高中英語(yǔ)必修二教案

高二英語(yǔ)上冊(cè)Units1-8同步優(yōu)質(zhì)教案。

Unit1Makingadifference

TeachingGoals:
1.TalkaboutscienceandScientists
2.LearnmoreabouttheInfinitive
3.Practisedescribingpeopleanddebating
TeachingTime:6periods

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:
Inspiration,perspiration,undertake,analysis,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudents’listeningabilitybylisteningpractice.
2.Trainthestudents’speakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.Howtohelpstudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudents’interestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.amultimedia2.ataperecorder3.theblackboard

TeachingProcedures:
StepIWarmingup
1.T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowlookatthepicturesonpage1,tellmewhatarethesescientistsfamousfor?
(Bb)ScientistsContributions
MariaCurieRadium/Polonium
AlbertEinsteinTheTheoryofRelativity
…
2.T:Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussioninpairsorgroupsoffour.Thenreporttheresultsofyourdiscussion.
(Itisthewayheuseshistoolsthatmakesasuccessfulscientist.
Asuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
Asuccessfulscientistmustbeconfident,curiousandcareful.ButwhatIliketoknowiswhatmadehim/herinterestedinscience…)
T:Nowlookatthequotesonpage1.doyouknowwhattheymean?Anddoyouagree?
天才就是百分之九十九的汗水加上百分之一的靈感。
想象力比知識(shí)更重要。
生活中沒(méi)有什么可怕的東西，只有需要理解的東西。
分析明顯存在的事物需要非凡的頭腦。
你不可能把一切教給一個(gè)人，你只能幫助他在他自己的認(rèn)知范圍內(nèi)去發(fā)現(xiàn)和了解事物。
T:Doyouknowanyotherquotesaboutscienceandthinking?
Wisdomisonlyfoundintruth.--JohannWolfgangvonGoethe.
Knowledgeispower.–FrancisBacon.
StepIIListening
T:OK.NowletsdosomelisteningpracticeonP2.Wearegoingtolistentothedescriptionsofsomefamousscientists.Readtherequirementsbyyourselvesquickly.Listentothetapeforthefirsttimetogetageneralidea,andthentrytofinishtheexx.
StepIIISpeaking
T:Nowlet’slookatthespeakingpartonP2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,egbiology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardtodebate.Youcanusetheexpressions.
StepIVLanguagepoints(computer)
1．Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious．
分析明顯存在的事物需要非凡的頭腦。
(1)undertake(undertook，undertaken)
vt．承擔(dān)(工作，責(zé)任等)，承辦+名詞
例：Heundertookthedifficulttaskwillingly．
他欣然承擔(dān)那項(xiàng)困難的工作。
1willundertaketheresponsibilityforyou．
我會(huì)為你負(fù)起責(zé)任。
vt.著手，進(jìn)行，企圖+名詞
例：Heundertookanewexperiment．
他著手一項(xiàng)新的實(shí)驗(yàn)。
(2)analysis復(fù)數(shù)形式analyses．
Achemicalanalysis化學(xué)分析
Wemadeacarefulanalysisoftheproblem．
我們仔細(xì)分析了那個(gè)問(wèn)題。
(3)obviousadj.(moreobvious，mostobvious)
明顯的，明白的，顯而易見(jiàn)的
obviouslyadv．
例：Hetoldheranobviouslie．
他對(duì)她扯了一個(gè)明顯的謊言。
Itisobviousthat…．…是顯然的。
例：Itisquiteobviousthathedidntdoithimself．
顯然他沒(méi)有親自去做。
Itseemedobviousthathesufferedfromabadcold．
顯然他得了重感冒。
2．Thereisnodoubtthat．毫無(wú)疑問(wèn)．．
例：Thereisnodoubtthatourteamwillwin．
我隊(duì)獲勝是毫無(wú)疑問(wèn)的。
Idontdoubtthatwewillwinthegame．(否定句用that)
我不懷疑我們將會(huì)贏得這場(chǎng)比賽。
Doyoudoubtthathehaspassedthefinalexamination?(疑問(wèn)句用that)
你懷疑他已通過(guò)期末考試了嗎?
Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)
我懷疑他是否是擔(dān)任那項(xiàng)工作的最適當(dāng)人選。
Homework
Previewthereadingmaterial.
Reviewthewordsandexpressionsinthisperiod.
StepVTheDesignoftheWritingontheBb
Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MadameCurieRadium/Polonium
EdisonThelightbulb
EinsteinTheTheoryofRelativity
…
Recordafterteaching:

TheSecondThirdPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudents’readingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.
Theredidn’tseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard

TeachingProcedures:
StepILead-inandPre-reading
T:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?
(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
Answers:1Becausehewantedajob.
2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepIIReading
T:Welldone.Nowreadthepassageonceascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Youmaydiscusstheminpairsifnecessary.
WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
1.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurabledisease?
2.WhatdidHawkingwritein1988?
3.WhatdidHawkingexplaininthebook?
4.AccordingtoHawking,howdopeoplemisunderstandscience?
5.Whatarethebasicstepsofthescientificmethod?
6.WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?
StepIIIlanguagepoints
TheredidntseemmuchpointinworkingonmyPhD—Ididntexpectosurvivethatlong
取得博士學(xué)位對(duì)我來(lái)說(shuō)沒(méi)有什么意義，我沒(méi)有期望活那么久。
PhD(DoctorofPhilosophy)指“博士學(xué)位”
Thereisnopointindoingsth．表示“做某事沒(méi)有作用或沒(méi)有意義”。
例：Thereisnopointinarguingfurther．
繼續(xù)爭(zhēng)執(zhí)下去沒(méi)有意義了。
Thereisnopointinprotesting．Itwon’thelpmuch．
抗議沒(méi)有什么用處，于事無(wú)補(bǔ)。
that在此處為副詞，意為“那么”，可以修飾形容詞。this也有此用法。
例：Ididntexpecthewasthatrude．
我沒(méi)料到他會(huì)那么粗魯。
Ihaveneverbeenoutthislatebefore．
我從未在外面呆到這么晚過(guò)。
Pleasecutmyhairaboutthismuch．
請(qǐng)把我的頭發(fā)剪掉這么長(zhǎng)。
4．YettwoyearshadgonebyandIwasnotthatmuchworse．
但兩年過(guò)去了，我的情況卻沒(méi)那么糟糕。
Goby意思是“(時(shí)間)過(guò)去”。
例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．
時(shí)間過(guò)得真快，轉(zhuǎn)眼我們已經(jīng)要結(jié)束暑假了。
Thirtyyearswentbyandherhairwasbeginningtoturngray．
三十年過(guò)去了，她的頭發(fā)開(kāi)始變白了。
5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．
事實(shí)上，事情發(fā)展得還挺順利。我和一位非常好的女孩簡(jiǎn)懷爾得訂婚了。
get／beengagedtosb．“與某人訂婚”
例：Didyouheartheyhavegotengagedlastmonth?
你有沒(méi)有聽(tīng)說(shuō)他們上個(gè)月訂婚的消息?
TomgotengagedtoMary，whomhehadmetonthetrain．
湯姆和瑪麗訂婚了，他們?cè)诨疖嚿险J(rèn)識(shí)的。
Beengagedin(on)+n．／doingsth．從事(工作)的，忙于……的
例：Shewasengagedinprotectingwildbirds．
她從事保護(hù)野生鳥(niǎo)類的工作。
RightnowI’mengaged．
我現(xiàn)在正忙著。
beengaged(電話等)通話中的，占線中的，相當(dāng)于美國(guó)英語(yǔ)的busy．
例：Theline／numberisengaged。線路被占用。
engagementn．訂婚(to)
例：announceonesengagementto…宣布與…訂婚
breakoffonesengagement解除婚約，解約
engagementring訂婚戒指(戴在左手無(wú)名指上)
6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．
霍金寫到，從另一個(gè)方面說(shuō)，科學(xué)家知道他們的工作是永無(wú)止境的，即使是最完美的理論，也可能是錯(cuò)誤的。
Turnouttobe“結(jié)果是”“最后的情況是”+副／+形／+todo／+that．．
例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．
天氣預(yù)報(bào)說(shuō)今天下午有雨，其實(shí)今天天氣非常好。
Thelectureturnedouttobeverydull．
講座結(jié)果很無(wú)聊。
Everythingturnedoutwell．一切順?biāo)臁?br> Therumorturnedout(tobe)true．那謠言后來(lái)證明是真的。
Itturnedout(that)twotravelershadbeenkilled
后來(lái)證實(shí)(查明)有兩位旅客喪生。
turnoutvi.(為集會(huì)等)外出，去。
turnoutvt.．(可分開(kāi)用)關(guān)(熄滅)(煤氣，電燈油燈等)
turnoutvt.(可分開(kāi)用)生產(chǎn)(產(chǎn)品)，出產(chǎn)
例：Thefactorycanturnoutl000carsaday．
這家工廠一天能生產(chǎn)1000輛汽車。
7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．
每個(gè)人都有自己的專長(zhǎng)和興趣，只有發(fā)現(xiàn)自己的專長(zhǎng)，我們才能期望達(dá)到自己的目標(biāo)，真正與眾不同。
only修飾介詞短語(yǔ)或從句時(shí)，要求倒裝。
例：OnlyatthattimedidIrealizeitsimportance．
直到那時(shí)我才意識(shí)到它的重要性。
OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．
只有這樣你才能在英語(yǔ)學(xué)習(xí)上取得進(jìn)步。
Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．
只有當(dāng)你完成作業(yè)你才能出去踢球。
only修飾主語(yǔ)時(shí)，通常置于主語(yǔ)之前。
例：Onlyyouunderstandme．只有你了解我。
only修飾主語(yǔ)以外時(shí)，通常置于動(dòng)詞之前(有be動(dòng)詞、助動(dòng)詞時(shí)，則置于其后)
例：Sheonlyeatsvegetables．她只吃蔬菜。
Ionlylentyouthemoney．那筆錢我只是借給你(不是給你)。
Heonlyworkswhenhesgothomework．
他只在有家庭作業(yè)時(shí)才做功課。
Iveonlyseenhimonce．
我只見(jiàn)過(guò)他一次。
8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld．
想象一下這種情況：你二十一歲是世界最有名大學(xué)里的一個(gè)有希望的畢業(yè)生。
imagine+名詞
例：Canyouimaginelifewithoutelectricity?
你能想像沒(méi)有電的生活嗎?
Thegir1triedtoimaginethegentlemanasherfather．
這女孩試著把這位紳土想像成自己的父親。
imagine+doing想像做”
例：Ididntimaginebecomingawriterinmychildhood．
在孩提時(shí)代，我并未想像成為一名作家。
imagine+名(人)+doing想像(某人)做…
例：Icantimaginehermarryinghim．
我無(wú)法想像她和他結(jié)婚。
imagine+(that)…／wh—想像…；想…，推測(cè)(不可用進(jìn)行時(shí))
例：Imagineyouareabird．
想像你是一只鳥(niǎo)。
Canyouimaginehowmuch1wassurprisedtoseeit?
你能想像我看見(jiàn)它后感到多么驚訝嗎?
Iimagine(that)Ihavemetyousomewherebefore．
我想以前曾在哪里見(jiàn)過(guò)你。
Canyouimaginewhatheisdoing?
你能猜測(cè)他在做什么嗎?
(Just)imagine(it)!想想看!
Imagination(名)imaginative(形)
promising(形)有希望的，有前途的，前途光明的
例：apromisingactress有前途的女演員
9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．
從那時(shí)起，霍金就繼續(xù)尋求關(guān)于宇宙特征的問(wèn)題的答案。
seek+(forafter)+名詞搜尋，尋找；尋求，探求；追求
例：Theysoughtshelterfromtherain．
他們找尋避雨的地方。
Hefounditworthlesstoseekfame．
他發(fā)現(xiàn)追求名聲是不值得的。
Wemustseek(for)asolutiontotheproblem
我們必須尋求解決問(wèn)題的方法。
seek+名征求，請(qǐng)求，
Hesoughthisdoctorsadvice．
他向醫(yī)生請(qǐng)教(征求醫(yī)生的意見(jiàn))。Jab88.CoM

StepIVListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.
Homework
T:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetextfluentlyandrecitesomeimportantsentences.
TheDesignoftheWritingontheBb
Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workon+n./pron./doing,
goby:pass,
be/getengaged(tosb.):beboundbyapromisetomarry,
goonwithsth:continuewithsth,
dreamof:imagine,
turnout:prove(tobe),
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
Recordafterteaching:

TheFourthPeriod
TeachingAims:
Reviewthewordslearntinthelasttwoperiods.
LearnhowtoexplainthewordsinEnglish.
LearnandmastertheusagesoftheInfinitive.
TeachingImportantPoints:
MastertheusagesoftheInfinitive.
TeachingDifficultPoints:
1.HowtohelpthestudentslearntoexplainwordsinEnglish.
2.HowtohelpthestudentsmastertheusagesoftheInfinitive.
TeachingMethods:
1.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbeore.
2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheInfinitive.
3.Individualworkorpairworktomakeeverystudentworkinclass.
TeachingAids:theblackboard
TeachingProcedures:
StepIRevision
Haveadictationofsomewordsandexpressions..
StepIIWordStudy
T:Nowlet’sdoanextoseehowtoexplainsomewordsinEnglish,accordingtothemeaningsofthesentences.PleaseturntoP5.Let’sdotheexinWordStudy.Choosetheclosestmeaningtotheunderlinedwordineachsentence.Firstwe’lllearnanewphrase:useup.Doitbyyourselfandyoucandiscussinpairs.
StepIIIGrammar（詳解見(jiàn)后）
Bb:1.HehopedtovisitChinaagain.
2.Ittookalotoftimetofinishthereport.
3.Pleasegivetheboysthtoplaywith.
4.Hewenthometoseehissickmother.
5.Herwishistobecomeapopsinger.
T:Tellmethefunctionoftheunderlinedpartineachsentence.
S:No.1isusedastheobject.
S:No.2isusedasthesubject.Itismoreusualtouseformalsubject“it”andtheinfinitivephraseisusuallyplacedattheendofthesentence,thatis“itis…todosth.”.
S:No.3isusedastheattribute.
S:No.4isusedastheadverbialforpurpose.
S:No.5isusedasthepredicative.
T:Nowlet’sdoanexonthescreen.Grouptheinfinitivesaccordingtohowtheyareused.
1.Somethingsneed(1)tobebelieved(2)tobeseen.
2.Thedoctortoldhimthathemaynothavemorethantwelvemonths(3)tolive.
3.(4)Inordertogetmarried,Ineededajob,and(5)inordertogetajob,IneededaPhD.
4.Readerswerepleasedandsurprised(6)tofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.
5.Hetraveledaroundtheworld(7)togivelectures.
6.Whatdoesitmean(8)tobeascientist?
7.PeoplewholistentoHawking’slecturessometimesfinditdifficult(9)tounderstandhim.
8.(10)Toexplainwhattheyhaveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.
S:Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
StepIVPractice
T:Nowlet’sdosomeexercisesonP6,Ex2andEx3.Rewritethesentenceswith“tobedone”or“tohavebeendone”.
Hewantedthenursestotakecareofthepatient.
—Hewantedthepatienttobetakencareof.
Because“thepatient”isthelogicalobjectof“takecareof”,thepassiveinfinitiveshouldbeusedinthesecondsentence.
Thecarwasreportedtohavebeenstolen.
ButwhentheactionexpressedbytheInfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
Homework
FinishalltheexxinGrammar.PreviewthecontentinIntegratingskills.
TheDesignoftheWritingontheBb
Unit1Makingadifference
TheThirdPeriod
Phrase:useup
Grammar:theInfinitive
1.HehopedtovisitChinaagain.
2.Ittookalotoftimetofinishthereport.
3.Pleasegivetheboysthtoplaywith.
4.Hewenthometoseehissickmother.
5.Herwishistobecomeapopsinger.
6.Hewantedthenursestotakecareofthepatient.
7.Hewantedthepatienttobetakencareof.
Recordafterteaching:

TheFifthPeriod
TeachingAims:
1.Revisethelanguagepointsandgrammar—theInfinitive.
2.Learnandmasterthefollowingphrases:
takealookat,whatif,theotherwayaround
3.Dosomereadingandwritingpracticetoimprovethestudents’integratingskills.
4.Learnhowtowriteadescriptiveparagraph.
TeachingImportantPoints:
1.Improvethestudents’integratingskills.
2.Helpthestudentswriteadescriptiveparagraph.
TeachingDifficultPoints:
1.Howtohelpthestudentsunderstandthepassagebetter.
2.Howtohelpthestudentslearntowriteadescriptiveparagraph.
TeachingMethods:
1.Doingexxtorevisewhatwe’velearntbefore.
2.Asking-and-answeringactivitytogothroughthereadingmaterial.
3.Discussiontohelpthestudentsunderstandthepassagebetter.
4.Individual,pairorgroupworktomakeeverystudentwork.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard
TeachingProcedures:
StepIRevision
T:Weknowthattheinfinitivecanbeusedasthesubject,object,adverbialandsoon.Nowlet’sdosomeexxtoseeifyouhavemasteredthemwellenough.Lookatthescreen.
1.(1)Tolearnabouttheuniverse,youneed(2)tohaveatelescope(3)toobservethestarswith.
2.Ittakestime(4)toknowaman.
3.Pleaseremember(5)tobringmeabook.
4.I’vegotalotofwork(6)todo.
5.(7)Inordertocatchthefirstbus,shegotupearly.
6.Itisimportantforus(8)tolearnEnglish.
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T:Let’sdoanotherex.Fillintheblanks,usingtheInfinitive.
1.ThegoalofStephenHawking’sresearchistoandtoishisbiggestdream.
2.Thedoctorthoughtheonlyhadthreemoreyearsto,whichturnedout.
3.Wetookataxito.Wehurriedthere,onlyto.Wewereunhappyto.
4.Hestudiedhardto.
5.Lunchisready.Let’sstopto.
T:Nowlet’srevisetheusefulexpressions.Doanextoseewhetheryouhavemasteredthemwell.
1.Heonedaybecomingafamousviolinist.
2.TomAnn.
3.Twoweeksslowly.
4.Hissuggestiontobeagoodone.
5.Hehisink.
6.Ifwedon’tfinishpaintingtheroomtoday,wecanittomorrow.
7.Heanovel.
StepIIReading
T:Thereweremanyscientistsintheworldinthepast,whosediscoveriesandinventionscanhelpusunderstandtheworldbetter.Canyousayoutthenamesofsomescientistsandtheirdiscoveries?
……
T:Doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?Thepassagetellsuswhatmakesthescientistsmadetheirdiscoveries.TurntoP7.Readthepassagequicklyandthenanswersomequestionsonthescreen.
1.What’sthecharacteristicofGalileoGalilei?
2.WhycouldStephenHawkingmakecontributionstosciencework?
3.Whatcanbedescribedastheabilitytouseknowledge?
4.What’sthemostimportantthingifwewanttomakeadifference?
5.Howcanwehopetoreachourgoalsandtrulymakeadifference?
T:I’llexplainsomeexpressionsandsentencestructures.
1.takealookat
2.whatif
3.theotherwayround
4.…itwasonlylaterthattheworldrecognizedhisgreatness.
5.…onlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference.
StepIIIListeningandDiscussion
T:Listentothetapetwice.Thendiscussthequestionsinpairsorgroups.
1.Ofallthecharacteristicsmentionedinthepassage,whichdoyouthinkisthemostimportant?Why?
2.WhatdogreatscientistslikeStephenHawking,GalileoGalileiandZhangHenghaveincommon?Findoutmoreaboutthemandhowtheyworkandthink:Whatisthescientificspirit?Howdoscientistssolveproblems?Howdoscientistsmakeadifference?Whatcanwelearnfromgreatscientists?
Usethequestionsbelowtogetstarted.
Whatisthescientificspirit?
Howdoscientistssolveproblems?
Howdoscientistsmakeadifference?
Whatcanwelearnfromgreatscientists?
StepIVWriting
T:Whoisyourfavouritescientists?Writeaparagraph.Beforewriting,thinkaboutwhatyouwanttowriteandwhatthereadersneedtoknow.Howcanyoubestdescribehimorher?Whatisthemostimportantorinterestingfactaboutthescientist?Whydoyoulikehimorher?Listanoutlineofthepassage.Thenwritesomeusefulsentencestohelpthem.
StepVHomework
Gooveralltheimportantpointslearntinthisunitandfinishyourwriting.
StepVITheDesignoftheWritingontheBb
Unit1Makingadifference
TheFifthPeriod
Agoodscientistsmustbecuriousandcareful.
Greatscientistsusetheircreativityandimaginationtocomeupwithnewideas.
Scientistsmustalsobeintelligentandpatient.
Theexperimentprovedthathertheorywascorrect.
Otherscientistsweresurprisedbyherdiscoveryandcalleditasuccess.
Sheusedamodeltosolvetheproblem.
Recordafterteaching:

Unit2Newsmedia
TeachingGoals:
1.Talkaboutnewsandthemedia
2.Practiseexpressingopinions
3.LearnaboutthePastParticiple(1):usedasAttributeandPredicative
TeachingTime:7periods

Period1WarmingupListening
TeachingAims:
1.Talkaboutnewsandthemedia
2.Trainthestudentslisteningabilitybylisteningandansweringsomerelativequestions.
3.Masterthefollowingwords:reliable,elect,goup,burndown,injure…
TeachingImportantPoints:
Mastertheusefulwordsandexpressionsinthisperiod
TrainingtheSs’listeningandspeakingability
TeachingDifficultPoints:
HowtohelpSsunderstandthelisteningmaterialexactly
Howtohelpimprovetheirspeakingability
TeachingMethods:
ListeningandansweringactivitytohelptheSsgothroughthelisteningmaterial
Individual,pairorgroupworktomaketheSsfinishthespeakingtask
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1:GreetandLead-in
Greetthewholeclass.
Leadinthenewunitbyasking:theOlympicGamesaregoingon,howcanweknowthedetailsofthegames?Forexample,howmanygoldenmedalshavewegot?(Byreadingnewspapersandmagazines,watchingTV,listeningtotheradio,alsobyawebsite.)InEnglishwecallitnewsmedia.
Step2:Warmingup
Pleaseopenthebookatpage9.Lookatthepicturesanddiscussthefollowingquestionsinpairs:
Whichofthenewsmediaaboveisthemostreliable?Why?
Howarethemediaabovedifferentfromeachother?
Howdoyouknowwhetherwhatyouhear,seeandreadistrue?
Doyouknowhowanewspaperismade?
Step3:Listening(SBpage10)
T:Nowlet’scometothelistening.Wearegoingtolistentotwopartsofconversations.Thefirstpartisaninterview;thesecondpartisadialogue.Listencarefullytowhatissaidineachpart.I’llplaythetapetwice.(afterlistening)PleaseworkinpairstotalkaboutthequestionsinExercises2,3,4.(Checktheanswerwiththewholeclass)
Step4KeyWords
Whichofthenewsmediaaboveisthemostreliable?
reliableadj.可信賴的;可依靠的；確定的
Theyarereliablefriends.他們是可信賴的朋友。
Isthesourceoftheinformationreliable?那個(gè)消息的來(lái)源可靠嗎？
[鏈接]reliablyadv.可靠地；確實(shí)地reliabilityn.可靠性；可信賴性
2.Themanwasfired.那個(gè)人被解雇了。
fire的動(dòng)詞用法
(1)解雇，開(kāi)除
Thecompanyfiredhimfornotcomingtoworkontime.
那個(gè)公司因他不按時(shí)上班解雇了他。
(2)發(fā)射
Hefiredhisgunatthebigsnake.他開(kāi)槍打那條大蛇。
(3)激發(fā)（人、感情等），使充滿熱情
Thestoryfiredhisimagination.這個(gè)故事激發(fā)了他的想象力。
3.Themanfaceddifficulties.
(1)facev.t.面臨（困難等），應(yīng)付，面對(duì)；（危險(xiǎn)、困難等）迫近
e.g.Wemustfaceourtroubleandbearit.
我們必須正視我們的困難并勇于承受。
[短語(yǔ)]
befacedwith面臨，面對(duì)faceupto面對(duì)；承擔(dān)
facethemusic接受（不愉快的后果或情況）
e.g.Iwasfacedwithanewproblem.
Shecouldn’tfaceuptothefactthatshewasnolongeryoung.
她無(wú)法面對(duì)自己不再年輕的現(xiàn)實(shí)。
Theboywascaughtcheatingintheexaminationandhadtofacethemusic.那個(gè)男孩被發(fā)現(xiàn)考試作弊，不得不接受懲罰。
(2)difficulty表示“難，困難”時(shí)用作不可數(shù)名詞，表示“難題，難事”時(shí)用作可數(shù)名詞。
e.g.ShelearnedtospeakEnglishwithoutdifficulty.
她毫無(wú)困難地學(xué)會(huì)了講英語(yǔ)。
Wewillfacemanydifficultiesinthefuture.將來(lái)我們要面臨許多難題。
4.Themanwasgenerous.
generousadj.慷慨的；大方的；寬容的；豁達(dá)的；豐富的，豐盛的
e.g.Heisgenerouswithhismoney.他出手大方。
Hegavemeagenerouslunch.他請(qǐng)我吃了一頓豐盛的午餐。
[鏈接]generousadv.慷慨地generosityn.慷慨大方
Homework:
Readthenewwords.
KeeptheLanguagePointsinmind.
GetreadingforSpeaking

