小學(xué)語文微課教案

CommunicationWorkshop。

英語：Unit1CommunicationWorkshop教案1（北師大版必修1）

Objectives
■Toreadapersonalletterandmatchparagraphsandtopics.
■Towriteapersonalletter,usinginformalexpressions.
■Tolistenforinformationtocompleteatable.
■Torecogniseandproducecorrectintonationofquestions.
■Tospeakaboutleisureandfreetime.
Resourcesused
Cassette,WritingHelp1.
Possibleproblems
■Somestudentsmaybelessimaginativeandsohavefeweroriginalideasforthewritingtask.
■Inthespeakingtasks,somestudentsmaynaturallybemorereticentandsospeaklessthanothersinthegroup.
Background
Theinformalfeaturesfoundintheletterherearecommonlyusedinpersonalletters.Evenmoreformalbusinesscorrespondenceisbecomingmoreinformalised.
Routesthroughthematerial
■Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
■Ifyouhavetime,chooseoneoftheOptionsactivitiestodo.
LanguagePower:pages62?C63.
Writing:APersonalLetter
Beforeyoustart
Exercise1
■Askstudentshowoftentheywritelettersandwhoto.Dotheyfinditeasytothinkofthingstowriteabout?Whendidtheylastreceivealetterandwhatwasitabout?DotheywritetopenfriendsinEnglish?
■Studentslookatthephotographanddiscusshowoldthechildrenareandwheretheyare.
■Remindstudentsoftheexercisetheydidinthepreviouslessonwheretheymatchedparagraphstotopics.Heretheydothesamethingwiththeletter.
■Studentsworkinpairs,readingtheletterandmatchingtheparagraph.
Answers
a)4b)2c)3d)1
■Studentsclosetheirbooks.HaveaclassbrainstormingtoseehowmuchinformationtheycanrememberaboutWangYingandFangLan.Studentswillprobablybesurprisedatwhattheyhaveretainedevenwhentheywerenotfocusedonthetaskofremembering.
Exercise2
Elicitwhatsortof“style”studentsusewhenwritinginformalletterstofriendsinChinese.ExplainthatthethreefeatureshereareusedininformallettersinEnglish.
■Revisethenamesofpunctuationmarkswiththeclassbywritingthemarksontheboardandelicitingtheirnames:
.fullstop,comma?questionmark
!exclamationmark?Cdash
■Studentsworkinpairsreadingthroughthelettertofind
examplesofcontractions,punctuationandinformalwords.
■Checkanswersbyreadingthroughtheletterwiththeclass,
pausingtoidentifyeachfeature.Theinformalwordsare:
Rememberme?Right?Anyway,guesswhat?Well.
Stages1?C3
■Readthroughthethreestageswiththeclasssothatstudentsunderstandexactlywhattodo.
■ReferstudentstoWritingHelp1,page90,andlookatthepagewiththeclassifyoufeelitwillbehelpful.
■Youmaydecidethatitwillbebetterforsomeoftheweakerstudentstodothetaskinpairsratherthanindividually.Iftheclasshasnothadmuchpracticeinletterwriting,itmaybehelpfultobuildupaletterontheboardwiththeclasssothatstudentshaveanothermodeltofollow.
■StudentsgothroughStages1and2makingnotes,beforetheywritetheirletterinStage3.
■Studentscanwritetheletterinclassorashomework.
■Whenmarkingtheirletters,payparticularattentiontotheuseofcontractions,punctuationandinformalphrases.
Talkback
■Studentsworkinpairs,readingeachother’sletterstofindouttwothingsthathavechanged.
■Thepairsthenreportbacktotheclass.
Speaking:AClassSurvey
Beforeyoustart
Exercise1
■StudentsreadtheStrategiesanddiscussinsmallgroups
whichtwotheythinkaremostimportantandwhy.
■Studentsthenfeedbacktotheclassandseeifthereisanygeneralagreement.
■AskstudentshowtheycaninterruptpolitelyinEnglish
(“Excuseme/Doyoumindif/I’msorrytointerruptbut...”).
Exercise2
■Studentscopythetableintotheirnotebooks.
■Studentslistentothecassetteandcompletethetable.
■Playthecassetteagain,pausingforstudentstochecktheiranswers.
Answers
FavouriteTVprogramme?Cnatureprogramme
Favouritemusic?Cdance,pop
Favouriteclothes?CT-shirtsandjeans
Tapescript
Girl1:Hey,Debbie,canyouanswersomequestionsforthissurvey,please?
Girl2:OK.
Girl1:DoyouwatchmuchTV?
Girl2:Er,notreally.
Girl1:Howmanyhoursaweekdoyouwatch?
Girl2:Well,aboutthreeorfour,Isuppose.
Girl1:Whatareyourfavouritekindsofprogrammes?
Girl2:Ireallylikenatureprogrammes.
Girl1:Doyoulikeclassicalmusic?
Girl2:No,ofcoursenot!Ican’tstandit.
Girl1:Whatsortofmusicdoyoulike?
Girl2:Er,Ilovedancemusic,popmusic…
Girl1:Whatareyourfavouriteclothes?
Girl2:Er,T-shirtsandjeans.Idon’tlikeformalclothes.
Girl1:Doyoueverwearmini-skirts?
Girl2:Mm,sometimes,butnotalot.
Girl1:Thanksalot.
Exercise3
■Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown.
■Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
Answers
TheintonationgoesupwithYes/NoquestionsanddownwithWh-questions
■Playthecassetteagain,pausingaftereachquestionforstudentstorepeatthequestionwiththecorrectintonationpattern.
Stage1
■LookattheKeyWordswiththeclassandthenreadthroughtheinstructionsforStage1
KeyWords
hobbies:collect(stamps/coins),paint/draw,make(models/clothes),play(chess/computergames),takephotos
sport:play(tennis/football),go(cycling/swimming),do(gym/kungfu)
music:play(thepiano/theguitar),favouritesingers/groups,favouritestyles(pop/classical)
television:favouriteprogrammes(sports/natureprogrammes),TVstars/actors/actresses
goingout:fastfoodrestaurants,cinema,theatre,concerts
clothes:favouriteclothes,favouritecolours,buyingclothes,shopping
■Ingroupsofthreeorfour,studentschooseoneoftheareasfromtheKeyWordsandworkoutthreequestions.Eachstudentwritesdownthethreequestions.

