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teaching plan for unit 13(人教版高二英语下册教案教学设计)

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以下是小编收集整理的teaching plan for unit 13(人教版高二英语下册教案教学设计)，本文共16篇，希望对大家有所帮助。

篇1：teaching plan for unit 13(人教版高二英语下册教案教学设计)

\Teaching goals:

1. Talk about water and the ocean

2. Practice communicative skills

3. Review Modal Verbs

4. Write an explanation paragraph

Teaching Plan: (Six Periods)

1st period: Warming-up and Reading (1)

2nd period: Reading (2)

3rd period: post-reading and Listening (SB)

4th period: Integrating Skills (SB)

5th period: Speaking

6th period: Grammar and Language Study

Period 1 Warming up & Reading (I)

Teaching goals:

1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.

2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.

Important points in teaching:

Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,

dissolve, property.

Phrases: benefit from, range from… to …., all the way, be made up of, that is,

freezing point, break down, mix with, be measured in, take advantage of,

keep…steady, manage to, be sensitive to, up to.

Structures: whatever…., ….., that is,…..

Teaching procedures:

Step1: Lead in

Read a short poem and guess its name: A letter from _______. (Water)

Dear User,

Shame to you all, the Ignorant,

I am your life

But you seem not to value me

Give me all the respect

For in me is eternal life

If you continue abusing me

Surely, all forms of life will wither away

Have you ever imagined,

Life without me?

I tell you, it will be unbearable

Think twice

For every drop counts...

Qs: 1) What does “Dear user” here refer to?

2) What does it talk to its users?

3) On which planet does it exist? －On the earth, which is also called the water planet.

4) Do you know why it is called “The water planet”?

－Because about three quarters of the earth is covered by water.

Step2: Pair work: Collect as many words as possible related to water. Qs:

How much do you know about water?

Is all water fresh or salty?

Step3: Talk about the properties of water.

1. Pair work

T: Water is around us and inside us. We can’t go without water. Qs:

Why is water so important to living things?

Can you point out some of its properties or characteristics?

Suggested vocabulary:

It's colorless, tasteless, odorless and universal dissolvent.

It feels wet;

It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;

It can absorb a large amount of heat;

It sticks together into beads or drops;

It's part of every living organism on the planet; etc.

2. Group work

Learn more about water’s properties by doing some simple experiments and learn to describe an experiment.

What property of water does each of the four experiments illustrate?

What causes this phenomenon?

What’s this phenomenon related to?

① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.

② Experiment 2 illustrates how substances with different density behave when placed in the same container.

③ Experiment 3 is an example of how water dissolves substances and objects.

④ Experiment 4 illustrates some of the differences between salt water and fresh water.

3. T: What other properties of water do you know about?

What causes the following phenomena? Can you explain?

①We can get a lot of nutrients by drinking water and having soup.

②Wood floats on water while iron sinks.

③The coastal areas are often neither too hot nor too cold.

④Why can some living things live at the bottom of the ocean where there is no sunshine?

(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.

Step4: Pre-reading

Look at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.

What is/ are ________?

What does _________ look like?

What are different parts of ______?

What can ________ be compared to?

How does _______ work?

What are some examples of ________?

1. Skim to find the words and phrases which describe the properties of water in the reading text.

2. Scan to Find out some basic facts about life in the oceans.

Life on earth began in the oceans about three billion years ago;

99% of the living space on earth is in the oceans;

There are about five million (known) species in the oceans;

Life in the oceans ranges from tiny plankton to giant whales.

Step5: Homework

1． Read the text carefully and find out the detailed information about water properties.

2． Think as many examples as possible to illustrate water properties.

Period 2 Reading (Ⅱ)

Teaching steps:

I. Revision

T: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.

True of false questions:

1) Water is a liquid at room temperature, and it has a relatively high freezing point.

2) The reason why water can dissolve most substances on earth is that water has high heat capacity.

3) Like all the other substances, water gets smaller (contract) when it freezes.

4) Pure water has a higher freezing point and lighter than salt water.

5) The salinity of the earth’s oceans is about 3.5%.

6) When water freezes, its density increases.

7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.

(TFFTT FF)

II. While-reading

1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)

Qs: 1) Was there any life on the earth billions of years ago?

2) If any, what was the original life like at that time?

3) Where did it live? －In the deep blue seas.

4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.

2．It is said that 99% of the living space on earth is in the oceans.

Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.

2) Can you give some specific numbers or examples?

－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).

3) What does this fact imply? Do you agree?

－Water is an excellent medium for life.

4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)

Water is a liquid at room temperature and has a relatively high freezing point;

All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.

3．So we know that one of water’s properties is its dissolvability(溶解性).

Qs: 1) Do you know what gives water such a unique property?

－The chemical structure of water.

2) What does the water molecule look like?

－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.

3) Can you give some other examples which are also resulted from water’s unique chemical structure?

－Plants can pull water up their roots via a capillary(毛细管) process;

－We can get a lot of nutrients by drinking soup.

That’s water’s another property－dissolvability.

4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.

Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.

2) What does it mean?

3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?

－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.

5. However, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?

－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.

Qs: 1) What is density? And what’s the density of pure water?

－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.

2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?

－Yes. Water’s density decreases when it turns to ice, so its volume increases.

3) Does all the water in the same river or ocean have equal density? Tell your reasons.

-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.

6. Qs: 1) What do different densities in the ocean result in?

－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.

2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)

Ocean motion helps move nutrients around and adds energy to the marine ecosystems.

Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)

7. Read following statement and think what conclusion you can draw? Or what property does it refer to?

It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?

－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.

8. Here are some more familiar phenomena.

What property of water is each of them related to?

The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity)

Ice floats on water. (Density)

When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)

Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity)

People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)

IV. Homework

1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.

Period 3 Post-reading & Listening

Teaching goals:

1. To get students have a better understanding of water.

2. To learn some new words and sentence structures.

Teaching procedures:

Part one Post-reading

I. Better understand the properties of water

1. “Where there is water, there is life!” Can you use some facts to illustrate it?

－Water is a medium for life.

So far as we know, life only exists on earth, because there is water. Etc.

2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%

Up to _____ of the human body is water.

______ of the brain is composed of water.

______ blood is made up of water.

The lungs are nearly _____ water.

3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.

II. Revision on the properties of water

1. What are the properties of water?

Water is polar.

Water is liquid at room temperature.

Water has a relatively high freezing point.

Water has density 1,000 kg/m3.

Water has high heat capacity.

…

2. What causes water to have such unique properties?

－It’s molecule form / chemical structure.

3. What is water molecule like?

Chemical structure: two hydrogen atoms and one oxygen atom.

Different parts of it: a slightly positive end and a slightly negative end, so it is polar.

The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.

4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?

Qs: 1) What’s salinity?

2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.

3) How does salinity affect water?

4) How does it affect water’s weight and freezing point?

－ The higher salinity water has, the heavier the water is.

The higher salinity is, the lower the freezing point of water is.

5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.

Qs: 1) What is density?

2) How is density measured?

3) Which is denser, water or oil?

4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?

－Oil floats on water. A less dense substance floats on a denser substance.

5) Does water in the same ocean have the same density?

－No. Denser water sinks and pushes less dense water to the surface.

6. That’s why the ocean water will never stop moving. Ocean motion

Qs: 1) What does ocean motion mean?

2) How does ocean motion work?

－Denser water sinks and pushes less dense water to the surface.

Ocean motion helps move nutrients around and adds energy to the marine ecosystems.

3) What causes ocean motion?

－Changes in salinity and temperature.

7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why?

－Water has a relatively high heat capacity.

Qs: 1) What is heat capacity?

2) What’s the function of heat capacity?

－It determines how a substance absorbs and releases heat;

It keeps water temperature steady;

It keeps the earth’s temperature steady.

III. Reflection

1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?

2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think you are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.

2) What affects you.

3) What you are made the most of by human beings.

Part two Listening

I. Pre-listening

Give a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.

II. While-listening

1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)

When: 18th century? (No, not mentioned)

Where: on a ship

Who: sailors / mariners

What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.

2. Listen to part 1 for the second time and finish the following true or false questions.

1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.

2) In the poem, one of the sailors kills a fish under the ship.

3) It is believed that the animal he kills is one that brings good luck to the ship.

4) Other sailors are so frightened and angry that they kill the sailor.

5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.

(Keys: TFTFF)

3. Listen to part 1 for the third time and answer the following questions:

1) Who tells the story in the poem?

2) What does one of the sailors do?

3) What do you think will happen next?

4) Why are the other sailors frightened?

4. Listen to part 2 and complete the following sentences.

1) Finally they decide that he must die －_______ the mariner who _______ the bird.

2) He must _____ _______ it all and will ______ by having to tell the story…

3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.

4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.

Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings

5. Listen to part 2 again and answer the following questions:

1) What happens to the sailors?

2) What happens to the mariner?

3) Why is the person telling the story?

4) Who is the person actually?

II. While-listening

1. Reflection: What do you learn from this story?

－Everything existing in the world has their own certain values, we should understand and respect them.

2. Creation

Work with partner and try to come up with a good, scary story like the one about the mariner.

Homework

1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22

Period 4 Integrating Skills

Teaching goals:

1. To get students to know what estuaries are and their functions

2. To learn to write an explanation paragraph

Teaching procedures:

I. Lead-in

Look at the map of China, answer these questions:

1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I

2. How much do you know about them? Is the economy there well-developed or not?

3. Which city is the most developed? Why?

Now let’s look at this map and then answer the following questions:

1. Can you tell what map it is? Where is it?

2. Is the water here salty or fresh?

3. What’s the place called where river and the ocean meet?

II. While-reading

1. Skimming

1) Find out the definition of estuary.

(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)

2) What functions of estuaries have been mentioned in the passage?

(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)

3) Discussion.

What living conditions do you think are needed for nature’s young ones?

Do estuaries have such conditions for them?

2. Discussion

What living conditions do you think are needed for nature’s young ones?

Do estuaries have such conditions for them?

3. Scan the passage and answer the following questions.

Why are estuaries such good places for nature’s young ones?

What does “density” mean in this passage?

How do estuaries affect the water that passes through them?

Why are estuaries more sensitive to pollution than other areas?

Why are estuaries important to human beings?

(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.

(Answer to question 2) It means the degree to which an area is filled with things or people.

(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.

(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.

(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.

4. Finish the following passage with words from the text.

Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.

(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)

III. Post-reading Discussion

As we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?

( They are near Yangtze River Delta, Pearl River Delta…)

(Convenient transportation, rich resources…)

IV. Writing

Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.

Tip one

If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.

First…

Second…

Third/ Then…

Last…

Tip two

If we are writing about something that has several parts, we should describe each part and explain its function and structure.

The following questions may help:

What is it? How many parts is it made up of?

What’s the structure of each part? How does it work?

Homework

Imagine that your science teacher ask you to explain one of the following questions:

Why does an ice cube float?

What will happen to a piece of metal if you put it in water?

Why do so many species live in estuaries?

Why have so many cities been built by estuaries?

Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.

Period 5 Speaking

Teaching aim:

1. Get students to talk about the main use of water in our life and their effects.

2. Draw students’ attention to the importance of using, saving and protecting our water as well.

Teaching procedures:

I. Revision

1) Can you use your own words to tell us the general idea of the two reading passages?

2) What do you learn from our previous classes?

－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.

II. Speaking

1. Pre-speaking

1) Do you agree with the saying “Without water, life would not exist.”?

2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.

Q: Is there anyone who knows when it is? － Mar. 22

3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.

4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day was “Water and Disaster”. World Water Day will be guided by the upcoming water decade's theme “Water for Life”. It will be the starting day for this International Decade for Action, “Water for Life”.

2. While-speaking

1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.

－electricity, agriculture, home use, industry, transport, entertainment, etc.

2) Look at the first picture (“electricity”) in the textbook and talk about it.

The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.

3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:

How is water being used?

What property of water enables it to be used in this way?

Why do we use water in this way?

Who benefits from using water in this way?

Is this a good way to use water?

What are some disadvantages of using water in this way?

4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:

The water is being used to / for … We should / could …

What will we do if …? If we …, we can …

It would be better to … Can you think of a better way?

3. Post-speaking

1) Just now we’ve talked about six main ways of using water and their disadvantages as well as advantages. Here I have something more for you.

① Read following short passage by yourself.

No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.

As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.

This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.

② Watch a flash “A prediction for water”

2) Q: What information have you got from the passage and flash?

－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.

3) Q: How can we save and protect water in our daily life?

Take home use for example,

Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.

Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.

Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.

Repair leaks. Find and fix faucet and toilet leaks.

Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.

Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.

We ourselves should have a strong sense of preserving water and tell others to protect it too.

Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.

Avoid cutting down trees especially where the source of river lies.

…

4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.

4. Homework

Read the requirements in Talking (P.96) and finish it in the form of report.

Period 6 Grammar and Word Study

Teaching Goals:

◆ To review Modal verbs.

◆ To make students get more familiar with the Modal and practise using them in different situations.

◆ To enable students to master some new words and expressions.

Teaching Procedures:

Part One: GRAMMAR - MODAL VERBS

I. Revision

We have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.

1) What are these properties of water?

2) Can you give some more examples that show we can benefit from these properties of water?

According to the above discussion, we know that these properties of water are very important and help us a lot. Just because of these properties of water, water can meet people’s needs of living on the earth. We can say that water is the “life food” of the earth. It is a necessity of human beings and all the other living things. However, have you ever imagined the following situations?

II. Presentation

3) Without ocean motion, what would the earth be like?

(Without ocean motion, the earth would…)

4) If the density of ice were larger than that of water, what would the seabed be like?

(If the density of ice were larger than that of water, the seabed would…)

5) Suppose water had a much lower freezing point, what would the world be like?

(Suppose water had a much lower freezing point, the world would…)

III. Try to list some modal verbs according to their functions.

Possibility Certainty

Ability Permission

Request Suggestions

Necessity Advice

IV. More situations given to practice using Modal Verbs.

Situation one:

1) If it is true, what may happen in the future?

2) What can our country do with this problem?

3) What should we do in our daily life?

Situation two:

Three Gorges Project is the largest water conservancy project ever built in the water. It is said that the whole project will be completed in the year as planned. So try to discuss the following questions:

1) If the project is completed in the year 2009, what advantages will it bring to us?

2) If the project is completed in the year 2009, what problems may it cause? How can we deal with these problems? What should we do to solve these problems?

V. Consolidation

1. Fill in the blanks with the proper modal verbs.

will would can could must should may might

Dear John,

Thank you for your letter. I don’t think I ________ give you any advice. I don’t think the manager ______ trust you. It sounds as if he has decided that you ______ be the thief. Do you have to continue working at this company? Maybe you ______ find another job where the people are more friendly. I think that you ________ enjoy that more.

If you stay at the meat factory, you __________ not be able to be happy. Besides, if you stay, the thief _______ do something bad to you. I don’t think that _______ be very pleasant. If he played a bad trick on you, the manage __________ say you were the thief and call in the police. That _________ have serious results. I think the best thing you _________ do now is to look for another job and hope that it __________ turn out better.

