小學(xué)語(yǔ)文微課教案
發(fā)表時(shí)間：2020-10-15Artandarchitecture（TheSecondPeriod）。
TheSecondPeriod
TeachingAims:
1.Trainthestudentsreadingability.
2.Learnsomeusefulwordsandexpressions
3.Learnmoreaboutartandarchitecture.
TeachingImportantPoints:
1.Helpthestudentstounderstandthepassagebetter.
2.Learnandmastertheimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassage
better.
2.Howtomastertheimportantlanguagepointsinthepassage.
TeachingMethods:
1.DiscussiontohelpSsunderstandwhattheyvelearntbetter.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtounderstandthepassagebetter.
4.ExplanationtohelpSsmastersomelanguagepoints.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboardTeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIPre-reading
(Showthefollowingonthescreen.)
T:Lookatthescreen,please.Whatdoyousee?
Ss:Tiananmen.
T:Yes.LastsummerIwenttoBeijingandvisitedit.Itisbeautiful,isn’tit?Ss:Yes.
T:Isitmodernarchitectureorclassicalarchitecture?
Ss:ItsclassicalChinesearchitecture.
T:OK.Now,pleaselookatanotherpictureonthescreen.
(Showthefollowingonthescreen.)
T:Doyouknowwhatitis?
Ss:Yes,it’stheOperaHouseinSydney.
T:Isitclassicalormodern?
Ss:Modern.
T:Whatdoesitlooklike?
Ss:Itlookslikeshipsailsorseashells.
T:OK.Lookatthescreen.Herearesomeotherpictures.Someofthemareclassicalandtheothersaremodern.Lookcarefullyandthentellmewhichyouprefer.
(Showthefollowingpicturesonthescreen.)
T:OK.Whowouldliketotellusyouropinion?
S:Ilikemodernarchitecturebetterbecauseitmakesyougetexcitedandencouragedwhenyouseeit.
T:OK.Whohasadifferentopinion?
S:Inmyopinion,Ithinkclassicalarchitecturecanmakeyourelaxandmakeyoufeelclosetonature.Andyoucanfindmanybeautifulthingsinit.Manypartsarecarefullydesignedandconstructed.Ilikeclassicalarchitecturebetter.
T:Good.Today,wellreadmoreaboutarchitecture.First,openyourbooksand
turntoPage19.LookatthepicturesinPre-readingandthetitleofthetext“Modernarchitecture”andfinishEx.2quickly.Thencheckyouranswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswers.)
StepIIIReadingandUnderstanding
T:Bynow,wevetalkedmuchaboutarchitecture.Now,letsreadthepassage.Firstofall,readthenewwordsafterme,please.
(Teacherteachesthestudentstoreadthenewwordsinthisperiod.Then
studentsreadthewordsbythemselvesforamoment.Atlast,asksome
studentstoreadthewords.)
T:Now,readthepassagequickly.Youllfindtwowordsinbold.Trytofindout
whattheyreferto.
(Threeminuteslater,asktwostudentstosaytheiranswers.)
T:OK.Haveyoufinished?
Ss:Yes.
T:OK.Whocantelluswhat“them”inthefourthparagraphrefersto?
S:Ican.Itrefersto“modernbuildings”.
T:Doyouagree?
Ss:Yes.
T:Now,howabouttheword“that”inthesixthparagraph?Whoknows?
S:Illhaveatry.Itreferstothesentence:Naturedoesnthaveanystraightlines.
T:Doyouthinkhis/heranswerisright?
Ss:Yes.
T:Verygood!Now,youknowtwoarchitectsarementionedinthepassage.Andthepassagealsotalksabouttheirworks,whichwereinspiredbylookingatnature.Readthepassageagain.Thistime,youshouldreaditcarefullytofindoutwhotheyareandwhatinspiredthem.Areyouclear?
Ss:Yes.
T:(Afewminuteslater.)Letsstophere.Whocantelluswhothetwoarchitectsare?
S:TheyreFrankLloydWrightandAntonioGaudi.
T:Yes,quiteright.Doyouknowwhatinspiredthem?
S:FrankLloydWrightwasinspiredbyJapaneseseashellsandAntonioGaudi
wasinspiredbyfish,dragonsandsoon.
T:Verygood.Pleasesitdown.WeknowthatBeijingwillhostthe2008Olympic
Games.ThispassagealsotalksaboutthenewOlympicStadiuminBeijing.
Peoplecallit“TheBirdsNest”.Doyouknowwhy?
S:Becauseviewedfromthetop,itlooksasifthestadiumiscoveredbyagray
netofsteel,anditlooksjustlikeabirdsnestmadeoftreebranches.
T:Thatsright.Weknowtraditionalandmodernarchitecturesmakeuseofdifferentmaterials.Whocantelluswhattheyare?
S:Letmetry.Theyare:earth,stones,bricks,wood,steel,concrete,glassandsoon.
T:Whocandividethemintotwogroups?
S:Wecandividethemintonaturalmaterialsandmodernmaterials.Earth,
bricks,stonesandwoodarenaturalmaterials.Steel,glassandconcreteare
modernmaterials.
T:(Writethemdownontheblackboard.)Verygood.Now,thinkcarefully.Whatothermaterialsbelongtothesegroups?Ifanybodyknows,pleasecometowritethemdownontheblackboard.
(Ssmayhavevariousanswers.)
StepIVDiscussionandExplanation
T:Readthepassageagainsilentlyandthenhaveadiscussionaboutthequestions
inEx.5andEx.6onPage21ingroupsoffour.
(Afewminuteslater,theteachermaycollecttheiranswers.)
T:Good.Ithinkyouveunderstoodthemeaningofthepassage.Now,Illexplainsomeimportantwordsandphrasestoyou.Listencarefullyandtakenotes.
(Showthefollowingonthescreen.)
1.impressvt.haveafavourableeffectonsb.;makesb.feeladmirationand
respect
e.g.Weweremostimpressedby/withyourefficiency.
Thefilmimpressedmeverymuch.
2.actas:performtheroleorfunctionofsb./sth.
e.g.Idontunderstandtheirlanguage;you’llhavetoactasaninterpreter.
Thechemicalactedasacatalyst.
3.despiteprep.withoutbeingaffectedby
e.g.Despitewantingtoseehimagain,sherefusedtoreplytohisletters.
Despitewhatotherssay,Ithinkheisagoodboy.
4.inspirevt.fillsb.withthoughts,feelingsoraims
e.g.Hisbestmusicwasinspiredbythememoryofhismother.
Hisspeechinspiredmetotryagain.
5.viewvt.lookat/watch(sth.)carefully
e.g.Wellgoandviewthehousebeforewebuyit.
Heviewedthewholethingasajoke.
6.fillupwith:make/becomecompletelyfull
e.g.Thesoliderfilledupthetankwithpetrol.
Theroomsoonfilledupwithpeople.
(Bb:impress,actas,despite,inspire,view,fillupwith)
StepVListeningandReading
T:Now,letslistentothetape.Illplaythetapetwiceforyou.YoushouldlistencarefullythefirsttimeandthenreadafterthetapewhenIplaythetapethesecondtime.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeat.Thenasksomestudentstoread
thepassage.Onestudent,oneparagraph.Helpthemwiththeirpronunciation.)StepVISummaryandHomework
T:Todaywevereadapassageaboutmodernarchitecture.We’vealsotalkedabouttraditionalarchitecture.We’velearntsomeusefulwordsandphrases,too.Afterclassyoushouldreadthetextmoretounderstanditbetterandtrytousethenewwordsandphrasesmoretomasterthembetter.Thatsallfortoday.
StepVIITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheSecondPeriod
Buildingmaterials:
Group1:
naturalmaterials:
earth,bricks,stones,wood...
Group2:
modernmaterials:
glass,steel,concrete...
