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高二上册Unit 3教案（附练习）

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下面是小编收集整理的高二上册Unit 3教案（附练习），本文共15篇，供大家参考借鉴，希望可以帮助到有需要的朋友。本文原稿由网友“逃离挪威森林”提供。

篇1：高二上册Unit 7教案（附练习）

高二Unit 7 教案

TEACHING PLAN FOR UNIT 7 (Book 2A)

LIVING WITH DISEASE

I. Brief statements Based on the Unit

This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.

In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.

All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.

II. Teaching Goals

1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.

2. Practise talking about imaginary situations.

3. Practise supporting and challenging an opinion.

4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …

5. Write a personal narrative.

III. Teaching Plan: (Six Periods)

1st period: Warming-up, Listening (WB) & Talking (Optional)

2nd period: Speaking

3rd period: Reading-Born Dying

4th period: Integrating Skills (SB)

5th period: Language Study-Word Study

6th period: Language Study-Grammar

The First Period

GOALS:

To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.

To learn some basic knowledge about AIDS.

To help students build the right attitudes towards AIDS.

TEACHING PROCEDURES

I. Warming up

1. Lead-in

1) Show a picture of AIDS logo to lead in the subject-AIDS

Are you familiar with this red ribbon?

What’s it related to?

What doesn’t it mean? Do you know?

(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)

2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.

Do you know them?

What is their job besides acting?

Is it just the problem in China?

(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)

2. Brainstorming

Q1: While talking about AIDS, what other diseases can you think of?

Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.

(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)

3. How much do you know about AIDS?

1) Pair work-questions for discussion

What’s the full name of AIDS?

Can AIDS be transmitted?

In what ways can it be transmitted?

What kinds of people are likely to get AIDS?

Do people with AIDS look healthy at first?

Is it safe or dangerous to stay or to be friends with them? Why?

(Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.)

2) AIDS QUIZ (individual work)

1) AIDS quiz (p.49)-check students’ knowledge about AIDS.

2) Picture quiz -Can the AIDS virus transmitted via the following routes?

Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.

II. Listening (WB)

1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”

2. While-listening: Listen to the tape and finish exercises in Part1&2.

(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)

3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.

III. Talking (Optional)

Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.

(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)

IV. Homework

1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.

2. Learn the new words of this unit by heart.

The Second Period

GOALS:

To practise supporting and challenging an opinion.

To practise listening comprehension.

TEACHING PROCEDURES

I. Revision

Do you still remember this logo? What can you learn from it?

Q1: Do you remember what it means?

Q2: In what ways is AIDS transmitted?

II. Speaking

1. Pre-speaking

1) Do you agree that getting AIDS is a personal problem? Why or why not?

(Through these questions-

Raise the idea of social problem and come to Speaking part.

Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.

2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?

(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)

3) Information input

Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.

(Refer to the PowerPoint Proper explanation is needed).

About AIDS

1. How many AIDS patients all over the world? Where are they? And are they young or old?

2. What kinds of social problems can AIDS cause?

3. How about the situation in China?

About drugs

1. Is the use of drugs such as heroin, serious? Why do you think so?

2. What should we do with it?

About Smoking

1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?

2. What kinds of danger can it cause to our body?

3. Can you think of the other dangers of smoking?

About drinking

1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.

2. Can drinking cause some problem to our body? What are they?

3. Will drinking cause some social problems? Give some example.

T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.

2. While-speaking

If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?

Role play

Group of four

Each acts as the expert on AIDS, drug, smoking and drinking.

Use the expressions to support your opinion or challenging other’s opinions. (p.50)

Language input (Useful expressions)

--Repeat it to strengthen students’ ability of use it.

Supporting an opinion Challenging an opinion

I think that …, because … Perhaps, but what if / about …?

First, … Have you thought about …?

One reason is that … What makes you think that …?

For example, … Could you please explain …?

If we / they were to …, we / they could … If I were you, I would …

3. Post-speaking

Conclusion-Class discussion

Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?

(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)

IV. Homework

1. Finish Listening (P.50) exercises

2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).

The Third Period

GOALS:

To learn more knowledge about AIDS.

To help students understand the attitudes and spirits of living with disease

To learn some useful language point

TEACHING PROCEDURES

I. Pre-reading

1) Q1: What do they look?

Show the picture of a father and his son.

(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)

2) Q2: Have you ever seen an AIDS patient? How do they look?

Show the students some pictures of AIDS patients.

(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)

3) Q3: Are they bad people? Do they deserve it?

Show more pictures of people infected with HIV or AIDS.

(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of ”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)

4) Q4: Do you want to know more about their life?

Our text is about Xiaohua’s life.

What questions do you think will be answered in the text?

1._______________

2._______________

3._______________

4._______________

II. While-reading

1) Skimming:

Q: What’s Xiaohua’s attitude towards her disease?

2) Scanning:

Q1: In what ways does AIDS spread?

Q2: How many children were infected in ?

3) Summary：

1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)

2. What is AIDS? (para2)

3. How was Xiaohua infected? (para3)

4. Thousands of children become infected with HIV every day. (para4)

5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)

III. Post-reading

1) Questions

(Much of the answers to these questions can be referred to the reading material on P127.)

Q1: Why is AIDS a deadly disease?

(Break down/ defenceless/treatment/not available/incurable)

Q2: Why do the young suffer the most?

(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)

Q3: What do they suffer from?

(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)

Q4: What can be done to improve the situation?

(By the government:

By specialist and doctors:

By other people:

By the patients themselves: )

Q5: As an AIDS patient, what does Xiaohua do?

(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)

Q6: What are her wishes?

(I wish I could remember

If I were to live long …

I wish people could…

If I were you …

Q7: How do you find her?

Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?

2) Creation

AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.

Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.

IV. Homework

1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)

2. Learn the whole text by heart.

The Forth Period

GOALS:

To learn some information of cancer and the attitude towards it.

To write a personal narrative.

TEACHING PROCEDURES

I. Pre-reading

Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.

Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?

-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”

-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.

II. While-reading

Questions:

Q1: How did cancer change the writer’s life?

Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?

Q3: Do their experiences strike you?

Q4: What have you learnt from them?

(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.

I remember having an empty feeling in my stomach and thinking that my life was going to end.

There were days when I wished that I were dead so that I would not have to feel so sick.)

III. Writing

Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…

Steps to follow

Step one: think about your past days: what were some events that made you very happy? What made you very sad?

Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).

Step three: talk about the happy and sad things to your partner, with reference to the timeline.

Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.

Step five: work out an outline of what you are going to write.

Step six: read an example.

Step seven: begin to write.

IV. Homework

1. Write an essay about an important event in your life.

The Fifth Period

GOALS:

To learn about some antonyms

To practice using some useful words and phrases in the text

TEACHING PROCEDURES

I. Lead-in

Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way

Q1. Do you still remember Xiaohua?

Q2. What has happened to her?

Q3. What is her attitude towards the disease?

(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)

II. Learn and practice using some antonyms

1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.

2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.

defenceless -- defensive

infect with -- immune to

protected -- unprotected

incurable -- curable

discourage -- encourage

visible -- invisible

3) Practice using these antonyms through exercises.

(Complete the sentences using the antonyms)

1. In February some people got ____ a strange disease and died within a month.

2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.

3. People think it a serious crime to attack _______ children.

4. AIDS can be transmitted by having ______ sex.

5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.

III. Practice using some useful words and phrases in the text.

(Translate the following sentences with the help of Chinese or italic words.)

1. The doctor ______ (诊断)my illness as a rare skin disease.

2. He has _______ （恢复）from his bad cold and can go out tomorrow.

3. The disease makes her realize how _______ （宝贵）life is.

4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.

5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）

6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）

7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.

8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）

IV. Complete the short summary of the text with the proper forms of the following words and phrases.

break down the immune system leave defenceless

infect with live with

live life to the fullest die of

available deadly

a lack of on the contrary

AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.

So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.

Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.

V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.

Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.

VI. Homework

1. Preview grammar

2. Finish word study exercises on SB and WB

The Sixth Period

GOALS:

To learn the Subjunctive Mood

To make students get familiar with the Subjunctive Mood and master it by using it in different situations

TEACHING PROCEDURES

I. Lead-in

1) Show students the picture of Xiaohua and ask them two questions:

Q1. You must be quite familiar with this girl now, right?

(Right. She is a Xiaohua, a girl who has been infected with AIDS.)

Q2. How was she infected with AIDS?

(She was infected by birth.)

2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.

1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.

2. Based on the above talking, teacher raise the following questions:

If they go on doing this, what would happen?

If you were Xiaohua, what would you like to tell them?

If you were a doctor, what would you do?

If you were one of them, what would you do?

3. Some people do not take Xiaohua or doctor's advices. Finally, they die.

If they had not drunk so much wine, he would not have died at such an early age.

If he had (not)..., he would (not) have...

Ask students to make more similar sentences, using the Subjunctive Mood.

II. More Situations

1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?

2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?

3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?

III. Homework

1. Finish all the grammar exercises on SB and WB

2. Review the whole unit

IV. Background Information

What is AIDS?

--www.aids.org/factSheets/index.html#Preventing

WHAT DO “AIDS” MEAN?

AIDS stands for Acquired Immune Deficiency Syndrome:

Acquired means you can get infected with it;

Immune Deficiency means a weakness in the body's system that fights diseases.

Syndrome means a group of health problems that make up a disease.

AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make “antibodies”, special molecules that are supposed to fight HIV.

When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called “HIV-Positive”. Fact Sheet 102 has more information on HIV testing. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called “opportunistic infections” (see Fact Sheet 500).

HOW DO YOU GET AIDS?

You don't actually “get” AIDS. You might get infected with HIV, and later you might develop AIDS.

You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:

Having sex with an infected person.

Sharing a needle (shooting drugs) with someone who's infected

Being born when the mother is infected, or drinking the breast milk of an infected woman.

Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.

There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.

In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.

IS THERE A CURE FOR AIDS?

There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.

There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.

HOW CAN YOU PROTECT YOURSELF AND OTHERS?

Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.

Sexual Activity

You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).

Drug Use

If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.

Vertical Transmission

With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.

Contact with Blood

HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.

THE BOTTOM LINE

HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.

To decrease the risk of spreading HIV:

Use condoms during sexual activity

Do not share drug injection equipment

If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs

If you are an HIV-infected woman, don't breast feed any baby

Protect cuts, open sores, and your eyes and mouth from contact with blood.

If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.

Summary

本单元的中心话题是疾病，包括艾滋病的常识，艾滋病患者小华的故事。

Speaking 部分是让学生们讨论目前最严重的疾病是什么，是艾滋病，吸毒，吸烟，酗酒，还是其他疾病，学生陈述理由以说服其他同学为什么认为该疾病是最严重的。培养了学生们的逻辑思维能力和组织语言的能力，同时也可以丰富学生描述有关疾病的词汇，句型等语言知识，语法项目是虚拟语气，我给学生们列举了几种常见的虚拟语气结构。通过改写句子，帮助学生熟悉语法结构及表达的意义，达到熟练掌握的目的。

本单元教学最深的体会：为学生们组织了辩论大赛，要求学生们课下搜集关于各种疾病的材料，讨论并列出提纲，个小组成员在负责人的带领下，阐述本组理由，尽量说服其他组成员，理由充分的组胜出。

不足之处：虚拟语气较难，掌握情况不佳，还有待练习。

本单元检测题

第一节单项填空(共15小题,每小题1分，满分15分)

从 A,B,C,D 四个选项中,选出可以填入空白处的最佳选项。

11. ---I am looking for ______ sweater for my son.

---OK. Here's _______ nice cotton one for $38.

A. a; the B. the; a C. a; a D. the; the

12. He is ____ old man. He lost his left leg when he was _____; at the age of_____ he last his parents.

A. 80-year-old; 8; 18 years old B. a 80-year-old; 8 years old; 18

C. an 80-years-old; 8 years; 18 D. an 80-year-old; 8; 18

13. Chen Wei and Susan were walking down the street _______ they saw an accident. Susan stayed to look after the wounded _________Chen Wei went to make a telephone call.

A. while; when B. when; while C. when; when D. while; while

14. I was really anxious about you. You ________ home without a word.

A. mustn’t leave B. shouldn’t have left

C. couldn’t have left D. needn’t leave

15. It ________ last night, for the ground is still so wet .

A. must rain B. must have rained C. might rain D. should have rained

16. With all my homework __________ in time, I went home happily.

A. finish B. finishing C. finished D. had finished

17. Please do be careful while __________ the road as the traffic is so heavy.

A. cross B. to cross C. crossing D. crossed

18. Can you ______ the difference between the two villas?

A. say B. explain C. tell D. speak

19. This is the only one of the books __________by all the middle school students.

A.which is enjoyed B. that are enjoyed C. that is enjoyed D. that enjoys

20. Is it really true ________ Bob asked all the airlines to fly the pop stars for free?

A. how B. that C. why D. whether

21. --Excuse me, is this case mine, Betty?

--Sorry, but it belongs to ________, though it is similar to ________.

A. me; yours B. mine; yours C. me; you D. mine; you

22. Mrs Pattis gave us another wonderful talk, _______ of great importance to our English study.

A. I think which is B. I think it is C. which I think is D. which I think it

23. --There's a flower show in the nature park. Shall we go and see it?

--__________.

A. Quite well B. Yes, please C. Good idea D. No problem

24. Paula refused the invitation to David's party the next week, ________ of course made

him puzzled.

A. what B. where C. when D. which

25. Sorry. I took your schoolbag ___________.

A. by mistake B. by a mistake C. without a mistake D. with mistake

第二节完形填空（共20小题，每小题1分，满分20分）

阅读下面短文,掌握其大意，然后从26---45各题所给的四个选项（A、B、C和D）中,选出最佳选项。

Ben and his wife Susan were on their way to have dinner with their friends, Ian and Betty. It was a dark, 26 night, and they did not know the road very well. They 27 through Cookstown, until they found 28 they thought was the road to Dorling, where Ian and Betty 29 . But it soon became 30 that they were not on the road to Dorling at all. The road that they were on was getting 31 , and there were no other 32 on it. The wind was blowing 33 with every minute that passed.

Now they went past a small church, and then two houses without 34 on. There was nobody to find who could tell them 35 they were. Just then Ben caught sight of a telephone 36 , fifty metres or so ahead. They planned to telephone Ian and Betty for 37 , so they moved a little bit and 38 their car in front of it. Ben got out of the car and was trying hard to 39 the door of the box when Susan saw a 40 making telephone in the box. They had to 41 for quite a long time in the freezing wind 42 the door opened, and 43 came the young lady. It was

44 else but Betty, one of the friends they had been 45 for.

26. A. sunny B. fine C. windy D. snowy

27. A. looked B. walked C. came D. drove

28. A. how B. which C. where D. that

29. A. lived B. worked C. stayed D. studied

30. A. sorry B. certain C. clear D. known

31. A. longer B. shorter C. wider D. narrower

32. A. buses B. trucks C. cars D. people

33. A. harder B. faster C. stronger D. weaker

34. A. phones B. lights C. radio D. window

35. A. what B. which C. where D. who

36. A. box B. card C. call D. message

37. A. ideas B. advice C. information D. help

38. A. slowed B. found C. started D. stopped

39. A. break B. shut C. open D. knock

40. A. boy B. man C. friend D. woman

41. A. keep B. stay C. sit D. wait

42. A. as B. after C. until D. when

43. A. up B. out C. down D. in

44. A. nobody B. anybody C. somebody D. everybody

45. A. sending B. waiting C. looking D. asking

第三部分：阅读理解（共20小题，每题2分，满分40分）

阅读下列短文,从每题所给的四个选项（A、B、C和D）中，选出最佳选项。

There are many songwriters, but none quite like Noralee Dahl from Torrance, California. The 55-year-old songwriter will write a song for anyone. Just give her a call, and in about thirty minutes she will play an original (最初的) song just for you over the telephone.

Noralee calls her operation “phone-a-song.” As soon as she receives a request by telephone, she starts writing. The cost is fifteen dollars a song, plus three dollars for a tape of her song.

Noralee’s songs are a blend (混合) of country and popular music. She does the singing --- which she has been doing since she was three years old --- and the guitar playing. So far, Noralee figures she has wrote about 500 songs.

46. Who does Noralee write songs for?

A.Some pop stars. B. Anyone who calls to ask for songs.

C. Those who love her songs. D. Anyone who telephones her.

47. What does the word “figures” mean?

A. numbers B. wishes C. learns D. hopes

48. The best title is _____.

A. Noralee’s phone-a-song B. Selling songs

C. Over the phone D. Songwriters and Noralee

Among other buildings in a certain town, there is a house for poor people. They go there when they have no money and no where to live. It’s called a workhouse.

Oliver twist was born there. His mother, a young woman, lay ill in bed. A doctor and an old woman stood by her side.

“Let me see the child, and die,” she said.

“Oh, you must not talk about dying yet,” said the doctor.

“No, dear,” said the old woman. “You are too young to die.”

The young woman shook her head and held out her hand towards the child.

The doctor put the child in her arms. She pressed her cold white lips (嘴唇)to its face, and then fell back --- and died.

“She’s dead,” said the doctor. “Where did she come from?”

“She was brought here last night,” said the old woman. “She was lying in the street. She had walked a long way and her shoes were worn out. Nobody knows where she came from, or where was she going to.”

The doctor said “Goodbye” to the old woman and left. He went home to his dinner.

The old woman sat down on a chair in front of the fire and began to dress the baby. She dressed him in the very old clothes used for a baby born in the workhouse --- a poor child without father or mother, born into a world which had no love or pity for him.

49. People would go to the workhouse when they ________.

A. were out of work B. had no money and no place to live in

C. were very ill D. were dying

50. Before the young woman died, she _______.

A. kissed her child B. walked a long way

C. was lying in the street D. shook her head

51. What kind of life would Oliver lead?

A. A happy life B. A simple life C. A quiet life D. A terrible life

How men first learned to invent words is unknown, in other words, the origin of language is mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thoughts and feelings, actions and things, so that they could communicate with each other, and that later they agreed upon certain signs, called letters , which could be combined to represent those sounds and which could be written down. Those sounds, whether spoken, or written in letters, we call words.

The power of the words, then, lies in their associations--- the things they bring up before our minds. Words become filled with meaning for us by experience, and the longer we live , the more certain words recall us the glad and sad events of our past, and the more we read and learn, the more the number of words that mean something to us increases.

Great writers are those who not only have great thoughts but also express these thoughts in words is what we call literary style. Above all, the real poet is a master of words. He can convey his meaning in words which sing like music, and which by their position and association can move men to tears. We should, there, learn to choose our words carefully and use them accurately, or they will make our speech silly and vulgar.

52.The origin of language is_______

A a legend handed down from the past B.a matter that is hidden or secret

C a question difficult to answer D.a problem not yet solved

53.One of the reasons why men invented certain sounds to express thoughts and actions was

that_______.

A.they could agree upon certain signs

B.they could write them down

C.they could communicate with each other

D. they could combine them

54.In expressing their thoughts, great writers are able ______

A.to confound the readers B to move men to tears

C.to move us to action D to confuse our feeling

55.Which of the following statements about the real poet is NOT true?

A.He is no more than a master of words

B.He can convey his ideas in words which sing like music

C.His style is always charming

D.His poems can move men to tear

第四部分：写（共两节，满分30分）

第一节短文改错（共10小题，每题1分，满分10分）

此题要求改正所给短文中的错误。对标有题号的每一行作出判断：如无错误，该行右边横线上画一个勾（√ ）；如有错误（每行只有一个错误，则按下列情况改正：

此行多一词：把多余的词用斜线（/）划掉；在该行右边横线上写上该词，并也用斜线划掉。

此行缺一词：在缺词处加一个漏字符（∧），在该行右边的横线上写上该加的词。

此行错一词：在错的词下划一横线，在该行右边横线上写出改正后的词。

注意：原行没有错的不要该。

Bob Geldof had a idea of organizing two big pop 66___________

concerts on the same day, one in England and other in the 67___________

USA. He persuaded all the world-famous pop stars come 68___________

and sing at one of these concerts of free. He also persuaded 69___________

other people to providing money or to give help. He told the 70___________

BBC that he had wanted 17 hours of non-stop TV time so that 71___________

both concerts could be shown on television. On July 13th 1985 72___________

the concerts held. 85% of the world’s TV sets were 73___________

turned on and about 1.5 billion people in 160 country 74___________

watched the program. The two concerts costed 4 million dollars. 75___________

第二节：书面表达（共1题，满分20分）

有一英国教育代表团即将访问我国，请你写一书面材料，在他们出发前简单介绍一下中国的情况。内容要点如下：

1）中国历史悠久，首都北京是政治、经济和文化中心；

2）有13亿人口，世界第一；

3）幅员辽阔，气候不同，冬天北方寒冷且漫长，南方温暖且湿润；

4）石油、煤炭等资源丰富。

注意： 1）要有标题；

2）介绍须包括所有要点；

3）词数100左右。

选择题答案

第一、二、三部分（Key to 1---65）

1----5 BCBAC 6----10 BBCCA

11---15 CDBBB 16---20 CCCCB 21---25 ACCDA

26---30 CDBAC 31---35 DCABC 36---40 ADDCD 41---45 DCBAC

46---50 BAABA 51---55 DBCDA 56---60 DBADB 61---65 BBCAB

第四部分：

第一节：

66. aàan 67. Other前加the 68. Come 前加to 69. ofàfor 70. providingàprovide

71. 去掉had 72. √ 73. held前加were 74. countryàcountries 75. costedàcost

第二节：

One possible version:

China is a great country with a long history. Beijing is the capital of the country, which is also the center of politics, economy and culture.

The population of the country has reached 1.3 billion. It is considered the largest country in population in the world.

The weather is different from area to area. In the north, the winters are long and cold while in the south, it is warm and wet. It is rich in coal, oil and so on.

篇2：高二上册Unit 10教案（附练习）

Unit 10 Frightening nature

I. Teaching Goals

1. Talk about natural disasters volcanoes, hurricanes and typhoons.

2. Express emotion, anxiety and fear.

3. Learn about Ellipsis.

4. Practise creative writing.

II. Teaching Time: Four periods

The First Period

Teaching Aims:

1. Learn the new words of this period and master their usages.

2. Listen to a passage about weather forecast,

3. Talk about natural disasters.

Teaching Important Points:

1. How to improve the students' listening ability.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Discussion and free talk to get every student to speak.

3. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

T: Have you finished your homework?

(Ss: Yes )Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following. )

T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.

SA:…

(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)

Step II Warming up

T: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.

(Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following. )

T: Have you finished?

Ss: Yes.

T: Let's do Ex. 1. Who will talk about the first picture?

S: Perhaps the first picture is a geomorphologic map.

T: Please go on !

SB: In the second picture we can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.

Sc: In the third picture. I saw a comet. It has a very bright head and a long less

bright tail and is moving through the sky to the ground. If we want to see it

more clearly, we can see it through a telescope.

T: How do you know when it will happen?

SD: The TV programme will tell us in advance. It will tell us its detailed timetable and the other information about it.

SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.

T: Do you often hear about these things in newspapers or on TV?

SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.

SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.

T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?

SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.

SI: Earthquake can bring great damage to people's life. It can cut off electricity

and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.

SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.

T: In which ways are the fields of science important to our everyday life?

SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.

SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity and

avoid losses.

SM: In our geograph lessons, our teacher told us that the stars and planets in

the universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible so

that we can forecast their effect.

SN: Biology is an important subject. It affects our everyday life directly. If we

develop better medicine, some diseases will be got rid of. SARS,for example,

broke out in our country last year. We needed a lot of effective medicine

then. If it had not been for the success our scientists achieved, we would have

had much more losses.

T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.

Step III Listening

T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)

T: Do you understand what we should do?

Ss: Yes.

T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for

the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?

Ss: Yes.

T: OK. Let's begin.

……

Step IV Speaking

T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.

Sample dialogue

(A: Student a; B: Student b)

A: Are there any typhoons in the area where you live?

B: No, there aren't.

A: Have you heard about it?

B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.

A: What is it like?

B: Very terrible! When it happens, trees are pulled up and some old houses are

destroyed.

A: Is that so? I wish there were no typhoons in the world.

B: That's impossible. But when it comes, there will be rain with it.

A: How about hurricane and tornado?

B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.

A: I see. Thank you very much for telling me so much.

B: Not at all.

T: (Show the screen.) Have you met with one of such situations above? Are you

frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.

(Teacher writes the useful expressions on Page 75 on the blackboard.)

Sample dialogue:

(A: Students c ; B: Student d)

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn't see us. We acted just as the TV programme told us. At

last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible !

Step V Summary and Homework

T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.

Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.

Step VI The Design of the Writing on the Blackboard

Unit 10 Frightening natureThe First Period Useful expressions : How terrible! It makes me feel uneasy when… I think it's very unpleasant… It makes me feel very worried. I get very upset. It's a frightening thing… I dare not … I'm really frightened to… What's really scary… I'm afraid of… I'm frightened to death by… She's scared to death. He gets into a total panic when… It makes my hair stand on end. What terrifies me…

Step VII Record after Teaching

The Second Period

Teaching Aims:

1. Learn the useful words and expressions: draw one's attention, at hand, call for,

urge, upon arrival, calm down, light up, in a panic, more than

2. Learn the text “Under the Volcano” and master the detailed information in it

Teaching Important Points:

1. How to improve the students' reading ability.

2. Try to master the usages of the new words and expressions of this period.

Teaching Difficult Point:

The usaGes of some words and expressions

Teaching Methods:

1. Fast-reading to get the students to grasp the main idea of the text.

2. Reading carefully to get the students to master the detailed information.

3. Pair work or group work to make the students be active in class.

Teaching Aids:

1. a computer

2. a tape recorder

3. a projector

Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In last period, two students described a frightening situation. Do you remember?

Ss: Yes.

T: What is it about?

Ss: It's about a cobra. It is frightening.

T: Who will give us another example?

SA and SB We will try.

(A: Student a; B: Student b)

A: Are you afraid of lightening?

B: Not very. What about you?

A: When lightening appears, I'm not frightened if I'm at home or at school. But if I am in the open air, it is a different matter.

B: Please tell us your experience, will you?

A: Yes. That was when I was seven. We lived in the countryside then, you know. One afternoon, when I was in the field with my mother, there was an increase in the winds. We hurried home but that was too late. On our way home, the clouds gathered and the winds increased to a storm. It became darker and darker. Suddenly there was thunder and lightening.

B: What was it like?

A: First came the terrible lightening. It was very bright. Everything around me and I myself appeared to be white. Then came the thunder. Crack! It seemed that something exploded. That's the terrible sound I've ever heard. I was frightened to death and threw myself into my mother's arms. She got into a total panic. Carrying me on her back, she ran as fast as she could. Later, we heard that the lightening struck a tall tree and some of the branches burnt.

B: That's terrible. I'm frightened to hear that.

Step II Pre-reading

T: Please open your books at Page 75, Pre-reading. Read the information in Part 1 and have a discussion with your partner. Then we'll ask some students to talk about it.

(After a few minutes' discussion.)

T: Who can tell us something about the pictures?

Sc: This terrible story happened in Italy in the year 79 AD. The volcano's name is Vesuvius. It was quiet for hundreds of years and then it suddenly erupted. The second picture is the volcano Vesuvius. In the picture it was erupting.

SD: I think the first picture shows us a terrible scene after the volcano erupted. It is said that the whole city was buried under the metres of hot ash and mud, and 3000 people were killed. But since 1914, there has not been any damage.

SE: In the third picture, we can see the relics of that city. If was excavated a

long time ago and now it is a natural cultural relics. People can go to see

the relics of the towns. Pompeii and Herculaneum, and even go to the top of the volcano to visit it.

T: Do you know which country has the most volcanoes?

SF: Perhaps Japan.

T: Do you know what makes volcano?

Who can tell us something about it?

SG: I'll try. As we know, the inside of the earth is very, very hot. There, the rock

has become liquid, and it is always boiling. The hot melted rock always tries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.

Step III Reading

T: Quite right. Some of the students know quite a lot. We should learn from them. Now read the text fast and find the answers to the questions on the screen. Write your answers on a piece of paper and I'll collect the first five pieces.

(Teacher shows the following on the screen.)

Scan the text and answer the following questions. 1. What is described in the following passage? What happened? 2. When and where did it happen? 3. Who is the writer of the letter

T: (A few minutes later.) Have you finished? Those who have finished, hand in your answer pieces, please. (Teacher collects the first five pieces.) Who will answer the questions? Volunteers?

Sa: I'11 answer Question 1. In the passage, the writer describes how his uncle died. When the volcano was erupting.

Sb: Question 2. It happened near the Mount Veruvins on the 24th of August in 79 AD.

Sc: Question 3. The writer of the letter is Pliny's nephew.

T: (Show the screen.) Very good. Please read the text again and discuss the questions on the screen with your partner. A few minutes later, I'll ask some students to give us their answers.

Answer the following questions:1. For what reason did the writer write the letter?2. Why did the writer's uncle go to see the sight?3. What did he do in order to help the other calm down?4. What did they do in order to be against the shower of rock?5. Why did they carry torches?

Suggested answers:

1. Because Tacitus was writing a history book and he needed something about his uncle's death. So he asked the writer to tell him something about his uncle.

2. Because he wanted to see it from closer at hand. Later, he received a letter from

his friend's wife, asking him to rescue her, so he wanted to rescue her.

3. In order to make his friend calm down, he asked to be taken to the baths.

4. They tied pillows on top of their heads as protection against the shower of

rock.

5. Because it was daylight else where in the world, there the darkness was darker and thicker than any right, so they arrived torches to give light when they

went out.

T: Now look at the screen, please. (Show tile screen.) There are some useful words and expressions in the text. Read them and pay attention to their usages.

Useful words and expressions:

1. draw one's attention: He is very quiet and doesn't draw much attention to himself.

2. at hand: I haven't my book at hand, but I'll show it to you later. He lives close at hand.

3. call for: Success in school calls for much hard work.

4. urge: He urged me to join their company.

5. upon arrival: He telephoned his mother on/upon his arrival.

6. calm down: He told Tom to calm down.

7. in (a) panic: The crowd in a panic fled in all directions.

8. more…than…He is more mad than stupid.

Step IV Listening and Reading Aloud

T: Let's listen to the tape. When I play it for the first time, just listen to it.

When I play it for the second time, you can follow it in a low voice. Then read

the text aloud by yourselves. Is that clear?

Ss: Yes.

(Teacher plays it {or tile students to listen. Then the students read the text. While they are reading, the teacher goes among the students to correct their mistakes in pronunciation and intonation if there are any. )

Step V Post-reading

T: let's go oil to do Post-reading 1,2 and 4. Read the requirements carefully and

have a discussion with your partner. Some minutes later, we'll check the answers.

T: (After a few minutes.) Are you ready? Now explain what the words in bold refer to.

S1:“it”in the second paragraph refers to “a cloud of unusual size and shape rising from a mountain”.

S2: “the one” in the fifth paragraph refers to “the wind”.

S3: In the fifth paragraph, “the other” refers to my uncle's friend Pompy.

S4: In the fifth paragraph “their” refers to “broad sheets of flame” and in the

next line, “they” refers to “scared people”.

T: Now the fourth. Who can give us three examples that show he had no fear? One student, one example.

S5: I'll try. The first is that during his trip to his friend's home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.

S6:The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend clam down.

S7: I'll give the third example. After baths and dinner, he said he wanted to

sleep. When broad sheets of flame were lighting up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

T: Are they right?

Ss: Yes.

Step VI Summary and Homework

T: In this class, we've learned the text “Under the Volcano”. You have done

the good work. After class, read the text again, and try to use the useful

words and expressions in your communication. Do you still remember them? Let's recall them together. The first one is: draw one's attention…

(Teacher writes them on the black board.)

Then do Part 2 and 3 in Post-reading That's all for today. Class is over.

Step VII The Design of the Writing on the Blackboard

Unit 10 Frightening natureThe Second PeriodUseful words and expressions:draw one's attention, at hand, call for, urge, upon/on arrival, calm down, in a panic, more… than…

Step VIII Record after Teaching

The Third Period

Teaching Aims:

1. Get the students to complete a passage according to the information given.

2. Get the students to review the usage of the present participle and the past participle.

3. Get the students to learn and master

Grammar: Ellipsis.

Teaching Important Points:

1. Enable students to learn how to choose the present participle or the past participle.

2. Learn about Ellipsis of different types.

Teaching Difficult Point:

How to use Elliipsis to make a sentence brief and clear.

Teaching Methods:

1. Practise to make the students master what they've learned.

2. Inductive method to give the students a clear picture of they should master.

3. Pair work or group work to make every student be active in class.

Teaching Aids:

1. a computer

2. a projector

Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

(Teacher and students learn the new words of this period together. )

T: Have you finished your homework?

Ss: Yes.

T: Who will read his word webs to us?

(Teacher asks some students to read. At last teacher shows the following on

the screen. )

Step II Word Study

T: (Show the screen.) Now let's do an exercise. Read the news on the screen

and fill in the blanks with the words we've learned. Pair work or group work.

Complete the news: The active v on Montserrat caused more than US $ 323 000 damage to crops and the island's water system, the government said Thursday. The island was covered with d and a_________ as deep as four inched. Fruit trees and crops were severely damaged, but none of the people were reported injured, officials said. Some wildlife habitats were damaged. The volcano on Montserrat sprang to life in 1995. More than half of thepopulation f______ and never returned a . An eruption in killed 19people and buried the capital of Plymouth. Although there was a feeling of p_________, people told reporters that they would not leave their island.

Officials said costs for cleaning up could reach US $188 000. The UN has u________ other countries to help. Britain already gave 2 million pounds last aid Tuesdays.

Suggested answers:

1. frightening; frightened

2. upsetting; upset

3. terrified

4. scaring; seared

Step III Grammar

T: (Teacher writes the two sentences on the blackboard. )

1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.

2. Then came a smell of sulphur, and then (?) flames.

Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks.的维苏危火山爆发的情景，通过该文章的阅读，丰富了学生的有关本单元主题的语言和信息。

语法部分是有关省略的知识，包括三个步骤：1，提供常见的省略句式的例句，供学生自主学习，探究常见省略句式的规律；2，机械性操练。检验学生自主学习的结果，强化对常见省略结构的掌握，3，有意义的操练，在对话语境中发现并理解常见的省略结构，加深理解。

本单元体会最深的是：讨论叔叔的大无畏的精神，从中学到不畏艰难，勇于面对困难，珍惜自己生命等。

不足之处；本单元听力偏难，用的时间过长。

单元测试

1.1 单项填空

1．Over a third of the population was believed to have no to the health care.

A. access B. aid C. basis D. belief

2．It’s always difficult being in a forging country, if you don’t speak the language.

A. especially B. specially C. extremely D. obviously。

3．The annual death rate in the United States is 11 per thousand, that of Latin America is 23 per thousand.

A. when B. while C. however D. though

4．As is well known to us, a force of attraction between two objects.

A. it always exists

B. there always exists

C. it always exists to be

D. there always exists to be

5． That a car causes so much pollution, I would never have bought one.

A. I had known B. If I knew

C. Had I known D. If I would know

6．She traveled a great deal, did most of her friends.

A. which B. what C. it D.

7．They have been trying to arrive at a practical solution the problem.

A. in B. to C. on D. wit

8．There are over 100 right clubs in the city, but you don’t often see that is empty.

A. one B. the one C. it D. t

9．The key the earth is to change the way we live.

A. to save;/ B. to saving;/

C. to save; how D. to saving

10．The doctor advised that I a month or so before going back to work.

A. relaxed B. was relaxing

C. would relax D. relax

11．If proper medical care is given, a good chance that the sick boy will get well soon.

A. it might be B. there might be

C. it’s D. there’s

12．She never went again, to apologize.

A. or she ever wrote B. nor did she write

C. nor she ever wrote D. or did she write

13．If balance of nature is disturbed, bad results will take place.

A .the; the B. /; / C. the; / D. /; the

14．It’s bad manners to say “Get out!” or rude remarks

A. such some B. some such

C. such any D. any such

15．-Why didn’t you answer when I spoke to you this morning?

-I but you didn’t hear me.

A. did B. had C. should D. could

1.2 完形填空

Trees are useful to man in three very important ways. They provide him with wood and other 1 ; they give him shade; they help to prevent drought(干旱)and 2 .

Unfortunately, in many 3 of the world, man has not realized that the third of these services is 4 important.

Two thousand years ago a rich and powerful country cut down its trees to 5 warships, with which to gain itself an empire. It gained the empire, but, 6 its trees, its soil became hard and 7 . When the empire fell to 8 ,the home country hound itself faced by floods and starvation.

Even where a government realizes the importance of a plentiful supply of trees, it is difficult for 9 to persuade the villager to see this. The villager wants wood to cook his food 10 ; and he can earn money 11 making charcoal or selling wood to the townsman. He is usually too lazy or too careless to plant and look 12 new trees. So, unless the government has a good system of control, or can 13 the people, the forests will slowly disappear.

This does not only 14 that the villagers’ sons and grandsons have 15 trees. The results are even more serious; for where 16 are trees, their roots break the soil up-allowing the rain to sink in-and also bind(结合)the soil, thus preventing its 17 washed away easily, but where there are no 18 ,the rain falls on hard ground and carrying 19 with it the rich top soil, in which crops 20 so well. Well all the topsoil is gone, nothing remains but worthless desert.

1．A. uses B. products C. production D. result

2．A. floods B. soil C. air D .sunlight

3．A. corner B. part C. place D. parts

4．A. the most B. the more C. most D. much

5．A. set B. build C. put D. organize

6．A. with B. by C. on D. without

7．A. poor B. fine C. beautiful D. pretty

8．A. break B. unite C. bits D. pieces

9．A. it B. them C. he D. they

10．A. with B. by C. on D. 不填

11．A. with B. of C. by D. to

12．A. after B. for C. at D. out

13．A. ask B. educate C. want D. remove

14．A. mean B .refer C .know D. realize

15．A. a few B. fewer C. a little D. little

16．A. they B. we C. here D. there

17．A. been B. being C. is D. was

18．A. water B. trees C. soil D. air

19．A. away B. off C. with D. by

20．A. come B. grow C. get D. turn

1.3 阅读理解

Our surroundings are being polluted faster than nature and man’s present efforts cannot prevent it. Time is bringing us more people, and more people will bring us more industry, more cars, larger cities, and the growing use of man made materials.

What can explain and solve this problem? The fact is that pollution is caused by man-by his desire(欲望)for a modern way of life. We make “increasing industrialization(工业化)”our chief aim. So we are often ready to offer everything; clean air, pure water, good food, our health and the future of our children. There is a constant flow of people from the countryside into the cities, eager for the benefits of our modern society. But as our technological achievements have grown in the last twenty years pollution has become a serious problem.

Isn’t it time we stopped to ask ourselves where we are going-and why? It makes one think of the story about the airline pilot who told his passengers over the loudspeaker. “I’ve some good news and some bad news. The good news is that we’re making rapid progress at 530 miles per hour. The bad news s that we’re lost and don’t know where we’re going.” The sad fact is that this becomes a true story when spoken of our modern society.

1．Man cannot prevent the world from being polluted because .

A. they want very much to find well-paid jobs

B. they are anxious to enjoy the achievements

C. they have become tired of their homeland

D. they have a strong wish to become industrial workers.

3．According to the passage, what does man value most among the following?

A. Industry B. Health

C. Clean air D. The future of the children

4．The story about the airline pilot tells us that .

A. man know where the society is going

B. people do not welcome the rapid development of modern society

C. man can do little about the problem of pollution

D. the writer is worried about the future of our society

5．What does the writer really want to say in this passage?

A. With the development of technology pollution has become a serious problem.

B. Lower the speed of development to stop pollution.

C. It’s time we did something to reduce pollution.

D. As industry is growing fast, pollution is the natural result.

In many countries today, laws protect wild life. In India ,the need for such protection was realized centuries ago.

About 300 B.C. an Indian writer described forests that were somewhat like national parks today. The killing of tame beasts was carefully supervised(监督). Some animals were fully protected. Within the forest, nobody was allowed to cut trees, burn wood for charcoal, or catch animals for their furs. Animals that became dangerous to human visitors were caught or killed outside the park, so that other animals would not become uneasy.

The need for wildlife protection is greater now than ever before. About a thousand species(物种)of animals are in danger of extinction(dying out), and the rate at which they are being destroyed has increased. With mammals(哺乳动物)，for instance, the rate of extinction is now about one species every year: from 1 A.D. to 1800, the rate was about one species every fifty years. Everywhere, men are trying to solve the problem of protection wildlife while caring for the world’s growing population.

1．The example of man’s connection with wildlife protection can date back to .

A. the 3rd century B. over years ago

C. 1 A.D. D. 1800 A.D.

2．In forests of ancient India .

A. people were permitted to hunt for fur

B. only tigers could be killed

C. the killing of tame beasts was strictly limited

D. no killing of beasts was allowed

3．Dangerous animals were caught or killed outside the park .

A. so as to keep human visitors sage

B. in order not to frighten other animals

C. both A and B

D. none of the above

4．From the passage we can infer that .

A. the growth of the world’s population means greater danger to wildlife.

B. about a thousand species are in danger of extinction

C. the rate of extinction of mammals is lower now than it was from 1 A.D. to 1800

D. hunting animals is forbidden everywhere

In the past, man did not have to think about the protection of his environment. There were few people on the earth, and natural resources seemed to be unlimited.

Today, things are different. The world has become too crowded. We are using up our natural resources too quickly, and at the same time we ware polluting our environment with dangerous chemicals. If we continue to do this, human life on earth will not survive.

Everyone realized today that if too many fish are taken from the sea, there will soon be none left. Yet, with modern fishing methods, more and more fish are caught. We know that if too many trees are cut down, forests will disappear and nothing will grow on the land. Yet, we continue to use bigger and more powerful machines to cut down more and more trees.

We realize that if rivers are polluted with waste products from factories, we will die. How ever, in most countries waste products ate still put into rivers or into the sea, and there are few laws to stop this.

We know, too, that if the population of the would continues to rise at the present rate, in a few years, there will not be enough food.

If we eat more vegetables and less meat, there will be more food available for everyone. Land that is used to grow crops feeds five times more people than land where animals are kept.

Our natural resources will last longer if we learn to recycle them.

The world population will not rise so quickly if people use modern methods of birth control.

Finally, if we educate people to think about the problems we shall have a better and cleaner planet in the future.

1．Today, we have o think about the problem of our environment, because .

A. things are getting worse and worse

B. the limited natural resources are being used up too quickly

C. the environment is continuing to be polluted by too much waste and poison.

D. if we care nothing about the protection of the environment no human beings will exist on earth

2．If we .the natural resources can be used longer.

A. use them as little as possible

B. use them properly and pay attention to the recycle

C. make full use of them

D. learn to recycle them

3．Which of the following statements in Not true?

A. If we eat more vegetables, more food can be saved.

B. In the past, there was no need for us to think about the environmental protection.

C. If we keep on cutting down trees, forests will disappear, and nothing will grow on land.

D. We should not take more and more fish out of the sea, or there will some be no fish left.

4．In order to slow the increase of the world population, .

A. we should encourage the young people to marry later.

B. we should encourage the married to use modern methods of birth control

C. we should let the people have more education

D. both A and B

5．According to the passage, the most important thing we must understand is that .

A. we should deep our environment from being polluted

B. we must make enough laws to protect our natural resources

C. man will destroy himself if he doesn’t solve the problems mentioned in the passage

D. we will have no enough food if the population of the world countries rises at the present rate.

1.4 短文改错

There must be a great many of people who didn’t 1．

go to university, even if they want to ,since they 2．

couldn’t afford the time off work; they had their family 3．

to support or, if they were women, they have to stay 4．

at home in order to look after their children 5．

As the opening of the Open University in January, 6．

1971, people in Britain are now able to take university 7．

degree despite(尽管)these difficulty, for the courses 8．

are specially designing so that you can study at home 9．

In this way many people’s dreams have come in true. 10．

答案

1．去掉of 2．want转化为wanted

3．family转化为families 4．have转化为had

5．√ 6．As转化为with

7．take后加a 8．difficulty转化为difficulties

9．designing转化为designed 10．去掉into

1.5 书面表达

Lance Chapman是一位来自奥利严堪培拉（Canberra）Keleen High School的校长。他到你校参观，想和一些学生进行座谈。现由你主持座谈会，代表（on behalf of）在座的同学用英语致欢迎辞，欢迎辞须包含以下几点：

1．对来访的客人表示欢迎。

2．Lance Chapman来自Keleen High School;中学校长；教育、教学经验丰富。该校是一所国际学校，招收（enroll）各国学生，特别欢迎来自中国的学生。本次来访，主要想了解中国中学生英语学习情况及有关课程的开设情况。

3．请大家畅所欲言，并请Mr Lance Chapman讲话.

