经验告诉我们，成功是留给有准备的人。作为高中教师就要根据教学内容制定合适的教案。教案可以让上课时的教学氛围非常活跃，帮助高中教师掌握上课时的教学节奏。所以你在写高中教案时要注意些什么呢？小编经过搜集和处理，为您提供人教新课标英语必修1全册精品教案(U5)，欢迎大家阅读，希望对大家有所帮助。
Unit5NelsonMandela—amodernheroPartOne:TeachingDesign(第一部分：教学设计)
Period1:Asampleplanforreading
(ELIAS’STORY)
Aims
Totalkaboutpeople’squalities
Toreadaboutenablepeople’slifestoryTostudyTheAttributiveClause(where,when,why,prep.＋which/whom)
Tolearntowriteletters
Procedures
I.Warmingup
Warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.Thequestionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinkyouare.Doyouthinkyouhavethequalitiestobeagreatperson?Whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.Givethestudentsoneminutetoanswerthequestions.
b.Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
c.Haveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonhas.
(Sumingup:Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.)
Warmingupbybrainstorming Boysandgirls,inUnit5wewilltalkaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeople.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?Whatarethequalitiesyoushouldfindinagreatperson? (Adjectivesfordescribingaperson:kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,mean,tense,cold,unkind,miserable,dull,strong-minded,determined,) Warmingupbyexpressions Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?Nowdiscussingroupsoffour:Whodoyouadmiremost?Whatkindofpersonishe/she?Whatarethequalitiesthatgreatpeoplehaveincommon? SunYat-sen(November12,1866–March12,1925)wasaChineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“FatherofModernChina”.HehadasignificantinfluenceintheoverthrowoftheQingDynastyandestablishmentoftheRepublicofChina.AfounderoftheKuomintang,SunwasthefirstprovisionalpresidentoftheRepublicofChinain1912anddefactoleaderfrom1923to1925.HedevelopedapoliticalphilosophyknownastheThreePrinciplesofthePeople.SunisuniquelyadmiredbymostChinese.Yet,hislifewasoneofconstantstruggleandfrequentexileasfewofhisvisionsforhiscountrymaterialized. II.Pre-reading 1.Now,lookatthesixpeopleinthepre-readingpart.Canyourecognizethem?Doyouthinktheyareimportantpeople?(Yes.Becausetheyhavedonesomethingreallyimportanttobenefittheworldoracountry.)Butdoyouthinkallofthemaregreatpeople? WilliamTyndale(sometimesspelledTindale)(ca.1484-October6,1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.AlthoughnumerouspartialandcompleteEnglishtranslationshadbeenmadefromthe7thcenturyonward,Tyndale’swasthefirsttotakeadvantageofthenewmediumofprint,whichallowedforitswidedistribution. 2.Speakingtask:Studentsreadtheinformationofeachofthesixpersonsanddiscussinpairstofindoutwhetherheisagreatpersonornotaccordingtothecriteriatheyworkedoutinthepreviousstep. Remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions: Ithink/Idon’tthink…;inmyopinion;I’mafraid…;Iagree/don’tagree…;Iprefer…;What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof…? Asampledialogue: A:DoyouthinkWilliamTidalisagreatperson? B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork. A:Yes.Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim? B:…. III.Reading 1.Skimmingforgeneralidea Sofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,thismorningwearegoingtoreadaboutNelsonMandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthetitleofthetext.Whatkindofwritingisthetext,canyouguess?…Yes.Astoryisusuallyapieceofnarrativewriting.Nowskimthetexttogetthegeneralidea:WhatdoesEliastellaboutinhisstory?(Hetellsabouthislife,howMandelahelpedhimandhowhesupportedMandela.) 2.Listeningandscanningfordetailinformation a.ListentothetextagainanddoComprehendingEx....1. True:2,4False:1,3,5,6,7,8 b.ScanthetextanddoComprehendingEx.2. Suggestedanswers: 1940—Eliaswasborn.1948—Eliasleftschool. 1942—Eliaswastwoyearsold.1950—NelsonMandelaopenedhislawfirm 1944—Eliaswasfouryearsold.1952—Eliaswas12andmetNelsonMandela. 1946—Eliasbeganschool.1954—Eliaswas14andencouragedbyMandela. 3.Questionsforfurtherunderstanding Discussthefollowingquestionsingroupsoffour: a.Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly? b.WhydidEliassupportMandela? c.Whydidhesupportviolencewhenhedidnotagreewithit? Suggestedanswers: a.Throughunfairlaws. b.Therearethreereasonsforthis.Firstly,MandelaoncehelpedhimandhethoughtMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal. c.Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence. IV.Closingdown Closingdownbydiscussing a.WhatdoyoulearnaboutNelsonMandelafromELIAS’STORY? b.DoyoulikethewayEliastellshisstory?Giveareason. Suggestedanswers: a.IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined. b.Variousanswersarepossible.Forreference:IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly. Closingdownbyretelling Retellthestoryaccordingtothefollowingclues: introductionofElias’problem;Mandela’shelp;Elias’support Closingdownbyaninterview Askthestudenttodoaninterviewinpairs.AjournalistisinterviewingEliaswiththefollowingquestions: WhendidyoufirstmeetMandela? Canyoutellmemoreabouthowhehelpedyou? Canyoutellmeabouttheproblemsthattheblackpeoplearefacing? Howdoyoulikehisideaofpeacefulfighting? Whatdoyouthinkofhim? Whatwillyoudotosupporthiminthefuture? Period2:AsampleplanforLearningaboutLanguage (TheAttributiveClause:where,when,why,prep.＋which/whom) Aims Tohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whom Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions Tohelpstudentsdiscoverandlearntousesomeusefulstructures Procedures I.Warmingup Warmingupbydiscoveringusefulwordsandexpressions Turntopage35anddoexercisesNo.1and2.Checkyouranswersagainstyourclassmates’. II.Learningaboutgrammar 1.Readingandthinking Turntopage34.ReadthetextofELISA’STORYandfindoutalltheattributiveclauses. Thinkoverthisquestion:Onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?(“Where”isusedwhentheantecedentreferstoaplace,and“when”isusedfortime.“Why“isusedwhentheantecedentis“why”.) Forreference: ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife. TheschoolwhereIstudiedonlytowyearswasthreekilometersaway. ThiswasatimewhenyouhadgottoliveinBeijing. ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife. Wehavereachedastagewherewehavealmostnorightsatall. Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople. TheplaceswheretheyweresenttolivewerethepoorestareasinSouthAfrica. 2.Comparinganddiscovering Turntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattributiveclauseswhiletheantecedentsarethesame. a.Thegovernmentbuildingwherewevotedwasverygrand. b.Thegovernmentbuildingwhich/thatwepaidavisittoyesterdaywasverygrand. c.Thegovernmentbuildinginwhichwevotedwasverygrand. Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“inthegovernmentbuilding”intheattributiveclause.Whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thegovernmentbuilding”whichservesastheobjectofthepredicate“visited”intheattributiveclause. Compareanotherthreesentences: a.ThedatewhenIarrivedwasthe5thAugust. b.Thedatewhich/thathetoldmewasthe5thAugust. c.ThedateonwhichIarrivedwasthe5thAugust. Insentencea),arelativeadverb“when”isusedbecauseitrefersto“onthatdate”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“onthatdate”intheattributiveclause.Whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause. Readthefollowingsentenceandfindout a.ThereasonwhyIgotajobwasbecauseofmyhardwork. b.Thereasonthat/whichhegaveforgettingthejobwasbecauseofhishardwork. c.ThereasonforwhichIgotajobwasbecauseofmyhardwork. Insentencea),arelativeadverb“why”isusedbecauseitrefersto“forthisreason”whichservesastheadverbialintheattributiveclause.“forwhich”canalsobeusedasinsentencec)becauseitalsomeans“forthisreason”intheattributiveclause.Whileinsentenceb),arelativepronoun“which/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause. III.Readyusedmaterialsforattributiveclause Definitions:Attributiveclause:Anattributiveclauseisaclausemodifyinganounorpronouninacompoundsentence. Antecedent:Thewordbeingmodifiedbyanattributiveclauseiscalledtheantecedent. Relative:Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativepronounsincludingwhich,that,who,whom,whose,as,etc.andrelativeadverbsincludingwhere,whenandwhy,etc. Note:Relativesplaysthreeimportantrolesinanattributiveclause,i.e.introducinganattributiveclause,replacingtheantecedentinmeaning,andfunctioningasasentenceelementintheattributiveclause. e.g.:ThegirlwhoistalkingtoMr.Lioverthereismysister. Inthesentence,Thegirlistheantecedentandwhoisusedtointroducetheattributiveclauseastheantecedentisaperson.It(who)referstothegirlandfunctionsasthesubjectintheattributiveclause. Thechoiceoftherelativesisthemostdifficultinlearningtheattributiveclause.However,therearesomerulesthatcanhelpuschoosethecorrectrelatives.Usually,whichrelativetochoosedependsonwhattheantecedentisandwhatsentenceelementtherelativefunctionsintheattributiveclauseasshowninthefollowingchart: Antecedent Relative Sentenceelement people whothat subjectobject whom object things whichthat subjectobject time whichthat subjectobject whenprep.+which adverbial place whichthat subjectobject whereprep.+which adverbial reason whyprep.+which adverbial Note:relativescanbeomittediftheyservesastheobjectsintheattributiveclauses. Ifarelativefunctionsastheobjectofaprepositionintheattributiveclause,theprepositioncanusuallybeplacedbeforetherelative.Inthissituation,weuse“which”forthingsand“whom”forpeople,andtheycanneverbeomitted.However,iftheprepositionandaverbformasetphraseintheattributiveclause,theyshouldnotbeseparated: Theschool(which/that)heoncestudiedinisveryfamous. Theschoolinwhichheoncestudiedisveryfamous. Thisisthegirl(who/whom)IwenttotheGreatWallwith. ThisisthegirlwithwhomIwenttotheGreatWall. Thesentence“Thisisthewatch(which/that)youarelookingfor.”cannotbechangedinto“Thisisthewatchforwhichyouarelooking.”because“lookfor”isasetphrase. Nowturntopage36andlet’sdoEx.2and3. IV.Closingdownbydoingaquiz Toendtheperiodyouaregoingtotakeaquizonattributiveclause. Choosethebestanswer: 1.Theweatherturnedouttobeverygood,____wasmorethanwecouldexpect. A.whatB.which C.that D.it 2.