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unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)

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下面是小编给各位读者分享的unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)（共含13篇），欢迎大家分享。同时，但愿您也能像本文投稿人“地球吃瓜群众”一样，积极向本站投稿分享好文章。

篇1：unit 1-3 重点知识点回顾(人教版高二英语上册教案教学设计)

I. Useful words and phrases

1.be on fire for 对……充满热情 2.a promising graduate student有发展前途的研究生 3.Work on 继续工作 4.go by 过去，走过

5.get engaged to 和……订婚 6.dream of 梦想

7.on the other hand 一方面……另一方面 8.turnt out 生产，制造，证明是

9.use up 用尽，用完 10.take measures to do 采取措施做某事

11.the crime scene 犯罪现场 12 .make a difference 与众不同，有影响

13.be satisfied with 对。。。满意 14.take a closer look at 进一步观看

15.be described as被描述为 16.from season to season 从一季到另一季

17.believe in 信任，信仰 18.the other way around 相反地，从相反方向

19.be similar to 与……相似 20.reach one’s goal 达到目标

II. Useful sentences

1.There is no doubt that…毫无疑问……

2.There did not seem much point in working on my PHD.

There is no point in doing sth .

3.Instead of giving up, Hawking went on with his research, got his PHD, and married Jane.霍金没有自暴自弃，而是继续从事研究工作，取得了博士学位，和那位姑娘结了婚。

4.We were pleased and surprised to find that a scientist could write about his work in a way that ordinary could understand. 我们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的工作。

5.Even the best theory can turn out to be wrong.即使最好的理论都可被证明是错误的。

6.If knowledge is power, as Sir Francis Bacon wrote in 1597, then perhaps creativity can be described as the ability to use that power. 如果象培根1957年曾写的：知识就是力量，那么创造力就是运用那种力量的能力。

7.It was only later that the world recognized his greatness.直到后来世人才承认他的伟大。

8.Only by discovering what we do best can we hope to reach our goals and truly make a difference.只有发现自己的专长，我们才有希望达到自己的目标。

9.He found it difficult to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。

10.It is not necessary to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。

Unit2 News media知识点回顾

1. 面临困难 face difficulty 2 不再 no longer / no more

3 上升,增长,攀登 go up 4 使烧成平地, 烧毁 burn down

5 就那一次 for once = for just once = just for this once = this once

6 沉溺于 be /get addicted to 7 遭受 suffer (from )

8 对表示注意 draw attention to 9在各方面到处 on all sides =on every side

10 改变主意 change one’s mind 11 尊敬 look up to

12 爱上 fall in love with 13 通知某人某事 inform sb of sth

14不仅仅，不只是 more than 15 而不是 rather than

16 从某人或某地抢走某物 rob sb/ some place of sth

17 做某事有困难 have difficulty /problems /trouble (in) doing sth

18 第一次做某事 this /that /it is/was the first time that sb have /had done sth

19 与…..有关 relate to 20 即使 even if /though

21 时事 current affairs 22 对….负责 be responsible for

23 用武装自己 arm oneself with 24 适应 adapt to

25 对…..关心 be concered with /about

26 给某人带来麻烦 cause trouble for

27 在….集中注意力 focus one’s attention on

28 探索生活的奥秘 explore the mysteries in life

29 确信 make sure 30 同意转换角色 agree to switch roles

31 努力做某事 make an effort to do sth

32 有经验的编辑 experienced editors

33 展开故事 develop the story

34 保持报纸的平衡协调 keep the newspaper balanced

35 联系被采访者 contact the people to be interviewed

36 带来，导致，结果是 lead to

37 十分之九 nine out of ten nine in ten nine tenths

38 精心采写的文章 carefully-written articles

39 对作出评论 make comments on

40 勇敢而坚强的活跃人士在公司外与工人进行对话，并就保护地球提出了积极的建议。

Brave and strong , tha activists talked to workers outside the factory and left a positive message about protecting the earth.

Unit Three Art and architecture 知识点回顾

I. Useful words and phrases

1.preference n . prefer v .

prefer +n ./to do sth ./doing sth .

prefer +n ./doingsth .+to(prep .) n ./doing sth .

prefer to do sth . rather than do sth .

2.be made of/be made from/be made out of/be made up of/be made into/be made in/be made by

3.would rather(not) do sth . /would rather do sth . than do sth .

excited(about) (对……)感到兴奋（激动）

lost迷路

married(to)（同……）结婚

used to习惯于

4.get tired累了

dressed穿好衣服

paid付工资

drunk喝醉了

caught in困在……，陷进……

5.take examples from模仿

follow (copy)the example of以……为榜样

set an example to为某人树立榜样

take … for example以……为例

for example例如

6.impress…on把……印在……上

impress sth . on sb .=impress sb . with sth .使某人牢记某事

be impressed by/at/with被…..所感动

be impressed on one’s mind /memory被印在脑海里

7.fill up with…用……装满

fill up (fill in)填写，装满

fill…with… 用……把……装满

be filled with(=be full of ) 装满……的

8.decorate…with…

be decorated with

9.compare …with…

compare …to…

compared with/to…

don’t/can’t compare with

interest(=very interesting)

value(=very valuable)

help(=very helpful)

10.of great importance(=very important)

use(=very useful)

benefit(=very beneficial)

II. Useful sentences

1. If you were free to design your dream house, what would that house look like?

2. What words and phrases do you think will be used when you talk about art and architecture?

3. Architecture looks at the man-made living environment.

4. When you look around at buildings, streets squares and parks, you will find them designed planned and built in different styles.

5. Modernism was invented in the 1920s by a group of architects who wanted to change society with buildings that went against people’s feeling of beauty.

6. Seen from the top, it looks as if the stadium is covered by a gray net of steel, and it looks just like a bird’s nest made of branches.

7. A nest is to a bird what a house is to a man.

8. These buildings are pulled down after having stood empty without use for many years.

III. Grammar

want/order/see/hear/find/notice/have/keep/make/leave+宾语+宾补（p.p）

1. They wanted their buildings constructed in a way to look unnatural.

2. My family heard my article broadcast by the BBC.

3. Don’t leave such an important thing undone.

篇2：人教版高二unit 1-3 重点知识点回顾

Unit1 Making a difference知识点回顾

I. Useful words and phrases

1.be on fire for 对……充满热情 2.a promising graduate student有发展前途的研究生 3.Work on 继续工作 4.go by 过去，走过

5.get engaged to 和……订婚 6.dream of 梦想

7.on the other hand 一方面……另一方面 8.turnt out 生产，制造，证明是

9.use up 用尽，用完 10.take measures to do 采取措施做某事

11.the crime scene 犯罪现场 12 .make a difference 与众不同，有影响

13.be satisfied with 对。。。满意 14.take a closer look at 进一步观看

15.be described as被描述为 16.from season to season 从一季到另一季

17.believe in 信任，信仰 18.the other way around 相反地，从相反方向

19.be similar to 与……相似 20.reach one’s goal 达到目标

II. Useful sentences

1.There is no doubt that…毫无疑问……

2.There did not seem much point in working on my PHD.

