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模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计)

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今天小编就给大家整理了模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计)，本文共12篇，希望对大家的工作和学习有所帮助，欢迎阅读!

篇1：模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计)

高二年级英语备课组集体教案

Module 6

Unit 1 Art

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I. 单元教学目标：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Writer a letter to give suggestion

II. 目标语言

1．功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2．词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3．语法: the subjunctive mood

if I were you…./ I wish I could…

4．重点句子

1. There are so many different styles of western art it would be impossible to describe all of them in a short text.

2. People became focused more on human and less on religion.

3. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. At the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. It is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析。

本单元以ART 为主题，主要介绍了西方绘画简视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。

3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。

IV．课型设计与课时安排

1st period reading

2nd period language point

3rd period grammar

4th period listening and talking

5th period using language

6th period speaking and writing

Period 1 Welcome to the Unit

Word study, Warming up & Pre-reading

Teaching aims

1 .Knowledge Aims

1) Learn something about some famous scientists in the world.

2) Know about the outstanding discoveries, inventions and theories from some well-known scientists.

3) Try to understand and learn the important words and expressions.

2. Ability Aims

1) Develop the students’ ability of speaking.

2) Encourage the students to give more information about the great scientists.

3. Emotional Aims

1) Encourage the students to learn more about the great scientists and learn from them.

2) Help the students to form the good habit in learning and encourage the students to take part in social practice.

3) Help the students to realize that it is scientific spirit that makes those scientists successful.

4) Encourage the students to develop their love.

Teaching Important Points

1 .Have the students discuss great scientist.

2. Understand and learn the new word and expressions.

Teaching difficulties

1. What can we learn from the scientists?

2. What should we do in our daily life to develop our interest and love for science?

Teaching Aids

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Learning Goals

Get Ss to go through the summing up form on Page 8 in order to have a general idea of the learning goals of Unit 1

StepⅢ Word Study

1. Read the new words aloud, and pay attention to the pronunciation

2. Use the correct form of the words in this unit to fill in the chart.

n. v. adj.

abstract/abstraction

believe

value

religion

possess

convince

exhibit

reality

aim

civilize/se

attempt

symbolic

prediction

consequently

aggressiveness

3. Match some new words in column A with the correct English meanings in Column B.

A B

a. abstract 1. accurate

b .existence 2. state or fact of existing

c. detailed 3. being in thought but having a physical or practical existence

d. religious 4. lifelike, true to life

e .traditional 5. classical, of old beliefs

f. realistic 6. sincere to believe in a god or gods

StepⅣ Brainstorm

StepⅤ Pre-Reading

1. Show some paintings to students to put forward the topic ---paintings

2. Let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da Vinci.

StepⅥ Summary

StepⅦ Homework

Afterthoughts

Period 2 Reading

Teaching aims

1 .Knowledge Aims

Have a good understanding of the text by doing the exercises.

2. Ability Aims

1). Grasp some reading skills.

2). Develop the ability to describe some famous scientists.

3. Emotional Aims

Encourage the students to work hard at their lessons in order to devote themselves to science.

Teaching Important Points

1. Have a good understanding of the text by doing the exercises.

2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.

Teaching Difficulties

1. Know the meanings between lines and beyond lines.

2. Learn different reading skills for different reading purposes.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

StepⅡ Lead in

StepⅢ Fast Reading：

Read the passage as quickly as you can to find out the answers to the questions on the screen

1. What were the artists interested in from 5th to 15th century AD?

Creating _respect_ and _love_ for God.

2. How did Masaccio paint his paintings?

He drew things in perspective_, which makes pictures very _realistic.

3. Why did the impressionists have to paint quickly?

Because the natural light _changes_ quickly, they had to _paint_ quickly.

StepⅣ Careful reading:

Deal with exe.2 on page 3

True or False

1. Western art has changed very little over the last seventeen centuries. F

2. Painters in the Middle Ages painted mainly religious subjects. T

3. Paintings in the Middle Ages were very realistic. F

4. Renaissance painters tried to paint things in a realistic way. T

5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T

6. Impressionists painted their pictures mainly indoors. F

7. At first people did not like the impressionists’ paintings. T

8. Modern art began with the impressionists. T

StepⅤ Discussion

Go through the passage and analyze the characters of each period.

Ages Time Artist Feature

Middle Ages 5th to 15th century AD Giotto Religious, realistic

Renaissance 15th to 16th century AD Masaccio perspective, realistic

Impressionism Late 19th to early 20th not mentioned Not detailed, ridiculous

Modern 20th century to today not mentioned controversial, abstract, realistic

StepⅥ. Summary

The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______.

During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God.

In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______.

Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene.

In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters.

Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________.

StepⅦ. Homework

1. Underline the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

3. Disscuss the questions in Ex 3 on page 3.

Afterthoughts

Period 3&4 Language Points

Teaching aims

1 .Knowledge Aims

To learn the useful expressions and sentence structures in Warming up and Reading.

2. Ability Aims

To enable the students to use these language points both orally and in the written form.

3. Emotional Aims

Develop the students’ sense of loving English.

Teaching Important Points

1) Learn the useful expressions and sentence structures.

2) The usage of “suggest & in addition”

Teaching Difficulties

How to let the students learn to use these phrases and sentence structures in written and oral English

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

Step II. Expressions & phrases

StepⅣ. Language Points

1. Art is influenced by the way of life and beliefs of the people. 艺术受人们生活方式和信仰的影响。

He is interested in the beliefs of the Christian Church.

He has lost his belief in god.

The story of his miseries is beyond belief.

1我们有相同的政治信仰。

We share the same ______ _________

2我非常信任医生。

I have_______ _______ in doctors.

2. Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。

The bank refused to help the company; consequently, it went bankrupt.

She overslept and, consequently, she was late.

consequently adv. =as a result ,therefore

adj. consequent

It rained that day and___ the baseball game was called off.

(however, still, consequently, so)

A. As a result of her mother’s illness, she left school.

B. Her mother became ill; ______________ she left school.

3. During the Middle Ages, the main aim of the painters was to represent religious themes.中世纪，画家们的主要目的是表达宗教主题。

aim

take aim at 瞄准

Ex.

1这些措施旨在削减政府的开支。

These measures are ______ _______ government costs.

2他没有瞄准就开枪。

He fired _______ _________.

3他的人生没有目标。

He has________ ___________ in life。

4. In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。

value n .价值

v.重视，估价

价值观pl. values to be of value 有价值

1他的意见没有价值。

His opinions are_____________________

2她重视你的忠告。

She ___________________________

3那幅画被估计为一万美元。

The painting was ____________________ $ 10 000.

5. People became focused more on humans and less on religion.人们变得多关心人，少关心宗教。

Focus your attention on your work.

focus on sth. focus sth on sth.

focus on 集中精力，注意力 =concentrate on

focus on无宾语时，focus on

Ex.

We must focus on this question.

We must _________________ this question.

他的目光集中在她身上。

His eyes __________________ her.

focus on 聚焦于，使…成为兴趣的焦点

我要把镜头对准那儿的一群重要人物。

所有的目光都集中到他的身上。

6. They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。

possession n.

1私有财产 [c]

2占有，拥有 [u]

sb be in possession of sth. 某人拥有某物

sth be in the possession of sth.. 为某人拥有

When her father died, she came into possession of a large fortune.

The people had to gather up their few possessions and escape to the hills.

1那幢房子为我所有。

The house is_____________________________

2他已经失去全部财产。

He has lost______________________________.

7. When people first saw his paintings, they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。

他使我确信他的真诚。

He convinced me of his sincerity.

你的错误使我确信你没有学习功课。

Your mistakes convinced me that you hadn’t study your lesson.

convince vt. 使确信

convince sb. of sth convince sb. that

be convinced of sth be convinced that

1我们说服她搭火车去。

We__________ her_____________ by train.

2她试图使我们相信她的清白。

She tried to ______________her innocence.

8. attempt vt. =try

attempt to do/doing=try to do /doing

attempt n.

Step V. Practice

Step VI Homework Assignment

Afterthoughts

Period 5 Grammar

Teaching Aims

1 .Knowledge Aim

Help the students to use the subjunctive mood correctly in different situations.

2. Ability Aim

To learn the subjunctive mood freely and properly in speaking and writing.

3. Emotional Aims

1) Encourage the students learn more about the grammar.

2) Help the students to form the good habit in learning.

3) Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

Enable the students to use the correct form o f of the subjunctive mood

Teaching Difficult Point

To know the differences between the attributive and the predicative.

Teaching Methods:

Summarizing, comparative method; practicing activities

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Dictation

StepⅢ Homework checking

StepⅣ Grammar

虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反

I:虚拟条件句:

1. 虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。

If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。

2. 虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。

If he had known your address yesterday,he would have telephoned you.

3. 虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should/could/ might +动词原形。

If he were to leave today, he would get there by Friday

4. 省略if 采用倒装语序的条件句。有时可以把含有助动词、情态动词、be或have的虚拟条件句中的连词if省去，而将had , should, were 等词提到主语之前，即用倒装结构。

Had he worked harder, he would have got through the exams.

Were he to leave today, he would get there by Friday.

Were I in your place, I wouldn’t do that.

5混合虚拟语气

有时主句和从句的谓语动词指不同的时间，这时需要用混合虚拟语气。一般来说，在这种情况下，主从句谓语动词指代的时间不同，所以我们又可以错综时间条件句，在这种虚拟情况，动词形式应根据实际情况灵活使用，在做这些题目时候尤其要注意每道题目的提示语：时间状语。绝大多数情况下，从句或者主句都有相关的时间状语，这是我解题的关键。

If you _____ that late movie last night, you wouldn’t be so sleepy.

A. haven’t watched B. didn’t watch

C. hadn’t watched D. wouldn’t have watched 答案选C。

Had Paul received six more votes in the last election, he would be our chairman now.

混合虚拟语气还有一种情况就是事实和虚拟假设的混合句，这样的句子不仅仅是时间的不同，而重要是事实和假设的混合。

I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week.

该句前半部分是假设虚拟，而后半部分是事实的陈述。

Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time.

该句前半句用的是假设虚拟，后半句主句也用的是假设虚拟（如果你去并且解释的话），但是后半句的从句用的是事实语气，因为“父母病了”是客观事实，故不需要用虚拟形式had been。

6. 含蓄虚拟条件句

含蓄条件句是指句中没有明显的虚拟条件句，而是利用其他手段来暗示存在虚拟条件。但是这类隐含式虚拟条件句往往都可以转化为if引导的条件句。常来表示含蓄虚拟条件的手段有：

（1）介词或介词短语，如but for, but that, without, in case of, under more favorable condition等。

Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today.

A. In spite of B. But for C. Because of D. As for 答案选B。

(2)连词，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯恐)，in order that, on condition that, if only(要是……就好了)等。

She listened carefully in order that she might discover exactly what he wanted. =if she listened carefully, she might discover exactly what he wanted.

If only I had more money, I could buy a car.

(注：lest, for fear that 和 in case 引起的从句中谓语动词多用should+动词原形，但可以不用虚拟语气，而用动词的陈述语气形式。)例如：

The foreign teacher spoke slowly in case we misunderstood him. 这位外籍教师说得很慢以免我们听不懂。

Care must be taken in using this method lest overflow should occur.在使用此法时要小心谨慎，以免会发生溢流现象。

II: wish 后的 that 从句中:

1. 表示现在或将来的愿望,从句中过去式.

I wish I knew his address.

I wish I were young.

2. 表示过去没有实现或不可能实现的愿望, 从句用过去完成式或would, could, might + have + 过去分词.

I wish you had written to him.

I wish I could have slept longer this morning, but I had to get up and come to class.

3. 如果将wish改成wished, 其后that 从句中的动词形式不变.

4. 如果that 从句中用would , 一般表示对现状不满或希望未来有所改变或请求

I wish he would answer my letter.

I wish prices would come down.

I wish you would help me.

I wish you would stop asking silly questions.

StepⅤ Exercises

Ex.1----4 in using structures on page 43.Then check the answers.

Prepare for the Listening and Talking on page 41.

StepⅥ Homework

Prepare for the Listening and Talking on page 41

Afterthoughts

Period 6 Exercises

Teaching aims

Encourage the students learn more about the grammar.

Help the students to form the good habit in learning.

Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

To learn about the past participle used as the attributive and the predicative

Teaching difficulty

To know the differences between the attributive and the predicative

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class as usual.

StepⅡ Reviewing Grammar: The Past Participle

T: In this unit, we have learned a lot about the past participle. Now let’s do some exercises about this grammar.

虚拟语气专练

1.--Did you submit(递交）your application for a Master’s degree(硕士学位）？

--Not yet. If I_____ to see my father, I would have.”

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

2.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I ____.

A. Do B. would C. will D. had

3.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe _____broken the living room window.

A. would he have B. he had C. he would have D. he has

4._______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I know it D. Should I know it

5. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

6.--It is raining, and I have no umbrella.

--Here’s mine, and I insist ____it.

A. you to take B. that you take C. that you taking D. you taking

7. The professor gave orders that the test ____before 5:30.

A. be finished B. will finish C .will be finished D. shall finish

8. I must go there earlier. John has suggested that I _____an hour before the discussion begins.

A. go B. shall go C. will go D. would go

9. I didn’t go to the party, but I do wish I ____there.

A. was B. were C. had been D. went

10. She speaks as if she ____on the spot.

A. was B. were C. had been D. is

11. If I ______ten years younger, I _____ very happy.

A. were, would be B. am, shall be C. were, shall be D. am, would be

12.-- You can ask your brother for help.

-- He is not at home. If he ____, I _____.

A. is, would B. were, would C. is, will D. were, will

13. If you ____the doctors advice, you would have already recovered.

A. follow B. followed C. would follow D. had followed

14. If he had not missed the train, he _____by then.

A. might get B. might have got C. got D. had got

15. What would you have done last night, if you _____to write your homework.

A. hadn’t B. haven’t had C. didn’t have D. hadn’t had

16. -- Did you catch the plane?

--No. if I had hurried, I ______.

A. would B. would have C. could D. did

17. Why didn’t you tell him the truth? If I _____you, I would have.

A. were B. had been C. am D. would be

18.--How do you like the party?

--Wonderful. If you had come with us, you ____a good time.

A. had B. had had C. would have D. would have had

19. If I _____out of my ink, I would have finished writing the paper.

A. didn’t run B. shouldn’t run C. haven’t run D. hadn’t run

20. If you _____early tomorrow morning, you would be there by noon.

A. have started B. were started C. were to start D. had started

21.--Did you hand in your application for a league member?

--Not yet. If I _____to see my father, I would have.

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

22.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I _____.

A. do B. would C. will D. had

23.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe ____broken the living room window.

A. would he have B. he had C. he would have D. he has

24.______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I known it D. should I know it

25. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

Keys: 1-5 DDCCA 6-10 BAACB 11-15 ABDBD

16-20 BBDDC 21-25 DDCCA

StepⅢ Homework

Master the grammar

Preview Listening & speaking.

Afterthoughts

Period 7 Listening

Teaching aims

1 .Knowledge Aims

1).Let the Ss know about some scientists and their life and conditions.

2).Get the Ss to learn to learn how to talk about scientific wok and how to describe a person..

2. Ability Aims

1).Train the Ss’ speaking ability by describing, talking and discussing.

2).Train the Ss’ listening ability.

3. Emotional Aims

Encourage the students to learn from scientists to show interest in scientific exploration and research.

Teaching Important Points

1. Train the Ss’ speaking ability by describing, talking and discussing.

2. Help the students to improve their listening ability.

Teaching Difficulties

Train the Ss’ listening ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡListening

Listen and answer the questions in Exercise1&2

Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.

StepⅢ Discussion

So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41

Look at some sentences structures:

I ’d prefer…

I ’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or

Sample dialogue 1

S1: Who are your favorite Chinese artists?

S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.

S1: Would you like any western artists?

S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension

Sample dialogue 2

S1: Which style would you prefer, two –dimensional or three-dimensional?

S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.

S1: I’d rather like three dimensional style. I like pottery very much

Sample dialogue 3

S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?

S2: I enjoy paper cutting very much. The crafts use simple materials.

S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.

Task 2:

Do some listening practice on page 44.Keys

1 What about visiting some art galleries?

3There’s even a section on Chinese art .I’d like to see that.

4 Well, the Frick Collection is quite small, and it has a beautiful garden.

5 Oh no. It’s too big and crowded.

6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.

7 Metropolitan stays open until 8:45 on Friday evenings.

7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...

2 Listen again and then answer the questions.

P41

3 book 1vase

4wall hanging 2paints and brushes

P41 2

1Xiao Wei. 2It was too expensive.

3Mrs Hang would probably have known What to get Mr Wang.

4At first he liked the book but later he thought the wall hanging would be the best.

5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.

P44 Listening task

1 discuss :In what period do you think they were?

2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.

3 5 2

6 1 4

Learn new words pottery陶器

Buddhism 佛教 Architecture 建筑

Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法

Answer key for Ex.2

15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century

6 20th century

Key for Ex 4

1. Painted pottery.

2. Religious theme, organized system of drawing focused on the use of brush strokes.

3. The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.

4. Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.

5& 6

Painters have become influenced by Western art, both abstract and realistic art painted.

StepⅣSummary and homework

Afterthoughts

Period 8 Reading

Teaching aims

1 .Knowledge Aims

Get the students to know about The Best Of Manhattan’s Art Galleries.

2. Ability Aims

1). Master the skill of gist reading.

2). Develop the students’ reading ability, such as skimming and scanning.

3). Improve the students’ writing ability.

3. Emotional Aims

Arouse the students’ interest in science and devotion to science.

Teaching Important Points

1. Help the students know about Copernicus and his theory.

2. Develop the students’ reading ability.

3. Improve the students’ writing ability.

Teaching Difficulties

Develop the students’ reading ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡWarming up

Talk some background of the best of Manhattan’s art galleries.

StepⅢ Fast Reading

Read the passage quickly and match the number on the map with the names of the museum.

Number on map Museum

Metropolitan Museum of Art

Whitney Museum of American Art

The Frick Collection

Museum of Modern Art

Guggenheim Museum

Step IV Detailed Reading

Complete the chart with the information from the reading passage.

Name Address Type of Art

Which centuries? What countries?

Whitney Museum of American Art 945 Madison Avenue (near 75th St.)

Museum of Modern Art

Metropolitan Museum of Art

Guggenheim Museum

The Frick Museum

Step V Homework

Afterthoughts

Period 9 Speaking & Writing

Teaching Aims:

Help and Enable the students learn how to talk about environment.

Help the students learn how to write a letter asking for permission.

Difficulty and importance

Teach the students learn how to write a letter asking for permission

Teaching methods:

Fast reading; careful reading; discussion

Teaching aids

A computer a projector, and a recorder

Teaching Procedures & ways

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

Fast reading

1. Why do they become worried?

2. What do they hope the headmaster to do for their project?

Careful reading: suppose you were the president of the high school council and you received the letter. Prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

A sample letter:

Dear Mr. Wang,

As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a

chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.

First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.

Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.

Finally, we can also protect ourselves against polluted water. We should take

measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.

We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.

Yours sincerely,

Liu Wei

StepⅣHomework

1 Revise the composition and hand it in tomorrow.

2 Revise the language points for tomorrow’s quiz.

Afterthoughts

篇2：模块7 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修七教案教学设计)

高二年级英语备课组集体教案

Module 7

Unit 1 Living well

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I．单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II．目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词汇 1. 四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III．教材分析与教材重组

1. 教材分析

本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 课型设计与课时分配

Period 1 Word study &Warming up

Period 2 Reading

Period 3&4 Reading (Language points)

Period 5 Grammar

Period 6 Exercises

Period 7 Listening & Speaking

Period 8 Using language

Period 9 Writing

IV. 分课时教案

Period 1 Word study &Warming up

Teaching Aims:

1. To present the topic of this unit -- disabilities

2. To heighten students’ awareness of the challenges facing people with disabilities.

3. To learn some words and useful expressions in order to express their own feelings.

4. To promote the notion that students with disabilities have similar wishes and desires to non-disabled students.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Difficult Points:

How to make the students gain enough information to express themselves.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities

2. Discussion to make every student express himself freely.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure:

StepⅠGreetings

T: Good morning, students!

Ss: Good morning, Miss Huang!

StepⅡWord study

Learn the words and expressions.

StepⅢPresentation

1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.

2. What do the following words mean?

disabled: unable to use a certain part of one’s body

disability: the state of being disabled

disabled people : people with disability

( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)

3. How many different types of disabilities do you know?

A .physical disability

deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…

B .mental disability

depression, learning difficulty, brain injury, phobias (恐惧症) …

StepⅣWarming up

1. Do you know?

1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities?

2).Do you know any famous people who are disabled? What do they do?

(Show some pictures of some famous people who are disabled.)

Steven Hawking (1942- , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller.

Helen Keller(1882-1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”

Franklin Roosevelt (1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.

Beethoven (1770 – 1827, Germany) Deaf, famous musician

Vincent Van Gogh(凡高), Epilepsy(癫痫症), painter

Zhang Haidi: writer, paralytic, in a wheelchair

Hu yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art Group

Sanglan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid Olympic Games and helped organize the Paralympics（残疾人运动会）

Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.

2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.

mental disability learning difficulty hearing problem

difficulty with eye sight brain injury loss of an arm or leg

severe illness deafness walking difficulty

Rada is mentally disabled.

Barry is vision impaired.

Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around

Gao Qiang has diabetes (糖尿病）.

StepⅤDiscussion

What do you learn from these disabled?

They’re broken in body but firm in spirit. （身残志坚）

StepⅥ Homework

1. Try to talk to disabled people and know more about them.

2. Preview “Marty’s story”.

Afterthoughts

Period 2 Reading

Teaching goals

1. Target language:

a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points

How positive stories about the people with disabilities inspire others.

Teaching difficult points

How to help student understand the difficulties the disable have to overcome.

Teaching methods

Discussing, explaining, reading and practising

Teaching aids

Multimedia computer

Teaching procedures

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Task 1 Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

Task 2 Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Task 3 Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but if they keep in mind they can also live well, even achieve great success. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

Afterthoughts

Period 3&4 Reading (Language points)

Teaching Aims:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Teaching Important Point:

The usage of some useful words and expressions.

Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedures:

StepⅠGreeting and revision

T: Good morning, girls!

Ss: Good morning, Huang!

StepⅡLanguage points

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

Words and expressions:

1. disability n.伤残;无力;无能

disabled adj.伤残的 the disabled(指代一类人)伤残人士

disable vt.使丧失能力;使伤残 disablement n.残废;伤残

选词填空: disability, disable, disabled, disablement

1) He gets money from the Government because of his ____________.

2) The ________ are to receive more money.

3) She managed to lead a normal life in spite of her ___________.

4) Many soldiers were ___________ in the war.

5) The insurance(保险) policy covers sudden death or _____________.

2. ambition n. 野心;雄心

ambitious adj.有雄心的;野心勃勃的

be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望

ambitiously adv.野心勃勃地

Eg: A boy who is ambitious/filled with ambition usually works hard.

完成句子:

1) Mothers are often highly _____________(怀有热切的期望) their children.

2) I am ____________________(热切希望能成功) in life.

3) His ________________________________(要做首相的雄心) is likely to be realized.

3. beneficial adj.=having a good or useful effect有益的;受益的

be beneficial to… 对…有益; 对…有利

beneficially adv.受益地; 获利地

beneficiary n.受惠者;受益人

benefit n.益处;帮助 vt.有益于;有助于

翻译:

1) 新鲜空气和优良食物有益于健康.(beneficial)

Fresh air and good food are beneficial to the health.

2) 他的休假已产生了有益的效果.(beneficial)

His holiday has had a beneficial effect.

3) 旅游业对该地区的经济将有裨益.(benefit)

Tourism will benefit the economy of this district.

4) 这本书对你没有多大益处.(benefit)

The book isn’t of much benefit to you.

4. in other words=that is to say换句话说

in a/one word简言之;总之

翻译:

1) 他们叫他离开----换句话说,他被解雇了.

They asked him to leave----in other words he was fired.

2) 总之,我不喜欢这份工作.

In a word, I don’t like the job.

3) 换句话说,他成了英雄.

He became, in other words, a hero.

5. adapt vt. 使适应;改编

adapt (oneself) to使(自己)适应

adapt sth for使某物适应;使某物适合;改编某物

adapt sth from根据…改编某物

adaptable adj.能适应的;可改编的

adaptation n.适应;改编本

adapter/adaptor n.适应者;改编者

介词填空:

1) The play is adapted _______ a novel.

2) This book is adapted _______ beginners.

3) When you go to a new country, you must adapt yourself ____ new customs.

4) Novels are often adapted ______ the stage, television and radio.

6. breath n.呼吸;气息

out of breath上气不接下气

catch one’s breath喘息;歇口气

hold one’s breath不出声;屏息

get one’s breath (again/back)喘过气来;恢复过来

lose one’s breath喘不过气来;呼吸困难

take a deep breath作一次深呼吸

take breath歇口气;歇会儿

take sb’s breath away使某人大吃一惊

breathe vt.呼吸

breathing adj.呼吸(着)的

breathless adj.屏息的

1. I was all_____ when I got to the top of the mountain.

A. held my breath B. out of breath C. taken a deep breath D. taken my breath away

2. We _____ while Mr Evans read the exam results.

A. took a deep breath B. out of breath C. got our breath back D. held our breath

7. absence n.缺席;不在(某处)

absence of mind心不在焉;神不守舍

absent adj.缺席的;不在的 vt.使缺席;使离开

be absent from缺席;不在

presence n.出席;到场

present adj.出席的;在场的;现在的

完成句子:

1) Mr Green will be in charge __________________ (在我离开期间).

