第一篇：高中英語教案(人教版必修3)

高中英語教案（人教版必修3）

Unit 1 Festivals around the world，(單元教學目標 技能目標Goals ? 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 II(目標語言

Talk about festivals: *Festivals are meant to celebrate important events.功 *What?s your favorite holiday of the year? 能

*What festivals or celebrations do you enjoy in your city or town? 句

*Do you like spending festivals with your family or with your friends? 式

*What part of a festival do you like best——the music, the things to see, the visit or the food? *Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals would bring a year of plenty.*Some festivals are held to honor the dead or satisfy and please the ancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.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.1.四會詞匯

starve, plenty, satisfy, ancestor, lamp, lead, feast, bone, origin, trick, poet, arrival, national, gain, independence, gather, agricultural, European, custom, award, award, watermelon, handsome, rooster, admire, energetic, forward, Easter, clothing, religious, social, Christian, daily, permission, possibility, 詞

fool, apologize, drown, sadness, obvious, wipe, lovely, couple, weep, announcer, forgive 匯 2.認讀詞匯

Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, cherry, blossom, Trinidad, Valentine, weave, herd, the Milky Way, magpie 3.固定詞組

take place, in memory of, dress up, play a trick, look forward to, day and night, as though, have fun with, turn up, keep one?s word, hold one?s breath 4.重點詞匯

starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgive Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can ? They lit fires and made music because they thought these festivals would bring a year of plenty.P1 語

? Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.P2 法 ? Festivals can be held as an honor to famous people or the gods.1.Discuss when they take place, what they celebrate and one that people do at that time.P1 2.They lit fires and made music because they thought these festivals would bring a year of plenty.P1 重

3.Some festivals are held to honor the dead, or satisfy and please the 點

ancestors, who could return either to help or to do harm.P2 句 4.They light lamps and play music because they think that this will lead the 子

ancestors to earth.P2 5.The festival of Halloween had its origin as an event in memory of the dead.P2 6.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.P2 7.They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.P2 8.The teacher said that we could not leave early.(permission)P5 9.The hunters are lost.They could starve.(possibility)P5 10.It was Valentine?s Day and Hu Jin had said she would meet him at the coffee shop after work.P7 11.She said she would be there at seven o?clock, and he thought she would keep her word.P7 12.“I don?t want them to remind me of her.” So he did.P7 III.教材分析與教材重組 1.教材分析

本單元以節(jié)日為話題，介紹古今中外節(jié)日的種類、由來、意義以及人們的活 動和習俗，旨在通過本單元的學習使學生不但了解我國的節(jié)日，而且對外國的節(jié)

日也有所了解，進而拓展社會文化背景、增加跨國文化知識;使學生復習和鞏固

運用請求和感謝的表達法，掌握情態(tài)動詞的用法;并嘗試根據(jù)閱讀的文章寫一個不同的結局，能表達自己的觀點和想法。

1.1 Warming Up 旨在通過表格引導學生討論并列舉出五個我國節(jié)日的日期、慶祝內容和民俗。可以剛剛過去的春節(jié)為話題導入對節(jié)日的討論;使他們由自己的經(jīng)歷談起，擴展到別的節(jié)日以及外國的重要節(jié)日，激發(fā)學生的興趣，激活他們關于節(jié)日的背景知識，為本單元的學習做準備。

1.2 Pre-reading是Reading 的熱身活動。主要通過兩個問題引導學生思考并討論自己最喜歡的節(jié)日及歡度方式，進而了解學生對節(jié)日的認識，以便為閱讀作好鋪墊。

1.3 Reading 的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等，使學生了解各種節(jié)日的由來及其存在的意義。此部分載有Festivals的重要信息，還呈現(xiàn)了大量的詞匯和主要的語法---情態(tài)動詞的用法。處理時應作為重點、整體處理，通過上下文來教詞匯、語法，并引導學生分析長句、難句和復雜句。

1.4 Comprehending是考察對閱讀內容的進一步理解。

練習一:六個問題讓學生對文章內容有淺層理解并考察課文細節(jié)，但又不能僅僅拘泥于課文，要引導學生理解課文內容的基礎上聯(lián)系現(xiàn)實生活。

練習二:要求學生討論哪些節(jié)日是最重要的，哪些是最有趣的，以表格的形式檢查學生對所讀節(jié)日的理解，并訓練他們舉一反三的歸納和推理能力。

練習三:要求學生找出各種節(jié)日共有的三件事，然后討論為什么這些事對各地的人們都很重要。這就要求學生不僅要溫習文章內容而且要結合實際，闡述自己的想法，挖掘學生的思維能力和語言表達能力。

1.5 Learning about Language 分詞匯和語法兩部分。其中Discovering useful words and expressions是本單元單詞的英文釋義練習和用文章中的詞匯的適當形式填空;Discovering useful structures 是以文章內容為載體在語境中練習語法，掌握情態(tài)動詞。由此可以看出本教材已明顯地由結構為特征的傳統(tǒng)語法訓練轉變到以交際功能為特征的功能語法訓練，充分體現(xiàn)了新教材話題、功能、結構相結合的特點。

1.6 Using Language 是英語聽說讀寫的全面運用的練習。

1.6 ? Listening 是課文的延伸，通過聽幾位學生參加Trinidad Carnival 節(jié)日游行的兩段對話，使學生體會參加節(jié)日游行的真實情景，既訓練聽力一通過問題訓練了他們的分析能力。

1.6 ? Speaking 分為兩部分。第一部分通過電話突出交際用語功能的訓練;第一部分讓學生編對話，可以按自己的想象、經(jīng)歷為內容，訓練思維和表達能力。

1.6 ? Reading 是發(fā)生在情人節(jié)的一個令人傷心的愛情故事，其中又插入了一個“七巧節(jié)”的故事。閱讀后的討論不僅幫助學生理解文章主旨大意，更重要的是讓學生學會尋求解決問題的方法。

1.6 ? Writing 的任務是寫一個與文章結尾不同的結局。旨在讓學生通過思考寫出自己的想法，嘗試自己解決問題。

總之，通過本單元的系統(tǒng)學習，讓學生了解世界各國的節(jié)日及民俗，學習有關節(jié)日的詞匯，并能夠豐富語言知識，提升用英語表達觀點的能力。

2.教材重組

2.1 口語 從話題內容和功能上分析Warming Up 與Workbook中的Listening和Talking相一致，旨在啟發(fā)學生討論、思考并引出本單元關于節(jié)日的話題，可以整和成一節(jié)任務型“口語課”。

2.2精讀 可將Pre-reading、Reading、Comprehending三個活動整和成一節(jié)“閱讀課”。

2.3語言學習將Learning about Language與Workbook中的Using words && expressions Using structures結合在一起，上一節(jié)“語言學習課”。2.4聽力 可將Using language中的 Listening與Workbook中 Listening和Listening task放在同一節(jié)課中處理，上一堂 “聽力課”。(Using language中的 Speaking可視聽力時間而定，可課上處理亦可留做課下作業(yè)下堂課提問。)2.5.泛讀 可將Using Language中的Reading &&Writing和Workbook中的Reading Task上成一節(jié) “泛讀課”。

2.6 復習、寫作 可將Workbook中的Speaking Task 和Writing Task 上成一節(jié)復習寫作課。(Workbook中的Project && checking yourself, 可視學生水平安排在本堂課或留做作業(yè)。)3.課型設計與課時分配(經(jīng)分析教材, 本單元可以用六課時教完。)1st period Speaking 2nd period Reading 3rd period Learning about Language 4th period Listening 5th period Extensive Reading 6th period Writing && Consolidation IV.分課時教案

The First Period Speaking Teaching goals 教學目標 1.Target language 目標語言 a.重點詞匯和短語

take place, lunar, festivals, Army Day, Christmas, dress up b.交際用語

Express one?s opinion: In my opinion,...I believe...I think that...Expressions used in the shops: Would you like...? Could I have...? Might I offer help...? May I see...? You should try...? Could we look at...? Can you suggest...? We might take...? 2.能力目標

Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.3.學能目標

Enable the students to learn how to talk about Chinese festivals and customs.Teaching important points 教學重點及難點

How to talk about the Chinese festivals and social customs at festivals and how to offer and request the items you need in shops.Teaching methods 教學方法

Elicitation, discussion, listening, pair work.Teaching aid 教具準備

A computer, a projector and a tape recorder Teaching procedures && ways 教學過程與方法 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? Volunteers!S1: Because it?s the most important festival in our country.S2: Because I got much lucky money from my parents, grandparents and my relatives.S3: Because I needn?t study at festivals and there was lots of delicious food to eat.How great!S4: Because I met my cousins and old friends who I hadn?t seen for a long time and we had a very good time together.T: Excellent work!I am glad to hear that.Now let?s talk about FESTIVALS, which are meant to celebrate important events.Please think about other Chinese festivals.S1: New Year(January 1st), Yuan Xiao Festival(15 days after the Spring Festival).T: Quite right.That?s the Lantern Festival.It?s the 15th day of the first lunar month.What do you usually do on the Lantern Festival? S2: We eat special sweet dumplings called Yuan Xiao and enjoy displayed lanterns.S3: And we enjoy beautiful fireworks, too.T: You have done a good job.What are the other festivals? S4: International Women?s Day.It was on March 8.S5: Arbor Day on March 12th.S6: International Labor Day and Chinese Youth Day.S7: International Children?s Day.T: Yes.Very good.Next one? S8: Army Day is on August 1st and Teachers? Day is on September 10th.S9: National Day on October 1st.T: Excellent work!Those are all the legal holidays in our country.Do you know our traditional festivals? List some of them, please.Sa: The most important one is the Spring Festival.T: Yes.It?s also called Lunar New Year.Anything else? Sb: Qingming Festival in memory of the dead or the heroes on April the fifth.T: It?s called Tomb Sweeping Festival.Another one? Sc: Dragon Boat Festival on the fifth day of the fifth lunar month in memory of the great poet — Qu Yuan.Sd: Mid-Autumn Festival on the fifth day of the eighth lunar month.T: You?ve done a good job, boys and girls!You have named many festivals.I?m proud of you for you are so well-informed.Step II Warming up T: Look at the screen and I?ll show you a table and some pictures: Festivals Date Festivals Date New Year January 1st Teachers? Day September 10th International March 8 National Day October 1st Women?s Day Arbor Day March 12th the Spring Lunar New Year Festival International Labor May 1st Pure Brightness April the fifth Day Day Chinese Youth Day May 4th.Dragon Boat the fifth day of the Festival fifth lunar month International June 1st Mid-Autumn the 5th day of the Children?s Festival 8th lunar month Day Army Day August 1st Lantern the 15 day of the Festival 1st lunar month