Stage2
■Studentsformnewgroups.
■Eachstudentaskshis/herquestionstoeverymemberofthegroupandrecordstheanswersinatable.
Stage3
■Whenallthegroupshavefinishedaskingtheirquestionsandrecordingtheanswers,thestudentsgobacktotheiroriginalgroups.
■Studentscomparetheirresultsintheiroriginalgroupsandproduceagraph.
Talkback
■Studentsshowtheirgraphstotheclassanddescribetheresults.
■Theclassdiscusseswhetheranyoftheresultsweresurprisingandvotesforthemostinterestingsurvey.
Options
Practice
StudentslookbackatSpeaking,Exercise3?Cthequestionstheywrotedownfromthecassette.Inpairs,studentsaskandanswerthequestions,givingtheirowninformationaboutTV,musicandclothes.（活動范文吧 WwW.f236.COm）

擴(kuò)展閱讀

高二英語CommunicationWorkshop教案

高二英語CommunicationWorkshop教案
CommunicationWorkshop
教材分析
本課是第14單元的CommunicationWorkshop。本課主要是運(yùn)用本單元學(xué)習(xí)的話題、詞匯和結(jié)構(gòu)進(jìn)行寫作和聽說的練習(xí)。
本課話題為閱讀招聘廣告和根據(jù)廣告內(nèi)容寫求職信,與學(xué)生的實(shí)際生活聯(lián)系緊密，實(shí)用性很強(qiáng)。本課的口語表達(dá)也與學(xué)生感興趣的職業(yè)相關(guān)，話題接近生活，學(xué)生會比較感興趣。
本課計劃分兩個課時完成，第一課時重點(diǎn)是寫作，第二課時重點(diǎn)是聽和說。
可用資源Writinghelp。

教學(xué)內(nèi)容
1.復(fù)習(xí)本單元所有話題詞匯。
2.了解招聘廣告和求職信的格式，練習(xí)寫求職信。
3.以演講或采訪的形式談?wù)撆c職業(yè)有關(guān)的話題。
4.聽一首英文歌曲,提取關(guān)鍵信息。