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild. A.whichB.whereC.that D.when 3.Thehouse______weliveisnotlarge. 4.RecentlyIboughtanancientChinesevase,_____wasveryreasonable. A.whichprice C.thepriceofwhichC.itspriceD.thepriceofwhose 5.HelivedinLondonfor3months,during____timehelearnedsomeEnglish. A.this B.which C.atwhichD.some 6.Iwillneverforgettheday_____hecametoseeme. A.that B.which C.atwhich D.when 7.Thevisitoraskedtheguidetotakehispicture_____standsthefamoustower. Athat B.where C.which D.there 8.Thestudents____departmentMsKingworkedtenyearsagolookdownuponwomen. A.inwhich B.inthat C.inwhose D.whose 9.Idon’tlike_____youspeaktoher. A.theway B.thewayinthat C.thewaywhich D.thewayofwhich 10.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough. A.It’sthereasonB.That’swhyC.There’swhyD.It’showPeriod3:AsamplelessonplanforUsingLanguage (THERESTOFELIAS’STORY) Aims TohelpstudentsreadthepassageTHERESTOFELIAS’STORY Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting Procedures I.Warmingupandlistening SofarwehavereadastoryaboutElias.Doyourememberwhyitwasdifficultforhimtogetajob?(becausehehadn’tapassbook)whatisapassbook?Whyisitimportant?Let’slistentoashortpassageandfindout. Turntopage37.Readthequestionsandchoosethebestanswerafterlistening. DiscussthequestionsinEx.2. II.Guidedreading 1.Readingandansweringquestions Asweknow,inordertosupportMandela,Eliashelpedhimblowupsomegovernmentbuildings.Canyouimaginewhatwouldhappentohimifhewascaught?Actually,hewascaughtandputintoaprisononRobbenIsland.However,hewasluckyenoughtogethelpfromMandelaevenwhenhewasinprison. TurntoPage38,readthepassagequicklyandfindout: HowdidMandelahelpedEliaswhenhewasonRobbenIsland HowdidMandelahelpEliasafterhecametopower? 2.Readinganddoingexercises ReadthepassageagainanddotheexerciseonPage38. 3.Task(atextdialogue) NowwehavefinishedthestoryaboutElias.Nextwearegoingtodoagroupactivity.Wewilldoitingroupsoffour.SupposeoneofyouisEliasandworksasatourguideonRobbenIsland.TheotherthreeofyouaretouristswhoareveryinterestedintheislandandMandela’slifeandaskingthetourguidethefollowingquestions.Eliasmustanswerthem. Tourist:HowdidyougettoknowNelsonMandela? Elias:Itwasin1950.IwasworkingasaminerinJohannesburgbutIhadn’tapassbooktolivethere.SoIwenttoMandela’slawfirmtoaskforadvice. Tourist:CanyouexplaintomesomeofNelsonMandela’spoliticalideasorbeliefs? Elias:Yes.Hefoundthatweblackpeoplewerenottreatedasequallyasthewhitepeopleandhewouldfightforourrights.However,hesaidthatweshouldfightinapeacefulway.Onlywhenthiswasnotalloweddidwedecidetoanswerviolencewithviolence. Tourist:Howdidhehelpyouthroughyourlife? Elias:First,hehelpedmetogetthecorrectpaperstostayinJohannesburgandkeepmyjobasImentionedabove.ThenhetaughtmetoreadandwritewhenIwasinprison.Thisisveryimportanttomebecauseitenablesmetogetmorejobopportunities.Laterhegavememypresentjob. Tourist:WhatwaslifelikeonRobbenIsland? Elias:Miserableandcruel.Theguardsandsoldierstreatedusbadly,beatusviolentlyfornoreasonsandinsultedusindifferentways. Tourist:HowdidyoumanagetostudyonRobbenIsland? Elias:Westudiedduringthelunchbreaksandtheeveningswhenweshouldhaveasleep.Wereadbooksunderourblanketsandusedanythingwecouldfindtomakecandlestoseethewords. Tourist:Whatkindsofjobhaveyoueverdone? Elias:Aminer,anofficeworkerandnowatourguide. Tourist:Whatdoyouthinkofyourpresentjob? Elias:Ilikeitverymuch.AndIamproudtoshowvisitorsovertheprison,forIhelpedtomakeourpeoplefreeinourownland. III.Guidedwriting 1.Preparationforwriting ImaginenowMrMandelaisinprison.YouaregoingtowritealettertothePresidentofSouthAfricaaskinghimtofreeNelsonMandela.Doyouremembertheformatofaletter?Whatshouldbethemaincontentofthisletter?(ThereasonsforfreeingMandela)Howwouldyoutrytopersuadethepresident?(Youmustmakeyourreasonspersuasive.) 2.WritingaletterReadtheinformationaboutMandela.Discusswithyourpartnerandcollectideasfortheletter Writerdowntheideasandputthemintoagoodandlogicalorder. Writetheletter. IV.Furtherapplying 1.Findinginformation GotothelibrarytoreadorgetonlinetosearchformoreinformationonNelsonMandela.Takenotesofyourfindinganddoanoralpresentationnextperiod. 2.Writingadescription WriteadescriptionofNelsonMandelausingtheinformationyouhavefound. V.Closingdownbysharing Shareyourletterwithyourpartnersandmakenecessarychanges. Shareyourletterwiththeclassbyreadingitaloud. Part2:Teachingresources（第二部分：教学资源） Section1:AtextstructureanalysisofELIAS’STORY I.Typeofwritingandsummaryoftheidea Typeofwriting Thisisapieceofnarrativewriting. Mainideaofthepassage EliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience Topicsentenceof1stparagraph ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife. Topicsentenceof2ndparagraph SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork. Topicsentenceof3rdparagraph ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife. Topicsentenceof4thparagraph Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall. Topicsentenceof5thparagraph Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed…onlythendidwedecidetoanswerviolencewithviolence. II.Atreediagram (withkeywordsofeachparagraphplacedineachbox) Elias’lifebeforemeetingMandela Elias’lifeaftermeetingMandela informationofElias Elias’sproblem Mandela’shelp blackpeople’sproblems supporttoMandela blackworkerdifficultperiodlawfirm sixleavenotpaygoldminepassbookworriedabout Elias’story tellhelpcorrectpapersforgetjoin norightsvotelivejobpoorestareasnotgrowfood positionacceptfightpeacefullyblowupputinprisonrealizeequal EliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Butashehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul. Section2:BackgroundinformationonNelsonMandelaandothers I.NelsonMandela NelsonRolihlahlaMandela,(born18July1918),beforebecomingPresidentofSouthAfrica,wasoneofitschiefanti-apartheidactivists,andwasalsoananti-apartheidsaboteur.Heisnowalmostuniversallyconsideredtobeaheroicfreedomfighter.HespenthischildhoodintheThembuchiefdombeforeembarkingonacareerinlaw. ThenameMadibaisanhonorarytitleadoptedbyoldermalemembersofMandelasclan;however,inSouthAfricathetitleissynonymouswithNelsonMandela. II.CourtroomquotesbyNelsonMandela “IhavefoughtagainstwhitedominationandIhavefoughtagainstblackdomination.Ihavecherishedtheidealofademocraticandfreesocietyinwhichallpersonslivetogetherinharmonyandwithequalopportunities.ItisanidealwhichIhopetoliveforandtoachieve.Butifneedsbe,itisanidealforwhichIampreparedtodie.” “WhyisitthatinthiscourtroomIamfacingawhitemagistrate,confrontedbyawhiteprosecutor,escortedbywhiteorderlies?Cananybodyhonestlyandseriouslysuggestthatinthistypeofatmospherethescalesofjusticeareevenlybalanced?WhyisitthatnoAfricaninthehistoryofthiscountryhaseverhadthehonorofbeingtriedbyhisownkind,byhisownfleshandblood?...Iamablackmaninawhiteman’scourt.Thisshouldnotbe.”(Finlayson84). “Outoftheexperienceofanextraordinaryhumandisasterthatlastedtoolong,mustbebornasocietyofwhichallhumanitywillbeproud...Wehave,atlast,achievedourpoliticalemancipation.Wepledgeourselvestoliberateallourpeoplefromthecontinuingbondageofpoverty,deprivation,suffering,gender,andotherdiscrimination.Never,never,andneveragainshallitbethatthisbeautifullandwillagainexperiencetheoppressionofonebyanother...Thesunshallneversetonsogloriousahumanachievement.” III.ANCandANCYouthLeague TheANCisanationalliberationmovement.Itwasformedin1912tounitetheAfricanpeopleandspearheadthestruggleforfundamentalpolitical,socialandeconomicchange.ForninedecadestheANChasledthestruggleagainstracismandoppression,organisingmassstudentsresistance,mobilisingtheinternationalcommunityandtakingupthearmedstruggleagainstapartheid.MembershipoftheANCisopentoallSouthAfricansabovetheageof18years,irrespectiveofrace,colourandcreed,whoacceptitsprinciples,policiesandprogrammes. TheANCYouthLeaguewasfoundedin1944.Theleaguepropagated“Africanism”anditsmottowas“Africa’scausemusttriumph.”Itwasradicalandmilitant.Themembersofitrejectedtheideaof“foreign”leadershipandarguedthatblackAfricansmustprovidetheirownleadershipandrelyuponthemselves. Section3:Wordsandexpressions I.Wordsforwarmingup quality n.somethingtypicalofapersonormaterial:Kindnessishisbestquality.Sheshowsqualitiesofleadership. willing adj.ready(todosth.):Areyouwillingtohelp? active adj.ableorreadytotakeaction:Althoughheisover70;heisstillactive.Anactivememberoftheclubissuretoattendeverymeeting. loseheart灰心，丧失信心Iusedtoworkinthegardeneveryweek.ButIlostheartwhenalltheplantsdied.Don’tloseheart;youstillhavemorechances. loseone’sheart爱上，喜欢上Shelostherhearttohimassoonasshesawthehandsomesoldier. troublen.麻烦：introuble有麻烦，处于困境中；getintotrouble陷入困境；maketrouble制造麻烦；askfortrouble自找麻烦；havetrouble(in)doingsth.做某事有困难 II.WordsforReading advise v.totellwhatonethinksshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advisethatsb.(should)dosth.;Iadvisewaitinguntiltheteachercomes.Thedoctoradvisedaweek’srest/takingaweek’srest.Iadvised(him)thatheshouldtakearest.Iadvisedhimnottodrive/againstdriving.Whatdoyouadvisemetodo? advice n.opiniongivenbyonepersontoanotheronhowthatothershouldbehaveoract:givesomeadvicetosb.;fivesb.someadvice;followsb’sadvice continue vivt.goon:continuetodosth/doingsth;continue(with)sth.;goondoingsth./withsth./todosth.Thesportsmeetcontinuedfor3days.Hecontinuedtostudy/studyingasifnothinghadhappened.Wemustcontinueourjourneyuntilwefindwater. worry n.v.tobeormakeanxious：worrysb.