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人教新课标准Unit 4 grammar(人教版高一英语必修一教案教学设计)

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篇1：人教新课标准Unit 4 grammar(人教版高一英语必修一教案教学设计)

Period 4 grammar(II)

Teaching Aims:

1.Review the Attributive Clause and learn to use the relative pronouns: who, whom, which and that.

2. Learn the relative pronouns: whose

Teaching Important Points:

Review the Attributive Clause and try to master the relatives better.

Teaching Difficult Points:

How to help the students master the Attributive Clause better.

Teaching methods:

!. Review method to help the students remember what they have learnt before.

2. Individual work or pair work to make every student work in class.

Teaching aids: computer

Teaching procedures:

Step 1 game

Guess the name:

1.He is a chinese scientist who/that made the first seismograph.Zhang heng

2.He was a great Chinese navigator who/ that made seven voyages to the Indian Ocean.Zheng He

3.It is the only country that covers an entire continent. Australia

4.He is a Chinese basketball player who was born in Shanghai. Yaoming

5.China launched its first lunar probe on 24th,October, which marks a new milestone in the country's space exploration history. Chang’e I

Step 2 lead in

1.show some pictures of our school.

JinQing high school is a school which/that is very beautiful

This is our new school which/ that we love very much.

This is our dormitory building which/ that is beautiful and clean.

2.Discuss with your partner the following questions

What kind of teacher do you like best?

I like a teacher who/that…

What kind of students does Mr zhang like best?

The students (that/who/whom) Mr Zhang like best…

3.present the following sentences.

We study in a school whose environment is very beautiful.

This is the dining hall whose food is very delicious

The man used to be a football player. His leg was hurt in a match two years ago.

The man whose leg was hurt in a match two years ago used to be a football player.

4. practice: join two sentences into one.

Do you know the girl?

Her hair is very short in our class.

Do you know the girl whose hair is very short in our class?

He is the student.

I broke his pencil yesterday.

He is the student whose pencil I broke yesterday.

Mr King was quickly taken to hospital.

Her legs were badly hurt.

Mr King, whose legs were badly hurt, was quickly taken to hospital.

We shall make a decision about Ms King.

I have told you her story.

We shall make a decision about Ms King, whose story I have told you.

5.关系代词用法

关系代词指代在从句中的作用

that 人／物主／宾

which 物主／宾

who 人主／宾

whom 人宾

whose

(=of which) 人／物

定语

Step 3 Practice

1.Please make sentences with the pictures and the given key words, using the Attributive Clauses.

Show some pictures about sports meeting.

2. fill in the blanks.

1.The man _________came to our school is Mr. Wang. 2.The girl _________________ I met is Lucy.

3.A child _______parents are dead is called Tom.

4.I like the book ____________ you bought yesterday.

5. We shall never forget the days ____________we spent together.

6.I like the person _________you just talked.

7. I have a room ________window faces south.

3. Make a report about the typhoon

There was a typhoon ______ attacked Taizhou on Oct. 7th this year. It was a strong typhoon ___________ stayed in Zhejiang for a long time. It brought strong wind and heavy rain, ______ caused a lot of damage. More than 5 million people went through the typhoon, among ______ many people were trapped or injured. Many buildings fell down. It caused flood and mud-rock flow in many places, _____ resulted in a loss of more than 4.5 billion money. Teams were organized to rescue those ______ were trapped and help was given to those ______ suffered from the typhoon. Luckily, it was reported that no one was killed.

4.Translate the following proverbs:

1. He who laughs last laughs best.

2. He who does not reach the Great Wall is not a true man.

3. All that glitters is not gold.

4. The hands that push cradles are the hands push the world.

5. He who loves others is constantly loved and he who respects is constantly respected

6. Those who climb high often have a fall

7. God helps those who help themselves.

8. All is well that ends well.

9. Nothing in the world is difficult for one who sets his mind to it.

10. He who knows others is learned,and he who knows himself is wise.

11. True friendship is like sound health, the value of which is seldom known until it is lost.

Homework: class 2: 1.作业本A P34-36

2. English weekly p4 part 3

Class 12: 1. English weekly p4 part 3

2. English book p29 Ex2

Reflection:

篇2：高一新课标第三模块人教版教案(新课标版高一英语必修三教案教学设计)

1. Unit 1 Festivals around the world

2. Teaching aims of this unit

Talk about festivals and celebrations

Talk about the ways to express request and thanks

Learn to use Modal verbs

Write a similar story with a different ending

3. Sentence patterns:

Request:

Could/ Would you please…?

Could I have…?

Could we look at…?

I look forward to…

May I see…?

Thanks:

It’s very kind of you…

Thank you very much/ Thanks a lot.

I’d love to.

It was a pleasure…

Don’t mention it.

You are most welcome.

4. Modal verbs:

May might, can could will would shall should must can

The first period Speaking

1. Teaching aims:

Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up

Phrases: Would you like … Could I have…?

Might I offer help…? May I see…?

You should try…Could we like at…?

Can you suggest…? We might take…

Teaching Procedures

Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?

Ss. Yes. Of course!

T: When did you feel most happy and excited?

Ss: At the Spring Festival.

T: Who can tell us why? Any volunteers?

S1: Because it is the most important festival in our country.

S2: Because I got a lot of lucky money from my parents.

S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.

S4: Because I met my cousins and friends who I hadn’t seen for a long time.

T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?

Ss: New year, Yuan xiao festival…

:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?

Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…

T: You have done a good job, boys and girls! .

Step ⅡWarming –up

Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.

Festivals Time of year/date What does it celebrate What do people do

Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends

Step Ⅲ Pre- reading

Discuss in groups of four

1. What’s your favourite holiday of the year? Why?

2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?

Step ⅣAssignment

1. Consolidation

2. Listening to the material again after class to be familiar with it.

3. Homework: Collect as much information about festivals as possible.

The second period Reading

Teaching Aims

1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily

2.To enable the students to know the earliest festivals with reasons for them and four

different kinds of festivals that occur in most parts of the world

3.To enable the students to master some English expressions and phrases about festivals.

4. Teach the basic reading skills: skimming and scanning.

5. Try to compare and make conclusion s of different festivals.

Step ⅠRevision

1. Greetings.

2. Review the new words of this part.

3. Check the students’ homework---festivals

Step ⅡReading

1.Scanning

T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.

( Ask the student to look through the questions and then read the text silently.)

( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)

2.Intensive reading

( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)

T: Read the text loudly for a second time and them try to tell if these sentences are True or False.

1. The ancient people needn’t worry about their food. ( F )

2.Halloween used to be a festival intended to honor the dead. ( T )

3.Qu Yuan was a great poet who people honor a lot in China. ( T )

4.Mid-autumn Festival is held to celebrate the end ot autumn( F )

5.Easter celebrates the birth of Jesus. ( F )

3.Reading and discussion

T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.

( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)

4.Explanation

(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)

T: Now I will discuss some important sentences and phrases in the passage.

a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.

b. In memory of

c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.

d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.

e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.

f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.

The suggested explanation:

a. An attributive clause.

The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.

b. in memory of … serving to recall sb, to keep him fresh in people’ minds.

He wrote a poem in memory of his dearest wife, who died in an accident.

in honor of ( showing great respect or high public regard)

in hopes/the hope of (hoping)

in defence of (defending)

c. a noun phrase followed by an attributive clause as the appositive

d. two clauses for reason

e. energy→energetic adj. ( full of or done with energy)

look forward to ( to is a preposition here.)

devote to, be/get used to, get down to , stick to

e.g. I’m looking forward to hearing from you.

Step Ⅲ Listening

T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).

The third period Learning about language

Teaching aims:

1. Let the students know the usage of modal verbs.

2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.

Step Ⅰ Greeting and Revision

( Ask some students to retell the text we learned .)

StepⅡ. Practicing the useful words and expressions

T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?

Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.

T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.

S1. I’m looking forward to hearing form my friend

S2: We are talking about verbs.

S3: Would you like to talk with me?

S4: Who can think of an effective solution to the problem?

S5: Please think about my proposal.

Step Ⅲ Useful Structures

T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94

Step Ⅳ Summing up and home work

T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.

Homework

1. Practice of WBP42EX.1,2,3.

2. Please find out10 sentences with modal verbs, and try to get their meanings.

The fourth period Listening

Teaching aims:

1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes

2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.

Step Ⅰ Revision

After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.

Step Ⅱ Warming up

T: By the way, what’s the topic of this unit?

Ss: Festivals around the world.

T: Would you like to know something more about festivals around the world?

Ss: Of course.

T: Now I will show you several pictures. What’s the festival called?

Ss: Carnival.

T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.

Step Ⅲ Listening

T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.

( It’s important to encourage the students to adapt their present knowledge any

skill to a variety of situations wherever they can. Make sure to allow various

expressions of the answers. Do not demand the same words form all students.)

Step Ⅳ Speaking

This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.

Step Ⅴ Listening task

T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43

and look at the pictures. They have something in common. Can you find it out?

Ss: They are all about festivals bout the dead.

T: That’s right. I will play the tape for you. For the first time you should try to

write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.

The fifth period Extensive reading

Teaching aims:

1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,

2. Learn to compare the festivals in China and in western countries.

Step ⅠRevision

Check homework

Step ⅡReading (1)

T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.

The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)

Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)

Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)

Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.)

T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.

Some language points:

1. turn up: appear

2.keep her word: keep her promise

3.hold his breath: wait without much hope

4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow

5.remind sb of sth: make sb think of sth

Step Ⅲ Discussion and writing

T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.

Step Ⅳ Reading(2)

T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.

Added material:

Thanksgiving Day

Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.

Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.

Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.

Halloween

The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.

Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.

They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.

This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.

According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.

Easter

On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.

Hot Cross Buns

Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.

The Easter Egg

As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.

From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.

Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.

O-bon Festival

Bon Dance

During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.

Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.

Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!

Unit2 Healthy eating

Teaching Aims of this unit

1. Talk about healthy eating

2. Making suggestions or giving advice on diet

3. Distinguish the meanings of Modal verbs

4. Make a balanced menu

5. Vocabulary:

6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on

7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice

seeing the doctor.

8. The use o f ought to

The first period Warming up and reading

Step Ⅰ Warming up

Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.

Step Ⅱ Pre-reading

Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.

T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer

Sugar Chocolate or grapes

Cakes or bananas Chocolate

Cakes

Fat Cream or rice

Chocolate or chicken Cream

Chocolate

Fiber Peas or nuts

Pork or cabbage Nuts

Cabbage

protein Potato crisps or ham

Eggs or cream Ham

eggs

Step Ⅲ Reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.

a. The two restaurants supplied the healthy diet.

b. The reason why Yong Hui’s restaurant was so popular with customers.

c. Wang Pengwei found out why he had lost his customers and decided to win them back

2. Careful reading

T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.

a. Usually Wang Pengwei’s restaurant was full of people. (T )

b. Yong Hui served a balanced diet. ( F)

c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)

d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)

e. Yong Hui’s menu gives them energy foods. (F )

f. Wang Pengwei’s menu gives tem foods containing fiber. (F )

g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )

h. Wang Pengwei decided to copy Yong Hui’s menu. (F )

Step Ⅳ Comprehending

By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.

T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages

Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods

Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?

S1:…

S2:…

S3:…

T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?

Ss: Yes.

T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:

a. Wang Pengwei sat in his empty restaurant feeling very frustrated.

This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.

b. Nothing could have been better.

This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.

c. He couldn’t have Yong Hui getting away with telling people lies!

This sentence means that he will punish Yong Hui for her telling lies.

Step Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

The second period Language study

Step ⅠRevision

1. Check the students’ homework.

2. Ask some of the students to retell the text.

Step Ⅱ Word study

This part is a consolidation of the words in the text. Ask the students to do the exercise individually.

T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.

…

Step Ⅲ Grammar

The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.

T: Please pick out all the sentences containing modal verbs in the text.

a. By lunchtime they would have all be sold---It indicates possibility.

b. His restaurant ought to be full of people.---It indicates possibility.

c. What could have happened?--- It indicates possibility.

d. Nothing could have been better.--- It indicates possibility.

e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.

f. He could not believe his eyes. ---It indicates intension.

g. He wonder if he should go to the library to find out ---It indicates duty.

h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.

…

Step Ⅳ Homework

1. Review the rules of word formation and the meanings of modal verbs.

2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

The third period Listening

Step Ⅰ Revision

1. Check the using structure on page 50.

2. Ask the students to make a short dialogue in pairs.

Step Ⅱ Listening( using language)

The students will hear what Wang Pengwei did after leaving Yong

Hui’s restaurant. Ask the students to finish the chart and answer the questions.

T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.

( Play the tape. Students write down the answers and check the answers with their partners.)

T: Now listen to it again and try to make sure your answers are right.

Energy-giving Body-building Protective

Rice Meat Fruit

Noodles Fish vegetables

Nuts Tofu

butter

Step Ⅲ Listening (WB P48)

The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.

T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.

Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)

Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)

Step Ⅳ Homework

1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.

2. Find some information about healthy eating on the Internet.

The fourth period Extensive reading

Step ⅠRevision

1. Check the homework

2. Share the information the students have got form the Internet.

Step Ⅱ Pre-reading

Ask the students to read some proverbs and translate them into Chinese.

T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.

a. You are what you eat.

b. An apple a day keeps the doctor away.

c. First wealth is health.

The students discuss with their partners.

a. 人如其食.

b. 一天一个苹果,医生不来找我.

c. 健康是人生的第一财富.

Step Ⅲ Reading

The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.

T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.

Ask the students to report their work.

What did they do? Result

Combine their menu and provide a balanced one

1. raw vegetables with hamburgers

2. the boiled potatoes, not fried

3. fresh fruit with ice cream 1. cut down the fat

2. increase the fibre

3. a big success

Then find the words from the text to match the definitions.

Definitions words

Stare angrily or fiercely Glare

Take a long deep breath Sigh

Keep alive in a certain style Earn one’s living

Advantage or profit Benefit

Join or mix together to form a whole Combine

Owe a lot of money In debt

Step Ⅳ Homework

1. Collect eating attitudes from the Internet

2. Practice presenting reasons to support your ideas.

The fifth period Speaking

Step ⅠRevision

Check the students’homework.

Step Ⅱ Warming up

T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.

First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.

Step Ⅲ Talking

If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.

( Divide the class into two groups: team A and team B.)

T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.

Doctor Patient

What’s the matter? What should I do ?

How long have you been like this? What seem to be the trouble?

I think you ought to.. Do you think you could give me some advice?

Perhaps you should…

I suppose you had better…

Step Ⅳ Speaking task

This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.

T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.

I don’t agree That’s a good idea.

I’m afraid not Certainly/ Sure.

Of course not. All right.

I don’t think so. No problem.

Yes, I think so.

Step Ⅴ Homework

1. Review the sentence structures, new words and expressions.

2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

The sixth period Writing and re-viewing

Step ⅠRevision

Check the homework and take a dictation.

Step Ⅱ Writing

This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.

T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.

1. Describe the new design

2. Draw a plan

3. explain the advantages of your ideas

Unit Three The Million Pound Bank-Note

Teaching aims:

1. Talk about short stories and dramas.

2. Learn how to act out a play

3. Learn how to request and order food

4. Learn noun clauses as the object and predicative

The first period Intensive reading

Step I.Warming up

1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

T: Do you know something about the American writer Mark Twain?

Ss: A little.

T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.

3. Students read the passage about Mark Twain and answer the questions given in the form on page 23.

a. What’s the real name of Mark Twain?

b. When was he born and when did he die?

c. Do you know all the places where he lived?

d. Can you name three of his famous stories?

T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.

Step ⅡPre-reading

Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.

T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?

( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

…

T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.

Step Ⅲ While reading

1. Scanning

Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions

a. How did Henry Adams come to England?

b. Where did Henry work before? How much did he have?

c. What did the two gentlemen give Henry?

d. When can Henry open the letter.

2. After the students discuss the questions and then check the answers with the whole class.

T: Listen to the tape and try to find out the characteristics of the whole passage.

Ss: This is part of a play. So, the narration is written in the present tense.

T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.

Step Ⅳ Post-reading

Do comprehending exercises and explain :

a. a large amount of: a large quantity of; a great deal of

e.g. They bought a large amount of furniture before they moved their new house.

b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

e.g. We made a bet on the result of the match.

c. permit sb to do something: allow somebody to do something

e.g. My mother doesn’t permit me to ride in the street after it rained.

d. by accident: as a result of chance

e.g. I only found it by accident.

e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

f. to be honest: to tell you the truth; to be frank

e.g. To be honest, I don’t think we have a chance of winning.

Step Ⅴ Homework

1. Review the key sentences in this part

2. Preview the words in the second period.

3. Act out the play in groups

The second period: Acting

Step I Acting

T: Are you ready to act out the play now< class?

Ss: Yes.

T: Good. Let’s welcome the first group and the second group please get prepared.

…

T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?

Ss: Yes, of course.

Step II Homework

Review what we learned in this unit

The Third period Watching the movie The Million Pound Banknote

Unit 4 Astronomy: the science of stars

Teaching aims:

1. Talk about the science of stars

2. Practise giving instructions

4. Learn to use noun clauses as the subject

5. Learn to write an essay to show your problems and the way to overcome them.

6. Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out

The first period Intensive reading

Step Ⅰ Presentation

T: Hello, everyone! Today we will come to Unit 4, Astronomy. Before that I have a question: where do we come from? Or we can say: Who are our ancestors?

S1: Monkeys!

S2: Beijing Ren who lived many years ago.

S3: dinosaurs

…

T: Very good! Do you know what it was like before life appeared on earth?

S4: Full of water…

Bs: I don’t know.

T: Do you want to get more information?

Ss: Yes, we do.

T: Today we will learn something about how life began on earth. Turn to page 25. Let’s come to Warming up first.

Step Ⅱ Warming up

5. Read the three questions, while the students listen and follow.

6. Give the students several minutes to discuss the questions.

7. Collect answers from the class.

8. Check answers while discussing.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.

T: Now discuss these questions with your partners. Then I will ask some of you to tell us your stories. Are you clear?

Ss: Yes.

a. Do you know each religion or culture has its own ideas about the beginning of the universe? Give an example if you know.

b. Do you know what a scientific idea is?

Read some stories to the students.

Pangu separates the sky from the earth;

The Biblical Account;

India;

Japan;

Europe;

…

Step Ⅳ Reading

1. Scanning

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look throuth the whole passage. Tell them to read silently and then ask some detailed questions about the text. Encourage them to express their ideas.

T: We are going to learn a passage about how life began on the earth. Now read the text quickly and then answer my questions.

a. What was there on the earth before life began?

b. Why do scientist think there has never been life on the moon?

c. Why do animals first appear in the sea?

d. Why do green plants help life to develop?

e. Why were mammals different from other animals?

Discuss the answers with the whole class.

2. Skimming

In this part, students will read the text again and finish part 1,2,3

T: Now skim the passage fast to finish part1,2,3,4 Then we will check the answers together.

Key to part 1: DBIGEHACFJ

Discuss the rest with the students.

Step Ⅴ Listening

Listen to the tape for the students to follow and have further understanding of the passage.

T: Read after the tape, then answer me some questions with your book closed.

a. How did water come into being on the earth?

b. Why is water important on earth?

Step Ⅵ Language points

T: Turn to page 25. Let’s look at the sentences:

a. It exploded loudly with fire and rock, which were in time to produce the water vapour.

Which leads non-restrictive attributive clause.

in time: sooner or later; eventually

I will see him in time.

In time ( for sth/to do sth): not late

She will be back in time to prepare dinner.

In/out of time: in/not in the correct time

The audience clapped in time to the music.

b. Nobody knew that it was going to be different from other planets going around the sun.

Be different from: not like someone or something else in one or more ways

City life is quite different from country life.

c. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

To come: serves as attributive

She is the last person to do such a thing.

Depend on: something might only happen or be true if the circumstances are right for it

Our success depends on whether everyone works hard or not.

d. Walking does need a bit of practice now that gravity has changed.

Now that: because of the fact that

Now that I am free, I can enjoy music for a while.

Now that you have grown up, you can decide it by yourself.

Step Ⅶ Homework

1. Retell the passage

2. Remember important language points

The second period Language study

Step Ⅰ Revision

1. Check retelling of the passage

2. Translate the following sentences.

a. 你迟早会成功的.

b. 我的车与你的不一样.

c. 站在门旁边的那个人是谁?

d. 他总是第一个来,最后一个走.

e. 既然你已经长大了,你自己决定吧.

篇3：人教新课标必修1 unit 1 and unit 2 教参(新课标版高一英语必修一教案教学设计)

封面扉页版权页编写人员

前言（Foreword）

Unit 1 Friendship

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 2 English around the world

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook（练习册教学指导）

Unit 3 Travel journal

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 4 Earthquakes

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 5 Nelson Mandela - a modern hero

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook（练习册教学指导）

Unit 1 Friendship

教学目的和要求

（Teaching aims and demands）

类别课程标准要求掌握的项目

话

题 Friends and friendship; interpersonal relationships

词

汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away

set down a series of on purpose in order to face to face according to get along with

fall in love join in

功

能 1．态度（Attitudes）

Are you afraid that ...?

I've grown so crazy about ....

I didn't dare ....

2．同意和不同意（Agreement & disagreement）

I agree．I think so．Exactly．

I don't agree．I don't think so．I'm afraid not．

3．肯定程度（Certainty）

That's correct．Of course not．

语

法直接引语和间接引语（I）：陈述句和疑问句

1．陈述句

“I don't want to set down a series of facts in a diary,” said Anne．

→ Anne said that she didn't want to set down a series of facts in a diary．

2．一般疑问句

He asked, “Are you leaving tonight?”

→ He asked us whether we were leaving that night．

3．特殊疑问句

“When did you go to bed last night?” Father said to Anne．

→ Father asked Anne when she went to bed the night before．

教学建议

（Suggested teaching notes）

一、教学内容分析

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。

“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。

“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。

“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。

“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。

“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

本单元所涉及的要点是：

（一）朋友是不是仅限于人类，朋友的真正含义，以及如何与人相处的问题。

（二）陈述句和疑问句的直接引语和间接引语。

（三）对于个人观点、态度的一些表达方法。

（四）本单元所出现词汇的用法。

二、教学方法建议

（一）关于友谊与朋友的讨论一般人认为只有与人交朋友才算真正交朋友，本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题。例如：

1．描述朋友

示例：The teacher can ask students to describe one of their friends - their appearance, personality, hobbies, etc．

Sample description: I have a few good friends, but I think Miki is my best friend．We both read a lot and we're very interested in films．We spend a lot of time watching videos and talking about films and books．She works hard．She is very helpful．Whenever I am in trouble, she will help me out ....

2．结交网友

Sample questions: Have you made any friends over the Internet? / Do you have any epals? Do you think it's a good idea? / Do you agree that we should make friends over the Internet? Give your reasons．

Sample answers with reasons: Yes, I think so． / No, I don't think so．I agree ... because we can meet all kinds of people over the Internet． / I don't agree ... because you never know what kind of people you may meet over the Internet．

3．观点交流

示例：We all agree that to have a good friend, you need to be a good friend．

The teacher can write the statement on the blackboard and ask the students to have a group discussion．Ask them,”What do you think of this statement and how can you be a good friend?”

Students may have the following ideas and say,”That's right．（I agree．）If you want others to be kind to you, you should first be kind to them ....”OR“I don't think it is right．（I don't agree．）Sometimes if you are too kind to others, they may take advantage of you．

4．善交朋友

示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend．

Students may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent ...

5．不善交朋友

示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend．

Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...

6．朋友的重要性

示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have?”

Students may have a dialogue like this:

S1: I think what is important for me is that a friend is always around when I need him / her．If I feel sad or upset, he / she will comfort me．He / She won't leave me alone when I'm in trouble．He / She will help me．

S2: I agree, but I think a real friend should also tell you the truth．He / She should tell you what she really thinks about things．

S1: That's right．He / She should also be able to share with me what he / she has．For example, when I need some books or something like that, he / she lends them to me．

以上活动仅供参考。教师在可能情况下还可以让学生用间接引语转述其他学生说的话。

例如：1．S1: I don't agree with you．

S2: Wang Ping said he didn't agree with you．

2．S1: Is money very important between friends?

S2: Li Kai asked if （whether）money was very important between friends．

（二）口语训练开展本单元“语言运用”中的 Speaking 这项活动时，教师可根据实际情况组织学生按要求进行小组讨论。下面提供的例子，仅供参考。

A: Now let us design a questionnaire to find out what kind of friend one is．

B: OK．First we must think of four questions and three possible answers to each question．

A: What about the first question? Have you got one in mind?

B: Suppose your friend has taken away your book by mistake．What would you do or say to him / her?

A: That's a good question．Let me put it down．“Your friend has ....”

B: Then how about the three possible answers?

A: Well, the answer I think shoule be“You will ask your friend to be more careful next time．”

B: I agree．The worst choice would be”You will get upset and won't talk to him / her any more．”

A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”

B: That's quite natural．How many points shall we give each choice?

A: The total score is two．The best should score two and the worst zero．

B: The third will score one．Shall we go on to the next question?

...

（三）阅读训练阅读课文摘自《安妮日记》，讲述了安妮把日记作为朋友倾诉自己内心感受的一段故事。二十世纪四十年代纳粹德国统治欧洲大部分地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害、送到集中营强迫劳动、驱逐出欧洲等。教师应该让学生了解这段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然地习得语言。只有了解当时的历史背景，才能理解她当时的心境和为什么将日记视为自己的朋友，才能深刻理解安妮日记的内涵。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”“如果你三天不许出门，呆在一个小阁楼上，你会做什么？” 这样可以使学生通过体验学习，感悟语境、实践语言，以达到强化学生语言意识，积累语言经验的目的。

在此基础上请学生做“理解” （Comprehending）练习，效果会更好。在进行了较全面、深入的探究之后，学生已经将课文里的大部分内容融会贯通，消化理解。这阶段要尽量挖掘学生的学习潜能。让学生做学习的主人，学会自己解决问题。在交互学习、合作学习中，解决他们在理解课文的过程中产生的问题。通过讨论，发现和猜测文中生词、短语的意思。一些词、短语、难句、语法问题可以通过讨论得到解决。剩余的难点或学生讨论时忽略的重点，教师要及时补充。教师不要急于讲解课文、单词、短语、难句、语法等，要注意给学生提供充分的思维时间和空间，使学生的学习潜能得以最大限度的挖掘。

（四）词汇教学本单元的一些单词和短语要针对学生的不同需要、不同层次、不同情况给予不同的指导和训练。教师可适当培养学生根据语篇、语境猜词的能力。比如：I don't want to set down a series of facts in a diary as most people do, but ... 先问学生他们一般写日记写什么，多数情况下如何写？学生会提出许多种日记的写法，其中可能有“流水账”写法。学生自然会猜到set down a series of facts应该是“记流水账”的意思。再如cheat一词的学习，引导学生读原句 You are taking your end-of-term exam．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．让学生考虑不用功的学生在考试中请别人“帮忙”，看别人的试卷是什么行为，那一定是“欺骗、作弊”。所以，使用新教材教学生单词，一定要改变过去那种教师照字典讲讲讲，学生在课堂上记记记的做法。因为语言学习不只是传授性的，而且具有体验实践性，要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略；激发学生的学习热情，让学生学会自己动手，收集信息、处理信息，用所学语言去实践。通过自学、自做解决问题，同时帮助其他同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。

教师要根据学生的实际情况和需要进行讲解和操练。切忌面面俱到，照搬照抄。

（五）写的训练本单元写作训练的设计十分有利于“任务型”教学。如：一位学生写给编辑的信，谈了自己没有朋友的烦恼，请编辑帮忙。这一训练要求学生以编辑的身份给这位学生写一封回信，并给出了一些写作指导和建议。我们可以看到，这个任务的设置既有真实语境支持，又有双向和交互特征。教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。此处教师可根据学生情况安排一个任务。

例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor．Now you have a chance to talk to the‘editor'instead of writing to him．Make a dialogue with your partner．”

（六）语法教学本单元的主要语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。学生用书和练习册中已有比较充分的练习。教师在教学中注意提醒学生不要死记硬背直接引语转换为间接引语的一些简单规则，而是要启发学生从实际出发，灵活掌握、运用规律。

例如：My friend says,”I will come here tomorrow．”如果用间接引语表示，有许多不同的表达方式。

如果此时此地，你来转述，应该说：

My friend says she（he） will come here tomorrow．

如果时间变了，地点不变，你来转述，应该说:

My friend said she （he）would come here the next day．

如果地点变了，时间还是今天，你来转述，应该说：

My friend said she （he）will go there tomorrow．

如果时间地点都变了，你来转述，应该说：

My friend said she （he）would go there the next day．

如果由别人转述，时间地点都变了，应该说：

He （She）said he （she）would go there the next day．

由此可以看出，使用直接引语和间接引语要注意具体语境。

三、自我评价建议

（一）非测试性评价

学生学完本单元后，通过练习册中的Checking yourself 进行自我评价，主要评价一下自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题，学习策略有什么改进，还有什么地方需要加强。同时，使学生加深对友谊、友情、朋友的理解，以及如何正确交友处友，对待友谊友情，处理朋友间发生的问题等。

下面的两项补充评价活动供教师在教学中参考使用。

自我评价（1）最好用于期末：

Level - Senior 1 or 2

Time - 15-20 minutes

Materials - One copy of the questionnaire for each student

Questionnaire

WHAT LEARNING ACTIVITIES WERE MOST USEFUL TO YOU?

