下面就是小编给大家带来的人教新课标 高一unit19 Modern agriculture 教案（共含14篇），希望大家喜欢阅读!同时，但愿您也能像本文投稿人“eeepc”一样，积极向本站投稿分享好文章。
Revision(Unit13-17)
------- Focusing on the key phrases and structures
Teaching goals
1. Help students strengthen what they have learnt in the past half term
2. Make them relaxed fully in order that they can deal with the coming exam at their best.
3. Make them have a further understanding about some key structures.
Teaching important points
1.How to motivate our students when they are playing the games
2.How to help them to keep the key phrases and structures by heart efficiently.
Teaching difficult points
1. How to keep the activities well organized and how to clarify some complicated structures.
2. How to give the instructions simply and clearly
Class Type
I am making for a new way to review language knowledge more efficiently
Teaching methods
1. Communicative teaching methods
2. Integrate competitions into the process of reviewing
3. Group work.
4. Induce students to analyze some key structures
5. Strengthen the teaching effects by giving them great encouragement.
Teaching aids
Papers, blackboard, slide projector
Homework
Prepare themselves for the coming examination
Summary after Class
The goals made before class have been reached quite well. The students took part in the games actively. They are quite pleased to accept this way of teaching.. However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous examinations.
Teaching procedure
Step 1 A competition for key phrases(10 minutes)
T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves together. We will have a competition. We have four unknown slides. They are slide A, slide B, slide C, and slide D. Each slide has six phrases in Chinese on itself. In our class we have four groups. Every group can get a slide by drawing lots(抽签).In the end , we will see which group can translate all of these phrases into English correctly., Ok , now every group will send a student out to choose your slide.
Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then
Group 1: (B)dress up, in one’s opinion, play a joke on sb., take in, call on, bring back
Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out
Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up
T: Good job. You have finished it very well except for only one mistake. Group 3 have mixed up two phrases.
We should pay attention to the answer to NO.4 in the slide C, The right answer should be ”a number of”. And the answer to NO.5 in the slide C should be “a great deal of ”. Let’ look at another slide.
T: Group1, Group2, Group4 each have got 10 points. Congratulations! Group 3 has got 5 points. Try harder, guys.
Step 2 Design a form about those modal verbs which are used to express possibility.(18minutes)
T: Our competition will continue. We have learnt that “must , can/could, may/might “can be used to express possibility.
Can you try designing a form to make it clear how to use them in different sentence styles and different tenses. Group members should work together to get the best one in your group. Give you ten minutes to prepare for it.
T: Ok, the time is up. You can’t change it any more. Different groups can exchange your forms, and let’ s compare them with each other. Oh, which do you think is the best one?
Ss: We have agreed on the form made by group 3 .
T: Let’s have a look at it with the projector.
Modal verbs to Tensesexpress guess or possibility PresentOrFuture Present continuous Past Or perfect
Positivesentences must:: very sure, certainmaymight perhaps, maybecould possible Modalverb+do/be Modal verb+be doing Modal verb+have done
Negativesentences Can’t very sureCouldn’t it is impossibleMay not perhapsMight not not
Questionsentences Can/could
T: Well done. Your group deserve another ten points and the other three groups each have got five points
Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do something.”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say that.(2)Look at the following examples.
a. He must be a student, isn’t he?
b. He must have finished it, hasn’t he?
c. He must have done it yesterday, didn’t he?
If we write the first part of each sentence without “must”, we’ll get three sentences like these.
a’. He is a student b’. He has finished it. c. He did it yesterday.
We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b, c.
Step 3 A game named “single or plural”(15mintues)
T: The following game is still played among groups. The knowledge you will use in this game is Subject-verb agreement.
T:(facing the group 1) Let’ s take Group 1 as an example. I have some phrases for your group members which can be used as subjects. As soon as I tell you one, you should tell me whether its predicate verb is single or plural. I will tell you my phrases one by one and you guys give me your answers one by one. You must do it as quickly as possible because you have only three minutes. Within three minutes, the group who has got the most correct answers is the winner Let’s have a try.
T: physics
S1: single
T: a library together with books
S2: single
T: not only the teacher but also the students
S: plural
… … …
… … …
T: Do you know the rule of the game , S10? Can you tell us something about it?
S10: Yes.I think every student has a chance to take part in the game. It’s very exciting.
T: Quite right. Remember only your first answer makes sense. Anyone can not answer it twice in the same round.
T: When one student is telling his answer, others should keep quiet. Let’ s start our game from group 4.
(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)
T: Ok, the game is over. Group1 has got 15 points ,.Group 2 has gained 17 points. Group 3 has got 21points. Group 4 has scored 14 points.
Step 4 Summary(1minutes)
Let’s look at our score board
Group 1 Group 2 Group 3 Group 4
30 32 36 29
T: Congratulations. Group 3 win the game at last.
Step 2 Homework(1minutes)
I will assign you nothing for homework. Just remember to prepare yourself for the coming examination. Keep yourself in a high spirit and never forget to relax yourself now and then.
Unit 19 Modern Agriculture
I. 单元教学目标
Talk about modern agriculture and the effects it has on people’s life
Practise giving advice and making decisions
Learn to use “it” for emphasis.
Learn to read statistical graphs.
Write a plan for a vegetable garden
II. 目标语言
功能句式
1. Giving advice and making decisions
You’d better…
In my opinion, you should…
You need to…
If I were you, I’d …
Shall we…?
What/ How about…?
Why don’t you…?
Why not…?
As far as I can see, the best thing would be…
Wouldn’t it be better if…?
I think he’s right…
We have to make a choice / decision.
The other idea sounds better to me.
2. Intensions and plans
I’ll…
I’m going to…
I’d like to…
I want to…
I’d rather …
I’m ready to…
I’m thinking of…
I don’t want to…
I won’t …
重点词组
1. over the years
2. in early times
3. be used for
4. farming technique
5. make use of
6. allow sb. to do sth.
7. bring in
8. in the 1980s
9. be harmful to
10. be friendly to
11. depend on
12. as well as
13. not…but…
14. be protected from
15. no matter
16. be different from
17. stand for
18. in other words
19. get ripe
20. have a long history
21. a variety of
22. have a long history
23. research into
24. advice on
25. the following subject
26. at the right time of year
27. go against
28. year after year
29. pass on
30. from generation to generation
语法结构
it形成的强调结构
佳句记忆
1. It is on this arable land that the farmers produce food for the whole population of China.
2. To make as much use of the land as possible, two or more crops are planted each year where possible.
3. It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
4. New techniques should increase agricultural production but also be friendly to the environment.
5. Future agriculture should depend on high technology as well as traditional methods.
6. Not only is food production important but also taking care of the environment.
7. The temperature is controlled with computers, no matter how the weather is outside.
III. 课时分配
Period 1：Listening
Period 2：Reading --- Modern Agriculture
Period 3：Speaking
Period 4: Language study & grammar
Period 5: Integrating skills
Period 6: test of the unit
Period 7: check the test and evaluate students’ writing
IV. 分课时教案
Period 1 listening
(ppt. listening)
Teaching Aims:
1. To get students familiar with some words about agriculture
2. To practise getting details from listening
Teaching steps:
Step 1 Pre-listening
1. Brainstorm: What comes into your mind when you hear the word “agriculture”?
(possible answer: farmer, land, soil, farm, tractor, vegetable, wheat, rice, irrigation, to plant, fertilizer, harvest, pest, weed killer, seed, to water, fruit, livestock, dike etc.)
Introduce the words fertilizer and dike to the students.
2. Match the words with the pictures to get students well prepared before doing the listening comprehension.
Step 2 While-listening
1. Read some statements about agriculture and guess whether they are right or not according to your knowledge.
2. First listening – Listen to the passage and find out the subjects which are talked about.
3. True or False
4. Second listening – Listen to the passage again and complete the sentences by using your own words.
Step 3 Post-listening
There are some sentences in the passage worth remembering. Please pay attention to them.
Good sentences for you to remember:
1) Farming and nature are like two flowers on the same tree.
2) When farming goes against nature, all kinds of environmental problems are the result.
3) Agriculture in this way destroys nature and results in floods and droughts.
4) They built dikes around the fields turning the fields into fish ponds.
Step 4 Listening on WB
1. Look at the picture and guess what the passage is probably about by answering three questions.
2. First listening – Listen and complete the passage. (Perhaps listen to the passage for twice is more appropriate. Pair work is permitted if necessary.)
3. Second listening – listen and answer the questions.
Homework:
1. Learn the new words by yourselves with the help of your dictionary.
2. P47 Word Study
Period 2 Reading
(ppt. reading)
Teaching Aims:
1. To make students know how to read statistical graphs.
2. To enable the students to read through and understand the given materials.
3. To enlarge students’ general knowledge about agriculture, its history and recent technological development.
Teaching Steps:
Step 1 Pre-reading
1. Discuss about the questions on page 43 about the graph to make students know how to read statistic information and think about the change of agricultural produce over the years.
2. Look at some picture and try to describe them. Some useful words can be given to help the students. Then ask the students to classify the pictures into a) Traditional farming b) Modern farming c) Hi-tech farming
3. Questions:
What’s the difference between traditional farming and modern farming?
What to you think the reading passage is about according to its title?
Step 2 While-reading
1. Read the passage quickly and finish Ex 1 on page 46.
2. Read the passage more carefully to find out what each paragraph is about.
3. Ask students to pay attention to the structure of the passage which is very useful for their own writing.
Part I an outline of Chinese agriculture
Part II The new development of Chinese agriculture
Part III the future development of Chinese agriculture
4. Answer the following questions:
1) What does the writer mean by saying “It is on this arable land that the farmers produce food for the whole population of China.”?
