以下是小编为大家准备的高一第九单元一课时教案，本文共13篇，希望对大家有帮助。本文原稿由网友“rophie”提供。
篇1：高一第九单元一课时教案
高一第九单元一课时教案
Sub Topic : New uses of things
Teacher : Wang Huafeng
Teaching aids : CAI . a tape-recorder, a small black．and an object．
Tasks : 1. Describing and how they work.
2. A Guessing Game.
Teaching aims : Vocabulary : toothpick, cellphone, chopsticks
Ability aims : To improve listening and speaking ability.
Moral aims : To learn the way scientists do their research and encourage them to do something for our country and humankinds.
Important and difficult points : listening and describing .
Step 1 Warming up
●Get students to look at the pictures and answer some questions.
●Brainstorming ,provoke the students’thinking by encouraging them to think of new uses of three objects .
Step2 Pre-listening
●Show pictures of two objects.
●Prepare the students for the listening.
Step3 Listening and identifying
●Listen to the tape and identify what’s being described.
●Talk about possible uses of the objects described.
●Ring a bell to the patterns : be used for, be made of ……
Step4 Talking and guessing
●Give students an example of describing
●Think about objects in our daily life
●Describe two or three objects in groups and see if they can guess out .
●Have a competition between boys and girls .
●Assessing .
Step5 Topic touch
●Describing and drawing
●Divide class into groups: a describing group and a guessing group, one group describe and the other group guesses and draw .
Step6 Summary
●Summarize the objects mentioned and described .
●Guide them to learn something from people who develop science and technology
●Discuss what effect science and technology have on daily life .
●Homework, Think about problems with objects mentioned and suggest solutions to the problems .
Step7 Assessing
篇2：高一第九单元一课时教案
Sub Topic : New uses of things
Teacher : Wang Huafeng
Teaching aids : CAI . a tape-recorder, a small black．and an object．
Tasks : 1. Describing and how they work.
2. A Guessing Game.
Teaching aims : Vocabulary : toothpick, cellphone, chopsticks
Ability aims : To improve listening and speaking ability.
Moral aims : To learn the way scientists do their research and encourage them to do something for our country and humankinds.
Important and difficult points : listening and describing .
Step 1 Warming up
●Get students to look at the pictures and answer some questions.
●Brainstorming ,provoke the students’thinking by encouraging them to think of new uses of three objects .
Step2 Pre-listening
●Show pictures of two objects.
●Prepare the students for the listening.
Step3 Listening and identifying
●Listen to the tape and identify what’s being described.
●Talk about possible uses of the objects described.
●Ring a bell to the patterns : be used for, be made of ……
Step4 Talking and guessing
●Give students an example of describing
●Think about objects in our daily life
●Describe two or three objects in groups and see if they can guess out .
●Have a competition between boys and girls .
●Assessing .
Step5 Topic touch
●Describing and drawing
●Divide class into groups: a describing group and a guessing group, one group describe and the other group guesses and draw .
Step6 Summary
●Summarize the objects mentioned and described .
●Guide them to learn something from people who develop science and technology
●Discuss what effect science and technology have on daily life .
●Homework, Think about problems with objects mentioned and suggest solutions to the problems .
Step7 Assessing
篇3：高一英语第九单元第一课时说课稿
内容预览：
各位专家 ,老师: 我所上的课是第九单元第一课时，本单元课时总量为 6 课时，第一课的内容为“ Warming up ， Listening and Describing ”。本单元的话题是“技术”，涉及到“手机”、“发明”、“技术与人文”等，语言、知识、技能渗透于其中，教材的设计特别突出思维能力的`培养，第一课时的功能是导入 中心话题，在思想、知识上做好一定准备，……
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篇4：高一13单元第四课时教案
A Lesson Plan
Instructor: Wang Zhenlong
Date and Time: 5th period, March 8,
Audience: Class 5, Senior 1
Lesson Topic: Unit 13 Healthy eating-----Integrating Skills
Objectives: 1. Learn some useful cooking terms
2. Read and write recipes
Teaching facilities: Bb, Multiple Media
Teaching Steps:
1. Greetings and Duty report
2. Lead-in Presentation
Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.
3. Pair work----Reading to learn the format of a recipe
Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.
4. Pair work----Reading to understand the details
T helps understand the two recipes and lists cooking terms
Ingredients Instructions
Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …
5. Individual work----Reading the Tips on How to write a recipe
Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.
Next, Ss try to gather more cooking terms in this passage and add to the list..
Ingredients Instructions
Food stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, …
6. Group work---TPR practice
Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.
chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7. Group work----Writing recipes in English
a) Ss are divided into groups of four. They are asked to COOK an easy dish.
b) Tell students some rules before starting a writing competition.
T states the rules for Contest
1.Be fast---only the first 3 groups will enter the final contest!
2.One group will be the final winner.
3.Judges are from each row in this room.
And the rules for Best Recipe:
(1)Beautiful name
(2) Easy to understand
(3) Clean and tidy handwriting
8. Presentation and Accessment
1) Invite the first three group presenters to the front and show the class their recipes.
2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.
3) The grading decides which group is today’s winner.
9. Summary
Homework:
1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.
2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
篇5：高一13单元第四课时教案
高一13单元第四课时教案
A Lesson PlanInstructor:Wang ZhenlongDate and Time: 5th period, March 8, 2004Audience:Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives: 1. Learn some useful cooking terms 2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1. Greetings and Duty report2. Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.3. Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.4. Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredients InstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …5. Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..Ingredients InstructionsFood stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, … 6. Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7. Group work----Writing recipes in English a) Ss are divided into groups of four. They are asked to COOK an easy dish.b) Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting 8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.
9. SummaryHomework:1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
篇6：高一13单元的第四课时教案
高一13单元的第四课时教案
Instructor:
Wang Zhenlong
Date and Time:
5th period, March 8, 20××
Audience:
Class 5, Senior 1
Lesson Topic:
Unit 13 Healthy eating-----Integrating Skills
Objectives:
1. Learn some useful cooking terms
2. Read and write recipes
Teaching facilities:
Bb, Multiple Media
Teaching Steps:
1.Greetings and Duty report
2.Lead-in Presentation
Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.
3.Pair work----Reading to learn the format of a recipe
Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.
4.Pair work----Reading to understand the details
T helps understand the two recipes and lists cooking terms
IngredientsInstructions
Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …
5.Individual work----Reading the Tips on How to write a recipe
Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.
Next, Ss try to gather more cooking terms in this passage and add to the list..
IngredientsInstructions
Food stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …
6.Group work---TPR practice
Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.
chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7.Group work----Writing recipes in English
a)Ss are divided into groups of four. They are asked to COOK an easy dish.
b)Tell students some rules before starting a writing competition.
T states the rules for Contest
1.Be fast---only the first 3 groups will enter the final contest!
2.One group will be the final winner.
3.Judges are from each row in this room.
And the rules for Best Recipe:
(1)Beautiful name
(2) Easy to understand
(3) Clean and tidy handwriting
8. Presentation and Accessment
1) Invite the first three group presenters to the front and show the class their recipes.
2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.
3) The grading decides which group is today’s winner.
9. Summary
Homework:
1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.
2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
篇7：高一第13单元第四课时教案
A Lesson Plan
Instructor: Wang ZhenlongDate and Time: 5th period, March 8, Audience: Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives:1. Learn some useful cooking terms
2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1.Greetings and Duty report2.Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.
3.Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.
4.Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredientsInstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …
5.Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..IngredientsInstructionsFood stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …
6.Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7.Group work----Writing recipes in English a)Ss are divided into groups of four. They are asked to COOK an easy dish.b)Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting
8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.
9. SummaryHomework:1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
篇8：译林牛津 高一 一模块3单元教案（共10课时）
南京九中 张茹芳 陆昕 林欣
1st period Welcome to the Unit
Teaching aims:
(1) Make students pay attention to their health, and how to keep healthy.
(2) Get the Ss to improve oral English by talking about the pictures.
