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Unit 20 Humour whole unit(人教版高一英语下册教案教学设计)

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【导语】以下是小编整理的Unit 20 Humour whole unit(人教版高一英语下册教案教学设计)（共17篇），仅供参考，希望能够帮助到大家。

篇1：Unit 20 Humour whole unit(人教版高一英语下册教案教学设计)

Teaching goals

1. Talk about humour and comedians

2. Practice saying tongue twisters

3. Express intensions and plans

4. Learn to use the –ing Form (1) as Atrribute and Object Complement

5. Write a funny story or joke in English

Period 1 Word study

1. Homour/humor

(1) amusement 幽默;诙谐;幽默感

He has no sense of humour. 他没有幽默感。

(2) person’s state of mind; temper 心情,心境

My daughter is in a good humour today. 我女儿今天很高兴。

(3) v. 使满足；迁就

When a person is ill he may have to be humored.

一个人生病时，被人都的迁就他。

out of humour 不高兴；心情不好

humourous adj. 幽默感的，诙谐的

2. bitter adj. 苦的；难过的；痛苦的

The soup is bitter.

His failure to pass the examination was a bitter disappointment.

他考试失败是一件极令人失望的事。

a bitter pill to swallow 苦药丸;勉强接受的苦事

to the bitter end 到底；拼命

take the bitter with the sweet 甘与苦都接受

bitterly adv. 苦涩地 bitterness n. 苦味

3. comedy 喜剧 tragedy 悲剧

comedian 喜剧演员；行动滑稽的人

comedienne 喜剧中的女演员；女丑角

He prefers comedy to tragedy.

Comedians often work alone or as a pair.

Song Dandan is a popular comedienne.

4. intend v. ---have in mind as a purpose or plan 打算；意欲

intend to do sth 打算做…

intend that… 打算；

intend sb to do sth 想让某人做某事

be intended for 是为…设计的

intend to have done sth. 本想做某事（而没做）

intention n. 意图；目的；意旨

1.你今天打算做什么？

.2.他们计划今年完成这一工程。

3.我们打算让他去说服李先生。

4.这本书是给孩子们写的.

5.我本想去拜访你，但是来了一位不速之客。

5. amuse v. = satisfy or excite the sense of humour or cause laughter of 使欢乐；使发笑

amusement n. 快乐；娱乐；消遣

amusing adj. 引起乐趣的；娱人的

amusingly adv. 娱人地

feel/be amused at/by/with 对…感到有趣

1.我们玩游戏自乐。

2. 他的回答使我好笑。

6. appreciate v.

（1）be thankful or grateful for 感激

（2）understand and enjoy the good qualities of

赏识；鉴赏；欣赏

1.我感激对我的帮助。

2.凡高死后他的画才得到赏识。

3.我欣赏演出的每一个节目。

4.如蒙邀请，不胜感激。

7. suffer v. =experience pain or difficulty 受…苦／折磨

suffering n. 痛苦苦难

sufferer n. 受难者；病人

sufferable adj. 受得住的；禁得住的

When I was in my childhood, I suffered from poverty.

Economy in Iraq is suffering from the war.

I know you have suffered a lot. = I know you have had a lot of sufferings.

8. Operate v.---(cause to) work 开动; 使运转; 使生效; 操作;管理；作手术

The machine operates continuously.

This law operates universally. 这个规律是普遍起作用的。

He intends Dr Li to operate on him.

The machines are operated by electricity.

This company operates two factories.

Operation n. 工作；操作；生效；手术

Operator n. 操作人员；电话接线员；

Operative adj. 操作的；运转的；有效的

9. Direction n. 方向；方位；（pl.）指示；说明；倾向；

He drove in the direction of London.

He gave me directions to enable me to find his house.

Our school is under the direction of a good principle.

The enemy ran away in all directions.

directive adj. 指导的

director n. 指导者；董事

direct adj. 直接的

directly adv. 直接地

10. confuse v. ---mix up; put into disorder 弄糊涂；使混乱；混淆；

The road sign confused the driver.

Don't confuse Austria with [and] Australia.

They asked me so many questions that I got confused.

Confused adj. 混乱的；慌乱的；狼狈的

Confusedly adv. 慌乱地；混乱地

Confusion n. 混乱；慌乱；混淆

Period 2

Step 1 Warming up

1. Show a Chinese tongue twister to Ss and let them speak out as quickly as possible.(slide show)

“四是四，十是十；十四是十四，四十是四十；谁要把十四说成四十，我就打他十四；谁要把四十说成十四，我就打他四十。”

2. T: “In fact, not only are there many Chinese tongue twisters, but also there are many English tongue twisters. ” let Ss read the following tongue twister as quickly as possible.

1. She sells sea shells on the seashore. The seashells she sells are seashells she is sure.

2. There those thousand thinkers were thinking how did the other three thieves go through.

3. Picky people pick Peter Pan Peanut Butter. Peter Pan Peanut is the peanut picky people pick.

4. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.

5. I thought a thought. But the thought I thought wasn't the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.

3. T say: “ It is difficult for people to say the sentence without making errors, these types of sentences are called tongues twisters. Tongue twisters are also difficult for native speakers. It can be fun to practise a few and try to see who can say them fastest.”

Step 2 Listening

1. Let Ss listen to the tape the first time, without taking notes. Make sure they understand all the words before listening. Then, ask them to finish Exercise 1.

2. let Ss listen to the tape again and ask them to finish Exercise 2. Then play the tape again to help them finish the Exercise 2

Step 3 Speaking

1. T asks: “Do you like to watch comedies or crosstalk shows?”

“ Which comedies, little sketches, or crosstalk shows do you like best? ”

“ Who is your favourite comedian? Why do you like him/ her?”

2. Listen and read the dialogue, then explain some language points in the dialogue.

make sb. laugh act the role of

tongue twister a couple of intend to

3. let Ss work in pairs, one act as a journalist and the other act as a circus clown and let them make a similar dialogue about interview between journalist and circus, then let Ss act it out in the class.

4. Learn useful expressions to express intensions and plans:

5. Group work (A)

6. Group work (B)

Step 4 Homework

1. Write a story according to the pictures and what you have heard on the tape.

2. TALKING: (Workbook, page 108)

Ask Ss to look at the pictures, make up a funny story about what is happening and say whether they think the situations are funny or not.

Period 2

Step 1 Revision

1. Word list

2. Enjoy the students’ dialogues

3.Read the following sentences as quickly as possible.

1). A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.

2). Six thick thistle sticks. Six thick thistles stick.

3). She sells sea shells by the sea shore.

The shells she sells are surely seashells.

So if she sells shells on the seashore,

I'm sure she sells seashore shells.

Step 2 Pre-reading

1. Show some pictures to Ss :

Tasks: “Do you know these people?”

Stan Laurel and Oliver Hardy

The comic duo of the 1930s “Laurel and Hardy.” the thin one is called Stan Laurel, while the stout one is called Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.

Mr Bean

Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Dustin Hoffman

Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many people agree that his performance was so good that you often can’t tell the difference. But in the film of course there all kinds of funny moments.

Ma Ji

Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter.

2. Read the text and find out the best choice.

1).Why is Dustin Hoffman so famous?

A. He is famous for his works.

B. He is famous for his foreign accent.

C. He is famous for his role acting as a woman.

D. He is good at playing on words.

2). What does a “sketch” mean in the text?

A. a rough, quickly made drawing

B. general outline

C. short, humourous play

D. a piece of writing

3). Comedians and players in a comedy are similar in ______.

A. Their way of playing with words

B. Clothes

C. Crossing-dressing way

D. Foreign accent

4). Choose the main idea of each paragraph.

a.Description of a clown b.What’s a crosstalk show

c.The traditional crosstalk show d.Description of comedians

e.The writers of comedies both at home and abroad

A. 1-e; 2-a; 3-d; 4-b; 5-c

B. 1-e; 2-d; 3-c; 4-a; 5-b

C. 1-a; 2-e; 3-d; 4-b; 5-c

D. 1-e; 2-a; 3-b; 4-d; 5-c

5). Why have crosstalk shows been popular with people? Which of the following is not the reason?

A. They have two speakers.

B. They make people not only laugh, but also think about life.

C. The richness of the spoken language is made full use of.

D. Their talk includes rhythm and rhyming words.

Step 3 post-reading

1. Pair work let Ss describe a clown in their own words.

2. Discussion compare Western and Chinese comedy shows. What do they have in common? How are they different?

3. Exercise finish the exercise 2 in Studentbook, page 53

Step 3. listening True (T) or False (F)

1.Camedies are music plays that make people laugh.

2.Word play is a way to create fun in comedies.

3.Clowns use some words to make people laugh.

4.Both body language and face are important in comedians’ shows.

5.A crosstalk show has two speakers making many jokes and funny conversations.

Step 4 Oral practice

1. Can you describe a clown in your own words?

2. What does a clown look like?

Step 5 language points

make …funny 使得…有趣

be famous for 因…而著名

make fun of 取笑; 开…的玩笑

roar with laughter 大笑

make-up n. 化妆

act out 表演

have in common with 和…有共同之处

date back to ＝date from 追溯到

a flow of 源源不断的

make use of 利用

Step 6 translation

1. 西安以兵马俑而著名.

Xi’an is famous for the Terra Cotta Warriors.

2.有时候相声演员以取笑自己来逗观众大笑.

Sometimes crosstalk players make fun of themselves to make the audience roar with laughter.

3. 西安古城墙始建于明朝.

Xi’an City Wall dates back to the Ming dynasty.

4.如今越来越多的人开始利用源源不断的网络资源.

Nowadays, more and more people begin to make use of the constant flow of information on the internet.

Step 7 exercises

1. He hates to be _____.

A. make fun of B. making fun of

C made fun of D. made fun

2. The castle ____ the 16th century.

A. is dated to B. dates from

C. dated from D. is dating back to

3. It is ____ to have cold drinks on such a hot day.

A. a fun B. funny C. fun D. funs

4. Our losses should be ____ with more loans, otherwise we won’t be satisfied.

A. made in B. made out C. made for D. made up

5. He put his whole heart into ____ ways ____ the quality of the products.

A. think of; of improve B. think up; to improve

C. thinking of; improving D. thinking up; of improving

Period 5

Integrating skill

Step 1 Reading comprehension

1.Which of the following is not mentioned in the text?

A. The writer was on her way to an interview.

B. She braked hard and hit another cyclist.

C. She shouted the driver of a yellow car.

D. The driver of the yellow car was angry with her for being so rude.

2. The driver of the yellow car turned out to be ______.

A.The boss of the office

B.The manager of the company

C.One of her friends

D.The man with whom she had to work together

3. What does she mean by the sentence “the last time we met I did most of the talking”?

A.You listened to me last time we met.

B. I’ll listen to you this time.

C. I shall say nothing about the accident.

D. I think you must be angry with me.

4. Which of the following can be used as another title for the text?

A. An Accident

B. An Interview

C. Tell Him What You Think of Him!

D. A Kind Manager

5. From the text, we can conclude that the manager was ______.

A.A careless driver B. selfish

C. Tolerant (宽容的) D. determined

Step 2 language points:

1.be on good terms with 与某人关系好

2.cut in 插入

3.in the other direction 朝着另外方向

in the direction of 朝着…方向

4. brake hard 使劲刹车

5.go up 上前去

6.lay down 放下

7.drive off 开车走掉

8.knock off 撞掉

9.shout at 冲着…大嚷

10. be on time for 按时

11. in great surprise 吃惊的

12. in (total) silence 一言不发地

13. look on…as… ＝ regard…as… 把…看作是

14. be angry with sb 对…生气

15. make jokes about 拿…开玩笑

Step 3. exercises:

1. 他们把受伤的人放在地上。

2. 我看见他开车向着城里的方向去了。

3. 他对着我大叫大嚷，我很生气。

4. 我和李岩关系一直很好，我把他当作我的最亲密的朋友。

5. 那个司机把一个男孩撞下自行车，却驾车跑了。

They laid the injured man down on the ground.

I saw him drive away in the direction of the town.

I was angry with him for his shouting at me.

I have been on good terms with Li Yan and I look on him as my closest friend.

The driver knocked a boy off his bike but drove off.

Step 4 Homework

Write a funny story or joke in English.

Period 6

Grammar

Period 7

Exercises in workbook

Period 8

Workbook integrating skills

1. Read the poem and explain the meaning of it.

2. Understand the poem better by going through the explanations on the reading paper.

篇2：人教版高一SB1 Unit 20 Humour

课题:

一、教学目的：

1.Talk about humour and comedians.

2. Practise saying tongue twisters.

3. Express intentions and plans.

4. Use the-ing form(1)as the Attribute and Object Complement.

5. Write a funny story or joke in English.

二、教学重点：

1. Improve the students' listening ability by listening.

2. Improve the students' speaking ability by making up dialogues.

3. How to master the new words and expressions of the text.

4. How to improve the students' reading and writing ability.

5. How to get the students to master the“-ing”form.

三、教学难点：

1.Make dialogues to express their ideas.

2.Say tongue twisters fluently.

3.How to get the students to grasp the main idea of a passage as soon as possible.

4. The difference between the“-ing”form used as the Attribute and Object Complement.

四、教学时数： 6 学时，其中实践性教学学时。

五、习题：

Finish all the exercises from Page113 to Page118.

六、教学后记：

七、教学步骤：

Part 1 warming up

T: Please open your books and turn to Page 39.Look at Warming up. Let's practise saying the following tongue twisters. First, read it slowly. Then read them faster and faster. You can read them to your partner. And let your partner see if there is any mistake in your reading. At last, I'll ask five students to read them before class to see who can speak faster without making mistakes, OK? let's begin.

Part 2 Listening

T: So much for warming up. Now we'll do listening. In the next period of time you will hear an interesting story. It is about a couple who got married. A child is asking her grandmother about her marriage. Number the pictures in the proper order. The first one has been done to help you. Please read the other two requirements to see what you will have to do after you finish listening.(After a few minutes.)Do you know about the things you'll do? During the period when you listen to the tape, I'll play it three times in all. When I play it for the first time, just listen. When I play it for the second time, do the exercises and you can check your answers to make sure they are right when I play the tape for the third time. Then check your answers with your classmates and tell your partner the story. Note that the beginning of the story has been given to you on Page 39.(At last, the teacher shows the pictures in the right order and the answers of Part 2 on the screen to get all the students to check and then asks a student to tell the story to the whole class.)