Yours,

Mary

2. Finish all the grammar exercises on SB & WB.

Part Two: Word Study

I. The letters of the following words have been mixed up. Try to put the letters in the correct order.

1. otmas 11. sag

2. satlbe 12. nhroygde

3. sdlio 13. yoxgen

4. oasbrb 14. duiliq

5. eeefrz 15. fatol

6. shiplareotin 16. ttaaibh

7. labeiaav 17. aaccpiyt

8. siendyt 18. sseeiintv

9. orperpyt 19. ssloveid

10. tionrcerea 20. uerp

II. Try to find words in this unit according to the explanations

1. ____________ （of things）that can be used or obtained.

2. ____________ not mixed with any other substance.

3. ____________ special quality or characteristic of a substance, etc.

4. ____________ change a solid into liquid.

5. ____________ stay on or at the surface of a liquid and not sink.

6. ____________ ability to hold or contain sth.

7. ____________ affected greatly or easily by sth.

8. ___________ natural environment of an animal or a plant; home.

9. ____________ (means of ) refreshing or entertaining oneself after work; relaxation.

10. ____________ the relationship between mass and volume and is measured in kilos per cubic.

III. Fill in the blanks with the proper words. The first letter has been given. Some words are used more than once.

1) The water molecule is made up of two h__________ atoms and one o__________ atom.

2) Water is a l________ at room temperature, but it turns into a s________ when the temperature drops below 0C and into a g____ when heated above 100C.

3) An a________ is the smallest part of any living or nonliving thing.

4) Places by the sea often have a s___________ climate that is never too hot or too cold, because water can a________ and release a lot of heat.

5) Soil can a________ water, so it helps keep water from flowing away.

6) Marine scientists study the r___________ between living creatures and their habitat in the ocean.

7) Salt water has a lower f_________ point and is heavier than fresh water.

8) Oil has a density lower than 1,000 kg/m3, so it will f__________ on water.

9) Heat d________ the candle into a pool of wax in a few minutes.

10) Now nobody can be sure any longer that the air in the countryside is p________ and healthy.

IV. Complete the following sentences with the proper forms of the following phrases.

1. Temperature here__________10°C to 30°C.

2. A volleyball team consists of Six players while a football team ______eleven players.

3. He is a hero, so you will ___________ his good example.

4. You can ___________ her offer to drive you home.

5. The talks between those two big companies ____________ so the two managers had to look for another trade partner respectively.

6. The engine of the ship was out of order and the bad weather ___________ the helplessness of the crew at sea.

7. It’s now twenty minutes past four, _________, the doctor has gone for two hours.

8. Uncle Smith followed him _______ down the street.

9. The powder is then ________ water and other things, and made into different kinds of food.

10. The chairman encouraged everyone to __________ the discussion.

Homework

1. Finish all the grammar exercises on SB&WB.

2. Review the whole unit.

(浙江省温岭中学英语组：江依丽，马君，林中华，夏静玲)

篇2：unit 13 teaching plan listening(人教版高二英语下册教案教学设计)

Listening practice in student’s book

I The introduction to the poet:

Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.

The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.

II The introduction to the poem:

From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).

III Part 1

1. First listening

1. Who tells the story in the poem?

2. What does one of the sailors do?

3. Why are the other sailors frightened?

4. What do you think will happen next?

2. Second listening (Listening Text)

Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.

3. Understanding of the passage

Time:

Poet:

Poem:

Story:

IV Part 2

1. Vocabulary

argue: express disagreement in words, often with strong feeling

deck: a floor built across a ship

drift: float or be driven along by wind or waves

2. Listening

1) From the second part can you tell us who is the “mysterious guest”?

2) What happens to the sailors?

3) What happens to the mariner? Why?

4) Why is the person telling the story?

V Activities

Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.

Listening practice in workbook

I Part1

1. Tick the things which the speaker talks about.

2. Fill in the information on the diagram.

3. Answer the questions in your workbook.

II Part2

1. Listening text

1. Victoria is a diving ________ at the Water Sport Club.

2. She teaches people the skills they need in order to enjoy ________ diving.

3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.

4.Most diving accidents happen to ________ ________.

5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.

6. Never dive alone and don’t hold your ________.

7. The outside may become so great that it may ________ ________ serious lung injuries.

2. Complete the chart with the information from the tape.

Advice Explanation

Know your limits. Diving deeper or longer than what you are

used to can be dangerous.

篇3：unit 18 teaching plan(人教版高二英语下册教案教学设计)

CONTENTS

I. Brief statements Based on the Unit 2

II. Teaching Goals 2

III. Teaching Plan: (Six Periods) 2

Warming up &Reading 3

Listening and Speaking 6

Integrating skills (WB) listening (WB) 7

Grammar……………………………………………..9

Integrating skills SB 19

TEACHING PLAN FOR UNIT 18 (Book 2B)

Inventions

I. Brief statements Based on the Unit

This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.

In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.

All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.

II. Teaching Goals

1. Talk about inventions.

2. Practise describing inventions.

3. Review the Attributive Clause.

4. Write a process essay..

III. Teaching Plan: (Six Periods)

Period 1&2: warming up and reading

Period3: listening and speaking

Period4: integrating skills (WB) and listening (WB)

period5: Grammar

period6: integrating skills(SB)

Warming up &Reading

GOALS:

To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..

Get the students to grasp the main idea of the passage and help them to understand the passage better.

Help the students to learn to be more creative.

Learn some useful words and expressions.

TEACHING PROCEDURES

I. Warming up

1. Lead-in

Show pictures of four great inventions of ancient China.

Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?

China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.

2. Brainstorming

Show pictures of inventions in the 20th century which have changed our modern life so much.

Say: What inventions can you think of which are invented in the last century?

In the first twenty years:

In the 1920s:

In the 1930s:

In the 1940s and50s:

In the 1960s to 80s:

In the last ten years of the century:

3.Discussion:

Q1: What are the functions of the inventions?

Q2: Are there any disadvantages of these inventions? If so, what are they?

Q3: Do you like all these inventions? Why or why not?

Q4: Have you ever heard of any inventors? Who are they?

4.Warming-up:

Individual work: Is there anything you would like to invent? If so, what and why?

Practice: Match each picture with the correct description below.

5. Discussion:

1) Which of these “inventions” do you think would be useful? Why?

2) Are there any disadvantages in them? If so, what and why?

3) What can we do to improve them?

4) What can we do after inventing new things?

Reading

Step 1 Lead-in

1) What do you think “high tech” means?

2) What do you think “state of the art” means?

Which one in the three pictures “is state of art”?

3) Can you think of any other “state of art”?

4 ) How did people make them? Did people make them by accident?

Step2 Reading

1 Skimming

1) Are some people born creative, or is it be possible to be creative?

2) Do you have to be very intelligent to be an inventor?

3) How do people come up with ideas for new inventions? How many ways are mentioned?

2 Scanning

Get the students to read the passage more carefully to carry out the following tasks:

1) Find out the meaning of each way.

2) Do some exercises, according to each way.

Think outside the box:

A plane crashed. Why nobody in the plane was injured?

When we cut a corner from a square-shaped desk with four corners, how many corners are left?

Why can a frog jump higher than a tree?

Take another look at it: Analyze some pictures.

Make connections: Some inventions made with connections

Keep trying: Some famous scientists that kept trying and succeeded.

3 True or False.

4 Deal with language points.

1) be born+ adj./n.

He was born blind.

She was born a singer.

2) come up with

Can scientists come up with ways of predicting tsunami（海啸）？

3) allow for

We must allow for the bus being late.

4) get/be stuck

The car got stuck in the mud.

5) break away from

Taiwan is part of China. It can’t break away from China.

6 be aware of/that-clause

Are you aware of your mistake?

She became aware that something was burning.

Step4 Post-reading

1 The following examples have been fixed up. Can you place them in the right titles of the passage?

1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.

2) Thomas Edison made a rule saying that he had to make an invention every ten days.

3) Mozart, who lived in Austria, wrote more than 600 pieces of music.

4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred

images of numbers.

3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.

2 How do you understand the title of the passage?

3 What other rules should you have if you want to be creative?

4 Of all the rules above, which one do you think is the most important? Why?

Step5 Homework

Write a passage to tell what rules you should have if you want to be creative, which one is the

most important and explain the reasons.

Listening and speaking

GOALS:

To enable students to know how to protect the patent rights and what an invention should be like..

Improve the speaking ability.

Practise supporting an opinion.

Have a better understanding of intellectual property rights.

Teaching Procedures:

I. Listening (SB)

1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights

2. While-listening: Listen to the tape and finish exercises in Part1&2.

Check the answers at last.

3. Post-listening: Discussion:

What should a new thing be like in order to be given a patent?

2．Speaking

Step 1 Warming-up

1.With the development of the technology, our society has greatly changed. Have a discussion:

1). What advantages have cars brought us?

(convenient, travel fast, supply more posts, …)

2). What benefits have we got from computers?

(get more information, make communication easier, develop economy …)

2. What do you think of the inventor?

(Make the Ss aware of the importance of knowledge and try to learn harder.

3. Suppose you have invented an inflatable bike, what should you do?

State Intellectual Property Office (SIPO) (国家知识产权保护局)

apply for a patent

pay attention to the time limit of a patent

Step 2 Speaking

1. The patent officer will ask you some questions. Think over what questions will be asked?

1) How does you invention work?

2) Why are they useful?

3) What does it look like?

4) How much does it cost?

5) How do people use it?

… …

2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.

Model:

( I-inventor; P --- Patent officer)

P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?

A: Yes, that’s right.

P: What does it look like?

A: It looks like an ordinary car. Here’s the picture. Please have a look.

P: Oh, it looks beautiful. What’s it made of?

A: It’s made of a new kind of alloy, which is much lighter.

P: Does it cost more?

A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.

P: Sounds great. Thank you.

Step 4 Homework

1. Discuss: What qualities should one have to be an inventor to create new things.

2. Preview the integrating skills WB

3. Learn the new words of this unit by heart.

Integrating skills (WB) listening (WB)

GOALS:

Learn a reading passage to improve the students’ reading ability.

Introduce more cool inventions

Listening practice to improve the students’ listening ability

Teaching Procedures:

Integrating skills WB

Step 1 Revision

Say : What are the Four Great Inventions of ancient

China?

As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.

What kind of modern invention do you know?

Step 2 Fast-reading

Group project

Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text

inventions Possible uses

Invisible paint 1,interesting clothes

2,Help doctors see through the skin/hide things

Tiny robot help doctors operate on people in a safer and less painful way

Step3

Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 years.Today,I will show you more inventions

Conclusion:

Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.

Discuss: What qualities should one have to be an inventor?

Listening WB

Step 1 pre-listening

George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825

Step 2 Listen to part1 of the tape .choose the best answers.

Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2

Homework:

Finish WB Vocabulary

Preview grammar:

Grammar: The attributive clause

Teaching Aim:

1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.

2. Revise the use of relative pronouns and relative adverbs.

3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause

Teaching Important Point:

The usage of relative pronouns and adverbs

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause

Teaching Procedures:

Step 1: Greetings.

Step 2: Revision and lead-in

1) He is a famous scientist.

2) Who’s that girl in red?

3) I’ve read all the books that you lent me.

4) I have lost my pen, which I like very much.

T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?

S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.

T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?

S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.

T: You are right, what do we call the sentences put after them?

S: The Attributive Clause.

T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause

the non-restrictive attributive clause

The adjective clause noun/pronoun + the attributive clause

the antecedent (person/thing) the relative pronouns/adverbs + clause

Now look at the sentences on the screen. Do complete the sentences with suitable relatives.

1) I know the reason why he came late.

2) Do you know the woman, whose son went to college last year?

3) The house whose color is red is John’s.

4) This is the best film that I’ve ever seen.

5) That’s the town where he worked in 1987.

6) I have 2 brothers, who are both soldiers.

7) Next week, which you’ll spend in your hometown, is coming.

8) I’ve tried 2 pairs of shoes, neither of which fits me well.

Step 3: Summarize the Use of the relative pronouns and relative adverbs.

The use of the relative pronouns

Form 1:

The relative pronouns Referring to Function in the clause

Who Person(s) Subject/object

Whom Person(s) Object

That Person(s)/thing(s) Subject/object

Which Thing(s) Subject/object

Whose Person(s)/thing(s) (of whom/which) attributive

The use of the relative adverbs

The relative adverbs Referring to Function in the clause

When (=at/in/on which) Time Adverbial of time

Where (=in/at which) Place Adverbial of place

Why (=for which) Reason Adverbial of reason

Notice:

1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:

⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)

⑵ Te who doesn’t reach the great wall is not a true man. (not reach)

⑶ The is the only one of the girls who has been to Beijing. (have)

⑷ He is one of the boys who have seen the film. (have)

Conclusion 1:

1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.

2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.

2) Practice: complete the following sentences with suitable relatives:

(1) The time when/that I went to Tokyo is in 1982.

(2) I’ll never forget the time which/that I spent at college.

(3) The shop which/that I bought the book in is big.

(4) The shop where/in which I bought the book is big.

Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.

3) The difference between “that” and “which”.

Complete the following sentences with “that” or “which”.

(1) This is the 2nd article that I have written in English.

(2) It is the best film that he has ever seen.

(3) This is the very book that I want to read.

(4) All that they told me surprised me.

(5) They talked about the teachers and schools that they had visited.

(6) Who is the comrade that was there?

(7) There is a bed in the room that is still vacant.

(8) Our village is no longer the place that it used to be.

(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.

(10) The weather turned out to be very good, which was more than we could expect.

(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.

Conclusion 3:

1)when the antecedent refers to thing(s), “that” is often used in the following cases:

(1) after ordinal number and superlatives

(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).

(3) after two or more antecedents, referring to both person(s) and thing(s).

(4) after interrogative pronouns “which” or “who”.

(5) When the relative pronoun is used as a predictive in the clause.

(6) When the main clause begins with “there be “.

2) In the following cases, “which” is always used.

①After prepositions

②to introduce a non-restrictive attributive clause.

③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.

More exercises:

Fill in the blanks with suitable relatives to complete the following sentences.

1) Tell me the reason why you were late for class.

2) Who is the girl that is speaking there?

3) This is Mr. Smith, who has something interesting to tell you.

4) The computer whose CPU doesn’t work has to be repaired.

5) This kind of computer, which is well-known, is out of date.

6) This is just the place that I’ve been longing to visit for years.

7) His mother is an engineer, which makes him very proud.

8) The old man has 4 sons, three of whom are doctors

Step 4: The attributive clause and the appositive clause

一、从词类上区别

同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：

We are looking into the question whether he is worth trusting.

我们正在调查的是他是否值得信赖的问题。（同位语从句）

Word came that he had gone abroad.

据说他已经出国了。（同位语从句）

The doctor whom you are looking for is in the room.

你找的那位医生在房间里面。（定语从句，名词the doctor作先行词）

Our team has won the game, which makes us very happy.

(定语从句，which代表前面提到的整个句子)

His mother did all she could to help him with his study.

他妈妈尽最大努力帮他学习。

（定语从句，代词all作先行词）

二、从性质上区别

定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：

The news that our team has won the game is true.

我们队赢了那场比赛的消息是真的。

The news (that) he told me yesterday is true.

昨天他告诉我的那个消息是真的。(定语从句，that 从句作定语修饰news)

I made a promise that if anyone set me free, I would make him very rich.

我许诺如果谁让我自由，我就让他非常富有。(同位语从句，补充说明promise)

The mother made a promise that pleased all her children.

