人教版新课标高一第三模块全部教案Unit2 Healthy eating
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篇1：人教版新课标高一第三模块全部教案Unit2 Healthy eating
Teaching Aims of this unit
1. Talk about healthy eating
2. Making suggestions or giving advice on diet
3. Distinguish the meanings of Modal verbs
4. Make a balanced menu
5. Vocabulary:
6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. The use o f ought to
The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more… Examples of foods Answer
Sugar Chocolate or grapes
Cakes or bananas Chocolate
Cakes
Fat Cream or rice
Chocolate or chicken Cream
Chocolate
Fiber Peas or nuts
Pork or cabbage Nuts
Cabbage
protein Potato crisps or ham
Eggs or cream Ham
eggs
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1. Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a. The two restaurants supplied the healthy diet.
b. The reason why Yong Hui’s restaurant was so popular with customers.
c. Wang Pengwei found out why he had lost his customers and decided to win them back
2. Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Pengwei’s restaurant was full of people. (T )
b. Yong Hui served a balanced diet. ( F)
c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)
e. Yong Hui’s menu gives them energy foods. (F )
f. Wang Pengwei’s menu gives tem foods containing fiber. (F )
g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )
h. Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantages advantages
Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a. Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
Step Ⅴ Homework
1. Try to retell the text.
2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1. Check the students’ homework.
2. Ask some of the students to retell the text.
Step Ⅱ Word study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
…
Step Ⅲ Grammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a. By lunchtime they would have all be sold---It indicates possibility.
b. His restaurant ought to be full of people.---It indicates possibility.
c. What could have happened?--- It indicates possibility.
d. Nothing could have been better.--- It indicates possibility.
e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
f. He could not believe his eyes. ---It indicates intension.
g. He wonder if he should go to the library to find out ---It indicates duty.
h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.
…
Step Ⅳ Homework
1. Review the rules of word formation and the meanings of modal verbs.
2. Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-giving Body-building Protective
Rice Meat Fruit
Noodles Fish vegetables
Nuts Tofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)
Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)
Step Ⅳ Homework
1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.
2. Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1. Check the homework
2. Share the information the students have got form the Internet.
Step Ⅱ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a. You are what you eat.
b. An apple a day keeps the doctor away.
c. First wealth is health.
The students discuss with their partners.
a. 人如其食.
b. 一天一个苹果,医生不来找我.
c. 健康是人生的第一财富.
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do? Result
Combine their menu and provide a balanced one
1. raw vegetables with hamburgers
2. the boiled potatoes, not fried
3. fresh fruit with ice cream 1. cut down the fat
2. increase the fibre
3. a big success
Then find the words from the text to match the definitions.
Definitions words
Stare angrily or fiercely Glare
Take a long deep breath Sigh
Keep alive in a certain style Earn one’s living
Advantage or profit Benefit
Join or mix together to form a whole Combine
Owe a lot of money In debt
Step Ⅳ Homework
1. Collect eating attitudes from the Internet
2. Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.
Step Ⅲ Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
Doctor Patient
What’s the matter? What should I do ?
How long have you been like this? What seem to be the trouble?
I think you ought to.. Do you think you could give me some advice?
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.
I don’t agree That’s a good idea.
I’m afraid not Certainly/ Sure.
Of course not. All right.
I don’t think so. No problem.
Yes, I think so.
Step Ⅴ Homework
1. Review the sentence structures, new words and expressions.
2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.
The sixth period Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
1. Describe the new design
2. Draw a plan
3. explain the advantages of your ideas
篇2：人教版新课标高一第三模块全部教案Unit 3 The Million Pound Bank-Note
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
The first period Intensive reading
Step I.Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.
1. Students read the passage about Mark Twain and answer the questions given in the form on page 23.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.
Step Ⅲ While reading
1. Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. After the students discuss the questions and then check the answers with the whole class.
T: Listen to the tape and try to find out the characteristics of the whole passage.
Ss: This is part of a play. So, the narration is written in the present tense.
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
The second period: Acting
Step I Acting
T: Are you ready to act out the play now< class?
Ss: Yes.
T: Good. Let’s welcome the first group and the second group please get prepared.
…
T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?
Ss: Yes, of course.
Step II Homework
Review what we learned in this unit
The Third period Watching the movie The Million Pound Banknote
篇3：人教版新课标高一第三模块全部教案Unit 5 Canada---The true north
Teaching aims:
1. Talk about the basic information about Canada.
2. Learn how to read a traveling report and use maps.
3. Learn to express locations and directions.
4. Master the noun clauses--- appositive clause
5. Vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than
The first period
Step Ⅰ Revision
1. Check the students’ homework
2. Check the assignment.
Step ⅡLead-in and warming up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: What continent is Canada in?
Ss: In North America.
T: How large is it?
Ss: It is the second largest country in the world.
T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(Show a map of Canada to the students)
T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.
( Give the Ss one minute to finish the quiz.)
T: OK. Time is up. Let’s check the answers.
1.C 2.D 3.A 4.B 5.A
Step Ⅲ Pre-reading
T: Now I want to ask you a question: Do you like travelling?
Ss: Yes.
T: I know most of you do. So have you ever been abroad?
Ss: Yes/No.
T: What’s the longest trip you have ever taken?
…
T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.
a. If you take a trip to Canada, what do you expect to see?
b. What three words would you use to describe Canada?
(Ask some pairs to tell their ideas to their classmates.)
Step Ⅳ Fast reading
Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.
T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss 5 minutes for reading.
a. What the passage is mainly about?
b. What are the main places mentioned in the text?
c. Draw the traveling route of the two girls on the map.
T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.
Step Ⅴ Homework
1. Remember the underlined sentence.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
The second period
Step ⅠRevision
1. Have a dictation.
2. Ask two students to write on the blackboard.
3. Ask one student to make a short report.
Step Ⅱ Lead-in
T: Li Daiyu and Liu Qian were on the train yesterday. The train rushed across the top of the Lake Superior. Which is the next city it runs towards?
Ss: Toronto.
T: Toronto is an important city. It is the finance center of Canada. It has rich popular arts and culture. How much do you know about Toronto?
Ss: There are Chinatowns where you can buy Chinese medicine.
T: Quite right. Do you want to know more about Toronto?
Ss: Yes.
Step Ⅲ Reading
T: Read the passage on 38. In this passage, you can learn a lot about Toronto, and Montreal, which is Canada’s second largest city. I will give you four minutes to read the passage, then answer the questions on 37-38.
Four minutes later, check the answers with the class.
Step Ⅳ Intensive reading(reading task)
T: Read the passage and fill in the chart using the information of the text.
Points in the passage What Beth thought Information in passage
The temperature
How to travel
Holidays
How people live
What the Inuit do
Daylight hours
T: You can have a discussion with your partner.
Step Ⅴ Discussion
T: We have known a lot about Canada. Now let’s compare China with Canada.