第一課時
FirstPeriod
(Writing)
教學(xué)目標(biāo)
本課結(jié)束時，學(xué)生能夠：
讀懂一則招聘廣告和一封學(xué)生的求職信；
了解求職信的格式；
運(yùn)用所學(xué)的詞匯和結(jié)構(gòu)根據(jù)招聘廣告中的內(nèi)容寫一封求職信。評價手段:
評價手段:
小組評價
教學(xué)過程
教學(xué)活動
Activities設(shè)計意圖
Intentions互動模式時間
IPtime
Lead-in
Step1TgetstheSstoreviewthewordsaboutjobsinthisunit.
[PPT3]回顧有關(guān)職業(yè)的詞匯。
CW
2’
Step2TaskstheSshowtoapplyforthejob
[PPT4-5]引入如何申請職位---寫求職信。
CW
2’
Preparations
Step3SsreadtheadvertisementandtheletterofapplicationthenanswerthequestionsonPage30.
[PPT6-10]學(xué)生們閱讀回答問題了解招聘廣告和求職信的內(nèi)容。IW
6’
Step4Ssreadeachpartoftheapplicationletter,understandtheirfunctionsandthenmatchtheheadingswiththepartstheyhaveread.
[PPT11–16]
[學(xué)案I-1]學(xué)生做連線找每段標(biāo)題的活動，了解招聘廣告和求職信的結(jié)構(gòu)。CW
5’
Step5Sslookattheunderlinedwordsandanalyzethefunctionsofthelinkingwordsanddealwiththeusefulexpressionsoflinkingwords.
[PPT17-19]明確連詞在文章中的作用。CW
3’
Writing
Step6TexplainsthetasktotheSs---Writinganapplicationletter.
[PPT20]明確布置任務(wù)，使所有學(xué)生都清楚要寫求助信。CW
1’
Step7Ssworkingroupsof4,thinkingofwhatpersonalitiesaresuitableforthejobs,discussingwhatpersonalitiesaresuitableforthejobandhowtoapplyforthejob.Eachchoosesonejobtheyareinterestedin.
[PPT21-30]
[學(xué)案I-2]復(fù)習(xí)描述人的個性的詞匯,組織學(xué)生討論閱讀課文招聘廣告中的幾個職位所需要的性格特點(diǎn),選擇并確定寫作的內(nèi)容。GW
4’
Step8SswriteasimpleCV,andthenwritenotesabouttheirreasonsforapplyingforthejob,theirpersonalities,qualificationsandpracticalskills.
[學(xué)案I-3]學(xué)生思考,并準(zhǔn)備好寫作的素材。IW
5’
Step9Ssplantheirparagraphsliketheapplicationletteraboveandwritedowntheirideasforeachpart,usingthelinkingwords.
RefertoWritingHelp1onPage90.
[PPT31]
[學(xué)案I-4]學(xué)生寫作實(shí)踐:應(yīng)用所學(xué)內(nèi)容,寫一封求職信IC
12’
Step10SsreadtheirapplicationlettertoeachotherandtaketurnstoaskquestionsasthepartofTALKBACKonP31.
[PPT32]學(xué)生相互交流。CW
3’
Step11Homework.
1.Polishuptheirwritingofapplicationletter.
2.DotheexercisesintheLanguagePowerP74Exx.1and3.
[PPT33]

第一課時學(xué)案
Unit14CommunicationWorkshop
I.Writing:Aletterofapplication
1.Layout
1)Heading
2)Body

3)Ending
2．Wordsaboutpersonalities
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutone’sexperience
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutqualification
______________________________________________________________________________________________________________________________________________________________
3.Sentencepatterns
Paragraph1Simplystateyourreasonsforwriting.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph2Explainwhyyouareinterestedinthejob.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph3Giveexamplestoshowyourpersonalqualitiesandexperiences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph4Writeaboutyourqualificationsandpracticalskills.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Formalending
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4.Yourletterofapplication
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________

第二課時學(xué)案
II.Listening:ASong
Fillintheblanks
Ifyoucouldreadmymindlove,
Whata_____mythoughtscouldtell,
Justlikeanoldtimemovie,
‘boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
With________uponmyfeet.
Youknowthatghostisme,
AndIwillneverbe_______________,
___________I’maghostthatyoucan’tsee.
IfIcould______________love,
Whatataleyourthoughtscouldtell.
Justlikeapaperbacknovel,
Thekindthedrugstoressell.
Whenyoureachthepart_________theheartachecomes,
Theherowouldbeme.
Butheroesoften_______,
Andyouwon’treadthatbookagain,
Becausetheending’sjust_______________.
I’dwalkawaylikeamoviestar,
Who____________inathreewayscript,
Enternumbertwo,
Amoviequeentoplaythescene,
Of________allthegoodthings_____inme.
Butfornowlove,let’sbereal.
IneverthoughtIcouldfeelthisway.
AndI’vegottosaythatIjustdon’tgetit
Idon’tknowwherewe_____________,
Butthefeeling’sgone.
AndIjustcan’tgetitback.
Ifyoureadmymindlove,
Whatatalemythoughtscouldtell,
Justlikeanoldtimemovie,
‘Boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
Withchainsuponmyfeet.
Butstoriesalwaysend,
Andifyou________________________,
You’llknowthatI’mjusttryingtounderstand,
Thefeelingsthatyou______.
IneverthoughtIcouldfeelthisway
AndI’vegottosaythatIjustdon’tgetit
Butthefeeling’sgone,
AndIjustcan’tgetitback.

Unit2Heroes-CommunicationWorkshop&CultureCorner學(xué)案

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們有一個良好的課堂環(huán)境，幫助高中教師掌握上課時的教學(xué)節(jié)奏。關(guān)于好的高中教案要怎么樣去寫呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit2Heroes-CommunicationWorkshop&CultureCorner學(xué)案”，僅供參考，希望能為您提供參考！

Unit2Heroes-CommunicationWorkshopCultureCorner學(xué)案

考點(diǎn)釋疑解難

1.divev.跳水，潛水；（飛機(jī)）俯沖；（溫度）突然下降；n.潛水；猛沖；埋頭研究

→Wedivedintotherivertocooloff.

