高中語文必修二教案

高二上人教版Unit 3 Life in the future。

veralminutes.

T：Now,pleasereportyourwork.

G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.

G2:Astowherepeopleworkinthefuture,theanswers

aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.

G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.

G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.

G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.

G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.

T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.

SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.NowclassisoveUnit6Lifeinthefuture

I.單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talkaboutlifeinthefuture

LearnaboutNounClauses(2)

Practicemakingpredictions

Writeadefinitionparagraph

Ⅱ.目標(biāo)語言

功

能

句

式

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

詞

匯

1.四會詞匯

prediction,exact,forecast,trend,contemporary,indicate,urban,energy,ensure,system,consumer,reform,goods,purchase,tiny,cash,remain,importance,regular,medical,deal,physician,cure,biochemistry,educator,distance,hopeful,cheat,wrist,require,programme,reality,absurd

2.認(rèn)讀詞匯

Mekanika,glimpse,E-commerce,necessity,crowded,mall,chip,SARS,smallpox,genetics,lifelong,well-prepared,identify,old-fashioned,imitate,virtual,lifelike,definition

3.重點詞組

catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore

4.重點詞匯

forecast,major,indicate,ensure,remain,regular,cheat,cure,require

語法

NounClauses(2)名詞性從句

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Theyarecarefulaboutwhattheyeatandexerciseregularly.

3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.

4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.

5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.

6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.

重

點

句

子

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.

3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....

4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.

5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.

6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.

III.教材分析與教材重組（合同幫幫網(wǎng) 551336.COM）

1.教材分析

本單元的主題是“Lifeinthefuture”，功能項目是“談?wù)撐磥砩睢焙汀白龀鲱A(yù)測判斷”，寫作要點是學(xué)寫描述性文章。通過本單元的學(xué)習(xí)，要讓學(xué)生了解科學(xué)技術(shù)進(jìn)步在未來生活中的巨大推動作用。教師要借助聽力、討論、閱讀、寫作等一系列扎實有效的教學(xué)活動，進(jìn)一步拓展學(xué)生想象力，提升其語言實踐能力，讓他們意識到只有用自己的智慧和勤勞的雙手才能改造社會，為人類造福。

1.1WARMINGUP提供了四幅圖片和八個相關(guān)話題，本部分可以作為下文“說”的鋪墊，學(xué)生分組討論，使其有話可說，無話不說。

1.2LISTENING有兩個任務(wù)，一是聽錄音，回答問題，側(cè)重于聽能培養(yǎng)，二是討論Mekanik的生活方式與現(xiàn)代生活方式的不同，并給Mekanika寫信回答她所關(guān)心的問題。

1.3SPEAKING要求把全班分成四個小組，每一組從不同角度出發(fā)陳述贊同或反對“有一相似人”的理由。這種開放式討論有助于引導(dǎo)學(xué)生運用所學(xué)知識合作學(xué)習(xí)，指導(dǎo)他們?nèi)娴?、辨證地看待問題。

1.4PRE-READING是READING的熱身活動。要求學(xué)生采用快速瀏覽的方式確定不同段落的主題，潛移默化地培養(yǎng)學(xué)生skimming這一非常有效的閱讀技巧。

1.5READING采用“總-分-總”的寫作手法，大小標(biāo)題形象地展示了本文的結(jié)構(gòu)和內(nèi)容。教師要引導(dǎo)學(xué)生充分利用“標(biāo)題”這一有效的閱讀技巧把握文章主旨，了解作者的寫作意圖，并深入地培養(yǎng)他們猜測詞義、理解語句、歸納段落大意等能力。

1.6POST-READING從回答問題、分析比較和展開討論三個層面由低到高、由易到難，循環(huán)遞進(jìn)，引導(dǎo)學(xué)生結(jié)合現(xiàn)實生活，發(fā)揮想象，暢談未來，從而達(dá)到綜合運用英語進(jìn)行交際的目的。

1.7LANGUAGESTUDY“詞匯學(xué)習(xí)”部分旨在培養(yǎng)學(xué)生根據(jù)語境猜測生詞并正確運用所學(xué)詞匯的能力。其核心是把詞匯的學(xué)習(xí)和真實的語境巧妙結(jié)合起來，逐步拓展學(xué)生的詞匯量。“同步語法”部分則設(shè)計了不同類型的連線題、判斷題和轉(zhuǎn)換題，旨在訓(xùn)練學(xué)生準(zhǔn)確理解名詞性從句并靈活運用的能力。

1.8INTEGRATINGSKILLS閱讀部分是一封書信，Mekanika給人類寫一封信，介紹3044年生活方式和具體感受。文章充滿大膽的想象和對美好生活的向往，借此來激發(fā)學(xué)生的想象力，使其憧憬未來生活，更要珍惜現(xiàn)代生活。相對起來，寫作任務(wù)更加富有挑戰(zhàn)性，不但要求學(xué)生大膽想象，還要求學(xué)生言之有理，言之有物。