Same as China Different from China
Large land Six time area
Weather is different from area to area, long and hard winter No places as hot as south china
Different people speak different languages Canada has two official languages, smaller population
Many rivers and lakes World famous rivers and lakes
Much coal, oil gas and other natural resources Much fresh water, a lot of forest
Step Ⅵ Homework
1. Read the two passages again and find the main characters of Toronto, Montreal and Iqaluit.
2. Read fun reading by yourself.
篇4：人教版新课标高一第三模块全部教案Unit 1 Festivals around the world
1. Unit 1 Festivals around the world
2. Teaching aims of this unit
Talk about festivals and celebrations
Talk about the ways to express request and thanks
Learn to use Modal verbs
Write a similar story with a different ending
3. Sentence patterns:
Request:
Could/ Would you please…?
Could I have…?
Could we look at…?
I look forward to…
May I see…?
Thanks:
It’s very kind of you…
Thank you very much/ Thanks a lot.
I’d love to.
It was a pleasure…
Don’t mention it.
You are most welcome.
4. Modal verbs:
May might, can could will would shall should must can
The first period Speaking
1. Teaching aims:
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like … Could I have…?
Might I offer help…? May I see…?
You should try…Could we like at…?
Can you suggest…? We might take…
Teaching Procedures
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?
Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for a long time.
T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…
:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?
Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
Step ⅡWarming –up
Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
Festivals Time of year/date What does it celebrate What do people do
Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends
Step Ⅲ Pre- reading
Discuss in groups of four
1. What’s your favourite holiday of the year? Why?
2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?
Step ⅣAssignment
1. Consolidation
2. Listening to the material again after class to be familiar with it.
3. Homework: Collect as much information about festivals as possible.
The second period Reading
Teaching Aims
1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
2.To enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
3.To enable the students to master some English expressions and phrases about festivals.
4. Teach the basic reading skills: skimming and scanning.
5. Try to compare and make conclusion s of different festivals.
Step ⅠRevision
1. Greetings.
2. Review the new words of this part.
3. Check the students’ homework---festivals
Step ⅡReading
1.Scanning
T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
2.Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
1. The ancient people needn’t worry about their food. ( F )
2.Halloween used to be a festival intended to honor the dead. ( T )
3.Qu Yuan was a great poet who people honor a lot in China. ( T )
4.Mid-autumn Festival is held to celebrate the end ot autumn( F )
5.Easter celebrates the birth of Jesus. ( F )
3.Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.
( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
4.Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the passage.
a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b. In memory of
c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
The suggested explanation:
a. An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b. in memory of … serving to recall sb, to keep him fresh in people’ minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d. two clauses for reason
e. energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I’m looking forward to hearing from you.
Step Ⅲ Listening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
The third period Learning about language
Teaching aims:
1. Let the students know the usage of modal verbs.
2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.
Step Ⅰ Greeting and Revision
( Ask some students to retell the text we learned .)
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?
Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.
S1. I’m looking forward to hearing form my friend
S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
Step Ⅲ Useful Structures
T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94
Step Ⅳ Summing up and home work
T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.
Homework
1. Practice of WBP42EX.1,2,3.
2. Please find out10 sentences with modal verbs, and try to get their meanings.
The fourth period Listening
Teaching aims:
1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
Step Ⅰ Revision
After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
Step Ⅱ Warming up
T: By the way, what’s the topic of this unit?
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the world?
Ss: Of course.
T: Now I will show you several pictures. What’s the festival called?
Ss: Carnival.
T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.
Step Ⅲ Listening
T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.
( It’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. Make sure to allow various
expressions of the answers. Do not demand the same words form all students.)
Step Ⅳ Speaking
This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.
Step Ⅴ Listening task
T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43
and look at the pictures. They have something in common. Can you find it out?
Ss: They are all about festivals bout the dead.
T: That’s right. I will play the tape for you. For the first time you should try to
write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.
The fifth period Extensive reading
Teaching aims:
1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2. Learn to compare the festivals in China and in western countries.
Step ⅠRevision
Check homework
Step ⅡReading (1)
T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.
The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)
Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)
Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)
Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.)
T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.
Some language points:
1. turn up: appear
2.keep her word: keep her promise
3.hold his breath: wait without much hope
4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow
5.remind sb of sth: make sb think of sth
Step Ⅲ Discussion and writing
T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.
Step Ⅳ Reading(2)
T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.
Added material:
Thanksgiving Day
Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.
Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.
Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.
Halloween
The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.
Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.
Hot Cross Buns
Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.
The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.
Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!
篇5：人教版高一英语第三单元教案
一、教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二.教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标(Knowledge)
① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2.能力目标(Ability)
能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。
三.教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四.课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五.教学步骤
Warming-up & Listening
Teaching goals:
1. Get a general idea of earthquakes and some other natural disasters;
2. Train students’ listening ability and try to improve their pronunciation;
3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it?
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about?
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?
Q: How to avoid being hurt?? ----through games
Q: Have you heard of any land earthquakes?
----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
Step3: Listening
1. Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
2. While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake? What can we do?
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
1. Target language 目标语言
Learn and master the new words and expressions in this period.
2. Ability goals 能力目标
Train the students’ reading and speaking ability.
Train the students’ ability to use the Internet to search for some useful information.
Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
1. Find more news reports about earthquake.
2. Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
1. Get students to learn how to write news;
2. Train students the ability to cooperate with each other and to search for information;
3. Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
1. How to make students learn writing in a more practical and effective way;
2. How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?
Step 3: Tips for writing
1. Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
2. Headline
⑴ Appreciation of headlines
New business regulations;
New tax on housing sales A Night the Earth didn’t Sleep;
Cyclists Ready to Go on the Road for Blind Kids;
China Marks 30th Anniversary of Tangshan Earthquake;
Does Beijing snack change its flavor?
Memories of quake die hard for Tangshan survivors;
Chao Chien-ming released.
篇6：人教版高一英语第三单元教案
(一) 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
(二)整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.?
love kissing love
no such a gesture keeping ones fingers crassed hoping sth. good will happen
proud holding up ones head not afraid/proud
feeling sorry for having done hanging ones head feeling sorry for having done
feeling very happy waving ones arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
Im full/ I v eat stomachache touching ones stomach having a stomachache
(五)随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:
A. Of course, you can. B. Thats a good idea.
C. Yes, go ahead. D. Thanks. Thats very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. Its none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students neednt go home for lunch, because there is a _____ in the school.
(6)I didnt _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”
(5)To say “Goodbye” to a dear friend or relative.
(6)To say “Great! / Wonderful! / Well done! / Congratulations !”
(7)To say “No good! / Terrible!”
(8)To mean “thinking” or “worrying”.
人教版高一英语第三单元教案
篇7：人教版高一英语第三单元教案
Teaching aims：
1.improve the students’reading ability
2.let students learn to get the main idea of the text /each paragraph
3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.
Teaching important points：
1.how to improve the students’reading ability
2.how to let students join the class
Teaching difficult points
1.how to let students join the class
2.how to get the main idea
Teaching aids：
1. a recorder
2. pictures
Teaching procedure：
step 1. free talk
What is the English for“运动会”?
What is the greatest sports meeting in the world?
Step 2. lead-in
Ask students questions：
1. How many Olympic games have already been held ?
2. brain storms to think of something about the Olympic games.
