小學(xué)語文微課教案

unit3TaskWritingaformallette。

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。你知道如何去寫好一份優(yōu)秀的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“unit3TaskWritingaformallette”，歡迎閱讀，希望您能夠喜歡并分享！

unit3TaskWritingaformalletter
Teachingaims
1.Learnhowtochangeorcorrectatext
2.Learnhowtoconductadiscussion
3.Learnhowtowriteaformalletter
Procedures
skillsbuilding1changingorcorrectingatext
1.Throughagamecalled“Chinesewhisper”,letSslearnwhenweareaskedtopassinformation,weneedto
v1correctgrammaticalerrorsandspellingmistakes
v2makechangestotheinformationinthetext
v3changethestyleorthetone
2.listenwiththeguideabove
step1confirminginformation
1.DiscussaboutwhatGMfoodisbeforelistening
2.Listentothetapeandmakenoteswhilelistening
skillsbuilding2conductingadiscussion
1.Learnhowtoaskforpeople’sopinionsandintroducenewideastothediscussion
ve.g.Whatdoyouthink?/Don’tyouthinkso?/Doyouagree?/Isthatyouropiniontoo?
ve.g.Anotherargumentisthat…/Don’tforget…/Ontheotherhand,…/Wecanalso…/Butwhatabout…?
step2reportingbacktoasciencejournal
1.AskstudentstotalkaboutGMfoodbrieflywiththenotetheymadeinstep1.
2.Discusstheinformationamonggroupmembers
3.Prepareaninterviewbetweenascientistandastudent,usingtheinformationyou’vecollected.
skillsbuilding3writingaformalletter
1.Learnthebasicelementsofaformalletter
ve.g.youraddress/thedate/receiver’sname,jobtitleandaddress/formalgreeting/formalending/yournameandsignature
2.Learnsomeusefulphrasestostartandendaformalletter,thenfinishthetask.
vStart:Withreferenceto…/Thankyoufor…/Inreplyto…/Iamwritingtoinformyou…
vEnd:Iwouldbegratefulifyoucould…/Ihopeyouwould…/Ilookforwardtohearingfromyousoon./Ifyourequireanyfurtherinformation…
step3writingaletteraboutGMfood
vReadthefirstletterandaskstudentstolistthemainpointsaboutGMfood.
vReadthesecondletterandaskstudentstolistthemainpointsaboutGMfood.
vCombinethepointstogetherwhatwe’velearnedfromStep12,thenfinishPartBonpage57.Youcandiscusswithyourgroupmembers.
Homework
PartBonpage57

相關(guān)閱讀

Unit3UndertheseaPart3Grammer

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師提高自己的教學(xué)質(zhì)量。我們要如何寫好一份值得稱贊的高中教案呢？下面是小編為大家整理的“Unit3UndertheseaPart3Grammer”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit3Underthesea
Part3Grammer動詞ing形式的被動語態(tài)
Ⅰ.動詞ing形式的被動語態(tài)的構(gòu)成形式：
v．ing形式的被動形式有一般式和完成式兩種形式，即beingdone和havingbeendone。一般式表示一個被動的動作正在進(jìn)行或與謂語動詞的動作同時發(fā)生；完成式表示的動作發(fā)生在謂語動詞所表示的動作之前。例如：
①Thatbuildingbeingrepairedisourlibrary.
正在維修的那座大樓是我們的圖書館。
②Iappreciatedhavingbeengiventhechancetostudyabroadtwoyearsago.
我非常感激兩年前獲得了去國外學(xué)習(xí)的機(jī)會。
Ⅱ.動詞ing形式的被動語態(tài)的用法
1)作主語
①BeingpunishedbytheheadmastermadeJimunhappy.
受到校長的懲罰使吉姆很不高興。
②Itsfunbeingtakentothezoo.
被帶去動物園真有意思。
2)作賓語
IforgetoncebeingtakentotheseasidewhenIwasyoung.
我忘了小時候曾被帶到海邊。
3)作表語
Whatmadehisparentshappywashisbeingadmittedtoafamousuniversity.
讓他父母高興的是他被名牌大學(xué)錄取了。
4)作賓語補(bǔ)足語
Heoftenwatchedtheboatsbeingunloaded.
他常?？摧喆敦洝?br> 5)作狀語
一般式的被動語態(tài)強(qiáng)調(diào)正在進(jìn)行的被動動作，而完成式的被動語態(tài)則強(qiáng)調(diào)被動動作在謂語動詞所表示的動作之前已完成。
①Beingprotectedbyathickwall,theyfelttheyweresafe.
有一堵厚墻掩護(hù)著，他們感到很安全。
②Havingbeenshownaroundthelab,thevisitorsweretakentotheplayground.
看過實驗室之后，這些參觀者又被帶著去看操場了。
6)作定語
①Themeetingbeingheldnowisveryimportant.
現(xiàn)在正在召開的會議非常重要。
②Heaskedwhowasthemanbeingoperatedon.
他問正在接受手術(shù)的人是誰。
[知識拓展]
v．ing形式的被動式表示一個被動的動作正在進(jìn)行；過去分詞通常表示一個被動的動作已經(jīng)發(fā)生；不定式的被動式通常表示將來的一個被動的動作。
①ameetingbeingheldnow現(xiàn)在正在舉行的一次會議
②ameetingheldyesterday昨天舉行的一次會議
③ameetingtobeheldtomorrow明天將舉行的一次會議
動名詞的被動形式
1.當(dāng)一個動名詞邏輯上的主語所表示的是這個動作的對象時，這個動名詞一般要用被動形式。
Sobeingkilledbysharkswasacommonoccurrence.因此那時給鯊魚吃掉是常有的事。
Hecouldnobearbeingmadefunoflikethat.人家這樣開他的玩笑他受不了。
2.在want,need,deserve,require等動詞后，盡管表示的是被動的意思，我們卻用動名詞的主動形式。
Mypenneedsfilling.我的筆該上墨水了。
Thepointdeservesmentioning.這一點值得提一下.
二、現(xiàn)在分詞的被動形式
在表示一個被動動作時，如果這個動作是現(xiàn)在正在進(jìn)行的，或是與謂語表示的動作同時發(fā)生的，我們可以用現(xiàn)在分詞的被動。

當(dāng)堂達(dá)標(biāo)