1.9Tips指導(dǎo)學(xué)生如何鞏固自己的詞匯量——建立單詞收集卡片。

1.10Checkpoint部分簡要地總結(jié)本單元語法重點，并引導(dǎo)學(xué)生總結(jié)與本單元話題密切相關(guān)的詞匯。

2.教材重組

2.1從話題內(nèi)容上分析，WARMINGUP與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計成一節(jié)任務(wù)型“口語課”。

2.2將LISTENING和Workbook中的LISTENING整合在一起，設(shè)計成一節(jié)任務(wù)型“聽力課”。

2.3可將PRE-READING,READING和POST-READING三個教學(xué)活動整合在一起上一節(jié)任務(wù)型“閱讀課（一）”。

2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語法練習(xí)題整合在一起上一節(jié)任務(wù)型“語法課”。

2.5可將INTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起來上一節(jié)“閱讀課（二）（泛讀課）”。

2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。

3.課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時教完）

1stperiod口語課

2ndperiod聽力課

3rdperiod閱讀課

4thperiod語法課

5thperiod泛讀課

6thperiod寫作課

Ⅳ.分課時教案

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言

①重點詞匯和短語

prediction,inthefuture,double,exact,original,

confused

②交際用語

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

2.Abilitygoals能力目標(biāo)

①Enablethestudentstothinkupmorecreativeideasforthefuturelife.

②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.

3.Learningabilitygoals學(xué)能目標(biāo)

①Helpthestudentstomakepredictionsbyusinggivenclues.

②Inspirethestudentstobemorecreativeinthinking.

Teachingimportantpoints教學(xué)重點

Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.

Teachingdifficultpoints教學(xué)難點

Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.

Teachingmethods教學(xué)方法

1.Co-operativemethodforcreativeideas.

2.Task-basedapproachtodiscussthetopic——havingadoubleornot.

Teachingaids教具準(zhǔn)備

1.Acomputer

2.Aprojector

Teachingprocedures&ways教學(xué)過程與方法

StepILead-in

1.Greetings.

2.Lead-in

T:Boysandgirls,wemayoftenaskourselvesthisquestion:“Whatwilllifebelikeinthefuture?”It’sreallyaninterestingquestion.Todaywe’lltakethischancetotalkaboutthissubject.Nowlet’scometoWARMING-UP.

StepIIWarmingup

Picturetalking

Thisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.

T:Nowyouaredividedintofourgroups.Eachtriestothinkofmorethanonesentencetodescribethepicture.Thenthegroupleaderwillbeaskedtoreportyourwork.veralminutes.

T：Now,pleasereportyourwork.

G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.

G2:Astowherepeopleworkinthefuture,theanswers

aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.

G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.

G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.

G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.

G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.

T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.

SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.Nowclassisove

精選閱讀

高二上人教版Unit2Newsmedia

Unit2Newsmedia

Ｉ．單元教學(xué)目標(biāo)

技能目標(biāo)Goals

▲Talkaboutnewsandthemedia

▲Practiseexpressingopinions

▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative

▲Writeacomparisonparagraph

ＩＩ．目標(biāo)語言

功

能

句

式

Practiseexpressingopinions

Whatdoyouthinkof...?

What’syouropinion?

Whydoyouchoose...?

Perhaps...ismoreimportant.

Iwouldratherchoose...

Idon’tthinkweshouldchoose...

Maybeitwouldbebettertochoose...

Ourreaderswanttoknowabout...

詞匯

1.四會詞匯

media,reliable,fire,face,difficulty,editor,reason,elect,injure,headline,inform,informed,relate,talented,switch,present,reflect,effort,spiritual,AIDS,seldom,addict,social,ignore,attention,view,tolerate,affair,concern,telegram,retire,complete,bore,attitude,disappoint,guard,citizen,polluter,arm,update

2.認(rèn)讀詞匯

nosy,Gray,rumour,interviewee,interviewer,truthfully,passion,fulfilment,critical,source,current,neutral,locate,overseas,DavidBeckham,TigerWoods,troublemaker,responsible,caring,demonstrate,comparison,checklist

3.詞組

goup,burndown,foronce,beaddictedto,evenif,

drawattentionto,onallsides,changeone’smind,currentaffairs,lookupto,fallinlovewith

4．重點詞匯

reliable,fire,face,difficulty,elect,injure,informed,relate,switch,present,reflect,effort,seldom，addict,affair,bore,disappoint,

update

語法

過去分詞作定語和表語

重

點

句

子

1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.

2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.

