小學(xué)語(yǔ)文微課教案
發(fā)表時(shí)間：2020-11-09Frighteningnature（TheFourthPeriod）。
TheFourthPeriod
TeachingAims:
1.Learnandmasterthenewwordsandexpressionsofthisperiod.
2.Readapassageabouttyphoon.
3.Writeapassageabouthowthestorywillend.
TeachingImportantPoints:
1.Learntheusefulwordsandexpressions:
steady,unbelievable,onboard,knockabout,allofasudden,livethrough,as
though,allatonce.
2.Learntowriteaboutterribleweather.
TeachingDifficultPoints:
1.Mastertheexpressionsandsentencessuchasdirtyweather.Shehasdonefor…
2.Improvethestudentsintegratingskillsreadingskillandwritingskill.
TeachingMethods:
1.Fast-readingandreadingtogetthestudentstograspthedetailedinformation.
2.Writingpracticetogetthestudentstolearnhowtodescribesomethingterrible.
3.Pairworkorgroupworktogetthestudentstobeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
3.ataperecorder
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Inlastperiod,youwereaskedtodoEx.5onPage77.Haveyoufinishedit?
(Ss:Yes.)OK.Putyourexercise-booksonyourdesks.Letscheckthechartfirst.
(Teachershowsthescreenandhasthestudentschecktheiranswers.)
Fillinthechartbelow:
Date:The24thofAugustin79AD,betweentwoandthreeintheafternoon.Whathappened:ThewritersunclediedbecauseoftheeruptionofthevolcanoVesuvius.
First:Hisunclesawacloudrisingfrommountainanddecidedtogoandseeitfromcloserathand.
Next:Hisunclereceivedaletterfromhisfriendswifeaskinghimforhelp.HehurriedtotheplaceatthefootofVesuviustorescueher.
Then:HavingrescuedRectina,hisuncledecidedtorescuehisfriendPompyon
theothersideofthebay.Duringhistrip,hewroteareportaboutallheobserved,Whenhesawhisfriend,hetriedtogivehimcourageandlethimcalmdown.Inthemeantime,hetriedtomakethescaredpeoplecalmdown.
Finally:Hisuncledied.Twodayslater,hisbodywasfound.Hisfacesuggestedthathewasnotafraidatall.
T:Nowwhowillretellthestory?Pleaseretellitbriefly.
SA:IIItry.Onthe24thofAugustin79AD,betweentwoandthreeintheafternoon,mymothersawacloudofunusualsizeandshape.Shecalledmyuncleandmetoseeit.Weknewitwasrisingfromamountain,butwedidntknowexactlywhereitcamefrom.Somyuncledecidedtogotoanearerplaceandseeit.Hewasabouttostartwhenhereceivedaletterfromhisfriendswife,askinghimtorescueherbecauseshelivednearthevolcanoVesuviusandtherewasnowayoutexceptbyboat.Afterrescuingher,myunclewantedtoseethevolcanoagain
becausehewantedtoknowmoreaboutit.Onhisway,hewroteallheobserved.Itwasdangerous,butmyunclewasnotafraid.HedecidedtorescuehisfriendPompy.Whenhesawhisfriend,hetriedtocalmhimandheeventookabath,haddinnerandslept.Hetriedtomakethescaredpeoplecalmdowntoo.Finally,theyrealizedthatitwastoodangeroustostaythereanddecidedtogooutside.Butitwastoolate.Myuncleimmediatelyfelldown,dead.Twodayslater,hisbodywasfound.Hisexpressionsuggestedthathewasnotafraidatallevenatthelasttime.
StepIIReading
T:(Teachershowsthescreen.)Nowwelllearnanewpassageabouttyphoon.OpenyourbooksatPage79.Readthepassagefastandanswerthequestionsonthescreen.WriteyouranswersonapieceofpaperandIllcollectthefirstfivepieces.
Answerthefollowingquestions:
1.Wheredidtheshipmeetbadweather?
2.Whatshouldtheydoinsuchterribleweather?
(Studentsreadthetext.Thenteachercollectsthefirstfivepiecesofanswers,
hasalookatthemandgivesthembacktothestudents.)
T:Whowillgiveustheanswers?
SA:IIIanswerthefirstquestion.WhentheshipNanshanwasonherwayfromsouthtoFuzhou,withChineseworkersreturningtotheirhomevillage,itmetbadweather.
SB:Thesecondquestion:Insuchterribleweather,theycouldonlymovetheshipoverthehighseaandintotheveryeyeofthewind.
T:(Teachershowsthescreen.)Verygood.Nowreadthetextagainandhaveadiscussionwithyourpartneraboutthequestionsonthescreen.Afewminuteslater,wellchecktheanswers.
Findtheanswerstothefollowingquestions:
1.Howwastheweatherinthemorning?
2.Whydidthecaptainsaythatitlookedasifatyphoonwascomingon?
3.Whereweretheywhenthefullforceofthehurricanestrucktheship?
4.Whatdoesthesentence“Anotheronelikethis,andthatsthelastofher.”
mean?
5.Whydidthecaptainstrikeamatch?
Whatdidhesee?
Suggestedanswers:
1.Inthemorning,theweatherwasfine,fortherewasnowind.
2.Becauseheobservedthebarometerfellsteadilyandheknewthataterrible
stormwouldcomesoon.
3.Whenthehurricanestrucktheshipwithfullforce,theywereallonthebridge.Itwasahigherpositionontheship.
4.Itmeansthatifanotherwhitetoweroffoam(averybigwave)strucktheship,
itwouldsink.
5.Becausethecaptainwantedtoseethebarometre,buttherewasnolight.He
sawthebarometrestoodverylow,andthefigureonitwasthelowestonehe
hadeverseeninhislife.Heknewthattheworstwastocomeyet.
StepIIIDiscussion
Sc:Somesentencesinthetextarehardtounderstandforme.Canyouhelpme,
Teacher?
T:Illbegladtodothat.Whichsentence?
Sc:Thesentence“Theheatwasclose.”
T:Whowillexplainthattohim?
SD:Mydictionarysaysthattheword“close”heremeans“l(fā)ackingfreshor
freelymovingair”.