Number the following activities according to how much they helped you to learn English．（1 = most useful to you, 2 = useful to you, 3 = not useful to you）

Learning vocabulary lists by heart

Doing grammar exercises

Translating

Listening to people talking

Listening to tapes and answering questions

Listening to the radio or watching TV

Writing compositions or letters

Practising speaking with other people

Going to the language lab

Reading books or stories for pleasure □

□

Compare your answers with your partner and explain to each other why some activities are more useful to you．

自我评价（2）主要用于本单元：

Read the following statements and then tick Yes or No to show your opinions upon friendship．

Yes No

1．Friendship is very important to me．□ □

2．I have a lot of friends．□ □

3．There can be true friendship between a schoolboy and a schoolgirl．□ □

4．I am very kind to my friends．□ □

5．I think everyone should have friends．□ □

6．Friends must have the same character．□ □

7．I keep a diary and think it is my close friend．□ □

8．When my friend is in trouble, I am always ready to help．□ □

9．I don't like to talk to others very much．I like to be alone．□ □

10．I keep a pet animal and treat it like a friend．□ □

（二）测试性评价

1．Complete the sentences using the words below in their proper forms．

add point ignore reason dare

suffer advice communicate power

1）Can you explain the ________ behind the decision?

2）Jane, who grows up in a circus, is able to ________ with all the animals．

3）After the earthquake, people hardly ________ hope that their families were still alive．

4）I ________ from a bad headache after the operation．

5）I followed my teacher's ________ and bought an English-English dictionary．

6）Parts of the city had ________ cuts yesterday because of the big fire from the restaurant．

7）Please ________ your daughter's name to this list．

8）Air pollution is one of the problems that we can't afford to ________．

9）There are five important ________ in her speech．

参考答案：

1）reasons 2）communicate 3）dared（to）

4）suffered / was suffering 5）advice

6）power 7）add 8）ignore 9）points

2．Complete the short passage using suitable phrases you learned from this unit．When you finish, try working out a surprising ending of the story with a partner．

Paul and I are good friends．We always ________ each other．He can ________ in his head quite easily, but I have to ________ all the numbers on paper for calculations．Last week Paul took me to a newly opened small pub．I ________ it as soon as I stepped in．It was such a nice place with all kinds of lovely candles．While we were chatting happily together, someone came near at our table．He asked politely,”Can I ________ ?“...

参考答案：

get along （well）with; add up; set down; fell in love with; join in

补充参考资料

（Supplementary reference materials）

补充注释

（一）词汇注释

1．add（v．）

1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。

Please add something to what I've said, John．约翰，请对我说的话做点补充吧。

2）to join numbers, amount, etc so as to find the total 相加。

Add up these figures for me, please．请帮我把这些数字加起来。

add to something：to increase 增加。

What he did has added to our difficulties．他的所作所为增加了我们的困难。

add up to：to amount to 加起来等于；总计（达）。

The cost added up to 100 million yuan．费用总计达一亿元。

2．cheat

用作动词，表示

1）to act in a dishonest way in order to win 欺骗；作弊。

Any student caught cheating will have to leave the classroom．任何被发现作弊的学生将被赶出教室。

2）to take from （someone）in a dishonest way 骗；骗取。

They cheated the old woman （out）of her money by making her sign a document she didn't understand．他们让那老妇人在她不懂的文件上签字，骗了她的钱。

用作名词，表示

1）an act of cheating 作弊行为。

2）one who cheats 骗子。

3．go through

1）to examine carefully 仔细阅读或研究。

I went through the students?papers last night．昨晚我仔细阅读了学生的作业。

2）to experience 经历；遭受或忍受。

You really don't know what we went through while working on this project．你的确不知道我们搞这个项目吃了多少苦。

4．crazy （adj．）

1）mad, foolish 疯狂的，愚蠢的。

It's crazy to go out in such hot weather．在这么热的天出门，真是愚蠢。

2）wildly excited; very interested 狂热的，着迷的。

She is crazy about dancing．她对跳舞十分着迷。

5．lonely （v．）: unhappy because of being alone or without friends 孤独的，寂寞的。

He has been very lonely since his wife left him．妻子走后，他十分孤独。

lonely 与alone 的区别

alone （adj．）

1）without any friends or separated from others 单独的。

She lives alone．她独自一人生活。

2）only仅仅；只有。用于名词或代词之后。

The gloves alone cost $ 80．光是手套就花了80美元。

3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不带走；不触摸；不干涉某人或某事。

Leave that alone．It's mine．不要动，那是我的东西。

She has asked to be left alone．她要求不要打扰她。

6．be concerned about / for：be worried about 担心。

We're all concerned about her safety．我们都为她的安全担忧。

（二）难句解析

1．Your friend comes to school very upset．你的朋友来上学，心情非常不好。

1）upset （adj．）: worried; annoyed 不安的；心烦意乱的。

2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心烦意乱。

His cheating in the exam upset his teacher．他在考试中作弊，这使他的老师很生气。

2．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．

这里的who doesn't work hard 是非限制性定语从句。整个句子可译成“你的朋友不用功。他要在考试中（偷）看你的试卷，（要你）帮他作弊。”

3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈能推心置腹的朋友呢？

whom you could tell everything to 是定语从句，修饰friend。

此处的 like 相当于such as。

He has learned some foreign languages, like （such as）French and German．他已学会了几门外语，如法语和德语。

4．I can well remember that ... 我记得非常清楚……

well n．井 adj．身体好 adv．好；非常 int．喔，噢，这个……

本课这句话中的well 是副词，意思是“非常、彻底、完全”（quite, much, thoroughly）。

George was well and truly drunk．乔治喝得烂醉。

I couldn't very well say no when there was no one else she could ask．她没有别人可以求助，我实在是无法拒绝她。

He finished the exam well within the time allowed．他在规定时间之前很早就做完了试卷。

5.... flowers could never have kept me spellbound．……鲜花从未令我心迷神往过。

spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。

The children watched spellbound as the magician took rabbits from his hat．当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。

Teaching guide for the Student's Book（学生用书教学指导）

INTRODUCTION

This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．

PERSONS

Mr Frank Anne's father who once worked in a trade office

Mrs Frank Anne's mother who stayed at home to look after the family

Margot Anne's older sister who was very intelligent, studious, and quiet

Peter Son of another family who lived with the Franks in the attic

BACKGROUND

This is a true story．It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe．The Nazi Party ruled Germany from 1933 to 1945．One of their key policies was to kill all the Jews in Europe．If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland．Families were separated and transported in trains．For many days, they went without food, water, sanitation or fresh air．To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends．This is what Anne's family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．

______________________________________

SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic? which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne's family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne's apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．

______________________________________

WARMING UP

The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To ”Warm up“ means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．

This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．

The following are suggestions for introducing the topic of this unit:

1 Get the students to make a list of three qualities a good friend should have．

2 Have students get into groups of four to find out what qualities each has listed．

3 Have a member of each group report on what their lists have in common and list them on the board．

4 Ask the class whether or not they agree with all the qualities listed．

5 Now have students do the survey in the textbook．

6 Have students look again at the list to see whether it should be revised．

Explanation of each item:

Question 1

This question deals with how thoughtful you are towards others．How much do you value your friend? Is it enough to help him / her? Would you change the time of the day you go to the cinema to fit in with him / her? The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows a concern for your friend as well as your wish to go to see a film．C gets a slightly lower score because although it shows you want to go with your friend （because you change the plan）, you do not help your friend．

Question 2

This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken? A gets the lowest score because you are not giving your friend another chance to behave better this time．B gets a higher score because you let your friend borrow the camera again．This shows kindness and forgiveness for the trouble you had when it was returned broken．But you are not balancing his needs against your own．That is why C gets the highest score．You are showing your friend that you will trust him / her with the camera again but this time you are giving him / her rules in case it gets broken．

Question 3

This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities? A gets the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend．This is not responsible．You have things that you need to do．Of course your friend is important but not more important than your responsibilities．B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too．But it does not show any real interest in his / her problem．C gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．

Question 4

This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do? A provides the correct amount of responsibility to your friend．You recognize that it was your fault and will put it right and pay for the damage．So it gets the highest score．B provides some understanding that you are responsible．You put the situation right but you do not pay for the damage yourself．So it does not get the highest score．C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour．

Question 5

This question is concerned with honesty．If you let your friend look at your paper or somebody else's paper, you are helping them to cheat．That is not honest, so answers A and C get no marks．But it takes courage to tell your friend that they should have studied and that they cannot look at your paper．That is also the honest answer．So you get 6 points for B, which is more than any

other in the quiz．

Results

4-7 points: You are not a good friend．You either neglect your friend's needs or just do what he / she wants you to do．You should think about what a good friend needs to do．Think more about this．

8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend's needs and feelings．Try to strike a balance between your friend's needs and your own responsibilities．

13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend's needs．Well done!

PRE-READING

The purpose of the pre-reading activity is to begin to focus students?attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．

READING

The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne's longing for a normal life．She especially missed going outside and enjoying nature．

1 Teaching new words and structures

The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student's misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．

2 Understanding ideas

This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:

1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel?

2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?

3 Ask students to guess why the windows had to stay closed．

4 Consider what Anne means by the word ”crazy.“ In this context, ”crazy“ has the informal meaning of ”enthusiastic“ but its formal meaning is ”mad.“ However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．

5 In the same way, ask the students to consider what ”spellbound“ means．In this context it means ”to concentrate with delight for some time.“

Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．

3 Discussion of ideas

This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:

1 What you would do if your family were going to be killed just because they did something the Emperor did not like?

2 Where would you plan to hide?

3 How would you arrange to get food given to you every day?

4 What would you do to pass the time?

4 Discussion of style

This is where the students begin to use the text to help their own writing．So it is important to ask the students:

1 What do you think is the purpose of this passage? Why did Anne write it?

2 Do you think it is successful? Do you understand Anne's feelings?

3 What is Anne's tone? In other words, is the author angry, sad, happy or thrilled?

4 What is Anne's point of view? Do you agree with it? If so, why? If not, why not?

The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．

COMPREHENDING

These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．

Answer key for Exercise 1:

1 C 2 A 3 B 4 E 5 D

Answer key for Exercise 2:

1 B 2 C 3 D 4 A 5 C

篇4：高一英语必修2 教案教学设计(人教版英语高一)

Unit 1 Cultural relics

单元整体设计思路

第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)

第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)

第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)

第五课时: 听说课 Listening; Talking (p. 41)

第六课时: 读写课 Reading and writing (p. 7)

第七课时: 单元评价课 Self-test and self-evaluation; Summary

第一课时阅读课

一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

二、教学目标

在本节课结束时，学生能够

了解文化遗产的基本概念、本质特点以及基本类型。

通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

用归类法学习词汇。

用自己的话复述琥珀屋的故事。

运用本课时学习的内容和自己已有的知识讨论相关话题。

三、教学步骤

步骤一热身

1．请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。

2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。

注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。

设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

步骤二读前

1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。

设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

步骤三读中

1. 请学生略读课文，核查自己预测的内容是否正确。

2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。

3．请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。

4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。

设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

步骤四读后

请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。

设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。

步骤五讨论

请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。

设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

步骤六作业

设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

篇5：人教新课标Unit 1 period 2 reading(新课标版高一英语必修一教案教学设计)

Period 2 Reading “Anne’s Best Friend”

1. Teaching objectives:

1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;

4). To learn the writing style of this passage.

2. Teaching method: Task-based teaching

3). Teaching procedures:

Step 1.Pre-reading

1. Please enjoy three pieces of music and find out what they are about.

2. Does a friend always have to be a person? What else can be your friend?

3. What do you know about the World War II?

4. Background introduction

Step 2 fast reading

1. Who is Anne?

Who/What was Anne’s best friend?

When and where did the story happen?

2. fill in the form below.

The time of the story

The place of the story

The heroine of the story

Anne’s best friend

The length of time they hid away

The date of the diary

Step 3. Careful Reading

1. Answer the following questions:

Why did Anne made her diary her best friend?

What is an ordinary diary like according to Anne? What about her diary?

Why was she so crazy about things to do with nature?

Why did she stay awake on purpose until very late one evening?

Why didn’t she dare open the window when the moon was too bright?

How do you understand the expressions “spellbound” and “held me entirely in their powder”?

2. Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Para. One: Anne made her diary her best friend whom she could tell everything.

Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.

Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.

Step 4 Post-reading

1. Comprehending exercises (on paper)

Time Nature Feeling

Before hiding

After hiding

2. Discuss what kind of feelings of Anne the following words from the letter imply.

words Anne’s feeling

nature free, peaceful, relaxed

outdoors free

crazy anxious, eager, thirsty

didn’t dare scared, frightened

thundering, entirely, power helpless, depressed, lonely

Step5. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step 6. Homework

1. Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.

2. Finish Ex.1-3 on p4.

3. Discovering useful words and expressions

Complete the following sentences, using words and expressions from Reading

1) She has grown _______ about computer games.

2) Was it an accident or did David do it on _______?

3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.

4) He used to work _______ even in the middle of winter.

5) Just the _______ of more food made her feel sick.

6) You had better have a _________ talk with him.

7) Born in a poor family, the manager _________ lots of hardships in his childhood.

8) A diary is often kept to ________ what happens in people’s daily lives.

篇6：人教新课标高中必修四 unit 2 金色教案(新课标版高一英语必修四教案教学设计)

Unit 2 Working the land

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(Working the land)

Aims

To help students develop their reading ability.

To help students learn about working the land.

Procedures

I. Warming up

Warming up by questioning

Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?

(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)

Has anyone of you ever been to the countryside? What did you do there?

(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )

Who are from a farmer’s family? What do you know about farming?

(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )

Warming up seeing and listening

Boys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.

Planting rice

Here is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?

Plowing the land

This photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.

Indoor harvesting

II. Pre-reading

1. Questioning and answering

Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?

(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )

If you had the chance to do one thing to help end hunger in the world, what would you do?

(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)

2. Giving background information about Professor Yuan Longping

Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?

(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the ”Father of Hybrid Rice.“

III. Reading

1. Reading aloud to the recording

Comprehension-understanding what you are reading-is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.

2. Reading and underlining

Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.

Collocations from A PIONEER FRO ALL PEOPLE

call sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output, produce one-third more of the crop, be born into a poor family, graduate from a college, devote one’s life to…, find ways to do sth., see the great need for doing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a piece of farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, be satisfied with…, care little about…, spend money on…, lead a comfortable life, have troubles, equip sb. for sth., care about…, keep one’s time for…, play one’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, an ear of rice, a grain of rice, awake from one’s dream

3. Reading, identifying and summarizing

Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.

(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?

What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!

4. Understanding difficult sentences

In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.

5. Reading and transferring

In pairs, read the text, find information to complete the following form.

Facts about Yuan Longping Facts about Yuan’s super hybrid rice

age capacity

education application

major contribution

hobby overseas

ideal future

IV. Closing down

Closing down by doing exercises

In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.

Closing down by having a dictation

To end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.

Yuan Longping, China's Most Famous ”Farmer“

Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s.

Since then, 50 percent of China's total rice cultivation fields have grown such rice,

which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous

scientist in China, who would rather be called ”a farmer.“Indeed, like many Chinese

farmers, Yuan in his 70s and has devoted most of his life growing rice in paddyfields,

but unlike those farmers, he reaps the seed from experimental fields only

for hybridizing rice.

2．A sample lesson plan for Learning about Language

(The –ing form as the Subject & Object)

Aims

To help students learn about The –ing form as the Subject & Object.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up reading aloud the text A PIONEER FOR ALL PEOPLE

Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.

II. Discovering useful words and expressions

In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.

III. Learning about grammar

1. Read and identify

Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.

In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.

It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.

2. Consolidating by do exercises

To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.

III. Ready used materials for The –ing form as the Subject & Object)

语法学习--动名词

1. 动名词作主语

1）名词直接放在句首作主语。例如：

Using the right hand to shake hands is a convention in many countries.

用右手握手是许多国家的一种习俗。

2）动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：

It is no good writing to him; he never answers letters.

写信给他不妥，他从来不回信。

It is no use your complaining; the company won’t do anything about it.

抱怨是没有用的，公司是不会管的。

3）动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：

It is good playing chess after supper.

晚饭后弈棋挺好。

It is useless speaking.

光说是没有用的。

4）动名词在“There is(was) no + doing”结构中作主语。例如：

There is no denying that she is very efficient.

她效率高是不容否认的。

There is no telling what he is going to do.

他要做什么一点消息都没有。

2. 动名词作宾语

1）有些动词后面要求跟动名词作宾语。常这样用的动词有：

admit 承认； excuse 原谅； postpone 拖延；anticipate 期望； fancy 想象

practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；

forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；

delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；

resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；

understand 理解； escape 逃避；permit 允许

例如：

I recommend buying the dictionary.

我建议买这本词典。

I don’t anticipate meeting any opposition.

我估计不会遇到任何反对意见。

Will you admit having broken the window?

你承认不承认打破了窗户？

2）有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：

can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；

give up 放弃； put off 推迟

例如：

He put off making a decision till he had more information.

在获得详情之前，他没有急于作出决定。

Do you feel like taking a walk?

你要不要去散步？

3）动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。

例如：

We are looking forward to coming to China.

我们期待着来中国。

We succeeded in getting over all the difficulties.

我们终于克服了所有的困难。

4）在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：

The children are busy doing their homework.

孩子们忙于做作业。

There is no point (in) making the simple experiments once again.

再做一次这种简单的实验是毫无意义的。

5）在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：

I consider it a waste of time arguing about it.

我认为辩论这事是很浪费时间的。

6）在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：

We can imagine there being a lot of fuss about it.

我们可以想象到人们对此大惊小怪。

Were you disappointed at there not having been more gifts?

你对没有更多的礼物感到失望吗？

3. 动名词的被动式

1）动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：

The watch needs repairing. (=The watch needs to be repaired.)

这块表需要修理。

The problem deserves thinking about. (=The problem deservers to be thought about.)

这个问题值得考虑。

2）在（be）worth后面只能用动名词的主动态来表示被动意义。例如：

His suggestion is worth considering.

他的提议值得考虑。

IV. Closing down by doing a quiz

巩固练习: 动名词要点单项选择测验

1. While shopping, people sometimes can't help ________ into buying something they don't really need.

A. to persuade B. persuading C. being persuaded D. be persuaded

2. -How do you deal with the disagreement between the company and the customers?

-The key ________ the problem is to meet the demand ________ by the customers.

A. to solving; making

B. to solving; made

C. to solve; making

D. to solve; made

3. How about the two of us ________ a walk down the garden?

A. to take B. take C. taking D. to be taking

4. -What do you think made Mary so upset?

- ________ her new bicycle.

A. As she lost B. Lost C. Losing D. Because of losing

5. -We don't allow anyone ________ here.

-Well, I hate to say it again. We don't allow ________ here.

A. to smoke; smoking

B. smoking; to smoke

C. to smoke; to smoke

D. smoking; smoking

6. They thought there is no trouble ________ their favorite brand from other brands.

A. to tell B. telling

C. tell D. told

7. Some birds finally reach home by accidentally ________ landmarks which they recognize.

A. to come across B. coming around C. coming across D. to come around

8. Millions of pounds have been spent ________ the free state education system in Britain.

A. to improving B. in improving C. to improve D. to have improved

9. A large glass of water before you eat may help ________ too excited before delicious foods.

A. to keep you from getting

B. to carry you from getting

C. to prevent you to get

D. to stop you to get

10. ________ for school once in a while often makes Mr. Smith angry.

A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late

Key: 1-5 CBCCA 6-10 BCBAD

3． A sample lesson plan for Using Language

(Organic Farming)

Aims

To help students read the passage Organic Farming.

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Warming up by listening and reading aloud

Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.

II. Guided reading

1. Reading and translating

Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from ORGANIC FARMING

gain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth, plant…between crops, prevent…from…, carry away…, make sure that

3. Doing exercises

Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.

4. Listening

For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?

5. Reading, speaking and writing

When trying to argue people into or out of doing something we may use the following expressions:

I would rather… I don’t like…because…

I’d prefer…because It’s a great pity that…

Should I / we…? It’s better to…

This is good value because… If I have a choice I’d choose…because

What is the advantage of…? You need to…

In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.

III. Guided writing

1. Writing a poster

Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.

2. Writing a speech

Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.

IV. Further applying

Finding information

Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.

Writing a report

Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.

Acting a text play

Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.

IV. Closing down

Closing down by filling a form

To end the period please fill in the form below.

What is organic farming?

definition

characteristics

potentials

Closing down by imaging

Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of A PIONEER FOR ALL PEOPLE

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

Main idea of the passage

Being a agriculture professor Yuan Longping has been searching for a way to increase rice harvests without expanding the area of fields. Super hybrid rice invented by his group turns out to be the best way out. Thus he is given the name of “Father of Hybrid Rice”.

Topic sentence of 1st paragraph Dr. Yuan grows what is called super hybrid rice.

Topic sentence of 2nd paragraph Yuan’s hybrid rice produces harvests twice as large as before.

Topic sentence of 3rd paragraph Professor Yuan gives millions of yuan to equip others for their research in agriculture.

Topic sentence of 4th paragraph Dr. Yuan dreams that his rice can be exported to more foreign countries.

II. A tree diagram of A PIONEER FOR ALL PEOPLE

III. A retold passage of the text of A PIONEER FOR ALL PEOPLE

A possible version

Yuan Longping is a man who works the land, does his research and grows hybrid rice. He is an agricultural pioneer to have a high output of rice without expanding the area of fields. He devotes his whole life to finding ways to increase the rice output, to feed both the Chinese and the world people. He is circulating his knowledge so that more farmers can be free from hunger and satisfied with their lives. Yuan cares little about his money and fame. He keeps his time for teaching farmers and growing rice. He wish for more cheep rice for all the people. Yuan Long ping is a great person.

2．Background information on Women of achievement

I. Yuan Longping, China's Most Famous ”Farmer“

(.02.19 21:59:30 Xin Hua News Service)

CHANGSHA, February 19 (Xinhuanet) -- It says every scientist cherishes a childhood dream indicating his or her future success, but for Yuan Longping, dubbed as ”father of hybrid rice,“ the dream is that he cultivates rice as plump as peanuts, and farmers can relax in the cool shadow of big rice plants.

Yuan, 71, won a 5 million yuan State Supreme Science and Technology Award today, known as the Nobel Prize in China, for his outstanding achievements in breeding high-yield hybrid rice, which has substantially increased China's grain output.

Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output.

Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called ”a farmer.“

Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.

The urbanite-turned-farmer graduated from Southwest Agriculture College in 1953 has his name related to the world's most advanced agricultural technology. Four minor planets, a listed seed company 's and a science college in China were named after him, which were the first time that a Chinese scientist's name is valued for its intellectual assets.

Is organic food safe?

Yes. Organic food is as safe to consume as any other kind of food. Just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. As cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. It is a common misconception that organic food could be at greater risk of E. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. Organic standards set strict guidelines on manure use in organic farming: either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.

By lending his name to the Longping High-tech, a seed company, Yuan obtained a 5 per cent stake, or 2.5 million shares worth 2 million yuan, in the firm.

However, Yuan said his research requires the lifestyle of a farmer, or rather a migrating farmer, as he has conducted extensive research related to the cultivation of new strains of hybrid rice ”Super Hybrid Rice“ in some 10 provinces.

In the year , more than 300 billion kilograms of grain were increased from about 240 million hectares of hybrid rice, which signified the success of his research. And this made Yuan firmly believe that China can surely feed her 1.2 billion population with her limited cultivated land.

The ”Super Rice“ yields are 30 percent higher than those of common rice. The record yield of 17,055 kilograms per hectare was registered in Yongsheng County in Yunnan in 1999.

But even after that achievement Yuan won't take a break. He has a dream, more realistic than that of his young age, that popularizing new strains of grain with higher yields around the world, can eliminate starvation on earth.

The UN Food and Agriculture Organization (FAO) has vowed to get involved in the work of spreading the coverage of Yuan's high- yield hybrid rice, which it considers the best way to increase the world's grain output.

How do organic farmers fertilize crops? How do they control pests, diseases, and weeds?

Organic farmers build healthy soils by nourishing the living component of the soil, the microbial inhabitants that release, transform, and transfer nutrients. Soil organic matter contributes to good soil structure and water-holding capacity. Organic farmers feed soil biota and build soil structure and water-holding capacity. Organic farmers feed soil biota and build soil organic matter with cover crops, compost, and biologically based soil amendments. These produce healthy plants that are better able to resist disease and insect predation. Organic farmers' primary strategy in controlling pests and diseases is prevention through good plant nutrition and management. Organic farmers use cover crops and sophisticated crop rotations to change the field ecology, effectively disrupting habitat for weeds, insects, and disease organisms. Weeds are controlled through crop rotation, mechanical tillage, and hand-weeding, as well as through cover crops, mulches, flame weeding, and other management methods. Organic farmers rely on a diverse population of soil organisms, beneficial insects, and birds to keep pests in check. When pest populations get out of balance, growers implement a variety of strategies such as the use of insect predators, mating disruption, traps and barriers. Under the National Organic Rule, growers are required to use sanitation and cultural practices first before they can resort to applying a material to control a weed, pest or disease problem. Use of these materials in organic production is regulated, strictly monitored, and documented. As a last resort, certain botanical or other non-synthetic pesticides may be applied.

The FAO's 1991 statistics show that 20 percent of the world's rice output was yielded from 10 percent of the world's rice fields, which grow hybrid rice.

”If the new strain was sown in the rest of the rice acreage, the present grain output around the world can be more than doubled. This can be a solution to the grain shortage,“ said the unselfish scientist.

In 1980, Yuan went to the United States at the invitation of the International Rice Research Institute to share his knowledge about the cultivation technology of hybrid rice. He was also employed in 1991 as the chief consultant of FAO to bring his research methods to other countries.

With the help of Chinese scientists, the acreage of hybrid rice in Viet Nam and India increased to 200,000 hectares and 150,000 hectares in 1999, respectively.

The rice research costs time to prove its value. At the age of 43, Yuan cultivated the world's first hybrid rice. At that time the country's grain yield was about 4,500 kilogram per hectare.

”The natural disaster and policy miscarriage further deteriorated starvation in China by then,“ Yuan recalled tearfully.

