小學語文微課教案
發(fā)表時間：2020-11-09Frighteningnature（TheFirstPeriod）。
一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，作為高中教師準備好教案是必不可少的一步。教案可以讓學生們能夠更好的找到學習的樂趣，幫助高中教師提前熟悉所教學的內(nèi)容。高中教案的內(nèi)容要寫些什么更好呢？急您所急，小編為朋友們了收集和編輯了“Frighteningnature（TheFirstPeriod）”，歡迎大家與身邊的朋友分享吧！
Unit10FrighteningnatureI.BriefStatementsBasedontheUnit
Haveyouexperiencedaterriblenaturedisaster?Certainlyfewofushave.Doyouwanttoknowsomethingaboutit?Certainlymanyofusdo.Afteryouhavelearnedthisunit,Unit10.Frighteningnature,youaresuretoobtainsomeusefulinformationaboutthat.Theunitwillbetaughtinfourperiods.Inthefirstperiod,welldealwithWarmingup,ListeningandSpeaking.Atthebeginning,fourpicturesareshowntothestudents.Theyareaskedtotalkaboutthemandthenwritedownwhatisobserved.Thepicturesareaboutgeology,meteorology,astronomyandbiology,includingtyphoon,cobraandcells.Thepicturesandthequestionsafterthemcangreatlystimulatethestudentsinterestinscience.Listeningisaboutweather
forecastintheUSA.Theexercisesoflisteningcantesthowthestudentsgraspthedetailedinformationinit.Speakingprovidesalltypesoftopicsforthestudentstotalkabout.Whentheyfinishtheirtalking,alotofusefulexpressionsonhowtoexpressemotion,anxietyandfeararemasteredbythem.Inthesecondperiod,welldealwithPrereading,ReadingandPost-reading.Inthebeginning,thestudentswillseeandtalkaboutthreepicturesaboutafamousvolcanovesuvius,whichonceeruptedabouttwothousandyearsago,anddestroyedtwosmalltowns.Thenthe
wholetextgivesusavividpictureatthattime.Itdescribeshowthewriter’suncledied.Hisuncle,attractedbythesceneofvolcanoeruption,wantedtoobserveandrecordmoreaboutthat.Sohedecidedtogoandseeitfromcloser.Hewentthereandrescuedhisfriendswife.Thenhewenttoseeanotherfriendofhis,wholivedveryneartotheeruptingvolcano.Heevenencouragedthescaredpeopletocalmdown.Butunfortunately,hediedatlast.Heonlythoughtaboutlearningmoreaboutvolcanoandwasntafraidatall.Hevaluedscientificknowledgemorethanhislife.Inthethirdperiod,wedealwithWordstudyandagrammaritem--Ellipsis.Plentyofexercisesarearrangedforit.Thestudentswillmasteritthroughpractice.Integratingskillsaredeltwithinthefourthperiod.Thetextisaboutaship,controlledbythecaptainandhiscrew,fightingagainstaterribletyphoon.Thestorywithoutendasksthestudentstousetheirimaginationandwritehowitwillend.Wearesurethatwhentheunitisfinished,thestudentswillnotonlyimprovetheirabilitytolisten,speak,readandwrite,butalsolearnandmasterplentyofusefulwordsandexpressions.
II.TeachingGoals
1.Talkaboutnaturaldisastersvolcanoes,hurricanesandtyphoons.
2.Expressemotion,anxietyandfear.
3.LearnaboutEllipsis.
4.Practisecreativewriting.
III.TeachingTime:Fourperiods
IV.BackgroundInformation
1.Volcanoes
Therearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes?
Whathappens?
Theinsideoftheearthisveryhot.Becauseitisvery,veryhot,therockhasmeltedlikeice.Ithasbecomeliquid,likewater,hisalwaysboiling,likewaterinakettle.Ifyouhaveseenakettleboiling,youknowthatthesteamandboilingwatertrytogetout.Theveryhotinchedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.
Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack(asmallopening)appears.Thehotmeltedrock,whichwecall“l(fā)ava”.pushesup
throughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.
Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup,withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.
Althoughtherearethousandsofvolcanoesintheworld,mostofthemaredead.Onlyabout500sometimesstarttothrowoutlavaagain.AfamousvolcanowhichisnowdeadisMountFujiyamainJapan.Itiscoveredwithsnowinwinter.
VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany,manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks,whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.
Thishashappenedagainmanytimessincethatyear.Sometimesnodamagewas
caused,oronlylittledamage.Buttherewasseriousdamageintheyears472,
1631,1794,1861,1872and1906.Youcanseethatavolcanocanstayaliveformanyyears.In1906partofthetopofthemountainfelloff.Therewasalsoseriousdamagein1914buttherehasnotbeenanysincethatyear.