Ⅲ.教材分析與教材重組

1.教材分析

本單元以Media為話題，旨在通過單元教學(xué)使學(xué)生認(rèn)識了解新聞媒體以及新聞故事的產(chǎn)生過程。學(xué)會表達(dá)自己的觀點。了解什么是正面報導(dǎo)，什么是負(fù)面報導(dǎo)。學(xué)會比較事情的異同，并知道通過比較，可以讓讀者更容易明白你的寫作意圖。

1．1WARMINGUP旨在引導(dǎo)學(xué)生結(jié)合自己的體驗和認(rèn)識，了解哪種媒體更可*并掌握有關(guān)媒體的詞匯。

1．2LISTENING是一個采訪錄音和一段對話。通過聽這些材料幫助學(xué)生認(rèn)識到描述事情的方式不同，所產(chǎn)生的效果也不同。

1.3SPEAKING是一個任務(wù)型教學(xué)活動。要求同學(xué)們從發(fā)生的10件事情中選擇5件登在報紙上，并且說明選擇該事件的理由。此練習(xí)旨在鍛煉學(xué)生表達(dá)觀點的能力，同時也為READING做好鋪墊。

1.4PRE-READING是READING的熱身活動。旨在激發(fā)學(xué)生的興趣，讓學(xué)生了解傳媒的有關(guān)知識。

1.5READING是關(guān)于新聞背后的故事。文中通過對兩名記者的采訪，介紹了新聞故事的產(chǎn)生過程。

1.6POST-READING第一個題是PRE-READING的延續(xù)；第二題是在理解課文的基礎(chǔ)上，結(jié)合本單元所學(xué)知識，設(shè)計的開放性問題；第三題是訓(xùn)練學(xué)生正確看待媒體的能力，培養(yǎng)學(xué)生的是非判斷能力；第四題是訓(xùn)練學(xué)生的開放性思維，要求學(xué)生能夠把課本知識與社會生活知識聯(lián)系起來，就社會熱點問題-公眾人物的影響力這一話題用英語表達(dá)自己的觀點，是SPEAKING部分的功能與本單元話題結(jié)合的很好例證。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy第一題是用動詞的正確形式填空，第二題判斷形容詞是具有積極意義，消極意義還是中性意義。詞匯練習(xí)是為學(xué)生學(xué)習(xí)描述人和物打基礎(chǔ)的。Grammar在引導(dǎo)學(xué)生體驗、探究、歸納過去分詞做定語和表語功能的基礎(chǔ)上，進(jìn)行任務(wù)型鞏固訓(xùn)練。Part1是判斷13頁的8個句子中的過去分詞是做定語還是做表語；Part2則是把過去分詞作定語改寫成定語從句；Part3是把定語從句改寫為過去分詞，Part4是根據(jù)句意改寫成過去分詞作定語結(jié)構(gòu)；Part5是用動詞的正確形式填空，主要練習(xí)過去分詞作表語。

1.8INTEGRATINGSKILLS中的Speaking,Writing,andReporting是本單元內(nèi)容的綜合。涉及到LISTENING,SPEAKING和READING教學(xué)活動。文中舉例同一事件，記者的立場不同，看問題的角度不同，所作的報導(dǎo)不同，所產(chǎn)生的效果自然也不相同。就這一案例，通過討論和辯論活動，引導(dǎo)學(xué)生在描述人或物時，要有正確的態(tài)度，明確立場。寫作部分(Writing)要求同學(xué)們練習(xí)描述不同媒體的異同。

2.教材重組

2.1把WARMINGUP和LISTENING放在一起，為學(xué)習(xí)主課文作好鋪墊。

2.2SPEAKING單獨上一節(jié)課，培養(yǎng)學(xué)生的表達(dá)能力，學(xué)會正確的表述自己的觀點。

2.3將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。

2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課”。

2.5將GRAMMAR與WORKBOOK中的語法練習(xí)題整合在一起上一節(jié)“語法課”。

3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）

1stperiodWarmingupListening

2ndperiodSpeaking

3rdperiodReading

4thperiodIntegratingSkills

5thperiodGrammar

Ⅳ.分課時教案

TheFirstPeriodListening

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言

重點詞匯和短語media,reliable,fire,face,difficulty

2.Abilitygoal能力目標(biāo)

Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.

3.Learningabilitygoal學(xué)能目標(biāo)

Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.

Teachingimportantpoints教學(xué)重點

Talkaboutnewsandmedia

Teachingdifficultpoints教學(xué)難點

Howtoimprovestudents’listeningabilityandteachthem

toexpressopinions.

Teachingmethods教學(xué)方法

1.Listeningtothetape(individuals).

2.Discussionafterlisteningtothematerials.

Teachingaids教具準(zhǔn)備

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教學(xué)過程與方式

StepILeadingin

T:Goodmorning,boysandgirls!Look,whatisinmyhand?

