人教版新课标高中英语必修3-4要点综述(新课标版高一英语必修四教案教学设计)

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篇1：人教版新课标高中英语必修3-4要点综述

高中英语必修3-4 要点综述

Unit 1 Festivals around the world

Teaching aims and demands

1.topic: 1>Festivals

2>how festivals begin

3>how to celebrate festivals

2.function: 1>Request

Eg: Could you please…?

Could I have …?

I look forward to doing…

2>Thanks

Eg: It’s a pleasure. /Don’t mention it.

It’s very kind of you to…

I’d love to …

Thank you very much./Thanks a lot.

You are most welcome.

3.vocabulary:

4.grammar: 情态动词的用法

Jin can speak English well. (ability)

Could you please show me the way to …? (request)

May we see the awards for the team? (permission)

She might give you … (possibility)

The whole family will come for dinner. (promise)

Often he would dress up like a rich man. (pass habit)

We would be there with our friends. (promise)

II.Key points

Period 1 Warming up and fast reading

1.Greetings

2.Warming up

Step 1 discussing the following questions

a.How was your holiday/spring festival?

b.Did you go traveling?

c.How much pocket money did you get?

Step 2 talking

1). Name some festivals

Spring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival

Army Day May Day Teachers’ Day

New Year National Day Mother’s Day

Children’s Day Father’s Day

Christmas Day Halloween carnival

Easter Valentine Day Oben

2).Ss work in groups of four and list five Chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. Then fill in the blanks.

Festivals Time of year/date Celebrate for Things to do

Mid-Autumn Day

Spring Festival

Dragon Boat Day

Tomb sweeping Day

Lantern Festival

3.Pre-reading

1) What’s your favourite holiday of the year? Why?

2) What festivals or celebration do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best-the music, the things to see, the visits or the food?

4. Fast reading and find the answers to the following questions.

A.What did ancient festivals celebrate?

B.What are festivals of the dead for ?

C.Why are autumn festivals happy events ?

D.Name three things people do at spring festival ?

Period 2-3 Intensive reading

1.Read the passage paragraph by paragraph and find the main ideas of each paragraph

Paragraph 1: All kinds of celebration in ancient time.

Paragraph 2: The purpose to honour the dead and three examples

Festivals Time Things people do

Oben

Day of the Dead

Halloween

Paragraph 3: The reasons Why we honour people

Festivals Who does it celebrate ?

Dragon Boat Festivals

Clumbus Day

Indian National Festival

Paragraph 4: Autumn festivals are happy events

Paragraph 5: How people celebrate in spring festivals

2．Language points

a.They would starve if food was difficult to find…

starve （v.） 饿死；挨饿

eg. Millions of people starved to death during the war.

Starve for sth 渴望…

Eg. The homeless children starve for love.

Starvation (n.) 饿死

Eg. Die of starvation

Starvation wages 不够维持基本生活的工资

b.The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.

Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）

Eg.We celebrate the new year with a party.

Their courage was celebrated in all the newspaper.

Celebrated (adj.) = famous 著名的，驰名的

c. …because they thought these festivals would bring a year of plenty.

days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。

Eg.You have a life of plenty, what would you be worried about ?

d.Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm.

1）Honour (v.) “尊敬，给…增光” honour sb. (sth.) with sth.

（n.） “荣誉，光荣，敬意，面子”

Win honour for… 为…争光

Show honour to sb. 尊敬某人

in honour of sb.(sth.) = in sb.’s /sth’s honour出于对某人的敬意

eg.There will be a party in honour of his success.

为庆祝他的成功将会举行一个晚会。

We have a party in honour of the famous artist.

为纪念这位著名艺术家我们举办了这场晚会。

2）satisfy (vt.)使满意，令人满意

Eg.That answer won’t satisfy her.

那个答案不会使她满意。

Satisfied （adj.） 满意的（主语是人）

Satisfactory (adj.) 令人满意的（主语是事而不是人）

Satisfying （adj.） 令人满意的（主语是事）

Satisfaction （n.） 满意

Eg. She’s satisfied with her son’s progress.

对于儿子的进步她感到很满意。

Do you think what he said is satisfying?

你认为他所见的令人满意吗？

3)harm (n.) (U) 伤害

Eg. Don’t be too serious , he meant no harm.

(v.) harm sb./sth.=do harm to sb./sth.

Eg. Don’t be afraid, the dog won’t harm you.

What you do should do more good than harm.

你所做的应该利大于弊。

e.The festival of Halloween had its origin as an event in memory of

the dead.

In memory of / to the memory of sb. 最为对某人的纪念，纪念某人

Eg.The museum was built in memory of the famous scientist.

f.They dress up and try to frightened people.

Dress n. 连衣裙/

v. dress sb./oneself 给…穿上衣服

Eg. The first thing she does every morning after getting up is to dress her son.

她每天起来第一件事就是帮儿子穿衣服。

Dress up 盛妆打扮，乔装打扮

Eg. Ladies loves dressing up more than anything else.

g.If they are not fiven anything, the children might play a trick.

Play a trick on sb. 玩弄某人

Eg. That naughty boy likes to play a trick on others.

h. in memory of the arrival of Christopher Columber in America.

Arrival n. 到达

Eg.We are pleased for their arrival.

i. In India there is a national festival on October 2 to honor Mahatma

Gandhi,the leader who helped gain India’s independence from Britan.

Gain n.获得物，收获，增加

Eg.The baby has a gain of half a pound.

v.获得，得到，增加

eg.He had gained himself a reputation for unfairness.

他是自己得到了一个不公平的名声。

比较: get 得到，获得 应用最广的词

Aquire 获得，取得 指通过漫长的过程而逐渐获得

Gain 得到，获得 往往指通过努力而获得某种有益或有利的东西

Eg.I got a favorite answer.

How did she acquire her skill?

I hope you will gain still greater success.

j. gather 收集，积累

eg. The police have gathered information about the murderer.

k. …Some people might win awards for their animals…

award n.奖品，奖金，助学金

win the second award 获得第二等奖

win the award of ten thousand dolar.

获得一万美元奖金

Vt.奖励，授予 award sb. Sth./sth to sb.

Medals are awarded to the best speakers on the debating team.

奖章授给辩论队中最佳的演说者。

比较： award n./vt. 对鼓励工作突出所进行的鼓励，往往强调荣誉

Prize n. 多指在各类竞赛或抽彩中所赢得的奖。这种将有的凭靠能力，有的凭靠运气获得。

Reward n./v 指对某人的工作或服务等的报答。

Eg. He won the award for the best student of the year.

A prize was given to the person who had the winning number.

The waitress was given two more extra dolar for her good serves.

l. …when people admire the moon and give gifts of mooncakes.

Admire vt. 钦慕，羡慕，赞美

Admire sb. for sth. 因谋事而赞美/仰慕某人

Admire to do sth. 喜欢干谋事

Eg.Don’t forget to admire the students.

别忘了夸奖学生

Everybody admires him for his fine sense of humour.

人人羡慕他那极好的幽默感。

I just admire to get letter, but I don’t admire to answer it.

我只是喜欢收信件，而不喜欢回信。

m. …that looking forward to the end of winter and to the coming of sping.

Look forward to doing sth.

Eg. I am looking forward to seeing you again.

The children are looking forward to visiting the Great Wall.

n.The country is covered with cherry tree flowers so that it looks as though

it might be covered with pink snow

as though =as if 引导状语从句，常常放在act, look, sound, feel, smell

等动词后面；引导表语从句常用虚拟语气。

Eg. He behaves as though nothing has happened.

It looks as if it were summer already.

Period 4 Using language --- Reading

Step 1. Greetings

Step 2. Lead-in: 1. Introduction of Qiqiao Jie

（Why called Qiqiao Jie and some customs of the very day and the sad love story.）

2.The following story is a modern sad love story.

Step 3. Ss read the questions given and read the story to find the answers.

Step 4. words and phrases.

1.But she didn’t turn up.

Turn up 1) 出席，来 For several reasons, she didn’t turn up.

2) 出现，找到The book you have lost will turn up one day.

3) 开大音量 （反义词）turn down

Turn up the radio a little, I can hardly hear the program.

2.to hold one’s breath: to wait without much hope

eg.The girl held her breath at the sight of the snake.

3.to drown one’s sadness: To drink in order to forget

to drown one’s sorrows: 借酒消愁

4.to keep one’s word 守信用(反) to break one’s word 失信

Eg.He is a man who always keeps his word.

Don’t believe him, he always breaks his word.

5.set off 1)动身，出发 Tomorrow we’ll set off for home.

2)使…爆炸 The human body bomb set off among the crowd.

6.I don’t want them to remind me of her.

Remind sb.of sth. 提醒某人某事

Remind sb. to do sth. 提醒某人做某事

Remind sb. That

Eg.The pictures remind me of my school days.

Remind me to buy her a gift.

I reminded him that he must go home before dark.

7.forgive …for

Eg.Please forgive me for my being rude.

Step 5.Ss work in groups of four to summarize the story and ask some of Them to tell the story in their own words.

Sample:

The story took place in an coffee shop where the hero, Li Fang, is

Waiting for his girl friend, Hu Jin’s coming. To his appointment, she

Didn’t turn up. Then there is a show on TV, which talked about the sad

Love story Of Qiqiao Jie. Being heart-broken, Li Fang threw away his

Valentine’s gift to Hu Jin. Then he met Hu Jin on his way back home,

Who had been waiting for him at a tea shop. What should he do?

Period 5-6 Discovering Useful Stuctures: Modal verbs

1. 情态动词的各种语气

1) can and could

Jin can speak English well.(ability)

No one could finish the test last week.(ability)

The teacher said that we could not leave early.(permission)

The hunters are lost. They could starve.(possibility)

Could you please show me the way to Beihai Park?(request)

注意：表示一般能力时，can 可与be able to 互换，但表示过去的能力+特定行为时，用was/were able to ,be able to 可用于各种时态，而can 只能用于现在时。

Eg.His mother wasn’t at home, so he was able to watch TV

2) may and might

May we see the awards for teams?(permission,request)

She might give yousome new clothing.(possibility)

注意：1.表示许可时，用于第一人称，指我（们）被允许做某事；由于其他人称，则指说话者允许主语做某事。

Eg.We might go shopping until dark.(我们被允许)

Mother said:”You might go shopping until dark.” （说话者允许主语做某事）

2.在用于请求许可时，may可与can/could 互换

3）will and 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)

Would you like to join us for dinner?(request)

注意：would 与 used to 均可表示“过去惯常”，但是would 常与过去时间状语连用，意为总是，总要；used to 与现在时间相比，意为过去常常，暗示现在已经没有了。

Eg.When he was there, he would go to that coffee shop at the corner after work every day?

He used to go to that coffee shop at the corner after work every day,but now he goes to play basketball.

4)shall and should

The harvest festival begins on Saturday.We shall be there with our friends.(promise, agreement)

It’s nearly five o’clock. The taxi should be here soon.(prodiction)

注意：1.shall 用于第一，三人称的疑问句中，表示说或者征求对方的意见，或向对方请示。

Eg.Shall we go shopping after school?

2.should have done 表示过去应该做而没有做

Should not have done 表示过去不用做而却做了

5）must and 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)

对现在的事情进行把握较大的判断时，肯定判断用must+动词原形，否定判断用can’t+动词原形。

She must be in the library.

She can’t be in the room.

2.modal verbs+ have done

一、情态动词+动词完成式

情态动词+动词完成式即“情态动词+ have + done分词”，表示对过去行为或动作进行推测、评论或判断。

1. must have done表示对过去某事的肯定猜测。其否定或疑问形式都用can(could) 来表示.

Since the road is wet, it must have rained last night.

He can’t have missed the way. I drew him a map.

“The dictionary has disappeared. Who could have taken it?”

当然对现在发生或将来发生的事情,要用must do 表示猜测, 否定为can’t do.

He must understand that we mean business.

You must be hungry after a long walk.

2.may / might have done

may / might have done 表示推测过去某事“也许”发生了.may 比 might 表示的可能性在说话人看来稍大些。例如：

I can’t find my keys. I may / might have left them at the school yesterday.

3. could have done 在肯定句型中, 往往用作委婉的批评. 本应该做什么,而没做; 有时也用作猜测.

You could have told us earlier.

Tom could have taken the dictionary.

4. ought to / should have done和 ought not to / shouldn’t have done

ought to / should have done 和 ought not to / shouldn’t have done 用于对已发生的情况表示“责备”、“不满”，分别表示“本应该…”和“本不应该…”。例如：

1）With all the work finished, I should have gone to the party last night.

2）You ought not to have made fun of him. He is not the one you laugh at but learn from.

5. needn’t have done

needn’t have done 表示过去做了某事，但没有做的必要， 意为“本没必要…”。

You needn’t have waken me up; I don’t have to go to work today.

注：表示推测过去某动作发生的可能性时，就表示的可能性程度而言，must最大，could其次，may更次之，might最小。例如：

“I wonder how Tom knew about your past.”

“He must / could / may / might have heard of it from Mary.”

二、情态动词+动词进行式

情态动词+行为动词进行式（即情态动词+ be + doing形式），表示推测或评论某动作现在是否正在进行。例如：

1）He must be playing basketball in the room.

2）She may be staying at home.

三、情态动词+动词完成进行式

情态动词+行为动词完成进行式（即情态动词+ have been + v-ing 形式），表示推测或评论过去某动作是否正在进行或一直在进行。例如：

1）They should have been meeting to discuss the problem.

2）He may / might have been buying stamps in the post office when you saw him.

四、某些情态动词的特殊用法

1. need

考试中主要测试 need 作情态动词与作实义动词的区别.

情态动词need与实义动词need 在时态、肯定、否定结构上的对比见下表。

时态 情态动词need 实义动词 need

现在时 He need (needn’t) do

Need he do….? He needs (doesn’t need) to do

过去时 He needed (didn’t need) to do

将来时 He need (needn’t) do

Need he do….? He will (not) need to do

注: need 一般用于否定句或疑问句.

2. dare

考试中主要测试dare作情态动词和作实义动词的区别。

情态动词dare 与实义动词dare 在时态、肯定、否定、疑问结构上的对比见下表。

句型 情态动词dare 实义动词 dare

肯定句 现在时 dare to 少用

过去时 dare to 少用 现在时 dare/dares to do

过去时 dared to do

否定句 现在时 daren’t/dare not do

过去时 dared not do 现在时 do/does not dare (to) do

过去时 did not dare (to) do

疑问句 现在时 Dare he do?

过去时 Dared he do? 现在时 Do you/Does he dear (to) do?

过去时 Did he dare (to) do

3. can 和 may

考试中主要测试can，may或could，might表示可能性的区别及对may构成的疑问句的回答。

（1）can, could, may, might都可以表示可能性.can, could表示潜在的可能性或理论上或逻辑判断上存在的可能性；而may, might则表示事实上的可能性。此外，can还具有“有能力”的意思，而may与might则不具此意。例如：

According to the weather forecast, it may rain tomorrow.

Any man with a little sense can see that he is wrong.

（2）May I / we …？这一类疑问句的肯定回答为Yes, please.或Certainly；否定回答为Please don’t.或No, you mustn’t. 例如：

“May we leave now?” “No, you mustn’t. You haven’t finished your home work yet.”

4. can 和 be able to

can 与 be able to 都可以表示能力，但两者在用法上有点差异：can (could)表示主观能力，不表示意愿，它的将来时用will be able to; be able to表示主观意愿，强调要克服困难去做某事。例如：

1）My grandma is over seventy, but she can still read without glasses.

2）He is able to give up his bad habits.

5. must 和 have to

must 和 have to 都可以表示“必须”，但有几点区别：

（1）must 强调“内在的职责”、“义务”，而have to 强调“外界压力”、“不得已而为之”。

（2）have to可用于多种时态，而must一般用于现在时，其过去时与将来时分别由had to与shall / will have to代替。

（3）在回答must引起的问题时，如果是否定的答复，不能用mustn’t，而要用needn’t或don’t have to，因为mustn’t是“一定不要”、“一定不能”的意思。例如：

1）You must come to the classroom before eight.

2）It is raining hard outside, but I have to leave now.

3）“Must we do it now?” “No, you needn’t.”

6. used to +do, be used to +doing和be used to +do

（1）used to +v意为“过去常常”，“过去一直”；be used to +v-ing / n（名词）意为“习惯于”；be used to +v意为“被用来（做某事）”。

（2）used to只表示过去，而be used to +v-ing / n可表示现在、过去或将来。例如：

1）He used to smoke. Now he doesn’t.

2）He’s quite used to hard work / working hard.

3）The knife is used to cut bread.

7．用作情态动词的其他短语

would rather, would sooner, would (just) as soon, had rather, had better, had sooner, can not but, may (just) as well等可用作情态动词。例如：

1）The soldier would sooner die than surrender.

2）The brave soldier would as soon die as yield to such an enemy.

3）I’d rather walk than take a bus.

4）If you don’t like to swim, you may just as well stay at home.

注：这些短语后一般直接跟动词原形.would (had) rather, would (had) sooner, would (just) as soon后可跟that 引导的从句，that 常省去，从句要用虚拟语气。对现在和将来的假设用过去时，对过去的假设用过去完成时。例如：

1）I would rather you came on Sunday.

2）I would sooner you hadn’t asked

Period 7 Listening and exercise

Step 1 Listening about carvals

1.Introduction of carnivals:

狂欢节（Carnival），世界上不少国家都有狂欢节。这个节日起源于欧洲的中世纪。古希腊和古罗马的木神节、酒神节都可以说是其前身。有些地区还把它称之为谢肉节和忏悔节。该节日曾与复活节有密切关系。复活节前有一个为期40天的大斋期，即四旬斋（lent）。斋期里，人们禁止娱乐，禁食肉食，反省、忏悔以纪念复活节前3天遭难的耶稣，生活肃穆沉闷，于是在斋期开始的前3天里，人们会专门举行宴会、舞会、游行，纵情欢乐，故有“狂欢节”之说。如今已没有多少人坚守大斋期之类的清规戒律，但传统的狂欢活动却保留了下来，成为人们抒民对幸福和自由向往的重要节日。

欧洲和南美洲地区的人们都庆祝狂欢节。但各地庆祝节日的日期并不相同，一般来说大部分国家都在2月中下旬举行庆祝活动。各国的狂欢节都颇具特色，但总的来说，都是以毫无节制的纵酒饮乐著称。其中最负盛名的要数巴西的狂欢节。

2. Let Ss read the questions on page 6.

3. Have Ss listen once and make notes beside the quertions.

4. Have them write their answers and check them with a partner.

5. Check the answers with the class.

Step 2 Doing exercise left.

Period 8

Step 1. Dictation for the new of unit 1

Step 2. Listenin of the Easter in the workbook.

1. Introduction of Easter

Most English holidays have a religious origin. Easter Day occurs on the first Sunday after the full moon following the spring equinox[1].It is originally the day to commemorate the Resurrection of Jesus Christ. But now for most people, Easter is a secular spring holiday, while for the children, it means, more than anything else, Easter eggs or chocolate eggs! On Easter Sunday morning, the breakfast eggs are boiled in several pans in some families.Each containing a different vegetable dye, so that when they are served the shells are no longer white or pale brown in color, but yellow or pink, blue or green. The dyes do not penetrate[2] the shell of course. Easter eggs are meant to give enjoyment-- and they do! They are pretty and decorative, they signal good wishes and shared happiness in the changing seasons.

2.Listen to the passage and find the answers to all the questions.

Unit 2. Healthy Eating

1.Topics:Problems with diet ;Balanced diet and nutrition

2.Words and expressions

3.Functions:

1)Suggestions and advice

You must /must not… ; What should I do?

I think you ought to …; I suppose you had better…

Perhaps you should…

Do you think you could give me some advice?

2)Seeing doctors

What’s the matter? What’s wrong?

What seems to be the trouble?

How long have you been like this?

3)Agreement and disagreement.

I don’t agree. Of cause not. I don’t think so.

All right. That’s a good idea.

No problem. Certainly /sure

Yes, I think so. I’m afraid not.

4. Gramma: The use of ought to

You ought to cook fresh vegetables and meat without too much fat

If you want to stay slim.

You ought not to eat the same kind of food at every meal.

Period 1.

Step 1. warming up

1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)

2. Name some healthy food and unhealthy food.

healthy food unhealthy food.

All vegetables: cabbages, Fatty food: French fries

Peppers tomatoes potatoes cream roast pork/lamb

All fruits: apples, grapes sugary food:chocolate

Strawbaries bananas pears sweets/honey ice-cream

Dairy products:Milk cheese salty food:can biscuit

Seafood: shrimp cookies

Tofu eggs

3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.

FOOD TO GIVE YOU ENERGY FOOD TO GROW BONES

AND MUSCLE Foods that fibre for

digestion and health

Fast energy food Slow energy food Body-building food Protective foods

Rice sugar

Noodles potatoes

Spaghetti bread

Corn dumplings Butter cream

Oils ham nuts

Fried bread stick

Fried cake/chips Dairy products:

Milk cheese

Meat eggs tofu

Seafood shrimp All vegetables(eg.beans,

Cucumbers,mushrooms,peas,

Cabbage,…)all fruit(pears

Apples, peaches, oranges,…)

Questions:

1.Which of these groups of food do you like best?

2.Which of them do you eat most often?

3.Do you think we should eat each kind of food?

3.What will happen if you do not eat a balanced diet?

Too much fatty/sugary/salty food will cause many diseases and get too fat.

Only protective food will feel weak ,no energy and get too thin.

Step 2. Pre-reading

1. Discuss the questions in the chart.(Which food contains more…)

2. Order the following food from which contains most fat to which contains less.

Answer: ice-cream, eggs, chicken, rice, peaches

Step 3 Fast reading and answer the following questions

1. What does Wang Pengwei’s restaurant serve?

2. What about Yong Hui’s restaurant?

Step 4 Intensive reading and find the answers to comprehending .

Period 2 Language points

Step 1.Lead-in: Listen to the tape to get a better understanding .

Step 2.Language points

1.Wang Pengwei sat in his empty restaurant feeling very frustrated.

feeling very frustrated 现在分词在句中作伴随状语

eg.She sat on the chair reading a newspaper.(表伴随)

Walking in the street, she met her old friend.(表时间)

Seeing no body at home , she decided to eat outside.(表原因)

The child fell, striking his head against the ground.(表结果)

2.His restaurant ought to be full of people.

Ought to 1) to show a moral duty 表示一种道义上的责任，应该

Eg.She ought to look after her child better.

You ought to study hard to get a high mark.

2)ought to have done 表示本应该…，而却没有…

Eg.You ought to have come yesterday.

3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。

= which were cooked in the hottest oil.

Eg.The flowers picked by him are very beautiful.

4.Nothing could have been better.比较级与否定词连用表示最高级。

= All his food could have been the best.

Eg.I have never seen a better film.

There is nothing I like so much as playing football.

5.Pengwei followed Maochang into a newly-opened small restaurant…

newly-opened 副词加动词过去式的合成形容词，合成词常见结构有：

1）adv.+p.p well-known newly-built

2) adj.+n.+ed warm-hearted good-tempered

3) num.+n.+ed four-storied three-legged

4) adj.+ving good looking easy going

5) n.+ving peace-loving energy-giving body-building

6) n.+p.p heartfelt(由衷的) man-made

7) adj.+p.p newborn ready-made(现成的)

8）n.+adj. duty-free(免税的) carefree(无忧无虑的)

6.Tired of all that fat?

Tired of 厌烦的 He is tired of doing the same thing all year round.

Tired out 筋疲力尽 I was tired out when I finally reach the top of the mountain.

Tired from 因…而疲倦 I was very tied from running fast.

7.I will take all that fat off you in two weeks if you eat here everyday.

Take off 脱掉，除掉(vt.)，起飞(vi.)

Eg.Don’t take off your coat, it’s cold outside.

The plane took off despite the fog.

8.He couldn’t have Yonghui getting away with telling people lies!

1）have sb. doing sth.允许谋事发生，尤用于否定句中

Eg. Mr Zhang won’t have his daughter arriving home after 12 o’clock.

I won’t have you saying so!

Have sb. do sth. 使某人做某事，不定式作宾语补足语，省略to

Eg.The boss has the clerks work until late in the evening.

Have sth. Done 请别人做某事。

Eg.My hair is quite long, I must have it cut.

2) get away with sth.

a)不因谋事而受惩罚。Eg.I won’t have you getting away with cheating in the exam.

b)偷携某物潜逃。Eg.The robbers robbed the bank and got away with a lot of money.

c)收到较轻的惩罚。Eg.He was so lucky to get away with a fine for such a serious mistake.

Step 3. Ss read the passage together

Period 3. Using language---Reading: Come and eat here (2)

Step 1.Lead-in

T: As we know, Wang Pengwei and Yong Hui host two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Pengwei’s. Pengwei was very angry and decided to do a research to compete against Yong Hui. What could the competition be on?

Step 2.Ss read the passage within 5 minutes and answer the questions given.

Question: How do they provide a balanced menu?

Step 3.Language points

1.Perhas he would be able to earn his living after all and not have to close his restaurant.

earn one’s living by… =live by…=make a living by…靠…谋生

eg. He earned his living by begging from door to door.

2.He didn’t look forward to being in debt because his restaurant was no longer popular.

Be in debt 欠债。

Be out of debt 还清债务。

Be in sb.’s debt 欠某人人情。

Eg. Saving my life, I am forever in your debt.

3.She didn’t look happy but glared at him as she moved round the customers.

Glare at 怒视，带有敌意

Eg. “How could you do that？”he said, glaring at his mother.

Glance at 扫视

Eg.He glanced at his watch and left in a hurry.

Stare at 张大眼睛死死地盯着

Eg.She stared at him in surprise.

4.Yong Hui agreed to stay and soon they were both enjoying the dumplings, fatty pork and cola.

Agree to (do) sth. 表示“同意某事或某建议”，后只能跟表“提议，计划，方案，打算，安排”的名词。

Eg.He agreed to their proposal.

He agreed to get someone to help us.

Agree with sb. 同意某人

Eg.I agree with every word you said.

Agree on sth. 表示在某事上取得一致的意见

Eg.They agreed on a date for the next meeting.

5.But don’t you think it would be better if you were a bit thinner?

虚拟语气，表示与现在事实相反的假设时，条件状语从句的谓语动词用过去式（be用were），而主句的谓语动词用would(should, could ,might)+动词原形。例如：

If I were you, I should study English better.

If he had time, he would attend the meeting.

6.My research has shown me that neither your restaurant nor mine offers a balanced diet.

Neither…nor 既不…也不…

1）引导并列主语时，谓语的数于最靠近谓语的主语保持一致

Eg.Neither the students nor the teacher has suffered from the fire with the timely help of the firefighters.

2)引导两个分句时，这两个分句中的主谓均要倒装。

Eg.Neither do I know her address, nor does he.

Neither could the patient eat, nor could he drink.

Period 4 Listening

Step 1. Listening in Using Language on Page 14

1. T: We all know that before Wang Pengwei and Yong Hui combined the two restaurants into one, they competed against each other fiercely. What made Wang Pengwei have the idea to cooperate with Yong Hui? Let’s listen to the tape and then fill in the charts.

2. Ss read the charts and listen to the tape.

3. Possible answers

Energy-giving Foods Body-building Foods Protective Foods

Rice noodles nuts Meat fruit

Butters, etc fish vegetables

tofu

Owner of restaurant Problems with foods offered Foods to be offered

Wang Pengwei Too much fat More protective food

Yong Hui Not enough fat More energy-giving and body-building food

What is Wang Pengwei’s suggestion for solving the problem?