，worryabout…;bbeworriedabout…;Youdon’thavetoworryaboutyourhealthifyoukeepabalanceddiet.Ourparentsmustbeworryingbecausewearecomingbacklate.Hersickstudentsworriedme.Whathesaidaddedtoherworries. stage n.aperiodainacourseofevents;theraisedflooronwhichplaysareperformedinatheater:stagedirection;stagedirector;putsb.onthestage;atanearlystageinourhistory vote v.n.toexpressone’schoiceofficiallyfromamongthepossibilitiesoffered;anactofmakingachoiceordecisiononamatterbymeansofvoting:votefor/againstsb.MoststudentsvotedforJimastheythoughthimcapableandhonest.Mostpeoplevotedagainsttheformerleaderbecauseofrumorabouthim.IgavemyvotetoLiGao.Thenewleaderwaselectedthroughasecretvote. position n.theplacewheresomeoneorsomethingisorshouldbe;aparticularplaceorrankinagroup:WhatIknowabouthimwasthatheisinahighpositioninthecompany.Canyoutellmethepositionofyourcityonthemap? accept v.totakesomethingofferedwillingly receive v.toget:IreceivedsomerosesfromJackonValentines’DaybutIdidn’tacceptthem.Haveyouacceptedthejobtheyofferedyou?Hereceivedmanypresentsonhisbirthday. violence n.useifbodilyforcetohurtorharm;verygreatforceinactionorfeeling violent adj.Violenceinthemediahasinfluencedteenagersalot. asamatteroffact:infact;actually:Asamatteroffact,hediscoverthetruthquitebyaccident.Asamatteroffact,IfeltextremelynervouswhenIwasgivingthespeech. blow v.blowup:blowupthebuilding/bridge/dam;blowupthetire;blowoff;blowout prison n.aplacewherecriminalsarekeptlockedupasapunishment prisoner n.apersonkeptinaprisonforsomecrimeorwhilewaitingtobetired. putinprison:Ifyoucontinuedoingthosekindsofthings,youwillendupinprison.Theywereputinprisonforblowingupthegovernmentbuilding. equal adj.thesameinsize;number;value;rank;etc.;havingenoughstrength;ability;etc.:Allmenwerebornequal.Cutthecakesintothreeequalpieces.Womendemandequalpayforequalwork.Billisequaltothejobofrunningtheoffice.n.personwhoisequal(toanotherortooneself):Theteacherispopularbecausehetreatsthechildrenashisequals. III.WordsforUsingLanguage imagine v.toform(apictureoridea)inmind:imaginesth.;imaginedoingsth.;imaginesb.doingsth.;imaginethat…;Canyouimaginelifewithoutelectricity?IcannotimagineLilycookingdinnerfortwentypeople?YoucannotimaginewhatlifewaslikeonRobbenIsland. power n.politicalpower;superpower;cometo/intopower;inpower terror n.(terribleadj.terroristn.terrorismn.)Shetrembledwithterrorwhenthethiefpointedaknifeather.Shescreamedwithterroronhearingtheexplosion.Themurdercasewasaterrortoeverybodyinthesmalltown. fear n.vthefeelingthatonehaswhendangerisnear;tobeafraid:fearsth;feartodosth;fearthat…;forfearthat…;forfearof escape v.n.findawayout;getout;theactofescaping:anarrowescape;fireescape;escapedeathpunishment/beingpunished;escapefromprison/reality;escapeoutofaburningbuilding.Thebirdhasescapedfromthecage.Thebirdhasescapedbeingshot. degree n.HepassedtheexamandfinallygothisMaster’sdegree.Thetemperaturetodayistwodegreeshotterthanyesterday. reward n.(sth.givenorgainedas)returnforworkorservice:Thepoliceareofferingarewardforinformationabouttherobbery.v.togivearewardtHerewardedtheboyforbringbackthedog. sentence n.apunishmentforacriminalfoundguiltyincourt:Thesentencewastenyearsinprison.aheavysentence;alifesentence;underthesentenceofdeath;serveone’ssentencev.togiveapunishmenttHewassentencedtothreeyearsinprison.besentencedtodeath;besentencedforthief 相关推荐 一名优秀的教师在教学方面无论做什么事都有计划和准备，作为教师就要在上课前做好适合自己的教案。教案可以让学生更好的消化课堂内容，帮助教师营造一个良好的教学氛围。那么一篇好的教案要怎么才能写好呢？下面是小编为大家整理的“人教英语新课标必修3全册精品教案(Unit3)”，希望能对您有所帮助，请收藏。 Teachingaims: Teachingimportance: NounclausesastheobjectIcan’tsaythatIhaveanyplans. ...andhedoesnotknowwhatheshoulddo. IdidnotknowwhetherIcouldsurviveuntilmorning. Nounclausesasthepredicative That’swhywe’vegivenyoutheletter. Teachingmethods:skimming,scanning,discussing. ThefirstperiodIntensivereading StepⅡPre-reading StepⅢWhilereading StepⅣPost-reading StepⅤHomework ThesecondperiodExtensiveReading Step1Newwords Tellthenewwordsinthesepart steak:eatlikeawolf:genuine:reserve:scream:fake: shoulder Step2 ListentoActOne,Scene4intherestaurant Andanswerthefollowingquestions: 1.Whatwasitintheletter? 2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why? 3.Didtheownerbelievethatthenotewasgenuineornot?Why? Step3acting Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”. Step4Explanation 1.It’llcostatinybit. 1)tiny:verysmall极小的，微小的 atinybaby,atinyschool 2)notalittle许多，很 notabit一点也不 I’mnotabittired.我一点也不累。 I’mnotalittlehungry.我非常饿。 2.takea/the/chance/chances碰运气；冒风险 3.inarudemanner manner表“方式，方法”，常用单数； 表“举止，态度”，也用单数； 表“礼貌，礼仪”，常用复数。 Heansweredinanarrogantmanner. Hismannerwasimpolite. Itisbadmannerstotalkwithyour mouthfull. 6.issue 1)publish出版，发行 TheBankofEnglandissuedthe millionpoundnotes. 2)come,goorflowout流出 bloodissuingfromawound 7.inrags衣衫褴褛 rag:oddcloth Heisinrags. 8.indeed 1)infact事实上，其实 Idon’tmind.Indeed,Iamwillingtohelpyou. 2)truly,really,certainly 的确，实在的，确实 -Didhefinishthework? -Indeed,hedid. 9.evenif eventhough即使 Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney. Theycametohelpus,eveniftheyhadmanythingstodo. Step5Homework 1.Readandperformthewholeplaywiththehelpofthescriptsinthebook. 2.Reviewwhatyouhavelearntinthewholeunit. ThethirdPeriodGrammar Step1Learningaboutlanguage Asksomestudentstotelltherightanswerinthispart Step2UsingwordsandexpressionsinWorkbookP57 Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors Step3Grammar 1.Whatisthenounclause? 2.thedifferencesbetweenwhatandthat Eg.(1)Whatyousaidyesterdayisright. (2)Thatsheisstillaliveisapuzzle. 3.否定的转移 若主语谓语动词为think,consider,suppose,believe,expect,guess,imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。 4it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语 5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58) Step4Homework 1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative. 2.Previewthethirdperiod ThefourthperiodListening Step1Listening Listentothetapeandanswerthefollowingquestions 1.WhydoesHenryworryafterheleavestherestaurant? 2.Whydoeshegobacktothetwobrothers’house? 3.Whycan’theseethetwobrothersagain? 4.Whatdotheyaskhimtodo? Step2Listeningtext Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers. Step3ListeninginWorkbook(P55-56) Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note. Thenlistentothetapeandanswerthefollowingquestions 1.Whydoesn’ttheclerkgiveHenryhischangerightaway? 2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow? 3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow? 4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews. 5.WhatdoestheowneroffertodoforHenry?Why? Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage Step4Homework Previewthefourthperiod. ThefifthperiodSpeakingandWriting Step1Cooperativelearning HaveaninterviewwithHenry. 1.WhatdidyoudobeforeyoucametoLondon? 2.Didyoufindithardtogetajobthere? 3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse? 4.Didyoubelievethattheletterwillwork? 5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?...... MakeadialogueforActTwoandasksomestudentstoact Step2Listening,SpeakingandWritingTask(P58) ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike? Step3WritingTask(P60-61 ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner: 1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim? 2)DoyouthinkHenrywouldworrythathiswifewouldleavehim? 3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor? 4)DoyouthinkPortiawouldworryabouttheirmarriagenow? Step4Homework 1.Reviewthewordsandexpressionslearntthisclass. 2.ReviewActOne,Scene4onPage21-22andbereadytoactitout. 一名合格的教师要充分考虑学习的趣味性，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师有计划有步骤有质量的完成教学任务。您知道高中教案应该要怎么下笔吗？小编经过搜集和处理，为您提供人教英语新课标必修2全册精品教案(Unit3Computer)，欢迎阅读，希望您能阅读并收藏。 PartOne:TeachingDesign(第一部分：教学设计) Period1:Asamplelessonplanforreading (WHOAMI?) Aims Totalkaboutcomputer Toreadaboutcomputer Procedures I.Warmingup Warmingupbytalkingaboutcomputer Lookatthepicturesonpage17.Whatarethey?Whatdotheyhaveincommon?Yes,theyarecomputers.Thenwhatisacomputer? Acomputerisamachinewhichstoresknowledgeinitsmemoryanddoescalculationsonthatknowledge.Thisknowledgeisstoredinsymbols;itiscalleddata.Acomputerusuallyhasamonitortoshowresults.However,somecomputerscanspeak;thesecomputerscanbeusedforvoicemail. 计算机室 Acomputerfrequentlyrequiresabootdevice.Thebootdevicecontainsthecomputer’soperatingsystemanddata.Computerprogramscanbeinstalledontoacomputer.SomepeoplethinkthatcomputersarelessusefuliftheydonothaveaccesstotheInternet.TheythinkthisbecausetheInternetallowsthecomputerstosendandreceivedataandemailacrosstheworld. 曙光3000巨型计算机 Acomputerisnowalmostalwaysanelectronicdevice.Itusuallycontainsmaterialswhicharetoxic;thesematerialswillbecometoxicwastewhendisposedof.Whenanewcomputerispurchasedinsomeplaces,lawsrequirethatthecostofitswastemanagementmustalsobepaidfor.Thisiscalledproductstewardship. Insomecountriesoldcomputersarerecycled(melteddown)togetgoldandothermetals.Thisisdangerous,becausethisprocedurereleasesthetoxicwasteintothewaterandsoil. Computersbecomeobsoletequickly.Veryoftentheyaregivenawayandnewonesreplacethemwithintwoorthreeyears.Thismakestheproblemworse.Computerrecyclingisthuscommon.Manyprojectstrytosendworkingcomputerstodevelopingnationssotheycanbere-usedandwillnotbecomewasteasquickly. Computerjargon计算机行话 Computerjargonmeanswordstodowithcomputersandsurroundingtopics.Knowingwhatthesewordsmeancanhelpyouknowmoreaboutcomputers.Somepeopleusethesewordstoimpressotherpeople(Alsoknownasbuzzwords). Examplesofjargon: Bit-Thesmallestdataunit,caneitherbea“0.”ora“1.”