Wordsandphrases:
impress,actas,despite,inspire,view,fillupwith
StepVIIIRecordafterTeaching
擴(kuò)展閱讀
artandarchitecture
Unit3Artandarchitecture
教學(xué)內(nèi)容分析
本課基于藝術(shù)與建筑這一話題開(kāi)展一系列的聽(tīng)說(shuō)活動(dòng)，要求學(xué)生掌握如何表達(dá)喜好的一些常用句型，并學(xué)會(huì)論述利弊觀點(diǎn)。另根據(jù)《英語(yǔ)新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高二學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。1．語(yǔ)言知識(shí)（Knowledge）詞匯（Vocabulary）：能理解、內(nèi)化、運(yùn)用以下生詞---architecture,architect,preference,design,furniture,taste,modern,convenient,apartment,style,stand,ugly,construction,impress,fantastic,create,aside,rent,development短語(yǔ)（Phrases）:actas,fillupwith,belongto,setaside語(yǔ)言功能（Functions）：學(xué)習(xí)掌握一些用于表達(dá)喜好的句型，如：I’drather…I’mmuchmoreinterested…Ireallyprefer…Iwouldn’tfeelhappyif…Idon’tgetveryexcitedabout…Iprefersomethingthat…WhatIlikeis…Ican’tstand…2.語(yǔ)言技能（Skills）聽(tīng)：通過(guò)聽(tīng)一個(gè)關(guān)于布置新居買(mǎi)家具的對(duì)話，訓(xùn)練學(xué)生聽(tīng)力理解能力及技能，如捕捉特定信息的能力，準(zhǔn)確聽(tīng)寫(xiě)相關(guān)詞語(yǔ)的能力，從說(shuō)話人的語(yǔ)氣表情判斷信息正誤的能力等等。說(shuō)：能熟練運(yùn)用所學(xué)表達(dá)法來(lái)表明自己的觀點(diǎn)，談?wù)摬煌埠?；能就本單元相關(guān)話題表達(dá)看法；能較好地完成一些開(kāi)放性的話題，以提高在真實(shí)語(yǔ)境中的英語(yǔ)交際能力。3.學(xué)習(xí)策略（Strategy）:認(rèn)知策略：在學(xué)習(xí)過(guò)程中，善于抓住重點(diǎn)，做好筆記，并能對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納。調(diào)控策略：能夠根據(jù)個(gè)人的特點(diǎn)和需要安排自己的學(xué)習(xí)，主動(dòng)拓寬學(xué)習(xí)英語(yǔ)的渠道，總結(jié)有效的學(xué)習(xí)方法，能在一定程度上形成自主學(xué)習(xí)的能力。交際策略：能夠在課內(nèi)外活動(dòng)中積極用英語(yǔ)和他人交流，利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)的有效的交際的能力。資源策略：能夠有效地使用圖書(shū)館、網(wǎng)絡(luò)等方式查閱有關(guān)藝術(shù)與建筑的資料進(jìn)行信息處理的能力，獲得更廣泛的英語(yǔ)信息，擴(kuò)展所學(xué)知識(shí)。4.情感態(tài)度（Affect）：能在多種英語(yǔ)學(xué)習(xí)情境中感受、分享用英語(yǔ)交流的成功與喜悅；積極參與多種形式的合作學(xué)習(xí)，有較強(qiáng)的合作精神和互助精神，在交流中理解并尊重他人的情感。5.文化意識(shí)（Culturalawareness）:通過(guò)學(xué)習(xí)，了解一些中外著名的建筑藝術(shù)家以及建筑藝術(shù)風(fēng)格，從而拓寬他們的文化視野，加深對(duì)藝術(shù)和建筑的理解和掌握。
教學(xué)重點(diǎn)和難點(diǎn)教具
（一）重點(diǎn)1．重點(diǎn)詞匯：architecture,architect,preference,design,convenient,apartment,style,stand,ugly,construction,impress,create,rent,actas,fillupwith,belongto,setaside2．訓(xùn)練學(xué)生的聽(tīng)說(shuō)能力。（二）難點(diǎn):1.運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法。2.指導(dǎo)學(xué)生通過(guò)各種渠道如報(bào)紙、雜志、圖書(shū)館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。（三）教具：多媒體、錄音、電腦等。
課時(shí)安排
Period1:Warming-up,ListeningSpeakingPeriod2:Pre-readingReadingPeriod3:ReadingPost-readingPeriod4:LanguagestudyPeriod5:Integratingskills
教學(xué)設(shè)計(jì)
本教學(xué)安排根據(jù)LARA教學(xué)原則，對(duì)教材進(jìn)行大膽的刪除（L-leaveout）、修補(bǔ)（A-Amending）、替換（R–Replace）、增添（A–Add）處理，靈活的將教材為我所用。我們根據(jù)單元實(shí)際情況對(duì)教材的編排順序作了一些調(diào)整，如“熱身”部分呈現(xiàn)了一些不同風(fēng)格的建筑圖片后，在學(xué)生充分發(fā)揮想象的基礎(chǔ)上先引導(dǎo)學(xué)生思考用于描繪建筑物的詞匯，導(dǎo)入本單元的詞匯學(xué)習(xí)，即先處理問(wèn)題3，再處理問(wèn)題2。另由于第三部分“speaking”的對(duì)話范例提供的一個(gè)喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的話題剛好承接了熱身部分的話題，所以我們?cè)谔幚淼臅r(shí)候把“speaking”和第二部分“Listening”也作了調(diào)整，先討論喜歡住哪里，再轉(zhuǎn)至第二部分喜歡布置什么家具，這樣在內(nèi)容安排上有更好的承接關(guān)系。熱身部分的最后一個(gè)問(wèn)題是查找建筑歷史、著名建筑藝術(shù)家、建筑物的任務(wù)。我們認(rèn)為這個(gè)任務(wù)可以作為課前預(yù)習(xí)任務(wù)或課后作業(yè)來(lái)布置會(huì)更好。本單元以藝術(shù)建筑話題為核心，基于這一話題組織和安排了一系列的聽(tīng)、說(shuō)、活動(dòng)，使學(xué)生在學(xué)習(xí)英語(yǔ)的過(guò)程中培養(yǎng)綜合地運(yùn)用所學(xué)語(yǔ)言的能力。因此，我們?cè)诓捎迷掝}、功能、結(jié)構(gòu)相結(jié)合的基礎(chǔ)上，設(shè)計(jì)了一系列的“任務(wù)型”活動(dòng)。如讓學(xué)生設(shè)計(jì)自己的“夢(mèng)之家”，設(shè)計(jì)自己居室的家具布置，模擬開(kāi)展“最佳寢室”的活動(dòng)；并結(jié)合我們學(xué)校即將搬遷新校園的契機(jī)，讓學(xué)生開(kāi)動(dòng)腦筋，人人參與，設(shè)計(jì)你所希望的新校園的藍(lán)圖，還可增強(qiáng)學(xué)生愛(ài)校愛(ài)家的主人翁精神；體會(huì)做一個(gè)建筑師的感覺(jué)。我們覺(jué)得這些是培養(yǎng)學(xué)生的思維能力，創(chuàng)造能力和動(dòng)手能力的很好的任務(wù)。在設(shè)計(jì)的過(guò)程中運(yùn)用所學(xué)的知識(shí)，學(xué)生必定學(xué)得積極主動(dòng)并學(xué)有所獲。教學(xué)設(shè)計(jì)教案如下：
1：聽(tīng)說(shuō)課（熱身，口語(yǔ)，聽(tīng)力部分）步驟1：上課儀式熱身部分讓學(xué)生談?wù)摷亦l(xiāng)及他們的家（導(dǎo)入）問(wèn):你來(lái)自哪座城市?你能描述你家鄉(xiāng)的建筑嗎?你喜歡居住在傳統(tǒng)的還是現(xiàn)代的建筑中?多媒體給學(xué)生展示兩張圖片，一張是傳統(tǒng)的四合院另一張是高層建筑.（知識(shí)導(dǎo)入：導(dǎo)入的的形式我采用：提問(wèn)、示范、圖片。提問(wèn)與話題有關(guān)的問(wèn)題，為學(xué)生理解對(duì)話的情景打下基礎(chǔ)）。問(wèn):在這兩幅圖片中你看到了什么?它們之間有什么不同？(當(dāng)學(xué)生描述圖片時(shí)，提醒他們要思考不同點(diǎn).鼓勵(lì)學(xué)生思考并給與時(shí)間討論。以此發(fā)展學(xué)生的比較，分析和快速反應(yīng)等能力。確立此目標(biāo)的依據(jù)是英語(yǔ)教學(xué)大綱的“發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力”的要求。同時(shí)兼顧到讀寫(xiě)能力的培養(yǎng)。)答案:公寓Traditionalhouse現(xiàn)代.便利.空間大.有衛(wèi)生間.與鄰居很少溝通.人會(huì)感到孤獨(dú).平的屋頂.…老式的建筑.空間小.有些老式建筑沒(méi)有衛(wèi)生間.生活豐富.鄰里接觸頻繁.人們可以在院子里種花.屋頂多數(shù)是斜坡的.…問(wèn)：你喜歡住在公寓里還是老式的建筑里呢？為什么？（鼓勵(lì)學(xué)生動(dòng)腦，培養(yǎng)獨(dú)立分析問(wèn)題解決的能力。）學(xué)生可以用到以下句式:Ilikelivingin….because….Ipreferliving…I’dratherlive…（讓學(xué)生闡釋觀點(diǎn)和理由.鼓勵(lì)學(xué)生們踴躍發(fā)言.）問(wèn):建筑物不同，所用的材料也會(huì)有所不同。當(dāng)你在談?wù)撍囆g(shù)與建筑時(shí)，你想用到哪些詞匯，短語(yǔ)呢？（展示些建筑的圖片，讓學(xué)生邊看邊思考）問(wèn):如果你可以自己設(shè)計(jì)你的家，你會(huì)把家設(shè)計(jì)成什么樣子的呢?你會(huì)用到什么材料?并讓學(xué)生闡釋他的理由?（給與學(xué)生足夠的時(shí)間思考，并示范幾個(gè)同學(xué)的答案.