2.WhatIsaTornado?
Whatexactlyisatornado?Thegeneralpictureisfamiliarenough.Thephenomenonusuallyoccursonahot.stickydaywithsouthwindsandanominoussky.Fromthebaseofathunderhead,afunnel-shapedcloudextendsaviolentlytwistingspouttowardtheearth.Asitsucksinmatterinitspath,thetwistermayturnblack,brown,oroccasionally(oversnow)evenwhite.Themovingcloudshowsanalmostcontinuousdisplayofsheetlightning.Itlurchesalonginameanderingpath,
usuallynortheastward,at25to40milesperhour.Sometimesitpicksupitsfingerfromtheearthforashortdistanceandthenplantsitdownagain.Thefunnelisveryslender:itswakeofviolenceaveragesabout400yardswide.Asthetornadoapproaches,itisheraldedbyaroarasofhundredsofjetplanesorthousandsofrailroadcars.Itspathisapathoftotaldestruction.Buildingsliterallyexplodeastheyaresuckedinbythetornadoslow-pressurevortex(wherethepressuredrop
isasmuchas10percent)andbyitspowerfulwhirlingwinds(estimatedatupto500milesperhour).Thetornadoslifetimeisasbriefasitisviolent.Withinafewtensofmiles(average:about16miles),itspendsitsforceandsuddenlydisappears.
3.Earthquakes
Earthquakeisasudden,violentshakingoftheearthssurface.Itsakindofcrustalmovementformofexpression.
Earthquakeisregardedasoneofthemostdamagingforcesknowntoman:sincerecordsbegantobewrittendown,ithasbeenestimatedthatearthquake-relatedfatalitieshavebeennumberedinthemillions,andthatearthquake-relateddestructionhasbeenbeyondcount.
Thegreatmajorityofallearthquakesoccurintwospecificgeographicareas.OnesuchareasurroundsthePacificOceananditscontiguouslandmasses.TheotherextendsfromtheEastIndiatotheAtlasMountains,includingtheHimalayas,Iran,Turkey,andtheAlpineregions.Itisinthesetwogreatbeltsorzonesthatninetypercentofallearthquakestakeplace.ThetextreferstotwoofthestrongestquakesinSanFrancisco.Astoourcountry,alargenumberofearthquakeshappenedinNorthChinaandNorthwestChina.ThepowerfulearthquakeofTangShanhappenedinthecityofTangShan,HebeiProvinceonJuly28th,1976,whichcausedmorethan240000deathsandthewholecitywasdestroyed.
Nowadaysscientistsknowalittleaboutearthquakesandtheystillcannotstopthesedisastersfromhappening.However,theycanwarnpeoplewholiveintheseareasbyprediction,inadvancetotakeprecautionsagainstsuchdisasters.Aworldwideearthquakewarningnetworkisalreadyinoperationatpresentandisexpectedtomakeearthquakepredictionseveralyearsaheadoftime.
TheFirstPeriod
TeachingAims:
1.Learnthenewwordsofthisperiodandmastertheirusages.
2.Listentoapassageaboutweatherforecast,
3.Talkaboutnaturaldisasters.
TeachingImportantPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtoimprovethestudentsspeakingability.
TeachingDifficultPoint:
Howtousewhatthestudentshavelearnedtodescribeanaturedisaster.
TeachingMethods:
1.Listeningtoimprovethestudentsabilitytolisten.
2.Discussionandfreetalktogeteverystudenttospeak.
3.Talkingtheinterestingtopicstoraisethestudentsinterestinscience.
TeachingAids:
1.acomputer
2.aprojector
3.ataperecorder
TeachingProcedures
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Haveyoufinishedyourhomework?
(Ss:Yes)Pleaseputyourexercisebooksonyourdesks.Illcheckyourhomework.…(Afterteacherchecksthestudents’homework,teachersaysthefollowing.)
T:OpenyourbooksatPage113.Letslearnthenewwordsofthisperiodfirst.SA,readthenewwords,please.
SA:…
(Teachercorrectsthestudentsmistakesinpronunciationandgivesthebriefexplanationsofsomewordswhennecessary.)
StepIIWarmingup
T:PleaseopenyourbooksatPage73.Lookatthefourpictures.Whatcanyouseeinthepictures?Haveadiscussionwithyourpartneranddotheexercises.Someminuteslater,Illasksomeofyoutogivetheanswers.
(Teachergoesamongtheclassandjoininthestudentsdiscussion.Someminuteslater,teachersaysthefollowing.)
