小學(xué)語(yǔ)文微課教案

Makingadifference（TheFirstPeriod）。

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。你知道如何去寫(xiě)好一份優(yōu)秀的高中教案呢？經(jīng)過(guò)搜索和整理，小編為大家呈現(xiàn)“Makingadifference（TheFirstPeriod）”，歡迎閱讀，希望您能夠喜歡并分享！

Unit1Makingadifference
I.BriefStatementsBasedontheUnit
Doyoulikescience?Doyouwanttobeascientistinthefuture?Definitelymostofusdo.Doyouwanttoknowmore?ThewholeunitofUnit1Makingadifferencewilltellyoumoreaboutscienceandscientists.Itwillbetaughtinfiveperiods.Warmingup,listeningandspeakingwillbedealtwithinthefirstperiod.Inthebeginning,thepicturesofonegreatwriterandthreeoutstandingscientistsandtheirfamoussayingsareshownbeforethestudents.Theyallmadegreatcontributionstotheworldandarerespectedbythousandsofmillionsofpeople,includingourmiddleschoolstudents.Bytalkingaboutgreatscientistsandtheirfamousquotes,thestudentswillbeencouragedtodevotethem-selvestoscience.Listeningisaboutthescientistsdescription.Detailedexercisesaredesignedforthemtodo.Afterdoingthis,thestudentsabilitytolistenwillsurelybeimproved.Speakingiswelldesigned.Thestudentsaredividedintogroupstodiscussaboutscienceanddecidewhichbranchisthemostimportantandusefulforsociety.Afterthedebate,thestudentsabilitytospeakisimproved,forthisisaninterestingtopicandwearesureallthestudentswillbeinterestedinit.Inthesecondperiod,wedealwithPre-reading,ReadingandPost-reading.ThetextisaboutanoutstandingBritishscientistofthiscentury.Heisamanwithdisability.Hecantspeakandcanonlymoveonhiswheel-chair.Whenhespeakshehastospeakthroughacomputer.Hedevoteshimselftoscienceandachievesgreatsuccess.In2002,hevisitedourcountryandspoketomanyuniversitystudents.Thereisnodoubtthathisunyieldingspiritisencouragingthousandsofmillionsofpeople.Hiswords,“peopleof-tenthinkthatscienceisanumberof‘true’factsthatneverchange…andeventhebesttheorycanturnouttobewrong.”.Shortenthedistancebetweenscienceandallofus.Whilereadingthewholetextanddoingtheexercisesbeforeandafterthetext,thestudentswilllearnthefinequalityofthegreatscientist,aswellaslearningplentyofusefulwordsandexpressions.Meanwhiletheirreadingabilitywillbeimprovedaswell.WordstudyandGrammararedealtwithinthethirdperiod.EspeciallyinGrammaralotofexercisesaboutinfinitivearedesigned.Afterdoingthem,thispartwillsurelybewellmasteredbythestudents.Thefourthperioddealswithintegratingskills.Inthereadingpassage,thequestion"howtomakeascientist"willbeanswered.Ittellsusthatifknowledgeispower,thenperhapscreativitycanbedescribedastheabilitytousethatpower.Scientistsmustbecreativeandusetheirimaginationallthetime.Intheend,thestudentsarerequiredtowriteabouttheirfavouritescientist.Afterlearningallthecon-tentsofthisunit,thestudentsaresuretowritethepassagewell.Inthefifthperiod,welldealwiththegrammar--theInfinitive.
Ⅱ.TeachingGoals
1.Talkaboutscienceandscientists.
2.Practisedescribingpeopleanddebating.
3.LearnmoreabouttheInfinitive.
4.Writeadescriptiveparagraph.
Ⅲ.TeachingTime:Fiveperiods
IV.BackgroundInformation
1.THEBEGINNINGOFTIMEANDAREMARKABLEMANCALLEDSTEPHENHAWKING
Ifyouhaveeverthoughtabouthowtheuniversebeganandwhethertimehasabeginningoranending,thenyoushouldknowabouta55-year-oldEnglishmancalledStephenHawking.
Why?BecauseheisconsideredtobeoneofthebrainiestmenintheworldandtobethemodernsuccessorofAlbertEinstein.
StephenhasspenthislifestudyingandthinkingabouttheoriginsoftheuniverseandhowitcanbeexplainedbyusingthemoderntheoriesofphysicssuchasRelativityandQuantumMechanics.Hisdiscoveriesandhisscientificproposalshavebeenrevolutionary.Peoplecallhimagenius.
Justasamazingisthefactthatsincehisearlytwenties,hehasbeensufferingfromanincurablediseaseofthenervoussystemwhichhasaffectedhismovementsandhisspeech.But,fortunately,althoughhemustuseawheelchairandothertechnicalaidstodothings,hisbrainfunctionsperfectly.In-deed,itfunctionsbetterthanthevastmajorityofpeople’s.So,inspiteofaseveredisability,hehasmadetremendouscontributionstoourunderstandingofouruniverse.
So,whatdoesStephenthinkaboutthebeginningsofourworld?Well,hethinks(alongwithothers)thatitbeganaroundfifteenbillionyearsago.Healsothinksthatouruniversewasprobablycreatedbyanenormousexplosion,a“BigBang”.Thisisaviewheldbymanycosmologists(scientistswhostudytheuniverse).
ButscientistsholddifferentviewsaboutwhattheuniversewaslikebeforetheBigBang.SomepeoplethinkthatthereisnowaythatmodernphysicscanexplainorpredictanythingbeforetheBigBang.ManyotherpeoplethinkthattheBigBangmusthavebeentheworkofGod.
StephenHawkinghashisownviewonwhattheuniversewaslikebeforetheBigBang.Hehassuggestedthat,yes,wecansaythattheuniverseandtimebeganatoneparticularpoint(aBigBang).But,thisonepointwasjustanordinarypointintimelike,say,thenorthpoleisapointonthesmoothsurfaceoftheearth.Itwasnotapointofrealbeginning,justapoint.
Stephenbelievesthatifwecanuseourpresentknowledgeofthelawsofphysicstounderstandhowtheuniversebegan,thenwewillnothavetobelievethata“God”oraspiritualforcemadetheBigBang.
Whatdoyouthinkaboutourbeginnings?IfyouwouldliketoreadmoreaboutStephensideasontheoriginsoftheuniverse,thenyoushouldreadhisbestsellerABriefHistoryofTime.
Inspiteofhisdifficultillnessandhisconfinementtoawheelchair,StephenHawkingworksasaProfessorofMathematicsatCambridge;holdingthesamepositionheldbyanotherfamousscientist,IsaacNewton,in1663.ItmaybethatthenameHawkingcouldbecomejustaswellknowninhistoryasthatofhisfamouspredecessor.
2.StephenHawkinginChina
StephenHawking,thedisabledauthorofABriefHistoryofTimeislaunchinghissecondjourneytoChinainHangzhouofZhejiangProvince.Hisfirstvisitwasover10yearsago.
Thegreattheoreticalscientisthasbeeninvitedtoattendastate-of-the-artmathematicsresearchinstituteatZhejiangUniversity,Hangzhou-basedDushiKuaibaoreported.
OnSundayevening,hemadehisdebutatapressconferenceheldatShangri-Lahotel,Hangzhou.Hawkingappearedatabout5:00p.m.withhiswife.
The50-year-oldmanansweredatotalofninequestionswiththehelpofhiscomputer.
“Expertsintheoreticalsciencearedispersedaroundtheworld,butweneedcommunication.Iamverygladthattheworldsfirst-classconferenceisbeingheldinChinathistime,”hesaid.
“IfindtherealuniversemuchmoreinterestingthantheoneinthefilmStarWars,”Hawkingjoked.“Iencourageyoungpeopletostudytheoreticalphysicsfirstiftheyareinterestedinit.”
StephenHawkinghasworkedonthebasiclawswhichgoverntheuniverse.WithRogerPenroseheshowedthatEinsteinsGeneralTheoryofRelativityimpliedspaceandtimewouldhaveabeginningintheBigBangandanendinblackholes.TheseresultsindicateditwasnecessarytounifyGeneralRelativitywithQuantumTheory,theothergreatscientificdevelopmentofthefirsthalfofthe20thcentury.
Oneconsequenceofsuchaunificationtheorywouldbethatblackholeswouldnotbecompletelyblack,butemitradiationandeventuallyevaporateanddisappear.Anotherconjectureisthattheuniversehasnoedgeorboundaryinimaginarytime.Thiswouldimplythatthewaytheuniversebeganwascompletelydeterminedbythelawsofscience.
ButthetalentedmanwhohasproducedsuchrichworksuffersseriousAmyotrophicLateralSclerosis(ALS).Heisoneofthe350000sufferersintheworld.Thediseasekillsover100000peopleeveryyear.
“IlikelifeandIlovelife,myfamilyandmusicgivemethegreatesthappiness,”smiledHawking,whocanonlymovethreefingers.
Inthecomingyear,HawkingsaidheisscheduledtowriteaneweditionofABriefHistoryofTimeforyoungchildren.
“ABriefHistoryofTimeismyfirstbookforcommonpeople.ButIlaterfoundthatIcouldwriteitinamoresimpleway,”heanswered.“SoIdecidedtorewriteitsothatallpeoplecanreaditeasily.”

