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

Unit1Makingadifference
I.BriefStatementsBasedontheUnit
Doyoulikescience?Doyouwanttobeascientistinthefuture?Definitelymostofusdo.Doyouwanttoknowmore?ThewholeunitofUnit1Makingadifferencewilltellyoumoreaboutscienceandscientists.Itwillbetaughtinfiveperiods.Warmingup,listeningandspeakingwillbedealtwithinthefirstperiod.Inthebeginning,thepicturesofonegreatwriterandthreeoutstandingscientistsandtheirfamoussayingsareshownbeforethestudents.Theyallmadegreatcontributionstotheworldandarerespectedbythousandsofmillionsofpeople,includingourmiddleschoolstudents.Bytalkingaboutgreatscientistsandtheirfamousquotes,thestudentswillbeencouragedtodevotethem-selvestoscience.Listeningisaboutthescientistsdescription.Detailedexercisesaredesignedforthemtodo.Afterdoingthis,thestudentsabilitytolistenwillsurelybeimproved.Speakingiswelldesigned.Thestudentsaredividedintogroupstodiscussaboutscienceanddecidewhichbranchisthemostimportantandusefulforsociety.Afterthedebate,thestudentsabilitytospeakisimproved,forthisisaninterestingtopicandwearesureallthestudentswillbeinterestedinit.Inthesecondperiod,wedealwithPre-reading,ReadingandPost-reading.ThetextisaboutanoutstandingBritishscientistofthiscentury.Heisamanwithdisability.Hecantspeakandcanonlymoveonhiswheel-chair.Whenhespeakshehastospeakthroughacomputer.Hedevoteshimselftoscienceandachievesgreatsuccess.In2002,hevisitedourcountryandspoketomanyuniversitystudents.Thereisnodoubtthathisunyieldingspiritisencouragingthousandsofmillionsofpeople.Hiswords,“peopleof-tenthinkthatscienceisanumberof‘true’factsthatneverchange…andeventhebesttheorycanturnouttobewrong.”.Shortenthedistancebetweenscienceandallofus.Whilereadingthewholetextanddoingtheexercisesbeforeandafterthetext,thestudentswilllearnthefinequalityofthegreatscientist,aswellaslearningplentyofusefulwordsandexpressions.Meanwhiletheirreadingabilitywillbeimprovedaswell.WordstudyandGrammararedealtwithinthethirdperiod.EspeciallyinGrammaralotofexercisesaboutinfinitivearedesigned.Afterdoingthem,thispartwillsurelybewellmasteredbythestudents.Thefourthperioddealswithintegratingskills.Inthereadingpassage,thequestion"howtomakeascientist"willbeanswered.Ittellsusthatifknowledgeispower,thenperhapscreativitycanbedescribedastheabilitytousethatpower.Scientistsmustbecreativeandusetheirimaginationallthetime.Intheend,thestudentsarerequiredtowriteabouttheirfavouritescientist.Afterlearningallthecon-tentsofthisunit,thestudentsaresuretowritethepassagewell.Inthefifthperiod,welldealwiththegrammar--theInfinitive.
Ⅱ.TeachingGoals
1.Talkaboutscienceandscientists.
2.Practisedescribingpeopleanddebating.
3.LearnmoreabouttheInfinitive.
4.Writeadescriptiveparagraph.
Ⅲ.TeachingTime:Fiveperiods
IV.BackgroundInformation
1.THEBEGINNINGOFTIMEANDAREMARKABLEMANCALLEDSTEPHENHAWKING
Ifyouhaveeverthoughtabouthowtheuniversebeganandwhethertimehasabeginningoranending,thenyoushouldknowabouta55-year-oldEnglishmancalledStephenHawking.
Why?BecauseheisconsideredtobeoneofthebrainiestmenintheworldandtobethemodernsuccessorofAlbertEinstein.
StephenhasspenthislifestudyingandthinkingabouttheoriginsoftheuniverseandhowitcanbeexplainedbyusingthemoderntheoriesofphysicssuchasRelativityandQuantumMechanics.Hisdiscoveriesandhisscientificproposalshavebeenrevolutionary.Peoplecallhimagenius.
Justasamazingisthefactthatsincehisearlytwenties,hehasbeensufferingfromanincurablediseaseofthenervoussystemwhichhasaffectedhismovementsandhisspeech.But,fortunately,althoughhemustuseawheelchairandothertechnicalaidstodothings,hisbrainfunctionsperfectly.In-deed,itfunctionsbetterthanthevastmajorityofpeople’s.So,inspiteofaseveredisability,hehasmadetremendouscontributionstoourunderstandingofouruniverse.
