扫码手机访问
16
微信扫码分享
一、教学目标
1、继续培养学生整体感知的能力，在诵读实践中发展语感、加深体验和感悟。
2、培养学生通过捕捉文本的重要信息，得到自己独特的理解和感悟。
3、合作探究学习，使学生领悟作品的内涵，培养一定的审美情趣，获得对人生
有益的启示。
二、教法和学法分析
本文的教学在朗读、体验、质疑、探究中进行。教学头绪力求简洁明了，始终抓住“艺术”这个关键词，引导学生在朗读体验中初步感受“艺术”，在质疑探究中了解“艺术”对生活情趣的重要性，从而能有意识地去培养自己的审美情趣。
倡导自主、合作、探究的学习方式，注重语言训练和思维训练。引导学尘在把握文意的基础上，深入领会文章意味，并能联系自身的生活体验和相关经验，获得有益的感悟。
三、课堂教学设计
(一)、导入。
1、教师出示一幅有关竹子的墨画，由对“竹”的关注自然引出课题《竹影》。
《I'm in New York now》
Teaching objectives:
1. Words: arrive taxi flat building made again
2. Sentences:
Grandma made Chinese food for me.
I want to try American food.
I will write again soon.
3. Practise to pronounce ‘wh’ ‘wr’.
4. Learn the song: It’s a big exciting world.
Teaching properties: cards tape-recorder pictures
Teaching procedures
Warmer:
1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.
2. Say a sentence in the present tense and get the students say it in the past tense.
Examples:
T: Daming goes to New York.
Ss: Daming went to New York.
T: Grandma meets Daming.
Ss: Gradma met Daming.
Teach the text:
1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”
Guide the students say: It’s the statue of Liberty. It’s in New York”.
T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.
2. Play the tape. Have the students listen and underline the new words in books.
3. Teach the new words.
4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:
⑴Who met Daming at the airport? (Grandma and Simon)
⑵What did Daming see in New York? (Buildings, cards and people)
⑶What food did he want to try? (American food)
5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)
6. Practise to pronounce 'wh' 'wr'.
7. Learn the song: It’s a big exciting world.
8. Complete exercise 1 in AB.
Homework:
Practise the following sentences in pairs:
Where are you from?
Where are you going to go?
Where are you going to go there?
Where are you going to do there?
Designs:
Module 10 Unit 2 I’m in New York now
Arrive Grandma mad Chinese food for me.
Taxi
Flat I want to try American food.
building
made I will write again soon
Lesson23 An Email from Li Ming
一、教学目标：
(一)、知识：
1. 掌握下列四会词汇：back, happen, help, walk
听、说、认读单词：truly, miss
复习下列词汇：picture, write , fly
2. 灵活应用的句型：
I had a great time with you in Beijing.
The photo of the panda is for Danny.
Please write back soon.
I wanted to fly a kite.
I hurt my arm and Jenny helped me.
What did you do ? I went to the zoo.
(二)能力目标：
能用英语书写电子邮件.
(三)、情感：
提高学生的语言表达能力,培养学生学习英语的兴趣.
二、教学重点、难点：
重点：要求掌握的四会词汇和书写电子邮件.
难点：能用英语书写电子邮件并使用一般过去时.
三、教具、学具：
图片、电脑、录音机
四、教学设计：
Step1 Warming up
1.利用单词卡片复习单词.
2.游戏: 找学生表演动作, 学生猜动词或者动词短语.
Step2 Leading in
1.提出问题:
Where did Li Ming take the pictures ?
Did Li Ming have a good time in Beijing?
Which picture is for Danny?
2.小组内的学生进行问答.
3. 复习巩固一般过去时的构成和用法。
设计意图：提出问题，引发学生思考， 利用教材知识结构，在复习旧知识的基础上，引出新知识，以加强知识结构的前后联系。
Step3 Presentation
1. 听录音， 做习题：
Can Danny fly kites very well?
2. 听录音，连线：
Place Jenny
Tings happened to Danny At Tian’anmen Square
People who helped Danny He hurt his arm
3. 检查答案.
设计意图: 让学生带着问题去听、去想、去讨论，充分体现以学生为中心的教学理念。
4. Play the tape ，Ss read after the tape .
5. 小组讨论各图片中的内容.词汇: pictures ,time ,panda, tail, write.
6. 完成65页Listen and repeat.
设计意图:在了解李明的电子邮件内容的前提下,加强说和读的能力,巩固新知识,达到全方位训练的目的.
Step4 Consolidation and e_tension
1. Read Part3.提出问题:
What did you do ?
2. 讨论他们谈话的内容。
设计意图: 在练习的基础上， 对李明的电子邮件内容进行介绍,然后联系实际,找出其中的主要句式,使所学知识得到灵活运用.
3. 学生在老师的指导下进行本课的小结.
重点句型: have a good time , write back, fly a kite , hurt my arm
表示不同动作的短语.
对学生的总结情况进行汇总.
完成: Let’s do it! 中的练习.
【学习目标】
1.学生能学会关于职业的词汇与询问未来打算的句型。
2.指导学生仔细聆听谈论未来打算的对话;学会用英语谈论未来的打算。
3.引导学生通过开展小组学习活动，培养协作意识;并能认识到要为实现未来的打算而采取的.行动。
【学习重点】
学会关于职业的词汇与询问未来打算的句型。
【学习难点】
通过交流表达和听力训练，引入各种学习方法和策略来学习“be going to” 句型
Learning action tips：
Lead in the topics in English essay：Everyone has a dream job. So do I. When I was young, I wanted to be a teacher. I worked hard. Now I am an English teacher. What do you want to be when you grow up?
Task 1
Preview the words on Page4142 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the task in 1a.
【Method coach】
▲cook n. 厨师
(1)cooker n. 厨具
(2)cook sb. sth.= cook sth. for sb. 给某人做饭
(3)do some cooking 做饭
▲keep on doing sth. 继续做某事
keep sb./ sth. doing sth. 让某人/物不断做某事
【导练】
虽然很晚了，他仍然在做家庭作业。
Although it's late, he still keeps on doing his homework.
▲sure adj. 确信的
(1)be sure+about/of +名词、代词或动名词，意为“确信;对……有把握”。如：
She is__sure__of success. 她确信会成功。情景导入生成问题
：What do you want to be when you grow up?
S：________________________________________________________________________
：How are you going to do that?
自学互研生成能力
Task 1Let's read the new words and the phrases.
can read.(我会读)
computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist
can write.(我会写)
翻译下列短语：
(1)计算机程序设计员computer__programmer(2)上表演课take__acting__lesson
(3)练习篮球practice__basketball (4)确保make__sure
(5)不确定……be__not__sure__about… (6)当然of__course
(7)继续……keep__on__doing__sth. (8)擅长be__good__at
can summarize.(我会总结)
你还知道哪些职业?
worker,__farmer,__officer,__policeman,__actor,__actress,__artist,__nurse,__dancer,__singer,__dentist,__guide,__reporter,__postman,__writer…
【拓展】
工作职业等相关名词构成规律：
(1)一般在动词后加er，如：
listen→listener听众read→reader读者teach→teacher教师
sing→singer歌手 work→worker工人 farm→farmer农夫
(2)以e结尾的加r，如：
write→writer作家dance→dancer 舞蹈演员
(3)在动词后加or，如：
visit→visitor参观者 invent→inventor发明者 act→actor男演员
(4)在名词词尾加ist构成，如：
violin→violinist小提琴手piano→pianist钢琴家
science→scientist科学家 art→artist艺术家
(5)在词末加man构成，如：
post→postman 邮递员 business→businessman商人
Task 2Let's listen to the tape and finish 1b，2a，2b.
Task 3Make conversations.
can practice.(我会练)
根据汉语意思完成句子。
(1)你长大了想做什么?What do you want__to__be when you grow up?
(2)我想当一名作家。 I want to be a writer.
(3)你怎样来实现它? How are__you__going__to do that?
(4)我打算继续写文章。 I'm__going__to__keep on writing stories.
(2)be sure+ 动词不定式，意为“务必做某事;一定做某事”。如：
I am__sure__to go with you. 我确信和你一起去。
(3)be sure +that 宾语从句，意为“肯定……;确信……”。如：
We are__sure__that you can make great progress this term. 我们确信你这学期能取得很大进步。
(4)make sure+ that 引导的宾语从句或动词不定式，意为“确保……，查明……”。如：
Make__sure__ that you can find out the truth soon. 确保你能很快找出真相。
Task 2
turn to Page41 and listen to the tape, finish the listening task in 1b. Students listen to the tape again and repeat.
turn to Page42 and listen to the tape, finish the listening tasks in 2a and 2b. Then students listen again repeat.
Task 3
Students read aloud the dialogue in 1c, 2c and 2d, make the dialogue and have a conversation practice with the sentence“ be going to…”. And interview classmates about “What are they going to do in the future?”
教学目标
1. Emotion goal: Respecting the culture of the minority nationality and loving our country.
2. Knowledge goal: Use the sentence pattern “be going to” in a trip and the past tense of verbs.
3. Ability goal: Can use the sentence patterns “be going to”.
教学重难点
一般将来时
教学工具
多媒体
教学过程
Step One: Warming up and greetings
T: Hello, boys and girls! Nice to see you again!
S: Hello, Mr./Miss…! Nice to see you, too!
T: The holiday is coming. Are you going to take a trip?
S: Yes!
T: Where are you going? How can you get there? Let’s go and have a look!
Step Two: Revision
The teacher shows some pictures of transport mode on the computer, such as by plane, by bus, by subway, by bike, by train, on foot. Then practice them in sentences.
Step Three: Let’s read
The teacher shows some important sentences in dialogue on the computer:
A:Where are you going on your holiday?
B:I am going to….
A: Who are you going with?
B:I am going with….
A:What are you going to do there?
A: When are you going?
B:At…
Step Four: Listen
Listen to the tape, read after the tape and find out the new words: Kunming, Kathy, folk (folk dance), Stone Forest.
Step Five: Presentation
a. Fill these new words in blanks on the computer, read the new words again.
b. .Analyze the difficulty: How is your family going to get there?
c. Listen and read the dialogue.
Step Six: Practice
Fill in Mike’s trip schedule.
Step Seven: Consolidation and extension
Plan your holiday and make a dialogue.
Step Eight: Homework.
Pair work to make your own dialogue.
Design：
Where to go? What to do?
Kunming. See folk dances.
When to go? How to get?
游戏类型：音乐游戏
适合年龄：5-6岁游戏时间：5-8分钟
游戏目的：练习数字1-10的英文说法
游戏准备：玩具熊、小兔子的手偶或玩具
游戏过程：
① 把玩具熊展示给儿童，告诉他们这位新朋友的英文名字，谁说得好，玩具熊就跟他(她)握手，然后复习数字1-10的英文说法。
② 然儿童一边唱一边按顺序伸出手指。歌词如下：
One little, two little, three teddy bears.
Four little, five little, six little teddy bears.
Seven little, eight little, nine little teddy bears.
Ten little teddy bears.
③ 可请十名儿童上台扮演十只小熊。先让他们蹲下，唱到谁，谁就站起，例如：唱到one little时，第一名儿童站起来，唱到 two little 时，第二名儿童站起，依此类推。也可请十名儿童藏起来，教师事先给他们编好号，等他们藏好后，其他儿童开始唱歌，唱到谁谁就出来向大家招手。
④ 除了玩具熊外，儿童也可扮成其他小动物进行表演。比如rabbit, monkey等。
一、教材分析
本模块题材为童话故事，主要是关于Goldilocks的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。
讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事，并能学会描述一个完整的故事或一件事情
二、教学目标
1.知识目标:
语音：规则动词的一般过去时的发音
词汇：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
语法：规则动词的一般过去式。
功能：按时间顺序描述事情。
话题：以“童话故事”(fairytales)为话题。
2.能力目标：
听：能听懂简单故事中的主要人和事。
说：运用一般过去时表述事件，讲简单的故事。
读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。
写：运用一般过去时写简单的事情。
3.情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
三、学习策略、文化意识
1.学习策略：形成自主学习、有效交际、信息处理、英语思维能力。
认知:联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。
调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际：学习运用恰当词语讲解童话故事。
资源：通过其他资源获取更多简单英语的“童话故事”
自学策略：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。
合作学习策略：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。
2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。
四、教学重点与难点
重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。
难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、模块任务(ModuleTask)
能够运用规则动词的一般过去式讲述简单的故事。
六、教材处理及教学设计
我们把本模块划分为3课时：
Period1:Vocabulary and Listening、Pronunciation and Speaking
Period2:Reading and Vocabulary
Period3:Writing、Aroundtheworld、ModuleTask
教学目标：
1.语音和句子的重读。
2.了解有关超市的知识。
3.初步认识美元。
4. 初步学习美英人士购物时所用的度量衡。
5.学会谈谈自家附近的超市。
教学用具：
录音机，实物投影仪，图片或实物等。 如有条件搞一份麦当劳或肯德基的菜单。
教学步骤：
Step 1 Revision
听录音并跟读第116课第一部分和第二部分。让几个同学在全班示范，看谁模仿的最好。可给一些生词让学生试着读一读，看看他们本课语音掌握的如何。
值日生Duty Report。
让值日生事先准备一有关超市的短文，在Duty时在全班讲，为新课做好铺垫。
Step 2 Presentation
引出今日新单词：all day The shopkeepers in this shop work hard all day.
a lot of The supermarket has a lot of things.
This shop sells a lot of things.
open: not close
This supermarket is open from 9 . to 9 .
This shop is open at 9 . and is closed at 9 .
market On Saturdays and Sundays the markets are full ofpeople.
教单词过程中，尽量把课文中的`句子重复几遍。为下一步听课文做好铺垫。
Step 3 Read and answer
1. 老师可先复述课文，让学生们了解main ideas，然后让学生们听录音，提醒他们不看书。
2.也可让学生们先看书一分钟，然后听录音。
3.听完第一遍时，可让学生先做几道判断题,一下几题供参考。
() 1. A big supermarket is near my home.
A. YesB. NoC. The text doesn’t tell us
() 2. It has no name.
() 3. It sells a lot of things, almost everything.
() 4. If you want to buy “house”, does the supermarket sell?
() 5. All things in the supermarket are not expensive.
() 6. The supermarket is open 12 hours a day.
() 7. All the shopkeepers are friendly.
用投影仪打出，供学生们练习。
4.听第二遍，回答书上的问题。
5.听第三遍，复述，可把书上问题的答案连起来，成为一篇复述的短文。
6.编对话。
给出一情景：同学A,B去逛超市，想买些小礼品送给美国的笔友。
7.读课文。
8.谈谈自家附近的超市或农贸市场(Free Market)，并写成书面的文字。
老师可根据班上同学的水平，酌情增减内容。
Step 4 Read and write
1.学习116第四部分。
2.新单词：dollar one dollar is equal about yuan.
cent
pound 镑，(重量单位)
如有条件，可那一张真的美元或英镑让学生可看一看。
步骤同Step 3。
3.把对话写成书面文字。
Step 5 Practice
用麦当劳肯德基的菜单或Workbook P147 Menu编一对话。
你只有15元如何吃一顿物美价廉的午餐。
【教学目标】
知识与能力:知道《荷马史诗》是世界文学宝库的瑰宝;知道古希腊建筑艺术的基本特点和典型代表;了解这一时期的哲学代表人物;知道法学是罗马人最伟大成就之一
过程与方法:学会根据课文内容制作表格，归纳希腊古典文化的主要成果;通过学习古希腊史学家和史书，了解历史、历史学、史料的基本内涵
情感态度与价值观:欣赏希腊优秀的文明成果，感受古希腊文明的魅力，体会人类文明的丰富多样性，继承古希腊人求知探索的精神。
【重点难点】
教学重点：古希腊史诗、建筑、哲学、成就及其反映的时代背景
教学难点：理解分析希腊古典文化所折射的人文精神。
一、导入新课
3月24日，北京奥运会_取火仪式在希腊奥林匹亚举行。询问学生对奥运会起源的了解，引出古希腊人对世界文化艺术做出的巨大的贡献。
关于古奥运会起源流传最广的是佩洛普斯娶亲的故事。古希腊共和国伊利斯国王为了给自己的女儿挑选一个文武双全的驸马，提出应选者必须和自己比赛战车。比赛中，先后有13个青年丧生于国王的长矛之下，而第14个青年正是宙斯的孙子和公主的心上人佩洛普斯。在爱情的鼓舞下，他勇敢地接受了国王的挑战，终于以智取胜。为了庆贺这一胜利，佩洛普斯与公主在奥林匹亚的宙斯庙前举行盛大的婚礼，会上安排了战车、角斗等项比赛，这就是最初的古奥运会，佩洛普斯成了古奥运会传说中的创始人。
今天让我们一起来学习第6课：希腊罗马古典文化。
二、新课讲授
目标导学一：文学和雕塑
1.展示：盲诗人在唱诗
1.在山的那边
学习目标
1. 加强朗读训练，提高朗读能力。
2.初步领悟作品的精妙之处，从中获得对自然、社会、人生的有益启示。
3.掌握自主、合作、探究的学习方式。
重点难点
1.重点：加强朗读训练，提高朗读能力。
2.难点：初步领悟课文的精妙之处，从中获得对自然、社会、人生的有益
教学时间 二课时
第一课时
—、预习
1.找出课文中的生字词，查字典，给这些生字词注音并解释，掌握这些词语的运用。
(1)痴想(chī)：
(2)隐秘：隐蔽，不外露。
(3)铁青：形容人恐惧、盛怒或患病时发青的脸色。
(4)凝成(nng)：凝结成。
(5)诱惑(yu)：吸引，招引。
(6)喧腾(xuān)：喧闹沸腾。
(7)漫湿：水满湿润。
(8)枯干(kū)：失去水分，没有水。
(9)一瞬间(shn)：一眨眼之间。
2.朗读全诗，感悟诗中的思想感情。
二、导入
1、能够听、说、读、写单词或短语hospital、cinema、bookstore、science museum、post office.
2、能够听说认读句型Where is the cinema?It’s next to the bookstore?并进行关键词的替换练习。
3、初步了解合成词的相关知识。
4、初步学会如何问路和指路。
5、会唱歌曲《Where is the hospital?》
1、掌握Let’s learn部分的四会单词和短语。
2、准确书写四会单词和三会单词museum的发音。
3、掌握句型Where is the cinema?It’s next to your bookstore?并进行关键词的替换练习。
多媒体课件
Step1、Warm-up
1、 Greeting
2、 Let’s sing
3、复习短语
4、用句子Where is the book?It’s…….复习介词in、on、under、near。
Step2、Presentation
1、①出示一本有趣的书，说自己想读，问学生Where can I go?I can go to the bookstore。引出单词bookstore。教读，板书，指名学生读。
②出示书店和学校图片,T:Where is the bookstore?
S:It’s near the school。再次出示书店和学校图片T:Where is the bookstore?S:It’s next to the school。
引出短语next to教读，板书句子，教读。
③问一排学生，Where is heshe?练习句型It’s next to…….
④let’s chant
2、①在书店看到一本关于机器人的书，想看机器人，T：Where can I go?I can go to the science museum。教读，并板书.重点教读museum的发音。
②让学生欣赏机器人。
③出示图片学生做对话。
A:Where is the …….?
B:It’s next to ……….
3、①看到有趣的机器人，想到一部电影，想去看，应该去哪?T：Where can I go?I can go to the cinema。引出cinema教读、板书。
②学生欣赏电影片段
4、①在电影院吃了太多的爆米花喝了太多的可乐胃疼，
T：Where can I go?I can go to the hospital。引出hospital，教读板书
② let’s chant
5、①这是好的一天也是坏的一天，想把自己的经历告诉自己的朋友，于是写了一封信，想去寄信，T：Where can I go?I can go to the post office。引出post office，教读板书
6、①打开书第五页，吴一凡和Robin去了一个新城市，他们看到了哪些地方，把它们找出并圈出来。
②Listen and repeat
③Role play
7、小结：Compand word
Step3、Practice
1、 Throwing the dice(掷骰子说骰子上的单词)
2、 Big lucky wheel(幸运大转盘。用转盘指针指出的单词两人做对话)
3、 Group work(三人一组)
设计自己喜欢的城市布局，小组内进行讨论
A:Is there a……in your city?
B:Yes,there is.
A:Where is the……..?
B:It’s ……..
B:Is there a……in your city?
C:Yes,there is.
B:Where is the……..?
C:It’s ……..
Step4、Expand
1、 Listen to the mucic
2、Asking and giving directions
Step5、Homework
1、Copy English words three times
抄写英语单词3遍。
2、Design your own favorite imaginary city .Use the sentences we‘ve learned lesson to talk about it .
设计你自己喜欢的想象中的城市，使用本节课学过的句型和你的朋友一起讨论。
一、教法建议
1. 目的与要求
这是一篇说明文。通过教学的每个环节实现以下三个目的：
（1）了解有关the USA , New York的一般情况，如：人口，历史，政府以及the bison等
（2）帮助学生学习掌握本单元的重点词汇和短语；
（3）在帮助学生提高阅读能力的同时，帮助指导学生如何运用英语介绍某一地区（城市或国家）的能力并能缩写课文（100-150 words ）.
本单元的能力目标：
a.理解课文大意，能回答有关问题；
b.能复述课文；
c.将课文改写成100-150 words短文；
（以上能力目标，a. 三会， b. 二会，c.一会。）
2. 本单元重点知识：
(1)单词和词组：tear v. turn v. rot vi. shoot n.
tear down ,turn away ,have an effect on
take the possession of ,a handful of ,give in ,
make an agreement with ,have trouble with ,
now that ,
(2)呈现与训练：
① tear : to break by pulling apart 撕开，撕裂
tear down :to destroy a building 拆毁（建筑）
Paper tears easily . 纸容易撕破。
She tore the table cloth in half . 她把那块桌布撕成两块。
The boy tore the letter open . 把…撕开
He tore the picture into pieces . 把…撕成碎片
John torn up his test paper so that his mother wouldn’t see his low grade . 撕碎
They tore the old building down in order to build a new one . 拆毁
② turn v. or link v.
turn是一个常用词，可以构成许多词组。如：
turn on / off / up /down (用于电流水的)
开 / 关 / 开大 / 开小
turn up : appear
The pop star didn’t turn up at the party . 出场
turn away (本单元为”to refuse to admit “)
从……赶走；拒绝（某人进入）（本义为“把……转开”）
The hotel porter turned away anybody who wasn’t wearing a collar and tie . 拒绝……进入
He turned up his coat collar to keep out the wind . 翻起
She turned away in horror at the sight of so much blood. 转身不看
I turned in bed all night ,I couldn’t sleep because of the heat . 辗转反侧
She turned the car into a narrow street (onto the highroad ). ……开进一条狭小街道（开上高速公路）
I found that the milk had turned sour . 变酸（link v. ）
The young soldier didn’t turn against his country ,instead he gave his life to his country . 背叛
Mary picked up a wallet on her way home and she turned it in to the teacher the next morning . 上交
The thief was turned over to the police. 移交
He is a good man you can turn to for help . 求助
这类词和词组很多，要学会读懂上下文的内容，准确理解，找到一个词组的本义，转义和喻义，这对扩大词汇量和提高阅读能力很有好处。
③ rot vi. : go bad corrupt 烂，腐败；Vt. 使……烂
Some apples rotted on the tree .
The wood of the stairs has rotted away in pieces .
④ shoot n. 幼芽，幼枝；
shoot vi. vt. 开枪，射中；
（shot作名词是“开枪，枪声”的意思）
There are a lot of new shoots on the tree .
The old man heard two shots walking through the woods.
The soldier fired a shot . ……开了一枪
The man shot at the bird ,but he didn’t shoot it .
那个人向着鸟开枪，但是没有射中
⑤ have an effect on 对……产生影响
Punishment will have a bad , but not a good effect on a child who does something wrong .
⑥ take the possession of 占有；夺取
⑦ a handful of 少量的
⑧ give in 屈服，让步
⑨ make an agreement with 与……达成协议
⑩ have trouble with 因苦恼；同……有矛盾
now that 既然
3. 本单元应掌握的难点知识：
（1）常见的主语形式：
一般说来，英语句子中的主语形式常见的有以下八种：
A bison is a large animal found on the American plains .（名词）
This is the room Mr Lu Sun once lived in .（代词）
She is a quick girl .（人称代词）
The old are taken good care for in their own family . （形容词）
Two times five is ten .（数词）
Fishing is interesting . （动名词）
To save money now is impossible to us students .（不定式短语）
What surprised me most was that it seemed to be a few days before a new house was set up . （主语从句）
以上有关主语八种形式需要在阅读和练习中熟记并掌握。
（2）主语和谓语的一致性问题
主语和谓语的一致性问题是大多数学生学习英语时遇到的最大的困难之一。一个句子中的谓语动词必须与这个句子中的主语人称，数的形式保持一致关系。例如，句子中的主语是单数形式，其谓语动词用单数形式。这种主谓一致的划分归纳起来有以下八种。
① 由and连接的名词作主语时
a. 如果由and连接的两个名词（不同概念）作主语时，谓语动词要用复数形式。如：
Tom and Jack live in Room 305.
Both you and I are to be sent to Tibet.
What he said and what he did agreed with each other.
b. 当and连接的两个名词指同一个人、同一件事或一概念，这时and后面的名词前没有冠词，其谓语动词用单数形式（这里and相当于as well as ）。如：
The singer and composer is coming to our school .
那位歌唱家兼作曲家将来我们学校。
Bread and butter is often served for breakfast in our dining hall .
（比较：The boy and the girl were given a book each .每个同学都分得一本书。其中 “each”是同位语，句中主语为复数。）
我们食堂早点经常供应奶油面包。
常见的由and连接的两个名词指由一个概念的形式有：the needle and thread针线，salt and water盐水，the or and knife刀叉，soap and water肥皂水，iron and steel钢铁等。
C. 由and连接的两个并列主语为单数概念。主语前面分别由each , every ,no等词来修饰时，其谓语动词为单数形式。
Each doctor and each nurse was sent for .
把所有的医生和护士都清来了。
Every boy and every girl is able to go to school in that village .
在那个村子里所有的孩子们都能上学。
注意：more than one和many a 修饰的单数名词后面的谓语用单数形式，但其意义是复数。
More than one student is fond of folk- music .
许多学生喜欢民间音乐。
Many a boy enjoys playing foot-ball .
许多男同学喜欢踢足球。
② 当主语后面接说明主语的修饰词或插入语时，谓语动词的数不受修饰成份的影响，仍同主语的关系一致。
这些修饰成分常见的有：with, along with , togeth whit (和…一起)；as well as (还) ；like (像)；no less than (不亚于)；rather than (而不是)；more than（多于)；as much as (如…一般多)；but ,except（除了……）；besides (除了……还……)；including包括；in addition to（另外）等引导的一个修饰结构，放在主语后面。如：
The old man , along with his two grandsons, often have a walk in the evening .
Jenny , as well as her friends , is going abroad .
The house ,including the garden and the garage ,was sold out .
③ 当集合名词作主语时
根据句子内容，谓语动词可以是单数也可以是复数形式。在这一用法中，要注意正确判断主语是“整体”概念，还是“个体”概念。
如：# The whole nation regard Premier Zhou Enlai as one of the greatest leaders .
(句中 “nation” 表示“全国人民”谓语用复数)。
注: 集合名词作主语时，谓语动词用单数还是复数，取决于它强调的内容，如果一个名词作为一个整体看待，谓语动词用单数形式，表示“全体一致的行动”或者“群体关系”；当谓语动词表示“身份”、“情感”或强调“每个成员”时，用复数形式。如：
The audience was in good order .
观众保持良好的秩序。（指整体状态）
The audience were greatly encouraged .
观众们深受鼓舞。（指具体的人）
常用的集合名词有：group ,class ,team ,family ,nation ,army ,crowd ,audience ,public, government , majority（大多数）等。
有些集合名词如people、cattle（牛群）等在任何情况下都与谓语动词的复数形式搭配。
④ 就近原则
以连词or either…or neither…nor not only…but also…连接的名词或代词作主语时，谓语动词与其相邻的那个名词的数一致。
如： # Among the boys ,one or two are able to jump metres .
在这些同学中，一二个人能跳过米。
⑤ 以 “某些不定代词或表示数量的词 + of + 名词”的结构，谓语形式要与of 后的名词保持一致。
常见的这类词有：all , some , a lot , plenty , any , part ,the rest ,one-third percent + of
如： 70 percent of the surface is covered with water .
70 percent of the farmers have impoved their living conditions .
⑥ 有些不定代词或表示数字的名词修饰的名词或词组作主语时，句中谓语动词用复数。这类词组常用的有：few (of ) , a few , both , both of ,a number of + 复数名词+谓语动词（复数）
如： # Few of the students were in the classroom yesterday , for it was Sunday .
昨天教室里没有几个人，因为是星期日。
[注]：在 “ a number of + 名词（复数）” 结构中，“复数名词”是中心词，“a number of ”作定语，谓语用复数形式；而在 “ the number of + 名词（复数）” 结构中， “the number “是“中心词”，谓语动词用单数形式。如：
A number of questions were always asked when the manager got to his office .
The number of the students in this school is 1,560.
[注] 当 “the number”.表示“…数量或号码”时，谓语动词用单数。如：
The number of the key is 207.
⑦ “the + 形容词（分词或数词）” 结构起名词作用时
如果这个结构表示的是一类人，谓语动词用复数形式；如果这个结构表示抽象概念（或具体的某一个人），谓语用单数形式。如：
The young are able to create their own future.
There was an old lady and a young girl in the park . The young was the daughter of the old .
The wounded were taken to hospital without delay .
⑧ 表示重量、距离、金钱，一段时间及由one and a half修饰的复数名词作主语时，谓语动词用单数形式。如：
Twenty dollars isn’t enough to buy the book .
Ten miles isn’t far .
Five times six is thirty.