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:inspiration,perspiration,undertake,analysics,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudentslisteningabilitybylisteningpractice.
2.Trainthestudentsspeakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtohelpthestudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudentsinterestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.amultimedia
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
T:Goodmorning/afternoon,everyone.
Ss:Goodmorning/afternoon,Miss/Mr.X.
StepIIWarmingup
T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowpleasemakealistofthenamesofsomescientistsandtheircontributions.Writethemdownonapieceofpaper.Afterawhile,l’llcollectyouranswers.
(Teachergoesamongthestudents.Afterawhile,collecttheirlistsofnamesandcontributions.)
T:Whatgreatscientistsdoyouknow?Andwhataretheyfamousfor?WangBin.
S:MariaCurieisfamousforherdiscoveriesofradiumandpoloniumandZhangHengisfamousforhisseismograph.
S:ThomasAlvaEdisonisfamousfortheinventionofthelightbulb.
S:…
(Whilethestudentsanswerthequestions,teachercanwritethenamesofsomescientistsandtheirdiscoveriesorinventionsontheblackboard.)
(Bb:ScientistsContributionsMariaCurieRadium/PoloniumZhangHengSeismographCharlesDarwinTheTheoryofEvolutionThomasAlvaEdisonThelightbulbAlbertEinsteinTheTheoryofRelativity……)
T.Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussionandmakealistofwhatyouhavealreadyknownandwhatyouwouldliketoknow.Discussitinpairsoringroupsoffour.Afterawhile,Illasksomeofyoutoreporttheresultsofyourdiscussion.
(Threeminuteslater,teacherbeginstocollecttheresultsoftheirdiscussion.)
T:Who’dliketotellmewhatmakesasuccessfulscientist?Anyvolunteers?
S.Ithinkitisthewayheuseshistoolsthatmakesasuccessfulscientist.
S:Ithinkasuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
S.Ithinkasuccessfulscientistmustbeconfident,curiousandcareful.ButwhatI’dliketoknowiswhatmadehim/herinterestedinscience.
(Whilethestudentsreporttheirresults,teachercanwritesomewordsdescribingasuccessfulscientistontheblackboard.)
(Bb:creative,hard-working,curious,careful,confident)
T:NowIllshowyouthephotosofsomefamousscientists.Youshouldtrytotelluswhotheyare.
(Showthescreen.)www.lvshijia.net