Important points & difficult points:
(1) Students are expected to express their own opinions by comparing the importance of beauty and health.
(2) Encourage students to speak freely.
Procedure:
Step 1 Lead-in
(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”
(2) Some questions about yourself:
Do you think appearance plays an important part in your life?
Which do you think is more important, looking good or feeling good?
Step 2 Talk about the pictures
“Wow! I think this blouse will make me look slimmer.”
“This is really difficult but I feel so strong.”
“You must get enough sleep to stay healthy.”
“Eating more fruit makes me feel better.”
Step 3 Discussion:
Choose one picture and have a free talk.
(1) Who is the person? (2) The reason why he/she does so as the picture shows
(3) Give some details about the picture
(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)
Step4 Talk about questions on P41
(1) Do you think we can change our appearance by wearing different clothes?
(2) Which do you think is more important, eating well or doing exercises?
(3) What do you do to keep yourself looking good and feeling good?
Step 5 Further discussion:
Looking good Feeling good
Advantages
Disadvantages
Step 6 Homework
(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.
2nd period Reading
Teaching aims:
(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.
(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it
comes to the topic “To be beautiful or to be healthy ”.
Important points & difficult points:
(1) Find the main points in the three letters and express them.
(2) Understanding the text.
Procedure:
Step 1 Lead-in
(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.
(2) Discuss ways of losing weight.
a) going on a diet b) exercising in the gym
c) receiving surgical treatment d) taking weight-loss pills
(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.
Step 2 Reading comprehension
(1) General questions: (1st reading)
Where does Amy come from?
What kind of pills did Amy take?
What caused Amy’s liver to fall?
(3) Ex C1 Choose the best answers. (2nd reading)
Questions: 1-6
Step 3 Further reading
(1) Ex C2 Find the main points in the three letters (3rd reading)
Subjects Main points
1 Dying to be thin
2 Recovering
3 Re: Recovering
(2) Ex D1 D2 Detailed understanding and learning new words in the context.
Step 4 Develop reading ability through usage
(1) Ex E Complete the letter based on the text.
Step 5 Consolidation and Expansion (Choose one of the following.)
(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?
(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(3) What do you think is the best way to keep healthy? Why?
Step 6 Homework
Read the whole text (1) to know what Amy had to stay slim and how she recovered.
(2) to learn some language usages
3rd period Reading
Teaching aims:
(1) Encourage the Ss to raise reading ability by focusing on language points.
(2) Get the Ss to grasp the new language usage in the text by learning them.
Important points & difficult points:
Language usage:
(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth
(2) touching; exciting; moving; disappointing, interesting… (arouse the feeling…)
touched; excited; moved; disappointed, interesting… (be made to feel…)
Procedure:
Step 1 Revision
Check the language usage in the text
(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags
Step 2 Language points (Learn and use)
(1) I used to go to the gym three times a week, but I don’t work out any more.
used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法
It used to be thought that the Earth was flat, but now everyone knows it is round.
Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?
I never got used to going to bed so late.
Computers are used to do a lot of work in many companies.
(2) I used to go to the gym three times a week, but I don’t work out any more.
Many famous actors keep fit by working out in the gym every day.
The room smelled wonderful but they could not work out where the smell was from.
(3) I’m trying to lose weight because I’m so ashamed of my body.
be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…
(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.
Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?
(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法
To keep fit, we should always avoid food containing too much fat.
The price includes the postage charges.
My pet dog has caused me a lot of trouble. What caused him to fall off his horse?
(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!
The son and his parents are parting at the station with tears in their eyes. What a touching scene!
touching; exciting; moving; disappointing, interesting… (arouse the feeling…)
touched; excited; moved; disappointed, interesting… (be made to feel…)
The excited children were opening their Christmas presents. (excite)
She was deeply moved when she watched the moving film. (move)
Step 3 Consolidation
Read the text and find the sentences containing the language usages we have just learned.
Step4 Homework
(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.
4th period Word power
Teaching aims:
(1). Learn and master the new words about sports
(2). Enlarge the knowledge about sport
Important points & difficult points:
(1). Talk about sports to learn new words
(2). Remember some new names of sports
Procedure:
Step 1 Lead-in
Talk about the 10th National Sports in Nanjing:
(1) What have Nanjing people done for the 10th National Sports ?
(2) What can I do for this sports meeting?
(3) How many kinds of sports can you name ?
Free talk about yourself.
(1) Of all kinds of sports, which do you like most?
(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?
Step 2 Read and speak
(1) Part A on page 46
(2) Find all the names of clubs
Step 3 Further study
Talk about expressions of the pictures about sports:
badminton tennis boxing fencing
weightlifting squash shooting volleyball
basketball football aerobics triathlon
Step 4 Read and understand
(1) Complete the exercise of Part C on page 47.
(2) Some questions for you :
1) What suggestions does Zhou Ling give to Amy?
2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.
If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.
If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.
(3) Types of sports Part D (P47)
Do you know which are indoor sports and which are outdoor sports? Think more!
boxing beach volleyball fencing
gymnastics skiing baseball…
Step 5. Homework
(1) Learn all the new words by heart.
(2) Make sure you know how to use it.
5th period Grammar and usage
Teaching aims:
(1) Master the usage of non-restrictive Attributive Clause.
(2) Practice about all kinds of Attributive Clause.
Important points & difficult points:
(1) Non-restrictive Attributive Clause.
(2) The usage of “which” and “that” in Attributive Clause.
(3) Some special usage of “that” in Attributive Clause.
Procedure:
Step 1 Lead-in
(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses
(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.
(3) Ask Ss to find out the differences between these sentences.
That is,
Comma;
The Non-restrictive Attributive Clause can be left out;
We can’t use “that” in this kind of sentence;
We can’t miss the relative words, either.
Step 2 Initial knowledge of Non-restrictive Attributive Clause
Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).
Step 3 Non-restrictive Attributive Clauses
(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;
(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;
(3) More exercises.
Step 4 Further study of the Attributive Clauses
“That” must be used in Attributive Clause in the following cases:
(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.
(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.
(3).The antecedent is modified by an ordinal or superlative
(4). The antecedent is modified by only, very, last, etc.
(5). The antecedent refers to people and things.
(6). A sentence begins with who or which.
(7).A relative pronoun functions as predicative.
More examples are available in each part.
More exercises are available as well.
Step 5 Summary and homework
A brief summary of the usage of Attributive Clauses
Complete the exercises on page 48-49.
6th period Grammar and usage
Teaching aims:
(1) Master the usage of non-restrictive Attributive Clause.
(2) Review the usage of all kinds of Attributive Clause.
(3) Review the usage of intonation, and learn how to read question tags.
(4) Learn and master the form of question tags.
Important points & difficult points:
Some special forms of the question tags.
Procedure:
Step 1 Lead-in
T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.
T: Do you say “I love you” to your parents? And how do you say it?
S: …
T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.
Step 2 Question tags
T introduces the definition of question tags and the basic usage of question tag.
(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;
(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;
(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.
(4) We use an auxiliary verb, model verb or be in a question tag.
(5) After an imperative clause, we use will you. After Let’s, we use shall we.
Some exercises are available as well.
Step 3 Language points
T asks Ss to read out the answers and T introduces the important language points as well.
(1). consider
a. 考虑consider sth./doing sth.
b. consider 认为 +that clause/ sb. to be
c. consider as 认为……是……
(2). be skinny= be very thin
(3). lift weights
(4). side effect
(5). achievement
(6). take the risk
(7). read your post
Step 4 Homework
P51, A, B; P104, C1, C2
7th period Task
Teaching aims:
(1) Practise students’ language skills of listening, reading, speaking and writing
(2) Help students to learn 2 skills of finding information
Important points & difficult points:
(1) Find and underline the main ideas
(2) Find and circle the key words
Procedure:
Step 1 Introduce two skills of finding information:
(1) Read the questions carefully before you begin.
(2) Skim the passage, and look for main points and key words.
Step 2 Practise
(1) Find the main ideas and key words in a passage:
Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.
