下面小编为大家整理了人教版高二（上）Unit 1-10 全套教案，本文共13篇，欢迎阅读与借鉴!本文原稿由网友“短腿僵尸木”提供。
篇1：人教版高中地理全套教案
【课标要求】
1、结合实例，了解遥感在资源普查、环境和灾害监测中的应用。
2、举例说出全球定位系统在定位导航中的应用。
3、运用有关资料，了解地理信息系统在城市管理中的功能。
4、了解数字地球的含义。
【教材分析】
随着社会的发展，RS、GPS、GIS等地理信息技术的大众化应用已成为趋势，也给地理学科发展带来了一次好的机遇，同时也是高考的必考点，因此应该高度重视该节内容。
【教学目标】
知识与技能
1、了解遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。
2、举例说明遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。
过程与方法
1、运用资料分析问题和图表对比方法。
2、尝试小组合作进行资料、图像查找。
情感、态度与价值观
1、培养学生对地理信息技术进行探究的兴趣。
2、培养学生分析问题、解决实际问题的能力。
3、进行爱国主义思想教育，以增强学生的民族自豪感。
【教学重点】
1、遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。
2、遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。
【教学难点】
1、遥感、全球定位系统、地理信息系统的原理，以及数字地球的含义。
2、遥感、全球定位系统、地理信息系统在区域地理环境研究中的应用。
【教学方法】比较法、图示分析法、图示法等
【教具准备】多媒体课件
【课时安排】3课时
【第一课时】
(新课引入)在区域的研究中不仅有定性的研究方法，还有定量的研究方法，其中地理信息技术在区域发展的研究中发挥着越来越重要的作用。今天我们就来学习有关地理信息技术的知识及其在区域地理环境研究中的应用。
【板书】一、地理信息技术
1.概念：指获取、管理、分析和应用地理空间信息的现代技术的总称。
2.主要包括：遥感(RS)、全球定位系统(GPS)和地理信息系统(GIS)
3.应用——广泛应用于区域地理环境研究
资源调查、环境监测、自然灾害防御监测、国土资源管理、国土开发规划
GPS汽车导航、空间信息网站、城市多媒体地理信息系统等。获取管理分析应用RSGPSGIS区域地理
自然灾害防御检测国土开发规划
【板书】二、遥感(RS)
1.概念：在航空器(如飞机、高空气球)或航天器(如人造卫星)上利用一定的技术装备，对地表物体进行远距离的感知。
2.遥感的关键装置——传感器
⑴作用：传感器在航空或航天器上接受地面物体反射或辐射的电磁波信息，并以图像胶片或数据磁带记录下来，传送到地面接收站。
⑵工作原理：地面物体的种类、性质、环境条件的不同，其反射和辐射的电磁波也各不相同。
3.遥感技术的主要环节和功能
4、特点(优点)：
①精度高、质量高、效率高，且节省人力、财力。
(讲解)在区域地理研究中，遥感已成为重要的手段和方法。传统的工作方法经常是从点、线实地观测入手，逐渐过渡到面上的分析研究。运用遥感技术，则可以首先从面上的区域分析研究入手，然后有重点地选择若干点、线进行野外验证和检查。这样，不仅可以提高研究工作的精度和质量，而且节省人力、财力，提高效率。
②遥感信息作为重要的信息源，为区域地理环境研究从定性到定量、从静态到动态、从过程到模式的转化和发展，提供了条件。
(讲解)区域地理环境研究的前提是获取地理信息。例如，将多次或逐月、逐年的遥感影像图叠加，就可反映城市的扩张、海岸的侵蚀、湖泊的消长，等等。
5、应用范围：资源调查、环境监测、自然灾害防御监测等领域。
(讲解)在区域地理环境研究中,遥感广泛应用于资源凋查、环境监测、自然灾害防御监测等领域。遥感技术的应用范围很广。
案例介绍：
洞庭湖及荆江地区飞机、卫星遥感影像对洪水监测
19夏秋，长江流域发生了罕见的大洪水，中科院遥感所等科研部门，利用飞机遥感监测和卫星遥感监测技术，对洞庭湖及荆江地区洪灾情况进行监测，在很短的时间内获得了较全面的资料，给抗洪决策提供了科学依据，为夺取抗洪斗争立了大功。
区域地理环境研究的前提是获取地理信息。例如，将多次或逐月、逐年的遥感影像图叠加，就可反映城市的扩张、海岸的侵蚀、湖泊的消长，等等。在区域地理环境研究中,遥感广泛应用于资源凋查、环境监测、自然灾害防御监测等领域。
遥感技术的应用范围很广。除了以上介绍的森林火灾、洪水监测外，还广泛应用于农业、地质、海洋研究、环境监测等许多方面。而且我国的遥感技术也已经在世界上具地位。
阅读遥感在农业方面的应用通过这个材料，使学生了解如下问题：
1.遥感在农业方面的应用主要包括上地资源调查、土地利用现状调查、病虫害和农业生态环境调查及监测，以及农作物长势监测和估产等方面。
2.遥感在土地资源与土壤调查中应用广泛。
3.作物估产是体现遥感在农业方面综合应用的例证。
思考
1.从监测的范围、速度，人力和财力的投入等方面看，遥感具有哪些特点?点拨：范围更广、速度更快、需要人力更少、财力投入少。
2.有人说：遥感是人的视力的延伸。
篇2：人教版高中地理全套教案
一、能源概述
1、概念:凡是能够提供某种形式能量的物质或物质的运动，统称为能源。
2、分类：
(1)按形成和来源分类：
①来自太阳辐射的能量:煤、石油、天然气、太阳能、生物能、水能、风能等。
②来自地球内部的能量:地热、核能。
③来自月球、太阳对地球的引力而形成的潮汐能。
(2)按利用的技术状况分类：
①常规能源:被人类利用多年，现在仍大规模使用的能源，如煤、石油、天然气、水能、生物能。
②近若干年才被利用的能源，如核能、地热、海洋能、太阳能、沼气;或过去利用过，现在又有新的利用方式的能源，如风能。
(3)按性质分类：
①可再生能源:使用后仍可更新或再生的能源，如太阳能、水能、生物能、风能等。
②非可再生能源:是经过地质作用在亿万年中形成的，开采以后，短期内无法恢复的能源，如煤、石油、天然气、核能等。
二、矿产资源利用中存在的问题及解决措施
1、存在的问题：滥采、滥用矿产资源，造成矿产资源的浪费甚至枯竭，废弃物处理不当，使环境受到污2、解决措施：合理开发和利用，加强勘探，跨区域调配，调整产业结构，提高资源的利用率，开展矿区土地复垦等。
三、世界能源问题
世界能源生产和消费存在地区差异。煤炭、石油、天然气等常规能源主要分布在北半球，以俄罗斯、中国、美国、加拿大和英国为代表。南半球常规能源丰富的国家主要有南非、澳大利亚等。从总体上来说，发展中国家能源的生产量大于消费量，而发达国家消费量大于生产量，存在着严重的不平衡性和不合理性。新能源的开发和利用目前主要集中在发达国家。以核能为例，美国发电总量，法国能源消费构成中，核能所占比例。我国核工业经过20多年的发展，取得了显著成绩，核电设计建设和运营水平明显提高，核电工业基础已初步形成。目前形成了浙江秦山、广东大亚湾和江苏田湾三个核电基地。
世界上能源完全自给的国家为数甚少，主要有俄罗斯、加拿大和英国。中东是世界的石油产区和出口区，主要出口到西欧、美国和日本，其中绕道好望角的海上航线被西方国家称为“海上生命线”。由于石油比煤炭更容易运输，更容易使用，发热量更高，而且基本是无灰燃料，所以世界能源消费构成中目前是以石油为主，将来还是以石油为主。中国现在是以煤炭为主，将来还是以煤炭为主，这是由中国的基本国情所决定的，因为中国煤炭资源分布广，储量大，开采和使用都比较方便。而石油储量有限，除了可作为燃料，更应作为化工原料。
无论是世界还是中国，目前能源消费构成中都是以常规能源为主。但对于中国来说，除了继续保持和发挥煤炭的优势以外，还应大力开发水力资源，因地制宜地开发新能源，以能源结构的多样化促进经济的快速、良性发展。
四、关注我国目前的能源问题
近几年我国经济发展很快，我国成为第二大石油进口国，能源问题成为我国经济发展的重要问题。我国目前不仅1/3以上的石油消费需要进口，而且由于生产发展对电力的需求过大，导致电力需求出现较大缺口，为弥补电力供给不足，缓解近两年的电荒，各地纷纷增加了发电机组和发电量，增加了对电煤的需求，从而使煤价不断上扬。因此，在新的历史条件下，开发能源、保护资源已成为我国经济建设过程中的当务之急。
缓解我国能源资源与经济社会发展的矛盾，必须立足国内，提高能源资源利用效率，一要坚决实行“开发和节约并举，把节约放在首位”的方针;二要抓紧制定专项规划;三要大力发展循环经济;四要加强矿产资源的开发管理;五要大力倡导节约能源资源的生产方式和消费方式，加快建设节约型社会。另外，还要积极开展“能源外交”，从多渠道拓展我国的能源供应。
篇3：人教版高中语文必修六全套教案
【教学内容】
熟读全文，整体感知，把握大意。认识张衡的品格及文学才能。
【教学过程】
一、新课导入
从中国历史博物馆里陈列的候风地动仪模型和郭沫若在张衡基碑上的题词说起。在中国历史博物馆里陈列着候风地动仪的模型。早在18前，张衡发明制造了世界上第一个候风地动仪。这个仪器早已毁于西晋战乱之中，现在陈列的候风地动仪模型，是现代科学家王振铎等人根据《张衡传》中对候风地动仪的介绍说明用木料制成的。
1959年党和政府重修张衡墓时，郭沫若在墓碑上题词道：“如此全面发展之人物，在世界上亦罕见。”
二、解题
1、“传”：传记.记述的内容是一个人的生平事迹。传记要突出传主的特点。
范晔(398-445)南朝宋顺阳(在今河南浙川东)人。他根据前人撰述的几十种有关后汉的历史著作编写成的《后汉书》，起于刘秀起兵__王莽，终于汉献帝禅位于曹丕，详载了东汉195年的历史，与司马迁的《史记》、班固的《汉书》、陈寿的《三国志》合称“四史”，盛行于世。对我国的文学、史学有很大影响。
2、范晔(398-445)南朝宋顺阳(在今河南浙川东)人。他根据前人撰述的几十种有关后汉的历史著作编写成的《后汉书》，起于刘秀起兵__王莽，终于汉献帝禅位于曹丕，详载了东汉195年的历史，与司马迁的《史记》、班固的《汉书》、陈寿的《三国志》合称“四史”，盛行于世。对我国的文学、史学有很大影响。
3、文史专名
(1)五经：《诗》、《书》、《易》、《礼》、《春秋》
(2)六艺：
①礼、乐、射、御、书、数。(学问和技能)
②《诗》《书》《礼》《义》《乐》《春秋》(说经的经文和传文)
(3)四书：《论语》、《孟子》、《大学》、《中庸》。
(4)经、舒心：“经”批儒家的经典著作;“传”指注释、解说儒家经典著作的文字。
(5)四史：《史记》、《汉书》、《后汉书》《三国志》。
(6)史汉：《史记》、《汉书》。
(7)《汉书》：纪传体、断代史。
(8)纪传体：编年体;国别体。(例如：《史记》;《资治通鉴》;《战国策》)
(9)通史;断代史。(例如：《史记》;《汉书》)
(10)《两都赋》和《二京赋》：《两都赋》的作者是班固，《二京赋》的作者是范都城，西汉的都城长安和东汉的都城洛阳。
三、诵读课文
1、自读
要求：读准字音、句读、圈画诵读疑难点。
2、范读
正音：善属文(zhǔ)连辟公府(bì)邓骘(zhì)璇玑(xuán)算罔论(wǎng)
傍行(páng)河间相(jiān)乞骸骨(hái)
四、问题设置
1、郭沫若曾评价张衡：“如此全面发展的人物，在世界上亦所罕见”，为什么说他是“全面发展的”?
讨论明确：(1)品格(2)文学(3)科学(4)政治
2、理清提纲：
明确：
第一部分(1节)：介绍张衡品格和文学才能。
第二部分(2-4节)：介绍张衡的科学成就。
第三部分(5、6节)：介绍张衡的政治才干。
3、学生结合注释梳理文句(第一段)
4、质疑、点拨
实词：属、贯、辟、奇、就
虚词：乃衡乃拟班固《两都》作《二京赋》
精思傅会，十年乃成。
句式：永元中，举孝廉不行，连辟公府不就
衡少善属文，游于三辅
5、分析评价
结合语句，分析张衡有那些品格和才能?
明确：虽才高于世，而无矫尚之情。
从容淡静，不好交接俗人
五、深入探讨
认识了张衡的品格和文学成就，这对你有哪些启示?
(1)、广泛学习
(2)、不要骄傲自满
(3)、从容淡静
(答案多元，学生言之成理即可。)
六、课堂小结
这节课我们熟读了这篇传记，对文章内容做了整体感知，初步认识到张衡的“全面发展”，重点研读了第一段，充分认识张衡的品格和才能，并从中获得了很多启示。
七、作业
以“人性与才华”为题写一段议论性文字
八、板书设计
张衡传
一、品格、文学(1节)
二、科学成就(2-4节)
三、政治才干(5、6节)
第二课时
【教学内容】
积累重点文言词句，认识张衡在科学技术上的辉煌成就和杰出的政治才干。
【教学过程】
一、新课导入
上节课我们理清了课文结构，了解了张衡的品格和文学才能，这节课我们继续了解张衡在科学上的成就和政治才干。
二、问题设置
1、张衡在科学上有哪些成就?
讨论明确：
(1)作浑天仪。
(2)著《灵宪》《算罔论》。
(3)铸造地动仪。
2、默读课文3-5段，思考作者介绍张衡的科学成就时，写作方法有何不同?
(1)质疑、点拨：
实词：雅、征、再、迁、员、尊、发、制、方面、怪、征
虚词：以以精铜铸成，员径八尺，
句式：①.饰以篆文山龟鸟兽之形。
②.验之以事，合契若神。
③.自书典所记，未之有也。
④.后数日驿至，果地震陇西。
(2)明确：第二段写张衡善机巧，拜郎中，迁太史令，作浑天仪，著《灵宪》、《算罔论》，以记叙为主。
第四段从时间、名称、质地、大小、形状、功用、验证等方面介绍候风地动仪，以说明为主，辅以记叙。
这样详略得当的安排，使文章重点突出，人物特点鲜明。
3、默读课文6、7段，疏通文句，思考文中通过哪两件事表现张衡的政治才干的?
(1)质疑、点拨
实词：损、疾、目、出、不轨、下车、乞骸骨
虚词：为阉竖恐终为其患，遂共谗之。
又多豪右，共为不轨。
句式：帝引在帷幄，讽议左右。
(2)明确：
一是《思玄赋》的由来——“政事渐损，上疏陈事，讽议左右，阉竖谗之，衡常思图身之事，以为吉凶倚仗，幽微难明”，表现了张衡忧国忧民、小心谨慎的形象。
二是出任河间相时与奸党作斗争一事。“治威严，整法度”表现其治理严厉，“阴知奸党名姓，一时收禽”表现其政治智慧，“上下肃然，称为政理”表现其卓然政绩。
4、选择恰当的词语对张衡的品格、文学才能、科学成就和政治才干给予评价。
明确：(板书)
(可贵的)品格(辉煌的)科学成就(卓越的)文学才能(杰出的)政治才干
三、深入探讨
写了张衡的品格、文学才能、科学成就和政治才干四个方面的内容，它们之间有何联系?这对我们有何启示?
1、首先，“才高于世”方能“举孝廉”“连辟公府”，“作《二京赋》”方能“邓骘奇其才，累召”，“善机巧”“善术学”方能“拜郎中，迁为太史令”方能“作浑天仪”“造候风地动仪”，其特长与其官职二者互为因果。
另外，其科学发明、理论著作也与其“无骄尚之情”“从容淡静，不好交接俗人”的性情密不可分，这种性情利于潜心科研。
又如：“才高于世”方能“致思于天文阴阳历算”，“著《灵宪》、《算罔论》”方能将从政的感触“宣寄”而作《思玄赋》。
2、从全面发展的，提高综合素质的角度谈，言之成理即可。
四、课堂小结
用锤炼的语言，从品格、文学才能、科学成就和政治才干四个方面介绍了张衡，重点突出他科技方面的成就与贡献，层次清晰，从中让我们充分认识全面发展，提高综合素质的重要性。
我们学大专家为大家准备的这份张衡传教案，希望大家能多加的复习一下，相信大家对张衡传这篇文言文会理解的更加透彻。
篇4：人教版 高二 Teaching Plan for Senior Two (unit1-10)
Teaching Plan for Senior Two
Unit One Making a difference
The First Period
Teaching Aims:
1.Learn and master the following words:
Inspiration, perspiration, undertake, analysis, obvious, within, quote
2.Talk about science and scientists.
3.Listen to the description of some scientists.
4.Do some speaking, describing people and debating.
Teaching Important Points:
1.Train the students’ listening ability by listening practice.
2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to help students finish the task of speaking.
Teaching Methods:
1.Warming up to arouse the students’ interest in science.
2.Listening-and-answering activity to help the students go through the listening material.
3.Individual, pair or group work to make every student work in class.
Teaching Procedures:
Step I Warming up
1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?
(Bb) Scientists Contributions
Maria Curie Radium /Polonium
Albert Einstein The Theory of Relativity
…
2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.
(It is the way he uses his tools that makes a successful scientist.
A successful scientist must have much imagination and intelligence and he must be creative and hard-working.
Asuccessful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…)
T: Now look at the quotes on page 1.do you know what they mean? And do you agree?
天才就是百分之九十九的汗水加上百分之一的灵感。
想象力比知识更重要。
生活中没有什么可怕的东西，只有需要理解的东西。
分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。
T: Do you know any other quotes about science and thinking?
Wisdom is only found in truth. -- Johann Wolfgang von Goethe.
Knowledge is power. –Francis Bacon.
Step II Listening
T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.
Step III Speaking
T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.
Step IV Language points (computer)
1．It takes a very unusual mind to undertake the analysis of the obvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：He undertook the difficult task willingly．
他欣然承担那项困难的工作。
1 will undertake the responsibility for you．
我会为你负起责任。
vt.着手，进行，企图+名词
例：He undertook a new experiment．
他着手一项新的实验。
(2)analysis复数形式andyses．analyse vt．
A chemical analysis化学分析
We made a careful analysis of the problem．
我们仔细分析了那个问题。
(3)obvious adj. (more obvious，most obvious)
明显的，明白的，显而易见的
obviously adv．
例：He told her an obvious lie．
他对她扯了一个明显的谎言。
It is obvious that…．…是显然的。
例：It is quite obvious that he didn't do it himself．
显然他没有亲自去做。
It seemed obvious that he suffered from a bad cold．
显然他得了重感冒。
2．There is no doubt that． 毫无疑问 ．．
例：There is no doubt that our team will win．
我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ? (疑问句用that)
你怀疑他已通过期末考试了吗?
I doubt whether he is the best man for the job．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
Homework
Preview the reading material.
Review the words and expressions in this period.
Step V The Design of the Writing on the Bb
Unit 1 Making a difference
The First Period
Scientists Contributions
Madame Curie Radium/Polonium
Edison The light bulb
Einstein The Theory of Relativity
…
The Second &Third Period
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn from Stephen Hawking.
Teaching Important Points:
1.Master the following phrases and sentence pattern:
work on, go by, be engaged to, go on with sth, dream of, turn out
There is no point (in) doing sth.
2.Enable the students to understand the text better.
3.Improve the students’ reading ability.
Teaching Difficult Points:
1.How to make the students understand the reading text better.
2.How to make the students understand the following sentence.
There didn’t seem much point in working on the PhD.
Teaching Methods:
1.Scanning the text to get some information about Hawking.
2.Careful reading to answer some detailed questions.
3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.
4.Individural, pair or group work to make every student work in class.
Teaching Procedures:
Step I Lead-in and Pre-reading
T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is?
( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.
Answers:1 Because he wanted a job.
2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
3 In , Hawking visited China and spoke to university students in Hangzhou and Beijing.
Step II Reading
T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.
What did Stephen Hawking do when he was told that he had an incurable disease?
1. How would most people feel when they were told that they had incurable disease?
2. What did Hawking write in 1988?
3. What did Hawking explain in the book ?
4. According to Hawking, how do people misunderstand science?
5. What are the basic steps of the scientific method?
6. What is it that Hawking doesn’t like about his speech computer?
Step III language points
1.There didn't seem much point in working on my PhD-I didn't expec to survive that long
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(Doctor of Philosophy ) 指“博士学位”
2.There is no point in doing sth．表示“做某事没有作用或没有意义”。
例：There is no point in arguing further．
继续争执下去没有意义了。
There is no point in protesting．It won’t help much．
抗议没有什么用处，于事无补。
3. that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：I didn't expect he was that rude．
我没料到他会那么粗鲁。
I have never been out this late before．
我从未在外面呆到这么晚过。
Please cut my hair about this much．
请把我的头发剪掉这么长。
4．Yet two years had gone by and I was not that much worse．
但两年过去了，我的情况却没那么糟糕。
Go by意思是“(时间)过去”。
例：Time went by so quickly．We are already at the end of our summer holiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirty years went by and her hair was beginning to turn gray．
三十年过去了，她的头发开始变白了。
5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／be engaged to sb．“与某人订婚”
例：Did you hear they have got engaged last month?
你有没有听说他们上个月订婚的消息?
Tom got engaged to Mary，whom he had met on the train．
汤姆和玛丽订婚了，他们在火车上认识的。
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的
例：She was engaged in protecting wild birds．
她从事保护野生鸟类的工作。
Right now I’m engaged．
我现在正忙着。
be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．
例：The line／number is engaged。线路被占用。
engagement n．订婚(to)
例：announce one's engagement to…宣布与…订婚
break off one's engagement解除婚约，解约
engagement ring订婚戒指(戴在左手无名指上)
6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．
例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
天气预报说今天下午有雨，其实今天天气非常好。
The lecture turned out to be very dull．
讲座结果很无聊。
Everything turned out well．一切顺遂。
The rumor turned out (to be) true．那谣言后来证明是真的。
It turned out (that) two travelers had been killed
后来证实(查明)有两位旅客丧生。
turn out vi. (为集会等)外出，去。
turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等)
turn out vt. (可分开用 ) 生产 (产品)，出产
例：The factory can turn out l000cars a day．
这家工厂一天能生产1000辆汽车。
7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance．
直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study．
只有这样你才能在英语学习上取得进步。
Only when you finish your homework can you go out to play football．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。
He only works when he's got homework．
他只在有家庭作业时才做功课。
I've only seen him once．
我只见过他一次。
8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Can you imagine life with out electricity?
你能想像没有电的生活吗?
The gir1 tried to imagine the gentleman as her father．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：I didn't imagine becoming a writer in my childhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：I can't imagine her marrying him．
我无法想像她和他结婚。
imagine+(that)…／wh-想像…；想…，推测 (不可用进行时)
例：Imagine you are a bird．
想像你是一只鸟。
Can you imagine how much 1 was surprised to see it ?
你能想像我看见它后感到多么惊讶吗?
Iimagine (that) I have met you somewhere before．
我想以前曾在哪里见过你。
Can you imagine what he is doing?
你能猜测他在做什么吗?
(Just) imagine (it) ! 想想看!
Imagination (名) imaginative (形)
promising (形) 有希望的，有前途的，前途光明的
例：a promising actress有前途的女演员
9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．
他们找寻避雨的地方。
He found it worthless to seek fame．
他发现追求名声是不值得的。
We must seek (for) a solution to the problem
我们必须寻求解决问题的方法。
seek+名 征求，请求 ，
He sought his doctor's advice．
他向医生请教(征求医生的意见)。
Step IV Listening and Consolidation
T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.
