第一篇：英語教案必修1。2

Unit2 English around the world

一、教材分析

本單元以“世界英語”為話題，介紹了英語在當今世界所起的重要作用，使學生進一步了解學好英語的必要性，了解英美語言在詞匯、拼寫、語音等方面的區別，學會用請求和命令兩種方式轉述他人的話語，知曉在寫作過程中盡量使用間接引語的優越性。

1.WARMING UP提供了一個因不了解英美兩國人在用詞差異上造成誤解的例子，使學生們認識到掌握英美兩種語言差異的重要性，為Integrating Skills 中英美語言差異一文作了鋪墊。

2． LISTENING部分要求學生聽后快速記下房東太太對Brown先生所講的住房規矩，培養學生通過聽快速獲取有效信息的能力，并在“寫”的實際中運用“請求和命令”兩種用語間接轉述他人的請求。

3． SPEAKING部分要求學生三人一組合作，學會在不同場合下運用請求和命令兩種用語口頭轉述他人所說的話，提高他們的語言表達能力。

4． PRE-READING 是READING的熱身活動。通過對這兩個問題的討論使學生意識到學習第二語言（英語）的重要性。

5． READING部分是一篇說明文。文章的三個段落均說明了英語的確是世界范圍內使用最廣泛的一門語言，是聯合國的工作語言，是其他語言無法替代的。6． POST-READING 部分設計了兩種練習，練習一的前兩題是細節題，第三題是一個開放性題目，鼓勵學生將英語學習與現實生活相聯系。練習二是填空題，幫助學生梳理文章、概括中心思想。

7． LANGUAGE STUDY分詞匯和語法兩部分。其中，Word study 旨在培養學生用英語解釋生詞的能力；語法部分是有關“請求和命令”用語的直接引語和間接引語的轉換。8． INTEGRATING SKILLS 通過閱讀使學生了解英國英語和美國英語的差異及產生差異的歷史文化背景。在歸納其差異的基礎上寫一篇有關“英美語言差異”的小短文，也可模仿課文寫出你所熟悉的不同方言的一些區別。

二、教學對象 高一英語基礎班學生

三、課時安排

將整個單元的內容進行分析，我將課文進行重組。從話題內容上分析，WARMING UP與SPEAKING部分的PART TWO話題較為一致。將WARMING UP作為SPEAKING部分PART TWO的引入部分，作為一節“口語課”，讓學生了解英美語言的確存在差異，進而讓學生練習和掌握語言交際中遇到障礙時的一些常用句型。將 LISTENING 和SPEAKING部分的PART ONE設計成一節“聽力課”，為本單元語法課作鋪墊。將PRE-READING, READING和POST-READING整合上一節“閱讀課”，訓練學生的閱讀理解能力和技巧。將LANGUAGE STUDY和WORKBOOK中的PRACTISING語法練習題整合在一起上一節“語法課”。利用INTEGRATING SKILLS的READING和WRITING上一節“讀寫課”，讓學生了解英美兩種語言的差異并將其整理成文。課型設計與課時分配

1st period 口語課（50分鐘）2nd period 聽力課（50分鐘）3rd period 閱讀課（50分鐘）4th period 語法課（50分鐘）5th period 讀寫課（50分鐘）

四、教學方法

任務教學法，對話法，交際法

五、教學步驟

本單元將分為五個課時來講解，這里主要是第一個課時“口語課”的教學過程。Speaking

（一）教學目標 Teaching goals 1.語言目標language Target a.重點詞匯和短語

bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with b.交際用語

Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? 2.能力目標 Ability goals To learn some differences between American English and British English.（學習美式英語和英式英語的一些不同點）3.技能目標 Learning ability goals Let students learn how to deal with language difficulties in communication.（讓學生學會處理口語交際中的語言障礙問題）

（二）教學重點Teaching important points 1.How to improve the students speaking ability（如何提高學生的英語口語能力）

2.How to make up another dialogue for three students and act it out in class.（怎樣讓學生三人一組創造對話并在班級里表演出來）

（三）教學難點Teaching difficult points How to use different sentence patterns for language difficulties in Communication（怎樣用句子替代在交際用語時出現的語言障礙語句）

（四）教學方法 Teaching methods 1.Listening to the tape.(聽錄音)2.Pairs work to practise the dialogue and make up another dialogue（cooperative learning）小組練習對話并自己組對話

（五）教學過程與方式Teaching procedures && ways Step I Greetings and Revision（組織教學）T: Good morning/afternoon, boys and girls!Ss: Good morning/afternoon, Mr Chen!T: Sit down, please.Today we are going to learn Unit 2: English around the world, but I want to check your homework first.（檢查詞匯，句子掌握度記作業完成情況）