T: What can you get from the table and the pictures? Ss: Chinese festivals.T: Open your books and turn to page one.Work in pairs and discuss another four Chinese festivals: what people celebrate and what people do.The first one is given to you as an example.Three minutes for free talk, then ask some students to share their opinions with the whole class.Suggested answers: Festivals Date What does it What do people do? celebrate? the Spring Festival The 1st day of the The coming of Visit relatives;have 1st Lunar month spring a big meal;display Spring Festival couplets and pictures International May 1st The hard-working Taking a week off Labor Day people all over the work;visit scenic world spots;go shopping Lantern Festival the fifteenth The first full moon Eat special sweet day of the first after Lunar New dumplings-yuanxiao lunar month Year enjoy lanterns& fireworks The Dragon the 5th day of the in memory of Qu Dragon boat racing, Boat Festival 5th lunar month Yuan, a great poet eating zongzi and drinking realgar wine;put herbs on doorways for good health Do not expect all students have the same answers, and accept any correct information.T: Ok!We have got lots of information about Chinese festivals.Would you like to know something about foreign festivals? Ss: Yes!T: What?s the most important festival in western countries? Ss: Christmas!T: That?s right!Please look at the pictures and talk about them.2 3 5 6 S1: The first one is about April Fools day on April 1st.But I know nothing about the second picture.S2: I have no idea, either.There are some round objects.What are they? T: They are the Easter eggs(復活節(jié)彩蛋).On Easter Day people like to dye and exchange eggs.Easter Day comes on the Sunday on or after March 21st.People think Jesus Christ(耶穌)comes back to life on that day.Many people go to church and children often get presents.How about the third one? Ss: Halloween!Children like to play a game “trick or treat”(不請吃就搗蛋).T: Yes!Halloween is a time to have fun.It comes on October 31st.It?s one of the most favorite holidays for children.Parties are very popular, too.People wear scary clothes and masks(面具), for example, dress up like a witch(巫婆).Next one? S3: A plate of chicken and some delicious food.But I don?t know what it is called.T: The food is turkey(火雞), corn(玉米)and pumpkin pies(南瓜派).Thanksgiving Day is a traditional American festival on the fourth Thursday in November when families get together and have a big dinner.How about the fifth picture? Ss: There are roses and heart in it.May be it?s about love.Ss: I see.It is on February 14th.But I don?t know its English name.T: It?s Valentine?s Day.Candy, flowers and other gifts are exchanged between lovers or couples on this day, in honor of two martyrs, both named St.Valentine.Do you know something about the last picture? S4: The flowers are beautiful.What?s the name of the festival? T: It?s Cherry Blossom Festival, a Japanese festival.Every April when the cherry flowers come out, Japanese people celebrate it.They go out with their friends or families.They sit under the trees, sing and have a picnic.Ok.That?s about some foreign festivals.Step III Listening(WB P41)T: Now, we will come to the listening part.First, turn to Page 41.And then listen to the tape.Look at the first picture in this page.What can you see? S5: A rabbit and a chicken.T: Yes.But the rabbit is called the Easter Bunny.Read after me “the Easter Bunny”.It is an imaginary rabbit that children believe comes to the home to hide the Easter eggs(復活節(jié)彩蛋).And the second picture is about the Easter eggs.What?s in the third picture? S6: Some bread.T: Yes.The bread with an X is called hot cross buns.On Easter Day people eat it.Now listen to the tape and try to get the main idea.Play the tape for the students.While listening, the students should grasp the key words and get the main idea.Then play the tape once more.After listening, let the students answer the questions.And check the answers with the whole class.Then sum up the useful expressions in the material(about Easter Day).Then play the tape a third time for them to write down the main idea of the passage.Then check the answers with the whole class.The suggested answers are in the Teachers? Book Page 18.Step IV Talking(WB P41)T: Now we?ll make up a dialogue: suppose that Spring Festival is coming, and you are to do some shopping for it, work in pairs one as the customer and the other as the shopkeeper.First, look through the useful expressions given on this page.Then I will ask some of you to present your dialogue publicly.Teachers show the useful expressions on the screen.You can give a model or not.It?s up to the English level of your students.2minutes later ask several students to talk.Sa: May I help you? Sb: Yes.I?d like to buy something for Spring Festival.Sa: May I suggest your buying some vegetables and fruit, which are very fresh.At Festivals you?d better not have too much fat.Sb: Thanks for your advice.I?ll take two kilos cabbage, three kilos bananas and some nuts.Sa: Would you like some flowers to decorate you house? Sb: No, thanks.May I see some candy? I will buy some for my nephew.Sa: This way, please.We have all kinds of candy here.Would you like some chocolate? Sb: Yes, let me see.We might take this kind and that one over there.Sa: Anything else? Sb: No.That?s what I need.Sa: Many thanks for your coming!May you have a happy Spring Festival![The sample dialogue is in the Teachers? Book Page 18.] Step V Assignment 1.Consolidation T: Boys and girls you did very well today.We have talked about many festivals around the world.I hope you can listen to the listening material again after class to be familiar with it.2.Homework Collect as much information about festivals as possible.Think about the questions in Part 2 “pre-reading” and then preview the next part about reading to get the main idea.Unit 3 The Million Pound Bank-Note，(單元教學目標 技能目標Skill Goals Talk about short stories and dramas.Learn how to act out a play.Learn how to request and order food.Learn Noun clauses as the object and predicative.Write a play or drama.II(目標語言 Request(請求)Would you please come in? 功

Would you mind waiting just a few minutes? 能 May I ask you how much money you have? 句 — Well, to be honest, I have none.式 Could you offer me some kind of work? I wonder, Mr.Adams, if you mind us asking a few questions? — Go right ahead.Ordering food(點餐)I?d like some ham and eggs and a nice big steak.I?ll have a nice long glass of beer.1.四會詞匯

bet, scene, tale, servant, permit, bay, stare, spot, passage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, dessert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humour, novel, character, director, barber 詞2.認讀詞匯

narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, 匯

loneliness, playwright, script 3.固定詞組

make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble 4.重點詞匯

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble Noun clauses as the object(賓語從句)I can?t say that I have any plans....and he does not know what he should do.語

I did not know whether I could survive until morning.法 Noun clauses as the predicative(表語從句)That?s why we?ve given you the letter.1.Have you ever made a bet with a friend? If so, what did you bet on? 2.He is lost in London.3.Permit me to lead the way, sir.4.As a matter of fact, I landed in Britain by accident.重 5.His eyes stare at what is left of the brothers? dinner on the table.點

6.I wonder, Mr Adams, if you?d mind us asking a few questions.句 7.I earned my passage by working as an unpaid hand, which accounts for my 子

appearance.8.Well, we will have to take a chance.9.(in a rude manner)What?s there to wait for? 10.He?s in rags!Period 1 warming up & reading(1)Teaching goals 1.Target language a.重點詞匯和短語

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b.交際用語

Expressions on request: Would you step inside a moment, please? Would you please come in? May we ask what you?re doing in this country and what your plans are? Well, why don?t you explain what this is all about? c.重點句型

1)Have you ever made a bet with a friend? If so, what did you bet on? 2)He is lost in London.3)Permit me to lead the way, sir.4)As a matter of fact, I landed in Britain by accident.5)His eyes stare at what is left of the brothers? dinner on the table.6)I wonder, Mr Adams, if you?d mind us asking a few questions.7)I earned my passage by working as an unpaid hand, which accounts for my appearance.2.Ability goals a.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b.Enable students to sum up the main idea of ACT ONE Scene 3.c.Enable students to understand the details about the whole scene.d.Retell the scene using the key words of the whole scene.e.Express their opinions by answering the following questions: 1)Do you think money is everything? Why? 2)Do you agree that only money can bring people happiness? 3.Learning ability goals a.Help students to understand natural language in the dramatic context and increase their self-confidence in using English.b.Help students to sum up the main idea of ACT ONE Scene3.c.Help students to understand the details of the whole scene.d.Get students to retell the whole scene.e.Help them to answer the following questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching important points a.How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b.Discuss the questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching difficult points Discuss the questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching methods Elicitation, discussion, listening, reading and pair work.Teaching aids A computer Teaching procedures Step 1 lead in 1.Discuss in pairs Do you like money? why ? Is money everything? Show the sentences to the Ss.Money can buy a house but not a home.Money can buy a bed but not sleep.Money can buy a clock but not time.Money can buy a book but not knowledge.Money can buy medicine but not health.You see, money is not everything.2.Suppose you get a large amount of money by buying lottery tickets(彩票)and become a millionaire(百萬富翁).What will you do with the money? Step 2 warming up Mark Twain is probably one of the few American writers.?a great American writer ? a famous speaker ? liked to tell funny stories ? liked to play jokes on his friends Do you know about his masterpieces? What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart.Real name Meaning of his pen name Birth date Birthplace Place where he grew up His famous stories Then give an introduction of Mark Twain(1835—1910): The greatest humorist of the 19th century American literature.Novels: The Adventures of Tom Sawyer(1876)(湯姆?索亞歷險記)The Prince and the Pauper(1882)(皇子與貧兒)The Adventures of Huckleberry Finn(1894)(哈克貝利?費恩歷險記)Step 3 Pre-reading 1.First, give students a brief introduction of the story Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean.A British ship, for London, passing by, fortunately saved him.2.Prediction : What would happen to Henry? Step 4 Reading 1.Scan the passage and find out : 1.How many characters are there in this scene? Who are they? 2.When and where does the story take place? 3.What do the two old men give Henry? 4.What does the brothers choose Henry for? 2.Skimming: answer the following questions: 1)What happens one day when Henry was walking down the street? 2)Where does Henry come from? 3)What did he do in America? 4)Why does he come to London and how? 5)Why does he stare at the food on the table when he is talking with the men? 6)What did Henry do before coming to London? 7)How much money does he own? 8)When can Henry open the letter the men give him? 9)What?s inside the letter? 10)Does Henry accept the letter? 3.Put the following events in correct order.(1)Henry wandered in London streets.(2)About a month ago Henry Adams was sailing out of the bay.(3)The next morning he was spotted by a ship.(4)Towards nightfall he found himself carried out to sea by a strong wind.(5)On the ship he earned his passage by working as an unpaid hand.Keys:(2)About a month ago Henry Adams was sailing out of the bay.(4)Towards nightfall he found himself carried out to sea by a strong wind.(3)The next morning he was spotted by a ship.(5)On the ship he earned his passage by working as an unpaid hand.(1)Henry wandered in London streets.Step5 post-reading 1.What kind of persons you think the characters are?(Henry Adams, Oliver Roderick)Henry : independent(he earns his passage by working on a ship to England), careless(he arrived in England by accident after not sailing his boat well), honest(he asks for work not charity, he tells the truth to the brothers.)hard-working.Oliver and Roderick : rich(servants and not worrying about giving a stranger a million pound bank-note), mischievous(prepared to bet one million pounds just for a bit of fun), good judges of character(they see Henry is honest and proud)2.What do you think will happen to Henry? , Will the bank-note help him or get him into trouble? , Give a possible development to the story.Homework: P20Ex1.3 Unit 4 Astronomy: the science of the stars 教材分析和教材重組