2) Why were you __________________(旷课) yesterday?

8. annoy vt.使…不悦;惹恼

annoyed adj.颇为生气的 annoying adj.恼人的;讨厌的

annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;使人烦恼的事情

单句改错:

1) It’s annoyed to miss a train.

2) He was annoyed with the boy’s rudeness. (at/about)

3) I felt annoying when he refused to help.

4) To his annoy, he discovered they hadn’t waited.

9. all in all总而言之

above all首先;最重要的是

after all毕竟;终究

first of all首先

not at all根本不;别客气

for all虽然;尽管

in all总共;总之

选词填空:all in all, above all, after all, for all, in all

1) He is a poor musician _________ his training.

2) You must, _________, be loyal to your country.

3) There are five hundred books on the shelf ______.

4) Everyone makes mistakes, and _________, he is only a child.

5) The book has some weak spots, but _________ I consider it a success.

10. independent adj.独立自主的

be independent of 不依赖;独立于

independence n.独立;自主

independently adv.独立地;自主地

完成句子:

1) It was the first time that she _had lived independently_ (独立生活).

2) If you have a car, you _will be independent of_(不依赖) trains and buses.

3) I quite like living alone, because it _makes me more independent (使我更独立).

11. make fun of=laugh at 取笑

for fun/in fun为了玩乐;开玩笑地

have fun玩乐

选词填空: make fun of, in fun, have fun

1) The kids at school used to ____________ Jill’s clothes.

2) Don’t get upset. He said it was only __________.

3) We ________ in camping last week.

4) It’s cruel to _____________ the disabled.

12. encouragement n.鼓励;奖励

encourage vt.鼓励;激励;支持

encourage sb in sth在某事上鼓励某人

encourage sb to do sth鼓励某人做某事

encouraged adj.受到鼓励的;被鼓励的

encouraging adj.鼓舞人心的;鼓励的

encouragingly adv.鼓舞人心地

选词填空:encouragement, encourage, encouraged, encouraging

1) My mother _encouraged_ me to apply for the job.

2) She felt _encouraged_ by the many letters of support.

3) Praise acts as an _encouragement_ to the young.

4) The results of the survey have been very encouraging.

5) She was given _encouragement_ to try something new.

13. conduct n.行为;品行 vt.指挥;管理

conduct oneself为人;表现

conductor n.管理人;指挥;售票员

完成句子:

1) The guide conducted the visitors round_(带领游客参观了) the museum.

2) I’m glad to see _your conduct at school_(你在校的行为) has improved.

3) The reporter was criticized for _unprofessional conduct_ (不专业行为).

Phrases and sentence structures:

1. She was proud to have recently represented her country in an athletics competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.

1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___

1>I am sorry _____ you waiting for such a long time.

A. keeping B. having kept C. to keep D. to have kept

2>He is said ______ a new book about business English.

A. to write B. to have written C. writing D. having written

2) “where”=__________, 引导的是_______从句,修饰的是________________________.

2. Other disabled people find the website beneficial…其他残疾人认为这个网站很有益…

“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

单句改错

1) We found playing tennis interested.

2) He finds necessary to carry out this plan.

3) The little girl found it difficult understand her parents.

4) I hoped to find her being in better health.

3. My motto is: live one day at a time.我的座右铭是:过好每一天.

“at a time”在此表_____________, 它还表_____________.

篇3：模块5 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语必修五教案教学设计)

Title: welcome to the unit

教学目标：

1. 引入有关地点和交通的话题。

2. 讨论参观访问和交通方式。

3. 辨别方位。

课前自主学习。翻译下列词组。

1. 知道路 2. 确信 3.下去 4.恐怕

5.必须 6.上去 7.在的北面 8.在西北面

课堂解疑

1.Follow me ,Eddie.

Follow 在这里表示“跟随”，是及物动词。形容词为following “接下来的，下一个的” ，the following week , the following day

He followed her up the hill.

词组follow sb. to do sth. 跟随某人做某事

Eg. 学生们经常跟随老师去购物。_______________________________________

Follow 有时做不及物动词，意为“随后就来”

You go first and I’ll follow. 你先走，我随后就来。

2. Are you sure ,Hobo?

在 be sure 中，sure 是形容词，“有把握，肯定”，做表语，后面还可以跟

（1）从句：I am not sure why he wants it.

(2) of 或about 引起的短语。I am not sure of that. Are you sure about it ?

(3)to do sth. “一定会，肯定会“

我们一定会赢得那场足球比赛。

3．Let’s go down here .

句中let’s 是let us 的缩写形式。“让我们----”，包括“听话者”在内，既提出建议，劝说对方一起做某事，疑问句尾用shall we ?

Let’s go home, shall we ?

咱们一起上学，好吗？_________________________________

Let us “让我们”，不包括“听话者”，既提出请求请对方允许，而对方不做，只有我们做，疑问句尾用 will you ?

Let us go home ， will you ?

让我们休息一下，好吗？__________________________________

4．They want some ideas about where to go and what to see.

句中where to go 与what to see是疑问词加不定式结构，在句中做介词about的宾语用。这种结构可以与should 构成的宾语从句互换。

He didn’t know how to get there. =He didn’t know how he should go there.

你能告诉我何时动身去北京吗？__________________________________________

注意，这种结构做主语时，谓语动词用第三人称单数形式。

How to learn English well is a problem for us.

5. Let’s go on an outing.

句中go on “去”方向，旅行等。后接名词或 v-ing 形式。

They are going on a trip to the Great Wall next year.

词组go on with sth . =go on doing sth . 继续做同一件事

May I go on with my homework? = May I go on doing my homework?

Go on to do sth . 继续做另一件事

After he finished his homework, he went on to watch TV.

6. Look at the map and find the places they plan to visit .

句中they plan to visit 是一个省略了that 的定语从句，对前面的名词places 进行修饰。

This is the book I like very much.

你参观的地方是我的家乡。____________________________________________

7. The zoo is north of Beijing Sunshine Secondary School.

句中north of 表示“在的北面”指“一个地方在另一个地方的北面”。也可用to the north of 结构表示。

Japan is east of China. = Japan is to the east of China.

当表示在一个大范围中的“北方，北面”时，要用“in the north of ” 结构。

北京在中国的北方。________________________________________________

英语中表示方位的词有：

east 东 west 西 south 南 north 北

southeast 东南 northeast 东北 southwest 西南 northwest 西北

north of = to the north of 在……北

The zoo is to the north of our school. 动物园在我们学校的北面。

[辨析] A在B东

A is in the east of B （A地包括在B地的范围内）

Taiwan is in the east of China. 台湾在中国的东部。

A is on the east of B （A地和B地相连）

Korea is on the east of China. 朝鲜在中国的东边。

A is to the east of B （A地不包括在B地的范围内）

Japan is to the east of China. 日本在中国的东面。

[拓展] eastern 东部的 western 西部的 southern 南部的 northern 北部的

in the north of = in the northern part of

The Great Wall is in the northern part of China. 长城在中国北部。

Exercises for this period

一．选择填空

1.He _______ hand in his homework today.

A. haven’t B. don’t have to C. hadn’t to D. doesn’t have to

2. Do you know the answers to the _________ questions?

A. follow B. to follow C. following D. followed

3. Can you help me find _________ the museum?

A. the way B. the way to C. to the way D. the way to get

二．用所给单词或词组的适当形式填空

1. It’s too late. Millie __________ (have to) go home quickly.

2. Don’t ________ (follow) me all the time. I’m too busy.

3. Daniel ________ (be) very afraid, because he can’t find the key to his house.

4. Let’s go _________ (shop) together.

5. _______(not be) late for class.

三．对下面句子的画线部分进行提问

1. The Class 1, Grade 7 students are planning a trip.

_______ _______ the Class1. Grade 7 students _______?

2. They like climbing the hills.

_______ _______ they ________ _______?

3. There are three boys on the playground.

______ _______ the playground?

4. He has lots of good friends in Beijing.

______ _____ good friends _______ ______ ______ in Beijing?

四：句型转换练习

1. Let’s enjoy Beijing opera here. (改为同义句)

__________________________________

2. Be late for school .（改为否定句）___________________________________

3. I think we can go there by understand. （改为否定句）

_________________________________

4. She goes to the zoo by bus .（对划线部分提问）_______________________________

5. The Sunnyside Garden is north –west of the zoo.（改为一般疑问句）

_______________________________

6. Siman walks to the supermarket. (改为同义句)_________________________________

7. They go to the restaurant by bike. (改为同义句)

_________________________________

The second period

Title: Reading

【课前自主预习】

一、翻译下列词组：

1) walk to school 2) go out of

3) live near each other 4) turn left

5) push … into 6) jump out of

7) in the end 8) get a call

二、根据课文内容判断正（R）误（W）：

( ) 1. Justin, Paul and Susan lived in the same building.

( ) 2. Justin and Paul ran to Hill Building at once.

( ) 3. Three men in police uniform told them about the robbers.

( ) 4. Paul opened the door of the van with a knife.

( ) 5. They took different routes.

( ) 6. Justin went along 6th street.

( ) 7. They met at the police station at last.

( ) 8. The robbers tried to run away but failed.

【体验与实践】

一、预习情况交流：同学们，让我来看看你们的预习工作完成得怎么样：

1. 写出下列单词或词组：

1) 住在.…..附近_______________ 2) 出小汽车__________________

3) 立刻_______________________ 4) 开走______________________

5) 尽力开门___________________ 6) 乘汽车____________________

7) 沿着6号街直走_____________ 8) 向右拐进4号街___________

9) 停在交通灯处_______________ 10) 最后_____________________

2. 回答下列问题：

1) How Justin and Paul know there were robbers in Hill Building?

2) Who are the three men in police uniform? What did they do when they saw the twins?

3) How did the twins get out of the van?

4) Why did the three robbers get to the police station before Justin and Paul?

5) What do you think of the two boys?

课堂解疑

1. It is their friend, Susan.

句中Susan 是前面名词friend的同位语。一个名词或代词后面有时可跟一个名词，或起类似作用的其他东西，对前者作进一步解释。说明它指的是什么，是谁等，叫做同位语。

This is Mr. Zhou, principal of our hospital.

布莱克先生，我们的英语老师，很爱我们。

Mr. Black, _____________________, loves us very much.

2. Let’s drive to Hill Building.

drive to Shanghai = go to Shanghai by car/ in a car 开车去上海

[拓展]ride to school = go to school by bike/on a bike 骑自行车上学

fly to England = go to England by air/plane 坐飞机去英国

walk to school = go to school on foot 步行去学校

take a bus to school = go to school by bus 乘车去学校

3. They get out of their car at once.

At once “立刻，马上”，意思与 right away 相同。

You must stop talking at once.

他立刻告诉了我那个消息。He told ______________________________.

从火车，大汽车，船，飞机获马上下来多用get off, 而从出租车或小汽车上下来常用 get out (of),其反义表达分别为get on 和get in (into)

他上了小汽车，然后在出租车停靠站下了车。

He ______________the car, and ________________it at the taxi rank.

4. Three man in police uniform are running out of the building.

In police uniform 是介词短语做定语修饰three man ,译为“穿警服的三个人”

当表示某人穿什么衣服显得怎么样可用以下两种形式。You look cool in the red coat. 或

The red coat looks cool on you.

in后接表示服装或颜色的名词，表示“穿，戴”

The girl is in a sweater today.

The woman in white is Mrs Green.

[拓展]wear 动词，意为“穿，戴”，表示状态。

put on 动词词组，意为“穿上”，表示动作。

He is wearing a red coat.

他穿着红外套。（强调穿着的状态）

Please put on your coat. It’s very cold outside.

请穿上你的外套，外面很冷。（强调穿上的动作）

5．Paul tried to open the door but fails.

Try (not ) to do sth.试图（不）做某事

We try to learn English well.

他们试图不向窗外看。_____________________________________

Fail 在句中表示“没有成功”“失败”，是不及物动词。词组 fail in sth .(在某事上失败)，fail to do sth. (未能做某事)。He failed in the English exam. = He failed to pass the English exam.

6．It works.

句中work是不及物动词，“。。。。行得通，有效，起作用”

It’s a good idea, but it won’t work.

This medicine really works and I feel much better. (这种药很有效，我感觉好多了)

7．Shall we take different routes?

句中route “路线”，是名词。 Take different routes “走不同的路线”

Which route do I take to Beijing?

8.I will turn right into Seventh Street and turn left into Park Road.

（1）Turn left ,向左转。Turn right ,向右转。这里left ,right 都是副词。也可以说成turn to the right /right.

Turn left at the traffic lights.

（2）left 也可以用作名词，“左边”或用作形容词“左边的”

He sits on my left.

Most people write with their right hands, not their left ones.

9. Paul stops talking.

Stop doing 表示停止做某事，指停止正在干的事

我必须停止看电视了，因为我有许多家庭作业要做。____________________________________________

Stop to do sth. 表示停止正在做的事去做某事。

He stopped to watch TV.

当他看到他的朋友时，他停下来和他说话。

____________________________________________

10. He is surprised to see the three man in the police station.

Surprised 是过去分词做表语。“感到惊讶的，震惊的”，be surprised to do sth. /be surprised at sth.

I’m surprised to hear the bad news. = I’m surprised at the bad news.

Surprised “感到震惊的，惊讶的”，用于修饰人，表示因…… 而震惊，惊讶，含有被动意义。Surprising “令人震惊的，使人惊讶的”，用于修饰物，含有主动意义。类似的还有interested-interesting, excited-exciting, bored-boring

The surprising news made us surprised.

We are excited to hear the exciting news.

Exercises for this period

一．翻译下列词组

1. at lunchtime________________ 2. walk to school_________

3. go to work by bike______________ 4 . go out of__________

5. live near each other_______________ 6. try to remember___________

7. turn left___________ 8. jump out of_________

9. stop crying___________ 10. be surprised___________

11. at last_________ 12. make a telephone_________

二．翻译下列句子

1．这个盗贼从大厦里跑了出来。

The robber _______ ______ ______ the building.

2．我们走不同的线路，好吗？

_______ _______ _______ the different routes?

3．看到他们的父母，这些孩子很惊讶。

The children _______ _______ to see their parents.

4．两个盗贼跳下公共汽车逃走了。

The two robbers _______ _______ _______ _______ ________ and ran away.

5．他们停止了工作，休息了一下。

They _______ _______ and had a rest.

三、单项选择：

( ) 1. I don’t like this coat. Would you please show me ________.

A. other B. the other C. the others D. another

( ) 2. The earth goes ________ the sun.

A. over B. across C. from D. around

( ) 3. My clock doesn’t ________. Can you mend it for me?

A. more B. walk C. use D. work

( ) 4. Jack, with his friends, _________ see Mr Li tomorrow.

A. is going to B. are going to C. go to D. will goes

( ) 5. After he heard the _________ news, he was very __________.

A. surprised, surprising B. surprised, surprised

C. surprising, surprising D. surprising, surprised

The third period

Title: Read (Part C) Vocabulary

1. 重点词汇: straight, zebra crossing, entrance, correct, corner, road, hotel, cross

2. 语言目标: Turn left. Cross the road. The entrance is on your left.

【课前自主预习】

一、翻译下列公共场所的标志用语：

1.Zebra crossing 2.Straight on

3.No smoking 4.Dangerous

5.Turn left 6.No parking

7.Slow 8.No photos

课堂解疑

1.I tell the police about the robbers.

Tell sb. about sth. 告诉某人关于某事

He told me about his country.

Tell sb. sth . 告诉某人某事

I told him my name .

Tell sb.（not） to do sth. 告诉某人(不)做某事

我们的老师经常叫我们上课要认真听讲。

____________________________________

2.straight on 直行

straight adv. 直的，径直地 sit straight 坐直

go straight along the street

adj. 直的 a straight line 一根直线

on adv. 意为“继续”，一般可放在动词后，表示动作的延续

walk on 继续走 move on 继续移动 work on 继续工作

3..cross the road 穿过马路

cross v. 穿过 = go/walk across

across prep. 穿过 go across the street

[辨析] across 强调在事物的表面横穿过

go across the bridge 过桥

through 强调在事物的里面穿过

go through the tunnel /door/forest 穿过隧道/门、森林

4.the corner of the road 路的拐角

at the corner of the road 在路的拐角处

in the corner of the street 在街道的角落里

round the corner of the street 绕过街道的拐角

Exercises for this period

一．用适当的介、副词填空

1. Millie and I live _______ each other in a building.

2. The thief pushed the door and ran _______.

3. Every morning, my grandma walks _______ the street in the park.

4. You want to go to the office? OK, just turn right _______ the Park Road, then you can see it.

5. The car stopped _______ the traffic lights, because the red light is on.

6. Don’t jump ______ ______ the window, it’s too dangerous!

二．根据所给中文写出句中所缺的单词

1. When the light is green, you must cross the road _______ (赶快)

2. _______ (突然), a boy rushed out, the driver had to stop the car.

3. Walk _______ (沿着) the road, and turn right. On the _______ (另一个) side of the road, you can see the hospital.

4. Did you _______ (收到) your father’s letter last month?

三、根据中文或括号中词的暗示完成句子：

1． To get to the park, turn left when you come to the __________(十字路口)。

2． Don’t ______________(横穿) the street.

3． This sign tells us that we can go ______________(径直) on.

4． My brother works in Sunshine _______________(宾馆).

5． Walk down the road, you can find the office ___________(easy)

篇4：新课标 Book 6 unit 1 Art(新课标版高二英语选修六教案教学设计)

Teaching plan

I. 单元教学目标：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Writer a letter to give suggestion

II. 目标语言

1．功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2. 词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3. 语法: the subjunctive mood

if I were you…./ I wish I could…

4. 重点句子

1. there are so many different styles of western art it would be impossible to describe all of them in a short text.

2. people became focused more on human and less on religion.

3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析。

本单元一ART 为主题，主要介绍了西方绘画监视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。

3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

IV．课型设计与课时安排

Ist period reading

2nd period language point

3rd period grammar

4th period listening and talking

5th period using language

6th period speaking and writing

分课时教案

The first period reading

Teaching Aims:

Help the students to talk about the short history of Western painting.

Difficulty and importance

Enable the students to talk about their opinions about different styles of Western art.

Teaching methods:

Skimming and Scanning ;individual, pair or group work; discussion.

Teaching aids

A computer and a projector, a recorder, and some famous paintings.

Teaching Procedures

StepⅠ Warming Up

1. Show some paintings to students to put forward the topic ---paintings

2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.

3. Match some new words in column A with the correct English meanings in Column B.

A B

b. abstract

c .existence

d. detailed

e. religious

f .traditional

Step II : reading

1. scanning :

Read the passage as quickly as you can to find out the answers to the questions on the screen

1What were the artists interested in from 5th to 15th century AD?

2How did Masaccio paint his paintings?

3Why did the impressionists have to paint quickly?

2. careful reading

deal with exe.2 on page 3

do five questions to check students understanding.

go through the passage and analyze the characters of each period.

Now that we have learned the passage , an you tell me :what is the writing style of the passage?

How about its writing characteristic?

StepⅦ Homework

1Underline the time expressions in the reading passage.

2Retell the passage with the help of the chart about the text.

3Disscuss the questions in Ex 3 on page 3.

The 2nd period

Teaching Aims: words and expressions

Difficulty and importance: new words

Teaching methods:

Teaching aids

A computer and a projector

Teaching Procedures & ways

StepⅠ

Art is influenced by the way of life and beliefs of the people.

艺术受人们生活方式和信仰的影响。

He is interested in the beliefs of the Christian Church.

He has lost his belief in god.

The story of his miseries is beyond belief.

1我们有相同的政治信仰。

We share the same ______ _________

2我非常信任医生。

I have_______ _______ in doctors.

Consequently, this text will describe only a few of the main styles.

因此，本文仅介绍其中主要的几种风格。

The bank refused to help the company; consequently, it went bankrupt.

She overslept and, consequently, she was late.

consequently adv. =as a result ,therefore

adj. consequent

It rained that day and___ the baseball game was called off.

(however, still, consequently, so)

A. As a result of her mother’s illness, she left school.

B. Her mother became ill; ______________ she left school.

During the Middle Ages, the main aim of the painters was to represent religious themes.

中世纪，画家们的主要目的是表达宗教主题。

aim

take aim at 瞄准

Ex.

1这些措施旨在削减政府的开支。

These measures are ______ _______ government costs.

2他没有瞄准就开枪。

He fired _______ _________.

3他的人生没有目标。

He has________ ___________ in life。

In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。

value n .价值观

v.重视，估价

价值观pl. values to be of value 有价值

1他的意见没有价值。

His opinions are_____________________

2她重视你的忠告。

She ___________________________

3那幅画被估计为一万美元。

The painting was ____________________ $ 10 000.

People became focused more on humans and less on religion.

人们变得多关心人，少关心宗教。

Focus your attention on your work.

focus on sth. focus sth on sth.

focus on 集中精力，注意力 =concentrate on

focus on无宾语时，focus on

Ex.

We must focus on this question.

We must _________________ this question.

他的目光集中在她身上。

His eyes __________________ her.

focus on 聚焦于，使…成为兴趣的焦点

我要把镜头对准那儿的一群重要人物。

所有的目光都集中到他的身上。

They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。

possession n.

1私有财产 [c]

2占有，拥有 [u]

sb in possession of 某人拥有某物

sth in the possession of 为某人拥有

When her father died, she came into possession of a large fortune.

The people had to gather up their few possessions and escape to the hills.

1那幢房子为我所有。

The house is_____________________________

2他已经失去全部财产。

He has lost______________________________.

When people first saw his paintings ,they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。

他使我确信他的真诚。

He convinced me of his sincerity.

你的错误使我确信你没有学习功课。

Your mistakes convinced me that you hadn’t study your lesson.

convince vt. 使确信

convince sb. of sth convince sb. that

be convinced of sth be convinced that

1我们说服她搭火车去。

We__________ her_____________ by train.

2她试图使我们相信她的清白。

She tried to ______________her innocence.

attempt vt. =try

attempt to do/doing=try to do /doing

attempt

The third period

Teaching aims:

Help the students to use the subjunctive mood correctly in different situations.

Difficulty and importance

Enable the students to use the correct form o f of the subjunctive mood

Teaching methods:

Summarizing, comparative method; practicing activities

Teaching aids

A computer and a projector

Teaching Procedures

StepⅠ Presentation

1. explain what is subjunctive mood.

Step II

Divide the subjunctive mood into several situation: uses in condition clause, in object clause,

In each part it will:

first Let students to make sentences in a certain situation: if you won the lottery what would you do?

second show some pictures to let students make sentences with subjunctive mood.

Third do some exercises.

Step III

Explain some mistakes easy made.

StepⅣ Consolidation

Ex.1----4 in using structures on page 43.Then check the answers.

Prepare for the Listening and Talking on page 41.

StepⅤ Homework

Prepare for the Listening and Talking on page 41

The fourth period listening

P7 P41 P44

Task1

Do some listening practice on page 7,

StepⅠ Listening

Listen and answer the questions in Exercise1&2

StepⅡ Discussion

So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41

Look at some sentences structures :

I ’d prefer…

I ’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or

Sample dialogue 1

S1: Who are your favorite Chinese artists?

S1: Would you like any western artists?

S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension

Sample dialogue 2

S1: Which style would you prefer, two –dimensional or three-dimensional?

S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.

S1: I’d rather like three dimensional style. I like pottery very much

Sample dialogue 3

S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?

S2: I enjoy paper cutting very much. The crafts use simple materials.

S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.

Task 2:

Do some listening practice on page 44.Keys

1 What about visiting some art galleries?

3There’s even a section on Chinese art .I’d like to see that.

4 Well, the Frick Collection is quite small, and it has a beautiful garden.

5 Oh no. It’s too big and crowded.

6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.

7 Metropolitan stays open until 8:45 on Friday evenings.

7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...

2 Listen again and then answer the questions.

P41

3 book 1vase

4wall hanging 2paints and brushes

P41 2

1Xiao Wei. 2It was too expensive.

3Mrs Hang would probably have known What to get Mr Wang.

4At first he liked the book but later he thought the wall hanging would be the best.

5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.

P44 Listening task

1 discuss :In what period do you think they were?

2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.

3 5 2

6 1 4

Learn new words pottery陶器

Buddhism 佛教 Architecture 建筑

Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法

Answer key for Ex.2

15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century

6 20th century

Key for Ex 4

1Painted pottery.

2Religious theme, organized system of drawing focused on the use of brush strokes.

3The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.

4Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.

5& 6

Painters have become influenced by Western art, both abstract and realistic art painted.

The 5th period using language

具体见课件

The 6th period speaking and writing

Teaching Aims:

Help and Enable the students learn how to talk about environment.

Help the students learn how to write a letter asking for permission.

Difficulty and importance

Teach the students learn how to write a letter asking for permission

Teaching methods:

Fast reading; careful reading; discussion

Teaching aids

A computer a projector, and a recorder

Teaching Procedures & ways

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

Fast reading

1Why do they become worried?

2What do they hope the headmaster to do for their project?

Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

A sample letter:

Dear Mr. Wang,

As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a

Finally, we can also protect ourselves against polluted water. We should take

Yours sincerely,

Liu Wei

篇5：Book 7 Unit 1 全单元教案(新课标版高二英语选修七教案教学设计)

I．单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II．目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词汇 1. 四会词汇

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III．教材分析与教材重组

1. 教材分析

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

2. 教材重组

2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。

2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。

2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。

2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。

2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。

3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1st Period Reading

2nd Period Learning about language

3rd Period Using language

4th Period Reading and listening

5th Period Reading and writing task

IV. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target language目标语言:

a. 重点词汇和短语

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals能力目标

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals学能目标

Teaching important points教学重点

How positive stories about the people with disabilities inspire others.