This is his motivation to stimulate his research. Largely due to his scientific progress, China's total rice output rose from 5. 69 billion tons in 1950 to 19.47 billion tons last year. The growth rate of rice output far exceeded the population growth speed.

Some people estimate Yuan's actual fortune might amount to more than 100 million yuan (12 million U.S. dollars), making him one of the richest people in China. But he doesn't know for sure himself, for he seems not to care about his own assets than the rice harvest.

Some people asked him to move the focus of his research from improving amounts of hybrid rice to the quality and taste, which would be easier to do. But, the stubborn academician insisted that the amount of hybrid rice's per unit yield still outweighs the quality, for his foremost task is to improve the grain reserve in developing countries. Enditem

What is organic farming?

Organic refers to agricultural production systems used to produce food and fiber. All kinds of agricultural products are produced organically, including produce, grains, meat, dairy, eggs, fibers such as cotton, flowers, and processed food products. Organic farming management relies on developing biological diversity in the field to disrupt habitat for pest organisms, and the purposeful maintenance and replenishment of soil fertility. Organic farmers are not allowed to use synthetic pesticides or fertilizers. Some of the essential characteristics of organic systems include: design and implementation of an ”organic system plan“ that describes the practices used in producing crops and livestock products; a detailed recordkeeping system that tracks all products from the field to point of sale; and maintenance of buffer zones to prevent inadvertent contamination from adjacent conventional fields.

3．Words and expressions from Unit 2 Working the land

I. Words for Reading

hunger n. 饥饿，欲望；vt. & vi. (使)饥饿：feel hunger, die of hunger, have a hunger for fame， hunger for [after] friends 渴望朋友

sunburn vt. & vi. 日晒：She sunburns easily. 她很容易晒黑。 get sunburnt 晒黑

sunburnt a. 晒黑的：a sunburnt face

struggle vt. & vi. 斗争，努力：struggle to get out， struggle with [against]…, struggle for…

super a. 特级的： a super star, a super software, a super highway

hybrid a. 混合的：hybrid news, Hybrid cars take hold in US. 混合（动力）汽车登陆美国市场。

output n. 产量，输出：the daily output of a factory, the monthly output of TV sets

strain n. 种类：come of a good strain 出自名门，new HIV strain 爱滋病新变种

expand vt. & vi. 使变大：expand one’s wings, expand one’s business, expand…into…, expand into…

circulate vt. & vi. 循环，传播：Blood circulates in the body., He circulated a false rumor.

rid…of 摆脱，除去：We have to rid the garden of weeds. At last I’m rid of debt.

satisfied a. 满意的：be satisfied with…, be satisfied to do sth., be satisfied of…确信……， be satisfied that… 确信……

lead a … life：过……生活

equip vt. & vi. 配备：equip sb. with… 给某人配上，be equipped with…

freedom n. 自由：have the freedom to do sth., freedom of speech, enjoy freedom from poverty 享受免于贫困的生活 / The French philosopher Jean-Jacques Rousseau asserted that the condition of freedom was inherent to humanity, an inevitable facet of the possession of a soul and sapience, with the implication that all social interactions subsequent to birth imply a loss of freedom, voluntary or involuntary.

would rather宁愿，宁可：I would rather not go. I would rather drink tea than coffee.

violin n. 小提琴：play the violin, play music on the violin, He is the first violin. 他是第一小提琴手。

motorcycle n. 摩托车：ride a motorcycle, the motorcycle riders

sorghum n. 高粱：grain sorghum production，sorghum flour高粱面，sweet sorghum growing at a research station in China

grain n．谷物；粮食；颗粒：grain sorghum, a grain of rice, grains of sands, grind grain into flour把谷物磨成粉

peanut n. 花生：a peanut farmer, a peanut grower, spread peanut on the bread 把花生酱抹在面包上

export vt. & vi. 输出，出口：export… to a country 向某国出口某物

II. Words for Learning about Language

suitable a. 合适的；适当的：be suitable for…， a suitable answer， be suitable to do sth.

darken vt. & vi. (使)变暗；(使)变黑：He darkened the room by turning out the light. The sky darkened as the storm approached.

organic a. 有机的；器官的：organic life生物, organic farming 有机农业耕作

chemical a. 化学的；关于化学的：a chemical change, 化学变化, a chemical experiment 化学实验

fertilizer n. 肥料，化肥：fertilizer manufacturing company，a fertilizer spreader化肥撒播器

III. Words for Using Language

(ORGANIC FARMING)

refer to查阅：谈到，指的是：refer to it indirectly 间接提到它，refer to web documents 查阅我的网页

mineral n. 矿物，矿石：mineral exploration and mining 矿物勘探和开采，Ministry of Lands and Mineral Resources 土地和矿产资源部/ Minerals are natural compounds formed through geological processes. The term ”mineral“ encompasses not only the material's chemical composition but also the mineral structures. Minerals range in composition from pure elements and simple salts to very complex silicates with thousands of known forms (organic compounds are usually excluded). The study of minerals is called mineralogy.

fertile a. (指土地)肥沃的：fertile land, a fertile imagination丰富的想象, a place fertile of wheat 盛产小麦的地方

reduce vt. 减少：reduce… to… 把……减少到……， reduce staff裁员

supply n. vt. 补给，供应：supply sb. with…，supply… to sb. , have enough supply of food

bacteria n. 细菌：I do not know how bacteria spreads. / Bacteria (singular, bacterium) are a major group of living organisms. They are microscopic and mostly unicellular, with a relatively simple cell structure lacking a cell nucleus, cytoskeleton, and organelles such as mitochondria and chloroplasts. Their cell structure is further described in the article about prokaryotes, because bacteria are prokaryotes, in contrast to organisms with more complex cells, called eukaryotes. The term ”bacteria“ has variously applied to all prokaryotes or to a major group of them, depending on ideas about their relationships.

pest n. 害虫：pest control technicians 害虫控制技术员， natural enemies of pest species 害虫的天敌

soybean n. 大豆：soybean products，soybean farmers，soybean grower，in many soybean growing regions

level n. 水平，级别：a high level of civilization, above [below] the ordinary level, attain the world level

whatever pron. 凡是……；无论什么 a. 无论怎样的：eat whatever you like, Whatever you do, do your best.

summary n. 总结；摘要：a summary of the discussion, the Summary Report

exchange vt. & n. 交换，兑换；exchange sth. with sb. 与某人互换某物， exchange A for B ，以A交换B

nutrition n. 营养；食物：Public Health and Nutrition Research，learn about eggs and good nutrition/ Nutrition is interpreted as the study of the organic process by which an organism assimilates and uses food and liquids for normal functioning, growth and maintenance and to maintain the balance between health and disease. Also included is the idea of an optimal balance of nutrients and whole foods, to enable the optimal performance of the body.

certain a. 确定的；必然的：be certain that, be certain why, be certain of, be certain to do sth. It is certain that, for certain, make certain

篇7：人教新课标高中必修四 unit 3 金色教案(新课标版高一英语必修四教案教学设计)

Unit 3 A taste of English humour

Part One: Teaching Design (第一部分：教学设计)

1. A sample lesson plan for reading

(NONVERBAL HUMOUR)

Aims

To help students develop their reading ability.

To help students learn about English humour.

Procedures

I. Warming up

Warming up by defining “Humour”

What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.

temper: a characteristic (habitual or relatively temporary) state of feeling; ”whether he praised or cursed me depended on his temper at the time“; ”he was in a bad humor“

wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter

humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; ”the humors are blood and phlegm and yellow and black bile“

liquid body substance: the liquid parts of the body

humor: the quality of being funny; ”I fail to see the humor in it“

humor: the trait of appreciating (and being able to express) the humorous; ”she didn't appreciate my humor“; ”you can't survive in the army without a sense of humor“

humor: put into a good mood

Warming up watching and listening

Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.

Why worry?

There are only two things to worry about:

Either you are well or you are sick.

If you are well, then there is nothing to worry about.

If you are sick, there are two things to worry about:

Either you will get well or you will die.

If you get well, then there is nothing to worry about.

If you die, there are only two things to worry about:

Either you will go to Heaven or Hell.

If you go to Heaven, there is nothing to worry about.

But if you go to Hell, you will be so damn busy

Shaking hands with friends, you wont have time to worry.

Whose job ...?

This is the story about four people named Everybody,

Somebody, Anybody and Nobody.

There was an important job to be done,

and Everybody was sure that Somebody would do it.

Anybody could have done it, but Nobody did it.

Somebody got angry about that

because it was Everybodys job.

Everybody thought Anybody could do it,

but Nobody realised that Everybody wouldnt do it.

It ended up that Everybody blamed Somebody

When Nobody did what Anybody could have done

II. Pre-reading

Telling the truth -Why do you like to laugh at?

I like to laugh at cartoons,for they’re lovely and fun.

I like to laugh at fairy tales. They are amusing and interesting.

Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from NONVERBAL HUMOUR

Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by…, overcome difficulties, be unkind to …, make…entertaining, a sad situation, a boiled shoe, make… funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of…, rush there, pan for gold, wash… from…, in a pan of water, pick up…, be fortunate enough, be cought on the edge of…, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out…, cut off…, treat… as if…, eat every monthful with enjoyment, direct a movie, give… a special Oscar, one’s lifetime outstanding work, live one’s life in…,

3. Reading to identify the topic sentence of each paragrap

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

4. Reading and transferring information

Read the text again to complete the table.

NONVERBAL HUMOUR

What is nonverbal humour?

Who is Charlie Chaplin?

How does he make a sad situation entertaining?

What is the story of The Gold Rush?

Facts about Oscar

A brief life history of Charlie Chaplin

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.

Closing down by watching a silent movie by Charlie Chaplin

Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living

Closing down by reading about Charlie Chaplin

To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.

Charlie Chaplin (April 16, 1889 - December 25, 1977)

Charlie Chaplin, who brought laughter to millions worldwide as the silent ”Little Tramp“ clown, had the type of deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were relegated to a workhouse (a government facility for orphaned and abandoned children) -- not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his alcoholic father and stepmother, in a strained environment.

2．A sample lesson plan for Learning about Language

(The –ing form as the Predicative, Attributive & Object)

Aims

To help students learn about The –ing form as the Predicative, Attributive & Object)

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.

II. Learning about The –ing form as the Attributive

What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.

The –ing form as the Attributive

The –ing form作定语时表示该动作正在进行。单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后。如:

The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。

若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语。如:

The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。

注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如:

Let sleeping dogs lie. 别招惹麻烦。(The –ing form相当于定语从句 which are sleeping)

I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The –ing form表示用途,相当于pills for sleeping)

III. Ready used materials for The –ing form as the Predicative, Attributive & Object

Which verbs can be followed by the -ing form?

One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.

When contrasting the -ing form with the infinitive, the basic point to remember is that

-ing can always mean, among other things, a verb-noun, an

'action-thing'.

The fact that -ing can always mean a 'thing' gives us the following practical principle:

If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).

Avoid it. Avoid stepping on the grass if you can.

Do you mind it? Do you mind shutting the window?

He couldn't risk it. He couldn't risk hurting the children.

This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.

They have added mistreating prisoners to the list of charges.

I can't really afford living like this.

The council no longer allows smoking in public buildings.

aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)

The club arranges dancing for the pensioners.

The chairman claimed breaking the strike as a great triumph.

I don't count making money as a virtue.

The investigators discovered cheating on a huge scale.

We must encourage planting earlier in the season.

I thank travelling for teaching me much about the human condition.

The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.

She insisted on helping me.

Bill's putting off writing till tomorrow. (Or: ...putting writing off..)

The managing director picked out idling on the job as the main cause of the declining profits.

turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)

(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)

There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.

IV. Closing down

Closing down by discovering

To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.

Closing down by exercises

In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’

3． A sample lesson plan for Using Language

(Jokes about Sherlock Holmes and Doctor Watson)

Aims

To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Warming up by reading school jokes

There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.

Why must we learn this? 为什么要学这个呀？

One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, ”Why do we have to learn this pointless information“

”To save lives.“ the professor responded quickly and continued the lecture.

A few minutes later, the same student spoke up again. ”So how does physics save lives?“ he persisted.

”It keeps the ignoramuses like you out of medical school,“ replied the professor.

I will do anything to pass 说啥也要考个及格

A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly.

”I would do anything to pass this exam.“ She leans closer to him, flips back her hair, gazes meaningfully into his eyes. ”I mean...“ she whispers, ”...I would do...anything.“

He returns her gaze. ”Anything?“

”Anything.“

His voice softens. ”Anything??“

”Absolutely anything.“

His voice turns to a whisper. ”Would you...study?“

II. Guided reading

1． Reading and translating

Read the paragraph on page 22 and translate it into Chinese sentence by sentence.

2. Reading and underlining

Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

Collocations from the paragraph on page 22

Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds

3. Doing the exercise

Now you are going to do the exercise No. 1 on page 22.

III.Guided Speaking

Think of funny stories in English and telll them to your group mates.

________________________________________

The Student and the Pharmacist 学生和药剂师

A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available.

The pharmacist says, ”Here's a pill for English literature.“ The student takes the pill and swallows it and has new knowledge about English literature!

”What else do you have?“ asks the student. ”Well, I have pills for art history, biology, and world history,“ replies the pharmacist.

The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, ”Do you have a pill for math?“

The pharmacist says, ”Wait just a moment,“ and goes back into the storeroom and brings back a whopper of a pill and plunks it on the counter.

”I have to take that huge pill for math?“ inquires the student. The pharmacist replied, ”Well, you know... math always was a little hard to swallow.“

Out of the mouths of babes 出自孩子之口

My two and a half year old grandson lives with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh about it.

Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, ”No! I have a headache.“

IV.Guided Writing-Learn to write jokes

There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: ”My wife just ran off with my best friend. Boy, do I miss him.“ and ”I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off.“ Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.

So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.

Now write down your own jokes, in English.

IV. Closing down by acting

To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.

The Great Dictator 大独裁者

Schulz: Speak - it is our only hope.

The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.

We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.

The way of life can be free and beautiful.

But we have lost the way.

Greed has poisoned men's souls - has barricaded the world with hate; has goose-stepped us into misery and bloodshed.

We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.

Without these qualities, life will be violent and all will be lost.

The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say ”Do not despair“.

The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish...

Soldiers - don't give yourselves to brutes, men who despise you and enslave you - who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.

Don't give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don't hate - only the unloved hate. Only the unloved and the unnatural. Soldiers - don't fight for slavery, fight for liberty.

In the seventeenth chapter of Saint Luke it is written ” the kingdom of God is within man “ - not one man, nor a group of men - but in all men - in you, the people.

You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let's use that power - let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men's happiness.

Soldiers - in the name of democracy, let us all unite!

Look up! Look up! The clouds are lifting - the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality.

The soul of man has been given wings - and at last he is beginning to fly. He is flying into the rainbow - into the light of hope - into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.”

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of NONVERBAL HUMOUR

I. Type of writing and summary of the idea

Type of writing This is a piece of describtive writing.

Main idea of the passage

Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.

Topic sentence of 1st paragraph Some humour can be cruel.

Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.

Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining?

Topic sentence of 4th paragraph The film of The Gold Rush is set in California.

Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.

II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN

III. A retold passage of the text

A possible version:

Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.

Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.

Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.

2．Background information on theme parks

I. Six ways to improve your nonverbal communications

1. Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

2. Facial expressions:

Smiling is a powerful cue that transmits:

Happiness

Friendliness

Warmth

Liking

Affiliation

Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.

3. Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

4. Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

5. Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:

Rocking

Leg swinging

Tapping

Gaze aversion

Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.

6. Paralinguistics:

This facet of nonverbal communication includes such vocal elements as:

Tone

Pitch

Rhythm

Timbre

Loudness

Inflection

For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

7. Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.

II. Biography of Charlie Chaplin

Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.

Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.

1903-1906

Performs in Sherlock Holmes, as the newspaper boy Billy

1906-1907

The Casey Circus

1907-1910

Works with the Karno Pantomime Troupe

1910-1912

First tour of USA/Canada with Karno Troupe

1912-1913

Second tour of USA/Canada with Karno Troupe

May 1913

Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week

29 December 1913

Signs contract with Keystone

Jan/Feb 1914

Charlie Chaplin's first film: Making a Living

1914

Keystone films

Nov 1914

Signs with Essanay for $1,250/week to make 14 films during 1915

1915

Essanay films

27 Feb 1916

Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus

1916-1917

Mutual films

17 June 1917

Signs with First National Exhibitor's Circuit for $1,075,000/year

2． Words and expressions from Unit 3 A taste of English humour

verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态

mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.

In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.

farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.

poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:

Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.

Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of “sufficient” varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of “economic distance”, or inequality.

Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a “normal” life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.

A person living in the condition of poverty is said to be poor.

tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.

failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.

Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.

fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.

The goddess of fortune is Fortuna (or Tyche).

sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。

The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。

篇8：人教新课标高中必修四 unit 5 金色教案(新课标版高一英语必修四教案教学设计)

Unit 5 Theme parks

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(THEME PARKS --FUN AND MORE THAN FUN)

Aims

To help students develop their reading ability.

To help students learn about Theme parks.

Procedures

I. Warming up

Warming up by discussing

Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.

(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)

Warming up by watching and listening

Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.

This is the Universal's Islands of Adventure which was opened in , making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IoA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.

Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.

Warming up telling experiences

Nice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.

(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.

One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…

2. Talking and sharing

Work in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.

Boating Lake

Pedaloe boats on our boating lake with views of Megafobia. Suitable for up to five people.

(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.

That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: “I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean.” )

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text THEME PARKS --FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THEME PARKS --FUN AND MORE THAN FUN

provide sb. With sth., amuse oneself, escape one’s busy life for a while, share a purpose, find ways to do sth., meet one’s need, sit chatting, play games, listen to birds’ singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do,

charge money for doing sth., make a profit, sell souvenirs, advertisie sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. inphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb. after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.

3. Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

Waterfall

A steep shoot sends you skipping across a shallow pool of water on a single sledge. Beware, you might get wet on this ride.

(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea- a certain theme-that the whole park is based on. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )

4. Reading and transferring information

Read the text again to complete the table.

THEME PARKS --FUN AND MORE THAN FUN

What is a park?

What is a theme park?

What is a sports theme park?

What are history or cultural theme parks?

Facts about Disneyland

Facts about marine, ocean, and science theme parks

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2 and 3 on page 34.

Closing down by having a discussion

Do you lake a theme park? Why or why not?

(For reference: All over the world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them. )

Closing down by defining a theme park

What is a theme park? Define it in your own words.

(For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as “an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks.” An amusement park, according to NAPHA, is “an entertainment facility featuring rides, games, food and sometimes shows.” The World of Coasters’ glossary defines a theme park as “an amusement park which has one or more ”themed“ areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks.” )

2．A sample lesson plan for Learning about Language

(Word formation)

Aims

To help students learn about word formation.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

II. Learning about Word formation

The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “unflattering,” the root is simply “flatter,” while the prefix “un-” makes the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).

English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words “prefix,” “suffix,” and “affix” themselves are all formed from “fix” by the used of prefixes:

“ad” (to) + “fix” (attached) = “affix”

“pre” (before) + “fix” = “prefix”

“sub” (under) + “fix” = “suffix”

Note that both the “-d” of “ad” and the “-b” of “sub” change the last letter.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):

ab (away) abrupt, absent, absolve

ad (to) adverb, advertisment, afflict

in (not) incapable, indecisive, intolerable

inter (between, among) intercept, interdependent, interprovincial

intra (within) intramural, intrapersonal, intraprovincial

pre (before) prefabricate, preface prefer

post (after) postpone, postscript, postwar

sub (under) submarine, subscription, suspect

trans (across) transfer, transit, translate

III. Ready used materials for Word formation

了解了英语构词法是迅速扩大词汇量的有效途径之一。英语中有转化法、合成法、缀合法、派生法等构词方式，这里我们将向您陆续讲解比较常用的几种，希望对您的英语学习有所帮助。

首先，来介绍一下构词法中的几个基本概念：

词根（base,boot）：指同根词共有的可以辨认的部分。

例如：philanthropist(慈善家)、anthropoid（类人的）、misanthropist（厌世者）、anthropology（人类学）这几个词中的词根anthropo-(人)就很容易辨认出来。

词干（stem）：是未经词形变化的原词。

前缀（prefix）和后缀(suffix)：原是独立的词或词根，由于经常缀在别的词或词根的前后，辅助中心意义，渐渐就失去了独立的意义和形式，而成为附加的构词部分。

例如：co-(with)就是一个常见的前缀。通常把带有前后缀的新词叫做合成词，也有人把带有后缀的词叫做派生词。把一个词从一种词类转成另一种词类，可以用缀合法，如red adj. (红的)-to redden v.（变红）；可以用改变词根的元音或辅音的办法，即元级派生法，如food n.(食物)-to feed v.（喂饭）；也可以原封不动，转成其他词类，如pale adj.(苍白的)--to pale v.（脸变白），即转化法。

这里，我们先来看看“转化法”中名词转成动词的一些例子。

He filmed the story. / He reproduced the story on a film.他把这篇小说拍成电影。

人身器官名称，用作动词，表示使用这种器官的动作。

例如：He shouldered his way through the crowd. (他用肩膀从人群中挤过去) 此外，如to cheek (厚着脸说)、to finger (摸索)、to hand a person（用手领着）等。

盛具或衣物的名称，用作动词，表示“盛”或者“装入”。

例如：He pocketed his book and pen. (他把钢笔、本子装进衣袋子)以及to bottle(装瓶)、to can (装罐)、to sack (装在袋里)。

表示地点的名词用作动词也有类似用法：to corner( 逼在角落)、to island(隔离)、to nursery(放在温室里)等等。

除此之外，还有动词、副词、助动词等转化成名词的用法，我们来看一些例子：

On another run they failed to see the boat.他们第二次去的时候没有找到那只船。

ins and outs (来龙去脉) back and forth(问答) a must ( 必不可少的事) many ifs（许多条件）

动词加副词转化为名词的例子也很多：Break-down(垮)、get-together(聚会)、set-back(挫折)、wash-out(废物)等。

另外，形容词有时候也可以转成名词，如：the greens(青菜)、great sillies(大蠢人)

下面，我们来学习一下“合成法（composition）”。

凡是由两个或两个以上的构词成分，合成一个词，而其中每个成分又可以独立为词的，叫做合成词（compounds）,而这种构词法，叫做合成法。比如：coal-mine(煤矿)、man-made(人造的)。

合成词的特有含义，不受词中各个成分连结方式的影响，它的写法由习惯而定，可以写在一起，如blackbird(画眉);可以用连词符号连接，如turn-coat(叛徒)；也可以分开写，如black list(黑名单)。注意，分开写的合成词，不仅仅在意义上，即使在形式上，也和词组有区别。比如black sea 里的black，不是独立的形容词，不能说very black sea。合成词各个成分之间关系千变万化，分类也有很多种，这里就合成词的词性，分类举例说明：

1.合成名词

名词+名词：前面的名词说明后面的名词，中心意义由后面的名词表达，比如，同是book,可以有account book，hand-book，note-book等等。前面的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如：eye-shot(视力范围)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。

形容词+名词：这类词意义关系一目了然，有时候是实指，有时候是指物而拟人。如Blueprints(蓝图)，big hat（大人物）,double-face(两面派)等等。

动名词+名词：动名词表示行为或状态的改变，名词往往表示所用的器物，地名等等，如consulting-room（诊室），writing-desk（写字台）。

动词+名词：往往由短语动词变成，或者是转化与合成的结合，如pickpocket(扒手)，turn-coat(叛徒)等等。

名词+动名词：很普遍，有时甚至可以随意构造，如book-learning（书本知识），word-making(构词)等等。

前置词+名词：意义关系和“形容词+名词”类型相似：after-effects(后果)，by-product(副产品)等等。

另外，国名的组合，有时候用“拉丁语+英语”的方式，如Afro-Asian People's Conference( 亚非会议)、Sino-Japanese War(中日战争)

Snake River Falls

Snake River Falls is a white water rapid boat ride comprising two open and two covered chutes. Suitable for one or two riders. You may get wet on this ride.

2. 合成形容词

形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-time worker（全职工）、long-range gun(远程炮)等。

形容词+形容词：这类词不算多，前面的形容词大都进一步说明后面的形容词，如：light-blue(浅蓝)、dead-alive(半死不活)。

名词+过去分词：有被动意味，名词相当于前置词宾语，表示工具，行为者等，如:man-made(人造的)，moth-eaten(虫蛀的)。

名词+现在分词：有主动意味，名词大都相当于行为的宾语，如：English-speaking people(说英语的人)，peace-loving（热爱和平的）

形容词+现在分词：有主动意味，形容词相当于表语或者定语，如eager-seeming(样子急切)，easy-going（随和的）

副词+分词：如half-baked(幼稚的)，far-seeing（有远见的）

副词+形容词：over-anxious(过急)，all-round athlete(全能选手)

名词+形容词：名词大都作比喻的对象，如cock-sure(自恃)，paper-thin（薄如纸）

3.合成动词

合成动词大都是由“副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过 to outnumber（超过数目）to out-talk（压过别人的声音）；under表示不足、在下 to underdevelop（发育不全）to underestimate（估计不足）to underline（行下划线）等等。

4.叠声合成词

由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感情色彩，比方，嘲讽。例：goody-goody（假殷勤）so so（不怎么样）wish wash（乏味的饮料）等等。

5.句式合成词

整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），what's-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。A let-bygones-be-bygones manner（一种“过去的就算了吧”的态度） an if-you-would-only-be-guided-by-me expression（一种“要是你肯听了我的话够多好”的神气）

我们接着来学习构词法中的第三类--“缀合法”，分前缀和后缀两部分来讲解。

前缀

有些词根或单词，由于经常放在别的词根或单词前面使用，经过长期的发展，失去了独立的作用，变成前缀。前缀具有一定含义，但不见得很明确。前缀缀在词上，可以改变、限制、或加强这个词的含义，而不改变其词类。一个词根或词，可以层层缀上好几个前缀，如in-com-pre-hen-si-ble-ness(不可理解)的词根是hen,pre-,com-都加强了其含义，而in-又把整个词义转为否定。凡由缀加前缀或后缀而成的词叫做派生词。

前缀的缀合，有时是连写，如extraordinary,有时用连词符号如extra-territorial,有时被词根吸收如ancestor(ante-cessor)。前缀既然有一定的意义，为了便于识别，下面就按照一样相近的前缀，分类说明。（前缀的来源一律以缩写字母注：[OE]古英语；[OF]古法语；[L]拉丁；[GK]希腊；[IT]意大利等）

表示否定的前缀，这类前缀可以分为四种：（1）纯粹表示否定的，如a-,dis-,in-；（2）表示“错误”的，有mis- ；（3）表示“反动作”，如de-,un- ；（4）表示“反对”的，有anti-,contra-

（1）纯粹表示否定的。 a-,an-[GK]能构成少数新词。加在名词、形容词上，表示没有“某种性质“。如:amoral[=unmoral]不道德的,asexual无性别的.a-在元音前变成an-如anonymous[onoma=name]匿名的

dis-[L]加在名词、形容词、动词上，表示否定。Disadvantage(劣势)、disagreement(不和)，disbelieve(不相信)

in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) [L]常和音节较多的learned words(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。

un-[OE]是最通用的前缀之一，可以用于大多数形容词及其派生副词、名词、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。

（2）表示“错误”的mis- 多作重读，表示“wrongly，badly”。可以适当构造新词：

大多用于动词：to misbehave（行为不当）misunderstand（误解）。

用于作形容词的分词：misbelieving（信仰不当），misleading（靠不住）。

用于动名词：misdealing（不正当手段）。

偶而，mis-也表示纯粹的否定词义：to mistrust。

（3）表示“反动作”。 de- 表示“反动作”（to undo the action）。能构造新词，多作重读。decontrol（取消控制）， decolour（漂白）

dis- 主要用于动词，表示“反动作”。disappear（不见） disarm（解除武装） disconnect（分离）un- 表示“反动作”unmask（揭露） unsay（收回意见）

（4）表示“反对”。 anti- 表示“反对，反面” anti-social（反社会的） antiseptic（防腐剂） anti-militarist（反军国主义者）

contra- 表示“反对，相反” contradiction（矛盾） contrast（对比） contrary（相反的）counter- 表示“against” counteract（还手） counterattack（反攻）

前缀大都表示空间，时间，逻辑上的关系，意思上有引申。

ab- apo- se- 这几个前缀或多或少都有“away ，off”的含义。

ab- a- abs- 在p， m， v之前作a-，在c， t之前作abs-，不能构造新词，表示“away ，apart， absence”，例如absent， avoid

se- 表示“separation”（分离），例如segregate（隔离），sedition（反叛）

ante-，fore- pre- post- pro- 这几个前缀都有“before”的意思。

ante- 表示在...前，例ante-humous（死前），ante-room（前厅）

fore- 表示时间，空间上的“在前面”，例forehead（前额），foregraound（前景），foretell（预言）

pre- 表示事先，在前，例prehistory（史前），prepayment（预支）

post- 表示时间空间上的在后。例posterity（后代），post-war（战后）

pro- 表示“代替，利于，亲于”，例pro-chancellor（代大学校长），pro-consul（代理领事）

circum- peri- 这两个前缀跟圆周有关。

circum- 表示圆周，如circumference， circumlocution， circumpolar

peri- 表示“round”，如perimeter（周长），perisphere（势力范围）

IV. Closing down by summarizing

To end the period let us summarize the making of compound words.