我們一頭跳進(jìn)河里來涼快一下。

歸納拓展

Diveintosth.潛入某物；伸入某物

Makeadivefor...向……猛沖

Divern.潛水員；跳水者

典題印證

根據(jù)漢語提示完成句子

①Hedivedintowaterfromthebridge(從橋上跳入水中)andrescuedthedrowningchild.

②Hediveddown（跑進(jìn)）analley.

③Hedivedintohispocket(把手伸進(jìn)口袋)andtookoutahandfulofcoins.

2supposev.想，認(rèn)為；猜測；假定

→Shehadsupposedhim(tobe)veryrich.

她原以為他很有錢。

歸納拓展

besupposedtodo...應(yīng)該做……，理應(yīng)做……

Let’ssuppose...讓我們假定……

貼心提示

think含“推理、判斷形成看法”之意。

believe“相信，認(rèn)為”

consider“經(jīng)考慮而認(rèn)為”，較客觀。

regard與consider可換用，但regard含個人的主觀認(rèn)識。

imagine“想象”

典題印證

——Doyouthinkit’sgoingtoraintomorrow?

——_________________.

A.Idon’tsupposeB.Idon’tsupposeit.

C.IsupposenotD.Isupposenotso.

答案：CIsupposenot./Idon’tsupposeso.表示“我不這樣認(rèn)為“。

3absolutelyadv.絕對地，完全地

→You’reabsolutelyright.你完全正確。

歸納拓展

absoluteadj.肯定的，無疑的；完全的，純粹的

貼心提示

absolutely看用于回答問題或用作評語，意為“正是；當(dāng)然，對極了”，相當(dāng)于ofcourse。另外，byallmeans,rather也有類似的用法。

——Dontyouagree?你不同意嗎？

——Oh,absolutely!噢，當(dāng)然！

典題印證

用absolute的適當(dāng)形式填空

①Ihaveabsolutetrustinhim.

②Hebelievesabsolutelythatthetheoryisright.

③Hedidn’tabsolutelywork.

④Thereisnoabsolutestandardforbeauty.

4evenif=eventhough即使，盡管

→Hewillcomeevenifheisill.即使病了，他也會來。

→Eveniftheyofferedtopay,Iwouldn’tacceptanymoneyfromthem.

即使他們主動提出付款，我也不會收他們的錢的，

歸納拓展

evenso盡管如此；即使這樣

evennow/then甚至到現(xiàn)在、那時

evenas正當(dāng)；恰好在……時候

貼心提示

evenif/though引導(dǎo)讓步狀語從句，常用一般現(xiàn)在時表將來，一般過去時表過去將來，也可以使用“evenif/though+非謂語動詞”的形式（是在主從句的主語一致，而且從句中有be動詞的某種形式時，省略主語和be動詞的情況下使用）。

典題印證

Muchofthepowerofthetradeunionshasbeenlost,_____________,theirpoliticalinfluenceshouldbeverygreat.

A.AsaresultB.AsusualC.EvensoD.Sofar

答案：C本句句意為“工會的許多力量失掉了。即使如此，它們的政治影響也應(yīng)該是巨大的”。根據(jù)題意，應(yīng)選C項。

5scenen.[C]一場；布景；現(xiàn)場；景色，風(fēng)景；（出事）地點(diǎn)

→Firefighterswereonthesceneimmediately.

消防隊員立刻趕到現(xiàn)場。

歸納拓展

setthescenefor...為……準(zhǔn)備了條件

comeonthescene露面，到場

behindthescenes在后臺，在幕后

quitthescene下臺

明辨異同

view,scenery,scene與sight

(1)view指從某一特定的點(diǎn)看到的景象

(2)scenery指某地方總的自然景觀，不指特別的風(fēng)景。

(3)scene(普通名詞)指展現(xiàn)于眼前的風(fēng)景；或是secenry的一部分；還可指事故現(xiàn)場。

(4)sight指值得看的東西或某地的特有名勝；另外，主要含義為“視力，視線，視野”。

典題印證

用view,scenery,scene或sight的適當(dāng)形式填空

①Theboatsontherivermakeabeautifulview/scene.

②TheWestLakeisfamousforitsscenery.

③NiagaraFalls(尼亞加拉瀑布)isoneofthesightsintheworld.

④Thepolicequicklyreachedthesceneofthemurder.

⑤Ifyoustandhere,you’llgetabetterviewoftheriver.

⑥Thenightsceneinthecitywasquitebeautiful.

