswhenhefoundhecouldgonofurther.
他走过了六节车厢，突然发现再也走不通了。
a）gothrough在句中的意思是“穿过”，这是一个十分活跃的动词短语，还可以作“审阅”，“检查”，“用完”，“经历（困难、痛苦等）”解。例如：
It’squitedangeroustogothroughaforestalone.一个人穿越森林是相当危险的。
Theywentthroughourluggagesatthecustoms.他们在海关检查了我们的行李。
Ourtearchersaregoingthroughourpapersintheiroffice.我们的老师正在办公室阅卷。
Iwentthroughallthemoneymyparentsgaveme.我花光了父母给我的钱。
Mygrandparentswentthroughalotduringthewar.
我的祖父母在战争期间经历了许多艰难痛苦。
b）注意when的用法。在此句中when意为“突然发生某事”，常常可译为“……正在……突然……”，这是when的固定句型及表达法，不可以用其它连词替代。例如：
IwasjustcomingtoseeyouwhenIranintohim.我打算来看望你，突然又碰到他了。
Iwasabouttoleavewhenitbegantorain.我正准备离开突然下雨了。
c）句中的couldgonofurther与couldnotgoanyfurther同义。例如：
Ihavevisitedthecitynomoresincelastsummer.
Ihavenotvisitedthecityanymoresincelastsummer.
从去年夏天起，我再也没去过那个城市。
6．I’mgoingtoseewhatDadisupto.我要去看看爸爸怎么了。
beupto是一个多义词组，需要根据上下文去理解。它可作“（打算）做……”，“（觉得）有条件做……”，“由（某人）决定……”解。例如：
Theyareveryquiet.Iwonderwhattheyareuptothere.
他们非常安静，真不知他们在那干什么呢。
Issheuptosuchanimportantjob?她能胜任如此重要的工作吗？
Whetherhewilltakeitornotisuptoyou.他是否接受这个就看你的了。
It’suptoustogivethemallthehelpwecan.应由我们来决定是否能尽我们所能地去帮助他们。
Whathaveyoubeenuptolately?你近来在忙什么呢？
7．Twohoursisalongtimetotakeoveracoffee.两个小时端杯咖啡是够长的了。
a）复数名词作为一个整体看待时谓语动词用单数。例如：
Twentydollarsistoomuchforachildtospendaweek.
一个星期花消20美元对小孩子来说多了点。
Threehoursisnotenoughforthemtocompletethetask.
对他们来说三个小时完成这项任务是不够的。
b）句中的takeover作“拿过来”解，另外还可以作“接替（职务）”，“接管”解。例如：
I’lltakeoverhisjobwhileheisonholiday.他度假时我将接替他的工作。
Thislargecompanyhastakenovermanysmallones.这家大公司接管了许多小公司。
Wasitin1948thattheGovernmenttookovertherailwaysinBritain?
大不列颠政府是在1948年接管铁路的吗？
8．Shehadgonethroughjustafewcarriagesbeforeshefoundherselfatthefrontofthetrain.
她只走了几节车厢就发现自己已经来到列车的前部。
这里请注意句中连词before的译法，在此before作“（不多久）就……”解。例如：
Hedidn’twaitlongbeforehisfathercameback.没等多久他爸爸就回来了。
Itwasn’tlongbeforehetoldusabouttheaffair.没多久他就把这事告诉了我们。
before在作连词用时，还可以作“……（之后）才……”解。例如：
ItwasalongtimebeforeIgottosleepagain.过了很长时间我才又入睡。
Itwaseveningbeforewereachedthelittletown.天黑了我们才到达那小城。
Itwillbefiveyearsbeforewemeetagain.五年以后我们才会再想见。
9．Themessageisthis:youaretogotothehotelwhereroomshavealreadybeenbookedforyou.