幫助學(xué)生樹(shù)立的信心，通過(guò)學(xué)習(xí)調(diào)動(dòng)他們的學(xué)習(xí)積極性。使學(xué)生體會(huì)到英語(yǔ)的趣味性）步驟2口語(yǔ)在課本的18頁(yè).讓學(xué)生跟著錄音聽(tīng)對(duì)話.學(xué)習(xí)常用的表述喜好的句式.練習(xí)：（多媒體播放圖片）學(xué)生看著圖片選擇喜歡的東西。并闡釋理由.二項(xiàng)任務(wù):一項(xiàng)是探討老式的和現(xiàn)代的建筑。另一項(xiàng)任務(wù)是從圖片中選擇喜歡的東西裝飾自己的家。（采用任務(wù)型教學(xué)法，）問(wèn):在你的“夢(mèng)之家”里，用椅子裝飾房屋了嗎？(用多媒體展示幾張關(guān)于椅子的圖片,采用看圖討論式)你最喜歡哪把椅子？為什么？（鼓勵(lì)學(xué)生用書(shū)上提供的句式來(lái)表述自己的觀點(diǎn)，給3分鐘時(shí)間準(zhǔn)備，讓學(xué)生表演他們自己編排的對(duì)話.最大限度的讓學(xué)生參與課堂教學(xué)活動(dòng)，從而使學(xué)生把所學(xué)的知識(shí)轉(zhuǎn)化為能力。）步驟3:聽(tīng)前準(zhǔn)備問(wèn):我們已經(jīng)設(shè)計(jì)好了我們的“夢(mèng)之家”,下面我們就應(yīng)該買(mǎi)家用設(shè)備了.你打算買(mǎi)哪種家用的東西呢?并且思考為什么你喜歡它呢?做一下簡(jiǎn)短的討論.盡量多說(shuō)出一些家私的名字.例如：空調(diào)，熱水器等等。（為聽(tīng)力奠定良好的基礎(chǔ)。）步驟4.聽(tīng)力.課本18頁(yè)，聽(tīng)力部分.告訴學(xué)生，接下來(lái)我們要聽(tīng)到的是一對(duì)夫妻和商店的售貨員之間的對(duì)話.他們想為新家添置新設(shè)備.他們?nèi)ド痰昱c售貨員談?wù)摿怂麄兊南埠?。（?tīng)力之前，先讓學(xué)生瀏覽練習(xí).明確他們的聽(tīng)力任務(wù)并猜測(cè)問(wèn)題的答案。讓學(xué)生帶著問(wèn)題來(lái)聽(tīng)，由淺入深理解對(duì)話的內(nèi)容。）讓學(xué)生聽(tīng)兩遍錄音，完成練習(xí)，全班共同核對(duì)答案。然后再放一次錄音。（第三次聽(tīng)錄音是為了鞏固知識(shí)，訓(xùn)練學(xué)生朗讀的能力。聽(tīng)第三次錄音的時(shí)候，可以使學(xué)生跟錄音朗讀對(duì)話，深入地認(rèn)識(shí)對(duì)話。）步驟5.總結(jié)與作業(yè)總結(jié)：學(xué)習(xí)了如何用今天學(xué)過(guò)的句式表達(dá)自己的喜好，對(duì)比當(dāng)代建筑與傳統(tǒng)的建筑的區(qū)別。作業(yè)：1.描述你的臥室和教室.闡釋裝飾的狀況.2.盡可能搜集一些藝術(shù)品和著名建筑的資料,給同學(xué)展示。3．結(jié)合我們學(xué)校即將搬遷新校園的契機(jī)，設(shè)計(jì)你所希望的新校園的藍(lán)圖，
評(píng)估與反饋
在這一單元里，我們學(xué)習(xí)了藝術(shù)與建筑。請(qǐng)依據(jù)下面的表格做一下自我測(cè)評(píng)。
我能做的事情
評(píng)價(jià)
我能理解藝術(shù)與建筑.54321我能描述藝術(shù)品與建筑.54321我能闡述傳統(tǒng)建筑與當(dāng)代建筑的不同.54321我能用英語(yǔ)表述我的喜好.54321教學(xué)內(nèi)容分析
本課基于藝術(shù)與建筑這一話題開(kāi)展一系列的聽(tīng)說(shuō)活動(dòng)，要求學(xué)生掌握如何表達(dá)喜好的一些常用句型，并學(xué)會(huì)論述利弊觀點(diǎn)。另根據(jù)《英語(yǔ)新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高二學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。1．語(yǔ)言知識(shí)（Knowledge）詞匯（Vocabulary）：能理解、內(nèi)化、運(yùn)用以下生詞---architecture,architect,preference,design,furniture,taste,modern,convenient,apartment,style,stand,ugly,construction,impress,fantastic,create,aside,rent,development短語(yǔ)（Phrases）:actas,fillupwith,belongto,setaside語(yǔ)言功能（Functions）：學(xué)習(xí)掌握一些用于表達(dá)喜好的句型，如：I’drather…I’mmuchmoreinterested…Ireallyprefer…Iwouldn’tfeelhappyif…Idon’tgetveryexcitedabout…Iprefersomethingthat…WhatIlikeis…Ican’tstand…2.語(yǔ)言技能（Skills）聽(tīng)：通過(guò)聽(tīng)一個(gè)關(guān)于布置新居買(mǎi)家具的對(duì)話，訓(xùn)練學(xué)生聽(tīng)力理解能力及技能，如捕捉特定信息的能力，準(zhǔn)確聽(tīng)寫(xiě)相關(guān)詞語(yǔ)的能力，從說(shuō)話人的語(yǔ)氣表情判斷信息正誤的能力等等。說(shuō)：能熟練運(yùn)用所學(xué)表達(dá)法來(lái)表明自己的觀點(diǎn)，談?wù)摬煌埠?；能就本單元相關(guān)話題表達(dá)看法；能較好地完成一些開(kāi)放性的話題，以提高在真實(shí)語(yǔ)境中的英語(yǔ)交際能力。3.學(xué)習(xí)策略（Strategy）:認(rèn)知策略：在學(xué)習(xí)過(guò)程中，善于抓住重點(diǎn)，做好筆記，并能對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納。調(diào)控策略：能夠根據(jù)個(gè)人的特點(diǎn)和需要安排自己的學(xué)習(xí)，主動(dòng)拓寬學(xué)習(xí)英語(yǔ)的渠道，總結(jié)有效的學(xué)習(xí)方法，能在一定程度上形成自主學(xué)習(xí)的能力。交際策略：能夠在課內(nèi)外活動(dòng)中積極用英語(yǔ)和他人交流，利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)的有效的交際的能力。資源策略：能夠有效地使用圖書(shū)館、網(wǎng)絡(luò)等方式查閱有關(guān)藝術(shù)與建筑的資料進(jìn)行信息處理的能力，獲得更廣泛的英語(yǔ)信息，擴(kuò)展所學(xué)知識(shí)。4.情感態(tài)度（Affect）：能在多種英語(yǔ)學(xué)習(xí)情境中感受、分享用英語(yǔ)交流的成功與喜悅；積極參與多種形式的合作學(xué)習(xí)，有較強(qiáng)的合作精神和互助精神，在交流中理解并尊重他人的情感。5.文化意識(shí)（Culturalawareness）:通過(guò)學(xué)習(xí)，了解一些中外著名的建筑藝術(shù)家以及建筑藝術(shù)風(fēng)格，從而拓寬他們的文化視野，加深對(duì)藝術(shù)和建筑的理解和掌握。
教學(xué)重點(diǎn)和難點(diǎn)教具
（一）重點(diǎn)1．重點(diǎn)詞匯：architecture,architect,preference,design,convenient,apartment,style,stand,ugly,construction,impress,create,rent,actas,fillupwith,belongto,setaside2．訓(xùn)練學(xué)生的聽(tīng)說(shuō)能力。（二）難點(diǎn):1.運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法。2.指導(dǎo)學(xué)生通過(guò)各種渠道如報(bào)紙、雜志、圖書(shū)館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。（三）教具：多媒體、錄音、電腦等。
課時(shí)安排
Period1:Warming-up,ListeningSpeakingPeriod2:Pre-readingReadingPeriod3:ReadingPost-readingPeriod4:LanguagestudyPeriod5:Integratingskills
教學(xué)設(shè)計(jì)
本教學(xué)安排根據(jù)LARA教學(xué)原則，對(duì)教材進(jìn)行大膽的刪除（L-leaveout）、修補(bǔ)（A-Amending）、替換（R–Replace）、增添（A–Add）處理，靈活的將教材為我所用。我們根據(jù)單元實(shí)際情況對(duì)教材的編排順序作了一些調(diào)整，如“熱身”部分呈現(xiàn)了一些不同風(fēng)格的建筑圖片后，在學(xué)生充分發(fā)揮想象的基礎(chǔ)上先引導(dǎo)學(xué)生思考用于描繪建筑物的詞匯，導(dǎo)入本單元的詞匯學(xué)習(xí)，即先處理問(wèn)題3，再處理問(wèn)題2。另由于第三部分“speaking”的對(duì)話范例提供的一個(gè)喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的話題剛好承接了熱身部分的話題，所以我們?cè)谔幚淼臅r(shí)候把“speaking”和第二部分“Listening”也作了調(diào)整，先討論喜歡住哪里，再轉(zhuǎn)至第二部分喜歡布置什么家具，這樣在內(nèi)容安排上有更好的承接關(guān)系。熱身部分的最后一個(gè)問(wèn)題是查找建筑歷史、著名建筑藝術(shù)家、建筑物的任務(wù)。我們認(rèn)為這個(gè)任務(wù)可以作為課前預(yù)習(xí)任務(wù)或課后作業(yè)來(lái)布置會(huì)更好。本單元以藝術(shù)建筑話題為核心，基于這一話題組織和安排了一系列的聽(tīng)、說(shuō)、活動(dòng)，使學(xué)生在學(xué)習(xí)英語(yǔ)的過(guò)程中培養(yǎng)綜合地運(yùn)用所學(xué)語(yǔ)言的能力。因此，我們?cè)诓捎迷掝}、功能、結(jié)構(gòu)相結(jié)合的基礎(chǔ)上，設(shè)計(jì)了一系列的“任務(wù)型”活動(dòng)。如讓學(xué)生設(shè)計(jì)自己的“夢(mèng)之家”，設(shè)計(jì)自己居室的家具布置，模擬開(kāi)展“最佳寢室”的活動(dòng)；并結(jié)合我們學(xué)校即將搬遷新校園的契機(jī)，讓學(xué)生開(kāi)動(dòng)腦筋，人人參與，設(shè)計(jì)你所希望的新校園的藍(lán)圖，還可增強(qiáng)學(xué)生愛(ài)校愛(ài)家的主人翁精神；體會(huì)做一個(gè)建筑師的感覺(jué)。我們覺(jué)得這些是培養(yǎng)學(xué)生的思維能力，創(chuàng)造能力和動(dòng)手能力的很好的任務(wù)。在設(shè)計(jì)的過(guò)程中運(yùn)用所學(xué)的知識(shí)，學(xué)生必定學(xué)得積極主動(dòng)并學(xué)有所獲。教學(xué)設(shè)計(jì)教案如下：