Ⅰ.單項填空
1．(2010安徽－30)Hehadawonderfullchildhood，______withhismothertoallcornersoftheworld.
A．travel　B．totravel
C．traveledD．traveling
2．(2010北京－21)________atmyclassmatesfaces,Ireadthesameexcitementintheireyes.
A．LookingB．Look
C．TolookD．Looked
3．(2010福建－25)Lotsofrescueworkerswereworkingaroundtheclock，________suppliestoYushu,Qinghaiprovinceaftertheearthquake.
A．sendingB．tosend
C．havingsentD．tohavesent
4．(2010湖南－21)Listen!Doyouhearsomeone________forhelp?
A．callingB．call
C．tocallD．called
5．(2010湖南－26)Dina，________formonthstofindajobasawaitress,finallytookapositionatalocaladvertisingagency.
A．strugglingB．struggled
C．havingstruggledD．tostruggle
6．(2010江蘇－28)TheretiredmandonatedmostofhissavingstotheschooldamagedbytheearthquakeinYushu，________thestudentstoreturntotheirclassrooms.
A．enablingB．havingenabled
C．toenableD．tohaveenabled
7．(2010江西－24)Theladywalkedaroundtheshops，________aneyeoutforbargains.
A．keepB．kept
C．keepingD．tokeep
8．(2010四川－17)Thelawyerlistenedwithfullattention，________tomissanypoint.
A．nottryingB．tryingnot
C．totrynotD．nottotry
9．(2010天津－12)Itrainedheavilyinthesouth，________seriousfloodinginseveralprovinces.
A．causedB．havingcaused
C．causingD．tocause
10．(2010重慶－30)Thenewsshockedthepublic,______togreatconcernaboutstudentssafetyatschool.
A．havingledB．led
C．leadingD．tolead
11．(2010浙江－20)Thetrafficrulesaysyoungchildrenundertheageoffourand________lessthan40poundsmustbeinachildsafetyseat.
A．beingweighedB．toweigh
C．weighedD．weighing
12．(2010上海秋－32)Ihadgreatdifficulty________thesuitablefoodonthemenuinthatrestaurant.
A．findB．found
C．tofindD．finding
13．(2010上海秋－35)________thecitycenter,wesawastonestatueofabout10metersinheight.
A．ApproachingB．Approached
C．ToapproachD．Tobeapproached
14．JanessummervacationinAmericaled________anAmerican.
A．tohermarrying
B．forhertomarry
C．tobemarried
D．toherbeingmarried
15．Werealllookingforward________.
A．tobewrittento
B．towrite
C．tobeingwrittento
D．towriting
16．Whenhesawamouse________onthetable,hestoppeddrawingand________it.
A．play;watched
B．playing;watched
C．playing;watching
D．toplay;watching
17．Hemanagedtostealintotheroomwithout________andtookawayallthemoney.
A．noticing
B．beingnoticed
C．havenoticed
D．havingbeennoticed
18．Moreattentionshouldbepaid________thepollutionoftheenvironment.
A．toprotectB．tosave
C．toprotectingD．topreventing
19．—Whatsthematterwiththeman?
—________fromschoolfornothingmadehimmad.
A．Hissonisabsent
B．Hissonbeingabsent
C．Hissonsbeingabsent
D．Hissonsabsent
20．Itsnogood________workandnot________upourexperience.
A．doing;tosumB．doing;summing
C．todo;tosumD．todo;summing
21．Whatworriedtheboymostwas________tovisithismotherinthehospital.
A．hisnotallowing
B．hisnotbeingallowed
C．hisbeingnotallowed
D．havingnotbeenallowed
22．Hewasangryat________thetruth.
A．nottelling
B．nottold
C．notbeingtold
D．nothavingtold
23．—Itry________therulebutIalwaysforget.
—Whydontyoutry________itdown?
A．toremember;writing
B．remember;towrite
C．toremember;towrite
D．remembering;writing
24．—Doyoufeellike________thereorshallwetakeabus?
—Idliketowalk.Butsincethereisntmuchtimeleft,Idratherwe________ataxi.
A．walking;hireB．towalk;hire
C．towalk;hiredD．walking;hired
25．________areply,hedecidedtowriteagain.
A．Notreceiving
B．Nothavingreceived
C．Receivingnot
D．Havingnotreceived
26．________suchagoodchance,heplanstolearnmore.
A．TobegivenB．Havinggiven
C．HavingbeengivenD．Giving
27．Thesquirrelwassoluckythatitjustmissed________.
A．catchingB．tobecaught
C．beingcaughtD．tocatch
28．Whileshopping,peoplesometimescanthelp________intobuyingsomethingtheydontreallyneed.
A．persuadeB．persuading
C．beingpersuadedD．bepersuaded
29．Shedidntremember________himbefore.
A．havingmet
B．havemet
C．tomet
D．tohavingmet
30．—Whatdoyouthinkofthebook?
—Oh,excellent!Itsworth________asecondtime.
A．toreadB．toberead
C．readingD．beingread
單選題答案詳解
1.答案：D　本題題意：他有一個美好的童年，隨同母親一起周游世界。本題考查分詞短語擔(dān)任狀語。動作travel與主語he之間存在邏輯上的“主謂關(guān)系”，采用現(xiàn)在分詞形式。
2答案：A　本題題意：看著同學(xué)們那一張張面孔，我察覺到了他們眼神中所流露出來的同樣的興奮神情。本題考查現(xiàn)在分詞短語擔(dān)任時間狀語，表示與謂語動作同時發(fā)生的一個主動動作。
3答案：A　本題題意：地震發(fā)生后，大量的救援人員晝夜不停地為青海省玉樹縣提供補(bǔ)給?，F(xiàn)在分詞短語sendingsuppliestoYushu擔(dān)任方式或伴隨狀語，表示句子的主語所發(fā)出的一個與謂語動作work同時發(fā)生的主動動作。
4答案：A　本題題意：聽！你聽見有人在喊救命嗎？表示感覺的動詞see,hear,feel,smell以及l(fā)isten(to),notice和watch等，它們既可以采用現(xiàn)在分詞擔(dān)任賓補(bǔ)，也可以采用不帶to的不定式擔(dān)任賓補(bǔ)，但含義不同。現(xiàn)在分詞既可表示動作到目前為止已結(jié)束，也可表示仍在進(jìn)行之中，所以它的用法較為普遍。但意欲強(qiáng)調(diào)這一動作到目前為止已經(jīng)結(jié)束時，要用不帶to的不定式。此外，表達(dá)一連串的動作時它比分詞形式在形式上要簡練些。例如：①Isawhimchangingthewheel.(我看見他換輪子)這個句子可以指看見了動作的整個過程，也可指只看見動作的一部分。②Isawhimchangethewheel.意指我看到了動作的全過程。
5答案：C　本題題意：蒂娜數(shù)月來一直在努力尋找一份作服務(wù)員的工作，最終在當(dāng)?shù)氐膹V告代理公司得到了一個職位。本題考查分詞短語擔(dān)任時間狀語，動作struggle與主語Dina之間構(gòu)成邏輯上的“主謂關(guān)系”，且發(fā)生在謂語動作tookaposition之前，故采用現(xiàn)在分詞的完成式。
6答案：A　本題題意：這位退休老人把自己的大多數(shù)積蓄都捐給了在玉樹地震中受損的學(xué)校，使學(xué)生能夠重返校園?，F(xiàn)在分詞短語在句中擔(dān)任結(jié)果狀語，表示一個自然而然的結(jié)果。
7答案：C　本題題意：那位女士在商店閑逛，仔細(xì)觀察著那些便宜貨。本題考查現(xiàn)在分詞短語擔(dān)任方式或伴隨狀語，表示一個與謂語動作walk同時發(fā)生的主動動作。注意，keepaneyeoutfor表示“警戒；密切注意”。例如：Thepolicehavebeeninstructedtokeepaneyeoutforpickpocketsatthefair.警察奉命監(jiān)視博覽會里的扒手。
8答案：B　本題題意：律師全神貫注，試圖抓住問題的要害。本題考查現(xiàn)在分詞短語擔(dān)任方式或伴隨狀語以及動詞不定式否定式的用法。
9答案：C　本題題意：南方雨下得很大，幾個省份發(fā)生了洪澇災(zāi)害。本題考查現(xiàn)在分詞短語擔(dān)任結(jié)果狀語，表示一個自然而然的結(jié)果。
10答案：C　本題題意：這個消息使公眾震驚，引發(fā)了人們對學(xué)生在校安全的高度關(guān)注。本題考查現(xiàn)在分詞短語擔(dān)任結(jié)果狀語，表示一個自然而然的結(jié)果。
11答案：D　本題題意：交通規(guī)則指出四歲以下以及體重不超過四十磅的兒童必須坐在兒童安全座椅上。現(xiàn)在分詞短語weighinglessthan40pounds擔(dān)任后置定語，修飾名詞youngchildren，相當(dāng)于定語從句who/thatweighlessthan40pounds.
12答案：D　本題題意：在那家餐廳的菜單上，我很難找到適宜的飯菜。havedifficulty(in)doingsth.表示“做某事有困難”。
13答案：A　本題題意：走近市中心，我們看到一個石頭雕像，約10米高。本題考查現(xiàn)在分詞短語擔(dān)任時間狀語，表示一個與謂語動作同時發(fā)生的主動動作。
14答案：A　leadto作“導(dǎo)致，產(chǎn)生”解，其中的to是介詞，后接動名詞，故排除B、C兩項。bemarriedtosb.表狀態(tài)，marrysb.表動作。
15答案：C　lookforwardto是一短語，其中to為介詞，故排除A、B選項。從句意上分析應(yīng)使用動名詞的被動式。
16答案：B　seesb.doingsth.意為“看見某人正在做某事”，and連接兩個并列謂語，動詞時態(tài)保持一致。
17答案：B　without是介詞，后接名詞或動名詞作賓語，此處用動名詞的被動式表示“被人發(fā)現(xiàn)”。
18答案：D　payattentionto是固定搭配，意為“注意”，to是介詞，所以后接動名詞作賓語；protect意為“保護(hù)”；prevent指“阻止”，故選D項。
19答案：C　onesdoingsth.是動名詞的復(fù)合結(jié)構(gòu)，可以作主語、賓語或表語，此處Hissonsbeingabsent作主語。
20答案：B　Itsnogooddoingsth.是固定句型，意為“做某事是不好的”，此處的do和sumup兩個動作是并列關(guān)系，所以都用動名詞形式。
21答案：B　onesbeingdone是動名詞復(fù)合結(jié)構(gòu)的被動式，變成否定式直接在動名詞前加not，即onesnotbeingdone，這個結(jié)構(gòu)可作主語、賓語或表語。
22答案：C　notbeingtold表示“沒有被告知”。
23答案：A　句意：“我盡力去記這條規(guī)則但是總是記不住。”“那你為什么不試著把它寫下來呢？”trytodosth.意為“盡力做某事”，trydoingsth.意為“試著做某事”。
24答案：D　feellike意為“想要”，后接名詞或動名詞作賓語，不接不定式。wouldrather后接賓語從句時，常常構(gòu)成下列句式：wouldrather(that)sb.didsth./haddonesth.
25答案：B　nothavingreceived為現(xiàn)在分詞的完成式的否定式在句中擔(dān)任狀語，表示到現(xiàn)在為止還沒有收到。
26答案：C　此處用現(xiàn)在分詞完成式的被動式作狀語，強(qiáng)調(diào)主句的主語是動作的承受者，同時分詞的動作發(fā)生在主句謂語動作之前。
27答案：C　句意為“這只松鼠如此幸運，以致它剛剛逃脫了被抓(的命運)”。miss后接動名詞擔(dān)任賓語，考慮邏輯關(guān)系，選用被動形式。
28答案：C　canthelpdoingsth表示“忍不住做某事”，此處用動名詞的被動式。
29答案：A　remember后接動名詞形式作賓語，表示“記得曾經(jīng)做過某事”。
30答案：C　beworthdoing...表示“值得做……”，采用動名詞的主動形式表示被動意義。