So,whatdoesStephenthinkaboutthebeginningsofourworld?Well,hethinks(alongwithothers)thatitbeganaroundfifteenbillionyearsago.Healsothinksthatouruniversewasprobablycreatedbyanenormousexplosion,a“BigBang”.Thisisaviewheldbymanycosmologists(scientistswhostudytheuniverse).
ButscientistsholddifferentviewsaboutwhattheuniversewaslikebeforetheBigBang.SomepeoplethinkthatthereisnowaythatmodernphysicscanexplainorpredictanythingbeforetheBigBang.ManyotherpeoplethinkthattheBigBangmusthavebeentheworkofGod.
StephenHawkinghashisownviewonwhattheuniversewaslikebeforetheBigBang.Hehassuggestedthat,yes,wecansaythattheuniverseandtimebeganatoneparticularpoint(aBigBang).But,thisonepointwasjustanordinarypointintimelike,say,thenorthpoleisapointonthesmoothsurfaceoftheearth.Itwasnotapointofrealbeginning,justapoint.
Stephenbelievesthatifwecanuseourpresentknowledgeofthelawsofphysicstounderstandhowtheuniversebegan,thenwewillnothavetobelievethata“God”oraspiritualforcemadetheBigBang.
Whatdoyouthinkaboutourbeginnings?IfyouwouldliketoreadmoreaboutStephensideasontheoriginsoftheuniverse,thenyoushouldreadhisbestsellerABriefHistoryofTime.
Inspiteofhisdifficultillnessandhisconfinementtoawheelchair,StephenHawkingworksasaProfessorofMathematicsatCambridge;holdingthesamepositionheldbyanotherfamousscientist,IsaacNewton,in1663.ItmaybethatthenameHawkingcouldbecomejustaswellknowninhistoryasthatofhisfamouspredecessor.
2.StephenHawkinginChina
StephenHawking,thedisabledauthorofABriefHistoryofTimeislaunchinghissecondjourneytoChinainHangzhouofZhejiangProvince.Hisfirstvisitwasover10yearsago.
Thegreattheoreticalscientisthasbeeninvitedtoattendastate-of-the-artmathematicsresearchinstituteatZhejiangUniversity,Hangzhou-basedDushiKuaibaoreported.
OnSundayevening,hemadehisdebutatapressconferenceheldatShangri-Lahotel,Hangzhou.Hawkingappearedatabout5:00p.m.withhiswife.
The50-year-oldmanansweredatotalofninequestionswiththehelpofhiscomputer.
“Expertsintheoreticalsciencearedispersedaroundtheworld,butweneedcommunication.Iamverygladthattheworldsfirst-classconferenceisbeingheldinChinathistime,”hesaid.
“IfindtherealuniversemuchmoreinterestingthantheoneinthefilmStarWars,”Hawkingjoked.“Iencourageyoungpeopletostudytheoreticalphysicsfirstiftheyareinterestedinit.”
StephenHawkinghasworkedonthebasiclawswhichgoverntheuniverse.WithRogerPenroseheshowedthatEinsteinsGeneralTheoryofRelativityimpliedspaceandtimewouldhaveabeginningintheBigBangandanendinblackholes.TheseresultsindicateditwasnecessarytounifyGeneralRelativitywithQuantumTheory,theothergreatscientificdevelopmentofthefirsthalfofthe20thcentury.
Oneconsequenceofsuchaunificationtheorywouldbethatblackholeswouldnotbecompletelyblack,butemitradiationandeventuallyevaporateanddisappear.Anotherconjectureisthattheuniversehasnoedgeorboundaryinimaginarytime.Thiswouldimplythatthewaytheuniversebeganwascompletelydeterminedbythelawsofscience.
ButthetalentedmanwhohasproducedsuchrichworksuffersseriousAmyotrophicLateralSclerosis(ALS).Heisoneofthe350000sufferersintheworld.Thediseasekillsover100000peopleeveryyear.
“IlikelifeandIlovelife,myfamilyandmusicgivemethegreatesthappiness,”smiledHawking,whocanonlymovethreefingers.
Inthecomingyear,HawkingsaidheisscheduledtowriteaneweditionofABriefHistoryofTimeforyoungchildren.
“ABriefHistoryofTimeismyfirstbookforcommonpeople.ButIlaterfoundthatIcouldwriteitinamoresimpleway,”heanswered.“SoIdecidedtorewriteitsothatallpeoplecanreaditeasily.”
jaB88.Com