Homework
T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences.
The Design of the Writing on the Bb
Unit 1 Making a difference
The Second Period
Useful expressions:
work on +n./pron. /doing,
go by: pass,
be/get engaged (to sb.): be bound by a promise to marry,
go on with sth: continue with sth,
dream of: imagine,
turn out: prove(to be),
Sentence pattern:
There is no point (in) doing sth.=There is no good reason for doing sth.
The Fourth Period
Teaching Aims:
Review the words learnt in the last two periods.
Learn how to explain the words in English.
Learn and master the usages of the Infinitive.
Teaching Important Points:
Master the usages of the Infinitive.
Teaching Difficult Points:
1.How to help the students learn to explain words in English.
2.How to help the students master the usages of the Infinitive.
Teaching Methods:
1.Review method to help the students remember what they have learnt beore.
2.Explanation and inductive methods to make the students master the usages of the Infinitive.
3.Individual work or pair work to make every student work in class.
Teaching Aids:the blackboard
Teaching Procedures:
Step I Revision
Have a dictation of some words and expressions..
Step II Word Study
T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.
Step III Grammar（详解见后）
Bb:1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer .
T: Tell me the function of the underlined part in each sentence.
S: No.1 is used as the object.
S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.
S: No.3 is used as the attribute.
S: No.4 is used as the adverbial for purpose.
S: No.5 is used as the predicative.
T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.
1.Some things need (1) to be believed (2) to be seen .
2.The doctor told him that he may not have more than twelve months (3) to live .
3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.
4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .
5.He traveled around the world (7) to give lectures .
6.What does it mean (8) to be a scientist?
7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .
8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.
S: Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
Step IV Practice
T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.
He wanted the nurses to take care of the patient.
-He wanted the patient to be taken care of.
Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.
The car was reported to have been stolen.
But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.
Homework
TFinish all the exx in Grammar. Preview the content in Integrating skills.
The Design of the Writing on the Bb
Unit 1 Making a difference
The Third Period
Phrase: use up
Grammar: the Infinitive
1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer.
6. He wanted the nurses to take care of the patient.
7. He wanted the patient to be taken care of.
Record after teaching:
The Fifth Period
Teaching Aims:
1.Revise the language points and grammar-the Infinitive.
2.Learn and master the following phrases:
take a look at, what if, the other way around
3.Do some reading and writing practice to improve the students’ integrating skills.
4.Learn how to write a descriptive paragraph.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Help the students write a descriptive paragraph.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to help the students learn to write a descriptive paragraph.
Teaching Methods:
1.Doing exx to revise what we’ve learnt before.
2.Asking-and-answering activity to go through the reading material.
3.Discussion to help the students understand the passage better.
4.Individual, pair or group work to make every student work.
Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard
Teaching Procedures:
Step I Revision
T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.
1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .
2.It takes time (4)to know a man .
3.Please remember (5)to bring me a book.
4.I’ve got a lot of work (6)to do .
5.(7)In order to catch the first bus ,she got up early.
6.It is important for us (8)to learn English .
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T: Let’s do another ex. Fill in the blanks, using the Infinitive.
1.The goal of Stephen Hawking’s research is to and to is his biggest dream.
2.The doctor thought he only had three more years to , which turned out .
3.We took a taxi to .We hurried there, only to . We were unhappy to .
4.He studied hard to .
5.Lunch is ready. Let’s stop to .
T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.
1.He one day becoming a famous violinist.
2.Tom Ann.
3.Two weeks slowly .
4.His suggestion to be a good one.
5.He his ink.
6.If we don’t finish painting the room today, we can it tomorrow.
7.He a novel.
Step II Reading
T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?
……
T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.
1.What’s the characteristic of Galileo Galilei?
2.Why could Stephen Hawking make contributions to science work?
3.What can be described as the ability to use knowledge?
4.What’s the most important thing if we want to make a difference?
5.How can we hope to reach our goals and truly make a difference?
T: I’ll explain some expressions and sentence structures.
1. take a look at
2. what if
3. the other way round
4. …it was only later that the world recognized his greatness.
5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.
Step III Listening and Discussion
T: Listen to the tape twice. Then discuss the questions in pairs or groups.
1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?
2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?
Use the questions below to get started.
What is the scientific spirit?
How do scientists solve problems?
How do scientists make a difference?
What can we learn from great scientists?
Step IV Writing
T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.
Step V Homework
Go over all the important points learnt in this unit and finish your writing.
Step VI The Design of the Writing on the Bb
Unit 1 Making a difference
The Fifth Period
A good scientists must be curious and careful .
Great scientists use their creativity and imagination to come up with new ideas.
Scientists must also be intelligent and patient .
The experiment proved that her theory was correct.
Other scientists were surprised by her discovery and called it a success .
She used a model to solve the problem .
Record after teaching:
Period 6 Review and Exercises.
Unit Two News media
Period 1 Warming up & Listening
Teaching Aims:
1. Talk about news and the media
2.Train the students' listening ability by listening and answering some relative questions.
3. master the following words: reliable, elct, go up, burn down, injure…
Teaching Important Points:
1. Master the useful words and expressions in this period
2. Training the Ss’listening and speaking ability
Teaching Difficult Points:
How to help Ss understand the listening material exactly
How to help improve their speaking ability
Teaching Methods:
Listening-and answering activity to help the Ss qo through the listening material
Individual, pair or group work to make the Ss finish the speaking task
Teaching Aids:a computer, a recorder, the Bb
Teaching Procedures:
Step 1: Greet and Lead-in
Greet the whole class.
Lead in the new unit by asking:the Olympic Games are going on, how can we know the details of the games? For example, how many golden medals have we got? (By reading newspapers and magazines,watching TV, listening to the radio, also by a website.) In Nglish we call it news media.
Step 2: Warming up
Please open the book at page 9. Look at the pictures and discuss the following questions in pairs:
1. Which of the news media above is the most reliable? Why?
2. How are the media above different from each other?
3. How do you know whether what you hear, see and read is true?
4. Do you know how a newspaper is made?
(Background information:
新闻媒介的基本类型和特点各是什么？
六种主要的大众传媒：口语、书籍、报纸、广播、电视、互联网。
1.报纸。便于保存和检索；新闻性较强；读者可以反复阅读，认真思考。但是，它受读者文化程度的限制，发行需要一定的时间。
2.新闻杂志，是以传播和解释国内外重大新闻为主要内容的一种杂志，由于出版周期不同，分为周刊、半月刊和月刊等。周刊因为比较符合人们的工作节奏和生活习性，时效性较半月刊和月刊强，所以在世界新闻杂志中占据绝大多数，我国也一样。相对于报纸等其他新闻媒介而言，新闻杂志表现新闻的方式更多的是提供新闻的背景资料（有时提供背景材料比新闻事件本身更重要），并且以此说明新闻的发生对现在以及将来的影响。也就是说，它不是像其他新闻媒介那样着重报道动态新闻，而是对新闻事件进行有纵深、有广度、有背景、有分析、有评论的深层报道。从事新闻杂志工作的业内人士也常说：新闻杂志与报纸相比的一个优势是“后发制人”，这种后发制人意味着它的大量的报道必须具有深刻性或者深入性，如同当各种媒介以它们各自的特点关注着露出海面的冰山一角时，新闻杂志则把目光更多地投入到了海面以下那巨大的山体。
3.广播。比报纸具有感染力；不受文化程度限制；传播迅速。但是，其保留性差；无法对文字进行深度开掘。
4.电视。有感染力和说服力；不受文化程度限制；传播迅速。但是，其保留性差。
5.网络“第四大众传媒”
公认的大众传媒主要包括报纸、广播、杂志、书籍和电影等六大媒介。随着数字化技术的发展，电脑硬件的更新换代，互联网技术迅速普及和网站的大量建立，互联网正成为一种新的媒体广泛进入人们的生活。如今，国际上已把互联网纳入六大媒介中，并将其称为继报纸、广播、电视之后的“第四大众传媒”。这说明，人们已经认同了互联网的作用，能够同报纸、广播、电视等新闻媒介一样，广泛地传递新闻信息。
依托于互联网进行的新闻传播活动，具备了其许多的优势，这主要表现在：
（1）．包容了传统传播媒介的所有信息形式，整合了文字、声音、图象等多种传播的方式，实现了真正意义上的“多媒体”。
（2）．传播质量得以提升，受干扰程度降低，接收效果的物质实体有了保证。
（3）．能够以不同的方式和手段，灵活的报道同一事件，不致使人产生疲劳感和厌烦。
此外，就网络新闻本身而言，除了具备了网络所共有的优势之外，它还具有时效性强、容量大、速度快、超地域、超链接、可检索等特点，这些都猛烈的冲击着传统的新闻出版方式乃至整个新闻出版产业。)
Step 2: Listening(SB page 10)
T: Now let’s come to the listening. We are going to listen to two parts of conversations.The first part is an interview; the second part is a dialogue. Listen carefully to what is said in each part. I’ll play the tape twice. (after listening) Please work in pairs to talk about the questions in Exercises 2, 3,4.
(Check the answer with the whole class)
Step 3 Key Words
1. Which of the news media above is the most reliable? 以上的新闻媒体中哪一种最可靠？
reliable adj. 可信赖的; 可依靠的； 确定的
They are reliable friends. 他们是可信赖的朋友。
Is the source of the information reliable? 那个消息的来源可靠吗？
[链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性
2. The man was fired. 那个人被解雇了。
fire的动词用法
(1) 解雇，开除
The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。
(2) 发射
He fired his gun at the big snake. 他开枪打那条大蛇。
(3) 激发（人、感情等），使充满热情
The story fired his imagination. 这个故事激发了他的想象力。
3. The man faced difficulties.
(1) face v.t. 面临（困难等），应付， 面对；（危险、困难等）迫近
e.g. We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。
[短语]
be faced with 面临，面对
face up to面对；承担
face the music接受（不愉快的后果或情况）
e.g. I was faced with a new problem.
She couldn’t face up to the fact that she was no longer young.
她无法面对自己不再年轻的现实。
The boy was caught cheating in the examination and had to face the music.
那个男孩被发现考试作弊，不得不接受惩罚。
(2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。
e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。
We will face many difficulties in the future. 将来我们要面临许多难题。
4. The man was generous.
generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的
e.g. He is generous with his money. 他出手大方。
He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。
[链接] generous adv. 慷慨地 generosity n. 慷慨大方
The design of the writing on the Bb:
Unit 2 New Media
Five news media: website, radio, Tv, magazine, newspaper
Useful words and expressions: (step 3)
Homework:
1. Read the new words.
2. Keep the Language Points in mind.
3. Get reading for Speaking
Record after teaching:
Period 2 Listening(WB page 88) & Speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Train the students’ speaking ability.
Teaching Important Points:
1. Master the useful words and expressions in this period
2. Training the Ss’listening and speaking ability
Teaching Difficult Points:
How to help improve their listening ability
How to help improve their speaking ability
Teaching Methods:
Listening-and answering activity to help the Ss qo through the listening material
Group work to make the Ss finish the speaking task
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class.
Step 2 Listening(WB page 88)
Now let’s come to the listening. The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today. Listen carefully to what is said in the text. I’ll play the tape twice. (Check the answer with the whole class)
Step 3 Speaking(SB page 10)
Now it’s time for us to be a editor of a newspaper. Here is a list of ten things that happened today( on the screen)You only need to report five of them. Work in groups to diacuss. And then I’ll ask you t act out your dialogue. You can use the useful expressions in your book.. (walk around and give them help if necessary).
Step 4 Key Words and Expressions:
1. Below is a list of ten things that happened today. 以下列出了今天发生的十件事。
本句为倒装句，正常语序应为：A list of ten things that happened today is below.
below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away, down, in, off, out, over, up, above, below, here, there及介词短语与分词。
Here is a seat for you.这儿有你的一个座位。
There goes the bell!铃响了。
Written on the blackboard are the names of those who were late yesterday.黑板上写着昨天迟到的人的名字。
2. France elected a new president.
elect v.t. 选举，推选
e.g. They elected a president. / They elected him as President. 他们选举了总统。/ 他们选举他为总统。
注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。
e.g. Our classmates elected him as/to be/our/as our monitor.
They elected the old man to be chairman of the club.他们推选那位老人为俱乐部主席。
[辨析] elect, pick out, choose
elect是指通过正式手续的选举。
e.g. Roosevelt was elected four times to the presidency of the U.S.A.罗斯福四次当选为美国总统。
choose通常指在所提供的对象中，凭个人的判断力进行选择。
e.g. We had to choose between leaving early and paying for a taxi.我们不得不在早点动身和雇计程车中间作出选择。
There are ten to choose from.
pick out比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。
e.g. She picked out a scarf to wear with the dress.她挑选了一条围巾以配上她穿的衣服。
3. Food prices are going up. 食品价格在上涨。
go up上升，增长，提高
e.g. The temperature has gone up.
The lift went up to the fourth floor. 电梯升到了四楼。
4. A house in your city burnt down. Nobody was injured.你们镇上一座房子被烧毁。无人员伤亡。
(1) burn down 烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱
These houses were burnt down to the ground. 这些房子被烧毁。
The fire is burning down, get some more coal please.
[比较] burn up烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来
e.g. Put some wood on the fire and make it burn up.
(2) injure v.t. 使受伤；损害，伤害（感情）
e.g. The boy injured his leg.
In the accident his back was seriously injured.
I hope I didn’t injure her feeling.
[辨析] injure, wound, hurt, harm的区别：
injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。
e.g. In the traffic accident, two were killed and three get injured.在交通事故中，两人遇难，三人受伤。
He was so injured in his pride that he stayed at home all day without meeting anyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。
wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。
e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。
The bullet wounded his arm.子弹打伤了他的胳膊。
hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。
e.g. Luckily no one was seriously hurt in the car accident.
The girl fell off her bike, and one of her legs hurt.
harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。
e.g. There was a fire in our street, but no one was harmed.
Getting up early won’t harm you! 早起对你没有害处。
Homework:
1. Read the new words.
2. Keep the language points above in mind
3. Get ready for reading.
The design of the writing on the Bb:
Unit 2 news media
Key words and expressions(step4)
Record after teaching:
Period 3-4 Pre-reading/Reading/Post-reading
Teaching Aims:
1. Train the students' reading ability,especially the skills of summarizing and scanning.
2. Study and have a good grasp of some key words and phrases.
Teaching Important Points:
1. words and phrases:more than, relate to, for once, be addicated to, on all sides, inform, experienced, switch,etc.
2. Understand the passage excatly.
Teaching Difficult Points:
How to help the Ss learn more about reporters and newspapers.
Teaching Methods:
1.Fast reading to get the general idea of the text.
2.Careful reading to further understand the text.
3.Individual, pair or group work to make every student take an active part in the activities in class.
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 Reading
We have talked a lot about news media. Today we are going to read a passage about reporters and newspapers. Scan the text , try to get the general idea of the text. and finish pre-reading.(1 and 6)
Now please read the text again carefully, and find the answers to the questions on the screen.
1.Do newspapers and other media simply record what happens?
2.Who were asked to be interviewed? And why?
3. Whom do Why?
4. And what is the person’s job?
5. Is interviewing someone easy? What must a reporter know?
6. When an interview is finished,what should the reporter do?
7. Which of the articles that they have written do they like best? Why?
8. What could they write about if they could write any article? Why?
9. What is the basic task for a reporter?
10.What result can TV programmes and printed articles bring to us?
(check the answers)
Step 3 Language Points:
1. Newspapers and other media do more than simply record what happens.报纸和其他媒介并不仅仅记录已发生的事情。
(1) 该句中的do是助动词，起强调作用，用以加强说话者的语气。
e.g. Do remember to remind me to return the book I borrowed from you.
(2) more than不仅仅；极为，非常；多于；难以；不能
e.g. She’s more than a teacher to us.
The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。
We are more than pleased with the results. 我们对结果极为满意。
He has more than 300 pictures.
This room is three time larger than that one.这个房间比那个房间大两倍。
The old man is two times older than I am. 这个老人的年龄比我大一倍。
That is more than I can tell. 那是怎么回事我实在难说。
2. Experienced editors and reporters make informed decisions about what events to report and how to report them.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。
(1) 句中的experienced(富有经验的)和informed(见识广的，有知识的) 都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。
e.g. a fallen tree一棵倒下的树 a broken chair一把破椅子 stolen cultural relics被盗的文物
(2) informed adj. 明智的，有知识的，了解情况的
e.g. He is a well-informed man.他是个消息灵通的人。
es a reporter have to discuss with before he/she decides what to write?
inform的用法:
inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑问词＋不定式
e.g. The singer informed us of their arrival.歌手们把他们到来的消息告诉了我们。
The nurse informed me that visiting hours were over.护士告诉我探病时间已经结束了。
Who informed you when to start? 是谁告诉你们出发时间的？
3. They also make sure that readers can relate to the stories.他们还要确保报道的内容与读者的生活密切相关。
relate v.i. & v.t （和～）相关；涉及；把～与～关联起来
e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。
We should learn to relate the results to the causes.我们应该学会把结果与原因联系起来看问题。
Light industry is closely related to the people’s life.轻工业与人们的生活有密切的关系。
4. The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。
(1) switch v. 转换，改变
e.g. He is always switching jobs. 他总变换工作。
He switched the recorder to the “off” position.他将录音机拧到“关”的位置。
(2) for once 就这（那）一次
e.g. For once they broke the rule.这一次，他们违规了。
For once our manager came late. 我们的经理这次来晚了。
He beat me for once.他只有一次赢了我。
(2) rather than的特点是连接前后两个平行结构，即要求前后成分要一致。
e.g. He decided to write to rather than (to) phone.他决定写信而不打电话了。
I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。
He was engaging in writing a letter rather than reading a newspaper.他正忙着写信而
不是看报纸。
5. After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。
(1) present vt.呈现；描述；介绍；赠送
e.g. When will you present your report?你什么时候提出报告？
The government presented cars to the hospitals. 政府向医院赠送了一些车。
Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。
(3) reflect vt. 反映；表现；反射；映出
e.g. This letter is sure to reflect our real opinion.这封信会反映出我们的真实意见。
Her face was reflected in the mirror.她的脸映现在镜子里。
Mirrors reflect light.镜子能反射光线。
6. My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。
(1) 本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。
e.g. I haven’t a pen. Can you lend me one?
指代可数名词复数用ones。
e.g. On the desk there is a red pencil and two black ones.
(2)effort n. [U,C]努力；艰难的尝试；努力的结果
e.g. He did it without effort.他毫不费力地完成那件事
[短语] make an effort努力，尽力 spare no effort不遗余力
7.I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。
(1) seldom adv. 很少；不常；难得
[扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。
e.g. Seldom does he quarrel with others.
Never did I dream of seeing him in America.
Never before have so many people come to see him.
Not a single word did she say.
(2)be / get / become addicted to sth. / doing sth.对~成瘾/成癖
e.g. It doesn’t take long to become addicted to these drugs.服用这些毒品不要多长时间就会上瘾。
It’s a pity that her child has got addicted to smoking.真可怜，她的孩子抽烟上瘾了。
Some children are addicted to computer games / TV.(喻)一些孩子玩电脑游戏/看电视上了瘾。
He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。
8.We shouldn’t ignore what happens even if it is difficult for people to accept some stories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。
(1) ignore v.t. 不理睬；忽视
e.g. You shouldn’t ignore your father’s advice.你不该无视父亲的忠告。
I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。
(2) even if / even though即使，尽管
e.g. The young man didn’t lose heart even if he had failed many times in finding a job.这个年轻人没有放弃，尽管他多次未能找到工作。
9.The media can often help solve problems and draw attentions to situations where help is needed.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。
draw attention to关注某事 draw / attract one’s attention引起某人的注意
e.g. This article will draw attention to farmers and agriculture.这篇文章奖让人关注农民和农业问题。
The fallen leaves drew /attracted the worker’s attention.这些落叶引起了那个工人的注意。
He drew my attention to a mistake in my homework.他要我注意作业中的一处错误。
10.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。
(1) on all sides(=on every side) 在各方面，四面八方
e.g. They were trapped with enemies on all sides.他们四面楚歌。
The enemy were attacking on all sides.敌人从四面八方发起进攻。
(4) tolerate v.t. 容忍，忍受，允许
e.g. I can’t tolerate that loud music / that kind of behavior.我无法忍受那么响的音乐/那种行径。
Cheating on exams cant’ be tolerated. 考试作弊是不能容忍的。
11. I would not believe it, but I might check other sources and maybe change my mind.
change one’s mind改变主意
e.g. Since getting to know him better, I have changed my mind about him.更深入地了解以后，我改变了我对他地看法。
[相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one’s mind 精神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事
12.Famous people are often asked for their opinions on current affairs.名人经常接受采访、被问及对时事地看法
current affairs 当前的事件；时事
affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）
e.g. The minister deals with important affairs of State.这位大臣处理重要的国务。
current adj. 此刻的，现时的，当前的
e.g. current fashions时装 current events时事
Step 4 Discussion
Now you must have known about reporters and newspapers better. So let’s have a discussion. Look at the questios3 and 4 on page12, and work in pairs to talk about them..Then I’ll ask some of you to report. (encourage Ss to express their own opinion)
Homework:
1. Read the text.
2. Try to remember what have been taught above.
3. Work Book p89-90
The design of the writing on the Bb:
Unit 2 New Media
Language points (step3)
Record after teaching:
Period 5 Language Study & Grammar
Teaching Aims:
1. Review the words learned in Reading.
2. Grammar Study: The Past Participle used as Attribute and Predicative
Teaching Important Points:
How to guess the missing verbs and use them correctly according to the given sentences.
Help Ss master the Past Participle as Attribute and Predicative.
Teaching Difficult Points:
How to use the Past Participle correctly.
Teaching Methods:
Practising to finish each task in Word Study and Grammar.
Teaching Aids: a computer, a recorder, the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 check homework
Step 3 word study do exercise 1 on page 13
Step 4Grammar语法详释(computer)
The Past Participle used as Attribute and Predicative过去分词作定语和表语
过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。
1．过去分词作定语
(1) 在句中的位置
单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
a broken heart一颗破碎的心 a lost dog丧家之犬 a risen sun已升起的太阳
an organized trip有组织的旅行 a broken glass被打破的玻璃杯
a trip organized by the league由共青团组织的旅行
a glass broken by the boy被这个男孩打破的玻璃杯
The excited people rushed out of the building.
They found a damaged car at the gate of the park.
(2) 所表示的时间
过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。
The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。
Have you read the books written by the young writer？你读过那位年轻作家写的小说吗？
(3) 语法功能
过去分词或过去分词短语作定语时，其功能相当于一个定语从句。
The stolen bike belongs to Jack.被偷的自行车是杰克的。
The bike which had been stolen belongs to Jack.
The lecture given by Professor Zhang is about environment protection.张教授所做的报告是关于环境保护的。
The lecture which was given by Professor Zhang is about the environment protection.
2. 过去分词作表语
(1) 过去分词作表语时，多表示主语所处的状态。
The door remained locked.门仍然锁着。
She looked disappointed.她看上去挺失望。
He seemed quite delighted at the good news.听到这个好消息，他似乎很开心。
(2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。
(3) 有些过去分词作表语时，构成的谓语很接近被动结构。
Everything is settled down.一切都解决了。
Thank heavens! The boy is saved.谢天谢地，孩子得救了。
The town is surrounded on three sides by mountains.这座小镇三面环山。
Do exercises 1, 2, 3 on page 14
Step 5 Language Points:
1. Nine out of ten women who were interviewed about the product said they liked it.
nine out of ten(=nine in ten)十之八九，百分之九十
e.g. Nine out of ten people will not agree with you.