T:Haveyoufinished?
Ss:Yes.
T:LetsdoEx.1.Whowilltalkaboutthefirstpicture?
S:Perhapsthefirstpictureisageomorphologicmap.
T:Pleasegoon!
SB:Inthesecondpicturewecanseeasceneinwhichsometalltreesareblowndown.Perhapsatyphoonhasjusthappened.Whatasadscene!Ifwewanttogetmoreinformation,wecanseepicturestakenbythesatelliteontheInternet.
Sc:Inthethirdpicture.Isawacomet.Ithasaverybrightheadandalongless
brighttailandismovingthroughtheskytotheground.Ifwewanttoseeit
moreclearly,wecanseeitthroughatelescope.
T:Howdoyouknowwhenitwillhappen?
SD:TheTVprogrammewilltellusinadvance.Itwilltellusitsdetailedtimetableandtheotherinformationaboutit.
SE:Inthelastpicturewecanseeacell,butitisenlargedmanytimes.Weoftenseecellsinourbiologyclasses.Aslongasyouhaveamicroscope,youcanseethemclearly.
T:DoyouoftenhearaboutthesethingsinnewspapersoronTV?
SF:Both.InsummerweoftenhearabouttyphoonsonthePacific.Thereareaboutseventyphoonsinthesoutheastofourcountry.Iftherearefewer,droughtwilltakeplace.
SG:Someyearsago,welearnedfromthenewspaperandTVthatacometwouldpassthroughthedarkskyinourcountry.Ourgeographyteacherorganizedustowatchitthroughamicroscope.
T:Nowanswerthethirdquestion,please.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
SH:Typhoonsareharmfultous.Theycanpullupthetalltree,blowdownthewirepolesandevendestroypeopleshouses.Sometimesitcancausesevereflood.
SI:Earthquakecanbringgreatdamagetopeopleslife.Itcancutoffelectricity
andwatersupplyanddestroyhouses.Evenitoftencausesdeaths.In1976aterribleearthquakeinTangShankilledthousandsofpeople.
SJ:Ifthetyphoonandearthquakecanbeforecast,damageswillgreatlybereduced.Scientistsinourcountrycanforecasttyphoonsexactlyandsomeoftheearthquakeshavebeenforecastbefore.I’msuretheywillcontrolthenaturaldisasterandreducethelossestothelowestdegree.
T:Inwhichwaysarethefieldsofscienceimportanttooureverydaylife?
SK:Geographisimportant.Ifwedowellinit,wecanfindmorecoal,gasandoil,aswellasallkindsofmetal.
SL:Meteorologyisimportant.Ifwemasterit,wecantellourfarmersmuchinformationaboutfarming.Ifso,theywillincreasetheirproductivityand
avoidlosses.
SM:Inourgeographlessons,ourteachertoldusthatthestarsandplanetsin
theuniversehaveeffectsontheearth,especiallytheweatherontheearth.Soweshouldlearnastronomywellandknowasmuchaboutitaspossibleso
thatwecanforecasttheireffect.
SN:Biologyisanimportantsubject.Itaffectsoureverydaylifedirectly.Ifwe
developbettermedicine,somediseaseswillbegotridof.SARS,forexample,
brokeoutinourcountrylastyear.Weneededalotofeffectivemedicine
then.Ifithadnotbeenforthesuccessourscientistsachieved,wewouldhave
hadmuchmorelosses.
T:OK.Letsstophere.Knowledgeispower.Letsworkhardatoursubjectsandlayasolidfoundationforthefuture.Iwishallofyouabrightfuture.
StepIIIListening
T:Nowletsdolistening.PleaseturntoPage73and7LReadtheinformationabouttheexercises.(Afterafewminutes.)
T:Doyouunderstandwhatweshoulddo?
Ss:Yes.
T:OK.Letslistentothetape.Illplaythetapethreetimes.WhenIplayitfor
thefirsttime,trytogetasmuchinformationaspossibleandwriteitdownonapieceofpaper.When1playitforasecondtime,checkyouranswerstobesuretheyarecorrect.Thencheckyouranswerswithyourpartnerandhaveadiscussionwiththem.Atlast,Illplayitforthethirdtimeandanswerallthequestionsyouarenotsureabout.Areyouclearaboutthat?
Ss:Yes.
T:OK.Letsbegin.
……
StepIVSpeaking
T:Letsgoontodospeaking.PleaseopenyourbooksatPage74.Readthedialoguefirstandthentalkabouttyphoonwithyourpartner.Afewminuteslater,let’sactitout.
Sampledialogue
(A:Studenta;B:Studentb)
A:Arethereanytyphoonsintheareawhereyoulive?