T:Arethereanysentencesthatyoudontunderstand?
(Teachercollectsthesentencesandthendiscussesthemwiththestudents.)At
last,teacherwritesexplanationstosomepartsofthesentencesontheblackboard.)
Bb:Explanationstosomepartsofthesentences:
1.Theressomedirtyweatherknowingabout.
dirty:(oftheweather)roughandunpleasant.
2.Whatsup?
Whatsup?=Whatsupwithyou?=Whatsthematterwithyou?
3.Shesdonefor.
donefor:finishedorwornoutorverytiredorabouttodieetc.
4.Itwasthelowestreadinghehadeverseen.
reading:afigureshownbyameasuringinstrument.
T:(Teachershowsthescreen.)Lookatthescreen.Therearesomeusefulwordsandexpressionsinthetext.Readthesentencesonthescreen,payingattentiontothemandlearnthembyheart.
Usefulwordsandexpressions:
1.steady:Thetableisntsteady.
Heismakingsteadyprogressinhiswork.
2.unbelievable:Hergoodluckisunbelievable.
3.onboard:Theshiphad500passengersonboard.
4.knockabout:Astormwasknockingabout.
5.allofasudden:(=suddenly)Allofasuddentheshipstruckarock.6.livethrough:Hehaslivedthroughtwowars.7.asthough(=asif):
Irememberthewholethingasifithappenedyesterday.
8.allatonce:Allatonceweheardashotandthemanfelltotheground.Youdontdotwothingsallatonce.
StepIVListeningandReadingAloud
T:NowIllplaythetape.WhenIplayit,payattentiontoyourpronunciation
andintonation,especiallyinthedialogue.Thenreadthetextaloud.Areyouclearaboutthat?
Ss:Yes.
(Teacherplaysthetapeforstudentstolisten.Whenstudentsreadthetext,
teachergoesamongthestudentsandcorrectstheirmistakesinpronunciationandintonation.)
StepVWriting
T:Asweknow,attheendofthereadingpassageabove,CaptainMacwhirrhas
tosailhisshipthroughasecondstorm.Heexpectsittobemuchworse
thanwhattheyhavejustgonethrough.Haveadiscussioningroupsanddiscusswhatwillhappennext.
(Studentsdiscusstheendofthestory.Teachergoesamongthestudentsand
joinsintheirdiscussion.Someminuteslater,teachersaysthefollowing.)
T:Youvedoneverywell.Afterclass,writeapassageabouthowthestorywillend.Youcanuseyourimaginationanddescribehowthecaptainandhismensucceedinpassingthroughthehurricane.
Samplewriting:
Beforethecaptaincouldfinishhiswords,amountainofwaverushedtotheship.
Howbigitwas!Itwasjustlikeawallofwater.Itshardtoseeitstop!Thecaptainandtheengineerweresofrightenedthattheybothclosedtheireyes.Itcamesoviolentlywithacrash.Afterthat,theywereallwet.Thecaptaincouldnotfind
hiscapandtheengineercouldntfindhisglasses.TheNanshanwasfullofwater
andbegantosink.“Pumps!Allatpumps!”Thecaptaincriedout.Allthepassengersjoinedinthem.Theyusedallthatcouldbeusedtogetridofthewater.
Someminuteslater,theresuddenlycametheengineersvoice,“Thebarometre!”
Thecaptainhurriedtothebridge.There,theysawclearlythatthebarometrerose
steadily,“MyGod!”Thecaptainhuggedtheengineer,cryingwithtearsdropping
fromtheireyes!
StepVISummaryandHomework
T:Inthisperiod,we’velearnedapassageabouttyphoon.Itsterrible,isn’tit?Inthetext,wevelearnedsomeusefulwordsandexpressions.Doyourememberthem?Theyare“steady…”
(Teacherwritesthemontheblackboard.)Afterclass,besideswritinganendforthestory,findasmanyusefulwordsandexpressionsaspossibleandmakesentenceswiththem.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheFourthPeriod
Thereissomedirtyweatherknowingabout.
Whatsup?
Shesdonefor.
Itwasthelowestreadinghehadeverseen.
Usefulwordsandexpressions:
Steady,unbelievable,onboard,knockabout,allofasudden,livethrough,as
though,allatonce
StepVIIIRecordafterTeaching
jAb88.COm
相關(guān)知識(shí)
Savingtheearth（TheFourthPeriod）
TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:defend,incorrect,affect,advise
2.Trainthestudentslisteningandspeakingabilities.
3.Learntowriteanevaluationparagraph.
TeachingImportantPoints:
1.Mastertheusefulwordsandphrasesappearinginthisperiod.
2.Learntosupportanopinionbothinspeakingandwriting.
TeachingDifficultPoint:
Howtohelpthestudentsfinisheachtaskandimprovetheirskillstouselanguage.
TeachingMethods:
1.Oralpracticetotrainthestudentsspeakingability.
2.Writtenworktotrainthestudentswritingability.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.ataperecorder
2.aprojector
4.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:Yesterday,welearnttheuseofInversionanddidsomeexercises.Canyou
tellmethedifferencebetweeninvertedsentencesandusualsentences?Wu
Li,wouldyouliketohaveatry?
Sl:Yes.Inaninvertedsentence,partofthepredicateorthewholepredicate
comesbeforethesubject.Inausualsentence,thepredicatecomesafterthe
subject.
T:Quiteright.Sitdown,please.ThenforwhatreasonsdoyouthinkInversionis
used?Anyvolunteer?
S2:IthinkInversionisusedfortworeasons.Onefortheneedofthegrammaticalstructureofacertaintypeofsentencetheotherforemphasisofacertainpartofasentence.
T:Quiteright.Now,letsdoanexercise,Lookatthescreenandwriteyouranswersonapieceofpaper.ThenI11checktheanswerswiththewholeclass.
(Teachershowsthefollowingonthescreen.)
RewritethefollowingsentencesusingInversion.
1.Wecanfinishtheworkontimeonlybyseizingeveryminute.
________________________________________________finishtheworkontime.2.Ihaveneverheardsuchnonsenseinallmylife.
___________________________heardsuchnonsenseinallmylife.
3.Apieceofpaperwasfoldedinthepocket.
