小學(xué)語文微課教案

Savingtheearth（TheSecondPeriod）。

TheSecondPeriod
TeachingAims：
1．Improvethestudents’readingability．
2．Learnsomeusefulwordsandexpressions．
3．LearnsomethingabouttheEarthSummittohelpthestudentsknowtheimportance
ofprotectingourearth．
TeachingImportantPoints：
1．Improvethestudents’readingability．
2．Mastertheusefulwordsandexpressions.
TeachingDifficultPoints：
1．Howtohelpthestudentsmastertheusageoftheusefulwordsandphrasesinthepassage.
2．Howtoimprovethestudents’readingability．
TeachingMethods
1．Fastreadingandreadingtogetthegeneralideaandthedetailedinformationofthepassageandtoimprovethestudents’readingability．
2．ExplanationtohelpSsmastertheusageoftheimportantwordsandphrases．
3.Individualorpairworktomakeeverystudentworkinclass．
4．Listeningandrepeatingmethodtoimprovethestudents’pronunciation．
TeachingAids：
1．a(chǎn)taperecorder
2．a(chǎn)projector
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead—in
Greetthewholeclassasusual．
T:Inthefirstperiodofthisunit，wetalkedaboutourenvironment．Weknowthatourenvironmentisingreatdanger．It’sbeingseriouslypolluted．
Whatcanwedotoprotecttheenvironment?
S：Wecanhelpmorepeopletoknowtheimportanceofprotectingourearth．
S：Weshouldnotusethethingsthatpollutetheenvironment，suchasplasticbags，air—conditionersandsoon．
S：…
StepⅡPre—reading
T：Verygood．Todaywe’regoingtoreadthepassage“Welcometotheearthsummit”．Itisabouttheearthsummitandsomeofthemajorproblemsfacingtheworld．Beforereadingthetext，trytopredictitscontent．Workinpairsandwritedownwhatyouthinkeachpartofthetextwillbeabout．
(Allowthestudentsafewminutestofinishthetask．Thenasksomestudents
tosaytheiranswers．Comparetheanswersandchoosethebestofthem．)
StepIIIReading
T：Welldone．Now,pleasereadthepassagequicklymaketheoutlineofthetext．Compareitwiththeoutlineyoumadejustnow，F(xiàn)indouthowtheyaredifferentfromeachother，Whichonedoyouthinkisbetter?Areyouclear?
Ss：Yes．
(GiveSsenoughtimetoreadthetext，makethenewoutlineandcompareitwiththeonemadeinthePre-reading．Finally,asksomestudentstoanswerthequestions．Studentsmayhavevariousanswers．)
Sampleoutline：
Introduction：IntroducetheEarthSummittothereaders．Tellreaderswhenandwhereitisfirstheldandwhatitisabout．
Body：Givemoredetailedinformationabouttheproblemsdiscussedatthemeeting．
Conclusion：Tellreaderswhatwecandotoprotectourearth．
T：Good．Now,pleasereadthepassagecarefully．Thistimeyoushouldpayattentiontosomedetailedinformationinthepassage．Afterthat，Illaskyou,somequestions．OK，youcanbegin．(Ssreadforawhile．)Haveyoufinished?
Ss：Yes．
T：OK．Now，I’llaskyousomequestions．
Ifyouknowtheanswertoeachquestion，pleasestandup．Areyouclear?
Ss：Yes．
T：OK．Listentomyfirstquestion．Whatarethe“bigthree”?
S：Iknowthe“bigthree”referstocontaminateddrinkingwater，poorsanitationandairpollution．
T：Doyouagreewithhim／her?
Ss：Yes．
T：OK．Whoknowsofanyothers?
S：Iknow．Peoplehunttoomanywildanimalsandbirdsandtheycuttoomanytrees．too．
T：Right．WhyareconferencesliketheEarthSummitimportant?