Teaching difficult points 教学难点

How to help student understand the difficulties the disable have to overcome.

Teaching methods教学方法

Discussing, explaining, reading and practising

Teaching aids教具准备

Multimedia computer

Teaching procedures & ways教学过程与方式

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

After the discussion, Teacher will present the four pictures on Page 1 to students.

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

The Second Period Learning about language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all

b. 重点句型

Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely.

3. Learning ability goals学能目标

By doing the related exercises in the textbook.

Teaching important points教学重点

The useful words and expressions and structures.

Teaching difficult points 教学难点

How to use them properly.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

The multi-media computer

Teaching procedures & ways教学过程与方式

Step I Revision

Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?

……

Step II Discovering useful words and expressions

Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.

T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)

Ss: Zhang Haidi

T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.

Show the following words on the PowerPoint.

independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial

If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.

independent :not determined or influenced by someone or something else;

Although she is young, she is very independent.

fellow: a peer

We were school fellows.

ambition: the object or goal desired

One of his ambitions is to become the President of the Motor General.

disability: the condition of being disabled

He gets a disability pension from the Government because of his disabilities in a fire accident.

eyesight: the faculty of sight; vision.

Her eyesight is very good.

motto: a maxim adopted as a guide to one's conduct.

The school motto is 'Never lose hope.'

encouragement: the act of encouraging.

He owed his success to his wife's encouragement.

beneficial: producing or promoting a favorable result; advantageous

a temperate climate beneficial to the health

After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.

After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.

Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.

As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.

Step III Discovering useful structures

Show some sentences that contain the infinitive and ask students to identify its function.

It is good to help others. (subject)

It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)

My ambition is to work in the computer industry when I grow up. (predicative)

I don’t have time to sit around feeling sorry for myself. (attribute)

I am the only student in my class to have a pet snake. (attribute)

A big company has decided to buy it from me. (object)

My fellow students have begun to accept me for who I am. (object)

I have had to work hard to live a normal life. (adverbial)

Some days I am too tired to get out of bed. (adverbial)

We must call on local government to give financial assistance to disabled people. (object complement)

Note: The following verbs are normally followed by the infinitive.

afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish

For example:

I can't afford to go to the pub.

He agreed to practise more.

You should learn to express yourself.

They managed to fix the problem.

Explanation of the Gerund or the Infinitive

Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.

Gerund and Infinitive (no difference in meaning)

We use the Gerund or the Infinitive after the following verbs:

begin He began talking.

He began to talk.

continue They continue smoking.

They continue to smoke.

hate Do you hate working on Saturdays?

Do you hate to work on Saturdays?

like I like swimming.

I like to swim.

love She loves painting.

She loves to paint.

prefer Pat prefers walking home.

Pat prefers to walk home.

start They start singing.

They start to sing.

We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive

advise They advise walking to town.

They advise us to walk to town.

allow They do not allow smoking here.

They do not allow us to smoke here.

encourage They encourage doing the test.

They encourage us to do the test.

permit They do not permit smoking here.

They do not permit us to smoke here.

We use the following structures with the word recommend:

recommend They recommend walking to town.

They recommend that we walk to town.

Some verbs have different meaning. (when used with Gerund or Infinitive)

GERUND INFINITIVE

forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.

go on Go on reading the text. Go on to read the text.

mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.

remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.

stop Stop reading the text. Stop to read the text.

try Why don't you try running after the dog? I tried to run after the dog, but I

Using structures

Deal with Exercises on Page49.

Do Ex2 first and then do Ex3.

Ask students to do Ex1 in their exercise-books after class.

Step V Homework

Go over words and expressions.

Go over the grammar.

Finish Ex1 on Page 49.

The Third Period Using Language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible

b. 重点句型

Expressions used to offer congratulations and best wishes.

2.Aility goals 能力目标

Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.

3.Learning ability goals学能目标

By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.

Teaching important points教学重点

Offer congratulations and best wishes.

Learn to write a letter of suggestion.

Teaching methods教学方法

Listening, speaking, reading and writing

Teaching aids 教具准备

A multi-media computer

Teaching procedures & ways 过程与方式

Step I Leading in

Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: Which mountain is the highest in Africa?

Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)

MOUNT KILIMANJARO

Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.

Step II Listening and speaking

T: Do you think it easy to climb it?

Ss: Of course not.

T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.

Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.

Step III Wishes & congratulations

Students are asked to work in pairs to practice offering congratulations and best wishes.

Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.

A sample of offering wishes and congratulations

B: Congratulations on your graduation certificate.

A: Thanks. And I was told you’ve invented a new computer game.

B: Yes, a company has decided to buy it from me.

A: That’s amazing. Good luck to you.

B: Thanks.

After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.

Give the following two situations for students to practice offering congratulations and best wishes.

Situation 1 Your friend is going to take part in the “CCTV Cup” English Speaking Contest

Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest

Step IV Reading, speaking and writing

Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.

(After the discussion)

T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.

Skimming

Students can find the answers quickly, because they are printed in the pink color.

Careful reading

Help students to analyze the letter so that they will learn how to write a letter of suggestion.

T: Now please read the text carefully and think about the questions in Ex2 on Page 9.

After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.

Suggested answers:

1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers

2. This will attract the reader’s attention and the reader will realize these are important information.

3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.

T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.

(After the discussion)

Show the following on the PowerPoint or print it out.

A letter of suggestion

A letter of suggestion normally has five parts.

1. The Heading

This includes the address, line by line, with the last line being the date. Skip a line after the heading.

2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.

3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.

4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.

5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line

Step V Practice

Deal with Ex3-4 on Page 9.

Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.

Step VI Homework

Write a letter of suggestion to the architect.

A sample of a letter of suggestion

Mr.Xue Sun Lei

Chief architect 18 Hongyang street

Supermarket design Yuquan County

211 Kangwei Road

Yuquan County

18 March

Dear Mr Xue,

I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:

1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.

2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.

3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.

4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.

Yours sincerely,

Sunlei

The Fourth Period Reading and listening

Teaching goals 教学目标

1. Target language目标语言:

Patterns used to make introductions.

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2. Ability goals能力目标

Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.

Enable students to use proper English as well as body language to make introductions..

3. Learning ability goals学能目标

By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.

Teaching important points教学重点

How to make an elegant introduction.

Teaching difficult points 教学难点

How to make an elegant introduction.

Teaching methods教学方法

Reading, listening, explaining and practising

Teaching aids教具准备

The multi-media

Teaching procedures & ways教学过程与方式

Step I Leading in

Ask students to discuss how a guide dog is trained.

T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)

Ss: The Chinese is Dao Mang Quan-Xiao Q

T: What’s the movie about?

Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.

T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?

Ss: No.

T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.

Step II Reading

Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.

Stage Age Training

The first stage: 1-12 months The puppy lives with a sighted family

The second stage: 13-18 months It begins five months training at a guide dog school.

The third stage: 19-23 months When it is trained, it meets its new owner and the two live at

the guide school for a month to learn to work together.

The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.

After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.

T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.

Show the following on the PowerPoint or print it out.

Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.

How much does it cost to train a guide dog?

It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.

What exactly is a guide dog trained to do?

Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.

What is the blind person taught during training?

During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.

Are guide dogs allowed in restaurants?

Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.

Are there things I should or should not do when I am around a guide dog?

The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.

Listening

Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.

T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?

Ss: A trainer from the guide dog school.

T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.

After dealing Ex2-3, play the tape again to do Ex4.

T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.

Before they act out the dialogue, they should be aware this is an introduction.

T: What is the dialogue about?

Ss: An introduction.

T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.

(After the performance)

T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.

Step III Talking

Tips on how to introduce people

First give students some advice on how to introduce people.

Show the following on the PowerPoint.

Here's how to make proper introductions at parties, dinners and other social situations.

1. Introduce individuals to each other using both first and last names.

2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.

3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.

4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'

5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.

Demonstration

Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.

A sample of formal introduction

Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.

Joy Taylor: Nice to meet you.

Paul Banning: Pleased to meet you.

T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.

Practice

Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.

Step IV Homework

Surf on the internet to learn about Braille.

The Fifth Period Reading and Writing

Teaching goals 教学目标

1. Ability goals 能力目标:

Learn the story how Zhang Yuncheng achieves his ambition.

How to write a summary.

2. Learning ability goals学能目标：

Enable students to realize nothing is impossible.

Inspire students to study hard by Zhang Yuncheng’s story.

Teaching important points教学重点

How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.

Teaching difficult points教学难点

How to improve their writing.

Teaching methods教学方法

Reading and writing

Teaching aids 教具准备

The multi-media computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework.

Ask some students to say something about Braille.

Present the following on the PowerPoint.

Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.

Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.

Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.

Deal with Ex1 on Page 50.

Step II Listening

After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.

Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.

Step III Reading and writing

After learning something about Braille, deal with reading and writing task on Page51.

Present some pictures of Zhang Yuncheng on the PowerPoint.

T: Look at these pictures. Do you know who he is?

Ss: Zhang Yuncheng. A writer with disabilities.

T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),“ taking its example from Helen Keller's remarkable story ”Three Days to See.“ Now let’s read his story on P51.

Fast reading

Ask students to scan the text and write a mini bio for Zhang Yuncheng.

Show the following on the PowerPoint.

A Mini Bio

Name: Zhang Yuncheng

Sex:

Health:

School education:

Interests and hobbies:

Ambition:

Dream:

Several minutes later, show the sample on the PowerPoint.

The sample of the mini bio

A Mini Bio

Name: Zhang Yuncheng

Sex: Male

Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen

School education: one day

Interests and hobbies: reading and writing

Ambition: to write and publish a book

Dream: to live a better life

Careful reading

Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.

Preparation for writing

Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.

Writing:

When students finish the opening sentences, they will be asked to write the rest of the text.

A sample of the writing

Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.

He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.

Step IV Homework

Speaking task on P52

Answer the questions on checking yourself on P53.

I.本单元课文注释与疑难解析

1. I have learned to adapt to my disability. 我已经学会适应这种生活。

adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合

He adapted himself to the cold weather.

他适应了寒冷的天气。

He tried hard to adapt himself to the new conditions.

他努力使自己适应新的情况。

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很能适应变化。

2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.

every time每次, 每当引导时间状语从句

Every time I catch a cold, I have pain in my back.我每次感冒背就痛。

absence.不在,缺席[U][C][(+from)

She never speaks ill of anyone in his or her absence.

她从不乘人不在时说别人的坏话。

He has many absences from class. 他经常缺课。

3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：

particular adj.

1.值得注意的；特别的；不寻常的

There was nothing in the letter of particular importance.

这封信里没什么特别重要的内容。

The story happened on that particular day.

故事就发生在那一天。

The teacher showed particular concern for the disabled child.

老师特别关心那个残疾儿童。

2. 独特的；单独的；某一种的

Her particular way of smiling left a good impression on me.

她特有的微笑给我留下了美好的印象。

”I don't like this particular scarf, but the others are quite nice.“

”我不喜欢的就是这一种围巾,其他的都很好。“

3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)

I'm not particular about my clothes; I don't mind what I wear.

我不怎么讲究我的衣服，我不在乎我穿什么。

He is very particular about his food.

他吃东西很讲究/挑剔。

special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。

special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。

especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。

specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。

particular侧重不同于普遍性的个性或特殊性。

exceptional指不同于一般，本身是特别的或异常的事物。

extraordinary语气比exceptional强，指极大地超过一般或正常情况。

peculiar强调指与众不同或独特的意思,古怪的,不寻常的.

specially, especially, particularly这些副词均可表示“特别地”之意。

specially着重为做某事而“专门地、特意地”，相当于on purpose。

especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。

particularly用来指同类中特别突出的一个

II. 文化背景知识

Understanding The World's Differences

There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!

There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say ”No,“ don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.

I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be ”different“, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these ”differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!

Here are some interesting people with different disabilities:

“We keep moving forward, opening up new doors, and doing new things, because we're curious...

and curiosity keeps leading us down new paths.”

---Walt Disney

-Hans Christian Anderson (Famous Author) - Dyslexia

-Ludwig van Beethoven (Famous Musician) - Deaf

-Alexander Graham Bell (Great Inventor) - Learning Disability

-Winston Churchill(Prime Minister of England) - Dyslexia

-Walt Disney (Animator/ Movie Producer) - Dyslexia

-Thomas Edison (Great Inventor) - Dyslexia

-Albert Einstein (Great Physicist) - Dyslexia

-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute

-John Milton (Famous Author) - Visually Impaired

-General George Patton (War General)-Dyslexia

-Franklin D. Roosevelt (President of the United States)- Polio

-Leonardo daVinci (Famous Painter)-Dyslexia

-George Washington (President of the United States) - Dyslexia

-Woodrow Wilson (President of the United States) - Dyslexia

Dr. John Horner, Paleontologist

Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.

Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.

Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.”

He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”

“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don't worry about other peoples' expectations.”

Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.

Invisible disabilities

Name: Lynda Appell

Email: fennel@visto.com

Date: 14 Oct 2005

Time: 20:28:20

Remote Name: proxy.iad4.netsetter.com

Remote User:

That's Funny You don't Look Like You Have a DisABILITY

Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.

Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.

I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.

To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.

What is a learning disability?

LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:

Developmental speech and language disorders

Academic skills disorders

“Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms

My Life with Learning Disabilities

I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.

She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.

Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.

It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.

Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.

I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.

Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.

篇6：高二上英语培训单元教学设计-Module 6 Unit 1 Art Teaching(新课标版高二英语选修六教案教学设计)

Teaching plan

I. 单元教学目标：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Write a letter to give suggestions

II. 目标语言

1．功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2. 词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3. 语法: the subjunctive mood

if I were you…./ I wish I could…

4. 重点句子

1. there are so many different styles of western art it would be impossible to describe all of them in a short text.

2. people became focused more on human and less on religion.

3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析

本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1. Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2． Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。

3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

IV．课型设计与课时安排

1st period Warming up and reading

2nd period Language study

3rd period Grammar

4th period Listening and talking

5th period Using language

6th period Reading, speaking and writing

分课时教案

The First Period Warming up Reading

Teaching goals：

1. To enable the students to have a knowledge of the short history of Western painting.

2. To improve the students’ reading ability.

Teaching important & difficult points

Enable the Ss to talk about the short history of Western painting

Teaching methods

Skimming and scanning; individual, pair or group work; discussion

Teaching aids

A computer, a tape recorder and a projector.

Teaching procedures & ways

Step I Lead-in

To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art

Step II Warming-up

Show some famous paintings and ask : Do you know the following famous paintings and painters?

Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)

Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)

Water Lilies → Claude Monet (French, 1840-1926)

Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)

Ask: Can you tell the ages of the paintings?

Say : Today we’ll learn about the short history of western painting.

Step III Reading

1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?

2. Scanning

Read Para. 1, and answer the question.

Scan Para2-5, and find the representative artists and the features of their paintings.

Names of Ages Time Artist Feature

The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic

The Renaissance 15th to 16th century Massaccio perspective, realistic

Impressionism Late 19th to early 20th century ／ detailed, ridiculous

Modern art 20th century to today ／ Controversial, abstract, realistic

3. Careful reading

Read the text carefully and find some detailed information.

The Middle Ages Features:

1. theme: religion

2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.

The Renaissance

Masaccio：the first person to use perspective in painting

1. Focused more on humans and less on religion.

2. Two developments: a. Drawing things in perspectives

b. Oil painting.

Impressionism

1. What changes led to the change in painting styles?

2. Look at these paintings, what did they paint?

3. Why did the impressionist have to paint quickly?

Modern art

Two extremes

Style A. Abstract B. Realistic

Concentrate on Certain qualities

of the object What we see with our eyes

Presentation Color, line and shape photograph

Step IV Comprehending

Ask the students to read the passage again and deal with Exercises.

Step V Homework

1. Underline the useful expressions and the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

The Second Period Language Study

Teaching goals:

To enable the students to learn the useful expressions.

To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.

Teaching important & difficult points:

Get the Ss to learn word formation by adding suffixes

Teaching methods:

Explanation and practice

Teaching aids:

A computer and a projector, a blackboard

Teaching procedures & ways:

Step I Revision

Check the students’ homework and let one read their work.

1. Ask Ss to speak out the time expressions they underlined as homework

2. Ask a student to retell the short history of western painting

3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.

Art is influenced by beliefs of the people, the way of life and so on.

Step II Language points

1. Painting is silent poetry, and poetry is a speaking picture.

画是无言的诗, 诗是有声的画。

2. Good painting is like good cooking; it can be tasted, but not explained

好的画犹如佳肴，可以品其美味，却无法解释。

3. would rather宁愿，宁可

I would rather walk than take a bus.

She would rather die than lose her child.

would rather do sth.

would rather not do sth.

would rather do sth. rather than do sth.

prefer sth. to sth.

prefer to do sth. rather than do sth.

I always prefer starting early, rather than leaving everything to the last minute.

4. 认为，看待

Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.

We consider that you are not to blame.

Do you consider it wise to interfere?

I consider you( to be )honest.

5. 比较suit, fit ,match

suit多指合乎需要、口味、性格、条件、地位等

fit多指大小、形状合适，引申为“吻合，协调”

match多指大小、色调，形状、性质等方面的搭配

1) No dish suits all tastes. 没有人人合口味的菜。

2) Try the new key and see if it fits the keyhole.

试试新配的钥匙，看看与锁眼是否吻合。

3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.

人民大会堂和历史博物馆与天安门陪衬得极为优美。

6. attempt v.试图，企图，尝试

The prisoner attempted an escape / to escape.

She will attempt to beat the world record.

n. They made no attempt to escape.

比较 attempt: 表示未知结果的尝试或失败的尝试

manage: 表示成功的尝试

7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图

A painting of sb A painting by sb

某人的画？某人画的画？

8. abstract adj . n . V

an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取

9.detailed adj./n. detailed information in detail 详细地

Reading

10. belief 相信，看法

It’s my belief that he will win.

It was once a common belief that the earth is flat.

Their beliefs in God are very firm. 信仰，信条

The rumor is beyond belief. beyond belief难以置信

n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve

11. while

Some people respect him, while others look down upon him . ( 表对比 )

12.influence v. n.

The weather in summer influences the rice crops .

He has no influence over his children .

搭配：Have an influence on /upon …对…有影响

Under the influence of … 受….的影响，被 …左右

Influential adj. 有影响的; 有势力的

The Middle Ages (5th to …)

13.aim n. v. What is your aim in life ? He aimed the gun at a bird .

搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的

14.take the place of = replace

“ please take your place , everyone ,” said John Smith .”

From now on I will take the place of Mr.George as chairman of the meeting .

15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .

16. possession n.所有，占有;（ pl ）所有物，财产personal possessions

Compare:

in possession of (主动） / in the possession of （被动）

v. possess n . possessor

17.convince vt 使确信，使信服

I managed to convince them that the story was true.

搭配：convince sb of sth = convince sb that … 使… 相信

be convinced of sth = be convinced that …相信…

Translation :

我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?

她说的话使我认识的我错了。What she said convinced me that I was mistaken .

Impressionism (late 19th to…)

18. 修饰不可数名词：a great /good deal of / a great amount of

修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many

dozens of / scores of

修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of

plenty of

19.mostly adv . ( =mainly , largely )大部分的，主要的

They are mostly students.

most pron . adj . adv

This is the most I can do for you.

Peter made the most mistakes of all the class.

What interested you most? ( 最)

Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.

20.lead to

The heavy rain leads to serious floods.

Lead to / lie in

Hard work leads to success and failure often lies in laziness. (result in / result from)

21. shadow n.

The willow’s shadow falls on the lake .

shadow （阴影、影子---指一个平面）

shade （树阴、阴影---指一个立体空间）

Stay in the shade ------it’s cooler . (阴凉处)

The shadows of the trees grew longer as the afternoon went on.

随着下午时光的延续，树影会越来越长。

Step III Suffixation

Let Ss learn some uses of suffixes

Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.

Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker

1. Suffixes used as a noun signifier

Verb Adjective Suffix Noun

read -er reader

act -or actor

train -ee trainee

build -ing building

attend -ance attendance

punish -ment punishment

invent -tion invention

sick -ness sickness

special -ist specialist

true -th truth

2. Suffixes used as an adjective signifier

Noun Verb Suffix Adjective

wind -y windy

adventure -ous adventurous

hope -ful hopeful

hero -ic,(-ical) heroic

nation -al national

care -less careless

trouble -some troublesome

depend -ent/-ant dependent

comfort -able/-ible comfortable

act/imagine -ive/-tive -ative/-itive active

imaginative

second -ary secondary

change -able changeable

annoy -ing annoying

excite -ed excited

3. Suffixes used as an adjective signifier

Adjective Noun Suffix Verb

broad fright -en broaden, frighten

simple -fy simplify

modern -ize(-ise) modernize

Step IV Practice

Get the Ss to review the uses of verbs, nouns and adjectives.

Parts of Speech Nouns Verb Adjective

Subject ☆

Object ☆

Predicate ☆

Predicative ☆ ☆ ☆

Objective Complement ☆ ☆

Attribute ☆

Then practice Exercises 2, 3 &4 on page 42.

Step V Homework

Prepare to learn the grammar of the subjunctive mood.

Period 3 Grammar

Teaching aims

1. To enable the students to use the Subjunctive mood correctly in different situations.

Teaching important and difficult points

To enable the students to use the correct form o f of the subjunctive mood.

Teaching methods

Summarizing, comparative method; practicing activities

Teaching procedures:

Step I Presentation

At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.

Ask Ss to listen to the following example:

Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?

They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.

We can use the following tow sentence structures to express our regretting.

Ⅰ.“If” clause---, main clause

Time Verb Main Clause

Now were/ did would/could/should/might +V（原）

Past had done would/could/should/might+have+p.p.

Futrue were /did would/could/should/might +V（原）

were to do

should do

Ⅱ.虚拟语气特殊句型

1. Subject +wish+ Object Clause

Time Verb Objective clause

now wish would do / could do / were /did

past wished had been / done

future wish would do/ could do / were / did

2. would rather (that) 现在：过去时

过去：过去完成时

将来：过去时

3. as if /though + Clause 虚拟从句动作与主句动作同时发生用过去时

从句动作先于主句动作发生用过去完成时

4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)

5.表示要求，命令，建议的虚拟语气宾语从句。常见动词：一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词使用should + 动词原形，或者将should省略。

6.without和but for 构成虚拟. but for(要不是)

7. If only …要是就好了

If only I knew his name!

If only we had followed your advice!

If only I could see him again!

8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形

9. 某些简单句的固定句型：

Heaven help him!

God bless you!

May you succeed!

Long live the People’s Republic of China!

三：虚拟语气假设条件句型注意点：

假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）

If the weather had been finer, the crops would be growing better.

If you had followed the teacher’s advice, you wouldn’t be in the hospital.

2. 虚拟条件句倒装。条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。

Step II Practice

Exercises for the Subjunctive mood.

Step III Consolidation

Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.

Step Ⅵ4 Homework

Prepare for the Listening and Talking on page 41.

The Fourth Period Listening and Talking

Teaching goals：

1. To help the students improve listening skills.

2. To enable the Ss to express their likes and preference.

Teaching procedures:

Step I Listening

ⅰ.Do some listening practice on page 41.

1. Pre-listening

Question: Can you name the objects in the picture? What are they?

A book, a vase, wall hangings and paints and brushes.

2. Listening

At first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?

Let the students to listen again and get some detailed information and answer the questions in Exercise 3.

At last, check the answers with the whole class.

ⅱ.Do some listening practice on page 44. (Skip it if it is too difficult for your students)

Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.

Step II Talking

Ask the Ss to discuss the questions in Talking in pairs.

“So far, we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.

Show the following on the screen.

I’d prefer…

I’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or?

After a few minutes, ask Ss to present their dialogues.

Step III Homework

1. Ask Ss to introduce the galleries the have ever been to.

2. Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.

The Fifth Period Using Language

Teaching goals:

1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.

2. To help the students improve listening skills.

3. To enable the students to talk about art galleries and write a letter giving suggestions.

Teaching procedures:

Step I Lead-in

Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.

Step II Reading

1. Fast reading:

Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?

2. Careful reading:

Detailed reading to check Exercises 1& 2 below

After that, ask the Ss to listen to the recording and answer the questions in Part 3.

Play the tape for the students to follow and after that, check the answers.

3. Post-reading

Answer the following questions:

1. What do you think the purpose of this text is?

To give people information about various art galleries in New York and to show them where they are.

2. Who do you think the text was written for?

Tourists, art gallery visitors.

3. Where might you see such a text?

Possibly in guide book.

Step III Discussing and listening (P7)

ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?

Ask the students to tell the group members which galleries introduced they prefer in groups of 4.

ⅱ.Ask the Ss to do some listening practice on page7

At first, ask them to listen to the tape for the first time and number the galleries.

Next, listen again and answer the questions.

At last, check the answers with the whole class.

Step IV Writing

First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.

StepⅥ Homework:

1. Finish the writing task.

2. Prepare for the Reading task on page 45.

The Sixth Period Reading, speaking and writing

Teaching goals:

1. To enable the Ss to talk about environment.

2. To help the Ss to write a letter to ask for permissions.

Teaching procedures:

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

1. Fast reading

1Why do they become worried?

2What do they hope the headmaster will do for their project?

2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

Step IV Summing up

Sum up what the students have learnt in this unit.

Step V Learning Tip

Go through the learning tip with the students about how to get a general idea of a text.

StepⅥ Homework:

Revise the whole unit and finish all the exercises in this unit.