There are three forms of compound words:

1. the closed form, in which the words are melded together, such as firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook;

1. the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, six-pack, six-year-old, mass-produced;

2. and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general.

3． A sample lesson plan for Using Language

(FUTUROSCOPE-EXCITEMENT AND LEARNING)

Aims

To help students read the passage UTUROSCOPE-EXCITEMENT AND LEARNING

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE-EXCITEMENT AND LEARNING

Plane Crazy

Our newest family ride. A circular ride with suspended plane-like pods with rudders for a degree of rider control.

II. Guided reading

1. Reading and translating

Read the text UTUROSCOPE-EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph. Wen Hua, would you have a try?

2. Reading and underlining

Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

Collocations from UTUROSCOPE-EXCITEMENT AND LEARNING

Take a journey deep into space, pull…into …, survive an airplane crash, go to the bottom of the ocean, see the sunlight, for a break, take part in car racing, end one’s travel, meet with dinosaur, in one day, use the advanced technology, have experiences, a technology-based theme park, provide up-to-date information, provide hands-on learning,

go to the edges of the solar system, fly through the jungle, do things without danger, try science experiments, prepare for a flight into the space, live on the planet, in the solar system, a combination of fun and learning

3. Doing exercises

Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.

III. Guided Writing

You are a guide in a theme park. Write an introduction to the park.

Welcome to Gatorland

Welcome to Gatorland, Orlando's Best Half Day Attraction located in sunny Central Florida! Known internationally as the Alligator Capital of the World, Gatorland is a 110-acre alligator theme park and wildlife preserve, located just minutes away from Sea World, Walt Disney World, Universal Studios, and the Orlando International Airport on US 441 near the Orlando - Kissimmee border. Providing affordable family entertainment since 1949, Gatorland has been a vacation destination for millions of visitors from all over the world with its incredible display of huge alligators and crocodiles, train ride, aviary, breeding marsh and bird sanctuary, petting zoo, nature walk, gift shop, and one-of-a-kind shows such as the world famous Gator Jumparoo. So come inside... your adventure awaits!

IV. Acting

Next we are going to put the text THEME PARKS -FUN AND MORE THAN FUN

A text play of THEME PARKS -FUN AND MORE THAN FUN

(Time: A Sunday morning; Place: A theme park in Beijing; People: a tourist guide, Zhao Yannan and I )

Guide: This morning we are going to visit a theme park in Beijing. Its name is Big World.

I: Where is it? Is it close to Beijing?

Guide: Yes, it is north of Beijing, 30 li away from where we are staying.

Zhao Yannan: Wonderful! I like to amuse myself and escape my busy school life for a while.

I: What can we do there? Can we sit chatting, play games and listen to birds’ singing?

Guide: Yow can do much more than that. You may relax a bit, have picnics and have fun there.

Zhao Yannan: How much does it cost to do visit the park?

Guide: 100 yuan each. It is not expensive at this time of the year.

I: I have never been to a theme park. But I think a theme park provides entertainment. In it visitors may use shuttles to get around, and have a variety of things to see and do.

Zhao Yannan: Does it charge any money for providing food and drink there?

Guide: Yes, of course. It makes a profit by selling souvenirs, too.

I: I have seen it advertised on television. The boss of the park does have some nice ideas. He learned that he built a sports theme park there. Visitors may be involved in physical exercise. They may also buy a brand of sports equipment, go for rides on animals, cook cultural foods, have pictures taken in the sports theme park there.

Zhao Yannan: I hope we shall not be chared for admission into the sports theme park.

Guide: No, you won’t. Everything is covered by the 100 yuan.

I: I guess it is a place of fantasy. Let’s take an active park in everything we do there.

Zhao Yannan: I agree with you. And I hope some day we shall go on trips to space, using computer techniques to guide us in our flying to the other planets.

V. Further applying

Finding information

Go to the library to read or get online to search in order to find more information about theme park in the world. Take notes of your finding and report to your group mates next Saturday morning.

Writing letters

Write a letter to your parents, telling them about your last visit to a park.

VI. Closing down by filling a form

Make use of the text and others to fill in the form.

UTUROSCOPE-EXCITEMENT AND LEARNING

Where is it:

How to get there:

What to do there:

Closing down by planning a theme park

To end this period, I am going to ask you to plan a theme park of your own. Write down your planning and share it with your partner.

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of THEME PARKS -FUN AND MORE THAN FUN

I. Type of writing and summary of the idea

Type of writing This is a piece of descriptive writing.

Main idea of the passage

Theme parks are amusing places. Visitors may have fun and more than fun there.

Topic sentence of 1st paragraph Parks provide people with a place to amuse themselves and to escape their busy life for a while.

Topic sentence of 2nd paragraph In recent decades, many parks have been designed to provide entertainment.

Topic sentence of 3rd paragraph Theme parks have a certain idea-a certain theme.

Topic sentence of 4th paragraph There are history and culture theme parks,too.

Topic sentence of 5th paragraph There are also marine and ocean parks.

II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN

III. A retold passage of the text

A possible version:

Theme parks provide visitors with lots of things to amuse themselves. People escape their busy life for a while by going to a theme park. They find interesting things to do in the park.

They may simply sit chatting, playing games, listening to birds’ singing, relaxing a bit, having picnics and having fun there. It costs some money to be there. In recent decades, theme parks are beginning to provide more entertainment. Visitors may use shuttles to get around and have a variety of things to see and do in the park. Theme parks charge money for every activity they provide. They make a big profit by selling souvenirs, too. Sometimes a theme park gets itself advertised on television. A theme park is indeed a place of fantasy.

2．Background information on theme parks

I. Definition of theme park

What is a theme park?

A term used to describe an amusement park that is designed to carry a theme in one or more areas of the park. The theme may carry over to the rides and attractions in that area as well. Examples of theme parks include Holiday World, Islands of Adventure, Disneyland, Magic Kingdom and Knott's Berry Farm.

An amusement park, that has been divided into several sub-sections, each with a distinctive concept, such as the Old West, or the future.

A theme park is a park that uses themeing to take guests to a new world.

An amusement park which has one or more “themed” areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks.

an amusement park that is organized around some theme (as the world of tomorrow)

II. Old Aircraft Carrier Turned Into Military Theme Park in China

An old aircraft carrier from the former Soviet Union navy has been turned into a military theme park and will be stationed at Dapeng Bay in Shenzhen, south China' s Guangdong Province.

The 40,000-ton ship, known as the Minsk, first arrived at the Wenchong Shipyard in Guangzhou, capital of Guangdong Province, in November as scrap iron, the Shanghai-based Wenhuai Daily reported on May 8.

It is about triple the size of a standard football field, 18 stories high, and has more than 2,000 cabins, the paper said.

The carrier, which was poorly maintained by the Russian navy after the collapse of the Soviet Union, retired in 1993 and was initially sold to a South Korean businessman as scrap steel after key military components were removed, the paper said.

The Minsk was later resold to an undisclosed Chinese business. (From: People’s Daily)

III. 12 theme park strategies

Tips to make the most of your vacation

By Terry Riley Travel columnist

How can you get the most from your theme park visit? For an answer, I turned to Robert Obenour. He's spent his career in the theme park business and is currently vice president of operations for Baker Leisure Group, an international theme park consultancy. Here’s the advice he gave me to pass on to you.

1. Plan your visit.

Buy a guidebook. Read reviews. Check out the park’s Web site. Then plan what you want to see and do. Unless the park is small, you shouldn’t expect to see or do everything in one day, so set your priorities. The investment you make in planning will pay handsome dividends on “park day.”

2. Have a “Plan B.”

It is not uncommon that an attraction will be closed. In that case, just move on to the next on your list. Also, in the unlikely - but not unheard of - event that the entire park is closed, have a backup plan that includes another, nearby activity.

3. Arrive early.

An extra 15 minutes waiting in line at the park entrance could cut an hour off of your waiting time for the most popular attractions.

4. Divide and conquer.

Chances are that not everyone in your party wants to do or see the same things. Although it is nice to be able to share the experiences of a theme park as a family or with friends, time (and money) may limit the opportunity for each person to accomplish what he or she would like while traveling as a group.

5. Keep in touch.

Go your separate ways, but arrange to meet back at a specific location at a designated time to talk over your experiences, offer recommendations, revise your plan and set a time and place for your next meeting. Also have a site selected that can become a place to reestablish contact should your party become accidentally separated. It will save lots of time that might otherwise be spent looking for one another.

6. Go deep.

Once you enter the park, proceed to the farthest attractions first. Theme park designers place much of the merchandise near the park entrances - hoping to catch you coming and going. And it works - in this case to your advantage. By bypassing the shops on your way to the popular attractions, you will beat others who get waylaid by the shops.

7. Choose your position.

The front of the line may not always be the best for attractions where large numbers of guests are admitted all at once as, for instance, in an auditorium. The people who are at the very front of the line may find themselves up against a side wall, while middle-of-the-liners have the best view.

8. Leave mid-day.

Generally, theme parks are most crowded in the middle of the day. This is a good time to rest for a few hours - regaining your strength for another assault on the park later in the day. Be sure to get your hand stamped or get some other proof of admission that will allow you to be readmitted to the park at no charge.

9. Eat outside.

Food prices inside a theme park can be as horrifying as any of the park’s dark rides. While taking your mid-day break from the park, refuel yourself without spending a bundle on hot dogs.

10. Return late-day.

As the energy of other guests wanes, move back into the park. This time, visit the attractions closer to the entrance first where it is probably less crowded now.

11. Shop last.

Want to buy souvenirs? Do it on your way out. You won’t have to lug your purchases around with you all day.

12. Enjoy.

Finally, if you find yourself getting ticked off at slow lines, poor service or inconsiderate guests, stop and take a breather. A visit to a theme park is supposed to be an enjoyable event, not a stressful occasion.

3．Words and expressions from Unit 5 Theme Parks

I. Words for Reading (THEME PARKS -FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …, be amused at [by, with]…

amusement n. find much amusement in…, an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.

make big profits (on sth.), sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students., the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE-EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a “creature.” The term literally means “a created thing,” and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year was the International Year of the Volunteer. is the UK Year of the Volunteer

People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.

篇9：人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计)

Unit 1 Women of achievement

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(A PROTECTOR OF AFRICAN WILDLIFE)

Aims

To help students develop their reading ability.

To help students learn about women of achievement.

Procedures

I. Warming up

Warming up by describing

Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?

Warming up by discussing

Hi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.

任长霞：霞蔚长天警魂不朽

Warming up by reading aloud and translating

Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?

（Key: 伊丽莎白弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）

Well done! Next let’s have Ju Xiaohong do the second one.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )

2. Talking and sharing

Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.

(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )

樊锦诗：敦煌女儿守望敦煌

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from A PROTECTOR OF AFRICAN WILDLIFE

Use the rules, make a great person, know about…, in pairs, give reasons for…, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with…, lead China Welfare Institute, study animals, show the connection between… and…, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for…, drive…out of…, put sb to death, become a specialist in women’s illnesses, devote all one’s life to…, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make …all worthwhile, play in the tree, come into one’s arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in one’s own environment, begin one’s project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out…, respect the life of…, leave…in the wild, use… for entertainment or advertisements, set up special places, live safely, crowd in, say…to myself, think about…, in cages, do nothing wrong, achieve everything, gain a doctor’s degree, cheer the achievements of women

3. Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)

4. Reading and transferring information

Read the text again to complete the table, which list what Jane does to protect African wildlife.

What does Jane do?

Studied these animals for many years

Spent many years observing and recording their daily activities

Discovered that chimps hunt and eat meat

Discovered how chimps communicate with each other

Argued for chimps to be left in the wild

Set up special places

Working with animals in their own environment

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

黑猩猩

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and 2.

Closing down by having a discussion

Do you agree with Jane’s ideas? Why or why not?

(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?

(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)

Closing down by retelling the story of Jane Goodall

I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.

(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)

2．A sample lesson plan for Learning about Language

(Subject-verb agreement)

Aims

To help students learn about subject-verb agreement.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

大自然的呼唤

II. Learning about grammar

1. Reading and thinking

Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.

(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)

2. Doing exercises No. 1 and 2 on page 5

Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.

III. Ready used materials for Subject-verb agreement

I got a hold of some bad pork chops the other day, and they didn't agree with me. Stomach aches aren't very pleasant. Don't you agree?

We all know these meanings of “agree,” but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.

In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:

o stuff in between the subject and verb

o reversed sentence order

o “-body,” “-one,” and “-thing” words

o “who,” “which,” and “that”

Stuff in between subjects and verbs

The stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if you're having problems with agreement. Now, thinking about that, look at the following sentence and decide what's wrong with it:

The dishes in the kitchen is dirty.

Good guess! The subject and the verb don't agree. What's the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:

The dishes in the kitchen is dirty.

“The dishes . . . is dirty?” Sounds wrong, doesn't it? The subject is plural, but the verb is singular. They don't agree. The correct version is:

The dishes in the kitchen are dirty.

Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.

Reversed sentence order

The normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):

o There are snacks on the laundry-room table.

o Where are they?

o On the table are the goodies!

See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences.

“-body,” “-one,” and “-thing” words

The correct term for these words is indefinite pronouns, but if you remember them as “-body,” “-one,” and “-thing” words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:

1. Everyone is going on a picnic.

2. Each of the boys is taking his own lunch.

3. If anyone drops something to eat, I'll grab it before he can pick it up.

You shouldn't have problems with these if you simply memorize the endings of words that are always singular.

NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:

o Either the mailman or the construction workers are causing Peggy to bark like crazy.

o Neither the dogs down the street nor the one next door pays any attention.

Compare this with the following:

o Either the construction workers or the mailman is causing Peggy to bark like crazy.

o Neither the one next door nor the dogs down the street pay any attention.

Agreement, in this case, depends on the placement of the subject.

“Who,” “which,” and “that”

Remember dependent clauses? They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.

Peggy is a troublemaker. She bites my ears and steals my food.

“Who,” “which,” and “that” are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. Compare the following sentences:

1. Big Dog is one of those animals who are very intelligent.

2. Big Dog is an animal who is very intelligent.

In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). That's why “are” is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why “is” is correct.

This may seem a bit confusing at first, but there's a way to get it right every time. If you find “who,” “which,” or “that” introducing a dependent clause (like in the examples above):

1. Look at the word right in front of it (usually that's the word it takes the place of).

2. Decide if the word is singular or plural (that will tell you whether “who,” “which,” or “that” is singular or plural).

3. Make the verb agree!

That's all there is to it!

IV. Closing down by doing a quiz

To end the period you are going to take a quiz on subject-verb agreement.

Quiz on Subject-Verb Agreement

Select one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Don't use the HINT buttons unless you really need them.

1. Either the physicians in this hospital or the chief administrator ____ going to have to

make a decision. (is, are)

2. ______ my boss or my sisters in the union going to win this grievance? (Is, Are)

3. Some of the votes __________ to have been miscounted. ( seems,seem)

4. The tornadoes that tear through this county every spring _____ more than just a

nuisance. (is, are)

5. Everyone selected to serve on this jury _____ to be willing to give up a lot of time.

(has, have)

6. Kara Wolters, together with her teammates, _________ a formidable opponent on the

basketball court. (presents, present)

7. He seems to forget that there __________ things to be done before he can graduate.

(are, is)

8. There _______ to be some people left in that town after yesterday's flood. (have, has)

9. Some of the grain __________ to be contaminated. (appear, appears)

10. Three-quarters of the students __________ against the tuition hike. (is, are)

11. Three-quarters of the student body __________ against the tuition hike. (is, are)

12. A high percentage of the population _________ voting for the new school. (is, are)

13. A high percentage of the people _________ voting for the new school. (was, were)

3． A sample lesson plan for Using Language

(A GOOD EXAMPLE FOR ME)

Aims

To help students read the passage A GOOD EXAMPLE FOR ME.

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.

林巧稚----- 中国医学圣母

II. Guided reading

1. Reading and translating

Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from A GOOD EXAMPLE FOR ME

sit down at the computer, do some research on…, enjoy English, choose…to study at university, show information on the screen, be busy in one’s career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep… clean and healthy, need the advice, be intended for…, live in the countryside, reach a doctor, become a specialist in women’s diseases, get a medical training, place women’s education second to men’s, make…famous, show kindness and consideration to…, be tired after a day’s work, late at night, deliver a baby, find out more about…, choose not to do sth, have a family of one’s own, make sure that…, carry on the work, fill in the forms for the university entrance exam

3. Doing exercises

Now you are going to do exercises No. 1 and 2 on page 6 following the article.

4. Listening

For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.

5. Acting

Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!

A text play of A GOOD EXAMPLE FOR ME

(Time: Sunday evening; Place: at home; People: Mom and I )

I: Mom, do you know anything about Lin Qiaozhi?

Mom: No, but you may turn on the computer and get online to do some research on her.

I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles.

Mom: What books did she write?

I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules.

Mom: What are the rules? Tell me more about them.

I: They are simply rules for keeping babies clean and healthy.

Mom: Why did she write that? Who are the women that she thought needed that advice?

I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor.

Mom: When did she live? I mean Lin Qiaozhi.

I: Here it is. She lived in the early 20th century.

Mom: Oh, that’s before the liberation and the founding of New China. It’s a long time ago. It must have been very difficult for her to get a medical training.

I: Why is that, Mom?

Mom: Because women’s education was always placed second to men’s. I am sure it was hard work and determination as well as her good nature that got her into medical school.

I: Mom, you are right. She is great for her kindness and consideration shown to all her patients.

Mom: So what about you, son? Have you made up your mind as to what to study at college?

I: Sure, mom. I will go to a medical university, to be a doctor as great as she is.

Mom: I am confident that you will be as good a doctor as her. Go and fill in the forms for the university entrance exam…

III. Guided writing

1. Writing an imagined dialogue

Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …

2. Writing a description

Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.

DESCRIBE A FAMOUS PERSON YOU ADMIRE

Mother Teresa is a great woman though she has died. She spent her whole life helping the poorest of the poor. Today, she is renowned and respected around the world.

Mother Teresa was born on 26th august 1910 and named Christened Agnes Bojaxhiu. She grew up in the Serbian town of Skopje, which was a poor country at that time. Her whole family was Christians. When she was twelve years old, she expressed her wish to become a nun. As she wanted to be sure on her wish, she spent six years pondering about this decision. At last, she made up her mind and worked as a nun to help the poorest people in India.

After becoming sister Teresa, she said that she received a message from god that god wanted her to go to the slums to live with the poor. Her worked started. She founded a new congregation called the missionaries of Christianity in Calcutta. It helped the poor, the sick, orphans, alcoholics, drug addicts and even the aids patients. Mother Teresa was not afraid of infection. She looked after the patients herself and loved them. She never stopped taking care if them and never considered giving up anyone of them.

Her work was made known to the world. Some people supported her but some didn’t. She didn’t care. She continued her work and setup other missionaries around the world. She gave love to all the poor in other parts of the world, not only in India. Although she was seriously ill, she never ceased to help the poor. Her work was recognized by the world when she was awarded the Nobel Prize in peace in . She contributed the money she received to the missionary of charity.

Mother Teresa died of cardiac arrest on 5th September 1997 in the missionaries’ Calcutta headquarters. Million of people over the world mourned over the loss of this remarkable woman who was a shining example of goodness and love all her life. I regard her as a role model. I wish I could contribute myself for the good of the world like she did.

III. Further applying

Finding information

Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.

Writing letters

Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.

Acting a text play

Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.

IV. Closing down

Closing down by filling a form

Make use of the text and others to fill in form.

Lin Qiaozhi’s life history

time place event

Closing down by describing a person

To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of A PROTECTOR OF AFRICAN WILDLIFE

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

Main idea of the passage

Being a protector of African wildlife Jane Goodall works to understand chimps and protect them.

Topic sentence of 1st paragraph Our group are all going to visit the chimps in the forest.

Topic sentence of 2nd paragraph Jane spent many years observing and recording their daily activities.

Topic sentence of 3rd paragraph For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

NATURE IN OUR HANDS

II. A tree diagram

III. A retold passage of the text

A possible version:

We set out at 5:45 am to visit the chimps in Gombe national Park. We watched a family of chimps wake up in the morning and followed them wandering into the forest. Jane had been there observing and recording chimps’ daily activities. For 40 years, she had been helping the world to understand and respect the life of these animals. Jane is indeed a woman of achievement and a good example for us all.

2．Background information on Women of achievement

I. What are Women of Achievement? 何谓成功女性

A Woman of Achievement is a dedicated leader who has earned admiration and respect; has vision and brings others towards it by her example; faces life’s challenges with grace and courage; lives with dignity, integrity and honor.

II. The Wildlife Conservation Society 野生动物保护协会

The Wildlife Conservation Society saves wildlife and wild lands through careful science, international conservation, education, and the management of the world’s largest system of urban wildlife parks. These activities change attitudes toward nature and help people imagine wildlife and humans living in sustainable interaction on both a local and a global scale. WCS is committed to this work because we believe it essential to the integrity of life on Earth.

III. China Marks 100th Birthday of Chinese Gynecological Pioneer 中国纪念妇科先驱百年诞辰

Many well-known doctors, senior legislators and public health officials gathered in Beijing on Friday to mark the 100th birthday of the late Professor Lin Qiaozhi, a pioneer in gynaecology in China and a well-respected doctor.

In over sixty years of medical service as a gynecologist and an obstetrician, Professor Lin, also known as Lim Kha T'i, delivered more than 50,000 babies.

Professor Lin, who died in 1983 at the age of 82, was well respected in China for her exceptional medical skills and her excellent medical ethics.

Top Chinese legislator Li Peng has written an inscription in honor of Lin which reads: “Cherishing Forever the Memory of Outstanding Medical Scientist, Professor Lin Qiaozhi”.

At a gathering Friday at the Great Hall of the People, Wang Guangying, a senior legislator, and Qian Zhengying, senior leader in China's top national advisory body, unveiled a copper statue in honor of Professor Lin.

In addition, a gynecological and obstetrical institute named after Lin Qiaozhi was unveiled Friday at the Chinese Academy of Medical Sciences.

Lin made a great contribution to popular science and to maternal and child health care. She was made a posthumous member of the Chinese Academy of Sciences in 1995.

Lin, a native of Xiamen, Fujian Province, graduated from Peking Union Medical College in 1929 and underwent post-graduate studies at Manchester and London Universities in Britain between 1932 and 1933, and Chicago University in the United States between 1939 and 1940.

IV. China Wildlife Conservation Association 中国野生动物保护协会

Founded in Beijing in December 1983, the China Wildlife Conservation Association (CWCA) now has 31 provincial-level and 260 prefecture/county-level branches, and about 30 thousand members who are wildlife conservationists, administrators, scientists, educators, natural reserve works and wildlife lovers. CWCA’s mission is to promote the development of Chinese wildlife conservation, protect, develop wildlife resources and rescue endangered species.

CWCA's responsibility is to organize its members in carrying out conservation laws and policies, running education and popularization programs of wildlife protection and rescue, conducting scientific research and academic exchange, providing technical consultation on wildlife resources management, raising funds for wildlife conservation and establishing contact with foreign groups and participating in international cooperation.

Since its foundation, the CWCA has run various programs to promote education, propaganda, and fund-raising. For example, “Bird-loving week”, wetland conservation, and specialized training, It holds meetings and activities such as the international conference on wildlife conservation in China'87. It has also conducted joint research programs with wildlife conservation organization in the US, Germany, and other countries and regions. In 1984, CWCA become a member of the IUCN(the world conservation union). In order to promote

international exchange, CWCA has arranged for exhibits in the US, Canada, Ireland, Belgium, and Singapore and other countries of rare Chinese animals, including the giant panda and golden monkey. CWCA is willing to cooperate with countries and international wildlife conservation organizations who concern about Chinese wildlife conservation in technical communication.

3．Words and expressions from Unit 1 Women of achievement

I. Words for Reading

achieve v: 完成achieve one’s goal/ achieve success/ achieve one’s purpose/ achieve a victory/ achieve fame

achievement n.: 成就the achievement of one’s goal/ the achievement of peace/ a scientific achievement

condition n. 条件 in good condition/ under difficult conditions/ meet conditions/ without condition

welfare n. 福利student welfare/ promote the public welfare/ be concerned about sb.’s welfare

institute n. 学院establish an institute/ an institute of technology

connection连接 break off a connection/ have business connection with…/ enter into a connection with…

campaign n.运动 begin a campaign against…/ plan a campaign/ during a campaign for re-election

organization n. 组织 build up a social organization/ dissolve an organization/ join an organization

specialist n.专家 consult a specialist/ an eye specialist/ a specialist in heart diseases

devote v. 献身 devote oneself to…/ devote one’s time to…/ devote one’s money to …

behave v. 举动 behave badly to one’s wife/ behave oneself well/ behave as a gentleman

behaviour n. 行为 report one’s behaviour/ understand one’s behaviour/ admire sb for his behaviour

worthwhile a. 值得做的 a worthwhile job/ a worthwhile book/ a worthwhile task

nest n. 巢穴 make a nest/ build a nest/ take a nest (掏鸟窝)

observe v. 观察, 遵守 observe sb. closely/ carefully observe sth. / strictly observe the school discipline

observation n. 观察 carry out observations/ come under observation/ keep observation upon…

respect v. 尊重 respect our teacher/ respect the rights of other people

argue v. 争论 argue that/ argue him into staying here/ argue her out of climbing the mountain

entertainment n. 娱乐give an entertainment to sb./ play the piano for one’s entertainment

inspire v. 鼓舞 inspire sb. with courage/ inspire sb. to further efforts

support v. 支持 support sb. financially/ support sb. against…/ support one’s family on one’s wages

II. Words for Learning about Language

communication n. 通讯，交际 cut off communications with…/ have no communication with…/

specialize v. 专攻，使专门化 specialize in…/ be highly specialized

strike v. 打击 n. 罢工 strike sb. on the head/ strike one’s head against the wall

career n. 事业 take up medicine as one’s career/ have a bright career before sb.