________________________________apieceofpaper.
4.Helittlerealizeshowimportantthisheartoperationis.
___________________________howimportantthisheartoperationis.
5.Churchillwasnotonlyastatesmanbutalsoapoet.
___________________Churchillastatesmanbutalsoapoet.
Suggestedanswers:
1.Onlybyseizingeveryminutecanwe
2.NeverhaveI
3.Foldedinthepocketwas
4.Littledoesherealize
5.Notonlywas
T:Welldone.Besides,wevereadapassageinthisunitabouttheEarthSummitandenvironmentalproblemsandsolutions.Whatwordswevelearntinthisunitcanhelpusdescribeenvironmentproblemsandsolutions?
Ss:Sustainabledevelopment,contaminateddrinkingwater,poorsanitation,air
pollution,killer,poverty,war,violence,equality,fairness,takeaction,makechanges,education,inharmonywithnature...
T:Oh.Somany.Ihopeyoucanrememberandusethem.WeknowtheEarthSummitmainlytalksaboutenvironmentproblemsandsolutions.ExpertsfromallovertheworldarewelcometotheEarthSummit,speakingaboutdifferenttopicsanddiscussingnewwaystosolveoldproblems.Todaywearegoingtolistentothevoicesofthe
EarthSummit.Andwelltalkabouttheenvironmentproblemagain.First,let’slearnthenewwordsinthisperiod.
(Teachershowsthenewwordsonthescreenandgivesbriefexplanations.)
(Bb:alternative—alternate;defendagainst/from;incorrect--correct;affect/effect;advisesb.(not)todosth.,advisedoingsth.)
StepIIIListeningandSpeaking
T:Well,nowpleaseopenyourbooksatPage71.LookatthefirstpartinListeningandSpeaking:ListentothespeechesfromtheEarthSummitandcompletetheoutlinesbelow,Illplaythetapetwicecontinuously.Listencarefullyandfinishyourtask.Attheend,Illcheckyouranswers.
(Afterlistening,teacherintroducesthenexttask.)
T:Welldone.Youveunderstoodthespeechesexactly.Doyouagreewithwhattheyaresaying?Workinpairstotalkaboutthisquestion.Writedownyourthoughts,comments,opinionsandquestionsaboutwhattheysaid.Prepareforafewminutes.Thenwellgoonwiththenexttask.(Afewminuteslater.)
T:OK.Nowyouhaveachancetomakeyourownspeech.Useyournotesandthinkaboutwhatyouwouldliketosay.First,writeanoutline,andthengivethespeechinclass.Makesurethatyouarereadytoanswerquestionsanddefendyourargument.Areyouclear?
Ss:Yes.
T:Youcanbegintopreparetotitnow.
(Anotherfewminuteslater.)
T:Areyouready?
Ss:Yes.
T:OK.Nowletsbeginourspeech.Eachstudentshouldlistentoyourclassmatesspeechescarefullyandgetreadytoaskthemquestions.Whodliketobethefirsttogiveyourspeech?Anyvolunteer7
S:…
(Oneofthestudentsstandsupandgiveshisspeech.Theothersgoon.Afterthespeeches,teachershowsthefollowingonthescreen.)
Tipsforpreparingaspeech:
Knowinghowtogiveagoodspeechisausefulskill.Ifyouwanttogiveagood
speech,thereareafewthingsyouneedtoconsider.
I.Thinkaboutyouraudience
a.Whowilllistentoyourspeech?
b.Whataretheyinterestedin?
c.Whatdotheywanttoknow?
d.Whatdotheyalreadyknow?
Outlineslikethesewillhelpyoudecidewhatyouaregoingtosay.
II.Prepareandpractise
a.Researchyourtopiccarefullyandorganisethematerial,
b.Beforeyougivethespeech,practiseinfrontofamirrorortogetherwithafriend.
T:Yourspeecheswereallmadesuccessfully,butinorderyoucanmakeabetterspeech,Igiveyousomeadviceonpreparingaspeech.Lookatthescreen.Letsstudytogether.…
StepIVWriting
T:Asweallknow,environmentproblemsarebecomingmoreandmoreseriouswiththedevelopmentofmodernagricultureandindustry.Amongalltheproblems,whichdoyouthinkisthemostseriousone?Whydoyouthinkso?Whatdoyouthinkshouldbedonetosolveit?Nowwriteaparagraphtotellyourreaderaboutthesequestions.
(TeacherwritesthequestionsontheBb.)
T:Youcanprepareyourparagraphasfollows:First,writeasentencethatstates
youropinion,forexample,“Ithinkthatairpollutionisthemostseriousproblembecauseitdoesgreatharmtoourhealth.”Thenlistasmanyreasonsaspossible.Finally,usethesentencestoorganiseyourparagraph.Areyouclear?
Ss:Yes.
T:Well.Illshowyousomewordsandphrasesonthescreen.Youcanreferto
them.Afterfinishingyourparagraph,usethechecklistinUnit2tocheckit
forerrorsandmistakes.Areyouclear?
Ss:Yes.
(Teachershowsthefollowingonthescreenandthestudentsbegintowork.)
Manyproductsarebadfortheenvironment.
Itiswrongtobuyproductsthatareharmfultotheenvironment.
Tothinkthatthereisnothingwecandoisincorrect.
WhatwedoisimportantbecauseitaffectstheenvironmentIsuggestthatwedosomethingabouttheseproblems.
Iwouldadvisepeoplenottobuyproductsthatharmtheenvironment.
Irecommendthatallofusshouldthinkaboutwhatwedoandwhatwebuy.
StepVSummaryandHomework
T:Youalldidverywellinclass.Nowletsseewhatwevedoneinthisperiod.First.weverevisedthepreviouscontents,includingthetextandthegrammar.Second,wevedonesomelisteningandspeaking.Thenwevelearnttowriteanevaluationparagraph.Alltheseactivitiescenteronthesubject“environmentproblemsandabsolution”.Everyoneshouldmakeanefforttotakecareofour
planet.Doyouthinkso?
Ss:Yes.