教本單元的主要內容是邊緣科學、地球生命的起源，萬有引力、黑洞和太空旅行等天文

材學知識。通過本單元的學習，培養(yǎng)學生對科學的興趣，激發(fā)學生探究科學的熱情。

分1.Warming Up部分共有三組問題，第一組問題引導學生討論邊緣科學(Frontier 析 Science)，即以兩種或多種學科為基礎而發(fā)展起來的科學。例如，生物化學是以生物學

和化學為基礎的邊緣科學。第二組問題探討科學研究的方法。第三組問題讓學生思考

要成為真正的科學家所必須掌握的技能。

2.Pre-reading部分主要讓學生弄清楚什么是科學思想，什么是宗教信仰或文化傳統(tǒng)。

學生總喜歡聽故事或講故事，在探討生命的起源的科學道理之前，讓學生交流一下有

關宇宙的起源的種種傳說，既有趣味性，又能調動學生的相關知識，激活學生的思維。

3.Reading部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得

地球上生命的誕生成為可能。科學家認為，地球上的生命首先誕生于水中，上百萬年

后，陸地上才長出綠色植物，隨后出現(xiàn)了陸棲動物和水陸兩棲動物。最初的動物靠孵

化繁衍后代，后來出現(xiàn)了哺乳動物，人類也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深

省:The earth may become too hot for the lives on it.它關系到地球上生命的未來。4.Comprehending部分通過四個選擇填空題檢測學生對本文核心問題的理解:地球上生命的起源和延續(xù)需要哪些條件?隨后通過排序的方式幫助學生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程。最后提出兩個問題，考查學生的深層理解和推斷能力。5.Learning about Language部分首先通過英文解釋幫助理解課文中的生詞，然后，通過短文填空、詞語分類等形式將這些詞語用于一個相關的情境中。語法部分也是采用先發(fā)現(xiàn)后應用的學習方法。先通過到課文中找句子，讓學生認識主語從句，然后，設置一個用手機發(fā)短信息的情境，讓學生進行簡單句與主語從句之間的轉換練習。最后設置情境來復習第三單元出現(xiàn)的表語從句。

6.Using Language部分綜合訓練聽說讀寫的能力。聽力部分的內容介紹三位科學巨匠，不僅通過聽力填表的形式訓練學生捕捉細節(jié)的能力，還通過四選一的形式幫助學生找主題思想。在解釋對與錯的過程中，教師可以適當?shù)亟榻B一下概括主題的方法。閱讀部分是一個科幻小故事，通過“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學道理。說和寫部分以Visiting the moon為話題，要求學生討論登月球需要攜帶的物品和在月球上可能遇到的困難，并要求學生找出克服這些困難的方法。教師可以根據(jù)課本上的提示，向學生介紹“先分述后總結”的寫作方法。提出問題的解決方案時，要求學生選用適當?shù)摹爸甘尽庇谜Z。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”。

材2.將Learning about Language和Workbook的using words and expressions及using 重structures整合在一起上一節(jié)“語言學習課”。

組 3.將Using Language設計為一節(jié)包括聽說讀寫在內的“綜合技能課(一)”。4.將Workbook的READING AND LISTENING和TALKING結合在一起上一節(jié)“聽說

課”。5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設計為一節(jié)“綜合技能課(二)”。

st課1 Period Reading nd2時 Period Language study rd3分 Period Integrating skills(?)th配 4 Period Listening and Speaking th5 Period Integrating skills(?)Part 1: Teaching Design(第一部分:教學設計)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, class!Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科學家透露:宇宙可能有兩個

我們的宇宙和一個“隱藏的”宇宙共同“鑲嵌”在“五維空間”中。在我們的宇宙早期，這兩個

宇宙發(fā)生了一次相撞事故，相撞產生的能量生成了我們宇宙中的物質和能量。2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable)discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away.The Milky Way is just one of billions of galaxies.Second, Hubble discovered that the galaxies are constantly moving away from each other.In other words, the universe is expanding.The biggest thing that we know about is getting bigger all the time.A few years later, Belgian astronomer Georges Lema?tre used Hubble?s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”

III.Reading

1.Listening and reading aloud Now please listen to the recording and then read the text aloud.Pay attention to how the native speaker is reading along and where the pauses are within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage.Copy them into your notebook after class as homework.Collocations from HOW LIFE BEGAN ON THE EARTH a cloud of energetic dust具有能量的塵埃, combine into?合成??, move around the sun環(huán)繞

太陽運轉, become violent變得激烈, the solid surface固體表面, explode loudly猛烈爆炸, in time及時，最終, produce the water vapor產生水蒸汽, make the earth?s atmosphere構成了地球 的大氣層, cool down冷卻, on the surface在表面, be different from?與??不同, go round the sun環(huán)繞太陽運轉, disappear from?從??消失, stay on?存留在??, show one?s quality顯現(xiàn)

某人的特性, dissolve harmful gases分解，溶解有害氣體, become part of?變成??的一部分, develop life發(fā)展生命, grow in the water在水里生長, fill? with?用??來填充??，充滿

了??, encourage the development of?鼓勵??的發(fā)展, millions of years later幾萬年以后, live on land在陸地上生活, live in the sea在海里生存, grow into forests長成森林, produce young生出幼仔, lay eggs下蛋, animals with hands and feet長著手腳的動物, spread all over the earth遍布全世界, develop new methods發(fā)展了新的方法, grow food種植, move around遷徙, go by過去，推移, take care of?在意??，照看好??, put?into?把??帶入，放入??，prevent?from?防止??做??, escape from? into?從??逃離到??, become hot變熱, depend on?.依靠，依賴，取決與??, solve a problem解決一個問題 3.Reading and understanding difficult sentences Skim the text and identify the difficult sentences of each paragraph.You may put your hand up if you have any questions.4.Reading and transferring information Read the text again to complete the table below, HOW LIFE BEGAN ON THE EARTH What was the earth like after the “Big Bang”?

Why was the earth different? How was life developed on earth? What did small clever animals do? 5.Reading and translating As you have read the text times, you can surely put it into Chinese.Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese.IV.Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises 2 and 3 on pages 26 and 27.Closing down by having a discussion—How Did the Universe Begin? There are only three possible answers to this question.1(It was created by something larger than itself since the first law of thermodynamics(熱力學)says that energy cannot be created, only changed.The universe had to be created by something outside itself, because of the same law.We also know that man could not have created it.2(It was begun by chance(or accident);or 3(The answer is not sure.Shown this way, the question is:

Additional Materials Complete the summary of the story with one word in each blank.HOW LIFE BEGAN ON THE EARTH After the “Big Bang” came a 1 of energetic dust, the earth.Dust combined into a ball, moving 2 the sun.The earth became violent.Then it 3 loudly.In time, the water vapor was produced, making the earth?s atmosphere 4 down.Water then appeared on the 5.The earth was to be different from other planets going round the 6.Water disappeared from other planets.But it stayed on 7.Small plants began developing 8 the water.Years later green plants came into 9.The air then was 10 with oxygen.Millions of years later, small 11 animals were found to be living on the 12 , in the sea.They spread all over the earth, moving 13 the earth, putting too much carbon dioxide into the atmosphere which 14 heat from escaping from earth into space.In the end the earth may become too hot to live 15.(Keys: 1.cloud 2.around 3.exploded 4.cool 5.surface 6.sun 7.earth 8.in 9.being 10.filled 11.clever 12.land 13.around 14.prevents 15.upon)Comprehension questions 1.What forms the earth’s atmosphere?

A.Carbon dioxide, oxygen.B.Carbon dioxide, oxygen, poisonous gas.C.Water vapour, carbon dioxide, oxygen, nitrogen.D.Water vapour, carbon dioxide, oxygen, nitrogen and other gases.2.Can you tell what is the “special qualities” of the earth according to the passage? A.The earth goes around the sun.B.The earth was solid shape which was last.C.There are animals and human beings live on it.D.Water remains on the surface of the earth.3.What kind of factor improve the progress of life? A.Water forms on the earth?s surface.B.Green plants began to appear on land.C.The air is full of carbon dioxide.D.Animals began to appear such as insects, amphibians, est.4.What is the main idea of this passage? A.It tells us how does life begin to appear on the earth.B.It tells us why does green plants grow before animals.C.It tells us water plays an important role in the development of life.D.D.It tells us carbon dioxide is the reason why living beings will die in the future, 5.The author infers us that if we want to the life continue on the earth, what should we do? A.We should produce more carbon dioxide to cause global warming.B.We should solve the problem of global warming as soon as possible.C.We should bear less people and think about a new way to grow more crops.D.We should be worthy of water.(Key: DDBAB)Notes to some difficult sentences 1.After the “Big Bang ” the earth was just a cloud of energetic dust.隨著“轟隆”一聲巨響，地球就成為一個云團，充滿著具有能量的塵埃。

Big Bang(big-bang cosmology)大爆炸宇宙學。2.It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s

atmosphere.它(地球)巨大的爆炸噴出了烈火與巖石，最終產生了水蒸汽、二氧化碳、氧、氮和其他多種氣體，從而形成了地球的大氣層。

in time: sooner or later;eventually 遲早;最后。I?ll see him in time.總有一天我會遇見他。

in time(for sth/ to do sth): not late 及時;不遲。

She will be back in time to prepare dinner.她來得及回來準備晚飯。in/out of time: in/not in the correct time 合/不合節(jié)怕。

The audience clapped in time to the music.觀眾合著音樂的節(jié)拍拍手。(sth)be to(do):(something)will definitely happen, or it must happen 不可避免要發(fā)生或必須發(fā)生。

They said goodbye, little knowing that they were never to meet again.他們彼此說了再見，幾乎不知道再也不可能見面了。

She is to be honored for this great work.她(一定)會因這部著作而獲得榮譽。Mr.Clark said to his daughter, “You are to be home by 10 o?clock at the latest.” 克拉克先生對他的女兒說:“你必須在10點之前到家。”

3.Nobody knew that it was going to be different from other planets going round the sun.誰也不知道地球會別于環(huán)繞太陽運轉的其它行星。