Unit 3 Travel journal教案3

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓上課時的教學(xué)氛圍非常活躍，讓高中教師能夠快速的解決各種教學(xué)問題。那么怎么才能寫出優(yōu)秀的高中教案呢？下面是小編精心收集整理，為您帶來的《Unit 3 Travel journal教案3》，僅供參考，歡迎大家閱讀。

Unit3Traveljournal
TheFirstPeriod

●從容說課
Thisisthefirstperiodofthisunit.Thisunitisabouttravel，sotheteachercanfirstbrainstormthewordsorphrasesabouttravel.SincetherearesomenewwordsforthenamesofthecountriesandcitiesinSoutheastAsia，theteachercanfirstdealwiththemwiththehelpofamap.ThenSsaresupposedtofindouttheone-wayfaretogettothedestinationfordifferentkindsoftransportation.ThistaskgivesSsachancetopractisegettinginformationthroughtheInternet.LaterSsarerequiredtotalkinpairsaboutthefollowingsixquestions：（1）Whenareyouleaving？（2）Howareyougoingto...？（3）Whenareyouarrivingin/at...？（4）Whereareyoustaying？（5）Howlongareyoustayingin...？（6）Whenareyoucomingback？ThispartisdesignstosmoothawaySs’difficultyinunderstandingthepresentcontinuousforfutureuse.
Toleadinthetext，theteachercanaskSstodiscusswhyariverisgreatorwhatarivercanbeusedfor.ThentellSstheMekongisagreatriverliketheChangjiangRiver，anditisthebirthplaceofoldcivilizationandlifebloodoftheSoutheastAsia.
Readingskillsareveryimportantforseniorstudents.Forthefirstreading，weintendtocultivateSs’skimmingability.Theyarerequiredtolistthewordsreferringtodifferenttopographicalfeaturesinthetext.ThentheyarerequiredtomatchthesewordswiththeEnglishexplanations.ThroughthispartwecandevelopSs’abilityofguessingthemeaningsofnewwordsaccordingtothecontexts.TostimulateSstotakepartintheclassactivitymoreactively，theteachercanorganizeagroupcompetition，toseewhichgroupcanfinishthetaskfastestandbest.ToshowSsthedifferenttopography，theteachercanpresentsomepictures.Lateron，theteacherwillteachsomeothernewwordsinthetextandaskSstopronouncethesewordscorrectly.Forthesecondreading，theteacherwillpresentfivestatementsforthestudentstojudge.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole，thatis，togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.
TheteacherasksSstoreadthetitleandsubtitleinordertomakethemthinkabouttheorganizationofthewholepassage，andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.TodevelopSs’scanningability，theteacherdesignsfivequestions，someofwhichareverydifficult.Sotheteacherwillhelpthemtoreadbetweenthelines，thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.
Toconsolidatethenewwordsinthepassage，theteacherasksSstofinishPart1andPart3onPage20afterclass.Atthesametime，theyarerequiredtofindoutwhattheyshouldpayattentiontowhengoingtraveling.ThispartisdesignedtohelpSstogetthesenseofprotectingthemselvesandnature.
●三維目標(biāo)
1.Knowledge：
（1）Learnthefollowingnewwordsandtheirpronunciation：
journal，fare，transport，Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam，Mekong，finally，cycle，persuade，stubborn，insist，source，proper（ly），detail，determine，determined，altitude，atlas，glacier，Tibetan，rapids，valley，waterfall，plain，delta.
（2）Gettoknowthatthepresentcontinuoustensecanbeusedforfutureuse.
（3）Gettoknowwhatarivercanbeusedfor.
2.Ability：
（1）LearntogetinformationthroughtheInternet.
（2）Graspsomereadingskills.
3.Emotion：
StimulateSs’lovefornaturebygettingthemtoknowthegreatnessofariver.
●教學(xué)重點
GetSstolearndifferentreadingskills，especiallytheabilitiesofunderstandingtheimpliedmeanings.
●教學(xué)難點
（1）Knowthemeaningsandpronunciationofthenewwords.
（2）Learndifferentreadingskillsfordifferentreadingpurposes.
●教具準(zhǔn)備
Multi-mediaclassroomandothernormalteachingtools.
●教學(xué)過程
Step1Greetings
Teacher：Hello，myfriends.
Students：Hello，MissXu.
Step2Warming-up
T：Wehaveknowneachotherfor2weeksandIthinkwehavebecomefriends.Canyoutellmewhatyourhobbiesare？
S：Ilikesinginganddancing/football/surfingontheInternet/skiing/traveling...
T：Good.Thenwhenyoucomeacrosstheword“traveling”，whatwillyouthinkof？
S：Travelcost/means/destination/plan...
T：Yes.Beforewesetoff，weshouldfirstmaketravelplan，Imeanweshouldfirstdecidethedestination，themeansoftransportanditsfare.（Writethethreewordsontheblackboard.）
Here“destination”means“aplacetowhichsb.isgoing”.
Wecangotoourdestinationbydifferentmeansoftransport，forexample，bybus，bytrain，byplaneandsoon.
“Transportfare”referstohowmuchyoupayfortheplane/trainticket.
Now，lookatthescreen，readaftermethethreewords.
SupposeyouandyourfriendaregoingtoSoutheastAsia，whichcountryorcitydoyousuggestvisiting？Hereisamaptohelpyou.
S：Thailand，Philippines，Singapore，越南，柬埔寨，老撾...
T：Good，Icanseeyouaregoodatgeography.Butyou’dbettersaythesenamesinEnglishandpronouncethemcorrectly.Pleasereadafterme：
Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam.
T：NowIgiveyouseveralminutestocompletethechart.
T：Pleasetellmewhatyouhavegot.
S：...
T：Then，I’llaskyouandyourpartnertoaskandanswerthefollowingsixquestions：
（1）Whenareyouleaving？
（2）Howareyougoingto...？
（3）Whenareyouarrivingin/at...？
（4）Whereareyoustaying？
（5）Howlongareyoustayingin...？
（6）Whenareyoucomingback？
T：Tellmewhattenseisusedineachsentence？
S：Thepresentcontinuoustense.
T：Doyouthinkitdescribeswhatishappeningnoworatpresent？
S：...
T：No，itdescribeswhatwillhappeninthefuture.
Question1means“Whenareyougoingtoleave/Whenwillyouleave？”Canyousaytherestfivequestionsinanothertwoways？
S：...
Step3Pre-reading
T：Nowlookatthemapagainandwecanseeagreatriverflowsthroughthecountriesmentionedabove.Doyouknowitsname？
S：眉公河。
T：Yes，theMekong.Bytheway，whatcanariverbringus？Orwhatdoweuseariverfor？
S1：Arivercanprovidesuswithdrinkingwater.
S2：Wecanusearivertowashdifferentthingslikeclothes，vegetables.
S3：Wecangetfishfromariver.
S4：Ourcropsandplantsneedtobewatered.（Wecanuseariverforirrigation.）
S5：Ariverwasandnowstillisoneofthegreatmeansoftransport.
S6：Watercanbeusedtomakeelectricity.
T：Great，sowealwayssayariveristhebirthplaceofcivilizationandlifebloodofacertainplace.AndtheMekongisonesuchriver.Todayourtextwillshowusaroundthegreatriver.
Step4Firstreading
T：AlongtheMekong，wecanseedifferenttopographicalfeatures.Gothroughthepassagequicklyandfindout7suchwords.
Haveyoufinishedthejob？Herearethesevenwords：waterfall，rapids，valley，delta，glacier，plain，canyon.
NowI’lldivideourclassintofourgroups.Eachgroupchoosesonestudenttotakepartinthecompetition.WewillseewhocanmatchthenewwordswiththeEnglishexplanationscorrectly，andusetheleasttime.
（1）waterfall
（2）rapids
（3）valley
（4）delta
（5）glacier
（6）plain
（7）canyon
a.thelowplacewhereariverentersthesea
b.alargeflatplace
c.alargebodyoficemovingslowlydownahighvalley
d.adeep，verywidevalley，usuallywithariver.
e.alonglowwideplacebetweenhills
f.afast-movingpartofariver
g.ahighplacefromwhichariversuddenlygoesdown
S1：...
S2：...
S3：...
S4：...
T：waterfall：ahighplacefromwhichariversuddenlygoesdown
rapids：afast-movingpartofariver
valley：alonglowwideplacebetweenhills
delta：thelowplacewhereariverentersthesea
glacier：alargebodyoficemovingslowlydownahighvalley
plain：alargeflatplace
canyon：adeep，verywidevalley，usuallywithariver
Tomakeyoubetterunderstandwhatdifferenttopographicalfeaturesarelike，Iwillshowyousomepictures.
Tellmewhattheyare.
Picture1
Itisaglacier.WhataboutPicture2？
Itisacanyon.（theLancangRiver）
Picture3
It’stheMekongDelta.TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets.
（TheotheristheRedRiverDeltaintheNorth.）
Ofcourse，Picture4showsusawonderfulsceneofwaterfalls.
Picture5
Thepictureshowsusamanisraftingonrapids.
Therearesomeothernewwordsinthepassage：
Pleasereadafterme.（withChinesemeaningaftereachword）
finally，
cycle，
persuade，
stubborn，
insist，
source，
proper（ly），
detail，
determine，determined，
altitude，
atlas，
Tibetan，
Step5Secondreading
NowIthinkthereshouldbelittledifficultyinyourunderstandingthetext.
Pleasereadthepassageandjudgewhetherthefollowingstatementsaretrueorfalse.
1.WangKungfirsthadtheideatocyclealongtheMekong.
2.WangKungandWangWeihavehadthedreamtocyclealongtheMekongsincemiddleschool.
3.TheydecidedtobegintheirtripfromthesourceoftheMekong.
4.WangWeididn’tthinkmuchaboutthedifficultyofthetrip.
5.TheMekongflowsthroughfivecountries.
S1/S2/S3/S4/S5：...
T：Statement1isfalse.NotWangKungbutWangWeifirsthadtheidea.
Statement2isfalse.Theyhavehadtheirdreamtotakeagreatbiketripsincemiddleschool.
Statement3istrue.
Statement4istrue.
Statement5isfalse.TheMekongactuallyflowsthroughsixcountries：China，Burma，Thailand，Cambodia，LaosandVietnam.
Step6Readingaloud
T：Pleaselookatthesubtitle：TheDreamAndThePlan.Howmanypartscanthepassagebedividedinto？
S：Fromthesubtitle，weknowthepassagecanbedividedintotwoparts.Part1talksabouttheirdream，whilePart2talksabouttheirplan.
T：Youareclever.Part1isParagraphOne.Part2consistsofParagraph2andParagraph3.Nowpleasereadthesecondpartaloud.Payattentiontotheirplan.
Now，pleasediscusswithyourpartnersabouttheanswerstothequestions：
（1）WhoareDaoWeiandYuHang？
（2）WhereisthesourceoftheMekongRiver？
（3）WhichseadoestheMekongenter？
（4）IsitadifficultjourneyalongtheMekongRiver？Why？
（5）IsWangKungveryeagerforthetrip？
S1：DaoWeiandYuHangaretheircousins.
S2：ThesourceoftheMekongRiverisinQinghaiProvince.
S3：TheMekongenterstheSouthChinaSea.
S4：Yes.BecausetheMekongbeginsataglacieronaTibetanmountain，thenitbecomesrapidswhenitpassesthroughdeepvalleys，sometimesenterswidevalleysandbecomesawaterfall.
T：Yes，inshort，wemaysaythetripisdifficultbecausethetopographyalongtheriverisverycomplicated.
S5：...
T：Stilllookatthesecondparagraph，“Iknowtheproperwayisalwaysherway.”ThatmeansWangKungdoesn’tcompletelyagreewithhissisterandisnotverypleasedwithher；meanwhile，fromthesentence“Itoldhertheairwouldbehardtobreatheanditwouldbeverycold.”，wecanseethatWangKungisafraidofthedifficultythatmightmeetwith，soheisveryeagerforthetrip.
Step7Homework
FinishPart1andPart3onPage20.
●板書設(shè)計
Unit3Traveljournal
TheFirstPeriod
NewwordsDiscussion
1.fear9.PhnomPenhWhatcanariverbeusedfor？
2.stubborn10.Cambodiatransport
3.delta11.HoChiMinhdrinkingwater
4.glacier12.Vietnamwashing
5.Transport...irrigation
7.Vientianefish
8.Laos