Key words: cause liver failure; worried about her figure;
health is priceless; eat properly
(2) Read two pictures about “Better Body Gym”, and find the main points and key words.
(3) Passage understanding
Some questions about the above two pictures;
1.Membership fee:
__________________
2.Number of gyms in the city:
1.____ 2.____ 3.____
3.What do you get for free?__________________________________________
4. How big is each gym?
5.Can you get advice from a personal trainer?
Yes______ No______
6. How can you find out more?
____________________
Step 3 Practise listening
1.One in Jinshan Road; one near the King Hotel
2.No
3.Provide with your ID number
4.No
Step 4 Practise writing
(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .
(2) Write a letter to recommend a gym to a friend
Step 5 Homework
(1) Find information about a club.
(2) Invite your friend to join it.
8th period Task
Teaching aims:
(1) Get the Ss to focus on note-taking skills by studying and practising.
(2) Encourage the Ss to use abbr, key words and symbols in taking notes.
Important points & difficult points:
(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols
(4) Use punctuations (5) Interviewing classmates about exercise and taking notes
Procedure:
Step 1 Lead-in
Guess the meanings:
Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest
Step 2 Note-taking
1 use abbreviations & contractions:
PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest
2 Write down the key words.
(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.
(2) Practice: Let’s try.
3 Use symbols
(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier
(2) Practice: Let’s try.
Step 3 Listening practice:
1 The number seven bus is not on time. No. 7 bus isn’t on time.
2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.
3 I’d like to see the manufacturer. I’d like to see the mfr.
4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.
5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.
Step 4 Interviewing classmates about exercise
(1) Listen to the speaker and take notes about the equipment available in the gym.
(2) Interview your partner. (3) Tell your class what exercise your partner does.
what basketball/dancing/football /gym / running / swimming
Why fit / fun / healthy / strong
When Often/sometimes/ seldom /never
Whom classmates / family /friends
Step 5 Using punctuation
(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - -
(2) Practice: Let’s try:
Step 6 Consolidation
Write an e-mail to your friend recommending Better Body Gym.
Step 7 Homework
Exx D1 & D2
9th period Project
Teaching aims:
(1) Get the Ss to know about proper health and fitness so that they can take care of themselves.
(2) Improve the students’ ability of making a survey and making a questionnaire.
Important points & difficult points:
(1) Read the passage about health.
(2) Make a survey about health.
(3) Complete a report about health.
Procedure:
Step 1 Lead-in
T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?
Step 2 Skimming
(1) Try to get the main idea of each paragraph.
(2) Try to get the general idea of the whole passage.
Step 3 Introducing the project
Make a booklet about how healthy the students in our school.
Step 4 The procedures of doing the project
(1) Planning:
Get into groups(4-6)
Clear assignments
Decide which group your group will survey.
(2) preparing:
Make a questionnaire.
Give out and collect the questionnaires.
Record and analyze the statistics.
Write the report.
(3) Producing:
a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you
A sample questionnaire is provided as a reference as well.
b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.
c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.
d. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
(3) presenting:
Present the reports to the class
Step 5 Homework
Complete the project
10th period Project
Teaching aims:
(1) Improve the students’ ability and provide practice.
(2) Make a booklet about health.
(3) Master the usage of some useful words and expressions.
Important points & difficult points:
(1) Present a report about health to the whole class.
(2) Make a booklet about health.
Procedure:
Step 1 Lead-in
T shows Ss the rules of how to present.
1. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
2. Each group member should report on part of the results.
Step 2 Presentation
T values which group did a better job, and also invites the Ss to talk about which they like best, and why.
Step 3 How to make a booklet
A booklet will include…
cover
contents
reports
appendix
Step 4 Language points
T introduces some language points in the article to Ss.
(1) Word focus
life-style
regular
count
control
concentrate
(2) words to be learned from old words
energy, skip
(3) phrases to be noticed
along with
in the long term
a good amount of sleep
as a matter of fact
in no time
Step 5 homework
Make a booklet
篇9：SEFC 高一unit5全单元的教案［四课时］
Unit 5 The silver screen
Period 1 Warming-up and speaking
Teaching Aims:
Goal: 1.In this lesson, students will enhance their speaking abilities through talking about films.
2. In this lesson, students will practice their skills of interviewing.
Objectives:
1. In this lesson, students will be able to describe the movie pictures.
2. In this lesson, students will be able to act out an interview.
Teaching Important Points:
How to improve the students’ speaking ability.
Teaching Aids:
1.a computer
Teaching Procedures:
Step 1: Warming-up
Activity1: Greetings
T: Class begins. Good morning, class!
Ss: Good morning, Miss Yang!
Activity 2: Talk about the types of film
T: Ok, class, do you like seeing films?
Ss: Yes.
T: Great minds think alike (英雄所见略同). I also like seeing films. What kind of film do you like? Let’s enjoy some film posters first.
(Show the posters on the screen)
T: Do you like these posters? Maybe except the last one. It is a bit terrible, right? Ok, the first poster tells a story of a lovely pig, and his name is “麦兜”. So, this kind of film is called cartoon film. Can you give any other examples? Such as “Finding Nemo” and Shrek. The second one is “E.T.”, so it’s science fiction film”. I think you’re very familiar with the third one, it’s “我的野蛮女友”, so it is a love story. The fourth one is “古墓丽影”, so it is adventure film. The fifth one is the latest Jackie Chan’s film, it’s “New Police Story”. We call it action film. Ok, now let’s come to the last one. It looks very terrible, right? So, it’s horrible film.
T: Which kind do you like best? Maybe most of girls like love stories, such as “Titanic”, while boys like action films, such as “New Police Story”.
T: Ok, ××, which film impressed you most? Why? Who is your favorite actor/actress? What do you think of him/her?
(Ask 2-3 students to answer)
Activity 3:Talk about the film posters
T: Ok, class. Just now we’ve talked something about “The silver screen”, it means “银屏” in Chinese. You know I’m also a movie fan. I like collecting film posters. I want to share them with you. Do you want to have a look?
(Show the film poster “Stuart Little”, and stick it on the blackboard)
T: Who is he? In Chinese we call him “精灵鼠小弟”. Yes, he is Stuart Little. Do you like him? I think he is so lovely! What is he different from other mice? He can speak, think and do everything a person can do. He has fingers, legs and he wears clothes and a hat. What clothes does he wear?
Ss: He wears a yellow T-shirt, a red sweater and blue trousers.
T: Yes, and he wears a pair of sport shoes. Maybe they are made in Wenzhou. He is so cool, right? What’s under his feet?
Ss: It’s a beautiful skateboard.
T: Ok, can you guess what is he going to do?
Ss: ……
T: Maybe he is going to rescue his friend, the little bird Margalo, from the mouth of Falco. Then what kind of film do you think this is?
Ss: It’s a cartoon film.
T: Very good. Now, I want to show you some other posters. Please open your books and turn to page 29. There are four film posters on the book. Please discuss them with your partner, asking as many questions as you can. You also can ask these questions on the screen.
Q1: What can you see in the poster?
Q2: What does he/she wear?
Q3: What’s the color of his/her clothes?
Q4: What is happening in this scene?
Q5: What do you think happens before this scene?
Q6: What do you think happens after this scene?
Q7: What kind of film do you think this is?
(Explain the first one to the students, then give students 3 minutes to prepare and ask 3 pairs to act them out)
Step 2: Speaking
Activity 1: Enjoy the video of “The Matrix”
T: Boys and girls, because all of you have done a good job, so I want to give you a reward. Now I will show you something interesting, please enjoy it.
(Show the video of “The Matrix”, about 2 minutes)
Activity 2: Introduce the two famous film stars to the students
T: What’s the name of this film?