S：Becausetheyhelppeopleunderstandthatthereexistseriousproblemsandthatthere’sstilltimetotakeaction．Theycantelluswhatwecandotohelp,too
T：Verygood．Nextquestion．WhatissuesarediscussedattheEarthSummit?
S：Contaminateddrinkingwater，poorsanitation．a(chǎn)irpollution，poverty．warsandviolence．
T：Whichdoyouthinkisthemostimportant?Why?
S：Ithinkthewaristhemostimportant,becausewarsnotonlycosttoomuchmoney,destroytoomanybuildings，makepeoplehomeless，butalsotheymakeitdifficultforthecountriestodevelopfurther．Thus，lifewillbehardforpeople．especiallyforthepoor．Ifpeoplelireinpeace，thedevelopmentwillcontinueandpeople’slifewil1getbetterandbetterdaybyday．
S：Butlthinktheprotectionoftheenvironmentismoreimportantthanwars．
Becauseiftheenvironmentispolluted，evenifthere’snotanywarinthe
world，peoplecan’tliveahappyorhealthylife，either．
S：…
(Ssmayhavedifferentopinions．)
T：OK．WeknowthattheissuesdiscussedattheEarthSummitarea11veryimportant．Weshould1earnsomethingfromthispassageandtrytodowhatwecantoprotectourearth．Doyouagree?
Ss：Yes．
StepⅣExplanation
T：OK．Now，pleaselookatthescreen．I’11explainsomethingtoyou．Listencarefullyandtakenotes．
(Showthefollowingonthescreen。)
1．representative
n.peoplechosentopresentanotherorothers.
adj．servingtos}lowaclassorgroup.
e．g．HewasthefirstrepresentativetoJapanese．
Thispaintingisrepresentativeofhiswork．
2．a(chǎn)ccess
n.(to)①meansofenteringaplace
②opportunityorrighttousesomethingorapproachsomebody
e．g．Theonlyaccesstothefarmhouseisacrossthefields．
Studentsmusthaveaccesstoagoodlibrary．
3．a(chǎn)loneadv．(followingan．orpron．)
only，exclusively
e．g．Theshoesalonecost0．
4．stress
vt．putstressoremphasison(sth．)
n.specialemphasisorsigmficance
e．g．Istressedtheimportanceofcomingearly．
Myparentslaygreatstressonhonesty．
5．takeaction：
dosth．inresponset0whathashappened
e．g．Immediateactionmustbetakentostopthefirespreading．
6．inharmonywith…;
agreeing,matching
e．g．Histastesareinharmonywithmine．
7．putanendto…：
stopsth．fromhappeninganymore
e．g．Wemustputanendtothisfoo1ishbehaviour．
8．wipeout：
cleantheinsideofsth．byrubbingitwithacloth．
e．g．Haveyouwipedoutthebathafterusingit?
(Bb：words：representative，access，alone,stressexpressions：takeaction，inharmonywith…，putanendto…，wipeout)
StepVListeningandReading
T：Nowyou’veunderstoodthepassagewell．Let’slistentot}1etapetwice．ThefirsttimeIp1aythetape．youshouldlistencarefully.Thesecondtimethetapeisplayed,pleasereadafterthetape.Paymoreattentiontoyourpronunciationandintonation.
(PlaythetapetwiceforSstolistenandrepeat.Thenasksomestudentstoreadthetext.Onestudent,oneparagraph.Helpthemwiththeirpronunciationandpraisethestudentwhoreadsthebest.
StepVISummaryandHomework
T:Inthisperiod,wevereadapassageabouttheEarthSummit.Weknowwecandothingstoprotectourearth.AndweshouldhelpmorepeopletoknowabouttheEarthSummit.Besides,wevelearntsomeusefulwordsandexpressionsinthepassage.Afterclass,trytomakesentenceswiththemsothatyoucanusethemfreely.Dontforgettopreviewnextperiod,theLanguageStudy.OK.Thatsallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVIITheDesignoftheWritingontheBlackboard

