作为优秀的教学工作者，在教学时能够胸有成竹，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生能够听懂教师所讲的内容，减轻高中教师们在教学时的教学压力。你知道如何去写好一份优秀的高中教案呢？下面是由小编为大家整理的“Unit2Theenvironment简案”，仅供参考，大家一起来看看吧。

Unit2Theenvironment
Welcometotheunit

Teachingaimsanddemands:
Makestudentsknowtheimportanceoftheenvironmenttothehumanbeings.
Toshowstudentsthecurrentsituationofenvironment.
Toarousestudents’senseofenvironmentprotection.
Tolearnsomewordsinthislesson
Teachingprocedures:
Step1:Brainstorming
1Reviewtheword‘environment’andletthemimaginetheadjectivesrelatedtoenvironment.
Writethewordsontheblackboard:Harmony,peaceful,destructive,pollution,disaster,protection,environmentalists.
2Askstudentstoexpresstheiropinionsfreelybyaskingthemquestionsbelow:
1)Comparedtothelastfewyears,doyouthinktheenvironmentisgettingbetterorworse?
2)Whatmightbethereasonsforthechanges?
Step2:Sharinginformation
1.Beforemovingontodiscussthepictures,encouragestudentstotalkaboutsomeenvironmentalproblemstheyknowabout,e,g,floods,forestsfires,thegreenhouseeffectandacidrain.
2.Askstudentstoreadtheinstructionsandstudythepicturesonebyone.
3.Showthestudentstheotherpicturesandletthemtalk.
4.Askstudentstoreadthethreequestionsandputstudentsintogroupsoffourandaskthemtodiscussthequestions.
5.Asksomestudentstoreporttheiranswerstotheclass.
6.Askstudentstothinkaboutothercausestothepollutionofenvironment.
7.Askstudentstothinkaboutthewaystoprotecttheenvironment.
Homework:
1.Previewreading
2.Dotheexerciseintheworkbook
3.Writeashortpassageabouttheenvironment.