6conclusionn.[C,U]締結(jié)，議定；結(jié)論

→I’vecometotheconclusionthathe’snottherightpersonforthejob.我斷定他不適合做這項工作。

歸納拓展

drawaconclusion=cometo/reach/arriveataconclusion得出結(jié)論

inconclusion最后，總之

concludevt.vi.斷定，決定；結(jié)束，終了

concludingadj.結(jié)束的，最后的

→Heconcludedthattheplanwasnotworkable.

他的結(jié)論是這個計劃不可行。

典題印證

根據(jù)漢語提示完成句子

①Toconclude/inconclusion(最后),IwishyouaHappyNewYear.

②Ittookthejury(陪審團(tuán))sometimetoreach/cometo/arriveat/drawtheconclusion(得出這個結(jié)論)thatshewasguilty.

7seesb.doingsth.看到某人正在做某事

→Shewasseenrunningawayfromthesceneofthecrimes.有人看見她逃離犯罪現(xiàn)場。

歸納拓展

seesb.dosth.看到某人做了某事

hearsb.do(doing)sth.聽見某人做了（正在做）某事

noticesb.do(doing)sth.注意到某人做了（正在做）某事

findsb.do(doing)sth.發(fā)現(xiàn)某人做了（正在做）某事

watchsb.do(doing)sth.觀察到某人做了（正在做）某事

seesb.Off為某人送行

seethrough看透，識破

seeto辦理；料理；照看

典題印證

Themissingboywaslastseen__________neartheriver.

A.playB.playsC.playingD.toplay

答案：C考查seesb.doing的被動語態(tài)形式。句意“當(dāng)那個失蹤的男孩子最后一次被人們發(fā)現(xiàn)時，他正在玩耍?！?p>考點(diǎn)釋疑解難

8AmongthemwasSharonMacAuliffe,ahighschoolteacher...

莎朗·麥克奧利維——一位高中教師，是其中一位遇難者，……

該句式為全部倒裝結(jié)構(gòu)，即謂語部分全部提到主語前面。

→PresentatthemeetingwasMr.Green,ourheadmaster.我們的校長格林先生出席了

這次會議。

歸納拓展、

在下列情況下應(yīng)該使用全部倒裝結(jié)構(gòu)

（1）為了強(qiáng)調(diào)表語或狀語，或為了保持句子平衡，或為了使上下文緊密銜接，因而把表語或狀語提到句首。

（2）在therebe句型中，be還可以換成lie,sit,live等表示狀態(tài)的動詞。

（3）在以here,there,now,then等引起的句子中，謂語動詞常為be,come,go等。

Herecomesthebus.公共汽車來了。

（4）在以in,out,away,off,up,down,below等副詞開頭的句子中

Downfelltheroof.屋頂落下來了。

貼心提示

在（3）（4）兩點(diǎn)中，如果主語是代詞，則主語和謂語不倒裝。

典題印證

Atthefootofthemountain__________.

A.avillageliesB.liesavillage

C.doesavillagelieD.lyingavillage

答案：B把表示方位的介詞短語atthefootofthemountain放在句首，主句用完全倒裝。

9...,ahighschoolteacher,whowastobethefirstteacherinspace.……，一位高中教師，她將是遨游太空的第一位教師。

betodo計劃，打算；必須，不得不；應(yīng)當(dāng)

→TheyaretobemarriedinJune.

他們計劃6月份結(jié)婚

歸納拓展

（1）betodo可以表示結(jié)果，意為“會……”。

（2）betodo可以表示計劃、打算，相當(dāng)于begoingtodo.

（3）betodo可以表示該做或不該做，意為“必須，不得不”，相當(dāng)于must/havetodo.

（4）betodo可以表示應(yīng)當(dāng)，相當(dāng)于shoulddo，用在疑問句中征求對方的意見。

（5）betodo可以表示條件或假設(shè)，既可用陳述語氣，又可用虛擬語氣。

（6）betodo可以表示可能性，相當(dāng)于cando,用于疑問句或否定句中。

（7）betodo可以用來表示目的

（8）betodo可以表示“命中注定……”，常用于過去時中。

（9）betodo用于第二人稱，有時用來傳達(dá)別人的指示。

典題印證

Inaroomabovethestore,whereaparty____________,someworkerswerebusilysettingthetable.

A.wastobeheldB.hasbeenheldC.willbeheldD.isbeingheld

答案：A考查時態(tài)。根據(jù)語境，一個聚會將要被舉行，且表示過去的時間，故選A.

10...,thespaceshuttleColumbiaexploded.

……，哥倫比亞號航天飛機(jī)爆炸了。

explode

(1)vt.vi.(使)爆炸；引爆

→Bombswereexplodingallaroundthecity.