篇7：牛津模块6 Unit 3 全单元教学设计(译林牛津版高二英语选修六教案教学设计)

Unit 3 Understanding each other

Part One Teaching Design

第一部分教学设计

Aims and requirements

Read an Internet chat room conversation and a travel brochure

Listen to a conversation about showing foreign visitors around a city

Talk about different cultures, traditions and taboos

Write a letter of apology

Make a reference book about the culture of a country

Procedures

● Welcome to the Unit

Step 1：Brainstorming

As we all know, different countries have different cultures and customs. Look at the following pictures. In which countries do people greet each other in the way like the people in each picture do? (Kiss: Some of the South American countries, Russia, France, Arab countries…; Shaking hands: Britain, China…)

In France, it is the custom to shake hands with people in the office every morning.

Step 2：Sharing information

Look at the following pictures and read the captions under them .

Can you match the ways of greeting with the countries?

Country/Area Ways of greeting

Holland putting their hands together and bowing slightly

Thailand kissing each other on one cheek and then the other

The USA greeting each other by touching noses

South America hugging each other

The Middle East shaking hands with each other

Japan bowing to each other

What about an Arab and a Japanese meeting for the first time? As a Chinese, if you are not familiar with greetings from other countries, what might happen?

(Maybe we would feel embarrassed; we might be involved in awkward situations like…)

Step 3: Discussion

1. Do you know of any other ways of greeting that people around the world use?

2. People in different countries greet each other in different ways. Why?

3. Can you think of any other customs that are different in different parts of the world?

Step 4: Homework

1. Search more information about different ways of greetings and some unique customs in some countries.

2. Prepare the Reading part.

Reading Cultural differences

Step 1: Lead-in

Many people like chatting on line, especially you students. You must have many e-pals.

What do you think of online chat?

Do you think it is really a good way to know more things and make more friends?

Have you ever experienced any funny things or awkward situations when chatting with your cyber friends?

Now, we will read an Internet chat room conversation. Surely you will know all about these after you read it. Sometimes online chat does benefit us a lot.

Step 2: Fast reading for general ideas

Go through the passage as quickly as possible and try to find answers to the three questions in part A on Page34. Just focus on and identify the information needed to answer these questions.

Answers

1. He is from Brunei.

2. He comes from UK.

3. No, they don’t. Only the Sultan and his family do.

Step 3: Detailed reading for important information.

1. Let’s read the passage again and complete Parts C1 and C2 on page 36.

Answers

C1 1. Thanksgiving Day is held to celebrate the first harvest after the European settlers went to live in the USA.

2. Turkey.

3. In the West, the polite time to open a present is when someone gives it to a person, because they like to see the person’s reaction.

4. Guests expect presents as a souvenir to remember the big day.

5. Alcohol.

6. In Brunel, you should use your thumb to point at things.

7. In both places, you should take off your shoes before going inside a house.

C2 4 7 3 1 2 6 5

Step 4: Practice

1. Let’s complete Part D (Refer to the text while complete part D)

Answers

D 1d 2c 3f 4g 5b 6e 7h 8a

2. Now, let’s read Ma Li’s diary about her chat room discussion. Fill in blanks with correct words.

E 1)traditions 2)Thanksgiving 3)harvest 4)Europe 5)celebrate

6)weddings 7)embarrassing 8) presents 9)rude 10) thumb

Step 5: Post-reading activities

1. Now let’s make up a dialogue by using the questions in Part F on Page 37. Work in pairs for a few minutes and then present your dialogue to the whole class.

2. There are also cultural differences in different English-speaking countries. For example:

Americans enjoy a good sense of humour; the British take a somewhat different view and believe a formal approach is the best way; the Australians are more informal and straightforward, often enjoying a good laugh and calling their close friends or new acquaintances by their first names.

3. Discussion:

What might happen if people had no idea of other countries’ cultures?

Do you think it might result in embarrassment on inconvenience?

What do you think about “culture shock”?

4. Do you know more information about cultural differences?

In most countries, nodding your head up and down means ‘yes’.

In some parts of Greece and Turkey, however, this motion can mean ‘no’.

In South-east Asia, nodding your head is a polite way of saying ‘I’ve heard you.’

In the United Stated, when someone puts his thumb up, it means ‘Everything is all right.’ However, in Sardinia of Italy and Greece, the gesture is insulting and should not be used there.

Step 6：Language Points

Vocabulary

Words

difference, accumulate, topic, native, accent, tradition,

celebration, settler, end-of-term, wedding, embarrassing, newly-wed, souvenir, clarify, participate, reception, bridegroom, bride, alcohol, drum, adjust, royal, analyse, excitement, misunderstand, summary, habit, custom, expectation, nationality, homeland, anyway, youth, wage, overseas, consultant, approval, ambition, incident, feast, pepper, proper, procedure, pocket, request, remark, religion, generally, certain, concern, greeting, slight, equally, tour, minority, swap, seal, account, bravery, mask, carve, spirit, claw, wolf, belief, ancestral, govern, steam, belong, plain, flat, power, peace, bow, arrow, retell, roast

Useful expressions

in celebration of, first finger, log off, some day, take up, give out, hold up, body language, shake hands, business card, take part in, hunt for, meet with, belong to, have power over

Sentence patterns 1. He gets quite excited whenever it comes to this topic.

2. If you had joined the chat room ten minutes ago, you would have known what we were talking about!

3. Should you come to Brunei, you would have to take off your shoes….

Step 7: Homework

1. Finish Parts A1 and A2 on page 116 in the workbook.

2. Prepare the part Word Power.

● Word Power

Step 1: Brainstorming

Do you have any difficulty in remembering English words? What methods do you usually use in learning new words? Now I’ll give you some tips to learn and remember English vocabulary.

Remember the spelling of a word by its pronunciation.

Remember the spelling of a word by analyzing the formation of the word.

Remember the meaning of a word by making a sentence with it.

Remember the meaning of a word by studying the origin of the word.

English is one of the most widely-spoken languages in the world and it is used as the international working language in many places throughout the world. But where do the English language and all its words come from? Who invented so many new words? Is it possible that English borrowed words from other languages? If so, Can you give some examples?

Step 2: Vocabulary learning

1. Look at Part A. This is an online article about English words borrowed from other languages. Read the article and analyse how words are borrowed from other languages and used in the English language. Finish the following table.

Language Categories of words

French food, entertainment, jobs

German Tools, mechanical, equipment, snacks, geological terms

Italian music, the arts, the military

Arabic spices, chemicals, animals, food, mathematics

2. Look at Part B. It is a spidergram showing some of the words that have been borrowed from other languages and incorporated into English. Please add more examples if possible.

3. Part C serves as a strengthening exercise to check your ability to understand some new words and use them correctly. You should understand the passage and the exact meanings of these words first and then fill in the blanks correctly.

Answers

C (1) Italian (2) Arabic (3) food (4) restaurant (5) jobs (6) ballet (7)confetti

(8) colonel (9) clock (10) rocket (11) German (12) hamburger (13) alcohol (14) zero

4. In this passage (Part C), which words are borrowed from Italian? What was Italy famous for in the 18th century? What does the writer think of the Germans? Which words are borrowed from German? What were the Arabs great for?

Step 3: Vocabulary extension

Look at Part D. The idioms connect a characteristic with an animal or a thing. Read the idioms and guess the meaning of each of them.

Answers

D 1. slept like a dog 2. as cool as a cucumber 3. as poor as a church mouse

4. as busy as a bee 5. as strong as a horse

Step 4: Homework

1. Finish the two exercises on page 122 in Workbook.

2. Complete the e-mail in Part C.

● Grammar and Usage

Step 1: General introduction

The grammar items in this unit focus on unreal conditionals. Unreal conditionals are used to express a condition or situation that is not real or is imaginary. You should pay attention to the forms of the predicate verbs in different tenses when you use sentences in unreal conditionals. You are expected to use unreal conditionals and how to use unreal conditionals correctly.

Step 2: Explanation

1. Read the following sentences.

If my husband hadn’t been caught in the rain, he would not have got a fever.

Nothing would have happened to him if he had not visited his friend on Saturday

If I were you, I would not have visited the friend on Saturday.

In the above sentences, what has been said is unreal. The verb forms like these can also be

called the subjunctive. Can you find out in what cases the unreal conditionals are used? And can you say the sentences in another way, not using the unreal conditionals?

Sample answers

(1) My husband was caught in the rain, so he got a fever.

(2) He visited his friend on Saturday, so something happened to him.

(3) I am not you, so I visited the friend on Saturday.

2. Read Point 4 to see how to form unreal conditionals of the present, past of future time. Use the three structures to translate some sentences.

(1) 如果我是一个学生，我将更加努力地学习。

(2) 如果你昨天去听音乐会的话，你将会遇到她了。

(3) 如果明天下雨的话，会议将会推迟。

Sample answers

(1) If I were a doctor, I would save her life without hesitation.

(2) If you had gone to the concert yesterday, you would have met her.

(3) If it rained tomorrow, the meeting would be put off.

3. Please read Point 3 and you will find out only should, were or had can be used in the inversion. Change the following sentences into their normal order and compare the differences between the two types of sentences.

(1) Should it rain tomorrow, we would not go outing.

(2) Had you come earlier, you would have met my sister.

(3) Were you to take the train, you would be there much sooner.

Answers

(1) If it should rain tomorrow, we would not go outing.

(2) If you had come earlier, you would have met my sister.

(3) If you were to take the train, you would be there much sooner.

For reference

动词的语气--虚拟语气

一、语气的定义和种类

l、语气：语气是动词的一种形式，它表示说话人对某一行为或事情的看法和态度。

2、语气的种类：

(1)陈述语气: 表示动作或状态是现实的、确定的或符合事实的，用于陈述句、疑问句和某些感叹句。如：We are not ready. 我们没准备好。What a fine day it is! 多好的天气啊!

(2)祈使语气: 表示说话人的建议、请求、邀请、命令等。如: Open the door, please。请打开门。

(3)虚拟语气: 表示动作或状态不是客观存在的事实，而是说话人的主观愿望、假设或推测等。如: If I were you, I should study English. 如果我是你，我就学英语了。May you succeed! 祝您成功！

二、虚拟语气在条件从句中的用法

条件句有两类，一类是真实条件句，一类是虚拟条件句。如果假设的情况是有可能发生的，就是真实条件何。在这种真实条件句中的谓语用陈述语气。如: If it doesn’t rain tomorrow, we will go to the park. 如果明天不下雨，我们就去公园。

如果假设的情况是过去或现在都不存在的，或将来不大可能发生的，则是虚拟条件句。如: If he had seen you yesterday, he would have asked you about it. 如果他昨天见到你，他会问你这件事的。(事实上他昨天没见到你，因此也未能问你这件事。)

在含有虚拟条件句的复合句中，主句和从句的谓语都要用虚拟语气。现将虚拟条件从句和主句的动词形式列表如下:

从句主句

与现在事实相反动词的过去式（be的过去式一般用were） would/ should/ could/ might + 动词原形

与过去事实相反 had + 过去分词 would/ should/ could/ might + have + 过去分词

与将来事实相反动词过去式，should + 动词原形，were to + 动词原形 would/ should/ could/ might + 动词原形

注: 主句中的should只用于I、we，但在美国英语中，should常被would代替；从句中的should 可用于各种人称。

l. 表示与现在事实相反的假设和结果。如: If my brother were here, everything would be all right. 要是我哥哥在这儿, 一切都没问题了。

2. 表示与过去事实相反的假设和结果。如: If you had taken my advice，you wouldn't (couldn’t) have failed in the exam. 如果你按照我的建议去做，你一定不会(不可能)考试不及格。

3. 表示与将来事实可能相反的假设和结果。如: If it were Sunday tomorrow, I should (would，could，might) go to see my grandmother. 如果明天是星期天，我就 (可能)去看望我奶奶。If it were to snow this evening, they would not go out. 如果今晚下雪，他们将不出去了。

4. 在条件句中如果出现were, had, should可省去if，将主语与这些词倒装，例如：

Had the doctor come last night, the boy would have saved.

Were I to go to the moon one day, I would see it with my own eyes.

Should it rain tomorrow, we would stay at home.

For reference

Relative items in recent years’ college entrance examination:

1． I was really anxious about you. You _____ home without a word. (全国)

A. mustn't leave B. shouldn't have left C. couldn't have left D. needn't leave

2．-How do you___ we go to Beijing for our holidays? (福建)

-I think we’d better fly there. It’s much more comfortable.

A. insist B. want C. suppose D. suggest

3. I have lost one of my gloves. I it somewhere.

A. must drop B. must have dropped

C. must be dropping D. must have been dropped

4. Eliza remembers everything exactly as if it ___ yesterday. (全国I)

A. was happening B. happens C. has happened D. happened

5. _______ fired, your health care and other benefits will not be immediately cut off.

A. Would you be B. Should you be C. Could you be D. Might you be

Keys: 1-5 BDBDB

Step 3: practice

1. Read the dialogue between Ma Li and Ye Fei on page 40 and fill in each blank with the proper verb form.

Answers

(1) went (2) would expect (3) went (4) would give (5) went

(6) would see (7) did (8) would be (9) had traveled (10) would have found

(11) went (12) would take (13) had (14) would join (15) would know

2. Read the instructions and the articles on page 41 and underline the sentences which use unreal conditionals.

Answers

In my youth, if I could have traveled to another country, I would have, but I had to work, as our family was very poor and needed another wage. That meant I could not finish my education. Ma Li, education is very important. A good education will help you succeed. Should you get into university in the future, you would have to go and take the opportunity. This will enable you to get a good job. Had I had the chance, I would have really enjoyed it. I think I would have studied Medicine. If you should get the chance to go overseas, then you should take it. I think it is very important to try to understand as much about the world as possible and travel helps you to do that. Hopefully you might become a successful business person or a consultant some day. Were you to do that, you would certainly have our approval and we would all be very proud of you. I am an ld man now, but I still have an ambition to travel to Beijing one day. Should I get to Beijing, I would visit the Forbidden City where the emperors once lived. But I wonder, Ma Li, had I had more opportunities when I was growing up, would I have been as happy as I am now?

Step 4: Consolidation

I. Multiple choice

1. If I ____ where he lived, I ____ a note to him.

A. knew, would B. had known, would have sent

C. know, would send D. knew, would have sent

2. Mary is ill today. If she _____, she ____ absent from school.

A. were not ill; wouldn' t be B. had been ill; wouldn't have been

C. had been ill; should have been D. hadn't been ill; could be

3. If you had enough money, what ________?

A. will you buy B. would you buy C. would you have bought D. will you have bought

4. Were I to do it, I ________ it some other way.

A. will do B. would do C. would have done D. were to do

5. I ________ him the answer ________ possible, but I was so busy then.

A. could tell; if it had been B. must have told; were it

C. should have told; had it been D. should have told; should it be

6. You didn't take his advice. ________ his advice, you ________ such a mistake.

A. Had you taken; wouldn't have made B. If you had taken; would make

C. Were you lo take; shouldn’ t have made D. Have you taken; won t have made

7. If he_____ , he ______ that food. ---- Luckily he was sent to the hospital immediately.

A. was warned; would not take B. had been warned; would not have taken

C. would be warned; had not taken D. would have been warned; had not taken

8. I didn' t see your sister at the meeting. If she _________, she would have met my brother.

A. has come B. did come C. came D. had come

9. Jane would never have gone to the party ________ that Mary would come to see her.

A. has she known B. had she known C. if she know D. if she has known

10. I didn’t know his telephone number. ____ it, I ____ then.

A. Had I known, would ring him up B. Should I know, would have rung him up

C. If I knew; would ring him up D. Had I known; would have rung him up

II. Translation

1. 如果你听了医生的话，你早就恢复健康了。

--------------------------------

2．如果没有虚拟语气，英语就容易多了。

3．如果她更加努力的话，她就成功了。

---------------------------------------

4．万一他不来，你就代替他。

5．如果我是你，我就不回这个电话。

---------------------------------------

6．如果我的女儿不忙的话，她就会来帮助你。

---------------------------------------

Keys

I. 1-5 BACBC 6-10 ABDBD

II.

1. If you had listened to the doctor, you would have already recovered.

2. If there were no subjunctive mood, English would be much easier.

3. If she had worked harder, she would have succeeded.

4. Should he not come, you would take his place.

5. If I were you, I wouldn't return the call.

6. Were my daughter not so busy, she would come to help you.

●Task Writing a letter to explain cultural misunderstandings

Skills building 1: completing a text

In this part, you will learn how to complete a text by listening. You are expected to learn what to do before and after listening and how to use the skills in practice.

1. Read the guidelines on page 42. Read the instructions out and make sure you understand the four tips about what you should do before you listen.

What is the first thing you need to do before listening? Why should we do this?

What should we do next?

How can we decide what the missing words probably are?

What is the fourth thing about?

2. What do you think we should do after we have finished a passage? (Proofread it to ensure that it makes sense and check whether there are any mistakes in it, include any spelling mistakes.) Remember that it is very important to review the text and make sure there are no mistakes or missing words.

Step 1: showing foreign visitors around

1. Go over the instructions to find out what you are going to do in Part A. Read the diary and try to guess what each of the missing words is by using the methods you have learnt in Skills building 1.

You can do this in pairs.

2. Listening practice: Listen to the recording and fill in the missing words. You may check your guesses at the same time.

Tapescript

Li Lin: Well, I think that was a great day. We showed the three visitors around Beijing and I think they enjoyed it. What were their names again?

Zhu Qing: Well, there was Mr Singh from India, Mr Takashi from Japan and Mr Hudson from the USA.

Li Lin: Yes, I thought it was a good day and we managed to visit quite a few places. We did have a few strange incidents though, didn’t?

Zhu Qing: Mmm, it was very odd how Mr Singh reacted when you held out your left hand. He wouldn’t shake hands with you!

Li Lin: Also, he got a bit upset in the restaurant and refused to try the black pepper beer on the menu. I thought most people liked black pepper beef. Perhaps he would have preferred beef and onions.

Zhu Qing: All the visitors I have taken to that restaurant before have really enjoyed it. Mr Takashi and Mr Hudson liked it. Mr Takashi seemed to have a really good time. He asked so many questions in the Forbidden City that I think I know the history very well now! He must have taken about a hundred photos in a day and he kept buying lots of gifts. Some were very expensive. One thing I noticed though was that he was always giving people his business card. He didn’t look very happy when I just put in my pocket. Also, it was very confusing when he kept making an okay sign. We just didn’t know what he wanted.

Li Lin: Mr Hudson thought the Summer Palace was amazing but he got a bit upset before we got on the boat. It was really a pain that he wanted to wait for the next boat as he thought the first one was too crowded. I thought there was plenty of space on it. Well, I suppose we should volunteer to show another set of visitors around next year---- at least we get to improve our English!

Answers

A: (1) three (2) strange (3) upset (4) shake hands (5) beef

(6) gifts (7) business cards (8) OK (9) crowded (10) space

3. Listen to the tape again and try to answer the following questions:

Which tourist attractions did the two students show the three foreigners around? (The Forbidden City and the Summer Palace.)

Why did the writer feel strange about Mr Singh? ( Because he looked upset when the writer

held out his left hand to shake hands with him.)

Where is Mr Singh from? ( He is from India.)

Where is Mr Takashi from? ( He’s from Japan.)

Do you think the OK sign made by Mr Takashi means ‘very good’ or ‘great’? (No.)

Why wouldn’t Mr Hudson get on the boat? (He thought it was too crowded.)

4. Read the first paragraph of Part B and find out what the word ‘taboo’ means. You can go back to the diary entry in Part A. Then read the rest of the article and circle the taboos in different cultures. Find out the reason why Mr Takashi did not look very happy when the student just put his business card in his pocket.

Answers

B: Paragraph 2

…, if you are from India, you may not eat beef because of your religion.

Paragraph 3

In India, it is impossible to shake hands or give someone something with your left hand. Japanese

people may bow and even give out their business cards to greet others and get upset if people do

not look at the cards carefully. So remember not to just put them in your pocket without looking.

5. Read the guidelines in Part C to know what you will do in this part. Listen to the recording to

get more information about cultural habits.

Tapescript

Teacher: From my experience, people from the USA often feel uncomfortable if people are in their ‘personal space’ ( about fifty centimeters around their body). But I heard that business people from Asia have a different idea about personal space and usually stand closer than some people from the USA might like. Latin Americans are the same, and like to greet their colleagues with a hug. I also noticed that in the USA, gift-giving is not part of the culture unlike in many other countries. I saw that gift-giving is very important in Japan and on a trip, Japanese people must bring back lots of gifts. There are also signs which mean different things in different countries. In the USA, an ‘OK’ sign is formed by touching the thumb to the index finger. This is a positive sign in the United Stated, but in France, the same sign means ‘zero’ or ‘worthless’ and in Japan, it is a request for small change.

Skills building 2: asking questions

1. There are many types of questions you can ask. They are as follows:

Do you know…?

Could you please tell me if/whether…?

Please tell me if/whether…

Who is…?

Please tell me his/her name.

When/Where did…?

Please tell me when/where…

How did…?

Do you know how to…?

Why did…?

Can you tell me the reason why…?

2. Read the guidelines on page 44. Make some sentences by using the correct question words.

Step 2: asking about cultural differences

1. Read the instructions to make sure you know what you are going to do. Work individually to form the eight questions in this part.

Answers

(1) What do some people from India not eat?

(2) Which hand shouldn’t be used to shake hands with or give things to people from India?

(3) What do Japanese people have to buy when they travel anywhere?

(4) What should you do when a Japanese person gives you a business card?

(5) What does the OK sign mean to Japanese people?

(6) Why do people from the USA not like crowded places?

2. Work in pairs to do the question-and-answer exercise according to what you have read in the magazine article on page 42 and what you have heard in the recording.

Answers

(1) Some people from India do not eat beef.

(2) The left hand shouldn’t be used to shake hands with or give things to people from India.

(3) When they travel anywhere, Japanese people have to buy many things.

(4) When a Japanese person gives you a business card, you should look at the card carefully.

(5) The OK sign means a request for some small change for Japanese people.

(6) People from the USA feel uncomfortable if others are in their ‘personal space’, which is about 50 centimetres around them.

Skills building 3: writing a letter of apology

In this part, you will read about how to write a letter of apology to explain misunderstandings.

1. There are differences between writing letters in Chinese and writing letters in English. In a formal English letter, you should first write your address and the date. Here is the format of a letter as an example. Sun Ting from Beijing Sunshine Secondary School wants to write a letter to her friend Tan Yi in Sunshine Town:

Beijing Sunshine

Secondary School

Sunshine Town

Beijing 100000

Date 10 June

Tan Yi

88 Sunny Street

Sunshine Town

Beijing 100000

Dear Tan Yi,

( Content of the letter)

Yours sincerely,

Sun Ting

2. If you want to make an apology, what do you usually say? (I apology for…; I want to apology for…)

What do we do if we want to write a letter of apology?

Should we give some explanations?

Step 3: explaining misunderstandings

In this part, you will use the information about taboos in different cultures in Steps 1 and 2, and use the skills you have learnt in Skills building 3 to write a letter to explain how the misunderstandings arose when you showed the three foreigners around Beijing.

1. Read the diary entry and the article in Step 1 again and then discuss in pairs what should be included in the letter. Choose one of the three visitors to write your letter of apology to.

2. Choose a recipient and write the letter of apology. Read your letter to the whole class and try to improve it.

●Project Making a reference book

Part A

1. Answer the following questions:

Every country has some or many ethnic groups. How many ethnic groups do we have in China?

Do you know any different cultures and customs between these groups? What about the ethnic groups in other countries in the world?

If you are to do some research on the cultures, traditions, customs and way of life of different minorities, which minority group will you focus on?

Do you know where you can find the information you need?

2. Scan and skim the four tours and find out in which countries these ethnic groups live. Read the travel brochure carefully and finish the table below.

Ethnic group In which country What to eat Where to live Specific events

Inuit Canada animals, birds and fish Igloos or tents have large summer gatherings

Aborigines Australia food from the bush like lizards and snakes have Aboriginal ceremonies,

play the didgeridoos and use boomerangs

Maoris New Zealand fish and sweet potatoes wooden houses do a dance called the Haka,

eat food cooked in underground ovens and go night fishing

American Indians The USA buffaloes roasted over an open fire teepees wear buffalo skin clothes and feather headdresses,

do a dance called the Sun Dance and hold a bow and arrow competition

3. Do Parts B1 and B2 on page in Workbook to practice using words and phrases learnt in the reading material.

Part B

1. Discuss the eight questions given in this part in groups. Decide which minority culture you want to research and what topics you want to focus on in your research and how to find the information you need. Divide the different tasks among your group members. Each group should make a reference book about an ethnic group with a different culture.

2. Present your reference book to the whole class.

3. Do Parts D1 and D2 on page 119 in Workbook.

●Self-assessment

This section aims to help you determine the progress you have made, what you have achieved and what else you can do to improve your English.

In this unit, 18 items are listed, each with a score of 5, making a total score of 90. These items cover the main study targets in this unit, such as skills in listening, speaking, reading and writing, the use of vocabulary and grammar items as well as doing activities in English. Through assessing yourselves as learners, you can evaluate how well you have achieved the goals in this unit.

The colour bar with five levels shows how confident you yourselves feel about what you have learned. In part A, some items are presented to you and you are asked to check how well you think you’ve developed these skills. Each item corresponds to something you’ve learnt in this unit. For example, by finishing Step 3 on page 45 without any difficulty, you’ll know whether you are able to write a letter of apology. You have the opportunity to evaluate your own skills and abilities in English. If you feel very confident about one item, you get a score of 5. If you feel slightly confident about another item, you get a score of 2. By adding up all the scores you get and dividing it by the total number of items, you’ll get a percentage, which shows your overall level. If you feel there are some items you are not confident about or just slightly confident about, you can think about how to improve on them. In Part B, you are asked to make an action plan, so you will know what to do and how to take some effective measures to improve your confidence.