精选阅读

Unit2TheEnvironment教案

Unit2TheEnvironment教案
一.重点短语
1．按照我们一贯的程序followourusualschedule
2．被工业污染破坏bedamagedbyindustrialwaste
3．进入大气中gointotheatmosphere
4．消灭，摧毁wipeout
5．捕捞大量的鱼不让它们有产卵的时间
catchlargenumbersoffishwithoutgivingthemtimetolayeggs
6．需要更多的土地来居住needmorelandtoliveon
7．变成一个大问题turnintoabigproblem
8．环保的生活方式environmentallyfriendlywaysofliving
9．对我们的环境现状很担忧
beveryconcernedaboutthepresentsituationofourenvironment
10．滚滚烟尘cloudsofdirtysmoke
11．向河中倾倒化学废物pourchemicalwasteintoariver
12．逃避对环境的责任hidefromtheresponsibilitiestotheenvironment
13．将金钱视为敌人regard/consider/treat/thinkofmoneyastheenemy
14．对帮助双方都有利的关键thekeytohelpingbothsides
15．征询周边人askaboutthepeoplearound
16．人口的迅速增长therapidgrowingpopulation/rapidpopulationgrows
17．导致饮用水的不安全resultinunsafedrinkingwater
18．意识到保护长江的重要性
recognize/realizetheimportanceofprotectingtheYangtzeRiver
19．正在实施中beunderway
20．禁止渔船进入这片水域preventfromenteringthisarea
21．为解决长江的各种问题还有很长的路要走
havealongwaytogotosolvealltheproblems
22．保护这条他们所挚爱的河流的努力theeffortstoprotectthismuch-lovedriver
23．在将来会得到后人是肯定beappreciatedbyfuturegenerationsinthecomingyears
24.environmentalprotection25.makespacefor
26.rawmaterials27.economicdevelopment
28.conflictwitheachother29.Theexpressionsneedstobechanged
30.doresearchinto31.pickout
32.presentyourpointofview32.faceseriousenvironmentalproblems
33.doone’spart34.much–lovedriver
35.blamesbforsth=blamesthonsb36.inparticular
37.letoff38.lastbutnotleast
二．非谓语用法默写单
按要求或提示默写下面动词的用法
1.坚持要求被带到…_insistonbeingtakento…
坚持要求做…_insistondoing…
2.希望…怀着…的希望(做状语)_hoping/inthehopethat…_
3.结果却…(做状语)_onlytodo…___________
4.感激某人做某事__appreciateone(‘s)doingsth
5.有挑战的___challenging___________
有回报的____rewarding_____________
6.坐在椅子上(seat的两种形式作状语)_seatedinthechair
_____seatingoneselfinthechair
坐在椅子上(sit作状语)____sittinginthechair
7.和…相比(做状语的两种形式)____comparedwith_________
____comparing…with…
8.正在被…的事情____sthbeingdone________
已经被…的事情____sthdone…___________
即将被…的事情____sthtobedone________
9.逃避被…____escapebeingdone_____
10.独立主格的形式(同时主动)_n/pron(主格)+doing…______
独立主格的形式(同时被动)_n/pron(主格)+done______
独立主格的形式(已经被动)_n/pron(主格)+havingbeendone_
独立主格的形式(已经主动)_n/pron(主格)+havingdone…__
11.从句经常省略主语和be动词的前提:__主从句的主语一致_______
12.剩下的钱(remain)__theremainingmoney__
剩下的钱(leave)__themoneyleft_________
13.考虑到…(consider做独立状语)__considering…__________
14.动名词复合结构做主语形式:__sb’sdoingsth__________
动名词复合结构做宾语形式:_sb(’s)doingsth_____
15.什么都没做除了做…(but)__donothingbutdo…___
别无选择只好做…(but)__havenochoicebuttodo…
16.allow的用法(2种)__allowsbtodo…______
__allowdoing…_________
17.花费时间被…(spend)__spendsometimedone____
花费尽可能多的时间做…(spend)__spendasmuchtimeasonecoulddoing…
18.容易被完成…__easytofinish__________
19.似乎要做…__seemtodo…_________
似乎正在…__seemtobedoing…____
似乎已经…__seemtohavedone…____
20.没有必要做…(已经发生)__thereisnoneedtohavedone…
没有必要做…(未发生)__thereisnoneedtodo…
21.非谓语动词的否定形式:__not+非谓语动词________
22.考虑到一切(状语)__takingeverythingintocosideration
一切被考虑到(状语)__everythingtakenintoconsideration
23.逮到某人做…__catchsbdoing…_____
24.使某人做…(send)__sendsbdoing…________
送某人去做…(send)_sendsbtodo…________
25.使他们的眼睛盯着…__havetheireyesfixedon…
眼睛盯着…__fixtheireyeson…___
使他们的注意力集中于…__havetheirattentionfocusedon…
集中注意力与…__focustheirattentionon…
三.请背诵和保存：
a.后接动名词的动词
admit承认/advise建议/allow允许/appreciate感激/avoid避免/consider考虑/delay推迟/deny否认/discuss讨论/dislike不喜欢/enjoy喜爱/escape逃脱/excuse原谅/fancy设想/finish完成/forbid禁止/forgive原谅/imagine想像/keep保持/mention提及/mind介意/miss没赶上/pardon原谅/permit允许/practise练习/prevent阻止/prohibit禁止/putoff推迟/report报告/risk冒险/stop停止/suggest建议/carryon继续/can’thelp禁不住/feellike想要/giveup放弃/keepon继续/putoff推迟/setabout开始，着手/objectto反对/insiston坚持/payattentionto注意/stickto坚持/getdownto开始认真做/lookforwardsto期盼/be[get]usedto习惯于/leadto导致/bedevotedto致力于，专用于，
b.后接不定式作宾语的动词
afford负担得起/arrange安排/ask要求/care想要/choose决定/decide决定/demand要求/determine决心/expect期待，预计/help帮助/hesitate犹豫/hope希望/long渴望/manage渴望设法/offer主动提出/plan计划/prepare准备/pretend假装/promise答应/refuse拒绝/want想要/wish希望，
特殊情况：
一、后接不定式或动名词且含义相同的动词
这类动词常见的有：like喜欢/love喜欢/hate憎恨/prefer宁可/begin开始/start开始/continue继续/can’tbear不能忍受/bother麻烦/intend想要/attempt试图/等。
二、既可接动名词也可接不定式作宾语但意义不同的动词
forget,remember,regret后接不定式或动名词含义不同后接不定式或动名词含义不同
动词forget,remember,regret等接不定式时，表示非谓语动词的动作发生于谓语动词的动作之后；接动名词作宾语时，表示非谓语动词的动作发生于谓语动词的动作之前。
三、mean后接不定式或动名词含义不同
动词mean接不定式作宾语时，表示一种意图，意思是“打算做，想要做”；接动名词作宾语时，表示解释，意思是“意味着，意思是”。如：”Ididn’tmeantobotheryou.我本不想打扰你。Whathesaidmeansgoingtherebyair.他的话的意思是坐飞机去那儿。
四、try后接不定式或动名词含义不同
try接不定式作宾语时，表示一种决心，意思是“设法做，尽力做”；接动名词作宾语时，表示尝试，意思是“试着做”。如：I’lltrytocatchupwithmyclass.我将尽力赶上同学们。Itriedreadingthetextwithoutconsultingmydictionary.我试着不查词典来阅读课文。
五、need,require,want,deserve后接不定式或动名词语态不同
need,require,want,等表示“需要”的动词后另一动词作宾语时，该动词用不定式或动名词均可，但是其语态不同，即动名词用主动形式表示被动意义，而不定式则用被动形式表示被动意义。如：Theflowersneedwateringeveryday.=Theflowersneedtobewateredeveryday.花儿需要每天浇水。注意：若need,require,want后接动词为句子主语所发出的动作，则只能用不定式，不能用动名词。如：Ineedtowatertheflowerseveryday.我需要每天给花浇水。
六、can’thelp后接不定式或动名词含义不同
can’thelp后接不定式时，意思是“不能帮忙做某事”；接动名词作宾语时，意思是“禁不住做某事，情不自禁做某事”。如：I’mverybusynow,soIcan’thelp(to)cleantheroom.我现在很忙，因此不能帮助打扫房间。Thegirlcouldn’thelpcryingwhenshesawhermotheragain.当小女孩再次看到母亲时，她情不自禁地哭了起来。说明：以下两个动词后接不定式或动名词(不一定是用作宾语)意思也不同：goontodosth(做完某事后)继续做另一事)(不定式作状语)goondoing继续做一直在做的事(动名词作状语)stoptodosth停下正在做的事以便去做另一事(不定式作状语)stopdoingsth)停做正在做的事(动名词作宾语)
七、只能后接不定式的动词和短语归纳有的动词后只能用不定式而不能接动名词。
如ask,demand(要求),plan,intend,mean(计划),manage,do/tryone’sbest,makeanattempt,(努力),learn(学习),wish,hope,desire,expect,long,want,wouldlike,shouldlike,wouldprefer(),wish,希望、愿意),agree,promise(同意),decide,determine,choose,makeadecision,makeupone’smind(决定),offer(主动提出),apply(申请),help(帮助),fail(不能、没有),prepare(准备),pretend(假装),refuse(拒绝),happen(碰巧),afford(负担得起)等。