　（1）　（2）?。?）
T:Lookatthephotosonthescreen.Andtellmewhotheyare.WhoisthepersoninPicture17
S:AlbertEinstein.
T.Right.CanyousaythenameofthepersoninPicture2,MaHaoran?
S:IthinkitsMadameCurie.
T:Yeah.Sitdown,please.Thethirdpicture?
S:GalileoGalilei.
T:Rightorwrong?
Ss:Wrong.ItisThomasAlvaEdisoninPicture3.
T:Good.Theyareallveryfamousintheworld.Youmusthavereadsomequotesfromthem.Forexample,neverleavethatuntiltomorrow,whichyoucandotoday,whichisfromBenjaminFranklin.Nowlookatthequotesonthescreen.
(Showthequotesonthescreen.)
Somequotesfromfamousscientists:
1.Geniusisonepercentinspirationandninety-ninepercentperspiration.
2.Imaginationismoreimportantthanknowledge.
3.Nothingintheworldistobefeared;itison!ytobeunderstood:
T:Whomdoyouthinkthesequotesarefromanddoyouknowwhattheymean?Discussthesequestionsingroupsoffourandtelluswhetheryouagreewithwhattheysaid.You’regivenfiveminutestohaveyourdiscussion.
(Teachermaygoamongthestudentsandjointhemintheirdiscussion.)
T:(Fiveminuteslater.)What’sthemeaningofthefirstquote,WuLiping?
S:Ithinkitmeansthatifwemakegreateffortstodosomething,wellsucceed.Andnomatterhowcleverheis,apersonwillfailifhedoesn’ttryhisbest.
T:Verygood.Whodoyouthinksaidthisquote?
S:IthinkitwasThomasAlvaEdisonwhosaidit.InChinese,itmeans“天才就是百分之九十九的汗水加上百分之一的靈感”
T:Doyouagreewithit?
Ss:Yes.
(Teacheraskstwootherstudentstoexplaintheotherquotesandtellwhosaidthem.)
S.“想象力比知識(shí)更重要”。（AlbertEinstein）
Ifyouwanttosucceed,itsmoreimportantforyoutohaveimaginationthanknowledge.
S:生活中沒(méi)有什么可怕的東西，只有需要理解的東西。（MariaCurie）
Thereareonlythingstobeunderstoodintheworld,whilethereisnothingtobefeared.
T:Doyouknowanyotherquotesaboutscienceandthinking?
(Onestudentstandsup.)
S:Idliketohaveatry.Wisdomisonlyfoundintruth.－JohannWolfgangvonGoethe
S:Knowledgeispower.－FrancisBacon
…
(AskthestudentstoopenthebooksatPage1andletthemhaveadiscussionaboutthequotesandpicturesinWarmingup.)
T:(Afewminuteslater.)Wehavelearntsomequotesnow.Ifyouwanttoknowmoreaboutquotesaboutscienceandthinking,youcancollectmoreinformationinthelibraryorontheInternetafterclass.
StepⅢListening
T:OK.NowletsdosomelisteningpracticeonPage2.Todaywearegoingtolistentothedescriptionsofsomefamousscientists.Beforelisteningtothetape,pleasereadtherequirementsbyyourselfquickly.WhenIplaythetapeforthefirsttime,youjustlistentogetthegeneralidea.ThesecondtimeIplaythetape,youshouldtrytofinishtheexercise.Thelasttime,checkyouranswers.Areyouclear?
Ss:Yes.
T:OK.Let’sbegin.Pleaselistencarefully.
(Teacherplaysthetapeforthestudentstolistenandpausesthetapeforthestudentstowritedowntheiranswerswhennecessary.Intheend,checktheanswerswiththewholeclassandgivesomeexplanationsorplaythetapeagainifnecessary.)
StepIVSpeaking
T:NowletslookatthespeakingpartonPage2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,forexample,biology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardandthembegintodebate.Areyouclear?
Ss:Yes.
T:Youcanusetheexpressionsatthebottomofthispagewhenyoudebateeachother.Theyareveryhelpful.
(Fiveminuteslater,teachercheckstheirdebate.)
T:Whichgroupwouldliketogiveaperformance?Pleasecometotheblackboard.
(Oneofthegroupscometotheblackboardandbegintheirdebate.)
S:Ithinkthatbiologyisthemostimportantandusefulsciencebecauseitisessentialtoprotectingtheecologicalbalanceandenvironment.Peoplecan’tlivewithoutlivingthings.Furthermore,biologygoeshandinhandwithourlife.Iftherewerenoscienceofbiology,therewouldnotbemedicine.Inaword,biologyisthemostimportantanduseful.
S:Well,maybe,butIthinkthatchemistryisthemostimportantanduseful,becausechemistryisthekeytotheprogressofthehumanbeing.Besides,itischemicalreactionthatproducesmanynewthings.
S:Itishardtosay.Therearemanyphysicalproducts.Andphysicsiswidelyusedinmanyfields,suchasmedicine,industryandagriculture.Therewouldbenolifewithoutphysics.SoIthinkphysicsisthemostimportantandusefulscience.
S:Thatstrue.Butmathsisthebasicscience.Youcantlearnphysicsorchemistrywellwithoutagoodknowledgeofmaths.Mathsisatoolinscienceandengineering.Therefore,mathsisthemostimportantandusefulscience.Whatsyouridea?
S:Well,thereisnodoubtthatmathsisanimportantandusefulscience.Inmyopinion,themostimportantandusefulscienceshouldbecomputerscienceinourmoderninformationsociety.Thecomputerisnowanindispensabletoolinmanyfields.Itcansettleallkindsofproblemsatahighspeedandcanhelppeopleworkeasily.SoIthinkcomputerscienceisthemostimportantandusefulscience.
StepVSummaryandHomework
T:Todaywevedonesomelisteningandspeaking.Wehavealsotalkedaboutscienceandscientists.Afterclass,pleasesearchmoreinformationaboutscienceandscientistsontheInternetorinthelibrary.Anddontforgettopreviewthereadingmaterial“NoBoundaries”.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MariaCurieRadium/Polonium
ZhangHengSeismograph
CharlesDarwinTheTheoryofEvolution
ThomasAlvaEdisonThelightbulb
AlbertEinsteinTheTheoryofRelativity
……
Somewordsdescribingscientists:
creative,hard-working,curious,careful,
confident…
StepⅦRecordafterTeaching

相關(guān)閱讀

Artandarchitecture（TheFirstPeriod）

為了促進(jìn)學(xué)生掌握上課知識(shí)點(diǎn)，老師需要提前準(zhǔn)備教案，是認(rèn)真規(guī)劃好自己教案課件的時(shí)候了。認(rèn)真做好教案課件的工作計(jì)劃，才能夠使以后的工作更有目標(biāo)性！你們會(huì)寫(xiě)一段適合教案課件的范文嗎？下面是小編精心收集整理，為您帶來(lái)的《Artandarchitecture（TheFirstPeriod）》，希望能為您提供更多的參考。