Step 3 fast reading：
Make a list of the Olympic games mentioned in the text
1.the ancient Olympic games
2.the first Olympic games (the 1896 Athens Olympic games)
3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)
4.the 27th Olympic games in Sydney (the Sydney Olympic games)
5.the 29th Olympic games in Beijing (the Beijing Olympic games)
step 4
Step 5 listen to the tape and get the main idea
Para 1. The Olympic games are held every four year
Para 2. It is about the ancient Olympic games
Para 3. It is about the first Olympic games
Para 4. The Olympic motto and the 1984 Olympic games
Para 5. It is about the 2008 Beijing Olympic games
The passage is about the development of the Olympic games
Step 6 homework：
In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!
篇8：高一新课标第三模块人教版教案(新课标版高一英语必修三教案教学设计)
1. Unit 1 Festivals around the world
2. Teaching aims of this unit
Talk about festivals and celebrations
Talk about the ways to express request and thanks
Learn to use Modal verbs
Write a similar story with a different ending
3. Sentence patterns:
Request:
Could/ Would you please…?
Could I have…?
Could we look at…?
I look forward to…
May I see…?
Thanks:
It’s very kind of you…
Thank you very much/ Thanks a lot.
I’d love to.
It was a pleasure…
Don’t mention it.
You are most welcome.
4. Modal verbs:
May might, can could will would shall should must can
The first period Speaking
1. Teaching aims:
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like … Could I have…?
Might I offer help…? May I see…?
You should try…Could we like at…?
Can you suggest…? We might take…
Teaching Procedures
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?
Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for a long time.
T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…
:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?
Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
Step ⅡWarming –up
Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
Festivals Time of year/date What does it celebrate What do people do
Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends
Step Ⅲ Pre- reading
Discuss in groups of four
1. What’s your favourite holiday of the year? Why?
2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?
Step ⅣAssignment
1. Consolidation
2. Listening to the material again after class to be familiar with it.
3. Homework: Collect as much information about festivals as possible.
The second period Reading
Teaching Aims
1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
2.To enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
3.To enable the students to master some English expressions and phrases about festivals.
4. Teach the basic reading skills: skimming and scanning.
5. Try to compare and make conclusion s of different festivals.
Step ⅠRevision
1. Greetings.
2. Review the new words of this part.
3. Check the students’ homework---festivals
Step ⅡReading
1.Scanning
T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
2.Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
1. The ancient people needn’t worry about their food. ( F )
2.Halloween used to be a festival intended to honor the dead. ( T )
3.Qu Yuan was a great poet who people honor a lot in China. ( T )
4.Mid-autumn Festival is held to celebrate the end ot autumn( F )
5.Easter celebrates the birth of Jesus. ( F )
3.Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.
( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
4.Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the passage.
a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b. In memory of
c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
The suggested explanation:
a. An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b. in memory of … serving to recall sb, to keep him fresh in people’ minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d. two clauses for reason
e. energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I’m looking forward to hearing from you.
Step Ⅲ Listening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
The third period Learning about language
Teaching aims:
1. Let the students know the usage of modal verbs.
2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.
Step Ⅰ Greeting and Revision
( Ask some students to retell the text we learned .)
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?
Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.
S1. I’m looking forward to hearing form my friend
S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
Step Ⅲ Useful Structures
T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94
Step Ⅳ Summing up and home work
T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.
Homework
1. Practice of WBP42EX.1,2,3.
2. Please find out10 sentences with modal verbs, and try to get their meanings.
The fourth period Listening
Teaching aims:
1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
Step Ⅰ Revision
After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
Step Ⅱ Warming up
T: By the way, what’s the topic of this unit?
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the world?
Ss: Of course.
T: Now I will show you several pictures. What’s the festival called?
Ss: Carnival.
T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.
Step Ⅲ Listening
T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.
( It’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. Make sure to allow various
expressions of the answers. Do not demand the same words form all students.)
Step Ⅳ Speaking
This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.
Step Ⅴ Listening task
T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43
and look at the pictures. They have something in common. Can you find it out?
Ss: They are all about festivals bout the dead.
T: That’s right. I will play the tape for you. For the first time you should try to
write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.
The fifth period Extensive reading
Teaching aims:
1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2. Learn to compare the festivals in China and in western countries.
Step ⅠRevision
Check homework
Step ⅡReading (1)
T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.
The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)
Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)
Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)
Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.)
T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.
Some language points:
1. turn up: appear
2.keep her word: keep her promise
3.hold his breath: wait without much hope
4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow
5.remind sb of sth: make sb think of sth
Step Ⅲ Discussion and writing
T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.
Step Ⅳ Reading(2)
T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.
Added material:
Thanksgiving Day
Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.
Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true “thanksgiving” observance. It lasted three days.
Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.
Halloween
The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.
Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.
Hot Cross Buns
Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.
The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.
Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!
Unit2 Healthy eating
Teaching Aims of this unit
1. Talk about healthy eating
2. Making suggestions or giving advice on diet
3. Distinguish the meanings of Modal verbs
4. Make a balanced menu
5. Vocabulary:
6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. The use o f ought to
The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more… Examples of foods Answer
Sugar Chocolate or grapes
Cakes or bananas Chocolate
Cakes
Fat Cream or rice
Chocolate or chicken Cream
Chocolate
Fiber Peas or nuts
Pork or cabbage Nuts
Cabbage
protein Potato crisps or ham
Eggs or cream Ham
eggs
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1. Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a. The two restaurants supplied the healthy diet.
b. The reason why Yong Hui’s restaurant was so popular with customers.
c. Wang Pengwei found out why he had lost his customers and decided to win them back
2. Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Pengwei’s restaurant was full of people. (T )
b. Yong Hui served a balanced diet. ( F)
c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)
e. Yong Hui’s menu gives them energy foods. (F )
f. Wang Pengwei’s menu gives tem foods containing fiber. (F )
g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )
h. Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantages advantages
Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a. Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
Step Ⅴ Homework
1. Try to retell the text.
2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1. Check the students’ homework.
2. Ask some of the students to retell the text.
Step Ⅱ Word study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
…
Step Ⅲ Grammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a. By lunchtime they would have all be sold---It indicates possibility.
b. His restaurant ought to be full of people.---It indicates possibility.
c. What could have happened?--- It indicates possibility.
d. Nothing could have been better.--- It indicates possibility.
e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
f. He could not believe his eyes. ---It indicates intension.
g. He wonder if he should go to the library to find out ---It indicates duty.
h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.
…
Step Ⅳ Homework
1. Review the rules of word formation and the meanings of modal verbs.
2. Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-giving Body-building Protective
Rice Meat Fruit
Noodles Fish vegetables
Nuts Tofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)
Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)
Step Ⅳ Homework
1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.
2. Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1. Check the homework
2. Share the information the students have got form the Internet.
Step Ⅱ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a. You are what you eat.
b. An apple a day keeps the doctor away.
c. First wealth is health.
The students discuss with their partners.
a. 人如其食.
b. 一天一个苹果,医生不来找我.
c. 健康是人生的第一财富.
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do? Result
Combine their menu and provide a balanced one
1. raw vegetables with hamburgers
2. the boiled potatoes, not fried
3. fresh fruit with ice cream 1. cut down the fat
2. increase the fibre
3. a big success
Then find the words from the text to match the definitions.
Definitions words
Stare angrily or fiercely Glare
Take a long deep breath Sigh
Keep alive in a certain style Earn one’s living
Advantage or profit Benefit
Join or mix together to form a whole Combine
Owe a lot of money In debt
Step Ⅳ Homework
1. Collect eating attitudes from the Internet
2. Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.