Unit 10 American literature (简案)

俗话说，居安思危，思则有备，有备无患。作为教师就要在上课前做好适合自己的教案。教案可以更好的帮助学生们打好基础，帮助教师有计划有步骤有质量的完成教学任务。那么一篇好的教案要怎么才能写好呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit 10 American literature (简案)”，欢迎您阅读和收藏，并分享给身边的朋友！

Teachingaims:
1.Goals:
TalkaboutAmericanLiterature
Practisepredictinganddescribingwhatastorymightbeabout
Reviewalltheverbtenses
Writeabookreview
2.Specialfocus:
ImprovereadingskillsandEnlargevocabulary.
a.DirectSstoreadthe3passagesonthetextbook;
b.GuideSstolearntousethefollowingwordsandexpressions:
Contributeto,adaptto,getaccustomedto,garment,shabby,takepridein,attendto,etc.
Period1Reading
ASacrificeforLove(1)
Step1.Warmingup
Task1.guidethestudentstogettoknowsomefamousAmericanwritersandtheirworksbytheformsofacompetition:
TheAdventureofTomSawyer----MarkTwain
TheBeastintheJungle----HenryJames
AFarewelltoArms-----ErnestHemingway
TheOldManandtheSea-----ErnestHemingway
AdventuresofHuckleberryFinn----MarkTwain
TheGiftoftheMagi----O.Henry
TheCalloftheWild----JackLondon
TheScarletLetter----NathanielHawthorne
Step2.Scanning
Task2.Readthepassageandtrytoanswerthequestions:
Whatˇsthestoryabout?
WhatareJimˇswages?
WhatpricedoesDellapaytobuyherpresent?
Whatarethecoupleˇstwomostpreciouspossessions?
Step3.While-reading:
Askstudentstofillinthecharttoseeiftheyhavegotageneralunderstandingofthewholepassage.