2) What does the writer what to tell us by saying “Not only is food production important but also taking care of the environment.”?
3) What do you think the future of Chinese agriculture will be like?
Step 3 Post-reading
Look at some pictures of GM produce and discuss about the advantages and disadvantages of GM.
Homework:
1. Read the passage and find some good sentences.
2. P108 Vocabulary Ex 1 & 3.
3. Writing assignment:
You have just had a heated discussion with your classmates on the advantages and disadvantages of GM food. Please write about your discussion and also your own opinion.
Period 3 Speaking
(ppt. speaking)
Teaching Aims:
1. To practise giving advice and making decisions
2. To encourage and enable students to invent their own ideas on a specific subject and give reasons
Teaching Steps:
Step 1 Lead-in
1. Show a picture of a farm to the students and ask them if they are the owner of the farm, what they would like to do with it. ( Their answers may be some items like growing crops, growing vegetables, growing cash crops, growing trees, raising livestock, fishery, etc)
2. Students work in groups and discuss about the advantages and disadvantages of the raised items.
Step 2 Speaking
1. Introduce a group of farmers who have been given a large piece of land. Together with the village leader, they have to decide how to use the land. Each of them has different idea.
2. Question: What expressions do we normally use to lead a discussion, participate in a discussion, express agreement and express disagreement?
3. Role play: Students work in groups of five and each of them will play one of the roles and give their own opinions. After the role play, the village leader will give a report. ( Students can refer to Page 44 & the useful expressions mentioned just now)
4. Presentation:
A. Several groups will present the process of their discussion.
B. Group leaders will report the result of the discussion of their group.
Homework:
Writing assignment:
Suppose you are one of the four villagers and will talk about your opinion towards the piece of land in the village meeting. Please write a passage that you think can make the villagers support you. (Words: 100-120)
Period 4 Language Points and Grammar
(ppt. Unit 19 Language points )
(ppt. Unit 19 Grammar)
Teaching Aims:
1. To make students grasp the language points of this unit and know how to use them.
2. To analyze the use of “it” for emphasis
Teaching Steps:
Step 1 Language Points:
1. 介词over 表示时间的用法
2. 动名词作定语表示用途的用法
3. 认识强调句
4. to make use of的用法
5. 省略形式where possible
6. to bring in的用法
7. be harmful to 的用法
8. depend on的用法
9. as well as的用法
10. Not only … but also…用于句首时的倒装问题
11. not…but…的用法
12. hang的用法
13. protected from的用法
14. no matter 的应用
15. “的”的英文译法
Step 2 Grammar
(ppt. Unit 19 Grammar)
Homework:
1. P47 Ex 1, Ex 2.
2. P109 Vocabulary Ex 2, Grammar Ex 1-3
Period 5 Integrating Skills
( ppt. integrating skills)
Teaching Aims:
1. To enable students to know about Jia Sixie and his ideas about farming and gardening.
2. To help students to work out a plan for a vegetable garden.
Teaching Steps:
Step 1 Pre-reading
1. Show the pictures of four seasons in a year and ask students whether what farmers should do in different seasons.
2. Question: Do you know any early agricultural scientists in China?
Step 2 While-reading
1. Listen to the first two paragraph and learn the information about Jia Sixie and his famous works Qimin Yaoshu.
2. Read the third paragraph and fill in the form with the information given.
Step 3 Post-reading
Matching game:
Imagine that you are to plant something in your vegetable garden. What will you do in every month? Please match the months with the things to be done.
(This activity can be done in to ways:
You can have every student have a complete form and let them work in groups to get the answer.
You can also cut the months and things to do into separate pieces and give the scattered paper to every group and let them finish the matching game. The quickest one, of course, is the winner. This one is more challenging and needs more time.)
January A. We have to plough the land for the first time. The ploughing has to be done deep. Spread manure and old leaves on the land and plough them under.
February B. We should harvest green peppers and tomatoes before the cold winter comes. Water and weed the crops that were planted in August.
March C. We should buy enough seed to plant for two or three crops. Check the condition of the soil. Improve it if it’s not good enough. Put manure and dead leaves on the land if you didn’t do it in November. Get the seedbeds ready for growing plants such as tomato, pepper and eggplant.
April D. We should plant the seedbeds. Prepare the land for planting. Let sheep or cows walk on the land. Prepare seeds for planting in April.
May E. We should plant beans, corn, eggplant, peas, peppers, tomatoes and watermelons. Remove weeds and grass.
June F. We have to harvest vegetables such as beans and peas. Prepare the land for planting new crops. Take care of irrigation.
July G. we have to plant broccoli, cabbage, carrots and onions. Make sure to water the plants enough. Harvest ripe fruit and vegetables.
August H. We should give some attention to the early-planted seedbeds. Add a little fertilizer to the young plants. Plough the land a second time to prepare it for the warm-season vegetables.
September I. We should make a plan for our vegetable garden for next year. Check the seeds left over. Repair tools and make a list of new tools to buy.
October J. We should make a plan for the crops we want to plant in autumn. Fight drought with enough irrigation of the land. Remove weeds. Plant second crops of tomatoes, corn and beans.
November K. We have to watch out fro insects. Fight against insects and disease when you see them. Water the plants when needed. Build a frame of wood or bamboo for beans to climb on.
December L. The last crops are harvested. Put dead plants, old leaves and other materials together. Store animal manure for use as fertilizer next year. Start thinking about your garden plans for next year.
Keys: January--C; February – D; March-H; April-E; May-K; June-F; July –J; August-G; September – B; October-L; November-A; December – I.
Step 4 Writing
Read the passage about kiwi fruit on page 112. Ask students what it is mainly about. Then ask students to write a short essay introducing a kind of fruit or vegetable as their homework. The questions on page 112 can be referred to.
Homework:
1. Write an essay introducing a kind of fruit or vegetable.
2. P111 Reading
Revision (Units7-8)
Step1 Words and phrases
Cultural represent give in give up recreate damage limit stand for would rather compete point
Step2 Language points
1、 include : Vt 包含，包括
The price includes transportation fee
There were six people in the room, including three womem.
There were six people in the room, three women included.
2．Give in 1)Vi, 投降。 屈服， 呈现（文件）vt
The nobels were forced to give in.
He has given in to my views.
Please give in you examination papers now.
2) 放弃
I can do nothing more I give in
3. limit n 极限，限制。Vt, adj,
Don’t excelled the speed limit. 不要超速。
You must try to limit your expense. 你要控制你的开支。
The problem is not limit to U.S.A
这个问题在美国是不受限制的。
limited, adj.
Our natural resources were very limited.
limitless,
My patience is limitless.
4. make (1) make it clear that-----
They want to make it clear to the public that they do an important and necessary job.
(2) make + 宾语 + 名
I will make him king.
(3) make + 宾语 + adj
The film made him famous.
(4) make sib. do sth
The medicine made me feel better.
5．stand for (1)vt , be in favour of sth, support sth
What does the BC stand for?
We will stand for you if he fights with you.
6. would rather do sth
I’d rather stay here.
Would rather----- than----
The soldier would rather die than surrender(投降)
Would rather that + did
I would rather you wrote the letter.
Step3. Exercise
1. The red lines on the map _________ railways.
A. replace B. represent C. recover D. reserve
2. It is not easy to enter the garden in the daytime _______being noticed.
A. without B. instead of C. unless D. before
3. The _______ of the meeting is to elect a new manager.
A. reason B. fact C. result D. purpose
4. The city of San Francisco was lit by an earthquake, A village in this area was also _________.
A. under attack B. an attack
C. under an attack D. on the attack.
5. Although he explained again and again, he could not make himself _______ by all of us.
A. understand B. understanding C. understood
D. be understood
6. Wind _______ electricity in many parts of the world.
A. is widely used to produce B. is widely used to producing
B. widely used to produce D. widely used to producing
7．Is ______ you want to say? Please ask the teacher.
A. this B. that C. all that D. that all
8. The workers bought a new house but ______ will need a lot of work before they can move in.
A. they B. it C. one D. which
9. Would you like some coffee?
Yes, and please get me some milk too,
I prefer coffer ____ milk.
A. to B. than C. with D. of
10. In Sydney, the Chinese team got 28 gold medals, ______ the third of all the competing countries.
A. ranking B. ranker C. the rank D. having ranked
11. We were ______ to hear of your escape from the big fire we cried with great joy.
A. more happy than B more than happy
C. happy more than D. happier than
Keys：1-5 BADAC 6-11 ADBCAB
Step4 Important Drills
1. What(a/an) + n. + 主语 +谓语！
What a dirty ashtray it is!
What beautiful colors( they are)!
What beautiful sunshine!
2. How + adj./adv. + 主语 + 谓语！
How lucky he is!
How terrible the snakes look!
3. make sure that------
Please make sure (that) the door is locked.
He made sure that he had enough food for the journey.