Part 3 Speaking

T: Now let's do speaking. First, please read a dialogue between a journalist(j)and a comedian(c).

T:(After students read the dialogue)What's the most important thing in a comedian's job?

SA: The important thing in a comedian's job is not only to make people laugh, but also to get them to think about life.

T: How many ways to make people laugh are given? What are they? What other examples can you give?

SB: Two ways are given. They are Jokes about speaking a foreign language and the way someone walks and talks. Other examples are their make-up, the styles of their clothes, shoes and the way they hear something or see something etc.

T: Please make a dialogue yourself. Pair work. One acts as the part of a journalist(j)and your partner acts as a circus clown(c).The dialogue you make should include the questions on Page 40.And you can use the expressions on the screen to help you.(Show the book.)Later, we'll ask one pair to give us a performance. Let's begin.

Part 4 Reading

Step1. Pre-reading

1. Please turn to Page 40 and read the instructions in Pre-reading. Have a discussion with your partner and make preparations for the questions.

2. Do you know who the comedians are?

Pic.1: Laurel and Hardy, funny, fat-thin, clever-silly.

Pic.2: Mr. Bean, makes funny faces, acts silly, and seems to be stupid.

Pic.3: Dustin Hoffman, in the film Tootsie.

Pic.4: Ma Ji, crosstalk show.

Step2. Fast Reading

1. How do Americans sound funny in a comedy?

2. How can clowns help people?

3. What is sketch?

Step3. Reading

Please read the text again and discuss the questions in Post reading. Pair work or group work, ask some students to give their answers.

Answers:

1.The text tells us that dating back to the Qin Dynasty, the traditional cross talk shows, or xiangsheng shows, have made people all over China roar with laughter for centuries. That's to say, it exists in China for more than two thousand four hundred years.

2. When the writers of comedies write in order to make people laugh, they often let cross-dressing men and women appear on the stage or have characters that are stereotypes coming different countries or people doing certain jobs. They also play on words to create fun.

3. Because the words used by the comedies then have the different meaning now, so they can't be understood even by native Englishmen.

4. A clown often appears on the stage alone or with a partner. Usually they don't say anything. They make people laugh only by their clothes, make up and the movements of the body. Even they walk, eat and sleep in a different way from a normal person.

5. I think it is more like a comedy than the show of a clown. Because the way they make people laugh is not like the show of a clown, but like the actors in a comedy. They both use word play.

6. They both use the same techniques to make the audiences laugh, such as strange-dressing men or women, characters from different places the words that make people laugh, as well as their strange accents. Though both western and Chinese comedians use the same techniques, the techniques they use are closer to their own people, such as the style of their clothes, the food they eat, the scene in a comedy and so on.

Step4 Language points

1 mostly adv. 主要地；大部分；通常

Of cause, I would like to reach a wide audience ,though I mostly have adults in mind

辨异 mostly和mainly

mostly指“全部的大多数”、“全部之中的大部分”。

mainly指“全部中的主要部分”、“全部中的主要成分”。（不止是大部分）。

例 1）This kind of drink is mainly made of water and sugar.

2）The audience consisted mostly of women.

2 laughter n. 笑；笑声

It’s a song with laughter in tears.

讲解 laughter是不可数名词，laugh是“大笑”的意思。在构词法中，动词＋er的类

似词还有：read 读 - reader 读者；读本 roll 滚 - roller 滚子

boil 沸 - boiler 锅炉 cook 烹调 - cooker 锅

laugh 笑- laughter 笑声 contain容纳- container 容器

例 1）This is a world of laughter ,and a world of tears.

2）The laugher of the crowd could be heard everywhere.

3 tears n. 泪滴；眼泪

It’s a song with laughter in tears.

讲解 tear作动词，意思是“撕”、“扯”、“折磨”；作名词，意思是“撕破的地方”、“泪

水”（多用复数）。与tear有关的词组有：

tear up 撕碎 tear in half 撕成两半 tear off 急忙脱掉

tear one’s hair 生气；难过 tear apart 拆掉 tear away 勉强离开

in tears 在流泪 move to tears 感动得流泪

keep back one’s tears 忍住眼泪 shed crocodile tears 流鳄鱼的眼泪

例 1）As she sang , tears ran down her cheeks.

她唱歌时，泪水不住地往下淌。

4 intend vt. 想要；打算；意指

I intend to go to a movie. 我想看场电影。

讲解 intend后接不定式、动词不定式的复合结构、动名词和从句

例 1）Did you intend us to share the cost of the dinner?

5 comedy n. 喜剧；喜剧性的事情

Comedies are theater plays that make people laugh.

讲解 comedy 是名词，意思是“喜剧”。 tragedy 是名词，意思是“悲剧”。

6 accent n. 口音；腔调；重音

Americans sound funny speaking with a foreign accent.

讲解 accent是可数名词，意思是“口音”、“重读”。

例 1）Xiao Li is speaking English fluently with strong Sichuan accent.

7 actually adv. 实际上；事实上

讲解 actual是形容词，意思是“实际的”、“确实的”。

例 1）Actually ,only a few people could understand his accent.

8 typical adj. 典型的；象征性的

Typical for China is the crosstalk show ,where a pair of comedians entertains the audience.

讲解 typify是名词，意思是“特点”、“典型”。

例 1）Weihai is a typical city on the seaside. 威海是典型的海滨城市。

2）The story took place in the living-room of a ‘typical’ American family.

9 appreciate vt. 赏识；鉴赏；感激

To understand and fully appreciate the jokes of crosstalk artists ,listeners have to know very well what the comedians are talking about ,and they also have to be fluent in Chinese.

讲解 appreciate后接名词后动名词。appreciation是名词，意思是“欣赏”、“理解”。

例 1）There will be thousands of people to appreciate their crosstalk shows.

2）I really appreciate his doing good deeds to all of us.

10 act as 扮演；充当；起…的作用

11 dress up 打扮；化妆

They may also dress up a little or act out small sketches in front of the laughing audience.

讲解 dress up还有“给…穿上衣服的意思”。

例 1）They dressed up for the New Year’s Day.

2）I just saw your brother dressed up in minority clothes.

12 date back to 追溯到…

Dating back to the Qin Dynasty(221-207BC) ,the traditional crosstalk shows ,or xiang sheng shows ,have made people all over China roar with laughter for centuries.

讲解 date还可以作名词，表示“日期”、“约会”。与date有关的词组有：

out of date 过时；陈旧 to date 到目前为

up to date 跟上时代；现代化 date from 从…开始

例 1）She is wearing a dated dress.

2）This kind of car dates back to the 18 century.

3）We visited a castle dating from the Qing Dynasty.

13 in the other direction 从对面方向

A yellow car passed me and suddenly stopped ,as there was another car coming in the other direction.

讲解从某个方向驶来，要用介词“in”，如：

in all directions （向）从各个方向

in the right direction 朝正确的方向。

14 a little further 向远一点（更向前一些）

I saw that a little further up the road the traffic light had turned red.

我看到前方不远处亮起了红灯。

讲解 a little是“一点儿”的意思，它用于强化比较级。a little further意思是“更远一些”。此类强化比较级的词还有：much、many、a few、a lot、still、even、far等词。

另外a little的同义词组是a bit，在肯定句中他们是同义词，在否定句中，则为相反的

意思。not a little意思是“不是一点”、“很多”；而not a bit意思是“一点也不”。

Part 5 Word study and Grammar

Step1 word study

1.当喜剧演员讲笑话时，人们从他说话的声音中就能感觉到他的辛酸。Bitterness-bitter

2.我本来打算来这儿住几天，但现在我已决定要走了。 Intention-intent

3 越来越多的西方人开始对传统中药感兴趣。 westerner-western traditional-tradition

4.现在你说不准这部电影是否将是一部成功的影片。 certainly-certain

5.这种相声，是典型的双人相声，在中国很受欢迎。 Typically-type

6.南希，出身于一个纯艺术家庭，已经成了一位大画家。 artistic-art

7.这本书的销售，因为作者的冒险经历已经迅速增长了。 rapidly-rapid

8.学会说外语使人的阅历丰富。 richness-rich

Step2 Grammar

Grammar: The -ing form(1) used as the Attribute.

1.interesting crosstalk amusing story

laughing audience cross-dressing men

2.Woody Allen is famous for his role acting as a woman.

A single word----it is put before the word it modifies,

A phrase----the“-ing”form is placed after the word it modifies,

a flaming ray灼热的光线； working people劳动人民

smiling faces微笑的面孔； a flying kite翱翔的风筝

an interesting crosstalk有趣的相声； an exciting event激动人心的事件

the rising sun升起的太阳； the suffering peasants受苦受难的农民

the coming week下周； the dancing girl舞女

The -ing form: used as the Attribute and Object Complement:

The Attribute: If an“-ing” form is a single word, it is usually put before the word it modifies. If it is a phrase, it is often placed after the word it modifies.

The Object Complement: It is used after the verbs: see, hear, feel, watch, notice, keep, find, get, have etc.

Part 6 Integrating skills

Step1. Preparation for Reading

T: Attention, please. Before we have the new lesson, I want to know something about a new job you want to get. Suppose you have finished your school and now you are looking for a new job. And you are told that you are going to have an interview. Tell me what you should do as preparations. Will you wear your best clothes?

T: What are the other things you should get ready for the interview?

(We'll be ready for some questions, such as our education, age, experience and so on.)

T: Do you want the manager to have a good impression on you?

T: Yeah. Generally speaking, if you want a job in a company, you usually have to go to the company for an interview first. The boss of the company will ask you some questions about yourself. You also have the chance to ask questions about the kind of work which you'll do in the company if you get the job, However, if you want to get the job you'd better get the boss to have a good impression on you when you are interviewed. Today we're going to read a story about an interview for a job.

New words:

cyclist n.骑脚踏车的人 direction n.方向，指导；(常用复数)说明

brake n.闸、刹车 vi.刹车 fortunately adv.幸运地

drive off赶走，击退 silence n.&v.沉默

look on…as…把……看作 rude adj.粗鲁无礼的，残暴的

Step2. Fast Reading

Read the text fast, and then answer the three questions:

1. How did the writer go to the interview?

2. How many people were going to interview the writer and who were they?

3. What was the end of the story?

Step3. Reading

Read the text again, then discuss the questions after the text in groups of four.

1: Because he made her fall off her bicycle when she was on her way to the interview.

2. When she went into the room where she would be interviewed, she met the driver.

3. The last time we met, I admitted than I talked more than I did.

4. When my manager does something wrong, I tell him so.

Step4. Difficult points:

a. I was cycling…interview.=I was going to the interview by bicycle.

b. as there was another car coming in the other direction=because another car was coming in the opposite direction.

c. and was a danger to other people=He behaved in a way that might be dangerous to other people.

d. His face was very red.=He was so embarrassed that his face became bright red.

e. look on…as: regard…as

f. had decided not to be angry with me for having been so rude=Although I had been so rude to him, he decided not to be angry with me.…for having been so rude→It expresses reason.

e.g. I was sorry for having wasted so much time.=I was sorry that I had wasted so much time.

Step5 Write a short story or a joke in English.

篇3：Unit 22 the whole unit(人教版高一英语下册教案教学设计)

Teaching goals

1. Talk about amusement parks

2. Practice asking and giving directions

3. Learn to use the -ing form (3) as adverbial

4. Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

1. Show some pictures on the screen about some extreme sports or fun

2. Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

3. Fill in the blacks. (individual work). Then share the answer on the screen.

4. Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so on.

5. There are such thrilling activities in some parks. You may experience some of

them if you are interested. I hope all of you can experience what you like.

Step 2 Listening

1. A theme park must have a special theme.

2. Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at P.64 and P65 and guess

3. While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at P.64 and P.65.

4. Check the answers in pairs. Then with the class.

5. Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment 1.have entertainment

2.visit museums and exhibitions

3.learn about environment

4.learn how to protect

environment

Merry Rides Limited The ocean 1.Perople have jobs

2.Learn about life in the ocean

3.Have fun and learn

Step 3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.

Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Write about your own experiences in a theme park

c. Oral homework: talk about one of your experience in a theme park.

Period 3 Speaking

Step 1 Revision & Warming-up

1. Review the new words

2. Check oral homework: a report about your experience to a theme park.

3. If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

1. Pre-speaking

1.T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

2.practice: Make up dialogues, using the information above.

Make up dialogues, talking about their own destinations.

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

Period 4 Reading

Step 1 Revision

1. New words

2. Check the students’ homework and show the finest copies of theirs to the

whole class. After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

1. Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Question 2. What are the themes about?

2. Scanning

Question: What attract people in these theme parks?

3. Then fill in the form below.

Title Theme Parks (People can have fun and experience sth. different.)

Par. Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the idea..

to help people to explore the past. Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being built.

4. Check the reading comprehension on the screen.

5. Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn something.

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

游客在高地车乘之后，可以坐穿梭车去低地。

（4）Entering one of the attractions at Universal Studios is like stepping into the world of your favourite movie.

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语；

stepping into the world of your favourite film是动名词结构作宾语。

（5） Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the movie.

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

1.Finish the reading part of the workbook.

2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

3.List ideas for an “English-Speaking World Park”, using the form of Page 67.

Period 5 language study

Step 1 Revision

1. Words

2. Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

1. Study the example:

2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

篇4：Unit 20 全单元教案(人教版高一英语下册教案教学设计)

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.

2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

*********************************************************************

Teaching Procedures:

I. Warming up

Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”

1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)

2) What can archaeological discoveries bring us?

Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.

1) T: Please look at the pictures and talk about them.

Questions for thinking:

----What are these important discoveries ?

----What period of time do they belong to?

Step 3. Help the Ss describe the life of people in China during the periods above.

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

……2) Discuss and talk about the following items.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step 4.Help the Ss get to know more important discoveries.

1) Match the time with the place where its relics are unearthed:

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)

2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?

2. Where can you go if we want to visit them?

II. Listening

Step 1. Pre-listening

1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)

2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

Task: Listen and write down the questions asked by the students.

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

1) It looks like ____________ to me; about ___________.

2) At the top there’s a little ________________________.

3) At the bottom end there are __________ through the stick.

4) On the right there are __________of a young baby goat that is _________.

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

1) It is an _____________. One of the __________________.

2) There were bears that ______________________________ and very large kind of _____________________________________________.

3) It was too dangerous to ______________________________ or even _____________.