There is no point in doing sth .

3.Instead of giving up, Hawking went on with his research, got his PHD, and married Jane.霍金没有自暴自弃，而是继续从事研究工作，取得了博士学位，和那位姑娘结了婚。

5.Even the best theory can turn out to be wrong.即使最好的理论都可被证明是错误的。

7.It was only later that the world recognized his greatness.直到后来世人才承认他的伟大。

8.Only by discovering what we do best can we hope to reach our goals and truly make a difference.只有发现自己的专长，我们才有希望达到自己的目标。

9.He found it difficult to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。

10.It is not necessary to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。

Unit2 News media知识点回顾

1. 面临困难 face difficulty 2 不再 no longer / no more

3 上升,增长,攀登 go up 4 使烧成平地, 烧毁 burn down

5 就那一次 for once = for just once = just for this once = this once

6 沉溺于 be /get addicted to 7 遭受 suffer (from )

8 对表示注意 draw attention to 9在各方面到处 on all sides =on every side

10 改变主意 change one’s mind 11 尊敬 look up to

12 爱上 fall in love with 13 通知某人某事 inform sb of sth

14不仅仅，不只是 more than 15 而不是 rather than

16 从某人或某地抢走某物 rob sb/ some place of sth

17 做某事有困难 have difficulty /problems /trouble (in) doing sth

18 第一次做某事 this /that /it is/was the first time that sb have /had done sth

19 与…..有关 relate to 20 即使 even if /though

21 时事 current affairs 22 对….负责 be responsible for

23 用武装自己 arm oneself with 24 适应 adapt to

25 对…..关心 be concered with /about

26 给某人带来麻烦 cause trouble for

27 在….集中注意力 focus one’s attention on

28 探索生活的奥秘 explore the mysteries in life

29 确信 make sure 30 同意转换角色 agree to switch roles

31 努力做某事 make an effort to do sth

32 有经验的编辑 experienced editors

33 展开故事 develop the story

34 保持报纸的平衡协调 keep the newspaper balanced

35 联系被采访者 contact the people to be interviewed

36 带来，导致，结果是 lead to

37 十分之九 nine out of ten nine in ten nine tenths

38 精心采写的文章 carefully-written articles

39 对作出评论 make comments on

40 勇敢而坚强的活跃人士在公司外与工人进行对话，并就保护地球提出了积极的建议。

Brave and strong , tha activists talked to workers outside the factory and left a positive message about protecting the earth.

Unit Three Art and architecture 知识点回顾

I. Useful words and phrases

1.preference n . prefer v .

prefer +n ./to do sth ./doing sth .

prefer +n ./doingsth .+to(prep .) n ./doing sth .

prefer to do sth . rather than do sth .

2.be made of/be made from/be made out of/be made up of/be made into/be made in/be made by

3.would rather(not) do sth . /would rather do sth . than do sth .

excited(about) (对……)感到兴奋（激动）

lost迷路

married(to)（同……）结婚

used to习惯于

4.get tired累了

dressed穿好衣服

paid付工资

drunk喝醉了

caught in困在……，陷进……

5.take examples from模仿

follow (copy)the example of以……为榜样

set an example to为某人树立榜样

take … for example以……为例

for example例如

6.impress…on把……印在……上

impress sth . on sb .=impress sb . with sth .使某人牢记某事

be impressed by/at/with被…..所感动

be impressed on one’s mind /memory被印在脑海里

7.fill up with…用……装满

fill up (fill in)填写，装满

fill…with… 用……把……装满

be filled with(=be full of ) 装满……的

8.decorate…with…

be decorated with

9.compare …with…

compare …to…

compared with/to…

don’t/can’t compare with

interest(=very interesting)

value(=very valuable)

help(=very helpful)

10.of great importance(=very important)

use(=very useful)

benefit(=very beneficial)

II. Useful sentences

1. If you were free to design your dream house, what would that house look like?

2. What words and phrases do you think will be used when you talk about art and architecture?

3. Architecture looks at the man-made living environment.

4. When you look around at buildings, streets squares and parks, you will find them designed planned and built in different styles.

5. Modernism was invented in the 1920s by a group of architects who wanted to change society with buildings that went against people’s feeling of beauty.

6. Seen from the top, it looks as if the stadium is covered by a gray net of steel, and it looks just like a bird’s nest made of branches.

7. A nest is to a bird what a house is to a man.

8. These buildings are pulled down after having stood empty without use for many years.

III. Grammar

want/order/see/hear/find/notice/have/keep/make/leave+宾语+宾补（p.p）

1. They wanted their buildings constructed in a way to look unnatural.

2. My family heard my article broadcast by the BBC.

3. Don’t leave such an important thing undone.

篇3：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

1. What will life be like in the future? 未来的生活是什么样子？

in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。

Who knows what will happen in the future? 谁知道将来会发生什么事？

I'd like to be a teacher in the future. 将来我想当一名教师。

(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。

Don't do that in future. 以后别再干那种事了。

Be more careful with your spelling in future. 今后多注意你的拼写。

(2) for the future表示“为将来”，在句中作定语或状语。

We'd better lay up some money for the future. 我们最好为将来攒一些钱。

It's necessary to plan for the future. 对未来进行规划是有必要的。

用上述短语填空：

①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.

(Keys: ①in future ②in the future)

2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气

Pre-reading

3. What will the future be like in general? 将来整体上是什么样子？

in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：

I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。

I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。

in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答

用上述短语填空：

① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.

③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)

Reading

3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。

4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。

* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time

一眼瞥见; 大致看; 很快地看一眼

.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到

I caught a glimpse of her as she got into the car.

She caught a glimpse of Meg at the station this morning.

5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代

contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学

Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。

Keats and Shelley were contemporaries. 济慈和雪莱是同代人。

6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)

7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.

新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。

* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。

* environmentally friendly = not damaging the environment

environmentally friendly washing powder 环保洗衣粉

energy-saving节约能源的 paper-making造纸的 English- speaking说英语的

* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.

e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.

I bought the books at the price of 10 dollars each.

8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全

9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革

10. * in touch with ＝ in communication with 同…联系

e.g. Let’s keep in touch. Let’s keep in touch with each other.