Ss:……
T: Yes, it’s “The Matrix”. Do you like “Neo”? (Show his photos on the screen) I think he is pretty handsome. Do you know the actor’s name? He is “Keanu Reeves”. Before this class, I’ve heard a wonderful news: Keanu Reeves will come to China today with another famous American actress Meryl Streep. They will take part in CCTV’s interview program---Life of Art. To your surprise, Zhujun will choose our classroom to interview them and he will give the chance to you. You’re so lucky, right? I think we must make full preparation of it. Ok, please turn to page 30, read the two biographies first, and find out the difficult points. I will explain to you later.
(Give students 2 minutes to read, and then explain some language points)
Language points:
1.While still a student, ……= while she was still a student, ……
2.Play roles in : act roles in …
3.Meryl Streep made her first film, called Julia in 1977.
Called = which was called Julia
Activity 3: Interview the two famous film stars
T: Ok, now please read the two biographies again, and think out as many questions as you can. What you want to ask these two superstars? You can discuss with your partner and write the questions on the paper. If you like, you also can use the questions on the screen.
Questions:
Can you tell us something about the place where you grew up?
Can you tell us something about the time where you were young? What were your dreams? What made you decide to become an actor/actress?
What did you do next? Were there any special reasons why you started working in film?
What roles did you act?
How long have you been working as an actor/actress?
What do you like to do in your spare time?
What will you do if you are not an actor/actress?
When will you get married?
(Give students enough time to prepare)
T: Are you ready? Now I will act as Meryl Streep. You can ask any questions if you like. Hands up please!
(Give students 3 minutes to ask questions)
T: You have done a very good job. Let’s stop here. Now I’d like to choose a boy to act as Keanu Reeves. Who’d like to try?
(Choose a boy to act as Keanu Reeves, and ask him to come to the blackboard)
Step 3: Summary
T: Ok, Let’s stop here. In this class, we’ve talked about some famous films, actors and actresses. I’m very glad to see that all of you have done a good job. Ok, today’s homework:
1. Talk about your favorite film with your partner in English by using the sentences we have learned today.
2.Preview the reading part “Getting to know Steven Spielberg”.
Period 2 Reading
Getting to know Steven Spielberg
Teaching Aims:
1. Train the students’ reading ability.
2. Learn the following words and phrases: scene, script, academy, studio, take off, blockbuster, cut…into pieces, dinosaur, go wrong, follow-up, cruelty, in the end
Teaching Important Points:
1. How to make the students understand the reading text better.
2. Learn and master the following phrases: work on, take off, cut…into pieces, hit, go wrong, in the end, owe…to…
Teaching Different Points:
1. The differences between the following pairs of words or phrases: be afraid of doing sth. /be afraid to do sth. , high/highly
2. Learn the following sentence pattern: …love and friendship are the most important things in life.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Question-and-answer activity to get the detailed information in the text.
3. Explanation for students to master some language points.
Teaching Aids:
1. A computer
Teaching Procedures:
Step 1: Greetings
Greet the whole class as usual.
Step 2: Pre-reading
T: In the last period, we learned something about the silver screen (write on the Bb). Now, let’s play a game. Please tell me something about the silver screen. I’ll divide you into 2 groups. These two are group A; these two are group B. Let’s have a competition. See, which group will win? Are you clear? Now I will give you an example first. For example: director. Let’s begin.
Bb: G.B. G.A.
director
(make) film/movie actor
scene actress
script Silver screen studio
(win) award (play, take, act) role
Oscar/Academy Award Hollywood
producermusic
(Play the game and decide which group is the winner)
T: Ok, just now we listed many things that are related to the Silver screen. Can you tell me which is the most important one?
Ss: …
T: In my opinion, I think director is the most important one. We can say director is the soul of a film. Do you know any Chinese director? Who are they?
Ss: Zhang Yimou, Chen Kaige, Tian Zhangzhang, and Feng Xiaogang…
T: Very good. Now I want to introduce an American director to you. Listen to me carefully and guess who he is? He is one of the top directors in the world. He is also a producer. He won 2 Oscar Awards for Best Director. Some of his films are very familiar to us, such as: Jurassic Park, E.T., Saving Private Ryan. And he found the Dream Work SKG. Who is he?
Ss: He is “Steven Spielberg”.
T: Very good. Do you like him? Now let’s learn something more about him. Please open your books and turn to page 31: “Getting to know Steven Spielberg”.
Step 3: Reading
Activity 1: Fast-reading
T: Please mark the paragraphs first. Now, please read the whole text as quickly as you can and answer the questions on the screen.
Questions:
1. What was Spielberg’s dream?
2. How many films are mentioned in the passage? What are they?
(Teacher gives students 5 minutes to read the passage and then asks some students to answer the questions.)
Suggested answers:
1. His dream was to go the Film Academy.
2. Five. They are “Jaws”, “E.T.”, “Jurassic Park”, “Schindler’s List” and “Saving Private Ryan”.
Activity 2: Careful-reading
T: Now we have a general idea of Steven Spielberg. Next, let’s learn more details about him. Please read the first 2 paragraphs slowly and carefully and fill in the table on the screen.
Name Sex
1946
1958(twelve)
1959(thirteen)
1962(sixteen)
Grades
Jobs
(Ask a group of students to answer)
T: You’ve done a very good job. Now please think over this question: “Why did Spielberg study English instead of film?”
(Ask one student to answer)
Suggested answer:
3. Because his grades were too low.
T: In these two paragraphs, we should pay attention to the phrase “take off”, it has many meanings, such as “脱掉，（飞机）起飞”, here it means “success”, “成功”.
e.g.: I hear the business is really taking off.
T: Now please read the following 4 paragraphs carefully and finish the table on page 32, the second exercise. What are these films about? You can discuss with your partner.
Jaws (1975)
E.T. (1982)
Jurassic Park (1993)
Schindler’s List (1993)
Saving Private Ryan
(Teacher gives students 2 minutes to prepare, and then ask someone to answer)
T: You have done a good job. Next, let’s think about this question: “Why were people who saw the film Jaws afraid to swim in the sea?”
(Answer this question together)
Suggested answer:
4. Because they remembered the scenes in which people were eaten by the shark.
(Teacher explains the language points of these 4 paragraphs to the students: be afraid to do sth/of doing sth, be afraid of doing sth/be afraid +that clause, cut…into pieces, do research, go wrong)
T: Ok, class, by now we’ve already known something about Spielberg’s life and his films. There is a Chinese saying: “There is always a woman behind a successful man.” Right? Let’s see who is the woman behind Spielberg? Please read the last paragraph carefully and answer the question: “How important is Spielberg’s family to his career?”
(Teacher gives students 1 minute to prepare)
T: Ok, what’s the name of Spielberg’s wife?
Ss: She is Cate Capshaw.
T: Then how important is his family to Spielberg’s career?
(Ask one student to answer this question)
Suggested answer:
5.He owes much of his success and happiness to his wife and children. That’s the secret of his success.
T: Here “owe…to…” means “把…归功于某人”.
Step 4: Post-reading
T: Ok, by now we’ve learned the whole passage. We know Spielberg’s family, childhood, grades, jobs, dream and most important: his films. Now please think over the question: What have you learned from reading about Spielberg? Or what should you do if you want to be success? You can discuss it with your partner.
(Teacher gives students enough time to prepare and ask some students to give their opinions.)
Suggested answers:
What we learn about Steven Spielberg is that his passion for film, hard work and perseverance have made him who he is.
Remember: Working hard and believing in your dream will make your dream come true.
Step 5: Summary
T: That’s all for today. At last, let’s enjoy a film, which was directed by Steven Spielberg.
(Enjoy the video of “Minority Report”, about 2 minutes.)
Step 6: Homework
1.Finish the Word study on page 32.
2.Finish Vocabulary 1 on page 110.
3.Find out the Attributive Clauses in the text.
Period 3 Grammar
Teaching Aims:
1. Review the text learned in the last period.
2. Learn the Attributive Clause with prepositions.
3. Learn the Attributive Clause introduced by relative adverbs “where, when and why”.
Teaching Important Points:
1. The usages of “prep. + the relative pronoun”.
2. The usages and functions of the relative adverbs.
Teaching Difficult Points:
1. The choice of the prepositions in the Attributive Clause.
2. The choice of the relative adverbs.
Teaching Methods:
1. Consolidate the words learnt using the review method.
2. Learn some usages of Attributive Clause using explanation and inductive methods.
3. Individual or pair works to make every student work in class.
Teaching Aids:
1. A computer
Teaching Procedures:
Step 1: Greetings
Greet the whole class as usual.