Step 5 Homework
左 右
教学内容：左 右
教学要求：
1、 在生活中看关于“左右”的真实情境激发学生的学习兴趣。
2、 能初步运用“左右”的数学知识解决实际问题。
3、 认识“左右”的位置关系，体会其相对性。
教学重点：认识“左右”的位置关系，正确确定“左右”。
教学难点：“左右”的相对性。
教学准备：动物头饰 笔 橡皮 尺子 文具盒 小刀
教学过程：
一、通过左手、右手的活动，感知自身的左与右。
师：小朋友们，今天谁有信心上好这节课？请举起你的小手。
1、感知左手和右手
师：看看你举起的这只手，是你的----右手？
再看看你的另一只手，是你的----左手？
师：大家说说，我们常常用右手（或左手）做哪些事？
（学生自由发言）
师：左、右手要多锻炼，特别是左手，多锻炼会使我们的小脑袋越变越聪明。
2、体验自身的“左与右”
师：左、右手是一对好朋友，配合起来力量可大了。小朋友再看一看自己的身体还有像这样的一对好朋友吗？谁来说一说？
（学生自由回答）
3、小游戏 听口令做动作（由慢到快）
伸出你的左手，伸出你的右手
拍拍你的左肩，拍拍你的右肩
拍拍你的左腿，拍拍你的右腿
左手摸左耳，右手摸右耳
左手抓右耳，右手抓左耳
4、 揭示课题
师：小朋友们刚才已经熟悉了自己身体的“左”和“右”，其实生活中的“左”和“右”还有许许多多，今天我们就来确定一下“左”和“右”。
（板书课题：左 右）
师：请小朋友们记住，“左”字下边是个“工”字，“右”字下边是个“口”字。
5、 做“左右”操
拍拍我的左肩，拍拍拍；
拍拍我的右肩，拍拍拍；
拉拉我的左耳，拉拉拉；
拉拉我的右耳，拉拉拉；
这是我的左边，嘿嘿嘿；
这是我的右边，嘿嘿嘿；
这是我的左脚，跺跺脚；
这是我的右脚，跺跺脚。
二、 玩学具，理解左边和右边
1、摆一摆
师：同桌合作，像老师一样的顺序摆放好事先准备好的学习用品。
（按顺序摆好：铅笔 橡皮 尺子 文具盒 小刀五样学具）
师：大家先来确定一下，摆在最左边的是什么？摆在最右边的是什么？
2、数一数
师：按左右的顺序来数一数。（点着学具来数，数好后请学生回答，从而完成黑板上的填空题）
从右数橡皮是第 个
从左数橡皮是第 个
师：同样的东西，按不同的方向去数，顺序也不同。
3、说一说
尺子的左边是什么？右边呢？
（1）启发、引导学生观察图说出左边有什么？右边有什么？
（2）说出尺子的左边或右边各有哪二样学具？
6、 想怎么摆就怎么摆，然后同桌互说
三、 体验“相对”，加强理解
师：老师现在要请两个小朋友上讲台来？（每个小朋友拿一束花排成一队，然后听口令做动作，复习左右，最后让小朋友面对面站着，再来一次，让学生知道“相对”）
（学生讨论）
小结：我们面对面地站着，因为方向相对，举的手就会刚好相反。
练习：老师和学生一同举左手体验。
四、 解决问题，增强应用意识
1、说一说：你相邻的同桌都有谁？
问：相邻是什么意思？
面对黑板说说你相邻的同学有谁？
背对黑板说说你相邻的同学有谁？
侧转身再说说你相邻的同学有谁？
师：每转一次前、后、左、右的人都发生了变化，但相邻的同学总是这几个。
2、口述同学们上下楼梯的情景
问：我们平时都是靠右边上下楼梯的（学生讨论，也可以让学生试着走一走，体会一下）
小结：方向不同，左右不同，判断时以走路的人为标准。平时我们上下楼梯时要有秩序地走，不会相撞，保证安全。
3、摆一摆
老师说，学生摆
把本子放在书的下面
把尺子放在书的左面
把铅笔放在书的右面
五、 总结
我们学习了什么？（左右）对！是表示方向的左和右。在生活中，我们一定要分清左和右，特别是行走时，人注意靠右走。
板书设计： 左 右
Revision（ Units 9-10 ）
StepⅠ Words and phrases
.disagreement absolutely appointment behavior emergency environmental measure original amount material
Step ⅡLanguage points
1.appointment n.
by appointment
have an appointment with sb.
keep /break one’s appointment
make an appointment with sb.
2.remind v.
remind sb.of …
remind sb. to do …
remind sb. that …
3.unexcepted adj . <___> excepted adj .
as excepted
than excepted
except vt .
1).expect ﹢ n /pron
2).expect ﹢that
3)expect ﹢so/not
4).expect ﹢to do sth
5)expect ﹢sb . to do sth
4.measure n. vt
measure against
made to measure
take sb’s measure
5.environmental adj . →environment n.
natural environment
social environment
6. want v.
want doing /to be done
a typist wanted
the wanted man
Step Ⅲ Exercises
1. It’s a pleasant day for a picnic , I’m sure we’ll _____
A have a fun B have fun
C enjoy fun D.get funny
2. Tom has always thought of himself for a good cook and never fails to ______everyone of it .
A. remind B. remember C. know D. introduce
3. In summer we usually keep the window ______so that cool air come in.
A opened B to be open C open D opening
4.You must stand it , and see it through ,________it costs .
A no matter what B no matter how
C what D how
5. Mobile phones make it possible for people to stay ______very easily .
A in touch B in connection
C in communication. D in talk
6. I ______the cell phone in school, because it will be taken away from me .
A. daren’t to use B don’t dare to use
C not dare use D dare to not use
7. I really don’t think Tom will be angry ,but I’ll go and see him in case he______
A will be B does
C is D has been
8. The doctors devoted themeleves ________a better cure for the terrible disease .
A to find B finding Cto finding D in finding
9. Many people came to the meeting ,of whom _______left early .
A numbe B. the numbers
C the number D a number
10. Eating good breakfest keeps you ______for the rest of the day .
A alone B.asleep C. alive D.living
11. Put the flowers in warm rooms to _______them _________
the freezing cold.
A stop ;from B keep;from C protect;from D.rescue ;off
12. Many animals and plants ,which couldn’t ______the sudden change of the climate , die out Dinosaurs are one such example.
A.suit to B keep to C get to D.adapt to
13.The police officer wants to know what measures _____-to find the murders as soon as possible .
A to take B to be taken C taken D.being taken
14.These animals ______their environment;______, they hav learned how to live successfully in their habitat .
A are all used to ;that is
B all used to ; that is
C are all used to ;for example
D a ll used to ; for example
15.The work we are doing is quite difficult, so your support will certainly ________>
A make any difference
B make a difference
C be very different
D be of some difference
key Ⅲ1----5BACAA
6----10BCCDC
11 ----15CDAAB
StepⅥ Important drills
<1> … make it possible for us to do …
not only … but also …
… as much /many as …
It’s time to do …
The plans make it possible fou us to have a good rest.
He can speak not only English but also French.
Our school has as many books as your school.
It’s time go to school.
StepⅦ Grammer
<1>The Present Continuous Passive Voice
He is being operated on in the hospital.
They are being taught English At present.
The naughty boy is always being scolded by his father.
Mary is always being praised by the teacher
<2>Review Direct and Indirect Speech
StepVIII Homework
Unit 8 Sports
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of sports and the Olympics;
b. Learn to express likes and interests and hobbies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the passive voice
Period 1
Main points
1.Words
stand for; well-known; host; shooting; interest; test; examine✓ match; sport; congratulation; fill in; information; while; beat&win
2.Sentence patterns
would rather…
be worth…
prefer…to…
3.Functional item
talk about interests&hobbies
Difficult points
would rather…
prefer…to…
Teaching procedures
Step 1 lead-in
Ss : talk about sports
T : Do you like sports?What sports do you know?
How much do you know about the Olympic Games?
Many of you are sports fans.And we all know China will host the Olympics in .Next I will give you a quiz to see which of you knows most about the Olympics.
Step 2 Warming up
1.Ss finish the multiple choices in given time.
2.Check the answers
Step 3 Listening
T : Most sports fans like to listen to sports news.How about you?Next you’ll listen to three sports reports.
1.Go through each task and understand what to do.
2.Play the tape two or three times as necessary.Pause at important points and give the students help as necessary.
3.Let the Ss discuss in pairs and then check the answers.
Steps 4 Speaking
1.Go over the useful expressions listed.T asks and Ss answers.
2.Ss practice asking and answering in pairs.
3.Set an example of an interview.
4.Ss practice in groups of 4.Using the expressions.
Step 5 Language points
1.would rather
(1)+do (d’rather do)
EP:He said he would rather play football.
I’d rather stay here with you.
(2)+not do sth
EP:He would rather not listen to jazz.
2.Prefer to do rather than do
EP：I prefer to write to her rather than telephone her.
I prefer to stay at home rather than go out.
Homework :Review useful expressions and practice.
Period 2
Main points
1.Words
take part in; competitor; rank; prtpare; every 4 years; in modern times; further&farther; event; history-making; make change; whole&all; honour.
2.Sentence patterns
…the same as…
following…
Difficult points
…the same as…
every 4 years
Teaching procedures
Step 1 Recision
Ask students to talk about interests and hobbies.
Step 2 Pre-reading
1.T:Which sport event do you like to watch most?Why?
2.T:Are the Olympic Games important to our society?Why or why not?
Possible answer:Yes,they are important.It is an opportunity to show how strong you country is and how much the people in your coutry love sports.
Step 3 Reading
Today we are going to learn more about the Olympic.Ask students to read quickly in silence and find the answer to the following question.
Q :Which would be another title for the text?
A .The Summer Olympic Games
B .The Winter Olympic Games
C. The World’s Greatest Sports Games
D. A Great Victory for China (c)
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.How have the Olympic Games changed since the old Olympic Games were held in ancient Greece?
A :The Olympics have changed in many ways.Many sports are the same,but new sports have been added.Women are now allowed to take part in the Games.In ,over 10,000 athletes form 227 countries participated in the Olympics.