妈妈做出了一个令她的孩子们高兴的许诺。（定语从句，that从句作定语修饰promise。）

三、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如：

That question whether we need it has not been considered.

我们是否需要它这个问题还没有考虑。（同位语从句）

I have no idea what has happened to him.

我不知道他发生了什么事。（同位语从句）

引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。

The order that we (should) send a few people to help the other groups was received yesterday.

我们应派几个人去帮助别的几个小组的命令昨天已收到了。（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）

The order (that) we received yesterday was that we (should) send a few people to help the other groups.

我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。（定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略）

Step 5: The attributive clause and the emphasis structure

强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how；在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。

定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型；若句子结构不完整，则说明原句为定语从句。

1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)

A. while B. which C. that D. since

2) ____ was his kindness that everyone praised him.

A. It B. What C. So D. Such

3) It is the ability to do the job ____ matters not where you come from or what you are. (高考卷) A. one B. that C. what D. it

4) It was ____ he came to Macao ____ he knew what kind of place it was.

A. that; when B. until; that C. not until; when D. not until; that

5) ____ is a fact that English is being accepted as an international language.

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

6) It was not until we came back from outside ____ out of his bed.

A. did he get B. when he got C. that he got D. then he got

7) When was it ____ you met him in the library?

A. where B. that C. in which D. which

8) It was near the place ____ there is a bomb ____ we found the dead man.

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

Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;

Step 6: Homework

Review the Attributive Clause and finish all the grammar exercises in the workbook.

Integrating skills SB

GOALS:

Learn a reading passage to improve the students’ reading ability.

Do some writing prac

篇4：Teaching Plan For Unit 17 Reading(人教版高二英语下册教案教学设计)

一、I Teaching Aims:

1.Learn and master the following words and expressions: get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

II Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

III Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

IV Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

V Teaching Aids:

1.a tape recorder

2.a multimedia

二、Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life. Imagine you are disabled. Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S: I’ll try.…

(All the others listen carefully.)

T: Well done. No matter what difficulties he may meet with, we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T: Yeah. We know people with disabilities may have lots of difficulties in their lives, but many of them are determined. They can overcome any difficulty. Please look at the three questions on the screen and discuss them in groups.

(Teacher gives students five minutes to discuss and collects their answers.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

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

3.Should disabled students be allowed to go to college? Should they get any extra help? Why or why not?

Suggested answers:

1.Yes.I know a person with disability. He has learnt to do many things without help. He can take care of himself at home, but getting around in the city in a wheelchair is often frustrated. He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do. Beethoven was a great musician, Helen Keller was a great American writer, and Zhang Haidi is also a writer.

3.Yes,they should. Because there are many gifted disabled students, they can make a contribution to the society.

They should get some extra help in their everyday activities.

No, they shouldn’t. Because they need recognition, more than sympathy and help.

Step III Reading Tasks:

1. Choose the best answers according to the text

1).The disabled ,in the author’s opinion , need all EXCEPT________.

A. recognition B. sympathy and help

C. discrimination D. inspiration and encouragement

2). The articles in Literature of Chinese Blind Children are often about _______.

A. ordinary people B. famous writers C. science and technology D. Disabled people

3). In order to help the disabled ,we should ________.

A. do everything for them B. give them money, food and clothing

C. Help them understand their valuable role in society

D. ;earn how to teach them knowledge

4). The disabled people mentioned in the text are all _________.

A. hardworking and clever B. lazy and poor

C. optimistic (乐观）and pessimistic(悲观） D. foolish and doing nothing at all

5). We can infer from the text that ___________.

A. The disabled are useless B. We should look down upon the disabled

C. The disabled can do something as well as or better than normal people if they are helped

D. There is no opportunity for the disabled to make a contribution to society

2. Answer the following questions.

1).What’s the trouble of Zhong Xiaowen?

2).How does she get around?

3).What’s the teachers’ aim in the special college?

4).What do the articles in Literature of Chinese Blind Children talk about?

5).How does Zijie like the magazine?

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

Step III Post- reading

Questions in text

Step IV language points in the text

1. award & reward

award n. 奖，奖品，奖金；赔偿费

This year the award for best actress went to a foreigner.今年的最佳女主角奖颁给了一位外国人

Those who were injured in the explosion were given an award of $6000.那些在爆炸事故中受伤的人被裁定给予6000美元的赔偿费

She received a bike as an award. 他得到了一辆自行车作为奖品。

Reward n. 酬金、报偿、报答

I don’t expect anything in reward; I did it because I enjoyed it. 我不指望得到什么报答，我做这件事只是因为我喜欢干。

一般有功劳功绩才能得到award; 而reward则通常指对所提供的服务或所做的好事给予的酬劳或报答

v. award 判给、授予、颁发指经过评审鉴定之后颁奖给某人或裁定判给谁什么。

reward 酬报、报答、回报指对所提供的服务或所做的好事给予的酬劳或报答。

How can I __________ your kindness. reward

He __________ the boy with ten pounds for bringing back the lost dog. rewarded

The chairman _________ LiNing the highest prize. awarded

The referee [7refE5ri:] ________ a free kick. 裁判员裁定罚一个任意球。 awarded

present award 颁奖 win/ gain/ obtain/ receive a award for ….得…的奖

2. launch vt. 使(船)下水, 掷(标枪等), 发射(导弹、火箭等), 开办, 发动, 发起

①launch a man-made satellite

②launch a new enterprise(企业, 事业, 计划, 事业心)

③launch attack 发起攻击

4) launch a ship 使船下水 / launch one’s son into the world 把儿子送到社会上

3. get around 四处走动；消息传开；回避，绕过困难

Bad news gets round quickly.

Some people try to get round the tax laws. 有人想逃避税法

A little girl usually gets round her father. 小女孩往往会逃避自己的父亲

4. while

Their country has plenty of oil, while ours has none. but

While I was out, my son began to make trouble. when

While I admit his good points, I can see his bad ones. though

While there is life, there is hope. So long as/ since

While I like the colour of the hat, I don’t like its shape. though

Some people waste food while others haven’t enough. But

The WTO can not live up to its name ________ it does not include a country that is home to one fifth of mankind.

A as long as B while C if D even though

While/ as long as 只要强调唯一条件，此处欠妥

5. a matter of 大约，实际上

It is a matter of ten li from here to there.

A matter of course 理所当然的事

A matter of minutes 仅仅几分钟就

Step Ⅵ Summary and Homework

T: Today we have learned the passage-Disabled? Not me! From the success of the disabled student-Zhong Xiaowen,we learn something important. There is nothing difficult in the world if you stick to it. When you meet with difficulty in your life and study, please don’t lose heart. On the other hand, we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases. After class, you should work hard and master them.

高考真题：

(上海春)We need to consider what__________we will be using for language training.

A.abilities B.appliances

C.facilities D.qualities

简析：选C。进行语言训练，就需要有设施或设备，因此选facilities(设施、设备)，其他选项不合适。

(2004上海春)Words__________me when I wanted to express my thanks to him for having saved my son from the burning house.

A.failed B.left

C.discouraged D.disappointed

简析：选A。表示“不知说什么来表达自己的想法”时，常用句型“words fail sb.”来表达。根据本题句意，应选A。

篇5：人教版高二Teaching plan of Unit 8

Teaching plan of Unit 8

First Aid

Teaching aims and demands

1. goals: Talk about first aid and medicine

Practise talking about what you should do and should not do

Learn to use the Subjunctive Mood (2)

Write a process paragraph.

2. Vocabulary and useful expressions:

Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of

3. Function:

Express dos and don’ts:

You should always….

You ought to /should….

You must/ have to….

You should not …..

You should never….

You must never…. .

4. Grammar:

Subjunctive Mood (虚拟语气2 )

If I had not been tired, I would have helped her.

If he had known the news, he might have told you.

If it were to rain, I would stay at home.

Teaching procedure:

Period 1.

Step 1.Warming up

1. Brainstorming:

Activity: a quiz to test the knowledge of first aid.

2. Following the steps of the warming-up on page 57.

Step 2. Pre-reading

1. Show some pictures of people in danger..

2. group work: describe the process of giving first aid.

Step 3. While-reading

1. Scanning: Ss read quickly and discuss

What have you learned from the passage?

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

Step 4. After-reading

Discussion: how to give first aid in various situation.

Step 5. Assignment

surf the internet and get more information about the topic..

Period 2.

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt in last period.

Step 2. Learning about the language

Teacher explain some language points in the text on page 59--60.

1. The car was upside down and the driver was bleeding and screaming.

Upside down/ scream

Turn the box upside down.

The wind screamed through the tree.

She screamed that there was a mouse under her bed.

2. If I had known more about giving first aid, I could have helped him.

You could stay with us. But you went to the cinema.

If I hadn’t taken the wrong bus, I wouldn’t have missed the contest.

3. People who have witnessed an accident often wish that they had done things differently.

Witness

He witnessed the battle.

Her flushed face witnessed the great excitement she felt.

None could witness that he was present.

4. If we were to panic, we would not be able to help.

Panic

the crowd panicked at the sound of the guns.

There was panic when the fire started.

5. We can also check a person’s pulse by putting a finger on the person’s neck or wrist.

6. if a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop bleeding.

Step 3. Practice

Ss finish Ex 1 and 2 on page 61 by themselves.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Wb. Ex1 –3 on page 132.

Period 3.

Step 1. Revision

Check the answers of Wb Ex 1 -- 3 on page 132.

Step 2. Discovering useful structures

1. Ss look at the following sentences and translate them into Chinese.

If I had not been tired, I would have helped her.

If he had known the news, he might have told you.

If it were to rain, I would stay at home.

2.Ss study more examples on p61.

If I had known more about giving first aid, I could have helped them.

If we were to panic, we would not be able to help.

If we were to get hurt trying to save someone, we could not be able to help.

Many hospitals recommend that we use the letters DR ABC to remember what to do when we have to think fast.

3.More exercises to consolidate the Grammar.

.EX1-3 on p61-62

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 131

2. Ss make notes during the discussion, and try to make the process clear in mind.

Step 4. Speaking

Express dos and don’ts:

You should always….

You ought to /should….

You must/ have to….

You should not …..

You should never….

You must never…. .

.Step 5. Assignment

Finish Wb Ex 1 -4on P133

Period 4.

Step 1. Warming up

Ask Ss some questions about how to give first aid:

Step 2. Reading

1. Ss read the passage on P134:

First aid right and wrong

2. Help Ss to understand the passage entirely.

3. Finish the comprehending EX on P135

Step 3. Writing

a. read the passage quickly and get a main idea of dealing common injuries.

b. Finish the writing task on p 64.

Period 5. (Listening)

Step 1. Listening

1. Ss finish the listening task on page 58.

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

Step 2. dealing with the Ex 1-4 on p 130 of Workbook.

Step 3. Listening skills

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

a. make notes while listening;

b. grasp the most important information

Period 6. (Writing )

Step 1. Pre-writing

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

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

Step 2. While-writing

1. Ss write a short paragraph to tell the readers the right process of giving first aid.

2. Ss exchange their writing and correct the mistakes.

3. Ss rewrite the process again.

Step 3. After-writing

Choose some samples and show them in class.

Tips on writing:

Pay attention to the form of writing a process.

Pay attention to the tense while writing.

Pay attention to the structures of the sentences.

Step 4. assignment

Prepare a lecture on first aid.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 136. It is very important to improve their learning and let them have a sense of achieving gradually.

篇6：人教版高二Teaching Plan of Unit 5

Teaching Plan of Unit 5

School: Wenzhou No. 14 Middle School

Teacher: Shen Yong-ming

Unit5 The Silver Screen

Period Two

Goals: (reading)

Improve their reading and writing abilities

Learn about a famous director Steven Spielberg

Practice writing about a life story

Step1. Review: talk about Meryl Streep and Keanu Reeves

Step2. Introduce the new. Show some clips of White Shark, Forrest Gump to get the students interested in the director

Step3. Present the new text.

Skim the text with the following questions (show three questions on the flashboard).

Getting to know SP and Steven Spielberg(Is there any diffrence?) >title:

How many parts can we divide the text? Why?

In which order is the text organized?

Step4. Listen to the text to get more information part after part

1946

1975

1982

1993

Step5. Retell it part after part with the help of these time clues.

Step6. Activity: Free talk(learn more about western culture)

what do you know about Steven?

What does he want to show us in most of his films?

What makes him produce such films?

Step7. Write a summary of Steven Spielberg’s life story

Steven Spielberg was born in 1946 in a small town in America.He started making short films when he was still a young boy. In 1959,he won a prize for a short film. He made a film called Fierlight at the age of 16. Jaws, one of his films, is about a big white shark that attacks swimmers who are spending holidays in a small village by the sea. Spielberg has also made two films about outer space,one of which is called ET.It is about a young boy who makes friends with a small creature from outer space. The other is Jurassic Park. It is about a very rich man who keeps different kinds of dinosaurs when the park is hit by the storm.

Step8.

Practice writing a summary of a famous star.The students are required to use some new words and phrases that they’ve just learned in the text

根据汉语提示写一篇短文.(80-120 words)

朱莉娅罗伯茨(Julia Roberts)1967年出生于美国。父亲从事戏剧工作。因此她和哥哥从小对表演很感兴趣。中学毕业后，她跟随哥哥去了纽约.后来在哥哥的帮助下她在电影血红(Blood Red)中扮演了一个小角色。接下来的几年里，她又在几部戏中扮演了不同的角色。她的事业真的成功是在1990年。这一年，她在电影漂亮女人(Pretty Woman)里出色扮演了一个追求爱情和独立的女性。从此，她被世人认为是一位漂亮的，长着一张大嘴的全世界最优秀的演员之一

possible version:

Julia Roberts was born in America in 1967. Her father works on drama, so she and her brother were interested in acting when they were still children. After high school, she followed her brother to New York . With her brother’s help,she played an unimportant role in the film Blood Red. During the following years, she played other different roles in several films. But her career really took off in 1990. In the same year ,she succeeded in playing a woman who is after true love and independence in the movie Pretty Woman. From then on, she has been regarded one of the top actresses in the world who is very beautiful with a pretty big mouth.

教学后记：本单元话题是“银屏”。要求学生通过本单元的学习，能了解中外银屏知识，拓宽视野；学习相关英文表达方式；并能口语谈论话题，独立完成描述明星等人物的写作；同时，学习明星通过奋斗去实现梦想。因此，此教案提供了大量学生训练的各方面素材以及处理方式。尤其是充分利用多媒体给同学们展示了鲜活生动的画面辅助教学，大大的促进了学生对话题的理解和参与的积极性。

篇7：Teaching plans for Unit 13 (1-6 periods )(人教版高二英语下册教案教学设计)

The water planet

The first period

I. Learning aims:

1. Learn the new words and expressions

2. Master some useful words and expressions to make sentences

3. Know the water planet in order to protect our water properties

II. Teaching important and difficult points;

1. How to use some key words and expressions

2. How to protect our planet___ earth

III. Teaching procedures:

Step 1. Greetings and lead-in

Step 2 Showing the teaching aims of the unit.