. Byte-unitofdata.SeealsoKilobyte,Megabyte,GigabyteandNibble CPU–CentralProcessingUnit,Anothernameforprocessor Data-Informationstoredonacomputer Disk-Aplacetostoredata. Email-Electronicmail. GHz-Gigahertz.Usedoftenincorrectlytodescribethespeedofaprocessor.Butwithsome2.4GHzprocessorsfasterthan3.6GHzones,itisclearthatitisjustasalesmantrick. Load-Getdatafromadisk Nibble-HalfaByte Save-Putdataonadisk RAM–random-accessmemory(随机存取存储器),themorethebetter. USB-UniversalSerialBus（通用串行总线，一种简化了插接多种附件的薄型插座） WWW-WorldWideWeb,partoftheInternet II.Pre-reading 1.QuestioningandansweringWhatdoyouknowaboutcomputer? ●Electronicmachinecapableofperformingcalculationsandothermanipulationsofvarioustypesofdata,underthecontrolofastoredsetofinstructions.Themachineitselfisthehardware;theinstructionsaretheprogramorsoftware.Dependinguponsize,computersarecalledmainframes,minicomputers,andmicrocomputers.Microcomputersincludedesk-topandportablepersonalcomputers. ●Amulti-functionelectronicdevicethatcanexecuteinstructionstoperformatask. ●Adevicethatacceptsinformation,processesit,andsuppliesanoutput.Acomputerusuallycontainsmemory,acontrolunit,arithmeticandlogicalunits,andameansforinputandoutput. ●aprogrammablehardwarecomponentthatiscontrolledbyinternallystoredprogramsandthatcanperformsubstantialcomputations(includingarithmeticandlogicoperations)withouthumanintervention.Acomputertypicallyconsistsofoneormoreprocessingunits,memoryunits,andassociatedperipheralinputandoutputdevices. ●Relatedtoautomationandelectronicdataprocessing.TheLibraryofCongresscommonlyclassesmostcomputer-relatedbooksinHF5548,QA75-76,Z52,T385,andsomeTKranges. ●amachineforperformingcalculationsautomatically calculator:anexpertatcalculation(oratoperatingcalculatingmachines) ●Acomputerisadeviceormachineformakingcalculationsorcontrollingoperationsthatareexpressibleinnumericalorlogicalterms.Computersareconstructedfromcomponentsthatperformsimplewell-definedfunctions.Thecomplexinteractionsofthesecomponentsendowcomputerswiththeabilitytoprocessinformation.Ifcorrectlyconfigured(usuallyby,programming)acomputercanbemadetorepresentsomeaspectofaproblemorpartofasystem.Ifacomputerconfiguredinthiswayisgive 2.DiscussingandsharingHowhavecomputerschangedourlives? Somedaysoon,ifyouhaven’talready,you’relikelytoplugintothecomputernetworknationgrowinginourmidst.Computerterminals,orsmallcomputersconnectedviamodem(amodulator/demodulatorcircuitforencoding/decodingcomputerchatter)toordinarytelephonelines,shouldbeasubiquitousasthetelephoneitself.They’reamuchmoreusefulandhumanetoolthanthephone,andwithcorporateAmericabehindthemthenetworkswillbeeverywhere----changingourlivesmorethananytechnologysincetheautomobile. Joiningacomputernetworkisthesameasjoiningacommunity.Smallsystemsarelikevillages,wherenewmembersareformallywelcomed.Thelargernetworks,theSourceandCompuServe,forexample,arecities-anonymous,fulloflifeandevents,butdifficulttofitinto. III.Reading 1.ListeningandreadingtotherecordingofthetextWHOAMI? Turntopage18andlistenandreadtotherecordingofthetext.Payattentiontothepauses,pronunciationandintonationofthenativereader. 2.Readingaloudandunderliningexpressions Nowwearetoreadthetextonceagainandunderlinealltheexpressionsinthetext.Putthemdownintoyournotebookafterclassashomework. CollocationsfromWHOAMI? beginas…,acalculatingmachine,bebuiltas…,followinstructionsfrom…,soundsimple,atthetime,atechnologicalrevolution,writeabook,make…work,solveproblems,becomehuge,hadartificialintelligence,gobackto…,thesizeof…,goby,changesize,becomesmallandthin,getquick,standtherebyoneself,beconnectedby…,shareinformationby…,talkto…,bring…into…,dealwith…,communicatewith…,servethehumanrace 3.Reading,identifyingandsettling Attention,please!Itistimetoskimthetextonemoretimeandidentifythedifficultsentences.Tryanalyzingthestructuresofthedifficultsentencesanddiscussthemamongyourgroupmembers.Youmayalsoputyourquestionstomeforhelp. Chat（online）（在线）聊天 Tochatistotalkaboutordinarythingsthatarenotveryimportant.Youcanchattoonepersonortomanypeople.PeoplealsousethiswordnowforpartsoftheInternetwherewecantalkwithmanydifferentpeopleatthesametime.Usually,youchatontheinternetinachatroomormessagingservicelikeAOL(AmericanOn-Line)InstantMessenger(AIM),YahooMessenger,orMSNMessenger. 4.Readingandtransferring Scanthetextforinformationtocompletethetablebelow,describingthedevelopmentofcomputer. In1642 In1822 In1936 In1960s In1970s IV.Closingdownbydoingcomprehendingexercises Turntopage18andinpairsdothecomprehendingexercisesNo.1and2. Period2:AsamplelessonplanforLearningaboutLanguage (ThePresentPerfectPassiveVoice) Aims TolearntouseThePresentPerfectPassiveVoice Todiscoverusefulwordsandexpression Todiscoverusefulstructures ProceduresI.Warmingupbyreadingtothetape Tobeginwith,turntopage18,listeningtoandreadingtotherecordingofthetextWHOAMI?Attentiongoestothepausesandintonation,aswellasthepronunciationofthereader. II.Discoveringusefulwordsandexpressions Inpairsdotheexercises1,2and3onpages19and20.Youmustfinishthemin10minutes. III.Learningaboutgrammar 1.PassiveVoice—Overview TenseorModel PassiveSentence SimplePresent TheTOEFLexamisgiveneverysixmonths. Simplepast TheTOEFLexamwasgivenlastmonth. SimpleFuture TheTOEFLexamthisyearwillbegivenonOctober15. PresentContinuous TheTOEFLexamisbeinggiveneveryyear. Presentperfect TheTOEFLexamhasbeengiveneveryyearsince1950. Pastperfect TheTOEFLexamhadbeengivenbeforetheVietnamWaroccurred. SimpleModal TheTOEFLexamshouldbegiventoeveryForeignstudent. PastModal TheTOEFLexamshouldhavebeengiventoalltoenterUScolleges. 2.ThePresentPerfectPassiveVoice ThestructureofThePresentPerfectPassiveVoiceis:have/has＋been＋~ed IV.Readingaloudanddiscovering Nowgobacktopage18toreadaloudanddiscoverinthetextexamplesofThePresentPerfectPassiveVoice. Astheyearshavegoneby,Ihavebeenmadesmallerandsmaller. Sincethen,myfamilyandIhavebeenusedbybillionsofpeopletodealwithinformationwitheachotheraroundtheworldbytheInternet. V.Discoveringusefulstructure Weshalldogrammarexercises1,2and3onpage20. VI.Closingdownbydoingaquiz Correctthemistakesinthesepassivevoicesentences Example:Thehousewasbuildin1880.(correct=Thehousewasbuiltin1880.) 1.3000employeeswerelayingoff. 2.Astorywillmadeup. 3.Anideawasputtedforwardfordiscussion. 4.Hasthebookbeengivebacktoyouyet? 5.Mybankloanwillbepayedoffinfiveyearstime. 6.Nothingcanbeholdagainstme. 7.Ourallieswillbelendsupport. 8.Shehasneverheardof. 9.Shewasbeingknockeddownbyabus. 10.Shewaslettedoffwithafine. 11.Thecandlewasblowoutbythedraught. 12.Thecriminalwerelockedup. 13.Thefloodwaterwasbekeptbackbybarriers. 14.Theinconveniencewillmadeupforbythismoney. 15.Thekeysmusthavebeenbeingleftbehind. 16.Theoldcinemaisbeingpulldown. 17.Theprotestersbeingheldbackbythepolice. 18.Theroadwasblockingoff. 19.Thirtymorepeoplewerelaidofflastweek. 20.Yourjacketcanbehangedupoverthere. Period3:AsamplelessonplanforUsingLanguage (ANDY—THEANDROID) Aims TodiscussaboutIT TowriteareportaboutIT Toreadaboutandroidsorrobots Procedures I.WarmingupbytalkingaboutIT WhatisInformationtechnology?Informationtechnology(IT)orinformationandcommunicationtechnology(ICT)isthetechnologyrequiredforinformationprocessing.Inparticulartheuseofelectroniccomputersandcomputersoftwaretoconvert,store,protect,process,transmit,andretrieveinformationfromanywhere,anytime. II.Listeningandwriting Turntopage21.LookatthepicturesandlistentoaconversationaboutdifferentkindsofinformationtechnologyorIT,discussandwritedowningroupstheadvantagesanddisadvantagesofeachkind. III.Speakingandwriting Supposeyouandyourpartneraregoingtohelpchoosecomputersforyourschool.Nowtalkaboutthespecialthingseachofthecomputercandoandwriteareporttoyourheadmaster. IV.Reading,underliningandspeaking Itissaidthatcomputerscouldbeputintoandroidsorrobots.ReadthetextAndy—TheAndroid,underliningalltheexpressionsandthinkofthefunyoucouldhave! ExpressionsfromAndy—TheAndroid partofafootballteam,onceayear,gettogether,playafootballgame,beas…as…,infat,looklike…,onthefootballteam,runfast,thinklikeahuman,shoutto…,incomputerlanguage,haveagoodshotforagoal,getsecondplace,winthefirstplace,haveanewkindofprogram,improveone’sintelligence,createabettersystem,playagainstahumanteam,inaway,program…with…,makeup…,afterall,withthehelpof… V.Writingaletter Supposeyouareanandroid.Whatwouldsaytoaspoiledchildwhowouldnotdohishomework?Writealettertotheboy. Android Anandroidisanartificiallycreatedbeingthatresemblesahumanbeing.ThewordderivesfromGreekAndr-‘man,human’andthesuffix-eidesusedtomean‘ofthespecies,kind,alike’(fromeidos‘species’). Theworddroid,arobotintheStarWarsuniverse,isderivedfromthismeaning.Somepeoplemaintainthat,etymologically,thewordandroidmeansresemblingamalehumanandthatarobotresemblingawomanshouldlogicallybecalledagynoidforsexistlanguagetobeavoided;however,thiswordisnotcommonlyused. Unlikethetermsrobot(amechanicalbeing)andcyborg(abeingthatispartlyorganicandpartlymechanical),thewordandroidhasbeenusedinliteratureandothermediatodenoteseveraldifferentkindsofman-made,autonomouscreations: arobotthatcloselyresemblesahuman acyborgthatcloselyresemblesahuman anartificiallycreated,yetprimarilyorganic,beingthatcloselyresemblesahuman Althoughessentiallyhumanmorphologyisnottheidealformforworkingrobots,thefascinationindevelopingrobotsthatcanmimicitcanbefoundhistoricallyintheassimilationoftwoconcepts:simulacra(devicesthatexhibitlikeness)andautomata(devicesthathaveindependence). ThetermandroidwasfirstusedbytheFrenchauthorMathiasVilliersdelIsle-Adam(1838-1889)inhisworkTomorrow’sEve,featuringaman-madehuman-likerobotnamedHadaly.Assaidbytheofficerinthestory,“InthisageofRealienadvancement,whoknowswhatgoesoninthemindofthoseresponsibleforthesemechanicaldolls.” PartTwTeachingResources(第二部分：教学资源) Section1:AtextstructureanalysisofWHOAMI? I.TypeofwritingandsummaryofWHOAMI? Typeofwriting Thisisapieceofnarrativewriting. Mainideaofthepassage Beginningasjustacalculatingmachinein1642inFrance,thecomputerhasbeenexperiencingimprovementagainandoveragainover300yearsormore,whichhasnotonlymadeitmorebeautifulandintelligentbutalsochangedman’slifeagreatdeal! Topicsentenceof1stparagraph