--Wang Pengwei thought they should work together and make a better menu.

Step 2. Listening on Page 48

1. What are the colours of traffic lights?

Red orange green

2. We also have such colours of foods, what are they ? Listen to the tape to get the answers.

Red foods:stop

(only a little) Orange foods: be careful

(some every day) Green foods: go

(more every day)

butter Bread Fresh fruit

cream Noodles vegetables

Nuts Rice

Cakes Eggs

Foods fried in fat Tofu

Meat fish

Period 5. Exercise left and checking the answers of Best English

UNIT 3 The million pound bank-note

Period 1.

Step 1. Warming up

1. What do you know about the American writer Mark Twain?

2. Do you know any of his work ? Can you name some?

T:Show the picture of Mark Twain and have an introduction of him, then let the students read “About Mark Twain” on page 23, and fill in the following chart.

Real name of Mark Twain Samuel Langhorne Clemens

Date of birth 1835

Names of three of his famous stories “The adventure of Tom Sawyer”

“The adventure of Huckleberry Finn ”

“Life on the Mississippi”

Step 2. Pre-reading

1.A rich man gives you a large amount of money to use as you like. What will you do with it? Whu?

2.Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it was won of lost?

---- bet n. make/have a bet 打赌

win/lose a bet 打赌赢/输了 Accept/take up a bet 同意打赌

----bet v. bet…on

Eg.Mr Black spent all his money betting on borses.

I bet…=(informal) I’m certain… 我肯定

Eg.I bet he has gone swimming-he loves it.

3. Have you ever read the story “The million pound bank note”? Have you seen the movie? If so, what did you think of it?

4. Look at Page31 of Best English to see the Introduction of “The million pound bank note”.

Step 3.Fast reading and answer the following questions

1. How did Henry come to England?

2. Why did he land in Britain?

3. Where did Henry work before?

4. Why did the two gentlemen give him the envelope?

5. When can he open it?

Step 4.Read the passage once again carefully to do the comprehending exercise.

Step 5. Take roles to read the play

Period 2. Intensive reading

Step 1. Language points

1. be about to 即将做某事

eg. As I was about to lock the door when you appeared.

Be to 按照命令或安排即将发生或将做的事

Eg.Tell her not to be back late.

2. 1)permit sb. to do sth. = allow sb to do sth

eg. Her mother would not permit her to come home late.

辨析：permit 含有积极同意某人做某事，多用于正式场合，不和副词连用

Allow 含有听任或默许某人做某事，可和副词连用

Eg.Will you permit me to say a few words?

Mary wouldn’t allow me in.

2) Permit sth./doing sth. 许可，荣许某事存在发生

Eg. Love cannot permit a third person.

We don’t permit smoking in the office.

3. incredible (adj.)

1) 难以置信的，不可思议的，惊人的，奇异的。

Eg.Sally earns an incredible amount of money in the company.

The Gates had an incredible holiday in Greece.

2) 不可相信的。

Eg.They told us an incredible story!

Adv. Incredibly

Incredibly hot weather 极热的天气

Incredibly，no one had ever thought of such a simple idea before.

4.“I wonder, Mr Adams, if you mind us asking a few questions?”

I wonder if/whether… 不知您是否…

If you mind us asking = if you mind our asking

“名词所有格/形容词性物主代词+doing”为动名词（-ing）的复合结构，该结构在句中能作主语，表语和宾语。

Eg. Sophia’s having seen them did not surprised us.(主语)

Excuse my interrupting you. (宾语)

What worried the child was his not being allowed to see his mother in the hospital.(表语)

5.‘And it was the ship that brought you to England.’

强调句式，it+is/was +被强调部分+that +其他

Eg. It was in this room that LuXun once lived.

Was it because his mother was ill that he didn’t go to school?

When was it that the club was set up?

6. account for: be the explanation of sth.; explain the cause of sth.

Eg. His illness accounts for his absence.

Please account for your own conduct.

Step2. Read the play carefully once again to find out what sort of person each person is according to their words and stage directions.

charactors actions words Prove him to be a…

Oliver

Rodrick

Henry

Servant

Step3. Acting out the play in groups of four.

Period 3. Reading and acting Act one, Scene 4

Step1.Listen to the tape and answer the following questions.

1. What did Henry have for meal?

2. Could the restaurant change his money? Why?

Step2. Read the play while listening to the tape to get a better understanding.

Step3. Language points

Step4. Ss act the scene 4 out.

Period 4 Talking and listening in the workbook.

Unit 4 Astronomy：the science of the stars

Period 1 Grammar points.

一．语法要点

主语从句：在复合句中作主句的主语的从句叫主语从句。引导主语从句的词有连词that, whether；连接代词who, what, which；连接副词when, where, how, why等。

Eg: Which team will win the match is still unknown.

主语从句放在句首，句子常显得笨重，因此一般把它放到句子后面，前面用引导词”it”来作主语。

Eg: It’s strange that he didn’t come yesterday.

二．重点难点

1．Nobody knew that it was going to be different from other planets going to be different from other planets going round the sun.

going round the sun 为现在分词短语定语，表示一般的动作。

Eg: Men breaking the law will be punished.

现在分词短语，也可表示进行的动作

2. Weather life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

for millions of years to come 中不定式to come 作定语，与前面的名词有逻辑上的主谓关系。

Eg: She is the last person to tell lies.

3．The problem was that the earth became violent because it was not clear whether the solid shape was to last or not.

The problem was that …, that 引导表语从句，that 只起连接作用，无意义，但不能省略。

Eg: The trouble is that we are short of money.

4．As the earth cooled down, water began to appear on its surface.

as conj. 随着，在…期间；由于，因为；尽管，即使；当…的时候；像…一样

5. That made it possible for life to begin to develop.

it 是形式主语，真正的主语是不定式to begin to develop.

Eg: He thinks it’s his duty to help others.

三．功能句型

指示（Introductions）

Please look at/ listen to … Please pay attention to ...

Please check that … Make sure you …

Don’t forget to … Watch out for …

You need … You’d better …

You must/mustn’t …

四. 重点单词及短语

单词

① atmosphere n. 大气，空气，气氛

a friendly atmosphere 友好的气氛

atmospheric adj. 大气的，有气氛的

② violent adj. 剧烈的，厉害的；（人）暴戾的；（感情、言语）激昂的，激烈的

violence n. 剧烈，暴行

violently adv. 激烈地，粗暴地

③ solid adj. n. 固体的；实质的；纯粹的；结实宾；牢靠的，稳固的

④ explode vt. vi. 爆炸，使爆炸；感情爆发；驳倒，推翻

explosion n. 爆发，爆炸

explosive adj. 爆炸性的，爆发性的

⑤ surface n. 外表，表面；adj. 表面的，外表的；vt. vi. 浮出水面，给…装上表面

⑥ dissolve vt. vi. 使溶解，溶解；解散，消除，解除

dissolution n. 解散，溶解

⑦ harmful adj. 有害的

harm n. v. 危害，伤害

harmless adj. 无害的

harmlessness n. 无害，无恶意，天真无邪

harmfully adv. 有害地

harmlessly adv. 无害地

⑧ spread vt. vi. n. （使）张开，伸展，扩张；涂；散布，传播；（使）蔓延

⑨ exist vi. 在，存在，生存

existence n. 存在；生活，生存

⑩ mass n. 团，块，堆，众多，大量；pl. 群众，民众；质量

短语

in time 迟早，最后 in time for sth./to do sth. 及时，不迟

prevent … from 阻止某人做某事（from 有时可省略，但在被动说现语态中不能省）

depend on/up sth. 依靠，指望；相信；取决于

cheer up 使某人高兴或更快乐

now that 既然，由于

break out 突然发生，逃出某地

make sense of … 理解，弄懂，有道理，有意义，理智的

Unit5 Canada -- “The true North”

Period 1 Warming up and Reading 1

1. Teaching aims:

1. Talking about Canada.

2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.

3. Learn how to read a traveling report and pictures.

2. Teaching aids: A computer, a project and pictures.

3. Teaching steps:

Step 1. Warming up.

1. Ss discuss the following questions.

1) Do you like to go traveling?

2) Which countries do you like to visit? Why?

3) What can you see in these countries?

2.T shows some pictures of winter and invites Ss to describe them.

3.Get Ss to talk what they know about Canada.

4.T shows a map of Canada and asks: 1.Which continent is Canada in?

2.Which country is its neighbor?

3.What are the Oceans Canada faces?

4.How large is Canada?

4. Have a quiz.

Step 2. Pre-reading.

T: Would you like to take a trip to Canada?

What three words would you use to describe Canada?

Step 3 Reading

1. Shimming:

Get Ss to read the passage quickly and answer the following questions:

1) What is the passage mainly about?

Sample：The passage is about a trip of two girls, and it tells us some information about Canada.

2) What is “The Ture North”?

Sample：“The True North” is the train that goes across Canada / the cross-Canada train.

3) How many cities are mentioned in the text? What are they?

Sample：Vancouver – Calgary-Thunder Bay-Toronto

4) What do you know about each city?

Vancouver :

the warmest part of Canada； the most beautiful city in Canada

many Asian want to live there；the trees are extremely tall.

the oldest and most beautiful forests in the world

Calgary:

famous for Stampede

Cowboys come to compete in riding wild horses.

good at working with animals

they can win a lot of money in prizes.

Thunder Bay:

at the top end of the Great Lakes；very busy port

close to the centre of the country ,so that ocean ships can go there.

2. Detailed reading:

1) Get Ss to read the passage again and correct the following sentences.

1. The girls went to Canada to see their relatives in Montreal.

(in the East of Canada / on the Atlantic coast of Canada)

2. Danny Lin was going to drive them to Vancouver.

(the train station to catch the cross-Canada train)

3. You can cross Canada in less than five days by bicycle.

(can’t)

4. The girls looked out the windows and saw Native Indians and cowboys.

(a grizzly bear, mountain goats and wild scenery)

5. Thunder Bay is a port city in the south of Canada, near Toronto.

(at the top end of the Great Lakes, near the center of the country)

2) Listen to the tape and fill in the blanks from the text.

Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.

Period 2 Language points:

1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。

multistory 多层的 multiform 多种形式的

multichannel 多通话线路的, 多波段的 multipurpose 多种用途的

多党的 multiparty 多国的、多民族的 multinational

多向的 multidirectional 多彩的，彩色的 multicolored

多媒体 multimedia

2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。

trip: usually short journey, esp. for pleasure (通常指短途的)行走，旅行（尤指娱乐性的）

与trip搭配的主要动词和介词： be on a trip to

make a trip to take a trip to

海滨之行a trip to the seaside

前往巴黎的蜜月之旅 a honeymoon trip to Paris

他出差在外。He is on a business trip

我父亲下礼拜要到纽约去。

My father will make a trip to New York next week

3. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.

rather than (prep.): in preference to (sb/sth); instead of 与其（某人/某物）;不愿;不要

他不愿惹麻烦,宁可离去. Rather than cause trouble, he left.

我想喝柠檬汁,不想喝可乐.

I’ll have a lemonade rather than a coke.

他正忙于写信而不是读报.

He was busy writing a letter rather than reading a newspaper.

4. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.

eastward也作eastwards,副词,意为“向东”

-ward(s)=in a direction

向前foreward(s) 向后 backward(s)

向外outward(s) 向南 southward(s)

向西 westward(s) 向北 northward(s)

他们向东航行。They sailed eastward

我们难以决定是向东走还是向西走。

We couldn’t decide whether to go eastward or westward

thousands of 成千上万的

注意：million, billion, thousand, hundred, score, dozen之前有确定的数字时，不论后面是有无of, 词尾都不加s.

如果前面没有确定的数字而后接of时，词尾都加s.

300名学生three hundred students

这些鸡蛋里的3打 three dozen of these eggs

几打鸡蛋 dozens of eggs

5. Many people think it is the most beautiful city in Canada, as it is surrounded by mountains on the north and east and the Pacific. 许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。

surround vt. 包围，环绕，围绕

surround sb/sth with sb/sth

sth/sb be sourrounded by/with sth

篱笆环绕着学校。The fence surrounds the school

他们出动了军队包围了该城。They have surrounded the town with troops.

房子的四周有高墙。The house is surrounded by high walls.

6. On the coast north of Vancouver some of the oldest and most beautiful forests in the world still remain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。

north of = to the north 表示“在……的北方”，其他方位词，如：east, west, south, southeast, northeast等，都有类似的用法。

他住在洛杉矶以东（的地方）。

He lives to the east of Los Angeles

7. That afternoon in the train the cousins settled down in their seats. 那天下午表姐妹俩才在火车上落了座。

settle down 安稳坐下，安居下来，适应起来

他爷爷手拿报纸坐在扶手椅里。

His grandfather settled down in the armchair with a newspaper.

你适应新工作了吗？ Have you settled down in your new job yet?

8. Many of them have a gift for working with animals and they can win thousands of dollars in prizes. 他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。

have a gift for 在…..方面有天分；有天赋

她对学语言有天赋。she has a gift for learning languages.

好像他对音乐有些天赋。It seems he has a gift for music.

Period 3 Learning about language

Step 1: Check the answers of exercise 1 on page 36

multi = many meanings

multicoloured made of many colours

multichannel having many channels

multiform existing in many forms

multinational including many nations

multistorey having many stories / storeys

multimedia using many media

multitrack made of many tracks

multifaith including many religions / faiths

multimember made of many members / people

-ward(s) = in a direction meanings

forward(s) ahead, to the front

eastward(s) to the east

westward(s) to the west

southward(s) to the south

backward(s) to the rear; to the back

outward(s) out, in a direction away

northward(s) to the north

inward(s) to the inside

toward(s) in a direction to

Step 2: Check the answers of exercise 2 on page 36

Extremely、have a gift for、settle down、coast

Surround、harbour、figure out、port、within

Step3：Check the answers of exercise 3 on page 36

figure out 、harbour、within、border、a gift for

settled down、surrounded 、extremely

Step4 Appositive clause

T. What kind of noun clauses are they?

1. What it was to become was a mystery.(主语从句)

2. I don’t know who will help Henry to win the bet.（宾语从句）

3. His trouble is that he doesn’t know anybody in London.

(表语从句)

4. The fact that ships can go there surprises many people.

（同位语从句）

Period 4 Grammar pionts

同位语从句讲义及练习

一、理解同位语从句的含义，把握同位语从句的实质

在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what, which, who,when, where, why, how 等词引导，常放在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。

例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。

析：they had won the game说明The news的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句

1.如同位语从句意义完整，应用that引导同位语从句。（即that 不充当任何成分，只起连接作用）

例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。

析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加“是否”的含义，应用whether引导同位语从句。（if不能引导同位语从句）

例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。

析：the sports meeting will be held on time意义不完整，应加“是否”的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。

3.如同位语从句意义不完整，需增加“什么时候”、“什么地点”、“什么方式”等含义，应用when,where,how等词引导同位语从句。

例1：I have no idea when he will be back.

析：he will be back意义不完整，应加“什么时候”的含义才能表达idea的全部内容，因此应用when引导同位语从句。

例2：I have no impression how he went home,perhaps by bike.

析：he went home意义不完整，应加“如何”的含义才能表达impression的全部内容，因此应用how引导同位语从句。

4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。

如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。

三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限

同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。

区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。

如：The report that he was going to resign was false.

他将辞职的传闻是假的。

因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。

例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET上海)

A.while B.that C.when D.as

析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：

It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.

A.what B.that C.when D.as

析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。

例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)

A.it B.which C.this D.that

析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：

I can't stand the terrible noise ____ she is crying loudly.

A.it B.which C.this D.that

析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。

Period 5 ‘The True North’From Toronto To Montreal

Step 1. Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”

Step 2. Ss read the passage within 3 minutes to fill in the following plot.

The next morning They saw beautiful maple leaves

And realized that fall had come

Around noon They arrived in Toronto

Late that night The train left

At dawn the next

Morning They arrived in Montreal

They spent the

afternoon In the lovely shop and and visiting artists

In their workshops beside the water

The night The train was speeding down to the east coast

Step.3: Read the passage for a second time and answer the following questions.

1. How do we know it is fall in Canada?

2. What can sometimes be seen from the CN Tower in Toronto?

3. Where does the water from the lake go?

4. Why is there good Cantonese food in Torono?

5. Which direction is the train going from Torono?

6. Why did the girls go to Old Montreal?

7. What three things show us that Montreal is a French city?

Step 4 Language points

1.They were not leaving for Montreal until later.

Not …until …表示“直到…才…”，常与表示瞬间的动词连用。如：

我们直到今天晚上才离开。

We do not leave until this evening.

街上的吵闹声直到深夜才停止。

The noise in the street didn't stop until midnight.

2. It’s too bad you can’t go as far as Ottawa, Canada’s capital.

遗憾的时你们不能一直走到加拿大的首都渥太华去。

as far as (习语)直到所提到之处为止

我一直走到山脚。

I walked as far as the foot of the mountain.

莎拉已经读到第四册啦。

Sarah has read as far as the fourth volume.

3. The girl told him they were on a train trip across the Canada and that they had only one day in Montreal.

一个动词若带两个宾语从句，第二个宾语从句的引导词that 一般不能省，例如：

I understand not only that you have studied Chinese but also that you have written Chinese poetry.

Book 4 Unit 1 Women of achievement

Teaching goals 教学目标

1． Target language 目标语言

a. 重点词汇

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to

b. 重点句子

Watching a family of chimps wake up is our first activity of the day. P2

Everybody sits and waits while the animals in the group begin to wake up and move. P2

But the evening makes it all worthwhile. P2

... we see them go to sleep together in their nest for the night. P2

Only after her mother came to help her for the first few months was she allowed to begin her project. P2

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2

2． Ability goals 能力目标

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like and so on.

3． Learning ability goals 学能目标

Teach Ss how to describe a person.

Teaching important points 教学重点

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points 教学难点

Let everyone believe that all of us can become Jane Goodall.

Teaching methods 教学方法

Inspiration, Questioning and Discussion.

Teaching procedures & ways 教学过程与方式

Period 1. Warming up and pre-reading

Teaching aims:

To introduce six great women and their achievements.

Teaching key points and difficult points:

To explain some words: Quaker, China Welfare Institute, campaign, etc.

Step 1. Lead in.

1. Discuss the following questions.

1）What are the differences between a famous person and a great person?

great--- of excellent quality or ability

important--- powerful or having influence

2) What makes a person great? (The quality of a great person)

Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.

Most of the great people are also important people. But important people may not also be great people.

3)Name some great women in Chinese history. What are they famous for?

Step 2. Warming up

T: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.

1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?

2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ?

Name Ambition Problem Sacrifices

Elizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.

Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.

Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.

Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the job

Joan of Arc to drive the English from France Women were not allowed ot fight like a man

She lost her life.

Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her own

Step 3 Pre-reading

1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?

2. Do you think her work is important? Why?

Period 2. Reading

StepⅠReading

Task 1 Pre-reading

Ss read the passage in four minutes and give the main ideas to each paragraph.

The first one is about a day in the park.

The second one is her way of doing her research and some achievement.

The third one is her attitude and feeling to the animals.

The last one is a short summary to her.

T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.

Task 2 Making a chart

A protector of African wildlife

↓

① ② ③

│ ∣ ∣

A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals

Period 3 Language points.

Step 1.Difficult sentences:

1.Watching a family of chimps wake up is our… 今天我们的第一件事

2.This means going back ….由定语从句修饰的place做go 的宾语

3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词 （部分倒装）

Only in this way can we learn English better.

4.But the evening makes it all worthwhile

Step 2.Words and expressions

1. mean的用法

Mean doing sth. … 意味着做…

Eg. Doing such a thing means wasting time.

mean to do sth… 打算做某事

eg. Do you mean to go without money?

2. leave sb. doing 让某人做某事

e.g They went off and left me sitting there all by myself.

3. wander的用法

1）可以解释为漫步，逛，常与about搭配

e.g We love wandering about the hills

2）还可以解释为脱离，迷失

e.g Don’t wander off the point

4. worthwhile adj. 值得做的,值得花时间(金钱)的

It is worthwhile to do/ doing

It was worthwhile to visit Paris.

= The visit to Paris is worthwhile.

去巴黎访问是值得的.

It’s worthwhile discussing/ to discuss the question again.

这个问题值得再讨论一下。

It is a worthwhile book 那是一本值得一读的书.

5. observe 观察到，注意到

Eg.She observed his actions with interest.

她很感兴趣地观察他的行动

His neighbour observed a stranger go into his house

他的邻居看到了一个陌生人进入他的家．

6. “Only + 状语” 开头的句子要用倒装

Eg. Only in this way can we learn English better

Only then did I realize my mistake.

直到那时我才知道我的错误．

Only you understand me.

I met her only yesterday.

7.work out

Eg. I can’t work out the meaning of the poem.(理解，说出)

Things have worked out badly. （进行，发展）

Work out his income （算出）

Work out a plan （制定，拟定）

8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到现在，可能还会继续下去．

Eg. He has been reading since this morning.今早起，他一直在看书．

He is very tired; he has been working hard all day

He has been writing a letter.他一直在写信．

He has written a letter.他已写过信了．

9. argue 争论；辩论；说服

argue for / argue against 主张／反对

argue about sth.

argue with sb.

argue sb. into doing sth. 说服某人做某事．

10. inspire sb. to do

Eg. His speech inspired us greatly.

The teacher inspired us to make greater efforts.

The memory of his childhood inspired his first novel(促成；赋予灵感)

inspired 有灵感的

inspiring 激励人心的

Period 4 Grammar points.

Step I Revision

Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.

Step II Word-formation

There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.

Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.

T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.

Organize Organization State Statement

Discuss Discussion Entertain Entertainment

Direct Direction Consider Consideration

Decide Decision Agree Agreement

Prepare Preparation Achieve Achievement

Inform Information Treat Treatment

Deter- Determination Improve Improvement

Express Expression Encourge Encouragement

Examine Examination Enjoy Enjoyment

Educate Education Govern Government

Feel Feeling Find Finding

Begin Beginning Mean Meaning

T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Step 3 Exercise 1 in Page 4.

Let students finish Exercise 1. Check their answers with the whole class.

T: Here are some other noun Suffixes on the sc

篇2：高一必修4Unit1教案包(新课标版高一英语必修四教案教学设计)

Warming up

Teaching aims:

To introduce six great women and their achievements.

Teaching key points and difficult points:

To explain some words: Quaker, China Welfare Institute, campaign, etc.

Teaching procedures:

Step 1 Lead-in

1. Do you know any great people or important people? (Show some pictures to Ss)

2. What qualities make a great person?

(clever, brave, determined, confident, hard-working, unselfish, kind, active, generous…)

Step 2 Warming up

1. Pictures and Questions (Page 1)

Ask Ss read the introduction of six women and answer the following questions:

Elizabeth Fry: What did she do to help the prisoners?

Soong Qingling: Who is she? What’s her great achievement?

Jane Goodall: What’s her achievement in the study of Chimps?

Jody Williams: What did she get in ?

Joan of Arc: Do you know the name of the girl in ancient China whose experience was similar to her?

Lin Qiaozhi: What’s her major?

Step 3 Talking

1. Which of these women do you think is a great woman?

2. To be a great woman, what qualities do you think should she have? Look at the list of qualities that were discussed when we examined a great man. Are there any other qualities that you would like to add?

(intelligent, determined, generous, kind, modest, unselfish, hard-working, brave, confident,

considerate, thoughtful, energetic, imaginative, honest, decisive, sensible…)

Step 4 Discussion

1. Do you know a woman who really inspires (encourages) you? Describe her and explain why.

Tips: What does she look like? Why did she choose to …?

What do you think about..? What are her reputations?

Why do you admire her? What are her contributions?

How would you describe her?

2. Is it harder for women to become famous or get jobs in high positions? Why?

Step5 Language points

1. achieve vt./vi.

1) to get sth. done by working hard / as the result of an action or effort 完成；实现

The reason I achieve good results is because I work hard-and so could you.

我取得好成绩的原因是因为我学习努力。你也能够做到。

2) vi. succeed 成功；达到

He achieved because he was a hard worker. 他成功是因为他工作努力。

△achievement n.

As we climbed the final few metres, we felt a sense of achievement.

当我们爬完最后几米时，我们感到一种成功感。

2. condition n. [C/U] 条件；状况

The astronauts soon got used to the condition of weightlessness.

宇航员们很快就适应了失重的状态。

My computer’s a few years old, but it’s in really good condition.

我的电脑用了好几年了，但是性能还是很好。

3.concern onself with sb./sth. 关心某人/某事；为…担忧/烦恼

A teacher should love his students, and concern himself with their needs and desires.

老师应该爱护学生，关心他们的需求。

4. connection n.联系

connection between A and B A与B 的联系

Is there a connection between smoking and lung cancer? 吸烟和肺癌有联系吗?

connection with / to sth. 与…有联系

His failure has no connection with the quality of his work.他的失败与他的工作性质没有联系。

5. drive… out (of) : to force someone or something to leave 把…赶出去

The Chinese fought hard for 8 years and drove the Japanese aggressors out of China.

中国人民抗战八年,把日本侵略者赶出中国。

6. campaign n.战役；（政治或商业性）活动；运动

The plan of campaign had been made long before the war broke out.

作战计划早在战争爆发前就制定好了。

Bush’s campaign succeeded and he won the election again.布什竞选成功，再次当选总统。

Europe has started a campaign to stop people smoking.欧洲发起了一场戒烟运动。

△war, campaign, battle, fight/fighting 都与战争有关，但其规模排序为：

war >campaign >battle >fight/fighting

Gulf War 海湾战争 Huaihai Campaign 淮海战役

Pingxingguan Battle平型关大战 Battle of Waterloo 滑铁卢战役

△campaign, movement, activity 都与“活动”有关。campaign指为了达到某一目的而采取的一项或一系列积极有力的措施。如：an election campaign 竞选活动。

movement指社会或政治运动，如：the movement for national liberation 民族解放运动。 还指移动、动作、姿势等。

activity多指消遣活动或教育活动，如：

Too many out-of-class activities take up too much of our precious time for study.

7. devote vt. to use all or most of your time, effort, etc. 献身；致力于；专心于

devoted adj. [to] loyal; caring a great deal; fond of 忠诚的；挚爱的

△devote sth. to sth. / doing sth. 献身于/致力于/专心于（做）某事

devote oneself to sth./ doing sth.

be devoted to sth. / doing sth.

△be devoted to sb. 对某人忠诚/喜爱某人

Soong Chingling devoted all her life to the Chinese revolution and construction.

宋庆龄一生致力于中国的革命和建设事业。

a devoted wife / friend / father 忠诚的妻子/忠实的朋友/关怀备至的父亲

Step 6 Assignments

1. Revise the new words.

2. Discuss the two questions in “Pre-reading”.

3. Preview “Reading”.

Unit 1 Women of achievement

The First Period Reading

Teaching goals 教学目标

1． Target language 目标语言

a. 重点词汇

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to

b. 重点句子

Watching a family of chimps wake up is our first activity of the day. P2

Everybody sits and waits while the animals in the group begin to wake up and move. P2

But the evening makes it all worthwhile. P2

... we see them go to sleep together in their nest for the night. P2

Only after her mother came to help her for the first few months was she allowed to begin her project. P2

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2

2． Ability goals 能力目标

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like and so on.

3． Learning ability goals 学能目标

Teach Ss how to describe a person.

Teaching important points 教学重点

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points 教学难点

Let everyone believe that all of us can become Jane Goodall.

Teaching methods 教学方法

Inspiration, Questioning and Discussion.

Teaching aids 教具准备

A computer, a projector and a recorder.