Period2Listening(WBpage88)Speaking(SBpage10)
TeachingAims:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
TeachingImportantPoints:
Mastertheusefulwordsandexpressionsinthisperiod
TrainingtheSs’listeningandspeakingability
TeachingDifficultPoints:
Howtohelpimprovetheirlisteningability
Howtohelpimprovetheirspeakingability
TeachingMethods:
Listening-andansweringactivitytohelptheSsgothroughthelisteningmaterial
GroupworktomaketheSsfinishthespeakingtask
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclass.
Step2Listening(WBpage88)
Nowlet’scometothelistening.Thechiefeditorofadailynewspaperishavingameetingwiththejournalists.Sheistellingthemwhatshewantsthemtodotoday.Listencarefullytowhatissaidinthetext.I’llplaythetapetwice.(Checktheanswerwiththewholeclass)
Step3Speaking(SBpage10)
Nowit’stimeforustobeaeditorofanewspaper.Hereisalistoftenthingsthathappenedtoday(onthescreen)Youonlyneedtoreportfiveofthem.Workingroupstodiscuss.AndthenI’llaskyoutoactoutyourdialogue.Youcanusetheusefulexpressionsinyourbook..(walkaroundandgivethemhelpifnecessary).
Step4KeyWordsandExpressions:
Belowisalistoftenthingsthathappenedtoday.以下列出了今天發(fā)生的十件事。本句為倒裝句，正常語(yǔ)序應(yīng)為：Alistoftenthingsthathappenedtodayisbelow.below看作副詞，表示方位，當(dāng)表示方位的狀語(yǔ)或表語(yǔ)位于句首時(shí)，句子采用全部倒裝的結(jié)構(gòu)，即把謂語(yǔ)動(dòng)詞的所有組成部分都移到主語(yǔ)之前。這類作狀語(yǔ)或表語(yǔ)的詞常見(jiàn)的有：away,down,in,off,out,over,up,above,below,here,there及介詞短語(yǔ)與分詞。
Hereisaseatforyou.這兒有你的一個(gè)座位。
Theregoesthebell!鈴響了。
Writtenontheblackboardarethenamesofthosewhowerelateyesterday.
黑板上寫著昨天遲到的人的名字。
Franceelectedanewpresident.
electv.t.選舉，推選
e.g.Theyelectedapresident./TheyelectedhimasPresident.
他們選舉了總統(tǒng)。/他們選舉他為總統(tǒng)。
注意：若選舉某人擔(dān)任某職位，且該職位只有一個(gè)時(shí)，通常不用冠詞。
e.g.Ourclassmateselectedhimas/tobe/our/asourmonitor.
Theyelectedtheoldmantobechairmanoftheclub.
他們推選那位老人為俱樂(lè)部主席。
[辨析]elect,pickout,choose
elect是指通過(guò)正式手續(xù)的選舉。
e.g.RooseveltwaselectedfourtimestothepresidencyoftheU.S.A.
羅斯福四次當(dāng)選為美國(guó)總統(tǒng)。
choose通常指在所提供的對(duì)象中，憑個(gè)人的判斷力進(jìn)行選擇。
e.g.Wehadtochoosebetweenleavingearlyandpayingforataxi.
我們不得不在早點(diǎn)動(dòng)身和雇計(jì)程車中間作出選擇。
Therearetentochoosefrom.
pickout比較通俗，指按個(gè)人喜好或希望進(jìn)行挑選，多用于有行的東西。
e.g.Shepickedoutascarftowearwiththedress.
她挑選了一條圍巾以配上她穿的衣服。
Foodpricesaregoingup.食品價(jià)格在上漲。
goup上升，增長(zhǎng)，提高
e.g.Thetemperaturehasgoneup.
Theliftwentuptothefourthfloor.電梯升到了四樓。
Ahouseinyourcityburntdown.Nobodywasinjured.
你們鎮(zhèn)上一座房子被燒毀。無(wú)人員傷亡。
burndown燒毀；使燒毀；（由于燃料燒盡）火力減弱
Thesehouseswereburntdowntotheground.這些房子被燒毀。
Thefireisburningdown,getsomemorecoalplease.
[比較]burnup燒盡，燒光；（火，爐等）燒起來(lái)，旺起來(lái)
e.g.Putsomewoodonthefireandmakeitburnup.
(2)injurev.t.使受傷；損害，傷害（感情）
e.g.Theboyinjuredhisleg.
Intheaccidenthisbackwasseriouslyinjured.
[辨析]injure,wound,hurt,harm的區(qū)別：
injure傷害，損害（感情），損害（名譽(yù)）。普通用詞，常指各種性質(zhì)的身體上或精神上的傷害。多指事故中人或物的損傷，包括容貌、生理、身體等。
e.g.Inthetrafficaccident,twowerekilledandthreegetinjured.
在交通事故中，兩人遇難，三人受傷。
Hewassoinjuredinhispridethathestayedathomealldaywithoutmeetinganyone.他的自尊受到了如此的傷害以至于他成天待在家里，不見(jiàn)外人。
wound使受傷，傷害，損害，主要指外界暴力或用武器造成身體上較重的傷害，像刀傷、槍傷、刺傷等。多指戰(zhàn)場(chǎng)上受傷，還可以指精神上的創(chuàng)傷。
e.g.Thesoldierwasbadlywoundedinthehead.這個(gè)士兵頭部受了重傷。
Thebulletwoundedhisarm.子彈打傷了他的胳膊。
hurt傷害（感情）。普通用詞，沒(méi)有injure正式，常用于口語(yǔ)。多用于有生命的東西，常指肉體上的傷害，也可以指精神上的痛苦或感情上的傷害。作不及物動(dòng)詞，表“疼痛”。
e.g.Luckilynoonewasseriouslyhurtinthecaraccident.
Thegirlfelloffherbike,andoneofherlegshurt.
harm常用于口語(yǔ)，表示肉體或精神上的傷害均可以，有時(shí)可引起不安，不便。
e.g.Therewasafireinourstreet,butnoonewasharmed.
Gettingupearlywon’tharmyou!早起對(duì)你沒(méi)有害處。
Homework:
Readthenewwords.
Keepthelanguagepointsaboveinmind
Getreadyforreading.

Period3-4Pre-reading/Reading/Post-reading

TeachingAims:
1.Trainthestudentsreadingability,especiallytheskillsofsummarizingandscanning.
2.Studyandhaveagoodgraspofsomekeywordsandphrases.
TeachingImportantPoints:
wordsandphrases:morethan,relateto,foronce,beaddictedto,onallsides,inform,experienced,switch,etc.
Understandthepassageexactly.
TeachingDifficultPoints:
HowtohelptheSslearnmoreaboutreportersandnewspapers.
TeachingMethods:
1.Fastreadingtogetthegeneralideaofthetext.
2.Carefulreadingtofurtherunderstandthetext.
3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2Reading
Wehavetalkedalotaboutnewsmedia.Todaywearegoingtoreadapassageaboutreportersandnewspapers.Scanthetext,trytogetthegeneralideaofthetext.andfinishpre-reading.(1and6)
Nowpleasereadthetextagaincarefully,andfindtheanswerstothequestionsonthescreen.
1.Donewspapersandothermediasimplyrecordwhathappens?
2.Whowereaskedtobeinterviewed?Andwhy?
Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?Why?
4.Andwhatistheperson’sjob?
5.Isinterviewingsomeoneeasy?Whatmustareporterknow?
6.Whenaninterviewisfinished,whatshouldthereporterdo?
7.Whichofthearticlesthattheyhavewrittendotheylikebest?Why?
8.Whatcouldtheywriteaboutiftheycouldwriteanyarticle?Why?
9.Whatisthebasictaskforareporter?
10.WhatresultcanTVprogrammesandprintedarticlesbringtous?
(checktheanswers)
Step3LanguagePoints:
Newspapersandothermediadomorethansimplyrecordwhathappens.報(bào)紙和其他媒介并不僅僅記錄已發(fā)生的事情。
(1)該句中的do是助動(dòng)詞，起強(qiáng)調(diào)作用，用以加強(qiáng)說(shuō)話者的語(yǔ)氣。
e.g.DoremembertoremindmetoreturnthebookIborrowedfromyou.
(2)morethan不僅僅；極為，非常；多于；難以；不能
e.g.She’smorethanateachertous.
Theboymorethansmiledbutlaughed.
這男孩不僅是微笑，而是放聲大笑了。
Wearemorethanpleasedwiththeresults.我們對(duì)結(jié)果極為滿意。
Hehasmorethan300pictures.
Thisroomisthreetimelargerthanthatone.
這個(gè)房間比那個(gè)房間大兩倍。
Experiencededitorsandreportersmakeinformeddecisionsaboutwhateventstoreportandhowtoreportthem.經(jīng)驗(yàn)豐富的編輯和記者對(duì)于該報(bào)道什么事件以及如何報(bào)道作出明智的決定。
句中的experienced(富有經(jīng)驗(yàn)的)和informed(見(jiàn)識(shí)廣的，有知識(shí)的)都是動(dòng)詞的過(guò)去分詞作定詞，修飾動(dòng)詞。單個(gè)的過(guò)去分詞作定語(yǔ)時(shí)，通常放在它所修飾的名詞前面。
e.g.afallentree一棵倒下的樹(shù)abrokenchair一把破椅子
(2)informedadj.明智的，有知識(shí)的，了解情況的
e.g.Heisawell-informedman.他是個(gè)消息靈通的人。
inform的用法:
informsb.ofsth.告知某人某事informsb.that/wh-…告知某人
informsb.＋疑問(wèn)詞＋不定式
e.g.Thesingerinformedusoftheirarrival.
歌手們把他們到來(lái)的消息告訴了我們。
Thenurseinformedmethatvisitinghourswereover.
護(hù)士告訴我探病時(shí)間已經(jīng)結(jié)束了。
Whoinformedyouwhentostart?是誰(shuí)告訴你們出發(fā)時(shí)間的？
Theyalsomakesurethatreaderscanrelatetothestories.他們還要確保報(bào)道的內(nèi)容與讀者的生活密切相關(guān)。
relatev.i.v.t（和～）相關(guān)；涉及；把～與～關(guān)聯(lián)起來(lái)
e.g.Itisdifficulttorelatethetwocases.很難把兩個(gè)案子聯(lián)系起來(lái)。
Weshouldlearntorelatetheresultstothecauses.
我們應(yīng)該學(xué)會(huì)把結(jié)果與原因聯(lián)系起來(lái)看問(wèn)題。
Lightindustryiscloselyrelatedtothepeople’slife.
輕工業(yè)與人們的生活有密切的關(guān)系。
Thetworeportersagreedtoswitchrolesforonceandbetheintervieweesratherthantheinterviewersinordertoletusknowabouttheirworkandhowthenewswereadinmade.兩位記者同意交換角色，作一次受訪者而不是采訪者，讓我們了解他們的工作，了解我們讀到的新聞是怎樣制作和編寫出來(lái)的。
(1)switchv.轉(zhuǎn)換，改變
e.g.Heisalwaysswitchingjobs.他總變換工作。
Heswitchedtherecordertothe“off”position.
他將錄音機(jī)擰到“關(guān)”的位置。
(2)foronce就這（那）一次
e.g.Foroncetheybroketherule.這一次，他們違規(guī)了。
Foronceourmanagercamelate.我們的經(jīng)理這次來(lái)晚了。
Hebeatmeforonce.他只有一次贏了我。
(3)ratherthan的特點(diǎn)是連接前后兩個(gè)平行結(jié)構(gòu)，即要求前后成分要一致。
e.g.Hedecidedtowritetoratherthan(to)phone.
他決定寫信而不打電話了。
I’dliketogothereinautumnratherthaninsummer.
我愿意秋天去那里而不愿意夏天去。
5.Aftertheinterview,thereportermustpresentthematerialinanorganizedwayandmakesurethatthearticlereflectseventsandopinionstruthfully.采訪后，記者一定要提交出組織嚴(yán)密的材料，并確保文章的真實(shí)反映事實(shí)和輿論。
(1)presentvt.呈現(xiàn)；描述；介紹；贈(zèng)送
e.g.Whenwillyoupresentyourreport?你什么時(shí)候提出報(bào)告？
Thegovernmentpresentedcarstothehospitals.
政府向醫(yī)院贈(zèng)送了一些車。
AllowmetopresentMr.Browntoyou.
請(qǐng)?jiān)试S我把布朗先生介紹給你。
reflectvt.反映；表現(xiàn)；反射；映出
e.g.Thisletterissuretoreflectourrealopinion.
這封信會(huì)反映出我們的真實(shí)意見(jiàn)。
Herfacewasreflectedinthemirror.她的臉映現(xiàn)在鏡子里。
Mirrorsreflectlight.鏡子能反射光線。

MyfavouritearticleistheoneIwroteabouttheeffortstobringstolenculturalrelicsbacktoChina.
我最喜歡的文章是我寫的一篇關(guān)于如何努力把被盜的文物帶回中國(guó)。
(1)本句中的one是代詞，用來(lái)指代article。one常用來(lái)代替前文提到的一種可數(shù)的事物。
e.g.Ihaven’tapen.Canyoulendmeone?
指代可數(shù)名詞復(fù)數(shù)用ones。
e.g.Onthedeskthereisaredpencilandtwoblackones.
(2)effortn.[U,C]努力；艱難的嘗試；努力的結(jié)果
e.g.Hediditwithouteffort.他毫不費(fèi)力地完成那件事
[短語(yǔ)]makeaneffort努力，盡力sparenoeffort不遺余力
Iwanttowriteaboutpeopleyouseldomreadabout,forexamplepeoplewhohaveAIDSorwhoareaddictedtodrugs.我想報(bào)道那些你們很少能了解的人，如艾滋病患者或者是染上毒癮的人。
(1)seldomadv.很少；不常；難得
[擴(kuò)展]表示否定意義的狀語(yǔ)位于句首時(shí)，句子通常采用倒裝句。
e.g.Seldomdoeshequarrelwithothers.
NeverdidIdreamofseeinghiminAmerica.
Neverbeforehavesomanypeoplecometoseehim.
Notasingleworddidshesay.
(2)be/get/becomeaddictedtosth./doingsth.對(duì)~成癮/成癖
e.g.Itdoesn’ttakelongtobecomeaddictedtothesedrugs.
服用這些毒品不要多長(zhǎng)時(shí)間就會(huì)上癮。
It’sapitythatherchildhasgotaddictedtosmoking.
真可憐，她的孩子抽煙上癮了。
Somechildrenareaddictedtocomputergames/TV.
(喻)一些孩子玩電腦游戲/看電視上了癮。
HeisaddictedtopracticingChineseGongfu.他醉心于練習(xí)中國(guó)功夫。
Weshouldn’tignorewhathappensevenifitisdifficultforpeopletoacceptsomestories.即使人們對(duì)一些現(xiàn)象很難接受，我們也不應(yīng)該無(wú)視眼前發(fā)生的事情。
(1)ignorev.t.不理睬；忽視
e.g.Youshouldn’tignoreyourfather’sadvice.你不該無(wú)視父親的忠告。
Itriedtotellherbutsheignoredme.我打算告訴她，可是她不理睬我。
(2)evenif/eventhough即使，盡管
e.g.Theyoungmandidn’tloseheartevenifhehadfailedmanytimesinfindingajob.這個(gè)年輕人沒(méi)有放棄，盡管他多次未能找到工作。
Themediacanoftenhelpsolveproblemsanddrawattentionstosituationswherehelpisneeded.媒介?？蓭椭鉀Q難題，使人們關(guān)注需要得到幫助的情況。
drawattentionto關(guān)注某事draw/attractone’sattention引起某人的注意
e.g.Thisarticlewilldrawattentiontofarmersandagriculture.
這篇文章獎(jiǎng)讓人關(guān)注農(nóng)民和農(nóng)業(yè)問(wèn)題。
Thefallenleavesdrew/attractedtheworker’sattention.
這些落葉引起了那個(gè)工人的注意。
9.Theresultisabetterunderstandingoftheworldonallsides,leadingtoafutureworldwherepeoplefromallcountriesarerespectedanddifferentviewsandopinionsaretolerated.結(jié)果會(huì)使人們更好地了解世界地各個(gè)方面，給人們帶來(lái)一個(gè)人人受到尊重，不同觀念得到包容地未來(lái)世界。
(1)onallsides(=oneveryside)在各方面，四面八方
e.g.Theyweretrappedwithenemiesonallsides.他們四面楚歌。
Theenemywereattackingonallsides.敵人從四面八方發(fā)起進(jìn)攻。
toleratev.t.容忍，忍受，允許
e.g.Ican’ttoleratethatloudmusic/thatkindofbehavior.
我無(wú)法忍受那么響的音樂(lè)/那種行徑。
Cheatingonexamscant’betolerated.考試作弊是不能容忍的。
10.Iwouldnotbelieveit,butImightcheckothersourcesandmaybechangemymind.
changeone’smind改變主意
e.g.Sincegettingtoknowhimbetter,Ihavechangedmymindabouthim.
更深入地了解以后，我改變了我對(duì)他地看法。
[相關(guān)短語(yǔ)]bear/keepinmind記住call/bringtomind使人想起outofone’smind精神錯(cuò)亂，發(fā)狂nevermind不要緊，沒(méi)關(guān)系havesth.inmind記得某事，想起某事
11.Famouspeopleareoftenaskedfortheiropinionsoncurrentaffairs.
名人經(jīng)常接受采訪、被問(wèn)及對(duì)時(shí)事地看法
currentaffairs當(dāng)前的事件；時(shí)事
affairs復(fù)數(shù)形式表示“重要事件，事務(wù)”（常用復(fù)數(shù)形式，且一般不與定冠詞連用）
e.g.TheministerdealswithimportantaffairsofState.
這位大臣處理重要的國(guó)務(wù)。
currentadj.此刻的，現(xiàn)時(shí)的，當(dāng)前的
e.g.currentfashions時(shí)裝currentevents時(shí)事
Step4Discussion
Nowyoumusthaveknownaboutreportersandnewspapersbetter.Solet’shaveadiscussion.Lookatthequestions3and4onpage12,andworkinpairstotalkaboutthem.ThenI’llasksomeofyoutoreport.(encourageSstoexpresstheirownopinion)
Homework:
Readthetext.
Trytorememberwhathavebeentaughtabove.
WorkBookp89-90
Recordafterteaching:

Period5LanguageStudyGrammar

TeachingAims:
1.ReviewthewordslearnedinReading.
2.GrammarStudy:ThePastParticipleusedasAttributeandPredicative
TeachingImportantPoints:
Howtoguessthemissingverbsandusethemcorrectlyaccordingtothegivensentences.
HelpSsmasterthePastParticipleasAttributeandPredicative.
TeachingDifficultPoints:
HowtousethePastParticiplecorrectly.
TeachingMethods:
PractisingtofinisheachtaskinWordStudyandGrammar.
TeachingAids:acomputer,arecorder,theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2checkhomework
Step3wordstudydoexercise1onpage13
Step4Grammar語(yǔ)法詳釋(computer)
ThePastParticipleusedasAttributeandPredicative過(guò)去分詞作定語(yǔ)和表語(yǔ)
過(guò)去分詞在句中可承擔(dān)形容詞和副詞在句中的作用，充當(dāng)定語(yǔ)和表語(yǔ)。
1．過(guò)去分詞作定語(yǔ)
(1)在句中的位置
單個(gè)的過(guò)去分詞作定語(yǔ)時(shí)，位于它所修飾的名詞或代詞前面；過(guò)去分詞短語(yǔ)作定語(yǔ)時(shí)，位于它所修飾的名詞或代詞后面。
abrokenheart一顆破碎的心alostdog喪家之犬
arisensun已升起的太陽(yáng)
anorganizedtrip有組織的旅行abrokenglass被打破的玻璃杯
atriporganizedbytheleague由共青團(tuán)組織的旅行
aglassbrokenbytheboy被這個(gè)男孩打破的玻璃杯
Theexcitedpeoplerushedoutofthebuilding.
Theyfoundadamagedcaratthegateofthepark.
所表示的時(shí)間
過(guò)去分詞作定語(yǔ)時(shí)，所表示的動(dòng)作或者在謂語(yǔ)所表示的動(dòng)作之前發(fā)生，或者沒(méi)有一定的時(shí)間性。
Theletterpostedyesterdaywillsoonreachhim.
他很快就能收到昨天寄出的信了。
Haveyoureadthebookswrittenbytheyoungwriter？
你讀過(guò)那位年輕作家寫的小說(shuō)嗎？
語(yǔ)法功能
過(guò)去分詞或過(guò)去分詞短語(yǔ)作定語(yǔ)時(shí)，其功能相當(dāng)于一個(gè)定語(yǔ)從句。
ThestolenbikebelongstoJack.被偷的自行車是杰克的。
ThebikewhichhadbeenstolenbelongstoJack.
ThelecturegivenbyProfessorZhangisaboutenvironmentprotection.
張教授所做的報(bào)告是關(guān)于環(huán)境保護(hù)的。
ThelecturewhichwasgivenbyProfessorZhangisabouttheenvironmentprotection.
2.過(guò)去分詞作表語(yǔ)
(1)過(guò)去分詞作表語(yǔ)時(shí)，多表示主語(yǔ)所處的狀態(tài)。
Thedoorremainedlocked.門仍然鎖著。
Shelookeddisappointed.她看上去挺失望。
Heseemedquitedelightedatthegoodnews.
聽(tīng)到這個(gè)好消息，他似乎很開(kāi)心。
(2)常見(jiàn)作表語(yǔ)的過(guò)去分詞有：upset,disappointed,drunk,amused,frightened,married,excited,experienced,interested,confused,pleased,puzzled,satisfied,tired,worried等。
(3)有些過(guò)去分詞作表語(yǔ)時(shí)，構(gòu)成的謂語(yǔ)很接近被動(dòng)結(jié)構(gòu)。
Everythingissettleddown.一切都解決了。
Thankheavens!Theboyissaved.謝天謝地，孩子得救了。
Thetownissurroundedonthreesidesbymountains.這座小鎮(zhèn)三面環(huán)山。
Doexercises1,2,3onpage14
Step5LanguagePoints:
1.Nineoutoftenwomenwhowereinterviewedabouttheproductsaidtheylikedit.
nineoutoften(=nineinten)十之八九，百分之九十
e.g.Nineoutoftenpeoplewillnotagreewithyou.
2.AndIlikethewaythefanslookuptothem.
lookupto尊敬，敬仰（反義：lookdownon輕視，看不起）
e.g.Theyoungshouldlookuptotheold.年輕人應(yīng)該尊敬老人。
3.Americanswillfallinlovewiththisgametoo.
fallinlovewith愛(ài)上（表示動(dòng)作，不延續(xù)）
e.g.Ifellinlovewithheratfirstsight.我對(duì)她一見(jiàn)鐘情。
Shefellinlovewiththehouseassoonasshesawit.
[比較]beinlove(with)相愛(ài)，喜歡（表示延續(xù)狀態(tài)）
e.g.Ifyou’rereallyinlovewithart,youdon’tmindhardwork.
Homework:
Trytorememberwhathavebeentaughtabove.
Doexercises4,5onpage13,andexercises1,2,3onpage91
Recordafterteaching:

Period6IntegratingSkills
TeachingAims:
1.Learnandmasterthefollowing:arm,disappoint,etc
2.Trainthestudentsintegratingskills.
3.Learnaboutthefivebasicelementsinanewsreport
TeachingImportantPoints:
Trainthestudentsintegratingskills.
TeachingDifficultPoints:
Howtoimprovethestudentsintegratingskills.
TeachingMethods:
Asking-and-answeringactivitytocheckSs’understandingofthetworeports.
TeachingAids:theBb