T:Besides,wevelearntsomeusefulwordsandphrases,suchas…Afterclass,pleasepractisemoretoimproveyourabilitytouselanguage.Somuchfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheFourthPeriod
I.WordsandPhrases:
alternative--alternate
incorrect--correct
defendagainst/from
affect/effect
advisesb.(not)todosth.
advisedoingsth.
II.anevaluationparagraph
Whatdoyouthinkisthemostseriousone?
Whydoyouthinkso?
Whatdoyouthinkshouldbedonetosolveit?
StepVIIRecordafterTeaching
Frighteningnature教案
ReferenceforTeaching
I.異國(guó)風(fēng)情
1.TheGrandCanyon
TheGrandCanyon(大峽谷)isconsideredoneofthesevenwondersofthenatural
world.ItisoneofAmericasmostfamousnationalparks.Visitorstothecanyoncomefromallpartsoftheworld.Officialssayabout5millionpeoplevisittheGrandCanyoneachyear.
Thecanyonextends450kilometers.ButthesurroundingareadoesnotsuggesttheexistenceofsuchalargeopeningintheEarth.Visitorscomeuponthecanyonsuddenly,whentheyreachtheedge.Thentheyarelookingatalandlikenothingelseintheworld.Wallsofrockfallawaysharply.Insomeplaces，thecanyonwallsaremorethanakilometerdeep.Farbelowisthedark,turninglineoftheColoradoRiver(科羅拉多河).Ontheothersideofthecanyon,sunshinelightsuptherockwallsinred,orangeandgold.Thebrightcolorsaretheresultofmineralsintherocks.
Theirappearancechangeswiththelight,thetimeofyearsandtheweather.Atsunset,whenthesunhasmovedacrossthesky,thecanyonwallstakeonquietercolorsofblue,purple(紫色)andgreen.Hundredsofrockypointsrisefromthebottomofthecanyon.Someareverytall.Yetallarebelowthelevelofanobserverontheedge,lookingover.
ThereareseveralwaystoseetheGrandCanyon．Manyvisitorswalkalongpaths
downintothecanyon.Ittakesseveralhourstowalktothebottom,ittakestwotimesaslongtowalkbackup．Somevisitorsridemules(騾子)t0thebottomofthecanyonandback．Mulesarestronganimalsthatlooklikehorses．Theyareknownfortheirabilitytowalkslowlyandsafelyonthepaths．ManypeopleseetheGrandCanyonbyair．Theypayahelicopterorairplanepilottoflythemaboveandaroundthecanyon．OthersseeitfromtheColoradoRiver．Theyrideboatsoverthefastmovingwater．Thesetripscanlastfromoneweektothreeweeks．
AmericasNationalParkServiceisinchargeofprotectingtheGrandCanyonfrom
theeffectsofsomanyvisitors．Visitorsmustcarrya11wastematerialsoutofthearea．Allrocks．historicalobjects，plantsandwildlifemustbeleftuntouched．TheNationalParkServicetellsitsvisitors，“Takeonlyphotographs．Leaveonlyfootprints．”
2．TheBirthofAnIsland
Surtseywasbornin1963．Itwasagreateventforscientists．Theywereluckyenoughtoseethebirthofthisvolcanicisland．Itbeganat7：30a．m．on14thNovember．AfishingboatwassailingnearIceland．Theboatmovedunderthecaptainsfeet．Henoticedastrangesmell．Hesawsomeblacksmoke．Avolcanowaserupting．ThebottomofthegreyAtlanticwasopen．Red—hotrocks，flamesandsmokewererushingupfromasplitinthesea-bed．Theislandgrewquickly．Itwas10metreshighthenextdayand60metreshighon18thNovember．ScientistsflewtoReykjaviktowatch．Itwasveryexciting．Smokeandflameswerestillrushingup．Piecesofred—hotrockwereflyingintotheairandfallingintothesea．Theseawasboilingandtherewasastrangelightinthesky.Surtseygrewandgrew．ThenitstoppedinJune1967．Itwas175metreshighand2kilometreslong．AndlifewasalreadycomingtoSurtsey．
Seedscameoverthesea.Plantsgrew．Birdscame．Somescientistsbuiltahouse．Theywantto1earnaboutthisyoungisland．Anewislandislikeanewworld．
Ⅱ．知識(shí)歸納
l.urge的用法
(1)urge常作及物動(dòng)詞，意為：推進(jìn)，極力主張，強(qiáng)烈要求，催促，勸，激勵(lì)，慫恿，
強(qiáng)調(diào)。
①跟名詞
e．g．WeChinesepeoplehavepersistentlyurgedtheequalityofnations。bigorsmall。
我們中國(guó)人民一貫堅(jiān)決主張國(guó)無(wú)大小應(yīng)一律平等。
Theyurgeddirectuseoftroopstotrytosuppressthemovement．
他們強(qiáng)烈要求用部隊(duì)去設(shè)法平息運(yùn)動(dòng)。
②跟帶不定式的復(fù)合結(jié)構(gòu)
e．g．HeurgedWuDongtohelphim．
他懇請(qǐng)吳東去幫助他。
Motherurgedmenottotellyouanythingaboutit．
媽媽要求我什么也不要對(duì)你說(shuō)。
③跟從句[從句用虛擬語(yǔ)氣：(should+)動(dòng)詞原形]
e．g．Theyurgedthatthelibrarybekeptopenduringthevacation．
他們主張圖書(shū)館在假期開(kāi)放。
Herparentsurgedherthatshe(should)setstrictdemandsonherself．
她父母親鼓勵(lì)她要嚴(yán)格要求自己。
④urge后一般不能跟不定式作賓語(yǔ)，只能跟動(dòng)名詞。
e．g．Weallurgedstickingtothefourfundamentalprinciples．
我們大家都主張要堅(jiān)持四項(xiàng)基本原則。
(2)urge作名詞，意為“強(qiáng)烈的愿望(要求)”。
e．g．Hehasanurgetojointhearmy．
他強(qiáng)烈要求參軍。
