以下是小编整理的人教新课标高一Unit 15 The Necklace 说课稿（共含13篇），欢迎阅读分享，希望对大家有帮助。同时，但愿您也能像本文投稿人“卡罗拉”一样，积极向本站投稿分享好文章。
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
简介： ppt制作 整个教学过程分为四大步骤：（一）创设情境，顺势导入（二）引导探究，感悟新知 （三）精讲精练，深化理解（四）课堂总结，拓展延伸 这四大步骤通过以下七个环节来完成。 环节一:出示例1ㄈ醚生试着选择合适的身高，把思考交流的权利交给学生，使学生亲自体验知识形成的过程。并让学生对平均数、中位数、众数三个统计量再次进行讨论，然后得出众数的选择--整齐美观（集中性的特点）。 . 上传者：147369258a
相关课件：我是什么
一、说教材
《我是什么》是人教版九年义务教育六年制小学语文第三册的教学内容。本课是一篇科学短文,以第一人称“我”的叙述方式，并结合谜语的形式，图文并茂地向学生展示了水的不同形态和对人的利弊关系。文中始终不点明“我”就是水，而是通过水的形态变化和与人类关系的描写，让读者去猜，更增加了文章的趣味性。全文共五段，重点内容分为二个部分：一、二、三自然段讲水的形态，四自然段讲水给人类带来的利弊。
二、说学生
通过一年多的语文学习，大部分学生已经掌握了许多识字方法和一定的阅读技巧，并能自主识字、感情朗读。因此我主要引导学生说识字方法，多鼓励，激发他们的自主识字与朗读兴趣。
三、说目标、重难点
知识目标：会认11个生字，会写3个字。知道汽、云、雨、雹子、雪等自然现象都是水变化形成的……
技能目标：有感情地朗读课文。
情感目标：引导学生爱护水资源，保护水资源。
重难点：会认11个生字，会写3字。知道水的形态变化及对人类的利弊关系。
四、说教法
由于低年级儿童感性认识强于理性认识，以形象思维为主，和低年级应把词句训练放在首位，我采用了以下教法：
多媒体辅助教学法：本节课我制作了优秀的课件，运用多媒体集成性、图文并茂的特点，形象地演示水的不同形态和对人类的利弊关系，让学生了解水，喜爱水，珍惜水。
鼓励欣赏法：小组和班集体的点评主要是鼓励学生展示才能，满足他们希望得到赞许、羡慕、体会成功的心理特点，激起学生的学习欲望，增强学习信心。
随文识字法：应用中巩固识字，并采用小组合作的形式引导学生自主学习、合作学习。
引导示范法：因为此年龄阶段的学生模仿能力较强所以在写字教学中，我充分发挥书写示范作用，指导学生把字写规范、写美观，养成良好的写字习惯。
朗读感悟法：朗读能帮助学生理解课文中的精彩语句，感受汉语语言美的作用，丰富学生的语言，在形式多样的朗读中让学生喜爱朗读，对朗读有兴趣。
四、说学法
1、自主学习法
2、合作学习法
教学中我主要渗透以上两种学法，通过教师与学生，学生与学生面对面的读、说、演、写去实现，培养学生自主学习的能力。并根据随文识字教学的特点，坚持把识字贯穿在整个学习活动中，力求取得最好的学习效果。
五、说教学流程
一、谈话导入，激发学习兴趣。
上课开始，就以生动形象的教学语言吸引学生的注意力，激发学习兴趣。“老师想告诉同学们一个小秘密，有一位小朋友想拜我为师，可是它连自己是谁都不知道，所以我不想收它为徒。这个小朋友听说我们二年级一班的同学特别喜欢帮助人，它想请同学们帮帮它，告诉我它是谁，你们愿不愿意帮它？ ”
二、通读全文，整体感知
先让学生自由读课文，猜猜“我是什么”。
三、逐段学习，随文识字。