Part Two Teaching Resources

第二部分教学资源

●Section 1 A text structure analysis of Cultural difference

I. A tree diagram of the text

II. A retold version of the text

Ma Li has to do her homework on cultural differences. So she goes online to chat with others and find some information she needs.

She gets to know English and American people have unbelievable differences in culture even though they both speak English. For example, the British may be puzzled when Americans talk about Thanksgiving and the huge turkey they eat. There are different reactions in the West and the East when they get presents. Westerners like to open them as soon as they get one. Though there are similarities between wedding traditions in the west, there are also differences between different western countries. In Italy, guests expect to get presents from the newly-weds while the guests are expected to give presents to them in the UK. In Brunei, a male guest has to sit with the bridegroom and the other men and a female guest has to be with the bride and the other women in a different area. What’s more, if you go to Brunei, you should point with your thumb instead of your index finger. You shouldn’t wear yellow. Either.

So remember when in Rome, do as the Romans do.

III. Translation of reading and project

Reading

文化差异

马莉：嗨，大家好。我的名字叫马莉。我是个来自北京的女孩。今天我想跟大家聊-聊，尽量积累更多有关文化差异方面的知识，因为我要完成一个有关文化差异方面的家庭作业。

瓦利德：嗨，马莉，我是来自文莱的瓦利德。这是-个非常有趣的话题。在我们文莱的这个学校里我们总是在体验文化差异，因为我们有几位以英语为母语的英语教师。其中一位来自美国，另外两位来自英国。虽然他们说的是同-种语言(只是带有不同的口音)，在文化方面却有着令人难以置信的差异。

马莉：真的吗?

瓦利德：是的，你可以从美国教师和英国教师各自的传统上发现文化差异的例子。我们的美国教师总是谈论感恩节和他们在感恩节上吃的大火鸡。每当谈到这个话题时他就格外兴奋。而英国教师就不知道对方在谈些什么，也不知道为什么要过感恩节。

马莉：嗯，我也不知道。

瓦利德：哦，感恩节当初与从欧洲迁居美国大陆的首批移民迁居后庆祝他们的第一个丰收有关。

彼得：嗨，瓦利德，我发现你又在开讲座了!这次是什么话题呢?

瓦利德：哦，你好，彼得。嗯，要是你在十分钟前就进入聊天室的话，你就知道我们在谈些什么了! 我只不过是在告诉马莉有关文化之间的差异。

彼得：嗨，马莉，见到你很高兴。我来自英国。我猜想瓦利德已经告诉你关于那位英国老师在期末典礼上一收到礼物马上就打开的事情了吧?

马莉：不，他还没有说呢，不过，我的美国朋友杰克就是这么做的。

彼得：嗯，西方人都是这么做的。当有人送给你一份礼物时，你不打它是很不礼貌的行为。我们喜欢看到对方对礼物的反应。我们觉得，不打开礼物的做法非常奇怪!嘿，你知道吗，尽管西方的婚礼传统有很多相似之处，如抛洒五彩纸屑，但不同的西方国家往婚礼方面也还是有差别的。一旦出错可能会非常尴尬!在意大利参加婚礼和在英国参加婚礼是不-样的。在英国，客人应该给新人礼物；而在意大利，新人要给来宾礼物作为纪念，让大家记住这个重要的日子。

马莉：所以，说得更清楚一些，如果我在英国结婚，我会得到客人的礼物；而如果我在意大利结婚，我得给客人礼物。真有趣!在中国，我们总是大办筵席来庆祝婚礼。

瓦利德：有意思!在文莱，如果男士参加一个婚礼招待会，他得和新郎以及其他男士坐在一起。新娘和其他女土得坐在不同的区域。还有-个区别是：我们在婚礼上提供食物、软饮料、茶和咖啡，但没有白酒!而且，你很可能睡不了什么觉，因为我们连续好几个小时击鼓庆祝婚礼------有时候通宵!

彼得：通宵?

瓦利德：是的，我们这里的人都已经习惯了。

马莉：那么，在你们国家还有哪些事情与别的国家不一样呢，瓦利德?

瓦利德：嗯，你知道，在很多国家人们用食指来指东西。我们觉得这样的做法是粗鲁的，所以我们用大拇指来指东西。看新来的外教努力适应这个动作的样子很是滑稽。哦，还有，如果你来到文莱，你不能穿着黄颜色的衣服。

马莉：为什么呢?

瓦利德：因为黄颜色是皇室的颜色，只有苏丹与其家人能够穿着黄颜色。还有一件事是，如果你来到文莱，你进别人家门之前得脱鞋!

马莉：这和中国城市里的习俗是一样的!所以，彼得，如果你去文莱或者中国的城市，你要记得在进入别人的房子之前先脱鞋!好了，各位，我要下线了。今天的聊天真的很有趣。我想现在我对不同的文化以及什么是恰当的行为方式有了更多的了解。这确实对我的作业有帮助!我希望我们大家以后能够再次聊天。毕竟，了解文化差异是更多地了解对方的-个好办法。祝大家愉快!

Project

民族风情体验之旅--与众不同的旅游公司。我们愿意给您提供机会，让您接触不同的少数民族文化，亲身体验他们的传统、风俗和生活方式。

路线1--囚纽特体验游

这是一个和加拿大努纳维特区的因纽特人面对面的机会。同因纽特人相处的日子里，你将有机会乘坐狗拉雪橇、划海豹皮制成的皮筏子。

如果你不吃肉，那本次旅行就不适合你了，因为因纽特人的主食就是动物、鸟和龟。这就意味着他们需要四出活动以采集食物。当他们在北极圈最南端的时候，游客将加入他们。你将居住在雪块砌成的拱形圆顶小屋里，或是居住在帐篷里，穿着用动物毛皮缝制的衣服。

因纽特人通常按照小的家庭单位居住和生活，但会举行大型夏日聚会，大家享受丰盛的食物、举行庆祝活动，同时相互讲故事。你将有机会参加一个这样的大型聚会活动。你还有机会参加击鼓和跳舞，聆听他们传统的英勇的故事，还可以参与游戏项目!跳舞的时候，他们或许还会邀请你戴上一个特别的专门用来跳动物舞蹈的面具，这个面具通常是用木头雕刻而成的。因纽特人相信动物灵魂。他们的珠宝都是用猫头鹰的爪子、狼的骨头和鸟的头盖骨做成的，你将有机会亲手做一些这种不同寻常的珠宝。

路线2--澳大利亚土著历险之旅

本次旅行的目的地是澳大利亚的卡喀杜，其中包括要在卡喀杜一个土著村庄逗留三天。在这里，你将有机会目睹基于古老的土著信仰之上的、人们又唱又跳的土著仪式。澳大利亚土著相信，是 “太祖神灵”创造了地球上所有的人、动物、植物和鸟类。他们相信，“太祖神灵”将人、植物和鸟类安置在不同的地方，制定规则和律法来管理他们。这些土著仪式有时可持续好几个小时之久。

土著人从周围的灌木丛中采集食物，常常深入洞穴里捕猎大型蜥蜴和蛇。你将有机会品尝一些非常奇怪的食物!本次旅行过程中你还会了解到澳大利亚土著乐器，比如迪吉里杜管，以及他们使用的狩猎武器之-回飞镖。

路线3--神秘的毛利人

新西兰现为毛利民族的家园。据信毛利人来自太平洋的波利尼西亚群岛。他们给新西兰带来了在歌舞、雕刻和编织方面有丰富内涵的波利尼西亚文化。毛利人信仰多神教，如信仰森林之神和海洋之神。人们通过歌舞的形式来纪念诸神。

毛利人有一个传统的聚会房舍，他们在这里欢迎客人的到来。这将是你会见毛利人并参加其哈卡舞的地方。

你将住在罗吐鲁阿地区当地一户人家的木屋里。在那里，你将品尝到鱼以及用叶子包裹起来然后在滚热的石头上蒸煮的红薯。你将有机会吃到用地锅做成的食物。你还有机会在夜晚出去捕鱼。

路线4--美洲印第安土著历险之旅

美洲印第安土著民族有许多不同的部落。在本次行程中，你将参观北美洲中部的-个部落。他们被称为平原印第安人，因为他们生活在乎坦开阔的土地上。平原印第安人信奉至上神，至上神对包括动物、树木、石头和云彩在内的一切拥有控制权。

你会睡在一个特别的帐篷里，这是一个印第安人用树皮或兽皮制成的圆锥形帐篷，你将穿着用北美野牛皮缝制的衣服，戴着用羽毛制成的头饰。你还会参加拜日舞，拜日舞是-个非常重要的仪式，在那里你还会见到土著人抽和平烟斗。你还会看到射箭比赛，这个比赛的目的是为了重新讲述过去的平原印第安人是如何狩猎的。你吃的食物将会有在户外烧烤的野牛肉。

● Section 2 Background information about Cultural differences

I. April Fool’s Day-History, Traditions and more

Unlike most of the other nonfoolish holidays, the history of April Fool's Day, sometimes called All Fool's Day, is not totally clear. There really wasn't a “first April Fool's Day” that can be pinpointed on the calendar. Some believe it sort of evolved simultaneously in several cultures at the same time, from celebrations involving the first day of spring.

The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. Prior to that year, the new year was celebrated for eight days, beginning on March 25. The celebration culminated on April 1. With the reform of the calendar under Charles IX, the Gregorian Calendar was introduced, and New Year's Day was moved to January 1.

However, communications being what they were in the days when news traveled by foot, many people did not receive the news for several years. Others, the more obstinate crowd, refused to accept the new calendar and continued to celebrate the new year on April 1. These backward folk were labeled as “fools” by the general populace. They were subject to some ridicule, and were often sent on “fools errands” or were made the butt of other practical jokes.

This harassment evolved, over time, into a tradition of prank-playing on the first day of April. The tradition eventually spread to England and Scotland in the eighteenth century. It was later introduced to the American colonies of both the English and French. April Fool's Day thus developed into an international fun festival, so to speak, with different nationalities specializing in their own brand of humor at the expense of their friends and families.

Mexico's counterpart of April Fool's Day is actually observed on December 28. Originally, the day was a sad remembrance of the slaughter of the innocent children by King Herod. It eventually evolved into a lighter commemoration involving pranks and trickery.

Pranks performed on April Fool's Day range from the simple, (such as saying, “Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“

Practical jokes are a common practice on April Fool's Day. Sometimes, elaborate practical jokes are played on friends or relatives that last the entire day. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.

April Fool's Day is a ”for-fun-only“ observance. Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

II. 文化震撼与调适

「文化震撼」（Culture Shock）主要是来自于两个不同文化差异而引起。可以发生在任何时候，任何新环境。很多时候，「文化震撼」会引起身体上的一些症状：如头痛、胃囗不好、睡眠失调或者心理上的焦虑、沮丧。

几乎每一个留学生都经验过文化震撼, 其实文化震撼并不是指突发一次即结束的 ”shock“ 的感觉，而是在一段时间内，密集式的有强有弱的震惊，仓惶和被冲击到的感觉。过去的文化背景和新文化差异愈大时，震撼的感觉会愈强且愈密集。文化震撼到结束，其实就是一个适应新文化的过程。对留学生来说，它通常有四个阶段：

1.抵美初期：这时候最急着学习、认识新环境、找寻住所、安排生活、选课和练习英文。整个

人充满热情和自信，急着安顿下来，同时又想赶快尝试许多事情。

2.蜜月期：你开始慢慢习惯新的环境时，适应的「蜜月期」就开始了。在这阶段，常常会觉得美国好多地方都「好好！」

3.震撼期：随着你更深入的接触美国文化，蜜月期就快结束了，而震撼期接着开始。这个阶段最主要的特色就是困惑和不舒服（包括生理和心理）。这时特别要注意身体健康，保持均衡饮食和适度运动。你必须试着调整自己，度过文化震撼。以下建议或许有些帮助：（1）保持你自己的观点；（2）重新评估你的期望；（3）敞开胸怀并培养敏锐的观察力（4）不要退缩：埋在书堆不是最好解决问题的方法，你必须去接触人、接触生活；（5）加强英文；（6）学会感谢；（7）找寻帮助。

4.恢复期

III 一般及社交礼仪

入境就要随俗，了解一些一般的美式生活礼仪是必要的，免得在各种场合里，做出不合宜的举动，使自己或对方尴尬。

1.一般礼仪：

一般而言，美国人在日常生活起居是大而化之，不讲俗套；和陌生人打打招呼，不见得便是想和你做友；一场愉快的交谈，不见得会变成知心莫逆，只有主动接触，以愉快的心情应对。以下是一些一般礼仪提供参考：

（1）常面带微笑，碰到认识的朋友时，主动的问候对方，别人问候你，也要反问候对方，表示关心。

（2）说话时语气诚恳、态度大方，当别人问候你时，回答尽量简洁。

（3）多赞美对方。

（4）到别人家作客时，有机会就要「赞不绝囗」。

（5）要注意自己的仪容整洁。

（6）别忘了说「Excuse me」，「Please」和「Thank You」。

2.社交礼仪：

（1）时间观念：约会应准时，如赴宴则最好迟到几分钟；如果早主人先到，反而失礼。若有紧急状况无法准时赴约，必须电话通知和解释，绝不可无疾而终，随意放人空等。

（2）赴宴：美国人会常说「随时来找我」，有些邀约是相当诚恳的，但拜访前仍应事先电话连系，确定时间，以免自己的「随时」而造成别人的不便。

（3）餐桌礼节：

a.餐巾用来拭嘴，切忌用来擦手或餐具。

b.注意使用刀叉顺序，以及叉匙性质。

c.刀叉斜放盘缘，表示尚在用餐之中；若完全放在盘中，则表示已使用完毕。

d.盐、胡椒瓶倘离座远，不可伸手去取，而须请隔座代劳递送。

e.上甜点或咖啡时，主人可开始致词，主宾亦可利用此时答谢。

（4）行路乘车：

行路一般以右为尊，女士同行，男士应走左边，出入应为女士推门。搭车时，车主驾车，前座为尊，馀则以后座右侧为尊。自己开车时须先为客人开车门，等坐定后始上车启动。

IV美国重要节日

节日通常有其特殊的文化背景，节日的仪式也有其特殊的意义。一年中，美国人按照传统习惯要欢度许多节日，庆祝方式各不相同。根据时间先后，主要节日有：

1.新年（New Year's Day）：

一月一日美国人过新年，但最热闹的是除夕晚上。

2.情人节（St. Valentine's Day）：

二月十四日，是情侣们交换礼物，表示爱意的欢乐节日。

3.圣派克节（St. Patrick's Day）：

三月十七日，纪念爱尔兰（Ireland）守护神圣派克。

4.复活节（Easter）：

复活节是基督教纪念耶稣复活的一个宗教节日。每年春分过去，第一次月圆后的第一个星期日就是复活节。如果月圆那天正好是星期日，复活节将延迟一周举行。彩蛋和兔子是复活节的象徵。复活节的传统食品主要有羊肉和火腿。

5.阵亡将士纪念日（Memorial Day）：

阵亡将士纪念日是美国大多数州都要纪念的节日，许多州将它订在五月的最后一个星期一。

6.独立日（Independence Day）：

独立日即美国的国庆节，日期为七月四日，以纪念一七七六年七月四日大陆会议通过「独立宣言」。

7.劳动节（Labor Day）：劳动节是美国全国性节日，为九月的第一个星期一，放假一天，以示对劳工的尊重，通常各地会有游行活动。

8.万圣节（Halloween）：

万圣节（All Saints' Day）是西方的传统节日，时间为十月卅一日。万圣节前夜，孩子们装扮成妖魔鬼怪，手提「杰克灯」，跑到邻居家门前，高声喊着：「Trick or Treat」，不给糖果的邻居就会遭到小孩的恶作剧，学校通常也有庆祝万圣节的化妆晚会。

9.感恩节（Thanksgiving Day）：

十一月的最后一个星期四是感恩节。

10.圣诞节（Christmas）：

十二月二十五日圣诞节，纪念耶稣诞辰，是美国最大最热闹的节日。

V. 阿拉伯国家之禁忌

莫夸奖任一中东国家, 不能双手交叉着说话, 洋娃娃不能当礼物, 禁穿有星星图案的衣服, 不送酒

VI. Valentine's Day

St. Valentine's Day has roots in several different legends that have found their way to us through the ages. One of the earliest popular symbols of the day is Cupid（爱神丘比特）, the Roman god of love, who is represented by the image of a young boy with bow and arrow.

February 14 was also a Roman holiday, held in honor of a goddess. Young men randomly chose the name of a young girl to escort to the festivities. The custom of choosing a sweetheart on this date spread through Europe in the Middle Ages, and then to the early American colonies. Throughout the ages, people also believed that birds picked their mates on February 14!

Whatever the odd mixture of origins, St. Valentine's Day is now a day for sweethearts. It is the day that you show your friend or loved one that you care. You can send candy to someone you think is special. Or you can send roses, the flower of love.

Americans of all ages love to send and receive valentines.

For teenagers and adults, major newspapers throughout the country have a Valentine's Day offer. Anyone can send in a message, for a small fee of course, destined for a would-be sweetheart, a good friend, an acquaintance or even a spouse of fifty years. The message is printed in a special section of the newspaper on February 14.

●Section 3 Words and expressions from Reading

●Welcome to the unit

1. Look at the pictures below and discuss the following questions with your partner. (P33)看下面的图画, 并与你的搭档讨论下面的问题.

1) below

adv. 1) at or to a lower level, position or place 在或向较低处

She looked down from the mountain to the valley below.

2) under the surface 在地下

The captain told the sailors to go below.

prep. Lower than; under 在…下;低于

Children below the age of 16 are not allowed to enter.

2) following

adj. next (to be mentioned) 随后的

The child was sick in the evening, but on the following day he seemed well again.

prep. after an event or as a result of 在…之后

Following the speech, there will be a few minutes for questions.

2. In the Middle East, Arabs greet each other by touching noses. (P33) 在中东, 阿拉伯人的见面礼是互相碰鼻子.

touch

vt. 1) be or come together with 9sth. else) so that there is no space between 接触,触及

One of the branches was touching the water.

2) make (sb./sb.s feelings) sympathetic or sad 感动(某人); 触动(某人的感情)

We were all deeply touched by his tragic experience.

touch用作名词的相关短语:

get in touch with 与…取得联系

keep in touch with 与…保持联系

lose touch with 与…失去联系

out of touch with 与…不联系

●Reading--- Cultural differences

1. Today I would like to talk to you guys and try to accumulate some more information about cultural differences because I have to do a piece of homework on cultural differences. (P34) 今天我想和伙计们谈谈, 并想搜集更多的关于文化差异的信息.因为我必须完成一份关于文化差异的家庭作业.

accumulate

vt. &vi. 1) gradually get or gather together an increasing number or quantity of sth. 积累,聚集

By investing wisely she accumulates a fortune.

2) increase in number or quality 增加

Dust or dirt soon accumulate if a house is not cleaned regularly.

2. This is a very interesting topic. (P34) 这是个很有趣的话题.

topic

n. (c) a subject which is discussed, written about or studied:

Our discussion ranged over various topics, such as acid rain and the hole in the ozone layer.

注意比较:

theme

n. (c) the main subject of a talk, book, film, etc. or a short, simple tune on which a piece of music is based: 主题

The theme of loss runs through most of his novels.

title (NAME)

n. (c) the name of a film, book, painting, piece of music, etc: 题目

The title of Evelyn Waugh's first novel was 'Decline and Fall'.

And this next record is the title track on the album 'The Red Shoes' (= the piece of music and the

record are both called 'The Red Shoes').

3. Here at my school in Brunei, we experience cultural differences all the time because we have some native English teachers. (P34) 在文莱, 我们在学校里一直能体会到文化差异, 因为我们有几位以英语为母语的老师.

all the time 一直

The letter I was searching for was in my pocket all the time.

相关高考试题

----Can the project be finished as planned?

----Sure, ______ it completed in time, we’ll work two more hours a day. （福建）

A. having got B. to get C. getting D. get

答案：B

4. He gets quite excited whenever it comes to this topic.（P34）一谈到这个话题，他就很兴奋。

get excited (变得)兴奋起来

He got excited when he heard the news.

Note:（1）get+ p.p. 使自己处于某种状态和情况；或表被动意义。如：

get dressed 穿上 get married 结婚

get burnt 烧伤，晒黑了 get paid 得以付钱

get drunk 喝醉酒 get started 开始

（2）get + adj. 表示达到某种状态或情况

get well/bored/hungry/worried/fat/fit/cold, etc.

come to

1) to reach a particular point or state:

His hair comes right down to his shoulders.

He's tiny, he doesn't even come up to my chest!

And now I come to (= I will mention) my main point.

The war had just come to an end (= ended).

2) to be a particular total when numbers or amounts are added together:

That comes to 25.

3) If you come to a decision, arrangement etc., you make a decision or decide what to think about sth.:

We haven't come to a decision on the matter yet.

Have you come to any conclusions about the story yet?

4)to become conscious again after an accident or operation:

Has he come to yet?

5) If a thought or idea comes to you, you suddenly remember or start to think about it:

I can't remember his name - it'll come to me in a minute.

相关高考试题

Most of us know we should cut down on fat, but knowing such things isn’t much help when it ______ shopping and eating. (2006天津)

A. refers to B. speaks of C. focuses on D. comes to

答案：D.

5. I suppose Waled has already told you about the British teacher who opened the present as soon as he was given it at the end-of-term ceremony? （P34）我想威得已经告诉了你关于那位在期末典礼上将收到的礼物立刻就打开了的英国老师的事了吧？

suppose

vt. 1) to think that sth. is likely to be true:

[+ (that)] I couldn't get any reply when I called Dan, so I suppose (that) he's gone out.

He found it a lot more difficult to get a job than he supposed it would be.

[+ (that)] Do you suppose (that) Gillian will marry him?

It is widely supposed (that) the minister will be forced to resign.

[+ to infinitive] We all supposed him to be German, but in fact he was Swiss.

Her new book is supposed to be (= generally people think it is) very good.

2) [+ (that)] used in making polite requests:

I don't suppose (that) you could/I suppose you couldn't lend me 5 till tomorrow, could you?

Note: be supposed to 相当于 should

6. The British teachers didn’t know what he was talking about or what Thanksgiving was held in celebration of. (P34) 来自英国的老师不知道他在谈论什么, 也不知道感恩节是为庆祝什么而举行的.

in celebration of: in order to celebrate

celebrate

vi.&vt. to take part in special enjoyable activities in order to show that a particular occasion is important:

We always celebrate our wedding anniversary by going out to dinner.

If this plan works, we'll celebrate in style (= in a special way).

celebration

n. [C or U] a special social event, such as a party, when you celebrate sth. or the act of celebrating sth.:

There were lively New Year celebrations all over town.

Such good news calls for (= deserves) a celebration!

Let's buy some champagne in celebration of her safe arrival.

注意比较:

celebrate表“庆祝”，宾语是事，即后接sth. 其名词构成的词组为：have/hold a celebration(举行庆祝会)in celebration of…（为了庆祝…）

congratulate表“祝贺”其宾语是受到祝贺的人，可组成短语congratulate sb. on sth./doing…

名词congratulation可构成短语congratulations to sb. on sth./doing…

7. In the UK, the guests are expected to give presents to the newly-weds, but in Italy, the newly-weds are expected to give their guests presents as a souvenir to remember the big day. (P35) 在英国, 客人通常要送礼物给新婚夫妇, 而在意大利,新婚夫妇要给客人门赠送礼物作为记住这一个重要日子的纪念品.

expect

vt. 1) to think or believe sth. will happen, or someone will arrive:

We are expecting a lot of applicants for the job.

[+ (that)] I expect (that) you'll find it somewhere in your bedroom.

I expect (that) he'd have left anyway.

[+ to infinitive] He didn't expect to see me.

The financial performance of the business is fully expected (= almost certain) to improve.

We were half expecting you not to come back.

2) to think that someone should behave in a particular way or do a particular thing:

I expect punctuality from my students.

[+ to infinitive] Borrowers are expected to (= should) return books on time.

expected

adj. [before noun]

The expected counter-attack never happened.

expectancy

n. [U] when you think that sth. exciting or pleasant is going to happen:

There was a general air of expectancy in the crowd.

expectation

n. 1) [C usually plural] when you expect good things to happen in the future:

The holiday lived up to all our expectations (= was as good as we were expecting).

I have high expectations for this job (= I believe it will be good).

We did so well - beyond all (= better than) our expectations.

I think she had unrealistic expectations of motherhood.

2) [C or U] when you expect sth. to happen:

Considering the injuries he's had there can be little expectation of him winning the race.

Our expectations are that the UK will cut its interest

相关高考试题

When he turned professional at the age of 11, Mike _____ to become a world champion by his coach and parents. (2006上海)

A. expected B. was expecting C. was expected D. would be expected

答案：C

8. So, to clarify, if I got married in the UK, I would expect a present, but if I got married in Italy, I would have to give a present. (P35) 让我来说得更清楚些. 如果我是在英国结婚的话, 我就会得到一份礼物, 但如果我是在意大利结婚的话, 我就得送给别人一份礼物.

clarify

vt. 1) to make sth. clear or easier to understand by giving more details or a simpler explanation:

Could you clarify the first point please? I don't understand it completely.

The position of all shareholders will be clarified next month when we finalize our proposals.

2) to remove water and unwanted substances from fat, such as butter, by heating it

clarification

n. [C or U]

Some further clarification (= explanation) of your position is needed.

clarified

adj.

You often use clarified butter when making curry.