Ibeganasacalculatingmachinein1642inFrance. Topicsentenceof2ndparagraph NoonecouldrecognizemeafterIgotmynewtransistorsinthe1960s. II.Achainofeventsshowingthedevelopmentofcomputer acalculatingmachinein1642inFrance→anAnalyticalMachinein1822→a“universalmachine.”in1936→thesizeofalargeroom→madesmallerandsmaller→gettingnewtransistorsin1960s→cleverandquicker→anetworkintheearly1960s→talkingtohumansusingBASICintheearly1960s→broughtintopeople’shomesin1970s→Internet III.AretoldversionofthetextWHOAMI? I,thecomputer,wasacalculatingmachinein1642inFrance.ThenIwasbuiltasanAnalyticalMachinein1822,whichwasatechnologicalrevolution.Ibecamea“universalmachine”in1936tosolveanymathematicalproblem.IwasnotverybigatfirstthenIbecamehuge,thesizeofalargeroombeforeIwasmadesmallerandsmaller. Gettingnewtransistorsin1960sIbecamecleverandquicker.Iwasconnectedwithothercomputersandturnedouttopartofanetworkintheearly1960s.ThenIbegantalkingtohumansusingBASICintheearly1960s.In1970sIwasbroughtintopeople’shomes,andcametheInternet. Section2:Backgroundinformationcomputers I.HowDoComputersWork? ComputerBasics Toaccomplishataskusingacomputer,youneedacombinationofhardware,software,andinput. Hardwareconsistsofdevices,likethecomputeritself,themonitor,keyboard,printer,mouseandspeakers.Insideyourcomputertherearemorebitsofhardware,includingthemotherboard,whereyouwouldfindthemainprocessingchipsthatmakeupthecentralprocessingunit(CPU).Thehardwareprocessesthecommandsitreceivesfromthesoftware,andperformstasksorcalculations. Softwareisthenamegiventotheprogramsthatyouinstallonthecomputertoperformcertaintypesofactivities.Thereisoperatingsystemsoftware,suchastheAppleOSforaMacintosh,orWindows95orWindows98foraPC.Thereisalsoapplicationsoftware,likethegamesweplayorthetoolsweusetocomposelettersordomathproblems. Youprovidetheinput.Whenyoutypeacommandorclickonanicon,youaretellingthecomputerwhattodo.Thatiscalledinput. HowTheyWorkTogetherFirst,youprovideinputwhenyouturnonthecomputer.ThenthesystemsoftwaretellstheCPUtostartupcertainprogramsandtoturnonsomehardwaredevicessothattheyarereadyformoreinputfromyou.Thiswholeprocessiscalledbootingup. Thenextstephappenswhenyouchooseaprogramyouwanttouse.Youclickontheiconorenteracommandtostarttheprogram.Let’susetheexampleofanInternetbrowser.Oncetheprogramhasstarted,itisreadyforyourinstructions.Youeitherenteranaddress(calledaURL,whichstandsforUniformResourceLocator),orclickonanaddressyou’vesavedalready.Ineithercase,thecomputernowknowswhatyouwantittodo.Thebrowsersoftwarethengoesouttofindthataddress,startingupotherhardwaredevices,suchasamodem,whenitneedsthem.Ifitisabletofindthecorrectaddress,thebrowserwillthentellyourcomputertosendtheinformationfromthewebpageoverthephonewireorcabletoyourcomputer.Eventually,youseethewebsiteyouwerelookingfor. Ifyoudecideyouwanttoprintthepage,youclickontheprintericon.Again,youhaveprovidedinputtotellthecomputerwhattodo.Thebrowsersoftwaredetermineswhetheryouhaveaprinterattachedtoyourcomputer,andwhetheritisturnedon.Itmayremindyoutoturnontheprinter,thensendtheinformationaboutthewebpagefromyourcomputeroverthecabletotheprinter,whereitisprintedout. II.Television Oldportabletelevision Atelevision(alsoTVortelly)isadevice(tool)withascreenthatreceivesbroadcastsignalsandturnsthemintopicturesandsound.Theword“television”comesfromthewordstele(Greekforfaraway)andvision(seeing). UsuallyaTVlookslikeabox.OlderTVshadlargewoodenframesandsatonthefloorlikefurniture.NewerTVsbecamesmallersotheycouldfitonshelves,orevenportablesoyoucouldtakeitwithyouwhereveryouwent.ThesmallestTVscanfitinyourhand.ThelargestTVscantakeupawholewallinyourhouse,andmaysitonthefloor,orbejustalargeflatscreenthatcanbemountedonthewall.ManyTVsarenowmadeinwidescreenshapelikemovietheatrescreens,ratherthanold,moresquareTVs. Atelevisionhasanantenna(oraerial),orithasacable.Thisgetsthesignalfromtheair,orcableprovider.TVscanalsoshowmoviesfromDVDplayersorVCRs.TVscanbeconnectedtocomputersandgameconsoles,usuallythroughakindofsocketcalled“SCART”. III.WeborWorldWideWeb TheWorldWideWebisthepartoftheInternetthatcontainswebsitesandwebpages. ItisnotusedtodescribeWebPagesthatareusedofflinewherenetservicesarenotavailable,ornocomputernetworkexists-suchasWikipediaonCD.Inthiscasenorealphysicalsiteexistsotherthantheplacewherethecomputeris.BlogandWikicapabilitieswillalsonotbeavailablebecausetheserequireacommunicationwithothercomputers. IV.Radio Radioisacommunicationsinvention.Thoughoriginallyusedtocommunicatebetweentwopeople,itisnowusedtolistentomusic,news,andpeopletalking.RadioshowswerethepredecessortoTVprograms. V.DVD DVDmostcommonlystandsfor“digitalversatiledisk”.ItcanplayvideothatisofahigherqualitythanaVHStape. VI.TwokindsofDVD Theycanalsohold4.7GBofinformationasopposedtothe700MBthataCDcanhold.AplusofusingaDVDforavideoistheabilitytohaveinteractivemenusandbonusfeaturessuchasdeletedscenesandcommentaries. VII.Email Email(electronicmail)isamessage,usuallytext,sentfromoneInternetusertoanother.Emailisquickerthansnailmail(mail)whensendingoverlongdistancesandisusuallyfree.Tosendorreceiveanemail,acomputerwithamodemandtelephonelineconnectedtotheInternet,andanemailprogramarerequired.Emailaddressesaregenerallyformatedlikethis:[emailprotected](comorfrororgorukorother). Somecompaniesletyousendandreceiveemailforfreefromawebsite.Gmail,HotmailandYahoo!dothis. VIII.Human Herearetwohumans. Amanisontheleftandawomanisontheright.Ahumanorhumanbeingisaperson,likeyou.Amalehumanisaman,afemalehumanisawoman.Ifyouthinkaboutallhumansinthewholeworld,theyarecalledhumanity.Inthepast,peoplehavealsousedmanandmankindtomeanallhumans. HumansarecalledHomosapiensbyscientists.Humansareananimalspeciesthatbelongstothegroupcalledprimates.Monkeysareprimatestoo,buttheprimatesmostlikepeoplearegorillasandchimpanzees.Mostscientiststhinkthatchimpanzeesandhumanscamefromacommonancestorbywhatiscalledevolution.Otheranimalsevenmorelikehumansthanchimpanzeesoncelivedtoo,buttheyarenowextinct. Humanrightsarethosethingsthateveryonedeservesandthewaytheyshouldbetreatedbyotherpeople. Section3:WordsandexpressionsfromUnit3Computers common n.1.anareaofgrasslandwithnofenceswhichallpeoplearefreetouseorapieceofopenlandforrecreationaluseinanurbanarea(常用于专有名词中):EverySaturdayJeanwentridingonthevillagecommon.HarlowCommonisverybeautifulinwinter.哈洛公园在冬天时风景很美。2.incommon:insharedpossession3.outofcommon:unusualadj.1.oforassociatedwiththegreatmassesofpeople:Thecommonpeopleinthosedayssufferedgreatly.2.tobeexpected;standard:commondecency.3.commontoorsharedbytwoormoreparties:commonfriend.4.ofnospecialdistinctionorquality;widelyknownorcommonlyencountered;averageorordinaryorusual:thecommonman.5.belongingtoorparticipatedinbyacommunityasawhole;public:forthecommongood.6.commonlyencountered:acommon(orfamiliar)complaint.7.beingorcharacteristicoforappropriatetoeverydaylanguage:commonparlance.8.lackingrefinementorcultivationortaste:behaviorthatbrandedhimascommon.9.ofloworinferiorqualityorvalue:produced...thecommonclothsusedbythepoorerpopulation. simple n.1.anyherbaceousplanthavingmedicinalproperties2.apersonlackingintelligenceorcommonsenseadj.1.notelaborateinstyle;unornamented:asimplecountryschoolhouse.2.(botany)ofleafshapes;ofleaveshavingnodivisionsorsubdivisions3.havingfewparts;notcomplexorcomplicatedorinvolved:asimpleproblem.4.easyandnotinvolvedorcomplicated:asimplegame.)5.lackingmentalcapacityanddevoidofsubtlety6.exhibitingchildlikesimplicityandcredulity:simplecourtesy. technology n.1.thepracticalapplicationofsciencetocommerceorindustry2.thedisciplinedealingwiththeartorscienceofapplyingscientificknowledgetopracticalproblems universal n.couplingthatconnectstworotatingshaftsallowingfreedomofmovementinalldirections:Inmotorvehiclesauniversaljointallowsthedriveshafttomoveupanddownasthevehiclepassesoverbumps.)adj.ofworldwidescopeorapplicability:universalexperience. mathematical adj.1.statisticallypossiblethoughhighlyimprobable:haveamathematicalchanceofmakingtheplayoffs.2.beyondquestion:amathematicalcertainty.3.oforpertainingtoorofthenatureofmathematics:amathematicaltextbook.4.characterizedbytheexactnessorprecisionofmathematics:mathematicalprecision.5.relatingtoorhavingabilitytothinkinorworkwithnumbers:amathematicalwhiz. artificial adj.1.contrivedbyartratherthannature:artificialflowers.2.notarisingfromnaturalgrowthorcharacterizedbyvitalprocesses3.artificiallyformal:Herhusbandhatedtheartificialhumility. disagree v.1.bedifferentfromoneanother2.beofdifferentopinions:Shedisagreeswithherhusbandonmanyquestions. disadvantage n.thequalityofhavinganinferiororlessfavorablepositionv.putatadisadvantage;hinder,harm:Thisruleclearlydisadvantagesme. choice n.1.theactofchoosingorselecting:Yourchoiceofcolorswasunfortunate.)2.oneofanumberofthingsfromwhichonlyonecanbechosen:Myonlychoiceistorefuse. adj.1.ofsuperiorgrade:choicewines.2.appealingtorefinedtaste:choicewine. material n.1.thingsneededfordoingormakingsomething:writingmaterials.2.information(dataorideasorobservations)thatcanbeusedorreworkedintoafinishedform:Thearchivesprovidedrichmaterialforadefinitivebiography.)3.apersonjudgedsuitableforadmissionoremployment:Hewasuniversitymaterial.4.thetangiblesubstancethatgoesintothemakeupofaphysicalobject:Coalisahardblackmaterial.5.artifactmadebyweavingorfeltingorknittingorcrochetingnaturalorsyntheticfibers:Shemeasuredoffenoughmaterialforadress. adj.1.directlyrelevanttoamatterespeciallyalawcase:Hissupportmadeamaterialdifference.2.concernedwithoraffectingphysicalasdistinctfromintellectualorpsychologicalwell-being:materialneeds.3.concernedwithworldlyratherthanspiritualinterests:materialpossessions.4.derivedfromorcomposedofmatter:Thematerialuniverse.5.havingsubstanceorcapableofbeingtreatedasfact;notimaginary mate