MainIdea
Paragraph1DellaweptbecauseshehadlittlemoneytobuyJimapresentthisChristmas.
Paragraph2DellaandJimˇslivingconditions.
Paragraph3DellawantedtobuyJimaChristmaspresent,whichwasworthyofbeingownbyJim.
Paragraph4Theyoungcoupleownedtwopreciousthings,onewasJimˇsgoldwatch,andtheotherwasDellaˇshair.
Paragraph5Dellaˇsbeautifulhair.
Paragraph6Delladecidedtosellherhairinordertobuyapresentforherbeloved.
Paragraph7DellagottwentydollarsandthenshebegantobuyJimaChristmaspresent.
Paragraph8Shespent21dollarsonagoldwatchchain.
Paragraph9Delladidherhairandlookedlikealittleschoolgirl.
Themainideaofthepassage:ThestorytellsthatawomancalledDellasoldherbeautifulhairtobuyherhusbandaChristmaspresent----agoldwatchchain.
Step4.Post-reading
Task3:AnsweringthequestionsonP85.
Step5Homework
FinishalltheexercisesonWordStudyandGrammaronp86-87.

Period2.IntegratingReadingSkills
ASacrificeforLove(P89)
Step1.Revision
1.ChecktheSshowfurthertheyunderstandtheAmericanliterature.
2.Checkthehomework.Ifnecessary,givesomeexamplestoreviewthedifferenttensesofverb.
Exercise12onp220-221isspeciallydesignedtochecktheSsiftheyarefamiliarwiththeGrammar.
Step2.Scanthepassageandfindthemainidea,thenanalyzethepassageifpossible.
Task:Readthepassageinthreeminutes,andsumupeveryparagraphwithonesentence:
P1:DellawasanxioustowaitforJimandwasafraidthatJimˇslovewouldgowithoutherbeautifullonghair.
P2:Jimwasburdenedwiththefamilyandhadnomoneytobuyevenenewovercoatorgloves.
P3:JimstaredatDellawithastrangeexpressiononhisface.
P4:Dellaexplainedwhyshehadherhaircutoff.
P5:Jimwasstillconfused.
P6:JimwasawakeandexpressednothingcouldmakehimloveDellaanyless.
P7:DellawassohappywhensheseaasetofbeautifulandexpensivecombsJimboughther.
P8:Dellashowedhimhergift----agoldwatchchainthatwasworthyofhisgoldwatch.
P9:JimtoldDellahesoldhiswatchforhercombs.

Step3.Readthepassageagainandappreciatethe¨love〃again,andthenfinishtheexercisesattachedtothepassage.

Step4.Extensivereading:
AskthestudentstofindmoreshortstoriesbyAmericanwriterstoreadafterclass.

Period3.IntegratingReadingandWritingSkills
Regret(p221-222)

Step1.Warmming-up
Task1:
Dotheoralpraticeonp218,andenablethestudentstopractisepredictinganddescribingwhatastorymightbeabout
Step2.Reading
Task2:Readthepassageandfinishtheexercises.Ifpossible,guidethestudentstoanalyzesomelongandcomplexsentences.
Task3:GuidedWriting
GiveSs20minutestofinishthewritingassignmentonp224,
ThenaskSstoscoretheirworkaccordingtothefollowingchart.
3pluses1wish

Name_______Title_____________________Date_______________
+_________________________________________________________
+_________________________________________________________
+_________________________________________________________
?_________________________________________________________

Note:Howtousethischarteffectively?
Askthestudenttoreadhis/herdeskmateˇswritingcarefully,andthenfind3valuablethings(structure,passagearrangement,sentence,diction,etc)andgive1suggestion.Andthenfeedthemessageback.Next,asktheSstocorrecttheirworkaccordingtothechart.

Period4:
Dealwithsomelanguagepointsanddifficultpointsifnecessary.Ifpossible,guidethestudentstoanalyzesomelongandcomplexsentences.Thefollowingsentencesinthisunitareveryimportant:
Expenseshadbeengreaterthanshehadcalculated.
Shehesitatedforaminuteandstoodstillwhileatearortwofellonthewornredcarpet.
Therewasnootherlikeitinanyofthestores,andshehadturnedalloftheminsideout.
Itwasworthyofthewatch.
Itˇllgrowagain---youwonˇtmind,willyou?
Iˇmmewithoutmyhair,arenˇtI?

