小學(xué)語(yǔ)文微課教案

Unit3ShortStories。

古人云，工欲善其事，必先利其器。高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助高中教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。所以你在寫(xiě)高中教案時(shí)要注意些什么呢？下面是由小編為大家整理的“Unit3ShortStories”，歡迎閱讀，希望您能夠喜歡并分享！

Unit3ShortStories
一、單元分析（UnitAnalysis）
（一）單元地位（UnitPosition）
1．本單元圍繞“文學(xué)”這一主題，是高二年級(jí)第二學(xué)Unit7“EnjoyingtheClassics”的延續(xù)，使名著更進(jìn)一步走近中學(xué)生的視野。教師在詳解課文之余可通過(guò)著名作家生平介紹，小說(shuō)語(yǔ)言風(fēng)格特點(diǎn)賞析和讀者個(gè)人體會(huì)等多種形式引導(dǎo)學(xué)生在閱讀過(guò)程中領(lǐng)略經(jīng)典文學(xué)作品的魅力。
2．圍繞本課主題“短篇小說(shuō)”，學(xué)生學(xué)習(xí)如何著手閱讀小說(shuō)，能根據(jù)問(wèn)題提示搜尋相關(guān)信息，抓住人物性格特點(diǎn)，概括小說(shuō)主題，復(fù)述小說(shuō)主要情節(jié)，并在此基礎(chǔ)上，從主人公，旁白，作者和其他角色的角度來(lái)敘述故事。
3．本課語(yǔ)法點(diǎn)繼續(xù)ModuleOne的虛擬語(yǔ)氣學(xué)習(xí)，主要是虛擬語(yǔ)氣中should+動(dòng)詞原形的用法，具體要求掌握重要?jiǎng)釉~suggest,insist,demand,etc.的虛擬用法。
4．教師可圍繞“短篇小說(shuō)”這一主題，設(shè)計(jì)活動(dòng)讓學(xué)生進(jìn)行小組討論，如：以“MyFavoriteShortStories”為題。并要求學(xué)生在討論過(guò)程中練習(xí)使用禮貌打斷別人說(shuō)話(huà)的用語(yǔ)。
（二）單元目標(biāo)（UnitTarget）
1.能讓學(xué)生欣賞以簡(jiǎn)寫(xiě)的或原版的形式出現(xiàn)的英語(yǔ)簡(jiǎn)單故事。
2.進(jìn)一步學(xué)習(xí)虛擬語(yǔ)氣語(yǔ)法現(xiàn)象，掌握重要?jiǎng)釉~suggest,insist,demand,etc.等的虛擬用法。
3．能區(qū)分suggest,insist不同含義下的用法。
4．能從小說(shuō)三要素的角度賞析英文原版或簡(jiǎn)寫(xiě)版短篇小說(shuō)，并能運(yùn)用不同人稱(chēng)轉(zhuǎn)述，復(fù)述主要故事情節(jié)。
（三）單元重點(diǎn)（UnitPoints）
1關(guān)鍵詞：
語(yǔ)言知識(shí)類(lèi)
catchsightof;keepbodyandsoultogether;beyondone’smeans;followone’sexample;servesb.right;comparewith;touchupon.
交際功能類(lèi)
1）人物性格，氣質(zhì)，神態(tài)：talkative,generous,mean,absent-minded;blush
2）重要?jiǎng)釉~：flatter;reassure;fancy;assure
2功能：
1)Interruptingotherspolitelyinaconversation(參考textbookP.5UsefulLanguage)
Excuseme.
Iamsorry,butI…
Justwaitaminute.
Hangon,please.
Ihatetointerrupt,butIhavetotellyounow…
Excusemeformyinterruption.
Sorrytointerrupt,butdidIhearyousay…?
Speakingofdramas,haveyouseenTeaHousebyLaoShe?
2）Writinganarrativeparagraph
narrateortellfictionalornon-fictionalexperiencesfromeitherafirst-personorthird-personperspective.
Setting,Characters,Plot,Climax,Theme
3語(yǔ)法點(diǎn)：
本課出現(xiàn)了賓語(yǔ)從句中的虛擬語(yǔ)氣should+動(dòng)詞原形的用法。主要是動(dòng)詞suggest,insist,demand的虛擬用法，應(yīng)作為本課的教學(xué)重點(diǎn)。
二、教學(xué)設(shè)計(jì)（TeachingDesigns）
教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考
1Reading本單元的主題是“短篇小說(shuō)”，這是學(xué)生感興趣，且有話(huà)可講的話(huà)題。學(xué)生對(duì)名著和名家會(huì)有許多感受和看法，很多學(xué)生都有自己喜愛(ài)的作家。這些對(duì)進(jìn)行本單元的教學(xué)是一個(gè)豐富的資源。課前教師可對(duì)學(xué)生偏愛(ài)的短篇小說(shuō)類(lèi)型有所了解，并和學(xué)生一起收集并展示一些耳熟能詳?shù)拿颐鞯挠嘘P(guān)影像材料。
Lead-in
1)課前讓學(xué)生以個(gè)人或小組形式上網(wǎng)搜尋著名小說(shuō)家（如莫泊桑，歐亨利，馬克吐溫）生平及其代表作，并根據(jù)個(gè)人喜好選擇一本閱讀，作為下一單元的鋪墊。
2)為了激發(fā)學(xué)生對(duì)文學(xué)作品的學(xué)習(xí)熱情，導(dǎo)入部分可以與聽(tīng)力部分相結(jié)合。課前教師列出textbook中本單元所涉及到的短篇小說(shuō)，組織學(xué)生分組去搜尋有關(guān)背景資料。
3)上課時(shí)教師可通過(guò)match-work的方式讓學(xué)生配對(duì)他們已了解過(guò)的作家與作品名，教師再引出學(xué)生不熟悉的毛姆，簡(jiǎn)要介紹毛姆生平（提前做好PPT）
Pre-Reading:
展示課本P38頁(yè)的四幅漫畫(huà)，以Brain-storm形式讓學(xué)生根據(jù)漫畫(huà)想象合乎邏輯的故事情節(jié)，評(píng)選出優(yōu)秀故事情節(jié)設(shè)計(jì)。然后聽(tīng)錄音或通讀全文，讓學(xué)生在比較中大致了解毛姆的情節(jié)設(shè)計(jì)。與此同時(shí)完成A。
While-Reading:
1)教師提前將主要情節(jié)寫(xiě)在若干張卡片上，讓學(xué)生閱讀課文后進(jìn)行排序。
2)教師將排序后的卡片列出，鼓勵(lì)學(xué)生在卡片提示下脫離課本復(fù)述故事。
Post-Reading:
1)將上一環(huán)節(jié)中的卡片抽掉若干張，讓學(xué)生回憶缺失的情節(jié)。
2)在回顧全文情節(jié)的基礎(chǔ)上完成B2練習(xí).
3)詳解完課文后可設(shè)計(jì)讓學(xué)生自由組合，根據(jù)課文Role-play.
4)描述小說(shuō)中的人物。
FurtherThinking部分D1可作為free-writing讓學(xué)生練筆。D2可將學(xué)生分為正反兩方進(jìn)行辯論。（此環(huán)節(jié)適用于中等偏上層次的學(xué)生，培養(yǎng)口語(yǔ)表達(dá)能力和文學(xué)作品鑒賞能力）
[鏈接1]描述的操作建議。