Ss:Anewspaper.

T:Whatcanwegetfromanewspaper?

Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.

T:Good.Doyoureadnewspaperseveryday?

S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.

S2:Iwouldliketolistentoradio.

S3:IwatchTVeveryday.

S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.

T:Quitegood.I’mverygladyouknowmanykindsofnewsmedia.Nowlet’stalkmoreaboutthesenewsmedia.

StepⅡWarmingup

Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.

T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour

opinions.

Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.

Possibleanswers:

1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.

2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.

FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.

3.ItrustTV,leadingpapersandimportantradiostations.

4.No.

5.magazine,newspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headline,interview,journalist,opinions,reliable,reporter,trueandsoon.

StepⅢPre-listening

AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.

StepⅣListening

Playthetapeforthestudents.Afterlisteningforthefirsttime,thestudentsshouldticktheinformationtheycanhearineachpart.Thenplaythetapeagain.ThistimestudentswillanswerthesecondquestiononPage10.Aftercheckingtheanswers,dotherestoftheexercises.

StepⅤDescribingpeople

Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?

T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.

JohnTrussell

Mylittlebrother.(Idon’tcarethathe’sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe’sthebestoneIthinkImayeverhavewhobringsmethepleasureofadopting(收養(yǎng)).Inspiteofallthepainthatheoccasionallygoesthrough,Ihaveseenhimbearitwithpatienceandcalm,anddohisbesttomakecertainthatnooneelsewashurtbeforecopingwithhisownpain.ItismyonlyhopethatIwillneverlosethislittlebrother.

ChuckTetzlaff

Heisveryfunny,overworked,andisthethirdmanI’veevermetwhocanconsistentlymakemeunabletostoplaughing.Atthesamepoint,Iwillgettoseehimmoreoften,butthatwillprobablybeafterhefinishesworkingforhisChemistryProfessor.

Ss:Theyaredescribedinapositiveway.

T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.

IwasonmywaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelopmorepositiveteamrelationships.Isharedthatridewithamanwhosefaceborethefrownlinesthatevidencedaless-than-positiveattitude.

Hecommented,“I’mnotsosureaboutthiselevator.”

“Oh?Whynot?”Iasked.

“Itwasslowgettingtous,anditsoundsfunny.”

“I’msurewe’llmakeit,”Iencouragedhim.

“Idon’tknow.Younevercantellaboutthesethings.”

Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”

Unimpressed,heanswered,“Yeah,butthedoor’snotopenyet.”

Ss:Theman’sattitudeisnegative.

T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.

Readthefollowing.Itwillhelpyoutobecomepositive.

Changingnegativethoughts

Situation

Negative

thoughts

Otherexplanations

Gettingcritical

feedbackfor

anessay

Iamstupid.

Ididn’thavemuchtimetodothisessaytheworkloadhasbeenveryheavyrecently.Ichosetodootherthingsaswell.Theworkissupposedtobechallenging.Constructivecriticismhelpsmetoimprove.I’vedonewellinthepast,whichshowsIcandowell.

Myfrienddoes

notwanttosee

metonight.

Theydon’t

careabout

meanymore.

Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.

T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou

arefamiliarwithinanegativewayandtheninapositiveway.

StepⅥHomework

1.FinishthelisteningexercisesonPage88.

2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway

高二上人教版Unit1Makingadifference

Ｉ．單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目標(biāo)語言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

詞匯

1.四會詞匯

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate,scan,boundary,

graduate,research,wheelchair,disable,theory,

seek,misunderstand,scientific,observe,match,

predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment

2.認(rèn)讀詞匯

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

StephenHawing,PhD,promising,incurable,engage,JaneWilde,exploration,RogerPenrose,observation,Newton,DNA,

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.詞組

workon,goby,be/getengagedtosb,goonwith,dreamof,

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重點詞匯

undertake,debate,disable,seek,misunderstand,observe,

match,predict,patient

語法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

點

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析與教材重組

1.教材分析

通過學(xué)習(xí)著名科學(xué)家的故事，激發(fā)學(xué)生學(xué)科學(xué)，愛科學(xué)，不畏艱難，勇于克服困難，勇攀高峰的科學(xué)精神。通過對科學(xué)家的描述，幫助學(xué)生學(xué)會描述人。引導(dǎo)學(xué)生對科學(xué)的好奇心，培養(yǎng)他們辯論的能力。