One and a half apples was left on the plate .
二、学海导航
如何培养和提高作答单项填空题的能力。
单项填空题主要考查中学阶段所学词法和句法中常见的语言内容，试题具有信息量大，综合性强，突出语言的交际能力等特点。回答单项填空题，不能单纯从语法规则入手，而是要求考生必须从题干提供的语言环境出发，综合所学的语言语法知识正确判断。建议参考以下三个步骤：
1.认真阅读提纲，了解大意；
2.根据句中所缺部分和四个选项的概念和形式，判断考查什么；
3.从提纲的内容和选项的形式两个方面进行匹配，达到内容和形式的统一。如：
________want to work in Xinjiang after graduation.
A. Not only Ann but also her friends B. Neither Ann nor Tom
C. Either Ann or her friend D. Nobody but Ann
答案：A
解析：此题句子大意是“……想毕业后去新疆工作”根据句中所缺部分和四个选项不难看出此题考查的是主谓一致问题。句中“want”是一般现在时复数形式，那么，此句的主语应是复数形式；四个选项是D是单数，故与本题要求不符；A，B，C三项都是由连词连接的两个名词作主语。根据“就近原则”（见主谓一致问题4）答案为A。
另外，进行自我训练时，要注意按高考要求的时间（12分钟）完成25个单选题。并查出造成失误的原因。如：知识不准确；偏重语法而忽视内容；或受母语的干扰等原因造成的失误。发现问题，抓住重点，集中一段时间重点突破。
三、智能显示
1. 检查方式
（1） 按课文有关人口，历史，政府等分项复述课文，然后，再复述全文；
（2） 群体复述课文 ( Retell in group )
（3）改写课文
2. 同步训练
① 课文要点训练
I. 单词拼写（计分10）
1. Many Europeans e______ the continent of Africa in the 19th century. 1___________
2. The moment old Jonh put a h________ of sweets on the chair by the bed , little Tom ran towards to it . 2___________
3. India gained i_______ from Britain in 1947. 3___________
4. Marx once said that labour c________ man itself . 4____________
5. After reading the letter from her boss , Jane t______ it up and threw
it into the dustbin. 5____________
6. I wouldn’t think it w______ to ask him join the club─he’ll only refuse. 6____________
7. Bob was a shy boy ,and he always sat a _____ from the other children. 7____________
8. This medicine has an u_____ taste , but it is of great help. 8____________
9. Ann asked Jim to give up smoking not only because she o___ to the smell. 9___________
10. About 70 percent of the p_______ in China are peasants . 10___________
Ⅱ. 单项选择（计分15）
11. Will you please ______ the radio ? The baby is sleeping.
A. turn off B. turn down C. turn up D. turn on
12. The husband coughed day and night .It’s the wife’s fault for giving______ to him so that he didn’t stop smoking .
A. up B. off C. in D. out
13. -Why ______ they ______ the building?
-Because another new one is to be built there .
A. have been destroyed B. did pull down
C. do remove D. are turning down
14. -It is the people who ______ history.
-And labour ____ man itself .
A. create created B. created invented
C. discover made D. invent creates
15. ─I have much difficulty _______ maths.
─Well , I have some trouble________ the English pronunciation.
A. in with B. in learning with C. with in D. in in
16. -You shouldn’t ______ from the girls in your class.
-But I don’t like ______ .
A. keep away being laughed at B. keep to laugh at
C. turn away to be laughed at D. return laughing
17. Last year some over _____ buildings ______ in the city.
A. 20-story were set up B. 20-storey set up
C. 20-storied had set up D. 20-floor had been set up
18. The old mother was _______ to hear that her daughter had a ____ journey.
A. pleasant pleasant B. pleased pleased
C. pleased pleasing D. pleased pleasant
19. -The young mother ______ her baby Jimmy.
-Really ? My brother ______ Jimmy , too .
A. calls names B. named is named
C. named was named D. called calls
20. Old Jack made a living _____ waste paper ,while his brother _______on slaves .
A. by selling made money B. to sell was rich
C. with lives D. on earns his living
21. _____ about three hundred people _____ the local illnesses ____ in that area.
A. As is known to us die from one year
B. It is said that die of a year
C. As we know are killed per year
D. It is reported that kill every year
22. _____ you are unwell , I’ll go to the meeting instead .
A. Because B. For C. Now that D. Though
23. We come to realize that we have to try our best to create a new life _____ our own and ______our own .
A. with , by B. on with C. of by D. for on
24. Don’t you think what to learn in class ____ the same effect ____ the character of the students ______ what to learn through practice ?
A. has on as B. have for as C. is in that D. are to from
25. Which of the following is NOT correct ?
A. Japan faces the Pacific on the east .
B. Taiwan lies in the east of Fujian belonging to China.
C. North of the United States lies Canada .
D. Britain stands to the northwest of France.
（2）语法训练（主谓一致）：
Ⅲ.单项选择
26. All of the work _____ finished and neither the teacher nor the students _____ enough time now .
A. is , has B. is , have C. are , has D. are ,have
27. What I saw ______ two boys running after the thief .
A. is C. are D. were
28. This exercise on agreement of subjects and verbs ______ easy for you .
A. is B. was C. was D. were
29. Here _______ the papers you ask for .
A. is B. was C. were D. are
30. There ______ to be many arguments on both side.
A. seems B. is C. seem D. are
31. Half of the money ________ to you and half of the books _______ to you , too .
A. belong, belong B. belongs , belongs
C. belong, belongs D. belongs, belong
32. Taking pictures _______ not only young men but also many of the old people .
A. are interested in B. are interesting
C. interests D. is interested in
33. Ten minutes _______ more than enough time to complete this exercise.
A. are B. is C. were D. was
34. One hundred and fifty pounds _______ what you should weigh.
A. are B. maybe C. should be D. is
35. You are the one who ______ wrong that Susan is one of those people who ______ out of their way to be helpful .
A. are , goes B. are , go C. is , go D. is , goes
36. Where and when to go ______ Jack since his graduation from college .
A. has been troubling B. has been troubled
C. have troubled D. have been troubling
37. Six eights _____ forty- eight , while six times nine _____ fifty - four .
A. is , are B. are , is C. is , is D. are ,are
38. Nobody but you _______ going to London on business next month.
A. are B. were C. is D. was
39. It ________ Tom and John who ______ here yesterday preparing for today’s experiment.
A. were, were B. are , were C. was , were D. is , were
40. None of the four boys ______ a good swimmer two years ago , but now all of them ______ able to swim across the river .
A. was , are B. is , are C. are , are D. was ,is
Ⅳ. 完型填空（计分20）
Chicago --- lying in the east of the USA--- is a rather young American city . It was 41 completely rebuilt 42 the Creat Fire of 1871. One’s first impression of the city may 43 streams of cars running to and 44 on the highways , skyscrapers and the wide green water of Lake Michigan , 45 lies to the northeast of the city . The 46 of the city is over 228 square miles 47 a population of about 3 million .
The 48 of Chicago on the whole is almost the same as 49 of Beijing with 50 hot days in summer , 51 and fresh days in 52 and icy but often 53 days in winter . The spring in Chicago is 54 changeable in temperature. For instance, I saw a snowfall in early 55 this year 56 some of the flowers were already in 57 bloom . Chicago is also famous 58 its frequent strong winds , and 59 it has got the name of “ the 60 City .”
41. A. most B. almost C. mostly D. merely
42. A. before B. since C. after D. when
43. A. have B. mean C. be D. include
44. A. from B. above C. down D. along
45. A. when B. that C. which D. where
46. A. land B. measure C. area D. size
47. A. having B. with C. for D. and
48. A. climate B. weather C. temperature D. season
49. A. which B. it C. the one D. that
50. A. fairly B. rather C. much D. too
51. A. colorful B. colorless C. colour D. coloured
52. A. spring B. winter C. fall D. summer
53. A. clean B. clear C. cleaning D. clearly
54. A. little B. bit C. a lot D. a little
55. A. April B. May C. January D. June
56. A. and B. but C. when D. while
57. A. full B. filled C. filling D. full of
58. A. as B. for C. of D. with
59. A. in fact B. in a word C. as a result D. above all
60. A. Snowy B. Windy C. Rainy D. Sunny
V. 阅读理解（计分25）
（ A ）
Christopher Columbus discovered America on the 12th of October , 1492. He had spent eighteen years in planning for that wonderful voyage which he made a cross the Atlantic Ocean .The Spanish king and queen ,who were interested in finding a sea route to India ,offered him ships and men so that he could carry out his plan . He crossed the Ocean and discovered strange islands ,inhabited ( vt. 居住于) by people unknown to Europeans .He believed these islands to be part of India.
Early in 1493, Columbus returned to Spain. There was great rejoicing（欢庆）in the country , and he was hailed（欢呼）as the hero who had made an epoch-making discovery .Crowds of people lined the streets to do him honour , and the king and queen welcomed him to their palace. Never had such respect been shown to any common man.
61. Christopher Columbus discovered America ________.
A. on the 12th of November
B. more than 800 years
C. at the beginning of the fifteenth century
D. by the end of the fifteenth century
62. He had spent ______ in planning for the wonderful voyage .
A. eighteen days B. eighteen months
C. eighteen years D. much time
63. Finally the Spanish king and queen offered him ships and men so that _____.
A. he would have faith in himself
B. he could work out his new plan
C. he could display his courage
D. he could put his plan into practice.
64. He crossed the ocean and discovered strange islands , inhabited ______.
A. by a people unknown to Europeans
B. by a people already known to Europeans
C. by Europeans
D. by his fellow-countrymen
65. After returning to Spain he was hailed as the hero ______.
A. who had conquered（征服）nature
B. who had made an epoch-making discovery
C. who had discovered a new planet
D. who had made a great invention
（ B ）
The United States became a rich industrial nation toward the end of the 1800s . There were more goods ,more services , more jobs ,and a high standard of living . There was more of everything, including problems .One problem was monopoly（垄断）. In some cases ,several companies that made the same product would agree not to compete with one another .They would all agree to charge the same price .These agreements made it impossible for buyers to shop around for lower prices for certain products .
Some people decided that huge companies had too much power and controlled too many markets . Because of their wealth and power , they could see to it that governments passed laws favorable to them . Many people believed that monopoly and price fixing were bad for buyers and bad for the country so that they should be broken up .
Such laws and government action didn’t entirely do away with monopoly. Nor did they stop the growth of huge companies . But they did show the American people had decided that some of the changes that taken place were harmful .
66. From paragraph 1, we can know that big companies ______.
A. produced certain kinds of goods
B. sold the same goods at the different prices
C. formed only one big company
D. reached and agreement on prices
67. Because of the agreements between big companies ,______.
A. people had to buy things at certain shops
B. the prices of their goods were much lower
C. people had no choice but to buy goods at fixed prices
D. there were fewer markets in some states
68. According to the laws passed by the national government , companies _______.
A. were not allowed to control the markets
B. could not force people to buy their products
C. should have fixed prices for their products
D. must produce the same kind of goods for the same markets .
69. Some American people thought that ________.
A. the government should make some of the huge companies much smaller
B. the country’s industry was growing too rapidly
C. shops should have the same price for the same kind of goods
D. their country’s getting rich was both good and bad to the people.
70. Which of the following is NOT true according to the passage ?
A. Big companies could not have any effort on the governments .
B. A certain number of markets were still controlled by big companies .
C. Many Americans were worried about the changes in their country.
D. Some of the laws were in favor of buyers .
短文改错（计分15）：
One afternoon in April , 1912, a new ship set off 71_______________
from England to America on it first trip . It was one of 72_______________
the largest and first ship at that time . 73_______________
It was cold , but the trip was pleasant and people are 74_______________
enjoying themselves . The next day was even cold . People 75_______________
could see icebergs here or there . It was night , suddenly 76_______________
the man on watch shouting “Look out ! Iceberg !” 77_______________
It was too late ,a ship hit the iceberg and came to 78_______________
a stop . There that was a very big hole in the ship and 79_______________
water began to come .Slowly the ship stated to go down . 80_______________
参考答案：
1. explored 2. handful 3. independence 4. created 5. tore 6. worthwhile 8. unpleasant 9. objected 10. population
11-15. B C D A B 16-20. C A D B A 21-25. B C D A B 26-30. B B A D C 31-35. D C B D A 36-40. A B C C A
41-45. B C D A C 46-50. C B A D B 51-55. A C B D A 56-60. D A B C B
61-65. D C D A B 66-70. D C A D A
71. √ 72. on it --- on its 73. ship ---ships 74. Are --- were 75. Cold---colder 76. or --- and 77. shouting ---shouted 78. a ship --- the ship 79. that 80. come --- come in
Unit 13 The USA
一、同步题库
(一)单项填空
wedding yesterday. Many friends came to congratulate them on their marriage.
taken place to happen place hold
he is ready to help you, you should say“thank you”.
last first most least
Smith with his wife goes to the cinema .
by day and again and there and night
course,want to travel miles with petrol and
hours.
little,few
rain has my new dress.
was sorry to fail again in the driving test. His only was that he was too nervous.
advice is price.
basin of water won't freeze, the temperature is well above zero.
if though
9. put the medicine the little boy can't reach it.
't that
than on a crowded bus,he always prefers a bicycle.
ride,riding ride ride
can fly to London this evening you don't mind changing planes in
Paris.
's rule that comes home first cooks the dinner for the whole family.
who
,the little girl tried to make herself .
will man look like
weather turned out to be very good, was morethan we could expect.
one can be sure in a million years.
man will look like will man look like
will look like what look will man like
(二)用合适的介词或副词填空
1. my horror,I noticed two men trying to break my office.
the same,I expect you'll come to visit my hometown.
-I'm looking forward that.
is becoming smaller day day several reasons.
't drive into the bush plenty of water and never throw your cigarette
of the window .
must try all means to get rid flies.
speaking,a newly-built house is likely to fall ,
the case of an earthquake.
7. 1920,people from Italy have come to Australia great numbers.
village used to be rather every three children could
not go to school and most families were debt.
do farmers round their sheep or cattle?
-It depends the size of their farms.
one has far been brave to enter the forest alone.
(三)改正下面句子的错误(无错的句子不要改；有错的句子中每句只有一处错误)
long fence is used to keeping out a kind of wild dog.
are kept in some countries mainly for beef.
pay peasants very a little money to work in the fields for them.
had to have a job, or go hunger.
mother can't afford to feed them to meat and fish every day.
types of plants have been developed in Egypt to grow in desert land.
by hunting, they are very experienced at killing wild animals.
area, Australia is about the same size of the USA, which has more than thirteen times as many people.
Australia fruit and vegetables are grown in areas where is enough water.
surprised me was that he spoke English so well.
White slowed down his car, for he saw a blind man cross the road.
did she keep on wipe her eyes with a damp towel?
(四)完形填空
Agatha Christie seldom went out at night. She never(1)the night when she met a(2)many years ago.
That evening she was (3)to a birthday party which (4)until 2 o'clock in the
(5)in the quiet street from the shadow(阴影)of a (6)building a tall man with a sharp knife in his right hand (7)out at her.“Good morning,lady,” the man said in a (8)voice,“I don't think you wish to (9)here!”
“What do you(10)?”Agatha asked.
“Your earrings(耳环).Take them off!”
Agatha suddenly had a (11) tried to cover her necklace (12)the collar(衣领)of her overcoat while she used(13)hand to take off her earrings and then she quickly(14)them on the groud.“Take them(15)let me go.”The robber(16)that the girl didn't care for the earrings at all,only trying to (17)the thought the necklace (18)cost more,so he said,“Give me your necklace.”
“Oh,sir,It's(19)worth let me(20)it.”“Stop rubbish(废话).Quick!”
With (21)hands,Agatha took off her soon as the robber (22),she picked up her earrings and ran as (23)as she could to one of her earrings (24)480pounds and the necklace the robber had taken(25)was worth six pounds.
right left other
of
答案：(一)1-5 C D B C D 6-10A C B A B 11-15B C A B A
(二) either
(三)鰇eep 鯟attle 3.去掉a 鰄ungry 鰋n 6.对 鯨iving 鯽s 前加there 10.对 鯿rossing 鰓iping
(四)
能听,说,读,写短语:cleaned my room, washed my clothes , stayed at home, watched TV .
理解句子:How was your weekend ? It was fine ,thanks . What did you do ? I stayed at home and watched TV.
能运用过去式询问别人上周末的活动,并会对其作出回答。
3.能够运用新学的内容完成“Do a survey and report”任务。
4.在小组的讨论交流中,培养学生英语的综合运用能力。
1.重点:掌握核心单词、词组以及句子。
2.难点:掌握动词过去式的用法及过去式的读音。
Step1 : Warm up
T: Good morning, boys and girls,.
I usually clean my room and wash the clothes on weekends.
What do you usually do on weekends?
S1: I usually do my homework and watch TV.
S2: I usually play table tennis. ………..
(设计目的:问候语热身进入英语学习状态,同时用一般现在时态提问,为新课一般过去时做铺垫。)
Step2:Presentation
T: Today we’ll learn weekend.
1.日历呈现Last weekend
(设计目的:直观导入过去时间,上周六和上个星期天。)
2.图片New phrases: cleaned , washed ,watched,stayed ,
cleaned my room , washed my clothes ,stayed at home ,watched TV.
3.师板书下列单词的原形clean ,wash ,watch, stay,并用I often clean my room /…造句。
师板书以上单词原形并且加ed后,用I cleaned my room /…last weekend造句。
(设计目的:呈现本节课核心词汇,导入本节课的核心句型。)
4.学生观察两个词组的不同之处.T:eg: cleaned是clean的过去式,当我们要表达过去发生的事情时,就要用动词的过去式,规则动词的过去式一般在原型后面加ed. cleaned的ed发/d/.师带读.
用同样的方式教“stay/stayed at room,wash/washed my clothes,watch/watched TV.”.注意:washed,watched的ed发/t/.
(设计目的:通过比较,归纳,让学生获得新知,并学会学习。)
step：3
1.出示课件并让学生自己观察回答问题。
T: How were their weekend?
S1:He cleaned his room and washed his clothes.
S2: She stayed at home and watched TV.
呈现句型:What did you do?师生问答
(设计目的:让学生观察课件,说出他们做了什么,操练本课核心句型。)
生打开课本P15,听录音跟读。
pair-work T: How was your weekend ? S: It wasfine , thanks.
T: What did you do ? SI :I stayed at home andwatched TV.
Listen to the tape of Let’s learn and follow it.
(设计目的:让学生听课本标准发音,并跟读,培养听说能力。)
Let’s chant,边做动作边chant:
What did you do last weekend ? I cleaned my room.
What did you do ? What did you do ? I washed myclothes.
What did you do ? What did you do ? I stayed athome.
What did you do ? What did you do ? I watched TV. (注意:do的过去式did ).
(设计目的:利用chant对新知进行渗透并为下面学习做好铺垫。)
a survey and report :学生利用表格,进行问卷调查。
操练句型—How was your weekend?
--- What did you do?
(设计目的:通过调查汇报,获得信息反馈,知晓学生对新知掌握的情况。)
Step 4.达标检测
一、写出下列动词的过去式。
1. wash_____ 2.
二、读一读,选一选。
( )1.你想问同学周末过得怎样,可以说:______.
A. How was your weekend ? B. Howold are you ?
( ) 2.你想问同学有多高,可以说:_______.
How heavy are you ? tall are you ?
( )3.你想告诉同学:你周末过得很好,可以说:____.
A. I’mtaller than you . B. It was fine.
( ) 4.你想问同学上周末做了什么?可以说_____.
A. What did you do last weekend ?B. What are you going todo next weekend ?
( )5.你想说:它比我们俩加起来还高,可以说:_______.
It’s taller thanboth of us together. B. It’s taller than theelephant.
(设计目的:适当地给予学生课后练习,是对已学知识的巩固,新课的延伸。)
Aims and demands:
通过本单元教学，学生能熟练地运用“打电话”的常用语；复习第13~17单元的语法项目；了解办公设备现代化和有关放火安全的知识。
Importance and difficulty:
1. words and expressions:
rush sb. off his feet, change, action, repair, work on, fix up
2. important sentences:
A. It is better to ask for help at the beginning rather than to wait until a busy period when everyone is rushed off their feet.
B. What is more, this “information line” operates 24 hours a day.
C. It did not take the firefighters long to pot out the fire, and they at once started to look for causes of the fire.
D. They had to work inside the ship, cutting away old metal, fixing new metal plate, drilling holes, laying electrical and phone wires and fixing new pipes for water and steam.
3. Grammar: review –ing form, to do form and predicative
4. Useful expressions:
A. May I speak to …?
B. Hello. Who’s that speaking?
C. I called to tell you…..
D. Hold on, please.
E. Wait a moment.
F. Can I take ( leave ) a message?
Lesson 69 The office
Develop the Ss’ reading ability
Importance and difficulty: Have a deeper understanding of the text.
Teaching aid: tape recorder and some slides
Teaching methods: reading, speaking
Teaching procedure:
Step 1. Riddle
I can store and recall as much information as possible, and I can work at a very high speed. In modern times, you can’t work without me. What am I? ( computer )
Step 2. Warming up
T: Where can you find computer?
S: They are mostly found in offices……
T: What else may you expect find in a large modern office?
( write these words on the blackboard and read after the teacher)
the office
fax machine
photocopier
word processor
answering machine
choose the right title for each section
Step 3. Deal with the text
T: What is the fax machine? How does it work?
S: When you place a sheet of paper in a fax machine, the machine “reads” the writing on the page and changes the shapes of letters into electronic signals. It then sends these signals down an ordinary telephone line to another fax machine, which changes the signals back into the shapes of letters.
T: What are the advantages of sending a fax?
Ss: Speed. You can send texts, pictures, diagrams, designs maps and so on .
T: What are the disadvantages of sending a fax?
Ss: It is expensive and not private. ( it can be read by anyone)
T: What is the photocopier? How does it work?
Ss: It can copy a long report and sort the copies and pin them together.
T: What can modern photocopying machines do?
Ss: Modern machines can make the copy bigger or smaller , lighter or darker and copy onto both sides of the paper.
T: What is the word processor? How many parts is the word processor made up of?
Ss: It is made up of three parts . ( a typewriter keyboard, a printer and a computer )
T: What are the advantages of a word processor?
Ss: You can make changes easily and can print a report very quickly.
T: What is the answering machine?
Ss: It is a telephone with a tape recorder.
T: What are the advantage of an answering machine?
Ss: It can receive messages when no one is in the office and can give information.
Step 4. Listening for general understanding
Listen to the tape and write down the headings above the right sections of the text.
Step 5. Comprehension
1. Work book on Page 93
2. Paper comprehension
Homework
Comprehension exercise for Unit 18 Lesson 69 (3B)
I. Main facts: DBAC
Read fast to get a general idea of the passage and fill in the following blanks with one of the four choices below.
A. The word processor
B. The fax machine
C. The answering machine
D. The photocopier
1. ____ is a type of machine used to make copies from newspapers, books or reports.
2. ____ is used to send messages including words , pictures, designs and maps.
3. ____ is a kind of machine used to type materials, save them for future use and make changes if necessary.
4. ____ is used to record telephone messages when the receiver is absent.
II. Further comprehension CCADC DBBD
1. Which is WRRONG about learning to use office equipment?
A. It can make the work in offices go smoothly .
B. It is necessary for beginners in offices.
C. It should be learnt during a busy period.
D. It may help you to get a promotion (普升机会).
2. Which is correct about sending a fax?
A. It can be done only during working hours.
B. Sometimes it might take a week or so.
C. It isn’t a good choice to send top-secret information by fax machine.
D. Reports in English cannot be faxed.
3. A word processor ____.
A. can type a long report and make changes
B. can produce colour copies when necessary
C. can send information both at home and abroad
D. includes a keyboard, a photocopier and a computer
4. ____ can be used to answer a phone call automatically (自动地) when you are out.
A. The photocopier B. The fax machine
C. The word processor D. The answering machine
5. What is one disadvantage of sending a fax?
A. We can send a fax only in the office hours.
B. Message sent by a fax are hard to read.
C. We cannot send secret information through a fax machine.
D. Foreigners cannot understand Chinese letters sent by a fax.
6. What can’t a word processor do?
A. Typing a letter.
B. Printing documents.
C. Coping a on report.
D. Sending picture.
7. What does “be rushed off one’s feet” mean in paragraph 1?
A. be on business B. be busy and tired
C. be tired out D. run out of the office
8. The writer says “The fax has greatly changed office work, especially in China.” Because ____.
A. it can send information quickly
B. it is much easier to change Chinese characters into electronic signals
C. it can do a lot of work for the Chinese people such as making copies, posting letters
D. it makes office work easy to do
9.“The fax has greatly changed office work,especially in China.” The underlined word means ____.
A. properly B. immediately
C. slightly D. particularly
Lesson 70 What causes the fire
Step 1. Presentation
Talk about the picture
T: What may cause a fire?
---- smoking, playing with fire ……
T: What is often used to put out the fire?
---- Water, CO……
T: What kind of gas do we breathe?
( Name some of the gases in the air we breathe. )
---- Oxygen, hydrogen……
People may be in danger if there is not enough oxygen. But too much oxygen may cause danger to people , too.
Step 2. Reading for general understanding
Read the text and find out :
1. Where did the fire happen?
----- In a ship which was in a port in Scotland for repairs.
2. What started the fire?
----- A worker fixed the air-line to a supply of oxygen instead of compressed air.
Step 3. Problem solving
See which pair of Ss can find out the correct answer before the others.
---- The man actually connected the air-line to the oxygen supply line.
Step 4. Comprehension
1. put these events in the correct order
1.语言知识目标：
1)学习掌握下列词汇：copy, return
2)进行一步复习巩固学习Section A部分所学的生词和词组。
3)对询问困难及提出的建议的句型，掌握其规则。
4)通过不同方式的'练习，来熟练运用询问及提建议的表达方式。
2.情感态度价值观目标：
让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。
二、教学重难点言
1.教学重点：
1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。
2)熟练掌握和运用询问困难和提建议的表达方式。
2.教学难点：
1) 总结询问问题和提出建议的句型，掌握规则。
2)练习运用所学的句型。
三、教学过程
Step 1 Warming- up and revision
1. Have a dictation of the new words learned in the last class.
make sth. clear (同义词) ___________
talk (同义词) _______________
not allow (同义词) ______________
worried (同义词) ______________
get along with (同义词) ____________
communicate (名词)_____________
old (比较级) _______________
2. Check the homework.
3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen.
1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.
His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.
2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.
I. Analysis of the Teaching Material
1. Status and function
The topic of this unit is about food. The students will learn how to order food or
take-away. In this unit, the students will be able to use “would like” to express their need
for food and learn how to ask others‟ information and provide their personal information
during the process.
2. Teaching aims and demands
1). Knowledge objects
a. To master how to order food or take-away;
b. To master the modal verb “would” and “what” questions.
c. To master the usage of countable nouns and uncountable nouns.
2). Ability objects
d. To use “would like” to talk about the need for food.
e. To improve students‟ ability of communication and social practice.
3). Sensibility objects:
Let the students experience the happiness of learning English, cultivate their ability
to do things and foster the spirit of cooperation in group activities.
3. Teaching difficult points and focus:
1)To learn the names of food and the countable and uncountable nouns.
2)To learn how to order food.
3)To use “would like” to express their need for food and learn how to order food.
II. Target Language
1) what would you/he/they like to eat?
I‟d /He‟d /They‟d like some...
2) What kind of noodles would you/he/they like?
I‟d/He‟d /They‟d like beef and tomato noodles
IV. Vocabulary
noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…
V. Teaching Time
45 minutes
VI. Teaching Procedures
Step 1. Warm up.
1) Show some pictures about sports and let the students answer the questions below:
After doing these sports, what‟s your feeling?
Are you tired ?
Are you hungry?
2) Let the students thinking the question: If you are hungry, what would you like to eat?
3) Show some pictures of food that they have learned.
Step 2. Lead into.
1)T: “No food left! But don‟t worry, let‟s go to the restaurant to have a big meal.
Look! What can you see in the restaurant?
Yes, There are many kinds of food there. You can choose whatever you like”.
2)Show the new words.
3)Questions:
A: What kind of vegetables/meat/food/drink would you like?
B: I‟d like some…
Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.
Step 3. Let’s chant.
Step 4. Noodle House.
1) Show some pictures about noodle specials.
meat+vegetables → special1/special2….
(let the students to guess the meaning of the word „special‟)
2) Make dialogue
A: What kind of noodles would you like?
B: I‟d like…and…noodles.
Step 5. Pairwork and guessing game
1) Pairwork . (Make dialogues.)
2) Game: Who is the winner?
Ask a boy and a girl come before the blackboard, and then ask two students to make a
dialogues. The boy or the girl who find the right special will win one score….after
some pairwork, see who is the winner? The boy or the girl.
3) Guessing game.
Step 6. Role Play (In the Nodle House)
A customer and a waiter. (Make a dialogue)
Let the students express their need for food and learn how to order food.
Step 7. Summary
Step 8. Apothegm
Step 9 A Flash → “I’m hungry”
Learn the song.
Step 10. Homework
一. 教学内容：
Unit 5 Part 1
初步学会陈述做某事的理由及目的
二. 教学重点和难点：
1. 用两个句型表达抱怨某事、某人的方法 。
2. 修饰性副词的使用。
3. 要点解析。
三. 具体内容：
（一）enough
1. enough修饰形容词或副词时必须位于被修饰的词语之后。修饰名词时一般位于其前，也可位于其后。enough后面通常接不定式短语或介词for短语。
. The question is easy enough.
Tom didn’t do his homework carefully enough.
The water is cool enough to drink.
We have enough tickets for all of you.
2. 修饰形容词时，如果用于否定句，则否定句在否定enough的同时，也否定了其后的不定式。
He is not careful enough to do the work.