n.1.thepartnerofananimal(especiallyasexualpartner):Helovedthemareandallhermates.2.afellowmemberofateam:Itwashisfirststartagainsthisformerteammates. create v.1.investwithanewtitle,office,orrank:Createoneapeer.2.createbyartisticmeans:Createapoem.3.bringintoexistence:Thecompanywascreated25yearsago.4.makeorcausetobeortobecome:createafuror. move n.1.theactofdecidingtodosomething:Hedidn’tmakeamovetohelp.2.theactofchangingyourresidenceorplaceofbusiness:Theysaythatthreemovesequalonefire.3.theactofchanginglocationfromoneplacetoanother:Themovementofpeoplefromthefarmstothecities.4.achangeofpositionthatdoesnotentailachangeoflocation:Movementisasignoflife.v.1.disposeofbyselling:Thechairmanofthecompanytoldthesalesmentomovethecomputers.2.liveone’slifeinaspecifiedenvironment:Shemovesincertaincirclesonly.3.goorproceedfromonepointtoanother:Thedebatemovedfromfamilyvaluestotheeconomy.4.arousesympathyorcompassionin:Herfatemovedusall.5.movesoastochangeposition,performanontranslationalmotion:Hemovedhishandslightlytotheright.6.causetomove,bothinaconcreteandinanabstractsense:Movethoseboxesintothecorner,please.7.changeresidence,affiliation,orplaceofemployment:WemovedfromIdahotoNebraska.8.performanaction,orworkoutorperform(anaction):Wemustmovequickly.9.changelocation;move,travel,orproceed:Thesoldiersmovedtowardsthecityinanattempttotakeitbeforenightfell.10.giveanincentiveforaction:Thismovedmetosacrificemycareer. brain n.1.partofthecentralnervoussystemthatincludesallthehighernervouscenters;enclosedwithintheskull;continuouswiththespinalcord2.mentalability:He’sgotplentyofbrainsbutnocommonsense. spoil n.1.theactofstrippingandtakingbyforce2.theactofspoilingsomethingbycausingdamagetoit:Herspoilingmydresswasdeliberate.3.(usuallyplural)valuablestakenbyviolence(especiallyinwar):Tothevictorbelongthespoilsoftheenemy.v.1.becomeunfitforconsumptionoruse:Themeatmustbeeatenbeforeitspoils.2.haveastrongdesireorurgetodosomething:Heisspoilingforafight. mop n.cleaningimplementconsistingofabsorbentmaterialfastenedtoahandle;forcleaningfloorsv.1.makeasadfaceandthrustoutone’slowerlip:Mopandmow.)2.towashorwipewithorasifwithamop:Mopthehallwaynow. wander v.1.goviaanindirectrouteoratnosetpace:Afterdinner,wewanderedintotown.2.moveaboutaimlesslyorwithoutanydestination,ofteninsearchoffoodoremployment:ThewanderingJew.3.loseclarityorturnasideespeciallyfromthemainsubjectofattentionorcourseofargumentinwriting,thinking,orspeaking:Hermindwanders.4.besexuallyunfaithfultoone’spartnerinmarriage:Mightherhusbandbewandering?5.tomoveorcausetomoveinasinuous,spiral,orcircularcourse:Sometimes,thegoutwandersthroughtheentirebody. Themeparkshaveacertainidea—acertaintheme. Parksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylifeforawhile. Inrecentdecades,manyparkshavebeendesignedtoprovideentertainment. Therearealsomarineandoceanparks. Therearehistoryandculturethemeparks,too. 文章来源：http://m.jab88.com/j/35350.html
A.whichB.inwhichC.onwhichD.atwhich
III.Aretoldpassageofthetext人教英语新课标必修3全册精品教案(Unit3)
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingaids:ataperecorder,aprojectorandacomputer.
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups人教英语新课标必修2全册精品教案(Unit3Computer)
人教新课标英语必修4全册教案(Unit 5 Theme parks)
Unit5ThemeparksPartOne:TeachingDesignTeachinggoals1.Targetlanguagea.重点词汇和短语themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,b．重点句子1)Intheseparks,peoplesitchatting,playgames,listentobirds’singing,orjustrelaxabit.2)Theyaresuchhugeplacesthatvisitorsoftenuseshuttlestogetaround.3)Thebigcompaniesthatownthemeparksexpecttomakeaprofitnotjustbythechargesforadmission,butalsobysellingsouvenirsintheirshopsandadvertisingthemontelevision.2.AbilitygoalsEnablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.LearningabilitygoalsLearnhowtogeneralizeandcomparethesimilaritiesanddifferences.TeachingimportantpointsTosolvethequestionsinComprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.TeachingdifficultpointsHowtogiveageneralinstruction/descriptionofaplace.TeachingmethodsListening;Skimming;Scanning;Task-based.TeachingaidsArecorderandacomputer.ThefirstperiodreadingStepIRevisionT:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,Columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,ateaseT:Now,handinyourpaperplease;I’llcheckyourworkafterclass.StepIIWarmingupT:Let’slookatthepicturesonP33.Thesearefourpicturesofdifferentparks—AgardeninSuzhou,HydeParkinLondon,WorldWaterparkinCanada,Disneyland.Whatkindofparksarethey?T:Verygood.SowhataboutWorldWaterparkinCanada?T:Whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?Sa:OfcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:IwouldliketogotoWaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.Sc:IwouldgotoHydePark.Iwanttogohorse-riding,andaboveall,havetheexperienceofmakingaspeechinfrontofacrowdofpeoplelikeapresident.That’llbereallyexciting.…StepIIIReadingSkimmingT:It’sinterestingtolistentoyourideas.Todaywearegoingtostudyapassageaboutthemeparks.ThetitleisTHEMEPARKS—FUNANDMORETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.(3minuteslater)T:Haveyougotthemainideaofthepassage?Whocantellmethetopicsentencesofsixparagraphs?TopicsentencesParagraph1.Parksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Paragraph2.Inrecentdecades,however,manyparkshavebeendesignedtoprovideentertainment.Paragraph3.Themeparkshaveacertainidea—acertaintheme—thatthewholeparkisbasedon.Paragraph4.Somearehistoryorculturethemeparks.Paragraph5.TheoldestthemeparkintheworldisDisneyland,builtnearLosAngeles,Californiain1955.Paragraph6.Otherthemeparksincludingmarineoroceanparks,sciencethemeparks,andfuturethemeparks.ScanningT:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen.1.Whatisthebasicpurposeofthemeparks?Whatdopeopledothere?2.Dotheseparkschargepeopleforadmission?3.Whatisthepurposeofathemepark?4.Whatisthedifferencesbetweenathemeparkandanordinarypark?DifferencesOrdinaryparksThemeparksActivitiesSizeFacilitiesChargesSouvenirs5.Whatactivitieswillbeofferedtovisitorsinasportsthemepark?6.Cantheydoshoppingthere?Whatcantheybuy?7.Whatcanvisitorsseeanddoinhistoryorculturethemeparks?8.WhatisDisneylandlike?Whatcanvisitorsdothere?9.Whatcanpeopledoinmarineoroceanthemeparks,sciencethemeparksandfuturethemeparks?(10minuteslater)T:Haveyougottheanswers?Iwouldlikesomeofyoutoanswerthequestions.Let’slistenandcheckwhethertheyhavegotthemcorrectly.Teacherschecksomestudentsfortheanswers.suggestedanswers1.Thebasicpurposeofaparkistoprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Intheseparks,peoplesitchatting,playgames,listentobirds’singing,orjustrelaxabit.Andfamiliesgotheretohavepicnicsorhavefuntogetherinotherways.2.Theseparkschargepeoplelittleornomoneyforadmission.3.Thepurposeofathemeparkistoprovideentertainment.4.Seethefollowingtable.DifferencesOrdinaryparksThemeparksActivitiesridessuchasaFerriswheel,merry-go-roundofarollercoaster.avarietyofthingstoseeanddoSizeusuallynotverylargehugeplacesthatvisitorsoftenuseshuttlestogetaroundFacilitiesnorestaurantsorhotelsrestaurants,hotelsandshopsChargeschargelittleornonechargeforadmissionSouvenirssellnosouvenirssellsouvenirsintheirshops5.Asportsthemeparkwilloffervisitorssportstoplayorwatch.6.Yes.Theycanbuysportsequipmentorclothing,suchasbasketballs,footballs,sneakersandsoon.7.Visitorscanseehowourancestorsdressed,workedandlived;andhowspecialgroupsofpeopledresstoday,whattheyeatandwhattheirhomeslooklike.Theymightgoforridesonanimals,helpcookculturalfoodsorhavetheirpicturestakenintheclothingofemperorsorofminoritypeople.8.Disneylandissodifferentfromotherparksthatitseemedlikeaplaceoffantasy.VisitorscanenjoyseeingthecharactersfromDisneyfilms,goonexcitingrides,visitstocastlesandgetclosetolife-sizecartoonfigures.TheycanalsoseemodelvillagesoflifeinthepastwhichshowhowtheearlysettlersinAmericalived.9.Peoplecanseeandswimwithdolphinsandlearnaboutoceanlifeinanoceanpark;Theycantakeanactivepartinexperimentsinasciencethemepark;Theycangoonimaginarytripstospaceanduseadvancedcomputertechniquestoexperiencelifeinthefuturepark.StepIVComprehending(P34)Part1T:Let’slookbackatthetitleofthepassage.THEMEPARKS—FUNANDMORETHANFUN.Whydoesthewriterthinkthatthemeparksareplacesfunandmorethanfun?Iwouldlikeyoutothinkaboutthisquestionandtellmeyouropinions.S:Inmyopinion,itmeansthatthemeparksaremorethanamusementparkswithrides,suchasaFerriswheel,merry-go-roundorarollercoaster,theyaresuchhugeplacesthatvisitorsoftenuseshuttlestogetaround,andtheyhavealotofthingstoseeanddo.Sotheyareplacesfunandmorethanfun.Part2T:Wehavereadaboutsomeofthedifferentthemeparksintheworld.Haveyoueverthoughtofthisquestion:Whydopeoplebuildsomanydifferentthemeparks?Iwouldlikeyoutohaveaclassdiscussionandtellme3purposesforpeoplebuildingthemeparksaccordingtothispassage.(Sometimelater)T:Pleaseexpressyourideas.SuggestedanswersPurpose1:toprovideentertainment.Explanation1:becausetheyhaveavarietyofthingstoseeanddo.Purpose2:tomakeaprofitbychargingforadmissionandsellingsouvenirs.Explanation2:becausetheyallchargemoneyforadmissionofthehotels,restaurants,andfortheridesandshowsintheparksaswell,andtheysellalotofsouvenirs.Purpose3:toprovidepeoplewithsomeunusualexperiences.Explanation3:becausethereareparksforpeopletoexperiencethelifeinthepast,inthefuture,intheoceanandsoon.Part3T:Let’ssumupthemainideaofeachparagraph.SuggestedanswersParagraph1:Parksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylivesforawhile.Paragraph2:Themeparkshavebeendesignedtoprovideentertainmentwithavarietyofthingstoseeanddo.Paragraph3:Themeparkshaveacertainidea/themethatthewholeparkisbasedon.Paragraph4:Thehistoryandculturethemeparks.Paragraph5:TheDisneyland.Paragraph6:Theoceanparksandthesciencethemeparks.Themeofthepassage:ThemeparksStepVDiscussionT:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVIHomeworkRememberallthenewwordsandphrasesinthereadingpassage.Writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodLearningaboutLanguage(Wordformation)AimsTohelpstudentslearnaboutwordformation.