Step Ⅲ Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
Doctor Patient
What’s the matter? What should I do ?
How long have you been like this? What seem to be the trouble?
I think you ought to.. Do you think you could give me some advice?
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.
I don’t agree That’s a good idea.
I’m afraid not Certainly/ Sure.
Of course not. All right.
I don’t think so. No problem.
Yes, I think so.
Step Ⅴ Homework
1. Review the sentence structures, new words and expressions.
2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.
The sixth period Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
1. Describe the new design
2. Draw a plan
3. explain the advantages of your ideas
Unit Three The Million Pound Bank-Note
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
The first period Intensive reading
Step I.Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.
3. Students read the passage about Mark Twain and answer the questions given in the form on page 23.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.
Step Ⅲ While reading
1. Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. After the students discuss the questions and then check the answers with the whole class.
T: Listen to the tape and try to find out the characteristics of the whole passage.
Ss: This is part of a play. So, the narration is written in the present tense.
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
The second period: Acting
Step I Acting
T: Are you ready to act out the play now< class?
Ss: Yes.
T: Good. Let’s welcome the first group and the second group please get prepared.
…
T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?
Ss: Yes, of course.
Step II Homework
Review what we learned in this unit
The Third period Watching the movie The Million Pound Banknote
Unit 4 Astronomy: the science of stars
Teaching aims:
1. Talk about the science of stars
2. Practise giving instructions
4. Learn to use noun clauses as the subject
5. Learn to write an essay to show your problems and the way to overcome them.
6. Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out
The first period Intensive reading
Step Ⅰ Presentation
T: Hello, everyone! Today we will come to Unit 4, Astronomy. Before that I have a question: where do we come from? Or we can say: Who are our ancestors?
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: dinosaurs
…
T: Very good! Do you know what it was like before life appeared on earth?
S4: Full of water…
Bs: I don’t know.
T: Do you want to get more information?
Ss: Yes, we do.
T: Today we will learn something about how life began on earth. Turn to page 25. Let’s come to Warming up first.
Step Ⅱ Warming up
5. Read the three questions, while the students listen and follow.
6. Give the students several minutes to discuss the questions.
7. Collect answers from the class.
8. Check answers while discussing.
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.
T: Now discuss these questions with your partners. Then I will ask some of you to tell us your stories. Are you clear?
Ss: Yes.
a. Do you know each religion or culture has its own ideas about the beginning of the universe? Give an example if you know.
b. Do you know what a scientific idea is?
Read some stories to the students.
Pangu separates the sky from the earth;
The Biblical Account;
India;
Japan;
Europe;
…
Step Ⅳ Reading
1. Scanning
Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look throuth the whole passage. Tell them to read silently and then ask some detailed questions about the text. Encourage them to express their ideas.
T: We are going to learn a passage about how life began on the earth. Now read the text quickly and then answer my questions.
a. What was there on the earth before life began?
b. Why do scientist think there has never been life on the moon?
c. Why do animals first appear in the sea?
d. Why do green plants help life to develop?
e. Why were mammals different from other animals?
Discuss the answers with the whole class.
2. Skimming
In this part, students will read the text again and finish part 1,2,3
T: Now skim the passage fast to finish part1,2,3,4 Then we will check the answers together.
Key to part 1: DBIGEHACFJ
Discuss the rest with the students.
Step Ⅴ Listening
Listen to the tape for the students to follow and have further understanding of the passage.
T: Read after the tape, then answer me some questions with your book closed.
a. How did water come into being on the earth?
b. Why is water important on earth?
Step Ⅵ Language points
T: Turn to page 25. Let’s look at the sentences:
a. It exploded loudly with fire and rock, which were in time to produce the water vapour.
Which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I will see him in time.
In time ( for sth/to do sth): not late
She will be back in time to prepare dinner.
In/out of time: in/not in the correct time
The audience clapped in time to the music.
b. Nobody knew that it was going to be different from other planets going around the sun.
Be different from: not like someone or something else in one or more ways
City life is quite different from country life.
c. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
To come: serves as attributive
She is the last person to do such a thing.
Depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
d. Walking does need a bit of practice now that gravity has changed.
Now that: because of the fact that
Now that I am free, I can enjoy music for a while.
Now that you have grown up, you can decide it by yourself.
Step Ⅶ Homework
1. Retell the passage
2. Remember important language points
The second period Language study
Step Ⅰ Revision
1. Check retelling of the passage
2. Translate the following sentences.
a. 你迟早会成功的.
b. 我的车与你的不一样.
c. 站在门旁边的那个人是谁?
d. 他总是第一个来,最后一个走.
e. 既然你已经长大了,你自己决定吧.
Suggested answers:
a. You will succeed in time.
b. My car is different from yours.
c. Who is the person standing by the door?
d. He is always the first to come and the last to go.
e. Now that you have grown up you can decide it yourself.
Step Ⅱ Word study
This part is a consolidation of the words learnt in this unit. Ask the students to do the exercises individually.
a. Page 27. First let students finish part 1,2
b. Check the answers with the whole class.
c. Give students 3minutes to finish part 3.
d. Let the students read part 4 for a while and finish it.
e. Turn to page 63. First let the students finish 1and 2 and check the answers.
Step Ⅲ Preparation
Show some sentences on the blackboard.
a. A tree has fallen across the road.
b. You are a student.
c. To find your way can be a problem.
d. Smoking is bad for you.
e. “How do you do?” is a greeting.
f. What she said is not yet known.
g. That we shall be late is certain.
h. It’s certain that we shall be late .
T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.
Step Ⅳ Grammar
1. Give the students some time to find the sentences in the passage. The collect answers from the class.
2. Show typical examples of how to make a subject clause. Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. Teacher shows the example and Ss write down the sentences.
3. Turn to page 64. Read the following passage quickly and finish the eight sentences.
4. Have a discussion in pairs. The topic is My dream. One talks about the problems in his study or life, another gives some advice. Remind the students to use the following structures
a. My problem is…
b. My trouble is…
c. The question is…
d. My advice is…
e. What I think about it is…
f. The fact is…
g. My suggestion is…
Step ⅤHomework
1. Finish part 3(P23)
2. Finish part 3(P64)
Added material:
什么是黑洞？
就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。因此任何进入这个范围的物体都无法再逃出来，就是说，没有任何信号能够从这个范围内传出，因此这个范围的界限被称作视界，里面的情形人类无法看到。所以科学家给它起了个名字叫黑洞，英文就是black hole。 一颗燃烧尽了的恒星由于自身的重力而不断坍缩，最后就会形成黑洞。
历时30年霍金改观点 称黑洞能“吸”能“吐”
从事宇宙黑洞研究近三十年的世界天体物理学泰斗斯蒂芬霍金在前不久承认“黑洞悖论”有误之后，21号，他在爱尔兰都柏林举行的一个学术研讨会上终于就自己的新发现向外界进行了详细阐述。
黑洞是宇宙中引力极强的区域。19世纪70年代，霍金首次提出黑洞能够辐射能量的理论，但是在引入这一理论的同时，霍金也制造了物理学上的一个巨大难题，因为他认为
黑洞辐射不包含以前吸入物质的相关信息，而且随着黑洞的消失，曾经存在的黑洞的相关信息也会消失于无形。这与量子力学中认为物质信息不会完全消失的理论相矛盾。对此，过去近30年来，霍金的解释是：黑洞中的量子运动是一种特殊情况，这种说法受到了许多科学家的质疑。
如今，霍金终于改变了观点，在当天召开的学术研讨会上，霍金说，根据他的最新发现，黑洞并非只是吞噬物质。除了会在星系形成的过程中扮演重要角色外，在经过一段相当漫长的时间后，黑洞也会把一些曾被它吸入的物质信息向外界释放出来。
霍金的最新阐述被不少人称为黑洞理论的一个重要逆转。美国加州理工学院的理论物理学家约翰普雷斯基就是其中之一。20多年前，霍金提出黑洞辐射理论时，普雷斯基就一直坚持物质信息不会完全消失，当时两人还因此打赌。所以，在当天结束演讲后，霍金将一本百科全书赠予普雷斯基，作为打赌输了的代价，而普雷斯基则获得了全场的热烈掌声。
Black holes
(1) What is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape---- not even light. So we can't see a black hole. A black hole experts a strong gravitational pull and yet it has no matter. It is only space ---- or so we think . how can this happen?