也可以说
Four out of the ten children there can go to school.在那里十个孩子中只有四个可以上学。
2. And I like the way the fans look up to them.
look up to尊敬，敬仰（反义：look down on轻视，看不起）
e.g. The young should look up to the old.年轻人应该尊敬老人。
3. Americans will fall in love with this game too.
fall in love with爱上（表示动作，不延续）
e.g. I fell in love with her at first sight.我对她一见钟情。
She fell in love with the house as soon as she saw it.
[比较] be in love (with) 相爱，喜欢（表示延续状态）
e.g. If you’re really in love with art, you don’t mind hard work.
Homework:
Try to remember what have been taught above.
Do exercises 4, 5 on page 13, and exercises 1, 2, 3 on page 91
The design of the writing on the Bb:
Unit 2 New Media
Language points (step 5)
Record after teaching:
Period 6 Integrating Skills
Teaching Aims:
1. Learn and master the following : arm, disappoint, etc
2.Train the students' integrating skills.
3. Learn about the five basic elements in a news report
Teaching Important Points:
Train the students' integrating skills.
Teaching Difficult Points:
How to inprove the students' integrating skills.
Teaching Methods:
Asking-and-answering activity to check Ss’understanding of the two reports.
Teaching Aids: the Bb
Teaching Procedures:
Step 1 Greet the whole class as usual.
Step 2 check homework
Step 3 Reading and speaking
Now please read the two reports on page 15 carefully and compare them. Then discuss the questions in part 1 and part 2.(give SS enough time to do it, and let them express their ideas freely.)
Five basic elements in a news report: when, where, who, what and why.
Step 4 Language Points:
1. Brave and strong, the activists talked to workers outside the factory…
brave and strong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。
e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又饿，他决定停下来休息一会儿。
Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。
2. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.
arm v.t. 武装，用武器装备
e.g. The robber was armed.那个强盗有武器。
The soldiers were armed to teeth.士兵们武装到牙齿
3. I’m sure they won’t feel disappointed.
disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的
e.g. The book disappointed me.这本书令我失望。
The news was really disappointing.那个消息真令人感到失望。
Are you very disappointed about losing the game?你是不是因为比赛输了而感到很失望?
Homework:
Try to remember what have been taughtin this period.
Review this unit.
The design of the writing on the Bb:
Unit 2 New Media
Language points (step4)
Record after teaching:
Period 7 Review and Exercises.
Unit 3 Art and architecture
Period 1：Warming up & Listening
Teaching Aims:
1 Improve the students’ listening ability.
2.Improve the students’ speaking ability.
3.Learn and master some useful words and expressions.
Important and difficult points:
1. How to help students to improve their listening ability.
2. How to help students to learn to express preferences.
Teaching Methods:
1. Discussion
2. Individual or pair work
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.
…
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, and 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 3 :Pre-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
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 Speaking
Teaching aims:
1. To learn how to express one’s preferences.
2. To teach students how to describe a house.
Suggestions for teaching:
1. Important and difficult points:
(1) To find the proper words to describe a house.
(2) To express one’s own preferences in different ways.
2. Suggested teaching methods:
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.
Task one and task two: 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.
Useful expressions:
I’d rather…..
I’m much more interested in…….
In my opinion……
I really prefer……
I wouldn’t feel happy if……
I’m not very excited about ……..
If you ask me, then…..
I prefer something that…….
I like seeing something……
What I like is ……
I can’t stand……
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:…
Task three: Discussion (group work)
Here are some things that are important to some people when they choose a place to live. Try to get the students to discuss in groups, which of the following ideas are the most important. Students can add some other elements to the list when they discuss.
(1) close to work
(2) close to public transportation
(3) attractive building
(4) modern kitchen and bathroom
(5) reasonable rent or purchase price
(6) available parking
(7) plenty of space
(8) close to shopping
This discussion is close to students’ daily life, so teacher can make use of it to make them understand architecture better.
Homework:
. Decorate your bedroom and classroom. And talk about your decoration.
Period 3 Reading
Teaching aims:
1. To learn something about art and architecture.
2. To give students profiles of some famous artists and architecture.
Important and difficult points:
To get students to understand the Past Participle used as Object Complement.
Step I. Lead –in:
Step II. Pre-reading:
Do you think the text will be about the following topics?
1.The text is about classical Chinese architecture. ( )
2.Some modern architecture takes examples from nature. ( )
3.The text is about parks and gardens. ( )
Step III. Reading:Scanning:
Part1( ) A.The differences between traditional.. and modern..,and why ancient architecture had many beautiful buildings
Part2( ) B. Every great culture in the past had its own ideas expressed in art and architecture
Part3( ) C. Examples of famous architects and great buildings that take examples from nature.
Part4( ) D. How and when modernism came into being?Careful reading:
1. Answer the following questions:
1.Why did a group of architects invent modernism?
2.What are the materials of modern architecture? And how about the traditional architecture?
3.What do the modern buildings look like?
4.Who are the two architects mentioned in the text? What inspired them?
5.Where were Antonio Gaodi’s works structured?
6.What is the outstanding feature of Gaodi’s works according to the passage?
Balconies look like _________.
Walls seem to be covered with the _____
of a _____.
The roof looks like the ____ of a _______.
Other parts look like ________.
7.What does the Olympic Stadium in Beijing look like?
2. Multiple-choice:
1.Which of the following belongs to modern architecture?
A.Taihe Dian
B.The Temple of Heaven
C.The Opera House is Sydney
D.The great European Cathedrals
2.From this passage we can infer that _____.
A.The writer prefers ancient buildings to modern ones.
B.The writer prefers traditional materials to modern ones.
C.The writer doesn’t like modern architects at all.
D.The writer prefers buildings that look natural to ones that look unnatural.
3.Which of the following best expresses the main idea of this passage?
A.Ancient architecture is popular.
B.Modern architecture is popular.
C.Ancient buildings look more beautiful than modern ones.
D.Different times, different styles of architecture.
3. True or false:
1.To many people modern architecture equals progress.( )
2.Many people find modern buildings unfriendly and ugly.( )
3.Modern architecture stands closer to nature than ancient architecture.( )
4.Gaudi was a Spanish ancient architect.( )
5.There are a few sharp corners and straight lines in Gaudi’s designs.( )6.Gaudi only used natural materials, such as stone, brick and wood.( )
7.Opera House in Sydney makes many people think of seashells.( )
8.The 2008 Olympic Stadium in Beijing will be made of stones and bricks.( )
4. Compare ancient architecture with modern architecture according to the passage.
Step IV. Post-reading
Discussion:
Suppose our school needs a new teaching building, now give you a chance to be an architect. Try to use your imagination to design it. And you should tell us why you want to do so.
Step V. Homework:
After class you should read the text more to understand it better and try to retell it.
Period 4 Language points
Teaching aims:
1 To learn the useful words, expressions and sentences in the reading.
2.To enable students to use these language points in both spoken and written English.
Important and difficult points:
词语学习:
1.I'd rather = I would rather我宁愿
I'd rather live in an older building．我宁愿住在一座比较古老的建筑物里。
I'd rather not live in a modern building．我宁愿不住在一座现代的建筑物里。
2.prefer v．更喜欢…..
prefer sth to sth
I much prefer dogs to cats．与猫比起来，我更喜欢狗。
prefer to do sth
Many people living in cities would actually prefer to live in the country．许多住在城市的人实际上更愿意住在乡村。
prefer doing sth ，
Peter prefers traveling by train．彼得更喜欢乘火车旅行。
would prefer to do sth
We would prefer to live in the US，but l can't get a visa．我们宁愿住在美国，但是我不能得到签证。
prefer doing sth to doing sth
I prefer staying home to going out today．我今天宁愿呆在家里，也不愿出去。
3.I wouldn't feel happy if…我不会感到快乐，如果…
(1)与事实情况相反的句子(假设情况与假设结果均在现在)
I would buy a house if I had more money．如果我有更多的钱，我就会买一座房子。(I can't buy a house because I have no money)
(2)与事实情况相反的句子(假设情况与假设结果均在过去)
I would have called Ellen if I had known her phone number．如果我早知道艾伦的电话号码，我就会打电话给她。(1 didn't call Ellen for l didn't know her phone number．)
(3)与事实情况相反的混合时间句(假设情况在过去，假设结果在现在)
If l had been more practical, I would have more money now．如果我那时更实际些，我现在就会有更多的钱。(I wasn't more practical so l have less money.)
If l hadn't moved here，1 would be living in Italy now．如果我那时没有搬到这儿，我现在就会住在意大利了。(I did move here，so I am not living in Italy．)
(4)与事实情况相反的混合时间句(假设情况在现在,假设结果在过去)：
He would have called you if he weren't so shy．如果他不是如此害羞，他那时就会打电话给你的。(He is shy so he didn't call you．)
4.I can't stand我不能忍受…
stand sth．
I don't know if I can stand his words．我不知道我是否能忍受他的话。
stand one's doing sth．
How can you stand Mary coming home late all the time? 你怎么能忍受玛丽总是很晚回家?
5.preference n．偏好
I must admit I have a preference for romantic movies．我必须承认我更喜欢浪漫电影。 ．
I asked her where she wanted to go on vacation，but she didn't express any preference．我问她想到哪儿去度假，但她没表示自己的偏好。
In allocating housing，preference is given to those who have young children．在分配房子时，那些有小孩的人有优先权。
Many people choose the train in preference to driving．许多人宁愿选择火车也不愿选择自己驾车。
6.sale n．销售
--Excuse me, are these for sale? 请问这些卖吗?
--No，the particular item is just on show．不，这个只供观赏。
Peter's department store is having a sale this week．这星期彼得百货商店大减价。
Stephen King's new novel will go on sale next week．史第芬金的新小说将会卖到下星期。
I could only afford to buy the CD player because it was on sale．我只买得起CD机，因为它在降价大甩卖。
7.Stuff n. [U] 东西；材料；事情
What's that stuff you're drinking? 你在喝什么东西?
What kind of stuff do you like to read? 你喜欢读什么样的材料?
I've got so much stuff to do this weekend．这个周末我有许多事情要做。
8. impress vt & vi．给…留下印象
What impressed us most about the book Was its vivid language．这本书给我们印象最深的是它的生动的语言o
We're very impressed with the standard Of children's work．孩子们作业的标准给我们的印象很深。
Father impressed on me the value of hard work．父亲使我知晓努力工作的价值。
8.despite prep．不管，不顾
Despite all our efforts to save the school，the headmaster decided to close it.不?
篇5：人教版高二上学期数学教案
【教材地位及作用】
基本不等式又称为均值不等式，选自北京师范大学出版社普通高中课程标准实验教科书数学必修5第3章第3节内容。教学对象为高二学生，本节课为第一课时，重在研究基本不等式的证明及几何意义。本节课是在系统的学习了不等关系和掌握了不等式性质的基础上展开的，作为重要的基本不等式之一,为后续进一步了解不等式的性质及运用，研究最值问题奠定基础。因此基本不等式在知识体系中起了承上启下的作用，同时在生活及生产实际中有着广泛的应用，它也是对学生进行情感价值观教育的好素材，所以基本不等式应重点研究。
【教学目标】
依据《新课程标准》对《不等式》学段的目标要求和学生的实际情况，特确定如下目标：
知识与技能目标：理解掌握基本不等式，理解算数平均数与几何平均数的概念，学会构造条件使用基本不等式;
过程与方法目标：通过探究基本不等式，使学生体会知识的形成过程，培养分析、解决问题的能力;
情感与态度目标：通过问题情境的设置，使学生认识到数学是从实际中来，培养学生用数学的眼光看世界，通过数学思维认知世界，从而培养学生善于思考、勤于动手的良好品质。
【教学重难点】
重点：理解掌握基本不等式，能借助几何图形说明基本不等式的意义。
难点：利用基本不等式推导不等式.
关键是对基本不等式的理解掌握.
二、教法分析
本节课采用观察——感知——抽象——归纳——探究;启发诱导、讲练结合的教学方法，以学生为主体，以基本不等式为主线，从实际问题出发，放手让学生探究思索。利用多媒体辅助教学，直观地反映了教学内容，使学生思维活动得以充分展开，从而优化了教学过程，大大提高了课堂教学效率.
三、学法指导
新课改的精神在于以学生的发展为本，把学习的主动权还给学生，倡导积极主动，勇于探索的学习方法，因此，本课主要采取以自主探索与合作交流的学习方式，通过让学生想一想，做一做，用一用，建构起自己的知识，使学生成为学习的主人。
四、教学过程
教学过程设计以问题为中心，以探究解决问题的方法为主线展开。这种安排强调过程，符合学生的认知规律，使数学教学过程成为学生对知识的再创造、再发现的过程，从而培养学生的创新意识。
具体过程安排如下：
(一)基本不等式的教学设计创设情景，提出问题
设计意图：数学教育必须基于学生的“数学现实”，现实情境问题是数学教学的平台，数学教师的任务之一就是帮助学生构造数学现实，并在此基础上发展他们的数学现实.基于此,设置如下情境:
上图是在北京召开的第24届国际数学家大会的会标，会标是根据中国古代数学家赵爽的弦图设计的，颜色的明暗使它看上去像一个风车，代表中国人民热情好客。
[问题1]请观察会标图形，图中有哪些特殊的几何图形?它们在面积上有哪些相等关系和不等关系?(让学生分组讨论)
(二)探究问题，抽象归纳
基本不等式的教学设计1.探究图形中的不等关系
形的角度----(利用多媒体展示会标图形的变化,引导学生发现四个直角三角形的面积之和小于或等于正方形的面积.)
数的角度
[问题2]若设直角三角形的两直角边分别为a、b,应怎样表示这种不等关系?
学生讨论结果：。
[问题3]大家看，这个图形里还真有点奥妙。我们从图中找到了一个不等式。这里a、b的取值有没有什么限制条件?不等式中的等号什么时候成立呢?(师生共同探索)
咱们再看一看图形的变化，(教师演示)
(学生发现)当a=b四个直角三角形都变成了等腰直角三角形，他们的面积和恰好等于正方形的面积，即.探索结论：我们得到不等式，当且仅当时等号成立。
设计意图：本背景意图在于利用图中相关面积间存在的数量关系，抽象出不等式基本不等式的教学设计。在此基础上，引导学生认识基本不等式。
2.抽象归纳：
一般地，对于任意实数a,b，有，当且仅当a=b时，等号成立。
[问题4]你能给出它的证明吗?
学生在黑板上板书。
[问题5]特别地，当时，在不等式中，以、分别代替a、b，得到什么?
学生归纳得出。
设计意图：类比是学习数学的一种重要方法，此环节不仅让学生理解了基本不等式的来源，突破了重点和难点，而且感受了其中的函数思想，为今后学习奠定基础.
【归纳总结】
如果a,b都是非负数，那么，当且仅当a=b时，等号成立。
我们称此不等式为基本不等式。其中称为a,b的算术平均数，称为a,b的几何平均数。
3.探究基本不等式证明方法：
[问题6]如何证明基本不等式?
设计意图：在于引领学生从感性认识基本不等式到理性证明，实现从感性认识到理性认识的升华，前面是从几何图形中的面积关系获得不等式的，下面用代数的思想，利用不等式的性质直接推导这个不等式。
方法一：作差比较或由基本不等式的教学设计展开证明。
方法二：分析法
要证
只要证2
要证,只要证2
要证,只要证
显然,是成立的。当且仅当a=b时,中的等号成立。
4.理解升华
1)文字语言叙述：
两个正数的算术平均数不小于它们的几何平均数。
2)符号语言叙述：
若，则有，当且仅当a=b时，。
[问题7]怎样理解“当且仅当”?(学生小组讨论，交流看法，师生总结)
“当且仅当a=b时，等号成立”的含义是：
当a=b时，取等号，即;
仅当a=b时，取等号，即。
3)探究基本不等式的几何意义：
基本不等式的教学设计借助初中阶段学生熟知的几何图形，引导学生探究不等式的几何解释，通过数形结合，赋予不等式几何直观。进一步领悟不等式中等号成立的条件。
如图：AB是圆的直径，点C是AB上一点，
CD⊥AB，AC=a,CB=b，
[问题8]你能利用这个图形得出基本不等式的几何解释吗?
(教师演示，学生直观感觉)
易证RtACDRtDCB，那么CD2=CA·CB
即CD=.
这个圆的半径为，显然，它大于或等于CD，即，其中当且仅当点C与圆心重合，即a=b时，等号成立.
因此：基本不等式几何意义可认为是：在同一半圆中，半径不小于半弦(直径是最长的弦);或者认为是，直角三角形斜边的一半不小于斜边上的高.
4)联想数列的知识理解基本不等式
从形的角度来看，基本不等式具有特定的几何意义;从数的角度来看，基本不等式揭示了“和”与“积”这两种结构间的不等关系.
[问题9]回忆一下你所学的知识中，有哪些地方出现过“和”与“积”的结构?
归纳得出:
均值不等式的代数解释为:两个正数的等差中项不小它们的等比中项.
基本不等式的教学设计(四)体会新知，迁移应用
例1：(1)设均为正数，证明不等式：基本不等式的教学设计
(2)如图：AB是圆的直径，点C是AB上一点，设AC=a,CB=b，
，过作交于，你能利用这个图形得出这个不等式的一种几何解释吗?
设计意图：以上例题是根据基本不等式的使用条件中的难点和关键处设置的，目的是利用学生原有的平面几何知识，进一步领悟到不等式成立的条件，及当且仅当时，等号成立。这里完全放手让学生自主探究，老师指导，师生归纳总结。
篇6：人教版高二（上）Unit 1-10 全套教案
高二（上）教案
Unit 1
A brief of Stephen Hawking
Stephen Hawking ; born , 1942 Oxford,England.
High School: St Albans School
College: Oxford University
Cambridge University: Do research
Incurable Disease; motorneuron (肌萎缩性侧索硬化症) wheelchair; a computer system made great contributions in physics
Scanning
Why did Stephen Hawking need a PhD?
When did Hawking become famous ?
When did Hawking visit Beijing ?
True or false statements:
1.Hawking was told that he had an incurable disease when he was just 21 years old. T
2.Finally Hawking had to give up PhD and his research
3.He and Roger Penrose made new discoveries about the Big Bang and black holes. T
4.“A Brief History of Time” is too difficult for people to understand.
5.Science is about true facts that never change.
6.When Hawking gives lectures, he always speaks through a computer.
Choice
1. Which of the following best express the main idea of the passage? ______ d
A. Hawking is famous for his new discoveries.
B. People should come to terms with their fate.
C. A scientific theory is always wrong.
D. Anyone with great determination will achieve his success.
2. Hawking became famous in the early 1970s because _____. D
A. he was disabled B. he was a PhD
C. he was sitting in a famous chair D. he made new discoveries about universe
3. According to the passage, what does “an American accent” mean? ______ C
A. Hawking’s accent. B. Hawking’s voice.
C. Sounds translated by computer. D. Accent of some British people.
4. From the passage, we can infer that _____. D
A. Hawking got married to Jane Wilde before he fell ill B. science is always true
C. Hawking is an American D. great scientists always want to know more
Questions
1. What did Steven Hawking do when he was told that he had an incurable disease?
2. How would most people feel when they were told that they had incurable diseases and may not live long?
3. What did Hawking do when visiting China?
4. What did Hawking write in 1988? And what did he explain in the book?
5. According to Professor Hawking, how do people misunderstand science?
6. What is that Hawking does not like about his speech computer?
7. What are the basic steps of the scientific method?
Discussion
How can we grow rice where there is little water?(using the scientific method )
Integrating skills
What’s the characteristic of Galileo Galilei?
Curious creative
Why could Stephen Hawking make contributions to science work? Want to know more
What can be described as the ability to use knowledge? Creativity
Read for the information to complete the table:
Scientists How they make a difference Characteristics
Stephen Hawking Always want to know more;
Never satisfied with a simple answer… Curious
Galileo Galilei Used a microscope and telescope… Curious Believe in what you do
the earth moves around the sun
Zhang Heng Built a model…show how the
position of the stars changed…. Creative..imagination,believe in what you do
Invented seismograph
Unit 2
Step1 Lead in
Do you know what they are?
And do you know how they are made?
Step 2 Pre-reading
The text below is about reporters and newspapers. Look at the title and the pictures. Try to guess which of the following questions the text will answer.
_____ How does a reporter decide what to write?
_____ How much does a newspaper cost?
_____ Why do people read newspapers?
_____ How do newspapers report what happens?
_____ Where do people read newspapers?
_____ How do newspapers help us understand the world?
Topic sentence :Newspapers and other media do more than simply record what happens
How do you decide what you are going to write?
Zhu lin: Before …, discuss … editor…listens, suggests… ( long ＆ important ) …tell…develop Editor’s job----keep …balanced ＆ interesting
Chen ying: …done…before starting; begin by contacting…questions interviewing, how ---ask, get…to talk…After…present….,make sure----reflects…
Which of the articles that you have written do you like best?
Chen Ying: About the efforts Contact museums ＆ interview experts Because …news ＆ story
Zhu Lin : …about an ordinary young woman who…adapt to…life because …with real passion; realize…unique
Topic sentence: The media can often help solve problems and draw attention to situations where help is needed.
Step 3 Careful reading
Now please read the text carefully and try to find out the answers to the following questions.
1.Who were asked to be interviewed?
2.Whom does a reporter have to discuss with before he/she decides what to write? And what is the person’s job?
3.Is interviewing someone difficult? What must a reporter know?
4.Which of the articles that they have written do they like best? Why?
5.What could they write about if they could write any article? Why?
6.What is the basic task for a reporter?
7.What result can TV programmes and printed articles bring to us?
Post reading
1.Which of the Pre-reading questions are answered in the text?
2. If you were a reporter, what would you like to write about?
3. It is important to be a critical reader. How would you “read” the following media messages?
True or false
1.Newspaper and other media just record what happens.
2.The reporter has to discuss with the editor before he/she decides what to write. T
3.Much has been done before the reporter starts writing. T
4.Chen Ying’s favourite story is about an ordinary young woman.
5.The media can often help solve problems and draw attention to situations where help is needed. T
Discussion:
Do you believe these media ?
Unit 3
Scanning
1.When was Modernism invented?
2.Who invented Modernism?
A group of architects who wanted to change society with building that went against people’s feeling of beauty
3.Why did they invent Modernism?
Modernism … in the 1920s by …who …
that went against people’s feeling of beauty. They wanted their buildings…to look natural.
Skimming
Sum up the main idea of the text:
Paragraph 1 Architecture looks at the man-made living environment.
Paragraph 2 Modernism
Paragraph 3 Modern architecture
Paragraph 4 Though modern buildings impress us, they seem hard and unfriendly.
Paragraph 5 Ancient architecture shows us many beautiful buildings.
Paragraph 6 Antonio Gaudi was an architect inspired by nature.
Paragraph 7 There are other modern architecture inspired from nature
Paragraph 8 The new Olympic Stadium.
Part 1(1 para.) Architecture looks at the man-made living environment.
Part 2(2-4 para.) Modernism and modern buildings
Part 3(5 para.) Ancient architecture
Part 4(6-8 para.) Some modern architecture takes examples from nature.
Part 1: Every great culture in the past had its own ideas expressed in art and architecture.
Part 2 How and when modernism came into being?
Part 3: The difference between traditional and modern…, and why ancient architecture…
Part 4: Examples of famous architects and great buildings that take examples from nature.
Answer the following questions
1.Who is Antonio Gaudi?
He is a modern architect. His Building are full of fantastic Colors and shapes and he likes to use some natural materials.
2.Who is Lloyd Wright ?
He is a modern architect, and build an art museum in New York. He was inspired by Japanese seashells.