We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。

* out of touch 失去联系

We have been out of touch with Lillian.

keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离

由keep构成的词组

keep back; keep in mind; keep one’s balance; keep on; keep up with;

keep doing; keep sb/ sth doing; keep sb/ sth from doing

11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入

12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题

remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人）逗留 remain/ stay in hospital

13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。

14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展

15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。

16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变

17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实

18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。

be hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money. hopefully

Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turns out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。

in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物

We have a lot of food in store for bad weather.

There will be a shock in store for him.

language study

20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。

(1)…倍数+the size(weight／height／width／length．．．)of+…

eg：That house being built there is 3 times the height of this old one．

正在被修建的那个房是这所旧房的三倍。

The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。

(2)…倍数+比较级+that+…

The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。

(3)…倍数+as +adj／adv．(原级)+as+…

Asia is 4 times as large as Europe．亚洲是欧洲的四倍大。

(4)…倍数+as+many+n．(可数名词复数)+as...

We got 3 times as many people as we had planned．我们买的书是我们原先计划的3倍之多。

(5)…倍数+as+much+n．(不可数名词)+as…

The book cost me 3 times as much money as the one I bought in Beijing last year．这本书的价钱是我去年在北京买的那本的3倍之多。

Integrating skills

21. Company n．(1)友谊，交情，陪伴[U]

We will be glad of your company 0n the journey．旅行中有你陪伴我们会很高兴。

(A) in company(with)陪伴某人，和……在一起

(B) keep sb．company=keep company with sb．陪伴某人，和……在一起

He kept me company．他陪伴我。

(2)伴侣，同伴[U]

eg：I have company this evening．今晚我有客。

公司[c] We organized a publishing company．

【拓展】 part company(with)和某人分手，断绝来往in the company of在……陪同下

篇4：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)

1.an advertising firm; advertise for 登广告征求、找寻

2.complain to sb of/ about sth; make complaints

3.persuade sb (not) to do sth说服了; persuade sb into/ out of doing sth

4.in order (of) 按(….的)顺序

5.take … into consideration

consider doing考虑 consider sb/ sth to be/ as 认为，看作

6.make/take notes of 做笔记

7.make a list of = list

8.in charge of管理-in the charge of 在…的管理下

charge要价，索价charge (me) 300 for a haircut

charge sb with doing sth 指控某人accuse sb of sth

9.be to blame 应受到责备 Who is to blame for the broken glass?

blame sb for sth; blame sth on sb 把某事怪到某人的头上

10.be concerned about关心，担忧

be concerned with 和..有关

concerned adj. 担忧的，担心的 concerned parents

有关的（后置定语）the people concerned

concerning 关于(介词) Concerning your request, I am pleased to inform you that…

11.take (full) advantage of 充分利用 have an advantage over sb 比…

12.on/ over the radio, by radio on the phone; over the phone; by phone

13.post张贴 poster海报 Please post up the notice.

14. react to起反应 (respond to); react on有影响，有作用

15.inform sb of sth通知 informed了解情况的，见闻广识的

16. critic n.批评者 criticize (vt.) criticism n.

critical adj. 批评性的;

危急的，紧要关头的，关键时刻的

at the critical moment

a matter of critical importance极为重要

a critical stage in his illness

17.associate …with联系 (NBA association)

结交Don’t associate with bad boys.

18.get across传播;被理解，让…听懂

19.appeal to投合（兴趣）The idea appeals to me.

呼吁，恳求I appeal to your sense of justice/ responsibility.

The government is appealing to everyone to save water.

求助于He appeals to me for help.

上诉 He appeals against the judge’s sentence.

n. His appeal for forgiveness went unanswered.恳求，呼吁

The game has lost its appeal.吸引力

上诉权the right of appeal

20.keep an eye out for 当心，警惕

keep an eye on照看，照料

21.attract one’s attention to

pay attention to

draw one’s attention to吸引

devote one’s attention to专心于

fix one’s attention on

22.we differ from/ with(和) them on/about/over (关于)the question.

We differ in interests.(在某方面)

make a/ no/ some difference 有影响，有关系

23. attach …to…

1) 使附属于，使参加（某个团体）

The school is attached to (ZNU) Zhejiang Normal University.

I got lost so I attached oneself to another agency.

2)重视，认为…有重要性

He attaches great importance to study.

3)与…有关联

No blame attaches to him for the accident.

No blame can be attached to him…

be attached to喜欢，依恋

24.make a bargain with sb over sth关于sth和sb达成协议，做成交易

25.make sense有意义的 makes no sense 毫无意义

26.name sb as任命，指定

27.distinguish between A and B; distinguish A from B区别，辨别

distinguish oneself 表现突出

28.hand in hand 手拉手，密切关联的

篇5：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)

U1.fix one’s attention/ eyes on集中注意力于

2.Identification Card 身份证

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象（可数，常用复数）The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

5. at the appointed time

keep/break one’s appointment

make/fix an appointment with sb

6.be calculated to旨在，用意在

calculate on 指望

7.on purpose故意地; for the purpose of 为了…的目的

8.at one’s expense由某人负担费用

at the expense/ cost of牺牲，以…为代价

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

look out for sth小心;留心, 找寻

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

(同need/ want/require)

deserve attention值得注意

17.or else否则

18.be designed to do / for sth/sb专为…设计的，打算

be intended for/ to do

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

20.in view可以看到，在望，临近

in view of 考虑到，鉴于

21.a bunch of 一束

22.lead a cosy life; a cosy little house

23.on a large scale大规模的

24.name after以…命名

25. in detail 详细地

篇6：Unit 3-6 重点词组U3(人教版高二英语上册教案教学设计)

1. warn sb of (the danger)

2. 结果as a consequence= as a result= in consequence

因为as a consequence of= as a result of = in consequence of

3. have an influence/ effect on

4. transform into

5. differ…from

6. be sure to (说话人推测)一定，必然 He is sure to succeed.

be sure of（主语感到）有把握，确信 He is sure of success.

7. feed…on: The farmers feed the sheep on grass.

feed on 以…为食：Sheep feed on grass.