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage35anddoexercisesNo.1,2,3and4first.Checkyouranswersagainstyourclassmates’.II.LearningaboutWordformationThebasicpartofanywordistheroot;toit,youcanaddaprefixatthebeginningand/orasuffixattheendtochangethemeaning.Forexample,intheword"unflattering,"therootissimply"flatter,"whiletheprefix"un-"makesthewordnegative,andthesuffix"-ing"changesitfromaverbintoanadjective(specifically,aparticiple).Englishitselfdoesnotuseprefixesasheavilyasitoncedid,butmanyEnglishwordscomefromLatin,whichusesprefixesandsuffixes(youcanusethewordaffixtorefereithertoaprefixorasuffix)quiteextensively.Forexample,thewords"prefix,""suffix,"and"affix"themselvesareallformedfrom"fix"bytheusedofprefixes:·"ad"(to)+"fix"(attached)="affix"·"pre"(before)+"fix"="prefix"·"sub"(under)+"fix"="suffix"Notethatboththe"-d"of"ad"andthe"-b"of"sub"changethelastletter.HerearesomeofthemostcommonLatinprefixes(forthemeaningsoftheLatinroots,lookupthewordsinagooddictionary):ab(away)abrupt,absent,absolvead(to)adverb,advertisment,afflictin(not)incapable,indecisive,intolerableinter(between,among)intercept,interdependent,interprovincialintra(within)intramural,intrapersonal,intraprovincialpre(before)prefabricate,prefacepreferpost(after)postpone,postscript,postwarsub(under)submarine,subscription,suspecttrans(across)transfer,transit,translateIII.ReadyusedmaterialsforWordformation词根（base,boot）：指同根词共有的可以辨认的部分。
词干（stem）：是未经词形变化的原词。
前缀（prefix）和后缀(suffix)：原是独立的词或词根，由于经常缀在别的词或词根的前后，辅助中心意义，渐渐就失去了独立的意义和形式，而成为附加的构词部分。下面，我们来学习一下“合成法（composition）”。
1.合成名词名词+名词：前面的名词说明后面的名词，中心意义由后面的名词表达，比如，同是book,可以有accountbook，hand-book，note-book等等。前面的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如：eye-shot(视力范围)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。
形容词+名词：这类词意义关系一目了然，有时候是实指，有时候是指物而拟人。如Blueprints(蓝图)，bighat（大人物）,double-face(两面派)等等。
动名词+名词：动名词表示行为或状态的改变，名词往往表示所用的器物，地名等等，如consulting-room（诊室），writing-desk（写字台）。
动词+名词：往往由短语动词变成，或者是转化与合成的结合，如pickpocket(扒手)，turn-coat(叛徒)等等。
名词+动名词：很普遍，有时甚至可以随意构造，如book-learning（书本知识），word-making(构词)等等。
前置词+名词：意义关系和“形容词+名词”类型相似：after-effects(后果)，by-product(副产品)等等。
另外，国名的组合，有时候用“拉丁语+英语”的方式，如Afro-AsianPeoplesConference(亚非会议)、Sino-JapaneseWar(中日战争)1.合成形容词
形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-timeworker（全职工）、long-rangegun(远程炮)等。
形容词+形容词：这类词不算多，前面的形容词大都进一步说明后面的形容词，如：light-blue(浅蓝)、dead-alive(半死不活)。
名词+过去分词：有被动意味，名词相当于前置词宾语，表示工具，行为者等，如:man-made(人造的)，moth-eaten(虫蛀的)。
名词+现在分词：有主动意味，名词大都相当于行为的宾语，如：English-speakingpeople(说英语的人)，peace-loving（热爱和平的）
形容词+现在分词：有主动意味，形容词相当于表语或者定语，如eager-seeming(样子急切)，easy-going（随和的）副词+分词：如half-baked(幼稚的)，far-seeing（有远见的）
副词+形容词：over-anxious(过急)，all-roundathlete(全能选手)
名词+形容词：名词大都作比喻的对象，如cock-sure(自恃)，paper-thin（薄如纸）
3.合成动词
合成动词大都是由“副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过tooutnumber（超过数目）toout-talk（压过别人的声音）；under表示不足、在下tounderdevelop（发育不全）tounderestimate（估计不足）tounderline（行下划线）等等。
4.叠声合成词
由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感情色彩，比方，嘲讽。例：goody-goody（假殷勤）soso（不怎么样）wishwash（乏味的饮料）等等。
5.句式合成词整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），whats-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。Alet-bygones-be-bygonesmanner（一种“过去的就算了吧”的态度）anif-you-would-only-be-guided-by-meexpression（一种“要是你肯听了我的话够多好”的神气）
我们接着来学习构词法中的第三类——“缀合法”，分前缀和后缀两部分来讲解。
前缀
表示否定的前缀，这类前缀可以分为四种：（1）纯粹表示否定的，如a-,dis-,in-；（2）表示“错误”的，有mis-；（3）表示“反动作”，如de-,un-；（4）表示“反对”的，有anti-,contra-
（1）纯粹表示否定的。a-,an-[GK]能构成少数新词。加在名词、形容词上，表示没有“某种性质“。如:amoral[=unmoral]不道德的,asexual无性别的.a-在元音前变成an-如anonymous[onoma=name]匿名的
dis-[L]加在名词、形容词、动词上，表示否定。Disadvantage(劣势)、disagreement(不和)，disbelieve(不相信)
in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前)[L]常和音节较多的learnedwords(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate,illegible,impolite,irregular,inability,infinite,impious。
un-[OE]是最通用的前缀之一，可以用于大多数形容词及其派生副词、名词、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。
（2）表示“错误”的mis-多作重读，表示“wrongly，badly”。可以适当构造新词：
大多用于动词：tomisbehave（行为不当）misunderstand（误解）。
用于作形容词的分词：misbelieving（信仰不当），misleading（靠不住）。
用于动名词：misdealing（不正当手段）。
偶而，mis-也表示纯粹的否定词义：tomistrust。
（3）表示“反动作”。de-表示“反动作”（toundotheaction）。能构造新词，多作重读。decontrol（取消控制），decolour（漂白）
dis-主要用于动词，表示“反动作”。disappear（不见）disarm（解除武装）disconnect（分离）un-表示“反动作”unmask（揭露）unsay（收回意见）
（4）表示“反对”。anti-表示“反对，反面”anti-social（反社会的）antiseptic（防腐剂）anti-militarist（反军国主义者）
contra-表示“反对，相反”contradiction（矛盾）contrast（对比）contrary（相反的）counter-表示“against”counteract（还手）counterattack（反攻）
前缀大都表示空间，时间，逻辑上的关系，意思上有引申。
ab-apo-se-这几个前缀或多或少都有“away，off”的含义。
ab-a-abs-在p，m，v之前作a-，在c，t之前作abs-，不能构造新词，表示“away，apart，absence”，例如absent，avoid
se-表示“separation”（分离），例如segregate（隔离），sedition（反叛）
ante-，fore-pre-post-pro-这几个前缀都有“before”的意思。
ante-表示在...前，例ante-humous（死前），ante-room（前厅）
fore-表示时间，空间上的“在前面”，例forehead（前额），foregraound（前景），foretell（预言）
pre-表示事先，在前，例prehistory（史前），prepayment（预支）
post-表示时间空间上的在后。例posterity（后代），post-war（战后）
pro-表示“代替，利于，亲于”，例pro-chancellor（代大学校长），pro-consul（代理领事）
circum-peri-这两个前缀跟圆周有关。
circum-表示圆周，如circumference，circumlocution，circumpolar
peri-表示“round”，如perimeter（周长），perisphere（势力范围）IV.ClosingdownbysummarizingToendtheperiodletussummarizethemakingofcompoundwords.Therearethreeformsofcompoundwords:1.theclosedform,inwhichthewordsaremeldedtogether,suchasfirefly,secondhand,softball,childlike,crosstown,redhead,keyboard,makeup,notebook;1.thehyphenatedform,suchasdaughter-in-law,master-at-arms,over-the-counter,six-pack,six-year-old,mass-produced;2.andtheopenform,suchaspostoffice,realestate,middleclass,fullmoon,halfsister,attorneygeneral.ThethirdperiodUsingLanguage(FUTUROSCOPE—EXCITEMENTANDLEARNING)I.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextUTUROSCOPE—EXCITEMENTANDLEARNINGII.Guidedreading1.ReadingandtranslatingReadthetextUTUROSCOPE—EXCITEMENTANDLEARNINGandtranslateitintoChineseparagraphbyparagraph.WenHua,wouldyouhaveatry?2.ReadingandunderliningNextyouaretoreadthetextandunderlinealltheusefulexpressionsorcollocationsinit.Copythemtoyournotebookafterclassashomework.CollocationsfromUTUROSCOPE—EXCITEMENTANDLEARNINGTakeajourneydeepintospace,pull…into…,surviveanairplanecrash,gotothebottomoftheocean,seethesunlight,forabreak,takepartincarracing,endone’stravel,meetwithdinosaur,inoneday,usetheadvancedtechnology,haveexperiences,atechnology-basedthemepark,provideup-to-dateinformation,providehands-onlearning,gototheedgesofthesolarsystem,flythroughthejungle,dothingswithoutdanger,tryscienceexperiments,prepareforaflightintothespace,liveontheplanet,inthesolarsystem,acombinationoffunandlearning3.DoingexercisesNowyouaregoingtodoexercisesNo.1,2,3and4onpage38and39followingthearticle.III.GuidedWritingYouareaguideinathemepark.Writeanintroductiontothepark.IV.ActingNextwearegoingtoputthetextTHEMEPARKS—FUNANDMORETHANFUNV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutthemeparkintheworld.TakenotesofyourfindingandreporttoyourgroupmatesnextSaturdaymorning.WritinglettersWritealettertoyourparents,tellingthemaboutyourlastvisittoapark.VI.ClosingdownbyfillingaformMakeuseofthetextandotherstofillintheform.UTUROSCOPE—EXCITEMENTANDLEARNINGWhereisit:Howtogetthere:Whattodothere:ClosingdownbyplanningathemeparkToendthisperiod,Iamgoingtoaskyoutoplanathemeparkofyourown.Writedownyourplanningandshareitwithyourpartner.Thefourthperiod1．AtextstructureanalysisofTHEMEPARKS—FUNANDMORETHANFUNI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofdescriptivewriting.MainideaofthepassageThemeparksareamusingplaces.Visitorsmayhavefunandmorethanfunthere.Topicsentenceof1stparagraphParksprovidepeoplewithaplacetoamusethemselvesandtoescapetheirbusylifeforawhile.Topicsentenceof2ndparagraphInrecentdecades,manyparkshavebeendesignedtoprovideentertainment.Topicsentenceof3rdparagraphThemeparkshaveacertainidea—acertaintheme.Topicsentenceof4thparagraphTherearehistoryandculturethemeparks,too.Topicsentenceof5thparagraphTherearealsomarineandoceanparks.II.AtreediagramofthetextTHEMEPARKS—FUNANDMORETHANFUN!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--
III.AretoldpassageofthetextApossibleversion:Themeparksprovidevisitorswithlotsofthingstoamusethemselves.Peopleescapetheirbusylifeforawhilebygoingtoathemepark.Theyfindinterestingthingstodointhepark.Theymaysimplysitchatting,playinggames,listeningtobirds’singing,relaxingabit,havingpicnicsandhavingfunthere.Itcostssomemoneytobethere.Inrecentdecades,themeparksarebeginningtoprovidemoreentertainment.Visitorsmayuseshuttlestogetaroundandhaveavarietyofthingstoseeanddointhepark.Themeparkschargemoneyforeveryactivitytheyprovide.Theymakeabigprofitbysellingsouvenirs,too.Sometimesathemeparkgetsitselfadvertisedontelevision.Athemeparkisindeedaplaceoffantasy.2．BackgroundinformationonthemeparksI.DefinitionofthemeparkWhatisathemepark?·Atermusedtodescribeanamusementparkthatisdesignedtocarryathemeinoneormoreareasofthepark.Thethememaycarryovertotheridesandattractionsinthatareaaswell.ExamplesofthemeparksincludeHolidayWorld,IslandsofAdventure,Disneyland,MagicKingdomandKnottsBerryFarm.·Anamusementpark,thathasbeendividedintoseveralsub-sections,eachwithadistinctiveconcept,suchastheOldWest,orthefuture.·Athemeparkisaparkthatusesthemeingtotakegueststoanewworld.·Anamusementparkwhichhasoneormore"themed"areas,withridesandattractionskeyedtothethemeoftheirlocationwithinthepark.Disneyland,KnottsBerryFarm,andBuschGardensWilliamsburgareexamplesofthemeparks.·anamusementparkthatisorganizedaroundsometheme(astheworldoftomorrow)II.OldAircraftCarrierTurnedIntoMilitaryThemeParkinChinaAnoldaircraftcarrierfromtheformerSovietUnionnavyhasbeenturnedintoamilitarythemeparkandwillbestationedatDapengBayinShenzhen,southChinasGuangdongProvince.