1：聽(tīng)說(shuō)課（熱身，口語(yǔ)，聽(tīng)力部分）步驟1：上課儀式熱身部分讓學(xué)生談?wù)摷亦l(xiāng)及他們的家（導(dǎo)入）問(wèn):你來(lái)自哪座城市?你能描述你家鄉(xiāng)的建筑嗎?你喜歡居住在傳統(tǒng)的還是現(xiàn)代的建筑中?多媒體給學(xué)生展示兩張圖片，一張是傳統(tǒng)的四合院另一張是高層建筑.（知識(shí)導(dǎo)入：導(dǎo)入的的形式我采用：提問(wèn)、示范、圖片。提問(wèn)與話題有關(guān)的問(wèn)題，為學(xué)生理解對(duì)話的情景打下基礎(chǔ)）。問(wèn):在這兩幅圖片中你看到了什么?它們之間有什么不同？(當(dāng)學(xué)生描述圖片時(shí)，提醒他們要思考不同點(diǎn).鼓勵(lì)學(xué)生思考并給與時(shí)間討論。以此發(fā)展學(xué)生的比較，分析和快速反應(yīng)等能力。確立此目標(biāo)的依據(jù)是英語(yǔ)教學(xué)大綱的“發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力”的要求。同時(shí)兼顧到讀寫(xiě)能力的培養(yǎng)。)答案:公寓Traditionalhouse現(xiàn)代.便利.空間大.有衛(wèi)生間.與鄰居很少溝通.人會(huì)感到孤獨(dú).平的屋頂.…老式的建筑.空間小.有些老式建筑沒(méi)有衛(wèi)生間.生活豐富.鄰里接觸頻繁.人們可以在院子里種花.屋頂多數(shù)是斜坡的.…問(wèn)：你喜歡住在公寓里還是老式的建筑里呢？為什么？（鼓勵(lì)學(xué)生動(dòng)腦，培養(yǎng)獨(dú)立分析問(wèn)題解決的能力。）學(xué)生可以用到以下句式:Ilikelivingin….because….Ipreferliving…I’dratherlive…（讓學(xué)生闡釋觀點(diǎn)和理由.鼓勵(lì)學(xué)生們踴躍發(fā)言.）問(wèn):建筑物不同，所用的材料也會(huì)有所不同。當(dāng)你在談?wù)撍囆g(shù)與建筑時(shí)，你想用到哪些詞匯，短語(yǔ)呢？（展示些建筑的圖片，讓學(xué)生邊看邊思考）問(wèn):如果你可以自己設(shè)計(jì)你的家，你會(huì)把家設(shè)計(jì)成什么樣子的呢?你會(huì)用到什么材料?并讓學(xué)生闡釋他的理由?（給與學(xué)生足夠的時(shí)間思考，并示范幾個(gè)同學(xué)的答案.幫助學(xué)生樹(shù)立的信心，通過(guò)學(xué)習(xí)調(diào)動(dòng)他們的學(xué)習(xí)積極性。使學(xué)生體會(huì)到英語(yǔ)的趣味性）步驟2口語(yǔ)在課本的18頁(yè).讓學(xué)生跟著錄音聽(tīng)對(duì)話.學(xué)習(xí)常用的表述喜好的句式.練習(xí)：（多媒體播放圖片）學(xué)生看著圖片選擇喜歡的東西。并闡釋理由.二項(xiàng)任務(wù):一項(xiàng)是探討老式的和現(xiàn)代的建筑。另一項(xiàng)任務(wù)是從圖片中選擇喜歡的東西裝飾自己的家。（采用任務(wù)型教學(xué)法，）問(wèn):在你的“夢(mèng)之家”里，用椅子裝飾房屋了嗎？(用多媒體展示幾張關(guān)于椅子的圖片,采用看圖討論式)你最喜歡哪把椅子？為什么？（鼓勵(lì)學(xué)生用書(shū)上提供的句式來(lái)表述自己的觀點(diǎn)，給3分鐘時(shí)間準(zhǔn)備，讓學(xué)生表演他們自己編排的對(duì)話.最大限度的讓學(xué)生參與課堂教學(xué)活動(dòng)，從而使學(xué)生把所學(xué)的知識(shí)轉(zhuǎn)化為能力。）步驟3:聽(tīng)前準(zhǔn)備問(wèn):我們已經(jīng)設(shè)計(jì)好了我們的“夢(mèng)之家”,下面我們就應(yīng)該買(mǎi)家用設(shè)備了.你打算買(mǎi)哪種家用的東西呢?并且思考為什么你喜歡它呢?做一下簡(jiǎn)短的討論.盡量多說(shuō)出一些家私的名字.例如：空調(diào)，熱水器等等。（為聽(tīng)力奠定良好的基礎(chǔ)。）步驟4.聽(tīng)力.課本18頁(yè)，聽(tīng)力部分.告訴學(xué)生，接下來(lái)我們要聽(tīng)到的是一對(duì)夫妻和商店的售貨員之間的對(duì)話.他們想為新家添置新設(shè)備.他們?nèi)ド痰昱c售貨員談?wù)摿怂麄兊南埠?。（?tīng)力之前，先讓學(xué)生瀏覽練習(xí).明確他們的聽(tīng)力任務(wù)并猜測(cè)問(wèn)題的答案。讓學(xué)生帶著問(wèn)題來(lái)聽(tīng)，由淺入深理解對(duì)話的內(nèi)容。）讓學(xué)生聽(tīng)兩遍錄音，完成練習(xí)，全班共同核對(duì)答案。然后再放一次錄音。（第三次聽(tīng)錄音是為了鞏固知識(shí)，訓(xùn)練學(xué)生朗讀的能力。聽(tīng)第三次錄音的時(shí)候，可以使學(xué)生跟錄音朗讀對(duì)話，深入地認(rèn)識(shí)對(duì)話。）步驟5.總結(jié)與作業(yè)總結(jié)：學(xué)習(xí)了如何用今天學(xué)過(guò)的句式表達(dá)自己的喜好，對(duì)比當(dāng)代建筑與傳統(tǒng)的建筑的區(qū)別。作業(yè)：1.描述你的臥室和教室.闡釋裝飾的狀況.2.盡可能搜集一些藝術(shù)品和著名建筑的資料,給同學(xué)展示。3．結(jié)合我們學(xué)校即將搬遷新校園的契機(jī)，設(shè)計(jì)你所希望的新校園的藍(lán)圖，
評(píng)估與反饋
在這一單元里，我們學(xué)習(xí)了藝術(shù)與建筑。請(qǐng)依據(jù)下面的表格做一下自我測(cè)評(píng)。
我能做的事情
評(píng)價(jià)
我能理解藝術(shù)與建筑.54321我能描述藝術(shù)品與建筑.54321我能闡述傳統(tǒng)建筑與當(dāng)代建筑的不同.54321我能用英語(yǔ)表述我的喜好.54321Artandarchitecture（ReferenceforTeaching）
一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，減輕教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。優(yōu)秀有創(chuàng)意的教案要怎樣寫(xiě)呢？下面是小編精心收集整理，為您帶來(lái)的《Artandarchitecture（ReferenceforTeaching）》，希望對(duì)您的工作和生活有所幫助。
ReferenceforTeachingI．異域風(fēng)情
THEGREATPYRAMID
ThekingsofancientEgyptwereveryrich.Theyplannedstrongtombstokeeptheirbodiesofthedead.Thesetombskeptthebodiessafe.Theyalsoheldthetreasuresofthedead.
Overthetombs,thekingsbuilthugestonepyramids.ThereareabouteightyknownpyramidsinEgypt.TheGreatPyramidisthelargestofall.ItwasbuiltbyakingcalledKhufu.TheGreatPyramidstandsonthewestbankoftheNileRivernotfarfromCairo.Infact,allthepyramidsareonthewestbankoftheNile.Thereisareasonforthis.Thesunrisesintheeast,andsetsinthewest.TheancientEgyptianscomparedtherisingofthesunwiththebeginningoflifeandthesettingofthesunwiththeendoflife.Theycompareddaytolifeandnighttodeath.ThisiswhytheyburiedtheirdeadonthewestbankoftheNile.
ItsveryhardtorealizejusthowbigtheGreatPyramidis.Ithasover2300000blocksofsolidstone.Thesehugestoneblocksweighanaverageoftwoandahalftonseach,asmuchasasmallcar.Someevenweighfifteentons.Withoutmachinery,theancientEgyptianscutandmovedandliftedeachofthesestones.TheblockscamefromtheeastbankoftheNile.SlavestookthemacrosstheNileinboatsatfloodtime.Ittookmorethan100000slavestwentyyearstobuildtheGreatPyramid.
TheGreatPyramidisover450feethightoday,anditwasoncehigher.Itsbasecoversthirteenacres.Eachofthesidesofthepyramidis755feetlong,oraboutaslongastwocityblocks.Ittakesabouttwentyminutestowalkallthewayaroundthepyramid.
Everykingwantedhistombtobethefinest.ButKhufuoutdidthemall.Thesurfaceofhispyramidusedtoshinewithsmoothwhitelimestone,anditstopcametoasharppoint.Inside,thebodyofKhufurestedinagreatstonecoffin.Hisbodywaspreservedtolastforever,andabouthimlaymanytreasures.