Step 2: Retell
T: In the last period, we’ve learned something about Steven Spielberg. Do you still remember him? Now, I’d like someone retell the text. You can use the information on the screen if you like.
NameSteven Spielberg Sex Male
Year of Birth 1946 Place of Birth Cincinnati, Ohio
Occupation Director, producer and screenwriter
1958(twelve) Made his first real film
1959(thirteen) Won a prize for a short film
1962(sixteen) Made a film called Firelight
DreamGo to the Film Academy
Jobs Got a small job at a film studio
FilmsJaws (1975), ET (1982), Jurassic Park (1993), Schindler’s List (1993),Saving Private Ryan (1998)
(Teacher asks a student to retell the text)
Step 3: Revision
T: In the last unit, we have learned the usages of the relative pronouns. Can you tell me how many relative pronouns are there? What are they?
Ss: Five. They are “who, whom, whose, that and which”.
T: Right. Now let’s do an exercise to review them. Look at the screen please.
Choose the proper relative pronouns to fill in the blanks.
1. October 1, 1949 is the day______ we’ll never forget.
A. when B. whose C. that D. it
2. Is this the shop_______ sells children’s clothing?
A. which B. where C. in which D. what
3. His parents wouldn’t let him marry anyone______ family was poor.
A. of whom B. whom C. of whose D. whose
4. Do you know the boy_______ is standing at the gate of our school?
A. who B. which C. whom D. whose
5. All_______ glitters is not gold.
A. that B. which C. / D. what
6. The woman_______ you saw just now is my aunt.
A. who B. whom C. which D. whose
(Teacher asks the students to give the answers. If they make mistakes, teacher points them out and corrects them.)
Suggested answers:
1.C 2.A 3.D 4.A 5.A 6.B
Step 4: Grammar Study
Activity 1: Learn “preposition + whom/which”
T: The relative pronouns are used as objects either after verbs or after prepositions. When they are used as the objects of prepositions, the position of the prepositions must be paid attention to. The preposition usually follows the verb in spoken English. “Who” “whom” “that” or “which” can be used and they are usually omitted in spoke English. If the preposition is used before the relative pronoun, “which” or “whom” can only be used and they cannot be omitted. That is “preposition + whom/which”. Please look at the examples on the screen.
e.g. 1. A. The woman who/whom Spielberg is married to is an actress.
B. The woman to whom Spielberg is married is an actress.
2.A. The person (who/that/whom) you should write to is Mr. Ball.]
B. The person to whom you should write is Mr. Ball.
T: Then, how can we choose the proper preposition? First, we can find out which verb the preposition is used with in the clause. Second, we can find out which noun or pronoun the clause modifies. Third, we can find out the meaning of the clause. Ok, I’ll show you some examples to make you clear. Please open your books and turn to page 33. Look at the examples of exercise 3.
e.g.: The painting at which I looked was painted by Vincent van Gogh.
The girl with whom you talked at the meeting is a college student.
(Explain the two examples to the students.)
T: Are you clear? Now please finish exercise 3 within 2 minutes.
(Ask a group of students to answer)
Activity 2: Check the Attributive Clauses in the reading passage.
T: Next, let’s check the Attributive Clauses in the text. See, who will do the best job? Have you finished?
(Finds out the Attributive Clauses with the students and points out their mistakes.)
Activity 3: Learn the relative adverbs
T: We’ve mastered the usages of relative pronouns. Next, we’ll learn the usages of the relative adverbs: “where, when and why”. “When” is used for time, “where” for place and “why” for reason.
e.g.: Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
(Explain these sentences to the students)
T: Are you clear? Ok, now let’s do the first exercise on page 33.
(Check the answers with the students)
T: But we also should pay attention to some special cases. Look at the examples on the screen.
e.g. 1. Hangzhou is the place _______ I visited last summer.
2.Hangzhou is the place _______I went last summer.
3.The reason_______ she gave for not coming to the party is that her mother wouldn’t let her.
A. what B. why C. that D. as
(Explain these sentences to the students)
Suggested answers:
1. which/that 2 where 3. C
Activity 4: Learn “relative adverbs = preposition+ which”
T: The relative adverbs “when” “where” and “why” can be replaced by “preposition + which”.
When = in /on/at/during which
Where = in /at/on/ which
Why = for which
T: Then, how can we choose the right preposition? It depends on the noun or pronoun that the Attributive Clause modifies. Are you clear? Let’s look at some examples on the screen.
e.g. The reason ____________ Peter is so happy is that he passed the exam.
I remember the day ___________ my father died. I was only ten years old at that time.
I will go back to the place _____________ I grew up and live there forever.
Suggested answers:
1. why/for which 2. when/on which 3.where/in(at)which
T: Now let’s finish the second exercise on page33. Please do it carefully.
(Check the answers one by one)
Step 5: Homework
T: That’s all for today. Your homework:
1.Finish the Grammar parts of your workbook.
2.Preview the Integrating Skills “Not One Less”.
Period 4 Listening and Integrating Skills
Teaching Aims:
1.Train the students’ listening ability.
2.Train the students’ writing ability.
Teaching Important Points:
1.How to improve students’ listening ability.
2.How to make comments and give opinions.
3.How to train the students’ writing ability.
Teaching Difficult Points:
How to improve the students’ integrating skills.
Teaching Methods:
1.Listening and answer activity to help the students go through with the listening text.
2.Asking –and-answer activity to go through the reading material.
3.Individual or group work to train the students’ writing ability.
Teaching Aids:
1.a computer
Teaching Procedures:
Step 1: Greetings
Greet the whole class as usual.
Step 2: Listening
Activity 1: Pre-listening
T: In this unit, we’ve learned many things about the Silver screen, the films, the actors/actresses and the director-Steven Spielberg. What we have learned from him is that working hard and believing in your dream will make your dream come true. Today, I want to introduce Mr. Malcolm Langland, a famous actor to you. He is also such kind of person. Let’s listen to an interview of Mr. Langland. See, what had happened on him? And how he insisted on his dream?
Activity 2: While-listening
T: When you listen for the first time, please finish the exercises on the screen. Remember to take notes when you listen to the tape.
Choose the right answers:
1. What was Mr. Malcolm’s dream when he was young? ( )
A. He dreamt of being a teacher.
B. He dreamt of being a lawyer.
C. He dreamt of being a film star.
2. Why didn’t Mr.Langland study art? ( )
A. He had no chance.
B. His father did not want him to study art.
C. He liked law better than art.
3. When did Mr. Langland decide to become an actor? ( )
A. Before he joined the Student Club.
B. When he met his wife at the Student Club.
C. After he graduated from the school.
(Check the answers with the students)T: Now let’s listen again. This time please finish filling in the blanks on the screen. Before you do it, please read these questions carefully.
(Teacher gives students 1 minute to read)
T: Now, let’s begin. I’ll pause after important sentences.
Listen to the interview with Mr. Malcolm Langland and answer the following questions:
1.What do we know about the city where Malcolm grew up?
It was _______________ far from the _________.
2. What did he want to be when he was a student?
When Malcolm was young he wanted to be ___________.
3. What was the reason why Malcolm studied law?
The reason is ____________ wanted him to ___________.4. When did Malcolm really start his career in the theatre?
When he met __________, he started his career in the theatre.
5. Why was the film called The Dream Machine important to Malcolm?
It was important because he did not have any _____________.
(Check the answers with the students, and let them listen again if necessary.)
Step 3: Integrating Skills
T: Are you tired or not? Anyway, let’s relax for a while. Let’s enjoy some beautiful film posters.
(Show 4 film posters on the screen)
T: What’s the name of them?
