高中必修一英語(yǔ)教案
發(fā)表時(shí)間：2020-09-29人教版高一（下）英語(yǔ)教案Unit22AWorldoffun。
俗話說(shuō)，居安思危，思則有備，有備無(wú)患。高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，使高中教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。我們要如何寫好一份值得稱贊的高中教案呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《人教版高一（下）英語(yǔ)教案Unit22AWorldoffun》，歡迎您閱讀和收藏，并分享給身邊的朋友！
人教版高一（下）英語(yǔ)教案Unit22AWorldoffun
Understandingoftheteachingmaterial(語(yǔ)篇分析)
第22單元Reading：ThemeParks是一篇介紹主題公園的說(shuō)明文。它一共由4段組成，包括主題公園的定義、特點(diǎn)，針對(duì)theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主題公園的描述和對(duì)未來(lái)新興主題公園的展望；讓學(xué)生體會(huì)、概括主題公園為何如此受人們喜愛(ài)的事實(shí)理由。
這是一篇介紹主題公園的說(shuō)明文。它包括主題公園的定義、特點(diǎn)；也引導(dǎo)學(xué)生聯(lián)想主題公園的未來(lái)發(fā)展。讓學(xué)生學(xué)習(xí)知識(shí)的同時(shí)能擴(kuò)大視野，感受新事物帶來(lái)的刺激和興奮，同時(shí)也讓學(xué)生了解主題公園并不同于傳統(tǒng)的公園，它不僅供人們娛樂(lè)放松，而且寓教育中。
Teachingobjectives：
一。Learningobjectives:
AbilityObjects：
1.CultivatetheSs’abilityofcomprehendingpassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
2.OffertheSschancesofself-culturebyworkingingroupsandseekinginformationaboutthemeparks.
3．Enablethestudentstotellthemeparksfromtraditionalamusementparksandgivethereasonswhythemeparksaresopopular.
KnowledgeObjects:
1.HelptheSsfurtherunderstandthepassageandfinishtherelevanttaskscorrectly.AndenabletheSstolearn---ingformusedasadverbial.
2.Learntheusagesofthefollowingwordsandphrases:base…on,incommon,divide,admire,risketc.
3．.AndhelptheSslearnhowtodesigntheirownthemeparks.
二．Emotionalgoals：
1.通過(guò)這個(gè)單元的學(xué)習(xí)，知道人民的創(chuàng)造力的無(wú)限的，在以后的學(xué)習(xí)中充分發(fā)揮他的創(chuàng)造力。
2.人們?cè)谂ぷ髋W(xué)習(xí)的同時(shí)，享受美好生活也是必要的。
TeachingApproaches:
1.Task----basedteachingmethodtofinishtheteachingassignment.
2.Activity---basedteachingclasswork
individualwork
groupwork
3.Fastreadingtofindoutsomegeneralinformation.
4.Carefulreadingtofindthedetailsinthepassage.
5.Questionsandanswersforinducing.
6.InductivemethodtomaketheSsunderstandthetextbetter.
Teachingdifficultpoints：
1.Seekinginformationaboutthemeparks.
2．Tellthemeparksfromtraditionalamusementparksandgivethereasonswhythemeparksaresopopular.
3．Tolearn-ingformusedasadverbial.
Teachingaids(略)。
Teachingprocedures:
Step1.Presentation
T:Thisworldisfulloffun.Allofusliketohavefun.Mostofushaveeverbeentoparksandzoos.Andwiththedevelopmentofourcountry,moreandmorepeoplearebecomingricherandricher.Theyarenotsatisfiedwithsafeandboringlife.Asaresult，theywilltrysomeadventuresportsforanimmediatepleasure.Inthisclass,we’regoingtolearnReading----ThemeParks.
Step2.Leadingin(warmingup):
Task1.Watchanddiscuss.
1．ShowashortplayofDonaldDuck.
T：Beforewegointothetext,wewillenjoyashortplay.Andafterwatchingtheplay,youhavetoanswersomequestions.
Asksomeinformationabouttheshortplay.
Q1.Areyoufamiliarwiththecharactersintheplay?
Whoarethey?
(Quiteright.DonaldDuck.)
Doyouknowhispartner,anotherfamouscharacter?
(Verygood.MickeyMouse)
Q2.Wherecanyouseethem?Inwhichpark?
(Disneyland)
Q3.WhatkindofparkisDisneyland?
(Themepark)
Task2.Reportaboutexperiences
Telltheexperiences(IndividualandClasswork).GettheSstoanswerthefollowingquestions：
Q1.Whichthemeparkhaveyoueverbeento?Doyoulikeit?Why?.
Q2.Haveyouevertriedsittinginarollercoasterandhaveyoueverexperiencedbungeejumping？
Q3.Howdidyoufeel?/Whatmakesitunforgettable?
T:Asweallknow,athemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofrides,exhibitionsandotherattractions.
Whatcanyouseeinathemepark?Somethingwetalkedaboutinwarmingup?
Freefallride,rollercoaster,bungeejumping,rafting,rockclimbing,scaryfilm
GetSstodescribesomeoftheadventuresports,eg.rollercoaster,bungeejumping,rafting,etc.
ThenasktheSs.Doyouwanttoplaythosegames?TheSsmaydiscussforawhile.
T:Thenwelcometothemepark,andlet’senjoyit.Next,let’scometoPre-reading.
Ok,pleaselookattheQsonP66Pre-Reading.Areyouready?
Step3.Pre-reading
T:Good.OK.I’llasksomeofyoutogiveyouranswers.Eachofyouanswersonequestion.Who’dliketotrythefirstone?Volunteers!
1.Whatdoyouthinkyoucanseeinathemepark?
2.Whatdoyouthinkaboutadventuresports?
3.Doesyourtownorcityhaveathemepark?Whatcanyoudothere?
4.Isathemeparkdifferentfromatraditionalpark?Why?
5.Whichonedoyoulikebetter,athemeparkoratraditionalpark?Why?
GettheSstofocusmoreattentiononthelasttwoquestions.Encouragethemtohaveanextensivediscussion.
Step4.Reading.
Aftercolletinganswers.TellSs:
T:Aswehavetalkedabout,athemeparkisatypeofparkwhereyoucanhavefunridingonbigmachinessuchasaRollerCoaster,fastcarsandbungeejumping,andwherethewholeparkisbasedononesubjectsuchaswaterorspacetravel.Next，we’lllearnmoreaboutthethemeparks.First.Let’scometothetext,andfinishthefollowingtasks.
Task1.Skimming
（一）1．AsktheSsthefollowingquestions
T:Pleasereadthetextquicklyandtrytofindtheanswerstothefollowingquestions.
(ThisactivityisdesignedtoimprovetheSs’abilitytofindrelevantinformationinashortwhile.)
（1）What’sathemepark?
Athemeparkisacollectionofrides,exhibitionsorotherattractionsthatarebasedonacommontheme.
（2.）Howmanythemeparksarementionedinthepassage?
Andwhatarethey?
Five.TheyaretheWorldPark,ChinaEthnicCulturePark,OceanParkinHongKong,DisneylandinCaliforniaandUniversalStudiosinFlorida.
（3）Whatdotheparkshaveincommon?
Whattheyallhaveincommonisthattheycombinefunwiththeopportunitytolearnsomething.
（4.）What’sthedifferencebetweenathemeparkandatraditionalamusementpark?
Unliketraditionalamusementparks,themeparksoftenwanttoteachvisitorssomething.
（.5）What’sthewritingskillofthetext?
Thewritergraspedthemainfeaturesofthedescribedthemeparks.
（二）AsktheSstoreadthetextandgetthemainideasofeachparagraph.
T:Pleasereadthetextonceagainandgetthemainideasofeachparagraph.
Para.1
Themeparksarenottraditionallikeamusementparksandoftenteachvisitorssomethingtoo.
Para.2:Themeparkstrytomakesurethatvisitorsleaveknowingmoreabouttheirtheme.
Para.3:TherearesomefamousthemeparksinAmerica.
Para.4:Themeparksarebecomingmoreandmorepopulararoundtheworld.
Question:WhatcanpeopledoiftheyareatUniversalStudios?
Theycangoonexcitingrideswheretheycanandfeelwhatitisliketodothethingstheyhaveseentheirheroesdointhemovie.
Task2Scanning
（1）ListentothetapeanddosomeTrueorFalsestatements
T:OK.Let’scometoT/FQs.PleaselistentothetapecarefullyandjudgewhetherthefollowingstatementsareTrueorFalse.Areyouready.Therewego.
(Showthefollowingonthescreen.PlaythetapefortheSstofollow.WhilelisteningtheSswillfulfilltheirtask.Checktheanswerswiththewholeclass.)
1.TheWorldParkisthelargestparkintheworld.
2.Everyyear,therearemorethanfivehundredthousandstudentsvisitingOceanPark.
3.OceanParkisdividedintotwosections,includingtheHeadlandandtheLowland.
4.NewDisneyparkshaveopenedonlyintheUS.
5.DisneylandinCaliforniawasthefirstthemeparktobecomepopulararoundtheworld.
6.AtUniversal,alltheridesandactivitiesarebasedonUniversalPicturesmovies.
Suggestedanswer：T3。6。F1。2。4。5
（2）Individualwork:GettheSstoreadthroughthefirstthreeparagraphs.Thenfillintheformbelow.AsktheSstofillthefollowingformaccordingtothetext：
T：Now，pleasereadtextquicklytofindouttheThemesandAttractionsabouteachparkandfillinthefollowingform:
Showtheformonthescreen
GroupWork:T:Youcandiscusswithyourpatteners,exchangeyourideasandpreparetoreportyouranswer.Who’dliketohaveatry?Volunteer!
T:Wellherearesuggestedanswers,pleaselookatthescreen.
Showanswersonthescreen.
TitleThemeParks(Peoplecanhavefunandexperiencesth.different.)
PartParksThemesAttractions
1TheWorldParkToteachvisitorssth…
tohelpexperiencesthBuildings,castles,statues,
customsofChineseminorities,
cartooncharacters,animals
2TheOceanParkTogetvisitorstoknowmoreabouttheidea..tohelppeopletoexplorethepast.Thrillsandentertainment;
Rides,opportunitiestolearnaboutlifeintheocean,
aconversationcenter,
thedinosaurexhibition,
thetwogiantpandas…
3DisneylandWaltDisneyandhischaracters.Cartooncharacters,rides,games,exhibitions;Universal
4Newthemeparksarebeingbuilt.
Task3Thinking
T:Thistimeyouareaskedtothinkactivelyandtryyourbesttoanswerthequestionsasfollows:
Q1.Whatisthecommonfeatureoftheparks?