Question 3: How did it work?

☆ Listen and finish the exercises.

1). How far can you throw a spear with our arm?

A. 15m B. 50m C. 45m

2). How far can you throw a spear with a tool like this?

A. 90m B. 300m C. 60m

3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

3) How did people in South America and Australia know about this tool?

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.

2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

Teaching aims: Get the Ss to know about the King of Stonehenge

Improve the Ss’ reading ability

Important points: the Ss get a good understanding of the text

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

1.Show some pictures about famous tombs in Chinese history

2.When we discover a tomb of a king in China, what can usually be found in it?

( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)

3.Why were these things buried with the dead king or emperor？

Key：A.To show off their power and wealth.

B. To protect these things.

C. Want the died people to use them after their death.

D. To be given to him for his use in the next life.

F. To show people’s respect to the death.

Step II. While -reading

A. Fast reading to get the main idea of each paragraph, and then divide it into parts

Part 1 (para. 1): The discovery of a grave.

Part 2 (para.2_to 3_): Objects found in the grave.

Part 3 (para. 4_-_5): The importance of the discovery.

Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.

B. Detailed reading:

1. Read the first three paragraphs to find out

1) Which objects were found in the grave of the King of Stonehenge?

Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery

2) Which materials were found?

Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:

1) What are the five reasons to show the importance of the discoveries ?

Key: a) His grave is the richest of any found from that period.

b) This was a time when the first metals were brought to Britain.

c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.

d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

e) He is an example of people who brought culture and new techniques from the European mainland to Britain.

3. Read Part 6&7. do T or F exercises

1) The biggest stones came from a long distance away.

2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.

3). The King of Stonehenge was likely to be involved in planning and

helping build the monument.

4). The King of Stonehenge came from Central Europe.

5). At first people thought that it was through was and armed conflict not

through trade and cultural links that the skills to make copper and bronze objects spread to Britain.

( Check the answers: F F T T T)

C. Language points:

1. Buried with him were the tools of a hunter or warrior.

该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。

e.g. Present at the meeting were Professor White, Professor Smith and many other guests.

2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.

found in the grave是过去分词作定语

give sb. an idea of 使某人明白

e.g. The book will give you an idea of what everyday life of ordinary

Americans is like.

3.That would have made him a man of distinction.

must/may/might+have done (肯定) 对过去事实的推理

e.g. He might have given your more help, they were busy. I can’t find my pen

anywhere. I must have lost it.

can +have done 表示对过去事实疑问和否定的推测

e.g. He can’t have finished the work so soon.

could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾

e.g. He always works hard. He could have passed the exam.

should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思

e.g. You should have told me the news an hour ago.

shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方

e.g. You shouldn’t have told him the news. He was nearly sad to death.

needn’t + have done 意为“过去本没有必要..…却……”

e.g. There was plenty of time, she needn’t have hurried.

might + have done 表示“过去本可以….却没有…”

e.g. They might have given you more help, though they were busy.

Step III. Post reading.

1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture

3. hunting rope, string, bow, arrows, spear, sticks

4. trade with Europe money or goods to trade, boats, bags, maps, language

5. making copper knives fire, chemistry, physics, pots, hammers

Homework:

With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”

Saving Stonehenge Oct.22nd,

With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.

Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.

Unit20. Word Study

Type of lesson: word study

Teaching Contents: spare, average, date, cover, dress, find

Teaching Aims：Help the students grasp the usages and meanings of the above

words or phrases.

Important points: use the above words or phrases correctly and freely

Teaching Procedures:

I. spare

A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part

1. The boy loves surfing the internet in his spare time. (在空闲的时间里)

2. You should carry a spare tire in the back of your car. .( 备用胎)

3. I can’t spare the time for a holiday at present. . (抽出，腾出)

4. Can you spare me just a few minutes? . ( 抽出，腾出 )

5. He doesn’t spare any effort on his studies. .( 不遗余力)

6. Spare the rod and spoil the child. （不打不成器)

B. Summarize the usages and the meaning of “spare”

Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；

Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）

C. complete the following sentences.

1.What do you usually do _____________________( 在你空余时间)？( in your spare time)

2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)

3.We can ________________________(给你腾出一间房)（spare one room for you ）

4. He _____________(想尽各种办法)to make her happy.(spares no effort)

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均数

2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均

3. The average age of the boys in the class is 17.平均的

4. What is the average temperature in Wuhan in August?

5. If you average 7, 14 and 6, you get 9. 均分

6. On average, there are 20 boys present every day.平均来说

B. Summarize the usages and the meaning of the word “average”

. average adj.平均的

verb .平均，均分。

Noun.平均数，平均值。

C. Complete the following sentences：

1.What is ______________(平均的年龄)the students in your class?

2.平均来说,每年大约有400人死于这种疾病.

On average 400 people die of the disease every year.

3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）

III. date

A. Present the following sentences.

1. What is date today? (日期 )

2. The vase is of an earlier date than that one.（时代）

3. Has the date for the meeting been fixed? （日期）

4. The boy asked her for a date, but was refused. （约会）

5. They’ve been dating for months and know each other better than before. （谈恋爱）

6. Don’t forget to date your letter. （注明日期）

7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.

8. The property of the family dates from the war.（始于，追溯到）

9. The castle dates back to the 15th century. （始于，追溯到）

10. The information is out of date; you need to get the latest news.（过期了）

11. She likes to wear clothes that are up to date（.新式的, 现代的）

B. Ss read the sentences and point out the part of speech of the word

“date” and the meaning of the word and phrases.

date : 1) noun . 日期，时代，约会, 流行.

2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到

C. Complete the following sentences

1. This kind of clothes is ______________.不流行了( out of date)

2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)

3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)

IV. cover

A . Present the following sentences.

1. The small town which covers five square miles is famous for its

beautiful scenery. 占地

2. Not having been cleaned for a month, the desk was covered with

dust. 布满

3. Hundreds of reporters were sent to cover the Olympic Games held

in Greece. 采访

4. The noise was so loud that she covered her ears with her hands遮蔽

5. The doctor’s talk covered the complete history of medicine. 涉及

6. I can cover 100 miles before it gets dark. 走一段路

7. Will $50 cover the cost of a new shirt? 够付…钱

8. He always keeps a cover over his car. 覆盖物

9. May I have a look at the book whose cover is blue? 封面

B. Read the sentences above and pay attention to the meaning of the

word “cover”.

Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱

noun 覆盖物,封面

C. Complete the following sentences.

1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )

2. His desk ___________________________ ( 堆满了书). ( is covered with books)

3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)

4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)

V. dress

A. present the following sentences.

1. Jim isn’t old enough to dress himself. ( 穿衣服)

2. How long does it take you to dress yourself? 穿衣

3. He has to dress well in his position. 穿戴

4. She was in special dress for the ceremony. 套装

5. She was wearing a silk dress. 连衣裙

B. Read and observe the sentences and point out how the word dress is used.

C. Present more sentences with similar phrases and tell the differences.

1. He was dressed in white and was easy to be recognized in the crowd.

2. He put on his coat and went to the cinema.

3. The emperor had nothing on when he thought he was in his new clothes.

4. Nobody is allowed to wear a beard in that village.

5. What shall I wear to attend her birthday party?

6. she was all in black.

D. Choose the right phrase to complete the following sentences.

1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)

2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)

3. We are going to be late. Please get __________ quickly. ( dressed)

4. The child is too small to _____________ himself. ( dress)

5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )

6. On Children’s Day, the children _____their best clothes ______. (have…on )

7. The girl _____ red is my former student.( in )

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

3. I found a ten-dollar bill on the road.

4. I found him asleep on the sofa.

5. Please find the key for me. = Please find me the key.

6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

9. After school I always find him waiting at the school gate.

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

B. Read the sentences, and pay attention to how “find” is used.

C. Complete the following sentences.

1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)

2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )

3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)

4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)

5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)

Unit20. Grammar

1. Teaching Goal:

Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

Observe the materials given to them, generalize from the different examples.

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.

1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)

2. With the right kind of body, it is possible to float around in the ocean. (P20)

3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)

4. It is very relaxing to take a dip in the pool in summer. (P37)

5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)

6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)

7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)

8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)

9. It was through trade and cultural links that European culture and new techniques were brought to Britain.

10. It has been proved that the copper knives came from the places as distance as Spain and western France.

Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.

1. -Where is your car?

-It is in the garage.

(指提到过的或正在谈论的动物或事情)

2. The young couple has a newborn baby. Do you know it is a boy or a girl?

(父母不会用it来指自己的孩子。it可以不区别他们的性别)

3. -It is seven o’clock. There is a knock at the door. Who is it?

-It is the milkman.

4. -Oh, by the way, there was a telephone call for you. Who was it?

-It was my Mum on the phone.

( it可以用来指时间，有人敲门，确认某人为何人，在电话里)

5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.

(it可以用来谈论时间，日期，距离，天气等，但要作主语)

6. My grandmother kept telling me that I should help her with housework, but it didn’t help.

(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)

7. It is no use quarrelling with such a man.

It’s hard for them to answer such difficult questions.

It seems that I have made the same mistake once again.

It is unclear what we should do next week.

It is reported that another big earthquake will happen in the area soon.

It will take you three hours to fly to Hong kong from Beijing.

(it作形式主语)

Exercise:

⑴. Is ______ necessary to finish the composition before May Day.

A. this B. that C. it D. he

⑵. Does ______ matter if I can’t finish the composition before May Day?

A. this B. that C. he D. it

⑶. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

⑷. In fact ______ is a hard job for the police to keep order in an football match.

A. this B. that C. there D. it

⑸. It worried her a bit ______ her was turning grey.

A. this B. that C. there D. it

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.

We soon make it a rule to walk two miles a day.

We take it for granted that water is free at restaurants.

I don’t like it when you shout at your parents.

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式宾语)

Exercise:

⑴. They have made ______ a rule ______ in the room.

A. this; not to smoke B. it; smoking

C. it; to not smoke D. it; not to smoke

⑵. I don’t think ______ possible to master a foreign language without much memory work.

A. this B. that C. its D. it

⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.

A. this B. that C. its D. it

⑷. I think ______ to finish the work in such a short time is quite impossible.

A. it B. that C. this D. with

⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.

A. take as granted B. take this for granted

C. take that for granted D. take it for granted

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

9. 1). It was Tom who / that broke the window.

2). It was her whom you should ask.

3). It was because Li Ping was ill that he didn’t come to school last week.

4). It was where you come from that you should return to.

5). It was as you like that you must do everything.

6). It was not until 1920 that regular radio broadcasts began

7). It was in the library that was founded by Mr. Willians

that they finished reading the famous novel.

8). It was neither you nor he that is willing to go the park.

9). It was not only you but also he that is willing to go to the Great Wall.

10). It was his coming that made all of us very happy.

Exercise

⑴ It was the ability to the job ________ matters not where you come from or what you are.

A. one B. that C. what D. it

⑵ I have already forgotten _________ you put the dictionary.

A. that it was where B. where it was that

C. where was it that D. that where was it.

⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.

A. because; which B. for; what

C. because of; that D. since; why

⑷ It was not long _______ he was born ________ his mother died.

A. before; that B. since; when

C. until; when D. after that

⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.

A. that; where B. which; that

C. what; that D. which; where

⑹ ______ was it in 1979 ______ I graduated from the University.

A. That; that B. It; that

C. That; when D. It; when

⑺ It was not until he finished all his homework _______ to bed last night.

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

A. that B. where C. when D. while

(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B

10. 1. It is time for school.

2. It is time to go to school.

3. It is time for us to go to school.

4. It is time that we went to school.

综合练习:

1. It wasn’t until nearly a month later ______ I received the manager’s reply.

A. since B. when C. as D. that

2. Can ______ be in the desk ______ you have put my letter?

A. it; which B. I; where C. you; in which D. it; that

3. - ______ that he managed to get the information?

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

4. It is what you do rather than what you say ______ matters?

A. that B. what C. which D. this

5. It was some time ______ we realized the true.

A. when B. until C. since D. before

6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.

A. when; that B. which; where C. that; where D. which; that

7. I like ______ in the autumn when the weather is clear and bright.

A. this B. that C. it D. one

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

A. that; It B. this; This C. this; It D. that; This

(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

1. Help the students get the general idea of the text.

2. Help students know the importance of the relics and have correct sense to protect them.

3. Teach the students how to create a flow chart.

Teaching procedures:

VII. Step1. Lead-in

Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?

VIII. Step2. Fast reading

Ask the students to read the text quickly and them summarize the main idea of the text.

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

Paragraph3. The importance of the discovery of Jinsha Ruins Relics.

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

1. Ask the students to listen and read paragraph by paragraph and then do the exercises.

Paragraph1.

1. What kind of special relics were unearthed in Jinsha Ruins?

2. Why could they take the archaeologists’ attention?

Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.

3. Who was the first to discover the Jinsha Ruins and when?

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .

Paragraph2.

Why is cong special?

Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

The discoveries there proves that the history of Sichuan is much longer than 2300 years.

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

2. The farmers hesitated about whether to give the relics to the state.

3.The local teachers and officials persuaded them to turn in the relics.

Paragraph5.

1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?

More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.

2. What do archaeologists hope to discover in the future?

They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.

True or false:

1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.

2. Today, the work in Sanxingdui has already been done.

2. Then let students to fill in the blanks.

What’s the link between Jinsha Ruins and Sanxingdui Ruins?

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

B. archaeologists knew there were a lot of treasures there long ago

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

2. Which of the following statements is right according to the text?

A. Jinsha had no trade links with other areas.

B. The ivory and animal bones found at Jinsha are of no real value.

C. Sichuan has a history of more than 2300 years.

D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

B. Yan Kaizong kept the relics found by his grandfather as his own

C. since 1986, archaeologists have stopped digging at Jinsha Relics

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?

2. Do you think Yan Kaizong was foolish? Why?

X. Step5. Writing

1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.

2. Ask the students to decide in which order steps and decisions were taken.

3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

4. Then ask the students to draw the arrows to show the direction of the flow.

5. Ask the students to check for missing steps.

6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.

7. Please check your answer with the chart on page 80.

8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Example:

篇5：unit 20 language study(人教版高一英语下册教案教学设计)

1.dating back to/from 始于，起源于，追溯到；此短语多用于一般现在时态中

This castle dates from the 14th century.这座城堡建于14世纪。

Our partnership dates back to 1960.我们从1960年就合伙了。

2.bury vt. 埋葬

Many men were buried underground when there was an accident at the mine.

