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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

相关知识

Livingwithdisease(TheFourthPeriod)


TheFourthPeriod

TeachingAims:

1.Learnthefollowingwordsandphrases:weep,cell,chemical,radiation,fighter,agreatmany,onthecontrary
2.Trainthestudents’integratingskills,especiallyreadingandwritingskills.
3.Talkaboutcancerandthepatient’sattitudetowardscancer.

TeachingImportantPoints:

1.Mastersomeusefulwordsandexpressionsappearinginthetext.
2.Learntowriteapersonalnarrativeessay.

TeachingDifficultPoints:

1.Howtounderstandthereadingmaterialexactly.
2.Howtowriteapersonalnarrativeessaybetter.

TeachingMethods:

1.Asking—and—answeringactivitytocheckthestudents’understandingofthereadingmaterial.
2.Reviewmethodtoconsolidatethelanguagepointsinthisunit.
3.Individual,pairorgroupworktofinisheachtask.

TeachingAids:

1.ataperecorder
2.aprojector
3.theblackboard

TeachingProcedures:

StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead—in
T:Inthesecondperiod,we’vereadapassageaboutapersonlivingwithAIDS,WhatkindofdiseaseisAIDS?
Ss:AIDSisadieasethatbreaksdownthebody’sImmunesystemandleavesapersondefenselessagainstinfectionsandillness.
T:1nwhatwaydoesAIDSspread?
Ss:Throughb1oodandotherbodyliquids,Byhavingunprotectedsex,byreceivinginfectedbloodtransfusionandthroughbirth.
T:WhatattitudedoesXiaoHuahavewhenshefoundshehadgotAIDS?
Ss:ShewasnotdiscouragedbutdecidedtousethelimitedtimeshehaslefttodosomethingtohelpOtherAIDSpatientsandshedidso.
T:Well,todaywearegoingtoreadaboutanotherpersonwhogotcancer.Weallknowthatcancerdoesnotspreadfromonepersontoanother,thoughitisalsoakindofseriousdisease,Thetextinthisperiodwilltelluswhathashappenedtothecancerpatientandhowhislifehaschanged.Now,1et’s1earnthenewwords.Thenwe’11readthetext.Lookatthescreen.
(Teachershowsthescreenandthendealswiththenewwordsbriefly.)
△diagnose/′daIgnauz/vt.
agreatmany
weep/wi:p/vi.
△disrupt/dIs′rpt/vt.
chemical/′kemIkl/n.;adj.
fighter/′falt/n.
△Richards/′rIdz/
△sample/′sa:mpl/n.
cell/sel/n.
△contagious/kn′teId3s/adj.
radiation/reIdI′eIn/n.
contrary/′kDntrrI/adj.
onthecontrary
StepIIIReading
T:Well,nowpleaseopenyourbooksatPage55.Readthepassagequicklyandrindouthowcanceriscausedandhowcancerchangedthewriter’slife.
(Afewminuteslater,teachercheckstheanswers.)
T:OK.Haveyoufoundtheanswers?
Ss:Yes.
T:Howiscancercaused?WangLi,youtry,please.
S1:Cancerbeginsincells.Therearemanytypesofcellsinthebodyandeachhasaspecialfunction.Inahealthybody,cellsgrowanddividetoproducenewcellsonlywhenitnecessary.Iftheproductionofcellsisdiscupted,cellseitherdividetoofastoratthewrongtime,makingitdifficultforthebodytofunctionproperly.Thisway,peoplegotcancer.
T:Verygood.Sitdown,please.Howdidcancerchangethewriter’s1ife?Volunteer?S2:First,thewriterfeltemptyandhopeless.Thenhebegantoreceivetreatmentandfoughtagainstthei11ness,sufferinggreatpainanddifficulty.Later,hefoundthestrengthtorecoverwiththehelpofhisfamilyandfriends.Afterfourteenmonths’successfultreatment,hewasabletogohome.Butthecancerinhisbodyhasjustbeendefeatedforthemoment.Itcancomebackatanytimeandthestrugglewil1neverend,sohesayshislifehasnotyetendedbutreallybegun.Hehaschangedhisattitudetowardslife.Hehaslearnttoappreciateeveryminutesofeachday.
T:Welldone.NowpleaseListentothetapeofthepassageandfurtherunder—standit.Atthesametime,underlinealltheusefulexpressions.
(Teacherplaysthetapefirst.Thenshowsthefollowingonthescreen.)
1.Thenextstepistocarryouttheplan.
2.Wehavethingstodoatpresent.
3.一Areyounearlythrough?
一,I’veonlyjustbegun.
4.Theythebirdsthecages.
5.Heisbydrivinghiscarsofast.
6.Stopdiscussing,please.
7.HeisasoneoftherichestmeninEurope.
T:OK.Nowplease1ookatthescreenandfindtherightphraseinthetexttocompleteeachsentence.Doitquickly.ThenIllcheektheanswers.
Suggestedanswers:
1.tothefull
2.agreatmany
3.onthecontrary
4.freed…from
5.takingachance
6.forthemoment
7.thoughtof
T:Welldone.Nowpleasereadthetextforafewminutes,payingattentiontothelanguage.
StepⅣDiscussion
T:OK.NOWstopreadingandlet’shaveadiscussion.Lookatthequestionsonthescreenandthenworkingroupsoffour.
1.comparethewriter’ssituationwiththatofXiaoHuainthereadingpassage.Howaretheirexperiencessimilarordifferent?
2.Howdoyouthinkyourlifewouldchangeifyoufoundoutthatyouhadanincurabledisease?
(Afterthestudentsdiscussforawhile,teacheraskssomestudentstoanswerthequestions.)
T:OK.Stopdiscussing.Who’dliketotalkaboutthefirstquestion?Anyvolunteer?
S1:I’lltryit.BothXiaoHuaandthewritergotanincurabledisease.Neitherofthemgiveintothedisease.Theybothfoughtagainstitandtrytomaketheirlimitedlifetimemoremeaningful.Astothedifferencebetweenthem.XiaoHuagotAIDSthroughbirth.Shenotonlyhastosufferfromthedisease,butalsohavetodealwithpeople’sfearofthedisease,whi1ethewritergotcancerbecausetheproductionofcellsinhisbodyisdisrupted.Cancerdoesnotspreadfromonepersontoanother,soheistakengoodcareofbyhisfamilyandfriends.