TeachingProcedures:
Step1Greetthewholeclassasusual.
Step2checkhomework
Step3Readingandspeaking
Nowpleasereadthetworeportsonpage15carefullyandcomparethem.Thendiscussthequestionsinpart1andpart2.(giveSSenoughtimetodoit,andletthemexpresstheirideasfreely.)
Fivebasicelementsinanewsreport:when,where,who,whatandwhy.
Step4LanguagePoints:
Braveandstrong,theactiviststalkedtoworkersoutsidethefactory…
braveandstrong是形容詞作狀語(yǔ)，形容詞或形容詞短語(yǔ)作狀語(yǔ)，通常說(shuō)明主語(yǔ)行為的原因、方式、伴隨狀況等。
e.g.Coldandhungry,hedecidedtostopandhavearest.（表原因）又冷又餓，他決定停下來(lái)休息一會(huì)兒。
Ripe,theorangestastesweet.（表方式）這些橘子熟了，味道甜美。
Thepeacefulmeetingendedwhenthecompanysentoutagroupofangrymenarmedwithstickstofightwiththecitizens.
armv.t.武裝，用武器裝備
e.g.Therobberwasarmed.那個(gè)強(qiáng)盜有武器。
Thesoldierswerearmedtoteeth.士兵們武裝到牙齒
I’msuretheywon’tfeeldisappointed.
disappointv.t.使失望disappointingadj.令人失望的disappointedadj.失望的
e.g.Thebookdisappointedme.這本書(shū)令我失望。
Thenewswasreallydisappointing.那個(gè)消息真令人感到失望。
Areyouverydisappointedaboutlosingthegame?
你是不是因?yàn)楸荣愝斄硕械胶苁?
Homework:
Trytorememberwhathavebeentaughtinthisperiod.
Reviewthisunit.
Recordafterteaching:

Unit3Artandarchitecture
TeachingGoals:
1.Talkaboutartandarchitecture
2.Practiseexpressingpreferences
3.LearnaboutthePastParticiple(2):usedasObjectComplement
TeachingTime:5periods

TheFirstPeriod
Step1.Greetingsandwarming-up
Greetthestudentsasusual.
AsktheSstotalkabouttheirhometownandtheirhouses.
Qs:whereareyoufrom,acityorasmalltown?
Canyoudescribethebuildingsinyourhometown?
Whatkindofbuildingsdoyoulivein,atraditionalhouseoranapartment?
Showstudentstwopictures,atallbuildingandatraditionalyard.
T:whatcanyouseeinthetwopictures?
Whatisthedifferencebetweenthem?
(WhentheSsdescribethepictures,remindthestudentstothinkaboutthedifferencesinthetwopictures.Thestudentsmayhavedifferentopinions.Encouragethemtothinkoutreasonsasmanyaspossible.Theymayhaveadiscussion.)
Suggestedanswers:

BlockofflatsTraditionalhouse
Modern.
Convenient.
Theroomsarebig.
Everyflathasatoiletandbathroom.
Notmuchcontactwiththeirneighbors.
Peopleoftenfeellonely.
Flatroof.
…
Old-style.
Theroomsaresmall.
Sometimesnotoiletorbathroom.
Lifeismuchmoreinteresting.Neighborsgetonwellwitheachother.Peoplecangrowflowersintheyard.
Theroofissloping.(why?)
…

Inwhichhousewouldyouprefertolive?Why?
S:Ilikelivingin….because….
Ipreferliving…
I’dratherlive…
Thestudentsshouldtellotherstheirreasonstosupporttheirchoices.Forexample,livinginthesmallhousemakesmefeelwarm.Ilikemakingfriendswithmyneighbors.Itlookslikeabigfamily.Encouragethemtoexpresstheirideasfreely.
T:Buildingsinthedifferentplacesaredifferent.Sowhatwordsandphrasesdoyouthinkwillbeusefulwhenyouwanttotalkaboutartandarchitecture?
Showthestudentssomedifferentkindsofhouses,askthemtodescribethem.
Collecttheiranswers.(appearance:high,low,great,Thepalaceswerelargeandbeautiful,andtheyoftenlookedlikesomethingoutofafairytale.；materials:brick,stone,steel,glass,wood…)
T:Ifyouwerefreetodesignyourowndreamhouse,whatwouldthathouselooklike?Whatmaterialswouldyouuse?Explainwhyyoumadecertainchoicesaboutyourdreamhouse?
Architect:onewhodesignstheconstructionofbuildingsorotherlargestructures.
Givethestudentsenoughtimetodiscussthequestion.Collecttheiranswers.
Step2Speaking
Booksopen,page18.Askthestudentstolistentothesampledialogueandfollowthetape.Studytheusefulexpressions.Remindthemtolearnthestructurehowtoexpresstheirpreferences.
Practice.Askthemtolookatthepicturesandchoosetheitemtheyprefer.Trytoexplainthereasons.
Twotasks:Oneistotalkabouttraditionalandclassicalfurniture.Andthesecondtaskischoosingapicturetodecoratetheirroom.
T:Inyourdreamhouses,arethereanychairs?
(Showsomechairs)whichonedoyoulike?Why?
Whentheyanswerthequestion,encouragethemtouseexpressionsinthefollowingtable.Amomentlater,askthemtoactouttheirowndialogue.
Sampledialogue:
A:whichdoyoulikebetter,classicalchairsormodernchairs?
B:Iprefermodernchairs.
A:Why?
B:Inmyopinion,modernchairsarelighterandmorecolorful.Theyarecomfortable.
A:…
Step3:Preparationforlistening
T:Youhavealreadydesignedyourowndreamhouse,itistimetobuysomefurniture.Whatkindoffurniturewillyoubuy?Andwhydoyoupreferthem?
Haveashortdiscussioninpairs.Youcanintroducenamesoffurniture,suchasheater,air-conditionerandsoon.
Step4.Listening.
Booksopen,Page18,listeningpart.Itisatalkbetweenayoungmarriedcouple,DannyandAmyandashopassistant..Theywanttobuysomefurniturefortheirnewhouse.Askthestudentstogothoughtheexercisesandmakesurewhattodo.
Playthetapetwiceforthestudentstolistenandfinishtheexercisesbythemselves.Theymaychecktheanswersinpairs.
Thenplayitathirdtimeforthestudentstochecktheiranswers.Checkthemwiththewholeclassintheend.
Step5.Homework
1.Decorateyourbedroomandclassroom.Andtalkaboutyourdecoration.
2.Findoutaboutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldasmuchaspossible.Sharetheideaswithothers.

Period23:Reading
Step1:Pre-reading
----Enjoypicturesofbothmodernarchitectureandclassicalarchitecture
1.Greetings
T:We’vereallyhadawonderfultouraroundtheworldlasttime,seeingthemarvelousarchitecturehomeandabroad,modernandclassical.Ihopeyouenjoythat…butIwonderifallofyoucanrecognizesomeofthemostfamousarchitecture.
2.Brainstormingorguessinggame
---Namethepictures:SydneyHouse;theEiffelTower;theTempleofHeaven…
Q:Amongallofthesepictures,whichonesaredifferentfromothers?Oryoumaysaywhichonesbelongtomodernarchitecture.
SS:…
Q:Howdoyouknowwhichonesbelongtomodernarchitecture?What’sthedifferencebetweenmodernarchitectureandclassical(ancient)architecture?
SS:…
T:Ifyouwanttoknowmoreandtoenjoythebeautyofmodernarchitecture,you’dbetterjoinus,aswearegoingtohaveanewjourney,thejourneytotheworldofmodernarchitecture.
Step2:While-reading
1.Fast-reading
----Findthedifferencebetweenmodernarchitectureandclassicalarchitectureinthetext.
Q:what’sthedifferencebetweenmodernarchitectureandclassicalarchitecture?
Difference
ModernarchitectureClassicalarchitecture
MaterialsSteel,iron,glass…Stone,brick,wood…
CharacteristicsHuge;likeboxes;unfriendlyBeautiful,closertonature
Q:Whatkindofmaterialsisused?Whatothermaterialsdoyouknow?
Q:What’sthecharacteristic?Howdopeoplefeeltowardsmodernarchitecture?
2.Careful-reading
----Findouttheinformationaccordingtothekeywords

Modernarchitecture

Q1:Whenwasmodernisminvented?-----1920s
Q2:Howmanyarchitectsarethereinthetext?---AntonioGaudi/Wright
Q3:Whereweretheyfrom?----Spanish/Americanarchitect
Q4:WhatdidGaudiwanttobeusedinhisworks?What’sthecharacteristicofhisarchitecture?Howishisarchitecturelike?
----Naturalmaterials/likeadream,fulloffantasticcolorsandshapes.
Q5:WhatinspiredWright?----Japaneseseashells
Q6:Howmanyexamplesarethereinthetext?
----TheOperaHouse/thenewOlympicStadium
Q7:Howdotheylooklike?----Seashell/nest
Q8:Whydowecallthe2008OlympicStadiuminBeijing”theBird’snest”?
Q9:Whatdothey(twoarchitects/twoexamples)haveincommon?---Nature
3.Listening
----Whilelistening,payattentiontothekeypointsinthetext.

Step3.Post-reading
1.Task1:Interview(groupwork)

2.Task2:Design(groupwork)
---Designthearchitectureofanewschool.

---Reportfourelements:whatkindofmaterialsisused?/Whydoyoudesigninthisway?/Howdothearchitecturelooklike?/What’sthestyle?
Step4.Homework
1.Exchangedesignswithyourclassmatesandexhibitthem.
2.Reportwhatyouhavelearnedaboutmodernarchitecturenexttime.

Period4:Languagestudy
Step1Lead—in
T:Hello,everybody,yesterdaywehaveseenalotofwonderfulmodernarchitecturesandgottoknowsomefamousarchitects.TodayI’dliketointroduceyouoneofmyfriends.Heisanarchitect.Whocantellmethemeaningof“architect”.(apersonwhodesignsbuildings).Helivedinthishousewhenhewasyoung.Doyouthinkthishousebeautifulornotbeautiful?(notbeautiful)Canyouuseanotherwordtoreplace“notbeautiful”.(ugly).Sowhenhebecameanarchitect,hedesignedsomeprettyhouses.Notlongagohedesignedanewhouseforme.Let’sgoandseemynewhouse.
Step2Vocabulary
T:Welcometomynewhouse.Couldyousaysomethingaboutmynewhome?
T:I’mnotalonehere,becauseIhavetwoneighbors.Doyouknowwhoaretheyandwheretheylive?(nest,doghouse)
T:Let’slearnsomenewwordsofhouse.
(balconyconcretenestbrickroof)
Trytorememberthesenewwords,thenfillintheblanks.

anareawithawallorbarsaroundit,joinedtotheoutsidewallofabuilding________________.
Astrongconstructionmaterialwhichisamixtureofstone,andsandandwater_________________
asheltermadebyabirdtoholditseggsandyoung____________
thestructureonthetopofabuildingtokeeptherainout_________
Step3WordStudy
T:Canyoutellmewhichisthemostancientbuildinginmyyard?(nest)
Anestistoabirdwhatahousetoaman.
(鳥(niǎo)巢和鳥(niǎo)的關(guān)系就和房子和人的關(guān)系一樣)
Wateristofishwhatairistomen.
(水和魚(yú)的關(guān)系就于空氣和人的關(guān)系一樣)
T:Welldone.Thesetwosentenceshavesomethingincommon—theyareusingthesamesentencepattern.Whatisit?
→AistoBwhatCistoD
T:Verygood.NowIwillshowyoumorepictures,youshouldfindouttherelationshipbetweenthesepictures,andcreatesentencesusingtheabovepattern.
Furistoafoxwhatthe_____istoabanana.
____aretoahousewhatwordsaretoatext.
Anarchitectisto____________whatapainteristoart.
A___istoaboatwhatanengineistoacar.
A____istoafishermanwhatagunistoahunter.
Armsaretothebodywhat_______aretoatree.

Step4Grammar
T:I’mverygladthatyoulikemynewhome.Ournewschoolisfarawayfromthedowntown,soanewmarketisbuildnearourschool.I’llguideyoutothemarkettoseewhatyoucandothere.
showtheSsthepictureandaskthemtodescribeit.
--Whatcanyouseeinthemarket?
--Let’sseewhatcanwedohere?
Giveexamples:Icanhavemyhaircuthere.
Icanhavemybikemended.
AsktheSstomakesimilarsentences.
T:inallthesesentencesweuseasentencepattern—“havesomethingdone”.
Nowlet’sseethepairsofsentences,andcompareAandB.
A:Icanhavemybikemended
B:Icanhavethecarwaitingforme.
A:Ifoundmyselftiedtoatree.
B:Ifoundmyselfwalkinginaforest.
Watchmoresentencesonpage22.
Examineallthesentencescarefully,andfindoutwhenweuse–ingformandwhenweuse–edform.
→passivevoice:-ed
activevoice:-ing
Lookatthepictures,canyoufindoutanotherdifferencebetween–ingformand–edform.
Let’sdosomeexercises.
Matching
Didyoufindthecitydone?
Whenwillheevergettheworkgreatlychanged?
Shecan’tmakeherselfcalled.
NextweekI’llhavemybedroomunderstood.
You’vegottokeepthedoorlocked.
Igotthewatchrepaired.
Sheheardhernamedecorated
Completing
Idon’twantanybadwords____(say)abouthimbehindhisback.
Pleasegetthework____(do)assoonaspossible.
I’llhavethematerials_____(send)toyounextMondaymorning.
Shewon’thaveherlongandbeautifulhair____(cut)short.
Youshouldmakeyourvoice______(hear).
Iwantyoutokeepme_________(inform)ofhowthingsaregoingwithyou.
Therentsoundsreasonable.Howwouldyoulikeit________(pay).
AtlastIsucceededinmakingmyself__________(understand).
We’llmovetothenewschool,andfourpeoplewillshareoneroom.Therewillbeacompetitionondecoratingyourroom.Themostbeautifulandmostspecialroomwillhethewinner.Nowworkingroupsoffourtodesignyourroom.Fiveminuteslaterthegroupleadersshouldgiveasimplereport.Andpayattentiontouse–edforminyourreport.Herearesomephrasestohelpyou:
Step5Homework
1.Workbookpage97,exercises1—5
2.Workbookpage98,exercises1—2

Period5:Integratingskills
Step1.Revision
(Talkaboutnewhousedecorationtorevisethegrammar:have…done)
---Dearclass,I’mespeciallyhappythesedays,becauseI’vejustboughtanewhouse.It’sverybeautiful.Look,hereitis.Iwanttosharemyhappinesswithyou.Sowouldyouliketohelpmedesignmyhouse?HowshouldIdecoratemyroom?Pleasediscussitandgivemesomeadvice,OK?
Ssdiscussingroups.Showthemthesentencepatternonthescreentorevisethegrammar:
---Youshouldhaveyourwallspaintedwhite.
---Youhadbetterhave…done.
Afewminuteslater,calloutsomepairstoreporttheirdesign.
---Ok,whichgroupwillgivemegoodsuggestions?
---Thankyouverymuch!You’regooddesigners.I’lldecoratemyroomaccordingtoyourdesign.
Step2.Lead-in
(Talkabouthowtodealwiththeoldhouse.)
---NowafterIfinisheddecoratingtherooms,Imovedintomynewbeautifulhouse.ButwhatshouldIdotodealwithmyoldhouse?ShouldIpullitdown?No,Idon’twanttodothat.Anywayit’ssolovelyahouse.ShouldIletitstandempty?No,notagoodidea.Iwanttogiveitasecondlife.WhatshallIdo?Pleasediscussagainingroupsandthistimegivemeadviceonhowtodealwiththeoldhouse.
Ssdiscussandgiveadvice.
---Wow,youhavesomanywonderfulideas!IthinkIliketochangeitintoabeautifulteahouseandIcanrentittosomebodyelsesinceIamtoobusytorunitmyself.AndthusIcangivemyoldhouseasecondlife.Thankyouverymuch!Wouldyouliketocomeinandhaveacupofteainmyteahousesomeday?
Step3.Fastreadingon“Factory798”
---Thankyouforyourideastogivemyoldhouseasecondlife.AndthesamestorygoeswithanotheroldfactorywhichisnolongerusedinBeijing.Itisthefamousplacecalled“Factory798”.Hasanybodyeverheardofthat?Ifno,let’sopenourbooksandreadthepassageonPage23.Trytofindout:“WhatisFactory798?”
Ssfastreadingforafewminutes.
---Whohasfoundouttheanswer?
→anoldarmyfactory;anartscentre;
Anypossibleanswercontainingphrasesfromthepassageisok.
Step4.Carefulreading
---Nowlet’sgetsomedetailedinformationaboutFactory798.Pleasereadthesecondparagraphofthepassagecarefullyagainandfindout:
---WhatwasFactory798like?
→hugefactoryhallsofbricks
→smallroundwindowsthatremindyouofships
→bentroofs
→20-foothighwallsofglass
ShowtheSssomerelatedpicturesonthescreentogetabetterunderstanding
Morequestionsonthescreentoguidethereading:
1.WhenwasFactory798built?Whodesignedit?Whobuiltit?
2.WhyisitverydifferentfromChinesearchitecture?
---We’veknownthatFactory798wasbuiltin1950s.Astimewentbyandthingsdeveloped,whathappenedtoitthen?
→nolongerused/needed
→stoodempty
---Whathashappenedtoitnow?
→turnedintoanartscenter
ShowtheSsmorerelatedpicturesonthescreen.
Morequestions:
3.HowdidFactory798turnintoanartscenter?
4.WhywasFactory798welcomedbypainters,musicbands,artistsandmusicians?
ChecktheanswerswithSsonebyone,explainthelanguagepointsmeanwhile.
Explainsomedifficultsentencesinthetextatthesametime.
Step5.Listeningandreading
---Now,let’slistentothetapeandgetabetterunderstandingofthetext.Pleasefollowthetapeinalowvoiceandpayattentiontothepronunciationofthenewwordsandphraseswhichyou’renotsureof.Atthesametime,pleasetrytofindoutthefollowingnewlanguagepointsinthetextandseehowmuchyoucanunderstandtheminEnglish.
Showthelanguagepointsonthescreen.
1.pulldown
2.stand
3.with…aid
4.remind…of
5.setaside
Step6.Retelling
---Nowit’stimeforyoutoreadthetextbyyourselvesandtrytosummarizethetext.Thatistosay,supposeyouareajournalistfromCCTV9andyou’vejustpaidavisittothefamousFactory798.PleasemakeaTVprogramtointroduceFactory798toourcitizensinyourownwords.I’llgiveyouthreeminutestoreadthroughthetextbyyourselvesandgetpreparedfortheretelling,OK?
Step7.Discussion
---Inalmosteverycityaroundtheworld,thereareoldbuildingswhicharenolongerused,suchasschools,hospitals,factoriesorevenchurches.Whatdoyouthinkpeopleshoulddowiththem?Why?
→Topulldowntheoldbuildingsandsetupnewmodernonestokeepupwiththepaceofthesociety.
→Newusesshouldbegiventooldspecialbuildings.It’sagreatwaytosavethearchitecturefromthepast.
Step8.Writing.
---Sinceweallagreethatgivingtheoldspecialbuildingsnewusesisagreatwaytosavethearchitecturefromthepast,nowit’stimeforyoutohaveapracticeandshowyourability.Youknowourschoolismovingtothenewcampusnowandtheoldcampuswillbeleftemptythen.Supposeyouareyoungpainters,artists,musicians,andyoucanrentsomepartsoftheschoolbuildingtopractice.Howdoyouwanttochangetheschoolbuildings?Whatnewusescanbegiventotheoldschoolbuildings?Pleaseworkingroupsandmakeaplanaboutit.
Showtheguideofwritingonthescreen.
Step9.Homework.
1.FinishtheprogramaboutFactory798asaTVreporter.
2.Finishyourplanabouthowtoreuseouroldschoolbuildings.

Unit4Agardenofpoems
Teachinggoals:
1.TalkaboutEnglishpoetry.
2.Talkaboutliteratureandpoetry.
3.Practiseexpressingintention
4.LearnaboutthePastParticiple(3):usedasAdverbial
TeachingTime:5periods

Period1Warminguplistening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
Teachingdifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:acomputer;aprojector

TeachingProcedures:
(Playthesong“Thecolorofthewind”)
StepIGreetingsandLeadin.
Justnowwe’veenjoyedasong.Doyoulikeit?
Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
Doyoulikepoetry?Whyorwhynot?
Whatkindofpoems,songsorrhymeshaveyouread?
Canyoureciteany?
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeelings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1)Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Recordafterteaching:

Period2Speaking
Teachingaims:
1.TalkingaboutpoemstoraisetheSs’interestinpoems.
2.MakingdialoguetoimprovetheSs’speakingability.

Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩(shī)).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命運(yùn))ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
Recordafterteaching:

Period3Reading

TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.

Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布o(jì)nthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩(shī).)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.
2.Poemshelpustounderstandlife,virtues,beautyandromance…
3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible

Period4LanguagestudyGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.

TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒(méi)有了。
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷為平地的那座城堡，再也沒(méi)有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個(gè)荒涼的島上，為了生存下去，你會(huì)怎么辦呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同點(diǎn):現(xiàn)在分詞和過(guò)去分詞在句中不能單獨(dú)作謂語(yǔ),但可作定語(yǔ),表語(yǔ),賓語(yǔ)補(bǔ)足語(yǔ),狀語(yǔ).
分詞作狀語(yǔ)時(shí),其邏輯主語(yǔ)是句子的主語(yǔ).如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯(cuò)誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯(cuò)誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點(diǎn):現(xiàn)在分詞有時(shí)態(tài)和語(yǔ)態(tài)的變化;而過(guò)去分詞只有一種形式,現(xiàn)在分詞常表”主動(dòng)”和“進(jìn)行”;過(guò)去分詞的一般式常表“被動(dòng)”和“完成”.
式語(yǔ)態(tài)及物動(dòng)詞make的主動(dòng)語(yǔ)態(tài)及物動(dòng)詞make的被動(dòng)語(yǔ)態(tài)
不及物動(dòng)詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過(guò)去分詞maderisen
3.易混淆點(diǎn):
a.分詞作伴隨狀語(yǔ)時(shí),若表”正在被……”的概念,常用過(guò)去分詞,而不用現(xiàn)在分詞的被動(dòng)式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動(dòng)式和過(guò)去分詞兩者都可表示“完成”和“被動(dòng)”,但前者更加強(qiáng)調(diào)分詞動(dòng)作明顯先于謂語(yǔ)動(dòng)作;而后者的時(shí)間性不強(qiáng).
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Homework
Finishthewordstudyandgrammarpartontheworkbook.
Recordafterteaching:

Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.

TeachingProcedures:
Step1Warming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
Step2Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
Step3While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
Step4Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
Step5ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrostsDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
Recordafterteaching:

Unit5TheBritishIsles
TeachingGoals:
1.TalkabouttheUKandIreland.
2.Practiseexpressingagreementanddisagreement.
3.LearnaboutNounClauses(1).
4.Writeadescriptionofatownandthecountryside.
5.Improvestudents’abilityinlistening,speaking,readingandwriting
TeachingKeyanddifficultpoints:
1.Mastertheexpressionsforagreementanddisagreement.
2.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
3.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.
4.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.
TeachingApproach:Task-base;student-centered;equipment-aided
LearningApproach:ExplorationStudy;Co-operation
TeachingAids:acomputer,acourseware,aprojector,ataperecorder

TeachingProcedures:
Pre-UnitTask:
Task1:ExploringTheBritishIsles
Beforeclass,presentstudentsthefollowingsubjectsaboutBritain:geography(includingimportantcities/rivers/namesofcountries),history,language,culture,sportsandarts,architecture,literature,filmfood,famouspeopleandlife.Dividethemintoseveralgroupsandeachchooseonetodosomeexploringstudy.Askthemtodoasfollows:First,surftheinternettofindoutasmuchinformationasyoucanandthensortouttheinformationcollected.Finally,makeCAISandgetaleadertoreporttheresults.
Task2:InvestigateYourHometown
Getthesamegroupstoinvestigatetheirhometown,byinterviewingexperts,goingtovisitsomeplacesofinterestandgovernmentofficesrelated(eg.Theweatherstation),andcolletinginformation.Thenfillinthechart:
NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistory

TheFirstPeriod
TeachingAims:
1.Refreshthestudents’memoryabout‘NewZealand’whichtheylearnedlastterm.
2.Remindthemusefulwaysofexpressingdirection
3.Developtheabilityatdoingexplorationstudy.