2. What will be done in preparation for the 2008 Olympics in Beijing?
A :New buildings and sports venues will be built,more trees will be planted and new roads will be built.
Step 5 Language points
1.take part in; join in; attend
(1) John takes part in many school activities. He takes an active part in politics.
(2) Join in sth./join sb in sth.
All the family join me in wishing you a happy future.
(3) attend a meeting;
attend the concert ;
attend a class
2 .in modern times time pl.
Times have changed,and we shouldn’t fall behind them.It is the fastest computer of modern times.
3. the same as…
The jacket is the same as mine.
She goes to the same university as her father did.
Step 6 Listening to the tape
Homework:Review words and language points in the text.
Period 3
Revision
Ask several students to say something about what he will do for the 2008 Olympics.
Grammar : The Future Passive Voice
1. Structure:will+be+v.-ed
2. Model-making
T:The classroom is very dirty.I will clean it.So it will be cleaned.
3. Drill&practice
Do exercise on P54-55 in book.Grammar Ex 1.
Homework :Ex 2 on P55.
Period 4
Main points
1.Words
height; point; skill; facial; live; live his dream; speed
2.Sentence patterns
more than
Difficult points
more than
Theaching procedures
Step 1 Recision
Review the structure of the future passive voice.
Step 2 Lead-in
Ss talk about their favorite sports stars.
You have your favorite sports stars.Would you like to know something about Yao Ming.
In this period,we’ll read the profile of Yao Ming.
Step 3 Ask students to read the profile and make a summary.
Step 4 Teach students how to read and write a profile.
Step 5 Language points
1. height n.
What is its height?(What height is it?)
It has a height of 5cm,a length of 10cm and a width of 4cm.
2. more than
We were more than happy to hear of your success.
He is more than our teacher.He is also our best friend.
Step 6 Listening
Homework : Revise all the words and expressions in this unit.
Unit 11 Music
Teaching Aims and Demands
Words and Phrases
Four Skills: suggestion perform performer characteristic contain traditional spread variety universal satisfy desire process express
Three Skills: musical instrument blues slave jazz folk guitar record inner emotion musician totally intelligence chant
Spoken English:
Asking for suggestions and giving advice:
What can you suggest? Maybe we could …
Can I ask you for some advice? I suggest (that) …
Can you help me decide …? May be it would be better to …
That’s a good ides.
Well, but what about …?
Have you considering doing …?
Grammar:
Revise the different forms of different tenses:
1. 一般现在时被动语态
The classroom is cleaned every day.
2. 现在进行时被动语态
The plants is being watered.
3. 现在完成时被动语态
The work has been finished.
4. 一般过去时被动语态
The door was locked (by the boy).
5. 过去进行时被动语态
The meals were being severed.
6. 过去完成时被动语态
Over 10 songs had been learned (by us) by the end of last week.
7. 一般将来时被动语态
A lecture on birds will be given.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about music and encourage the students to learn more about music esp. Chinese traditional folk music in order to expand the students’ vision.
Important points: 1. Talk about different kinds of music
2. Ask for suggestions and give advice.
3. Talk about famous musicians
4. Compare modern and tradition music
Difficult points: The pattern of the passive voice of different tenses
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to listen to some songs and try to guess where the music come from.
Answers to Exercise 1:
Music1: Russian Music 2: South America Music3:Asian
Music4:African
Step 2 Listening
Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers: Where do you think the music comes from? That is about the characteristic of each folk song. Here the students may get a general impression about the sounds of the world.
Get the students to find a song they like best and tell why.
Step 3 Speaking
First ask the students to get themselves prepared for Exercise 2 on p72, then ask them to perform it out.
Step 4 Homework
Prepare for the next class.
Lesson 2
Step 1 Introduction
The teacher may ask the questions in the Pre-reading part as an introduction of the text and in this way to arouse the students’ interest.
Step 2 Fast-reading
Students read the text quickly and make an outline of the text:
1. Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.
2. Blues music has a long history and is an important part of African –American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock..
3. Modern American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.
4. Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.
5. There are many other styles of music we can discover and enjoy if we explore the sounds of the world.
Step 3 Carefully-reading
(1) Ask the students to read the text again and be prepared to answer the questions in the Post-reading part.
The answers:
1. 1 Blue music came from African music that was brought
to the United States by slaves.
2 To rap is to speak the words of a song along with the beat.
3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking –population, but also because of the success of such artists as Santana and Ricky Martin.
4 The students may answer in any way.
2. False: 1,2,3,5 True: 4,6
(2) Explain the language points if necessary.
Step 4 Homework
Finish the exercises 1-3 on P146
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Word-study
Give the students several minutes to get prepared for the exercise, then check the answers with the students.
The answers are:
beat
1. vi. To strike repeatedly (esp. the heart)
2. n. a regular, rhythmical unit of time
3. vt. Defeat
pick
1.v. to gather, harvest
2. (pick up) v. to take on passengers
3. (pick out) v. to carefully select
rock
1. vt. To upset
2. a./n. akind of music, rock’roll
3. n. hard and large stones
style
1. n. the fashion of the moment
2. n. type, kind
3. n. a way of doing something
Step 3 Grammar
List several sentences in which the Passive Voice is used and other sentences which is of Active Voice structure, then ask the students to find the formation of Passive Voice.
1. Dinner is served from 5:00 to 8:00
Mary serves dinner from 5:00 to 8:00.
2. Five houses were destroyed by the tornado last night.
The tornado destroyed five houses last night.
The formation of the Passive sentences is: be and the past participle of the main verb.
Step 4 Consolidation
Get the students to finish the exercises1 and exercise 2 in the Grammar part.
Step 5 Workbook
Finish the exercises on P147 as well as a kind of consolidation.
Step 6 Homework
Be prepared for a song so as to give an presentation and learn more about music.
Lesson 4
Step 1 Revision
Let some students give their talk about the music they learned after class.
Step 2 Discussion
Fill the form:
1
Comparison Pop music Rock music
Why is music important to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.
How are songs written? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song
What are the songs about? Most pop songs are simple stories about love that make people feel easy and forger about the real world. Rock music expresses true feelings about society, friendship and even war.
2
Comparison Traditional Chinese Music Modern Chinese Music
What instruments are used? Pipa, erhu, suona, guqin, zheng, drums, luo, etc. Drums, fuita, keyboard, sometimes traditional instruments
What is the music played? At weddings, during festivals, and in the royal courts Every day, on TV and radio
Who write the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year
What are songs about? Love, life, news, legends Love, life, society
Step 3 Writing
Choose one of the two writing tasks below.
1 Write about a Chinese or English song that you like. Try to describe the song and how it makes you feel. Explain why you like the song and what the song makes you think of.
2 We write songs to say something about ourselves and the world. If you write a song, what will you say? What will your message be? Work in pairs and try to write a song --- you can use the music of a song you already know or you can make up your own.
Step 4 Homework
Finish the Checkpoint.
Period 1
Warming up， listening and speaking
Step1 Lead – in
Talk about the Spring Festival with students
Step2 Warming up
Part 1 and 2
Step3 Listening
First, talk about the pictures about three festivals. Then look at the exercises and listen to the tape. Listen for three times.
Step4 Speaking
From listening, we have learned a lot about foreign festivals. Now let’s talk about some other holidays. You can work in groups of four, and you can use the useful expressions on Page 10.
Step4 Homework
Write a passage “How I spent the Spring Festival”.
Period 2
Reading
Step1.lead-in
We have learned something about some foreign festivals.
Today we are going to read about another festivals ----Kwanzaa.
Step2.Fast---reading
Read the passage fast to find the main idea of it , which is the main idea of the passage ?(c)
A How Karenga created Kwanzaa.
B What are the seven principle of Kwanzaa.
C Why Karenga created Kwanzaa.
D How Karenga got the idea of creating Kwanzaa.
Step3.True or False
Exx on Page 11
Step4.careful ---reading
Read the passage carefully to finish the following exercise .
1. Which of the following is not true according to the test?
A Kwanzaa is a young holiday .
B The word Kwanzaa means first fruit in Swahili.
C Dr Karenga created Kwanzaa to celebrate American culture and history .
Dkwanzaa is based on old African festivals .
2. The celibration of Kwanzaa lasts _______(A)
A 7days B 5days C 6days D11days
3. Why did Dr.Karenge creat the festival?(B)
A. Because there was no festival in Africa.
B. The African history and culture can be kept alive in African –Americans.
C. Because he thought African festivals were better than American ones. D. He wanted to be remembered by African .
4. From the test we can draw a conclusion that ______(B)
A. the African-Americans don’t like Kwanzaa at all
B. the African-Americans have a strong feeling for their own history and culture
C. Kwanzaa is celebrated from December 26 to January.
D. Kwanzaa was created to celebrate the African culture and history
Step 5. Listening
Listen to the tape, let the ss pay attention to the pronunciation, stress and intonation.
Step 6. Language points
1. dress up. 盛装，打扮
dress up in… 穿…衣服，打扮
dress up as… 打扮成
eg. You don’t need to dress up for this dinner
I just love the fun of dressing up in ancient clothing.
The little girl dressed herself up as an angel.
2. would 可作情态动词，“过去常常做…”
eg. He would sit for hours day dreaming.
When I was a child, I would get up early.