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

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

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

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Artandarchitecture（TheFirstPeriod）

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

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

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

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

StepVIIRecordafterTeaching

Savingtheearth（TheFirstPeriod）

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

LivingWithdisease（TheFirstPeriod）

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案为之后的教学做准备。教案可以让学生更容易听懂所讲的内容，帮助高中教师能够更轻松的上课教学。关于好的高中教案要怎么样去写呢？小编经过搜集和处理，为您提供LivingWithdisease（TheFirstPeriod），希望对您的工作和生活有所帮助。

Unit7LivingWithdisease

I．BriefStatementsBasedontheUnit
ThisunitmainlytalksaboutdeadlydiseasesandattitudestowardsAIDS，cancers，
etc．A11theactivities，includingWarmingup，Listening，speaking，readingandwriting，centeronthistopic．Throughthistopic，thestudentsnotonlygetmoreinformationaboutdiseases，butalsolearnhowtokeeparightandpositiveattitudetowardsdiseasesandpeoplewithdiseases．
Inaddition，thestudentscan1earnsomeusefullanguagepointsthroughthematerialsprovidedineachpart，especiallyalotofwordsandphrases，whichareveryhelpfulforthestudentstobuildupvocabularyaboutdiseases．TheGrammar--theSubjunctiveMoodisalsoimportant．Thegivenmaterialsandexercisesgivethestudentsanopportunitytolearngrammarbyusingit．Ithelpsthestudentslearntotalkaboutthingst}latarenotcertaintohappenaswellasimaginaryorunrealeventsandsituations．
Alloftheactivitiesarehelpfulforthestudentstoimprovetheirknowledgeabout1anguageandtheirskillstouselanguage．
Ⅱ．TeachingGoals
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS，cancers，etc．
2.Practisetalkingaboutimaginarysituations．
3.Practisesupportingandchallenginganopinion．
4.LearntousetheSubjunctiveM00d(1)：lf1wereyou，…IWishIcould…
5.Writeapersonalnarrative．
Ⅲ．TeachingTime：Fourperiods
Ⅳ．BackgroundInformation
1．HealthOfficialsStruggletoUnderstandSARSSeveracuterespiratorysyndrome(SARS)hasterrifiedtheworld．Thequestiononeverybody’smindiswhetherSARSwillbecomeaglobalepidemic．
ResearchersworldwidehavegalvanizedtocombatSARS．Thechallengeforpublic
healthistodeterminethenatureandpotentialofanyviralthreatandtoframeabattleplan．
“Weareinanevolutionarystageofthisepidemic，”saidAnthonyFauci,directoroftheNationalInstituteofAllergyandInfectiousDiseasesinBethesda，Maryland.“Itcouldplateau，goupanddown，disappearofexplode．Thisvirusishighlyvirulent，potentiallylethalandhighlytransmissible--ithasthepotentialtocauseareallybadepidemic．”
ADeadlyCombination
SARSisaso—calledhybridvirus—thekindthatalwaystriggersaredalert．Traditionallyavirusaffectsasinglespecies．Butsometimestwovirusescombinetheirgeneticmaterialandformanewvirusthat“jumps”toanotherspeciesaltogether．
Hybridsaredangerousbecausethebodyhasneverencounteredthembefore，andtheimmunesystemisunprepared．
“FromstudyingthesequenceweseethattheSARSvirusisderivedfromamousecoronavirusandanaviancoronavirus，”saidMichaelLai，apioneerincoronavirusgeneticsattheUniversityofSouthernCaliforniainLosAngeles．
Ifthevirusexistsinawildwidespreadhost--liketheWestNileviruscarriedbymosquitoes—thenSARScouldbeaperennia11yrecurringproblem,accordingtoLai．
Ifthehostisadomesticanimal一likethechickenresponsiblefortheAvianF1uvirusof1997--thenthesourceoftheviruscouldbeeliminated．TheAvianFlueffectivelystoppedaftertheHongKonggovernmentorderedtheslaughterofchickensinthearea．
LaisuspectsthattheSARSviruslurksinawildanimals.“Itprobablydoesn’tbotherdomesticanimalsorwewouldhavecomeacrossitbefore，”hesaid．
1fpeoplearetheonlycarriersofSARS，“honestreportingofSARScasesandstringentquarantinescouldstopthevirusinitstracks,”Laisaid．
KnowingaVirus，PredictinganEpidemic
“Makingavaccinecouldbequitestraightforward，ifitisneeded。”Laisaid．
Vaccinesalreadyexistforswineandchickencoronaviruses.Butitisn’teasytogaugewhetherSARS，oranyvirus．cantriggeranepidemic．
“We’vebeenworkingwithinfluenzaforover50yearsanditcansti1levadeourbestattempts．”
“Inmanycasesoftheinfluenzaviruswedon’tunderstandthemolecularpropertiesthatcausehighmortality，”saidNancyCox，chiefoftheinfluenzabranchattheCDC．
“Outbreaksarelikewildfires，”Morsesaid．“Somefiressmolderandareeasilyextinguished．Othersrageoutofcontrol，destroyingeverythingintheirpath．TheWHOandtheCDCarelikethefiredepartmentandtheyneedtoinvestigatealloutbreaksbecauseyouneverknowwhichwaytheycouldgo．”