Q2.Whatshouldtheparksmakesure?
Q3.HowdopeoplefeelaftertheyenterUniversalStudios?
Q4.Whichthemeparkwillyouvisit?Why?
Step5.Careful-reading
Task1.Fastreadingwithsomemorequestions.GettheSstoreadthetextandfindouttheanswerstoanotherquestions.
T:Thistime,youareaskedtoreadthepassagecarefullyandfindouttheanswerstothefollowingquestions.Pleaselookatthequestionsonthescreen.
Showthequestionsonthescreen.
1.Whatsathemeparkmeantfor?
A.thrillsB.entertainment
C.educationD.funofknowledge
2.WhichisChinaslargestthemepark?
A.theChinaEthnicCultureParkB.OceanPark
C.TheWorldParkD.UniversalStudios
3.WhichofthefollowingisNottrueaboutOceanPark?
A.Theparkismadeupoftwosections.
B.Thepeoplecomingherecanbothhavefunandexperiencesomethingdifferent.
C.Itsintheocean.
D.Pandascanbeseenhere.
4.WhichofthefollowingisnotwhatpeopledoattheDisneyparks?
A.MeetMickeyMouseandhisfriends.
B.AdmireAnandJiaandJia,thetwogiantpandas.
C.Enjoyridesandgames.
D.Lookatexhibitions.
5.Themainideaofthelastparagraphofthispassageis_____.
A.Thethemeparksarepopularwithpeople.
B.Howmanynewthemeparksarebuilt?
C.Whatcanyouexperienceinthethemeparks?
D.Thethemeparksaresafe.
(Keys:1----5DCCBA)T:Haveyoufinished?Good.Let’schecktheanswers.
Task2.篇章結(jié)構(gòu)：GettheSstoreadtextoncemoreandtrytofindouthowthetextisorganized.Letthemdiscussingroupsandthenshowtheansweronthescreen.
篇章結(jié)構(gòu)：Whatisathemepark?
Theme
Parks（FW76.coM 76范文網(wǎng)）
ThreeparksWhatdopeople
attractionsexperienceandlearn?
Themeparksinthefuture.
Task3.Listeningandreadingaloud
1.T:Well.Next,pleaselistentothetapeofthepassagecarefullyandunderstanditfurther.Atthesametime,payattentiontothestressandintonationofthelongersentences.
2.T:Well.Now,pleasereadthetextaloud.I’lldividethewholeclassintotwogroups,pleasereadtextalternatelyparagraphbyparagraph,andcompetewhichgroupdoesbetter.
3.T:Whilereading,pleasepayspecialattentiontothedifficultsentencesandstructures.Afterthepractice,wearegoingtodealwiththeLanguagepoints.
Step6.Languagepoints
1.basesth.on/uponsth.else
bebasedon
eg.Thisstoryisbasedonfacts.
e.g.Theplayisbasedonanovelofthesamename.
2.Whattheyallhaveincommonisthattheycombinefunwiththeopportunitytolearnsomething.
(1)句子前半部分whattheyallhaveincommon是一個(gè)以what引導(dǎo)的主語(yǔ)從句，后半部分thattheycombinefunwiththeopportunitytolearnsomething是一個(gè)以that引導(dǎo)的表語(yǔ)從句。
_________hesaid/didisveryimportant.(What)
_________hewillcomehasbeendecided.(That/When)
_________hewillcomehasnotbeendecided.(Whether/When)
what所……引導(dǎo)主語(yǔ)從句，在從句中作賓語(yǔ)
that引導(dǎo)主語(yǔ)從句，沒(méi)有意義，引導(dǎo)表語(yǔ)從句，that不能省略，引導(dǎo)賓語(yǔ)從句，that可以省略。
2.incommon
havesth.incommon
incommonwith
3.combine…with
eg.Somefilmscombineeducationwithrecreation.
4.dividev.
1).分，分割，把…分成（若干部分）.常與into或from連用。
Afterthewarthecountrywasdividedintothreeparts.
Divide側(cè)重于把原來(lái)的整體分成若干部分。Separate指把原來(lái)聯(lián)合在一起或靠近的人或物分離開(kāi)來(lái)。(多與from搭配使用)
(1).Theworldsisdividedintofivecontinents.
(2).Separateyourthingsfrommine.
5.Havingenjoyedtheridesattheheadland,visitorscantaketheshuttletothelowland.
Having…現(xiàn)在分詞完成式作時(shí)間狀語(yǔ)（enjoy動(dòng)作在take之前發(fā)生）
Havingfinishedthework,hewentbackhomeonfoot.
=Afterhehadfinished………
eg:1.Havingwateredthevegetables,theybegantopickuptheapples.
2.Havingfinishedthework,hewentbackhomeonfoot.
3.Havingbeentoldmanytimes,hestillcouldntunderstandit.
Practice:Choosethebestanswer.
1)._____D__Englishwell,andyou’llfinditveryimportant.
2).____C___Englishwellisveryimportanttous.
3).___B____Englishwell,Iboughtadictionary.
4).____A___Englishforthreeyears,hecanuseitfreely.
A.HavinglearnedB.TolearnC.LearningD.Learn
5).（’04北京，29）___C___inthequeueforhalfanhour,Tomsuddenlyrealizedthathehadlefthiswalletathome.
A.TowaitB.HavewaitedC.HavingwaitedD.Tohavewaited
6).（2005高考全國(guó)卷Ⅲ）Thestormleft,__D__alotofdamagetothisarea.
A.causedB.tohavecausedC.tocauseD.havingcaused
6.learnabout=knowabout/of
7.oneofthefirst+n.(pl.)+todosth.
oneofthefirst+n.(pl.)+定語(yǔ)從句
第一批．．．．．．的之一
eg:1.HewasoneofthefirsttocollectPicassospaintings.
2.OneofthefirstthingsAnniedidwastoteachmehowtoplay.
8.Goon（Visitorscangoonexcitingrideswhere-----Para3）
1)(時(shí)間)過(guò)去pass
Astimewenton,thingsbegantochange.
2)繼續(xù)下去continue
Wewerealltiredout,sowecouldntgoon.
3)發(fā)生，進(jìn)展(geton/along)
Howistheworkgoingon?
Goonwithsth.繼續(xù)做(同一件事但一度中斷)
Goondoingsth.繼續(xù)做(同一件事)
Goontodosth.繼續(xù)做(另一件事)
Practice:Completethefollowingsentencesusingthephrasegiven.
Goon/goonwith/goondoing/goontodo
1.Icouldntfinishmyhomework,soIhaveto_goonwithittomorrow.
2.Iwentontotell（tell）astoryjustafterIreadthepassage.
3.Howdidyou_gooninyourexamination?
4.Ihopeitwont_goonraining_(rain)allday.
5.Afterthelecturehe_wentontotalk（talk）abouttheworldsituation
9.Manypeoplecometothemeparkslookingforthrillsandentertainment,句中l(wèi)ookingforthrillsandentertainment用作狀語(yǔ)，表伴隨．如：
Hesatinthearmchair,readingthenewspaper.
Thechildrenranaway,runningandlaughing.
Practice:Choosethebestanswer.
（2005高考全國(guó)卷Ⅲ）“Youcan’tcatchme!”Janetshouted,_____away.
A.runB.runningC.torunD.ran(B)
Step7.Post-reading
.Answerthequestionsfromquestion1toquestion3inPost-reading.
(1).Howarethemeparksdifferentfromtraditionalamusementparks?
Themeparksofferalargervarietyofattractionsandmayteachsomething.Theyhavespecialcelebrationsandkindsoffoodtoeat.Theadmissionchargeisalsomuchmoreexpensive.
(2).Whyarethemeparkssopopularthroughouttheworld??
Peoplewantmorethanjustfun.
Peoplewanttolearnsomethingwhentheyvisitapark.
Themeparksshowustheworldandteachusaboutnature.
(3).Whatdopeopledoatthemeparksbesideslookingatexhibitions?
Peoplegoonrides,eat,watchothers,andjustrelax.
Step8.Consolidation
Task1.AsktheSstofillthechartbelow：
Amusement
Themeparks
Teaching
WorldParkTheme:variousbuildingstylesin
over30countriesoutofChina
EthnicCulturalTheme:differentcustoms,costumes
andculturesofChina’s55minorities
OceanParkTheme:lifeintheocean–--their
habitatsandprotection
DisneylandTheme:WaltDisney’s
cartooncharacters
UniversalStudiosTheme:movie
Task2.Finishthefollowingpassageaccordingtowhatwelearnedtoday.
NowThemeparksarepopulararoundtheworld.Unliketraditionalamusementparks,theycanboth_entertain_and_educate_visitorstomakesuretheyleaveknowing_moreabouttheirtheme.Whattheyallhaveincommonisthattheycombine_（fun）withtheopportunitytolearnsomething.Agood_exampleofsuchparksisOceanParkinHongKong.VisitorstoOceanParkwillfindalltheridesandattractions_thatcanbefoundinmostparks.Besides_,theycanalsolearnaboutlife_intheocean.Newthemeparksarebeingbuiltacrosstheworld.Theyarebecomingmoreadvanced_andnewtechnology_allowsustoexperiencealmosteverythingwithoutactuallybeingin_danger_orriskinginjury.
Task3.Wordstudy
Findwordsinthepassagethatmeanthefollowing
T：Now，pleasegothroughthetextquicklyandmatchthegivenwordstothefollowingdescriptions.
Attraction，amusement，minority，entertainment，thrill
1.Tomakesomeonelaughortoentertainsomeone(para1)amusement
2.sththatmakespeoplewanttogotoaplace(para2)attraction
3.asmallnationalgroupofpeopleinsociety(para1)minority
4.anexcitingfeeling(para2)thrill
5.activitiesthatentertainpeople(para2)entertainment
Task4.Discussing：
1.Answerthequestionsaccordingtothepassageaboutthemeparks.
1.WhichparkisChinaslargestthemepark?
2.WhatcanyoudoattheWorldParkinChina?
3.WhatcanwelearnattheChinaEthnicCulturePark?
4.WhatsthethemeoftheDisneyparks?
5.WhichsectionoftheOceanPark,inHongKongshouldyougotoifyouwanttolearnaboutthegiantdinosaursfootprints?
Step9.SummaryandHomework
Summary:
T:Inthisclass,we’velearntalotaboutthemeparks,we’vetalkedaboutthedifferencebetweentraditionalparksandthemeparksandwhatpeoplecanenjoyindifferentthemeparks.Wealsolearnt-ingformusedasadverbial.This“Havingenjoyed……”meansthesubjecthasfinishedanactionbeforehedoesanother.Theformisusedtoemphasizetwoactionsthathappenindifferenttimes.