●活動與探究
Formyourowntravelinggroup，discusswhatyoushoulddoandwhatyoushouldneverdowhentraveling.
Don’tsDos
nolitteringprotectanimals
nofeedinganimals
Ifyouhavemoretosay，youcanchangetheform.
●備課資料
1.MekongRiver—TheLifebloodofSoutheastAsia
TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld，theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateau（高原）throughYunnanProvinceofChina，Burma，Thailand，Cambodia，LaoPDRandVietnam.
Over60millionpeopledependontheMekonganditsbranchesforfood，water，transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplains（洪泛區(qū)）andalongtheriverbanksduringthedryseason.KnownastheMotherofwaters，theriversupportsoneoftheworld’smostdiverse（多種經(jīng)營的）fisheries（漁場），secondonlytotheAmazon.Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthepasttenyears，morethan100largedamshavebeenproposedfortheMekongbasinbyinstitutionsliketheAsianDevelopmentBank（ADB）andtheMekongRiverCommission.Someoftheseprojectshavealreadybeenbuilt.
OneofthegreatestthreatsisChina’splanstoconstructeightdamsontheUpperMekongLancang.Twoofthesedamshavealreadybeencompleted，andconstructiononthethirdproject，Xiaowan，beganinJanuary2002.ThesedamswillhavewidespreadimpactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyoftheriversystem.
InLaos，IRNisworkingtostopWorldBanksupportfortheDamandensurethatcommunitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNamandDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments，particularlythosefundedbytheADB.
InThailand，IRNhasbeenworkingwithcommunitiesaffectedbythePakMunandRasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopenedandfortheMunRivertoberestored.
IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam，whichhasaffectedcommunitiesinbothVietnamandCambodia.
2.theMekongDelta
TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets，theotherbeingtheRedRiverDeltaintheNorth.
Thisvastdeltaisformedbythedepositionofthemultipletentaclesandtributaries（支流）ofthemightyMekongRiverwhichhasitsoriginintheTibetanhighlandplateau2800milesaway.Fromitssource，therivermakesitswaythroughChina.
Myanmar（Burma），Laos，CambodiaandSouthVietnambeforeflowingoutintotheSouthChinaSea.TheMekong’s—thepeopleofSouthVietnamareoftenveryproudoftherichnessandvastnessofthisland.Whenreferringtothericefieldsinthisarea，theyoftensay，“cobaythangcanh”，meaningthelandissolargethatthecranescanstretchtheirwingsastheyfly.Today，theregionisoneofVietnam’shighestproducerofricecrops，vegetablesandfruits.

Unit3GoingPlaces

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助教師營造一個良好的教學(xué)氛圍。你知道怎么寫具體的教案內(nèi)容嗎？考慮到您的需要，小編特地編輯了“Unit3GoingPlaces”，歡迎您參考，希望對您有所助益！

Unit3GoingPlaces
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)Goals
Talkabouttraveling
Talkaboutmeansoftransportation
Expressgoodwishes
Reviewverbtenses
Usethepresentcontinuoustenseforfutureactions
Writetravelletters

II．目標(biāo)語言
功能句式Intentionsandplans
Wherewouldyoupreferdoing...?
Howwouldyouliketogo...?
Whenareyougoingoffto...?
Howareyougoingto...?
Wishes
Haveagoodtrip!
Haveanice/pleasanttrip!
WhenareyougoingtoGuangzhou?
Howareyougettingtotheairport?
Isanybodyseeingyouoff?
SheisleavingforShanghainextweek.