1.Check whether they have remembered the ten important sentences.（檢查學生是否記住了重要句型）

2.Check whether they have previewed the new words and expressions in this unit.Then the teacher write down: English around the world — The First Period on the blackboard.（檢查學生是否有預習新課文和復習學過的課文知識）Step II Warming up T: Look at the picture and try to guess: Qs: 1.What do you think is happening in the picture? 2.Where do you think is the man? Sa: A funny story is happening.Sb: The man is in the bathroom.Ask the students to discuss the following questions.（向學生提問）： 1.What is Joe’s nationality? How about Nancy? 2.What it is that Nancy thinks Joe wants? 3.What is it that Joe is looking for? 4.What is their misunderstanding about? After discussion.（討論）

Sa: Joe is an American while Nancy is British.Sb: Nancy thinks Joe wants to have a bath.Sc: Joe is looking for a toilet.Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower.In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet.Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.T: You did quite well.There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.Step III Speaking T: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy.Then turn your book to page10.Let’s do Speaking—Part Two.In the following box there are several useful expressions.These sentences are all about the language difficulties in communication.When we express our requests and orders, we use them.Here I give you a few minutes to remember these sentences.Can you spell that, please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc.and act out in class, using the useful expressions above.Sample dialogues Situation 1: Taking a message: A is visiting B, but B is not in , C takes a message for B（帶信息）A: Is B at home? C: Sorry, she isn’t in.She went out just now.A: Oh, could you do me a favor to take a message to her? I am her workmate.C: I’d be glad to.A: Could you please tell her we have decided to go out for an autumn outing.Please ask her whether she’d like to join us.My phone is 7500924 C: Could you repeat that, please? A: It’s 7500924 C: Ok.I have taken it down.I’ll tell her about it the time she comes back

Situation 2: Answering the telephone: Lucy is trying to call Mary, but Mary is not in.Tom takes a message.（回電話）Tom: Hello!This is Tom speaking.Lucy: Is Mary in? Tom: She is not in.Can I take a message for you ? Lucy: It’s very kind of you.Henry Potter Ⅲ is going to be put on in the cinema at 3:00 pm this afternoon.I have got two tickets.If she wants to, please tell her to send an e-mail to me at noon.The address is lucy_pretty123456@yahoo.com.Tom: Could you speak a bit slowly, please? Lucy: lucy_pretty123456@yahoo.com.Have you got it? Tom: Ok.Bye.Situation 3: The teacher tells the monitor about the task this afternoon.And the monitor tells it to the rest of the students.（轉達口令）

T: This afternoon we’ll do some cleaning in our classroom at 4:00 pm.Could you please tell the students about it? M: Certainly, I’d be glad to.T: Please tell the students to bring some cloth M: Sorry, I didn’t quite follow you.What shall we do with it? T: Oh, we’ll mainly clean the glass and sweep the floor.M: Ok, I will tell the class about it.Extension Task: Students can create and practise their own dialogues.They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say.(若時間不足，可改為作業)板書設計 Section A 學習詞匯：bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with 重要句子：Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way?

Step VI Homework（課后作業）

T: Now let’s recall what we have learned during this course.We have learned a dialogue about misunderstanding between Joe and Nancy.And then we have learned the useful expressions about language difficulties in communication.Our homework: 1.Remember the useful expressions on Page10.2.Complete Talking in workbook.教學反思：這堂課總的來說還是達到了一定的目標要求的，但是不足的是在教學過程中教學模式過于單一，沒有創新，因此會影響上課的質量，以后須改進！

第二篇：高一必修一英語教案范文

學英語最重要的還是培養興趣，不求甚解的背誦，當然還有日復一日的堅持和積累。以下是高一必修一英語教案，歡迎閱讀。

Step I.Revision

Check the homework with the whole class.Step II.Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young.It sounded like a ghost who was howling.I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife.Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good!I agree that all of them are big sound.But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible.For example, when one of his loved families dies, he will feel this sound.T: Terrific!You are using a literary way to express the sound.S6: When an earthquake happens.T: Great!I have waited for this answer for a long time.Today we’ll learn something about earthquakes.I think most of us have heard of earthquakes.Can you imagine how terrible it is ?