(3)urgefor意為“要求做出”。
e．g．Theyurgedmeforastatementofmyview,．
他們強(qiáng)烈要求我說(shuō)出我的觀點(diǎn)。
2．a(chǎn)sthough(=asif)的用法
asthough和asif沒(méi)有什么區(qū)別。asif用得普遍些，卻可引導(dǎo)方式狀語(yǔ)從句和表語(yǔ)
從句，其從句謂語(yǔ)常用虛擬語(yǔ)氣。
(1)引導(dǎo)方式狀語(yǔ)從句
e．g．Heclosedhiseyesasthoughheweretootired．
他閉著眼睛，好像太累了。
Sheactedasthoughnothinghadhappened．
她裝得好像什么事也沒(méi)發(fā)生過(guò)似的。
當(dāng)從句主語(yǔ)和主句主語(yǔ)一致，從句謂語(yǔ)中又含有動(dòng)詞tobe時(shí)，可以把主語(yǔ)和tobe
一起省去。
e．g．Helookedaboutasthough(hewas)insearchofsomething．
他四下張望，好像尋找什么。
Hepausedasif(hewas)expectingTomtospeak．
他停了下來(lái)好像期望Tom說(shuō)些什么。
Helistenedasthoughhewasturningtostone．
這孩子一動(dòng)不動(dòng)地聽(tīng)著，仿佛變成了石頭似的。
(2)引導(dǎo)表語(yǔ)從句
e．g．Itlooksasifitsgoingtorain．
看樣子天要下雨了。
ItseemsasifImthefirstonehere．
看起來(lái)我是第一個(gè)到這里的。
asthough和asif從句用虛擬語(yǔ)氣，還是用陳述語(yǔ)氣。完全根據(jù)具體情況而定。如果
從句表示的意思與事實(shí)完全相反，或者純粹是一種假設(shè)，通常用虛擬語(yǔ)氣。
e．g．Whenapencilispartlyinaglassofwater．itlooksasifitwerebroken．
當(dāng)鉛筆一部分放進(jìn)水里，看起來(lái)好像折斷了似的。(虛擬)
Youlookasifyouarefriends．
你們看起來(lái)像朋友似的。
Ⅲ．詞語(yǔ)辨析
1．earth，mud，dirt，soil
(1)earth作“泥土；土地”解(=soil)，一般不用冠詞。
e．g．Dontforgettocovertherootoftheappletreewithearth．
不要忘記用土把蘋(píng)果樹(shù)根埋好。
Thatpileofearthcamefromtheholewedugintheground．
那堆土來(lái)自我們?cè)诘厣贤诘哪莻€(gè)坑。
(2)mud泥．形容詞是muddy。
e．g．Rainturnsdustintomud．
雨把塵土變成了泥。
Hewascleaningthemudfromhisbootswithabrush．
他正用刷子刷他靴子上的泥。
(3)dirt臟東西，污穢。
e．g．Hisclotheswerecoveredwithdirt．
他的衣服滿是污穢。
Shewashedthedirtoutoftheclothes．
她洗掉了衣服上的臟東西。
dirt也可作“土”解。
e．g．Thisisgooddirtforgrowingvegetables．
這是好土可以用來(lái)種菜。
Thechildrenwereoutsideplayinginthedirt．
孩子們?cè)谕饷娴耐晾锿嫠！?br> (4)soil土壤，土地。
e．g．Mostplantsgrowbestinrichsoil．
大部分莊稼在肥沃的土地上長(zhǎng)得很好。
好的土壤是goodsoil，richsoil；貧瘠的土壤是poorsoil；沙土地是sandysoil．
2．escape，flee，fly，runaway
四個(gè)詞均有逃跑之意，escape和runaway常作不及物動(dòng)詞，如果是表示“從……
逃去”．在其后加from；flee是及物動(dòng)詞。
(1)escape意為“逃跑，逃避，逃脫”，一般指為躲避不利于自己的環(huán)境或事物而離開(kāi)。
常隱含著緊急，緊迫的意思，常用此詞指罪人逃跑或避免懲罰。
e．g．Theprisonershaveescaped．
囚犯已經(jīng)逃跑了。
Heescapedfromoutoftheburninghouse．
他從燃燒的房子里逃了出來(lái)。
escape還可以表示“避免，免除”，其后接名詞或動(dòng)詞ing形式。
e．g．Youwereluckytoescapepunishment／beingpunished．
他避免了受罰。
Fieescapeddeath/hisfate．
他幸免一死(他逃脫了厄運(yùn))。
(2)flee意為“逃走，逃避，避開(kāi)”，強(qiáng)調(diào)逃的行為，無(wú)論其成功與否，是指躲開(kāi)危害自己或不愿意，不敢接觸的事物。含有所做的動(dòng)作迅速。倉(cāng)促而情況緊迫的意思。
e．g．Theyallfled(from)theburning
ship．
他們都逃離了著火的船只。
Hekilledhisenemyandfledthecourtry．
他殺死了他的敵人并逃離了那個(gè)國(guó)家。
(3)runaway意為“逃跑。逃脫”，常用于實(shí)際的體力行為，并著重所做的動(dòng)作是快速
敏捷的，而不強(qiáng)調(diào)情況或事情緊急，急迫。
e．g．Shehitthechildandheranaway．
她打那孩子．那孩子跑開(kāi)了。
Thethiefranawayfromthepoliceman．
小偷從警察手中逃跑了。
“runaway"較口語(yǔ)化；有時(shí)可以用“getaway"表示，但"getaway"時(shí)常含有“掙脫，擺脫”的意思。
e．g．Hecantgetawaywithit．Somedayhellhavetopaytheprice．
他是逃不脫的，總有一天他會(huì)受到報(bào)應(yīng)。
Marytriedtocatchabutterfly，butitgotawayfromher．
瑪麗設(shè)法捉住了一只蝴蝶，但它掙脫她而飛走了。
(4)fly意為“逃離”，可以用作及物動(dòng)詞或不及物動(dòng)詞。
e．g．Hewasforcedtoflyhishomeland．
他被迫逃離祖國(guó)。
Thethiefwasflyingfromjustice．
那個(gè)賊還在逍遙法外。
Ⅳ．能力訓(xùn)練
句型轉(zhuǎn)換：根據(jù)第一句的意思，把第二句補(bǔ)充完整。
1．Youaskedmetowriteyousomethingaboutthedeathofmyuncle．
Youaskedmeto_________________________________inmyletter．
答案：tellyouhowmyuncledied
2．WeafterwardslearntthatitwasMountVesuvius．
We_____learntthatitwasMountVesuvius．
答案：later
3．ChristmasDayisathand．
Itis_____________________．
答案：almostChristmasDay
4．HishouselayatthefootofVesuvius．
Hishouse________atthefootofVesuvius．
Hishouse______________atthefootofVesuvius
答案：was；waslocated
5．Therewasnowayoutexceptbyboat．
Therewasnowayout________byboat．
答案：besides
6．Successinschoolcallsformuchhardstudy．
Successinschool__________muchhardstudy．
答案：needs
7．Hepausedforamomentwonderingwhethertoturnback．
He________foramomentwonderingwhethertoturnback．
答案：stopped
8．UponarrivalmyunclehuggedPompy．
________arrivalmyunclehuggedPompy．
___________________________hearrived，myunclehuggedPompy．
答案：On；Assoonas
9．Motherwentshopping；meanwhile，Icleanedthehouse．
Motherwentshopping；，Icleanedthehouse．
Motherwentshopping；______________________，Icleanedthehouse．
Motherwentshopping；_____________________,Icleanedthehouse．
答案：meantime；inthemeantime；inthemeanwhile
lO．Theirlightscaredpeople．