9. If a man participates in a wedding reception in Brunei, he has to sit with the bridegroom and the other men. (P35) 如果一位男士是在文莱参加婚宴, 他就得和新郎及其他的男士坐在一起.

1) participate

vi. to take part in or become involved in an activity:

She never participates in any of our discussions, does she?

participation

n. [U] when you take part or become involved in sth.

participant

n [C] a person who takes part in or becomes involved in a particular activity

2) reception

n. 1) [U] the act of welcoming someone or sth.:

The new hospital was ready for the reception of its first patients.

相关高考试题

--- Why didn’t you tell him about the meeting?

--- He rushed out of the room ______ I could say a word. (2006四川)

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

答案：A

12. …, it’s time for me to log off,…, (P35) 我要下线了.

log

n. [C] a thick piece of tree trunk or branch, especially one cut for burning on a fire

vt./vi. to cut down trees so that you can use their wood:

The forest has been so heavily logged that it is in danger of disappearing.

vt. to officially record sth.:

The Police Complaints Authority has logged more than 90 complaints.

logging

n. [U] the activity of cutting down trees for wood:

logging companies.

phrasal verb to connect a computer to a computer system by typing your name, so that you can start working:

Log on using your name and password.

log off/out

phrasal verb to stop a computer being connected to a comput

篇8：牛津模块6 Unit 4 全单元教学设计(译林牛津版高二英语选修六教案教学设计)

Part One Teaching Design

第一部分教学设计

Aims and requirements

Read a speech made by a UN Goodwill Ambassador and the diary entry of a Medecins Sans Frontieres (MSF) nurse

Listen to a news report about problems in the mountains in northern Thailand

Discuss the work and skills of a UN Goodwill Ambassador and talk about ways in which students could help children in poor areas

Write a proposal suggesting ways to help poor children

Make an action plan of things you could do to help your community

Procedures

● Welcome to the Unit

Step 1: Brainstorming

As we all known, we human beings are often stricken by natural disasters. Can you name some of them?

flood, fire, volcano, earthquake, typhoon, hurricane, tsunami, desertification, sandstorm

tornado, drought…

Do they have anything in common? What’s it?

They share one common feature, that is, they cause a great deal of damage to buildings and hurt lots of people.

Would you ask for help if you were involved in a natural disaster? Which organization or person would you turn to for help?

firemen, policemen, PLA men, doctors, governments, Red Cross, hospitals, first-aid station…

Step 2: Sharing information

1. Let’s watch a series of news first. What can we learn from the news?

The whole world is a large family. We make every effort to help the people in trouble, no matter who they’re.

To help the people in trouble more efficiently, more and more international organizations are set up. They help many people around the world to have better lives, especially when things go wrong. What organizations do you know of that can help with the people in trouble?

For reference

美国慈善国际组织（Mercy Corps）

英国全球伙伴组织（Global Partner）

爱尔兰关怀组织（Ireland’s Concern）

法国“泪水”基金会（French Tear Fund）

亚洲医生联合协会（AMDA）

世界宣明会(World Vision)

…

For reference

Actually, there are many governmental organizations and non-governmental organizations that aim at improving the harsh situations. The International Committee of the Red Cross is dedicated to providing humanitarian aids in different areas around the world. Doctors Without Borders or Medecins Sans Frontieres ( MSF) is an independent international medical relief organization that aids victims of armed conflicts, epidemics and natural and man-made disasters, and others who lack health care due to social or geographical isolation, There are also some other organizations in the world which serve the purpose of offering help to those in need.

2. Look at the six pictures at page 49, these pictures present situations where people need international aid. Let’s have a discussion about them.

Picture 1

Can you guess from the caption what the main tasks of peacekeeping soldiers are?

To keep the peace in the countries or areas where there have been wars or conflicts.

Do you think these soldiers play an important role in maintaining the world peace?

Do you think this kind of job is very demanding, challenging and risky? Why or why not?

When you grow up, would you like to do this kind of job if you had the chance? Why or why not?

Picture 2

What can you see in the picture?

It is a picture of African children living in a poverty-stricken area. They suffer from malnutrition and hunger because of lack of food..

Can you imagine what will happen to these hungry children if nobody helps?

Some of them may die of hunger.

How do you feel when you see this picture?

How can we help them?

Picture 3

What can you see in the picture?

A flooded area.

Suppose your home was struck by a flood, what would your life be like? Would you still live a normal life as before?

No. For example, the roads would be blocked by the broken trees; the means of communication and traffic-roads and railway would be cut off.

Picture 4

What can you see in the picture?

Water is being pumped into the fields.

What factors can ensure a good harvest?

Proper methods of farming, fertile soil, sufficient volume of rainfall, enough sunlight, advanced technology, etc.

What would happen if there was not enough water for farming?

Farmers would be very worried about their crops if there was a drought, as a drought sometimes can cause a famine.

Picture 5

What is the doctor in the picture doing?

Working to help people in poor countries.

Why do you think that doctors and nurses need to go to poor areas or countries to help?

People in poor areas don’t have money to go to hospital if they are ill. In addition, hospitals in these areas cannot provide the doctors and nurses with enough training or equipment.

Picture 6

Apart from the problems listed above, people in poverty are still facing many other difficulties. Can you name some of them?

Do you think children can receive good education and good medical care in poor areas?

Can their daily necessities be guaranteed? If not, what will happen?

For reference

International aid aims to help people, especially those in the poverty-stricken areas in some developing countries, to improve their living standards and better their lives.

Besides, it offers timely and appropriate medical help and provides sufficient educational opportunities for the children. For more information, you can visit the following website: http: //www.gospelcom.net / ia /

Step 3: Discussion

Have you ever helped people in need? What did you do to help them?

Yes, I have. I remember when I was in primary school, the teacher asked us to donate our pocket money to Project Hope. I gave all my pocket money that I saved a long time. Though it was not much, I still wanted to do something to show that I cared. I also had a pen friend from a rural area in northern China when I was in junior high school. Apart from exchanging information about our lives with her, I occasionally mailed her some of my spare books and stationery. During the Spring Festival, I also shared my red packets with her.

Step 4: Homework

1. Collect more information about international organizations helping people in need.

2. Prepare the Reading part.

Reading The UN-bringing everyone closer together

Step 1: Lead-in

Now, we’re studying in the large, bright classroom equipped with advanced facilities. In this environment, most of us believe we can realize our dreams as long as we work hard. But look at these pictures. Do you think they have dreams as well? What do you think they can do to realize their dreams?

So, we know that in other parts of the world, there are lots of children who are still struggling with starvation or war. Have you ever thought about doing something for those children to help them realize their dreams? If you have, what would you do?

For reference

1. Make a donation to help more children in poor areas to attend school.

2. Help to raise the public’s awareness about the plight of the poor.

…

Step 2: Fast reading for general ideas

Go through the passage as quickly as possible and try to find answers to the three questions in part A on Page 50. Just focus on and identify the information needed to answer these questions.

Answers

A 1 A businesswoman and a Goodwill Ambassador.

2 191 countries.

3 Countries in Africa.

Step 3: Detailed reading for important information

1. Let’s read the speech a second time and complete Parts C1 and C2 on page 52

Answers

C1 1 An international group made up of countries that want to increase peace.

2 Honoured and happy.

3 They come from different countries that belong to the UN.

4 She mainly visits countries where the UN has programmes to help people.

5 Baskets. They sell them at the market.

6 Lack of education, lack of money, lack of food, poverty, disasters and disease.

7 Access to fresh drinking water for everyone and primary education for all children.

C2 1 F 2 F 3 T 4 F 5 T 6 T

2. Listen to the tape and choose the best answers to the following questions:

(1) What occupation does Tang Ning take up in the UN?

A. The Secretary-General.

B. A Goodwill Ambassador.

C. The spoken man.

D. A clerk.

(2) How much money does she earn by doing the job?

A. She earns a lot.

B. She volunteers. She gets no salary for the job.

C. She earns some, though not much.

D. It isn’t mentioned in the article.

(3) What project or projects has she been involved in?

A. She helps develop the world’s education.

B. She helps deal with such problems as poverty and disasters.

C. She visits countries where the UN has programmes to help people.

D. She visits the poorest areas in the world.

Keys BBC

3. Now read the speech a third time and fill in the table with the correct answers.

The United Nations

When it was set up After the Second World War in October 1945

Countries in the UN (originally) 51 countries

(recently) 191 countries

Problems it deals with helps end some of the world’s most horrible conflicts; assists the victims of wars and disasters; protects human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and diseases

Its four main purposes to keep international peace

to develop friendly relationships among nations

to cooperate in solving international problems and in promoting respect for human rights

to be a center for organizing the actions or work of different nations

Goals it promises to achieve by eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education

Step 4: Practice

1. Let’s complete Parts D (Refer to the text while completing part D)

Answers

D 1. d 2. f 3. a 4. g 5. I 6.h 7. e 8. c 9. b

2. Now, let’s read an article about Tang Ning’s speech by a newspaper reporter and fill in the blanks with the given words. After that, you’ll be more familiar with the speech. Finish the exercise by yourselves and we’ll check the answers later together.

Answers

(1)honoured (2)international

(3)purposes (4)laws

(5)poverty (6)disasters

(7)encourage (8)drinking water

Step 5: Post-reading activities

1. Pair work:

Now, have a discussion with your partner. Suppose you are a journalist from a local newspaper and have the chance to interview Tang Ning. What other thins do you want to ask her apart from what you already know?

For reference

Ms Tang, I’m very happy to have the chance to interview you today. I know that you do lots of work for the UN but you get no pay. Why do you choose to work without pay? Do you think it’s rewarding? Do you think international organizations like the UN play a significant part in helping those in need and developing society? What if we lived in a world without organizations like the UN?

2. Group work:

Let’s hold a debate: If Tang Ning was not a successful businesswoman, do you think she would still be chosen to be a Goodwill Ambassador?

3. Let’s come to Part F. Work in pairs and share your opinions with each other.

4. Discussion: How do you understand the title The UN-bringing everyone closer together?

Step 6: Language points

Vocabulary Words refer, operate, honour, purpose, touch, conflict, worthy, press, draw, lack, remote

Useful expressions refer to, feel honoured to do, take on, be based on, be involved in, draw one’s attention, add…to…, under the umbrella of, apart from, set out, on behalf of

Sentence patterns 1. I am pleased to have …, as it is more often referred to.

2. As you know, the UN touches the lives of people everywhere.

3. Now let me tell you about the work I have been doing with them.

4. One of the goals is to ensure…. Another is to ensure….

Step 7: Homework

Parts A1 and A2 on page124 in Workbook.

●Word power

Step 1: Brainstorming

1. As we all know, the United Nations plays a very important role in handling world affairs. It touches many parts of our daily lives. The UN works in agriculture, economic growth, education, health, environment, global partnerships and some other fields. The UN is connected to many different organizations that do different projects or programmes.

To know more about the UN organizations, we need to do some research. I suggest you look in newspapers, magazines, books in the library and perhaps on the Internet for more information about how many divisions and organizations are connected to the UN and what they are.

For reference

The UN organizations

Programmes and Funds

1.UNHCR Office of the United Nations High Commissioner for Refugees

2. WFP World Food Programme

3. UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East

4.UN-HABITAT United Nations Human Settlements Programme (UNHSP)

5. UNFPA United Nations Population Fund

6. UNCDF United Nations Capital Development Fund

7. UNV United Nations Volunteers

8. UNIFEM United Nations Development Fund for Women

9. UNDP United Nations Development Programme

10. UNICEF United Nations Children’s Fund

UNEP United Nations

Environment Programme

1. UNDCP United Nations Drug Control Programme

2. ITC International Trade Centre (UNCTAD/WTO)

3. UNCTAD United Nations Conference on Trade and Development

Specialized Agencies

1. ILO International Labor Organization

2. FAO Food and Agriculture Organization of the United Nations

3. UNESCO United Nations Educational, Scientific and Cultural Organization

4. WHO World Health Organization

World Bank Group

1. IBRD International Bank for Reconstruction and Development

2. IDA International Development Association

3. IFC International Finance Corporation

4. MIGA Multilateral Investment Guarantee Agency

5. ICSID International Centre for Settlement of Investment Disputes

6. IMF International Monetary Fund

7. ICAO International Civil Aviation Organization

8. IMO International Maritime Organization

9. ITU International Tele-communication Union

10. UPU Universal Postal Union

11. WMO World Meteorological Organization

12. WIPO World Intellectual Property Organization

13. IFAD International Fund for Agricultural Development

14. UNIDO United Nations Industrial Development Organization

15. WTO World Tourism Organization

Step 2: Vocabulary learning

1. First, I’d like to ask you some questions to see whether you’ve got some information about the UN?

Which organizations did you find are connected to the UN?

Please choose one organization and tell us when it was set up. What does the organization mainly focus on?

What do you think of its role in the UN or in the world?

2. Let’s read an article found in the library about the different organizations connected to the UN. Try to know the main functions of these organizations. After that, we’ll have a discussion.

Suppose an island in the middle of the Pacific Ocean has been struck by a terrible hurricane. All the supplies have been cut off, roads have been blocked and lots of people have been blocked and lots of people have been injured. If so, what organizations or programmes could they turn to for help?

Which organizations contribute a lot to the equal education of children and equal treatment of women?

What do the letters E, S and C in UNESCO stand for? In your opinion, what is UNESCO responsible for?

3. Now we’ve had a better understanding of the organizations of the UN. Let’s try to complete the chart on Part B.

Answers

B (2) Food and Agricultural Organization

(3) UN Educational, Scientific and Cultural Organization

(4) World Health Organization

(5) International Civil Aviation Organization

(6) Universal Postal Union

(7) World Bank group

(8) International Monetary Fund

(10) UN Environment Progamme

(11) UN Drugs Control Programme

(12) UN Development Programme

(13) UN Development Fund for Women

Step3: Vocabulary extension

1. Now let’s come to part C on page 27. Read the passage and fill in the blanks correctly.

Answers

C (1) International Monetary Fund

(2) International Civil Aviation Organization

(3) Universal Postal Union

(4) UN Educational, Scientific and Cultural Organization

(5) Food and Agricultural Organization

(6) International Labour organization

(7) World Health Organization

2. Do you know what UN and NGOs stand for? Can you give the full name of them?

This shortened version of the name of something is called an acronym. It consists of the first letter of each word of the name. As for the pronunciation of an acronym, it is sometimes read as individual letters and sometimes read as a new word.

Now, please work out the acronyms on P55.

Answers

IMF International Monetary fund

FAO Food and Agricultural Organization

ILO International Labour Organization

UNESCO United nations Educational, scientific and cultural organization

WHO World Health Organization

UNEP United Nations Environment Programme

3. Now, I’ll give you more acronyms of international organizations. Do you know their full name?

WTO World Trade Organization

NATO North Atlantic Treaty Organization

ADB Asian Development bank

ICRC International Committee of the red Cross

ITU International Telecommunication Union

4. Reading:

words: 127 time: 2’10’’

Origin of World Refugee Day

For years, many countries and regions have been holding their own Refugee Days and even Weeks. One of the most widespread is Africa Refugee Day, which is celebrated on 20 June in several countries.

As an expression of solidarity with Africa, which hosts the most refugees, and which traditionally has shown them great generosity, the UN General Assembly adopted Resolution 55/76 on 4 December . In this resolution, the General Assembly noted that 2001 marked the 50th anniversary of the 1951 Convention relating to the Status of Refugees, and that the Organization of African Unity (OAU) had agreed to have International Refugee Day coincide with Africa Refugee Day on 20 June. The Assembly therefore decided that, from 2001, 20 June would be celebrated as World Refugee Day.

Step 4: Homework

Read the transcript in Part B on page 129 in Workbook.

● Grammar and Usage

Step 1: General introduction

This section teaches four other cases that need to use unreal conditionals. You’ll learn the forms of mixed unreal conditionals, words that can replace if-clauses in implied conditionals and the usage of wish or would rather in unreal conditionals.

Step 2: Revision

As we learned in the last unit, when a sentence is talking about something that is not real or currently impossible, the verb will be used in a special form that expresses a wish, possibility, condition, etc.

Here’re some exercises for you. Choose the best answers:

1. Had you listened to the doctor, you _____ all right now.

A. are B. were C. would be D. would have been

2. _____ any change about the date, please tell me immediately.

A. Will there be B. Should there be C. There will be D. There should be

3. _____ today, he would get there by Friday.

A. Would he leave B. Was he leaving

C. Were he to leave D. If he leave

4. Should it rain, the crops _____ .

A. would be saved B. would have been saved

C. will be saved D. had been saved

5. You _____ come earlier. The bus left a moment ago.

A. would B. should have C. may D. have

6. What should we do if it _____ tomorrow?

A. should snow B. would snow C. snow D. will snow

7. You _____ such a serious mistake if you had followed his advice.

A. may not make B. might not make

C. shouldn’t have made D. might not have made

8. If it were not for the fact that you _____ ill, I would ask you to do this right now.

A. were B. had been C. are D. should be

Keys 1-5 CBCAB 6-8 ADC

Step 3: Explanation and practice

1. We should first pay attention to the forms of the predicate verbs in different tenses when we use sentences in unreal conditional. Let’s remember how to form unreal conditionals of the present, past or future time.

tense If-- clause main clause

present did(were) would/ should/ could/ might do

past had done would/ should/ could/ might have done

future did，should do，were to do would/ should/ could/ might do

2. We use mixed conditionals when the main clause and the if-clause are about different tenses.

e.g. 1) If you had come and attended the meeting yesterday, you would know what we are doing now.

2) If you had followed my advice, you would not be in trouble now.

Now, complete Part A. Pay attention to the different tenses in the if-clause and the main clause.

Answers

A (1) had not studied (2) would not be

(3) had studied (4) would have

(5) knew (6) would be

(7) could help (8) would not be

3. Read Point 2. Sometimes we can use otherwise, or and phrases beginning with with, without and but for to replaces a if-clause in implied conditionals. Pay attention to the verb form in the main clauses.

4. In adverbial clauses introduced by even if, as if, as though and if only we can use unreal conditionals.

In object clauses after wish or would rather the subjunctive verb forms are often used because the speaker thinks what is said in the clause is currently not true or possible, or will not happen. You should know different subjunctive verb forms are used in the object clause according to the time that the event happened or will happen.

e.g. 1) I wish you had met him yesterday.

2) Without your help , we couldn’t have made such progress in my study in the past few years .

3) If only you hadn’t told him what I said! Everything would have been all right.

4) Without electronic computers, much of today's advanced technology couldn’t have been achieved.

5. Read the dialogue in Part B and fill in each blank with a proper word or phrase according to the meaning of the sentence.

Answers

(1) Without (2) otherwise/or (3) otherwise/or (4) wish (5)With

(6) Without (7) even if (8)without (9) If only (10) as if

For reference

动词的语气--虚拟语气

一、语气的定义和种类

l、语气：语气是动词的一种形式，它表示说话人对某一行为或事情的看法和态度。

2、语气的种类：

(2)祈使语气: 表示说话人的建议、请求、邀请、命令等。如: Open the door, please。请打开门。

二、虚拟语气在条件从句中的用法

在含有虚拟条件句的复合句中，主句和从句的谓语都要用虚拟语气。现将虚拟条件从句和主句的动词形式列表如下:

从句主句

与现在事实相反动词的过去式（be的过去式一般用were） would/ should/ could/ might + 动词原形

与过去事实相反 had + 过去分词 would/ should/ could/ might + have + 过去分词

与将来事实相反动词过去式，should + 动词原形，were to + 动词原形 would/ should/ could/ might + 动词原形

注: 主句中的should只用于I、we，但在美国英语中，should常被would代替；从句中的should 可用于各种人称。

l、表示与现在事实相反的假设和结果。如: If my brother were here, everything would be all right. 要是我哥哥在这儿，一切都没问题了。

2、表示与过去事实相反的假设和结果。如: If you had taken my advice，you wouldn't (couldn’t) have failed in the exam. 如果你按照我的建议去做，你一定不会(不可能)考试不及格。

3、表示与将来事实可能相反的假设和结果。如: If it were Sunday tomorrow, I should (would，could，might) go to see my grandmother. 如果明天是星期天，我就 (可能)去看望我奶奶。If it were to snow this evening, they would not go out. 如果今晚下雪，他们将不出去了。

4、有时条件从句中的动作和主句中的动作发生的时间不一致（表示错综时间的虚拟语气），这时动词的形式要根据它所表示的时间加以调整。例如: If you had listened to the doctor, you would be all right now. 如果你当初听了医生的话，身体现在就好了。(从句动作指过去，主句动作指现在)

5、虚拟条件句可以转换成下列形式:

(l)省略连词if。在书面语中，如果虚拟条件从句中有were，had 或 should，可以把if省略，把这几个词放到主语之前，构成主谓倒装。例如: Should he come (If he should come), tell him to ring me up. 他要是来了，让他给我打个电话。Were I you (If I were you), I would not do it. 我要是你，就不做这事。

(2)用介词短语代替条件状语从句。如: Without air (If there were not air), there would be no living things. 如果没有空气的话，就不会有生物了。But for your help (If it hadn’t been for your help) I couldn’t have done it. 要是没有你的帮助，我就不可能完成这件事。 I was busy that day. Otherwise I would have gone there with them. (If I hadn’t been busy that day, I would have gone there with them.) 我那天很忙，否则，我就和他们一起去那儿了。(如果我那天不忙的话，我就……)；I would have finished the work, but I have been ill. (If I hadn’t been ill, I would have finished the work.) 我本来该完成这项工作的，但我生病了。(如果我没生病的话，我就会完成……)

6、省去条件从句或主句：表示虚拟语气的主句或从句有时可以省略，但其含义仍可以推知。

(1)省去条件从句。如: You could have washed your clothes yourself. 你本可以自已洗衣服的。省去了”If you had wanted to“)(事实是:你自己没洗衣服，因为你不想洗。)

(2)省去主句(常用以表示愿望)。如: If my grandmother were with me! 如果我的祖母与我在一起多好啊!(事实是:祖母已不在世。)；If only she had not left! 如果她没走就好了!(事实是:她已经走了。)

三、虚拟语气的其他用法

l、虚拟语气在主语从句中的用法：在”It is important (strange，natural，necessary)that…“这类句型里，that所引导的主语从句中的谓语动词常用 “should十动词原形”结构，表示某事是”重要“、”奇怪“、”自然“、”必要“等意义。如: It is important that every member (should) inform himself of these rules. 重要的是每个成员知道这些规则。

2、虚拟语气在宾语从句中用法：

(1)在动词wish后的宾语从句中，表示与现在或过去的事实相反，或对将来的主观愿望，从句通常省略连词that。1)表示对现在情况的虚拟:从句动词用过去式或过去进行式(be动词一般用were)。如: I wish I knew the answer to the question. 我希望知道这个问题的答案。(可惜不知道)；2）表示对过去情况的虚拟:从句动词常用”had十过去分词“。如: I wish (wished) I hadn’t spent so much money. 我后悔不该花那么多钱。(实际上已经花掉)；3)表示对将来的主观愿望:谓语动词形式为”would十动词原形“。如: I wish it would stop raining. 但愿雨能停止；I wish you would come soon. 但愿你立刻来。

(2)在suggest，demand，order，propose，insist，command，request，desire等动词后的宾语从句中，谓语动词用“should + 动词原形”，表示建议、要求、命令等。如: I demand that he (should) answer me immediately. 我要求他立刻答复我。

3、虚拟语气在状语从句中的用法

(1)在带有even if/ even though引导的让步状语从句的主从复合句中，主句和从句都用虚拟语气，动词形式与含有非真实条件句的虚拟语气相同。如: Even if he had been ill, he would have gone t his office. 即使生了病，他俩去办公室。

(2)由as if或as though引导的状语从句表示比较或方式时。从句谓语形式为动词的过去式(be用were)或 “had十过去分词”。如: He treated me as if I were a stranger. 他那样对待我，好像我是陌生人似的。She talked about the film as if she had really seen it. 她谈论那部影片，就好像她确实看过一样。

注:如果表示的事情可能会发生，那么方式状语从句中的谓语动词可用陈述语气。

4、虚拟语气在定语从句中的用法：在”It is time (that) …“句型中，定语从句的谓语动词常用虚拟语气表示将来，动词形式一般用过去式，意思是”该干某事的时候了“。如: It’s (high) time we did our homework. 我们该做作业了。

5、虚拟语气在简单句中的用法

(1)情态动词的过去式用于现在时态时，表示说话人的谦虚、客气、有礼貌，或委婉的语气，常见于日常会话中。如: It would be better for you not to stay up too late. 你最好别太晚睡觉。

(2)在一些习惯表达中。如: I would rather not tell you. 我宁愿不告诉你。

(3)用“may + 动词原形”表示”祝愿“、”但愿”，此时may须置于句首（多用于正式文体中）。如：May you be happy!祝你快乐！May good luck be yours.祝你顺利。

相关高考试题

1. Eliza remembers everything exactly as if it ____________ yesterday. (2006全国)

A. was happening B. happens C. has happened D. happened

2. ---Don’t you think it necessary that he ________ to Miami but to New York?

---I agree, but the problem is ________he has refused to. (2005江苏)

A. will not be sent; that B. not be sent; that

C. should not be sent; what D. should not send; what

3. If I ________plan to do anything I wanted to, I’d like to go to Tibet and travel through as much of it as possible. (2005湖北)

A. would B. could C. had to D. ought to

Keys 1-3 DBB

Step 4: Consolidation

I. Multiple choice

1. We demanded that we __________ of any change in the plan.

A. informed B. would be informed C. be informed D. had been informed

2. It’s necessary that he _________ a recognized qualification.

A. has B. have C. had D. having

3. It's high time we ____________ our attention to this problem.

A. turned B. turn C. had turned D. would turn

4. If only you __________ him what I said! Everything would have been all right.

A. didn't told B. hadn't told C. would not tell D. would have not told

5. He must have had an accident, or he____________ here then.

A. would have been B. had been C. should have been D. could be

6. Much labour would have been saved if the electronic computers_____________ before.

A. had invented B. were invented

C. should have been invented D. had been invented

7. _____________ cease advertising, prices would be significantly reduced.