S7: The earth is shaking.All the buildings will fall down.S8: Many people will die.And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody.Now look at the two pictures of Tangshan and San Francisco.Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city.It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco,I can see that it is a very big city.There are many tall buildings thickly standing on the earth.I think the population of the city is very large.T: Good!What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it.Then I’ll ask so me of you to show your opinion.Step III.Pre-reading

There are two questions in this part.Both are very interesting.The first one c

an more or less reveal the students’ values;while the second one can enlarge their imagination.No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures.What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous.Cows, pigs, horses and dogs will be upset.And people can see mice running about.If the earthquake happens during winter, people can even see snakes.T: Terrific!Where did you get this knowledge?

S1: From geography.I like it.T: good.Sit down please.S2: Madam, I don’t know the meaning of the picture with two women.T: It doesn’t matter.You will know it soon after reading our text.OK.Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money.People can’t live without money.S4: I will take as much water as possible.Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma.She is my most loved person in this world.She brought me up.T: What a dutiful child you are!I’m very glad to hear that.Sit down please!It seems that all of you know what you should do during an earthquake.OK.Let’s read our text, and see what it tells us.Step IV.Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage.Ask them to pay attention to the first sentence of each paragraph.This can help them finish exercise3 in Comprehention.It is about the main idea of each paragraph.Then ask them to read the text again carefully to obtain some details.Before reading for the second time, show some questions on the screen, and let the students read the questions first.These questions can guide them to have a good understanding about the text.They can also make preparations for Exs1-2,which are about details.Skimming

T: At first I’d like to read the text quickly to get the general idea of the article.While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?

Ss: Yes.T: What is it?

S1: There is no quick answer to this question.Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.S1:OK.That’s easy.The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please.In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit.(Teacher writes the word on the blackboard)Do you understand the meaning of the word?

Ss: No.T: Sequence means the order of the events.It can tell us which event happens first, and which happens later.Do you know the sequence that is used in our text?

S3: Yes.At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.T: Quite right!Now please look at the screen, these are the first sentences of each paragraph.Read them and think if they are the main idea of the text.If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful reading

T: Now, it’s time for us to read the text carefully.But before reading, you should read some questions first.These questions may help you get some information quickly and easily.Now look at the screen, and read the questions.Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V.Extension

Show the questions on the screen.1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1.He uses third-person to describe the quake.His description is very objective.For example, the second sentence in the third paragraph.The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad.It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan.He knows that some personal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet.But that night everything changed.The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster.He felt her pain, and he worried about her.So when he said that people came to help her, we can feel his feelings to the city.The city will not die, she has hope and she can recover from the pain.Step VI Comprehending

Answers to Exx1-

31.1.C 2.E 3.B 4.D 5.A

2.1.The walls of the villages wells had cracks in them..Roads got huge cracks

3.Brick buildings were destroyed.4.The army helped the survivors.5.Shelters were put up for those with no homes.3.1.Strange things were happening in the countryside in northeast Hebei..1.The disaster happened and caused a lot of loss.2.All hope was not lost.Step VII Homework

課后反思：總體感覺上，本節課上得比較成功，心情愉快。基本上完成了教學任務。學生們不但對地震有了一定的了解，而且能用英語進行簡單的描述。但是同學們在討論、匯報、回答問題時詞匯單一，句式多是中國方的英語。在今后的教學中要加強語句表達方面的訓練。

第三篇：高一英語教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整體設計

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教學重點 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教學難點

Enable students to learn how to use ought to correctly.三維目標 知識目標

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目標

Enable students to use modal verbs correctly and properly according to the context.情感目標

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教學過程

設計方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前幾乎無法養家糊口。(ability)2.那孩子現在能在哪兒呢？(guessing)3.我可以進來嗎？(ask for permission)4.你在早晨五點鐘以前起來, 或許能從這兒看到日出。(possibility)

5.你必須得快點兒, 不然會遲到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我們應該每天早晨朗讀英文。(duty)8.他總是在那兒一坐就是幾個小時, 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午飯時分, 它們都會賣完。

2)By now his restaurant ought to be full of people.到了這個時候, 他的餐館本該賓客盈門的。3)What could have happened? 發生了什么事呢？

4)Nothing could be better.再沒有比這些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。

6)He could not believe his eyes.他簡直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也許他應該去圖書館查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能讓詠慧哄騙人們后跑掉。9)He had better do some research.他最好作一番調查。

10)They would become tired very quickly.他們很快就會到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或許打折的方法和新的招牌能夠幫他贏回顧客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought無人稱和時態的變化, 后接帶to的動詞不定式。ought to可表示“義務”“要求”或“勸告”, 常譯作“應該”“應當”等, 和should差不多, 只是語氣稍重一些;有時表示“非常可能”的意思。否定式為ought not to(oughtn’t to), 疑問式為Ought I/you/...to...? 1.表示“責任或義務”