1.1WARMINGUP通過名人名言引導(dǎo)學(xué)生學(xué)會描述人。

1.2LISTENING是描述科學(xué)家的材料。

1.3SPEAKING是一個任務(wù)型教學(xué)活動。提供了5門學(xué)科，讓學(xué)生辯論哪一科最重要和對社會最有用。

1.4PRE-READING要求學(xué)生快速瀏覽文章并獨立完成三個問題，為READING的熱身。

1.5READING是關(guān)于著名科學(xué)家斯蒂芬·霍金的故事。通過學(xué)習(xí)他的故事，培養(yǎng)學(xué)生不畏艱難，敢于克服困難，勇攀高峰的大無畏的科學(xué)精神。

1.6POST-READING第一個題是三個選擇題，目的是訓(xùn)練學(xué)生的事實核對能力；第二題是三個問答題，除了訓(xùn)練學(xué)生的概括能力外，更能開闊學(xué)生的思路，豐富學(xué)生的視野；第三題是訓(xùn)練學(xué)生開放性思維，要求學(xué)生能夠把課本知識與社會生活知識聯(lián)系起來，多角度的去思考問題。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習(xí)，旨在培養(yǎng)學(xué)生的英語思維能力，有助于養(yǎng)成英語思維的習(xí)慣。Grammar在引導(dǎo)學(xué)生體驗、探究、歸納不定式結(jié)構(gòu)功能的基礎(chǔ)上，進(jìn)行任務(wù)型鞏固訓(xùn)練。Part1是歸納不定式結(jié)構(gòu)功能分類練習(xí)；Part2則是有一定難度的不定式被動語態(tài)練習(xí)；Part3把不定式放在一定語境中的綜合練習(xí)，以著名科學(xué)家斯蒂芬·霍金的夢想實現(xiàn)過程為范例，談?wù)撊绾螌崿F(xiàn)自己的夢想。本單元的語法訓(xùn)練設(shè)計是以功能為特征的功能語法訓(xùn)練，充分體現(xiàn)了新教材的話題、功能、結(jié)構(gòu)、任務(wù)相結(jié)合的特點。

1.8INTEGRATINGSKILLS中的Reading介紹了一些著名科學(xué)家成功的原因，讓學(xué)生了解科學(xué)家成功的要素。WRITING部分要求學(xué)生通過圖書館、互聯(lián)網(wǎng)等途徑了解自己喜歡的科學(xué)家。然后根據(jù)提示作一介紹。

1.9TIPS介紹了學(xué)英語的科學(xué)方法。鼓勵學(xué)生科學(xué)的對待學(xué)習(xí)。

2.教材重組

2.1把WARMINGUP作為LISTENING的熱身練習(xí)，將WARMINGUP，LISTENING與SPEAKING整合在一起，通過談?wù)摽茖W(xué)和科學(xué)家，練習(xí)描述人和進(jìn)行辯論，上一節(jié)“聽說課”。

2.2把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。

2.3將GRAMMAR與WORKBOOK中的語法練習(xí)題整合在一起上一節(jié)“語法課”。

2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（一）”。

2.5將WORKBOOK的INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（二）”。

3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分課時教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學(xué)目標(biāo)

1.TargetLanguage目標(biāo)語言

a.重點詞匯和短語

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交際用語Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目標(biāo)

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals學(xué)能目標(biāo)

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教學(xué)重點

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教學(xué)難點

Howtodescribepeopleandhowtodebate.

Teachingmethods教學(xué)方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具準(zhǔn)備

ataperecorder,aprojectorandacomputer

Teachingproceduresways過程與方式

StepIWarmingup

ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.

T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.

Ss:Gladtoseeyou,Mr.…/Ms….

T:Howwasyourholiday?Haveyoumadeanynewfriends？HereIwillintroducesomefriendstoyou.Lookathim,whoishe?

ShowthepictureofAlbertEinsteintotheclass.

S1:AlbertEinstein,agreatscientist.

T:Whatisheknownfor?

S2:TheoryofRelativity.

T:Hereisabriefintroductionofhim.Pleaselookatthescreen.

ShowthefollowingsentenceonthePowerPoint.

Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.

T:Ok.Herearesomepicturesoffamouspeopleandquotesfromthem.Pleasematchthepictureswiththequotes.Thisisgroupwork.Pleasediscusswithyourgroupmembers.Twominuteslaterwewillchecktheanswers.

Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.

SuggestedanswersareshownonthePowerPoint:

Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)

Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)

Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)

T:Ok.I’dlikeyoutoexplainthequotes.

S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.

T:Howdoyouunderstandit?

S1:Everyoneneedstoworkhardtosucceed.

T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.

Introducetheotherquotesinthesameway.

Theexplanationofthequotes:

Imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.

Nothinginthisworldistobefeared...onlyunderstood....Thisisastretchofanoldsaying:youonlyfeartheunknown.SoMariewasright,butstillnot.Shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.

Geniusisonepercentinspirationandninetypercentperspiration....Thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoWORKHARDtomakedreamscometrue

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious....Thisisagoodone.Ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.Itdoesn’tSEEMtobethetruthandthisisanoxymoron,butverytrue.

Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....Unlessonehasdesiretolearnhimselfyoucannothelphim.Onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.Galileomayhavehadapointhere.Butitisaveryhumbleviewofateacher.

T:Doyouknowanyotherquotesaboutscienceandthinking?

S:Yes,Iknowsome.

Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!

Knowingisnotenough,youmusttakeaction.—AnthonyRobbins

Actionisfoundationalkeytoallsuccess.—AnthonyRobbins

SuggestedanswerstoQ34.

3.SirIsaacNewton:

TheUniversalLawofGravitation

CharlesDarwin:

OntheOriginofSpecies

4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists

successful.I’dliketolearnthestoriesofhowtheysucceeded.

StepIIListening

T:Aftertalkingaboutthescientists,wewilllistentothetape.

Pleasetrytojudgewhothefamousscientistsdescribed

onthetapeare.Andfinishtheexercises.

Afterlistening,checktheanswerswiththewholeclass.

Aftercheckingtheanswers,askstudentswhattheyareinterestedin.Theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.Theyaregivenfiveminutestofinishit.

T:WhatareyouinterestedinS1?

S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.

T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.

Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.

StepIIISpeaking

T:Boysandgirls,fromtheaboveexerciseIlearnthatyouareinterestedindifferentsubjects.NowI’dlikeyoutoplayagame.Nowyouwillbedividedinto5groupstorepresentabranchofscience.

ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.

T:Youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.Pleaserefertotheusefulexpressions.Whenyoudebate,pleasethinkofenoughreasons.Youmaydiscussinyourgroupforthreeminutes.

ShowtheusefulexpressionsonthePowerPoint.

That’scorrect.

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

StepⅣPractice

Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.

T:I’mgladyouhavedoneaverygoodjob.Ihavetoadmitallofyouareright.Everybranchofscienceisveryimportantanduseful.Ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.

ThenaskstudentstodothetalkingonPage82.

T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?

Ss:Yes.

T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.

Ss:Whereisthescientist,whoisheorshe?

T:Thisisjustagame.Youaregoingtodopairwork.Imagineoneisthescientist,theotheristhestudent.Youaregiventhreeminutestodoit.ThenIwillasksomepairstoactitout.NowturnyourbookstoPage82anddothepairwork.

Threeminuteslater,thestudentsareaskedtoactouttheinterview.

T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.

StepⅤHomework

FinishthelisteningexercisesonPage81.

Surfontheinternetorusethelibrarytofindmoreaboutscientists.

高二上人教版Unit4Agardenofpoems

extabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
課后記：
Period2Speaking
Teachingaims:
1.TalkingaboutpoemstoraisetheSs’interestinpoems.
2.MakingdialoguetoimprovetheSs’speakingability.
Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadn

sp;thisshortpassage,what’syourpointofviewaboutthedestiny(命運)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
課后記：
Period3Reading
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.
Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布o(jì)nthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modern

oetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.
2.Poemshelpustounderstandlife,virtues,beautyandromance…
3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible
ReferenceforTeaching
ONTHESEA
JohnKeats
Itkeepseternalwhisperingsaround
Desolateshores,andwithitsmightyswell
GlutstwicetenthousandCaverns,tillthespell
OfHecateleavesthemtheiroldshadowysound.
Often’tisinsuchgentletemperfound,
Thatscarcelywilltheverysmallestshell
Bemov’dfordaysfromwhereitsometimefell,
WhenlastthewindsofHeavenwereunbound.
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whoseearsaredinn’dwithuproarrude,
Orfedtoomuchwithcloyingmelody-
SityenearsomeoldCavern’sMouth,andbrood
Untilyestart,asifthesea-nymphsquir’d!
ASOLDIER
RobertFrost
Heisthatfallenlancethatliesashurled,
Thatliesunliftednow,comedew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Thehero’sharp,thelover’slute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires’"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
Idream’dthatGreecemightyetbefree
For,standingonthePersians’grave,
Icouldnotdeemmyselfaslave.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過戀歌；
在這里，戰(zhàn)爭與和平的藝術(shù)并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽，一切已經(jīng)消沉。開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽，
而今在這發(fā)源地反倒喑??；
呵，那歌聲已遠(yuǎn)遠(yuǎn)向西流傳，
遠(yuǎn)超過你祖先的“海島樂園”。起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨自在那里冥想一刻鐘，
夢想希臘仍舊自由而歡樂；
因為，當(dāng)我在波斯墓上站立，
我不能想象自己是個奴隸。
DonMclean–Vincent
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
3.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:If