Unit 14 Zoology [简案]

Unit14Zoology
Teachingaimsanddemands:
1.GettheSstoreadthetwopassagesinthisunit,developingtheabilityofreadingcomprehension.
2.EnabletheSstomasterthekeywordsandphrases,andsomeimportantsentencepatternsinthisunit.
3.TheSscanknowaboutthelanguageofhoney-beesandPrimates.
Focuson:
Tellapart;cometolight;makeabeelinefor;oneafteranother;communicatewith…;troop;compare;except(that);
TimeAllocations:3periods

Period1Readingcomprehension
ThelanguageofHoney-bees
Step1Revision
Step2Leadin
Step3Fastreading
1.Howdohoneybeescommunicatewitheachother?(Para3)
2.Whatinformationdothetwodancesconvey?(Para4)
Step4Carefulreading
1.KarlVonFrischdidanexperimenttoresearch.
A.thefoodofhoneybeesB.thedanceofhoneybees
C.thehiveofhoneybeesD.thewayofhoneybees’communication
2.Thephrase“tellthebeesapart”means.
A.letthebeeliveseparately.B.tellonebeefromtheother
C.drivethebeeawayD.tearthebeeintopieces
3.Afterthemarkedbees’dance,theotherbees_________
A.feltveryhungryB.feltveryhappy
C.feltveryangryD.becomeveryexcited
4.Accordingtothetext,bee’slanguagecancommunicatethefollowingexcept_________
A.newsoffoodB.thefeedingplaceC.thesun’spositionD.weathercondition
5.Thephrase“cometolight”inPara5means__________
A.becomeknownB.cametoabrightplaceC.becomevisibleD.becamepopular
6.Whichofthefollowingstatementsispossibleaccordingtothelastparagraphbutone?_________
A.Wehumanbeingscanlearntocommunicateinthesamewayashoneybees.
B.Wehumanbeingscangoasquicklyashoneybees.
C.Wehumanbeingscancometoeachother’srescueinaveryquickway
D.Wehumanbeingscandrawsomethingfromanimalsbehavior
7.Whichstatementismorereasonable?_________
A.Onlyhoneybeescancommunicatewitheachother
B.Somebeescancommunicatewitheachother
C.Mostbeescancommunicatewitheachother
D.Onlyhoneybee’sbodylanguagehasmostinterestedscientists.
Step3Furtherunderstanding
ExplainsomedifficultiestomakesuretheSscanhavebetterunderstandingaboutthetext.

Period2Integratingskills
Primates
StepⅠRevision
StepⅡLeadin
StepⅢFastreading
Q1Whatarethekeyfeaturesfoundinprimates?(Para1)
Q2Doyouthinkitispossibletoteachchimpanzeestouselanguageanddootherthingsthatweconsidertypicallyhuman?Whyorwhynot?(Para6)
StepⅣCarefulreading
Usetheinformationinthetexttocompletethechart.Giveexampleandcharacteristicsforeachtypeofanimal.

Period3Languagepoints
1．tell------apart识别，辨别动副短语常与can，could，beableto连用。
eg.Canyoutellthetwothingsapart？（tellapartthetwothings）
eg.Thetwinsaresomuchalikethattheirownmothercannottellthemapart.
tell-----from-----

2.oneafteranotheronebyone
eg.Theyhavesolvedproblemsoneafteranothersincetheycame.（强调数量之多）
eg.Afterclassthestudentslefttheclassroomsilentlyonebyone.　（强调顺序）

3.Theytroopbehindthefirstdancer,copyingitsmovements.
troopVi.结队而行，成群涌向。　句子主语应是复数。
eg.Thechildrentroopedintothepark.
eg.Thegamewasoverandtheplayerstroopedhome.
n.一群，许多。　军队（常用复数）
Atroopofvisitors/students(agroupof/alineof)
copy模仿，效仿
eg.Youshouldcopyhisstrongpoints,nothisweakpoints.

4.Whatelseelse常放在疑问代词或副词后面
whoelse,whereelse,nobodyelse,anythingelse
eg.Whereelsedidhego?
注：所有格

5.faraway遥远的　nearby附近的
eg.afarawayforestanearbyhotel
faraway作表语或状语用faraway,nearby作表语或状语可用nearby,nearby,near-by.
eg.Thehouseisfaraway.
eg.Theylivenear-bylessthanakilometer.

6.cometolight发现，暴露(tobediscovered)
eg.Themoneydidn’tcometolightuntiltheoldmandied.
eg.Newfactsaboutthecasehaverecentlycometolight.
注：cometolight,comeabout中come不用被动态

7.makeabeelineforsp.　走直路，走近路
eg.Ashespokehemadeabeelineforthedoor.
eg.Ifyouwantcatchwiththeteam,you’dbettermakeabeelineforthem.
headforsp.
eg.TheshipisheadingforLondonforrepairs.