Unit3Artandarchitecture
I.BriefStatementsBasedontheUnit
Inthisunit,Sswillreadaboutartandarchitecture,learntoexpresspreferences,learnaboutthePastParticipleusedasObjectComplement,andlearntowriteareviewofapainting.Inthefirstperiod,Sswilllearntoexpresspreferencesbymakingdialogueswiththehelpofthegivenexpressions.Alsothey
willdosomelisteningpracticetoimprovetheirlisteningability.Inthesecondperiod,Sswillreadapassageaboutmodernarchitecture.Theywilllearnaboutsomefamousarchitectsandtheirworksaswellassomefamousbuildingsintheworld.Inthisperiod,Sswilllearnsomeusefulwordsandexpressions,too.Inthethirdperiodofthisunit,theusefulwordsarerevisedfirstandalsoSswilllearntouseanewsentencepattern：AistoBwhatCistoD.Sscanmasteritafterfinishingthepracticeprovidedinthispart.ThegrammaritemisthePastParticipleusedasObjectComplement.Thisisanimportantitem.TeachershouldgivesomeexplanationstohelpSsunderstanditandthenafterSsfinishtheexercisestheywillmasteritbetter.Teachermayprovidemorepracticeifnecessary.Inthefourthperiod,Sswilldosomereadingandwritingpracticetoimprovetheirintegratingskills.Afterthestudyofthisunit,Ssmayknowmoreaboutartandarchitectureandtheywillalsomakeprogressintheirlistening,speaking,readingandwritingabilities.
II.TeachingGoals
1.Talkaboutartandarchitecture.
2.Learntoexpresspreferences.
3.LearnaboutthePastParticiple(2):usedasObjectComplement.
4.Writeareviewofapainting.
III.TeachingTime:Fourperiods
IV.BackgroundInformation
1.TheGreatWallofChina
In221B.C.theFirstEmperorstartedtobuildagreatwallrightacrossthenorthofhisempire.HewantedtokeepthetribesofHunsandTartarsoutsidehiscountry.TherewereearlierwallsbuiltinsomeplacesbydifferentkingsofChina,buttheFirstEmperor,nowthatheruledallChina,decidedtocompletethewall.HedecidedtomakeitrunrightacrossfromTibettothesea,adistanceofover1500miles.Ittooksevenyearstobuild.
TheGreatWallranacrosswild,steep,mountainouscountry,overthemountainsanddownthevalleys.Northandwestofittherewereonlywildmountainsanddeserts,andsouthandeastthereweretherichYellowRiverplains.Itwasbuilthigherthanadouble-deckerbus.Inmostplacesitwaswideenoughforeightmentomarchsidebysidealongthetop.Itwasbuiltofstonesandclay.Therewerehugeblocksofstonesonthesides,andonthetopthereweremorestones.Carscouldtravelalongthetop.
Abouteverytwohundredyardsthereweretall,strongtowerswheresoldierscouldkeepwatchfortheenemy,andwheretheycouldlightfirestosignaltoeachother.Therewerealwayssoldiersinsidethesetowers,winterandsummer,keepingguardagainstattacksfromtheHuns.Therewereafewwell-guardedgatewayswithhugewoodengates,strengthenedwithironnails.TheseconnectedthemainroadsofChinatootherroadsthroughthemountainsandacrossthedesert.
TheGreatWallhasoftenbeenrebuiltthroughthecenturies,andmuchofitisstillstandingtoday.Visitorscanstillseeitrunninglikeasnakeacrossthecountryandcanstillwalkalongthetop.Muchofthetrafficwhichpassesthroughtheancientgatewayshasnotchangedmuch.Buttoday,aswellashorsesandcartstherearemotorcarsandtrucks.
Tobuildsuchanenormouswallacrosssuchwildandmountainouscountrywithoutanymoderntractorsorotherheavymachineswasverydifficult.AlltheEmperorsbuilderswerethousandsofmen,oftenprisonersofwar.Theyliftedtheearthinbucketsanddraggedthestonesinteamswithropesovertheirshoulders.Theyworkedinsuchwildanddistantplacesthatitwasdifficulttosupplythemwithenoughfoodortomakepropersheltersinwhichtheycouldsleep.Thousandsofworkersdiedandwereburiedintheclayinsidethewall.ThepeoplehatedtheEmperorforhiscrueltybuthemadethemfinishthewall.Manypeoplewereseizedandforcedtoworkonthewallfarawayfromtheirhomes.Manyofthemnevercameback.
SuperstitiouspeoplewhobelievedinmagicusedtosaythattheEmperorhadriddenacrossthemountainsonmagichorses.Thewallappearedunderhimashewentalong.Whereverthehorsestampeditsfoot,awatch-towerappeared.Butthewallwasnotmadebymagic.Itwasmadebytheworkandlivesofthousandsofmen.
2.TheYellowCraneTower
OnMay20,1985thenewly-rebuiltYellowCraneTower(HuangheTower)wascompletedandopenedtothepublic.
Therebuildingofthetowertookfouryearsandcost15millionyuan.
Thisfive-storeyedbuildingstandsonthetopoftheSnakeHill(MountShe)bytheChangjiangRiverinHubeiProvince.Itis51.4metreshigh.Inthehallsofthefirstfourstoreystherearemanypictures,portraitsandwall-paintings.Theyareaboutfairytales,Chinesehistoryandthehistoryofthetower.
Doyouknowwhenthetowerwasfirstbuilt?Andwhydowecallit“TheYellowCraneTower”?
ThereisalegendthatlonglongagoanoldmannamedWangZhianrodeonthebackofayellowcrane,flewawayfromthetowerandlaterbecameanimmortalbeing.ItisalsosaidthatanothermannamedFeiWenyireturnedtothetowertohavearestwiththehelpofayellowcrane.
Anotherstorygoeslikethis:awindowbythenameofXinsetupapublichousebytheSnakeHillinWuchang.ATaoistoftencametodrinkhere.Eachtimehewasallowedtodrinkwithoutpayment.Oncebeforeleaving,theTaoistdrewayellowcraneonthewallwithapieceoforangeskin.Theyellowcraneflewdownoffthewallanddancedhappilyimmediatelyafterthepeopleclappedtheirhands.Onhearingthenewsmany,manypeoplecamehereforadrink.MrsXingotricherandricher.Soshedecidedtobuildatowerinmemoryofthecrane.ItwasnamedtheYellowCraneTower.
Infact,theYellowCraneTowerwasfirstbuiltmorethan1600yearsago.ThatisintheearlyyearsoftheThree-KingdomPeriod.ItstoodonthesouthbankoftheChangjiangRiverinWuchang.
Inthebeginning,thetowerwasonlyusedbythearmies,butafteracertainperiodoftimeitwasopentothepublic.Thetowerhasbeendestroyedandrebuiltmanytimes,andithasbeenawell-knownhistoricalbuildingforcenturies.Manypoetswroteexcellentpoemsinpraiseofthetower.
However,beforeliberation,theYellowCraneTowerwasnotwellprotected.WhenWuhanwasliberated,onlyaveryshabbytowerremained.
InOctober1981,thegovernmentdecidedtorebuildtheYellowCraneTower,andnowonthetopoftheSnakeHillstandsanewmagnificentfive-storeyedYellowCraneTower,overlookingthebeautifulrivercityofWuban.
WhosaysthattheYellowCranehadflownawayandwouldnevercomeback?Withtherapiddevelopmentofoursocialistcountry,theYellowCraneTowerisreborn!SeeingthegreatYellowCraneTower,everyChineseshouldcertainlyhaveasenseofnationalpride.

TheFirstPeriod
TeachingAims:
1.Improvethestudentslisteningability.
2.Improvethestudentsspeakingability.
3.Learnandmastersomeusefulwordsandexpressions.
TeachingImportantPoint:
Trainthestudentslisteningandspeakingabilities.
TeachingDifficultPoints:
1.Howtohelpstudentstoimprovetheirlisteningability.
2.Howtohelpstudentstolearntoexpresspreferences.
TeachingMethods:
1.Discussiontomakethestudentstalkaboutartandarchitecture.
2.Individualorpairworktomakethestudentspractisetheirspeakingability.
3.Listeningpracticetoimprovethestudentslisteningability.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboard
TeachingProcedures:
StepIGreetingsandWarming-up
Greetthewholeclassasusual.
T:(Walktoonestudent)WangJing,
wheredoyoulive?
S:IliveatNo.26ZhonghuaStreet.
T:Whatkindofhousedoyoulivein?Atraditionalhouseoranapartment?
S:Iliveinanapartment.
T:Doyoulikelivinginanapartment?
S:Yes.
T:Canyoutelluswhy?
S:Itscleanandsafe,anditseasytokeepwarminwinter,sinceithasthe
heatingsystem.
T:Whatsthedisadvantageoflivinginanapartment?
S:Itsnotconvenientforyoutocarrythingshomeanditsnoteasyforyou
togetsunlight.
T:OK.Pleasesitdown.(Walktoanotherstudent.)LiXiao,whatkindofhouse
doyoulivein?Doyouliveinanapartment,too?
S:No.Iliveinatraditionalhouse.
T:Doyoulikelivinginatraditionalhouse?
S2:Notverymuch.Becauseitsnotsafewhenthereisnobodyathome,anditgivesyoumuchtroubletokeepwarminwinter,butithassomeadvantages.It’sconvenientforyoutocarrythingshome,andyoucantakeexerciseintheyard.Ifyoulike,youcankeepsomepets,suchasadog,acatandsoon.Andyoucangrowsomeflowers,too.Itsveryinteresting.
T:Good.Imustpayavisittoyourhouseoneday.Now,lookatthequestionson
thescreenandhaveadiscussioninpairs.
(Showthefollowingonthescreen.)
Questions:
Ifyouwerefreetodesignyourowndreamhouse,whatwouldyourhouselooklike?Whatmaterialswouldyouuse?Explainwhyyoumadecertainchoicesaboutyourdreamhouse.
(Afterthediscussion,collecttheiranswers.)
S3:lfIwerefreetodesignmyowndreamhouse,Iwouldlikeittolookmodernandcomfortable.Iwouldlayawoodenfloorintherooms.Iwouldhaveaglassteatableplacedinthekitchen.Iwouldlikesomemodernsteelchairsdesignedinspecialstyles.Iwouldhaveasetofleathersofainthelivingroom.
S4:Ihaveadifferentopinion.Iwouldlikemydreamhousetolooktraditional.Ilikewoodenfurnitureverymuch.Iwouldhaveawoodenfloorlaidfirst.
AndthenIwouldbuysomewoodenfurniture,suchasawoodenteatable,somewoodenchairs,abigwoodenbedandonewoodenbookcase.IwouldhavetwoChinesetraditionalpaintingsputuponthewallinmylivingroom.AndIwouldplaceapairofcloisonnévasesinthelivingroom.1thinkwoodenfurnituremakespeoplefeelfriendlyandpeaceful.
S5:……
T:Allyourdesignsarewonderful.Youreallgoodarchitects.Thisunitisabout
artandarchitecture.Whatwordsandphrasesdoyouthinkwillbeusefulwhenyouwanttotalkaboutthem?Whoknows?
S6:Ithink“pattern,style,modern,material,traditional,bemadeof,becovered
by”areuseful.
T:Good.Whocantellusmore?
S7:Letmetry.High,low,steel,befamousfor,looklike,andsoon.
T:Verygood.Now,workingroupsoffourandfindoutthehistoryofartand
architecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworld.
(Amomentlater,teachermayasksomestudentstosaytheiranswers.)
StepIISpeaking
T:Now,pleaseopenyourbooksandturntoPage17.Lookatthetwopictures.
Whatdoyousee?
Ss:Modernbuildingsandatraditionalhouse.
T:Justnow,wetalkedabouttheiradvantagesanddisadvantages.Now,please
workinpairstomakeashortdialogue.Telleachotherwhichyouprefer
andtrytoexplainwhyyoupreferonethingtotheother.
(Studentsprepareforawhile.)
T:Areyouready?
Ss:Yes.
T:Whichpairvolunteerstoactouryourdialogue?
Ss:Letustry....
(Thepairactsouttheirdialogue.Teacherthenshowsthefollowingonthescreen.)