Morsepointsoutourlonghistorywithinfluenza．SARSisonlyafewmonthsold．
Trackingandcontainingviruses，andpredictingwhattheywilldo，Morsesaid，“Itisasmuchanevolvingscienceasanevolvingart．”
2．FightContinuesAgainstHIV／AIDS
Apicture，acalendarorevenaballoonmaybethebestwayformillionsofpeoplelivinginChina’svastcountryareastolearnaboutAIDS，oneofthebiggestthreatstopublichealthintheworldtoday．
Chinahasdecidedtouseuser—friendlymethodsincludingexhibitions,VCDsandTVprogrammestospreadknowledgeofthediseaseacrossthenationtotrytokeepitincheck．
EducatingpeoplenationwideaboutAIDSisthetoppriority(优先权)toprevent
thediseasefromgettingoutofhand．Thefarmerswil1begivenknowledgeintheeasiestwaythattheycanunderstand．
Arecentsurveyfromthecommission(调查团)ofmorethan7OOOpeopleinChina
showedthatnearly20percentofthemhadneverheardofAIDSbefore．Justover71percentsaidtheyknewAIDSwashighlyinfectious(传染的),butmostofthemhadnoclearideaofhowthediseasecouldbespread．Justover62percentsaidtheyknewtheycoulddothingsinadvancetopreventthemcatchingAIDSbuttheydidn’tknowwhatthesemeasureswere．
Themonth—longsurvey，carriedoutlastDecember，talkedtopeopleinsevencountiesandcitiesacrossChinaincludingbothdevelopedcoastalareasandtheless—developedin—landareas．Theintervieweeschangedfrom15to49yearsold，andcountryresidentswereabout63％ofthetotalsurveyed．
Chineseresidents，especiallythoseinthecountry，haveverylittleknowledgeaboutwhatAIDSisallabout，nottomentionpreventionandtreatment．Bytheendoflastyear,therewere22517knownHIV／AIDScasesinChina．However，morethan6000000peopleinChinahavebeeninfected．
Since1985，Chinahasdiscovered880patientswithAIDS一466ofthemhavedied．
Sharingneedles，prostitution(卖淫)andcontaminatedbloodtransfusionsaremajorwaysforHIVtospread．AlackofeducationhasbeenthebiggestdifficultyagainstnationwideeffortstopreventAIDS，especiallyinthecountryside．
TheFirstPeriod
TeachingAims：
1．Learnandmasterthefollowing：
(1)Words：virus，via，mosquito，prevention,persuade
(2)EverydayEnglish：
a．Supportinganopinion
Ithinkthat…，because…
First．…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…．we／theycould…
b．Challenginganopinion
Perhaps．butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
couldyoupleaseexplain…?
If1wereyou,1would…
2．Trainthestudents’skilltouselanguage．
TeachingImportantP0ints：
1．Mastertheuseofthefollowingwordsandphrases：via，persuade，trytopersuade
2．Trainthestudents’listeningandspeakingabilities．
TeachingDifficultP0ints：
1．Howtohelpthestudentsunderstandthelisteningmaterialexactly．
2．Howtohelpthestudentsfinishthetaskofspeaking．
TeachingMethods：
1．Aquiztocheckthestudents’knowledgeaboutAIDS．
2．Listening—and-answeringactivitytocheckthestudents’understandingofthelisteningmaterial.
3．Oralpracticetotrainthestudents’speakingability．
4．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．ataperecorder
2．aprojector
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead—in
T：Goodmorning／afternoon,everyone.
Ss：Goodmorning／afternoon,teacher,
T：Sitdown，please．WeoftenseeprogrammesonTVandreadstoriesinnewspapersandmagazinesaboutpersonswhofightagainstdiseases．Whatdoyouthinkofthem?
Ss：Theyareunluckybutgreat．
T：Whodoyouthinkso?LiYing，giveusyouropinion．
S：Theyareunluckybecausethelifeishardforthemwithdiseases．andtheymaydieearlieriftheygetsomeseriousorevendeadlydisease．Theyaregreatbecausetheyhavecouragetofightagainstthediseasesandsti11trytomaketheirlifemeaningfu1．
T：Verygoodspeech．Sitdown，please.Howmanykindsofdeadlydiseasesdoyouknow?
Ss：AIDS，cancers…
T：Yes．AIDSandcancersaretwokindsofseriousdiseases．Today，wearegoingto1earnUnit7Livingwithdisease．
(Bb：Unit7Livingwithdisease)Thisunitwillhelpusknowmoreaboutdiseasesandpeoplelivingwithdisease．First，let’slearnsomenewwordsinthefirstperiod．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwords．)
△deadly／′dedlI／adj．
△infect／In′fekt／vt．
△transmit/traenz′mIt/vt．
△route／ru:t／n.
△donation／du′neIn／n.
prevention／prI′venn／n.
△cocaine／ku′keIn／n.
△imaginary／I′maed3In?rI／adj.
virus／′vaIrs／n.
via／′vaI／prep．
mosquito／ms′ki：tu／n．
△stacy／′steIsI/
persuade／p′sweId／vt.
△heroin／heruIn／n.
(Bb：via，persuade／trytopersuade)
StepIIWarmingup
T：Aswea11know，AIDSisakindofdeadlydisease．Thegovernmenthaspaidspecialattentiontoitspreventionandtreatment．AndsomewaystospreadtheknowledgeaboutAIDShavebeenusedacrossthecountry．HowmuchdoyouknowaboutAIDS?Now，openyourbooksonPage49.HereisanAIDSQuizforyoutocheckyourknowledgeaboutAIDS．Firstfinishitindividually。ThenI’llprovidetherightanswersforyou．Youcanbeginnow．