我主要利用多媒体加深学生对字词的记忆和课文的朗读感悟。让学生自主识记生字，喜爱朗读，读出情，读出味，读出个性。下面我就简要说说我是如何利用多媒体的。当学生读到描写汽的句子时，用课件演示水变成汽的过程，再让学生朗读，评议后再读，这样就能让学生在生动形象的画面中认识到水是如何变成汽的。随后播放课件，把学生带进美轮美奂的云的世界中，学生就会争先恐后地起来朗读，从而激起了学生的朗读欲望，就能自然而然地读出自己独特的美的感受。进行到第二段时抛出问题：“谁来说一说为什么雨、雹子、雪分别用“落、打、飘”呢？”这一问题激起学生的探究欲望。学生回答后，课件动画演示“落、打、飘”。从而体会到作者用词的准确性。学到这儿，教师总结并提问：“水一会儿功夫就有了这么多的变化，那你能不能把水的变化排一排？”先小组讨论，学生排出水的变化过程后，再让上台用图片的形式把顺序排好并说说这样排的理由，其他小组补充。这不仅是对课文内容的复习和巩固，同时也训练了学生的创新思维。“我可是有脾气的哟！不同的心情，我做的事就不一样，你们想知道吗？”学生通过朗读就能找出水“温和”和“暴躁”的一面。课件出示相关图片
三、反馈练习：
照样子说一说（出示幻灯片）
1.有时候我穿着白衣服，有时候我穿着黑衣服。
有时候 ，有时候 。
课件出示例子：
2.我在池子里睡觉，在小溪里散步，在江河里奔跑。
我在 ，在 ，在 。
四、指导书写
首先引导学生说“冲、池、黑”三个字写时需要提醒其他同学哪些地方，然后范写，最后学生描红。
五、作业：幻灯片出示
课后收集资料，把收集到的水的知识共同交流。
画一画水的变化的连环画，分别画出水的变化的不同样子，并在每幅画下面写一个词语或一句话。
结语：水是生命之源，在日常生活中我们要珍惜每一滴水！（播放背景音乐）
六、说理念
为了迎合课程标准提出的“积极倡导自主、合作、探究的学习方式”这一新理念。我把学习的主动权交给学生，在识字教学时让学生说自己的多种识字方法；给水的变化排序时，主要是小组合作探究而我只是引导者。
[我是什么 说课稿(人教新课标二年级上册)]
英语九年级人教新课标unit14说课稿
九年级英语第十四单元说课稿 课题： unit14.Have you packed yet?
各位评委：大家好，今天我说课的题目是初中英语人教版九年级unit14. Have you packed yet?本课的中心话题是为旅游做准备。通过为旅游做准备，使自己养成勤于思考，善于总结的好习惯。整个说课我将分成五个大部分进行讲述：即教材分析、教学方法、学习方法、教学环节的设计、教学程序。 一、教材分析
（一）教材的地位和作用
《新目标》(Go For It)是人教社出版的课程标准系列教材之一的英语教材，它采用任务型语言教学模式，融汇话题，交际功能和语言结构，形成了一套循序渐近的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，辗治A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
我说课的内容是A部分基本的语言内容和文化知识。主要是通过Preparing for a vacation引起话题，要求学生能够谈论自己最近已发生的事情。 （二）教学目标的确立和依据
为了完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，我确立如下的教学目标： 1．知识目标：
A:掌握词汇：watered, travel guidebook, beach towel, bathing suit, refrigerator, cleaned out ,turned off
B:掌握句型：Have you packed the camera yet? Yes ,I have already packed the camera .