8. give birth to

9. I am in entire agreement with you. the entire day/ life

10. on purpose故意

11. keep out the wind/ cold…把…挡在门外

12. round up聚拢

13. go on a spring outing 春游

14. a roast duck

15. a medium size中等尺寸 He is of medium height/ weight…

16. barrier to

篇7：Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)

1. quit sth/ doing sth

2. apply…to 把…应用到…

apply oneself to专心致志于，埋头于

apply for a job

3.on a scale of 按…的等级

on a large scale大规模的

4. add A to B 把A加到B 上

add to 增加了

add up 把…加起来

add up to 总计

5.more…than是…而不是,与其说…不如说

6.stand for支持，主张，提倡，拥护；代表; 容忍（否，疑）

7.circumstances 环境，情况（surroundings；conditions）

Circumstances permitting, I’ll go abroad to study.

in/under the circumstances在目前情况下

in/under no circumstances在任何情况下都不 (倒装)

8.fail to do sth succeed in doing sth; manage to do sth

9.lose heart 失去信心

lose one’s heart to sb 爱上sb

10.assess 评价，估计（价值，数值等） assessment

11.take it easy别紧张，放轻松点

Take your time. 慢慢来

12.keep up保持，继续; 使居高不下，保持高昂

She keeps up her spirits by singing.

in high/low/ good/ bad spirits心情，情绪

13.be cast away (被动)因沉船而流落于某地

14.on a desert island; a deserted street

15.do something oneself

16.the years to come = the coming years

17.leave…behind忘带，留下

18.be hard on够…受的;磨得厉害;对…苛刻;紧跟

19.in need of

20. be desperate for sth/ to do sth 急需…

21. accustom oneself to (介)习惯于

be accustomed to doing / sth = be used to doing sth

22.be lined with排列

23. anxiety for knowledge/ (to do sth) 求知的渴望

She was waiting for her son’s return with anxiety. /with joy

in despair / in surprise

be anxious about/ for担心

24.live through经历…（还活着）

25.the coming day; the day to come

26.to one’s relief 令人宽慰的是

relieve sb of sth减轻，解除某人的痛苦

27.go for 想法得到go for a job

go for a gold medal

喜欢 I don’t go for man of his type.

出去(进行某种活动) go for a walk

28.have difficulty (in) doing sth/ with sth

篇8：Unit 18 知识点(人教版高二英语下册教案教学设计)

1.allow for 顾及，考虑到

[举例]

It will take you half an hour to ge to the station, allowing for traffic delays.

把路上的耽搁算进去，你要用半小时才能到车站。

We must start early, to allow for finding their house.

我们必须早点动身，考虑到我们还要寻找他们的家。

We should allow for every possible delay.我们必须考虑到任何可能的延误。

Inventors often rephrase a problem to allow for creative solutions and also try “impossible” or “crazy“ solutions.

发明家常常重新定义一个问题为创造性的解决方案做准备，同时也偿试“不可能的”或“疯狂的”解决方式。

[联想]

allow sb. to do sth允许某人做某事 allow (doing) sth允许(做)某事 allow that承认

My parents don't allow me to stay out late. 我父母不允许我在外呆的太晚。

We don't allow smoking here.我们不允许在这儿吸烟。

I allow that he is a able man.我承认他是一个能干的人。

2. reject vt.拒绝；排斥；抛弃

[举例]

He rejected my suggestion.他拒绝了我们建议。

If people are unkind to a person, then the person will feel rejected.

如果人们对一个人不支好，这个人就会有一种被排斥感。

Choose the good apples and reject the bad ones.拣出好苹果，丢掉烂苹果。

[拓展]

rejection c.n. 拒绝

I have had so many rejections I've stopped offering to help her.

被拒绝了很多次，我现在已不再主动提出帮助她了。

3. get/be stuck 遇到困难，陷进去

[举例]

He got stuck in the mud.他陷进泥里了。

His finger got stuck in the hole.他的手指卡在洞里了。

We were stuck in a traffic jam for an hour.我们因交通阻塞而受阻了一个小时。

I got stuck on the second question.我在第二个问题上卡住了。

If the bank won't lend us the money, we'll really be stuck.

如果银行不借钱给我们，我们就真的麻烦了。

[拓展] get stuck on 非常喜欢 get stuck with 与不喜欢的人在一起 get stuck in(to) 开始积极地做某事

[举例]

The students are really stuck on their new teacher.

学生们非常喜欢他们的新老师。

I am stuck with the naughty boy for the whole day.我一整天都让那个淘气的小男孩缠住了。

He got completely stuck into that book you gave him; we could hardly get him to say a word!

他完全被你给他的那本书迷住了，一句话也不话。

4.break away from 摆脱，脱离

[举例]

The pickpocket broke away from the policeman who had been holding his arm.

那个小偷从警察手里挣脱逃跑了。

He broke away from the organization in .他在与那个组织脱离了关系。

[拓展]

break away 断开；剪掉（树枝等） broke down 捣毁，镇压，（机械等）出故障，（计划等）受挫 break into 强行进入，破门而入 break off 折断，断绝关系，中断 break out （战争，火灾等）突然发生，爆发 break up 粉碎，结束，与某人分手

5. otherwise (adv)不同地，另外地: (conj.)否则，要不然; (adj.)不同的，别样的

[举例]

He seems to thinks otherwise.

他似乎有其它的想法。

You must work hard, otherwise you will fail the exam.

你必须努力学习，否则你将考试失败。

Some are creative, some are otherwise.

有些人有创造力，有些人则不然。

I don’t care whether he is rich or otherwise.

我不在意他富不富。

[知识归纳]

(1). otherwise做形容词用时通常置于系动词后作表语

(2). or otherwise或相反，或用别的方法

6. be aware of 知道，意识到

He wasn't aware of the danger.他没有意识到危险。

He said that the government was acutely aware of the problem.

他说政府非常清楚这个问题。

[拓展] be aware that/wh

They are well aware that this is a risky investment. (=They are well aware how risky it is.)

他们清楚地知道这是一个有风险的投资。

7. after all 毕竟，终究；别忘了

[举例]

I am so sorry. I can't come after all.对不起，我终究还是不能来。

It's not surprising you've got stomachacher. After all, you've eaten too much.

你的胃疼并不令人惊讶，别忘了，你吃的太多了。

[拓展]after all 作介词短语时，意为“虽然......，但仍然.....”

After all his efforts, he also failed this time.虽然他很努力，便这次还是失败了。

8. keep track of 跟踪，保持联系

[举例]

It's difficult to keep track of all the new ideas and developments in education.

要与教育上的最新思想和发展保持同步是很困难的。

He keeps track of all his old school friends.他与中学时所有的老校友都保持着联系。

[拓展] lose track of 与......失去联系

篇9：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)

课时 6-1 备课人万兴安授课时间 .12

教学目标 1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a computer, a tape recorder & a projector, some slides.

预习要求 Read new words in Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Warming up

Questions:

1. What’s the weather like today?

2. Do you often care about the weather?

3. How do you hear about it?

4. Have you ever heard of typhoon?

5. What words can you think of to describe the typhoon weather?

6. What will you feel in such kind of weather?

7. What about the hurricane? Have you ever heard about it?

8. What about volcano?

9. How is a volcano formed?

10. Where is the most possible place that a volcano may erupt?

11. Do you know how a volcano works, if you do, describe it?

Step 2 Pre reading

Show a picture

(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).

Show another.

(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q9: 1). Show a video about the eruption of a volcano.

2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

Q2: When and where did it happen?

Q3: Who is the writer of the letter?