T:Verygood.Now,pleaselookatthescreen.Whatbeautifulchairstheyare!
Doyoulikethem?
Ss:Yes.
T:Whichdoyoulikebetter?
(Ssmayhavedifferentanswers.)
T:OK.Now,pleaseturntoPage18andlookatthesampledialogueinSpeakingandsomeusefulexpressionsonPage19.Theyreusefulwhenyouaremakingyourdialogueexpressingpreferences.Readthemcarefullyandthenmakeadialoguewithyourpartner.
(Amomentlater,asksomestudentstoactouttheirdialogues.)
Sampledialogue:
A:Doyoupreferclassicalchairsordoyoulikemodernchairsbetter?
B:Idratherhavemodernchairs.
A:Canyoutellmewhy?
B:Inmyopinion,modernchairsarelighterandmorecolorful.]dontlikethe
hardwoodenchairswhichIthinkareuncomfortable.
A:Ireallypreferclassicalchairs.Ilikeseeingsomethingoldandclassicaland
Ilikethedifferentdesignsofthechairs.
StepIIIPreparationforListening
T:OK.Wevetalkedmuchaboutartandarchitecture.Andwealsodesignedour
owndreamhouses.Now,imaginethatyouremovingintoyournewhouse,butyouneedtobuysomefurniture.Whatkindoffurniturewouldyouliketobuyandwhydoyoupreferthem?Haveashortdiscussioninpairs,please.
(Allowthestudentsafewminutestoprepareforthedialogueandaskoneor
twopairstoactoutiftimepermits.)
StepIVListening
T:Welldone.Now,welldosomelisteningpractice.Youlllistentoatalk
betweenAmyandDanny.Theywanttobuysomefurniturefortheirnewhouse.Theyvisitashopandtalkwiththesalesassistantabouttheirtasteandpreferences.Beforewelistentothetape,let’sgothroughtherequirementstogether.
(HelpSstoknowwhattodoandmakethemguesstheanswers.)
T:OK.Now,youveknownwhattodo.Listencarefullyandfinishtheexercisesbyyourselffirstandthencheekyouranswerswithyourpartner.
(PlaythetapetwiceforSstolistenandfinishtheexercisesandthenplay
itathirdtimeforstudentstochecktheiranswers.Atlastcheektheanswerswiththewholeclass.)
StepVSummaryandHomework
T:Todaywevelearnthowtoexpresspreferences.Whocanwritetheusefulexpressionsontheblackboard?
S:Letmetry.(Writesomeontheblackboard.)
T:Good.Whohasanythingelsetoadd?
S:Illtry.(Writesomeotherexpressionsontheblackboard.)
T:Good.Afterclass,youshouldtrytousethemmoretolearnthembyheart.Theyareveryuseful.Inthenextperiod,we’llreadmoreaboutarchitecture.Pleaseremembertopreviewthereadingpassage.OK.Thatsallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheFirstPeriod
Usefulexpressions:
Idrather…
Idontgetexcitedabout…
Immuchmoreinterested…
Ifyouaskme,then…
Inmyopinion…
Iprefersomethingthat…
Ireallyprefer…
Ilikeseeingsomething…
Iwouldntfeelhappyif…
WhatIlikeis…
Imnotveryinterestedin.…
Icantstand…

StepVIIRecordafterTeaching

Savingtheearth（TheFirstPeriod）

Makingadifference（TheSecondPeriod）

俗話說(shuō)，磨刀不誤砍柴工。教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。您知道教案應(yīng)該要怎么下筆嗎？下面是小編精心為您整理的“Makingadifference（TheSecondPeriod）”，僅供參考，希望能為您提供參考！

TheSecondPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudentsreadingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth.,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.TheredidntseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡLead-inandPre-reading
T:YesterdaywelearntsomequotesfromsomefamousscientistslikeAlbertEinstein,ThomasAlvaEdison…
Lookatthepictureinourbooks.
Doyouknowwhothepersonis?
Ss:ThepersonisStephenHawking.
T:Yeah.Verygood.HeisStephenHawking,oneofthegreatestphysicistsofourtime.Doyouknowwhatbookhepublishedin1988?
Ss:Yes.ABriefHistoryofTime,whichisverypopular.
T:OK.IthinkmaybeyouknowsomethingaboutHawking.Doyouwanttoknowsomethingmoreabouthim?
Ss:Yes.
T:OK.TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Beforewereadthepassage,firstletslearnsomenewwordsandphrasesinthisunit.
(TeacherdealswiththenewwordsonPage105withthewholeclass.)
T:NowopenyourbooksandturntoPage3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
(Teachergivesthestudentsthreeminutestoscanthepassage.Later,askthreestudentstoanswerthethreequestions.)
T:(Threeminuteslater.)Haveyoufinished?
Ss:Yes.
T:WangXi,thefirstquestion:WhydidStephenHawkingneedaPhD?
S:Becausehewantedtogetajob.
T..Right.Thesecondquestion.WhendidHawkingbecomefamous?Whodliketohaveatry?
S:Letmetry.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
T:Good.Thelastquestion:WhendidHawkingvisitBeijing?Anyvolunteer?
S:In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepⅢReading
T:Welldone.Sitdown,please.Nowreadthepassageonceagain.Thistimeyoushouldreaditascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Ofcourse,youcandiscusstheminpairsifnecessary.Now,begin.
(Teachershowsthefollowingquestionnaireonthescreen.)
1.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
2.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurablediseases?
3.WhatdidHawkingwritein1988?
4.WhatdidHawkingexplaininthebookABriefHistoryofTime?
5.AccordingtoProfessorHawking,howdopeoplemisunderstandscience?
6.Whatarethebasicstepsofthescientificmethod?
7.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?
(Severalminuteslater,teachercheckstheanswers.)
Suggestedanswers:
1.Insteadofgivingup,Hawkingwentonwithhisresearch,gothisPhDandmarriedthegirl.Hecontinuedhisexplorationoftheuniverseandtraveledaroundtheworldtogivelectures.
2.Mostofpeoplewouldprobablyfeelverysadandgiveuptheirdreamsandhopesforthefuture.
3.HewroteABriefHistoryofTimein1988.
4.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.Hetellsreadersabouthowdiscoveriesaremadeandhowthechangetheworld.
5.AccordingtoProfessorHawking,peopleoftenthinkthatscienceisanumberof“true”factsandneverchanges.
6.First,scientistsobservewhattheyarcinterestedin.Toexplainwhatthe3haveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.Finally,thescientiststestthe
theorytoseeifitmatcheswhatthe3haveseenandifitcanpredictfuturevents.
7.HawkingdoesntlikehisspeechcomputergivinghimanAmericanaccent.
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:OK.Nowyouhaveunderstoodthedetailedinformation.Pleasepickoutthephrasesorthesentencesthatyoudon’tunderstand.Firsthaveadiscussionwithyourpartnerandexchangeyourdifferentpoints.ThenI’llexplainsomelanguagepointstoyou.
(Teachergoesamongthestudentsantcollectsthedifficultpointsthatthestudentscan’tunderstandafterthediscussion.)
T:Now,letslookatthescreen.I’llexplainsomelanguagepointstoyou.
(Showthescreen.)
Usefulexpressions:
1.workon+n./pron./v.-ing
e.g.Heisworkingonareportoftheexperiment.
Heisworkingoninventinganewmachineforofficework.
2.goby:pass
e.g.Timewentbyslowly.
Andsothemonthsandyearswentby.
3.be/getengaged(tosb.):beboundbyapromisetomarry
e.g..Tomis/getsengagedtoMary.
TomandMaryare/getengaged.
4.goonwithsth..:continuewithsth.
e.g.Goonwithyourwork..
Youmaygoonwithyourdiscussion.
5.dreamof:imagine
e.g.IhavealwaysdreamedofatriptoEngland.
Hedreamedofbecomingapilotwhenhewasinthemiddleschool.
6.turnout:prove(tobe)
e.g.Everythingturnedoutsatisfactory.
Itlookedlikerainthismorning,butithasturnedouttobeafineday.
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
e.g.Thereisnopointindoingso.
Thereisnotmuchpointincomplaining;theynevertakeanynotice.
(Bb:workon,goby,be/getengaged(tosb.),goonwithsth.,dreamof,turnout,Thereisnopoint(in)doingsth.)
StepⅣListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.
(Afterthat,teacherasksthestudentstodoEx.1inPost-reading)
T:OK.NowlookatEx.1inPost-reading.Choosethebestanswerforeachofthequestions.Ifyouhavesomedifficulty,youmaydiscussitwithyourpartner.Afterawhile,Illasksomeofyoutodoit.
(Thestudentsbegintopreparethisexercise.Afterawhile,teacherbeginstocollecttheanswers.)
Suggestedanswers:
1.C2.B3.B
StepVDiscussion
T:OK.Letshaveadiscussion.Workinpairsoringroupsoffour.Discusshowtosolvetheproblemsinthescientificmethod.
(Showthefollowingonthescreen.)
Howwouldyouusethescientificmethodtosolvethefollowingproblems?
l.Howcanwegrowriceinareaswherethereislittlewater?
2.HowcanImakemybikegofaster?
3.Whatwaslifelike5000yearsago?
4.HowcanIimprovemyEnglish?
5.Howdopeoplemakefriends?
(Givethestudentsfourminutestodiscussthosequestions.Teachermaygoamongthestudentsandjointhem.Fourminuteslater,asksomestudentstoreporttheirresultsofthediscussion.)
Suggestedanswers:
1.Wecandevelopanewkindofricewhichdoesntneedmuchwater.
2.Wecanfixanelectricenginetothebike.
3.Peoplelivedincaves,woreskinsofanimals,atewildfruitsandwildanimals.
4.YoucanimproveyourEnglishbylisteningmore,speakingmoreandpracticingmore.
5.Peoplecanmakefriendsbyattendingaparty,writinglettersorchattingontheInternet.
StepVISummaryandHomework
T:Inthisclass,wevereadapassageaboutafamousscientist—StephenHawking.We’veknownthatHawkingisadisabledpersonwithastrongwill.WeshouldlearnfromhimWe’vealsolearnedsomewordsandphrasesinthetext.Afterclass,youshouldlearnallofthembyheartandtrytousethemfreelyandcorrectly.Readthetextagainandagaintillyoucanreaditfluentlyandrecitesomeimportantsentences.Whatsmore,dontforgettopreview“WordstudyandGrammar”inthenextperiod.Well,thatsallfortoday.Classisover.
StepⅦTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workonbe/getengaged(tosb.)
gobygoonwithsth.
dreamofturnout
Sentencepattern:
Thereisnopoint(in)doingsth.
StepⅧRecordafterTeaching

LivingWithdisease（TheFirstPeriod）

一名愛(ài)崗敬業(yè)的教師要充分考慮學(xué)生的理解性，高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更容易聽(tīng)懂所講的內(nèi)容，幫助高中教師能夠更輕松的上課教學(xué)。關(guān)于好的高中教案要怎么樣去寫(xiě)呢？小編經(jīng)過(guò)搜集和處理，為您提供LivingWithdisease（TheFirstPeriod），希望對(duì)您的工作和生活有所幫助。