注意：

1．需将要点讲清楚，可适当增加有关细节，不要逐条翻译说明。

2．词数100左右。

3．开头已给出，不计人总词数。

Hello, everybody. It gives us great pleasure to get together with our guest from Australia…

参考答案

Hello, everybody. It gives us great pleasure go get together with out guest from Australia Please allow me on behalf of all the students present here, to express our warm welcome to Mr. Lance Chapman. Mr. Lance Chapman is a headmaster with much education and teaching experience from the international keleen High School in Canberra, which enrolls overseas students from China are especially welcome. He is going to have a talk with us so that he can learn how we Chinese students study English. He also wants to know something about subjects we study at school. I think it is a good chance for us to learn from him. If you have any questions in learning English, please feel free to ask him for help. Now let’s welcome Mr. Lance Chapman to make a a speech to us.

篇3：高二上册Unit 3教案（附练习）

Teaching Steps for SEFC Book 2A

Unit 3 Art and architecture

一: Teaching periods. 5 periods

Period 1: Warming-up, Listening & Speaking

Period 2: Pre-reading & Reading

Period 3: Reading & Post-reading

Period 4: Language study

Period 5: Integrating skills

1. Words and Expressions

类别课程标准要求掌握的项目

话题 1. Talking about art and architecture2. Talking about architecture and their works 3. Talking about works and art4. Talking about preference

词汇 architecture, architect preference, design, furniture, taste, sofa, honey, modern, convenient, block, apartment, style , old-styled, stand , passage, ugly, construct, construction, steel, concert, impress, roof, balcony, fantastic, create, seashell, sail, stadium, net, nest, belong, paint, aside, rent, development

act as, fill up with , set aside

功能偏爱(preference) I wouldn’t feel happy if ----I ‘d rather---- I am much more interested in ---I prefer something that--- I like seeing something ---I am not very interested in--- I don’t get very excited about ----In my opinion---- I really prefer---What I like is --- I can’t stand-----If you ask me , then---

语法过去分词(短语)作宾语补足语We noticed the mailbag carried onto the train.Everyone was surprised to see the buildings finished so soon.Please keep me informed of how things are going .They were happy to hear the work already done. They wanted their buildings constructed in a way to look unnatural.Frank Lloyd Wright found himself inspired by Japanese seashells.I think I will have the walls painted yellow.

Period 1：Warming up, Listening & Speaking

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard.

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.Convenient.The rooms are big.Every flat has a toilet and bathroom.Not much contact with their neighbors.People often feel lonely.Flat roof. Old-style.The rooms are small.Sometimes no toilet or bathroom.Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.The roof is sloping.(why?)

T: In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 2 Speaking

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Step 3 : Preparation for listening

T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

1.Decorate your bedroom and classroom. And talk about your decoration.

2. Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3: Reading

Step1: Pre-reading

----Enjoy pictures of both modern architecture and classical architecture

1. Greetings

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

2.Brainstorming or guessing game

---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…

Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.

SS: …

Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?

SS: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

Step2: While-reading

1. Fast- reading

----Find the difference between modern architecture and classical architecture in the text.

Q: what’s the difference between modern architecture and classical architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know?

Q: What’s the characteristic? How do people feel towards modern architecture?

2. Careful-reading

----Find out the information according to the key words

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: Where were they from? ----Spanish/ American architect

Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q7: How do they look like? ----Seashell/ nest

Q8: Why do we call the Olympic Stadium in Beijing” the Bird’s nest”?

Q9: What do they (two architects / two examples) have in common? ---Nature

3. Listening

----While listening, pay attention to the key points in the text.

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language study

Step 1, Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2, Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

van area with a wall or bars around it, joined to the outside wall of a building ________________.

vA strong construction material which is a mixture of stone, and sand and water _________________

va shelter made by a bird to hold its eggs and young ____________

vthe structure on the top of a building to keep the rain out_________

Step 3, Word Study

1. preference. n.偏爱,优先

He has a preference for tea to coffee.

Wine or beer? Which is your preference?

in preference to 优先于,喜爱甚于

I choose the small car in preference to the large one.

2. furniture n.家具的总称,不可数名次

a piece of furniture 一件家具

We had little furniture.我们几乎没有什么家具.

3. style n.风格,式样,作风,文体

You had better change your style of living .你最好改变一下生活方式.

in style :流行的,豪华的

out of style 不再流行的,过时的

4. stand vt. 忍受,经受,承担;后接名词,代词,动名词

I can’t stand my poor English.我不能忍受我的破烂英语.

I can’t stand being looked down upon.我不能忍受被别人看扁.

5. construct vt. 建造,建设

They are planning to construct a bridge over the river.他们计划在这条河上建桥.

construction n.建造,建设 be under construction 在建设中

The airport is under construction.飞机场正在建设中.

6. impress vt. 铭刻, 给---极深的印象

The book impressed a lot of people.那本书在很多人心中留下了深刻的印象.

impress something on somebody或impress somebody with something 使某人铭记某事

My father impressed on me the importance of work.父亲要我铭记工作的重要性.

7. act as 扮演,担当

A trained dog can act as a guide to a blind man.经过训练的狗可以给盲人充当向导.

He acts as manager. 他担任经理.

8. despite prep 不管, 不顾;相当于in spite of ,但比较正式.

He came to the meeting despite his serious illness.他不顾重病还是出席了会议.

9. set aside 储蓄,保留,(暂时)把---放在一边

Let’s set aside our personal feelings. 我们先暂时抛开个人的情感.

I have set aside some money for this journey.

我为这趟旅行存了一些钱.

10. A is to B what C is to D 这是一个句型.A对B而言正如C对D一样.

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

鸟剿和鸟的关系就和房子和人的关系一样

Water is to fish what air is to men.

水和鱼的关系就于空气和人的关系一样

exercises:

u Fur is to a fox what the _____is to a banana.

u ____are to a house what words are to a text.

u An architect is to ____________ what a painter is to art.

u A ___ is to a boat what an engine is to a car.

u A ____ is to a fisherman what a gun is to a hunter.

u Arms are to the body what _______ are to a tree.

Step 4, Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is being built near our school. I’ll guide you to the market to see what you can do there.

show the Ss the picture and ask them to describe it.

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

T: in all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

Look at the pictures, can you find out another difference between –ing form and –ed form.

Let’s do some exercises.

Matching

wDid you find the city wdone?

wWhen will he ever get the work wgreatly changed?

wShe can’t make herself wcalled.

wNext week I’ll have my bedroom wunderstood.

wYou’ve got to keep the door wlocked.

wI got the watch wrepaired.

wShe heard her name wdecorated

Completing

wI don’t want any bad words____(say) about him behind his back.

wPlease get the work____(do) as soon as possible.

wI’ll have the materials_____(send) to you next Monday morning.

wShe won’t have her long and beautiful hair____ (cut) short.

wYou should make your voice______(hear).

wI want you to keep me_________(inform) of how things are going with you.

wThe rent sounds reasonable. How would you like it________(pay).

wAt last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you:

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

( Talk about new house decoration to revise the grammar: have… done)

--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

--- You should have your walls painted white.

--- You had better have … done.

A few minutes later, call out some pairs to report their design. >

--- Ok, which group will give me good suggestions?

--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

( Talk about how to deal with the old house.)

--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

< Ss discuss and give advice. >

--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ”

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

1.When was Factory 798 built? Who designed it? Who built it?

2. Why is it very different from Chinese architecture?

--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

篇4：高二上册Unit 2教案（附练习）

Teaching Steps for SEFC Book 2A

Unit 2 News media

教学目的和建议(Teaching aid and demands)

1. Words and Expressions

类别课程标准要求掌握的项目

话题 Talking about news and the media

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

Go up burn down relate sb/sth relate to for once be addicted to even if draw attention to on all sides change one’s mind current affairs look up to fall in love with

功能 1. 谈论新闻媒体（Talking about news and the media）Our readers want to know about….Which of the media si the most reliable?Newspapers and other media do more than simply record what happens.2. 表达意见（Expressing opinions）The man was careful/funny/nosy/generous/honest/clever…What do you think of….?What’s your opinion?Why do you choose….?Perhaps ….is more important.I would rather choose….I don’t think we should choose…I don’t think we should choose….

语法过去分词短语作定语和表语1．能够用-ed 形式描述人物的特性或状态 a journalist He is experienced an experienced journalista programme It is updated an updated programmeI want to write about people addicted to drugs.3. 能够用-ed形式与系动词连用，描述人或物品的特性或状态； The American audience is excited about Yaoming’s performance..

2．Language using.

By using the language, fulfill the tasks of listening, speaking, reading and writing. and learn about the life of a reporter and the details of printing newspapers.

3. Teaching periods. 4 periods

Period One: Practice speaking and listening.

Period Two: Reading Comprehension.

Period Three: The study of language points.

Period Four: The Study of Grammar and writing.

Teaching Steps for SEFC Book 2A

Unit 1 News media

Period 1

Step 1 Revision

1 Ask some Ss to tell what they did during the summer vacation.

2 Talk about TV and newspapers with the Ss: Who likes reading newspapers? How do they often learn about news? What kind of news do you like? Who's your favourite news reporter? Which newspaper

do you like? etc.

Step 2 Presentation

Tell the Ss: In this unit we are going to learn about news media. Every day we learn about news through

Different ways, for example: by surfing the internet, listening to the radio, watching TV, reading books or reading newspaper etc. But which do you like best? Why?

Which of the news media mentioned is the most reliable? Why?

2. How are the media mentioned above different from each other?

3. How do you know whether what you hear, see or read is true?

4. Do you know how a newspaper is made? What about a magazine?

5. What words will you need to talk about news and the media?

Step 3 Listening

SB Page 10, Part 1. Say Look at the picture. What can you see in the picture? (picture 1. two men. Picture2. a young man and woman.) ,What do you think are they, Can you guess their relations (picture 1. the old man looks like a boss, and the young man looks like his employee. They are discuss something. Picture 2. they look like a couple or good friends, they are drinking)

Ok. Next, we will listen to the recorder. Do the listening and learn what happens. and answer the following questions:

1. What kind of person is Jim Gray? Why is he no longer working for the company?

2. Compare your answers to questions 1 and 2 with those of your classmates. Are there any differences? Why?

3. You have heard two different descriptions of what happened to Jim Gray. Why are they different/ Which one do you think is better?

Step 4 Speaking

Next, work in groups. You are the editors of a newspaper. Below is a list of ten things that happened today. You may only report five of them. Decide which events you are going to put in your newspaper and give you reasons for your choices. Compare your choices with those of your classmates by using the following useful expressions:

What do you think of……../

What’s your opinion?

Why do you choose….?

Perhaps…is more important.

I would rather choose…

I don’t think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

Topics.

1. 200 people died in an earthquake in Turkey.

2. France elected a new president

3. Two men robbed a bank in shanghai.

4.Ahouse in your city burnt down. Nobody was injured.

5. people in your city moved into new buildings today and were happy.

6.A Chinese scientist has invented a new car engine that does not pollute the air

7There is a rumour that a large company wants to build a factory in your city

8. China beat Brazil 2-1 in the football

9. Three children from your city were killed

10.Food prices are going up.

Notes:. 1. be different from……

Make a difference….. make some / no difference.

2. interview, 接见，会谈

give/grant an interview to sb. 接见某人

have an interview with sb 会见某人

3． Description 描写，描述形容

give a description of the battle.

Beyond description 难以描述

4． Rob 抢劫

rob sb of sth.

l steal sth from sb.

5． go up/go down 价格的上升、下降

4. 6. burn down, 把。。。烧成平地，（蜡烛等）渐渐烧完，火力减弱。

Step 5. homework

Finish the exercise on page 88, Ex. 1,2,3

Period 2

Step 1 Revision

1 Check the homework exercises.

2. What do you think the life of a reporter is like?

Step. 2 Preparation for reading

SB Page 2, Part 1. Talk; about the pictures: What can you see? Can you describe it?(Picture 1, several people are sitting at the desks in the office, perhaps they are editors. Picture 2, a reporter is interviewing a man, and several people are taking pictures of the man. Picture 3 , we can see several copies of newspapers. namely People’s Daily and China Daily. What do you think the process of making newspapers.. Next, we’ll read a passage about what a reporter’s life is like? And their opinions! )

Step 3 Reading

Wb Lesson 2, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Comprehension.

1. What’s the basic task for a reporter?

A. To report events as what happened.

B. To reflect opinions according to readers’ tastes.

C. To develop stories as the editors tell him or her.

D. To draw readers’ attention.

2. The first sentence in the first paragraph means _______.

E. More information was given to us by newspapers and other media than that simply recorded.

F. It takes newspapers and other media more efforts and time to report what happen than just record what happens.

G. What newspapers and other media can give us is much more than what is simply recorded.

H. Recording what happens is much easier than using newspapers and other media.

2. According to the passage, the media mentioned are__________.

A. newspapers B. TV programmes

C. broadcasts D. Both A and B.

3. What happened in the first report ?

A. Some workers in the company are on strike.

B. A group of about 100 people made trouble for the workers in the company.

C. Not all of the trouble-makers left peacefully after the police arrived.

D. Workers fought with the trouble-makers.

4. In the 2nd report what happened?

A. A peaceful march against pollution was put to an end by the company.

B. The company was in trouble because of the citizens.

C. The citizens fighting against the pollution fought against the angry men with sticks.

D. On seeing the man with sticks sent by the company, the citizens were timid and frightened.

5. The company in the first report is considered to be____ while in the second it is regarded as _____ .

A. the best; the worst B. a best; the worst

C. the richest; the poorest D. richest; poorest.

6. What topic is treated in Passage 1?

A. How is the news made and written?

B. How does a reporter decide who to write.

C. How do a newspapers help us understand the world?

D. Their jobs and the news we read is made and written.

7. What’s the best title for each story in passage 2?

A. The most successful company/ the worst company.

B. A fight with the police/ A fight with citizens.

C. Friends or enemies?/Bad or good citizens.

D. Making troubles/carrying out the right of the citizens.

8. ‘Behind the headline” proves that ________.

A. We can understand the world better by reading the headlines.

B. The headlines must be written by talented journalists.

C. Publishing papers needs much and is worth doing so.

D. The headlines must be true.

9. From the two reports in Passage 2, we can infer_________.

A. The most successful company in the first report is really the worst polluter in the second one.

B. The citizens against the pollution in the second report are the trouble-makers in the first report.

C. Police in the first report are the angry men armed with sticks to fight with the citizens in the second report.

D. All of the above.

Keys 1-10.ABDBA ADBCD

Step3. Listening

Next listen to the tape, Listen to the two passages. Act the interviewees and interviewers.

Step4.post-reading

Next do the post-reading part on page 12.

Step 5. Homework.

Finish the exercise on page 89.

Period 3

Step 1 Revision

1 Check the homework exercises.

2 Revise the reading passage in SB Lesson 2, Part 1.

Step 2 Language points

Tell the Ss Today we are going to learn some important words, expressions and phrases and sentence patterns.

1. informed decisions, 通知决定

常用于句式： inform sb. of sth.

I informed her mother of her safe arrival.

She returned and informed us of their decision.

后可接从句做宾语，

We were informed that a big fire had broken out in the next town.

常用于被动语态或复合结构中。

Has he been informed of his father’s death yet?

Please keep me informed of fresh development.

2. relate vt. 把。。。。。。联系起来

relate…to/with…..把。。。与。。。联系起来

I can’t relate what he does to what he says.

常英语被动语态： be related to…… “与。。。。。。有关系“

His fear of people is deeply related to his unhappy childhood.

Physics is closely related to mathematics.

vi. 有关，涉及常和介词to 连用

I want to ask you a question that relates to politics.

That doesn’t relate to him.

This letter relates to the sale of the house.

3. switch roles for once….. 改变一下角色、身份

switch vt. 转换，改变

switch sides 改变立场 switch the discussion to another topic 换一个讨论题目

4． Rather than….而不是。。。

He, rather than you , is wrong.

You played football in the classroom, rather on the playground.

The color seems green rather than blue.

They were screaming rather than singing.

l rather than 后接动词不定式，可省略不定式符号 to

She likes to keep things rather than (to)throw them away.

Rather than go there, I’d prefer to stay on my own.

4. The editor’s job is to kep the newspaper balanced and interesting to the readers.

编辑的工作就是使报纸对于读者来说平衡和有趣

keep 后跟宾语，然后形容词balanced 和interesting 做宾补

Please keep your room clean.

5. ….make sure that the article reflects events and opinions truthfully.

Make sure….确保。。。。

When you leave the classroom, make sure that all the lights are turned off.

Reflect vt. 反映；表现

Does this letter reflect your real opinions?

Her face reflects how angry she was.

Vt. 反射，回响

The water reflected the sunlight.

The mirror reflected the heat.

Vt. 映出；照出

She was looking at her face reflected in the mirror.

6. ….I wrote about the efforts to bring stolen cultural relics….

Efforts, 努力，艰难的尝试

Make efforts to do sth./ make every effort to do sth./make an effort to do sth.

努力做某事、尽一切努力做某事

spare no efforts to do sth.. 不遗余力地做某事

bring…back to….使。。。回到。。。

使。。。回忆起来。。。His letter brought back to them the days when they were young.

使。。。恢复。。。bring sb. back to health. 使某人恢复健康

7. 。。。who tried to adapt to her new life after having…..

adapt to 适应。。。You should adapt to the life in the No. Middle School.

Adapt…to…使。。。适应；使。。。适合。。。

Adapt one’s thinking to the new conditions. 使自己的思想适应新的情况

8．。。。it was the first time that I had written….

注意时态的一致： It is/was the first time that I have/had been there.

9. ….who are addicted to drugs…..

be/become/get addicted to…..对。。。。。。上瘾；沉溺于 to 介词

She is addicted to drinking.

He became addicted to drugs.

10. on all sides/on every side 在各方面，到处

There are mountains on all sides. 四面都是山。

11．。。。leading to a future world where……

lead to…通向；导致。

This is a road leading to Beijing.

His carelessness led to his failure.

11. …to what we are concerned with now.

concern vt. 使关心；使挂念，使担心

concern oneself with state affairs 关心国家大事

be concerned for the masses 关心群众 be concerned about the growth of the younger generation

关心年青一代的成长。

Be concerned with ……对。。。。关心。。。

12． Tolerate…..vt. 忍受；容忍

I can’t tolerate his selfishness.

Tolerate ( sb./one’s )doing sth.

I won’t tolerate you/your cheating in the exam.

The government tolerate smoking and drinking but not taking drugs.

12. look up to 尊敬；钦佩

Schoolboys usually look up to great athletes.

He is a fine chap,I’ve always look up to him.

13. arm. Vt. 武装；用武器装备

arm oneself with…. “装备。。。。。。；以。。。。。。为武器“

They armed themselves with machine guns.

The crowd armed themselves with sticks and stones.

* be armed to the teeth 武装到牙齿

He is armed to the teeth.

n. (常用复数)武器，兵器

a man of arms/ The people were quick to take up arms to defend their freedom.

*** 短语中的介词 “to”

relate…to…/be related to 与。。。有关系。。。

adapt to…. Be/get/become addicted to…对。。。上瘾；沉溺于。。。。

draw attention to….. lead to…. ; bring ….. back …. To…..

pay attention to…….; look forward to……, stick to……..,object to…….., be/get used to……,

look up to……, listen to……,devote…to….., owe….to…..., be/get married to….,add to/ add up to……,

Step 3. Exercise.

Translation:

1. 与。。。。有关。。。。 --------------

2. 就这一次------------。

3. 对。。。。上瘾。。。----------。

4. 在各方面------------。

5. 十分之九----------。

6. 使报纸保持均衡------。

7. 条理地, 有组织地----------------。

8. 适应新生活。----------。

9. 注意。。。。----------

10. 尊敬----------。

11. 爱上；喜欢上--------。

II. Correction.

I am looking forward to join the army.

2. The books are well worth to reading.

3. She reached the top of the hill and stopped resting on a big rock.

5. He get down to write the composition after lunch.

6. It is a waste of time to talk to him.

7. They left the restaurant as possible as they could after dinner.

8. Let’s fix a time to a face-to-face interview.

9. Three hours late, I phoned him again.

10. The old man needs to look after.

11. The girl got married with the boy last month.

12. The letter we looked forward to coming at last.

Step 4. Homework.

Finish off the workbook exercise. On page89,ex 1,2,3,4.

Period 4

Step 1 Revision

1. check the students’ homework.

2. Let the students retell the story.

Step 2 Grammar.

The past participle used as Attribute and Predicative.

First let the students tick out the sentences from the passages with the p.p in them.

For example:

1. Experienced editors and reporters make informed decisions about what events to report…

2. We asked two of China’s many talented journalists to tell us more about news and newspapers.

3. After the interview, the reporter must present the material in an organized way and……

4. Chen wrote about the efforts to bring stolen cultural relics back to China.

5. I want to write about people addicted to drugs.

6. TV programmes and printed articles help people in other countries learn about China and the Chinese people.

7. The media can often help solve problems and draw attention to situations where help is needed.

8. It will lead to a future world where people from all countries are respected and different views and opinions are tolerated.

Next, sort them out, which are used as Attributives ? and which are used as Predicatives

Attributes: 1,2,3,4,5,6 Predicatives: 7,8

Step 3. Rewrite the following sentences with the Participle.

1. The telegram that was sent by my sister brought the news of my dear grandma’s death.

2. Let’s try the bookstore that was opened last month.

3. Nine out of ten women who were interviewed about the product said they liked it.

4. The three guns, which had been stolen from the police station, were found in the house.

5. I don’t like going to supermarkets that are located in the center of the town.

l suggested answers:

1. The telegram sent by my sister brought the news of my dear grandma’s death.

3. Let’s try the bookstore opened last month.

4. Nine out of ten women interviewed about the product said they liked it.

5. The three guns, stolen from the police station, were found in the house.

6. I don’t like going to supermarkets located in the center of the town..

Step 4.Translation with the participles.