Homework
T：Today’shomework:
1.Afterclass,youshouldreadthetextagainandagainandtryyourbesttoretelloneofthethemeparksmentionedinourtext.
2.FinishWordStudyonP68.
3.PreviewGrammar:The---ingformusedasAdverbial.
4.Finishthereadingpartoftheworkbook.
5.Getonlinetosearchtheinformationofacertainthemeparkthatyouareinterestedinandwriteashortdescriptionaboutthat.
Activity1:
SupposeyouarethemanageroftheWorldParkofBeijing…tellaboutyourattractionstothevisitors.Designathemeparkandexchangeideasinclassbyinterviewing.
Activity:Studentsthinkupideasaboutbuildingacertainthemepark,writeandreportthedesign,theplace,thebuildingtime,thereason,hope...
NameThemeAttractionsOthers’IdeasForThisPark
(Attention:Oneformisforyourideaswhiletherestisforothers’.)
Activity2:Designing
此項(xiàng)任務(wù)突出學(xué)生情感態(tài)度的交流與創(chuàng)新能力的培養(yǎng)
Designathemeparkandexchangeideasinclassbyinterviewing（采訪）others
Tips:Yourdialoguemustcontainthefollowingpoints:
thename,thetheme,attractions，foods,restaurants,cost……
Activity3.Listideasforan“English-SpeakingWorldPark”,usingtheformofPage67.
T：SupposeyouwillbuildanEnglish-speakingWorldPark，wherevisitorswilllearnEnglish。Butyoumustthinkupgood-and–funnywaysinwhichpeoplecanlearnEnglish。Youmustconsiderwhatwantlearnandhowtheycanlearnwhilevisitingit。NowI’lldivideourclassintoeightgroups.Thendiscussthequestions.Afterthat,pleasefillintheformonP67.
精選閱讀
Unit22Aworldoffun教案1
每個(gè)老師為了上好課需要寫教案課件，又到了寫教案課件的時(shí)候了。只有規(guī)劃好教案課件工作計(jì)劃，才能更好地安排接下來(lái)的工作！你們會(huì)寫多少教案課件范文呢？小編特地為大家精心收集和整理了“Unit22Aworldoffun教案1”，希望對(duì)您的工作和生活有所幫助。
Unit22Aworldoffun
amusement,scream,rollercoaster,scary,theme,create,attract,exchange,ride,statue,opportunity,baseon,explore,lie,jade,ready,landing,cool,getstarted,description,focuson
1．Haveyoueverbeentoanamusementpark?
2．Whatdoyouthinkyoucanseeinathemepark?
3．Athemeparkisacollectionofrides,exhibitionsandotherattractionsthatarebasedonacommontheme．
4．AttheChinaEthnicCulturePark,peoplecanlearnaboutthecustoms,costumes,andcultureofChinas55minorities．
5．Morethan50,000studentsvisittheparkeveryyear,andtheparkhasaconservationcentre,aninstitutionthathelpsprotectmarineanimalsandtheirhabitatsintheriversandcoastalwatersofAsia．
6．AttheLowland,theycanexplorethepastatthediscoveryoftheAncientWorldandexaminegiantfootprintsatthedinosaurexhibition．
7．EnteringoneoftheattractionsatUniversalStudiosislikesteppingintotheworldofyourfavouritefilm．
8．Theparksarebecomingmoreadvancedandnewtechnologyallowsustoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury．
9．Soifyouwanttoknowwhatitfeelsliketofallthroughtheair,takeoffinarocket,flyahelicopter,walknexttoalion,orfightaliencreaturesinouterspace,visitoneofthethemeparksinyourarea．
10．Ifyoucouldvisitoneofthethemeparksmentionedinthetext,whichonewouldyouchooseandwhy?
11．Yourideashouldincludeavarietyofattractionsandactivities．
12．Somerollercoastersevenletyouraceagainstyourfrtends：twotracksarenexttoeachotherandyouflythroughtheairjustmetresawayfromyourfriends．
1．Excuseme，canyoutellmewheretherollercoasteris?
2．Gostraightdownthisroad，thenturnleftatthecrossing．
3．Gotit!
4．You’rewelcome!
動(dòng)詞-ing形式用作狀語(yǔ)．
獨(dú)立主格結(jié)構(gòu)．
課文理解
1．a(chǎn)musement
用作名詞，意思是“娛樂(lè)”，amusementpark意思是“游樂(lè)場(chǎng)”，美式英語(yǔ)中用funfair表示．
e．g．Ionlydoitforamusement．
我只不過(guò)是做著玩而已．
2．scream
用作動(dòng)詞，意思是“(因恐怖，病重等原因而)尖叫”．
e．g．Shescreamedforhelp．
她尖叫救命．
3．rollercoaster
意思是“(公園中供游玩的)滑行軌道，過(guò)山車等”，如旱冰鞋可用rollerskate表示．
4．scary
用作形容詞，意思是“引起恐慌的(常用于口語(yǔ)中)”．
e．g．Grandpatoldmeascaryghoststory．
爺爺給我講了一個(gè)嚇人的鬼故事．
5．theme
用作名詞，意思是“主題，題目”．文中themepark意思是“專題樂(lè)園(有專題活動(dòng)的公園)”．
e．g．ThethemeofourdiscussionwasEuropeinthe1980s’．
我們討論的題目是“八十年代的歐洲”．
6．create
用作及物動(dòng)詞，意思是“創(chuàng)造，創(chuàng)建”；形容詞形式是creative，意思是“創(chuàng)造的，有創(chuàng)造力的”．
e．g．Godcreatedtheworld．
上帝創(chuàng)造了世界．
She’sverycreative；shewritesandpaints．
她很有創(chuàng)造力，既從事寫作又從事繪畫．
7．a(chǎn)ttract
用作及物動(dòng)詞，意思是“吸引，招引”．名詞形式是attraction．
e．g．Herattentionwasattractedbyhissmile．
她的注意力被他的微笑吸引住了．
Thecity’sbrightlight，theatres，movies，etc，aregreatattractions．
城里明亮的燈，戲院，電影等有巨大的吸引力．
8．exchange
用作動(dòng)詞，意思是“交易，交換”．
e．g．JohnexchangedhatswithPeter．
約翰和彼得交換帽子．
WherecanIexchangemydollarsforlira?
我可以在哪兒把美元換成里拉?
9．ride
(1)用作名詞，意思是“(騎馬或坐車)旅游，游玩”．
e．g．Shallwegoforarideinthecar?
我們開(kāi)車去轉(zhuǎn)一圈吧?
(2)用作動(dòng)詞，意思是“騎(馬或其他動(dòng)物、自行車或摩托車)”．
e．g．Canyourideabicycle?
你能騎自行車嗎?
10．statue
用作名詞，意思是“雕像，塑像”．
e．g．ThisisjustthestatueofLiberty．
這就是自由女神像．
11．opportunity
用作名詞，意思是“機(jī)會(huì)，良機(jī)”．
e．g．a(chǎn)t／onthefirstopportunity．．．
一有機(jī)會(huì)(就……)
haveno(little，notmuch)opportunityfordoing(todo)sth．
沒(méi)有(很少有，有不多的)機(jī)會(huì)做某事
[辨析]opportunity，chance
當(dāng)表示有機(jī)會(huì)做某事時(shí)，這兩個(gè)詞的用法相同，后面可接todo或ofdoing．chance后面可接從句，opportunity則不能．opportunity強(qiáng)調(diào)機(jī)會(huì)是很恰當(dāng)?shù)?，chance強(qiáng)調(diào)偶然性．
e．g．Ihadnochance／opportunityofvisitingBeijing．
我沒(méi)有機(jī)會(huì)去參觀北京．
Thereisachancethathewillsucceed．
他有可能成功．
12．baseon
意思是“以某事物為另一事物的根據(jù)，證據(jù)等”．
e．g．Ibasemyhopeonthegoodnewswehadyesterday．
我把希望寄托在我們昨天得到的好消息上．
13．explore
用作動(dòng)詞，意思是“探索，探查，探險(xiǎn)”．
e．g．Wemustexploreallthepossibilities．
我們必須探索所有的可能性．
14．lie
用作不及物動(dòng)詞，意思是“位于，在……位置”．是一個(gè)不規(guī)則動(dòng)詞，一般過(guò)去式是lay，過(guò)去分詞是lain．
[辨析]liein，lieon，lieto
liein指“位于一個(gè)范圍之內(nèi)”．
lieon指“與……相鄰，緊挨著”．
lieto指“不接壤，隔……相望”．
e．g．ChinaliesintheeastofAsia．
中國(guó)位于亞洲東部．
IndialiesonthesouthwestofChina．
印度位于中國(guó)西南部．
JapanliestotheeastofChina．
日本在中國(guó)以東．
15．jade
用作名詞，在文中意思是“玉，翡翠”．
e．g．Ihaveaprettyjadevase．
我有一個(gè)精致的翡翠花瓶．
16．ready
用作形容詞，意思是“有準(zhǔn)備的，做好準(zhǔn)備的”，也常用作“甘心的，情愿的”意思．
e．g．Bereadytostart!
準(zhǔn)備出發(fā)!
Areyoureadyforthejourney?
你準(zhǔn)備好去旅行嗎?
I’malwaysreadytoacceptyouroffer．
我什么時(shí)候都樂(lè)意接受你的建議．
17．landing
用作名詞，意思是“上岸，登陸，著陸，降落”．反義詞是“起飛”，即takeoff．
e．g．Thisisasuccessfullanding．
這是一次成功地降落．
18．cool
在文中用作形容詞，美國(guó)俚語(yǔ)中為“令人愉快的，棒的”之意．如：coolname很酷的名字(表示“時(shí)尚，特別”)．
e．g．Herguyisrealcool．
她的男朋友真帥．
19．getstarted
(1)意思是“使……開(kāi)始”，get+過(guò)去分詞，構(gòu)成被動(dòng)式，著重于動(dòng)作，意為“被，受”．
e．g．getslapped挨打
getdismissed被開(kāi)除
gethurt受傷
(2)get+名(代)詞+賓語(yǔ)補(bǔ)語(yǔ)，(賓語(yǔ)補(bǔ)語(yǔ)可用形容詞、副詞、不定式、過(guò)去分詞等)．
e．g．Tomgothisfeetwet．
湯姆把腳弄濕了．
Yourcan’tgetyourluggagein．
你不能把包裹帶進(jìn)來(lái)．
Icallnotgethimtoconfess．
我不能說(shuō)服他坦白出來(lái)．
Imustgetmyhaircut．
我的頭發(fā)要剪了．
20．description
用作名詞，意思是“描寫，描繪，說(shuō)明書”等，動(dòng)詞形式是describe．
e．g．giveadescriptionof．．．
描述一下
beyonddescription難以形容
Wordscannotdescribemyjoy．
言語(yǔ)不能形容我的快樂(lè)．
21．focuson
意思是“集中(于某事物)”．
focusonesattention／thoughtsonsth．
集中注意力(思想)于某事
e．g．I’msotiredthatIcan’tfocusonanythingtoday．
今天我太忙了，精神集中不起來(lái)了．
Pleasefocusyourmindsonthefollowingproblems．
請(qǐng)集中考慮以下問(wèn)題．
1．Haveyoueverbeentoanamusementpark?