(Afewminuteslater，teachershowsthefollowingonthescreenandchecks
theanswerswiththewholeclass．)
AIDSQUIZ
Decidewhichofthesestatementsaretrueandwhicharefalse．Tickthe
correctbox．
TrueFalse
1.OnlybadpeoplegetAIDS.□□√
2.IcanbecomeinfectedwithHIVbyswimminginapool，sittinginabath，holdinghandsorkissingsomeonewithHIV□□√
3.In2002，therewere42millionpeoplelivingwithAIDSintheworld．□□√
4.PeoplewhohavenotinfecteddrugsdonotneedtogettestedforHIV．
□□√
5.1fIhadHIV，IwouldknowbecauseIwouldfeelsick．□□√
6.HIV/AIDSisincurable．□√□
7.PeoplewhohaveH1Vlookdifferentfromeveryoneelse.□□√
8.ItissafetobefriendswithpeoplewhoarelivingwithA1DS．□□√
T：Wel1，nowlookatthepicturesbelowtheAIDSQUIZ．WhatinformationdotheytellusaboutAIDS?LiuYang,youtry，please．
S：ThepicturestellUSthattheAIDScan—notbetransmittedviathefollowing
routes；cups，glasses，toiletseat，swimmingpoo1s,mosquitoesorblooddonation．
T：Howdoyouknowaboutthat?
S：Thathasbeenshownbymedicalstudies．
T：Welldone．Thankyou．Sitdown,please．
StepⅢListening
T：Next，1et’scometothelisteningpart．Thelisteningmaterialwilltellus
aboutadiseasedetectiveattheCentreforDiseasecontrolandPrevention．Now，pleaseturntoPage50．Let’s1ookattheinstructionandthequestionsinPart1first．ThenIllplaythetape．Attheend，I’llasksomeofyoutoanswerthequestionsandwe’llcheckthemtogether．Areyouclearaboutthat?
Ss：Yes．
(Teachergoesthroughtheinstructionandquestionsfirst．Thenplaythetape．Finallychecktheanswers．Afterthat,teacherasksthestudentstodo
Part2．)
T：Well，nowpleaselistentothetapeonceagainandtakesomenotesofwhatyouhear．Thenuseyournotestotellyourpartnerabouthowstacyworks，howshefeelsaboutherjob，andwhatadviceshegives.Areyouclearaboutthat?
Ss：Yes。
T：Andifyouwereadiseasedetective.Whatwouldyoudotolearnmoreaboutanewdisease?Talkaboutitwithyourpartnerattheend．Doyouremember?
Ss：Yes．
T：OK．Now,pleaselistencarefully．Remembertotakenotes．
(Thestudentslistenandmakenotesfirst.Thentalkaboutthequestionswiththeirpartners．Attheend，teachermayaskssomestudentstoreportfortherestoftheclass．)
(Bb：adiseasedetective．theCentreforDiseasecontrolandPrevention．)
StepⅣSpeaking
T：Atthebeginningoftheclass，wetalkedaboutsomedeadlydiseases,andwealsohadaquizonAIDS．WeknowAIDSisnotonlyoneofthedeadlydiseasesbutalsoamostserioussocialproblemtoday．Couldyoupleaseexplainwhy?GuoLi，youtry,please．
S：Onereasonisthatitisincurable，anotheristhatpeopleknowlittleabouthealthcare,preventionandeducation．
T：Welldone．BesidesAIDStherearesomeothermostserioussocialproblemssuchasdrugs，smokinganddrinking．Whichdoyouthinkisthemostseriousone?Nowlet’scometothespeakingpart．Chooseoneoftheproblemslistedbeloworthinkofan—otherseriousproblem．Preparearolecardonwhichyouwritedownreasonswhyyouthinkyourproblemisthemostserious．Usetherolecardinthegroupdiscussionandtrytopersuadetheothergroupmembersthatyourproblemisthemostseriousone．Areyouclear?
Ss：Yes．
T：AndIllshowyousomeusefulexpressionsonthescreentohelpyouwithyourdiscussion．
(Teachershowsthescreen．)
Supportinganopinion
Ithinkthat…，because…
First…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…,we／theycould…
Challenginganopinion
Perhaps，butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
Couldyoupleaseexplain…?
IfIwereyou,Iwould…
(Teacherandthestudentsgothroughtheexpressionstogether.Thenthestudentsbegintodiscussingroups．Atlast．Teachermayasksomestudentstoreportfortherestoftheclass．)
StepVSummaryandHomework
T：Youalldidverywellinthisclass．Nowlet’slookatwhatwe’vedoneinthisperiod．First，we’vehadaquiztocheckyourknowledgeaboutAIDS，whichhelpsusknowmoreaboutAIDS．Second，we’velistenedtothetapeaboutadiseasedetectiveattheCenterforDiseaseControlandPrevention，whichhelpsusgetsomeknowledgeaboutdiseasedetectivesandtheirwork.Third，we’vediscussedwhatisthemostseriousproblemtoday．Thisnotonlymakesuscaremoreaboutsocialproblems，butalsotrainourspeakingability．What’smore，we’velearntsomeusefulwordsandphrases．Afterclass,pleasepractisemoreandprepareforthenextperiod．Somuchfortoday.Classisover．Seeyoutomorrow．
Ss：Seeyoutomorrow．
StepⅥTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFirstPeriod
1.via
e.g.Wecansendhimanoteviatheinternalmailsystem．
2．persuadesb．todosth．；trytopersuadesb．todosth．
e．g.Thesalesmanpersuadedustobuyhisproduct．
Hetriedtopersuadehimtochangehismind．
StepⅦRecordafterTeaching