(2) The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. Form earth , a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star--- a star , whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the “ event horizon.” We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.
(3) For example , if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena , so that there is no “ absolute” time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought t be in the Milky way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes.
(4) The most convincing evidence of black holes comes from research into binary star systems. Binary stars, as their name suggests ,are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a “partner” to the one which we can see in the sky. Matter from the one we can see is being pulled towards the companion star. Could this invisible star, which exerts such a great force , be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.
(5) The story of black holes is just beginning . Speculations about them are endless. There might be a massive black hole at the center on our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers .they show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.
Read the passage carefully and choose the best answer for the following questions
1) Black holes are related to ____
A. geography B. astronomy C. physics D. economic
2) A black hole is ____
A. a dark star B. a large heavenly body
C. a region of space D. a great mass of matter
3) what causes some stars to explode, theoretically speaking ?
A. their density B. their gravity. C. their movement D. their light
4) Scientists call the area around the black hole ____.
A. a White Dwarf B. a supernova
C. the event horizon D. the star of Bethlehem
5) according to Einstein's relativity theory, there is no “absolute ” time and space. Is it true or false?
A. true B. false
6) which of the following statements is not true? The story of black holes in space____
A. is accepted by many serious scientists and astronomers
B. has to some extent been proved by research into binary star system
C. is questioning our basic idea of space and time
D. Sounds like science fiction
7) according to the passage , our earth may be swallowing by the black hole one day, is it true or false ?
A. true B. false
8) according to the passage , the human being one day may make use of the energy of black hole by advanced technology. Is it true or false?
A. true B. false
Unit 5 Canada---The true north
Teaching aims:
1. Talk about the basic information about Canada.
2. Learn how to read a traveling report and use maps.
3. Learn to express locations and directions.
4. Master the noun clauses--- appositive clause
5. Vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than
The first period
Step Ⅰ Revision
1. Check the students’ homework
2. Check the assignment.
Step ⅡLead-in and warming up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: What continent is Canada in?
Ss: In North America.
T: How large is it?
Ss: It is the second largest country in the world.
T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(Show a map of Canada to the students)
T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.
( Give the Ss one minute to finish the quiz.)
T: OK. Time is up. Let’s check the answers.
1.C 2.D 3.A 4.B 5.A
Step Ⅲ Pre-reading
T: Now I want to ask you a question: Do you like travelling?
Ss: Yes.
T: I know most of you do. So have you ever been abroad?
Ss: Yes/No.
T: What’s the longest trip you have ever taken?
…
T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.
a. If you take a trip to Canada, what do you expect to see?
b. What three words would you use to describe Canada?
(Ask some pairs to tell their ideas to their classmates.)
Step Ⅳ Fast reading
Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.
T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss 5 minutes for reading.
a. What the passage is mainly about?
b. What are the main places mentioned in the text?
c. Draw the traveling route of the two girls on the map.
T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.
Step Ⅴ Homework
1. Remember the underlined sentence.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
The second period
Step ⅠRevision
1. Have a dictation.
2. Ask two students to write on the blackboard.
3. Ask one student to make a short report.
Step Ⅱ Lead-in
T: Li Daiyu and Liu Qian were on the train yesterday. The train rushed across the top of the Lake Superior. Which is the next city it runs towards?
Ss: Toronto.
T: Toronto is an important city. It is the finance center of Canada. It has rich popular arts and culture. How much do you know about Toronto?
Ss: There are Chinatowns where you can buy Chinese medicine.
T: Quite right. Do you want to know more about Toronto?
Ss: Yes.
Step Ⅲ Reading
T: Read the passage on 38. In this passage, you can learn a lot about Toronto, and Montreal, which is Canada’s second largest city. I will give you four minutes to read the passage, then answer the questions on 37-38.
Four minutes later, check the answers with the class.
Step Ⅳ Intensive reading(reading task)
T: Read the passage and fill in the chart using the information of the text.
Points in the passage What Beth thought Information in passage
The temperature
How to travel
Holidays
How people live
What the Inuit do
Daylight hours
T: You can have a discussion with your partner.
Step Ⅴ Discussion
T: We have known a lot about Canada. Now let’s compare China with Canada.
Same as China Different from China
Large land Six time area
Weather is different from area to area, long and hard winter No places as hot as south china
Different people speak different languages Canada has two official languages, smaller population
Many rivers and lakes World famous rivers and lakes
Much coal, oil gas and other natural resources Much fresh water, a lot of forest
Step Ⅵ Homework
2. Read the two passages again and find the main characters of Toronto, Montreal and Iqaluit.
3. Read fun reading by yourself.
篇9：初三化学人教版上册全部教案
教学目标
知识与技能
1.通过实验探究，了解二氧化碳的性质。
2.能设计和完成一些简单的化学实验，表达所观察到的实验现象，分析实验结论。
过程与方法
1.通过探究二氧化碳的化学性质，使学生经历科学探究的基本过程。
2.通过实验，体验对实验现象进行分析、推理，以及得出结论的过程。
情感、态度与价值观
1.通过学习，保持和增强对生活和自然界中化学现象的好奇心和探究欲，发展学生学习化学的兴趣。
2.通过实验探究，使学生体会到合作与交流是一种重要的学习方法。
教学重难点
重点 二氧化碳的性质与检验。
难点 二氧化碳与水和石灰水反应的原理。
教学工具
仪器：试管、烧杯、集气瓶、导管、塑料瓶、两瓶分别装有稀醋酸和水的喷雾瓶、白铁皮架(有两个阶梯)等 药品：石灰石、盐酸、澄清的石灰水、一瓶雪碧、四朵用石蕊溶液染成紫色的干燥的纸花等
教学过程
一、导入新课
师：展示一套实验室制取二氧化碳的装置，请两位学生互相配合，在3min内制好三瓶二氧化碳。引导学生适时地评价他们的操作。
师：下面我们就用刚制好的二氧化碳做一组实验，通过实验你能得到哪些结论?