Talk about water and the ocean

Practice making suggestions and expressing opinions

Review Modal Verbs

Write an explanation paragraph

Step 3. New words and expressions

cube, cubic meter , square

benefit, benefit from

transport, import ,export

range, range from…to

range between…and …

all the way, all the time , all the while

unique, only, ordinary

hydrogen atom, H

oxygen atom, O

relative, relation, relate ,related, relativity

solid, fluid, liquid

pure, impure, purely

gramme, gram , g

mass, masses, a mass of ,

masses of ,,mass-produce

kilogram, kg

float, on water, sink

take advantage of make use of

absorb, take in , give off

give off, give out , give in ,give up

stable, stability .stabilize

sensitive, sense, sensible ,

be sensitive about/to

steady, steadily,

trust, doubt, believe in

call in, call at ,call up,

call on , call for

a variety of, varieties of

Step 4 Practice

价格自50元到100元不等.

在回家的路上,学生们一直谈论科幻小说

这位老师在课堂上充分利用了多媒体

那个女皇对温度很敏感.

他虽有经验但无长进.

这些首饰是她的私人财产.

水不够深,船不能浮起来.

这个病人情况稳定.

他对自己的个子小神经过敏.

有许多句式供你选择.

篇8：Unit 13 Healthy eating Teaching Plan(人教版高一英语上册教案教学设计)

Teaching Aims and Demands

Words and Phrases

Four Skills: stomach; fever; ought to; examine; plenty of; diet; keep up with; make a right choice; short of; fit; gain; now and then

Three Skills: energy; soft; bar; fuel; chemical; balance; tasty; boil; mixture;

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you. Let me have a look. Where does it hurt?

Drink plenty of water and get some rest. I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm. I don’t feel well.

Grammar:

Use of Language:

1．Master the function use of language as defined above.

2．Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1．Talk about different kinds of food that one favorites.

2．learn the basic knowledge of healthy eating.

3．learn how to say in the clinic.

4．Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

The First Period

Teaching Aims:

1. Revise the vocabulary of some food by discussing pictures.

2. Talk about the features of junk food and healthy food.

3. Improve Ss’ speaking and listening ability by describing, talking and discussion.

Ss’ Activity:

1.Describe some food.

2.Decide if the food shown in the pictures belongs to junk food or healthy food.

Teaching Procedures:

Step 1 Warming-Up and lead-in

Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.

Did you have a rich meal during the Spring Festival?

What did you eat? What’s your favorite food?

Some people get a bit fat after the vacation, do you know the reason?

Is the food easily making people grow for healthy food?

Step 2. Discuss the pictures (Ss’ Book Page 1)

1. Now look at the pictures on page 1. Here are some photos of some food. Please go over them quickly and I will ask some of you to express their names.

2. Now please describe the food and tell me if the food you describe is junk food or healthy food.

Do you know what junk food is ? ---- Junk food contains a lot of fat and sugar.

Healthy food contains lots of vitamins, protein, calcium and so on .

Remember to give me reasons for your decisions. If you like you may refer to the following samples:

I think that ________ is junk food because it has________. (幻灯片)

I think that ________ is healthy food because ________.

3. Get Ss to do oral work talking about it (Encourage them to show their reasons for their decisions and ask them to think of more junk food and healthy food) and then get them to complete the table on page 1.

Step 3 Listening text

Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we're ill, we'd better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients.

1. Pre-listening

By asking Ss the following questions to introduce the Ss the new task: Some students don’t treat breakfast seriously. Do you think breakfast important ?

What do you have for breakfast?

Do you think it junk food or healthy food?

What do you think we should have for breakfast? (Collect Ss’ answers.)

Learn some new words and expressions:

Stomach〔〕胃; cookies〔〕小糕点; milkshake〔〕冰冻牛奶或混合饮料; no wonder难怪; junk〔〕垃圾; temperature〔〕温度;

2. While- listening

Now we are going to listen to what happened to Mike. I will first play the tape of the first situation. Listen carefully and try to catch the necessary information for the first three questions.

A. Class work. Get Ss to listen carefully and answer the questions below.

1) What’s wrong with Mike ? ---He has a stomachache.

2) What did Mike eat for breakfast ?---Two pieces of chocolate, a glass of coke, and two cookies.

3) Can you give Mike some advice ? what should he less of ?

Group work. Get Ss to discuss their answers.

B. Listen carefully to what Mike did next, and then answer the questions below.

1) Which side of Mike’s stomach hurts ?---His left side hurts.

2) Does Mike have a fever ?---No, he doesn’t. His temperature is normal.

3) What does the doctor tell Mike to do ?---Take some pills and call him if there is a problem.

Group work. Get Ss to discuss their answers.

(After a while, check and review Ss’ answers. Then deal with the next situation.)

3. Post-listening

A. Class work. Get Ss to listen carefully again and fill in the missing words.

Part 1

Mike: Ohhh, ouch, my stomach _________?

Mum: What’s wrong, Mike ?

Mike: Oh, my stomach hurts. I must have _______ too much today.

Mum: Well, what did you eat ?

Mike: For ___________, I had two pieces of chocolate, ____ _______ _____ coke and two cookies.

Mum: That isn’t a very ___________ breakfast. What else did you eat ?

Mike: Around 8:00 I was __________ again, so I ate an apple and a bag of potato chips.

Mum: Uh-huh.

Mike: And then I had a cup of sandwiches _______ _______.

Mum: That’s a lot of food! Did you eat ________ else ?

Mike: Well, yes, I had lunch, too.

Mum: What did you have for ________ ?

Mike: Hmm, let me see, I had two humburgers, two ______ orders of French fries, an apple pie, and a large milkshake.

Mum: Oh, my! Well, _____ __________ your stomach hurts. But maybe we should go to see the doctor just to ____ _________.

Listening Text 2

Doctor: Hi, Mike, Mrs Peterson. How are you ?

Mum: I am fine, thanks. But Mike has a ________. He ate too much today. All junk food.

Doctor: Well, let’s _______ a look. Come here, Mike. Where does it hurt?

Mike: On the left side, ______ here.

Doctor: Here ?

Mike: Ouch! Yes 1

Doctor: Hmm. Let me ______ and see if you have a fever. Put this in your mouth.

Mike: Hmmffgg.

Doctor: Now , let’s see. No, your temperature is _________. Your mum’s right--- you probably just eat too much . Here, take these pills tonight and tomorrow morning and see if you ______ ________. If anything changes or you don’t feel better, give me a call.

Mum: Thank you, doctor.

Mike: Ouch, yeah, thanks, doctor.

B. After that list the useful expressions in their dialogue and learn them by heart.

What’s wrong, Mike ? --- my stomach hurts.

What did you have for breakfast ? --- let me see, I had… …

Where does it hurt? --- On the left side.

have a fever, take these pills,

C. Enlarge the information

医生用语：

1. What can I do for you ? / What was the matter ? / What's the trouble ?

2. Does it hurt here ? / It's nothing serious . / Let me examine you . / Take this medicine three times a day . / And I advise you not to do …

3. Drink plenty of water and have a good rest . / You'd better have a good rest . / You'll be well soon .

4. Show me your tongue . / Stick out your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You'll have to be hospitalized (住院) .

5. How long have you been like this ? / Well , let's see . Open your mouth and say “ah ”. / Keep warm and don't catch cold .

病人用语：

1. I've got a pain ( cough , headache , toothache ) . / I don't feel well . / There's something wrong with … . / This place hurts . / I feel a great pain here . / I feel dizzy (头晕) . / I took some medicine last night , but they didn't help . / Doctor , please give me an examination .

2. I've had my temperature taken . I indeed have a fever . / I was hot and cold by turns .

3. I don't feel well , doctor . / I hope it won't last long . / I don't feel like eating anything .

4. I have a sore throat ( 喉咙痛) and my chest hurts . / It started bothering me yesterday afternoon . / I feel hot and feverish . / I'm aching all over .

5. I've been losing sleep . / My whole body feels weak . / I've lost my voice . / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .

提出建议和忠告的句型:

1. I advise you (not) to do … / you'd better (not) do … / I suggest that you (should) do … / Why not do … / Why don't you do …

2. It's better to be absolutely sure , even if it does take a bit more time and trouble .

3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .

4. Let me give you a bit of advice , if you don't mind . Stop smoking or at least cut down on it . Watch your diet and …

5. How / What about doing some shopping here ?

6. I think we'd better send for a doctor .

7. Well , if you go on the way you have , you're only going to make things harder for yourself .

8. Yes , I suppose so . / Yes , I certainly will . / That's a good idea . / Yes , but don't you think … ?

Step 4 Homework

1. Prepare for the speaking on page 2 and page 3.

2. Remember the useful expressions and communication sentences.

3. Workbook page71,part 1.

The Second Period

Contents: Listening and speaking (Ss’ Book Page 2)

Teaching Aims:

1. Develop Ss’ listening and speaking ability

2. Talk about seeing the doctor.

3. Practice giving advice and making suggestions.

Ss’ Task: learn to make suggestions and give advice.

Teaching procedures:

Step 1. Pre-listening

1. Learn some new words and expressions:

vegetarian〔〕素食者/ve; vegan〔vi:g〕严格的素食主义者 recommend〔〕介绍; regular; 规则的〔〕onion soup〔〕洋葱汤; cheeseburger〔〕干酪夹；牛肉三明治; Sprite〔〕

Step 2. While- listening

Task 1. Class work. Get Ss to listen carefully and answer the questions below.

1) Where are the people ? ---- They are in a restaurant.

2) What did they do ? ---- They asked for some food.

3) What did they order to drink ? ---- They would like to have a coke-a diet coke.

Group work. Get Ss to discuss their answers.

Task 2. Listen carefully and then answer the questions below.

1) Who’d like a vegetarian burger? ---- Nobody.

2) They like the small tomato salad, is that right ? (Yes)

3) They both like to have a coke, true or false? (No) (sprite and coffee)

Group work. Get Ss to discuss their answers.

Step 3. Post-listening

A. Class work. Get Ss to listen carefully again and fill in the missing words.

W: Hello, May I take your ________, please ?

P: Um, let me see. Ah, yes, I think I’d like to try the _______ rice with egg and ham.

S: I’d like a vegetarian burger, please.

W: One fried rice and a vegetarian burger. Would you like a _______ ?

P: Well, maybe. What do you recommend ?

W: I would recommend the ______ salad. It’s light and fresh and we _________ it with bread.

P: That _______ good. S: I’d like the tomato salad, please.

W: Large or small ? P&S: Large, please.

W: And what would you like to ________ ? P: I think I’ll have a coke.

S: Me, too. W: Diet or regular ? P: ________, please. S: Same here.

Part 2

W: Good evening, sir. Are you ________ to order ?

K: Um, yes. Well, I haven’t quite _____ ______ _______. Oh, yes. I’d like the onion soup, please.

W: Oh, I’m sorry, we’re out of onion soup. Would like the soup of the day _________ ? K: What is the soup of the day ?

W: it’s _________ soup.

K: Oh, well, no thanks. I think I’ll take the ________ salad instead. Oh, a small one, please. W: One small tomato salad.

K: And then I’d like a cheeseburger, please. Does that _____ ______ French fries ?

W: Yes, it does. K: And could I have bread rolls with that, please ?

W: ______ _________. Let me see, a small tomato salad, a cheeseburger with fries and bread rolls. Anything else. Sir ? K: No, thank you.

W: And what would you like to drink ?

K: I’d like a Sprite, please, and a cup of coffee after the ________.

W: Sprite and ________. Right.

B. Listen to the tape and write down the orders on page 71.

Part 1 :

One fried rice with egg and ham, one vegetarian burger, one large house salad, one large tomato salad, two diet cokes.

Part 2 :

One small tomato salad, one cheeseburger with fries and bread rolls, one Sprite and coffee after the meal.

C. Look at the menu and listen to the tape again . try to work out how much the customers in each part have to pay on page 71.

Customers 1 and 2 (Part 1) would have to pay $ 18.50 for their meal.

Customers 3 (Part 2) would have to pay $ 8.55 for the meal.

D. After that list the useful expressions in their dialogue and learn them by heart.

May I take your order, please ? let me see. I think I’d like to try … …

What do you recommend ? I would recommend … …Diet or regular ?

I’m sorry, we’re out of onion soup. Anything else. Sir ?

Pre-speaking. （P2）

In the listening part, we’ve learnt how to give patients advice. Now look at page 2, here we will meet more similar situations between patients and doctors. I will have you make up dialogues about giving advice according to these situations. Would you please first go over the situations?

Skimming: Get the Ss to go over the given situations.

While-speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

I know you may have difficulty with the dialogue, so let’s first learn the example and some useful expressions you can use in your dialogue.

Scanning: Help the Ss go over the example and some useful expressions on page 3.

Now please discuss the three situations with your partner and then choose one to make up a dialogue. After a while, I will have some of you do pair-work.

2. Discussion. Get the students to discuss the situations and prepare a dialogue.

3. Pair-work. Get some pairs to act out their dialogues.

Homework.

1. Think out another situation and prepare a dialogue according to the situation.

2. Learn the important language points in the passage.

The Third Period

Contents: Reading (Ss’ Book Page 3-4)

Ss’ Task: Read the passage and finish some reading comprehension questions and activities.

Teaching Aims:

1. Improve Ss’ reading skills and abilities.

2. Explain some language difficulties.

Teaching procedures:

Step 1. Warming up and Pre-reading

Today we’ll learn the topic on what we eat. Before we start the reading, I’d like to do a survey with you (Please look at the slide):

1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?

2. How many meals do you have every day? Which meal do you think is the most important? Why?

3. How much water do you drink every day?

4. What kind of snacks do you take? (Collect Ss’ answers.)

Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)

Step 2. While-Reading

I. The first-time reading

Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)

1) Are traditional diets suitable for the 21st-century person?

2) When we choose what to buy and eat, what should we think?

3) Do vegans eat cream or eggs?

vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋\丝绸\皮革等)

II. The second-time reading

I. After fast reading, do the following True-or-False exercises.

1. Our body doesn''t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

参考答案：1. F 2.T 3.F 4.F 5F

II. Get Ss to read the passage again and answer the following questions:

1. What do traditional diets often have?

A. too much water B. too much protein

C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals. B. pork and fish C. water D. calcium

3. What contains a lot of protein?

A. vegetables B. fruits C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat B. we have more fruit C. we have “eco-foods”

D. we buy good food and keep a balanced diet.

参考答案：CADAD

III. The third-time reading

I. What’s the main idea of each part?

Part1: Difficult to choose what to eat/ our eating habits are changing

Part2: Different food has different functions / why the eating habits are changing

Part3: Choosing according to what we believePart4: Keeping a balanced dietPart5: Developing healthy eating habits/suggestions

II. What types of the article ?--- It’s about Argumentative Writing

议论文是阐明作者对人或事的好坏的立场观点。议论文有三要素：论点（the point of view ）、论据（evidence ）和论证（argumentation ）。议论文的论点是全文的中心。

议论文和说明文有个共同特点，那就是段落大多有主题句（topic sentence ）。主题句一方面是段落的中心议题，另一方面也表达一个侧面，说明该段与文章中心的关系。因此，主题句自然就是阅读的重点。

利用本文可突出学生3个方面的能力：A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。

B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测

C: 生词猜测。Eg: organic, eco-foods, supplement

IV. The fourth-time reading

From these picture we can see the different foods have different functions, now try to fill in this chart.

Chart-filling

Sorts of nutrients Mainly lies in Function

Protein (fish, meat, beans) (good for our muscles.)

Calcium (eggs, milk and other dairy products) (good for our bones and teeth.)