Ss: They are “My father and Mother”, “Lover”, “Raise the Red Lanterns” and “Happy Time”.
T: Do you know who is the director of these 4 films? He is Zhang Yimou. Do you like him?
(Show some photos and biography of Zhang Yimou on the screen.)
Ss: …
T: Anyway, today I will introduce one of his films to you, that is “Not One Less”. Please open your books and turn to page 34. Read the whole passage by yourself. When you read, think out these 2 questions:
1.What kind of story is it?
2.Does it have a happy ending?
(Teacher gives students 4 minutes to read and then ask two students to answers the questions)
Suggested answers:
1.A moving but simple story.
2.Yes. The film has a happy ending.
T: Now please read the whole passage again and finish the table on page 35. You can discuss it with your partner.
Title: Director:
What’s the film about? Tell the story in your own words.
Does the film have a happy ending? Why?
What do you think about the story of the film? Why?
How do you feel about the ending of the film? Why?
(Ask some students to answer the questions first, and then give them the reference answer)
T: Did you see the film “Trueman’s Show” this Tuesday night? Have you written a review about it? How do you write a review in Chinese?
Ss: …
T: Ok, now let’s see how shall we write a review in English? Let’s look at the tips on page35 first.
(Explain the tips to the students)
T: Are you clear about it? Ok, now let’s look at the table above again. If we combine the answers together, you will find that is a review of “Not One Less”. Have you found it? Now I want to show you a review of the film “The Princess Diaries” to give you a deep impression.
(Show the film review on the screen)
Step 4: Homework
T: Ok, class over. Your homework: please write a review on the film you saw. You can use the structure on the screen.
1.The story is about___________.
2.I think the story is___________.
The actors/actresses are__________.
The ending of the film is__________.
The plot（情节） is________________.
The scenes（场景） are______________.
3.In a word, I think it is a ________ film. I (don’t) think that it is worth seeing.
篇10：高一第九单元说课稿2
三．教学设想（Teaching Assumptions）
在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。在教学方法上坚持以Communicative Approach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的'能力；激发学生对事物深入了解的探究心理，逐步养成研究性学习意识; 通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感（(Social Responsibility)，强化祖国意识(National Awareness)，培养全球观念(Global Sense)。
1．话题拓展 （Extended Topics）
以Technology为主题，由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technology。 根据每一个Sub Topic精心设计相应的任务，突出交际功能，通过完成任务使学生达到交流的目的，完成语言的运用，能力要求涵盖听、说、读、写及综合运用，人文因素涉及学生的情感态度、学习策略、文化意识、价值取向和评判标准。所有的Sub Topics 均指向中心话题，在单元的结束提升主题：Love is the Everlasting Topic of the World。
2．课时设计(Time Allocation)和阶段教学目标 (Phase Teaching Demands)
整个单元拟用五个课时完成,每个课时由一个Sub Topic 展开，功能项目明确，任务真实具体，能力取向明朗。
篇11：第九单元 第一课时 教学反思
西安市第五十一中学 周欣每节课上课之前，我都会给学生播放与本节课有关的英语资料，像歌曲，短片，笑话等等。让学生们有提前意识。在课堂上，我也是按照要求一律用英语授课，整节课都贯穿在英语语言环境下。学生也要用英语来进行反馈。 其次，我非常重视文化背景介绍。在授课的同时给同学们讲解英语文化。有一些不是按字面来翻译的词和句，就要求同学们提前了解以免听的时候会发懵。了解文化背景对听力的'学习乃至英语学习都很重要。我们班级的同学们都有个小本子，用来记录中英文化的差异及个别词句的翻译方法。 最后是听力训练。 1.首先强调听前充分的准备工作，比如这节课提前熟悉描写人物的形容词和询问外貌的句 2.听的过程中不断进行听力技巧方法指导，给学生降低听力难度，克服听前焦虑 3.要做到一步步，循序渐渐听听力。先从听简单的句子关键词，然后到对话以及短文，设计教学环节任务也是从简单到难，填空，问答到短文大意。这节听力课，环节齐备，方法得当，收到了预期的教学效果。不足之处就是时间安排上不是太合理，复习环节略长了点，以后扬长避短，争取更好的教学效果。
篇12：一年级下学期第九单元教案
一年级下学期第九单元教案
第九单元 统计 单元教材简析： 统计是数学课程标准规定的四个领域之一，它在日常生活、生产和科研中有着广泛的应用。统计的思想方法是数学的一个重要思想方法。传统上比较注重统计图表等知识和根据统计图表回答问题的教学；数学课程标准更加重视学生对数据统计过程的体验，学习一些简单的收集、整理和描述数据的方法，认识统计的作用和意义。传统教材有关统计的内容在中高年级才出现，而新编实验教材在低年级就单独设单元进行编排，说明这部分内容的地位和作用比以往有较大提高，这是这次数学课程教材改革比较大的变化之一。 本单元教材的编排注意贯彻数学课程标准的精神。统计内容的选择注意激发学生学习的兴趣，并联系学生的生活实际；内容的编排注意让学生经历数据的搜集、整理、描述的过程，使学生在这个过程中既学习一些简单的统计知识，又初步了解了统计的方法，初步认识统计的意义和作用，使大家体验到统计确实是很有用的。 单元教学目标： 1、使学生初步体验数据的收集、整理、描述和分析的过程，会用简单的方法收集、整理数据。 2、使学生初步认识条形统计图和简单的统计表，能根据统计图表中的数据提出并回答简单的问题。 单元教学重、难点：会用简单的方法收集、整理数据，能根据统计图表中的数据提出并回答简单的问题。 单元课时安排：3课时 课 题：统计 教学目标：1、使学生初步体验数据的收集、整理、描述和分析的过程，学习简单的统计知识。 2、初步感知统计意义和作用。 3、培养学生的合作意识和解决问题的能力。 教学重点：学会收集、整理数据，制作统计图 教学难点：体验统计的作用 教学方法：活动法、谈话法 教学用具：实物图 教学过程： 一、创设情境、激发兴趣 师说：大家喜欢吃水果吗？老师今天带了许多同学们爱吃的水果，看看有哪几种？（出示图片）你最喜欢吃其中的哪一种呢？ 哎呀，你们都不一样，我可着急了。为了能让你们每个小朋友都吃到自己最喜欢的那一种水果，又不浪费，每种水果我该买多少个才刚刚好呢？谁来帮我出出主意？ 这样吧，我们就来调查一下吃苹果的有几个，吃梨、桔子的分别有几个！就在小组内进行吧！ 二、合作研讨，自主探究 1、动手操作 师说：请你们拿出最喜欢的那种水果的一张卡片放在桌子的黑卡纸上！哎哟，有点乱，想个办法整理整理，怎么摆能一眼看出每种水果的个数？小组内商量商量，再摆一摆 2、讨论操作 师问：你们是怎样摆的？ 展示，师评价：我们来看看，他们把每一种水果分类，排成一条，并且一个对着一个，这样摆有什么好处？ 你们小组也能这样整理吗？ 