A. Were they to B. Could they C. If they D. Would they

8. Five minutes earlier, and we ____________ the last bus.

A. had caught B. should have caught C. could have caught D. caught

9. You ____________ the clothes! We have a washerwoman to do that sort of thing.

A. shouldn't have washed B. mustn't have washed

C. can not have washed D. needn't have washed

10. Jean doesn't want to work right away because she thinks that if she _________ a job she probably wouldn't be able to see her friends very often.

A. has to get B. were to get C. had got D. could have got

11. The mad man was put in the soft-padded cell lest he _____________ himself.

A. injure B. had injured C. injured D. would injure

12. It is politely requested by the hotel management that radios __________ after 11 o'clock at night.

A. were not played B. not to play C. not be played D. did not play

13. You don't have to be in such a hurry. I would rather you _________ on business first.

A. would go B. will go C. went D. have gone

14. It is important that enough money ___________ to fund the project.

A. be collected B. must be collected C. was collected D. can be collected

15. If only the committee __________ the regulations and put them into effect as soon as possible.

A. approve B. will approve C. can approve D. would approve

16. I don't think it advisable that Tom ________ to the job since he has no experience.

A. is assigned B. will be assigned C. be assigned D. has been assigned

17. You _________ her in her office last Friday; she's been out of town for two weeks.

A. needn't have seen B. must have seen C. might have seen D. can't have seen

18. We didn't know his telephone number, otherwise we _________ him.

A. would have telephoned B. must have telephoned

C. would telephone D. had telephoned

19. It is recommended that the project _________ until all the preparations have been made.

A. is not started B. will not be started

C. not be started D. is not to be started

20. I wish I ________ longer this morning, but I had to get up and come to class.

A. could have slept B. slept C. might have slept D. have slept

21. I ________ her to the party but I didn't know her well.

A. ought have invited B. would have invited

C. should invite D. may have invited

22. You ________ to town to see the film last week. It will be on TV tomorrow.

A. needn't go B. should not go C. had better not go D. needn't have gone

23. --- Would you have called her up had it been possible?

---- Yes, but I ________ busy doing my homework..

A. was B. were C. had been D. would be

24. It was essential that the application forms ___________ back before the deadline

A. must be sent B. would be sent C. be sent D. were sent

25. It is important that we ________.

A. shall close the window before we leave B. will close the window before we leave

C. must close the window before we leave D. close the window before we leave

II. Translation

1. 我不知道他的电话号码，否则我就打电话给他了。

2. 他本可以给你更多的帮助，即使他很忙。

3. ---如果可能的话你会不会打电话给他？

---会的，不过我当时在忙着做家庭作业呢。

4．如果你昨晚没有看电影到那么晚的话，你现在就不会这么困了。

5. 没有电，今天人类的生活就完全不同了。

Keys

I. 1-5: CBABC 6-10: DACDB 11-15: ACCAD 16-20: CDACA 21-25: BDACD

II.

1. I didn't know his telephone number, otherwise I would have telephoned him.

2. He might have given you more help, even though he was very busy.

3．---- Would you have called her up had it been possible?

---- Yes, but I were busy doing my homework.

4．If you hadn’t seen that film late last night, you wouldn't be so sleepy.

5．Without electricity, human life would be quite different today.

●Task Helping poor children

Skills building 1: listening for specifics

In this part, you will learn how to listen for problems and the causes of the problems. We always have something specific to listen for when we listen to something. We should try to seize the key phrases or sentences that are relevant.

First let’s have a discussion about the following questions:

If we want to know what the problem is when we are listening to a news report, what phrases or sentences should we pay special attention to?

(The problem is that…/As you can see…/The result is …/This means …)

If we want to know what has caused the problem when we are listening to a news report, what should we pay special attention to?

(This is because…/This problem has been caused by…/Unfortunately, …/…as…)

Step 1: finding out about problems

1. Now read the guidelines in Part A on page 58 to find out what you’ll listen for and what you are asked to do in this part. Go over the table in Part A. Then listen to the tape, trying to complete the table.

Tapescript

Reporter: Here I am in northern Thailand. As you can see, the families living here are living in very poor conditions. There is no running water and no electricity in this village. Water has to be collected from the river 10 minutes’ walk away. This may seem near but when you need water for many things, walking 10 minutes is a long time. The water then needs to be boiled before it can be used. The result of not boiling the water is illness. As you can see, the villagers’ houses are built of wood and are not very strong. This is because they have no money and cannot get hold of any materials. The people have very few things like clothes or furniture because they have no money and they are a long way from the nearest town. There is a bus but you have to walk six kilometers to get to the nearest road.

As I said earlier, there is no electricity in this village, so when it is dark, the only light comes from the small fires that the family cooks over. Unfortunately, much of the forest around the village has been cut down for firewood and so the villagers have to walk further and further away from the village to get wood. This also means that water may not be boiled for long enough as there is very little wood. This is going to be a big problem in the future.

Answers

A (1) no running water (3) no money (4) few clothes or furniture

(5) no electricity (6) forest has been cut down

2. Listen to the second part of the report and finish the table in Part B on P59.

Now listen to the lecture for a second time, and finish Part A & Part B on P33.

Tapescript

Reporter: Over there you can see the school. As the village is poor, the school has no roof. There are no chairs either, so the children have to sit on the floor. When it rains, school is stopped. Many children, especially the girls, do not go to school because they have to stay at home and help their parents or grandparents with the farming of their small pieces of land. All the farming is done by hand as the villagers have no money for equipment. It is difficult to raise animals because of the small amount of land and water available. Because of this and the lack of fresh water, many of the children have poor diets. A common problem is that they de not eat enough meat to get the amount of protein that they need. As a result, they do not grow properly and cannot concentrate on learning. Another problem is that many of the children’s parents have died because of AIDS. This means that the grandparents have to bring up the children. That is very difficult because they are already old and poor.

Answers

(1) poverty

(2) many children, especially girls, do not go to school

(4) all farming is done by hand

(5) small amount of land and water available

(6) children have poor diets

(7) children do not grow properly

(8) many of the children’s parents have died of AIDS

(9) grandparents have to bring up children

(10) grandparents are old and poor

3. Read the report in Part C. Try to get more information needed to finish the two tables.

Answers

A (2) repairing of pumps takes several days

B (3) not enough money

Skills building 2: discussing in groups

In this unit, you will review the sentence structures used to make suggestions, ask for opinions, express agreement or disagreement and make conclusions.

1. In a discussion, people usually give suggestions. There are some sentences or sentence structures used particularly for this purpose. What sentences do you know are often used to make suggestions? Remember you should be polite or not too blunt when giving suggestions. Please make some sentences using the structures given on P60.

For reference

I think it would be a good idea to post our proposal on the Internet.

We could help by giving out leaflets to ask people to donate money.

I would like to suggest that we organize a charity show.

It would be a good idea if we sell old books to raise money

2. In a discussion, we also need to know opinions from others, and we often use questions to ask for other people’s opinions. Now please make some sentences to ask others for their opinions.

3. Now, use the skills we have learned in part A to skim and scan for specific information from the newspaper article in Part B and answer the four questions.

4. There are many ways to express personal opinions about a suggestion. Let’s learn how to express disagreement in a polite way. Please make some sentences to express agreement or disagreement using the sentence structures given in point 3 on P60.

For reference

I agree to organize a charity show because more people will come and help.

That’s a great idea, but who will star in the show, who will be the host, and where we will hold the show are all problems we must think about.

I’m sorry but I don’t think that will work because we will need lots of money for the show.

5. At the end of the discussion, the group members should make conclusions and work out a solution. Please make some sentences to give conclusion or solution using the sentence structures given in point 4 on P60.

For reference

So to summarize, our group has decided to organize a charity show.

In conclusion, we have decided to organize a charity show.

Step 2: making suggestions

Now, let’s use the speaking skills we just learned. Let’s have a discussion: What can we do to help the poor children in northern Thailand?

Sample answers

S1: All of us have listened to the news report and read the article about the poor children in northern Thailand. I feel really sorry for them. What do you think we can do to help them?

Does anyone have any suggestions? I’ll write down your ideas.

S2: I think we could help by raising some money for them. I’d like to donate my pocket money.

S3: That’s a good idea. I suggest that we make a poster telling the students in our school about what kind of life these children have. We can ask all the students to donate some of their pocket money.

S4: OK, that sounds like a good idea. I would like to donate some books.

S2: I’m sorry but I don’t think that would work. They won’t be able to read the books because they don’t understand Chinese. Maybe we can give them some English books. Does anyone have any other ideas?

S3: I think we can sell the old Chinese books to get some more money.

S4: Good idea. I would like to suggest giving them some clothes. I have many old clothes that I no longer wear. I think I could give them to the children there.

S2: I agree, but how can we send these books and clothes to them?

S3: We can go to a shipping company and ask if they can help to ship these things there.

S1: OK, so we’ve decided to raise as much money as we can and donate English books and clothes to children. We can also write a letter to them and tell them we want to help them.

Skills building 3: writing a proposal

When we want to give some suggestion, we sometimes need to write a proposal. In this unit, we’ll learn the structure of a proposal and what should be included in a proposal.

Read the six points in this part and try to find out which is the most important point in a proposal.

Step 3: composing a proposal

In this part, you’re required to write a proposal to UNICEF about how to help the hill tribe children in northern Thailand with information that you have learnt in Steps 1and 2.

1. Work in pairs and have a discussion: What should you write on the proposal to UNICEF? What title will you give to your proposal?

2. Now, work in groups of four to write the proposal.

3. Now, let’s share you proposals.

Possible example

Title: Helping the hill tribe children in northern Thailand

Group members: (Students’ own names)

Introduction: We have been researching the problems faced by the children in northern Thailand. There are many villages in northern Thailand where children do not have books. Their classrooms have no roofs. Many girls cannot go to school. Our group would like to help them.

Proposal:

We would like to help the children by:

donating the money collected from the students and teachers in our school

donating English books collected from the students in our school

donating clothes collected from the students in our school

writing a letter to them to tell them that we want to do what we can to help them

Benefits:

Helping the hill tribe children in northern Thailand to go to school and live a better life

Helping us recognize that there are many people in the world that need help

We would be pleased if you would approve our proposal. If you require any further information, please contact us.

Our contact details are:

(Students’ school address)

●Project Making an action plan

Reading

1.At the beginning of this class, let’s watch a video. From it, we know that when a nation is in trouble, the people all over the world will give a hand. And we also know that when a destructive disaster happens, medical aid is especially important to the injured people.

Today we’ll read a diary entry of a nurse who works for an international organization that provides medical service around the world. After that, I’m sure you’ll have a better understanding about what can be done to help poor people in poor areas.

2. Pair work: Have a discussion about the following questions:

Have you ever heard of an organization called MSF?

What does MSF stand for?

What does it mean in English?

Who do you think the members of MSF are?

What do you think the members of MSF do?

For reference

About MSF:

The MSF role in emergency medical aid

Médecins Sans Frontières (MSF) is an international humanitarian aid organization that provides emergency medical assistance to populations in danger in more than 70 countries.

In countries where health structures are insufficient or even non-existent, MSF collaborates with authorities such as the Ministry of Health to provide assistance. MSF works in rehabilitation of hospitals and dispensaries, vaccination programmes and water and sanitation projects. MSF also works in remote health care centres, slum areas and provides training of local personnel. All this is done with the objective of rebuilding health structures to acceptable levels.

Raising Awareness

In carrying out humanitarian assistance, MSF seeks also to raise awareness of crisis situations; MSF acts as a witness and will speak out, either in private or in public about the plight of populations in danger for whom MSF works. In doing so, MSF sets out to alleviate human suffering, to protect life and health and to restore and ensure respect for the human beings and their fundamental human rights.

Only a small percentage of the populations that find themselves in a situation of danger gain the attention of the media. MSF teams travel to places that many people have never heard of, to assist those who have fallen victim to natural or man-made disasters. MSF volunteers have a story to tell when they return from their missions, and they use their experiences to speak of what they have seen. For MSF, raising awareness for these populations and the situations they are in is an important task. Whenever possible, MSF volunteers give interviews and make presentations. MSF offices worldwide facilitate the organization of gatherings, for individuals and groups who want to speak in their home communities. MSF also mounts exhibitions and, from time to time, releases publications, with the aim of raising awareness.

It is part of MSF's work to address any violations of basic human rights encountered by field teams, violations perpetrated or sustained by political actors. It does so by confronting the responsible actors themselves, by putting pressure on them through mobilization of the international community and by issuing information publicly. In order to prevent compromise or manipulation of MSF's relief activities, MSF maintains neutrality and independence from individual governments. The organization also tries to ensure that the majority of funds raised for its work comes directly from contributions from the general public. In this way, MSF guarantees equal access to its humanitarian assistance.

MSF has been setting up emergency medical aid missions around the world since 1971.

3. Read the passage “Changing the world---my commitment” Try to answer the first questions on P63.

Answers

1. The nurse and the other members of the medical team set up feeding centers to make sure that people get food, check the health of babies to make sure that they put on weight, give vaccinations to stop children dying from measles, and set up a clinic to take care of injuries. They also have to bury the dead bodies as quickly as possible to stop disease spreading. In addition, they listen to and comfort people.

2. Sometimes there is lots of fighting. There is not enough clean water.

3. She feels she is very lucky to be able to help others and do something worthwhile. She likes her job and she is happy and proud to make a difference to people’s lives on an individual level.

4. Read the passage again and try to judge whether the following statements are true or false.

1) Although there is too much work to do, she can still afford to write her diary every day.

2) The town is in ruins, but fortunately the hospital remains in good condition and usable.

3) Before working in this island, she has never worked in poor areas.

4) There are altogether five people on the medical team ,two doctors , one nurse and two assistants.

5) She worried that malnutrition will be a problem in the future because the fields and harvest have been destroyed.

6) Several MSF staff were attacked as people tried to get the food in Sudan.

Answers

1) F 2) F 3)F 4)T 5) T 6)T

5. Discussion: What does the writer mean by the title “Changing the world-my commitment”?

Making an action plan

Planning

Now let’s work in groups of four and discuss the questions on P63.

Preparing

Write a plan about what you are going to do and how to put your plan into action.

Presenting

At length, each group should present your plan to the whole class. Other groups can give your comments.

6. Homework:

Parts D1 and D2 on P127 in Workbook.

●Self-assessment

This section aims to help you assess the progress you have made, how much you have achieved, and also what else you can do to improve your understanding. The colour bar with five levels rates how confident you feel about what you have learnt in this unit.

In part A, some items are presented to you and you are asked to check how well you think you have developed these skills. Each item corresponds to one or more parts in this unit. For example, after finishing Part B on page 57, you will know whether you are able to use certain words or phrases to introduce unreal conditionals correctly. You have the opportunity to evaluate your own skills and abilities in English. If you feel very confident about another item, you get a score of 2. After going over all the items in this part, you need to add all the scores up and divide the total amount by the total sum. Thus, you will get a percentage, which shows your level.

In this unit, 15 items are listed with each one scoring 5. The total score is 75 points. These items cover the main study targets in this unit, including listening, speaking, reading and writing skills, the usage of vocabulary and grammar items, as well as doing activities in English. Through assessing themselves as learners, you will realize whether you have achieved the goals for this unit.

If you feel there are some areas in which you are not confident or just slightly confident about, you can think about how to improve on them. In Part B, you are asked to make an action plan, so you will know what to do and take some effective measures. You can also have a better understanding of your students, enabling yourself to guide them and help them study English more effectively.

Part Two Teaching Resources

第二部分教学资源

Section 1 A text structure analysis of The UN-bringing everyone closer together

I. Summary of The UN-bringing everyone closer together

Main idea of the passage brief introduction of the UN

Main idea of paragraph 1 time of founding and its purpose

Main idea of paragraph 2 peacekeeping operations of the UN

Main idea of paragraph 3 what the author does with the UN

Main idea of paragraph 4 how the organizations work

Main idea of paragraph 5 the UN helps countries with some problems

II. A tree diagram of the text :

III. A retold version of the text The UN-bringing everyone closer together

The United Nation was founded in Oct. 1954 by 51 countries. Today there are about 191 countries in the word that have the memberships of the UN. It plays a leading role in many ways. For example, it borrows soldiers from different countries to keep international peace. Led by the organizations of the UN, 191 different countries work together to solve international problems and to keep peace to develop friendly relationships among nations. Through these actions, the UN brings everyone in different countries close together.

IV. Translation of reading and project

Reading

联合国--让每个人靠得更近

我很高兴今天有机会跟大家谈谈联合国，也叫UN------这个名称在英语里更为常用。联合国是一个国际组织，由所有愿意促进和平的国家组成，我很高兴入选联合国的-名亲善大使。作为一名亲善大使意味着我要前往联合国实施扶助项目的国家。能够担当这一角色，我感到非常荣幸。我会在后面跟大家谈谈我所做的一些工作，但首先我想跟大家简单介绍一下联合国的情况。那么联合国是什么时候成立的呢?联合国实际上是第二次世界大战之后于1945年10月由51个国家联合组建的。今天，世界上几乎每一个国家都是联合国的成员------共有191个国家。联合国建立在《联合国宪案》基础之上。该宪章确立了联合国的四大宗旨，即：维护国际和平；发展各国之间的友好关系；进行国际合作，以解决国际间的各种问题，增进对于全体人类之人权的尊重；构成一个协调各国行动或工作的中心。

如你所知，联合国触及世界各地每个人的生活。该组织参与维和行动，协助终止世界上一些最恐怖的冲突。观看对战争地区的任何电视报道，你就会看到头戴蓝色贝雷帽的士兵。联合国并不拥有自己的军队，而是向不同的成员国借用土兵。在这些军队和其他可敬的组织的协助下，联合国为战争及灾难的受害者提供援助。此外，联合国还协助保护人权，致力改进各种国际法律，如有关童工的法律等。

以上是对联合国的简单介绍。现在我要跟大家谈谈我所做的跟联合国有关的工作。我参与联合国的工作是无偿的，是志愿工作。正如我刚才所说的，我主要访问联合国实施扶助项目的国家。那么，我如何通过访问这些国家来达到帮助的目的呢?是这样的，如果我访问这些国家，电视和报刊等媒体就跟随我，并记录我的行程。这会提升人们对联合国工作的意识。此外，我的访问还会鼓励那些致力于联合国各种项目的人，吸引当地人民对相关情形的注意力。

到目前为止我访问了非洲的许多国家。最近，我非常幸运，去了一次南非，在那里我会见了一些结组自救的妇女。她们每天从每个小组成员那里收取1兰特(大约相当于人民币1．35元)，将这些钱和政府资助给她们的一笔钱加在一起。这样，妇女们就凑够了钱去购买做篮子的编织材料。之后，她们就将编织好的篮子拿到市场上销售。运气好的话，她们的小组还能够进一步扩大，或许还能开-个店铺。这个自救小组是由联合国妇女发展基金成立的，在联合国的管理体系中还有很多此类的项目和基金，它们已经为全世界数以百万计的人们提供了帮助。

除了由于战争和冲突所引起的各种紧急问题外，联合国还帮助解决其成员国的其他问题，如教育匮乏、食品不足、贫穷、灾难和疾病等。在召开的--次联合国会议上，所有的191个成员国都同意，到争取实现八个发展目标。这八个目标其中之-就是保证每个人都能够享受到新鲜的饮用水。另外-个发展目标就是保证所有的孩子都能够完成小学教育。如果大家想知道这方面更多的信息，可以浏览联合国的相关网页。现在，你们已了解到，由于联合国的工作，全世界的人靠得更近了。

Project

改变世界--我的义务

10月20日

到达这里后发现一切都是乱糟糟的。已经整整一周时间抽不出空闲写日记了。整个岛屿都遭遇了洪水的侵袭，许多人为躲避洪水都逃到山上。医院严重被毁，已是一片狼籍，完全无法使用了。这-切对我来说是一个全然不同的体验。通常情况下，我都是在那些缺水的地区工作，如肯尼亚和苏丹，那些地方的主要问题是饥荒。在苏丹，我们设立馈给站，确保人们能够得到食物；我们还检查婴儿的健康状况，确保婴儿的体重在增加。我们还做一个接种宣传活动，不再让儿童死干麻疹。遗憾的是，这个活动是在远离城市的乡村进行的，那儿战乱频繁。躲避枪林弹雨、展转奔波已经成了家常便饭。因此，这里的情形就完全不一样了，所存在的问题也不一样。我们非常担心，诸如疟疾和伤寒等由水传播的疾病会爆发。这里没有沙尘飞扬，我们看到的是一片汪洋。到处都是泥浆和水，让此地到彼地的行程变得很困难。

昨天，医疗队里我的同事和我(两名医生，作为护土的我，还有两名助手)在城市的北面发现了一个空旷的医疗中心。我们准备在那里设立一个临时诊所，来自海外的医疗设备和药品正在运输途中。我们已经开始清理这个医疗中心。影响到健康的问题之-是，那些需要定期服药的病人遇到这样的洪灾后很难得到药品，比如，那些患有心脏病或者糖尿病的人就是这样。轻微伤口也需要予以处治，特别是在这样潮湿的情况下。大多数病人的伤口是由于墙壁和屋顶坍塌所导致的。洪水使得伤口难以愈合，细菌容易扩散。同时，在这座城市的其他地区，住所以及食物和干净水的供给都成了大问题。土地和庄稼都毁了，所以，营养不良会成为未来的一个问题。

食品已经开始陆续到达，但有一个问题，因为人们开始担心自己是否能够得到足够的食品。今天上午，人们由于争抢食品发生了好几次打斗。这使我想起了自己在苏丹所呆的那段时间，当时有好几名“无国界医生组织”的工作人员由于人们哄抢食品而受到了攻击。

在这里有一个优势，很多人都会说英语或法语。这让彼此之间的交流变得容易多了，也易于了解他们的各种问题。当你和当地人不能说同一种语言时，你就很难弄清对方的问题。不过，我有很好的表演技巧，所以，即使在有语言障碍的情况下我还是能够同当地人进行交流。在这里，很多人似乎就是要和你交谈，所以，我发现我的工作不仅仅是做护士了，我还是一个聆听别人倾诉和安慰别人的人。

想象失去一切，甚至包括一些你的家人，是非常可怕的事情。我们到这里做的第-件事就是为那些被杀害的人建一个墓地。我们需要尽快掩埋那些尸体，以阻止疾病的蔓延和传播。这真是一件非常可怕的工作，我为那些死者的亲属感到非常难过。

回想起我参加“无国界医生组织”以来在全世界范围的所有经历，我觉得自己能够帮助别人，做一些值得的事情，这是非常幸运的。现在，我得考虑明天的事了。诊所有望明天开门，到那时我就没有时间记日记了。这里的经历让我珍惜我所拥有的一切，给了我-个从另外一个角度看事物的机会。我知道，作为个人我不能彻底改变世界，但我很自豪，因为我能到处给人多多少少提供一些帮助，在个人的层面上去改变人们的生活。

● Section 2 Background information about the UN

I. History of the United Nations

The name “United Nations”, coined by United States President Franklin D. Roosevelt, was first used in the “Declaration by United Nations” of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their governments to continue fighting together against the Axis Powers.

In 1899, the first International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.

The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the First World War, and established in 1919 under the Treaty of Versailles “to promote international cooperation and to achieve peace and security.”

In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States, in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 member states.

The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and a majority of other signatories. United Nations Day is celebrated on 24 October each year.distressed area

“联合国”这一名称是由美国总统富兰克林D罗斯福设想出来的。该名称于1942年1月1日发布《联合国宣言》时首次使用。时值第二次世界大战进行期间，当时26个国家派出的代表承诺其政府将继续共同对轴心国作战。

18，第一次国际和平会议在荷兰海牙召开。此次会议的目的是制订旨在和平解决危机和防止战争的文件及编撰战争规则。会上通过了《和平解决国际争端公约》，并依据该公约成立了常设仲裁法院。常设仲裁法院于19开始工作。

联合国的前身是“国际联盟”。该组织是在与第二次世界大战情况类似的第一次世界大战的背景下构想出来的。“国际联盟”是根据《凡尔赛和约》于19成立的，其宗旨是“促进国际合作和实现世界和平和安全”。

1945年4月25日-6月26日，来自50国家的代表参加了在美国旧金山举行的联合国国际组织会议，会议的目的是起草《联合国宪章》。代表们在中国、苏联、联合王国和美国四国代表于1944年8月-10月在美国顿巴顿橡树园会议上提出的提案基础上进行了讨论。1945年6月26日，50国家的代表签署了《联合国宪章》。当时波兰没有派代表参加此次会议，但后来签署了《联合国宪章》，因而成为联合国51个创始会员国之一。

在中国、法国、苏联、联合王国和美国以及大多数其他签字国批准《联合国宪章》之后，联合国组织与1945年10月24日正式成立。从此，10月24日成为每年都要庆祝的联合国日。

II．UN EMBLEM AND FLAG

EMBLEM

Description:

The current United Nations emblem was approved on 7 December 1946. The design is “a map of the world representing an azimuthal equidistant projection centred on the North Pole, inscribed in a wreath consisting of crossed conventionalized branches of the olive tree, in gold on a field of smoke-blue with all water areas in white. The projection of the map extends to 60 degrees south latitude, and includes five concentric circles”.