Carbohydrates (bread ,rice and noodles) (main fuel for our body)

Fibre and minerals (help keep our body functioning well)

Step 3. Post-reading (P4)

Group work. Get Ss to discuss the questions after the text on Page 4.

I. Do post-Reading 1.2.

1．What does the “fuel ” mean in the first paragraph?

（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）

2．What do we have to consider when we choose to buy or eat?

（What kinds of nutrients that the food contain.）

3．What made our eating habit changing?

（Many things: what people believe, advice from companies and stores.）

4．How can we feel and look fine?

（We ought to learn about our body and the fuel it needs to keep fit.）

II. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 4 Listening to the tape

Play the tape for the students to listen and follow.

Step 5 Homework

1. Read aloud the passage.

2. Review the important language points in the passage.

3.Prepare for the grammar study on Page5-6.

附加材料： WHAT IS A HEALTHY DIET?

Every person needs water and a diet of healthy foods. These foods should contain some fat, some fibre, a little salt and so on.

People need energy to live. They eat different kind of food which change into energy. The energy is measured in calories. Even when you are asleep, you are using energy -about 65 calories an hour. While you are at school, or walking home, your body is burning up 100calories an hour. When playing football or basketball, you might be using perhaps as much as 650calories an hour.

The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is why lots of people in China have healthy white teeth.

People in the Western world do not eat such healthy foods. They eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Their diet contains a lot of fat in the form of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar in the form of cakes, soft drinks, sweets and so on. The result is that many of them become fat. And some have bad teeth. In some parts of Britain, one person in ten, by the age of thirty, has no teeth left!

文章标题提出论点(主题主旨)，WHAT IS A HEALTHY DIET?接着论证论点(证明是非)，通过中西方饮食习惯进行比较，Chinese diet contains a lot of fruit and vegetables; western diet contains a lot of fat and sugar. 最后得出结论(重点进一步阐明)；That they are fat and in some parts of Britain, one person in ten, by the age of thirty, has no teeth left!

The Fourth Period

Contents: Integrating skills and language learning (Ss’ Book Page6-7)

Teaching Aims: Develop Ss’ integrating skills

1. Do some reading about Snacks.

2. Do some writing to develop the students' writing skill.

Ss’ Task:

1. Learn the reading passage and write a recipe.

2. Solve the remained problems with the unit.

Teaching Procedures:

Step 1. Pre-reading

Get Ss to list the snacks they like to eat and talk about the methods and steps to prepare them. Many students like having snacks. Is the habit good or bad? Let's read “Snacks“.

Step 2. While-reading

T: Today, we are going to read a passage about snacks and recipes. It will help us to choose healthy snacks. After that we will also try to write a recipe for our favorite dish.

I. The first-time reading

First p

篇9：A Teaching Plan 教案教学设计(人教版英语八年级)

Textbook：Go for it!(2B) Teacher:Zheng Jinshen

Content：Unit 3 What were you doing when the UFO arrived ?

Analysis of the Teaching Material：

The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .

Teaching Aims：

1、Knowledge and skills

In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .

2、Processes and methods

With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .

3、Emotion , attitudes and value

The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .

Difficulties and Focuses:

1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;

2、Learn the Adverbial Clause led by when/while；

3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;

4、Train students to use the target language correctly in speaking and writing.

Teaching Periods: 6 periods

The first period: Section A la-1c and Section A 2c

The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b

The third period: SectionA 3a-3b and Section B 1 and Self check 2-3

The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!

The fifth period: SectionB 3-4a and Reading Section 1

The sixth period: Reading Section2-4

Teaching Plans

The First Period

Teaching content: Section A la-1c and Section A 2c

Teaching objectives: Talk about the past events

Target language:

Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien

Sentences：

What were you doing when the teacher came in?

I was talking/reading/looking out of the window.

What was he doing when the UFO arrived/took off？

He was sleeping when it arrived.

He was riding his bike when it took off.

Language skills:

a、To get the information from the pictures and listening materials, and quickly deal with the information.

b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.

c、To get the Ss to learn how to express the statements with the Past Continuous Tense.

Self-learning ability:

To learn how to express the Past Continuous Tense.

Teaching methods

Task-based Language Teaching

Teaching by listening and practicing

Teaching aids: small pictures, a small blackboard and a recorder

Teaching procedures:

Step l. Leading in

1.1 Greetings and duty report.

(Organize the beginning of this class and have a student on duty to report.)

1.2 Ask and answer.

T: What were you doing when I came in?

S1:….

(Help the student to answer the question and then write the answer on the Bb.)

T:What about you?

S2:….

T:And you?

S3:….

(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)

1.3 Look and learn.

Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.

(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )

1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.

Step 2.Look and match (Section A 1a )

2.1 Show another picture and talk about it with the Ss.

T: What can you see in the picture?

S1:….

T: Can you see the UFO?

S2:….

T: Who is in the UFO?

S3:….

T: What else can you see? etc

S4:….

2.2 Books open at page 18. Look through the picture in activity la.

(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)

2.3 Match the statements with the people in the picture.

Step 3. Listen and circle (Section A 1b)

3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)

3.2 Talk about the people’s actions in the picture.

T: What was A doing when the UFO arrived?

S1: He was standing in front of the library.

T: What was B doing when the UFO arrived?

S2: He was sleeping in his bedroom.

……

(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)

3.3 Listen to the reporter’s questions and circle the correct responses.

(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)

3.4 Books open at page 88. Listen and repeat the conversation.

Step 4 . Practice (Section A 1c)

4.1 Ask and answer in pairs.

eg T: What was D doing when the UFO arrived?

Ss: He was getting out of the shower.

Have the Ss do like this.

4.2 Ask and answer according to the real actions.

T: What were you doing when they talked?

S1: I was listening to them.

T: What was A doing when B answered my question?

S2: He was looking out of the window. etc

4.3 Make a survey.

Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?

(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)

Step5 Grammar Focus (Section A 2c)

5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.

5.2 Ask and answer.

eg. What was the girl doing when the UFO took off?

She was walking down the street.

5.3 Present two more ways of saying.

The girl was walking down the street when the UFO took off .

(a) When the UFO took off , the girl was walking down the street.

(b) While the girl was walking down the street , the UFO took off.

5.4 Point out the Adverbial Clause led by when/ while.

5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.

(Move around the room checking the progress of the groups and offering assistance as needed)

Step6. Homework

Make some sentences including the Past Continuouse Tense and when or while.

Writing on the Bb

Unit 3 What were you doing when the UFO arrived?

What were you doing when I came in? UFO alien bathroom kitchen

I was doing my homework/reading/resting. get out of the shower cut hair take off /land

What was A doing when the UFO arrived? be (was/were)+V.ing

He was standing in front of the library.

The girl was walking down the street when the UFO took off.

(a)When the UFO took off ,the girl was walking down the street.

(b)While the girl was walking down the street, the UFO took off.

Teaching Backthoughts

本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。

语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。

因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。

附：小黑板阅读材料

Do you know about the UFO?

Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?

The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.

UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.

Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.

But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.

篇10：teaching plan of unit20 (人教版高一英语下册教案教学设计)

Humour

Aims and requirements:

1. Words and expressions :

Humour ; humourous ; bitter ;chalk ; couple ; minister ; circus ; intend ; stage ; nationality ; amuse ; laughter ; accent ; actually ; typical ; tradition ; rapid ; appreciate ; exist ; phrase ; suffer ; operate ; direction ; brake ; cyclist ; fortunately ; bicycle ; silence ; rude ; confuse ;confused ;

2. Topic

Talking about humour and comedians

3. Function

Expressing intentions and plans

4. Grammar

V+ing 作定语和宾补

Time arrangement:

6 periods

Teaching procedures:

The First Period

Topic :warming up, listening and speaking

Step 1. Warming up

Everyone wants and needs, to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. In this unit we will talk about humour. I think humour is a kind of quality we need to have .Today we will learn to say some tongue twisters and talk about the pictures on the book.

Go through the twisters on the book and ask students to follow. Let student practise at a higher speed. Finally, ask some students to speak aloud.

Explain the sentences：

Step 2. Listening

First, ask the students to look at the picture before listening to the tape. Second, let the students guess what happens in the story.

Next, ask the students to listen to the tape without making notes. Play the tape a second time and ask the students to number the pictures in the correct order. Check the answers with the whole class.

Then let the Ss answer Questions 2 and 3. Go over the rest of the questions and make sure the students understand them. Play the tape another time, and ask the students to answer the questions.

Step 3. Speaking

Make sure the students understand all words and phrases in the dialogue.

Next, let them work in pairs to practise the dialogue. One is the journalist, the other is the comedian.

Then, ask some pairs to act it out.

Finally, play the tape of the dialogue and deal with some language points.

1. work vi. 起作用，有效

Your idea won't work in practice.

Will the medicine work?

2. think about 考虑，琢磨

I'm having trouble with a story and think about giving up.

Homework:

Read the dialogue.

The Second Period

Topic : Reading

Step 1. Revision

Ask two pairs to act out the dialogue.

Step 2. Lead-in

Perhaps you know some famous we usually call comedians , for example ,Charlie Chaplin , Zhao Benshan , Huang Hong , Chen Peisi , Jiang Kun . In their performance , they make us laugh and bring us happiness. What can make people laugh?

(Collect the answers :

clothes/ make-up/ gestures/ words /

There are a variety of ways that can make people laugh.

In this class, we'll read a passage ”Laughing Matter“.

Step 3．Skimming

Skim the text and answer the question:

How many different laughing matters are talked about in the text?

Suggested answer: Four (comedy, clown ,comedian ,Chinese crosstalk show)

Step 4 Scanning

Scan the text and answer the following questions:

1. What are the techniques that writers of comedies often use to make people laugh?

2. Why are some of Shakespeare’s comedies not so funny for us ?

3. Can you describe a clown in your own word?

4. What is the show of a comedian like?

5. How long does the tradition of crosstalk exist in China?

Step 5 Fast-reading

Read the passage quickly to choose the main idea of each paragraph.

a. Description of a clown (2)

b. What's a cross talk show (4)

c. The traditional cross talk show (5)

d. Description of comedians (3)

e. The writers of comedies both at home and abroad (1)

Step 4. Careful-reading

Read the passage carefully to choose the best answer for each question.

1. Why is Dustin Hoffman so famous? (C)

A. He is famous for his works.

B. He is famous for his foreign accent.

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

D. He is good at playing on words.

2. What does a ”sketch“ mean in the text? It means: (C)

A. a rough, quickly made drawing

B. general outline

C. short, humorous play

D. a piece of writing

3. Comedians and players in a comedy are similar in _____.(A)

A. their way of playing with words

B. clothes

C. cross-dressing way

D. foreign accent

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

A. They have two speakers.

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

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

D. Their talk includes rhythm and rhyming words.

Step 6. Listening

Listen to the tape and pay attention to the pronunciation, stress and intonation.

Step 7. Homework

Read the text

The Third Period

Topics: Language points

Step 1 Revision

Ask some questions about the passage

Step 2 Language points

1. appear

(1). 出现，呈现 vi.

We expected him at seven but he didn't appear until eight.

(2).似乎，显得

She appears (to be) an honest girl.

You don't appear to care much for music.

2.act as 充当，起……作用

He acts as secretary to the Board.

act out 表演 act out the dialogue

3. certain 某些，某个

eg. A certain Ms Jones phoned you today.

I met Comarade Zhang at a certain place yesterday.

Drinking is forbidden in certain countries.

有把握的，肯定的

I am certain of his success.

I am not certain whether he will come .

be certain of (主语)对……有把握

I am certain of passing the exam.

be certain to +v 一定

He is certain to come

短语：

for certain 无疑地、确定地

make certain 弄清楚、弄确实

I can not say for certain when he will come .

Please make certain of the date of the meeting .

4.fun 有趣的人或事，娱乐

It’s great fun swimming in the sea .

He is full of fun .

For / in fun 开玩笑地，不是认真地

He reads English books just for fun .

make fun of 取笑

Don’t make fun of other students when they make mistakes in speaking English.

5. amuse 使欢乐；逗…笑

His story amuses me. 他的故事使我发笑。

We were all amused at his foolish behaviour.

娱乐；消遣

She amused herself by reading detective stories. 她读侦探小说消遣。

The children amused themselves by playing hide-and-seek games.

be amused at以...为乐; 对...觉得有趣[好笑]

be amused by/ with以...为乐; 对...觉得有趣[好笑]

amuse oneself with以...自娱

an amusing story

a sleeping boy

a sleeping car

a waiting taxi

a waiting room

6. even if /though即使, 尽管

Even if you have a lot of money ,you still shouldn’t buy those books.

7. pair / couple

pair means something made up of two parts that are alike and joined and used together, or two things that are alike or of the same kind , and are usually used together 强调连在一起，并一起使用

a pair of trousers/shoes / glasses/

couple means two things related in some way ; two things of the same kind

强调数量

I found a couple of socks in the room but they don’t make a pair.

Couple 还指夫妻

They are a nice couple .

8. make-up n. 化妆；化妆品

make up v 化妆

9.What comedians have in common with the players in a comedy is their way of playing with words.滑稽演员与喜剧演员，共同点在于说话玩弄词藻。

what引导的主语从句，表示一个抽象的概念．

what意为＂．．．所．．．的（东西）＂

What you need is more practice.

What I want to know is this.

What is hard is to do good all one's life and never do anything bad.

in common with和…一样

10.entertain (1)款待；招待

entertain friends at dinner 招待朋友吃饭

(2)娱乐；使…喜欢

A teacher should entertain as well as teach. 教师不仅要教书，也要能引起学生兴趣。

(3)抱有，怀着（想法、疑问等）

11.date back to追溯至．．．

date from

This church dates back to 1173.

The letter dates from 1873.

12. appreciate vt. (1)感激；感谢

I appreciate your help. 我感谢你的帮助。

We appreciate your efforts for the development of the company.

我们感激你对公司发展所作的努力。

We greatly appreciate your timely help.

我们非常感谢你们的及时帮助。

(2)鉴赏；欣赏；赏识龙点睛（后常接名词和动名词）

Do you appreciate pictures? 你会鉴赏画吗？

His works were not appreciated until after his death.

I appreciate hearing from you again.

Homework:

Read the text.

Recite the language points.

The Fourth Period

Topics :Language study

Step 1. Revision

Go over the language points

Step2. Word study

Ask the students to read these sentences and translate them into Chinese. Then let them find words from the unit that have the same not the underlined ones.

1.bitter 2. intend 3. western, tradition

4. certain 5. Type / Typical / Stereotype

6. art / artist 7. rapid 8. richness

Step 3. Grammar

一、现在分词的基本特征表主动的，进行的，表特征

二、现在分词的用法

① 现在分词作表语，表示主语的特征或和连系动词连用构成进行时态。 The book is interesting. The present situation is more encouraging than ever before. The girl is watering the trees.现在分词作表语一般可以译成“使、令…的”

② 现在分词作定语表示所修饰的名词的特征，或修饰名词所做的动作。单个的现在分词作定语必须前置；现在分词短语则后置。现在分词短语作定语，相当于一个定语从句，都可以变成一个相应的定语从句。现在分词作定语所修饰的名词有主谓关系。

boiling water coming week setting sun shining example

running water walking tractor waiting car sleeping child

flying fish

He is a promising young man.