Nowaftermanyyears,weatherhaswornawaytheshiningsurface,andmenhavetakensomeofthehugestonestobuildother:things.Thieveshavestolenthetreasures,andtheyhaveevenstolenthebodyofKhufuhimself.
Today,thesidesoftheGreatPyramidarenolongersmoothandwhite.Thelime-stoneisgone.Thehugestonesareexposedandyoucanclimbthem,likesteps,tothetop.Whenyouhavereachedthetop,youcanseemilesaroundyou.YoucanseethesmallerPyramidsandtheSphinx,thegreatstonestatueofthelionwithahumanhead．Tothewest．youcanseetheLibyanDesert；totheeast，youcanseethegreenNileValleyandthemoderncityofCairo．
Ⅱ．知識(shí)歸納
1．remind用法歸納
A.作“提醒”講
(1)remindsb．todosth．
e．g．Pleaseremindmetocallhimback．
請(qǐng)?zhí)嵝盐医o他回電話。
Heremindsmetoattendthelectureontimethismorning．
他提醒我今天上午按時(shí)去聽(tīng)演講。
(2)remindsb．of／aboutsth。
e．g．Incaselforget，pleaseremindmeofit．
我要是忘了，請(qǐng)?zhí)嵝盐摇?br> Wemustsendalettertoremindthemaboutit．
我們得寫(xiě)信提醒他們這件事。
(3)remindsb．+that-clause
e．g．HeremindmethatIwouldanswertheletterasearlyaspossible．
他提醒我盡早回信。
MayIremindyouthattimewillsoonbeup?
請(qǐng)?jiān)试S我提醒你，時(shí)間快到了，好嗎?
(4)remindsb．
e．g．Ifmyfatherforgetsit，Ihopeyouwillremindhim．
如果我父親忘了的話。我希望你提醒他一下。
B．作“使……想起”講．
(1)remindsb．ofsth．
e．g．Thisphotoremindsmeofmychildhood。
這張照片使我想起了我的童年。
Themanremindsmeofmyfather．
那人使我想起了我的父親。
(2)remindsb.+that-clause
e．g．Thatsuddenlyremindedherthatshehadpromisedtoringhimup．
那突然使她想起說(shuō)過(guò)要給他打電話．
ThesightofthewatchremindedmethatIwaslate．
…看到那手表就想到我遲到了。
2．a(chǎn)s常見(jiàn)用法歸納
(1)作副詞，意為“同樣地、一樣”。
e．g.Herunsfast，butIrunasfast．
他跑得快,我跑得也一樣快。
(2)作介詞，意為“作為、當(dāng)作”。
e．g．Heworkedasabusdriverfortwoyears．
他當(dāng)過(guò)兩年公共汽車(chē)司機(jī)。
Mostpeopleregardedhimasafool．
大多數(shù)人把他當(dāng)作傻瓜。
(3)作連詞，有四種不同的意思。
①引導(dǎo)時(shí)間狀語(yǔ)從句，意為“當(dāng)……時(shí)候”一邊……一邊……”。
e．g．AsIwaitedatthestop,Iheardabignoise。
在車(chē)站等的時(shí)候，我聽(tīng)到了一個(gè)巨大的聲響。
IreadtheletterasIwalkedalongtheriver．
我一邊沿著河走，一邊讀這封信。
②引導(dǎo)原因狀語(yǔ)從句，意為“由于、因?yàn)椤薄?br> e．g．Everybodylikeshimasheiskindandhonest．
大家喜歡他，因?yàn)樗蜌?、誠(chéng)實(shí)。
③引導(dǎo)方式狀語(yǔ)從句，意為“按照……方式，像……”。
e.g.Ididntfeelasyoudid．
我和你的感受不一樣。
Hedoesntspeakasotherpeopledo．
他說(shuō)話和別人不一樣。
④引導(dǎo)讓步狀語(yǔ)從句，常用倒裝語(yǔ)序，意為“雖然、盡管”．
e．g．Youngasheis，heknowsalot．
他雖然年幼，可懂得很多。
Childasheis,hehelpsdoalotofhousework．
盡管他是個(gè)孩子，但他幫助做許多家務(wù)。
(4)as可構(gòu)成的短語(yǔ)：
asusual像往常一樣
asaresult因此。結(jié)果
asthough好像
asif好像
asto至于，關(guān)于
asfor至于，就……而論
3．wouldrather用法歸納
（1）wouldratherdosth．“寧愿做某事”
e.g.Iwouldratherstayathomeforarest．
我寧愿呆在家里休息．
(2)wouldrathernotdosth．“寧愿不做某事”
e．g．Hewouldrathernottellhismotherthetruth．
他寧可不告訴他媽媽事實(shí)的真相。
(3)wouldrather…than“寧愿……而不”?？商鎿Q成would…ratherthan意義不變。
e．g．Shewouldratherdiethangivein．
Shewoulddieratherthangivein．
Ratherthandieshewouldgivein．
她寧死不屈服。
Shewouldratherhavesomesweetthanfruit。
她寧吃糖不吃水果．
(4)wouldrather(that)…，在that從句中和過(guò)去時(shí)表現(xiàn)在或?qū)?lái)要做的事，用過(guò)去完成時(shí)則表示過(guò)去做的事。
e．g．Idrather(that)youdidtheworktomorrow．
我很想讓你明天干這項(xiàng)工作。
Wewouldratheryouhadntclonethat．
我們真希望你沒(méi)做過(guò)那件事。
4.with的復(fù)合結(jié)構(gòu)
with加復(fù)合賓語(yǔ)這種結(jié)構(gòu)．在英語(yǔ)中運(yùn)用比較廣泛，在句中主要作狀語(yǔ)．表示謂語(yǔ)動(dòng)作發(fā)生的伴隨狀語(yǔ)、時(shí)間、原因、方式，也可以作定語(yǔ)，常見(jiàn)結(jié)構(gòu)如下：
(1)with+n．／pron．十a(chǎn)aj．
e．g．Itsnotpolitetospeakwithyourmouthfull．
滿嘴東西說(shuō)話是不禮貌的。(作伴隨狀語(yǔ))
(2)with+n．/pron．+adv．
e．g．Shefellasleepwiththelighton．
她睡著了，燈還亮著。(作伴隨狀語(yǔ))
(3)with+n．／pron．十prep．phr．
e．g．Theteacherwalkedintotheclassroomwithsomebooksunderhisarm．
老師走進(jìn)教室，腋下夾著一些書(shū)。(作伴隨狀語(yǔ))
Thegirlwithabag。nherbackisLiPingssister．
那個(gè)女孩背著一個(gè)書(shū)包，她是李平的妹妹。(作定語(yǔ))
(4)with+n．／pron．+presentparticiple
e．g．Heusedtosleepwiththelightburning．
他過(guò)去常常亮著燈睡覺(jué)。(作伴隨狀語(yǔ))
Withyoustandinghere,wecantwork．
你站在這兒,我們沒(méi)法工作。(作原因狀語(yǔ))
(5)with+n．／pron.+pastparticiple
e．g．Ayoungmanwasbroughtinwithhishandstiedbehind．
一個(gè)年輕人被帶了進(jìn)來(lái)，雙手被反綁著。(作伴隨狀語(yǔ))
(6)with+n．／pron．+todo
e．g．Withhimtohelpus。wefinishedtheworkwell。
由于他幫忙，我們很好地完成了這項(xiàng)工作。(作原因狀語(yǔ))
Ⅲ．詞語(yǔ)辨析
l。find／findout／1ookfor
三者都有“找”的意思。find指東西失而復(fù)得。強(qiáng)調(diào)“找”的結(jié)果；findout指有意去找，但常含有通過(guò)一定努力、克服一定的困難才能“找到、查明、弄清楚”；lookfor強(qiáng)調(diào)“找”的動(dòng)作。
e．g．Shelookedeverywhereforherpen，butcouldntfindit．
她找遍了所有地方找她的筆，但沒(méi)能找著。
Wemustfindoutthetruthofthematter．
我們必須查明事情的真相。
Whatareyoudoing?I’mlookingformypen．
你在干什么?我在找我的筆．
2．certain／some
兩者均可表示“某一、某種”。不確指，但有區(qū)別。
(1)certain后接可數(shù)名詞單數(shù)，但要和不定冠詞連用，也可接復(fù)數(shù)名詞。
e．g．a(chǎn)certainbook某本書(shū)
foracertainreason為了某種原因
Therewasacertaincoldnessinherattitudetowardsme．
她對(duì)我的態(tài)度有某種程度的冷淡。
Certainpartsofthecar，likethelights，willbesuppliedbyothercompanies．
汽車(chē)的某些部件．像燈，將由別的公司提供。
(2)some常接可數(shù)名詞單數(shù)．不需與不定冠詞連用。
e．g．Somepersonisaskingforyouatthegate．
在大門(mén)口有人找你。
Heisworkingatsomeplaceinthenorth．
他在北方某地工作．
Ⅳ．能力訓(xùn)練
1．將下列句子翻譯成英語(yǔ)
(1)我得馬上請(qǐng)人把我的自行車(chē)修好。
答案：Illhavetogetmybikerepairedatonce.
(2)你想讓別人給你擦窗戶嗎?
答案：Doyouwantto／Wouldyouliketohaveyourwindowscleaned?