詞匯
1．四會詞匯：
consider,means,transportation,board,experience,simply,vacation,nature,basic,equipment,simple,tip,poisonous,paddle,stream,normal,excitement,adventurous,handle,similarity,particular,poison,separate,combine,task
2．認(rèn)讀詞匯：
destination,raft,backpack,spider,cell-phone,eco-travel,responsibly,unpack
3．詞組：
getawayform,watchout,protectsb/sthfrom,seesboff,
ontheotherhand,aswellas
4．重點詞匯：
consider,means,experience,nature,particular,separate
語法ThePresentContinuousTenseforfutureaction
重點句子
1.Wherewouldyouprefergoing(todoing...)
2.Iwouldprefertodosth
3.Iprefertodo...ratherthando...
4.Howwouldyouliketogototheplaces？
5.WhenareyougoingofftoGuangzhou?P19
6.Ifyouwantanormal...,chooseaquietstreamorriverthatiswide...orrock...P17
7.Aswithhiking,youshouldalwaysthinkabout...andweargoodclothes.P18
8.Eco-travel,ontheotherhand,isawaytotravelresponsibly.P20
9.Bystayingathotels...,touristscanhelpthevillagersmakemoney....P20

III.教材分析與教材重組
1.教材分析
本單元以“旅行”為話題，所涉及的內(nèi)容有：外出旅游的行為規(guī)范、旅游的方式等。通過本單元的學(xué)習(xí)使學(xué)生了解旅游的不同方式，學(xué)會表達(dá)計劃和任務(wù)。能自己設(shè)計一次旅行計劃并能寫信介紹自己的旅行情況。
1.1WarmingUp部分提供了四幅有關(guān)外出旅行中的個別行為不當(dāng)?shù)膱D片，讓學(xué)生判斷四位旅行者在旅行過程中的錯誤行為，通過討論讓同學(xué)們認(rèn)識到外出旅行時，應(yīng)遵守交通規(guī)則和維護(hù)公共秩序，第二、三部分要求學(xué)生能根據(jù)具體情況自行選擇交通工具。
1.2Listening兩部分材料是機(jī)場廣播和明信片。通過表格的形式訓(xùn)練學(xué)生集中捕捉信息的能力，另外兩段材料分別突出現(xiàn)在時和過去時，強(qiáng)化了學(xué)生的時態(tài)意識。
1.3Speaking部分借助于“時間機(jī)器”設(shè)計科幻旅游。通過三個問題誘發(fā)他們的想象力。同時也能表達(dá)出同學(xué)們對過去和未來的真實愿望以及情感。
1.4Pre-reading提供了三個問題使同學(xué)們自己去把這方面的經(jīng)歷和課文聯(lián)系起來，激發(fā)他們的學(xué)習(xí)興趣。
1.5Reading部分分為三部分。AdventureTravel中的第一句引出本段，列舉人們出行旅游的種種目的，由此引出后兩個話題。Hiking和Rafting各分為兩段。第一段分別介紹hiking和rafting，第二段列出外出hiking和rafting的建議，可以采用對比閱讀的方法。
1.6Post-reading選擇最佳答案和完成表格是對課文的檢查和鞏固，加深同學(xué)們對課文的理解。
1.7Language-study部分包括兩方面的訓(xùn)練。第一部分通過單詞的配對練習(xí)，幫助同學(xué)們加深理解本單元的部分重要單詞和詞組。語法部分通過讀寫來操練時態(tài)，了解進(jìn)行時的另一種用法：進(jìn)行時表將來。
1.8Integratingskills部分提供“生態(tài)旅游”的信息。先閱讀，然后四人一組討論并制定一個“生態(tài)旅行”計劃來訓(xùn)練學(xué)生的說、讀、寫技能。Writing部分要求學(xué)生書寫兩封信，訓(xùn)練他們對不同時態(tài)的應(yīng)用。
1.9Tips明確寫作的幾要素，指導(dǎo)學(xué)生如何明確寫作的目的。
1.10Checkpoint總結(jié)了本單元的語法——現(xiàn)在進(jìn)行時，并設(shè)計了一些最基本的練習(xí)，檢查和強(qiáng)化了對本部分的掌握情況。
2.教材重組
2.1Warmingup,Speaking和Talking均屬于說的訓(xùn)練，因此把Warmingup,Speaking和Talking整合成一節(jié)“口語課”。
2.2Listening和Workbook中的Listening放在一起，設(shè)計成一節(jié)“聽力課”。
2.3將Pre-reading,Reading和Postreading三項活動放在一起，合成一節(jié)“閱讀課”。
2.4Languagestudy和Workbook中的Practice整合成一節(jié)“語法課”。
2.5Integratingskills中的Reading和Workbook中的Integrating，reading部分整合為一節(jié)“泛讀課”。
2.6Integratingskills中的Writing和Workbook中Integratingskills，writing合為一節(jié)“寫作課”。
3．課型設(shè)計與課時分配（根據(jù)學(xué)情，經(jīng)教材分析，本單元要分六課時完成）
1stPeriod口語課
2ndPeriod聽力課
3rdPeriod閱讀課
4thPeriod語法課
5thPeriod泛讀課
6thPeriod寫作課

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
consider,means,transportation,information
b.重點句型和交際用語
Wherewouldyouliketogo?
Whichyearwouldyouliketogoto?
Howwouldyouliketogototheplaces,bytrainorbybus?
2.Abilitygoals能力目標(biāo)
Enablethestudentstomakeaplanforatripandgivesometipsontrip.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentstotalkabouttrips.
b.Encouragethestudentstolearnhowtomakeaplanforatrip.
Teachingimportantpoints教學(xué)重點
Talkingabouttravellingmeansoftransportation.
Teachingdifficultpoints教學(xué)難點
Talkingabouttravellingmeansoftransportation.
Teachingmethods教學(xué)方法
a.listeningandresponse
b.watchingandsaying
c.pairworkorgroupwork
Teachingaids教具準(zhǔn)備
1.slide-show
2.pictures
Teachingproceduresways教學(xué)過程與方式

StepIRevision
T:Hello,everyone,firstsreviewtheimportantpointsoflastunit.Pleaselookattheslideshow.(showtheslide)
1.Mothersaidtome“Besuretolockthedoorbeforeyougotoschool.”
2.“Drinkmorewatereveryday.”Thedoctorsaid.
3.“Whyareyoulateagain?”saidtheteacherangrily.
4._____________________(別忘了)toturnoffthelightbeforeyouleavetheroom.
5.Theteachertoldus(把所有東西擺放整齊)________________________.
Studentsdotheexercisesandchecktheanswers.
Suggestanswers:
1.MotheraskedmetobesuretolockthedoorbeforeIwenttoschool.
2.Thedoctoraskedmetodrinkmorewatereveryday.
3.TheteacheraskedangrilywhyIwaslateagain.
4.Don’tforget
5.toputeverythinginorder.

StepIILeadin
T:Todaywearegoingtotalkabout“travelling”.Mike,haveyouevertraveled?
M:Yes,IhaveeverbeentoBeijing.
T:Whendidyougothere?
M:Lastsummer.
T:Howdidyougothere?
M:Wewenttherebybus.T:Whydidyougotherebybus?
M:Becauseitisn’ttoofarawayfromhereandit’sveryconvenienttogotherebybus.
T:Good.Howaboutyou?LiMing,haveyouevertraveled?
L:Yes,IhavebeentoHainanlastwintervacation.
T:Howdidyougothere?
L:Iwenttherebyplane?
T:Why?
L:Becauseit’stoofarfromhereandwecansavelotsoftimebygoingtherebyplane.
Askmorestudentslikethis.

StepIII.Warmingup
T:Ifwegooutfortraveling,wecangobybus,bytrain,byplaneorbyship.Howcanyougettotheseplaces.
Showtheslides.
conditionstransportation
Shanghai——London
Chongqing——Chengdu
Beijing——Guangzhou
Dalian——Qingdao

T:WhatwouldyouliketotakefromShanghaitoLondon？
S1:I’dliketogotherebyair.
T:Whataboutothers?
S2:IthinkI’dliketogotherebybus.
S3:I’dliketogobytrain.
S4:Iwouldgotherebyship.
T:Wecangotoplacesbybus,bytrain,bybike,orevenonfoot.Whatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
Dividethestudentsintogroupstodiscussthemeansoftransportation.Theneachgroupreportstheiranswers.
T:Whatshouldyouconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
S1:Weshouldconsiderhowfaritis.
S2:Weshouldconsiderthelandscape.
S3:Weshouldconsidertheweather.
S4:Weshouldalsoconsiderhowmanythingsweshouldtake.
T:Thatisgood.Afterwegettothedestination.Weshouldalsopayattentiontoourbehavior.LookatthesefourpicturesonPage15.Aretheydoinganythingwrong?
Showthepictures.

T:IsthereanythingwronginPicture1?
A:Heisdrivingtoofast.
T:Whatshouldhedo?
A:Ithinkheshouldlowerdown.
T:WhataboutPicture2?
B:Heislittering.Ithinkheshouldn’tthrowthingseverywhere.
T:IshedoinganythingwronginPicture3?
C:Yes,heissmokingwhereheshouldn’t.
T:That’sright.HowaboutPicture4?
D:Hiscarisparkedinthewrongplace.
T:Weshouldpayattentiontothesebehaviorswhenwearetraveling.Anyotherthingsweshouldpayattentionto?
Studentsdiscussandraisetheiranswers.
S1:Wecan’tjumpthequeuewhenwearewaitingforthebus.
S2:Wecan’tpickflowers.
S3:Weshouldn’tthrowthingeverywhere.
S4:Weshouldn’tcurveonthebuildingsoronthetrees.