1. 地面上有一个打碎了的玻璃杯。

2. 给我买的那辆自行车被偷了。

3. 这是第一本为孩子们写的英语书。

4. 被感动的孩子们久久不能入睡。

5. 昨天出版的报纸为我们提供了虚假的信息。

6. 去年建成的那座大楼是我们的图书馆。

7. 正在回答问题的男孩子就是李明。

8. 一个叫杰克的男子对这个问题很感兴趣。

9. 英语口语是很有意思的。

10. 在澳大利亚，人们所说的语言是英语。

Suggested answers:

1. A broken glass lay on the ground..

2. The bike bought foe me was stolen.

3. This is a book written for children.

4. The moved children slept late.

5. The newspapers printed yesterday provided us false information.

6. The building built last year is our library.

7. The boy answering the question is Liming.

8. A man called Jack is interested in the question.

9. Spoken English is very interesting.

10. The language spoken in Australia is English.

Step 5. Writing. Write a short passage to compare two kinds of media, for example , websites and newspapers. . use the following information :

Similarities Differences

A website is similar to a newspaper. Websites, on the other hand, change all the time.

Both newspapers and websites make money by selling ads However, not all websites are updated every day.

Websites also have different pages Newspapers are written by reporters, but websites can be written by anyone.

Websites have headlines and pictures, too. While many websites are free, most newspapers cost money.

Unit2 summary

本单元的中心话题是新闻媒体，包括新闻传播的种类，新闻采访与报道，新闻话题，新闻阅读等。

奥运会刚刚结束，学生们仍然沉浸其中，无疑用奥运导入本单元是最佳选择，新闻媒体充斥在每一个角落，本单元帮助我们对之进一步深入了解。

语法部分是关于过去分词用作定语和表语。从初中起，学生们就对分词有所了解，但不会灵活使用，我的重点放在调动他们的积极性去使用。

本单元教学最深的体会：设计贴近学生实际的问题让其讨论效果最佳。我的问题是：要想成为一名记者，需要什么基本素质？文科班对记者行业很感兴趣，所以发言踊跃。效果很好。

不足之处：integrating skills 设计的不是太好，文章很短，花费时间太多。

单元知识过关练习

I . Multiple choice.

1. What they have said_____ to what we are expecting.

A. reflected B. is related C. switches D. tolerates

2. From my work with people I find everyone’s life is _________.

A. unique B. positive C. negative D. careless

3. We should respect other people and _____ different views and opinions.

A. print B. tolerate C. seek D. publish

4. ______ reporters can present their materials in a(n) ______ way.

A. informed; talented B. Talented; informed

B. Talented; organized D. Organized; talented

5. The lady thinks her husband is very ______ because he is very honest and positive.

A. nosy B. generous C. reliable D. experienced

6. An old building ______ in the fire and a few people were injured.

A. burn down B. pulled down C. destroyed D. put down

7. We should learn to consider things _________ .

A. on all sides B. on the other hand C. on one side D. on one hand

8. It’s very interesting to see many young fans ______ their stars.

A, look for B. look down upon C. look out D. look up to

9. Now food prices are _____ fast.

A. gone up B. going up C. bringing up D. brought up

10. The film is so popular because it _______ the present country life very truthfully.

A. present B. ignores C. bores D. reflects

11. We can’t be so careless as to ignore them _____they are very ordinary people.

A. as if B. even if C. if D. as

12. His critical attitude ______ us.

A. disappointing B. disappointed C. boring D. surprising

13. We are discussing the questions _____ by teachers or ourselves.

A. raised B. raising C. rising D. risen

14. We spent the night _____ in our bedroom.

A. locking B. locked C. played D. to play

15. Do you think the teaching equipment should be _________.

A. addicted B. completed C. updated D. retired.

II.完形填空阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中选出一个最佳答案，完成短文。

Henry was from the United States and he 16 to London for a 17 . One day he was not feeling 18 , so he went to the desk of his 19 and said, “I want to see a 20 . Can you give me the mane of 21 one?” The clerk looked 22 a book and then said, “Prkenneth Grey, 61010.” Henry said, “Thank you 23 . Is he expensive?” “Well,” the clerk answered, “he 24 charges(收费) his patients(病人) two pounds for their 25 visit to him, and 1.5 for later 26 . ” Henry 27 to save 50p, 28 when he went to see the doctor, he said, “I’ve come 29 , doctor.”

For a few 30 the doctor looked at his 31 carefully without saying 32 . Then he nodded and said, “Oh, yes.” He 33 him and then said, “Everything’s going as 34 should do. Just continue with the 35 I gave you last time.”

( )16. A. had come B. has come C. was coming D. comes

( )17. A. week B. month C. holiday D. year

( )18. A. good B. well C. nice D. better

( )19. A. office B. room C. house D. hotel

( )20. A. friend B. doctor C. nurse D. lawyer

( )21. A. good B. bad C. old D. young

( )22. A. up B. down C. in D. on

( )23. A. more B. a lot C. lots D. much

( )24. A. never B. always C. seldom D. sometimes

( )25. A. past B. first C. last D .next

( )26. A. call B. visit C. visiting D. visits

( )27. A. decided B. believed C. thought D. considered

( )28. A. however B. but C. so D. yet

( )29. A. again B. twice C. first D. already

( )30. A. while B. seconds C. minute D. quarters

( )31. A. body B. head C. face D. nose

( )32. A. anything B. something C. nothing D. everything

( )33. A. examined B. watched C. asked D. touched

( )34. A. one B. ones C. it D. they

( )35. A. food B. drink C. tea D. medicine

III. 阅读理解阅读下面的书信，从A、B、C、D四个选项中，选出能回答所提问题或完成所给句子的最佳答案。

Sep, 28, 2000

Dear Bob,

Thank you very much for inviting me to your birthday party. I am very sorry, but I cannot come.

My mother is sick in bed. The doctor has told her that she should stay in bed for several days. Last night she insisted on doing the housework as usual, so this morning her illness got worse.

My father will be away on business trip until Wednesday. In the meantime I am the only person who can take care of my mother.

I hope your party will be a great success. Please give my best wishes to everyone.

Yours,

Charlie

( )36. Charlie wrote his letter to tell Bob ________.

A. he invited Bob to have a picnic in the park

B. he accepted Bob’s invitation

C. the reason why he was not able to attend the birthday party

D. to express his regards to Bob’s parents

( 37. Who is the only person to look after the sick mother?

A. The nurse B. Charlie’s friend C. Charlie’s partner D. Charlie himself

( )38. Why Charlie’s father couldn’t take care of his sick wife? “Because _________.”

A. he was a lazy husband

B. he was not willing to do the nurse job

C. he had to be off on business while his wife was ill

D. Charlie’s mother didn’t like her husband to be a nurse

( )39. What advice did the doctor give the sick mother?

A. He told the sick mother not to drink too much water

B. He said that Charlie’s mother should go outside for shining

C. Charlie’s mother should stay in bed at least several days

D. Charlie’s mother should eat more meat and chocolate

( )40. Charlie’s mother got worse because _________.

A. she didn’t see a doctor B. she didn’t take any medicine

C. she was tired with heavy housework D. she smoke and drank too much

IV.短文改错

Last August we decided to spend a day in the country. 41 _____________

Many others people had the same idea. We moved 42_____________

out the city behind a long line of cars. But at 43_____________

finally we came to a quiet country road and after 44_____________

some time, we stopped. We bought many food with 45_____________

us and we got it out. Now, however, everything 46_____________

is ready. We sat near a path at the food of a hill. 47_____________

it was quiet on the cool grass until we saw bells ringing 48____________

at the top of the hill. That we saw made us pick 49____________

out our things and run back to our car as quickly as 50____________

possible. About 200 sheep were coming to us down the path!

V. 书面表达：

下面是李海二○○一年暑假期间的活动安排。请你按其先后顺序用第三人称的口吻写一篇英语短文。（单词限制在80-120之间，力求语言通顺、连贯、正确，不能逐字逐句翻译。）

1．完成老师布置的暑假作业。

2．和父母一起游览长城、颐和园，到公园游泳、划船、钓鱼等。

3．帮助妈妈干些家务事。

4．阅读课外书籍。

5．预习下单元功课。

Keys to Exx:

1--------5BABBC 6------10 AADBD 11-----15 BBABC

16-----20 ACBDB 21-----25 ACDBB 26-----30 DACAB

31-----35 CAACD 36-----40 CDCCC

41. √ 42. others→other 43. out→out of 44. finally→last 45. many→much

46. however 47. is→was 48. saw→heard 49. That→What 50. out→up

IV. Possible version:

Li Hai is going to spend his summer vacation.

First he wants to finish his homework and then he, together with his parents, will go to Beijing to visit the Great Wall and the Summer Palace. He will go swimming, boating and fishing in some other parks. Besides, he will do some housework to help his mother, and he will read some books. Finally he will preview (go over) the lessons of next trem.

篇5：高二上册Unit 5教案（附练习）

Teaching Steps for SEFC Book 2A

Unit 5The British Isles

教学目的和建议(Teaching aid and demands)

1. Words and Expressions

类别课程标准要求掌握的项目

话题 Talking about news and the media

词汇 Consist state powerful mistaken narrow republic Europe form Atlantic general Proof own foot employ sheet grain westwards approach

Consist of be made up of make the most of hold together the AtlanticIn general northern ireland

功能 1. 谈论新闻媒体（Talking about news and the media）2. 表达意见（Expressing opinions）

语法名词性从句1同谓语从句2表语从句3主语从句4宾语从句

2．Language using.

By using the language, fulfill the tasks of listening, speaking, reading and writing. and learn about the life of a reporter and the details of printing newspapers.

3. Teaching periods. 4 periods

Period One: Practice speaking and listening.

Period Two: Reading Comprehension.

Period Three: The study of language points.

Period Four: The Study of Grammar and writing.

Teaching plan of Unit 5

The British Isles

(Designed to the periods)

Teaching aims and demands

1. Topic: Talk about British Isles---- the UK and Ireland.

2. Vocabulary and useful expressions:

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

3. Function:

Practise expressing agreement and disagreement

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

4. Grammar:

Noun Clauses (1)---- subject/ object/ predicative/ appositive

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

5. Using the language:

Write a description of a town and the countryside

Teaching procedure:

Period 1.

Step 1.Warming up

1. Brainstorming:

a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.

b. Use a map to let the Ss know the location of the British Isles.

2. Following the steps of the warming-up on page 33.

Step 2. Pre-reading

1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.

2. group work: describe the pictures.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are the most important facts about the United Kingdom?

How many countries make up the British Isles?

What are the most important facts about Ireland?

2. Ss read and get the main ideas of each paragraph.

Step 4. Post-reading:

Finish the three questions on P 36.

Step 5. Assignment

surf the internet and get more information about the topic.

Period 2.

Step 1. Warming up

Divide the Ss into a few groups to do group work.:

Choose one of the following topic to discuss: history / geography /culture / language

(after the discussion each group elect a speaker to report their result to the whole class.)

Step 2. Learning about the language

Teacher explain some language points in the text on page 19--20.

1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.

That 引导同位语从句。More examples:

I made a promise that if anyone sent the bag back to me, I would share the money with him or her.

比较同位语从句和定语从句：

Mother made a promise that excited all her children.

2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.

Make the most of 充分利用

You have only a short holiday, so make the most of it.

3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.

介绍或复习倒装句。

Step 3. Practice

1. Ss finish the Word Study by themselves.

2. check the answer.

3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Read the passage on P113-114, and finish the related exercises..

Period 3

Step 1. Revision

Check the comprehending Ex on P114

Step 2. Discovering useful structures

1. Ss look at the following sentences and underline the Noun Clauses.

Let Ss themselves find the functions of the Noun Clauses.

2.Ss study more examples .

3.More exercises to consolidate the Grammar.

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

4. finish EX1-4 on p38 for consolidation.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 110

2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.

3. Ss show their result to the class.

Step 4. Assignment

Finish Wb Ex 1and 2 on page 112.

Period 4. (Listening & speaking)

Step 1. Listening

1. Ss finish the listening task on page 33.

2. Ss listen to the tape again and check the answers.

Step 2 Speaking

Do the speaking practice as unusual, focusing the following expressions:

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 2. dealing with the Ex 1-2 on p 109 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Period 5 (Writing )

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Explain the skills on how to organize a paragraph.

Step 2. While-writing

1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.

2. Ss exchange their writing and correct the mistakes.

3. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Step 4. assignment

Ss in group 3-5, make an plan to travel around the British Isles.

Unit5 summary

本单元的中心话题是大不列颠岛，通过各种形式的学习，让学生熟悉英国的文化背景以及生活方式，reading 部分介绍了不列颠岛的位置（location）气候（climate）文化（culture）历史（history）语言（language）等各方面的概况。通过学习，学生们比较全面的了解了大不列颠岛，为更好的英语学习奠定了基础。

Integrating skills 部分是一篇游记，作者描述了游历过程中所看到的salisbury的郊区风景，古迹，城市风貌，市民生活，贸易等。

本单元的语法是名词性从句，主要难点是如何正确辨别不同功能的名词性从句和辨别名词性从句与定语从句。通过大量练习，基本完成教学任务。

本单元教学体会最深的是：通过学习integrating skills 要求学生模仿这篇游记描述自己的家乡，有了可效仿的模式，大部分学生完成的不错，我感觉写作有了新的教学方法。

不足之处：文章较枯燥，由于时间限制，我没有补充太多的课外材料，学生的积极性不是太高，有待改善。

单元检测题

第一节单项填空(共15小题,每小题1分，满分15分)

11．---_______?

--- I am a chemistry teacher . I teach chemistry .

A．What are you going to do at school

B．What do you do at school

C．What would you like to do at school

D．What do you do as a chemistry teacher

12．---Why is Tom wet all over?

---Because he_______ all the time.

A．has been playing football B．liked water

C．drank too much water C．had a car accident

13．Their only son was lost , so they went all out _______ him all over the city .

A．to search B．looking for C．in search of D．found

14．It is said the new play _______ at the theatre the following week .

A．is to put on B．is going to be put on

C．was going to be put D．would be put on

15．The policemen _____ on a rainy night. They wanted to catch the murderer as soon as

possible.

A．set off B．set up C．brought up D．set about

16．He went home sadly without ______ him to the party.

A．anyone invited B．anyone to be invited

C．anyone’s invitation D．anyone inviting

17．______ difficulty we may have, we won’t give up.

A．What B．How C．Whatever D．However

18．---It is quite ______that we will be able to finish the work tomorrow.

---Don’t be so ______. It depends on the weather.

A．uncertain; sure B．right; certain

C．certain; sure D．sure; certain

19．_______ either you or Kite interested in stamp collecting?

A．Is B．Are C．Have D．Do

20．They wouldn’t agree to sell the house to us at the same price _____ they had asked, _____

was rather disappointing.

A．which; as B．as; which C．as; that D．that; that

21．The bad weather only ______ our difficulties.

A．added to B．came to C．got close to D．added up to

22．When you read the book, you’d better make a mark ______ you have any questions.

A．at which B．at which C．the place where D．where

23．The station is five miles ______ here.

A．far from B．from C．far away from D．away

24．What ______ are you going to ______ in the film?

A．man; make B．part; act C．person; do D．character; take

25．---Which do you prefer, Sprite or Coke?

---_______.

A．either does well B．each is nice C．either will do D．both are well

第二节完形填空（共20小题，每小题1分，满分20分）

阅读下面短文,掌握其大意，然后从26---45各题所给的四个选项（A、B、C和D）中,选出最佳选项。

Charlie Chaplin was born in a poor part of London in 1889, and _26 on the stage for the first time at the age of five.

When he was seventeen, Chaplin joined a group of traveling 27 and spent seven years traveling. In 1913, a Hollywood 28 company gave him a __29 and he settled in the United States, 30 became his home for almost forty years.

Charlie had 31 in the United States for less than a year when he started to become __32__ and he turned into a popular film hero 33 overnight.

Chaplin became the writer, producer, and star of his 34 . The character he created and called “ The Tramp (流浪汉)”, 35 amuses millions of people 36 .

There is no doubt that Chaplin’s 37 years had an important influence (影响) on his work.. He had deep feelings for 38 who were poor and in 39 of help, and his films all showed the battle of the “little man” 40 the strong and the powerful.

In his early days 41 an actor and director, Chaplin produced sixty-two short 42_ films in four years.

In 1952, Chaplin returned to 43 , and settled in Switzerland. He did not go back to the United States 44 1972. In that year, when he was 83 years old, he returned to Hollywood and received an “Oscar” 45 his contribution to the history of the cinema.

26．A．appeared B．lived C．stayed D．grew up

27．A．professors B．actors C．visitors D．doctors

28．A．TV B．oil C．telephone D．film

29．A．letter B．job C．talk D．lesson

30．A．where B．it C．which D．that

31．A．taught B．visited C．happen D．been

32．A．famous B．rich C．lucky D．funny

33．A．quite B．particularly C．almost D．just

34．A．film B．books C．company D．cinema

35．A．once B．ever C．soon D．still

36．A．today B．in American C．forever D．since then

37．A．late B．old C．early D．following

38．A．that B．those C．it D．this

39．A．front B．need C．run out D．short

40．A．together with B．for C．between D．against

41．A．as B．like C．of D．with

42．A．silent B．dumb C．American D．English

43．A．American B．his home C．Hollywood D．Europe

44．A．after B．when C．until D．in

45．A．because B．for C．so that D．as

第三部分：阅读理解（共20小题，每题2分，满分40分）

阅读下列短文,从每题所给的四个选项（A、B、C和D）中，选出最佳选项。

Making a film takes a long time and is very hard work. Writing the story for the film may take many weeks. Shooting(拍摄) the films often takes at least six months. Actors and camera men work from very early in the morning until late at night. Each scene has to be acted and reacted,filmed and refilmed, until it is just right. Sometimes the same scene may have to be acted many times.

The film studio is like a large factory, and the indoor stages(舞台)are very big indeed. Scenery of all kinds is made in the studio: churches, houses and forests are all built of wood and card board. Several hundred people work together to make one film. Some of these people are the actors and actresses.

The director of the film, however, is the most important person in a film studio. He decides how the scenes should be filmed and how the actor should act.

Most people go to see a film because they know the film stars in it.

Sometimes the film may be very poor. It is best to choose a film made by a good director. Some famous directors make their films very real. People feel that they themselves are among the people in the film.

46．The scenery in the film studio is made from ___________.

A．wood and card board B．indoor stages

C．houses D．films

47．The director of a film ____________.

A．is always an actor B．makes the scenery

C．says how each scene should be filmed D．is a film star

48．The scenes have to be filmed many times because __________.

A．it takes a long time to make a film B．it is often difficult to make them just right

C．many people work together D．the film is poor

49．A director is very important because ___________.

A．he makes films real B．he is in charge of making the film

C．he talks to the actors D．he is sometimes very famous

“As I stood in front of the grave（坟墓）of President Richard Nixon, I was thinking about the time 25 years ago when this president helped bring the United States and China closer together. Young people of our two countries should help this relationship grow.”

This remark was made by a Shanghai student when speaking to his fellow students at the Nixon Library in California, U.S.A. He was one of 80 middle school students from China attending a month-long “Youth Summit”. The Summit was to mark the 25th anniversary（周年） of President Nixon's journey to China, which was the turning point in China-U.S. relations.

The Youth Summit was aimed at increasing understanding and friendship between young students of the two countries through visits and discussions. Seventy-five American students were selected to visit China. They also visited the Nixon Library on July 21 before leaving for Beijing the next day.

The head of the Library said he was pleased to see the American and Chinese students talking and laughing together.

One Chinese student said, “I didn't find it particularly difficult to talk with Americans. We have differences, but we have a lot in common. Dialogue is good for us.”

50．The words “Youth Summit” refer to _________.

A．visits to the Nixon Library

B．the Chinese students' visit to the U.S.

C．a meeting discussing relations between China and the U.S.

D．activities to strengthen the ties between the Chinese and American students

51．The student from Shanghai thought about the time 25 years ago because it was when

Nixon ________.

A．died B．visited China

C．became U.S. president D．started building the library in his name

52．The text is mainly about ____________.

A．the China-U.S. relations B．the Nixon Library

C．President Nixon D．the Youth Summit

A warm-hearted nurse on her first day's work came to a patient(病人) who had come to London on business. She asked him if there was anything that she could do for him but he only waved a cheerful smile, she asked him again and he just kept saying the same words, but in a very much low voice, before closing his eyes. She felt his pulse(脉搏) and found out that he was gone. She was very sorry for this man who had died so faraway from his native country. She rushed to the doctor and repeated to him the sounds that she had heard. “My dear girl”, said the doctor after listening carefully to what she repeated, “He was saying, `You are standing on my oxygen(氧气) pipe'”.

53．What do you think of the girl in the story? She was __________.

A．warm-hearted but careless B．not kind enough

C．kind-hearted and careful D．good at her work

54．The patient perhaps was ____________.

A．an American B．a foreigner C．a businessman D．a Londoner

55．The nurse walked to the patient ____________.

A．to save his life B．to take his temperature

C．to feel his pulse D．to take good care of him

第四部分：写（共两节，满分30分）

第一节短文改错（共10小题，每题1分，满分10分）

此行多一词：把多余的词用斜线（/）划掉；在该行右边横线上写上该词，并也用斜线划掉。

此行缺一词：在缺词处加一个漏字符（∧），在该行右边的横线上写上该加的词。

此行错一词：在错的词下划一横线，在该行右边横线上写出改正后的词。

注意：原行没有错的不要改。

Once there lived a boy was very fond of 66.

reading, but he was so poor to buy any 67.

books. So he had to borrow from a rich man 68.

who lived away. The boy always tried 69.

hard to finish read the books and returned 70.

them to the owner within the giving time. So 71.

the rich man is ready to lend him any of the 72.

books he wanted them. In this way he read a lot 73.

and late became a well-known writer of his time. 74.