他留下话，你们应去那家旅馆，房间也已经给你们定好了。
a）句中的betodosth.常常表示“应该做某事”或“按计划将做某事”，这是表示将来时间的一种结构，用于第二人称时，常含有转达别人指示的意思。例如：
you’retogototheteachers’officeafterschool.放学后你要去老师办公室。
Wearetowaitforherattheschoolgate.我们要在校门口等她。
They’retobegintheirexperimentnextweek.他们计划下周开始他们的试验。
另外，这一结构用于第三人称时，通常表示命令或指示，例如：
“Theroomistobelocked”.Themanagersaid.经理说，“这个房间要上锁”。
She’stobebackbeforeten.她必须在十点以前回来。
b）此句中的book一词作动词用，意思为“订（票，房间，座位等）”。例如：
HehadbookedtwoseatsontheplanefromNewYorktoLondon.
他已经预定了二张由纽约飞往伦敦的机票。
Ibelieveit’sterriblycrowded,soyou’dhavetobookseatsnow.
我认为一定十分拥挤，你最好现在就预定座位。
与book构成的短语有：
bookdown登记，记帐bookin签到bookup订（车票，住处等）
10．Thehotelpaidthetaxidriverandputthechargeontheirhotelbill.
旅馆给出租汽车司机付了款，并将费用记在他们的旅馆帐单上。
句中的charge是个多义词，在这里作“费用”解，除此之外，还可以作动词用，作“收（费）”，“索（价）”，“控告”，“指责”等解。例如：
Whatisthechargeforaroom?租住一个房间的费用是多少？
Thereisnochargefortheexhibition.这个展览不收费（免费）。
Howmuchdoyouchargeforahaircut?理个发要多少钱？
Wedon’tchargeanythingforthis?我们对此不收费。
Pleasechargethesetomyaccount.请把这些记在我的帐上。
Hewaschargedwithstealing.他被指控犯了偷窃罪。
L.71
1．Butthehardestpartwastheinterview.但是最难的一关是面试。
句中的interview是名词，作“接见”，“会见”解，另外还可以作及物动词用。例如：
Inthemorning,Ihadthreeinterviews.早上我有三次会。
Herefusedtogiveanyinterviewstonewspaperreporters.他拒绝一切新闻记者的采访。
Thefilmstarinterviewedthejournalistonebyone.这位影星会见一个又一个的记者。
Themanagersaiditwastimetointerviewthestaffmembersinhiscompany.
经理说是该接见公司职员的时候了。
2．Ayellowcarpassedmeandsuddenlystopped,astherewasanothercarcomingintheotherdirection.
一辆黄色的小汽车从我身边开过并且突然停了下来，因为对面正好有一辆车开过来了。
在英语中，表示动作的方向多用介词to或toward(s)，但如果用名词direction时，则用介词in，构成in…direction，意为“朝……方向”。例如：
Inwhichdirectiondoestheriverrun?这条河流向何方？
Shehurriedawayintheoppositedirection.她匆匆忙忙地朝相反的方向走去。
TheshipwassailinginthedirectionofDalian.轮船朝大连方向驶去。
3．IhadtobrakehardandIhitanothercyclist.我只好急刹车，撞到了另一位骑车人。
brake一词既可以作名词用也可以作动词，在此是作动词用的。例如：
Thedriverbrakedhardasthechildranontotheroadinfrontofhim.
那孩子跑到汽车前面的路上，司机猛踩刹车。（作动词用）
Hisbrakesfailedonasteephill.他的车闸在陡峭的山路上失灵了。（作名词用）
4．IcycledasfastasIcouldandsawthatthedriverintheyellowcarwaswaitingattheredlight.
我以最快的速度骑过去，看到黄轿车里的司机正在红灯的地方等着。
TheinterviewwentwellandItoldthecompanyaboutmyexperiencesandansweredtheirquestionsashonestlyasIcould.
面试进行得很顺利。我把我的经历告诉了公司，并且尽可能老老实实地回答了他们的问题。
在这两句中，均有由as…as引导的比较状语从句。“as+adv.+as+Subject+can/could”这一结构常可以用“as+adv.+as+possible”来代替，作“尽可能”，“尽量”解。例如：
IshallcometoseeyouasoftenasIcan(asoftenaspossible)
我尽可能地经常过来看望你。
Pleasegetthemtofinishititasquickaspossible.请让他们尽快地完成这项工作。
5．IwasstillsoangryIwasdeterminedtotellhimwhatIthoughtofhim.