Homework:
1.Recite the language points
2.Read the text
Period 3
Language study
Step1. Revision
Translate some important sentences in the text
Step2. Word study
First let the Ss do the exercise
Then check the answers
Step3. Grammar
First. explain the usages of the modal verbs___ must, have to, have got to
Then do Ex2 on pages 13,ex1 on page 74
Homework:
Revise the usages of the modal verbs
Period 4
Integrating skills
Step1. Fast-reading
Ask the Ss to read the four holidays and find out which one is the least important. ( April Fool’s Day )
Step2. Careful-reading
Read the passage carefully to finish the exercise
1. which of the following is true according to the text ? (D)
A. “Day of the Dead” is an American festival.
B. People often feel sad when they celebrate “ Day of the Dead”
C. “April Fool’s Day” falls on the 1st day of spring.
D. “ Earth Day” reminds us to value our world.
2. which of the festival is to celebrate the memory of a great person?(B)
A. Earth Day
B. Martin Luther King , Jr day.
C. Day of the Dead .
D. April Fool’s Day.
3. The best title for the text is ______.
A. some Festivals celebrated in the world.
B. Celebration of life..
C. Celebration of Great Persons.
D. Celebration of Both the living and the dead.
Step3. Listening
Listen to the tape
Step4. Language points
1. care about 关心, 为…担心
care for 想, 喜欢
eg. She thinks only of herself ; she doesn’t care about other people.
Would you care for some tea?
2. play tricks on
play a trick on
eg. That was an unfair trick to play on her.
He was always playing tricks on others.
3. take in
eg. Please take the washing in, if it rains.
They took her in for a week.
She didn’t take in what I said.
Step5. Writing
Write a short description of the Spring Festival.
Homework:
Finish the writing.
Teaching Aims and Demands
Words and Phrases
Four Skills: dormitory explain recognise continue call on lovely bring back day and night pay off at most debt precious positive attend earn act out besides
Three Skills: surely ball lecture silly author outline quality
Spoken English:
Ask for permission
Could we/I … ?
May/can I …?
Shall we …?
Is it possible…?
Do you mind…?
Talk about possibilies
It can’t be …
It could …
HE might …
They must …
Grammar:
Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Use of Language:
(1) Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text the necklace, through which the students may get educated.
(2) Learn about communication skills, such as, asking for permission, ask about possibilities.
Important points: to get the students to receive the education morally.
Difficult points: to fell the real meaning of the modal verbs.
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Presentation
If possible, it may be better to have a class, in which we can show a great drama to get the students mentally prepared for the coming class.
Step 2 Warming Up
First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.
Step 3 Listening
Have a short listening test as shown in the students books and check the answers.
Step 4 Acting
(1) First divide the students into several groups. And then let them choose their favorite title.
(2) Read the short play one by one so as to better understand the play.
(3) Give the students several minutes to prepare for the play.
(4) At last act it out.
Step 5 Homework
Finish the exercise
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
First, introduce the general idea of the novel to the students as well as the writer.
Step 3 Reading
Get the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.
Scene one
1. Why didn’t Jeanne recognize Mathilde at first?
2. What was the life Mathilde lived in the past ten years like?
3. Why did Mathilde borrow a necklace from her friend?
4. Where was Pierre Loisel working?
5. Why had she been working very hard?
Scene two
1. How did Mathilde feel when her husband told her the good news?
2. Why was Mathilde worried?
3. How much did her dress cost her?
4. What else did she want to wear?
5. What did Pierre suggest?
6. What did they decide to do? Why?
7. When did Mathilde decide to see her friend?
Scene three
1. What kind of necklace did she get?
2. How did they enjoy the ball at the palace？
3. What happened on their way home after the ball?
4. What did they do for Jeanne?
5. How much did the diamond necklace cost?
6. What did they do in order to pay back the debt?
Step 4 Language points
Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)
1) after all
2) marry/be married (to)/ get married (to)
3) call on sb call at sp visit/sb./sp pay a visit to sb./sp. drop in on /at
4) pay back 偿还 pay off 还清/pay for
5) worth/wothy
This VCD is worth 1,000 yuan..
What you said is worth considering
Step 5 Homework
Read the text again and fill in the blanks in the exerciseto understand it better.
Pierre Loisel used to work ________ a government office. One day he and his wife Mathilde received an invitation____ __ a ball __ ___the palace. Mathilde spent 400 francs ______ a new dress but had no more money ____ jewllery. She borrowed a beautiful necklace ____her friend Jeanne. The couple had a very good time in the palace. But____ __ the ball Mathilde found the necklace missing. They borrowed money t buy a diamond necklace __ Jeanne. The necklace that looked exactly___ __ Jeanne's cost them 36,000 francs. __ they returned the necklace, they had to work day and night __ ten years to pay back the money they had borrowed. _______ Mathilde met Jeanne again, she had changed so much her friend could not recognize her. She did not know__________ then that the necklace she borrowed was not made ________ diamonds. It was worth 500 francs______ the most
Lesson 3
Step 1.Revision
Check the home work and ask the students to retell the play in their own words.
Step 2 Word Study
Check the exercise about words on P14.
Step 3 Grammar
List all the modal verbs that we are going to learn. Then
Step 4 Practice
Use the exercise on P14 as to check if the students has really understand the use of the modal verb.
Step 5 Workbook
Check the exercises in the workbook.
Step 6 Homework
Lesson 4
Step 1 Revision
Check the homework by doing exercise 1 in part Grammar in the workbook..
Step 2 Reading
Ask the students to read the dialogue on P15-16.
Step 4 Discussion
Use the questions on P16 so as to understand what is a play.
Step 5 Writing
Then, according to what they have just discussed ask the students to write a short play.
Step 6 Homework
Read your play to your families.
Unit 1-6 Revision
Teaching Aims and Demands
Words and Phrases:
honest brave wise smart argue found hunt share lie feeling pronounce broad repeat native equal situation international trade communicate exchange service expression publish compare replace consider means experience vacation nature basic equipment simple normal excitement separate unforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch note career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action
fond of hunt for in order to care about such as drop sb a line make oneself at home in total except for stay up come about end up with bring in a great many at the same time get away from watch out protect sb/sth from see sb off on the other hand as well as
Spoken English: Revise the spoken English in the units 1-6.
Grammar: Direct and Indirect Speech, The Attribute Clause.
Teaching aids: Computer
Way of Teaching: dictation and exercises
Lesson 1
Step 1 Dictation
Dictate the key words and phrases in the six units.
argue share native equal situation international communicate compare experience vacation equipment excitement separate unforgettable rescue advance swallow struggle strike destroy opportunity career award degree creature owe primary determine
fond of hunt for in order to care about such as drop sb a line make oneself at home in total except for stay up come about end up with bring in a great many at the same time get away from watch out protect sb/sth from see sb off on the other hand as well as
Step 2 Sentences
1. Chuck survives the crash and lands on a deserted island where there are no people.
2. On the island, Chuck has to learn to survive all alone.
3. Chuck learns that we need friends to share happiness and sorrow.
4. You must be very tired.
5. People also travel to meet new friends, to try new kinds of food, to experience life in other parts of the world, or simply to get away from cold weather.
6.Wear a lot to protect yourself from yourself from the sun.
7. As with hiking, you should always think about your safety and wear good clothes.
8. Looking up at the large head and down at the large feet makes you feel small.
9.After that it still took seven years before they finally got married.
10. When drinking to someone’s health, you raise your glass, but the glasses should not touch.
Check the dictation with the students and explain the use of the underlined words or parts.
Lesson 2
Grammar
1. The Direct and Indirect Speech
A. Change the dialogue below into Indirect Speech.
The following dialogue is an excerpt from Mark Twain’s The million-Pound Bank Note.
Henry found there was a million-pound note in the envelope. HE thought the two brothers had made a mistake. HE hurried to their house and rang the bell. The servant appeared, Henry asked for the brothers.
Servant: They are gone.
Henry: Where?
Servant: To the Continent.
Henry: The continent?
Servant: I can’t say, sir.
Henry: When will they be back?
Servant: I can’t say, sir.
Henry: When will they be back?
Servant: In a month, they said.
Henry: A month! Tell me how to get word to them. It’s of great importance.
Servant: I can’t , indeed. I’ve no idea where they’ve gone.
Henry: Then I must see some member of the family. Servant: Family is away, too --- in Egypt and India, I think.
Henry: There’s been an immense mistake make. They’ll be back before night. Tell them I’ve been here, and that I’ll keep coming till it’s all right, and they needn’t worry.
Servant: I’ll tell them, if they come back, but I’m not expecting them. They said you’d be here in an hour to make inquires, but I must tell you it’s all night, they will be here on time to meet you.
B. Finish the dialogue
A: Attention, please, I’d like to tell you what to do in the coming sports meeting. Get to school a bit earlier, at 7:30 tomorrow morning.
B: What did she say?
C: (She told us to come to school a bit earlier tomorrow morning, at 7:30.)
A: Please wear your sports clothes.
D: What to wear?
E: (She asked us to wear our sport clothes.)
A: Su Peng, please don’t forget to bring your camera. (You have to take some photos.)
F: Pardon?
A: (I asked you not to forget to bring your camera.) I want you to take some photos
If it is necessary, explain the formation of Indirect and Direct Speech.
2. The Present Continuous Tense.
Fill in the blank with proper words
1). Jack ___ (work) in a network company now, and he ___ (like) it very much.
2). I can hear something outside the door. It ___ (sound) as if someone ___ (try) to open the door.
3). Grandma normally ____(live) with us, but she ____ (spend ) the last month in Hangzhou and ____ (go)to stay with uncle next week.
4). They ____ (play) really wonderfully. I ____ (think) they ____ (win) the game.
5). A: That is Alice. I ____ (not think) you ____ her before.
B: Oh yes. We ____ (know) each other, for we ____ (be) at the same school.
6). She ____ (grow) up in that farmhouse in the village. She ____ (miss) it very much and ____ (return) to have a look this weekend.