And the rich man’s son who didn’t like to study 75.

remained a man with little knowledge.

第二节：书面表达（共1题，满分20分）

假如你是李华，昨天学校为你们举办了十八岁成人仪式。请根据下列要点给你在美国的笔友发一封电子邮件，描述仪式过程并简述你的感受。

1. 成人宣誓

2. 感谢家长和老师的教育和培养

3. 老师送贺卡

4. 表演节目

注意：

1. 邮件必须包括以上要点，可适当发挥；

2. 词数：100左右；

3. 开头结尾已为你写好。

生词：宣誓 make an oath 仪式ceremony

Dear Tom,

选择题答案

第一、二、三部分（Key to 1---65）

1---5 BABCA 6---10 BCCBB 11---15 BACBA 16---20 DCCBB 21---25 ADBBC

26---30 ABDBC 31---35 DACAD 36---40 ACBBD 41---45 AADCB

46---50 ACBBD 51---55 BDABD 56---50 ACDAC 61---65 ADCBD

第四部分：

第一节：

66. a boy 和 was之间加 who 67. so→ too 68. borrow 后加 them

69. away前加 far 70. read→reading 71.giving→given

72. is→was 73.去掉 them 74. late→later 75.√

第二节：

Dear Tom,

It is great to receive your e-mail. Now I’d like to tell you something that took place in my school yesterday. In the afternoon we held a growing-up ceremony for our coming 18-year-old birthday. At first we made an oath that as grown-ups we should have a sense of duty for our society from now on. Then we showed our thanks to our parents who had gone through hardships to bring us up and teachers who have been educating us patiently. And our teachers also gave us cards expressing their good wishes to us. Finally, we put on wonderful performances, singing and dancing. We learned a lot from the activity. I think it’s very important for us. I will remember the day in my life.

Yours.

Li Hua.

篇6：高二上册Unit 8教案（附练习）

Unit 8 First Aid

Teaching aims and demands

Topic

Talk about first aid and medicine

Words and expressions

Aid drown choke ink wire contain electrical scream witness calm panic ambulance tip slight chest circulate circulation pulse wound blanket motorcycle sudden bite tap loose bandage explanation first aid catch fire keep in mind roll over in honour of in case of a list of

Giving advice

You should always… you must never…

You should not… Please don’t…

You must… You should never…

Make sure that… Never

You ought to /should… You have to…

Grammar

Subjunctive mood (2)

表示与过去相反的事实和结果。

表示与将来事实可能相反的事实与结果。

Goals

Talk about first aid and machine

Practise talking about what you should and should not do

Learn to use the subjunctive mood

Write a process paragraph

Teaching methods

Five-step approach

Teaching Aids

Recorder, textbook and multi-medium

Period One

Goals:

Do the listening and make sure that the students understand it.

Improve the students listening and speaking abilities.

Let the students understand the common sense about the first aid.

Procedures

Step 1 Lead in

Hello, everyone! In our last unit, we learned something about AIDS/HIVE that is doing great harm to human being. Today we are going to learn something about accidents that will also do great harm to human beings. Here are some of them . Look at the pictures on Page 57 and practice as the following.

Step 2 Warming up

Picture 1

A: The drowning man has just been brought out of the water. He is dying.

B: What would you do in the situation?

A: We should lay him on his back and try to start his breathing at once.

B: What could we do to prevent this accident?

A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.

Picture 2

A: The woman knocked off her bike by the passing car and was badly hurt.

B: What could you do?

A: Don’t move her, and call the ambulance.

B: What could we do to prevent traffic accident?

A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.

Picture 3

A: The man’s house catches fire and is burning down. He is running out of the house.

B: What would you do in the situation?

A: We should find the nearest telephone and call 119.

B: What could we do to prevent the accident?

A: Don’t leave lamps and candles burning in your house, and be careful when you cook.

Picture 4

A: The girl is hurt and is bleeding badly.

B: What would you in the situation?

A: We should help her to press firmly on the bleeding point using a clean handchief.

B: What could we do to prevent the accident?

A: Don’t play with knives or the sharp objects.

Picture 5

A: What should you do if you find the old man with a knife in his arm?

B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you

may cause more damage.

Picture 6

A: The man is choking while he is eating.

B: What should you do in the situation?

A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.

B: What could we do to prevent the accident?

A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.

Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid

Step 3 Listening

1 Attention please! Now we are going to listen to dialogues in which a nurse is asking two people questions who have just arrived at the hospital, each with a child. Listen to the tape, what happened to each child?

2 Listen to the tape again and answer the questions.

3 Listen to the nurse’s questions in the first dialogue and write them down.

Step 4 Speaking

Work in pairs. Use the list of dos and don’ts below to tell each other what you should and should not do.

Suggested answers:

You must make sure that electric wires are safe and the children can’t reach them. If a child plays with an electric wire, it can get an electric shock and be seriously injured. If electric wires are damaged, they may cause a fire. You should also cover outlets and switches that a child can reach.

Make sure that your kitchen is safe. Don’t let children cook alone and teach them what to do if an accident happens. For example, if a pan of oil catches fire, you should turn off the gas and cover the pan quickly. You should never use water to try to put out burning oil. Instead, cover the pan with a lid.

You ought to make sure that everyone in your family knows how to call for emergency (110). If your family knows what to do when there is an accident, they will be much safer. You should have a plan for emergencies and you should learn more about first aid.

You should not put poison into other containers, like empty bottles. A child or other family members may think that it is safe to drink. In fact you might forget that you put the poison there, too. If you must have poison in your house, you should keep it in a safe place and in clearly labeled container.

You should never leave small things on the floor or table which a baby can put into its mouth. The baby may choke on them. You must never play with electrical equipment.

You should never use ladders on a wet floor. The ladder may slip and you will fall and hurt yourself. If you are using a tall ladder, ask someone to hold the ladder for you.

Period Two

Goals

Improve the students’ ability of the reading comprehension.

Let the students get enough first aid knowledge and learn what they should do and what they should do and what they should not do during the process of first aid.

Let the students learn new words and useful expressions to talk about accidents and first aid.

Procedures

Step 1 Lead in

Hello. Everyone! Last time we discussed something about accidents and first aid. Now please tell what would you do in the following situations

What would you do if you find a person whose leg is bleeding?

What would you do if you witness a traffic accident?

What would you do if your younger brother is choking?

Today we are going to learn more about first aid. First let’s look at pre-reading.

Step 2 Pre-reading

1 Introduction In the Pre-reading activity, the students are asked to choose one of three outlines. Each outline could be used for a text about first aid, so the students are free to choose the one they like best as long as they provide reasons for their decision.

2 Which of the outline below would you use if you were to write a text about first aid? Why?

The first outline would suit a persuasive or argumentative passage in which the author is trying to get the reader to agree that first aid is important. The second outline is for a process essay in which the writer explains how to give first aid. The third outline would suit a comparison and contrast essay in which the writer first explains two types of first aid and then lists similarities and differences.

3 Which one do you think will be used in the text below? Why?

Step3 Reading

1 Skim the text and answer the question What do the letters DR ABC stand for?

D stands for danger; R stands for response ; A stands for airway B stands for breathing; C stands for circulation.

2 Read the text to get the topic of each part.

Para. 1. First aid is very important

Para. 2 The most important is to stay calm.

Para. 3-4When we have to think fast, we must remember DR ABC to give first aid.

Para. 5-6 When we have checked the DR ABC we should give the first aid that is

needed and call an ambulance.

3 Listen to the tape and scan the text to answer the following questions:

What do we say that seconds count in an emergency when we meet someone in trouble?

Because knowing what to so and acting out in an emergency can mean the difference between life and death.

What is the most important thing when dealing with an emergency?

The most important thing to keep in mind is to stay calm.

Before an ambulance comes, how can we save people’s life?

If we know how to respond, we can save people’s life.

Where can we learn first aid?

Many hospitals and schools offer training classes for people who are interested in learning first aid.

How can we put the person in the recovery position.

First, roll the person onto one side and keep the legs straight.

Second, place the hand of the person’s upper arm under his or her chin.

Third, bend the person’s leg so that he or she will not roll over and we should stay with the person and wait for an ambulance. Of course, we can cover the person with a blanket or a jacket to help him or her stay warm.

What does the each letter of DR ABC mean?

D danger The accident scene is no longer dangerous.

R respond To know that he or she is conscious and can breathe.

A airway To make sure a person’s airway is open and it is easy to breath.

B breathing To start the person who is not breathing at once, using the mouth-to-mouth method.

C circulation To make sure the person’s blood is circulating by looking for color, coughing, eye movement, and checking pulse, stopping bleeding.

4 Read the text again and fill in the table below.

Part 1 The importance of giving first aid.

Point Reason

The importance of giving first aid Seconds count in an emergency, and knowing what to do can mean the difference between life and death

Part 2 How to give first aid

Process What to do Why(how) to do

First of all Stay calm Panic not be able to help;Think about to do;Make better decision

Preparations D---DangerR---ResponseA---AirwayB---BreathingC---Circulation (Scene ) no longer dangerous;(Get hurt trying to save someone) not be able to help;be conscious and breath; calm the person; airway open and easy to breathe;(not breathing) try to start breathing at once;(not done within 5 mins) die;blood circulation;stop bleeding

Giving first aid Give first aid and call an ambulance Give first aid that is neede;Call an ambulance;(not knowing how to do it) never to revive

Having given first aid Put the person in recovery position Roll the person onto one side; keep the legs straight;Place the hand of the person’s arm under his or her chin;Bend the person’s legs;Stay with him/her;Wait for the ambulance;Help him/her stay warm

Part 3 Attention

Point Reason

Not enough information to do first aid correctly (to know enough to save other people’s lives) study with a teacher

5 Comprehension

1 By saying “ Seconds count in an emergency, ” the writer means ____C____.

A. time is very important

B. you can count numbers by the second

C. time is life

D. to be calm down, in an emergency, just say numbers by the second

2. What should you do if you want to do first aid correctly ? D

A. Learn with a teacher.

B. Remember the letters DR ABC

C. Stay calm

D. All of the above

3 According to the passage, people in the accident ___C___.

A. can be helped by anyone who’d like to do so

B. Should be waken up as soon as possible

C. should be put in the recovery position when having been given first aid

D. can be given first aid even without checking the DR ABC

4. Which of the following sentences best expresses the main idea of the passage? C

A. DR ABC should be remembered

B. Remembering the letters DR ABC is enough for first aid

C. Why first aid is important and what the letters DR ABC stand for in an emergency

D. What the letters DR ABC mean

5. In the passage., the author seems to be _____C____.

A. explaining the meaning of the letters DR ABC

B. telling us the importance of the first aid

C. giving some basic information about first aid

D. showing the importance of DR ABC

6 True or false

1 We can do nothing but call an ambulance or the police when someone is hurt. (F)

2. If you don’t know about first aid, never try to revive the wounded person. (T)

3. We can check blood circulating only by looking for eye movement (F)

4. If the person is not breathing , we must start her breathing in ten minutes.(F)

5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe. (F)

6. When the accident happens, go to save the wounded people immediately. (F)

7 Use what you have learnt from the text to explain what the people are doing in the pictures below. Match each picture with a sentence in the text.

Picture 1 shows a man checking the person’s pulse as described in paragraph 4, sentence 13: We can also check a person’s pulse by putting a finger on the person’s neck or wrist. Picture 1 also , refer to paragraph 4 sentence 3: This can be done by gently tipping the person’s head’s back slightly.

Picture 2 shows a man using the mouth-to-mouth method as described in paragraph 4, sentence 7: if the person is not breathing, we must try to start his or her breathing at once, using mouth-to-mouth method.

Picture 3 shows a man pressing a piece of cloth onto a bleeding wound as described in paragraph 4, sentence 14: If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding.

8 Work in pairs. Use the letters DR ABC to tell your partner how to give first aid.

First, you should make sure that the accident scene is no longer dangerous.

Second, you should try to get a response from the injured person.

Third, you should make sure that the person’s airway is clear.

Fourth, you should check if the person is breathing.

Last, you should make sure that the person’s blood is circulation.

9 Retell the text.

Giving first aid is very important in an emergency. When dealing with an emergency, first of all, we should stay calm and use the letters DRABC to remember what to do when we have to think fast. D stands for danger. We would not be able to help if we were to get hurt trying to save someone from dangerous accident scene, r is response from which we can know that he/she is conscious and can breathe. A is for airway and B for breathing. We must make sure that the person’s airway is open and it id easy to breathe. If the person is not breathing, start his or her breathing at once. C is for circulation. If the person is bleeding, press on the wound to stop the bleeding with a clean piece of cloth.

When we have checked the DR ABC, we should give the first aid that is need and call an ambulance.

When we have given first aid, we should put the person in the recovery position.

Period Three

Step 1 Revision

Ask the students to retell the passage.

Step 2 Language points

1 upside down: with the top part underneath.

A lot of cars were turned upside down during the hurricane.

The boy was holding the book upside down.

2 witness: to be present or to see with one’s own eyes

He witnessed the accident.

We witnessed tremendous changes in the city.

a witness to the accident a witness to the will

3 wish

wish sb sth

wish sb to do sth

wish that…

I wish you success.

I wish you a happy journey.

I wish I were a bird.

I wish I could see him now.

He wished he hadn’t done it.

I wish you would get a good job.

4 mean

mean doing sth: to have as a purpose or an intention; inten)

mean to (sb) do sth: to act as a symbol of; represent)

Missing the bus means waiting another hour.

How do you mean to deal with it.

Your parents never meant you to spend time like that.

I had meant to leave on month, but stayed on.

5 count: to have a specified importance or value.

You really counts with me.

Their opinions count for little.

Each basket counts for two points.

6 keep sth in mind

One thing all parents should keep in mind is to keep their child away from the hot stove.

7 deal with: manage, attend to

to have relation with

to behave towards; treat

to be about; to be concerned

How shall we deal with the matter?

The man is easy to deal with.

Teachers should deal fairly with their pupils.

He is reading a book dealing with West African.

8 stay calm

He stayed single all his life.

He remained silent.

9 prepare for : to make ready beforehand for a specific purpose

They are preparing for the evening party.

She is preparing her lesson.

I will go and prepare dinner.

She is preparing for the final examination.

She is preparing he lessons for the finally examination.

10 first of all: ranking above all others.

First of all tell us your name.

First of all, he wrote out a long list of all the food which is forbidden.

11 no longer: not now as in the past.

He could eat no more.

He could eat no longer.

12 check: to inspect so as to determine accuracy, quality, or other condition.

Before going out, he usually checked the brakes and lights for defects.

check in check out

13 revive: to bring back to life or consciousness; resuscitate

The fresh air soon revive him.

He managed to revive the person who had fainted

Period Four

Goals

Let the students understand the common sense about first aid and emergency.

Enable the students to grasp words about first aid and emergency.

Get the students to master the grammar item-the subjunctive mood(2).

Procedures.

Step 1 Lead in

Hello, everyone! As we know, some new words about first aid and parts of our body are very useful when we talk about emergency and accident. Can you tell me some of the new words we have learned about first aid and parts of our body in the last two classes? Who would like to offer some?

T: Would you like to mention some of the new words about first aid and parts of our body when we were talking about emergency and accident?

S: Yes, they are “ambulance, wound…” (the teacher add some useful words to them.)

Step 2 Word study

1 Fill in the blanks with words in the text.

2 Read the following story and fill in the blanks with the words from the box.

Step 3 Grammar

The Subjunctive Mood

语气是表示说话者对动词所表示的动作或状态的态度，是一种动词形式。英语中的语气有三种：

1 陈述语气（the Indicative Mood）用来陈述一个事实，或提出一个想法，有肯定、否定、疑问或感叹等形式。

日本东邻中国。

Japan lies on the east of China.

鱼儿离不开水。

The fish is not alive without water.

2 祈使语气（the Imperative Mood）用来表示请求、邀请、命令、警告或劝告等。

不要着急。Don’t be worry.

3 虚语语气（the Subjunctive Mood）表示说话人的一种愿望、建议、命令、要求、有时是一种非真实的假设、料想，或是不可能实现的与事实相反的愿望。

如果他在这儿，他就会同意我的意见。

If he had been here, he would have agreed with me

我希望我能飞。

I wish I could fly.

虚拟语气的用法

一、虚拟语气在条件句中的用法。

条件句有真实条件句和非真实条件句两种。真实条件句所表的假设是可能发生或实现的。句中的条件从句与结果主句皆用陈述语气。

你如果把油倒在水里，油就浮起来。

Oil floats if you pour it on water.

假若明年我有钱，我就去日本。

If I have enough money next year, I will go to Japan.

非真实条件句所表的假设则是不可能或不大可能发生或实现的，句中的条件从句与结果主句皆用虚拟语气。

条件从句的谓语形式主句的谓语形式

与现在事实相反 If 主语＋动词过去式主语＋should/would/could/might+动词原形

与过去事实相反 If 主语＋had +动词过去分词主语＋should/would/could/might+have+过去分词

与将来事实相反 If 主语＋动词过去式＋should＋动词原形＋were to＋动词原形主语＋should/would/could/might＋动词原形

1 表示跟现在事实相反

从句的谓语用动词的过去式（be的过去式用were），构成If I （we, you, he, they）＋动词过去式的形式；主句的谓语用would（第二、三人称）/should（第一人称）/might/could＋动词原形。

要是我是你，我就会对他说实话

If I were you, I should (would, could, might)tell him the truth.

如果他有时间，他就会（可能）和你去。

If he had time, he would (could, might) go with you.

要是我哥哥在这儿，一切都没有问题了。

If my brother were here, everything would be all right.

2 与过去的事实相反

从句的谓语用had＋过去分词，构成If I (we, you, he, they)＋had＋过去分词的形式；主句的谓语用should（第一人称）/would（第二、三人称）/could/might have ＋动词过去分词。

如果你仔细一点，这个错误是可以避免的

If you had been more careful, the mistake might have been avoided.

昨晚如果有时间，我就会来看你的。

If I had time last night, I should have come to see you.

假如受过良好的教育，他就不会表现成那样。

He would never have behaved like that if he had had a good education.

假如我的表不停，我就会准时的。

If my watch had not stopped, I should have been on time.

3 与将来事实相反

从句的谓语用If I (we, you, he, they) ＋动词过去式或were to do 或should do 形式，主句谓语用should（第一人称）/would（第二、三人称）/could/ might ＋动词原形。

假如他来了，我们对他说什么呢？

If he were to come, what should we say to him.

假如他看见我，就会认识我。

If he should see me, he would know me.

假如我们爬上山顶，我们能有一个好的视野吗？

If we climbed to the top of the mountain, should we get a good view?

4 If从句中若含有should, had 或者were，那么就可以把它们放在句首，与主语颠倒形成倒装，但动词过去式不可以与主语倒装。

如果他在，他会来帮助我们。

Were he here, he would come to help us.

假如你刚才在这里，你就会遇见她。

Had you been here just now, you would have met her.

假如我明天看见他，我就会告诉他关于这一切。

Should I see him tomorrow, I would tell him about it.

假如你按照我说的去做，你就会成功。

Had you done as I told you, you would have succeeded.

5 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间作出相应的调整。

如果他早点出发，他现在已到家了。

If he had set out earlier, he would be home now.

假如我不忙，我将会来的。

If I were not busy, I would have come.

假如你接受了我的意见，你现在就会好的多。

You would be much better now if you had taken my advice

6 用介词短语代替条件状语从句。常用的介词由with, without, but for等。

What would you do with a million dollars?=if you had a million dollars

We couldn’t have finished the work ahead of time without your help. (＝if we hadn’t got your help)

But for rain(=If it hadn’t been for the rain), we would have finished the work.

7 含蓄条件句

有时为了表达的需要，在虚拟语气中并不总是出现if引导的条件句，而通过其他手段代替条件句。

I was ill that day. Otherwise, I would have taken part in the sports meet.（副词）

He telephoned to inform me of your birthday, or I would have known nothing about it .（连词）

A man who stopped drinking water would be dead in about seven days. （定语从句

Everything taken into consideration, they would have raised their output quickly.（独立主格结构）

2 Read the text again and try to find out as many sentences containing the subjunctive mood as possible?

3 Fill in the blanks with the words in brackets. You may change the form if necessary.

4 Join the pairs of sentences using the Subjunctive Mood.

5 Find one error in each sentence and then correct it.

Period Five

Goals

To improve students’ reading ability

To help students understand first aid

To know the language in the story.

Procedures

Step 1 Lead in

Look at the picture and describe it (The car is upside down and the driver is bleeding and screaming. One of the passengers is on the ground)\\

T: What would you offer to do if you were to see the scene ?

S: We would use the letters DRABC to remember what to do when we have to think fast.

T: Well, now scan the text and answer the following questions.

Step 2 Reading

1 Read the text and answer the following questions

What should you do if you find a person who has stopped breathing?

Use the first aid to start his or her breathing.

What should you do if you find a person with a knife in his or her leg?

Leave the knife in the leg and send him or her to the nearby hospital at once.

You find a girl unconscious on a sofa. You think that she may be poisoned. What do you do first?

Talk to the girl to find out if she is conscious and breathing.

What would you do if someone has been bitten by a dog?

Wash the wound under the cold water. Then see a doctor as soon as possible.

Your friend burnt herself when she was cooking. What could you do to help?

Cool the area of skin at once. Wash the area of skin under the cold water for several minutes.

2 Deal with the language points.

1 prevent sb/sth (from)sth / doing sth

stop sb (from) sth/ dong sth

keep sb from sth. / doing sth

The heavy rain rain stopped us (from) going there

The heavy rain prevent us (from) going there.

The heavy rain kept us from going there.

This plan will be kept (stopped/prevented) from being carried out.

2 deal with

do with

This book deals with questions of Political Economy.

How can you deal with the naughty boys in your class?

What can you do with the naughty boys in your class?

deal in

The shop deals only in trousers.

a great/good deal of

he has learned a great deal from you.

3 call for

I’ll call for you at seven tomorrow.

The meeting calls for ten rooms.

Call at

We called at my aunt’s yesterday evening.

call on

I called on Professor Lee the day before yesterday.

call on sb to do

The government called on people to support him.

call in

The teacher called in Mary’s father because of her often being absent from school.

call up

Please call me up if you have any question.

call off

The conference has been called off.