Task 2 Decide whether the sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy.

2. My uncle planned to save his friend’s wife Rectina.

3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.

Task 4 Scan the text & fill in the following form.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.

7. A rain of rocks was coming down.

Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they

Homework.

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

Ss answer:

The eruption of the volcano called Mount Vesuvius.

On the 24th of August in 79 AD in southern Italy.

Pliny, the younger.

Check answers: 3T,5T

Ss read the text again and rearrange the order：

2431675

Check answers:

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Ss finish their homework.

课题 SEFCB2Unit 10 课时 6-2 备课人万兴安授课时间 2004.12

教学目标 1. The students can use what they have learned to describe volcanoes.

2. The students realize that human beings can overcome any hardship.

3. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text further

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a tape recorder , a projector, some slides.

预习要求 Read the text of Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Go over the text

Get Ss to listen to the recording of the text.

Step 2 Revision

Check their homework

Step 3 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

2. What’s the relation between human beings and nature?

3. What should we do to protect the environment that we live in?

5R policy.

Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text

Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.

Answer:

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

1. Reduce: Reduce the amount of waste by every possible means.

2. Reuse: Reuse the useful things before getting rid of them.

3. Recycle: Recycle the waste things if possible.

Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Step 4. Language points.

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 5 Homework

Finish Exercise 2 at Page 77 in SB..

Bb design:

4. Recover: Make use of good parts while getting rid of the bad ones.

5. Repair: Repair the broken things.

Ss listen and take notes when necessary.

Finish the homework

Check answers next time.

课题 SEFCB2Unit 10 课时 6-3 备课人万兴安授课时间 2004.12

教学目标 1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

教学重点 To master the useful new words and expressions.

教学难点 How to use what the students have learned to describe a nature disaster.

教、学具 a computer, a projector & a tape recorder

预习要求 Nothing but to read the new words.

教师活动内容、方式学生活动内容、方式旁注

Step1 Revision

Check homework.

篇10：unit5 whole unit(人教版高二英语上册教案教学设计)

The British Isles

(Designed to the periods)

Teaching aims and demands

1. Topic: Talk about British Isles---- the UK and Ireland.

2. Vocabulary and useful expressions:

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

3. Function:

Practise expressing agreement and disagreement

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

4. Grammar:

Noun Clauses (1)---- subject/ object/ predicative/ appositive

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

5. Using the language:

Write a description of a town and the countryside

Teaching procedure:

Period 1.

Step 1.Warming up

1. Brainstorming:

a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.

b. Use a map to let the Ss know the location of the British Isles.

2. Following the steps of the warming-up on page 33.

Step 2. Pre-reading

1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.

2. group work: describe the pictures.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are the most important facts about the United Kingdom?

How many countries make up the British Isles?

What are the most important facts about Ireland?

2. Ss read and get the main ideas of each paragraph.

Step 4. Post-reading:

Finish the three questions on P 36.

Step 5. Assignment

surf the internet and get more information about the topic.

Period 2.

Step 1. Warming up

Divide the Ss into a few groups to do group work.:

Choose one of the following topic to discuss: history / geography /culture / language

(after the discussion each group elect a speaker to report their result to the whole class.)

Step 2. Learning about the language

Teacher explain some language points in the text on page 19--20.

1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.

That 引导同位语从句。More examples:

I made a promise that if anyone sent the bag back to me, I would share the money with him or her.

比较同位语从句和定语从句：

Mother made a promise that excited all her children.

2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.

Make the most of 充分利用

You have only a short holiday, so make the most of it.

3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.

介绍或复习倒装句。

Step 3. Practice

1. Ss finish the Word Study by themselves.

2. check the answer.

3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Read the passage on P113-114, and finish the related exercises..

Period 3

Step 1. Revision

Check the comprehending Ex on P114

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the Noun Clauses.

Let Ss themselves find the functions of the Noun Clauses.

2.Ss study more examples .

3.More exercises to consolidate the Grammar.

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

4. finish EX1-4 on p38 for consolidation.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 110

2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.

3. Ss show their result to the class.

Step 4. Assignment

Finish Wb Ex 1and 2 on page 112.

Period 4. (Listening & speaking)

Step 1. Listening

1. Ss finish the listening task on page 33.

2. Ss listen to the tape again and check the answers.

Step 2 Speaking

Do the speaking practice as ususal, focusing the following expressions:

A. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

B. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 2. dealing with the Ex 1-2 on p 109 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Period 5 (Writing )

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Explain the skills on how to organize a paragraph.

Step 2. While-writing

1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.

2. Ss exchange their writing and correct the mistakes.

3. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Step 4. assignment

Ss in group 3-5, make an plan to travel around the British Isles.

Period 6.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.

篇11：Unit 7考点透视考例回顾(人教版高二英语上册教案教学设计)

1. AIDS is a disease that breaks down the body’s immune system and.... (Reading)

【考点】 break down可作及物动词,作“破坏;使失效”解。也可作不及物动词,常表示“(计划,谈判等) 受挫折、失败”或“感情失去控制”或“(机器)停止运转”。

【考例】 News reports say peace talks between the two countries______ with no agreement reached.(NMET )

A. have broken down

B. have broken out

C. have broken in

D. have broken up

【解析】由with no agreement reached (没达成任何协议)这一提示可知,全句要表达“和谈失败”之意。而break up“驱散,分开”;break in “插嘴”;break out“爆发”,都不符合句意,可排除。break down意为“(谈判等)失败”,符合句意,故选A。

2. She spends much of her time telling others about her disease and encouraging people to learn how to protect themselves. (Reading)

【考点】及物动词encourage的意思是“鼓励”,表示“鼓励某人做某事”用encourage sb. to do sth.。

【考例】 My advisor encouraged ______ a summer course to improve my writing skills. (北京)

A. for me taking B. me taking

C. for me to take D. me to take

【解析】根据短语encourage sb. to do sth.可知应选D。

3. I had been feeling sick for a long time and my mum had taken me to hospital to have me examined. (Integrating skills)

【考点】过去完成进行时的构成是“had+ been+ doing”,表示从过去某时间开始到过去另一时间为止,该动作一直在持续进行着,它具有过去完成时和过去进行时二者的特征。

【考例】 The crazy fans ______ patiently for two hours’ and they would wait till the movie star arrived.(重庆2004)

A. were waiting

B. had been waiting

C. had waited

D. would wait

【解析】从and后的分句可知电影明星还没有到,所以当时还在“等”,体现了进行时态;从第一分句的时间状语for two hours可知是过去完成时,由此可知用过去完成进行时,故选B。

篇12：unit 13 the water planet 教案(人教版高二英语上册教案教学设计)

课题：《Unit 13 The Water Planet》

一、Teaching Content

The First Period

Warming up& Listening & Speaking

二、Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for… We should/could…

If we…we can… It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

三、Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

四、Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

五、Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Individual, pair or group work to make every student work in class.