T:Quitewell,whataboutthesecondquestion?Anyvolunteer?
S2:Letmehaveatry.IfIfoundoutthatIhadanincurabledisease,Ithinkmylifewouldchangeasthewriter’slife,Becausetheexistenceofourlifeishappinesstoourfamilyandfriends.
T:Welldone.Now,pleaseturntoPage56.LookatPart4.Youareaskedtodrawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows).Thenwritedownsentencestotellwhatsomeeventsthatmadeyouveryhappywere,whatmadeyousosad,andwhatsomepointswereinyourlifewhenyoumadeachangeorlearntanimportantlesson.Youcanreferringtothefollowingexample.Areyouclear?
Ss:Yes.
(Thestudentsbegintodoit.Afterthat,teachersaysthefollowingtogoonwillthenextpart.)
StepVWriting
T:OK.Nowit’syourturntowriteanessayaboutanimportanteventinyourlifeoranotherperson’slife.FirstlookattheinstructiontoWritingonPage56.Thenwriteyourownessay.
FailureintheNationalExamination
Universityisnottheonlywaytosuccess.CaoYangwhoismyneighbour,willneverforgetthedaywhenheknewtheresultoftheNationalExamination,bywhichyoucouldgetthe“licence”toentertheuniversity.However,helosttheopportunitytostepintothethresholdoftheuniversity.Atthatmoment,hefelthenearlycallapsedontothegroundandthoughttheroadtohisfuturelifewascompletelyb1ocked.
Hedidn’twanttotryitagain,becauseitwouldcosthisfamilyalotofmoney,whathemostwantedtodoatthatmomentwastogotoworkassoonaspossible.Thus,hecouldearnenoughmoneytosupporthisfamily.
Thedifficultiesheencountedinhisworkmadehimfeelthelackofenoughknowledge.Fromthenon,hemadeuphismindtocatchupwithupdatedtechnology.Byfullymakinguseofeveryminutehecouldgetafterwork,heimmersedhimselfintostudyandeventuallyhebecameanexpert.Lateron,whenhisworkmatesmetwiththeproblemsintheirwork,theyallcametohimandhecouldalwaysgetthemdoneproperly.
Throughhisefforts,hehasmadegreatachievementsinhislife.Henowfeelsthatuniversityisnottheonlywaytosuccess.ItwasthefailureintheNationalExaminationthattaughthimnobodyshouldshrinkbackinfrontofdifficulties.Onthecontrary,we’dbetterthinkofitasapreciousgiftthattheGodgivesustorealiseourgoals.
StepⅥCheckpoint
T:Inthisunit.we’vemainlytalkaboutdeadlydiseasesandattitudestowardsAIDSandcancer,etc,sowe’velearntalotofusefulwordsandexpressionsaboutthistopic.Howcanweremembersomanynewwords?Thefollowingtipsonthescreencanhelpyou.Lookatthescreenand1et’sgothroughthemtogether.
Waystorememberandunderstandnewwords:
Youcanputnewwordsintogroupstorememberandunderstandthemtogether.Forexample,somewordshavesimilarmeaning.1ikecureandheal,bothmeaning“tomakesomethingbetter”.Othersbelongtothesamecategory,likeAIDSandcancer,whicharebothdiseases.Trytothinkmorewaysthatyoucangroupnewwords.
(Afterthat)
T:Now,please1ookatthefollowingwordsandphrasesonthescreenandgrouptheminatleasttwodifferentcategories.
immune,defenseless,infection,cure,contract,virus,suffer,discourage,specialist,lonely,eventually,breakdown,dieof,cheerup,dealwith,asif,alackof
Suggestedanswers:
1.immune,defenseless,infection,cure,contract,virus,suffer
2.discourage,specialist,1onely,eventually,breakdown,dieof,cheerup,dealwith,asif,alackof
T:Well,now1ookatthesewordsonthescreen.WhatOtherwordsdotheymakeyouthinkof?
AIDS,immune,defenselessinfected,cure,contract,virus,suffer
Ss:Transmit,prevention,illness,treatment,defensive,diagnose,contagious,sick,hospital,(in)curable,spread,recover…
T:Yes.You’vecollectedsomanywordswhichcanbeusedtotalkaboutdisease.Next,pleaselookatthetwosentencesontheblackboardandrewritethemusing“Iwish…”and“If…”.
(Bb:1.Idon’tknowwherehelives.
2.PeopleareafraidofSARSbecausetheydontknowmuchaboutit.)
T:Who’dliketohaveatry?Pleasecometotheblackboardandwritedownyoursentences.Onestudent,onesentence.
Suggestedanswers:
1.IwishIknewwherehelives.
2.IfpeopleknewmuchaboutSARS,theywouldnotbeafraidofit.
StepⅦSummaryandHomework
T:Well.Howbusythisperiodis!We’venotonlypractisedlisteningandreading,butalsopractisedspeakingandwriting.We’vealsolearntmanyusefulwordsandexpressions.Afterclass,pleasereviewwhatwe’velearntinthisclassandpreviewwhatwe’lllearninthenextunit.
StepVⅢTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFourthPeriod
I.Usefulexpressions:
tothefull,agreatmany,onthecontrary,free…from,takeachance,forthemoment,thinkof…as
Ⅱ.Wordsconcernedwithdiseases
AIDSimmunedefenselessinfectedcurecontractvirussuffertreatment…
III.TheSubjunctiveMood
1.Idon’tknowwherehelives.
→IwishIknewwherehelives.;
2.PeopleareafraidofSARSbecausetheydon’tknowmuchaboutit.
→IfpeopleknewmuchaboutSARS,theywouldnotbeafraidofit.
StepIXRecordafterTeaching