Such things ought not to be allowed, ought they? 這類事情不應該被準許, 是嗎？ —Ought he to go? 他應該去嗎？

—Yes, he ought to.是的, 他應該去。2.表示“適當, 合適或應該”

Coffee ought to be drunk while it is hot.咖啡應該趁熱喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽車應當多一些。3.表示“可能性”

Harry ought to win this race.哈里應該會贏得這場比賽。

If he started at seven, he ought to be here now.假如他在七點出發的話, 現在大概到這兒了。4.表示“勸告或建議”

I think you ought to eat more body-building food.我認為你應當多吃些有營養的食物。

He said I ought to do that job.他說我適宜做那項工作。

5.表示“推測”, 意為“照說應該;想必一定”, 后跟不定式的一般時、進行時或完成時, 分別表示對現在、現在進行或過去情況的推測。

She has had working experience before.She ought to be fit for the job.她以前有過工作經驗, 應該勝任這項工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才剛九點, 按說瑪麗應該在房間里做作業。

It ought to have rained last night.昨晚應該下過雨。6.表示“責備或后悔”

ought to后接不定式的完成式時, 表示“本應該做某事而事實上沒做”;其否定式表示“本不應該做某事而事實上做了”。

You ought to have done these exercises because you were required to so during your holidays.這些練習你本應該做完的, 因為假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不應該告訴他這個不幸的消息, 結果影響了他的考試。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.設計方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)應該;應當 3)減肥;體重減輕

4)被放過;（做壞事）不受懲罰 5)說謊;撒謊

6)到了這個時候, 他的餐館本該賓客盈門的。7)再沒有比這些更好（吃）的了。

8)要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。9)他簡直不能相信他的眼睛。

10)他不可能讓詠慧哄騙人們后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板書設計 Unit 2 Healthy eating the use of ought to Use Examples ought無人稱和時態的變化, 后接帶to的動詞(1)There is something I ought to tell you 不定式。ought to可表示“義務”“要求”或“勸before you leave.告”, 常譯作“應該”“應當”等, 和should差不(2)He ought not to do that.多, 只是語氣稍重一些;有時表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式為ought not to(oughtn’t to), —Yes, he ought to.疑問式為Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活動與探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....

第四篇：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

本單元以節日為話題，介紹古今中外節日的種類、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日，而且對外國的節

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，掌握情態動詞的用法;并嘗試根據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日的日期、慶祝內容和民俗。可以剛剛過去的春節為話題導入對節日的討論;使他們由自己的經歷談起，擴展到別的節日以及外國的重要節日，激發學生的興趣，激活他們關于節日的背景知識，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日及歡度方式，進而了解學生對節日的認識，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日、亡靈節、紀念名人的節日、豐收節、春天的節日等，使學生了解各種節日的由來及其存在的意義。此部分載有Festivals的重要信息，還呈現了大量的詞匯和主要的語法---情態動詞的用法。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，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系現實生活。

練習二:要求學生討論哪些節日是最重要的，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，掌握情態動詞。由此可以看出本教材已明顯地由結構為特征的傳統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 節日游行的兩段對話，使學生體會參加節日游行的真實情景，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、經歷為內容，訓練思維和表達能力。

1.6 ? Reading 是發生在情人節的一個令人傷心的愛情故事，其中又插入了一個“七巧節”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，通過本單元的系統學習，讓學生了解世界各國的節日及民俗，學習有關節日的詞匯，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，旨在啟發學生討論、思考并引出本單元關于節日的話題，可以整和成一節任務型“口語課”。

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

2.6 復習、寫作 可將Workbook中的Speaking Task 和Writing Task 上成一節復習寫作課。(Workbook中的Project && checking yourself, 可視學生水平安排在本堂課或留做作業。)3.課型設計與課時分配(經分析教材, 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，培養學生對科學的興趣，激發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。

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，后來出現了哺乳動物，人類也隨之誕生了。文章最后講述的現象發人深

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現后應用的學習方法。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，教師可以適當地介紹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，要求學生選用適當的“指示”用語。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節“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“語言學習課”。

組 3.將Using Language設計為一節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“聽說

課”。5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設計為一節“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環繞太陽運轉, disappear from?從??消失, stay on?存留在??, show one?s quality顯現

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/不合節怕。

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

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育進一步創造了條件。

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.在未來的數百萬年中，生命能否在地球上延續取決于這

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關聯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，一般要用單數謂語動詞形式;但如果引導的從句作主語、代表復數概念(常可從表語上看出)時，謂語動詞則常用復數形式: 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，培養學生對科學的興趣，激發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。