StepIVSpeaking
Showapictureof“Timemachine”.
T:What’sit?
Studentsguesswhatitis.
T:It’satimemachine.Withityoucouldtraveltothepastortothefuture.Youcouldalsovisitanyyearandanyplaceyouwish.
T:Hi,Jim,whichyearwouldyouliketogoto?
J:I’dliketogototheyear3000.
T:Wherewouldyouliketogo?
J:I’dliketogotoAfrica.
T:Why?
J:BecauseIwanttoseehowtheyliveatthattime.
T:OK.Howaboutyou,Mary?Whereandwhenwouldyouliketogo?
M:I’dliketogototheyear1840inChina?
T:Why?
M:IfIwentthere,IcouldpreventtheforeignersfromattackingChina.
T:Good.Now,let’sworkinpairstotalkaboutwhereandwhenyouwouldliketogo.
Studentsworkinpairstodiscussaboutit.Thenasksomepairstoactitout.
eg.
A:Whichyearwouldyouliketogo?
B:I’dliketheyear3000BC.
A:Wherewouldyouliketogo?
B:I’dliketogotoEgypt?
A:Why?
B:IwanttobeoneofthedesignersofPyramidanddiscoverthesecretsinit.
StepVTalking
Dividethestudentsintotwopartstodiscussifitisgoodtoopenupthemountaintotourists.
A:Ithinkweshouldopenupthemountain.Inthatcase,wecouldmakemoremoney.
B:Althoughitcanhelpusmakemoremoney,butIthinkitwilldestroythemountain.
A:Wecanusepartofthemoneytoprotectit.Anditcanalsomakeourcityfamous
anddevelopthecity.It’llbegoodforallofus.
B:ImafraidIcantagreewithyou.Ithinkit’sbetterifourcityisfamousforagoodcompany.It’saplacefortourists.Itwillnotbeagoodplacetolive.
A:Ifweopenitup.Itwillhelppeoplegetmoreinterestedinhistoryandnature.
B:Iagreeitwillhelp,butit’snottheonlyway.Wecanbuildupawebsitetomakeitknown.
StepVIHomework
1.FillintherolecardonP98.
2.PreviewthelisteningpartonP15andP97.

Unit3EnglishManners

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們在上課時能夠更好的聽課，幫助高中教師掌握上課時的教學(xué)節(jié)奏。所以你在寫高中教案時要注意些什么呢？小編經(jīng)過搜集和處理，為您提供Unit3EnglishManners，供大家借鑒和使用，希望大家分享！

Unit3EnglishManners一、單元分析（UnitAnalysis）

（一）單元地位（UnitPosition）

1本單元是第二模塊（文化部分）的第一單元，其內(nèi)容主要是關(guān)于西方的一些禮儀知識及其禮儀的變化。語言是文化的一個重要組成部分，所以學(xué)習(xí)英語自然也要學(xué)習(xí)相應(yīng)的英語國家的文化習(xí)俗。所以本篇課文內(nèi)容很有實用性且具有很強(qiáng)的操作性?？梢宰寣W(xué)生自己搜集有關(guān)的關(guān)于西方禮儀的材料，由老師設(shè)計一些活動做到信息共享。

2知識的掌握重在運用，尤其是日常的口語運用，注重讓學(xué)生多進(jìn)行對話練習(xí)，在對話中注意用合適的禮貌用語。

3本單元結(jié)束時，可以對文化這一主題作更深的探討，老師設(shè)計相應(yīng)的活動，讓學(xué)生討論中西方文化的差異并給出一些相應(yīng)的例子。

4本單元的語法重點是定語從句（關(guān)系副詞的用法），教師有必要在課堂教學(xué)中進(jìn)行句型操練。此外，文中也出現(xiàn)了強(qiáng)調(diào)句和部分倒裝的例句，教師可以在教學(xué)中作簡單說明并舉例，但不建議進(jìn)行該語法知識點的系統(tǒng)教學(xué)。

5在單元教學(xué)過程中注意閱讀和聽說訓(xùn)練的有機(jī)結(jié)合，并補(bǔ)充少量的基礎(chǔ)的寫作練習(xí)。

（二）單元目標(biāo)（UnitTarget）

1學(xué)習(xí)在不同的場合下運用合適得體的禮儀。

2學(xué)習(xí)并運用以關(guān)系副詞為連接詞的定語從句。

3進(jìn)行口語對話操練，學(xué)會如何引出對話，安排約會及表達(dá)感激之情。

4練習(xí)三大閱讀技巧：跳讀，略讀，及運用上下文線索閱讀。

5學(xué)習(xí)如何寫復(fù)合句。

（三）單元重點（UnitPoints）

1關(guān)鍵詞：

u語言知識類

manners,avoidingdoing,senior(to),seemtodo,either…or…,consider,exchange,tendto,stand,lie,happentodo,pickup,toone’ssurprise,putona…face,offer,provide,present,communicatewith,etc.

u交際功能類（常見的禮貌用語）：——參考教參P14頁

Afteryou!

Excuseme,butcanyoutellmethetime?

Ibegyourpardon?

Ladiesfirst!

I’dliketomeetDrSnow.

ThisisJane.

I’mverygladtomeetyou!

It’sapleasuretomeetyou!

Nicetomeetyou!2功能：

1）Startingaconversion——參考課文P44頁Usefullanguage

lExcuseme,doyoumindifIsithere?

lExcuseme,couldyoutellmethetime?

lEr,couldyouhelpme,I’mtryingtofindmywayto…

lExcuseme,aren’tyouJohnSmith?

lSorrytotroubleyou,butdoyouhappentoknowwhenthelecturebegins?

lSay,haven’tIseenyousomewherebefore?

2）Makinganappointment——參考課文P45頁Usefullanguage

A:1WillyoubefreethiscomingFriday?

2Areyoudoinganythingspecialtonight/

3Let’smakeadatetoseeafilm.

4I’dliketomakeanappointmentfornextMonday.

5ShallIcomeroundforyouatabout10o’clock?

6Will9o’clockbeallright?

7Wouldyouprefersomeothertime?

B:1That’dbelovely.

2Howniceofyou!Thanksalot.

3Mmm,that’sagreatidea.

4I’llbemostdelightedtomeetyouat10:00Mondaymorning.

5Oh,dear,I’mafraidI’mbusytonight.

6Tonight’sdifficult.Howabouttomorrowevening?

7I’msorry,I’mexpectingsomevisitorsthisevening.

8Thisevening’sabitofaproblem.Whatabouttomorrow?

3）Expressgratitude

A:1Manythanks.

2Thanksalot!

3Thankyouverymuch!

4It’ssokindoftohelpmecarrytheluggage.

5Iwouldappreciateitverymuchifyoucantakeamessageforme.

B:1You’rewelcome.

2Don’tmentionit!

3It’sapleasure.

3語法點：

1定語從句（關(guān)系副詞，when,where,why）

關(guān)系副詞引導(dǎo)的定語從句充當(dāng)主句的狀語，when指時間，where指地點，why指原因。

例：1)Michelangelolivedinthattime.

Thetimewasabout500yearsago.

ThetimeinwhichMichelangelolivedwasabout500yearsago.

ThetimewhenMichelangelolivedwasabout500yearsago.

2)Hestartedtoworkandlearninthatworkshop.

Theworkshopbelongedtooneoftheleadingmastersofthetime.

Theworkshopinwhichhestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

Theworkshopwherehestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

3)Michelangeloturneddownthetaskforthatreason.

Thereasonwasverysimple.

ThereasonforwhichMichelangeloturneddownthetaskwasverysimple.

ThereasonwhyMichelangeloturneddownthetaskwasverysimple.

注意點：1Thisistheplace(that/which)Luxunoncelivedin.

Thisistheplaceinwhich(=where)Luxunoncelived.

2Pleasemakeamarkwhereyouhavequestions.（狀語從句）

Pleasemakeamarkintheplacewhereyouhavequestions.（定語從句）

3Thisisthefactory(which/that)wevisitedlastweek.

Thisisthefactoryinwhich(=where)mymotherworks.

4Isthisthefactory(which/that)wevisited?

Isthisfactorytheone(which/that)wevisited?

2強(qiáng)調(diào)句（助動詞do的強(qiáng)調(diào)作用）

在行為動詞作謂語的句子中，常用“助動詞do/did+謂語動詞原形”表示強(qiáng)調(diào)語氣，這個結(jié)構(gòu)也可以用于祈使句。例如：

Wedohaveaschoolbusofourown.

Hedidfindthatallthereportswerenottruetothefacts.

Dobecarefulwithyourspellinginwriting.

注意點：1該結(jié)構(gòu)只用于肯定句。

2該結(jié)構(gòu)只用于一般現(xiàn)在時及一般過去時。

3倒裝句

結(jié)構(gòu)：提前成分＋情態(tài)動詞/助動詞＋主語＋動詞原形

例：Hecareslittlefordress.→Littledoeshecarefordress.

Wecouldhardlyhearanysound.→Hardlycouldwehearanysound.