Makingadifference(TheFirstPeriod)


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

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

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



 (1) (2) (3)
T:Lookatthephotosonthescreen.Andtellmewhotheyare.WhoisthepersoninPicture17
S:AlbertEinstein.
T.Right.CanyousaythenameofthepersoninPicture2,MaHaoran?
S:IthinkitsMadameCurie.
T:Yeah.Sitdown,please.Thethirdpicture?
S:GalileoGalilei.
T:Rightorwrong?
Ss:Wrong.ItisThomasAlvaEdisoninPicture3.
T:Good.Theyareallveryfamousintheworld.Youmusthavereadsomequotesfromthem.Forexample,neverleavethatuntiltomorrow,whichyoucandotoday,whichisfromBenjaminFranklin.Nowlookatthequotesonthescreen.
(Showthequotesonthescreen.)
Somequotesfromfamousscientists:
1.Geniusisonepercentinspirationandninety-ninepercentperspiration.
2.Imaginationismoreimportantthanknowledge.
3.Nothingintheworldistobefeared;itison!ytobeunderstood:
T:Whomdoyouthinkthesequotesarefromanddoyouknowwhattheymean?Discussthesequestionsingroupsoffourandtelluswhetheryouagreewithwhattheysaid.You’regivenfiveminutestohaveyourdiscussion.
(Teachermaygoamongthestudentsandjointhemintheirdiscussion.)
T:(Fiveminuteslater.)What’sthemeaningofthefirstquote,WuLiping?
S:Ithinkitmeansthatifwemakegreateffortstodosomething,wellsucceed.Andnomatterhowcleverheis,apersonwillfailifhedoesn’ttryhisbest.
T:Verygood.Whodoyouthinksaidthisquote?
S:IthinkitwasThomasAlvaEdisonwhosaidit.InChinese,itmeans“天才就是百分之九十九的汗水加上百分之一的灵感”
T:Doyouagreewithit?
Ss:Yes.
(Teacheraskstwootherstudentstoexplaintheotherquotesandtellwhosaidthem.)
S.“想象力比知识更重要”。(AlbertEinstein)
Ifyouwanttosucceed,itsmoreimportantforyoutohaveimaginationthanknowledge.
S:生活中没有什么可怕的东西,只有需要理解的东西。(MariaCurie)
Thereareonlythingstobeunderstoodintheworld,whilethereisnothingtobefeared.
T:Doyouknowanyotherquotesaboutscienceandthinking?
(Onestudentstandsup.)
S:Idliketohaveatry.Wisdomisonlyfoundintruth.-JohannWolfgangvonGoethe
S:Knowledgeispower.-FrancisBacon