Teaching procedures & ways 教学过程与方式

StepⅠLead-in

T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?

S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.

S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.

T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.

Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.

A sample summary:

As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.

StepⅡReading

There are four tasks in this step:

a. Pre-reading to find the main idea of each paragraph.

b. Making a chart of the text structure.

c. Language points.

d. Comprehending.

Task 1 Pre-reading

There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.

T: How many paragraphs are there in the text?

Ss: Three.

T: What are the main ideas of theirs?

S1: The first paragraph is about a day in Combe National Park.

S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.

S3: The third one tells us her influence to the world.

T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is about a day in the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her.

Ss: That’s right.

T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.

Task 2 Making a chart

A protector of African wildlife

↓

① ② ③

│ ∣ ∣

A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals

↓

④

She has achieved everything she wanted to do.

Task 3 Language Points

T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?

S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?

T: Who’d like to help her?

S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。

T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.

S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.

T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there are several same structures in this text. Please look at these sentences.

Show the sentences on the screen:

1. ... where we left the chimp family sleeping in a tree the night before.

2. ... we see them go to sleep together in their nest for the night.

3. But the evening makes it all worthwhile.

4. ... was she allowed to begin her project.

5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let’s translate these sentences to taste the meaning and usage of Object Complement.

Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.

I heard the teacher call my name.

I will let you know the result of the voting as soon as possible.

We watch the children diving into the water from the top diving board.

Let’s go, let him alone.

S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.

T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?

Ss: No.

Task 4 Comprehending

T: Do you still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.

Give students some time to do this. After that, check the answers with the whole class.

Step Ⅲ Discussion

When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.

Ask students to work in groups of four and discuss the following questions:

1.What made her a great success?

2.What should we learn from Jane Goodall?

T: I think, there is not a single person who doesn’t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your opinions to all the class.

Give students some time to discuss.

T: Boys and girls, have you finished your discussion? How about your group?

G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.

T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everything is equal, no matter what they are. It isn’t because we are human being that we are superior to the other living thing. We don’t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?

G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.

StepⅣ Listening

Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.

StepⅤ Homework

T: I’m very glad to hear what you said. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today’s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.

Ss: See you.

Grammar

Teaching goals

1. Target language

a. Important phrases.

achievement, inspire, worthwhile, observe, institute, respect , condition, argue, entertainment

b. Key sentences.

Our group are all going to visit the chimps in the forest

Our group includes six boys and five girls.

2.Ability goals

a. Enlarge vocabulary by learning word-formation.

b. Learn to use Subject-verb agreement correctly.

3.Learning ability goals

Teach students how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important points

Noun Suffix in word-formation.

Subject-verb agreement of collective nouns.

Teaching difficult points

Enable students to use collective nouns correctly, by understanding their meanings in certain situations.

Teaching methods

Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.

Teaching aids

A projector.

Teaching procedures & ways

Step I Revision

Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.

Step II Word-formation

There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.

Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.

T: Just now we reviewed some words in the text. Now please look at these words on the screen and say the meanings of them.

Organize Organization State Statement

Discuss Discussion Entertain Entertainment

Direct Direction Consider Consideration

Decide Decision Agree Agreement

Prepare Preparation Achieve Achievement

Inform Information Treat Treatment

Deter- Determination Improve Improvement

Express Expression Encourge Encouragement

Examine Examination Enjoy Enjoyment

Educate Education Govern Government

Feel Feeling Find Finding

Begin Beginning Mean Meaning

T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Exercise 1 in Page 4.

Let students finish Exercise 1. Check their answers with the whole class.

T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix

-er(fighter) -or(sailor) -ist(artist)

-ant(assistant) -ee(employee) -ian(librarian)

-tion(attention) -ment(government) -dom(freedom)

-ness(carefulness) -ism(socialism) -ship(friendship)

-ure(pleasure) -ty(society) -ence(reference)

Let students do it, and then check the answers with the whole class.

Step III Discovering useful structures

Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.

T: Do you have any questions?

Ss: Sometimes it's difficult to decide whether the meaning of the subject tends to single or plurality. T: This is a good question. Although we know that if the word refers to different members, use a plural, and if the word is considered as a whole, use a singular verb, we still find it is difficult to use this in our practice. I think what we should do is to practice again and again. Try to experience the meaning of the word in the situation. That's the way to solve this problem. Ok, let's finish Exercise 2 on Page 5.

Let students do it. They can have a discussion to check the answers. After that, check with the whole class, to fact teacher should enlarge this structure for students. Die grammar chart in the reference book on Page 5, is a good one to let students know more about subject-verb agreement. If possible teacher could show all the grammar knowledge to students. This is especially useful for those who would like to learn English Grammar.

1．两个或两个以上做主语的单数名词用and连接，谓语用复数．

Tom and Dick _______ (be) good friends.

但若表示一个集合体时则用单数。

A singer and dancer ______ (be) present at the party.

The worker and writer ___ (be) talking to the students.

Bread and butter ________ (taste) good.

(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)

2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单数。

No bird and no beast ______ (be) seen in the bare island.

Many a boy and many a girl ______ (have) made such a funny experiment.

At Christmas each boy and each girl _____(be) given a present.

3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语动词与第二个主语保持一致．

Either he or I _____ (be) to go there.

______ (be) either you or he going to attend the meeting?

4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．

A professor, together with some students, _____ (be) sent to help in the work.

No one but the teachers _____ (be) allowed to use the room.

5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，

但people, police, cattle等只能用复数．

My family _____ (be) a big family.

My family _____ (be) listening to the radio.

The police ____ (be) trying to catch the thief.

6.通常作复数的集体名词

有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词。例如：

Domestic cattle ______(provide) us with milk, beef and hides.

7.通常作不可数名词的集体名词

有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数。例如：

The merchandise _____(have) arrived undamaged.

All the machinery in the factory ____ (be) made in China.

8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数。

Five minutes ______ (be) enough.

One dollar and seventy eight cents _____ (be) what she has.

9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般 看作单数。

All that I want _____ (be) a good dictionary.

All ______ (be) silent. 人人都缄口无言。万籁俱寂。

All ______ (be) out of danger.

10．形容词加定冠词 the 表示一类人时，谓语动词用复数。

What a life the poor were living!

The young _____happy to give their seats to the old.

11．who, which, that 作定语从句的主语时，其谓语取决于先行词。

Those who want to go should sign your names here.

He is one of the students who have passed the exam.

He is the only one of the students who has passed the exam.

12. 以-ics结尾的学科名称

某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用。例如：

13. 其他以-s结尾的名词

英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。这一类名词，如果不带“一把”、“一副”、“一条”等单位词而单独使用，通常作复数。例如：

如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。 例如：One pair of scissors isn't enough.

14.以-s结尾的地理名称

某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：

The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.

The Straits of Gibraltar have not lost their strategic importance.

15. 英语中还有一些以-s结尾的名词，如:

arms(武器), clothes(衣服), contents(内容，目录) fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，

通常作复数。

16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用。例如：

The clippings of the hedges are usually burnt.

The sweepings of the godown(仓库) have been disposed of.

17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数。例如：

A headquarters was set up to direct the operation (指挥作战).

Their headquarters are in Paris.

The only means to achieve success is to appeal to arms (诉诸武力).

18. remains用于“遗体”意义时，随后的动词通常作复数：

His remains lie in the churchyard.

The martyr's remains were buried at the foot of the hill.

但作“遗迹”或“剩余物”解释时，可作复数或单数用：

Here is the remains of a temple.

The remains of the meal were/was fed to the dog.

19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定。例如：

Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).

Over sixty per cent of the city ____ (be) destroyed in the war.

Thirty-five per cent of the doctors ______ (be) women.

20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：

Most of the money _____ recovered by Deputy Player.

Most of the members ______ there.

All of the cargo ______ lost.

All of the crew ______ saved.

21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。例如：

Forty minus fifteen (40-15) leaves twenty-five.

Forty divided by eight (40/8) is five.

Seven and five (7+5) makes/make twelve.

Five times eight (5+8) is /are forty.

22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数。例如：

This kind of man annoys me.

但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：

These kinds of men annoy me.

Those types/sorts of machines are up to date.

23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：

Many a man has done his duty.

More than one game was lost.

24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数。

2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数。例如：

What caused the accident and who was responsible for it remain a mystery to us.

3). 以what-分句作主语的SVC结构

在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数。

25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式。例如：

Joan is one of those people who go out of thier way to be helpful.

2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数。例如：

Selfishness is the one of her many faults which defeats itself.

Listening

Teaching goals

1. Target language

Men have more chances to get to the top of their career than women.

Why did Joan have to dress up as a man to become a solider?

2. Ability goals

Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.

3. Learning ability goals

Help students learn how to get required information by listening.

Teaching important and difficult points

Train to get the key words by reading the questions before listening.

Teaching methods

Instruction and practice.

Teaching aids

A recorder.

Teaching procedures & ways

Step I Revision

T: Pleased to meet you again!

Ss: Me, too.

T: Zhao, why do you look so tired?

S; He stayed up yesterday.

T: Why?

S: Don't listen to him. I just have had a cold.

T: You'd better, have some thicker clothes. The weather is rather cold these days.

S: Thank you, Miss Wu.

T;: Now, let's begin our class. Have you finished your homework?

Ss: Yes.

T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step.

Step II Listening to the material on Page 7

There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.

Task 1 The first listening

T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as

men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether they

are some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.

Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.

Task 2 The second listening

There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.

Task 3 The third listening

This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.

If they still have some difficulties, play the tape for the fourth time to meet their needs.

Step III The listening material on Page 41

Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.

Step IV Listening material on Page 44

This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.

Step V Homework

T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.

Ss: Bye, teacher.

For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class.

篇3：高一新课标第三模块人教版教案(新课标版高一英语必修三教案教学设计)

1. Unit 1 Festivals around the world

2. Teaching aims of this unit

Talk about festivals and celebrations

Talk about the ways to express request and thanks

Learn to use Modal verbs

Write a similar story with a different ending

3. Sentence patterns:

Request:

Could/ Would you please…?

Could I have…?

Could we look at…?

I look forward to…

May I see…?

Thanks:

It’s very kind of you…

Thank you very much/ Thanks a lot.

I’d love to.

It was a pleasure…

Don’t mention it.

You are most welcome.

4. Modal verbs:

May might, can could will would shall should must can

The first period Speaking

1. Teaching aims:

Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up

Phrases: Would you like … Could I have…?

Might I offer help…? May I see…?

You should try…Could we like at…?

Can you suggest…? We might take…

Teaching Procedures

Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?

Ss. Yes. Of course!

T: When did you feel most happy and excited?

Ss: At the Spring Festival.

T: Who can tell us why? Any volunteers?

S1: Because it is the most important festival in our country.

S2: Because I got a lot of lucky money from my parents.

S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.

S4: Because I met my cousins and friends who I hadn’t seen for a long time.

T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?

Ss: New year, Yuan xiao festival…

:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?

Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…

T: You have done a good job, boys and girls! .

Step ⅡWarming –up

Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.

Festivals Time of year/date What does it celebrate What do people do

Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends

Step Ⅲ Pre- reading

Discuss in groups of four

1. What’s your favourite holiday of the year? Why?

2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?

Step ⅣAssignment

1. Consolidation

2. Listening to the material again after class to be familiar with it.

3. Homework: Collect as much information about festivals as possible.

The second period Reading

Teaching Aims

1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily

2.To enable the students to know the earliest festivals with reasons for them and four

different kinds of festivals that occur in most parts of the world

3.To enable the students to master some English expressions and phrases about festivals.

4. Teach the basic reading skills: skimming and scanning.

5. Try to compare and make conclusion s of different festivals.

Step ⅠRevision

1. Greetings.

2. Review the new words of this part.

3. Check the students’ homework---festivals

Step ⅡReading

1.Scanning

T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.

( Ask the student to look through the questions and then read the text silently.)

( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)

2.Intensive reading

( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)

T: Read the text loudly for a second time and them try to tell if these sentences are True or False.

1. The ancient people needn’t worry about their food. ( F )

2.Halloween used to be a festival intended to honor the dead. ( T )

3.Qu Yuan was a great poet who people honor a lot in China. ( T )

4.Mid-autumn Festival is held to celebrate the end ot autumn( F )

5.Easter celebrates the birth of Jesus. ( F )

3.Reading and discussion

T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.

( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)

4.Explanation

(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)

T: Now I will discuss some important sentences and phrases in the passage.

a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.

b. In memory of

c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.

d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.

e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.

f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.

The suggested explanation:

a. An attributive clause.

The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.

b. in memory of … serving to recall sb, to keep him fresh in people’ minds.

He wrote a poem in memory of his dearest wife, who died in an accident.

in honor of ( showing great respect or high public regard)

in hopes/the hope of (hoping)

in defence of (defending)

c. a noun phrase followed by an attributive clause as the appositive

d. two clauses for reason

e. energy→energetic adj. ( full of or done with energy)

look forward to ( to is a preposition here.)

devote to, be/get used to, get down to , stick to

e.g. I’m looking forward to hearing from you.

Step Ⅲ Listening

T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).

The third period Learning about language

Teaching aims:

1. Let the students know the usage of modal verbs.

2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.

Step Ⅰ Greeting and Revision

( Ask some students to retell the text we learned .)

StepⅡ. Practicing the useful words and expressions

T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?

Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.

T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.

S1. I’m looking forward to hearing form my friend

S2: We are talking about verbs.

S3: Would you like to talk with me?

S4: Who can think of an effective solution to the problem?

S5: Please think about my proposal.

Step Ⅲ Useful Structures

T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94

Step Ⅳ Summing up and home work

T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.

Homework

1. Practice of WBP42EX.1,2,3.

2. Please find out10 sentences with modal verbs, and try to get their meanings.

The fourth period Listening

Teaching aims:

1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes

2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.

Step Ⅰ Revision

After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.

Step Ⅱ Warming up

T: By the way, what’s the topic of this unit?

Ss: Festivals around the world.

T: Would you like to know something more about festivals around the world?

Ss: Of course.

T: Now I will show you several pictures. What’s the festival called?

Ss: Carnival.

T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.

Step Ⅲ Listening

T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.

( It’s important to encourage the students to adapt their present knowledge any

skill to a variety of situations wherever they can. Make sure to allow various

expressions of the answers. Do not demand the same words form all students.)

Step Ⅳ Speaking

This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.

Step Ⅴ Listening task

T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43

and look at the pictures. They have something in common. Can you find it out?

Ss: They are all about festivals bout the dead.

T: That’s right. I will play the tape for you. For the first time you should try to

write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.

The fifth period Extensive reading

Teaching aims:

1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,

2. Learn to compare the festivals in China and in western countries.

Step ⅠRevision

Check homework

Step ⅡReading (1)

T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.

The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)

Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)

Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)

Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.)

T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.

Some language points:

1. turn up: appear

2.keep her word: keep her promise

3.hold his breath: wait without much hope

4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow

5.remind sb of sth: make sb think of sth

Step Ⅲ Discussion and writing

T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.

Step Ⅳ Reading(2)

T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.

Added material:

Thanksgiving Day

Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.

Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.

Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.

Halloween

The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.

Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.

They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.

This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.

According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.

Easter

On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.

Hot Cross Buns

Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.

The Easter Egg

As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.

From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.

Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.

O-bon Festival

Bon Dance

During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.

Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.

Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!

Unit2 Healthy eating

Teaching Aims of this unit

1. Talk about healthy eating

2. Making suggestions or giving advice on diet

3. Distinguish the meanings of Modal verbs

4. Make a balanced menu

5. Vocabulary:

6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on

7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice

seeing the doctor.

8. The use o f ought to

The first period Warming up and reading

Step Ⅰ Warming up

Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.

Step Ⅱ Pre-reading

Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.

T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer

Sugar Chocolate or grapes

Cakes or bananas Chocolate

Cakes

Fat Cream or rice

Chocolate or chicken Cream

Chocolate

Fiber Peas or nuts

Pork or cabbage Nuts

Cabbage

protein Potato crisps or ham

Eggs or cream Ham

eggs

Step Ⅲ Reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.

a. The two restaurants supplied the healthy diet.

b. The reason why Yong Hui’s restaurant was so popular with customers.

c. Wang Pengwei found out why he had lost his customers and decided to win them back

2. Careful reading

T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.

a. Usually Wang Pengwei’s restaurant was full of people. (T )

b. Yong Hui served a balanced diet. ( F)

c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)

d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)

e. Yong Hui’s menu gives them energy foods. (F )

f. Wang Pengwei’s menu gives tem foods containing fiber. (F )

g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )

h. Wang Pengwei decided to copy Yong Hui’s menu. (F )

Step Ⅳ Comprehending

By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.

T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages

Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods

Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?

S1:…

S2:…

S3:…

T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?

Ss: Yes.

T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:

a. Wang Pengwei sat in his empty restaurant feeling very frustrated.

This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.

b. Nothing could have been better.

This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.

c. He couldn’t have Yong Hui getting away with telling people lies!

This sentence means that he will punish Yong Hui for her telling lies.

Step Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

The second period Language study

Step ⅠRevision

1. Check the students’ homework.

2. Ask some of the students to retell the text.

Step Ⅱ Word study

This part is a consolidation of the words in the text. Ask the students to do the exercise individually.

T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.

…

Step Ⅲ Grammar

The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.

T: Please pick out all the sentences containing modal verbs in the text.

a. By lunchtime they would have all be sold---It indicates possibility.

b. His restaurant ought to be full of people.---It indicates possibility.

c. What could have happened?--- It indicates possibility.

d. Nothing could have been better.--- It indicates possibility.

e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.

f. He could not believe his eyes. ---It indicates intension.

g. He wonder if he should go to the library to find out ---It indicates duty.

h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.

…

Step Ⅳ Homework

1. Review the rules of word formation and the meanings of modal verbs.

2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

The third period Listening

Step Ⅰ Revision

1. Check the using structure on page 50.

2. Ask the students to make a short dialogue in pairs.

Step Ⅱ Listening( using language)

The students will hear what Wang Pengwei did after leaving Yong

Hui’s restaurant. Ask the students to finish the chart and answer the questions.

T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.

( Play the tape. Students write down the answers and check the answers with their partners.)

T: Now listen to it again and try to make sure your answers are right.

Energy-giving Body-building Protective

Rice Meat Fruit

Noodles Fish vegetables

Nuts Tofu

butter

Step Ⅲ Listening (WB P48)

The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.

T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.

Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)

Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)

Step Ⅳ Homework

1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.

2. Find some information about healthy eating on the Internet.

The fourth period Extensive reading

Step ⅠRevision

1. Check the homework

2. Share the information the students have got form the Internet.

Step Ⅱ Pre-reading

Ask the students to read some proverbs and translate them into Chinese.

T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.

a. You are what you eat.

b. An apple a day keeps the doctor away.

c. First wealth is health.

The students discuss with their partners.

a. 人如其食.

b. 一天一个苹果,医生不来找我.

c. 健康是人生的第一财富.

Step Ⅲ Reading

The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.

T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.

Ask the students to report their work.

What did they do? Result

Combine their menu and provide a balanced one

1. raw vegetables with hamburgers

2. the boiled potatoes, not fried

3. fresh fruit with ice cream 1. cut down the fat

2. increase the fibre

3. a big success

Then find the words from the text to match the definitions.

Definitions words

Stare angrily or fiercely Glare

Take a long deep breath Sigh

Keep alive in a certain style Earn one’s living

Advantage or profit Benefit

Join or mix together to form a whole Combine

Owe a lot of money In debt

Step Ⅳ Homework

1. Collect eating attitudes from the Internet

2. Practice presenting reasons to support your ideas.

The fifth period Speaking

Step ⅠRevision

Check the students’homework.

Step Ⅱ Warming up

T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.

First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.

Step Ⅲ Talking

If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.

( Divide the class into two groups: team A and team B.)

T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.

Doctor Patient

What’s the matter? What should I do ?

How long have you been like this? What seem to be the trouble?

I think you ought to.. Do you think you could give me some advice?

Perhaps you should…

I suppose you had better…

Step Ⅳ Speaking task

This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.

T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.

I don’t agree That’s a good idea.

I’m afraid not Certainly/ Sure.

Of course not. All right.

I don’t think so. No problem.

Yes, I think so.

Step Ⅴ Homework

1. Review the sentence structures, new words and expressions.

2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

The sixth period Writing and re-viewing

Step ⅠRevision

Check the homework and take a dictation.

Step Ⅱ Writing

This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.

T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.

1. Describe the new design

2. Draw a plan

3. explain the advantages of your ideas

Unit Three The Million Pound Bank-Note

Teaching aims:

1. Talk about short stories and dramas.

2. Learn how to act out a play

3. Learn how to request and order food

4. Learn noun clauses as the object and predicative

The first period Intensive reading

Step I.Warming up

1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

T: Do you know something about the American writer Mark Twain?

Ss: A little.

T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.

3. Students read the passage about Mark Twain and answer the questions given in the form on page 23.

a. What’s the real name of Mark Twain?

b. When was he born and when did he die?

c. Do you know all the places where he lived?

d. Can you name three of his famous stories?

T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.

Step ⅡPre-reading

Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.

T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?

( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

…

T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.

Step Ⅲ While reading

1. Scanning

Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions

a. How did Henry Adams come to England?

b. Where did Henry work before? How much did he have?

c. What did the two gentlemen give Henry?

d. When can Henry open the letter.

2. After the students discuss the questions and then check the answers with the whole class.

T: Listen to the tape and try to find out the characteristics of the whole passage.

Ss: This is part of a play. So, the narration is written in the present tense.

T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.

Step Ⅳ Post-reading

Do comprehending exercises and explain :

a. a large amount of: a large quantity of; a great deal of

e.g. They bought a large amount of furniture before they moved their new house.

b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

e.g. We made a bet on the result of the match.

c. permit sb to do something: allow somebody to do something

e.g. My mother doesn’t permit me to ride in the street after it rained.

d. by accident: as a result of chance

e.g. I only found it by accident.

e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

f. to be honest: to tell you the truth; to be frank

e.g. To be honest, I don’t think we have a chance of winning.

Step Ⅴ Homework

1. Review the key sentences in this part

2. Preview the words in the second period.

3. Act out the play in groups

The second period: Acting

Step I Acting

T: Are you ready to act out the play now< class?

Ss: Yes.

T: Good. Let’s welcome the first group and the second group please get prepared.

…

T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?

Ss: Yes, of course.

Step II Homework

Review what we learned in this unit

The Third period Watching the movie The Million Pound Banknote

Unit 4 Astronomy: the science of stars

Teaching aims:

1. Talk about the science of stars

2. Practise giving instructions

4. Learn to use noun clauses as the subject

5. Learn to write an essay to show your problems and the way to overcome them.

6. Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out

The first period Intensive reading

Step Ⅰ Presentation

T: Hello, everyone! Today we will come to Unit 4, Astronomy. Before that I have a question: where do we come from? Or we can say: Who are our ancestors?

S1: Monkeys!

S2: Beijing Ren who lived many years ago.

S3: dinosaurs

…

T: Very good! Do you know what it was like before life appeared on earth?

S4: Full of water…

Bs: I don’t know.

T: Do you want to get more information?

Ss: Yes, we do.

T: Today we will learn something about how life began on earth. Turn to page 25. Let’s come to Warming up first.

Step Ⅱ Warming up

5. Read the three questions, while the students listen and follow.

6. Give the students several minutes to discuss the questions.

7. Collect answers from the class.

8. Check answers while discussing.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.

T: Now discuss these questions with your partners. Then I will ask some of you to tell us your stories. Are you clear?

Ss: Yes.

a. Do you know each religion or culture has its own ideas about the beginning of the universe? Give an example if you know.

b. Do you know what a scientific idea is?

Read some stories to the students.

Pangu separates the sky from the earth;

The Biblical Account;

India;

Japan;

Europe;

…

Step Ⅳ Reading

1. Scanning

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look throuth the whole passage. Tell them to read silently and then ask some detailed questions about the text. Encourage them to express their ideas.

T: We are going to learn a passage about how life began on the earth. Now read the text quickly and then answer my questions.

a. What was there on the earth before life began?

b. Why do scientist think there has never been life on the moon?

c. Why do animals first appear in the sea?

d. Why do green plants help life to develop?

e. Why were mammals different from other animals?

Discuss the answers with the whole class.

2. Skimming

In this part, students will read the text again and finish part 1,2,3

T: Now skim the passage fast to finish part1,2,3,4 Then we will check the answers together.

Key to part 1: DBIGEHACFJ

Discuss the rest with the students.

Step Ⅴ Listening

Listen to the tape for the students to follow and have further understanding of the passage.

T: Read after the tape, then answer me some questions with your book closed.

a. How did water come into being on the earth?

b. Why is water important on earth?

Step Ⅵ Language points

T: Turn to page 25. Let’s look at the sentences:

a. It exploded loudly with fire and rock, which were in time to produce the water vapour.

Which leads non-restrictive attributive clause.

in time: sooner or later; eventually

I will see him in time.

In time ( for sth/to do sth): not late

She will be back in time to prepare dinner.

In/out of time: in/not in the correct time

The audience clapped in time to the music.

b. Nobody knew that it was going to be different from other planets going around the sun.

Be different from: not like someone or something else in one or more ways

City life is quite different from country life.

c. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

To come: serves as attributive

She is the last person to do such a thing.

Depend on: something might only happen or be true if the circumstances are right for it

Our success depends on whether everyone works hard or not.

d. Walking does need a bit of practice now that gravity has changed.

Now that: because of the fact that

Now that I am free, I can enjoy music for a while.

Now that you have grown up, you can decide it by yourself.

Step Ⅶ Homework

1. Retell the passage

2. Remember important language points

The second period Language study

Step Ⅰ Revision

1. Check retelling of the passage

2. Translate the following sentences.

a. 你迟早会成功的.

b. 我的车与你的不一样.

c. 站在门旁边的那个人是谁?

d. 他总是第一个来,最后一个走.

e. 既然你已经长大了,你自己决定吧.

Suggested answers:

a. You will succeed in time.

b. My car is different from yours.

c. Who is the person standing by the door?

d. He is always the first to come and the last to go.

e. Now that you have grown up you can decide it yourself.

Step Ⅱ Word study

This part is a consolidation of the words learnt in this unit. Ask the students to do the exercises individually.

a. Page 27. First let students finish part 1,2

b. Check the answers with the whole class.

c. Give students 3minutes to finish part 3.

d. Let the students read part 4 for a while and finish it.

e. Turn to page 63. First let the students finish 1and 2 and check the answers.

Step Ⅲ Preparation

Show some sentences on the blackboard.

a. A tree has fallen across the road.

b. You are a student.

c. To find your way can be a problem.

d. Smoking is bad for you.

e. “How do you do?” is a greeting.

f. What she said is not yet known.

g. That we shall be late is certain.

h. It’s certain that we shall be late .

T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.

Step Ⅳ Grammar

1. Give the students some time to find the sentences in the passage. The collect answers from the class.

2. Show typical examples of how to make a subject clause. Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. Teacher shows the example and Ss write down the sentences.