課本第1頁(yè)——Highlights部分。
2.Listening建議先和學(xué)生一起將過(guò)渡詞劃出，大致了解情節(jié)發(fā)展，這樣學(xué)生聽(tīng)時(shí)會(huì)有目的性。
看句子時(shí)提醒學(xué)生注意空格處所要填寫(xiě)的詞性。
由于背景知識(shí)已在導(dǎo)入中涉及，此部分聽(tīng)力內(nèi)容對(duì)學(xué)生來(lái)說(shuō)并不陌生。無(wú)須重復(fù)播放多次。
讓學(xué)生讀句子，強(qiáng)調(diào)填入的單詞。
[鏈接2]聽(tīng)力的選材課文第47-48頁(yè)——ListeningPractice
補(bǔ)充聽(tīng)力——
Selectedstories
2Speaking以“theluncheon”為主題設(shè)計(jì)口語(yǔ)活動(dòng)。
活動(dòng)一：教師和學(xué)生一起看提示性問(wèn)題，并讓學(xué)生根據(jù)問(wèn)題在原文中找出相關(guān)語(yǔ)句。
活動(dòng)二：兩人一組，以記者采訪(fǎng)的形勢(shì)了解同桌對(duì)短篇小說(shuō)的見(jiàn)解，要求在采訪(fǎng)中操練課本上的對(duì)話(huà)。
活動(dòng)三：gapfilling:根據(jù)采訪(fǎng)內(nèi)容，填寫(xiě)同桌對(duì)短篇小說(shuō)的喜好?！網(wǎng)wW.DJZ525.Com 勵(lì)志的句子】

[鏈接3]采訪(fǎng)任務(wù)的一些具體教學(xué)建議。課文第48頁(yè)——SpeakingPractice
3Writing由于高中語(yǔ)文中已涉及小說(shuō)閱讀，所以小說(shuō)六要素對(duì)高中生來(lái)說(shuō)并不陌生。教師可啟發(fā)學(xué)生按照小說(shuō)六要素來(lái)解讀課文，然后引出記敘文寫(xiě)作中各要素的主次和安排。
課文第53頁(yè)——Writing部分
4Structure在suggest，insist，order，demand，require等動(dòng)詞后的賓語(yǔ)從句中，一般用虛擬語(yǔ)氣。動(dòng)詞形式為：should+動(dòng)詞原形（should）常可省略。
[鏈接4]賓語(yǔ)從句的虛擬語(yǔ)氣操練的教學(xué)建議。課文第46-47頁(yè)——Structure部分
5AdditionalReading本部分可以對(duì)其內(nèi)容進(jìn)行拓展，建議放在最后一課時(shí)。
本文出現(xiàn)的重要詞匯與詞組：comparewith，touchupon，fromdifferentmatters，makecontributionto，berelatedto，針對(duì)“greatbook”這一話(huà)題，可在學(xué)生中開(kāi)展討論：如何選擇好書(shū)？好書(shū)的考慮因素有哪些；我該選擇何種書(shū)？
[鏈接5]話(huà)題討論的教學(xué)建議課文第54頁(yè)——AdditionalReading
[鏈接1]
說(shuō)明：將學(xué)生分成四人一組，要求他們盡量用課文里的詞匯在組內(nèi)用英語(yǔ)口頭描述故事中的兩個(gè)主要人物。
在描述的過(guò)程中，要求學(xué)生的描述應(yīng)該包括以下幾個(gè)方面：
She-----thelady
Appearance---------Whatdidshelooklike?
Language-----Whatdidshesayrepeatedly?
Behaviour----Whatdidsheactuallydo?
Food-----Listthethingsthatsheateanddrank
I-----thewriter
Money-----Whatdoyouknowaboutthewriter’sfinancialstate?
Behaviour---Whatdidhetrytoappear?
Attitude---Howdidherespondtothelady’sgreediness?
Food---Whatdidheorderforhimself?
[鏈接2]
Listening
Onedayamanwhohadneverdoneanythingwrongnoticedthatatreewasgrowingoutofhishead.Thiswasnotpainfultotheman,butmadehimfeelawkwardwhenotherpeoplewerearound.Heaskedhiswifetochopdownthetree,butshewasafraidthathemightbleedtodeathifshedid.Soinsteadhewenttoseeawomanwhocouldusecharmstosolvedifficultproblems.Shelivedinahutsomedistanceawayandsothemanhadtobearthestaresofallthepeopleashewalkedtoherplace.
Thecharmwomansaidhemusthavedonesomethingbadtohavethishappen,butthemaninsistedthathehadalwaysbehavedwell.Inthatcase,saidthewoman,hemustbeplanningtodosomethingbad.Shetookaspecialherboutofherbagandsaidhemusteatiteverydayforaweek.Hemustalsopayhertwocows,fortheherbwasexpensive,anditwasnoteasytostoptreesgrowingoutofpeople’sheads.Themanpromisedtodothat.