(3)他們要請(qǐng)人把教室油漆一遍。
答案：Theywillhavetheclassroompainted。
(4)那位先生在裁縫店做了幾套衣服。
答案；Thegentlemanhadseveralsuitsmadeatthetailorsshop．
(5)他說(shuō)他會(huì)在12小時(shí)內(nèi)讓人完成這項(xiàng)工作。
答案：Hesaidhewouldhavetheworkfinishedwithin12hours．
(6)在昨晚的颶風(fēng)中，這個(gè)公園里的許多珍貴樹(shù)木被毀壞了。
答案：Theparkhadmanyvaluabletreesdamagedinthehurricanelastnight．
2.用動(dòng)詞的正確形式填空
(1)Whenthestudentsreturnedtoschool’theyfoundtheirclassrooms________(paint)beautifully．
(2)Aftertenyears，hecamebackandfoundhishometown________(change)alot。
(3)She(have)herhair_________(cut)shortyesterday?
(4)Couldyoupleasedomeafavourtogetthisletter_________(post)?
(5)Ihadafewphotos_________(take)intheWesternHills．
(6)ThemachinedoesntseemToworkwell．Youdbetterhaveit_____(check)．
(7)Ithinkweshall_______(get)therepairwork______(finish)inaweekorso．
(8)We(have)anewtap_________(fix)yesterday．
(9)He________(have)tennewhouses_________(build)duringhislifetime．
(10)Surprisingly，wefoundnovillagers________(injure)inthehurricane。
答案：(1)painted(2)changed
(3)had；cut(4)posted
(5)taken(6)checked
(7)get；finished(8)had；fixed
(9)hashad；built(10)injured
TheSecondPeriod
一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助高中教師能夠井然有序的進(jìn)行教學(xué)。高中教案的內(nèi)容要寫(xiě)些什么更好呢？下面是小編幫大家編輯的《TheSecondPeriod》，歡迎大家與身邊的朋友分享吧！
TheSecondPeriod
●從容說(shuō)課
Thisperiodfocusesonvocabulary，whichislikethebricksweneedtobuildahouse.Withoutmasteringacertainwordsorphrases，wecan’tcommunicatewithotherpeople，correctlyexpressourthoughtsandavoidmisunderstandingeachother.Thepurposeistoletstudentschooseproperwordsorphraseswhentalkingtopeopleaccordingtoknowledgethey’velearned.
●三維目標(biāo)
1.Knowledge：
words/phrases：upset，ignore，loose，cheat，Netherlands，German，dare，thunder，entirely，feeling，crazy，trust，indoors，calmdown，beconcernedabout，walkthedog，gothrough，hideaway，setdownaseriesof...，onpurpose，facetofacesentencestructures：Therewasatimewhen...，Itwasthefirsttimethat......before...，Iwonderif...
2.Ability：
（1）Usethesewords，phrasesandsentencestructuresfreely.
（2）Usetheminrealsituationsproperly.
3.Emotion：
Trainstudents’perseveranceandpatiencebyrememberingnewwords，phrasesandsentencestructures.
●教學(xué)重點(diǎn)
Graspnewwords，phrasesandsentencestructures.
●教學(xué)難點(diǎn)
Howtomakethisclasslivelyandinterestingsothatstudentsarewillingtolearn.
●教具準(zhǔn)備
aproject，ablackboard
●教學(xué)過(guò)程
Step1
T：Inthelastperiod，wereadthepassage“Anne’sbestfriend”andhadadiscussionaboutfriendsandfriendship.Alltheseincludesomeusefulandimportantwordsandphrasesyouhavelearntinthisunit.Nowlet’sreviewthem.Iwantyoutomakeupsentencesusingthenewwords.Acompetitionisdesignedforyoutoseewhichgroupcanmakesentencesasmanyaspossible.Accuracyshouldbenoticed.Areyouclear？
Ss：Yes.
1.beconcernedabout
S1：Alargenumberofstudentsareconcernedaboutthemarksintheexaminationforadmissiontocollege.
2.upset
S1：Itwascarelessofyoutoupsetabottleofink.
S2：Wesucceededinupsettingtheenemy’splan.
S3：ThefoodIateyesterdayupsetmystomach.
3.ignore
S1：Westudentsshouldn’tignorewhatourteacherssay.
4.calm
S1：Soldiersremainedcalminfaceofcruelenemies.
5.walkthedog
S1：Ilikewalkingthedogintheparkneartomyhouse.
6.loose
S1：Maryiswearinglooseclothingtoday.
7.cheat
S1：Thatshopkeepercheatshiscustomer.
S2：Don’tyouconsideritwrongtocheatinexaminations？
S3：ThesesheetsI’veboughtareacheat；they’retooshortforthebed.
8.share
S1：Theysharedthecakebetweenthem.
S2：Friendsshouldsharethejoysandsorrows.
S3：SheandReidsharedthesametastesandinterests.
T：Notethephrases：
（1）sharein：Wesharedinthefun.
（2）sharewith：Pleaseshareyournewspaperwithme.
9.feeling
S1：Itwasadelightfulfeeling.
S2：Thisfeelingseemstobenatural.
10.setdown：
S1：Setdownyourheavybagsandtakearest.
S2：Iwillsetdownthestoryasitwastoldtome.
11.outdoors
S1：Isitcoldoutdoors？
S2：Wespendmuchofourtimeoutdoors.
12.crazy
S1：Theyoungarecrazyaboutpopmusic.
13.onpurpose
S1：I’vecomeonpurposetospeaktoyou.
14.dare
S1：Hedarestobehavelikethatinmyhouse!
S2：Howdareyouaskmesuchaquestion？
15.thunder
S1：Afterthelightningcamethethunder.
16.entirely
S1：Hehadalmostentirelyforgottenwhathehaddone.
Step2
T：Whichteamdidthebestinthisactivity？Congratulations!Now，openyourbooks，turntoPage4andlookat“LearningaboutLanguage”.Fillintheblankswiththewordsandphrasesyouhavelearntinthisunit.Youaregivensixminutestodoit.Readfirst，andthenfillinitaccordingtothemeaningofeachsentence.Isthatclear？
Ss：Yes.
T：OK.Firstdoitbyyourself.Thendiscusstheminpairs.Afterawhile，I’llasksomestudentstoreadthewords.
（Teachergoesamongthestudentsandthestudentsbegintodoit.Afterawhile，teachercheckstheiranswers.）
Step3
T：Doyouhaveanytroubleunderstandingthepassage？
S1：It’sdifficultformetounderstandthephrase“gowithout”inwarmingup.
T：Itmeanswithouthaving（nothingtoeat）.
e.g.Thepoorboyoftenhadtogowithoutsupper.
S2：InParagraphOne，what’sthemeaningof“gothrough”？
T：Hereitmeansexperienceorsuffer.Ithasseveralmeanings.Pleaseguessitsdifferentmeaningsindifferentsentences.
（1）I’dliketohaveyougothroughthebook.
（2）Motherwentthroughthedrawerlookingforthesweater.
（3）I’vegonethroughtoomuchmoneythisweek.
（4）Shewentthroughonehardshipafteranother.
（5）Thelawhasnowgonethrough.
Ss：檢查；翻找；用完；經(jīng)歷（困難，痛苦等）；通過(guò)
S3：Whatdoesthesentence“Sheandherfamilyhidawayfortwoyearsbeforetheywerediscovered”mean？
T：Whocanexplainit？
S4：她和她的家人藏了兩年才被發(fā)現(xiàn)。
T：Youareclever.Anyotherquestion？
S5：Inthesentences“Icanwellrememberthattherewasatimewhenadeepbluesky，thesongofthebirds，moonlightandflowerscouldneverhavekeptmespellbound.”，what’sthefunctionof“when”？Howcanweunderstand“couldneverhavekeptmespellbound”
T：When...isanattributiveclause；“couldneverhavekeptmespellbound”means：Inthepast，Ipaynoattentiontonature，becauseIgetitsoeasily.Now，it’ssohardformetoenjoyitthatIamattracted.
Multiplechoices：
（1）—DoyoustillrememberthedaywhenwewenttotheGreatWall？
—Ican’trememberitwell，but____________sometimelastautumn？
A.mightitbeB.couldithavebeen
C.couldbeD.mustithavebeen
（2）We____________booked.Look，thisrestaurantisalmostempty.
A.musthaveB.can’thave
C.shouldhaveD.needn’thave
（3）Itwasanunforgettablemomentforallthecitizensthisyear，____________in20yearsChina’swomen’svolleyballteamwontheOlympicgoldmedialagain.
A.thatB.whichC.whenD.what
（4）Ididn’tgotoseethedoctoryesterday.Butyou____________.
A.oughtB.oughtto
C.oughtedtoD.oughttohave
Answers：B，D，C，D
S：Inthesentence“Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature”，what’sthestructureof“it’s...that...”？
T：Itisanemphaticsentence.
Multiplechoices：
1.Itwasin1999____________Igraduatedfromuniversity.
A.thatB.whenC.inwhichD.onwhich
2.Was____________thatwerelastnightattheconcert？
A.ityouB.notyouC.youD.thatyou
3.Was____________Bill，____________playedbasketballverywell，____________helpedtheblindmanacrossthestreet.
A.that；that；whoB.it；that；that
C.it；who；thatD.that；who；he
4.____________electricityplayssuchanimportantpartinourlife？
A.WhyisitthatB.Whyisit
C.WhyitisthatD.Whyisthat
5.Ican’tfindMrBrown.Wheredidyoumeethimthismorning？
Itwasinthehotel____________hestayed.
A.thatB.whichC.whereD.when
6.WheredidyoufindMrBrown？
Itwasinthefactory____________Ifoundhimyesterday.
A.towhichB.thatC.whichD.where
Answers：A，A，C，A，A，B
Fillintheblanks：
1.ItwasShanghaithatIwasborn____________in1990.
2.ItwasinShanghai____________Iwasbornin1990.
3.ItwasShanghai____________Iwasborn.
4.Itwasin1990____________IfirstwenttoBeijing____________Isawthefive-star-flagrisinginTiananMenSquarewithmyowneyes.