3. Turn to page 64. Read the following passage quickly and finish the eight sentences.

4. Have a discussion in pairs. The topic is My dream. One talks about the problems in his study or life, another gives some advice. Remind the students to use the following structures

a. My problem is…

b. My trouble is…

c. The question is…

d. My advice is…

e. What I think about it is…

f. The fact is…

g. My suggestion is…

Step ⅤHomework

1. Finish part 3(P23)

2. Finish part 3(P64)

Added material:

什么是黑洞？

就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。因此任何进入这个范围的物体都无法再逃出来，就是说，没有任何信号能够从这个范围内传出，因此这个范围的界限被称作视界，里面的情形人类无法看到。所以科学家给它起了个名字叫黑洞，英文就是black hole。 一颗燃烧尽了的恒星由于自身的重力而不断坍缩，最后就会形成黑洞。

历时30年霍金改观点 称黑洞能“吸”能“吐”

从事宇宙黑洞研究近三十年的世界天体物理学泰斗斯蒂芬霍金在前不久承认“黑洞悖论”有误之后，21号，他在爱尔兰都柏林举行的一个学术研讨会上终于就自己的新发现向外界进行了详细阐述。

黑洞是宇宙中引力极强的区域。19世纪70年代，霍金首次提出黑洞能够辐射能量的理论，但是在引入这一理论的同时，霍金也制造了物理学上的一个巨大难题，因为他认为

黑洞辐射不包含以前吸入物质的相关信息，而且随着黑洞的消失，曾经存在的黑洞的相关信息也会消失于无形。这与量子力学中认为物质信息不会完全消失的理论相矛盾。对此，过去近30年来，霍金的解释是：黑洞中的量子运动是一种特殊情况，这种说法受到了许多科学家的质疑。

如今，霍金终于改变了观点，在当天召开的学术研讨会上，霍金说，根据他的最新发现，黑洞并非只是吞噬物质。除了会在星系形成的过程中扮演重要角色外，在经过一段相当漫长的时间后，黑洞也会把一些曾被它吸入的物质信息向外界释放出来。

霍金的最新阐述被不少人称为黑洞理论的一个重要逆转。美国加州理工学院的理论物理学家约翰普雷斯基就是其中之一。20多年前，霍金提出黑洞辐射理论时，普雷斯基就一直坚持物质信息不会完全消失，当时两人还因此打赌。所以，在当天结束演讲后，霍金将一本百科全书赠予普雷斯基，作为打赌输了的代价，而普雷斯基则获得了全场的热烈掌声。

Black holes

(1) What is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape---- not even light. So we can't see a black hole. A black hole experts a strong gravitational pull and yet it has no matter. It is only space ---- or so we think . how can this happen?

(2) The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. Form earth , a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star--- a star , whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the “ event horizon.” We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.

(3) For example , if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena , so that there is no “ absolute” time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought t be in the Milky way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes.

(4) The most convincing evidence of black holes comes from research into binary star systems. Binary stars, as their name suggests ,are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a “partner” to the one which we can see in the sky. Matter from the one we can see is being pulled towards the companion star. Could this invisible star, which exerts such a great force , be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.

(5) The story of black holes is just beginning . Speculations about them are endless. There might be a massive black hole at the center on our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers .they show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.

Read the passage carefully and choose the best answer for the following questions

1) Black holes are related to ____

A. geography B. astronomy C. physics D. economic

2) A black hole is ____

A. a dark star B. a large heavenly body

C. a region of space D. a great mass of matter

3) what causes some stars to explode, theoretically speaking ?

A. their density B. their gravity. C. their movement D. their light

4) Scientists call the area around the black hole ____.

A. a White Dwarf B. a supernova

C. the event horizon D. the star of Bethlehem

5) according to Einstein's relativity theory, there is no “absolute ” time and space. Is it true or false?

A. true B. false

6) which of the following statements is not true? The story of black holes in space____

A. is accepted by many serious scientists and astronomers

B. has to some extent been proved by research into binary star system

C. is questioning our basic idea of space and time

D. Sounds like science fiction

7) according to the passage , our earth may be swallowing by the black hole one day, is it true or false ?

A. true B. false

8) according to the passage , the human being one day may make use of the energy of black hole by advanced technology. Is it true or false?

A. true B. false

Unit 5 Canada---The true north

Teaching aims:

1. Talk about the basic information about Canada.

2. Learn how to read a traveling report and use maps.

3. Learn to express locations and directions.

4. Master the noun clauses--- appositive clause

5. Vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than

The first period

Step Ⅰ Revision

1. Check the students’ homework

2. Check the assignment.

Step ⅡLead-in and warming up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: What continent is Canada in?

Ss: In North America.

T: How large is it?

Ss: It is the second largest country in the world.

T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(Show a map of Canada to the students)

T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.

( Give the Ss one minute to finish the quiz.)

T: OK. Time is up. Let’s check the answers.

1.C 2.D 3.A 4.B 5.A

Step Ⅲ Pre-reading

T: Now I want to ask you a question: Do you like travelling?

Ss: Yes.

T: I know most of you do. So have you ever been abroad?

Ss: Yes/No.

T: What’s the longest trip you have ever taken?

…

T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.

a. If you take a trip to Canada, what do you expect to see?

b. What three words would you use to describe Canada?

(Ask some pairs to tell their ideas to their classmates.)

Step Ⅳ Fast reading

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.

T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss 5 minutes for reading.

a. What the passage is mainly about?

b. What are the main places mentioned in the text?

c. Draw the traveling route of the two girls on the map.

T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.

Step Ⅴ Homework

1. Remember the underlined sentence.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

The second period

Step ⅠRevision

1. Have a dictation.

2. Ask two students to write on the blackboard.

3. Ask one student to make a short report.

Step Ⅱ Lead-in

T: Li Daiyu and Liu Qian were on the train yesterday. The train rushed across the top of the Lake Superior. Which is the next city it runs towards?

Ss: Toronto.

T: Toronto is an important city. It is the finance center of Canada. It has rich popular arts and culture. How much do you know about Toronto?

Ss: There are Chinatowns where you can buy Chinese medicine.

T: Quite right. Do you want to know more about Toronto?

Ss: Yes.

Step Ⅲ Reading

T: Read the passage on 38. In this passage, you can learn a lot about Toronto, and Montreal, which is Canada’s second largest city. I will give you four minutes to read the passage, then answer the questions on 37-38.

Four minutes later, check the answers with the class.

Step Ⅳ Intensive reading(reading task)

T: Read the passage and fill in the chart using the information of the text.

Points in the passage What Beth thought Information in passage

The temperature

How to travel

Holidays

How people live

What the Inuit do

Daylight hours

T: You can have a discussion with your partner.

Step Ⅴ Discussion

T: We have known a lot about Canada. Now let’s compare China with Canada.

Same as China Different from China

Large land Six time area

Weather is different from area to area, long and hard winter No places as hot as south china

Different people speak different languages Canada has two official languages, smaller population

Many rivers and lakes World famous rivers and lakes

Much coal, oil gas and other natural resources Much fresh water, a lot of forest

Step Ⅵ Homework

2. Read the two passages again and find the main characters of Toronto, Montreal and Iqaluit.

3. Read fun reading by yourself.

篇4：M5U2 The environment Reading(新课标版高一英语必修四教案教学设计)

课前导学

1.预习：Part A

2.重要短语：

1). 消减；缩减；减少___________ 2) 自由发言___________

3）原材料___________ 4）用尽___________

5）对…担心___________ 6）只要___________

7）砍到___________ 8）四处打听___________

3.根据课文内容完成下面的表格：

Speakers Lin Shuiqing

( a1._________ from the

Green Society ) Qian Liwei

( a business development

2.______________)

Points

Economic development is bad for the 3.___________

A healthy environment and development should be 4._________ at the same time.

5._______________

Large areas of the world are damaged by chemical 6.______________.

People suffer from air and water pollution.

Much sea life being 7._________ by fishing boats.

Many factories and industries control the amount of pollution they produce.

They are careful to spend money 10.__________ any damage they cause.

The people 11.__________ these factories are concerned about the environment.

Suggestions

8._______ back on production and reducing the amount of things people make and buy.

Thinking more about 9.__________ our waste.

Teaching people ways of living that do not harm the environment.

Producing more things from

12.________ that have been recycled.

Better 13._________ to preserve the environment.

Paying higher 14.________ for polluting the environment.

4. 根据Reading部分的课文内容选择正确答案：

(1)Mr. Qian Li wei approves of the following points except _________.

A.large amounts of fish are being caught by fishing boats before they can lay eggs.

B.People are more important than fish and trees.

C.We should produce more things from recycled products.

D.We need more effective laws to preserve the environment, which still allow the economy to grow.

(2)Which of the following statements can suggest that we can achieve a balance between the economy and environment ?

A.Many people are willing to pay slightly higher prices for things that are environmentally friendly.

B.Many people, old and young, are doing their best to protect their surroundings.

C.Our country has passed the law that factories which pollute the environment should have to pay higher taxes.

D.All of the above.

教学过程

词汇讲解

1. debate vi./n. 辩论，争辩，争论

debate with sb. about/on sth._____________ hold a debate ___________

beyond debate ______________ under debate ___________

1)We are _______________or not to have a trip this summer. 我们盘算着今年夏天是否去旅游。

2) She debated with herself for a while, and then picked up the phone.

辨析debate/ argue/ discuss

debate 指正式辩论，着重双方“各抒己见”

argue 着重“说理，争论”和“企图说服”

discuss 着重“讨论，磋商”

3) We ____________with the waiter about the price of the meal. 我们跟服务员争执那顿饭的钱。

4) Have you _________ the problem with anyone? 你与谁商量过这个问题？

5) We _________ the proposal for three days. 那个建议我们辩论了三天

2. operate

The doctor operated on the baby’s throat.

What skills are needed to operate this machine?

Illegal drinking clubs continue to operate in the city.

Soldiers cannot operate effectively without good food.

拓展：

operating system _____________ operating table_____________

perform an operation on _____________ in operation _____________

put/ bring sth into operation _____________ come/ go into operation _____________

3. credit 荣誉，赞扬；信用，信赖;名声，信誉;赊账，信用贷款；学分

He deserves credit for what he has done for the city.

Your honesty does you great credit / does great credit to you.

We gave credit to his story.

George has credit with his teacher.

He is a man of great credit in our town.

Greatly to his credit, he won the prize.

I bought the dishwasher on credit.

He hasn’t enough credits to get his degree.

4. responsibility

We have responsibility for protecting them.

You must take responsibility for what you have done.

Mike is responsible for the whole project.

5. cut back on

To save money, we should cut back on our spending.

Many companies are cutting back on staff at the moment.

If we cannot sell more, we will have to cut back on production.

6. use up / run out/ run out of

Don’t use up all the milk. We need some for breakfast.

Her money soon ran out.

She is always running out of money before payday.

难句分析

1.With me are Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant.(P22 Line5)

【句式研习】 该句是一个______句，由于主语 “Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant” 较长，为了避免句子___________，往往把介词短语 或其他成分提到句首。

【归纳拓展】

1）当句首状语为方位词，且谓语动词为go,come等表示位置转移的动词时句子须倒装。

翻译：飞机飞高了。______________________________

翻译：主席进来了，会议开始了。________________ and the meeting began.

2) 当句首状语为表示地点的介词词组时，句子须倒装。

翻译： 一个身材高大的警察从拐角处走来。__________________________________

2. The world’s population has grown by six times what it was in 1800. (P22, Line 19)

【句式研习】倍数表达法

This box is four times as light as that box.

The cotton output was four times greater than that of .

The Earth is 49 times the size of the Moon.

3. As a business development consultant, I’m often seen as being against the environment. (P23, Line 29)

【句式研习】本句中as 是______词，用来谈论________________________________.

As an interviewer, you ought to sit back and listen.

She spoke of him as her dearest friend.

比较：

As I left the house, I remembered my keys.

It is very difficult for us to know what to do, as we are not his parents.

I did as he asked.

Poor as he was, he was happy.

4. What I’m here to say is that having worked with many environmental consultants, I know that a healthy environment and development should be possible at the same time. （P23 Line34）

【句式研习】本句中what 引导一个________从句作__________,第一个that引导的______从句；在_______从句中，know后的that 引导了_______从句，而现在分词短语having worked with many environmental consultants作________状语。

5. The people operating these factories are deeply concerned about the environment. (P23, Line 37)

【句式研习】本句中operating these factories作________, 用来_________________，相当于一个________从句。

There is a piano standing （= which ________）in the corner.

A man respecting others (= who _______________) will himself be respected.

Can you see the star moving (=that _____________) in the sky?

6.Asking around, I find many people willing to pay a little higher prices for things that are friendly to the environment. （P22 Line51）

【句式研习】 本句中asking around 为现在分词短语作_______， willing to pay…things 为形容词短语作___________, that 引导________从句，修饰________,其中that 在______从句中作 _______。

反馈矫正

1. It’s here that the river f__________ down into the see.

2. The company is famous for the p__________ of small cars.

3. As we all know, he is g_________ for money.

4. It is his r_______ to make arrangements for the meeting.

5. Are you w________ that he should be admitted into our club?

6. He deserves c__________ for what he has done for the city.

7. He stated his b_________ that evolution occurred through natural selection.

8. I paid $1,000 in t________ last year.

9. I’ll c________ my teacher about the problem.

10. These fish are often eaten r_______.

迁移创新

1. The top leaders of the two countries are holding talks in a friendly __________.

A. atmosphere B. state C. situation D. phenomenon

2. Peter’s jacket looked just the same as Jack’s, but it cost ________ his.

A. as much twice as B. twice as much as

C. much as twice as D. as twice much as

3. I was just talking to Margaret when Jackson _________.

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

4. It’s helpful to put children in a situation ______ they can see themselves differently.

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

5. I would appreciate _____ if you come to my grandma’s birthday party and say “Hello” to her.

A. that B. it C. you D. one

6. - I’m still working on my project.

- Oh, you’ll miss the deadline. Time is ________.

A. running out B. going out C. giving out D. losing out

7. As these new products are not selling well, the members of the board have decided to _______production.

A. cut down B. cut down to C. cut back on D. cut off

8. ________ we move the picture over there? Do you think it will look better?

A. If only B. What if C. As if D. Even if

9. The grandfather, much to the surprise of the doctors, won’t want his granddaughter _____ this week.

A. to operate on B. operates C. to be operated on D. operating

10. He is easy to get along with. that, he is a determined boy. Which of the following is wrong?

A. In addition B. Besides C. In addition to D. Apart from

课前导学

1. cut back on 2. open the floor 3. raw material 4. use up

5. be concerned about 6. as/so long as 7. cut down 8. ask around

A D

引导梳理

1. 倒装 头重脚轻

After the banquet came a firework display in the square.

Up went the plane.

In came the chairman

Round the corner walked a tall policeman.

2. 结果 限制性定语从句 先行词chemicals ,定语，chemicals

3. 表语 定语，things 虚拟should+动词原形 虚拟 be punished help

4. 名词性 主语 表语 表语 宾语 原因

5. 状语 宾语补足语 定语 things 定语 主语

6. What if you fall sick?

What if she forgets to bring the book we need?

If I say I won’t go with you,so what?

What’s more

反馈矫正

1. flows 2. production 3. greedy 4. responsibility 5. willing

6.credit 7.belief 8. taxes 9. consult 10. raw

迁移创新

1-5 ABADB 6-10 AABCA

（小周）

篇5：高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)

A Taste of English Humor

单元教学目标

Talk about different types of humor；a taste of English humor

Learn how to express one’s emotions

Learn the –ing form as the Predicative, Attributive and Object Complement

Learn to write humorous stories

目标语言

话题 Different types of humor; a taste of English humor

词汇 1. 四会词汇：

slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,

homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 词组：

be content with, badly off, pick out, cut off, star in, knock into

功能 情感 ( Emotion )

I enjoy this very much because… It surprises me that…

I laugh at that kind of thing because… I felt happy because…

This is fun because… I’m pleased we were both amused at…

How wonderful / surprising It’s amusing that…

语法 动词的-ing 形式作表语，定语和宾语补足语的用法

Their job is “panning for gold”.

That was the problem facing Charlie Chaplin.

Do you find it funny to see someone sliding on a banana skin?

课时分配

1st Period Reading

2nd Period Speaking

3rd Period Grammar

4th Period Listening

5th Period Writing

6th Period Summary

分课时教案

The First Period

Teaching aims: Enable students to talk about some types of English humor and Chinese humor.

Key points: Help students learn how to understand and enjoy English humors.

Difficult points: Help students know the differences between English and Chinese in humor.

Teaching aids: pictures

Teaching procedure:

Step 1: Lead-in

Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.

Questions: 1) Do you know who these comedians are? What makes them funny?

2) Do you know other comedians who are funny in the same way?

3) Have you seen any of these comedians or programmers? What do you think of them?

Step 2: Warming up

Task 1. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季， 姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Task 2. Talking

Ask students to talk about some funny stories, any English or Chinese humors they know.

Task 3. Reading on P22

The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.

Joke 1:

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Joke 2:

Garcia: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank God.

Garcia: Then I will pay the fees to God.

Step 3 Homework

Ask each student to give a joke and present it in class next period.

The Second Period Reading

Teaching aims: Enable students to learn what humor means and what is nonverbal humor.

Key points: Help students divide the text into several parts according to the meaning.

Difficult points: Divide the paragraphs and give the main ideas.

Teaching aids: A recorder and a projector

Teaching procedure:

Step 1. Revision

Check homework: ask students to present their jokes in class.

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.

The main idea of part three: it gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun?

(2 ) Why did people like Little Tramp?

(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Language points

1. content (adj.): satisfied, happy, not wanting any more

phrases: content with sth; content to do sth

e.g. (1) She is quite content to stay at home looking after her children.

(2 ) Are you content with your present salary?

Content (n.): that which is contained in sth

e.g. I like the style of her writing but I don’t like the content.

2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.

e.g. His speech inspired us with hope.

3. badly off: in a poor position, esp. financially

The opposite is “ well off”

e.g. (1) They are too badly off to have a holiday.

(2 ) In fact most people are better off than they were five years ago.

Step 5 Practice

Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 6 Homework

Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.

The Third Period Grammar

Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.

Key points: Let students know the structures of the sentences with the –ing form

Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.

Teaching aids: A computer

Teaching procedure:

Step 1. Revision

Check homework: the exercises on page 20 and 21.

Step 2. Word formation

Suffix Example

-able valuable lovable comfortable

-ing amusing misleading neighboring

-ful hopeful cheerful useful

-less endless homeless harmless

-ed excited interested moved

-ish Irish childish selfish

-ive active attractive expensive

-ate fortunate affectionate passionate

-ant important pleasant ignorant

-ly friendly orderly costly

There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.

Step 3. Discovering useful structures

Task 1. Revision

Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:

(1) Talking to him is useless.

(2) Smoking does harm to your health.

(3) Walking is my sole exercise.

(4) Collecting stamps is my hobby.

(5) I suggested bringing the meeting to an end.

(6) He admitted taking the money.

(7) I couldn’t help laughing.

(8) Your coat needs washing.

Task 2. New usage of the –ing form

Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.

Teacher checks the answers and give the explanations.

(1) A cooking pot: A pot that is used for cooking.

(2) A drinking horse: A horse that is drinking water.

(3) The man sitting on the sofa is a friend of my brother’s.

Here the –ing form are used as attribute.

(4) I saw the man sliding on a banner skin yesterday.

(5) Did you notice the man picking up that broken bottle and putting it in his bag?

Hear the –ing form are used as object complement The structure of the sentence with an object complement is:

Subject + Predicate + Object + Object complement

(6) Her job is looking after babies.

(7) What he likes is playing chess after supper.

Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.

(1) Her hobby is painting.

(2) Her favorite sport is skiing.

(3) This was very disappointing.

(4) The test results are very discouraging.

(5) She was very pleasing in her appearance.

(6) His concern for his mother is very touching.

(7) The photograph is missing.

(8) The article was misleading, and the newspaper has apologized.

In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.

(9) It is snowing hard.

(10) She is teaching in a night school.

In these two sentences, the –ing form are used as the predicate in the present continuous tense.

Step 4. Using Structures

Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.

Step 4. Homework

Finish all exercises on page 56.

The Fourth Period Listening

Teaching aims: Enable students to understand the humor in the listening material.

Key points: Train the students to get the key wards by reading the questions before listening.

Difficult points: Get the main idea from the listening materials while listening.

Teaching aids: A recorder

Teaching procedure:

Step 1. Revision

Check homework: (1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2. Listening ( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2. Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.

Step 3. Listening ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.

Step 4. Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period.

The Fifth Period Writing

Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.

Key points: Teach students to write according to the writing of the writing steps.

Difficult points: Help students make up a dialogue, using the target language.

Teaching aid: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask several students to read their funny stories in class.

Step 2. Writing ( page 23 )

Give students some instructions on writing a funny story.

1) Writing down your story in a logical order.

2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.

3) Then write out your story using these interesting words.

4) Read through your story.

5) Then show it to your partner. Let him/ her suggest some new and exciting words.

6) Write out the story and put it into a class collection of stories.

Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.

Step 3. Talking

Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.

Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.

Step 4. Speaking and writing task

This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.

Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.

Step 5. Homework

1) Finish Exercise 5 on Page 20.

2) Make a summary about what has been learnt in this unit.

The Six Period Summary

Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.

Key points: Sum up what we have learnt in this unit.

Difficult points: Sum up what we have learnt in this unit.

Teaching aids: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask students to present their dialogue in class.

Step 2. Reading

This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)

Give students some time to read the passage, then answer some questions and retell the whole story.

Questions: 1) What do children usually do on April Fool’s Day?

2) Why did people believe the programme Panorama?

3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..

4) What would you do to find out whether a story like this was true?

Step 3. Project

Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.

Step 4. Summing up

This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.

功能句式：

1. I enjoy this very much because….

2. I laugh at that kind of thing because…

3. This is fun because….

4. How wonderful / surprising！

5. It surprises me that…

6. I’m pleased we were both amused at…

7. I felt happy because…

8. It’s amusing that…

语法：

1. Word formation

2. The –ing form of the verb used as predicative, attribute and object complement.

重点句子：

1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.

2. Perhaps it makes us feel more content with our life…

3. He became famous for using a particular form of acting, including mime and farce.

4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.

5. Imagine you are hungry and all there is to eat is boiled shoe.

6. He solved it by using nonverbal humor.

7. Their job is “panning for gold”.

8. This was the problem facing Charlie Chaplin in one of his most famous films.

Translate the following sentences into Chinese and pay attention to the use of the –ing form.

1. The two comedians performing on the stage are from Liaoning Province.

2. Who is the girl walking by the river.

3. The children playing the violin will give a performance next week.

4. The man with sunglass standing near the car is a cross talk artist.

5. The old lady talking to the children is a famous musician.

6. I saw a group of policemen coming out of a green jeep and running to the building.

7. I saw a dog carrying a piece of meat entering your garden.

8. I heard her singing a beautiful song at the party last night.

9. I got frightened when I saw a man playing with a snake in the park.

10. There were some boys shouting and crying under my window, so I could not fall asleep.

Step 5. Check yourself

1. Do you find it difficult to understand English humor? Why?

2. What role do you thing humor plays in your life?

3. What language points have you learned in this unit?

4. How well have you done in the exercises on the –ing form?

5. Did you have any problems in understanding this unit? How did you solve them?

Step 6. Homework

Do some preparations for unit 4.

篇6：Phrases for unit 1 Module 1 (新课标版高一英语必修四教案教学设计)

Phrases for unit 1 Module 1

Unit 1 School life 35.the best way to do / of doing sth

1.tell the differences between…and 36.achieve high grades/ success

2.know of / about sb/sth 37.a bit challenge

3.(be) at ease with 38.at first

4.be happy with sb / sth 39.spend… (in) doing

5.on (the ) average 40.at the end of this month

6.used to do sth 41.miss doing

7.be used to doing sth 42.as well (as )

8.for free 43.word by word

9.such as 44.at the beginning of …

10.encourage sb to do sth 45.according to…

11.introduce A to B 46.first of all

12.pass sth on (to ) sb. 47.do like eating desserts

13.be available for 48.think of

14.(be) far ( away) from 49.learn about

15.make sure that…. 50.the quickest way to get to the canteen

16.graduate from 51.go straight on

17.upon/on doing 52.be late for…

18.surf the internet 53.get/be/become interested in

19.donate sth to sb 54.develop an interest in

20.forget to do sth 55.miss the chance to do sth

21.forget doing sth 56.instead of (doing) sth

22.inform sb of sth 57.pay attention to

23.prepare for 58.as… as possible

24.make preparations for 59.finish doing

25.in preparation for 60.compare …with

26.do… for preparation 61.regret to do

27.be responsible for 62.regret doing

28.be made up of 63.songs sung by the students

29.consist of 64.stop to do / doing

30.come up with 65.read …out aloud

31.mean to do 66.have something done

32.mean doing

33.than usual / as usual

34.attend assembly

Unit 2 Module 1

36.keep … in mind

1.turn up 37.get … tidied up

2.force sb to do sth 38.clean …up

3.an unpleasant experience 39.either…or

4.can’t wait to do… 40.not…. at all

5. be supposed to do 41.ask for sth

6.be gong/ missing /lost 42.at the moment

7.do with… 43.refuse to do …

8. deal with 44.insist on doing

9.leave sb in charge 45. be to do …

10. be in charge of 46.at present

11.act like an adult 47.prevent doing

12.expect sth from sb 48. prevent … from doing

13.go unpunished 49.allow sb to do…

14.go out 50.keep doing

15.have sth done 51.help …with

16.not … any more 52.shout at

17.deserve to do 53.like crazy

18.be hard on… 54.every time

19.be rude to … 55 forbid …from doing

20.be different from… 56. search for

21. than ever (before ) 57.waste .. doing

22.make sb do 58.invite sb to do…

23.even if 59.now that…

24.without being punished 60.feel like doing

25. should have done 61.in the form of…

26.explain to sb sth/ that… 62.suggest doing

27.on one’s holiday / vocation

28.argue about sth with sb

29. a little bit expensive

30. be proud of

31.stay up

32.after all

33.mix…up with…

34.in fact

35.keep doing

Unit 3 Module 1

1.by doing …

2.keep sb doing…

3.cause sb to do ….

4.hear from

5.for weeks

6.three times a week

7.work out

8.stay slim

9.be ashamed of…

10.lose weight

11.keep doing

12.regret doing

13.follow sb’s advice

14.be amazed about

15.go on diets

16.learn from

17.in secret

18.keep fit

19.side effect

20.unlike what Jeff said

21.by the way

22. join sb in sth

23.help do …

24.be surprised to do…

25.prepare sb for…

26. as a matter of fact

27.in no time

28.along with

29.come cross

30.in the long term

31.give out

32.be dying for sth/ to do sth

Unit 1 Module 2

page 1 Page 7.

1. a sunken ship 31. dream of

2,run into 32.come true

3. reason for building the pyramids 33 separate…from…

4. believe in 34..take off

page 2 Page 11

5.step up 35.so far

6. search for 36.get…done

7.go missing page 18---19

9.due to 37.be said to be hairy

10.because of 38.run after

11.stay out late 39.on average

12.show up=turn up 40.footprints made by men

13.the next day /next day 41.cause ...to do

14.in fact 42.could have done

15. did return home 43.become convinced

16.see/hear/… doing/do 44.make one’s way to…

17.go straight home 45.have the chance to …

18.put on Sentences’ structures:

19.according to… 1.Mr Foster was surprised that his son did not

20.outside the window tell anyone that he was staying out late.

Page 3 2. However, police found that Justin did in fact

21.full moon return home on Friday night .

22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.