[鏈接3]
說(shuō)明：
采訪(fǎng)是一個(gè)讓學(xué)生接觸社會(huì)，搜集所需信息的一種與人溝通的技巧。該活動(dòng)是一個(gè)能體現(xiàn)語(yǔ)言社會(huì)交際功能的活動(dòng)，是貼近學(xué)生生活、真實(shí)的任務(wù)。通過(guò)采訪(fǎng)家人、熟人這一環(huán)節(jié)，了解小說(shuō)所涉及的諸多因素。在小組交流過(guò)程中，信息交流也為學(xué)生提供了一個(gè)語(yǔ)言學(xué)習(xí)、語(yǔ)言鍛煉的機(jī)會(huì)。
a:therequirementsoftheinterview
1)theinterviewcovers:howmanyelementsarethereintheplotofastory？
2)preparingforabriefaccountoftheinterview
3)exchangingtheresultoftheinterviewamonggroups
4)onerepresentativeofeachgroupistobeselectedtogiveapresentationintheclass
b：老師介紹小說(shuō)中的一些要素。
Reading
1.Theplotofastoryismadeupofthreemainstages:thebeginning,themiddleandtheending.
2.Theplotofastoryconsistsofsevenelements,whicharesetting,characters,conflict,events,actions,climaxandending.
3.Thesetting,theimportantcharactersandtheconflict.
4.Theconflictistheproblemaroundwhichalltheactionsandeventsofthestorytakeplace.
5.Theconflictissettledorsolvedinthecontextofactionsoreventswhicharepresentedmainlyinthemiddleofastory.
6.Someimportantchangefinallyleadstoarealsolutionoftheproblem.
7.Thesolutionisusuallygivenattheendofastory.Inotherwords,theclimaxisthechange,theturningpoint,andthesolutionistheresultofthechangeortheeffectoftheturningpoint.
8.Therearethreetypesofendingsintroduced:ahappyending,asadendingandnoending.
c．同時(shí)擴(kuò)充學(xué)生對(duì)文學(xué)中不同題材的一些術(shù)語(yǔ)。
WordBank
Titlepage封面
Dateofpublication出版日期
Index索引
Tableofcontents目錄
Bibliographyofreference參考書(shū)目
Publisher出版商
Preface序言
Appendix附錄
Backcover封底
Fiction小說(shuō)
Novel長(zhǎng)篇小說(shuō)
Blurb內(nèi)容簡(jiǎn)介
Non-fiction（記實(shí)性的）散文文學(xué)
Shortstory短篇小說(shuō)
[鏈接4]
說(shuō)明：語(yǔ)法的學(xué)習(xí)除了教師的精講之外，離不開(kāi)學(xué)生的實(shí)際語(yǔ)言練習(xí)與運(yùn)用。創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，使語(yǔ)法學(xué)習(xí)不再被動(dòng)接受、死記硬背。
讓學(xué)生兩人一組，以brainstorming的方法列出后可跟虛擬語(yǔ)氣should+動(dòng)詞原形的常用動(dòng)詞：如：insist，order，require，suggest，ask，demand,recommend，require，request,urge，propose，advise，等。
每一對(duì)學(xué)生用其中的任何動(dòng)詞，編一段情景對(duì)話(huà)，要求能夠恰當(dāng)?shù)厥褂锰摂M語(yǔ)氣，同另外一對(duì)學(xué)生做交流。
最后教師在請(qǐng)幾對(duì)學(xué)生向全班做對(duì)話(huà)表演，其他學(xué)生做評(píng)論。
[鏈接5]
說(shuō)明：
這個(gè)話(huà)題值得學(xué)生們思考與討論，是個(gè)人與書(shū)的價(jià)值觀的體現(xiàn)。在了解了各行業(yè)職業(yè)特點(diǎn)與個(gè)人性格特征、興趣愛(ài)好的前提下，探討“如何選擇一本好書(shū)”對(duì)學(xué)生的人生具有一定的指導(dǎo)意義。
1．Discussiononthefollowingissues
Whatdoyouthinkofthemostimportantfactorsinchoosingabook?
personalinterest,price，quality，content，colour，
Askthestudentstorecommendabookwhichyoulikebestandexplainwhy