TeachingProcedures:
Step1Lead-In
ShowtheclassthemapsofChinaandNewZealand.Havethemtalkaboutthesetwocountries.Teachersays‘AsaChinese,there’snodoubtthateveryonehereknowsChinaverywell.Besides,inlastterm,wehavelearntalotaboutNewZealand.Canyoutellmesomethingaboutthem.
Step2.WarmingUp
AftertalkingaboutChinaandNewZealand,showsthemthenationalflagoftheUKwhileplayingthenationalanthem‘GodsavetheQueen’
T:YouhavereallyknownmuchaboutChinaandNewZealand.Listen!what’sthesong?Look!Whichcountry’nationalflagisit?DoyoualsoknowalotaboutTheUKandIreland?Todaywelllearnanewunit--theBritishIsles.Inthelastperiod,ItoldyoutosearchforasmuchinformationaspossibleabouttheUKandIrelandthroughtheInternet.Imsureyouvegotalot.Nowcantheleadersreportyourexploringstudy?
Gettheleaderstoreportandaddextrainformation
Referencesforteachers:
Foodanddishes:roastedbeef,steakkidneypie,Englishfishchip,chickenalaking,sandwichandsoon.
Sports.walking,swimming,playingfootball,playingtennis,bicycling,skating,hikingandsoon.
Wayoflife:DIY.Theyoftenfixupahouse,planttheirgardens,andmakefurniturebythemselves.Eventheybuildtheirhousesthemselves.
Importantcitiesare:London,Liverpool,Manchester,Birmingham,Edinburgh,Dublin,Cardiff,Belfastandsoon.LondonisthebiggestcityandthecapitalofEngland.ItliesontheRiverThames.Londonisalsoaculturalandpoliticalcenter.Inittherearemanyworld-famousplacesofinterest.
PlacesofInterest:St.JamesPark,HydePark,BigBen,TowerBridge,theHousesofParliament,BuckinghamPalace.Nationalwestminsterandsoon.
Geography:fourparts.TheyareEngland,Wales,ScotlandandNorthernIreland.Therearemanykindsofnaturalresources,suchascoal,iron,oilandnaturalgas.
Languages:EnglishistheofficiallanguageintheUK.Itisalsowidelyusedintheworld.
Rreligionbeliefs:PeopleintheUKmostlybelieveinChrist.SomeofthembelieveinIslam,andBuddhism.
Schools:Twokinds.Oneisprivateschoolandtheotherispublicschool.Schoolingisfreeofchargeinpublicschoolswhileitcostsmuchinprivateones.Therearemanyworld-famousuniversitiesintheUK,like,CambridgeUniversity,OxfordUniversity,LondonUniversityandsoon.
Famouspeople:Shakespear/FranscisBacon
Step3.Listening
Presentation:Sofar,wehaveknownsomuchabouttheUKandIreland.Imaginethis,todayyouhaveachancetogotostudyinafamousuniversityinIreland—DublinUniversity,experiencingtheschoollife.(ShowsapictureofDublinUniversity)Theteacheristellingusthecourseschedule,includingthetime,coursesandteachers.
Playthetapeforthefirsttimeforgeneralideas.
Playthetapemanytimesforthemtotickthesentenceswhicharetrue,answerthequestionsinEx.3andfillinthetimetableonP34.
Extensions:Asktotalkabouttheirownschoolactivities.
Step4.SummaryandHomework
T:TodaywelearnedsomuchabouttheUKandIreland.We’vealsogettoknowDublinUniversity.Mostofyouhavedonegoodjobs.Afterclass,pleaseexchangeinformationyouhavecollected..Besides,carryoutthetaskoflisteninginWorkbook.
Recordafterteaching:

TheSecondPeriodSpeaking

Step1.Lead-in
T：Asfarasweknow,todaypeopleintheworldarepayingmoreattentiontothespiritofteamwork.Wealmostneedtodiscusstogetherwhenwedoeverything.Andmoreandmoreviewsandpointsaretolerated.Bytheway,ifweagreeordisagreetodosomething,whatcanweusetoexpressourselves?
(Teacherwritesstudents’answersandsomeotherexpressionsonthescreen.)
Usefulexpressions：
Dontyouthinkthat…?
Idontthinkthatsright…
Idontthinkso.
Youmustbemistaken…
No,youarewrongthinkingthat…
Imafraidyouarewrong…
Ibelievethatyouvegotitright.Imnotsosureaboutthat…
Surelyitmustbe…
Yes,youareright,but…
Arentyouconfusing…?
Yes.Iagreewithyou.
Step2.Makeupdialogues
AsktheSstousetheseexpressionstomakeupadialogueinpairsinthefollowingsituation:
InOctober,theschoolmeetingwillbeheld.Somestudentswhowilltakepartin3000-meter-racethinkthattheyneedsportsshoestorunfasterandthatourclassshouldpaythebillinsteadofthemselvesbecausetheycanmakecontributionstoourclass.Whatdoyouthinkaboutit?
Step3.Debate
T:NowopenyourbooksatPage34.
Gothroughthethreestatementstogether,whiledealingwithsomewordsandphrase(consistof/statements/power/advantage/haveadvantageover)atthesametime.Askthemtosummarizethesestatementsintothreetopics.Thendividetheclassintothreegroupsandeachgroupwilldiscussonetopicanddebatewhichpointofviewisreasonable.
GroupTopicsWhy?
1IsEnglisheasyordifficulttolearnforChinesepeople?
2Canwelearnthegeographymoreeasilybygoingthere?
3Whichcountrieshavemorechancestobecomerich,small,bigorislandcountries?
(Thenteacherasksthreepairstopresenttheirdialogues.)
Sampledialogues:
1.A:HowareyougettingonwithyourEnglish?
B:Verybadly.Ifinditdifficulttolearn.
A:Whydoyouthinkso?
B:Asyouknow,wehavetolearnalotofwordsandphrasesbyhearteveryday.Andtherearemanygrammarruleswehavetofollow.
A:ButIcantcompletelyagreewithyou.Inmyopinion,itseasytolearn.Aslongaswemasterthebasicgrammarandspeakitasoftenaspossible,wecanlearnitwell.
B:Idontthinkyouareright.Personally,IthinkwehavefewerchancestospeakEnglish.Whatsmore,EnglishandChinesehavelittleincommon.
A:ButIthinkweshouldfindmorechancestospeak,justaswelearnChinese.Ifyouspeak,readandlistenasmuchaspossible,youcanfinditeasytolearn.B:Thatsagoodidea.Thanksforyouradvice.Illdomybesttostudyitwall.
A:Imsurethatyouwill.
2.A:Whatareyoudoing?
B:Imreadingthegeographybook.
A:Ithinkitisdifficulttolearnifyoucantgotothatcountry.
B:Idontthinkso.Youoftenlookatmapscarefullyandrememberallthenamesofcitiesandprovinces.
A:ImafraidIdontagreewithyou.Ithinkthosenamesareveryconfusedandwecanlearniteasilybygoingthere.
B:Certainlyvisitingsomeplacesisbetterinlearninggeography.Butwecantgotoallplacesoftheworld.Thatstooexpensiveandwedonthaveenoughtime,too.
A:Ofcourseyouareright.Nowcomputersareusedinmanyfields.YoucangetasmuchinformationaspossibleaboutthecountriesyouwanttoknowthroughtheInternet.
B:Thatsagoodidea.Illtryit.
3.A:Hello.CanyoutellmewhicharethecountriesthatmakeuptheGroupofEight?
B:Yes.Itconsistsofeightrichestcountriesintheworld.TheyareBritain,France,Germany,Italy,Australia,Japan,AmericaandRussia.Fiveofthemarequitesmallandtwoofthemareislandcountries.
A:Doyouthinksmallcountrieshavebetterchancesthanbigonestobecomerich?
B:Idontthinkso.
A:Why?
B:Firstsmallcountrieshavefewnaturalresources.Theyreveryimportantforacountry.Second,theirlabourforceislimited.Asaresult,thatpreventstheireconomydevelopingfast.
A:Icantquiteagreewithyou.Infactmanysmallcountriesareveryrich.
B:Yes.Thoughsomecountriesaresmall,peopleofthesecountriescangetgoodeducationandmaketheircountriesbecomepowerfulbydevelopingscienceandtechnology.Forexample,Japanhasfewnaturalresources,butitcandevelopitseducationanduseothercountriesresourcesasmanyaspossibletodevelopitseconomy.
A:Itmaybetrue.Doislandnationshavemoreadvantagesthanothercountries?
B:Certainly.Islandcountrieshavemoreconvenienttrafficandtheyalsohavemoresearesources.
A:Iagreewithwhatyousaid.
Step4SummaryandHomework
T:TodaywevepracticedspeakingEnglishalot.Wevealsolearntmanyuseful
expressionstoexpressourownopinions.(Pointingtotheblackboardandthescreen.)Afterclass,writeashortparagraphaboutwhatyouhavedebatedinclassandcarryoutthetaskinTalkingPartonP109.

TheThirdFourthPeriod

Teachinggoals:
1.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
2.Furtherdevelopthestudentsreadingabilityandreadingskills.
3.GetthestudentstoknowmoreabouttheBritishIsles.

TeachingProcedures:
Step1.Lead-in
T:Inthefirstperiod,wetalkedmuchabouttheUKandyouknowalotaboutit.(TeachershowspicturesofBigBen,TheSpeaker’sCornerinHidePark,BuckinghamPalace,TowerBridge,Stonehenge,Shakespear,nationalflagsofScotland,Ireland,WalesandEnglandonthescreenforthemtoenjoyanddescribe.)
Step2.Pre-reading
T:NowopenyourbooksatPage35.LookatthequestionsinPre-reading(Showsthesequestionsonthescreen)andhaveadiscussionaboutwhatyouknowaboutthesequestions.
(Afewminuteslater,teacherasksthreestudentstoanswerthem.)
Step3.Reading
ListeningPractice:
Playthetapeforthestudentstolistentogetthegeneralidea.
TrueorFalseStatements:
ThetowerofLondonisveryfamousinBritain.
TheUKismadeupofBritainIslandandIrelandIsland
Scotlandiswarmerthroughouttheyear.
TheEuropeanmainlandhashadagreateffectonthecultureofthepeopleintheBritishIsles.
Frenchwasconsideredanoblelanguageinthe12thcenturyinBritain
Irelandhasbeenanindependentrepublicsincetheancienttime.
TheWelshhavethelanguageoftheirownbesidesEnglish.
Choosethebestchoices:
1).Accordingtothepassage,whatdoyouknowabouttheIsleMan?
ItliesbetweenBritainandIreland.
It’srunoverbythekingofUk.
ThekingofEnglandisinchargeofit.
BothAandC
2).HowmanyspokenlanguagesareconsideredasnativelanguageintheBritishIsles?
A.2B.8C.1D.6
3).What’sthemainideaofthetext?
A.BritainwasonceinthechargeoftheFrenchmen
B.TheUKismadeupof3countries.
C.TheauthordeliverssomemoreinformationabouttheBritishIsle.
D.It’saboutthehistoryofthecountry.
4).Whatcanyouconcludefromthepassage?
A.TheUKismadeupof4countries
B.TheBritishIslesliesofthewestcoastofEurope
C.ThecultureoftheUKisamixtureofdifferentcountriesintheworld.
D.TheclimateoftheBritishIslesismildwithalotofrain.
Answers:DBCA
4.Skimming
GettheSstoskimthetexttofindoutthetopicsentenceofeachparagraph.
ParagraphMainidea
Para1GeneralideaaboutEngland
Para2PositionoftheBritishIsles
Para3climate
Para4culture
Para5TheinfluenceofFrench
Para6history
Para7Languages
5.Questionsindetails:
(Teachershowsthequestionsonthescreen.)
Answerthequestions:
1.WhatistheUK?
2.WhatstheweatherintheBritishIsleslike?WhataboutinScotland?
3.HasthecultureofthepeopleintheBritishIslesreceivedmanyinfluences?Fromhere?
4.WhydosomanyEnglishwordsenduwiththeFrenchwords
5.HowmanycountriesarehereinBritain?WhicharethefirsttwocountriesthatjoinedintheUnitedKingdom?DoestheIrelandIslandbelongtotheUK?
6.WhatdopeoplethroughouttheBritishIslesspeaknow?
6.Languagepoints:
Whiledealingwiththeaboveactivities,it’sgoodtimetoexplainsomeimportantlanguagepoints.
Step4.Post-readingActivity
Task1:Locatetheplacesinthemap
(TeachershowsablankmapofEnglandonthescreen.Askthemtolocatethepositionofsomeplaces.Ex.1onP36)
Task2:Discussion
T:NowyouveknownmuchinformationaboutEngland.ItsknowntoallofyouthatEnglandisseparatedfromEuropeanmainlandbytheEnglishChannel.Isitpossibletoswimacrossthechannel?Whereisthebestplacetodoso?Howfarisit?Pleasehaveadiscussioningroupsoffour.
(Suggestedanswers:ItspossibletoswimacrosstheEnglishchannelthoughitisverydifficult.Nowtherearemanypeopleintheworldwhohaveswumacrossthechannel.LastJuly,ZhangJianinourcountrywasalsosuccessfulindoingso.ThebestplacewheretheyswimacrossthechannelisfromDoverinEnglandtoGalletinFrance.Itis33.8kilometers.…)
Step5.SummaryandHomework
T:TodaywevereadapassageandlearntmoreabouttheUnitedKingdomandIreland,especiallyabouttheBritishIsles.Nowweallknowthattheclimatethereismildwithalotofrain.Thereareallkindsofflowersallyearroundandmanytreeseverywhere.Alsotherearemanyculturalrelice,placesofinterestandnaturalparks.DoyouwanttotraveltoEnglandifyouhaveachance?Whereareyougoing?
Todayshomework:ImagineyourselftobeanexperiencedguideinBritain.Youhavebeenaskedtoarrangeafour-weektourofBritainforagroupoftourists.Youintroduceyourtravelplan,beginningwith‘Helloeveryone,I’dliketotellyouabout…’andendingupwith‘Ihopethateveryonecanenjoystayinghereandhaveanunforgettabletravelexperience.Thankyouforlistening.’

TheFifthPeriod

Teachinggoals:
1.ImprovetheabilityofdefiningwordsinEnglish
2.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.
3.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.

TeachingProcedures
Step1.WordStudy
T:Inthisunit,wevelearntmanyimportantwords.Nowlookatthewordsonthescreen.Trytothinkoftheirmeanings.Thenfinishtheexerciseonthescreentocheckifyoucanusethemcorrectly.Afterfinishingit,youcancheckyouranswerswithyourpartner.
(Teachershowsthefollowingonthescreen.)
Completeeachsentencewiththewordsinthebox.
View,narrow,kingdom,consist,mild,influence,basis,upper,union,republic
1.Agroupoftrade_______leadersmettodiscussquestionsaboutjobsafety.
2.TheofficialnameofourcountryisthePeoples________ofChina.
3.Moreandmoreyoungpeoplegoabroadtostudywhentheygraduatefromhighschool.Whatsyour________onit?
4.Generallyspeaking,the_______classesdonthaveaclearideaofthecommonpeopleslives.
5.Ourclass________oftwenty-fiveboysandthirty-twogirls.
6.Theweatheris________today;itisneitherhotnorcold.
7.Thestreetistoo________.Itdoesntallowtwocarstopasseachother.
8.Becauseofherteachers_________,shechosetostudyEnglishatcollege.
9.Dontjudgeapersononlyonthe_________ofappearance.
(Afterthreeminutes,teachermayasksomestudentstosaytheiranswers.Teachercorrectsthemistakesifanyandgivessomeexplanations.)
Step2.Grammar:NounClauses
Lead-in
ShowapictureofPierceBrosnan,thecurrent007andhaveafree–talkabouthimtogetherbyaskingandanswering‘Whoisthisman?Whatdoeshedo?What’shisfirstfilm?Whatelsedoyouknowabouthim?’etc.Thenpresentthedescriptiononthescreen:
PierceBrosnanwasbornonMay16,1953.Fewpeopleknowthatheisinhisfifties,(OC)becausehelooksmuchyoungerthanhisage.AndalsothatheisIrishisunknowntomanypeople(SC).Hiswifediedofcancerin1991.It’sreportedthathemethispresentwifein1994andmarriedagain(SC).Thefactthathewasofferedthejobas007inGoldenEye(1995)isnotnewtoeveryone(AppositiveClause).Hissecondfilmis“TomorrowNeverdies”.Besideshiscareerinfilms,hehasaproductioncompanywithalong-timefriend.Anotherimportantfactforwhichweshouldshowhimrespectisthathehasraisedalotofmoneytohelpresearchintobreastcancer(PC).
GetthestudentstopaymoreattentiontotheunderlinedsentencesandwiththeirhelpexplainthefunctionsofNounClausesrespectively.(Tomakesureeverystudentcanbeclearaboutthisgrammarpoints,Chinesecanbeusedinsteadwhileexplaining.
3.Drill:TohelpthestudentstohaveafurtherunderstandingofthefunctionsoftheNounClause.
(Teachershowsthescreen.)T:Nowlookatsomeothersentencesonthescreenanddecidewhichparttheclausesactas.(OnP39-40)
Choosethecorrectpartfromtheboxtomatchwiththesentences.
A.subjectB.objectC.predicativeD.appositive
1.TheideathatEnglandstandsforFishChips,theSpeakersCornerandtheTowerofLondonispast.
2.ThefactthatthemainlandofGreatBritainismadeupofthreeKingdomsisstillunknowntomanypeople.
3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.
4.SomepeoplefeelthatWalesisanancientfairyland.
5.ThatmostofthesearenowthreatenedandmanydisappearisaseriousmattertothepeopleinBritain.
6.Theyrealisethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.
Answers:
D2.D3.C4.B5.A6.B
4.ComparisonbetweentheAppositiveClauseandtheAttributiveClause
(1)Presentation:
PresentthreegroupsofsentencesforthestudentstocomparefirstandthenusetheInductiveMethodtointroducethedifferencesbetweenAppositiveClauseandtheAttributiveClause:Intheattributiveclause,“that”isoftenusedassubjectorobjectwhileintheappositiveclause“that”isntusedasmembersofthesentence..
1).Thenewsthatourteamwonthematchisexciting.
2).Thenewsthatheheardjustnowisexciting
3).Healwaysmakesapromisethathewillneverkeep
4).Healwaysmakesapromisethathewillworkhard
5).ThefactthatGreatBritainismadeupofthreecountriesisstillunknown.
6).Thestatethatconsistsofthreecountriesisdevelopingveryfast.
(2)Practice
T:NowlookatPart2onPage38.Inthispart,therearefourthatclause.Pleaseunderlinetheclausesandidentifythetypeofclauses.knowhowtodothisexercise?
(3)Practice
T:LookatPart3.Joineachpairofsentencesusingthatclauseasappositive.
Step3.SummaryandHomework
T：Inthisperiod,wevedonesomeexercisesaboutsomeimportantwordsandthenounclauses,especiallywepracticetheappositiveclause.Alsoweveknownthedifferencebetweentheappositiveclauseandtheattributiveclause.Afterclass,youshouldpractisemoretomasterthembetter.PleasedoExx1-2onP112.WhilereadingEx2,trytokeepinyourmindasmuchinformationabouttheboatracebetweenOxfordandCambridgeUniversitiesOK.

TheSixthPeriod

Teachinggoals:
Dosomereadingandwritingtoimprovethestudentsintegratingskills.
EnjoyatravelpassagewrittenbythefamousEnglishnovelistDanielDefoe.
Practisedescribingaplace
Step1Revision
Revisethereading‘TheBritishIsles’byfillingintheblanksinthefollowingpassage,whichcanbeusedasthesummaryofthetext:
ItisnotrighttothinkthattheBritishIslesmeanstheUnitedKingdom.theBritishIslesisagroupofislandsthat___________thewestcostofEurope.ThelargestislandiscalledBritain,which________________threekingdoms:______inthenorth,______inthewestand________intheeast.TheislandjustwestofBritainiscalledIreland.IrelandIslandis______________twocountries.__________________isanindependentcountry,whiletheNorthernIreland____________theUK.BetweenBritainandIreland,inthe__________,liesthesmallIsleofMan.TothesoutheastofBritainliethe_______________.
TheclimateoftheBritishIslesis_____withalotofrain.ThecultureofthepeopleintheBritishIsleshasreceivedmany_________fromtheEuropeanmainland.IN_____allofGreatBritainandIrelandwas_________bytheFrench.Asaresult,theEnglishlanguage_____________manyFrenchword.TheUKhasalonghistory.EnglandandWalesformedtheunionin_____.Scotlandjoinedlaterin1707.Inmoderntimes,peoplethroughouttheBritishIslesspeakEnglish.
Answers:
Lieoff;consistsof;Scotland;Wales;England;makeupof;TheRepublicofIreland;belongsto;IrishSea;ChannelIslands.
Step2.Reading
1.Lead-in
Teachershowssomebeautifulpictures.
T：Asyousee,throughtheInternet,weregotmuchinformationaboutEnglishmen,theirculture,food,sports,placesofinterestandsoon.Fromthepassageweread,wevealsoknownsomethingabouttheBritishIsles,theUnitedKingdomandIreland.Fromthesepictures,weallknowEnglandisagoodplacetotravelto.Evensincetheeighteenthcentury,EnglishmenstartedtodevelopaninteresttotravelaroundtheBritishIslesanddescribethecountryside,thecities,thepeople,theirlifeandculture.Todaywellreadapassage.ItsaboutDanielDefoesexperience.(BriefIntroductiontoDanielDefoe).HevisitedSalisburyinSouthernEngland.Whatdidheseethere？Whatplacesdidhevisit?Letslistenandreadthepassagetofindthebestanswerstothequestionsbellow.
1).Sheeparefed_____.
A.inthecenterofSalisburyB.aroundthecity
C.inandaroundSalisburyD.onthetopsofhills
2).Atravellermaybeinterestedin______.
A.thehistoryofthecountryB.thecathedralofSalisbury
C.aplaceofinteresthereD.hundredsofthousandsofsheep
3).AboutSalisbury,WhichofthefollowingisNOTtrue?
Itlieswhere3riversjointogether
ItisinSouthernEngland
Itisalargeandfinecity
Salisburyisabout3milesawayfromClarendonPark.
4).Theauthor’spurposeisto______.
A.introduceEnglandtoyouB.tellyouhowmanysheepinEngland.
C.adviseyoutomakeatripinEngland
D.introduceSalisburyinsouthernEnglandtoyou.
5).Whatcanyouinferfromthepassage?
A.Peoplethereliveahappylife.B.Salisburyisamountainouscity
C.PeopleinSalisburymainlygrowfruittrees
D.Salisburyhasashorthistory.
Answers:CCADA
(Studentsbegintoreadthepassagesilentlywhilelisteningandteachershowssomequestionsonthescreen.)
2.FurtherComprehensionofthetext
Getthestudentstoreadthepassagecarefullyagainfordetailsandanswermorequestions:
1.WhatdidheseeallroundthecityofSalisbury?
2.Whathistoricalrelicswereinterestingtotraveler?
Whatisthecathedralfamousfor?
3.HowmanyimportantkindsofproduceandtradearethereinthecityofSalisbury?Whatarethey?
4.What’sthelifelikeinSalisbury?
5.Howwasthelandscapearoundthecity?
(Afterafewminutes,teachercollectsthestudentsanswersandthenchecksthem.Whileaskingandansweringthequestions,somelanguagepointscanbedealtwithatthesametime.)
Step4.LearningofWritingSkills
Dividethemintosmallgroupstostudythetextcarefullyandtrytofindout:WhichorderdidDanielDefoedescribethecityofSalisbury?
ThelandscapeHistoryWhatwecanThepeople,Thewider
nearthecityrelicsaroundseeinthetheirlife,worklandscape
thecitycityandculturearoundthecity
Step5.Writing
T:Nowyouveknownhowtodescribethelandscape,thepeople,theirliveswhenweseethem.Inourhometown,thereisbeautifullandscape(suchasYandanMountain),richpeopleandmanyculturalrelics.Beforethisunit,Ihaveaskedyoutoinvestigateourhometownandvisitsomegovernmentdepartmentsforinformationtofillinthetable:
NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistory
Nowpleasedescribeourbeautifulhometownusingtheinformationyouhavecollected.Youcandescribethelandscape,culturalrelics,themostimportantfeaturesofourtown,thepeople,theirlife,tradeandculture.Andalsotellthetouristshowtomakeatriptoourcityeasily.(Teachergivesstudentsenoughtimetodiscussandwriteandthenasksstudentstoreadtheirpassages.)
Step6.SummaryandAssignment
T:TodayweenjoyedDanielDefoe’straveltoSalisbury,whichisgoodplacetovisitAndwealsolearnedhowtowriteadescriptivepassageaboutaplace.Afterclass,pleasewritethepassageaboutyourhometowninyourexercisesbooks.
Recordafterteaching:

Unit6Lifeinthefuture

TeachingGoals:
1.Talkaboutlifeinthefuture
2.Practisemakingpredictions
3.LearnaboutNounClauses(2).