23.so that/ so …that…

24.do research on

25.rule out

26.look into

27.make up

28.take charge of=be in charge of/ in the charge of

29.look at…

30.give up

Unit 2 Module 2

p 22 -23 an animal to sit on make a fire

be busy doing… lose one’s way

spend… (in) doing run out

be ready to do… a piece of equipment

on camels/ by camel when needed

be the size of … P 28 over a period of time

sleeping bags p 31 be disappointed at…

so that (conj) in total silence

on clear nights (prep) at dawn

in the dark (prep) p33 look out for …

in case (conj.) at the foot of…

in case of …(prep) p35 up to $ 2,000

in that case (prep) in total

turn upside down P 38

get turned join together

including cows’ blood reach to the sky

close to…. stay young

as …as possible be covered with…

worry about…. feed on…

refer to…. in harmony with

p 25 can’t wait to do… provide …with…

sound like…

look forward to doing…

be worth doing…

P 27 as well

1. I’ll bring a torch with me so that I’ll be able to see in the dark.

2. You have to wear special clothing just in case your raft gets turned upside down or sinks.

3. We’ll try to get as close as possible to the animals, even though they’re dangerous.

4. The weather report says that it will be raining when we arrive in London.

5. As you can see, my schedule for June is full and I cannot go to London for the festival.

6. Lakes , surrounded by vast grasslands, look like jewels.

Unit 3 Module 2

p 41 within seven years

of all time have something/nothing to do with…

have an effect on… at the age of

p42 result in/ result from

during one’s lifetime in advance

teach sb to do … based on…/ base…on

be curious about p 45

at the age of … pay off/ back/for…

set sail (for….) make a great contribution to…

search for later on

be known as… p50

a city called Luxor set foot on…

as well as /as well at full speed

by the 1920s pay (little/ much ) attention to…

right away P58

upon doing… in orbit

fall ill not only….but also

lead …to / lead to win somebody something

P45 in control

fall ill with a fever be proud of

at the moment of… look up to …

hear of… manage to do...

the following day

die of…

shortly after….

Sentences :

p42.By the time we left, it was empty.

Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.

p43 If breathed in, the viruses can result in illness or even death.

What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.

P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.

The team spent the next five years being trained.

It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.

Unit 3 Module 3

be known as

take over

continue to do…

turn to …

be covered with/by

a pair of binoculars

be off to …

by the time…

together with….

prevent …from….

be involved in…

brush away

prepare oneself to do…

in good condition

carry out

lead to…

on board

in memory of….

be in use

in return for….

once again

no more

in the following hundred years

arrange for…

go on a cultural expedition to….

run through

refer to….

pay attention to…

have the chance to do/ of doing….

throughout the world

focus on….

in history

Unit 1 Module 3

page 2-3 that far lose sight of…

glance at continue doing

in sight sweat with fear

set off all of a sudden

by the time ring out

feel a rough hand brush her face page 16---17 work out a plan

feel here heart beating with fear be used to do …

wish for according to…

hold her still a chair to sit on

reach out ( for …) fall asleep

stare (up) at look up (at …)

rest on … bang into

watch out (for…) in a beautiful dress

be off offer sb sth

a fog this bad page 18 mainly because

pay back the chance of being attacked by a shark

get across the road feed on..

except in a fog like this be known as

have … in common find out

page 5 follow one’s advice be fit to do…

weather that bad the latter type of attacks

be frozen with be likely to do…

believe in over a long distance

page 6 go hungry be attracted to sth

page 9 be related to… the following tips

be linked to… hit… on the nose

a question to be answered stick sb in the eye

page 11 have something/nothing to do with..

overall health as well sign language even if

make the most of at lunchtime sleep deeply manage to do..

rather than +V in the distance be grateful to…

make one’s way to… in the near future

can’t help doing/do 名词性从句：主语从句 宾语从句

warm ..up 表语从句 同位语从句

get close to

Unit 2 Module 3

p 22-23 throughout history due to…

so many confusing rules differ from

be made up of as a whole

a language called Celtic turn into

mix…with… combine …and/with …

be different from

consist of…

pick up

lift up

contribute to…

take control of…

despite the fact

have an impact on…

result in..

by the latter half of the 14th century

mother tongue

because of…

continue doing…

P 24 take the place of…

p 25 depend on…

p26.a lauge number /amount of…

in addition

take my concerns into consideration

have a word with…

right away

sort out

p 28-29 dream of…

come tre

look up the word

a waste of…

what if.

keep changing

disagree about sth

agree with sb

care about…

keep their language pure

Unit 1 Module 4

page 1. be aware of, be tired of…

be similar to... be available to….

Project Hope on sale

page 2 encourage sb to do.. be popular with…

be used to +N/Ving ( V) of high quality/ importance/help..

in a day p 8 the following day

do research on… the previous day

share sth with sb over and over (again)

believe in an idea p 13 consider doing

for free be attractive to sb

be intended to do… p 16 regret not having done…

protect ….from…. up to 6 hours

even if/ even though be bored with….

be proud of… Page 18

connect ….to…. get sb to do…

fall for …. be concerned with

play tricks on … care about

the public get …across

be meant to do…. depend on…

lead better lives appeal to

Knowledge changes life

deal with….

live healthy lives

Smoking is committing suicide slowly

follow the advice

be smart about….

be supposed to do…

warn...against…

page 5 offer sb sth

be satisfied with…

trick….into…

take drugs

keep away from….

persuade sb into doing….

page 6 at low price

Unit 2 Module 4

save time for 词汇拓展

in honour of honour n adj adv

from around the world delight n adj adv

come to one’s attention significance n adj

under the name of brief adj adv

recognize …as… athlete n adj adv

get sth doing marry v adj n

be designed to… compete v n adj

come up with peace n adj adv

look out for contribute v n

enter…into… absence n adj

be of great use excite v n adj

call an ambulance Asia n adj

meet the requirements move v n

(keep …)under control glory n adj

make way for attract v n adj

hope for orgin n adj adv

take part in act v adj adv n

side by side require v n

break the record practise v n

make contributions to associate v n

play a role in support v n

be popular with… involve v adj n

at least

plenty of

no matter wh-…

be delighted to do

look forward to doing

hope for + N

every two years

compete for…

the opening ceremony

across the world

realize one’s dream

Unit 3 Module 4

come true end in failure

virtual reality make money

not only…but aslo P 49

pass on at the moment

thousands of last but not least

be connected to on display

give out throughout the week

put forward P 51

depend on set up

last but the not least concertrate on

set up be bored with

be accused of…. accuse …of be disappointed at /by

close down be impressed at/by/with

concentrate on be situated in/ on

in my opinion be surprised at/by

come across P 53

instead of at one time

P 42---43 in my opinion

pass on in worse condition

be connected to P 59

thousands of come across

give out tell of…

add to… recognize …as

upon doing… at a speed of…

not only …but also with the help of….

provide …with…

play the role of ….

put forward

in reality

bring…alive

P 45

take the risk of….

P 46

make a profit

篇7：必修4 unit4 body language(新课标版高一英语必修四教案教学设计)

Pre-reading

1. What is the purpose of language?

2. What do you think “Body language” means?

3. How can you tell if someone is sad even if they do not speak?

Reading

Task1: Answer the questions on P26 to P27

Task2: Fill in the blank.

Country / Area Ways to greet each

Britain Shake hands. Do not stand very close to others or touch strangers as soon as they meet.

Canada Shake hands.

Japan Bow.

Spain、Italy、South American countries Approach others closely and are more likely to touch them.

France Shake hands and kiss each other twice on each cheek

Middle East, some Muslim countries Shake hands and stand quite close to other men. Nods to women and do no shake hands with them.

Language points

Reading

1，They will be meeting at a major hotel with local business people and people who represent the Chinese government.

will be meeting “将要会见”

will / shall be doing 表示“预料将要发生的动作”， 在现代英语口语中用得很多，口气往往比较婉转， 随便。

(1)你什么时候再来看望我们？

When will you be visiting us again?

(2)我就要去参加一个国际会议了。

I shall shortly be attending an international conference.

major

adj. more important, great(er) 较大的，较重要的，主要的

a major road 干路

这辆车需要大修。

The car needs major repairs.

vi. specialize in a certain subject( at college or university) 主修，专攻

major in 攻读，专修，主修

黛西是法语专业的。

Daisy is majoring in French.

n. 专业，陆军上校

local adj. 地方的，本地的， 地区的

当地的医生 the local doctor

本地新闻 the local news

这是头本地羊。 This is a local sheep.

represent vt.

1). 表现，描绘，描画

这幅画描绘了亚瑟法庭的一个场面。

This picture represents a scene at King Arthur’s court.

2) 代表，

秃鹰象征了美国。

The bald eagle represents the United States.

3) 想象 represent sth. to oneself 想象出某事物

2.Four people enter looking around in a curious way.

curious adj. eager to learn or know 富于好奇心的，有求知欲的，感兴趣的

be curious about 对……好奇

be curious to do 急于做

curiosity n. 好奇心 curiously adv. 好奇地

(1)她还是个小女孩儿时，就对人类的起源发生了兴趣。

As a girl, she was curious about the origin of human beings.

(2)The tourists were surrounded by the curious children.

游客被好奇的孩子们围起来了。

3. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.

disappoint v. 使（某人）失望

disappointed adj. 失望的，失意的， 受挫的

disappointing adj. 令人失望的，扫兴的

(1)如果我考试不及格，我的父母会失望的。

My parents will be disappointed in me if I fail the exam.

(2)结果令我们所有人都很失望。

The result disappointed all of us.

(3)多么令人失望的消息啊。

What disappointing news!

(4)比赛输了，这令她很沮丧。

She was deeply disappointed about losing the game.

standing watching and listening V-ing形式作状语表伴随

4. Mr. Garcia approaches Ms. Smith, touches her shoulder and kisses her on the cheek.

approach ① n. (UC) 靠近，临近，接近

② n. (C) 通路，入口； 方法，步骤(method)

③ v. 靠近，走近

（1） We heard the approach of the train. (火车开过来了。)

（2） All approaches to the town （所有通往城镇的道路）are blocked.

（3） Do you know the best approach （最佳方法）to study a foreign language?

（4） He approached （靠近）the bird quietly.

5．These are examples of learned or cultural “body language”.

learned adj. having much knowledge acquired by study 有学问得，博学的

learned man 学者

他很有学问，但是非常自负。

He’s very learned but rather proud.

6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.

1）not…nor… 既不。。。，又不。。。

nor 常置于句首、助动词或连系动词之前，表示 and also not. 此时也可以用neither 代替。

(1)我不喜欢这部电影，她也不喜欢。

I don’t like the film. Nor / Neither does she.

(2)我今天不去上班，梅西也不去。

I’m not going to work today and nor / neither is Maisie.

touching … or being … 都用作状语，相当于 while ( they are ) touching… or

2）nor are they 。。。 含有否定意义的副词或连词（如not ,seldom, little, hardly, never, rarely, nowhere等）放在句首时，需用倒装。

(1)他一个英语单词也不会说。

Not a single word of English can he speak.

(2)我从来没有见过他。

Never have I seen him before.

(3)Not for a moment ______what he said. B

A. I believed B. did I believe C. I would believe D. I believe

(4)No where else in the world ___ a place so beautiful. C

A. you can find B. find you C. can you find D. do you find

7. People from places like … and are more likely to touch them.

be likely to 很有可能，有希望。。。

possible , probable, likely

possible 表示可能的可能性不大，强调客观上有可能性，但也常常暗自“实际上希望很小”.常用于固定结构中，如：as…as possible, if possible, It is possible that…, It is possible for sb to do sth.

probable 表示可能性很大，主要用来指有根据，合情理，值得相信的事物，译为“很有可能地，大概” It is probable that…

likely 表示可能性很大，但比probable弱，侧重从表面看，某事很有可能发生，当指某人或某事充当主语，其后用不定式，只能用likely ，而不用possible ,probable,即，sb./sth.be likely to do. 句式：It is likely that…

(1) It’s nearly ten o’clock and father ____ walk in at any moment. C

A. is possible to B. is maybe to C. is likely to D. is able to

(2) Look, dark clouds are gathering. It is ____ to rain soon. C

A. probably B. possibly C. likely D. perhaps

(3) ___ there likely ___ anyone to meet us at the airport? D

A. Does, to be B. Is, being C. Has, that D. Is, to be

8. It is an interesting study and can help you avoid difficulty in communication.

avoid vt. 避开，躲避（某人/某事物）； 防止（某事）发生，预防

avoidable adj. 可避免的 avoidance n. 逃避，避开

avoid( driving in ) the center of city 避开市中心(行驶)

(1)做为一个驾驶新手，琳达尽力避免发生事故。

As a new driver, Linda tries her best to avoid accidents.

(2)I quickly walked to the other side of the road to avoid ___ him. C

A. to meet B. having met C. meeting D. to have met

Using language

1. Some body language is similar everywhere.

1) some 后面有时可跟可数名词的单数形式，意为“某种，某个”(a certain)

(1)他没通知我们就走了，他一定有他的理由。

He left without telling us. He must have some reason for this.

(2)你能给我推荐个旅馆吗？

Could you recommend me some hotel there?

2) be similar with 类似的，相像的

e.g. 玛丽的帽子和简的差不多。

Mary’s hat is similar with Jane’s.

2.A smile is the universal facial expression –it is intended to put people at ease.

facial expression 面部表情

intend v. 打算，想要，企图

intend to do/doing sth. 打算做……

intend sb. to do 打算让某人做

intend that = intend +n.+to do 打算做。。。

be intended for 为。。。而 。。。（表示目的）

be intended as 作为。。。

(1) He intends to study abroad (到国外留学)next year.

(2) He intended his son to manage （打算让他的儿子经营管理）the company.

(3) The movie is intended for （为。。。而。。。）adults only.

(4) It is intended as （作为）a joke.

ease n. 安心，安逸，容易，轻易； v.减轻，放松

at ease 舒适，不费力气 with ease （军队口令）稍息

put/ set sb. at (his) ease 使某人感到轻松自在

ease out （使）悄然离开 ease off （病）减轻，缓和，放松

ease one’s mind 心情舒畅 take one’s ease 使自己轻松一下，休息

(1) His words put me at ease. (使我感到轻松)

(2) He is at ease （放心）about the matter.

Ex.

1. _________dogs seldom bite. D

A. Bark B. To bark C. Barked D. Barking

2. To get here in time, they came ________ all the way. A

A. running B. run C. ran D. to run

3. He sat there ________, with his head on his hand. B

A. and think B. thinking C. thought D. being thought

4. The wolf spoke in a _______ voice and Mr Dongguo felt _____. A

A. frightening; frightened B. frightened, frightened

C. frighten, frightening C. frightening, frightening

5. They set out ______ for the ___boy. B

A. searching, losing B. searching, lost

C. to search, lost D. searched, losing

6. It’s a pleasure to watch the face of a ____ baby. C

A. asleep B. sleep C. sleeping D. slept

7. The student sat there, _________ what to do. D

A. doesn’t knowing B. didn’t knowing

C. not know D. not knowing

8. The secretary worked late into the night, __________ a long speech for the international conference. C

A. to prepare B. prepared C. preparing D. was preparing

9. European football is played in 80 countries, ____ it the most popular sport in the world. A

A. making B. makes C. made D. to make

10. The _____ Prime Minister expressed his satisfaction with his talks, _____ that he had enjoyed his stay here.. C

A. visiting, add B. visited, adding

C. visiting, adding D. visited, added

篇8：Using Language (Reading, Speaking and Writing)教学设计(新课标版高一英语必修四教案教学设计)

人教版高一册模块四第二单元

Using Language (Reading, Speaking and Writing)教学设计

浙江省温州第四中学 徐长才

Using Language (Reading, Speaking and Writing)语言运用部分是新课标人教版各单元中的重点教学内容，它承载着本单元语言输出教学的重要任务，是对本单元阅读、词汇、语法等各项内容学后的一个运用和检验。因此，授课教师应对这一块教学内容进行科学合理的设计，以全面完成本单元的教学任务。

一、设计思想

1. 以建构主义理论为基础

建构主义理论主张在问题情境下进行学习，要求学生不要盲目或被动地接受和记忆教师传授的知识或课本知识，而是要主动地进行自我探索，将学习过程变成积极参与建构知识的高水平的思维过程（朱文英，）。教师要尊重学生已有的知识和经验，并帮助他们将新环境提供的信息整合或重组到自己原有认知结构中，激活学生的思维、启发他们观察、发现、思考、归纳、总结，鼓励他们提出自己的问题和观点。教师在教学Using Language这一部分时，应科学妥当地设置话题情境，激活学生已有的知识，以便使之在新的语言环境中得到拓展和运用，从而构建新的知识。

2. 以任务型教学方法为依托

新课程标准倡导任务型语言教学，它是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。学生有了具体的动机就能自主地学习，并且主动地用所学语言去做事情，在做事情过程中自然地使用所学语言，在使用所学语言做事情过程中发展语言能力。Using Language这部分的教学就是要求教师设置学生感兴趣的任务，让任务贴近学生的实际生活，符合学生的认知水平，学生完成教师所设任务的同时能够运用本单元所学的语言知识来发展其语言能力。

根据以上教学理论，设计本节课时要体现教师为主导，学生为主体的教学思想，努力创设问题情境，营造轻松愉快的教学气氛，对学生进行充分的语言输入，重点突出对学生语言能力的培养，为学生的语言输出创造良好的语言环境。

二、教材分析

本节课教学内容Using Language（Reading, Speaking and Writing）是本单元的最后一个课时，要求学生以有机农业和绿色食品为话题，复习巩固如何用英语提出忠告和建议，以及用英语制作海报和广告。它是学生在学完前面各项内容后的提升阶段，是对师生落实前面各项内容的一个检验。该部分由Reading, Speaking and Writing三部分组成。其中Reading,和Speaking 都是为Writing作铺垫的，即Reading for writing , Speaking for writing. 《学科教学指导意见》指出，教师可以围绕Reading, Speaking and Writing中相关材料指导学生进行听、说、写的尝试，并指导学生就相关材料进行比较，提出自己的观点和建议。根据新课标的要求，在写作教学之前，教师应作好铺垫，激活灵感，激发兴趣，明确目的和读者对象，讨论主题，搜集素材，语言准备，写提纲等等，从而为接下来重点教学环节打下基础。本节课主要围绕学习设计英语海报和广告展开。值得一提的是在操练Speaking部分时，对功能项目的训练应有所侧重。比如：I’d prefer….because…, This is good value because… It’s a great pity that… If I have a choice I’d choose…because…等属于高一阶段应有所侧重的功能项目。而 I don’t like …because… , You need to … It’s better to …等是初中阶段就应该熟练掌握的功能项目，可以不作为重点来训练。

三、学情分析

这个阶段的高一学生思维正处于活跃的阶段，具有较为丰富的想象力。经过初中三年的学习和磨练，再经过模块一至模块三的学习训练，具备了一定的语言表达能力。本节课中，他们经过两篇关于农业方面文章的阅读，积累了相关的词汇与句式表达，从而为本节课的写作打下了一定的基础。然而，本节课有三个主要环节即阅读、对话和写作。在这三个环节中，学生运用功能项目时，可能只会机械呆板地套用，缺乏灵活性，而且不能把握对话的要点。写作内容是设计英语海报，学生有可能对英语海报的格式及语言表达方面把握不准，导致表达规范性不够和重点不突出的倾向。因此，授课教师在教学设计时应引起足够的重视。另外，基于本节课课型的特点，学生在对话操练前会采用同伴互助即pair work 的方式进行操练，写作过程中会采用讨论和合作探究完成海报的设计。

四、教学目标

1. 语言知识：巩固Using language 这一块所学过的单词，比如：organic, fertilizer, chemical, fertile, supply, mineral, pest, whatever, refer to, nutrition等并学习新词 certain。

2. 语言技能：学会用英语提出忠告和建议，比如，描述某有一农产品的优点与缺点；学会用英语制作海报，从而提高英语写作能力。

3. 情感态度：了解农民的生活，尊重农民的劳动；学会辨别有害食品与绿色食品。

4. 学习策略：合作探究，同伴互助。

5. 文化意识：引发学生对食品的质量与发展农业的思考。

五、教学重点与难点

1. 组织学生用英语说服顾客购买老王的绿色食品，培养学生口头表达能力，为学生的写作作好铺垫；

2. 指导学生用英语制作海报，提高英语写作能力；

六、教学策略与手段

1. 以任务型教学作为课堂教学设计之理念，采用情境教学法、交际教学法、讨论法等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

2.在教学中突出交际性，注重读写的实用性；同时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高；教师还要重视各环节过渡时的教学用语，达到承上启下的作用。

3.坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂的不同环节，教师应自觉扮演“设计者、研究者、组织者、促进者和协调者”的角色。

4. 贯彻“教中学，学中用”的策略，真正使学生学以致用。

5.采用多媒体课件展示教学内容，激发学生的学习兴趣，营造良好的课堂氛围。

七、课前准备

学生课前应作好预习准备工作。比如，复习和巩固Using Language部分的单词；要弄清绿色食品，有机肥，农家肥的指向，如何用课本上所给的功能项目向对方提建议和忠告等。教师要认真领会新课标精神，充分分析教材，确定重难点，把握学生的学情，理清教学思路，准备好教学课件和教学素材以及课堂上要用的画笔及纸张，另外要确定好学生的合作小组以及明确组内分工。本节课宜在具有多媒体平台和实物投影仪的教室里进行。

八、教学过程

Step1. Lead-in

Show the students some pictures of green food and junk food and ask them some questions as follows:

1. Which food do you prefer to eat, why?

2. Which of those do you think are green foods and what will you think of when we mention the green food?

设计说明：通过观看图片激发兴趣，回答问题启动学生绿色食品的意识，打开对绿色食品相关话题比如说农场之类等，激活其农业方面的相关思维。

Step2. Reading

教师让学生阅读下面一篇短文，完成文后的任务。

What is green food? Green food, which is healthy and safe for people’s health, refers to the food growing with natural rather than chemical fertilizers. The fertilizer that “green” farmer use is natural waste form animals. They believe that putting this in their fields, which are away from industrial areas and dirty water supplies makes the soil richer in minerals and more fertile. Besides, they can keep the air, the soil and water as well as the food supply free from chemicals.

As everyone knows, green food is usually more expensive to grow than other food which is not safe so that many people would rather buy ordinary food at a much lower price without caring about their health. This means green food doesn’t sell well in China, which worries“green”farmers.

Lao Wang from Nanxijiang Farm, for example, learns to grow green fruits such as watermelons and he gets a big harvest this year. His watermelons sell at 8yuan per kg while the ordinary ones at 4yuan per kg. The problem is that he doesn’t know how to let people in cities know how special his green melons are and may not be able to sell them out before they go bad.

Questions:

1. What does the writer mainly want to tell us?

He wants to tell us something of green food such as the advantages and the disadvantages of it.

2. What are the advantages and the disadvantages of the green food according to the passage?

Advantages: a. healthy and safe for people’s health

b. grown with natural fertilizers

c. away from industrial areas and dirty water supplies

d. free from chemicals

Disadvantages: a. more expensive than other food which is not safe

b. green food doesn’t sell well

3. What is Lao Wang’s trouble?

He doesn’t know how to let people in cities know how special his green melons are and may not be able to sell them out before they go bad.

设计说明：通过阅读，进行语言输入，训练学生阅读技巧如抓主旨大意和细节的能力。弄清绿色食品的利弊和理出老王的烦心事，为顺利过渡到下一个环节作好铺垫。（另外这篇文章是笔者在原有教材基础上，进行了重整以更加适合学生的认知水平，课本上的阅读文章短而浅显）

Step3. Discussion

Activity: Work in pairs and discuss which of Lao Wang’s watermelons would you prefer to buy, your opinions must be based upon the above advantages of green food, using the following expressions, especially the underlined ones.

I would rather… I don’t like…because…

I’d prefer… because… It’s a great pity that…

Should I we …? It’s better to …

This is good value because… If I have a choice I’d choose…because…

What is the advantage of …? You need to…

设计说明：通过讨论，开启学生思维，为进入到对话环节做准备, 巩固和运用本单元的功能项目并且有所侧重。

Step4. Dialogue production

Activity: Work in pairs to help Lao Wang solve his problem. One acts as a customer, the other acts as Lao Wang, who is trying to persuade his customers to buy his watermelons, again using the above expressions. Some pairs will be invited to act your dialogues out.

设计说明：这个环节体现了任务型教学的理念，即学中用，用中学。让学生在具体语境中得体地运用本单元的功能项目,也为下一步写作作好铺垫。

Step5. Pre-writing

What other ways can you think of to help Lao Wang sell his products well? Yes, make a poster or an advertisement. Let’s begin.

Show two posters of which one is well designed and the other is ordinarily designed to the students in order to tell the differences between them and decide which is better. Then draw their attention to the better one. The format of a poster should be known to the students. Also the students should be guided to be able to use attractive heading, beautiful pictures and persuasive words, creative design and direct reasons to form their poster.

以下是两则海报示例及对学生进行海报制作的指导：

Sample 1 sample 2

Reference:

1. The structure of a poster:

Sample 1 sample 2

▲Main heading

▲Part 1 Explain what you sell

▲Part 2 Reasons to buy

(in shortened sentences)

▲Part 3 Impressive slogans

An attractive picture

▲ Main heading

▲Part 1 Impressive slogans

▲ Part 2 Reasons to buy

(in shortened sentences)

▲ Part 3 Explain what you sell

An attractive picture

2. Useful words and expressions:

Healthy and safe; free of chemical fertilizer; rich in nutrition; high in ; grown away from; be certain to ; natural fertilizer;

Follow your desire! This is one step on the road to a …world!

It’s best choice ! just do it!

设计说明：展示两副海报，通过比较，让学生判断其优劣，然后引导学生研究有特色的那副海报，其结构、标题、图片、语言表达等，从而培养学生的鉴赏力，同时给学生提供范本和可能用到的词句供他们运用和模仿。在这一环节里，教师尤其要引导学生品味海报里的语言表达，给出足够的时间让他们讨论和酝酿自己的语句。

Step6. While-writing

Activity: Work in groups of 4 and design your best posters for Lao Wang to sell one of his green fruits. Each of the four should be assigned a concrete job such as deciding the heading, drawing the beautiful pictures and using the most attractive words and expressions.

设计说明：这个环节是本节课的重要环节之一，经过前面几个环节的层层铺垫和语言输入，来达到语言的有效输出。要求学生把学到的语言知识运用到做事中来，体现学以致用的原则；在手段上采用小组合作分工的方式，激发学生的合作意识，共同探究共同分享，感受成功和快乐。

Step7. Post-writing

Give the assessment of the works to the class and then ask some groups to show their works on the screen. Have comparisons of the presented works and then the teacher gives the exact and scientific evaluations.

Assessment Self(自评) Peer

(同伴互评)

Content

(5) Does the poster have a clear structure（结构）? （2）

Does your poster include persuasive reasons？（2）

Do you draw any pictures?（1）

Grammar(2) Do you use tense correctly?(1)

Is your spelling correct?(1)

Language

(3) Do you use any good expressions learnt from this class?(1)

Do you use attractive and brief sentences?(2)

Total marks (10)

设计说明：（1） 引导学生进行自我评价和互评，它不仅符合新课程所倡导的合作、交流和探究的学习理念，而且有益于学生认识自我，树立自信；有助于学生反思和调控自己的学习过程，从而促进综合语言运用能力的不断发展。

（2）教师一要给学生提供评价表，以便对自己的作品作出正确的评价；二要运用鼓励和激励性的语言给予综合评价，做到科学准确，简洁明了，对学生有示范性的作用。

Step8. Summary

In this class we have made it clear what green food is and we have offered our help to Lao Wang to solve his problem by persuading customers to buy his products and making a poster for him. I really appreciate your job. Well done! I hope green food will be always on your dinner table and you will be always healthy with green food.