I have a friend living in London. (=I have a friend who lives in London.)

③ 现在分词作状语，多用来表示伴随、时间、原因、方式等。现在分词作状语它的逻辑主语是主句的主语。如果分词表示的动作发生在谓语动作之前，并且已经完成，用现在分词的完成形式。

They stood by the road, reading books. Having stepped into the cave, Crusoe lit a fire.

④现在分词作宾语补足语，表示动作正在进行，动作是宾语发出的，主动的，多用于使役动词或感官动词之后。 We saw a light burning in the window. I can't get the clock going again.

Step 4. Practice

Do Ex1, Ex 2 and Ex3.Then check the answers with the whole class.

Homework: Finish the exercises 1 and 2 in the workbook page 115.

The Fifth Period

Topic: Integrating skills

Step 1. Revision

Revise the grammar

Translate some sentences.

Step 2. Lead-in

There are many funny stories in our everyday life. Today we'll read a story that happened on the writer's way to the interview.

Step 3. Fast-reading

Read the passage fast to choose the best answer for this question.

Which of the following can be used as another title for the passage? (C)

A. An Accident

B. An Interview

C. Tell Him What You Think of Him!

D. A Kind Manager

Step 4. Careful-reading

Read the passage carefully to do the following questions.

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

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

B. She braked hard and hit another cyclist.

C. She shouted at the driver of a yellow car.

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

2. The driver of the yellow car turned out to be _____. (B)

A. the boss of the office

B. the manager of the company

C. one of her friends

D. the man with whom she would have to work together.

3. What does she mean by the sentence ”---the last time we met I did most of the talking"? (C)

A. You listened to me last time we met.

B. I'll listen to you this time.

C. I shall say nothing about the accident.

D. I think you must be angry with me.

4. From the passage, we can conclude that the manager was _____. (C)

A. a careless driver B. selfish

C. tolerant(宽容的) D. determined

Step 5. Listening

Listen to the tape and pay attention to the pronunciation, stress and intonation.

Step 6. Language points

1. cut in （1）超车抢道貌岸然（2）打断；打扰别人

It is dangerous to cut in at rush time .

Don’t cut in when others are speaking .

2. direction 方向

in …… direction

directions 指南；说明书；用法；操作说明

3. hit / strike / beat / knock

4. drive off 驾车离去

The car drove off early in the morning.

He drove his car off.

5. knock...off

He knocked me off the ladder.

I'm sorry, I've knocked your glasses off the table and broken them.

6. on adv. 继续地，向前地

He walked on and on till he reached a river.

She kept on talking.

Don't stop. Go on.

7. pick up / pick out

8. in surprise

in silence

in anger

in peace

in difficulty / danger

9. look on ... as 把．．．看作／认为

They looked on me as their friend.

I look on him as a happy person with lots of friends.

9. the last time …. 引导时间状语从句，同类的还有each time , every time , by the time , the moment , the minute 等，都可作连词旨导时间状语从句，另外immediately , directly 也可作连词使用。

Every time he came to Shanghai , he would pay a visit to his teachers.

Next time you come here, bring your little son with you .

The moment he saw his mother , he began to cry .

10. do the talking 谈话，发言

do the recording 录音

do the cooking

do some listening

11. go 进行，进展

How did things go at the meeting today?

How are things going with you?

12. Jim was punished for having killed the dog.

I'm sorry for having wasted so much time.

She was angry with herself for having made so many mistakes in her spelling lesson.

Homework:

Review the language points.

Read the text.

Finish the exercises in workbook.

The Sixth Period

Topic : Workbook

Step 1.Revision

Check the homework exercises

Step 2. Listening

Listening to the tape and finish the exercises.

Check the answers

Step 3.Talking

Talking about the picture.

Step 4. Practice

(1) Vocabulary

(2) Grammar

Step 5.Integrating Reading

Ask the students to read the poem

Find the main idea of each stanza.

Do some explanation of some sentences

Step 6 Test

Homework:

Finish the exercises in exercises book and the English Weekly

篇11：Unit 13 The water planet(人教版高二英语下册教案教学设计)

Teaching plans

Period1: Warming up, Listening and speaking

Period2-3: Reading

Period4: Language study, Grammar

Period5: Intergrating skills ,Writing, workbook

The First Period

Warming up,listening and Speaking

Teaching aims:

Help the students to learn something about water by doing experiments.

Teaching Difficult Points:

How to improve the students’ speaking and listening ability.

Teaching Methods:

1． Doing experiments.

2． Individual or pair work to make the student’s practise their speaking, discussing and listening ability.

Teaching Steps:

Step 1. Lead-in

Show a picture of earth and ask:

1. What is this?

2. What color is it？

3. Why is it blue？

4. How much do you know about water? What would happen if there were no water on our planet?

5. What can we do to protect the water on our planet?

6. What else have you learned about water from your physics and chemistry class?

Step2.Warming up

Please turn to page17 and look at the pictures in warming up. Make some interesting experiments and you can learn more about water.

Step3.listening

SB Page18,it’s about the poem The Rime of the Ancient Mariner, by Samuel taylor Coleridge and tell the students something about the author. Tell the students to read the questions in the SB. After playing the tape, ask the students to answer the questions.

Step4.Speaking

In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18. The six pictures mean six different ways to use water. Make some dialogues with your partner about the pictures, using the questions on the SB.

Step5.Language points:

benefit vt.使……受益，对……有利（常和from连用，有时和by连用）

Who stands to benefit most by the new tax laws？什么人可能从新的税法中得到最大的好处？

He has’t benefited from the experience.他虽有体验却无长进。

The Second and Third Period

Reading

Teaching Aims:

1. Improve the Ss’ reading ability.

2. Let the Ss know more about the water. Enable the students to realize it is important to protect the water on our planet.

3. Help the Ss to master the new words and expressions.

Teaching Steps:

Step 1. Lead-in

As we all know, we can’t live without water. Water is very important to all the living things on the earth.. Today we will learn something about water.

Step 2.Pre-reading

Look at the titles in the text. Do not read the whole text. Try to guess what it will talk about, thinking of six questions according to the structures on page19.

Step 3.While-reading

1. Fast reading.

Now, let’s read the passage quickly and find out the answers to the questions.

2. Carefully reading.

Read the passage again and fill the chart in post-reading Ex.2 on page 21.

Step 4.Language points

1. range from…to从……到……不等

e.g.(1).Their ages ranges from 25 to 50.

(2).Prices range from 5 dollars to 100 dollars.

2. all the way全程,一直(走完长距离)

e.g..(1).He ran all the way here.

(2).I had to walk all the way.

All the time一直 all the same仍然

3. But the way the water molecule…

the way+in which/that/- clause

e.g.(1).I don’t like the way(in which/that/-)he looks at me.

(2).They admired the way (in which/that/-) she dealt with the crisis.

4.be made up of 由……组成

e.g.(1).The class is made up of fifty students.

(2).The medical team is made up of five doctors and five nurses.

make up 构成,组成,虚构,整理,收拾

e.g.(1).One hundred years make up a century.

(2).She made up an excuse.

(3).The boy made up a story, which was not true.

make up for 补偿, 弥补,

e.g.You should make up for the lost time.

be made from由……原料制成 be made of由……材料制成

be made into被制成…… make good use of 充分利用

make sure/certain一定要；保证做到 make up one’s mind决心；决定

5.break down (机器等)坏了,(健康,精神等)垮掉,中断,(计划等)失败,分解,分化,打破,破除迷 e.g.(1).The elevator broke down.

(2).The car broke down halfway to the camp.

(3).His health broke down.

(4).The peace talks are said to have broken down.

(5).Chemicals in the body break our food down into useful substances.

2.break breaks one’s promise/ word break the law/ the rule.

break away from sb.脱离、离开、背弃 break into…闯入、侵占

break…into pieces打碎 break out爆发

6. available adj.可得到的,可利用的;可见客人的,有效的

e.g.(1).This book is not available here.这里没有这本书.

(2).Attention, please. These tickets are available on the day of issue only.请注意,这种车票仅在发售当天有效.

(3).The lawyer is not available now. 律师现在没空.

7. mix…with…把……和……混合

e.g. mix wine with water mix joy with sorrow悲喜交集

8.say(文字材料等)写道,说,说明,表达,假定,譬如说(插入语中)

e.g.(1).Her passport says she is 18.

(2).Can you come to dinner? Say,7:30?

(3).The clock says 11:11.

9.take advantage of : make full use of sth充分利用,趁机利用,占……的便宜

e.g.(1).take advantage of all educational opportunities

(2).That shop took advantage of the customers.那家商店欺骗消费者.

10.give off释放,发出,散发出,长出

e.g. give off heat/light/smoke/vapour

(1).Chemical changes give off energy.

(2).The tree gave off many branches.

(3).The flower gives off a sweet fragrance.花散发出芳香.

give in屈服、让步 give up放弃、投降 give sb. a hand帮某人忙

11.be sensitive to sth: affected easily by something

e.g.(1).She is very sensitive to others’ words

(2).He is very sensitive about being small, so don’t mention it.

12.add…to把……加到……上

e.g. (1).add fuel to the flame火上加油

(2).The flowers added beauty to the dinner table.花朵为餐桌增添了美丽

(3).If you add 4 to 3, you get 7.

The Four Period

Word study and Grammar

Teaching Aims:

1. Review Modal Verbs.

2. Do some exercises to review some important words learnt in the last period.

Teaching Procedures:

Step 1. Words Study

In the last three periods, we've learnt some words. Now, let's do some exercises to review them. Do Ex1 on page21, (put the letters in the correct order), and then do Ex2 (complete the sentences by filling in the blanks with the proper words.)

Step 2.Grammar.

省略

The Fifth Period

Intergrating skill

Teaching Aims:

1. Enable the students to realize that it is important to protect the estuary.

2. Improve the student's writing ability.

Teaching Procedures:

Step 1.Reading

The ocean is very important to all the living things, which is known to us. Today we will read another passage. It related to water. That is estuary. Now let's read the passage. While reading, try to make clear what is the main idea of each paragraph and find out the answers to the questions on Page 23.

Step 2.Language points

1. provide…for

e.g.(1).The company will provide food and drink for them.

(2).We provide food for the hungry children.

2. have an opportunity to do something

e.g.I had no opportunity to discuss the problem with her yesterday.

3. a variety of

e.g. (1). He left for a variety of reasons.

(2).He has a variety of interests.

4.contribute vt.贡献出,投稿,捐赠

e.g.He contributed an article to the china daily.

vi.有助于,捐献, 投稿

e.g.His work has contributed to our understanding of this difficult subject.

Step 3.Writing

SB page 24 find the facts of the questions and then organize the information.

篇12：unit6 teaching plan(人教版高二英语教案教学设计)

I.Brief Statements Based on the Unit

The topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．

In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．

In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about 1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．

The third period consists of two parts：Word study and Grammar-Noun Clauses．

Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．

The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．

In the last period,we’ll deal with the grammer in this unit-Noun C1auses．

In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．

Ⅱ.Teaching Goals

1．Talk about life in the future．

2．Practise making predictions．

3．Learn about Noun Clauses(2)．

4．Write a definition paragraph．

Ⅲ．Teaching Time：Five periods：

Ⅳ．Background Information

1.World in the Future

Scientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-but

who knows for sure?They may．What are some of the wonders that may come true in the future?

Let’s go back to dry land and take a future journey the other way--up instead of down．

Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．

After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．

Let’s go back to Earth．

In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．

To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．

Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!

There may be telepathy helmets that send thought waves from your brain to that

of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!

There will be other surprises in the future．How would you like to have a robot

playmate?

Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!

What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．

You don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．You may be wrong．These artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．It probably will also be healthful be-cause life will be put into it．

Scientists of the future will almost certainly find other ways to make life last longer．They probably will find cures for most diseases．Hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．People of the future may live to be a lot older than 100 years．

Are you wondering whether there’11 be television in the future? There’ll almost certainly be wonderful programs. Television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．People on the screen will look real as if they were right in the room with you．What about highways of the future? Well, a very small child probably will be able to drive a car．Nobody will need to steer．Electric signals will hold each car on the right road to get wherever the“Driver”wants to go．And it probably will be impossible for cars to smash together。Controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．Driving in a car will be as safe as being at home．

But maybe the most wonderful surprise in the future will be weather control，Cities may have giant plastic domes over them to keep out snow，rain，or storms．

When you plan a picnic in a park。you won't have to worry about rain．It will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．All other days will be fair and warm．

The future should be a wonderful time in which to live．But the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．

2。Three Things That Will Change Your Life

Today our lives are changing faster than at any time in history．Here we report on three important changes that will have a big impact on our everyday lives in the future．

The cashless society Cash and bank-notes wi1l disappear almost completely．They will be replaced by smart cards--plastic cards with microchip processors“loaded”

with some money．When we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailer's card．When all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．Smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．

Interactive telephones Human telephone operators will be sharply replaced by talking computers．These computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．If we want to book a flight or pay a bill by phone，we will interact with a talking computer to do SO．Of course，this won't happen until all the technology is

in place，but when it is we will soon get used to interacting with computers in this way．Human telephone operators will be used only for more complex operations

such as dealing with complaints or solving concrete problems．

Intelligent cars Traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．Congestion will also decrease when electronic systems start changing motorists for driving in cities．As soon as motorists have to pay to drive in cities，they will stop Using their cars and use public transport instead．

Speed control systems will be built into cars．These systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．It will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．

The First Period

Teaching Aims：

1.EnCoLlrage the students to use their imagination to talk about life in the future．

2.Train the students'1istening ability．

3.Improve the students’ speaking ability by practising making predictions．

Teaching Important Points：

1. Train the studcnts'1istening ability．

2. Let the students give free rein to their1 imagination.

Teaching Difficult Points：

1．How do improve the students' listening ability．

2．How to finish the task of speaking.

Teaching Methods:

1．Listening-and-answering activity to help the students go through the listening material．

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

Teaching Aids：

1．some pictures

2．a tape recorder

3，a projector

4．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

T：Good morning／afternoon，everyone.

Ss：Good morning／afternoon，teacher.

T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?

(One student stands up．)

S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.

T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.

Step Ⅱ Warming up

T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-

port the results．

T：Now please discuss some questions．(Show the picture and questions on the screen．)

How will people travel in the future?

Where will they go? Why?

(Give the students another two minutes to discuss．)

T：Who’d like to tell me how people will travel in the future and where they will

go and why?

(One Student puts up his hand．)

T：Oh，Li Jun，you have a try．

S：I think people will travel by using public transport．Electric cars will be

traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．

S：I think people will travel by car，which doesn't burn gas，but solar energy．In-

stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You

can go wherever you want as long as you press a button on the computer in the

car．What's more，it won't cause any pollution．

(And then ask some Students to re-port．)

How wi1l people communicate in the future?

S: People will communicate with each other with computers, which are set in the watches.

Where will people work in the future?

What kind of jobs will they have?

S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．

How will people do business in the future?

What kind of money will they use?

S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．

What languages will people speak in the future?

Will people still speak Chinese and Eng1ish?

S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．

What will schools be like in the future?

What subjects will people study?

S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．

(After discussing all the questions，the teacher says the following．)

T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．

Step Ⅲ Listening

T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay

attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?