Unit9Savingtheearth
TheSecondPeriod
Usefulwords:
representativen./adj.
accessn.
aloneadv.
stressyr./n.
Usefulexpressions:
takeaction
inharmonywith…
putanendto…
wipeout
StepVIIIRecordafterTeaching

擴(kuò)展閱讀

Savingtheearth（ReferenceforTeaching）

TheSecondPeriod

一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助高中教師能夠井然有序的進(jìn)行教學(xué)。高中教案的內(nèi)容要寫些什么更好呢？下面是小編幫大家編輯的《TheSecondPeriod》，歡迎大家與身邊的朋友分享吧！

TheSecondPeriod

●從容說課
Thisperiodfocusesonvocabulary，whichislikethebricksweneedtobuildahouse.Withoutmasteringacertainwordsorphrases，wecan’tcommunicatewithotherpeople，correctlyexpressourthoughtsandavoidmisunderstandingeachother.Thepurposeistoletstudentschooseproperwordsorphraseswhentalkingtopeopleaccordingtoknowledgethey’velearned.
●三維目標(biāo)
1.Knowledge：
words/phrases：upset，ignore，loose，cheat，Netherlands，German，dare，thunder，entirely，feeling，crazy，trust，indoors，calmdown，beconcernedabout，walkthedog，gothrough，hideaway，setdownaseriesof...，onpurpose，facetofacesentencestructures：Therewasatimewhen...，Itwasthefirsttimethat......before...，Iwonderif...
2.Ability：
（1）Usethesewords，phrasesandsentencestructuresfreely.
（2）Usetheminrealsituationsproperly.
3.Emotion：
Trainstudents’perseveranceandpatiencebyrememberingnewwords，phrasesandsentencestructures.
●教學(xué)重點(diǎn)
Graspnewwords，phrasesandsentencestructures.
●教學(xué)難點(diǎn)
Howtomakethisclasslivelyandinterestingsothatstudentsarewillingtolearn.
●教具準(zhǔn)備
aproject，ablackboard
●教學(xué)過程
Step1
T：Inthelastperiod，wereadthepassage“Anne’sbestfriend”andhadadiscussionaboutfriendsandfriendship.Alltheseincludesomeusefulandimportantwordsandphrasesyouhavelearntinthisunit.Nowlet’sreviewthem.Iwantyoutomakeupsentencesusingthenewwords.Acompetitionisdesignedforyoutoseewhichgroupcanmakesentencesasmanyaspossible.Accuracyshouldbenoticed.Areyouclear？
Ss：Yes.
1.beconcernedabout
S1：Alargenumberofstudentsareconcernedaboutthemarksintheexaminationforadmissiontocollege.
2.upset
S1：Itwascarelessofyoutoupsetabottleofink.
S2：Wesucceededinupsettingtheenemy’splan.
S3：ThefoodIateyesterdayupsetmystomach.
3.ignore
S1：Westudentsshouldn’tignorewhatourteacherssay.
4.calm
S1：Soldiersremainedcalminfaceofcruelenemies.
5.walkthedog
S1：Ilikewalkingthedogintheparkneartomyhouse.
6.loose
S1：Maryiswearinglooseclothingtoday.
7.cheat
S1：Thatshopkeepercheatshiscustomer.
S2：Don’tyouconsideritwrongtocheatinexaminations？
S3：ThesesheetsI’veboughtareacheat；they’retooshortforthebed.
8.share
S1：Theysharedthecakebetweenthem.
S2：Friendsshouldsharethejoysandsorrows.
S3：SheandReidsharedthesametastesandinterests.
T：Notethephrases：
（1）sharein：Wesharedinthefun.
（2）sharewith：Pleaseshareyournewspaperwithme.
9.feeling
S1：Itwasadelightfulfeeling.
S2：Thisfeelingseemstobenatural.
10.setdown：
S1：Setdownyourheavybagsandtakearest.
S2：Iwillsetdownthestoryasitwastoldtome.
11.outdoors
S1：Isitcoldoutdoors？
S2：Wespendmuchofourtimeoutdoors.
12.crazy
S1：Theyoungarecrazyaboutpopmusic.
13.onpurpose
S1：I’vecomeonpurposetospeaktoyou.
14.dare
S1：Hedarestobehavelikethatinmyhouse!
S2：Howdareyouaskmesuchaquestion？
15.thunder
S1：Afterthelightningcamethethunder.
16.entirely
S1：Hehadalmostentirelyforgottenwhathehaddone.
Step2
T：Whichteamdidthebestinthisactivity？Congratulations!Now，openyourbooks，turntoPage4andlookat“LearningaboutLanguage”.Fillintheblankswiththewordsandphrasesyouhavelearntinthisunit.Youaregivensixminutestodoit.Readfirst，andthenfillinitaccordingtothemeaningofeachsentence.Isthatclear？