擴(kuò)展閱讀

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(shí)點(diǎn)，幫助高中教師提高自己的教學(xué)質(zhì)量。我們要如何寫(xiě)好一份值得稱(chēng)贊的高中教案呢？下面是小編為大家整理的“Unit3UndertheseaPart3Grammer”，但愿對(duì)您的學(xué)習(xí)工作帶來(lái)幫助。

Unit3Underthesea
Part3Grammer動(dòng)詞ing形式的被動(dòng)語(yǔ)態(tài)
Ⅰ.動(dòng)詞ing形式的被動(dòng)語(yǔ)態(tài)的構(gòu)成形式：
v．ing形式的被動(dòng)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(gè)被動(dòng)的動(dòng)作正在進(jìn)行或與謂語(yǔ)動(dòng)詞的動(dòng)作同時(shí)發(fā)生；完成式表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞所表示的動(dòng)作之前。例如：
①Thatbuildingbeingrepairedisourlibrary.
正在維修的那座大樓是我們的圖書(shū)館。
②Iappreciatedhavingbeengiventhechancetostudyabroadtwoyearsago.
我非常感激兩年前獲得了去國(guó)外學(xué)習(xí)的機(jī)會(huì)。
Ⅱ.動(dòng)詞ing形式的被動(dòng)語(yǔ)態(tài)的用法
1)作主語(yǔ)
①BeingpunishedbytheheadmastermadeJimunhappy.
受到校長(zhǎng)的懲罰使吉姆很不高興。
②Itsfunbeingtakentothezoo.
被帶去動(dòng)物園真有意思。
2)作賓語(yǔ)
IforgetoncebeingtakentotheseasidewhenIwasyoung.
我忘了小時(shí)候曾被帶到海邊。
3)作表語(yǔ)
Whatmadehisparentshappywashisbeingadmittedtoafamousuniversity.
讓他父母高興的是他被名牌大學(xué)錄取了。
4)作賓語(yǔ)補(bǔ)足語(yǔ)
Heoftenwatchedtheboatsbeingunloaded.
他常?？摧喆敦?。
5)作狀語(yǔ)
一般式的被動(dòng)語(yǔ)態(tài)強(qiáng)調(diào)正在進(jìn)行的被動(dòng)動(dòng)作，而完成式的被動(dòng)語(yǔ)態(tài)則強(qiáng)調(diào)被動(dòng)動(dòng)作在謂語(yǔ)動(dòng)詞所表示的動(dòng)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(guò)實(shí)驗(yàn)室之后，這些參觀者又被帶著去看操場(chǎng)了。
6)作定語(yǔ)
①Themeetingbeingheldnowisveryimportant.
現(xiàn)在正在召開(kāi)的會(huì)議非常重要。
②Heaskedwhowasthemanbeingoperatedon.
他問(wèn)正在接受手術(shù)的人是誰(shuí)。
[知識(shí)拓展]
v．ing形式的被動(dòng)式表示一個(gè)被動(dòng)的動(dòng)作正在進(jìn)行；過(guò)去分詞通常表示一個(gè)被動(dòng)的動(dòng)作已經(jīng)發(fā)生；不定式的被動(dòng)式通常表示將來(lái)的一個(gè)被動(dòng)的動(dòng)作。
①ameetingbeingheldnow現(xiàn)在正在舉行的一次會(huì)議
②ameetingheldyesterday昨天舉行的一次會(huì)議
③ameetingtobeheldtomorrow明天將舉行的一次會(huì)議
動(dòng)名詞的被動(dòng)形式
1.當(dāng)一個(gè)動(dòng)名詞邏輯上的主語(yǔ)所表示的是這個(gè)動(dòng)作的對(duì)象時(shí)，這個(gè)動(dòng)名詞一般要用被動(dòng)形式。
Sobeingkilledbysharkswasacommonoccurrence.因此那時(shí)給鯊魚(yú)吃掉是常有的事。
Hecouldnobearbeingmadefunoflikethat.人家這樣開(kāi)他的玩笑他受不了。
2.在want,need,deserve,require等動(dòng)詞后，盡管表示的是被動(dòng)的意思，我們卻用動(dòng)名詞的主動(dòng)形式。
Mypenneedsfilling.我的筆該上墨水了。
Thepointdeservesmentioning.這一點(diǎn)值得提一下.
二、現(xiàn)在分詞的被動(dòng)形式
在表示一個(gè)被動(dòng)動(dòng)作時(shí)，如果這個(gè)動(dòng)作是現(xiàn)在正在進(jìn)行的，或是與謂語(yǔ)表示的動(dòng)作同時(shí)發(fā)生的，我們可以用現(xiàn)在分詞的被動(dòng)。

當(dāng)堂達(dá)標(biāo)