8.except/exceptthat/exceptfor/but/besides/apartfrom
eg.Weallsucceed_______Tom..(except)
eg.Ilookedeverywhere_________inthebedroom..(except)
eg.Heisagoodman_______hottemper.(exceptfor)
eg.Yourarticleisquitegood________thereareseveralspellingmistakes.(exceptthat)
eg._________me,thereweretenotherpeopleatthemeeting.(Besides,Apartfrom)
eg.Thedoctortoldmenothing______tostopsmoking.(but)
eg.LastnightIdidnothing_____watchTV.(but)

Unit 12 Education (简案)

一名爱岗敬业的教师要充分考虑学生的理解性，教师要准备好教案，这是老师职责的一部分。教案可以让上课时的教学氛围非常活跃，帮助教师缓解教学的压力，提高教学质量。怎么才能让教案写的更加全面呢？下面是由小编为大家整理的“Unit 12 Education (简案)”，仅供参考，欢迎大家阅读。

Teachingaims:
Goals:
TalkabouteducationinChinaandothercountries
Talkaboutstudymethodandlearningskills
Practisemakingcomparisons
Integrativelanguagepractice
Writeareport
Specialfocus:
ImprovereadingskillsandEnlargevocabulary.
DirectSstoreadthe3passagesonthetextbook;
GuideSstolearntousethefollowingwordsandexpressions:
Expectation,calculate,analyse,resultin,unwilling,livingstandards,acquire,dropout,compulsory,tendency,skeptical,commitment,etc.
c.Improvetheabilitiesofusinglanguagebyintegrativelanguagepractice.

Period1Reading
Educationforall(P102-104)
Step1.Warmingup
Task1.Enablethestudentstodiscussthequestionsonp93.
Step2.Scanning
Task2.Getthestudentstocomprehendthepassagequicklyandaccurately,andmeanwhilehelpthemtoformagoodhabitofreading.Trytofindoutthemainideaofthepassage.
Thepassagemakesitclearthat“Educationforall”isessentialforthedevelopmentofacountry.Theparagraphsmostlydealwithmeasuresthatshouldbetakentoachievethetarget.
Step3.While-reading:
PassageAnalyzing:
Exercise1onp104
Step4.Post-reading
Lookthroughthepassageonceagainandfinishthechartbelow:
MethodsCountries
DistancelearningAustralia,China,theUSA
Mixed-gradeclassesTheTurksandCaicosIslands,partsoftheremotecentralandwesternregionsinChina,Lesotho
MoneyfrominternationalorganizationsChina,thedevelopingcountries
MoneyfromlocalorganizationsChina,thedevelopingcountries

Task3:Whatarethewritingtechniquesofthispassage?
Numbersanddatesareusedtomakethepointofviewmoreacceptable.
Inordertoletmorepeopletaketheadvice,examplesareprovided,youmayfindtheminParagraphD.
Step5Homework
FinishalltheexercisesonLanguagePracticeonp105-106.

Period2.IntegratingReadingSkills
HowWeLearn(P107)
Step1.Revision
ChecktheSshowfurthertheyunderstandeducation.
Checkthehomework.
Step2.Scanthepassageandanswerthefollowingquestions:
Howmanydifferentkindsoflearningstylesarethere?Andwhatarethey?
Whyisitnecessaryforthestudenttoknowhisorherownlearningstyle?
Giveadefinitionforeachlearningstyle.