7). A: There ____ (be) a great film on this week. It _____ (be) an Oscar Prize winner. They ____ (ask) you to go with them tonight.
B: Thanks, but I ____ (see) it in only yesterday.
8). A: I ____ (try) to phone George, but he ____ (be) not at home.
B: He should be. He ____ (leave) school an hour ago.
Answers: 1). is working; likes 2). sounds; is trying 3). lives; spent; is going 4). are playing; think; will win 5). don’t think; have met/met; know; are 6). grew; miss; is returning 7). is; is; asked; saw 8). Tried; was; left
Then check the exercise with the students.
3. The Attributive Clause:
Read the text below and mark out the Attributive Clause and the noun modified by it. If necessary fill in the proper link pronouns.
Penicillin is a kind of medicine ___ is now widely used in hospital. It has played a very important part in saving those ____ have got serious diseases. But do you know anything about the person ____ discovered it?
Penicillin was discovered by a British scientist, Alexander, ____ was born on Aug. 6, 1881. After graduating from a medical university, he worked in a laboratory, where his research began. After World War I, he continued his research for the substances ____ would cure people without bringing harm to human bodies.
In the autumn of 1928, he found through his experiments that penicillin was not harmful to man but it would stop the growth of many dangerous germs. Fleming wrote a paper in ____ he described penicillin in detail. The paper was published in 1929.
The keys are: that/which who who who that which.
4. The Attributive Clause:
California, ____ official nickname is the Golden State, is one of the faster growing states in the United States. It covers an area of great physical diversity(多样性) ____ ____ uplands dominate the landscape. The first people ____ explored and settled California were the Spaniards, ____ gave Spanish names to its two great cities, Los Angels and San Francisco. 1849 was the year ____ Americans came and so was it the year ____ gold was discovered.
The reason ____ the men ____ made movies came to California was that the weather here is fine. The sun allowed them to take pictures outdoor nearly every day in the year. Hollywood, ____ lies in the northern part of the city of Los Angeles, became the movie capital of the world. When oil was discovered, people came to work in the oil field. World War II was period ____ many large airplane factories were built in California.
California, the coastline ____ ____ is 1,200 miles long on the Pacific Ocean, is also one of the country’s leaders in commercial fishing.
The highest mountain in California is Mt. Whitney, a 14,494-foot-high granite peak, ____ ____ one can look down on Death Valley to the east, the lowest point in the United States.
The answers are: whose, of which, who, who, when, when, why, who, which, when, of/in which, on/from which
Revise the Grammar the related to the above exercises.
Lesson 3
Step 1 Warming-up
Introduction of your good friend:
Get one of the students to give a brief introduction to his or her good friends.
Step 2 Writing
Get the students to write a short composition about their own experience.
Ask the students to read their composition out and go over the basic skills of writing.
Step 3 Reporting
Divide the students into several groups and get them to prepare for the film stars and the movies that they favour.
Get the students to report it out, while trying using some related words and the grammar learned in these unit.
Homework
Write another composition about Being a student with good manners.
颐和园
一、导入新课。在我国的首都北京西郊，有一个世界著名的皇家园林。它就是颐和园，（教师板书课题）那里有著名的长廊、佛香阁、昆明湖、十七孔桥等人文景观。今天就让我们寻着作者的足迹，一同来饱览颐和园的美景。
二、出示幻灯片，认识颐和园的几个著名景观，从直观入手，对颐和园的美景先有一个感性的认识。
二、初读课文，播放课件，感受景物美。
1、播放颐和园放光片。
2、我们课文中的颐和园更美。请同学们自读课文，课件出示自读要求：
（1）课文中的哪句话最能概括颐和园的特点？
（2）作者是按怎样的顺序游览的，从课文的哪些语句可以看出来？
3、学生自读课文，解决问题。
4、交流颐和园的特点是：大、美。
明确：长廊、万寿山、昆明湖。
师小结：文中四个自然段的第一句话都写出要游览的地方，因此这篇课文是按照作者的游览顺序来介绍颐和园的，这种方法就叫移步换景，也叫作地点转换顺序或游览顺序。
二、精读课文，驻足景点，品味美丽
景点1：长廊
作者进了颐和园的大门，绕过大殿，就来到长廊，请同学们打开书，自由读课文，想一想长廊有什么特点？
明确：又长又美
1.说说从哪儿体会到了它的长？
*重点句指导：（课件出示）绿漆的柱子，红漆的栏杆，一眼望不到头。这条长廊有七百多米长，分成273间。
a、比较感知长廊的长：我们的教室长8米，七百多米相当于--个教室，这真是--
指名读句子，读出长廊的长：突出一眼望不到头。
b、齐读句子，感受长廊的长。
2.你从哪句话看出长廊的美，说一说？
（1）长廊的颜色美，“绿漆的柱子，红漆的栏杆”长廊上有红有绿十分美丽。
（2）长廊上的画美，“每一章的横槛上都画着五彩的国”这些画颜色各异，内容丰富，精美绚丽，堪称艺术珍品。提问：画的内容包括“人物、花草、风景，几千幅画没有哪两幅是相同的。”这说明了什么？（说明画的内容丰富，题材广泛。体现了我国古代文化园林艺术的灿烂和劳动人民能工巧匠的智慧。）
（3）长廓周围的风景美，“栽满了花木，这一种花还没谢，那一种又开了“这一句写出了长廊两边鲜花盛开，五彩缤纷就像一条鲜花铺成的小路。这句说明了什么？（说明长廊两旁的花木品种多、数量多；“开”和“谢”是一对反义词，形象地说明了长廊两旁鲜花常开的景色特点。）
（4）长廊上游人的心情美，“神清气爽”看出游人的心情十分舒畅。
3、激情重读：是啊！一条长廊就是一幅五彩的画，一条长廊就是一部悠久的历史叫人百看不厌，流连忘返，让我们一齐再来回味。齐读整段。
（一）交流学习“万寿山”部分（第3、4自然段）：
（1）走完长廊，来到万寿山脚下，在万寿山上有哪些景物呢？（板书：佛香阁、排云殿）
哪些句子描写了佛香阁？哪些句子描写了排云殿？指导学生朗读句子。理解“耸立”“金碧辉煌”的意思，抓出佛香阁和排云殿的特点，直观地感受佛香阁和排云殿的高大和辉煌。
万寿山脚下：佛香阁 高 （耸立）
（抬头一看） 雄伟壮丽 （八角宝塔形 三层 闪闪发光）
排云殿 大 、多 （一排排）
金碧辉煌
（向下望）树丛 葱郁……
登上万寿山：（正前面） 昆明湖 静、绿 （像……像……）
（向东远眺）城楼白塔 古老
6、小组合作学习，互相交流：作者登上万寿山，欣赏了哪些方向的景色？看到了哪些美景？
7、全班交流，教师书写到白板上。
8、这些风景中最美的就是昆明湖了。你能找出描写昆明湖的句子吗？
9、教师指导朗读“昆明湖静得像一面镜子，绿得像一块碧玉。” “游船、画舫在湖面慢慢地滑过，几乎不留一点儿痕迹。”这两句话，明白作者运用比喻的方法把昆明湖比作一面镜子和一块碧玉，写出昆明湖“静”和“绿”的特点，理解“滑过”的意思，突出昆明湖的“静”。再次引导学生感情朗读句子。
10、课件欣赏昆明湖的美丽景色。