你曾經(jīng)去過(guò)游樂(lè)場(chǎng)嗎?
[辨析]havebeento，havegoneto
havebeento表示曾經(jīng)去過(guò)某地，陳述一種經(jīng)歷．
havegoneto表示去了某地，目前不在此地．
e．g．TheyhavegonetoEngland．
他們到英國(guó)去了．(目前不在此地，目前正在去英國(guó)的路上，或已在英國(guó)．)
TheyhadbeentoEngland．
他們?cè)?jīng)去過(guò)英國(guó)．(人不在英國(guó)，只表一種經(jīng)歷．)
2．Whatdoyouthinkyoucanseeinathemepark?
你認(rèn)為在主題樂(lè)園你能看到什么呢?
英語(yǔ)的疑問(wèn)句通常有四種，即一般疑問(wèn)句、特殊疑問(wèn)句、反意疑問(wèn)句和選擇疑問(wèn)句．但還有一種特殊形式，如WhatdoyouthinkIshoulddo?這一句
型，就被稱為混合疑問(wèn)句．這種疑問(wèn)句由兩個(gè)疑問(wèn)句組成，句型為：疑問(wèn)詞+doyouthink+其他(正常語(yǔ)序)．常用于這種結(jié)構(gòu)的動(dòng)詞有think，guess(猜)，suggest(建議)，suppose(認(rèn)為)，hope，say，believe等．
e．g．Whatdoyouthinkhashappenedtohim?
你認(rèn)為他出了什么事?
Howmanypeopledidyousaywerepresentatthemeeting?
你說(shuō)有多少人出席了會(huì)議?
此類句型常用來(lái)征詢對(duì)方對(duì)某一疑問(wèn)點(diǎn)的判斷、認(rèn)識(shí)、看法、猜測(cè)等，或者請(qǐng)求對(duì)方重復(fù)一遍．
e．g．Howolddidyousayyouwere?
你剛才說(shuō)你多大了?(多少歲)
Whatdidyousaywasthematterwithhim?
你說(shuō)他怎么啦?
注意：不能說(shuō)Whatdidyousaythematterwaswithhim?在口語(yǔ)中，可以把doyouthink一類的插入語(yǔ)放在句末帶有補(bǔ)敘的性質(zhì)．
e．g．Whenthemeetingwillbeheld，doyouthink?
會(huì)議什么時(shí)候舉行你說(shuō)呢?
這種表示看法的插入語(yǔ)：Ithink，Iguess等也常用在陳述句中．
NewYork，Ithink，istoonoisy．
紐約，我認(rèn)為太吵了．
IthinkNewYorkistoonoisy．
我認(rèn)為紐約太吵了．
插入語(yǔ)在句首，則變成了主句，后面接賓語(yǔ)從句．
e．g．Whodidit，doyouthink?
Whodoyouthinkdidit?
你認(rèn)為是誰(shuí)干的?
3．Athemeparkisacollectionofrides，exhibitionsandotherattractionsthatarebasedonacommontheme．
主題公園就是圍繞著某一個(gè)主題所設(shè)計(jì)的集乘車、展覽及其他游樂(lè)項(xiàng)目為一體的公園．
這是一個(gè)主從復(fù)合句，that引導(dǎo)的定語(yǔ)從句來(lái)修飾先行詞，先行詞由acollection．．．a(chǎn)ttractions短語(yǔ)充當(dāng)．
4．AttheChinaEthnicCulturePark，peoplecanlearnaboutthecustoms，costumes，andcultureofChina’sfifty-fiveChineseminorities．
在中國(guó)民族文化村，人們能了解中國(guó)55個(gè)少數(shù)民族的風(fēng)俗，服裝和文化．
(1)ethnic用作形容詞，意思是“民族的，種族的”．
e．g．Jackopenedanethnicrestaurant．
杰克開(kāi)了一家具有民族風(fēng)味的飯店．
(2)costume用作名詞，意思是“(某個(gè)時(shí)代、國(guó)家或職業(yè)穿的)服裝，戲裝”．
Ifoundsomeactorsinstrangecostume．
我發(fā)現(xiàn)一些穿著奇怪服裝的演員．
[辨析]clothes，clothing，dress，suit
①clothes是常用詞，統(tǒng)指身上的各種服裝，包括上衣、褲子、內(nèi)衣等；是復(fù)數(shù)名詞，不能直接與數(shù)詞連用，后面要接動(dòng)詞復(fù)數(shù)形式．
②clothing是物質(zhì)名詞，是服裝的總稱，除衣褲外還包括帽子、鞋襪等，沒(méi)有復(fù)數(shù)形式，后面要接動(dòng)詞單數(shù)，“一件衣服”，要說(shuō)anarticleofclothing．
③dress范圍較窄，作可數(shù)名詞時(shí)指一件女服、連衣裙，作不可數(shù)名詞時(shí)，指某種特殊服裝，尤指在社交場(chǎng)合穿的衣服．
④suit指“一套衣服”．
e．g．Sheoftenwearsbeautifulclothes．
她經(jīng)常穿漂亮的衣服．
Thisshopsellswomen’sclothing．
這家商店出售婦女服裝．
Mysisteriswearingareddress．
我妹妹穿一件紅色連衣裙．
Hehadtoweareveningdresstogotothecompanyparty．
他要穿晚禮服去赴公司的晚宴．
asportssuit運(yùn)動(dòng)服
(3)minority用作名詞，意思是“少數(shù)民族”，還可作“少數(shù)人”的意思．
e．g．therightsofethnicminorities
少數(shù)民族的權(quán)利
OnlyaminorityofBritishhouseholdsdonothaveacar．
英國(guó)只有少數(shù)家庭沒(méi)有汽車．
(4)learn，learnof／about
learn意思是“學(xué)習(xí)，學(xué)會(huì)”，learnof／about意思是“聽(tīng)說(shuō)，獲悉”．
e．g．Liveandlearn．
活到老，學(xué)到老．
It’snevertoolatetolearn．
學(xué)習(xí)不嫌晚．
HowJoan’sfatherlearnedabouthersecretmarriageisasecret．
瓊的父親是怎樣得知她秘密婚姻的是一個(gè)謎．
5．Morethan50，000studentsvisittheparkeveryyear，andtheparkhasaconservationcentre，aninstitutionthathelpsprotectmarineanimalsandtheirhabitatsintheriversandcoastalwatersofAsia．
每年有5萬(wàn)多學(xué)生參觀海洋公園，公園里有自然保護(hù)中心，它是一個(gè)保護(hù)機(jī)構(gòu)，幫助保護(hù)亞洲的河流和沿海水域的海產(chǎn)動(dòng)物和它們的棲息地．
(1)marine用作形容詞，意思是“海的，海產(chǎn)的”．也可用作名詞，意思是“海軍陸戰(zhàn)隊(duì)士兵”．
e．g．Heisamarinebiologist．
他是一位海洋生物學(xué)家．
Themarinesareverybrave．
海軍很勇敢．
(2)habitat用作名詞，意思是“棲息地”．
e．g．Thecreature’shabitatisthejungle．
這種動(dòng)物的棲息地是叢林．
6．AttheLowland，theycanexplorethepastatthediscoveryoftheAncientWorldandexaminegiantfootprintsatthedinosaurexhibition．
在低地，人們能夠在“遠(yuǎn)古世界的發(fā)現(xiàn)”里探索過(guò)去，在恐龍展覽廳里研究恐龍巨大的腳?。?br>
(1)explorethepast意思是“探索過(guò)去”．past在句中用作名詞，意思是“過(guò)去，昔日”，如inthepast在過(guò)去．用作形容詞，意思是“過(guò)去的”，如thepastyear去年．用作介詞，意思是“過(guò)”，如tenpasteleven11點(diǎn)過(guò)10分．pass用作動(dòng)詞，意思是“走過(guò)，經(jīng)過(guò)，度過(guò)，通過(guò)”等，過(guò)去式是passed，過(guò)去分詞是passed或past．
e．g．Pleaseletmepass．
請(qǐng)讓我走過(guò)去．
Aweekpassedquickly．
一個(gè)星期很快過(guò)去了．
(2)ancient用作形容詞，意思是“古代的，古老的”(常用來(lái)指古老的文明或其產(chǎn)品)．
e．g．a(chǎn)ncientcivilizations
古代的文明
(3)giant用作形容詞，意思是“巨大的”．
e．g．Whatagiantpanda!
多大的熊貓!
7．EnteringoneoftheattractionsatUniversalStudiosislikesteppingintotheworldofyourfavouritefilm．
踏入了環(huán)球電影公司攝影棚就像踏入了人們特別喜愛(ài)的電影世界．
(1)Entering．．．studio動(dòng)詞-ing分詞短語(yǔ)在句中作主語(yǔ)，謂語(yǔ)動(dòng)詞用單數(shù)．
e．g．Readingnewspapersisagoodwayofgettinginformation．
讀報(bào)是一條獲得信息的好途徑．
(2)1ike用作介詞，意思是“如同，像，跟……一樣”，在句中用作表語(yǔ)．
Hewaslikeasontome．
他對(duì)我來(lái)講就像親兒子一樣．
8．TheparksarebecomingmoreadvancedandnewtechnologyallowsUStoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury．
這些樂(lè)園變得越來(lái)越先進(jìn)，新的科技允許我們經(jīng)歷幾乎任何事情，而不必實(shí)際上處于危險(xiǎn)之中或冒著受傷的危險(xiǎn)．
allow用作動(dòng)詞，意思是“允許”．后面可接動(dòng)詞-ing形式，賓語(yǔ)+賓語(yǔ)補(bǔ)語(yǔ)(allowsb．todosth．)
e．g．Theydonotallowsmokinghere．
他們不允許在這里吸煙．
Theyallowhertosototheparty．
他們?cè)试S她參加聚會(huì)．
9．Soifyouwanttoknowwhatitfeelsliketofallthroughtheair，takeoffinarocket，flyahelicopter，walknexttoalion，orfightaliencreaturesinouterspace，visitoneofthethemeparksinyourarea．
因此，如果你想要知道那是什么樣的感覺(jué)，比如說(shuō)從空中摔下，坐在火箭里起飛，駕駛直升飛機(jī)，伴著獅子行走，或者同生活在太空里的怪物打斗，那就參觀你當(dāng)?shù)氐闹黝}樂(lè)園吧!