Frighteningnature（TheFirstPeriod）

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，作为高中教师准备好教案是必不可少的一步。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师提前熟悉所教学的内容。高中教案的内容要写些什么更好呢？急您所急，小编为朋友们了收集和编辑了“Frighteningnature（TheFirstPeriod）”，欢迎大家与身边的朋友分享吧！

Unit10Frighteningnature
I.BriefStatementsBasedontheUnit
Haveyouexperiencedaterriblenaturedisaster?Certainlyfewofushave.Doyouwanttoknowsomethingaboutit?Certainlymanyofusdo.Afteryouhavelearnedthisunit,Unit10.Frighteningnature,youaresuretoobtainsomeusefulinformationaboutthat.Theunitwillbetaughtinfourperiods.Inthefirstperiod,welldealwithWarmingup,ListeningandSpeaking.Atthebeginning,fourpicturesareshowntothestudents.Theyareaskedtotalkaboutthemandthenwritedownwhatisobserved.Thepicturesareaboutgeology,meteorology,astronomyandbiology,includingtyphoon,cobraandcells.Thepicturesandthequestionsafterthemcangreatlystimulatethestudentsinterestinscience.Listeningisaboutweather
forecastintheUSA.Theexercisesoflisteningcantesthowthestudentsgraspthedetailedinformationinit.Speakingprovidesalltypesoftopicsforthestudentstotalkabout.Whentheyfinishtheirtalking,alotofusefulexpressionsonhowtoexpressemotion,anxietyandfeararemasteredbythem.Inthesecondperiod,welldealwithPrereading,ReadingandPost-reading.Inthebeginning,thestudentswillseeandtalkaboutthreepicturesaboutafamousvolcanovesuvius,whichonceeruptedabouttwothousandyearsago,anddestroyedtwosmalltowns.Thenthe
wholetextgivesusavividpictureatthattime.Itdescribeshowthewriter’suncledied.Hisuncle,attractedbythesceneofvolcanoeruption,wantedtoobserveandrecordmoreaboutthat.Sohedecidedtogoandseeitfromcloser.Hewentthereandrescuedhisfriendswife.Thenhewenttoseeanotherfriendofhis,wholivedveryneartotheeruptingvolcano.Heevenencouragedthescaredpeopletocalmdown.Butunfortunately,hediedatlast.Heonlythoughtaboutlearningmoreaboutvolcanoandwasntafraidatall.Hevaluedscientificknowledgemorethanhislife.Inthethirdperiod,wedealwithWordstudyandagrammaritem--Ellipsis.Plentyofexercisesarearrangedforit.Thestudentswillmasteritthroughpractice.Integratingskillsaredeltwithinthefourthperiod.Thetextisaboutaship,controlledbythecaptainandhiscrew,fightingagainstaterribletyphoon.Thestorywithoutendasksthestudentstousetheirimaginationandwritehowitwillend.Wearesurethatwhentheunitisfinished,thestudentswillnotonlyimprovetheirabilitytolisten,speak,readandwrite,butalsolearnandmasterplentyofusefulwordsandexpressions.
II.TeachingGoals
1.Talkaboutnaturaldisastersvolcanoes,hurricanesandtyphoons.
2.Expressemotion,anxietyandfear.
3.LearnaboutEllipsis.
4.Practisecreativewriting.
III.TeachingTime:Fourperiods
IV.BackgroundInformation
1.Volcanoes
Therearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes?
Whathappens?
Theinsideoftheearthisveryhot.Becauseitisvery,veryhot,therockhasmeltedlikeice.Ithasbecomeliquid,likewater,hisalwaysboiling,likewaterinakettle.Ifyouhaveseenakettleboiling,youknowthatthesteamandboilingwatertrytogetout.Theveryhotinchedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.
Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack(asmallopening)appears.Thehotmeltedrock,whichwecall“lava”.pushesup
throughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.
Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup,withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.
Althoughtherearethousandsofvolcanoesintheworld,mostofthemaredead.Onlyabout500sometimesstarttothrowoutlavaagain.AfamousvolcanowhichisnowdeadisMountFujiyamainJapan.Itiscoveredwithsnowinwinter.
VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany,manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks,whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.
Thishashappenedagainmanytimessincethatyear.Sometimesnodamagewas
caused,oronlylittledamage.Buttherewasseriousdamageintheyears472,
1631,1794,1861,1872and1906.Youcanseethatavolcanocanstayaliveformanyyears.In1906partofthetopofthemountainfelloff.Therewasalsoseriousdamagein1914buttherehasnotbeenanysincethatyear.
2.WhatIsaTornado?
Whatexactlyisatornado?Thegeneralpictureisfamiliarenough.Thephenomenonusuallyoccursonahot.stickydaywithsouthwindsandanominoussky.Fromthebaseofathunderhead,afunnel-shapedcloudextendsaviolentlytwistingspouttowardtheearth.Asitsucksinmatterinitspath,thetwistermayturnblack,brown,oroccasionally(oversnow)evenwhite.Themovingcloudshowsanalmostcontinuousdisplayofsheetlightning.Itlurchesalonginameanderingpath,