Ss：Yes．

T：OK．Let's begin．

(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation

．Finally teacher checks the answers in Part l with the whole class．)

T：Next listen to Part 2 and do the two exercises in them．

(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)

Step Ⅳ Speaking

T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?

Ss：No．They are the same．Maybe they are twins．

T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,

using the information in your books and the useful expressions on the blackboard.

(Bb：It would be wonderful if…

It would be bad for…if…

It’s possible/impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…)

(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)

Sample dialogue：

SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．

SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.

SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.

SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.

SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．

SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．

SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.

Step V Summary and Homework

T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The First Period

Useful expressions:

It would be wonderful if…

It would be bad for…if…

It's possible／impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…

Step Ⅶ Record after Teaching

_____________________________________

______________________________________

篇13：unit4 teaching plan(人教版高二英语教案教学设计)

The Fifth Period

Grammar: The Past Participle Used as Adverbial

Teaching Aims:

1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.

2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.

Teaching Important Points:

1. How to use the Past Participle

2. How to tell the difference between the Present Participle and the Past Participle.

Teaching Difficult Point:

How to choose the Present Participle and the Past Parthciple.

Teaching Methods:

1. Comparision method to get the students to know how to use the participle clearly.

2. Discussion method to get the students to master what they've learned.

3. Pair work or group work to make the students active in class.

Teaching Aids:

1. a computer

2. a projector

Teaching Procedures:

Step II Greetings

Greet the whole class as usual.

Step II Revision and Presentation

T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?

(Show the following on the screen.)

1. Most of the artists invited to the party were from South Africa.

2. Given more attention, the trees could have grown better.

3. The professor came into the classroom, followed by his students.

4. The first textbooks written for teaching English as a foreign language

came out in the 16th century.

Ss: Yes, we can.

T: Who can tell us in the first sentence what the Past Participle is sued as?

S1:I know. It is used as Attribute, modifying the noun “artists”.

T: Yes. OK. Li Lu, you try, please.

S2: I think it is used as Adverbial in the second sentence.

T：Good.

S3: It is used as Adverbial in the third sentence, too.

T: (To the rest of the class.) Is that right?

Ss: Yes.

T: Good. No problem. Now, the last sentence. Who knows?

S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first

textbooks”.

T: (Ask another student.) Do you agree with him/her?

S5: No, I don't think so. I think it is used as Adverbial.

T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?

Ss: The first answer is correet. It is used as Attribute, not Adverbial.

T: Why?

Ss: Because it modifies the word, “textbooks”.

T: Good. It is used as Attribute. I agree with the first student.

Step III Explanation

T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.

(Teacher writes the following on the blackboard.)

1. Don't speak until spoken to.

2. Given more time, we could do the work much better.

3. Destroyed by the earthquake, the house had to be rebuilt.

T: What are these past participle used us?

Ss: They are all used as Adverbial.

T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?

Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.

T: Very good. Now, I'll give you a few minutes to discuss with your partner

about how to replace these past participles by using adverbial clauses.

T: (A few minutes later.) Who'd like to try the first sentence?

Sb: I'd like to. “Don't speak until you're spoken to. ”

T：Good. Please sit down. What about the second sentence? Who knows?

Sc: I know. If we were given more time, we could do the work much better.

T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?

S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.

T: Good.

(Teacher writes the sentences above on the blackboard.)

Step VI Comparison

T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the

blackboard. )

1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

T: Look at these two sentences carefully. Can you tell us the difference between them?

S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.

T: Good. Do you know why?

S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.

T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?

Ss: Yes.

Step V Practice

T: Look at the sentences on the screen. Join each of the following pairs of

sentences turning one of them into a participle phrase and making other

necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.

→Disturbed by the noise, we had to finish the meeting early.

Rewrite the sentences, using the Past Participle.

1. They were surprised at the idea and began to discuss it among themselves.

2. Mary was much interested and she agreed to give it a try.

3. I was deeply moved, and thanked them again and again.

4 The two men were delighted and they thought up many other ideas, too.

5. We had been taught by failure and mistakes and have become wiser.

6. I was shocked at the waste of money and decided to leave the company.

7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.

Suggested answers:

1. Surprised at the idea, they began to discuss it among themselves.

2. Much interested, Mary agreed to give it a try.

3. Deeply moved, I thanked them again and again.

4. Delighted, the two men thought up many other ideas, too.

5. Taught by failure and mistakes, we have become wiser.

6. Shocked at the waste of money, I decided to leave the company.

7. Persuaded by his friends to give up smoking, he threw his remaining

cigarettes away.

T: OK. Now look at the screen. Let's do more exercises. You may discuss with

your partner.

(Teacher shows the following on the screen.)

Choose the best answers:

1. ______some officials, Napolean inspected his army.

A. Followed

B. Followed by

C. Being followed

D. Having been followed

2.__________ by his teacher, he has made great progress in his lesson.

A. Helped B. To help

C. Helping D. Help

3. The computer center, ________ last year, is very popular among the students in this school.

A. open B. opening

C. having opened D. opened

4. The visitor expressed his satisfaction,___________ that he had enjoyed

his stay here.

A. having added B. to add

C. adding D. added

5.___________ in thought, he almost ran into the car in front of him.

A. Losing B. Having lost

C. Lost D. To lose

6.__________ his telephone number, she had some difficulty getting in touch

with Bill.

A. Not knowing

B. Knowing not

C. Not having known

D. Having not known

7. If_________ the same treatment again, he is sure to get well.

A. giving B. give

C. given D. being given

8. in 1636, Harvard is one of the most famous universities in the United States.

A. Being founded

B. It was founded

C. Founded

D. Founding Suggested answers

1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C

(Teacher then asks some students to do them one by one.)

Step VI Test

T: Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.

(Teacher uses the micromedia equipment to show the following on the screen.)

Complete the sentences:

1._______ （只要看一次），it can never be forgotten.

2._______ (被认为是这个城市里面最好的)，the factory was given a medal.

3._______ The visitor came in ,________（后面跟着一群年轻人）。

4._______ （在党的领导下），the people have improved their living conditions greatly.

5._______（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.

6. If_______（加热）to a high temperature, water will change into vapour.

7._______ （从太空中望去），the earth is a water covered globe.

8. The object on the table is a fan ______ （由羽毛制成的）。

Suggested answers:

1. Once seen

2. Regarded as the best in the city

3. followed by a group of young fellows

4. Led by the Party

5. Encouraged by her words

6. heated

7. Seen from space

8. made of feathers

(A few minutes later, teacher asks some students to say their answers. If some students make any mistake, the teacher should give the correct answer and give some explanation, too)

Step VII Summary and Homework

T: In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. OK. Time is up. So much for this clas. See you tomorrow.

Step VIII The Design of the Writing on the Blackboard

Unit 4 A garden of poems

The Fifth Period

Grammar: The Past Participle

I. 1. Don't speak until spoken to.

Don't speak until you are spoken to.

2. Given more time, we could do the work much better.

If we were given more time, we could do the work much better.

3. Destroyed by the earthquake the house had to be rebuilt.

Because the house had been destroyed by the earthquake, the house

had to be rebuilt.

II. 1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

Step IX Record after Teaching

___________________________

篇14：Teaching Plan of Unit 12：Fact and Fantasy(人教版高二英语教案教学设计)

Teaching Plan of Unit 12：Fact and Fantasy

Period 3 & 4: Reading comprehension

Ⅰ. Teaching Aims：

1. Learn and master the useful words and expressions.

2. Train the Ss reading ability.

3. Let the Ss learn about the French writer Jules Verne and his two famous science fiction.

Ⅱ. Teaching Aids: Recorder, computer, multi-media-classroom CAI

Ⅲ. Important Points: Comprehension about the text

Ⅳ. Difficult Points: Learn how to grasp the main details in the paragraph and how to conclude the main idea of the text

Ⅴ. Teaching hours: One hour

Ⅵ. Procedure:

Step 1. Revision: Phrases

Step 2. Lead in

In the last period we talked about science fiction and done some listening and speaking practice. The science quiz helps us learn more about scientific facts. In the speaking part we have learned to express our beliefs and doubts. Now, let’s review what we learnt last time.

What is fact? ---Thing that is known to have happened or to be true or to exist; Thing that is believed or claimed to be true.

What is science fiction? ---Science fiction is predicted, often based on present-day results that seem to make such developments possible in the future.

What is a science fiction writer? ---Science fiction writer sometimes writes imaginary stories.

Step 3. Pre-reading

1. Introduction to the Author and his novels

Jules Verne (1828-1905), French writer and pioneer of science fiction, whose best known works today are Twenty Thousand Leagues Under the Sea(1870) and Around the World in Eighty Days (1873).

Jules Verne published his first novel Five Weeks in a Balloon (1863). Soon he started writing novels such as Journey to the Center of the Earth (1864), From the Earth to the Moon (1866).

In 1876, he bought a large yacht and sailed around Europe. His last novel The Invasion of the Sea appeared in 1905.

Jules Verne died in the city of Amines on March 24, 1905.

Step 4. While-reading

Task One: Fast Reading ( Read the text quickly and finish the following tasks )

1.What does the passage mainly talk about?

---Jules Verne---The father of science fiction and his two famous novels:20,000 Leagues under the Sea and Journey to the Center of the Earth.

2.How many parts can the passage be divided? Ss read and get the main ideas of each paragraph. If you are asked to divide the passage into 3 parts, how will you do your work?

Part 1(para1): The brief introduction of Jules Verne;

Part2(Para2-5): one of his famous work---- 20,000 Leagues Under the Sea.

Part3(Para6): Another work---- Journey to the Center of the Earth.

3. True or False questions.

1.To make a living ,Verne had to study law. ( F )

2. Dr Benjamin Franklin laid the foundation of modern science fiction. ( F )

3. Once Jules Verne died, all his dreams came true. ( F )

4. This text tell us Captain Nemo died at last. ( F )

5. The Nautilus is an extraordinary ship. ( T )

6. The story of Journey to the Center of the Earth begins with two men’s decision about traveling to Iceland. ( F )

Task Two: Further Reading ( Read the text again part by part and find out the detail information of each part )

Part 1(para1): The brief introduction of Jules Verne

Born in : 1828

Died in : 1905

Nationality : French

Interested in : Botany & applied science

Remembered as : The father of science fiction

Famous novels: 20,000 Leagues under the Sea and Journey to the Centre of the Earth

Part2(Para2-5): The main plot of 20,000 Leagues Under the sea

Try to answer the following questions.

1. Why are ships disappearing all over the world ?

---It is believed to be caused by a sea monster.

2. Who set out to find the monster ?

---Dr Aronnax ,his servant and a Canadian whale hunter .

3. When they try to survive, what happened ?

---They find themselves on the surface of the monster itself , which turns out to be a submarine.

4. When they are taken on board, what’s Captain Nemo’s decision ?

---Not to kill them but make them his permanent guests.

5. What’s the Nautilus ? What’s the Nautilus like ?

---It’s a submarine . It’s an extraordinary ship. The furniture is precious and huge glass windows give a view of the underwater world .It’s also very strong and protected with thick iron plates .

6. Describe the character of Captain Nemo ?

--- Cruel, gentle and weak .

Part3(Para6): The main plot of Journey to the Centre of the Earth

About the rout: List what the two men do in the adventure of going to the centre of the earth.

1. travel to Iceland

2. enter…through a chimney in a dead volcano

3. through a narrow passage deep into…

4. pass through layers of coal and marble

5. reach a huge lake or underground ocean

6. through forests of mushrooms and plants

7. cross the sea in a raft

8. drawn into a fast stream

9. shot out of a volcano in southern Italy

Step 5. Post-reading

1. Finish the post-reading Ex on P13.

1. Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.

2.)In their efforts to survive…àDuring the time they do all they can to continue live …

3.)They find themselves on the surface of the monster itself. à They realize that they come to the surface of the monster.

4.)his permanent guests à his long- time guests.

2. Under water travel and space travel they have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Speed slow fast

Landscape Under water landscape Space landscape

Number for people A lot of people A few people

Food Common food Special space food

Clothes Diving suits Space suits

Similarities

Demand for skills is high

They are both exciting

Tourists must be trained by experts

They’re expensive

3. Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation: Tools and things to bring Risks: Dangers and things that could happen

Food, water, warm clothes, ropes, matches, a knife, a chisel, some medicine Losing one’s way falling into a hole being injured

Step 6. Consolidation

1.What has come true from the time Jules Verne lived ?

Submarine movies with sound

Helicopters television

modern weapons rockets

New broadcasting

2. Why is Jules Verne called “the father of science fiction”?

--- He laid the foundation of modern science fiction.

Step 7. Homework:

1. Recite the last paragraph.

2. Try to retell “20,000 Leagues Under the sea ” .

3. Preview Language Study.

篇15：Teaching plan for this unit 15(人教版高三英语教案教学设计)

Aims and demands:

通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。

Importance and difficulty:

1. Words and expressions:

dip into, look our for, refer to , get at , respect, enlarge, digest, come across

2. Important sentences:

1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.

2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.

3) The more we practise, the better we get at listening to speech in a foreign language.

4) Then it will be someone else’s turn.

3. Grammar:

1) If he comes, I will let him know.

2) You’re always making the same mistake.

3) I didn’t expect to meet you here.

4) If you have finished reading the magazine before I leave, please give it back to me.

5) He suddenly remembered that he hadn’t locked the door.

6) Given more time, we could finish it.

7) The ground is wet. It must have rained last night.

4. Useful expressions:

1) Would you like to …?

2) I’d like to invite you to…?

3) Have dinner with us , will you?

4) Yes, I’d love to ….

5) I’d love to , but……

Lesson 57 On reading

Aims and demands:

1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.

2. Let them know how to read different kinds of books.

Importance and difficulty:

Let them have a good understanding of the text and do the deeper understanding comprehension .

Teaching methods:

Reading and comprehension

Teaching aids:

Tape recorder and some slides

Teaching procedure:

Step 1. New words

Step 2. Warming up

Discussion: 1. What do you enjoy reading most?

2. What do you enjoy reading least?

3. What good books have you read recently?

4. What good stories have you read?

Step 3. Fast reading

Read it quickly and find the answers to the two questions at the top of the text.

1. What are the three methods of reading which are described?

Tasting, swallowing, and chewing-and-digesting.

2. What is the most important piece of advice in the text?

Enjoy your reading.

Step 4. Careful reading

Read it carefully and have a good understanding of the text.

Complete the following form on reading .

Situation What you should do

If you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.

If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.

If the book you have is on a subject that you are interested in You will want to “chew and digest it”.

Read it slowly and carefully.

If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.

When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.

When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.

If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.

Step 5. Comprehension

Number these subjects in the order in which they occur in the text.

Page 14.

Step 6. Note making.

Write down in your own words the advice the writer gives in the text. Page 14

Step 7. Workbook

Step 8. Comprehension exercises---- paper

Step 9. Listening and find out the importance and difficulty

Homework. ABC

Lesson 58 The art of being a good listener

Aims and demands:

1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.

2. Teach them how to be a good listener.

Importance and difficulty:

Have a deeper understanding of the text and do the comprehension exercises.

Teaching methods: reading and speaking

Teaching aids: tape recorder and some slides .

Teaching procedure:

Step 1. Warming up

Ask Ss what they have learnt about reading in the previous lesson.

Ask them to talk about any techniques of their own which they find useful.