Whatitfeels充當(dāng)動(dòng)詞know的賓語(yǔ)，like用作介詞，意思是“例如，比方”，相當(dāng)于forexample．文中的like引導(dǎo)的介詞短語(yǔ)，在句中作狀語(yǔ)，表示“舉例說(shuō)明”．
e．g．Wecouldlookatsomemodernpoets，likeEliotandHughes．
我們可以考慮一下現(xiàn)代詩(shī)人，例如艾略特和休斯．
10．Ifyoucouldvisitoneofthethemeparksmentionedinthetext，whichonewouldyouchooseandwhy?
如果你能夠參觀文中提到的主題樂(lè)園之一，你會(huì)選擇哪一個(gè)?為什么?
mentioned是過(guò)去分詞充當(dāng)后置定語(yǔ)修飾themeparks，作定語(yǔ)用的過(guò)去分詞如果是單詞，一般放在修飾的詞的前面．如果是過(guò)去分詞短語(yǔ)作定語(yǔ)時(shí)，則放在被修飾的詞的后面．
e．g．ThegirldressedinwhiteisMary．
穿白衣服的小姑娘是瑪麗．
Therearemanyfallenleavesontheground．
地上有許多落葉．
11．Yourideashouldincludeavarietyofattractionsandactivities．
你的主意應(yīng)該包括各種各樣的吸引人的事物和活動(dòng)．
[辨析]include，included，including
①include用作及物動(dòng)詞，意思是“包括，包含”．
②included用作形容詞，用在名詞或代詞后，意思是“包括在內(nèi)”．
③including用作介詞，意思是“包括在內(nèi)”．
e．g．Yourdutieswillincludeputtingthechildrentobed．
你的職責(zé)包括讓孩子們上床睡覺(jué)．
Everyonelaughed，meincluded．
每個(gè)人都笑了，包括我在內(nèi)．
Tenmemberswerepresentatthemeeting，includingmyself．
10個(gè)人出席了會(huì)議包括我自己．
12．Somerollercoastersevenletyouraceagainstyourfriends：twotracksarenexttoeachotherandyouflythroughtheairjustmetresawayfromyourfriends．
有一些過(guò)山車甚至讓你同你的朋友比賽，兩條軌道靠得很近，當(dāng)你從空中飛越時(shí)同你的朋友只有幾米之遙．
Face用作動(dòng)詞，意思是“競(jìng)賽”，raceagainst意思是“同……比賽”．
e．g．raceone’sbicycleagainstacar
騎自行車跟汽車賽跑
1．Excuseme，canyoutellmewheretherollercoasteris?
勞駕，請(qǐng)問(wèn)到滑行軌道的路怎么走?
在口語(yǔ)中，Excuseme的使用場(chǎng)合，常用于要走開(kāi)、插話、問(wèn)路或表示異議等場(chǎng)合，I’msorry表示自己有過(guò)失，用于道歉．
e．g．Excuseme，justaminute．
對(duì)不起，請(qǐng)等一下．
Excusemeforinterruptingyou．
請(qǐng)?jiān)?，打擾你(們)了．
Excuseme，butcanIgooutforaminute?
對(duì)不起，我能出去一下嗎?
I’msorrytohavetroubledyou．
對(duì)不起，給你添麻煩了．
2．Gostraightdownthisroad，thenturnleftatthecrossing．
沿著這條路直走，然后在十字路口處向左拐．
口語(yǔ)中，回答問(wèn)路，或告訴別人路線的常用句型．
e．g．Walkalongthisstreettillyouseethebiggate．
沿著這條街一直走到你看到大門為止．
3．Gotit!
知道了，明白了．
在口語(yǔ)中，常表示“學(xué)會(huì)，懂得”．
e．g．Idon’tgetyou(yourideas)．
我不明白你的話(你的意思)．
Getit?懂不懂?
4．You’rewelcome!
別客氣，不用謝!
在口語(yǔ)中，表示回答別人對(duì)你的致謝語(yǔ)，常用的短語(yǔ)如下：
Notatall．
Oh，no，don’tmentionit!
Oh，no，thepleasureismine．
Oh，nevermindit，youarequitewelcome．
That’sallright．
Thinknothingofit．
Oh，no，mypleasure．
動(dòng)詞-ing形式用作狀語(yǔ)
動(dòng)詞-ing形式短語(yǔ)可作狀語(yǔ)，表示原因、時(shí)間、方式、伴隨情況、結(jié)果或條件等多種意義．
1．相當(dāng)于原因狀語(yǔ)從句．
Beingill(=Asshewasill)，shedidn’tgotoschooltoday．
今天她生病了，所以沒(méi)來(lái)上學(xué)．
如果動(dòng)詞-ing形式表示的動(dòng)作在謂語(yǔ)所表示的動(dòng)作之前發(fā)生，就需要用完成形式．
e．g．Nothavingreceived(=AsIhadnotreceived)ananswer，Iwrotetohimagain．
因?yàn)闆](méi)有接到回信，我又給他寫了信．
2．相當(dāng)于when等引導(dǎo)的從句．
Hearingthegoodnews(whenheheardthegoodnews)，hejumpedwithjoy．聽(tīng)到這個(gè)好消息，他高興得跑了起來(lái)．
如果動(dòng)詞-ing短語(yǔ)表示的動(dòng)作與謂語(yǔ)表示的動(dòng)作同時(shí)發(fā)生，常在短語(yǔ)前加上when或while．
e．g．Becarefulwhencrossingthestreet．
過(guò)街時(shí)當(dāng)心．
Whengoingtoschool，ImetMary．
上學(xué)時(shí)我遇見(jiàn)了瑪麗．
如果動(dòng)詞-ing表示的動(dòng)作完成后，謂語(yǔ)表示的動(dòng)作才發(fā)生，此時(shí)分詞用完成形式．
e．g．Havingfinishedhiswork(=Afterhefinishedhiswork)，Henrywenthome．
亨利做完工作后就回家了．
3．表示行為方式、伴隨情況或補(bǔ)充說(shuō)明等．
e．g．Laughingandtalking，theywentintotheroom．
他們又說(shuō)又笑地走進(jìn)房間．
4．表示結(jié)果．
e．g．Hermotherdiedin1969，leavingherwithfouryoungerbrothersandsisters．
1969年她母親死了，給她丟下4個(gè)弟妹．
5．表示條件．
e．g．Turningtotheright(=Ifyouturntotheright)，youwillfindtheplaceyouwant．
往右轉(zhuǎn)，你就會(huì)找到你要找的地方了．
6．表讓步狀語(yǔ)．
e．g．Knowingallthis，theystillinsistedonmypayingforthedamage．
雖然知道這一點(diǎn)，他們?nèi)匀粓?jiān)持要求賠償損失．
獨(dú)立主格結(jié)構(gòu)
獨(dú)立主格結(jié)構(gòu)由名詞或代詞加上其他成分(分詞、不定式、名詞、代詞、形容詞、副詞或介詞短語(yǔ))構(gòu)成，在語(yǔ)法上，是一個(gè)獨(dú)立的短語(yǔ)不是句子，在意思上依附于整個(gè)句子，具有以下特點(diǎn)：
(1)獨(dú)立主格結(jié)構(gòu)的作用相當(dāng)于狀語(yǔ)從句，可表示時(shí)間、原因、條件、行為方式或伴隨情況；
(2)獨(dú)立主格結(jié)構(gòu)可置于句首，也可以放在句尾；
(3)獨(dú)立主格結(jié)構(gòu)主要用于書面語(yǔ)；
(4)獨(dú)立主格的邏輯主語(yǔ)與句中主語(yǔ)不同，不指同一個(gè)人或同一事物．
1．獨(dú)立主格結(jié)構(gòu)的構(gòu)成
(1)with／without+名詞／代詞(賓格)+分詞．
e．g．Withhimsittingnexttoher，shefeltsafe．
有他坐在身旁，她感到很安全．
(2)名詞(或代詞主格)(邏輯主語(yǔ))+分詞．
e．g．Homeworkfinished，hewenttobed．
家庭作業(yè)做完后，他上床睡覺(jué)．
(3)名詞(邏輯主語(yǔ))+介詞短語(yǔ)／形容詞／副詞
e．g．Hewalkedoutoftheroom，facewithanger．
他走出房間，臉上帶著憤怒．
2．獨(dú)立主格結(jié)構(gòu)的句法功能
(1)時(shí)間狀語(yǔ)．
e．g．Themeetingover，theyleftthehall．
會(huì)議結(jié)束之后，他們離開(kāi)了大廳．
(2)原因狀語(yǔ)．
e．g．Mywatchhavingbeenlost，Idon’tknowwhattimeitis．
我的表丟了，我不知道現(xiàn)在是幾點(diǎn)．
(3)條件狀語(yǔ)．
e．g．Timepermitting，Ishallgotothecinemawithyou．
如果時(shí)間允許，我就和你去看電影．
(4)描述伴隨行為或補(bǔ)充說(shuō)明．
e．g．Maryenteredtheroom，withabigappleinhand．
瑪麗手里拿著一個(gè)大蘋果走進(jìn)了房間．
人教版高一（下）英語(yǔ)教案Unit7 Cultural Relics
人教版高一（下）英語(yǔ)教案Unit7CulturalRelics
ACityofHeroes
一、教材分析
（一）教材內(nèi)容分析
本單元話題——文物古跡（Culturalrelics）歷來(lái)是全世界較為關(guān)注的焦點(diǎn)之一，尤其是在伊拉克戰(zhàn)爭(zhēng)中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構(gòu)成了一個(gè)現(xiàn)代意義十足的時(shí)尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個(gè)重要特征，即緊扣時(shí)代脈搏，富有時(shí)代氣息。Reading通過(guò)對(duì)俄羅斯著名城市——圣?彼得堡有關(guān)史實(shí)的介紹，以“ACityofHeroes”為標(biāo)題謳歌了圣市人們?yōu)楸Ｗo(hù)歷史文物和重建家園所作的一切。整個(gè)單元自始自終圍繞保護(hù)代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對(duì)學(xué)生文化意識(shí)的熏陶”要求，非常具有現(xiàn)實(shí)教育意義，教師利用素材不但可以傳授英語(yǔ)知識(shí)，而且可以在教學(xué)過(guò)程中通過(guò)滲透的方式將文物保護(hù)知識(shí)有機(jī)地滲透于每堂課的課堂教學(xué)之中，培養(yǎng)學(xué)生愛(ài)護(hù)人類文明、保護(hù)文物古跡、熱愛(ài)偉大祖國(guó)的思想品德。
（二）教學(xué)重點(diǎn)、難點(diǎn)
1.FunctionalItems：Waysofgivingadviceormakingsuggestions.