Theirlight_________people．
Theirlight_________people．
答案：terrified；frightened
Frighteningnature（TheThirdPeriod）
古人云，工欲善其事，必先利其器。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)生更好的消化課堂內(nèi)容，幫助高中教師提高自己的教學(xué)質(zhì)量。那么如何寫(xiě)好我們的高中教案呢？下面是小編幫大家編輯的《Frighteningnature（TheThirdPeriod）》，僅供您在工作和學(xué)習(xí)中參考。
TheThirdPeriod
TeachingAims:
1.Getthestudentstocompleteapassageaccordingtotheinformationgiven.
2.Getthestudentstoreviewtheusageofthepresentparticipleandthepastparticiple.
3.Getthestudentstolearnandmaster
Grammar:Ellipsis.
TeachingImportantPoints:
1.Enablestudentstolearnhowtochoosethepresentparticipleorthepastparticiple.
2.LearnaboutEllipsisofdifferenttypes.
TeachingDifficultPoint:
HowtouseElliipsistomakeasentencebriefandclear.
TeachingMethods:
1.Practisetomakethestudentsmasterwhattheyvelearned.
2.Inductivemethodtogivethestudentsaclearpictureoftheyshouldmaster.
3.Pairworkorgroupworktomakeeverystudentbeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Haveyoufinishedyourhomework?
Ss:Yes.
T:Whowillreadhiswordwebstous?
(Teacheraskssomestudentstoread.Atlastteachershowsthefollowingon
thescreen.)
StepIIWordStudy
T:(Showthescreen.)Nowletsdoanexercise.Readthenewsonthescreen
andfillintheblankswiththewordswevelearned.Pairworkorgroupwork.
Completethenews:
TheactivevonMontserratcausedmorethanUS3000damagetocropsandtheislandswatersystem,thegovernmentsaidThursday.
Theislandwascoveredwithdanda_________asdeepasfourinched.Fruittreesandcropswereseverelydamaged,butnoneofthepeoplewerereportedinjured,officialssaid.Somewildlifehabitatsweredamaged.
ThevolcanoonMontserratsprangtolifein1995.Morethanhalfofthe
populationf______andneverreturneda.Aneruptionin1997killed19
peopleandburiedthecapitalofPlymouth.
Althoughtherewasafeelingofp_________,peopletoldreportersthattheywouldnotleavetheirisland.
OfficialssaidcostsforcleaningupcouldreachUS8000.TheUNhasu________othercountriestohelp.Britainalreadygave2millionpoundslastaidTuesdays.
Suggestedanswers:
olcano,ust,sh,led,gain,anic,rged
T:Lookatthetwosentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellmethedifferencebetween“moving”and“moved”,LiHua?
LiHua:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepast
participle“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright!PleaseopenyourbooksatPage78.LookatEx.2.Read
thesentencesandfillintileblankswiththeproperformsofthewordsin
brackets.Andthencheckyouranswerswithyourpartner.
Suggestedanswers:
1.frightening;frightened
2.upsetting;upset
3.terrified
4.scaring;seared
StepIIIGrammar
T:(Teacherwritesthetwosentencesontheblackboard.)
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
Lookatthetwosentencesontheblackboard.Theyarebothfromthetext.Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.Pairworkorgroupwork.
(Afewsecondslater.)
SA:Ithinkinthefirstsentencethesubject“heormyuncle”wasleftout.
SB:InthesecondsentenceIthink“came”shouldbeattheplaceofthequestion
mark.
(Teacherwritesthecompletedsentencesontheblackboard.)
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsome
wordsinasentenceforthesakeofconciseness.Thisomissioniscalledellipsis,andasentencecontainingsuchanomissioniscalledanellipticalsentence,Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewayortobeofunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?
Ss:Yes.
StepIVPractice
T:(Teachershowsthescreen.)Herearetensentencesonthescreenandthey
areallcorrect.Workwithyourpartneranddecidewhichwordshavebeenleft
out.
Decidewhichwordshavebeenleftout.
Example:(I)Begyourpardon.
1.Haventseenyouforages.
2.Somemoretea?
3.Soundslikeagoodidea.
4.Doesntmatter.
5.Sorrytohearthat.
6.Pityyoucouldntcome.
7.Thisway,please.
8.Terribleweather!
9.Joiningusforadrink?
10.Goingtothesupermarket?
T:(Afterawhile.)Haveyoufinished?Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
Suggestedanswers:
1.Ihaventseenyouforages.
2.Wouldyoulikesomemoretea?
3.Itsoundslikeagoodidea.
4.Itdoesntmatter.
5.Imsorrytohearthat.
6.Itsapityyoucouldntcome.
7.Youcomethisway,please.
8.Whatterribleweatheritis!
9.Doyouenjoyjoiningusforadrink?
or:Doyoufeellikejoiningusforadrink?
10.Areyougoingtothesupermarket?