设计说明：重点环节结束时总结话题可以帮助学生加深对本节课内容的理解，让学生回味本节课的活动，进一步理清思路，结束本单元的学习。

九、板书设计

Unit2. Working the land

Using Language: Reading, Speaking and Writing

Advantages: a. healthy and safe for people’s health

b. grown with natural fertilizers

c. away from industrial areas and dirty water supplies

d. free from chemicals

Disadvantages: a. more expensive than other food which is not safe

b. green food doesn’t sell well

Useful expressions:

I would rather… I don’t like…because…

I’d prefer… because… It’s a great pity that…

Should I we …? It’s better to …

This is good value because… If I have a choice I’d choose…because…

What is the advantage of …? You need to…

十、作业设计

1. Please improve your poster and upload to the web : www.albaba.com .

设计说明：学生在课堂上学到的知识和获得的能力，一旦被运用到实际生活中去，会给他们带来无穷的乐趣和极大的成就感，这将会激励学生更加发奋学习，取得更大的成功。

问题研讨

本节课一直围绕绿色食品和老王的农产品销售这条线展开，应该说作到了层层递进，环环相扣，过渡紧凑，但课后还是觉得有些缺憾。

1. 本课的重点是写，通过写前的各种铺垫，实现语言的有效输出。但是学生的海报设计不论是版面还是语言表达仍不尽人意，有些简单。尤其是海报上语言表述依然幼稚平淡，似乎初中学生也能写出这样的句子。这是否与教材本身的要求有关？

2.学生在对话这个环节里，思路仍然没有打开，仅局限于简单的一来一往的三两个来回，语言简单不能深入话题，语言能力并未得到很大的拓展。

3.如何拓宽学生思维，使之能深入话题，从而提升学生的语言能力，仍然是今后口头表达与写作教学的努力方向。

参考资料

陈琳 王啬 程晓堂等：《英语课程标准解读》，北京师范大学出版社版，第105页。

广东省教育厅教研室： 《英语优秀教学设计与案例》，广东高等教育出版社版，第141

浙江省教育厅：《浙江省普通高中新课程实验学科教学指导意见》，浙江教育出版社版，第49-51页。

朱文英：《建构主义理论指导下的综合技能教学探索》，《中小学外语教学》第4期

（本文在撰写过程中引用了20温州市高中优质课比赛部分选手的材料，在此本人向这些选手表示诚挚的谢意。）

本文经整理发表在2007年12期《中小学外语教学》28-32页上，欢迎同仁们指正。

篇9：广东新课标模块4 Unit 2 Working the land(新课标版高一英语必修四教案教学设计)

课型设计与课时分配：

The first period: Reading

The second period Words and Grrmmar

The third period Extensive Reading

The four period Listening

The five period Writing

The six period Summary

The First Period Reading

Teaching goals

1.Target Language

a. 词汇和短语

sunburn, struggle, super, expand, circulate, equip, export, rid…of, be satisfied with, lead a…life, search for, would rather, thanks to, with the hope of, rather than

b. 重点句子

This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10

He cares little about spending the money on himself or leading a comfortable life. P10

He also doesn’t care about being famous. P10

He feels it gives him less freedom to do his research. P10

His other hobbies include playing mah-jong, swimming and reading. P10

Wishing for things, however, costs nothing. P10

2. Ability goals

Enable students to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.

3. Learning ability goals

Help students learn how to describe Dr Yuan Longping including his personality.

A. Teaching important points

1. Help to comprehend the text and grasp the main idea of the text.

2.Grasp the usage of some words and expressions.

3.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.

B. Teaching difficult points

1.How to help students learn more about agriculture.

2.Help students really master the usage of words and expressions.

C. Teaching aids

A tape recorder, a projector and a computer.

D. Teaching procedures & ways

Step 1 Greeting and leading in

look at the two pictures on Page 9 and answer the questions:

1. What are the people doing?

2.Can you tell me something about rice?

.Step 2 Warming up

1.Discussion: (group work)

Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

Step 3 Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.

1.What do you think would happen if tomorrow there was suddenly no rice to eat?

2. If you had the chance to do one thing to help end famine in the world, what would you do?

Step 4 Fast Reading

The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher designs some questions for students, so that they can easily find the answers and finish the reading task.

1. What does Dr Yuan look like?

2. What’s his achievement?

3. What do you think of him?

Step 5 Careful Reading and Explanation

1.Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.

Show the chart on the screen.

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

2. His biography.

3. His personality.

4. His dreams.

Five minutes later, teachers can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

(1) A scientist works the land.

(2) Sunburnt face and arms, slim, strong body.

(3) Grow hybrid rice.

(4) The first agricultural pioneer.

2. His biography.

(1) In 1931, born.

(2) In 1953, graduated and devoted his life to finding ways to grow rice.

(3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.

3. His personality.

He is satisfied with his life. Because he doesn’t like money and fame.

4. His dreams.

(1) The first dream.

(2) The second dream.

2.language points:

1)“…for that’s how he regards himself”.

“how he regards himself”, means how he thinks of himself. It refers to a person’s self-image .

2) “…has more, rather than fewer troubles.”?

while “ …has more, rather than fewer troubles” means that you expect fewer troubles but in face you get more than you thought you would.

3) struggle v to make great efforts

e.g. They have struggled for years to free their country from the enemy.

I’m struggling to finish the huge helping you gave me.

4)sunburnt adj sun-tanned

e.g. His sunburnt skin looks healthy.

5)super adj (infml) excellent; splendid

e.g. You’ll like her, she’s super.

You look super in your new clothes.

It was super of you to help.

6) expand v

(cause sth to) become greater in size, number or importance

e.g. Metals expand when they are heated.

Why not try to expand your story into a novel?

7)circulate v

(cause sth to) pass from one person, place, etc to another

e.g. People who circulate false news are to be blamed.

Yet reports of this kind have been circulated by our newspapers.

The news of the enemy’s defeat quickly circulated round the town.

7) equip v

supply sb/sth (with what is needed, for a particular purpose)

e.g. Now all fishing boats are radio-equipped.

They can’t afford to equip their army properly.

Please equip yourself with sharp pencil and a rubber for the exam.

9)export v

send(goods) to another country for sale

e.g. India exports tea and cotton to many different countries.

This company has a large home market but doesn’t export.

10) rid…of make sb/sth free from(sb/sth unpleasant)

e.g. We all wish that we would rid the world of famine.

The farmer recently tried to rid the house of rats.

11) lead… a life, live… a life

e.g. Now we are leading a happy life.

In the old days farmers led a terrible life in the country.

12) be satisfied with, be content with

e.g. The young lady isn’t satisfied with the peaceful life.

Are you satisfied with his answers?

13) would rather, prefer to

e.g. I’d rather walk than take a bus.

I’d rather you knew that now, than afterwards.

Step 5 Listening and Post-reading

At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step IV and V, we have involved some questions in Exercise 3, so teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.

Step 6 Summary and Homework

Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. OF course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day.

Do you know it? Read it and say whot does it mean?

(It’s 悯农 written by Li Shen.)

The title is A HARD-WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in learning about Language. Exercise 1,2 and 3 are about useful words and expressions. Finish them.

The Second Period Words and Grammar

Teaching goals 教学目标

1. target language 目标语言

a. 词汇和短语

sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks to

b .语法

The-ing form as subject and object.

2. Ability goals能力目标

Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.

3. Learning ability goals 学能目标

Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goals

A. Teaching important points 教学重点

The usage of the important words and the-ing form used as subject and object .

B. Teaching important words points

How to use the words and expressions and the-ing form freely .

C. Teaching method

Explaining , discussing and practicing .

D. Teaching aids

A projector and a computer.

E. Teaching procedures & ways

Step 1 Greeting and revision

Free talk:

1. What’s your breakfast ?

2. When you are eating at the dinning-room, do you often find some food thrown away ?

Step II word study

A. Complete the exercise on the screen. Teaches shows the following in the screen

Complete the sentences with the words from the box in proper forms. Some

Words may not be used.

Sunburnt, strain, output , export , rid …of , would rather , increase , satisfied , super ,lead…a life , thanks to , struggle

1. With the development of science and technology china is ____ many kinds of electric products to developing countries.

2. Yao Ming plays basketball in NBA and he is a ____ basketball star.

3. _____ bad weather ,our football match has to be put off.

4. Now the old couple _____ simple but happy _____ in the countryside .

5. Judging from his ___ _face and arms , he works in the open air .

6. I’m very tired . I _____ have a good sleep than go to the cinema .

7. The ____ of corn this year is double that of last year .

8. We ____ wheat to Russia and import silk from Japan .

9. The basketball league _____ by adding four new terns .

10. The people _____ to get out of the burning building .

A few minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.

Answers to the sentences:

1. exporting 2.super 3.thank to 4. is leading a …life 5.sunburnt 6.would rather 7.output 8.export 9. was strained 10.struggled

B.Finish the Exx 1,2 and 3 on page 11.

Step III grammar

There are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12.

Task 1

A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words .

1…..,he cares little about spending the money on himself or leading a comfortable life . p 10

2.He also doesn’t care about being famous. P 10

3.His other hobbies include playing mah-jong ,swimming and reading .

p 10

4.Wishing for things , however , costs noting . p 10

B.Complete the sentences with the given words in proper forms.

1. Fancy Mary _____ (do ) a thing like that !

2. _____ ( take ) physical exercise every day is profitable to our health .

3. That is a matter of importance , it wants ______ ( handle ) carefully .

4. Her not _____ (come back ) made us disappointed .

5. I must apologize for ______ ( not let )you know ahead of time .

6. Mr Brown regretted ______ (beat ) his son.

Check the answers and correct mistakes if there is any and do some explanations at the same time .

Task 2

A .Do some exercises: Please do ex 2 on page 12. You are asked to rewrite the following sentences using the -ing form as the subject .

Ask some students to do them one by one .

B. Do Exercise 3. This time join the two halves to sentences.

C. Finish EX4 in page 13. Use the following phrases with the –ing form to describe a person you admire.

Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers.

Step IV Using Structures

A. Finish Exercise 1 on Page 50. Check their answers with the whole class .

B. Exercise Now work in pairs or groups to finish this task.

Step V Homework

Finish all Exercises on Page 49.

The Third Period Extensive Reading

Teaching language

1.Target language

A 重点词语

mineral , reduce , organic , level , whatever , bacteria , refer to , year after year

B 重点句型

It also refers to crops growing with natural rather than chemical fertilizers. P13

Putting this in their fields, they argue, makes the soil……… P13

This is importing because developing a healthy soil reduces diseases …… P13

However, using chemical fertilizers is a big problem. P13

Firstly , leaving chemicals in the ground a long time is not good for ……… P13

Instead, organic farmers insist on changing crop every two or three years. P14

These put the minerals back into the soil, making it rich and healthy … P14

…make sure that what is left in the ground after harvesting becomes a …… P14

2.Ability goals 能力目标

Enable Ss to master the main idea of the text and know the ways of organizing articles.

3.Learning ability goals 学能目标

Help students learn how to enlarge the words and know the ways of the same topic.

A.Teaching important and difficult points

1． How to grasp the main idea of the passage.

2． How to grasp the words and phrases and be able to use them of the same topic.

B.Teaching methods

Show questions, read fast, find the main idea carefully and finish all the tasks.

C.Teaching aids

A recorder and a projector.

D.Teaching procedures & ways

Step I Greeting

Step II Reading

There are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraph in the article. In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up.

Task 1 : Questions about the text.

Show the questions on the screen:

1. what is the organic farming?

2. what is the advantage of using natural fertilizer?

3. what is the disvangtage of using chemical fertilizers?

4. what’s the main idea of paragraph 3?

5. why do farmers grow their crops in such ways?

Read the text one paragraph by one paragraph and answer the questions.

Task 2: Structure of the text

Look at the screen. This is the structure of the text. Read it and retell the text according

This is the structure of the text. Read it and text according to it.

Give students some time to retell the text by themselves.if time permits, teacher can ask some of them to read out his or her passage.

Task 3: Exercises on Page 14

Because some of the exercises have been involved in Step II, teachers can leave this part to students.

For Exercise 3, here is a simple:

Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.

Step III Listening and Language points

1. Listen to the text carefully and pay attention to meanings of the bold words and try to grasp the main idea of each paragraph.

2. Check the meanings of the bold words.

“refer to” means “mean”.

“minerals” means “substances that bodies needs in slight amount”. “Reduce” means “make smaller in number ”.

“Supply” means “something provided

“bacteria” and “poests” mean “microscopic organisms that exist in large number in air, water and soil and insects or animals that destroy plants”.

“level” means “layer”.

“whatever” means “no matter what” .

3. Do some explanations about some important words and phrases.

Show the following sentences on the screen:

1. reduce V make sth smaller in size, number, degree, price, etc

e.g.

This company tries to increase profits by reducing costs.

We have reduced expenses this year.

2. supply V give sb sth that is needed or useful

e.g.

He kept me well supplied with cups of coffee while I wrote the report.

The shop was unable to supply what she wanted.

In Britain milk is supplied to each house in bottles.

3. whatever pron any or every(thing)

e.g.

we will be grateful for whatever amount you cab afford.

Whatever I have is yours.

4. refer to V mention or speak of sb/st

e.g.

When I said some people are stupid, I wasn’t referring to you.

Don’t refer to this mater again.

5. year after year

e.g.

The villagers plant trees on the hill year after year

Step IV Further reading

Translate the sentences and pay attention to the boldfaced parts of each sentence.

1. It also refers to crops growing with natural rather than chemical fertilizers. P13

2. Putting this in their fields, they argue, makes the soil … P13

3. This is important because developing a healthy soil reduces diseases ... P13

4. However, using chemical fertilizers is a big problem. P13

5. Firstly, leaving chemicals in the ground for as long time is not food for… P13

6. Instead, organic farmers insist on changing crops every two or three years. P14

7. These put the minerals back into the soil, making it rich and healthy … P14

8. … make sure that what is left in the ground after harvesting becomes a … P14

Step V Reading on Page 51

A. Answer these questions:

1: What’re his ambitions or dreams?

2.What made him have such ambition?

3.How did he get his achievement?

4. How many suggestions did he give to farmers?

5. What’s his contribution?

B. Fill in the chart in Page 52.

After students finish the chart, check the answers.

Step VI Homework

To collect some information about the safety and importance of green food.

The Fourth Period Listening

Teaching goals 教学目标

By listening the materials, require the students to grasp the ways of listening and try to improve their listening ability.

1. Ability goals

Get the key words of each listening material, and then get the main ideas of theirs, so that students can catch the passage and realize the purpose of listening.

a. Change what they heard into their own thoughts and express them out in their language.

2. Learning ability goals

Help students get some skills in listening: First listening to get a general idea; second listening to find some key words and write down the required information; finally, check the answers.

A. Teaching important and difficult points

Train to get the key words by reading the questions before listening, understand the whole passage and then answer some questions about the text.

B.Teaching methods

Instruction and practice

C.Teaching aids

A tape recorder and a projector

Teaching procedures & ways

Step I Lead-in

Free Talk:

Where did you go over your weekend?

Step II Listening on Page 14

1. Teacher shows the following words and asks students to tell their meanings in Chinese.

valley competitor determined pour carrots cucumbers pumpkins attack

wildfire sigh solid

2. Listen to the tape for the first time, and get a general idea of the passage.

.

3. Listen to the tape again and fill in the chart in Exercise 1, page 14.

Show the answer chart on the screen for students so that they can check it quickly.

Farming Practices Mr Jone’s farm Mr Smith’s farm

Crops grown Carrots, cucumbers, pumpkins Carrots, cucumbers, pumpkins

Fertilizer Chemical Natural

Other plant nutrition Water Water

Results Empty inside Solid and healthy indise

4.Listen to the tape once again. This time we’ll finish Exercise 2 and 3.

Step III Listening on Page 48

Play the tape for three times. Ask students to finish the whole exercises And then check the answer with the whole class.

Step IV Listening on Page 50

This is an easy listening material. The purpose is to give students some information about early faming methods in different area of the world. What students should do is to read the descriptions on Page 50,and match them with the correct sites on Page51. listen twice.

Check the answers with the whole class.

Step V Summary and Homework

Today we mainly do some listening practice. Desert is expanding continuously, which makes us worried. As students we should pay more attention to the environmental problems. We should try to play our role in stopping our earth from becoming word please do more practice after class so as to improve your listening ability.

The Fifth Period Writing

Teacher goals

1. Target language

I would rather ...

I don't ...because ...

I'd prefer ...because ...

It's a great pity that ...

Should I/ we ...?

It's better to ...

This is good value because ...

If I have a choice I'd choose ...because ...

What is the advantage of ...?

You need to ...

2.Ability goals

To improve students' integrating skills. It helps students express themselves and develop an argument to try to persuade to believe that their ideas are correct.

3.Learning ability goals

Let students learn how to express themselves and write a clear and attractive poster to persuade to believe what they say.

A.Teaching important and difficult points

1. To understand what they read.

2.How to find reasons to persuade people to believe what they say. 3.How to write an attractive poster.

B.Teaching methods

Reading, speaking ,discussing and writing.

C.Teaching aids

A projector and a recorder.

D.Teaching procedures & ways

Step I Lead-in

There are three main tasks in these period.

1. Deal with the reading. Speaking and Writing on Page 15.

2. Do SPEAKING AND WRITING TASK on Page 53.

3. Finish TALKING on Page 48

Step Ⅱ Reading

1.This is the first step of Reading, Speaking and Writing. In the three steps, teacher should remind students the following: for reading, they should get the key words of the passage, in order to get a good understanding and make a good base for the writing; for speaking, they should attend to what they will do. Be careful not be off the point; for writing ,the most important thing is to practise writing using phrases, instead of the whole sentences. Give students a minute to read it and then show a chart on the screen to let them make sure the important points of this passage.

Advantage:

1. Healthy and safe

2. Free of chemical fertilizers

3. Grown away from industrial areas

4. Away from dirty water supplies Disadvantage:

1. People don’t know about the food and how good it is

2. More expensive than other food which is not so safe

Read Exercise 2 and then finish the task with the words and expressions below. Make sure that all that the students say is to persuade people to buy their food! So please don't be off this point. Give students some time to do this.

Step Ⅲ Speaking

Three minutes later, teacher can collect students' ideas. There are two kinds of ways to do this task. One is the seller's speech; he other is dialogue between two students. Students can choose either of them to practise the phrases below.

Step Ⅳ Writing

In this part the students should not use the whole sentences, using phrases or notes is OK. Ask students to read the instructions, and the example on Page 16 carefully. And then write down their poster.

Give students three minutes to practise. And give them enough help, if some of them need it. Three minutes later teacher can ask one or two pairs of students to-act out their dialogues.

Main heading

This explains that you sell green food.

Reasons to buy

1. ( one reason )

2. ( one reason )]

3. ( one reason )

4. ( one reason )

Why it is good value. Buy the best fruits here

We only sell green food in this shop!

Best choice at best price!

Safe, healthy, clean, fresh. Far away from any pollution.

1. No chemical fertilizer, all organic fertilizers

2. Clean air, clean water

3. No poison, no pesticides

4. Home in heaven

Healthy food means healthy life. Far away from diseases, without worries, full of happiness. ( one reason )

Step V Talking

The purpose of this task is to let students practice how to persuade others, using some useful expressions below the instructions. There are two points that students should pay attention to. One is that they must know what is the subject they will talk about; the other is that they should use the expressions to practice presuasive skill. So, there are two tasks to finish the talking. First, teacher should help the students to remember who is Leng Jianli and what did she do. Second, ask the students to practice.

the chart will give you more information about Leng Jianli. Maybe it is useful to your talking.

What Leng Jianli did

● Plant trees, bushes and other plants in the desert near her farm.

● Carry water from far away and take very good care of them.

● Have been working very hard for many years.

● Turn desert into farmland.

Read the instructions in Talking on Page 48.

Step Ⅳ Speaking and Writing Task on Page 53

If time permits, teacher can do the “Speaking and Writing task on Page 53 in this period, or leave it as homework.

Sample writing:

A fish farm is a pond or cage in the sea where farmers raise fish. In this case farmers can help fish grow faster to be big enough. This summer holiday I'm going to visit a fish farm near Yingshan lake.

A fish farmer has to be careful when he keeps fish in a pond .He must keep the water of the ponds from becoming too dirty. He also is to keep fish very close together.

What I am most interested in is to feed fish. I think fish must be fed regularly--twice or three times a day. I enjoy the scene in which fish jump up to take food. Besides feeding, the other task I have to do is to try to stop fish being affected by disease. I understand that fish disease are a serious problem. If that happened, all the fish in the pond would die. So I have to examine fish for disease. If so,I have to give some medicine to the fish.

I imagine I'll be busy on a fish farm and have a good time.

Step Ⅶ Homework

1. Finish the Project on Page49 .

2. Summing up on Page 16.

The sixth Period

Teaching goals

1.Target language

Word and expressions of this unit.

2.Ability goals

Enable students to summarize what they learned and make a check by themselves.

3.Learning ability goals

Help Ss learn how to summarize what they have learned according to the instructions in the Summing up and Checking Yourself.

A. Teaching important and difficult points

How to review and conclude what students learned.

B. Teaching methods

Help students learn by themselves.

C.Teaching aids

A projector.

C. Teaching procedures & ways

Step I Exx on page 49

For Exx 1 and 2, teacher can show them the answer sheet, so that they can check the answers quickly. For Exercise 3, teacher can ask some of them to go to the blackboard to write down their translation. And then check them with the whole class. If there are some problems, teacher can ask student to discuss and give them some suggestions to solve them.

Step II Summary

1.Fill in the chart on Page 16 to sum up what we have learned in this unit.

SUMMING UP

Write down what you have learned about working the land.

We have learned about agriculture and deeds of Dr Yuan Longping. We also know what organic farming is and grasp how to express our ideas and write a poster.

From this unit you have also learned:

Useful verbs: expand export circulate rid…of reduce struggle equip

Useful nouns: hunger bacteria fertilizer mineral supply level

Useful adjectives and adverbs: super sunburnt satisfied fertile organic

Other expressions: would rather lead a…life refer to year after year

New grammer item: the –ing form used as the subject and object

Step III Project

As for project on Page 54.teachers can ask the students to choose three kinds of crops and refer to some books to find out where they are grown. Students may be asked to make a booklet after class and display it on the classroom wall for the rest of the class to enjoy. The contents of the booklet include if they can be grown in different climate and countries and where they cannot be grown.

Here are some information for them to refer to::

Cucumbers are grown for eating fresh or preserving as pickles. They must be grown in warm temperatures and full sunlight, and will not stand frost. Cucumbers mature quickly and are best suited to large gardens but can be grown in small areas if caged or trellised.

Cucumbers do best in loose, sandy loam soil but can be grown in any well drained soil. Remove rocks, large sticks and trash before preparing the soil. Leave fine pieces of plant material such as dead grass and small weeds. They will help enrich the soil when turned under. Spade the soil to a depth of 8 to 12 inches. This is about the depth reached by most shovels or spading forks. Turn each shovel of soil completely over so all plant materials are covered with soil.

Tomatoes are warm season plants requiring at least six hours per Temperatures are very important. Most varieties of tomatoes will not set fruit unless the average nighttime temperature stays above 55degrees. If nighttime temperatures are expected to drop below 55 degrees, protect the plants using a polyethylene film.

One of the most common problems with tomatoes is called blossom end rot which appears as a gray or dark leathery scar or rot on the blossom end of the fruit. It can also be caused by a lack of calcium in the soil. Another common problem of tomatoes is blossom drop. This can occur if nighttime temperatures drop below 55 degrees and plants are not protected. Germination and tube growth are so slow that the blossoms drop off before they can be fertilized.

Peas are a frost-hardy, cool-season vegetable that can be grown throughout most of the United States, wherever a cool season of sufficient duration exists. For gardening purposes, peas may be classified as garden peas (English peas), snap peas and snow peas(sugar peas). Garden pea varieties have smooth or wrinkled seeds. The smooth-seeded varieties tend to have more starch than the wrinkled-seeded varieties. The wrinkled-seeded varieties are generally sweeter and usually preferred for home use. The smooth-seeded types are used more often to produce ripe seeds that are used like dry beans and to make split-pea soup. Snap peas have been developed from garden peas to have low-fiber pods that can be snapped and eaten along with the immature peas inside. Snow peas are meant to be harvested as flat, tender pods before the peas inside develop at all. The Southern pea (cowpea) is an entirely different warm-season vegetable that is planted and grown in the same manner as beans.

Step IV Checking yourself

This is a chance for students to collect knowledge they have learned in this unit. Teacher can give the students some time to discuss it and then finish the questions in the chart. Doing this task can improve students ability of teaching by oneself.

Step V Homework

1.Preview the next unit

2.Show the students some English farming proverbs and ask the students learn them by heart:

He who does not rise early never does a good day’s work.

起床不早，一天的工作干不好。

Go to bed with the lamb and rise with the lark.

随羔羊就寝，与云雀同起。

A barley-corn is better than a diamond to a cock..

对一只公鸡来说，一颗麦粒优于一颗钻石。

The cuckoo comes in April, and stays the month of May; sings a song at Midsummer, and then goes away.

布谷鸟，四月来，五月一直在，仲夏唱歌，然后就离开。

Always take out the meal-tub, and never putting in, soon comes to the bottom.

取粮不储粮，桶底粮光光。

No mill, no meal

不磨面就没饭吃。

篇10：人教新课标高中必修四 unit 2 金色教案(新课标版高一英语必修四教案教学设计)

Unit 2 Working the land

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(Working the land)

Aims

To help students develop their reading ability.

To help students learn about working the land.

Procedures

I. Warming up

Warming up by questioning

Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?

(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)

Has anyone of you ever been to the countryside? What did you do there?

(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )

Who are from a farmer’s family? What do you know about farming?

(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )

Warming up seeing and listening

Boys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.

Planting rice

Here is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?

Plowing the land

This photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.

Indoor harvesting

II. Pre-reading

1. Questioning and answering

Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?

(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )

If you had the chance to do one thing to help end hunger in the world, what would you do?

(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)

2. Giving background information about Professor Yuan Longping

Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?

(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the ”Father of Hybrid Rice.“

III. Reading

1. Reading aloud to the recording

Comprehension-understanding what you are reading-is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.

2. Reading and underlining

Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.

Collocations from A PIONEER FRO ALL PEOPLE

call sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output, produce one-third more of the crop, be born into a poor family, graduate from a college, devote one’s life to…, find ways to do sth., see the great need for doing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a piece of farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, be satisfied with…, care little about…, spend money on…, lead a comfortable life, have troubles, equip sb. for sth., care about…, keep one’s time for…, play one’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, an ear of rice, a grain of rice, awake from one’s dream

3. Reading, identifying and summarizing

Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.

(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?

What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!

4. Understanding difficult sentences

In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.

5. Reading and transferring

In pairs, read the text, find information to complete the following form.

Facts about Yuan Longping Facts about Yuan’s super hybrid rice

age capacity

education application

major contribution

hobby overseas

ideal future

IV. Closing down

Closing down by doing exercises

In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.

Closing down by having a dictation

To end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.

Yuan Longping, China's Most Famous ”Farmer“

Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s.

Since then, 50 percent of China's total rice cultivation fields have grown such rice,

which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous

scientist in China, who would rather be called ”a farmer.“Indeed, like many Chinese

farmers, Yuan in his 70s and has devoted most of his life growing rice in paddyfields,

but unlike those farmers, he reaps the seed from experimental fields only

for hybridizing rice.

2．A sample lesson plan for Learning about Language

(The –ing form as the Subject & Object)

Aims

To help students learn about The –ing form as the Subject & Object.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up reading aloud the text A PIONEER FOR ALL PEOPLE

Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.