2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.
3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.
4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,
inpieces,bring…backtolife,etc
5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice
6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysof
protectingtheculturalrelics.
總之，本單元通過(guò)語(yǔ)法、功能項(xiàng)目與新話題的有機(jī)結(jié)合，充分體現(xiàn)《新課程標(biāo)準(zhǔn)》“以學(xué)生為本，以學(xué)生的發(fā)展為本”之要求。
二、教學(xué)目標(biāo)
（一）語(yǔ)言知識(shí)目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時(shí)要求學(xué)生掌握一定量表達(dá)“提建議或勸告”的交際功能用語(yǔ)，以及現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)。
（二）語(yǔ)言技能目標(biāo)
通過(guò)本單元的學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽(tīng)、說(shuō)、讀、寫”的技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)解決相關(guān)情景中的一些類似問(wèn)題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識(shí)解決問(wèn)題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語(yǔ)言基礎(chǔ)與能力，有個(gè)性地解決問(wèn)題，就如何最有效地保護(hù)文物古跡提出獨(dú)特的見(jiàn)解。三、教學(xué)原則
（一）以任務(wù)型教學(xué)(Task-basedLanguageTeaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法（SituationalApproach），交際教學(xué)法（CommunicativeApproach），整體語(yǔ)言教學(xué)法（WholeLanguageTeaching）等教學(xué)方法。從一定程度上說(shuō)，人們使用語(yǔ)言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過(guò)運(yùn)用所學(xué)語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過(guò)表達(dá)、溝通、交涉、解釋、詢問(wèn)等各種語(yǔ)言形式來(lái)學(xué)習(xí)和掌握語(yǔ)言，實(shí)現(xiàn)目標(biāo)，感受成功。
（二）在教學(xué)中突出交際性，注重讀寫的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
（三）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。
（四）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。
四、教學(xué)總體設(shè)計(jì)
（一）創(chuàng)設(shè)情景，營(yíng)造氛圍，體現(xiàn)語(yǔ)言教學(xué)的真實(shí)性
語(yǔ)言教學(xué)的最終目的是培養(yǎng)學(xué)生的言語(yǔ)技能。根據(jù)語(yǔ)言本身的交際性原則，本單元教學(xué)緊緊圍繞３P（Presentation—Practice—Production）教學(xué)環(huán)節(jié)，充分運(yùn)用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習(xí)過(guò)程中充分展示其所學(xué)知識(shí)。如針對(duì)本地區(qū)旅游業(yè)的不斷開(kāi)發(fā)給文物古跡保護(hù)所帶來(lái)的負(fù)面效應(yīng)，要求學(xué)生用英語(yǔ)表達(dá)如何采取相應(yīng)的保護(hù)措施等。
（二）采用“任務(wù)型”教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用英語(yǔ)能力
本單元每堂課采用任務(wù)型教學(xué)，模擬真實(shí)生活中的任務(wù)，任務(wù)的設(shè)計(jì)注重由簡(jiǎn)到繁，由易到難，層層深入，形成由初級(jí)任務(wù)到高級(jí)任務(wù)并由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán)；同時(shí)多樣化的任務(wù)又由課內(nèi)延伸至課外，不僅可拓展學(xué)生的知識(shí)面，更可培養(yǎng)學(xué)生的學(xué)習(xí)興趣，從而提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。
（三）面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展
經(jīng)常性地開(kāi)展pairwork、groupwork、classperformance，培養(yǎng)學(xué)生的團(tuán)體合作精神。
（三）情感目標(biāo)
1）激發(fā)并提高學(xué)習(xí)英語(yǔ)的興趣，樂(lè)于接受新鮮事物，勇于嘗試；體現(xiàn)課堂教學(xué)“主體者”的身份，積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；具有個(gè)性，培養(yǎng)創(chuàng)造能力。
2）培養(yǎng)同學(xué)之間日常融洽相處的感情，樂(lè)于合作，善于與人分享喜好，培養(yǎng)正確的審美觀和價(jià)值觀。
3）培養(yǎng)學(xué)生具有良好的文明習(xí)慣，具有文物保護(hù)意識(shí)。
（四）教學(xué)策略
1）開(kāi)放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識(shí)天地。
2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。
3）任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì)使課堂教學(xué)產(chǎn)生事半功倍的良好效果。
4）循序漸進(jìn)和尊重差異策略。由簡(jiǎn)到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。
（五）學(xué)習(xí)策略
1）課前認(rèn)真預(yù)習(xí)，利用互聯(lián)網(wǎng)或其他媒體收集國(guó)內(nèi)外文物古跡以及有關(guān)文物保護(hù)信息，課后能及時(shí)復(fù)習(xí)。
2）上課勤思考，多動(dòng)腦，掌握所學(xué)詞匯，熱情、積極、主動(dòng)參與課堂上各種活動(dòng)。
3）注意學(xué)習(xí)方法，及時(shí)提問(wèn)并注意傾聽(tīng)他人意見(jiàn)。
4）確立“學(xué)用英語(yǔ)相結(jié)合”的思想，用英語(yǔ)開(kāi)展思維，分析（復(fù)述）課文、發(fā)表個(gè)人看法、提出獨(dú)到的見(jiàn)解等。
（六）文化意識(shí)
1）了解文物古跡所折射出的不同時(shí)期、不同地區(qū)的特殊文化內(nèi)涵。
２）培養(yǎng)學(xué)生良好的社會(huì)公德意識(shí)，樹(shù)立文物保護(hù)意識(shí)。
六、單元教學(xué)設(shè)計(jì)（課時(shí)計(jì)劃及操作步驟）
依據(jù)《課程標(biāo)準(zhǔn)》及對(duì)學(xué)生教學(xué)目標(biāo)的要求，課堂教學(xué)中充分利用與教材相配套的教學(xué)掛圖、錄音帶、VCD、投影片、練習(xí)冊(cè)、閱讀訓(xùn)練以及多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。適應(yīng)信息時(shí)代之所需，教師應(yīng)重視使用一些先進(jìn)的現(xiàn)代教學(xué)技術(shù)手段來(lái)激發(fā)、提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，主要運(yùn)用多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。本單元計(jì)劃用六課時(shí)完成教學(xué)任務(wù)與測(cè)試評(píng)估。具體教學(xué)程序設(shè)計(jì)如下：
(1)Tohelpthestudentsknowsomethingaboutculturalrelics.
(2)Totalkaboutwaystoprotectculturalrelics
(3)Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.
TeachingDesign
A.Lead-in
Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofthemareworld-famous.
Haveyouheardoftheworldheritagelist?
Qs:
Howmanypropertiesareonthelist?(730upto29June,2000)
HowmanyChinesesitesareincluded?(28)
Canyounamesomefamiliarones?Andtrytotalkaboutsomefamiliaronesinourhometown,Jiangsu.
BWarming-up
Lookatthethreepicturesonthebook,thesethreesitesareallontheworldheritagelist.
Talkaboutthemseparatelyandanswerthefollowingquestions
(1)Wherearethethreesites?
(2)Whatcanyouseeinthesepictures?
(3)Whichonewouldyouliketoseemostandwanttotravelthereifachanceisgiven?Andwhy?
Thesethreeculturalsitesarecalledculturalrelicsandweshoulddoourbesttoprotectthem.
Step1Warming-up
1.Questions:
1)Whatareculturalrelics?
TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland
2)Whatdotheyhaveincommon?
Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyare
veryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,defence,magic/superstition).Nowpeoplefromallovertheworldgotovisittheseplaces.
3)WhatdoesthephraseCulturalrelicsmean?
relic:somethingthathassurvivedthepassageoftime,especiallyanobjectoracustomwhoseoriginalculturehasdisappeared;somethingcherishedforitsageorhistoric
interest.
4)DoyouknowanyotherculturalrelicsinChinaorintheworld?
2.Someinformationabout:
1)ThePyramidsinEgypt
2)TheGreatWallinChins
3)StonehengeinEngland
Whentheywerebuilt
Whattheywerebuiltfor
StonehengeisacircleoflargestandingstoneslocatednearSalisbury,inWiltshire,England.Peoplebegantobuildthesiteabout3,100BC.Itisnotclearwhobuiltit.
Focus:reading
Teachinggoals:
1.Totraintheabilityofskimmingandscanning.
2.Todevelopthestudents’abilityandskillsofguessingwordsandreadingcomprehension.
3.Tohelpthestudentsgetintoagoodhabitofreading.
Teachingaids:arecorder,amulti-mediacomputer,etc.
Teachingprocedures:
Step1:warmingup
1.Greetings
2.Commentonthestudents’reportabouttheculturecapsule.
3.Gooverthewaysofgivingadviceormakingsuggestions.
Step2.Pre-reading
T:Throughouttheworld,therearemanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet’shaveafreediscussionaboutthefollowingquestions:
1.Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?
2.Whatareyourfavoritecities?
3.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?
Step3Reading
Task1.Fastreading.
T:Readthepassagequickly,andfindoutwhereyouhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.FinishoffthefollowingQs.
1.What’sthenameofthecity?Whichriverflowsthroughthecenterofit?Whobuiltit?
2.Whyisitcalledacityofheroes?
3.Trueorfalsequestions:
T:ThistimeI’llplaythetapeforyou.Pleaselistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.
1)ThecityofStPetersburgwasbuiltandrebuiltbypetertheGreat.
2)Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
3)TheGermansattackedSt.Petersburgahundredsago.
4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
5)TheGermansdestroyedaportraitofthegreat.
6)Itwasdifficultforpeopletorebuildtheoldpalaces.
7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.
8)StPetersburgwillneverbeasbeautifulasitwasbefore.
4.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
T:Nowpleasecompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Task2.Intensivereading
Readingthepassagecarefullyandanswerthefollowingquestions.
1.Whywasthecityimportantinthepast?
2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?
3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?
4.WhatdidpeopledobeforetheGermanscame?Why?