矿上发生意外事故时,许多矿工都被埋在地下。

专心致志于, 埋头于(in)

He buried himself in his work.

他埋头工作。

be buried in thought

沉思

3.with his face to the north 面向北方

with his face to the north属于“with+名词+介词短语”结构在句中常作状语，表示伴随动作或伴随性质。根据宾语和宾补之间的关系，还可以用现在分词或过去分词作宾补。

The weather was even colder with the wind blowing.

刮风了，天气更冷了。

He usually works in his study with the door locked.

他通常锁着门在书房工作。

4.test on试验，检验

Many people are against new drugs being tested on animals.

很多人都反对用动物做新药试验。

5.certain be sure和be certain后都可跟从句，但be sure的主语必须是人，而be certain的主语既可以是人又可以是物。

6.Some of the objects found in the grave give us an idea of how he was dressed when he was buried. 一些在墓穴中发现的物体让我们得知他被埋葬时的穿着。

该句为how引导的一个名词性从句作介词OF的宾语，介词后面跟一般均可接疑问词引起的从句。

1)He was not conscious of what an important discovery he had made.

2)Did she say anything about how the work was to be done?

7.amaze vt.使惊奇；使吃惊

Her knowledge amazes me.

她的学识令我吃惊。

Visitors were amazed at the achievements in the car manufacture of the city during the past decade.

参观者对这城市过去十年中汽车制造工业的成就感到惊奇。

I was amazed by the news of George's sudden death.

听到乔治突然去逝的消息,我感到惊愕。

n.惊愕

He stood in amaze at the sight.

他看到那种景象, 惊愕得呆呆地站在那里。

8.distinction n.特点；特色；非凡；卓越

the chief distinction of Chinese food

中国食品的主要特征

a writer of distinction

一位卓越的作家

academic distinctions

学术上的荣誉

There is no appreciable distinction between the twins.

在这对孪生子之间看不出有什么明显的差别。

His distinction of sound is excellent.

他辨别声音的能力很强。

His style lacks distinction.

他的文体缺乏个性。

9.dozen n.一打，12个

I want a dozen of pencils, please!

劳驾，我要一打铅笔。（缩写为： doz)

dozens of

许多

There were dozens of people there.

那里有许多人。

10.Next to them lay a cushion stone, upon which the man could work metal

当表示地点的介词词组在句首时，主谓倒装

1）.At the foot of the hill lies a beautiful lake.

2）.The soldiers ran to the building, on the top of which flew a flag.

3）.East of the lake lie two towns.

4）.Under the tree was lying a wounded soldier.

11.spare adj.备用的

a spare tire

备用轮胎

多余的，剩余的

spare cash

余款

If you have a spare bed, may I stay tonight?

如果你有空床的话，今晚我可以留下吗？

Have you any spare time to help me?

你有空帮助我吗？

You can sit here in your spare time and read the carpet!

空闲时你就坐在这里读地毯吧!

v.节约, 节省, 不伤害, 宽恕, 分让, 提供给某人

Can you spare ten minutes?

你能抽出十分钟吗?

I have no time to spare.

我没有余暇。

spare no efforts [pains]

不遗余力

12.a variety of种种；各类

The shopping-centre sells a variety of goods.

这个购物中心出售许多种商品。

At school we learn a variety of things.

在学校我们学习各种东西。

He didn't come for a variety of reasons.

他因种种原因没来。

She made the children glad in a variety of ways.

她用各种方法使孩子们高兴。

13.tend vt.（常与to连用）有某种倾向；有…的趋势

People under stress tend to express their full range of potential.

处于压力下的人容易发挥自己全部的潜力。

Laziness tends to poverty.

懒易致穷

Boys tend to be bigger than girls.

男孩的个子往往比女孩高大。

14.class n.阶级

class differences

阶级区分

Class differences can divide a nation.

阶级差异会造成国家的分裂。

lower-class life

低层阶级的生活

to travel third class

乘三等车（或舱）旅行

15.approximately adv.近似地, 大约

16.average n.平均数

The average of 4, 8, and 60 is 24.

4、8和60的平均数是24。

平均；平均水平

What is the average rainfall for August in your country?

你们国家八月份的平均降雨量是多少?

His results is the average.

他的成绩平平。

on (an) average通常；按平均

Wwe fail one student per year on average.

我们平均每年有一个学生不及格。

17.convey vt.运送；运输

The truck conveyed machinery across the country.

这辆卡车在全国各地运送机器。

Wires convey electricity.

金属线导电。

通知；通报；传［表，转］达

I will convey the information to him.

我将把这消息通知他。

I can't convey my feelings in words.

我的情感难以言表。

The ambassador personally conveyed the president's message to the premier.

大使亲自向总理转达了总统的问候。

18.It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument; or in helping transport and pull up the stones.

很可能巨石王与这些石头有关，他可能参与策划建立这个纪念碑，或者帮助运输和竖起巨石。

19.link vt., vi.（常与together, to, with连用）连接, 联合

The two towns are linked by a railway.

这两个城镇由一条铁路连接起来。

The new bridge will link the island to the mainland.

新的桥梁将把该岛与大陆连接在一起。

20.have a hand in参与，插手，对某事物负部分责任

I can’t promise much. I’m not the only one that has a hand in things in this town.

我不能答应太多，镇里的事不是我一个人说了算。

21.may后加不定式(不带to)的完成式，表示对过去的推测，认为某事可能已发生。

He may have gone to the library.他可能去图书馆了。

22.In terms of technical development, people were going from the Stone Age to the Bronze Age.

就技术发展而言，人们正从石器时代过度到青铜器时代。

23.In terms of用……的话，以……的观点，就……而说

He thought of everything in terms of money.

他每件事都从钱的角度考虑。

In terms of money we’re quite rich, but not in terms of happiness.

从钱的角度说我们相当富有，但就幸福而言则不然。

24.Bronze Age青铜时代。在距今50前后，在旧大陆的有些地区，首先是西亚地区，发明了铜的冶炼技术，开始制作铜器。最初为红铜，接着又在红铜中加锡或铅，成为青铜。这样人类进入青铜时代。

25.conflict n.

战争；战斗；冲突

conflict of interest

利益冲突

争论；抵触；论战

conflict between religion and science

宗教与科学之间的冲突

vi.冲突；争执；抵触

The two stories conflicted, so I did not know what to believe.

两个故事相冲突，我不知道相信哪一个。

26.artifact n.人工品, 赝品

27.It has been proven that the copper knives came from places as distant as Spain and western France.

现已证明铜刀来自西班牙和法国西部。

it为形式主语，真正主语为that从句，构成句型：“it+被动语态谓语动词+that从句”

这种结构常用来表示一种不指明是谁的议论或想法等：

it should be noted that their economy is still on downward slide.

值得注意的是，他们的经济仍在走下坡路。

It was thought highly likely that there would be an extraordinary session soon.

人们认为，最近很可能召开一次非常会议。

篇6：unit5 whole unit(人教版高二英语上册教案教学设计)

The British Isles

(Designed to the periods)

Teaching aims and demands

1. Topic: Talk about British Isles---- the UK and Ireland.

2. Vocabulary and useful expressions:

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

3. Function:

Practise expressing agreement and disagreement

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

4. Grammar:

Noun Clauses (1)---- subject/ object/ predicative/ appositive

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

5. Using the language:

Write a description of a town and the countryside

Teaching procedure:

Period 1.

Step 1.Warming up

1. Brainstorming:

a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.

b. Use a map to let the Ss know the location of the British Isles.

2. Following the steps of the warming-up on page 33.

Step 2. Pre-reading

1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.

2. group work: describe the pictures.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are the most important facts about the United Kingdom?

How many countries make up the British Isles?

What are the most important facts about Ireland?

2. Ss read and get the main ideas of each paragraph.

Step 4. Post-reading:

Finish the three questions on P 36.

Step 5. Assignment

surf the internet and get more information about the topic.

Period 2.

Step 1. Warming up

Divide the Ss into a few groups to do group work.:

Choose one of the following topic to discuss: history / geography /culture / language

(after the discussion each group elect a speaker to report their result to the whole class.)

Step 2. Learning about the language

Teacher explain some language points in the text on page 19--20.

1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.

That 引导同位语从句。More examples:

I made a promise that if anyone sent the bag back to me, I would share the money with him or her.

比较同位语从句和定语从句：

Mother made a promise that excited all her children.

2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.

Make the most of 充分利用

You have only a short holiday, so make the most of it.

3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.

介绍或复习倒装句。

Step 3. Practice

1. Ss finish the Word Study by themselves.

2. check the answer.

3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Read the passage on P113-114, and finish the related exercises..

Period 3

Step 1. Revision

Check the comprehending Ex on P114

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the Noun Clauses.

Let Ss themselves find the functions of the Noun Clauses.

2.Ss study more examples .

3.More exercises to consolidate the Grammar.

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

4. finish EX1-4 on p38 for consolidation.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 110

2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.

3. Ss show their result to the class.

Step 4. Assignment

Finish Wb Ex 1and 2 on page 112.

Period 4. (Listening & speaking)

Step 1. Listening

1. Ss finish the listening task on page 33.

2. Ss listen to the tape again and check the answers.

Step 2 Speaking

Do the speaking practice as ususal, focusing the following expressions:

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 2. dealing with the Ex 1-2 on p 109 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Period 5 (Writing )

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Explain the skills on how to organize a paragraph.

Step 2. While-writing

1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.

2. Ss exchange their writing and correct the mistakes.

3. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Step 4. assignment

Ss in group 3-5, make an plan to travel around the British Isles.

Period 6.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.

篇7：Unit 20 humour Reading Laughing matter(新课标版高一英语下册教案教学设计)

整体感知

Step 1 Presentation

Questions: In what performances do we enjoy humor?

Do you know any famous comedians?

What are they famous for ?

Step 2 Listening & understanding

Let the students listen to the tape more carefully and then do the following exercises .

① Match the following:

Para.1 Chinese crosstalk show

Para.2 clowns

Para.3 comedians

Para.4 and 5 comedies

② What is the topic sentence of each paragraph ?

Ask the students to find out the topic sentence of each paragraph

Step3 Scanning

Read the following sentences and decide if they are true (T) or false (F)

1. Shakespeare’s plays are no longer funny because English has greatly changed. ( )

2.Clowns often use words to make people laugh. ( )

3.Comedians always use the make-up that clowns use. ( )

4.The show of a comedian is completely different from the players of a comedy. ( )

5.The tradition of crosstalk has existed in China more than 2,000 years. ( )

Step3 Careful reading

There are four laughing matters in the passage. Comedy, Clown, Comedian, Crosstalk, show.

In what ways do they make people laugh? Let the Ss finish the following exercises

Choose the ways they make people laugh .

Comedies make people laugh by_____________ . Clowns make people laugh by_____________.

Comedians make people laugh by____________. Crosstalk make people laugh by____________ .

①ress up a little or act out smallsketches ②Use rhythm and rhythming words

③Use tongue twisters ④body language and their face

⑤acting out a situation -- a sketch ⑥using word play

⑦don’t use any words ⑧use their clothes, make-up and the way they walk, etc.

⑨Cross dressing men or women ⑩Stereotypes of nationalities or people speak with a foreign accent.

Step 4 Deal with the language points.

(The teacher lists them on the blackboard. Ask the students to say the Chinese meanings and give some examples. )

Step5 Enjoy performance

Enjoy a wonderful performance that some students have prepared for. After performing , ask the question, “ In what ways do they make you laugh .

Step6 Summary and Homework

篇8：unit 5 the silver screen whole unit(人教版高一英语上册教案教学设计)

实习学校：梧田高级中学

实习班级：高一（6）班

指导教师：罗晓杰胡国舜

实习生：项一倩

Unit 5 Silver Screen

Teaching Goals:

1. Talk about films, famous actors and directors.

2. Practise making comments and giving opinions

3. Use the Attributive Clause with prepositions such as in which, with whom

4. Use the Attributive Clause with relative adverbs where, when, why

5. Use new words and expressions

6. Write a film review

Teaching Time: 5 periods

Period 1. Warming – up and Listening

Teaching Aims:

1. Train students’ listening and speaking abilities

2. Get students know something about films

Teaching Import Points:

Talk about films, famous actors, film directors and film types

Teaching Difficult Points:

How to improve students’ listening ability

Teaching Aids:

A tape , a computer

Teaching Procedures:

Step1. Daily greetings

Step2. Lead in

T: In the Unit4, we have experienced some exciting moments by reading articles. This week, we can also enjoy some exciting and interesting scenes. However, this time, we’ll experience them by watching films. Do you like it?

Ss: yes

Step3. Warming – up

(Teaching Ss a new word about film, before asking each question. )

T: First, I want to have a survey to see whether you are true film fans. Have you see the movie “Hero”?

① Who is the director? Here “director” means “导演” （Zhang Yimou）

② What role does the actor, Cheng Daoming, play in the movie? Here “actor” means “演员” (the Emperor Qing Shihuang)

③ Which actress plays the leading role in the movie? Here “role” means “角色” (Maggie Cheung Zhang Mangyu)

④When was this scene of story set? Here “scene” means “场景” (in the Qing Dynasty)

⑤ Do you know where was the studio of the film “Hero” set? Here “studio” means “摄影棚” (Heng Dian Town)

⑥ Who is the writer of the script of “Hero”? Here “script” means “剧本” (Wang Bing)

⑦ Does this film have any follow-ups? Here “follow-up” means “续集” (No)

⑧ Does it win any Oscar Award? Here “Oscar Award”means “奥斯卡奖” (No)

Step4. Word study

T: From this survey, I can see most of you have a good knowledge of film. Actually, watching films is a good way to learn English. Just now, we learned some new words about movies. Please read after me. Now, please turn to p32. Use these new words to complete sentences.

(Then check the answers, and ask Ss to translate 4th, 6th sentence)

Step5. Pre-listening

(Show a poster of film on the Powerpoint, before asking each question)

T: As a true film fans, one must have seen many classical movies. Do you know the name of these films?

①(Titanic) I think you must be familiar with this film. Then do you know, which type of film does it belong to? (It’s an affectional film. I think it’s the favorite of most girls, isn’t it? )

② (Crouching Tiger, Hidden Dragon卧虎藏龙)I believe boys are most fond of action films. What’s this film?