2．能力目标：
A:学会谈论已经完成和还未完成的事情。
B:学会使用already和yet，并能在实际情境中简单的运用，培养学生应用英语进行交际的能力。 3．情感目标：
通过对本课的学习，增强实际交际能力，开阔眼界。 （三）重点和难点：
1.重点：基本单词，词汇和句型。
2.难点：能够运用现在完成时谈论自己的已经完成和还未完成的事情。 二、教学方法
（1）.情境教学法 通过动画导入新课。
（2）.听说教学法 通过听录音，模仿对话来巩固句型。加强听说训练。 （3）.任务教学法 通过Pairwork, Role play 强化所学的知识。 （4）.采用多媒体课件，增大教学容量和增强直观性 。 三、学法指导
一个差的老师只会奉献而好的老师则会交给学生，发现真理的方法。中国有句古话“受人以鱼，不如授人以渔”，学习也是这样，要教学生学会学习，才是每一个从教者的.目标。本单元是口语会话课，以讨论法引导学生在自主学习重点单词与语法的基础上鼓励他们合作、探究、小组活动等。注重学生的口语实践和学习体验，不求面面俱到，但求积极参与，独特体验。 四、教学环节的设计
学生具有无限的潜力，我们常说“没有学不好的学生，只有教不好的老师”。因此，在教学中需要教师适时适当的引导，本节课中我尤其侧重训练学生通过合作、探究来获取知识的过程，并注重改变学生以往的学习方法，通过设计有效地例句来引导学生，使他们始终处于主动寻求知识的渴望。我充分放手让学生发挥其主体地位，使其真正成为课堂的主人。本节课我讲解的时间不超过15分钟，让学生有充分的30分钟进行会话，以达到了解、掌握本单元的重点的目的，课前我给学生布置了预习作业，让他们查找有关国家、城市的相关图片或资料，使学生在预习中就掌握了大量的信息，具备了相应的选择能力和重组能力，这也恰恰是新课程标准的要求。
五、教学程序
高第三小学 韩秀芳
高新区第三小学 韩秀芳
各位评委：大家好！
我说课的内容是人教版小学数学五年级上册第六单元《统计与可能性》的第一课时《可能性》，我将从教材分析、学情分析、教法学法、教学设计和板书设计五个方面来进行说课。
一、教材分析
学生在学习这部分内容之前，已经对某些事件发生的不确定性有所认识。本单元内容是简单的等可能性事件，是对三年级上册所学知识的深化，使学生对“可能性”的认识和理解逐渐从定性向定量过渡，学会通过量化的方式，用分数描述事件发生的概率，并培养学生初步的随机观念和概率的思想，为后面研究“概率”打下良好的基础。
本节课我从整体上把握教材知识结构，密切关注并考虑学生已有的知识经验，根据学生实际重组教材，通过精心设计各种游戏活动丰富学生的经验积累，在此基础上进行有关知识的构建。课堂上力求使孩子们每一次游戏活动都富有深刻的数学内涵，在玩中学，在学中悟。
根据课标要求、教材特点和学生实际，我确定了以下教学目标：
1、使学生体验事件发生的等可能性以及游戏规则的公平性，会求简单事件发生的可能性。新课标第一网
2、经历猜测、试验、收集与分析等过程，培养学生的随机观念。
3、使学生初步学会用概率的思想去观察和分析社会生活中的事物，培养学生的公平、公正意识，促进健康人格的形成。
依据新课程对统计与可能性的教学要突出探究性活动的要求，我确立了本节课教学的重难点：
重点：理解事件发生的可能性，游戏规则的公平性。
难点：可能性与公平性的判断。
二、学情分析：
五年级的学生性格活泼，且较易接受新鲜事物，课堂上善于独立思考，乐于合作交流，有较好的学习数学的能力；再者孩子们已经知道生活中的一些事件的发生有确定与不确定之分，能对生活中的常见现象发生的可能性进行正确的分析和判断；这些都为本节课的学习奠定了基础。但由于学生概括能力较弱，推理能力还有待不断发展，很大程度上还需要依赖具体形象的经验材料来理解抽象的逻辑关系。所以在教学时，可让学生充分试验、收集和分析，帮助他们直观形象地感知。
三、教法和学法
新课程标准指出：有效的数学活动不能单纯依靠模仿与记忆，动手实践、自主探索与合作是学习数学的重要方式。本节课，我采用了情境教学法和引导探究法，组织学生开展丰富多彩的数学活动；在活动中充分调动学生学习的积极性、主动性，让学生自主探索，体验知识形成的过程，培养主动探究的能力。
本课中我采用游戏发现法、小组合作学习等不同的学习方法，让他们通过各种活动来学习知识，发展自己的智慧。课堂上组织学生认真操作、试验分析，推理猜想，在解决实际问题的过程中，拓宽了学生的思维空间，提高了学生的学习能力。
四、教学设计
新课标强调数学与现实生活的联系，让学生充分体会到数学就在身边，感受到数学的趣味性，更好地凸显“以学生发展为本”的教学理念。我设计了以下四个教学环节：