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，后來出現了哺乳動物，人類也隨之誕生了。文章最后講述的現象發人深

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

發現后應用的學習方法。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，教師可以適當地介紹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，要求學生選用適當的“指示”用語。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節“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“語言學習課”。組 3.將Using Language設計為一節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“聽說

課”。

5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設計為一節“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

第五篇：高一新課標必修二第三單元英語教案

Module 2 Unit 3 Computer Period 1.Warming-up & Intensive Reading 教學設計

Teaching goals:

1.To have a better understanding of the main idea of the passage.2.To enable the students to talk about computers and robots in English and express or support an opinion with suitable expressions 3.To enable the students to grasp the progress of computers

4.To enable the students to talk about computers and robots in English Teaching aids: Computer, recorder and projector

Teaching procedures: Step 1.Lead-in

(Word puzzle)

T: The technology develops so quickly that many new things appear in human being’s life.Let’s guess what they are:(show the picture on the screen and get Ss to say out the answers, learn the new words at the same time)

An old calculating machine used in China until now.(An abacus)It is built to solve some mathematical problems.But it is too big.(A huge computer)It is a new calculating machine which can solve a large number of mathematical problems.(A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)T: If I am a math teacher, which can help me most?(Ask students to give their opinions, remind them of using the expressions of giving opinions)Ask students to discuss what the items just shown have in common, and then rank them according to the time of their appearance.Ask some of the students to talk about what they know about computers.Ask students to discuss “How have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.Step 2 Pre-reading

T: Have the computer and Internet become part of your life? How have computer changed our lives?(What can you use them to do?)Ss: I use the computer or Internet to: type my homework /draw pictures/ play games communicate with my friends./ gather related information for my lesson s/ buy the things I like, / listen to music / watch movies…

T: What else do you think the computer and Internet will help you to do ?

Deal with Ex 3 of Pre-reading on Page 17

Step 3 Skimming

Give students only 1 minute, then ask them to get the main idea of the passage The main idea of the passage: This is a short _____ of the _______ of computers.Who am I ?(A computer)(shown on the screen)Step 4 Scanning

Give students 2 minutes, and ask them to scan answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.)(Questions are shown on the screen)Question(1)What is the main idea of the passage?

Students are asked to find out three sentences to support who the speaker is in the story.1)Then in 1822 I was built ….(Itself was the first design of a computer)2)My real father was Alan Turing.(He designed the first real computer.)3)However, people thought I was simple-minded until….,(It has artificial intelligence.)

Question(2)What happened to computers in 1642？ Question(3)What happened to computers in 1936? Question(4)What happened to computers in 1970s?

Step 5 Detail Reading

I Give students 5 minutes to read the passage carefully, and answer the following questions: Question(1)Who was the first person to describe how the computer was made to work? Question(2)What did he make and what did it do? Question(3)Who was the next important person to design computers?

II True or False 1.In 1642 I began as a calculating machine and could solve any mathematical problem.F 2.My real father was Charles Babbage, who wrote a book and build me in 1936.F 3.After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.T 4.I was brought into people’s homes in the 1970s.T 5.Since my birth I have been built to take the place of human race.F

III

Comprehending

Ask students:” How is the passage organized?”

(If the students can not answer the question, draw their attention to the appearance of different years.)Fill the table

A chain of events showing the development of computer / Changes of the machine

Timeline 1642: _____________________________________________: the Analytical Machine was Made

by Charles Babbage.1936: _______________________________________________________________________ 1960s: ______________________________________________________________________ _____: the first family of computers was connected to each other.1970s: ______________________________________________________________________ Now: _______________________________________________________________________ Explain how the computer technology has been developing and complete the following chart.Then give a brief oral presentation on the development of computer technology with the help of the chart.Step 6 Summing-up and enjoying

I.Ask students to finish the form shown on the careen(the same as on p.19)while playing the voice of the text II.Ask students to ex-change their own answers in groups, and then raise questions if they have any.III.Sum up: 1)Chronological writing

Chronology(資料等)按年代次序的排列 Chronological means to describe things in order of time.1 Chronology is often used in recounting an event or describing the life of someone.It is an effective way to make a mass of things clearer.Step 7 Oral practice ─ Retell the text using Chronological 1.Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2.Ask some of the students to retell the text.Step 8 Homework 1.Go over the text, and try to understand the text.2.Get ready for the discussion on P.19 Comprehending 3 3.Finish Exercise 1 in Learning about Language on page 19