3. What the materials of modern architecture and the ancient architecture?
Careful reading
1. Every great culture has the same styles for buildings, streets, squares and parks
2. Modernism wants the buildings constructed in a way to look natural.
3. Earth, stone, brick and wood are used in modern architecture.
4. Compared with ancient architecture, modern architecture stands much closer to nature.
5. Both the works of Antonio Gaudi and Frank Lloyd Wright take examples from nature. T
6. The Olympic Stadium in Beijing looks warm and friendly . T
Compare ancient architecture with modern architecture
Shape material feeling example
ancient architecture Nature does not earth,stone, beautiful Taihe Dian
have any straight lines. brick,wood natural the Temple of heaven
Cathedral
modern.. Huge,like boxes with flat steel, glass,
roofs,sharp corners and concrete, hard and Most of modern buildings
glass walls unfriendly look the same
Post reading
Answer the questions on Page20: What do the words in bold refer to?
You do not feel invited to enter them modern buildings
Antonio Gaudi, a Spanish architect, was the first to understand that.
Nature doesn’t have any straight lines.
He only wanted natural materials, such as stone, brick and wood to be used and many parts of his building. Antonio Gaudi’s
Scan the text and find two architects whose work was inspired by nature. What inspired them.
Antonio Gaudi: eyes, bones, fish and a dragon
Frank Lloyd Wright: Japanese seashells
Answer the following question
1.Which two architects were inspired by nature when they designed?
Antonio Gaudi and Frank Lloyd
2. Into which two groups can we divide those materials mentioned in the text?
Traditional materials and modern materials.
Discussion
What’s your feeling about the design of the 2008 Olympic Stadium in Beijing?
Share your design for the 2008 Olympics!!
Unit 4
Scanning
Scan the text and answer the questions.
1.Whose poetry reminds us of Su Dongpo?
John Donne reminds readers of Su Dongpo.
2.Whose poetry reminds Chinese readers of Du Fu or Li Bai?
Wordsworth, Byron, and Keats remind readers of Du Fu and Li Bai.
3.Can you name some famous Chinese poets?
Li Bai, Du Fu, Wang Wei, Bai Juyi etc.
4.Write down 5 key words that you would expect to find in a text about poetry.
Poem, poet, rhyme, style, image (literature, language, form, line)
Fast-reading
Questions
1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
William Wordsworth
George Gordon Byron John Donne
John Keats
Careful-Reading
Para. 1 The characters of poetry.
Para. 2 Chinese ancient poets and poetry.
Para. 3 Early English poets.
Para. 4 English poets of the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 Why more people are interested in English poetry.
Divide the text into 4 parts
Part 1 Para 1 Brief introduction to poetry
Part 2 Para 2 Chinese poetry and poets
Part 3 Para3,4.5 History of English poetry
Part 4 Para 6,7 Poems can be bridges between the east and the west
Choose the best answer
1.Modern English came into being from about the middle of the ____ century. A
A.16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poems by ____. C
A.Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo
3. Byron’s “Isles of Greece” is an example of _____. B
A. a sonnet B. romantic poetry C. nature poetry D. modern poetry
4. The wider public in Cina discovered English poetry at the beginning of the _____ century. D
A.17th B. 18th C. 19th. D. 20th
5. The advantage of reading English poetry in Chinese translation is ____. D
A.that you have more advice B. that something of the spirit is lost
C. that you understand it better D. that you learn how to express yourself in new ways
True or False
1.The wider public in China discovered English poetry at the beginning of the 19th century. F
2. Modern English came into being from about the end of the 17th century.
3. The advantage of reading English poetry in Chinese translation is that you understand it better.
Further-understanding
1. When did modern English start ?
Modern English started around the Time of William Shakespeare,towards the end of the sixteenth century .
2. Why do modern poets have their special attraction?
Because they stand closest to us both in the language and images they use .
3. When did Chinese readers start reading more foreign poetry?
Towards the end of the nineteenth century Chinese readers started reading more foreign poetry .
4. What are the differences between poetry and other forms of literature?
① Poetry plays with sounds, words and grammar
② Poetry is difficult to write,but interesting to read
③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.
Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…
------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poets
Para. 7 They can help us to understand each other better,…------poems and literature
Discussion
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life.
2. Poems help us to understand life, virtues, beauty and romance…
3. Poems make us know, we are here,we can make our life and the world more colorful!
Unit 5
Lead-in
1.What places are they?
River Thames Oxford university British Museum Thames and Big Ben London Bridge
Listen to the tape and answer the following questions.
1.How countries is the Great Britain made up of?
Three,England,Scotland and Wales.
2.Is there much rain in the Britain Isles?
Yes,there is much rain
3.When did England and Wales make up the Union? 1536.
4.What is the warmest months in the British Isles? July and August
Skimming:
Skim the text and find out the top sentences for each paragraph.
Para. 1: The idea that England stands for Fish&Chips, the Speakers’ corner and the Tower of London is past. (Idea)
Para 2: The British Isles is a group of islands that lies off the west coast of Europe. (Geography)
Para 3: The climate of the British Isles is mild with a lot of rain. (Climate)
Para 4: The culture of the people in the British Isles has received many influences from the European mainland. (Culture)
Para 5: In 1066, all of Great Britain and Ireland was run over by the French. (French influence)
Para 6: The United Kingdom has a long history. (History)
Para 7: In modern times, people throughout the British Isles speak English. (Language)
Read the passage carefully and decide whether the following sentences are true or false:
( )1.Many people around the world study English, and they know a lot about British culture.
( ) 2.Great Britain is made up of four countries.
( T ) 3.The island of Britain is separated from France by the English Channel.
( ) 4.Scotland is colder throughout the year, but receives less rain.
( T ) 5.People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( T ) 6.The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Scanning:
Read for details and fill in the form:
Headings Details
Idea Fact unknown: Made up of three kingdoms
Cultural diversity: Different country, common language
Geography Position of Britain: Off the west coast
England: In the east
Scotland: In the north
Wales: In the west
Position of Ireland: West of Britain
Position of the Isle of Man: In the Irish Sea/ between Britain and Ireland
Position of the Channel Islands Southeast of Britain
Climate The British Isles: mild
The Channel Isles: Warmer and sunnier
Scotland: cold
England and Wales: Rains a lot
Culture Influenced by the European mainland
French Influence The reason why many English words end up with French words: ruled by French in 1066
History 1536: England and Wales formed the Union
1707: Scotland joined the union
Ireland used to be: Part of the UK
And now is: An independent republic
Northern Ireland: Part of UK
The Isle of Man and Channel Islands: Ruled by the King of England
Language English, Welsh, Scottish, Gaelic and Irish
Scan the text and answer the following questions
1.What are the most important facts about the United Kingdom?
The United Kingdom is made up of four parts. They are England, Scotland, Wales and Northern Ireland.
2.Which countries make up the British Isles?
Great Britain, Ireland, the Channel Islands and Isle of Man.
3.What are the most important facts about Ireland?
Ireland is a large island in Europe. Northern Ireland is part of the UK. while the rest makes up the Republic of Ireland.
Questions
1. What is the UK?
The UK is really a nation of different countries held together by a common language and culture.
2.What’s the weather in the British Isles like?
The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.
3. From where did the culture of the people in the British Isles receive many influence?
The European mainland
4. Who ran over the Great Britain in1066? What’s the result of French influence?
The French. The result was that there were many French words in the English language.
5. Which are the first two countries that joined in the UK?
England and Wales.
6. What do people throughout the British Isles speak now? English
Unit 6
What are mentioned in the article?
Travel online shopping Smart credit cards education health medical science sports
Pre-reading
Scan the text to find out in which paragraph you can find answers to the questions.
1.How will people shop in the future? Para 3
2.How will people travel in the future? Para 2
3.What will schools be like in the future? Para 5
4.What will the future be like in generals? Para 1、6
Transportation
1.Compared with the past, what is the most important thing in future transportation?
No pollution is the most important thing.
2.Why will the maglev train be popular in the future?
Maglev train Environmentally friendly
energy –saving
Amazing speed---430 km/h
Controlled by an advanced computer system.
Health and medicine
What makes it possible for people to enjoy a longer life?
People will pay attention to ….
People are careful about….
Advances in medical science allow us….
New discoveries in …and … may lead to….
Education and knowledge
1.How will the schools of the future be different from what they are today?
There may be more “schools on the air” and “e-schools”.
2.How will the way we view learning and knowledge change?
We will become lifelong learners
Conlusion
What should we do to make sure we will have a bright future?
If we learn to accept and appreciate what is new and different. We will be well-prepared for whatever the future may have in store.
Main idea of each paragraph
Para.1 . Computers are already being used in agriculture and industry.
Para. 2. People will also use computers more and more in their personal lives.
Para. 3. It’s possible that people will work at home.
Para.4.Computers will be used more and more in transport.
Para. 5.Space travel will become much cheaper
Para. 6.In the fields of education, health and research,computers will continue to play an important part.
Main idea of two parts
Part 1: The prediction of the life in the future.
Part2: Future transportation/ education/business/ health and medicine
True or false
1. Public transportation is already well developed in most areas of China.
2. Scientists are developing new fuels and engines that are environmentally friendly. T
3. People can combine shopping with fun in the future. T
4. E-commerce will not be so popular as it is not very safe.
5.We will still prefer using cash instead of cards in the future.
6. In the future distance education will play an important part. T
1.What is one way to catch a glimpse of the future ?
One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.
2.What’s the advantage of on-line shopping?
For companies, the internet makes it easier to keep in touch with customers and companies in other countries.
For people , shopping is no longer a necessity but a form of entertainment combining shopping with fun .
3.What kinds of schools will be there in the future?Why are they useful？
They are “schools on the air” and “e-schools”.
Because people can study whenever they have time and wherever they may be and , what’s more, they will become lifelong learners.
Post-reading
Advantages disadvantages
future transportation clean, fast, safe, without pollution high cost, expensive
online shopping convenient saving time no insurance of quality
future life longer and healthier
e-schools Interesting, convenient, saving time no face-to-face coach
Summary
Fields What will be used? Results
Transportation New technology ;new fuels and engines Cleaner, faster and safer.
Business E-commerce;mall; smart cards. Convenient, fun.
Health and medicine Healthy diet ; exercising regularly; Enjoy a longer and healthier life;
advances in medical science. remain active
Education and E-schools; distance education Can study at home; lifelong learners.
Knowledge
Note-making
AREA USE
Farms control the growing conditions of plants
Banks change money ;pay bills
Houses central computer to control heating and hot water recognize some’s voice
Transport work out the best distance between trains operate trains
Education Store texts
Unit 7
Step1 : Leading-in
They are all living with HIV
Step 2: Skimming
1.In what ways does AIDS spread?
AIDS, which is caused by HIV, can be transmitted via unprotected sex, infected blood transfusion or through birth.
2.How many children were infected in the world in ?
As a result, 3.2 million children were infected in 2002.
Step 3 Intensive Reading
Find out the main points of each part
Para.1 Xiaohua is a person living with AIDS
Para2 what is AIDS.
Para.3 How do people get AIDS
Para.4 Many children become infected with AIDS.
Para.5 Since there is little hope for Xiaohua, she decides to use the limited time to do something to help others.
Para.6 &7 xiaohua helps AIDS patients and tries to change people’s attitude to them.
Part1 Para.1
Part 2 Para.2
Part 3 para.3
Part 4 Para.4
Part 5 Para.5,6,7 How does a person live with Aids and how do others deal with a person living with AIDS?
Main idea:
This passage mainly tells us what we should do toward AIDS and Aids patients
Step 4 Scanning
Please read the text carefully again and add more questions to your list.
1.What kind of disease is AIDS?
AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illness.
2.Where is the disease spreading faster?And why?
In Africa and parts of Asia,Mainly because of a lack of proper health care,prevention and education
3.Which kind of people suffers the most? The young.
4.What did Xiao Hua decide to do after she know she got AIDS?
She decided to use the limited time she has left to do something to help others.
5.Is the disease the only thing that AIDS patients have to suffer from?
No,they also have to deal with people’s fear of the disease
6.What is the best way to show you care about AIDS patients?
Giving an AIDS patients a hug.
Step 5: Listening and reading
1.People will die immediately after they get AIDS.
2. Xiao Hua has hardly any hope to survive. T
3. In 2002, 3.2 million children in the world were infected with HIV. T
4. We should avoid any contact with AIDS patients.
5. Xiaohua’s life won’t be as long as her classmates’ so she is unhappy.
6. Giving an AIDS patient a hug is the best way to show that you care him / her. T
Step 6 Post-reading
1.Find out the difference between AIDS and HIV.
HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. People get AIDS after having been infected with HIV virus.
2. How should we act towards people who have HIV / AIDS? What can we do to help them?
We should be helpful ,friendly and understanding .We can help them by learning more about the disease and by treating them as normal people.
Uni 8
Step 1 Lead-in
1.What should you do if you find a person whose leg is bleeding? Why?
2.What would you do if a person has drunk poison by mistake? Why?
Step 2 Skim the text and complete the table
Letter Represent Meaning
D Danger The accident scene is no longer dangerous
R Response To know that he/she is conscious and can breathe.
A Airway To make sure a person’s airway is open and it is easy to breathe.
B Breathing To start the person who is not breathing at once, using mouth-to-mouth method.
C Circulating Make sure the person’s blood is circulating by looking for color, coughing and eye movement.
Step 3 Fast- reading
What’s the topic of the paragraphs ?
Para. 1. First aid is very important
Para. 2 The most important is to stay calm.
Para. 3-4 When 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.
Step 4 Scanning
1). Is it vital to learn some knowledge about first aid? Why?
Yes, because seconds count in an emergency, and knowing what to do can mean the difference and death.
2). What is the most important thing to bear in mind when you are confronted with an emergency? And for what reason?
We must stay calm, for only in this way will we be able to consider what to do and make better decisions.
3). What is a correct way of placing a body so that the airway is clear and it is easy to breathe?
(Answers on Page 60.)
a…
b…
c…
Step 5 Listen to the tape and answer the question.
Para. 1 First aid is very important
Why is first aid important in our daily life ?
Para. 2 What is the most important thing to remember when dealing with an emergency ?
Para. 3-4 What do the hospitals recommend ?
What do the letters DR ABC stand for ?
What are three important things?
1.Check that the person can breathe.
2.If the person is not breathing, you must try to start his breathing at once.
3.If the person is bleeding badly, you must try to stop the bleeding.
Para. 5 What should we do when we have checked the DR ABC ?
Para. 6 Can we do first aid correctly after reading this passage?
Step 6 Comprehension
1. By saying “ Seconds count in an emergency, ” the writer means ________.
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 ?
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_______.
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?
A. DR ABC should be remembered
B. Remembering the letters DR ABC is enough forfirst 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 _________.
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
Step 7 True or false
1. We can do nothing but call an ambulance or the police when someone is hurt.
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.
4. If the person is not breathing , we must start her breathing in ten minutes.
5. If a person is bleeding, make sure that the airway is clear and it is easy to breathe.
6. When the accident happens, go to save the wounded people immediately.
Step 8 Post-reading
Look at the pictures on Page60. Use what you have learnt from the text to explain what the people are
doing in the pictures.
Picture 1
The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.
Picture 2
If a person is not breathing, we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.
Picture 3
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.
Step 9 Retelling
Retell something about DR ABC according to the table in pairs.
Step 10 Group discussion
What are some of the most important things to do at the scene of an accident?
Firstly, we should keep calm, make better decisions and call an ambulance or the police.
Secondly, we should check the DR ABC and then give first aid if we know how to do it.
Thirdly, we should put the person in the recovery position and make sure that the airway is clear and it is easy to breathe.
Finally, we should cover the person with a blanket or a jacket to help him or her stay calm, stay with him or her and wait for the ambulance.
Unit 9
skimming
When and where was the first Earth Summit held? What did they do then?
It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.
step1. Fast reading
Try to find the main idea of each Para.Match them.
Para.1 A brief introduction to 1972,2002 Earth Summits.
Para2 The big three and the results caused by them
Para.3 The responsibilities of the richer countries
Para.4 How to save the earth
Para.5 Small changes make big difference
Para.6 Sts’ better understanding of he environment and their willingness to act are important
Para.7 One of the solutions to the problems---education
Listening
1. Listen to Para 1 and find one of the main themes of the summit.
Sustainable development
2. Listen to Para 2& 3 and find what topics are talked about by the speakers.
1)What are “The Big Three”?
Contaminated drinking water
Poor sanitation Air pollution
2) Poverty, War, Violence
What’s the present problem with the global development?
Richer people get richer while the poor get poorer.
3.What should rich counties do to solve this problem?
Rich countries have a responsibility towards poor countries and must do whatever they can to help others.
Scan the text and see which of the following best express the main idea of the passage? C
A．Different countries have different opinions about development.
B．Equality and fairness are badly needed in the today’s world.
C．The Earth Summit, a way to save the earth.
D．Sustainable development, the future for the world.
1.“Sustainable development ” was brought forth _______. B
A. at the Stockholm Summit B. at the Johannesburg Earth Summit
C. by the World Health Organization D. by China's former Premier Zhu Rongji
2. Which of the following is the main cause of millions of deaths in rural areas ? C
A. Lack of drinking water B. Poor sanitation
C. Air pollution D. Freezing cold
3. Which is the best way to make developing countries prosper ? D
A. Holding conferences like the Earth Summit
B. Richer countries offer much help
C. A better understanding of the environment
D. International cooperation
4. Which of the following best expresses the main idea of the passage ? C
A. Different countries have different opinions about development
B. Equality and fairness are badly needed in the today's world
C. The Earth Summit , a way to save the earth
D. Sustainable development , the future for the world
5. Which of the following statements is true according to the passage ? D
A.The Earth Summit was once of great help to China
B. The Earth Summit is the best way to solve all kinds of problems
C. Without poverty , war or violence we can develop the world successfully
D. Our willingness to take action is necessary for the protection of our environment
Compare with your partner and decide what you think each part of the text will be about
Introduction (para 1) Introduction of the Earth Summit
Body (para 2-6) Major problems facing the world
Conclusion (para 7) What we can do to solve the problem
Introduction (Para 1)
Fill in the form
The Earth Summit
Time Place Theme
1972 Stockholm The Human Environment
2002 Johannesburg Sustainable Development
Step2.Read the text carefully.
Para.1 Read it quickly,and answer the questions.
In 2002, the Earth Summit was held in Johannesburg in
South Africa. One of the main themes of the summit was Sustainable development
What does “sustainable development” mean? D
A.Developing the nature. B.Developing economy.
C.Taking better care of the earth. D.Developing the world without damaging the environment
Para2. Listen to the tape .
What does the “big three” refer to?
Contaminated drinking water, poor sanitation, air pollution.
Try to find these sentences true or false.
The three big killers in the world are poverty, war, and violence.
Air pollution is a big problem only in rural areas,especially in developing countries.
20% of the people on earth have no clean drinking water.
Read Para.4---Para.6. Do the following exercises.
1.What one of the visitors said shows that____. C
A.There exist serious problems at present.
B.It is difficult to save the earth.
C.The earth summits make people understand the environment.
D.All of us have realized the importance of protecting the environment.
2.What’s the earth summit? C
A.It’s a place to find problems.
B. It’s a place to discuss how to develop economy.
C.It’s a place to find solutions to how to develop without damaging the environment
1.Which of the following statements is not true according to the passage? B
A. Farmers are increasing the numbers of their cattle.
B. Farmers are limiting the numbers of their cattle.
C. Heavy rains and strong winds are destroying the valuable soil.
D.Fewer trees are left to hold the soil in place on the hillside.
2.Air pollution doesn't cause _______. D
A. the destroying of forests B. the killing of fish in lakes
C. illnesses and injuries to people D. the spreading of clouds of radiation
3.What is the possible reason why the Mediterranean can’t clean itself? D
A.One quarter of the shores are polluted. B. A lot of diseases are present in the water.
C. It lies between Europe and Africa. D. It has only one narrow entrance to the ocean.
4. The 1st part of the passage is mainly about ________. A
A. the reasons why the area of desert is growing
B. the numbers of cattle farmers should keep
C. the valuable soil strong winds blow away
D. the damage rains and winds bring about
5. If people change their habits, pollution _______. B
A. can be completely stopped B. will become less and less
C. can do less damage to people D.will do no harm to people
6. According to the text _________ are the worst enemy of nature. B
A. cattle B. humans C. deserts D. chemicals
Now, please read the passage carefully. You should pay attention to some detailed information in the passage . After that .Please answer these questions.
1 .What are the “big three”?
The “big three” refers to contaminated drinking water, poor sanitation and air pollution.
2 . Why are conferences like the Earth Summit important?
Because they help people understand that there exist serious problems and that there’s still time to take action. They can tell us what we can do to help, too.
3 .What issues are discussed at the Earth Summit?
Contaminated drinking water, poor sanitation, air pollution, poverty, wars and violence.
4．What is the key to the problem according to the text? Why?
Education 1. To build a better society and put an end to the death and suffering caused by the big three
2. To wipe out much of the poverty.
3. To see less violence and fewer wars.
summary
Accidents I. Time : 1986
Place : at a nuclear power station in Russia
Results : 125,000 die
Accidents II Time : 1984
Place : at a factory in the town of Bhopal in India
Results : 2500 be killed; many lose sight
Fact causes results
Earth desert grow every year cattle ; trees be cut down have less farm land
Air be polluted; chemical rain smoke from; accidents forests be destroyed; fish be killed ;
do harm to people
water be polluted; diseases waste from ; accidents living things be killed ; have less
drinking water ; nowhere to swim
Discussion
If you are one of the representatives at the Earth Summit, What proposal will you offer to solve the problems on the earth?
Unit 10
Step 1 Lead in
1.What’s the weather like today?
2.Do you often care about the weather?
3.How do you hear about it?
4.Have you ever heard of typhoon?
5.What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm roaring thunder
Also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.
6. What will you feel in such kind of weather?
frightened, scared, terrible, happy (why?)
7. What about the hurricane? Have you everheard about it?
8. What about volcano?
9. Look at the picture. Find out as much as you can to describe it.
Eruption lava
10. How is a volcano formed?
The rocks under the earth becomes hotter and hotter and erupted from the mountain.
11. Where is the most possible place that a volcano may erupt? Near the oceans
12. Do you know how a volcano works,if you do, describe it?
Gas vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid bits of rock and volcanic ash, etc.
Liquid lava
Step 2 Pre reading
the town of Pompeii (relics) two thousand years ago 18 hours
Skimming
Main idea of each part:
Para.1 General introduction to the letter.
Para.2 When and where the volcano erupted?
Para.3-6 What Pliny did when the volcano erupted?
Para.7 Conclusion to the letter.
Decide whether the following sentences are true or false.
1.A volcano erupted on the 24th of August in 79 BC in southern Italy.
2.My uncle planned to save his friend’s wife Rectina.
3.My uncle went to rescue Pompy after saving Rectina. T
4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
5.They decided to try the open air instead of staying in the house. T
6.It was night when the volcano erupted
Divide the text into several parts and tell the main idea of each part.
Step 3 While reading
Scan the text and answer the following questions.
1.What did Tacitus ask the author to do?
Ask him to write him sth about the death of his uncle Pliny.
2.From whom was the letter which the author’s uncle brought?
From his friend’s wife Rectina.
3.Where was Rectina’s house?
At the foot of Vesuvius.
4 What did the captain urge the author’s uncle to do?
He urged the author’s uncle to turn back.
5 Why did the author’s uncle ask to be taken to the baths?
Because he wanted to help the other to calm down.
6 When was the author’s uncle’s body found?
When daylight came again two days after he died.
7.What is described in the following passage?
The eruption of the volcano called Mount Vesuvius.
8.When and where did it happen?
On the 24th of August in 79 AD in southern Italy.
9.Who is the writer of the letter?
Pliny, the younger.( The author of the letter is Pliny’s nephew.)
Read the text carefully & fill in the following form.
Date: On the 24th of August in 79 AD in southern Italy.
What happened: The eruption of the volcano called Mount Vesuvius.
First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.
Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.
Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people
Finally My uncle wanted to get out of the danger but failed. He was dead.
Arrange the following statements according to the right order.
1.He decided to rescue his friend Pompy.