TheFirstPeriod
Step1.Warmingup
Watchthepicturesonthescreenandtellwhatdoyouthinkthefuturelifewillbelike.
1.Communication
2.Work
3.Businessandmoney
4.Thehumanbody
5.Language
6.Houseandbuildings
7.Education
Askstudentstoimaginethefuturelifeinthefieldsabove.
Step2.Listening
Listentothetapeandanswerquestions.
1.Ssfinishthelisteningtaskonpage42
2.Sslistentothetapeagainandchecktheanswers.
GivethestudentssometipsonhowtoimprovelisteningwhilecheckingtheEx.
1.makenoteswhilelistening;
2.graspthemostimportantinformation

Step3.Speaking
Twiceasgoodordoubletrouble?Workinpairsorgroupstodiscuss.Theyearis2089andscientistshavediscoveredhowtomake“double”,exactcopiesofapersonthatcandoeverythingtheoriginalcando.Thestudentsareaskedtodecidewhetherthenewtechnologyshouldbeused.
Thefollowingstructuresarehelpfultostudents:
Whatwilllifebelikeinthefuture?
Howwillpeople….
Wherewillpeoplework….
Itwouldbewonderfulif…..
Itwouldbebadfor….If…….
It’spossible/impossibleto…..
Noonecanpredictwhat/when…
Homework
FinishoffthehomeworkonWb,warminguppart.

TheSecondPeriod

Step1.Warmingup
1.Brainstorming:
Findasmanywordsasthestudentscanfindaboutfuturelives.
2.Followingthestepsofthewarming-uponpage41.
3.Activity:
Discussingroupsaboutthefollowingareasinthefuture:
Communication/housing/transportation/education/hospital
Step2.Pre-reading
1.Showsomepicturesofhighly-developpedtechnologyusedindailylife.
2.groupwork:describethepictures.
Step3.While-reading
1.Scanning:Ssreadquicklyandanswer:
Whatisthepassageabout?
2.Ssreadandgetthemainideasofeachparagraph.
Step4.After-reading
Comprehendingbyansweringthefollowingquestions:
Whataretheadvantagesoffuturetransportation,smartcard,onlineshoppingande-schools?
Whatwillhappeninthefieldofhealthandmedicineinthefuture?
Whyisitimportanttobelifelonglearners?
Whatshouldwedotomakesurewewillhaveabrightfuture?
Step5.Assignment
1.surftheinternetandgetmoreinformationaboutthetopic..
2.findafewsentencesinthepassagewhichyoulikemost,understandthementirelyandthenexplainthemtoyourdeskmates.
Recordafterteaching:

TheThirdPeriod

Step1.Warmingup
AsksomeSstorecitethesentencesthattheyhavelearntlastperiod.
Step2.Learningaboutthelanguage
Teacherexplainsomelanguagepointsinthetextonpage43--44.
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
What’s….like?
What’stheweatherliketoday?
What’sthepicturelike?
2.E-commerce,orbusinessdoneontheinternet,isbecomingmoreandmorepopularaspeoplediscovertheadvantagesofonlineshopping.
DoneontheInternet
ThePastParticipleusedasAttributive.

3.Homeworkwillalwaysbehomework,buttheschoolsofthefuturewillprobablybequitedifferentfromwhattheyaretoday.
theNounClausehereusedasobject
Step3.Practice
1.SsfinishEx1and2onpage45bythemselves.
2.checktheanswer.
3.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.
Step4.Assignment
1.Learntheusefulexpressionsbyheart.
2.FinishWb.Ex1–3focusingonvocabularyonpage117--118.
Step5.Assignment
FinishWbEx2onpage117

TheFourthPeriod
Step1.Pre-writing
1.SsreadthepassageonP47andgetageneralideaaboutit.
2.Explaintheskillsonhowtoorganizeaparagraph.
Step2.While-writing
1.Sswriteashorte-mailtoane-pal
2.Ssexchangetheirwritingandcorrectthemistakes.
3.Ssrewritetheletteragain.
Step3.After-writing
Choosesomesamplesandshowtheminclass.
Tipsonwriting:
Payattentiontotheformofwritingaletter.
Payattentiontothetensewhilewriting.
Payattentiontothestructuresofthesentences.
Step4.assignment
Ssingroup3-5,discussthelifein3044
Recordafterteaching:

Unit7Livewithdisease
TeachingGoals:
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS,cancers,etc.
2.Practisetalkingaboutimaginarysituations.
3.Practisesupportingandchallenginganopinion.
4.LearntousetheSubjunctiveMood(1):IfIwereyou,…IwishIcould…
5.Writeapersonalnarrative.
TeachingPlan:SixPeriods
1stperiod:Warming-up,Listening(WB)Talking(Optional)
2ndperiod:Speaking
3rdperiod:Reading—BornDying
4thperiod:IntegratingSkills(SB)
5thperiod:LanguageStudy—WordStudy
6thperiod:LanguageStudy—Grammar

TheFirstPeriod
Goals:
1.Tofocusontalkingaboutdeadlydiseases(esp.AIDS)aswarmingupandlisteningpractice.
2.TolearnsomebasicknowledgeaboutAIDS.
3.TohelpstudentsbuildtherightattitudestowardsAIDS.

Teachingprocedures:
I.Warmingup
1.Lead-in
1)ShowapictureofAIDSlogotoleadinthesubject—AIDS
Areyoufamiliarwiththisredribbon?
What’sitrelatedto?
Whatdoesn’titmean?Doyouknow?
(Possibleanswer:RedribbonisrelatedtoAIDS.ItmeansthatweshouldgiveAIDSpatientsloveandcare,understandandsupport.)
2)ShowapictureofPuCunxinandotherstarstoshowthatAIDSisaworldwideproblem.
Doyouknowthem?
Whatistheirjobbesidesacting?
IsitjusttheprobleminChina?
(Possibleanswer:It’snotjusttheprobleminChina.It’saworldwideproblem.Andbesidessomefamousstars,someordinarypeoplealsoworkveryhardtotellotherstheharmofthisdisease.)
2.Brainstorming
Q1:WhiletalkingaboutAIDS,whatotherdiseasescanyouthinkof?
Individualwork:Letstudentsbrainstormthenamesofdiseases,suchascold,headache,toothache,diarrhoea,cut,coughing,scald,insomnia,heartattack,cancer,AIDS,etc.
(Withthedevelopmentofscienceandhi-tech,manydiseasescanbecured.Butfornow,AIDSisstillincurable,soit’sadeadlydisease.)
3.HowmuchdoyouknowaboutAIDS?
1)Pairwork—questionsfordiscussion
What’sthefullnameofAIDS?
CanAIDSbetransmitted?
Inwhatwayscanitbetransmitted?
WhatkindsofpeoplearelikelytogetAIDS?
DopeoplewithAIDSlookhealthyatfirst?
Isitsafeordangeroustostayortobefriendswiththem?Why?
(Studentsdon’thavetogivetheexactanswers.Thesequestionswillhelpthemthinkaboutthisdisease—AIDS.)
2)AIDSQUIZ(individualwork)
1)AIDSquiz(p.49)—checkstudents’knowledgeaboutAIDS.
2)Picturequiz—CantheAIDSvirustransmittedviathefollowingroutes?
Summary:MedicalstudiesshowthattheAIDSviruscannotbetransmittedviathefollowingroutes:cups,glasses,toiletseats,swimmingpools,mosquitoes,otherinsectsorgivingblood.Soit’ssafetobefriendswithAIDSpatients.
II.Listening(WB)
1.Pre-listening:GothroughEX12inPart1andguess“WhatdothelettersHIVandAIDSstandfor?”
2.While-listening:ListentothetapeandfinishexercisesinPart12.
(Makegooduseofsomepicturesandaflash“HIV-cycle”inthePowerPoint)
3.Post-listening:SupposeyouareapublicistofAIDS,pleasegiveanoralreportaboutittothewholeclass.
III.Talking(Optional)
Roleplay:Workingroups.ImaginethattheheadmasterofaschoolhasfoundoutthatoneofthestudentshasHIV.Thestudent’sfamilyhaskeptitasecretuntilnowandtheheadmasteronlylearntthetruthlastweek.Hehadcalledameetingtodecidewhattodo.
(OpinionscanbebasedontheirknowledgeofAIDSandalsothecharacteristicsoftheroles.)
IV.Homework
1.PreviewSpeaking(p.50)andfindsomeinformationaboutAIDS,drugs,smokingordrinkingtosupportyouridea.
2.Learnthenewwordsofthisunitbyheart.

TheSecondPeriod

Goals:
1.Topractisesupportingandchallenginganopinion.
2.Topractiselisteningcomprehension.

TeachingProcedures:
I.Revision
Doyoustillrememberthislogo?Whatcanyoulearnfromit?
Q1:Doyourememberwhatitmeans?
Q2:InwhatwaysisAIDStransmitted?
II.Speaking
1.Pre-speaking
1)DoyouagreethatgettingAIDSisapersonalproblem?Whyorwhynot?
(Throughthesequestions—
RaisetheideaofsocialproblemandcometoSpeakingpart.
Introducetheusefulexpressionsofsupportingandchallenginganopiniononp.50.Andthroughoutthewholeclass,teachersshouldtrytousetheseexpressionsasmanyaspossibletoraisestudents’awareness.
2)Ashasjustbeentalkedabout,AIDSisnotonlyapersonalproblem,butalsoasocialone.Becausewhenwetalkaboutsocialproblems,wemeancrimessuchasdruguse,murder,theftorrobberyandbrokenfamilies.Thesesocialproblemscausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.Besides,therearequiteafewothersocialproblems.Canyoutellsome?Canyouuseyourownsentencetodescribeoneofthesesocialproblems?
(Possibleanswer:crime,health,homelessness,poverty,gambling,familyviolence,divorce,unemployment)
3)Informationinput
Givestudentssomeinformationabouthowserioustheseproblemsareandaskthemtotakenotes.Thentheycandecidewhatisthemostserious.
(RefertothePowerPointProperexplanationisneeded).
AboutAIDS
1.HowmanyAIDSpatientsallovertheworld?Wherearethey?Andaretheyyoungorold?
2.WhatkindsofsocialproblemscanAIDScause?
3.HowaboutthesituationinChina?
Aboutdrugs
1.Istheuseofdrugssuchasheroin,serious?Whydoyouthinkso?
2.Whatshouldwedowithit?
AboutSmoking
1.Nearlyeveryoneknowsthatsmokingisharmfultoourhealth.Butwhydopeoplesmoke?
2.Whatkindsofdangercanitcausetoourbody?
3.Canyouthinkoftheotherdangersofsmoking?
Aboutdrinking
1.Doyourparentsdrink?Doyouthinkdrinkingisgoodornot,oritdepends?Giveyourreasons.
2.Candrinkingcausesomeproblemtoourbody?Whatarethey?
3.Willdrinkingcausesomesocialproblems?Givesomeexample.
T:Thesefourareallsocialproblems,astheyallwillcausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.
2.While-speaking
Ifyouwereanexpertonsocialproblems,whatisthemostseriousproblemtoday,AIDS,drugs,smokingordrinking?
Roleplay
Groupoffour
EachactsastheexpertonAIDS,drug,smokinganddrinking.
Usetheexpressionstosupportyouropinionorchallengingother’sopinions.(p.50)
Languageinput(Usefulexpressions)
--Repeatittostrengthenstudents’abilityofuseit.
SupportinganopinionChallenginganopinion
Ithinkthat…,because…Perhaps,butwhatif/about…?
First,…Haveyouthoughtabout…?
Onereasonisthat…Whatmakesyouthinkthat…?
Forexample,…Couldyoupleaseexplain…?
Ifwe/theywereto…,we/theycould…IfIwereyou,Iwould…
III.Post-speaking
Conclusion—Classdiscussion
Q:Couldthesesocialproblemsbeavoided?Orcouldwegetridofsocialproblemsinmoderntimes?Whatcanwedotodealwiththem?
(Socialproblemsarearoundus.Theycan’tdisappearinmodernsociety.Butwecandosomethingoptimisticorpositivetoreducetheharmtheycause.That’swhyweyouthareaskedtogetawayfromAIDS,drugs,etc.That’swhyweyouthshoulddevelopgoodhabits.That’swhymanypeopleincludingfamousstarsarebusywithtellingotherstheharm.Inthisway,wecanstayhealthybothphysicallyandmentally.)
Homework
1.FinishListening(P.50)exercises
2.Readthepassage“FIGHTINGTHEVIRUS:HIV/AIDSINAFRICA”(P127)andfinishthePre-readingexercises(p.51).

TheThirdPeriod
Goals:
1.TolearnmoreknowledgeaboutAIDS.
2.Tohelpstudentsunderstandtheattitudesandspiritsoflivingwithdisease
3.Tolearnsomeusefullanguagepoint

TeachingProcedures:

I.Pre-reading
1)Q1:Whatdotheylook?
Showthepictureofafatherandhisson.
(Thefatherlookscaring,gentleandenergeticandthesongivesusanimpressionofbeinglovelyandcute.TheyappearsohealthythatyouwouldneverguessthattheyarelivinganddyingwithAIDS.)
2)Q2:HaveyoueverseenanAIDSpatient?Howdotheylook?
ShowthestudentssomepicturesofAIDSpatients.
(Ifnothingisdone,thereisnodoubtthatallthepeopleinfectedwithAIDSwillbelikethem,nomatterhowhealthytheyarenow.)
3)Q3:Aretheybadpeople?Dotheydeserveit?
ShowmorepicturesofpeopleinfectedwithHIVorAIDS.
(I’mafraidnot.Likeanyfather,“Jeremyismywholelife.Everydaddreamsofwatchinghiskidgrowupandgraduatefromhighschool.IneverthoughtthatwouldhappenforusbecauseJeremyandIarebothHIVpositive.Butthankstoournewfamilyclinic,webothhaveaccesstothetreatmentsweneed.NowmaybeIwillseeJeremywalkdowntheaislewiththeclassof2017”.[Heregivethestudentsseveralminutestochewanddigestthesewords.]Likeany12-year-oldchild,Xiaohuaisahappygirlwhosmilesalotandlikestotalktoherfriendsafterschool.However,shehaslosthermotherandwillloseherfatherandsheherselfwasborndyingwithAIDS.)
4)Q4:Doyouwanttoknowmoreabouttheirlife?
OurtextisaboutXiaohua’slife.
Whatquestionsdoyouthinkwillbeansweredinthetext?
1._______________
2._______________
3._______________
4._______________
II.While-reading
1)Skimming:
Q:What’sXiaohua’sattitudetowardsherdisease?
2)Scanning:
Q1:InwhatwaysdoesAIDSspread?
Q2:Howmanychildrenwereinfectedin2002?
3)Summary：
1.Xiaohuaisa12-year-oldgirllivinganddyingwithAIDS.(para1)
2.WhatisAIDS?(para2)
3.HowwasXiaohuainfected?(para3)
4.ThousandsofchildrenbecomeinfectedwithHIVeveryday.(para4)
5.Xiaohuadevotesmuchofherlefttimetohelpingothers.(para5,6,7)
III.Post-reading
1)Questions
(MuchoftheanswerstothesequestionscanbereferredtothereadingmaterialonP127.)
Q1:WhyisAIDSadeadlydisease?
(Breakdown/defenceless/treatment/notavailable/incurable)
Q2:Whydotheyoungsufferthemost?
(Aswithmanydiseases,childrenseemtosufferthemostfromAIDS,mainlybecauseofalackofproperhealthcare,preventionandeducation.Eveniftheythemselvesarenotinfected,thediseasecanruintheirlives.Theymayhavetocareforsickrelativesandareoftenunabletogotoschool.LivingwithaparentorparentswhohaveAIDSispainfulanddifficult.Becausetheparentscannotwork,thechildrenmaynothaveenoughfoodandmusthelptakecareofthefamily.)
Q3:Whatdotheysufferfrom?
(Notonlythediseaseitselfandinevitabledeath,butalsopeople’snotknowing,misunderstandingandfearofthedisease.)
Q4:Whatcanbedonetoimprovethesituation?
(Bythegovernment:
Byspecialistanddoctors:
Byotherpeople:
Bythepatientsthemselves:)
Q5:AsanAIDSpatient,whatdoesXiaohuado?
(notdiscouraged/encourage/visit,support,cheerup/createanetwork,persuade/talktopeople)
Q6:Whatareherwishes?
(IwishIcouldremember
IfIweretolivelong…
Iwishpeoplecould…
IfIwereyou…
Q7:Howdoyoufindher?
Q8:NexttimeifyoumeetanAIDSpatient,willyouregardhimorherasabadanddangerousperson?Whatwouldyoudo?
2)Creation
AIDSDayisapproaching,ourschoolisplanningsomethemeactivitiesanditiscollectingideasfromthestudents.
IsitagoodideatoinviteXiaohuatogiveusalecture?IfyouwereXiaohua,whatwouldyousaytous?Pleaseprepareaspeech.
IV.Homework
1.PreviewIntegratingSkills—DIAGNOSEDWITHCANCER:THEDAYMYLIFEENDED…ANDBEGAN!(p.54)
2.Learnthewholetextbyheart.

TheForthPeriod
Goals:
1.Tolearnsomeinformationofcancerandtheattitudetowardsit.
2.Towriteapersonalnarrative.
TeachingProcedures:

I.Pre-reading
Lifeisnotalwayssmooth,butwithsubmergedrockshereandthere,nowandthen.Whenfacedwithunexpecteddiseasesordisastersorevendeath,whatattitudetochooseisaquestion.
Q:Forexample,ifyoufoundoutthatyouhadanincurabledisease,howdoyouthinkyourlifewouldchange?Andhowwouldyouacttowardsthechange?
--BorndyingwithAIDS,Xiaohuasays,“Mylifemayhavetobeshort,butthere’snoreasonwhyitcan’tbebeautiful.”
--Diagnosedwithcancer,‘I’alsohavesomethingtosaytoyou.Nowlet’sseewhat‘I’willsaytoyou.
II.While-reading
Questions:
Q1:Howdidcancerchangethewriter’slife?
Q2:Comparethewriter’ssituationwiththatofXiaohua.Inwhatwayaretheirexperiencessimilarordifferent?
Q3:Dotheirexperiencesstrikeyou?
Q4:Whathaveyoulearntfromthem?
(Getthestudentstoputemphasisonsomelanguagepoints,especiallyhowthewriterexpresseswhathethinks.e.g.
Irememberhavinganemptyfeelinginmystomachandthinkingthatmylifewasgoingtoend.
ThereweredayswhenIwishedthatIweredeadsothatIwouldnothavetofeelsosick.)
III.Writing
Lifeislikeamoon,sometimesround,sometimesnot.Wehavehappytimesandalsosadmoments.Ifwedrawatimeline,wewillfinditisnotalwaysstraight.Takemyselfforinstance…
Stepstofollow
Stepone:thinkaboutyourpastdays:whatweresomeeventsthatmadeyouveryhappy?Whatmadeyouverysad?
Steptwo:drawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows).
Stepthree:talkaboutthehappyandsadthingstoyourpartner,withreferencetothetimeline.
Stepfour:chooseoneevent,eitherhappyorsad,whichimpressesyoumost.Trytorememberallthedetailsofit,especiallyhowitmadeyoufeel,whatitmadeyouthinkandwhyitisimportantinyourlife.Prepareforwritingitdown.
Stepfive:workoutanoutlineofwhatyouaregoingtowrite.
Stepsix:readanexample.
Stepseven:begintowrite.
IV.Homework
1.Writeanessayaboutanimportanteventinyourlife.
TheFifthPeriod

Goals:
1.Tolearnaboutsomeantonyms
2.Topracticeusingsomeusefulwordsandphrasesinthetext

TeachingProcedures:
I.Lead-in
AskstudentssomequestionsaboutXiaohua.Ononehand,theycanreviewwhattheyhavelearned.Ontheotherhand,teachercanleadthemtothelearningoftheusefulwordsandphrasesinthisway
Q1.DoyoustillrememberXiaohua?
Q2.Whathashappenedtoher?
Q3.Whatisherattitudetowardsthedisease?
(Sheisabravegirl.SheisnotdiscouragedbyAIDS,instead,shetriesherbesttoencourageandhelpotherAIDSpatients.)
II.Learnandpracticeusingsomeantonyms
1)Askstudentstopayattentiontothetwowordsinboldandexplaintothemtheirmeanings,pointingoutthattheyhaveoppositemeaningsandthiskindofwordsarecalledantonyms.
2)Letstudentshaveacompetition.Trytofindtheantonymsofthefollowingwords.Letsseewhocandoitcorrectlyandquickly.
defenceless--defensive
infectwith--immuneto
protected--unprotected
incurable--curable
discourage--encourage
visible--invisible
3)Practiceusingtheseantonymsthroughexercises.
(Completethesentencesusingtheantonyms)
1.InFebruary2003somepeoplegot____astrangediseaseanddiedwithinamonth.
2.Althoughshemetmanydifficulties,Helenwasnot_____.Shecontinuedstrugglingwiththedisease.
3.Peoplethinkitaseriouscrimetoattack_______children.
4.AIDScanbetransmittedbyhaving______sex.
5.Havingfoundoutthatthegirlhasgotadiseasewhichis______andwilldiesoon,theboydecidetohelphertomakethelastdaysofherlifebeautifulandmeaningful.
III.Practiceusingsomeusefulwordsandphrasesinthetext.
(TranslatethefollowingsentenceswiththehelpofChineseoritalicwords.)
1.Thedoctor______(診斷)myillnessasarareskindisease.
2.Hehas_______（恢復(fù)）fromhisbadcoldandcangoouttomorrow.
3.Thediseasemakesherrealizehow_______（寶貴）lifeis.
4.Thedoctortoldhimthatthewoundhadbeeninfected,andthatthe___________（受感染的傷口）becomedeadlyifitisnotproperlytreated.
5.Theyarecertaintahtthisvirushasbeentransmittedthroughtheair,yettheyhavenotbeenabletoidentifythe___________（傳播的病毒）
6.Badnewsmaydiscourageapatient,soitisveryimportantthatdoctorstrytocheerupthe_______________（灰心喪氣的病人）
7.Firstthedoctortakesabloodsampleandhasittested.Thenhewillusethe________（經(jīng)過(guò)測(cè)試的血樣）tofindoutifitisaseriousdisease.
8.Youcannotdelaythetreatmentanylonger.Youmuststopworkingunlessyouwanttodealwiththerisksof______________.（延誤的治療）
IV.Completetheshortsummaryofthetextwiththeproperformsofthefollowingwordsandphrases.
breakdowntheimmunesystemleavedefenceless
infectwithlivewith
livelifetothefullestdieof
availabledeadly
alackofonthecontrary
AIDSisadiseasethatbreaksdownthebodysimmunesystemandleavesapersondefencelessagainstinfectionsandillnesses.PeoplegetAIDSafterhavingbeeninfectedwithHIV,thevirusthatcausesthedisease.TherearemillionsofpeoplewhodieofAIDSeveryyear.
Sofar,thereisnotreatmentavailableforthediseaseandAIDSpatientshavetodealwiththefactthattheymightdieyoung.Unfortunately,adeadlydiseasesuchasAIDSalsofrightensothers.Becauseofalackofknowledgeabouthowitgetstransmitted,peopleoftentreatAIDSpatientsasiftheywerebadordangerous.
Xiaohuaisa12-year-oldgirl.ThoughshehasbeenlivingwithAIDSfor12years,sheisnotdiscouragedbythedisease.Onthecontrary,itmakesherrealizehowpreciouslifeisandhowimportantitistolivelifetothefullest.
V.Setanewsituation,askingstudentstowritedownashortdialogue.Inthisway,theycanreviewandusethewordsandphrasesgagin.
Situation:TwowomenaretalkingwithanAIDSpatient.Writeadialogue,usingyourimaginationaswellastheusefulwordsandexpressionstahthavebeenmentionedabove.
VI.Homework
1.Previewgrammar
2.FinishwordstudyexercisesonSBandWB

TheSixthPeriod

Goals:
1.TolearntheSubjunctiveMood
2.TomakestudentsgetfamiliarwiththeSubjunctiveMoodandmasteritbyusingitindifferentsituations