III. Words for Using Language

article n. 文章 write an article on education for a newspaper

explain v. 解释 explain the meaning of the sentence/ explain to sb. that

rate n. 比率，速度 The birth rate has dropped. at the rate of 3 to 5/ raise [reduce] hotel rates

巴西姑娘加冕“地球小姐”

care for v. 照顾 care for my health/ care little for money/ be well cared for

medical a. 医学的 need a medical checkup/ go to a medical college/ be under medical treatmment

determination n. 决心，果断 show fixed determination/ make a fresh determination

kindness n. 仁慈，好意 do sb. a kindness/ help sb. out of kindness/ treat sb. with kindness

consideration n. 考虑，体谅 after much consideration/ give careful consideration to…

deliver v. 递送，（生孩子），发表（演说）deliver the mail/ deliver a long speech/ deliver a baby safely

personality n. 个性，人格 have a strong personality/ respect the personality of a person

modest a. 谦虚的，适度的be modest about one’s achievement/ a modest price

considerate a. 考虑周到的 be considerate of [to, toward] old people

篇10：人教新课标高中必修四 unit 4 金色教案(新课标版高一英语必修四教案教学设计)

Unit 4 Body Language

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(COMMUNICATION: NO PROBLEM?)

Aims

To help students develop their reading ability.

To help students learn about body language.

Procedures

I. Warming up

Warming up by acting

Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.

Examples Of Body Language

NONVERBAL BEHAVIOR INTERPRETATION

Brisk, erect walk Confidence

Standing with hands on hips Readiness, aggression

Sitting with legs crossed, foot kicking slightly Boredom

Sitting, legs apart Open, relaxed

Arms crossed on chest Defensiveness

Walking with hands in pockets, shoulders hunched Dejection

Hand to cheek Evaluation, thinking

Touching, slightly rubbing nose Rejection, doubt, lying

Rubbing the eye Doubt, disbelief

Hands clasped behind back Anger, frustration, apprehension

Locked ankles Apprehension

Head resting in hand, eyes downcast Boredom

Rubbing hands Anticipation

Sitting with hands clasped behind head, legs crossed Confidence, superiority

Open palm Sincerity, openness, innocence

Pinching bridge of nose, eyes closed Negative evaluation

Tapping or drumming fingers Impatience

Steepling fingers Authoritative

Patting/fondling hair Lack of self-confidence; insecurity

Tilted head Interest

Stroking chin Trying to make a decision

Looking down, face turned away Disbelief

Biting nails Insecurity, nervousness

Pulling or tugging at ear Indecision

Warming up by defining-What is body language?

● The gestures, poses, movements, and expressions that a person uses to communicate.

●The outward signs of a person which indicates their inner thoughts or attitude. For example, a bowed head indicates submission, a hand over the mouth indicates the person doesn't want to talk or feels their words aren't worth listening to. Scratching indicates nervousness. A person passing another on the street might bow their head as a subconscious sign of submission.

● Conscious or unconscious bodily movements and gestures that communicate to others a person's attitudes and feelings. This may also include dress, facial features, skin colour or other personal means of communication without words.

● communication via the movements or attitudes of the body

● Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.

II. Pre-reading

1. Looking and saying

Look at the man in the picture below. What does he say to you by his body language?

Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.

2. Talking and sharing

Body language is the quiet, secret and most powerful language of all!

According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.

Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.

Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from COMMUNICATION: NO PROBLEM?

Send… to do sth., meet … at the airport, meet with…, at a hotel, represent the Chinese government, look around, in a curious way, be followed by…, introduce…to…, kiss… on the cheek, step back, appear surprised, take a few steps away from…, coming in, at the same time, reach one’s hand out to …, touch sb’s hand, greet each other, communicate with spoken language, express one’s feelings, use unspoken language, keep physical distance, stand close to…, approach… closely, shake hands, move close to…, move back a bit, nod at …, stand close to…, behave the same way, avoid difficulty

3. Reading to identify the topic sentence of each paragraph

Next you are to skim the text to identify the topic sentence of each paragraph.

4. Reading and transferring information

Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?

Name Country Action Meaning

Mr Garcia

Julia Smith

Ahmed Aziz

Madame Coulon

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

6. Reading and translating

Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.

Closing down by checking

Check some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.

“I’m surprised!”

“I’m shocked!”

“I’m sad!”

2．A sample lesson plan for Learning about Language

(The ~ing form as the Attribute & Adverbial)

Aims

To help students learn about The ~ing form as the Attribute & Adverbial.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

II. Learning about grammar

1. Reading and thinking

Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.

(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)

2. Doing exercises No. 1 and 2 on page 29

Turn to page 29. Do exercises No. 1 and 2。

III. Ready used materials for The ~ing form as the Attribute & Adverbial

... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...

The ~ing form 作定语

现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如：

The man following was obviously in a hurry。（现在分词单独作定语）

They acted just like a conquering army。（现在分词单独作定语）

Do you know the man standing over there by the motor car?（分词短语作限定性定语。）

Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）

The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语）

The ~ing form 作状语

现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如：

Rushing out of the room, he has knocked down by a car.（作时间状语）

=When he rushed out of the room, he was hnocked down by a car.

Working harder, you will pass the entrance exam.（作条件状语）

=If you work harder, you will pass the entrance exam.

She sat at a window and read a book.（作伴随状语）

=She sat at a window and read a book.

Having won the championship, he was awarded a million dollars.（作原因状语）

=Because he had won the championship, he was awarded a million dollars.

Even if taking a taxi, I will still be late for the meeting.（作让步状语）

=Even if I take a taxi, I will still be late for the meeting.

The road is under construction, thus causing the delay.（作结果状语）

=The road is under construction, and thus caused the delay.

注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。

IV. Closing down by doing a quiz

To end the period you are going to take a quiz on ~ing words.

~ING WORDS

Highlight all the words ending in '-ing'.

Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.

Examples of some of the different categories

He's swimming.

He's wearing a swimming suit.

He likes swimming.

Swimming is pleasant.

Rewrite each sentence without using the '-ing' form.

Is there a change in meaning? What is it?

Find sentences in the text which can be rewritten using an -ing form.

Is there any change in meaning? What is it?

3． A sample lesson plan for Using Language

(SHOWING OUR FEELINGS)

Aims

To help students read the passage SHOWING OUR FEELINGS.

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text SHOWING OUR FEELINGS.

II. Guided reading

1. Reading and translating

Read the text SHOWING OUR FEELINGS and translate it into Chinese paragraph by paragraph. He Jing. You are to do paragraph 1, please. ….

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from SHOWING OUR FEELINGS

Show all kinds of feeling, turn one’s back to…, show anger, close one’s hand, shake… at…, a universal facial expression, put…at ease, hide feelings, lose face, nod the head up and down, look away from…, hold one’s arms across one’s chest, protest…from …, turn toward…, roll one’s eyes, show respect for…, use gestures, give a hug to sb., stand close to…, with…open, look directly at…, look sb. in the eye, tell the truth, be wrong about…

3. Doing exercises

Now you are going to do exercises No. 1 and 2 on page 30 following the article.

The importance of body language

People can not live without each other, we are social beings. As soon as we are in contact with others we are communicating. For this we can make use of spoken and written language. In these ways we make the content of a message clear to each other. However we can also communicate without words. This kind of communication tells us something about the relationship between people. Often this is more important than getting the content of the message across. The communication about this non spoken communication, which tells us something about the relationship between people, is called Meta-Communication. Communicating about communication!

4. Writing

Turn to page 31. Make a list of three positive body language expressions and three negative body language expressions.

Non-verbal communication, or body language

o Refers to messaging without words

In a personal spoken message

o According to Albert Mehrabian, in Psychology Today (1968), of the total message

7% is conveyed by the words

38% by the vocal tones, and

55% by facial and body expression

o Reading body language is an important skill

5. Listening, writing

Turn to page 31 and do the listening and writing exercises No. 1 and 2.

Positive gesture clusters - 1

●Acceptance

o Hand to chest

o Open arms and hands

o Touching gestures

o Moving closer, one to another

o Preening

o Sitting on one leg (for female)

Positive gesture clusters - 2

●Confidence

o Steepling (fingers touching like a church steeple)

o Hands behind back, authority position

o Back stiffened

o Hands in coat pockets with thumbs out

o Hands on lapels of coat

●Expectancy

o Rubbing palms

o Jingling money openly

o Crossed fingers

o Moving closer

Positive gesture clusters - 3

●Cooperation, readiness, openness

o Open hands

o Hands on hips

o Hands on mid-thigh while seated

o Sitting on edge of chair

o Arms spread, gripping edge of table or desk

o Moving closer

o Sprinter's position

o Hand-to-face gestures

Positive gesture clusters - 4

●Evaluation

o Hand-to-face gestures

o Head tilted

o Stroking chin

o Peering over glasses

o Taking glasses off, and cleaning

o Putting eye glass ear piece in mouth

o Pipe smoker gestures

o Getting up from table and walking around

o Putting hand to bridge of nose

Positive gesture clusters - 5

●Reassurance

o Touching

o Pinching flesh

o Chewing pen or pencil

o Rubbing over thumb

o Touching back of chair on entering room

o Biting finger nails

o Hands in pockets

Positive gesture clusters - 6

●Self-control

o Holding arm behind back

o Gripping wrist

o Locked ankles

Clenched hands

6. Speaking and writing

Discuss Lin Pei’s behaviour with your partner. Then write some advice for Lin Pei.

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of COMMUNICATION: NO PROBLEM?

I. Type of writing and summary of the idea

COMMUNICAATION: NO PROBLEM?

Type of writing This is a piece of descriptive writing.

Main idea of the passage

By familiarizing ourselves with a few basic nonverbal signals, we can improve our ability to understand what people are really communicating and become aware of what we are broadcasting to the world with our own non-verbal cues.

Idea of 1st paragraph You were sent to meet business people from several countries at Pudong Airport.

Idea of 2nd paragraph Examples of greeting by Mr Garcia from Columbia, by Julia Smith from Britain, by the visitor from Japan, by George Cook from Canada

Idea of 3rd paragraph People communicate by unspoken language, learned or cultural “body language”.

Idea of 4th paragraph Greeting by English people, by people from Spain, Italy, South American and Japan.

Idea of 5th paragraph Examples of greeting by Ahmed Aziz from Jordan, by Madame Coulon from France, by people from Middle East or some Muslim countries.

Idea of 6th paragraph Body language is either good or bad.

II. A tree diagram of COMMUNICAATION: NO PROBLEM?

III. A retold passage of the text

A possible version:

You were sent to meet business people from several countries at Pudong Airport.

At the airport Mr Garcia from Columbia approaches Julia Smith from Britain, touching her shoulder and kissing her on the cheek, who steps away from him. Mr Cook, from Canada, reaches out his hand to the visitor from Japan who bows.

People communicate differently by unspoken language, their learned or cultural “body language”.

English people usually do not stand close to others or touch strangers when they first meet. But people from Spain, Italy, South American countries approach others closely, even touch them. Most world people greet each other by shaking hands while Japanese people do so by bowing.

People from Jordan moves close to the one they greet. People from France may greet each other by shaking hands and kissing. Men from Middle East or some Muslim countries stand quite close to other men to talk and they will not shake hands with women.

Body language is either good or bad. Its understanding helps you better communicate with each other.

2．Background information on Body language

I. American Gestures

COMMON GESTURES

1. Americans are a not touch (touch/not touch)oriented.

2. In normal social situations, Americans generally stand about 30 inches apart from one another, which is also considered their personal “comfort zone.”

3. At sporting events or the theater, Americans usually slide into a crowded aisle while facing forward (forward/the people).

Gesture Meaning

Americans shake hands, and from an early age they are taught to do so with a firm., solid grip. When greeting one another.

American children are taught to look others directly in the eyes. When greeting and conversing. If not, means shyness or weakness.

Arm raised and the open hand “waggles” back and forth. Signaling “hello” or “good-bye.” Or trying to get someone's attention.

Americans will often wave to another person and then turn to make hand scoop inward; or raise the index finger ) palm toward one's face, and make a “curling ” motion with that finger. To beckon or summon another person.

Palm facing out with the index and middle fingers displayed in the shape of a “V.” “Victory” or “peace.”

Thumb and forefinger form a circle with the other three fingers splayed upward; it is used frequently and enthusiastically. “O.K.” meaning “fine” or “yes.”

Thumb up with a close fist. Meaning support or approval, “O.K.” or “Good Going!” or “Good job!”

Fist raised with index finger and little finger extended. Texas rallying call “hook 'em horns.” Baseball meaning “two outs.”

Whistling Pretty woman, cheering at sporting events, applauding performances.

Nodding and shaking the head. Yes and No

Extend the forefinger and make a circular motion near the temple or ear. Something or someone is “crazy.”

II.Common Asian Gestures

1. GREETINGS GESTURES

a) Handshaking

b) Bowing

c) Avoid direct eye contact

2. BEKONING GESTURES

a) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.

b) Avoid using fingers in pointing to an object.

3. TOUCHING GESTURES

a) Not touch oriented societies

b) Avoid public display of affection

c) Pushing (bumping) in crowds

4. OTHER NON VERBAL GESTURES

a) Respect to elderly people

b) Smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies , or sadness.

c) Displaying an open mouth (such as yawning or a wide-open laugh) is considered rude, especially with women who cover their mouths when giggling or laughing.

d) Try to maintain a balanced posture, stand or sit erectly or squarely. Don't slouch or put on the ground with arms in the lap or on the armrest. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.

e) Silience (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.

Japan

In summary, for most visitors the Japanese are complex and difficult to understand. Remember two things: (1) style, or the way things are done, is just as important as substance, or what is being done; and (2) watch your Japanese hosts carefully and follow their example.

5. GREETING GESTURES

a) The graceful act of bowing is the traditional greeting.

b) However, they have also adopted the western custom of shaking hands, albeit with a light grip and perhaps with eyes averted. Meanwhile, to show respect for their customs, it would flatter them to offer a slight bow when being introduced.

c) Avoid hugging and kissing when greeting.

d) It is considered rude to stare. Prolonged direct eye contact is considered impolite or even intimidating.

e) It is considered rude to stand with your hand or hands in your pockets, especially when greeting someone or when addressing a group of people.

f) The seemingly simple act of exchanging business cards is more complex in japn becuae the business card represents not only one's identity but one's station in life. Yours should be printed in your own language and in Japanese.

6. TOUCHING GESTURES

a) The Japanese are not a touch-oriented society, so avoid open displays of affection, touching or any prolonged form of body contact.

b) Queues are generally respected; it is only in crowded train and subway stations where the huge volume of people causes touching and pushing.

7. BECKONING GESTURES

a) It is considered insulting to point to someone fingers extended and the thinb folded into the palm.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.

8. OTHER NONVERBAL GESTURES

a) Because of the high regard for graciousness and restraint, one should not shout, raise the voice in anger, or exhibit any excessively demonstrative behavior.

b) Among the Japanese, smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies, or sadness.

c) Displaying an open mouth (such as yawning or a wide open laugh) is considered rude in Japan, especially with women who cover their mouths when giggling or laughing.

d) Try to maintain a balanced posture stand or sit erectly or squarely. Do not slouch or put your feet on desks or chairs. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knee or ankles is the preferred form rather than with one ankle over the other knee.

e) Silence is perfectly acceptable and customary. Silence (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.

f) One way to show concentration and attentiveness is to close the eyes in contemplation and nod the head slight, up and down.

g) Japanese men like to avoid saying “no”, but one gesture that is often used ti signal “no” or that “something is very difficult” is to tip the head backward and audibly suck air in through the teeth.

9. OTHER NONVERBAL GESTURES

a) A gesture saying “I do not know,” or “I don't understand” or “No, I am undeserving” is waving the hand back and forth in front of one's own face (palm outward).

b) The “O.K.” gesture in Japan may be interpreted as the signal for “money” or “give me change in coins.”

c) Blowing your nose in public is considered rude. The handkerchief is used primarily for wiping the mouth or drying the hands when leaving the washroom. Paper tissues are used for blowing the nose and then discarded.

d) When entering a private home or traditional restaurants with tatami (bamboo mats) floors, it is usually customary to remove your shoes and place them with the toes pointing toward the outdoors.

10. BOWING

a) Many westerners view the bow as an act of subservience, but in Japan that would completely wrong. For the Japanese a bow signals respect and humility, two qualities coveted throughout Asia.

b) Although it is not absolutely necessary, but a slight bow demonstrate that you respect their customs. And in Japan, where style and grace and courteousness are revered, that simply act would surely be noted, appreciated, and probably remembered.

c) WHO BOWS FIRST? AND HOW LOW DOES ONE BOW? In Japanese, it is extremely important to know the rank of people with whom you come in contact.

i. “The person of lower rank bows first and lowest.”

ii. “The higher the rank of the person facing you, the lower you bow.”

iii. “The lower the bow and the longer one holds the position, the stronger is the indication of respect, gratitude, sincerity, obeisance, humility, contriteness, etc.”

iv. With equals match bows, adding an extra one when you want to show a slight edge of respect.

v. When unsure of status, the safest move is to bow a shade less low than the other person.

vi. The proper form is to bow (about 15 degrees) with hands sliding down toward the knees or at the sides, back neck stiff, and eyes averted. The formal bow (about 30 degrees) with palms on knees and often bobbing up and down. Never bow with a hand (of both hands) in your pockets.

Korea

11. GREETING GESTURES

a) Among themselves, bowing is the traditional form for both greeting and departing.

b) Western and Korean male friends usually greet with both a slight bow and shaking hands. When shaking hands, both hands are sometimes used. Women usually do not shake hands, especially with men, but usually just nod slightly. The senior person offers to shake hands first, but the junior person bows first. However, shake hands with a light grip and perhaps with eyes averted.

c) Avoid hugging and kissing when greeting.

d) Prolonged direct eye contact is considered impolite and even intimidating.

e) Business cards are traded respectfully. Keep the card on the table in front of you as just one small gesture of respect.

f) When saying good-bye, the traditional gesture is the bow, but the younger generation has adopted the western custom of waving good-bye by moving their arm side-to-side.

12. TOUCHING GESTURES

a) Generally speaking, the Koreans are not a touch-oriented society (especially true for visitors.) So avoid touching or any prolonged form of body contact.

b) Public display of affection are very rare. On the other hand, you may note people of the same sex walking hand-in-hand, which is simply a gesture of friendship.

c) Don't worry about a bit of pushing in stores or when groups board public buses or trains. Apologies are neither offered or expected.

13. BECKONING GESTURES

a) The open hand or the middle finger is used for pointing.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Using the arm and hand up, palm toward the face is used only for calling dogs and children.

14. OTHER NONVERBAL GESTURES

a) Respect is always shown to elderly people, so it is appropriate to rise when a person-- especially an elderly man enters the room or giving up a seat on a subway. However, an elder may not give up a seat for a young boy.

b) Men generally have priority in Korea: Go through a door first, walk ahead of women, and women may help them on with their coats.

c) Among the Koreans, laughter is used to disguise many emotions: anger, frustration, and fear.

d) Loud talking or laughing is usually avoided. Koreans, especially women will cover their mouths laughing, resulting in giggling rather than wide open-mouth laughing.

e) Periods of silence are common and accepted, even during dinners.

f) Correct posture is important, especially when seated. Don't slouch or put your feet on desks or chairs. Try to maintain a balanced posture, stand or sit erectly or squarely. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.

g) When walking in public, keep to the left side of the walkway and stairway.

15. OTHER NONVERBAL GESTURES

a) It is considered impolite to enter a room without knocking first. However, Koreans may not wait for you to come to the door and open it. They may knock and then enter.

b) When walking in public places, direct eye contact is uncommon in the larger cities. However, visitors may be the subject of much curiosity and therefore you may notice some stares.

c) Blowing you nose in public is considered rude, especially at a meal. Paper tissues are used for blowing the nose and then discarded.

d) When entering a private home, it is usually customary to remove your shoes.

e) Spitting (except for young women) and burping in public is acceptable.

Phillipines

16. GREETING GESTURES

a) Handshaking is the common custom, with both men and women shaking hands in a friendly and informal fashion.

b) Filipinos may greet one another with the “eyebrow flash” which is merely a quick lifting of the eyebrows.

17. TOUCHING GESTURES

a) Generally speaking, the Filipinos are a touch-oriented society.

b) People of the same sex may be seen holding hands in public places, which is simply a gesture of friendship.

c) Don't worry about a bit of pushing and shoving when using public transportation, Filipinos seldom queue or observe orderly lines.

18. BECKONING GESTURES

a) Instead of pointing to an object , Filipinos will shift their eyes toward it, or purse the lips and point with the mouth.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Never curl your index finger back and forth because that is considered insulting.

19. OTHER NONVERBAL GESTURES

a) It is considered rude to stare. Prolonged direct eye contact is considered impolite and even intimidating.

b) Respect is always shown to elderly people.

c) Among the Filipinos, laugher is used to convey both enjoyment and pleasure but also to mask embarrassment over another person's misfortune.

d) Speaking in aloud voice is considered ill-mannered and rude.

3．Words and expressions from Unit 4 Body language

major a. a major earthquake 大地震，a major problem 重大问题，a major subject 主修科目

local a. local customs地方风俗，a local pain 局部疼痛，当地时间 local time

represent v. represent a club as its chief executive以总经理的身份代表俱乐部，represent by signs 用符号代表

curious a. be curious about other’s people business 对别人的事情太好奇

Introduce v. introduce her as his daughter 介绍说她是自己的女儿， be introduced from… 从…传来的，introduce…to sb. 向某人介绍……

approach v. & n. cautiously approached the house 小心地走近那房子, approach the manager about … 同经理谈……， approach the question as a scientist 从科学家的角度来处理这一问题，Snow announced the approach of winter. 雪宣告了冬季的来临。I like her approach to the problem. 我喜欢她解决这个问题的方法。

touch v. & n. She lightly touched his forehead. 她轻轻地摸了摸他的前额。 Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面,我们学校很少有学生能与他相比。I was touched beyond words. 我感动得无法形容。They did not touch this topic in their talk. 他们在会谈中没有触及这个问题。The rain touched the crops. 这场雨使庄稼受害。They sat so close that their heads nearly touched. 他们坐得那么近,头都差不多碰到一起了。In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。It will break at a touch. 那东西一碰就破。Let's stay in touch. 我们保持联络。He's added a few finishing touches to his novel. 他给小说作了最后润色。He has a touch with birds. 他擅长养鸟。The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。

cheek n. The little girl has rosy cheeks. 那个小女孩脸颊红润。 He had the cheek to ask me for money. 他竟厚着脸皮向我要钱。How can you cheek your grandparents in that way? 你怎么可以那样无礼地对祖父母讲话?

learned a. The more learned a man is, the more modest he usually is. 人愈有学问,往往愈是谦虚。learned books 学术性书籍

stranger n. I feel strange in the presence of strangers. 在陌生人面前,我感到不自在。 Sorry, I don't know. I'm a stranger here myself. 对不起,我不清楚。我对这里也不熟。He is no stranger to sorrow. 他饱经忧患。I'm a stranger to statistics. 我对统计学一窍不通。

spoken a. They built a robot capable of understanding spoken commands. 他们制造了一个能懂口头指令的机器人。He is a shy soft-spoken person. 他害羞,说话轻声细语的。

express v. & n. Really, I hardly know how to express my gratitude. 我真不知道如何表达我的感激之情。The doctor expressed poison from her wound. 医生把毒液从她的伤口挤了出来。Please send this parcel by express delivery. 请用快递寄送这个包裹。The doctor gave express orders that the patient was to have no visitors. 医生明确嘱咐,那个病人不可会客。We took an express bus home. 我们乘特快公车回家。They painted the house for the express purpose for selling it. 他们专为卖房而油漆房子。Please send the parcel express.

action n. The quick action of the firemen saved the building from being burned down. 消防队员行动及时,该建筑物方免遭焚毁。The action of water on rock should be taken into account. 应考虑到水对岩石的作用。All the action in the play takes place at one railroad station. 该剧的整个情节均发生在一座火车站里。Finally she had to file an action for divorce. 最后她只好提出离婚诉讼。

posture n. a sitting posture 坐姿, They are trying to adopt a more cooperative posture. 他们正试图采取更为合作的态度。He enjoys posturing in front of an audience. 他喜欢在观众面前装腔作势。

likely a. & a. John is likely to be in London this autumn. 今年秋天约翰可能在伦敦。 The park is a likely place for the picnic. 这公园倒是个适合野餐的地方。 We will most likely be late. 我们很有可能会迟到。

Muslim n. & a. A Muslim is a believer in or follower of Islam. The word Muslim means one who submits and implies complete submission to the will of God (Allah). Muslims believe that nature is itself Islamic, since it follows natural laws placed by God. Thus, a Muslim strives to surrender to God's commands every step of the way.

The holiest book for Muslims is the Qur'an, or the 'Koran' in English. Muslims consider the Arabic Qur'an as the direct revelation of God; translations do exist to other languages but are not regarded as the literal word of God.

Other canonical texts of the Muslim include the hadith which are recordings of the life of the prophet made by the people who were around him. Many matters not specifically mentioned in the Qur'an are covered in the hadith. The degree to which the hadith are authoritative depends on the sect which a Muslim is from.

The basic beliefs of Muslims are: belief in God, His angels, His revealed Books, His Messengers, the Day of Judgement, and the Al Qadar (which is a form of divine pre-destination). The revealed books of Islam also include the Injil (Christian Gospels), the Torah and the Psalms.

The Five Pillars of Islam on which a Muslim's life is founded are:

The Testimony that there is none worthy of worship except God and that Muhammad is his messenger.

Establishing of the five daily Prayers (Salaah). These prayers are ritualistic in nature and adherence to the ritual practice is required. The location at which one prays is not strictly defined as long as one is able to establish the Qiblat.

The Giving of Zakaah (charity), which is generally 2.5% of the yearly savings for a rich man working in trade or industry, and 10% or 20% of the produce for agriculturists. This money or produce is distributed among the poor.

Refraining from eating, drinking and having sex from dawn to dusk in the month of Ramadhaan (Sawm).

The Pilgrimage (Hajj) to Mecca during the month of Zul Hijjah, which is compulsory once in a lifetime for one who has the ability to do it. This ability includes the financial means and the physical strength since the hajj can be strenuous. Also, one has to obtain a permit from the Saudi government which is granted based on an annual quota based on country.

comedy n. Comedy is the use of humour in the performing arts. It also means a performance that relies heavily on humor. The term originally comes from theater, where it simply referred to a play with a happy ending, in contrast to a tragedy. The humor, once an incidental device used to entertain, is now an essential aspect of a comedy.

A recognised characteristic of comedy is that it is an intensely personal enjoyment. People frequently fail to find the same things amusing, but when they do it can help to create powerful bonds.

篇11：人教新课标必修1 Unit 5 Neslson Mandela 全单元教案(新课标版高一英语必修一教案教学设计)

Contents 目录

一、单元教学目标和要求(Teaching aims and demands)

二、教材内容分析（Analysis of the teaching materials）

三、教学安排(Teaching arrangements)

四、单元预习任务(Pre-unit Activities: Preview Task)

五、教学步骤 (Teaching procedures)

六、背景参考资料(Background knowledge)

七、评价与反思(Assessment and reflection)

临海市回浦中学李珊珊陈晓平余晶晶

一、教学目标和要求(Teaching aims and demands)

根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1．语言知识（Knowledge）

词汇（Vocabulary）：

能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely

短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to

功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：

1．发表意见（Giving opinions）

Why do you think so? What do you think of ...? What's you opinion?

agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....