Ⅰ.單項(xiàng)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(gè)美好的童年，隨同母親一起周游世界。本題考查分詞短語(yǔ)擔(dān)任狀語(yǔ)。動(dòng)作travel與主語(yǔ)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(jué)到了他們眼神中所流露出來(lái)的同樣的興奮神情。本題考查現(xiàn)在分詞短語(yǔ)擔(dān)任時(shí)間狀語(yǔ)，表示與謂語(yǔ)動(dòng)作同時(shí)發(fā)生的一個(gè)主動(dòng)動(dòng)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(shù)縣提供補(bǔ)給?，F(xiàn)在分詞短語(yǔ)sendingsuppliestoYushu擔(dān)任方式或伴隨狀語(yǔ)，表示句子的主語(yǔ)所發(fā)出的一個(gè)與謂語(yǔ)動(dòng)作work同時(shí)發(fā)生的主動(dòng)動(dòng)作。
4答案：A　本題題意：聽(tīng)！你聽(tīng)見(jiàn)有人在喊救命嗎？表示感覺(jué)的動(dòng)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?，F(xiàn)在分詞既可表示動(dòng)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(dòng)作到目前為止已經(jīng)結(jié)束時(shí)，要用不帶to的不定式。此外，表達(dá)一連串的動(dòng)作時(shí)它比分詞形式在形式上要簡(jiǎn)練些。例如：①I(mǎi)sawhimchangingthewheel.(我看見(jiàn)他換輪子)這個(gè)句子可以指看見(jiàn)了動(dòng)作的整個(gè)過(guò)程，也可指只看見(jiàn)動(dòng)作的一部分。②Isawhimchangethewheel.意指我看到了動(dòng)作的全過(guò)程。
5答案：C　本題題意：蒂娜數(shù)月來(lái)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(gè)職位。本題考查分詞短語(yǔ)擔(dān)任時(shí)間狀語(yǔ)，動(dòng)作struggle與主語(yǔ)Dina之間構(gòu)成邏輯上的“主謂關(guān)系”，且發(fā)生在謂語(yǔ)動(dòng)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(shù)地震中受損的學(xué)校，使學(xué)生能夠重返校園。現(xiàn)在分詞短語(yǔ)在句中擔(dān)任結(jié)果狀語(yǔ)，表示一個(gè)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(yǔ)擔(dān)任方式或伴隨狀語(yǔ)，表示一個(gè)與謂語(yǔ)動(dòng)作walk同時(shí)發(fā)生的主動(dòng)動(dòng)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(huì)里的扒手。
8答案：B　本題題意：律師全神貫注，試圖抓住問(wèn)題的要害。本題考查現(xiàn)在分詞短語(yǔ)擔(dān)任方式或伴隨狀語(yǔ)以及動(dòng)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(gè)省份發(fā)生了洪澇災(zāi)害。本題考查現(xiàn)在分詞短語(yǔ)擔(dān)任結(jié)果狀語(yǔ)，表示一個(gè)自然而然的結(jié)果。
10答案：C　本題題意：這個(gè)消息使公眾震驚，引發(fā)了人們對(duì)學(xué)生在校安全的高度關(guān)注。本題考查現(xiàn)在分詞短語(yǔ)擔(dān)任結(jié)果狀語(yǔ)，表示一個(gè)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(guò)四十磅的兒童必須坐在兒童安全座椅上?，F(xiàn)在分詞短語(yǔ)weighinglessthan40pounds擔(dān)任后置定語(yǔ)，修飾名詞youngchildren，相當(dāng)于定語(yǔ)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(gè)石頭雕像，約10米高。本題考查現(xiàn)在分詞短語(yǔ)擔(dān)任時(shí)間狀語(yǔ)，表示一個(gè)與謂語(yǔ)動(dòng)作同時(shí)發(fā)生的主動(dòng)動(dòng)作。
14答案：A　leadto作“導(dǎo)致，產(chǎn)生”解，其中的to是介詞，后接動(dòng)名詞，故排除B、C兩項(xiàng)。bemarriedtosb.表狀態(tài)，marrysb.表動(dòng)作。
15答案：C　lookforwardto是一短語(yǔ)，其中to為介詞，故排除A、B選項(xiàng)。從句意上分析應(yīng)使用動(dòng)名詞的被動(dòng)式。
16答案：B　seesb.doingsth.意為“看見(jiàn)某人正在做某事”，and連接兩個(gè)并列謂語(yǔ)，動(dòng)詞時(shí)態(tài)保持一致。
17答案：B　without是介詞，后接名詞或動(dòng)名詞作賓語(yǔ)，此處用動(dòng)名詞的被動(dòng)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(dòng)名詞作賓語(yǔ)；protect意為“保護(hù)”；prevent指“阻止”，故選D項(xiàng)。
19答案：C　onesdoingsth.是動(dòng)名詞的復(fù)合結(jié)構(gòu)，可以作主語(yǔ)、賓語(yǔ)或表語(yǔ)，此處Hissonsbeingabsent作主語(yǔ)。
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(gè)動(dòng)作是并列關(guān)系，所以都用動(dòng)名詞形式。
21答案：B　onesbeingdone是動(dòng)名詞復(fù)合結(jié)構(gòu)的被動(dòng)式，變成否定式直接在動(dòng)名詞前加not，即onesnotbeingdone，這個(gè)結(jié)構(gòu)可作主語(yǔ)、賓語(yǔ)或表語(yǔ)。
22答案：C　notbeingtold表示“沒(méi)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?！薄澳悄銥槭裁床辉囍阉鼘?xiě)下來(lái)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(dòng)名詞作賓語(yǔ)，不接不定式。wouldrather后接賓語(yǔ)從句時(shí)，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(yǔ)，表示到現(xiàn)在為止還沒(méi)有收到。
26答案：C　此處用現(xiàn)在分詞完成式的被動(dòng)式作狀語(yǔ)，強(qiáng)調(diào)主句的主語(yǔ)是動(dòng)作的承受者，同時(shí)分詞的動(dòng)作發(fā)生在主句謂語(yǔ)動(dòng)作之前。
27答案：C　句意為“這只松鼠如此幸運(yùn)，以致它剛剛逃脫了被抓(的命運(yùn))”。miss后接動(dòng)名詞擔(dān)任賓語(yǔ)，考慮邏輯關(guān)系，選用被動(dòng)形式。
28答案：C　canthelpdoingsth表示“忍不住做某事”，此處用動(dòng)名詞的被動(dòng)式。
29答案：A　remember后接動(dòng)名詞形式作賓語(yǔ)，表示“記得曾經(jīng)做過(guò)某事”。
30答案：C　beworthdoing...表示“值得做……”，采用動(dòng)名詞的主動(dòng)形式表示被動(dòng)意義。