TeachingProcedures:
I.Lead-in
1)ShowstudentsthepictureofXiaohuaandaskthemtwoquestions:
Q1.Youmustbequitefamiliarwiththisgirlnow,right?
(Right.SheisaXiaohua,agirlwhohasbeeninfectedwithAIDS.)
Q2.HowwassheinfectedwithAIDS?
(Shewasinfectedbybirth.)
2)Xiaohuawasborndyingandshehasnochoices.Butmanypeoplewhoreallyhavemanychoicesdon’trealizehowpreciouslifeisanddoalotofharmstothemselves.
1.Showstudentssomepicturesofpeoplewhosmokealot,drinkalotorevenhavedrugs,pointingoutallthesecanleadtodeadlydisease.
2.Basedontheabovetalking,teacherraisethefollowingquestions:
Iftheygoondoingthis,whatwouldhappen?
IfyouwereXiaohua,whatwouldyouliketotellthem?
Ifyouwereadoctor,whatwouldyoudo?
Ifyouwereoneofthem,whatwouldyoudo?
3.SomepeopledonottakeXiaohuaordoctorsadvices.Finally,theydie.
Iftheyhadnotdrunksomuchwine,hewouldnothavediedatsuchanearlyage.
Ifhehad(not)...,hewould(not)have...
Askstudentstomakemoresimilarsentences,usingtheSubjunctiveMood.
II.MoreSituations
1.ThewomaninthepictureisHelen,whohasbeenlivingwithAIDSformanyyears.Nowsheiscelebratingherbirthdaywithherdog.IfyouwereHelen,whatkindofwisheswouldyoumake?
2.Itissaidthatafallingstarcanletyourdreamcometrue.Ifyousawafallingstar,whatkindofwisheswouldyoumake?
3.Besidesafallingstar,amagiclampcanalsoletyourdreamcomtrue.Ifyouhadamagiclamp,whatwouldyouaskittodoforyou?
III.Homework
1.FinishallthegrammarexercisesonSBandWB
2.Reviewthewholeunit

Unit8Firstaid
TeachingGoals:
1.Talkaboutfirstaidandmedicine
2.LearntousetheSubjunctivemood
3.Practisetalkingaboutwhatyoushouldandshouldnotdo
TeachingTime:6periods

TheFirstPeriod
Teachingaim:
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Preparationforlistening
LookatthepicturesonP58andanswersomequestions.
Whatcanyouseeinthetwopictures?Wherearethey?
Whatdoyouthinkhashappenedtotheboyandthegirl?Readtherequirementsquicklyandfindoutwhattodo.
II.Listening
Twopeoplehavejustarrivedatthehospital,eachwithachild.Anurseisaskingthemquestions.
1.Listentothetape.Whathappenedtoeachchild?
Child1:____________________________
Child2:____________________________
2.Listentothetapeagainandanswerthequestions.
Child1
Child2
Whendidithappen?
Wasanyfirstaidgiven?
Ifsowhatwasdone?
3.Listentothenurse’squestionsinthefirstdialogueandwritethemdown.
Can_______________?
What’s______________________?
Whatdidyoudo____________________________?
Does__________?
III.Post-listening
Finishtheexercise“TrueorFalse”
1.Harry’sarmwasbittenbyadogyesterdayevening.
2.Hisfathergavesomefirstaidbeforebinginghimtothehospital.
3.Thegirldrankabottleofink.
4.Ifadogwhichhasadiseasebitesomeone,he/shewilldie.
IV.Preparationforspeaking
1.Whatthingsathomecanbedangerous?
2.Howtopreventusfrombeinginjuredathome?
V.Speaking
1.Workinpairs.Usethefollowingusefulexpressionstodescribesomepicturesandtelleachotherwhatyoushoulddoandshouldnotdo.
Usefulexpressions
2.Topics
⑴electricity:
wire:n.電線,電纜
Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.
⑵Cooking:
Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
⑶Poisons:
Don’tpourpoisonsintoothercontainers,
forexample,emptybottles.Keepthemonahighshelfoutofthereachofchildren.
3.workinpairs.
Usethelistsofdosanddon’tsbelowtotelleachotherwhatyoushouldandshouldnotdo.
Safetyaroundthehouse
DosDon’t’s
a.Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.
b.Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.
c.Makesurethateveryoneinyourfamilyknowshowtocall110and120.
d.Learnmoreaboutfirstaid.
a.Don’tputpoisonsintoothercontainers,forexampleemptybottles.
b.Neverleavesmallthingsababycanputinitsmouthonthefloorortable.
c.Don’tplaywithelectricalequipment.
d.Neveruseladdersonawetfloor.
VI.Consolidation
VII.Homework
Interview
ImagineyouareareporterforthenewspaperChinaDaily.YouaregoingtointerviewMissWangwhowitnessedatrafficaccidentlastweek.Worktogetherwithyourpartner.StudentAwillactasthereporterandstudentBwillactasMissWang.Taketurnsaskingandansweringquestions.Usethequestionsbelowtogetstartedandtrytothinkofmorequestions.
1.Whenandwheredidithappen?
2.Wasanyfirstaidgiven?Ifsowhatwasdone?
3.Canyougivesomeadvicetotheothers

RecordafterTeaching

TheSecondPeriod
Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
Step1Brainstorming:
1.Whataccidentsdoyouknow?
drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite
2.Whatwordsdoyouthinkofaboutaccidents?
blood/bleed,doctor/hospital,death,unconscious,wound,ambulance
Step2Lead-in
1.Whatshouldwedoifanaccidenthappens?
Askdoctorsandnursesforhelp
2.Beforethedoctorcomes,whatisthemostimportant?
Thefirstaid.
Step3Newmaterial
1.WhatisFirstAid?
Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.
2.Generalreading
Themainidea
Para1Firstaidisveryimportant
Para2Themostimportantthingistostaycalm.
Para3-4Theprinciple/meaningofgivingfirstaid-----DRABC
Para5Thelearningoffirstaid
Para6Whatweshoulddoaftergivingfirstaidrecoveryposition
Step4Consolidation
Comprehension
1.Bysaying“Secondscountinanemergency,”thewritermeans________.
A.timeisveryimportant
B.youcancountnumbersbythesecond
C.timeislife
D.tobecalmdown,inanemergency,justsaynumbersbythesecond
2.Whatshouldyoudoifyouwanttodofirstaidcorrectly?
A.Learnwithateacher.
B.RememberthelettersDRABC
C.Staycalm
D.Alloftheabove
3.Accordingtothepassage,peopleintheaccident_______.
A.canbehelpedbyanyonewho’dliketodoso
B.shouldbewakenupassoonaspossible
C.shouldbeputintherecoverypositionwhenhavingbeengivenfirstaid
D.canbegivenfirstaidevenwithoutcheckingtheDRABC
4.Inthepassagetheauthorseemstobe_________.
A.explainingthemeaningofthelettersDRABC
B.tellingustheimportanceofthefirstaid
C.givingsomebasicinformationaboutfirstaid
D.showingtheimportanceofDRABC
5.Whichofthefollowingsentencesbestexpressesthemainideaofthepassage?
A.DRABCshouldberemembered
B.RememberingthelettersDRABCisenoughforfirstaid
C.WhyfirstaidisimportantandwhatthelettersDRABCstandforinanemergency
D.WhatthelettersDRABCmean
Matchthefollowingwords:
calmnotseriousorimportant,small
drownstill,withoutlargewaves
slightdieinwater
circulatereturntoanormalstate
suddengoroundcontinuously
recoveryhappening,comingquickly
Fillintheblankswithwordsinthetext.
1.Thefrontpartofthebodybetweentheneckandthestomachiscalledthe______.
2.To______istomakealoud,longandsharpcry.
3.Sheshoutedatme,butItriedtokeep_____andignoreher.
4.Whenadoctortakesaperson’s_____,heusuallyputshisfingeronthewristtofeeltheheartbeat.
5.A_______isalargepieceofwovenmaterialthatpeopleusetostaywarm.
Choosethebestanswer:
1.WhenapencilispartlyIaglassofwater,itlooksasifit______.(NMET95)
A.breaksB.hasbrokenC.werebrokenD.hadbeenbroken
2.---IstayedatahotelwhileinNewYork.
---Oh,didyou?You______withBarbara.(NMET98)
A.couldhavestayedB.couldstay
C.wouldstayD.musthavestayed
3.Iwasreallyanxiousaboutyou.You______homewithoutaword.
A.mustn’tleaveB.shouldn’thaveleft
C.couldn’thaveleftD.needn’tleave
4.Ifhe______callmetomorrow,Iwouldlethimknow.
A.shouldB.shouldnothavebeenable
C.werenotableD.arenotable
5.______today,hewouldgettherebyFriday.
A.WouldheleaveB.WasheleavingC.WerehetoleaveD.Ifheleaves
6.Ifyou_____JerryBrownuntilrecently,you’dthinkthephotograghontherightwasstrange.
A.shouldn’tcontactB.didn’tcontact
C.weren’ttocontactD.hadn’tcontacted
7.______heEnglishexaminationIwouldhavegonetotheconcertlastSunday.
A.InspiteofB.ButforC.BecauseofD.Asfor
8.Theteachersuggestedthatherstudents______experienceswithESP.
A.writeacompositiononthereB.towritecompositionaboutthe
C.wrotesomecompositionsofhisorher
D.hadwrittenanycompositionsforhis
9.Thepictureexhibitionboredmetodeath.IwishI______toit.
A.hadnotgoneB.havenotgone
C.didnotgoD.cannothavegone
10.Theteacherrequestedthathisstudents______ontimetoeveryclass.
A.hastobeB.wereC.mustbeD.be
Step5Homework
Todaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.

RecordafterTeaching

TheThirdPeriod

Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
Step1Revision
1.Whataccidentsdoyouknow?
drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite
2.Whatwordsdoyouthinkofaboutaccidents?
blood/bleed,doctor/hospital,death,unconscious,wound,ambulance
3.Whatshouldwedoifanaccidenthappens?
Askdoctorsandnursesforhelp
4.Beforethedoctorcomes,whatisthemostimportant?
Thefirstaid.
5.WhatisFirstAid?
Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.
6.Generalreading
Findthemainideaofeachparagraph
Para.1.A.Themostimportantistostaycalm.
Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.
Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.
Para.5-6D.Firstaidisveryimportant
Step2Newmaterial
Para1
1.WhyisFirstAidsoimportant?
Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.
2.Languagepoints
①witnessv
(1)vt.目擊，親眼看到
eg.Hewitnessthetrafficaccident.
(2)作證，證明，成為……的證據(jù)
egHewitnessedtohavingseenthemanentertheroom.
witnessn
Thepolicefoundthewitnesstothemurder.
②upsidedown
(1).顛倒地，翻到過(guò)來(lái)
Thepicturewashungupsidedown.
(2).adv.雜亂地，混亂地，亂七八糟地
Thenaughtyboyturnedaroomupsidedown.
Everythingintheroomwasturnedupsidedown.
③bleed
(1)vt.出血，流血了
eg.1).Hewasbleedingatthenose.=hisnosewasbleeding.
2)Theybledfortheircountry.
(2)vt.心痛,感到淌血般的痛苦
eg.Myheartbleedsforthepoorchild.
bleedfor為……而流血，悲痛
bleedsb.White榨干血汗，榨完錢財(cái)
bleedtodeath出血過(guò)多死亡
Para2
1.Whatisthemostimportantthingwhendealingwithanemergency?
Themostimportantthingtokeepinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.
Step3Consolidation
Fillinblanketswithproperwordsaccordingtothetext.
Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.
Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.
Step4Homework
Todaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.
RecordafterTeaching

TheFourthPeriod
Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Revision
1.WhatisFirstAidFirstaidis____________giving___________toapersonbeforeadoctorcanbefound.
2.Findthemainideaofeachparagraph
Para.1.A.Themostimportantistostaycalm.
Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.
Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.
Para.5-6D.Firstaidisveryimportant
II.Newmaterials
Part1
1.WhyisFirstAidsoimportant?
Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.
2.Languagepoints
①witnessv
(1)vt.目擊，親眼看到
eg.Hewitnessedthetrafficaccident.
(2)作證，證明，成為……的證據(jù)
egHewitnessedtohavingseenthemanentertheroom.
witnessn
Thepolicefoundthewitnesstothemurder.
②upsidedown
(1).顛倒地，翻到過(guò)來(lái)
Thepicturewashungupsidedown.
(2).adv.雜亂地，混亂地，亂七八糟地
Thenaughtyboyturnedaroomupsidedown.
Everythingintheroomwasturnedupsidedown.
③bleed
(1)vt.出血，流血了
eg.1).Hewasbleedingatthenose.=Hisnosewasbleeding.
2)Theybledfortheircountry.
(2)vt.心痛,感到淌血般的痛苦
eg.Myheartbleedsforthepoorchild.
bleedfor為……而流血，悲痛
bleedsb.White榨干血汗，榨完錢財(cái)bleedtodeath出血過(guò)多死亡
Part2
1.Whatisthemostimportantthingwhendealingwithanemergency?
Themostimportantthingtokeep/bearinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.Onthe__________,ifweknowhowto_________,wecansavelives.
2.languagepoints
①respond(to)
Iaskedhim.Buthedidn’trespondtomyquestion.
Afteramonthinhospital,shehasn’trespondedtotreatmentyet.
Herespondedtothebadguywithablow
②responsen.Hercriesforhelpmetwithnoresponse.
Hemade/gavenoresponsetomyquestion.
inresponseto
Heopenedthedoorinresponsetoaknock.
Whatdothehospitalsrecommend?
recommend/adviseTheyrecommendus_______(use)DRABC.
Theyrecommendthatwe__________(use)DRABC.Theyrecommend_______(use)DRABC
recommend+n+todo
recommendthat…(should)do
recommenddoing
Herecommendedagooddictionary___me.
=Herecommendedmeagooddictionary.
Irecommendher___yoursecretary.
Irecommendher____thejob.
3.Fillinblanketswithproperwordsaccordingtothetext.
Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.
Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.
4.WhatshouldwedowhenwehavecheckedtheDRABC?(correctorder)
()1.Bendtheperson’slegsothatheorshewillnotrollover.
()2.Rollthepersonontooneside.Keepthelegsstraight.
()3.Weshouldgivethefirstaidandcallanambulance.
()4.Placethehandoftheperson’supperarmunderhisorherchin.
()5.Weshouldputthepersonintherecoveryposition.
V.Homework
Revisethewholelanguagepointsappearedinthepassage.
RecordafterTeaching

TheFifthPeriod

Teachingaim
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Developstudents’abilityoflistening,speakingreading.
3.Goonlearningthesubjunctivemood.
TeachingImportantPoints
1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.
2.Goonlearningthesubjunctivemood.
TeachingDifficultPoint
Goonlearningthesubjunctivemood.
Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimagination
TeachingAids
1.acomputer2.amulti-media3.ataperecorder

TeachingProcedures
I.Lead-in
1.Showsomepicturesofthecar,house,money,jobect.Andask
T:Whatisthemostimportantinourlife?
S:Lifeisthemostimportant.
T:Lifeisprecious,however,Lifeisalsoweak!
2.Ask
Whatcanmakeourlifeweak?
Disaster,disease,accident,warect.
II.Newmaterials
Commoninjuries
1.Howtogivefirstaidtothefollowingaccident?
drowning,trafficaccident,animalbite,burn,cut,electricshock,choking
2.Theprincipleofgivingfirstaid
Ddanger
Rresponse
Aairway
Bbreathing
Ccirculation
3.Whatotheraccidentshappenindoorsoroutdoors?
4.Howtodealwithcommoninjuries?
Commoninjuries:animalbite,cut,burn,poisoning
5.Whatarecommoninjuries?
Commoninjuriesareaccidentsthateasilyhappen______oroutdoors.We_____notbeabletopreventthem________(happen),_______,everyoneshouldknowwhattodoifanaccidenthappens.
6.cannotmaynot
1.Itispossiblethathedoesnotknowthetruth.
=He____notknowthetruth.
2.Itisnotpossiblethatheknowsthetruth.
=He____notknowthetruth.
III.Discussion
Task1Youareadoctor,tellyourclassmateshowtodealwiththese4commoninjuries.
CutsPoisoningAnimalbitesburns
Washtheareaofcut
Dryit
Coveritwithapieceofdrycleancloth
Stopbleeding
Gotothehospitalatonce.
Neverpullitoutofthecut.Yououghtto…
Makesure…
Gethimorhertobreathespitoutpoison
Callforanambulance
Searchforanypoison
Call119firstandtellthemtheexactaddressonthephone.
Ifsomeoneisbadlyburnt,weshouldcall120Washthewoundwithcoldrunningwater.
Seeadoctorassoonaspossible
Cooltheareaofskin
Washitunderthecoldtap
Seeadoctorifnecessary
Coverthewoundwithbandage/cleancloth
Task2What’syourfirstaidIQ?
1.Yourfriendhasanasthma(哮喘)attack,butshedoesn’thavehermedicine.You’dbetter:
A.Getapaperbagforhertobreatheinto.(B)
B.Getheracupofcoffee.
C.Takeheroutsideforfreshair.
咖啡因?qū)夤軘U(kuò)張有效。
2.Youshouldwaitatleastfiveminutesbeforetouchingsomebodywhohasbeenstruckbylightening(閃電),oryoumightgetashock(打擊).(A)
A.True
B.False
3.Thebestwaytotreatahurtankle(踝關(guān)節(jié))isto:(A)
A.Putanicepackonyourankle.
B.Putaheatingpad(電熱墊)aroundyourankle.
C.Keeponwalkingandjumping.
4.Ifyougetanosebleed(鼻出血),gentlyletyourheadbacktostopthebleeding.(B)
A.True
B.False
此舉會(huì)使血流進(jìn)喉嚨，易造成窒息。
5.Totreataburn,you:(B)
A.Rub(涂,擦)somebutteronit.
B.Holdtheburntpartundercoldrunningwater.
C.Putsaltontheburntpart.
6.Totreatachoke,youshouldmakehim/herspitbypattinghim/herontheback.(A)
A.True
B.False
7.Ifsomeoneishavingaheartattack,youshouldfirst:(A)
A.Call120
B.PerformCPR(心肺復(fù)蘇)
Assessmentofresults
Allcorrect:Congratulations!Youhaveagoodknowledgeoffirstaid.Maybeyouwillbecomeafirstaidexpertinthenearfuture.
4～6:Youhavesomeknowledgeoffirstaid,butyoushouldworkharderandlearnmoreaboutit.
0～3:Itseemsthatyouarenotinterestedinfirstaid.Ifanemergencyhappenstothepeoplearoundyou,youwillhavesometroubleinhelpingthem.
Task3Othercommoninjuries
Howtodealwithnosebleeding
Staycalm.
Breathethroughthemouth,notthenose.
Situpandbendtheheadslightlyforward.
Pinch捏bothnostrils鼻孔shutusingathumbandforefinger.
Spitoutanybloodthatcollectsinthemouth.
Foodpoisoning:
Makesuretowashthemagainandagainbeforeeating.
IVLanguagepoints
injuryninjurevinjuredadj
Thattrafficaccident________hislegseriouslylastweek.Sincethen,hehasbeensufferingfromthe________foralongtime.His________lookmadehismotherverysad.
V.Homework
Revisethewholelanguagepointsappearedinthepassage.

RecordafterTeaching.

相關(guān)閱讀

高二英語(yǔ)上冊(cè)全冊(cè)教案1

Unit1Festivalsaroundtheworld
1.Teachingaimsofthisunit
Talkaboutfestivalsandcelebrations
Talkaboutthewaystoexpressrequestandthanks
LearntouseModalverbs
Writeasimilarstorywithadifferentending
2.Sentencepatterns:
Request:
Could/Wouldyouplease…?
CouldIhave…?
Couldwelookat…?
Ilookforwardto…
MayIsee…?
Thanks:
It’sverykindofyou…
Thankyouverymuch/Thanksalot.
I’dloveto.
Itwasapleasure…
Don’tmentionit.
Youaremostwelcome.
3.Modalverbs:
Maymight,cancouldwillwouldshallshouldmustcan

ThefirstperiodSpeaking
1.Teachingaims:
Vocabulary:takeplace,lunar,festival,ArmyDay,Christmas,dressup
Phrases:Wouldyoulike…CouldIhave…?
MightIofferhelp…?MayIsee…?
Youshouldtry…Couldwelikeat…?
Canyousuggest…?Wemighttake…

TeachingProcedures
StepILeadingin
T:Hello,everybody!Welcomebacktoschool!Didyouhaveagoodtimeinyourwinterholidays?
Ss.Yes.Ofcourse!
T:Whendidyoufeelmosthappyandexcited?
Ss:AttheSpringFestival.
T:Whocantelluswhy?Anyvolunteers?
S1:Becauseitisthemostimportantfestivalinourcountry.
S2:BecauseIgotalotofluckymoneyfrommyparents.
S3:BecauseIneedn’tstudyatfestivalsandtherewasalotofdeliciousfoodtoeat.Howgreat.
S4:BecauseImetmycousinsandfriendswhoIhadn’tseenforalongtime.
T.Veryfood!Iamgladtohearthat.Todaywewilltalkaboutfestivals,whicharemeanttocelebrateimportantevents.Pleasethinkaboutsomeotherfestivals.Canyounamejustafew?
Ss:Newyear,Yuanxiaofestival…
:T:Quiteright.That’scalledtheLantern’sFestival.Howaboutsomeotherfestivals?
Ss:TheArmyDay,InternationalLabour’sDay,NationalDay,TombSweepingFestival,DragonBoatFestival,Mid-autumnDay…
T:Youhavedoneagoodjob,boysandgirls!.

StepⅡWarming–up

Festivalsaremeanttocelebrateimportantevents.Differentcountrieshavedifferentfestivals.WorkingroupsandlostfiveChinesefestivalsthatyouknow.Discusswhentheytakeplace,whattheycelebrateandonethingthatpeopledoatthattime.Thefirstoneisgiventoyouasanexample.

FestivalsTimeofyear/dateWhatdoesitcelebrateWhatdopeopledo
Mid-AutumnFestivalAutumn/FallThebeautyofthefullmoon,harvest,timewithfamilyandfriendsGive/Eatmooncakesandwatchthefullmoonwithfamilyandfriends

StepⅢPre-reading
Discussingroupsoffour
1.What’syourfavouriteholidayoftheyear?Why?
2.Whatfestivalsorcelebrationsdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest---themusic,thethingstosee,thevisitsorthefood?

StepⅣAssignment
1.Consolidation
2.Listeningtothematerialagainafterclasstobefamiliarwithit.
3.Homework:Collectasmuchinformationaboutfestivalsaspossible.

ThesecondperiodReading

TeachingAims
1.Vocabulary:starve,starvation,plenty,satisfyancestorlampsleadfeastboneorigininmemoryofdressuptrickpoetarrivalnationalgainindependencegatheragriculturalEuropeancustomawardswatermelonhandsomeroosteradmirelookforwardtoreligiousasthoughhavefunwithdaily
2.Toenablethestudentstoknowtheearliestfestivalswithreasonsforthemandfour
differentkindsoffestivalsthatoccurinmostpartsoftheworld
3.ToenablethestudentstomastersomeEnglishexpressionsandphrasesaboutfestivals.
4.Teachthebasicreadingskills:skimmingandscanning.
5.Trytocompareandmakeconclusionsofdifferentfestivals.

StepⅠRevision
1.Greetings.
2.Reviewthenewwordsofthispart.
3.Checkthestudents’homework---festivals

StepⅡReading

1.Scanning
T:Openyourbooksandturntopageone.I’dlikeyoutodothescanning.Readthetextquicklyandaccuratelytogetthemainideaandanswerthe6questionsonPage3.
(Askthestudenttolookthroughthequestionsandthenreadthetextsilently.)
(Fourminuteslater,checktheanswerswiththewholeclass.Showthesuggestedanswersonthescreen.)

2.Intensivereading
(Allowthestudentstoreadaloudandcarefullythistimetounderstandthemainideasofeachparagraphandtheimportantdetails)
T:ReadthetextloudlyforasecondtimeandthemtrytotellifthesesentencesareTrueorFalse.

1.Theancientpeopleneedn’tworryabouttheirfood.(F)
2.Halloweenusedtobeafestivalintendedtohonorthedead.(T)
3.QuYuanwasagreatpoetwhopeoplehonoralotinChina.(T)
4.Mid-autumnFestivalisheldtocelebratetheendotautumn(F)
5.EastercelebratesthebirthofJesus.(F)

3.Readinganddiscussion
T:ReadthetextathirdtimeandthenworkimpairstodoExercise2onPage3.
(Letthestudentshaveenoughtimetoreadthepassagecarefullyanddiscussthechartwiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)
4.Explanation
(Inthisparttrytohelpthestudentsanalysethedifficult,longandcomplexsentencesandguessthemeaningofthenewwords;askthemtodealwiththelanguagepointsinthecontext.)
T:NowIwilldiscusssomeimportantsentencesandphrasesinthepassage.
a.Somefestivalsareheldtohonorthedead,orsatisfyandpleasetheancestors,whocouldreturneithertohelportodoharm.
b.Inmemoryof
c.InIndiathereisanationalfestivalonOctober2tohonorMahatmaGandhi,theleaderwhohelpedgainIndia’sindependencefromBritain.
d.Peoplearegratefulbecausetheirfoodisgatheredforthewinter,andbecauseaseasonofagriculturalworkisover.
e.Themostenergeticandimportantfestivalsaretheonesthatlookforwardtotheendofwinterandtothecomingofspring.
f.Thecountryiscoveredwithcherryflowerssothatitlooksasthoughitmightbecoveredwithpinksnow.