③(Jurassic Park) then, when you want to seek stimulation, which kind of film do you want to watch?

T: For me, I think I’ll choose the horror film. Do you know its name?

④(The Passion of The Christ ) Many adult like to see ethical movies, because it can make them think about their lives or other serious issues. What’s the title of this film?

⑤Which type of film do children like to watch?

T: Yes, cartoon. Sometimes, we also call it animation film. Here are some cartoons. Mulan, Shrek2, Naluto

T: of cause, there’re some other types of film. Can you guess among these, which kind of film do I like most?

T: Actually, I like cartoon most, because there’re no difficulty for me to understand the story. And I’ll feel relaxed after seeing it. My favorite film is “Finding Nemo”. The film was directed by Pimax Studio. It’s about two separate fishes, the father fish and the son, who try their best to reunion. I appreciate the movie a lot, because it’s funny. And the images of roles are quite lovely.

T:…Which type of film do you like best?

What’s it about?

How do you think about it?

Step6. Listening

T: Now, let’s listen to the tape to see what film do Jennifer, Alex, James like, and their comments of the films. First, please listen to the tape, and get the general idea of this passage, and take notes if necessary.

T: For the second time, please complete these dialogues. First, please read these dialogues carefully.

T: now, can you complete this table according to these dialogues? (If they cannot, listen to the tape once again.)

Step7. Conclusion

T: In this class, we’ve done some listen. And we also talked about some films and famous directors. After class, you can talk about other film with your classmates.

Step8. Homework

Blackboard Design

Silver Screen

Affectional film

Action film

Horror film

Ethical film

Cartoon film

Period 2. Reading

Teaching Aims:

1. Train the students reading ability

2. Get students know Steven Spielberg as a film director

3. Learn some new words and phrases.

Teaching Important Points:

1. How to make the students understand the reading text better.

2. Learn and master the following phrases:

Work on, take off, cut…into pieces, win over, owe…to…

Teaching Difficult Points:

1. How to analyze and summarize the whole passage

Teaching Aids: a computer

Teaching Procedures:

Step1. Daily Greeting

Step2. Lead In

T: Last time, we talked about some knowledge of films. Do you still remember the name of some types of films?

Ss: Affectional film, action film…

T :( Show a poster of ET) it’s a poster of the film ET. According to this picture, can you guess which kind of film does it belong to?

Ss: science fiction film

T: (show a poster of Jaws) then, what’s the name of this film?

Ss: Jaws

T: (show a poster of Jurassic Park) what abut this film?

Ss: Jurassic Park, horror film

T: Then can any one tell me,① what is happening in this scene? (A dinosaur is lying on the ground, and some people are staying with it.)

②What do you think happens before this scene? (These people were very to see this dinosaur.)

③What do you think happens after this scene? (A woman found the dinosaur was ill, and she wanted to take care of it.)

T: Let’s watch the film to see whether the director thought the same with you. (Play video)

Step3. Skimming

T: These three films are all made by the same director. Do you know who is he?

Ss: Spielberg

T: Yes. Spielberg is a famous director in America. He made several films before he was 16. In the beginning, he created scenes with toys. But later, he wrote scripts and worked with actress. Do you want to know something more about Steven Spielberg? Now, please look at the reading text on p31. Please read the passage quickly to get the general idea and try to answer the questions on the screen.

Questions:

① how many films are mentioned in the passage? What are the manes of the films?

② what was Spielberg’s dream?

③ why were people who saw the film Jaws afraid to swim in the sea?

篇9：unit 6 good manners whole unit(人教版高一英语上册教案教学设计)

The First Period (Warming Up & Listening)

Teaching Aims:

1. Learn to apologize to people.

2. Train the Ss’ speaking ability.

Teaching Important Point:

Master the ways of apologies by listening and speaking.

Teaching Difficult Point:

How to help the Ss use the expression for making apologies freely.

Teaching Methods:

1. Pair work to act out the dialogues in Warming Up part.

2. Listening-and-answer activity to train the Ss’ listening ability.

Teaching Aids:

1.a computer

2.a projector

3.a tape recorder

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

T: As we know, China is a country of a long history, besides China is a polite country. In our daily life, we should say polite words, such as “谢谢”, “请”, “对不起” and so on. It is very important to be polite in our daily life in China. Right?

S: Yes.

T: And how about in western countries? Ok, let me give you some examples. Imagine that we are now all in London, Xueyan and me are walking on the street, suddenly she run into me, and of course I’m going to be angry, then what should you say to comfort me, Xueyan?

S: I’m sorry.

T: Yes, then to be polite what should I say?

S: That’s OK.

T: Right. As we are foreigners in London, unfortunately, I lost my way, I can’s find my way to the hotel, so I have to ask some Londoners to help me, then what should I say first?

S: Excuse me.

T: Right. After he or she telling me the way, what should I say?

S: Thank you.

T: Yes. Now we’ve got the answer, it is also very important to be polite in western countries. And I think you’ve learned much about how to be polite. Today we are going to start a new unit, unit 6----Good Manners. Can you tell me what “good manners” mean?

S: Being polite.

T: Quite right.

Step Ⅲ. Warming up

T: OK. Now please open your books to page 36 Warming up. There are four pictures on the right, right/

S: Yes.

T: Do you know what happened in the pictures? Zhengmohan.

S: In picture 1, a student comes to the classroom.

T: And maybe he is talking to his teacher, right/

S: Yes.

T: And how about the second picture? Jiangquan.

S: A student are talking with two teachers.

T: Quite right, thank you. And the third picture? Yepingping.

S: The girl’s umbrella may have hurt the boy.

T: Thank you. Sit down, please. And the last one? Zhangzhenzhen.

S: Maybe they are quarreling.

T: Quarreling? Maybe, we can see from the picture that someone is angry. Anyway, that’s just our imagination, I don’t know exactly what happened in the pictures, and you don’t know either, right?

S: Yes.

T: But that’s OK, now you can complete the dialogues by making use of the expressions in the second column, then maybe you can tell me what really happened in the pictures. And before you do this exercise, I’d like to divide you into four groups to have a competition, the group that answer more questions will win it, clear?

S: Yes.

T: OK, can you start to do the exercise now?

S: Yes.

(After a few minutes, ask Ss to work in pairs to act out the four dialogues.)

T: Have you finished?

S: Yes.

T: OK, any volunteers? OK, in group 1, Liusuxing you two please.

S: Excuse me. Can I come in?

Sure. We’ve already started.

I’m sorry. I missed the bus.

That’s OK. We are one page47.

T: Do they get the correct answers?

S: Yes.

T: OK, let’s check the answers. (Show the correct answers on the screen, and add one point for group 1.)

T: The next one? OK, in group 4, Dingzhongjie you two please.

S: Excuse me. May I interrupt you for a moment?

What is it, Jordan?

I’m sorry, Mr. Baker. I put my homework on your desk.

T: Great, thank you. (Show the correct answers on the screen, and add one point for group 4.) And the next one? Lingjiali you two please.

S: Hey, be careful.

Oh, I’m so sorry.

That’s all right.

T: Thank you. (Show the correct answers on the screen, and add one point for group 1.). Next, Jingmaosheng you two.

S: Ouch! What are you doing?

I’m terribly sorry.

T: Thanks. (Show the correct answers on the screen, and add one point for group 1). You’ve all done a good job, now we are clear about what happened in the four pictures, right?

S: Yes.

T: And what do you think are common in the four pictures?

S: They all say sorry to somebody.

T: Yes, they do something wrong, then they apologize to someone. “apologize” is a verb, we usually say “apologize to sb for sth”, and “apology” is its noun form.

StepⅣ. Listening

These four dialogues are short ones, to learn how to make apology better, let’s learn a longer one, now let’s come to the Listening part. There are some questions on the book, first have a look at the questions, then we will start to listen. OK, are you ready?

S: Yes.

T: OK, here we go. (play the tape for the first time)

Have you got all the answers?

S: No.

T: It doesn’t matter, now I’ll stop the tape when we come to the important part. (play the tape for the second time)

Got the answers?

S: Yes.

T: OK, who’d like to answer the first question? Zhangzhong.

S: Taking my bike without asking

Losing the bike

T: Sit down please. Correct or wrong?

S: Correct.

(show the correct answer on the screen and add one point for group 2)

T: The next question, Wuxingmiao.

S: I’m sorry.

T: Right. (show the correct answer on the screen and add one point for group 1) Sunbirui, the next question.

S: That’s OK.

T: Thank you. (show the correct answer on the screen and add one point for group 2) Next, Wangzhongxi.

S: Have to apologize.

T: Right. (show the correct answer on the screen and add one point for group 1) The next one, Lingjingzhu.

S: That’s all right.

T: Sit down please. (show the correct answer on the screen and add one point for group 3) Lingyuejing, the next one.

S: That’s OK, forget it.

T: Quite right. (show the correct answer on the screen and add one point for group 3) And the last question, Dingchang.

S: I am really sorry about the bike.

T: Very good. (show the correct answer on the screen and add one point for group 4) Well done. Most of you have got the correct answer, do you want to listen to the tape again, and have a look at the original dialogue?

S: Yes.

T: OK. (Play the tape for the third time and show the original dialogue on the screen.) Quite easy, right?

S: Yes.

T: It is known to all, it is good manners to be polite. And how about these behaviors. (Show some pictures of good and bad behaviors on the screen and ask Ss to tell it is good or bad behaviors in the picture.) Any volunteers? OK, Xiayixi.

S: It is bad manners to kick the dustbin.

……

S: It is good manners to help the older.

S: It is good manners to give the seat to the person who is carrying a baby.

S: It is bad manners to spit.

S: It is bad manners to smoke in public place.

T: Today we’ve learned much how to make apology, I hope it could help us to become polite. Today’s homework is to preview the reading. Class over. See you.

The Second Period (reading)

Teaching Aims:

1. Learn some useful words and expressions.

2. Train the students’ reading ability.

3. Get the students to learn about table manners in western countries.

Teaching Important Points:

1. Learn and master the following useful expressions: make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much.

Teaching Difficult Point:

How to help the students understand the passage exactly, especially the following sentences:

1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.

2. in China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

Teaching Methods:

1. Discussion to compare table manners in China with that in western countries.

2. Fast reading and careful reading to understand the passage exactly.

3. Group work to make every student work in class.

Teaching Aids:

1.a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

T: Have you ever been to a Chinese dinner party?

S: Yes.

T: Me too. Now I’d like to share one of my attending Chinese dinner party experiences with you. Once I was invited to a Chinese dinner party, after entering the hall, I immediately took a seat, but my mother asked me to stand up, she said that I can’t take that seat. I was puzzled, why I can’t take that seat, every seat is for people to take, do you know why?

S: You are a child.

S: There are too many persons.

T: OK, let me tell you the correct answer, because the seat I took was the most important seat, it is for the people who are aged or who are most important. We call this as “table manners”. And do you know some other Chinese table manners?

S: We eat with chopsticks.

T: Yes, it’s impolite to eat with hands. Any more?

S: We stand up when others make a toast.

T: Right. And can we laugh at the table?

S: No.

T: We can’t laugh, we should smile at the table. And how do you usually get the food, can you stand up to get the food?

S: No.

T: Yes, we can’t stand up to get the food, we should wait for others to get the food for us. You’ve known much about Chinese table manners, and how about western table manners, what do you know about it?

S: They eat with knives and forks.

T: Very good. Any more?

S: ----

T: That’s OK, for today we are going to learn a passage about western table manners at a dinner party. Now open your books to page 38 , read the passage quickly and divide the passage into 3 parts, and find out the main idea of each part.

S: The first part is paragraph 1, its main idea is about laying the table and good table manners. The second part is from paragraph2 to paragraph5, it’s mainly about the order of dishes and good table manners. The third part is the last paragraph, it’s mainly about table manners’ changing over the places and times.

T: Very good. Now imagine I’m the general manager of Wenzhou Dynasty Hotel, my company is going to employ a waiter, as a qualified waiter, he or she must know exactly what are the dish order, how to lay the table and so on. Now I’d like to ask one person of each group to come to the blackboard to join the interviewing.

T: The first question, what is the correct dish order?

(Ss wirte the answers on the paper, then I check the answer)

T: How to lay the table?

(Ss put the paper tableware on the paper, then I check the correct answer)

T: Read para1,2 carefully, and decide which of the following behaviors are polite or impolite at a western dinner party .

(P) Use the knife with your right hand.

(P) Put your napkin on your lap.

(I) Start eating as soon as your food is served in front of you

(I) Ask for a second bowl of soup.

(I) Use one’s fingers to clean teeth.

(P) Ladies first.

(Ask Ss to tell their answers, and explain it to the Ss)

StepⅠ.Greetings

Greet the whole class as usual.StepⅡ.Revision

T: In the last period, we learned a passage about western table manners, now I’d like to retell the story together with you, each person say one sentence. Start from me. Knowing some table manners will help us make a good impression.

S: There are two spoons, two knives, two forks, three glasses, one napkin, and two plates on the table.

S: We should use the knife with our right hand, and use the fork with our left hand.

S: Dinner starts with a small dish called starter.

S: When someone is praying we should keep silent.

S: After the starter we will get a soup, but it’s impolite to ask for a second serving.

S: The next dish is the main course.

S: Many westerners think the chicken breast with its tender white flesh is the best part of the bird.

S: We should eat all the food on the plate.

S: During the dinner, we should smile and speak quietly.

S: Westerners usually take only a sip.

StepⅢ Word study

T: Very good, I’m sure you’ve learned the table manners by heart. Now, let’s learn a passage about Chinese table manners. Open your books to page 40, do exercise2.

T: Finished?

S: Yes.

T: OK, let’s check the answers. What should we fill in the first blank?

S: Damp.

T: Right. It means wet. The next one?

S: Custom.

T: Yes. The next one?

S: Dishes.

T: Go on.

S: Noodles

T: Mix means to put different things together

S: Middle.

S: Breast

S: Tender

S: Chopsticks

S: Bones

S: Spoon

S: Spirits

S; Toast

T: It means cheers

Step ⅣSpeaking

T: Well done. In a party, a lot of things may happen, you may take someone else’s glass, or hit someone by chance, then to be polite you should apologize to him. Do you still remember the expressions for making apology?

S: I’ sorry,------

The Forth Period (writing & language study)

Teaching Aims:

1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.