Unit 3 Travel journal教案3

一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)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(shí)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(wèn)題。那么怎么才能寫(xiě)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(lái)的《Unit 3 Travel journal教案3》，僅供參考，歡迎大家閱讀。

Unit3Traveljournal
TheFirstPeriod

●從容說(shuō)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(diǎn)
GetSstolearndifferentreadingskills，especiallytheabilitiesofunderstandingtheimpliedmeanings.
●教學(xué)難點(diǎn)
（1）Knowthemeaningsandpronunciationofthenewwords.
（2）Learndifferentreadingskillsfordifferentreadingpurposes.
●教具準(zhǔn)備
Multi-mediaclassroomandothernormalteachingtools.
●教學(xué)過(guò)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(shū)設(shè)計(jì)
Unit3Traveljournal
TheFirstPeriod
NewwordsDiscussion
1.fear9.PhnomPenhWhatcanariverbeusedfor？
2.stubborn10.Cambodiatransport
3.delta11.HoChiMinhdrinkingwater
4.glacier12.Vietnamwashing
5.Transport...irrigation
7.Vientianefish
8.Laos

●活動(dòng)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(yíng)的）fisheries（漁場(chǎng)），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(ài)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(tīng)懂所講的內(nèi)容，幫助教師營(yíng)造一個(gè)良好的教學(xué)氛圍。你知道怎么寫(xiě)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(duì)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(yǔ)言
功能句式Intentionsandplans
Wherewouldyoupreferdoing...?
Howwouldyouliketogo...?
Whenareyougoingoffto...?
Howareyougoingto...?
Wishes
Haveagoodtrip!
Haveanice/pleasanttrip!
WhenareyougoingtoGuangzhou?
Howareyougettingtotheairport?
Isanybodyseeingyouoff?
SheisleavingforShanghainextweek.

詞匯
1．四會(huì)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(diǎn)詞匯：
consider,means,experience,nature,particular,separate
語(yǔ)法ThePresentContinuousTenseforfutureaction
重點(diǎn)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(huà)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(guò)本單元的學(xué)習(xí)使學(xué)生了解旅游的不同方式，學(xué)會(huì)表達(dá)計(jì)劃和任務(wù)。能自己設(shè)計(jì)一次旅行計(jì)劃并能寫(xiě)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(gè)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(guò)程中的錯(cuò)誤行為，通過(guò)討論讓同學(xué)們認(rèn)識(shí)到外出旅行時(shí)，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(chǎng)廣播和明信片。通過(guò)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(shí)和過(guò)去時(shí)，強(qiáng)化了學(xué)生的時(shí)態(tài)意識(shí)。
1.3Speaking部分借助于“時(shí)間機(jī)器”設(shè)計(jì)科幻旅游。通過(guò)三個(gè)問(wèn)題誘發(fā)他們的想象力。同時(shí)也能表達(dá)出同學(xué)們對(duì)過(guò)去和未來(lái)的真實(shí)愿望以及情感。
1.4Pre-reading提供了三個(gè)問(wèn)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(lái)，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(gè)話(huà)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(duì)比閱讀的方法。
1.6Post-reading選擇最佳答案和完成表格是對(duì)課文的檢查和鞏固，加深同學(xué)們對(duì)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(guò)單詞的配對(duì)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(yǔ)法部分通過(guò)讀寫(xiě)來(lái)操練時(shí)態(tài)，了解進(jìn)行時(shí)的另一種用法：進(jìn)行時(shí)表將來(lái)。
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(gè)“生態(tài)旅行”計(jì)劃來(lái)訓(xùn)練學(xué)生的說(shuō)、讀、寫(xiě)技能。Writing部分要求學(xué)生書(shū)寫(xiě)兩封信，訓(xùn)練他們對(duì)不同時(shí)態(tài)的應(yīng)用。
1.9Tips明確寫(xiě)作的幾要素，指導(dǎo)學(xué)生如何明確寫(xiě)作的目的。
1.10Checkpoint總結(jié)了本單元的語(yǔ)法——現(xiàn)在進(jìn)行時(shí)，并設(shè)計(jì)了一些最基本的練習(xí)，檢查和強(qiáng)化了對(duì)本部分的掌握情況。
2.教材重組
2.1Warmingup,Speaking和Talking均屬于說(shuō)的訓(xùn)練，因此把Warmingup,Speaking和Talking整合成一節(jié)“口語(yǔ)課”。
2.2Listening和Workbook中的Listening放在一起，設(shè)計(jì)成一節(jié)“聽(tīng)力課”。
2.3將Pre-reading,Reading和Postreading三項(xiàng)活動(dòng)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(yǔ)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(xiě)作課”。
3．課型設(shè)計(jì)與課時(shí)分配（根據(jù)學(xué)情，經(jīng)教材分析，本單元要分六課時(shí)完成）
1stPeriod口語(yǔ)課
2ndPeriod聽(tīng)力課
3rdPeriod閱讀課
4thPeriod語(yǔ)法課
5thPeriod泛讀課
6thPeriod寫(xiě)作課