5.Whatdidpeopleusetohelpthemrebuildthecity?
SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Questions：①Wheredopeopleusuallybuildacity?Why?
②Whatwerethepalaceslike?
③WhatwerethepalacesusedforaftertheCzarsruleoverthecityended?
④WhatdidtheGermansdoastheyleftthecity?
⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?
⑥Whatdidthepeopledotobringthecitybacktolife?
5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.
StepfourPost-reading
1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburghisagreatcity?
②Whywasitsodifficultforpeopletorebuildtheoldpalaces?
③Whatdidpeopleusetohelpthemrebuildthecity?
④WhyarethepeopleofStPetersburghheroes?
Step4.Interview
AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.
R--reporterC--citizenofStPetersburgh
R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandandwhobuiltthecity?
C:……
StepsixDebate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
StepsevenSummaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.
Period4LanguagePoints
Focus:LanguagePoints
Step1.warmingup
1.Greetings
2.Checkthehomework,givingsomeexplanationifnecessary.
Step2.Lead-in
Askthestudentstofindoutthesentencesfromthepassagethattheythinkmostbeautifulorsoundsweetest.
Step3.Reading
1.Askthestudentstoreadonpage124andfinishthefollowingexercisesshownonthescreen.
①Theword,whichhassimilarmeaningto“finish”,is___.
②___meanstogoorrunquickly.
③Theword____meanstosave.
④A_______isaplacewherepeopleworshipthegod
⑤To____largeareasmeansthatwatercoverslargeareas.
⑥Ifsomethingisneeded,itis_____.
⑦Whenyouareseriouslyill,yourlifecouldbe________.
2.Askthestudentstofindoutthemainideaofeachparagraph.
Paragraph1.thebuildofthecity.
Paragraph2.thedeclineofthecity.
Pragraph3.therebuildofthecity.
Paragraph4.thepresentofsituationofthecity.
Step4.Furtherdiscussion
Asweknow,theBritishandtheFrenchcoalitiondestroyedthewinterpalacein1806.Herewehavetwotopicstodiscuss:
1.DoyouthinkitispossibletoforChinesepeopletorebuildit?
2.Doyouthinkitisnecessarytorebuildit?Howcanpeoplerebuildit?
Step5.Explainsomenewwords.
1.Words
underattack:beingsurroundedandassaultedbyenemies’militaryaction
rebuild:buildagain
replace:toputbackinaformerpositionorplace
represent:tostandfor,symbolize
recreate:createsomethingpastagain
restore:tobringbacktotheoriginalcondition
inruins:beingdestroyedcompletely
inpieces:brokenanddamaged
revolution:tooverthrowofonegovernmentanditsreplacementwithanother
portrait:alikenessofaperson,especiallyoneshowingtheface
destroy:toruincompletely;spoil;todoawaywith;putontheendto
2.Practice:
Thecityisbuiltinthe_____oftheNevaRiver___thoughitscenter.AftertheRussian_____,thepalacestherewere_____asmuseum.Thecitywas________forthreemonthsduringtheSecondWorldWar,butpeopletheredidn’t_________.TheGermans_____thebuildingsandeverywhereyoucouldseepaintingsand_______in_______andthewholecitywas_________.Afterthewar,Russianpeoplebeganto___thecity.Theywantedto____thecity_____tolife.Now,many______pieceshavebeen___,oldportraitshavebeen____,andthecityhasbeen___.Dreamscan_______.
Step6.Homework
1.Retellthestoryinyourownwords.
2.Findmoreinformationaboutpeterthegreat.
高一英語(yǔ)教案：《Welcome to the Unit》教學(xué)設(shè)計(jì)
一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽(tīng)課，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。高中教案的內(nèi)容具體要怎樣寫呢？下面是小編為大家整理的“高一英語(yǔ)教案：《Welcome to the Unit》教學(xué)設(shè)計(jì)”，僅供參考，歡迎大家閱讀。
高一英語(yǔ)教案：《Welcome to the Unit》教學(xué)設(shè)計(jì)
Teaching aims:
(1) Make students pay attention to their health, and how to keep healthy.
(2) Get the Ss to improve oral English by talking about the pictures.
Important points & difficult points:
(1) Students are expected to express their own opinions by comparing the importance of beauty and health.
(2) Encourage students to speak freely.
Procedure:
Step 1 Lead-in
(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”
(2) Some questions about yourself:
?Do you think appearance plays an important part in your life?
?Which do you think is more important, looking good or feeling good?
Step 2 Talk about the pictures
“Wow! I think this blouse will make me look slimmer.”
“This is really difficult but I feel so strong.”
“You must get enough sleep to stay healthy.”
“Eating more fruit makes me feel better.”
Step 3 Discussion:
Choose one picture and have a free talk.
(1) Who is the person? (2) The reason why he/she does so as the picture shows
(3) Give some details about the picture
(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)
Step4 Talk about questions on P41
(1) Do you think we can change our appearance by wearing different clothes?
(2) Which do you think is more important, eating well or doing exercises?
(3) What do you do to keep yourself looking good and feeling good?
Step 5 Further discussion:
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
Lookinggood
Feelinggood
Advantages
Disadvantages
Step 6 Homework
1. Preview the reading text.
2. Choose one picture on P41, and write down the details about it.
3. Unit Revision: The first period.
Period 2
Reading(1)
Teaching aims:
(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.
(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it
comes to the topic “To be beautiful or to be healthy ”.
Important points & difficult points:
(1)Find the main points in the three letters and express them.
(2)Understanding the text.
Procedure:
Step 1 Lead-in
(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.
(2) Discuss ways of losing weight.
a)going on a diet b) exercising in the gym
c) receiving surgical treatment d) taking weight-loss pills
(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.
Step 2 Reading comprehension
(1) General questions: (1st reading)
Where does Amy come from?
What kind of pills did Amy take?
What caused Amy’s liver to fall?
(3)Ex C1 Choose the best answers. (2nd reading)
Questions: 1-6
Step 3 Further reading
(1) Ex C2 Find the main points in the three letters (3rd reading)
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
Subjects
Mainpoints
1Dyingtobethin
2Recovering
3Re:Recovering
(2) Ex D1 D2 Detailed understanding and learning new words in the context.
Step 4 Develop reading ability through usage
(1) Ex E Complete the letter based on the text.
Step 5 Consolidation and Expansion (Choose one of the following.)
(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?
(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(3) What do you think is the best way to keep healthy? Why?
Step 6 Homework
1. Read the whole text (1) to know what Amy had to stay slim and how she recovered.
(2) to learn some language usages
2. Unit revision: The second period.
Period 3
Reading(2)
Teaching aims:
(1)Encourage the Ss to raise reading ability by focusing on language points.
(2)Get the Ss to grasp the new language usage in the text by learning them.
Important points & difficult points:
Language usage:
(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth
(2) touching; exciting; moving; disappointing, interesting… (arouse the feeling…)
touched; excited; moved; disappointed, interesting… (be made to feel…)
Procedure:
Step 1 Revision
Check the language usage in the text
(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags
Step 2 Language points (Learn and use)
(1) I used to go to the gym three times a week, but I don’t work out any more.
used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 區(qū)別和用法
It used to be thought that the Earth was flat, but now everyone knows it is round.
Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?
I never got used to going to bed so late.
Computers are used to do a lot of work in many companies.
(2) I used to go to the gym three times a week, but I don’t work out any more.
Many famous actors keep fit by working out in the gym every day.
The room smelled wonderful but they could not work out where the smell was from.
(3) I’m trying to lose weight because I’m so ashamed of my body.
be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…
(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.
Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?
(5) They contain a harmful chemical that caused my liver to fail. contain / include區(qū)別和用法
To keep fit, we should always avoid food containing too much fat.
The price includes the postage charges.
My pet dog has caused me a lot of trouble. What caused him to fall off his horse?
(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!
The son and his parents are parting at the station with tears in their eyes. What a touching scene!
touching; exciting; moving; disappointing, interesting… (arouse the feeling…)
touched; excited; moved; disappointed, interesting… (be made to feel…)
The excited children were opening their Christmas presents. (excite)
She was deeply moved when she watched the moving film. (move)
Step 3 Consolidation
Read the text and find the sentences containing the language usages we have just learned.
Step4 Homework
1. A1/A2(P102)
2. Learn the new words by heart.
3. Unit Revision: The third period.
Period 4
Word power
Teaching aims:
(1). Learn and master the new words about sports
(2). Enlarge the knowledge about sport
Important points & difficult points:
(1). Talk about sports to learn new words
(2). Remember some new names of sports
Procedure:
Step 1 Lead-in
Talk about the 10th National Sports in Nanjing:
(1) What have Nanjing people done for the 10th National Sports ?
(2) What can I do for this sports meeting?
(3) How many kinds of sports can you name ?
Free talk about yourself.
(1) Of all kinds of sports, which do you like most?
(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?
Step 2 Read and speak
(1) Part A on page 46
(2) Find all the names of clubs
Step 3 Further study
Talk about expressions of the pictures about sports:
badminton tennis boxing fencing
weightlifting squash shooting volleyball
basketball football aerobics triathlon
Step 4 Read and understand
(1) Complete the exercise of Part C on page 47.
(2) Some questions for you :
1) What suggestions does Zhou Ling give to Amy?
2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.
If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.
If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.
(3) Types of sports Part D (P47)
Do you know which are indoor sports and which are outdoor sports? Think more!
boxing beach volleyball fencing
gymnastics skiing baseball…
Step 5. Homework
1. Learn all the new words by heart.
2. Make sure you know how to use it.
3. Unit Revision: The fourth period.
Period 5
Grammar and usage(1)
Teaching aims:
(1) Master the usage of non-restrictive Attributive Clause.
(2) Practice about all kinds of Attributive Clause.
Important points & difficult points:
(1) Non-restrictive Attributive Clause.
(2) The usage of “which” and “that” in Attributive Clause.
(3) Some special usage of “that” in Attributive Clause.
Procedure:
Step 1 Lead-in
(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses
(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.
(3) Ask Ss to find out the differences between these sentences.
That is,
Comma;
The Non-restrictive Attributive Clause can be left out;
We can’t use “that” in this kind of sentence;
We can’t miss the relative words, either.
Step 2 Initial knowledge of Non-restrictive Attributive Clause
Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).
Step 3 Non-restrictive Attributive Clauses
(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;
(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;
(3) More exercises.
Step 4 Further study of the Attributive Clauses
“That” must be used in Attributive Clause in the following cases:
(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.
(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.
(3).The antecedent is modified by an ordinal or superlative
(4). The antecedent is modified by only, very, last, etc.