城里到處都響起爆炸聲。

(2)vt.推翻（理論等）；破除（迷信等）

(3)vi.explode(into/withsth.)爆發(fā)；勃然（大怒）

明辨異同

explode,burst與erupt

(1)explode指炸彈、火藥、瓦斯、飛機(jī)等的爆炸。

(2)burst指提防、血管、氣球等的爆炸或爆裂。

(3)erupt指火山的爆發(fā)。

典題印證

根據(jù)漢語提示完成句子

①Therewasahugebangasifsomeonehadexplodearocket(引爆了火箭)outside.

②SuddenlyCharlesexplodedwithrage(勃然大怒)。

③Theprotestexplodedinto(引起)ariot(暴亂)。

④Themyththatthinequalsbeautifulwasexploded(推翻)yearsago.

11Theyhadahungertoexploretheuniverseanddiscoveritstruths.他們渴望探索宇宙并發(fā)現(xiàn)真理。

explorev.探測（未知的地方）；探險；探索（問題、可能性等）；調(diào)查

→Thecityisbestexploredonfoot.

最好是步行考察這個城市。

歸納拓展

explorern.探險家；調(diào)查人員

explorationn.勘探，探險；探究；調(diào)查，研究

exploratoryadj.勘探的；實(shí)地調(diào)查的

典題印證

用explore的適當(dāng)形式填空

①SheisanexplorerwhoworksintheSouthPole(南極)。

②Inthefuture,manwilldotheexplorationoftheunknownpartsofthecontinent.

③Theexploratoryteamwillcomesoon.

12Whatqualitiesshouldaheroorheroinehave?

英雄應(yīng)該具有什么品質(zhì)呢？

qualityn.質(zhì)量，優(yōu)質(zhì)，特質(zhì)，品質(zhì)

→Theirqualityoflifehasimprovedsince2000.

自2000年以來，他們的生活質(zhì)量已經(jīng)提高了。

歸納拓展

qualifyv.使合格；修飾

qualificationn.資格

qualifiedadj.有資格的，合格的

quantityn.數(shù)量，數(shù)目

貼心提示

oflow/poorquality質(zhì)量差的

ofreal/good/highquality質(zhì)量好的；優(yōu)秀的

alargequantityof=quantitiesof,后接可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞，表示“許多，大量”。

典題印證

Courageisoneofthe___________ofagoodsoldier,especiallyinthefieldofbattle.

A.interestsB.successC.difficultiesD.qualities

答案：Dquality表示“品格，品質(zhì)”，為可數(shù)名詞。

13Ithinkhe’safantasticbasketballplayer...

我認(rèn)為他是一個極好的籃球隊員……

fantasticadj.難以置信的；奇異的；極好的

→Thecarcostsafantasticamountofmoney.

這輛轎車的價錢貴得嚇人。

歸納拓展

fantasticallyadv.難以置信地；奇異地；極好地

fantasyn.想象，幻想；幻想出來的東西

典題印證

同義句轉(zhuǎn)換

①Fantasticstoriescan’tstanduptoconsideration.

Thestoriesaretoofantastictoconsider.

②Shedoesafantasticallywellinswimming

Sheisafantasticswimmer.

14HeisthemostsuccessfulChinesebasketballplayerwhohasjoinedNBA...

他是加盟NBA的最成功的中國籃球運(yùn)動員……

joinvt.vi.

(1)（河流、道路等）合流，相交

（2）連接，結(jié)合

joinsth.(up/together)把某物連接起來

joinsth.tosth.把某物連接于另一物上

(4)加入，參加

加入/參加某事

joinin+n.

joinsb.in(doing)sth.加入某人（做）某事

明辨異同

join(in),takepartin與attend

(1)join通常指參加某一組織或團(tuán)體并成為其中的一員。

joinin多指參加正在進(jìn)行的活動，如參加競賽、娛樂、談話等。

(2)takepartin指參加群眾性活動，重在說明主語參加該項活動并在其中發(fā)揮一定的作用。

(3)attend是正式用語，指參加會議或儀式、婚禮、葬禮、典禮、上課、上學(xué)、聽報告等，強(qiáng)調(diào)參加，不強(qiáng)調(diào)參加者所起的作用。

典題印證

AfterIwastoldto__________thearmy,theofficeraskedmeifIwould_________thelecturetobegivenbythegeneral.

A.join;joinB.attend;joinC.join;attendD.attend;attend

答案：C“參軍”用動詞join;“聽報告”用動詞attend.

15Ithinkhehaswonhonourforourcountry.

我認(rèn)為他已經(jīng)為我們國家贏得了榮譽(yù)。

honourn.名譽(yù)，榮譽(yù)；給（某組織）增光的事或人；v.給……榮譽(yù)

→Itisagreathonourtobeinvitedheretoday.