（一）创设情境，新知猜想
乌申斯基说过：“没有丝毫兴趣的强制性学习将会扼杀学生探索真理的欲望。”只有产生兴趣才能激发学生的学习热情，而创设情境又是产生兴趣的前提。
新课伊始，我创设了同学们非常熟悉的阿凡提的故事，（课件）通过故事的讲述，问题出现了：到底阿凡提想的是怎样一条妙计，抛出的金币可能都正面朝上吗？通过这样一个有趣的故事，自然引出本课所要研究的内容--可能性，并立刻调动了学生的学习兴趣，使学生在不知不觉中开始对主题的思考，巧妙的为后面的教学埋下伏笔。
（二）自主探索，合作交流
课件出示足球比赛画面（课件），讲述足球比赛开始时裁判用抛硬币的方法决定哪队先开球。然后提问：“你认为用抛硬币的方法来决定谁先开球公平吗？为什么？
为证明抛硬币的公平性，我设计了如下3个步骤：
1、教师试验，初步感受。
根据提出的问题，教师抛一次硬币，让学生猜测可能出现的情况，加深对可能事件不确定性的理解。同时学生初步感到抛一次硬币下来，出现正面或反面朝上的可能性是1/2。
2、合作试验，深刻体会。
出示试验要求：（课件）
A、每人独立抛十次，并记录抛掷的结果。
B、小组讨论思考：正面朝上和反面朝上的次数与总次数的关系。
让学生在充足的时间内进行合作探究，充分发展他们学习的主动性和学习的潜能，彰显学生个性，让学生的思维能力在操作分析、试验猜想中得到不断的提高。
3、汇报交流，综合概括。
各小组汇报试验结果，发现了正面朝上的次数与反面朝上的次数都是接近总次数的1/2，次数越多越接近。为验证这点，课件出示科学家的实验结果，（课件）使学生认知与思维活动逐步深入，了解正面朝上和反面朝上的概率是1/2，体验事件发生的等可能性，从而验证了在足球比赛前抛硬币来决定谁开球的规则是公平的。
（三）运用新知，巩固内化
练习是学生领悟知识，形成技能，发展智力的重要手段。我设计了以下不同层次的练习。
1、基本练习（做一做）
游戏前决定哪队先开始？引出用转盘来决定，先设计这样一个转盘。（课件）
各队学生肯定认为这个转盘不公平，“为什么不公平？”引导学生说一说指针停在红、黄、蓝色区域的可能性分别是多少，用分数表示。既然这个转盘不公平，“你会设计一个公平的转盘吗？”运用等可能性的知识让学生动手设计出公平的转盘，有效地突破难点。只有每队出现的可能性是1／3这样才公平。
2、提升练习（练习二十第3题）
小强用长方体橡皮做骰子，投掷数字的游戏方案为什么不公平？应怎样设计才公平？
此题我做了长方体，正方体骰子各一个，让同学们直观感受到两个骰子的不一样。由于前面知识的学习，同学们会迅速指出长方体每个面大小不一，投掷出的概率是不相同的，只有使用每个面都相等的正方体来投掷才公平。
3、发散练习(课件)
(1)根据今天学习的知识以及自己的经验，猜一猜抽到一等奖，二等奖，三等奖，纪念奖的可能性会怎样？
(2)如果抽奖箱内放了300个乒乓球，上面分别写上一、二、三等、纪念奖，商场会怎样在乒乓球上设置？
此题学生会提出自己的想法，发表自己的见解，只要是合理的都应肯定。
4、解决课前问题：阿凡提想的是怎样一条妙计？
经过孩子们思考和讨论得出，阿凡提把硬币反面相对，两个两个的粘起来，所以硬币抛在地上，都是正面朝上的；阿凡提靠自己的智慧赢了奸诈的老财主巴依。但是一定要指出在游戏、比赛等活动中，我们不能采用这种非常规手段，要保持游戏、比赛的公平性。
（四）畅谈收获，总结全课
开放性总结，培养了学生的发散思维及协作精神，学生回顾本堂课的收获，有利于培养其反思意识，使学生感受到通过努力而获得成功的喜悦。
五、板书设计
可能性
正面朝上
1/2 可能性相等
反面朝上 公平公正
我在板书设计上力求做到中心突出，简洁明了，条理清晰，便于增强学生记忆，启发学生思维，提高教学效果。
总之，整个教学活动，体现了以学生发展为主体，思维为主线的指导思想，充分关注学生的自主探索与合作交流，练习体现了层次性，趣味性，知识技能得到落实发展，同时也增强了学生学好数学的自信心。
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
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 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 2000,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.