Ss：Yes.
T：OK.Firstdoitbyyourself.Thendiscusstheminpairs.Afterawhile，I’llasksomestudentstoreadthewords.
（Teachergoesamongthestudentsandthestudentsbegintodoit.Afterawhile，teachercheckstheiranswers.）
Step3
T：Doyouhaveanytroubleunderstandingthepassage？
S1：It’sdifficultformetounderstandthephrase“gowithout”inwarmingup.
T：Itmeanswithouthaving（nothingtoeat）.
e.g.Thepoorboyoftenhadtogowithoutsupper.
S2：InParagraphOne，what’sthemeaningof“gothrough”？
T：Hereitmeansexperienceorsuffer.Ithasseveralmeanings.Pleaseguessitsdifferentmeaningsindifferentsentences.
（1）I’dliketohaveyougothroughthebook.
（2）Motherwentthroughthedrawerlookingforthesweater.
（3）I’vegonethroughtoomuchmoneythisweek.
（4）Shewentthroughonehardshipafteranother.
（5）Thelawhasnowgonethrough.
Ss：檢查；翻找；用完；經(jīng)歷（困難，痛苦等）；通過
S3：Whatdoesthesentence“Sheandherfamilyhidawayfortwoyearsbeforetheywerediscovered”mean？
T：Whocanexplainit？
S4：她和她的家人藏了兩年才被發(fā)現(xiàn)。
T：Youareclever.Anyotherquestion？
S5：Inthesentences“Icanwellrememberthattherewasatimewhenadeepbluesky，thesongofthebirds，moonlightandflowerscouldneverhavekeptmespellbound.”，what’sthefunctionof“when”？Howcanweunderstand“couldneverhavekeptmespellbound”
T：When...isanattributiveclause；“couldneverhavekeptmespellbound”means：Inthepast，Ipaynoattentiontonature，becauseIgetitsoeasily.Now，it’ssohardformetoenjoyitthatIamattracted.
Multiplechoices：
（1）—DoyoustillrememberthedaywhenwewenttotheGreatWall？
—Ican’trememberitwell，but____________sometimelastautumn？
A.mightitbeB.couldithavebeen
C.couldbeD.mustithavebeen
（2）We____________booked.Look，thisrestaurantisalmostempty.
A.musthaveB.can’thave
C.shouldhaveD.needn’thave
（3）Itwasanunforgettablemomentforallthecitizensthisyear，____________in20yearsChina’swomen’svolleyballteamwontheOlympicgoldmedialagain.
A.thatB.whichC.whenD.what
（4）Ididn’tgotoseethedoctoryesterday.Butyou____________.
A.oughtB.oughtto
C.oughtedtoD.oughttohave
Answers：B，D，C，D
S：Inthesentence“Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature”，what’sthestructureof“it’s...that...”？
T：Itisanemphaticsentence.
Multiplechoices：
1.Itwasin1999____________Igraduatedfromuniversity.
A.thatB.whenC.inwhichD.onwhich
2.Was____________thatwerelastnightattheconcert？
A.ityouB.notyouC.youD.thatyou
3.Was____________Bill，____________playedbasketballverywell，____________helpedtheblindmanacrossthestreet.
A.that；that；whoB.it；that；that
C.it；who；thatD.that；who；he
4.____________electricityplayssuchanimportantpartinourlife？
A.WhyisitthatB.Whyisit
C.WhyitisthatD.Whyisthat
5.Ican’tfindMrBrown.Wheredidyoumeethimthismorning？
Itwasinthehotel____________hestayed.
A.thatB.whichC.whereD.when
6.WheredidyoufindMrBrown？
Itwasinthefactory____________Ifoundhimyesterday.
A.towhichB.thatC.whichD.where
Answers：A，A，C，A，A，B
Fillintheblanks：
1.ItwasShanghaithatIwasborn____________in1990.
2.ItwasinShanghai____________Iwasbornin1990.
3.ItwasShanghai____________Iwasborn.
4.Itwasin1990____________IfirstwenttoBeijing____________Isawthefive-star-flagrisinginTiananMenSquarewithmyowneyes.
Answers：in；that；where；when；that
S6：Whatpartspeechofstayinthephrase“stayawake”？
T：“stay”hereisalinkverb，whichcanbefollowedbyadjectiveornoun.
S7：What’sthestructureof“itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface”？
T：Thisisafixedsentencepattern.Whenthetenseinthesubjectclauseis“was”，thetenseinthethatclauseispastperfecttense.Whenthetenseinthesubjectclauseis“is/willbe”，thetenseinthatclauseispresentperfecttense.