II. Discovering useful words and expressions

In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.

III. Learning about grammar

1. Read and identify

Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.

In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.

It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.

2. Consolidating by do exercises

To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.

III. Ready used materials for The –ing form as the Subject & Object)

语法学习--动名词

1. 动名词作主语

1） 名词直接放在句首作主语。例如：

Using the right hand to shake hands is a convention in many countries.

用右手握手是许多国家的一种习俗。

2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：

It is no good writing to him; he never answers letters.

写信给他不妥，他从来不回信。

It is no use your complaining; the company won’t do anything about it.

抱怨是没有用的，公司是不会管的。

3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：

It is good playing chess after supper.

晚饭后弈棋挺好。

It is useless speaking.

光说是没有用的。

4） 动名词在“There is(was) no + doing”结构中作主语。例如：

There is no denying that she is very efficient.

她效率高是不容否认的。

There is no telling what he is going to do.

他要做什么一点消息都没有。

2. 动名词作宾语

1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：

admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象

practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；

forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；

delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；

resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；

understand 理解； escape 逃避；permit 允许

例如：

I recommend buying the dictionary.

我建议买这本词典。

I don’t anticipate meeting any opposition.

我估计不会遇到任何反对意见。

Will you admit having broken the window?

你承认不承认打破了窗户？

2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：

can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；

give up 放弃； put off 推迟

例如：

He put off making a decision till he had more information.

在获得详情之前，他没有急于作出决定。

Do you feel like taking a walk?

你要不要去散步？

3） 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。

例如：

We are looking forward to coming to China.

我们期待着来中国。

We succeeded in getting over all the difficulties.

我们终于克服了所有的困难。

4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：

The children are busy doing their homework.

孩子们忙于做作业。

There is no point (in) making the simple experiments once again.

再做一次这种简单的实验是毫无意义的。

5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：

I consider it a waste of time arguing about it.

我认为辩论这事是很浪费时间的。

6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：

We can imagine there being a lot of fuss about it.

我们可以想象到人们对此大惊小怪。

Were you disappointed at there not having been more gifts?

你对没有更多的礼物感到失望吗？

3. 动名词的被动式

1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：

The watch needs repairing. (=The watch needs to be repaired.)

这块表需要修理。

The problem deserves thinking about. (=The problem deservers to be thought about.)

这个问题值得考虑。

2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：

His suggestion is worth considering.

他的提议值得考虑。

IV. Closing down by doing a quiz

巩固练习: 动名词要点单项选择测验

1. While shopping, people sometimes can't help ________ into buying something they don't really need.

A. to persuade B. persuading C. being persuaded D. be persuaded

2. -How do you deal with the disagreement between the company and the customers?

-The key ________ the problem is to meet the demand ________ by the customers.

A. to solving; making

B. to solving; made

C. to solve; making

D. to solve; made

3. How about the two of us ________ a walk down the garden?

A. to take B. take C. taking D. to be taking

4. -What do you think made Mary so upset?

- ________ her new bicycle.

A. As she lost B. Lost C. Losing D. Because of losing

5. -We don't allow anyone ________ here.

-Well, I hate to say it again. We don't allow ________ here.

A. to smoke; smoking

B. smoking; to smoke

C. to smoke; to smoke

D. smoking; smoking

6. They thought there is no trouble ________ their favorite brand from other brands.

A. to tell B. telling

C. tell D. told

7. Some birds finally reach home by accidentally ________ landmarks which they recognize.

A. to come across B. coming around C. coming across D. to come around

8. Millions of pounds have been spent ________ the free state education system in Britain.

A. to improving B. in improving C. to improve D. to have improved

9. A large glass of water before you eat may help ________ too excited before delicious foods.

A. to keep you from getting

B. to carry you from getting

C. to prevent you to get

D. to stop you to get

10. ________ for school once in a while often makes Mr. Smith angry.

A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late

Key: 1-5 CBCCA 6-10 BCBAD

3． A sample lesson plan for Using Language

(Organic Farming)

Aims

To help students read the passage Organic Farming.

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Warming up by listening and reading aloud

Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.

II. Guided reading

1. Reading and translating

Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from ORGANIC FARMING

gain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth, plant…between crops, prevent…from…, carry away…, make sure that

3. Doing exercises

Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.

4. Listening

For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?

5. Reading, speaking and writing

When trying to argue people into or out of doing something we may use the following expressions:

I would rather… I don’t like…because…

I’d prefer…because It’s a great pity that…

Should I / we…? It’s better to…

This is good value because… If I have a choice I’d choose…because

What is the advantage of…? You need to…

In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.

III. Guided writing

1. Writing a poster

Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.

2. Writing a speech

Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.

IV. Further applying

Finding information

Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.

Writing a report

Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.

Acting a text play

Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.

IV. Closing down

Closing down by filling a form

To end the period please fill in the form below.

What is organic farming?

definition

characteristics

potentials

Closing down by imaging

Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of A PIONEER FOR ALL PEOPLE

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

Main idea of the passage

Being a agriculture professor Yuan Longping has been searching for a way to increase rice harvests without expanding the area of fields. Super hybrid rice invented by his group turns out to be the best way out. Thus he is given the name of “Father of Hybrid Rice”.

Topic sentence of 1st paragraph Dr. Yuan grows what is called super hybrid rice.

Topic sentence of 2nd paragraph Yuan’s hybrid rice produces harvests twice as large as before.

Topic sentence of 3rd paragraph Professor Yuan gives millions of yuan to equip others for their research in agriculture.

Topic sentence of 4th paragraph Dr. Yuan dreams that his rice can be exported to more foreign countries.

II. A tree diagram of A PIONEER FOR ALL PEOPLE

III. A retold passage of the text of A PIONEER FOR ALL PEOPLE

A possible version

Yuan Longping is a man who works the land, does his research and grows hybrid rice. He is an agricultural pioneer to have a high output of rice without expanding the area of fields. He devotes his whole life to finding ways to increase the rice output, to feed both the Chinese and the world people. He is circulating his knowledge so that more farmers can be free from hunger and satisfied with their lives. Yuan cares little about his money and fame. He keeps his time for teaching farmers and growing rice. He wish for more cheep rice for all the people. Yuan Long ping is a great person.

2．Background information on Women of achievement

I. Yuan Longping, China's Most Famous ”Farmer“

(.02.19 21:59:30 Xin Hua News Service)

CHANGSHA, February 19 (Xinhuanet) -- It says every scientist cherishes a childhood dream indicating his or her future success, but for Yuan Longping, dubbed as ”father of hybrid rice,“ the dream is that he cultivates rice as plump as peanuts, and farmers can relax in the cool shadow of big rice plants.

Yuan, 71, won a 5 million yuan State Supreme Science and Technology Award today, known as the Nobel Prize in China, for his outstanding achievements in breeding high-yield hybrid rice, which has substantially increased China's grain output.

Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output.

Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called ”a farmer.“

Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.

The urbanite-turned-farmer graduated from Southwest Agriculture College in 1953 has his name related to the world's most advanced agricultural technology. Four minor planets, a listed seed company 's and a science college in China were named after him, which were the first time that a Chinese scientist's name is valued for its intellectual assets.

Is organic food safe?

Yes. Organic food is as safe to consume as any other kind of food. Just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. As cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. It is a common misconception that organic food could be at greater risk of E. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. Organic standards set strict guidelines on manure use in organic farming: either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.

By lending his name to the Longping High-tech, a seed company, Yuan obtained a 5 per cent stake, or 2.5 million shares worth 2 million yuan, in the firm.

However, Yuan said his research requires the lifestyle of a farmer, or rather a migrating farmer, as he has conducted extensive research related to the cultivation of new strains of hybrid rice ”Super Hybrid Rice“ in some 10 provinces.

In the year , more than 300 billion kilograms of grain were increased from about 240 million hectares of hybrid rice, which signified the success of his research. And this made Yuan firmly believe that China can surely feed her 1.2 billion population with her limited cultivated land.

The ”Super Rice“ yields are 30 percent higher than those of common rice. The record yield of 17,055 kilograms per hectare was registered in Yongsheng County in Yunnan in 1999.

But even after that achievement Yuan won't take a break. He has a dream, more realistic than that of his young age, that popularizing new strains of grain with higher yields around the world, can eliminate starvation on earth.

The UN Food and Agriculture Organization (FAO) has vowed to get involved in the work of spreading the coverage of Yuan's high- yield hybrid rice, which it considers the best way to increase the world's grain output.

How do organic farmers fertilize crops? How do they control pests, diseases, and weeds?

Organic farmers build healthy soils by nourishing the living component of the soil, the microbial inhabitants that release, transform, and transfer nutrients. Soil organic matter contributes to good soil structure and water-holding capacity. Organic farmers feed soil biota and build soil structure and water-holding capacity. Organic farmers feed soil biota and build soil organic matter with cover crops, compost, and biologically based soil amendments. These produce healthy plants that are better able to resist disease and insect predation. Organic farmers' primary strategy in controlling pests and diseases is prevention through good plant nutrition and management. Organic farmers use cover crops and sophisticated crop rotations to change the field ecology, effectively disrupting habitat for weeds, insects, and disease organisms. Weeds are controlled through crop rotation, mechanical tillage, and hand-weeding, as well as through cover crops, mulches, flame weeding, and other management methods. Organic farmers rely on a diverse population of soil organisms, beneficial insects, and birds to keep pests in check. When pest populations get out of balance, growers implement a variety of strategies such as the use of insect predators, mating disruption, traps and barriers. Under the National Organic Rule, growers are required to use sanitation and cultural practices first before they can resort to applying a material to control a weed, pest or disease problem. Use of these materials in organic production is regulated, strictly monitored, and documented. As a last resort, certain botanical or other non-synthetic pesticides may be applied.

The FAO's 1991 statistics show that 20 percent of the world's rice output was yielded from 10 percent of the world's rice fields, which grow hybrid rice.

”If the new strain was sown in the rest of the rice acreage, the present grain output around the world can be more than doubled. This can be a solution to the grain shortage,“ said the unselfish scientist.

In 1980, Yuan went to the United States at the invitation of the International Rice Research Institute to share his knowledge about the cultivation technology of hybrid rice. He was also employed in 1991 as the chief consultant of FAO to bring his research methods to other countries.

With the help of Chinese scientists, the acreage of hybrid rice in Viet Nam and India increased to 200,000 hectares and 150,000 hectares in 1999, respectively.

The rice research costs time to prove its value. At the age of 43, Yuan cultivated the world's first hybrid rice. At that time the country's grain yield was about 4,500 kilogram per hectare.

”The natural disaster and policy miscarriage further deteriorated starvation in China by then,“ Yuan recalled tearfully.

This is his motivation to stimulate his research. Largely due to his scientific progress, China's total rice output rose from 5. 69 billion tons in 1950 to 19.47 billion tons last year. The growth rate of rice output far exceeded the population growth speed.

Some people estimate Yuan's actual fortune might amount to more than 100 million yuan (12 million U.S. dollars), making him one of the richest people in China. But he doesn't know for sure himself, for he seems not to care about his own assets than the rice harvest.

Some people asked him to move the focus of his research from improving amounts of hybrid rice to the quality and taste, which would be easier to do. But, the stubborn academician insisted that the amount of hybrid rice's per unit yield still outweighs the quality, for his foremost task is to improve the grain reserve in developing countries. Enditem

2.

What is organic farming?

Organic refers to agricultural production systems used to produce food and fiber. All kinds of agricultural products are produced organically, including produce, grains, meat, dairy, eggs, fibers such as cotton, flowers, and processed food products. Organic farming management relies on developing biological diversity in the field to disrupt habitat for pest organisms, and the purposeful maintenance and replenishment of soil fertility. Organic farmers are not allowed to use synthetic pesticides or fertilizers. Some of the essential characteristics of organic systems include: design and implementation of an ”organic system plan“ that describes the practices used in producing crops and livestock products; a detailed recordkeeping system that tracks all products from the field to point of sale; and maintenance of buffer zones to prevent inadvertent contamination from adjacent conventional fields.

3．Words and expressions from Unit 2 Working the land

I. Words for Reading

hunger n. 饥饿，欲望；vt. & vi. (使)饥饿：feel hunger, die of hunger, have a hunger for fame， hunger for [after] friends 渴望朋友

sunburn vt. & vi. 日晒：She sunburns easily. 她很容易晒黑。 get sunburnt 晒黑

sunburnt a. 晒黑的：a sunburnt face

struggle vt. & vi. 斗争，努力：struggle to get out， struggle with [against]…, struggle for…

super a. 特级的： a super star, a super software, a super highway

hybrid a. 混合的：hybrid news, Hybrid cars take hold in US. 混合（动力）汽车登陆美国市场。

output n. 产量，输出：the daily output of a factory, the monthly output of TV sets

strain n. 种类：come of a good strain 出自名门，new HIV strain 爱滋病新变种

expand vt. & vi. 使变大：expand one’s wings, expand one’s business, expand…into…, expand into…

circulate vt. & vi. 循环，传播：Blood circulates in the body., He circulated a false rumor.

rid…of 摆脱， 除去：We have to rid the garden of weeds. At last I’m rid of debt.

satisfied a. 满意的：be satisfied with…, be satisfied to do sth., be satisfied of…确信……， be satisfied that… 确信……

lead a … life： 过……生活

equip vt. & vi. 配备：equip sb. with… 给某人配上，be equipped with…

freedom n. 自由：have the freedom to do sth., freedom of speech, enjoy freedom from poverty 享受免于贫困的生活 / The French philosopher Jean-Jacques Rousseau asserted that the condition of freedom was inherent to humanity, an inevitable facet of the possession of a soul and sapience, with the implication that all social interactions subsequent to birth imply a loss of freedom, voluntary or involuntary.

would rather宁愿，宁可：I would rather not go. I would rather drink tea than coffee.

violin n. 小提琴：play the violin, play music on the violin, He is the first violin. 他是第一小提琴手。

motorcycle n. 摩托车：ride a motorcycle, the motorcycle riders

sorghum n. 高粱：grain sorghum production，sorghum flour高粱面，sweet sorghum growing at a research station in China

grain n．谷物；粮食；颗粒：grain sorghum, a grain of rice, grains of sands, grind grain into flour把谷物磨成粉

peanut n. 花生：a peanut farmer, a peanut grower, spread peanut on the bread 把花生酱抹在面包上

export vt. & vi. 输出， 出口：export… to a country 向某国出口某物

II. Words for Learning about Language

suitable a. 合适的；适当的：be suitable for…， a suitable answer， be suitable to do sth.

darken vt. & vi. (使)变暗；(使)变黑：He darkened the room by turning out the light. The sky darkened as the storm approached.

organic a. 有机的；器官的：organic life生物, organic farming 有机农业耕作

chemical a. 化学的；关于化学的：a chemical change, 化学变化, a chemical experiment 化学实验

fertilizer n. 肥料，化肥：fertilizer manufacturing company，a fertilizer spreader化肥撒播器

III. Words for Using Language

(ORGANIC FARMING)

refer to查阅：谈到，指的是：refer to it indirectly 间接提到它，refer to web documents 查阅我的网页

mineral n. 矿物， 矿石：mineral exploration and mining 矿物勘探和开采，Ministry of Lands and Mineral Resources 土地和矿产资源部/ Minerals are natural compounds formed through geological processes. The term ”mineral“ encompasses not only the material's chemical composition but also the mineral structures. Minerals range in composition from pure elements and simple salts to very complex silicates with thousands of known forms (organic compounds are usually excluded). The study of minerals is called mineralogy.

fertile a. (指土地)肥沃的：fertile land, a fertile imagination丰富的想象, a place fertile of wheat 盛产小麦的地方

reduce vt. 减少：reduce… to… 把……减少到……， reduce staff裁员

supply n. vt. 补给， 供应：supply sb. with…，supply… to sb. , have enough supply of food

bacteria n. 细菌：I do not know how bacteria spreads. / Bacteria (singular, bacterium) are a major group of living organisms. They are microscopic and mostly unicellular, with a relatively simple cell structure lacking a cell nucleus, cytoskeleton, and organelles such as mitochondria and chloroplasts. Their cell structure is further described in the article about prokaryotes, because bacteria are prokaryotes, in contrast to organisms with more complex cells, called eukaryotes. The term ”bacteria“ has variously applied to all prokaryotes or to a major group of them, depending on ideas about their relationships.

pest n. 害虫：pest control technicians 害虫控制技术员， natural enemies of pest species 害虫的天敌

soybean n. 大豆：soybean products，soybean farmers，soybean grower，in many soybean growing regions

level n. 水平，级别：a high level of civilization, above [below] the ordinary level, attain the world level

whatever pron. 凡是……；无论什么 a. 无论怎样的：eat whatever you like, Whatever you do, do your best.

summary n. 总结；摘要：a summary of the discussion, the Summary Report

exchange vt. & n. 交换，兑换；exchange sth. with sb. 与某人互换某物， exchange A for B ，以A交换B

nutrition n. 营养；食物：Public Health and Nutrition Research，learn about eggs and good nutrition/ Nutrition is interpreted as the study of the organic process by which an organism assimilates and uses food and liquids for normal functioning, growth and maintenance and to maintain the balance between health and disease. Also included is the idea of an optimal balance of nutrients and whole foods, to enable the optimal performance of the body.

certain a. 确定的；必然的：be certain that, be certain why, be certain of, be certain to do sth. It is certain that, for certain, make certain

篇11：M4U2 Entering a new sport into the Olympics Project (新课标版高一英语必修四教案教学设计)

M4U2 Entering a new sport into the Olympics Project

课前导学：

一．浏览课文后请回答下列问题

1.What is an ad campaign?

_______________________________________________________________

_______________________________________________________________

2.List one or two ads that you like:

______________________________

______________________________

二． Complete the following form according to Para 2, 3&4. (每空一词)

sports Reasons

Which ones are out ? ______,________,

________,_______,

________

They became less popular and had to make way for new, more popular sports.

Which ones are in?

___________ They are popular and are played all over the world.

Which ones are still trying?

___________ The IOC wants to _________ a ________of sports and there are already many other sports in ____________ like ________,__________ and tae kwon do.

三．Fill in the blanks with the words and expressions from the text.

It is a long process to enter a sport into the Olympics. Before a sport can be considered by the International Olympic ____________, many ____________ should be met. A sport must have its own ____________. It must be practised by men in ___________ 75 countries on at least ____ continents and practised by _______ in at least 40 countries and on three continents. Moreover, a ________sport must be dropped so as to ________ the Olympics are _______ under _________.

During the development of the Olympics, some sports, such as___________ - a branch in the Martial arts, were added. Still some other less popular sports such as golf and ________ were removed and had to ____________ new, more popular sports. _________, a Chinese martial arts, is still trying to get into the Olympics. We hope that some day Wushu will be included in the___________.

四．Words preparation

1. 多样的adj. → 多样化n. → 改变 v.

2. 确定，决定 v. → 确定，决心 n. → 决意的；坚决的

3.特定的；特别的adj. 4.迎合，有吸引力vi.

5.媒体 n. →（复数）n. 6.听众n.

7．回应 vi. →反应 n. 8. 目标，目的n.

9.对象，靶子n. 10.非常，极其adv.

11.搜集，收集vt. 12.方法，途径n.

五．Phrases preparation

1.为了，以便 in to

3.迎合，对..有吸引力

5. 传达

2.目标受众

4.对..关心

6.组织，汇集

质疑讨论：

请提出预习中的问题

拓展延伸：

1. particular adj. 特定的，特别的；挑剔的

搭配：in particular 特别，尤其（作状语）；特别的，专门的（作后置定语）

be particular about/over 对….很挑剔 be particular to…. 为….所特有

⑴Language is particular mankind. 语言是人类特有的。

⑵I didn’t feel well on that evening. 就在那天夜晚，我觉得不太舒服。

⑶He is very particular his food.他吃东西非常挑剔。

⑷It was a good concert - I enjoyed the last song .

那是场不错的音乐会-我尤其喜欢最后那首歌。

2. audience n. (C) 听众，观众，读者

⑴There was a / audience. 观众很多/少。

⑵There audience clapping for 10 minutes.

⑶The program is said to have over two million.

Audience 指整体时，作谓语动词用单数形式；指成员时，作主语，谓语动词用复数形式。类似的名词还有 class, group, crowd, club, team, crew, family, company, staff, committee, government, public等。

3.determine vt. 确定，决定，使决定

determine sth. 确定/决定某事 determine to do 决定做某事

determine sb. to do 使某人决定做某事 determine that……决心

⑴We should determine a date for the meeting.

⑵He determined to travel no futher that night.

= He determined that he no further that night.

那天晚上他决定不再往前走了。

⑶是什么使她下定决心要嫁给他？ What determined her to marry him?

拓展：determination n. 决心 determined adj. 有决心的

be determined to do sth. 决心做某事

⑷Many graduates from college work in the west countryside.

许多大学毕业生决心要到西部农村去工作。

4. appeal vi. 迎合，吸引；恳请，呼吁

appeal to sb. 吸引某人 appeal (to sb.) for sth. 为某人（向某人）呼吁

appeal to sb. to do sth. 恳请、呼吁某人干某事

⑴The design has to appeal to all ages and social groups.

⑵The police are appealing the public information about the crime.

⑶She appealed . 她恳求我们与她同行。

5. react vi. 作出反应，回应

react to sth. 对…作出反应 react with /on sth. 与..发生化学反应

react against 反对；反抗

⑴Workers reacted angrily the news of more job losses at the factory.

工人们对工厂进一步裁员的消息感到气愤。

⑵Iron can react with oxygen. 铁可以与氧气发生化学反应。

⑶The boy often reacts his parents by going against their wishes.

这男孩经常以违背父母的意愿来反抗他们。

6.get sth. across (to) sb. 将（想法、信息等）传达给某人；使理解

get across ( to sb.) 被传达；被理解

⑴ He sometimes had trouble his meaning in English.

有时候他不知道如何用英语表达他的想法。

⑵ Did your speech get across the crowd? 你的演讲听众理解了吗？

拓展: get across 还有“过（马路、校等）”讲。

7. put…together 组织；整理出；组装

He took the machine apart and then .

8. approach n. (C) 方法，途径 （后接 to sth.） v. (在距离或时间上)靠近，接近

⑴ Let’s take a new approach the problem.

⑵ All the approaches to the airport were blocked by the police.

9. …an ad campaign is an organized programme of advertisements using various kinds of ads to reach a particular audience.

句中 using…audience 是现在分词短语作 ，修饰名词 。句中的现在分词短语相当于一个定语从句：

10. When planning a public welfare campaign, you may want to ask yourself…

“when+ 现在分词”结构作 。

句中省略了you are ,其完整形式应为

当when ,while, until , if, unless 等引导的状语从句的主语与主语的主语相同且含be 动词时，从句中的主语及部分谓语（be动词）可省略。

⑴ He won’t come to the party unless (he is ) invited.

⑵ If (it is ) possible, I should like to have two copies of it.

迁移创新：

一．单词巩固

1. Part of my job is to m_________ good relationship with our suppliers (供应商).

2. Students who fail to meet these r____________ will not be admitted to the University.

3. The five rings on the Olympic flag stand for five c_________.

4. Applicants for the job(申请工作者) must have ___________(先前的) experience.

5. Have you joined the Teachers’ _________(协会)?

6. Our c_________(目前的) methods of production are too expensive.

7. Wushu, a Chinese m_________ art, is still trying to get into the Olympics.

8. How long can you b_________ on one foot?

9. The bank has many b_______ all over the world.

10. He r_________ the manuscript (原稿)of his book before sending it to the publisher.

二．单项选择

1. This is a very interesting book. I’ll buy it, ______________.

A. how much may it cost B. no matter how it may cost

C. however much it may cost D. how may it cost

2. We have every reason to believe that _____ Beijing Olympic Games will be ____ success.

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

3. The young man ________ in studying paid no attention to the outside world.

A. involved B. involving C. to be involved D. being involved

4. The _____ look on her face suggested that Mary _____ the birthday gift from her mother.

A. exciting; like B. excited; like C. exciting; liked D. excited; liked

5. As my car is ________, I ______ walk to work every day.

A. in repair; have to B. under repair; must

C. in repair; must D. under repair; have to

6.We should do what we can to _______ the teachers’ requirements.

A. fill B. meet C. give D. use

7. Her new image is totally different from her _____ one.

A. previous B. fashionable C. current D. unique

8. The trees will be cut down to _______ the highway.

A. make contribution to B. make way for

C. turn into D. turn up

9. They couldn’t keep the fire _________ control and the whole house burned to the ground.

A. under B. above C. on D. off

10.This cake is very sweet. You __________ a lot of sugar in it.

A. should put B. could have put C. might put D. must have put

参考答案：

课前导学：

二，

sports Reasons

Which ones are out ? golf, rugby,

polo, power

boating

They became less popular and had to make way for new, more popular sports.

Which ones are in? tae kwon do

They are popular and are played all over the world.

Which ones are still trying? wushu

The IOC wants to __maintain___ a ___balance_____of sports and there are already many other sports in __Martial Arts

like __judo,___ fencing and tae kwon do.

.

三，committee requirements association at least four

Women current ensure kept control

tae kwon do rugby make way for Wushu Olympics

三． various/ variety /vary

determine/ determination/ determined

particular/appeal/media/medium/audience/react/reaction/audience/react/reaction/goal/target/extremely/gather/approach/

order/ target audience/ appeal to/ be concerned with /get sth. Across / put sth. Together

拓展延伸： to/ particular / about/ in particular

Large/small was/were an audience of

Would travel / are determined to

设计必须雅俗共赏，老幼皆宜 to / for to us to go with her

to / against

getting/across/ to

put it together

to

定语，programme, which uses various kinds of ads to reach a particular audience

状语， when you are planning……campaign

迁移创新

1. maintain 2. requirements 3. continents 4. previous 5. association

6. current 7. martial 8. balance 9. branches 10. revised

C C A D D

B A B A D

篇12：人教新课标高中必修四 unit 3 金色教案(新课标版高一英语必修四教案教学设计)

Unit 3 A taste of English humour

Part One: Teaching Design (第一部分：教学设计)

1. A sample lesson plan for reading

(NONVERBAL HUMOUR)

Aims

To help students develop their reading ability.

To help students learn about English humour.

Procedures

I. Warming up

Warming up by defining “Humour”

What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.

temper: a characteristic (habitual or relatively temporary) state of feeling; ”whether he praised or cursed me depended on his temper at the time“; ”he was in a bad humor“

wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter

humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; ”the humors are blood and phlegm and yellow and black bile“

liquid body substance: the liquid parts of the body

humor: the quality of being funny; ”I fail to see the humor in it“

humor: the trait of appreciating (and being able to express) the humorous; ”she didn't appreciate my humor“; ”you can't survive in the army without a sense of humor“

humor: put into a good mood

Warming up watching and listening

Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.

Why worry?

There are only two things to worry about:

Either you are well or you are sick.

If you are well, then there is nothing to worry about.

If you are sick, there are two things to worry about:

Either you will get well or you will die.

If you get well, then there is nothing to worry about.

If you die, there are only two things to worry about:

Either you will go to Heaven or Hell.

If you go to Heaven, there is nothing to worry about.

But if you go to Hell, you will be so damn busy

Shaking hands with friends, you wont have time to worry.

Whose job ...?

This is the story about four people named Everybody,

Somebody, Anybody and Nobody.

There was an important job to be done,

and Everybody was sure that Somebody would do it.

Anybody could have done it, but Nobody did it.

Somebody got angry about that

because it was Everybodys job.

Everybody thought Anybody could do it,

but Nobody realised that Everybody wouldnt do it.