B:No,therearent.
A:Haveyouheardaboutit?
B:Yes,Ihave.IsawaVCDabouttyphoonlastyear,andIlearnedsomethingfromit.
A:Whatisitlike?
B:Veryterrible!Whenithappens,treesarepulledupandsomeoldhousesare
destroyed.
A:Isthatso?Iwishtherewerenotyphoonsintheworld.
B:Thatsimpossible.Butwhenitcomes,therewillberainwithit.
A:Howabouthurricaneandtornado?
B:Therearemanywordsforaviolenttropicalcircularwind.Acyclonemaybeverylarge,bringingrainandgreatdestruction.WhenithappensinthewesternAtlanticOcean,itiscalledahurricane,andthesametilinghappeningintilewesternPacificorChinaseaisatyphoon.Whenshapedlikeapipeandpassinginanarrowpath,itisatornadoifitgoesoverlandandawaterspoutifitgoesoverwater.
A:Isee.Thankyouverymuchfortellingmesomuch.
B:Notatall.
T:(Showthescreen.)Haveyoumetwithoneofsuchsituationsabove?Areyou
frightened?Haveyouheardanyonemeetwiththat?Describehowtheybehavedthen.Haveadiscussionwithyourpartnerandmakeupadialogue.Theusefulexpressionsontheblackboardmaybeahelptoyou.
(TeacherwritestheusefulexpressionsonPage75ontheblackboard.)
Sampledialogue:
(A:Studentsc;B:Studentd)
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidntseeus.WeactedjustastheTVprogrammetoldus.At
last,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!
StepVSummaryandHomework
T:Inthisperiod,wevetalkedaboutsometopicsaboutgeology,meteorology,astronomyandbiology,andlistenedtoapassageaboutweatherinformation.
Alsowevehadadiscussionaboutsomefrighteningsituations.Afterclass,goonwiththediscussionaccordingtothepicturesonPage25usingtheusefulexpressionsontheblackboard.(Teacherreadstheexpressions.)AnddothefifthpartofWarmingup.Thatsallfortoday.Classisover.
StepVITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheFirstPeriod
Usefulexpressions:
Howterrible!
Itmakesmefeeluneasywhen…
Ithinkitsveryunpleasant…
Itmakesmefeelveryworried.
Igetveryupset.
Itsafrighteningthing…
Idarenot…
Imreallyfrightenedto…
Whatsreallyscary…
Imafraidof…
Imfrightenedtodeathby…
Shesscaredtodeath.
Hegetsintoatotalpanicwhen…
Itmakesmyhairstandonend.
Whatterrifiesme…
StepVIIRecordafterTeaching
擴展閱讀
Makingadifference（TheFirstPeriod）
作為優(yōu)秀的教學工作者，在教學時能夠胸有成竹，作為高中教師就需要提前準備好適合自己的教案。教案可以讓學生更好的消化課堂內(nèi)容，有效的提高課堂的教學效率。你知道如何去寫好一份優(yōu)秀的高中教案呢？經(jīng)過搜索和整理，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.)
?。?）?。?）?。?）
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.“想象力比知識更重要”。（AlbertEinstein）
Ifyouwanttosucceed,itsmoreimportantforyoutohaveimaginationthanknowledge.