(sb/sth)be different from: not like someone or something else in one or more ways 與??不同。City life is quite different from country life.都市生活與鄉(xiāng)村生活是非常不同的。

注意:(1)強調different時用very, much, quite, entirely, totally等詞。(2)有時，美語口語中用than，英語口語中用to來代替from。

going round the sun 為現(xiàn)在分詞短語，作定語，表示一般的動作。例如: Men breaking the law will be punished.Men who break the law will be punished.違法的人要受到處罰。現(xiàn)在分詞短語作定語，也可以表示進行的動作。例如: Can you see the girl dancing with your boyfriend? Can you see the girl who is dancing with her boyfriend? 你能看見與男友跳舞的那個姑娘嗎, 4.It allowed the earth to dissolve harmful gases, which had become part of the earth’s

atmosphere, into the oceans and seas.它使地球把曾經(jīng)存在于大氣層中的有害氣體溶解在海洋里。

allow ?to do 允許某人做某事。如: Her parents won?t allow her to stay out later than 11:00 in the evening.她父母不允許她晚上在外逗留超過11點。

Please allow me to explain that I did not have any idea about his arrangement.請允許我解釋，我事先不知道他的安排。

但要注意:“準許做某事”應當是allow doing 不是allow to do。如: They shouldn?t allow parking in this street.It?s too narrow.他們不應該允許在這條街上停車，街道太窄了。

Walking on the grass is not allowed.不許踩踏草坪。5.This encouraged the development of early shellfish and all sorts of fish.這為早期貝類及其他各種魚類的發(fā)育進一步創(chuàng)造了條件。

encourage 鼓勵;促進;慫恿

Father encouraged him to study physics but he prefers maths.父親鼓勵他學物理，但他更喜歡數(shù)學。

He encouraged me to learn dancing.他鼓勵我去學跳舞。名詞后綴-ment加在動詞之后表示: 1)行為，例如:argument, betterment, development, treatment.2)結果，例如:arrangement, statement, settlement.3)工具，例如:instrument, pavement.6.They produced young generally by laying eggs.它們一般是通過孵蛋而繁衍后代的。by doing 用于說明做某事的手段，方式。如: I don?t think she can help him by just giving him money.我認為她光靠給錢是幫不了他的。He used to make his living by painting.他以前是靠畫畫為生。

7.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.他們把過多的二氧化碳釋放到大氣層中，這使得地球上的熱不能釋放到太空中去。

prevent ?from doing 阻止某人做某事。如: His heart trouble did not prevent him(from)going to class the next day.他的心臟病痛沒能阻止他第二天去上課。

Nothing can prevent their plans(from)being carried out.什么也不能阻止他們的計劃得以實施。8.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.在未來的數(shù)百萬年中，生命能否在地球上延續(xù)取決于這

個問題能否得到解決。

(sth)depend on(sth else): something might only happen or be true if the circumstances are right for it 取決于;決定于。如: “Will you go fishing this afternoon?” “Well, it all depends on the weather.” “你今天下午去釣魚嗎,” “得看天氣。”

for millions of years to come 中不定式to come作定語，與前面的名詞之間有邏輯上的主謂關系，例如: She is the last person to do such a thing.她是最不像做這種事的人。【高考鏈接】 主語從句

一、由what(whatever，whoever)等代詞引導的主語從句。What they are after is money.他們追求的是金錢。

Whatever was said here must be kept secret.這里說的話都應當保密。

二、由連詞that引導的主語從句。其中that一般不可省略，但若用it作形式主語，that從句后置時，則可省略。為避免頭重腳輕，我們傾向用it開頭，后接be，seem等。如果句子是疑問形式，就只能用帶it的結構。

That money doesn't grow on trees should be obvious.金錢不能從樹上長出來是顯而易見的。It is obvious(that)money doesn't grow on trees.顯而易見，金錢是不能從樹上長出來的。Has it been announced when the planes are to take off,飛機什么時候起飛宣布了沒有, 注意: 1)選用what還是用that引導主語從句要根據(jù)關聯(lián)詞在從句中是否擔任成分而定。且what(以及whatever，whoever等)引導的主語從句一般不用it作形式主語。What he said is true.他說的是真的。(what在其引導的主語從句中作賓語。)That China is a great socialist country is well known.(=It?s well known that?)眾所周知，中國是一個偉大的社會主義國家。(that在其引導的主語從句中不作任何成分，也無詞義，只起連接作用。)2)it引導的強調句與it作形式主語的復合句不可混淆。it引導的強調句是用來對句中某一成分加以強調，其結構為:“It is(或was)+強調部分+that(或who)?”強調句去掉It is(或was)?that(或who)?框架后，剩余部分為一個完整的句子。

It was I that(who)met Mary in the street yesterday.是我昨天在街上遇見了瑪麗。(強調主語)3)常見的用it作形式主語的復合句結構: *It is+形容詞(necessary，strange，important，wonderful，possible，likely，等)+that從句，從句中常用虛擬語氣。

It?s necessary that he write something in English.他用英語寫點東西是必要的。It?s strange that she did not go to school yesterday.奇怪的是她昨天沒去上學。*It is+名詞(a fact，a pity，no wonder，good news，等)+that從句

It's a pity that she should have said so.真遺憾她竟然會這么說。*It is+過去分詞(said，reported，decided，unknown等)+that從句 Its said that our English teacher will go abroad next week.據(jù)說我們英語老師下周要去出國。*It +不及物動詞(seems，appears，happens，matters等)+that從句

It seems that she is in great need of help.看來她急幫忙。4)主語為從句時，一般要用單數(shù)謂語動詞形式;但如果引導的從句作主語、代表復數(shù)概念(常可從表語上看出)時，謂語動詞則常用復數(shù)形式: What we need is water.我們需要的是水。

What we need are useful books.我們需要的是有用的書。

三、由連接代詞或連接副詞(或if, whether)引導的主語從句。When they will come hasn't been made public.他們什么時候回來還沒有宣布。Whether I?ll attend the meeting hasn?t been decided.=It hasn?t been decided whether(if)I?ll attend the meeting.我是否參加會議還未決定。【高考鏈接】._____we?ll go camping tomorrow depends on the weather.A.If B.Whether C.That D.Where 2.______she couldn't understand was____fewer and fewer students showed interest in her lessons.A.What;why B.That;what C.What;because D.Why;that 3._____ leaves the room last ought to turn off the light.A.Anyone B.The person C.Whoever D.Who 4.These wild flowers are so special I would do____I can to save them A.whatever B.that C.which D.whichever 5.It is pretty well understood _____ controls the flow of carbon dioxide in and out the atmosphere today.A.that B.when C.what D.how 6.___we can?t get seems better than ____we have.A.What;what B.What;that C.That;that D.That;what 7._______ team wins on Saturday will go through to the national championships.A.No matter what B.No matter which C.Whatever D.Whichever 8.______ makes this shop different is that it offers more personal services.A.What B.Who C.Whatever D.Whoever 9.After Yang Liwei succeeded in circling the earth, ______ our astronauts desire to do is to walk in space.A.where B.what C.that D.how 10.______ in the regulations that you should not tell other people the password of your e-mail account.A.What is required B.What requires C.It is required D.It requires 【鞏固練習】

1(____studies hard will pass the exam.A.Whoever B.Any student C.Who D.Those who 2.____the workers insisted on was that they ____more pay.A.That;must be given B.What;be given C.Whether;would be given D.What;should give 3.____he will be sent to Hainan is certain.A.Why B.Whether C.That D.How 4---You look so worried, what has happened?----It worries me ____I?ve hurt him.A.if B.which C.what D.whether 5.____he said at the meeting astonished everybody present.A.What B.That C.The fact D.The matter 6.Does ____ matter if he can?t finish the job on time? A.this B.that C.he D.it 7.____breaks the law should be punished.A.Anyone B.Whoever C.He D..Whatever 8.____I accept the gift or refuse it is none of your business.A.If B.Whether C.Even if D.When 9.____said that was wrong.A.Who B.Whoever C.Anybody D.Everybody 10._____ is unknown to us all.A.Where did he get it B.Where he got it C.That where he got D.Which he got it 11.____has helped to save the drowning girl is worth praising.A.Who B.The one C.Anyone D.Whoever 12.It worried her a bit ____her shoes were worn out.A(while B.that C.if D.for 13(I read about it in some book or other，does it matter____it was, A.Where B.what C.how D.which 14(____ is a fact that English is being accepted as an international language A.There B.This C.That D.It 15(I found ____strange that she didn't show any interest in it.A.that B.what C.it D.which 【漢譯英】

1.澳大利亞出產羊毛。2.父親把零錢放進錢包。

3.他們敏捷的行動阻止了火勢蔓延。4.你不能永遠依賴你的雙親。

5.我們初次見面到如今已有好多年了。【答案及解析】 【高考鏈接】

1.B 因謂語動詞depends on，說明go camping這件事尚未確定。主語從句在句首時，不用if，故用whether。

2.A 本句兼考查主語從句與表語從句。

3.C 此題中有兩個不是并列的動詞謂語，而Anyone和The person不是連接代詞，也不是關系代詞，所以先排除A和B;又whoever=the person who,故選C.4.A 本句考查“do what one can(do)”這一句型。用whatever代what語氣更強。5.C what引導主語從句，在從句中做主語，it是形式主語;that引導主語從句時，只起引導作用，不作任何成分。

6.A 主語從句we can?t get后缺賓語，故需用what;而than后分句也缺賓語，仍需用what。7.D 根據(jù)句子結構可知本題考查名詞性從句用法，故A、B項排除;whatever與whichever的不同之處在于前者沒有范圍而后者有范圍，而本句中所表達的是在本周六參加比賽的獲勝隊，是有范圍的，故D項正確。8 A what引導主語從句，在主語從句中作主語。表語從句部分是說明該商店與眾不同的具體內容，并未指人，因此排除B、D兩項;whatever:anything that ? 意為“??的任何事物”，不合句意，故排除。

9.B 根據(jù)題干中的?to do is?可知主語從句中缺少主語，而選項中能作主語從句主語的只有what。

10.C 此句中it作形式主語，代替后面的that從句，而且that從句內容與require構成被動關系，故C項正確。

【鞏固練習】

1.A 2B.3C 4D 5A 6D 7B 8 B 9 B 10B 11D 12B 13D 14D 15C 【漢譯英】 1.Australia produces wool.2.The father put the small change into the wallet.3.Their prompt actions prevented the fire from spreading.4.You can?t depend on your parents forever.5.Many years have gone by since we first met.Unit 4 Astronomy: the science of the stars 教材分析和教材重組