She is not old enough to go to school.
enough如果修饰名词，用于否定句时，不定式没有被否定之意。
. There were not enough people to pick the apples.
3. enough也可以做代词，意思是“足够，充足”。
. We have enough to do to complete the project.
（二）too…to…
too+形容词或副词+(for sb.)+to do 表示“太……以至于不能……”，不定式虽然是肯定形式，但与前面的`搭配构成了否定的含义。
. The book is too difficult for you to read.
She is too short to catch the apples on the tree.
在too…to结构中，too前面用了never这个词，则动词不定式可以把否定变为肯定。
It’s never too old to learn.
（三）修饰性副词
根据汉语意思，选择恰当的修饰性副词。
1. a bit, really
(1) These trousers are tight.
(2) I’m sorry.
2. rather, at all
(1) She fell and hurt her leg badly.
(2) They are not friendly to me .
3. a little, extremely
(1) She is absent-minded.
(2) Mary found it difficult to get a job.
通过上面的测试，我们可以得出这样的结论：
（1）rather, a bit, a little 可减轻形容词的绝对性。
（2）really, extremely, quite 可起到强化形容词的作用。
（3）at all用于否定句加强语气。
（四）要点解析及例题
1. seem像是，似乎
seem +（to be ）+表语 seem +to+v. It seems+(that)从句
. It seems that I can’t win.
两种否定式为：
They don’t seem to like him.
They seem not to like him.
seem 与look
seem 暗示有一定根据的判断，这种判断往往接近事实。
look 着重由视觉得出的印象。
例 There to be no need to go now.
A. seems B. looks C. is D. are
2. until 直到……为止
（1）肯定句中与延续动词连用。
. I shal l stay here until next Sunday.
（2）否定句中与短暂性动词连用。
. He didn’t come until late in the night.
例 I knew nothing about it my friend told me yesterday.
A. because B. since C. until D. so
3. Do you find it easy to deal with plans that change?
find it easy to deal with …中的it在句中做形式宾语，其真正宾语是后面的动词不定式短语。
. They found it hard to walk there.
例 I find difficult to learn English well.
A. it B. that C. this D. them
4. lonely
（1）孤单的，寂寞的，在句中常做表语。
. Tom feels lonely every day.
（2）lonely作“荒凉”讲时，常做定语，修饰地点。
. He liv es in a lonely village.
alone 独自的，单独的，在句中常作表语。lonely带有强烈的情感色彩，表示因缺少朋友、友谊而产生的一种悲伤和忧郁的感情；而alone只是陈述一个事实，表示一个人。
. He was alone in the room.
I was alone, but I don’t feel lonely.
The children often come to see Grandpa Zhang, so he doesn’t feel .
A. alone B. lonely C. happy D. happily
四. 课堂练习。
I. 根据汉语意思，完成下列句子。
1. 河水暖和得可以游泳。
The river is to swim.
2. 事情太多，我们记不住。
There are many things for us remem ber.
3. 餐厅有足够的食物供大家吃。
There is for everyone in the dining hall.
4. 他不够慷慨，不会借钱给你。
He is to lend you money.
5. 关于这个问题说得已够多了。
has been said on this topic.
II. 用too … to …与not … enough …改写同义句
1. He is too late to catch up with the early bus.
___________________________________________________
2. The question is too difficult to answer.
3. The children aren’t old enough to see that horror movie.
4. The car isn’t cheap enough for us to buy.
知识与能力：了解罗马的兴起、由共和国向帝国的转变、罗马帝国衰落的基本脉络;描述罗马共和国时期的对外扩张和版图范围;概述古罗马的政治体制;掌握《十二铜表法》的内容和意义
过程与方法：通过罗马共和国向罗马帝国的转化，分析罗马共和制崩溃、君主制建立的原因，培养学生用变化发展的观点分析历史现象的能力;通过认识古代罗马共和国和罗马帝国的奴隶制性质，培养学生透过历史现象看本质的能力;通过制作年代尺，进一步梳理罗马的兴衰史
情感态度与价值观：认识国家实行民主政治的意义，认识战争的本质，树立热爱和平的意识。
教学重点：《十二铜表法》;罗马的兴衰过程
教学难点：古代罗马的政治体制演变及原因;
师：前面我们学过一个曾地跨欧、亚、非三大洲的帝国是哪一个国家???
生：_帝国。
古罗马帝国就是地域辽阔的庞大帝国，而帝国的维系主要依靠两大支柱，一是所向披靡的罗马军团，二是博大而缜密的罗马法律。德国的法学家耶林曾说：“罗马帝国曾三次征服世界，第一次以武力，第二次以宗教(指)，第三次以法律。武力因罗马帝国的灭亡而消失，宗教随着人民思想觉悟的提高、科学的发展而缩小了影响，唯有法律征服世界是最为持久的征服。”耶林先生为什么这么说呢?
今天我就一起学习第5课：《罗马城邦和罗马帝国》，一起领略古罗马法的魅力。
目标导学一：罗马城邦
(一)罗马的兴起、征服与扩张
1.学生自主学习：指导学生阅读教材，分析归纳古罗马兴衰时间，理清本课脉络。
提示：公元前5——罗马共和国建立;
公元前450年左右——罗马颁布成文法;
公元前3世纪初——征服意大利半岛、战胜迦太基;
公元前2世纪——征服东地中海地区;
公元前73年——斯巴达克奴隶起义;
公元前49年——凯撒控制元老院;
公元前31年——屋大维掌握统治实权;
公元前27年——罗马共和国演变为罗马帝国;
2世纪——罗马帝国进去黄金时期;
3世纪——罗马帝国陷入政治、经济大危机;
4世纪——罗马帝国分裂为东西两个帝国;
476年——西罗马帝国灭亡。
2.教师讲述：自公元前10，众多民族迁移到这里，聚居生活，形成了许多城邦。罗马城邦便是在这个时期逐渐从意大利半岛中部的台伯河畔兴起。公元前509年，罗马人建立起奴隶制共和国。罗马共和国建立之后，不断对外扩张，迅速统一意大利半岛，并最终称霸于地中海。?
3.学生自主学习：指导学生阅读“相关史事”，了解共和国建立后对外扩张的情况，重点了解三次布匿战争。
提示：
第一次——公元前264——公元前241年——迦太基败?
第二次——公元前218——公元前2——迦太基丧失了独立地位?
第三次——公元前149——公元前146年——迦太基城被夷为平地
4.教师讲述：布匿战争是罗马对外扩张中发生的重大战役。迦太基是非洲北部腓尼基人建立的重要奴隶制国家，它垄断了地中海西部的运输贸易，逐渐富裕强大起来。当罗马人征服意大利南部后，一场与迦太基的残酷战争不可避免地爆发了。因罗马人称腓尼基人为“布匿人”，所以这场战争称“布匿战争”
5.问题思考：布匿战争有何影响?你如何看待古罗马的对外扩张?(第一问由学生生看书回答，第二问可联系今天的中东局势引导学生讨论)?
提示：影响——罗马共和国争得了地中海的霸权，成为了一个强大的奴隶制国家。?
6.教师过渡：在罗马共和国中，谁掌握着国家的权力呢?我们再来看看罗马共和国的政治制度。?
(二)罗马的共和制度
1.图片展示：《罗马的元老院》
2.教师提问：罗马共和国的机构设置情况是怎样的?举出相关史实，认识罗马共和国的政治体制?
提示：执政官、元老院;共和制法律;公民享有参与政治活动的权利;元老院是最重要的机构等即可。
3.学生自主学习：指导学生阅读教材，分析归纳《十二铜表法》的内容。
提示：诉讼程序、所有权和债务权、宗教法、刑法、民法等内容，使量刑定罪有了文字依据。
4.教师补充：指十二铜表法(LawoftheTwelveTables),公元前452—451年，在平民保民官的强烈要求下，古罗马编订出十个法表，镌刻在十块青铜板上，公布于罗马广场。但他主要由贵族编制并为贵族利益服务，引起平民不满。公元前450年，又增两表，这就是的《十二铜表法》
【实质】
“十二铜表法”包括债务法、继承法、婚姻法以及诉讼程序等各个方面，基本上是罗马人传统习惯法的汇编，表现出维护贵族和富裕平民利益的倾向。
“十二铜表法”体现出古代罗马人的法治精神和奴隶制国家的本质特点。
“十二铜表法”就是罗马成文法的开端。
5.教师提问：罗马实行共和制，为什么又是奴隶主贵族专政的国家呢?在奴隶主贵族专政的国家里，奴隶制得到高度发展，这种发展主要表现在哪些方面呢?
提示：在罗马共和国里，奴隶数量多，使用广，他们的辛勤劳动创造了辉煌的罗马，但是处境悲惨，被称为“会说话的工具”。在罗马城，每天有多奴隶成交，爱琴海上的提洛岛是的奴隶交易中心。?
6.教师讲述：如此多的奴隶，大多数来源于战争或者被征服的居民。如此悲惨的处境让奴隶们苦不堪言。终于，一场声势浩大的奴隶大起义爆发了，它震撼了罗马的统治，加速了共和国的衰亡。(揭示出罗马共和国衰亡的根本原因)?
7.教师过渡：声势浩大的奴隶起义，震撼了罗马的统治。罗马共和国的一些手握军权的将领开始争权夺利。在公元前45年，恺撒以“祖国之父”的名义实行独裁统治，罗马共和国名存实亡，元老院权利日渐衰弱，原来的共和制还能继续维持吗?(必须依靠一个强有力的_——帝制)?
目标导学二：罗马帝国
1.建立背景：罗马奴隶主统治遭到沉重打击，军事实力人物为建立军事独裁进行争夺
恺撒在位期间，实行了一系列改革，他的措施触动了元老们的利益，激起贵族共和派的强烈反对，最终招来杀身之祸。继恺撒之后，各派又经过长期斗争，到公元前30年，屋大维逐渐独揽大权，公元前27年，他开始实行元首制。?
2.帝国建立
什么是元首制呢?元首制的实质是什么?(君主制)?
你认为元首制的建立意味着什么?(罗马共和国由共和国变成了帝国)?
3.版图扩张与帝国前期的繁荣?
罗马帝国建立后，不断对外侵略扩张，地中海成为罗马帝国的内湖，罗马帝国成为地跨三洲的大帝国、中国的汉帝国也日渐强盛。古代罗马不但同中国有交往，而且同印度、北欧也有贸易往来。西方谚语：“条条大路通罗马”，正说明了这一时期罗马帝国繁荣情况。?
这一时期的罗马帝国社会安定，交通安全、税收增加，是罗马的经济繁荣起来，这在历是罗马的“黄金时代”，称为“罗马和平”时期。?
请同学们回忆中国历史内容，说说中国对古代罗马的称呼和两国的交往。
4.教师过渡：繁盛的罗马帝国，统治阶级日益奢侈腐化，享乐成风。最终走向了衰落与灭亡。
目标导学三：罗马帝国的衰亡
1.教师讲述：公元3世纪，罗马出现严重的社会危机，农业衰落，隶农起义，日耳曼人也开始入侵，终于导致罗马帝国走向衰落。4世纪末，帝国最终一分为二。?????????????????????
2.教师提问：庞大的罗马帝国为什么会分裂呢?
提示：罗马奴隶制的危机(内因);日耳曼人的入侵(外因)。?
3.西罗马帝国的灭亡?
476年，西罗马帝国被日耳曼人消灭，西欧历史翻开了新的一页。有人说西欧的封建社会逐步形成。为什么?(提供资料，日尔曼人实行的氏族制度)????????????????????????????????
日耳曼人为了站稳脚跟，不能实施落后的氏族制度，也不能继续实施落后的奴隶制度，只能选择先进的封建制度。(教师可以引导学生回顾中国历的少数民族入侵中原后被迫实施中原的封建制度加以比较说明)?
4.问题思考：日耳曼人统治下的西欧出现了新的阶级——大地主阶级和农奴阶级，封建生产关系产生了，西欧的封建社会逐步形成，请同学们回忆中国历史的有关内容，说说中国从奴隶社会进入封建社会的时间，并对比中国与西欧进入封建社会时间的早晚，让学生明白古代中国始终走在世界的前列。?
提示：中国从公元前475年开始的战国时期已进入封建社会，比西欧进入封建社会早近一千年。
5.拓展延伸：古罗马经历了哪两个重要阶段?在罗马共和国时期实行了共和制，罗马的共和制和希腊的共和制是一样的吗?请谈谈你的看法。同学们可以小组讨论。
提示：罗马共和国→罗马帝国;
相同点：①都实行共和制;②奴隶都没有任何权利;不同点：雅典所有公民都能担任各级官职，能参政议政，而罗马的实权在元老院手里，雅典的公民比罗马公民享有更多的民主权利。
三、课堂总结
我们今天学习了欧洲的文明源头之一——古代罗马。古罗马继承了古代希腊的传统，“没有希腊文化和罗马帝国所奠定的基础，也就没有现代的欧洲”。_的论证了罗马文明、希腊文明和欧洲文明间密切的关系。?
板书设计
1.罗马的兴起、征服与与扩张
2.罗马共和国衰落、《十二铜表法》
3.罗马帝国的建立、繁荣与衰亡
教学内容：
本课以故事型教学为基础，在踢足球这种课余活动的话题中学习对他人能力的提问。能听懂并询问单复数物品。
1、在踢足球这个课余活动的话题中，掌握单词soccer ball, soccer shoes的准确读音，及框架句型Can you…？Yes, I can、No, I can’t的用法。
2、通过图片提示和动作辅助，学生能听懂并理解故事内容；通过师生互动，小组合作，能用正确使用的主体句式向他人询问能否做某事；通过听音模仿和情景表演等形式，能够准确表达课文中主体句式的情感。
3、能过学习踢足球这一语境，提高学生运动的意识。
教学重点：
1、词汇：soccer ball，soccer shoes，play soccer.
2、句型：Can you play soccer？ Yes, I can.
教学难点：
1、单词soccer：soc-cer
2、单复数句型的区分与应用
教学准备：
课件、图片、人物头像
教学过程：
一、热身导入
1、歌曲热身：I can skate and I can jump.师生共同唱歌。
2、利用歌曲，询问学生能做的事情，过渡复习旧知。利用闪烁、遮挡和局部呈现的'方式，让学生猜球。
二、新知呈现
初听课文：由“猜球”游戏，过渡到本课课文，带着问题“What do they want to do？”初听课文，同时，教师配相应的动作，帮助学生理解课文大意。
三、新知学练
1、根据初听课文的任务，再利用动作，让学生明确play soccer的含义，并利用不同的图片进行短语读音的操练。
2、精听学说：带着问题“Does Robo know them？”精听课文。
（1）学说soccer ball：利用角色转变，练习读音，以及单数问句和回答。
（2）学说soccer shoes：利用词卡，开火车练习读音，以及复数问句和回答。
（3）通过Yes！和Sure!的回答对比，让学生充分理解Sure!的强烈语气和情感，同时进行角色转变练习。
3、学练新单词：soccer
（1）唤醒旧知：dog-hot-box-soc
（2）拼读规律：soc……，学生猜测后三个字母。利用课件，从前一个音节中的c，再分出一个字母c后，再增加字母组合er。
4、chant小结
四、新知巩固
1、听音跟读，强化语音要点。
2、分角色朗读课文。
3、分小组表演课文，并展示。
五、新知应用
1、巩固游戏：学生在标有数字1-6的足球中，选择一个数字完成任务，任务以巩固新知为主。
2、延续最后一个任务：根据短片内容创编对话，并进行角色扮演。
六、总结作业
1、总结：在众多运动图片中，学生自由选择，并表达能做的运动。
2、作业：
听：听一听第六课P44录音，每天5-10分钟。
读：读一读第六课P44课文，要注意课文中人物的情感。
写：写一写，写1-3个问题，下节课向同学和老师提问：Can you…？
Aims and demand:
通过本单元教学，学生应能熟练地运用表达“有关订计划”的常用语；复习宾语从句；了解印度民族主义领袖甘地的生平和印度人民反抗殖民主义斗争的历史。
1. Words and expressions
Design, permit, think up , make a point , more than badly , throw off, lack , struggle
A. Even before India won independence from its British rulers, it was clear that Gandhi was the key figure and leader in the struggle of 380 million Indians to govern themselves.
B. He was a model of a different kind of political leader.
C. It was the duty of everyone to disobey this law, but without using violence.
D. On his return to India he had the chance to travel to South Africa to work on a law case.
3. Grammar
A. We elect him monitor of our class.
B. I ordered them to go away at once.
C. I can hear the girl singing.
D. We consider him to be a great leader.
4. Useful expressions
A. What do you plan to do?
B. Why do you think it is possible….?
C. I decided …..
D. I insist on….
E. I will…..
Unit 20 Lesson 77 Gandhi : His life
1. Develop the Ss’ reading ability
2. Get the Ss know something about Gandhi’s life
Have a deeper understanding of the text.
Develop the Ss’ reading skill.
Teaching aid: tape recorder and slides.
Teaching method: reading and understanding
Step 1. Warming up
( Listen to a tape <听力强化训练>page 5 )
T: Where did these voices come from?
------ Perhaps they were on a strike or they were gathering in a place to ask for sth.
T: What did they want to have ?
----- The blacks wanted to be equal as whites.
Apartheid means ( policy of ) racial segregation ( in South Africa ).
T: Once in South Africa, blacks were badly treated by South African whites. Blacks had not rights to vote. They were not allowed to take the buses or trains for whites. Do you think the blacks and whites are equal?
----- No. Of course not.
T: The blacks were lack of equality. And this is called the racial discrimination.
T: Do you any great leaders who led the black people to let them live a better life?
----- Lincoln , Martin Luther King , Gandhi ……
T: Who were they ?
T: Do you know anything about? Where was Gandhi born?
----- He was born in India.
T: India was once ruled by the British . It was Gandhi who led the Indians to govern themselves.
Today we are going to read Gandhi’s life.
I. Questions:
1. In which countries did Gandhi work for the liberation of Indians?
------- India and South Africa.
2. What successes did Gandhi gain?
------ He became a lawyer; he won a victory over the Pass Law in South Africa: he won a victory over the law that did not allow Indians to make salt: he won independence for India.
II. Find out what happened to Gandhi in the following years:
In 1869 Gandhi was born in India.
In 1882 Gandhi was married at the age of 13, following the local custom.
In 1888 He sailed to England in September 1888.
In 1891 Gandhi became a lawyer.
In 1915 Gandhi returned to India and was honoured as a hero.
In 1948 Gandhi died on January 30 th ,1948.
Step 3. Careful reading
1. Do the comprehension exercises ( WB and paper comprehension )
Reading comprehension for Unit 20 Lesson 77 (3B) CBBDD CAC
1. This text is about ___.
A. Gandhi’s political life B. Gandhi’s family life
C. Gandhi’s life D. Gandhi’s professional life
2. What custom is mentioned in the text?
A. Dining
3. Gandhi had traveled from ___ to India.
A. England, India and South Africa
B. India, England and South Africa
C. India, South Africa and England
D. South Africa, India and England
4. Gandhi was ___.
A. a lawyer
B. a leader for equal rights
C. a leader in the struggle of Indians to govern themselves
D. all of the above
5. Gandhi did not want his people to get equal rights trough ___.
A. articles fights.
6. Gandhi was ___ when India won her independence.
A. over 80 B. over 60 C. over 70 D. over 65
7. Gandhi was shot by ___.
A. an Indian who was against his ideas
B. a white man who hated him
C. an Indian who was sent by the British government
D. a white spy from England
8. The two movements in paragraph 5 are actually ___ movements.
A. economic (经济的) B. cultural
C. political D. Educational
2. Note making
Step 4. Practice ( Wb )
Step 5. Interview
Lesson 78 Gandhi: His beliefs
2. Get the Ss know something about Gandhi’s beliefs
Step 1. Revision
Questions:
1. Where was he born?
2. How old did he get married?
3. When and where did he go to study law? ---- In England in Sep. 1888.
4. Later he went to South Africa. Why did he go there?--- to work on a law case
5. How long did he stay there ? ---- 20 years
6. Did he do any writing at that time?
7. What did he write?------ He wrote about socialism in newspaper and started a magazine call “ Indian Opinion”.
8. When did he return to India? ---- 1915
9. What kind of things did he persuade Indian people to do?----- to be independent, to make their own cotton cloth to refuse to buy cloth made in England, to make their own salt
Step 2. Presentation
T: What do you think of Gandhi?
T: He was so great a man that all Indians respected him and he had become “father” to all Indians.
Step 3. Fast reading
Read the text fast and do the comprehension exercises:
1. text book ---Page 46 ( true or false )
2. reading comprehension
Reading comprehension for Unit 20 Lesson 78 I (3B) DCACB DCB
1. Gandhi was not ___.
A. a clever lawyer B. a determined fighter
C. a political leader D. a common leader
2. What drove Gandhi to struggle against all the unfairness?
A. His material desire.
B. His religious (宗教的)belief.
C. His belief in truth.
D. Other people’s expectations.
3. We can infer from the text that Gandhi seldom __.
A. lied B. talked with others
B. made mistakes D. praised himself
4. The first sentence in paragraph 2 means that ___.
A. he refused to be famous
B. he never made use of his position
C. he didn’t work for his personal interests
D. he liked to be a common person
5. Gandhi’s efforts for equality didn’t enable all Hindus to _____.
A. draw water from the same village well
B. be dressed the same
C. go to the same temple to pray
D. marry each other
6. Paragraph 5 talks about ___.
A. how Gandhi fought for the equality of women
B. how many unfair laws existed at that time
C. how people could escape from the punishment for their beliefs
D. how people should fight against unfair laws
7. The word “father” in paragraph 6 means ___.
A. all Indians became his sons
B. all Indians regarded him as their father
C. all Indians respected him
D. all Indians felt that he was above them
8. Einstein’s words mean ___.
A. Gandhi was only understood by few people
B. Gandhi was so great and outstanding that he can hardly be imagined
C. Future generations will not believe in his ideas
D. Gandhi could only be understood by the people of his times.
Reading comprehension II (Lesson 78) 3B ACDBC
1. Gandhi decided to live as a poor man because he ___.
A. did not have expensive tastes
B. valued ordinary people much
C. didn’t want to make money
D. believed in non-violence
2. What did Gandhi mean by “the force of truth”?
A. Great attention should be paid to the equality of women.
B. When people made mistakes he should admit them willingly.
C. Everyone should disobey the unfair law,, if any, but without using violence.
D. Everyone should be prepared to do heavy work , from leaders to the poorest peasants.
3. Which can be inferred from the 6th paragraph?
A. At that time the Indian burial customs were quite unusual.
B. Gandhi’s death aroused great unrest among the Indian people.
C. It seems quite ridiculous that he called for non-violent resistance , but was violently killed.
D. Gandhi was deeply loved and respected by his people, who showed great sorrow for his death.
4. What can be inferred from the last paragraph?
A. Future generations will no longer believe in his ideas.
B. His contributions to the world are so great that it’s beyond our imagination.
C. Albert Einstein thought nobody but himself really understood Gandhi.
D. Gandhi could only be understood by the pjeople of his times.
5. “The secret lies in the title of the book…” The underlined word refers to ___.
A. how he became such a successful political leader
B. how he got over so many failures or difficulties in his life
C. why he was regarded as a model of a different kind of political leader
D. why he entitled his book The Story of My Experiments with Truth
Questions
1. What did Gandhi mean by “ the force of truth ”?
---- If an unfair law existed, it was the duty of everyone to disobey this law, but without using violence.
2. Which event is described in the text?
----- The Indian customs following his death.
Step 4. Careful reading
Read it again and do the comprehension 3 ----Page 46
Describe the character of Gandhi using the information from the text
1. His simple life: He refused to make any personal gain from his political work. He decided to live as a poor man and not to possess wealth. When he travelled across India, he travelled “hard-seat, unreserved”, together with peasants and other ordinary people. In cities he refused to travel in a rickshaw. He ate simply and never ate meat. He rose early in the morning and worked at his wheel, making cotton thread.
2. His interests: Gandhi was interested in all spiritual matters, not only in the Indian gods. All his life he reached out for the truths of spirits and gods.
3. His belief: Gandhi believed that one should be able to “love the most ordinary being on earth as oneself”. Gandhi hated the custom that had divided Hindu society into separate groups for thousands of years and his goal was to end this.
Step 5. Practice
Workbook --- Ex 2
Lesson 77
Aims and demand: Grasp the usage of the language points
Step 1. Text reviewing
T: Where was Gandhi born? ----- India.
T: Following the Indian local custom, what age should one get married? ----- 13
T: That is to say. Gandhi got married at 13.
T: What age is the Chinese boy / girl usually married?
Do you want to know my age of marriage ? ----- That’s a secret.
What age are you going to get married?
1. marry sb.
be married
get married
be married to sb.
T: Try to guess : When did I get marred?
When did your parents get married?
How long has his / her parents been married?
What is your father? ---- a worker, a teacher……
Then his mother has been married to a worker for … years.
他们是战争结束时结婚的。
They got / were married at the end of the war.
---你和露西结婚多久了？--- 了。
--- How long have you been married to Lucy?
--- For twenty years.
T: Gandhi sailed to England to study law and stayed there for 3 years. As soon as he came back to India , what did he do?
----- On his return to India, he had the chance to travel to South Africa to work on a law case.
T: What is the first thing you will do on your arrival at home this Friday afternoon?
2. on one’s return …
on one’s arrival …
on the enterance …
on hearing …
on reaching…
他一到机场就听到了这个消息。
He heard the news on his arrival at the airport.
他一听到这个消息就赶回家。
On hearing the news , he hurried home.
老师一进来，学生就起立。
The Ss stood up on the entrance of the teacher. ( true )
……………… on entering the teacher. ( wrong )
3. work on = be engaged in sth.
work on = work continuously
我们正在制定一个新的旅行计划。
We are working on a new plan for travel.
他在实验室里一直工作到午夜。
He stayed in the lab and worked on till midnight.
He worked on in the lab until midnight.
T: What made him change his life?
--- The chance to travel to South Africa to work on a law case made him change his life.
This experience was to change his life.
4. “be + 不定式” 通常表示计划安排要做的事
I’m go meet him at the airport.
（本文）表示不可避免将要发生的（命中注定的事）
Worse was to ( “Roots”) Page 8
还可表示命令（父母让子女做的事）
You are to do your homework before you watch TV.
T: This experience was the turning point in his life. Listen to the tape and deal with the following language points.
5. insist on doing
insist that
He insisted on going there alone.
He insisted that he should go there alone.
He insisted that he was right.
He insisted that he had finished his homework.
6. play an important role in…
play an important part in …
7. be put in prison
be thrown in prison
8. have a gift for …
9. think up 想出 ，编出 ( invent , make up )
think of （考虑）打算，想出，想到，想着，想起
think about （考虑）回想（过去）， 考虑某事是否可行
think over 仔细思考一遍
think of ……as 把……看作
Most of the masters thought of their slaves as animals that could be bought and sold.
Mary, are you thinking of marry Tom?
Who thought of/ up the plan?
We mustn’t think about your this matter any more.
I’ll think about your suggestion, and give you an answer tomorrow.( if it is possible )
Think over, and you’ll find a way.
10. with the purpose of 怀着……的目的
for the purpose of 为着……的目的
on purpose 有意地
11. following this 在。。。 之后
T: What will happen following the examination?
-----The result will come out.
T: What will happen following the heavy rain ?------ The river will be flooded.
Following the hot weather?----- Crops will die.
Step 2. Exercises
Correct the mistakes: ( Lesson 77)
1. Joan is going to marry with Hubert.
2. Gandhi was married at the age of 13, followed local custom.
3. Followed the doctor’s advice, my father has given up drinking.
4. The villagers still following the customs of their grandfathers.
5. In his return to India he had the chance to travel to South Africa.
6. In reaching the city he called up Mr. Smith .
7. After he returned home, he was honoured for a hero.
8. He had a gift in thinking up ways of making political points.
9. He was thrown off a train for insisting traveling in the whites-only section.
10. For twenty years he played important role in working for equal rights for Indians.
11. South Africa passed further laws were designed to make life difficult for non-whites.
12. Some of the Indians publicly burnt their permits and many of them were put in the prison.
13. Thousands of Indians, joined him when he led a march to the coast, on the purpose of “making a little salt.”
14. Follow this , 60,000 Indians , including Gandhi, were put in prison.
Lesson 78
Step 1. Deal with the language points
1. (translate) Gandhi was much more than a clever lawyer, a fine speaker, a determined fighter for human rights and a political leader.
甘地远不只是一位聪明的律师，优秀的演说家，坚定的人权战士和一位政治领导人。
他们俩远不只是同学，他们还是知心朋友。
Both of them are much more than schoolmates, they are close friends.
They were more than glad to help.
他们是极其乐意帮忙的。
This more than satisfied me.
这使我深感满意。
2. lie in 在于
T: He didn’t pass the exam, where did the problem lie?
Ss: It lies in his laziness.
(translate)那就是真正的危险所在。
That is where the real danger lies.
3. reach out for
他伸手从书架上取下一本书来。
He reached out for a book from the top of the shelf.
4. (translate ) One should be able to “love the most ordinary being on earth as oneself.”
“……就象爱自己一样去爱世界上最普通的人。”
being c生物（特指人）
a human being/ human beings
Men , women, and children are human beings.
All birds and animals are living beings.
on earth 在世界上，在人世间
in the world 。。。
他们认为自己是世界上最聪明的人。
They consider themselves the wisest men on earth.
北京将成为世界上最大的城市。
Beijing will become the largest city on earth in area.
5. take up arms
6. as follows 固定词组 “如下” 以引出下文
他们的建议如下：。。。
Their suggestions are as follows.
hardly
hard
There is hardly any wine in the bottle.
He hardly works at all.
He works hard at his lessons.
Such …as 象。。。这样的，诸如。。。这类
他曾经希望做一名象甘地那样的领袖。
He wished to be such a leader as Gandhi.