S:生活中沒有什么可怕的東西，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
Artandarchitecture（TheFirstPeriod）
為了促進學生掌握上課知識點，老師需要提前準備教案，是認真規(guī)劃好自己教案課件的時候了。認真做好教案課件的工作計劃，才能夠使以后的工作更有目標性！你們會寫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
Frighteningnature教案
ReferenceforTeaching
I.異國風情
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．知識歸納
l.urge的用法
(1)urge常作及物動詞，意為：推進，極力主張，強烈要求，催促，勸，激勵，慫恿，
強調(diào)。
①跟名詞
e．g．WeChinesepeoplehavepersistentlyurgedtheequalityofnations。bigorsmall。
我們中國人民一貫堅決主張國無大小應(yīng)一律平等。
Theyurgeddirectuseoftroopstotrytosuppressthemovement．
他們強烈要求用部隊去設(shè)法平息運動。
②跟帶不定式的復合結(jié)構(gòu)
e．g．HeurgedWuDongtohelphim．
他懇請吳東去幫助他。
Motherurgedmenottotellyouanythingaboutit．
媽媽要求我什么也不要對你說。
③跟從句[從句用虛擬語氣：(should+)動詞原形]
e．g．Theyurgedthatthelibrarybekeptopenduringthevacation．
他們主張圖書館在假期開放。
Herparentsurgedherthatshe(should)setstrictdemandsonherself．
她父母親鼓勵她要嚴格要求自己。
④urge后一般不能跟不定式作賓語，只能跟動名詞。
e．g．Weallurgedstickingtothefourfundamentalprinciples．
我們大家都主張要堅持四項基本原則。
(2)urge作名詞，意為“強烈的愿望(要求)”。
e．g．Hehasanurgetojointhearmy．
他強烈要求參軍。
(3)urgefor意為“要求做出”。
e．g．Theyurgedmeforastatementofmyview,．
他們強烈要求我說出我的觀點。
2．a(chǎn)sthough(=asif)的用法
asthough和asif沒有什么區(qū)別。asif用得普遍些，卻可引導方式狀語從句和表語
從句，其從句謂語常用虛擬語氣。
(1)引導方式狀語從句
e．g．Heclosedhiseyesasthoughheweretootired．
他閉著眼睛，好像太累了。
Sheactedasthoughnothinghadhappened．
她裝得好像什么事也沒發(fā)生過似的。
當從句主語和主句主語一致，從句謂語中又含有動詞tobe時，可以把主語和tobe
一起省去。
e．g．Helookedaboutasthough(hewas)insearchofsomething．
他四下張望，好像尋找什么。
Hepausedasif(hewas)expectingTomtospeak．
他停了下來好像期望Tom說些什么。
Helistenedasthoughhewasturningtostone．
這孩子一動不動地聽著，仿佛變成了石頭似的。
(2)引導表語從句
e．g．Itlooksasifitsgoingtorain．
看樣子天要下雨了。
ItseemsasifImthefirstonehere．
看起來我是第一個到這里的。
asthough和asif從句用虛擬語氣，還是用陳述語氣。完全根據(jù)具體情況而定。如果
從句表示的意思與事實完全相反，或者純粹是一種假設(shè)，通常用虛擬語氣。
e．g．Whenapencilispartlyinaglassofwater．itlooksasifitwerebroken．
當鉛筆一部分放進水里，看起來好像折斷了似的。(虛擬)
Youlookasifyouarefriends．
你們看起來像朋友似的。
Ⅲ．詞語辨析
1．earth，mud，dirt，soil
(1)earth作“泥土；土地”解(=soil)，一般不用冠詞。
e．g．Dontforgettocovertherootoftheappletreewithearth．
不要忘記用土把蘋果樹根埋好。
Thatpileofearthcamefromtheholewedugintheground．
那堆土來自我們在地上挖的那個坑。
(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．
這是好土可以用來種菜。
Thechildrenwereoutsideplayinginthedirt．
孩子們在外面的土里玩耍。
(4)soil土壤，土地。
e．g．Mostplantsgrowbestinrichsoil．
大部分莊稼在肥沃的土地上長得很好。
好的土壤是goodsoil，richsoil；貧瘠的土壤是poorsoil；沙土地是sandysoil．
2．escape，flee，fly，runaway
四個詞均有逃跑之意，escape和runaway常作不及物動詞，如果是表示“從……
逃去”．在其后加from；flee是及物動詞。
(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。
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。
escape還可以表示“避免，免除”，其后接名詞或動詞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)。
(2)flee意為“逃走，逃避，避開”，強調(diào)逃的行為，無論其成功與否，是指躲開危害自己或不愿意，不敢接觸的事物。含有所做的動作迅速。倉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國家。
(3)runaway意為“逃跑。逃脫”，常用于實際的體力行為，并著重所做的動作是快速
敏捷的，而不強調(diào)情況或事情緊急，急迫。
e．g．Shehitthechildandheranaway．
她打那孩子．那孩子跑開了。
Thethiefranawayfromthepoliceman．
小偷從警察手中逃跑了。
“runaway"較口語化；有時可以用“getaway"表示，但"getaway"時常含有“掙脫，擺脫”的意思。
e．g．Hecantgetawaywithit．Somedayhellhavetopaytheprice．
他是逃不脫的，總有一天他會受到報應(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”，可以用作及物動詞或不及物動詞。
e．g．Hewasforcedtoflyhishomeland．
他被迫逃離祖國。
Thethiefwasflyingfromjustice．
那個賊還在逍遙法外。
Ⅳ．能力訓練
句型轉(zhuǎn)換：根據(jù)第一句的意思，把第二句補充完整。
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。高中教師要準備好教案為之后的教學做準備。教案可以讓學生更好的消化課堂內(nèi)容，幫助高中教師提高自己的教學質(zhì)量。那么如何寫好我們的高中教案呢？下面是小編幫大家編輯的《Frighteningnature（TheThirdPeriod）》，僅供您在工作和學習中參考。
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