今天承蒙邀請到此，深感榮幸。

歸納拓展

inhonourof為了紀(jì)念……，為了向……表示敬意（相當(dāng)于inmemoryof）

on/uponone’shonour以某人的名譽(yù)擔(dān)保

behonourfor...因……受到尊敬

behonourwith...授予……榮譽(yù)

showhonourtosb.對某人表示敬意

havethehonourofdoingsth.榮幸做某事

honorableadj.光榮的，高尚的

典題印證

Mysisterwasagainstmysuggestionwhilemybrotherwas__________it.

A.infavorofB.inmemoryofC.inhonourofD.insearchof

答案：Ainfavorof贊成，支持；inmemoryof紀(jì)念；inhonourof為了對……表示敬意；insearchof尋找。

16She’slivedahardlifebutstillmanagestobecheerfulandkindtoothers.

雖然她過著艱苦的生活，但仍然樂呵呵的并且對別人也很好。

managevt.vi.設(shè)法對付；管理，經(jīng)營

→Shemanagesthemoneyverywell.她理財有方。

manageashop/factory經(jīng)營一個商店/工廠

歸納拓展

（1）managern.經(jīng)理

（2）managementn.經(jīng)營，管理

（3）manageableadj.能對付的，易管理的

（4）（與can,could連用）managewithout...沒有……也能應(yīng)付

明辨異同

（1）successindoing=managetodo

（2）manageasmile擠出一絲微笑

典題印證

用manage,try的正確形式填空

①Itriedtopersuadehimtojoinusbuthedidn’tlistentome.

②Ishallbeabletomanagewithouthelp.

Unit5Rhythm-CommunicationWorkshop&CultureCorner學(xué)案

俗話說，磨刀不誤砍柴工。作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，讓高中教師能夠快速的解決各種教學(xué)問題。那么如何寫好我們的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit5Rhythm-CommunicationWorkshop&CultureCorner學(xué)案”，歡迎大家閱讀，希望對大家有所幫助。

Unit5Rhythm-CommunicationWorkshopCultureCorner學(xué)案

1．BluesstartedoffasthemusicofAfricanslavesbroughttotheUnitedStates．
藍(lán)調(diào)音樂起源于非洲奴隸帶到美國的音樂。
Jazzgrewoutofblues．爵士樂起源于藍(lán)調(diào)音樂。
Rock‘n’rolldevelopedfromfastblues．搖滾樂起源于快節(jié)奏的藍(lán)調(diào)音樂。
startoffas．．．
growoutof．．．起源于……
developfrom．．．
①Thiscustomstartedoffascelebrationsofharvest．
這種風(fēng)俗起源于對豐收的慶祝。
②Allartsgrewoutofnecessity．一切藝術(shù)皆因需要而產(chǎn)生。
③Landanimalsarethoughttohavedevelopedfromseaanimals．
陸地動物被認(rèn)為是由海洋動物進(jìn)化而來的。
2．ItiscloselyrelatedtothemusicofWestAfrica．
這同西部非洲音樂有著密切的聯(lián)系。
berelatedto和……有聯(lián)系；和……有親戚關(guān)系
①Neighboursarecloselyrelatedasthelipsandteeth．
鄰居就像唇齒一樣相互依存。
②WearerelatedtoTom．我們和湯姆有親戚關(guān)系。
拓展
relatingto．．．關(guān)于，和……有關(guān)的
in／withrelationto關(guān)于……；就……而論
③Thisisanarticlerelatingtonuclearweapons．
這是一篇關(guān)于核武器的文章。
④Hesaidalottousin/withrelationtothatthing．
關(guān)于那件事，他給我們說了很多。
3．Improvisationhappenswhenamusicianplaysunwrittenmusictofitthemoodoftheoccasion．
即席創(chuàng)作是在音樂家為了迎合場合氣氛時演奏的沒有書面固定音律的音樂作品。
moodn．心情；氛圍；語氣
inthemoodtodo／fordoing有做……的心情
①NowIamnotinthemoodtoread．現(xiàn)在我沒心情看書。
②Thecityisinafestivalmood．
全城處在一片節(jié)日氛圍中。
③Ithinkheisamanofmoods．我認(rèn)為他是一個喜怒無常的人。
④ItisalittledifficultforsomestudentstolearnthesubjectivemoodinEnglish．
對于一些學(xué)生來說，學(xué)習(xí)英語中的虛擬語氣有點(diǎn)難。
4．IwouldliketorecommendJimLiutotakepartintheShow．
我想推薦吉姆劉去參加這個表演大賽。
recommendvt．
1)推薦，介紹
recommendsb．sth．＝recommendsth．tosb．向某人推薦……
recommendsb．for．．．推薦某人做(某職位)
recommendsb．a(chǎn)s．．．推薦某人為……
①I’dliketorecommendyouabookonEnglishstudy．
我想推薦給你一本關(guān)于英語學(xué)習(xí)的書。
②Mostpeoplerecommenddictionariesasteachers．
很多人都說詞典就是老師。
③Hewillrecommendyouforthejob．
他將會推薦你擔(dān)任那項職務(wù)。
2)建議，勸告
recommenddoing
recommendsb．todo
recommendthat-從句(從句動詞用shoulddo形式，should可省略)
④Theyrecommendedhavingmealsfirst．他們建議先吃飯。
⑤Herecommendedthemachinebecheckedcompletely．
他建議把這臺機(jī)器徹底檢修一下。
⑥Thedoctorrecommendedthepatienttotakesomejogging．
醫(yī)生建議病人進(jìn)行一些慢跑活動。