Answers：in；that；where；when；that
S6：Whatpartspeechofstayinthephrase“stayawake”？
T：“stay”hereisalinkverb，whichcanbefollowedbyadjectiveornoun.
S7：What’sthestructureof“itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface”？
T：Thisisafixedsentencepattern.Whenthetenseinthesubjectclauseis“was”，thetenseinthethatclauseispastperfecttense.Whenthetenseinthesubjectclauseis“is/willbe”，thetenseinthatclauseispresentperfecttense.
Step4
T：Noquestion？Iexplainsomeotherinformationtoyou.Pleasematchtheexplanationwiththesentences.
1.survey
a.lookcarefullyatallof（sth./sb.）
b.study（anddescribe）thegeneralconditionofsth.
c.findandrecordtheareafeaturesbymeasurementorcalculation
（1）Thecityengineersurveyedthepropertytoamendthemap.
（2）Hesurveyedthecountryfromthetopofthemountain.
（3）Let’ssurveytheeventsleadinguptothecrime.
Answers：c，b，a
T：Notethedifferencesbetweenthetwosentences.
a.Shestoodfacetofacewithhim.
b.Ihadaface-to-faceinterviewwithafamousactor.
T：“faceto-face”isusedasanadverbial.“face-toface”isusedasattributive.
T：Grasptherelativeidioms：
acaseinpoint例證
beonthepointof正要去做某事
cometothepoint談?wù)}
makeapoint提出一個(gè)論點(diǎn)
tothepoint中肯，切題
pointout指出
Whenitcomestothepoint到了關(guān)鍵時(shí)刻
2.suffer：toexperiencepainordifficulty
e.g.Hesufferedagreatdealfromcoldandhunger.
T：Inthisclass，we’velearntalotoflanguagepoints.
Pleasereadthemafterclassuntilyoucanlearnthembyheartandtrytousethemasfrequentaspossible.
Homework：TranslatethesentencesintoEnglish.
1.看起來(lái)今年我們沒(méi)有假期。
2.做完作業(yè)后他才睡覺(jué)。
3.這是第二次他單獨(dú)跟她外出。
4.有些時(shí)刻我忘了。
5.這個(gè)國(guó)家已經(jīng)經(jīng)歷了兩次戰(zhàn)爭(zhēng)。
6.五年后我們才能見(jiàn)面。
7.我沒(méi)等多久他就來(lái)了。
Answers：
1.Itlooksasthoughweshallhavetogowithoutaholidaythisyear.
2.Hedidn’tgotobeduntilhefinishedhishomework.
Itwasnotuntilhefinishedhishomeworkthathewenttobed.
Notuntilhefinishedhishomeworkdidhegotobed.
3.Itwasthesecondtimehehadbeenoutwithheralone.
4.TherearemomentswhenIforgetallaboutit.
5.Thecountryhasgonethroughtwowars.
6.Itwillbefiveyearsbeforewemeetagain.
7.Ihadn’twaitedlongbeforehecame.
●板書(shū)設(shè)計(jì)
Unit1Friendship
TheSecondPeriod
Newwordssentencesstructures
andphrases
1.upset1.before
2.beconcernedabout2.Itis/was/willbe...
3.setdown3.couldhavedone
4.calm...
5.loose
6.share
...
●活動(dòng)與探究
Makeupashortpassageusingthelanguagepointsyou’velearned.ThepurposeistoencourageSstousetheminaactualsituation，whichisconnectedwiththem.Thus，theyarewillingtolearnthemandusetheminsteadofjustrememberingthem.
Accordingtotheirperformances，thebestpassagesandwriterswillbechosen.
●備課資料
Noteonusage：
1.before
Itcanbeusedinthesensesofthefollowings.
A.把before譯為“……才”（強(qiáng)調(diào)主句所表達(dá)的時(shí)間、距離很長(zhǎng)或花費(fèi)的力量比較大時(shí)）：
a.Itwillbefiveyearsbeforewemeetagain.要等五年我們才能見(jiàn)面。
b.Wewaitedalongtimebeforethetrainarrived.我們等了很長(zhǎng)時(shí)間火車(chē)才到達(dá)。
B.把before譯為“……就”（強(qiáng)調(diào)主句所表達(dá)的時(shí)間、距離很短或花費(fèi)的精力比較小時(shí)）
Ihadn’twaitedlongbeforehecame.
我沒(méi)有等多久他就來(lái)了。
C.把before譯為“尚未、還沒(méi)有、來(lái)不及、不要、別”
Hediedbeforewritingawill.
他沒(méi)有來(lái)得及寫(xiě)遺囑，就死了。
Takeitbeforeyouchangeyourmind.買(mǎi)了吧，不要三心二意。
D.把before譯為“在……的時(shí)候還沒(méi)有”
Hearrivedtherebeforeitbegantorain.
他到達(dá)那里的時(shí)候天還沒(méi)有下雨。
E.把before譯為“如果、否則、免得”
GobeforeIcallthepolice.
走吧，否則我叫警察了。
F.把before譯為“到、等到、沒(méi)等……就”
BeforeIcouldsitdown，sheofferedmeacupoftea.
沒(méi)等我坐下，她就給我端上了一杯茶。
G.把before譯為“然后”
IshavedbeforeIwenttotheparty.
我刮了臉，然后去參加宴會(huì)。
（1）MarycametoFrancein1940，anditwasn’tlong____________shebecameaFrenchcitizen.
A.whileB.beforeC.sinceD.when
（2）Therooffell____________hehadtimetodashintotheroomtosavehisbaby.
A.afterB.asC.beforeD.until
（3）Iwilltrytofinishthiswork____________.
A.upuntilyoucancomeB.beforeyoucancome
C.uptothetimeyouareabletocomeD.untilyoucancome
Answers：B，C，B
2.英語(yǔ)中的反身代詞在句子中充當(dāng)賓語(yǔ)、表語(yǔ)或同位語(yǔ)等。含oneself的短語(yǔ)有：beoneself身體健康；cometooneself蘇醒過(guò)來(lái)；devoteoneselfto致力于；獻(xiàn)身于；dressoneself穿衣服；enjoyoneself玩得高興；helponeselfto隨便吃；隨便用；擅自拿；makeoneselfathome不要拘束；makeoneselfunderstood讓別人理解自己；saytooneself心里想；seatoneself坐下；talktooneself自言自語(yǔ)；teachoneself自學(xué)；besideoneself失常；發(fā)瘋；byoneself單獨(dú)地；foroneself為自己；ofoneself自動(dòng)地；tooneself獨(dú)自享用
用上述短語(yǔ)的適當(dāng)形式填空。
1.Whenshecametoherself，shefoundherselfinhospital.
2.Herewehavebeef，cakes，wineandsoon.Helpyourselfwhicheveryoulike.
3.Whenshelearnedoftheexcitingnews，shewasbesideherself.
4.Ifyoudon’tbelieveme，youcangoandseeforyourself.
5.Theprofessorhasdevotedhimselftotheresearchofhighbloodpressureallhislife.
6.Thedoorofthehotelclosesandopensofitself.
7.Comeinandsitdown，please.Pleasemakeyourselfathome.
8.“Ihaven’tforgottenanything，”shesaidtoherself.
9.Sometimeswecanmakeourselvesunderstoodnotbywordsbutbygesturesandexpressions.
10.—DoyouthinkIcouldborrowyourdictionary？
—Yes，helpyourself.
3.till/until用于肯定句中，主句用延續(xù)性動(dòng)詞；until用于否定句中，主句用瞬時(shí)性動(dòng)詞；notuntil位于句首時(shí)，主句的主謂部分倒裝；位于句首時(shí)只能用until；對(duì)not...until句型進(jìn)行強(qiáng)調(diào)時(shí)，常用結(jié)構(gòu)Itis/wasnotuntil...that...。
判斷正誤，若有錯(cuò)，請(qǐng)改正。
（1）Ididn’tmanagetodoittillyouhadexplainedhow.
（2）ItwasuntilmidnightthatIwenttosleeplastnight.
（3）Tillhereturns，nothingcanbedone.
（4）NotuntilIbegantoworkdidn’tIrealizehowmuchtimeIhadwasted.
Answers：（1）till改為until
（2）until改為notuntil
（3）√
（4）didn’t改為did
4.reason
reason作名詞時(shí)，常用：Thereasonisthat...；thereasonwhy...。如果先行詞reason在從句中作主語(yǔ)或賓語(yǔ)時(shí)，則用that或which，不用why；byreasonof由于……的緣故；for...reason/reasons由于……的原因；outofreason不合情理；withreason有充分的理由。reason與cause用法不同：reason側(cè)重指某種看法或行為的理由，與for連用；cause側(cè)重指某個(gè)事實(shí)或現(xiàn)象的原因，與of連用。reason作不及物動(dòng)詞意為“評(píng)論”。
1.（2002年上海春）Isthisthereason____________atthemeetingforhiscarelessnessinhiswork？
A.heexplainedB.whatheexplained
C.howheexplainedD.whyheexplained
2.（2002年上海）Accordingtotherecentresearch，heavycoffeedrinkingandheartattackisnotnecessary____________andeffect.
A.reasonB.impactC.factD.cause
3.（NMET1995）Thereasonwhyhedidn’tattendthemeetingwas____________hehadahighfever.