师：请一位同学，在教师的指导下完成。
1.展示一瓶二氧化碳，让学生观察其颜色、状态。
2.向一盛有二氧化碳的软塑料瓶内加入1/3体积的水，立即旋紧瓶盖，振荡。
3.向盛有燃着的阶梯蜡烛的烧杯中，缓缓倾倒二氧化碳。
师：从以上3个实验，我们发现了二氧化碳具有哪些性质?哪些属于物理性质?哪些属于化学性质?
二、推进新课
二氧化碳的性质
师：1.物理性质
(1)通常状况下是无色、无味的气体。
(2)密度比空气的大(同温同压下)。
(3)能溶于水。
师：二氧化碳也有三态变化，在加压、降温的条件下可以变成液体，继续加压、降温，就可以变成固体。现在我们一起观看固体二氧化碳。
师：用二氧化碳灭火器制二氧化碳固体。请几位同学小心将固体收集到饮料瓶中，观察它的状态及变化。引导学生将燃着的木条放在瓶口，观察木条的变化。
师：固体二氧化碳又叫“干冰”，易升华。
前面的蜡烛熄灭，现在的木条熄灭，都说明二氧化碳不能燃烧，也不支持燃烧。
2.化学性质
(1)二氧化碳与水的反应。
实验探究：二氧化碳与水的反应。
实验步骤：取四朵用石蕊溶液染成紫色的干燥的纸花。第一朵纸花喷上稀醋酸，第二朵纸花喷上水，第三朵纸花直接放入盛满二氧化碳的集气瓶中，第四朵纸花喷上水后，再放入盛满二氧化碳的集气瓶中，观察四朵花的颜色变化。然后将第一朵和第四朵纸花取出小心烘烤，观察现象。
现象：
师：①石蕊是一种色素，能在酸性、中性及碱性环境下显现出三种不同的颜色。
②直接在酒精灯上加热纸花，纸花易烧焦变黑，影响观察，可用灯泡发光提供的热量完成这个反应。
师：①石蕊是一种色素，遇酸变成红色。
②水不能使紫色石蕊溶液变成红色。
③二氧化碳与水反应生成类似醋酸的物质，这种物质能使紫色石蕊溶液变成红色。
④二氧化碳与水反应生成的物质不稳定，加热容易分解成二氧化碳和水。
师：二氧化碳溶于水的过程中，是否发生了化学变化呢?
生：CO2与H2O能发生化学反应生成碳酸，碳酸能使紫色的石蕊试液变成红色。
CO2+H2O===H2CO3
碳酸很不稳定，容易分解为二氧化碳和水，受热时分解更快。
H2CO3===H2O+CO2↑
(2)二氧化碳和石灰水的反应。
实验探究：二氧化碳和石灰水的反应。
实验步骤：打开雪碧瓶盖，塞上导气管，通入澄清的石灰水中，振荡，观察现象。
现象：澄清的石灰水变浑浊。
师：说明雪碧中含有二氧化碳，二氧化碳和石灰水发生了化学反应。
师：二氧化碳能使澄清的石灰水变浑浊，是因为二氧化碳和氢氧化钙(Ca(OH)2)反应生成了白色的碳酸钙沉淀的缘故。该反应的化学方程式如下：
Ca(OH)2+CO2===CaCO3↓+H2O，这个反应常用来检验二氧化碳。
二氧化碳对生活和环境的影响
1.对生活的影响。
(1)做灭火剂：二氧化碳密度比空气大，又不燃烧，一般也不支持燃烧，当二氧化碳与空气同时存在时，二氧化碳在下层，从而隔绝空气与物体的接触，所以二氧化碳可用做灭火剂。
(2)做制冷剂、人工降雨。
在一定条件下，二氧化碳气体会变成固体，固体二氧化碳叫“干冰”。干冰升华时，会吸收大量的热，常用作制冷剂和人工降雨。
(3)因为易溶于水，所以可制汽水等碳酸饮料。
(4)二氧化碳是温室肥料。
2.环境的影响：温室效应。
板书
第1课时 二氧化碳
一、二氧化碳的性质
1.物理性质
2.化学性质
(1)二氧化碳和水反应生成碳酸，碳酸能使紫色石蕊试液变红色
CO2+H2O===H2CO3
H2CO3===H2O+CO2↑
(2)二氧化碳和石灰水反应
CO2+Ca(OH)2===CaCO3↓+H2O
二、二氧化碳对生活和环境的影响
1.对生活的影响
(1)做灭火剂
(2)做制冷剂、人工降雨
(3)可制汽水等碳酸饮料
(4)温室肥料
2.环境的影响：温室效应
篇10：新课标高一语文教案
人教版新课标高一语文教案
一、教学目标
1、培养学生的语言文字感悟能力，抓住那些看似简单实则意蕴丰厚的语句，把握文意。本文初读时觉得浅显易懂，实则字字玑珠，句句入心。
2、领悟作者深刻的思想和真挚的情感，感受巴金严于解剖自己的伟大人格，认识忏悔精神的伟大意义，培养学生的反省忏悔意识。
二、教学重点
1、文章第一段内容在全文中的作用。
2、揣摩10~12段作者对自己反思的句子，领悟巴金表达歉意的深意。
3、包弟这一文学形象的内涵。
三、教学难点
1、文章第一段内容在全文中的作用。
2、包弟这一文学形象的内涵。
四、教学过程
导语：初中时我们学过巴金两篇短文《日》《月》，巴金说：“生命是可爱的。但寒冷的寂寞的生，却不如轰轰烈烈的死。”这位被称为“二十世纪良心”的老人在谈到自己的文学见解时说：“人为什么需要文学？需要他给我们带来希望，带来勇气，带来力量。”我们读《小狗包弟》会给我们带来什么样的勇气、力量和希望？
1、请同学们回忆课前阅读的课文，用一句话概括文章主要写了一个什么样的故事。
2、巴金为什么会怀念一条小狗？
要求：学生能捕捉故事的主要人物、事件和重要细节即可。
巴金在诗歌中表明三年零五个月之后还难以忘却对一条小狗的怀念及歉意，一定有他的缘由和深意。这是我们在读文章过程中需要认真品读的。
3、文章主题写的是包弟，但作者却先在第一自然段写了艺术家的小狗，而且也很翔实，这是为什么？
（1）回答这个问题可以从思考下面两个问题入手：
①第一自然段写了艺术家的小狗的什么内容？
②这些内容与下文的关系是什么？
（2）学情分析：学生能意识到写艺术家的小狗是为了表现小狗包弟。用一条狗的遭遇引出对另一条狗的回忆，用一条狗的命运暗示另一条狗的结局。但不仅仅如此。
（3）教师引导学生进一步分析：
①关注该段中关于艺术家、专政队、小狗，人是艺术家的`人的文字要求，结合语境采用合适的情感朗读。
②根据朗读的文字在下图的箭头线上填上适当的词语。
③分析上图中不同对象对艺术家的不同态度，你可以得出什么结论？
参考：小狗对待艺术家的温情与专政队对艺术家的残暴和人是艺术家的人对其的冷漠形成极大的反差，也体现了那个年代艺术家与狗有某种相似，就是可以随意伤害的。
因此一段存在的意义是：折射了时代背景。用小狗对艺术家忠诚、有情有义的表现而导致其悲惨境遇来体现那个特殊年代里人性的沉沦与泯灭，点明文章题旨。
④找“”时期的相关文字和图片给学生了解，以便学生更好地体会巴金在文章第一段中用平静的述说给我们呈现出的一个时代沉重的剪影。