2．评论（Making comments）

Good idea! That's an excellent idea．

语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）

The school where I studied only two years was three kilometres away．

This was a time when you had got to have a passbook to live in Johannesburg

The reason why I got a job was because of my hard work．

…we were put in a position in which we had either to accept we were less important, or fight the Government．

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

扩展词汇：

negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。

2. 语言技能 (Skills)

听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

说：在本单元的课文及练习讨论时，能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。

读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。

写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。

3. 学习策略(Strategy)：

1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。

2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。

4. 情感态度和价值观（Affect and Values）

了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。

二、教材内容分析（Analysis of the teaching materials）

本单元的中心话题是当代英雄纳尔逊曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。

三、教学安排(Teaching arrangements)

Period 1: Reading I (Elias’ story +the rest of Elias’ story)

Period 2: Reading II (review +listening (sb)+language points)

Period 3: More language input (reading task (wb) + listening (wb))

Period 4: Language Practicing (grammar)

Period 5: Writing

本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。

本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。

根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。

第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲 “hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。

第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。

巩固了上一堂课的内容，进入延伸部分--一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person?”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。

第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones?”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固 “Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的 “Listening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man” 的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。

第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象--定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项--关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务--四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。

第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业--定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。

补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了 “Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。

四、单元预习任务（Pre-unit Activities: Preview Task）

1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。

3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。

推荐网址：

4、做好每课时的课前具体预习任务。

第一课时前：

1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。

2、预习阅读材料，掌握文章的中心思想和基本脉络。

3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。

推荐网址：www.anc.org.za/people/mandela.html

www.microsoft.com/billgates/bio.asp

（学生可以通过以下问题来自我检查预习情况）

Questionnaire:

Q1: What qualities do you think you should have? And how can we improve ourselves?

Q2: Can you name some famous people? But are they great men?

Q3: How much do you know about South Africa and Nelson Mandela?

Q4: What’s the relationship between Nelson Mandela and Elias?

Q5: What can we learn from those great ones?

第二课时前：

1、复习阅读课文，预习所给的词汇、相关背景知识等材料。

2、预习课文Listening。

第三课时前：

1、预习所给的词汇，和相关知识。

2、预习练习册里的阅读与听力。

第四课时前：

1、预习语言点和语法点。

第五课时前：

1.、复习上一课时所学的语言点和语法。

2.、搜索有关曼德拉详细信息与写信的格式。

五、教学步骤 (Teaching procedures)

Period 1：Reading I

Teaching goals

1. To talk about people’s qualities and inspire the students to discover the value of the great man’s work.

2. To read on capable people’s life stories and know more information about Nelson Mandela.

3. Enable the students to express their ideas logically.

Procedures

Step 1. Warming up

(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)

T: Well, for a beautiful song, do you know what it is about?

S :Hero

Q: Who is your hero/heroine?/ Who do you admire in your heart?

Ss: …

Q: Why?

S: …

Q: Do you think he is a great man?

S: …

Q: Does he do anything for others? / What contributions does he make to society?

S: …

(Show 4 pictures in talking part one by one)

Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?

(Give background knowledge)

Conclusion: Let Ss say: so a great man is a man_______________________________________.

(Show a picture of. Nelson Mandela)

Q: What do you know about him? Is he a great man? Why?

(Get into Brainstorming)

T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.

Step 2.Fast Reading

Q: What does he think of Nelson Mandela?

Why?

What happened between Elias and Nelson Mandela?

Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .

Step 3 Careful reading

T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?

Q1: When and where was Elias born? What was he?

( 1940, born, black worker )

Q2: Was he educated? When? How long?

( 1946( six), educated, two years )

Q3: Why did he leave school so early?

( not continue the fee )

Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?

( get, worried about, out of work, no passbook )

Q5.Who helped him? What did Nelson Mandela do at that time?

( Nelson Mandela, opened, advise )

Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?

( get …)

Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?

( ANC, no vote, not choose )

Q8: Where did they live?

( poorest )

Q9: What did Nelson Mandela say?

( accept, fight )

Q10: How to attack the law?

( broke, peacefully )

Q11: But did they answer violence with violence? Why?

( answer with violence, not allowed )

Q12: Did Elias like violence? Did he join the ANC Youth League? Why?

( realize his dream, make equal )

Q13: So how did they do?

(blow up )

Q14: What would be the result if they were caught?

( be put in prison )

Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?

( Robben island, not escaped )

Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?

( began, taught )

Q17: Did Elias study hard? How?

( under…make candles..)

Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?

( allowed… not stopped…)

Q19: Could Elias get the degree? Why did he feel good about himself?

（ not cleverer ）

Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?

( four, educated )

Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?

(found out, twenty years, came to power, helped again )

Q22: Was Elias happy to accept this job? Did he give up this job? Why?

( bad, came back to , encourage, said,)

Q23: What did he think of this job now,? Why?

( am proud to…)

Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?

Ss: The purpose of writing this story is to … . The writer tells…by….

Step4 Retelling

T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?

Retelling (Choose one of them to retell )

1. Suppose you were Nelson Mandela, retell the story.

2. Suppose you were Elias’ wife, retell the story.

Step5. Role play (an interview )

T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!

How did you get to know Nelson Mandela?

What did he do to help you keep your job in a gold mine?

Can you explain to me some of Nelson Mandela’s political ideas or beliefs?

What was Nelson Mandela’s way of fighting? Why did he change to violence?

What was life like on Robben Island?

We know you couldn’t read or write, for you left school early, but now you can.

Where did you learn to read and write?

Why did you become a tour guide? What do you think of your present job?

(Let students come to the front to show their interview. Students can start the interview like this:

Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)

Step6. Homework

1. Try to find out some useful expressions and phrases.

2. Work in four to find more information about Nelson Mandela.

附板书设计: （Blackboard Design）

The relationship between Elias and Nelson Mandela

Elias Mandela

black worker opened

educated, two years advise

out of work happiest get

no vote organize

not choose accept/fight

poorest join broke peaceful

blow up help

put in prison began

hardest taught

not allowed allowed…to

get a degree degree not stopped

feel good

Period 2：Reading II

Step 1.Lead-in

T: Do you still remember some details about what we learned yesterday? Now let me have a check.

Step 2. Review two readings

1. ( T or F )

1. Elias met Nelson Mandela at school. ( F )

2. Nelson Mandela was a black lawyer. ( T )

3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )

4. Nelson Mandela thought violence was a good way to help black people. ( F )

5. Nelson Mandela helped Elias keep his job. ( T )

6. The government were happy with Nelson Mandela and the ANC. ( F )

2. Listening and learning about language points

(Discover useful words and expressions, and then complete the passage with some of the words above)

(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)

T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.

When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.

Step 3. Listening

T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?

What is a passbook?

Is it important?

Is it easy to get for Elias?

What job did Elias want to do?

Who worked underground?

Who worked on the surface?

Where did Elias live?

T: Will your answers be all right? Now listen to one statement of Elias.

1 What is a passbook? ( B )

A. A book to help you pass exams B. A book to show your identity

C. A book to tell you where to live D. A book to tell you how to live

2. Why is it important? ( C )

A. For traveling outside South Africa B. For showing where you were born

C. For traveling inside South Africa D. For getting a job

3. What job did Elias want to do? ( D )

A. To work with other black workers B. To work as a cleaner

C. To teach in a primary school D. To work in the mines

4. Who worked underground? (C )

A The white workers B. The black and white workers

C. The black workers D. Foreign workers

5. Who worked on the surface? ( C )

A. The black workers B. The black and white workers

C. The white workers D. Foreign workers

6. Where did Elias live? ( C )

A. In a classroom B. In a home of his own

C. In a large room with beds D. With his family

Q: Why did Elias join the ANC Youth League?

( He wanted to be the same and equal to the white people in their own land.)

Q: Why did he support violence when he did not agree with it ?

( Because it was only with violence that they could get the equal right. )

Step4. Further Discussion

T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.

And what have you learned from Nelson Mandela? For what quality do you admire him most?

(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )

T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?

Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).

Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.

Step5. Homework

1. Review two readings

2. Recite good sentences from the readings

3. Preview the next reading in WB.

附板书设计: （Blackboard Design）

Review two readings ( T or F )

Listening

1. prediction

2. listen to the passage

Further Discussion

1.What is a great man?

2.What about we ordinary ones?

Language points :

1. Do you ask for help when you think it necessary?

ask for 要求得到

Every time he gets home, he asks for money.

ask for sb. 找某人，要求见某人

A Mr. Simpson form Sydney is asking for the manager.

2. Are you willing to do public service work without pay?

be willing to 愿意做某事

willing adj. 乐意的，自愿的

I’m willing to help you.

I’m quite willing for your brother to join us.

3. Do you easily lose heart when you are in trouble? lose heart 灰心，丧失信心

Please don’t lose heart; you still have more chances.

lose one’s heart 爱上，喜欢上

She lost her heart to him as soon as she saw the handsome soldier.

in trouble 有麻烦，处于不幸中

He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。

die for 为……而死

They died for the people. Their death is weightier than Mount Taishan.

I am dying for a cup of water.

die for 也意为“渴望，切望”（只用于进行时态）

5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。

fight (fought, fought)

fight for 为……而战

fight against 与……作斗争

We will have to fight against difficulties.

They told the workers to fight for their rights.6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。

found (founded, founded) 建立，创建

find (found, found)

The hospital was founded in 1920.

Have you found your missing pen?

7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他坚信三条原则：民族，民权，民生。

believe in 信任，信仰

Do you believe in God?

We believe in our government.

believe sb. = believe what sb. says 相信某人的话

believe in sb. 信任某人

I believe what he said because I believe in him.8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。 give up 表示主动放弃或屈服

He has decided to give up smoking.

give in 表示被动屈服或认输，后面不带宾语

You can’t win the game, so you may as well give in.

free from 摆脱（不好的东西）的，无……的

Keep the children free from harm.

You should try to write sentences free from mistakes.

9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。

be in prison 在狱中，被监禁

He has been in prison for five years.

put…in prison = send…to prison = throw …into prison 把……投入监狱

The car thieves have been put in prison.

He was sent to prison for ten years10. The time when I first met Nelson Mandela was a very difficult period of my life.

period 期间，时期，学校的一节课，周期

Let’s finish this period and have a break.

a period of rotation 自转周期 the time when 其中when 引起定语从句

This was a time when you had got to have a passbook to live in Johannesburg.

Do you still remember the time when we first met?

the time 可用于引起时间状语从句，这时一般不加when。

I recognized him the time I saw him.

11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.

1) advise ab. on sth. 就……给某人出主意

I have advised you on that subject.

2) advise sb. to do sth. 建议某人干…… Our monitor advises me to practice more spoken English.

3) advise that +(should) do

I advise that you (should) not eat fruit that isn’t ripe.12. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.

be worried about = worry about 担心

She worries about her health.

= She is worried about her health.

out of work 失业

Jim has been out of work for months.

13. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 过去三十年里出现了最多的法律来剥夺我们的权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步.

see 在此句意为“见证，目睹 ”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，主语为时间

The last few months have seen more and more traffic accidents.

The city has seen many changes.

14. …only then did we decide to answer violence with violence. 只是在那时我们才决定以暴力对暴力。

only then 此处引起倒装句，当only修饰状语位于句首时，句子采用部分倒装的结构。

Only by practicing a few hours every day will you be able to master English.

only 修饰主语时，句子不倒装。

Only he knew how to solve the problem.

15. As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings. 事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.

as a matter of fact = in fact

As a matter of fact, I don’t know the truth.

16.But I was happy to help because I knew it was to realize our dream of making black and white people equal.

be equal to 等于，相当于

I’m not equal to the position.

Women demand equal pay for equal work.

17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到听到罗本岛这个名字令我们多么害怕。

imagine n./doing sth./sb.+doing/that… Can you imagine life without electricity?

I didn’t imagine becoming a writer in my childhood.

I can’t imagine her marrying him.

Imagine that you are a bird.

18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。

should do & should have done

He should have come earlier.

You should come earlier tomorrow.

You should have written to your mother.

My teacher said I should study harder.

I should have studied harder when I was young.

should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。

should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。

19.asleep, sleep & sleepy--Is he still sleeping?

--Yes, he is fast asleep.

I was too sleepy to hear the end of her talk.

I usually sleep seven hours a day.

asleep 是表语形容词，意为“睡着的”。

sleep 是动词或名词，意为“睡觉”。

sleepy 是形容词，意为“打盹的”。20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。

did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.

Do be careful!

I do hope you have a merry Christmas!

He does speak English well!

21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.

come to power = come into power 执政

in power 当权，执政

Things have changed a lot since he came to power.

How long has he been in power?

22. All the terror and fear of that time came back to me.

terror n. 恐怖，可怕的人或事

The murder was a terror to the people in the town.

fear n. 恐惧，可怕

vt. 恐惧，害怕 + n./to do /that… Do you fear death?

She fears to speak in our presence.

I fear that we can’t protect ourselves.

for fear of …& for fear that… 担心 He left an hour earlier for fear of missing the train.

She worried for fear that the child would be hurt23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.

beating n. 打、输

They gave him a good beating.

They gave our team quite a beating.

beat n. 敲击，跳动

We heard the beat of a drum.

Can you hear the beat of my heart?

24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.

reward n. 报酬，奖金

He worked hard but without much reward.

in reward 作为报酬

She got nothing in reward for her kindness.

vt. 酬谢，给以报答

He rewarded me with a prize.

1．period （n．）

1）length or portion of time一段时间；时期。

There were long periods when we had no news of him．好长一段时间我们都没有他的消息。

Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。

His son is going through a difficult period now．他的儿子正处于困难时期。

2）（time allowed for a）lesson in school课时；一节课。

three periods of chemistry a week 一个星期三节化学课。

2．advise

advise sb.to do sth.劝告/建议某人做某事 advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事

1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。

2) He will advise you what to do 他会建议你（们）怎么办。

3) 可以说advise doing,但不可以说advise to do，如：

She advised holding an English party at the weekend.（正）

She advised to hold an English party at the weekend.（误）

4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：

I advised that he (should) come at once.

5) advise sb. of sth 把某事通知某人，如：

We advised them of the arrival of goods

6) advise with sb on/about sth.与某人商量某事，如：

She advised with me on the travel to Europe.

3．see （v.）

see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。

witness 为（某事）发生之时；目睹。

This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百

4．position

1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：

1). The house has a good position.

2). He is lying in a very uncomfortable position.

3). My sister has got a position as a nurse.

4). Both sides made their positions clear.

2.表示“地位”时，是不可数名词，有时可加不定冠词，如：

She is a woman of high position

3. in a position to do sth.处于能够做某事的地位，如：

I’m sorry, I am not in a position to help you now.

4. in/ out of position在/（不在）适当的位置，如：

This chair is out of position. Put it back in position.]

5. Take up the position that…主张…如：

He took up the position that the meeting should be postponed until /to next week.

6. accept

1. 表示“接受，同意” 后面可接名词，代词或that引导的宾语从句，如：

1) Did you accept the invitation?

2) It is generally accepted that smoking causes bad health

2.区别accept 和receive

accept指乐意接受或考虑后同意接受，强调其主观意愿。如：

1) We must accept the criticism.

2) I accepted this plan in principle

receive表示“接到，收到 ”，指“接，收”这一动作或事实。

1).He received several baskets full of cards, letters and telegrams of congratulations.

2).He received the present, but he didn’t accepted it.

accept后不可接不定式。

1). She accepted to go with me.（误）

2). She agreed to go with me.（正）

7. reward.

1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：

1) I rewarded you for your help.

2) She rewarded him with a smile.

2. 作名词，表示“报酬，奖赏，报答，酬谢”如：

1) She was given a reward for passing the examination.

2) She worked hard all her life but without much reward.

3. as a reward for,作为……奖赏，为……酬谢 in reward of（以……）酬谢，如：

1). He was rewarded with a gold watch as a reward for his services.

2) He was presented with a gold watch in reward of his services.

4.in reward 作为。。。报答。如：

1) We got nothing in reward for our kindness.

5．表示“好处，回报”时，常用名词的复数形式，如：

1) The rewards of arts are not to be measured in money.

2) The financial rewards of teaching are not among its attractions.

8. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。

in a way which was peaceful = in a peaceful way。

Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：

Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。

Only recently have I thought of them．直到最近我才想起他们。

如果置于句首的由only引导的词语不是状语就不用倒装。试比较：

Only some of the children seemed to have understood it．似乎只有一部分孩子明白。

Period 3: more language input

Teaching goals

1. Help the students learn to get information by listening, and cultivate the listening ability.

2. Get the students to talk about their various opinions freely in English.

Step1. Reading (WB)

T: As we know, most of the great people are also important and famous, but are important people the great ones?

(Show some pictures of Bill Gates, his software and his company).

T: Do you know who he is?

T: What else do you know about him?

S: CEO of software

T: Great, so many of you know him. He is really so famous. But is he a great man?

S1: I think Bill Gates is / is not _____________, because ________________________________.

S2:

T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.

INFORMATION ON BILL GATES

Job Chief Executive Officer of a computer company

Achievements Produced software that is used all over the world

What did he give up for his beliefs? None

Generosity Gave money to causes for children’s education and health

Why does he have enemies? Other people are jealous of his success

Why attacked by the government? They thought he was too big and too powerful and that is unfair to his competitors

T: What does the follower of Bill Gates think of him?

Why does he think Bill is great?

What about Bill’s competitor?

Why?

Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.

Great Man Not a Great Man

He has his own company and software. No one can compete with his software.

He fits his software free in every computer. His software is not the best but used most widely.

He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.

(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)

T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.

Step 2. Listening (WB)

(Show Ss a picture of an accident)

T: What happened in the picture? If you witness the accident, what will you do?

Ss: Call 120. / Tell policeman the truth. / …

T: If the policeman asks you to describe what you have witnessed, what will you say?

S1: …

T: What’s your point of view?

S2: …

T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why? What about listening to the tape to find out the reason?

(Ask the Ss to listen to the tape.)

T: So why will the police not just ask one person?

S: …

T: Instead, what will the police do?

S: He will ask everyone present.

T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why? So listen to the tape again and find out the answers to these two questions:

Q1: Why will people tell different stories after an accident?

Q2: What does “a point of view” mean?

(Check the answers.)

T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.

(Check the answers of exercise 2.)

T: So why did the two speakers have different ideas about the cause of the accident?

S: …

T: After you get the information, who do you think caused the accident? Why?

S: …

T: What conclusion can you draw after the reading and the listening?

T: So next time when you look at one event, will you just look on one side?

Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people? Are they just ordinary? Can they become great men?

Step 3. Further discussion

(Show a short video of “Move China”)

T: Do you know him? Is he as ordinary as us? But is he a great man? Why?

(T can ask Ss to discuss some detailed questions and then show their ideas.)

1) Who is he? What happened to him?

2) Do you think he is a great man? Why do you think so?

(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let

them have a free talk.)

1) Can you list any other ordinary people who you think they are great?

2) Are there any teachers you admire a lot? Why?

3) And what about your friends? Your schoolmates?

T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.

Step 4. Homework

If we ordinary people can become great ones, will you want to be a great one? If so, how to be a

great person? Can you write your plan to reach the great goal?

附板书设计：（Blackboard Design）

I think Bill Gates is / is not _____________, because ________________________________.

Great man?

Great ordinary

Period 4: Language Practicing

Teaching goals

1. To discover and learn to use some useful words and expressions.

2. To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)

Step 1 Lead-in

(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)

T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences?

Ss: Yes/Ok

Q1: When did you first meet Nelson Mandela?

S1: I met Nelson Mandela in a very difficult period of my life.

T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)

Q2: Where was the school you studied?

S2:The school where I studied only two years was three kilometers away.

Q3: When was the day Nelson Mandela told you what to do and helped you?

S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.

Q4: Where were the parts you blacks lived?

S4: The parts of town where we lived were the places decided by white people.

The time when you first met Nelson Mandela was a very difficult period of your life.

The school where i studied only two years was three kilometers away.

The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.

The parts of town where we lived were the places decided by white people.

Step 2 Grammar review

T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses?

Ss: Attributive clause.

T: Yeah, the attributive clauses are very useful in our expression.

(Show a short flash of the dialogue between a couple)

Now let’s review some together. Will you fill in the proper words?

Ex1:

1. Is he the man who/that wants to see you?

2. He is the man whom/ that I saw yesterday.

3. They rushed over to help the man whose car had broken down.

4. The package (which / that) you are carrying is about to come unwrapped.

T: What do we call the words which you filled in just now?。

S: Relative pronoun.

T: What are they?

Relative pronoun ：who, whom, whose, that, which等。

Step 3 Grammar learning

T: Besides these words and sentences, we find another language using in our text.

We were put in a position in which we had either to accept we were less important, or fight the government．

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela

T: What’s the differences between these two and others?

S: We have a preposition before the relative pronoun.

T: But where is the preposition from?

Let’s observe the following sentences!

Ex2:

1. The speed at which light travels is 300000km per second.(由先行词的习惯搭配决定)

at the speed of

2. This is the teacher from whom I borrow the book. (borrow from)（动词词组）

3. Don’t bring the children to see the animals of which they are afraid. (be afraid of)

关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

Ex3

关系副词：when, where, why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Step 4 Grammar practice

Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.

Ex2: Now will you complete these sentences using an attributive clause with when, where or why？

1. That was the reason why I had to go hospital for so long and I could not go on my holiday to Britain.

2. Mary Brown moved to a place where she was close to the sea, so she could go swimming every day.

3. This was the time when the harvest failed three years in a row, and everyone was cold and hungry.

4. It was the year when the electricity failed and everybody had to cook their dinner by candlelight.

5. I went back to the town which I left when I was five years old, so I could see the house where I used to live.

6. He will never forget the park where he first met his wife.

EX3: Join two simple sentences to make a complex sentence with an attributive clause.

T: Just now, we used the words when, why, where, which, who to fill in the blankets. Now would you combine the two sentences by using the attributive clause?

Eg: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai.

Wang An moved from Shanghai, where he was born, to the US in 1945.

1. Harvard is a world-famous university where/from which Wang An got his doctor’s degree.

2. He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese war.

3 Wang An spent 3years in Harvard University where/ in which he studied applied physics.

4. In 1951 Dr Wang founded his own company where/ in which computers were made.

5. He became a very successful entrepreneur in the US in 1985, when he made $3 billion.

6. Dr Wang died in 1990 when IT was developing rapidly all over the world.

7. This is Dr Wang to whom the computer belonged.

Step 5 Language production

T: Dr Wang made great achievements during his life. Some time, places and events mean a lot to him. They are his unforgettable experiences. And what about you? Do you have some great moments and places to remember? Now think about the most five important things in your life. and share them with your partners. Let’s work in four.

Top five in your life

Eg: Linhai is a beautiful city where I was born.

I was born in 1985 when my sisster was five years old.

I will never forget the day when….

Step 6 Homework

1. Make what you discussed into a short passage by using the attributive clause.

2. Finish the exercises in the workbook.

附板书设计：（Blackboard Design）

Attributive clause

relative pronoun ：who, whom, whose, that, which等。

关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

关系副词：when, where, why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Period 5: Writing

Teaching goals

1. Deal with the knowledge learned and the writing part

2. Teach the students how to write a persuading letter.

Step 1. Lead in

T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report.

Ss: …

T: Well done, how many attributive clauses are used in the report?

Ss:

T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is?

Ss: Brave, honest…

T: But is it enough to describe one person in this way? What else is needed?

Ss: (Get into a discussion)

Step 2. Using words and expressions

T: Good ideas. Would you like to know more? Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about?

S: It’s about a mathematician named Charles Babbage.

T: Now choose the words or expressions from the brackets to complete the passage.

(Leave Ss 2minutes to finish the passage.)

T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text?

Ss: ...

T: But can you use them out in your writing? Let’s have a try.Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)

(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).

T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article?

Step3. Make an outline for structure

T: Let’s go back to the passage. Can you give me more information about the mathematician? Like when and where was he born? What happened in his childhood? And what happened later? …

Ss: …

T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention?

Ss: …

T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why?

Ss: …

T: So in conclusion, this passage can be divided into two parts. They are:

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

T: That’s the brief outline of this passage, and can we add something more about it?

S: (Get into a discussion and report their ideas)

T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person?

(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)

T: According to your arrangement, your outline may be like this:

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

Paragraph 3: His / Her good qualities

Paragraph 4: Your opinion

T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed?

(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)

Step4. Writing

T: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela?

Before we begin, here are two questions:

1. Do you still remember the format of a letter?

2. How can you persuade people or judges to follow your advice?

(Get the Ss into discussion)

T: Here some proper tips for you:

Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.

Step2. Begin the letter with your address and the date.

Dear editor,

I’m writing to …

…

Yours sincerely,

Sarah

T :Ok ,now let’s have a try!

Step 5. Homework:

1.Finifsh the letter.

2.Review the whole unit.

附板书设计：（Blackboard Design）

Writing

Paragraph 1: Personal information

Paragraph 2: His / Her hard work and achievements

Paragraph 3: His / Her good qualities

Paragraph 4: Your opinion

Huipu High School, Linhai Zhejiang province

July 24,

Dear…,

I’m writing to …

…

Yours,

六、背景参考资料(Background knowledge)

Lyrics of Hero

There's a hero

If you look inside your heart

You don't have to be afraid

Of what you are

There's an answer

If you reach into your soul

And the sorrow that you know

Will melt away

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

It's a long road

When you face the world alone

No one reaches out a hand

For you to hold

You can find love

If you search within yourself

And the emptiness you felt will disappear

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

Lord knows...

Dreams are hard to follow

But don't let anyone

Tear them away

Hold on

There will be tomorrow

In time you'll find the away

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

That a hero lies in you...