It ended up that Everybody blamed Somebody

When Nobody did what Anybody could have done

II. Pre-reading

Telling the truth -Why do you like to laugh at?

I like to laugh at cartoons,for they’re lovely and fun.

I like to laugh at fairy tales. They are amusing and interesting.

Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from NONVERBAL HUMOUR

Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by…, overcome difficulties, be unkind to …, make…entertaining, a sad situation, a boiled shoe, make… funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of…, rush there, pan for gold, wash… from…, in a pan of water, pick up…, be fortunate enough, be cought on the edge of…, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out…, cut off…, treat… as if…, eat every monthful with enjoyment, direct a movie, give… a special Oscar, one’s lifetime outstanding work, live one’s life in…,

3. Reading to identify the topic sentence of each paragrap

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

4. Reading and transferring information

Read the text again to complete the table.

NONVERBAL HUMOUR

What is nonverbal humour?

Who is Charlie Chaplin?

How does he make a sad situation entertaining?

What is the story of The Gold Rush?

Facts about Oscar

A brief life history of Charlie Chaplin

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.

Closing down by watching a silent movie by Charlie Chaplin

Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living

Closing down by reading about Charlie Chaplin

To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.

Charlie Chaplin (April 16, 1889 - December 25, 1977)

Charlie Chaplin, who brought laughter to millions worldwide as the silent ”Little Tramp“ clown, had the type of deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were relegated to a workhouse (a government facility for orphaned and abandoned children) -- not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his alcoholic father and stepmother, in a strained environment.

2．A sample lesson plan for Learning about Language

(The –ing form as the Predicative, Attributive & Object)

Aims

To help students learn about The –ing form as the Predicative, Attributive & Object)

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.

II. Learning about The –ing form as the Attributive

What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.

The –ing form as the Attributive

The –ing form作定语时表示该动作正在进行。单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后。如:

The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。

若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语。如:

The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。

注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如:

Let sleeping dogs lie. 别招惹麻烦。(The –ing form相当于定语从句 which are sleeping)

I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The –ing form表示用途,相当于pills for sleeping)

III. Ready used materials for The –ing form as the Predicative, Attributive & Object

Which verbs can be followed by the -ing form?

One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.

When contrasting the -ing form with the infinitive, the basic point to remember is that

-ing can always mean, among other things, a verb-noun, an

'action-thing'.

The fact that -ing can always mean a 'thing' gives us the following practical principle:

If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).

Avoid it. Avoid stepping on the grass if you can.

Do you mind it? Do you mind shutting the window?

He couldn't risk it. He couldn't risk hurting the children.

This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.

They have added mistreating prisoners to the list of charges.

I can't really afford living like this.

The council no longer allows smoking in public buildings.

aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)

The club arranges dancing for the pensioners.

The chairman claimed breaking the strike as a great triumph.

I don't count making money as a virtue.

The investigators discovered cheating on a huge scale.

We must encourage planting earlier in the season.

I thank travelling for teaching me much about the human condition.

The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.

She insisted on helping me.

Bill's putting off writing till tomorrow. (Or: ...putting writing off..)

The managing director picked out idling on the job as the main cause of the declining profits.

turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)

(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)

There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.

IV. Closing down

Closing down by discovering

To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.

Closing down by exercises

In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’

3． A sample lesson plan for Using Language

(Jokes about Sherlock Holmes and Doctor Watson)

Aims

To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Warming up by reading school jokes

There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.

Why must we learn this? 为什么要学这个呀？

One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, ”Why do we have to learn this pointless information“

”To save lives.“ the professor responded quickly and continued the lecture.

A few minutes later, the same student spoke up again. ”So how does physics save lives?“ he persisted.

”It keeps the ignoramuses like you out of medical school,“ replied the professor.

I will do anything to pass 说啥也要考个及格

A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly.

”I would do anything to pass this exam.“ She leans closer to him, flips back her hair, gazes meaningfully into his eyes. ”I mean...“ she whispers, ”...I would do...anything.“

He returns her gaze. ”Anything?“

”Anything.“

His voice softens. ”Anything??“

”Absolutely anything.“

His voice turns to a whisper. ”Would you...study?“

II. Guided reading

1． Reading and translating

Read the paragraph on page 22 and translate it into Chinese sentence by sentence.

2. Reading and underlining

Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

Collocations from the paragraph on page 22

Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds

3. Doing the exercise

Now you are going to do the exercise No. 1 on page 22.

III.Guided Speaking

Think of funny stories in English and telll them to your group mates.

________________________________________

The Student and the Pharmacist 学生和药剂师

A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available.

The pharmacist says, ”Here's a pill for English literature.“ The student takes the pill and swallows it and has new knowledge about English literature!

”What else do you have?“ asks the student. ”Well, I have pills for art history, biology, and world history,“ replies the pharmacist.

The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, ”Do you have a pill for math?“

The pharmacist says, ”Wait just a moment,“ and goes back into the storeroom and brings back a whopper of a pill and plunks it on the counter.

”I have to take that huge pill for math?“ inquires the student. The pharmacist replied, ”Well, you know... math always was a little hard to swallow.“

Out of the mouths of babes 出自孩子之口

My two and a half year old grandson lives with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh about it.

Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, ”No! I have a headache.“

IV.Guided Writing-Learn to write jokes

There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: ”My wife just ran off with my best friend. Boy, do I miss him.“ and ”I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off.“ Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.

So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.

Now write down your own jokes, in English.

IV. Closing down by acting

To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.

The Great Dictator 大独裁者

Schulz: Speak - it is our only hope.

The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.

We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.

The way of life can be free and beautiful.

But we have lost the way.

Greed has poisoned men's souls - has barricaded the world with hate; has goose-stepped us into misery and bloodshed.

We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.

Without these qualities, life will be violent and all will be lost.

The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say ”Do not despair“.

The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish...

Soldiers - don't give yourselves to brutes, men who despise you and enslave you - who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.

Don't give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don't hate - only the unloved hate. Only the unloved and the unnatural. Soldiers - don't fight for slavery, fight for liberty.

In the seventeenth chapter of Saint Luke it is written ” the kingdom of God is within man “ - not one man, nor a group of men - but in all men - in you, the people.

You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let's use that power - let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men's happiness.

Soldiers - in the name of democracy, let us all unite!

Look up! Look up! The clouds are lifting - the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality.

The soul of man has been given wings - and at last he is beginning to fly. He is flying into the rainbow - into the light of hope - into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.”

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of NONVERBAL HUMOUR

I. Type of writing and summary of the idea

Type of writing This is a piece of describtive writing.

Main idea of the passage

Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.

Topic sentence of 1st paragraph Some humour can be cruel.

Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.

Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining?

Topic sentence of 4th paragraph The film of The Gold Rush is set in California.

Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.

II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN

III. A retold passage of the text

A possible version:

Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.

Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.

Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.

2．Background information on theme parks

I. Six ways to improve your nonverbal communications

1. Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

2. Facial expressions:

Smiling is a powerful cue that transmits:

Happiness

Friendliness

Warmth

Liking

Affiliation

Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.

3. Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

4. Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

5. Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:

Rocking

Leg swinging

Tapping

Gaze aversion

Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.

6. Paralinguistics:

This facet of nonverbal communication includes such vocal elements as:

Tone

Pitch

Rhythm

Timbre

Loudness

Inflection

For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

7. Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.

II. Biography of Charlie Chaplin

Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.

Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.

1903-1906

Performs in Sherlock Holmes, as the newspaper boy Billy

1906-1907

The Casey Circus

1907-1910

Works with the Karno Pantomime Troupe

1910-1912

First tour of USA/Canada with Karno Troupe

1912-1913

Second tour of USA/Canada with Karno Troupe

May 1913

Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week

29 December 1913

Signs contract with Keystone

Jan/Feb 1914

Charlie Chaplin's first film: Making a Living

1914

Keystone films

Nov 1914

Signs with Essanay for $1,250/week to make 14 films during 1915

1915

Essanay films

27 Feb 1916

Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus

1916-1917

Mutual films

17 June 1917

Signs with First National Exhibitor's Circuit for $1,075,000/year

2． Words and expressions from Unit 3 A taste of English humour

verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态

mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.

In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.

farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.

poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:

Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.

Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of “sufficient” varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of “economic distance”, or inequality.

Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a “normal” life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.

A person living in the condition of poverty is said to be poor.

tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.

failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.

Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.

fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.

The goddess of fortune is Fortuna (or Tyche).

sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。

The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。

篇13：高一必修4 Unit5教材分析与reading教案(新课标版高一英语必修四教案教学设计)

1. 单元教学目标

技能目标Skill Goals

Talk about different types of theme parks in different cultures

Show people around a place and give directions

Study word formation

Write an introduction to a place with detailed explanations

II. 目标语言

功

能

句

式

Expressions used to show people around a place

We are happy to show you ...

Over there is the ...

Down the path you can see ...

The main idea/ theme in the park is ...

You will enjoy doing/ seeing ...

Expressions used to ask the way and give directions

Can/ Could you show me where ... is?

Can/ Could you tell me the way to ... ?

How can we get to ... ?

How far is/ are the ...?

You can reach ... by bus/ subway/ ...

Go along/ down ... and turn left/ right at the ... crossing.

It is just behind/ next to/ opposite the ... , you can’t miss it.

It is about ... minutes’ walk/ bus ride.

It is about ... meters away.

词

汇

1． 四会词汇

theme, amuse, amusement, various, variety, rides, shuttle, charge, admission, profit, souvenir, athletic, brand, equipment, sneaker, minority, fantasy, settler, experiment, advance, advanced, technique, test, cloth, Brazil, jungle, creature, up-to-date, excitement, volunteer, translator

2． 认读词汇

Ferris wheel, roller coaster, involve, fantasyland, marine, imaginary, imagination, vary, Futuroscope, mysterious, T-Rex combination

3． 词组

theme parks, provide ... with ... , such as, such ... that ... , a variety of, base on/ upon, involve ... in, come to life, get close to, take an active part in, go on a trip

结构 Word Formation

重

点

句

子 1.Parks provide people with a place to amuse themselves and to escape their busy lives for a while.

2. Though parks share this basic purpose, they find various ways to meet this need.

3. They are such huge places that visitors often use shuttles to get around.

4. These new parks have a variety of things to see and do.

5. Theme parks have a certain idea - a certain theme - that the whole park is based on.

6. Its purpose is to involve visitors in physical exercise and athletic competition.

7. ..., and there are future parks, where people can go on imaginary trips to space and use advanced computer techniques to experience life in the future.

8. Science and technology-based theme parks like Futuroscope provide up-to-date information, hands-on learning and lots of fun and excitement.

III. 教材分析和教材重组

1. 教材分析

本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

1.1 Warming up通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。

1.2 Pre-reading 通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。

1.3 Reading 通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。

1.4 Comprehending 让学生从文章的标题及各段大意来整体理解课文。

1.5 Learning about Language 分词汇和语法两部分。

Discovering useful words and expressions 中的练习1是以给出意思写出相对应词汇的形式考查对文章中重要词汇及短语的理解。练习2 是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/ be closer to这一短语不同意义及用法的准确运用。

Discovering useful structures 是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。

1.6 Using Language 分为四个部分练习听、说、读、写。

1) Listening练习听力可配合Listening on P69 in Workbook及Listening Task on P73 进行。

2） Reading and speaking这是一篇泛读文章，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对文章的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。

3） Writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。

4） Speaking根据所准备的公园概况介绍写一段

对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。

2. 教材重组

2.1 因本教材重点强调的是阅读能力，故将Warming-up, Reading, Comprehending合在一起设计成一节“精读课”。

2.2 Learning about Language, Using Structures 和Workbook中的Using words and expressions, Using structures合在一起,设计成一节“语法课”（既有词汇又有语法）。

2.3 将Using Language 中的Listening, Workbook 中的Listening 和Listening task 整合成一节“听力课”。

2.4 将Reading and speaking，Workbook 中的Reading task整合为一节“泛读课”，旨在从整体上理解课文，作为对本单元话题“主题公园”的知识扩充。

2.5 将Speaking, Workbook 中的Talking 和Speaking task整合为一节“口语课”。

2.6 将Using Language 中的Writing和Workbook中的Writing task 整合成一节“写作课”。

3. 课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）

1st period Intensive Reading

2nd period Language Study

3rd period Listening

4th period Extensive Reading

5th period Speaking

6th period Writing

IV. 分课时教案

The First Period Intensive Reading

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ... for, admission, make a profit, souvenir, base on, involve ... in, athletic, brand, equipment, sneakers, come to life, minority, fantasy, get close to, settlers, take an active part in, experiment, advanced, technique

b． 重点句子

1) In these parks, people sit chatting, play games, listen to birds’ singing, or just relax a bit.

2) They are such huge places that visitors often use shuttles to get around.

3) The big companies that own theme parks expect to make a profit not just by the charges for admission, but also by selling souvenirs in their shops and advertising them on television.

4) The park is named after Walt Disney, the famous film maker.

5) Disneyland has exciting rides, visits to castles and chances to get close to life-size cartoon figures.

2. Ability goals 能力目标

Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.

3. Learning ability goals 学能目标

Learn how to generalize and compare the similarities and differences.

Teaching important points 教学重点

To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.

Teaching difficult points 教学难点

How to give a general instruction/ description of a place.

Teaching methods 教学方法

Listening;

Skimming;

Scanning;

Task-based.

Teaching aids 教具准备

A recorder and a computer.

Teaching procedures && ways 教学过程与方式

Step I Revision

T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the words and phrases in Unit 4. Take out a piece of paper, please.

major, local, represent, Columbia, introduce, approach, touch, strange, express, be likely to, general, avoid spoken, misunderstand, punish, at ease

T: Now, hand in your paper please; I’ll check your work after class.

Step II Warming up

T: Let’s look at the pictures on P33. These are four pictures of different parks - A garden in Suzhou, Hyde Park in London, World Waterpark in Canada, Disneyland. What kind of parks are they?

S1: I think A garden in Suzhou is a place when people have a walk in their spare time to enjoy the beautiful trees, flowers, lakes, stones, buildings and relax themselves.

T: What about Hyde Park in London? What kind of park is it?

S2: Hyde Park is a famous park in the world, so I’ve read it in magazines. It is the most well-known park in London. It used to be a hunting park for the Royal family in the 18th Century. Now it is open to the public and people can enjoy themselves there with the various activities, including horse-riding. It’s best-known for the Speaker’s Corner where people can make speeches and express their view points freely.

T: Very good. So what about World Waterpark in Canada?

S3: I haven’t heard of this park before. I guess it is a park where people can take part in all kinds of activities in water.

T: Good guessing. And I am sure all of you have heard of Disneyland.

S4: Yes, it is the oldest theme park in the world and I think it is the most popular park in the world too. In the Disneyland, people can not only enjoy the exciting activities there, but also get close to the life-size cartoon characters like the Mickey Mouse and Donald Duck, which appear in some of Walt Disney’s famous cartoon films. Luckily for us, a new Disneyland is being built in Hong Kong, so a few years later, we will have the chance to go and experience the excitement of this wonderful place in the world.

T: Which one of these parks would you like to visit most if you have the chance?

Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them.

Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park.

Sc: I would go to Hyde Park. I want to go horse-riding, and above all, have the experience of making a speech in front of a crowd of people like a president. That’ll be really exciting.

…

Step III Reading

Skimming

T: It’s interesting to listen to your ideas. Today we are going to study a passage about theme parks. The title is THEME PARKS-FUN AND MORE THAN FUN. I would like you to read the passage quickly for the first time to get a general idea of the passage. At the same time, please find out the topic sentence of each paragraph.

(3 minutes later)

T: Have you got the main idea of the passage? Who can tell me the topic sentences of six paragraphs?

Topic sentences

Paragraph 1. Parks provide people with a place to amuse themselves and to escape their busy lives for a while.

Paragraph 2. In recent decades, however, many parks have been designed to provide entertainment.

Paragraph 3. Theme parks have a certain idea-a certain theme-that the whole park is based on.

Paragraph 4. Some are history or culture theme parks.

Paragraph 5. The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955.

Paragraph 6. Other theme parks including marine or ocean parks, science theme parks, and future theme parks.

Scanning

T: After the first reading, we have all got a general idea of the passage. So I would like you to read it carefully again and try to find the answers to these detailed questions.

Teacher shows the questions on the screen.

1. What is the basic purpose of theme parks? What do people do there?

2. Do these parks charge people for admission?

3. What is the purpose of a theme park?

4. What is the differences between a theme park and an ordinary park?

Differences Ordinary parks Theme parks

Activities

Size

Facilities

Charges

Souvenirs

5. What activities will be offered to visitors in a sports theme park?

6. Can they do shopping there? What can they buy?

7. What can visitors see and do in history or culture theme parks?

8. What is Disneyland like? What can visitors do there?

9. What can people do in marine or ocean theme parks, science theme parks and future theme parks?

(10 minutes later)

T: Have you got the answers? I would like some of you to answer the questions. Let’s listen and check whether they have got them correctly.

Teachers check some students for the answers.

suggested answers

1. The basic purpose of a park is to provide people with a place to amuse themselves and to escape their busy lives for a while. In these parks, people sit chatting, play games, listen to birds’ singing, or just relax a bit. And families go there to have picnics or have fun together in other ways.

2. These parks charge people little or no money for admission.

3. The purpose of a theme park is to provide entertainment.

4. See the following table.

Differences Ordinary parks Theme parks

Activities rides such as a Ferris wheel, merry-go-round of a roller coaster. a variety of things to see and do

Size usually not very large huge places that visitors often use shuttles to get around

Facilities no restaurants or hotels restaurants, hotels and shops

Charges charge little or none charge for admission

Souvenirs sell no souvenirs sell souvenirs in their shops

5. A sports theme park will offer visitors sports to play or watch.

6. Yes. They can buy sports equipment or clothing, such as basketballs, footballs, sneakers and so on.

7. Visitors can see how our ancestors dressed, worked and lived; and how special groups of people dress today, what they eat and what their homes look like. They might go for rides on animals, help cook cultural foods or have their pictures taken in the clothing of emperors or of minority people.

8. Disneyland is so different from other parks that it seemed like a place of fantasy. Visitors can enjoy seeing the characters from Disney films, go on exciting rides, visits to castles and get close to life-size cartoon figures. They can also see model villages of life in the past which show how the early settlers in America lived.

9. People can see and swim with dolphins and learn about ocean life in an ocean park; They can take an active part in experiments in a science theme park; They can go on imaginary trips to space and use advanced computer techniques to experience life in the future park.

Step IV Comprehending (P34)

Part 1

T: Let’s look back at the title of the passage. THEME PARKS- FUN AND MORE THAN FUN. Why does the writer think that theme parks are places fun and more than fun? I would like you to think about this question and tell me your opinions.

S: In my opinion, it means that theme parks are more than amusement parks with rides, such as a Ferris wheel, merry-go-round or a roller coaster, they are such huge places that visitors often use shuttles to get around, and they have a lot of things to see and do. So they are places fun and more than fun.

Part 2

T: We have read about some of the different theme parks in the world. Have you ever thought of this question: Why do people build so many different theme parks? I would like you to have a class discussion and tell me 3 purposes for people building theme parks according to this passage.

(Some time later)

T: Please express your ideas.

Suggested answers

Purpose 1 : to provide entertainment.

Explanation 1: because they have a variety of things to see and do.

Purpose 2: to make a profit by charging for admission and selling souvenirs.

Explanation 2: because they all charge money for admission of the hotels, restaurants, and for the rides and shows in the parks as well, and they sell a lot of souvenirs.

Purpose 3: to provide people with some unusual experiences.

Explanation 3: because there are parks for people to experience the life in the past, in the future, in the ocean and so on.

Part 3

T: Let’s sum up the main idea of each paragraph.

Suggested answers

Paragraph 1: Parks provide people with a place to amuse themselves and to escape their busy lives for a while.

Paragraph 2: Theme parks have been designed to provide entertainment with a variety of things to see and do.

Paragraph 3: Theme parks have a certain idea/ theme that the whole park is based on.

Paragraph 4: The history and culture theme parks.

Paragraph 5: The Disneyland.

Paragraph 6: The ocean parks and the science theme parks.

Theme of the passage: Theme parks

Step V Discussion

T: If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice.

a) Teacher divides the class into groups of four. Each group tries to reach an agreement and to collect as many reasons as possible from the group members.

b) After the discussion, the teacher asks a student from each of the groups to report the decision of their group and to give their reasons for the decision.

Step VI Homework

Remember all the new words and phrases in the reading passage.

Write a summary of the reading passage using the new words.

详细内容请订阅

《名师说课》

篇14：高一必修4 Unit3教材分析与speaking教案(新课标版高一英语必修四教案教学设计)

Unit 3 A taste of English humour

I. 单元教学目标

技能目标Skill Goals

Talk about different types of humour; a taste of English humour

Learn how to express one’s emotions

Learn the -ing form as the Predicative, Attribute && Object Complement

Learn to write humorous stories

II. 目标语言

功 能 句 式 情感（Emotions）

I enjoy this very much because ...

I laugh at that kind of thing because ...

This is fun because ...

How wonderful/ surprising!

It surprises me that ...

I’m pleased we were both amused at ...

I felt happy because ...

It’s amusing that ...

词 汇

1. 四会词汇

slide, skin, cruel, content, astonish, particular, entertain, failure, entertaining, throughout, homeless, worn-out, overcome, difficulty, boil, fortunate, snowstorm, bottom, chew, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 认知词汇

verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes

3. 词组

be content with, badly off, pick out, star in, knock into

语 法 构词法：名词与形容词之间的转化 动词的-ing形式作表语、定语和宾语补足语的用法（The -ing form as predicative, attribute and object complement）

重 点 句 子 Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road? P17

Perhaps it makes us feel more content with our life ... P17

He became famous for using a particular form of acting, including mime and farce. P17

But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.

P18

Imagine you are hungry and all there is to eat is a boiled shoe. P18

That was the problem facing Charlie Chaplin in one of his most famous films. P18

He solved it by using nonverbal humour. P18

Their job is “panning for gold”. P18

Finally he tries cutting and eating the bottom of the shoe. P18

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of humour？ Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？ What does humour mean？ Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。令人在捧腹大笑的同时，感到了他对待苦难的积极态度，和对下层小人物的同情。这篇文章揭示了幽默的内涵，给学生留下了思考的余地：Is humour always kind？

1.4 COMPREHENDING分为两部分。第一部分以填写表格的形式让学生练习写阅读笔记，同时提示他们人物传记的写法，让学生了解文章结构。第二部分练习课文中出现的生词。

1.5 LEARNING ABOUT LANGUAGE包括词汇和语法两部分。词汇部分强调用英语来解释词汇，并在实际情景中使用所学词汇。 语法部分主要通过大量的例句和习题来实现让学生自主学习的目的，总结-ing形式在句中作表语、宾语和宾语补足语的用法。

1.6 USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识，全面体现语言运用能力。

2. 教材重组

2.1 将WARMING UP（P17）， READING（P22）与SPEAKING（P23）整合在一起上一堂口语课。

2.2 将PRE-READING，READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。从字、词、句、和篇章几个方面掌握目标语言。

2.3 将LEARNING ABOUT LANGUAGE (P20)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习ing形式在句中作表语、宾语和宾语补足语的用法。

2.4 将LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂听力课。

2.5 将WRITING（P23），TALKING（P55）和SPEAKING AND WRITING（P60）整合成一堂写作课。

2.6 将USING WORDS AND EXPRESSIONS（P56），READING TASK（P59），PROJECT（P61）和 SUMMING UP（P24）整合在一起上一堂复习课，总结这个单元所学全部内容。

3． 课时分配

1st period Speaking

2nd period Reading

3rd period Grammar

4th period Listening

5th period Writing

6th period Summary

Ⅳ. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇

verbal, nonverbal, mime, farce, pancakes, mountainous, whisper

b. 重点句型

I think how short life is and how long the universe has lasted. P22

2. Ability goals 能力目标

Enable the students to talk about some types of English humour and Chinese humour.

3. Learning ability goals 学能目标

a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.

b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.

Teaching important points 教学重点

Help the students learn how to understand and enjoy English humors.

Teaching difficult points 教学难点

Help the students know the differences between English and Chinese in humours.

Teaching methods 教学方法

Using pictures, discussion, reading and imitation.

Teaching aids 教学准备

A recorder and a projector.

Teaching procedures & ways 教学过程与方式

Step ⅠRevision

Have a dictation about the words and expressions that appeared in Unit 2.

Step Ⅱ Warming up

Start the new unit by showing the students a picture:

T: Look! What do you think of the picture?

Ss: It’s very funny! A wolf or a dog is jumping across the back of a sheep!

T: Yeah! It’s so funny that we cannot help laughing about their acting. It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour?

S1: I’m sorry.

S2: I know an English humour.

T: Really? Please read it to us.

S2: I’ll try. One day a patient went to see his doctor. He said to the doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one?”

T: That’s really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look, who are they?

（1） （2） （3） （4）

S3: It’s Charlie Chaplin. And I know picture one is from a film called The Gold Rush.

T: Right. Who know the man in picture 3?

S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor.

T: You are right. He’s now recognized as the most popular British comedy expert. And how about the last one?

S5: It’s difficult to say. I guess he’s an American because the picture behind him looks like an American flag.

T: Right. He is Mark Twain, the famous American writer. Do you know something about him?

S6: He liked to make jokes with other people.

T: Have you once read some?

S6: Only a few.

T: Can you bring us some next time?

S6: Let me try.

T: OK, now, let’s look at the chart on Page 17. What does it tell us?

S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr. Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I don’t know Edward Lear.

T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:

There was an old Man with a bread

There was an old man with a bread,

Who said, “It’s just as I feared!

Two owls and a hen,

Four larks and a wren,

Have all built their nests in my bread!”

T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures? What are they good at? Nonverbal, mime and farce, funny stories or funny poems?

（1） （2） （3） （4）

S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce.

S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.

S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).

T: Do you know the third person? No? He is the famous cross talk actor-Hou Baolin. When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart?

The Suggested answers:

English humour

Nonverbal

Mime and farce

Verbal jokes

Funny stories

Funny poems Chinese humour

Pantomime (哑剧) 刘全和、刘全林

Funny plays 陈佩斯、赵本山

Cross talk 侯宝林、马季

Jokes

Doggerel （打油诗）

Step Ⅲ Reading on P22

The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation.

T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll check the answer. OK, read them.

The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.

T: Have you finished the reading? Are the jokes funny?

Ss: Yes, they are very funny. We’ve never found that English jokes so funny.

T: What’s the answer?

S11: The answer is 1 to B, 2 to C and 3 to A.

T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.

Give the students some time to read the jokes.

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Anisha: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank god.

Anisha: Then I’ll pay the fees to god.

A man with two red ears went to see his doctor.

Doctor: What happened to your ears?

Man: I was ironing a shirt and the phone rang but instead of picking up the phone, I accidentally picked up the iron and stuck it to my ear.

Doctor: Oh Dear! But ... what happened to your other ear?

Man: The scoundrel (恶棍) called back!

T: Funny?

Ss: We’re laughing to death!

T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.

Give the students three minutes to do it.

T: Now decide which of these two kinds of jokes you like better. Give your reason.

S12: I find the first kind jokes are easier to understand.

S13: Those jokes on the screen are the funnies ones, I think.

S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.

T: What you said is reasonable. Now let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning.

If time permits, the teacher can ask some students to act out the jokes.

Step IV Speaking

T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them.

Five minutes later.

S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.

T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right?

Ss: Yes. Thank you.

Step V Homework

T: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree?

Ss: That’s a good idea.

T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.

Ss: See you.

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