Step4
T：Noquestion？Iexplainsomeotherinformationtoyou.Pleasematchtheexplanationwiththesentences.
1.survey
a.lookcarefullyatallof（sth./sb.）
b.study（anddescribe）thegeneralconditionofsth.
c.findandrecordtheareafeaturesbymeasurementorcalculation
（1）Thecityengineersurveyedthepropertytoamendthemap.
（2）Hesurveyedthecountryfromthetopofthemountain.
（3）Let’ssurveytheeventsleadinguptothecrime.
Answers：c，b，a
T：Notethedifferencesbetweenthetwosentences.
a.Shestoodfacetofacewithhim.
b.Ihadaface-to-faceinterviewwithafamousactor.
T：“faceto-face”isusedasanadverbial.“face-toface”isusedasattributive.
T：Grasptherelativeidioms：
acaseinpoint例證
beonthepointof正要去做某事
cometothepoint談?wù)}
makeapoint提出一個(gè)論點(diǎn)
tothepoint中肯，切題
pointout指出
Whenitcomestothepoint到了關(guān)鍵時(shí)刻
2.suffer：toexperiencepainordifficulty
e.g.Hesufferedagreatdealfromcoldandhunger.
T：Inthisclass，we’velearntalotoflanguagepoints.
Pleasereadthemafterclassuntilyoucanlearnthembyheartandtrytousethemasfrequentaspossible.
Homework：TranslatethesentencesintoEnglish.
1.看起來今年我們沒有假期。
2.做完作業(yè)后他才睡覺。
3.這是第二次他單獨(dú)跟她外出。
4.有些時(shí)刻我忘了。
5.這個(gè)國家已經(jīng)經(jīng)歷了兩次戰(zhàn)爭(zhēng)。
6.五年后我們才能見面。
7.我沒等多久他就來了。
Answers：
1.Itlooksasthoughweshallhavetogowithoutaholidaythisyear.
2.Hedidn’tgotobeduntilhefinishedhishomework.
Itwasnotuntilhefinishedhishomeworkthathewenttobed.
Notuntilhefinishedhishomeworkdidhegotobed.
3.Itwasthesecondtimehehadbeenoutwithheralone.
4.TherearemomentswhenIforgetallaboutit.
5.Thecountryhasgonethroughtwowars.
6.Itwillbefiveyearsbeforewemeetagain.
7.Ihadn’twaitedlongbeforehecame.
●板書設(shè)計(jì)
Unit1Friendship
TheSecondPeriod
Newwordssentencesstructures
andphrases
1.upset1.before
2.beconcernedabout2.Itis/was/willbe...
3.setdown3.couldhavedone
4.calm...
5.loose
6.share
...
●活動(dòng)與探究
Makeupashortpassageusingthelanguagepointsyou’velearned.ThepurposeistoencourageSstousetheminaactualsituation，whichisconnectedwiththem.Thus，theyarewillingtolearnthemandusetheminsteadofjustrememberingthem.
Accordingtotheirperformances，thebestpassagesandwriterswillbechosen.
●備課資料
Noteonusage：
1.before
Itcanbeusedinthesensesofthefollowings.
A.把before譯為“……才”（強(qiáng)調(diào)主句所表達(dá)的時(shí)間、距離很長或花費(fèi)的力量比較大時(shí)）：
a.Itwillbefiveyearsbeforewemeetagain.要等五年我們才能見面。
b.Wewaitedalongtimebeforethetrainarrived.我們等了很長時(shí)間火車才到達(dá)。
B.把before譯為“……就”（強(qiáng)調(diào)主句所表達(dá)的時(shí)間、距離很短或花費(fèi)的精力比較小時(shí)）
Ihadn’twaitedlongbeforehecame.
我沒有等多久他就來了。
C.把before譯為“尚未、還沒有、來不及、不要、別”
Hediedbeforewritingawill.
他沒有來得及寫遺囑，就死了。
Takeitbeforeyouchangeyourmind.買了吧，不要三心二意。
D.把before譯為“在……的時(shí)候還沒有”
Hearrivedtherebeforeitbegantorain.
他到達(dá)那里的時(shí)候天還沒有下雨。
E.把before譯為“如果、否則、免得”
GobeforeIcallthepolice.
走吧，否則我叫警察了。
F.把before譯為“到、等到、沒等……就”
BeforeIcouldsitdown，sheofferedmeacupoftea.
沒等我坐下，她就給我端上了一杯茶。
G.把before譯為“然后”
IshavedbeforeIwenttotheparty.
我刮了臉，然后去參加宴會(huì)。
（1）MarycametoFrancein1940，anditwasn’tlong____________shebecameaFrenchcitizen.
A.whileB.beforeC.sinceD.when
（2）Therooffell____________hehadtimetodashintotheroomtosavehisbaby.
A.afterB.asC.beforeD.until
（3）Iwilltrytofinishthiswork____________.
A.upuntilyoucancomeB.beforeyoucancome
C.uptothetimeyouareabletocomeD.untilyoucancome
Answers：B，C，B