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
consider,means,transportation,information
b.重點(diǎn)句型和交際用語(yǔ)
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(diǎn)
Talkingabouttravellingmeansoftransportation.
Teachingdifficultpoints教學(xué)難點(diǎn)
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(guò)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(shí)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?cè)谏险n時(shí)能夠更好的聽(tīng)課，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。所以你在寫(xiě)高中教案時(shí)要注意些什么呢？小編經(jīng)過(guò)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(shí)及其禮儀的變化。語(yǔ)言是文化的一個(gè)重要組成部分，所以學(xué)習(xí)英語(yǔ)自然也要學(xué)習(xí)相應(yīng)的英語(yǔ)國(guó)家的文化習(xí)俗。所以本篇課文內(nèi)容很有實(shí)用性且具有很強(qiáng)的操作性。可以讓學(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(jì)一些活動(dòng)做到信息共享。

2知識(shí)的掌握重在運(yùn)用，尤其是日常的口語(yǔ)運(yùn)用，注重讓學(xué)生多進(jìn)行對(duì)話(huà)練習(xí)，在對(duì)話(huà)中注意用合適的禮貌用語(yǔ)。

3本單元結(jié)束時(shí)，可以對(duì)文化這一主題作更深的探討，老師設(shè)計(jì)相應(yīng)的活動(dòng)，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(yǔ)法重點(diǎn)是定語(yǔ)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(jiǎn)單說(shuō)明并舉例，但不建議進(jìn)行該語(yǔ)法知識(shí)點(diǎn)的系統(tǒng)教學(xué)。

5在單元教學(xué)過(guò)程中注意閱讀和聽(tīng)說(shuō)訓(xùn)練的有機(jī)結(jié)合，并補(bǔ)充少量的基礎(chǔ)的寫(xiě)作練習(xí)。

（二）單元目標(biāo)（UnitTarget）

1學(xué)習(xí)在不同的場(chǎng)合下運(yùn)用合適得體的禮儀。

2學(xué)習(xí)并運(yùn)用以關(guān)系副詞為連接詞的定語(yǔ)從句。

3進(jìn)行口語(yǔ)對(duì)話(huà)操練，學(xué)會(huì)如何引出對(duì)話(huà)，安排約會(huì)及表達(dá)感激之情。

4練習(xí)三大閱讀技巧：跳讀，略讀，及運(yùn)用上下文線(xiàn)索閱讀。

5學(xué)習(xí)如何寫(xiě)復(fù)合句。

（三）單元重點(diǎn)（UnitPoints）

1關(guān)鍵詞：

u語(yǔ)言知識(shí)類(lèi)

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(lèi)（常見(jiàn)的禮貌用語(yǔ)）：——參考教參P14頁(yè)

Afteryou!

Excuseme,butcanyoutellmethetime?

Ibegyourpardon?

Ladiesfirst!

I’dliketomeetDrSnow.

ThisisJane.

I’mverygladtomeetyou!

It’sapleasuretomeetyou!

Nicetomeetyou!2功能：

1）Startingaconversion——參考課文P44頁(yè)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(yè)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(yǔ)法點(diǎn)：

1定語(yǔ)從句（關(guān)系副詞，when,where,why）

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

例：1)Michelangelolivedinthattime.

Thetimewasabout500yearsago.

ThetimeinwhichMichelangelolivedwasabout500yearsago.

ThetimewhenMichelangelolivedwasabout500yearsago.

2)Hestartedtoworkandlearninthatworkshop.

Theworkshopbelongedtooneoftheleadingmastersofthetime.

Theworkshopinwhichhestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

Theworkshopwherehestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

3)Michelangeloturneddownthetaskforthatreason.

Thereasonwasverysimple.

ThereasonforwhichMichelangeloturneddownthetaskwasverysimple.

ThereasonwhyMichelangeloturneddownthetaskwasverysimple.

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

Thisistheplaceinwhich(=where)Luxunoncelived.

2Pleasemakeamarkwhereyouhavequestions.（狀語(yǔ)從句）

Pleasemakeamarkintheplacewhereyouhavequestions.（定語(yǔ)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(dòng)詞do的強(qiáng)調(diào)作用）

在行為動(dòng)詞作謂語(yǔ)的句子中，常用“助動(dòng)詞do/did+謂語(yǔ)動(dòng)詞原形”表示強(qiáng)調(diào)語(yǔ)氣，這個(gè)結(jié)構(gòu)也可以用于祈使句。例如：

Wedohaveaschoolbusofourown.

Hedidfindthatallthereportswerenottruetothefacts.

Dobecarefulwithyourspellinginwriting.

注意點(diǎn)：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(shí)及一般過(guò)去時(shí)。

3倒裝句

結(jié)構(gòu)：提前成分＋情態(tài)動(dòng)詞/助動(dòng)詞＋主語(yǔ)＋動(dòng)詞原形

例：Hecareslittlefordress.→Littledoeshecarefordress.

Wecouldhardlyhearanysound.→Hardlycouldwehearanysound.

其它例句：

Notasinglemistakedidhemakeinthetest.

Notuntilthendidheknowhismotherhaddoneitforhisgood.

Bynomeanscanhebethemurderer.