2.Some people watched an unusual cloud rising from a mountain.
3.Rectina begged him to save her.
4.He ordered a boat made ready.
5.Two slaves helped him stand up and immediately he fell down dead.
6.He bathed and had dinner.
7.A rain of rocks was coming down.
2 4 3 1 6 7 5
Read the text again and explain what the words in bold refer to.
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
The eruption of Mount Vesuvius
Time What happened
on the 24th of Aug. in 79AD, between 2 & 3p.m. a cloud rose from the mountain
afterwards some of the cloud was white and dark
after dinner broad sheets of flame were lighting up many parts of Vesuvius
the next day shower of rock, darkness
This passage mainly tells us________. C
A To tell sth about Volcano happening in 79AD
B To tell sth about the death of Uncle Pliny
C To help Tacitus to recall what happened to Uncle Pliny
D To be in memory of Uncle Pliny
篇7：人教版高三英语5-8单元教案[全套]
Unit 5 Getting the message
Reading:
Look at the pictures on page37 and fill in the chart
Items
Ad 1
Ad 2
Ad 3
The products they persuade you to buy
Advanced electronic roducts
Shampoo
Soft drinks
How to persuade
By using abstract design, slogan and pictures
By using wonderful pictures ,slogan and realistic products
By using wonderful pictures, slogan and products
The message each ad gives
High quality,
Help customers to succeed
Create beauty,bring happiness and love to customers
Help athletes to refresh themselves.
How is the information conveyed
Pictures, slogan, spokesman
Products,slogan, pictures
Pictures,slogan, products
Words related to advertising
advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to
Pre-reading
Collect advantages and disadvantages of advertisements from the students
Advantages Disadvantages
Provide information Mislead customers
Increase sales Give false or incorrect information
Make the public aware of social problem Raise the price of products
…
1.the first form of advertising : in Greece and Egypt around 1500 B.C.
2.the first printed advertisement: in London 1477
3.the first commercials on radio: about 1920
4.the first commercial on TV: after World War 2
Reading Find out the main idea for each paragraph
Pa1: Ads are found almost everywhere
Pa2: People react to advertisements in different ways.
Pa3: The basic principle of advertisements is to influence customers’ choices.
Pa4: Ads help companies and customers n a variety of ways.
Pa5: the most important function of advertising is to introduce new products.
Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.
Pa7: Customers should be careful of illegal ads.
Pa8: Customers should learn to protect themselves from false ads and make smart choices.
Answer the following questions
Fast reading
1.What is people’s reaction to ads.? P2
2.What is the basic principle of advertising? P3
3.What is the most important function of ads? P5
4.what’s the advantage of good ads? P8
Careful reading
1.Why is advertising popular?
2.How does advertising help consumers and companies?
3.What is the basic principle behind advertisements?
4.Why do advertisers often have to work hard to attract people’s attention?
5.What is a “bait-and-switch” a?
6.How can we protect ourselves from misleading ads?
Choose the best answers:
1.The word “advertising” means to make a product known to . D
A managers through broadcast B leaders by radios
C firms by printed notices D people in various ways.
2.One advantage of advertising is that it helps . A
A increase product sales B make a product more expensive
C increase production D reduce the costs of a product
3.Advertising is a highly developed . B
A information B industry C trade D science
4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B
A followed up B gone hand in hand C gone behind D taken place
5. The best chance to reach customers is to . C
A sell them the product B sell them what money can not buy: love, happiness and success.
C appeal to their emotions D reduce the price of the products.
6．The development of media has gone hand hand the development of advertising. C
A. by; by B. by; with C. in; with D. in; by
8.People react to advertisements in different ways.Because . 答案：A
A. ads are useful and entertaining to some people while annoying to others
B. ads are useful and entertaining C. ads are annoying
D.ads are not only useful and entertaining but annoying
9.When we buy an expensive product, can help us make the right decision. 答案：B
A. sellers B. ads C. our friends D. defenders
10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D
A. all ads are used to promote a product or to increase a company’s profits
B. few ads are used to promote a product or to increase a company’s profits
C. no ads are used to promote a product or to increase a company’s profits
D. all ads are not used to promote a product or to increase a company’s profits
11.In order not to become easy target for ad makers, we must . 答案：A
A. distinguish between fiction and facts B. watch TV more often
C. believe all the ads D. never believe any ads
12.The best chance to reach customers for the advertisers is to . 答案：A
A. appeal to their emotions B. make interesting pictures
C. give customers proper prices D. send messages to customers
13.Paragraph 4 is mainly about . 答案：C
A. ads must increase the production B. ads must reduce the price of the production
C. ads must help companies and customers D. ads must make a product more expensive
14.Which sentence tells us the main idea of Paragraph 5? 答案：C
A. The most important function of advertising is to introduce the prices of the products.
B. The most important function of advertising is to introduce the types of the products.
C. The most important function of advertising is to introduce new products.
D. The most important function of advertising is to introduce the company where the products come from.
15.Why is advertising popular? 答案：C
A. Because ads are found in newspapers. B. Because ads are found on the Internet.
C. Because ads are found on TV. D. Because ads are found everywhere.
16.We can infer from the last sentence of the text that . 答案：C
A. we must learn to believe ads B. we must learn to accept ads
C. we must learn to analyse ads D. we must learn to accuse ads
T or F
1.People react to advertisements in different ways.( )
2.The basic principle of advertising is fairly difficult.( )
3.Since an increase in sales means an increase in production, the price may be increased, too. ( )
4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )
5.Perhaps the most important function of advertising is to increase a company’s profits. ( )
6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )
7.All ads are not used to promote a product or to increase a company’s profits.( )
Difficult sentences
1.The development of radio ,television and other media has gone hand in hand with the development.
2.Customers see so many ads every day that advertisers must work hard to get their message across.
3.The best chance to reach customers is to appeal to their emotions.
4.First of all ,we should always keep an eye out for “hidden information”.
Integrating skills
Fill in the blanks for the revision
Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.
People react to ads in different ways. Some think ads are useful and help consumers
make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.
Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware
of their social problems and policies.
Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.
II Lead-in
1 what product do they persuade you to buy?
2 what information about product can you get?
3 How is the information conveyed?
4 What are the skills of making good ads?
III Reading
1 How do the ad-makers create a positive image of the product they are promoting?
2 How do ad-makers choose a name for the product?
3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?
4 How are the ads presented ?
How to create a positive image of the product
Choose the words and brand names --- tell the consumer about the advantages of the product ---choose a funny name（use a well-known word--- choose names from old stories--- invent a new word ）
A good slogan（ should be catchy --- easy to remember --- convey a message）
Ads are started with a puzzle or question And presented in a humorous way
1.in order to 为的是;目的在于
2.take …into consideration 考虑某事物
3.compare…with… 把……与……比较(对比)
4.complain about 对某人与某物抱怨
5.in charge of… 负责;处于控制或支配的地位
6.hand in hand 手拉手;密切关联的
7.with the develop of 随着……发展
8.on the other hand 另一方面
9.get… across 传播或为人理解
10.instead of 代替(后面接名词代词动名词或介词短语)
11.appeal to 呼吁;上诉;投合(兴趣或心愿)
12.armed with用…… 做准备;备有
13.make sb. aware of 使人明白;觉察;意识到
14.keep an eye out for 留心或注意到某人或某事物
15.protect…from… 防护而不受
16.at the right time 在恰当的时候
17.point out to (向某人)指出;使注意
18.make sense 有意义;有道理;讲得通
19.accuse…of… 指责;控告
20.attach to 系;贴;固定;附着
21 differ from 不同于
22 attach to/connect with 附着/联想
23 attach importance to 给予重视
24 start with 以 开始
25 with the purpose of 以 为目的
26 point out 指出
27 refer to 指/参考
28 think twice 慎重考虑
Unit 6
Reading
Read the text then answer some questions.
1 When did we decide to move to another place? 1845,10
2 How long did the journey last? About a year
3 What is our first destination? India Greek in Kansas
4 Is the journey hard? Can you make some examples about it?
Yes, it is hard. You can make many examples.
Listening
Listen to the tape carefully then do these exercises.
Post-reading
Exercise1. True or False
1 We traveled alone. (F with many other families)
6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)
( )7 When the animals smelt the water, they all ran.
Exercise 2
Choose the best answers
1.The reason why my father wanted to go to California is that . 答案：C
A. California was in desert B. California was far away
C. California was a wonderful land described in a book
D. California was the largest state in the USA
2.People moving to the west would meet in . 答案：A
A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert
3.On which day did the author enter the Salt Lake Desert? 答案：B
A. April 12. B. November 4. C. October 15. D. December 25.
4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D
A Because the landscape was dry and barren. B. Because water was salty and not drinkable.
C. Because their water supply was so low. D. All of the above.
5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B
A.2 500 B.500 C.90 D.45
6.Why didn’t the author stay behind with the children and wait for help? A
A. Because that meant he/she would die.
B. Because he/she knew that children were tiresome.
C. Because he/she knew that there was a wagon waiting for him/her.
D. Because he/she felt he/she could get a prize by his/her father.
7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C
A. Because they were tired and weak. B. Because they had no burden.
C. Because they must have smelt the water. D. Because they went back to their home.
8.How long did the author spend finishing the journey? 答案：A
A. More than 40 months. B. About 2 months.
C. About a year. D. About a year and a month.
9.From the text, we can infer . 答案：D
A. the author and the travelers had to go all day and all night long
B. there was no oxen left when the travelers reached California
C. many travelers died when their days of hardship came to an end
D .it’s a long way to travel from the author’s hometown to California
10.The best title of the text is . 答案：B
A.A Journey To California B. Long Drive
C. The Salt Lake Desert D. Enjoy Your Life
Questions:
1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.
2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?
We had to travel long without water or grass for the animals to eat. It was hard.
3 What can you learn from this reading passage? What impresses you most?
1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.
2)The courage of the people impresses me most.
1.believe in 信任;信耐
2.stand for 代表;代替
3.adapt to 适宜
4.lose heart 灰心;泄气
5.be cast away (被)抛弃
6.give up 放弃
7.less than 少于;不足
8.set off for 开始(旅程;赛跑);出发
9.move on 继续前进
10.take the way 出发;首途
11.lose one’s way 迷路
12.hang out 伸出
13.in desperate need of 在极度需要的(时候)
14.on our feet=on foot 步行
15.be accustomed to doing sth. (通常用于被动语态)习惯于
16.suffer from 患病;遭受……之苦
17.hurry on to (with) 赶紧办理;急急忙忙地去做某事
18.stop to do sth. 停下来去做某事
19.start doing sth. 开始做某事
20.go on all fours 用四肢
21.(at)the edge of of (在)……边缘
22.stare at 瞪视; 凝视
23.come to an end 结束;终止
24.a race against time 与时间赛跑
25.save…from 挽救……免于
26.take up to 占用(时间;空间)
27.at stake 在危险中;关系重大
28.risk one’s life to 冒险去做某事
29.apply…to… 运用;应用
30.add up (两个或两个以上的数量或量)加起来
31.take it easy 别紧张;放松点
32.keep up 维持;保持;使某事处于高水平
33.common sense 常识;情理
34.leave behind 忘带;留下
35. live through sth. 经历某事物而幸存
36.tie up 系;拴;捆
37.go for 为……去;努力获取
Unit 7
Step one . Answer the following questions.
1.When does the story happen ?
2.Who is Ebenezer Scrooge ? Which word is he always to comment everything ?
3.Who is Bob Cratchit ? What does he want to do ?
4.What does the gentleman want to do ? Has he Promised ? What happened to Scrooge ?
Step2.Judge the following sentences True or false
1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T
2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F
3. Scrooge was invited by his niece and he accepted happily. F
4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T
5. Scrooge didn’t want to give the poor any money because he was poor himself. F
6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F
Step three : Fill in the blanks according the passage
It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus
Integrating Skills
Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.
Find out something about the firs scene
Place:_ The place where Scrooge live once lived
The time when Scrooge was young.
Time: Young scrooge and his girlfriend
The girl wanted to be separated from Scrooge
Characters: Scrooge cared nothing except money
Event: He felt very uneasy.
In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .
1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. 2. In the dream Tiny was ill but his father couldn’t afford the medicine for him.
3. These things really happened to the Cratchits. F
4. On seeing the scene Scrooge wanted to change his life.
5. Scrooge ordered a big Christmas tree for the cratchits’. F
Scene 3
From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D
A. Satisfied B. Interested C. Angry D. Surprised
He hadn’t expected that Scrooge would be so generous
Choose the best answers
1.Christmas is traditionally celebrated on . 答案：B
A. December 24 B. December 25 C. December 30 D. December 31
2.Which of the following is not true according to the dialogue? 答案：A
A. The business is now owned by Scrooge and his partner, Marley.
B. Marley died on December 24th.
C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.
D .Many thousands of people don’t have enough money to keep themselves warm.
3.Ebenezer Scrooge is . 答案：D
A. a warm-hearted boss B. a lazy kind boss
C. a hospitable boss D. a greedy ungenerous boss
4.According to the dialogue,which of the following sentences is right? 答案：C
A. Nothing happened when the clock struck one.
B. Scrooge’s eyes were wet because he had a cold.
C. The girl who used to love Scrooge has married another man.
D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.
5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D
A.有技巧的 B.心情不好的 C.普通的 D.吝啬的
6.From the dialogue, we can infer . 答案：C
A. Fred helps Scrooge become a helpful man
B. everyone does wish Ebenzer Scrooge a merry Christmas
C. Ebenzer scrooge corrects his mistakes and makes a fresh start
D. Scrooge’s partner, Marley died at Christmas
7.The main factor that makes Mr Scrooge change his mind is that . 答案：A
A. he feels afraid the bad thing will happen to him in the future
B. he regrets what he did in the past
C. he is moved by what Santa Claus says
D. he loses his fortune and becomes a poor man himself
8.What can’t be concluded from the passage? 答案：D
A. People usually have turkey for Christmas.
B. The place they live in is cold in winter.
C. Bob is quite astonished Scrooge’s generousness.
D. All the poor people can enjoy a merry Christmas now.
9.According to Fred,Christmas is the day of the year when people . 答案：D
A. think of the past and look forward to the future
B. put valuable things in their pockets
C. have dinner together
D. show kindness to people and help others
10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D
A. there are plenty of prisons in the world B. he is poor himself
C. the union work houses can help the poor
D. he only cares about his own business and never shows kindness to others
Phrases
1.care for 喜爱；照顾
2.in the race to do sth. 在做某事的竞赛中
3.put on 穿上
4.so far 至此
5.in want of 需要
6.at this festive season of the year 在一年中喜庆的季节
7.close up （尤指暂时）关闭；使靠近
8.leave alone 不管；随…去
9.toast to 干杯
10.date back to 追溯到（过去的某个时间）
11.on the contrary 相反
12.have an eye for 关注；能判断；能欣赏
Unit 8
Fast reading
1 What is the most puzzling question in learning our mother tongue?
2 If we develop our study skills and way of learning, is learning foreign language twice as hard or as easy?
Careful reading
Tell the sentences true or false
1 Although experts don’t agree each other, they all share a common opinion :Life is a very successful language school. T
2 We study our mother tongue all day long for about 5 years before we master it. But we only spend a few hours a week and in a few years’ time we can speak a foreign language. T
3.Successful language learners usually step away from the academic challenges. F
4The less anxious and more relaxed the learner, the worse their language acquisition.F
Choose the best answers
1.Most children have mastered their mother tongue . 答案：C
A. at the age of five B. by the age of eight C. before they are five D. since they were five
2.Successful language learners do share the following characteristics except . 答案：A
A. the ability to memorize the words B. an interest in understanding their own thinking
C. willingness to take chances D. confidence in their ability
3.The best option for the exchange students is . 答案：A
A. living with local people B. living in the dormitory
C. choosing exchange programmes at various academic levels at a reasonable cost
D. making friends with the other students
4.The disadvantage of studying abroad is . 答案：B
A. language and culture B. cost and safety C. custom and culture D. exchange programme
5.Visiting students do the following things except . 答案：C
A. staying in the host family’s house B. eating in the host family’s house
C. becoming a member of the family D. keeping in touch with the host family afterwards
6.Before going out to study in a foreign country,you should not . 答案：C
A. care much about the money that may cost you B. collect as much information as possible
C. plan a long course to study D. discuss every detail with your family
7.The sentence “Life is a very successful language school” means . 答案：B
A. we are equipped with a special ability to learn language
B. the key to learn the language well is to communicate with the people around us
C. parents can give children language lessons
D. people can learn the language by themselves
8.What makes it easier to study abroad nowadays? 答案：D
A. The cost has become reasonable. B. There are programmes for all levels.
C. Students can find “home-stay” service and live with the host family.
D. All the above.
9.The greatest value of an exchange student studying abroad is . 答案：C
A. to learn the language B. to widen one’s views and understand the culture of other country
C. to get better idea of yourself and your own culture D. to learn to be independent of oneself
10.What’s the purpose of writing this article? 答案：C
A. Learning a foreign language is twice as hard as learning our mother tongue.
B. Learning a foreign language is more important than learning our mother tongue.
C. Learning a foreign language is twice as easy if we develop our study skills.
D. In fact,the number of people learning a foreign language has increased with years.
Decide which language ( mother tongue or foreign language) each of the sentences below
A We learn quite fast.
B We are not taught but learn anyway. M
C Some people think that we are born with an ability to learn this. M
D We can learn faster if we develop study skills.
E Most people have mastered this by the age of five. M
F We learn this in a special place where we can get help.
G It takes longer to learn this. M
H We Learn this by communicating with others. M
Main idea of each paragragh .
1. The environmental factor of learning mother tongue.
2. Different opinions of language experts.
3. The difference between learning mother and learning a foreign language.
4. The characteristics of successful language learners.
5.Different learning ways of successful language learners
6. The importance of the purpose of learning.
The purpose of writing the passage to tell us that learning a foreign language does not have to be twice as hard as learning our mother tongue.
Integrating Skills
What is the best way to learn a language ? Why ?
I think the best way to do this is to go to a country where the language is spoken.
We can use the language at any places at any time . It’s good for language learning.
2. Is it possible for you to study abroad ? Yes, it is.
3. What should you do before you go abroad?
We should find out as much as possible about different programmes, including the cost and length of our stay.
4. Can you list the advantages and the disadvantages of studying abroad ?
Advantages of studying abroad
1). become fluent in the new language
2). make friends with people from different background.
3). Understand another culture
4). broaden your horizons and improve your understanding of the world
5). learn about yourself and what your culture is really like
6). learn to depend on yourself
Disadvantages of studying abroad
1). Some of them may fall behind in their studies when studying abroad.
2).They may not be able to take classes at the same level as at home.
3). Parents worry about the safety of their children and may also be concerned about the cost.
Choose the main idea of each paragraph
Para. 1 It is possible for a student of any level to study a foreign language in a country where the language is spoken.
Para. 2 Advantages of studying abroad.
Para. 3 disadvantages of studying abroad.
Para.4 What should you do in order studying abroad ?
Phrases
1.make progress 前进；进步
2.make sense of 弄懂…的意思
3.in other words 换句话说；换言之
4.take risks/a risk 冒险
5.experiment with 进行试验；进行实验
6.piles of 一大堆；一大批；一大团
7.knock down 击倒；撞倒
8.that is to say 也就是说
9.fall behind 落后
10.be different from 与…不同
11.communicate with 与…联系；与…交流
12.distinguish…from… 把与区别开来
13.adjust to 调整；调节；使适合；使便于使用
14.in the process 在进行；经过；在…过程中
15.in common （团体）共同的；公有的
16.make mistakes 犯错误
17.make friends with 与…交朋友
18.take (an active ) part in （积极）参加
19.take patience to 有耐心去做….