nbsp;twowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個荒涼的島上，為了生存下去，你會怎么辦呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同點:現(xiàn)在分詞和過去分詞在句中不能單獨作謂語,但可作定語,表語,賓語補(bǔ)足語,狀語.
分詞作狀語時,其邏輯主語是句子的主語.如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點:現(xiàn)在分詞有時態(tài)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動”和“進(jìn)行”;過去分詞的一般式常表“被動”和“完成”.
式語態(tài)及物動詞make的主動語態(tài)及物動詞make的被動語態(tài)
不及物動詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過去分詞maderisen
3.易混淆點:
a.分詞作伴隨狀語時,若表”正在被……”的概念,常用過去分詞,而不用現(xiàn)在分詞的被動式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動式和過去分詞兩者都可表示“完成”和“被動”,但前者更加強(qiáng)調(diào)分詞動作明顯先于謂語動作;而后者的時間性不強(qiáng).
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分詞”專項能力訓(xùn)練題
單項填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.nbs,;,;,;writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknow
C.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.Knownnot
C.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouraged
C.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.Tobegreatlyencouraged.D.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.Havingwarned
C.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.adding.D.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.
課后記：
Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.
StepOneWarming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V1*
Icanseethefirstleafsfalling
It’sallyellowandnice
It’ssoverycoldoutside
LikethewayI’mfeelinginside
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V2*
Outsideit’snoraining
Andtearsarefallingfrommyeyes
Whydidithavetohappen
Whydiditallhavetoend
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V3*
Ihaveyourarmsaroundme
Warmlikefire
ButwhenIopenmyeyes......
Yourgone
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*RepeatChorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthing
Ifuleaveme
ButIdo
FeelIwill
Missumuch
missumuch
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
StepTwoPre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThreeWhile-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.

.g.avoid,recite,extraordinary
StepFourPost-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFiveExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSixEnjoyyourselves
AsksomeSstosingthesong----Rightherewaiting
EnjoysomeotherEnglishsongsiftimepermits
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
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高二上人教版Unit5TheBritishIsles

Ｉ.單元教學(xué)目標(biāo)

技能目標(biāo)Goals

TalkabouttheBritishIsles.

Practiceexpressingagreementanddisagreement

LearnaboutNounClauses(1)

Writeadescriptionofalandscape.

Ⅱ.目標(biāo)語言

功能句式

Practiseexpressingagreementanddisagreement.

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

Aren’tyouconfusing...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

Yes,Ithinkso

詞匯

1.四會詞匯

consist,state,powerful,advantage,narrow,

republic,form,mild,influence,basis,mountains,union,strength,generally,belief,cigarette,own,production,research,coast,foot,employ,bear,wild,westwards,approach

2.認(rèn)讀詞匯

Ireland,Frank,diversity,Wales,Atlantic,inland,Welsh,Scottish,Gaelic,prime,PierceBrosnan,DanielDefoe,Salisbury,cathedral,ClarendonPark,Wilton,Christchurch,namely,moist

3.詞組

consistof,bemadeupof,makethemostof,holdtogether,lieoff,atthepoint,runover

4.重點詞匯

consist,form,generally,own,research,,employ,bear,approach

語法

NounClauses(1):SubjectiveClause,ObjectiveClause,PredicativeClause,AppositiveClause

重點句子

Theythinkitisjustamatteroflookingatmapscarefullyandremembering...P34

TheGroupofEightconsistsoftheeightrichestcountriesintheworld.P34

TheideathatEnglandstandsforFishChips,thespeaker’sCornerandthe...p35

WithinGreatBritainformanyyearsnow,therehasbeenagrowingmovementtomakethemostofitsculturaldiversity...P35

ThelargestislandiscalledBritain,whichisseparatedfromFrancebytheEnglishChannel,whichareatonepoint...P35

TherearesixspokenlanguagesthatareconsideredtobenativetotheBritishIslesplus...P36

Thecathedralisfamousfortheheightofitstower,whichiswithoutdoubt...P39

Neitherofthemisverylarge,buttheybecomealargeriverwhenjoinedtogether...P39

III.教材分析與教材重組

1.教材分析

本單元以UK為話題，旨在通過單元教學(xué)，讓學(xué)生了解UK是代表：TheUnitedKingdomofGreatBritainandNorthernIreland大不列顛及北愛爾蘭聯(lián)合王國。讓學(xué)生了解UK的歷史、地理、文化和名勝古跡。同時讓學(xué)生掌握表示同意或不同意的交際用語。使學(xué)生通過本單元學(xué)習(xí)，能夠介紹某一地區(qū)的情況。

1.1WARMINGUP提供了四幅有關(guān)UK的圖片，讓學(xué)生用已有的知識和經(jīng)驗討論所給圖片的名稱，并結(jié)合學(xué)生已有的知識談?wù)撚某鞘?、河流，及它的文化、藝術(shù)、建筑、生活等。