2.英語中的反身代詞在句子中充當(dāng)賓語、表語或同位語等。含oneself的短語有：beoneself身體健康；cometooneself蘇醒過來；devoteoneselfto致力于；獻(xiàn)身于；dressoneself穿衣服；enjoyoneself玩得高興；helponeselfto隨便吃；隨便用；擅自拿；makeoneselfathome不要拘束；makeoneselfunderstood讓別人理解自己；saytooneself心里想；seatoneself坐下；talktooneself自言自語；teachoneself自學(xué)；besideoneself失常；發(fā)瘋；byoneself單獨(dú)地；foroneself為自己；ofoneself自動(dòng)地；tooneself獨(dú)自享用
用上述短語的適當(dāng)形式填空。
1.Whenshecametoherself，shefoundherselfinhospital.
2.Herewehavebeef，cakes，wineandsoon.Helpyourselfwhicheveryoulike.
3.Whenshelearnedoftheexcitingnews，shewasbesideherself.
4.Ifyoudon’tbelieveme，youcangoandseeforyourself.
5.Theprofessorhasdevotedhimselftotheresearchofhighbloodpressureallhislife.
6.Thedoorofthehotelclosesandopensofitself.
7.Comeinandsitdown，please.Pleasemakeyourselfathome.
8.“Ihaven’tforgottenanything，”shesaidtoherself.
9.Sometimeswecanmakeourselvesunderstoodnotbywordsbutbygesturesandexpressions.
10.—DoyouthinkIcouldborrowyourdictionary？
—Yes，helpyourself.
3.till/until用于肯定句中，主句用延續(xù)性動(dòng)詞；until用于否定句中，主句用瞬時(shí)性動(dòng)詞；notuntil位于句首時(shí)，主句的主謂部分倒裝；位于句首時(shí)只能用until；對(duì)not...until句型進(jìn)行強(qiáng)調(diào)時(shí)，常用結(jié)構(gòu)Itis/wasnotuntil...that...。
判斷正誤，若有錯(cuò)，請(qǐng)改正。
（1）Ididn’tmanagetodoittillyouhadexplainedhow.
（2）ItwasuntilmidnightthatIwenttosleeplastnight.
（3）Tillhereturns，nothingcanbedone.
（4）NotuntilIbegantoworkdidn’tIrealizehowmuchtimeIhadwasted.
Answers：（1）till改為until
（2）until改為notuntil
（3）√
（4）didn’t改為did
4.reason
reason作名詞時(shí)，常用：Thereasonisthat...；thereasonwhy...。如果先行詞reason在從句中作主語或賓語時(shí)，則用that或which，不用why；byreasonof由于……的緣故；for...reason/reasons由于……的原因；outofreason不合情理；withreason有充分的理由。reason與cause用法不同：reason側(cè)重指某種看法或行為的理由，與for連用；cause側(cè)重指某個(gè)事實(shí)或現(xiàn)象的原因，與of連用。reason作不及物動(dòng)詞意為“評(píng)論”。
1.（2002年上海春）Isthisthereason____________atthemeetingforhiscarelessnessinhiswork？
A.heexplainedB.whatheexplained
C.howheexplainedD.whyheexplained
2.（2002年上海）Accordingtotherecentresearch，heavycoffeedrinkingandheartattackisnotnecessary____________andeffect.
A.reasonB.impactC.factD.cause
3.（NMET1995）Thereasonwhyhedidn’tattendthemeetingwas____________hehadahighfever.
A.becauseB.thatC.whyD.when
Answers：A，D，B
5.含time的句型及時(shí)態(tài)。
①This/That/It+is/will/be/was+序數(shù)詞/形容詞最高級(jí)+time+that從句，主句用is/willbe，從句用現(xiàn)在完成時(shí)；主句用was，從句用過去完成時(shí)。②Itis（high/about）time+（that）從句，意為“是該做……的時(shí)候了”，從句常用一般過去時(shí)態(tài)。③thetime引導(dǎo)時(shí)間狀語從句，意為“一……就”。④each/every...，意為“每當(dāng)……時(shí)候”，相當(dāng)于whenever引導(dǎo)的從句。⑤bythetime（that...）意為“到……為止”。若從句為過去時(shí)，主句用過去完成時(shí)；若從句為一般現(xiàn)在時(shí)或現(xiàn)在完成時(shí)，主句用將來完成時(shí)。⑥Thefirst/lasttime（that）...引導(dǎo)時(shí)間狀語從句，意為“當(dāng)?shù)谝淮?最后一次（做）……的時(shí)候”，主句常用進(jìn)行時(shí)態(tài)。
1.（NMET1992）—Doyouknowourtownatall？
—No，thisisthefirsttimeI____________here.
A.wasB.havebeenC.cameD.amcoming
2.（NMET1992）ThelasttimeI____________Jane，she____________cottoninthefields.
A.hadseen；waspickingB.saw；picked
C.hadseen；pickedD.saw；waspicking
3.（1995年上海）IntheofficeIneverseemtohavetimeuntilafter5：30p.m.____________manypeoplehavegonehome.
A.whosetimeB.that
C.onwhichD.bywhichtime
Answers：B，D，D
6.add的用法：
addto增加；add...to...把……加到……；addupsth.加起來；addupto總計(jì)
TranslatethefollowingsentencesintoChinese：
Whatthestudentshavedonehasaddedtotheteacher’strouble.
學(xué)生們所做的一切事增加了老師的麻煩。
Motheraskedmetoaddsomesalttothesoup.
媽媽要我往湯里加點(diǎn)鹽。
Fouraddedtosixmakesten.
四加六等于十。
Pleaseaddthemuptoseeifthenumberiscorrect.
請(qǐng)把這些數(shù)字加起來。
Thecostofthetwotripsaddsupto1000yuan.
兩次的旅游費(fèi)用總計(jì)1000元。