Content: SEFC Student’s Book 1B Unit 17 Great women
Theoretical basic:
1. Aim structure of SEFC’s course
2. Task-based instruction
3. Co-operative learning
ⅠIntroduction of teaching material
1.Status and function:
The topic of this unit is “Great women”, including Helen Thayer who traveled alone to the North Pole, the story of Oprah Winfrey who is a successful TV personality in the US and so on. Language skills and language knowledge are all about this topic. Women from all nations have made outstanding contributions to the world; some of them are excellent scientists, artists, politicians or athletes. There’re so many great women in the world. Ss have learnt about many great women not only from schoolbooks, but also from other information. So Ss are familiar with this topic and it can stimulate their interest. This lesson is the first period of this unit. It has three parts: warming-up, listening and speaking.
Warming-up uses the pictures of four famous women from all over the world to lead to the topic of this unit--Great women. Through the discussion of three questions, a group of information about great women was formed in Ss’ mind. Ss can use it to understand the functions of women in society correctly. The part can activate Ss’ memories, obtain a good effect, and also improve Ss’ speaking ability.
Listening is a dialogue about a photograph. Alice introduces her old school friends to Lily. This part designs two exercises: filling the blanks and completing the table. The practice can improve Ss’ listening ability. From this part, Ss can find out some useful adjective words.
Speaking has two parts: the first one asks Ss to talk about three women in three pictures, practice how to use specific words to describe qualities of people, the positive words and negative words like a scaffold for Ss; the other one is a guessing game. Through this practice, Ss could grasp some useful words and expressions, and use them to describe different people, so as to improve their speaking ability.
2.Teaching important points:
1). Train the students’ listening ability
2). Master some words describing people and use them correctly
3.Teaching difficult points:
1). How to improve the students’ listening ability
2). How to carry out the task of speaking
ⅡTeaching aims and demands
1.Teaching aims:
1). Knowledge objects: Learn and master some adjectives and expressions
2). Ability objects: Train Ss’ listening and speaking ability
3). Moral objects: Train Ss’ co-operative learning ability, and make Ss know the fact that they will succeed as long as they work hard
2.Ss’ ability
ⅢTeaching methods:
1.Teaching methods
1). Communicative method
2). Aural-oral method
3). Heuristic method
2.Studying ways:
1). Co-operative learning
2). Happy learning
3.Teaching aids:
Computer; OHP (overhead projector); Software; PowerPoint; Tape recorder
ⅣTeaching Procedures:
Step1 Greetings & Lead-in
Show some pictures of great women to activate Ss’ memories and improve their interesting.
Step2 Warming up
1.Brainstroming about great women: Ask Ss to discuss the 4 pictures in small groups; improve Ss’ speaking ability and co-operative ability
2.More discussion about other Qs, let Ss know they’ll succeed if they work hard.
Step3 Listening
1.Listen to the tape for 3 times, ask Ss to finish the exercise. The training can improve Ss’ listening ability.
2.Ask Ss to find out some adjective words used to describe people from the answers.
Step4 Speaking
1.Learn some other positive and negative words.
2.Learn some expressions, make some sentences to describe the 3 women.
3.A guessing game, let Ss use the useful words freely.
Step5 Practice
Let Ss appreciate some pictures of great women with a piece of music, they would describe the women with the useful words and expressions one by one.
Step6 Summary & Homework
By Xu Han
2004.4
★ 人教新课标 高一unit19 Modern agriculture 教案
★ 人教除法说课稿
★ 师说说课稿人教