1.2LISTENING是關(guān)于上課時間表的聽力材料，難度中等。聽后與同伴合作設(shè)想自己理想的上課時間表，并向其描述自己的課程表。

1.3EAKISPNG根據(jù)材料，四人小組合作，談?wù)撚嘘P(guān)語言學(xué)習(xí)、地理學(xué)習(xí)和一些島嶼國家的發(fā)展，從而鍛煉學(xué)生的語言表達(dá)能力。

1.4PRE-READING是READING的熱身活動。它要求采用與同學(xué)討論交流的方式談?wù)撚臍v史、地理、文化等。

1.5READING是一篇有關(guān)TheUKandIreland的歷史、地理、文化、名勝古跡等方面的文章。

1.6POST-READING第一個題要求學(xué)生根據(jù)所學(xué)內(nèi)容，將所給的與英國有關(guān)的地名，填入到英國地圖內(nèi)，進(jìn)一步鞏固所學(xué)內(nèi)容。第二題是設(shè)計從歐洲大陸游泳到英國去的最佳路線。第三題是描述英國的美麗風(fēng)光。第四題是設(shè)想一個在英國四周旅行的計劃。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，WordStudy是根據(jù)語境在運用中掌握詞匯。Grammar是關(guān)于名詞性從句，通過語法練習(xí)加以鞏固。

1.8INTEGRATINGSKILLS中的ReadingandWriting要求學(xué)生先讀,然后完成兩個任務(wù)型的作業(yè)。即：1.學(xué)生四人一組，描述由英國著名作家丹尼爾.笛福描寫的有關(guān)英國城市索爾茲伯里的一篇游記，主要圍繞英國城市索爾茲伯里的歷史、地理、文化、名勝古跡生活等進(jìn)行表述。2.學(xué)生四人一組，談?wù)撘粋€旅游勝地或家鄉(xiāng)，并就該地的歷史，地理等進(jìn)行介紹，最后寫成作文。

2.教材重組

2.1從話題內(nèi)容上分析，WARMINGUP與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計成一節(jié)任務(wù)型“口語課”。

2.2將LISTENING和Workbook中的LISTENING整合在一起，設(shè)計成一節(jié)“聽力課”。

2.3可將PRE-READING,READING和POST-READING三個活動整合在一起上一節(jié)“閱讀課（一）”。

2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語法練習(xí)題整合在一起上一節(jié)“語法課”。

2.5可將INTEGRATINGSKILLS中ReadinginPart1,和Workbook中INTEGRATINGSKILLS的Reading整合起來上一節(jié)“閱讀課（二）（泛讀課）”。

2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。

3.課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時教完）

1stperiod口語課

2ndperiod聽力課

3rdperiod閱讀課

4thperiod語法課

5thperiod泛讀課

6thperiod寫作課

Ⅳ.分課時教案

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言：

a.重點詞匯和短語consist，consistof，state，powerful，advantage

b.交際用語Expressingagreementanddisagreement

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

2.Abilitygoals能力目標(biāo)

EnablethestudentstotalkabouttheUKandIrelandinEnglishandexpressagreementanddisagreementaboutsomeopinions.

3.Learningabilitygoals學(xué)能目標(biāo)

Helpthestudentslearnhowtodescribeaplace.

Teachingimportantpoints教學(xué)重點

LetSslearntousethestructuresofexpressingagreementanddisagreement.

Teachingdifficultpoints教學(xué)難點

Howtodescribecitiesandcountries.

Teachingmethods教學(xué)方法

1.Lookingattothepictures(individuals).

2.Pairsworktodiscussandworkingroups.

(cooperativelearning).

Teachingaids教具準(zhǔn)備

1.Acomputer2.Aprojector

Teachingproceduresways教學(xué)過程與方式

StepIRevision

1.Checkupthehomeworkexercises.Callsomestudents

toreadouttheircompositionsaboutfamousscientists.

2.AsktheSswhattheyknowaboutBritain.Askabout

thecountries,thepeople,thecapital,thelanguagesspokenandsoon.Collecttheinformationontheblackboard.

StepIIWarmingup

Talkaboutthepictureswiththeteacher’shelp.

T:LookatthepicturesonPage33.EachofthemisapictureoftheUK.Doyouknowthenamesofthesepictures?Youcandiscussthefollowingquestionswith

yourpartner.

Qs:1.Doyouknowwherethepicturesaretaken?

2.WhatdoestheUKstandfor?

3.WhatistheUKfamousfor?

4.NamefiveimportantcitiesintheUKandIreland.

Discussion

Sa:IthinkPicture1andPicture2areabouttheRiver

Thames.

Sb:Iagree.Itlooksverybeautiful.Howabouttheotherpictures?

Sc:IthinkPicture3andPicture4areaboutBuckingham

Palace.

Sd:Ithinkso.