这样的照片应该由博物馆保存。
Such a picture / photo as this should be kept in museum.
Fill in the blanks with a correct word ( Lesson 77~78)
1. He was busy ____ his work and did not notice me come ____. with, in
2. We should take ___ arms and fight ___ the Japanese invaders. up , against
3. Alice Green has been married ____ John Smith ___ ten months. to for
4. Diligence leads ___ success and failure often lies ____ laziness. to in
5. He demanded an end ___ the British rule ____ India. to over
6. Please let me go on ___ my work __ peace. with in
7. He reached __ his pocket __ some money. Into for
8. ___ last the enemy had to give ___ and we won the battle. at in
9. ___ her return __ the office, she began to work. On to
10. The notice reads ___ follows. as
Choose the correct answer ( Grammar exercises for object complement ) Lesson 77~78
1. Jane devoted her life ___ the sick.
A. to caring for B. to care for C. to caring D. caring for
2. The mother wanted her son ___ without delay.
A. to operate B. to be operated on C. to operate on D. being operated on
3. The father forbade the child ___ out of doors during his absence.
A. to go B. go C. goes D. will go
4. She was glad to see her child____.
A. taking care of B. taken care C. taken care of D. take care of
5. When she returned home, she found the window open and something____.
A. stolen B. missed C. to be stolen D. to steal
6. Although he tried, Bob still couldn’t make himself ____ .
A. being heard B. hearing C. heard D. hear
7. We can depend on the workers ___ the plan.
A. carried B. to carry C. carry D. carrying
8. The government calls on us ____ our production.
A. increased B. increasing C. increase D. to increase
9. Do you hear someone ___ at the door?
A. knocked B. knocking C. to knock D. knock
10. Did you notice the boy ___ the street just now?
A. crossed B. to cross C. cross D. crossing
ABACA CBDBC
设计理念：
1.新课程下的英语教学倡导充满情趣、真实的人文型的课堂，让学生在浓郁的人文气氛中感受、习得语言，发展能力。语言运用能力的培养重在应用，在亲身经历中体验、感悟，在实践中发展能力。为此，在综合拓展练习时，我设计了“小小督导员”的活动，重在让学生在创设的与生活相关的语言情境中去感悟，并运用英语。
2.《义务教育英语课程标准》明确要求小学生英语教学任务之一是培养学生初步的语感和良好的朗读、阅读习惯。本课的教学活动设计，我注重了学生对于发出指令的祈使句的朗读训练和语气感悟。并在最后设计一个趣味阅读练习，以培养学生良好的阅读习惯。
3.《义务教育英语课程标准》指出：“英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程;又是他们磨练意志、陶冶情操、拓展视野、丰富经历、开发思维能力、发展个性和提高人文素养的过程。”为此在本课的综合拓展练习时，我所选择的情景图画使学生熟悉的身边的生活场景，目的是能够很好的锻炼和培养学生良好的行为习惯，利用这个契机对学生进行情感教育。
1.知识目标：学生掌握语句Stop! Don’t go! Go!It’s green now. Don’t ride your bicycle here.
2.能力目标：学生学会口头运用Stop! Don’t go! Go!It’s green now.等语句发出指令。
3.情感目标：培养学生自觉遵守交通规则的习惯。
1、能听懂Don’t ride your bicycle here.这类指令。能口头运用Stop! Don’t go! Go!It’s green now.这类语句发出指令。
2、祈使句的读法。
录音机、课本第一部分的录音材料和标志图话、学生生活的情景图画
一、Warming up.
A game.
教师组织学生一起玩“Simon says”的游戏。首先教师发出口令，然后请一名学生担当教师角色。
T：Boys and girls,now let’s play a game“Simon says”。 Listen to me carefully.“Stand up, please. Turn left/right/back/north/south/west/east.”Now, who can say as me?
(设计意图：通过组织游戏，既可活跃一下课堂气氛，又可复习巩固祈使句的用法。此外在游戏中，尽量多的运用“left, right”等词，又可为本课的学习做好准备。)
二、Presentation.
in.(精讲点拨)
教师出指挥交通的图片，并向学生提出问题。“Do you know what dose it mean?”学生根据图片动作逐一进行回答：“Turn left. Turn right. Go straight on. Stop!”
教师出示课本第一部分的交通标志图，请学生用英语说一说它们代表什么意思。(T：I have more pictures. Can you tell me something about it?)学生可能对其中的一些标志图不是很了解，教师可告诉学生本节课结束后，你将会很流利的说出。(T： Don’t worry. You may say it very well after this class.)
(设计意图：用指挥图导入，能够很好的与本课的教学内容进行衔接，教师能够很自然的呈现本课的交通方面指示语的图画。另外，在学生遇到障碍后，给学生的鼓励的同时，也提出了本课教学目标。)
and find.
教师首先让学生对图片的内容进行讨论，然后教师放录音，请学生边听边指向对应的图。教师放地二遍录音，进行检查，并让学生重复。学生听第三遍录音，完成课本第二部分的活动。
(设计意图：先让学生熟悉一下图片内容，学生能够很好的指向正确的图话。在听与指的过程中是对学生听力及反应能力的一种很好的锻炼。)
教师出示课本第一部分的图画，请学生快速说出对应的句子。
and repeat.
教师出示课本第三部分的句子，让学生根据前几节课的知识自己先朗读。然学生对比自己的语气和升降调。
教师再次放录音，让学生跟读、模仿，并简单讲解祈使句的读法。(祈使句一般表示直接的命令、建议、告诫、邀请等多种意图，再读法上侧重读最后一个单词，读降调用以强调。)
(设计意图：学生已经接触过语调方面的知识，先让学生自己朗读，然后再对比录音，学生的学习印象更为深刻，更利于掌握。让学生掌握一点语音规则，对于他们的自学能力的培养有很大的帮助。)
三、Practice.
can read it?
教师出示一些祈使句，让学生站起来朗读，对于读的好的进行奖励。读的不正确的请其他学生帮忙纠正。之后在小组内进行朗读比赛。
Don’t put it on the table.
Please make the bed.
Please open the window.
Don’t close the door.
Don’t ride that horse.
(设计意图：在掌握了简单规则后，进行简单巩固练习，帮助学生进一步巩固所学知识，此外还能让学生更好体会英语学习成功的快乐，帮助学生进一步树立学生学习的自信心。)
is it?(巧问质疑)
教师请一名学生先走出教室，把一件物品藏在教室的某个地方，然后请学生回到教室试着找出所藏物品。首先由教师发出指令给学生提供线索，然后让他其他同学寻求帮助。
Eg：T: Walk to Song straight on. Then turn left.
S:Can you tell me more?…
(设计意图：通过找一找的小游戏，帮助学生进一步练习关于方位指令的祈使句的用法。让学生实际练一练，在教室里走一走能很好的体会、运用。比单纯的口令练习效果更好。)
四、Development.
1.小小督导员
教师出示几幅生活中的情景图，让学生以“小小督导员”的身份对其中的人物进行劝诫。
首先让学生对情景进行讨论，然后以小组为单位选一情景进行表演。
(设计意图：学生熟悉的生活情景，很容易让他们参与进来，也很利于他们发挥自己的运用能力。在给学生创设了练习与运用英语的学习情景的同时，也是对学生进行思想教育，培养正确的行为习惯的很好的契机。)
2. Read it and have a test.
It is a rainy day. A man gets on a bus with a dog. It is a big dog. Its feet are very man says,“Condutor(售票员)， if I buy a ticket for my dog, can he have a seat like the other people?”
The condutor looks at the man and then he says,“Of course,sir. He can have a seat like all the other people on the bus, but he must not put his feet on the seat like the other people on the bus.”
T or F
(1)The man gets on a bus with a small dog.
(2)The dog’s feet were very dirty.
(3)The mam wants a seat for his dog..
(4T)he conductor would like to give a seat to his dog.
(5)The dog sits down at last.
(设计意图：本节课的知识内容不是很多，在一定的练习巩固之后，我设计了趣味阅读。并在阅读的同时对学生提出建议和要求。既可调节一下课堂气氛，又可在课堂上进行阅读练习，培养学生良好的阅读习惯。)
五、Summary.(有效反馈)
学生进行简单小节，说一下自己的课堂收获，教师进行概括补充。
六、Homework.
List some rules about how to learn English well.
Eg: Please listen to the teacher.
Please speak English in class. …
教学建议
教学内容分析
本单元的核心教学项目是“语言”(Language)，涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。
第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。
第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。
第95课提供了一张由在中国的Lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。
第96课的第一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是Jack Wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e―mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给Jack写信，讲述自已学校和同学的情况。
教学方法建议
本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。
那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：
1.介绍笔友
1) 教师提出语言任务：向同伴介绍自己在国外的笔友。
2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。
3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)
4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)
5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。
6) 学生以小组的形式制做表格，填写自己笔友的基本信息。
7)小组之间进行信息交流。
8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。
2.表达态度
教师可以结合本单元的话题 (Language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。
1)在黑板上(或用投影仪)画出下面的四个套圆：
2)教师帮助学生解决个别词汇问题 (如interesting)。
3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)
4)学生谈论自己的态度;并询问别人的态度。
5)教师和学生共同评价完成此任务的表现。
3.信息沟
教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：
A (for some of the students in the class)
B (for the other students in the class)
以上这些任务型的活动(Task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。
词汇教学建议：
本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置(如：亚洲、欧洲等)及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。
口语教学建议：
要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以Where are you from? I’m from England/America/China.及 Where do you come from? I come from England/ America/ China. Do you come from…? Are you come from? What do you like about China? How do you like Chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：
1)利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：Where are you from? I am from … Where do you come from? I come from…Are you from…? Yes, I am. No, I am not. Do you come from…? Yes, I do. No, I do not.
2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶 如：I like… I don’t like…并进行问答练习如：Do you like…? Yes, I do./No, I don’t. How do you like Chinese food? /What do you like about…?
3)让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：Do you speak Japanese/English? Do you live…? Where do you live? What do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。
语音教学建议
本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感
语法教学建议
本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。
在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。
一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。
一般现在时的时间搭配: every day/week/year, on Monday, on Sunday morning; usually, often, always, in the morning/afternoon/evening
一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：I---- my mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her classmates Tom ----- Tom and Kate; he ----- they;
当主语是非第三人称单数 时, 行为动词的一般现在时的句型变化如下：
(1)肯定句： 用行为动词原形来表示，如：We know a little English. Li Hai and Liu Hua come from China. They learn Chinese.
(2)否定句：用助动词don’t + 动词原形表示。如：They don’t go to school on Sundays. The students don’t speak French. I don’t read the books in the evening.
(3)一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + do ”; 否定用“No, 主语 + don’t ” 如：Do you like apples? Yes, I do. Do the teachers speak English? No, they don’t. Do they stay at home every day? Yes, they do.
当主语是第三人称单数 时, 行为动词的一般现在时的句型变化如下：
(1) 肯定句： 用行为动词原形后加--s来表示，如：He knows a little English. Li Hai comes from China. My father learns Chinese.
(2) 否定句：用助动词doesn’t + 动词原形表示。如：Your sister doesn’t go to school on Sundays. The student doesn’t speak French. Tom doesn’t read the books in the evening.
(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + does ”; 否定用“No, 主语 + doesn’t ” 如：Does your friend like apples? Yes, he does. Does the teacher speak English? No, she doesn’t. Does Tom stay at home every day? No, he doesn’t.
在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学(第二十五、二十六单元)作好铺垫工作。
阅读教学建议
本单元第95课第一部分是一篇短文，介绍lily通过书信形式向Jo介绍她在学校里的学习和生活情况，在学生单独阅读文章后，可让他们完成练习册第95课练习1的对话。这些补全对话练习主要是检查学生理解文章细节的能力。
词汇分析
1.本单元重点学习speak,from,come,much,little,people,teach,love,great.
2. speak表示“说，讲”的意思， 她可作及物动词也可作不及物动词。
(1)当它作“讲某种语言”时用作及物动词。如speak,English/ Chinese / Japanese等。
(2)在下列情况下作为不及物动词：a. 与某人打招呼 b. 打电话用语 c.在会上发言。例如：He often speak to the old man./ Can I speak to Mr Wang? / Our English teacher is speaking at the meeting.
用作形容词，表示“几乎没有，很少的”，常用来修饰不可数名词，而a little则表示有一些，相当于some，例如：there is little water in the bottle.(几乎没有) / there is a little water in the bottle.(有一些)
重难点分析
1.熟练运用询问国籍和所使用语言的日常交际用语。
2.熟悉实义动词一般现在时的陈述句、疑问句及其答语，以及介词短语to her, from Lily, on Sundays 等状语的运用。
3.继续进行单词重音、句子重音和语调的训练，体会英语语流的节奏感。
学法指路
本单元主要学习一般现在时的肯定句、否定句、一般疑问句及其答语。
英语和汉语在语言结构方面差异较大，学生在实际应用中较难把握，常常出错。建议教师在教学时，能通过实例和反复的操练，帮助学生理解、判断和归纳连系动词be、助动词do及实义动词come等在句中的用法。
Where’s he from? 他从哪儿来?
be from =come from意为“从……来”或“是……人”，常用来询问某人来自哪个地方或籍贯(包括国籍)。be from =come from. be from 强调状态;come from强调动作。如：
―Where are you from? (=Where do you come from?) 你是哪儿的人?你来自哪儿?
―I’m from Changsha.(=I come from Changsha.) 我是长沙人。/我从长沙来。
2. How do you like…?
此句型动词like后可接某人或物的词作宾语，意为“你觉得某人或某物怎么样?”表示询问对某人或某物的印象、看法。相当于What do you think of…? 如：
―How do you like Tom? 你觉得汤姆这人怎么样?
―I think he's a good student.我认为他是一个好学生。
3. What do you like about China? 你们都喜欢中国的哪些方面?
―The people―and the food! 这里的人们一还有吃的。
people常泛指“人”“人们”，作主语时，谓语动词常用复数形式;people还有“(多少)人”之意，受two以上基数词的修饰，本身就是复数形式：the people是“人民”之意;表示“民族”时，people有单、复数之分。
People work in the day.人们白天工作。
“What do you like about…?”(你喜欢……哪些方面?)用来询问对方喜欢某人、某物的哪些方面。如：
―What do you like about your school?你喜欢学校哪些方面?
―The teachers and the students. 老师和同学。
How do you like…?侧重于询问对某人或某物喜欢的程度，答语常用a little或very much。What do you like about……?侧重于询问对方所喜欢的内容，答语要用具体说明所喜欢的人或物的陈述句。如：
(1)―How do you like Beijing?
―Very much.
(2)―What do you like about the school?
―I like teachers in this school.
4. We teach them English and they teach us Chinese. 我们教他们英语，他们教我们中文。
teach可作不及物动词，也可作及物动词，作及物动词时，可用teach sb., teach sth., teach sb. sth., 如果宾语是人称代词，要用宾格。如：
Mr. Wang teaches Chinese. 王老师教语文。
Miss Gao teaches us. 高老师教我们。
Miss Gao teaches us English. 高老师教我们英语。
5. Chinese put our family name first. 我们中国人把姓放在前面。
在西方，人们的全名往住由三部分组成：given name (名)+ middle name (中间名)+ family name (姓)。中间名又叫教名，往往可以省略。注意：名在前，姓在后， Mr.、Mrs.和Miss要和姓连用，而不能和名(given name)连用。而中国人的全名由两部分组成：family name (姓)+given name(名)。姓在前，名在后。学习时要注意英汉两种文化的差异。
称呼某人时，要说Mr./ Mrs. / Miss + family name，如：Mr. Wang王先生。
6. Our friends ask us to go to their homes for dinner. 我们的朋友请我们到他们家吃饭。
此句中的词组是“ask sb. to do sth.”(叫/请某人做某事)，此词组的否定式是“ask sb. not to do sth.”(叫/请某人不要做某事)。注意词组中的sb.如是代词，要用宾格。如：
Mr. Brown asks us to clean the room. 布朗先生请我们打扫房间。
My parents ask me not to talk in class. 我父母叫我在上课时不要讲话。
7. 给某人写信，要说write (a letter) to sb., 而收到某人的来信，要说get a letter from sb. 或hear from sb.。
8. I want to make friends in China. 我想在中国交朋友。
make friends意思是“交朋友”。表示“和某人交朋友”时，要用make friends with sb.。如：
Can you make friends with me?你能和我交个朋友吗?
9. 说汉语，用speak Chinese;学汉语，用learn Chinese;教日语;用teach Japanese;教某人汉语，用teach sb Chinese。语言名词Chinese，English等都是不可数名词，可以用(a) little，much, a lot of修饰。
10.所学国家、国籍、语言一览表。
England
Englishman
English
France
Frenchman
French
Australia
Australian
Canada
Canadian
English and French
America
American
China
Chinese
Japan
Japanese
注：1) American、Australian、Canadian的复数形式分别是：Americans, Australians, Canadians.
2)表示一个英国人时用an Englishman,一个英国妇女用an Englishwoman.
它们的复数形式是：Englishmen. Englishwomen。类似的还有：
一个法国人an Frenchman 一个法国妇女 an Frenchwoman
它们的复数形式是：Frenchmen, Frenchwomen
3)Chinese, Japanese的单复数同形。
Lesson 93教学设计示例(一)
一、教学内容
1.语音和词汇(略)。
2.句型：1)where are you from?
2)they are from….
3) what’s about you/he/her ?
3.日常交际用语：
1)一where are you from?
-I am from…..
2)are you/ they from….?
3)do you / they come from..?
4)what about you /he/her…?
二、教具
录音机;磁带;一张世界地图;几件学习用具。
1.值日生报告。
2.教师让学生齐读第23单元的对话。
3.教师拿出中国地图世界，并提出问题：where is Taiyuan? 学生回答。然后让学生相互之间根据地图中各个城市的地理位置进行句型操练。
4.教师拿出世界地图，指着地图上的国家和城市说：This is Paris.并问学生：Where is Pair? 同时教师板书France该词，学生反复跟读。教师继续教授新单词USA, Australia, Canada, UK, Japan, America。当确信大家已初步掌握之后，教师再次拿起地图与学生进行如下问答练习：
T：where is …?
Ss：It’s….
T： How do you spell it?
Ss：(拼写这个单词)。
5. 教师拿出课文图片，放课文第一部分对话录音，教师给出听前提问(Pre-listerning question) Where is he (David) from?
Where are Tom and Ann from?
放一至两遍录音，学生回答问题。打开书，再放录音，学生跟读两至三遍。两人一组进
行练习，数分钟后，请两组学生到前面表演。
6.教师问A学生Where are you from? 要求学生用新学习的英语国家名字来回答问题并反复操练。然后教师又问B学生：Where is he/ she from? What about him/ her? 这种问答要，使学生通过不断重复的手段，达到记住、记牢的目的。
7.教师引导并帮助学生相互之间使用新学习的句型Where are you from? What about you?来介绍自己的家乡地理位置。
8.教师放课文第二部分对话录音。学生跟读两至三遍，之后学生四人一小组的形式再进行对话操练，目的是使学生在对话操练过程中掌握好英文对话的语音语调
6.指导学生用笔头形式做练习册习题。
7.布置作业
1)抄写生词;练习朗读本课对话;2)完成练习册习题。
四、日常交际用语
1)Where are you from?
Be from = come from 意思是“从……来”，常用来询问某人来自何地方或籍贯。如：
I am from Shanghai and he is from Beijing.
They are from Australia.
2) Are you from the USA? No, I come from England.
Come from 是“从……来”，come是行为动词，在否定局，疑问句和肯定句中，其随主语的变化而变化。如
He comes from Nanjing.
Lesson 93教学设计示例(二)
Teaching Objectives
The expressions of place.
Main Points
1. New words: USA, Australia, Canada, UK, Japan, America, a little
2. Sentence Patterns:
(1)Where are you from?
(2)Where do you com from
Difficult Points
How to use the Simple Present Tense correctly.
Teaching Aids
a tape-recorder, the slide-showing, tapes, pictures, map
Teaching Procedure
1. A duty report.
2. Revise the days of the week and their spellings with the help of cards.
3. Revise the dialogues in SB lesson92,
Where’s Taiyuan? It’s in Divide the class into two halves and have a competition. Get the students to ask each other where the places are.
Page 36, Part 1. Point to the countries and cities on the map of the world and say: This is Pairs. Then ask Where is Pairs? The students may answer in Chinese. Teach France and get the students to repeat after you . This part aims at giving students exposure to more English names of countries and cities in the world.
Step 3 Ask and answer
closed! Teacher ask: Where’s David from? Where are Tom and Ann from? And play the tape. Check the answers .(David, USA; Tom and Ann, UK)
saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where’s he/ she from? What about him / her ?
Step 4 Presentation
Tell the students about yourself. Say I’m from Beijing.(etc.) Ask students Where are you from? What about you ? Help them to answer, using the name of their own hometown.
Step 5 Listen, read and say
Teacher play the tape, and students listen and repeat. Then students practise the dialogue in pairs. They talk about themselves in groups.
Step 6 workbook
1. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs. Encourage them to use their own imagination and create different dialogues.
2. For , let the students read through the three short passages before they fulfill the task.
1. Copy the new words.
2. Finish off the Workbook exercises.
Lesson 94教学设计示例(一)
一、教学内容：
使学生熟练掌握一般现在时，当主语是非第三人称单数，行为动词的肯定句、疑问句、否定句的表达;
二、教具：多媒体、录音机、投影仪、地图
1.教师向学生展示地图，复习第93课的对话。让学生相互之间问问题：Where are you from? I am from…. Where do you come from? I come from….etc. 问答的方式教师可以自便，可采取多种形式如： 教师---- 一个学生; 教师----- 部分学生; 教师---- 全体学生;一个学生---- 一个学生; 部分学生-----部分学生等形式来进行操练。
2.教师指着地图上的国家的名称如：Canada. 说: Canadians come from Canada. They speak English and French. 然后又指着另一个国家如：Japan.说： Japanese come from Japan. They speak Japanese.教师反复地说出不同的国家的名称，让学生反复操练句型。帮助学生提问和回答有关国家的相关语言。如问Do you speak French?等等.教学生回答: Yes, I do./ No, I don’t.又如Do they learn maths? Yes, they do./ No, they don’ Kate study Chinese? Yes, she does./ No, she doesn’t.同时，教师在黑板上写出这些句子并比较这些句子的结构，用彩色粉笔强调句中出现的do/ does
3.打开课本37页，第一部分，1让学生练习句型 Do Americans speak Japanese? No, they don’t. What do they speak? They speak English. Do you like eggs? Yes, I do. I like it very much./ a little. No, I don’t. I don’t like it at all.
4.让学生听第94课的录音。听录音的时候，教师要求学生不看课文只听录音，然后让学生跟读。之后学生打开课本对照课文内容进行问答练习。最后学生以小组形式进行操练。在学生听完对话录音后，教师提问： Is Bob from the USA? Does Bob speak Chinese? 教师放录音两遍并让学生跟读。教师指出中国姓名与西方国家的姓名的不同之处：在西方国家，人们习惯将姓放在名之后如Jim Green, Green 就是姓Jim是名,而中国人的姓名和西方国家的习惯正好相反，比如Zhou Jian. Zhou是姓 Jian 就是名。 然后让学生操练课文对话并请学生上讲台作演示。
5.让学生完成练习册中的练习一
6.学生听课文第三部分的录音并且跟读， 注意录音中的英文发音，语调和节奏。
7.教师总结这一节课的教学内容，要求学生掌握句型：Where are you from? Where do you come from? Do you speak French? I like …..very much / a little etc.课文板书如下
Unit 24 Where are you from ?
Lesson 94
the Great Wall Where are you from? Do you speak French?
hotel, building I am from…. Yes, I do./ No, I don’t.
follow, call Where do you come from? I like milk very much./ a little.
FirstI come from….I don’t like it at all.
四.课堂交际用语
掌握交际用语：Do you speak English?肯定回答： Yes, I / we / they do
否定回答： No, I / we / they don’t..
Lesson 94教学设计示例(二)
words: great, hotel, building, follow, call, first
Patterns:
(1) (1)Do you speak Chinese?
(2) (2)Yes, I do / No, I don’t
How to use the question form of the Simple Present Tense correctly.
a tape-recorder, the slide-showing, tapes, map
2. Look at the map, revise Where are you from? What about you ? Where is he / she from?
1. Show a card with the name of a country : . China. Say Chinese come from China. They speak Chinese. Let students repeat with other cards with different country names on them.
2. Teach the students with cards I speak Chinese / English / French. Ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / . Help the students to answer Yes, I do / No, I don’t.
down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures. Highlight do with coloured chalk.
Book closed! Students listen and repeat. Play the tape again, students open the books and listen and repeat, then ask and answer in pairs.
Ask Do Australians speak Chinese? What do they speak? etc. students answer No, they don’t Then ask what do they speak? the students answer They speak English..
Step 5 Read and act
play the tape, ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape again and get the students to repeat.
point out that in western countries, a person’s family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.
the students read and act out the dialogue in pairs.
. of Wb Lesson 94 .
Step 6 listen and chant
1. play the tape and have the students repeat, as they repeat, pay attention to their pronunciation, intonation and rhythm.
2. let some students read out in class if time permits.
Step7 Workbook
Do in class
off the Workbook exercises.
the dialogue in SB Lesson 94 by heart.
Lesson 95教学设计示例(一)
使学生熟练掌握一般现在时，以及英文书信的书写格式。
二、教具：录音机、明信片
1.学生作值日报告。
2.教师复习Where are you from? What do you speak? Do you speak French? 等等。或者教师复习课文第94课第2部分的对话，并让学生演示对话内容。
3.教师拿出一张明信片，在黑板上把明信片的基本格式画下来，同时教学新单词postcard。 教学Dear….和Love from…并向学生解释love from 仅限于家庭成员及好朋友之间使用。教师向学生讲明用英语书写地址的方法。并提醒学生，写地址的时候，要把单位或地区小的信在前面，大的写在后面。然后举例并写在黑板上。
4.教师放课文录音，并提出问题。学生回答完问题之后再放一遍录音，让学生听读同步进行。请学生把课文的英文信件翻译成中文，并向学生解释Linclon Drive 是指林肯大街。
5.让学生独立完成课文第二部分练习，然后两人一组核对答案。让学生把错误的答案改正过来。
6.教师指导和帮助学生完成课文第三部分练习，要求学生想象一个情景为自己是Jo,正在和Lily打电话。然后让学生就这个想象的情景编一个对话，并把它写下来。最后学生相互之间演练自编的对话。
7.教师总结明信片的书写格式以及日常的词组和短语。
8.教师指导学生共同完成课后练习。
9.教师布置家庭作业：让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送给朋友的面前，让朋友改正自己的语法错误。
Lesson 95教学设计示例(二)
New words: teach, postcard, dinner, soon, stay.
a tape-recorder, tapes, pictures.
2. Revise Where are you from? What do you speak? Do you speak French? etc.
1. Draw the “writing” side of a postcard on the Bb. And teacher show the real card to Ss, teach the word postcard. And Explain that Love from…is only used between family members and good friends.
2. Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, . :
Miss Li Manhua
No. 27 Middle School
Donghuamen Street
Beijing, 100009
People’s Republic of China
3. Get the students to write their own address, and check their work each other.
Step 3 Read
playing the tape, let the students read the questions.
give them several minutes to scan the postcard for the answers. At last play the tape, students listen and repeat.
the students translate Lily’s letter into Chinese.
Step 4 Practise
work alone and then check the answers in pairs.
the students to correct “Wrong” answers.
Step 5 Talk and write
some telephone greetings.
the students work in pairs and write their telephone conversation.
several pairs to act out their dialogue for the class.
they practise, remind the students to pay attention to their intonation.
the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, . some people pace back and forth, others twist the telephone cord around their finger, etc.
Step 6 Workbook.
Do Ex. Wb Lesson 95 in the class.
off the Workbook exercises after class.
2 Go over the language items listed in Checkpoint 24.
Lesson 95教学设计示例(三)
Teaching aims
掌握“四会”单词和短语。
Key points
学习明信片的书写格式。
Difficult points
Five days a week, teach sb. Sth., on Sundays, ask sb. To do sth,, write to sb.
Teaching methods
通过作练习，使学生掌握明信片的书写格式。
Teaching aids
明信片、录音机、多媒体课件
1.复习Where are you from? What do you speak? Do you speak French?等等。
2.复习课本地94课第2部分的对话，并表演对话。
1.教学新单词postcard，教师打开ppt多媒体课件《unit 24 lesson 95》，向学生展示英文明信片的基本格式。并向学生说明Love from….仅限于家庭成员及好朋友之间使用。
2.向学生讲明用英文书写地址的方法。并提醒学生，在写地址时候要把单位或地区小的写在前面，大的写在后面。让学生注意动画中的明信片的格式。
3.教师向学生介绍完明信片的基本格式以后，问学生：人们在日常生活中除了用明信片形式可以传递信息之外，还有什么其他方式也可以传递信息来引导学生多思考，从而引出下一个重点：英文信件。
4.教师打开ppt多媒体课件《unit 24 lesson 95》，让学生熟悉了解英文信件的格式。然后让学生对两种不同的格式进行比较，总结出其中的不同之处，加深学生对英文明信片和英文书信格式的印象。
step 3 read
1.教师放第一部分录音之前让学生把问题读一遍。学生回答完问题之后再放一遍录音，让学生听并跟读。
2.请学生把lily 的信件翻译成中文，并向学生讲Lincoln Drive 是林肯大街/道。
Step 4 practice
让学生独立做第二部分的练习，然后让他们两人一组核对答案，让他们把错误的答案更正过来。
Step 5 reading
教师打开多媒体课件《unit 24 lesson 95》让学生掌握信件的格式。同时让学生比较一下postcard, letter and mail 的区别。教师让学生作练习。
Step 6 summary
教师总结明信片的书写格式以及常用的词组和短语。
教师布置家庭作业，让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送到朋友的面前，并让朋友更正自己的语法错误。
Exercises:
完成课后练习
Lesson 96教学设计示例(一)
通过大量的练习是学生巩固所学过的知识，熟练掌握一般现在时，以及英文书信的书写格式。
二、教具：
录音机、磁带。
1. 学生作值日报告。
2. 教师写出单词：ride, write, Friday让学生找出他们含有的共同的音素 /ai/。
3. 教师总结板书/ai/ : ride, write, Friday. 再以同样的方式总结出：/i/, /ju:/, /u:/..