教本單元的主要內容是邊緣科學、地球生命的起源，萬有引力、黑洞和太空旅行等天文材學知識。通過本單元的學習，培養(yǎng)學生對科學的興趣，激發(fā)學生探究科學的熱情。分1.Warming Up部分共有三組問題，第一組問題引導學生討論邊緣科學(Frontier 析 Science)，即以兩種或多種學科為基礎而發(fā)展起來的科學。例如，生物化學是以生物學

和化學為基礎的邊緣科學。第二組問題探討科學研究的方法。第三組問題讓學生思考 要成為真正的科學家所必須掌握的技能。

2.Pre-reading部分主要讓學生弄清楚什么是科學思想，什么是宗教信仰或文化傳統(tǒng)。

學生總喜歡聽故事或講故事，在探討生命的起源的科學道理之前，讓學生交流一下有

關宇宙的起源的種種傳說，既有趣味性，又能調動學生的相關知識，激活學生的思維。

3.Reading部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得

地球上生命的誕生成為可能。科學家認為，地球上的生命首先誕生于水中，上百萬年

后，陸地上才長出綠色植物，隨后出現(xiàn)了陸棲動物和水陸兩棲動物。最初的動物靠孵

化繁衍后代，后來出現(xiàn)了哺乳動物，人類也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深

省:The earth may become too hot for the lives on it.它關系到地球上生命的未來。

4.Comprehending部分通過四個選擇填空題檢測學生對本文核心問題的理解:地球上生

命的起源和延續(xù)需要哪些條件?隨后通過排序的方式幫助學生弄清本文的行文線索，也

就是地球上生命的起源和發(fā)展歷程。最后提出兩個問題，考查學生的深層理解和推斷

能力。5.Learning about Language部分首先通過英文解釋幫助理解課文中的生詞，然后，通過

短文填空、詞語分類等形式將這些詞語用于一個相關的情境中。語法部分也是采用先

發(fā)現(xiàn)后應用的學習方法。先通過到課文中找句子，讓學生認識主語從句，然后，設置

一個用手機發(fā)短信息的情境，讓學生進行簡單句與主語從句之間的轉換練習。最后設

置情境來復習第三單元出現(xiàn)的表語從句。

6.Using Language部分綜合訓練聽說讀寫的能力。聽力部分的內容介紹三位科學巨匠，不僅通過聽力填表的形式訓練學生捕捉細節(jié)的能力，還通過四選一的形式幫助學生找主題思想。在解釋對與錯的過程中，教師可以適當?shù)亟榻B一下概括主題的方法。閱讀部分是一個科幻小故事，通過“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學道理。說和寫部分以Visiting the moon為話題，要求學生討論登月球需要攜帶的物品和在月球上可能遇到的困難，并要求學生找出克服這些困難的方法。教師可以根據(jù)課本上的提示，向學生介紹“先分述后總結”的寫作方法。提出問題的解決方案時，要求學生選用適當?shù)摹爸甘尽庇谜Z。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”。

材2.將Learning about Language和Workbook的using words and expressions及using 重structures整合在一起上一節(jié)“語言學習課”。組 3.將Using Language設計為一節(jié)包括聽說讀寫在內的“綜合技能課(一)”。4.將Workbook的READING AND LISTENING和TALKING結合在一起上一節(jié)“聽說

課”。

5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設計為一節(jié)“綜合技能課(二)”。

st課1 Period Reading nd時2 Period Language study rd分3 Period Integrating skills(?)th配 4 Period Listening and Speaking th5 Period Integrating skills(?)Part 1: Teaching Design(第一部分:教學設計)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, class!Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科學家透露:宇宙可能有兩個

我們的宇宙和一個“隱藏的”宇宙共同“鑲嵌”在“五維空間”中。在我們的宇宙早期，這兩個

宇宙發(fā)生了一次相撞事故，相撞產生的能量生成了我們宇宙中的物質和能量。2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable)discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like

第二篇：人教必修3檢測參考答案

2014屆補習中心文言文單元求實檢測題參考答案（必修3）

1、C、（A、dì應為tì/揭竿為旗B、藩籬、良將勁弩D、用心躁也度長絜大）

2、答案：C.（愛，吝惜；傳，古代解釋經(jīng)書的文字）

3、A、于是，就/竟然（B 被 C 兼詞，于之 D 表憑借，用來）

4、D 趁，趁機（A 險固/頑固B 遺留下的/遺失 C 攻取/盡，完）

5、C 定語后置句。其他都是賓語前置句。

6、A。荀子的“性惡論” 思想核心是“仁”不當）

7．B ．“吊”應為“慰問”

8．A 解析：①②③④從不同側面寫出正義戰(zhàn)爭是人民渴望并擁護的；⑤齊宣王伐燕的本意并不是救民于水火，而是想稱霸天下；⑥這是孟子對這次戰(zhàn)爭后果的分析。

9．A 解析：B項文中“民以為”說明老百姓誤以為齊王是來拯救自己的，因而表示歡迎，實際并非如此；C項孟子認為天下的人本來就害怕齊國的強大，如今地盤擴大而不施仁政，會激怒天下人興兵問罪；D項文中“及時雨”是比喻商湯伐桀，“謀于燕眾”是孟子為齊王指出的解決眼前危機的途徑之一。

10．(1)為什么(不先征伐我們這里，而要)把我們放到后面呢？（“奚為”1分，“后”1分）

(2)百姓都以為您會把他們從水深火熱中拯救出來，所以用竹筐盛了飯，用瓦壺裝了水漿，迎接大王的軍隊。（句式1分，“簞食壺漿”1分,大意1分）

（3）天下本來就害怕齊國的強大，現(xiàn)在齊國擴大了一倍的土地卻不施行仁政，這就使得天下的諸侯要出兵攻打您了。（“固，倍，動”各1分，大意1分）

（4）即使又曬干了，也不會再挺直，這是由于火烤使它變成這樣的。（一句1分）

(5)巫醫(yī)、樂師及各種工匠，是士大夫們所看不起的，現(xiàn)在他們的見識反而比不上這些人了。這也真是奇怪啊！（“不齒”“乃”“其可怪也歟！”各1分）

(6)然而秦憑借著它的小小的地方，發(fā)展到兵車萬乘的國勢，使八州來歸，使六國諸侯都來朝見，已經(jīng)一百多年了（前三句一句1分）

（7）（4分）縣官佩服他膽氣豪壯并且同情他，暗中將自己的意圖告訴他，讓他將主謀推給霍氏。（“壯”詞類活用、“授以意”狀語后置、“令”后兼語省略、“歸”，各1分）

（8）（3分）陛下忽然派大軍向西而去，使人們感到恐慌，就什么事都干得出來。（3分，大意1分，“西”“至”各1分）

參考譯文：齊人攻打燕國，吞并了它。各國諸侯謀劃著救助燕國。宣王說：?有很多諸侯將要謀劃攻打我，該怎么對付他們呢？?

孟子回答道：?我聽說憑七十里見方的土地就統(tǒng)一天下的，商湯就是這樣。沒有聽說憑著千里見方的土地還怕別人的。《尚書》上說：‘商湯的征伐，從葛國開始。’天下的人都信任商湯，他向東征伐，西夷就埋怨；向南征伐，北狄就埋怨，(他們埋怨)說：‘為什么(不先征伐我們這里，而要)把我們放到后頭呢？’人民盼望他，如同大旱時節(jié)盼望烏云虹霓一樣。(湯的軍隊到了一地，)趕集市的照常做買賣，種田的照常干農活，殺了那里的暴君，慰問那里的百姓，像是及時雨從天而降。百姓非常高興。《尚書》上(又)說：‘等待我們的君王，君王來了，我們就得到新生。’現(xiàn)在，燕王虐待百姓，大王去征伐他，百姓都以為您會把他們從水深火熱中拯救出來，所以用竹筐盛了飯，用瓦壺裝了水漿，迎接大王的軍隊。如果您殺戮他們的父兄，囚禁他們的子弟，毀壞他們的宗廟，搬走他們國家的寶器，那怎么行呢？天下本來就害怕齊國的強大，現(xiàn)在齊國擴大了一倍的土地卻不施行仁政，這就使得天下的諸侯要出兵攻打您了。大王趕快發(fā)布命令，把被抓的老人孩子遣送回去，停止搬運燕國的寶器，同燕國人商量，選立一個新國君，然后撤離燕國，那么還來得及阻止(各國動兵)。?

11、讀書以為學，纘言以為文，非以夸多而斗靡也；蓋學所以為道，文所以為理耳。茍行事得其宜，出言適其要，雖不吾面，吾將信其富于文學也。（韓愈《送陳秀才彤序》）

讀書的目的是學習，掌握語言詞匯的目的是寫文章，并非是為了以自夸而爭奇斗新；學習、寫文章是為了掌握道德理性。.如果一個人做事有度，合乎時宜，且說話時直逼要點，那么就算不相識，我也敢確信他在做文章和學習上有很高的造詣。12．略

第三篇：高中必修五英語課文翻譯(人教)

必修5課文翻譯

1.約翰·斯洛擊敗“霍亂王”

約翰·斯洛是倫敦一位著名的醫(yī)生——他的確醫(yī)術精湛，因而成為照料維多利亞女王的私人醫(yī)生。但他一想到要幫助那些得了霍亂的普通百姓時，他就感到很振奮。霍亂在當時是最致命的疾病，人們既不知道它的病源，也不了解它的治療方法。每次霍亂暴發(fā)時，就有大批驚恐的老百姓死去。約翰·斯洛想面對這個挑戰(zhàn)，解決這個問題。他知道，在找到病源之前，霍亂疫情是無法控制的。

斯洛對霍亂致人死地的兩種推測都很感興趣。一種看法是霍亂病毒在空氣中繁殖著，像一股危險的氣體到處漂浮，直到找到病毒的受害者為止。第二種看法是人們在吃飯的時候把這種病毒引入體內的。病從胃里發(fā)作而迅速殃及全身，患者就會很快地死去。

斯洛推測第二種說法是正確的，但他需要證據(jù)。因此，在1854年倫敦再次暴發(fā)霍亂的時候，約翰·斯洛著手準備對此進行調研。當霍亂在貧民區(qū)迅速蔓延的時候，約翰·斯洛就開始收集資料。他發(fā)現(xiàn)特別在兩條街道上霍亂流行的很嚴重，在10天之內就死去了500多人。他決心要查明其原因。