The40,000-tonship,knownastheMinsk,firstarrivedattheWenchongShipyardinGuangzhou,capitalofGuangdongProvince,inNovember1998asscrapiron,theShanghai-basedWenhuaiDailyreportedonMay8.
Itisabouttriplethesizeofastandardfootballfield,18storieshigh,andhasmorethan2,000cabins,thepapersaid.
Thecarrier,whichwaspoorlymaintainedbytheRussiannavyafterthecollapseoftheSovietUnion,retiredin1993andwasinitiallysoldtoaSouthKoreanbusinessmanasscrapsteelafterkeymilitarycomponentswereremoved,thepapersaid.
TheMinskwaslaterresoldtoanundisclosedChinesebusiness.(From:People’sDaily)III.12themeparkstrategiesTipstomakethemostofyourvacationByTerryRileyTravelcolumnistHowcanyougetthemostfromyourthemeparkvisit?Forananswer,IturnedtoRobertObenour.HesspenthiscareerinthethemeparkbusinessandiscurrentlyvicepresidentofoperationsforBakerLeisureGroup,aninternationalthemeparkconsultancy.Here’stheadvicehegavemetopassontoyou.1.Planyourvisit.Buyaguidebook.Readreviews.Checkoutthepark’sWebsite.Thenplanwhatyouwanttoseeanddo.Unlesstheparkissmall,youshouldn’texpecttoseeordoeverythinginoneday,sosetyourpriorities.Theinvestmentyoumakeinplanningwillpayhandsomedividendson“parkday.”2.Havea“PlanB.”Itisnotuncommonthatanattractionwillbeclosed.Inthatcase,justmoveontothenextonyourlist.Also,intheunlikely—butnotunheardof—eventthattheentireparkisclosed,haveabackupplanthatincludesanother,nearbyactivity.ThefifthperiodWordsandexpressionsfromI.WordsforReading(THEMEPARKS—FUNANDMORETHANFUN)themen.afavouritethemeforpoetry,athemeparkamusev.amuseoneselfby…,beamusedat[by,with]…amusementn.findmuchamusementin…,anamusementparkvariousa.toovarioustoformagroup,variousopinionsvarietyn.foravarietyofreasons,haveagreatvarietytochoosefrom,inavarietyofwaysriden.givesb.aride,goforaride,takealongrideshuttlen.thespaceshuttleColumbiabrokeupoverTexas,carryshuttleaudioduringspaceshuttlemissions.chargev.chargedoublefor…对……加倍收费，chargeafeeforaservice，Heischargedwithheavyresponsibility.admissionn.Admissionbyticketonly.Grantsb.admission,gainadmissionto/into…profit①n.bringahandsomeprofitto…,divideprofits分红利，increaseprofits②v.makebigprofits(onsth.),sellsth.ataprofit,dosth.forprofitsouvenirn.ThisbookekesoutsouvenirofmylifeintheUnitedStates.这本书帮助我追忆在美国的生活。involvev.Youdliketomeaningfullyinvolvestudents.,therightofCongresstoinvolvethenationinwarathletica.anathleticmeeting,athleticsportsbrandn.Doyoulikethisbrandofcoffee?afamousbrand,themostpopularbrandonthemarketequipmentn.labequipment,militaryequipments,thenecessaryequipmentsforatripsneakern.wearanewpairofsneakersminorityn.Theminorityissubordinatetothemajority.少数服从多数fantasyn.fantasysportsandgamingsite,theworkoffantasyartistAmyBrownFantasylandn.livinginafantasyland,theGuidetoFantasylandsettlern.theearlysettlersofAmerica,thefirstwhitesettlers,Thesettlersweresoonacclimated.marinea.developamercantilemarine发展商船experimentn.attempttheexperimentof…,carryoutanexperiment,makeanexperimentonsb.,provesth.byexperimentimaginarya.animaginaryenemy,imaginarynumber虚数advanceda.mostadvancedbranchesofscienceandtechnology,amanadvancedinyears老年人techniquen.developedatechniqueforremotelyfingerprinting,aSwimmingTechniqueMagazine,developingapracticaltechniqueforsolvingvoiceproblemsII.WordsforLearningaboutLanguage(Wordformation)imaginationn.haveagood/poorimaginationtestn.providestestpreparationservicesforcollegeadmissions,Preparingforatestisnteasy.dowellonthetestvaryv.Opinionsvaryonthispoint.varywith…与……一起变化clothn.laythecloth铺桌布、准备开饭,cutone’scoataccordingtoone’scloth量布裁衣，量入为出III.WordsforUsingLanguage(UTUROSCOPE—EXCITEMENTANDLEARNING)junglen.Junglerefersusuallytoaforest.ItoriginatedfromaSanskritwordjangala,meaningwilderness.InmanylanguagesoftheIndiansubcontinent,includingIndianEnglishitisgenerallyusedtorefertoanywild,untendedoruncultivatedland,includingforest,scrub,ordesertlandscapes.creaturen.Thetermcreaturereferstoananimal.Thetermcanbeusedtodehumanizeaperson.Forexample,inthefictionalnovelFrankenstein,orTheModernPrometheusbyMaryShelley,Dr.Frankenstein’shideousconstructionisoftenreferredtoasa"creature."Thetermliterallymeans"acreatedthing,"andissometimesusedintheologytocontrastacreatedobjectwithadivineCreatorunderdiscussion.volunteern.a.v.Avolunteerisapersonwhoperformsorofferstoperformaserviceoutofhisorherownfreewill,oftenwithoutpayment.Theyear2001wastheInternationalYearoftheVolunteer.2005istheUKYearoftheVolunteerPeoplemayvolunteertoperformsomework,e.g.,ofcharitablecharacter.Somevolunteerforclinicaltrialsorothermedicalresearch,andmayevendonatetheirbodiestoscienceaftertheirdeath.人教新课标英语必修3全册教案(Unit 1 Festivals around the world )
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.Teachingimportance:Modalverbs:
Maymight,cancouldwillwouldshallshouldmustcan4.Teachingmethods:skimming,scanning,discussing.
5.Teachingaids:ataperecorder,aprojectorandacomputer.
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–upFestivalsaremeanttocelebrateimportantevents.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.ThesecondperiodReadingTeachingAims
1.Vocabulary:starve,starvation,plenty,satisfyancestorlampsleadfeastboneorigininmemoryofdressuptrickpoetarrivalnationalgainindependencegatheragriculturalEuropeancustomawardswatermelonhandsomeroosteradmirelookforwardtoreligiousasthoughhavefunwithdaily
2.Toenablethestudentstoknowtheearliestfestivalswithreasonsforthemandfour
differentkindsoffestivalsthatoccurinmostpartsoftheworld
3.ToenablethestudentstomastersomeEnglishexpressionsandphrasesaboutfestivals.
4.Teachthebasicreadingskills:skimmingandscanning.
5.Trytocompareandmakeconclusionsofdifferentfestivals.
StepⅠRevision
1.Greetings.
2.Reviewthenewwordsofthispart.
3.Checkthestudents’homework---festivalsStepⅡReading1.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---94StepⅣSummingupandhomework
T:Boysandgirls,todaywehavepracticedusefulwordsandphrasesofthisunitandtheusageofmodalverbs.Ithinkitisnoteasyforyoutomasterthem,afterclassyoushouldreviewthem.Homework
1.PracticeofWBP42EX.1,2,3.
2.Pleasefindout10sentenceswithmodalverbs,andtrytogettheirmeanings.
ThefourthperiodListeningTeachingaims:
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.StepⅢListeningT: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
CheckhomeworkStepⅡReading(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:makesbthinkofsthStepⅢDiscussionandwriting
T:That’sforthereadingpartofthepassage.Pleasethinkabouttheendingofthestory.Areyousatisfiedwiththeending?Differentpeoplehavedifferentopinionstoamatter.Nowanyoneofyouhaveanopportunitytomakeupanendingtothestory.Pleaseengageimaginativelyinthestoryanduseyourownideas.Trytousethevocabularyandstructuresyouhavelearnedofyoulike.StepⅣReading(2)
T:Let’scometoanotherpassageaboutcarnivalinQuebec.PleaseturntoPage44,readitquicklyandanswerthequestionsinPage45.Fiveminutesforyou.
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