4. 教师领读这些音标，使学生更好的掌握单词的正确发音。
5. 学生听录音并跟读这些音标。
6. 学生听第二部分录音并跟读。让他们用手势表示出重音和语调。
7. 教师提出问题：Where is this postcard from? 并帮助学生回答I think it’s from…等等。然后再请学生以小组的形式对课本上的明信片进行问答练习。
8. 教师播放第四部分录音，让学生做练习册第116页第3题。教师指导学生共同完成课后练习。
9. 教师播放第五部分录音，学生合上书本听录音，然后跟读，教学词组make friends，然后让学生以自己的身份写一封回信，写在课本第七部分，同时复习明信片和信件的格式。
10. 教师放第六部分录音，让学生听录音，反复跟读并完成书上的短文。然后以两人为一小组互相检查答案。
11. 最后教师复习课本“复习要点24”中的内容，学生讨论并教师帮助学生解决可能出现的问题。向学生解释清楚一般现在时态的用法.
12.教师布置课堂作业：(教师课根据具体情况而定)
(完整形式)______________ from(近义词组)______________
(国家)______________ (复数)______________
(原形)______________ (复数)______________
(动词)______________ (国家的人)______________
Answers: 1. the United States of America 2. be from 3. France 4. Englishmen 5. have 6. people 7. teach 8. Canadian
13.再学生作完课堂练习后，教师总结元音字母i和u的发音：字母i在开音节中读/ai/，在闭音节中读/i/。字母u在开音节中读/ju：/，在闭音节中读/u：//Q//u/.
14.教师布置家庭作业：
1.完成练习册里的所有习题.
2.预习下一个单元.
(此练习可根据学生的具体情况而定)
Writhe on blackboard
Lesson 96
i/ai/ ride, writeu/ju:/ student, Tuesday
/i/ milk, swim /u:/ blue, ruler
igh/ai/ high, light/Q/ run, jump
/u/ put, full
Exercises
选择填空：
( ) 1. I learn English ______ my American friends.
A. from B. and C. to D. for
( ) 2. Tom, Jack and I ______ students.
A. are all B. all are C. am all D. all am
( )3. I know only _______Chinese.
A. a few B. few C. little D. a little
( ) they ______ in the river?
A. swim B. swimming C. swimming D. are swimming
( )5. Lily and I ______at home.
A. am staying B. are staying C. is staying D. be staying
( ) 6. They often watch TV ______ Sundays.
A. on B. in C. at D. of
( ) you doing? I'm doing my homework.
A. Where B. What C. How D. Who
( ) do you have?
A. How much B. How many C. How D. What many
( ) 9. She ______ any friends.
A. don’t have B. has C. doesn't have D. not have
( ) 10. ______there ______water here?
A. Is, some B. Are, any C. Are, a lot of D. Is, much
( ) 11. Do you want ______shopping with me?
A. go B. going C. to go D. goes
( ) 12. I would like ______ .
A. two pieces of breads B. two piece of bread
C. two pieces of bread D. pieces of two bread
( ) 13. They often teach ______ Chinese.
A. I B. me C. mine D. my
( ) have a ruler? No, she______.
A. Does, does B. Do, don't C. Does, doesn't D. Is, isn't
( ) 15. Whose books are these? They are ______.
A. we B. us C. our D. ours
( ) 16. Do they have ______friends? Yes, they ______.
A. a lot, have B. much, do C. many, are D. many, do
( ) 17. ______do you like China? ______.
A. How, I like it very much B. What, I like it a little
C. How, The foodD. What, It's great
Answers:
Lesson 96教学设计示例(二)
New words: city, foreigner, city , word , well, why, English-speaking, letter
How to use the Simple Present Tense correctly. And how to writer an English postcard correctly.
a tape-recorder, tapes,
2. Revise the words, expressions and the postcard from Lesson 95.
Step 2 Word families
let students read out these words, and pay more attention to the English pronunciation, or let students listen to the radio and repeat.
Step 3 Stress and intonation
1. Students listen and repeat.
2. Get them to show the stress and intonation with gestures.
Step 4 Guess and game
the students look at the postcard in the SB. Teacher ask: Where is this postcard from? Help the students to answer I think it’s from Sydney/ Paris/ Toronto. Now get the students to talk about the postcards.
pairs, have the students make their own postcards. Each pair should choose a place in China to draw their postcards of the same place. They do need to be from the same place..
Step 5 Listen and answer
the students look at the table in Wb Lesson 96, Ex. 3 before playing the tape.
the students with the spelling of place names.
Step 6 Prsentation
explain to students that E-mail is a way to talk to people from around the world. And ask Does anyone have e-mail? Do you e-mail people from other countries?
the students make up their own e-mail addresses. Encourage them to be creative.
Step 7 Read
the students 3 minutes to skim. Then ask some students to give the main idea.
the students read the passage. Ask comprehension questions such as, How old is Jack? Where does Jack like? How many students are in his class? etc.
students read the text aloud together. Pay attention to pronunciation and intonationl.
Step 8 Read and complete
playing the tape have the students fill in the blanks with the words they think. Then paly the tape and have them listen and change the words in the blanks if they guessed something.
the students discuss their first answers with the answers on the tape in groups.
the groups make a list of the words they think could be put in the blanks.
last teacher check the answer with the students.
Step 9 Write
Have the students write this letter as homework. And the next day teacher give the students a chance to read each other’s letters.
Step 10 Checkpoint 24
Go through Checkpoint 24 on the book and discuss any problems. Explain that the Present Indefinite Tense is used to give general information. And give some examples to students on the Bb.
Step 11 Workbook
Revise the map on the SB and do ., Ex 4.
Finish off the Workbook exercises.
探究活动
1、活动 猜图游戏
任 务：猜猜“我”在哪?
目 标：通过这个任务，激发学生主动参与学习的热情，提高学生的记忆能力和听说能力，并让学生熟悉常见的英语国家的地理位置，促进学生之间的交流，培养他们的分析判断能力和自信心。
语言技能： listening, speaking, reading and writing，
材 料: 彩色世界地图分别四至六张(不表明国家和城市名称)，几张标有各个国家和城市名称的小卡片
活动形式：一班分成4--6组(根据班级具体情况而定)
操作过程：
1.老师布置任务，要求每组同学先听录音，依次写下录音中读出的国家或城市的名称(国家或城市名称的个数由老师根据班级情况自定)。
2. 老师给出一分钟的时间准备，然后请第一组第一位同学，第二组第一位同学，第三组第一位同学等等以此类推到地图前粘贴好所听到的第一个国家或城市的名称。
3. 接下来，老师又请出第一组第二位同学，第二组第二位同学 等等粘贴好第二个国家或城市的名称。
4. 以此类推，等学生都粘贴完国家或城市的名称了以后，和全班同学一起检查哪一组的同学最快最好的完成任务。
5. 戏结果出来后，教师可根据情况给予一定奖励和鼓励
2、制作名片：
本单元的一个主要学习任务是互相传递个人的基本信息。教师可事先自己设计一个本人的名片展示给学生，让学生模仿设计出自己的名片。其中包括国家、籍贯、职业、姓名、性别、年龄、学校地址、家庭地址、电话、传真、E-mail等。
3、制作明信片
假设新年到了，让学生之间互送明信片，但不写出姓名、年龄、性别、电话，只写出自己的爱好、日常生活习惯、自己的外貌特征，让收信对方猜一猜发信人的姓名。(有条件的学生可以用E-mail的形式发送给收件人)
[初一英语教案精选]
通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦 凯勒自强和她的老师的敬业精神。
Importance and difficulty;
Words : born, bring…into touch with, look back , get back, pity
Important sentences:
1. A born teacher, she thought she could turn a deaf-blind person into a useful human being.
2. What a difficult case I must have been to this young teacher!
3. One of the first things Annie did was to teach me how to play.
4. It took great imagination as well as patience for Annie to teach me to speak.
Grammar:
1. Fish goes bad easily in Summer.
2. The news sounds exciting.
3. The shop stays open until 10 .
4. The tree grows taller day by day.
5. The theory proved true.
Useful expressions:
1. May / Can / Could I …?
2. I wonder if I could ……?
3. Do you mind if I…?
4. Sure.
5. Go ahead.
6. I’m sorry, but…
Lesson 65 My teacher
Develop the Ss’ reading ability.
Have a good understanding of the text.
Teaching method: reading
Teaching aids: Tape recorder and some slides.
T: If a person cannot see anything at all, that person is said to be blind.
If he can’t hear anything at all, he is said to be deaf.
Do you know any people who cannot see well or can’t hear well? (Beethoven)
(later) People who are blind can learn to read books that are printed in a special way.
What is the name of this writing system?
------ Braille.
How do people read Braille books?
------ By touching raised dots on the paper with their fingers.
Talk about the picture in the text book.
Step 2. Fast reading
Read it quickly and find the answers to the questions.
1. What was the writer’s problem?
------She was deaf and blind and couldn’t speak.
2. What did the writer learn during this period of her life?
----- She learned the meaning of words, she learnt to play and to laugh.
Step 3. Comprehension
Read it carefully and do the comprehension exercises.
Comprehension exercises for Unit 17 (Lesson 65) 3B CCCBB ABBC
1. Helen Keller seemed simple-minded ___.
A. after Annie came to stay in her house
B. so she was often made fun of by others
C. because she struggled in a silent, dark world
D. just because she couldn’t hear anything
2. Helen Keller came to understand the meaning of the word “water” ____.
A. in the kitchen B. in a river
C. at the well D. in her own house
3. According to Paragraph 3 , the following mistakes EXCEPT “ ____” can be found in the picture at the top the page.
A. Helen was holding a cup, not a jar
B. Helen and her teacher seemed to be indoors, not at the well
C. Helen was smiling, not being moved to tears
D. Annie was holding Helen’s hands, not pumping
4. Annie put the writer’s hand on her face so that Helen could ___.
A. know what she looked like
B. connect the movement of her laughing with its meaning
C. laugh in the same way as she did
D. feel how happy she was when teaching Helen
5. What impressed Helen Keller most was Annie’s __.
A. patience
6. Annie Sullivan came to Helen’s house ___.
A. in March, 1887
B. in April, 1887
C. in May, 1887
D. when Helen was 19 months old
7. Which words in Paragraph 4 show that the writer was eager to learn more?
A. reach out B. beg for C. joy D. touch
8. As the writer learned more and more, ___.
A. she could speak
B. she enjoyed learning
C. she could “heard” sounds
D. She became a teacher, too
9. Which happened last?
A. The girl learned how to jump
B. The girl “heard” the sound that one hears on a farm
C. The girl learned words like soil, wood and silk
D. The girl met her teacher, Annie Sullivan
Correct the mistakes in the article if necessary:
Helen Keller was born a healthy normal child in 1880.
However,an illness strikes her when was only 19 months,
thus leaving her deaf, blind and unable to speak. For little
Helen, the world suddenly became a dark, frightened place.
Several years late, Annie Sullivan,a strong-minded and loving
people, became Helen’s Sullivan’s teaching
changed a wild child into useful human being.
By her help, Helen Keller learned to talk with those
around she was grew older, she became a writer.
People benefited her works and her
Keller died in 1968,and her spirit lives on.
1. paper comprehension
2. Listen to the tape and explain the phrases .
Step 4. Practice
1. Word study
2. Workbook
Homework: Workbook
Lesson 66 My teacher (2)
What do you think of Helen’s teacher?
1. Where did the writer’s teacher Annie grow up?
------ In a children’s home and an institution for the blind.
2. What did Annie help the writer to do?
------ to understand words, to get information from books that were not printed in Braille, and to speak.
1. Workbook
2. paper comprehension
Reading comprehension for Unit 17 Lesson 66 ( 3A ) CCCDC DBABD D
1. Annie entered an institution to learn Braille ___.
A. in 1866 B. in 1876 C. in 1880 D. in 1872
2. Which of the following is TRUE about Braille?
A. It was Annie who invented Braille.
B. It is special writing system for both the blind and the deaf.
C. Blind people can read by touching raised points on paper.
D. Annie helped to develop the writing system.
3. Why did Annie decide to go to stay with Helen?
A. Because she needed a highly paid job.
B. Because she was deaf-blind herself and sympathized (同情) with Helen.
C. Because it was the very job she had expected.
D. Because she was deeply moved by the letter from Helen’s dad.
4. Annie did NOT help Helen Keller to ___.
A. understand words
B. read books printed in Braille
C. learn how to speak
D. develop the writing system of Braille
5. Which is TRUE about the period when Annie worked as Helen’s teacher?
A. The disabled were all well educated
B. A god many books were printed in Braille.
C. Few people realized the hidden strength in blind people
D. Many deaf-blind children had the chance of being taught to speak like normal people
6. Annie would praise Helen when she ____.
A. decided to go to college
B. had a very difficult time
C. understood the meaning of words
D. did things as well as a normal person
7. Braille is a ____.
A. book for blind people
B. kind of printing for blind people to read
C. copy of reading for the deaf and the blind
D. book for the teacher of the blind people
8. Annie learned Braille because ___.
A. she had been sent to study in an institution for the blind
B. she wanted to teach the blind people
C. she wanted to be the writer’s teacher
D. she loved the blind people
9. How did Annie treat the girl?
A. She always pitied and praised her.
B. She treated her with much care, great patience and encouragement.
C. She treated her just like normal child.
D. She treated her with imagination.
10. How did Annie teach the girl?
A. She spelled words into the girl’s hand.
B. She put the girl’s hands in her face and let the girl feel the movements of her lips and throat.
C. She let the girl hear her voice.
D. Both A land B.
11. What words that Annie said helped the girl to be successful all through her life?
A. Never fail.
B. Never be disappointed.
C. Never forget to read Braille.
D. Keep on beginning.
Step 4. Note making
1. What did Annie learn to do?
----To read/ learn Braille, teach deaf-blind children (and spell out words by hand.)
2. What did Annie teach the writer?
Skills: Understand words, read Braille; speak
Ideas: blind people should be treated like normal human beings; keep on trying until you succeed.
Step 5. Writing
Story telling------ write a passage according to these pictures. You may begin like this:
Ann Sullivan was born in 1866 and became an orphan when she was young. She spent her childhood in a children’s home. Then she went to an institution for the blind. There she learnt…Braille and studied the teaching of deaf-blind children. One day the head of the institution for the blind handed over a letter to Ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation. Ann taught Helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. Later, Helen could say “mother” , which made her parents very happy. In the school, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.
Lesson 65~66 My teacher
I. Describe the life of Annie Sullivan using information from the text.
1. Date of birth
2. Her childhood
3. Her education
4. How she became the writer’s teacher
II. Describe how Annie Sullivan taught the little girl .
1. How did the little girl learn her first word?
2. What had Annie done in order to teach the little girl some water?
3. How did Annie teach the little girl to laugh, to jump and so on?
4. What did Annie encourage the little girl to do and how did Annie help her?
I. suggested answers
1. Annie was born on April 4th, 1866.
2. Her family was very poor. When she was eight years old, her mother died and her father disappeared two years later. Annie, together with her brother, was sent to a children’s home. But unfortunately, her brother died there later.
she was fourteen, she left the children’s home and entered an institution for the blind. There, she learnt Braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.
4. One day the school where Annie was received a letter. The letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. Annie considered this was just the kind of demanding job she wanted.
II. suggested answers
1. It happened that one day the little girl was holding a jar while Annie pumped water. As the water flowed onto the little girl’s hand, Annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. Suddenly the little girl understood!
2. Many times Annie had tried to spell words into the little girl’s small hands in order to teach her some words.
3. One day Annie came into the girl’s room laughing happily. Then she put the girl’s little hand on her face and spelled l-a-u-g-h. Then Annie touched the girl lightly on her arm and made her burst into laughter. Next Annie took the girl by the hand and taught her how to jump. She then immediately spelled the word j-u-m-p for the girl.
4. Annie encouraged her when the little girl made up her mind to go to college. At school, Annie sat beside her in every class. She spelled out for the little girl the things that the teachers taught. Annie herself read the books to her by spelling into her hand what was written in the books.
Lesson 65~66 My teacher ( Language points )
Grasp the important language points
Importance and difficulty: let the Ss know the usage of them
Teaching aids: some slides
Step 1. Language points:
Fill in the blanks:(Lesson 65~66)
1. Some people thought the writer was simple-minded because she was deaf and blind.
2. Being a born teacher she could turn a deaf-blind person into a useful human being.
3. I understood what the teacher was doing. That mean: The teacher reached my understanding.
4. I reached out to Annie’s hand to beg for new words.
5. She touched me lightly on the arm and made me burst into laughter.
6. My teacher took me by the hand and taught me how to jump.
7. She also brought me into/in touch with everything that could be felt---- soil, wood, silk.
8. As I look back upon these years, I am struck by Annie’s wisdom.
9. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.
10. Annie considered this was just the kind of demanding job she wanted.
11. Annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.
Never …until 只有… 之后才 ，比 not … until 的否定意味更强
12. I owe thanks to Annie for this priceless gift of speech.
13. My teacher’s gifted instruction lived on after her death.
14. Annie often said, no matter what happens, keep on beginning.
Step 2. Language points ( on the Bb )
1. simple-minded 头脑简单的
absent-minded 心不在焉的
noble-minded 思想高尚的
small-minded 气量小的
2. a born teacher 一位天生的老师
3. reach one’s understanding 达到、触及
reach out ( one’s hand ) for sth. 伸手去够、、、
4. burst into laughter
burst out laughing
5. take sb. by the hand
touch sb. on the arm
hit sb. on the head
hit sb. in the face
v. +sb. on/ in / by + the + part of a body
6. bring…… into / in touch with 使、、、触摸， 使、、、接触
7. look back upon / on
8. strike –struck – struck 给、、、印象
strike –struck –stricken
9. get back return to a former condition 恢复
come back 回来
move backwards or away 后退
regain 收回
10. for six years more
for six more years
for another six years
11. a demanding job 要付出努力的工作
12. not …….until 直到、、、才
never ……until 只有、、、之后才
13. owe……to sb 欠某人某物（钱，债）
owe thanks to sb. for sth. 归功于、、、对、、、感激
14. live on 继续存在， 流传下去
live on sth. 以、、、为食
15. no matter ……
16. keep on doing 不可接表示静止状态的-ing形式
keep doing
(It’s not allowed to say keep on waiting / sleeping/ sitting)
Step ----- Exercises
Fill in the blanks with a proper word ( Lesson 65~ 66)
1. Beethoven was gifted in music, so he was thought to be a born musician.
2. He reached out and took down a dictionary from the shelf.
3. The boy reached out his hand for an apple.
4. At last they reached a decision. ( an agreement )
5. When she arrived home, she began to do cooking.
6. She touched the baby lightly on the arm in order to make her burst into laughter.
7. The stone hit him on the head, and he was sent to hospital at once.
8. This can bring me into / in touch with many workers.
9. Her love of music brought her into touch with the pop. Star.
10. As we looked back upon the school years we spent together , we were very excited./we were filled with excitement.
11. He looked back upon / on his childhood with mixed feelings.
12. All of us were struck by the professor’s speech.
13. The performance of the singers struck the audience greatly.
14. She has got her strength back after her illness.
15. I will get back at 7 o’clock this evening.
16. I decided to get back the dictionary.
17. I need five minutes more to finish the job.
I need five more minutes to finish the job.
I need another five minutes.
18. Although this was a demanding job which others were unwilling to do, she didn’t refuse it.
19. Don’t get off the bus until it stops. 停车之前不要下车。
Never get off the bus until it stops. 停车之前千万不要下车。
20. ----How much did you owe to the American couple? Shall I pay it for you?
---- Thank you. I can manage it myself.
21. We all owe our happy life to the Party.
22. This custom will live on for centuries.
23. LeiFeng is dead, but he will live on in the hears of the people forever.
24. No matter what you do, do it well.
25. Don’t give up , keep on trying.
26. The teacher kept on asking the students questions until the bell rang.
27. He caught such a bad cold that he kept coughing all morning.
Homework :Do the workbook exercises
1.积累词语，把握“糍粑、阴霾”等词的读音，理解“怡然自得、睡眼惺忪”等词的词义并学会运用。
2.了解魏明伦及《变脸》的剧情。
3.了解川剧的一般特点。
教学重点
1.把握剧情，理解水上漂与狗娃之间的矛盾冲突。
2.悉心体会剧中的细节刻画、心理刻画，理解它们所表达的人物的思想感情。
教学难点
正确认识水上漂重 男轻女的世俗观念。
教学方法
1.文献法 2.演读法 3.讨论法 4.美点寻踪法
课时安排
4课时
一、导语设计
设计(一)
“变脸王”大家听说过吗?(学生回答：“一种电脑屏保程序”“著名川剧变脸王彭登怀”……)(多媒体显示川剧变脸画面)我们今天走进魏明伦的《 变脸》，结识 一位“变脸王”水上漂老人。
设计(二)
多媒体播放电影《变脸》片断。
芦花丛中，渔夫唱晚。一个身怀绝技、孤身闯荡江湖的老艺人，与他新买来的“孙儿”拉开家常，其乐融融。老人不禁为自己的变脸艺术终于有了传人而怡然自得。然而，他的愿望却落了空……
二、资料助读
①反复朗读，感知内容，体会美
②理清思路，揣摩词语，品味语言。
③联系实际，广泛阅读，开阔视野。
反复朗读，感知内容，揣摩词语，品味语言。
课前准备
古今中外写春的作品很多，课前布置
学生去搜集关于春 的诗文，以开阔视野，
拓展思路，增加知识积累。
教学内容
整体感知课文内容，理清文章思路。
教学设计
整体感悟
①导入新课
1.能听懂、会说、会读、会写单词open,the,book.
2.能听懂、会说、会读句子MrRobot,pleaseopen/closethebook..
3.复习巩固语句’.并能在具体的情境中正确运用这些句子。教学准备：
1.学生在家长的'帮助下根据教材P8的内容制作“声控机器人”及遥控器。
2.学生把第一节课学过的语句分别写在不同的卡片上并编号。
3.教师准备多媒体、写有’.的条形卡。
一、Greetings
教师做手势，引导学生说：Standup.
T:Goodmorning/afternoon,class.
Ss:Goodmorning/afternoon,Mr/Miss...
T:Sitdown,please.
Ss:Thankyou.
二、Review
(指门、窗):What’sthis?
S:It’sadoor/window.
T:,...
S:Yes,Mr/Miss...
......
2.出示语句条形卡，指名学生认读并做动作。
3.播放Storytime动画，静音，让学生给画面配音。
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. (_Brainstorming_ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only , You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does _wants to be_ mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
Play the recording the first time. Students only , You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, _What does he or she do?_ Then ask, _What does he or she want to be?_
Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
Point out the blank lines where students will write the name of a job (under the words wants to be).
Play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words _wants to be._
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
Play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word _Why?_
Play the recording. Students write their answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means _working at night._ To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect rephrase any inaccurate answers.
Ⅳ. Practice
1. Now letslook at the words in the three boxes.
Let some Ssread the words in the boxes.
S1: the,this, that…
S2: yellow,green, purple…
S3: T-shirt,hat, trousers…
2. Now can you make sentences in the chart with thewords in the three boxes? You should pay attention to the single or plural formof the words. First, you can make ten sentences.
Ss ask questions using the words in the boxes thenwrite down the words in the chart.
3. Let some Ss read their questions. Then check theanswers.
4. Let Ss say the rules:
① the/this/that + 表的颜色形容词 +名词单数
② the/these/those +表的颜色形容词 +可数名词复数
5. Now letsmake another ten sentences on your workbook.
Ⅴ. Practice
1. Look at the pictures in 3b. Theyre nice things. Doyou want to buy them? Suppose you are a sales boy or girl your partner wants tobuy them. Ask and answer about the prices about these things in pairs.
2. Who can make a model? Pay attention to the sentencestructure:
① How much + is + the/this/that(等限定词) + 表颜色的形容词 + 名词单数?
② How much + are +the/these/these(等限定词) + 表颜色的形容词 + 可数名词复数?
S1: How muchis the hat?
S2: Its fivedollars.
S1: How muchare the socks?
S2: Theyrethree dollars.
3. OK. Now first ask and answer about the prices aboutthe thing in the picture. Then write the sentences in the chart.
4. Ss write the sentences on the chart. The let someSs read their questions and answers.
Ⅵ. Pair work
1. Work with your partner. You look at the pictures in3b for a minute and then close your books. Your partner asks you questions andyou try to answer his/her questions.
2. Ss work in pairs. Ask and answer about things inthe picture.
1. Review the Grammar Focus after class.
2. Make six questions and answers about the schoolthings you have.
[人教版英语中考复习教案]
教学目标：学习称呼语和问候语
教学重点：打招呼用语
教学难点：如何正确运用打招呼用语
教具多：媒体、录音机
教学课程：
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1)练习打招呼问好。
(2)练习感谢他人。
(3)练习告别语Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(请坐)
_____,______ (同学们好)
______(你好).Jack.
_______,_______ (谢谢), Miss Li.
_______(再见), Lucy.
5. Conclude
6. Homework
Complete part5 and part 6
一．教学理念：
根据新课标教师应把握好教学设计的系统性、科学性、有效性;时间分配的合理性，知识传递的准确性，学生学习的高效性；培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力及互助创新能力，课后师生及时交流，教师反思。
二．教材分析：
本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
三．学情分析
本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。在以前的学习中，学生已经学习了一些行为动词的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。
四．教学内容：
Section A（1a-1c）
五：教学目标：
1：知识目标：学习重点词汇dance swim sing等。
2：能力目标：运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。
3：情感态度价值观：
Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
六：教学方法 ：
采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、
七：教学重、难点及教学突破
重点：学习并掌握重点词汇； 学习询问和谈论彼此的能力和特长。 难点：情态动词can的构成和使用。
教学突破：
Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的'构成，再进行谈论能力的训练就容易多了。
八：教具：
准备一些乐器实物或制作能反映各种乐器的图片或幻灯片；制作能反映各种活动的图片、幻灯片或课件；制作演奏各种乐器的课件；设计课后巩固练习的幻灯片。
九：教学步骤：
Step One ：New words：
1．利用实物导入新课。教师手拿排球并说I can play volleyball。I like sports。What about you？学生回答I like sports，too. I can play can play football.等。
2播放课件教学生词：教师接着说I also like singing。I can sing。（跟教师读sing）用同样的方法学习dance swim play
chess paint speak English and play the guitar。
3练习这些新单词。教师说 I can dance／swim／sing／But I can’t play chess / paint /speak English...等。学生说I can ? But I can’t? (通过练习can的肯定句和否定句，增加生词的复现率，加强记忆。)
4.打开书做1a，将活动与人物进行搭配．完成la部分的学习任务。
Step Two：Drills 1
1．呈现新句型。教师说 I can sing。Can you sing？帮助学生回答Yes，I can。/No，I can’t。通过这种方法用新单词练习这个句型。
2.练习这个新句型。教师说Work in pairs。Ask and answer these pictures。根据屏幕上的图片进行练习。
3给学生2分钟练习时间后，叫几组学生做对话练习。
Step Three：Drills 2
1．呈现新句型。教师说在我们学校有5种俱乐部，你知道他们吗？学生回答The Art club ，the English club，the Chess club，the Music club and the Swimming club。教师说I can sing。I want to join the Music Club。重复这个句型。
2. 练习这个新句型。教师说Work in pairs。Ask and answer like this“Can you sing？No，I can’t 。I can speak English。I want to join the English club。”根据屏幕上的幻灯片进行练习。
3．给学生2分钟练习时间后，叫几组学生做对话练习。
Step Four： Listening
1. Pre-listening
让学生浏览这三组对话，明白对话内容。
2. While-listening
播放第一遍录音时，要求学生边听边选出对话的顺序，完成1b部分的教学任务。
3. Post-listening
给出听力的正确答案。教师将完整的听力材料呈现给学生，学生朗读。
Step Five：Group -work
设计情境，完成任务。教师说Tell your group members the clubs you want to join。Fill in the chart and then choose one student to make a report。
The Leader of Group：Two students want to join the? can ? student wants to join the? club. She can?
Step Six: Sum up
本课采用了classifying和Role—plying的学习策略，利用实物、幻灯片、(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习；通过谈论自己某一方面所具备的才能，学习情态动词can的基本用法；通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种团队意识。
Step Seven：板书设计
Can you play the guitar?
（Section A 1a-1c）
生词：guitar, dance, swim, sing, chess, speak, can’t
重点句型：Can you swim/paint/sing? Yes, I can./No, I can’t. I can ? , I want to join?club.
Step Eight: HomeworkMake a survey with the drill”Can you ”
完成调查，便于下一节课第三人称句型的学习。
Note：
对整节课教学设计基本能考虑了学生的认知规律，考虑了学生由易到难的学习原则。
在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+ doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。
知识与能力：
通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。
过程与方法：
采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的.学习策略，利用视频、PPT和制作课件等来展开课堂教学环节等，进行 “询问和谈论学习方法、解决困惑” 的课堂教学和练习。本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。
情感态度与价值观：
通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。
二、教学重难点
学习并掌握How do you study...? I study...by ....等相关句型和词汇。
学习并掌握用by + doing 结构表达方式方法。
学习并用丰富的语言描述英语学习的方式和方法。
三、教学策略
短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取 pair work 和Role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by + doing 的结构意识。
知识目标
通过本单元的学习,学生能够谈论有关交通工具情况,围绕how do you come to school? by bike/by car/ by bus...等句型。
交际用语学习
how do you come to school? by bike/by car/ by bus...