11、欣赏完昆明湖的美景，我们来到了哪里？（十七孔桥）学生读课文。走过十七孔桥，就可以来到小岛上。这个小岛叫湖心岛，出示湖心岛图片。学生找出描写十七孔桥的句子，总结十七孔桥的特点（桥洞多、柱子多、狮子多）。十七孔桥上最有名的就是小狮子，学生读句子“这么多狮子，姿态不一，没有哪两只是相同的。”
12、你能想象一下都有什么样的狮子吗？学生想象说出样子。教师出示狮子的图片，这么多狮子，用文中词语形容就是“姿态不一”。
（3）利用课件带领大家去欣赏万寿山的美景。
三、总结全文，学以致用。
在颐和园中除了精美的长廊，壮美的万寿山，秀美的昆明湖，还有哪些美景呢？明确：智慧海、知春亭、大戏台、玉带桥、石舫……
正像大家所说的那样，“颐和园到处有美丽的……”（学生齐读）“景色，说也说不尽，希望你有机会去细细游赏。”
如此之美的颐和园，使得许多文人墨客竞相题词，清朝乾隆皇帝就曾写下这样的诗句，你们看：燕山何处最畅情，无双风月属昆明
四、读写结合
四、作业：1、找出文中优美的句子，多读几遍，把喜欢的部分背下来。
2、观察一处家乡的景物，按游览顺序，抓住景物特点写下来。（游览顺序、观察顺序、方位变化顺序、季节变化顺序。）
颐和园
长廊→→万寿山→→昆明湖→→十七孔桥
（佛香阁 排云殿）
[颐和园教案 (人教新课标三年级上册)]
一、 课前情境：播放音乐《长城长》。
二、 导入新课：
1、单元主题及学习要求
2、复习：开火车朗读词语。
3、师；这节课我们继续学习《长城》一课。
三、自由读文，把握结构。
1、要求：快速浏览课文，观察书上插图，找出与之相对应的段落。
2、交流：第一段对应第一幅图，这是长城的远景图，第二段对应第三四幅图，这是长城的近观图。（板书：远、近）
师：第三四段怎么没有图与之对应呢？（这是作者的联想）（板书；联想）
师指板书：也就是说作者是按照从远到近的顺序观察长城的，最后写了作者的联想。
1、 师：登上长城，作者感触最深的是什么，请找出文中的一句话来回答。
2、 出示文中最后一句话；这样气魄雄伟的工程，在世界历史上是一个伟大的奇迹。
3、 指导朗读。学生质疑。
过渡：是啊，作者为什么会发出这样的感叹呢？让我们随着作者去登一回长城吧！
三、 品读课文，感受奇迹。
1、 出示长城远景图。
师：远看长城，它像是什么样子的？（生看图说）我们来看看作者是怎样写的？
2、 出示第一段，齐读。
3、 交流：
⑴作者用了什么说明方法来写长城的特点的？（打比方、列数字）
（2）出示地图，感受长城的长。
（3）师：一万三千多里，同学们，你知道有多长吗？二十多年前有一个年轻人曾徒步走完了这一万三千多里，用了整整五百零八天，来，读出你们的惊叹。谁来读，就读描写长的这一句。
（4）再出示长城远景图：从远处看长城，除了感觉长，还有什么特点？（弯弯曲曲）
（5）师：你们看，顺着山势长城是曲曲折折起起伏伏，遇到陡峰，他就直上云天，遇到峡谷他就俯冲直下，……这样的姿态文中用了一个什么词？ （蜿蜒盘旋）
（6）师：一条巨龙，蜿蜒盘旋在崇山峻岭之间，多美呀，多有气势啊，谁愿意来读读第一段，就读出这种美，这种气势。 男生读
师：美中有气势，来，同学们一起读。
师：这样美而又有气势的长城，让我们情不自禁的发出了这样的赞叹：（读最后一段）
过注：文中还有什么地方写出了长城是伟大的奇迹呢？
4、 交流第二段。
（1）：请同学们细细的自由的朗读课文第二自然段，看看作者分别给我们介绍了构成城墙的哪些部分？圈画出来（学生自由朗读第二段）
（这一段向我们介绍了长城的垛子、射口、瞭望口和城台。）
（2）师：（课件出示长城侧面图）老师这里有一幅长城的近照，这就是高大坚固的长城。谁能看着图向大家介绍长城的结构呢？
（3）师：你能从图上找到答案，真会读书！但你们知道他们的作用吗？
师：(说的太好了)同学们，长城就是这样用他那高大的身躯抵御了外族的侵略，保卫了祖国的领土，像长城这样巧妙的设计，在世界上是绝无仅有的。当你知道这些得时候，你想说点什么？
（5）师：(说的太好了)同学们，长城就是这样用他那高大的身躯抵御了外族的侵略，保卫了祖国的领土，像长城这样巧妙的设计，在世界上是绝无仅有的。当你知道这些得时候，你想说点什么？
（6）师：是啊，像长城这样“长”而“高大坚固”的工程，在世界上是独一无二的。
让我们在以此由衷地赞叹：
5、 学习第三段：
（1）师：千百年的岁月过去了，历史的销烟已经散尽，但青山依旧在，长城依旧在，为了一睹长城的雄姿，成千上万的人，站在长城上，踏着脚下的方砖，扶着城墙上的条石，百感交集，思绪万千，他们想到了什么？我们来读一读第三自然段，自己读，读好后，你可以把自己感受最深的句子画出来，再反复读一读，可以放声地读。
（单看那数不清的条石……一步一步台上这陡峭的山岭）投影出示
（2）师：同学们，你们谁知道修筑长城的年代是一个怎样的年代？
（科技不发达）
（3）找出文中的语句来说。指导朗读，读出这种艰辛和不易。
（4）师：尽管困难重重，可长城还是修筑成功了，那是一种怎样的劳动，透过这段文字，你仿佛看到了什么？闭上眼睛听老师读这段话，边听边想象。师范读
师：你仿佛看到了什么？
（5）师：这样的城墙举世无双，这样的雄伟工程世界少有，这样的艰巨工程靠人力完成，历史罕见，这样的精心设计使之易守难攻绝无仅有，这是劳动人民智慧和血汗的结晶。
我们一起满怀赞美、满怀敬佩，深情地对古代劳动人民说-------
让我们一起激动地、自豪的对全世界说：-------------
四、巩固延伸。
（1）师：我们的祖先用血汗和智慧，为我们留下了这笔光辉灿烂的遗产。想不想亲眼目睹一下长城的风采？接下来请同学们欣赏中华瑰宝--（出示课件：展示长城各方位的视频影片）
（2）、师：同学们，面对这巍然屹立的万里长城，此时此刻，你心中肯定有万语千言。就让这千言万语汇成一句话交流一下！
师：长城不仅震撼着我们，也震撼着全世界（出示课件）。美国前总统尼克松登上了长城，他情不自禁的赞叹道--长城是一个奇迹，一个伟大的民族创造的伟大的奇迹.
法国总统密特朗这样说过：没到过金字塔就等于没到过埃及，没到过长城等于没到过中国。
美国总统克林顿这样说：长城是一个奇迹，一个伟大的民族创造的伟大的奇迹。
师：让我们和作者、和世界伟人一起赞叹：（齐读最后一段）
（3）师：如今“不到长城非好汉”已经成了中外游人的一句豪言壮语。长城以其悠久的历史，浩大的工程，雄伟的气魄著称于世。它在文化艺术上的价值，足以与其在历史和战略上的重要性相媲美。“1987年，联合国教科文组织将中国的万里长城列入《世界遗产名录》。
（4）师：同学们全体起立，让我们怀着对长城的敬仰之情，一起为我们的长城，为我们的民族放声高读：
长城啊长城！
你向人们描绘着中华山河的锦绣，你向人们诉说着中华文明的悠久，
你向人们展示着中华民族的智慧和力量。今天，我终于登上了长城！
我站在崇山峻岭的高峰之巅，我站在气魄雄伟的城楼之上，
向着群山，向着大海，纵情高呼：我爱长城！我爱中华！
（5）师：歌唱家也用嘹亮的歌声唱出了对长城的赞美(播放音乐)
同学们，虽然我们的课马上就要结束了，但是长城的故事说不完，长城的历史道不尽，如果你还想对长城有更多的了解，你可以到网上查阅，老师相信长城的美名一定会千古流传，长城的精神一定会永放光芒。
四、 板书设计。
17、长城
远 长、蜿蜒盘旋
气魄雄伟 ↓ 伟大的奇迹
近 高大坚固
↓
想象 劳动人民
[《长城》教案 (人教新课标四年级上册)]
位 置
教学内容：位置
教学目标：
1、能够在具体情境中，根据行列确定物体的位置。
2、培养观察、分析、比较的思维能力。
3、培养团结、合作、互助的精神。
教学重点：根据行列确定某一物体的位置。
教学难点：能用语言去描述某一物体的位置。
教学准备：挂图 座次卡
教学过程:
一、 自我介绍，初步感知位置
1、 谈话引入
师：小朋友咱们班今天来了这么多可爱的小动物，它们可想和你们交朋友呢（出示动物卡片）你想跟哪个动物交朋友，你就对它介绍一下你的位置，它好过去找你
2、 小朋友自我介绍，并拿到动物卡。
二、创设游戏活动，进一步感知位置
1、找座位游戏
师：每个小动物背后都有一个小秘密，打开看一看（动物卡背后有新座位号）
师：先用你的眼睛找一找你的新座位在哪里，与你的同伴说一说（学生互相说一说）
师：在行动之前，你想提醒小伙伴们什么？引导学生说出互相谦让。学生按卡找座位
2、介绍方法
师：谁来介绍一下，你是怎么这么快找到座位的？（指名回答）
师：同学们在小动物的帮助下，找到了新座位，而且有的同学很乐于助人，看来同学们对前后左右掌握得较好，刚才你们的找座位就是今天要学习的“位置”
板书课题：位置
3、介绍新位置
师：你们都有了新的座位，周围有了新的学习伙伴，现在请你在小组里说一说你的位置，然后请小朋友起来说给大家听一听。（多说一些）
4、点名游戏
师：现在我们再做一个点名游戏，先看老师怎么做？第6组第3个站起来！
第2组第1个拍拍手！
××在哪里？第3组第4个是谁？
师：谁愿意像老师这样发令做裁判？
5、进一步探究位置相互间的关系
师：我们可以看到，每个同学的位置都是不一样的，左右两个同学的座位与你有什么关系？前后两个同学的位置又与你有什么关系呢？
指名小组汇报
生：左右同学和我是同一排，前后的同学和我是同一组。
三、练习反馈
1、 教师谈话：在日常生活中，对号入座的机会的很多，同学们喜欢看电影吗？今天我们就到电影院去看看
（1）出示挂图第8页的第4题
师：让我们好好看看电影院的座号有什么特点？
生：左边是双数，右边是单数，越往两边号就越大。
（2）师：那第一位小女孩拿着9排12号，不知道应该坐哪呢？谁来帮帮他上讲台指出。
师：你们是怎样找到这个座位的？（生口答）
看书：把剩下的小朋友找见座位连线
（3）全班汇报，学生说，教师指。
小结：我们都给小朋友找到了座位，你瞧他们多高兴呀！小蚂蚁又给我们出了道难题！
2、 挂图了示第8页的第5题图
（1）情景导入
师：有这么多好吃的，小蚂蚁都爱吃，但它最爱吃苹果，我们帮它想一想，小蚂蚁怎样走能吃掉苹果？
（2）全班交流
师：同学们真聪明，想出了这么多办法，它太感谢你们了，下面请你们帮助它完成第8页的第5题吧。
3、 同学们帮助小朋友找到了座位，帮助小蚂蚁找到了好吃的，小兵、小明也想考考我们！
完成书中的第6题，独立完成，集体订正
4、同学们学习很认真，解决了许多生活实际中的问题，现在就让我们轻松一下，做一做大胆取喜欢的游戏，“听反话”
要求：（1）同座位的，一个说一个做。
（2）一个同学说，全班做
（3）一个同学做，全班同学说。
5、课堂作业练习一的第7题
找住住址--说一说，他们各住在哪里。
四、思维训练
1、小明从前往后数是第5个，从后往前数是第2个，这一队有多少人？
2、乐乐从左数是第7个，他右边还有7个小朋友，这一队共有多少人？
3、童童前面有3个小朋友，后面有8个小朋友，这队一共有多少人？
五、课堂小结：
通过今天的学习我们能用：“上下”、“前后”、“左右”来说清楚物体的位置，还知道说位置时要明确方向。
板书设计： 位 置
课题：人教版小学三年级下册
《平均数》
执教教师： 杨万丽
所在单位： 城关八小
教学内容：教材42-45页。
素质教育目标：
1.知识目标:使学生理解平均数的含义，初步学会简单的求平均数的方法。
2.能力目标：理解平均数在统计上的意义。
3.情感目标：体会数学与生活的密切联系，培养学生的实践能力。
重点难点
重点：理解平均数的含义。
难点: 初步学会简单的求平均数的方法。
教具准备：多媒体课件
教学过程
一、创设情境，提出问题
上周的作业，有三位同学做得最好，今天老师带来些铅笔想奖励给他们。大家看统计图，哪三位做得最好，分别获得了几支铅笔？（叶雨7支、叶茹5支、李新3支）（课件展示）
师：你们觉得这样分公平吗？怎样才能公平？
学生讨论，指名汇报。
（把叶雨的7支拿2支给李新，这样每人都是5支。课件展示）
很好。谁能给这种方法取个名字？（“移多补少法”。板书）
（先把三个人的铅笔全合起来有15支，再平均分给这3个人，这样每个人都是5支。）
这种方法也很好！我们也给它取个名字。（“先合再分”板书）。
刚才我们用不同的方法，都能使这三个人铅笔的支数从不等变成相等，都是5 .