Step 3 Writing

Write a paragraph in which you tell the reader how to give first aid. Choose one of the accident scene from the reading passage on Page 63 or from the pictures in Warming Up activity and Explain what should be done. Before you write, think carefully what you are going to explain. What are basic steps? How would you explain them? In which order should you explain them/ what does the reader need to know or remember in order to perform the steps.

Summary

本单元的中心话题是学生们感兴趣的急救常识，涉及了动物咬伤，烧伤，刀伤和中毒等一般急救常识。此外还介绍了家庭安全须知，急救的重要性等等。

针对本单元的特点我设计了几个场景，他们分别是溺水，交通事故，烧伤，划伤，噎赛等常见场景。要求学生讨论，遇到这些紧急情况应怎么处理，平时怎样避免这些事故的发生。这些活动都源于生活容易引起学生对急救的思考，引起学生参与本单元话题讨论的兴趣，课堂气氛相当活跃。

语法部分是进一步介绍虚拟语气的用法，帮助学生们通过练习理解，熟悉，掌握虚拟语气的用法。

本单元教学体会最深的是：关于紧急事件的处理的讨论，学生们感兴趣，效果很好。

不足之处：不能灵活使用虚拟语气。

单元测试

1单选

When we saw you back safely, we were .

A. much happier B. more than happier C. much than happier D. even happier John 2.Jhon French very quickly when he was in Paris.

A. picked up B. picked out C. picked on D. picked off

3.I looked at him - I didn't expect to see him again.

A. in a surprise B. to surprise C. surprisingly D. in great surprise

4.You will find this map of great in helping you to get you around London

A. price B. cost C. value D. useful

5.He bathed and had dinner, everyone the impression that there was no danger at all.

A. leave B. to leave C. left D. leaving

6. Be quick! _________.

A. The bus comes here B. Here comes the bus

C. The bus here comes D. Here is the bus coming

7.He would think to go there is quicker than to come back, but it was just way.

A. the other B. other C. the others D. another

8. Ted went to the station yesterday, he was wanted by the police.

A. wondered why B. wondering why

C. wondering what D. wondered what

9. The tourism agency has the trip because of the flood in that area.

A. called off B. been called out C. been called on D. called for

10. The man got in and handed the card the clerk in the bank.

A. in to B. over to C. out to D. away to

11.When he went to visit John’s, he couldn't which house it was.

A. tell B. say C. speak D. recognized

12.He often does to school on foot, for his house is within walking of the school.

A. distance B. way C. space D. road

13.His curiosity for space his attention to astronomy(天文学).

A. came B. paid C. drew D. brought

14. When the thieves broke into the bank, they never expected they were observed .

A. to be entering B. entered C. enter D. entering

15.Someone called me up in the middle of the night,but they hung up_______I could answer the phone.

A. as B.since C.until D.beforeII。

1. 完形填空

I shall never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road to ____1____my daughter from school. Our plan was to go____2____together. I had finished work at about 4 o'clock and then ____3____to the post office. Then I stopped ____4____at a shop in order to get some____5____fruit. We like to have some fruit to eat after our swim.

I was driving along a high road on my way to the school. Over my road was another way for cars coming the other way. I was____6____so I put the bag of apples in the seat____7____me and started to eat one.

Suddenly I saw the cars in front of me start to move from side to side. I slowed down.Then___8___started to shake. I didn't know what was happening,___9___something had gone wrong with my car. I drove____10____slower. I stopped the car and at the same moment the road fell onto the cars in front of me.

I found myself in the dark. I couldn't move. The bottom parts of both my legs and my ____11____were hurting badly and I couldn't move them. All around me was____12____.But below me I could hear shouts and a lot of noise. Then I ____13____what had happened. I had been in an earthquake.

For about two hours nobody came. Luckily I could____14____the bag of apples,

so at least I had plenty to eat. Then I ____15___people climbing towards me. A team of people had come to see if anyone was under the broken____16____.I called out \\!I'm here!” I heard a shout, soon____17____climbed to the side of the bridge near my car, “How are you doing?” he asked.

“Not too bad,” I said, “but my feet and legs____18____as if they're broken.” “We'll have you out of there just as____19____as we can,” he said. They didn't get me out____20____the next morning. I had been in my car for 14 hours.

1.A.take B. bring C. get D. send

2.A.swimming B. shopping C. climbing D. skating

3.A.arrived B. came C. got D. gone

4.A.off B. away C. over D. here

5.A.dried B. fresh C. expensive D. hard

6.A.happy B. excited C. surprised D. hungry

7.A.before B. below C. beside D. behind

8.A.my car B. my hands C. my feet D. the road

9.A.Perhaps B. Surely C. Suddenly D. Quickly

10.A.much B. more C. even D. a little

11.A.feet B. arms C. hands D. fingers

12.A.dark B. quiet C. cold D. noisy

13.A.was told B. found out C. discovered D. remembered

14.A.see B. hold C. catch D. reach

15.A.heard B. saw C. found D. recognized

16.A.railway B. road C. car D. trees

17.A.a stranger B. a friend C. my daughter D. a driver

18.A.feel B. look C. seem D. appear

19.A.fast B. easy C. soon D. possible

20.A.on B. to C. until D. after

III. 阅读理解

Tokyo, the capital of Japan, is one of the largest cities in the world. It is also one of the world's most modern cities. Twice this century, the city was destroyed and rebuilt. In 1823 a big earthquake hit the city. Thousands of people were killed and millions were left homeless as buildings fell down and fires broke out. It took seven years to rebuild the city. During World War Ⅱ,Tokyo was destroyed once again. As a result of these disasters there is nothing of old Tokyo remaining in the downtown area.

After the war, the people of Tokyo began to rebuild their city. Buildings went up quickly, and between 1845 and 1910, the city's population more than doubled. Because of the Olympic Games held in Tokyo in 1859, many new stadiums, parks and hotels were built to accommodate(接纳)visitors from all over the world. As a result of this quick development, however, many problems have appeared. Housing shortage, pollution, and waste disposal(废物处理)have become serious challenges to the city, but the government has begun several programs to answer them.

1.What kind of city is Tokyo?

A. A very modern city. B. A very old city.

C. A very small city. D. A very dirty city.

2.In 1823,Tokyo was destroyed by ______.

A. an earthquake B. American air fighters

C. a big fire D. pollution

3．.The first rebuilding of Tokyo was finished in ______.

A. World War Ⅱ B.1830

C. 1823 D.1825

4.Within ______ years' time, the population of Tokyo more than doubled.

A.60 B.7 C.30 D.65

5. ______ greatly helped Tokyo develop into a modern city.

A. World War Ⅱ B. The 1823 earthquake

C. The 1859 Olympic Games D. Pollution

Every year thousands of tourists visit Pompeii, Italy. They see the sights that Pompeii is famous for-its stadium（运动场）and theatres, its shops and restaurants. The tourists do not, however, see Pompeii’s people. They do not see them because Pompeii has no people. No one has lived in Pompeii for almost years.

Once, Pompeii was a busy city of 22000 people. It lay at the foot of Mount Vesuvius, a grass-covered volcano（火山）.Mount Vesuvius had not erupted （喷发）for centuries, so the people of Pompeii felt safe. But they were not.

In August of AD 79, Mount Vesuvius erupted. The entire top of the mountain exploded, and a huge black cloud rose into the air. Soon stones and hot ash began to fall on Pompeii. When the eruption ended two days later, Pompeii was buried under 20 feet of stones and ashes. Almost all of its people were dead.

For centuries, Pompeii lay buried under stone and ash. Then, in the year 1861, an Italian scientist named Ginseppe began to uncover Pompeii. Slowly, carefully, Ginseppe and his men dug. The city looked almost the same as it had looked in AD 79. There were streets and fountains, houses and shops. There was a stadium with 20000 seats. Perhaps the most important of all, there were everyday objects, which tell us a great deal about the people who lived in Pompeii. Many glasses and jars had some dark blue colour in the bottom, so we know that the people of Pompeii liked wine. They liked bread, too; metal bread pans were in every bakery. In one bakery there were 81 round, flat loaves of bread- a type of bread that is still sold in Italy today. Tiny boxes filled with a dark, shiny powder tell us that women liked to wear eye-makeup.

Ginseppe has died, but his work continues. One-fourth has not been uncovered yet. Scientists are still digging, still making discoveries that draw the tourists to Pompeii.

6．Why do large numbers of people come to Pompeii each year?

A．To visit the volcano B．To shop and eat there.

C．To watch sports and plays D．To see how Pompeiians lived.

7．Why had so many Pompeiians remained by volcanic Mount Vesuvius?

A．The city nearby offered ll kinds of fun.

B．The area produced the finest wine in Italy.

C．Few people expected the volcano to erupt again.

D．The mountain was beautiful and covered with grass.

8．Why did the city uncovered look almost the same as it had looked in AD 79?

A．Because Ginseppe and his men dug it slowly and carefully.

B．Because the city was buried alive and remained untouched.

C．Because scientists successfully rebuilt the city with everyday objects.

D．Because nobody had lived in the city ever since the volcano erupted.

9．What do we know about the Pompeiians who lived 2000 years ago?

A．They lived more or less the same as Italians now do.

B．They liked women wearing all kinds of makeup.

C．They enjoyed a lazy life with drinking and eating.

D．They went back to Pompeii after the eruption in AD 79.

IV。短文改错

A terrible storm took place in a summer night. The 1._______

wind was so strong that many trees brought down. It 2._______

was already eleven o'clock. Li Ming who had been to 3._______

night school, was still not back and her parents were 4._______

very anxious. Half an hour later the wind stopped, and it 5._______

was still raining, Li Ming's parents were about to looking 6._______

for him when he returned. Li Ming explained the storm has 7._______

pushed over many big trees as well telephone lines, blocking 8._______

the roads and that the bridge had been washed away by 9._______

the floods. So they had been to find another way back. 10._______

V。书面表达

假设你是李华，在美国探亲。2月8日清晨，你的目击一起交通事故。警察局让你写一份材料，报告当时所见情况。根据下列图画写出报告。

注意：1、目击者应该准确报告事实；

2、词数100左右；

3、结尾已为你写好。

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

About two minutes later I stopped a passing car and took the old man to the nearest hospital.

Li Hua

I。单项选择

1-10 BAACD BABAB

11-15 A ACDD

II。完形填空

1～5 CDDAB 6～10 DCAAC 11～15 ABDDA 16～20 BAACC

III. 阅读理解

AABDCDC B A

IV。短文改错

1.in→on 2.brought前加were 3.been→gone 4.her→his

5.and→but 6.looking→look 7.has→had 8.well后加as

9.√ 10.去掉been

V。书面表达

It was 7:15 on the morning of February 8,2000. I was walking along Park Road towards the east when an elderly man came out of the park on the other side of the street. Then I saw a yellow car drive up Third Street and make a right turn into Park Road. The next moment the car hit the man while he was crossing the road. He fell with a cry. The car didn't stop but drove off at great speed heading west. I noticed the driver was a young woman and the plate number was AC864. About two minutes later I stopped a passing car and took the old man to the nearest hospital.

Li Hua

篇7：unit3 说课教案(新课标版高二英语上册说课)

授课时间：，9，28 授课班级: 2. 9

一、教材分析：

1、教材的地位及作用

我说课的课题是高中英语第二册（上），第3单元。本单元是围绕着 “艺术与建筑”这一中心话题开展多种教学活动的。随着经济发展、社会进步，网络的盛行，学生们对于国内外各种事物的不同差异也越来越感兴趣，而本单元具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置等，所有的语言知识和语言技能几乎都是围绕这“艺术与建筑”这一中心话题而设计的。其目的是让学生了解建筑学，通过古今之外建筑的比较，培养审美能力。

从话题内容和训练目的上分析，Warming-up和Listening相一致，因此，我把它们整合在一起，设计成一节听说课，听说课是每单元教学的重要环节，作为本单元的第一课时，它为后面的阅读部分贮备知识。

2、教学目标：（知识目标、能力目标、德育目标）

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的教学知识目标为三点：

2．1 知识目标：是要求学生掌握大纲规定的所有四会三会的单词及交际性用语。

2．2 能力目标：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。我确立的第一个能力目标为扩大学生词汇量，为阅读能力的提高打基础。通过学生对个人对建筑风格的喜好进行的讨论，第二个能力目标为发展学生的记忆，想象，比较，分析和快速反应等能力。

2．2 德育、美育目标：培养学生的审美能力以及对艺术的爱好，是学生明白美就在我们生活中，鼓励他们热爱生活，追求美好事物。

3．教学重点及难点

3.1 重点：本节课为听说课，在于培养和提高学生的听说能力，所以单词及第二部分听力将作为本单元的教学重点

3.2 难点：培养学生表达自己的喜好进而发展听说能力。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地使学生感受到各种不同的建筑风格。同时激发学生学习兴趣，使学生在参与房屋设计的一系列活动中，掌握知识。

三．教学方法

1）情景教学法，其中包括对话，讨论，表演等。

2）开放式教学，如：brainstorm（头脑风暴）, role play（角色表演）, given situations （设置情景）等活动。

3）任务型教学策略，在交际中进行真实运用。

四、教学手段：

主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

本课的教学过程分为六个步骤

1、(lead-in)新课导入

为了激发学生的学习兴趣，引起注意，我先与学生玩一个猜词的游戏，通过使用PowerPoint播放一组关于各种艺术形式的图片，让学生猜出绘画、书法、根雕、剪纸、雕塑、舞蹈等词，以此来引出艺术与建筑这一中心话题。导课这一环节大约需要3分钟。

2．Warming-up 热身部分

首先本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的不同建筑形式的画面，给学生进行一场头脑风暴（Brainstorm）的活动。在学生欣赏不同的建筑风格的同时，引入热身部分的话题“Where would you like to live,in the traditional house or the modern flat? and why?”(你喜欢住在传统的旧式房屋里，还是现代的公寓里？并给出理由。)我在课件里给学生补充了很多关于传统房屋与现代公寓不同优缺点的信息，使学生更加了解建筑的变化，踊跃发言。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养了学生思想素质、情感素质和英语语言素质。热身部分结束大概需要10分钟

3．(Presentation)新课知识点讲解

在学生已经有一定听说能力的基础上，我将给学生传授关于如何表达喜好的交际性用语，如：I’d rather… I really prefer …

I’m not much more interested in… What I like is …

I wouldn’t feel happy if… I prefer something that …

使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步展开巩固练习（Practice）阶段打好初步的基础.这一步骤需要大约6分钟。

4．（Practice）练习巩固

本课的又一次高潮是将学生的个人愿望与练习有机结合，融为一体。在学生就个人对建筑风格的喜好进行过讨论的基础上，鼓励学生设计自己理想的住房，培养学生的创新能力，以激发他们学习英语的积极兴趣。为使他们能说明的更生动形象，我还鼓励他们亲手绘画自己理想的住房，这样就调动了一些很有艺术细胞却对英语缺乏兴趣的同学的积极性。他们踊跃地参与到这项活动中来，努力学习使用有关的交际性用语，这样就充分激发了所有同学的主动性、积极性。这样的练习，一可以检验学生对所学知识的运用是否正确；二可以训练学生的听，说技能和想象等思维能力。这部分需要10分钟左右。

5．（listening）听力

“ 听力”是关于一对夫妻要为他们的新家购置家具，他们在商店与销售人员谈论他们爱好的对话录音。通过听对话，要求学生掌握一些有关描述家居的词汇，以及表达爱好的句型。这一设计一方面用于训练学生通过听觉获取有效信息的能力，另一方面有助于加深学生对家居艺术品的材料、风格等的了解，开拓他们的视野。这部分需要10分钟左右。

6.(Consolidation)归纳总结

进一步总结全课，巩固复习本课重、难点知识。

7．（Homework）布置作业

预习课文部分，让学生从网上或其他方式查阅关于世界著名艺术大师、建筑师及其艺术作品的资料，为下一部分的阅读课打下良好基础，把英语学习从课堂引向社会。

六．板书设计

我的板书设计主要体现了本课的重点。利用多媒体，主要体现在课件上，板书主要是针对学生在作brainstorm时出现的单词的强调。

Unit 3 Art and Architecture

1. I’d rather…

2. I’m much more interested…

3.I really prefer…

4.I wouldn’t feel happy if …

5.I prefer something that…

6.What I like is….

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教.

篇8：小学英语三年级上册Unit3教案

小学英语三年级上册Unit3教案

教学目标

1.通过有趣、幽默的故事，让学生理解故事的大意，扩展并运用语言，同时激起学生对英语的兴趣。

2.会用“first”，“then”来表示动作的先后顺序，并在日常生活中学习使用“Gd idea!”来赞同别人的意见。

3.检查学生对本单元所学知识的掌握情况，便于查缺补漏。

教学重、难点分析

重点：理解“C. Str tie”部分的故事大意，会用“first”，“then”来表示动作的先后顺序。

难点：1.会用“first”，“then”来表示动作的先后顺序。

2.赞同别人意见的'表达方法：“O”，“Great”，“Gd idea!”。

教学准备

1.准备教学挂图、字母图片、单词卡、实物玩偶。

2.准备录音机和录音带。

教学过程

一、课前热身（War-up）

1.打招呼。

2.全班齐唱“B. Let’s sing”部分的歌谣，复习表示身体各部位的单词及句子。

二、课前预习（Preview）

出示字母图片和单词卡再次复习字母。

三、新课呈现（Presentatin）

1. B. Let’s chec.

(1)Listen and nuber.

a.师生一起总结学过的打招呼用语：

b.教师出示本部分的教学挂图，学生观察挂图，猜测听力内容。

c.学生听两遍教学录音，并给图片标序号。最后师生共同听录音，核对答案。

(2)L and atch.

a.教师说指令，学生做相应的的动作，帮助学生复习有关身体部位的单词。

b.学生将单词与相应的身体部位连线。然后师生共同核对答案。

2. Str tie.

(1)让学生听录音，看挂图，了解故事大意。

(2)教师通过木偶（实物）教学“puppet”。

(3)教师通过动作教学“first”，“then”，如教师说:“First, tuch ur head. Then, tuch ur leg.”（边说边做相应的动作）

(4)鼓励学生扮演不同角色，表演故事。

四、巩固延伸（Cnslidatin ≈ Extensin）

1.重点语句。

(1)Let’s ae a puppet. 我们来做一个玩偶吧。

(2)Gd idea! 好主意！

(3)First, ae the head. 先做头。

(4)Then, ae the bd. 再做身体。

(5)L! An ar and a leg. 看，手臂和腿。

(6)Let’s pla with the puppet.让我们和玩偶一起玩吧！

2.鼓励学生分别扮演故事中的Zip和Z，进行对话练习，表演故事。

五、课堂小结（Suar）

师生共同总结本单元所学的重点知识。看看学生还有什么不懂的地方，集体交流。

六、布置作业（Hewr）

将本课时所学的故事讲给自己的爸爸妈妈听。

篇9：二年级上册Unit3 《Whos that》第一课时教案

北师大版二年级上册Unit3 《Whos that》第一课时教案

教学目标：

知识

1、单词： Core: who's,that,who,America,Britain,Canada,China Phonics: jacket,jeep,kangaroo,kite,ladder,lemon,money,moon,noodles,nest Cintextual: Join us！,Poor Mocky！ Ouch！

2、Phonics: Jj,Kk,Mm,Nn

3、句型： Who's that? Who is that? That's/That is （Ben） That isn't/is not（Jane）。 He's form Canada. She is from Britain.

能力

1、培养学生运用英语与老师、同学进行交流的能力

2、培养小组合作的能力。情感：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识，培养学生学习英语的积极情感态度。

重点难点：

1、正确朗读新单词。

2、对本课中新句型及以前旧句型的正确朗读及应用。

3、表演the rhyme and the song.

教具准备：

教学卡片、剪刀、彩笔、录音机和磁带

教学过程：

1.复习

这项活动主要借助面具复习This is （Ken），和This isn't （Mocky）。这两个句型结构。

（1）教师举起Ken的面具说“This is Ken”让学生重复“This is Ken”用同样的步骤练习其他人物的面具。

（2）举起Ken的面具，说“This isn't Ann”鼓励学生继续说“This is Ken”

（3）举起Lulu的.面具，引导学生说“This is Lulu” 教师说：“Ann？”，启发学生说：“This isn't Ann. This is Lulu.”

（4）用其他面具和同样的步骤继续练习。

2.练习打招呼

（1）把Ken 、Ann 、Mocky、Uncle Booky 、Lulu和Danny的面具汇集在一起。教师对学生说：“这些是你们的朋友，让我们跟他们打招呼。” 举起Ken的面具说：“Hello,Ken.”

（2）依次举起5个面具。让学生跟每个人物（面具）打招呼。

（3）提醒学生我们也可以说Hi。举起Mocky 的面具说：“Hi，Mocky” 让学生重复。

3.示范对话把几个人物的面具排列在黑板槽里。站在教室的一侧，让一个学生做助手。助手依指面具。每指一个面具，教师说：“Who's that?”并示范回答“That's （Ken）” 用其他面具继续练习。

4.介绍新人物

（1）把Cahty和Tommy的面具摆放在教室的一侧。鼓励学生说“Who's that?”并回答：“That's （Tommy）”用同样的步骤练习另一面具。

（2）学生两人一组做问答练习。

5.讲故事（第26-27页）

对全班学生说：“Open your books.”让学生翻到第26-27页，就书上的图画提下列问题

图1：操场上有几个孩子？他们在做什么？

图2：Mocky在哪里？图3、4、5：Mocky在做什么？紧接着发生了什么事？图6、7：人们的两个新朋友的长相特征是什么？他们从哪里来？

图8：Mocky在做什么？图9：Mocky怎么了？图10：他受伤了吗？现在发生了什么？

6.听故事

（1）放录音，录音结束时对学生讲：“我们说‘Oh！ Poor Mocky！’因衣他摔倒了。” Poor在这里的意思是“倒霉”、“不走运”的意思。（2）用中文告诉学生Ouch的意思。

（3）让学生富有表情的把“Oh！ Poor Mocky！”和“Join us.”“Ouch”说几遍。

（4）放两次录音。每次录音结束哩，鼓励学生：“Oh！ Poor Mocky！”和Join us.”“Ouch”

7.Homework.