Artandarchitecture（TheSecondPeriod）

TheSecondPeriod
TeachingAims:
1.Trainthestudentsreadingability.
2.Learnsomeusefulwordsandexpressions
3.Learnmoreaboutartandarchitecture.
TeachingImportantPoints:
1.Helpthestudentstounderstandthepassagebetter.
2.Learnandmastertheimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassage
better.
2.Howtomastertheimportantlanguagepointsinthepassage.
TeachingMethods:
1.DiscussiontohelpSsunderstandwhattheyvelearntbetter.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtounderstandthepassagebetter.
4.ExplanationtohelpSsmastersomelanguagepoints.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboardTeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIPre-reading
(Showthefollowingonthescreen.)

T:Lookatthescreen,please.Whatdoyousee?
Ss:Tiananmen.
T:Yes.LastsummerIwenttoBeijingandvisitedit.Itisbeautiful,isn’tit?Ss:Yes.
T:Isitmodernarchitectureorclassicalarchitecture?
Ss:ItsclassicalChinesearchitecture.
T:OK.Now,pleaselookatanotherpictureonthescreen.
(Showthefollowingonthescreen.)

T:Doyouknowwhatitis?
Ss:Yes,it’stheOperaHouseinSydney.
T:Isitclassicalormodern?
Ss:Modern.
T:Whatdoesitlooklike?
Ss:Itlookslikeshipsailsorseashells.
T:OK.Lookatthescreen.Herearesomeotherpictures.Someofthemareclassicalandtheothersaremodern.Lookcarefullyandthentellmewhichyouprefer.
(Showthefollowingpicturesonthescreen.)