其它例句：

Notasinglemistakedidhemakeinthetest.

Notuntilthendidheknowhismotherhaddoneitforhisgood.

Bynomeanscanhebethemurderer.

Notonlydidhepraisehisstudentsbutalsohegavethemabigreward.

二、教學(xué)設(shè)計（TeachingDesigns）

教學(xué)內(nèi)容

教學(xué)實施建議

教學(xué)資源參考

1Reading

課文講解以課文閱讀引入，讓學(xué)生練習(xí)跳讀技巧并完成課文Highlights部分A3和B的練習(xí)。

課文中提到三個方面的禮儀：問候，社會禮儀等，舉例說明不同國家的禮儀差異。教師可以提供更多的關(guān)于這方面的閱讀材料，讓學(xué)生有更深刻的了解。[鏈接1]補(bǔ)充材料1

在課文講解完之后教師可以提供更多的閱讀材料，并根據(jù)補(bǔ)充材料2讓學(xué)生分析總結(jié)中西方禮儀的差異。[鏈接2]補(bǔ)充材料2

課本第35頁——Highlights部分。

課本第29頁——Scanning

課本第61頁——

Skimming

2Listening

作為教材第42頁的聽力部分，可以讓學(xué)生在具體事例中了解正確的禮儀的重要性。

建議教師可利用上海外語教育出版社出版的《英語（新世紀(jì)版）聽力》，開展相關(guān)主題的聽力活動作為對教材的補(bǔ)充。

此外Internet也是非常好的信息來源，在此提供一個網(wǎng)址，建議老師可以在網(wǎng)上尋找合適的材料穿插用于教學(xué)過程中，讓學(xué)生接受不間斷的聽力訓(xùn)練。

課文第42頁——ListeningPractice

補(bǔ)充聽力——

EnglishManners

網(wǎng)址——

3Speaking

以“禮儀”為主題設(shè)計口語活動。

活動一：情景對話。結(jié)合補(bǔ)充材料1（1）中所提供的用語及課本第44－45的“UsefulLanguage”讓學(xué)生組織對話，在課堂中展示。

活動二：問答競賽。讓學(xué)生在競賽中進(jìn)一步了解社會禮儀的內(nèi)涵和重要性。[鏈接3]競賽的具體教學(xué)建議和內(nèi)容

活動三：“DosandDon’ts”inChina。結(jié)合補(bǔ)充材料2的內(nèi)容讓學(xué)生比較中西方禮儀差異。

課文第44頁——UsefulLanguage

4Writing

本單元對于學(xué)生的寫作要求是學(xué)寫復(fù)合句，在課本第45頁有具體的指導(dǎo)和要求，可以讓學(xué)生自習(xí)，并完成課本48頁的練習(xí)。同事輔助以一些簡單的中譯英練習(xí)以檢驗學(xué)生的學(xué)習(xí)效果。

[鏈接4]中譯英

課文第45頁——Writing部分

5Structure

定語從句（關(guān)系副詞的運用）是本課的語法教學(xué)內(nèi)容。教師可通過“好句搜索”和“句型操練”兩個層次循序漸進(jìn)，使枯燥的語法講解與學(xué)生的實際運用相結(jié)合。

[鏈接5]定語從句操練的教學(xué)建議

課文第39頁——Structure部分

Workbook—Structure部分

6AdditionalReading

本課AdditionalReading是一則有趣的故事，建議讓學(xué)生作泛讀文章處理。在課堂上要求學(xué)生在3分鐘內(nèi)快速閱讀文章并完成文章后的練習(xí)。文章內(nèi)容比較簡單，可要求學(xué)生做課文復(fù)述練習(xí)。

課文第48頁——AdditionalReading

[鏈接1]補(bǔ)充材料1

說明：

以下提供有3篇閱讀材料，都是有關(guān)英國的問候及社會禮儀。老師有必要自己根據(jù)原材料事先進(jìn)行組織，安排一部分在導(dǎo)入課中使用，有些則穿插在教學(xué)過程中提供給學(xué)生。第一篇閱讀材料中的問候語可以與單元重點之功能部分所列出的禮貌用語相結(jié)合，讓學(xué)生作簡單對話操練。閱讀材料1

HowtogreetsomeoneinBritain

TheHandshake

AhandshakeisthemostcommonformofgreetingamongtheEnglishandBritishpeopleandiscustomarywhenyouareintroducedtosomebodynew.

TheKiss

Itisonlywhenyoumeetfriends,whomyouhaventseenforalongtime,thatyouwouldkissthecheekoftheoppositesex.InBritainonekissisgenerallyenough.

Formalgreetings

TheusualformalgreetingisaHowdoyoudo?andafirmhandshake,butwithalightertouchbetweenmenandwomen.

‘Howdoyoudo?’isagreetingnotaquestionandthecorrectresponseistorepeat‘Howdoyoudo?Yousaythiswhenshakinghandswithsomeone.

Howdoyoudo?–Howdoyoudo?

Howareyou?isaquestionandthemostcommonandpoliteresponseis"Iamfinethankyouandyou?"

Howareyou?–Iamfinethankyouandyou?

Nicetomeetyou–Nicetomeetyoutoo.(Oftensaidwhilstshakinghands)

Delightedtomeetyou–Delightedtomeetyoutoo.

Pleasedtomeetyou–Pleasedtomeetyoutoo.

GoodMorning/GoodAfternoon/GoodEvening

Informalgreetings

Hi-Hiorhello

Morning/Afternoon/Evening(WedropthewordGoodininformalsituations).

Howsyou?-Finethanks.You?

Thankyou/thanks/cheers

Wesometimesaycheersinsteadofthankyou.Youmayhearcheerssaidinsteadofgoodbye,whatwearereallysayingisthanksandbye.

//eseemesoon”areidiomsoftenusedinsocialsettingsbutseldommeanttobetakenliterally.Itiswisetotelephonebeforevisitingsomeoneathome.Ifyoureceiveawritteninvitationtoaneventthatsays“RSVP”,youshouldrespondtoletthepersonwhosenttheinvitationknowwhetherornotyouplantoattend.

Neveracceptaninvitationunlessyoureallyplantogo.Youmayrefusebysaying,“Thankyouforinvitingme,butIwillnotbeabletocome.”If,afteraccepting,youareunabletoattend,besuretotellthoseexpectingyouasfarinadvanceaspossiblethatyouwillnotbethere.Althoughitisnotnecessarilyexpectedthatyougiveagifttoyourhost,itisconsideredpolitetodoso,especiallyifyouhavebeeninvitedforameal.Flowers,chocolate,orasmallgiftareallappropriate.Athank-younoteortelephonecallafterthevisitisalsoconsideredpoliteandisanappropriatemeanstoexpressyourappreciationfortheinvitation.Dress

Everydaydressisappropriateformostvisitstopeopleshomes.Youmaywanttodressmoreformallywhenattendingaholidaydinnerorculturalevent,suchasaconcertortheaterperformance.IntroductionandGreeting

Itispropertoshakehandswitheveryonetowhomyouareintroduced,bothmenandwomen.Anappropriateresponsetoanintroductionis"Iamhappytomeetyou".Ifyouwanttointroduceyourselftosomeone,extendyouhandforahandshakeandsay"Hello,Iam....".Huggingisonlyforfriends.Dining

Whenyouacceptadinnerinvitation,tellyourhostifyouhaveanydietaryrestrictions.Heorshewillwanttoplanamealthatyoucanenjoy.TheeveningmealisthemainmealofthedayinmostpartsofBritain.Foodmaybeservedinoneofseveralways:"familystyle,"bypassingtheservingplatesfromonetoanotheraroundthediningtable;"buffetstyle,"withguestsservingthemselvesatthebuffet;and"servingstyle,"withthehostfillingeachplateandpassingittoeachperson.Guestsusuallywaituntileveryoneattheirtablehasbeenservedbeforetheybegintoeat.Foodiseatenwithaknifeandforkanddessertwithaspoonandfork.

閱讀材料3

Langust

MannersandEtiquette

ItisgenerallybelievedthattheEnglisharemoreformalthantheyreallyare.Infact,inday-to-daycontactwitheachothertheyarelessinclinedtoformalitythantheFrenchortheGermans.

Perhapsitistheawesomespectacleoftheirstateoccasionsthathasgivenrisetothepopularlyheldbeliefthatevenhusbandsandwivescalleachotherbytheirtitlesandsurnames.Inreality,firstnamesarecommonlyusedamongcolleagues,andtheAmericanhabitofusingtheseonthetelephoneevenbeforethenameshavemetishowwidespread.

Thecustomofmendeferringtowomenisnowsome-whatonthewane,thankstothestrenuouseffortsoftheapostlesofpoliticalcorrectnesswhoseeitmoreascondescensionthanconsideration.Youwill,however,probablystillgetawaywithopeningadoororgivingupaseatforallbutthemoststridentoffeminists.Butitisnolongerderigueurtojumptoyourfeetwhenawomanenterstheroom,whetherornotthereareenoughchairs.