1.Nelson Mandela

Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:

1990 freed by white government．

1991 leader of ANC．

1993 first black President of South Africa．

retired as President and returned to live in his hometown in the Transkei, South Africa．

2.Elias

Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．

3.William Tyndale

William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．

4.Mahatma Gandhi

His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas b

篇12：再别康桥教案教学设计(人教版高一必修一)

高二语文组姓名：莫丹

教学目标

1引导学生感受康桥柔美秀丽的风光，体味作者对康桥深深依恋之情。

2指导学生学会欣赏诗歌的方法，提高审美情趣。

3、品位诗歌语言，感悟徐志摩诗的独特风格。

教学重点和难点

1、从诵读加深理解，通过理解提高诵读能力。

2、从诗的意象中把握徐志摩的艺术美。

教学方法

诵读法，自我感悟法

教学手段

多媒体教学

课时安排

一课时

教学过程

一、导入新课

迄今为止，我们已经学过了不止一篇送别诗作。古人云：黯然伤魂者唯别而已矣！所以在古人的作品中，既有“西出阳关无敌人”的豪迈，也有“相见时难别亦难”的苦涩，更有“杨柳岸，晓风残月”的伤感，这些都是古人对于离别的理解，那么现代人是如何看待离别的呢？今天我们就来学习徐志摩的《再别康桥》。领略一下现代人笔下的别离之情！（板书：再别康桥）

二、介绍作者及背景

1、阅读注释①回答问题：由康桥你想到了什么？

[解释]：康桥=剑桥，想到了英国的剑桥大学，牛津大学以及美国的哈佛大学等世界名校。

2 、徐志摩（1897-1931）现代诗人、散文家。名章垿，笔名南湖、云中鹤等。浙江海宁人。19毕业于杭州一中，先后就读于上海沪江大学、天津北洋大学和北京大学。19毕业赴美国学习银行学。19赴英国留学，入伦敦剑桥大学当特别生，研究政治经济学。其间，深受西方文化的熏陶和欧美浪漫主义，唯美派诗人的影响。随后开始创作新诗，在报刊上发表大量诗文。1931年11月19日，由南京乘飞机到北平，因遇雾在济南附近触山，机坠身亡。

三、指导朗读

1、学生自由朗读（2分钟）

2、指名朗读

3、欣赏配乐朗诵

4、体会、找差距

①感情：可以感受到这首诗抒发了作者对康桥依依惜别的感情，那么这种感情浓还是淡呢?(浓)

②全诗的高潮在第几节？（第五节）因此全诗的感情是起伏跌宕的。

③句式：四行一节（整齐）（建筑美）

④节奏：每节押韵、节节换韵（结构美）

⑤语气：舒缓、轻柔、低沉（悄悄、轻轻、沉默）

5、齐读课文

四、正音

河畔（pàn）青荇（xìng）长篙（gāo）笙（shēng）箫漫溯（sù）

五、讨论

先齐读课文回答：

1、就结构而主，这首诗最鲜明的特点是什么？

明确：首尾呼应

2、读诗歌的开关和结尾两段，诗歌所流露出来的感情用事什么？

明确：依依惜别

3、这样的情感缘于康桥的离别，那我们一起来看看作者怎么来表达的。

明确：在第一节离作者连用三个“轻轻的”就写出了那种难分难舍，体现出了诗人对康河的爱，轻轻的来，轻轻的走，又轻轻的告别，即使使是“挥手”也没有一点点的喧哗，这样营造出的是一种宁静和谐，这也是康桥给诗人最美丽的印象；最后作者用两个“悄悄”。是对康桥的无限的受和无限依恋，“不带走一片云彩”是诗人在经历了康桥的漫溯后，对康桥的爱和眷恋的一种升华。诗人仿佛在悉心呵护一个情人睡梦，生怕这个梦境有丝毫的残损，轻柔的叹息般的韵律与依依离别的情绪最为完美地圆融于一体。

4、读了许多遍课文，大家除了能感受到诗人依依惜别的深情外，对于作者所描写的康桥有什么印象？

明确：（美丽），可以说是风光如画。苏轼在评价王维的诗时说：“观摩诘之画，画中有诗；味摩诘之诗。诗中有画。”如令我们口味着徐志摩的这首《再别康桥》是不是可以称得上“诗中有画”。（板书，绘画美）

5、诗中的哪些景物给你留下了深刻的印象？为什么？

明确；云彩，金柳，艳影，青荇，潭水，长篙，星辉。这些事物是柔美而抒情的事物。它们已超越了它们的自然属性，浸透了作者对康河的永久恋情。而是融入了作者主观情意的现象。

6、总结意象：这些景物不同于普通意义上的自然景物，都浸入了作者的感情，而超越了它们本身的自然的属性。这种“经诗人运思而成的寓意深刻的形象”被称之为意象。

7、你喜欢哪种意象，能否把你喜欢的这一意象所在的诗节描绘成一幅画？（课后作业）

8、这些意象，可以说有一个共同点，请概括。

明确：宁静面和谐。

9、融合在诗人笔下的这些意象中的情感又是怎样的呢？

明确：依恋，沉醉，欢欣。

10、面对这样的一种至美，诗人“在星辉斑斓里放歌”也是一种必然可是接下来的诗意却徒然一转：“但我不能放歌”，想想这又是为什么？又隐含了诗人怎样的情感？

明确：因为此时的康河是夜色，星光，轻波，还有彩虹揉进的梦，一切是那样宁静而和谐，惟有“悄悄”才能全然融入这样的境界，因此静默和无语才是一曲深情的别离的歌，是对康桥的最美的告别。隐含了诗人的无奈和凄凉。

六、再次感受课文，全班一起朗读。

七、结语

有人说《再别康桥》象一首歌，不，歌太铿锵了：有人说《再别康桥》象一颗钻石，不，钻石太璀璨了：有人说《再别康桥》象一座彩虹，不，彩虹太斑斓了：也有人说《再别康桥》象一个梦，不，梦太飘渺。那它到底象什么呢？我只能说他美的让我无法形容怎么读都读不透，欣赏不透。

八、板书

再别康桥徐志摩

内容

意象

情感

特点

缓步飘然离别

感伤

金柳

欢欣

建筑美

柔草

依恋

绘画美

水潭

沉醉

音乐美

徜徉离别情

星辉

黯然

笙箫

凄婉

无奈怅然离去

莫丹

[再别康桥教案教学设计(人教版高一必修一)]

篇13：模块一第一单元 (新课标版高一英语必修一教案教学设计)

模块一第一单元

词汇过关

1.重点单词拼写

1) She is 70 years old, and the skin has become l .

2) It is a idea to play football all day without a break.

3) We usually use g , such as waving, nodding our heads, to talk to people who is far away.

4) To avoid this pollution disaster in the future, we should not i it anymore and please try to pay more attention to our atmosphere.

5）Thank you for your c about the matter of the hawkers in Tak Tai Street.

6) The Smiths are tired of moving now and then and when they got to this little town of California, they finally s down.

7) Most of the farmers in my hometown go out to work at dawn and get back at d .

8) Unlike the grown-ups, most of the t in middle schools are more sensitive than rational.

9) Sorry, I’m not so sure. If you could give me some t , perhaps I could know the answer.

10) “Oh, Sam, I’m only having you on. No need to be u .” said

Frodo.

2. 重点词词形变换

1）It would be to demand of a person who is lack of power of

to become a detective. That’s one of the why I think he is more suitable to be a worker. (reason)

2) Joanna is quite angry that she was by the boss in this task. But in fact I think if she thinks so, she is merely for she is completely in of this task. (ignore)

3) No man can imagine the he got when he lost the game. In fact he was a . He had the ability to win, but he was forced to lose the game. It was for him. (suffer)

4) All the members came to an that Kitty had an voice and that only when she to, should we ask someone else to represent our school to take part in the speech contest. (agree)

5) The doctor asked the patient to be confident in his from the disease, for this kind of disease is , and he was strong enough to from it soon. (recover)

6) The new-born baby was an to the family. “And it brings some

cost to the family.” the mother. (add)

7) Though Tom and John are not very , they can in sign language, which is a common method of between the blind. (communicate)

8) Though Shella tried her best to win the praise of the master on , she still failed it. She was so upset that she wandered in the street . (purpose)

9) As far as I’m , the accident is no of mine, but it my friend. (concern)

10) The two claimed to be born in , and that they knew no other language but . (German)

1.短语积累

add up把某物加起来

get sth done 让某事被做

calm down 安静下来；让某人安静下来

be concerned about 关心；担心

go through 经历；遭受；检查；讨论；被通过

set down 放下；记下；让某人下车

a series of 一系列

to do with 处理

on purpose 故意地；有目的地

at dusk 黄昏时

face to face 面对面

no longer 不再

take no notice of 不注意

suffer from 受某事之折磨

get tired of 对某事感到厌烦

have trouble with 做某事有麻烦

at the moment 目前；现在

get along with 与某人相处

fall in love with 爱上某人

make friends with 与某人交朋友

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) When you these numbers, you will see how many points you have got.

2) Although he is 20 years old now, he still living alone. He even doesn’t know how to wash clothes.

3) Because he of what the teacher said, he didn’t know what he should do.

4) When John and his wife had some arguments, they would sit down together and discuss the problem .

5) Sorry. I didn’t mean to hurt you . I had wanted to throw at the dog.

6) Our parents us all the time while we children seldom take care of them.

7) He was too scared and didn’t know what the accident.

8) At the first sight the boy the pretty girl although he didn’t know whether she loved him.

9) You are a little baby. You must learn to look after yourself now.

10) I too much bad luck. I don’t care to have one more.

重要句型

1. But your friend can’t go until he/she finishes cleaning his/her bicycle.（P1）

not...until……句型：“直到……才”，主句动词一般需要用短暂性动词，如：finish, hand in, die, go, begin等等。

【词汇网络】not...until可以变化为更加地道的英语句型：

Not until...did/will sb do sth

It was/is not until...that sb did/will do sth

即时强化练习：

用not until翻译下列句子，每句至少用三种句式。

1）直到我去到百货商店我才发现没带钱包。

2）直到她的先生消失在她的视线范围之外，她才痛哭失声。

2. It /This/That is (was) the first/second/third/last time that...某人第一（二，三，最后等）次做某事

在此句型中，若主句时态是一般现在时，即用is，以that引导的定语从句常用现在完成时态。若主句时态是一般过去时，即用was，以that引导的定语从句常用过去完成时态。

This is the first time that I have ever enjoyed this kind of food.

这是我第一次吃这种食品。

It was the third time that he had been informed of the change of the meeting.

这是他第三次被告知会议作了改变。

即时强化练习：

翻译下列句子：オ

1) 那已经是我第五次离开家到广州去学习。

2) 这是我第一次有机会跟你们面对面地交流。

目标解读

1. Ignore the bell and go somewhere quiet to calm your friend down.(P1)

calm v. & adj.

1) vt.使平静，使镇静

The nurse calmed the little boy by giving him some candy.

保育员给那小男孩一些糖果，使他安静了下来。

He took a deep breath to calm himself.

他深吸了一口气以使自己平静下来。

2) vi.平静下来，镇静下来

The excited football fans calmed down at last.

激动的足球迷最终平静了下来。

3) adj. （心境）平静的，镇静的，沉着的; (天气)平静无风的；

（时代）和平安宁的

The sea was calm after the storm.

经过这场风暴后，大海平静下来了。

After the storm it became calm again.

暴风雨过后，天气又恢复了平静无风。

He was calm when I told him the bad news.

当我告诉他这个坏消息时，他很平静。

【词语辨析】calm, quiet, still与silent

calm平静的，沉着的。指无风浪的或人心情不激动的。

quiet平静的，安静的。指不吵闹的或心境不烦躁的。

still 静止的，不动的。指（人体等）不运动的。

silent 沉默的，缄口的，寂静的。指不讲话或没有声音的。

【拓展】calm down平静下来，镇定下来（既可作不及物动词短语也可作及物动词短语）

The crying child soon calmed down.

哭闹的小孩不一会就安静下来了。

It was difficult to calm down the football fans.

要使足球迷们平静下来是有困难的。

(注意：前例句的calm是不及物动词，后例句的calm是及物动词。)

2. Add up your score and see how many points you get.

add vt. & vi. 增加：添加；（数字等）加（起来）；补充说

Add more hot water, please. 请多加点热水。

If you add 4 to 3, you’ll get 7. 四加三得七。

Add up these figures, please. 请把这些数字加起来。

I should like to add that we are pleased with the test result.

【派生词】addition n. 增加，附加物；adder n. 「计」加法器

【词汇网络】与add 有关的词组：

add sth. to sth. 把……加到（进）……

add to(=increase)增加

add up to共计（无被动语态）；意味着，等于说

add sth. up/ together把……加起来，合计

3. Tell your friend that you concern about him/her.

concern v. & n.

1) vt. to have sth. to do with or relate to 涉及，关系到（一般不用于被动时态）This concerns the healthy growth of children deeply.

这事对孩子们的健康成长关系极大。

2) vt.使担心（挂念），使忧虑（常用于被动语态）

We’re rather concerned about father’s health.

我们相当担心父亲的健康。

3) n. 所关切的事，关心，担心，担忧

It’s no concern of mine. 这事与我无关。

His mother’s only concern was how to make him study even harder.

他妈妈心里想的全是如何使他学习更刻苦。

【词汇网络】有关concern 的短语还有：

with concern 关切地

show concern for sb. 对某人表示关心

have no concern for 毫不关心

as/so far as...be concerned 就……而言

of much concern 很重要，很有关系

of no concern 无关紧要，没有意义

it is no concern of mine/yours. 这不关我（你）的事。

be concerned about (for) 关心，挂念

We are all concerned for (about) her safety. 我们大家都担心着她的安全。

我们需要注意，在这里从中文角度考虑，应该是主动，但是英语中却必须用被动，类似这样常用被动来表示中文的主动意义的词组还有：

be associated with 与……联合、联系

be attached to 附加于、隶属于……

be based on 以……为基础

be composed of 由……

be connected with 与……连结、连接

be divorced from 和某人离婚

be educated from 从学校等毕业

be employed in 从事于……

be engaged to 和某人订婚

be exposed to 暴露于……，面临于……

be faced with 面对……

be fed up 吃得过饱，对……极其厌倦

be honored with／to瞓e（phr．）被授予……；因做……而感到荣幸

be involved in 卷入、陷入……；专心于

be married to 和某人结婚

be prepared to do sth 准备好了去做某事

be rooted in 扎根于……

be set in 以……为背景

be used to＋v－ing（phr．）习惯于……

be hidden in 藏在某地

be dressed in 穿着

be seated 坐在

另外还有表示情感情绪的动词，当表示“感到……”时，用过去分词，这类动词有：amazed，amused, annoyed，astonished，concerned，confused，delighted，disappointed，discouraged, disgusted，distressed，excited，frightened，interested, irritated，moved，pleased, puzzled，relieved，shocked，touched。

4. It was the first time in a year and a half that I had seen the night face to face. (P2)face to face 面对面地，类似的“名词+介词+名词”的结构还有：

hand in hand，手牵手地 arm in arm 手挽手地，

side by side 肩并肩地 mouth to mouth 嘴对嘴地

back to back 背靠背地，背对背地，一个接一个，连续地；

see eye to eye 看法完全相同，完全同意，面对面看着(与see连用)；face to face 面对面地，当面地，对立地；

front to front 面对面地；

hand to hand 短兵相接地，逼近地，肉搏地；

head to head 头对头地，面对面地，促膝地，交头接耳地；

heart to heart 开诚布公地，心连心地，贴心地，推心置腹地，坦率地，诚恳地；knee to knee 膝靠着膝地，促膝地；

man to man 个人对个人地，一对一地，人盯人地，私下地，坦率地，真诚地；nose to nose 面对面地，迎面(相遇)；

shoulder to shoulder 肩并肩地，齐心协力地，互助，一致，团结；

5. I stayed awake on purpose. (P2)

stay vi. & link v.

1) vi. 停留；逗留

The doctor told him that he would have to stay in hospital for another two weeks. ひ缴告诉他，他还得在医院住两个星期。

2) link v.保持，持续不变 (=keep)

How can you stay so cool and calm after such a hot argument?

这样一场激烈的争论过后，你怎么还能保持如此冷静沉着呢？

【词汇网络】系动词的分类记忆：

“变化”类：become，turn, go, get, grow, fall, run, come

“感官”类：feel, smell, taste, look, sound

“显现”类：look, appear, seem

“状态”类：keep, stay, remain, stand, sit, prove

on purpose 故意地；有意地；有目的地

I don’t think he did it on purpose, for he is really a kind person.

我认为他不是故意这样做的，因为他真的是一个好人。

on 在这里表示处于某种状态或在某个方位，类似的短语还有：

on board 乘（车,飞机） on call 听候召唤

on duty 值班 on earth 到底

on fire 着火 on foot 步行

on guard 在岗 on hire 雇用

on holiday 度假 on leave 休假

on one餾 knees 跪下 on one’s way 在……的路上

on purpose 故意 on sale 待售

on shore 在岸上 on time 准时

on the move 行动 on the other hand 另一方面

on the spot 当- on the tip of one’s tongue 快要说出口 on top of 在……的顶部 on watch 值班

6. Make a list of reasons why friends are important to you. (P2)

reason n. & v.

1) n. 「C, U」原因，理由，动机，理性，理智

The reason why (that) she was ill was that she had eaten bad meat.

【提示】reason后的定语从句的引导词是关系副词why 或that，也可以省略。I have a good reason for doing that =I have a good reason to do that.

我那样做是有充分的理由的。

【提示】reason 后的定语常是介词短语for (doing) sth., 或不定式to do sth.

【词汇网络】①for this (that) reason 因为这个/那个原因

②by reason of由于，因为

2) vt. & vi.推理，推究，劝说

We reasoned that he was lying. 我们推断他在说谎。

Finally I reasoned him into /out of accepting the invitation.

最终我说服他接受（拒绝）邀请。

【词语辨析】reason 与cause

reason 侧重指做某事的理由；cause指导致不良后果的起因。

--What’s the reason for your absence?

你为什么缺席？

--The reason for it is that the traffic was heavy.

我缺席的原因是交通拥挤。

The cause of the big fire was his carelessness.

大火的起因是他的粗心大意。

【派生词】reasonable adj. 合情合理的；reasonably adv. 合情合理地；reasoned adj. 合乎逻辑的

其它写出单词意思

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose

in order to face to face according to get along with fall in love

join in

1、add vt./vi

add up sth. =add sth. up 把…加起来add to sth. 增添、加某事物

add…to… 把…加到…里 add up to=amount to 共计，总计

① If you ____ 5_____3 you will get 8.

② This bad weather ________ our difficulties.

③ His whole school education _______________ no more than one year.

2、point n./v.

There is no point （in） doing sth. 做…没用，无意义

at/on the point of … 就要…的时候point at/to…指向… point sth. at/ towards sb./ th

① 我们正要离开这时你们来了。 We were __________________ leaving when you came.

② 我们赢（输）了5分。We won (lost) the game ____ 5 _________

③ Can you tell us the main _______ of the story?

④ “That’s the man who did it,” she said, ________________ me.

⑤ The robber _______a gun ________ the bank clerk.

3、concern vt./n.

be concerned about/for 关心 as concerns=concerning (prep.)关于

as/so far as…be concerned 就…而言 concerned adj. 有关的担心的

① 就英语而言，他是我们班最好的

_______________________________, he is first in our class.

② I am living in school, and mother _____________________me.

③ He doesn’t bother about things that don’t ____________ him.

④ Present at the meeting were leading members of the departments ____________.

⑤ This book deals with questions _________Anti-Japanese War.

4、share v/n

a) Let Tom play with your toys as well, Clare---you must learn to__

A. support B. care C. spare D. share

b) Culture refers to a group or community ___we share common experiences that shape the way we understand the world.

A. with which B. that C. which D. what

c) 我不得不与家里人共用一个浴室。I have to ___________ the bathroom _________ the rest of the family.

d) 他是唯一的一位与我的观点相同的人。 He is the only person who __________my opinion.

5、reason n.+ for/to do sth. for the reason of….

a) This is the reason ____he explained to me just now.

A. why B. which C. because D. about which

b) The reason _ he is late is _ there was a breakdown on the railway.

A. why; why B. because; that C. that; because D. why; that

c) Give your reason _____changing the plan.

6、go through sth.经历忍受或遭受…；被正式通过或接受;仔细检查；（书）发行次数；用光或消耗…

get through 穿过；（使）通过；使（读）完;接通

a) Two months later, the law _________________.

b) I rang you several times but couldn’t ______________.

c) I have ____________ all my pockets but I can’t find my keys.

d) The dictionary has ____________________ ten editions.

e) When you _____________ with your work, let’s go out.

7、join ; join in ; take part in; attend

a) Will you ________ the lecture on science?

b) Would you like to _______ us ___ playing football?

c) After ____________ the League, he often helps others.

d) She ______________ the music competition.

e) We _______ a country club that year.

f) We’re going to visit the flower show tomorrow. Will you ____ us?

g) The boy ________ the English Evening and had a good time.

h) He didn’t _________ school yesterday because of his illness.

8、Put away the tools after work, will you? ________________

He puts away part of his wages each month. ________________

She put away the idea of going home. ________________

He put away his wife without good reasons. ________________

9、① --- Is it high time we ______ to school?

---Oh, it’s seven o’clock. Let’s go.

A. will go B. shall go C. went D. would go

② 这是她第一次跟英国人交谈

③每次我见到他，他总是在备课。

10、It is/was + 被强调部分+that/who+其他成分

a) It was 8 o’clock _____ I went back home last night.

A. that B. when C. which D. what

b) __________you missed such a fine lecture? A. How it was that B. It was how that C. How was it that D. Was it how that

c) I just wonder _______ that makes you so excited.

A. why it does B. what he does C. how it is D. what it is

d) It was not until she got home __ Mary realized she had lost her keys. A. that B. when C. where D. before

第二单元

词汇过关

1.重点单词拼写

1) I have got three days’holidays I New Year’s Day.

2) She’s busy at p and can’t speak to you.

3) The captain c his army to attack the enemy at night.

4) Don’t respond to any e-mails r personal information, no matter how official they look.

5) I r him as soon as he came in the room， though I hadn’t seen him for years.

6) The new g is made up of ten officials.

7) H difficult the task may be, we’ll fulfill it in time.

8) It is I to turn your back on someone who is speaking to you.

9) He was last seen heading in the d of Miami.

2. 重点词词形变换

1) Everybody laughed, the teacher . (include)

3) Do you like the films by Zhang Yimou?

He is a well-known Chinese . (direction)

4) The police only interview a child in the of an adult. (present)

5) We should study hard for the of China. (modern)

6) These are the world’s leading industrial . (native)

7) Dean’s a really person to have around when things go wrong.

Only Jack is of great at that time.(use)

8) The bag is -it has a hole in it. (use)

9) I’ve known Barbara for years， since we were babies, . (actual)

10) It was a period of population growth. (rapidly)

1. 短语积累

play a role / part in 在……中起作用

be based on 以……为依据

because of 因为

such as 例如，像……这样的

come up 走近

the number of …… 的数量

a large number of 许多

make good full use of 充分利用

2. 用所给短语将下列句子译成英语

1) 运气在他的成功中起了重要作用。(play an important part in)

2) 这出戏以真实故事为基础，很有教育意义。(be based on)

3) 约翰没有出席会议，因为他病了。(because of)

4) 充分利用你所拥有的每一个机会练习讲英语。(make good use of)

5) 今天缺席的学生有五人。(the number of)

重要句型

1.... than ever before 比以往任何时候

即时强化练习：

翻译下列句子：

1) 受到老师激励，我比以往任何暑假都要更加努力工作。

2) 今年的冬天比以往任何时候都冷。オ

2. This is because ……这是因为……

翻译下列句子：

1) 他今天没有来上学，这是因为他病了。

2) 我不要求你按时完成, 这是因为我不想给你太大压力。

3. even if / even though... 即使，尽管

即时强化练习：

翻译下面句子：

1) 即使你不喜欢他，也可客气一点。

2) 即使你不想去，你也应该告诉他一声。

目标解读

1. They are called world Englishes and they include Canadian, British, American and Indian English. （P9）

include vt. 包括，包含

The bill includes tax and service. 账单中包含了税金和服务费。

Your duties include checking the letters and sorting them out.

Ten students took part in the competition, including three girls.

Ten scientists, six women scientists included, were present at the meeting.

【重要提示】including一般位于名词或代词的前面，included则位于名词或代词的后面

【词语辨析】include / contain / hold

include 强调“包括，作为整体的一部分”，侧重范围或整体。

contain 着重“其中包含有”，指在一定范围或容器内容纳某物，侧重包含的内容或成分。

hold 指“能容纳”

The bok contains ten chapters, including American Literature.

This kind of fruit contains lots of vitamin C and B.

这种水果富含维生素C和B。

The hall holds 200 people. 这个大厅能容纳200人。

2. World Englishes come from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language.（P9）

because of 是复合介词，表原因，意为“因为”，后接名词、代词、或宾语从句。because 作连词，后跟句子。以原因状语从句形式表明主句的根本原因。

He was late not only because of his illness but also because he missed the train.

【词汇网络】表示“由于”的短语还有：

thanks to “多亏，由于”，只能作状语

Thanks to your advice, much trouble was saved.

due to 可以作表语，状语，不可位于句首

The accident was due to the storm.

owing to 可以作状语或表语，作状语时常用逗号隔开，作表语相当于due to.

Tom’s failing in the exam was owing to his carelessness

Owing to his careless driving, the accident occurred.

as a result of “由于”，作状语

on account of “因为”，作状语

. Would you please come up to my flat for a visit?(P9)

come up 上来，过来；

A child came up to me and showed me the way to the station. (走近，上来)

The sky was dark blue and clear when the moon came up. (升起)

Your question came up at the meeting. (被提出讨论)

【词汇网络】come up with 想出（计划，答案）

come out 出来，（花）开，出版；结果是

come about 发生

come across 偶然遇见

come along 一起来，一道走；进展；进步

come to 共计，达到

. English is also spoken in many other countries in Africa and Asia, such as South Africa, Singapore and Malaysia.(P10)

【词语辨析】such as, for example

such as 意为“例如，诸如……之类的”，用来列举同类人或事物中的几个。如果要把同类人或事物全部列举出来，用that is或namely。

A lot of things can be recycled, such as waste paper, waste plastic bags, and old batteries.

for example举例说明，列举同类人或事物中的“一个”，作插入语，且用逗号隔开，可位于句首、句中或句末。

Most boys in my class like physics. Tom, for example, shows a special interest in it.

5. Believe it or not, there is no such thing as standard English.(P13)

such与all, no, some, any, few, little, many, much, several, one等词连用时，应位于它们的后面。

There is no such thing as a free lunch.

世上没有免费午餐之类的好事儿。T

here are three such mistakes in your composition.

你的作文中有三个这样的错误。

6. Today the number of people learning English in China is increasing rapidly.(P10)

the number of...表示“……的数量”

a large number of 相当于a good / great many或many，表示“许多的，大量的”其后跟可数名词的复数形式，不可跟不可数名词。如：

The number of trees on the deserted mountain is over 200,000.

在那片荒山上种植的树木数量已超过二十万棵。

A great many (A number of) visitors come to the Palace Museum every year.

每年有大量的游客故宫参观。

其它写出单词意思

elevator, petrol, gas, official, because of, native, apartment, actually, be based on, at present, gradually, Danish, vocabulary, make use of, spelling, fluent, fluently, Singapore, Malaysia, such as, frequent, frequently, usage, African, Spanish, play a part, recognize, accent

be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

1. recognize be recognized as 被承认为 recognize sb. to be 承认某人是…

① --- oh, it’s you! I ______ ________ you. ----- I’ve just had my hair cut, and I’m wearing new glasses.

② Though they hadn’t met for many years，they ______ each other at first sight.

③ Lincoln is recognized ____ one of the greatest presidents in America.

2. direction

in all directions 朝四面八方 under the direction of sb = under one’s direction 在某人的指导下 in the direction of 朝着…方向 from the direction of 从…方向 follow/ obey /listen to one’s direction 听从某人的指导

①． The diretion ____ which the president would go was kept secret ____ safety concern.

A.for; over B. from; about C. in; for D. at; as

②． Generally speaking, when ____ according to the directions, the drug has no side effect.

A. taking B. taken C. to take D. to be taken

③. she ______ (问了方向) and then tells her friends.

④. Tom went off _____ ______ _______ and Harry in another.

⑤. He did the work ____ _____ _______.(在我的指导下)

3．Command

Command sb to do sth 命令（要求）某人做某事 have a good command of … 对…精通

Command that … (should) + 动词原型

He commanded that all the gates __________.

A. should shut B. would be shut C. shut D. be shut

4． Request

Request sth of/ from sb. 向某人请求某物 request sb to do sth 请求某人做某事 at one’s request 应某人之请求 request that … (should) + 动词原型

①．Visitors ____ not to touch the exhibits.

A. will request B. request C. are requesting D. are requested

②. The old pianist wouldn’t listen to our repeated request that he ____ in public again.

A. play B. played C. would play D. was going to play

③. He came here ____ A.at my request B. by me request C. by the request of me D. for my request

5. contain, include, cover 区别：

Contain 整体包括部分 A contains B A与B 是不同类事物或者一个容器中容纳的东西

Include A includes B A与B是同类事物，常用两种表达方式：including sth/ sb= sb’sth included

Cover 钱够...之用；足以支付

①．---- How come a simple meal like this costs so much?

-----We have ____ in your bill the cost of the cup you broke just now.

A. added B. included C. contained D. charged

② We all went, ______ Mary.= We all went, Mary _______.

③ ----- Will $200 ____ the cost of the damage? ----- I’m afraid not. I need at least 100 more.

④ He was worried, because he lost his bag ______ his passport, ID card and a lot of money.

6. present

at present= at the present time 目前；现在 be present at the meeting 出席会议 present sth to sb 把...赠给某人 present sb with sth 赠给某人某物

①All the people _____ at the party were his supporters.

A. present B. thankful C. interested D. important

②. They ______ a sum of money ____ (赠与) the college in memory of their son.

7. more A than B (A/B: adj.原级/n.) 与其说B不如说A

no more than + num. = only 仅仅

①．More than one ___ the people heart and soul.

A. officials has served B. officials have served C. officials has served for D. officials have served for

②.---- Tom is very stupid. He failed to pass the exam once again. ----- He is ____ than stupid.

A. lazier B. no lazier C. more lazy D. lazier rather

8Come up 上升；上来；被提出 come up with （人）找到或提出（答案或方法等）

Come about 发生 come up to 达到 come across （偶然）遇见；碰到

用come有关短语填空：

①. Would you _________ my flat for a visit?