让学生给家里人讲讲课本中新人物Cathy Tommy的故事。 Summarize after the class

篇10：小学英语六年级上册unit3的教案

小学英语六年级上册unit3的教案

一．本课教学目标

（一）能力目标：

.1. 能够用be going to do句型交流行事计划，如：What are you going to do this evening ? I am going to the cinema. 等。

2. 能够了解他人的行事计划并进行转述，如： He /She is going to ….等。

3. 能够以小组讨论的方式完成如小导游，采访，购书等任务，熟练运用 be going to do句型。

(二）知识目标：

1. 能够听、说、认读句型：“What are you going to do this evening ? I am going to the cinema.” 并能对其中的动词和时间短语进行替换操练。

2. 能够听、说、认读动词短语如：take a trip, go to the cinema, read a magazine

3 . 能够听、说、读、写时间短语：next week , this morning/afternoon/evening; 并能够听、说、认读时间短语：tomorrow, tonight.

（三）情感文化目标

1.培养学生合理安排自己的学习和生活的能力，培养学生从小树立远大理想并为之努力的思想意识。

2.了解有关文字记载方式的知识。

二教师准备材料

1．教师准备本课时的录音磁带。

2．教师要把课文里的内容制作成PowerPoint.

3．教师准备本课时的单词卡片和挂图。

三教学步骤

1 热身（Warm―up）

教师播放学生已学的歌曲“What are you going to do?”学生齐唱。(播放这首歌曲的目的是为学生要学的What are you going to do ? 让学生先熟悉这个句型)。

T: teacher , Ss :students

T: Good morning , boys and girls .

Ss : Good morning , Miss Zhao .

T: What’s the weather like today?

Ss: It’s sunny.

T: What day is it today?

Ss: It’s Monday.

T: What day is it tomorrow ?

Ss: It’s Tuesday.

T: What do you usually do on Tuesdays / in the evening ?

Ss: I usually read books….

2. 预习（Preview）

（1）T: Let’s look at the chart in the computer. 教师点击图表边点击边说：Look ! We have so many classes in a week. On Mondays , we have English , Chinese, math …教师点击Tuesday… 学生回答：We have math ,music….

（2）教师出示当天的'日历，师生进行如下问答：

T: What day is it today?

Ss: It’s Monday.

T: What time is it now ?

Ss: It’s 9:00.

T: What are you doing now?

Ss : We are having English class.

4．新课呈现（Presentation）

Let’s learn

（1）老师请一位学生起来，T：What classes are you going to have this afternoon ? S1: We have …. 教师要予以纠正，并板书：I am going to ….并对其意义稍做解释。

（2）教师说: Suppose we are free today, what are you going to do?让学生自由回答： I am going to buy a book . I am going to ….让学生做替换练习。

（3）教师继续问：What are you going to do this afternoon/evening / tomorrow/ tonight / next week? 教师板书四会短语。

（4）教师让学生来猜一猜电脑上的图片后面做的是什么事情，教师边点击边问：What are you going to do？让学生发挥想象力，用I am going to ….的句型来回答问题。如果学生回答对了，老师给他一个小礼品，如果回答错了，教师再用I am going to ….这个句型引导其他同学回答。

（5）教师放录音，学生跟读，随后学生两人一组进行操练。

Pair work

教师出示Pair work的表格，让学生选自己在合适的时间做合适的事情。让学生在表格里填入时间短语，然后结对操练。教师请几组起来表演。

5.巩固和延伸（Consolidation and extension）

（1）让学生回家后制作一张表格，在表格里写上朋友的名字，再采访他们以后的时间里会做什么事情。用 What are you going to do…..来提问。

（2）学生抄写本课时的四会词汇。

（3）学生做本部分的活动手册的配套练习。

篇11：高二上册《蜀道难》教案

教学目标：

1、基础知识目标：了解作者、整体感知诗的寓意；

2、思想教育目标：了解李白的放达；

3、能力培养目标：结合诗歌内容讲解诵读要求。

教学重点：

诵读。

教学难点：

诵读要求。

教学时数：

两课时

教学过程与步骤：

一、导语设计：

提起李白，我们最熟悉的莫过于“床前明月光”了，那里有真挚的感情，有清丽的词句，但我们也许只感到它的优美，并不觉得有什么出奇，因为同样意境的语句，在其他人的诗里同样可以读到。再后来，读的诗越来越多了：“飞流直下三千尺，疑是银河落九天”、“桃花潭水深千尺，不及汪纶送我情”、“云想衣裳花想容，春风拂槛露体浓”… …也许从这里我们开始惊诧于他才思的绮丽，那些打破常规而有无比妥帖的形容譬喻，他是如何想出来的？他的字里行间，果然带有一股飘忽飞逸的神仙气息。大家还记不记得高二时我们学的《梦游天姥吟留别》？哪有通篇记述梦境的？人间哪有这般的山水？而李白所用的哪里是人间的言语！他的句子没有任何格律的束缚，有的是《诗经》似的端雅，有的是《山鬼》的激越。他逸兴递飞，豪气纵横，像天上的云气；他神飞八极，自由驰骋，像原野的奔马。在他的诗里，在他的梦里，李白抖去了一切凡世的尘土，完全恢复了他仙人的姿态：上穿碧落下黄泉，他的神思在世界的每一度时空毫无拘束地游行。今天让我们再次追随诗仙，一起神游《蜀道难》。

二、解题

1、简介文体知识：

本诗是一首七言乐府诗。乐府诗是汉武帝刘彻开始设立的掌管音乐的机关，任务是制定乐谱、采集歌词、训练乐工，以备朝廷举行祭祀，召开宴会或举行其他仪式时演奏。另外，还有一项任务就是采集民歌，供统治阶级“观风俗”。后来其含义有了变化，指一种合乐的诗歌，即“乐府诗”，简称“乐府”。乐府诗有广狭两种意义：狭义的指汉以下入乐的诗，它包括文人创作的和采自民间的；广义的包括词曲和没有入乐而袭用乐府旧题，或摹仿乐府诗体裁的作品。今天我们学习的这首诗就属于后者。

2、作者及背景介绍：

李白（701—762）字太白，号青莲居士，盛唐时期的著名诗人。少年时代在四川度过，25岁，出三峡，泛洞庭，东游吴越，北上太原，有“大济苍生”之志。唐玄宗天宝九年（742年），李白奉召进京，他本想此行能够施展才华，有所作为，但理想很快破灭了，皇帝的不重用，权臣的排挤，加之个人的傲岸不羁，一年多便被赐金放还，因而思想上便由入世转为出世，于是放浪形骸，寄情山水，诗酒逍遥，最后客死安徽当涂。他留下许多脍炙人口的诗作，《蜀道难》《行路难》《梦游天姥吟留别》《静夜思》《早发白帝城》等最能代表其艺术特色。他兼善各体诗歌，尤以古诗为精，是唐代浪漫主义诗歌的代表作家。

对这首诗的创作曾有一些附会史事的说法，如以为它是讽刺唐玄宗避安史乱入蜀的，如课文注释①等，几乎没有定论，同学们若有兴趣，可以自己去考证。但有一点得到了大多数人的赞同：此诗作于天宝初年，这时正是李唐王朝由盛转衰的前夕，诗人在表面繁荣的背后，仿佛已经预感到潜伏着的社会危机，深感于人生道路的艰难。

3、课题简析：

《蜀道难》是乐府《相和歌辞瑟调曲》旧题。《乐府解题》云：“《蜀道难》备言铜梁、玉垒（均为蜀山名）之阻。”本篇根据这一诗题传统的内容，以雄健奔放的笔调，运用夸张形容的手法，描绘了由秦入蜀道路上惊险而奇丽的山川，既写了蜀道的艰难，又写了人生旅程的艰难。全诗气势磅礴，风格豪放，表现了诗人杰出的艺术才能和丰富的想象力，充分体现了李白浪漫主义的创作特点。

三、研习课文

1、整体把握，理清思路。

（1）诵读课文，消灭生字词等障碍。

①学生自由诵读，标出读不准的字词、读不顺的句子。

②对照注释第二次诵读，相互讨论质疑，教师巡回答疑。

③放录音或教师配乐范读课文，要求学生听清字音，听出节奏，把握感情基调。

（2）内容与形式的总理。

学生进一步朗读，勾画过渡性的语句，理清思路，完成课后练习二。

这首诗以“蜀道难”的“难”为核心，按照由古及今，自秦入蜀的线索，抓住各处山水特点来描写，以展示蜀道之难，表达了对当时社会的隐忧微愁。

2、具体研习，突出重难点。

（1）按照诗人的思路和所写的情景，全诗大致可分为几个层次？

明确：全诗可分为三个层次。

开头到“然后天梯石栈相钩连”为第一层。这是从历史上秦蜀阻塞的角度，极写蜀道隔绝之久与开辟之难。

“上有六龙会日之高标”到“使人听此凋朱颜”为第二层，从现实山势高危的角度，极写蜀道度越之难。

（2）“蜀道之难，难于上青天”这句诗有什么含义？它重复出现三次各有什么作用？

这首诗以主旨句“蜀道之难，难于上青天”贯穿始终，已经显示了它的咏叹基调。统观全诗，诗人之叹有三：一叹蜀道之高，二叹蜀道之险，三叹蜀中战祸之烈。这三叹其实也蕴含在诗人的具体描写和抒情直白中。例如“黄鹤之飞尚不得过，猿猱欲度愁攀援”，这是叹蜀道之高，因为黄鹤之飞至高，猿猱动作最灵，二者皆不得过，人又何能翻越？再如“其险也如此，嗟尔远道之人胡为乎来哉”，这是叹蜀道之险，用劝游者的口吻写出，意味尤为深长。又如“朝避猛虎，夕避长蛇，磨牙吮血，杀人如麻”，这是叹蜀中战祸之烈，又与开头的“噫吁巇，危乎高哉“一句照应，显得意味深长。主旨句的第三次出现结束了全诗，将“蜀道难”的内容概括无余，使读者兴无穷之叹。

由此可知，主旨句的反复出现，不仅在诗的结构上起着统摄、钩连、总括的作用，而且对全诗的咏叹基调的形成起着重要作用。

（3）诗人怎样来表现蜀道的雄奇险峻？

明确：神话传说：五丁开山、六龙回日——写出了历史上的不可逾越之险阻。

虚写映衬：黄鹤不得飞渡、猿猱愁于攀缘——映衬人行走难上加难。

摹写神情、动作：手扪星辰、呼吸紧张、抚胸长叹、步履艰难、神情惶悚——困危之状如在眼前。

借景抒情：古木荒凉、鸟声悲凄——使人闻声失色，渲染了旅愁和蜀道上空寂苍凉的环境氛围，有力地烘托出蜀道之难。

运用夸张：“连峰去天不盈尺”、“枯松倒挂倚绝壁”——夸饰山凤之高，绝壁之险，渲染惊险的气氛。

（4）全诗最后一段写剑阁，对天宝初年的唐朝社会有什么现实意义？

明确：在风光变幻，险象丛生的惊险氛围中，最后写到了蜀中要塞剑阁。在大剑山和小剑山之间有一条30里长的栈道，群峰如剑，连山耸立，削壁中断如门，形成天然要塞。因其地势险要，易守难攻，历史上在此割据称王者不乏其人。诗人从剑阁的险要引出对政治形势的描写。他化用西晋张载《剑阁铭》中“形胜之地，匪亲勿居”的语句，目的在于劝人引为鉴戒，警惕战乱的发生，并联系当时的社会背景，揭露了蜀中豺狼的“磨牙吮血，杀人如麻”，这既像描写蜀道猛兽又是影射政治凶煞的双关语句，为诗篇增添了深厚的意蕴、现实的内涵。

3、欣赏品味。分析诗歌艺术特色：

（1）善用反复：

文中三次反复“蜀道之难，难于上青天”，每出现一次就给读者带拉新的启示，由此自然形成了以主旨句贯穿始终、内容层层深入的格局，使人产生一叹之不足而至于再，再叹之不足而至于三的感受。

（2）丰富而神奇的想象：

文中所想象的蜀地与其山峦、山路的情形使人觉得怵目惊心，毛骨悚然，大有见蜀山而回转之意。

（3）夸张到极至的技巧：（学生寻找出诗歌中的夸张语句，谈出感受）

（4）多样的诗歌意境：

为了表达主观感受与目的的需要，诗歌中构织不同的意境：高峻、宏伟、神奇、凄清、恐怖等各种意境均有描绘，而这些意境又统统表现一个“难”字。

（5）神秘的传说：

“五丁开山”“太阳神回车”“子规哀啼”等传说的出现，使全诗笼罩一种神秘气氛，也从另一个角度表现出了一个“难”字。

4赏析诗句：

（1）连峰去天不盈尺……砯崖转石万壑雷”这几句描写好在哪里？

诗人先托出山势的高险，然后由静而动，写出水石激荡，山谷轰鸣的惊险场景，好像一串电影镜头：开始是山峦起伏，连峰接天的远景图画；接着平缓地推出枯松倒挂绝壁的特写；而后，跟踪而来的是一组快镜头：飞湍、瀑流、悬崖、转石，配合着万壑雷鸣的音响，飞快地从眼前闪过，惊险万状，目不暇接，从而造成一种势若排山倒海的强烈艺术效果，使蜀道之难的描写，简直达到了登峰造极的地步。如果说上面山势的高危已使人望而生畏，那么此处山川的险要更令人惊心动魄了。

（2）“蜀道难”这样一个难以表述的事物，李白为什么描绘得如此动人？

李白之所以描绘得如此动人，还在于他融贯其间的浪漫主义激情。诗人寄情山水，放浪形骸，他对自然景物不是冷漠地观赏，而是热情地赞叹，借以抒发自己的理想、感受。那飞流惊湍，奇峰险壑，赋予了诗人的情感气质，因而才呈现出飞动的灵魂和瑰伟的姿态。诗人善于把想像、夸张和神话传说融为一体写景抒情。言山之高峻，则曰：“上有六龙回日之高标”；状道之险阻，则曰：“地崩山摧壮士死，然后天梯石栈相钩连”……诗人从蚕丛开国说到五丁开山，由六龙回日写到子规夜啼，天马行空般地驰骋想像，创造出博大浩渺的艺术境界，充满了浪漫主义色彩，让我们透过奇丽峭拔的山川景物，仿佛看到诗人那“落笔摇五岳，笑傲凌沧州”的高大形象。

唐以前的《蜀道难》作品简短单薄，李白对这一乐府古题有所创新和发展，他运用了三言、四‘言、五言、七言，直到十一言等参差错落，长短不齐的.句式，形成极为奔放的语言风格；韵脚也不断变化，适合表现自由不羁的气魄，描写蜀中险要环境，一连三换韵脚，极尽变化之能事。这对他表现丰富奇特的想像和笑傲现实的浪漫主义精神也起到了相辅相成、相得益彰的作用。

5、课堂训练。

（1）阅读课文，经自由讨论，完成课后练习三。

（2）背诵这首诗。

6、课堂小结：

这首诗，大约是唐玄宗天宝初年，李白第一次到长安时写的，他袭用乐府古诗，展开丰富的想象，着力描绘了秦蜀道路上奇丽惊险的山川，并从中透露了对社会的某些忧虑与关切。

四、布置作业

完成课后作业

五、板书设计

开篇：主旨句一见

一叹高蜀道来历

难行蜀道高峻

二叹险景物凄清——以“何时还”起

畏山水险恶主旨句二见照应

三叹战祸之烈剑阁险要

申戒杀人惨景——以“早还家”结

篇12：高二上册语文教案

【教学目标】

1、理解宋词婉约派风格特点：情景交融、低沉伤感、讲究和谐

2、掌握虚实结合写作方法

3、体味伤古怀今情感及“清冷”意境

4、与辛弃疾词《永遇乐·京口北固亭怀古》比较阅读，体味豪放派与婉约派不同风格

【教学重、难点】

抓词眼“空城”，分析景物“清冷”特点，体味《黍离之悲》感情

【教学设想】努力贯彻自主、合作、探究的教学思想，指导学生对《扬州慢》进行个性化解读。

【教学步骤】

一、导入语

中国有一个城市被称为“中国的月亮城”，因为这里的月亮最多情，这里的月光最温柔，这里的月色最蒙胧，这个城市叫“扬州”。正所谓“天下三分明月夜，二分无赖是扬州”。800多年前，有一位年仅21岁的词人经过扬州时却有着不同的感受，别有一番滋味，这位词人叫姜夔，之后写下一首词叫《扬州慢》。今天我们就一起来学习这首别是一番滋味的词。

二、解题及背景介绍

“慢”指慢曲，依曲调舒缓的慢曲填写词，一般比较长，同长调一样在91字以上。本词是作者21岁路经扬州时有感而作的。扬州在唐代繁华兴盛，是南北交通的枢纽，对外贸易的重要商埠。但到了宋朝，由于女真族多次南侵，扬州屡遭战争洗劫，终于被弄得残破不堪。这首词描绘了古城扬州的荒凉景象，指出了残败的原因，反映了作者的故国之思和对祖国前途的深切关心。

三、整体感知

1、学生结合注释，自由朗读词作。

2、师范读

3、指导学生诵读（字音、节奏、情感）。

四、具体研习

（一）研习序言

1、词前小序交待了什么内容？

交待了词作的时间（淳熙丙申至日），及眼前所见所闻扬州景色（夜雪初霁，荠麦弥望。四顾萧条，寒水自碧。暮色渐起，戍角悲吟。）写作的缘由（感慨今昔），其他词人的评价（以为有《黍离》之悲也）

2、词前小序的写作目的是什么？

交待写作背景并为全词奠定“黍离”之悲的感情基调。

3、提问：词人在一个冬雪初霁的夜晚，独自骑马路过扬州，看到了哪些景物，听到了哪些声音，产生了怎样的情感？请先找出体现词人情感的句子。

明确：怆然和感慨。

提问：诗人因何而悲而感呢？在序中找出相关的词语。

明确：黍离之悲。黍离之悲指对国家昔盛今衰的痛惜和伤感之情。

（二）研习内容

1、提问：指定一名学生朗读，其他学生思考：诗人路过扬州时看到了哪些景象？

明确：荞麦、江水、城池、月、红药、二十四桥

2、提问：词人听到了什么？

明确：号角声

3、学生再自由朗读词作，品味语言。

（1）提问：如何理解“废池乔木，犹厌言兵”？

明确：此句运用了拟人的手法。

毁坏的城池和大树至今仍厌恶谈到战争。物犹如此，人何以堪？此句不仅表达了对战争的厌恶，对敌人的痛恨，对人民的同情，对祖国山河破碎的痛惜之情更有对当权者的控诉。那场经历战乱的树，每一个年轮就是每一块伤疤，随着时间的流逝，这种痛只会越深越浓。

追问：这种情景是怎样造成的？

明确：是由胡马造成的，胡马之所以能窥江而来，是因为宋朝的软弱无能。在某种程度上也是对当权者的控诉。

（2）提问：“渐黄昏，清角吹寒，都在空城”好在哪里？

明确：“渐”字表明词人伫立时间之久，陷入到一片悲凉之中，不知不觉就到了黄昏，而黄昏，又更加让人惆怅。

“清”修饰“角”，有一种特别的味道，跟“寒”“空”用在一起，表明了扬州的荒凉冷落。

“寒”不仅表明号角声在寒气中飘荡，而且让人内心涌起一股寒流，让人觉得心寒。

“空”字与“潮打空城寂寞回”有相似之处，表现城池的萧条，呼应“废池”。

而用一“都”字总括，更显得凄凉。

（3）提问：“二十四桥仍在，波心荡，冷月无声”。好在哪里？

明确：解答此题一定要联系杜牧的原诗。

用杜牧诗，以原有的热闹繁华反衬现在的沉寂冷清。二十四桥仍旧，明月依然，但玉人不在，曾经的繁华已去。随着水波的荡漾，明月揉碎在荡漾的水波之中，不仅揉碎了月影，也揉碎了诗人那颗本就破碎的心。月亮倒映在水中，不仅水寒，连月也寒。用“无声”来写“月”，仿佛月曾经会有声，她仿佛曾经也被二十四桥繁华热闹的景象被玉人的萧声所感染，但现如今看到扬州城衰败残破的景象，她沉默了。月仿佛像一位见证人一样，见证了扬州城曾经的繁华也见证了如今的衰败，与刘禹锡的“淮水东边旧时日，夜深还过女墙来”有异曲同工之妙，真可谓是“此时无声胜有声”。

（4）提问：“念桥边红药，年年知为难生”好在哪里？

明确：词人在这里荡开一笔，写二十四桥边的芍药。设想来年春天红药蓬勃生长出来，开出绚丽的花朵，只可惜如此美丽却不知为谁而绽放。这种情景就更让人伤感。诗中用物来表达情感的有杜甫的“映阶碧草自春色，隔叶黄鹂空好音”，还有岑参的“庭树不知人去尽，春来还发旧时花”。

4、提问：在各个景物前加修饰词，能体现景物的特点，能体现诗人的情感？

明确：杂乱的荞麦清寒的江水孤独的二十四桥

无声的冷月寂寞的芍药凄清的号角

5、上面出现的意象都是冷色调的，渲染凄凉的氛围，但词中分明又有一些暖色调，描写、繁华的词，请找出来。

篇13：高二上册语文教案

教学目的：

1、了解陆游及其诗歌创作。

2、深刻领悟这首诗歌所表现的思想感情。

3、感受诗人强烈的爱国主义感情。

教学重点：

1、了解陆游及其诗歌创作。

2、感受诗人强烈的爱国主义感情。

教学难点：

1、深刻领悟这首诗歌所表现的思想感情。

2、感受诗人强烈的爱国主义感情。

第一节

一、导入：

《示儿》

死去元知万事空，但悲不见九州同。王师北定中原日，家祭无忘告乃翁。这首诗是陆游的绝笔。他在弥留之际，念念不忘被金兵占领着的中原领土，热切地盼望着祖国的重新统一，因此他写了这首诗作为遗嘱，谆谆告诫自己的儿子。从这里我们可以领略到诗人的爱国情怀是何等的执着、真挚!今天，让我们再一次走进陆游，体会他那感人至深的爱国情怀。

二、诗人及背景简介：

陆游(1125～1210),字务观，号放翁，越州山阴(今浙江绍兴)人，南宋爱国诗人。著有《剑南诗稿》、《渭南文集》。陆游是一个高产的作家，其诗作今存9000多首，内容丰富，主要表现渴望恢复祖国统一的爱国热情。

陆游的诗歌为什么主要表现渴望恢复祖国统一的爱国热情?这与他的家世和经历有莫大的关系。首先看陆游的家世：陆游出身于一个爱国家庭，父亲陆宰，有坚定的民族立场，常常谈论国难国耻至痛哭流涕，饭都吃不下。由于家庭的关系，陆游从小接触的都是爱国人士。再看看其经历：陆游出生的第二年就碰上了靖康之变，跟随家人颠沛流离，他在国难中诞生、成长直至逝世。这样的家世，这样的经历，促使他产生“上马击狂胡，下马草军书”的英雄志愿。

诗人一生“寄意恢复”，但那时南宋当局却偏安江南，不思北伐，并且在政治上一再打击排斥陆游。在山阴闲居了6年的陆游，看到 “扫胡尘”“雪国耻”的志向化为泡影，在悲愤失望中他挥毫写下了这首诗，抒发了自己报国无门、壮志难酬、虚度年华的满腔激愤。

三、诗意理解：

1、学生自读诗文，把握诗歌节奏，教师作诵读技法指导。

早岁/那知/世事艰，中原/北望/气如山。

楼船/夜雪/瓜洲渡，铁马/秋风/大散关。(语速稍快，语调激昂，显其豪壮)

塞上/长城/空自许，镜中/衰鬓/已先斑。(整句语调低沉，显其沉郁)

出师/一表/真名世，千载/谁堪/伯仲间。(结句降调)

2、诗意的讲解。

3、学生在理解诗意的基础上背诵诗文。

四、诗歌赏析：

首联：早岁那知世事艰，中原北望气如山。

1、“世事艰”指什么?