2. Learn to write a thank you letter.

3. Learn more about good manners over the world.

Teaching important points:

1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.

2. Master how to write a thank you letter.

Teaching methods:

1.Practising to learn the word formation rules.

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Writing

Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

T: Now please read the passage carefully and find out the main idea of each paragraph.

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step Ⅲ Language study

T: It is polite to write a thank you letter to others, but it is impolite to speak loudly in class, right?

S: Yes.

T: Do you find any similarity between “polite” and “impolite”?

S: They both have the word “polite”

T: Yes, “impolite” is made up of “polite” and “im”, and the word “impolite” means what?

S: It means “not polite”.

T: So “im” means what?

S: Not.

T: Quite right. We have the word “formal”, and we also have the word “informal”, what does “informal” mean?

S: It means not formal.

T: “informal” is the compound of “formal” and “in”, so we may guess the meaning of “in”, it also means?

S: Not.

T: Dingchang, do you smoke?

S: No.

T: So, we may say Dingchang is not a smoker. Can we use another word to replace “not”?

S: We can use the word “nonsmoker”.

T: Right. And what does “non” mean?

S: It also means not.

T: We’ve learned the word “usual” and “unusual”, and we know they are opposite words, so we can make sure that “un” means not, right?

S: Yes.

T: “in”, “im”, “non”, “un” all means not, and by adding these prefixes into a word, we will get what kind of new word?

S: We will get a new word, which has the opposite meaning of the former one.

T: Very good, and we call these prefixes as negative prefixes. Now open your books to page40, tell me which of the following words have negative prefixes?

S: “nonstop” “”unfold”, “incorrect”, “unlucky”, “impossible”.

T: Very good, open your books to page 117, and do exercise 2.

(check the answers after a few minutes)

T: In this class, we’ve learned the usages of some negative prefixes. They are “in”, “im”, “un”, and “non”,we can use them to change some words to their opposites. After class please collect more words with negative prefixes. So much for today, see you.

The Fifth Period (grammar)

Teaching Aims:

1. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Learn more about attributive clause.

Teaching Important Points:

1. Master the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Master when to use “which” and when to use “that” in attributive clauses, and the differences between “as” and “which”.

Teaching Difficult Point:

1. How to help students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

Teaching Methods:

1. Comparative and inductive methods to tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Exercise to consolidate the grammatical item.

Teaching Aids:

1. a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Grammar

( Teacher writes the following two sentences on the Bb: I love my sister who is a nurse. I love my sister, who is a nurse.)

T: Well. Now please look at the sentences on the blackboard, what are these two sentences?

S: They are attributive clause sentences.

T: Right. And what are the differences between them?

S: There is a comma in the first sentence, but there are no commas in the second sentence.

T: Yes. So we may say in writing, we don’t use commas in the first sentence, but commas are used in the second sentence. And who can translate these two sentences?

S: 我爱我的当护士的姐姐.

我爱我的当护士的姐姐.

T: So do you think the meaning of these two sentences are the same?

S: Yes.

T: OK, let me tell you the correct answer, the first sentence means “我爱我的当护士的姐姐”, the second one means “我爱我的姐姐, 她是一个护士”. In the first sentence, she may have several sisters, but which sister does she love?

S: The sister who is a nurse.

T: Yes, the sister she loves should be a nurse. And in the second sentence, she may just get one sister, and she loves her, and also she is a nurse. The attributive clause in the first sentence is essential to the clear understanding of the noun “sister”, but in the second sentence, the attributive clause just gives us useful extra information. It is not a necessary part of the meaning of the noun “sister”. So we call the first sentence as Restrictive Attributive Clause, and the second one as Non-restrictive Attributive Clause.

(show the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause on the screen)

(explain when to use Non-restrictive Attributive Clause by explain three sentences on the blackboard)

1. 先行词为专有名词或独一无二的名词

2. 名词/数词+of

(do exercise 2 on page 118)

T: Usually “that” and “which” can replace each other in a restrictive attributive clause sentence, but there are some exceptions. Look at the blackboard, and fill in the blanks.

(students’ answers: which that that which that that which which)

T: OK, look at the first sentence, there is “anything” in the sentence, when the antecedent is “anything” or “something” or “nothing”, we must use “that”, so the correct answer should be “that”.

eg. Do you have anything that is important to tell me?

T: There is a word “some” in this sentence, when the antecedent is modified by “all” “some” “any” “no” “not” “every” “each”, we must use “that”.

eg. I have some books that are very good.

T: When the antecedent is modified by the superlative degree of a adjective or a ordinal number, we must use “that”, so we should fill in “that” in the third sentence.

This is the first book that I bought myself.

The biggest bird that I caught is this bird.

T: The next sentence, the antecedent is modified by “the very”, so we should fill in “that”. When the antecedent is modified by “the very”, “the only”, “the last”, “the next”, we must use “that”.

eg. This is the very book that I lost yesterday.

T: When the antecedent has person and object, we should use “that”.

eg. I won’t forget the things and the persons that I saw.

eg. Mary has a book, which is very precious.

eg. This is a house in which lives an old man.eg. That dog which I found in the street belongs to Mary.Fill in the blanks with suitable relative pronouns.

1. This is the only book ____ I got last year.

2. Is this the book in ____ you are interested?

3. This is the largest animal ____ Tom saw in the zoo.

4. Rose still remembers the trees and teachers____ exist (存在)in the mother school.

5. All the desks ____ are bought look really wonderful.

6. Do you have any money ____is used to build the factory?

7. Tom has a toy, ____ was given by his father.

8. This is the second watch ____ my father bought for me.

eg. As we all know, he is a famous scientist.

He is a diligent boy, as is expected.

She has the same book as you have.________everyone knows, it is necessary to build a hospital in this small town.(as/which)

It is necessary to build a hospital in this small town, _________ is clear to us.(as/which)

Our department will hold the meeting,________ is known by us.(as/which)

She got the same expensive pen _________ you have.(as/which)

篇10：unit 3 going places whole unit(人教版高一英语上册教案教学设计)

Warming up & Listening

Teaching objectives and demands:

1.Teach Ss some knowledge about traveling such as traveling behaviors, how to choose means of transportations, how to get useful information from boarding calls. And learn some new vocabulary

2.Language use: Manipulate listening, speaking practice

Key points:

1. Useful sentence patterns for communication.

2. Words and useful expressions

Step1 Greeting & Warming up (2+18mins)

Teaching procedures: Step2 Listening(24mins)

Step3 Homework (1min)

Step1 Greeting & Warming up

1. Traveling behaviors.(6mins)

Many people go traveling happily on holiday. But sometimes they may come across unpleasant things for their bad behaviors which make them quite embarrass. So it is necessary to know something about this. Ask Ss to turn to P15, talk about Exercise 1 with the way of asking questions.

2. How to travel? (4mins)

At first, let Ss list some means of transportation for traveling. Then, ask them to compare the differences among them.. Later, present a table which show the differences with the multi-media.

Cost Speed Safety others

Train Low Slow Safe Enjoy view

Boat Low Slow Safe Sea Birds

Plane High Fast Mid-safe Enjoy clouds

Bus Mid-high Mid-fast Safe Watch videos

3.Make a dialogue.(8mins)

Provide them four situations, each group one situation. Let them center on one question: How would you like to go by boat, by train, by air or by bus? And why? Then show them a sample dialogue with multi-media. Emphasis that use the sentences as following:

1) How would you like to go?

2) I’d like to go to …because…

Example:

Peter: I learned you would go to London on National Day.

Tinna: Yes, I want to visit the famous university, Cambridge and watch the play of Romeo and Juliet.Peter: It’s great. How would you like to go?

Tinna: I’d like to go to London by air because it is very fast.

Step2 Listening

1. Lead-in & competition(6mins)

Show Ss a piece of boarding call message, then ask them what are the most important information (Flight number ; Destination; Gate). After that, ask the representatives of each groups to take part in a competition---number diction. Finally, Ss get familiar with the boarding call and then do Ex1.

2. Listening(18mins)

At first finish Ex1 and have a check.As for Ex2, it is a little bit difficult for Ss. In order to help Ss learn how to do a good job in this part, change the exercises is unavoidable. Therefore, each time before listening, first need do warming up.

Warming up1: Teach new words with these pictures

Warming up2: Blank filling

the lift yesterday by bus better French towerWow, this is really tall! We can see almost the whole city

from up here! Look ,there’s the flag: red,white,and blue. We came

here then we took up to the top of the tower. There is the museum with the famous painting “Mona Lisa”. We went

there . This city is really romantic! I just wish I could

speak , so I could talk to more people here in this

European capital. See you soon, Jenny.

Warming up3: Questions

1.How long did it take them to get there by air?

2.Where did they walk for two hours?

3.What did they see?

Warming up4: Questions

1.Where is he?

2.How did he get there?3. What did he do?

Here, these steps are designed to help Ss finish Exercise 2 by themselves from easy to difficult.

Step3 Homework

1. Preview the reading material----Adventure Travel

2. Finish the Listening part in the Workbook on P97

篇11：Unit 13-17 复习教案(人教版高一英语下册教案教学设计)

Subject: English Grade One, Class Six Class Time :Monday, August 23,

Revision(Unit13-17)

------- Focusing on the key phrases and structures

Teaching goals

1. Help students strengthen what they have learnt in the past half term

2. Make them relaxed fully in order that they can deal with the coming exam at their best.

3. Make them have a further understanding about some key structures.

Teaching important points

1.How to motivate our students when they are playing the games

2.How to help them to keep the key phrases and structures by heart efficiently.

Teaching difficult points

1. How to keep the activities well organized and how to clarify some complicated structures.

2. How to give the instructions simply and clearly

Class Type

I am making for a new way to review language knowledge more efficiently

Teaching methods

1. Communicative teaching methods

2. Integrate competitions into the process of reviewing

3. Group work.

4. Induce students to analyze some key structures

5. Strengthen the teaching effects by giving them great encouragement.

Teaching aids

Papers, blackboard, slide projector

Homework

Prepare themselves for the coming examination

Summary after Class

The goals made before class have been reached quite well. The students took part in the games actively. They are quite pleased to accept this way of teaching.. However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous examinations.

Teaching procedure

Step 1 A competition for key phrases(10 minutes)

T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves together. We will have a competition. We have four unknown slides. They are slide A, slide B, slide C, and slide D. Each slide has six phrases in Chinese on itself. In our class we have four groups. Every group can get a slide by drawing lots(抽签).In the end , we will see which group can translate all of these phrases into English correctly., Ok , now every group will send a student out to choose your slide.

Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then

Group 1: (B)dress up, in one’s opinion, play a joke on sb., take in, call on, bring back

Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out

Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up

T: Good job. You have finished it very well except for only one mistake. Group 3 have mixed up two phrases.

We should pay attention to the answer to NO.4 in the slide C, The right answer should be ”a number of”. And the answer to NO.5 in the slide C should be “a great deal of ”. Let’ look at another slide.

T: Group1, Group2, Group4 each have got 10 points. Congratulations! Group 3 has got 5 points. Try harder, guys.

Step 2 Design a form about those modal verbs which are used to express possibility.(18minutes)

T: Our competition will continue. We have learnt that “must , can/could, may/might “can be used to express possibility.

Can you try designing a form to make it clear how to use them in different sentence styles and different tenses. Group members should work together to get the best one in your group. Give you ten minutes to prepare for it.

T: Ok, the time is up. You can’t change it any more. Different groups can exchange your forms, and let’ s compare them with each other. Oh, which do you think is the best one?

Ss: We have agreed on the form made by group 3 .

T: Let’s have a look at it with the projector.

Modal verbs to Tenses

express guess or possibility Present

Future

Present continuous Past

perfect

Positive

sentences must:: very sure, certain

may

might perhaps, maybe

could possible

Modal

verb

+do/be

Modal verb

+be doing

Modal verb

+have done

Negative

sentences Can’t very sure

Couldn’t it is impossible

May not perhaps

Might not not

Question

sentences

Can/could

T: Well done. Your group deserve another ten points and the other three groups each have got five points

Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do something.”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say that.(2)Look at the following examples.

a. He must be a student, isn’t he?

b. He must have finished it, hasn’t he?

c. He must have done it yesterday, didn’t he?

If we write the first part of each sentence without “must”, we’ll get three sentences like these.

a’. He is a student b’. He has finished it. c. He did it yesterday.

We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b, c.

Step 3 A game named “single or plural”(15mintues)

T: The following game is still played among groups. The knowledge you will use in this game is Subject-verb agreement.

T:(facing the group 1) Let’ s take Group 1 as an example. I have some phrases for your group members which can be used as subjects. As soon as I tell you one, you should tell me whether its predicate verb is single or plural. I will tell you my phrases one by one and you guys give me your answers one by one. You must do it as quickly as possible because you have only three minutes. Within three minutes, the group who has got the most correct answers is the winner Let’s have a try.

T: physics

S1: single

T: a library together with books

S2: single

T: not only the teacher but also the students

S: plural

… … …

T: Do you know the rule of the game , S10? Can you tell us something about it?

S10: Yes.I think every student has a chance to take part in the game. It’s very exciting.

T: Quite right. Remember only your first answer makes sense. Anyone can not answer it twice in the same round.

T: When one student is telling his answer, others should keep quiet. Let’ s start our game from group 4.

(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)

T: Ok, the game is over. Group1 has got 15 points ,.Group 2 has gained 17 points. Group 3 has got 21points. Group 4 has scored 14 points.

Step 4 Summary(1minutes)

Let’s look at our score board

Group 1 Group 2 Group 3 Group 4

30 32 36 29

T: Congratulations. Group 3 win the game at last.

Step 2 Homework(1minutes)

I will assign you nothing for homework. Just remember to prepare yourself for the coming examination. Keep yourself in a high spirit and never forget to relax yourself now and then.

篇12：Unit 13 snacks教案(人教版高一英语下册教案教学设计)

Period 3

Integrating skills ---- reading and writing (snack)

Step 1. Warming up (pre-reading)---watch a video and answer:

Show a tape and get the ss to discuss

1. Which diet is healthier, Chinese or western? Why?

Chinese, it’s high in ….. while the western diet contains …

2. why do some of the British have no teeth left at the age of thirty?

They eat too much sugar and fat in the form of chips and coke.

Although chinese diet is healthier ,we still feel hungry between meals. So what will we have to do?