我很生气，决心把我对他的看法告诉他。
a）此句是由so…(that)的句型引导出来表示结果的状语从句，其中的that省去了。口语常常可以省略。
b）(be)determine(d)todosth.与makeupone’smind基本同义。例如：
Hedetermined(wasdetermined)togotherefirst.他决定先去那儿。
Iwasdeterminednottofollowhisadvice.我下定决心不采纳他的建议。
Havetheydeterminedwherethenewschoolwillbebuilt?
他们决定在什么地方建新学校了吗？
6．Itoldhimthathehadknockedtwopeopleofftheirbicyclesandhadnearlycausedabadaccident.我告诉他他把两个人撞下了自行车，并且差一点儿造成一场事故。
a）此句中的knockoff作“将……撞离……”解。例如：
Hewassoangrythatheknockedallthebooksoffthetable.
他十分生气并将桌子上的书全都摔到了地上。
除此之外，knockoff还作“停止工作”，“减（价）”，“扣掉”解。例如：
Whattimedoyouknockoff?你什么时候下班？
Wehavedoneenoughfortoday.Ithinkwe’llknockoff.
我认为我们今天干得够多了，就到这儿吧。
I’llknockyoufivepoundsoffifyoubuytwo.如果你买两个，我就给你减掉五英磅。
knock是一个比较活跃的动词，可以和许多介词、副词构成词组。如：
knocksb.down将某人打倒在地knockat/onthedoor敲门knockintosb.撞在某人身上
b）句中的cause作动词用，意为“引起”，“造成”。例如：
Ihopeyou’llforgetalltheunhappinessI’vecausedyou.
希望你能忘记一切由我而引起的不愉快。
Whatcausedhisillness?什么使他生病了？
ThesituationcausedtheseriousconcerntotheGovernment.
当前的形势引起了政府的关注。
cause作名词用时，意为“起因”，“根源”，“理由（不可数）”。例如：
Thecauseofthefirewasacigaretteend.这场火灾的起因是烟头。
Thereisnocauseforcomplaint.没有什么可以抱怨的理由。
7．IseemtorememberthatthelasttimewemetIdidmostoftalking,soperhapsIshouldletyoudothetalkingthistime.
我似乎记得我们上次见面时，主要谈话的是我。因此这次也许该让你来讲话了。
句中的thelasttime引导出了一个状语从句。在英语中，一些名词词组可以充当连词，引导状语从句。例如：
Themomenthespoke,werecognizedhisvoice.他一说话，我们就听出他的声音了。
Nexttimeyoucomein,pleaseclosethedoor.下次进来时请关上门。
Don’tlookupnewwordseachtimeyoumeetthem.不要一遇到生单词就查字典。
8．Iwaspleasedthatthemanagerhaddecidednottobeangrywithmeforhavingbeensorude.我很高兴，经理决定不因我曾经粗暴无理而生我的气。
句中由forhavingbeensorude引导的短语作状语，说明angry的原因。由于动作发生在谓语动词的动作之前，也就是说粗鲁的行为发生在经理之前，因此用完成形式havingbeen来表示。例如：
Hewassentencedtodeathforhavingkilledaman.
他因为杀了人而被判了死刑。
Hefeltsorryforhavingwastedsomuchtime.
他因过去浪费了太多的时间而感到遗憾。
Sheforgothavingbeentakenabroadwhenshewasachild.
她忘记当她还是个小孩子时曾去过国外。

三、同步测试
Ⅰ．选择最佳答案：
1．Hereismycard.Let’skeepin.
A．relationB．touchC．connectionD．friendship
2．Idislikethewayhetreatshisstudents.
A．whichB．bywhichC．／D．onwhich
3．Theyareboysthattheycan’tdotheworkwell.
A．sosmallB．solittleC．suchfewD．suchlittle
4．MyfatheroftenaskshowIatschoolwithmyclassmates.
A．getonB．getdownC．getoffD．getup
5．—Howlonghasthisbookshopbeeninbusiness?
—1992.
A．AfterB．FromC．SinceD．In
6．—WhydoesTodlooksounhappy?
—Heseemsto.