直接道出诗人早年经历的辛酸与坎坷;也暗指投降派把持朝政，阻挠北伐，使诗人抗金复国的历程是如此的艰难。这也是诗人“愤”的根源。

2、“中原北望气如山”的正确语序是什么?这句暗示了诗人什么样的愿望?通过这句诗让我们看到了一个怎样的诗人形象?

“北望中原气如山”

欲图收复失地。

诗人以为驱逐侵略者，收复失地，指日可待。这让我们看到了诗人早年的形象：雄心勃勃、意气风发、豪情满怀的爱国青年。

小结：追述青年时的豪情壮志。

颔联：楼船夜雪瓜洲渡，铁马秋风大散关。

1、颔联写到了两次战斗，是哪两次?

一次是在瓜洲渡击退金兵的进犯，一次是大散关失而复得。

2、诗人写这两次战斗是要表明什么?

这表明南宋人民有力量保卫自己的国家;也表明了诗人渴望北伐，恢复中原，向往着火热的战斗生活。这也是上联 “气如山”一个表现。

3、颔联既是叙事，也是写景。你能说出它在写景上的特点吗?你还能举出一例运用了此种手法的其它诗句吗?

用了六个名词组接，勾勒出两幅气壮山河的抗金场面，将诗人的恢复之志具体化。

枯藤老树昏鸦，小桥流水人家。风急天高猿啸哀，渚清沙白鸟飞回。

小结：描绘当年两幅气壮山河的抗金场面。

首联、颔联：回顾往事，抒写渴望北伐的英雄气概(叙事)

颈联：塞上长城空自许，镜中衰鬓已先斑。

1、颈联是写过去还是眼前?

眼前。

2、“塞上长城”实际上是运用了一个典故，一个什么典故?诗人用这个典故有何作用?

南朝时刘宋名将檀道济曾自称为“万里长城”。皇帝要杀他，他说：“(你)自毁汝(你的)万里长城。”

表达了诗人捍卫国家，扬威边地，舍我其谁的决心。

3、这一联中的“空”字和“已” 表达了作者怎样的感情?

由于投降派把持朝政，“塞上长城”只能“空自许”，诗人的豪情壮志付诸东流。一个“空”字形象地写出诗人因宏伟志向无法实现而产生的那种沉重的失落感。

一个“已”字生动刻画出诗人壮志未酬，岁月蹉跎的悲愤之情。这种“愤”多么强烈，多么令人痛心疾首，扼腕长叹。

小结：感叹生平抱负未得施展，却早生华发。

尾联：出师一表真名世，千载谁堪伯仲间!

1、我们结合《出师表》的内容来看，诗人为什么大力赞赏《出师表》?

诸葛亮在《出师表》中所说的“当奖率三军，北定中原”，这正是陆游的毕生心愿;

诸葛亮的“亲贤臣，远小人”的告诫，正是陆游认为南宋当权者应该吸取的。

诸葛亮的“鞠躬尽瘁，死而后已”的精神，正是诗人以此自勉的精神。

2、诗人在尾联运用这个典故有什么用意?

暗讽统治者是“阿斗”，朝中又没有诸葛亮;诗人以诸葛亮自况，表明他至死也不会放弃恢复中原之志。

小结：包含了诗人对诸葛亮的仰慕之情，并以此自勉。

颈尾两联，回到现实，抒发报国无门的愤慨。

五、拓展：诗题为《书愤》，就全诗来看作者有哪些可“愤”之事?这些“愤”的根源是什么?

所愤之一：“愤”于金人占我河山。

所愤之二：“愤” 于投降派把持朝政，朝廷“主和”，阻挠北伐。

所愤之三：“愤”于壮志难酬、请缨无路。(诗人年轻时认为自己就像万里长城一样，可以抵挡千军万马。可入仕以后多次因力主抗金而被罢官，壮志难酬、请缨无路。)

所愤之四：“愤”于岁月蹉跎，年华空老。(早年豪气如山，以“塞上长城”自许，如今已两鬓斑白，祖国山河依然破碎，广大人民依然受难。)

所愤之五：“愤”于南宋朝廷畏敌如虎、苟且偷安、无人领军。

这五“愤”的根源，其实全在于南宋朝廷“主和派”。因为他们是抗金救国的绊脚石，是绞杀爱国力量的刽子手。

六、本诗主要表现手法。

对比手法：

诗中的“愤”，主要通过两个对比表现出来。一是理想和现实的对比：诗人北望中原，豪气如山，自以为是“塞上长城”，然而世事多艰。理想被现实击得粉碎。二是诗人早年形象与晚年形象的对比：早年气壮如山，“楼船夜雪瓜洲渡，铁马秋风大散关”，何等豪迈，如今对镜自照，衰鬓苍颜，岁月不居，年华空老!而这一切的根源就是朝廷的主和派，诗人心中之“愤”焉得不涌上笔端?

《书愤》诗词鉴赏

此诗作于孝宗淳熙十三年(1186)春，这时陆游退居于山阴家中，已是六十二岁的老人。从淳熙七年起，他罢官已六年，挂着一个空衔在故乡蛰居。直到作此诗时，才以朝奉大夫、权知严州军州事起用。因此，诗的内容兼有追怀往事和重新立誓报国的两重感情，

诗的前四句是回顾往事。“早岁”句指隆兴元年(1163)他三十九岁在镇江府任通判和乾道八年(1172)他四十八岁在南郑任王炎幕僚事。当时他亲临抗金战争的第一线，北望中原，收复故土的豪情壮志，坚定如山。以下两句分叙两次值得纪念的经历：隆兴元年，主张抗金的张浚以右丞相都督江淮诸路军马，楼船横江，往来于建康、镇江之间，军容甚壮。诗人满怀着收复故土的胜利希望，“气如山”三字描写出他当年的激奋心情。但不久，张浚军在符离大败，狼狈南撤，次年被罢免。诗人的愿望成了泡影。追忆往事，怎不令人叹惋!另一次使诗人不胜感慨的是乾道八年事。王炎当时以枢密使出任四川宣抚使，积极擘画进兵关中恢复中原的军事部署。陆游在军中时，曾有一次在夜间骑马过渭水，后来追忆此事，写下了“念昔少年时，从戎何壮哉!独骑洮河马，涉渭夜衔枚”(《岁暮风雨》)的诗句。他曾几次亲临大散关前线，后来也有“我曾从戎清渭侧，散关嵯峨下临贼。铁衣上马蹴坚冰，有时三日不火食”(《江北庄取米到作饭香甚有感》)的诗句，追写这段战斗生活。当时北望中原，也是浩气如山的。但是这年九月，王炎被调回临安，他的宣抚使府中幕僚也随之星散，北征又一次成了泡影。“楼船夜雪瓜洲渡，铁马秋风大散关”，这十四字中包含着多么丰富的愤激和辛酸的感情啊!

岁月不居，壮岁已逝，志未酬而鬓先斑，这在赤心为国的诗人是日夜为之痛心疾首的。陆游不但是诗人，他还是以战略家自负的。可惜毕生未能一层长材。“切勿轻书生，上马能击贼”(《太息》);“平生万里心，执戈王前驱”，(《夜读兵书》)是他念念不忘的心愿。自许为“塞上长城”，是他毕生的抱负。“塞上长城”，典出《南史·檀道济传》，南朝宋文帝杀大将檀道济，檀在临死前投愤怒叱：“乃坏汝万里长城!”陆游虽然没有如檀道济的被冤杀，但因主张抗金，多年被贬，“长城”只能是空自期许。这种怅惘是和一般文士的怀才不遇之感大有区别的。

但老骥伏枥，陆游的壮心不死，他仍渴望效法诸葛亮的“鞠躬尽瘁”，干一番与伊、吕相伯仲的报国大业。这种志愿至老不移，甚至开禧二年(1206)他已是八十二岁的高龄时，当韩佗胄起兵抗金，“耄年肝胆尚轮囷”(《观邸报感怀》)，他还跃跃欲试。

《书愤》是陆游的七律名篇之一，全诗感情沉郁，气韵浑厚，显然得力于杜甫。中两联属对工稳，尤以颔联“楼船”、“铁马”两句，雄放豪迈，为人们广泛传诵。这样的诗句出自他亲身的经历，饱含着他的政治生活感受，是那些逞才摛藻的作品所无法比拟的。

《书愤》练习题

书愤

早岁那知世事艰，中原北望气如山。楼船夜雪瓜洲渡，铁马秋风大散关。

塞上长城空自许，镜中衰鬓已先斑。出师一表真名世，千载谁堪伯仲间!

1.“书愤”的意思是。 “书”的意思为。

2.本诗由两个侧面组成：一方面是诗人的豪壮理想，另一方面则是诗人

悲愤心情。

3.诗的前四句主要是，写了与两次振奋人心的战役的胜利，抒发了自己。

4.诗的后四句主要是，写了，也暗含了。

4.下列说法不准确的一项是( )

A.“塞上长城空自许，镜中衰鬓已先斑”一句与辛弃疾的“可怜白发生”的情感一句相似。

B.“早岁那知世事艰”中“那知”一词隐含着对年轻时不知世事艰难的自责。

C.“渴望万里从戎、以身报国的豪壮理想”和“壮志难酬、无路请缨的悲愤心情”相互激扬，愈是悲愤，对理想愈是执着;对理想愈是执着，悲愤也愈是强烈。因而这首诗歌既热情奔放，又深沉悲怆。

D.陆游始终坚持抗金，即使在仕途上不断受到当权派的排斥打击。中年入蜀抗金，军事生活丰富了他的文学内容，成为杰出的爱国主义诗人。

篇14：高二上册语文教案

教学目标：

了解辛弃疾成为爱国词人的历程

教学重点：

感受他始终不渝的爱国情感

教学难点：

辛弃疾成为爱国词人的历程

板书设计：

把栏杆拍遍

内容：全文揭示的是辛弃疾怎么从一爱国志士成为爱国词人的过程及原因

辛弃疾的心病：金区可缺、月未圆，山河碎、心不安

教学内容：

一.复习提问

1. 过三峡的“第一人”所遇到的困难和阻力?

主要是交通工具的原始和简陋，社会舆论的阻力，知识方面的局限。

2.“第一人”对人类历史前进中的作用?

开拓向未知领域进军的道路，推动历史向前。

二.讲述新课

朗读阅读提示，朗读课文，掌握文章的内容。

这是一篇带有人物评传性质的文章，结实的是辛弃疾怎么从一个爱国志士成为爱国词人的过程及原因。

文章较多的引用了辛弃疾本人的词作，具有很强的说服力。

初读课文，了解辛弃疾由一个爱国志士成为爱国词人的过程，了解他的词作及其本人在文学史上的惟一性和独特性。

文章的第一段是全文的总起，它告诉读者，全文要探索的是辛弃疾怎么从一个爱国志士成为爱国词人的以及这个过程是如何决定了他的词，他本人在文学史上的惟一性和独特地位，知识本文要告诉我们的主要问题。

在思考问题中理解文章：

1. 辛弃疾南归后为什么“只能笔走龙蛇，泪酒宣纸，为历史流下一声声悲壮的呼喊，遗憾的叹息和无奈的自嘲?”

——南归之后，他才里立即失去了钢刀利剑，就只剩下一支羊毫软笔，他也再没有机会奔走沙场，血溅战袍……

2. 为什么说：“辛弃疾的词不是用笔写成，而是用刀和剑刻成的”?

——时隔千年，当今天我们重读他的作品时，仍感到一种禀然杀气和磅礴之势

3. 为什么说“辛弃疾的词不是用墨来写，而是熏着血和泪涂抹而成的

——他本来是以身许过，准备血洒大漠，马革裹尸的，但是南渡后他被迫脱离战场，再无用武之地，象屈原那样仰问苍天，象共工那样怒撞不周，他临江水，望长安，登危楼，拍栏杆，只能热泪横流。我们今天读其词，总是清清楚楚地听到一个爱国臣子，一遍遍地哭诉，一次次地表白，总忘不了他那在夕阳中腐烂远眺，望眼欲穷的形象。

4. 从文章所引用的词中，看出辛弃疾得的是商贸心病?

——他只有一块心病，金区可缺、月未圆、山河碎、心不安。

三.小结

本堂课主要熟悉文章的内容，了解辛弃疾成为爱国词人的历程。

四.作业

重点字词

篇15：高二上册语文教案

[学习目标]

一、结合时代背景与关于老子的传说、记载，初步了解老子及其辩证思想。

二、通过精读课文积累文言知识(实词、虚词和特殊句式)与成语。

三、结合现实生活中的实例，充分理解本文的思想内容。

[教学设想]

一、以逐段讲解为基础，启发思维，引导学生一起参与课堂讨论。

二、安排两课时。

第一课时

[教学要点]

一、介绍春秋时代背景及老子其人。

二、讲解前三节，并就有关思想进行讨论。

[教学内容与步骤]

一、时代背景及作者简介(同学介绍，老师补充)

(一)春秋战国时期

周室东迁以后，奴隶制社会逐渐动摇。到了春秋战国之交，社会各个阶级都在转化，新兴地主阶级逐渐代替了奴隶主贵族阶级。在这个社会大变革的时代，产生了新型的士，其来源很复杂，属于中间阶层，在统治阶级的最下层，同人民比较接近。士的地位虽低，却大多是有学问有才能的人。他们中间有的通晓天文、历算、地理等方面知识，有的则是政治、军事的杰出人才。在学术流派上表现为儒家、墨家、道家、法家、农家、纵横家等。当时诸侯无不礼贤下士，延揽如恐不及。士这个阶层极为活跃，代表人物如儒家的孟轲、荀卿，墨家的墨翟，法家的商鞅、申不害，农家的许行、陈相，纵横家苏秦、张仪等，都是在这一社会变革中先后以学者或政论家面貌出现于政治舞台的。他们出身不同，立场不同，为了解决现实问题，从代表各自的阶级或阶层的利益出发，对政治提出各种不同的要求和主张，并且著书立说，争辩不休，形成了百家争鸣的局面。这就是春秋末期到战国时代诸子散文蓬勃发展的基本原因。

百家争鸣，对活跃我国学术思想具有重要的作用，是我国学术思想史上一个重要的发展阶段。它有力地推动了社会经济的发展和社会的前进，对我古代文化的繁荣昌盛从各个方面都作过重要贡献。

冯友兰先生在《中国哲学史》中将整个中国哲学史分成子学时代与经学时代：自春秋迄汉初，为子学时代;汉武帝时期起，到康有为、谭嗣同为止的时代称为经学时代。子学时代的特点是建造，经学时代的特点是阐述。先秦诸子的思想，除了本身具有价值外，也对后世具有巨大的启发作用。

(二)老子的传说与简介

老子是楚国苦县(今河南鹿邑县)人，姓李，名耳，谥曰聃，字伯阳。约生活于前571年至471年之间。据说曾做过周朝的守藏史(即管理图书的官，当时的图书在很大程度上就是档案)，后退隐蒙山著书立说，游历江南塞北，又西出陕关，不知所终。他是我国人民熟知的一位古代伟大思想家，著有《道德经》五千言，但经考证是后人或老子同时代稍后的人根据老子的言行编纂的，又名《老子》，基本上概述了老子的思想。他在世界上较早提出了朴素的唯物论和辩证法，为人们提供了观察社会、思索人生的独特视角，他的思想是构筑中华文化思想体系的重要支柱和组成部分。他又是现实生活中一位特立独行的奇人，为人处世卓尔不群，在当时和后人的心目中包裹着浓厚的神秘色彩，神化传说中的太上老君指的就是他。

也许正是如此，老子才半云半雾，“神龙见首不见尾”，令人好奇。最有代表性的记述是关于孔子求见老子的故事，说孔子见老子问“道”，老子说：“良贾深藏若虚，君子盛德若愚。去子之骄气与多欲淫志，是皆无益于子也。”孔子又问“仁义”，老子说：“今仁义惨然而汩人心……夫子修道而趋，则以至矣，又何用仁义?……夫子乃乱人之性也。”又说孔子引以为荣的《诗》《书》《礼》《乐》《易》《春秋》等“六艺”都是因人陈迹，了无新意：“迹者履之出，而迹岂异哉?”这些话对儒学理论进行了一番鞭辟入里的鞑伐与批判。孔子默默无言回来，三天没有给学生讲课。学生怪问，孔子慨叹：我见什么人做什么事都能猜测揣度其用意，“至于龙，乘云气，游太清，吾不能逐也。今见老子，其犹龙乎!”老子使名满天下的孔丘张口结舌，“神错而不知其所居也”。

二、讲解课文前三节。

“天下皆知美之为美，斯恶已;皆知善之为善，斯不善已。”

斯：则，就。恶：丑，长得难看。已：表示确定语气。

“有无相生，难易相成，长短相形，高下相盈，音声相和，前后相随。”

形：在比较和对照中显现出来。盈：呈现。

美与恶，有和无，难和易，高和下，音和声，前和后，都是相对的概念，这节选文意在说明事物都是相对而存在的。在我们的生活中，也到处显示着这个道理，譬如动与静，世界上没有绝对静止的事物，物理学中谈到运动，都会先假定一个相对静止的参照物。假如没有静止，运动也就无从谈起。再推而广之，世界上所有的事物，都存在着一个对立面。

“曲则全，枉则直，洼则盈，敝则新，少则得，多则惑。”

一切事物中都包含着相反的动向，这就是道家所说的“反者道之动”：客观规律总是驱使着事物向它的对立面转化，虽然细微但却绵延不绝地持续着。

讨论：事物有以上说的运动趋势，请结合生活实例讨论：我们在看待世界时，应该采用什么样的态度呢?

以纪律和自由这对概念为例，自由是人人都渴望得到的，但是，如果人人都不择手段地追求自己的完全自由，必然会侵害别人的利益，影响别人的自由，而别人为了得到自由，也会侵害你的自由，整个群体就会成为一团混乱。所以，为了得到自由，群体就需要自由的对立面——纪律。遵守纪律就意味着受约束，这表面上看来与追求自由背道而驰，但实际上，每个人都遵守纪律，就会带给别人自由，而自己也会得到自由，这就是文中表述的道理。

“圣人执一为天下式。”

执：坚守。一：指自身。式：表率，标准。

“执一”就是坚守自身，也就是老子所主张的“无为”，因为事物包含着对立面，“无为”的态度也就会得到“无不为”的效果。所以做天下的表率，并非指事必亲躬，而是要无为而治。这是老子的治世理念。与儒家相比，似乎显得消极，但实际上却包含着更为深刻的道理。儒家讲“躬行”而济天下，以道德为本，追求大山一样的仁厚;道家讲“无为而无不为”，追求的是智慧，是像水一样的灵动。后者对于中国哲学思辨精神的发展意义更大。

“不自见，故明;不自是，故彰;不自伐，故有功;不自矜，故能长。夫唯不争，故天下莫能与之争。古之所谓‘曲则全’者，岂虚言哉?诚全而归之。”

见：表现。是：正确，引申为认为正确。伐：自夸。长：长进。

“上士闻道，勤而行之;中士闻道，若存若亡;下世闻道，大笑之。”

讨论：如何理解三种“士”对于“道”的不同态度?

老子将“士”分为三种，实际上讲的是“闻道”的三种境界：大笑是因为不能窥透天机，只觉得荒谬;半信半疑是因为看明白一些，却又不能完全弄懂;而上士之高明，就在于他能够一眼看穿，见出本质，从而勤力行之。这三种境界从侧面说明事物(“道”)深藏不露，常常以相反的姿态示人，如文中所举：

“明道若昧，进道若退，夷道若颣，上和协若谷，大白若辱，广德若不足，建德若偷，质真若渝，大方无隅，大器晚成，大音希声，大象无形。”

昧：暗，丝线上的疙瘩，引申为不平。建：通“健”，刚健。偷：苟且，懈怠。渝：改变，此处为败坏。器：才能。贷：施与。

大器晚成：指能担当重任的人物要经过长期的锻炼，所以成就较晚。也用做对长期不得志的人的安慰话。

思考：除了文中举的这些例子，你还能想到类似的情况吗?

(大巧若拙、大智若愚等等)

这一段说明，真正的“大”与“高”，可能不会直接给人这样的印象，而庸人常常被蒙蔽;只有高明的人，才能得道。而且，得道之士，也不会直接表现出高明，反而常常会甘居人下，不避尘世。就像后世谈到隐士所说：“小隐隐于野，大隐隐于市”。

人教版高二unit3