Step3.Readthepassageagainandcheckwhichstudytipsgivenonp107-108arebestsuitedforthethreedifferenttypesoflearnersdescribedinthepassage.
SuggestedAnswers:
Learningthroughseeing:
Studyinaquietplacewhereyoucannothearotherpeopletalking.
Takepartinclassdiscussionsanddebates.
Drawcharts,graphs,diagrams,flowchartsorpicturestoorganizeinformationwhentakingnotes.
Writeaboutthethingsyouhavetolearn.
IfpossibleuseacomputerandDVDstohelpyoustudy.
Concentrateonsimilaritiesanddifferencesyoucanobserve.
Learningthroughlistening:
Rememberingthingswillbeeasierifyouputthewordstomusicandmakealittle“memorysong”.
Makepresentationstoclassmatesordiscussideaswithyourclassmates.
Listentoandrememberfunnystoriesandbackgroundinformation.
Learningthroughdoing:
Createmaps.Buildmodelsordrawanddesignthings.
Putpostersandphotosaroundyourdeskandhaveastresstoytoplaywithasyouwork.
Takepartinartprojects.
Organizeastudyscheduletoincludefrequentbreaks.
Readwhiledoingexercises.
Step4.Extensivereading:
Thepassagegivenbelowisaboutlanguagestudy.Youcanlearnfromthepassageandimproveyourlanguage.
HowtoBeaSuccessfulLanguageLearner?
“Learningalanguageiseasy.Evenachildcandoit!”
Mostadultswhoarelearningasecondlanguagewoulddisagreewiththisstatement.Forthen,learningalanguageisaverydifficulttask.Theyneedhundredsofhoursofstudyandpractice,andeventhiswillnotguaranteesuccessforeveryadultlanguagelearner.
Languagelearningisdifferentfromotherkindsoflearning.Somepeoplewhoareveryintelligentandsuccessfulintheirfieldsfinditdifficulttosucceedinlanguagelearning.Similarly,somepeoplewhoaresuccessfullanguagelearnersfinditdifficulttosucceedinotherfields.
Languageteachersoftenofferadvicetolanguagelearners:“Readasmuchasyoucaninthenewlanguage.”“Practicespeakingthelanguageeveryday.”“Livewithpeoplewhospeakthelanguage”“Don’ttranslate—trytothinkinthenewlanguage”“Learnasachildwouldlearn;playwiththelanguage”
Butwhatdoesasuccessfullanguagelearnerdo?Languagelearningresearchshowsthatsuccessfullanguagelearnersaresimilarinmanyways.
Firstofall,successfullanguagelearnersareindependentlearners.Theydonotdependonthebookortheteacherandtheydiscovertheirownwaystolearnthelanguage.Insteadofwaitingfortheteachertoexplain,theytrytofindthepatternsandtherulesbythemselves.Theyaregoodguesserswholookforcluesandformtheirownconclusions.Whentheyguesswrong,theyguessagain.Theytrytolearnfromtheirmistakes.
Successfullanguagelearningisactivelearning.Therefore,successfullearnersdonotwaitforachancetousethelanguage;theylookforsuchachance.Theyfindpeoplewhospeakthelanguageandtheyaskthesepeopletocorrectthemwhentheymakemistakes.Theywilltryanythingtocommunicate.Theyarenotafraidtorepeatwhattheyhearortosaystrangethings;theyarewillingtomakemistakesandtryagain.Whencommunicationisdifficult,theycanacceptinformationwhichisinexactorincomplete.Itismoreimportantforthemtolearntothinkinthelanguagethantoknowthemeaningofeveryword.
Finally,successfullanguagelearnersarelearnerswithapurpose.Theywanttolearnthelanguagebecausetheyareinterestedinthelanguageandpeoplewhospeakit.Itisnecessaryforthemtolearnthelanguageinordertocommunicatewiththesepeopleandtolearnfromthem.Theyfinditeasytopracticeusingthelanguageregularlybecausetheywanttolearnwithit.
Whatkindoflanguagelearnerareyou?Ifyouareasuccessfullanguagelearner,youhaveprobablybeenlearningindependently,actively,andpurposefully.Ohtheotherhand,ifyourlanguagelearninghasbeenlessthansuccessful,youmightdowelltotrysomeofthetechniquesoutlinedabove.
Successfullanguagelearnersusuallyhavethefollowingtechniquesexcept_________.
Tolearnindependently
Tolearnactively
Tolearndiligently
Tolearnpurposefully
Asuccessfullanguagelearnerwillnot_____________’
Makeoutthemeaningofanewword.
Makeanymistakes.
Waitforopportunitiestopractice.
Acceptinexactandincompleteinformation
Accordingtolanguageteachers,it’sadvisableto________.
Usethelanguageasmuchaspossible
Domoretranslationwhilespeakingorwriting
Bechildishinlearning
Playwhilelearning.
Ifyouareactiveinlearningalanguage,youwill________.A.Trytoknowthemeaningofeverynewword.
B.Becarefulnottomakeanymistakes
C.Correctyourownmistakesasoftenaspossible
D.Tryallmeanstotalkinthelanguage
5.Whichofthefollowingistrueaccordingtothepassage?
A.IntelligentpeoplecanlearnEnglishbetter.
B.Mostsuccessfullanguagelearnersactthesameway.
C.Alotoftimeandeffortssurelyleadtosuccessfullearning.
D.Itisimpossibleforsuccessfullanguagelearnerstosucceedinotherfields.
SuggestedAnswers:CBCDB

Period3.IntegratingReadingandWritingSkills
3Passagesonp227-230
Step1.Warmming-up
Dotheoralpraticeonp101-102,andenablethestudentstopractisemakingcomparisons.
Step2.Reading
Task:Readthe3passageandfinishtheexercises.Ifpossible,guidethestudentstoanalyzesomelongandcomplexsentences.
Step3.GuidedWriting
GiveSs20minutestofinishthewritingassignmentonp240,
ThenaskSstoscoretheirworkaccordingtothefollowingchart.
3pluses1wish

Name_______Title_____________________Date_______________
+_________________________________________________________
+_________________________________________________________
+_________________________________________________________
?_________________________________________________________

Note:Howtousethischarteffectively?
Askthestudenttoreadhis/herdeskmate’swritingcarefully,andthenfind3valuablethings(structure,passagearrangement,sentence,diction,etc)andgive1suggestion.Andthenfeedthemessageback.Next,asktheSstocorrecttheirworkaccordingtothechart.