Unit7LivingWithdisease

I．BriefStatementsBasedontheUnit
ThisunitmainlytalksaboutdeadlydiseasesandattitudestowardsAIDS，cancers，
etc．A11theactivities，includingWarmingup，Listening，speaking，readingandwriting，centeronthistopic．Throughthistopic，thestudentsnotonlygetmoreinformationaboutdiseases，butalsolearnhowtokeeparightandpositiveattitudetowardsdiseasesandpeoplewithdiseases．
Inaddition，thestudentscan1earnsomeusefullanguagepointsthroughthematerialsprovidedineachpart，especiallyalotofwordsandphrases，whichareveryhelpfulforthestudentstobuildupvocabularyaboutdiseases．TheGrammar--theSubjunctiveMoodisalsoimportant．Thegivenmaterialsandexercisesgivethestudentsanopportunitytolearngrammarbyusingit．Ithelpsthestudentslearntotalkaboutthingst}latarenotcertaintohappenaswellasimaginaryorunrealeventsandsituations．
Alloftheactivitiesarehelpfulforthestudentstoimprovetheirknowledgeabout1anguageandtheirskillstouselanguage．
Ⅱ．TeachingGoals
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS，cancers，etc．
2.Practisetalkingaboutimaginarysituations．
3.Practisesupportingandchallenginganopinion．
4.LearntousetheSubjunctiveM00d(1)：lf1wereyou，…IWishIcould…
5.Writeapersonalnarrative．
Ⅲ．TeachingTime：Fourperiods
Ⅳ．BackgroundInformation
1．HealthOfficialsStruggletoUnderstandSARSSeveracuterespiratorysyndrome(SARS)hasterrifiedtheworld．Thequestiononeverybody’smindiswhetherSARSwillbecomeaglobalepidemic．
ResearchersworldwidehavegalvanizedtocombatSARS．Thechallengeforpublic
healthistodeterminethenatureandpotentialofanyviralthreatandtoframeabattleplan．
“Weareinanevolutionarystageofthisepidemic，”saidAnthonyFauci,directoroftheNationalInstituteofAllergyandInfectiousDiseasesinBethesda，Maryland.“Itcouldplateau，goupanddown，disappearofexplode．Thisvirusishighlyvirulent，potentiallylethalandhighlytransmissible--ithasthepotentialtocauseareallybadepidemic．”
ADeadlyCombination
SARSisaso—calledhybridvirus—thekindthatalwaystriggersaredalert．Traditionallyavirusaffectsasinglespecies．Butsometimestwovirusescombinetheirgeneticmaterialandformanewvirusthat“jumps”toanotherspeciesaltogether．
Hybridsaredangerousbecausethebodyhasneverencounteredthembefore，andtheimmunesystemisunprepared．
“FromstudyingthesequenceweseethattheSARSvirusisderivedfromamousecoronavirusandanaviancoronavirus，”saidMichaelLai，apioneerincoronavirusgeneticsattheUniversityofSouthernCaliforniainLosAngeles．
Ifthevirusexistsinawildwidespreadhost--liketheWestNileviruscarriedbymosquitoes—thenSARScouldbeaperennia11yrecurringproblem,accordingtoLai．
Ifthehostisadomesticanimal一likethechickenresponsiblefortheAvianF1uvirusof1997--thenthesourceoftheviruscouldbeeliminated．TheAvianFlueffectivelystoppedaftertheHongKonggovernmentorderedtheslaughterofchickensinthearea．
LaisuspectsthattheSARSviruslurksinawildanimals.“Itprobablydoesn’tbotherdomesticanimalsorwewouldhavecomeacrossitbefore，”hesaid．
1fpeoplearetheonlycarriersofSARS，“honestreportingofSARScasesandstringentquarantinescouldstopthevirusinitstracks,”Laisaid．
KnowingaVirus，PredictinganEpidemic
“Makingavaccinecouldbequitestraightforward，ifitisneeded?！盠aisaid．
Vaccinesalreadyexistforswineandchickencoronaviruses.Butitisn’teasytogaugewhetherSARS，oranyvirus．cantriggeranepidemic．
“We’vebeenworkingwithinfluenzaforover50yearsanditcansti1levadeourbestattempts．”
“Inmanycasesoftheinfluenzaviruswedon’tunderstandthemolecularpropertiesthatcausehighmortality，”saidNancyCox，chiefoftheinfluenzabranchattheCDC．
“Outbreaksarelikewildfires，”Morsesaid．“Somefiressmolderandareeasilyextinguished．Othersrageoutofcontrol，destroyingeverythingintheirpath．TheWHOandtheCDCarelikethefiredepartmentandtheyneedtoinvestigatealloutbreaksbecauseyouneverknowwhichwaytheycouldgo．”
Morsepointsoutourlonghistorywithinfluenza．SARSisonlyafewmonthsold．
Trackingandcontainingviruses，andpredictingwhattheywilldo，Morsesaid，“Itisasmuchanevolvingscienceasanevolvingart．”
2．FightContinuesAgainstHIV／AIDS
Apicture，acalendarorevenaballoonmaybethebestwayformillionsofpeoplelivinginChina’svastcountryareastolearnaboutAIDS，oneofthebiggestthreatstopublichealthintheworldtoday．
Chinahasdecidedtouseuser—friendlymethodsincludingexhibitions,VCDsandTVprogrammestospreadknowledgeofthediseaseacrossthenationtotrytokeepitincheck．
EducatingpeoplenationwideaboutAIDSisthetoppriority(優(yōu)先權(quán))toprevent
thediseasefromgettingoutofhand．Thefarmerswil1begivenknowledgeintheeasiestwaythattheycanunderstand．
Arecentsurveyfromthecommission(調(diào)查團(tuán))ofmorethan7OOOpeopleinChina
showedthatnearly20percentofthemhadneverheardofAIDSbefore．Justover71percentsaidtheyknewAIDSwashighlyinfectious(傳染的),butmostofthemhadnoclearideaofhowthediseasecouldbespread．Justover62percentsaidtheyknewtheycoulddothingsinadvancetopreventthemcatchingAIDSbuttheydidn’tknowwhatthesemeasureswere．
Themonth—longsurvey，carriedoutlastDecember，talkedtopeopleinsevencountiesandcitiesacrossChinaincludingbothdevelopedcoastalareasandtheless—developedin—landareas．Theintervieweeschangedfrom15to49yearsold，andcountryresidentswereabout63％ofthetotalsurveyed．
Chineseresidents，especiallythoseinthecountry，haveverylittleknowledgeaboutwhatAIDSisallabout，nottomentionpreventionandtreatment．Bytheendoflastyear,therewere22517knownHIV／AIDScasesinChina．However，morethan6000000peopleinChinahavebeeninfected．
Since1985，Chinahasdiscovered880patientswithAIDS一466ofthemhavedied．
Sharingneedles，prostitution(賣(mài)淫)andcontaminatedbloodtransfusionsaremajorwaysforHIVtospread．AlackofeducationhasbeenthebiggestdifficultyagainstnationwideeffortstopreventAIDS，especiallyinthecountryside．
TheFirstPeriod
TeachingAims：
1．Learnandmasterthefollowing：
(1)Words：virus，via，mosquito，prevention,persuade
(2)EverydayEnglish：
a．Supportinganopinion
Ithinkthat…，because…
First．…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…．we／theycould…
b．Challenginganopinion
Perhaps．butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
couldyoupleaseexplain…?
If1wereyou,1would…
2．Trainthestudents’skilltouselanguage．
TeachingImportantP0ints：
1．Mastertheuseofthefollowingwordsandphrases：via，persuade，trytopersuade
2．Trainthestudents’listeningandspeakingabilities．
TeachingDifficultP0ints：
1．Howtohelpthestudentsunderstandthelisteningmaterialexactly．