篇8：人教版初中物理复习提纲(全套)
人教版初中物理复习提纲(全套)
一、声音的产生与传播
(1)声音的产生：声音是由物体的振动产生的。
注意：一切正在发声的物体都在振动，振动的物体不一定在发声。物体振动停止，发声也停止，但声音不一定停止。
(2)声音的传播：声音在介质中以声波的形式向周围传播。传播声音的物质叫介质。声音的传播离不开介质。
注意：固体、液体、气体都可以传声，真空不能传声。
(3)回声：声波在传播过程中遇到障碍物后要发生反射。人们把声音遇到障碍物反射回来的声音叫做回声。
人耳分辨出回声和原声的条件是：反射回来的声音到达人耳比原声晚0.1s以上，即声源到障碍物的距离大于17m。
(4)声速：声在每秒内传播的距离叫声速，声速的大小与介质的种类有关。一般情况下，声音在固体中传播最快，液体中次之，气体中最慢。
声速的大小还与温度有关。在15℃的空气中，声速是340m/s。
利用声音在不同介质中的传播速度不同，结合公式，可以利用回声测量距离或者利用空气中的声速和金属物体的长度测量声音在这种金属中的传播速度。利用回声测距离时要特别注意，接收到回声的时间为往返的时间，因此用公式s=vt计算时，t应为题目所给时间的一半。
二、我们怎样听到声音
⑴人耳的构造：见课本P17图1.2-1
⑵人耳感知声音的过程：外界传来的声音引起鼓膜的振动，带动听小骨及其他组织也跟着振动，这种振动又传给耳蜗中的听觉神经，听觉神经把信号传给大脑，我们便听到了声音。
声音传入大脑的顺序是：外耳道→鼓膜→听小骨→耳蜗→听觉神经→大脑。
人耳听到声音的条件：有声音产生、声音达到一定的响度、有介质传播、人的听觉器官健全。
⑶骨传导：声音通过头骨、颌骨传到听觉神经，引起听觉的传声方式叫骨传导。
注意：正常的人听到别人的声音是通过鼓膜振动，经过听小骨来传递的，听到自己的声音则主要是通过头骨来传递的。听自己说话的录音与直接听自己说话的声音有所不同正是这个原因。
⑷双耳效应(立体声原理)：声源到两只耳朵的距离一般不同，加上人的头部对声音有掩蔽作用，就会造成声音传到两只耳朵的时刻、强弱、及其他特征不同，从而能辨别声源位置的现象，就是双耳效应。
三、声音的特征
⑴音调：声音的高低叫音调。音调的高低是由声源的振动频率决定的。声源的振动频率越大，音调越高，人们听到的声音越尖细;声源的振动频率越小，音调越低，人们听到的声音越粗钝。不同物体的振动频率不同，同一物体的振动频率也可以调节。
人的发声频率范围大约是85~1100Hz，人的听觉频率范围大约是20~0Hz。
频率低于20Hz的声音称为次声波，频率高于20000Hz的声音自然保护区为超声波。
⑵响度：人耳感觉到的声音的强弱就是响度。响度是由振幅决定的。声源的振幅越大，声音的响度就越大，人们感到声音就越大：声源的振幅越小，声音的响度就越小，人们感到的声音就越小。
响度除与振幅有关外，还跟耳朵与声源的距离有关。离声源越远，声音越发散，人耳感觉到的声音响度越小。
注意：我们平时所说的声音“大小”是指响度，而声音“高低”一般是指音调。
⑶音色：声音的品质。音色反映了声音的特点，也叫音品。音色由发声体的材料、结构决定。
注意：我们能分辨出不同的人，不同的乐器发出的声音的依据就是音色。
四、噪声的危害和控制
⑴噪声：从物理角度看：发声体做无规则振动时发出的声音叫噪声。从环保角度看：凡是妨碍人们正常休息、学习和工作的声音，以及对人们要听到的声音产生干扰的声音，都属于噪声。
⑵不同等级的噪声会对人、动植物产生不同的危害。
为了保护听力，声音不能超过90dB。
为了保证工作和学习，声音不能超过70dB。
为了保证休息和睡眠，声音不能超过50dB。
⑶控制噪声的三个途径：防止噪声产生、阻断噪声的传播、防止噪声进入耳朵。即在声源处减弱、在传播过程中减弱、在人耳处减弱。
五、声的利用
⑴声音可以传递信息。利用这一点可以用超声波制成声呐来判断距离、确定方位;用B超可以诊断病情等。
⑵声波可以传递能量。声波所携带的能量可以产生很大的威力。
超声波能够传递能量，可以用来去污垢、打碎结石等。
利用次声波能预报破坏性大的地震、海啸、台风，甚至可以探知几千米外的核武器实验和导弹发射。
二、光的传播
1、光源：一切自身能发光的物体都称为光源。光源可分为天然光源和人造光源。
注意：依靠反射光而发亮的物体不是光源。
2、光的直线传播：光在同一种均匀介质中沿直线传播。通常用一根带箭头的直线—光线来表示光的传播方向。
光的直线传播的现象：影子、小孔成像、日食和月食。
3、光速：光在不同介质中传播的速度不同。
光在真空中传播的速度为3×108m/s。
光在空气中的传播速度与在真空中相差不多：光在水中的传播速度约是真空中的3/4：光在玻璃中的速度约是真空中的2/3。
注意：光在一年时间内传播的距离称为1光年，光年是距离单位。
二、光的反射
1、光的反射现象：光从一种介质射向另一种介质表面时，在分界面处有一部分光被反射回原来介质的现象叫光的反射。
人眼看到物体是由于物体发出的光线或反射的光线进入人眼。
2、光的反射定律：
反射光线、入射光线和法线都在同一个平面内，反射光线和入射光线分居法线的两侧，反射角等于入射角，可以总结为“三线共面、法线居中、两角相等”。
重点提示：要注意入射角和反射角指的是入入射光线和反射光线与法线的夹角。入射角变化，反射角也变化，但一定相等。在反射现象中，光路是可逆的。
3、镜面反射和镜面反射：
射到光滑镜面上的平行光线经反射后仍然是平行的，这种反射叫做镜面反射。平行光线射到表面凹凸不平的物体表面时，反射光线向着不同的方向，这种反射叫做漫反射。漫反射使我们从不同方向都能看到本身不发光的物体。
重点提示：
发和生镜面反射的条件是反射面是光滑的平面。镜面反射和漫反射的每一条光线都遵守光的反射定律。
三、平面镜成像
1、平面镜成像的特点：平面镜成的像是虚像，像和物体到镜面的距离相等，像和物体的大小相等，像和物体的对应点的连线与镜面垂直，即平面镜成的像与物体关于镜面对称。
2、平面镜成像的原理：平面镜成像时，满足光的反射定律。
三、电流和电路
一、电荷
1、摩擦起电：摩擦过的物体具有吸引轻小物体的性质，就说物体带了电。用摩擦的方法使物体带电，叫摩擦起电。
2、正负电荷：自然界中只有两种电荷，用丝绸摩擦过的玻璃棒带正电;用毛皮摩擦过的橡胶棒带负电。带电体凡是与丝绸摩擦过的玻璃棒相排斥的带正电;凡是与毛皮摩擦过的橡胶棒相排斥的带负电。正电荷、负电荷常分别用“+”、“-”表示。
3、电荷间的相互作用规律：同种电荷相互排斥，异种电荷相互吸引。
两个带电体相互排斥，则有：①都带正电，②都带负电两种可能。
两个带电体相互吸引，则有：①一带正电，一带负电;②一带正电，另一个不带电;③一个带负电，另一个不带电三种可能。
4、验电器：检验物体是否带电的仪器。用带电体接触验电器的金属球，它的两片金属箔就会张开，张开角度越大，说明带电体所带电荷越多。即验电器的工作原理是同种电荷相互排斥。验电器可以判断物体是否带电，也可以判断物体带什么电，判断物体琏什么电时，可以先让验电器带上已知电性的电荷，再让带电体接触验电器的金属球，如果验电器在原来的基础上张角变大，则物体带的电与原来验电器上带的电相同;如果验电器张角先合拢又张开，则物体带的电与原来验电器上带的电相反。
5、电荷量及中和：
①电荷量：电荷的多少叫做电荷量。简称电荷，符号是Q，其单位是库仑，简称库，符号为C。
②中和：等量异种电荷放在一起会完全抵消，这种现象叫做中和。
6、原子结构：一切物质都是由分子组成的，分子又是由原子组成的，原子是由位于原子中心的原子核和核外电子组成的，原子核带正电，电子带负电，电子在原子核的电力作用下，在核外绕核运动。原子的这种结构称为核式结构。
7、元电荷：电子是带有最小负电荷的粒子，它的电荷量为1.6×10-19C，称为元电荷，用e表示。1C的电量等于6.25×1018个电子所带的电量。任何带电体所带的电量都是电子所带电量的整数倍。
8、原子的电中和：通常情况下，原子核所带的正电荷与核外所有电子总共带的负电荷在数量上相等，因此整个原子呈中性。
9、摩擦起电的实质
不同物质的原子核束缚电子的本领不同，两物体互相摩擦时，哪个物体的原子核束缚电子的本领弱，它的一些电子就会转移到另一个物体上，摩擦起电的实质不是产生了电，而是电子在物体之间发生了转移。
10、导体和绝缘体：电荷可以在导体中定向移动。
导体能够导电的原因是因为内部存在着大量的自由电荷，绝缘体内部几乎没有可以自由移动的电荷。
二、电流和电路
1、电流：电荷的定向移动形成电流。
电路中有电流时，发生定向移动的电荷可能是正电荷，也可能是负电荷，还可能是正负电荷同时向相反方向发生定向移动。把正电荷移动的方向规定为电流的方向。电流方向与正电荷移动的方向相同，与负电荷移动的方向相反。
电路中电源外部电流的方向是从正极流向负极，即“正极→用电器→负极”;在电源内部电流的方向是从负极流向正极。
电路中要获得持续电流必须同时满足两个条件：电路中要有电源;电路要闭合是一个通路。
2、电路：由电源、用电器、开关、导线连接起来的电流的通路。
电源是提供电能的装置，把其它形式的能量转化为电能。用电器是消耗电能，将电能转化为人们所需的其它形式能量的装置。导线连接电路，开头控制电路。
3、电路的状态：
①处处连通的电路叫通路。
②某处断开的电路叫开路或断路，电路断路时用电器是不工作的。
③将电源正、负极直接用导线连在一起的电路叫短路。电路短路时会将电源烧坏，甚至引起火灾，这样的短路会使整个电路短路，是绝对不允许的。部分电路短路：用导线把电路中的某一部分两端连接起来，这样电路会部分短路，可以利用这种短路来控制电路。
4、电路图：用统一规定的符号表示电路连接情况的图叫电路图。
画电路图的规则：①电路图应画成方框图形;②电路图要处处连接，不能形成开路，更不能形成短跑路;③电路图中不能出现元件的实物符号，必须用电路符号表示电路元件;④电路 图与实物图元件顺序必须一一对应;⑤用电器、开关等电路元件不要画在连线的拐角处。
5、电路图和实物图的转化：
依电路图连接实物图时，应注意：①连接的实物图中各元件的顺序应与电路图保持一致;②对于串联电路，一般从电源正极开始连接，沿电流方向将元件依次连接，对于并联电路，先连接元件较多的一条路，然后将元件少的一长路并联接入;③连线应简洁、明确、到位，不得交叉;④连接电路时开关应是断开的，待连接完毕检查无误后，再闭合开关进行实验。
依实物图画电路图时也可采用与上面类似的“电流路径法”，但也应注意电路图中各元件的位置安排适当，使图形容易看懂、匀称、美观。
6、判断电路的连接是否正确的方法
①看电路的基本组成部分是否齐全，电源、用电器、导线和开关四个部分缺一不可;
②仪表接法是否符合其使用规则和要求;
③电路是否有短路现象，是否会烧坏仪表、用电器或电源;
④电路是断路现象，是否会造成仪表或用电器不起作用;
⑤电路的连接是否符合题意要求，各元件能否起到预期的作用。
三、串联和并联
1、串联：电路元件逐个顺次首尾相连接的电路连接方式叫做串联。开关和秘控制的用电器是串联的。
串联电路的特点：电路不分叉，电流只有一条路径，电流依次流经各用电器，只要有一处发生开路，电路中就没有电流，其它用电器都不能工作。即串联电路中一个开关可以控制所有用电器。
2、并联：将用电器不分先后，并列连在电路两端的电路连接方式叫做并联。
并联电路的特点：电路分叉，干路有若干支路，电流有若干条通路，干路中的电流分别通过各支路用电器，一条支路上的用电器不能工作，不影响其他支路的用电器工作。干路上的开关控制所有的用电器，支路上的开关只控制本支路上的用电器。
3、串、并联电路的识别
①用电器连接法：用电器逐个顺次连接且互相影响的是串联;用电器并列连接且各自独立工作互相不影响的是并联。
②电流路径法：凡是电路中电流只有一条路径的，一定是串联;电路中有两条或两条以上路径的是并联。
③描点法：对于比较复杂的电路，有时不能辨别电流的路径可以通过描点。描点的原则：凡是用导线直接相连的点都可视为同一点。如果电路元件连在同一点上，则是并联，否则是串联。
④用电器断路法：把电路中的某一用电器断开，如果其他用电器不受影响，仍能正常工作，则这些用电器是并联的，否则是串联的。
⑤电流规律法：如果题目中给出了电流，还可以利用串、并联电路的电流特点来判断。
前三种方法适用于判断电路图中各用电器的连接情况，第四种方法适用于实际电路中用电器的连接情况，如判断家庭电路用电器的连接情况、判断马路上路灯的连接情况等。
四、电流的强弱
1、电流：电流是表示电流强弱的物理量。用I表示，单位是安培，简称安，符号是A。
2、电流表：用来测量电流的仪表。在电路中的符号是
3、电流表的使用：电流表接入电路时应和被测用电器串联;让电流从正接线柱流进，从负接线柱流出;电路中电流不要超过电流表量程;绝不允许将电流表直接连到电源两极上，这样如同短路，会很快将电流表烧坏，甚至损坏电源。
4、电流表的读数：①明确电流表的量程;②确定电流表的分度值;③接通电路后看电流表的指针总共向右偏过了多少个小格。
五、探究串、并联电路的电流规律
1、串联电路的电流特点：串联电路中电流处处相等，I1=I2=…=In。电流表接在任何位置读数都相等，可以说电流表测的是各用电器的电流或电路中的电流。
2、并联电路的电流特点：并联电路中干路电流等于各支路电流之和，I=I1+I2+I3+…+In。电流表接在不同的位置瓬数不同，测不同的电流。电流表接在干路上测干路的电流，接在支路上测的是支路上的电流。
六、家庭电路
1、家庭电路的组成：家庭电路由进户线、电能表、总开关、保险丝、插座、开关、和用电器等几部分组成。
①进户线：连接户外供电电路的电线，相当于电源。
②电能表：用来测量用户一定时间内消耗的电能。
③总开关：当需修理家庭电路时，必须断开总开关。
④保险丝：当电流过大时保险丝就会自动熔断，起保护电路的作用。注意：根据电路设计的安全电流选取合适的保险丝，不能随意使用横截面积过大的保险丝，更不能用铜丝、铁丝代替。
⑤插座、开关、用电器：插座和电灯是并联的，开关和用电器是串联的。
2、火线和零线：进户线通常有两根，一根是火线，一根是零线。一般用试电笔来辨别零线和火线。当试电笔和电线接触时，试电笔氖管发光的是火线。火线和零线间的电压是220V。3、安全常识：
触电指的是一定强度的电流通过人体所造成的伤害事故。常见的触电类型有双相触电、单相触电、高压电弧触电和跨步电压触电。
防止触电的措施：首先家庭电路的安装要符合安全要求;同时不要弄湿用电器，保护好用电器的绝缘体，不使它的火线裸露;带有金属外壳的家用电器，其外壳要接地;不要靠近高压带电体，不要接触低压带电体。
触电急救：一是尽快用绝缘体切断触电者触电的电源;二是尽力进行抢救(尽快通知医务人员抢救，必要时先进行人工呼吸)。
篇9：人教版 高三 unit 10 全套
A Sacrifice For Love(1)
I. Fast reading
1)What is Jim’s wage? Twenty dollars a week.
2)How much is the rent of the flat per week? 8 dollars per week.
3)How did Della manage to save the money? She saved it by bargaining while doing shopping.
4)What kind of gift had Della been planning to buy for Jim?
Something fine and rare-something worthy of the honor of being owned by Jim.
5)What price does Della pay to buy her present?
21 dollars
6)What are the couple’s two most precious possessions?
One is Jim’s gold watch and the other is Della’s hair.
7)Why do you think she chooses a watch chain for Jim?
Because she thinks it is worthy of the watch and it is right for Jim.With the chain on his watch Jim might be anxious about the time in any company.
8)What is her feeling when she decides to sell her beautiful hair?
On one hand,she is reluctant to sell her hair for it is the very thing that she takes pride in.On the other hand,she has no choice but to do so because she loves Jim deeply.
9) How much did Della get from the Madame I the barbershop?
Twenty dollars.
10) What did Della look like after cutting off and doing her hair?
Her head was covered with tiny curls that made her look like a little schoolgirl.
II. Decide whether the following sentences are true or false.
1)James Dillingham Young is a rich young man. ( F )
2)One dollar and eighty-seven cents wal all the money that Della had saved for months.( T )
3)Della lives in a house with many trees and flowers around it.(F )
4)The living cost was greater than Della had expected.( T )
5)Jim and Della are a married couple.( T )
6)She hesitates to have her hair cut off and sell it.( T )
7)Della thinks having a haircut will make Jim happy.( F )
8)James Dillingham Young was Della’s husband.( T )
9)Della had a large sum of money to buy Jim a Christmas gift.( T )
10)There were two possessions of this family-Jim’s gold watch and Della’s hair.( T )
III. While-reading
1. The main idea of the passage:
The story tells that a woman called Della sold her beautiful hair to buy her
husband a Christmas present ---- a gold watch chain.
2. Writing Skills Used In A Novel → “Saying by describing”
Descriptions of circumstances(环境描写) -- P84. para. 2
Find the words that describes the circumstances ( furnished, shabby, mailbox, electric bell)
Descriptions of actions（动作描写）P84-85 para 1,3 ,5, 6,8,9 (例子很多)
Descriptions of facial expressions (神态描写)
(1). The sentence “Her eyes were shining” infers that __C__.
A. her eyes were bright
B. she was excellent in some way
C. she came up with an idea
D. her eyes were reflecting the sunlight
(2). The sentence “……but her face had lost its color within twenty seconds” tells us that _B__.
A. she felt sick
B. she was unwilling to put her plan into practice.
C. she had a serious disease
D. she was badly hurt
Descriptions of emotions（感情描写） “cry three times”
(1). Why did Della cry after counting the money she had been saving?
She felt miserable, because she was poor and because the money was not enough to buy Jim a nice present.
(2). Why did tears fall from her eyes while Della was standing in front of the mirror?
She had a good idea to make money, which was to sell her hair, but she was so proud of her long brown hair that the idea to have it cut and sold made her cry.
(3). Why did Della burst into tears when she opened the package and saw the present that Jim gave her?
She had mixed feelings. She cried because she was reminded of her beautiful hair, and the combs which she so much wanted were now of no use to her. She was given so nice a present that she cried because of joy
Descriptions of speeches （语言描写）
IV. Explain Difficult Sentences
1.Twenty dollars a week does not go far. (Para.3) 每周20美元根本不够用
go far (1) 经用，够用 eg. Although he earns 1000 yuan a month, It doesn’t go far for his family.
（2）有出息有成就 eg. The boy is clever and will go far in his job.
（3）起很大作用 eg. These measures should go far towards solving the problem
2.Expenses had been greater than she had calculated. Expense: 名词 意思是“开销，费用，花费”
1) at great /little/ no expense 花费很大/很少/ 没有花费
2)at the expense of sb/sth “以… 为代价”
他用自己的生命救了那个女孩。He saved the girl at the expense of his life.
3)at one’s (own) expense 由/让某人付费
晚餐是我自己出的钱。The dinner was at my own expense.
3.Be worthy of sth/ being done/ to be done
worthy 作形容词,意思为“有价值的， 值得的， 配得上”
Be worth doing 值得做…
1) 他值得你的信任 He is worthy of your trust.
2) 你的建议值得考虑Your advice is worthy of being considered.= Your advice is worthy to be considered.
4.She pulled down her hair and let it fall to its full length.（第5段）
她披散开头发，让它尽情舒展开来
5．And then she quickly did it up again.（第5段）她很快把头发梳理好
do up 系，扣；收拾，整理；打扮，梳妆
do up the buttons系纽扣/do up the furniture整修家具
do up the rooms粉刷房间/do up presents包礼物
The phrase “do…. up” in the sentence “And then she quickly did it up again” has the same meaning with the one in the sentence _B__
A.The house needs to be done up (repair)
B. Please do up these books and post them to Mr Smith (tie or wrap up, make into a bundle)
C.His horse was done up after the long trip (tire up)
V. Phrases (find→recite→fill in blanks)
1. 一分一分地 in pennies
2. 一次 at a time
3. 在杂货店/在面包房/在肉铺 at the grocery/ at the bakery/ at the butcher’s
注意；关心；照料 attend to
够用，经用 go far
以…为骄傲 take pride in…
披散开头发 pull down her hair
梳妆，整理 do up
在一块写着…的牌子前停了下来 stop at a sign that read…
翻/搜个遍 turn… inside out
Integrating Skills: A Sacrifice For Love(2)
I. Listen to the tape and read the text carefully, then choose the best answer.
1. What was Jim’s reaction when he saw Della?
A. angry B. shocked C. disappointed D. both A and B
2. What did Jim buy for Della?
A. a shampoo B. a hat C. A comb D. A new overcoat
3. Which of the following is NOT true according to the story?
The day before Christmas Della was worried because she had only saved one dollar and
eighty-seven cents for Jim’s Christmas present.
B. The young couple lived a hard life but they loved each other deeply.
C. Della was very nervous and worried before she heard Jim’s step when he came back home from work.
D. When Della saw her present, she was so happy to get the expensive combs that she burst into tears.
4.Which of the following is true according to the story?
A. The Christmas day was coming. Della was very happy and she was looking forward to it.
B. Jim and Della were both cried when they saw each other’s present.
C. Jim didn’t love Della any more when he saw that she had her hair cut off.
D. Jim sold hid gold watch out of his love for Della.
5. What does the story mainly tell us?
A. How to celebrate a happy Christmas for a young and rich couple.
B. How to choose Christmas presents for couples.
C. A love story between a young and poor couple.
D. Money is love.
II. Deal with the difficult sentences
1. Della doubled the watch chain in her hand ….
What does double mean in the following sentences:
A. She got double scholarships B. Double the carpet, and cover it on the baby.
2. Poor fellow, he was only twenty-two ---- and to be burdened with a family!
and to be burdened with a family → He was to be burdened with a family (填主语)
be burdened with a family → 承担起养家的重担 （翻译）
burden sb. with sth. 加负担于某人
sb. be burdened with sth.使某人负……重担
I don’t want to burden you with my problems.我不想让我的问题给你增加负担。
The students are burdened with heavy load of study.学生们的学习负担很重。
burden (n.)重担，负担
He,a disabled child,is becoming a burden to his mother.
他，一个残疾儿童，渐渐成了他妈妈的累赘
3. His eyes were fixed upon Della, and there was an expression in them that she could not read.
be fixed upon →__stare at__ ; in them → in his eyes__
Exercise:
She was _____ frightened that she could not _____ her thoughts on anything.
A. so; fix B. so; spend C. such; fix D. such; spend
4. I have my hair cut off and sold it because I couldn’t have lived through Christmas without giving you a present.
have one’s hair cut → have sth. done
couldn’t have lived through Christmas without giving you a present →
If I hadn’t given you a present, I couldn’t have lived through Christmas.
Translate the sentence:
要是我今天下午没去修理我的自行车，就不会按时到学校了。
Verson1: I couldn’t have arrived at school on time without having my bike repaired.
Verson2: If I hadn’t repaired my bike, I couldn’t have arrived at school on time.
5. “Don’t make any mistake about me, Della,” he said.” I don’t think there ‘s anything in the way of a haircut shampoo…
1) make a mistake about → misunderstand/ mistake/ misconceive
2) in the way of → 在…方面，…这类东西
eg. We can afford very little in the way of luxuries nowadays.
They expect us to do whatever they want in the way of painting, decorating and repairs.
6. stare at 盯着看，凝视/ glare at怒视 /glance at瞟一眼
III. Consolidation
Task: (1) Find these phrases in the text. (2) Recite them (3) Fill in the blanks.
对折表链 double the watch chain 2. 加以……重担 be burdened with
注视； fix one’s eyes upon
凝视 stare at
剪掉头发 have one’s hair cut 5. 度过圣诞节 live through Christmas
对某人好 be good to sb
对……误解 make a mistake about
这一类东西；在……方面 in the way of
撕开；扯开 tear at
一套梳子 a set of combs
最后；终于 at length
12.把……放一边 put away
篇10：高一英语上册unit3教案（全）-人教版[全套]
Period 1 :Speaking & warming -up
Step 1 warming up
Activity 1 talking about some signs used everyday
T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?
Ss: Ok .
(show the signs on the screen)
T: What does Sign1 mean ?
Ss: Be quiet
T:Where do you usually see it ?
Ss: bus / railway station
T: what about sign 2 (sign2/3/4…the same as above)
Activity 2 : talking about the pictures on Page 15
T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .
(2 minutes later)
T: S5, is she doing anything wrong in picture 2?
S5: Yes
T: What’s that ?
S5: She is littering
T: Why?
S5: Because there is a sign in the tree saying Don’t litter/No littering.
(picture 3 and 4 the same as above)
T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?
Ss : Yes
step 2 an open discussion
T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?
( Bb : means of transportation : a means of carrying people or goods from one place to another)
Ss: By bus / by bike
T: Why ?
Ss: Because it’s not far.
( Bb : by bus –not far - distance)
T: Does anybody of you live in Dongtou Island?
Ss: No
T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?
Ss: By ship
T : why ?
Ss : because there is a lot of water around it .
( Bb : by ship-water - location)
T: suddenly the typhoon comes , how are you going home ?
Ss: By bus
T: So the weather is very important . Ok , what you said is reasonable
T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)
Ss: weather , time , distance, location …
( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)
( show the map of PRC)
T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.
T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao
Ss: By plane / train or bus / ship
Step 3 Speaking
Activity1 pre-speaking :ask and answer
T : do you know which actor I like best in Hongkong ?
Ss: …
T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)
T: What does this series talk about ?
S8:
( show on the screen “ a modern man traveled into the past ”)
T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons
( 2 minutes later)
T :Ok, who’d like to borrow it from me ?
( several students respond)
T: Ok, S9,which year would you like to go to ?
S9 :
T: where would you go ?
S9:
T: why ?
S9:Because…
T: Good , now take my machine , I wish you a good journey
T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)
(the answers to each student are written on the blackboard)
Activity 2 making dialogues
T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen
(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )
and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?
Ss: No.
( 4 minutes later )
T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)
Step4 debate
T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .
( show the two parties on the screen :)
A :You think tourism will be good for your village because
1.
2.
3.
B :You think tourism will be bad for your village because
1.
2.
3.
T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare
Step 5 summary and homework
Activity 1 : summary
Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words
Activity 2 : homework
Preview the reading text on page 17 and underline the new words and expressions
Do the exercises on page 101
Period 2 : Reading
Step 1 greetings
Greet the whole class as usual
Step 2 pre- reading
Activity 1 : pre-reading : questions
T : In the last period we’ve learned something about traveling , do you like traveling
Ss : Yes
T :why ?
Ss: because
T: where would you most like to go ? S1
S1: …
T: Why ?
S1 : because
( 2 students )
T : Do you want to experience something different ?
T : now turn to page 17 , look at the picture , what are they doing ?