T:OK.Whowouldliketotellusyouropinion?
S:Ilikemodernarchitecturebetterbecauseitmakesyougetexcitedandencouragedwhenyouseeit.
T:OK.Whohasadifferentopinion?
S:Inmyopinion,Ithinkclassicalarchitecturecanmakeyourelaxandmakeyoufeelclosetonature.Andyoucanfindmanybeautifulthingsinit.Manypartsarecarefullydesignedandconstructed.Ilikeclassicalarchitecturebetter.
T:Good.Today,wellreadmoreaboutarchitecture.First,openyourbooksand
turntoPage19.LookatthepicturesinPre-readingandthetitleofthetext“Modernarchitecture”andfinishEx.2quickly.Thencheckyouranswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswers.)
StepIIIReadingandUnderstanding
T:Bynow,wevetalkedmuchaboutarchitecture.Now,letsreadthepassage.Firstofall,readthenewwordsafterme,please.
(Teacherteachesthestudentstoreadthenewwordsinthisperiod.Then
studentsreadthewordsbythemselvesforamoment.Atlast,asksome
studentstoreadthewords.)
T:Now,readthepassagequickly.Youllfindtwowordsinbold.Trytofindout
whattheyreferto.
(Threeminuteslater,asktwostudentstosaytheiranswers.)
T:OK.Haveyoufinished?
Ss:Yes.
T:OK.Whocantelluswhat“them”inthefourthparagraphrefersto?
S:Ican.Itrefersto“modernbuildings”.
T:Doyouagree?
Ss:Yes.
T:Now,howabouttheword“that”inthesixthparagraph?Whoknows?
S:Illhaveatry.Itreferstothesentence:Naturedoesnthaveanystraightlines.
T:Doyouthinkhis/heranswerisright?
Ss:Yes.
T:Verygood!Now,youknowtwoarchitectsarementionedinthepassage.Andthepassagealsotalksabouttheirworks,whichwereinspiredbylookingatnature.Readthepassageagain.Thistime,youshouldreaditcarefullytofindoutwhotheyareandwhatinspiredthem.Areyouclear?
Ss:Yes.
T:(Afewminuteslater.)Letsstophere.Whocantelluswhothetwoarchitectsare?
S:TheyreFrankLloydWrightandAntonioGaudi.
T:Yes,quiteright.Doyouknowwhatinspiredthem?
S:FrankLloydWrightwasinspiredbyJapaneseseashellsandAntonioGaudi
wasinspiredbyfish,dragonsandsoon.
T:Verygood.Pleasesitdown.WeknowthatBeijingwillhostthe2008Olympic
Games.ThispassagealsotalksaboutthenewOlympicStadiuminBeijing.
Peoplecallit“TheBirdsNest”.Doyouknowwhy?
S:Becauseviewedfromthetop,itlooksasifthestadiumiscoveredbyagray
netofsteel,anditlooksjustlikeabirdsnestmadeoftreebranches.
T:Thatsright.Weknowtraditionalandmodernarchitecturesmakeuseofdifferentmaterials.Whocantelluswhattheyare?
S:Letmetry.Theyare:earth,stones,bricks,wood,steel,concrete,glassandsoon.
T:Whocandividethemintotwogroups?
S:Wecandividethemintonaturalmaterialsandmodernmaterials.Earth,
bricks,stonesandwoodarenaturalmaterials.Steel,glassandconcreteare
modernmaterials.
T:(Writethemdownontheblackboard.)Verygood.Now,thinkcarefully.Whatothermaterialsbelongtothesegroups?Ifanybodyknows,pleasecometowritethemdownontheblackboard.
(Ssmayhavevariousanswers.)
StepIVDiscussionandExplanation
T:Readthepassageagainsilentlyandthenhaveadiscussionaboutthequestions
inEx.5andEx.6onPage21ingroupsoffour.
(Afewminuteslater,theteachermaycollecttheiranswers.)
T:Good.Ithinkyouveunderstoodthemeaningofthepassage.Now,Illexplainsomeimportantwordsandphrasestoyou.Listencarefullyandtakenotes.
(Showthefollowingonthescreen.)
1.impressvt.haveafavourableeffectonsb.;makesb.feeladmirationand
respect
e.g.Weweremostimpressedby/withyourefficiency.
Thefilmimpressedmeverymuch.
2.actas:performtheroleorfunctionofsb./sth.
e.g.Idontunderstandtheirlanguage;you’llhavetoactasaninterpreter.
Thechemicalactedasacatalyst.
3.despiteprep.withoutbeingaffectedby
e.g.Despitewantingtoseehimagain,sherefusedtoreplytohisletters.
Despitewhatotherssay,Ithinkheisagoodboy.
4.inspirevt.fillsb.withthoughts,feelingsoraims
e.g.Hisbestmusicwasinspiredbythememoryofhismother.
Hisspeechinspiredmetotryagain.
5.viewvt.lookat/watch(sth.)carefully
e.g.Wellgoandviewthehousebeforewebuyit.
Heviewedthewholethingasajoke.
6.fillupwith:make/becomecompletelyfull
e.g.Thesoliderfilledupthetankwithpetrol.
Theroomsoonfilledupwithpeople.

(Bb:impress,actas,despite,inspire,view,fillupwith)
StepVListeningandReading
T:Now,letslistentothetape.Illplaythetapetwiceforyou.YoushouldlistencarefullythefirsttimeandthenreadafterthetapewhenIplaythetapethesecondtime.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeat.Thenasksomestudentstoread
thepassage.Onestudent,oneparagraph.Helpthemwiththeirpronunciation.)StepVISummaryandHomework
T:Todaywevereadapassageaboutmodernarchitecture.We’vealsotalkedabouttraditionalarchitecture.We’velearntsomeusefulwordsandphrases,too.Afterclassyoushouldreadthetextmoretounderstanditbetterandtrytousethenewwordsandphrasesmoretomasterthembetter.Thatsallfortoday.
StepVIITheDesignoftheWritingontheBlackboard

Unit3Artandarchitecture
TheSecondPeriod
Buildingmaterials:
Group1:
naturalmaterials:
earth,bricks,stones,wood...
Group2:
modernmaterials:
glass,steel,concrete...
Wordsandphrases:
impress,actas,despite,inspire,view,fillupwith
StepVIIIRecordafterTeaching

Makingadifference（TheSecondPeriod）

俗話說，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