A．tobeingscoldedB．beingscolded
C．tohavescoldedD．tohavebeenscolded
7．It’suselessonlyaboutit.
A．talkB．talkingC．talkedD．tobetalked
8．Istillrememberthemanytimeshesavedthewoundedsoldiersonthebattlefield.
A．whereB．／C．inwhichD．which
9．Whoisitupwhethertostarttheexperimentornot?
A．todecidingB．todecideC．totodecideD．fortodecide
10．WhenpeopletalkaboutthecitiesofJapan,thefirstcomesintomindisTokyo.
A．ofwhichB．thatC．cityD．one
11．Thetwowordshavesomethingwitheachother.
A．indifferenceB．inordinaryC．incommonD．insame
12．Canyoulendmethebooktheotherday?
A．aboutthatyoutalkedB．youtalkedabout
C．whichyoutalkedD．thatyoutalked
13．Shehasn’tgotenoughtobuythecomputer.
A．thatB．whichC．forwhichD．withwhich
14．Wethinkitimportantcollegestudentsshouldmasteratleastonforeignlanguage.
A．thatB．whatC．whetherD．what
15．Iwillacceptthegiftisnoneofyourbusiness.
A．WhatB．WhetherC．IfD．Which
16．HewasborninNanjingbutstudiedinBeijing.
A．SodidIB．SoIdidC．SowasID．Soitiswithme
17．What’stheforheranger?She’susuallynoteasytogetangry.
A．reasonB．factC．causeD．wrong
18．Iwasabouttoleavethetelephonerang.
A．afterB．whileC．whenD．before
19．Thewomanlooksworried.Sheseemssomething.
A．havinglostB．tobelosingC．tohavelostD．tolose
20．Itwasraininghard,causedtherivertorise.
A．whichB．asC．itD．that
Ⅱ．完型填空：
TwowomencametoSolomonwithahardproblem.”ThiswomanandIliveinthesamehouse.“explainedoneofthem.”Igave1toababy,andtwodays2,sheboreababydead.ButwhenIwas3sheputherdeadchildnexttomeand4mybaby.AsIgotupandlookedatthebaby,Isawthatitwasnot5.
6thistheotherwomansaid,“No!The7childbelongstome.”Thefirstwomananswered,“No.Theboy8ismyson,nothers.“Thiswashowthewomen9.
Solomon10forasword,and,whenitwas11hesaid,“Cutthebabythatisalive12half,andgiveeachwomanhalfofit.”
“No!”criedthefirstwoman.“Please13putthechildtodeath.Giveittoher.”Buttheotherwomansaid,“Don’tgiveitto14ofus,goonandcutit.”
FinallySolomonspoke,“Don’t15thechild!Giveittothefirstwoman.Sheisthe16mother.”Somomonknewthisbecausethefirstwomanlovedthebaby17muchthatshewasreadytogiveittotheotherwoman.18thiswaythebabycouldbesaved.WhenpeopleheardhowSolomonhad19theproblemtheyweregladtohavesucha20king.
1．A．foodB．milkC．birthD．death
2．A．behindB．laterC．beforeD．back
3．A．workingB．sleepingC．dreamingD．lying
4．A．wokeB．killedC．broughtD．took
5．A．myB．herC．mineD．hers
6．A．AtB．WithC．OnD．In
7．A．livingB．aliveC．livelyD．lived
8．A．dyingB．livingC．deathD．alive
9．A．quarrelledB．talkedC．saidD．fought
10．A．lookedB．caredC．sentD．called
11．A．broughtB．takenC．carriedD．held
12．A．intoB．inC．byD．onto
13．A．notB．nottoC．won’tD．don’t
14．A．neitherB．eitherC．bothD．any
15．A．dieB．beatC．murderD．kill
16．A．wrongB．realC．mistakenD．clever
17．A．tooB．veryC．thatD．so
18．A．ByB．ThroughC．InD．With
19．A．foundB．graspedC．solvedD．worked
20．A．wiseB．braveC．cruelD．funny
Ⅲ．阅读理解：
（A）
Kleptomaniaisanillnessofthemindthatgivesapersonthedesiretosteal.Suchapersonisnotreallyathief.Theyaresickandcannothelpthemselves.Allsmallchildrenactnaturallyandastheygrowuptheynormallylearntocontroltheiractions.Peoplewithkleptomaniaforcertainmedicalreasonshavefailedtodevelopcontrolovertheirdesiretotakethingsthatdonotbelongtothem.Withmedicalhelptheymanybecomenormalcitizensagain.Thethingsthatakleptomaniacstealsareseldomofgreatvalue.Theyoftengiveawaywhattheyhavestolenorcollectobjectswithoutusingthem.