A.becauseB.thatC.whyD.when
Answers：A，D，B
5.含time的句型及時(shí)態(tài)。
①This/That/It+is/will/be/was+序數(shù)詞/形容詞最高級(jí)+time+that從句，主句用is/willbe，從句用現(xiàn)在完成時(shí)；主句用was，從句用過(guò)去完成時(shí)。②Itis（high/about）time+（that）從句，意為“是該做……的時(shí)候了”，從句常用一般過(guò)去時(shí)態(tài)。③thetime引導(dǎo)時(shí)間狀語(yǔ)從句，意為“一……就”。④each/every...，意為“每當(dāng)……時(shí)候”，相當(dāng)于whenever引導(dǎo)的從句。⑤bythetime（that...）意為“到……為止”。若從句為過(guò)去時(shí)，主句用過(guò)去完成時(shí)；若從句為一般現(xiàn)在時(shí)或現(xiàn)在完成時(shí)，主句用將來(lái)完成時(shí)。⑥Thefirst/lasttime（that）...引導(dǎo)時(shí)間狀語(yǔ)從句，意為“當(dāng)?shù)谝淮?最后一次（做）……的時(shí)候”，主句常用進(jìn)行時(shí)態(tài)。
1.（NMET1992）—Doyouknowourtownatall？
—No，thisisthefirsttimeI____________here.
A.wasB.havebeenC.cameD.amcoming
2.（NMET1992）ThelasttimeI____________Jane，she____________cottoninthefields.
A.hadseen；waspickingB.saw；picked
C.hadseen；pickedD.saw；waspicking
3.（1995年上海）IntheofficeIneverseemtohavetimeuntilafter5：30p.m.____________manypeoplehavegonehome.
A.whosetimeB.that
C.onwhichD.bywhichtime
Answers：B，D，D
6.add的用法：
addto增加；add...to...把……加到……；addupsth.加起來(lái)；addupto總計(jì)
TranslatethefollowingsentencesintoChinese：
Whatthestudentshavedonehasaddedtotheteacher’strouble.
學(xué)生們所做的一切事增加了老師的麻煩。
Motheraskedmetoaddsomesalttothesoup.
媽媽要我往湯里加點(diǎn)鹽。
Fouraddedtosixmakesten.
四加六等于十。
Pleaseaddthemuptoseeifthenumberiscorrect.
請(qǐng)把這些數(shù)字加起來(lái)。
Thecostofthetwotripsaddsupto1000yuan.
兩次的旅游費(fèi)用總計(jì)1000元。
Makingadifference（TheSecondPeriod）
俗話說(shuō)，磨刀不誤砍柴工。教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。您知道教案應(yīng)該要怎么下筆嗎？下面是小編精心為您整理的“Makingadifference（TheSecondPeriod）”，僅供參考，希望能為您提供參考！
TheSecondPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudentsreadingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth.,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.TheredidntseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡLead-inandPre-reading
T:YesterdaywelearntsomequotesfromsomefamousscientistslikeAlbertEinstein,ThomasAlvaEdison…
Lookatthepictureinourbooks.
Doyouknowwhothepersonis?
Ss:ThepersonisStephenHawking.
T:Yeah.Verygood.HeisStephenHawking,oneofthegreatestphysicistsofourtime.Doyouknowwhatbookhepublishedin1988?
Ss:Yes.ABriefHistoryofTime,whichisverypopular.
T:OK.IthinkmaybeyouknowsomethingaboutHawking.Doyouwanttoknowsomethingmoreabouthim?
Ss:Yes.
T:OK.TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Beforewereadthepassage,firstletslearnsomenewwordsandphrasesinthisunit.
(TeacherdealswiththenewwordsonPage105withthewholeclass.)
T:NowopenyourbooksandturntoPage3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
(Teachergivesthestudentsthreeminutestoscanthepassage.Later,askthreestudentstoanswerthethreequestions.)
T:(Threeminuteslater.)Haveyoufinished?
Ss:Yes.
T:WangXi,thefirstquestion:WhydidStephenHawkingneedaPhD?
S:Becausehewantedtogetajob.
T..Right.Thesecondquestion.WhendidHawkingbecomefamous?Whodliketohaveatry?
S:Letmetry.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
T:Good.Thelastquestion:WhendidHawkingvisitBeijing?Anyvolunteer?
S:In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepⅢReading
T:Welldone.Sitdown,please.Nowreadthepassageonceagain.Thistimeyoushouldreaditascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Ofcourse,youcandiscusstheminpairsifnecessary.Now,begin.
(Teachershowsthefollowingquestionnaireonthescreen.)
1.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
2.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurablediseases?
3.WhatdidHawkingwritein1988?
4.WhatdidHawkingexplaininthebookABriefHistoryofTime?
5.AccordingtoProfessorHawking,howdopeoplemisunderstandscience?
6.Whatarethebasicstepsofthescientificmethod?
7.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?
(Severalminuteslater,teachercheckstheanswers.)
Suggestedanswers:
1.Insteadofgivingup,Hawkingwentonwithhisresearch,gothisPhDandmarriedthegirl.Hecontinuedhisexplorationoftheuniverseandtraveledaroundtheworldtogivelectures.
2.Mostofpeoplewouldprobablyfeelverysadandgiveuptheirdreamsandhopesforthefuture.
3.HewroteABriefHistoryofTimein1988.
4.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.Hetellsreadersabouthowdiscoveriesaremadeandhowthechangetheworld.
5.AccordingtoProfessorHawking,peopleoftenthinkthatscienceisanumberof“true”factsandneverchanges.
6.First,scientistsobservewhattheyarcinterestedin.Toexplainwhatthe3haveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.Finally,thescientiststestthe
theorytoseeifitmatcheswhatthe3haveseenandifitcanpredictfuturevents.
7.HawkingdoesntlikehisspeechcomputergivinghimanAmericanaccent.
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:OK.Nowyouhaveunderstoodthedetailedinformation.Pleasepickoutthephrasesorthesentencesthatyoudon’tunderstand.Firsthaveadiscussionwithyourpartnerandexchangeyourdifferentpoints.ThenI’llexplainsomelanguagepointstoyou.
(Teachergoesamongthestudentsantcollectsthedifficultpointsthatthestudentscan’tunderstandafterthediscussion.)
T:Now,letslookatthescreen.I’llexplainsomelanguagepointstoyou.
(Showthescreen.)
Usefulexpressions:
1.workon+n./pron./v.-ing
e.g.Heisworkingonareportoftheexperiment.
Heisworkingoninventinganewmachineforofficework.
2.goby:pass
e.g.Timewentbyslowly.
Andsothemonthsandyearswentby.
3.be/getengaged(tosb.):beboundbyapromisetomarry
e.g..Tomis/getsengagedtoMary.
TomandMaryare/getengaged.
4.goonwithsth..:continuewithsth.
e.g.Goonwithyourwork..
Youmaygoonwithyourdiscussion.
5.dreamof:imagine
e.g.IhavealwaysdreamedofatriptoEngland.
Hedreamedofbecomingapilotwhenhewasinthemiddleschool.
6.turnout:prove(tobe)
e.g.Everythingturnedoutsatisfactory.
Itlookedlikerainthismorning,butithasturnedouttobeafineday.
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
e.g.Thereisnopointindoingso.
Thereisnotmuchpointincomplaining;theynevertakeanynotice.
(Bb:workon,goby,be/getengaged(tosb.),goonwithsth.,dreamof,turnout,Thereisnopoint(in)doingsth.)
StepⅣListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.
(Afterthat,teacherasksthestudentstodoEx.1inPost-reading)
T:OK.NowlookatEx.1inPost-reading.Choosethebestanswerforeachofthequestions.Ifyouhavesomedifficulty,youmaydiscussitwithyourpartner.Afterawhile,Illasksomeofyoutodoit.
(Thestudentsbegintopreparethisexercise.Afterawhile,teacherbeginstocollecttheanswers.)
Suggestedanswers:
1.C2.B3.B
StepVDiscussion
T:OK.Letshaveadiscussion.Workinpairsoringroupsoffour.Discusshowtosolvetheproblemsinthescientificmethod.
(Showthefollowingonthescreen.)
Howwouldyouusethescientificmethodtosolvethefollowingproblems?
l.Howcanwegrowriceinareaswherethereislittlewater?
2.HowcanImakemybikegofaster?
3.Whatwaslifelike5000yearsago?
4.HowcanIimprovemyEnglish?
5.Howdopeoplemakefriends?
(Givethestudentsfourminutestodiscussthosequestions.Teachermaygoamongthestudentsandjointhem.Fourminuteslater,asksomestudentstoreporttheirresultsofthediscussion.)
Suggestedanswers:
1.Wecandevelopanewkindofricewhichdoesntneedmuchwater.
2.Wecanfixanelectricenginetothebike.
3.Peoplelivedincaves,woreskinsofanimals,atewildfruitsandwildanimals.
4.YoucanimproveyourEnglishbylisteningmore,speakingmoreandpracticingmore.
5.Peoplecanmakefriendsbyattendingaparty,writinglettersorchattingontheInternet.
StepVISummaryandHomework
T:Inthisclass,wevereadapassageaboutafamousscientist—StephenHawking.We’veknownthatHawkingisadisabledpersonwithastrongwill.WeshouldlearnfromhimWe’vealsolearnedsomewordsandphrasesinthetext.Afterclass,youshouldlearnallofthembyheartandtrytousethemfreelyandcorrectly.Readthetextagainandagaintillyoucanreaditfluentlyandrecitesomeimportantsentences.Whatsmore,dontforgettopreview“WordstudyandGrammar”inthenextperiod.Well,thatsallfortoday.Classisover.
StepⅦTheDesignoftheWritingontheBlackboard
Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workonbe/getengaged(tosb.)
gobygoonwithsth.
dreamofturnout
Sentencepattern:
Thereisnopoint(in)doingsth.
StepⅧRecordafterTeaching