開放性作文

最近，中央電視臺播出了一則關(guān)于一名外籍教師帶領(lǐng)中國學(xué)生上街清理垃圾的新聞。請據(jù)此寫一篇詞數(shù)在100～120的英語短文，發(fā)表自己的觀點(diǎn)。

這是一篇開放性作文，給考生們留出了較大的發(fā)揮空間，考生們可以根據(jù)自己由這一事件所想到的自由發(fā)表看法。針對本篇文章，第一部分可對新聞報道的事件進(jìn)行簡要論述，以引起下文；第二部分可就此提出自己的看法，具體談?wù)剳?yīng)該采取怎樣的措施來維護(hù)城市環(huán)境；第三部分，簡要地對全文進(jìn)行總結(jié)。

AccordingtotherecentCCTVnews,aforeignteacherhasorganizedhisChinesestudentstocollectrubbishinthestreets.IwasshockedwhenIwaswatchingthenewsreportonTV.Tobefrank,Ifeelalittleashamedaboutit.Butatthesametime,Ithinktheteacherhassetashiningexampletousandweshouldlearnfromhim.Then,whatshouldwedotoprotectourownenvironment?
First,Ithinkweshouldcarefortheenvironmentinourdailylives.Forexample,weshouldn’tthrowlitterorspitinthestreets.Second,weshouldremindourselvesthatit’severybodysdutytohelpmakeourcitiescleanandbeautifulandnotjustleavethejobtothestreetcleaners.Third,Ithinkit’snecessarytoenhancethepublic’sawarenessoftheimportanceofenvironmentalprotection.
Tosummarize,Ithinkeverybodyshouldlearnfromtheforeignprofessoranddosomethingtoprotectourenvironment.

該篇習(xí)作很好地完成了寫作要求所規(guī)定的任務(wù)，有分析、有思考、有倡議，符合開放式作文的要求。另外，作者也使用了一些較好的句式和文段過渡詞，如．．．theteacherhassetashiningexampletous；First；Second；Third；Tosummarize等，從而使文章過渡自然，邏輯清晰。

PeopleinChongqingareproudof________theyhaveachievedinthepasttenyears.
（2008重慶，25）
A.thatB.whichC.whatD.how
選C。本題考查賓語從句的引導(dǎo)詞，根據(jù)對賓語從句中句子成分的分析，空格處缺少of后賓語從句的引導(dǎo)詞且賓語從句中缺少賓語，所以選用what。
that引導(dǎo)賓語從句不作成分，只起連接作用，可排除；how是副詞，只能作狀語；which雖然也可以作賓語，但它強(qiáng)調(diào)在已知的范圍內(nèi)進(jìn)行選擇“哪一個”不符合句意，所以排除。名詞性從句中要注意引導(dǎo)詞在句中是否充當(dāng)句子成分。
選擇賓語從句的引導(dǎo)詞關(guān)鍵是看從句中缺少什么成分，原則上缺什么補(bǔ)什么。
wefirmlybelievethatwarneversettlesanything.Itonly________violence.
（2007浙江，11）
A.runsintoB.comesfromC.leadstoD.beginswith
選C。本題考查動詞短語的意思。句意為：我們堅決認(rèn)為戰(zhàn)爭不會解決任何事情，只會導(dǎo)致暴力。leadto“導(dǎo)致”。
runinto“撞上”；comefrom“來自”；beginwith“以……開始”，三者均不符合語境。
熟練掌握動詞短語的意思，根據(jù)上下文做出正確選擇。
Leaveyourkeywithaneighbor________youlockyourselfoutoneday.
（2007北京，33）
A.eversinceB.evenifC.soonafterD.incase
選D。句意為：把你的鑰匙放在鄰居那里，以防你某一天把自己鎖在門外進(jìn)不來。incase“以免，以防”正合題意。
eversince“自從”；evenif“即便，盡管”；soonafter“之后，不久”，均不合語境。
通曉句意和熟練掌握四個短語的意義及用法是解決問題的關(guān)鍵所在。

Unit7TheSea-CommunicationWorkshop教案

俗話說，居安思危，思則有備，有備無患。作為教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能對大家有所幫助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.