语法学习
一般现在时用来表示经常的或者习惯性的动作，常与often,usually,sometimes等副词连用。
语音
掌握连读。
掌握句子重音和语调的训练。
能力目标
1．要求学生能熟练的运用表达使用不同的交通工具的句型、掌握与之相关的短语。
2. 复习巩固以How开头的特殊疑问句的用法。进一步理解，熟悉，运用一般现在时。
情感目标
本单元的核心教学项目是“交通工具”，即用英语询问某个人物上学或上班或其他活动的时候所采用的交通工具的`语言。教育学生询问他人的时候用句型how do you come to school要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人乘坐不同的交通工具的表达方式。
本单元的核心内容是“运用某种交通工具去某地的表达法”。在口语训练方面，主要是练by bike／bus／car／train／ship/plane及其问答。如：How do you usually go there/…? I usually go there on foot／by bike/…How many students go there on foot／by bus／…？等。对于第 110课第1部分两位老师的对话，我们可带着Is it a nice day？How does Mr. Wu usually come to school？What is wrong with his bike？这样的问题，先听后读再说，去学习对话。语法方面主
要是进一步复习、巩固一般现在时态和走冠词的某些用法。
听说训练
本单元带情景的对话始于第110课第一部分，尽管只有三段简单对答，其中却包含本单元的教学要点。如果第109课的词汇和句型练习进行得顺利的话，可将这部分移至第一节课中操练。教师可先借助课本中的六幅图，将by的用法教给学生。做法是：先造单句，然后再导入对话。教师设立几个典型场景，请学生回答，如：在一般城镇中Students usually come to school by bike／by bus／on foot．其中有些学生可能是by car／taxi; 在水乡生活的学生多半是by boat；而山区的孩子们可能是on foot；而牧区的学生也许是on horse，那么什么情况是by train可让学生自己思考；他们也许还有许多其它选择，如motorcycle（摩托车），minibus（小公共），electric bike（电动自行车），subway（地铁），coach（长途公共汽车），steamer（汽船）等。
综合前两课对话和听力内容，提供典型场景下的对话。
LI LEI: Hi, Yang Lan. Look at the sun. It's a fine day for a walk, isn't it?
YANG LAN: Yes. That's right. You came by bike today. Don't you usually come to school on foot?
LI LEI: Yes, I do. I like walking. But not today.
YANG LAN: Why not?
LI LEI: I got up late today. I didn't want to be late for school so I came by bike today.
YANG LAN: Oh, I see.
本单元对话训练的结果应使学生就‘“交通工具”这一话题，联系生活实际，自编对话，表演出来。本单元课文的听力练习安排在第 110课第三部分；练习册第 110课练习 2也是个听力练习。它们应与对话训练密切配合，达到听说相结合的目的。
本单元语法要点是在学过一般现在时的其它用法前提下，教学其表示经常或习惯性动作的用法。经过数次多种形式的训练，学生不难掌握这个用法。因为这个语法点已巧妙地融入课文的多项内容中。教师只要适时帮助学生归纳其用法，如通过问答练习，让学生相互问答有关自己及家人的日常作息活动，就可进一步理解和掌握其用法。
1)能掌握以下单词：growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,besureabout,makesure
能掌握以下句型：
①─W?
─I.
②─H?
─I’.
③W?
④W?
⑤I’mnotsureaboutthat.
2)能了解以下语法：
掌握一般将来时态的构成形式;
3)用一般将来时态表达将要做的事情。
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
1)学习一般将来时态的构成方式。
2)学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
用一般将来时态表达自己未来的打算。
Ⅰ.Lead-in
1.介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：
teacher,nurse,doctor,basketballplayer,runner,actor,actress…
2.询问学生们想要从事的职业，从而引出句型：
─W?
3.学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。
Ⅱ.Presentation
1.播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：
computerprogrammer,cook,engineer,violinist,pianist,pilot,scientist,…
2.让学生们看大屏幕来学习记忆这些生词。
[1-12].1ismostinteresting,.
Ⅲ.Game
Ⅳ.Listening
Ⅴ.Pairwork
Ⅵ.Listening
Workon2a:
(√).
Workon2b:
’lllistentoChengHan’:
“What”means“WhatisChengHanwanttobe?”
“Where”means“whereisChengHangoingtowork?”
“How”means“Howishegoingtodoit?”
“When”means“?”
Ⅶ.Pairwork
’splans.
Ⅷ.Role-play
①WhatdoesKenwanttobe?__________________________________
②Howishegoingtodothat?__________________________________
③WhatdoesAndywanttobe?____________________________________
?TheOldManandtheSeabyHemingway.海明威的《老人与海》。此处介词by为“由……所著”之意。再如：ashortstorybyLuXun(鲁迅的一部短篇小说)，themusicbyMozart(莫扎特写的音乐)，paintingsbyVanGogh(梵高的绘画)等。
?T!那么你就能当上你想做的人了。
此句的基本意思是youcanbeanything，不定代词anything指代未来所从事的某一职业，youwant用来修饰anything。
2.根据图片提示或自己的实际想法编写一个对话。
--W?
--I’mgoingtobea/an…
--H?
--I’mgoingto…
人教版英语初一教案
1、 知识目标：
A、学会一些表示家具的名词以及学习用品的单词;
B、方位介词，如：in , on , under , behind的用法;
C、学会运用方位介词和where句型表述物品所在的位置。
2、 能力目标：
A、学会正确描述物品作在的位置;
B、学会询问自己或他人物品的具体位置;
C、能够合理地描述和设计房间。
3、 情感目标：
培养学生整齐地摆放自己物品的生活习惯。
教学难点、重点：
重点：A、方位介词in , on , under , behind的用法。
B、Where的特殊疑问句和Is this a/an?一般疑问句的肯定和否定回答。
C、学习名词bed , dresser , bookcase ,backpack
难点：A、能够正确运用方位介词描述物品作在的位置;
B、能够运用Where的问句找到物品位置。
课时安排：
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2b
第四课时Section B 3a-4 Self-check
Period One教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。
学生：彩笔
学生用品、大白纸、课本所涉及的单词的.实物。
学步骤
Step One: Present the New words.
①Warming up.
(Prepare some school things for the students as presents .)
T:What’s this ?(There is a pencil in the teacher’s hand .)
S1: Yes you a right . Here you are .
(give it to the student as a present .)
T: Is this a ruler ?(hold up a ruler .)
S2: Yes it is.
T: How to spell ruler ?
S2: R-U-L-E-R , ruler .
T: Good , here you are.
(Hold up a pen , an eraser , a notebook and so on . Ask the questions inthe same way . And give the presents to the students .)
T:What’s this ?
S3: It’s a backpack .
T:I have a backpack for you as a present ,(Looking for it in the desk ,under the chair ) but I can’t find it . Where’s it ? Do you know ?
S3: I don’t know .
S4: I think it’s in your desk..
T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpacktogether , OK ?(Write down the title on the blackboard .)
②Learn the New words.
T:Look at the big picture on the screen .This is a big nice room .I want toown such a room . Because there is some nice furniture in it . Do you know thenames of the furniture ?
(Show a picture of a bed and a dresser .)
T:What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.
Ss:B-E-D , bed.
T:What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.
Ss:D-R-E-S-S-R , dresser.
(Teach the other words bookcase /sofa/chair/drawer/plant/ in the sameway .)
通过师生互动，激发学生思维，并用学过的句子导入新课。
利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。
T:Read the words aloud .
③Present the words in , on , under , behind using the objects .
T:Where is my book ? It’s on the desk .(Put a book on the desk .)
T:Where is my bag ?(Put a bag on the desk and ask this question .)
S1:It’s on the desk .
T:Where is my bag ?(To all the students)
Ss:It’s on the desk .
T:Where is my pen ? It’s in the pencil case .(Put a pen in the pencil caseand ask .)
T:Where is my ruler ?(Put a ruler in the pencil case , too .)
S1:It’s in the pencil case , too .
T:Where is the ruler ?
Ss:It’s in the pencil case .
(Then learn the other two prepositions “under”, “behind” in the same way .)
④Present the words .
T:Now , please look at the screen , where is the ball in Picture 1 ?
S1:I think it’s in the box .
T:Where is the ball in Picture 2 ?
S2:It’s on the box .
T:Where is the ball in Picture 3 ?
S3:It’s behind the box .
T:Where is the ball in Picture 4 ?
S4:It’s under the box .
T:There are some pictures on the screen , please match the sentences andthe pictures .
1: The cat is under the chair .
2: The cat is on the bed .
3: The cat is behind the door .
4: The cat is in the box .
5: The cat is next to the plant .
通过实物所在的位置直观地呈现乏味介词。
利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。
让学生把句子和图画匹配起来，巩固方位介词的用法。
6: The cat is on the chair .
T：Please open your books and do 1a quickly as you can.
(After doing 1a,check the answer.)
Step Two :drills .
①Practice the drills .
T:This time , use the school things around you to practice the conversation.
T:Where’s the watch? (Hold up a watch in the hand.)
S1:It’s in your hand.
T: Where’s the bag? (Put a bag on the chair.)
S2:It’s on the chair.
(Ask the students to practice the dialogue like this. Then get some pairsto act it out.)
②Introduce a room and listen to the tape.
T: This is Tommy’s room, but he can’t find his books, his pencil case, hisbaseball, his computer game and his keys, please help him find the and number [1-5] the things in the picture.
(Play the recording and then check the answer.)
Step Three: Play a game.
T: Now, we will play a game , I have a new ruler, all the students closeyour eyes, and I hide it in our classroom. Please guess, Where is it ? If youranswer is right, it is yours. Please ask like this Is it on the desk? Is it onthe floor? Are you ready?
S1: Is it in the ...?
T: No,it isn’t.
S2: Is it under the…?
T:No, it isn’t.
S3: Is it behind the…?
T: Yes, it is. Please find it out .Here you are.(Give the ruler tohim.)
(Ask three or four students to come to the front to hide three or four newschool things, others look for them.)
T:Who can come here to hide my new pen?
Ss: I can.
(After playing the game, some students who can find the school things willhave them.)
Step Four: Task.
T: Look at the picture on the screen. This is Mary’s room. In groups offour , describe where the things are in the room.(Prepare
让学生用身边的学习用品操练句型，达到熟练运用where提问。
用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。
For five minutes.)
S1: Is the book on the desk?
S2:Yes, it is. Is the backpack under the chair?
S3: No, it isn’t. It’s… Where are the keys?
S4:They are…
Homework: Make a play.
There is a man. His name is “forgetful”. He always forgets somethings, andhe always asks Where is / are my …?
Please make a short play and next class we will act it out.
Period Two
知识与能力：了解古希腊的地理范围和地形特点，理解其以及对爱琴文明发展的影响;理解希腊城邦特点;掌握雅典奴隶制民主政治的发展及内容;理解_东征对东西方文化的影响;
过程与方法：通过比较斯巴达和雅典的异同，培养学生的比较分析能力;通过分析_东侵的后果，培养学生用唯物主义评价历史事件的能力，并正确评价伯利克里、_
情感态度与价值观：在古希腊出现了近现代几乎所有的政体形式，这也是希腊文明对人类政治制度的一大贡献
教学重点：_东征对东西方文化的影响
教学难点：雅典民主政治的内容及其特点;雅典民主制利弊得失的评价
提问：现代奥运会有一项重要的竞技体育比赛叫马拉松长跑，有同学知道它的长度吗?知道它是怎么来的吗?
马拉松赛是一项长跑比赛项目，其距离为公里。这个比赛项目的距离的确定要从公元前490年9月12日发生的一场战役讲起。
这场战役是波斯人和雅典人在离雅典不远的马拉松海边发生的，史称希波战争，雅典人最终获得了反侵略的胜利。为了让故乡人民尽快知道胜利的喜讯，统帅米勒狄派一个叫菲迪皮茨的士兵回去报信。菲迪皮茨是个有名的“飞毛腿”，为了让故乡人早知道好消息，他一个劲地快跑，当他跑到雅典时，已喘不过气来，只说了一句“我们胜利了!”就倒在地上死了。
为了纪念这一事件，在18举行的现代第一届奥林匹克运动会上，设立了马拉松赛跑这个项目。
今天让我们一起来学习第4课：希腊城邦和_帝国。
目标导学一：希腊城邦
(一)古希腊的自然地理环境和爱琴文明
1.展示：多媒体链接地图《古代希腊》
2.教师讲述：与其他地区的大河流域文明相比，如尼罗河流域、两河流域和我国的黄河流域等相比而言，希腊文明有其特别之处，它是海洋文明，它的发轫与繁盛都与海洋密不可分。它最初的源头就是爱琴文明，爱琴文明包括克里特文明和迈锡尼文明。
3.教师讲述：公元前1200年因另一支希腊人入侵，迈锡尼文明彻底毁灭。在爱琴文明衰亡之后的300多年的时间里，古希腊陷入了沉寂的状态，这段时间被称为“黑暗时代”。这使得长期以来人们对爱琴文明一无所知，对它的认识只停留在神话故事中的一些记载，并没有真实的历史依据。直到19世纪后期，才逐渐揭开神秘的面纱，为人们所认识。
4.教师过渡：爱琴文明毁灭之后是300的“黑暗时代”，但人类历史不可能总是停留在黑暗中的，短暂的沉寂在等待着伟大的复兴，公元前8-前6世纪希腊走上了复兴之路，其表现是什么?
(二)希腊城邦
1.图片展示：古希腊城邦
2.教师提问：什么是城邦呢?城邦是希腊的一种国家形态，他一般以一个城市为中心，包括周边的若干村落。其中的城邦是斯巴达和雅典。通过这个概念我们可以比照一下现代社会还有类似于城邦的国家存在吗?
提示：新加坡。
3.教师过渡：不一样的地理环境形成了不一样的文明，在古希腊特殊的地理环境下形成的城邦制度，其主要特点是小国寡民，各邦长期独立自治。那么他们又采用什么形式对其城邦进行有效的统治的呢?
提示：希腊城邦的居民按照政治地位可以分为3大类：①拥有公民权因而能够参加政治活动的自由人;②没有公民权的自由人;③处于被剥削、奴役地位的奴隶。
4.教师讲述：既然拥有公民的身份，为了一直保持公民的身份，自然会关心自己国家的独立。这是因为国家被其他城邦兼并，就意味着可能沦为外邦人甚至是奴隶，丧失原本的公民身份，那么公民的权利和待遇自然也会随着丧失。只因如此，城邦制度巩固以后，很难出现大邦吞并小邦的现象，一来是由于地理环境导致，岛上的山脉、海洋把希腊人分割在孤立的小岛中，二来正是由于公民的存在和他们的权利对于各邦的独立有重要的意义。
目标导学二：雅典的民主政治
1.材料展示：
材料一“我们的政治制度之所以被称为民主政治，是因为_是在全国公民手中，而不是在少数人手中。”
材料二伯里克利：“在我们私人生活中，我们是自由和宽容的;但是在公家事务中，我们恪守法律，因为这种精神杜绝人治。”
材料三妇女、奴隶、外邦人被排除在公民之外，公民内部_。
材料四除十将军外，其余官职基本通过抽签的方式选出，每个人既是统治者，又是被统治者。
2.问题思考：以上材料分别体现了雅典民主政治的什么特点?
提示：人民主权、法律至上、轮番而治、公民内部的平等。
3.教师补充：公民大会是所有男性公民均可参加，每月三次左右，听取一切官吏的重要报告，辩论和通过各种提案。选举国家官吏，制定法律，决定战争和平等大事，公民在大会上可自由发言，议论议案，对现行政策和公职人员进行评议，采取公开举手的方法，多数票为通过，实施直接民主。公民大会是国家权力机关。
4.材料展示：故事《一个雅典公民的政治生活》(片段)
请同学们结合所学知识，回答故事中的小问题。
片段一：公民大会每十天就开一次，严重影响帕罗耶干活赚钱，但他还是很愿意去。这是为什么??
公民意识强;他可能抽签当上官;他去开会还有津贴。
片段二：执勤的不准他妻子进入会场，为什么??
女人、儿童、外邦人、奴隶不是雅典公民，无权参加公民大会
片段三：不识字的帕罗耶却能担任公职，为什么??
任何一个雅典公民都可以通过抽签的方式担任一切官职。帕罗耶很幸运地成为民众法庭审判员中的一名。?
5.材料展示：苏格拉底之死
苏格拉底在描述雅典民主政治时曾指出：“用豆子抓阄的办法来选举国家的领导人是非常愚蠢的，没有人愿意用豆子抓阄的办法来雇佣一个舵手或建筑师或吹笛子的人、或者任何其他行业的人，而在这些事上，如果做错了的话其危害要比在管理国家方面发生错误要轻得多。”这位哲学家因在陪审法庭中指责雅典政治的弊端而被包含着一大批像帕罗耶这样的文盲、保守派的法官们投票表决，集体定为有罪。公元前3，年约70岁的苏格拉底受审判处死刑。
6.教师过渡：一个以言论自由著称的城市竟然对一个除了运用言论自由权以外，没有任何罪行的哲学家提出起诉并判处死刑!同学们，你们如何看待雅典民主政治的利弊得失呢?
7.学生辩论：雅典民主制给人民带来了什么?
提示：通过正反两方激烈的辩论，教师总结。?
8.雅典民主制的评价：?
(一)进步行：(1)在古代君主专制盛行的情况下，雅典民主制是个伟大的创举，体现在两个方面：①提供了集体管理的新形式。②创造了民主运作的新方式(如差额选举制;任期制;议会制;比例代表制等民主的运行方式)。这一伟大创举为后世民主政治的发展积累了宝贵经验。(2)有利于正确决策，也有利于修正错误。(3)有利于促进文化广泛深入发展。?
(二)局限性：雅典民主不是现代意义上的民主，而是男性公民的民主，是社会不公的一种暴力机器。?
(三)雅典民主政治的实质：其实质是维护奴隶主贵族的民主。
因此，雅典民主是一把“双刃剑”，一方面，它充分发挥积极作用，促使雅典政治、经济和文化臻于极盛的同时，另一方面又残忍地窒息，限制了社会另一部分的自身发展。因此，它既是伟大文明的催化剂，又是社会不公的一种暴力机器。
目标导学三：_大帝国
1.图片展示：多媒体链接地图《_东征路线图》
2.学生自主学习：指导学生阅读教材和地图，归纳_东征的路线及帝国的建立过程。
提示：进攻波斯帝国——南下攻占地中海东岸——进入埃及——转入两河流域——再度与波斯大军会战。
3.教师提问：(1)从帝国的疆域来看，压力山大帝国几乎包括了当时人类的哪些文明?
(2)这些文明同属于_国管辖，有什么好处?
提示：(1)希腊文明、埃及文明、两河流域文明、印度文明以及从两河流域文明派生出来的犹太文明、波斯文明等;(2)整个亚欧大陆的交通被打通。因此，伴随着_东征，希腊文化传播到了东方，东方文化也渗透入希腊文化。正是这一过程中，东西方文化得到交流和发展。
4.拓展延伸：战争从未在人类生活中长时间地停留过，每一次猛烈的战火之后，随之而来的，往往是人类文明的传递。请评价_东征的影响。
提示：消极的一面：战争具有强烈的破坏性;积极的一面：促进文化的传播与渗透。
这节课我们认识了西方文明之源--古代希腊，知道了当时两个最重要的城邦是斯巴达和雅典，重点学习了雅典的民主政治的特点及其利弊。了解_帝国的建立和发展历程以及东征的影响。
1.古代希腊城邦：斯巴达、雅典
2.雅典的民主政治和雅典的全盛时期(伯利克里当政时)
3.地跨三洲的大帝国：_帝国
4._帝国的版图和_东侵的影响
人教版初一历史上册教案
The Fifth Period
Grammar: The Past Participle Used as Adverbial
Teaching Aims:
1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.
2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.
Teaching Important Points:
1. How to use the Past Participle
2. How to tell the difference between the Present Participle and the Past Participle.
Teaching Difficult Point:
How to choose the Present Participle and the Past Parthciple.
Teaching Methods:
1. Comparision method to get the students to know how to use the participle clearly.
2. Discussion method to get the students to master what they've learned.
3. Pair work or group work to make the students active in class.
Teaching Aids:
1. a computer
2. a projector
Teaching Procedures:
Step II Greetings
Greet the whole class as usual.
Step II Revision and Presentation
T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?
(Show the following on the screen.)
1. Most of the artists invited to the party were from South Africa.
2. Given more attention, the trees could have grown better.
3. The professor came into the classroom, followed by his students.
4. The first textbooks written for teaching English as a foreign language
came out in the 16th century.
Ss: Yes, we can.
T: Who can tell us in the first sentence what the Past Participle is sued as?
S1:I know. It is used as Attribute, modifying the noun “artists”.
T: Yes. OK. Li Lu, you try, please.
S2: I think it is used as Adverbial in the second sentence.
T：Good.
S3: It is used as Adverbial in the third sentence, too.
T: (To the rest of the class.) Is that right?
Ss: Yes.
T: Good. No problem. Now, the last sentence. Who knows?
S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first
textbooks”.
T: (Ask another student.) Do you agree with him/her?
S5: No, I don't think so. I think it is used as Adverbial.
T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?
Ss: The first answer is correet. It is used as Attribute, not Adverbial.
T: Why?
Ss: Because it modifies the word, “textbooks”.
T: Good. It is used as Attribute. I agree with the first student.
Step III Explanation
T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.
(Teacher writes the following on the blackboard.)
1. Don't speak until spoken to.
2. Given more time, we could do the work much better.
3. Destroyed by the earthquake, the house had to be rebuilt.
T: What are these past participle used us?
Ss: They are all used as Adverbial.
T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?
Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.
T: Very good. Now, I'll give you a few minutes to discuss with your partner
about how to replace these past participles by using adverbial clauses.
T: (A few minutes later.) Who'd like to try the first sentence?
Sb: I'd like to. “Don't speak until you're spoken to. ”
T：Good. Please sit down. What about the second sentence? Who knows?
Sc: I know. If we were given more time, we could do the work much better.
T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?
S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.
T: Good.
(Teacher writes the sentences above on the blackboard.)
Step VI Comparison
T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the
blackboard. )
1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
T: Look at these two sentences carefully. Can you tell us the difference between them?
S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.
T: Good. Do you know why?
S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.
T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?
Step V Practice
T: Look at the sentences on the screen. Join each of the following pairs of
sentences turning one of them into a participle phrase and making other
necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.
→Disturbed by the noise, we had to finish the meeting early.
Rewrite the sentences, using the Past Participle.
1. They were surprised at the idea and began to discuss it among themselves.
2. Mary was much interested and she agreed to give it a try.
3. I was deeply moved, and thanked them again and again.
4 The two men were delighted and they thought up many other ideas, too.
5. We had been taught by failure and mistakes and have become wiser.
6. I was shocked at the waste of money and decided to leave the company.
7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.
Suggested answers:
1. Surprised at the idea, they began to discuss it among themselves.
2. Much interested, Mary agreed to give it a try.
3. Deeply moved, I thanked them again and again.
4. Delighted, the two men thought up many other ideas, too.
5. Taught by failure and mistakes, we have become wiser.
6. Shocked at the waste of money, I decided to leave the company.
7. Persuaded by his friends to give up smoking, he threw his remaining
cigarettes away.
T: OK. Now look at the screen. Let's do more exercises. You may discuss with
your partner.
(Teacher shows the following on the screen.)
Choose the best answers:
1. ______some officials, Napolean inspected his army.
A. Followed
B. Followed by
C. Being followed
D. Having been followed
by his teacher, he has made great progress in his lesson.
A. Helped B. To help
C. Helping D. Help
3. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening
C. having opened D. opened
4. The visitor expressed his satisfaction,___________ that he had enjoyed
his stay here.
A. having added B. to add
C. adding D. added
in thought, he almost ran into the car in front of him.
A. Losing B. Having lost
C. Lost D. To lose
his telephone number, she had some difficulty getting in touch
with Bill.
A. Not knowing
B. Knowing not
C. Not having known
D. Having not known
7. If_________ the same treatment again, he is sure to get well.
A. giving B. give
C. given D. being given
8. in 1636, Harvard is one of the most famous universities in the United States.
A. Being founded
B. It was founded
C. Founded
D. Founding Suggested answers
1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C
(Teacher then asks some students to do them one by one.)
Step VI Test
T: Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.
(Teacher uses the micromedia equipment to show the following on the screen.)
Complete the sentences:
（只要看一次），it can never be forgotten.
(被认为是这个城市里面最好的)，the factory was given a medal.
The visitor came in ,________（后面跟着一群年轻人）。
（在党的领导下），the people have improved their living conditions greatly.
（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.
6. If_______（加热）to a high temperature, water will change into vapour.
（从太空中望去），the earth is a water covered globe.
8. The object on the table is a fan ______ （由羽毛制成的）。
1. Once seen
2. Regarded as the best in the city
3. followed by a group of young fellows
4. Led by the Party
5. Encouraged by her words
6. heated
7. Seen from space
8. made of feathers
(A few minutes later, teacher asks some students to say their answers. If some students make any mistake, the teacher should give the correct answer and give some explanation, too)
Step VII Summary and Homework
T: In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. OK. Time is up. So much for this clas. See you tomorrow.
Step VIII The Design of the Writing on the Blackboard
Unit 4 A garden of poems
Grammar: The Past Participle
I. 1. Don't speak until spoken to.
Don't speak until you are spoken to.
If we were given more time, we could do the work much better.
3. Destroyed by the earthquake the house had to be rebuilt.
Because the house had been destroyed by the earthquake, the house
had to be rebuilt.
II. 1. Seen from the hill, our school looks more beautiful.
Step IX Record after Teaching
___________________________
1、知识和能力目标：
了解诗人和创作的背景;能够流利的朗读和背诵诗歌;理解诗所蕴含的人生哲理;理解象征和比喻的区别。
2、过程和方法目标：
通过反复的诵读，交流合作，理解诗的内容。
3、情感态度和价值观目标：
学习诗人对待生活的积极态度，感受积极、乐观、向上的人生观。
【学情分析】
学生正处于人生道路的关键时期，对这首诗歌的理解应该是很容易的，但对于人生道路的选择可能会很茫然，所以教授时应该注意引导学生应如何选择人生的道路。
【教学重点】
有感情的朗读和背诵全诗;理解诗中的哲理;为什么诗人重点写那一条未选择的路。
【教学难点】
【课时安排】
一课时。
【教学设计】
古今中外许多诗人作家，对“路”都有过精彩的描写。屈原有“路漫漫其修远兮，吾将上下而求索”的志向，辛弃疾有“独上高楼，望尽天涯路”的感叹，鲁迅也有“其实世上本没有路，走的人多了，也便成了路”这样的想法。人们常常把人的一生比做走一条路，把人生的选择比做对路的选择。美国诗人弗罗斯特的这首《未选择的路》有着特别的意蕴，它正是借写自然界的道路来表达对于人生之路的思考。
二、检查预习
Section B 1a-1d
张红燕
can tell stories by listening and speaking.
2. Learn the new words and expressions
realize competition make one’s way by the side of
Animal Helpline
Teaching Important:
Students learn to tell stories.
Teaching Difficult
Students can understand the story by listening.
Culture focus:
Students like to tell stories.
Teaching steps:
Step1（复习，导入）
1，课前放音乐《昨日重现》让学生感知歌曲是谈论过去。
2，做一个采访，老师先给一个例子然后让学生去问答
3，What were you doing at ten yesterday evening?
I was…(2minutes)
Step2 (通过警察抓小偷的游戏学生更好地复习when和while的用法
四人一小组，其中一人是警察。通过询问其他三人上周天的某个时间所做的事情找出撒谎者,每个小组给一张纸条上面写有短语帮助学生更好地讲述自己在做什么。（场景：in the park,3minutes to prepare.）
D: Where were you at 11:00 am last Sunday?
A: I was in the park.
D: What were you doing there?
A: I was flying a kite.
Step3（学习讲故事）
老师先给个例子，然后让学生仿照例子，根据图片讲。
At ten yesterday
I was late for a party.
I was late because I had a math class.
When they were having a party, I was having a math class.
Step4 （根据所给图片讲故事，为下面的听力做准备）
让学生谈论图片，引出听力所需要的短语。
Step5（听力训练）
1，听听力回答问题。（听力材料放两边）。
（1）.Who were in the conversation?
（2）.What event happened at the school yesterday?
（3）. Who missed the event?
（4）. Which team won at the event?
2, 听听力排序（材料放一遍）。
Step6 讲述听力材料的故事
1, 让学生朗读听力材料然后根据内容讲故事
(1). Who were in the conversation?
(2). What event happened at the school yesterday?
(3). Who missed the event?
(4). Which team won at the event?
2, 四人一小组，每人可以说一个句子,讲述为什么Kate错过了篮球赛。
3, 如果有时间可以让学生单个讲故事。
Summary 1, 本节课我们重点学习的是通过听说练习，学生能够用过去进行时讲述过去的事情。
2 能够听懂听力材料里的故事，并把握关键信息。
3 掌握新的单词和短语。
Homework 1 Use when and while to write a short story
2 Listen and retell the story in 1c
1.会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。
2. 学会讨论吃什么饭，买什么东西。
3.复习一些礼貌用语和习惯表达，如：How about…? What about…? Can you come with me? What do you have for dinner this evening? Let me and have a look.等。
4.新单词：chicken, tofu, fridge, list, shopping list, buy, kilo
句型：What do we have for dinner this evening?
Fish is my favourite.
What else do you want to have?
Don’t we have any eggs?
Let me make a shopping list.
You can help me carry the things.