(AskthestudentstoopenthebooksatPage1andletthemhaveadiscussionaboutthequotesandpicturesinWarmingup.)
T:(Afewminuteslater.)Wehavelearntsomequotesnow.Ifyouwanttoknowmoreaboutquotesaboutscienceandthinking,youcancollectmoreinformationinthelibraryorontheInternetafterclass.
StepⅢListening
T:OK.NowletsdosomelisteningpracticeonPage2.Todaywearegoingtolistentothedescriptionsofsomefamousscientists.Beforelisteningtothetape,pleasereadtherequirementsbyyourselfquickly.WhenIplaythetapeforthefirsttime,youjustlistentogetthegeneralidea.ThesecondtimeIplaythetape,youshouldtrytofinishtheexercise.Thelasttime,checkyouranswers.Areyouclear?
Ss:Yes.
T:OK.Let’sbegin.Pleaselistencarefully.
(Teacherplaysthetapeforthestudentstolistenandpausesthetapeforthestudentstowritedowntheiranswerswhennecessary.Intheend,checktheanswerswiththewholeclassandgivesomeexplanationsorplaythetapeagainifnecessary.)
StepIVSpeaking
T:NowletslookatthespeakingpartonPage2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,forexample,biology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardandthembegintodebate.Areyouclear?
Ss:Yes.
T:Youcanusetheexpressionsatthebottomofthispagewhenyoudebateeachother.Theyareveryhelpful.
(Fiveminuteslater,teachercheckstheirdebate.)
T:Whichgroupwouldliketogiveaperformance?Pleasecometotheblackboard.
(Oneofthegroupscometotheblackboardandbegintheirdebate.)
S:Ithinkthatbiologyisthemostimportantandusefulsciencebecauseitisessentialtoprotectingtheecologicalbalanceandenvironment.Peoplecan’tlivewithoutlivingthings.Furthermore,biologygoeshandinhandwithourlife.Iftherewerenoscienceofbiology,therewouldnotbemedicine.Inaword,biologyisthemostimportantanduseful.
S:Well,maybe,butIthinkthatchemistryisthemostimportantanduseful,becausechemistryisthekeytotheprogressofthehumanbeing.Besides,itischemicalreactionthatproducesmanynewthings.
S:Itishardtosay.Therearemanyphysicalproducts.Andphysicsiswidelyusedinmanyfields,suchasmedicine,industryandagriculture.Therewouldbenolifewithoutphysics.SoIthinkphysicsisthemostimportantandusefulscience.
S:Thatstrue.Butmathsisthebasicscience.Youcantlearnphysicsorchemistrywellwithoutagoodknowledgeofmaths.Mathsisatoolinscienceandengineering.Therefore,mathsisthemostimportantandusefulscience.Whatsyouridea?
S:Well,thereisnodoubtthatmathsisanimportantandusefulscience.Inmyopinion,themostimportantandusefulscienceshouldbecomputerscienceinourmoderninformationsociety.Thecomputerisnowanindispensabletoolinmanyfields.Itcansettleallkindsofproblemsatahighspeedandcanhelppeopleworkeasily.SoIthinkcomputerscienceisthemostimportantandusefulscience.
StepVSummaryandHomework
T:Todaywevedonesomelisteningandspeaking.Wehavealsotalkedaboutscienceandscientists.Afterclass,pleasesearchmoreinformationaboutscienceandscientistsontheInternetorinthelibrary.Anddontforgettopreviewthereadingmaterial“NoBoundaries”.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard

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

Artandarchitecture(TheFirstPeriod)


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

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

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

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

StepVIIRecordafterTeaching

Savingtheearth(TheFirstPeriod)


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

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