usuallynortheastward,at25to40milesperhour.Sometimesitpicksupitsfingerfromtheearthforashortdistanceandthenplantsitdownagain.Thefunnelisveryslender:itswakeofviolenceaveragesabout400yardswide.Asthetornadoapproaches,itisheraldedbyaroarasofhundredsofjetplanesorthousandsofrailroadcars.Itspathisapathoftotaldestruction.Buildingsliterallyexplodeastheyaresuckedinbythetornadoslow-pressurevortex(wherethepressuredrop
isasmuchas10percent)andbyitspowerfulwhirlingwinds(estimatedatupto500milesperhour).Thetornadoslifetimeisasbriefasitisviolent.Withinafewtensofmiles(average:about16miles),itspendsitsforceandsuddenlydisappears.
3.Earthquakes
Earthquakeisasudden,violentshakingoftheearthssurface.Itsakindofcrustalmovementformofexpression.
Earthquakeisregardedasoneofthemostdamagingforcesknowntoman:sincerecordsbegantobewrittendown,ithasbeenestimatedthatearthquake-relatedfatalitieshavebeennumberedinthemillions,andthatearthquake-relateddestructionhasbeenbeyondcount.
Thegreatmajorityofallearthquakesoccurintwospecificgeographicareas.OnesuchareasurroundsthePacificOceananditscontiguouslandmasses.TheotherextendsfromtheEastIndiatotheAtlasMountains,includingtheHimalayas,Iran,Turkey,andtheAlpineregions.Itisinthesetwogreatbeltsorzonesthatninetypercentofallearthquakestakeplace.ThetextreferstotwoofthestrongestquakesinSanFrancisco.Astoourcountry,alargenumberofearthquakeshappenedinNorthChinaandNorthwestChina.ThepowerfulearthquakeofTangShanhappenedinthecityofTangShan,HebeiProvinceonJuly28th,1976,whichcausedmorethan240000deathsandthewholecitywasdestroyed.
Nowadaysscientistsknowalittleaboutearthquakesandtheystillcannotstopthesedisastersfromhappening.However,theycanwarnpeoplewholiveintheseareasbyprediction,inadvancetotakeprecautionsagainstsuchdisasters.Aworldwideearthquakewarningnetworkisalreadyinoperationatpresentandisexpectedtomakeearthquakepredictionseveralyearsaheadoftime.
TheFirstPeriod
TeachingAims:
1.Learnthenewwordsofthisperiodandmastertheirusages.
2.Listentoapassageaboutweatherforecast,
3.Talkaboutnaturaldisasters.
TeachingImportantPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtoimprovethestudentsspeakingability.
TeachingDifficultPoint:
Howtousewhatthestudentshavelearnedtodescribeanaturedisaster.
TeachingMethods:
1.Listeningtoimprovethestudentsabilitytolisten.
2.Discussionandfreetalktogeteverystudenttospeak.
3.Talkingtheinterestingtopicstoraisethestudentsinterestinscience.
TeachingAids:
1.acomputer
2.aprojector
3.ataperecorder
TeachingProcedures
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Haveyoufinishedyourhomework?
(Ss:Yes)Pleaseputyourexercisebooksonyourdesks.Illcheckyourhomework.…(Afterteacherchecksthestudents’homework,teachersaysthefollowing.)
T:OpenyourbooksatPage113.Letslearnthenewwordsofthisperiodfirst.SA,readthenewwords,please.
SA:…
(Teachercorrectsthestudentsmistakesinpronunciationandgivesthebriefexplanationsofsomewordswhennecessary.)
StepIIWarmingup
T:PleaseopenyourbooksatPage73.Lookatthefourpictures.Whatcanyouseeinthepictures?Haveadiscussionwithyourpartneranddotheexercises.Someminuteslater,Illasksomeofyoutogivetheanswers.
(Teachergoesamongtheclassandjoininthestudentsdiscussion.Someminuteslater,teachersaysthefollowing.)
T:Haveyoufinished?
Ss:Yes.
T:LetsdoEx.1.Whowilltalkaboutthefirstpicture?
S:Perhapsthefirstpictureisageomorphologicmap.
T:Pleasegoon!
SB:Inthesecondpicturewecanseeasceneinwhichsometalltreesareblowndown.Perhapsatyphoonhasjusthappened.Whatasadscene!Ifwewanttogetmoreinformation,wecanseepicturestakenbythesatelliteontheInternet.
Sc:Inthethirdpicture.Isawacomet.Ithasaverybrightheadandalongless
brighttailandismovingthroughtheskytotheground.Ifwewanttoseeit
moreclearly,wecanseeitthroughatelescope.
T:Howdoyouknowwhenitwillhappen?
SD:TheTVprogrammewilltellusinadvance.Itwilltellusitsdetailedtimetableandtheotherinformationaboutit.
SE:Inthelastpicturewecanseeacell,butitisenlargedmanytimes.Weoftenseecellsinourbiologyclasses.Aslongasyouhaveamicroscope,youcanseethemclearly.
T:DoyouoftenhearaboutthesethingsinnewspapersoronTV?
SF:Both.InsummerweoftenhearabouttyphoonsonthePacific.Thereareaboutseventyphoonsinthesoutheastofourcountry.Iftherearefewer,droughtwilltakeplace.
SG:Someyearsago,welearnedfromthenewspaperandTVthatacometwouldpassthroughthedarkskyinourcountry.Ourgeographyteacherorganizedustowatchitthroughamicroscope.
T:Nowanswerthethirdquestion,please.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