首先，他在一張地圖上標明了所有死者住過的地方。這提供了一條說明霍亂起因的很有價值的線索。許多死者是住在寬街的水泵附近（特別是這條街上16、37、38、40號）。他發(fā)現(xiàn)有些住宅（如寬街上20號和21號以及劍橋街上的8號和9號）卻無人死亡。他以前沒預料到這種情況，所有他決定深入調查。他發(fā)現(xiàn)，這些人都在劍橋街7號的酒館里打工，而酒館為他們免費提供啤酒喝，因此他們沒有喝從寬街水泵抽上來的水。看來水是罪魁禍首。

接下來，約翰·斯洛調查了這兩條街的水源情況。他發(fā)現(xiàn)，水是從河里來的，而河水被倫敦排出的臟水污染了。他馬上叫寬街上驚慌失措的老百姓拆掉水泵的把手。這樣，水泵就用不成了。不久，疫情就開始得到緩解。他證明了，他證明了霍亂是由病菌而不是由氣團傳播的。

在倫敦的另一個地區(qū)，他從兩個與寬街暴發(fā)的霍亂有關聯(lián)的死亡病例中發(fā)現(xiàn)了有力的證據(jù)。有一位婦女是從寬街搬過來的，她特別喜歡那里的水，每天都要派人從水泵打水運到家里來。她和她的女兒喝了這種水，都得了霍亂而死去。有了這個特別的證據(jù)，約翰·斯洛就能夠肯定地宣布，這種被污染了的水攜帶著病菌。

為了防止這種情況的再度發(fā)生，約翰·斯洛建議所有水源都要經(jīng)過檢測。自來水公司也接到指令，不能再讓人們接觸被污染的水了。最終，“霍亂王”被擊敗了。2.哥白尼的革命性理論

尼古拉·哥白尼被嚇得心煩意亂的。雖然他曾經(jīng)試著不去理睬那些數(shù)字，然而他所有的數(shù)學計算都得出了一個相同的結論：地球不是太陽系的中心。只有當你把太陽放在中心位置上，天空中其他行星的運動才能說得清楚。他的這個理論可不能告訴任何人，因為即使他只暗示有這種想法，他都會受到強大的基督教會勢力的懲罰。教會認為世界是上帝創(chuàng)造的，正因為如此，地球就具有特殊的意義，它必定要成為太陽系的中心。這樣，問題就來了，因為天文學家以前發(fā)現(xiàn)過，天上有些行星停頓下來，往后移動，然后再成環(huán)狀向前移動，而其他行星看上去有時亮些，有時又不怎么亮。如果地球是太陽系的中心，而所有行星環(huán)繞著地球轉的話，那么這種現(xiàn)象就很奇怪了。哥白尼對這些問題曾經(jīng)苦苦思索過很久，試圖找出問題的答案。他曾經(jīng)收集過觀察星球的數(shù)據(jù)，并且利用他的全部數(shù)學知識來解釋這些數(shù)據(jù)。但是只有他的新理論才能作出解釋。于是，他在1510至1514年期間從事這項研究，逐步修改他的理論，直到他感到完善時為止。

1514年，他把他的新理論私下里給他的朋友們看。他對舊理論的修改是具有革命性的。他把太陽固定在太陽系的中心位置上，而行星則圍繞著太陽轉，只有月球仍然繞著地球轉。他還提出地球在圍繞太陽轉的同時，它本身還自轉，這樣就說明了行星運動的變化情況以及星球亮度問題。他的朋友都熱情地鼓勵他把他的想法公之于世，而他卻小心謹慎，他不想遭到基督教會的攻擊，所以他直到1543年臨終之前才公布了這一觀點。

當然，他小心謹慎是對的。基督教會拒絕接受他的理論，說這種理論違背了上帝的旨意，而支持這種理論的人都會受到打擊。然而哥白尼的理論卻是我們宇宙觀賴以建立的基礎。他的理論還改變了基督教對地心引力的看法，他們認為物體往地球上掉落是因為上帝創(chuàng)造了地球，而地球正是宇宙的中心。哥白尼表明這是明顯錯誤的。如今人們可以看到，他的這些想法與艾薩克·牛頓、阿爾伯特·愛因斯坦以及斯蒂芬·霍金等人的研究都有著直接的聯(lián)系。UNIT2 3.地理之謎

人們也許覺得奇怪，為什么用來描述英格蘭、威爾士、蘇格蘭和北愛爾蘭這四個國家的詞語不太一樣。但如果你學過英國歷史，就能弄清楚這個問題。

首先是英格蘭。威爾士于13世紀同英格蘭聯(lián)合了起來。如今只要有人提起英格蘭，你就會發(fā)現(xiàn)威爾士總是包括在內的。接著，英格蘭、威爾士同蘇格蘭于17世紀聯(lián)合了起來，名字就改成了“大不列顛”。令人慶幸的是，當蘇格蘭的詹姆斯國王成為英格蘭和威爾士的國王時，這三個國家和平地實現(xiàn)了聯(lián)合。最后，英國政府打算于20世紀初把愛爾蘭也同另外三個國家和平聯(lián)合起來以形成聯(lián)合王國。然而，愛爾蘭的南部卻不愿組建聯(lián)合王國，它分離出去，并建立了自己的政府。因此只有北愛爾蘭同英格蘭、威爾士、蘇格蘭聯(lián)合起來，而組成了聯(lián)合王國，這一點從新的聯(lián)合王國國旗上就可以看得出來。值得贊揚的是，這四個國家的確在一些方面共同合作，例如在貨幣和國際關系方面；但是有些制度仍然區(qū)別很大。例如，北愛爾蘭、英格蘭和蘇格蘭在教育體制和立法體制上都存在著差異。在參加像世界杯之類的比賽時，它們有著各自的足球隊。在這四個國家中，英格蘭是最大的。為了方便起見，它大致可以劃分為三個地區(qū)。最靠近法國的那個地區(qū)叫做英格蘭南部，中部地區(qū)叫做英格蘭中部，最靠近蘇格蘭的那個地區(qū)叫做英格蘭北部。你可以看到英國的大部分人口聚居在南部，而多數(shù)大工業(yè)城市都位于中部和北部。盡管，英國任何一個城市都不像中國的城市那樣大，但是他們都有著自己的享有威名的足球隊，有的城市甚至還有兩個隊。很遺憾，這些建于19世紀的工業(yè)城市對游客并沒有吸引力。要找歷史性建筑你得去更古老的、比較小些的由古羅馬人建造的城鎮(zhèn)。在那兒你才可能找到更多的有關英國歷史和文化的東西。

最具歷史意義的寶地是倫敦。那兒有博物館，有藝術珍品、劇院、公園和各種建筑物。它是全國的政治中心。它有公元一世紀由羅馬人建造的最古老的港口，有由盎格魯——撒克遜人始建于11世紀60年代的最古老的建筑，還有公元1066年由后來的諾曼人統(tǒng)治者建造的最古老的城堡。曾經(jīng)有四批侵略者到過英國。第一批入侵者是古羅馬人，留下了他們的城鎮(zhèn)和道路。接著是盎格魯——撒克遜人，留下了他們的語言和政體。第三是斯堪的納維亞人，他們對詞匯和北部的地名造成了一定影響；第四是諾曼人，他們留下了城堡和食物名稱的新詞語。如果你到英國鄉(xiāng)間去看看，你就會找到所有這些入侵者的痕跡。如果想使你的英國之旅不虛此行又有意義，你就必須留心觀察。

4.倫敦觀光記

由于擔心時間不夠，張萍玉早就把她想要在倫敦參觀的地點列了一張單子。她最先想?yún)⒂^的地方是倫敦塔，它是很久以前由入侵的諾曼人在公元1066年修建的。真是太棒了！這個堅實的用石頭砌的方形塔已經(jīng)在那屹立一千年了。盡管在塔的四周擴建了一些建筑，但它仍然是皇宮和監(jiān)獄聯(lián)合體的一個組成部分。讓張萍玉很驚訝的是，她發(fā)現(xiàn)女王的珠寶由皇家特別衛(wèi)士守護著，而這些衛(wèi)士在一些特殊的日子仍然穿著400年前伊麗莎白一世女王時代的制服。

接著參觀的是圣保羅大教堂，它是公元1666年倫敦大火以后建造的，剛建成的時候，它看起來真是金碧輝煌。威斯敏斯特大教堂也是很有意思的地方，里面珍藏著一些已故詩人和作家的雕像，例如莎士比亞的雕像。正當萍玉走出大教堂的時候，她聽到了著名的大本鐘整點敲響的鐘聲。她參觀了女王倫敦住所白金漢宮的外景，以此結束了一天的觀光。啊，她要同朋友們講的實在太多了！第二天，萍玉姑娘參觀了格林尼治天文臺，看到了古老的輪船和那座著名的為時間定時的時鐘。她最感興趣的是那條通過天文臺的經(jīng)線。這是一條假想的線，它把世界分成東西兩半球，從而有利于航海。這條線穿過格林尼治，萍玉就跨著這條線拍了一張照片。

最后一天，她參觀了倫敦海洛特公墓里的卡爾·馬克思的雕像。這似乎是一件怪事：這位發(fā)展了共產主義的人竟然在倫敦生活過，并且在倫敦去世。不僅如此，他還在大英博物館著名的圖書閱覽室工作過。遺憾的是，這個圖書館已經(jīng)從原來的地方搬到另一座大樓里去了，而原來的閱覽室也沒有了。但是她感到最為震驚的卻是博物館里展出的那么多來自不同文化的奇妙寶物。當萍玉看到那么多參觀者用欣賞的目光注視著古老漂亮的中國陶瓷和其他展品時，心里充滿了對祖國的自豪感。再過一天，萍玉就要離開倫敦去溫莎城堡了。她邊睡覺邊想：“也許我能見到女王呢？”

Unit3

5.第一印象

太空郵件：liqiang299A@GreatAdventureSpaceSation.com

15/11/3008(地球時間)6.親愛的爸爸媽媽：

我現(xiàn)在仍然無法相信我是在接受去年獲得的這個獎勵。我得不斷提醒自己，我真的已經(jīng)進入到公元3008年了。因為擔心這次旅行，頭幾天我心里總是不踏實，結果我得了時間滯后癥。這就與你乘坐飛機會產生時差反應相似，所不同的是，在你的腦子里似乎會不斷閃現(xiàn)以前的時光。因此，我一開始就感到神經(jīng)過敏和心神不定。但是我的朋友兼導游王平很細心體貼，給了我?guī)琢＞G色藥片，倒是挺起作用的。他父母的公司叫做“未來之旅”，以其技術高超而聞名。他們把我裝在一個時間艙里，平安地把我送入了未來。

我仍舊記得我們被太空服務員一起叫到時間艙，爬上去進入一個小門。座位是很舒適的，喝了點鎮(zhèn)靜劑后，我們的眼睛就閉上了，感到昏昏欲睡似的。時間艙在輕輕左右搖晃，我們放松地躺在那里做夢。幾分鐘以后，旅程結束，我們就到了。我仍然在地球上，但是進入到了未來的一千年。我們會看到什么呢？