4、既然是一个特殊的时代，那么巴金为了保全自己和家人将包弟送上解剖桌也是可以理解的。那巴金为什么还要自责？阅读第10~12段回答。
（1）回答这个问题可以从思考下面两个问题入手：
①巴金用哪些语句反思自己过的生活？（找出第10~12段相关句子）
②巴金从送走包弟这件事中觉得自己丢失了什么？
（2）参考：巴金送走包弟是一种对生命的不负责任，但能够反思自己的过错又是责任感的驱使，前者是无奈的被逼迫的选择，后者是自己心灵的自我约束。
正是因为巴金有“生命是平等的，不应以一己之私而损害他人的利益”为道德底线，所以才会因为自己为了保全自己及家人牺牲一条可爱弱小的生命而满怀歉意；正是因为他发现自己丢失了道德底线，所以他的价值观和良心才会不断自责。从文中的语句我们看到更多的是巴金心灵的熬煎和精神的严剖。
5、本文通过回忆小狗包弟表达了作者对自己心灵的深度拷问，小狗包弟这一文学形象拥有丰富的内涵，你能体会到哪些方面？
《小狗包弟》选自人教版必修一第三单元（写人记事的散文单元），是巴金《随想录》中的名篇，语言浅近，情感真挚。它从一个侧面反映了十年**的社会现实，以及当时人们普遍的命运、人性扭曲的状况。课文对了解那个年代有一定的认识和教育作用，课文的价值还在于作者的深刻反省、自我拷问的警醒人心的力量。老年的巴金显示出一个正直的成熟的作家严于解剖自己、敢于说真话的勇气和度量，进而可以引发学生对过去那个年代甚至当今时代的民族精神、民族文化心理的探讨和拷问，这有助于学生形成高尚的人格和道德情操。
学生对散文样式已比较熟悉，情节的把握不是难事；但学生对“”这段特殊历史缺乏了解，因此不会做深入的思考。现在的学生多数以自我为中心，他们的孩子普遍缺乏反省意识，但已经初步具备判断分析能力，学生若能被事实真相震撼，反省忏悔意识就会被唤醒，理性思维也就会被激活。
另外语文的课堂应是激发学生思维、自主交流的课堂，没有学生参与体验、自主探索、合作交流，就不会有深层次的师生互动，更谈不上学生的发展和语文素养的提高。
基于以上因素，我把这节课设计为学生质疑、探究解疑的探究课。在探究中，教师适当点拨，引导学生走进文本，体悟作者敢于讲真话、敢于自责的精神；感受巴金严于解剖自己的伟大人格，培养学生的反省意识。课前学生做了认真的预习，了解了“”时期的历史，深入研读了课文，并提出了对文章的疑问。课堂上，学生充分参与，在合作探究中提出了很多深刻的见解，深入理解了文本，基本实现了预期的教学目标。
篇11：欢庆 教案(人教新课标三年级下册第三单元) (人教版三年级下册)
欢 庆
教学目标：
1、认识7个生字。会写8个字。
2、学生能运用多种方法自主、积级的识字。
3、正确、流利、有感情地朗读、背诵课文，能读出喜庆、欢乐的心情。
4、对祖国生日由来的了解，加深学生对祖国的热爱之情。
设计理念：
《语文课程标准》强调：阅读是教学是学生、教师、文本之间的对话的过程。而本课的教学就是要通过感情朗读、丰富的想象等手段，让学生走进文本，与大自然中的“果实、枫叶、鸽子、海涛”等共庆祖国妈妈的生日。
教学程序 ：
一、揭题 导入：
1、同学们，我们刚刚度过59个国庆节。板书：国庆节
2、你知道哪些关于国庆节的资料？
回忆这欢庆的场面，真是激动，今天我们就来学习一首欢庆国庆的小诗--出示课题：欢庆
3、指名读
4、我们除了说欢庆国庆，大家结合自己过节的感受，还可以说欢庆什么？（说话练习）
5、现在，我们来写好“欢庆”两字，伸出手，与老师一起写（生书空，师板演）
6、书写生字：我们不但要记住他们，还要写好他们，看看田字格里的这两个生字，在书写的时候要注意什么？
7、交流评讲学生写的字。（注意田字格的位置及间架结构）
二、初读课文
1、下面我们先把课文读正确、流利，遇到不认识的字查看一下生字表。（放出声音读，小朋友们读书的声音最好听了）2、根据学生的反馈及时进行教学，估计是多音字“乐”及旗帜。（根据学情进行生字教学）
3、再次读课文，肯定比上一次好，
3、读好了，就读给同桌听，读正确了，你就竖起大拇指夸夸你的同桌，或者冲他笑一笑。
三、研读前四行
过渡：读书不但要读通，读顺课文，而且还要学会思考
1、快速的自读课文，拿起笔，把不懂的地方做上记号，然后四人小组讨论讨论看能不能自己解决。其实呀，既能提出问题，又能帮助别人解决问题的人应该是最能干的，看谁最能干。
2、交流：汇报一下刚才在小组里解决问题的情况，你们组解决了哪些问题。
3、哪些问题是小组内解决不了的。
4、同学们，课文的前面4句，每一句话都是欢庆国庆节的一幅图，同桌再研究研究，怎么读才能读的更好，自己练练，把你最喜欢的句子多练几遍。
如：5、交流（以下环节不分顺序，按学情出发进行教学）
自己去读读诗的前四行，想想你读懂了什么，读不懂的呢，给自己打上一个小问号。
预设：燃烧的火把，学生理解起来有点困难，在教学的过程中，教师扶一把，结合图片做巧妙地引导，图文结合，使理解，悟情有机融合。
自由读的基础上，以你最喜欢哪一句话，将眼中景，心中情，有机结合，发散思维，定两个点，蓝天上的鸽子在说写什么，大海在唱一首欢乐的歌，你听到海在唱什么吗？
四、研读后四行
1、在节日里，欢庆的场面、庆祝的形式肯定还有很多很多，把你看到的或者是你想庆祝的，用一句话来说一说你所描绘的欢庆场面。
2、如：天安们广场焕然一心、城市的夜景真美丽、天空亮起五彩的礼花、……小结：看到祖国大地美如画，到处都是欢乐，都是一片喜庆，同学们，我们的祖国59年来，走过了辉煌的历程，取得了伟大的成就，作为祖国妈妈的孩子，你们自不自豪，骄不骄傲，那一起来读读后面的四行，把你的自豪骄傲的语气，把对祖国妈妈的崇敬之情读出来。
总结：同学们，十月一日，祖国妈妈的生日，十月一日，是个闪闪发光的日子，让我们怀着对祖国妈妈的爱戴之情，把全文连起来读。
第二课时
教学要点：
1、背诵课文，书写生字
2、交流孩子们的学习成果，开一个小小的朗诵会）
3、做随堂练习
[欢庆 教案(人教新课标三年级下册第三单元) (人教版三年级下册)]
篇12：人教版新课标高二Unit1教案
Teaching plan for Unit One
Class
Date
project Great scientists
Period One
Aims and demands 1. Enable the Ss know sth about great scientists.