Eat some snacks.

Ok. Now listen what snacks are mentioned in the listening materials?

Step 2 listen and speak out

To learn the structure of how to write a recipe. including two activities.

Activity One: read and learn what the 1st para talks about.

Para 1 1.Tick out what food is mentioned?

2. Read and answer

1) Which is healthier? Fruit

2) Why is fruit healthy?

It hasn’t too much fat and sugar. It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and Vitamin.

3) Why are the other two unhealthy food?

They have too much tat and sugar.

Activity Two

Para 2 Learn the outline of a recipe

Q1 : Besides these two snacks, the passage also mentions some other snacks. What are they?

Answer:---- Shaomai and Chicken roll-ups.

Q2 : How can we make Shaomai and Chicken roll-ups?.

Get Ss to give the outline of one of the two recipes (pair work)

Write an outline of a recipe:

Name:

Ingredients:

Directions:

Then deal with the recipe one by one.

Step 3: writing (group work) begin to write a recipe according to what you have learnt in the passage.

Discuss and write a recipe

Name Ingredients Directions

Key words:

Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine, salt.

Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, spoon., fill, cut… into pieces, fold, roll up

Discuss: 1) name your dish

2) talk about the ingredients of the dish and directions

3) list your steps of how to cook the dish.

Step 4 Evaluation

Share what the Ss have written in groups and in Class.

Teacher give some comments on the group works.

Sample 1 :

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

1. Cut the body of the fish.

2. Add salt to the fish before it is cooked.

3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.

4. Mix the onions, garlic, ginger and red peppers. Fry them for a short time. Then get them all out.

5. Cook the fish and add vinegar and soy sauce.

6. Add onions, garlic, ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.

7. Spoon the fish and add some fresh chopped green onions.

Sample 2:

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

First cut the body of the fish.and add some salt to the fish before it is cooked. Second chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic. Mix the onions, garlic, ginger and red peppers. Next fry them for a short time. Get them all out. Cook the fish and add vinegar and soy sauce. Then Add some onions, garlic, ginger and red peppers. You can also add pepper sauce and water to boil the fish for some time. Finally spoon the fish and add some fresh chopped green onions. Now the golden fish is ready and you can enjoy it.

教后感:

篇13：Unit 19 agriculture(人教版高一英语下册教案教学设计)

Teaching goals

1. Talk about modern agriculture and the effect it has on people’s life.

2. Practice giving advice and making decisions.

3. Learn to use “it” for emphasis.

4. Learn to read statistical graphs.

5. Write a plan for a vegetable garden.

Period 1

Step 1: New words

(listen to the pronunciations of each word and try to remember them).

Step 2:Warming up

1. Look at the graph and tell what the meaning of this graph. It tells the growth of major products 1991-1995 compared with 1986-90 percentages.

2. The production of fruit in 1995 increased by a percentage of 85 compared with 1986.

3. Let the students read the sentences on the screen and learn about some changes and effects between agriculture and people’s life.

4. Ask one students to translate the reading material in the paper(the first and the second passages).

1.What do you think causes these changes? 你认问什么原因引起这些变化的?

2.What do you think the changes in eating habits will have on agriculture or nature? 你认为这些饮食变化对农业和自然会起什么作用？

do you think 是插入语，经常位于疑问词之后

Where do you think our headteacher comes from?

Who do you think the old lady is?

有时也可以放在句尾。

What is it, do you think?

2. effect n. 结果，影响

have an effect on 对…有影响

be of no effect 无效

come／go into effect 开始生效

in effect 在实施中

take effect 见效；生效

bring/carry…into effect 实行；实施

affect v. 影响

effective adj. 有效的

I tried to persuade her, but without effect.

Her new red dress will produce quite an effect on everyone.

她的新红衣服会对大家产生很大影响。

My advice didn't have much effect on him.

The idea is of no effect.

These measures will not be brought into effect until next month.

The law came into effect on October 15.

The medicine didn’t take effect.

Step 3 Listening

1. Show and explain the new words.

2. Listen to the tape.

Step 4 Homework

Prepare oral homework: practice giving advice and making decisions.

Read the reading material (pre-reading)

Period 2

Step 1 Revise the new words.

Step 2 Practise speaking

1. If I were you, I would raise pigs.

2. As far as I can see, 依我看,

3. You want to use the land in the best way possible and do the best for everybody in the village.为了村子里的每个人，你想尽自己最大的努力，以最好的办法来使用这块土地。

possible 与最高级连用，强调“尽可能最…”。

He arrived at the worst possible time.他到达的时间，说多糟就有多糟.

The rocket traveled at the highest speed possible. 火箭以最大的速度飞行

Period 3

Step 1: Revision (new words)

Step 2. Pre-reading

1.Skimming

T: “ What’s the title of the reading passage?

Ss: “modern agriculture”

T: “ What does it mean in Chinese? ”

Ss: “现代农业”

T: “ How to say ‘传统农业’in English ? ”

Ss: “ traditional agriculture. ”

T: “ Can you imagine what traditional agriculture is like? ”

Ss: …

② let Ss read the text firstly and answer the following questions:

How much land can be used for faming in China?

(Seven percent of the land.)

What is the advantage and disadvantage of chemical fertilization?

(it helps to produce better crops. But is harmful to the environment.)

What is the biggest problem of Chinese farmers?

(The shortage of arable land.)

3. Skipping

Let Ss read the passage for the second time and answer two questions:

What does “GM” stand for?

(“G” stands for “genetically” from the word “genes”. “M” stands for “modified”, which means “changed”.)

What is the advantage of tomatoes which were using technique known as “GM”?

(The tomatoes are bigger and healthier. They can grow without danger from diseases. They also need much less time to get ripe.)

Innovations改革 Problems Advantages

Chemical fertilisers Shortage of arable land Bigger and better crops

Pumps for irrigation Weather conditions Bigger and better crops

Special seedbeds Shortage of arable land More crops in one year

Machines e.g. tractors How to make production cheaper (not in the text) Bigger crops on more land by fewer hands

International exchange Lack of knowledge Learn from other people

Greenhouses Weather condition Bigger and better crops

Greenhouses (roots in water tanks) Shortage of arable land More crops in one year

GM technique (can grow in poor soil) Shortage of arable land Can grow in poor soil; bigger & healthier; less time to ripe

4. Listening

Let Ss listen to the tape and follow it.

5. Discussion

①let Ss work in groups and imagine what other changes have happened on farms in the last 100 years.

② let Ss discussion the following questions

1.At the beginning of the passage, why does the writer say “It is on the arable land that the farmers produce food for the whole population of China”?

2. What does the writer want to tell us by saying, “Not only food production is important but also taking care of the environment.”?

3. What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton…?”

4. What can you imagine about the future of food production?

Step IV Post-reading

Finish the exercises in Students Book, page 46, Exercise 1-2

Step V. homework

Workbook exercises

The reading materials.

Period 4

Step I Revision

Step II word study

Finish the exercises in Student book, page 47.

Step III Practice

Let Ss finish the exercises “vocabulary, 1-3” in page 108, Workbook

Step IV Grammar

1. Give Ss some sentences to translate into Chinese and find out difference and sameness among these sentences (slide show)

It is on this arable land that the farmers produce food for the whole population of china.

It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.

It was they who/that cleaned the classroom yesterday.

It was in the street that I met her father.

It was the goat’s eyes that he had seen in the darkness.

2. Teach Ss to find out the phrase from the sentence above----It is+被强调部分+that/who…

Translate the following sentences into English:

1.写这本书的人就是玛丽。It is Mary who wrote this book.

2.这个就是长满了美丽的鲜花的花园。It is garden that many beautiful flowers grow in.

3.她就是擅长唱歌的女孩。It is a girl who is good at singing.

4.那就是他叔叔移居纽约的季节。It was for this reason that his uncle moved out of New York.

5. 错的人是我。 It is I who am wrong.

4. Note:

a. 在强调句型中，若被强调部分指人，可以用关系代词who或that；若被强调的是状语，只能用that，不能用when或where。

b. 注意与“It is /was…that +clause”主语从句的区别。

强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中It is /was后通常用名词或形容词作表语。强调句型中It is /was后是对主语、宾语或状语的强调成分。

5. Let Ss find out some sentence with ‘it’ in the text ‘Modern Agriculture’.

6. Exercises

Let Ss finish the exercises in Student’s book, page 47-48, Exx 1-2.

Let Ss finish the exercises in Workbook, page 109, Exx 1-3.

Finish all the exercises in the book.

Period 5

Step I Reading

1. Let Ss look at the picture and briefly introduce Jia Sixie,

2.skimming: let Ss read the text and find out the information about Jia Sixie (slide show)

Where/born: Yidu, Shandong Province

when/live: Six century AD

where/work: Gaoyang, Shandong Province

what/do: study the science of farming

what book/write: Qi Min Yao Shu

the book/about: both the farming and gardening

the importance of the book: an important summary of the knowledge of farming

3.listening: let Ss listen to the tape and follow it, then finish the exercises (slide show)

True or false:

1.China was the earliest research center for agriculture. ( T )

3.Qi Min YaoShu includes advice on the following subjects: growing green vegetables and fruit trees, keeping cows and sheep, and there are also instructions for making metals. ( F )

4.The spring ploughing should be deeper than the autumn ploughing. ( F )

5.We should plant rice in the same field year after year. ( F )

6.We’d better grow different plants next to each other in the same field. ( T )

Step II Writing

1. Write a plan for a vegetable garden, using the tips in the book, page 49.

2. Read in the reading paper “A plan for a vegetable garden”

3. Assign it as written homework.

Period 6

Step 1 Revision (new words and language points)

Step 2 listening practice

1. Make the students understand what they are going to hear about and what they should do.

2. Play the tape for them to listen twice or three times.

3. Check their answers with the whole class.

Step 3 Workbook exercises

1. Check their answers to the vocabulary exercises and grammar exercises.

Step 4 Homework

Assign TALKING as oral homework

Period 7

Step 1 Revision

Step 2 Workbook

1.Continue to do the exercises

Step 3 Reading

1. Allow the students a few minutes to read the introduction about the text in the reading paper.

2. Listen and Read the text “Greening the Hills”.

3. Let the students raise their questions about their difficulties.

4. Discuss the problems in the exercises. Ex 1 and Ex 2. (Answers are shown on the screen).

Step 4. Writing

1. Let the students read the introduction about the writing

2. Let the students read the short passage in the textbook.

3. Make the students understand what and how they should write.

4. Assign it as written homework in exercise books. (Read the sample essay in the reading paper, which may be of some help to the students with their writing).

篇14：unit 20单词详解(人教版高二英语下册教案教学设计)

1, curiosity: wanting to know about things

curiosity about sth./to do sth.

He has burning curiosity to know what’s going on.他有很强烈的好奇心，想知道发生了什么

He is full of curiosity. 他充满了好奇心。

He did it from curiosity因为好奇

Looking up, I saw hie eyes fixed on me in curiosity好奇地

curious

be ~curious about

be curious to do

incuriosity

2, decoration n.装饰, 装饰品

decorating or being decorated/ things used for decorating

to decorate a street with flags 用旗帜装饰街道

she decorated her room with flowers.

decorate with 以...装饰

be decorated with/ be equipped with/ be dotted with

3, spear long stick with a metal point on the end, for hunting and killing矛枪

He speared a potato with his fork他用叉子戳马铃薯

4，emperor n.皇帝, 君主

the head of an empire

have you read the emperor’s mew Clothes?你读过皇帝的新衣么？

King

5, pin

n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制

there is a note pinned to the door,reading ‘I love you’.

6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫

There is no appreciable distinction between the twins.

在这对孪生子之间看不出有什么明显的差别。

His distinction of sound is excellent.他辨别声音的能力很强。

His style lacks distinction.他的文体缺乏个性。

7，arrow n.箭, 箭头记号

Time flies like an arrow.光阴似箭。

The modern airplane can arrow upward to 20, 000feet.

现代的飞机能够如箭般地飞达20, 000英尺的高度。

Bow

8, dozen n.一打, 十二个

dozens of 许多的

by the dozen 按打计算

pack pencils in dozens按打包装铅笔

three dozen of eggs

score

three score (years) and ten七十岁, 古稀之年

three score of people六十人

9, spare adj.多余的, 剩下的, 备用的v.节约, 节省

more than is necessary free for other use kept for future use

we have no spare room.我们没有多余的房间

we always have a spare wheel /tyre in our car.

In one’s spare time

Can you spare me a minute?

Spare no effort / no trouble不遗余力

10, tend 倾向于（常与to连用）有某种倾向；有…的趋势

People under stress tend to express their full potential.

处于压力下的人容易发挥自己全部的潜力。

I tend to think that’s not a good solution.

The road tends to north.道路向北延伸。

11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计

approximately adv.近似地, 大约 about

12, average

n.平均,平均水平,平均数adj.一般的, 通常的,平均的

on (an) average通常；按平均

the average age of the boys这些男孩子的平均年龄

13, link vt.连结, 联合, 挽 vi.连接起来

link things together将东西连在一起

The new bridge will link the island to the mainland.

新的桥梁将把该岛与大陆连接在一起。

link up联接; 结合

The two families linked up through the marriage of a daughter and son.

那两家因他们子女结为婚姻而联结起来。

14, monument n.纪念碑

the Monument to the People's Heroes人民英雄纪念碑

15, in terms of adv.根据, 按照, 用...的话, 在...方面

A 200-year-old building is very old in terms of American history.从美国历史看，2的建筑是很古老的了。

In terms of money we are rich,but not in terms of happiness.

从金钱的角度

Did the experiment find differences in terms of what children learned?

这个实验就儿童所掌握的学习内容方面发现什么差异了么？

In general / practical / financial/real / relative terms从总体实际经济角度事实上相对而言

In one’s term 在……看来

the summer term

accept these terms

come to terms /make terms with与……达成协议

we are on good terms

16. in the eyes of

you are only children in my eyes.