3、教师示范制作图表 (展示一组的摆的结果)师说：这是一个小组调查的结果。老师想出了一个更简便的办法，更快地看出谁多谁少！喜欢吃梨的有几个？如果用一个小格代表一个梨。3个梨用几个小格来表示？苹果用几个小格来表示呢？为什么？桔子呢？ 你们也能制作这种图表，让我们更快看出你们小组的调查结果吗？ 由小组长动笔，大家一起合作完成吧！ 4、学生合作完成图表 5、展示：谁能上来展示一下你们小组的统计结果！引导学生发现谁最多！ 6、揭示概念：像我们刚才这样，把同类的水果整理在一起，有次序的排列起来，数出他们的个数的过程，就叫做统计（出示课题） 制作的这样的图就叫做统计图。 三、应用拓展，深化研究 师说：大家通过共同努力发现了用统计的方法可以帮助我们解决买水果的问题。我们在一起去看看花展吧！ 1、师问：花架上有几种颜色的花？下面，我想请大家统计一下每种颜色的花各有多少盆!你们准备怎么去统计？先做什么？再做什么？ 2、引导学生数出红色的花。教师示范涂色 3、学生动手涂一涂 4、展示反馈评价，觉得自己涂得又对又漂亮的同学为自己鼓鼓掌！ 5、师问：看到这副统计图，你能提出什么问题考考大家吗？ 生问生答 四、巩固延伸 （1）师说：春天到了，花开了，大自然真美呀！想去大自然走走吗？想去哪个地方？全班只能去一个地方，去那个地方好呢？有什么方法决定最公平？ （2）用什么方法来调查去哪个地方的人数？小组里面商量商量！ （3）下面小组里面用你们决定的方法调查统计，小组长做好记录。 （4）调查好的小组上来写出结果。 （5）师问：根据这个结果，你能制作全班的统计图吗？ （6）小组内订正 五、总结体验 今天这节课我们又学会了什么本领呀？统计了些什么呢？其实生活中用到统计的地方可真不少。相信你们以后一定能运用这些知识解决更多的生活中的问题！让我们来看看今天的评比结果吧！ 板书设计： 统计 课 题：条形统计图和统计表 教学目标：1、引导学生认识条形统计图和简单的统计表，根据统计图表会回答简单的问题，体验数据收集和整理的过程和方法。 2、养学生动手操作的.能力。 3、激发学生的学习兴趣，感受数学与生活的密切联系。 教学重点：能绘制简单的统计图和统计表。 教学难点：掌握数据的收集和整理方法。 教学用具：挂图、彩笔实物等。 教学方法：谈话法、操作法 教学过程： 一、复习激趣 1、出示学生绘制的统计图。 梨子 桔子 香蕉 苹果 （1）师问：从这张统计图中知道了什么？ （2）出示课题：条形统计图和统计表。 二、探究新知。 1、教学例2。 （1）师问：想一想，例1中的花有几种颜色？ 在这四种颜色中，你最喜欢哪种颜色？用彩笔画一画。 收集有不同颜色的卡片。 提问：现在你最想知道什么？（喜欢哪种颜色的人数最多） （2）师问：要想知道喜欢哪种颜色的人最多，有什么方法呢？ 制作统计图先要干什么呢？（第一步就是要收集数据，整理数据） （3）师问：你用什么方法进行统计？ 小组讨论，汇报交流。 A、我们用画“正”字的方法进行统计。 B、我们用画“√”的方法进行统计。 C、我们用画“○”的方法进行统计。 （4）教师说出每个学生涂色。各个小组用不同的方法统计收集到的数据。 （4）小组进行交流。 （5）反馈。 各小组展示刚才所用的统计方法。 再让不同于这几种方法进行统计的组进行展示。 （6）比较。 提问：在同学们所用的这些方法中，你认为哪一种方法最简便，最容易数出数据的多少？你最喜欢哪种方法？ 2、教学统计图表。 （1）出示统计图。 引导学生观察这幅统计图和上节课的统计图相比，有什么不同？ （2）出示统计表。 师：我们还可以用统计表的形式来表示每种颜色的数量。 提问：统计表标明了什么？ 由统计表可以直接知道什么？ （3）比较：统计图和统计表有什么不同？ （4）回答问题。 翻开书94页填在书上，集体订正。 提问：你还知道了什么？ 三、巩固练习： 练习十七第一题。 让学生把自己的生日写在卡片上收集上来，用自己喜欢的方式统计收集的数据，制成统计图和统计表。 将制好的统计图和统计表展示出来。 回答书上问题。 四、全课小结： 这节课我们用不同的方法统计收集到的数据，绘制了简单的统计图和统计表。 板书设计： 条形统计图和统计表 梨子 桔子 香蕉 苹果 课 题：条形统计图和统计表练习教学目标：1、引导学生体验数据的收集、整理的过程，会用简单的方法收集整理数据；能根据统计图表中的数据提出并解答简单的问题。 2、培养学生分析问题、解决问题的能力。 3、感受生活中处处有数学。 教学重点：使学生会用简单的方法收集、整理数据。 教学难点：能根据统计图表中的数据回答问题。 教学用具：第二题图、彩笔、实物。 教学方法：练习法 教学过程： 一、基本练习1、出示学生“参加课外小组情况”统计图和统计表。 合唱组 绘画组 围棋组 书法组 让学生根据统计图表回答问题： （1）参加哪个活动小组的人数最多？参加哪个活动小组的人数最少？ （2）参加活动小组最多的和参加活动最少的人数相差多少？ （3）从统计图和统计表上你还知道什么？ 二、巩固练习： 1、练习十七第2题。 （1）出示第二题彩图。 （2）看题、看图，理解题意。 （3）说一说制作统计表和统计图的方法。 根据图上各种不同图形，先确定图形的种类。 再根据彩图，用简单的方法收集每种图形的数量。 （选两名同学在黑板上进行统计，其他同学在练习本上进行统计） （4）独立填写统计表。 （5）分析统计表，回答问题。 你还能提出什么问题？ 2、练习十七第4题。 （1）每人将自己喜爱的交通工具写在纸上。 （2）老师收集，学生用自己的方法统计喜爱每一类交通工具的人数 （3）学生独立绘制简单的统计图和统计表。 （4）回答书上问题。 3、你还想统计什么问题？ 根据你统计的数据制成统计图和统计表。篇13：高一第九单元Technology要点综述
Unit 9 Technology
I.Teaching aims and demands
1.Topics
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
2.Function:
同意和不同意(Agreement and disagreement)
Absolutely. I disagree./Well,yes,but...
That s exactly what I was thinking. I m afraid I don t agree.
That s a good point. You can t be serious.
That s just how I see it. Well,it depends.
That s worth thinking about. I would have to disagree with that.
Well,I m not so sure about that.
3.Vocabulary
toothpick;agreement;disagreement;disagree;absolutely;depend;press;teenager;
throughout;add;latest;calendar;remind;appointment;behaviour;obey;dare;case;
emergency;whatever;
dial;according;unexpected;particular;negative;clone;interview;department;
electricity; planet;wonder;defeat;force;peaceful;succeed;skip
stay in touch with;call for;in case (of);according to;take over;break down
4.Grammar:
被动语态 The Present Continuous Passive Voice (3)
1.用英语描述事物正在受到某种影响或处理---使用现在进行时被动态
2.用英语描述人物正在受到某种影响或处理---使用现在进行时被动态
II.Key points
1.listening and speaking
1>as many...as
[用法]和...一样多;有...那么多
[举例]Take as many books as you want.
As many as ten students were late for class this morning.
[联想]as much...as 指代或修饰不可数名词
[举例]Some students are spend as much as 200 yuan on their cellphones.
2>If you turn a left-handed glove inside out,it will fit on a right hand.
fit
[用法]vi/vt 适合；适应；装备 n.合身 a. 合适的；恰当的；健康的
[搭配]fit in with 适应；配合
fit on 试穿
3>Jane wants to buy a cellphone.
cellphone
[用法]n. 手机
[联想]mobile 手机; cordless phone 无绳电话; vision phone可视电话
4>Absolutely.
[用法]ad. 1.绝对地,完全地 2.【口】(用于对答)一点不错,完全对
[举例]It s absolutely no business of hers.
这件事与她毫不相关。
5>That s a good point.
[用法]你说得有道理.
[联想]口语中表示同意的表达还有许多,如:I see what you mean 我明白你的意思
I couldn t agree more 我举双手赞成。
6>Well,it depends.
it depends
[用法]看情况而定
[联想]depend on 依赖;取决于
[举例]I knew he wasn t to be depended upon.
我知道他不可信赖。
Health depends on good food, fresh air and enough sleep.
健康依靠的是良好的食物,新鲜的空气和充足的睡眠。
7>I m afraid I don t agree.
agree
[用法]vi/vt 同意. 该词搭配较多,注意以下例句的不同用法.
[举例]1. I don t agree with him on many things.