Ss : they are walking
T : yes , and what are they carrying ?
Ss : Large bags
T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .
T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?
Ss : Yes
T : Then in your opinion , what’s an adventure travel ?
( S2 answers the question , 2 or 3 others add the answers)
T: Yes ,quite right . what are the two popular activities ?
Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )
Activity 2 : main idea
T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?
( show the questions on the screen to make sure they won’t forget the questions)
( play the tape)
T : now all together , it’s right or not ?
Ss: Right
T : who ‘d like to tell us the main idea of the text . Ok , S3
S3 :
( generalize his answer and show the answer on the screen)
T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?
Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)
Step 3 While reading
Activity 1 extensive reading
T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .
T : first read through the questions
( 1minute later)
T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?
( 3 minutes later )
T : ok , now , No. 1 …
( check the answers )
1.Hiking and rafting are both very dangerous.
2.When you are hiking , you should wear a life jacket .
3.People make adventure travels because they are looking for unusual experiences
4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading
T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?
( 1’ later)
T : ok , all together , what’s the main idea of the text
Ss: Why do many people travel ? ( shown on the screen )
T : yes , good . well , what are the reasons ?
Ss :see other countries , visit places …( shown on the screen)
T : yes , people travel for many different reasons , what do you travel for ? S4
S4:
T : what about you S5 ?( S 6 /7 the same as above)
S5/6/7 :
T : any problems about paragraph 1 , if not let’s go on
T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.
( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)
( then check the answer in accordance to the screen)
`Activity 3 : talking
T : can you go rafting in wenzhou?
Ss: Yes ,
T : where can you go rafting ?
Ss : nanxi river
T : who has ever been to nanxi river ?
Ss :
T : What can you do in nanxi river ?
S1 :
T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?
Ss : the left one .
T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?
Ss: No
T : what is the difference ?
Ss:more dangerous….
( the differences between normal rafting and whitewater rafting )
Step 4 post reading
T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?
Ss ; ok
T : I’ ll give you1.5 minutes to do it .
( 1.5’ later)
T : No1, adventure travelers want to ________
( check the answers just in the book)
Step 4 summary and homework
Activity 1 : summary
In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .
Activity 2 : homework
Preview the integrating skills part
Workbook : do the related exercises (the reading parts)
( time permitting , options :check the exercises of reading on page 101
discuss the tips of other adventure travels)
Period 3 : Reading Integrating skills and writing
Step 1 revision [reading ( useful expressions) ]
T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?
S1: It’s mainly about the adventure travel , rafting and hiking .
T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .
( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )
T : Are you clear now ?
Ss :Yes .
T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .
Step 2 integrating skills
Activity 1 reading
T : When people travel , what kind of travel do they usually make ?
S1 : hiking .
T : And what kind of travel is hiking ?
S1 : adventure travel
T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?
S1: normal travel .
T : Good , have you ever heard of another kind of travel-eco-travel ?
Ss : No .
T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?
Ss : Yes
T : look at the two words , do they have something in common ?
( write the words on the Bb)
Ss : the beginning 3 letters of the 2 words are the same .
T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”
T : Now guess what an eco-travel is ? what do people make an eco-travel for ?
Ss :
T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .
( 2 minutes later)
T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?
S1 : Eco-travel is a form of travel that combines normal tourism with learning.
T : S2, can you tell us the differences ?
S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .
Activity 2 talking about the eco-travel
T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?
( show the pictures on the screen )
T : How are they ? Are they good ?
Ss : yes .
T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain
T : S2 , which one do you like better ?
S2 : Red river village .
T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?
( 3 students are required to do it .)
T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?
You can do as _______
I think we should go to ________ , because we can __________and we can learn about _______
If we visit Red river village ,we can help __________
Step3 writing
T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?
( show a letter on the screen )
Qs : How many time points have I told you in the letter ?
What did I do yesterday ?
What am I doing today ?
What will I do tomorrow ?
( 4 Ss are to answer it )
T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter
T : Now look at my letter carefully and see whether there is anything wrong with it ?
S3 : the date , comma
T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes
Step 5 homework
T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )
( option : do the exercises on useful expression and the tenses)
1.The girls _________(下班) work at five p.m.
2.______(当心)that you don’t get into trouble .
3.Clothing can _______(保护)us _____cold .
4.I __________(进行锻炼)every morning on the playground .
5.He ______(细心)with his homework .
6.He has _____________(徒步旅游)
7.He is tired , let me go _____(代替)
8.He is tired , let me go ________(代替) him .
9.Don’t _________(靠近) the tiger , it’s dangerous .
Period 4 :Listening
Step 1 greeting
T : Good morning , boys and girls
S: Good morning ,Miss Huang
Step 2 pre-listening
Activity 1 : listening to a song
(play a piece o f song 2 or 3 minutes before the bell rings )
T : Is it a lovely song ?
Ss: Yes .
T: what’s the beautiful place in the song
Ss: California hotel
T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?
Ss: By plane
Activity 2 : talking about boarding calls
T : ok, now listen to me carefully , and tell me where you usually hear it ?
“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”
T : Have you heard of it before ?
Ss : Yes
T : Where do you usually hear about it ?
S1 : In the airport
T : When does it usually happen ?
S2 : Before people get on the plane .
T : Yes , very good . we can also say “ board the plane = get on the plane”
T : Now listen to me again and try to find out how many messages there are in my broadcast
( the same as the above)
T : now can you see how many messages ?
Ss : 3
T : yes , very good , what are they ?
S3 : the flight number , the destination , gate number
T : yes, ok now look at the screen , do you know what it is
Ss: Boarding pass
T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate
T : ok , now altogether
Ss :
Step 3 : listening
Activity 1 : listening to the tape and doing the exercises on P15 -1
T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening
( play the tape once )
T: Have you got it ?now , all together .
( if necessary , play it again )
T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?
( play again for the details)
Activity 2 : arrange the order of the pictures on page 97
T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?
S1:
T : Ok, turn to page 97 , what are they doing ?
Ss:
T : yes , very good , arrange the pictures first by yourself before listening
T : S5 , what’s your result ?
S5 :
T : Ok , now let’s listen to the tape to see whether it’s right or not
( play the tape )
T : arrange the right order
Activity 3 : listening to the tape and doing the exercises on P16-2
T : Do you know how to board a plane now ?
Ss : yes
T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?
S6/7/8 :
T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.
( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )
T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table
( listen to each card after talking about each picture on the screen )
( play the tape again if necessary)
( listen to it again one by one and discuss some other information)
NO.2 What’s the color of the flag?
Do you know where the painting is kept ?
What’s France called in the postcard ?
NO3 . How long is the plane ride ?
NO 4 . How high can we jump ?
NO5 : How long have we had to swim to get here ?
Is there enough air below ?
Step 5 : homework
do the exercises on page 18 : word study
Page 99-100 practising
Period 5 :Language study
Step1 word study
T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?
Ss : Yes .
T :Good , now let’s have a check .
Step 2 grammar
Activity 1 do some exercises to review the tenses
T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .
( 2 minutes later , check the answers )
T : Ok , are you ready ? let’s have a check .
( explain the tenses and list the table of 12 tenses on the screen )
1.Unless he ________(promise ) to help us , we shall lose the games .
2.It is five years since my dear aunt _____(leave) here .
3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.
4.She___(be) poor in French , but she _______(do) her best to improve it .
5.I’m sorry I ______( forget) to tell him to come here for the meeting .
6.I ________(have) the bad cold for a week ,still I can’t get rid of it.
7.Tom told me that he _______(meet ) John and ______(give) him he message already .
8.She __always _______(work) when I go to see her .
9.He ________(do)his lessons from seven to nine last night .
10.He said he _______( be) free the next week
Activity 2 : talking about the changes of life in different time , using 3 different tenses
T : Look at me carefully , am I different today ?
Ss : yes
T : Ok , now what are the changes ?
Ss : Hair style
T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .
T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?
Ss: yes.
(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)
T : look at part 3 ,When you make the report , follow this :
In the past people…
Today people…
In the future , people will …
Activity 3 the future tense
T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?
Ss : be going to , be to do
T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .
( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)
T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us
( S1 and his partner read the dialogue)
T : thank you , sit down please
There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job
(2’later)
T : S2 , please .
Ss : are off, be getting to …
( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)
T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go
Ss : arrive , reach.. come, stay , return, leave , start …
T : yes , usually , when present continuous tense is used as the future tense , it aims to function as
1) 表示即将发生的或预定中计划好的活动。
Are you staying with us this weekend? 这周和我们一起度周末吗?
We are leaving soon. 我们马上就走。
2) 渐变动词如：get, run, grow, turn become, begin及die。
Eg :He is dying.
移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等
3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。
You are always changing your mind
( shown on the screen)
Step 3 expressions for good wishes
T : If it’s my birthday today , what will say to me ?
SS : Happy birthday
T : In our everyday life , we often have to wish others
now read the dialogue again ,try to find out some expressions for good wishes .
( 30 seconds later)
T : Are you ready ?
T : What are they ?
Ss : Have a nice time in Guangzhou & have a good trip .
T : How should we respond ?
Ss : Thanks & the same to you .
( when Ss finish answering , show the answers on the screen )
T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…
( shown on the screen )
Step 4 homework
Finish the exercises on page 99-101(完成课后99-101练习)
Finish workbook（完成同步练习）
Step 5 consolidation ( option)
T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .
( shown on the screen )
1.There ___ an English evening next Saturday.
A will have B is to have
C is going to do D is going to be
2.You’d better set about doing your homework now , or it __ too late .
A is B was C has been D will be
3.The boy is ill , he ___ absent from school for at least a week .
A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house
A save B are saving
C is saving D were saving
5.How ___ you ___ on with your work recently ?
A do ;get B have ;got
C are ; getting D were ;getting
6. He __ out when it began to rain .
A is going B was going
C was about to go D went
篇11：人教版高二英语unit13 The water planet全套教案
Unit 13 The water planet
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of water and the ocean.
b. Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
c. Vocabulary in this unit:
benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;
d. Useful expressions:
benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.
e. Grammar:
Review Modal Verbs.
情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。
1) can /could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2) may /might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
3) will /would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4) shall /should
The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5) must /can’t
Wang Feng wins an award every year. He must be very strong (speculation)
You must be joking. That can’t be true. (guessing)
The First Period
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, entertainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2. Learn something about water by doing experiment.
3. Do some listening.
4. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Make the students be free to talk about water.
2. Improve the students’ listening ability by listening.
Teaching Difficult Points:
1. How to finish the task of speaking.
2. How to improve the students’ listening ability.
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
3. an empty glass, a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T: Hello, everyone.
Ss: Hello, teacher.
T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it.
(a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3: I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?
S4: I’d love to.
T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.
(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)
T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.
( A few seconds later.)
Ss: Fantastic! The liquid in the glass has become two parts.
T: Try to describe it in detail.
S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.
T: Good question. Who’d like to answer his question? (Nobody answers his question.)
T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.
(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)
T: Who wants to explain the phenomenon?
S6: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
S8: What’s the meaning of “density”?
S9:“Density” is “密度” in Chinese.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?
Ss: Because oil can’t dissolve in water, but milk can.
T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?
Ss: Yes.
T: Would you like to watch another experiment?
Ss: I’d love to.
T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.
(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)
T: What can you see?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
(Teacher gives students a few minutes to discuss, and then checks their answers.)
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S11: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1. happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2. come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1. How is the water being used?
2. Is this a good way to use water?
3. Why do we use water in this way?
4. Who benefits from using water in this way?
5. What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The First Period
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2. come up with
e.g. I hope you can come up with a better plan than this.
The Second Period
Teaching Aims:
1. Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do
2. Improve the students’ reading ability.
3. Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1. Improve the students’ reading ability.
2. Master the following phrases:
all the way, that is, mix with, take advantage of, manage to do
Teaching Difficult Point:
How do we make the students understand the reading passage better.
Teaching Methods:
1. Discussion before reading to make the students interested in what they will learn.
2. Fast reading to get a general idea of the text.
3. Discussion after reading to make students understand what they’ve learned better.
4. Careful reading to get the detailed information in the text.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?
S1: I learned that water is very important to all the living things on the earth.
T: OK, can you give me the reason why it is important?
S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.
T: Anything else?
S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?
Ss: No, we don’t know.
T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1. What is/are ______?
2. What does ______ look like?
3. What are different parts of ______?
4. What can ______ be compared to?
5. How does ______ work?
6. What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)
1. What are the properties of water?
2. What does the earth look like?
3. What are different parts of the ocean?
4. What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6. What are some examples of species in the ocean?
T: Well done. Who can tell me the general idea of the text?
S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T: Very good. What about the questions on the blackboard?
S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.
S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.
T: Do you agree with them?
Ss: Yes.
T: What about other questions?
S7: I think plankton, sharks and whales are examples of species in the ocean.
S8: The answer to the second one is that the earth looks like an ocean planet.
T: You are quite right. Any volunteers?
S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?
T: Maybe it means that there are some similarities between air-conditioner and the ocean.
S9: Thank you. I got it.
T: Then, who can answer the question?
S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)
T: Do you think it is a question that the text can’t answer?
Ss: Yeah. We think so.
T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.
Ss: Because there is not any information about the different parts of the ocean.
T: Then, are there any questions you would need to add to “cover” all the information in the text?
S11: I have a question. Why is the water in the ocean always moving?
S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.
1. incredibly adv. (extremely or unusually)
e.g. The water is incredibly hot.
2. available adj.(that can be used or obtained)
e.g. Tickets are available at the box office.
The book is available to all the students.
3. range vi.
range from A to B
e.g. Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g. I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5. that is (to say) (which means)
e.g. A week later, that is, May 1 is her birthday.
He is a local government administrator, that is, he is a Civil Servant.
6. take advantage of (make use of something well/make use of somebody unfairly)
e.g. They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7. be sensitive to something (affected easily by something)
e.g. She is very sensitive to other’s words.
(Teacher writes the words, phrases and sentences on the blackboard.)
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, please listen and repeat. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)
Step Ⅴ Summary and Homework
T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?
Ss: Yes.
T: See you tomorrow!
Ss: See you tomorrow!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Second Period
Questions:
1. What are the properties of water?
2. What does the earth look like?
3. What are different parts of the ocean?
4. What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6. What are some examples of species in the ocean?
Words: incredibly, available
Phrases: range from A to B, that is, take advantage of, be sensitive to
Sentences: But the way the water molecule…
The Third Period
Teaching Aims:
1. Review Modal Verbs.
2. Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How do we help the students correctly use the Modal Verbs.
Teaching Methods:
1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2. Individual work or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T: Yesterday we learned a passage about water and now who can retell the passage in your own words?
S1:Let me try.
…
T: Well done. Thank you for your performance.
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.)
1 otmas atoms
2 tanomu amount
3 sdlio solid
4 oasbrb absorb
5 cgrnetidea centigrade
6 sag gas
7 nhroygde hydrogen
8 yoxgen oxygen
9 assm mass
10 fatol float
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1. The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3. An a_____ is the smallest part of any living or nonliving thing.
4. Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5. Soil can a______ water, so it helps keep water from flowing away.
6. Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7. Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3, so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers:
1. hydrogen, oxygen 2.liquid,solid,gas
3. atom 4.steady,absorb
5. absorb 6.relationship
7. freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss:…
(Teacher asks some students to write their answers on the blackboard.)
Modal Verbs:
can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7: I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8: I think the first sentence expresses some necessity and the second one expresses guess.
S9: I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1. A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Can you tell from the letter what John’s problem is?
2. Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/will/should, may
not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Third Period
Words:
atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float
Modal Verbs: can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better
The Fourth Period
Teaching Aims:
1. Review the useful expressions learnt in this unit by practising.
2. Improve the students’ reading ability by reading the material.
3. Improve the students’ writing ability.
4. Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1. Improve the students’ reading ability by reading the material.
2. Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1. Fast reading to go through the reading material.
2. Inductive method to help students write a paragraph successfully.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike?
-Yes, of course you ______.
3. The ground is wet. It ______ have rained last night.
4. A machine ______ think for itself. It ______ be told what to do.
5. Tom, don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1. can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3: An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4: Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1. Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4. The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5. Estuaries can provide recreation and education for human beings. Besides, estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases .Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2. have an opportunity to do something
e.g I had no opportunity to discuss the problem with her yesterday.
3. a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4. contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Why does an ice cube float?
2. What will happen to a piece of metal if you put it in water?
3. Why do so many species live in estuaries?
4. Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______（也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1. range from 5 to 15
2. The way she deals with the problem
3. that is
4. took advantage of
5. is very sensitive to temperature
6. made him respected
7. managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fourth Period
Phrases: provide…for, have an opportunity to do, a variety of, contribute to
The Fifth Period
Modal Verbs
Teaching Aims:
1. Review the important usages of modal verbs.
2. Sum up the different situations of modal verbs.
Teaching Important Point:
How do we use modal verbs correctly.
Teaching Difficult Point:
How do we choose modal verbs correctly.
Teaching Methods:
1. Review method to master the important usages of modal verbs.
2. Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1 .the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.
(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)
Modal Verbs:
1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2. Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3. Modal verbs have no infinitives.
4. Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.
5. Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
Ss: Yes.
T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1. Would you like to answer the phone? It ______ be your sister.
2. The part of the country ______ be very warm in September.
3.______ it be Lily?
4. It ______(not) be true.
5. You ______ be right.
Suggested answers:
1. could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss: Yes. But we are not sure about how to use them.
T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect.“Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?
Ss: Yes.
T: Then try to finish the following exercises, please.
(Teacher shows the exercises on the screen.)
1.-______I use your phone?
-Yes, of course. You ______.
2.______ you come into the meeting room without showing a passport?
3. Mary said that I ______ borrow her car.
Suggested answers:
1. Can/Could/May/Might; can/may
2. Can
3.might/could（“Might” and “could” can be used after a past verb.)
T: Next, which modal verbs do you think are necessary to review?
Ss: The modal verbs expressing “necessity”.They are very important.
T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.
(Teacher shows the sentences on the screen, and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T: From the sentences, who can tell me the difference between “must” and “have to”?
S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.
T: Congratulations! Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T: Please give me an example. OK?
S2:I know the reason why you were late. You needn’t try to explain.
T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?
Ss: Yeah.
T: Now look at the blackboard.(Write the following on the blackboard.)
1. It must have rained last night, for the ground is wet.
2. You can’t have seen him yesterday, for he is still in Australia.
3. You could have told me he was coming.
4. She is very late. She may have missed the bus.
T: These sentences have something in common. Who can tell me what it is?
Ss: The modal verbs in these sentences are used together with perfect infinitives.
T: Very good. Then let’s review the modal verbs used together with perfect infinitives.
S3: When should we use modal verbs together with perfect infinitives?
T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating (thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss: Yes. Thank you.
T: Now let’s do some exercises to consolidate the usage of the structure.
1. I told Sally how to get there, but perhaps I ______for her.
A. had to write it out
B. must be have written it out
C. should have written it out
D. ought to write it out
2. You didn’t let me drive. If we ______ in turn, you ______ so tired.
A. drove; didn’t get
B. drove; wouldn’t get
C. were driving; wouldn’t get
D. had driven; wouldn’t have got
3.-I want to know why she is late.
-She ______ the early bus.
A. could miss
B. can have missed
C. may have missed
D. might miss
4.-I stayed at a hotel in New York.
-Oh, did you? You ______ with Barbara.
A. could have stayed
B. could stay
C. would stay
D. must have stayed
5. The light is still on. He ______ to turn it off when he ______ the room.
A. may forget; leave
B. must have forgotten; left
C. may forget; have left
D. could have forget; left
(Teacher shows the exercises on the screen and gives students enough time to finish them, and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1. C 2.D 3.C 4.A 5.B
T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?
Ss: Yes.
T: Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5: People ought to vote even though they don’t agree with any of the candidates.
T: Well done. What about “should”?
S6: Let me try. You should see “Hero”-it’s a great film.
T: Thank you for your good performance. Do you know how to use “had better”?
Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.
T :Please make up a sentence using “had better”.
S7: You’d better hurry up, if you want to get to the factory on time.
T: Good example!
Step Ⅳ Summary and Homework
T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fifth Period
Modal Verbs
1. It must have rained last night, for the ground is wet.
2. You can’t have seen her yesterday, for she is still in Australia.
3. You could have told me he was coming.
4. She is very late. She may have missed the bus.
篇12：高一英语上册unit6教案（全）-人教版[全套]
Unit 6 Good Manners
Teaching Plan
I. Teaching Goals:
1. Talk about good table manners
2. Learn to make apologies.
3. Learn to express your gratitude
4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause
5. Write a thank-you letter
6. Be a student with good manners
II. Teaching Time: five periods
Warming-up &Listening
--Period One
I. Teaching Aims and Demands.
1) Knowledge: grasp the expressions for making apologies
2) Abilities: ①learn to apologize and response properly to others’ apologies;
②learn to focus on key words and important sentences while listening
3) Moral: Be a student with good manners
II. Key and Difficult points
1) Master the ways of making apologies by speaking and listening
2) Use the expressions to make apologies freely
III. Teaching Methods
1) Pair work to practice speaking
2) Listen-answering activity to train the Ss’ listening ability
IV. Teaching Aids
A computer and a courseware with a record of listening material
V. Teaching procedures
I) Lead-in (3 min)
With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.
T: Good morning, class!
T: Do you like any proverbs?
T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?
T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.
II) Judgment (8 min)
Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.
T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?
T: What’s in picture 1 is it good manners or bad manners to do so?
T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?
(Ask one student to answer)
T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?
(Another student answers)
T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?
III) Warming-up (15 min)
This part can be done in the following five steps:
(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.
(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰，打断); I'm terribly sorry (I’m very sorry) ”
(4) Give Ss some more minutes to practice the dialogues with their partners.
(5) Then, two pairs of Ss are asked to act them out.
T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!
(Show the tips for them to answer)
(Introduce all the four pictures)
T: Do you know these expressions in the middle column? What situations are they used in?
S: When we do sth. wrong.
T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰，打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.
T: Well, would you like to fill in the blanks with these expressions according to the pictures?
(Let them complete it)
T: Who can tell me the answers?
(Ask Ss to answer and correct them)
T: Practice the dialogues with your partner. Then I’ll ask some of you to act.
(Four minutes later)
T: Who want to act it out for us? You two, would you please?
IV) Listening (17 min)
Now it is time for Ss do the listening practice. The steps are:
(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.
(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.
(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)
After playing the radio, I check the answers to the questions.
(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.
(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.
(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.
T: So do you think it good manners to apologize in a polite way?
T: Would you like to listen to another dialogue about apologizing?
T: Well, let’s do listening practice.
(Show two questions on ppt.)
① How many times does Bill apologize to Cliff?
② What are the problems between Bill &Cliff?
T: with these two questions, you listen to the radio, OK?
(Play the radio in courseware)
T: Have you got it?
(Ask some to tell and show the answers)
①Twice.
②Bill took Cliff’s bike without asking and lost it.
T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.
(Play it again)
T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?
(The third time playing)
T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?
Ss: Yes.
(Play it the forth time if necessary)
V) Consolidation
Review the expressions used for making apologies. Show a table of the expressions.
T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?
T: Ok, look at the form on ppt., and remember them.
(Show that on ppt.)
VI) Homework
1. Preview the text of Reading part.
2. Do exercise 4, P117 in your exercise book.
3. Think of the ways in which Chinese table manners is different from that of Western countries.
VII) Design of the Blackboard
Courtesy I’m terribly sorry
Good manners apologiz(s)e
manner forgive
interrupt fault
Reading
--Period Two
I. Teaching Aims and Demands.
1) Knowledge:
①To get to know the Western table manners
②To compare Chinese table manners with Western table manners
③To learn some useful words and expressions about table manners.
④To know how to lay the table in Western dinner party
1I) Ability
①Improve the reading ability of the students, especially the skills of summarizing and scanning.