17, remote adj.遥远的, 偏僻的, 细微的faraway distant

remote star 遥远的星星

the remote future 遥远的未来

a remote village 偏僻的村落

a remote relative 远亲

18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的

a distant date遥远的日期

a distant look冷漠的表情

a distant view远景

distance n.距离, 远离,

What distance do you have to walk to school? 你到学校要走多远的距离？

At a distance in the distance keep sb at a distance

A good/long/great distance

19,lend a hand

lend/give sb a hand

help sb

do sb a favour

20, quality n.质量, 品质, 性质

a watch of good quality 品质好的手表

a poor quality of cloth 品质低劣的布料

a change in quality质变

quantity n.量, 数量

He ate a small quantity of rice. 他吃了少量的米饭。

a small quantity of milk少量的牛奶

I prefer quality to quantity.我重质量胜过重数量。

Quantities of food were on the table.桌上摆了大量食物。

In large quantities大量的

21，serve as 当作

serve as an interpreter 担任译员

dress as a judge

22, mask

We all wore masks at the party and no one knew who we were.

在晚会上我们都戴着假面具，谁也认不出我们。

23, dig up v.掘起, 挖出, 发现, 开垦

He has dug up some vegetables. 他挖出了一些蔬菜。

Dig dug dug

24, accompany

She accompanied me to the doctor's. 她陪我去看了医生。

Lightning usually accompanies thunder. 雷声常常伴随着闪电而来。

(be)-nied by附有, 伴随

be -nied with (a thing)带着, 带有, 兼有

25, tri- triangle tricolor

Unit 20 new words

1, curiosity:

curiosity about sth./to do sth.

He has burning curiosity to know what’s going on.他有_______好奇心，想知道发生了什么

____________________他充满了好奇心。

He did it from curiosity因为好奇

Looking up, I saw hie eyes fixed on me in curiosity好奇地

Adj._________

be ~ about be ~ to do

incuriosity_____________

2, decoration n.装饰, 装饰品

to decorate a street with flags _________________

她用鲜花装饰她的房间___________________

decorate …with 以...装饰

be decorated with/ be equipped with/ be dotted with

3, spear矛枪

He speared a potato with his fork.

4，emperor n.皇帝, 君主King

Have you read the Emperor’s New Clothes?你读过__________么？

5, pin

n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制

there is a note _____(pin)to the door,_______(read) ‘I love you’.

6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫

There is no clear distinction between the twins.

His distinction of sound is excellent.他辨别声音的能力很强。

His style lacks distinction.他的文体缺乏______。

7，arrow n.箭, 箭头记号

Time flies like an arrow.__________

The modern airplane can arrow upward to 20, 000feet.

______________________________

8, dozen n.一打, 十二个

dozens of 许多的

__________ 按打计算

pack pencils in dozens______________

three dozen of eggs__________________

three score (years) and ten______________

_______________六十人

9, spare adj.多余的, 剩下的, 备用的v.节约, 节省

we have _______________.我们没有多余的房间

we always have a spare wheel /tyre in our car. _________

在某人的业余时间______________________-

Can you spare me a minute?_________________

Spare no effort不遗余力

10, tend 倾向于（常与to连用）有某种倾向；有…的趋势

People under stress tend to express their full potential.

_____________________________

The road tends to north.道路向北延伸。

Jack tends ______ angry when people oppose to his plans.

A. getting B. to getting C. get D. to get

11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计

approximately adv.近似地, 大约 about

12, average

n.平均,平均水平,平均数adj.一般的, 通常的,平均的

___________通常；按平均

the average age of the boys这些男孩子的平均年龄

13, link vt.连结, 联合, 挽 vi.连接起来

link things together___________________

The new bridge will link the island to the mainland.

新的桥梁将把该岛与大陆连接在一起。

link up联接; 结合

The two families linked up through the marriage of a daughter and son.

那两家因他们子女结为婚姻而联结起来。

14, monument n.纪念碑

the Monument to the People's Heroes___________________

我们修建了一个纪念碑为了纪念那些死去的人

_______________________________

15, in terms of adv.根据, 按照, 用...的话, 在...方面

A 200-year-old building is very old in terms of American history.

In terms of money we are rich,but not in terms of happiness.

_____________

Did the experiment find differences in terms of what children learned?

这个实验就儿童所掌握的学习内容方面发现什么差异了么？

In general / practical / financial/real / relative terms从总体实际经济角度事实上相对而言

In one’s term 在……看来

the summer term_____________

accept these terms_________________

come to terms /make terms with与……达成协议

we are on good terms___________________

16. in the eyes of

you are only children in my eyes.

17, remote adj.遥远的, 偏僻的, 细微的

remote star ______________

the remote future ________________

a remote village ______________

a remote relative______________

18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的

a distant date____________

a distant look___________________

a distant view______________

distance n.距离, 远离,

______distance do you have to walk to school? 你到学校要走多远的距离？

At a distance__________ in the distance________

keep sb at a distance ___________

A good/long/great distance

19,lend a hand

____________

20, quality n.质量, 品质, 性质

a watch of good quality _________________

__________________ 品质低劣的布料

a change in quality_______________

quantity n.量, 数量

He ate a small quantity of rice. 他吃了少量的米饭。

a small quantity of milk少量的牛奶

I prefer quality to quantity._______________

Quantities of food were on the table.

In large quantities大量的

21，serve as 当作

serve as an interpreter 担任译员

dress as a judge

22, mask

We all wore masks at the party and no one knew who we were.

在晚会上我们都戴着假面具，谁也认不出我们。

23, dig up v.掘起, 挖出, 发现, 开垦

He has dug up some vegetables. 他挖出了一些蔬菜。

Dig ____ _______

24, accompany

She accompanied me to the doctor's. 她陪我去看了医生。

Lightning usually accompanies thunder. ____________________

(be)-nied by附有, 伴随

be -nied with (a thing)带着, 带有, 兼有

25, tri- triangle tricolor

篇15：unit 20 grammar and exercises(人教版高二英语下册教案教学设计)

【知识点拨】

1.人称代词it，是第三人称单数中性，代表前文已提到过的一件事物。如：

1）I love swimming. It keeps me fit. 我喜欢游泳，它能使我保持健康。

当说话者不清楚或无必要知道说话对象的性别时，也可用it来表示。如：

2）It’s a lovely baby. Is it a boy or a girl? 宝宝真可爱，是男孩还是女孩？

2.指示代词it，常用以指人。如：

1）Go and see who it is. 去看看是谁。

2）--- Who is making such a noise? -是谁发出这样的吵闹声？

--- It must be the children. -一定是孩子们。

3.it无指代性，常用作没有具体意义的主语，出现于表示天气、气候、温度、时间、地点、距离等意义的句子中。如：

1）It is half past three now. 现在是三点半钟。

2）It is six miles to the nearest hospital from here. 这里离最近的医院也有六英里。

3）It was very cold; it snowed and grew dark. 天气很冷；天下着雪，渐渐地变黑了。4.先行词it.

it充当形式主语或形式宾语，本身无意义，只起一种先行引导的作用，先行词不重读。后面的真正主语或真正宾语通常是不定式结构、-ing分词结构或名词性从句。

（1）用作形式主语

1）It is difficult to translate this article. 翻译这篇文章很难。

2）It is no use going there so early. 这么早去那里没有用。

3）It is strange that he did not come at all. 真奇怪，他竟还没来。

在上述诸例中，后置的真正主语可以取代先行it的位置，而出现于句首。

To translate this article is difficult.

Going there so early is no use.

That he did not come at all is strange.

（2）用作形式宾语

1）I found it difficult to explain to him what happened.

2）He thought it no use going over the subject again.

3）They kept it quiet that he was dead. 他们对他的死保密。

4）We must make it clear to the public that something should be done to stop pollution.

5. it为引导词的强调句型

它的结构形式是：It+be的一定形式+中心成分+that-/who-从句。

使用该句型有以下几点请注意：

①强调句的谓语is或was永远用单数，其中is既可强调现在的情况，也可强调过去的情况，was只能强调过去的情况。

例如：It was/is yesterday that I met your father in the street．

②不管被强调部分是哪种状语，只能用that连接，不得使用where、when等连词。

例如：It was in the street that I met your father yesterday．

③被强调部分为人时，可用who(主格或宾格)和whom(宾格)代替that，用that也行。

例如：It was your father that/whom /who I met in the street yesterday．

It was I that/who met your father in the street yesterday．

④强调句中也要注意主谓一致、人称一致和否定转移的问题。

例如：It is they who are our friends．（be）

It was until ten o'clock that we got home last night．(添加not)

⑤注意不要混淆强调句和其他从句。It is was…that…为强调句标志.

比较：It was ten o'clock when we got home last night．我们昨晚到家时已十点了。

It was at ten o'clock that we got home last night．我们昨晚是在十点到家的。

【知识过关】it用法演练

Task1 单项选择(32分)

1.It took us over an hour ________ along the street.

A. walk B. to walk C. walking D. walked

2.I think it a great honour _______ to visit your country.

A. to invite B. inviting C. having invited D. to be invited

3.Many people now make_______ a rule to buy cards for their friends before Christmas.

A. themselves B. it C. that D. this

4. ________ is very clear to everyone that he's round and tall like a tree.

A. This B. What C. That D. It

5.In the United States, bus travel doesn't cost much as train travel,________ ?

A. don't they B. does it C. do they D. doesn't it

6.Someone is at the door, who is_______ ?

A. this B. that C. it D. he

7.-It is raining cats and dogs.

- ____________. .

A. So it is B. So is it C. Neither it is D. Neither is it

8.-My home is in that tall building over there.

- __________ ?

A. Can it see B. Can see it C. Can be seen it D. Can it be seen

9. _________ raining hard for 3 hours without stopping.

A. It is B. It was C. It has been D. It had been

10.-Has the boy got his bicycle now?

-Yes, the police gave_________. .

A. him to him B. it to it C. it to him D. him to it

11.-Boy, ____________.

-It is, looks like spring is coming soon.

-Yeh, It'll just be a few more weeks.

A. it's really a nice day today, isn't it?

B. what knid of weather are we going to have today?

C. do you think it is going to rain today?

D. what' it like outside today?

12.It is important ________ their offer.

A. reject B. rejects C. to reject D. rejecting

13.Has ________ been decided when we are to hold the sports-meeting?

A. that B. this C. it D. what

14.-Did Li Lei call me while I was out?

-Yes, it was ________ that called you.

A. him B. he C. who D. whom

15.Nothing is wrong with the radio _________ ?

A. isn't it B. is that C. is it D. isn't that

16.I don't know ________ makes her afraid of having her business discussed.

A. what it is about Mary that

B. that is it abut Mary what

C. what is it about Mary that

D. that is about Mary what

17.Which sentence is wrong?

A.I felt it impossible for him to take the exam.

B.I found it impossible that he might take the exam.

C.I thought that he might not take the exam.

D.In my opinion he might take the exam.

18.I don't think _____difficult for a Chinese student to master a foreign language within five years

A. that B. it C. too D. very

19.It's the second time you _______ late this week.

A. arrive B. arrived C. have arrived D. had arrived

20.It will not be_______ we meet again.

A. long before B. before long

C. soon after D. shortly after

Task2．用it开头改写句子(14分)

1. Her sisters offered to pay her fare.That was generous of them.

2.Her brother invited her to stay. That was very kind of him.

3.You found your wallet. That is lucky.

4.You couldn't find a less expensive hotel. That is a pity.

5.To walk in the garden is pleasant.

6.To pronounce a long word is often difficult.

7.To learn a foreign language is very important.

KEY:

Task1．

1.B 2.D 3.B 4.D 5.B 6.C 7.A 8.D 9.C 10.C

11.A 12.C 13.C 14.B 15.C 16.A 17.C 18.B 19.C 20.A

Task2．

1.It was generous of them (her sisters) to offer to pay her fare.

2.It was kind of her brother to invite her to stay.

3.It is lucky that you found your wallet.

4.It is a pity that you couldn't find a less expensive hotel.

5.It is pleasant to walk in the garden.

6.It is often difficult to pronounce a long word.

7.It is very important to learn a foreign language.

篇16：高二 Unit 20 Archaeology （Reading）教案(人教版高二英语下册教案教学设计)

OPEN CLASS

By Fu Xiaoyan

Unit 20 Archaeology

Period 2 The King of Stonehenge

Teaching Aims

1. Train the students’ reading ability.

2. Learn and master the following words and phrases: distinction, centimetre, clay, arrow, dozen, cushion, spare, tend, tend to, approximately, monument, homeland, in terms of.

3. Talk about archaeological discoveries.

Teaching Important Points

1. Improve students’ reading ability.

2. Help students master the use of some useful words and expressions.

3. Enable the students to understand something about archaeology.

Teaching Difficult Points

1. How to make students master the main idea of each part.

2. How to help the students master the use of some words and phrases.

Teaching Methods

1. Individual work to understand the main idea of the whole passage.

2. Pair work or group work to get every student to take part in the activities.

Teaching Aids

1. Multimedia 2. Blackboard

Teaching Procedures

Step 1. Greetings and Lead-in

Greet the whole class as usual.

Show students some pictures of unearthed objects. And then ask students to answer the two questions:

1. Do you know what they are?

2. Can you tell me why they were buried with the king or emperor after they died?

Encourage students to try their best to talk about these pictures.

Step 2. Scanning

Give the students five minutes to scan the text and find the answers to the questions on the screen. Collect the word and then write down them on the blackboard.

Show the screen:

1. What objects were found in the grave of the King of Stonehenge?

2. What materials were there in the grave?

3. Why were these things given to the king after he died?

Five minutes later, check the answers.

Step 3 Reading

Read the text and ask students to think about this question:

How many reasons are mentioned in the text for the importance of the discovery? What are they?

THE KING OF STONEHENGE

Find the king

↓

The objects found in the grave

↓

Why the discovery is important

↙ ↓ ↘

reason 1 reason 2 reason 3

↓ ↓ ↓

richest and oldest three miles away from Central Europe

By now we’ve had a general idea about the text, but the most important thing for us to know is that the objects are useful to find some information from the cultural relics about the life, culture and some other things in the old times. So we should continue to study the text to see what conclusion we can conclude from the fact. At first let’s read the third paragraph on Page 75.

Step 4 Retelling the text

Give the students 2 or 3 minutes to prepare, and then ask one of them to retell the text. Show some pictures of the Stonehenge on the screen.

Step 5 Discussion

Turn to Page 77, give students some time to discuss these questions in groups and then finish Exercise 3.

Step 6 Summary

We learned the objects in the tomb of the King and the importance of the discovery. But the text also hints that cultural relics are very important and valuable. That is not because they can supply us some very important information about the history of human being.

Step 7 Homework

Finish all the exercises in Post-Reading and Word Study on Page 77.

篇17：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