Notonlydidhepraisehisstudentsbutalsohegavethemabigreward.

二、教學(xué)設(shè)計(jì)（TeachingDesigns）

教學(xué)內(nèi)容

教學(xué)實(shí)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(gè)方面的禮儀：?jiǎn)柡?，社?huì)禮儀等，舉例說(shuō)明不同國(guó)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(yè)——Highlights部分。

課本第29頁(yè)——Scanning

課本第61頁(yè)——

Skimming

2Listening

作為教材第42頁(yè)的聽(tīng)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(yǔ)教育出版社出版的《英語(yǔ)（新世紀(jì)版）聽(tīng)力》，開(kāi)展相關(guān)主題的聽(tīng)力活動(dòng)作為對(duì)教材的補(bǔ)充。

此外Internet也是非常好的信息來(lái)源，在此提供一個(gè)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(guò)程中，讓學(xué)生接受不間斷的聽(tīng)力訓(xùn)練。

課文第42頁(yè)——ListeningPractice

補(bǔ)充聽(tīng)力——

EnglishManners

網(wǎng)址——

3Speaking

以“禮儀”為主題設(shè)計(jì)口語(yǔ)活動(dòng)。

活動(dòng)一：情景對(duì)話(huà)。結(jié)合補(bǔ)充材料1（1）中所提供的用語(yǔ)及課本第44－45的“UsefulLanguage”讓學(xué)生組織對(duì)話(huà)，在課堂中展示。

活動(dòng)二：?jiǎn)柎鸶?jìng)賽。讓學(xué)生在競(jìng)賽中進(jìn)一步了解社會(huì)禮儀的內(nèi)涵和重要性。[鏈接3]競(jìng)賽的具體教學(xué)建議和內(nèi)容

活動(dòng)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(yè)——UsefulLanguage

4Writing

本單元對(duì)于學(xué)生的寫(xiě)作要求是學(xué)寫(xiě)復(fù)合句，在課本第45頁(yè)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(yè)的練習(xí)。同事輔助以一些簡(jiǎn)單的中譯英練習(xí)以檢驗(yàn)學(xué)生的學(xué)習(xí)效果。

[鏈接4]中譯英

課文第45頁(yè)——Writing部分

5Structure

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

[鏈接5]定語(yǔ)從句操練的教學(xué)建議

課文第39頁(yè)——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(jiǎn)單，可要求學(xué)生做課文復(fù)述練習(xí)。

課文第48頁(yè)——AdditionalReading

[鏈接1]補(bǔ)充材料1

說(shuō)明：

以下提供有3篇閱讀材料，都是有關(guān)英國(guó)的問(wèn)候及社會(huì)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(guò)程中提供給學(xué)生。第一篇閱讀材料中的問(wèn)候語(yǔ)可以與單元重點(diǎn)之功能部分所列出的禮貌用語(yǔ)相結(jié)合，讓學(xué)生作簡(jiǎn)單對(duì)話(huà)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(wèn)答競(jìng)賽

說(shuō)明：

競(jìng)賽的形式比較活躍，容易調(diào)動(dòng)學(xué)生的積極性和強(qiáng)烈的參與興趣。老師將問(wèn)答競(jìng)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(duì)該主題的了解和運(yùn)用。步驟：

l將學(xué)生分成4個(gè)小組，以小組為單位進(jìn)行搶答。

l共20題，沒(méi)個(gè)題目分值10分，答對(duì)但不完整得5分，同一小組隊(duì)員補(bǔ)答若答對(duì)可以得滿(mǎn)分，其他小組補(bǔ)答若答對(duì)，其他小組得分。

l每個(gè)小組有一個(gè)計(jì)分牌（用臺(tái)歷制成，由老師事先準(zhǔn)備），由老師進(jìn)行計(jì)分。

l比賽結(jié)束時(shí)，各小組計(jì)算得分，勝者給予獎(jiǎng)勵(lì)。

競(jìng)賽內(nèi)容（幻燈片）：

[鏈接4]中譯英練習(xí)

說(shuō)明：

中譯英練習(xí)對(duì)學(xué)生要求較高，是對(duì)學(xué)生綜合英語(yǔ)水平的練習(xí)，但中文句子不宜過(guò)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(shí)候我忍不住激動(dòng)地哭了。(thefirsttime)

ThefirsttimeIsawYaoMing,Icouldn’thelpcryingforexcitement.

2.他是那么誠(chéng)實(shí)的人，他是不可能說(shuō)謊的。(such…that/too…to)

Hewassuchanhonestmanthathewouldn’tlie.

Hewastoohonestamantotellalie.

3.自從他從事這份教師工作以來(lái)已經(jīng)有20年了。

It’s20yearssincehetookupteaching.

4.在你不懂的地方做一個(gè)標(biāo)記。

Makeamarkwhereyoudon’tunderstand.

5.盡管他很生氣但是他并沒(méi)有扳起臉。

Althoughhewasveryangryhedidn’tputupastiffface.

[鏈接5]定語(yǔ)從句操練的教學(xué)建議

說(shuō)明：

語(yǔ)法的學(xué)習(xí)除了教師的精講之外，離不開(kāi)學(xué)生的實(shí)際語(yǔ)言練習(xí)與運(yùn)用。創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，是語(yǔ)法學(xué)習(xí)不再被動(dòng)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(bào)紙上搜索定語(yǔ)從句，尤其是以關(guān)系副詞連接的定語(yǔ)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(yè)以及Workbook的相關(guān)練習(xí)。