Symbolism:

Olive branches symbolize peace. The world map depicts the area of concern to the United Nations in achieving its main purpose, peace and security.

Use:

The use of the emblem is restricted, based on General Assembly resolution 92(I),1946.

FLAG

Date:

20 October 1947

Description:

The official emblem of the United Nations in white, centered on a light blue ground.(PMS 279)

Proportions:

Hoist (width) : Fly (length) 2:3 or 3:5 or the same proportions as the national flag of any country in which the UN flag is flown; the emblem is one half of the hoist and is entirely centered.

Use:

The use of the flag is regulated by the United Nations flag code and regulations.

III. 联合国总部一览

通讯地址美国，NY 10017，纽约市，联合国。

四大主体建筑物秘书处大厦、大会大厦、会议楼区域（包括各理事会会议厅）和图书馆。

设计师沃里斯哈里森（美国人，总建筑师）；成员：尼古拉巴索夫（苏联）、盖斯顿 Brunfaut（比利时）、厄内斯特柯米尔（加拿大）、查尔斯柯布西埃（法国）、梁思成（中国）、斯文马克利乌斯（瑞典）、奥斯卡尼迈耶（巴西）、霍华德罗伯逊（英国）、G. A. Soilleux（澳大利亚）、Julio Vilamajo（乌拉圭）。

开工日期 1949年10月24日

造价 6500万美元

耸立在曼哈顿岛东岸、横跨纽约市东河两岸的联合国总部是和平的象征和希望的灯塔。地球上60亿人民的代表经常聚集在这个占地18英亩的地方，就和平、公正及经济和社会福利等问题进行商讨、作出决定。

也正是在这里，联合国秘书处的男女工作人员努力工作着，将这些决定付诸行动。有着高耸的玻璃幕墙的秘书处大厦、有着优美的圆弧外形的低矮的大会堂，加上蓝白相间的联合国旗，这些都已成为联合国这个国际组织的鲜明标志。

IV. The Biography of Kofi Annan

Kofi Annan of Ghana is the

篇9：模块6 Unit 4 Project 教学案(译林牛津版高二英语选修六教案教学设计)

模块六 Unit 4 (Helping people around the world)

Period 5 Project

Teaching aims：

1. To help students get the detailed information about the text.

2. To make students master the language points in the text.

Teaching difficulties：

1. How to make the students understand the passage better.

2. How to help the students finish all the exercises on the paper.

3. How to help the students grasp the usage of the new words in the text.

Teaching procedures:

Step 1 Lead-in

Ask students the following questions and discuss them briefly.

1. Does anyone in the world need any help from others?

2. What will you do if you are asked to offer help ?

3. What does MSF stand for? And what’s its purpose?

4. What do you think the members of MSF are?

5. Where do you think the nurse works most of the time?

6. What do you think is the most difficult thing for her to do?

7. What are the reasons why people there live such poor and terrible lives?

Step 2 Reading-comprehension

Ask the students to read through the text within ten minutes and complete the

following table with one exact word in one blank.

Change the world-my commitment

1._______ Everything is in chaos;

The whole island is flooded;

People have 2.________ to escape the floods.

The work of MSF Sets up feeding centers;

Checks the health of babies;

Conducts a vaccination campaign;

Sets up a 3._______ medical center on the north of the town;

4.________ the dead bodies as quickly as possible.

dangers The 5.________ of diseases;

Possible 6.________ from the people who fight for food;

7._________ caused by destroyed fields and harvest.

Thinking Being 8.________ over the local people’s lives

Feeling lucky and proud to be able to help others everywhere;

9.________ all the things she has had today;

Hoping to make a difference to people’s lives 10._________.

Step3 Further reading

1. Listening for further information

2. Questions:

Para 1

1) How did she help?

Set up feeding centers to ensure that people got food and we checked the health of babies

to make sure they were putting on weight. We had a vaccination campaign to stop children

dying from measles.

2) What dangers did she face?

Fighting in villages far from the city; looking out for bullets and running from one place to

another became way of life; water borne diseases such as malaria and typhoid; mud and

water everywhere, making it difficult to travel from place to place.

Para 2

1) Where was the A temporary clinic?

In a vacant health center in the north side of the town.

2) What problems can it solve?

People who have regular medication cannot get hold of it in a disaster such as this.

Minor injuries also need to be taken care of , especially as it is so wet.

3) What are other problems they must face?

In the rest of the city, shelter and access to food and clean water are big problems. The

fields and harvest have been destroyed and so malnutrition will be a problem in the

future. People have started to worry about that they will not get enough food.

Para 3

1. How do they communicate?

By speaking English or French, or using acting skills.

2. What are horrible things for her?

It is quite horrible to imagine losing everything, including some of your family.

That was a really horrible job to bury the dead bodies as quickly as possible to stop

disease spreading.

Para 4

1. What is the main idea of this paragraph?

About the MSF nurse’s feelings of working there.

2. Does she enjoy the experience of working there? Why?

Yes. This experience makes her appreciate all the things she has and gives her the

chance to see things from another side.

Step 4. Language focus

Arrived here to find everything was in chaos.

（1）不定式 to find 作结果状语，在英语中常见。如：

He hurried home, only to find his wife dead. 他匆忙赶到家，发现他妻子已死。

I awoke to find my truck gone. 我醒来发现箱子不见了。

He searched the room only to find nothing. 他搜索了房间，没发现什么。

（2）chaos 混乱：杂乱的一堆；乱成一团：

The desk was a chaos of papers and unopened letters.

桌上杂乱地堆放着一些纸张和未拆的信。

in chaos 杂乱、混乱、纷乱

The kitchen was in chaos.

After the war, the whole Iraq was in chaos.

2. Many of the people have fled to the mountains to escape the floods.

escape和flee两个单词均表示“逃”或“逃跑”的意思，但后者更强调在紧急情况

下仓促逃跑之意。

The enemy soldiers were fleeing in all directions, but few of them could escape.

误点剖析

误：However four men were not quick enough to escape from the flames.

分析：这是一句错句。escape在这儿是及物动词，意思是“逃脱；逃避”，后面

直接跟名词或动词v-ing形式。例如：

You were lucky enough to escape punishment. 你的运气很好，免受惩罚。

He narrowly escaped death. 他是九死一生。

There's no way to escape doing the work. 无法逃避做这项工作。

类似用法的词还有：flee, survive, serve等。注意下列正误句子的比较：

错误句：Why does she always flee from any kind of responsibility?

正确句：Why does she always flee any kind of responsibility?

错误句：Did anyone survive from the earthquake?

正确句：Did anyone survive the earthquake?

错误句：You should serve for your country.

正确句：You should serve your country.

3. We are very concerned about the outbreak of water – borne diseases such as …….

concern vt 涉及, 关系 n. (利害)关系, 关心, 关注, 关注, 所关心的是

This problem concerns all of us.

We concerned ourselves with accomplishing the task at hand.

be concerned about 对……关心

All of us are concerned about our environment.

as far as something is concerned 就……而言

As far as money's concerned, there shouldn't be a problem.

as far as I’m concerned 依我看

As far as I'm concerned ,she can come home whenever she likes.

4……. and make a difference to people’s lives on an individual level.

make a difference 有影响，起作用，要紧

Whatever she did, it made no difference.

One more person wouldn't make any difference to the arrangements.

It could make the difference between missing your train and getting to work on time.

Step5 Practice

Ask students to do PartsB1 and B2 on page 125 in Workbook, so they will have

more chances to practice using words and phrases learnt in the text.

Step6 Homework

Finish off the exercise paper related to this part.

Exercises for students:

一、重要词组中译英 (词组中请不要出现and)

1. MSF is an international organization __________________(提供免费医疗服务)

2. I arrived here ____________________________(发现一切混乱不堪)

3. The _______(受损严重) hospital is in a mess and ___________(彻底不能用了)

4. We ________(建立) a clinic and checked the health of babies to make sure they

____________________(正在增长体重)

5. We had a vaccination campaign ________________ measles. (防止孩子死于…)

6. __________(留心子弹) and _______________(辗转奔波) became a way of life.

7. We are very _______________________________(担心由水传播的疾病爆发)

8. _____________________(没有到处飞扬的沙土), there is water.

9. We found a ______(空闲的) health center, _____________________________

(在那里我们打算建一个临时的诊所)

10. One of the health problem is that they can’t ____________________________

(得到常规药物治疗)

11. ________(次要伤口)also need ___________(被照顾), especially as it is so wet.

12.____________(大部分的)problems are from shelter and __________________

(供给途径) food and clean water.

13.It _____________(让我想到) the time in Sudan, _________________________

(在那里好几个MSF员工被袭击)

14. I find that my job is _____________________________(不局限在作护士). It

is also ________________________________________________________

(做一个能够倾听并安慰别人的人)

15. It’s quite horrible ______________________(想象失去一切)

16. I often ______________________(回想所有的经历) that I ________________

________________________(自从加入MSF所拥有的)

17. It makes me ______________(珍惜一切) I have and gives me the chance _____

_______________________(从另一个角度看事物)

18. I’m proud that I can help here and there, ____________________(改变，影响)

people’s lives _____________________(从个人的层面)

二、词汇练习(第59~63生词)

1. Whatever difficulty he is f_______ with, he never gives up.

2. I can’t afford the e______ of buying a house. It costs too much.

3. He left his homework at home, so he had to go back and f______ it.

4. With the computer b______ down, I can’t work any more.

5. A person’s life journey is always filled with all kinds of h_______.

6. The workers went on a strike because they were f______ to work more than ten

hours a day.

7. By no m______ should one break taboos when he comes to a new country.

8. When the president was assassinated, the whole nation fell into c______.

9. Many victims of the drought have f_____ to escape the famine.

10. As the seat is v_____, you can sit down here.

11. She is not my secretary, and she is just helping me t_________.

12. If not h_____ in time, the cut will cost your life.

13. He will go to Beijing for university study. M_______, he will be a volunteer

for Beijing Olympics.

14. It reminds me of one of my former c_______, who worked with me in the IBM

company.

15. I used my good acting skills to overcome the language b_____ when I first came

to France.

16. As we all now, when someone is sad, the c_______ from family and friends is

very important.

Recording after teaching:

篇10：模块6 Unit 4 Rreading 教学案(译林牛津版高二英语选修六教案教学设计)

模块六 Unit 4 (Helping people around the world)

Period 1 Reading

Teaching aims：

1. To encourage students to share their experience of helping others in their daily

life and let them know the importance of helping others;

2. To teach students some general information about the work and responsibility

of a UN Goodwill Ambassador;

3. To help students practice and reinforce their reading skills;

4. To help students master the language points in the reading.

Teaching difficulties：

1. How to use “as” in different kinds of clauses.

2. How to interchange attributive clauses and verb-ing or verb-ed phrases.

3. How to combine two independent sentences using attributive clauses.

Teaching procedures:

Step 1 Lead-in

1. Start the class with the following questions:

Have you ever thought about the future?

What do you want to be in the future?

What do you think you should do to make your dream come true in the future?

Which do you think will help you fulfill your dream?

Have you ever thought about doing something for those children to help them

realize their dreams? If you have, what would you do?

2. Have students discuss and report their answers to the class. Help students

understand that not everyone in the world has the same opportunities. It would

be very hard for some people in poor areas to realize even a simple dream like

having a warm bed to sleep in at night. Something should be done for those who

are suffering a lot.

3. Tell students that they are going to read a passage about a helpful woman who

has devoted lots of her energy and time to making the life of poor people better.

Ask students what they can find by reading the title, and ask them to predict

what may be covered in the passage that they are going to read. Say:

Today, we are going to read a passage entitled “The UN-bringing everyone closer

together”. What do you think of when you see the title? What do you think will

be mentioned in the passage?

Step 2 Reading-comprehension

1. Ask students to go through the passage as quickly as possible and try to find the

answers to the three questions in Part A. Remind students only to focus on and

answer these questions.

2. Ask students to read the passage again and complete Parts C1 and C2 individually.

After students finish the exercises, check the answers with the class.

3. design a table to check the students’ reading comprehension about the UN.

The United Nations

When it was set up After the Second World War in October 1945

Countries in the UN Originally 51 countries

Recently 191 countries

Problems it deals with Helps end some of the world’s most horrible conflicts, assists the victims of wars and disasters; protect human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and disease

Its four main purposes To keep international peace

To develop friendly relationships among nations

To cooperate in solving international problems and in promoting respect for human rights

To be a centre for organizing the actions or work of different nations

Goals it promises to achieve by Eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education

4. Talk to students about Tang Ning. Ask students what they know about this

UN Goodwill Ambassador and businesswoman from the passage. You may ask

the following questions:

What occupation does she take up in the UN?

How much money does she earn by doing this Job?

What Project or projects has she been involved in?

How does she help those people that need help?

How does she feel about taking this occupation?

What do you think of Tang Ning?

Step 3 Language points

1. refer to

What I have to say refers to all of you.

When I said that some people were stupid I was not referring to you.

Please refer to the last page of the book for answers.

It is a collection of documents with reference to the First World War.

2. be made up of

A team made up of three doctors and ten nurses was sent to the disaster area.

The oldest kind of computer was a huge machine made up of thousands of parts,

covering nearly 100 square meters.

3. operate

All the Disney parks are operated by the same company.

This machine operates day and night.

The doctors decide to operate on her immediately.

Operation n.

I can use a word processor but I don’t understand its operation.

He is the officer in charge of operation.

4. honored

He was honored with a title of “ Model Worker”.

They removed their hats to honor the flag.

It’s a great honor to be invited.

May I have the honor of this dance?

While in London, we paid a visit to the hospital founded in honor of the nurse

Florence Nightingale.

5. touch

Visitors are not allowed to touch the exhibits.

I was really touched beyond words.

We’ll keep in touch with each other wherever we go.

I hope we don’t lose touch again.

6. apart from

The house stands apart from the village.

I can’t get these two things apart.

He tore the cooked chicken apart and began to eat it.

7. lack

They are so rich that they lack for nothing.

He was acquitted for lack of evidence.

There was a severe shortage of petroleum during the war.

8. ensure

The book ensured his success.

Please ensure that all the lights are turned off at night.

These pills should ensure you a good night’s sleep.

Customs are asked to ensure that they have been given the right change before

leaving the shop.

9. rather than

I’d prefer to go in summer rather than in winter.

It ought to be me rather than you that sign the letter.

I decided to write rather than (to ) telephone.

I would stay at home rather than go shopping.

He would rather beg in the streets than get money in such a dishonest way.

10. on behalf of

On behalf of my colleagues and myself I thank you.

Ken is not present, so I shall accept the prize on his behalf.

The legal guardian must act on behalf of the child.

On behalf of all the staff, I would like to wish you a happy retirement.

Step4 Practice & Reading strategy

1. Ask students to complete Part D and Part E individually. Part D aims to check

whether students can understand the meanings of words from the context of the

passage and to show them how to explain the meanings in English. Part E aims to

make students more familiar with the reading passage and some useful words in it.

2. Ask students if they have ever read a speech before and encourage them to find out

what unique language is used in a speech. Remind then that when reading a speech,

it is important to pay attention to the speaker’s attitude. The positive and negative

adjectives can help then identify the positive negative opinion or attitude of the

speaker.

3. Ask students to read the Reading Strategy and find more sentences that express the

speaker’s attitude in the reading passage.

Step5 Homework

1. Review the text carefully after class.

2. Finish off Part A1, A2 in Workbook.

3. Finish off the exercise paper for this part.

Exercises for students:

一、非谓语动词复习练习

1. ______ nuclear radiation, even for a short time, may produce variants (变异) of genes

in human bodies.

A. Suffered B. Suffering C. Being suffered D. Having suffered

2. ______ to be practical, the new teaching method is being accepted by more and more

educational workers.

A. Having proved B. Proving C. Proved D. Having been proved

3. The car burns much fuel, but ______ all things into consideration, it is still a good car.

A. taken B. having taken C. taking D. to take

4. -The price is fine with me. How would you like it ______? -In cash, please.

A. to pay B. pay C. paid D. being paid

5. When he came back, he found the bag he had ______ over the seat was gone.

A. left to hand B. left hanging C. left hung D. to leave hanging

6. -Why do you look so disappointed, John?

-The outdoor concert ______ for tomorrow will be put off.

A. to plan B. to be planned C. planning D. planned

7. The news reporter hurried to the airport, only ______ the film star had left.

A. to tell B. telling C. to be told D. told

8. ______ a job as a professor in a well-known university, a doctor's degree is needed.

A. Having go B. If you want C. So as to get D. In order to get

9. These examples, once ___ to his article, will make it sound more reasonable and

acceptable. A. add B. to add C. adding D. added

10. -Where can I get this gift ______? -Over at Window No. 6 and wait ______.

A. to be wrapped; to be called B. wrapping; to call

C. wrapped; to call D. wrapped; to be called

11. “I hope the operation,” said the father, “______ now will give my son a new life. ”

A. being performed B. to be performed C. performing D. performed

12. There are ten waiting rooms at the newly-built station, in all 20,000 people.

A. seating B. seated C. sitting D. to seat

13. -How do you deal with the agreement between the company and the customers?

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

A. to solving; making B. to solving; made C. to solve; making D. to solve; made

14. More natural resources should be made use of ______ the ______ need of energy.

A. meeting; increasing B. to meet; increased

C. meeting; increased D. to meet; increasing

15. The man we followed suddenly stopped and looked as if ______ whether he was

going in the right direction.

A. seeing B. having seen C. to have seen D. to see

16. Though ______ money，his parents managed to send him to university．

A. lacked B. lacking of C. lacking D. lacked in

17. The local health organization is reported ___ twenty-five years ago.

A. to be set up B. to set up C. to have been set up D. to have set up

18. I appreciated ______the opportunity to study abroad two years ago.

A. having been given B. having been C. to have been given D. to have given

19. There is no point ___further.

A. argue B. to argue C. arguing D. being arguing

20. All flights___ because of the snowstorm, we decided to take the train.

A. were canceled B. had been canceled

C. having canceled D. having been canceled

21. He always does nothing but___.

A. complaining B. complains C. complain D. to complain

22. John painted her sitting in a chair with her hands ___.

A. folding B. to have folded C. to fold D. folded

Recording after teaching:

篇11：模块6 Unit 4 Wordpower 教学案(译林牛津版高二英语选修六教案教学设计)

模块六 Unit 4 (Helping people around the world)

Period 2 Word power

Teaching aims：

1. To enable the students to talk about the connected organizations of the UN.

2. To enable the students to talk about acronyms.

Teaching difficulties：

1. To help students to understand the language points from page 54~55.

2. To teach students to remember the names of the well-known organizations.

Teaching procedures:

Step1 Lead –in

T: During last periods, we have learnt some basic ideas of the UN and the UN

Goodwill ambassador. And this period we will learn more about the UN.

Before starting our class, I’d like to ask you a question: When you’re ill and

go to the hospital, what is the first thing you will do?

S: To register and know which clinic room is the right one.

T: Yes, that’s it! First you have to know what the problem is, and then find the

correct ways to cure. You can not go straight forward to the hospital and find

a doctor at random and ask for treatment.

T: And that’s the same to the international aid. Today, we’ll learn the connected

organizations of the UN and try to get a further understanding of the proper

organizations to help people around the world. Now, according to what we

have learned before, and the news you’ve heard of from newspaper and the

Internet, talk with your partner: What problems harass the world?

After several minutes.

T: What problems have you found?

S: Famine, wars, flood, natural disasters, poverty and also disease.

Write these down on the blackboard.

T: Correct! And do you know the right organizations in the UN that can help

solve these problems?

S: Not exactly.

T: Well, read Part A in Word power and discuss with your partner to find the right

organizations that can solve the problems you have mentioned above.

Step2 Learning through reading

Show the chart the students have done in the previous period and ask them to add

the new information they’ve learned about.

Problem Cause Organization

peacekeeping war, fighting

Famine Shortage of food

Flooding Typhoon

Irrigation Difficult to farm

disease Lack of doctors, no money, far away from a hospital

No running water or electricity and few schools poverty

Then ask the students to remember the organizations in the chart.

Step3 Practice

T: Well, that’s it. Now tell me whether these organizations are governmental or not?

S: They’re non-governmental.

T: And how many types can these organizations be classified into?

S: Special agencies, World Bank Group and Programs and funds.

T: Correct! You have learned the types of the UN organizations and what these

organizations aim at. Now finish Parts B& C.

Step4 Acronyms

T: Do you think the full names of the organizations are too long so that it’s very

inconvenient to talk about them. Here is a good means to shorten the names.

That is, keep the first letter of each word consisting of the full name. We call the

shortened names acronyms. Here are two examples. Let’s look at Part D.

After talking about this part, say:

T: Now, it’s your turn to work out the following acronyms using the information on

page 54.

Step5 Homework

1. Review the language points in this part.

2. Finish off the exercise paper for this part.

Exercises for students:

一、默写

Chinese Acronyms Full names

非官方组织 NGO

国际劳工组织 ILO

粮农组织 FAO

联合国教科文组织 UNESCO

世界卫生组织 WHO

国际民航组织 ICAO

万国邮政联盟 UPU

世界银行集团

国际货币基金组织 IMF

联合国儿童基金会 UNCEF

联合国环境规划署 UNEP

联合国药品管制计划署 UNDCP

联合国开发计划署 UNDP

联合国妇女发展基金 UNFEM

二、非谓语动词复习训练

1. Seeing so many hands _____, the teacher didn’t know which one to choose to

answer his question. A. raising B. raised C. being raised D. raise

2. The Olympic Games, _____ in 776 BC, didn’t include women players until 1912.

A. was first played B. to be first played

C. first played D. being first played

3. The secretary worked into the night, _____ a long speech for the president.

A. prepared B. was preparing C. to prepare D. with preparing

4. I can hardly imagine Peter _____ across the Atlantic Ocean in five years.

A. sail B. to sail C. sailing D. to have sailed

5. -Come on, please give me some ideas about the project.

-Sorry, with so much work _____ my mind, I almost break down.

A. filled B. filling C. to fill D. having filled

6. The crowd cheered wildly at the sight of Liu Xiang, who was reported _____ the

world record in the 110-meter hurdle race last year.

A. to break B. to have broken C. breaking D. having broken

Recording after teaching:

篇12：模块6 Unit 4 Grammar 教学案(译林牛津版高二英语选修六教案教学设计)

模块6 Unit 4 (Helping people around the world)

班级___________ 姓名__________ 学号__________成绩___________

Period 3 Grammar and usage

一、随堂练习

1．如果我在大学期间不是学习商业的话，我现在不会是经理。

If I ___________ business at university, I ____________ a manager now.

2．如果我当初走可选择的另一条路而学习医学的话，我现在将有很多专业知识了。

If I ________ an alternative path and _________ medicine, I ___________ a lot of technical knowledge now.

3．如果我对医学很了解，我就能够帮助我生病的母亲。

If I _________ a lot about medicine, I ___________ able to help my sick mother.

4．如果我能够帮助我生病的母亲，我就不会如此沮丧了。

If I _________ my sick mother, I ____________ so frustrated.

二、虚拟语气专项训练

1. If my lawyer _____ here last Saturday, he _____ me from going.

A. had been, would have prevented B. had been, would prevent

C. were, would prevent D. were, would have prevented

2. If I had worn my coat, I _____ a cold now.

A. wouldn’t catch B. wouldn’t have caught C. won’t catch D. won’t have caught

3. -If he _____, he _____ that food. -Luckily he was rushed to hospital immediately.

A. was warned, wouldn’t take B. had been warned, wouldn’t have taken

C. should be warned, wouldn’t take D. could have been warned, wouldn’t have taken

4. He _____ you more help, even though he was very busy.

A. might have given B. might give C. should give D. may give

5. What would have happened, _____ as far as the river bank?

A. if Bob walked B. had Bob walked C. were Bob to walk D. should Bob walk

6. If it ____ rain this evening, I wouldn’t go to see this American film.

A. would B. should C. might D. was to

7. -My cat’s really fat. -You _____ have given her so much food.

A. wouldn’t B. can’t C. shouldn’t D. mustn’t

8. _____ the heavy rain, we would enjoy playing football until 6 o’clock.

A. Without B. In spite of C. Regardless of D. Due to

9. I told your friend how to get to the hotel, but perhaps I _____ have driven her there.

A. can B. must C. should D. would

10. I supported him in time, otherwise he _____ off the bike.

A. might fall B. would fall C. should have fall D. would have fallen

三、词汇练习（第50~57页生词）

1. The accident r______ to at the meeting cost fifteen lives.

2. Who is the Chinese a________ to the UN at present?

3. If not o_______ on at once, the boy will die within 24 hours.

4. As we all know, primary education t_______ every child’s future.

5. The UN peacekeeping operations aim to end any c_______ in the world.

6. I feel h______ to have the opportunity to take a photo with Liu Xiang.

7. He broke into the house with the p_______ of stealing money.

8. May 1st is L_______ Day.

9. My job is not paid but v_________.

10. We need to increase the people’s a________ of the importance of environmental protection.

11. His accomplishments are w______ of the world’s admiration.

12. His attention was d_______ by the beautiful scenery out of the window.

13. Time is u______! We should hurry up!

14. A______ from flowers and applauses, he expected the world’s admiration.

15. The project runs very well under the u_______ of the government.

16. He is so young that he l_____ experience.

17. The church mouse has to struggle in p______.

18. I’m here to see you on b______ of all the staff.

19. He spent his childhood in r______ mountains, far away from city life.

20. The UN aims to ensure that human rights are a______ to every human in the world.

★高中第三册第一单元学案(高二选修) 教案教学设计

★苏幕遮(高二选修) 教案教学设计

★国殇(高二选修) 教案教学设计

★《春江花月夜》教案教学设计(高二选修)

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