我和他在许多事情上意见不一致。
2. I think we should stop; do you agree?
我觉得我们该停止了,你同意吗?
3. This bill does not agree with your original estimate.
这张帐单与你当初的估计不符。
8>I m not so sure about that.
sure
[用法]a.1. 确信的,有把握的 2. 一定的,必定的 3. 确实的;可靠的
[举例]I m not sure whether our team will win.
我不能肯定我队是否能赢。
We are sure of his innocence.
我们确信他是无辜的。
2.reading
1>She takes out her red cellphone and press the talk key.
press
[用法]vt. 1. 按,压,挤 2. 压碎,压破;榨出 3. 熨平(衣服) 5. 催促;催逼;强迫;(极力)劝说
vi. 1. 挤向前,奋力前进 2. 紧迫
n. 1. 报刊;新闻界;记者们;通讯社 2.(常大写)出版社
[举例]Press this button to start the engine.
按此钮发动引擎。
He was pressing his jacket.
他在烫外套。
He pressed her to come with him.
他强迫她跟他走。
2>I should be home in about ten minutes.
should
[用法]应该,但此处是一种推断、猜测,而非义务,责任等
[举例]She should be here any minute.
她该马上就到。
Dinner should be ready by now.
此刻晚饭应该做好了。
in about ten minutes
[用法]大约十分钟以后,主要用于将来时间
3>Wang Mei is one of many Chinese teenagers who live life “on the go” and use cellphones.
on the go
[用法]忙碌;活跃
[举例]She s been on the go all day.
Healthy,happy people are usually on the go.
4>New functions are being added to the phones.
add...to
[用法]把..加到..上面去
[联想]add to... 增加
add up 把...加起来
add up to 总计
add that-clause 补充说
5>An electronic calendar will remind you about appointments and important dates.
remind
[用法]提醒;使想起
[搭配]remind sb of/about sth/sb
remind sb to do
remind sb that-clause
6>I don t dare to use the phone in school.
dare
[用法]v.aux. 敢;竟敢 (主要用于疑问,否定或条件句),过去式为dared
vt. 敢;胆敢 (除具有一般实义动词之特点外,在否定,疑问句中dare后的to可省略.
7>Their children will spend too much time and money on phone calls.
too much
[用法]修饰不可数名词
[联想]much too 修饰形容词或副词
8>The answer seems to be that we have a need to stay in touch with friends no matter where we
are or what we are doing.
stay in touch with
[用法]和...保持联系
no matter where
[用法]无论哪儿;不管哪儿,用以引导让步状语从句
[举例]No matter where he goes,his dog follows him.
10>We can call for help in case of an emergency
in case of
[用法]万一...;如果...发生;假使...
[举例]In case of fire,ring the alarm bell.
11>She says that her cellphone helps her do whatever she wants to do.
whatever
[用法]无论什么,此处引导名词性从句
[注意]whatever还可引导让步状语从句,相当于no matter what
[举例]No matter what you do(Whatever you do),you must do it well.
Goats eat whatever food they can fond.
山羊找到什么吃什么.3.integrating skills
1>It is the year 2374 and the machines have taken over.
take over
[用法]接管;接受
[举例]When he retired,his eldest son took over the farm.
他退休后,他的长子接管了农场.
[注意]take的用法和搭配相当多,本站有专门介绍,搜索可得.
2>The few surviving human beings are being used in the way that we use machines today.
The few
[用法]为数不多的
in the way
[用法]1.用这种方法 2.挡路;妨碍某人
the way that we use machines today
[用法]当way做先行词,并在定语从句中做状语时,关系词用that或in which或省略
3>They have to repair machines when they break down.
break down
[用法]抛锚;垮了;坏了
[举例]The car broke down on the way to the forest.
He didn t take care of his health and at last his health broke down.
他不注意自己的身体,最终身体垮了.
4>Q12 cannot be defeated by force.
defeat
[用法]vt./n. 击败;战胜;受挫折
[举例]Our team has defeated theirs.(亦可用beat,但不能用win)
It was lack of money that defeated their plan.
由于缺少经费,他们的计划受到挫折.
5>Instead,the students have decided to come up with a peaceful solution.
come up with
[用法]提出;提供;想出;赶上
[举例]Scientists will have to come up with new methods of increasing the world s food supply.
科学家们必须为增加世界粮食供应提供新方法.
He walked so fast that I couldn t come up with him.
6>Imagine that you are one of those chosen to solve the problem.
Imagine
[用法]vt. 想像;猜想,料想(后接名词,代词,动名词或宾语从句) vi. 想像,猜想
[举例]I can t imagine what has happened.
我想像不出发生了什么事。
I imagine you are tired from the journey.
我想你旅途劳累了。
7>If you practise reading and thinking in this way,you ll become a smarter reader.
practise reading and thinking
[用法]后接名词,代词或动名词
[举例]You should keep practising speaking English,if you want to learn it well.
想学好英语,你应该坚持练习说英语.
8>If they succeed,they believe humans and machines can live together like friends.
succeed
[用法]vi. 成功 vt.接续;继承
[举例]He succeeded in getting the job.
他谋得了那份工作。
Our plan has succeeded.
The millionaire s eldest son will succeed to his estate.
这百万富翁的长子将继承他的产业。
The storm was succeeded by calm.
暴风雨后一片宁静。
4>workbook
1>What are the advantaged and disadvantages of modern technology?
advantaged and disadvantages
[用法]优点和缺点
[补充]advantage n. 1. 有利条件,优点,优势 2. 利益,好处
disadvantage n. 1. 不利条件 2. 不利;损失,损害
[举例]His lack of education was a disadvantage when he looked for a job.
他缺少教育,这在找工作时是一个不利条件。
Not studying will be to your disadvantage.
不学习将对你不利。
[联想]take advantage of 利用
2>The money will be spent on equipment.
equipment
[用法]n.[U] 1. 配备,装备 2. 设备;器械;用具
[举例]The complete equipment of the new hospital will take a year.
把这个新医院的设备配齐要化一年时间。
The store sells tents and other camping equipment.
这家商店出售帐篷和其他野营用具。
[联想]equip vt. 1. 装备,配备 2. 使有能力;使有资格;赋予
[举例]Our laboratory is well equipped.
我们的实验室装备良好。
3>New trees are being planted which will give shade in summer.
shade
[用法]n. 1. 荫;阴凉处;阴暗 2. 遮光物,遮太阳的东西
[举例]I saw him sitting in the shade of a tree.
我看见他坐在树荫下。
[联想]shadow n. 1. 荫;阴暗处 2. 影子
[举例]Sometimes she sits alone in the shadow.
有时候她独自一人坐在幽暗处。
Lunar eclipse occurs when the earth s shadow falls on the moon.
地球的影子落在月球上时,就发生月蚀。
4>They are based on the ideas that transportation means moving sth from one place to another.
be based on
[用法]以什么为根据;建立在什么基础之上(前面的课文中已有呈现)
...ideas that...
[用法]that引导的是同位语从句,指idea的内容.注意和定语从句的区分.
5>With teleportation,a person or thing is taken apart at point A and put together again at point B.
taken...apart
[用法]使分开;拆散
[举例]John took the engine apart.
约翰把引擎拆开。
[联想]tell...apart 把...区分开
6>The more we know,the more we can imagine.
The more...the more...
[用法]越...越...
[举例]The harder you work,the more progress you will make.
7>Can you think of some examples to prove this idea?
prove
[用法]vt. 证明,证实 vi. 证明是;原来是
[举例]I ll prove to the world that he was right.
我将向世人证明他是对的。
My advice proved to be wrong.
我的意见证明是错的。
8>Computers and the Internet are among the latest great inventions to change the world.
among
[用法]在...中间,此处指其中之一
[举例]He s among the students who are good at English.
latest
[用法]a.1. 最新的;最近的 2. 最迟的 ad. 最迟地;最近地
[举例]She is dressed in the latest Paris fashion
她身穿巴黎最新款式的时装
He was the latest person to come.
他是最晚来的人。
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