②Train the ability of manual operation (to lay the table with cards)
II. Key and Difficult points
1) Sentences in passage with complex structure
2) What are the Western table manners
III. Teaching Methods
1) Scanning for important information and careful reading
2) Group work
IV. Teaching Aids
1) A computer and a courseware
2) Eight groups of tableware-shaped cards
V. Teaching Procedures
I) Revision
Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.
T: What have we learned last period? Do you remember?
S:
T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.
(Show the form of making apologies and receiving them)
II) Pre-reading
(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.
(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.
T: Last period, we have seen this picture, right? What’s it about?
S:
T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?
S:
T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?
S:
T: Let’s first compare the differences between them about “Rules for being polite”.
(Show two forms and explain them)
III) Reading
i) Fast reading.
Give students two questions to answer while they are reading fast:
1. What are the two spoons used for?
2. Do table manners change over time?
(Minutes later check the answers.)
ii) Learning new words.
Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.
iii) Careful reading.
(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:
1. How is the table laid?
2. What is the order of the dishes served at a Western dinner party?
There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.
(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.
(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.
(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..
i) Fast reading
T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?
S:
T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?
S:
T: Here are two questions on ppt. Read quickly and find out the answer.
(Three minutes later)
T: Have you finished?
S:
T: Thanks. You’ve done a good job.
ii) Learning new words
T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?
Ss:
T: It refers to “toast”.
(This job can be finished quickly)
iii) Careful reading
T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?
S:
T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?
S:
(Five minutes later)
T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!
(For a while )
T: Have you finished your job?
S:
T: Who’d like to show your work?
S:
(Show some of their works on blackboard)
T: OK, let’s see whose work is all right.
(Find out the mistakes in them and who wins)
T: Are you clear now about how to lay the table?
S:
T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?
S:
T: Ok, just look at the pictures!
(Show the pictures of explaining the right position)
IV) Post-reading
(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.
(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.
(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.
The teacher will point out some difficult words, like, fashion, advice, formal, etc..
T: Let’s come back to the textbook. What does the first paragraph tell us?
S:
T: Here are difficult sentences to learn.
(Analyze them)
T: Which paragraphs can be formed into one group?
S: Paragraph 2-5
T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”
S:
T: And what about the main idea of the last paragraph. Any volunteers?
S:
T: Good job. It tells us that “the order of dishes and good table manners during these courses”.
(Focus on some difficult words in the paragraph)
V) Homework
1. Word Study 2 on P40
2. Vocabulary 1 on P116.
3. Vocabulary 1 on P116.
VI) Design of the Blackboard
Lay the table Don’t bite more than you can chew
Para 1 drink to
Para 2-5 follow the fashion
Para 6 Behave
Reading (II) & Language Study
--Period Three
I. Teaching Aims and Demands.
(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage
(2) Learn the way words are changed into its opposite by adding prefixes
II. Key and Difficult points
1) Several long sentences which students may feel hard to understand
2) Grasp the four kinds of prefixes
III. Teaching Methods
Learning-practicing activity
IV. Teaching Aids
A computer and a ppt. courseware
V. Teaching Procedures
I) Reading.
The teacher explains some of the difficult or special expressions and sentences in the passage.
T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?
T: We now will continue to study this passage. Look at the sentences on ppt..
Show them on ppt.:
1. Knowing them will help you make a good impression.
leave impression on sb.
2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.
Having good table manners 动名词短语做主语.
3. The knife and fork that are closest to your plate …the ones beside them.
4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.
5. Dinner starts with a small dishes, which is often called a starter.
6. When drinking to someone’s health …
7. Table manners change over time. They follow the fashion of the day.
(Below is the explanation of these six sentences)
T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.
T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?
S:
T: It means in Chinese that: 在餐桌上，懂礼节意味着你知道如何使用刀叉，如何助酒以及如何在用餐时举止得当。
T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?
S:
T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。
T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,
(1)I’d like to go with you, but my hands are full.
(2) I’d like to go with you. However, my hands are full.
T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?
S:
T: “Which” refers to “a small dish”
The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.
T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?
S:
T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上，我们都为新郎新娘祝酒。
T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.
II) Practice.
i) Make a list of things on a Western dinner table and what is found on a Chinese one.
T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?
S:
T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?
S:
A Western dinner table A Chinese dinner table
a small plate;
a large plate;
a napkin;
a glass for red wine;
a glass for white wine;
a glass for water;
two pairs of forks and knives of different sizes;
a soup spoon;
a dessert spoon a bowl,
a Chinese spoon;
a small plate;
a pair of chopsticks;
a small china shelf to rest the chopsticks on;
a small tray with a damp cloth;
a small china cup for spirits;
a glass for beer or soft drinks
ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.
1. Use the knife with your right hand.
2. Put your napkin on your lap.
3. Start eating as soon as your food is served in front of you.
4. Ask for a second bowl of soup.
5. Use your finger when eating chicken.
6. Finish eating everything on your plate.
7. Talk loudly while eating.
8. Make other people drink more spirits than they can take.
Check the answers according to the passage. (P P I I P P I I)
iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.
T: First read the text quickly and fill in the blanks with the words in the top column.
(Minutes later, check them and explain the language points if necessary)
The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …
III) Word Study.
In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..
1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.
2. Then, every prefix would be explained with some examples.
3. Next, the class comes to the practice in word study.
4. Finally, it’s time to have an immediate exercise in workbook.
T: What’s in common of these two words? Unfold and impolite.
T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?
T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.
(Show a form of the prefix “-in” and its examples)
T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.
(With the following forms, examples of “-im”, “-in” and “-non”)
T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.
(Check the answers)
T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.
(Finish all the ten questions)
IV) Homework
Do exercise 3, P117 in your workbook.
V) Design of the Blackboard
限制性定语从句 wing
非限制性定语从句 spirits
fashion: 时尚潮流 unfold
入乡随俗 informal
mix 否定词缀
Grammar
--Period Four
I. Teaching Aims and Demands.
(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.
(2) Good manners around the world
II. Key and Difficult points
Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause
III. Teaching Methods
(1) Learning-practicing method
(2) Reading-acting method
IV. Teaching Aids
Multi-media courseware
V. Teaching Procedures
I) Checking exercise (translation)
In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.
T: first, we are to have our homework checked. Ok?
S:
T: who can tell me the sentence in English of question one.
S:
T: Excellent! And this sentence can be also translated in such a way:
“1 It was my fault that your new cell phone was stolen.” Then, the next one?
(Finish within seven minutes)
The answers for reference:
2 The old temple made a deep impression on me.
3 She has been fond of reading since childhood.
4 She had been an excellent gymnast before the accident, which disabled her.
5 More and more Westerners are becoming interested in Chinese culture.
II) Revision of the grammar in the past units (the Attributive Clause)
1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.
2) List the relative adverbs and make sentences with them
3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.
T: During the past weeks, we’ve learned the Attributive Clause, right?
S:
T: Here is an example. The city that he visited is very far away.
Which part of it is the Attributive Clause?
S:
T: And the Antecedent(先行词)? Where?
S:
T: The Relative Pronoun(关系代词)？
S：
T：How many kinds of Relative Pronoun have we learned? What are they?
Ss:
T: Yes. They are that, which, who, whom, whose.
S:
(Show another sentence)
T: In this sentence, we have a Relative Adverb in it, right?
S:
T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?
S:
III) Restrictive & Non-restrictive Attributive Clause
1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.
2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.
3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.
4) Give out notices for using the relative pronouns:
T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?
S:
(Do the job with all the class)
T: You can look at ppt. can find out any differences between the first one and the latter four?
S:
T: We can compare first two only. So, any differences?
S:
T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?
S:
T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:
①The man who came here yesterday has come again.
②He lives in the down town, which is only about an hour’s ride from here.
(expound it with them)
T: Besides, we should also pay attention to the notices:
1.引导非限制性定语从句的关系代词不可用that，指人时用who(主), whom(宾语), 指物时须用which.
2.先行词是all，much，little，something，anything，nothing等不定代词时，关系代词一般用that．
3．先行词是序数词、形容词最高级或the only，the very修饰时，关系代词常用that．
IV) Practicing
1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.
2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:
3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.
T: Shall we do some exercise to consolidate it?
S:
T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.
1 I finished reading the book which my father gave me for my birthday.
2 The car, which had been parked in front of our house for more than a week, was stolen.
3 Paula, whose husband lives in London, lives alone on the fourth floor.
4 My sister Ellen, whom you saw yesterday at the party, is a nurse.
(if time’s limited, four sentences only)
T: So, clear about the Restrictive and Non-restrictive Attributive Clause?
S:
T: Can you judge them: Restrictive or Non-restrictive one?
(The sentences are :)
1. The teacher told me that Tom was the only person that I could depend on.
2. His mother, who loves him very much, is strict with him.
3. China is a country which has a long history.
4. China, which was founded in 1949, is becoming more and more powerful.
T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.
T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?
S:
T: Good, we can fill in it with “whom”.
(Finish it one by one)
V) Integrating Skills (reading)
Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.
1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.
They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.
T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
(three minutes later)
T: Are you Ok? What are the answers. What are good manners about?
(ask one student to answer)
T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?
S:
(Continue to find out answers to the nest two)
T: Now, shall we do sth. interesting with information of this passage?
S:
T: Scan the passage to get the information about what do people in different countries do in the given situations:
1. When meeting people
2 When talking to people
3 In public, many north Europeans
4 When smoking, Indians
T: I’ll call some to act out the good manners in some place of the world.
(Two minutes)
T: Who knows “when meeting people, what will the Westerners do? And Americans?
S:
T: Right, would you come here to act it out for us?
(Through this activity, Ss have chances to act and remember them)
VI) Homework
1. Do exercise 1, P118 in exercise book.
2. Question 5-8, p41,
VII) Design of the blackboard
Childhood 非限制性定语从句
When= at which 人（主） who
Where= in which 人（宾） whom
Why= for which 物 which
That ( x)
Leave out
Say sth. nice
Speaking & Integrating Skills
--Period Five
I. Teaching Aims and Demands.
(1) Learn to apologize and express thanks and response to them using related expressions
(2) Train students’ imagination and creativity in situation performances
(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )
(4) Learn to write a thank-you letter
II. Key and Difficult points
(1) Use given expressions to express apologies properly (formal or informal) in a certain situation
(2) Grasp the format of a thank-you letter, especially the content of each paragraph
III. Teaching Methods
(1) Group work
(2) Role-playing
(3) Read and write
IV. Teaching Aids
A ppt. courseware
V. Teaching Procedures
I) Speaking
In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.
(1) Let students go over the texts of these three situations and imagine themselves are in it.
(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.
(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.
(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.
(5) Ask pairs to act out them.
T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?
S:
T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.
(Two minutes)
T: Do you understand what these texts say? Let me tell you.
(Explain the language points of this part)
T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.
(Show a dialogue of situation one on ppt)
T: So, who would like to have a try?
(One or two pair of Ss to act out the dialogues)
II) Talking
This part is on P116 in workbook. The teacher can choose only one situation.
(1)The teacher first explains the situation in Chinese what the topic is.
(2)Then let them have a discussion first to prepare for the Talking for about some minutes.
(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.
(4)Carry out the discussion
① The teacher asks one member of one party to present their opinion.
② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.
③ In this way, the tong war begins.
(The time should be controlled allowing the tasks of the period to be finished.)
T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?
(Three minutes)
T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?
(Have a debate)
III) Integrating skills (writing)
This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).
i) To know the thank-you letter
(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.
(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..
(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:
Paragraph 1: Give thanks to the people for what they did for us.
Paragraph 2: Tell the people something about ourselves and the things we’re doing now.
Paragraph 3: Ask the people for some details about themselves and what they are doing now.
Paragraph 4: Close the letter by repeating our thanks
This is the format for them to follow when writing a thank-letter.
ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.
In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.
At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.
T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..
1 For what does Amy express her gratitude to Sam and Jenny ?
2 What is Amy sending them with this letter?
3 How is Amy getting along with her studies now?
4 What does Amy ask for in the third paragraph?
(four minutes later)
T: Have you finished? Who can tell me answer to question one?
S:
(Check them one by one)
T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:
1 Give thanks to the people for what they did for us.
2 Tell the people something about ourselves and what we’re doing now.
3 Ask the people for some details about them and what they’re doing now.
4 Close the letter by repeating our thanks
T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?
S:
T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!
IV) Tips
The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.
T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看；“make jokes about sb.”-“拿某人当笑柄，取笑”.
(Then, the teacher goes over the tips with the class)
V) Homework
1 Choose one topic in exercise 2,p42, and write a Thank-you letter.
2 Summary(总结) what you’ve learned in this Unit.
VI) Design of the blackboard
introduce sb. to wish sb. all the best
Forgive me. I’m very sorry. keep in mind
I apologize for… formal stare at:
oops. Sorry about that informal make jokes about sb
篇13：Word修改教案(全套)
2010-12-19 18：31：00第一课基本操作一、Microsoft Office 2003组成
Word文字处理Excel电子表格Powerpint幻灯片
Outlook电子邮件Access数据库
二、用场
Word2003是由Microsoft(微软)公司开发的一个办公室常用软体,其主要应用于文字排版、图文混排以及表格建造。其主版本有：
Word97/Word2000/Word2003/Word2007/XP 3、启动
1：双击桌面Word图标2：起头-步伐-Word 4、Word窗户的组成
标题栏菜单栏工具栏(常用/格式)
标尺滚动条编辑区状态区
五、工具的显示与隐藏
1：视图-工具栏-常用/格式
2：右击菜单栏-常用/格式/表格和边框
六、文档的新建/生存/封闭/打开
新建：文件-新建(Ctrl N)
生存：文件-生存(Ctrl S)
打开：文件-打开(Ctrl O)
封闭：文件-封闭(Ctrl W)
七、文档加密
1：文件-生存-工具-通例选项-打开/修改
2：工具-选项-生存-打开/修改权柄规模密码
8、文字的选择要领：
1.裸机拖动：把光标定位于文本内,裸机拖动。
2.把光标放与段落前：
裸机：选择一行
双击：选择一段
三击：全选(Ctrl A)
3.S你好ft标的目的键：部分文本的选定
九、文本的复制/粘贴/剪切/删去
复制：右击-复制(Ctrl C)按Ctrl拖动
粘贴：右击-粘贴(Ctrl V)
剪切：右击-剪切(Ctrl X)直接拖动
删去：Backspace(退格键)：删去光标以前的字符
Delete：删去光标之后的字符。
一、撤消/恢复(编辑-撤消/恢复)
撤消：Ctrl Z恢复：Ctrl Y
一一、查寻/替换(编辑-查寻/替换)
查寻：Ctrl F替换：Ctrl H
一二、页面比例
1.常用工具栏-显示比例(整页/双页)
2.视图-显示比例
3.CTRL鼠标中键滑动
第二课简略排版一、页面配备布置
纸型：文件-页面配备布置-纸型-横/纵向
页边距：文件-页面配备布置-页边距(直接拖动标尺)
二、二：打印预览
文件-打印预览(Ctrl F2)
3、三：文字的格式化(Ctrl D)格式-字体-字体/字符间距/文字效果
1、字体
格式-字体-字体：
类型颜色字号：Ctrl大括号暗影
加粗：ctrl B倾斜：Ctrl I下划线：Ctrl U
上标：Ctrl S你好ft加号(200C)下标：Ctrl加号(CO2)
2、字符间距
缩放：仅缩放字符宽度
位置：提升/减低
间距：加宽/紧缩
3、文字效果
赤水情深礼花绽放七彩霓虹
4、中文版式
格式-中文版式-拼音指南/带圈字符/双行合一
拼音指南：给(gěi)文(wén)字(zì)加(jiā)上(shang)拼(pīn)音(yīn)
带圈字符：对文字加上圈号(缩小文本/增大圈号)
纵横混排：横与纵向字体共存。
双行合一：把一行合为两行(可加括号)
归并字符：至多归并6个字
五、格式刷(常用工具栏-格式刷：复制格式)
用法：1：首先选择一种格式-然后裸机格式刷--再选择要刷的字体。
复制格式：Ctrl S你好ft C粘贴格式：Ctrl S你好ft V
六、首字下沉(某一段的第一个字下沉)
格式-首字下沉-下沉/悬挂
七、页面边框
格式-边框和底纹-页面边框-线型/艺术型
第三课高级排版一、段落的格式化
1：段落的对齐体式格局
格式-段落-缩进和间距-对齐体式格局：
居左：Ctrl L居中：Ctrl E
居右：Ctrl R分散对齐：Ctrl S你好ft D2：首行缩进
格式-段落-缩进和间距-特殊格式-首行缩进
(悬挂缩进)
{直接拖动,上标尺：首行缩进/悬挂缩进}
3：行距格式-段落-缩进和间距-行距：
单倍：Ctrl 1双倍：Ctrl 21.5倍：Ctrl 54：段距格式-段落-缩进和间距-段前/后
二、配景
格式-配景-单色/填充效果(双色/纹理/图案/图片)/水印
注：只有水印可打印
3、标尺/段没有中标记/网格线的显示与隐藏
视图-标尺/显示段没有中标记/网格线
图片的插入
插入-图片-剪贴画/自选图形/艺术字/来自文件
1：剪贴画
A：版式右击图片-配备布置图片格式-版式：
嵌入型四周型紧密型衬于文字下方
B：颜色与线条
右击图片-配备布置图片格式-颜色和线条：
填充：单色/填充效果(过渡/纹理/图案/图片)
线条：颜色/虚实/粗细/类型
C：图单方面板
右击菜单栏-图片(亮度/比拟较度/裁剪)
2：来自文件
插入-图片-来自文件
3：自选图形
绘图工具-自选图形：
1：新增文字：右击自选图形-新增文字
2：可旋转：绘图工具栏-旋转按钮
4：艺术字
艺术字工具：右击菜单栏-艺术字工具栏
(插入艺术字/编辑艺术字/配备布置艺术字格式/
艺术字形状/文字标的目的/间距)
4、文本框
插入-文本框(横/竖)在文本边框右击-配备布置文本框格式
第4、五课表格建造一、页面配备布置
1：页边距文件-页面配备布置-页边距
2：纸型文件-页面配备布置-纸型-横/纵向
二、打印预览(Ctrl F2)
3、插入表格
1：表格-插入-表格-列/行2：表格-绘制表格
3：常用工具栏-插入表格
4、选择表格
1：直接在单元格裸机拖动
2：选择单元格：把光标放与单元格的左边线处,当呈现斜向箭头时,裸机。
3：全选：左上角裸机
4：选择一列：把光标放与某一列顶,当呈现向下箭头时,裸机。
五、表格的移动和缩放
1：移动：左上角裸机拖动2：缩放：右下角裸机拖动
六、标题
把光标放与第一个单元格内,敲回车键.
七、调解行高/列宽
1：局部调解列宽
若想对一列或连续多列的'某一单元格举行调解时,可对其中的某一部分举行选中。
2：配备布置默认边距
表格-表格属性-表格-选项-配备布置左右边距为“零”。
3：肆意调解行/列宽
行高：按Ctrl肆意调解行高
列宽：按Alt键肆意调解列宽
8、插入行/列
1：表格-插入-行/列
(注：若想一次插入多行或多列,就先选择多行或多列。)
2：把光标放与最后一个单元格内,按TAB键,可自动插入一行。
九、删去(Backspace：退格键)
表格-删去-表格/单元格/行/列
(注：清除单元格内的文本：按Del键)
一、归并单元格/拆分单元
表格-归并单元格/拆分单元
一一、绘制斜线表头
表格-绘制斜线表头
一二、单元格对齐体式格局
右击单元格-单元格对体式格局-中部居中
一3、均等分部各行/列
表格-自动调解-均等分部各行/列
一4、边框和底纹
格式-边框和底纹-边框/底纹
一五、表格和边框工具栏
右击菜单栏-表格和边框
第六课绘图一、双色字
1：插入艺术字-复制
2：粘贴(编辑-选择性粘贴-图片)
3：剪切图片(图片工具栏-裁剪工具)
4：移动到合适位置-框选(绘图工具栏-选择对象工具)
5：右击-组合-组合
二、一箭双心
1：绘制心形-复制
2：绘制箭头-绘制直线(右击-叠放层次--置于底层)--箭尾(燕尾型)
3：配备布置直线、箭尾格式-框选-组合
3、公章
1：绘制圆形(正圆：按S你好ft)
2：编辑-椭圆形艺术字-配备布置艺术巨细/弧度(右下角裸机拖动)
3：绘制星形-插入专用章-框选-组合
4、灯笼
1：绘制圆形-配备布置双色(由黄到红渐变)
2：按Ctrl键复制,缩小,并移动到合适位置。反复多次。
3：绘制底座(自选图形-流程图-资料袋)
-配备布置格式-复制-放与底部
4：绘制曲线-插入艺术字
5：框选组合
五、五：翻书
1：绘制距形-配备布置格式
2：绘制平形四边形-旋转(裸机绘图工具栏-旋转)
第七课制表位和邮件归并一、制表位：对齐功能(配合本课操练以实例解说)
1.配备布置制表位：
n格式--制表位--给出制表位位置--配备布置对齐体式格局--配备布置(如要制做多个制表位,请逐个配备布置)。
n直接在标尺上新增。
2.删去制表位：
⑴格式--制表位--全数清除--确定
(2)直接将标尺上的制表位拖至编辑区。
二、
(配合本课操练以实例解说)
n格式--项目符号和编号--多级符号--选定样式--自定义…
n旅程颠末过程按Tab键或S你好ft Tab组合键,或者裸机工具栏上的“增长缩进量”按钮或“削减缩进量”按钮,可以更改列表中的项目级别。
3、邮件归并：
一、邮件归并的理解
1、邮件归并是Word中的一种功能；
2、利用它可用来创建仿用信函、邮件标签、信封和分类四品类型邮件归并；
3、在一样平常办公务情中,可以大大削减反复操作,提高事情效率；
4、例如：一个学校要做一批结业证；一个公司要做一批新年祝贺邮件；一个职能单位要做一批参加比赛证等。
第八课打印和页眉页脚六、符号
插入-符号(选择一个符号-裸机插入)
(注：右击小键盘-数学符号/单位符号)
七、纸张类型
A4：宽：21CM长：29.7CM A5：宽：14.8CM长：21CM A3：宽：29.7CM长：42CM 8、页面比例
常用工具栏-显示比例(整页/双页)
视图-显示比例
九、页眉和页脚
视图-页眉和页脚(插入页码/页数/设制页码格式)
注：首页/奇偶页差别(文件-页面配备布置-版式-首页/奇偶页差别)
一、索引目录：插入--索引和目录…
索引目录的作用在于,方便阅读者可以快速地校阅于阅兵或定位到感乐趣的内容。
实例建造解说
汗青上的今日：
关注“烟花爆竹使爆发”的要求2010-12-19《转栽》农村3家半夜之后遭礼花弹袭击2010-12-19
下篇文章提示：转载请注明来历于[我的小屋]
您可能还对下面的内容感乐趣！
汗青上的今日：
央视武火原因查明：违法使爆
- 高一(上)全套教案(人教版高一英语上册教案教学设计)2023-12-08
- 一年级语文上册人教教学总结2025-05-28
- 最大公因数与最小公倍数的比较 教案教学设计(人教新课标五年级上册)2025-05-21
- 第三课时多边形的面积 教案教学设计(人教新课标五年级下册)2025-05-27
- 新目标英语九年级全套教案 新目标 Unit 7 (新目标版九年级英语教案教学设计)2022-12-11
- 感悟师德感悟师德 教学反思(人教新课标六年级)2025-06-10
- 人教第九册《黄河是怎样变化的》教学设计2025-06-11
- 人教新课标数学：《分数乘除法》的试题2025-08-24
- 第六单元：认物体2 教案教学设计(人教新课标一年级下册)2025-06-22
- 第四课时1减真分数 教案教学设计(人教新课标五年级下册)2025-07-26