一開始新的環(huán)境讓我很難忍受。空氣似乎很稀薄，好像在混合的氣體中剩下的氧氣很少。由于缺乏新鮮空氣，我感到頭痛。正當我想努力調整適應新環(huán)境時，王平出現(xiàn)了。他告訴我，“把這個面罩戴上。它會使你感覺好得多。”他把面罩遞給我，敦促我馬上走進附近的一個小房間，叫我休息。我立刻就感到舒服些了。沒過多久，我就再次站立起來，跟著他去領取了一臺由電腦驅動的氣墊車。這些氣墊車是在地面上方漂浮著的，只要在座位上把操縱桿打彎或壓下，你就可以迅速地移動。王平系緊了我的安全帶，教我怎樣使用它。不久，我就可以飛得跟王平一樣快了。可是，當我們到達一個看上去像大市場的地方時，由于太多車子朝四面八方飛奔，我看不見王平了。他被卷入到這群車隊里去了。就在這個時候我得到一次“時間滯后”的閃回，這樣我就再次看到了似乎是公元2008年的那個地區(qū)。我這才懂得我被送到了未來，但卻仍然在自己的家鄉(xiāng)。就在這個時候，我又見到了王平，于是又跟在他后面飛去。到了一幢看上去很奇怪的房子里，他把我?guī)У揭粋€明亮而潔凈的大房間。墻是綠色的，地板是棕色的，燈光很柔和。突然墻壁移動了——原來是樹形成的！后來我才發(fā)現(xiàn)，就是這些樹的葉子為這棟房屋提供了最急需的氧氣。然后王平在電腦屏幕上的開關上閃了一下，于是一張桌子和幾把椅子就像變魔術那樣從地板下面升了起來。“怎么不坐下來吃些東西呢？”他說道，“你第一次作這樣的時間旅行，可能會感到有些困難。你可以好好休息一下。今天沒有任何出行計劃。明天你還要準備參觀幾個地方。”說完這些，他把食物擺在桌子上，又從地板下取出一張床來。他離開后，我簡單吃了飯，洗了個熱水澡。實在累壞了，我溜上床很快就睡著了。以后再談吧！你的兒子 李強

7.我看到了奇妙的東西

我首先參觀的是一個太空站，這個站被認為是太空中最現(xiàn)代化的地方。太空站像一個巨大的圓盤，在太空中緩緩的旋轉，以仿照出地球重心的引力。太空站里展出了31世紀一些最前沿的發(fā)明。有個導游帶領我們站在一條移動的運送帶上，到各處參觀。

導游：從2008年來訪的朋友們，早上好！首先，我們要查看一種我們太空居民使用的最新的通訊方式。再也不需要打字員在打字機或電腦上工作了！再也不需要郵費和郵政編碼了！現(xiàn)在用一種“思想儀”就可以傳遞信息。你把金屬帶放在頭上，整理思路，按下發(fā)送鍵，集中精神想著你要發(fā)送的信息，片刻功夫信息就發(fā)送出去了。這個信息會儲存在接受者的“思想儀”里。它快捷有效，而且環(huán)保。唯一的缺點是，如果使用者不能想清楚要傳遞的信息，發(fā)送出去的信息可能是模糊不清的。但我們不能因為使用者的使用不當而責備儀器，是不是？ 在導游解說的時候，我觀看著桌上這副被稱為“思想儀”的小東西。它們看上去像金屬帶子。那么普通，但卻那么神通廣大！正當我還在觀察時，運送帶向前移動了。

導游：女士們先生們，現(xiàn)在我們到了“環(huán)保地帶”。以前人們習慣用垃圾箱收集廢棄物，然后這些垃圾被送走埋掉或燒掉，我說的對吧？（我們都點頭。）可現(xiàn)在我們有一種裝置，能利用生態(tài)學原理來處理掉廢棄物。一架巨大的機器，能把所有能獲得的廢棄物都吞進去，而且總是貪得無厭。然后垃圾被分解成了幾種有用的物質，如莊稼地的“肥料”和沙漠中的“土壤”。什么都不浪費，所有的東西，哪怕是塑料袋也被回收利用了。偉大的創(chuàng)意，對不對？

我注視著緩緩移動的垃圾分解機器模型，為它的成效所吸引。但是，我們又開始向前移動了。

導游：第三站要展示給我們的是工作實踐方面的一些變化。批量生產不再在地球上進行，而是轉移到了像這樣的太空站里。在太空里，一組工程師給機器人設計了程序讓它們完成工作。機器人生產像藥品、衣服、家具和氣墊車等東西。沒有廢棄物、沒有污染，也沒有環(huán)境破壞。但是，這些公司必須培訓他們的代表能在太空中生活和工作。他們必須在此監(jiān)控機器人和生產過程。一旦貨物齊備，就用工用太空船運送到地球。我的思緒開始漫游。我能從事什么工作呢？當我想到這個奇妙的未來世界時，我興趣倍增、干勁十足

Unit4 8.我的第一項工作任務 “難以忘懷，”新聞記者說 周陽永遠不會忘記他在一家暢銷英文報紙的第一項工作任務。他同新上司胡欣的討論對他的記者生涯必將產生強烈的影響。

胡：歡迎你，非常高興你來參加我們的工作，你來這里首先就是當助理記者。有什么問題嗎？ 周：我可以馬上去采訪嗎？

胡：（笑）真是勇氣可嘉！不過恐怕這不太合乎常規(guī)，還是等到你比較有經(jīng)驗以后吧。我們先要派你給有經(jīng)驗的記者作助理。以后，你才能獨自去進行新聞采訪并提交自己的新聞稿。周：太好了！我需要隨身帶些什么？我已經(jīng)帶了筆記本和照相機。

胡：不需要照相機！你們將帶上一名專業(yè)攝影師去拍照。你將發(fā)現(xiàn)你的同事們會熱情地幫助你。如果你對攝影感興趣，以后你可以集中精力去鉆研。

周：謝謝你。對攝影我不僅只是感興趣，在大學里我還專修過業(yè)余攝影課來更新我的技術。胡：那很好啊。

周：我出去采訪時還需要記住些什么事呢？

胡：你需要有好奇心。你只有提出了許多不同的問題之后才有可能獲得你需要知道的信息。我們說，一個好的記者必須有一個對新聞非常敏感的“嗅覺“。那就是說，在人們沒有說出全部真相時，你必須能夠判斷出，并努力發(fā)現(xiàn)真理。記者必須通過調查研究，來使自己了解到被遺漏的那部分情況。周：我應該注意些什么呢？

胡：下面是我的行為準則：不要延誤任務規(guī)定的期限，不可對人粗魯，不可自己說得太多，務必認真傾聽被采訪人回答問題。

周：為什么聽人家講話這樣重要呢？

胡：你得聽清楚事實的細節(jié)。同時，你還要根據(jù)被采訪人所說的話準備提出下一個問題。

周：在我記筆記的同時，怎么能仔細傾聽對方的答話呢？ 胡：這就是我們職業(yè)的訣竅了。如果被采訪人允許，你可以使用錄音機，錄下全部事實。如果有人提出質疑，這也有用，你就有證據(jù)來支持自己的報道了。

周：我明白了！你有沒有過這樣的情況：別人控告你的記者，說他的報道失實？

胡：有的。不過這是很久以前的事了。事情是這樣的：一位足球運動員被指揮受賄，故意不進球，好讓對方球隊贏球。我們去采訪了他。他否認收了錢，但我們對此表示懷疑。于是，我們安排這名球員和被認為行賄的人一起接受采訪，而當我們看到他們在一起時，我們就從足球運動員的體態(tài)語上猜到他沒有說真話。我們寫了一篇文章，暗示足球隊員有罪。這事有些為難，因為如果我們錯了，他就可以向我們索要賠償。他竭力阻止我們發(fā)表這篇文章，但后來證實我們是正確的。周：哇！那才是真正的獨家新聞哩！我期盼著即將到來的首次任務。說不定我也會搞到獨家新聞呢！胡：也許你會的，誰知道呢。9.搶發(fā)獨家新聞

周陽剛剛采訪了一位著名影星回到辦公室，編輯就說：“快點把那篇報道準備好，我們這一版就要用，這樣我們就搶在其他報紙的前面了，這就是搶先的獨家新聞。“國際新聞編輯部有人提出問題：“他真的干了那種事嗎？”周陽回答說：“是的，恐怕是這樣的。”接著他便著手準備報道了。

他的第一件事就是寫報道稿，他必須認認真真地寫。盡管他認為那個人一直在說謊話，但周陽懂得，他決不能直接指責那個人。他必須做到準確無誤，還要簡明扼要。他知道該如何做。經(jīng)過幾個月的培訓，他已經(jīng)學會了寫文章，全然沒有廢話。他在電腦前坐下就開始工作了。

第一個看到這篇文章的人的他們部里的一位編審。他核查了文中的證據(jù)，閱讀了整篇報道，然后遞給技術編輯。她就開始了編輯工作，設計了主標題和副標題。她說：“在版面上這會很好看。這個人的照片該放在哪兒好呢？”因為這篇文章要用英文來寫，所有周陽拿了一份稿子給一位母語為英語的外國雇員，請她對語言風格進行潤飾。這位雇員對周陽的報道也很滿意。她評價說：“你確實能寫很好的頭版新聞了。”周陽高興地笑了。最后主編審讀了這篇稿子，并且批準發(fā)表了。他對周陽說：“文章寫得很好，不過你還得拿出證據(jù)來表明事實確鑿。”周陽激動地說：“我馬上拿來。”

新聞文字編輯取走這篇報道，開始對所有的報道和圖片進行編排，直至把各版面全部編定。此后，所有的報道材料就要被制成膠片。這是印制過程的第一道工序。由于這篇報道要用好幾種顏色，因此需要四張膠片。每一種主色要用一張底片，四張底片結合起來就制成一張報紙的彩頁。經(jīng)過最后一次校對后，這個版面就可以準備印制了。周陽興奮地等待著第一批報紙的印出。“要等到今天晚上。”他的朋友輕聲地告訴他說。“我期望電視新聞會對這件事作一點報道。真是獨家新聞了！”