②. The question _______ at the meeting whether we had enough money.

③. She ____________ new idea for increasing sales.

④. I ________ children sleeping under bridges.

⑤. Can you tell me how the accident _________?

9. because of/ due to（不可放于句首）/ thanks to/ owing to 由于 + n./ pron. /动名词/名词性短语

because + 句子 as a result of 因为...的结果 result in 导致 result from 由...导致填空：

① I didn’t attend the meeting, _________ I was ill.

② He is absent _________ his illness

③ He was ill, __________, he didn’t attend the meeting.

④ His illness ____________ his absence from the meeting.

⑤ His absence from the meeting _______________ his illness.

10. make use of/ make good use of/ make full use of

①If better use ___________ of your spare time, you will make great progress in it.

②she wondered uneasily what use she would ______ ___ this opportunity.

11. the same... as 表示同类的事物 the same ... that 表示同一个事物 the same ... which/ who/ when /where 和...相同的...

①.This pen is not very good; I’d like the same one ______ you are using now.

②.He went back to the same place ______ he had found the ring.

③.The explorer took only such men and things ______ he really needed into the thick forest.

④.I’m lucky enough to find the same knife _____ I lost yesterday.

12. 用because/ why/ that 填空：

① She didn’t study hard. That was _______ she failed in he exam.

② she failed in the exam. That was ________ she didn’t study hard.

③ What caused the accident was _____ the bus was driven too carelessly.

④ The reason _______ he hasn’t come is that he has to send his mother to the hospital.

⑤That is _____ she left her hometown at the age of nine.

第三单元

词汇过关

1.重点单词拼写

1) His paper will be published in the British Medical J next month.

2) We can’t goods in railways.

3) I knew you would be too s to listen to my advice.

4) I I that you go to the hospital immediately; you are very ill.

5) Are you doing the task in the p way?

6) The size of your feet d the size of your shoes.

7) What is you’re a to the idea, agree or disagree?

8) He has a gift for language, and he is f with three languages.

9) He broke the r in high jump in the Asian Games.

10) I was very busy that day, but he p me to take part in the party.

2. 重点词词形变换

1) The of live animals is forbidden. (transport)

2) They scored in the minute of the game. (finally)

3) After a little gentle , Mr.Brown agreed to let us in.(persuade)

4) Her to do well made her keep on studying. (determine)

5) The are all from China. (cycle)

6) The woman showed great in going into the burning building to rescue the trapped child. (brave)

7) The events have been the of conversation for weeks. (topic)

8) The young lady wanted to buy a pair of tennis . (short)

9) Make sure the job is done .(proper)

10) The tourists were caught in the snowstorm in the area. (Tibet)

1.短语积累

keep a travel journal 写旅游日记

see the world through one’s eyes 透过眼睛看世界

agree to sth 同意

on the/one’s journey 在旅途中

as usual 照例；像往常一样

stay awake 保持清醒

keep asking sb. 不断问

one way fare 单程票

at an altitude of 5,000 meters 在海拔5000米的地方

dream about/ of (doing) sth. 梦想做……

graduate from college 大学毕业

persuade sb. to do sth. 劝说某人做某事

get sb.interested in doing sth. 使……对……感兴趣

care about 关心;考虑

a determined look 坚决的表情

change one’s mind / change one’s attitude

change our minds 改变想法

make up one’s mind

make up our minds 决定

give in 投降; 上交

give in to sb. / sth. 屈服；同意……

pass through 穿过

flow through 流经……

make camp 扎营

put up the tent 支帐篷

for one thing,... for another,... 一方面……另一方面……

familiar to sb. 为……所熟悉

in detail 详细地

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) She being famous one day.

2) The only thing he seems to is money.

3) O’Neil was to pressure from London to hurry the reform.

4) How can we him politics?

5) Kate didn’t want to buy that skirt., it was very expensive;

its style was out of fashion.

重要句型

1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.(P18)

此句包含英语中的强调句型：it + is/was + 被强调部分 + that/who + 原句其余部分。要注意：被强调部分表示“人”的话，用that/who, 其他情况下都用that.

It was Jack who/that broke the window yesterday.

即时强化练习:

用强调句型翻译下面句子

1) 我是在那棵树下面捡到这只钱包的。

2) 是他把窗户的玻璃打破的吗？

3) 你是因为什么而没有参加会议的？

2. Are you working this evening?(P21)

此句用现在进行时 are working 来表示按计划进行的将来的动作。

I’m writng the composition at night.お

即时强化练习：

翻译下面句子

今天下午一位美国来宾将在礼堂举行一场英语讲座。

目标解读

1. I have dreamed about taking a great bike trip.(P18)

dream about: 做梦；梦见

I dreamt about you last night.

dream of/about: 梦想，幻想

We dream of buying our own house.

【词汇网络】dream away 虚度（光阴）

dream up 虚构出

have a dream 做梦

2. When we graduated from college, we finally got the chance to do it.(P18)

graduate from : (大学或中学)毕业

Wang Ming graduated from Beijing University with a degree in law.

finally: adv. 最后，终于

final: adj. 最后的，决定性的 n.决赛

【词语辨析】finally, at last, in the end，eventually

finally: 可以表示时间位置，相当于at last / in the end; 还可以表示时间的先后顺序，如同first(ly), second(ly), then, last。

at last: 只指时间位置，强调经过周折、等待、耽误的“最后、终于”出现所期待的结果。

in the end / eventually: 只指时间位置，强调经过周折、等待、耽误的“最后、终于”出现所期待的结果（相当于at last）或者出现非期待的结果。

3. Then she persuaded me to buy one.(P18)

persuade: vt. 说服; 信服

persuasion: n. 说服

persuasive: adj. 有说服力的

persuade sb. to do sth/ into doing sth. 说服某人干某事

persuade sb. not to do sth/ out of doing sth 说服某人别干某事

persuade sb. of sth. 使某人信服

I finally managed to persuade Mary to go out for a drink with me.

Don’t let yourself be persuaded into buying things you don’t really want.

He persuaded me not to go there. / He persuaded me out of going there.

We finally persuaded Ben of the wisdom of this decision.

4....she insisted that we find the source of the river and begin our journey. (P18)

insist: v. 坚持宣称/认为（宾语从句的谓语用陈述语气）；

坚决要求，一定要（宾语从句的谓语用虚拟语气should + v.）

Mike insisted that he was right.

They insisted that everyone (should) come to the party.

【词汇网络】insist on （doing）sth. 坚持

if you insist 如果你一定要这样

Her parents insisted on speaking to the headmistress.

He kept insisting on her innocence.

--Why don’t you call them up today?

--Oh, if you insist

【词语辨析】insist on, stick to

前者表对“要求、意见、看法等”的“坚持”；后者表对“愿望、原则、决定、诺言或某种理论”的“坚持”

5. She gave me a determined look-the kind that said she wouldn’t change her mind. (P18）

1) determine: v. 确定；决定，支配；（官方）确定，规定

determination: n. 决心，（官方）决定

determined: adj.

determine to do sth. 决定做.……

be determined to do sth.有决心干……

We determined to leave at once.

I am determined to find out who is responsible for this.

Determined that his son would do well, Mr.Smith sent him to a private school.

2) change one’s mind（about）改变主意/决定

Try and get her to change her mind about coming with us.

【词汇网络】make up one’s mind (to do sth.) 下定决心做……

be in two minds about 拿不定主意，犹豫不决

set one’s mind on (doing) sth. 下定决心要┳觥…

come to mind 突然想到

put one’s mind to 专心于……

keep one’s mind on 专心于……

keep / bear sth. in mind 记住……

bring / call sth. to mind 回想起……

其它写出单词意思

journal, fare, transport, prefer, disadvantage, fare, flow, cycle, persuade, graduate, finally, schedule, fond , be fond of , shortcoming , stubborn, care about , make up one’s mind , determine, give in , valley, pace, altitude, bend, boil , forecast, parcel, reliable, organize, journey, insurance, wool, as usual, view , pillow, midnight, at midnight, flame, beneath, temple, cave, change one’s mind,

1 imagine

imagine +v-ing

我难以想象我与那种女子结婚后的情形。

I can’t ______ my ______ a girl of that sort。

2 choose （chose ，chosen）

have no choice but to do sth 除了干某事别无选择

She had no choice but ______away 。

A go B to go C going D to have go

3 persuade

Persuade sb to do=persuade sb into doing 说服某人做某事；

persuade sb not to do=persuade sb out of sth/doing 说服某人不要做某事；

Persuade sb of sth =persuade sb 。+that 从句使某人相信；

① While shopping ，people sometimes can’t help ______ into buying sth。 They don’t really need。

A to persuade B persuading C being persuaded D be persuaded

② Alice trusts you，only you can ______her to give up the foolish idea 。

A suggest B attract C attempt D persuade

③猎人劝阻我们不要独自穿越茂密的丛林。

The hunter ______us ______through the thick forest alone 。

4 insist

Insist 表达“坚持主张”时，所跟的宾语从句使用虚拟语气；表达“坚持一种说法，看法或事实”时，宾语从句使用陈述语序和相应的时态。

① I insisted that a doctor ______ immediately。

A has been sent for B sends for C will be sent for D be sent for

② He came to my class every week ，but his attitude ______that he was not really interested。

A expresses B described C explained D suggested

5 determine

Determine + n。/determine to do/ determine +从句

Be determined to do 决心做

determined a。已下决心的（不在名词前）；断然的，决然的

①______ to train his daughter in English， he put an ad like this in the paper。“______ ，an English teacher for a ten-year-old girl ，”

A Determined ，Wanted B Determined ，Wanting C Determine ，Wanted D Determining ，Wanting

②她坚定不移要上大学。

She ______ ______ ______ go to university。

6 fun Make fun of 取笑 for fun 为了高兴，为了好玩

①______ at the seaside ！

A How fun the children had B What a fun the children had C How fun had the children D What fun the children had

② 独自一个人去参加聚会没什么意思。

It‘s not much ______going to a party alone

7 awake

①When do you usually ______ up？

② I s he ______or asleep？

③ He lay ______ all night。

④ They were making enough noise to ______ the dead 。

8 give in屈服投降让步

give away不小心透露，赠送，免费给予 give off 放出，散发（光，热，烟，气，味）give up 放弃，认输 give out vt。分配，分发 Vi。（食物，燃料，电力）用光，精疲力竭

① Never ______ ______ the stugy of English

② Jane tried to keep up a calm appearance ，but her trembling voice ______her ______

③ He may ______to my view

④ It is always the husband who ______ first when quarrel breaks out between the young couple 。

⑤ Her patiece finally ______ ______

⑥ The teacher ______ ______ the exam paper 。

9 for one thing 。。。for another （thing）/besides； on （the ） one hand ，on the other （hand）

for one thing 首先。。。一则。。。，陈述两方面的情况常一致，常与for another （thing）/besides（再者，另一方面）呼应； on （the ） one hand ，on the other （hand）常表达相矛盾的两方面

①______ she‘s well eduacated ，______ she is pretty 。

A On the one hand ，on the other hand B for one thing ，for another

C On one hand ，but also D On the one hand ，on another hand

②Tom works very hard。His brother ，______，does‘t do much at all。

A what‘s more B on the contrary C for one thing D for another

③ ______ ， the hotel is near the sea，but ______it costs a lot。

A On the one hand ，on the other hand B for one thing ，for another

C On one hand ，but also D On the one hand ，on another hand

10 care about 关心，对。。感兴趣；在乎

care for 喜欢，愿意，照顾

① I don‘t ______ what others think

② She doesn‘t ______ skating 。

③ I wonder whether they will ______ us all to go there

④ The captain ______ the safety of the crew。

11 用 cost spend pay take 填空

①It ______ us two hours to finish the work。

② Tom ______a lot of money on books。

③ The new bicycle ______ him 100 dollars

④ Mary ______ 200 dollars for the evening dress

⑤ I‘m ______much more time in listening now

⑥ The money I ______ for the service added up to1000dollars every year 。

⑦ It will ______ you 5dollars to fly to London

⑧ The car ______all his savings

⑨ The man got what he wanted ，which is at a ______of his own life and his family‘s happiness。

第四单元

词汇过关

1.重点单词拼写

1) Before the earthquake, you can notice that the wells have c in them.

2) Before the earthquake the chickens and even the pigs are too n to eat.

3) Two-thirds of the people died or were （受伤）during the earthquake.

4) Older students were having difficulty in studying and o themselves.

5) A great part of the city was d in the earthquake.

6) I felt everything s during the earthquake so I couldn’t sit still.

7) She c her face in her hands and cried loudly.

8) Seeing a baby crying in the burning house, the firemen r her from the house.

9) She is always healthy. Whenever I see her, she looks f .

10) J from his appearance, the manager can’t be over 60.

2. 重点词词形变换

1) Whether the can be separated is not an international affair, but a one. It is up to the people to decide. (nation)

2) Please wipe the off the table. The room looks with

the table. (dirt)

3) Most people protect themselves fromto their self-esteem, for they think if their self-esteem wasgreatly, they will feel. (injure)

4) from the result, the of the match must have controlled the match quite well. Do you agree with my ? (judge)

5) can be found everywhere. Sometimes one’s hair seems . Some equipment can be . (electricity)

6) As , some were wounded when they were trying to find out something of the government .(report)

7) We visited the of Yuanmingyuan last summer. It by the foreign invaders. Seeing the palace we feel very pitiful. (ruin)

8) Taste and are closely connected. If you can’t the food, you can’t taste it either. (smell)

9) The felt happy that they were able to the accident and joked that it was because of the of the fittest. (survive)

10) We all felt to be invited to take the action and we promised on our that we would do it bravely, even if we died . (honour)

1.短语积累

shake hands with 握手

as usual 像往常一样

break out 爆发

right away 马上；即刻

a number of 许多；大量

to the north of 在……北面

put up 举起；张贴

be proud of 对……感到自豪/骄傲

judging from 根据……判断

be known as 作为……而出名

come out of 从……出来

too...to... 太……而不

give out 用完；出故障；分发；宣布

be trapped under the ruins 陷在废墟下

instead of 代替

in honour of 纪念

tens of thousands of 几万

more than 超过；不仅仅

fall down 倒下

at an end 结束；终结

dig out 挖出；查明

wake up 醒来

in ruins 严重受损；破败不堪

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) A terrible earthquake hit the city and in a few seconds the whole city lay .

2) It’s a custom others when they meet in China, while in Japan they bow to each other.

3) following his father’s advice, Jack did just the opposite, which made his father angry.

4) from his expression, he must have won a prize.

5) The whole class the boy student who won the first prize in the English Contest, for he was the honor to their class.

6) The children were busy a tent and it would be completed before dark.

7) Meizhou the Capital of Hakaees, for there are most Hakaees living there.

8) The monument (纪念碑) was set up those who died in the terrible disaster.

9) The monitor helped the teacher the graded test papers.

10) The terrible shaking of the building all the people who were sleeping.

重要句型

1. What do you think may happen before an earthquake? (P25)

疑问词 + do you think/suppose + 陈述句语序的句子？

When do you think he will arrive here?

你认为他什么时候能到这里？

シ译下列句子：

1) 你认为是谁拿走了我的雨伞？

2) 你想我们什么时候来制定计划？オ

2. It seemed that the world was at an end! 似乎是世界末日！（P26）

It seems/appears/happens + that从句 “似乎/碰巧……”

=Sb/sth seem/appear/happen+to do sth 某人似乎/碰巧要做某事。

Sb/sth seem/appear/happen+to be doing sth 某人似乎/碰巧在做某事。

Sb/sth seem/appear/happen+to have done sth 某人似乎/碰巧做过某事。

It seems that we will have a hard time. = We seem to have a hard time.

似乎我们将要过一段艰难的时光。

翻译下列句子：

1) 似乎他从未思考过这样的问题。

2) 碰巧当时大家都在室外干活。

目标解读

1. For three days the water in the village wells rose and fell, rose and fell. (P26)

rise：

1) vi. 上升

The sun rises in the east and sets down in the west.

起立；起床

Knowing that she wouldn’t help, he rose and set off for home.

知道她不帮忙，他站起来回家了。

增长

The cost in supporting a family is rising quickly recently.

维持一个家庭的费用近来迅速地增加。

2）n. 上升；上涨；升起

a rise in price 价格的上涨

give sb. a rise 给某人提工资

at the rise of the sun 日出之时

【词语辨析】rise与raise

(1) 两者都可表示“升起”之意，这时rise是不及物动词，而raise是及物动词。The price of meat has risen sharply lately.

最近肉价上涨很快。

The butchers will raise the price of meat in a few weeks.

肉商几个星期内将提高肉价。

(2) 表示“起立、起床、增长”时只能用rise。

Although very tired, when hearing the alarm, he rose from the bed quickly.

虽然很累，当听到闹钟响起时，他迅速地从床上爬起来。

(3) 表示“饲养、提出”时要用raise。

He is just the person who raised such a good plan.

正是他提出了这么好的计划。

2. Two thirds of the people died or were injured during the earthquake. (P26)

injure 受伤；伤害

He was badly/seriously injured in the accident.

他在事故中严重受伤。

Drinking too much surely will injure one’s health.

喝太多酒当然会伤害到一个人的健康。

injured adj. 受伤的

injury n.伤口；受伤处

【词语辨析】injure: 受伤

wound: 受伤（一般强调外伤）

harm: 意指无形的伤害，“对……有害”

hurt: （肉体或精神上的）伤害，强调疼痛

Don’t often listen to the loud music. It will harm your hearing.

In the modern war, not many soldiers were wounded or killed.

Your words really hurt him a lot.

He fell from the second floor and was badly injured /hurt.

3. In the farm yards, the chickens and even the pigs were too nervous to eat. (P26)

too...to... 太……以至不能……。例如：

The boy is too weak to lift the heavy box．

这男孩太虚弱，举不起那个重箱子。

当too...to...跟少数形容词（如ready,glad,pleased,apt,willing,inclined，eager, easy, satisfied等）搭配时，不定式无否定意义。例如：

He is too ready to promise．他轻于许诺。

Beginners are too apt to make mistakes．初学者极易出错。

He is too much inclined to give himself airs．

他太喜欢装模作样了。

需要注意的是，too... to... 的否定形式not too... to... 的意思是“不是太……而不能”。例如：

He is not too young to dress himself．

他不是小得连衣服都不会穿。

It is never too late to learn．活到老，学到老。

too还因此形成一类特殊而重要的用法，具体如下：

cannot（或can never）... too... 表示“怎么……也不会过分”、“越……越好”的含义。如：

One can never be too careful in one’s work．工作越细越好。

One cannot be too careful in making the decision as it was such a critical case．

因为这是一个如此重要的问题，所以在做出决定时无论怎样谨慎都不过分。 You cannot praise the play too highly．

这出戏你无论怎样称赞都不会过分。

4. But one million people of the city, who thought little of these events, went to bed as usual that night. (P26)

think little of 不重视；认为没价值

It is wrong to think little of everything. 对什么都不在乎是不对的。

She thought little of my work. 她不看重我的工作。

【词汇网络】类似词组：

think much of 认为某人很重要

think better of sb. 对某人印象好；看重某人

think better of sth. 改变……念头；打消主意

think highly of 看重；器重

think well of 重视

think little of 看轻；看不起

think poorly of 不放在眼里；轻视

think nothing of 轻视；认为无所谓；认为没什么了不起

as usual 照例；和平常或习惯一样：

As usual, I slept late that Saturday morning.

和平时一样，那个星期六早晨我起得很迟

5.Sand now filled the wells instead of water. (P26)

instead adv

1) 替代；更换

If you cannot go, let him go instead.

如果你不能去，让他替你去。

2) （与of连用）代替

We’ll have tea in the garden instead of in the house.

我们将改在花园喝茶，而不在屋里喝。

6. Describe your feelings about the city, which is known as the “Brave City of China”. (P29)

1) be known as +身份

2) be known for... 因……出名

The area is known as a green tea producing places.

这个地方是以绿茶生产地而闻名的。

The town is known for its fine park.

这个小镇以它精致漂亮的公园而闻名。

3) be known by 根……而得知

A person is known by the company he keeps.

根据他经营的公司可知道他这个人。

4) be known to 被某人所了解

It is known to all that theory comes from practice.

大家都知道理论来自实践。

7. One other thing to remember. (P31)

one other :应该注意限定词顺序,

“限定词”包括：冠词、物主代词、指示代词、或数词，它位于各类形容词前。它本身分为三位，即：前、中、后。前位限定词有all、half、both、分数和倍数；中位限定词有冠词、指示代词、物主代词等；后位限定词有基数词和序数词，但序数词位于基数词前。如:both my hands、all half his income等。

8. An outline will prepare you to write a better story. (P31)

prepare

1) prepare “准备；预备；筹备；制作；配制”

①prepare + 名词或代词。例如：

He has prepared his lessons. 他已备好课了。

②prepare + 双宾语（间接宾语和直接宾语）。例如：

The secretary has prepared the president a long report.

= The secretary has prepared a long report for the president.

秘书已为董事长准备好了一份长篇报告稿。

③prepare + 动词不定式短语。例如：

They are busy preparing to go on vacation.

他们正忙着准备去度假。

④prepare + for （或 against ）引起的短语。例如：

The students are busy preparing for the mid-term examination.

学生们正忙于为期中考试作准备。

The peasants are preparing against the drought.

农民们正在为抗干旱作准备。

2) prepare“使（人）作好准备；叫（人）作准备”：

①prepare + sb/oneself + for sth.例如：

He was preparing himself for the marathon race then.

他当时正在为参加马拉松比赛而作准备。

②prepare + sb/oneself + 动词不定式短语。例如：

He prepared himself to take out a license for a driver.

他为取得汽车驾驶执照作了准备。

3) 过去分词 prepared 用于系表结构，意思为“为……做好准备；打算”：

①be prepared + for （或 against ）引起的短语。例如：

They were prepared for the worst.

他们已准备好应付最坏的情况。

② be prepared + 不定式短语。例如：

I am not prepared to listen to all your weak excuses.

我不愿听你那些不成借口的借口。

其它写出单词意思

earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist

shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.crack, survivor, miner

right away, at an end, dig out, give out, thousands of

重点句子

1. Farmers’ wives noticed that the well walls had deep cracks in them.

2. It seemed as if the world was at an end!

3. Bricks covered the ground like red autumn leaves.

4. The army organized teams to dig out those who were trapped and to bury the dead.

5. Workers built shelters for survivors whose homes had been destroyed.

shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

② 短语：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

选词填空

dream of , make up one’s mind, change one’s mind,

give in, give up, insist on, stick to, determine to

John is a mountaineering-lover, who has _________conquering the Alps, a mountain with an altitude of 4804 meters since he was a middle school student. However, his mother thought that mountaineering was such a dangerous sport that she always tried to persuade him to _________. It is his deep love for climbing that made him __________ realizing his dream.

One day, John got the chance to climb the Alps. His friends __________ form a team to pay a visit to the Alps and of course John joined them happily. In order to do the trip properly, they examined every detail. Feeling his son’s great determination, John’s mother knew that he would not_____________. Finally, John and his friends succeeded in conquering the Alps.

第5单元

词汇过关

1.重点单词拼写

1) We should pay more attention to the q as well as the quantity.

2) He is always w to help anyone who is in t .

3) Whatever difficulty you meet, I hope you will never lose h .

4) Everything needs to be done according to a certain (原则,原理)

5) People in Iraq are dreaming of living a p life, that is they hope to live in p .

6) The thief was caught and was s in p for 3 years.

7) During the p when I was in my university, I studied l myself and became a l after graduation.

8) The final examination is coming. Our teacher a us to go over

our lessons carefully.

9) If it c to rain for some days, the crops would be destroyed.

10) If he gets that (职位），I think he can do it well.

11) He received a sum of money, but he didn’t want to a it.

12) They don’t want to solve the problem with v . Instead, they hope to solve it in a peaceful way.

13) In some countries, especially in some poor countries, women are not

really e to men.

14) If you feel cold while sleeping, you can add a b on your quilt.

15) As a well-e person, it’s hard for us to imagine that she treat the boy with such (残忍).

2. 重点词词形变换

1) The pupils got to know that Liu Hulan was a and died and they were moved by her deeds. (hero)

2) They were so that they cut the man into pieces . We all felt sure that they would be punished by their . (cruel)

3) He is really a man with many , but do you think you are

enough to do the work? (quality)

4) Let him do what he . He is not to do that if it is against his . (will)

5) pay for work. That’s our rule. If we can’t treat every client , we will break the in our company. (equal)

6) We all enjoy the of the countryside, for we can live with the nature and live a life there. (peace)

7) You are not allowed to commit any , or you will become

a and be sentenced to prison for the act. (crime)

8) The big waves beat the coast . The wind blew with great , which caused a storm. (violence)

9) If this proposal is to you, you must it. In this way the proposal will meet with general . (accept)

10) She is always having the of snakes. She finds it to come across a snake, which will her very much. (terror)

1.短语积累

put...into prison 把……投进监狱

in fact, as a matter of fact事实上

fight against 与……作斗争

come to power 上台执政

break the law 违反法律

without pay 没有报酬

lose heart 灰心；泄气

be active in 积极参加；活跃

be willing to do something 愿意做某事

be out of work 失业

be stopped from doing something 被阻止做某事

answer violence with violence 以暴制暴

be in good health 健康良好お

blow up 发脾气；爆炸

ask for 索-

be in trouble 处于麻烦中

die for 为……而死

advise somebody to do something 建议某人干某事

in reward for 作为……的回报

set up 建立

be sentenced to 被判处……

worry about 为……担心

be free from 免去……之苦

2. 从上面列举的短语中选择适当的，填入下面的空格中

1) Whatever great difficulty we meet, we’ll never .

2) If you can’t finish the work on time, you’ll be .

3) Your parents are you: do make a phone call to them.

4) She has been for a year and is looking forward to being in work again.

5) People expect to pollution and live in a pleasant environment.

6) -- I thought you wouldn’t mind.

--Well, I don’t; but you should have asked me first.

7) Several people were killed and many were hurt when a bomb at the busy street.

8) As soon as he arrived in Paris, he for the wrongs his family had done.

9) As a Jew, Einstein was forced to leave his homeland after Hitler .

10) The government has a working party to look into the problem of drug abuse.

11) He death because of killing someone on purpose.

12) The women workers should the men in pay since they do the same work.

重要句型

1. The last thirty years have seen the greatest number of laws stopping our rights and progress. (P34)

拟人用法：时间、地点 + see/eyewitness + 事件。

1949 eyewitnessed the foundation of the People’s Republic of China.お

即时强化练习：

翻译下列句子：

1) 我们学校是1993年成立的。

2) 在这个村庄曾经发生过一次灾难。

2. Only then did we decide to answer violence with violence. (P34)

Only+状语+部分倒装句

Only in this way can we find the correct answer.お

即时强化练习：

翻译下列句子：

1) 只有当你遭遇过这样的事情后你才会相信。

2) 只有在这样的一个家庭你才有这样的好生活。

目标解读

1. Will you help others with their work if they ask you? (P33)

help sb with sth 帮助某人做某事

Would you please help me with my homework?

help的其它用法：

1）help sb. (to) do sth. 帮助某人做某事。

Can you help me to learn English?-

2）help oneself （ to sth ）自用（食物等）；随便拿

Help yourself to the fish. 请随便吃鱼。

3）help sb. into/ out of 搀扶某人进入 / 走出。

He helped the patient out of the hospital.

他搀扶病人走出了医院。

Can you help the patient into the hospital?

你能搀扶病人进医院吗？

4）help sb. out 帮助某人克服困难，渡过难关、解决问题、完成工作。 When I’m in trouble, he always helps me out with money.

每当我处境困难时，他总是用金钱帮助我渡过难关。

Please help me out with thi

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