StepVDiscussion
T:(Teachershowsthescreen.)Letsdoanotherexercise.Lookatthescreen.
Someofthewordsinthesentencesonthescreenareunnecessary.Crossthese
wordsout.
Dothefollowingaftertheexample:
Example:Itdidnttakemyunclelongtodecidewhethertogotosavehisfriends
ornottogotosavehisfriends.
1.ShecanholdherbreathlongerthanIcanholdnaybreath.
2.Theydiscussedwhethertheyshouldstayinthehouseortheyshouldtrytheopenair.
3.Theyhadameal,theywentoutforawalkandtheycamebacktosleep.
4.Dontbatheifyoudontwanttobathe.
5.IdontvisitmyparentsasmuchasIoughttovisitmyparents
(Afterawhile.)
Sa:Ithinkinthefirstsentence“holdmybreath”canbeomitted.
Sb:Theword“can”canbeomitted,too.
T:Whoisright?
Ss:Sb.
Sc:Inthesecondsentence,wecanleaveoutthewords“theyshould”.AmIright?
Ss:Yes.
Sd:Inthethirdsentencethesecondandthethirdsubject“they”canheomitted.
Se:Thefourthsentencecanhechangedlikethis:Dontbatheifyoudontwantto.
T:Cantheword“to”beomitted?
Ss:No,itcantbeomitted.
St:Inthefifthsentence,thelastfewwords“visitmyparents”canbeleft
out,cantthey?
Ss:Yes.
T:Youvegraspedthespiritofit.NowopenyourbooksonPage78.Letsdo
Ex.4.Readtherequirementandhaveadiscussionwithyourpartner.
Suggestedanswers:
M:Well,youdontlookatalllikeaseacaptain,sir.
C:Imafraidyoudontlikeverymuchlikeagoverness.Youturnaround,please!
M:Whatdoyoumean?
or:Forwhatdoyouaskmetoturnaround?
C:Youturn!Youtakeyourhatoff!Itsthedress.Youhavetoputonanother
onebeforeyoumeetthechildren.
M:ButIdonthaveanotherone.Iwouldhavemademyselfanewdress,but
therewasnttime.
C:Well,Illseethatyougetsomematerialtoday,ifpossible.1dontknowhow
muchthemotherhastoldyou.
M:Themotherhasnottoldmemuch.
C:Yourethetwelfthinalonglineofgovernesses,whohavecometolookaftermychildrensincetheirmotherdied.Ibelievethatyouwilldobetterthanlastone.Shestayedonlytwohours.
M:Whatswrongwiththechildren,sir?
C:Therewasnothingwrongwiththechildren,onlythegoverness.…
StepVISummaryandHomework
T:InthisperiodwevedonesomeexercisesaboutWordstudy.Andwevelearnedanewgrammaritem:Ellipsis.Indoingthis,wemustrememberthat…(PointingtothesentencesontheBb.)Afterclass,domoreexercisesaboutit.AndthendoEx.5onPage77.NextclassIllasksomestudentstotellthestoryintheirownwords.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheThirdPeriod
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Grammar:Ellipsis
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
*1.Uponarrival,myUnclehuggedPompyand(he/myuncle)triedtogivehimcourage,*2.Thencameasmellofsulphur,andthen(came)flames.
StepVIIIRecordafterTeaching
Newsmedia（TheFourthPeriod）
一名合格的教師要充分考慮學(xué)習(xí)的趣味性，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助高中教師營(yíng)造一個(gè)良好的教學(xué)氛圍。怎么才能讓高中教案寫(xiě)的更加全面呢？急您所急，小編為朋友們了收集和編輯了“Newsmedia（TheFourthPeriod）”，供大家借鑒和使用，希望大家分享！
TheFourthPeriodTeachingAims:
1.Learnandmasterthefollowingwords:citizen,polluter,arm,update
2.ReviewtheuseofthePastParticiple.
3.Trainthestudentsintegratingskills,especiallythewritingskill.
4.Learnmoreaboutreportersandnewsreports.
TeachingImportantPoints:
1.Trainthestudentsintegratingskills.
2.Helpthestudentswriteacomparisonparagraphbetweentwokindsofnewsmedia
TeachingDifficultPoint:
.Howtowriteabettercomparisonparagraph.
TeachingMethods:
1.Asking-and-answeringactivitytocheckthestudentsunderstandingofthetworeports.
2.ReviewmethodtoconsolidatetheuseofthePastParticipleasAttributeandPredicative.
3.Individual,pairorgroupworktofinisheachtask.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:Yesterday,welearnedtheuseofthePastParticipleasAttributeandPredicative.Nowletshavearevisionbydoinganexerciseonthescreen
Completeeachsentenceusingtherightformoftheverbinbrackets.
1.Ihadnothingtodo.Iwas(bore)andlonely.
2.Jacklookedevenmore(amaze)thanhefelt.
3.Theresultswerevery(disappoint).
4.Iwasthankedbythe(satisfy)customer.
5.Thegirl(dress).inredismydaughter.
6.LastMondayourclasswentonan(organise)trip.
(Teacheraskssomestudentstodoit.Onestudent,onesentence.Meanwhile,checktheiranswerswiththewholeclass.)
Suggestedanswers:
1.bored2.amazed
3.disappointing4.satisfied
5.dressed6.organised
T:Besides,wevelearnedalotaboutnewsmediaandreporters.Tellmewhichwordsinthetexthelpusunderstandthelifeofareporter.
Ss:record,report,interview,write,reflect,truthfully…
T:Yes.Areportermustdosomeinterviews,writearticles,andrecordandreportevents.Thebasictaskforareporteristoreportandreflecteventsandopinionstruthfully.Isthatso?
Ss:Yes.
StepⅢPresentation
T:Today,weregoingtolearnmoreabouttheworkofreporters.First,wellreadtworeportsofthesameevent.Thenwellwriteacomparisionparagraph.Now,letslearnthenewwordsinthis
period.Lookatthescreen.
(Teacherdealswiththenewswordsasusual.Thenplaythetapeofthetworeports.)
T:Now,pleaselistentothetworeportsandtellwhichoneyouthinkisreportedtruthfully.
(Afterlistening.)
T:Haveyouunderstoodthetworeports?