六、Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass, a bottle of water and a bottle of vegetable oil

七、Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss :Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it. (a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)

T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.

S: The part above is vegetable oil and the part below is water.

T: Good. Do you know why?

S: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?

Ss :Because oil can’t dissolve in water, but milk can.

T: Very good. Would you like to watch another experiment?

Ss: I’d love to.

T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2.come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

The water is being used to/for…

We should/could…

If we…we can…

It would be better…

九、Record after Teaching

2 Unit12.3.(1)

课题：《Unit 13 The Water Planet》

Teaching Content

The Third Period Grammar

Teaching Aims:

1.Review Modal Verbs.

2.Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2.Individual work or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1.The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3.An a_____ is the smallest part of any living or nonliving thing.

4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5.Soil can a______ water, so it helps keep water from flowing away.

6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7.Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb 5.absorb 6.relationship 7.freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7:I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Can you tell from the letter what John’s problem is?

2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Words:

atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float

Modal Verbs: can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better

九、Record after Teaching

2 Unit12.4.(1)

课题：《Unit 13 The Water Planet》

The Fourth Period Integrating skills

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike? -Yes, of course you ______.

3.The ground is wet. It ______ have rained last night.

4.A machine ______ think for itself. It ______ be told what to do.

5.Tom,don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4:Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases. Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2.have an opportunity to do something

e.g. I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15 2.The way she deals with the problem

3.that is 4.took advantage of

5.is very sensitive to temperature 6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Phrases:provide…for,have an opportunity to do,a variety of,contribute to

九、Record after Teaching

2 Unit12.5.(1)

课题：《Unit 13 The Water Planet》Modal Verbs

Teaching Aims:

1.Review the important usages of modal verbs. 2.Sum up the different situations of modal verbs.

Teaching Important Point: How to use modal verbs correctly.

Teaching Difficult Point: How to choose modal verbs correctly.

Teaching Methods:

1.Review method to master the important usages of modal verbs.

2.Inductive method and comparative method to master the important and difficult points.

Teaching Aids: 1.the multimedia 2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:

1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3.Modal verbs have no infinitives.

4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.

5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible. (Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1.Would you like to answer the phone? It ______ be your sister.

2.The part of the country ______ be very warm in September.

3.______ it be Lily?

4.It ______(not) be true.

5.You ______ be right.

Suggested answers: 1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

T: Then try to finish the following exercises, please. (Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3.Mary said that I ______ borrow her car.

Suggested answers: 1.Can/Could/May/Might;can/may 2.Can

3.might/could（“Might” and “could” can be used after a past verb.）

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

T: Now look at the blackboard.(Write the following on the blackboard.)

1.It must have rained last night, for the ground is wet.

2.You can’t have seen him yesterday, for he is still in Australia.

3.You could have told me he was coming.

4.She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2.You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5.The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5:People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6:Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T: Please make up a sentence using “had better”.

S7:You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

八、The Design of the Writing on the Blackboard

Unit 13 The water planet

Modal Verbs

1.It must have rained last night,for the ground is wet.

2.You can’t have seen her yesterday,for she is still in Australia.

3.You could have told me he was coming.

4.She is very late.She may have missed the bus.

九、Record after Teaching

篇13：unit 5 The British Isles(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

The topic of the unit is about the British Isles.

The whole unit is arranged to be taught in six periods. In the first period, we will deal with Warming up and Listening. In warming up, by talking about English cities, food, sports, places of interest, school education, geography, famous people ,etc. the students' desire to know more about Britain can be raised. The listening material provides detailed information about Dublin University for the students to catch. While listening, the students' ability to listen will be improved. Speaking will be dealt with I the second period. It includes three topics: Is English easy or difficult to learn? How can we learn geography well? What's your opinion about the development of a country?, and the students can express various opinions freely. Each topic can be discussed from different sides. The students can reach an agreement on the points. Meanwhile, their ability to speak English can be greatly improved. The whole text, including Pre-reading, Reading and Post-reading, is dealt with in the third and fourth periods. The students will learn some useful information which may perhaps be unknown to them before. The students are required to read the text and do different kinds of exercises, in the course of which their reading ability will be improved. In the fifth period, Word Study and Grammar Noun Clauses ( 1 ), are arranged for the students. They can practise using some useful words and get a good command of the noun clauses, among which Appositive Clauses should be paid more attention to . If more exercises can be given in addition, the result will be much better. Integrating skills, including Reading and Writing, are arranged in the sixth period. Reading is about Daniel Defoe's visit to Salisbury in southern England. At last, students are required to imitate the passage and describe his hometown, introducing the landscape, cultural relics, people's life, trade etc. They can use what they've learned from the text to describe what they want to say so as to improve their writing ability. Besides, the students will learn plenty of useful words and expressions from the unit.

Besides, the materials provided by Workbook enable the students to know more about Wales ,Ireland ,Oxford and Cambridge University.

II. Teaching Goals

1. Talk about the UK and Ireland.

2. Practise expressing agreement and disagreement.

3. Learn about Noun Clauses (1).

4. Write a description of a town and the countryside.

5. Improve students’ ability in listening, speaking, reading and writing

III. Teaching Key and difficult points:

1. Master the expressions for agreement and disagreement.

2.Learn and master the following words and expressions:

words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish

phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with

3. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.

4. Master the differences between the appositive clause and the attributive clause.

IV Teaching Approach: Task-base; student-centered; equipment-aided

Learning Approach: Exploration Study; Co-operation

V Teaching Aids: a computer, a courseware , a projector, a tape recorder

VI Teaching Procedures:

Pre-Unit Task:

Task 1: Exploring The British Isles

Before class, present students the following subjects about Britain :geography (including important cities/rivers/names of countries),history, language, culture, sports and arts , architecture, literature, film food, famous people and life .Divide them into several groups and each choose one to do some exploring study. Ask them to do as follows: First , surf the internet to find out as much information as you can and then sort out the information collected. Finally, make CAIS and get a leader to report the results.

Task 2: Investigate Your Hometown

Get the same groups to investigate their hometown, by interviewing experts, going to visit some places of interest and government offices related (eg. The weather station), and colleting information. Then fill in the chart:

Name of my hometown Location Weather Places of interest The life of residents Population or history

The First Period

Teaching Aims:

1. Refresh the students’ memory about ‘New Zealnd’which they learned last term.

2. Remind them useful ways of expressing direction

3. Develop the ability at doing exploration study .

Teaching Procedures:

Step1 Lead-In

Show the class the maps of China and New Zealand. Have them talk about these two countries. Teacher says ‘ As a Chinese, there’s no doubt that everyone here knows China very well. Besides, in last term, we have learnt a lot about Newzealand. Can you tell me something about them’.