Period4:
Step1.Analyzesomelongsentences:
Dealwithsomelanguagepointsanddifficultpointsifnecessary.Ifpossible,guidethestudentstoanalyzesomelongandcomplexsentences.Thefollowingsentencesinthisunitareveryimportant:
Itisreportedthat99%ofschool-agechildreninChinaattendedprimaryschoolby2004.P103
InChina,asinothercountries,thegovernmentrealizesthatthefuturewelfareofitscitizensiscloselylinkedtoeducation.P103
Inareaswhereagricultureplaysanimportantrole,peopledonotattachimportancetoeducation,andparentsareskepticalofanythingthattakechildrenawayfromtheirworkonfarm.P103
Insomeculturesparentsareparticularlyunwillingtosendtheirdaughterstoschoolbecausethecustomistoeducateboysratherthangirls.P103
Tosolvethis,Australiauses“distancelearning”methods,wherethestudentshavelessonsbytwo-wayradioandmail.P103
Inthesecountries,wheresomepeopledonotevenhavefreshwaterorbasichealthcare,reachingthetargetof“EducationforAll”willbeahugetask,despitehelpfromtheinternationalcommunity.P104
Step2.Testingyourskillsonp234-235
Step3ClozeTestonp238-239
Step4.TranslatingonP239-240

附录：词汇

Warmingup
1.aheavyworkload繁重的工作压力
2.toreducetheworkload减轻压力
3.tomeetparents’expectations满足父母的期望
4.bestrictwithsb对某人严格
bestrictinsth在…方面严格
5.toraiseacademicstandards提高学术水平
6.underhighpressure在高压下
Reading
1.introducealaw出台一部法律
2.nineyearsofcompulsoryeducation九年义务教育
3.reachatarget达到目标
4.belinkedto与……连接（相关）的
5.attheforum在论坛上（attheexhibition）
6.theUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)联合国教科文组织
7.makeacommitment承诺，保证，承担
(=makeapromise)
8.tobeginwith首先；第一点（理由）;起初
9.createapositiveattitude有积极的态度
10.attachimportancetoeducation重视教育
11.dropout辍学，掉队，退出
12.bescepticalof对……抱着怀疑的态度
13.haveatendencyto趋向于….=tendto
14.ratherthan胜于，而不是
15.takein接收，收容;接受,接待,吸收,理解,包括,轻信,注意到,欺骗
16.resultin=cause导致，产生某种作用或结果(前因后果)
resultfrom=becausedby由。。。所引起（前过后因）
17.mixed-gradeclasses混合班级
18.spreadout:铺开，展开
19.dependon=relyon依赖，指望
20.donatemoneythroughtheHopeProject通过希望工程来捐款
21.oneinthree=oneoutofthree每三个中一个
22.providethemwithafullcurriculum提供他们全部课程
23.adoptdistancelearningmethods采用远程教学的方法
24.overcomeproblems克服困难
25.accomplishagoal实现目标
26.intheleastdevelopednations在一些最不发达的国家
27.raisemoney筹钱
28.inremoteareas在边远山区
29.inruralareas在乡村地区
inurbanareas在城市地区
30.reachthetarget/goal达到目标
Languagestudy
1.updatetheirskills更新他们的技能
2.livingstandard生活水平
3.beofbenefit有益，有用
4.inthenextdecade在后十年
5.workout:
算出（总数）；
toworkoutasum
带来好结果；有预期的结果
Thingswillworkthemselvesout.事情会有好结果的。
运动，锻炼toworkoutatthegym
Integratingskills:
1.inotheraspects在其他方面
2.itisevidentthat=itisobviousthat很明显…
3.absorbinformation吸取信息
4.givecloseattentionto密切注意
5.takeahands-onapproachtoeducation通过动手实践的方法来接受教育
6.avarietyof各种各样的
7.tosuittheirstudents’differentlearningstyles适应学生不同的学习方式
Words:
1.beloadedwith/beburdenedwith
2.haveatendencytodo/forsth
3.beabsentfrom
4.distributeamong
5.donatesthtosb
6.covermanyaspect
7.It’sevidentthat=It’sobviousthat
8.select/choose

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