Ss:Yes.
T:Areyouabletotellwhichoneisreportedtruthfully?Anyvolunteer?
S:Letmetry.Ithinkthesecondreportisreportedmoretruthfullythanthefirstone.
T:Whydoyouthinkso?
S:Becausethefirstreportdoesnttelluswhythegroupofpeoplecausedtroubleforworkers.Itisunbelievablewithoutfullproof.
T:(Totheothers.)Doyouagreewithhim/her?
Ss..Yes.
StepIVReadingandSpeaking
T:OK.Now,pleasereadthereportscarefullyandcomparethem.Thendiscussthequestionsonthescreenwithyourpartner.
(Teachershowsthescreen.)
1.Howarethereportsdifferent?
2.Whodoyouthinkwroteeachreport?
3,Whatdoyouthinkarefactsandwhatareopinions?
4.Whatwouldbeagoodheadlineforeachstory?
5.Whatpictureswouldyouuse?
(Teachergivesthestudentsenoughtimetodothat.Attheend,teacherasksforthestudentspinionsanddifferentopinionsareencouragedtoexpress.)
StepVReporting
T:Next,itsyourturntobeareporter.Firstgobacktothespeakingactivityandlookattheeventsyouchose.Thenthinkaboutthefollowingquestionsonthescreen.
1.Howwouldyoureportthem?
2.Whatpictureswouldyouuseandwhy?
3.Whatheadlineswouldyouuse?Why?
Andthenchooseoneoftheeventsandwritetheshortnewspaperarticleaboutit.Finally,compareyourarticleswithyourgroupmembers.Afterclass,handinyourarticles.Areyouclear?
Ss:Yes.
(Teachergoesaroundtheclass,givingthemdirectionsifnecessary.)
Samplereports:
No.1:Inthepastfewdays,threechildrenwerekilledinourcity.Theauthorityistryingeverybitofefforttocapturetheculprit.Parentslivinginthecityshouldtakecareofyourchildrentoavoidbeingfurtherhurt.Anyonewhocanoffertheclue,pleasecometousassoonaspossibleinordertoputthepresentsituationundercontrol.
No.2:ChinabeatBrazil5-1intodaysfootballmatch.LiketabletennisinChina,Brazilisfamousforthefootball,andhaswonthechampionoftheWorldCupmanytimes,havingalotofuperstarsinitsfootballteam.ThebeatbyChinawiththeunbelievablescore5-1undoubtlybringsanimpactingwavetotheworld.ItisaninspiringandexcitingthingtousChinese.Letscheerourfootballplayersup!
StepVIWriting
T:Now,turntoPage16.Itstimeforyoutowriteacomparisonparagraph.Beforewriting,pleasereadthefollowinginstruction.Itmaybehelpfulforyoutowriteyourparagraph.
(First,teacherasksonestudentstoreadthroughtheinstruction.Thenteachersumsupsomekeypoints.)
T:Fromtheinstruction,weknow,towriteacomparisonparagraph,thefirstthingyoushoulddoistothinkaboutthethingsyouaregoingtocomparebeforeyouwrite;thenyoushouldexplainhowtwoormorethings,places,peopleorideasaresimilartoordifferentfromeachother;besides,youshouldthinkaboutwhatcharacteristicsorfeaturesarethemostimportant,andwhatdifferencesorsimilaritieswillhelpthereaderunderstandthethingsyouarecomparing.Allthesethingsareimportant.Youmustpayspecialattentionto.Doyouknowhowtowriteacomparisionparagraphnow?
Ss:Yes.
T:Next,pleaselookatthefollowinginformationaboutthecomparisonbetweenwebsitesandnewspapers.Itmayhelpyouwriteyourparagraph.Youcanreaditbeforepreparingforyourcomparisonparagraph.Ofcourse,youcanchooseanyotherkindsofmediatocompare.(Teacherallowsthestudentsenoughtimetoprepare.Aftertheyfinishit,teachercanshowthefollowingchecklistforthestudentstorevisewhattheyhavewrittenandmakesomenecessarychanges.)
Doesyourparagraphhaveatopicsentence?
Isiteasytounderstandwhatyouareexplaining?
Doyoursupportingsentencesfocusonthemainidea?
Haveyouusedenoughexamples?
Doesyourparagraphhaveaclosingsentence?
Isyourparagraphinteresting?
Checkyourspelling.
Doeseachsentencehaveasubjectandaverb?
Dothesubjectsandverbsagreewitheachother?
Samplecomparisonparagraph:
Astwomainmedia,TVandnewspaperhavemuchincommon.Bothofthemcanprovidetheinformationneededbypeople,tryingtocaterforthedifferenttastesofpeopleonallsidesoflife.Meanwhile,theymakemoneyandsurviveinthesocietybysellingads.Ontheotherhand,itisthedifferencebetweenthemthatmakesthemhavetheirowncharacteristics.TVcan“broadcast”theinformationyouwantwhilenewspapercan’tTVcanprovideaseriesoflivelyconsecutivepictureswhilenewspaperonlyhasprintedpicturesonit.Mostoftime,TVoffersinformationforfreewhilenewspapercostsyoumoney.Astowhichisconvenient,TVisnotmuchaseasyastobetakenasnewspaper.
StepⅦSummaryandHomework
T:Inthisclass,first,wevereadtworeportsandcomparethem.Next,wevelearnttowriteareport.Thenwelearnthowtowriteacomparisonparagraph.Finally,wepractisedwritingone.Throughtheseactivities,we’velearntmoreaboutnewsmediaandlearnthowtowriteacomparisonparagraph.Besides,yourabilitytouselanguagehasbeenwelldeveloped.Afterclass,youshouldpractisemoretotrainyourability.Somuchfortoday.Seeyoutomorrow.
Ss:Seeyoutomorrow.
StepⅧTheDesignoftheWritingontheBlackboard
Unit2Newsmedia
TheFourthPeriod
Howtowriteacomparisonparagraph:
a.Whatthingsareyougoingtocompare?
b.Whatcharacteristicsorfeaturesthemostimportant?
c.Howaretwoormorethings,places,peopleorideassimilartoordifferentfromeachother?
StepⅨRecordafterTeaching