教学用具
：录音机，投影仪，图片或实物等。也可用一盒子，里面放上一些包装和一些图片，如：可乐瓶、雀巢咖啡盒、方便面口袋、巧克力盒以及面包等。
教学步骤
本节课的Duty Report完毕后，可让值日生和同学们讨论今天中午可能吃什么。让值日生临时和一同学编一对话，其内容大致可以是：学校的饭不好吃，要去外面卖东西吃。
也可让值日生事先编一对话，上课时和老师对话，尽量用上这几句话：What do you have for lunch today? Shall we go and buy something to eat? What’s in the fridge? Let me see. What do we have for lunch today? How about…? What about…? What else do you want to have? Can you go and buy the things? Let’s go.等。老师也可以同样的方式提问全班同学。复习一些食品的.名称。
有以上对话的铺垫，现在引出购物的话题。教单词fridge。然后我们列一购物单,教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 练习句子：What do you have for lunch today? What else do you want to have? What do we have in the fridge? Can you go and buy the things?
Step 3 Read and say
听录音或使用媒体资料学习第113课第一部分，最好不看书。可提问学生几个问题：
What’s in the fridge? Is there any fish in the fridge? Are there any chicken legs in the fridge?
Don’t we have any eggs in the fridge? Why do they go shopping?
跟读直至读熟。然后两人读对话。
Step 4 practice1
1. 让同学们也把值日生做Duty report的话题练习一遍。
2.假如你今天邀请几个朋友吃饭，让学生看着盒子(假定为冰箱)里的东西列出一购物单，所买东西不要太多也不要太少，够吃即可。看谁的东西经济实惠。老师画一商店的图，并画出商店所卖的商品和价目表。供顾客们选购。
根据购物单同桌两人便对话。一人为售货员，一人为顾客。可用这几句话：Can I help you? I’d like ….. Here you are. Here is the money. 对话可长可短，因人而异。
Step 5 practice2
老师可再设几个话题，在不同的商店不同的人买东西。(见教参P124)
Step 6 Consolidation
Do workbook
Blackboard Handwriting
Unit 29 Shopping
Lesson 113
New Words: chicken tofu fridge list (shopping list) buy kilo
Useful expressions
What do we have for dinner this evening? What about…? How about…?
Let me make a shopping list. Fish is my favourite. What do we have in the fridge?
Today is Sunday. Brother and I 1 at home. We 2 to carry two boxes into the room. 3 box is big, but it’s light. My brother’s box is 4 , but heavy. We put 5 on the table. We can see 6 clothes in the boxes, but my 7 aren’t in them. I 8 find my socks. Brother can 9 me to find them. They’re under the bed. I must look 10 my things. We put the 11 boxes away. The chair is 12 . Brother and I can mend(修理)it. After that, we 13 basketball 14 the playground(操场). We are very happy, we 15 this Sunday.
( ) 1. A. be B. am C. is D. are
( ) 2. A. look B. want C. know D. meet
( ) 3. A. I B. my C. He D. His
( ) 4. A. small B. big C. heavy D. light
( ) 5. A. it B. they C. them D. him
( ) 6. A. an B. a C. some D. the
( ) 7. A. books B. pens C. socks D. desks
( ) 8. A. can’t B. not C. no D. isn’t
( ) 9. A. find B. help C. see D. meet
( ) 10. A. in B. at C. on D. after
( ) 11. A. one B. two C. three D. four
( ) 12. A. new B. broken(坏了) C. black D. white
( ) 13. A. do B. do the C. play D. play the
( ) 14. A. in B. on C. at D. for
( ) 15. A. don’t do B. don’t like C. do D. like
( )1. ——Hi, Lucy. Nice to meet you.
——Hi, Jim. _______.
A. Fine, thank you B. Nice to meet you
C. Good morning D. How do you do
( )2. ——Do you know how to _______this word?
–Yes, B-A-L-L.
A. spell B. read
C. see D. meet
( )3. ——Where _______ the socks?
——_______ on the bed.
A. is; It’s B. are; They
C. are; They’re D. is; It
( )4. This is my little sister. _______ name is Jenny, we all like_______.
A. She; she B. Her; her
C. She; her D. Her; she
( )5. Please _______ these books to your school.
A. take B. bring
C. be D. do
( )6. There is a computer _______ the desk.
A. on B. in
C. under D. for
( )7. I have a TV. She also _______ a TV.
A. have B. has
C. is D. are
( )8. This song sounds _______ , I like it.
A. good B. bad
C. well D. badly
( )9. ——How many _______do you have?
——Let me see, my father has two brothers.
A. cousins B. uncles
C. sister D. aunts
( )10. ——_______ you _______ TV every day?
——Yes, I do.
A. Can; see B. Do; watch
C. Is; watch D. Are; see
( )11. I like apples _______ bananas, but I don’t like pears.
A. or B. and
C. so D. because
( )12. They have hamburgers _______ lunch.
A. at B. on
C. in D. for
( )13. He wants _______ a dictionary in the store.
A. buy B. and buys
C. to buy D. buys
( )14. They like _______ after school.
A. play the basketball B. play basketball
C. to play the basketball D. to play basketball
( )15. She eats three _______ every day .
A. the tomato B. tomatos
C. tomatoes D. tomato
( )16. Let’s _______ sports.
A. to play B. plays
C. playing D. play
( )17. This is _______room.
A. Lucy and Lily B. Lucy and Lily’s
C. Lucy’s and Lily’s D. Lucy’s and Lily
( )18. Don’t give me so many hamburgers. My _______ is enough.
A. food B. foods
C. apples D. vegetables
( )19. ——Do you think the English class _______?
——No, we all like it.
A. interesting B. boring
C. lot D. a lot
( )20. ——_______?
——I like tennis and volleyball best
A. What’s your favorite color
B. What’s your favorite sport
C. Do you like tennis or volleyball
D. Can you play volleyball well
Period One
教师：准备游戏时所用的图片(食物、蔬菜、动物)。
学生：准备表演时所需道具(服装、假发)。
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture(图片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.(引课方式贴近生活，学生易于接受)
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1: name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.(通过句型的操练使学生更加熟练掌握所学的句式。)
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.(用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。)
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.(以表演的形式完成，使课堂气氛达到高潮。)
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
“How do you meet new visitors at home?
教师：准备歌曲磁带(歌词)、情景图片及上课所需表格。
学生：需要向父母了解自已名字的含义。
Step One: Revise the sentence patterns.
1. Sing an English song.(用唱歌的方式既带动了气氛，又复习了所学内容。)
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
3. Act out the dialogues.(在特定的情景下表演对话更符合实际，更贴近生活。)
Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1. Play a name game.(有效引出“英文名字”这一主题。)
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2. Choose English names.
1).Find out first names and last names.(用小组的方式完成名字的识别。)
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
一、 教材分析
本单元谈论的中心话题是rules,主要语言功能是谈论并制定
某些规章制度(校规、班规、家规等)。语言结构为祈使句，情态动词can表示许可的用法和情态动词have to以及各种句式的变化。围绕这一中心话题，结合学生生活实际，教材插入了许多学生感兴趣的图片，从基本语言知识到语言综合运用层层递进，听、说、读、写依次展开，引导学生思考、学习和运用语言，并寓教于学，对学生起到规范教育作用。本课时在本单元中主要是让学生初步感知了解祈使句，能简单的谈论校规，主要目的是训练学生的看、听、说能力。
二.学生分析
我们班的学生主要特点就是胆子大，模仿能力且具有较强的表现欲与参与意识，容易激发他们对英语的浓厚兴趣，活动是他们自由表现的天地。因此，在教学设计中，结合学生原有知识和经验，注重他们的生活实际。课堂上使用直观教学法，使学生感到熟悉，容易接受和操作，使他们在真实的语境中进行交际，在此基础上拓展他们的语言知识。以活动为途径，让学生充分参与和体验。同时尊重学生独特的感受和理解，使学生在学习过程充分体现和发挥主体性作用。
三.教学目标
1.知识目标：
(1)学习并掌握词汇：rule, arrive, hallway, fight, Ms
(2)掌握交际用语：
what are the rules?
Don’t eat in class!
Don’t listen to music in the classroom or the hallways
Don’t arrive late for class
Don’t run in the hallways
Don’t fight.
2.能力目标
国家英语课程标准规定初一年级结束时，学生英语水平要达到三级水平。
听：能听懂有关熟悉话题的语段。
说：1.能在课堂活动中用简短的英语进行交际。
2.能就熟悉的话题进行简单的交流。
3.能在教师的指导下参与简单的游戏和角色扮演活动。
4.能利用所给提示(如图片、幻灯片 、实物、文字等)简单描述一件事情。
读：1.能正确的朗读课文。
2.能理解简短的.书面指令，并根据要求进行学习活动
简单的来说，本课时就是要学生达到能熟练使用目标语言，谈论规章制度。
3.情感态度目标：
A.通过对规章制度的学习与讨论，教育学生规范自己的行为。
四.教学方法： 直观教学法
我主要借助于实物和图片进行教学，这样可以把学生带入一种真实的语言环境，激发他们说英语，用英语的潜力。丰富教学内容，提高课堂效率。
五.教学过程
1. 精心导入(lead-in)
(1)因为本课时主要谈论的事校规，所以我以自由谈话的方式，询问学生Do you like our school ?
Do you enjoy ourselves in our school? 为新课的教学做好铺垫，营造轻松的教学环境。
T: Do you like our school ?
S: Yes,we do .
T: Do you enjoy ourselves in our school?
S: Yes, we do .(1min)
(如果在此环节中学生回答“No,we don’t”,我会问“why”.学生可能会回答一些班规Don’t play in the classroom. Don’t be late for school….由此也可以引出school rules 教学，而且正确引导学生在合适的地点做合适的事情。)
●教学目标
1．熟练运用现在进行时进行语言交流
2．通过看图对话，学会描述进行中的`动作。
●教学用具
录音机、投影仪、图片等。
●教学步骤
复习Whats he/she doing? He/She’s making a cake．叫三名学生到讲台上。A表演动作，B问Is he reading/playing. ..？ C答Yes, he is./No, he isnt．让学生三人一组做类似的练习。
教师通过具体的动作教一些单词，如 talk, talk with, open, close, take photos等。然后用这些单词或词组造句子，反复练习。也可以让几个学生到讲台上表演，然后问同学Whats he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos．
Step 3 Practice
＊ 打开书23页第一部分， 让学生边听录音边找正确的图片。
＊ 第二部分，让学生看彩图三，两人一组进行对话练习
Step 4 Consolidation
句型转换：
1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (画线部分改为现在进行时)
We______ ______our classroom now. It’s dirty. It needs cleaning.
2. They are playing football at school. (画线部分改为否定句)
They ______ ______football at school. They’re playing football somewhere else.
3. Im doing my homework now. (画线部分改为一般疑问句并作否定回答)
______ ______doing ______homework now? ______, ____________.
4. Speak in English. (画线部分改为否定句)
______ ______in English now. These old men don’t understand English.
5. The twins are singing in the room. (对画线部分提问)
______are the twins ______in the room?
Answers: 1. are cleaning ’t playing 3. Are you, your. No, I’m not 4. Don’t speak 5. What, doing
Lesson 83
You arent talking.
He/She isn’t writing.
Is he/she opening the door?
Yes, he/she is.
No, he/she isn’t.
一．教材分析
SectionB的第四部分为写作板块，主题围绕假期计划（vacationdreams）。题目要求学生设想一个理想中的假期并写下打算做什么，什么时候去，打算呆多久等信息。这部分左边配有一幅插图，右边为示例范文的节选，给出了句型和语法。教材要求学生完成一篇描写假期安排的小作文。[分析缺乏条理性]
二．学情分析
本节课面向初二学生，年龄处于13,14岁之间，学生学习热情高，自信心强。经过初一的学习，学生已经具备较好的语言基础，有一定的词汇量和语法知识，能够进行简单的写作。在上完本课SectionA的内容后，能正确拼写本课有关的词汇并掌握了现在进行时表将来的时态。面临的主要问题是部分学生一见到英语写作就产生恐慌心理，特别是当看到有些情境难以用英语表达出来时。再次，学生容易轻视谋篇。认为书面表达构思简单，只要没有语言、语法错误再加上几个”漂亮”的句子就能拿高分。其次，一些学生不知道写作的主旨意图，以为写作就是要完成教师布置的任务。很多学生基本功很差，学习比较懒散，不愿积累。
三．教学目标分析
1．语言知识目标
2.语言技能目标
能运用本课的词汇与句型写调查报告，介绍自己以及小组同学的度假安排；
3.情感态度目标
能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山。
4.学习策略目标：
1．在学习中集中注意力；积极思考；善于记要点；
2．学会科学安排自己的假期活动，能和合作伙伴互相交流，充分交换信息。
3．能在小组活动中积极与他人合作，相互帮助，共同完成学习任务；
4．在使用英语中，能意识到错误并进行适当的纠正；
5.文化意识目标
了解英美国家的人们在工作之余是如何轻松度假的。
四.教学重点和难点
学会科学安排自己的假期活动并能灵活运用于生活中。提高写作能力。
五、设计思路
本节课开始创设一个与学生生活相关的情境，引起学生的学习兴趣和引出本课主题—谈论一下过去发生的事情，由此引出一种新的时态：过去完成时。并运用类比的方法，让学生比较现在完成时、过去式和过去完成时的`区别。然后设立各种教学环节，通过听、说、读等各个方面的练习，让学生对这一新的知识加深认识与理解，最终落实在写的层面上，通过对Gina的故事的讲述，让学生对本节课的知识有个全面的、系统的认识与理解。
课题：Starter Module1 Unit3
课型：
教学目标：学习向别人介绍某人的用语
教学重点：This is my… She/He is …
教学难点：Be的变化运用
教具：多媒体、录音机
课时1
T: This is my friend…
S: Hello, … This is my father…
T: Nice to meet you.
S: Nice to meet you, too.
1)复习打招呼的用语Good morning/Good afternoon/Good evening。
2)练习询问姓名和相互间的问候。
What’s your name? I’m …
How are you? I’m fine, thank you.
3)练习向别人介绍某人This is …
1)Work in pairs part7
2) Listen and number
3) Write the sentences.
Complete part3
be
There is a tall tree in front of our teaching building.
There are some students playing football on the playground.
2. think/find it + adj for sb to do sth
(1).I find it necessary to take down notes while listening.
(2).I feel it important to have some working experience.
(3).I found it impossible for me to work out all the problems in such a short time.
3. not…until
(1).I didn’t know the truth until she told me what happened.
(2).Yesterday I didn’t go to sleep until midnight.
4. Some…others
(1).Everyone is busy in classroom. Some are reading, others are writing.
(2).There are many foreign students in our class. Some of them are from Europe, others come from America.
5. not only…but also
(1).In just three years, she had not only finished all the lessons, but also received her doctor’s degree.
(2).Forests can not only fresh the air but also reduce noises.
6. such…that / so…that
(1).He is such a good student that everyone likes him.
(2).We were so deeply moved that we could not fall asleep that night.
…to…
(1).They were too angry to say a word that day.
(2).He is too young to go to school.
8. in order to
(1).He worked very hard in order to realize his dream.
(2).In order to get there on time,we set off early in the morning.
about to do sth when…/be doing sth when…
(1).I was about to go out when the telephone rang.
(2).I was walking in the street when I heard a lady cry “Help,help”.
to
(1).He used to live in Shanghai.
(2).There used to be a tree in front of my house.
sb do sth/doing sth
(1).I heard someone laughing.
(2).I saw him put the key in the lock,turn it and open the door.
12. have some difficulty in doing sth/with sth
Do you have any difficulty in understanding spoken English?
busy doing sth/with sth
He was busy getting ready for his journey.
练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。
) Go to see the doctor at once.
b) Your cold may get worse.
Go to see the doctor at once, or your cold may get worse.
2. a) Alice was the first to complete her paper.
b) Alice made quite a few mistakes in her paper.
Alice was the first to complete her paper, but she made quite a few mistakes in it.
3. a) We were about to start off last night.
b) The phone in the living room began to ring.
We were about to start off last night when the phone in the living room began to ring.
4. a) Unfortunately, John’s car broke down on the way home.
b) John had to stop a car for a lift.
Unfortunately, John’s car broke down on the way home, so he had to stop a car for a lift.
5). a) He has made great progress in his studies.
b) All the teachers praise him.
He has made such great progress in his studies that all the teachers praise him.
6. a) Some people waste food.
b) Other people haven’t enough food.
Some people waste food, while others haven’t enough food.
7. a) It’s too late to go to the cinema now.
b) I have an important meeting to attend after lunch.
It’s too late to go the cinema now. Besides, I have an important meeting to attend after lunch.
8. a) Your aunt has no other thought but what is best for you.
b) I have no other thought, either.
Neither your aunt nor I have any other thought but what is best for you.
练习二：1、用but,then,instead,the next moment,when填空：
The accident happened at 7:15 on the morning of February 8, . I was walking along Park Road towards the east when an elderly man came out of the park on the opposite side of the street. Then I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. The next moment the car hit the old man. He fell down with a cry. But the car didn’t stop to save the old man. Instead，it drove off at great speed.
2、用at last,then,so,up to now,that,when填空：
Don’t Lose Your Courage
Never shall I forget the first English lesson given by Miss Liu. On that day, when she entered the classroom, we found that she was a young and beautiful lady with a big smile on her face. Then she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. When it was my turn, I felt so shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. At last, I went to the blackboard and was able to do it quite well. She praised for what I had done. Up to now, I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”
Statements Based on the Unit
The topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．
In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．
In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about 1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．
The third period consists of two parts：Word study and Grammar-Noun Clauses．
Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．
The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．
In the last period,we’ll deal with the grammer in this unit-Noun C1auses．
In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．
Ⅱ.Teaching Goals
1．Talk about life in the future．
2．Practise making predictions．
3．Learn about Noun Clauses(2)．
4．Write a definition paragraph．
Ⅲ．Teaching Time：Five periods：
Ⅳ．Background Information
in the Future
Scientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-but
who knows for sure?They may．What are some of the wonders that may come true in the future?
Let’s go back to dry land and take a future journey the other way--up instead of down．
Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．
After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．
Let’s go back to Earth．
In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．
To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．
Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!
There may be telepathy helmets that send thought waves from your brain to that
of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!
There will be other surprises in the future．How would you like to have a robot
playmate?
Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!
What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．
You don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．You may be wrong．These artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．It probably will also be healthful be-cause life will be put into it．
Scientists of the future will almost certainly find other ways to make life last longer．They probably will find cures for most diseases．Hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．People of the future may live to be a lot older than 100 years．
Are you wondering whether there’11 be television in the future? There’ll almost certainly be wonderful programs. Television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．People on the screen will look real as if they were right in the room with you．What about highways of the future? Well, a very small child probably will be able to drive a car．Nobody will need to steer．Electric signals will hold each car on the right road to get wherever the“Driver”wants to go．And it probably will be impossible for cars to smash together。Controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．Driving in a car will be as safe as being at home．
But maybe the most wonderful surprise in the future will be weather control，Cities may have giant plastic domes over them to keep out snow，rain，or storms．
When you plan a picnic in a park。you won't have to worry about rain．It will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．All other days will be fair and warm．
The future should be a wonderful time in which to live．But the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．
2。Three Things That Will Change Your Life
Today our lives are changing faster than at any time in history．Here we report on three important changes that will have a big impact on our everyday lives in the future．
The cashless society Cash and bank-notes wi1l disappear almost completely．They will be replaced by smart cards--plastic cards with microchip processors“loaded”
with some money．When we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailer's card．When all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．Smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．
Interactive telephones Human telephone operators will be sharply replaced by talking computers．These computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．If we want to book a flight or pay a bill by phone，we will interact with a talking computer to do SO．Of course，this won't happen until all the technology is
in place，but when it is we will soon get used to interacting with computers in this way．Human telephone operators will be used only for more complex operations
such as dealing with complaints or solving concrete problems．
Intelligent cars Traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．Congestion will also decrease when electronic systems start changing motorists for driving in cities．As soon as motorists have to pay to drive in cities，they will stop Using their cars and use public transport instead．
Speed control systems will be built into cars．These systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．It will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．
The First Period
Teaching Aims：
the students to use their imagination to talk about life in the future．
the students'1istening ability．
the students’ speaking ability by practising making predictions．
Teaching Important Points：
1. Train the studcnts'1istening ability．
2. Let the students give free rein to their1 imagination.
Teaching Difficult Points：
1．How do improve the students' listening ability．
2．How to finish the task of speaking.
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．some pictures
2．a tape recorder
3，a projector
4．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
T：Good morning／afternoon，everyone.
Ss：Good morning／afternoon，teacher.
T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?
(One student stands up．)
S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.
T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.
Step Ⅱ Warming up
T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-
port the results．
T：Now please discuss some questions．(Show the picture and questions on the screen．)
How will people travel in the future?
Where will they go? Why?
(Give the students another two minutes to discuss．)
T：Who’d like to tell me how people will travel in the future and where they will
go and why?
(One Student puts up his hand．)
T：Oh，Li Jun，you have a try．
S：I think people will travel by using public transport．Electric cars will be
traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．
S：I think people will travel by car，which doesn't burn gas，but solar energy．In-
stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You
can go wherever you want as long as you press a button on the computer in the
car．What's more，it won't cause any pollution．
(And then ask some Students to re-port．)
How wi1l people communicate in the future?
S: People will communicate with each other with computers, which are set in the watches.
Where will people work in the future?
What kind of jobs will they have?
S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．
How will people do business in the future?
What kind of money will they use?
S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．
What languages will people speak in the future?
Will people still speak Chinese and Eng1ish?
S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．
What will schools be like in the future?
What subjects will people study?
S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．
(After discussing all the questions，the teacher says the following．)
T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．
Step Ⅲ Listening
T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay
attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?
Ss：Yes．
T：OK．Let's begin．
(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation
．Finally teacher checks the answers in Part l with the whole class．)
T：Next listen to Part 2 and do the two exercises in them．
(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)
Step Ⅳ Speaking
T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?
Ss：No．They are the same．Maybe they are twins．
T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,
using the information in your books and the useful expressions on the blackboard.
(Bb：It would be wonderful if…
It would be bad for…if…
It’s possible/impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…)
(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)
Sample dialogue：
SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．
SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.
SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.
SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.
SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．
SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．
SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.
Step V Summary and Homework
T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
It would be wonderful if…
It's possible／impossible to predict…
We can only guess…
Step Ⅶ Record after Teaching
_____________________________________
______________________________________
Part 1
Before a record is accepted by the Guinness Book of World Records, it must pass the following tests. First of all, there must be at least two witnesses. The witnesses must be known to the public, so they can’t be simply friends or members of your family. In fact, relatives are not allowed to act as witnesses to a Guinness world record. The best witnesses are usually people who work for the city or government, such as policemen, judges, or leaders. The witnesses must read the Guinness rules before the attempt is made, and then write and sign their statements. Second, you must be able to prove that you broke the record in some other way, usually by sending in an article about the attempt from the local newspaper. It’s also important to take pictures of the record attempt and film it if possible. If you want to break a record, the most important thing to remember is to ask for the rules before you do anything. The Guinness Book of World Records has rules for all sorts of attempts, and you will need to know exactly what you should and shouldn’t do. The editors at Guinness can also help you by giving you the latest information about a certain record. If you are trying to break an existing record, you need to know if the record has already been broken. If you are trying to set a new type of record, you need to find out if the editors will accept it. If the record is dangerous, you must know about strict safety rules and follow them. There are many strange records in the Guinness Book of World Records, but the editors will not allow any records that are very dangerous.
Part 2
Even if you do set a new record, it isn’t sure that your record will be included in the book. There are a few basic rules for Guinness records. First, officials must be able to measure the record. Second, as mentioned before, independent witnesses must observe the record and send in a statement. Third, a record must be objective. That means that a record such as “most beautiful girl” or “best friend” won’t be accepted. A record should also be interesting to as many people as possible. Records that have to do with things that happen only once, such as “the first…,” won’t end up in the book. It is also important that the editors can make rules so that anyone who wants to try to break the record will have a fair chance. If these basic rules are met, the record will be accepted as a Guinness world record. However, a record won’t appear in the book unless it is chosen by the editors. The editors of the Guinness Book of World Records have to make many difficult decisions. People are very creative and send in all kinds of exciting records. It isn’t always easy to choose the right ones for the book. The book is read by people all over the world, and the editors must select records that represent the spirit of the Guinness Book of World Records-that is, amazing feats and achievements that show just how wonderful the world of world records is!
Unit2
LISTENING TEXT
H: Henry M: Mike, an elephant hunter
H: Mike, what was it that you heard about my brother’s journey?
M: I heard that he went looking for Solomon’s Mines.
H: Solomon’s Mines? Where are they?
M: I don’t know. I know where they’re said to be.
H: Tell me, please!
M: Well, South African elephant hunters usually don’t care much for the life and culture of native blacks. But sometimes you meet a man who takes the trouble to listen to them, and understand the history of this dark land. It was such a man who first told me the story of Solomon’s Mines, now thirty years ago. His name was Brown. I listened carefully to him, for I was young at the time, and this story of an ancient civilisation and its treasures took a great hold upon my imagination. He asked me whether I’d ever heard of the Suliman Mountains up in the northwest of the country. He said that that’s where Solomon really had his mines, his diamond mines. I asked him how he knew that. He answered that an old witch had told him all about it. She said that there were great wizards among the people who lived across those mountains. The wizards had learnt what they knew from white men a long time ago. They also had the secret of a wonderful mine of “bright stones”.
H: So did you go and look for that place?
M: No, I didn’t. I laughed at this story at the time, but I didn’t forget it. Twenty years later I heard something more about it from a man passing through. When he left he said that if we would ever meet again he would be the richest man in the world. One evening, while sitting in front of my tent, I saw a figure, apparently that of a European, for it wore a coat, coming out of the desert. The figure crept along on its hands and knees, then it got up and walked a few yards on its legs, only to fall and crawl again. Who do you suppose it turned out to be?
H: That man, of course.
M: Yes, or rather his skeleton and a little skin.
“Water! please, water!”he begged.
I gave him water with a little milk in it, and then he fell asleep. He had a fever and in his dreams he talked about Suliman’s Mountains, the diamonds, and the desert. “There it is!”he cried, pointing with his long, thin arm, “But I shall never reach it, never. No one will ever reach it!”
Unit 3
Listening text
(Woman, Australian accent)
Bush fire
An Australian woman is talking on a radio programme about her escape from the bushfires near Sydney in 1994.
The first thing I did when I woke up in the morning was to watch the TV news. I could see that the situation was bad, and they showed a map where the fires were. Outside in the garden I couldn’t see the sun, as the sky was full of smoke.
I decided I’d better prepare to leave. My daughters were staying in town and my husband was abroad, so it was up to me to decide what to do. I packed a suitcase of clothes and another case of useful things. It’s difficult in this kind of situation to know what to take with you. So, I took my passport and my bankbook and all the money I had. I took also my diary, my address book and my camera. Finally I took our wedding photographs, as I didn’t want to lose those.
Out in the garden the sky was getting blacker, and the wind which had been blowing hard for two days was getting stronger. I could now hear the sound of the fire which was only a mile or two away. I was expecting the police to drive by and warn people. Suddenly I noticed little pieces of burning wood falling out of the sky. They landed on the ground and started to burn the grass. I didn’t wait a moment longer. I got into my car and drove down the road. The smoke was thick and at times it was difficult to see the road. Animals were running across the road, trying to escape the fire. There were dogs, a few horses, and lots of kangaroos. Five miles down the road I came to a long bridge over the river. Once on the other side, I knew I was safe.
(A = Radio announcer; male or female, Australian accent)
A: Good morning, listeners. Still hot and dry today and we would like to remind you that people in the following areas may need to leave their homes: Green Hill, Jonestown, and Wesley. The fire is still burning and we advise you to stay tuned for more information. You may have to leave the area if the winds change, so please take the following actions:
If you have a car, check that it is working properly and park it where you can easily get to it. Close all doors, roll up the windows, and leave the keys in the car. Put emergency supplies in the car. You will need water, some food, a first-aid kit, a radio and a flashlight. Put important documents, such as your bankbooks and passports, in a plastic bag.
Make sure that you are wearing good clothes. Put on heavy shoes, long pants, a long-sleeved shirt and gloves. Bring a towel that you can use to protect your face.
Call a friend or relative who lives in a safe area and ask if you can stay with them.
Close all windows and doors in your house and remove the curtains.
Turn off the gas.
Fill buckets, bathtubs, and other containers with water.
If you are asked to leave the house, you must do so immediately. Bring only what you need and tell someone when you leave and where you are going. Try to stay calm and listen to the radio for instructions. Choose a road that looks safe and keep an eye on the fire and the wind.
Unit 4
G = Guide V = Visitor
V: Excuse me, can you tell us something about the history of Kew Gardens?
G: Botanical gardens have a long history in the UK, beginning with the foundation of the Oxford Botanical Garden in 1621. Kew Gardens was developed (built) in the 16th century. International importance came under the guidance of Sir Joseph Banks. He changed Kew from a royal collection of strange plants to a serious scientific research centre.
V: So what is the purpose of Kew Gardens today?
G: The motto forming the inspiration for Kew Gardens is simple but clear: “All life depends on plants.” The main purpose of Kew is to come to a better management of the earth’s environment. We try to do that by increasing knowledge and understanding of plants. After all, they form the basis of life on earth.
V: How can Kew Gardens reach this goal?
G: Kew wants to achieve this by:
developing a global collection of plants and show it to the public;
undertaking worldwide research into botany;
supporting the conservation of plants in the UK and overseas;
and informing and educating the wider public about Kew Gardens and their work.
V: If I may ask, what is there to see at Kew Gardens?
G: Kew has many plants in glasshouses and more than 20 different specialized gardens, such as the Rock Garden, Rose Garden, Woodland Garden and the Winter Garden.
V: I hear that they also have a Grass Garden. What can be interesting about that?