Thesuggestedexplanation:
a.Anattributiveclause.
Thesentencemeanspeopleholdsomefestivalseithertoshowrespecttothedeadortomaketheirancestorshappyincasetheymightcomebacktodoharm.
b.inmemoryof…servingtorecallsb,tokeephimfreshinpeople’minds.
Hewroteapoeminmemoryofhisdearestwife,whodiedinanaccident.
inhonorof(showinggreatrespectorhighpublicregard)
inhopes/thehopeof(hoping)
indefenceof(defending)
c.anounphrasefollowedbyanattributiveclauseastheappositive
d.twoclausesforreason
e.energy→energeticadj.(fullofordonewithenergy)
lookforwardto(toisaprepositionhere.)
devoteto,be/getusedto,getdownto,stickto
e.g.I’mlookingforwardtohearingfromyou.

StepⅢListening
T:NowIwillplaythetapeforyou.Youcanjustlistenwithyourbooksclosedorlookatyourbooksorreadinalowvoicetogetherwiththetape.It’suptoyou.Afterlistening,pleasewritedownthreethingsthatmostfestivalsseemtohaveincommon.(ComprehendingEx.3onPage3).

ThethirdperiodLearningaboutlanguage
Teachingaims:
1.Letthestudentsknowtheusageofmodalverbs.
2.Enablethestudentstorecognizethewordsandexpressionsinthereadingpassageaccordingtowhatmeanthesameasthem.
StepⅠGreetingandRevision
(Asksomestudentstoretellthetextwelearned.)

StepⅡ.Practicingtheusefulwordsandexpressions
T:Asweknow,therearetwoimportantkindsofverbs---transitiveverbsandintransitiveverbs.Butmanyintransitiveverbshavethestructure“verb+preposition+objects”Canyougivemesomeexamples?
Ss:Sure.Suchaslookatthepicture,hearfrommyfriends,listentotheradioandsoon.
T:Ok.Nowturntopage4,Ex.4.Youaretomakesomesentencesofyourown,usingthewordsgiven.
S1.I’mlookingforwardtohearingformmyfriend
S2:Wearetalkingaboutverbs.
S3:Wouldyouliketotalkwithme?
S4:Whocanthinkofaneffectivesolutiontotheproblem?
S5:Pleasethinkaboutmyproposal.

StepⅢUsefulStructures
T:Let’scometothenextpart.Thispartisaboutmodalverbs.YouaretoreadthesentencesinEx.1andthentofindoutandwritedowndifferentsentenceswithmodalverbsformthereadingpassageandtrytoexplaintheirmeanings.IfyouhaveanydifficultyinunderstandingthemyoucanrefertoGrammarinPages92---94

StepⅣSummingupandhomework
T:Boysandgirls,todaywehavepracticedusefulwordsandphrasesofthisunitandtheusageofmodalverbs.Ithinkitisnoteasyforyoutomasterthem,afterclassyoushouldreviewthem.

Homework
1.PracticeofWBP42EX.1,2,3.
2.Pleasefindout10sentenceswithmodalverbs,andtrytogettheirmeanings.

ThefourthperiodListening
Teachingaims:
1.Vocabulary:gowith,thebigbands,musicians,overandoveragain,forsale,getusedto,thewinnersofthisyear’sawardsforthebestcostumes
2.Enablethestudentstoknowhowtogetthekeywordstounderstandtheconversationaboutthecarnivalparade,totalkaboutsthhappenedandexpressrequestandthanks.

StepⅠRevision
AftercheckingtheWBEx.1,2,3theteacheraskthestudentstogiveexamplesaboutmodalverbsandtrytoexplainthem.

StepⅡWarmingup
T:Bytheway,what’sthetopicofthisunit?
Ss:Festivalsaroundtheworld.
T:Wouldyouliketoknowsomethingmoreaboutfestivalsaroundtheworld?
Ss:Ofcourse.
T:NowIwillshowyouseveralpictures.What’sthefestivalcalled?
Ss:Carnival.
T:Yes.Thisclasswewilllistentoadialogueaboutcarnivals.Firstlookthroughthefourquestionsinlisteningparttofindoutthelisteningpoints.

StepⅢListening

T:Iwillplaythetapeforyoutwice.Pleaselistencarefullyandpaymuchattentiontotheimportantpoints.Forthefirsttimeyouaretomakenotesbesidethequestions.Forthesecondtime,youshouldwritedowntheanswersandthencheckthemwithyourpartners.
(It’simportanttoencouragethestudentstoadapttheirpresentknowledgeany
skilltoavarietyofsituationswherevertheycan.Makesuretoallowvarious
expressionsoftheanswers.Donotdemandthesamewordsformallstudents.)

StepⅣSpeaking
Thispartisintendedtogivethestudentstheopportunitytopracticeatelephoneconversationusingthefunctionalitemsforrequestsandthanks.ThepoliteformofEnglishareimportantandshouldbepracticedinavarietyofsituations.

StepⅤListeningtask
T:Thereareabout10minutesleft.Let’scometolisteningtask.Turntopage43
andlookatthepictures.Theyhavesomethingincommon.Canyoufinditout?
Ss:Theyareallaboutfestivalsboutthedead.
T:That’sright.Iwillplaythetapeforyou.Forthefirsttimeyoushouldtryto
writedownthenameofthecountrywherethefestivalareheld.ForthenexttwotimesyoushoulddoEx2.Youcanmakeabriefnotefirstandthencompletethechart,accordingtowhichyoucanmakeareport.

ThefifthperiodExtensivereading
Teachingaims:
1.Vocabulary:heart-broken,turnup,keepone’sword,holdone’sbreath,drownone’ssadnessincoffee,setofffor,remindsomebodyofsomething,
2.LearntocomparethefestivalsinChinaandinwesterncountries.

StepⅠRevision
Checkhomework

StepⅡReading(1)
T:Asweknow,thereareallkindsoffestivalsaroundtheworld.WehavetalkedabouttwoChinesefestivalsforthedead.Todaywearegoingtireadasadstory,whichistointroduceacrossculturalviewoflovers’festival—QiQiaoandValentine’sDay.Nowpleasereaditquicklyandfindoutthesentencebelowaretrueorfalse.
ThegirlLiFanglovedandwaitedbutshedidn’tturnup.Buthedidn’tloseheart.(F….)
Becausehermostlovelydaughtergotmarriedtoahumansecretly,theGoddessgotveryangry..(…T.)
ZhinvwasmadetoreturntoHeavenwithoutherhusband.Theywereallowedtomeetonceayearontheseventhdayofthetenthlunarmonth,.(F….)
HuJinhadbeenwaitingforLiFangforalongtimewithagiftforhim..(…T.)

T:Ithinkyouhavegotthegeneralideaofthepassage.NowpleasereadthepassageoncemoreandanswerthequestionsonPage8.
Somelanguagepoints:
1.turnup:appear
2.keepherword:keepherpromise
3.holdhisbreath:waitwithoutmuchhope
4.drownone’ssadness/sorrowincoffee:drinkcoffeeinordertoforgetthesadness/sorrow
5.remindsbofsth:makesbthinkofsth

StepⅢDiscussionandwriting
T:That’sforthereadingpartofthepassage.Pleasethinkabouttheendingofthestory.Areyousatisfiedwiththeending?Differentpeoplehavedifferentopinionstoamatter.Nowanyoneofyouhaveanopportunitytomakeupanendingtothestory.Pleaseengageimaginativelyinthestoryanduseyourownideas.Trytousethevocabularyandstructuresyouhavelearnedofyoulike.

StepⅣReading(2)
T:Let’scometoanotherpassageaboutcarnivalinQuebec.PleaseturntoPage44,readitquicklyandanswerthequestionsinPage45.Fiveminutesforyou.

Addedmaterial:
ThanksgivingDay
FourthThursdayinNovemberiscelebratedas‘ThanksgivingDay’PeoplethankGodforhisblessings.Peoplecan‘Thank’friends,foesandanyonefortheexperiences,happinessandsunshinetheybringintotheirlives.PilgrimscelebratedthefirstThanksgivingDayinAmericaduringthesecondwinterinthenewworld.Thefirstwinterhadbeenbadasnearlyhalfofthepeoplehadperishedduetolackoffoodandbadweather.Butthefollowingyear,withthehelpofIndianswhoshowedthemhowtoplantIndiancorn,thepilgrimshadsuccessfulharvest.GovernorWilliamBradforddecidedthatDecember13,1621besetasideforfeastingandprayer.TheIndianswereinvitedtosharethefestival.Sincethan,ThanksgivingDayisbeencelebratedinAmerica.However,itwasonlyin1941,theCongressinajointresolutionnamedthefourthSundayinNovemberastheofficialThanksgivingDay.

Datingback,itisknownthattheCouncilthoughttoappointandsetapartthe29thdayofJune,asadayofSolemnThanksgivingandpraisetoGodforhisGoodnessandFavour.TheFirstThanksgivingProclamationwashoweveronJune20,1676.ThegoverningcouncilofCharlestown,Massachusetts,heldameetingtodeterminehowbesttoexpressthanksforthegoodfortunethathadseentheircommunitysecurelyestablished.ByunanimousvotetheyinstructedEdwardRawson,theclerk,toproclaimJune29asadayofthanksgiving,ItisalsoknownthatthePilgrimssetgroundatPlymouthRockonDecember11,1620.Theirfirstwinterwasdevastating.Atthebeginningofthefollowingfall,theyhadlost46oftheoriginal102whosailedontheMayflower.Buttheharvestof1621wasabountifulone.Andtheremainingcolonistsdecidedtocelebratewithafeast--including91IndianswhohadhelpedthePilgrimssurvivetheirfirstyear.ItisbelievedthatthePilgrimswouldnothavemadeitthroughtheyearwithoutthehelpofthenativesThefeastwasmoreofatraditionalEnglishharvestfestivalthanatrue"thanksgiving"observance.Itlastedthreedays.

Thanksgiving,asweknowittoday,hascomealongwayfromthePilgrimsharvestfestivalin1621.Itisaneventthatseems,aseachyeargoesby,toreinventitselfandtoexpanditsmeaningtolargervistas.Maybethisistherealsignificanceoftheoccasion;foraswecontinuetochangeandgrowasapeople,thereareanincreasingnumberofthingsforwhichwecanbethankful.

高二英語(yǔ)Onfriendship教案1

Writing:ComparisonandContrast
Languageobjective:
Tolearnexpressionsthathelpmakecomparisonandcontrast
Skillandabilityobjectives:
Towriteaparagraphwithsentencesofcomparisonandcontrast
Todevelopreadingandcommunicationskills
Approaches:
Task-basedapproach
Aids:
Multimedia
Procedures:
I.Lead-in
Learntherespectiveconceptof“comparison”and“contrast”
II.Input
Findtransitionalwordsofcomparison
Paraphrasetasks
Findtransitionalwordsofcontrast
Paraphrasetasks
Practice:Blankfilling
III.Practice
Makesentencesofcomparisonandcontrast,usingtransitionalwords
IV.Furtherdevelopment
Readtworesumesandfinishtheform
Writeashortparagraph,usingcomparisonandcontrast
V.Homework
Completeareport
MaryBrown
493PrinceStreet,
Boston,MA,USA
Ph:617-739-2111
[emailprotected]

EDUCATION:
2000-2004:B.Sc.(BachelorofScience理學(xué)學(xué)士)inMathematics,HarvardUniversity
Boston,MA,USA
WORKEXPERIENCE:
2004–2008EdwardsMiddleSchool,Boston,MA,USA:
MathematicsTeacher,teachingstudentsfrom13to15yearsold;
AssistantofDean(教務(wù)主任助理),dealingwithforeignexchangeactivities,includingestablishingsisterrelationshipswithmiddleschoolsinShanghai,China
COMPUTERSKILLS:
Java,Word,Excel,PowerPoint
ADDITIONALINFORMATION:
Highlydedicated,withgreatinterestinteaching
Goodcommunicationskills

TomBrown
493PrinceStreet,
Boston,MA,USA
Ph:617-739-2111
[emailprotected]

EDUCATION:
2003-2006:M.Sc.(MasterofScience理學(xué)碩士)inMathematics,BostonCollege
Boston,MA,USA
1999-2003:B.Sc.(BachelorofScience理學(xué)學(xué)士)inMathematics,BostonCollege
Boston,MA,USA
WORKEXPERIENCE:
2006–2008MathematicsTeacherofEdisonMiddleSchool,Boston,MA,USA:
Teachingstudentsfrom16to18yearsold

COMPUTERSKILLS:
AutoCAD,Photoshop,Word,Excel,PowerPoint
ADDITIONALINFORMATION:
Highlydedicatedtoteaching
Goodwriting，oralandcommunicationskills

April2nd,2008
DearPrincipal,
AnAmericancoupleTomBrownandMaryBrownhappentoapplyfortheEnglishteachingpositioninourschool.
Asfaraseducationisconcerned,bothTomandMaryaremathematicsmajors.However,unlikeMary,whohasabachelor’sdegree,Tomisamasterofscience.TomgraduatedfromBostonCollege,whileMarystudiedinHarvardUniversity.
Intermsofworkexperience,_______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Asfortheircomputerskillsandpersonality,___________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Allinall,bothofthemarereallycompetitive.Pleaseinformmewhenyoudecidewhoistoberecruited(錄用).
Sincerelyyours,
_______________

高二英語(yǔ)Makingadifference教案1

高二英語(yǔ)Unit14Makingadifference知識(shí)點(diǎn)總復(fù)習(xí)教案
SectionI課前準(zhǔn)備、聽(tīng)力、口語(yǔ)
1.MartinLutherKing.JrformedanorganizationforAmericanblackleaderstoworktogetherin1957.馬丁.路德.金在1957年組成了一個(gè)為黑人領(lǐng)袖們共同工作的組織。(P.25MartinLutherKing,Jr第五點(diǎn))★formvt.
(1)vt.組織，組成Heformedaclassforbeginners.他成立了一個(gè)初學(xué)班。
(2)vt.形成(人格、精神)；養(yǎng)成習(xí)慣Groupactivitieshelptoformachild’scharacter.團(tuán)體活動(dòng)對(duì)小孩的性格形成有幫助。
(3)vt.vi.想出(計(jì)劃、意見(jiàn)等)，(希望，想法等的)產(chǎn)生Icantformanopinionaboutit.這件事我想不出什么意見(jiàn)。Anideaformedinhismind.他心中產(chǎn)生了某種想法。
(4)vt.使……排隊(duì)(成……)Thecaptainformedsoldiersintoaline.那位上尉讓士兵排成一列。
(5)n.[U,C]形狀，外形Thecookieswereallintheformofstars.那些餅干的形狀都像星星。
(6)[C]形態(tài)，種類Differentcountrieshavedifferentformsofgovernment.不同的國(guó)家有不同的政治形態(tài)。
(7)[C]格式，表格紙fillintheform填寫表格
辨析：form，figure與shape
form應(yīng)用最廣，意義最不受限制，可指外在的形狀或內(nèi)在的形式等。theformofasquare正方形;literaryform文學(xué)形式figure線條決定的形狀、圖案；可指人的身材。drawafigureofacircle畫(huà)個(gè)圓形;aslimfigure修長(zhǎng)的身材shape指外部的線條，但有較強(qiáng)的“團(tuán)、塊”概念。theshapeofabottle瓶子的形狀;worktheclayintotheshapeofawoman將陶土塑成一個(gè)女人的形狀
聯(lián)想：(后綴)formeradj.從前的，早先的theformer前者(與thelatter相對(duì))formativeadj.構(gòu)成的，形成的
fromprep.自，從
拓展：inform/onform情況良好;outofform/offform情況不好
2.NelsonMandelawasputinprisonfrom1962till1989.NelsonMandela從1962年到1989年被投入監(jiān)獄。(P.25NelsonMandela第六點(diǎn))
★prison:put／throw／sendsb.in(into)prison將……送進(jìn)監(jiān)獄，注意：prison前不加冠詞，表示較為抽象的概念。其被動(dòng)形式為beputin(into)prison(被關(guān)進(jìn)監(jiān)獄).besenttoprison(被送進(jìn)監(jiān)獄);bethrownintoprison(被投進(jìn)監(jiān)獄)。如：Law-breakersareputin／intoprison.犯法的人都要坐牢。Thethiefwassenttoprisonforayear.那個(gè)小偷被送去坐了一年牢。Hewasputinprison／thrownintoprison／senttoprison／takentoprisonforpoliticalreasons.由于政治原因，他被關(guān)進(jìn)了監(jiān)獄。Whoeverrefusedtobowwasthrownintoprison.任何拒絕鞠躬的人都被關(guān)進(jìn)了監(jiān)獄。
拓展：gotoprison入獄;beoutofprison出獄;beinprison在獄中;escapefromprison越獄;comeoutofprison出獄;breakprison越獄
3.In1850alawwasmadetoforbidpeopletohelprun-awayslave.1850年通過(guò)一項(xiàng)法律阻止人們幫助逃跑的奴隸。(P.26HarrietTubman第三點(diǎn))
★forbid(過(guò)去式forbade,forbad;過(guò)去分詞forbidden)vt.“禁止；不許；阻止”，常用的結(jié)構(gòu)是：forbid+doing“禁止干某事”；forbid+sb.todosth.“禁止某人干某事／阻止某人干某事?！盨mokingisforbiddeninourschool.我們學(xué)校禁止吸煙。Ifyouwanttogo,Icantforbidyou.你想去，我也攔不住你。Iforbidyoutousemytaperecorder.我不許你用我的錄音機(jī)。Theyforbidwalkinginthefields.他們禁止在地里走。
注意：“阻止某人干某事”的說(shuō)法還有：
stop／prevent／keepsb.fromdoingsth.
Parkingforbidden!=Noparking!禁止停車!
聯(lián)想：forbiddenadj.被禁止的，禁止的forbiddingadj.難以接近的；可怕的；令人生畏的，令人毛骨悚然的forbiddinglyadv.難以接近地，令人毛骨悚然地

高二英語(yǔ)MainlyRevision教案1

科目英語(yǔ)
年級(jí)高二
文件　high2unit18.doc
標(biāo)題MainlyRevision
章節(jié)第十八單元
關(guān)鍵詞高二英語(yǔ)第十八單元
內(nèi)容
一、教學(xué)目的和要求：
1．單詞和詞組：
fly(n.)L.69四會(huì)
inorderthatshoutatL.71
waiterlaythetablebyaccidentL.69三會(huì)
cigarannouncementtracktruthbook(v.)chargeL.70
extremelydeterminestupidpermitprisoncoupleL.71
HankStramTinaMaxcarrigeincommonL.70二會(huì)
getintouchwithabsenceFrankfortBonnturnuponone’sown
rushhourbrakecyclistrudeL.71
2．復(fù)習(xí)日常交際用語(yǔ)（Unit13—Unit17）
3．語(yǔ)法：復(fù)習(xí)第十三單元至第十七單元的語(yǔ)法項(xiàng)目
a）名詞從句NounClause（asanattribute）
b）定語(yǔ)從句Attributiveclauses（by/inwhich）
c）過(guò)去分詞Pastparticiple（asanattribute,adverbial）
d）省略句Ellipsis
e）名詞從句NounClauses（asAppositive）