Step 2. Warming Up

After talking about China and New Zealand, shows them the national flag of the UK while playing the national anthem‘God save the Queen’

T: You have really known much about China and New Zealand .Listen !what’s the song? Look! Which country’ national flag is it? Do you also know a lot about The UK and Ireland? Today we'll learn a new unit--the British Isles. In the last period, I told you to search for as much information as possible about the UK and Ireland through the Internet. I'm sure you've got a lot. Now can the leaders report your exploring study?

Get the leaders to report and add extra information

References for teachers:

Food and dishes: roasted beef, steak kidney pie, English fish chip, chicken ala king, sandwich and so on.

Sports. walking, swimming, playing football, playing tennis, bicycling, skating, hiking and so on.

Way of life: DIY. They often fix up a house, plant their gardens, and make furniture by themselves. Even they build their houses themselves.

Important cities are: London, Liverpool, Manchester, Birmingham, Edinburgh, Dublin, Cardiff, Belfast and so on. London is the biggest city and the capital of England. It lies on the River Thames. London is also a cultural and political center. In it there are many world-famous places of interest.

Places of Interest: St. James Park, Hyde Park, Big Ben, Tower Bridge, the Houses of Parliament, Buckingham Palace. National westminster and so on.

Geography : four parts. They are England, Wales, Scotland and Northern Ireland. There are many kinds of natural resources, such as coal, iron, oil and natural gas.

Languages: English is the official language in the UK. It is also widely used in the world.

Rreligion & beliefs : People in the UK mostly believe in Christ. Some of them believe in Islam, and Buddhism.

Schools :Two kinds. One is private school and the other is public school. Schooling is free of charge in public schools while it costs much in private ones. There are many world-famous universities in the UK, like, Cambridge University, Oxford University, London University and so on.

Famous people Shakespear / Franscis Bacon

Step 3.Listening

1. Presentation: So far, we have known so much about the UK and Ireland . Imagine this, today you have a chance to go to study in a famous university in Ireland-Dublin University, experiencing the school life. (Shows a picture of Dublin University )The teacher is telling us the course schedule, including the time, courses and teachers.

2. Play the tape for the first time for general ideas.

3. Play the tape many times for them to tick the sentences which are true ,answer the questions in Ex.3 and fill in the timetable on P 34.

Extensions: Ask to talk about their own school activities.

Step 4. Summary and Homework

T: Today we learned so much about the UK and Ireland. We’ve also get to know Dublin University. Most of you have done good jobs . After class, please exchange information you have collected.. Besides , carry out the task of listening in Workbook.

The Second Period Speaking

Step 1.Lead-in

T：As far as we know, today people in the world are paying more attention to the spirit of team work. We almost need to discuss together when we do everything. And more and more views and points are tolerated . By the way, if we agree or disagree to do something, what can we use to express ourselves?

(Teacher writes students’ answers and some other expressions on the screen.)

Useful expressions：

Don't you think that…?

I don't think that's right…

I don't think so.

You must be mistaken…

No, you are wrong thinking that…

I'm afraid you are wrong…

I believe that you've got it right. I'm not so sure about that…

Surely it must be…

Yes, you are right, but…

Aren't you confusing… ?

Yes. I agree with you.

Step 2. Make up dialogues

Ask the Ss to use these expressions to make up a dialogue in pairs in the following situation:

In October, the school meeting will be held. Some students who will take part in 3000-meter-race think that they need sports shoes to run faster and that our class should pay the bill instead of themselves because they can make contributions to our class. What do you think about it?

Step 3 .Debate

T: Now open your books at Page 34.

Go through the three statements together , while dealing with some words and phrase (consist of /statements/power/advantage/have advantage over)at the same time. Ask them to summarize these statements into three topics. Then divide the class into three groups and each group will discuss one topic and debate which point of view is reasonable.

Group Topics Why?

1 Is English easy or difficult to learn for Chinese people?

2 Can we learn the geography more easily by going there?

3 Which countries have more chances to become rich, small , big or island countries?

(Then teacher asks three pairs to present their dialogues.)

Sample dialogues:

1. A: How are you getting on with your English?

B: Very badly. I find it difficult to learn.

A: Why do you think so?

B: As you know, we have to learn a lot of words and phrases by heart every day. And there are many grammar rules we have to follow.

A: But I can't completely agree with you. In my opinion, it's easy to learn. As long as we master the basic grammar and speak it as often as possible, we can learn it well.

B: I don't think you are right. Personally, I think we have fewer chances to speak English. What's more, English and Chinese have little in common.

A: But I think we should find more chances to speak, just as we learn Chinese. If you speak, read and listen as much as possible, you can find it easy to learn. B: That's a good idea. Thanks for your advice. I'll do my best to study it wall.

A: I'm sure that you will.

2. A: What are you doing?

B: I'm reading the geography book.

A: I think it is difficult to learn if you can't go to that country.

B: I don't think so. You often look at maps carefully and remember all the names of cities and provinces.

A: I'm afraid I don't agree with you. I think those names are very confused and we can learn it easily by going there.

B: Certainly visiting some places is better in learning geography. But we can't go to all places of the world. That's too expensive and we don't have enough time, too.

A: Of course you are right. Now computers are used in many fields. You can get as much information as possible about the countries you want to know through the Internet.

B: That's a good idea. I'll try it.

3. A: Hello. Can you tell me which are the countries that make up the Group of Eight?

B: Yes. It consists of eight richest countries in the world. They are Britain, France, Germany, Italy, Australia, Japan, America and Russia. Five of them are quite small and two of them are island countries.

A: Do you think small countries have better chances than big ones to become rich?

B: I don't think so.

A: Why?

B: First small countries have few natural resources. They're very important for a country. Second, their labour force is limited. As a result, that prevents their economy developing fast.

A: I can't quite agree with you. In fact many small countries are very rich.

B: Yes. Though some countries are small, people of these countries can get good education and make their countries become powerful by developing science and technology. For example, Japan has few natural resources, but it can develop its education and use other countries resources as many as possible to develop its economy.

A: It may be true. Do island nations have more advantages than other countries?

B: Certainly. Island countries have more convenient traffic and they also have more sea resources.

A: I agree with what you said.

Step VI Summary and Homework

T: Today we've practiced speaking English a lot. We've also learnt many useful

expressions to express our own opinions. (Pointing to the blackboard and the screen. )After class, write a short paragraph about what you have debated in class and carry out the task in Talking Part on P109 .