G: The Grass Garden shows a great number of different grasses. In economic sense, (Economically speaking) the grass family is one of the most important plant families. It provides most of our food, feeds our cattle and provides building materials such as bamboo and straw. Only three different bamboos are shown in the Grass Garden. More can be found in the Bamboo Garden. Over 120 species of bamboo planted there come from all over the world.
V: Well, I’m afraid that’s a bit boring for me. I think I’d have a look at the Rose Garden.
G: Of course, the Rose Garden attracts most visitors. It has 54 rose beds, each containing a different variety of rose. The roses are all arranged by the colour of their flowers. Shades of red are closest to the Palm House, while the lighter-coloured roses, such as the white and yellow ones, are planted near the edge of the garden.
Unit 5
Harry, Jenny, and Brian are discussing their advertisement plans for a new product.
H = Harry; J = Jenny; B = Brian
H: So, how much money have we got to spend?
B: Seven hundred and fifty thousand pounds. Jenny, what do you suggest?
J: I suggest that we use mainly TV, cinema, and print.
B: I see, magazines and newspapers. Can you give us your reasons?
J: Sure. First, our product looks good. So it would be a waste of money to use radio. Second, our product moves well, and it moves fast. So I want people to see it on the roads in our ads, going through the hills, that kind of thing.
B: What about advertising boards?
J: No. I prefer magazines and newspapers, and we haven’t got the money to do all three. So people will see the ad on TV and in the cinema. Then they’ll be able to read about it when they’re sitting down, reading their newspapers and magazines.
H: I get the idea. Then customers can read the detailed product information and check the prices.
J: Exactly.
H: So no advertising boards. When do you want the advertising to start, Brian?
B: May the 1st. That gives us three months to run to August 1st when most people like to buy their new cars.
J: I see. So we’re talking about three months. And have you thought of a headline?
H: What about this one: “The new Century 505 - the car you always promised yourself”?
Four people in an advertising firm are discussing a future advertising programme.
B= Bob
A: OK. Our plan is to produce an advertisement for this computer which is made by one of China’s biggest computer producers, FFQ Computer Corporation. Any ideas?
B: I think it would be a good idea to have comments from people who are already using it. They can express their satisfaction with the product.
C: Well, maybe that’s not such a good idea. Do you think managers want to read what users think about a new piece of office equipment?
D: I agree with Bob. I think we should have a picture of the computer and give a description of the product.
B: I’m afraid I can’t agree with you. That’s a good way of giving information, but it’s not a good way of persuading people. For one thing, it’s boring, and people aren’t going to read an ad that looks boring. For another thing, one computer looks very like another. People aren’t going to remember the name of the product.
A: So what exactly are you suggesting?
B: I suggest that we ask users of this machine what they think about it. We can photograph them using it too. Then we can put their comments at the top of the advertisement in big print. We can bring in some humour too. People enjoy reading humorous ads.
D: The disadvantage with carrying out interviews is that it may take a long time. No problem, we can do some telephone and email interviews with our users.
C: How can we find out who are using these computers?
A: Easy. I’ll ask the company for a list of recent customers.
Unit 6
R = Reporter O = Mrs Ouyang
Mrs Ouyang runs a little restaurant in southern Yunnan. Five years ago she lost everything in an earthquake. Listen to her experiences and how the restaurant was rebuilt.
R: Mrs Ouyang, five years ago a heavy earthquake struck this area and destroyed almost all buildings in this village. The earthquake also hit your house badly. Can you tell us what happened?
O: In two weeks’ time it will be exactly five years ago that the earthquake destroyed our village. My husband and I had been running a restaurant for several years. Before that, he had worked as a taxi driver. All his savings had gone into the restaurant, and on that terrible day everything was destroyed. My husband was killed in the second shake. He shouldn’t have gone back into the restaurant. It was a stupid thing to do, but he thought he would have enough time to save a few important things.
R: What happened in the weeks after the quake and how did you get over it?
O: I moved to a nearby village with my sister. The death of my husband was of course the worst thing. I cried for many days. I wished I had died in his place. I lost all hope of a happy life.
R: What made you decide to reopen the restaurant?
O: There were two reasons. First of all, I had to make a living. But more important, I did it to honour my husband. The restaurant had been his great achievement. I felt there was no better way to remember him than by reopening the restaurant and continuing the business.
R: Was it easy to reopen the restaurant?
O: No, it wasn’t. My friends and relatives put some money together, a total of about 30,000 yuan. I received 8,000 yuan of financial aid from the local government and 25,000 from a foreign disaster relief organisation. I was also able to take out a loan of 50,000 from the bank. With the money and all the help I got, I opened the restaurant on the same location where our old one had been.
R: Do you often think about the disaster?
O: Yes, I do. I thought the earthquake was the day my life ended, even though I had not lost my life. But look here, I managed. I did not know I had the strength to pull through.
Unit 7
S = Cook O = Oliver B = Mr Bumble
Nine-year-old Oliver lives in a workhouse where the boys are given three meals of thin porridge a day, with an onion twice a week, and half a roll on Sundays. The workhouse is run by Mr Bumble, the headmaster. The room in which the boys are fed, is a large stone hall. The cook, assisted by one or two women, uses a big spoon to pour the porridge into the bowls. One spoonful, and no more -- except on holidays, when two spoonfuls and a piece of bread are given.
The bowls never need to be washed. The boys clean them with their spoons till they shine again, and when they have performed this operation, which never takes very long, the spoons being almost as large as the bowls, they sit staring at the cook. Boys usually have good appetites. Oliver Twist and his companions suffered this slow starvation for three months. At last they got so wild with hunger, that one boy, who was tall for his age, said to his companions, that unless he had another bowl of porridge per day, he was afraid he might some night eat the boy sleeping next to him. He had a wild, hungry eye; and they all believed him. The boys hold a meeting, casting lots who should walk up to the cook after supper that evening, and ask for more. The lot falls to Oliver Twist.
The evening arrived; the boys took their seats. The cook served the porridge, and the boys prayed. The porridge was eaten, and the boys whisper to each other, and nod at Oliver, while his next neighbours push him. Child as he is, he is desperate with hunger, and feels miserable. He rises from the table and advancing to the cook, bowl and spoon in hand, he says:
O: Please, sir, I want some more.
C: What!
The cook was a fat, healthy man; but he turned very pale. Amazed, he stares at Oliver before aiming a blow at his head with the large spoon and screaming for the headmaster.
C: Mr. Bumble, I beg your pardon, sir! Oliver Twist has asked for more!
B: For MORE! Calm down, sir, and answer me clearly. Do I understand that he asked for more, after he had eaten his supper?
C: He did, sir.
B: That boy will be hung. I know that boy will be hung. I was never more convinced of anything in my life, than that that boy will come to be hung.
Unit 8
1 Part 1
(Female; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)
A: I am an International Business major at a Finance and Economics University. My major courses focus on international trade and finance, but English is also very important. Many of the textbooks we use are in English and some of our courses are taught in English, either by Chinese professors or visiting foreign teachers. At first, it was very difficult to understand what the teachers were saying. We take most of our courses here in China, but we also have the opportunity to study abroad for one year. Our university cooperates with universities in Europe, New Zealand, and the USA. I would like to study in Europe, perhaps in Germany or France, because I believe that the European Union will be an important business partner for China in the future. If I study in Germany or France, I can also learn a third language, which would be very useful.
The most difficult thing, in my opinion, is to understand all the technical terms. I was pretty good at English in middle school, but we only learned everyday English. Now I have to read long articles and textbook chapters that deal with difficult issues. Some of the words are only used in business, so most dictionaries don’t explain what they mean. I sometimes fell as if I had two majors-English and business. First I have to understand what the terms mean in Chinese, then learn the English words for them. Still, I like my major and I think that it will help me find a good job. My dream is to work in a Chinese import and export company and travel around the world.
2 Part 2
(Male; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)
B: Before I went to college, I thought that university life would be fun and easy. My friends told me that we would have lots of fun once we passed the entrance exam. If anyone ever says that to me again, I will let them know how wrong they are! Sure, it’s fun to be a university student, but it is also hard work. We have a lot of homework, and we have to write many papers and essays. I’m an English major, so most of my courses are about English. The first two years, the courses were similar to studying in middle school. We learnt more grammar and vocabulary, but we also had spoken English classes. In my junior year, I began studying other courses. I chose Linguistics because I am interested in languages, and I also took a few non-major courses. I like English best, but I know that I also need to learn more about other subjects.
Studying a language in college is different from studying other subjects. It is difficult to improve, so you have to spend a lot of time on reading, writing, and speaking. You almost have to “live in English,” that is, you have to use English all the time, not just in class. Our university offers a lot of help: there are many books, DVDs, and tapes that we can borrow, and there are different activities that help us practice our English, such as debate competitions, the university radio station, and conferences and meetings. I decided to become a teaching assistant for one of my foreign teachers. As a teaching assistant, I meet with a small group of freshman students every week. The meeting is their homework for their speaking class, and my job is to lead the discussion and help the students with their English. It is a wonderful way to practice my English-you learn a lot when you have to help others-and I enjoy making friends with students from other majors.
Unit 9
In , the World Health Organisation, WHO, warned of a possible outbreak of another serious disease which may be even more deadly than SARS. The WHO believes that it is likely that bird flu will spread to human beings in the next few years. If it does, up to seven million (see note 1)people could die from the disease.
Diseases like bird flu are caused by viruses, that is, tiny things which change and become more dangerous over time. When a new type of a common virus changes, it may be able to get past the body’s immune system. If that happens, humans are in great danger until a cure or treatment becomes available.
There have always been viruses and people have always gotten sick, of course, but as we saw with (???What’s your question? As explained in the next sentence, SARS spread very quickly etc.) SARS, the situation is more difficult today. People travel more than ever before, which means that the diseases can spread quickly and across large areas - in fact the whole world.
Scientists are already working on drugs that will prevent or limit the effect of a new virus, but the process takes time. It is just as important to make sure that countries, especially poor countries, are prepared to deal with the disease. New diseases usually affect poor areas the most, so we must help develop health care in all countries.
One reason for the WHO warning is that big new diseases tend to happen regularly, usually every 20 to 30 years. In the 20th century, there have been three large outbreaks: the Spanish flu in 1918-19, which killed between 20 and 40 million people(note 2); the Asian flu of 1957, killing one million (note 4) people; and the 1968 Hong Kong flu, which killed about 750,000 people (note 3). It has been 36 years since the Hong Kong flu, so scientists and doctors think that the next deadly challenge is just around the corner.
There are three kinds of viruses that cause flu: A, B, and C. Type A is the virus that causes bird flu. As the name suggests, the virus is usually found in birds. It can also infect humans, pigs, horses and other animals. There are several different kinds of the Type A virus. (Only Type A has several kinds? Yes. Only type A has “subtypes,” but both B and C are “groups” of viruses. If you think it is confusing, or unnecessary, you can delete the stc. Influenza Type B Unlike influenza A viruses, these viruses are not classified according to subtype. Influenza Type C These viruses are not classified according to subtype.) Type B viruses are usually found only in human beings. They have been responsible for some flu outbreaks, but they are not considered as dangerous as Type A viruses. Type C viruses are not considered very serious. They are found in humans, but do not cause serious illnesses.
The most dangerous thing about the flu viruses is that they change. When humans are infected with a virus, the body develops a defense for it. If viruses didn’t change, we would not have the worry about the viruses we know. Unfortunately, every new generation of virus is slightly different from the older ones. That means that our body doesn’t recognise the virus and can’t protect itself from it. This kind of change is not very fast and doctors and scientists can change the medicines we use to help prevent the virus from causing serious illness.
The other kind of change, however, happens very quickly and is more serious. If a virus changes in this way and becomes a new type of virus, the body is defenceless. The virus can spread easily from one person to another and reach far across the world. Fortunately, this kind of change doesn’t happen very often.
The WHO now believes that a new, dangerous virus will appear soon and that we must prepare the best we can. We must improve health care in all countries and cooperate with each other so that we can discover and prevent new viruses.
Unit 10
G: Welcome to the Mark Twain House and Museum. Mark Twain is America’s most famous writer. Do you know any books written by Twain?
S1: Ehm, The Adventures of Tom Sawyer and eh, the Adventures of Huckleberry Finn.
G: Yes, very good. Twain wrote these books while he lived in this house. He loved the house because it reminded him of his youth, and from the window he could hear the sounds of his own children and their friends playing on the banks of the river.
M: Is the house still the way it was when Twain lived here?
G: Yes. The house has been restored to the way it was when Twain lived here, between 1881 and 1891.
M: How long will the tour take?
G: The tour takes about two hours, and the group must stay together. Please, don’t touch anything.
M: Oh, can you make it a bit shorter? I don’t think the kids will stay quiet for such a long time.
G: Fine. Entering the house from the south, we are now in the hall. Immediately on the right is the drawing room, a rather formal room, where Twain received guests. The door on the left leads to the guest bedroom. The two doors in front lead to the rooms on the north side of the house: the dining room through the door on the right, and the library through the door on the left. Let’s first take a look in the library.
S2: I think I don’t want to see the library.
M: Shut up, Dave.
G: As you can see, the room called the library does not very much look like a library as we know it. The library is one of the nicest rooms in the house. Here, Twain recited poetry or read aloud stories to his family and friends.
S1: Look, they’ve got greenhouse.
G: Yes. The small room on the west side, off the library was filled with large, green plants. Twain’s daughters called it The Jungle. From the library, we can pass on to the dining room. Twain and his family had most of their meals here. The kitchen is located off the dining room, to the north.
M: Can we have a look at the kitchen, please?
G: I’m afraid the kitchen is closed to the public until the summer of next year.
M: Oh, what a pity.
G: Let’s go and have a look upstairs.
M: I think the children are getting tired. What is there to be seen upstairs?
G: The second floor has three bedrooms, another guest room and the schoolroom. The third floor has a servants’ room, a guest room and the largest of the rooms, where Twain wrote his books.
M: Shall we go upstairs?
S1: I want to go to the bathroom.
G: You can have a look at the bathroom on the second floor.
S1: Can we use it?
G: I’m afraid not.
M: Shall, we just go and have a look at the school room then?
S2: No, thanks. I want to go home.
M: Well, OK then. Let’s visit the museum shop. Then you can go to the toilet, and we can eat an ice-cream before we go home.
Unit 11
Dialogue 1
T: Teacher J: Jeff
T: Take a seat, Jeff. What can I do for you?
J: Well, I’d like to have another talk with you about my career choices.
T: If I’m remembering well (not wrong), you are going to be a sales assistant, right?
J: Yeah, well. I’ve changed my mind again. I want to become a vet. I really like working with animals.
T: Oh, but that’s quite a big change from what we talked about last time. Are you sure about this?
J: Yes. I think working as a vet I can earn much better wages.
T: But Jeff, look here. You aren’t that good at maths, and last time you said going to college was not for you. How will you be able to do that? (The purple parts seem to be not closely related to becoming a vet?)
J: I will work very hard.
T: Listen, Jeff. This may be a disappointment, but I think this is not a good idea. I know it sounds good, but it requires many years of study to become a vet. I’m not sure whether you can manage that. Think it over, will you?
Dialogue 2
L: Lizzy M: Ma Lin
L: Hi, Helen. How are you doing? It’s only a few more months.
M: A few more months? What do you mean, Lizzy?
L: The exams, of course! Aren’t you getting nervous?
M: Nervous, why?
L: Well, don’t you think it’s all (they’re) important?
M: It’s ( They’re) important, but why should I worry? I think I’ve always been quite a good student, so I think (delete this?) I have nothing to fear.
L: Quite good is not good enough, you know. If you want to go to Peking University, you’ve got to come out first.
M: I don’t want to go to Peking University. I want to go to a local university, here in our own province.
L: How can you say that? You’ve got to try your best.
M: I will, but I’ve already made up my mind. I don’t want to live in a big city far from home. Even if I get a top score, I will stay here. You know, studying at a local university you’ll have less competition and better chances of graduating as the No 1. (more opportunities)
Unit 12
Conversation at a private education institute between Julian (J) and a female teacher (T)
J: Good morning, I saw your advertisement in the paper for Chinese courses and I dropped by to get some more information.
T: Great, which course are you interested in -General Chinese or Business Chinese?
J: Well, I’m not sure, what’s the difference between them?
T: The General Chinese course is for beginners. It covers everyday situations – you know, shopping, booking tickets, ordering food in a restaurant, things like that. It’s very popular with people intending to visit China for a holiday.
J: I see, so is it mainly Chinese conversation, or does it include learning to read and write as well?
T: It mainly deals with spoken Chinese for beginners, but students do learn to recognise about 300 characters – enough to read simple passages.
J: Mmm, and the Business Chinese course?
T: That’s a more intense course for people who need to use Chinese for business situations (delete “situations”?). Most of the students work for corporations who have projects in China. It teaches a specialised vocabulary that’s used in meetings, reports, letters and so on. There’s a lot of speaking practice in this course too, but it places more stress on developing reading and writing skills than the General Chinese course.
J: Is it suitable for beginners?
T: Well, some beginners do choose this course, but they find the workload quite tough. I suggest you take the General Chinese course first because most students find it helps them to have a basic knowledge of the language.
J: I see. And what about the cost? . . . [fade out]
Professor Smith is giving an informal presentation to a group of students aged about 17 or 18.
Hello everyone, thanks for coming. Well, we all know that exams are stressful and cause anxiety. Today, I’m going to explain what happens to your body when you feel anxious, and then give you some advice that might be helpful to you.
To start with, it’s important to understand that anxiety is a normal, natural response to stress or fear, and in fact it’s quite useful. Anxiety causes physical changes which prepare your body and mind to face challenges. So feeling anxious about an exam is okay and actually helps you to perform well.
Anxiety becomes a problem, however, if you experience it too frequently or over a long period of time. In this situation, it becomes difficult to concentrate and you may find you get upset easily or lose confidence. It’s also common to suffer from extreme tiredness and to have difficulty sleeping.
Now, I recommend a 3-step approach to beat anxiety: Firstly, use breathing exercises to reduce your body’s physical stress. Secondly, use positive thinking methods to calm your mind and improve your concentration, and thirdly, plan your study schedule using the “Eating an Elephant” approach.
[titters and ‘eating an elephant?’ from audience]
What do I mean? Well, if I asked you to eat an elephant, you’d probably feel you couldn’t do it. You’d start to worry, feel stressed and experience anxiety. But if I gave you an elephant steak – say, about this size – could you eat it?
[murmers of agreement and ‘yes’ from audience]
Yes, so eating an elephant is easy if you cut it into smaller pieces and just eat one piece at a time. And when you study you should “cut up” your workload into small pieces and concentrate on one piece at a time, rather than the “whole elephant”.
Ok, let’s look at each of the 3 steps in more detail . . .[fade out]
Unit 13
Dialogue 1 Two teenage girls
J: Julie L: Lucy
L: Hi Julie, Oh no! Aren’t you ready yet? You know, Colin will be offended if we’re not on time.
J: Sorry, but I can’t make up my mind what to wear. What do you think – this or the dress?
L: Well, the blue skirt and pink blouse are very pretty, but I think your red dress is better for a party, it’s more elegant.
J: Right, the red dress it is, have a seat, I’ll only be 5 minutes.(Can we say so?) Its quite common in informal speech
L: Ok, but be quick . . .Oh what a lovely necklace!
J: Thanks, my grandmother gave it to me, and before that it belonged to her mother. It’s over a hundred years old.
L: Really? But the way it shines it looks like new!
J: That’s because it’s a real diamond, don’t you know that diamonds last for ever, they never look old!
L: I didn’t know that th (???) … Look lets go, and you can tell me about it on the way, it’ll be embarrassing if we’re the last to arrive.
Dialogue 2 Two teenage boys
D: Hello Alan, what’s that you’re reading?
A: It’s called The Woman in White.
D: Oh, that’s a novel by Wilkie Collins isn’t it; we’ve been reading about the Moonstone in class. Is the Woman in White a detective story too?
A: Well sort of, but in this story the person who investigates is not a policeman like Sergeant Cuff, he’s an art teacher.
D: What is it about?
A: Well, I haven’t finished yet, but at the beginning of the book the art teacher meets a mysterious woman dressed in white while he is out walking one night. It turns out that the Woman in White looks very similar to his student – Laura - so he tries to find out more about her. He discovers that the man Laura has just married knows the Woman in White and is responsible for some terrible things that happened to her. It seems that Laura’s husband is a very wicked man.
D: Sounds exciting!
A: Yes, I hope the art teacher finds out the truth before Laura’s husband does anything bad to her.
D: Mmm, can I borrow it after you finish it?
A: Sure, it may take me a while though, because it is in English and I have to read slowly.
Unit 14
A bee-keeper talks about collecting honey from bees.
Once upon a time, bee-keepers killed their bees every autumn. Why? You may ask. Well, the answer is this. To get some honey, bee-keepers and farmers used to put out small wooden boxes in a corner of the farmyard. Bees would come and fill the box with honeycomb. However, there was no way of getting the honey out without killing the bees. So they used to burn a chemical close to the box in order to kill the bees and then take the honey.
Now, bee-keepers use beehives to collect honey. In the beehive there are a number of wooden squares with spaces between them which can be lifted out. In late summer, the squares, which are now full of honeycomb, are lifted out. The squares are put in a special machine and turned round and round very fast for several minutes. Turning the squares round and round like this forces out the honey. The honey is then collected and poured into jars. After that, the empty squares are returned to the hive for the bees to fill with honey the following year.
Bees need food to live through the winter. That’s why they make honey. Bee-keepers can do one of two things. Either they can leave some of the honey in the hive for the bees to eat during the winter. Or else they can remove all the honey and provide the bees with a mixture of sugar and water for the bees to eat instead.
J : James, a birdwatcher, R: Reporter
(Forrest sounds and birdsong in the background)
R: Welcome to Poyang Lake in northeastern Jiangxi. We are here with a group of people who have come to look at the famous white cranes that nest here every year. Before we talk more about the cranes, we will ask James, one of the birdwatchers, to tell us about his hobby. Hello, James.
J: Hello. It’s a beautiful morning, isn’t it?
R: Yes, it is. James, you have been a birdwatcher for many years. What made you choose this hobby?
J: Well, I’ve always loved the outdoors. When I was a child, my mother would always tell me about the birds we saw. I wanted to learn about the birds, too. This hobby is a great way to combine travel, learning, and exercise.
R: Why are you here in Jiangxi today?
J: As you know, Poyang Lake is the largest freshwater lake in China. There are some 116 species of birds that coming Poyang Lake in winter. After spending the winter here, they return home. It’s a paradise for birdwatchers!
R: Why do the birds choose this place?
J: Well, it’s warm here, and there’s lots of water and food.
R: So this must be a very important place for the birds?
J: Yes, it is. The government has made laws to protect the birds and to make sure that this remains a
safe place for birds in winter.
R: Many of us know that the famous white crane comes to Poyang Lake in winter. What can you tell us about the white crane?
J: It’s one of the fifteen species of crane in the world. China is home to eight or nine of the species, including some rare and very beautiful cranes like the white crane. It is one of the most endangered crane species, and we must do what we can to protect it. The white crane divides its time between Russia and China, and Poyang Lake is one of the most important places for them.
R: Thank you. Now let’s go look at the birds!
Unit 15
X: Xiaoyi – young adult female radio presenter *
J: Jiawei – young adult male radio presenter *
C: Chen Yu – a male middle school student*
L: Liu Yue – a female middle school student*
J: Hi, it’s Sunday, 20 past four and it’s time for 16:20, the weekly youth culture programme for young adults presented by young adults. I’m Jiawei . . .
X: And I’m Xiaoyi. Welcome to 16:20.
J: We hope you are having a good weekend. We’ve got a great programme for you today, so sit back for the next two hours and enjoy!
X: Yes, indeed. We’ll be reporting on spring fashions, including all the latest trends that appeared in the Shanghai Fashion Week. And then it’s Jiawei’s regular “Sports Round Up” when he’ll be bringing you all the news from the world of sport.
J: Yup, and this week I’ll be taking a special look at winter sports and talking to Wang Lei, China’s top snowboarder.
X: All right! You know, I really want to try snowboarding sometimes. Now, don’t forget that at 5:50 it’s “Sounding Off’, when you can phone in and tell us what you think about a current issue. Today we’ll be discussing the Internet and young people. There’s been a lot of talk recently about kids spending too much time on-line, and even becoming addicted to some games. We want to hear your views, so give us a call on 5628 3131.
J: Yeah, how can we solve this problem? Let’s hear your suggestions - the phone lines are open. That’s 5628 3131. But right now, let’s have some music. It’s time for “Listener’s Choice”.
J: Listener’s Choice is your chance to hear the music you wanna listen to. So send us your requests.
X: First up is a request from two students at No 3 Middle School in Nanchang: Chen Yu and Liu Yue wrote to us saying . . .[reading] “ Please play something by the 12 Girls Band. We think the girls are great, and we really like the way they are mixing traditional sounds with pop music.” Thanks for your email guys, we totally agree with you.
J: We certainly do. For anyone listening who doesn’t know, the 12 Girls Band is a group of 12 young - and very beautiful - women who are using traditional musical instruments in a new way. Their music is a mixture of old and modern styles.
X: Isn’t it great that this is a type of music that all the family can enjoy together, from the very young to the elderly!
J: In fact Xiaoyi, it’s a type of music that people all over the world are enjoying together. The 12 Girls Band is so popular in Japan that all the tickets for 32 concerts were sold in just 10 minutes!
X: Wow, so what have you got for us to listen to?
J: Well, I’ve been listening to their album “Eastern Energy”. It’s a fantastic CD, with so many great tracks, but I finally decided on the 12 Girls Band’s cover version of a hit song by the British group “Coldplay”. It’s called “ Clocks”.
X: OK then. For Chen Yu and Liu Yue and everyone at No 3 Middle school in Nanchang. Here is “Clocks” from the 12 Girls Band’s album “Eastern Energy” . . .
[Musical extract from the start of track “Clocks”, Eastern Energy album, 12 Girls Band]
Unit 16
Extracts from a presentation given by a female careers advisor.
So, you’ve seen a job you want. You sent in your application and now you have been invited for an interview. What should you do and say to make your interview a success?
Well, first of all, consider the way you present yourself. When we meet someone for the first time, we get an instant impression about what type of person he / she is. This happens in the first five minutes, and once we have decided, we don’t usually change our opinion. So when an employer meets an applicant for a job, those first five minutes are vital.
To make a good impression, you need to pay attention to two things: the way you look and your body language.
Appearance is very important, so think carefully about what to wear. This will depend on the type of job you are applying for, but as a general rule, I’d recommend that men should wear a tie. I think it’s best to avoid jeans and casual trousers; they might make some employers think you also have a “casual” attitude towards work. Women, please don’t wear short skirts or anything too tight, and don’t choose anything that is too decorated – keep it simple.
Decide what you are going to wear a few days before the interview. This will give you time to check your clothes and make sure there are no stains on them or buttons missing.
Remember the “look” you are aiming for is neat, clean and tidy. And if you look good, you will feel confident.
Now a few tips on body language.
Two very important things that will happen in the first five minutes of your interview are the handshake and eye contact. Both of these are important if you are to make a good impression.
You should look the employer straight in the eye as soon as you enter the room, give him or her a friendly smile and shake hands firmly. (Some people think a weak handshake shows a weak personality, so do give a nice firm grasp.)
Don’t sit down until invited, and then sit up straight and look interested. Leaning forward slightly when the interviewer is speaking is a good way of showing you are listening carefully, and don’t forget to keep as much eye contact as possible throughout the interview.
You will probably feel quite nervous about your interview – don’t worry, that’s completely natural. However, nervous tension can affect your body language. Please watch out for this. It is quite common that you move about in your chair and gesture with your hands a lot, so sit fairly still and hold your hands gently together in your lap if necessary.
One last hint: Our body language always shows when we aren’t telling the truth – our eyes and body move in different ways – and some interviewers are quite skilled in spotting this. A lot of us have a tendency to, er, expand the truth a bit when we want to get that great job, but believe me honesty really is the best policy!
1、能够听、说、认读Let’s read部分的对话并正确回答对话后的问题。
2、能够读懂并会书写简单的英语请柬。
1、本课时的重点是能听、说、认读对话，能用Can表述会做什么，并且能书写简单的英语请柬。
2、本课时的教学难点是学生会表述能做什么并能正确书写英语请柬。
1、Warm-up
Sing the song “I Went on a Holiday”
教师出示学生的体检表，提问：
How tall are you now ?
How tall were you in Grade 1 ?
How heavy are you now ?
How heavy were you at seven years old ?
教师根据体检表中的记述判断学生说的是否正确。教师再问：
This is our last term .You’ve known many teachers andclassmates .Who’s your best friend ? ……
Let’s read
(1)教师说：Boys and girls ,you are students in Grade 6 now .You will leave soonand study in a middle school .So we are going to have a farewell party nextweek .教师板书A farewell party领读几遍，提问：
What shall we bring for the party ?
启发学生回答：food ,drinks ,gifts ……
(2)教师继续问：Would you like to give performances at the party ?
What can you do ?
回答：I can sing dance 、、、
(3)让学生分组朗读对话，回答教师的问题，并提出不理解的句子。
(4)教师放Let’s read对话的录音，学生分角色朗读对话。
5. Read and tick or cross
(1)教师说：You can invite your parent to the party .
You can invite your teachers ,too.然后，展示一张很大的英语请柬，说Look ,This is aninvitation .can you read it ?学生齐读请柬上的内容。
(2)教师指导学生完成判断正误的练习。
(3)教师发给每位学生一张画纸，让他们制作英语请柬。
6.巩固和延伸
(1)做本单元配套练习
(2)听第一部分录音
(3)掌握四会单词及句子
(4)让学生制定欢送会节目单。
上一篇：八年级体育说课稿范文(热门40篇)
下一篇：幼儿园团队说课稿范文(实用29篇)
微信扫码领取福利