2．Howtohelpthestudentsfinishthetaskofspeaking．
TeachingMethods：
1．Aquiztocheckthestudents’knowledgeaboutAIDS．
2．Listening—and-answeringactivitytocheckthestudents’understandingofthelisteningmaterial.
3．Oralpracticetotrainthestudents’speakingability．
4．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．a(chǎn)taperecorder
2．a(chǎn)projector
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead—in
T：Goodmorning／afternoon,everyone.
Ss：Goodmorning／afternoon,teacher,
T：Sitdown，please．WeoftenseeprogrammesonTVandreadstoriesinnewspapersandmagazinesaboutpersonswhofightagainstdiseases．Whatdoyouthinkofthem?
Ss：Theyareunluckybutgreat．
T：Whodoyouthinkso?LiYing，giveusyouropinion．
S：Theyareunluckybecausethelifeishardforthemwithdiseases．a(chǎn)ndtheymaydieearlieriftheygetsomeseriousorevendeadlydisease．Theyaregreatbecausetheyhavecouragetofightagainstthediseasesandsti11trytomaketheirlifemeaningfu1．
T：Verygoodspeech．Sitdown，please.Howmanykindsofdeadlydiseasesdoyouknow?
Ss：AIDS，cancers…
T：Yes．AIDSandcancersaretwokindsofseriousdiseases．Today，wearegoingto1earnUnit7Livingwithdisease．
(Bb：Unit7Livingwithdisease)Thisunitwillhelpusknowmoreaboutdiseasesandpeoplelivingwithdisease．First，let’slearnsomenewwordsinthefirstperiod．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwords．)
△deadly／′dedlI／adj．
△infect／In′fekt／vt．
△transmit/traenz′mIt/vt．
△route／ru:t／n.
△donation／du′neIn／n.
prevention／prI′venn／n.
△cocaine／ku′keIn／n.
△imaginary／I′maed3In?rI／adj.
virus／′vaIrs／n.
via／′vaI／prep．
mosquito／ms′ki：tu／n．
△stacy／′steIsI/
persuade／p′sweId／vt.
△heroin／heruIn／n.
(Bb：via，persuade／trytopersuade)
StepIIWarmingup
T：Aswea11know，AIDSisakindofdeadlydisease．Thegovernmenthaspaidspecialattentiontoitspreventionandtreatment．AndsomewaystospreadtheknowledgeaboutAIDShavebeenusedacrossthecountry．HowmuchdoyouknowaboutAIDS?Now，openyourbooksonPage49.HereisanAIDSQuizforyoutocheckyourknowledgeaboutAIDS．Firstfinishitindividually。ThenI’llprovidetherightanswersforyou．Youcanbeginnow．
(Afewminuteslater，teachershowsthefollowingonthescreenandchecks
theanswerswiththewholeclass．)
AIDSQUIZ
Decidewhichofthesestatementsaretrueandwhicharefalse．Tickthe
correctbox．
TrueFalse
1.OnlybadpeoplegetAIDS.□□√
2.IcanbecomeinfectedwithHIVbyswimminginapool，sittinginabath，holdinghandsorkissingsomeonewithHIV□□√
3.In2002，therewere42millionpeoplelivingwithAIDSintheworld．□□√
4.PeoplewhohavenotinfecteddrugsdonotneedtogettestedforHIV．
□□√
5.1fIhadHIV，IwouldknowbecauseIwouldfeelsick．□□√
6.HIV/AIDSisincurable．□√□
7.PeoplewhohaveH1Vlookdifferentfromeveryoneelse.□□√
8.ItissafetobefriendswithpeoplewhoarelivingwithA1DS．□□√
T：Wel1，nowlookatthepicturesbelowtheAIDSQUIZ．WhatinformationdotheytellusaboutAIDS?LiuYang,youtry，please．
S：ThepicturestellUSthattheAIDScan—notbetransmittedviathefollowing
routes；cups，glasses，toiletseat，swimmingpoo1s,mosquitoesorblooddonation．
T：Howdoyouknowaboutthat?
S：Thathasbeenshownbymedicalstudies．
T：Welldone．Thankyou．Sitdown,please．
StepⅢListening
T：Next，1et’scometothelisteningpart．Thelisteningmaterialwilltellus
aboutadiseasedetectiveattheCentreforDiseasecontrolandPrevention．Now，pleaseturntoPage50．Let’s1ookattheinstructionandthequestionsinPart1first．ThenIllplaythetape．Attheend，I’llasksomeofyoutoanswerthequestionsandwe’llcheckthemtogether．Areyouclearaboutthat?
Ss：Yes．
(Teachergoesthroughtheinstructionandquestionsfirst．Thenplaythetape．Finallychecktheanswers．Afterthat,teacherasksthestudentstodo
Part2．)
T：Well，nowpleaselistentothetapeonceagainandtakesomenotesofwhatyouhear．Thenuseyournotestotellyourpartnerabouthowstacyworks，howshefeelsaboutherjob，andwhatadviceshegives.Areyouclearaboutthat?
Ss：Yes。
T：Andifyouwereadiseasedetective.Whatwouldyoudotolearnmoreaboutanewdisease?Talkaboutitwithyourpartnerattheend．Doyouremember?
Ss：Yes．
T：OK．Now,pleaselistencarefully．Remembertotakenotes．
(Thestudentslistenandmakenotesfirst.Thentalkaboutthequestionswiththeirpartners．Attheend，teachermayaskssomestudentstoreportfortherestoftheclass．)
(Bb：adiseasedetective．theCentreforDiseasecontrolandPrevention．)
StepⅣSpeaking
T：Atthebeginningoftheclass，wetalkedaboutsomedeadlydiseases,andwealsohadaquizonAIDS．WeknowAIDSisnotonlyoneofthedeadlydiseasesbutalsoamostserioussocialproblemtoday．Couldyoupleaseexplainwhy?GuoLi，youtry,please．
S：Onereasonisthatitisincurable，anotheristhatpeopleknowlittleabouthealthcare,preventionandeducation．
T：Welldone．BesidesAIDStherearesomeothermostserioussocialproblemssuchasdrugs，smokinganddrinking．Whichdoyouthinkisthemostseriousone?Nowlet’scometothespeakingpart．Chooseoneoftheproblemslistedbeloworthinkofan—otherseriousproblem．Preparearolecardonwhichyouwritedownreasonswhyyouthinkyourproblemisthemostserious．Usetherolecardinthegroupdiscussionandtrytopersuadetheothergroupmembersthatyourproblemisthemostseriousone．Areyouclear?
Ss：Yes．
T：AndIllshowyousomeusefulexpressionsonthescreentohelpyouwithyourdiscussion．
(Teachershowsthescreen．)
Supportinganopinion
Ithinkthat…，because…
First…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…,we／theycould…
Challenginganopinion
Perhaps，butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
Couldyoupleaseexplain…?
IfIwereyou,Iwould…
(Teacherandthestudentsgothroughtheexpressionstogether.Thenthestudentsbegintodiscussingroups．Atlast．Teachermayasksomestudentstoreportfortherestoftheclass．)
StepVSummaryandHomework
T：Youalldidverywellinthisclass．Nowlet’slookatwhatwe’vedoneinthisperiod．First，we’vehadaquiztocheckyourknowledgeaboutAIDS，whichhelpsusknowmoreaboutAIDS．Second，we’velistenedtothetapeaboutadiseasedetectiveattheCenterforDiseaseControlandPrevention，whichhelpsusgetsomeknowledgeaboutdiseasedetectivesandtheirwork.Third，we’vediscussedwhatisthemostseriousproblemtoday．Thisnotonlymakesuscaremoreaboutsocialproblems，butalsotrainourspeakingability．What’smore，we’velearntsomeusefulwordsandphrases．Afterclass,pleasepractisemoreandprepareforthenextperiod．Somuchfortoday.Classisover．Seeyoutomorrow．
Ss：Seeyoutomorrow．
StepⅥTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFirstPeriod
1.via
e.g.Wecansendhimanoteviatheinternalmailsystem．
2．persuadesb．todosth．；trytopersuadesb．todosth．
e．g.Thesalesmanpersuadedustobuyhisproduct．
Hetriedtopersuadehimtochangehismind．
StepⅦRecordafterTeaching