2. Learn some new words and expressions.
3. How to examine a new scientific idea.
4. Comprehend the reading passage.
Main points Warming up and Reading passage
Difficult points Comprehend the reading passage
Teaching procedures Step One warming up
1. Show the Ss some pictures of great scientists; ask them to talk about them.
2. The Ss discuss the quiz questions in groups and walk along to offer them help if needed.
3. Work out their answers by themselves.
4. Check their answers to see who knows the most.
Step Two pre-reading
1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.
2. Ask the Ss to put them in order and get their answers.
Step Three Reading passage
1. Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have.
2. Explain the difficulties they have.
3. Extensive reading. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.
4. Choose some Ss to answer the questions in the comprehending.
5. Ask the Ss to choose one of the paragraphs to read aloud fluently.
Notes: steam engine, physical characteristics, put forward a theory, draw a conclusion, expose to, be to blame, in addition (to), be linked to, know about, absorb into.
It seemed the water was to blame.
To prevent this from happening again, John Snow suggested that …be found. (suggest sb do sth)
Step Four homework
Read the passage again and go over Learning about language.
Teaching plan for Unit One
Class
Date
project Great scientists
Period Two learning about language
Aims and demands 1. Discover the useful words and expressions.
2. Learn and improve the use of useful words and expressions.
Main points Learn to use the words and expressions that the Ss discover.
Difficult points Improve the use of the words and expressions.
Teaching procedures Step One Learning about language
1. Discover the useful words and expressions in this unit in groups of four.
2. Ask the Ss to show their results to the class.
3. Ask them to study the words and expressions in Exx.1
4. Ss have a discussion and do the exercise.
5. Check their answers.
6. Change the verbs into nouns and make sentences by using “make a …”
Step two Using words and expressions
1. Make sure the Ss know the words and expressions.
2. Let the Ss work in groups to complete the blank in Exx.1.
3. The teacher walks around the offer them help.
4. Check their answers. The possible answers are: exposed to, linked to, connect to, blame, examine, test, rejected, defeated.
5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.
Step three words learning
1. Show the Ss a list of prefixes. Ask the to talk about them.
2. Ask them to work in groups to find some words with the prefixes and study their meanings.
3. Ask them to show their results to the class.
4. Walk around the class to give them help if needed.
Step four study the use and meanings of suggest.
1. Study the meaning of suggest by looking the dictionary entry.
2. Match the meanings with the sentences on the right in Ex.4.
3. Check their answers.
Step five Homework
Write down the translation Exx.2, 4, 6 and 7 in the exercice book.
Teaching plan for Unit One
Class
Date
project Great scientists
Period Three learning about language
Aims and demands 1. Discover the useful structure.
2. Learn to use the grammar of past participle.
3. Enable the Ss understand the past participle using as attribute and predicative.
Main points Learn the usage of the past participle using as attribute and predicative.
Difficult points Use the useful structure.
Teaching procedures Step One revision
Review the past participle of some verbs.
Step Two
1. look at the chart and study the phrases.
Past participle as the attribute Past participle as the predicative
1.terrified people
2.reserved seats
3.polluted water
4.a crowded room
5.a pleased winner
6.
7.
8.
9.
10. 1.
2.
3.
4.
5.
6.children who look astonished
7.a vase that is broken
8.a door that is closed
9.the audience who feel tired
10.an animal that is trapped
3. Ask the Ss the following questions:
1)What kind of words before the past participles?
2)What kind of words after the past participles?
1)1pp.+noun; *2noun+pp phrase
2)link verb +pp
4.Ask the Ss find the sentences using the past participle in the reading passage.
5.Ss have a discussion and complete the chart with the same meaning of the phrases above.
6. Ss show their results to the class.
7. Complete the sentences in Ex.3.
Step Three using structure
1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)
2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.
3. Check their answers.
Step four Homework
Write down 1)3)5)7) of Ex.2 in the exercise book.
Teaching plan for Unit One
Class
Date
project Great scientists
Period Four using language Listening
Aims and demands 1. Improve the Ss listening skills.
2. Know more about great scientists.
Main points Listening and speaking
Difficult points Get to know the information of listening materials.
Teaching procedures Step One Listening and speaking
1. Listen to the tape and answer the questions.
1What did Qian Xuesen study first?
2What experience did he get in America that was very useful for China?
3What was Qian Xuesen’s achievement when he returned to China from America?
4How has he been honoured in China?
5How did Steve honour him?
Step Two speaking
1. Ss discuss what scientific job they will do in the future in pair by using the questions and expressions on Page6.
2. Choose some Ss to talk in class.
Step Three Listening and talking
1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.
2. Check their answers.
3. Work in pair. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page42.
Step Four listening task
1. Play the tape for the Ss to get the information of the listening task.
2. Check their answers.
Step Five Homework
Prepare the reading task.
Teaching plan for Unit One
Class
Date
project Great scientists
Period Five Reading and reading task
Aims and demands Improve the Ss reading skills and their talent in getting the information.
Main points Reading and reading task
Difficult points Finding the Euler path
Teaching procedures Step one Revision
Revise the past participle used as the attribute and predicative.
Step two Reading
1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.
2. Ask the Ss to show their pictures to the class.
3. Ss read the passage again and find the problems they have.
4. Solve the Ss’ problems.
Notes: lead to (All roads lead to Rome.)
Make sense (1.Here, read the sentence. It doesn’t seem to make sense.2.Your story doesn’t make sense to me.)
Only (1. Only by shouting and waving his hand could he be noticed. 2. Only if I get a job can I have enough money to continue my studies at college. Only phrase … could he …. Only if I … can I …)
5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?
6. Choose some Ss to share their ideas to the class.
Step three Reading task
1. Ss read the passage and answer the following questions.
1What is odd point? 2What is even point? 3What rule did Euler find?
2. Ss discuss in groups and try to find the answers.
3. Teacher walks around to offer them help.
Notes: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.
4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on page 46)
5. Ss work in groups.
Step four Homework
Write a short passage about Copernicus.
Teaching plan for Unit One
Class
Date
project Great scientists
Period Six
Aims and demands 1. Try to write sth persuasive.
2. Learn to write a report about people.
Main points Make a plan in discussion.
Difficult points Write a passage / a report.
Teaching procedures Step one Writing
1.Ask the Ss to read the passage again and gather some information about Copernicus. For example:
He believes his new theory is true.
There are problems with his present theory.
He has done many years of observation to prove his new theory is true.
Science cannot develop unless people publish their ideas.
Time will show if his theory is true or not.
2. Plan to write a letter.
1Ss work in groups to make up a plan of writing the letter. They can follow the plan in the book on P8.
2Ask the Ss to read their plans.
3Write their letters in groups, when finished,ask the Ss to read in class.
Step two Writing task
Write a report about your scientist, his/her life, achievements and the key to his/her success.
1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.
2. Plan your report like the one on P47.
3. Ask them to read their plans.
4. Begin to write the report.
Step three Homework
Complete the report and write down on the exercise book.
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