1．Whatisthetopicofthetext?
A．Youngthieves.B．Anunusualillness.
C．Reasonsforstealing.D．Anormalchild’sactions.
2．Fromthetextwelearnthatsmallchildren.
A．havelittlecontrolofthemselvesB．usuallystealthingsbutgrowuphonest
C．areusuallykleptomaniacsD．liketogivethingsaway
3．Kleptomaniacsusuallystealthingsthat.
A．arevaluableB．areunimportant
C．theirfriendslikeD．theythemselvesneed
4．Whichofthefollowingwordscanbestreplace(替代)theworddesireinthefirstsentence?
A．chanceB．powerC．rightD．wish

（B）
Ourneighbouraskedmydaughterwhatsheputonhercattomakehimsmellsogood,“Maybeit’stheperfumeIuse,”camethereply“Thecatsleepswithhisnoseagainstmyneck,sosomeofthescentmustruboffonhim.”
Thenexteveningourneighbourwasinadepartmentstorewhenshenoticedafamiliarfragrance(香味)intheair.Ourneighbourlikedshoppingverymuchandalwayswenttothesamestore.Sheaskedthewomanwhohadjustwalkedbywhatperfumeshewaswearing.Afterlearningthename,ourneingboursaid,overtheheadsofallinthecrowdedstore.“Itsmellswonderful.Myfriend’scatwearsit.”
1．Thecatsmelledgoodbecause
A．thewriter’sdaughterputperfumeonhimB．thecatsleptwiththegirl
C．thecatlikedthesmelloftheperfumeD．thecatworeperfume
2．Whichofthefollowingsentencesdoesnotkeeptothetopic?
A．Ourneighbouraskedmydaughterwhatsheputonhercattomakehimsmellso
good.
B．“Itsmellswonderful.”
C．Shelikedshoppingverymuchandalwayswenttothesamestore.
D．“Myfriend’scatwearsit.”
3．Inthesentence“Afterlearningthename,…”theworld“name”refersto.
A．thelady’snameB．thenameoftheperfume
C．thenameofthestoreD．thenameofthecat
4．Onhearingtheneighbour’swords,theladyinthestorewouldprobablybe.
A．happyB．angryC．worriedD．proud
5．Whentheneighboursaid,“Itsmellswonderful.Myfriend’scatwearsit.”shewantedto.
A．makefunoftheladyB．makefunoftheperfume
C．soundfunnyD．praisetheperfume
Ⅳ．改错：
Accordingtoanoldstory,afarmeroncefoundthat1．
abagofcornhadbeenstoleninhishouse.Hewentto2．
thejudgeandtoldhimhisloss.Thejudgeorderedthat3．
allthepeopleofthefarmmustcomebeforehim.He4．
tookanumberofsticksofequallongandgaveonestick5．
toeveryman.Hethensaid,“Comehereagaintomorrow.I6．
shallknowwhoofyouisthethiefbecausethestick7．
givingtothethiefwillbeoneinchlongerthanthe8．
others.”Thenextdayathiefwasfoundbecausehe9．
wasafraidofbeingfoundoutandcutaninchofhisstick.10．

参考答案：
Ⅰ．1—5BCDAC6—10DBBCB11—15CBDAB16—20DCCCA
Ⅱ．1—5CBBDC6—10AADAC11—15ABDBD16─20BDCCA
Ⅲ．（A）1—4BABD（B）1—5BCBBD
Ⅳ．1．√2．将in改为from3．在him之后加about4．去掉must
5．将long改为length6．将every改为each7．将who改为which
8．将giving改为given9．将a改为the10．将inch后的of改为off

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