(5). The antecedent refers to people and things.
(6). A sentence begins with who or which.
(7).A relative pronoun functions as predicative.
More examples are available in each part.
More exercises are available as well.
Step 5 Summary and homework
1. A brief summary of the usage of Attributive Clauses
2. Complete the exercises on page 48-49.
3. Unit Revision: The fifth period.
Period 6
Grammar and usage(2)
Teaching aims:
(1) Master the usage of non-restrictive Attributive Clause.
(2) Review the usage of all kinds of Attributive Clause.
(3) Review the usage of intonation, and learn how to read question tags.
(4) Learn and master the form of question tags.
Important points & difficult points:
Some special forms of the question tags.
Procedure:
Step 1 Lead-in
T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.
T: Do you say “I love you” to your parents? And how do you say it?
S: …
T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.
Step 2 Question tags
T introduces the definition of question tags and the basic usage of question tag.
(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;
(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;
(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.
(4) We use an auxiliary verb, model verb or be in a question tag.
(5) After an imperative clause, we use will you. After Let’s, we use shall we.
Some exercises are available as well.
Step 3 Language points
T asks Ss to read out the answers and T introduces the important language points as well.
(1). consider
a.考慮consider sth./doing sth.
b. consider 認(rèn)為 +that clause/ sb. to be
c. consider as 認(rèn)為……是……
(2). be skinny= be very thin
(3). lift weights
(4). side effect
(5). achievement
(6). take the risk
(7). read your post
Step 4 Homework
1. P51, A, B;
2. P104, C1, C2
3. Unit Revision: The sixth period.
Period 7
Task(1)
Teaching aims:
(1) Practise students’ language skills of listening, reading, speaking and writing
(2) Help students to learn 2 skills of finding information
Important points & difficult points:
(1) Find and underline the main ideas
(2) Find and circle the key words
Procedure:
Step 1 Introduce two skills of finding information:
(1) Read the questions carefully before you begin.
(2) Skim the passage, and look for main points and key words.
Step 2 Practise
(1) Find the main ideas and key words in a passage:
Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.
Key words: cause liver failure; worried about her figure;
health is priceless; eat properly
(2) Read two pictures about “Better Body Gym”, and find the main points and key words.
(3) Passage understanding
Some questions about the above two pictures;
1.Membership fee:
__________________
2.Number of gyms in the city:
1.____ 2.____ 3.____
3.What do you get for free?__________________________________________
4. How big is each gym?
5.Can you get advice from a personal trainer?
Yes______ No______
6. How can you find out more?
____________________
Step 3 Practise listening
1.One in Jinshan Road; one near the King Hotel
2.No
3.Provide with your ID number
4.No
Step 4 Practise writing
(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .
(2) Write a letter to recommend a gym to a friend
Step 5 Homework
(1) Find information about a club.
(2) Invite your friend to join it.
Period 8
Task(2)
Teaching aims:
(1) Get the Ss to focus on note-taking skills by studying and practising.
(2) Encourage the Ss to use abbr, key words and symbols in taking notes.
Important points & difficult points:
(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols
(4) Use punctuations (5) Interviewing classmates about exercise and taking notes
Procedure:
Step 1 Lead-in
Guess the meanings:
Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest
Step 2 Note-taking
1 use abbreviations & contractions:
PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest
2 Write down the key words.
(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.
(2) Practice: Let’s try.
3 Use symbols
(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier
(2) Practice: Let’s try.
Step 3 Listening practice:
1 The number seven bus is not on time. No. 7 bus isn’t on time.
2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.
3 I’d like to see the manufacturer. I’d like to see the mfr.
4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.
5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.
Step 4 Interviewing classmates about exercise
(1) Listen to the speaker and take notes about the equipment available in the gym.
(2) Interview your partner. (3) Tell your class what exercise your partner does.
what
basketball/dancing/football/gym/running/swimming
Why
fit/fun/healthy/strong
When
Often/sometimes/seldom/never
Whom
classmates/family/friends
Step 5 Using punctuation
(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - —
(2) Practice: Let’s try:
Step 6 Consolidation
Write an e-mail to your friend recommending Better Body Gym.
Step 7 Homework
1. Exx D1 & D2
2. Unit Revision.
Period 9
Project(1)
Teaching aims:
(1)Get the Ss to know about proper health and fitness so that they can take care of themselves.
(2) Improve the students’ ability of making a survey and making a questionnaire.
Important points & difficult points:
(1) Read the passage about health.
(2) Make a survey about health.
(3) Complete a report about health.
Procedure:
Step 1 Lead-in
T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?
Step 2 Skimming
(1) Try to get the main idea of each paragraph.
(2) Try to get the general idea of the whole passage.
Step 3 Introducing the project
Make a booklet about how healthy the students in our school.
Step 4 The procedures of doing the project
(1)Planning:
Get into groups(4-6)
Clear assignments
Decide which group your group will survey.
(2)preparing:
Make a questionnaire.
Give out and collect the questionnaires.
Record and analyze the statistics.
Write the report.
(3) Producing:
a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you
A sample questionnaire is provided as a reference as well.
b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.
c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.
d. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
(3)presenting:
Present the reports to the class
Step 5 Homework
Complete the project
Period 10
Project(2)
Teaching aims:
(1) Improve the students’ ability and provide practice.
(2) Make a booklet about health.
(3) Master the usage of some useful words and expressions.
Important points & difficult points:
(1) Present a report about health to the whole class.
(2) Make a booklet about health.
Procedure:
Step 1 Lead-in
T shows Ss the rules of how to present.
1. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
2. Each group member should report on part of the results.
Step 2 Presentation
T values which group did a better job, and also invites the Ss to talk about which they like best, and why.
Step 3 How to make a booklet
A booklet will include…
?cover
?contents
?reports
?appendix
Step 4 Language points
T introduces some language points in the article to Ss.
(1) Word focus
life-style
regular
count
control
concentrate
(2)words to be learned from old words
energy, skip
(3)phrases to be noticed
along with
in the long term
a good amount of sleep
as a matter of fact
in no time
Step 5 homework
1. Make a booklet
2. Unit Revision: The ninth period.
Period 11&12
Exercises
Teaching objectives:
1.To develop listening ability through “Listening” on page 108
2.To consolidate the use of words in B1 & B2 on page 103
Teaching procedures:
I. Listening practice on page 108
II. Checking out B1 & B2 on page 103
III. Reading practice on page 106&107
IV. Writing practice on page 109 (optional)
V. Homework
Unit revision: The tenth Period.
新高一英語(yǔ)教案Unit14
作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓上課時(shí)的教學(xué)氛圍非常活躍，幫助高中教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。我們要如何寫好一份值得稱贊的高中教案呢？小編收集并整理了“新高一英語(yǔ)教案Unit14”，歡迎閱讀，希望您能閱讀并收藏。
Period1
（一）明確目標(biāo)1.Talkaboutthepicturesandknowsomethingaboutfestivalsandcustoms.2.CompareaChinesefestivalwithafestivalfromanothercountry.3.Dealwiththelanguagepoints:Dressup,goontrips,beallowed,andbecelebrated
（二）整體感知Step1presentationDoyouknowwhatiscalledtheChristmasofChina?TheSpringFestival.Yes.TheoldestandmostimportantfestivalinChinaistheSpringFestival.Eachcountryandeachnationhasitsownfestivals.Todaywearegoingtolearnsomethingaboutthedifferentfestivals.
（三）教學(xué)過(guò)程Step2Getthestudentstolookatthepicturesanddiscussthequestions.Step3Listentothetapeandfinishtheexercises.Step4Dealwiththelanguagepoints.Step5Workingroupsoffouranddiscusswhyyourholidayisthebestone.Fourtopics:1.PeaceDay2.HappinessDay3.FriendshipDay4.NatureDay
（四）總結(jié)、擴(kuò)展Step6Finishofftheexercisesintheworkbook.
Period2
（一）明確目標(biāo)1.GetthestudentstodiscusssomethingabouttheSpringFestival.2.Answerthequestionsaccordingtothereadingmaterialandhelpthemtoknow
（二）整體感知Step1PresentationAllChineseknowsomethingabouttheSpringFestival.AllAmericansknowsomethingaboutChristmas.Bothofthemareimportantholidayintheworld.Doyouwanttoknowaboutsomeotherfestivals,suchasKwanzaa?Todayyourcuriositywillbemet.
（三）教學(xué)過(guò)程Step2ReadthetextfastandfindoutwhyandwhenKwanzaawasborn.Getthestudentstoreadthetextagainandfindtheanswerstothefollowingquestions.1.WhenwasKwanzaaborn?2.WhydidpeoplecelebrateKwanzaa?3.WhatwasthelargestlanguageinAfrica?4.WhatarethesevenprinciplesofKwanzaa?
5.WhendopeoplecelebrateKwanzaa?
參考答案：1.In19662.African-Americanswantedtocelebratetheirhistoryandculture.3.Swahili4.Unity,Self-determination,livingtogether,workingtogether,purpose,creativity,Faith5.FromDecember26toJanuary1Step3Dopost-reading.Step4Dealwiththelanguagepoints:Hearabout,givethanksfor,aswellas,doasmuchassb.can,belitby,eachtime,keepsth.alive, sharehopesStep5Playthetapeandaskthestudentstolistenandfollow.
（四）總結(jié)、擴(kuò)展Step6FinishWb.Exercises.
Period3
（一）明確目標(biāo)1.GetthestudentstoknowaboutModalVerbs(2)--must,haveto,havegotto.2.Readthetableintheintegratingskillsandknowmoreaboutsomefestivals.
（二）整體感知Step1PresentationIntheSpringFestival,somethingisnotallowed.Forexample,floorsmaynotbesweptonthefirstdayofNewYear.Anyonewhobreaksadishoraglassonthisdaymustquicklysay"Peaceforalltime"toavoidincurringmisfortune.Soifyouwanttosayitisnecessaryforsomeonetodosomething,youuse"must"or"haveto".TodaywelllearnGrammar—ModalVerbs:must,haveto.
（三）教學(xué)過(guò)程Step2Lookatthetableanddecidewhichisnecessaryandwhichisnot.Makesentencesusing"must,haveStep3Readthetextquicklyandworkinpairsandaskthequestionsaccordingtothetable.Oneasksthequestion.Theotheranswers.Trytoformasmanyquestionsaspossible.Step4Dealwiththelanguagepoints:Careabout,thelivingandthedead,playtrickson,betakeninStep5Playthetapeforthestudentstolisten.
（四）總結(jié)、擴(kuò)展Step6Createyourownfestival.FillintheblankonPage14