DoNotTouch

Howeverinformaltheyareintheirmanneroraddress,whenitcomestophysicalcontact,theEnglisharestilldeeplyreserved.

Theyarenotatactilepeople.Whengreetingeachother,menwillshakehandsonafirstmeetingbutprobablyavoiddoingsoonsubsequentones.ThepreferredEnglishhandshakeisabrief,vigorousaffairwithnohintoflingering.Thecuequestion,"Howdoyoudo?"andtheanswer"Howdoyoudo?"signaltheendoftheritualandhandsshouldbecrisplywithdrawnfromcontact.Anydeviationfromtheaboveprocedurecancauseallsortsofproblemsandsuspicionsoffreemasonry,orworse.

Womenmaykissononeorbothcheeks;iftheydo,themiss-kissispreferred-thekissermakingakissinggesturewithappropriatesound-effectsintheairinthegeneralregionoftherecipientsearorears.

Menmaykisswomeningreeting,butonlyonthecheek.Tryingtogetakissonbothcheekscanberiskyasmostwomenonlyexpecttheone,donotturntheirheadsforthesecondandreceiveitfullfrontally,whichcanresultintheworstbeingfeared-i.e.thatitwasanintentionalploy-anoscillatoryrape.

MostEnglishmenneverhugor(perishthethought)kissothermen.Theyleavethattofootballplayersandforeigners.

Inpublicplaces,theEnglishmakestrenuouseffortsnottotouchstrangersevenbyaccident.Ifsuchanaccidentshouldoccur,apologiesarefulsomebutshouldneverbeusedasanexcuseforfurtherconversation.Oncrowdedpublictransportwhereitissometimesunavoidable,physicalcontactwithastrangerispermitted,butinsuchcircumstances,eyecontactshouldbeavoidedatallcosts.

Intimacybetweenconsentingadultsisrecognizedasinvolvingmoretouching.Butthattakesplacebehindcloseddoorsusuallywiththelightsout.Displaysofaffectioninallrelationshipsarekepttoaminimum.

PsandQs

Englishchildrenhavetheirownparticularcatechismofacceptedconducttolearn.Thefirstruletheycomeacrossatanearlyageis"MindyourPsandQs".Thesehavenothingtodowithwaitingpolitelytousethelavatory.PsandQsareshortfor"Pleases"and"ThankYous".Supplication,gratitudeand,mostimportantofall,apologyarecentraltoEnglishsocialintercourse,whichiswhyEnglishpeopleseemtoexpressthemendlesslyasiftothehardofhearing.

Itisdifficultfortheforeignertolearnhowtowieldthesmallvocabularynecessary,butthestartingpointistounderstandthatitisalmostimpossiblelinguisticallytobeovergrateful,overapologeticoroverpolitewhenitcomestothepoint.Thus,theEnglishmanorwomanwhosetoeyoutreadonwillbe"sosorry"presumablyfornothavinghadtheoffendingdigitamputatedearlier.Heorshewillthankyou"somuch"whenyoustoptreadingonitor,ifyoudonot,askyoutowitharoutineofpleasesandthankyousthatwouldlastanyothernationalhalfalifetime.ItsjusttheEnglishway.

Alackofprofusioninthegratitudeorapologydepartmentwillcertainlylandanyoneinsuchasituationinthe"notverynice"campfromwhichthereislittlechanceofescape.

Queuing

ForeignerslookwithamazementattheEnglishqueue.Itisnottheirwayofdoingthingsatall.ButfortheEnglish,queuingisawayoflife.

Manystillconsiderthatoneofthefewpluspointsofthelastwarwastheproliferationofqueues.Therewerequeuesforeverything.Peoplewouldjoinoneandthenaskthepersoninfrontwhatthequeuewasfor.

AndthatisthesecretofEnglishqueue-mania.Aqueueistheoneplacewhereitisnotconsideredbadmannerstotalktoastrangerwithoutbeingintroduced.

Suchanenjoyablecustomshould,totheEnglishwayofthinking,commenditselfnaturallytoallpeoples.Theyareamazedwhenitdoesnot,anddonottakekindlytoalienswhofailtorecognizeaqueuewhentheyseeone("Thereisaqueue,youknow!"),ortojoininandplaythequeuegamenicely.

//ingface.

DoDriveontheleftsideoftheroadInEngland...

Donotgreetpeoplewithakiss:

Weonlykisspeoplewhoareclosefriendsandrelatives.

Avoidtalkingloudlyinpublic

Itisimpolitetostareatanyoneinpublic.

Privacyishighlyregarded.

Donotpickyournoseinpublic:

Wearedisgustedbythis.Ifyournostrilsneedde-bugging,useahandkerchief.

Avoiddoinggesturessuchasbackslappingandhugging

Thisisonlydoneamongclosefriends.

Donotspit.

Spittinginthestreetisconsideredtobeverybadmannered.

Donotburpinpublic

Youmayfeelbetterbyburpingloudlyaftereatingordrinking,butotherpeoplewillnot!.Ifyoucannotstopaburpfromburstingout,thencoveryourmouthwithyourhandandsayexcusemeafterwards.

Donotpasswindinpublic

Nowhowcanwesaythispolitely?Letssaythatyouwanttopasswind.Whatdoyoudo?Gosomewhereprivateandletitout.Ifyouaccidentallypasswindincompanysaypardonme.

Itisimpolitespeakwithyourmouthfulloffood

Donotaskpersonalorintimatequestions

Welikeourprivacy.Pleasedonotaskquestionssuchas"Howmuchmoneydoyouearn?""Howmuchdoyouweigh?"or"Whyarentyoumarried?".

Nevereatoffaknifewhenhavingameal.InEngland...

WomeninBritainareentitledtoequalrespectandstatuswithmeninallareasoflifeandtendtohavemoreindependenceandresponsibilitythaninsomeothercultures.Womenareusuallyindependentandaccustomedtoenteringpublicplacesunaccompanied.Itisusualforwomentogooutandaboutontheirownaswellaswithfriends.Menandwomenmixfreely.

Itisokforwomentoeataloneinarestaurant.

Itisokforwomentowanderaroundontheirown.

Itisokforwomentodrinkbeer.

Whynotmakeasimilarlistforvisitorstoyourcountry?

//www.woodlands-junior.kent.sch.uk/customs/behaviour.html#rules

[鏈接3]問答競賽

說明：

競賽的形式比較活躍，容易調(diào)動學(xué)生的積極性和強(qiáng)烈的參與興趣。老師將問答競賽的內(nèi)容制作成幻燈片，讓學(xué)生在愉快的形式中加深對該主題的了解和運用。步驟：

l將學(xué)生分成4個小組，以小組為單位進(jìn)行搶答。

l共20題，沒個題目分值10分，答對但不完整得5分，同一小組隊員補(bǔ)答若答對可以得滿分，其他小組補(bǔ)答若答對，其他小組得分。

l每個小組有一個計分牌（用臺歷制成，由老師事先準(zhǔn)備），由老師進(jìn)行計分。

l比賽結(jié)束時，各小組計算得分，勝者給予獎勵。

競賽內(nèi)容（幻燈片）：

[鏈接4]中譯英練習(xí)

說明：

中譯英練習(xí)對學(xué)生要求較高，是對學(xué)生綜合英語水平的練習(xí)，但中文句子不宜過難，要切合所學(xué)內(nèi)容及學(xué)生的能力。1.當(dāng)我第一次看到姚明的時候我忍不住激動地哭了。(thefirsttime)

ThefirsttimeIsawYaoMing,Icouldn’thelpcryingforexcitement.

2.他是那么誠實的人，他是不可能說謊的。(such…that/too…to)

Hewassuchanhonestmanthathewouldn’tlie.

Hewastoohonestamantotellalie.

3.自從他從事這份教師工作以來已經(jīng)有20年了。

It’s20yearssincehetookupteaching.

4.在你不懂的地方做一個標(biāo)記。

Makeamarkwhereyoudon’tunderstand.

5.盡管他很生氣但是他并沒有扳起臉。

Althoughhewasveryangryhedidn’tputupastiffface.

[鏈接5]定語從句操練的教學(xué)建議

說明：

語法的學(xué)習(xí)除了教師的精講之外，離不開學(xué)生的實際語言練習(xí)與運用。創(chuàng)設(shè)不同的活動讓學(xué)生積極參與，是語法學(xué)習(xí)不再被動接受、死記硬背。第一層次：好句搜索

要求學(xué)生自行從課文中及報紙上搜索定語從句，尤其是以關(guān)系副詞連接的定語從句。每位同學(xué)搜索5句左右，并在課堂中共享。第二層次：句型操練

讓學(xué)生完成課文第41頁以及Workbook的相關(guān)練習(xí)。