教师指出：这里的“5”就是“7、5、3”这三个数的平均数。板书课题：平均数
通过刚才的学习，同学们能简单的说一说什么是平均数吗？（学生思考或者讨论，教师在听取汇报后总结。）
几个大小不等的数，通过移多补少或者先合再分的方法，使它们成为几个相等的数，这个相等的数就是这几个数的平均数。
师：说到平均数，同学们能联想到我们以前学的哪个数学概念。（平均分）是呀，平均数是5，那么他们每人的铅笔支数应该都是5，是这样吗？（质疑，区分平均数和平均分）
师:难道，老师真的不公正吗？他们的铅笔到底要不要重新平均分配呢?告诉你们，不能。这样做是因为叶雨书写最干净，而且明显进步，而李新最近书写有些下降了。同学们觉得老师做得公平吗？刚才的平均数只是一个反映今天奖品发放总体情况的数，不是真的把奖品平均分了。
同学们在生活中还听到过哪些平均数？说一说。（见课件）
看来平均数的用处还真大，同学们要好好学习哟！
二、寻找方法，解决问题.
同学们，上个月我们班每个同学都通过自己的努力，获得了很多小红星。我们来看一下第一小组和第二小组的统计结果。
第一小组上月获小红星个数统计表
单位：个
叶茹 李新 吴玉 刘超
14 11 10 13
第二小组上月获小红星个数统计表
单位：个
叶雨 付涛 张新 江南 夏丽
15 12 8 11 9
其中，叶雨的个数最多，我宣布第二小组为优胜组，你们同意吗？
生1：不同意，她一个人怎能代表全组，就算叶雨最多，可是张新才8个。
师：那你们说怎么比呢？
生2：可以把每个组的个数加起来，看哪个组的个数最多，哪个组就好。
生3：可第一小组比第二小组少了一个人呀！怎么能比？
同学们认为怎样比最合适呢？（平均数）
对，把几个大小不等的数，通过移多补少或者先合再分的方法，使它们成为几个相等的数，也就是把两个小组的平均数分别求出来再比较。（大家领悟到比较平均数最公平，从而认识平均数在统计中的用处。）
下面，我们就各显神通，先求出第一小组的平均数吧！
小组讨论、汇报。
（将叶茹多的两个分给吴玉，刘超多的一个分给李新，这样，她们每个人都得到了12个，也就是第一小组的平均数是12个。）
不错，方法很简洁，他用的什么方法？有不同的方法吗？
（先求出四个人的总个数，再求出平均每人的个数。）
他用的方法就是--先合再分法。
看来，大家都非常聪明，第二小组的平均个数会求吗？
你们觉得这时我们求平均数用哪种方法比较合适？为什么？
学生在练习本上计算，指名板演，集体订正。
为什么这里求得的总数除以的是5而不是4？
（先合再分法）
小结：求平均数的方法很多，要根据实际情况来定。人数少，差距小，用移多补少法比较简单；人数多，差距大，用先合再分的方法比较简单。
我们看，第一小组的平均数是12，可是14、11、13、10这几个数里，没有一个是12的，它们有的比12大，有的比12小；第二小组的平均数是11，可是15、12、8、11、9这几个数里面也只有一个11，并不是每一个数都是11，它们有的比11大，有的比11小。所以说平均数反映的是一组数据的总体情况。
好，下面我们来看第一小组的平均个数是12，第二小组的平均个数是11，你们说那一队是优胜组？
看来，平均数帮了同学们的大忙，它最能代表一组数据的总体水平。
所以，虽然叶雨同学的得数最多，可是他们组的平均得数比第一小组少了一个；虽然得数最高的同学不在第一小组，但他们小组每个人都很努力，所以，他们组的平均得数多。看来，一个团队的胜利光凭一个人的努力是不行的。需要团体的每个人都来付出。同学们觉得呢？你以后打算怎样做？（学生回答）
三.结合实例，深入理解
老师调查了几位同学的体重： 29千克、31千克、30千克、37千克、28千克。
你能估计一下这5名同学的平均体重吗？可以先观察一下黑板上的几组数据与它们的平均数之间的关系，你有什么发现？
师：老师发现了，你们猜的时候都往这组数中不大不小的数猜，大家想这个平均数会超过37吗？会低于28吗？
生1：不会，因为平均数会比较靠近中间的数。
生2：大数必须给小数不一部分，那样，大数变小了，小数变大了，得到的平均数肯定比大数小，比小数大。
那么，它的平均数到底是多少呢?计算一下，验证。
一组数的平均数的大小应该在这组数据的最大数和最小数之间。
四、应用方法，解决问题
刚才我们一起认识了平均数，也知道了如何求平均数，接下来我们要遇到的是生活中有关平均数的问题，让我们一起做个闯关游戏挑战一下吧！有没有信心？
挑战第一关 “明辨是非” （出示课件）
请大家轻声地把问题读一读，思考之后，可以和同座交流自己的看法。
1.城南小学全体同学向希望工程捐款，平均每人捐了3元，那么，全校每个同学一定都捐了3元。( )
2. 学校排球队队员平均身高是160厘米，李强是该队队员，他的身高不可能是155 厘米。( )
3.小明所在班级的平均身高是1.4米，小强所在班级的身高1.5米。小明一定比小强矮吗？ ( )
闯关小贴士：一组数的平均数是我们计算出的结果，表示这组数的平均水平，并不一定这一组数都等于平均数，有些可能比平均数大，有些可能比平均数小。
挑战第二关 合理推测
三（一）班第一小组同学身高情况统计表
学号 1 2 3 4 5 6
身高 131 128 132 129 134 126
单位：厘米
明明算了他们的平均身高是135厘米，不计算你能不能知道他算的对不对？
闯关小贴士：一组数的平均数的大小应该在这组数据的最大数和最小数之间。
挑战第三关 乐于助人
1、二年级的小红参加学校的“六一”歌咏比赛，五位评委老师给打她的分数分别是 97分、 90分、94分、 95分、89分，最后，主持人宣布她得了93分，小红糊涂了，你能给她解释一下吗？
2、游泳池的平均水深是120厘米，小明身高140厘米，他在游泳池中学游泳，会不会有危险？为什么？( )
五、课堂总结
今天同学们真棒，闯过了一关又一关，这和你们的努力是分不开的，老师奖励你们每人一颗小红星。那么，今天，你学到了哪些关于平均数的知识，谁愿意和大家一起分享？说一说。
今天，老师和同学们一起度过了愉快的一节课，希望同学们能用平均数的知识解决更多的问题。
六、课外拓展（该环节机动）
出示课本例2：
欢乐队 单位：厘米
王强 谢明 李雷 王小飞 刘思
148 142 139 141 140
杨洋 周小杰 陶晓 卢浩 蔡志
144 146 142 145 143
开心队 单位：厘米
1.从表中可以看出谁最高？谁最矮？
2.怎样比较两支球队的整体身高？
同学们看，这两组数据都比较大，计算起来麻烦，老师考考同学们，有没有什么简便的方法能求出这两组数的平均数呢？老师给你们一点启发。请看:出示课件
谁能从中受到启发，来解决老师留下的问题呢？有兴趣的同学可以试一试。
七、布置作业
八：板书 平均数
移多补少法
平均数不等于平均分
先合再分法
7 5 3 5
14 11 10 13 12 反映一组
15 12 8 9 11 11 数据的
29 31 30 37 28 31 总体情况
（15+12+8+9+11）÷5 （14+11+10+13）÷4
=55÷5 =48÷4
=11(个) =12(个)