二、重點(diǎn)與難點(diǎn)
L.69
1．TherearethousandsofjokesinEnglishwhichhavea“playonwords”.
在英語(yǔ)里，有數(shù)以千計(jì)的“雙關(guān)語(yǔ)”的笑話。
句中的playonwords意為“俏皮話”，“雙關(guān)語(yǔ)”，“文字游戲”。即利用英語(yǔ)音異義或一詞多義的現(xiàn)象構(gòu)成含義詼諧的語(yǔ)義雙關(guān)的詞語(yǔ)。這一詞組也可以作動(dòng)詞短語(yǔ)，作“說(shuō)俏皮話”，“做文字游戲”解。本課中的小對(duì)話就是例子。
例如：Customer：What’sthis?
Waiter：It’sbeansoup.
Customer：Idon’twanttoknowwhatit’sbeen;Iwanttoknowwhatitisnow.
顧客說(shuō)的最后一句俏皮話，就是通過(guò)“bean”和“been”這二個(gè)同音異義的詞表現(xiàn)出來(lái)的。因?yàn)椤癐t’sbeansoup”和“It’sbeensoup”聽(tīng)起來(lái)是一樣的，實(shí)際上前句的句意為“這是豆湯”，而后句的句意則為“這原來(lái)是湯”。
2．Customer：What’swrongwiththeseeggs?
Waiter：Don’taskme.sir,Ionlylaythetable.
這段對(duì)話的意思是顧客向服務(wù)員提意見(jiàn)問(wèn)道：“這些雞蛋怎么了？”（也許味道不對(duì)，也許是壞雞蛋）。而服務(wù)員卻回答說(shuō)：“別問(wèn)我這個(gè)，（我也不知道怎么回事），我只是擺了桌了”。這一笑話的關(guān)鍵詞是動(dòng)詞lay，這是個(gè)多意詞，layeggs是（雞、鴨）生蛋的意思，而laythetable是擺桌子準(zhǔn)備用餐的意思。
另外在交際用語(yǔ)中，表示“……怎么了”有多種方法，例如：“你怎么了”可以有以下幾種：
Whathashappenedtoyou?
What’sthetroublewithyou?
What’swrongwithyou?
3．…Quitebyaccident.純屬偶然。
“byaccident”意為“碰巧”，“偶然地”，“意外地”，“非有意的”，類似的詞組還有bychance，相當(dāng)于accidentaly，例如：
Imetherquitebyaccident/chance.我遇到她完全是偶然的。
Hefailedtheexambyaccident.他考試沒(méi)通過(guò)純屬偶然。
L.70
1．HankStramwasonvocationtravellingthroughEuropebytrainwithhistwochildren.
漢克斯特拉姆正在與他的兩個(gè)孩子乘火車作穿越歐洲的旅行。
句中的onvocation意思是“正在度假”，另外還可以用onholiday表示“正在度假”。除此之外，on還可以構(gòu)成一些習(xí)語(yǔ)，如：
onbusiness出差onpurpose有意
Ourmanagerisawayonholidaythisweek.我們的經(jīng)理本周休假。
He’sgonetoCanadaonbusiness.他去加拿大出差了。
ThefamilyareonholidayinFrance.這一家人在法國(guó)度假呢！
2．Heboughtacoffeeandasthetrainwastravellingfastandmovingfromsidetoside,hedecidedtodrinkitthereandnottocarryitbacktohisseat.
他買了份咖啡。由于火車跑得快，左右搖晃，因此他決定在餐車?yán)锖鹊羲?，而不帶回到座位上去?br> a）句中的getacoffee意為“拿/買一份咖啡”。coffee作為物質(zhì)名詞時(shí)是不可數(shù)名詞，例如：LatinAmericancountriesexportcoffee.拉丁美洲國(guó)家出口咖啡。
如果指“一份咖啡”或“一杯咖啡”時(shí)，常用acoffee或acupofcoffee來(lái)表示。
b）fromsidetoside的意思是：“晃來(lái)晃去”。句中的from…to…還可以組成很多詞組，例如：
fromtimetotime有時(shí)frommorningto(till)night從早到晚
frombeginningtoend自始至終fromheadtofoot從頭到腳
frombadtoworse每況愈下
Inordertobuyherhusbandabirthdaypresent,shewenttofromshoptoshop.
為了給她的丈夫買生日禮物，她轉(zhuǎn)了一家又一家商店。
3．Theyfoundthattheyhada/ofincommonandgetonwell.
他們發(fā)現(xiàn)他們有許多共同之處而且相處得也很好。
a）句中的incommon作“（和……）有共同之處”，“共用”解，例如：
Realfriendsshouldhaveeverythingincommon.真正的朋友應(yīng)該是共享一切。
Theswimmingpoolisusedincommonbyallthechildrenintheneighborhood.
這個(gè)居民區(qū)所有的兒童共用這個(gè)游泳池。
另外，incommon與介詞with連用時(shí)，意思是“和……一樣”。例如：
Incommonwithmanyboys,helikesplayingfootball.和許多男孩子一樣，他喜歡踢足球。
Incommonwithyou,hekepthismouthshutatthemeetingyesterday.
他和你一樣，在昨天的會(huì)上一音不發(fā)。
b）句中g(shù)etonwell為動(dòng)詞短語(yǔ)，作“（同……）相處得好”解，也可作“在……方面進(jìn)展不錯(cuò)”解，與getalong意思相近。例如：
Howareyougettingonwithyourclassmates?你和同學(xué)們相處得如何？
I’mgettingonwellinmynewjob.我的工作情況進(jìn)展不錯(cuò)。
Wegotontogetherlikeoldfriends.我們相處得像與朋友一樣。
4．FinallyHankandhisfriendgaveeachothertheiraddressesandpromisedtogetintouchagainwitheachotherwhentheybothreturnedtotheStates.
最后，漢克和他的朋友互換了地址，并且保證回到美國(guó)后和對(duì)方聯(lián)系。
句中的togetintouchwith…是一個(gè)動(dòng)作性動(dòng)詞詞組，意思為“與……進(jìn)行接觸”，“和……取得聯(lián)系”。如果表示狀態(tài)，則用詞組keepintouchwith…，意思是“和……保持聯(lián)系”。例如：
Shewasanxioustogetintouchwithyou.她渴望和你取得聯(lián)系。
I’vebeentryingtogetintouchwithyouallafternoon.我整個(gè)下午都在和你聯(lián)系。
Haveyoukeptintouchwithhim?你仍和他保持聯(lián)系嗎？
Forsixmonths,theastronautshavekeptintouchwiththeresearchcentreontheearthbyradio.
六個(gè)月來(lái)，宇航員們一直用無(wú)線電與地面上的研究中心保持聯(lián)系。
*losetouchwith…是“和……失去聯(lián)系”的意思。例如：
Iusedtoseehimquiteoftenbutwehavelosttouch.
我以前?？匆?jiàn)他，但現(xiàn)在我們相互失去了聯(lián)系。
Idon’twanttolosetouchwithyou.我不想和你失去聯(lián)系。
5．Hehadgonethroughsixcarrigeswhenhefoundhecouldgonofurther.
他走過(guò)了六節(jié)車廂，突然發(fā)現(xiàn)再也走不通了。
a）gothrough在句中的意思是“穿過(guò)”，這是一個(gè)十分活躍的動(dòng)詞短語(yǔ)，還可以作“審閱”，“檢查”，“用完”，“經(jīng)歷（困難、痛苦等）”解。例如：
It’squitedangeroustogothroughaforestalone.一個(gè)人穿越森林是相當(dāng)危險(xiǎn)的。
Theywentthroughourluggagesatthecustoms.他們?cè)诤ｊP(guān)檢查了我們的行李。
Ourtearchersaregoingthroughourpapersintheiroffice.我們的老師正在辦公室閱卷。
Iwentthroughallthemoneymyparentsgaveme.我花光了父母給我的錢。
Mygrandparentswentthroughalotduringthewar.
我的祖父母在戰(zhàn)爭(zhēng)期間經(jīng)歷了許多艱難痛苦。
b）注意when的用法。在此句中when意為“突然發(fā)生某事”，常?？勺g為“……正在……突然……”，這是when的固定句型及表達(dá)法，不可以用其它連詞替代。例如：
IwasjustcomingtoseeyouwhenIranintohim.我打算來(lái)看望你，突然又碰到他了。
Iwasabouttoleavewhenitbegantorain.我正準(zhǔn)備離開(kāi)突然下雨了。
c）句中的couldgonofurther與couldnotgoanyfurther同義。例如：
Ihavevisitedthecitynomoresincelastsummer.
Ihavenotvisitedthecityanymoresincelastsummer.
從去年夏天起，我再也沒(méi)去過(guò)那個(gè)城市。
6．I’mgoingtoseewhatDadisupto.我要去看看爸爸怎么了。
beupto是一個(gè)多義詞組，需要根據(jù)上下文去理解。它可作“（打算）做……”，“（覺(jué)得）有條件做……”，“由（某人）決定……”解。例如：
Theyareveryquiet.Iwonderwhattheyareuptothere.
他們非常安靜，真不知他們?cè)谀歉墒裁茨亍?br> Issheuptosuchanimportantjob?她能勝任如此重要的工作嗎？
Whetherhewilltakeitornotisuptoyou.他是否接受這個(gè)就看你的了。
It’suptoustogivethemallthehelpwecan.應(yīng)由我們來(lái)決定是否能盡我們所能地去幫助他們。
Whathaveyoubeenuptolately?你近來(lái)在忙什么呢？
7．Twohoursisalongtimetotakeoveracoffee.兩個(gè)小時(shí)端杯咖啡是夠長(zhǎng)的了。
a）復(fù)數(shù)名詞作為一個(gè)整體看待時(shí)謂語(yǔ)動(dòng)詞用單數(shù)。例如：
Twentydollarsistoomuchforachildtospendaweek.
一個(gè)星期花消20美元對(duì)小孩子來(lái)說(shuō)多了點(diǎn)。
Threehoursisnotenoughforthemtocompletethetask.
對(duì)他們來(lái)說(shuō)三個(gè)小時(shí)完成這項(xiàng)任務(wù)是不夠的。
b）句中的takeover作“拿過(guò)來(lái)”解，另外還可以作“接替（職務(wù)）”，“接管”解。例如：
I’lltakeoverhisjobwhileheisonholiday.他度假時(shí)我將接替他的工作。
Thislargecompanyhastakenovermanysmallones.這家大公司接管了許多小公司。
Wasitin1948thattheGovernmenttookovertherailwaysinBritain?
大不列顛政府是在1948年接管鐵路的嗎？
8．Shehadgonethroughjustafewcarriagesbeforeshefoundherselfatthefrontofthetrain.
她只走了幾節(jié)車廂就發(fā)現(xiàn)自己已經(jīng)來(lái)到列車的前部。
這里請(qǐng)注意句中連詞before的譯法，在此before作“（不多久）就……”解。例如：
Hedidn’twaitlongbeforehisfathercameback.沒(méi)等多久他爸爸就回來(lái)了。
Itwasn’tlongbeforehetoldusabouttheaffair.沒(méi)多久他就把這事告訴了我們。
before在作連詞用時(shí)，還可以作“……（之后）才……”解。例如：
ItwasalongtimebeforeIgottosleepagain.過(guò)了很長(zhǎng)時(shí)間我才又入睡。
Itwaseveningbeforewereachedthelittletown.天黑了我們才到達(dá)那小城。
Itwillbefiveyearsbeforewemeetagain.五年以后我們才會(huì)再想見(jiàn)。
9．Themessageisthis:youaretogotothehotelwhereroomshavealreadybeenbookedforyou.
他留下話，你們應(yīng)去那家旅館，房間也已經(jīng)給你們定好了。
a）句中的betodosth.常常表示“應(yīng)該做某事”或“按計(jì)劃將做某事”，這是表示將來(lái)時(shí)間的一種結(jié)構(gòu)，用于第二人稱時(shí)，常含有轉(zhuǎn)達(dá)別人指示的意思。例如：
you’retogototheteachers’officeafterschool.放學(xué)后你要去老師辦公室。
Wearetowaitforherattheschoolgate.我們要在校門口等她。
They’retobegintheirexperimentnextweek.他們計(jì)劃下周開(kāi)始他們的試驗(yàn)。
另外，這一結(jié)構(gòu)用于第三人稱時(shí)，通常表示命令或指示，例如：
“Theroomistobelocked”.Themanagersaid.經(jīng)理說(shuō)，“這個(gè)房間要上鎖”。
She’stobebackbeforeten.她必須在十點(diǎn)以前回來(lái)。
b）此句中的book一詞作動(dòng)詞用，意思為“訂（票，房間，座位等）”。例如：
HehadbookedtwoseatsontheplanefromNewYorktoLondon.
他已經(jīng)預(yù)定了二張由紐約飛往倫敦的機(jī)票。
Ibelieveit’sterriblycrowded,soyou’dhavetobookseatsnow.
我認(rèn)為一定十分擁擠，你最好現(xiàn)在就預(yù)定座位。
與book構(gòu)成的短語(yǔ)有：
bookdown登記，記帳bookin簽到bookup訂（車票，住處等）
10．Thehotelpaidthetaxidriverandputthechargeontheirhotelbill.
旅館給出租汽車司機(jī)付了款，并將費(fèi)用記在他們的旅館帳單上。
句中的charge是個(gè)多義詞，在這里作“費(fèi)用”解，除此之外，還可以作動(dòng)詞用，作“收（費(fèi)）”，“索（價(jià)）”，“控告”，“指責(zé)”等解。例如：
Whatisthechargeforaroom?租住一個(gè)房間的費(fèi)用是多少？
Thereisnochargefortheexhibition.這個(gè)展覽不收費(fèi)（免費(fèi)）。
Howmuchdoyouchargeforahaircut?理個(gè)發(fā)要多少錢？
Wedon’tchargeanythingforthis?我們對(duì)此不收費(fèi)。
Pleasechargethesetomyaccount.請(qǐng)把這些記在我的帳上。
Hewaschargedwithstealing.他被指控犯了偷竊罪。
L.71
1．Butthehardestpartwastheinterview.但是最難的一關(guān)是面試。
句中的interview是名詞，作“接見(jiàn)”，“會(huì)見(jiàn)”解，另外還可以作及物動(dòng)詞用。例如：
Inthemorning,Ihadthreeinterviews.早上我有三次會(huì)。
Herefusedtogiveanyinterviewstonewspaperreporters.他拒絕一切新聞?dòng)浾叩牟稍L。
Thefilmstarinterviewedthejournalistonebyone.這位影星會(huì)見(jiàn)一個(gè)又一個(gè)的記者。
Themanagersaiditwastimetointerviewthestaffmembersinhiscompany.
經(jīng)理說(shuō)是該接見(jiàn)公司職員的時(shí)候了。
2．Ayellowcarpassedmeandsuddenlystopped,astherewasanothercarcomingintheotherdirection.
一輛黃色的小汽車從我身邊開(kāi)過(guò)并且突然停了下來(lái)，因?yàn)閷?duì)面正好有一輛車開(kāi)過(guò)來(lái)了。
在英語(yǔ)中，表示動(dòng)作的方向多用介詞to或toward(s)，但如果用名詞direction時(shí)，則用介詞in，構(gòu)成in…direction，意為“朝……方向”。例如：
Inwhichdirectiondoestheriverrun?這條河流向何方？
Shehurriedawayintheoppositedirection.她匆匆忙忙地朝相反的方向走去。
TheshipwassailinginthedirectionofDalian.輪船朝大連方向駛?cè)ァ?br> 3．IhadtobrakehardandIhitanothercyclist.我只好急剎車，撞到了另一位騎車人。
brake一詞既可以作名詞用也可以作動(dòng)詞，在此是作動(dòng)詞用的。例如：
Thedriverbrakedhardasthechildranontotheroadinfrontofhim.
那孩子跑到汽車前面的路上，司機(jī)猛踩剎車。（作動(dòng)詞用）
Hisbrakesfailedonasteephill.他的車閘在陡峭的山路上失靈了。（作名詞用）
4．IcycledasfastasIcouldandsawthatthedriverintheyellowcarwaswaitingattheredlight.
我以最快的速度騎過(guò)去，看到黃轎車?yán)锏乃緳C(jī)正在紅燈的地方等著。
TheinterviewwentwellandItoldthecompanyaboutmyexperiencesandansweredtheirquestionsashonestlyasIcould.
面試進(jìn)行得很順利。我把我的經(jīng)歷告訴了公司，并且盡可能老老實(shí)實(shí)地回答了他們的問(wèn)題。
在這兩句中，均有由as…as引導(dǎo)的比較狀語(yǔ)從句?！癮s+adv.+as+Subject+can/could”這一結(jié)構(gòu)常可以用“as+adv.+as+possible”來(lái)代替，作“盡可能”，“盡量”解。例如：
IshallcometoseeyouasoftenasIcan(asoftenaspossible)
我盡可能地經(jīng)常過(guò)來(lái)看望你。
Pleasegetthemtofinishititasquickaspossible.請(qǐng)讓他們盡快地完成這項(xiàng)工作。
5．IwasstillsoangryIwasdeterminedtotellhimwhatIthoughtofhim.
我很生氣，決心把我對(duì)他的看法告訴他。
a）此句是由so…(that)的句型引導(dǎo)出來(lái)表示結(jié)果的狀語(yǔ)從句，其中的that省去了。口語(yǔ)常常可以省略。
b）(be)determine(d)todosth.與makeupone’smind基本同義。例如：
Hedetermined(wasdetermined)togotherefirst.他決定先去那兒。
Iwasdeterminednottofollowhisadvice.我下定決心不采納他的建議。
Havetheydeterminedwherethenewschoolwillbebuilt?
他們決定在什么地方建新學(xué)校了嗎？
6．Itoldhimthathehadknockedtwopeopleofftheirbicyclesandhadnearlycausedabadaccident.我告訴他他把兩個(gè)人撞下了自行車，并且差一點(diǎn)兒造成一場(chǎng)事故。
a）此句中的knockoff作“將……撞離……”解。例如：
Hewassoangrythatheknockedallthebooksoffthetable.
他十分生氣并將桌子上的書(shū)全都摔到了地上。
除此之外，knockoff還作“停止工作”，“減（價(jià)）”，“扣掉”解。例如：
Whattimedoyouknockoff?你什么時(shí)候下班？
Wehavedoneenoughfortoday.Ithinkwe’llknockoff.
我認(rèn)為我們今天干得夠多了，就到這兒吧。
I’llknockyoufivepoundsoffifyoubuytwo.如果你買兩個(gè)，我就給你減掉五英磅。
knock是一個(gè)比較活躍的動(dòng)詞，可以和許多介詞、副詞構(gòu)成詞組。如：
knocksb.down將某人打倒在地knockat/onthedoor敲門knockintosb.撞在某人身上
b）句中的cause作動(dòng)詞用，意為“引起”，“造成”。例如：
Ihopeyou’llforgetalltheunhappinessI’vecausedyou.
希望你能忘記一切由我而引起的不愉快。
Whatcausedhisillness?什么使他生病了？
ThesituationcausedtheseriousconcerntotheGovernment.
當(dāng)前的形勢(shì)引起了政府的關(guān)注。
cause作名詞用時(shí)，意為“起因”，“根源”，“理由（不可數(shù)）”。例如：
Thecauseofthefirewasacigaretteend.這場(chǎng)火災(zāi)的起因是煙頭。
Thereisnocauseforcomplaint.沒(méi)有什么可以抱怨的理由。
7．IseemtorememberthatthelasttimewemetIdidmostoftalking,soperhapsIshouldletyoudothetalkingthistime.
我似乎記得我們上次見(jiàn)面時(shí)，主要談話的是我。因此這次也許該讓你來(lái)講話了。
句中的thelasttime引導(dǎo)出了一個(gè)狀語(yǔ)從句。在英語(yǔ)中，一些名詞詞組可以充當(dāng)連詞，引導(dǎo)狀語(yǔ)從句。例如：
Themomenthespoke,werecognizedhisvoice.他一說(shuō)話，我們就聽(tīng)出他的聲音了。
Nexttimeyoucomein,pleaseclosethedoor.下次進(jìn)來(lái)時(shí)請(qǐng)關(guān)上門。
Don’tlookupnewwordseachtimeyoumeetthem.不要一遇到生單詞就查字典。
8．Iwaspleasedthatthemanagerhaddecidednottobeangrywithmeforhavingbeensorude.我很高興，經(jīng)理決定不因我曾經(jīng)粗暴無(wú)理而生我的氣。
句中由forhavingbeensorude引導(dǎo)的短語(yǔ)作狀語(yǔ)，說(shuō)明angry的原因。由于動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞的動(dòng)作之前，也就是說(shuō)粗魯?shù)男袨榘l(fā)生在經(jīng)理之前，因此用完成形式havingbeen來(lái)表示。例如：
Hewassentencedtodeathforhavingkilledaman.
他因?yàn)闅⒘巳硕慌辛怂佬獭?br> Hefeltsorryforhavingwastedsomuchtime.
他因過(guò)去浪費(fèi)了太多的時(shí)間而感到遺憾。
Sheforgothavingbeentakenabroadwhenshewasachild.
她忘記當(dāng)她還是個(gè)小孩子時(shí)曾去過(guò)國(guó)外。

三、同步測(cè)試
Ⅰ．選擇最佳答案：
1．Hereismycard.Let’skeepin.
A．relationB．touchC．connectionD．friendship
2．Idislikethewayhetreatshisstudents.
A．whichB．bywhichC．／D．onwhich
3．Theyareboysthattheycan’tdotheworkwell.
A．sosmallB．solittleC．suchfewD．suchlittle
4．MyfatheroftenaskshowIatschoolwithmyclassmates.
A．getonB．getdownC．getoffD．getup
5．—Howlonghasthisbookshopbeeninbusiness?
—1992.
A．AfterB．FromC．SinceD．In
6．—WhydoesTodlooksounhappy?
—Heseemsto.
A．tobeingscoldedB．beingscolded
C．tohavescoldedD．tohavebeenscolded
7．It’suselessonlyaboutit.
A．talkB．talkingC．talkedD．tobetalked
8．Istillrememberthemanytimeshesavedthewoundedsoldiersonthebattlefield.
A．whereB．／C．inwhichD．which
9．Whoisitupwhethertostarttheexperimentornot?
A．todecidingB．todecideC．totodecideD．fortodecide
10．WhenpeopletalkaboutthecitiesofJapan,thefirstcomesintomindisTokyo.
A．ofwhichB．thatC．cityD．one
11．Thetwowordshavesomethingwitheachother.
A．indifferenceB．inordinaryC．incommonD．insame
12．Canyoulendmethebooktheotherday?
A．a(chǎn)boutthatyoutalkedB．youtalkedabout
C．whichyoutalkedD．thatyoutalked
13．Shehasn’tgotenoughtobuythecomputer.
A．thatB．whichC．forwhichD．withwhich
14．Wethinkitimportantcollegestudentsshouldmasteratleastonforeignlanguage.
A．thatB．whatC．whetherD．what
15．Iwillacceptthegiftisnoneofyourbusiness.
A．WhatB．WhetherC．IfD．Which
16．HewasborninNanjingbutstudiedinBeijing.
A．SodidIB．SoIdidC．SowasID．Soitiswithme
17．What’stheforheranger?She’susuallynoteasytogetangry.
A．reasonB．factC．causeD．wrong
18．Iwasabouttoleavethetelephonerang.
A．a(chǎn)fterB．whileC．whenD．before
19．Thewomanlooksworried.Sheseemssomething.
A．havinglostB．tobelosingC．tohavelostD．tolose
20．Itwasraininghard,causedtherivertorise.
A．whichB．a(chǎn)sC．itD．that
Ⅱ．完型填空：
TwowomencametoSolomonwithahardproblem.”ThiswomanandIliveinthesamehouse.“explainedoneofthem.”Igave1toababy,andtwodays2,sheboreababydead.ButwhenIwas3sheputherdeadchildnexttomeand4mybaby.AsIgotupandlookedatthebaby,Isawthatitwasnot5.
6thistheotherwomansaid,“No!The7childbelongstome.”Thefirstwomananswered,“No.Theboy8ismyson,nothers.“Thiswashowthewomen9.
Solomon10forasword,and,whenitwas11hesaid,“Cutthebabythatisalive12half,andgiveeachwomanhalfofit.”
“No!”criedthefirstwoman.“Please13putthechildtodeath.Giveittoher.”Buttheotherwomansaid,“Don’tgiveitto14ofus,goonandcutit.”
FinallySolomonspoke,“Don’t15thechild!Giveittothefirstwoman.Sheisthe16mother.”Somomonknewthisbecausethefirstwomanlovedthebaby17muchthatshewasreadytogiveittotheotherwoman.18thiswaythebabycouldbesaved.WhenpeopleheardhowSolomonhad19theproblemtheyweregladtohavesucha20king.
1．A．foodB．milkC．birthD．death
2．A．behindB．laterC．beforeD．back
3．A．workingB．sleepingC．dreamingD．lying
4．A．wokeB．killedC．broughtD．took
5．A．myB．herC．mineD．hers
6．A．AtB．WithC．OnD．In
7．A．livingB．a(chǎn)liveC．livelyD．lived
8．A．dyingB．livingC．deathD．a(chǎn)live
9．A．quarrelledB．talkedC．saidD．fought
10．A．lookedB．caredC．sentD．called
11．A．broughtB．takenC．carriedD．held
12．A．intoB．inC．byD．onto
13．A．notB．nottoC．won’tD．don’t
14．A．neitherB．eitherC．bothD．a(chǎn)ny
15．A．dieB．beatC．murderD．kill
16．A．wrongB．realC．mistakenD．clever
17．A．tooB．veryC．thatD．so
18．A．ByB．ThroughC．InD．With
19．A．foundB．graspedC．solvedD．worked
20．A．wiseB．braveC．cruelD．funny
Ⅲ．閱讀理解：
（A）
Kleptomaniaisanillnessofthemindthatgivesapersonthedesiretosteal.Suchapersonisnotreallyathief.Theyaresickandcannothelpthemselves.Allsmallchildrenactnaturallyandastheygrowuptheynormallylearntocontroltheiractions.Peoplewithkleptomaniaforcertainmedicalreasonshavefailedtodevelopcontrolovertheirdesiretotakethingsthatdonotbelongtothem.Withmedicalhelptheymanybecomenormalcitizensagain.Thethingsthatakleptomaniacstealsareseldomofgreatvalue.Theyoftengiveawaywhattheyhavestolenorcollectobjectswithoutusingthem.
1．Whatisthetopicofthetext?
A．Youngthieves.B．Anunusualillness.
C．Reasonsforstealing.D．Anormalchild’sactions.
2．Fromthetextwelearnthatsmallchildren.
A．havelittlecontrolofthemselvesB．usuallystealthingsbutgrowuphonest
C．a(chǎn)reusuallykleptomaniacsD．liketogivethingsaway
3．Kleptomaniacsusuallystealthingsthat.
A．a(chǎn)revaluableB．a(chǎn)reunimportant
C．theirfriendslikeD．theythemselvesneed
4．Whichofthefollowingwordscanbestreplace(替代)theworddesireinthefirstsentence?
A．chanceB．powerC．rightD．wish

（B）
Ourneighbouraskedmydaughterwhatsheputonhercattomakehimsmellsogood,“Maybeit’stheperfumeIuse,”camethereply“Thecatsleepswithhisnoseagainstmyneck,sosomeofthescentmustruboffonhim.”
Thenexteveningourneighbourwasinadepartmentstorewhenshenoticedafamiliarfragrance(香味)intheair.Ourneighbourlikedshoppingverymuchandalwayswenttothesamestore.Sheaskedthewomanwhohadjustwalkedbywhatperfumeshewaswearing.Afterlearningthename,ourneingboursaid,overtheheadsofallinthecrowdedstore.“Itsmellswonderful.Myfriend’scatwearsit.”
1．Thecatsmelledgoodbecause
A．thewriter’sdaughterputperfumeonhimB．thecatsleptwiththegirl
C．thecatlikedthesmelloftheperfumeD．thecatworeperfume
2．Whichofthefollowingsentencesdoesnotkeeptothetopic?
A．Ourneighbouraskedmydaughterwhatsheputonhercattomakehimsmellso
good.
B．“Itsmellswonderful.”
C．Shelikedshoppingverymuchandalwayswenttothesamestore.
D．“Myfriend’scatwearsit.”
3．Inthesentence“Afterlearningthename,…”theworld“name”refersto.
A．thelady’snameB．thenameoftheperfume
C．thenameofthestoreD．thenameofthecat
4．Onhearingtheneighbour’swords,theladyinthestorewouldprobablybe.
A．happyB．a(chǎn)ngryC．worriedD．proud
5．Whentheneighboursaid,“Itsmellswonderful.Myfriend’scatwearsit.”shewantedto.
A．makefunoftheladyB．makefunoftheperfume
C．soundfunnyD．praisetheperfume
Ⅳ．改錯(cuò)：
Accordingtoanoldstory,afarmeroncefoundthat1．
abagofcornhadbeenstoleninhishouse.Hewentto2．
thejudgeandtoldhimhisloss.Thejudgeorderedthat3．
allthepeopleofthefarmmustcomebeforehim.He4．
tookanumberofsticksofequallongandgaveonestick5．
toeveryman.Hethensaid,“Comehereagaintomorrow.I6．
shallknowwhoofyouisthethiefbecausethestick7．
givingtothethiefwillbeoneinchlongerthanthe8．
others.”Thenextdayathiefwasfoundbecausehe9．
wasafraidofbeingfoundoutandcutaninchofhisstick.10．

參考答案：
Ⅰ．1—5BCDAC6—10DBBCB11—15CBDAB16—20DCCCA
Ⅱ．1—5CBBDC6—10AADAC11—15ABDBD16─20BDCCA
Ⅲ．（A）1—4BABD（B）1—5BCBBD
Ⅳ．1．√2．將in改為from3．在him之后加about4．去掉must
5．將long改為length6．將every改為each7．將who改為which
8．將giving改為given9．將a改為the10．將inch后的of改為off