SH:Typhoonsareharmfultous.Theycanpullupthetalltree,blowdownthewirepolesandevendestroypeopleshouses.Sometimesitcancausesevereflood.
SI:Earthquakecanbringgreatdamagetopeopleslife.Itcancutoffelectricity
andwatersupplyanddestroyhouses.Evenitoftencausesdeaths.In1976aterribleearthquakeinTangShankilledthousandsofpeople.
SJ:Ifthetyphoonandearthquakecanbeforecast,damageswillgreatlybereduced.Scientistsinourcountrycanforecasttyphoonsexactlyandsomeoftheearthquakeshavebeenforecastbefore.I’msuretheywillcontrolthenaturaldisasterandreducethelossestothelowestdegree.
T:Inwhichwaysarethefieldsofscienceimportanttooureverydaylife?
SK:Geographisimportant.Ifwedowellinit,wecanfindmorecoal,gasandoil,aswellasallkindsofmetal.
SL:Meteorologyisimportant.Ifwemasterit,wecantellourfarmersmuchinformationaboutfarming.Ifso,theywillincreasetheirproductivityand
avoidlosses.
SM:Inourgeographlessons,ourteachertoldusthatthestarsandplanetsin
theuniversehaveeffectsontheearth,especiallytheweatherontheearth.Soweshouldlearnastronomywellandknowasmuchaboutitaspossibleso
thatwecanforecasttheireffect.
SN:Biologyisanimportantsubject.Itaffectsoureverydaylifedirectly.Ifwe
developbettermedicine,somediseaseswillbegotridof.SARS,forexample,
brokeoutinourcountrylastyear.Weneededalotofeffectivemedicine
then.Ifithadnotbeenforthesuccessourscientistsachieved,wewouldhave
hadmuchmorelosses.
T:OK.Letsstophere.Knowledgeispower.Letsworkhardatoursubjectsandlayasolidfoundationforthefuture.Iwishallofyouabrightfuture.
StepIIIListening
T:Nowletsdolistening.PleaseturntoPage73and7LReadtheinformationabouttheexercises.(Afterafewminutes.)
T:Doyouunderstandwhatweshoulddo?
Ss:Yes.
T:OK.Letslistentothetape.Illplaythetapethreetimes.WhenIplayitfor
thefirsttime,trytogetasmuchinformationaspossibleandwriteitdownonapieceofpaper.When1playitforasecondtime,checkyouranswerstobesuretheyarecorrect.Thencheckyouranswerswithyourpartnerandhaveadiscussionwiththem.Atlast,Illplayitforthethirdtimeandanswerallthequestionsyouarenotsureabout.Areyouclearaboutthat?
Ss:Yes.
T:OK.Letsbegin.
……
StepIVSpeaking
T:Letsgoontodospeaking.PleaseopenyourbooksatPage74.Readthedialoguefirstandthentalkabouttyphoonwithyourpartner.Afewminuteslater,let’sactitout.
Sampledialogue
(A:Studenta;B:Studentb)
A:Arethereanytyphoonsintheareawhereyoulive?
B:No,therearent.
A:Haveyouheardaboutit?
B:Yes,Ihave.IsawaVCDabouttyphoonlastyear,andIlearnedsomethingfromit.
A:Whatisitlike?
B:Veryterrible!Whenithappens,treesarepulledupandsomeoldhousesare
destroyed.
A:Isthatso?Iwishtherewerenotyphoonsintheworld.
B:Thatsimpossible.Butwhenitcomes,therewillberainwithit.
A:Howabouthurricaneandtornado?
B:Therearemanywordsforaviolenttropicalcircularwind.Acyclonemaybeverylarge,bringingrainandgreatdestruction.WhenithappensinthewesternAtlanticOcean,itiscalledahurricane,andthesametilinghappeningintilewesternPacificorChinaseaisatyphoon.Whenshapedlikeapipeandpassinginanarrowpath,itisatornadoifitgoesoverlandandawaterspoutifitgoesoverwater.
A:Isee.Thankyouverymuchfortellingmesomuch.
B:Notatall.
T:(Showthescreen.)Haveyoumetwithoneofsuchsituationsabove?Areyou
frightened?Haveyouheardanyonemeetwiththat?Describehowtheybehavedthen.Haveadiscussionwithyourpartnerandmakeupadialogue.Theusefulexpressionsontheblackboardmaybeahelptoyou.
(TeacherwritestheusefulexpressionsonPage75ontheblackboard.)
Sampledialogue:
(A:Studentsc;B:Studentd)
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidntseeus.WeactedjustastheTVprogrammetoldus.At
last,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!
StepVSummaryandHomework
T:Inthisperiod,wevetalkedaboutsometopicsaboutgeology,meteorology,astronomyandbiology,andlistenedtoapassageaboutweatherinformation.
Alsowevehadadiscussionaboutsomefrighteningsituations.Afterclass,goonwiththediscussionaccordingtothepicturesonPage25usingtheusefulexpressionsontheblackboard.(Teacherreadstheexpressions.)AnddothefifthpartofWarmingup.Thatsallfortoday.Classisover.
StepVITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheFirstPeriod
Usefulexpressions:
Howterrible!
Itmakesmefeeluneasywhen…
Ithinkitsveryunpleasant…
Itmakesmefeelveryworried.
Igetveryupset.
Itsafrighteningthing…
Idarenot…
Imreallyfrightenedto…
Whatsreallyscary…
Imafraidof…
Imfrightenedtodeathby…
Shesscaredtodeath.
Hegetsintoatotalpanicwhen…
Itmakesmyhairstandonend.
Whatterrifiesme…
StepVIIRecordafterTeaching

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