Unit5 10.燒傷的急救

皮膚是身體必不可少的部分，也是身體的最大器官。皮膚有三層，它們是防病、防毒、抵御太陽有害光線侵害的一道屏障。皮膚的功能十分復雜。皮膚可以保暖或御寒，保持體內水分。正是皮膚使你感到冷熱、疼痛，它還使你有觸覺。因此，你可以想象到，如果你的皮膚燒傷了，就可能非常嚴重。在治療燒傷的過程中，緊急處理是非常重要的第一步。燒傷的原因： 你可能由于各種原因而燒傷：灼熱的液體、水蒸氣、火、輻射（由于靠近高溫或大火）、陽光、電和化學物品。燒傷的種類：

燒傷有三類。根據(jù)皮膚燒傷的層次分為一度燒傷、二度燒傷和三度燒傷。

一度燒傷：只損傷皮層的最上層。這些燒傷并不嚴重，應當在一兩天內就有好轉。例如輕度的曬傷，由于短暫接觸熱鍋、火爐或熨斗而導致的燙傷。

二度燒傷：既損傷了皮膚的最上層，又損傷了皮質的第二層。這些燒傷屬于嚴重的燒傷，需幾星期才能痊愈。例如嚴重的曬傷和灼熱的液體所造成的燒傷。

三度燒傷：所有三層皮質以及皮下的組織和器官都受到損害。例如由電擊引起的燒傷，因衣服起火引起的燒傷，或因汽油起火引起的燒傷。這些燒傷都屬于非常嚴重的燒傷，受傷者必須立即送往醫(yī)院。燒傷的特性：

一度燒傷： · 干燥、發(fā)紅、微腫

· 微痛

· 受壓時變白 二度燒傷： · 粗糙、發(fā)紅、腫脹

· 起水泡

· 表層滲液

· 極其疼痛

三度燒傷： · 黑、白和焦炭色相間

· 腫脹，可看到皮下組織

· 若損害了神經(jīng)，則沒有疼痛或輕微疼痛，或者在創(chuàng)面四周有疼感 急救處理：

1、除非衣服粘貼在燒傷面上，否則都要把它脫掉（必要時可用剪刀幫助）。靠近創(chuàng)面的其他衣物和首飾也都要取掉。

2、馬上用涼水給傷口沖涼，但不能用冰水。最好是把燒傷的部位放在慢速流動的自來水下沖洗大約10分鐘。（涼水可以阻止燒傷的進程，可以防止無法忍受的疼痛，還可以減輕腫脹程度）。三度燒傷不可用冷水沖。

3、對于一度燒傷的患者，要把清涼干凈的濕布放在燒傷面上，直到疼痛感較輕時為止。對于二度燒傷，要保持濕布清涼，需把濕布放回冷水盆中，擰出水后再放在燒傷面上，這樣要反反復復地做一個小時左右，直到不太痛時為止。

4、輕輕地把燒傷面弄干，但不要擦拭，因為這樣做可能會擦破水泡，傷口會感染。

5、用干而清潔又不粘皮膚的繃帶蓋住燒傷面，用膠布把繃帶固定。千萬不要在燒傷處涂黃油、油或軟膏，因為這會使里面的熱散不出去，而且還可能導致感染。

6、如果燒傷的部位在臂部和腿部，盡可能把手臂或腿腳抬高到高于心臟的位置。如果是面部燒傷，傷者則應該坐起來。

7、如果屬于二度或三度燒傷，就必須立即把患者送往醫(yī)院或送去看醫(yī)生。英雄青年獲獎記

17歲的青年約翰·詹森昨晚在弗鎮(zhèn)的救生員頒獎大會上領獎，因為他在一次駭人聽聞的持刀襲擊案件發(fā)生后，為鄰居實施了緊急救援。

在頒獎大會上，約翰被授予獎賞。大會共表彰了搶救他人生命的十個人的勇敢行為。

(那天)約翰正在房里學習，突然聽到一聲尖叫，他和父親趕緊沖出去，發(fā)現(xiàn)一名男子從現(xiàn)場逃跑，而三個孩子的母親安·斯萊德被人連捅了數(shù)刀。她躺在前花園的地上，流血不止。她的雙手幾乎被砍斷了。

正是約翰快捷的動作和急救知識救了斯萊德女士的命。他立即向附近的一些人要繃帶，當他們都找不到繃帶的時候，他的父親從屋里拿出一些擦杯盤的布和膠帶來。約翰就用這些東西把斯萊德手上最嚴重的傷口包扎起來。他使勁地按住傷口，使血流得慢些，一直等到警察和救護車的到來。約翰說：“我為自己所做的事感到自豪，不過，我所做的都是以前別人教會我做的事。”

約翰在讀高中時就參加了青年救生員組織。該組織的主任艾倫·薩瑟頓先生在向約翰表示祝賀時說：“毫無疑問，是約翰敏捷的思維和在學校學到的急救技術，挽救了斯萊德女士的生命。這表明懂得急救知識的確能發(fā)揮重要作用。” 約翰和其他九位救生員在昨晚領獎時，還出席了由首相主持的特殊的招待會。

第四篇：高中英語教案

Journey down the Mekong（Unit 3 Travel journal）

Teaching designer: wang zhongwen No.7 Middle School of wuwei Teaching goals: 1.Students can use what they have learned to describe a trip.2.Learn something about the Mekong River through reading the text.3.Students should realize what personalities they should have if they want to success.Teaching important and difficult points: 1.Understand the text well.2.Try to apply different skills according to different tasks.3.Be able to use the sentence pattern into speaking.Teaching material: PEP

New Senior English Student Book 1 Unit 3 Travel Journey

Reading Teaching methods： 1, Task base teaching method 2.Communicative teaching method.Teaching procedures: Step 1 Warming-up 1.Review 2.Lead-in: Let’s sing a song together.Step 2 Pre-reading

1.Show a map of the Mekong River.2.List the countries that the Mekong River flows through.China, Laos, Thailand, Cambodia, Burma, Vietnam Step 3 Fast reading

Task 1 : Read through the text and try to match the general idea Paragraph 1

dream Paragraph 2

A stubborn sister

Paragraph 3

Preparation Step 4 Detailed reading Task 2: Read paragraph 1 and try to finish the true or fause.1)Wang Kun and Wang Wei are brother and sister.（）2)Wang Kun and Wang Wei have dreamed about taking a great bike trip.（）3)Lancang River, the Chinese part of the river that is called the Mekong River in other countries.（）

4.Wang Kun first had the idea to cycle along the Mekong River.（）

Task 3: Pair works: read the passage again, and try to describe their differences.Wang Wei is stubborn, determined, wouldn’t change her mind.Wang Kun is careful, cares about detail.Step 5: Summary _________ middle school, Wang Kun and his sister had _____________ taking a great bike trip.After _______________ college, with cousins they finally got the ________ to take the trip.Once Wang Wei had ___________________, nothing could change her mind.Finally, they agreed to start their journey at _____________ more than 5,000 metres.From the atlas they learnt that the Mekong begins in a Glacier on a ________________.At first it is small and the water is _____ and _____.As it enters Southeast Asia, its _____slow and at last it flows into the ______________.Step 6 Discuss Is Wang Wei a stubborn girl? Why? Step7 : Homework

1.Suppose you are a newspaper reporter, and you have heard about their plan.You want to interview Wangwei about her plans for the trip along the Mekong River.Please make a dialogue after class.2.Tick out the sentences that you feel difficult.

第五篇：高中英語教案

高中英語說課模板

Ladies and Gentlemen, It’s my great pleasure to be here sharing my

lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教學目標:Teaching alms and demands:

三、教學重難點:Teaching keys and difficulties:

四、教學方法:Teaching methods:

五、教學工具:Teaching aids：

六、教學過程:Teaching procedures:

七、板書設計：Blackboard Design.八 教學評價與反思

Now,let me talk about the teaching material first.本課時所教的是外研社高一上學期使用的必修2 Mudule6。本模塊介紹了----這節(jié)課學習的是listening and vocabulary和speaking部分的內容，是本模塊的第三課時，要求通過聽的活動了解和學習有關----------------------------的詞匯，培養(yǎng)表達結果，做總結的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節(jié)課之前，學生學習了reading and vocabulary,通過閱讀文章，已經(jīng)掌握了部分------------------------的詞匯，本課由復習舊課入手，引入新課的新詞匯，并以聽說為主線，對-------這一主題進行延伸和拓展。Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion

objects:

知識目標：見教參 能力目標：見教參 德育目標見教參

(1)---------------

(2）------------Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重點詞匯與短語，如：-----------（2）語法方面掌握--以及一些有用的表達式和句子結構。（3）加深學生對于文章的理解，發(fā)展學生聽、說、讀、寫的基本技能，提高初步運用英語進行交際的能力，側重提高閱讀能力。Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods

below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they

want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods: Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是說，為了更好地實現(xiàn)任務式教學和探究式教學，我采用了一下教學方

法：

1、速讀法：根據(jù)高中英語教材側重閱讀理解這一特點，讓學生快速閱讀，以盡快了解文章的大意。

2、問答法：幫助學生理解文章的細節(jié)

3、翻譯法：適當?shù)剡\用翻譯可幫助學生理解文章的難點

4、討論法：通過Pair work.Group work.讓學生都得到一次口語訓練的機

會，教師應設計一些適當?shù)脑掝}。

5、快樂教學法：即教師在教學過程中，要盡可能地利用多媒體技術、圖片、課件等刺激學生的感官系統(tǒng)，創(chuàng)造一種和諧的學習氛圍，讓老師教得開心，學生

學得開心。【本課時主要以聽說教學為主線，以導學式模式培養(yǎng)學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿聽說讀寫綜合技能的培養(yǎng)，針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入，技能的培養(yǎng)，和文化知識的滲透，良好學習策略的培養(yǎng)。本課時采用多媒體教學，給予學生更直觀的感受，也加快了教學的節(jié)奏。課前教師要從網(wǎng)上下載一些相關的圖

片和資料。】

TEACHING AIDS:（教學輔助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion

etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（賓語從句）.When transforming（變換）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情態(tài)動詞）and some useful expressions.Let the Ss work in pairs and then check the answers with the

whole class.Step5 Homework 1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)在整個課程中，我的思路是這樣的：教學之初，給學生呈現(xiàn)一些--------------圖片，讓學生首先從視覺的角度對要學習的內容有一個深刻的認識;在進入課文的學習之前，先粗略地復習上一節(jié)課所學的相關的詞匯，要求學生用簡單英語解釋，但允許學生自主選擇想解釋的詞匯。這樣，既減少了學生的膽怯心理，又達到了運用語言的目的：通過對于本文的語言片段的學習，以及圍繞著它所作的拓展訓練，培養(yǎng)學生理解含有所學生詞的句子和段落并獲取信息，找出段落和文章的從屬關系，培養(yǎng)學生對因果關系的判斷分析能力，歸納分析能

力和表達能力。Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by

integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!