The Third & Fourth Period

Teaching Aims:

1. Learn and master the following words and expressions:

words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish

phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with

2. Further develop the students' reading ability and reading skills.

3. Get the students to know more about the British Isles.

Teaching Procedures:

Step 1. Lead-in

T: In the first period, we talked much about the UK and you know a lot about it. (Teacher shows pictures of Big Ben, The Speaker’s Corner in Hide Park, Buckingham Palace, Tower Bridge, Stonehenge, Shakespear, national flags of Scotland, Ireland ,Wales and England on the screen for them to enjoy and describe.)

Step 2.Pre-reading

T: Now open your books at Page 35. Look at the questions in Pre-reading(Shows these questions on the screen) and have a discussion about what you know about these questions.

(A few minutes later, teacher asks three students to answer them.)

Step 3. Reading

1. Listening Practice:

Play the tape for the students to listen to get the general idea.

2. True or False Statements:

1) The tower of London is very famous in Britain.

2) The UK is made up of Britain Island and Ireland Island

3) Scotland is warmer throughout the year.

4) The European mainland has had a great effect on the culture of the people in the British Isles.

5) French was considered a noble language in the 12th century in Britain

6) Ireland has been an independent republic since the ancient time.

7) The Welsh have the language of their own besides English.

3. Choose the best choices :

1).According to the passage, what do you know about the Isle Man?

A. It lies between Britain and Ireland.

B. It’s run over by the king of Uk.

C. The king of England is in charge of it.

D. Both A and C

2).How many spoken languages are considered as native language in the British Isles?

A. 2 B. 8 C. 1 D. 6

3).What’s the main idea of the text?

A. Britain was once in the charge of the Frenchmen

B. The UK is made up of 3 countries.

C. The author delivers some more information about the British Isle.

D. It’s about the history of the country.

4).What can you conclude from the passage?

A. The UK is made up of 4 countries

B. The British Isles lies of the west coast of Europe

C. The culture of the UK is a mixture of different countries in the world.

D. The climate of the British Isles is mild with a lot of rain.

Answers: DBCA

4. Skimming

Get the Ss to skim the text to find out the topic sentence of each paragraph.

Paragraph Main idea

Para1 General idea about England

Para2 Position of the British Isles

Para3 climate

Para4 culture

Para5 The influence of French

Para6 history

Para7 Languages

5.Questions in details:

(Teacher shows the questions on the screen.)

Answer the questions:

1. What is the UK?

2. What's the weather in the British Isles like? What about in Scotland?

3. Has the culture of the people in the British Isles received many influences? From here?

4. Why do so many English words end u with the French words

5. How many countries are here in Britain ?Which are the first two countries that joined in the United Kingdom? Does the Ireland Island belong to the UK?

6. What do people throughout the British Isles speak now?

6. Language points:

While dealing with the above activities, it’s good time to explain some important language points.

Step 4. Post-reading Activity

Task1: Locate the places in the map

(Teacher shows a blank map of England on the screen. Ask them to locate the position of some places . Ex.1 on P 36)

Task 2:Discussion

T: Now you've known much information about England. It's known to all of you that England is separated from European mainland by the English Channel. Is it possible to swim across the channel? Where is the best place to do so? How far is it? Please have a discussion in groups of four.

(Suggested answers: It's possible to swim across the English channel though it is very difficult. Now there are many people in the world who have swum across the channel. Last July, Zhang Jian in our country was also successful in doing so. The best place where they swim across the channel is from Dover in England to Gallet in France. It is 33.8 kilometers. …)

Step 5. Summary and Homework

T: Today we've read a passage and learnt more about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relice, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going?

Today's homework: Imagine yourself to be an experienced guide in Britain. You have been asked to arrange a four-week tour of Britain for a group of tourists. You introduce your travel plan ,beginning with ‘Hello everyone, I’d like to tell you about…’and ending up with ‘I hope that everyone can enjoy staying here and have an unforgettable travel experience. Thank you for listening.’

The Fifth Period

Teaching Aims:

1. Improve the ability of defining words in English

2. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.

3. Master the differences between the appositive clause and the attributive clause.

Teaching Procedures

Step 1. Word Study

T: In this unit, we've learnt many important words. Now look at the words on the screen. Try to think of their meanings. Then finish the exercise on the screen to check if you can use them correctly. After finishing it, you can check your answers with your partner.

(Teacher shows the following on the screen.)

Complete each sentence with the words in the box.

View, narrow, kingdom, consist, mild, influence, basis, upper, union, republic

1. A group of trade_______ leaders met to discuss questions about job safety.

2. The official name of our country is the People's________ of China.

3. More and more young people go abroad to study when they graduate from high school. What's your________ on it?

4. Generally speaking, the_______ classes don't have a clear idea of the common people's lives.

5. Our class________ of twenty-five boys and thirty-two girls.

6. The weather is________ today; it is neither hot nor cold.

7. The street is too________. It doesn't allow two cars to pass each other.

8. Because of her teacher's_________, she chose to study English at college.

9. Don't judge a person only on the_________ of appearance.

(After three minutes, teacher may ask some students to say their answers .Teacher corrects the mistakes if any and gives some explanations. )

Step 2. Grammar: Noun Clauses

1. Lead-in

Show a picture of Pierce Brosnan, the current 007and have a free –talk about him together by asking and answering ‘Who is this man? What does he do? What’s his first film? What else do you know about him?’ etc. Then present the description on the screen:

Pierce Brosnan was born on May 16, 1953. Few people know that he is in his fifties,(OC) because he looks much younger than his age. And also that he is Irish is unknown to many people(SC). His wife died of cancer in 1991. It’s reported that he met his present wife in 1994 and married again(SC). The fact that he was offered the job as 007 in Golden Eye (1995) is not new to everyone(Appositive Clause). His second film is “Tomorrow Never dies”. Besides his career in films, he has a production company with a long-time friend . Another important fact for which we should show him respect is that he has raised a lot of money to help research into breast cancer(PC).

2. Get the students to pay more attention to the underlined sentences and with their help explain the functions of Noun Clauses respectively.(To make sure every student can be clear about this grammar points, Chinese can be used instead while explaining.

3. Drill: To help the students to have a further understanding of the functions of the Noun Clause.

(Teacher shows the screen.) T: Now look at some other sentences on the screen and decide which part the clauses act as. (On P 39-40)

Choose the correct part from the box to match with the sentences.

A. subject B. object C. predicative D. appositive

1. The idea that England stands for Fish & Chips, the Speaker's Corner and the Tower of London is past.

2. The fact that the mainland of Great Britain is made up of three Kingdoms is still unknown to many people.

3. The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4. Some people feel that Wales is an ancient fairy land.

5. That most of these are now threatened and many disappear is a serious matter to the people in Britain.

6. They realise that it is of great value to record and teach them to the younger generation.

Answers:

1. D 2. D 3. C 4. B 5. A 6. B