Step 2. Presentation and reading for general understanding

Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.

聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer in pairs.

1) Mainly about listening to people.

2) Both advice and information.

Step 3. Reading carefully

When you listen to someone,

what should you do?

Look at the speaker as Listen with complete

a sign of respect . attention, and with

complete respect for

the other person.

You should look at the speaker as a sign of respect while you are listening.

You should listen with complete attention , and with complete respect for the speaker.

More tips on First …

becoming a Second …

good listener Third …

1)Take turns to listen.

Don’t all try to speak at the same time when you are in a group.

Listen without interrupting, and stop other people from interrupting.

2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”

3) Listen and be quiet while others are talking.

Step 4. Note making and discussion

Step 5. Workbook

Step 6. Comprehension exercise ----paper exercises

Homework

Lesson 57~58

Aims and demands:

Grasp the language points.

Importance and difficulty:

Let them know the usage of the language points.

Teaching aids:

Some slides and a small blackboard.

Teaching procedure:

Step 1. Translation

1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。

Some books are to be tasted , others to be swallowed, and some few to be chewed and digested

be +不定式的被动式结构表示“某事应当/ 必需如何做”的意思，常用在通知和说明书里。

The books you borrowed are to be returned before July 5. （应当于7月5日前归还）

This medicine is to be taken three times a day after meals. (此药一日三次，饭后服用)

子女“下达命令”。be +不定式结构通常用来表示“按计划或安排将要做的事情”，或表示上级对下级，父母对子女“下达命令”。

这趟火车于上午10：30到达北京。（安排好的）

The train is to arrive in Beijing at 10:30.

你得完成作业后才能看电视。

You are to finish your homework before you watch TV.

be to do 事先安排好的

be going to do 个人打算，看法

be about to do 最近的将来马上就要发生

I’m to meet him at the station. （双方约好）

I’m going to meet him at the station.（个人打算）

2．这种书只要浏览一下，这儿读一下，那儿读一下，也就够了。

It is enough to dip into this kind of book (it) and read bits here and there.

dip into 浏览，翻阅

I haven’t read that book seriously , I’ve only dipped into it. （翻阅）

Each student dipped a finger into the mixture and sucked it. （伸入）

3．不要一遇到不认识的单词或短语就停下来。

Don’t stop every time you come to a word or phrase you don’t know.

every time 一。。。就。。。（从属连词，引出表示时间的状语从句）

每当他碰到一个好的句子，他就把它抄下来。

He copies it down every time he comes to a good sentence.

Make a sentence……

4．你有什么特别嗜好或特别喜爱的体育运动吗？如果有，你就该找一些有关的书籍，文章或杂志来读。

Are there any hobbies or sports you particularly like ? If so, look out for books , articles or magazines about them.

If so… （如果这样）是承接上文而来的一个省略句

look out for 寻找（留心找）

look for 寻找（动作）

look out 当心，留心

He has been looking out for a new job for half a year.

He has been looking for a job for half a year.

5．“听的能力”这个词组有两个意思。一个是指我们学习外语时所作的那种听力练习。另一个意思是指善于倾听别人讲话的艺术。

There are two meanings of the phrase “listening skills”. One refers to the type of listening practice which we do when learning a foreign language .The other meaning is about / (refers to) the art of being a good listener to other people.

refer to …

when doing…

6．我们练习得越多，就越能更好地听懂用外语所说的话。be good at listening to speech

The more we practice, the better we get at listening to speech in a foreign language.

get better at doing = be better at doing … 更善于做…

be good at

7．因此，当你听某人说话时，你要一心一意地听，对别人完全尊敬。

So when you listen to someone , you should listen with complete attention, and with complete respect for the other person.

with complete attention （作方式状语，修饰listen）

with complete respect

show / have respect to (for ) sb. (对……尊敬)

8．我们常常需要的是一位能倾听我们“畅叙衷肠”的好朋友。

Often, all we need is a good friend who will listen to us while we “talk things through” .

talk… through 充分讨论/ 把话说完

We talked the plan through for nearly an hour.

我们对计划讨论了将近一个小时。

After three long meetings , the question seemed to be talked through.

经过三次长时间的会议后，这个问题似乎已经详细讨论过了。

Step 2. Exercises

Homework

篇16：Teaching plan for this unit 14(人教版高三英语教案教学设计)

Aims and demands:

1. Develop the Ss’ reading and understanding ability.

2. Let the Ss know the history of the Negroes treated as slaves in America.

Importance and Difficulty:

Have a deeper understanding of the text.

Teaching aids: tape recorder and slides.

Teaching methods: reading

Teaching procedure:

Step 1. Warming up

Listen to a story about the slaves .

SEFC 1A Lesson 13 “同步听力”

Listen to the story and answer the questions. Before you listen you’d better learn the following words.

Tennessee/ Gambia/ slave trader/ hero

1. Who wrote the book “Roots”?

2. Who is the hero of the book Roots? Kunta Kinte

3. What is Alex Healey’s book about?

( one black American family and it also tells the early history of the USA.)

4. What can you learn from the story? Is Alex Healey a black or a white?

Step 2. Fast reading

Read the text fast and find the answers to the two questions.

1. What happened to Kunta in this story?

He was caught in a forest in Africa and put in chains and sent by ship to America.

2. What do you think happened to many of the black people on the ship?

About a third of the black people on the ship died during the journey.

Step 3. Careful reading

Read the text carefully and do the note making .

1. When Kunta was in the forest______.

2. When he woke up _________.

3. When they came to the river ________.

4. Then Kunta was thrown _________ where he was held prisoner.

5. Kunta wondered why the white people ________, but could not stand up.

6. Another thing which shocked Kunta ________, also children’s voices.

7. Worse was to come. One day about 140 black people ________ , unable to stand up or move around.

8. The sea journey lasted __________ days and nights. When the ship finally _______ . About a third of the people _________ were missing.

Suggested answers:

1. … cutting down a tree in order to make a drum, he was caught and then hit on the head with a hard object.

2. … his hands and feet had already been tied together

3. … a white man was waiting in the boat for then

4. … into the bottom of the boat and covered with an old smelly cloth. The men took him in their boat to the castle on the coast….

5. … had done this to him. He was born a free man, but now in chains . Heavy iron chains around his feet and hands were fixed to a metal bar that ran round the hall about ten centimeters off the ground. He was just able to lie down on the ground…

6. … was that women were held in the castle too. He could hear their crying….

7. … were taken and put on a tall sailing ship waiting off the coast . Once on the boat, they were taken below and their chains were fixed to two bars that ran the length of the ship. Their feet were fixed to one bar and their hands to another bar. Thus they lay on hard wooden boards…

8. … over sixty… arrived in a port, the wooden cover was opened wide and Kunta could see in daylight for the first time across the part of the ship where he had been chained… who had been chained up below at the beginning of the journey…

Step 4. Comprehension

Put these events into the correct order.

Step 5. Discussion

Discuss these questions with your partner .

Step 6. Workbook

Step 7. Reading compression ----Paper exercises

Homework. 3+X reading exercises

Reading comprehension for 3B Unit 14 Lesson 53 BCABA BBCB

1. The text is about _____.

A. a white man’s experience in Africa

B. an African black man’s experience

C. a black man’s experience in USA

D. a black slave’s experience in Africa

2. “Treatment” in the last paragraph means ____.

A. some nice food B. a good beating

C. some medical care D. a good rest

3. According to the order of time, which paragraph should be put at the beginning of the passage?

A. 3 B. 2 C. 1 D. 6

4. The black men caught Kunta for _____.

A. the county B. money

C. their own freedom D. the white

5. Put the following places into the correct order according to the order of time.

a. the castle b. the boat

c. the forest d. the sailing ship

A. c,b,a,d B. a,b,c,d C. d,a,b,c D. c,d,a,b

6. How did Kunta know that they had rough weather during the sea journey?

A. He saw it. B. He felt it.

C. He heard it. D. He imagined it.

7. What happened to the missing people?

A. They were sold.

B. They died.

C. They were taken to hospital.

D. They were set free.

8. Kunta must be very ____ to be alive after a long sea journey.

A. clever B. quick C. strong D. rude

9. Although Kunta was not sure about many things, he was quite clear ____.

A. why the white treated them like that

B. he would live a very miserable life

C. what the white were going to do with them D. the white were going to eat those children

Lesson 54 Roots

Aims and demands:

1. Develop the Ss’ four skills ---- listening , speaking, reading and writing ability

2. Have a good understanding of the text .

Difficulty and Importance:

Have a deeper understanding of the text.

Teaching aids: tape recorder and slides

Teaching procedure:

Step 1. Warming up

Talk about the pictures using the cue words :

1. Kunta Kinte / born in Gambia / a free and strong man / fond of music;

2. one day / Kunta / cut a tree in a forest near the coast / make a drum / hit on the head;

3. Kunta Kinte / wake up / caught by some black men / reason with them / sent to a castle on the coast ;

4. a few days later / taken and put on a tall sailing ship / in chains / unable to / stand up / the sea journey / 60 days and nights;

5. the ship / arrive in a port in America / see in daylight / a third of the black people missing ;

6. at a market / Kunta and some other Africans / sold to farmers / work in the fields / badly treated / try to run away / cut off part of his foot.

Step 2. Fast reading

Read the text fast and find the answers to the questions:

1. Where did Haley’s ancestor come from?

Gambia

2. What were Haley’s “ roots”?

Information about his ancestors.

Step 3. Careful reading

Read the text carefully and do the compression exercises---- paper exercise

Step 4. Workbook

Step 5. Workbook Lesson 55, Page 79 , Exercise 1

Homework : Cloze test

Reading comprehension for 3B Unit 14 Lesson 54 (Roots) DDBCC ACC

1. The farmer prevented Haley’s ancestor from running away by _____.

A. putting him in chains B. giving him little to eat

C. watching him all the time

D. cutting off part of his foot

2. What helped him find the satisfactory answer to his roots?

A. Letters and diary copies. B. Money.

C. The words “river” and “guitar” in his own language.

D. Both B and C.

3. In most parts of Africa, family and hero stories are passed down ____.

A. in written form B. only in oral (口头的)form

C. both A and B D. neither A nor B

4. It seems that the truth of the history in most parts of Africa depends on ____.

A. how many people can remember

B. how many people are able to write

C. how well those particular people can remember

D. how long the history is

5. Haley was successful in finding his roots because he is ____.

A. lucky B. rich C. strong-minded D. clever

6. Haley found out that his ancestor came from ____.

A. the east part of Gambia on the west coast of Africa

B. the west part of Gambia on the east coast of Africa

C. the east part of Gambia on the east coast of Africa

D. the west part of Gambia on the west coast of Africa

7. “Kinta”, the family name, is shared by ___.

A. all the people in Gambia

B. all the people on the west coast of Africa

C. a group in the east of Gambia

D. a group in the west of Gambia

8. One of the similarities between Haley and Kunta is that ____.

A. they were both well educated

B. they were born in Africa

C. they were born free D. they were both slaves

Lesson 53~54 Language study

Aims and demands:

Let the Ss grasp the usage of following language points:

Words and expressions: in chains , reason with , become of , feel sick, once in a while, prove…with, the moment , go back, role

Important sentences:

Born a free man, he was now in Chairs.

What shocked him most was that the man who carried him were black.

Worse was to come.

All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!

Procedure:

Step 1. Revision

Fill in the blanks with a proper word:

1. Kunta Kinte, Who lived in the village of Juffure in Gambia, was captured/seized/caught in 1767. He was taken on the slave ship, Lord Lord Ligonier, sailing from Gambia on July 5th 1767 and arriving in Annapolis USA on September 29th. The cargo included 3,265 elephant tusks, beeswax, cotton, gold, and 140 slaves, 98 of whom arrived alive in Annapolis. The loss of a third of the slaves was about average for slaving voyages. On arrival in Annapolis, Kunta was sold to a farmer named John Waller, who gave Kunta the name of Toby. John Waller’s brother, Kr Willian Waller, was angry at the way Kunta had been treated during his escape and bought Kunta from his brother on September 5th, 1768.

2. Born a free man, he was now in chains.

Though he was born a free man, he was now in chains.

他生下来就眼瞎。 He was born blind/ deaf/ poor.

他天生就是一个诗人/歌手。He was born a poet/ a singer.

3. The light went out, because the oil was out. （直接的原因）

The oil must be out, for the light went out . （推断的理由）

He can’t be out, for the light is on. （推断的理由）

He is loved by all, because he is honest. （直接的原因）

He must be honest, for he is loved by all. （推断的理由）

For 是并列连词，连接两个并列分句，它所表示的原因是附加的推断的理由。

Because 是从属连词，连接表示原因的状语从句，他所表示的原因是直接的理由。

4．Kunta had been seized in the forest and then hit on the head with a hard object.

Hit sb on the head

约翰打了他的头。 John hit him on the head.

约翰打了他的右腿。 John hit him in the right leg.

5. What shocked him most was that the men who carried him were black.

最使我吃惊的是他被一个黑人抓走了。

What surprised me most was that he had been taken away by a black person.

6. He reasoned with me for an hour about my plan.

reason with 和。。。说理

7. The men took him in their boat to the castle on the coast where he was now held / kept/taken prisoner.

be held / kept prisoner

他被囚禁在一个小岛上。

He was held / kept prison on a small island.

8. He wounded what was to become of them.

Become of sb. : happen to sb.

What has become of the book I put here yesterday.

他们想知道昆塔后来怎么样了。

They wondered what had became of Kunta later.

我不知道我失业以后会怎么样。

I don’t know what will become of me when I am out of work.

9. I am sorry to say that he is going from bad to worse.

Bad/ ill --- worse --- worst

我还有更坏的事要告诉你们。

I have worse to tell you.

10. Once in the examination hall, he forgot everything including some rules.

11. Once on the boat , they were taken below and their chains were fixed to two bars that ran the length of the ship .

Ran : extend, stretch, reach

12. He didn’t go to school because he became ill with fever .

Become ill: feel sick

13. Sometimes we go out for a walk after supper .

Once in a while: sometimes

Step 2: Exercises

Homework: English Weekly

Lesson 54

Fill in the blanks;

1. I am determined to give my youth to the motherland.

2. He took out a book and began to read on his arrival at the classroom.

3. The farmer cut off part of Kunta’s foot to make sure he could not run away again.

4. We have made up our minds to work hard .

5. Yesterday it was raining hard, we made our way home.

6. The government is trying to provide / supply the people in flood areas with food and clothing.

7. The moment I saw her I knew she was angry with me.

8. Please let me know immediately /if / when / as soon as/ the moment you get the result.

The moment , as soon as, immediately, as soon as 用来连接一个表示时间的状语从句。

他在街一露面，我就认出他来了。

I recognized him the moment he appeared in the street.

他一走进办公室，句告诉了我们这个坏消息。

The moment he got into the office, he told us the bad news.

他们一到达那里，就立即开始工作。

Immediately they got there , they started to work.

9. In Gambia, all the stories of families, heroes…are passed down from generation to generation.

10. My family goes back 300 years, while his family goes back to the 15th century.

我的家族延续了300年，而他的家族可追溯到15世纪。

11. When my grandpa talks, he always likes to go back to his younger days.

Go back : 从过去某时开始延续到现在；追溯；回顾

12. I wish to take / play the role of a soldier.

Homework: English Weekly

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